VULNERABILITY OF SCHOOLS IN PUERTO RICO TO TSUNAMI EVENTS 
By 
Verónica A. Torres Rodríguez 
Joel A. Cohen Vázquez 
 
RESEARCH FINAL REPORT 
 
 
Advisor: Gustavo E. Pacheco Crosetti, PhD, PE 
Co-advisor: Omaira M. Collazos Ordoñez, PhD 
 
 
 
 
POLYTECHNIC UNIVERSITY OF PUERTO RICO 
UNDERGRADUATE RESERACH PROGRAM FOR HONOR STUDENTS 
HSI STEM GRANT 
SAN JUAN, PUERTO RICO 
2020-2021
 
 
Abstract  
 
 
Puerto Rico is in an area of high seismicity, due to the presence of seismic faults around 
and within the Island. These faults have the potential to generate earthquakes that cause 
tsunamis, as occurred in 1918 in the western area of Puerto Rico. Considering that the 
school population between students and teachers is around 600,000 people, schools are 
essential facilities to safeguard against extreme events on the Island. For this reason, the 
objective of the research is to evaluate if the schools of Puerto Rico are vulnerable to 
tsunamis. To do this, the schools that are in a tsunami hazard zone were first identified and 
quantified for all the coastal municipalities of the Island. Then, two municipalities were 
selected as case studies in which a vulnerability assessment process was developed, which 
includes the analysis of pedestrian routes for the evacuation process and evacuation times 
to safe places. The study found that two schools are critical in vulnerability, one in each 
study municipality with excessive evacuation times and evacuation routes that are unsafe 
and unfit for the evacuation process.  
 
 
 
 
 
 
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Table of Contents 
 
1 Introduction ................................................................................................................. 1 
2 Literature Review........................................................................................................ 3 
2.1 Earthquakes ......................................................................................................... 3 
2.1.1 Generation ....................................................................................................... 3 
2.1.2 Types of plate boundaries ............................................................................... 5 
2.1.3 Measurement ................................................................................................... 6 
2.1.4 Magnitude ....................................................................................................... 7 
2.1.4.1 Modified Mercalli Intensity .................................................................... 7 
2.1.4.2 Richter Scale ........................................................................................... 8 
2.1.4.3 Moment Magnitude Scale ....................................................................... 8 
2.1.5 Effects ............................................................................................................. 9 
2.1.5.1 Collapsing structures or objects .............................................................. 9 
2.1.5.2 Falling electricity lines and fires ............................................................. 9 
2.1.5.3 Rockslides and/or landslides on mountains and hillsides ..................... 10 
2.1.5.4 Floods caused by the collapse of dam walls ......................................... 10 
2.1.5.5 Liquefaction .......................................................................................... 11 
2.1.5.6 Tsunamis ............................................................................................... 12 
2.1.6 Seismicity of Puerto Rico ............................................................................. 13 
2.1.6.1 Seismic history in Puerto Rico .............................................................. 16 
2.1.6.2 Earthquake log ...................................................................................... 17 
2.1.6.3 Most significant earthquakes ................................................................ 19 
2.2 Seismic Hazards, Risk and Vulnerability ......................................................... 20 
2.2.1 Seismic Hazards ............................................................................................ 21 
2.2.2 Seismic Risk.................................................................................................. 22 
2.2.3 Seismic Vulnerability.................................................................................... 23 
2.3 Tsunamis ........................................................................................................... 24 
2.3.1 Generation ..................................................................................................... 25 
2.3.1.1 Earthquakes ........................................................................................... 25 
2.3.1.2 Volcanic Eruptions................................................................................ 26 
2.3.1.3 Landslides ............................................................................................. 26 
2.3.1.4 Meteorites ............................................................................................. 26 
2.3.2 Types of tsunamis ......................................................................................... 26 
2.3.3 Effects of tsunamis ........................................................................................ 27 
2.3.3.1 Flooding ................................................................................................ 27 
2.3.3.2 Wave Impact ......................................................................................... 28 
2.3.3.3 Erosion .................................................................................................. 29 
2.3.4 International and FEMA Guidelines for Design and Protection ................... 30 
2.3.4.1 Tsunami hazard assessment .................................................................. 30 
2.3.4.2 Sea defense design ................................................................................ 31 
2.3.4.3 Building design procedure .................................................................... 31 
2.3.4.4 Load assessment for buildings .............................................................. 31 
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2.3.5 US Guidelines for Schools ............................................................................ 32 
2.3.5.1 Assessing the existing school tsunami preparedness through the 
collection of baseline data ..................................................................................... 32 
2.3.5.2 Identifying gaps in preparedness and making recommendations ......... 33 
2.3.5.3 Procuring equipment required by the school ........................................ 35 
2.3.5.4 Raising awareness of tsunami risks through a range of activities ........ 36 
2.3.5.5 Supporting students after a real tsunami event ..................................... 37 
2.4 Evacuation Processes ........................................................................................ 38 
2.4.1 Evacuation sites ............................................................................................ 38 
2.4.2 Evacuation time ............................................................................................ 39 
2.4.3 Evacuation routes .......................................................................................... 40 
2.4.4 Evacuation zones .......................................................................................... 41 
2.4.5 Perception and Reaction of Kids and Young People .................................... 41 
2.4.6 Strategies to Evacuate Large number of people ........................................... 43 
2.4.6.1 Evacuation planning.............................................................................. 44 
2.4.6.2 Signage .................................................................................................. 44 
2.4.6.3 Exercising ............................................................................................. 46 
2.4.7 Walking Speed of the Masses ....................................................................... 47 
2.5 Tsunamis Studies for Puerto Rico..................................................................... 47 
2.5.1 Zoning ........................................................................................................... 48 
2.5.2 Evacuation Routs .......................................................................................... 51 
2.6 School System in Puerto Rico........................................................................... 52 
2.6.1 General Information ...................................................................................... 52 
2.6.1.1 Population ............................................................................................. 52 
2.6.1.2 Function ................................................................................................ 53 
2.6.1.3 Structure of schools in Puerto Rico ...................................................... 54 
2.6.2 Location ........................................................................................................ 55 
2.6.3 Design and Operation Guidelines ................................................................. 56 
2.6.3.1 School Campus Preparation .................................................................. 56 
2.6.3.2 Procedure for Evacuating a School Campus ......................................... 59 
2.6.3.3 Important Maps of the School Grounds ................................................ 60 
2.6.3.4 Earthquake emergency .......................................................................... 61 
2.7 Previous works .................................................................................................. 63 
3 Research Program ..................................................................................................... 65 
3.1 Objectives and Scope ........................................................................................ 65 
3.2 Methodology ..................................................................................................... 65 
3.2.1 Phase I - Hazard identification ...................................................................... 67 
3.2.1.1 Identification of schools in hazard zone ............................................... 67 
3.2.1.2 Assessment of the population of schools that could be affected .......... 67 
3.2.2 Phase II - Selection of the case study ............................................................ 68 
3.2.2.1 Researchers' accessibility ...................................................................... 68 
3.2.2.2 Number of schools located in the tsunami hazard zone ........................ 68 
3.2.2.3 Number of schools used as shelters or voting centers located in tsunami 
hazard zone ........................................................................................................... 69 
3.2.2.4 Amount of population that could be affected by a tsunami .................. 69 
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3.2.3 Phase III - Vulnerability Assessment ............................................................ 69 
3.2.3.1 Evaluation of evacuation plans ............................................................. 69 
3.2.3.2 Structural examination of schools ......................................................... 70 
3.2.3.3 Identification of safe areas .................................................................... 70 
3.2.3.4 Determination of evacuation time ......................................................... 70 
3.2.3.5 Evaluation of Evacuation Routes .......................................................... 70 
3.2.3.6 Determination of vulnerability .............................................................. 71 
3.2.4 Phase IV - Analysis of Results and Proposal of Solutions ........................... 71 
3.3 Itinerary ............................................................................................................. 71 
4 Data Collection and Processing ................................................................................ 72 
4.1 Data Collection ................................................................................................. 72 
4.1.1 Schools Data ................................................................................................. 72 
4.1.2 Tsunami Data ................................................................................................ 76 
4.1.3 Walking Speeds Data .................................................................................... 77 
4.1.4 Other relevant school data ............................................................................ 79 
4.1.4.1 School Municipality .............................................................................. 80 
4.1.4.2 Education Level .................................................................................... 80 
4.1.4.3 Year Built .............................................................................................. 80 
4.1.4.4 Tsunami Knowledge ............................................................................. 81 
4.1.4.5 Evacuation Plan .................................................................................... 81 
4.1.4.6 Comments ............................................................................................. 81 
4.2 Data Processing ................................................................................................. 87 
4.2.1 Schools and Tsunami Data............................................................................ 87 
4.2.2 Evacuation Routes ........................................................................................ 92 
5 Analysis and Results Interpretation ........................................................................ 100 
5.1 Hazard Identification ...................................................................................... 100 
5.1.1 Aguada ........................................................................................................ 100 
5.1.2 Aguadilla ..................................................................................................... 102 
5.1.3 Añasco......................................................................................................... 103 
5.1.4 Arecibo ........................................................................................................ 105 
5.1.5 Arroyo ......................................................................................................... 106 
5.1.6 Barceloneta ................................................................................................. 108 
5.1.7 Bayamón ..................................................................................................... 109 
5.1.8 Cabo Rojo ................................................................................................... 110 
5.1.9 Camuy ......................................................................................................... 113 
5.1.10 Canóvanas ................................................................................................... 114 
5.1.11 Carolina ....................................................................................................... 115 
5.1.12 Cataño ......................................................................................................... 117 
5.1.13 Ceiba ........................................................................................................... 119 
5.1.14 Culebra ........................................................................................................ 120 
5.1.15 Dorado......................................................................................................... 121 
5.1.16 Fajardo ........................................................................................................ 123 
5.1.17 Guánica ....................................................................................................... 124 
5.1.18 Guayama ..................................................................................................... 125 
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5.1.19 Guayanilla ................................................................................................... 126 
5.1.20 Guaynabo .................................................................................................... 127 
5.1.21 Hatillo ......................................................................................................... 128 
5.1.22 Humacao ..................................................................................................... 129 
5.1.23 Isabela ......................................................................................................... 131 
5.1.24 Juana Díaz ................................................................................................... 131 
5.1.25 Lajas ............................................................................................................ 133 
5.1.26 Loíza ........................................................................................................... 134 
5.1.27 Luquillo ....................................................................................................... 136 
5.1.28 Manatí ......................................................................................................... 137 
5.1.29 Maunabo ..................................................................................................... 138 
5.1.30 Mayagüez .................................................................................................... 139 
5.1.31 Naguabo ...................................................................................................... 142 
5.1.32 Patillas ......................................................................................................... 143 
5.1.33 Peñuelas ...................................................................................................... 144 
5.1.34 Ponce ........................................................................................................... 145 
5.1.35 Quebradillas ................................................................................................ 147 
5.1.36 Rincón ......................................................................................................... 148 
5.1.37 Río Grande .................................................................................................. 149 
5.1.38 Salinas ......................................................................................................... 150 
5.1.39 San Juan ...................................................................................................... 152 
5.1.40 Santa Isabel ................................................................................................. 155 
5.1.41 Toa Baja ...................................................................................................... 156 
5.1.42 Vega Alta .................................................................................................... 158 
5.1.43 Vega Baja .................................................................................................... 158 
5.1.44 Vieques ....................................................................................................... 159 
5.1.45 Yabucoa ...................................................................................................... 160 
5.1.46 Yauco .......................................................................................................... 161 
5.2 Case Study Selection....................................................................................... 162 
6 Vulnerability Assessment ....................................................................................... 167 
6.1 Evacuation Times............................................................................................ 167 
6.1.1 Time It Takes for the School Population to Get Out of the Tsunami Hazard 
Zone and to the Assembly Site ............................................................................... 167 
6.1.1.1 Cataño ................................................................................................. 168 
6.1.1.2 San Juan .............................................................................................. 173 
6.1.2 Time It Takes for the School Population to Get Out of the Tsunami Hazard 
Zone. 185 
6.1.2.1 Cataño ................................................................................................. 185 
6.1.2.2 San Juan .............................................................................................. 190 
6.2 Summary of Evacuation Times ....................................................................... 199 
6.3 Alternate Routes.............................................................................................. 204 
6.3.1 Cataño ......................................................................................................... 204 
6.3.1.1 Franciso Oller...................................................................................... 204 
6.3.1.2 Horace Mann ....................................................................................... 207 
6.3.1.3 Onofre Carballeira .............................................................................. 210 
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6.3.1.4 Rosendo Matienzo Cintrón ................................................................. 213 
6.3.2 San Juan ...................................................................................................... 217 
6.3.2.1 Dr. Julio J. Henna................................................................................ 218 
6.3.2.2 Jaime Rosario (Buena Vista Elemental) ............................................. 223 
6.3.2.3 Julián E. Blanco (Ballet) ..................................................................... 228 
6.3.2.4 Luis Llorens Torres ............................................................................. 232 
6.3.2.5 Luis Rodríguez Cabrero ...................................................................... 237 
6.3.2.6 Madame Luchetti ................................................................................ 242 
6.3.2.7 Moisés Meléndez ................................................................................ 247 
6.3.2.8 Ramón Power Y Giralt........................................................................ 253 
6.3.2.9 República Del Perú ............................................................................. 257 
6.4 Visit to Schools ............................................................................................... 261 
6.4.1 Francisco Oller ............................................................................................ 261 
6.4.1.1 Structure Caracteristics ....................................................................... 263 
6.4.1.2 Plan Irregularities ................................................................................ 264 
6.4.1.3 Adjacency ........................................................................................... 266 
6.4.1.4 Exterior Falling Hazards ..................................................................... 270 
6.4.1.5 Damage and Deterioration .................................................................. 271 
6.4.1.6 Security Measures in Hazard Zones, Evacuation Routes and Safe Zones
 271 
6.4.2 Luis Llorens Torres ..................................................................................... 306 
6.4.2.1 Structure Caracteristics ....................................................................... 308 
6.4.2.2 Plan Irregularities ................................................................................ 308 
6.4.2.3 Adjacency ........................................................................................... 310 
6.4.2.4 Exterior Falling Hazards ..................................................................... 313 
6.4.2.5 Damage and Deterioration .................................................................. 314 
6.4.2.6 Security Measures in Hazard Zones, Evacuation Routes and Safe Zones
 314 
6.4.3 Summary of Evacuation Route Evaluation Results .................................... 349 
6.5 School Form .................................................................................................... 350 
7 Other Critical Cases ................................................................................................ 352 
7.1 Medianía Alta Elemental School .................................................................... 352 
7.2 Academia Espíritu Santo Levittown ............................................................... 356 
7.3 Summary of Findings ...................................................................................... 360 
8 Conclusions, Recommendations and Future Work ................................................. 362 
8.1 Conclusions ..................................................................................................... 362 
8.2 Recommendations ........................................................................................... 362 
8.3 Future Work .................................................................................................... 363 
9 References ............................................................................................................... 364 
10 Appendix ................................................................................................................. 370 
 
 
 
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List of Figures 
 
Figure 2-1 Distribution map of the tectonic plates of the world that are part of the 
lithosphere ........................................................................................................................... 4 
Figure 2-2 A Normal Fault ................................................................................................. 5 
Figure 2-3 Map of the divergent, convergent and transform boundaries of tectonic plates 6 
Figure 2-4 Graph of the Moment Magnitude Scale ............................................................ 8 
Figure 2-5 Building collapse in the earthquake of 1995 in Kobe, Japan ............................ 9 
Figure 2-6 Fire on a flooded street after the earthquakes of 1994 on Northridge in California
........................................................................................................................................... 10 
Figure 2-7 A slope giving way after the 2001 earthquake in San Salvador ..................... 11 
Figure 2-8 Collapse of the Shih-Kang dam ...................................................................... 11 
Figure 2-9 Landfill liquefied in the 1989 Loma Prieta earthquake. ................................. 12 
Figure 2-10 Tsunami wave hitting a street in Miyako, northeast Japan ........................... 13 
Figure 2-11 Tectonic setting of Puerto Rico ..................................................................... 14 
Figure 2-12 Subduction process model at the northern edge of the Puerto Rico Trench . 15 
Figure 2-13 Seismic Hazard for Puerto Rico .................................................................... 16 
Figure 2-14 Distribution of earthquakes (1987-2019) ...................................................... 17 
Figure 2-15 Epicentral map of the earthquakes felt in Puerto Rico and the Virgin Islands 
from 2008 to 2020 (PRSN-UPRM) .................................................................................. 19 
Figure 2-16 Trigram of disaster risk ................................................................................. 20 
Figure 2-17 Seismic hazard map of United States, Alaska, and Puerto Rico ................... 22 
Figure 2-18 Representative risk diagram .......................................................................... 23 
Figure 2-19 Schematic Diagram of Tsunami Generation ................................................. 25 
Figure 2-20 Effect of Tsunami Flooding in Yamada, Japan ............................................. 28 
Figure 2-21 Impact of Tsunami Wave Impact in Sendai, Japan ....................................... 29 
Figure 2-22 Effect of Erosion Caused by Tsunami Waves on The Japanese Dock ......... 30 
Figure 2-23 Evacuation Map of San Juan, Puerto Rico in PDF ....................................... 41 
Figure 2-24 Signs approved by the International Organization for Standardization (ISO)
........................................................................................................................................... 45 
Figure 2-25 Tsunami sign in America .............................................................................. 45 
Figure 2-26 Tsunami Evacuation Route Sign in Oregon .................................................. 46 
Figure 2-27 Puerto Rico Hypothetical Tsunami Visualization ......................................... 48 
Figure 2-28 Model tsunami flood zone “MOM” (2012) .................................................. 49 
Figure 2-29 Evacuation Map of San Juan, Puerto Rico on the Web ................................ 50 
Figure 2-30 Location of public schools in Puerto Rico .................................................... 55 
Figure 3-1 Diagram of the Methodology to be Developed in the Study .......................... 66 
Figure 3-2 Itinerary of the Methodology Process in Gantt Chart ..................................... 71 
Figure 4-1 Layer of Public Schools in HIFLD Web ......................................................... 73 
Figure 4-2 Layer of public schools in Map Viewer .......................................................... 73 
Figure 4-3 Busca tu Escuela Platform .............................................................................. 74 
Figure 4-4 List of Shelters (NMEAD) .............................................................................. 75 
Figure 4-5 List of Shelters (POEIC) ................................................................................. 75 
Figure 4-6 List of Voting Centers ..................................................................................... 76 
Figure 4-7 PRSN GIS Data Download ............................................................................. 76 
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Figure 4-8 Pedestrian Evacuation Analyst (USGS) .......................................................... 77 
Figure 4-9 Schools Form on Google Form - Part I ........................................................... 82 
Figure 4-10 Schools Form on Google Form - Part II........................................................ 83 
Figure 4-11 Schools Form on Google Form - Part III ...................................................... 84 
Figure 4-12 Schools Form on Google Form - Part IV ...................................................... 85 
Figure 4-13 Schools Form on Google Form - Part V ....................................................... 86 
Figure 4-14 Schools Form on Google Form - Part VI ...................................................... 87 
Figure 4-15 Item addition step from computer in ArcGIS Online .................................... 88 
Figure 4-16 Layer publishing step in ArcGIS Online ....................................................... 89 
Figure 4-17 Layer display step in ArcGIS Online ............................................................ 90 
Figure 4-18 Schools in Puerto Rico in Tsunami Hazard Zones Web Map ....................... 90 
Figure 4-19 Evacuation Web Map with Schools of San Juan, Puerto Rico ..................... 91 
Figure 4-20 Legend of Schools in Puerto Rico in Tsunami Hazard Zones Web Map ..... 91 
Figure 4-21 Plot A Route Display .................................................................................... 92 
Figure 4-22 Plot A Route with “On Foot Selection” ........................................................ 92 
Figure 4-23 Locator in Plot A Route ................................................................................ 93 
Figure 4-24 Route Departure and Arrival Symbols in Plot A Route ................................ 93 
Figure 4-25 Distance and Time of the Route in Plot A Route .......................................... 93 
Figure 4-26 Route Timer in Plot A Route ........................................................................ 94 
Figure 4-27 Walking Speed Change in Route Timer in Plot A Route.............................. 94 
Figure 4-28 Base Maps in Plot A Route ........................................................................... 95 
Figure 4-29 Example of Route of Francisco Oller at Cataño in Plot A Route ................. 95 
Figure 4-30 Download Tool in Plot A Route.................................................................... 96 
Figure 4-31 Step of how to download the route in Plot A Route ..................................... 96 
Figure 4-32 Step of Importing the Route to Google Earth ............................................... 97 
Figure 4-33 Visualization of the Map with the Route in Google Earth Pro ..................... 98 
Figure 4-34 Map Legend with Route in Google Earth Pro ............................................... 98 
Figure 4-35 Visualization of the Street Map in Google Earth Pro ................................... 99 
Figure 5-1 Location of Schools in Aguada ..................................................................... 100 
Figure 5-2 Location of Schools in Aguada [Zoom] ........................................................ 101 
Figure 5-3 Schools located in tsunami hazard zones in Aguada .................................... 101 
Figure 5-4 Location of Schools in Aguadilla .................................................................. 102 
Figure 5-5 Schools located in tsunami hazard zones in Aguadilla ................................. 103 
Figure 5-6 Location of Schools in Añasco ..................................................................... 104 
Figure 5-7 Schools located in tsunami hazard zones in Añasco ..................................... 104 
Figure 5-8 Location of Schools in Arecibo..................................................................... 105 
Figure 5-9 Schools located in tsunami hazard zones in Arecibo .................................... 105 
Figure 5-10 Schools located in tsunami hazard zones in Arecibo [Zoom] ..................... 106 
Figure 5-11 Location of Schools in Arroyo .................................................................... 107 
Figure 5-12 Schools located outside the tsunami hazard zones in Arroyo ..................... 107 
Figure 5-13 Schools located outside the tsunami hazard zones in Arroyo [Zoom] ........ 107 
Figure 5-14 Location of Schools in Barceloneta ............................................................ 108 
Figure 5-15 Schools located outside the tsunami hazard zones in Barceloneta ............. 108 
Figure 5-16 Schools located outside the tsunami hazard zones in Barceloneta [Zoom] 109 
Figure 5-17 Location of Schools in Bayamón ................................................................ 109 
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Figure 5-18 Schools located outside the tsunami hazard zones in Bayamón ................. 110 
Figure 5-19 Location of Schools in Cabo Rojo .............................................................. 110 
Figure 5-20 Schools located in tsunami hazard zones in Cabo Rojo [Zoom] ................ 111 
Figure 5-21 Schools located in tsunami hazard zones in Cabo Rojo [Zoom] ................ 111 
Figure 5-22 Schools located in tsunami hazard zones in Cabo Rojo .............................. 111 
Figure 5-23 Schools located outside the tsunami hazard zones in Cabo Rojo [Zoom] .. 112 
Figure 5-24 Schools located in tsunami hazard zones in Cabo Rojo [Zoom] ................ 112 
Figure 5-25 Schools located in tsunami hazard zones in Cabo Rojo [Zoom] ................ 112 
Figure 5-26 Location of Schools in Camuy .................................................................... 113 
Figure 5-27 Schools located in tsunami hazard zones in Camuy ................................... 114 
Figure 5-28 Schools located in tsunami hazard zones in Camuy ................................... 114 
Figure 5-29 Location of Schools in Canóvanas .............................................................. 115 
Figure 5-30 Schools located outside the tsunami hazard zones in Canóvanas ............... 115 
Figure 5-31 Location of Schools in Carolina .................................................................. 116 
Figure 5-32 Schools located in tsunami hazard zones in Carolina ................................. 116 
Figure 5-33 Schools located in tsunami hazard zones in Carolina [Zoom] .................... 117 
Figure 5-34 Location of Schools in Cataño .................................................................... 118 
Figure 5-35 Schools located in tsunami hazard zones in Cataño.................................... 118 
Figure 5-36 Schools located in tsunami hazard zones in Cataño [Zoom] ...................... 118 
Figure 5-37 Location of Schools in Ceiba ...................................................................... 119 
Figure 5-38 Schools located in tsunami hazard zones in Ceiba [Zoom] ........................ 120 
Figure 5-39 Location of Schools in Culebra ................................................................... 120 
Figure 5-40 Schools located in tsunami hazard zones in Culebra [Zoom] ..................... 121 
Figure 5-41 Location of Schools in Dorado ................................................................... 122 
Figure 5-42 Schools located in tsunami hazard zones in Dorado [Zoom] ...................... 122 
Figure 5-43 Location of Schools in Fajardo ................................................................... 123 
Figure 5-44 Schools located outside the tsunami hazard zones in Fajardo .................... 123 
Figure 5-45 Location of Schools in Guánica .................................................................. 124 
Figure 5-46 Schools located outside the tsunami hazard zones in Guánica ................... 124 
Figure 5-47 Location of Schools in Guayama ................................................................ 125 
Figure 5-48 Schools located in tsunami hazard zones in Guayama................................ 125 
Figure 5-49 Location of Schools in Guayanilla .............................................................. 126 
Figure 5-50 Schools located outside the tsunami hazard zones in Guayanilla ............... 127 
Figure 5-51 Location of Schools in Guaynabo ............................................................... 127 
Figure 5-52  Schools located outside the tsunami hazard zones in Guaynabo ............... 128 
Figure 5-53 Location of Schools in Hatillo .................................................................... 128 
Figure 5-54 Schools located in tsunami hazard zones in Hatillo .................................... 129 
Figure 5-55 Location of Schools in Humacao ................................................................ 130 
Figure 5-56 Schools located in tsunami hazard zones in Humacao................................ 130 
Figure 5-57  Location of Schools in Isabela ................................................................... 131 
Figure 5-58 Schools located outside the tsunami hazard zones in Isabela ..................... 131 
Figure 5-59 Location of Schools in Juana Díaz .............................................................. 132 
Figure 5-60 Schools located in tsunami hazard zones in Juana Díaz ............................. 132 
Figure 5-61 Location of Schools in Lajas ....................................................................... 133 
Figure 5-62 Schools located in tsunami hazard zones in Lajas ...................................... 133 
 x 
 
Figure 5-63 Location of Schools in Loíza ...................................................................... 134 
Figure 5-64 Schools located in tsunami hazard zones in Loíza ...................................... 135 
Figure 5-65 Schools located in tsunami hazard zones in Loíza [Zoom]......................... 135 
Figure 5-66 Location of Schools in Luquillo .................................................................. 136 
Figure 5-67 Schools located in tsunami hazard zones in Luquillo ................................. 137 
Figure 5-68 Schools located in tsunami hazard zones in Luquillo [Zoom] .................... 137 
Figure 5-69 Location of Schools in Manatí .................................................................... 138 
Figure 5-70 Schools located outside the tsunami hazard zones in Manatí ..................... 138 
Figure 5-71 Location of Schools in Maunabo ................................................................ 138 
Figure 5-72 Schools located outside the tsunami hazard zones in Maunabo ................. 139 
Figure 5-73 Location of Schools in Mayagüez ............................................................... 140 
Figure 5-74 Schools located in tsunami hazard zones in Mayagüez .............................. 140 
Figure 5-75 Schools located in tsunami hazard zones in Mayagüez [Zoom] ................. 140 
Figure 5-76 Schools located in tsunami hazard zones in Mayagüez [Zoom] ................. 141 
Figure 5-77 Schools located in tsunami hazard zones in Mayagüez [Zoom] ................. 141 
Figure 5-78 Location of Schools in Naguabo ................................................................. 142 
Figure 5-79 Schools located outside the tsunami hazard zones in Naguabo .................. 142 
Figure 5-80 Location of Schools in Patillas .................................................................... 143 
Figure 5-81 Schools located outside the tsunami hazard zones in Patillas ..................... 143 
Figure 5-82 Schools located outside the tsunami hazard zones in Patillas [Zoom]........ 143 
Figure 5-83 Location of Schools in Peñuelas ................................................................. 144 
Figure 5-84 School located in tsunami hazard zone in Peñuelas .................................... 144 
Figure 5-85 School located in tsunami hazard zone in Peñuelas [Zoom]....................... 145 
Figure 5-86 Schools located in tsunami hazard zones in Ponce ..................................... 146 
Figure 5-87 Location of Schools in Ponce ...................................................................... 146 
Figure 5-88 Schools located in tsunami hazard zones in Ponce [Zoom] ........................ 146 
Figure 5-89 Location of Schools in Quebradillas ........................................................... 147 
Figure 5-90 Schools located outside the tsunami hazard zones in Quebradillas ............ 148 
Figure 5-91 Location of Schools in Rincón .................................................................... 148 
Figure 5-92 School located in tsunami hazard zone in Rincón ...................................... 149 
Figure 5-93 Location of Schools in Río Grande ............................................................. 149 
Figure 5-94 Schools located outside the tsunami hazard zones in Río Grande .............. 150 
Figure 5-95 Location of Schools in Salinas .................................................................... 150 
Figure 5-96 Schools located in tsunami hazard zones in Salinas ................................... 151 
Figure 5-97 Schools located in tsunami hazard zones in Salinas ................................... 151 
Figure 5-98 Location of Schools in San Juan ................................................................. 152 
Figure 5-99 Schools located in tsunami hazard zones in San Juan................................. 153 
Figure 5-100 Schools located in tsunami hazard zones in San Juan ............................... 153 
Figure 5-101 Schools located in tsunami hazard zones in San Juan [Zoom] ................. 153 
Figure 5-102 Schools located in tsunami hazard zones in San Juan [Zoom] ................. 154 
Figure 5-103 Schools located in tsunami hazard zones in San Juan [Zoom] ................. 154 
Figure 5-104 School located in tsunami hazard zone in Santa Isabel............................. 155 
Figure 5-105 Location of Schools in Santa Isabel .......................................................... 155 
Figure 5-106 Location of Schools in Toa Baja ............................................................... 156 
Figure 5-107 Schools located in tsunami hazard zones in Toa Baja .............................. 157 
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Figure 5-108 Location of Schools in Vega Alta ............................................................. 158 
Figure 5-109 Location of Schools in Vega Baja ............................................................. 158 
Figure 5-110 Schools located outside the tsunami hazard zones in Vega Baja [Zoom] . 159 
Figure 5-111 Location of Schools in Vieques ................................................................ 160 
Figure 5-112 Schools located outside the tsunami hazard zones in Vieques [Zoom] .... 160 
Figure 5-113 Location of Schools in Yabucoa ............................................................... 161 
Figure 5-114 Schools located outside the tsunami hazard zones in Yabucoa ................ 161 
Figure 5-115 Location of Schools in Yauco ................................................................... 162 
Figure 5-116 Schools and Population of Municipalities for Case Study ........................ 166 
Figure 6-1 Assembly Places for Cataño.......................................................................... 168 
Figure 6-2 Route for Average Walking Speed of Francisco Oller School at Cataño ..... 169 
Figure 6-3 Evacuation Time and Route’s Distance of Route for Average Walking Speed of 
Francisco Oller School .................................................................................................... 169 
Figure 6-4 Route for Average Walking Speed of Horace Mann School at Cataño ........ 170 
Figure 6-5 Evacuation Time and Route’s Distance of Route for Average Walking Speed of 
Horace Mann School....................................................................................................... 170 
Figure 6-6 Route for Average Walking Speed of Onofre Carballeira School at Cataño 171 
Figure 6-7 Evacuation Time and Route’s Distance of Route for Average Walking Speed of 
Onofre Carballeira School .............................................................................................. 172 
Figure 6-8 Route for Average Walking Speed of Rosendo Matienzo Cintrón School at 
Cataño ............................................................................................................................. 172 
Figure 6-9 Evacuation Time and Route’s Distance of Route for Average Walking Speed of 
Rosendo Matienzo Cintrón School ................................................................................. 173 
Figure 6-10 Assembly Places for San Juan..................................................................... 174 
Figure 6-11 Route for Average Walking Speed of Dr. Julio J. Henna School at San Juan
......................................................................................................................................... 175 
Figure 6-12 Evacuation Time and Route’s Distance of Route for Average Walking Speed 
of Dr. Julio J. Henna School ........................................................................................... 175 
Figure 6-13 Route for Average Walking Speed of Jaime Rosario (Buena Vista Elemental) 
School at San Juan .......................................................................................................... 176 
Figure 6-14 Evacuation Time and Route’s Distance of Route for Average Walking Speed 
of Jaime Rosario (Buena Vista Elemental) School ......................................................... 176 
Figure 6-15 Route for Average Walking Speed of Julián E. Blanco (Ballet) School at San 
Juan ................................................................................................................................. 177 
Figure 6-16 Evacuation Time and Route’s Distance of Route for Average Walking Speed 
of Julián E. Blanco (Ballet) School................................................................................. 178 
Figure 6-17 Route for Average Walking Speed of Luis Llorens Torres School at San Juan
......................................................................................................................................... 178 
Figure 6-18 Evacuation Time and Route’s Distance of Route for Average Walking Speed 
of Luis Llorens Torres School ........................................................................................ 179 
Figure 6-19 Route for Average Walking Speed of Luis Rodríguez Cabrero School at San 
Juan ................................................................................................................................. 180 
Figure 6-20 Evacuation Time and Route’s Distance of Route for Average Walking Speed 
of Luis Rodríguez Cabrero School ................................................................................. 180 
 xii 
 
Figure 6-21 Route for Average Walking Speed of Madame Luchetti School at San Juan
......................................................................................................................................... 181 
Figure 6-22 Evacuation Time and Route’s Distance of Route for Average Walking Speed 
of Madame Luchetti School ............................................................................................ 181 
Figure 6-23 Route for Average Walking Speed of Moisés Meléndez School at San Juan
......................................................................................................................................... 182 
Figure 6-24 Evacuation Time and Route’s Distance of Route for Average Walking Speed 
of Moisés Meléndez School ............................................................................................ 182 
Figure 6-25 Route for Average Walking Speed of Ramón Power Y Giralt School at San 
Juan ................................................................................................................................. 183 
Figure 6-26 Evacuation Time and Route’s Distance of Route for Average Walking Speed 
of Ramón Power Y Giralt School ................................................................................... 183 
Figure 6-27 Route for Average Walking Speed of República Del Perú School at San Juan
......................................................................................................................................... 184 
Figure 6-28 Evacuation Time and Route’s Distance of Route for Average Walking Speed 
of República Del Perú School ......................................................................................... 185 
Figure 6-29 Route for Average Walking Speed of Francisco Oller School at Cataño ... 186 
Figure 6-30 Evacuation Time and Route’s Distance of Route for Average Walking Speed 
of Francisco Oller School ............................................................................................... 186 
Figure 6-31 Route for Average Walking Speed of Horace Mann School at Cataño ...... 187 
Figure 6-32 Evacuation Time and Average Walking Speed of Horace Mann School ... 187 
Figure 6-33 Route for Average Walking Speed of Onofre Carballeira School at Cataño
......................................................................................................................................... 188 
Figure 6-34 Evacuation Time and Route’s Distance of Route for Average Walking Speed 
of Onofre Carballeira School .......................................................................................... 188 
Figure 6-35 Route for Average Walking Speed of Rosendo Matienzo Cintrón School at 
Cataño ............................................................................................................................. 189 
Figure 6-36 Evacuation Time and Route’s Distance of Route for Average Walking Speed 
of Rosendo Matienzo Cintrón School ............................................................................. 189 
Figure 6-37 Route for Average Walking Speed of Dr. Julio J. Henna School at San Juan
......................................................................................................................................... 190 
Figure 6-38 Evacuation Time and Route’s Distance of Route for Average Walking Speed 
of Dr. Julio J. Henna School ........................................................................................... 190 
Figure 6-39 Route for Average Walking Speed of Jaime Rosario (Buena Vista Elemental) 
School at San Juan .......................................................................................................... 191 
Figure 6-40 Evacuation Time and Route’s Distance of Route for Average Walking Speed 
of Jaime Rosario (Buena Vista Elemental) School ......................................................... 191 
Figure 6-41 Route for Average Walking Speed of Julián E. Blanco (Ballet) School at San 
Juan ................................................................................................................................. 192 
Figure 6-42 Evacuation Time and Route’s Distance of Route for Average Walking Speed 
of Julián E. Blanco (Ballet) School................................................................................. 192 
Figure 6-43 Route for Average Walking Speed of Luis Llorens Torres School at San Juan
......................................................................................................................................... 193 
Figure 6-44 Evacuation Time and Route’s Distance of Route for Average Walking Speed 
of Luis Llorens Torres School ........................................................................................ 193 
 xiii 
 
Figure 6-45 Route for Average Walking Speed of Luis Rodríguez Cabrero School at San 
Juan ................................................................................................................................. 194 
Figure 6-46 Evacuation Time and Route’s Distance of Route for Average Walking Speed 
of Luis Rodríguez Cabrero School ................................................................................. 194 
Figure 6-47 Route for Average Walking Speed of Madame Luchetti School at San Juan
......................................................................................................................................... 195 
Figure 6-48 Evacuation Time and Route’s Distance of Route for Average Walking Speed 
of Madame Luchetti School ............................................................................................ 196 
Figure 6-49 Route for Average Walking Speed of Moisés Meléndez School at San Juan
......................................................................................................................................... 196 
Figure 6-50 Evacuation Time and Route’s Distance of Route for Average Walking Speed 
of Moisés Meléndez School ............................................................................................ 197 
Figure 6-51 Route for Average Walking Speed of Ramón Power Y Giralt School at San 
Juan ................................................................................................................................. 197 
Figure 6-52 Evacuation Time and Route’s Distance of Route for Average Walking Speed 
of Ramón Power Y Giralt School ................................................................................... 198 
Figure 6-53 Route for Average Walking Speed of República Del Perú School at San Juan
......................................................................................................................................... 199 
Figure 6-54 Evacuation Time and Route’s Distance of Route for Average Walking Speed 
of República Del Perú School ......................................................................................... 199 
Figure 6-55 Evacuation Times Chart for Cataño Schools .............................................. 200 
Figure 6-56 Evacuation Times Chart for San Juan Schools ........................................... 201 
Figure 6-57 Evacuation Times Graph for Average Walking Speed for Cataño Schools 202 
Figure 6-58 Evacuation Times Graph for Average Walking Speed for Cataño Schools 203 
Figure 6-59 First Alternate Route of Francisco Oller School at Cataño......................... 205 
Figure 6-60 Streets of First Alternate Route of Francisco Oller School......................... 205 
Figure 6-61 Evacuation Time and Route’s Distance of First Alternate Route of Francisco 
Oller School .................................................................................................................... 205 
Figure 6-62 Second Alternate Route of Francisco Oller School at Cataño .................... 206 
Figure 6-63 Evacuation Time and Route’s Distance of Second Alternate Route of Francisco 
Oller School .................................................................................................................... 206 
Figure 6-64 Streets of Second Alternate Route of Francisco Oller School .................... 207 
Figure 6-65 First Alternate Route of Horace Mann School at Cataño ........................... 208 
Figure 6-66 Evacuation Time and Route’s Distance of First Alternate Route of Horace 
Mann School ................................................................................................................... 208 
Figure 6-67 Streets of First Alternate Route of Horace Mann School ........................... 208 
Figure 6-68 Second Alternate Route of Horace Mann School at Cataño ....................... 209 
Figure 6-69 Evacuation Time and Route’s Distance of Second Alternate Route of Horace 
Mann School ................................................................................................................... 209 
Figure 6-70 Streets of Second Alternate Route of Horace Mann School ....................... 209 
Figure 6-71 First Alternate Route of Onofre Carballeira School at Cataño ................... 210 
Figure 6-72 Evacuation Time and Route’s Distance of First Alternate Route of Onofre 
Carballeira School ........................................................................................................... 210 
Figure 6-73 Streets of First Alternate Route of Onofre Carballeira School ................... 211 
Figure 6-74 Second Alternate Route of Onofre Carballeira School at Cataño ............... 212 
 xiv 
 
Figure 6-75 Evacuation Time and Route’s Distance of Second Alternate Route of Onofre 
Carballeira School ........................................................................................................... 212 
Figure 6-76 Streets of Second Alternate Route of Onofre Carballeira School ............... 212 
Figure 6-77 First Alternate Route of Rosendo Matienzo Cintrón School at Cataño ...... 213 
Figure 6-78 Evacuation Time and Route’s Distance of First Alternate Route of Rosendo 
Matienzo Cintrón School ................................................................................................ 213 
Figure 6-79 Streets of First Alternate Route of Rosendo Matienzo Cintrón School ...... 214 
Figure 6-80 Second Alternate Route of Rosendo Matienzo Cintrón School at Cataño .. 214 
Figure 6-81 Evacuation Time and Route’s Distance of Second Alternate Route of Rosendo 
Matienzo Cintrón School ................................................................................................ 215 
Figure 6-82 Streets of Second Alternate Route of Rosendo Matienzo Cintrón School.. 215 
Figure 6-83 Third Alternate Route of Rosendo Matienzo Cintrón School at Cataño .... 216 
Figure 6-84 Evacuation Time and Route’s Distance of Third Alternate Route of Rosendo 
Matienzo Cintrón School ................................................................................................ 216 
Figure 6-85 Streets of Third Alternate Route of Rosendo Matienzo Cintrón School .... 217 
Figure 6-86 First Alternate Route of Dr. Julio J. Henna School at San Juan ................. 218 
Figure 6-87 Evacuation Time and Route’s Distance of First Alternate Route of Dr. Julio J. 
Henna School .................................................................................................................. 218 
Figure 6-88 Streets of First Alternate Route of Dr. Julio J. Henna School .................... 219 
Figure 6-89 Second Alternate Route of Dr. Julio J. Henna School at San Juan ............. 219 
Figure 6-90 Evacuation Time and Route’s Distance of Second Alternate Route of Dr. Julio 
J. Henna School .............................................................................................................. 220 
Figure 6-91 Streets of Second Alternate Route of Dr. Julio J. Henna School ................ 220 
Figure 6-92 Third Alternate Route of Dr. Julio J. Henna School at San Juan ................ 221 
Figure 6-93 Evacuation Time and Route’s Distance of Third Alternate Route of Dr. Julio 
J. Henna School .............................................................................................................. 221 
Figure 6-94 Streets of Third Alternate Route of Dr. Julio J. Henna School ................... 222 
Figure 6-95 Assembly Places for the Jaime Rosario School .......................................... 223 
Figure 6-96 First Alternate Route of Jaime Rosario (Buena Vista Elemental) School at San 
Juan ................................................................................................................................. 224 
Figure 6-97 Evacuation Time and Route’s Distance of First Alternate Route of Jaime 
Rosario (Buena Vista Elemental) School ....................................................................... 224 
Figure 6-98 Streets of First Alternate Route of Jaime Rosario (Buena Vista Elemental) 
School ............................................................................................................................. 225 
Figure 6-99 Second Alternate Route of Jaime Rosario (Buena Vista Elemental) School at 
San Juan .......................................................................................................................... 226 
Figure 6-100 Evacuation Time and Route’s Distance of Second Alternate Route of Jaime 
Rosario (Buena Vista Elemental) School ....................................................................... 226 
Figure 6-101 Streets of Second Alternate Route of Jaime Rosario (Buena Vista Elemental) 
School ............................................................................................................................. 226 
Figure 6-102 Third Alternate Route of Jaime Rosario (Buena Vista Elemental) School at 
San Juan .......................................................................................................................... 227 
Figure 6-103 Evacuation Time and Route’s Distance of Third Alternate Route of Jaime 
Rosario (Buena Vista Elemental) School ....................................................................... 227 
 xv 
 
Figure 6-104 Streets of Third Alternate Route of Jaime Rosario (Buena Vista Elemental) 
School ............................................................................................................................. 228 
Figure 6-105 Location of Assembly Places with Respect to Julián E. Blanco School ... 228 
Figure 6-106 First Alternate Route of Julián E. Blanco (Ballet) School at San Juan ..... 229 
Figure 6-107 Evacuation Time and Route’s Distance of First Alternate Route of Julián E. 
Blanco School ................................................................................................................. 229 
Figure 6-108 Streets of First Alternate Route of Julián E. Blanco School ..................... 230 
Figure 6-109 Second Alternate Route of Julián E. Blanco (Ballet) School at San Juan 231 
Figure 6-110 Evacuation Time and Route’s Distance of Second Alternate Route of Julián 
E. Blanco School ............................................................................................................. 231 
Figure 6-111 Streets of Second Alternate Route of Julián E. Blanco School................. 231 
Figure 6-112 Location of Assembly Places with Respect to Luis Llorens Torres School
......................................................................................................................................... 232 
Figure 6-113 First Alternate Route of Luis Llorens Torres School at San Juan ............. 233 
Figure 6-114 Evacuation Time and Route’s Distance of First Alternate Route of Luis 
Llorens Torres School ..................................................................................................... 233 
Figure 6-115 Streets of First Alternate Route of Luis Llorens Torres School................ 233 
Figure 6-116 Second Alternate Route of Luis Llorens Torres School at San Juan ........ 234 
Figure 6-117 Evacuation Time and Route’s Distance of Second Alternate Route of Luis 
Llorens Torres School ..................................................................................................... 234 
Figure 6-118 Streets of Second Alternate Route of Luis Llorens Torres School ........... 235 
Figure 6-119 Third Alternate Route of Luis Llorens Torres School at San Juan ........... 235 
Figure 6-120 Evacuation Time and Route’s Distance of Third Alternate Route of Luis 
Llorens Torres School ..................................................................................................... 236 
Figure 6-121 Streets of Third Alternate Route of Luis Llorens Torres School .............. 236 
Figure 6-122 Location of Assembly Places with Respect to Luis Rodríguez Cabrero School
......................................................................................................................................... 237 
Figure 6-123 First Alternate Route of Luis Rodríguez Cabrero School at San Juan ...... 238 
Figure 6-124 Evacuation Time and Route’s Distance of First Alternate Route of Luis 
Rodríguez Cabrero School .............................................................................................. 238 
Figure 6-125 Streets of First Alternate Route of Luis Rodríguez Cabrero School ......... 239 
Figure 6-126 Second Alternate Route of Luis Rodríguez Cabrero School at San Juan . 239 
Figure 6-127 Evacuation Time and Route’s Distance of Second Alternate Route of Luis 
Rodríguez Cabrero School .............................................................................................. 240 
Figure 6-128 Streets of Second Alternate Route of Luis Rodríguez Cabrero School .... 240 
Figure 6-129 Third Alternate Route of Luis Rodríguez Cabrero School at San Juan .... 241 
Figure 6-130 Evacuation Time and Route’s Distance of Third Alternate Route of Luis 
Rodríguez Cabrero School .............................................................................................. 241 
Figure 6-131 Streets of Third Alternate Route of Luis Rodríguez Cabrero School ....... 242 
Figure 6-132 First Alternate Route of Madame Luchetti School at San Juan ................ 243 
Figure 6-133 Location of Assembly Places with Respect to Madame Luchetti School . 243 
Figure 6-134 Evacuation Time and Route’s Distance of First Alternate Route of Madame 
Luchetti School ............................................................................................................... 243 
Figure 6-135 Streets of First Alternate Route of Madame Luchetti School ................... 244 
Figure 6-136 Second Alternate Route of Madame Luchetti School at San Juan ............ 245 
 xvi 
 
Figure 6-137 Evacuation Time and Route’s Distance of Second Alternate Route of 
Madame Luchetti School ................................................................................................ 245 
Figure 6-138 Streets of Second Alternate Route of Madame Luchetti School............... 245 
Figure 6-139 Third Alternate Route of Madame Luchetti School at San Juan .............. 246 
Figure 6-140 Evacuation Time and Route’s Distance of Third Alternate Route of Madame 
Luchetti School ............................................................................................................... 246 
Figure 6-141 Streets of Third Alternate Route of Madame Luchetti School ................. 246 
Figure 6-142 Location of Assembly Places with Respect to Moisés Meléndez School . 247 
Figure 6-143 First Alternate Route of Moisés Meléndez School at San Juan ................ 248 
Figure 6-144 Evacuation Time and Route’s Distance of First Alternate Route of Moisés 
Meléndez School ............................................................................................................. 248 
Figure 6-145 Streets of First Alternate Route of Moisés Meléndez School ................... 248 
Figure 6-146 Second Alternate Route of Moisés Meléndez School at San Juan ............ 249 
Figure 6-147 Evacuation Time and Route’s Distance of Second Alternate Route of Moisés 
Meléndez School ............................................................................................................. 249 
Figure 6-148 Streets of Second Alternate Route of Moisés Meléndez School............... 249 
Figure 6-149 Third Alternate Route of Moisés Meléndez School at San Juan .............. 250 
Figure 6-150 Evacuation Time and Route’s Distance of Third Alternate Route of Moisés 
Meléndez School ............................................................................................................. 250 
Figure 6-151 Streets of Third Alternate Route of Moisés Meléndez School ................. 251 
Figure 6-152 Fourth Alternate Route of Moisés Meléndez School at San Juan ............. 251 
Figure 6-153 Evacuation Time and Route’s Distance of Fourth Alternate Route of Moisés 
Meléndez School ............................................................................................................. 252 
Figure 6-154 Streets of Fourth Alternate Route of Moisés Meléndez School ................ 252 
Figure 6-155 First Alternate Route of Ramón Power Y Giralt School at San Juan ....... 253 
Figure 6-156 Evacuation Time and Route’s Distance of First Alternate Route of Ramón 
Power Y Giralt School .................................................................................................... 253 
Figure 6-157 Streets of First Alternate Route of Ramón Power Y Giralt School .......... 254 
Figure 6-158 Second Alternate Route of Ramón Power Y Giralt School at San Juan ... 255 
Figure 6-159 Evacuation Time and Route’s Distance of Second Alternate Route of Ramón 
Power Y Giralt School .................................................................................................... 255 
Figure 6-160 Streets of Second Alternate Route of Ramón Power Y Giralt School ...... 255 
Figure 6-161 Location of Assembly Places with Respect to Ramón Power Y Giralt School
......................................................................................................................................... 256 
Figure 6-162 Location of Assembly Places with Respect to República Del Perú School
......................................................................................................................................... 257 
Figure 6-163 First Alternate Route of República Del Perú School at San Juan ............. 258 
Figure 6-164 Evacuation Time and Route’s Distance of First Alternate Route of República 
Del Perú School .............................................................................................................. 258 
Figure 6-165 Streets of First Alternate Route of República Del Perú School ................ 259 
Figure 6-166 Second Alternate Route of República Del Perú School at San Juan......... 259 
Figure 6-167 Evacuation Time and Route’s Distance of Second Alternate Route of 
República Del Perú School ............................................................................................. 260 
Figure 6-168 Streets of Second Alternate Route of República Del Perú School............ 260 
Figure 6-169 Francisco Oller School (Google Earth – 2016) ......................................... 261 
 xvii 
 
Figure 6-170 Estimated Total Floor Area for Francisco Oller School (Google Earth – 2016)
......................................................................................................................................... 263 
Figure 6-171 Structure Geometry in Plan of Francisco Oller School ............................. 264 
Figure 6-172 Front of Francisco Oller School (Google Earth - 2016) ........................... 265 
Figure 6-173 Front of Francisco Oller School Front (Google Earth - 2020) .................. 265 
Figure 6-174 West Side of Francisco Oller School (April 2016) ................................... 266 
Figure 6-175 West Side of Francisco Oller School (April 2016) ................................... 266 
Figure 6-176 Position of Francisco Oller School in Urban Block .................................. 267 
Figure 6-177 Onofre Carballeira School Adjacent to Francisco Oller School (Google Earth 
– 2016) ............................................................................................................................ 268 
Figure 6-178 Onofre Carballeira School as Adjacent Building to Francisco Oller School
......................................................................................................................................... 268 
Figure 6-179 Onofre Carballeira School (Google Earth – 2016) ................................... 269 
Figure 6-180 Bahía Urbanization as Adjacent Building to Francisco Oller School ....... 269 
Figure 6-181 Encounter of Populations on the Evacuation Route in Cataño ................. 270 
Figure 6-182 Nonstructural Falling Hazards at Francisco Oller School (Google Earth – 
2016) ............................................................................................................................... 271 
Figure 6-183 Hazard Zone Signs Near the Perimeter of Francisco Oller School (Goole 
Earth – 2016)................................................................................................................... 272 
Figure 6-184 Hazard Zone Signs Near the Perimeter of Francisco Oller School – Continue 
(Google Earth – 2016) .................................................................................................... 273 
Figure 6-185 Entering Hazard Zone Sign Near the Perimeter of Francisco Oller School 
(Goole Earth – 2016) ...................................................................................................... 274 
Figure 6-186 Entering and Leaving Hazard Zone Signs Near the Perimeter of Francisco 
Oller School (Goole Earth – 2016) ................................................................................. 274 
Figure 6-187 Leaving Hazard Zone Sign Near the Perimeter of Francisco Oller School 
(Goole Earth – 2016) ...................................................................................................... 275 
Figure 6-188 “Estadio Peruchín Cepeda” (Google Earth – 2016) .................................. 276 
Figure 6-189 Estimated Total Floor Area for “Estadio Peruchín Cepeda” (Google Earth – 
2016) ............................................................................................................................... 276 
Figure 6-190 “Estadio Peruchín Cepeda” in Street View (Google Earth – 2016) .......... 277 
Figure 6-191 Safe Zone Sign of Assembly Place Near to Francisco Oller School in Plan 
View (Google – 2016) .................................................................................................... 277 
Figure 6-192 Safe Zone Sign of Assembly Place Near to Francisco Oller School in Street 
View (Google – 2016) .................................................................................................... 278 
Figure 6-193 Evacuation Route until Leaving the Hazard Zone for Francisco Oller School 
(Google Earth – 2016) .................................................................................................... 279 
Figure 6-194 Evacuation Route until Reaching the Assembly Place for Francisco Oller 
School (Google Earth – 2016) ........................................................................................ 279 
Figure 6-195 Evacuation Route of Francisco Oller School with Signs .......................... 280 
Figure 6-196 Power Lines on the Evacuation Route of Francisco Oller School (Google 
Earth – 2016)................................................................................................................... 282 
Figure 6-197 Power Lines on the Evacuation Route of Francisco Oller School through 
Central Street (Google Earth – 2016) ............................................................................. 282 
 xviii 
 
Figure 6-198 Power Lines on the Evacuation Route of Francisco Oller School through East 
Street (Google Earth – 2016) .......................................................................................... 283 
Figure 6-199 Power Lines on the Evacuation Route of Francisco Oller School through Las 
Nereidas Avenue (Google Earth – 2016) ........................................................................ 283 
Figure 6-200 Power Lines on the Evacuation Route of Francisco Oller School through 
Olivo Street (Google Earth – 2016) ................................................................................ 284 
Figure 6-201 Power Lines on the Evacuation Route of Francisco Oller School through El 
Caño Avenue (Google Earth – 2016).............................................................................. 284 
Figure 6-202 Power Lines on the Evacuation Route of Francisco Oller through José Celso 
Barbosa Avenue School (Google Earth – 2016) ............................................................. 285 
Figure 6-203 Location of the Bridge on the Evacuation Route of Francisco Oller School 
(Google Earth – 2016) .................................................................................................... 285 
Figure 6-204 Bridge on the Evacuation Route of Francisco Oller School (Google Earth – 
2016) ............................................................................................................................... 286 
Figure 6-205 Sidewalk on Central Street from the Evacuation Route of Francisco Oller 
School in Plan View (Google Earth – 2016) .................................................................. 286 
Figure 6-206 Sidewalk on Central Street from the Evacuation Route of Francisco Oller 
School in Street View (Google Earth – 2016) ................................................................ 287 
Figure 6-207 Damage of Sidewalk on Central Street from the Evacuation Route of 
Francisco Oller  (Google Earth – 2016) .......................................................................... 287 
Figure 6-208 Sidewalk on East Street from the Evacuation Route of Francisco Oller School 
in Plan View (Google Earth – 2016) ............................................................................... 288 
Figure 6-209 Sidewalk on East Street from the Evacuation Route of Francisco Oller School 
in Street View (Google Earth – 2016) ............................................................................ 288 
Figure 6-210 Urban Furniture of Sidewalk on East Street from the Evacuation Route of 
Francisco Oller (Google Earth – 2016) ........................................................................... 289 
Figure 6-211 Damage of Sidewalk on East Street from the Evacuation Route of Francisco 
Oller (Google Earth – 2016) ........................................................................................... 289 
Figure 6-212 Urban Furniture of Sidewalk on East Street from the Evacuation Route of 
Francisco Oller (Google Earth – 2016) ........................................................................... 289 
Figure 6-213 Sidewalk on Las Nereidas Avenue from the Evacuation Route of Francisco 
Oller School in Plan View (Google Earth – 2016) ......................................................... 290 
Figure 6-214 First Section of Sidewalk on Las Nereidas Avenue from the Evacuation Route 
of Francisco Oller School in Plan View (Google Earth – 2016) .................................... 290 
Figure 6-215 First Section of Sidewalk on Las Nereidas Avenue from the Evacuation Route 
of Francisco Oller School in Street View (Google Earth – 2016) .................................. 290 
Figure 6-216 Poles with Power Lines in First Section of Sidewalk on Las Nereidas Avenue 
from the Evacuation Route of Francisco Oller School in Street View (Google Earth - 2016)
......................................................................................................................................... 291 
Figure 6-217 Second Section of Sidewalk on Las Nereidas Avenue from the Evacuation 
Route of Francisco Oller School in Plan View (Google Earth – 2016) .......................... 291 
Figure 6-218 Second Section of Sidewalk on Las Nereidas Avenue from the Evacuation 
Route of Francisco Oller School in Street View (Google Earth – 2016) ........................ 292 
Figure 6-219 Third Section of Sidewalk on Las Nereidas Avenue from the Evacuation 
Route of Francisco Oller School in Plan View (Google Earth – 2016) .......................... 292 
 xix 
 
Figure 6-220 Third Section of Sidewalk on Las Nereidas Avenue from the Evacuation 
Route of Francisco Oller School in Street View (Google Earth – 2016) ........................ 292 
Figure 6-221 Portico on Third Section of Sidewalk on Las Nereidas Avenue from the 
Evacuation Route of Francisco Oller School in Street View (Google Earth - 2016) ..... 293 
Figure 6-222 Fourth Section of Sidewalk on Las Nereidas Avenue from the Evacuation 
Route of Francisco Oller School in Plan View (Google Earth – 2016) .......................... 293 
Figure 6-223 Building Exit in Fourth Section of Sidewalk on Las Nereidas Avenue from 
the Evacuation Route of Francisco Oller School in Street View (Google Earth – 2016)294 
Figure 6-224 Poles in Fourth Section of Sidewalk on Las Nereidas Avenue from the 
Evacuation Route of Francisco Oller School in Street View (Google Earth – 2016) ..... 294 
Figure 6-225 Other Building Exit in Fourth Section of Sidewalk on Las Nereidas Avenue 
from the Evacuation Route of Francisco Oller School in Street View (Google Earth – 2016)
......................................................................................................................................... 294 
Figure 6-226 Building Exit and Poles in Fourth Section of Sidewalk on Las Nereidas 
Avenue from the Evacuation Route of Francisco Oller School in Street View (Google Earth 
– 2016) ............................................................................................................................ 295 
Figure 6-227 Sidewalk on Olivo Street from the Evacuation Route of Francisco Oller 
School in Plan View (Google Earth – 2016) .................................................................. 295 
Figure 6-228 Sidewalk on Olivo Street from the Evacuation Route of Francisco Oller 
School in Street View (Google Earth – 2016) ................................................................ 295 
Figure 6-229 Sidewalk Division on Olivo Street from the Evacuation Route of Francisco 
Oller School in Street View (Google Earth – 2016) ....................................................... 296 
Figure 6-230 Sidewalk Damage on Olivo Street from the Evacuation Route of Francisco 
Oller School in Street View (Google Earth – 2016) ....................................................... 296 
Figure 6-231 Manhole in Sidewalk on Olivo Street from the Evacuation Route of Francisco 
Oller School in Street View (Google Earth – 2016) ....................................................... 297 
Figure 6-232 Other Sidewalk on Olivo Street from the Evacuation Route of Francisco Oller 
School in Plan View (Google Earth – 2016) .................................................................. 297 
Figure 6-233 Other Sidewalk on Olivo Street from the Evacuation Route of Francisco Oller 
School in Street View (Google Earth – 2016) ................................................................ 297 
Figure 6-234 Sidewalk on El Caño Avenue from the Evacuation Route of Francisco Oller 
School in Plan View (Google Earth – 2016) .................................................................. 298 
Figure 6-235 Sidewalk on El Caño Avenue from the Evacuation Route of Francisco Oller 
School in Street View (Google Earth – 2016) ................................................................ 298 
Figure 6-236 Poles in Sidewalk on El Caño Avenue from the Evacuation Route of 
Francisco Oller School in Street View (Google Earth – 2016) ...................................... 298 
Figure 6-237 Double Sidewalk on El Caño Avenue from the Evacuation Route of Francisco 
Oller School in Street View (Google Earth – 2016) ....................................................... 299 
Figure 6-238 Incomplete Sidewalk on El Caño Avenue from the Evacuation Route of 
Francisco Oller School in Plan View (Google Earth – 2016) ......................................... 299 
Figure 6-239 Sidewalks on José Celso Barbosa Avenue from the Evacuation Route of 
Francisco Oller School in Street View (Google Earth – 2016) ...................................... 300 
Figure 6-240 Urban Furniture in Sidewalks on José Celso Barbosa Avenue from the 
Evacuation Route of Francisco Oller School in Street View (Google Earth – 2016) ..... 300 
 xx 
 
Figure 6-241 Sidewalks on José Celso Barbosa Avenue from the Evacuation Route of 
Francisco Oller School in Plan View (Google Earth – 2016) ......................................... 301 
Figure 6-242 Sidewalk on Street Next to the Assembly Place from the Evacuation Route 
of Francisco Oller School in Street View (Google Earth – 2016) .................................. 302 
Figure 6-243 Sidewalk on Street Next to the Assembly Place from the Evacuation Route 
of Francisco Oller School in Plan View (Google Earth – 2016) .................................... 302 
Figure 6-244 Sidewalk Obstacles on Street Next to the Assembly Place from the 
Evacuation Route of Francisco Oller School in Street View (Google Earth – 2016) ..... 302 
Figure 6-245 Evacuation Route Signs Near the Perimeter of Francisco Oller School (Goole 
Earth – 2016)................................................................................................................... 303 
Figure 6-246 Evacuation Route Sign through Otero Street Near to Francisco Oller School 
(Google Earth – 2016) .................................................................................................... 304 
Figure 6-247 Evacuation Route Sign through Las Nereidas Avenue Near to Francisco Oller 
School (Google Earth – 2016) ........................................................................................ 304 
Figure 6-248 Evacuation Route Sign through Las Nereidas Avenue Near to Francisco Oller 
School (Google Earth – 2016) ........................................................................................ 305 
Figure 6-249 Evacuation Route Sign through Olivo Street Near to Francisco Oller School 
(Google Earth – 2016) .................................................................................................... 305 
Figure 6-250 Evacuation Route Sign through El Caño Avenue Near to Francisco Oller 
School (Google Earth – 2016) ........................................................................................ 305 
Figure 6-251 Evacuation Route Sign through José Celso Barbosa Avenue Near to 
Francisco Oller School (Google Earth – 2016) ............................................................... 306 
Figure 6-252 Evacuation Route Sign through Las Nereidas Avenue Near to Francisco Oller 
School (Google Earth – 2016) ........................................................................................ 306 
Figure 6-253 Luis Llorens Torres School (Google Earth – 2016) .................................. 307 
Figure 6-254 Estimated Total Floor Area for Luis Llorens Torres School (Google Earth – 
2016) ............................................................................................................................... 308 
Figure 6-255 Structure Geometry in Plan of Luis Llorens Torres School ...................... 309 
Figure 6-256 Luis Llorens Torres School in 3D Building (Google Earth – 2016) ......... 310 
Figure 6-257 Position of Luis Llorens Torres School in Urban Block ........................... 310 
Figure 6-258 Luis Llorens Torres Park as Adjacent Building to Luis Llorens Torres School 
(Google Earth – 2016) .................................................................................................... 311 
Figure 6-259 Cancha Res Llorens Torres as Adjacent Building to Luis Llorens Torres 
School (Google Earth – 2016) ........................................................................................ 312 
Figure 6-260 Cancha (Llorens) Monserrate Kike Ríos as Adjacent Building to Luis Llorens 
Torres School (Google Earth – 2016) ............................................................................. 312 
Figure 6-261 Other Adjacent Buildings to Luis Llorens Torres School (Google Earth – 
2016) ............................................................................................................................... 313 
Figure 6-262 Nonstructural Falling Hazards at Luis Llorens Torres School (Google Earth 
– 2016) ............................................................................................................................ 314 
Figure 6-263 Street View Access Near Luis Llorens Torres School in San Juan .......... 315 
Figure 6-264 Hazard Zone Signs Near the Perimeter of Luis Llorens Torres School (Goole 
Earth – 2016)................................................................................................................... 316 
Figure 6-265 Hazard Zone Sign through General Patton Street Near the Perimeter of Luis 
Llorens Torres School (Google Earth – 2016) ................................................................ 316 
 xxi 
 
Figure 6-266 Hazard Zone Signs through Loíza Street Near the Perimeter of Luis Llorens 
Torres School (Google Earth – 2016) ............................................................................. 317 
Figure 6-267 Hazard Zone Sign through Isla Verde Avenue Near the Perimeter of Luis 
Llorens Torres School (Google Earth – 2016) ................................................................ 318 
Figure 6-268 Leaving Hazard Zone Sign through Degetau Street Near the Perimeter of Luis 
Llorens Torres School (Google Earth – 2016) ................................................................ 318 
Figure 6-269 Estimated Total Floor Area for “Plaza Barceló” (Google Earth – 2016) . 319 
Figure 6-270 “Plaza Barceló” (Google Earth – 2016) .................................................... 320 
Figure 6-271 “Plaza Barceló” in Street View (Google Earth – 2016) ............................ 320 
Figure 6-272 Evacuation Route until Leaving the Hazard Zone for Luis Llorens Torres 
School (Google Earth – 2016) ........................................................................................ 322 
Figure 6-273 Evacuation Route until Reaching the Assembly Place for Luis Llorens Torres 
School (Google Earth – 2016) ........................................................................................ 322 
Figure 6-274 Evacuation Route of Luis Llorens Torres School with Signs ................... 323 
Figure 6-275 Power Lines on the Evacuation Route of Luis Llorens Torres School (Google 
Earth – 2016)................................................................................................................... 324 
Figure 6-276 Power Lines on the Evacuation Route of Luis Llorens Torres School through 
Pellín Rodríguez Street [Beginning of the Street] (Google Earth – 2016) ..................... 325 
Figure 6-277 Power Lines on the Evacuation Route of Luis Llorens Torres School through 
Pellín Rodríguez Street [End of the Street] (Google Earth – 2016) ............................... 325 
Figure 6-278 Power Lines on the Evacuation Route of Luis Llorens Torres School through 
Los Santos Street (Google Earth – 2016) ....................................................................... 326 
Figure 6-279 Power Lines on the Evacuation Route of Luis Llorens Torres School through 
Eduardo Conde Avenue (Google Earth – 2016) ............................................................. 326 
Figure 6-280 Power Lines on the Evacuation Route of Luis Llorens Torres School through 
Lippit Street (Google Earth – 2016) ............................................................................... 326 
Figure 6-281 Power Lines on the Evacuation Route of Luis Llorens Torres School through 
Tite Curet Alonso Avenue [Beginning of the Street] (Google Earth – 2016) ................ 327 
Figure 6-282 Power Lines on the Evacuation Route of Luis Llorens Torres School through 
Tite Curet Alonso Avenue [End of the Street] (Google Earth – 2016) .......................... 327 
Figure 6-283 Location of the Bridge on the Evacuation Route of Luis Llorens Torres 
School (Google Earth – 2016) ........................................................................................ 328 
Figure 6-284 Bridge on the Evacuation Route of Luis Llorens Torres School (Google Earth 
– 2016) ............................................................................................................................ 328 
Figure 6-285 Sidewalk on María Isabel Street from the Evacuation Route of Luis Llorens 
Torres School in Plan View (Google Earth – 2016) ....................................................... 329 
Figure 6-286 First Section of Sidewalk on María Isabel Street from the Evacuation Route 
of Luis Llorens Torres School in Plan View (Google Earth – 2016) ............................. 329 
Figure 6-287 Crossing between First and Second  Section of Sidewalk on María Isabel 
Street from the Evacuation Route of Luis Llorens Torres School in Plan View (Google 
Earth – 2016)................................................................................................................... 330 
Figure 6-288 Second Section of Sidewalk on María Isabel Street from the Evacuation 
Route of Luis Llorens Torres School in Plan View (Google Earth – 2016) ................... 330 
 xxii 
 
Figure 6-289 Crossing between Second and Thrid  Section of Sidewalk on María Isabel 
Street from the Evacuation Route of Luis Llorens Torres School in Plan View (Google 
Earth – 2016)................................................................................................................... 331 
Figure 6-290 Thrid Section of Sidewalk on María Isabel Street from the Evacuation Route 
of Luis Llorens Torres School in Plan View (Google Earth – 2016) ............................. 331 
Figure 6-291 Sidewalk on Marina Street from the Evacuation Route of Luis Llorens Torres 
School in Plan View (Google Earth – 2016) .................................................................. 332 
Figure 6-292 First Section of Sidewalk on Marina Street from the Evacuation Route of 
Luis Llorens Torres School in Plan View (Google Earth – 2016) .................................. 332 
Figure 6-293 Second Section of Sidewalk on Marina Street from the Evacuation Route of 
Luis Llorens Torres School in Plan View (Google Earth – 2016) .................................. 332 
Figure 6-294 Crossing between Second and Thrid  Section of Sidewalk on Marina Street 
from the Evacuation Route of Luis Llorens Torres School in Plan View (Google Earth – 
2016) ............................................................................................................................... 333 
Figure 6-295 Third Section of Sidewalk on Marina Street from the Evacuation Route of 
Luis Llorens Torres School in Plan View (Google Earth – 2016) .................................. 333 
Figure 6-296 Fourth Section of Sidewalk on Marina Street from the Evacuation Route of 
Luis Llorens Torres School in Plan View (Google Earth – 2016) .................................. 333 
Figure 6-297 Fifth Section of Sidewalk on Marina Street from the Evacuation Route of 
Luis Llorens Torres School in Plan View (Google Earth – 2016) .................................. 334 
Figure 6-298 Sidewalk on Pellín Rodríguez Street from the Evacuation Route of Luis 
Llorens Torres School in Plan View (Google Earth – 2016) .......................................... 334 
Figure 6-299 First Section of Sidewalk on Pellín Rodríguez Street from the Evacuation 
Route of Luis Llorens Torres School in Plan View (Google Earth – 2016) ................... 334 
Figure 6-300 Bridge and Crossing between First and Second Section of Sidewalk on Pellín 
Rodríguez Street from the Evacuation Route of Luis Llorens Torres School in Plan View 
(Google Earth – 2016) .................................................................................................... 335 
Figure 6-301 Bridge and Crossing between First and Second Section of Sidewalk on Pellín 
Rodríguez Street from the Evacuation Route of Luis Llorens Torres School in Street View 
(Google Earth – 2016) .................................................................................................... 335 
Figure 6-302 Second Section of Sidewalk on Pellín Rodríguez Street from the Evacuation 
Route of Luis Llorens Torres School in Plan View (Google Earth – 2016) ................... 336 
Figure 6-303 Second Section of Sidewalk on Pellín Rodríguez Street from the Evacuation 
Route of Luis Llorens Torres School in Street View (Google Earth – 2016)................. 336 
Figure 6-304 Third Section of Sidewalk on Pellín Rodríguez Street from the Evacuation 
Route of Luis Llorens Torres School in Plan View (Google Earth – 2016) ................... 336 
Figure 6-305 Third Section of Sidewalk on Pellín Rodríguez Street from the Evacuation 
Route of Luis Llorens Torres School in Street View (Google Earth – 2016)................. 337 
Figure 6-306 Tsunami Hazard Zone Ends on Pellín Rodríguez Street from the Evacuation 
Route of Luis Llorens Torres School in Plan View (Google Earth – 2016) ................... 337 
Figure 6-307 Tsunami Hazard Zone Ends on Pellín Rodríguez Street from the Evacuation 
Route of Luis Llorens Torres School in Street View (Google Earth – 2016)................. 338 
Figure 6-308 Fourth Section of Sidewalk on Pellín Rodríguez Street from the Evacuation 
Route of Luis Llorens Torres School in Plan View (Google Earth – 2016) ................... 338 
 xxiii 
 
Figure 6-309 Fourth Section of Sidewalk on Pellín Rodríguez Street from the Evacuation 
Route of Luis Llorens Torres School in Street View (Google Earth – 2016)................. 338 
Figure 6-310 Fifth Section of Sidewalk on Pellín Rodríguez Street from the Evacuation 
Route of Luis Llorens Torres School in Plan View (Google Earth – 2016) ................... 339 
Figure 6-311 Fifth Section of Sidewalk on Pellín Rodríguez Street from the Evacuation 
Route of Luis Llorens Torres School in Street View (Google Earth – 2016)................. 339 
Figure 6-312 Sidewalk on Eduardo Conde Avenue from the Evacuation Route of Luis 
Llorens Torres School in Plan View (Google Earth – 2016) .......................................... 340 
Figure 6-313 Sidewalk on Eduardo Conde Avenue from the Evacuation Route of Luis 
Llorens Torres School in Street View (Google Earth – 2016) ........................................ 340 
Figure 6-314 Sidewalk on Los Santos Street from the Evacuation Route of Luis Llorens 
Torres School in Plan View (Google Earth – 2016) ....................................................... 341 
Figure 6-315 Cars in Sidewalk on Los Santos Street from the Evacuation Route of Luis 
Llorens Torres School in Street View (Google Earth – 2016) ........................................ 341 
Figure 6-316 Poles in Sidewalk on Los Santos Street from the Evacuation Route of Luis 
Llorens Torres School in Street View (Google Earth – 2016) ........................................ 341 
Figure 6-317 Other Poles in Sidewalk on Los Santos Street from the Evacuation Route of 
Luis Llorens Torres School in Street View (Google Earth – 2016) ............................... 342 
Figure 6-318 Sidewalk Reduction on Los Santos Street from the Evacuation Route of Luis 
Llorens Torres School in Street View (Google Earth – 2016) ........................................ 342 
Figure 6-319 Other Sidewalk Obstruction on Los Santos Street from the Evacuation Route 
of Luis Llorens Torres School in Street View (Google Earth – 2016) ........................... 342 
Figure 6-320 Sidewalk on Lippit Street from the Evacuation Route of Luis Llorens Torres 
School in Plan View (Google Earth – 2016) .................................................................. 343 
Figure 6-321 Sidewalk on Lippit Street from the Evacuation Route of Luis Llorens Torres 
School in Street View (Google Earth – 2016) ................................................................ 343 
Figure 6-322 Crossing between Lippit Street and Tite Curet Alonso Avenue of Sidewalk 
from the Evacuation Route of Luis Llorens Torres School in Plan View (Google Earth – 
2016) ............................................................................................................................... 343 
Figure 6-323 Sidewalk on Catalino “Tite” Curet Alonso Avenue from the Evacuation 
Route of Luis Llorens Torres School in Plan View (Google Earth – 2016) ................... 344 
Figure 6-324 First Section of Sidewalk on Catalino “Tite” Curet Alonso Avenue from the 
Evacuation Route of Luis Llorens Torres School in Street View (Google Earth – 2016)
......................................................................................................................................... 344 
Figure 6-325 Second Section of Sidewalk on Catalino “Tite” Curet Alonso Avenue from 
the Evacuation Route of Luis Llorens Torres School in Street View (Google Earth – 2016)
......................................................................................................................................... 344 
Figure 6-326 Sidewalk on Felipe R. Goyco Street from the Evacuation Route of Luis 
Llorens Torres School in Plan View (Google Earth – 2016) .......................................... 345 
Figure 6-327 Sidewalk on Felipe R. Goyco Street from the Evacuation Route of Luis 
Llorens Torres School in Street View (Google Earth – 2016) ........................................ 345 
Figure 6-328 Evacuation Route Signs Near the Perimeter of Luis Llorens Torres School 
(Goole Earth – 2016) ...................................................................................................... 346 
Figure 6-329 Evacuation Route Sign (a) through Loíza Street Near to Luis Llorens Torres 
School (Google Earth – 2016) ........................................................................................ 347 
 xxiv 
 
Figure 6-330 Evacuation Route Sign (b) through Loíza Street Near to Luis Llorens Torres 
School (Google Earth – 2016) ........................................................................................ 347 
Figure 6-331 Evacuation Route Sign (c) through Loíza Street Near to Luis Llorens Torres 
School (Google Earth – 2016) ........................................................................................ 347 
Figure 6-332 Evacuation Route Sign (e) through Loíza Street Near to Luis Llorens Torres 
School (Google Earth – 2016) ........................................................................................ 348 
Figure 6-333 Evacuation Route Sign (d) through Las Américas Avenue Near to Luis 
Llorens Torres School (Google Earth – 2016) ................................................................ 348 
Figure 6-334 Evacuation Route Sign (f) through Román Baldorioty de Castro Avenue Near 
to Luis Llorens Torres School (Google Earth – 2016) ................................................... 349 
Figure 7-1 Medianía Alta Elemental School (Google Earth – 2018) ............................. 352 
Figure 7-2 Location of Assembly Places with Respect to Medianía Alta Elemental School
......................................................................................................................................... 353 
Figure 7-3 Route to Get to the Assembly Place for Average Walking Speed of Medianía 
Alta Elemental School at Loíza ...................................................................................... 354 
Figure 7-4 Evacuation Time and Route’s Distance to Get to the Assembly Place for 
Average Walking Speed of Medianía Alta Elemental School ........................................ 354 
Figure 7-5 Route to Get Out of the Tsunami Hazard Zone for Average Walking Speed of 
Medianía Alta Elemental School at Loíza ...................................................................... 355 
Figure 7-6 Evacuation Time and Route’s Distance to Get Out of the Tsunami Hazard Zone 
for Average Walking Speed of Medianía Alta Elemental School .................................. 355 
Figure 7-7 Evacuation Route of Medianía Alta Elemental School at Loíza ................... 356 
Figure 7-8 Academia Espíritu Santo Levittown (Google Earth – 2018) ........................ 357 
Figure 7-9 Location of Assembly Places with Respect to Academia Espíritu Santo 
Levittown ........................................................................................................................ 357 
Figure 7-10 Route to Get to the Assembly Place for Average Walking Speed of Academia 
Espíritu Santo Levittown at Toa Baja ............................................................................. 358 
Figure 7-11 Evacuation Time and Route’s Distance to Get to the Assembly Place for 
Average Walking Speed of Academia Espíritu Santo Levittown ................................... 358 
Figure 7-12 Route to Get Out of the Tsunami Hazard Zone for Average Walking Speed of 
Academia Espíritu Santo Levittown at Toa Baja ............................................................ 359 
Figure 7-13 Evacuation Time and Route’s Distance to Get Out of the Tsunami Hazard 
Zone for Average Walking Speed of Academia Espíritu Santo Levittown .................... 359 
Figure 7-14 Evacuation Route of Academia Espíritu Santo Levittown at Toa Baja ...... 360 
 
 
 
 
 xxv 
 
List of Tables 
 
Table 2-1 Mercalli Modified Intensity Table ...................................................................... 7 
Table 2-2 Earthquakes felt in Puerto Rico and the Virgin Islands between 2008 and 2020 
(PRSN-UPRM) ................................................................................................................. 18 
Table 2-3 Chronology of significant earthquakes that have affected Puerto Rico ........... 20 
Table 2-4 Tsunami Sources and Approximate Arrival Times .......................................... 39 
Table 2-5 Types of vulnerability faced by children and youth ......................................... 42 
Table 2-6 Average walking speed in the 1993 Japan tsunami .......................................... 47 
Table 2-7 Puerto Rico School Statistics (2015-2016)....................................................... 53 
Table 2-8 Puerto Rico School Population Statistics (2015-2016) .................................... 53 
Table 5-1 Summary of schools in tsunami hazard in Aguada ........................................ 102 
Table 5-2 Summary of schools in tsunami hazard in Aguadilla ..................................... 103 
Table 5-3 Summary of schools in tsunami hazard in Añasco ......................................... 104 
Table 5-4 Summary of schools in tsunami hazard in Arecibo ........................................ 106 
Table 5-5 Summary of schools in tsunami hazard in Arecibo ........................................ 113 
Table 5-6 Summary of schools in tsunami hazard in Camuy ......................................... 114 
Table 5-7 Summary of schools in tsunami hazard in Carolina ....................................... 117 
Table 5-8 Summary of schools in tsunami hazard in Cataño ......................................... 119 
Table 5-9 Summary of schools in tsunami hazard in Culebra ........................................ 121 
Table 5-10 Summary of schools in tsunami hazard in Dorado ....................................... 122 
Table 5-11 Summary of schools in tsunami hazard in Guayama ................................... 126 
Table 5-12 Summary of schools in tsunami hazard in Hatillo........................................ 129 
Table 5-13 Summary of schools in tsunami hazard in Humacao ................................... 130 
Table 5-14 Summary of schools in tsunami hazard in Juana Díaz ................................. 132 
Table 5-15 Summary of schools in tsunami hazard in Lajas .......................................... 134 
Table 5-16 Summary of schools in tsunami hazard in Loíza .......................................... 135 
Table 5-17 Summary of schools in tsunami hazard in Luquillo ..................................... 137 
Table 5-18 Summary of schools in tsunami hazard in Mayagüez .................................. 141 
Table 5-19 Summary of schools in tsunami hazard in Peñuelas .................................... 145 
Table 5-20 Summary of schools in tsunami hazard in Ponce ......................................... 147 
Table 5-21 Summary of schools in tsunami hazard in Rincón ....................................... 149 
Table 5-22 Summary of schools in tsunami hazard in Salinas ....................................... 151 
Table 5-23 Summary of schools in tsunami hazard in San Juan .................................... 154 
Table 5-24 Summary of schools in tsunami hazard in Santa Isabel ............................... 156 
Table 5-25 Summary of schools in tsunami hazard in Toa Baja .................................... 157 
Table 5-26 Hazard Identification Findings Summary by Municipality .......................... 163 
Table 5-27 Summary of Municipalities for Case Study ................................................. 165 
Table 6-1 Evacuation Time for Every Speed of Francisco Oller School at Cataño ....... 169 
Table 6-2 Evacuation Time for Every Speed of Horace Mann School at Cataño .......... 171 
Table 6-3 Evacuation Time for Every Speed of Onofre Carballeira School at Cataño .. 172 
Table 6-4 Evacuation Time for Every Speed of Rosendo Matienzo Cintrón School at 
Cataño ............................................................................................................................. 173 
Table 6-5 Evacuation Time for Every Speed of Dr. Julio J. Henna School at San Juan 175 
 xxvi 
 
Table 6-6 Evacuation Time for Every Speed of Jaime Rosario (Buena Vista Elemental) 
School at San Juan .......................................................................................................... 176 
Table 6-7 Evacuation Time for Every Speed of Julián E. Blanco (Ballet) School at San 
Juan ................................................................................................................................. 178 
Table 6-8 Evacuation Time for Every Speed of Luis Llorens Torres School at San Juan
......................................................................................................................................... 179 
Table 6-9 Evacuation Time for Every Speed of Luis Rodríguez Cabrero School at San Juan
......................................................................................................................................... 180 
Table 6-10 Evacuation Time for Every Speed of Madame Luchetti School at San Juan181 
Table 6-11 Evacuation Time for Every Speed of Moisés Meléndez School at San Juan182 
Table 6-12 Evacuation Time for Every Speed of Ramón Power Y Giralt School at San Juan
......................................................................................................................................... 183 
Table 6-13 Evacuation Time for Every Speed of República Del Perú School at San Juan
......................................................................................................................................... 185 
Table 6-14 Evacuation Time for Every Speed of Francisco Oller School at Cataño ..... 186 
Table 6-15 Evacuation Time for Every Speed of Horace Mann School at Cataño ........ 187 
Table 6-16 Evacuation Time for Every Speed of Onofre Carballeira School at Cataño 188 
Table 6-17 Evacuation Time for Every Speed of Rosendo Matienzo Cintrón School at 
Cataño ............................................................................................................................. 189 
Table 6-18 Evacuation Time for Every Speed of Dr. Julio J. Henna School at San Juan
......................................................................................................................................... 191 
Table 6-19 Evacuation Time for Every Speed of Jaime Rosario (Buena Vista Elemental) 
School at San Juan .......................................................................................................... 192 
Table 6-20 Evacuation Time for Every Speed of Julián E. Blanco (Ballet) School at San 
Juan ................................................................................................................................. 193 
Table 6-21 Evacuation Time for Every Speed of Luis Llorens Torres School at San Juan
......................................................................................................................................... 194 
Table 6-22 Evacuation Time for Every Speed of Luis Rodríguez Cabrero School at San 
Juan ................................................................................................................................. 195 
Table 6-23 Evacuation Time for Every Speed of Madame Luchetti School at San Juan196 
Table 6-24 Evacuation Time for Every Speed of Moisés Meléndez School at San Juan197 
Table 6-25 Evacuation Time for Every Speed of Ramón Power Y Giralt School at San Juan
......................................................................................................................................... 198 
Table 6-26 Evacuation Time for Every Speed of República Del Perú School at San Juan
......................................................................................................................................... 199 
Table 6-27 Summary of vulnerability parameters for Francisco Oller school ............... 262 
Table 6-28 Summary of vulnerability parameters for Luis Llorens Torres school ........ 307 
Table 6-29 Form Results for Schools in Google Form ................................................... 350 
Table 7-1 Evacuation Time to Get to the Assembly Place for Every Speed of Medianía Alta 
Elemental Elementary School at Loíza ........................................................................... 354 
Table 7-2 Evacuation Time to Get Out of the Tsunami Hazard Zone for Every Speed of 
Medianía Alta Elemental Elementary School at Loíza ................................................... 355 
Table 7-3 Evacuation Time to Get to the Assembly Place for Every Speed of Academia 
Espíritu Santo Levittown at Toa Baja ............................................................................. 359 
 xxvii 
 
Table 7-4 Evacuation Time to Get Out of the Tsunami Hazard Zone for Every Speed of 
Academia Espíritu Santo Levittown at Toa Baja ............................................................ 360 
 xxviii 
 
1 Introduction 
 
Puerto Rico is susceptible to earthquakes and consequently tsunamis. Although tsunamis 
are rare in Puerto Rico, their historical events, seismic hazards, and other active 
earthquake-forming faults represent a potential threat of tsunami generation. In addition, 
the Puerto Rico Seismic Network, the National Tsunami Hazard Mitigation Program, and 
other institutions have studied the danger of tsunamis in Puerto Rico, creating risk maps. 
According to the National Tsunami Hazard Mitigation Program (2019), Puerto Rico has 
the highest tsunami danger in the Atlantic of the US due to the risk of earthquakes that can 
occur in the Puerto Rico Trench, a dangerous subduction zone. Also, the Federal 
Emergency Management Agency (2019) considers that Puerto Rico has a high potential 
for tsunami-generating events in the United States based on historical records and 
earthquake probabilities. In addition, it reports that the number of deaths in Puerto Rico 
and the U.S. Virgin Islands due to tsunamis is 164, and an estimated damage of $63 million. 
Since 1530, 13 tsunami events have been reported in Puerto Rico and the U.S. Virgin 
Islands. In 1867 and 1918, significant tsunamis with magnitudes greater than 7.0 were 
recorded for the Puerto Rico region that were caused by earthquakes in the Puerto Rico 
Trench. In the tsunami generated by a magnitude 7.5 earthquake in 1918, approximately 
140 people died (FEMA, 2019). On the other hand, the University of the West Indies 
Seismic Research Center (n.d.) suggests that destructive tsunamis occur at an average rate 
of 1 to 2 each century in the Caribbean. 
 
Tsunamis can have catastrophic impacts on human health and infrastructure in and out of 
coastal areas. This human security and infrastructure can be at risk and therefore be 
vulnerable. Some of the infrastructures that may be at risk and vulnerable are schools. 
According to a statistic made in 2015-2016 from the Statistics Institute of Puerto Rico 
(2019), Puerto Rico consists of a total of 1,418 schools, head starts, and early head starts 
within the public sector. The total of schools in the private sectors are 795. This country 
has around a total of 417,101 students in the public sector (this data includes special 
education and head starts), in the private sector the number of students is around 142,235 
1 
 
 
(this includes special education). Puerto Rico has 33,700 teachers in the public sector 
within the Department of Education and in Head Starts. In the private sector it has a total 
of 11,536 teachers. Most students in the country are in elementary or lower within both the 
public and the private sectors (Statistics Institute of Puerto Rico, 2019). Another essential 
way the schools are used in addition to teaching, is to serve as refuge (the ones that are 
eligible) to those in danger during natural disasters such as storms or people who lost their 
homes due to earthquakes. Also, the main place for voting in Puerto Rico are the schools. 
The schools are an essential place not just from the ones in it but also the communities that 
surround it. 
 
This research aims to make an analysis of the vulnerability of schools, identifying those 
that are in danger and at risk of tsunamis. Given the importance of the safety of the 
vulnerable population in the educational infrastructures of Puerto Rico, the incidents, 
severity, and consequences of tsunami events are examined. The goal is to search for 
educational institutions that are in areas prone and under high potential to be affected by a 
tsunami generated by an earthquake. It is desired to make a record of the number and 
quantity of these schools, the density of people who are in danger and the characteristics 
of the areas at risk. Also, it is planned to contribute to the people and school infrastructures 
with the results. The vulnerability found in this research can serve as a means of resilience 
and mitigation of damage to tsunami events. This research can contribute to better planning 
of schools and tsunami hazard zones, helping them reduce vulnerability and losses. 
Similarly, it can help improve education efforts to develop preparedness plans for the 
population at risk and contribute to the safety of vulnerable people. 
2 
 
 
2 Literature Review 
 
This chapter develops the theoretical framework for this research. It explains, synthesizes 
and documents the study topics, such as: earthquakes, tsunamis, vulnerability, risk, danger, 
schools, among others. The chapter shows the importance of discussing these important 
topics to face the existing problem in Puerto Rico under investigation. In addition, it shows 
a literature review that records and identifies some of the possible tools to use in the 
methodology. 
 
2.1 Earthquakes  
 
Earthquakes are unpredictable natural phenomena. The Puerto Rico Seismic Network 
(n.d.) defines an earthquake as the oscillatory, rapid, and sudden movement caused by the 
release of energy that arises from the interior of the Earth. This movement occurs along 
fractures in the earth's crust or geological faults produced by this release of energy. The 
energy generated propagates in the form of seismic waves that propagate through the 
interior of the Earth. 
 
2.1.1 Generation 
 
The Earth's crust is made up of large fragments of plates known as tectonic plates that are 
kept in continuous motion due to the Earth's rotation and gravitational forces. The map 
shows the types of plates: oceanic, mixed and continental (Figure 2-1). The oceanic plates 
are: Pacific Plate, Nazca Plate, Cocos Plate, Caribbean Plate and Philippine Plate. The 
oceanic and continental plates are: South American Plate and Eurasian Plate. The 
continental plates are: Arabian Plate, African Plate, and Indian Plate. These plates that 
move in different directions and at different rates of motion are thin rigid bodies with large 
and different horizontal dimensions. When there is contact at the boundaries between two 
tectonic plates, a fracture or failure occurs in the rocks of the earth's crust and a large 
amount of energy accumulates. The earthquakes generated by this release of energy along 
3 
 
 
the fault are known as earthquakes of tectonic origin. However, there are other generating 
causes of earthquakes such as: landslides, volcanic eruptions, collapse of subsurface 
cavities and anthropogenic reasons (Sinvhal, 2010). 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 2-1 Distribution map of the tectonic plates of the world that are part of the 
 lithosphere 
 From “Tectonic Plates of the Earth”, by U.S. Geological Survey, n.d., USGS Multimedia 
 Gallery, (https://www.usgs.gov/media/images/tectonic-plates-earth). In the public 
domain. 
 
 
 
 
According to Sinvhal (2010), earthquakes of tectonic origin can occur in pre-existing faults 
or create new faults when the earthquake occurs. Faults are fractures along the 
displacement of blocks in the earth's crust in the rupture plane as shown in Figure 2-2. The 
hypocenter is the point of failure or focus where energy is released, and the earthquake 
originates. The epicenter is the point on the Earth's surface directly above the hypocenter. 
 
 
 
 
 
 
4 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 2-2 A Normal Fault 
From “A Normal (Dip-Slip) Fault”, by U.S. Geological Survey, n.d., USGS Multimedia Gallery, 
(https://www.usgs.gov/media/images/a-normal-dip-slip-fault). In the public domain. 
 
2.1.2 Types of plate boundaries 
 
There are three main types of contact margin between tectonic plates. These are: 
convergent, divergent, and transform boundaries. According to Sinvhal (2010), the 
convergence that is the collision between plates can be: between two oceanic plates, 
between an oceanic plate and a continental one, and between two continental plates. 
Oceanic plates are massive, of similar density and thickness, so one of the plates subducts. 
This means that one of the plates sinks or slides under the other. On oceanic and continental 
plates, one is heavier, and the other is lighter, and one of them is subducted as well. 
Continental plates are light and of the same density, so one is not subducted, but juxtaposed. 
Divergence is when plates separate, and transform boundaries occur when one plate slides 
horizontally over the other. The convergent boundaries between ocean and ocean are: 
Caribbean Plate and North American Plate; between ocean and continent: Nazca Plate and 
South American Plate; and between continent and continent: Indian-Australian Plate and 
Eurasian Plate (Figure 2-3). 
5 
 
 
 
 
Figure 2-3 Map of the divergent, convergent and transform boundaries of tectonic plates 
From “World Map of Plate Boundaries”, by B. Lillie, 2015, Beauty from the Beast: Plate Tectonics and the 
Landscapes of the Pacific Northwest, p. 69, 
(https://ceetep.oregonstate.edu/sites/ceetep.oregonstate.edu/files/workshops/2014-08-aberdeen/2-tectonics-
bob-lillie.pdf). Copyright 2015 by Robert J. Lillie. 
 
2.1.3 Measurement 
 
The measures of an earthquake are magnitude, intensity, and acceleration. The magnitude 
is a number on a logarithmic scale that defines the size of an earthquake and the amount of 
seismic energy released from it. The intensity lies in the qualitative effects of the 
earthquake. The Puerto Rico Seismic Network (n.d.) defines intensity as “a measure of 
non-instrumental perceptibility of damage to structures, surface effects of the soil and 
human reactions to the earthquake’s tremor.” On the other hand, acceleration is the change 
in speed in a unit of time that is expressed with respect to gravity to determine the size of 
the earthquake, the displacement of the earth and the properties of the waves, (Puerto Rico 
Seismic Network, n.d.) 
 
6 
 
 
2.1.4 Magnitude 
 
As mentioned above, the magnitude of the earthquake measures the size of the earthquake 
and the energy it releases. It can be expressed in the following ways:  
 
2.1.4.1 Modified Mercalli Intensity 
 
This scale measures the earthquake’s intensity by measuring the effects of it on the surface 
of the earth. It rates each earthquake on a scale of 1 to 12, 1 being the weakest and 12 the 
strongest. The rating of the earthquakes is based on subjective standards, how people, 
structures and other objects react to it near the epicenter. 
 
Table 2-1 Mercalli Modified Intensity Table 
Intensity Shaking Description/Damage (Near Epicenter) 
I Not Felt Not felt except by a very few under favorable conditions. 
II Weak Only felt by a few people at rest. 
Noticeably felt by people indoors. Many people do not recognize it as 
III Weak an earthquake. Standing motors cars may rock slightly, vibrations like 
the passing of a truck, and duration estimated. 
Felt by many people indoors, outdoors by few in the day. At night, some 
awakened. Dishes, windows, doors disturbed; walls make cracking 
IV Light 
sound. Sensation like heavy truck striking buildings. Standing motor 
cars rocked noticeably. 
Felt by nearly everyone, at night many awakened. Some dishes, 
V Moderate windows broken. Unstable objects overturned and pendulum clocks 
may stop. 
Felt by everyone, many frightened. Some heavy furniture moved; a few 
VI Strong 
instances of fallen plaster, damage slight. 
Damage negligible in buildings of good design and construction; slight 
VII Very strong to moderate in well-built ordinary structures; considerable damage in 
poorly built or badly designed. 
Damage slight in specially designed structures; considerable damage in 
ordinary substantial buildings with partial collapse. Damage is great in 
VIII Severe 
poorly built structures. Fall factory stacks, columns, monuments, and 
walls. Heavy furniture overturned. 
Damage considerable in specially designed structures; well-designed 
IX Violent frame structures thrown out of plumb. Damage is great in substantial 
buildings, with partial collapse. Buildings shifted off foundations. 
Some well-built wooden structures are destroyed; most masonry, frame 
X Extreme 
structures destroyed with foundations and rails bent. 
From “The Modified Mercalli Intensity Scale”, by U.S. Geological Survey, n.d., Earthquake Hazards, 
(https://www.usgs.gov/natural-hazards/earthquake-hazards/science/modified-mercalli-intensity-scale?qt-
science_center_objects=0#qt-science_center_objects). In the public domain. 
7 
 
 
2.1.4.2 Richter Scale 
 
This scale calculates the magnitude based on the amplitude of the largest seismic wave 
recorded for the earthquake. It is based on a logarithmic scale of base 10, there is no limit 
on the measuring size. The scale starts from 1 to 10, 1 is the smallest and 10 the biggest 
(Phillips, 2017). 
 
2.1.4.3 Moment Magnitude Scale 
 
This scale compares energy released by each earthquake based on the moment of it. This 
is a successor of the Richter scale, it is more accurate measuring strong earthquakes than 
its predecessor and it is used by the U.S. Geological Survey to estimate magnitudes for 
modern strong earthquakes (Phillips, 2017).  
 
Figure 2-4 shows the different magnitudes, notable earthquakes, energy equivalents and 
energy release equivalent of explosives. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 2-4 Graph of the Moment Magnitude Scale 
From “How We Measure Earthquakes”, by Rhino Steel Building System, 2018, Earthquakes and Steel 
Buildings, (https://www.rhinobldg.com/how-we-measure-earthquakes/). Copyright 2020 by Rhino Steel 
Building System.  
8 
 
 
2.1.5 Effects 
 
According to The University of West Indies (n.d.) the earthquakes effects are the following: 
 
2.1.5.1 Collapsing structures or objects 
 
Strong enough earthquakes can provoke debris to fall from collapsing buildings and other 
structures, big falling debris can be fatal to people around that area, it also can break glass 
windows as shown in Figure 2-5. Earthquake aftershocks can completely take down the 
buildings that were highly damaged by the first wave. 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 2-5 Building collapse in the earthquake of 1995 in Kobe, Japan 
From “Earthquake”, by R. Hutchison, 1995, Britannica, (https://www.britannica.com/science/earthquake-
geology/Tectonics). Copyright 2020 by Encyclopedia Britannica.  
 
 
2.1.5.2 Falling electricity lines and fires 
 
Electricity poles can fall and expose the wires which is extremely dangerous, and those 
exposed wires can also start fires, there can be ruptured gas lines and spillage of flammable 
substances around as shown in Figure 2-6. These types of fires can cause massive damage 
after a big earthquake (The University of West Indies, n.d.). 
9 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 2-6 Fire on a flooded street after the earthquakes of 1994 on Northridge in California 
From “What Will Really Happen When San Andreas Unleashes the Big One?”, by S. Starr, 2015, CORBIS, 
(https://www.smithsonianmag.com/science-nature/what-will-really-happen-california-when-san-andreas-
unleashes-big-one-180955432/). Copyright 2020 by Smithsonian Magazine. 
 
2.1.5.3 Rockslides and/or landslides on mountains and hillsides 
 
Process where large rocks and portions of earth high up in the hills can become dislodged 
and rapidly roll down, hit cars, go into streets, or slide down into the valleys (Figure 2-7). 
 
2.1.5.4 Floods caused by the collapse of dam walls 
 
Strong earthquakes can provoke dam walls to crack and later subside, causing severe 
flooding to areas nearby (Figure 2-8). 
 
 
10 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 2-7 A slope giving way after the 2001 earthquake in San Salvador 
From “The Impacts of Earthquakes”, by U. S. Geological Survey, 2001, University of Saskatchewan, 
(https://openpress.usask.ca/physicalgeology/chapter/12-4-the-impacts-of-earthquakes-2/). In the public 
domain. 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 2-8 Collapse of the Shih-Kang dam 
From “Gravity and Buttress Dams”, by R. Charlwood and T. Little, 2000, Observed Performance of Dams 
During Earthquakes, 
(http://www.ussdams.org/wpcontent/uploads/2016/05/ObservedPerformanceII_V2.pdf). Copyright 2000 by 
U. S. Committee on Large Dams. 
 
 
2.1.5.5 Liquefaction 
 
Liquefaction can be defined when loosely packed sediments that are saturated with water 
near the ground lose their strength when a strong earthquake occurs (USGS, n.d. b). This 
11 
 
 
can occur beneath buildings, houses, or other structures, it can sink it completely to the 
ground or overturn and buried tanks and other cavities rise to the top. The increased use of 
reclaimed land for urbanization has increased the vulnerability of many parts in the Eastern 
Caribbean (The University of West Indies) as shown in Figure 2-9. 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 2-9 Landfill liquefied in the 1989 Loma Prieta earthquake. 
From “The Loma Prieta Earthquake, 25 Years Later”, by U. S. Geological Survey, 2014, AIR Worldwide, 
(https://www.air-worldwide.com/publications/air-currents/2014/the-loma-prieta-earthquake-25-years-
later/). In the public domain. 
 
 
2.1.5.6 Tsunamis 
 
According to The University of West Indies a tsunami is a large wave or series of waves 
that can be generated by an earthquake, large waves can completely devastate low-lying 
coastal areas. For an earthquake to create a tsunami certain different triggers need to 
transpire: the earthquake happens beneath the ocean floor, it has vertical movement up to 
several meters beneath the ocean, it ruptures the earth surface at least 70 km below it, 
causes big material to fall into the ocean, or have a magnitude higher than 6.5 as shown in 
Figure 2-10. 
 
12 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 2-10 Tsunami wave hitting a street in Miyako, northeast Japan 
From “Seawalls Offered Little Protection Against Tsunami’s Crushing Waves”, by Mainichi Shimbun, 2011, 
The New York Times, (https://www.nytimes.com/2011/03/14/world/asia/14seawalls.html). Copyright 2011 
by the Mainichi Shimbun. 
 
2.1.6 Seismicity of Puerto Rico 
 
Puerto Rico is located on a microplate between the edge of the North American Plate and 
the extreme northwest of the Caribbean Plate (Figure 2-11). The interaction between these 
two plates has generated several significant faults for the region. Seismic faults are one of 
the main sources of seismicity in Puerto Rico as shown in Figure 2-11. The Great Southern 
Puerto Rico Fault Zone (GSPRFZ), the Great North Puerto Rico Fault Zone (GNPRFZ) 
and the Cerro Golden Fault (CGF) are inactive old faults that represent weak zones in the 
earth's crust, and that therefore could be generators of an earthquake when activated again. 
 
Figure 2-11 shows the main tectonic structures of seismic activity in the region GSPRFZ, 
GNPRFZ, SLF, South Lajas fault. 
 
 
 
 
 
 
13 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 2-11 Tectonic setting of Puerto Rico 
From “Map showing geological faults and approximate location of significant earthquakes”, by Puerto Rico 
Seismic Network, n.d., Earthquakes in Puerto Rico, (https://ecoexploratorio.org/amenazas-
naturales/terremotos/terremotos-en-puerto-rico/#prettyPhoto). Copyright 2020 by EcoExploratorio. 
 
 
Another source of seismicity in this region is the Puerto Rico Trench (Figure 2-12). 
According to (Brink, n.d.), trenches are in areas where a subduction process occurs. As 
mentioned in Types of plate boundaries, subduction occurs when an oceanic tectonic plate 
slide under another oceanic one. In the case of Puerto Rico, the North American Plate and 
the Caribbean Plate are oceanic plates. The Puerto Rico Trench is located on the border 
between these two tectonic plates, and with depths below sea level that exceed 8,400 
meters, it is the deepest part of the Atlantic Ocean. 
 
 
 
 
 
 
 
 
 
 
 
14 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 2-12 Subduction process model at the northern edge of the Puerto Rico Trench 
From “Magnitude 5.0 earthquake strikes Puerto Rico amid ongoing aftershocks”, by K. Gelles, 2020,USA 
Today,(https://www.usatoday.com/story/news/nation/2020/01/25/puerto-rico-earthquake-magnitude-5-0-
quake-shakes-island/4576991002/). Copyright 2020 by USA Today. 
 
According to the Puerto Rico Seismic Network (n.d.), seismic activity is concentrated in 
eight zones (Figure 2-11): Puerto Rico Trench in the North, Slope faults in the North and 
South, Sombrero Fault Zone in the Northeast, Mona Canyon in the West, Anegada Passage 
in the East, Muertos Trough in the South, and Southeast of Puerto Rico. Other seismic 
zones that surround the Puerto Rico region are: Saint Croix, Septentrional Fault Zone, 
Mona Passage, 19 N Fault Zone, and Sombrero Fault Zone. 
 
Seismic activity in Puerto Rico is evidenced by seismic hazard maps (Figure 2-13). Both 
maps display gridded seismic hazard curve data, gridded ground motion data, and ground 
motion values. In addition, these maps show the eventuality of agitation with a maximum 
acceleration of the soil determined with units of gravity in percentage (% g), where g 
corresponds to gravity. The map on the left shows a 2% probability in 50 years, 
corresponding to a 250-year earthquake. While the map on the right shows the 10% chance 
15 
 
 
in 50 years as a representation of a 500-year earthquake (United States Geological Survey 
[USGS], n.d. b). 
 
 
Figure 2-13 Seismic Hazard for Puerto Rico 
From “Seismic Hazard for Puerto Rico”, by Mueller et al., 2010, New Seismic Hazard Maps for Puerto Rico 
and the U.S. Virgin Islands, 26(1), p.169-185 (https://doi.org/10.1193/1.3277667). Copyright 2010 by 
Mueller et al. 
 
 
2.1.6.1 Seismic history in Puerto Rico 
 
The Puerto Rico Seismic Network (PRSN) of the Geology Department of the University 
of Puerto Rico Mayagüez Campus (UPR-Mayagüez) is the entity in charge of detecting, 
monitoring, processing, and investigating seismic activity in the Puerto Rico Region. 
whose latitude is 17.00˚- 20.00˚N and longitude is 63.50˚-69.00˚W. From 1987 to 2019, 
this entity located a total of 56,760 earthquakes (Figure 2-14). Of those events, only 928 
earthquakes have been recorded as felt. The distribution of localized and registered 
earthquakes shows an increase in earthquakes for each year. However, the data collected 
is influenced by the evolution and increase of the instrumentation used by the PRSN. In 
1987, the PRSN was transferred to the Department of Geology of the University of Puerto 
Rico in Mayagüez, after being installed by the United States Geological Survey (USGS) in 
1974 to collaborate with the Puerto Rico Electric Power Authority. Since then, the PRSN 
consists of 25 seismic stations that include three main types of sensors: Short Period, 
Broadband, and Accelerometer. Starting in the year 2000, data was saved based on the 
16 
 
 
implementation of new data location and analysis program PRDANIS (Puerto Rico Data 
Analysis and Information System), (Puerto Rico Seismic Network, n.d.). 
 
From 1987 to 2019, the Puerto Rico Seismic Network (PRSN) located a total of 56,760 
earthquakes (Figure 2-14). Of those events, only 928 earthquakes have been felt 
considering the Richter scale. 
 
Figure 2-14 Distribution of earthquakes (1987-2019) 
From “Sismicidad anual en Puerto Rico e Islas Vírgenes”, by Puerto Rico Seismic Network, University of 
Puerto Rico Mayagüez, n.d., (http://redsismica.uprm.edu/Spanish/sismos/repanual.php). Copyright 2020 by 
Puerto Rico Seismic Network and University of Puerto Rico Mayagüez. 
 
2.1.6.2 Earthquake log 
 
The PRSN located the largest earthquakes corresponding to each year between 2008 and 
2020. The summary (Table 2-2) of the seismic activity is recorded with the magnitude of 
Coda. This size of the earthquake and the seismic energy released is obtained from the 
duration of the seismic record. 
 
17 
 
 
Table 2-2 Earthquakes felt in Puerto Rico and the Virgin Islands between 2008 and 2020 (PRSN-
UPRM) 
Magnitude Depth 
Date Location 
(coda) (km) 
October 11, 2008 6.1 26.0 Sombrero Seismic Zone 
August 13, 2009 5.2 10 19°N Fault Zone 
May 16, 2010 5.86 113.1 Moca, PR 
December 24, 2010 5.40 102.0 1.3 km W-NW of Aguas Buenas, PR 
November 28, 2011 5.2 15 19°N Fault Zone 
January 19, 2012 5.03 82.7 Eastern Dominican Republic Zone 
February 26, 2013 5.12 8 Septentrional Fault Zone 
January 13, 2014 6.4 36 19°N Fault Zone 
March 20, 2015 4.6 8 Virgin Island Platform 
November 13, 2016 4.7 10 Septentrional Fault Zone 
June 22, 2017 4.32 95 Eastern Dominican Republic Zone 
November 14, 2018 4.9 85 Puerto Rico Trench 
February 4, 2019 5.3 74 Eastern Dominican Republic Zone 
January 6, 2020 5.8 6 Southern Zone of Puerto Rico 
January 7, 2020 6.4 6 South Region of Puerto Rico 
From “Formulario Búsqueda de Sismos”, by Puerto Rico Seismic Network, University of Puerto Rico 
Mayagüez, n.d., Earthquake Search Registry, (http://www.prsn.uprm.edu/Spanish/php/CatalogS/ 
busqueda.php). Copyright 2020 by Puerto Rico Seismic Network and University of Puerto Rico Mayagüez. 
 
The events mentioned in Table 2-2 are shown according to their location by size due to 
magnitude and color due to depth (Figure 2-15). The map shows the epicentral origin where 
the seismic events occurred from 2008 to 2020. The earthquakes are shown with their 
respective size of figures due to the number of magnitude and depth in the intensity of 
colors. 
18 
 
 
 
 
 
 
 
 
 
 
 Figure 2-15 Epicentral map of the earthquakes felt in Puerto Rico and the Virgin Islands from 2008 
 to 2020 (PRSN-UPRM) 
 From “Formulario Busqueda de Sismos”, by Puerto Rico Seismic Network, University of Puerto Rico 
M ayagüez, n.d., Earthquake Search Map, (http://www.prsn.uprm.edu/Spanish/php/CatalogS/ 
busqueda.php). Copyright 2020 by Puerto Rico Seismic Network and University of Puerto Rico Mayagüez. 
 
 
2.1.6.3 Most significant earthquakes 
 
According to the EcoExploratorio (n.d.), there are 5 earthquakes that influenced the most 
in the Puerto Rico region given its proximity to the epicenter, magnitude on the Richter 
scale and intensity to the Rossi-Forel used at that time (Table 2-3 and Figure 2-11). Table 
2-3 shows the most powerful earthquakes that have impacted Puerto Rico in history. Four 
of these events were tsunamigenic. In the 1918 earthquake, around 116 people died. 
 
19 
 
 
Table 2-3 Chronology of significant earthquakes that have affected Puerto Rico 
Date Magnitude Intensity Location Effects 
May 2, 1787 8.0 VII-VIII Puerto Rico Cracks in structures 
November 18, 1867 7.3 VIII Virgin Islands Tsunami 
October 11, 1918 7.3 VIII-IX Puerto Rico Tsunami 
July 28, 1943 7.5 V Puerto Rico Tsunami 
August 4, 1946 7.8 VI Dominican Republic Tsunami 
From “Terremotos en Puerto Rico”, by EcoExploratorio, n.d., Terremotos,  
(https://ecoexploratorio.org/amenazas-naturales/terremotos/terremotos-en-puerto-rico/#prettyPhoto). 
Copyright 2020 by EcoExploratorio. 
 
2.2 Seismic Hazards, Risk and Vulnerability 
 
Seismicity at a specific location is a measure of seismic activity that links hazard, risk, and 
vulnerability. The well-known statement “Earthquakes don't kill people, buildings do” 
highlights the close relationship that exists between seismic hazard, risk, and vulnerability. 
The connection between these three factors lies in the seismic safety of the structures and, 
consequently, in the safety of life. All three components are useful for preparing for 
earthquakes or other types of disasters, evaluating, and estimating losses, and for building 
maintenance. On the other hand, danger, risk, and vulnerability are associated with the 
density of the population and its exposure (Mihai, 2014). 
 
 
 
 
 
 
 
 
 
 
 
Figure 2-16 Trigram of disaster risk 
 From “Exposure and Vulnerability”, by C. Cervaño, 2017, SlideShare, 
 (https://www.slideshare.net/CharizaCervao/exposure-and-
vulnerability). Copyright 2020 by SlideShare. 
20 
 
 
The diagram represents the relationship between risk and the components associated with 
harm through descriptions of hazard, exposure, and vulnerability (Figure 2-16). 
 
2.2.1 Seismic Hazards 
 
The Federal Emergency Management Agency (FEMA) describes the hazard as "something 
that is potentially dangerous or harmful, and that is often the primary cause of an unwanted 
outcome." Hazard refers to the event that threatens the well-being of the human being, 
structure, or environment. This is characterized by the possibility and probability of a 
harmful event happening and threatening this well-being. Additionally, it has the potential 
to cause death and damage to property and infrastructure. The probability of a hazard-
producing event occurring responds to risk. This does not imply that high danger 
corresponds to high risk, limited by low vulnerability. 
 
Hazard "reflects the probability of a destructive event occurring within a well-defined area 
and for a specified time." (Mihai, 2014) The event corresponds to any unforeseen event 
defined as a disaster. In seismic terms, the event classified as a disaster is an earthquake 
capable of destroying a defined area. 
 
Seismic hazard is defined as any geological or structural hazard associated with an 
earthquake that can affect the normal activities of humans and their environments. This 
associated hazard may be due to surface faults, ground shaking, landslides, liquefaction, 
tectonic deformation, and tsunamis. Seismic hazard is a measure of the potential for an 
earthquake to occur at a given location. (United States Geological Survey, n.d.) This hazard 
is linked to the exposure and risk of a particular region. For this, coastal topography, land 
use, population, concentration of industries, characteristics of residents, planning progress, 
among many other factors are considered. 
 
The map shows the seismic hazard for the United States, Alaska and Puerto Rico through 
colors representing the level of hazard (Figure 2-17). 
21 
 
 
Figure 2-17 Seismic hazard map of United States, Alaska, and Puerto Rico 
From “Advanced Earthquake Monitoring System for U.S. Department of Veterans Affairs Medical 
Buildings”, by E. Kalkan, 2012, ResearchGate, (https://www.researchgate.net/figure/Seismic-hazard-map-
of-the-conterminous-United-States-Alaska-and-Puerto-Rico-showing_fig2_274638758). Copyright 2020 by 
ResearchGate. 
 
2.2.2 Seismic Risk 
 
Risk is a measure of the consequences of a harmful event occurring. This measure is 
characterized by losses in the functioning of a community or region and of lives, as well as 
injuries to them. Risk depends on the vulnerability and density of the population of a 
region. 
 
Seismic risk is "the likely damage to the building and the number of people expected to be 
injured or killed if a possible earthquake occurs on a particular fault" (United States 
Geological Survey, n.d.). 
 
Mihai (2014) defines seismic risk as the "degree associated with an event that has a 
probability of occurrence." It also suggests that the concept of seismic risk "is related to 
the probability that a certain event, based on decisions, produces unexpected effects." 
These decisions or assumptions inform the seismic risk analysis through predictions that 
22 
 
 
are directly associated with vulnerability. The effects of these predetermined decisions can 
be catastrophic in terms of loss of buildings and lives. This is due to the close relationship 
that seismic risk has with the structural performance of the building and the human being. 
 
Seismic risk comprises three elements: hazard, exposure, and vulnerability. The risk is 
proportional to the product of these three elements. It is the probability of the hazard 
multiplied by the consequences of the hazard: exposure and vulnerability (Figure 2-18) 
(Ramboll, 2019). 
𝑹𝒊𝒔𝒌 =  𝑯𝒂𝒛𝒂𝒓𝒅 ×  𝑬𝒙𝒑𝒐𝒔𝒖𝒓𝒆 ×  𝑽𝒖𝒍𝒏𝒆𝒓𝒂𝒃𝒊𝒍𝒊𝒕𝒚 
 
Where the danger is the event that causes the loss; exposure is everything that is threatened, 
such as: property, people, and the environment; and vulnerability is the susceptibility to 
harm of those exposed to the threat. 
 
Seismic risk is “the probable damage to the building and the number of people expected to 
be injured or killed if a possible earthquake occurs on a particular fault” (United States 
Geological Survey, n.d.). 
 
Figure 2-18 Representative risk diagram 
From “What we talk about when we talk about climate risk,” by Ramboll, 2019, HazAtlas, 
(https://www.hazatlas.com/post/what-we-talk-about-when-we-talk-about-climate-risk). Copyright 2019 by 
HazAtlas. 
 
 
2.2.3 Seismic Vulnerability 
 
23 
 
 
Vulnerability is obtained when “personal or situational conditions increase the 
susceptibility of people or resources to be harmed by the hazard” (National Research 
Council, 2011). Also, Pine (2008) defines vulnerability as: "a measure of the propensity of 
a community to suffer losses." 
 
The concept of seismic vulnerability is defined by Mihai (2014) as “the degree of damage 
of a structural element exposed to seismic risk, or of a combination of said elements under 
the action of an earthquake with certain characteristics. 
 
Seismic vulnerability is the propensity to suffer physical and structural damage in response 
to the occurrence of a seismic movement. This vulnerability can qualify structures 
impacted by a seismic event as "more vulnerable" or "less vulnerable". For this, the type 
of material, construction method, and technological means that avoid the effects of a 
seismic movement are considered. Therefore, it is a damage mitigation mode that is 
influenced by the structural mode because of seismic action. According to the Office of 
Disaster Preparedness and Management (n.d.), the aspects that can qualify as vulnerable to 
a structure or community are: “bad design and construction of buildings, inadequate 
protection of assets, lack of information and public awareness, limited official recognition 
risks and preparedness measures, and disregard for smart environmental management.” 
 
2.3 Tsunamis 
 
Tsunami is a Japanese word derived from the terms: "tsu" which means port and "nami" 
which means wave. The term "tsunami" is defined as a series of giant, traveling waves that 
is generated by large-scale impulsive disturbances on the ocean floor. Once the tsunami is 
generated, it moves out of its region of origin as a series of waves. The speed and height 
of the waves of this phenomenon depend on the depth of the water through which it travels. 
So as the waves get closer to the shallower waters of the coast, the speed decreases while 
the height increases. Tsunamis can have heights of up to 30 m and reach a speed that 
24 
 
 
fluctuates between 500 km/hr to 950 km/hr (United Nations Educational, Scientific and 
Cultural Organization, 2019). 
 
2.3.1 Generation 
 
Tsunami-generating disturbances are movements caused by a variety of natural events such 
as earthquakes, volcanic eruptions, landslides, and meteorites. Generally, the movement 
occurs along a seismic fault due to an earthquake in marine and coastal regions (Figure 
2-19). 
 
Figure 2-19 Schematic Diagram of Tsunami Generation 
From “Earthquake and earthquake resistant design”, by P. Jangra, 2015, SlideShare, 
(https://www.slideshare.net/ParveenJangra4/earthquake-and-earthquake-resistant-design-50931676).  
Copyright 2020 by SlideShare. 
 
2.3.1.1 Earthquakes 
 
According to the College of Engineers and Surveyors of Puerto Rico et al. (n.d.), a tsunami 
"consists of a series of waves caused by a vertical displacement of the seabed caused by an 
earthquake under the seabed." The magnitude of the earthquake is the generating agent of 
the tsunami. According to historical observations and the Pacific Tsunami Warning Center 
(U.S. Geological Survey, n.d.), earthquakes with a magnitude greater than 6.5 on the 
Richter scale are more likely to cause a tsunami. Vertical motion along the fault displaces 
25 
 
 
the water column by releasing energy in response to the large earthquake. This release of 
energy causes an abrupt alteration of the sea surface in the form of waves (Figure 2-19), 
and consequently a tsunami. 
 
2.3.1.2 Volcanic Eruptions 
 
Tsunamis of volcanic origin generate waves turned into waves that move vertically due to 
sudden movement. This can be caused by underwater explosions, caldera collapses (the 
volcano collapses into itself), volcanic activity or pyroclastic flows, which refers to flows 
composed of gases and solid material (National Tsunami Hazard Mitigation Program, 
2019). 
 
2.3.1.3 Landslides 
 
Tsunamis can be generated when there is a movement of a landslide mass rapidly 
displacing water up or down the seafloor. Tsunami-generating landslides, in turn, can be 
triggered by earthquakes, (National Tsunami Hazard Mitigation Program, 2019). 
 
2.3.1.4 Meteorites 
 
Although tsunamis generated by the impact of a meteorite or asteroid are highly unlikely, 
the fall of one of these fragments of the celestial body into the Earth's oceans has the 
potential to generate tsunamis of catastrophic proportions (International Tsunami 
Information Center, n.d.). 
 
2.3.2 Types of tsunamis 
 
The types of tsunamis that exist are the local tsunami, the regional tsunami, and the tele-
tsunami. According to (United Nations Educational, Scientific and Cultural Organization, 
26 
 
 
2019), a local tsunami also known as a “near-field” tsunami, is defined as “that coming 
from a nearby source whose destructive effects affect coasts located less than an hour away 
of travel of the tsunami wave or generally within a radius of 200 km from the origin. " On 
the other hand, UNESCO defines the regional tsunami, also known as “mid-source” 
tsunami, as “one that can affect coastal areas within 1000 km from its origin, or in areas 
located between 1 to 3 hours of tsunami waves travel. " In addition, UNESCO defines the 
tele-tsunami also known as “far-field” tsunami, as “that originated by a distant source, 
generally more than 1,000 km or more than 3 hours of travel time of the tsunami waves 
from its origin." These types of tsunamis are synthesized as one generated near the coast, 
"near-field" tsunami; and one generated by a source far from the impact zone, the “far-
field” tsunami. Both the “near-field” tsunami and the “far-field” tsunami can be destructive 
and deadly due to the lack of warning time due to the duration of arrival at the point of 
impact. 
 
2.3.3 Effects of tsunamis 
 
Tsunamis can be destructive and damaging when they make landfall. These can be long-
lasting and impact distant areas of the coast. The result of this destruction occurs due to 
direct effects: flooding, impact of waves on structures, and erosion. Indirect effects in 
response to the above effects are ground instability, fire spread by floating materials, and 
wind induced by tsunamis. These factors affect the human, social and economic 
environment of any region. The United Nations Educational, Scientific and Cultural 
Organization (2019) indicates that during the last 3,600 years, around 252 tsunamis have 
resulted in more than 540,000 deaths. According to (United Nations Educational, Scientific 
and Cultural Organization, 2019), the effects caused by a tsunami are the following: 
 
2.3.3.1 Flooding 
 
The flooding caused by a tsunami is one of the main effects that damages the impacted 
coastal infrastructure. This effect causes the elevation and transport of building structures, 
27 
 
 
houses, cars, boats, among many others. The transportation of these floating objects can 
become dangerous projectiles when colliding with another element. 
 
The Figure 2-20 shows the flooding from the March 11, 2011, tsunami and earthquake in 
Yamada city in northern Japan transported houses in collision. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Figure 2-20 Effect of Tsunami Flooding in Yamada, Japan 
From “Tsunami Inundation”, by Earthquake Memorial Museum, 2011, 
 National Weather Service, (https://www.weather.gov/jetstream/tsu_ 
 inundation). Copyright 2011 by Yamada. 
  
 
2.3.3.2 Wave Impact 
 
The waves of a tsunami flow with great forces destroying and dragging different structures 
around it. This impact turns that destruction of structures into rubble that is transported far 
from its original location. These are the product of significant fires generated by floating 
debris mixed with toxic substances spilled by the force of the tsunami. 
 
The city of Sendai in Japan was hit by waves of the tsunami on March 11, 2011, that caused 
a fire between flooded houses (Figure 2-21). 
 
28 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 2-21 Impact of Tsunami Wave Impact in Sendai, Japan 
 
From “Tsunami Pictures: Epic Waves, Earthquake Shock Japan”, by Kyodo, 
 2011, National Geographic, (https://www.nationalgeographic.com/news/ 
 2011/3/110311-tsunami-earthquake-japan-hawaii-science- world-waves /). 
 Copyright 2011 by Reuters. 
 
2.3.3.3 Erosion 
 
Tsunami waves and winds that impact coastal areas carry vegetation and marine debris, as 
well as invasive species that deteriorate coastal structures and natural resources. 
 
The March 11, 2011, tsunami in Japan left debris and marine life on an abandoned Japanese 
dock (Figure 2-22). 
 
 
 
 
 
29 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 2-22 Effect of Erosion Caused by Tsunami Waves on The Japanese Dock 
From “Can Invasive Species Travel on Marine Debris?”, By Oregon State University, 2019, OR & R's 
Marine Debris Division, (https://blog.marinedebris.noaa.gov/can-invasive-species-travel-marine-
debris?fbclid =IwAR0motkAnXVgVV5f5XJuSTW8VEh6l_7n96JH8S7gW0TmEZnwcAR45wGJGRU). 
Copyright 2020 by OSU’s Hatfield Marine Science Center. 
 
2.3.4 International and FEMA Guidelines for Design and Protection 
 
The following are key comparison in tsunami design guidance between the Japanese 
guidance and the US Guidance (Macabuag et al., 2018): 
 
2.3.4.1 Tsunami hazard assessment 
 
Based on J. Macabuag in the Japanese guidelines (MLIT 2570) the tsunami inundation 
maps are defined from deterministic tsunami hazard assessments based on source 
earthquakes with two approximate return periods 1 in 100 years and the other 1 in 1000 
years (MLIT, 2011b). Based on A. Raby in the US guidance (ASCE 7-16) the offshore 
tsunami wave amplitude maps, it is determined from probabilistic tsunami hazard 
assessment. The maximum considered tsunami corresponds to a 1 in a 2475-year event 
(ASCE, 2016: Ch. 6). 
 
30 
 
 
2.3.4.2 Sea defense design 
 
Based on A. Pomonis in the Japanese guidelines (MLIT 2570) the sea defense design 
guidance was developed by the Japan Society of Civil Engineers and other institutions. The 
design procedure is to prevent inundation from a level 1 event and prevent structural failure 
for a level 2 event (Raby et al., 2015). Based on I. Nistor in the US guidance (ASCE 7-16) 
there is currently no code accepted of practice which addresses tsunami design of sea 
defenses in the USA except for design guidelines such as CCH-2000 (CCH, 2000) or 
FEMA P646-2012 (FEMA, 2012). 
 
2.3.4.3 Building design procedure 
 
Based on S. Wilkinson in the Japanese guidelines (MLIT 2570), buildings designed to 
withstand tsunami loading are designed for inundation corresponding to a level 2 event. 
Member and structure design need to account for lateral fluid loads, buoyancy, retained 
water and secondary effects of debris impact and scour, though little guidance is provided 
for the quantification of these secondary effects (MLIT, 2011b). Based on T. Rossetto in 
the US guidance (ASCE 7-16) performance-based design using tsunami risk categories and 
performance level objectives based on building function and occupancy. Member and 
structure design need to account for lateral fluid loads, buoyancy, retained water, and 
secondary effects of debris impact and scour. The guidance is given on quantification of 
secondary effects of debris impact and estimated scour depth (ASCE, 2016: Ch. 6). 
 
2.3.4.4 Load assessment for buildings 
 
Based on S. Wilkinson in the Japanese guidelines (MLIT 2570) lateral fluid load is 
calculated as an equivalent hydrostatic load applied to one side of the structure. The height 
of hydrostatic load profile is taken as the design inundation depth multiplied by a factor 
which accounts for distance from shore and presence/absence of seaward obstacles. 
31 
 
 
Calculations require a design inundation depth, provided by coastal municipalities (MLIT, 
2011b). Based on A. Raby in the US guidance (ASCE 7-16) the lateral fluid load is 
calculated for hydrostatic and hydrodynamic force components using calculated inundation 
depths and velocities. Calculations require design inundation depth and velocity (ASCE, 
2016: Ch. 6). 
 
2.3.5 US Guidelines for Schools 
 
The United Nations Development Program (UNDP) project that aimed to strengthen school 
tsunamis preparedness and awareness in 90 schools that were in tsunami prone areas. Based 
on the result of the project that UNDP did they came to many conclusions, like the 
following. The evacuation drills tested the preparedness measures and plan and helped 
address gaps and improve them overall. The evacuation drills must be part of the plan for 
it to be successful. In the project they left the school to start their drills so they could be 
evaluated. The measures that are going to be mentioned up next that are included in their 
plans must be gender sensitive and inclusive in the approach, address special needs for 
people with disabilities or injuries, and must consider the context of the school (UNDP, 
2018). 
 
2.3.5.1 Assessing the existing school tsunami preparedness through the 
collection of baseline data 
 
This data can be collected in two different ways, the schools collect general information, 
or the schools assess their existing safety information across five parameters. 
 
2.3.5.1.1 General Information 
 
The school should information about total staff and student numbers, the emergency 
contact numbers and all available facilities. 
32 
 
 
 
2.3.5.1.2 Safety Information 
 
Based in the School Preparedness Assessment Manual (Intergovernmental Oceanographic 
Commission of UNESCO (IOC-UNESCO) and LIPI Indonesia) the five preparedness 
parameters are:  
a) policy  
b) knowledge 
c) preparedness and response plan 
d) early warning system 
e) resource mobilization capacity 
 
2.3.5.2 Identifying gaps in preparedness and making recommendations 
 
 
Based on the drills conducted in the project, they identified gaps across the five parameters 
and gave some recommendations. 
 
2.3.5.2.1 Policy 
 
After evaluating the different schools in tsunami prone areas, the level of preparedness 
between schools varied, preparedness education was not in the school curriculum, some 
teachers did not find it easy to understand, schools did not have committees to carry out 
drills, training, and coordination with external partners. Based on the evaluation of the 
project, they recommended for the schools that the education should include disaster 
preparedness education to the curriculum, including what can and cannot be done in those 
types of situations. Put a policy to formalize the preparedness and include collaboration 
with other partners depending on the context of the country, every school should also 
establish teams and assign roles and responsibility for the drills. 
 
33 
 
 
 
2.3.5.2.2 Knowledge 
 
Many of the students and staff members were not aware of the risk of tsunamis that exist 
in their area, before developing plans they needed to be educated. They recommended the 
school raise awareness to the students and staff members of the hazard risk by putting 
posters, signages, instructions and events. The school should also collaborate with other 
schools and local nonprofit organizations to hold the events to raise awareness for people 
inside the community. Teachers can encourage their students to share the knowledge about 
tsunamis and drills they learned at school with their families and neighbors. 
 
2.3.5.2.3 School Preparedness and Response Plan 
 
Many schools did not count with a preparedness plan for tsunamis/disasters, the few that 
did were not tested or fixed. They did not have hazard maps or inundation data to have 
safety evacuation routes, they did not carry the proper equipment for the drills nor enough 
first aid kits, some of the teachers and students needed extra help in the drills because of 
their physical condition. They recommended the school that the ones that are in tsunami 
prone areas they should have unique plans taking to account their location, topography, 
and cultural context, it should be developed in a collaborative and consultative way, they 
should determine alternative evacuation routes just in case and make sure they can 
communicate with others throughout the process. 
 
2.3.5.2.4 School Early Warning System 
 
“Most of the schools did not have the proper tools or an alarm system to receive and 
disseminate early warning messages from reliable sources” (UNDP, 2018). They 
recommended the school that they should have official warning information so they can 
understand natural warning signs and official warnings. Schools should have different 
34 
 
 
types of devices to perform an evacuation like bells, speakers, and other devices, all the 
equipment should be checked occasionally, to make sure they are maintained in the best 
conditions when it needs to be used. 
 
2.3.5.2.5 Resource Mobilization Capacity 
 
Evacuation drills that require teachers and students to leave to another location needs to be 
supported by a host of external partners, (UNDP, 2018). They recommended the school 
that the committees should engage with local authorities and the parents of the students to 
make plans for temporary shelter and others preparation previously stated, the school 
should also partner up with local hotel and hospital as a last resort if there is not a safe 
location to be found. Announce the drills to parents and students with anticipation so that 
they can be prepared mentally and physically.   
 
2.3.5.3 Procuring equipment required by the school 
 
“The school preparedness plan lists basic equipment that is required for preparedness and 
response to a tsunami event.” (UNDP, 2018). For safe evacuation and addressing special 
needs of students with disabilities or injuries all the equipment is needed. The list proposed 
by the UNDP shown below, depends on the resources available for each school. This 
equipment listed up next must be included in the emergency backpack of the teachers: 
 
• Student attendance sheet 
• Classroom number sign 
• Copy of the tsunami risk and resource map 
• Pens and notepads 
• Trash bag (biohazard) and plastic bags 
• Hand sanitizers and tissues 
• Flashlight 
35 
 
 
• Walkie talkies/ mobile phones 
The following contents are recommended for a First Aid Kit: 
 
• 25 adhesive bandages 
• absorbent compress dressings 
• Adhesive tape 
• Gauze pads 
• Alcohol swabs or antiseptic wipe packets 
• Hand sanitizer 
• Q-tips 
• 2 Airway masks/breathing barrier 
• Ice pack /instant cold compress 
• Antibiotic ointment packets 
• Antiseptic wipe packets 
• Packets of aspirin 
• Scissors and tweezers 
• 25 pairs of non-latex gloves 
• Thermometer 
• First aid instruction booklet 
 
2.3.5.4 Raising awareness of tsunami risks through a range of activities 
 
“Regular awareness and education activities are a vital part of the schools’ tsunami 
preparedness process” (UNDP, 2018). The whole communities around the school, the 
teacher and the students should be involved in learning about the evacuation plans and the 
risk they are in depending on their area. Depending on the age of the students, additional 
resources can be used like the following to help them understand the topic better. Learning 
materials that can be used are guidebooks, flyers, brochures, booklets, workbooks, 
meetings, quiz nights, videos, comics, and games. For the parents, the school should 
36 
 
 
prepare materials to inform them of their role during the drills, the parents should be 
included in some of the drills. They should know the emergency contacts of the schools to 
learn more about the evacuation, also they must know the temporary evacuation center of 
the schools and the equipment that could be donated to use for the drills. For the 
community, the school can raise awareness by doing campaigns and themed days. (UNDP, 
2018) 
 
2.3.5.5 Supporting students after a real tsunami event 
 
After a real tsunami event the students are the most who experience serious trauma after 
going through that sort of experience, most of them cannot not express their feelings clearly 
and tend to have different behavioral changes as coping mechanism for the grief they feel, 
like acting out, anxiety, perfectionism, somatic responses (frequently complaining over 
vague pains) and cognitive functioning. The adults that are more able to help the students 
recover and cope, are the teachers because of the time they spend interacting with them. 
They should be more sensitive to the change in behavior of their students, (UNDP, 2018). 
 
The project suggested that teachers can support students by conducting several different 
exercises like the following. Check in on them in the morning and after school, to help 
them have a space where they can share their emotions. Relaxation exercise consists 
typically of breathing deeply, visualization, physical movement and/or other exercises that 
are appropriate depending on the culture, this should be conducted at the beginning and 
end of each class. When they have trouble putting their emotions into words it is best to 
put them in drawing classes to help them express themselves and encourage parents to give 
better support to their children in and outside the house. The teachers are very likely to be 
suffering from the same traumas as their students, so they need to hold group meetings 
with the staff to give themselves emotional support and help better the techniques to 
support the students, (UNDP, 2018). 
 
 
37 
 
 
2.4 Evacuation Processes 
 
The evacuation process is the operational development of eviction from a place or region 
vulnerable to a tsunami disaster. It is an important element to ensure the safety of people 
in areas threatened by a tsunami event. This process involves a set of phases that guide 
emergency services and secure evacuation areas. The evacuation process considers an 
evacuation plan, tsunami arrival time, evacuation time, evacuation sites and routes as safe 
areas. This requires being aware of the population density of all susceptible ages in coastal 
regions. 
 
2.4.1 Evacuation sites 
 
The evacuation sites correspond to the safety zones outside the area of the flood effect that 
makes up the tsunami. These safe areas allow a horizontal evacuation model in which you 
can walk to areas whose height exceeds ten meters or the terrain is open and inaccessible 
to flooding. Gallaudet University (n.d.) suggests that horizontal evacuation represents 
“moving away from the danger area to a safer place on the same floor as the person at the 
time of the tsunami emergency.” Areas that are tested as unsafe require a vertical 
evacuation model. This evacuation, unlike horizontal, means moving away from the area 
of imminent danger of the tsunami at a safe distance that passes from one floor to another 
or to the outside. This type of evacuation is the preferred method of exiting a building. This 
is because ladders are used in vertical evacuation, which can be used by those who can 
evacuate with or without help (Gallaudet University, n.d.). 
 
The most common places of assembly become essential public establishments such as: 
municipalities, schools, parks, among many others. For this reason, these establishments 
need to be in safe areas. (Intergovernmental Oceanographic Commission, 2008). 
According to the IOC-UNESCO, the sites designated in the eviction process are temporary 
evacuation sites, larger evacuation sites, and evacuation sites. Temporary evacuation sites 
are meeting points mostly located in green areas. On the other hand, larger evacuation sites 
38 
 
 
refer to places with larger terrain such as parks. While evacuation sites are shelters to 
temporarily house evacuees. These are commonly located in schools. 
 
2.4.2 Evacuation time 
 
The evacuation time requires knowledge of the distance of the person to the safe area and 
the speed at which the person is moving. The evacuee's route represents the shortest route 
in terms of time to save as many lives to evacuate as possible. The evacuation time is the 
equivalent of the estimated time for the tsunami waves to reach the shore. The arrival time 
of the tsunami (Table 2-4) depends on the distance between a tsunamigenic source and the 
place to be impacted. A local tsunami as discussed in Types of , originates from a source 
close to shore, so it would take less than 1 hour to impact it. In this case, the evacuation 
time should be less than 1 hour. A regional tsunami could reach the place of interest in 1 
to 3 hours. This means that the evacuation time would have to be less than this arrival time 
range. On the other hand, a distant tsunami could take more than 3 hours to make landfall, 
where the evacuation time would also be much shorter. (Federal Emergency Management 
Agency, 2019) 
 
The Table 2-4 shows the approximate times of the duration of arrival of a tsunami to the 
coast based on the distance between the source of the tsunami and that coast. 
 
Table 2-4 Tsunami Sources and Approximate Arrival Times 
Location of Source Approximate Time (t) 
Far-source-generated tsunami t > 3 hours 
Mid-source-generated tsunami 1 hour < t > 3 hours 
Near-source-generated tsunami T < 60 min 
From “Guidelines for Design of Structures for Vertical Evacuation from Tsunamis”, by Federal Emergency 
Management Agency, 2019, FEMA P-646, 3rd ed., (https://www.fema.gov/media-library-
data/1570817928423-55b4d3ff4789e707be5dadef163f6078/FEMAP646_ThirdEdition_508.pdf). Copyright 
2019 by Federal Emergency Management Agency. 
 
According to the “Pedestrian Evacuation Analyst” model developed by the United States 
Geological Survey (USGS) and accessed through the Puerto Rico Tsunami Program of the 
39 
 
 
Puerto Rico Seismic Network (PRSN) for use in a Geographic Information System (GIS), 
the evacuation time is obtained by dividing the evacuation route distance measured in miles 
by the average speed of 2.5 mph. The result is multiplied by 60 min to perform the 
conversion so that the time is obtained in units of minutes. The evacuation time is obtained 
by means of the equation: 
 
𝐷𝑖𝑠𝑡𝑎𝑛𝑐𝑒 𝑖𝑛 𝑚𝑖𝑙𝑒𝑠 
𝑻𝒊𝒎𝒆 =  ( )  ×  (60 𝑚𝑖𝑛𝑢𝑡𝑒𝑠) 
2.5 mph
 
The average speed of 2.5 mph proposed by this analysis is provided considering three 
speeds taken from previous studies. These speeds are: 2.46 mph for slow walking, 2.7 mph 
for average walking, and 3.4 mph for brisk walking (PRSN, n.d.). 
 
2.4.3 Evacuation routes 
 
Evacuation routes or escape routes are the ways to evacuate to safe areas. According to the 
Intergovernmental Oceanographic Commission (2008), evacuation routes must consider 
the daily life of the population to ensure that the evacuation is carried out successfully. 
Also, IOC-UNESCO suggests that "the shortest and most direct route to the temporary 
evacuation site is the highest priority." When routes are not topographically safe, 
evacuation routes require the use of shelters as an emergency. The type of shelter suitable 
for this type of case is vertical. Federal Emergency Management Agency (2019) defines a 
shelter as "an evacuation facility that is intended to serve as a safe haven until an imminent 
danger has passed (e.g., a few hours)." In addition, (FEMA, 2019) explains that a vertical 
evacuation shelter is “a structure or earthen mound designated as a place of refuge in the 
event of a tsunami, with sufficient height to elevate evacuees above the tsunami inundation 
depth, designed and constructed to resist tsunami load effects. " 
 
 
40 
 
 
2.4.4 Evacuation zones 
 
Evacuation zones represent areas with potential tsunami flooding. They are evacuation 
zones that are in imminent danger from a tsunami. These evacuation zones are defined by 
low-risk boundaries. These zones depend on the accessibility of escape routes, as well as 
the orientation system with information about the danger for evacuees. Evacuation zones 
are defined by evacuation or evacuation maps. These maps are tools for the evacuation 
process and planning. Eviction maps are "strategies to help communities in coastal areas 
to identify and reduce their vulnerability to the effect of flooding caused by tsunamis." 
(Puerto Rico Seismic Network, n.d.) Evacuation zones are identified in yellow on the map 
(Figure 2-23). It stands out with this color as a distinction of coverage of all credible peak 
tsunamis based on coastal risk. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Figure 2-23 Evacuation Map of San Juan, Puerto Rico in PDF 
From “Puerto Rico Evacuation Maps”, by Puerto Rico Seismic Network, 
 University of Puerto Rico Mayagüez, 2014, Tsunami Program, 
(http://redsismica.uprm.edu/English/tsunami/tsunamiprogram/prc/maps/
 all.php). In the public domain. 
 
2.4.5 Perception and Reaction of Kids and Young People 
 
According to the Puerto Rico Emergency Management Agency (2011), children are at 
greater risk of a disaster event because they respond to an increase in the mortality rate. 
41 
 
 
This is due to the susceptibility that minors have to dependence on adults for their 
protection. The study entitled “Children and Disasters: Understanding Vulnerability, 
Developing Capacities, and Promoting Resilience” suggests that the factors that affect 
children and young people in reaction to the impact of a disaster depend on the types of 
vulnerability they face. That disaster may be the tsunami that leads to an evacuation process 
that, in turn, makes a strong impression on the evacuated children and youth. According to 
the study, the types of vulnerability that can influence the reaction of minor evacuees are 
psychological, physical, and educational (Table 2-5) (Peek, 2008). 
 
Table 2-5 Types of vulnerability faced by children and youth 
Psychological Physical Educational 
Vulnerability Vulnerability Vulnerability 
• Depression • Death • Missed school 
• Anxiety • Injury • Poor academic 
• Emotional distress • Illness and disease performance 
• Sleep disorders • Malnutrition • Delayed progress 
• Behavioral problems • Heat stress • Failure to complete 
education  
From “Children and Disasters: Understanding Vulnerability, Developing Capacities, and Promoting 
Resilience”, by L. Peek, 2008, Children, Youth and Environments, 18(1), p.5, 
(https://www.jstor.org/stable/10.7721/chilyoutenvi.18.1.0001). Copyright 2008 by Children, Youth and 
Environments. 
 
In addition to vulnerability, children's impression of a tsunami disaster event may be 
influenced by their preparedness for emergency plans. In a study conducted in two 
Washington school districts, children's adaptive learning was assessed as responsiveness 
to the Shakeout. For this, an earthquake and tsunami drill were experienced where students 
acquired skills in responding to these disasters with the practice of "Drop, cover and hold 
on." According to this study, disaster drills in schools provide tsunami protection actions 
learning for students to react effectively. It also suggests that “response ability helps to 
improve children's self-confidence and resilience to disasters, particularly when children 
have the opportunity to receive positive feedback constructs during practices”. The 
knowledge of children and young people about these practices can save their lives when 
reacting to the event. However, the study also explains the increase in anxiety exerted by 
drills in schools as a negative factor towards students' perception of the evacuation process. 
42 
 
 
It also mentions that poorly executed drills, because they are considered mandatory 
exercises with little meaning, can be a challenge and negatively influence the reaction of 
children and young people (Johnson et al., 2014). 
 
According to the study, data collected using quantitative questionnaires tends to be used to 
collect data on outcomes based on children's knowledge and not on correct protective 
action. This limits the ability to know if children and young people learn and successfully 
apply knowledge that can help in the perception of the evacuation process. The survey 
asked: "During the Shakeout Earthquake Drill in your School, did you Practice Evacuation 
for a Tsunami?" 71.3% of the students answered yes, 22% answered no, 5% answered that 
they were not sure, and 1.8% answered that they were not when the simulation was carried 
out. On the other hand, she asked herself: "If you hear the Words" Drop, Cover and Hold 
On ", what would you do?" 96.9% answered the option “Drop to the ground, take cover 
under a desk or table if nearby, hold on to the desk or table until the shaking stops”, 0.8% 
answered “Drop what you are doing, cover your ears, hold on to your belongings ”, 0.6% 
answered“ Drop what you are doing, run for cover, hold on to your belongings ”, 0.8% 
answered“ None of the above ”, and 0.8% answered“ I don't know ” (Johnson et al., 2014). 
 
2.4.6 Strategies to Evacuate Large number of people 
 
The viability of evacuation due to a tsunami requires strategies that ensure protection and 
security for the affected population. This requires being aware of the population density of 
all susceptible ages in coastal regions. According to the Intergovernmental Oceanographic 
Commission of UNESCO (IOC-UNESCO), evacuation strategies consider evacuation 
planning, signaling, and exercising. Strategies for evacuating large numbers of people 
depend on these factors to reduce the risk of a tsunami disaster (Intergovernmental 
Oceanographic Commission, 2008, p.3). 
 
43 
 
 
2.4.6.1 Evacuation planning 
 
The evacuation plan is a process of identifying zones or areas with potential tsunami risk. 
For this reason, it is important that it is complemented by tsunami warning and guidance 
systems. On the other hand, this planning establishes the means of action to be carried out 
as a guarantee of the evacuees' safety. Intergovernmental Oceanographic Commission of 
UNESCO (IOC-UNESCO) suggests that evacuation planning is made up of types of 
evacuation and management of procedural phases. The types of evacuation are voluntary 
or compulsory, while the management phases of the process are decision, notification, 
process, shelter, and return (Intergovernmental Oceanographic Commission, 2008, p.3). 
 
2.4.6.2 Signage 
 
Signage is a guidance system that informs the danger within tsunami vulnerable regions by 
means of signs composed of symbols. Intergovernmental Oceanographic Commission 
(2020) explains that signage is "an effective mechanism for public education about the risk 
posed by tsunamis and the appropriate evacuation response to a tsunami event." In addition, 
it suggests that the types of tsunami signs are evacuation zone, evacuation route, safe 
evacuation zones or assembly places and information board. According to the National 
Tsunami Signage Technical Standard (2008), evacuation zone signs indicate "areas with 
potential tsunami risk and raise awareness of the need to evacuate in the event of a natural 
or official warning." Likewise, it defines that the information board signs must be in places 
with public access to the beach to help understand the risk and its alert response. 
Furthermore, this technical standard state that evacuation route signs "direct people along 
a predefined best route out of evacuation zones." Safe location evacuation signs “indicate 
safe locations for people evacuating from a tsunami hazard” and are divided into safe 
location signs for evacuation routes on foot and safe place signs for evacuations in place.  
While the signs of past events create "awareness of the existence and magnitude of past 
events" (Tsunami Signage Technical Standard, 2008). 
 
44 
 
 
On the other hand, there are international tsunami signs approved by the International 
Organization for Standardization (ISO) in 2008. These provide information on hazards, 
their marking in areas, and the action that needs to be taken to avoid them. International 
tsunami signs are based on design standards for safety signs and graphic symbols 
prescribed by ISO 3864-1 and ISO 3864-3. (International Tsunami Information Center, 
n.d.) This information helps to indicate and identify danger zones. In the same way, it 
serves as a guide to evacuation routes and places of assembly for evacuees to safe areas. 
The purpose of these guidance systems is to reduce the risk of the tsunami impact. 
Informational signs are found mostly in key places in the area. 
 
International Organization for Standardization (ISO) signs show (Figure 2-24): (a) danger 
zone, (b) evacuation zone (horizontal shelter), and (c) evacuation construction sign 
(vertical shelter). 
 
 
 
 
 
 
 
Figure 2-24 Signs approved by the International Organization for Standardization (ISO) 
From “Signs & Symbols”, by International Tsunami Information Center, 2003, ITIC, (http://itic.ioc-
unesco.org/index.php?option=com_content&view=category&layout=blog&id=1406&Itemid=1406). In the 
public domain. 
 
 
 
 
 
Figure 2-25 Tsunami sign in America 
From “Signs & Symbols”, by International Tsunami Information Center, 2003, ITIC, (http://itic.ioc-
unesco.org/index.php?option=com_content&view=category&layout=blog&id=1406&Itemid=1406). In the 
public domain. 
 
45 
 
 
The Figure 2-25 shows the signs: (a) indicates the danger zone sign, (b) shows the 
evacuation route, (c) exposes the evacuation shelter sign. 
 
The Figure 2-26 shows an example of a sign to indicate the tsunami evacuation route at an 
intersection in Nehalem, Oregon. 
 
 
 
 
 
 
 
 
 
 
 
 Figure 2-26 Tsunami Evacuation Route Sign in Oregon 
From “Tsunami Evacuation Sign”, by N. Wood, 2015, USGS Multimedia 
 Gallery, (https://www.usgs.gov/media/images/tsunami-evacuation-sign). In 
the public domain. 
  
2.4.6.3 Exercising 
 
The exercise of the evacuation planning, the process as well as the guidance and 
implementation of the signals allows the action and execution of gaining experience and 
evacuation skills. Practicing these processes enables validation, augmentation, awareness, 
and preparation. This exercise is used through orientations, tests, and large-scale 
evacuations to evacuate large numbers of people (Intergovernmental Oceanographic 
Commission, 2008). 
 
46 
 
 
2.4.7 Walking Speed of the Masses 
 
Intergovernmental Oceanographic Commission of UNESCO (IOC-UNESCO) suggests 
that the walking speed of evacuees is equivalent to the normal walking speed of masses of 
older people or people unfamiliar with the area. This is a standard velocity of 1.0 m / s. 
This standard speed varies to 0.5 m / s considering the walking speed of children, the 
disabled, and other vulnerable people. According to the IOC-UNESCO, the average 
walking speed during the 1993 Hokkaido Nansei earthquake tsunami in Japan (Table 2-6), 
is: 0.87 m/s for ages 20 to 29 years, 1.47 m/s for 30 years 39 years, 1.03 m/s for 40 to 49 
years, 0.68 m/s for 50 to 59 years, and 0.58 m/s for 60 years or more. It also mentions that 
the walking speed of the masses also varies depending on the places through which they 
evacuate: flat areas or stairs. The walking speed for people unfamiliar with areas or routes 
is 1.0 m/s for flat areas and 0.5 m/s for stairs. (IOC-UNESCO, 2020, p.40) 
 
Table 2-6 Average walking speed in the 1993 Japan tsunami 
Age 20-29 30-39 40-49 50-59 60 and older 
Average Speed 0.87 m/s 1.47 m/s 1.03 m/s 0.68 m/s 0.58 m/s 
From “Preparing for Community Tsunami Evacuations: From inundation to evacuation maps, response plans 
and exercises”, by UNESCO/IOC, 2020, Manuals and Guides, 82 (Suppl. 1), 
(https://reliefweb.int/sites/reliefweb.int/files/resources/373019eng.pdf). Copyright 2020 by UNESCO. 
 
2.5 Tsunamis Studies for Puerto Rico 
 
In Puerto Rico, studies have been carried out for a possible tsunami impact due to its 
geographic condition discussed in Seismicity of Puerto Rico.  
 
One of the tsunami studies for Puerto Rico is the "Puerto Rico Hypothetical Tsunami" 
investigated by the National Oceanic and Atmospheric Administration (NOAA) and the 
Pacific Marine Environmental Laboratory (PMEL). According to the National Oceanic and 
Atmospheric Administration (n.d.), it explains that the Puerto Rico Trench is a place that 
"has attracted much attention from scientists for being the deepest place in the Atlantic 
Ocean." In addition, it states that the study shows the possible impact that a tsunami would 
have in the Puerto Rico Trench. The study scenario is a tsunami generated by a magnitude 
47 
 
 
7.5 earthquake. NOAA’s National Center for Tsunami Research created an interactive 
sphere propagation model to present the hypothetical tsunami study simulation for Puerto 
Rico (Figure 2-27). According to the National Oceanic and Atmospheric Administration 
(n.d.), the propagation colors correspond as follows: 
 
The yellow shading represents the crest of the wave, which is over 10 cm above sea 
level and the red shading represents the trough of the wave, which is over 10 cm 
below sea level. The purple shading shows subsequent peaks 0 – 10 cm high and 
the green shading equates to subsequent troughs 0 – 10 cm. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 2-27 Puerto Rico Hypothetical Tsunami Visualization 
From “Puerto Rico Hypothetical Tsunami”, by D. Himes, n.d., Pacific Marine Environmental Laboratory, 
(https://sos.noaa.gov/datasets/puerto-rico-hypothetical-tsunami/). Copyright 2017 by National Oceanic and 
Atmospheric Administration. 
 
2.5.1 Zoning 
 
Puerto Rico is divided into 78 municipalities of which 44 are coastal. The zoning of Puerto 
Rico has been studied for possible tsunami events by the Puerto Rico Seismic Network 
(PRSN), the National Tsunami Hazards Mitigation Program (NTHMP), the University of 
48 
 
 
Puerto Rico in Mayagüez (UPRM), and the IOC Sub-commission for the Caribbean and 
Adjacent Regions (IOCARIBE) of the United Nations Educational, Scientific and Cultural 
Organization (UNESCO). The PRSN manages the Tsunami Program with the entities 
mentioned above. Through this program, the PRSN develops tools such as: tsunami 
evacuation and flood maps, web applications, and tsunami evacuation signs. In addition, it 
includes educational material such as training and knowledge about the tsunamis in Puerto 
Rico. Efforts coordinated by the entities are carried out to mitigate the damage and impact 
of a possible tsunami event on the Island through evacuation plans, educational material 
and the Tsunami Ready Program of the National Oceanic and Atmospheric Administration 
(NOAA) (PRSN, n.d.). 
 
Figure 2-28 Model tsunami flood zone “MOM” (2012) 
From “Modelo de inundación y mapas de desalojo”, by Puerto Rico Seismic Network, 2019, Guía 
de Preparación ante Tsunamis: Comunidad Marítima y Portuaria de Puerto Rico, 3rd ed., p.8, 
(http://redsismica.uprm.edu/Spanish/educacion/Brochures/GuiadeTsunamis_Comunidad_Maritim
a_Final2017_rev2019.pdf). Copyright 2019 by Puerto Rico Seismic Network. 
 
 
In 2012, the Puerto Rico Seismic Network (PRSN) suggests a tsunami flood model made 
for the Island known as “MOM” that means “maximum of maximums'' as a representation 
of the sum of all simulated floods in the model. According to the Puerto Rico Seismic 
Network (2019), to generate this model "hundreds of sources of earthquakes around the 
island were simulated, including a catastrophic event magnitude 8.5 in the Puerto Rico 
49 
 
 
Trench north of Puerto Rico ''. Based on this model, the eviction zones were delimited 
(Figure 2-28) under the following criteria: 2012 tsunami flood model, site topography, 
natural barriers, and a safety factor. Therefore, the PRSN worked on the tsunami flood and 
evacuation maps (Puerto Rico Seismic Network [PRSN], 2019). 
 
The tsunami flooding and evacuation maps studied by the University of Puerto Rico at 
Mayagüez (UPRM) and the Puerto Rico Seismic Network (PRSN) cover the flood zones 
determined for the worst-case scenario by tsunamis generated by local earthquakes. 
According to the PRSN (n.d.), these maps were prepared with the characterization of local 
fault systems as the main threat to seismic tsunamis and with the use of data recorded by 
the entity itself. In addition, for its generation, tsunami parameters were included: seismic 
moment, fault dimensions and rupture geometry. The maps are designed as a resource to 
assist communities in coastal areas. With them, vulnerability to the effect of floods caused 
by tsunamis can be identified. The maps identify: evacuation zones, evacuation routes, 
assembly places, signs, emergency sirens, among many others (PRSN, n.d.). 
 
 
 
 
 
 
 
 
 
 
 
 Figure 2-29 Evacuation Map of San Juan, Puerto Rico on the Web 
 From “Puerto Rico Tsunami Program Map Tool”, by Puerto Rico Seismic Network, University 
 of Puerto Rico Mayagüez, n.d., Tsunami Program, (http://prddst.uprm.edu/apps/prtmp/). In the 
public domain. 
 
 
 
The evacuation maps are available on the PRSN website as PDF format (Figure 2-23) and 
as Web maps applications (Figure 2-29). Web maps applications can be accessed from the 
50 
 
 
PRSN browser through the Puerto Rico Tsunami Program Map Tool. These are tools based 
on the Geographic Information System (GIS) that allow containing multiple layers of 
information such as: evacuation zones, routes evacuation, flood patterns, etc. On the other 
hand, in these evacuation maps as Web maps applications are interactive and incorporate 
tsunami flood values cataloged as "MOMRAS" according to the flood model studied in 
2012 (PRSN, n.d.). 
 
2.5.2 Evacuation Routs 
 
Evacuation routes are the routes or paths established for people to evacuate any structure 
or facility in the shortest time possible, as discussed in Evacuation routes. According to the 
Puerto Rico Seismic Network (2019), different eviction routes were established and 
marked in Puerto Rico by the Tsunami Ready. These were created according to the program 
compliance guidelines. Likewise, the PRSN explains that these guidelines or criteria are 
the following: 
 
• Minimize the time to evacuate or leave the risk zone (yellow zone on tsunami 
evacuation maps) 
• Minimize the time spent walking along the routes along the coast (parallel) 
• Minimize the crossing of bridges 
• Provide greater accessibility to agencies that provide services in emergencies 
• Suggested evacuation routes are via known roads or paths 
 
Evacuation routes in Puerto Rico can be identified through the evacuation and tsunami 
flood maps discussed earlier in Zoning. These routes are represented in red by the roads 
ending in arrows (Figure 2-29). 
 
 
51 
 
 
2.6 School System in Puerto Rico 
 
According to Sinvhal (2010), schools are important because they house children and must 
continue to function after the impact of a tsunami, and they are vulnerable because they are 
built on the availability of funds. On the other hand, the school’s function is to “celebrate 
activities and orientation programs, and community service in collaboration with the 
Department of Family, the Department of Health, the Environmental Quality Board, the 
Agricultural Extension Service and the Police of Puerto Rico”, “Ley Orgánica del 
Departamento de Educación de Puerto Rico” (1999). Schools in Puerto Rico are vulnerable 
due to the density of people that form it: students, academic components, managerial 
components, external components, and representatives of the community served by the 
school. 
 
2.6.1 General Information 
 
The Puerto Rico school system consists of the public and private sectors. The island's 
public schools are the responsibility of the Puerto Rico Department of Education. 
 
2.6.1.1 Population 
 
The school population refers to the entire set of people that make up a school. All those 
people who are part of the school structure are considered as its population. Schools in 
Puerto Rico consist of a large population: students and teaching and non-teaching staff. 
According to the Statistics Institute of Puerto Rico (2019), the total number of schools in 
2015 and 2016 was 2,213 (Table 2-7). Of this total amount, 1,418 schools correspond to 
the public sector and 795 schools represent the private sector. According to this statistic, 
there were 417,101 students and 33,700 teachers in public schools. For private schools, 
142,235 were students and the number of teachers was 11,536. The total population as 
52 
 
 
inclusion of the public and private sector corresponds to 559,336 students and 45,236 
teachers (Table 2-8). 
 
Table 2-7 Puerto Rico School Statistics (2015-2016) 
Number of Schools in Puerto Rico (2015-2016) 
Public Sector Private Sector Total 
1,418 795 2,213 
From “Anuario Estadístico del Sistema Educativo: 2015-2016”, by O. M. Disdier Flores and L. J. Cruz Soto, 
2019, Anuario Estadístico Del Sistema Educativo, 2016th ed., 
(https://estadisticas.pr/files/Publicaciones/Anuario%20Estadistico%20del%20Sistema%20Educativo%2020
15-2016.pdf). Copyright 2019 by Instituto de Estadísticas del Gobierno de Puerto Rico. 
 
Table 2-8 Puerto Rico School Population Statistics (2015-2016) 
Population of Schools in Puerto Rico (2015-2016) 
 Public Sector Private Sector Total 
Students 417,101 142,235 559,336 
Teachers 33,700 11,536 45,236 
From “Anuario Estadístico del Sistema Educativo: 2015-2016”, by O. M. Disdier Flores and L. J. Cruz Soto, 
2019, Anuario Estadístico Del Sistema Educativo, 2016th ed., 
(https://estadisticas.pr/files/Publicaciones/Anuario%20Estadistico%20del%20Sistema%20Educativo%2020
15-2016.pdf). Copyright 2019 by Instituto de Estadísticas del Gobierno de Puerto Rico. 
 
The “Council of Education of Puerto Rico (CEPR)” has a School Finder on its digital 
platform. In this search engine you can find information about private schools in Puerto 
Rico. On the other hand, the Puerto Rico School Profile from the Puerto Rico Department 
of Education presents the population in synthesis of the schools on the Island. According 
to this School Profile, in the 2018-2019 school year the student population was a total of 
307,282. 
 
2.6.1.2 Function 
 
Schools in Puerto Rico have other functions in addition to education. On the island, schools 
are used as teaching facilities, as shelters and as voting centers. The Puerto Rico 
Emergency Management Agency (PREMA) offers a 2020 list of schools that are used as 
shelter in an emergency in the event of a disaster. On the other hand, the Puerto Rico State 
53 
 
 
Elections Commission offers a 2020 list of schools that are used as voting centers. Due to 
these operations, the population mentioned above would increase for each school. 
 
2.6.1.3 Structure of schools in Puerto Rico 
 
According to Ratay (2012), have an age and need evaluation of their state. It also highlights 
that they deteriorate over time due to repeated loads, exposure to the elements, aging of 
materials, wear and tear due to normal use, improper maintenance, and other factors. Ratay 
suggests that the design of the structures should have strength, stability, or serviceability. 
The evaluation of the state of the structures requires the need for maintenance, repair, and 
rehabilitation of infrastructure due to deterioration, damage suffered due to a natural 
hazard, among others (Ratay, 2012). 
 
Schools are part of these structures. Therefore, the structural conditions of schools must 
comply with strength, rigidity, and stability. Furthermore, the school infrastructure is made 
up of structural characteristics corresponding to their age. According to the “Ley de 
Reforma Educativa de Puerto Rico” (2018), many school infrastructures were built more 
than 50 years ago, so they require constant renovation in addition to the monthly 
maintenance provided. " Like Ratay, this Law mentions that the deterioration of school 
buildings increases due to: "continuous use, inclement weather, vandalism, frequent 
maintenance and the passing of time." It also suggests that changes in infrastructure 
regulations and building codes require updating to modify the structure of the schools (Ley 
de Reforma Educativa de Puerto Rico, 2018). 
 
Schools must comply with all Building Codes established in Puerto Rico (Ley de Reforma 
Educativa de Puerto Rico, 2018). These are regulations for building constructions with 
safety and quality. As indicated by the Secretary of the Department of Education (DE), 
Eligio Hernández in a publication for "NotiCel" on January 7, 2020, 95% of schools in 
Puerto Rico are not established under the current Building Code. This is because schools 
in Puerto Rico have designs under expired Building Codes. The Puerto Rico Emergency 
54 
 
 
Management Agency (PREMA) suggests that the schools corresponding to the Department 
of Education cannot be used as a refuge in an emergency (NotiCel, 2020). 
 
2.6.2 Location 
 
The schools in Puerto Rico are in the island's municipalities. These can be located through 
the resource offered by the Homeland Infrastructure Foundation-Level Data (HIFLD). This 
resource provides geospatial data to support preparedness, resilience, and research. Data 
on schools in Puerto Rico, including their location, can be accessed through the HIFLD 
website. On the HIFLD map, schools in Puerto Rico are represented in blue circles (Figure 
2-30). The HIFLD registers the public and private schools of Puerto Rico. This resource 
has information on public schools with data obtained from the Puerto Rico Department of 
Education for the 2017-2018 school year. On the other hand, the location of these schools 
can be obtained through Google Maps using their addresses provided by the School Search 
and the Comprehensive Directory of Public Schools of Puerto Rico (2018). 
 
Figure 2-30 Location of public schools in Puerto Rico 
From “Public Schools,” by Homeland Infrastructure Foundation-Level Data, 2020, Homeland Infrastructure 
Foundation-Level Data, (https://hifld-geoplatform.opendata.arcgis.com/datasets/public-schools?geometry=-
67.882%2C17.736%2C-64.213%2C18.649). Copyright 2017 by U.S. Department of Homeland Security. 
 
55 
 
 
2.6.3 Design and Operation Guidelines 
 
During the literature review, it was not possible to successfully find any of the design and 
operation guidelines for schools in Puerto Rico. Only the emergency plan for these schools 
on the Island for 2001 was found. What the Model Emergency Plan for Puerto Rico schools 
establishes is the following (Comité de Planes de Emergencia, 2001): 
 
2.6.3.1 School Campus Preparation 
 
This is the planning process of the schools in Puerto Rico for a disaster event according to 
(Comité de Planes de Emergencia, 2001). 
 
2.6.3.1.1 Have a checklist for the director 
 
The following list corresponds to the aspects that the school principal should consider: 
 
• Instructions for the director 
o Determine the person in charge when absent in case of emergency. 
o Relate to local police and fire departments to operate under the Standardized 
Emergency Management System emergency plan. 
o Review an emergency plan each year with local police and firefighters. 
o Contact your City Council Emergency Services Office or county. 
o Review the emergency plan annually with staff to ensure the knowledge of all 
members, responsibilities, and actions in the event of an emergency. 
o Check with the staff for the procedure to call 911. 
o Assess the risk of the school grounds. 
o Eliminate the risks encountered in the school grounds’ assessment of risks. 
o Prepare a register of students and staff vulnerable to breathing problems. 
o Perform emergency preparedness simulations. 
56 
 
 
• Instructions for staff 
o Record staff knowledge and skills as an emergency response. 
o Instruct staff in the preparation of emergency classroom backpacks and 
individual emergency kits for students. 
• Family instructions 
o Maintain communication with families about the school's emergency plans. 
o Report family responsibilities in emergencies. 
o Motivate the participation of family volunteers. 
 
• Earthquake Preparedness 
o Prepare a service map of multiple school grounds. 
o Conduct annual simulations for earthquake "Bend-Cover-Hold" and guide on 
meeting points. 
o Record the school's earthquake supplies. 
 
• Preparation for Evacuation 
o Prepare the school grounds evacuation plan. 
o Identify evacuation sites. 
o Know the evacuation routes. 
o Determine the buses needed to evacuate the entire school population. 
o Perform evacuation simulations annually. 
 
2.6.3.1.2 Having a checklist for staff 
 
Below is the list of instructions to be followed by school staff. 
 
• Review emergency plans. 
• Prepare emergency classroom backpacks and individual emergency kits for 
students. 
57 
 
 
• Correct existing risks in the relevant area identified in the school grounds risk 
assessment. 
• Instruct students on emergency preparedness. 
• Participate in emergency simulations. 
 
2.6.3.1.3 Assess the risks of the school grounds 
 
The risk assessment of the school grounds should be carried out by a structural or civil 
engineer as appropriate. Part of the assessment requires examining potential risks with 
potential impact to the school grounds. 
 
2.6.3.1.4 Having an emergency backpack for the classroom 
 
The backpack is an emergency item that teachers should have in their classroom as an 
emergency measure. This backpack should include: a first aid kit, medicines (if necessary), 
flashlights, radio, water, food, notebook, documents, and additional materials (if 
necessary). 
 
2.6.3.1.5 Have individual emergency kits for students 
 
Individual kits are emergency resources that students must have whenever an evacuation 
occurs. The kit should include food, entertainment items for children (toys), contact 
documents, additional materials (if necessary). 
 
 
 
 
58 
 
 
2.6.3.2 Procedure for Evacuating a School Campus 
 
The process of evacuating a school in Puerto Rico involves: the evacuation of the building, 
the abandonment of school infrastructure if necessary, and the evacuation by bus and 
walking. 
 
2.6.3.2.1 Evacuate the building 
 
The evacuation process of the building must be ordered. The entire school population must 
leave the building using the specific fire routes and considering people with disabilities. 
Students and teachers must carry emergency backpacks and individual kits. The school 
population should head to the safe meeting place away from the building.  Staff must record 
the evacuees and report it to the designated person in the emergency. 
 
2.6.3.2.2 Leave school grounds 
 
The evacuation of the school site should be done when it is not safe to remain on the school 
grounds. This process must be carried out on board a vehicle or on foot. 
 
2.6.3.2.3 Evacuate by bus 
 
The school population must reach safe places by means of school-available buses heading 
on non-hazardous roads. Teachers should take care of their group together and take a list 
before and after leaving the precinct. 
 
2.6.3.2.4 Evacuate aboard other vehicles 
 
If buses are not available to the entire school population, evacuees should consider other 
modes of transport. If so, the alternate vehicles used, and the students transported by each 
59 
 
 
of the different means must be recorded. Drivers should take the safest route to eviction 
sites. Teachers must keep track of students on the safe site. This method of evacuation 
should be considered for extreme emergencies. 
 
2.6.3.2.5 Evacuate walking 
 
In this process the school population must walk safely and orderly to nearby evacuation 
sites to get away from danger. The walk should follow the safest route. Teachers must take 
lists of students before evicting the precinct and after reaching a safe zone. 
2.6.3.3 Important Maps of the School Grounds 
 
These are resources to guide all personnel during the evacuation process. The maps that 
make up this process in schools are: 
 
2.6.3.3.1 Fire simulation map 
 
These maps must meet primary and alternate building evacuation routes. It is recommended 
to do so by colors. 
 
2.6.3.3.2 Map with evacuation plan 
 
Evacuation maps must have primary and alternate routes to one or more safe sites outside 
the enclosure. 
 
 
 
 
60 
 
 
2.6.3.3.3 Safeguard map of where you are located 
 
The map must include the identified areas. Identified areas should be easy to seal to prevent 
outside air from entering. 
 
2.6.3.3.4 Map of hostel sites against severe weather 
 
The areas identified on this map should have few windows and have no large ceilings. 
 
2.6.3.4 Earthquake emergency 
 
In the event of an earthquake during school hours that could threaten the safety of students 
or personal, the following should be done: 
 
2.6.3.4.1 During an earthquake 
 
If the earthquake occurs while the population is indoors: 
 
• Stay inside, get away from windows and heavy furniture. Cover yourself under a 
desk and run the "Crouch, cover and hold". 
• Move to the interior wall in case you are in the hallway and stairs. 
• Move away and turn off any laboratory equipment that may cause accidents if you 
are in a laboratory. 
 
If the earthquake occurs while the population is out in the open: 
 
• Go to an open space that is away from buildings. Get down on the ground and duck. 
Observe the dangers around. 
61 
 
 
2.6.3.4.2 After the earthquake 
 
• Evacuate students from the building. For this process, students and teachers must 
carry emergency kits and backpacks with them. Staff should check that all students 
have evacuated the building. 
• Teachers must pass a list of students at the identified secure site and report it to the 
principal or designated. 
• The director must establish an Emergency Operations Center with his Or her 
Emergency Operations Center team. The latter must notify the police and 
firefighters of trapped or missing persons to organize search and rescue teams. You 
must also organize emergency response teams. 
• The security team should inspect utilities for leaks. 
• The director must report any breakdowns in service lines. 
• First aid equipment should prepare the area, categorize the wounds of affected 
people, and care for them. You must report the injured people to the principal. 
• The student release team must give students to their authorized adults and record 
them. 
 
2.6.3.4.3 Evacuate the school building 
 
The process mentioned below is a post-earthquake process. 
 
• Before evacuating the building, staff should consider hazards outside the building 
before evacuating students. You should also consider that there is no safe meeting 
area, eviction routes, or lighting. ' 
• Before evacuating students, staff must assess the situation. In addition, you must 
determine whether eviction routes are clear, whether the meeting site is safe, evade 
hazardous items, and consider students with disabilities. 
• Staff should evacuate once they feel the process is safe. 
62 
 
 
• The school grounds should take care of students for up to 3 days after the 
earthquake in case it is a severe event. 
 
2.6.3.4.4 Having earthquake articles 
 
The items needed in a school grounds in the event of an earthquake event are: immediately 
accessible items, water, sanitary items, non-perishable food, first aid, tools for additional 
search and rescue uses, and other items as needed. 
2.7 Previous works 
 
The previous works considered in this research have only studied the vulnerability of a 
certain population of Puerto Rico without specifying in schools. One of the antecedents 
under study is the one entitled “A Look at Vulnerable Populations in Puerto Rico in the 
Face of Disasters.” The other antecedent that has investigated vulnerability is entitled 
“Analysis of Threats, Vulnerability and Risks of the Public Health Systems, Medical 
Services and Mental Health of Puerto Rico.” Both consider the vulnerability of a 
population to disasters. 
 
The investigation “Analysis of Threats, Vulnerability and Risks of the Public Health 
Systems, Medical Services and Mental Health of Puerto Rico” was carried out between 
2012 and 2013 by the Center for Preparation in Public Health of the Graduate School of 
Public Health of the Medical Sciences Campus of the University of Puerto Rico and the 
Office of Preparation and Coordination of Public Health Response. It analyzed the 
vulnerability to the possible impact of six main threats: hurricanes, tsunamis, floods, 
tropical cyclones, epidemics, and pandemics for Puerto Rico. In this project, the island's 
experience in its past 25 years was considered and forms were made to more than 60 
professionals in the study area. Although its content could not be accessed, the information 
described above is explained according to Padilla et al. (2016). For this reason, in this 
background description for this investigation, the results obtained in it were not known. 
63 
 
 
 
The study of “A Look at Vulnerable Populations in Puerto Rico Faced with Disasters” was 
investigated in 2016 by Nilsa D. Padilla, Julieanne Miranda, Gabriela A. Algarín, Marisol 
Peña, Ralph Rivera, Alejandro A. Nieves, Juan A. González, Mónica R. Castellano, and 
Héctor Robles. The purpose of this research was to study the vulnerable population affected 
by disastrous events in Puerto Rico. It considered that the vulnerable population found 
should be part of the planning and preparations for disasters and offered possible strategies 
for this. For its development, it used databases from the “Analysis of Threats, Vulnerability 
and Risks of the Public Health Systems, Medical Services and Mental Health of Puerto 
Rico” mentioned above. The results of this research showed that 21% of the population is 
of vulnerable ages. Of this percentage, 6% represents the population of children under 5 
years of age and 15% of the population corresponds to people over 65 years of age (Padilla 
et al., 2016). 
 
 
 
 
 
 
  
 
 
 
 
 
 
 
 
 
 
 
 
64 
 
 
3 Research Program 
 
In this chapter, the specific objectives such as the expected intentions of the research and 
the scope of the study are exposed by describing the schools under analysis. Also, the 
methodology to carry out the study is explained, and the resources that served as reference. 
In addition, the data collection procedures and the quantitative analysis used to describe 
and explain the findings are all described. The chapter includes the itinerary of the 
structured activities of the methodology with their respective estimated duration times. 
 
3.1 Objectives and Scope 
 
The objective of this research project is to study the areas with potential tsunami risk and 
to identify the schools located and exposed in these areas. Also, develop and implement a 
methodology to identify the schools that are more vulnerable to tsunamis in Puerto Rico. 
Also, evaluate and identify the conditions of vulnerability in schools of Puerto Rico. 
Explore mitigation alternatives that can reduce such vulnerabilities and risk to schools. 
After determining all the schools located in tsunami-prone areas, a municipality will be 
selected as a case study to apply the developed methodology. 
 
3.2 Methodology 
 
The methodology consists of four phases that employ the quantitative assessment and 
analysis process. Phase I is based on hazard identification, Phase II focuses on the case 
study, Phase III is based on vulnerability analysis, and Phase IV is the analysis of the 
results. In the development of Phase I, the tsunami event is used as a danger that threatens 
schools. While in Phase II the case study is investigated with justification. In Phase III 
vulnerability is used as a function of exposure, frailty, and adaptive capacity. For the study 
of vulnerability in schools, the need to know the danger, exposure, fragility, and response 
capacity of schools in Puerto Rico is raised. The tsunami is exposed as the independent 
65 
 
 
variable of danger; the elements of the exhibition: the schools, their population, and their 
location as independent variables; the structural conditions of schools and tsunami hazard 
zones as independent variables of fragility; the evacuation plan as an independent variable 
of response capacity; and vulnerability as a dependent variable to be investigated. On the 
other hand, Phase IV investigates the results obtained in the previous phases. 
 
For the data collection process, databases of the “Perfil Escolar” for 2018-2019 
corresponding to the Department of Education are used to find the population of the 
schools. In addition, the Eviction Maps studied by the University of Puerto Rico-Mayagüez 
Campus and the Puerto Rico Seismic Network are used, which cover the flood zones 
determined for the worst-case scenario due to tsunamis generated by local earthquakes. 
The maps are used in PDF and digital format accessed through the Puerto Rico Seismic 
Network browser to know the schools that are in danger zones. Likewise, the satellite map 
is used through the Google Maps program to locate schools. On the other hand, the 2020 
list of shelters from the Puerto Rico Emergency Management Agency (PREMA) and the 
2020 list of voting centers from the Puerto Rico State Elections Commission are used for 
the use of schools. In the data analysis process, Google Earth and ArcGIS programs are 
used to georeference the evacuation maps and the maps of each municipality. Figure 3-1 
presents a summary of the study methodology. 
 
 
 
 
 
 
 
 
 
 
 
Figure 3-1 Diagram of the Methodology to be Developed in the Study 
66 
 
 
 
The activities of each phase are described in detail below: 
 
3.2.1 Phase I - Hazard identification 
 
Phase I focuses on examining and identifying the tsunami hazard. In this stage, the number 
of schools that are in danger of a tsunami for each municipality is synthesized. With this, 
it is possible to identify the municipalities where there is more danger, which is equivalent 
to a higher risk. 
 
3.2.1.1 Identification of schools in hazard zone 
 
For this process, the tsunami hazard zones are first examined through the evacuation maps 
of the Puerto Rico Seismic Network. Then, the schools available in each coastal 
municipality are located and quantified. The school search resource is the 2018-2019 
Puerto Rico School Profile database from the Puerto Rico Department of Education. In 
addition, the schools that are used as shelters and as voting centers are quantified. To obtain 
this information, the 2020 list of shelters from the Puerto Rico Emergency Management 
Agency (PREMA) and the 2020 list of voting centers of the Puerto Rico State Elections 
Commission are used. The identification of schools includes the public sector for each town 
and the possibility of finding information on the private sector is considered. Once the 
schools have been located, those in the tsunami hazard zones are identified and quantified 
according to the evacuation and evacuation maps corresponding to each coastal 
municipality. To do this, a site diagram is made with the Puerto Rico Seismic Network 
evacuation map and the Google Maps satellite map using the ArcGIS software to 
georeferenced these sites. 
 
3.2.1.2 Assessment of the population of schools that could be affected 
 
67 
 
 
In this process, the school population that could be affected by the impact of a tsunami is 
quantified. For this, the population of the schools located in the hazard zones of their 
respective municipalities are used and considered using the Puerto Rico School Profile 
database for 2018-2019 of the Puerto Rico Department of Education. Therefore, the 
population of schools that could be affected by a tsunami represents the population of 
schools that are in the hazard zone. 
 
3.2.2 Phase II - Selection of the case study 
 
In this phase, the case study for this research is evaluated and determined. A region or 
municipality with schools located in danger zones is selected to determine its vulnerability. 
For this, the following selection criteria are considered as justification: 
 
3.2.2.1 Researchers' accessibility 
 
This is a criterion that considers the viable aspects of the researchers in terms of their 
location. It can contribute to the successful development of research to facilitate and enable 
further exploration. Visits to the field to examine the distinctive elements of each area, the 
structural conditions of schools and evacuation routes, and to document urban furniture are 
some of the aspects that are considered in the accessibility of researchers to determine the 
case of study. 
 
3.2.2.2 Number of schools located in the tsunami hazard zone 
 
This justification corresponds to the number of schools in the hazard zone of each 
municipality. The greater the number of schools located in tsunami danger, the greater the 
possibility of finding and identifying the case study. 
 
68 
 
 
3.2.2.3 Number of schools used as shelters or voting centers located in 
tsunami hazard zone 
 
This criterion considers the number of schools that are listed as shelters and voting centers. 
As in the previous one, the greater the number of schools with a use other than academic, 
the greater the chance of finding the case study. 
 
3.2.2.4 Amount of population that could be affected by a tsunami 
 
This criterion is relevant to the number of people in schools that could be affected by the 
impact of a tsunami. As in the previous criterion, the greater the number of school 
population affected by the danger of a tsunami, the greater the possibility of determining 
the case study. 
 
3.2.3 Phase III - Vulnerability Assessment 
 
This phase studies the vulnerability of schools by means of the study parameters: 
evacuation plans, year of construction of the school structure, safe zones, and evacuation 
time. These criteria or indicators of vulnerability are described below: 
 
3.2.3.1 Evaluation of evacuation plans 
 
In this process, the evacuation plans of the schools studied are analyzed as a response 
capacity to the danger of tsunami. A form is used as a resource to learn about the evacuation 
plan and strategies for evacuating people from each of the schools. This examination 
includes consideration of educational and informational material such as training and drill 
experience. 
 
69 
 
 
3.2.3.2 Structural examination of schools 
 
The school infrastructure and its conditions are studied through visits to the schools 
determined in the case study of Phase II using Google Earth Pro. As part of the condition 
of the school structure, its age and the floors of the building are considered.  
 
3.2.3.3 Identification of safe areas 
 
The safety zones of each coastal town are recognized. To do this, they are visited or located 
through the Google Earth Pro satellite map. The number of safe zones is quantified. 
 
3.2.3.4 Determination of evacuation time 
 
To determine the evacuation time, the walking speeds recommended by the United States 
Geological Survey (USGS) and practiced in the “Pedestrian Evacuation Analyst” are used. 
Through Plot A Route these times are determined for each school under study. 
 
3.2.3.5 Evaluation of Evacuation Routes 
 
This process is carried out by visiting the school evacuation routes using Google Earth Pro. 
For the evacuation routes to be suitable during the evacuation, four conditions are 
considered: 
 
• That the route moves away from the coast in the shortest possible time. 
• That the route avoids walking parallel to the sea. 
• That the route avoids possible obstructions to the route, such as bridges that may 
collapse. 
• That the route has adequate width and does not present obstacles to the pedestrian 
flow, such as urban furniture. 
70 
 
 
3.2.3.6 Determination of vulnerability 
 
The vulnerability is defined by means of the parameters studied in the previous steps. In 
this process, the most vulnerable schools are identified using as a fundamental basis the 
evacuation time obtained and the evaluation of evacuation routes. 
 
3.2.4 Phase IV - Analysis of Results and Proposal of Solutions 
 
In this process the results are examined, conclusions are reached, and recommendations 
are offered. The main causes of vulnerability are identified as part of the analysis of the 
results. Solutions are proposed based on the results obtained for each of the schools of 
study. The solutions are based on the findings determined by the evacuation plan, the 
danger, and the vulnerability of the schools. Its presentation is intended to reduce 
vulnerability and mitigate damage, as well as better preparation in case of not having it. 
 
3.3 Itinerary 
 
The itinerary show in Figure 3-2 present the methodology activities completed and to be 
completed using the Gantt chart. Each of the tasks is identified with its start and end date 
to complete Phase I, Phase II, Phase III and Phase IV of this investigation. 
 
Figure 3-2 Itinerary of the Methodology Process in Gantt Chart 
71 
 
 
4 Data Collection and Processing  
 
This chapter describes how the base data for this research was found, used, and processed. 
This synthesizes the resources used to find data sets on schools and tsunamis, as well as 
other topics needed to assess the vulnerability of schools. In addition, it explains the way 
in which said data was processed. That is, it presents the data based on its processing. On 
the other hand, it shows a map representation that will be used to interact in the next chapter 
for each study municipality. 
 
4.1 Data Collection 
 
The data used for the development of the project methodology are presented below. In 
addition, all the resources used to obtain said data are exposed and explained. Those 
resources used to verify that the data were accurate are also identified. The data and their 
respective sources range from a set of data, databases, to values obtained from previous 
research, as well as data assumed by state agencies. All the data used is explicitly detailed 
to understand how its processing works later. The data are related as they are exposed, for 
this reason they appear in the order in which they are developed. 
 
4.1.1 Schools Data 
 
School data are downloaded as a layer in a KML file for use in a Geographical Information 
System (GIS). These include geolocation and public sector population. They are obtained 
through the Homeland Infrastructure Foundation-Level Data (HIFLD). The HIFLD is 
being developed through a committee established in February 2002 to address 
improvements in the collection, processing, sharing, and protection of infrastructure 
geospatial information. As mentioned in Location, the HIFLD is a site that provides 
geospatial data to support community preparedness, resilience, research, among many 
others. 
 
72 
 
 
Geospatial data is accessible to the public domain and downloaded as CSV, KML, and 
Shapefile. These files are formats that contain geographic data for use, but not all, in a 
Geographical Information System (GIS) as mentioned above. HIFLD data (Figure 4-1) is 
accessed through web services that support application development and data visualization. 
 
Figure 4-1 Layer of Public Schools in HIFLD Web 
From “Public Schools,” by Homeland Infrastructure Foundation-Level Data, 2020, Homeland Infrastructure 
Foundation-Level Data, (https://hifld-geoplatform.opendata.arcgis.com/datasets/public-schools?geometry=-
67.882%2C17.736%2C-64.213%2C18.649). Copyright 2017 by U.S. Department of Homeland Security. 
 
Public schools are represented on a map (Figure 4-2) by compressed layer files containing 
their information: name, address, phone number, status, town, source date, level, latitude, 
longitude, and more. In a Map Viewer, the layer of the schools is displayed with icons for 
better representation and contrast with the rest of the geolocated elements on the map of 
Puerto Rico explained later. 
 
Figure 4-2 Layer of public schools in Map Viewer 
73 
 
 
The population of students and teachers in the schools is verified through the “Busca tu 
Escuela” platform for the 2018-2019 academic year (Figure 4-3). On the other hand, closed 
schools and those that remain open are also corroborated. 
 
The schools that are used as shelters are using the 2020 Puerto Rico State Agency for 
Emergency and Disaster Management (NMEAD) list of shelters as a reference (Figure 
4-4). On the other hand, Annex 7 of the "Operational Plan for Emergencies and 
Catastrophic Incidents (POEIC)" of 2019 is also used (Figure 4-5). 
 
Figure 4-3 Busca tu Escuela Platform 
From “Busca tu Escuela - 2018-2019,” by Departamento de Educación, n.d., Busca tu Escuela, 
(https://buscatuescuela.dde.pr/). Copyright 2019 by Departamento de Educación. 
 
74 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 4-4 List of Shelters (NMEAD) 
From “Listado de Refugios,” by Puerto Rico State Agency for Emergency and Disaster Management, 2020, 
Departamento de Seguridad Pública, (https://manejodeemergencias.pr.gov/wp-
content/uploads/2020/08/NMEAD2020-LISTADO-REFUGIOS-v2agosto222020-min.pdf). In the public 
domain. 
 
 
 
 
 
 
 
 
 
 
 
Figure 4-5 List of Shelters (POEIC) 
From “Refugios,” by J. Rivera, 2020, Planes y Protocolos de emergencias del Departamento de Educación, 
(https://issuu.com/june-rivera/docs/dept._educacion_final). Copyright 2020 by Issuu. 
 
In schools that are voting centers, the official list of the Puerto Rico State Elections 
Commission (CEE) for 2020 is used as a resource (Figure 4-6). 
 
75 
 
 
Figure 4-6 List of Voting Centers 
From “Centros de Votación,” by Comisión Estatal de Elecciones de Puerto Rico, 2020, Comisión Estatal de 
Elecciones de Puerto Rico, (https://ceepur.org/Elecciones/docs/centrosvotacion.pdf). Copyright 2020 by 
Comisión Estatal de Elecciones de Puerto Rico. 
 
4.1.2 Tsunami Data 
 
Tsunamigenic data are obtained through the Puerto Rico Seismic Network GIS Data 
(Figure 4-7). The Puerto Rico Seismic Network (PRSN) offers data sets available for 
download in GEODATABASE (ESRI) format. This Environmental Systems Research 
Institute (ESRI) is an international provider of GIS and the creator of ArcGIS, the mapping 
and spatial analysis software that we use to create layers with the tsunami data for Puerto 
Rico. As a reference, the evacuation and flood maps of the Puerto Rico Seismic Network 
are used (Figure 2-23 and Figure 2-29). 
 
  
Figure 4-7 PRSN GIS Data Download 
From “GIS Data Download”, by Puerto Rico Seismic Network, University of Puerto Rico Mayagüez, n.d., 
Tsunami Program, (http://redsismica.uprm.edu/English/tsunami/tsunamiprogram/prc/gisdataenglish.php). In 
the public domain. 
76 
 
 
4.1.3 Walking Speeds Data 
 
Walking speeds are acquired from the Pedestrian Evacuation Analyst. These are speeds 
recommended by the United States Geological Survey (USGS). The travel-speed names 
and corresponding values in the Pedestrian Evacuation Analyst (Figure 4-8) are: slow walk 
of 2.46 mph, moderate walk of 2.70 mph, fast walk of 3.40 mph and average walk of 2.50 
mph. These speeds are in turn obtained by previous researchs by the Federal Highway 
Administration (2009) and by Wood and Schmidtlein (2011). 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 4-8 Pedestrian Evacuation Analyst (USGS) 
From “The pedestrian evacuation analyst: Geographic information systems software for modeling hazard 
evacuation potential” by J. M. Jones, P. Ng, and N. J. Wood, 2014, Collection and delineation of spatial data, 
(https://doi.org/10.3133/tm11C9). Copyright 2014 by U.S. Geological Survey. 
 
77 
 
 
The average speed of 1.22 m/s (2.7 mph) is obtained from the Federal Highway 
Administration (2009). Federal Highway Administration (2009) indicates that a walking 
speed of up to 4 ft / s (2.7 mph) can be used to assess the adequacy of pedestrian-free time 
(p. 497). This recommended speed is also referenced by The High-Capacity Manual. The 
Literature Review in Chapter 13 of this manual describes the recommendations for a 
pedestrian crosswalk walking speed value of 1.2 m / s for most conditions. According to 
The High-Capacity Manual, these conditions may be due to environmental factors that 
contribute to the walking experience and, therefore, to the perception of the level of service, 
or the comfort, convenience, safety and economy of the walking system. In turn, comfort 
factors include weather protection, transit shelters, and other pedestrian amenities. 
Convenience factors include walking distance, slopes, sidewalk ramps, directional signs, 
directory maps, and other features that make positional travel easier than hassle-free. Safety 
is provided by separating pedestrians from vehicular traffic, or horizontally in shopping 
malls and other vehicle-free areas, and by the rigid use of overpasses and underpasses. 
Traffic control devices can provide temporary separation of pedestrian and vehicular 
traffic. Safety features include lighting, open sight lines, and the degree and type of street 
activity. The economics relate to the cost to the user associated with travel delays and 
inconvenience, and to the rental value of a retail development as a pedestrian-influenced 
environment. The recommendations in Chapter 13 are a pedestrian crossing speed of 1.0 
m/s in areas with many older pedestrians. Regarding the grades and stairs, it is 
recommended that the walking speed be reduced by 0.1 m/s as an approximation. Despite 
these recommendations, the study does not indicate the assumptions regarding the 
conditions of the sidewalks, or the volume established to obtain the value of the speed of 
1.2 m/s. For this reason, it can be assumed that the velocity is based on uniform flow. 
 
Wood and Schmidtlein (2011) evaluate the potential for pedestrian evacuation in the Long 
Beach Peninsula, Washington, related to a Cascadia tsunami. In their study they show 
modeled travel times to safety, that is, to areas out of flooding from the pedestrian tsunami. 
The study assumes a constant travel speed of 1.1 m / s (2.46 mph), a distance that represents 
the 15th percentile of the walking speeds of a mixed population, corresponding to the slow 
78 
 
 
walk of the Pedestrian Evacuation Analyst whose speed is recommended by the standards. 
speed when walking at crosswalks in the United States (the previously mentioned resource) 
(Wood and Schmidtlein, 2011, p. 280).  The assumption of this speed is based on the study 
entitled "Field Studies of Pedestrian Walking Speed and Start-up Time", in which it was 
obtained that, for design purposes, the values of 1.22 m / s for young pedestrians and 0.91 
m / s for older pedestrians are appropriate. These values are justified by the influence of a 
variety of factors such as functional classification, the volume of vehicles on the street, the 
width of the street, the weather conditions, the number of pedestrians crossing in a group, 
the length of the cycle of the signal, the timing of the various phases of the pedestrian 
signal, pedestrian signals, crosswalk markings, and street parking. To obtain the design 
speeds recommended in the study, 16 pedestrian crossings were selected at intersections 
controlled by 4 urban areas in (1) Richmond, Virginia; (2) Washington, D.C.; (3) 
Baltimore, Maryland; and (4) Buffalo, New York. The data were collected through 
observations during three climatic conditions: no rain (dry, with dry roads and sidewalks), 
with rain (wet roads) and with snow (when there was snow or ice in the atmosphere, road, 
or sidewalk, or both). The subjects that were studied were a group of pedestrians older than 
65 years. These speeds do not specifically include the following subjects: children under 
13 years of age, pedestrians with a load, pedestrians pushing strollers or grocery carts, 
pedestrians holding hands or helping others to cross the street, pedestrians using a vehicle 
of some kind. cane or crutch, people in wheelchairs, and pedestrians riding bicycles or 
dogs. They also do not consider the following behaviors: crossing diagonally, stopping or 
resting in the median, entering the road running, entering the road before starting to cross 
or waiting for traffic during the crossing, and entering or leaving the road more than 1.2 m 
(4 ft) outside the crosswalk (Knoblauch, Pietrucha, & Nitzburg, 1995). 
 
4.1.4 Other relevant school data 
 
Google Forms is used to obtain the other relevant data from the schools. In this, a form is 
developed that includes the year the school was built, the details of the evacuation plan, 
evacuation times obtained in previous drills, and special cases from the school. The form 
79 
 
 
is made so that it can be completed by a person in charge of the school to study. In addition, 
it is carried out anonymously, so that the school that completes it is not known. 
 
4.1.4.1 School Municipality 
 
The municipality of the school is important to know since the school that completes the 
form is unknown. The form offers the options of the municipalities used as a case study. 
 
4.1.4.2 Education Level 
 
The factor of the educational level of the school appears as three alternatives: primary 
school, secondary school and high school. This information is necessary to know the 
variety of ages of the school population that could be affected by the possible tsunami 
event, and that would affect walking speeds. 
 
4.1.4.3 Year Built 
 
Information about the year of construction of the school building is associated with the 
design and year of the building code. That is, the year of construction corresponds to the 
age of the building, which in turn is directly related to design and construction practices. 
This form establishes exactly the age of the building at the mercy of 1987, the year in which 
the building codes were modified in Puerto Rico. Starting this year, Puerto Rico 
implemented an earthquake-proof building code as an amendment adapted to the 
“Reglamento de Edificación”, also “Reglamento de Planificación Núm. 7”. This 
amendment to Part IV of “Solidez Estructural” establishes that the design and construction 
of structures in Puerto Rico must be governed by technological advances regarding the risk 
of earthquakes (Reglamento de Edificación de PR, 1987). The school manager who 
completes the form has the option to select the year of construction as before or after 1987. 
In this way, it becomes a very important factor in assessing the vulnerability of schools. If 
the school was built before 1987, it means that it may not be structurally suitable for a 
80 
 
 
major earthquake. On the contrary, if it was built after this year, it may not represent a risk 
in this regard. 
 
4.1.4.4 Tsunami Knowledge 
 
This information corresponds to the school's prior knowledge of a tsunami event. For 
example, knowledge about the risk that the school has due to its location to the event. 
 
4.1.4.5 Evacuation Plan 
 
The tsunami evacuation plan information has been divided into two stages. The first stage 
corresponds to the process of gathering the entire school campus in an internal assembly 
place of the school, after the tsunami alarm sounds. The second stage comprises the 
procedures for pedestrian mobilization of the entire school campus from the internal 
assembly site to the external assembly site outside the tsunami evacuation zone, in the 
event of a horizontal evacuation. This second stage could also consist of a vertical 
evacuation to raised floors of appropriate buildings. This information is extremely relevant 
as it establishes the principle of the general vulnerability analysis of schools. 
 
4.1.4.6 Comments 
 
In this section, the person completing the form may be free to provide any other important 
and specific information about the school that has not been offered in the questions 
available on the form. 
 
The form appears in Figure 4-9, Figure 4-10, Figure 4-11, Figure 4-12, Figure 4-13 and 
Figure 4-14, as it appears in Google Forms, and as it was sent to schools for completion. 
 
 
 
81 
 
 
Vulnerability of Schools in Puerto Rico to 
Tsunami Events 
Figure 4-9 Schools Form on Google Form - Part I 
82 
 
 
Figure 4-10 Schools Form on Google Form - Part II 
 
83 
 
 
Figure 4-11 Schools Form on Google Form - Part III 
 
84 
 
 
Figure 4-12 Schools Form on Google Form - Part IV 
 
85 
 
 
Figure 4-13 Schools Form on Google Form - Part V 
 
86 
 
 
Figure 4-14 Schools Form on Google Form - Part VI 
 
4.2 Data Processing 
The way in which each of the data is used is detailed below. The resources used to work 
the data are presented and explained. Most of these media are software that allow data 
processing and development to be efficient. Each of them is used as a reference. Some of 
the data is put together and completed to form the process. 
 
4.2.1 Schools and Tsunami Data 
 
All data obtained and downloaded from schools and possible tsunami events in Puerto Rico 
are published as layers in ArcGIS Online. ArcGIS Online is a geographic information 
system for interactively working with maps and geolocating data. This allows to analyze, 
visualize, and explore the data under study through the creation of maps. 
 
Layers are published within the ArcGIS Online organization with all required account 
creation and publishing permissions. The steps to publish a layer are the following: 
 
1. Access to ArcGIS Online. 
 
2. Open “My Content” and then to “Add Item” (Figure 4-15). 
 
87 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 4-15 Item addition step from computer in ArcGIS Online 
 
 
3. Select “From my Computer” to add a downloaded item of the PRSN data set from 
the file (Figure 4-16). 
 
4. Select the type of file and the “hosted as feature layer” to publish the layer (Figure 
4-16). 
 
 
 
88 
 
 
5. Place a title and add item identification tags to facilitate the search for the layer 
when applying it to a map (Figure 4-16). 
 
6. The item is added to the account (Figure 4-16). 
 
Figure 4-16 Layer publishing step in ArcGIS Online 
 
The layers that are created are those of the tsunami evacuation and flood zones, sirens, 
assembly areas and evacuation signals, and evacuation routes. These layers are represented 
in the Map Viewer or added directly in the creation of a map in ArcGIS Online (Figure 
4-17). 
89 
 
 
Figure 4-17 Layer display step in ArcGIS Online 
 
These are added to a Web Map to visualize them all together and thus determine the 
vulnerability of the schools. The Web Map is an interactive display of geographic 
information used to recreate scenarios and answer possible questions. 
 
The Web Map used in the next chapter to represent the findings by municipality contains 
an imaginery basemap and a set of data layers (Figure 4-18). The layers that make up the 
map are (Figure 4-20): public schools, assembly places, evacuation route sign, sirens, 
evacuation zones, flood zones, municipality boundaries and roads. In Figure 4-19 the layers 
added to the municipality of San Juan are displayed. 
 
Figure 4-18 Schools in Puerto Rico in Tsunami Hazard Zones Web Map 
90 
 
 
 
Figure 4-19 Evacuation Web Map with Schools of San Juan, Puerto Rico 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 4-20 Legend of Schools in Puerto Rico in Tsunami Hazard Zones Web Map 
91 
 
 
4.2.2 Evacuation Routes 
 
The Pedestrian Evacuation Analyst walking speeds are used as the primary parameter for 
evacuation routes from schools. The Plot A Route (Figure 4-21) resource is used to draw 
the routes corresponding to those that will later be evacuation routes. This is an accurate 
route mapping tool that makes route planning and measurement easy (plotaroute.com, 
n.d.). 
 
Figure 4-21 Plot A Route Display 
From “Free route planner for outdoor pursuits” by Plot A Route, n.d., plotaroute.com, 
(https://www.plotaroute.com/routeplanner). Copyright 2021 by Spidersphere Ltd. 
 
Plot A Route allows to draw a route and to measure the distance of a run, walk or cycle. 
However, for this study only the tracing and measuring tool of a walk is used, that is, on 
foot as shown in Figure 4-22. Before tracing the route, the option "On Foot" must be 
selected to consider walking the route on foot. 
 
 
Figure 4-22 Plot A Route with “On Foot Selection” 
  
92 
 
 
In this resource the entry and exit point is located by means of the locater map with the use 
of the data of the schools and the places of assembly. This locator (Figure 4-23) requires 
the physical address or the coordinates of both points to locate them on the map. The 
departure point has a symbol with a letter A while the point of arrival has a symbol with 
the letter B (Figure 4-24). 
 
 
 
Figure 4-23 Locator in Plot A Route 
 
 
 
 
 
Figure 4-24 Route Departure and Arrival Symbols in Plot A Route 
 
 
Once the route has been plotted, this resource displays a box in the upper right corner of 
the map with the distance of the route in miles and the time of the route in hours minutes 
and seconds, as shown in Figure 4-25. 
 
 
 
 
 
 
 
 
Figure 4-25 Distance and Time of the Route in Plot A Route 
 
The time of the route offered by the resource is equivalent to the evacuation time to be 
evaluated. This time is a function of walking speed in miles per hour. The speed is changed 
by an interactive bar (Figure 4-27) that appears by pressing the “TIMER” icon on route 
timer of Plot A Route (Figure 4-26). 
93 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 4-26 Route Timer in Plot A Route 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 4-27 Walking Speed Change in Route Timer in Plot A Route 
 
A variety of map types are also available in Plot A Route (Figure 4-28). These base maps 
could be street map, terrain map, satellite map, hybrid map, trails map, cycle map, transport 
map, world topo map, USGS topo map, among others. This selection icon is at the top 
center of the map. 
94 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 4-28 Base Maps in Plot A Route 
 
Once all the necessary elements for the evacuation route are selected on the map, it is 
displayed in Figure 4-29. In this case, an example is presented for one of the schools to be 
evaluated later. This school is Francisco Oller at Cataño. 
 
Figure 4-29 Example of Route of Francisco Oller at Cataño in Plot A Route 
 
95 
 
 
With the route already drawn in Plot A Route, the conditions of the sidewalks of the route 
are evaluated using Google Earth Pro. The route is downloaded from Plot A Route with 
the “D’load” icon (Figure 4-30). When pressing this icon, a box immediately appears in 
which the file type is selected, the file format in KML to be able to add it to Google Earth 
Pro and the name of the route. Then, the “Download” icon is pressed to obtain the path 
(Figure 4-31). 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 4-30 Download Tool in Plot A Route 
 
Figure 4-31 Step of how to download the route in Plot A Route 
 
96 
 
 
The evacuation route downloaded from Plot A Rout is embedded or added to Google Earth 
to assess sidewalk conditions using the Street View feature. This tool allows you to take a 
360˚ view of the map and all the surroundings of the route and school that are evaluated. 
To add this downloaded route, it is necessary to have it saved as KML since it is the type 
of format acceptable for Google Earth Pro. The following steps are carried out: 
 
1. Access Google Earth Pro. 
2. Go to “File” and select “Import” (Figure 4-32). 
3. Select the saved route from Plot A Route and insert it. 
 
Figure 4-32 Step of Importing the Route to Google Earth 
 
After having the route added, the rest of the information layers obtained from the previous 
resources are added with the same steps followed to add the route to the map. By 
incorporating all the data into Google Earth Pro, the evacuation routes can be better 
visualized as shown in Figure 4-33. Figure 4-34 shows the legend of all the signs that 
appear on the map in Google Earth Pro. 
97 
 
 
Figure 4-33 Visualization of the Map with the Route in Google Earth Pro 
  
 
 
 
 
 
 
 
 
 
 
 
 
 Figure 4-34 Map Legend with Route in Google Earth Pro 
 
 
The way the route is traversed in Google Earth is through Street View. As shown in Figure 
4-33, the icon of the person moves along the route, once the determined path is selected, 
the interactive view is displayed as in Figure 4-35. 
98 
 
 
Figure 4-35 Visualization of the Street Map in Google Earth Pro 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
99 
 
 
5 Analysis and Results Interpretation  
 
This chapter presents the identification of schools in a tsunami hazard zone, the selection 
of the case study, and a summary of the findings. 
 
5.1 Hazard Identification 
 
Below is the identification of the schools that are in tsunami danger zones for each 
municipality that has the maps of flooding and tsunami evacuation of the Model 2012 of 
the Puerto Rico Seismic Network. The data of the schools correspond to the year 2010. A 
table was made for each municipality which had school inside a tsunami danger zone. The 
table includes the name of the school, number of students, teacher and the total of students 
and teacher in the schools, and if the school is used as voting center  
 
5.1.1 Aguada 
 
In this municipality there are a total of 18 schools, of which 3 are in a tsunami hazard zone 
according to evacuation maps as shown in Figure 5-1 and Figure 5-2 
 
Figure 5-1 Location of Schools in Aguada 
100 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 5-2 Location of Schools in Aguada [Zoom] 
 
 
The schools in danger (Figure 5-3) are: Arsenio Martinez with a population of 578 people, 
Dr. Carlos González with a population of 879 people and Eugenio González González 
which is already permanently closed. The total population that could be affected by the 
impact of a tsunami in the municipality of Aguada is 1,457 people. This information is 
summarized in Table 5-1. 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 5-3 Schools located in tsunami hazard zones in Aguada 
101 
 
 
Table 5-1 shows the schools in the tsunami hazard zone for the municipality of Aguada. 
Of the total number of schools, one is used as a voting center and none as a refuge. 
 
Table 5-1 Summary of schools in tsunami hazard in Aguada 
Voting 
Schools Students Teachers Population Refuge 
Center 
Arsenio Martínez 543 35 578 No No 
Dr. Carlos González 832 47 879 Yes No 
Eugenio González 
0 0 0 (close) No No 
González 
Total 1457 1 0 
 
5.1.2 Aguadilla 
 
There are 22 schools in this municipality (Figure 5-4). Out of all of them only 3 are in a 
tsunami danger zone according to evacuation maps. The schools in danger are as shown in 
Figure 5-5 are: Dr. Agustín Stahl with a population of 138 students, Eladio J. Vega with a 
population of 122 students, and José De Diego with a population of 259 people.  
 
Figure 5-4 Location of Schools in Aguadilla 
 
 
102 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Figure 5-5 Schools located in tsunami hazard zones in Aguadilla 
 
As shown in Table 5-2, for this municipality, the total population that could be affected by 
the impact of a tsunami is 519 people, of which one is used as a refuge and none as a voting 
center. 
 
Table 5-2 Summary of schools in tsunami hazard in Aguadilla 
Voting 
Schools Students Teachers Population Refuge 
Center 
Dr. Agustin Stahl 124 14 138 No No 
Eladio J. Vega 110 12 122 No No 
José De Diego 242 17 259 Yes No 
Total 519 1 0 
 
5.1.3 Añasco 
 
In this municipality there are 10 schools (Figure 5-6). Out of all the schools only one is in 
a tsunami hazard zone according to evacuation maps (Figure 5-7). The school in danger is 
Su Playa, which is already permanently closed, therefore, no school population in Añasco 
103 
 
 
could be affected by the impact of a tsunami (Table 5-3). So, no school is used in addition 
to education. 
 
Figure 5-6 Location of Schools in Añasco 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Figure 5-7 Schools located in tsunami hazard zones in Añasco 
 
Table 5-3 Summary of schools in tsunami hazard in Añasco 
Voting 
Schools Students Teachers Population Refuge 
Center 
104 
 
 
Su Playa 0 0 0 No No 
Total 0 0 0 
 
5.1.4 Arecibo 
 
This municipality has 24 schools, of which only one is in a tsunami hazard zone. All 
schools are shown located in Figure 5-8 and Figure 5-9. While Figure 5-10 presents in 
Zoom the only school in danger.  
 
Figure 5-8 Location of Schools in Arecibo 
 
 
 
 
Figure 5-9 Schools located in tsunami hazard zones in Arecibo 
105 
 
 
 
 
 
 
 
 
 
 
 
 Figure 5-10 Schools located in tsunami hazard zones in Arecibo [Zoom] 
 
The school in danger is the Escuela Libre De Música (Especializada) with a population of 
97 people. Therefore, the total school population that could be affected by a tsunami for 
this municipality is 97 people. Also, this school is not used as a polling station or refuge 
(Table 5-4). 
 
Table 5-4 Summary of schools in tsunami hazard in Arecibo 
Voting 
Schools Students Teachers Population Refuge 
Center 
Escuela Libre De 
Música 78 19 97 No No 
(Especializada) 
Total 97 0 0 
 
5.1.5 Arroyo 
 
In this municipality there are 8 schools (Figure 5-11) and none of them are located in a 
tsunami hazard zone. This means that no school population in Arroyo could be affected by 
the impact of a tsunami. For this reason, for this municipality there is no table that 
summarizes the data of schools in hazard zone. However, Figure 5-12 and Figure 5-13 
shows that there are only schools outside the tsunami hazard zone. 
 
106 
 
 
Figure 5-11 Location of Schools in Arroyo 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Figure 5-12 Schools located outside the tsunami hazard zones in Arroyo 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 5-13 Schools located outside the tsunami hazard zones in Arroyo [Zoom] 
107 
 
 
5.1.6 Barceloneta 
 
This municipality has a total of 9 schools (Figure 5-14) and none of them are in a tsunami 
hazard zone. Therefore, no school population in Barceloneta could be affected by the 
impact of a tsunami ash shown in Figure 5-15 and Figure 5-16. Because there are no 
schools in the hazard zone, a table with the data for the schools is not presented. 
 
Figure 5-14 Location of Schools in Barceloneta 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 5-15 Schools located outside the tsunami hazard zones in Barceloneta 
108 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 5-16 Schools located outside the tsunami hazard zones in Barceloneta [Zoom] 
 
5.1.7 Bayamón 
 
In this municipality there are a total of 56 schools as shown in Figure 5-17. No schools are 
in a tsunami danger zone (Figure 5-18). This means that no school population in Bayamón 
could be affected by the impact of a tsunami and that none has a use other than school. 
 
Figure 5-17 Location of Schools in Bayamón 
109 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 5-18 Schools located outside the tsunami hazard zones in Bayamón 
 
5.1.8 Cabo Rojo 
 
In this municipality there are 3 schools that are in a tsunami hazard zone out of 15 schools 
(Figure 5-19). Figure 5-20, Figure 5-21, Figure 5-22 and Figure 5-23 presents Zoom 
images of the west central area of the municipality. Figure 5-24 presents the northwest in 
Zoom with the schools in danger zone. While Figure 5-25 shows the danger zone in Zoom 
of the southwest of the municipality with the school in danger. 
 
Figure 5-19 Location of Schools in Cabo Rojo 
110 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 5-20 Schools located in tsunami hazard zones in Cabo Rojo [Zoom] 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 5-21 Schools located in tsunami hazard zones in Cabo Rojo [Zoom] 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Figure 5-22 Schools located in tsunami hazard zones in Cabo Rojo  
111 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 5-23 Schools located outside the tsunami hazard zones in Cabo Rojo [Zoom] 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 5-24 Schools located in tsunami hazard zones in Cabo Rojo [Zoom] 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 5-25 Schools located in tsunami hazard zones in Cabo Rojo [Zoom] 
112 
 
 
The schools in danger are: Luis Muñiz Souffront which is already permanently closed, 
Monserrate León De Irizarry with a population of 526 people, and Segunda Unidad Bo 
Puerto Real with a population of 405 people. As shown in Table 5-5, the total population 
that could be affected by the impact of a tsunami in the municipality of Cabo Rojo is 931 
people. Of this totality, only one school is used as a voting center, but none as a refuge.  
 
Table 5-5 Summary of schools in tsunami hazard in Cabo Rojo 
Voting 
Schools Students Teachers Population Refuge 
Center 
Luis Muñiz 
0 0 0 (Close) No No 
Souffront 
Monserrate León De 
494 32 526 Yes No 
Irizarry 
Segunda Unidad Bo 
373 32 405 No No 
Puerto Real 
Total 931 1 0 
 
5.1.9 Camuy 
 
This municipality has 12 schools (Figure 5-26), and one is in a tsunami hazard zone (Figure 
5-27 and Figure 5-28).  
 
Figure 5-26 Location of Schools in Camuy 
113 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Figure 5-27 Schools located in tsunami hazard zones in Camuy 
 
 
 
 
 
 
 
 
 
 
Figure 5-28 Schools located in tsunami hazard zones in Camuy  
 
The school in danger is permanently closed, therefore, no school population in Camuy 
could be affected by the impact of a tsunami (Table 5-6). However, when it was open it 
was used as a voting center but not as a refuge. 
 
Table 5-6 Summary of schools in tsunami hazard in Camuy 
Voting 
Schools Students Teachers Population Refuge 
Center 
Pablo Ávila 
0 0 0 (Close) Yes No 
González 
Total 0 1 0 
 
5.1.10 Canóvanas 
 
114 
 
 
This municipality has 13 schools (Figure 5-29), and none are in a tsunami hazard zone as 
shown in Figure 5-30. Therefore, no school population in Canóvanas could be affected by 
the impact of a tsunami. For this reason, no tabulated data is presented with schools in a 
tsunami danger zone for this municipality. 
 
 
Figure 5-29 Location of Schools in Canóvanas 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 5-30 Schools located outside the tsunami hazard zones in Canóvanas 
 
5.1.11 Carolina 
 
115 
 
 
In this municipality there are a total of 36 schools (Figure 5-31), of which 2 are in a tsunami 
danger zone according to evacuation maps (Figure 5-32 and Figure 5-33). The schools in 
danger are: Roberto Alberty (Cacao Centro) and Julia de Burgos, both of which are 
permanently closed, therefore, no school population in Carolina could be affected by the 
impact of a tsunami. 
 
Figure 5-31 Location of Schools in Carolina 
 
 
 
 
 
 
 
 
 
 
 
 
 Figure 5-32 Schools located in tsunami hazard zones in Carolina 
116 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 5-33 Schools located in tsunami hazard zones in Carolina [Zoom] 
 
 
As shown in Table 5-7, although there are schools in hazard zone, they are not open. 
Therefore, there is no other use for schools in this municipality. 
 
Table 5-7 Summary of schools in tsunami hazard in Carolina 
Voting 
Schools Students Teachers Population Refuge 
Center 
Julia De Burgos 0 0 0 (Close) No No 
Roberto Alberty 
0 0 0 (Close) No No 
(Cacao Centro) 
Total 0 0 0 
 
5.1.12 Cataño 
 
This municipality has 12 schools (Figure 5-34). The total number of schools in the tsunami 
hazard zone is 4 as shown in Figure 5-35 and Figure 5-36. These are: Francisco Oller with 
a population of 723 people, Horace Mann with a population of 201 people, Onofre 
Carballeira with a population of 252, Rosendo Matienzo Cintrón with a population of 289 
people. Therefore, the total school population that could be affected by a tsunami for this 
municipality is 1,465 people. Of the totality of schools, 2 of them are used as voting centers 
and none as shelters. This total data is shown in detail in Table 5-8. 
 
117 
 
 
Figure 5-34 Location of Schools in Cataño 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 5-35 Schools located in tsunami hazard zones in Cataño 
 
 
 
Figure 5-36 Schools located in tsunami hazard zones in Cataño [Zoom] 
118 
 
 
Table 5-8 Summary of schools in tsunami hazard in Cataño 
Voting 
Schools Students Teachers Population Refuge 
Center 
Francisco Oller 678 45 723 Yes No 
Horace Mann 188 13 201 No No 
Onofre Carballeira 236 16 252 Yes No 
Rosendo Matienzo 
265 24 289 No No 
Cintrón 
Total 1465 2 0 
 
5.1.13 Ceiba 
 
In this municipality there are 5 schools and none of them are in a tsunami hazard zone. 
Figure 5-37 shows all the schools in the municipality, while Figure 5-38 shows the hazard 
zone without any schools. This means that no school population in Ceiba could be affected 
by the impact of a tsunami. This is the reason why there is no table that presents data for 
schools in the tsunami danger zone. 
 
Figure 5-37 Location of Schools in Ceiba 
 
119 
 
 
Figure 5-38 Schools located in tsunami hazard zones in Ceiba [Zoom] 
 
5.1.14 Culebra 
 
This municipality has only 1 school, which is in a tsunami danger zone. This school is 
Ecológica De Culebra with a school population of 190 people. Therefore, the population 
of the school that could be affected in Culebra is 190 people. 
 
Figure 5-39 Location of Schools in Culebra 
 
120 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 5-40 Schools located in tsunami hazard zones in Culebra [Zoom] 
 
Schools located in tsunami hazard zones are summarized in Table 5-9. This shows that the 
only school that is in the tsunami hazard zone is in turn used as a voting center and shelter. 
 
Table 5-9 Summary of schools in tsunami hazard in Culebra 
Voting 
Schools Students Teachers Population Refuge 
Center 
Ecológica De 
173 17 190 Yes Yes 
Culebra 
Total 190 1 1 
 
5.1.15 Dorado 
 
In this municipality there is one school that is in a tsunami hazard zone out of 12 schools. 
The school in danger is José Santos Alegría with a population of 937 people. Figure 5-41 
shows the location of all schools for this municipality. On the other hand, Figure 5-42 
presents the evidence that there is only one school in the tsunami hazard zones. The total 
population that could be affected by the impact of a tsunami in the municipality of Dorado 
is 937 people. This school is used as a shelter but not as a voting center (Table 5-10).  
 
121 
 
 
 
Figure 5-41 Location of Schools in Dorado 
 
 
 
 
 
 
 
 
 
 
 
 Figure 5-42 Schools located in tsunami hazard zones in Dorado [Zoom] 
 
Table 5-10 Summary of schools in tsunami hazard in Dorado 
Voting 
Schools Students Teachers Population Refuge 
Center 
José Santos Alegría 882 55 937 No Yes 
Total 937 0 1 
 
122 
 
 
5.1.16 Fajardo 
 
In this municipality there are 11 schools (Figure 5-43) and none of them are in a tsunami 
hazard zone (Figure 5-44). Therefore, no school population in Fajardo could be affected 
by the impact of a tsunami. For this reason, a table with the data for the schools is not 
shown. 
 
Figure 5-43 Location of Schools in Fajardo 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Figure 5-44 Schools located outside the tsunami hazard zones in Fajardo 
123 
 
 
5.1.17 Guánica 
 
There are 9 schools in this municipality (Figure 5-45). Of that total, none is in a tsunami 
danger zone (Figure 5-46). Therefore, no school population in Guánica could be affected 
by the impact of a tsunami. 
 
Figure 5-45 Location of Schools in Guánica 
 
 
 
 
 
 
 
 
 
 
 
 Figure 5-46 Schools located outside the tsunami hazard zones in Guánica 
124 
 
 
5.1.18 Guayama 
 
This municipality has 18 schools (Figure 5-47), of which only one is in a tsunami danger 
zone (Figure 5-48). This school is the Marcela García Cora with a population of 115 people. 
The total school population that could be affected by a tsunami for Guayama is 115 people. 
 
Figure 5-47 Location of Schools in Guayama 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 5-48 Schools located in tsunami hazard zones in Guayama 
125 
 
 
School located in tsunami hazard zones are shown in Table 5-11. For this school there is 
no use as a voting center or refuge. 
 
Table 5-11 Summary of schools in tsunami hazard in Guayama 
Voting 
Schools Students Teachers Population Refuge 
Center 
Marcela García Cora 106 9 115 No No 
Total 115 0 0 
 
5.1.19 Guayanilla 
 
In this municipality there are a total of 9 schools ash shown in Figure 5-49. None of these 
schools is in a tsunami hazard zone, and Figure 5-50 shows it. This means that no school 
population in Guayanilla could be affected by the impact of a tsunami. 
 
Figure 5-49 Location of Schools in Guayanilla 
 
 
 
 
126 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 5-50 Schools located outside the tsunami hazard zones in Guayanilla 
 
5.1.20 Guaynabo 
 
This municipality has a total of 18 schools (Figure 5-51) and none of them are in a tsunami 
hazard zone (Figure 5-52). This means that no school population in Guaynabo could be 
affected by the impact of a tsunami. 
 
Figure 5-51 Location of Schools in Guaynabo 
 
127 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 5-52  Schools located outside the tsunami hazard zones in Guaynabo 
 
5.1.21 Hatillo 
 
This municipality has 12 schools (Figure 5-53), and one is in a tsunami hazard zone (Figure 
5-54). The school in danger is closed, therefore, no school population in Hatillo could be 
affected by the impact of a tsunami. 
 
Figure 5-53 Location of Schools in Hatillo 
128 
 
 
Figure 5-54 Schools located in tsunami hazard zones in Hatillo 
 
The data for the only school in a tsunami hazard zone for this municipality is found in 
Table 5-12. However, as it is closed there is no data for it. 
 
Table 5-12 Summary of schools in tsunami hazard in Hatillo 
Voting 
Schools Students Teachers Population Refuge 
Center 
Adrián Martínez 
0 0 0 (Close) No No 
Gandía 
Total 0 0 0 
 
5.1.22 Humacao 
 
In this municipality there is one school that is in a tsunami hazard zone out of 22 schools. 
Figure 5-55 shows the total of schools located and Figure 5-56 shows only the zoom with 
the schools in hazard zone. The school in danger is Su Agapito López Flores with a 
population of 386 people. The total population that could be affected by the impact of a 
tsunami in the municipality of Humacao is 386 people. 
 
129 
 
 
Figure 5-55 Location of Schools in Humacao 
 
 
 
 
 
 
 
 
 
Figure 5-56 Schools located in tsunami hazard zones in Humacao 
 
School located in tsunami hazard zones in Table 5-13. 
 
Table 5-13 Summary of schools in tsunami hazard in Humacao 
Voting 
Schools Students Teachers Population Refuge 
Center 
Su Agapito López 
361 25 386 Yes No 
Flores 
Total 386 1 0 
 
130 
 
 
5.1.23 Isabela 
 
In this municipality there are a total of 18 schools (Figure 5-57). No schools are in a tsunami 
hazard zone as shown in Figure 5-58. This means that no school population in Isabela could 
be affected by the impact of a tsunami. Therefore, there is no table for this municipality. 
Figure 5-57  Location of Schools in Isabela 
 
 
 
 
 
 
 
 
 
 
Figure 5-58 Schools located outside the tsunami hazard zones in Isabela 
 
5.1.24 Juana Díaz 
 
In this municipality there are 2 schools that are in a tsunami hazard zone (Figure 5-59) out 
of 14 schools (Figure 5-60). The school in danger is Juan Serapio Mangual with a 
131 
 
 
population of 314 people and “Luis Muñoz Marín” with a population of 215 people. The 
total population that could be affected by the impact of a tsunami in the municipality of 
Juana Díaz is 529 people. Of this totality, there is one school that is used as a voting center, 
and none is used as a shelter (Table 5-14). 
 
Figure 5-59 Location of Schools in Juana Díaz 
 
Figure 5-60 Schools located in tsunami hazard zones in Juana Díaz 
 
Table 5-14 Summary of schools in tsunami hazard in Juana Díaz 
Voting 
Schools Students Teachers Population Refuge 
Center 
Juan Serapio 
290 24 314 Yes No 
Mangual 
132 
 
 
Luis Muñoz Marín 195 20 215 No No 
Total 529 1 0 
 
5.1.25 Lajas 
 
In this municipality there is one school that is in a tsunami danger zone out of 9 schools. 
The total number of schools is shown in Figure 5-61 and the schools in danger are shown 
in Figure 5-62. 
 
Figure 5-61 Location of Schools in Lajas 
 
 
 
 
 
 
 
 
 
Figure 5-62 Schools located in tsunami hazard zones in Lajas 
133 
 
 
The school in danger is Alejandro Tapia y Rivera with a population of 108 people. The 
total population that could be affected by the impact of a tsunami in the municipality of 
Lajas is 108 people. The school in this municipality is not used as a shelter or voting center. 
This is summarized in Table 5-15. 
 
Table 5-15 Summary of schools in tsunami hazard in Lajas 
Voting 
Schools Students Teachers Population Refuge 
Center 
Alejandro Tapia y 
98 10 108 No No 
Rivera 
Total 108 0 0 
 
5.1.26 Loíza 
 
In this municipality there are 8 schools that are in tsunami hazard zones (Figure 5-64 and 
Figure 5-65) out of 9 schools (Figure 5-63). The school in danger is: Belén Blanco de 
Zequeira with a population of 192 people, Carlos Escobar López with a population of 210 
people, Celso González Vaillant with a population of 349 people, Emiliano Figueroa 
Torres with a population of 86 people, Jobos with a population of 111 people, Mediana 
Alta Elemental with a population of 712 people, Nueva Superior de Loíza (Super 
Vocaciona) with a population of 584 people, and Parcelas Vieques with a population of 
157 people.  
 
Figure 5-63 Location of Schools in Loíza 
134 
 
 
 
 
 
 
 
 
 
 
 Figure 5-64 Schools located in tsunami hazard zones in Loíza 
 
 
 
 
 
 
 
 
 
 Figure 5-65 Schools located in tsunami hazard zones in Loíza [Zoom] 
 
The total population that could be affected by the impact of a tsunami in the municipality 
of Loíza is 2,401 people. Of the total of 8 schools that are in the tsunami danger zone, 4 
are used as a voting center and 3 as a refuge. Schools located in tsunami hazard zones are 
shown in Table 5-16. 
 
Table 5-16 Summary of schools in tsunami hazard in Loíza 
Voting 
Schools Students Teachers Population Refuge 
Center 
Belén Blanco de 
174 14 192 Yes No 
Zequeira 
Carlos Escobar 
191 19 210 No Yes 
López 
Celso González 
323 26 349 No Yes 
Vaillant 
135 
 
 
Emiliano Figueroa 
78 8 86 No No 
Torres 
Jobos 105 6 111 Yes No 
Medianía Alta 
678 34 712 Yes Yes 
Elemental 
Nueva Superior de 
Loíza (Super 552 32 584 Yes No 
Vocacional) 
Parcelas Vieques 145 12 157 No No 
Total 2401 4 3 
 
5.1.27 Luquillo 
 
This municipality has 7 schools (Figure 5-66), of which 3 are in a tsunami hazard zone 
(Figure 5-67 and Figure 5-68). These schools are: Pablo Suarez Ortiz which is permanently 
closed, Rafael N. Coca with a population of 458, and Rosendo Matienzo Cintrón with a 
population of 138. The total school population that could be affected by a tsunami for 
Luquillo is 596 people. Of the total of schools, only one is used as a voting center, while 
none is used as a refuge. The data for these schools is summarized in Table 5-17. 
 
Figure 5-66 Location of Schools in Luquillo 
 
136 
 
 
 
 
 
 
 
 
 
 Figure 5-67 Schools located in tsunami hazard zones in 
Luquillo 
 
 
 
 
 
 
 
 
Figure 5-68 Schools located in tsunami hazard zones in 
 Luquillo [Zoom] 
 
Table 5-17 Summary of schools in tsunami hazard in Luquillo 
Voting 
Schools Students Teachers Population Refuge 
Center 
Pablo Suárez Ortiz 0 0 0 (Close) No No 
Rafael N. Coca 432 26 458 Yes No 
Rosendo Matienzo 
123 15 138 No No 
Cintrón 
Total 596 1 0 
 
5.1.28 Manatí 
 
This municipality has a total of 15 schools (Figure 5-69) and none of them are in a tsunami 
hazard zone (Figure 5-70). This means that no school population in Manatí could be 
affected by the impact of a tsunami. 
 
137 
 
 
Figure 5-69 Location of Schools in Manatí 
 
 
 
 
 
 
 
 
 
 Figure 5-70 Schools located outside the tsunami hazard zones in Manatí 
 
5.1.29 Maunabo 
 
In this municipality there are 6 schools (Figure 5-71) and none of them are in a tsunami 
hazard zone.  
 
Figure 5-71 Location of Schools in Maunabo 
138 
 
 
Therefore, no school population in Maunabo could be affected by the impact of a tsunami. 
Figure 5-72 evidence that there are no schools in a tsunami hazard zone for this 
municipality. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Figure 5-72 Schools located outside the tsunami hazard zones in Maunabo 
 
5.1.30 Mayagüez 
 
This municipality has 31 schools that are shown in Figure 5-73. Of this total, 9 are in the 
tsunami hazard zone (Figure 5-74, Figure 5-75, Figure 5-76 and Figure 5-77). The schools 
are: Concordia, which is already permanently closed, Dr. Pedro Perea Fajardo with a 
population of 1,019, Esteban Rosado Báez with a population of 306, Eugenio María De 
Hostos (Superior) with a population of 945, Libre De Música y Bellas Artes Ernesto Ramos 
Antonini with a population of of 36, María Dolores Faría with a population of 214, Mariano 
Riera Palmer with a population of 271, Sabanetas Mani with a population of 213, and 
Segundo Ruiz Belvis with a population of 243. Therefore, the total school population that 
could be affected by a tsunami for Mayagüez is 3,247 people. Of the total of 9 schools that 
are in danger, 5 are used as voting centers and one is used as a shelter. All the data for this 
municipality are summarized in Table 5-18. 
 
139 
 
 
Figure 5-73 Location of Schools in Mayagüez 
 
 
 
 
 
 
 
 
 
 
 
 
 Figure 5-74 Schools located in tsunami hazard zones in Mayagüez 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 5-75 Schools located in tsunami hazard zones in Mayagüez [Zoom] 
140 
 
 
 
 
 
 
 
 
 
 
 
Figure 5-76 Schools located in tsunami hazard zones in Mayagüez [Zoom] 
 
 
 
 
 
 
 
 
 
 
 Figure 5-77 Schools located in tsunami hazard zones in Mayagüez [Zoom] 
 
Table 5-18 Summary of schools in tsunami hazard in Mayagüez 
Voting 
Schools Students Teachers Population Refuge 
Center 
Concordia 0 0 0 (Closed) No No 
Dr. Pedro Perea 
956 63 1,019 Yes No 
Fajardo 
Esteban Rosado 
277 29 306 Yes No 
Báez 
Eugenio María De 
892 53 945 Yes Yes 
Hostos (Superior) 
De Música y Bellas 
Artes Ernest Libre o - 36 36 No No 
Ramos Antonini 
María Dolores Faría 184 30 214 No No 
141 
 
 
Mariano Riera 
257 14 271 Yes No 
Palmer 
Sabanetas Mani 199 14 213 No No 
Segundo Ruíz Belvis 222 21 243 Yes No 
Total 3247 5 1 
 
5.1.31 Naguabo 
 
This municipality has a total of 9 schools (Figure 5-78) and none of them are in a tsunami 
hazard zone (Figure 5-79). This means that no school population in Naguabo could be 
affected by the impact of a tsunami. For this reason, the data is not tabulated. 
 
Figure 5-78 Location of Schools in Naguabo 
 
 
 
 
 
 
 
 
 
  
 
 
 
 
Figure 5-79 Schools located outside the tsunami hazard zones in Naguabo 
142 
 
 
5.1.32 Patillas 
 
There are 11 schools in this municipality (Figure 5-80). Out of all the schools, none is in a 
tsunami hazard zone (Figure 5-81 and Figure 5-82). Therefore, no school population in the 
municipality of Patillas could be affected by the impact of a tsunami. 
 
Figure 5-80 Location of Schools in Patillas 
 
 
 
 
 
 
 
 
 Figure 5-81 Schools located outside the tsunami hazard zones in Patillas 
 
 
 
 
 
 
Figure 5-82 Schools located outside the tsunami hazard zones in Patillas [Zoom] 
143 
 
 
5.1.33 Peñuelas 
 
This municipality has 11 schools (Figure 5-83), of which only one is in a tsunami hazard 
zone (Figure 5-84 and Figure 5-85). The school in danger is Su Jorge Lucas Valdivieso 
with a population of 245 people. The total school population that could be affected by a 
tsunami for the municipality of Peñuelas is 245 people. 
 
Figure 5-83 Location of Schools in Peñuelas 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 5-84 School located in tsunami hazard zone in Peñuelas 
144 
 
 
 
 
 
 
 
 
 
 
 
 
 Figure 5-85 School located in tsunami hazard zone in Peñuelas [Zoom] 
 
School located in tsunami hazard zone is shown in Table 5-19. This school does not have 
any additional use other than academic. 
 
Table 5-19 Summary of schools in tsunami hazard in Peñuelas 
Voting 
Schools Students Teachers Population Refuge 
Center 
Su Jorge Lucas 
221 24 245 No No 
Valdivieso 
Total 245 0 0 
 
5.1.34 Ponce 
 
There are 59 schools in this municipality (Figure 5-87). Of this total, only 4 are in a tsunami 
hazard zone according to evacuation maps (Figure 5-86 and Figure 5-88). The schools in 
danger are: Angela Cordero Bernard with a population of 648 people, Dr. Alfredo M. 
Aguayo with a population of 272 people, Lucy Grillasca with a population of 258 people, 
and Sor Isolina Ferré (Villa Del Carmen) with a population of 399 people. This means that, 
for this municipality, the total population that could be affected by the impact of a tsunami 
is 1,577 people. In addition, Table 5-20 shows that 2 schools are used as voting centers and 
none as shelters of the total of 4 schools in this municipality. 
145 
 
 
Figure 5-87 Location of Schools in Ponce 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 5-86 Schools located in tsunami hazard zones in Ponce 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 5-88 Schools located in tsunami hazard zones in Ponce [Zoom] 
146 
 
 
Table 5-20 Summary of schools in tsunami hazard in Ponce 
Voting 
Schools Students Teachers Population Refuge 
Center 
Ángela Cordero 
648 41 648 No No 
Bernard 
Dr. Alfredo M. 
248 24 272 Yes No 
Aguayo 
Lucy Grillasca 231 27 258 No No 
Sor Isolina Ferré 
370 29 399 Yes No 
(Villa Del Carmen) 
Total 1577 2 0 
 
5.1.35 Quebradillas 
 
This municipality has a total of 9 schools and none of them are in a tsunami hazard zone. 
Therefore, no school population in Quebradillas could be affected by the impact of a 
tsunami. Figure 5-89 shows the total number of schools in this municipality. On the other 
hand, Figure 5-90 presents the tsunami hazard zone with no schools falling within it. 
 
Figure 5-89 Location of Schools in Quebradillas 
 
147 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 5-90 Schools located outside the tsunami hazard zones in Quebradillas 
 
 
5.1.36 Rincón 
 
This municipality has 6 schools in total (Figure 5-91). Only one is in the tsunami hazard 
zone (Figure 5-92). This school in danger is Jorge Seda Crespo with a population of 183 
people. This means that the total school population that could be affected by a tsunami for 
Rincón is 183 people. This school has no other additional use (Table 5-21). 
 
Figure 5-91 Location of Schools in Rincón 
 
148 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Figure 5-92 School located in tsunami hazard zone in Rincón 
 
 
Table 5-21 Summary of schools in tsunami hazard in Rincón 
Voting 
Schools Students Teachers Population Refuge 
Center 
Jorge Seda Crespo 166 17 183 No No 
Total 183 0 0 
 
5.1.37 Río Grande 
 
This municipality has 13 schools (Figure 5-93). None of the schools are in a tsunami hazard 
zone (Figure 5-94). Therefore, no school population in the municipality of Río Grande 
could be affected by the impact of a tsunami. 
 
Figure 5-93 Location of Schools in Río Grande 
149 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 5-94 Schools located outside the tsunami hazard zones in Río Grande 
 
 
5.1.38 Salinas 
 
This municipality has 17 schools in total (Figure 5-95). Out of all the schools, 4 are in the 
tsunami hazard zone (Figure 5-96 and Figure 5-97). These schools in hazard are: Francisco 
Mariano Quiñones with a population of 177 people, Guillermo González (Playita) with a 
population of 131 people, Las Mareas with a population of 141 people, and Pedro Soto 
Rivera with a population of 92 people. The total school population that could be affected 
by a tsunami for the municipality of Salinas is 541 people. 
 
Figure 5-95 Location of Schools in Salinas 
150 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Figure 5-96 Schools located in tsunami hazard zones in Salinas 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Figure 5-97 Schools located in tsunami hazard zones in Salinas 
 
 
Schools located in tsunami hazard zones are shown in Table 5-22. This municipality has 3 
schools used as voting centers and none as shelters. 
 
Table 5-22 Summary of schools in tsunami hazard in Salinas 
Voting 
Schools Students Teachers Population Refuge 
Center 
Francisco Mariano 
159 18 177 Yes No 
Quiñones 
151 
 
 
Guillermo González 
121 10 131 Yes No 
(Playita) 
Las Mareas 132 9 141 Yes No 
Pedro Soto Rivera 81 11 92 No No 
Total 541 3 0 
 
5.1.39 San Juan 
 
This municipality has 133 schools (Figure 5-98), of which 9 are in a tsunami hazard zone 
(Figure 5-99, Figure 5-100, Figure 5-101, Figure 5-102 and Figure 5-103). These schools 
in hazard are: Dr. Julio J. Henna with a population of 314 people, Jaime Rosario (Buena 
Vista Elemental) with a population of 127, Julián E. Blanco (Ballet) with a population of 
127, Luis Llorens Torres with a population of 358, Luis Rodríguez Cabrero with a 
population of 290, Madame Luchetti with a population of 224, Moisés Meléndez with a 
population of 142, Ramón Power Y Giralt with a population of 293, and República Del 
Perú with a population of 208. The total school population that could be affected by a 
tsunami for the municipality of San Juan is 2,083 people. Of the 9 schools in total that are 
in the tsunami danger zone in San Juan, 5 of them are used as voting centers and none as 
shelters. The data of each school for this municipality is summarized in Table 5-23. 
 
Figure 5-98 Location of Schools in San Juan 
152 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 5-99 Schools located in tsunami hazard zones in San Juan 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 5-100 Schools located in tsunami hazard zones in San Juan 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 5-101 Schools located in tsunami hazard zones in San Juan [Zoom] 
153 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 5-102 Schools located in tsunami hazard zones in San Juan [Zoom] 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 5-103 Schools located in tsunami hazard zones in San Juan [Zoom] 
 
 
Table 5-23 Summary of schools in tsunami hazard in San Juan 
Voting 
Schools Students Teachers Population Refuge 
Center 
Dr. Julio J. Henna 294 20 314 Yes No 
Jaime Rosario 
(Buena Vista 118 9 127 No No 
Elemental) 
Julián E. Blanco 
110 17 127 Yes No 
(Ballet) 
Luis Llorens Torres 332 26 358 Yes No 
Luis Rodríguez 
267 23 290 Yes No 
Cabrero 
Madame Luchetti 208 16 224 No No 
Moisés Meléndez 130 12 142 No No 
Ramón Power Y 
271 22 293 No No 
Giralt 
República Del Perú 190 18 208 Yes No 
154 
 
 
Total 2083 5 0 
 
5.1.40 Santa Isabel 
 
In this municipality there is one school that is in a tsunami hazard zone (Figure 5-105) out 
of 10 schools (Figure 5-104). The school in hazard is Pedro Meléndez Santiago with a 
population of 486 people. The total population that could be affected by the impact of a 
tsunami in the municipality of Santa Isabel is 486 people. 
 
Figure 5-105 Location of Schools in Santa Isabel 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 5-104 School located in tsunami hazard zone in Santa Isabel 
155 
 
 
The data from this school for Santa Isabel is summarized in Table 5-24. This school is used 
both as a shelter and as a voting center. 
 
Table 5-24 Summary of schools in tsunami hazard in Santa Isabel 
Voting 
Schools Students Teachers Population Refuge 
Center 
Pedro Meléndez 
449 37 486 Yes Yes 
Santiago 
Total 486 1 1 
 
5.1.41 Toa Baja 
 
This municipality has 20 schools (Figure 5-106), of which 8 are in a tsunami hazard zone 
as shown in Figure 5-107. These schools are: Amalia López De Vila with a population of 
163 people, Basilio Milán Hernández with a population of 698, Carmen Barroso Morales 
with a population of 246, Delia Dávila De Cabán with a population of 263, Dr. Pedro 
Albizu Campos with a population of 749, Dr. Efraín Sánchez Hidalgo with a population of 
339, John F. Kennedy with a population of 175 and Lorencita Ramírez De Arellano with a 
population of 169. The total school population that could be affected by a tsunami for Toa 
Baja is 2,802 people (Table 5-25). 
 
Figure 5-106 Location of Schools in Toa Baja 
156 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Figure 5-107 Schools located in tsunami hazard zones in Toa Baja 
 
The data for each school is summarized in Table 5-25. For this municipality there are 4 
schools that are used as voting centers and 2 as shelters of the total of 8 schools that are in 
the tsunami hazard zone. 
 
Table 5-25 Summary of schools in tsunami hazard in Toa Baja 
Voting 
Schools Students Teachers Population Refuge 
Center 
Amalia López De 
149 14 163 No No 
Vila 
Basilio Milán 
651 47 698 Yes No 
Hernández 
Carmen Barroso 
227 19 246 Yes No 
Morales 
Delia Dávila De 
247 16 263 Yes No 
Cabán 
Dr. Pedro Albizu 
703 46 749 Yes Yes 
Campos 
Dr. Efraín Sánchez 
315 24 339 No Yes 
Hidalgo 
John F. Kennedy 157 18 175 No No 
Lorencita Ramírez 
153 16 169 No No 
De Arellano 
Total 2802 4 2 
 
157 
 
 
5.1.42 Vega Alta 
 
This municipality has a total of 11 schools and none of them are in a tsunami hazard zone 
as shown in Figure 5-108. Therefore, no school population in Vega Alta could be affected 
by the impact of a tsunami. 
Figure 5-108 Location of Schools in Vega Alta 
 
5.1.43 Vega Baja 
 
This municipality has a total of 20 schools (Figure 5-109) and none of them are in a tsunami 
danger zone as shown in Figure 5-110.  
 
Figure 5-109 Location of Schools in Vega Baja 
158 
 
 
 
Therefore, no school population in Vega Baja could be affected by the impact of a tsunami. 
For this reason, summary data for schools is not presented in a table. 
 
 
 
 
 
 
 
 
 
 
Figure 5-110 Schools located outside the tsunami hazard zones in Vega Baja [Zoom] 
 
5.1.44 Vieques 
 
This municipality has a total of 4 schools (Figure 5-111) and none of them are in a tsunami 
hazard zone (Figure 5-112). Therefore, no school population on Vieques could be affected 
by the impact of a tsunami. 
159 
 
 
 
Figure 5-111 Location of Schools in Vieques 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 5-112 Schools located outside the tsunami hazard zones in Vieques [Zoom] 
 
5.1.45 Yabucoa 
 
160 
 
 
This municipality has a total of 4 schools as shown in Figure 5-113 and none of them are 
in a tsunami hazard zone (Figure 5-114). Therefore, no school population in Yabucoa could 
be affected by the impact of a tsunami. Data on schools are not tabulated since they are not 
in danger for this municipality, for this reason they are evident in both figures. 
Figure 5-113 Location of Schools in Yabucoa 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Figure 5-114 Schools located outside the tsunami hazard zones in Yabucoa 
5.1.46 Yauco 
 
161 
 
 
This municipality has a total of 4 schools and none of them are in a tsunami hazard zone 
as shown in Figure 5-115. Therefore, no school population in Yauco could be affected by 
the impact of a tsunami. 
 
Figure 5-115 Location of Schools in Yauco 
 
5.2 Case Study Selection 
 
The selection of two municipalities with schools in a tsunami hazard zone is shown below 
to determine their vulnerability as a case study. For this, the selection criteria mentioned in 
Phase II - Selection of the case study are used. These are: the accessibility of the 
researchers, the number of schools located in the tsunami hazard zone, the number of 
schools used as shelters or voting centers located in the tsunami hazard zone, and the 
number of the population that could be affected by a tsunami. 
 
Table 5-26 summarizes the findings of the Hazard Identification developed municipality 
by municipality of study shown above considering the selection criteria for the case study. 
This shows the study municipalities in the first column. The second, third and fourth 
column is the accessibility of the researchers, in which the second and third column shows 
162 
 
 
the travel distance for the researchers considered individually from their starting point to 
the study municipality. Fourth column shows the accessibility measured at an average 
travel distance in kilometers. The fifth column shows the number of schools that are in a 
tsunami hazard zone. The sixth column lists the schools that are used as voting centers and 
the seventh shows those schools that are used as shelters. Finally, the eighth column 
presents the total population of each municipality between teachers and students that could 
be affected by a tsunami. The light blue in Table 5-26, shows the municipalities that do not 
have schools in a tsunami hazard zone are represented in light blue, municipalities that 
have between 1 to 3 schools in a tsunami hazard zone correspond to the orange color, and 
municipalities that have 4 or more schools in the tsunami hazard zone are shown in yellow 
color.  
 
According to the findings, at the island level 74 schools are in a tsunami hazard zone, of 
which 34 are used as voting centers, and 9 are used as shelters. On the other hand, the total 
school population between students and teachers that could be affected by the impact of a 
tsunami in all of Puerto Rico is approximately 21,000 people. 
 
Table 5-26 Hazard Identification Findings Summary by Municipality 
Researchers' accessibility 
[1] [5] [6] [7] [8] 
(km) 
  Voting   
[2] [3] [4] 
Municipality Schools Center Shelter Population 
Verónica Joel Average 
Aguada 170.0 155 162.5 3 1 0 1,457 
Aguadilla 153.0 146 149.5 3 1 0 519 
Añasco 171.0 163 167 1 0 0 0 
Arecibo 98.4 95.6 97 1 0 0 97 
Arroyo 45.8 93.5 69.65 0 0 0 0 
Barceloneta 75.5 72.7 74.1 0 0 0 0 
Bayamón 32.2 33.4 32.8 0 0 0 0 
Cabo Rojo 161.0 182 171.5 3 1 0 931 
Camuy 112.0 112 112 1 1 0 0 
Canóvanas 33.2 9.9 21.55 0 0 0 0 
Carolina 25.4 0 12.7 2 0 0 0 
Cataño 34.6 27.5 31.05 4 2 0 1,465 
Ceiba 49.7 49 49.35 0 0 0 0 
Culebra 107.0 94.7 100.85 1 1 1 190 
163 
 
 
Dorado 48.3 42.9 45.6 1 0 1 937 
Fajardo 55.5 41.8 48.65 0 0 0 0 
Guánica 128.0 154 141 0 0 0 0 
Guayama 59.5 86.5 73 1 0 0 115 
Guayanilla 110.0 137 123.5 0 0 0 0 
Guaynabo 17.5 16.2 16.85 0 0 0 0 
Hatillo 110.0 105 107.5 1 0 0 0 
Humacao 28.7 45.5 37.1 1 1 0 386 
Isabela 137.0 130 133.5 0 0 0 0 
Juana Díaz 75.9 103 89.45 2 1 0 529 
Lajas 144.0 171 157.5 1 0 0 108 
Loíza 41.8 20.7 31.25 8 4 3 2,401 
Luquillo 54.0 32.5 43.25 3 1 0 596 
Manatí 71.0 65.5 68.25 0 0 0 0 
Maunabo 45.0 70.6 57.8 0 0 0 0 
Mayagüez 161.0 168 164.5 9 5 1 3,247 
Naguabo 36.4 61.8 49.1 0 0 0 0 
Patillas 44.5 69.8 57.15 0 0 0 0 
Peñuelas 108.0 135 121.5 1 0 0 245 
Ponce 87.2 114 100.6 4 2 0 1,577 
Quebradillas 124.0 119 121.5 0 0 0 0 
Rincón 169.0 162 165.5 1 0 0 183 
Río Grande 37.8 20.9 29.35 0 0 0 0 
Salinas 49.7 72.3 61 4 3 0 541 
San Juan 32.9 20.4 26.65 9 5 0 2,083 
Santa Isabel 65.7 92.7 79.2 1 1 1 486 
Toa Baja 48.8 41.7 45.25 8 4 2 2,802 
Vega Alta 53.9 48.5 51.2 0 0 0 0 
Vega Baja 63.0 60.3 61.65 0 0 0 0 
Vieques 91.0 111 101 0 0 0 0 
Yabucoa 36.0 61.3 48.65 0 0 0 0 
Yauco 117.0 144 130.5 0 0 0 0 
Total 74 34 9 20,895 
     
   Municipalities with no schools in tsunami hazard zone 
   Municipalities with 1 to 3 schools in a tsunami hazard zone 
   Municipalities with 4 to more schools in a tsunami hazard zone 
   Total results  
 
The selection of the case study is summarized in Table 5-27. In this study, the selection 
criterion is that the shorter the average travel distance and the greater accessibility. The 
greater accessibility, the number of schools that are in a tsunami hazard zone, and of these 
164 
 
 
those that are used as voting centers and shelters, and the amount of population that could 
be affected, the greater the fulfillment of the selection criteria for determine the case study. 
 
Table 5-27 Summary of Municipalities for Case Study 
Researchers' accessibility 
Voting 
Municipality (km) Schools Shelter Population 
Center 
Verónica Joel Average 
Cataño 34.6 27.5 31.05 4 2 0 1,465 
Loíza 41.8 20.7 31.25 8 4 3 2,401 
Mayagüez 161.0 168 164.5 9 5 1 3,247 
Ponce 87.2 114 100.6 4 2 0 1,577 
Salinas 49.7 72.3 61 4 3 0 541 
San Juan 32.9 20.4 26.65 9 5 0 2,083 
Toa Baja 48.8 41.7 45.25 8 4 2 2,802 
 
Considering each of these criteria and the results shown for each municipality in Table 
5-27, the two municipalities that considerably meet all the selection criteria are Cataño and 
San Juan. Both municipalities met the selection criteria with the greatest influence in 
determining the case study, which is the accessibility of the researchers to be able to visit 
the schools. Cataño, with an average travel distance of 31.05 km, and San Juan, with an 
average of 26.65 km, have the lowest average travel distances between both researchers 
compared to the rest of the municipalities.  
 
Figure 5-116 shows the number of schools that are in the tsunami hazard zone in blue bars 
and the municipalities selected for this project are shown with yellow bars. The orange line 
corresponds to the percentage of the population between students and teachers that could 
be affected by the impact of a tsunami.  
 
Although there are other municipalities with a large number of schools that are in a tsunami 
hazard zone and with a large population that could be affected, they do not comply with 
the accessibility of the researchers. This is the case of the municipalities in blue bars shown 
in Figure 5-116 such as Mayagüez, which has 9 schools in a tsunami hazard zone, just like 
San Juan. And that in addition, Mayaguez has 6% more population that could be affected 
165 
 
 
by a tsunami than San Juan, but it has the least accessibility with an average travel distance 
greater of 164.5 km.  
 
The municipality of Loíza does not fully meet this criterion. Although it has a lower 
accessibility of 31.25 km like Cataño and San Juan, for both researchers the distance is not 
equitable. One of the researchers has a travel distance of 41.8 km, while the other has a 
travel distance of 20.7 km. The selection criterion considers an equitable average for both 
researchers individually. For this reason, Loíza is not part of the case study, considering 
only Cataño and San Juan. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 5-116 Schools and Population of Municipalities for Case Study 
 
 
 
 
 
 
 
166 
 
 
6 Vulnerability Assessment  
 
The assessment of the vulnerability of schools is presented below. As a parameter of 
vulnerability, evacuation times are first presented for the shortest routes to schools. 
Subsequently, the alternate routes that are available to schools are displayed. On the other 
hand, the conditions of the evacuation routes available to schools are exposed. 
 
6.1 Evacuation Times 
 
In this section the evacuation time of the selected schools (Cataño and San Juan) will be 
determined, is this the time spent on foot from the school to the assembly place. An 
evacuation by vehicle is not considered because of the hazard and risk it poses, such as 
stalling in traffic instead of moving out of the hazard zone. This is an estimated evacuation 
time determined for four walking speeds of the Pedestrian Evacuation Analyst 
recommended by the U.S. Geological Survey (USGS). These speeds are: slow walk of 2.46 
mph, moderate walk of 2.70 mph, fast walk of 3.40 mph, and an average walking speed of 
2.50 mph of the previous three speeds. These speeds are considered to evaluate how 
evacuation times would be and how they would be affected for different walking speed 
scenarios. On the other hand, this time does not consider the start time and assumes that 
there are no obstacles on the route. Likewise, it corresponds to the minimum time that the 
school population can evacuate. These times are then determined from the school to the 
assembly place and then from the school to the point where the tsunami hazard zone ends. 
That is the time within the tsunami hazard zone and the time outside the evacuation zone. 
To determine the estimated evacuation time for different speeds and destinations, the route 
planner “Plot a Route” is used. This resource gives a single distance for the route, but 
different evacuation times for the different walking speeds. 
 
6.1.1 Time It Takes for the School Population to Get Out of the Tsunami 
Hazard Zone and to the Assembly Site 
 
167 
 
 
To determine the time, it takes for the school population to leave the tsunami hazard zone, 
routes are plotted from the school campus location to the predetermined assembly locations 
on the Puerto Rico Seismic Network (PRSN) evacuation and flood maps. These assembly 
places located in safe areas have the names known to the community of municipalities. For 
this time, the shortest routes are selected. Thus, the evacuation time corresponds to the 
shortest possible time to reach the assembly place. For this, to trace the evacuation routes 
for each of the schools in the municipalities, the assembly place closest to the location of 
the school is assumed. However, in the following section, possible evacuation routes for 
different assembly locations are presented by way of comparison of evacuation times. 
6.1.1.1 Cataño 
 
The municipality of Cataño has four schools in a tsunami danger zone: Francisco Oller, 
Horace Mann, Onofre Carballeira and Rosendo Matienzo Cintrón. From each of their 
locations, routes are plotted closer to the assembly places, corresponding to the evacuation 
routes. Cataño has three assembly places available (Figure 6-1), they are: “Parque de Pelota 
Res. Palmas”, “Pista Atlética Urb. Las Vegas” and “Peruchin Cepeda Stadium”. At first 
glance, for Cataño, the closest assembly place to the schools is “Estadio Peruchin Cepeda”. 
For this reason, this park is assumed for all the routes of the four schools in this 
municipality. 
 
Figure 6-1 Assembly Places for Cataño 
168 
 
 
6.1.1.1.1 Francisco Oller 
 
The Francisco Oller school evacuation route starts from “Calle Este” and turns onto Las 
Nereidas Avenue (PR-88). Then, it turns along Olivo Street, exit at the El Caño Avenue 
terminal of PR-165 and turns onto José Celso Barbosa Avenue (PR-5) until reaching the 
predetermined assembly place (Figure 6-2).  
 
The route of this school has a distance of 0.716 miles (Figure 6-2). Figure 6-3 is zoomed 
in with the information obtained from “Plot a Route” for an average walking speed. Table 
6-1 shows the evacuation times for the different walking speeds. 
 
Figure 6-2 Route for Average Walking Speed of Francisco Oller School at Cataño 
 
 
 
 
Figure 6-3 Evacuation Time and Routes for Average Walking Speed of Francisco Oller School 
 
Table 6-1 Evacuation Time for Every Speed of Francisco Oller School at Cataño 
Walking Speed (mph) Evacuation Time (min) 
2.46 17.46 
2.70 16.11 
169 
 
 
3.40 12.51 
2.50 17.29 
Distance (miles) 0.716 
 
6.1.1.1.2 Horace Mann 
 
The Horace Mann school evacuation route starts from PR-875 turn slight to “Calle 
Barbosa” and then make a left turn until reaching the predetermined assembly place (Figure 
6-4).  
 
The route of this school has a distance of 0.301 miles (Figure 6-4). Figure 6-5 is zoomed 
in with the information obtained from “Plot a Route” for an average walking speed. Table 
6-2 shows the evacuation times for the different walking speeds. 
 
Figure 6-4 Route for Average Walking Speed of Horace Mann School at Cataño 
 
 
 
 
 
Figure 6-5 Evacuation Time And Route’s Distance of Routes for Average Walking Speed of 
Horace Mann School 
 
170 
 
 
Table 6-2 Evacuation Time for Every Speed of Horace Mann School at Cataño 
Walking Speed (mph) Evacuation Time (min) 
2.46 7.30 
2.70 6.50 
3.40 5.26 
2.50 7.23 
Distance (miles) 0.301 
 
 
6.1.1.1.3 Onofre Carballeira 
 
The Onofre Carballeira school evacuation route starts from Ave. “Las Nereidas” PR-888 
keep right and then turn sharp right onto “Calle Olivo”. Then make a left turn keep going 
straight and turn sharp right onto “Ave. José Celso Barbosa” PR-5. Make a left turn until 
reaching the predetermined assembly place (Figure 6-6).  
 
The route of this school has a distance of 0.512 miles (Figure 6-6). Figure 6-7 is zoomed 
in with the information obtained from “Plot a Route” for an average walking speed. Table 
6-3 shows the evacuation times for the different walking speeds. 
 
 
Figure 6-6 Route for Average Walking Speed of Onofre Carballeira School at Cataño 
 
171 
 
 
 
Figure 6-7 Evacuation Time and Route’s Distance of Routes for Average walking Speed of Onofre 
Carballeira School 
 
Table 6-3 Evacuation Time for Every Speed of Onofre Carballeira School at Cataño 
Walking Speed (mph) Evacuation Time (min) 
2.46 12.46 
2.70 11.38 
3.40 9.14 
2.50 12.34 
Distance (miles) 0.512 
 
6.1.1.1.4 Rosendo Matienzo Cintrón 
 
The Rosendo Matienzo Cintrón school evacuation route starts from from “Ave. Las 
Nereidas” PR-888, turn right onto “Calle Destino”, turn right onto “Ave. José Celso 
Barbosa” PR-5 and then make a left turn until reaching the predetermined assembly place 
(Figure 6-8).  
 
 
Figure 6-8 Route for Average Walking Speed of Rosendo Matienzo Cintrón School at Cataño 
 
172 
 
 
The route of this school has a distance of 0.392 miles (Figure 6-8). Figure 6-9 is zoomed 
in with the information obtained from “Plot a Route” for an average walking speed. Table 
6-4 shows the evacuation times for the different walking speeds. 
 
 
Figure 6-9 Evacuation Time and Route’s Distance of Routes for Average Walking Speed of Rosendo 
Matienzo Cintrón School 
 
 
Table 6-4 Evacuation Time for Every Speed of Rosendo Matienzo Cintrón School at Cataño 
Walking Speed (mph) Evacuation Time (min) 
2.46 9.50 
2.70 8.57 
3.40 7.07 
2.50 9.40 
Distance (miles) 0.392 
 
6.1.1.2 San Juan 
 
 
The municipality of San Juan has nine schools in a tsunami hazard zone: Dr. Julio J. Henna, 
Jaime Rosario (Buena Vista Elemental), Julián E. Blanco (Ballet), Luis Llorens Torres, 
Luis Rodríguez Cabrero, Madame Luchetti, Moisés Meléndez, Ramón Power Y Giralt, and 
República Del Perú. From each of their locations, routes are plotted closer to the assembly 
places, corresponding to the evacuation routes.  
 
San Juan has six assembly places available (Figure 6-10), their names are: “Campo del 
Morro”, “Plaza de Colón”, “Plaza Barceló”, “Plaza del Choliseo”, “Parque de Pelota de 
Las Gladiolas”, and “Complejo Deportivo Hiram Bithorn”.  
 
 
173 
 
 
Figure 6-10 Assembly Places for San Juan 
 
6.1.1.2.1 Dr. Julio J. Henna 
 
The Dr. Julio J. Henna school evacuation route starts from “Calle Dr. Julio J. Henna”, turn 
left onto “Calle Pellín Rodríguez” / “Calle Providencia” and keep going straight and make 
a right onto “Ave. Eduardo Conde”, then turn left onto “Calle Los Santos”. Keep going 
straight then turn left onto “Calle Lippit” / “Calle 17”, turn right onto “Ave. Catalino “Tite” 
Curet Alonzo” / “Ave. D”. Make left turn onto “Calle Felipe R. Goyco” / “Calle 15” until 
reaching the predetermined assembly place (Figure 6-11).  
 
The route of this school has a distance of 0.708 miles (Figure 6-11). Figure 6-12 is zoomed 
in with the information obtained from “Plot a Route” for an average walking speed. Table 
6-5 shows the evacuation times for the different walking speeds. 
 
174 
 
 
 
Figure 6-11 Route for Average Walking Speed of Dr. Julio J. Henna School at San Juan 
 
 
 
 
Figure 6-12 Evacuation Time And Route’s Distance of Routes for Average Walking Speed of Dr. 
Julio J. Henna School 
 
Table 6-5 Evacuation Time for Every Speed of Dr. Julio J. Henna School at San Juan 
Walking Speed (mph) Evacuation Time (min) 
2.46 17.17 
2.70 15.45 
3.40 12.30 
2.50 17.00 
Distance (miles) 0.708 
 
6.1.1.2.2 Jaime Rosario (Buena Vista Elemental) 
 
The Jaime Rosario (Buena Vista Elemental) school evacuation route starts from “Calle Dr. 
Julio J. Henna”, turn left onto “Calle Pellín Rodríguez” / “Calle Providencia” and keep 
going straight and make a right onto “Ave. Eduardo Conde”, then turn left onto “Calle Los 
Santos”. Keep going straight then turn left onto “Calle Lippit” / “Calle 17”, turn right onto 
175 
 
 
“Ave. Catalino “Tite” Curet Alonzo” / “Ave. D”. Make left turn onto “Calle Felipe R. 
Goyco” / “Calle 15” until reaching the predetermined assembly place (Figure 6-13).  
 
The route of this school has a distance of 0.676 miles (Figure 6-13). Figure 6-14 is zoomed 
in with the information obtained from “Plot a Route” for an average walking speed. Table 
6-6 shows the evacuation times for the different walking speeds. 
 
 
Figure 6-13 Route for Average Walking Speed of Jaime Rosario (Buena Vista Elemental) School at 
San Juan 
 
 
 
 
Figure 6-14 Evacuation Time And Route’s Distance of Route for Average Walking Speed of Jaime 
Rosario (Buena Vista Elemental) School 
 
Table 6-6 Evacuation Time for Every Speed of Jaime Rosario (Buena Vista Elemental) School at San 
Juan 
Walking Speed (mph) Evacuation Time (min) 
2.46 17.37 
2.70 16.03 
3.40 12.45 
2.50 17.20 
176 
 
 
Distance (miles) 0.676 
 
6.1.1.2.3 Julián E. Blanco (Ballet) 
 
The Julián E. Blanco (Ballet) school evacuation route starts from “Calle Estrella” turn right 
onto “Calle Estrella”, then turn slight right onto “Calle Julián Blanco”, later turn left onto 
“Calle Martín Travieso”, turn sharp right onto “Ave José de Diego (PR-37), turn left onto 
“Ave. Román Baldorioty de Castro”, turn right onto “Calle San Jorge” and turn left onto 
“Calle Pumarada”. Keep straight and turn right onto “Calle Castelar”, turn left onto “Ave. 
Gilberto Monroig” / “Ave. Puerto Rico”, make a right turn onto “Calle Salgado”, later 
make a turn left onto “Ave. Eduardo Conde”. Maker right turn onto “Calle Profesor Ernesto 
Vigoreaux” / “Calle 14” and then turn slight right onto “Ave. Orlando “Peruchin” Cepeda” 
/ “Ave. C” until reaching the predetermined assembly place (Figure 6-15).  
 
The route of this school has a distance of 1.606 miles (Figure 6-15). Figure 6-16 is zoomed 
in with the information obtained from “Plot a Route” for an average walking speed. Table 
6-7 shows the evacuation times for the different walking speeds. 
 
Figure 6-15 Route for Average Walking Speed of Julián E. Blanco (Ballet) School at San Juan 
  
177 
 
 
 
 
 
 
Figure 6-16 Evacuation Time and Route’s Distance of Route for Average Walking Speed of Julián E. 
Blanco (Ballet) School 
  
 
Table 6-7 Evacuation Time for Every Speed of Julián E. Blanco (Ballet) School at San Juan 
Walking Speed (mph) Evacuation Time (min) 
2.46 40.41 
2.70 37.04 
3.40 29.26 
2.50 40.02 
Distance (miles) 1.606 
 
6.1.1.2.4 Luis Llorens Torres 
 
The Luis Llorens Torres school evacuation route starts from “Calle María Isabel” turn left 
onto “Calle Marina”, later turn left onto “Calle Pellín Rodríguez” / “Calle Providencia”, 
keep straight and make a turn right onto “Ave. Eduardo Conde” right after, turn left onto 
“Calle Los Santos”. Turn left onto “Calle Lippit” / “Calle 17”, later turn right onto “Ave. 
Catalino “Tite” Curet Alonso” / “Ave. D” and turn left onto “Calle Felipe R. Goyco” / 
“Calle 15” until reaching the predetermined assembly place (Figure 6-17).  
Figure 6-17 Route for Average Walking Speed of Luis Llorens Torres School at San Juan 
178 
 
 
The route of this school has a distance of 1.317 miles (Figure 6-17). Figure 6-18 is zoomed 
in with the information obtained from “Plot a Route” for an average walking speed. Table 
6-8 shows the evacuation times for the different walking speeds. 
 
 
 
 
Figure 6-18 Evacuation Time and Route’s Distance of Route for Average Walking Speed of Luis 
Llorens Torres School 
  
 
Table 6-8 Evacuation Time for Every Speed of Luis Llorens Torres School at San Juan 
Walking Speed (mph) Evacuation Time (min) 
2.46 34.08 
2.70 31.06 
3.40 24.42 
2.50 33.35 
Distance (miles) 1.317 
 
6.1.1.2.5 Luis Rodríguez Cabrero 
 
The Luis Rodríguez Cabrero evacuation route starts from “Calle Corona” turn right onto 
“Calle Pellín Rodríguez” / “Calle Providencia” keep straight, make a turn right onto “Ave. 
Eduardo Conde” right after, turn left onto “Calle Los Santos”. Turn left onto “Calle Lippit” 
/ “Calle 17”, later turn right onto “Ave. Catalino “Tite” Curet Alonso” / “Ave. D” and turn 
left onto “Calle Felipe R. Goyco” / “Calle 15” until reaching the predetermined assembly 
place (Figure 6-19).  
 
The route of this school has a distance of 0.975 miles (Figure 6-19). Figure 6-20 is zoomed 
in with the information obtained from “Plot a Route” for an average walking speed. Table 
6-9 shows the evacuation times for the different walking speeds. 
 
 
 
179 
 
 
Figure 6-19 Route for Average Walking Speed of Luis Rodríguez Cabrero School at San Juan 
 
 
 
 
 
Figure 6-20 Evacuation Time and Route’s Distance of Route for Averge Walking Speed of Luis 
Rodríguez Cabrero School 
  
Table 6-9 Evacuation Time for Every Speed of Luis Rodríguez Cabrero School at San Juan 
Walking Speed (mph) Evacuation Time (min) 
2.46 25.20 
2.70 23.05 
3.40 18.20 
2.50 24.55 
Distance (miles) 0.975 
 
6.1.1.2.6 Madame Luchetti 
 
The Madame Luchetti evacuation route starts from “Calle Luchetti” turn right onto 
“Marginal Román Baldorioty de Castro”, turn left onto “Calle Condado”, turn left onto 
“Ave. Juan Ponce de León” PR-25, keep left onto “Calle Cayey” PR-36, later turn slightly 
left onto “Ave. Borinquen” PR-36, keep straight and turn sharp left onto “Calle Felipe R. 
Goyco” / “Calle 15” until reaching the predetermined assembly place (Figure 6-21).  
180 
 
 
The route of this school has a distance of 2.077 miles (Figure 6-21). Figure 6-22 is zoomed 
in with the information obtained from “Plot a Route” for an average walking speed. Table 
6-10 shows the evacuation times for the different walking speeds. 
 
Figure 6-21 Route for Average Walking Speed of Madame Luchetti School at San Juan 
 
 
 
 
 
 
Figure 6-22 Evacuation Time and Route’s Distance of Route for Avergae Walking Speed of Madame 
Luchetti School 
 
Table 6-10 Evacuation Time for Every Speed of Madame Luchetti School at San Juan 
Walking Speed (mph) Evacuation Time (min) 
2.46 50.39 
2.70 46.09 
3.40 36.39 
2.50 49.51 
Distance (miles) 2.077 
 
6.1.1.2.7 Moisés Meléndez  
 
181 
 
 
The Moisés Meléndez evacuation route starts from “Calle B” turn left and later make a 
right turn onto “Ave. Quisqueya” PR-40 keep straight until reaching the predetermined 
assembly place (Figure 6-23).  
 
The route of this school has a distance of 0.365 miles (Figure 6-23). Figure 6-24 is zoomed 
in with the information obtained from “Plot a Route” for an average walking speed. Table 
6-11 shows the evacuation times for the different walking speeds. 
 
Figure 6-23 Route for Average Walking Speed of Moisés Meléndez School at San Juan 
 
 
 
 
 
Figure 6-24 Evacuation Time and Route’s Distance of Route for Average Walking Speed of Moisés 
Meléndez School 
 
 
Table 6-11 Evacuation Time for Every Speed of Moisés Meléndez School at San Juan 
Walking Speed (mph) Evacuation Time (min) 
2.46 9.34 
2.70 8.43 
3.40 6.55 
2.50 9.25 
Distance (miles) 0.365 
182 
 
 
6.1.1.2.8 Ramón Power Y Giralt 
 
The Ramón Power Y Giralt evacuation route starts from “Calle Corona” turn left onto 
“Calle Degetau”, keep straight, then turn left onto “Ave. Eduardo Conde”, turn right onto 
“Calle Profesor Ernesto Vigoreaux” / “Calle 14”. Turn left onto “Ave. Catalino “Tite” 
Curet Alonso” / “Ave. D and turn right onto “Calle Felipe R. Goyco” / “Calle 15” until 
reaching the predetermined assembly place (Figure 6-25).  
 
The route of this school has a distance of 0.991 miles (Figure 6-25). Figure 6-26 is zoomed 
in with the information obtained from “Plot a Route” for an average walking speed. Table 
6-12 shows the evacuation times for the different walking speeds. 
 
Figure 6-25 Route for Average Walking Speed of Ramón Power Y Giralt School at San Juan 
 
 
 
 
 
Figure 6-26 Evacuation Time and Route’s Distance of Route for Avergae Walking Speed of Ramón 
Power Y Giralt School 
 
Table 6-12 Evacuation Time for Every Speed of Ramón Power Y Giralt School at San Juan 
Walking Speed (mph) Evacuation Time (min) 
183 
 
 
2.46 26.12 
2.70 23.52 
3.40 18.58 
2.50 25.47 
Distance (miles) 0.991 
 
6.1.1.2.9 República Del Perú 
 
The República Del Perú evacuation route starts from “Calle Loíza” PR-37 turn right onto 
“Calle Añasco”, make a right turn onto “Calle Corona” right after turn right onto “Calle 
Degetau”, turn left onto “Ave. Eduardo Conde”. Turn sharp right onto “Calle Profesor 
Ernesto Vigoreaux” / “Calle 14” keep straight, turn left onto “Ave. Catalino “Tite” Curet 
Alonso” / “Ave. D”, turn right onto “Calle Felipe R. Goyco” / “Calle 15” until reaching 
the predetermined assembly place (Figure 6-27).  
 
The route of this school has a distance of 1.105 miles (Figure 6-27). Figure 6-28 is zoomed 
in with the information obtained from “Plot a Route” for an average walking speed. Table 
6-13 shows the evacuation times for the different walking speeds. 
 
Figure 6-27 Route for Average Walking Speed of República Del Perú School at San Juan 
 
184 
 
 
 
 
 
 
Figure 6-28 Evacuation Time and Route’s Distance of Route for Average Walking Speed of 
República Del Perú School 
 
Table 6-13 Evacuation Time for Every Speed of República Del Perú School at San Juan 
Walking Speed (mph) Evacuation Time (min) 
2.46 29.32 
2.70 26.54 
3.40 21.22 
2.50 29.04 
Distance (miles) 1.105 
 
6.1.2 Time It Takes for the School Population to Get Out of the Tsunami 
Hazard Zone. 
 
To determine the time, it takes for the school population to be outside the tsunami hazard 
zone, routes are plotted from the school campus location to outside the hazard zone using 
the previously stablished routes. For this time, the shortest routes are selected based on the 
previously stablished routes. Therefore, the evacuation time corresponds to the shortest 
possible time to reach the end of the tsunami hazard zone. For this, the already trace routes 
were used and shorten to the end of the hazard zone in that previously designated route.  
 
6.1.2.1 Cataño 
 
Evacuation times for all Cataño schools correspond to those that leave the school until 
leaving the hazard zone at the Barbosa Avenue address in Cataño, Puerto Rico, 00962. 
 
6.1.2.1.1 Francisco Oller 
 
The route of this school has a distance of 0.991 miles (Figure 6-29). Figure 6-30 is zoomed 
in with the information obtained from “Plot a Route” for an average walking speed. The 
185 
 
 
evacuation time for that speed is 16 minutes and 4 seconds. Table 6-14 shows the 
evacuation times for the different walking speeds. 
 
 
Figure 6-29 Route for Average Walking Speed of Francisco Oller School at Cataño 
  
 
 
 
 
Figure 6-30 Evacuation Time and Route’s Distance of Route for Average Walking Speed of 
Francisco Oller School 
 
 
Table 6-14 Evacuation Time for Every Speed of Francisco Oller School at Cataño 
Walking Speed (mph) Evacuation Time (min) 
2.46 16.20 
2.70 14.53 
3.40 11.49 
2.50 16.04 
Distance (miles) 0.656 
 
6.1.2.1.2 Horace Mann 
 
186 
 
 
The route of this school has a distance of 0.258 miles (Figure 6-31). The evacuation time 
is 6 minutes and 23 seconds for an average walking speed (Figure 6-32). Table 6-15 shows 
the evacuation times for the different walking speeds. 
 
Figure 6-31 Route for Average Walking Speed of Horace Mann School at Cataño 
 
 
 
 
 
Figure 6-32 Evacuation Time and Average Walking Speed of Horace Mann School 
 
 
Table 6-15 Evacuation Time for Every Speed of Horace Mann School at Cataño 
Walking Speed (mph) Evacuation Time (min) 
2.46 6.30 
2.70 5.55 
3.40 4.42 
2.50 6.23 
Distance (miles) 0.258 
 
6.1.2.1.3 Onofre Carballeira 
 
The route of this school has a distance of 0.476 miles (Figure 6-33). Figure 6-34 is zoomed 
in with the information obtained from “Plot a Route” for an average walking speed with an 
187 
 
 
evacuation time of 11 minutes and 44 seconds. Table 5-16 shows the evacuation times for 
the different walking speeds. 
 
Figure 6-33 Route for Average Walking Speed of Onofre Carballeira School at Cataño 
 
 
 
 
 
Figure 6-34 Evacuation Time and Route’s Distance of Route for Average Walking Speed of Onofre 
Carballeira School 
 
Table 6-16 Evacuation Time for Every Speed of Onofre Carballeira School at Cataño 
Walking Speed (mph) Evacuation Time (min) 
2.46 11.55 
2.70 10.52 
3.40 8.37 
2.50 11.44 
Distance (miles) 0.476 
 
 
 
 
 
 
188 
 
 
6.1.2.1.4 Rosendo Matienzo Cintrón 
 
The route of this school has a distance of 0.369 miles (Figure 6-35). Figure 6-36 is zoomed 
in with an evacuation time of 9 minutes and 10 seconds for an average walking speed. 
Table 6-17 shows the evacuation times for the different walking speeds. 
 
Figure 6-35 Route for Average Walking Speed of Rosendo Matienzo Cintrón School at Cataño 
 
 
 
 
 
Figure 6-36 Evacuation Time and Route’s Distance of Route for Average Walking Speed of Rosendo 
Matienzo Cintrón School 
 
Table 6-17 Evacuation Time for Every Speed of Rosendo Matienzo Cintrón School at Cataño 
Walking Speed (mph) Evacuation Time (min) 
2.46 9.19 
2.70 8.29 
3.40 6.45 
2.50 9.10 
Distance (miles) 0.369 
 
 
189 
 
 
6.1.2.2 San Juan 
 
Evacuation routes out of the tsunami hazard zone for San Juan schools follow the same 
routes above. However, for all of them it does not end in the same direction. In other words, 
each school has a different exit point from the hazard zone. 
 
6.1.2.2.1 Dr. Julio J. Henna 
 
For this school the hazard zone ends at 2218 Pellín Rodríguez Street # 285, San Juan, 
00915, Puerto Rico. This route has a distance of 0.154 miles (Figure 6-37). The evacuation 
time is 3 minutes and 47 seconds as shown in Figure 6-38. Table 6-18 shows the evacuation 
times for the different walking speeds. 
 
Figure 6-37 Route for Average Walking Speed of Dr. Julio J. Henna School at San Juan 
 
 
 
 
Figure 6-38 Evacuation Time and Route’s Distance of Route for Average Walking Speed of Dr. Julio 
J. Henna School 
 
190 
 
 
Table 6-18 Evacuation Time for Every Speed of Dr. Julio J. Henna School at San Juan 
Walking Speed (mph) Evacuation Time (min) 
2.46 3.50 
2.70 3.30 
3.40 2.47 
2.50 3.47 
Distance (miles) 0.154 
 
6.1.2.2.2 Jaime Rosario (Buena Vista Elemental) 
 
The hazard zone for Jaime Rosario school ends at Williams Street in San Juan, Puerto Rico, 
00915. The route of this school has a distance of 0.258 miles (Figure 6-39). Figure 6-40 is 
zoomed in with an evacuation time of 5 minutes and 2 seconds for an average walking 
speed. Table 6-19 shows the evacuation times for the different walking speeds. 
  
Figure 6-39 Route for Average Walking Speed of Jaime Rosario (Buena Vista Elemental) School at 
San Juan 
 
 
 
 
Figure 6-40 Evacuation Time and Route’s Distance of Route for Average Walking Speed of Jaime 
Rosario (Buena Vista Elemental) School 
191 
 
 
 
Table 6-19 Evacuation Time for Every Speed of Jaime Rosario (Buena Vista Elemental) School at 
San Juan 
Walking Speed (mph) Evacuation Time (min) 
2.46 5.07 
2.70 4.40 
3.40 3.42 
2.50 5.02 
Distance (miles) 0.212 
 
6.1.2.2.3 Julián E. Blanco (Ballet) 
 
Ending the hazard zone on San Jorge Street in San Juan, Puerto Rico, 00911, the route of 
this school has a distance of 0.362 miles (Figure 6-41). Figure 6-42 is zoomed in with the 
information obtained from “Plot a Route” for an average walking speed. Table 6-20 shows 
the evacuation times for the different walking speeds. 
 
Figure 6-41 Route for Average Walking Speed of Julián E. Blanco (Ballet) School at San Juan 
 
 
 
 
 
Figure 6-42 Evacuation Time and Route’s Distance of Route for Average Walking Speed of Julián E. 
Blanco (Ballet) School 
192 
 
 
 
 
Table 6-20 Evacuation Time for Every Speed of Julián E. Blanco (Ballet) School at San Juan 
Walking Speed (mph) Evacuation Time (min) 
2.46 8.35 
2.70 7.49 
3.40 6.12 
2.50 8.26 
Distance (miles) 0.362 
 
6.1.2.2.4 Luis Llorens Torres 
 
The route of Luis Llorens Torres school ends the danger zone at 285 Pellín Rodríguez 
Street in San Juan, Puerto Rico, 00915.The route of this school has a distance of 1.074 
miles (Figure 6-43). Figure 6-44 is zoomed in with the information of an evacuation time 
of 26 minutes and 38 seconds for an average walking speed.  
 
Figure 6-43 Route for Average Walking Speed of Luis Llorens Torres School at San Juan 
 
 
 
 
 
Figure 6-44 Evacuation Time and Route’s Distance of Route for Average Walking Speed of Luis 
Llorens Torres School 
 
193 
 
 
Table 6-21 shows the evacuation times for the different walking speeds. 
 
Table 6-21 Evacuation Time for Every Speed of Luis Llorens Torres School at San Juan 
Walking Speed (mph) Evacuation Time (min) 
2.46 27.04 
2.70 24.40 
3.40 19.35 
2.50 26.38 
Distance (miles) 1.074 
 
6.1.2.2.5 Luis Rodríguez Cabrero 
 
The hazard zone for this school's route also ends at 285 Pellín Rodríguez Street in San Juan, 
Puerto Rico, 00915. The route of this school has a distance of 0.485 miles (Figure 6-45). 
Figure 6-46 is zoomed in with the information obtained from “Plot a Route” for an average 
walking speed with an evacuation time of 11 minutes and 53 seconds.  
 
Figure 6-45 Route for Average Walking Speed of Luis Rodríguez Cabrero School at San Juan 
 
 
 
 
 
Figure 6-46 Evacuation Time and Route’s Distance of Route for Average Walking Speed of Luis 
Rodríguez Cabrero School 
194 
 
 
Table 6-22 shows the evacuation times for the different walking speeds. 
 
Table 6-22 Evacuation Time for Every Speed of Luis Rodríguez Cabrero School at San Juan 
Walking Speed (mph) Evacuation Time (min) 
2.46 12.04 
2.70 11.00 
3.40 8.44 
2.50 11.53 
Distance (miles) 0.485 
 
6.1.2.2.6 Madame Luchetti 
 
The route out of the tsunami danger zone ends at 903 Street Puerto Rico 2, San Juan, Puerto 
Rico, 00907. This route has a distance of 0.191 miles (Figure 6-47). Figure 6-48 is zoomed 
in with the information obtained from “Plot a Route” for an average walking speed. The 
evacuation time is 4 minutes and 57 seconds for that speed. Table 6-23 shows the 
evacuation times for the different walking speeds. 
 
Figure 6-47 Route for Average Walking Speed of Madame Luchetti School at San Juan 
 
195 
 
 
 
 
 
Figure 6-48 Evacuation Time and Route’s Distance of Route for Average Walking Speed of Madame 
Luchetti School 
  
Table 6-23 Evacuation Time for Every Speed of Madame Luchetti School at San Juan 
Walking Speed (mph) Evacuation Time (min) 
2.46 5.02 
2.70 4.35 
3.40 3.38 
2.50 4.57 
Distance (miles) 0.191 
 
6.1.2.2.7 Moisés Meléndez  
 
The route of this school has 0.064 miles (Figure 6-49) ending the danger zone at Street 3 
in San Juan, Puerto Rico, 00917. Figure 6-50 is zoomed in with the information obtained 
from “Plot a Route” for an average walking speed with an evacuation time of one minute 
and 29 seconds. Table 6-24 shows the evacuation times for the different walking speeds. 
 
Figure 6-49 Route for Average Walking Speed of Moisés Meléndez School at San Juan 
196 
 
 
 
 
 
 
 
Figure 6-50 Evacuation Time and Routes’s Distance of Route for Average Walking Speed of Moisés 
Meléndez School 
 
 
Table 6-24 Evacuation Time for Every Speed of Moisés Meléndez School at San Juan 
Walking Speed (mph) Evacuation Time (min) 
2.46 1.31 
2.70 1.23 
3.40 1.06 
2.50 1.29 
Distance (miles) 0.064 
 
 
6.1.2.2.8 Ramón Power Y Giralt 
 
For this school the route out of the tsunami danger zone ends at 2055 Gilberto Monroig 
Avenue in San Juan, Puerto Rico, 00912. For this route the travel distance is 0.471 miles 
(Figure 6-51).  
 
Figure 6-51 Route for Average Walking Speed of Ramón Power Y Giralt School at San Juan 
 
197 
 
 
For this speed the evacuation time is 11 minutes and 44 seconds Figure 6-52. Table 6-25 
shows the evacuation times for the different walking speeds. 
 
 
 
 
 
Figure 6-52 Evacuation Time and Route’s Distance of Route for Average Walking Speed of Ramón 
Power Y Giralt School 
 
Table 6-25 Evacuation Time for Every Speed of Ramón Power Y Giralt School at San Juan 
Walking Speed (mph) Evacuation Time (min) 
2.46 11.55 
2.70 10.52 
3.40 8.38 
2.50 11.44 
Distance (miles) 0.471 
 
6.1.2.2.9 República Del Perú 
 
This school has a route to get out of the tsunami danger zone that leaves from the school 
to the address 2055 Gilberto Monroig Avenue in San Juan, Puerto Rico, 00912. For this 
route, the distance is 0.498 miles, and the evacuation time is 12 minutes and 30 seconds 
for an average walking speed (Figure 6-53). Figure 6-54 is zoomed in with the information 
obtained from “Plot a Route” for an average walking speed. Table 6-26 shows the 
evacuation times for the different walking speeds. 
198 
 
 
 
Figure 6-53 Route for Average Walking Speed of República Del Perú School at San Juan 
 
 
 
 
 
Figure 6-54 Evacuation Time and Route’s Distance of Route for Average Walking Speed of 
República Del Perú School 
 
Table 6-26 Evacuation Time for Every Speed of República Del Perú School at San Juan 
Walking Speed (mph) Evacuation Time (min) 
2.46 12.42 
2.70 11.34 
3.40 9.11 
2.50 12.30 
Distance (miles) 0.498 
 
6.2 Summary of Evacuation Times 
 
Below is a summary of the findings obtained for the two school evacuation times. The time 
(a) it takes from the school to leave the tsunami hazard zone and the time (b) it takes for 
the school population to leave the school facilities and reach the assembly place. Figure 
6-55 presents the evacuation times for the municipality of Cataño. Both graphs show 
evacuation times for schools for different walking speeds. 
199 
 
 
 
 
 
 
 
 
                   (a) 
 
 
 
 
 
 
 
 
 
 
 
 
                  
                   (b) 
 
 
 
 
 
Figure 6-55 Evacuation Times Chart for Cataño Schools 
 
Figure 6-56 shows both times for the municipality of San Juan.  
200 
 
 
(a) 
(b) 
 
Figure 6-56 Evacuation Times Chart for San Juan Schools 
 
From graphs of both municipalities the following is summarized for an average walking 
speed of 2.50 mph: 
 
• For the evacuation time outside the tsunami hazard zone (1), the critical schools 
were Francisco Oller school for Cataño and Luis Llorens Torres school for San 
Juan, with times of 16.04 min and 26.38 min respectively (Figure 6-57). 
 
 
201 
 
 
 
 
 
 
(a) 
 
 
 
 
 
 
 
 
 
 
 (b) 
 
 
 
 
 
Figure 6-57 Evacuation Times Graph for Average Walking Speed for Cataño Schools 
 
• For the primary evacuation time elapsed until reaching the assembly site (2), the 
subcritical schools were Francisco Oller school for Cataño and Madame Luchetti 
school for San Juan, with times of 17.29 min and 49.51 min respectively (Figure 
6-58). 
• Because the potential hazard of vulnerability for schools lies in leaving the tsunami 
hazard zone, those schools with the largest evacuation times until they leave the 
tsunami evacuation zone are considered critical; the evacuation time until reaching 
assembly site was considered a secondary condition, since although they are outside 
202 
 
 
the tsunami impact area, this is the site were assistance and help will be channelized 
(so reaching this site is important). 
 
 
 
 
 
 
 
             (a) 
 
 
 
 
 
 
 
 
 
 
 
             (b) 
 
 
 
 
 
 
 
Figure 6-58 Evacuation Times Graph for Average Walking Speed for Cataño Schools 
 
203 
 
 
6.3 Alternate Routes 
 
The alternate routes discussed below use the same route planner (Plot a Route) resource 
used in the evacuation routes section above. The alternate routes of the case study schools 
represent only the possible ways to get to the safe place. However, there may be several 
routes for each of the schools. These were not selected as a breakdown of the previous 
section since they present greater distances and evacuation times that would worsen the 
vulnerability of schools. Likewise, for this section, the routes close to the evacuation routes 
previously analyzed are considered because a greater route would also correspond to a 
greater vulnerability. 
 
Unlike the previous evaluation, this section shows the routes on a satellite map and on a 
street map to better represent the crossing of each route. Also consider only the average 
travel speed of 2.50 mph to compare evacuation times. On the other hand, these routes use 
the same assembly places assumed in the previous section. But in some schools, other 
nearby assembly places are presented for comparison. 
 
6.3.1 Cataño 
 
The alternate evacuation routes of the four schools in this municipality travel from their 
respective origins to the same assembly place used in the previous routes. This is Peruchin 
Cepeda Stadium. 
 
6.3.1.1 Franciso Oller 
 
Francisco Oller school has two other possible routes to get to the assembly site. The first 
alternate route close to the previously described route is shown in Figure 6-59. This route 
has a distance of 0.800 miles for an evacuation time of 19 minutes 35 seconds. This route 
has 2 minutes and 6 seconds more compared to the evacuation time of the route used for 
the vulnerability assessment of 17 minutes and 29 seconds (Figure 6-61). 
204 
 
 
Figure 6-59 First Alternate Route of Francisco Oller School at Cataño 
 
  
 
 
Figure 6-61 Evacuation Time and Route’s Distance of First Alternate Route of Francisco Oller 
School 
 
Figure 6-60 Streets of First Alternate Route of Francisco Oller School 
205 
 
 
This route turns right onto East Street towards PR-88 along Las Nereidas Avenue. Then, 
turn onto Destino Street in direction to PR-5 along José Celso Barbosa Avenue until it 
reaches the predestined assembly place (Figure 6-60). 
 
The second alternate route is shown in Figure 6-62. This route has a distance of 1.459 miles 
for an evacuation time of 35 minutes 22 seconds. This route is 18 minutes and 33 seconds 
more compared to the time of 17 minutes and 29 seconds (Figure 6-63). 
 
Figure 6-62 Second Alternate Route of Francisco Oller School at Cataño 
  
  
 
 
 
Figure 6-63 Evacuation Time and Route’s Distance of Second Alternate Route of Francisco Oller 
School 
 
 
This route turns right onto East Street towards PR-88 along Las Nereidas Avenue. Then, 
turn onto Otero Street in direction to PR-165 along El Caño Avenue until it reaches PR-5 
in direction to José Celso Barbosa Avenue. Eventually, it arrives at the predestined 
assembly place (Figure 6-64). 
 
206 
 
 
Figure 6-64 Streets of Second Alternate Route of Francisco Oller School 
 
6.3.1.2 Horace Mann 
 
This school has two other possible alternate routes to reach the predestined place 
corresponding to the assembly place. The first alternate route is shown in Figure 6-65. This 
route has a distance of 0.374 miles for an evacuation time of 9 minutes and 3 seconds. In 
this way, this route takes 2 minutes and 20 seconds more compared to the evacuation time 
of the route from the previous section of 7 minutes and 23 seconds (Figure 6-66). 
 
This route leaves from El Tren Street, turns onto Las Flores Street in direction to Bento Ct 
Street. Then, it goes to PR-5 along José Celso Barbosa Avenue until it reaches the 
predestined assembly place (Figure 6-67). 
 
 
207 
 
 
Figure 6-65 First Alternate Route of Horace Mann School at Cataño 
 
 
 
 
Figure 6-66 Evacuation Time and Route’s Distance of First Alternate Route of Horace Mann School 
 
Figure 6-67 Streets of First Alternate Route of Horace Mann School 
 
208 
 
 
The second alternate route is shown in Figure 6-68. This route has a distance of 0.334 miles 
for an evacuation time of 8 minutes 17 seconds. This route is one minute and 34 seconds 
more compared to the time of 7 minutes and 23 seconds (Figure 6-69). 
 
Figure 6-68 Second Alternate Route of Horace Mann School at Cataño 
 
 
 
 
 
Figure 6-69 Evacuation Time and Route’s Distance of Second Alternate Route of Horace Mann School 
 
 
Figure 6-70 Streets of Second Alternate Route of Horace Mann School 
209 
 
 
This route leaves from El Tren Street and turns onto Santa Marta Street in direction to José 
Celso Barbosa Avenue. Later, it joins the PR-5 until it reaches the assembly place (Figure 
6-70). 
 
6.3.1.3 Onofre Carballeira 
 
Onofre Carballeira school has two other possible routes to get safe to the assembly site. 
Both routes correspond to the same Francisco Oller school alternate routes discussed 
above. The first alternate route is shown in Figure 6-71. This route has a distance of 0.634 
miles for an evacuation time of 15 minutes 33 seconds. Therefore, this route has 3 minutes 
and 39 seconds more compared to the evacuation time of the route used for the vulnerability 
assessment of 12 minutes and 34 seconds (Figure 6-72). 
 
Figure 6-71 First Alternate Route of Onofre Carballeira School at Cataño 
 
  
 
 
 
Figure 6-72 Evacuation Time and Route’s Distance of First Alternate Route of Onofre Carballeira 
School 
 
210 
 
 
This route leaves from PR-88 along Las Nereidas Avenue. Then, like the first alternate 
route of Francisco Oller school, it turns onto Destino Street in direction to PR-5 along José 
Celso Barbosa Avenue until it reaches the predestined assembly place (Figure 6-73). 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Figure 6-73 Streets of First Alternate Route of Onofre Carballeira School 
 
The second alternate route is shown in Figure 6-74. This route has a distance of 1.482 miles 
for an evacuation time of 35 minutes 59 seconds. This route is 23 minutes and 25 seconds 
more compared to the time of 12 minutes and 34 seconds (Figure 6-75). 
 
This route leaves from PR-88 along Las Nereidas Avenue. Then, like the Francisco Oller 
School's second alternate route, turn onto Otero Street in direction to PR-165 along El Caño 
Avenue until it reaches PR-5 in direction to José Celso Barbosa Avenue. Later, it arrives 
at the predestined assembly place (Figure 6-76). 
 
211 
 
 
Figure 6-74 Second Alternate Route of Onofre Carballeira School at Cataño 
 
 
 
 
Figure 6-75 Evacuation Time and Route’s Distance of Second Alternate Route of Onofre Carballeira 
School 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Figure 6-76 Streets of Second Alternate Route of Onofre Carballeira School 
212 
 
 
6.3.1.4 Rosendo Matienzo Cintrón 
 
This school has three other possible routes to get to the assembly site. The first alternate 
route is shown in Figure 6-77and Figure 6-71. This route has a distance of 0.414 miles for 
an evacuation time of 10 minutes 13 seconds. This first alternate route has 1 minute, and 
13 seconds more compared to the evacuation time of the route used for the vulnerability 
assessment of 9 minutes and 40 seconds (Figure 6-78). 
 
Figure 6-77 First Alternate Route of Rosendo Matienzo Cintrón School at Cataño 
 
 
 
 
 
Figure 6-78 Evacuation Time and Route’s Distance of First Alternate Route of Rosendo Matienzo 
Cintrón School 
 
 
This first route leaves from PR-88 along Las Nereidas Avenue and turns onto Olivo Street 
towards the exit of PR-165 at El Caño Avenue. Then, it reaches the PR-5 in direction to 
José Celso Barbosa Avenue to the predestined assembly place (Figure 6-79). 
 
 
213 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Figure 6-79 Streets of First Alternate Route of Rosendo Matienzo Cintrón School 
 
The second alternate route of Rosendo Matienzo Cintrón School is shown in Figure 6-80. 
This route has a distance of 0.446 miles for an evacuation time of 11 minutes 1 second. 
This route is 2 minutes and 1 second more compared to the time of 9 minutes and 40 
seconds (Figure 6-81). 
 
Figure 6-80 Second Alternate Route of Rosendo Matienzo Cintrón School at Cataño 
 
214 
 
 
 
 
 
Figure 6-81 Evacuation Time and Route’s Distance of Second Alternate Route of Rosendo Matienzo 
Cintrón School 
 
This route leaves the PR-88 by Las Nereidas Avenue. It turns onto David Street parallel to 
Destino Street, where it can get to its destination faster according to the evaluation of the 
route in the previous section. Then, it joins the PR-5 in the direction of José Celso Barbosa 
Avenue until it reaches the meeting place (Figure 6-82). 
 
Figure 6-82 Streets of Second Alternate Route of Rosendo Matienzo Cintrón School 
 
The third alternate route of this school is shown in Figure 6-83. This possible route is 
further away than the previous ones, but as in the cases of the Francisco Oller and Onofre 
Carballeira schools, it is presented for a better comparison of greater distances and 
evacuation times on the route. This route has a distance of 1.697 miles for an evacuation 
215 
 
 
time of 41 minutes 33 seconds. This route is 2 minutes and 1 second more compared to the 
time of 32 minutes and 33 seconds (Figure 6-84). 
 
Figure 6-83 Third Alternate Route of Rosendo Matienzo Cintrón School at Cataño 
 
 
 
 
Figure 6-84 Evacuation Time and Route’s Distance of Third Alternate Route of Rosendo Matienzo 
Cintrón School 
 
This route for Rosendo Matienzo Cintrón school leaves from PR-88 along Las Nereidas 
Avenue. Then, like the second alternates routes of the Francisco Oller and Onofre 
Carballeira schools, it turns onto Otero Street in direction to PR-165 along El Caño Avenue 
until it reaches PR-5 in direction to José Celso Barbosa Avenue. Then, it arrives at the 
predestined assembly place (Figure 6-85). 
 
 
 
 
 
216 
 
 
Figure 6-85 Streets of Third Alternate Route of Rosendo Matienzo Cintrón School 
 
For the four schools in the municipality of Cataño, other possible evacuation routes could 
be those that start from PR-88 through Las Nereidas Avenue and that pass either through 
San Alberto, Santa Teresa, or Santa Marta Streets. These to then join the PR-5 through José 
Celso Barbosa Avenue until reaching the assembly place. 
 
6.3.2 San Juan 
 
The alternate routes of the schools of the municipality of San Juan vary according to the 
assembly place. Unlike the evacuation routes in the previous section, to evaluate the 
different possible evacuation times, this section considers only five of the six assembly 
places available for this municipality. These are: “Plaza de Colón”, “Plaza Barceló”, “Plaza 
del Choliseo”, “Parque de Pelota Las Gladiolas”, and “Complejo Deportivo Hiram 
Bithorn”. 
 
217 
 
 
6.3.2.1 Dr. Julio J. Henna 
 
This school has three other possible routes to get to the assembly site. The first two routes 
use the same “Plaza Barceló” assembly place from the evaluation in the previous section. 
The only aspect that varies in them is the street through which they are heading towards 
their destination. The first alternate route is shown in Figure 6-86. This route has a distance 
of 0.709 miles for an evacuation time of 18 minutes 23 seconds. This route has 1 minute 
and 23 seconds more compared to the evacuation time of the route used for the vulnerability 
assessment of 17 minutes (Figure 6-87). 
 
Figure 6-86 First Alternate Route of Dr. Julio J. Henna School at San Juan 
 
 
 
 
Figure 6-87 Evacuation Time and Route’s Distance of First Alternate Route of Dr. Julio J. Henna 
School 
 
This first route leaves from Dr. Julio Henna Street and turns onto Pellín Rodríguez Street. 
Then, it turns onto Eduardo Conde Avenue towards Los Santos Street. It turns down Lippit 
Street and turns onto Hermanas Mirabal Avenue until it reaches Felipe R. Goyco Street, 
which is where the assembly place, Plaza Antonio R. Barceló is located. Figure 6-88 shows 
218 
 
 
(a) the first route for Dr. Julio J. Henna school and (b) the map of the area to visibly identify 
the streets and avenues of the route. 
 
  (a)                                                             (b)  
Figure 6-88 Streets of First Alternate Route of Dr. Julio J. Henna School 
 
The second alternate route of this school is shown in Figure 6-89.  
Figure 6-89 Second Alternate Route of Dr. Julio J. Henna School at San Juan 
219 
 
 
This route has a distance of 0.721 miles for an evacuation time of 18 minutes 33 seconds. 
This route is 1 minute and 33 seconds more compared to the time of 17 minutes (Figure 
6-90). 
 
 
 
 
Figure 6-90 Evacuation Time and Route’s Distance of Second Alternate Route of Dr. Julio J. Henna 
School 
 
This second route is the same as the first, but instead of turning onto Pellín Rodríguez 
Street, turn onto Buenaventura Street and follow the same route until it reaches the 
predetermined assembly location. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 6-91 Streets of Second Alternate Route of Dr. Julio J. Henna School 
220 
 
 
The first two routes shown are the closest and most like the route from the evaluation in 
the previous section. However, for this school and for the place of assembly (“Plaza 
Barceló”), other possible alternative routes could be those that turn through Rafael Lepeda 
Atiles Street towards Cortijo Street. Others also that turn down Borinquen Avenue and José 
Gautier Benítez until they reach the assembly place. 
 
The third alternate route of this school is shown in Figure 6-92. This possible alternate 
route is evaluated with the assembly place “Parque de Pelota de Las Gladiolas” even 
though it is visibly further from the school but is shown for comparison purposes. This 
route has a distance of 1.992 miles for an evacuation time of 49 minutes 57 seconds. This 
route is 32 minutes and 57 seconds more compared to the time of 17 minutes (Figure 6-93). 
This evacuation time represents almost twice the evacuation times of the previous routes. 
 
Figure 6-92 Third Alternate Route of Dr. Julio J. Henna School at San Juan 
 
 
 
 
Figure 6-93 Evacuation Time and Route’s Distance of Third Alternate Route of Dr. Julio J. Henna 
School 
 
221 
 
 
This route goes through many streets and avenues to reach the safe place of assembly. It 
leaves from Dr. Julio J. Henna and turns onto Rafael Lepeda Atiles Street. Then it goes 
down Nuñez Prieto Street followed by Barbosa Street in direction to Karla Michelle 
Negrón Street (Fajardo Street) and Eduardo Conde Avenue. Later, it turns onto Haydeé 
Rexach Street towards Borinquen Avenue and then onto PR-27 along Dr. José Celso 
Barbosa Avenue. Later, it cross “Calle del Pilán” to PR-27 along Dr. José Celso Barbosa 
Avenue. Finally, it turns onto PR-40 towards Quisqueya Avenue until it reaches the 
assembly place (Figure 6-94). 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 6-94 Streets of Third Alternate Route of Dr. Julio J. Henna School 
222 
 
 
6.3.2.2 Jaime Rosario (Buena Vista Elemental) 
 
Jaime Rosario school has three possible nearby assembly locations to go in the event of a 
tsunami evacuation. These are: “Plaza Barceló”, “Plaza del Choliseo”, and “Parque de 
Pelota de Las Gladiolas” (Figure 6-95).  
 
Figure 6-95 Assembly Places for the Jaime Rosario School 
 
The following is a possible alternate route to each of the assembly locations. The routes 
and their respective assembly places appear in descending order of proximity to the school 
location.  
 
The first alternate route is shown in Figure 6-96. This route goes from the location of the 
school to the destination “Plaza Barceló”, corresponding to the closest one and previously 
223 
 
 
used in the evaluation of the evacuation routes in the previous section. This route has a 
distance of 0.698 miles for an evacuation time of 17 minutes 43 seconds. In this way, this 
first alternative involves traveling 23 seconds longer than the evacuation time of the route 
used for the vulnerability assessment of 17 minutes and 20 seconds (Figure 6-97). Although 
the difference is relatively small, those 23 seconds could be increased by possible 
interruptions along the way. 
 
Figure 6-96 First Alternate Route of Jaime Rosario (Buena Vista Elemental) School at San Juan 
 
 
 
 
 
Figure 6-97 Evacuation Time and Route’s Distance of First Alternate Route of Jaime Rosario (Buena 
Vista Elemental) School 
 
This first possible route leaves from Buenos Aires Street in direction to Haydeé Rexach 
Avenue where it turns. Then, it turns onto José Gautier Benitez Street until it reaches 
Borinquen Avenue. Eventually, it turns onto Felipe R. Goyco Street where the predestined 
assembly place is located (Figure 6-98). 
224 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Figure 6-98 Streets of First Alternate Route of Jaime Rosario (Buena Vista 
Elemental) School 
 
 
The second possible alternative route corresponds to the one that leaves from the school 
location to the assembly place “Parque de Pelota de Las Gladiolas”. This is shown in Figure 
6-99. This route has a distance of 0.951 miles for an evacuation time of 23 minutes 31 
seconds. Therefore, this second route is 6 minutes and 11 seconds more compared to the 
time of 17 minutes and 20 seconds (Figure 6-100). 
 
Although at first glance the “Plaza Barceló” and “Parque de Pelota de Las Gladiolas” seem 
to be the same distance from their locations to the school, the distances of their routes and 
their evacuation times are not (Figure 6-95). 
 
This route, like the previous one, leaves from Buenos Aires Street, but turns onto Principal 
Street. Then, it turns towards “Calle del Pilar” in direction to Dr. José Celso Barbosa 
Avenue through PR-27. Later, it takes PR-40 towards Quisqueya Avenue until it reaches 
the assembly place (Figure 6-101). 
225 
 
 
Figure 6-99 Second Alternate Route of Jaime Rosario (Buena Vista Elemental) School at San Juan 
 
 
 
 
 
Figure 6-100 Evacuation Time and Route’s Distance of Second Alternate Route of Jaime Rosario 
(Buena Vista Elemental) School 
 
 
Figure 6-101 Streets of Second Alternate Route of Jaime Rosario (Buena Vista Elemental) School 
 
226 
 
 
The third route goes to the farthest assembly place, “Plaza del Choliseo”. This route is 
shown in Figure 6-102. This route has a distance of 1,680 miles for an evacuation time of 
42 minutes 28 seconds. This route is 25 minutes and 8 seconds more compared to the time 
of 17 minutes and 20 seconds (Figure 6-103). 
 
Figure 6-102 Third Alternate Route of Jaime Rosario (Buena Vista Elemental) School at San Juan 
 
 
 
 
 
Figure 6-103 Evacuation Time and Route’s Distance of Third Alternate Route of Jaime Rosario 
(Buena Vista Elemental) School 
 
Like the second route, this third route leaves from Buenos Aires Street and turns onto 
Principal Street. Then, it turns towards “Calle del Pilar” in direction to Dr. José Celso 
Barbosa Avenue through PR-27. Later, it takes PR-40 towards Quisqueya Avenue. The 
difference is that on this route, it turns from PR-40 to Bolivia Street in direction to Carlos 
E. Chardón Avenue. Then, it turns to the Escuela Libre de Música Street and "Calle La 
Cerámica" until it reaches the assembly place (Figure 6-104). 
 
 
227 
 
 
Figure 6-104 Streets of Third Alternate Route of Jaime Rosario (Buena Vista Elemental) School 
 
6.3.2.3 Julián E. Blanco (Ballet) 
 
This school has two other possible routes to get to the assembly site. For reasons of 
proximity, the possible alternative routes use the assembly place closest to the school, 
“Plaza Barceló”. The rest of the assembly locations are within 2 miles to 4 miles of the 
school location (Figure 6-105). This represents a very long evacuation time compared to 
previous schools whose times are kept between 10 min to 20 min. 
 
 
 
 
 
 
 
 
 
 
 
Figure 6-105 Location of Assembly Places with Respect to Julián E. Blanco School 
228 
 
 
The first alternate route is shown in Figure 6-106. This route has a distance of 1.642 miles 
for an evacuation time of 40 minutes 36 seconds. This route has 34 seconds more compared 
to the evacuation time of the route used for the vulnerability assessment of 40 minutes and 
2 seconds (Figure 6-107). Like the first alternate route of Jaime Rosario, seconds apart can 
prove disastrous for tsunami evacuations. 
 
Figure 6-106 First Alternate Route of Julián E. Blanco (Ballet) School at San Juan 
 
 
 
 
 
Figure 6-107 Evacuation Time and Route’s Distance of First Alternate Route of Julián E. Blanco 
School 
 
This first route from Julián E. Blanco school leaves from Estrella Street and turns onto 
Julián Blanco Street. Then, it turns towards Martín Travieso Street and José de Diego (PR-
37) Avenue. Eventually, it turns onto Juan Ponce de León Avenue (PR-25) and turns down 
Cayey Street towards Borinquen Avenue until it reaches the assembly place (Figure 6-108). 
 
 
 
 
229 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Figure 6-108 Streets of First Alternate Route of Julián E. Blanco School 
 
 
The second alternate route of Julián E. Blanco school is shown in Figure 6-109. This is the 
closest route to the evacuation route presented in the evaluation in the previous section. 
This second alternate route has a distance of 1.647 miles for an evacuation time of 42 
minutes 45 seconds. This route is 2 minutes and 43 seconds more compared to the time of 
40 minutes and 2 seconds (Figure 6-110). 
 
This route leaves from Estrella Street and turns onto Julián Blanco Street in direction to 
PR-37 on José de Diego Avenue. Then, it turns onto Román Baldorioty de Castro Avenue 
and turns onto San Jorge Street. Subsequently, it turns onto Eduardo Conde Avenue, San 
Mateo Street, “Calle El Bosque”, Barbe Street, and San Antonio Street until reaching 
Borinquen Avenue on PR-36 where the assembly place is located (Figure 6-111). 
 
 
230 
 
 
Figure 6-109 Second Alternate Route of Julián E. Blanco (Ballet) School at San Juan 
 
 
 
 
 
Figure 6-110 Evacuation Time and Route’s Distance of Second Alternate Route of Julián E. Blanco 
School 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 6-111 Streets of Second Alternate Route of Julián E. Blanco School 
231 
 
 
6.3.2.4 Luis Llorens Torres 
 
Luis Llorens Torres school has two other possible routes to get safe to the assembly site 
with the same place of assembly “Plaza Barceló”. Like the previous Julián E. Blanco 
school, at first glance the rest of the assembly places are far from this school (Figure 6-112). 
This represents a danger for the school, as the ideal is to get out of the coast and the tsunami 
hazard zone as soon as possible. However, a third route is presented with the nearest 
assembly place after “Plaza Barceló” as a comparison of the long evacuation times. 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 6-112 Location of Assembly Places with Respect to Luis Llorens Torres School 
 
The first alternate route is shown in Figure 6-113. This route has a distance of 1.492 miles 
for an evacuation time of 37 minutes 58 seconds. Therefore, this route has 4 minutes and 
23 seconds more compared to the evacuation time of the route used for the vulnerability 
assessment of 33 minutes and 35 seconds (Figure 6-114). 
 
This route leaves from María Isabel Street in direction to Marina Street. Then, it turns 
towards José Gautier Benitez Street until it reaches Borinquen Avenue, the avenue where 
the “Plaza Barceló” assembly place is located (Figure 6-115). 
232 
 
 
Figure 6-113 First Alternate Route of Luis Llorens Torres School at San Juan 
 
 
 
 
Figure 6-114 Evacuation Time and Route’s Distance of First Alternate Route of Luis Llorens Torres 
School 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 6-115 Streets of First Alternate Route of Luis Llorens Torres School 
233 
 
 
The second possible evacuation route for the Luis Llorens Torres school is shown in Figure 
6-116. This route also uses the “Plaza Barceló” as the assembly place. This second alternate 
route has a distance of 1.439 miles for an evacuation time of 37 minutes. This route is 4 
minutes and 5 seconds more compared to the time of 33 minutes and 35 seconds (Figure 
6-117). 
 
Figure 6-116 Second Alternate Route of Luis Llorens Torres School at San Juan 
 
 
 
 
 
Figure 6-117 Evacuation Time and Route’s Distance of Second Alternate Route of Luis LLorens 
Torres School 
 
The second route leaves from María Isabel Street towards Marina Street and turns onto 
Pellín Rodríguez Street (Providencia Street). Then, it tours by Román Baldorioty de Castro 
Avenue, tours by Professor Ernesto Vigoreaux Street in direction of Peruchin Cepeda 
Avenue until reaching the assembly place “Plaza Barceló” (Figure 6-118). 
 
 
 
 
 
234 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 6-118 Streets of Second Alternate Route of Luis Llorens Torres School 
 
The third alternate route is shown in Figure 6-119. This route has a distance of 2.670 miles 
for an evacuation time of 1 hour 6 minutes 34 seconds. This route is 33 minutes and 39 
seconds more compared to the time of 33 minutes and 35 seconds (Figure 6-120). 
 
Figure 6-119 Third Alternate Route of Luis Llorens Torres School at San Juan 
 
235 
 
 
 
 
 
 
Figure 6-120 Evacuation Time and Route’s Distance of Third Alternate Route of Luis Llorens Torres 
School 
 
This route has a distance greater than 2 miles, representative of a hazard for the school 
population that evacuates the campus to a safe zone. As mentioned above, contrary to the 
first two routes, this route reaches the assembly place of “Parque de Pelota de Las 
Gladiolas”, corresponding to the nearest assembly place after “Plaza Barceló”. This route 
leaves from María Isabel Street, turns onto Marina Street and then onto Pellín Rodríguez 
Avenue. Then, it turns onto Dr. Julio J. Henna Street, onto Rafael Lepeda Atiles Street, 
onto Nuñez Prieto Street, onto Barbosa Street and then onto Karla Michelle Negrón Street 
towards Eduardo Conde Avenue. Later, it turns onto Haydeé Rexach Street towards PR-27 
via Dr. José Celso Barbosa. Eventually, it turns towards Quisqueya Avenue on PR-40 until 
reaching the assembly place “Parque de Pelota de Las Gladiolas” (Figure 6-121). 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 6-121 Streets of Third Alternate Route of Luis Llorens Torres School 
236 
 
 
6.3.2.5 Luis Rodríguez Cabrero 
 
This school has three other possible routes to get the closest assembly place. Two of them 
use the “Plaza Barceló” assembly place as their destination. The third route departs from 
the location of the school to the next nearest assembly place, “Parque de Pelota de Las 
Gladiolas”. The rest of the assembly places are not considered in comparison because they 
are far from this school (Figure 6-122). Which leads to evacuation times between 40 
minutes to 2 hours approximately. 
 
Figure 6-122 Location of Assembly Places with Respect to Luis Rodríguez Cabrero School 
 
The first alternate route is shown in Figure 6-123. This route goes from the location of the 
school to the destination “Plaza Barceló”. As mentioned above this assembly place is the 
closest one and was previously used in the evaluation of the evacuation routes in the 
previous section for this school. This route has a distance of 1.133 miles for an evacuation 
237 
 
 
time of 29 minutes 41 seconds. In this way, this first alternative involves traveling 5 
minutes and 26 seconds longer than the evacuation time of the route used for the 
vulnerability assessment of 24 minutes and 55 seconds (Figure 6-124).  
 
Figure 6-123 First Alternate Route of Luis Rodríguez Cabrero School at San Juan 
 
 
 
 
 
 
Figure 6-124 Evacuation Time and Route’s Distance of First Alternate Route of Luis Rodríguez 
Cabrero School 
 
This first possible route leaves Corona Street and turns onto Arco Iris Street in direction to 
Román Baldorioty de Castro Avenue. Then, it turns onto Degetau Street, onto Román 
Baldorioty de Castro Avenue, and onto Tapia Street in a straight direction until it turns 
onto Borinquen Avenue and reaches the “Plaza Barceló” assembly place (Figure 6-125). 
238 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 6-125 Streets of First Alternate Route of Luis Rodríguez Cabrero School 
 
The second alternate route is shown in Figure 6-126. This route has a distance of 1.040 
miles for an evacuation time of 27 minutes 14 seconds. This route is 2 minutes and 59 
seconds, that is, 3 minutes approximately more compared to the time of 24 minutes and 55 
seconds (Figure 6-127). 
 
Figure 6-126 Second Alternate Route of Luis Rodríguez Cabrero School at San Juan 
 
239 
 
 
 
 
 
 
Figure 6-127 Evacuation Time and Route’s Distance of Second Alternate Route of Luis Rodríguez 
Cabrero School 
 
This second route follows the same direction as the previous route. It leaves Corona Street 
and turns onto Arco Iris Street in direction to Román Baldorioty de Castro Avenue. Then, 
it turns onto Degetau Street, onto Román Baldorioty de Castro Avenue, and onto Tapia 
Street. But unlike the first alternate route, this route bends from Wall Street to Eduardo 
Conde Avenue and makes a turn for Professor Ernesto Vigoreaux. Later, it turns to Orlando 
Peruchin Cepeda Avenue and arrives at the “Plaza Barceló” assembly place. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 6-128 Streets of Second Alternate Route of Luis Rodríguez Cabrero School 
 
As mentioned above, the third possible route leads to another assembly location that is 
further away from the school. The third alternate route is shown in Figure 6-129. This route 
240 
 
 
has a distance of 1.040 miles for an evacuation time of 27 minutes 14 seconds. This route 
is 2 minutes and 59 seconds, that is, 3 minutes approximately more compared to the time 
of 24 minutes and 55 seconds (Figure 6-130). 
 
Figure 6-129 Third Alternate Route of Luis Rodríguez Cabrero School at San Juan 
 
 
 
 
 
Figure 6-130 Evacuation Time and Route’s Distance of Third Alternate Route of Luis Rodríguez 
Cabrero School 
 
This third route leaves Corona Street and then turns onto Arco Iris Street, through Román 
Barldorioty de Castro Avenue, through Degetau Street, through Román Barldorioty de 
Castro Avenue, through Tapia Street, through Flamboyán Street, through the Dr. Luis 
Izquierdo Mora Street, and down Cayey Street until reaching Borinquen Avenue. This is 
the avenue where the “Plaza Barceló” assembly place of the other two previous routes is 
located. However, this route continues and turns towards Juan Ponce de León (PR-25) 
Avenue until Quisqueya Avenue (PR-40), by which it turns and reaches the assembly place 
“Parque de Pelota de Las Gladiolas” (Figure 6-131). 
 
241 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 6-131 Streets of Third Alternate Route of Luis Rodríguez Cabrero School 
 
6.3.2.6 Madame Luchetti 
 
This school has three possible alternate routes to get to the appropriate assembly location. 
Like the previous school, the first two routes of this school reach “Plaza Barceló” as an 
assembly place. While the third route uses an assembly place that no other school has come 
close to. This is “Plaza de Colón”. The rest of the assembly places are not considered due 
to the distance of the school from them (Figure 6-133). 
 
The first alternate route is shown in Figure 6-132. This route has a distance of 2.168 miles 
for an evacuation time of 55 minutes 46 seconds. This possible route is 6 minutes and 35 
seconds longer than the evacuation time of the route used for the vulnerability assessment 
of 49 minutes and 51 seconds (Figure 6-134). 
 
 
 
 
242 
 
 
Figure 6-133 Location of Assembly Places with Respect to Madame Luchetti School 
 
Figure 6-132 First Alternate Route of Madame Luchetti School at San Juan 
 
 
 
 
 
 
Figure 6-134 Evacuation Time and Route’s Distance of First Alternate Route of Madame Luchetti 
School 
243 
 
 
This route leaves from Luchetti Street, turns along Marginal Román Baldorioty de Castro 
towards Estrella Street. Then, takes a tour of Julián Blanco Street, Martín Travieso Street, 
José de Diego Avenue (PR-37), Román Baldorioty de Castro Avenue, San Jorge Street, 
Carolina Street, and Diez de Andino Street, by Eduardo Conde Avenue, by Bouret Street, 
and by San Antonio Street until arriving at Borinquen Avenue (PR-26). Eventually, it 
arrives at the assembly place closest to the school, “Plaza Barceló” (Figure 6-135). 
 
Figure 6-135 Streets of First Alternate Route of Madame Luchetti School 
 
The second alternate route is shown in Figure 6-136. This route has a distance of 2.209 
miles for an evacuation time of 56 minutes 21 seconds. This route is 7 minutes and 10 
seconds more compared to the time of 49 minutes and 51 seconds (Figure 6-137). 
 
This route leaves from Luchetti Street, turns along Marginal Román Baldorioty de Castro 
and enters through Roberto H. Todd Avenue (PR-2) and turns onto Juan Ponce de León 
Avenue (PR-25). Then, turns along José Fidalgo Díaz Street, Eduardo Conde Avenue, San 
244 
 
 
Mateo Street, El Bosque Street, Barbe Street, and San Antonio Street in direction to 
Borinquen Avenue until it reaches the “Plaza Barceló” (Figure 6-138). 
 
Figure 6-136 Second Alternate Route of Madame Luchetti School at San Juan 
 
 
 
 
 
Figure 6-137 Evacuation Time and Route’s Distance of Second Alternate Route of Madame Luchetti 
School 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 6-138 Streets of Second Alternate Route of Madame Luchetti School 
245 
 
 
The third alternate route is shown in Figure 6-139. This route has a distance of 2.944 miles 
for an evacuation time of 1 hour 14 minutes 12 seconds. This third route is 25 minutes and 
1 second more compared to the time of 49 minutes and 51 seconds (Figure 6-140). 
 
Figure 6-139 Third Alternate Route of Madame Luchetti School at San Juan 
 
 
 
 
 
Figure 6-140 Evacuation Time and Route’s Distance of Third Alternate Route of Madame Luchetti 
School 
 
Figure 6-141 Streets of Third Alternate Route of Madame Luchetti School 
 
246 
 
 
This route leaves from Luchetti Street and turns onto Marginal Román Baldorioty de Castro 
towards the Expreso Román Baldorioty de Castro (PR-26). Then, it goes through Luis 
Muñoz Rivera Avenue (PR-1 and PR-25) and turns along “Ciclovía Avenida de la 
Constitución” through Constitución Avenue until reaching “Calle de la Fortaleza”. 
Subsequently, it turns onto “Calle O'Donell” until it reaches the “Plaza Colón” as the 
assembly place (Figure 6-141). 
 
6.3.2.7 Moisés Meléndez 
 
Moisés Meléndez school has four possible alternate routes to get from the school to the 
assembly site during the evacuation process. The assembly places that are considered for 
this school according to their descending order of proximity are: “Parque de Pelota de Las 
Gladiolas”, “Plaza del Choliseo”, and “Plaza Barceló” (Figure 6-142). The first alternate 
route is shown in Figure 6-143. This route has a distance of 0.409 miles for an evacuation 
time of 10 minutes 25 seconds. This possible route is 1 minute longer than the evacuation 
time of the route used for the vulnerability assessment of 9 minutes and 25 seconds (Figure 
6-144). 
 
Figure 6-142 Location of Assembly Places with Respect to Moisés Meléndez School 
247 
 
 
Figure 6-143 First Alternate Route of Moisés Meléndez School at San Juan 
 
 
 
 
 
Figure 6-144 Evacuation Time and Route’s Distance of First Alternate Route of Moisés Meléndez 
School 
 
This route leaves from Street B and turns onto Duclet Street in direction to Quisqueya 
Avenue (PR-40) until it reaches the assembly place, “Parque de Pelota de Las Gladiolas” 
(Figure 6-145). 
 
Figure 6-145 Streets of First Alternate Route of Moisés Meléndez School 
 
 
248 
 
 
This second route will also go to the “Parque de Pelota de Las Gladiolas” as the assembly 
place. This is shown in Figure 6-146. This route has a distance of 0.438 miles for an 
evacuation time of 11 minutes 3 seconds. This route is 2 minutes and 18 seconds more 
compared to the time of 9 minutes and 25 seconds (Figure 6-147). 
 
Figure 6-146 Second Alternate Route of Moisés Meléndez School at San Juan 
 
 
 
 
 
Figure 6-147 Evacuation Time and Route’s Distance of Second Alternate Route of Moisés Meléndez 
School 
 
Figure 6-148 Streets of Second Alternate Route of Moisés Meléndez School 
249 
 
 
This second alternate route leaves from Street B, turns onto Street C, and then onto 
Lieutenant Francisco Gonzalo “Pachín” Marín Street. Afterwards, turn onto Quisqueya 
Avenue (PR-40) until it reaches the assembly place “Parque de Pelota de Las Gladiolas” 
(Figure 6-148). 
 
The third route is shown in Figure 6-149. This route has a distance of 1.119 miles for an 
evacuation time of 29 minutes 2 seconds. In this way, this third alternate route is 20 minutes 
and 17 seconds more compared to the time of 9 minutes and 25 seconds (Figure 6-150). 
This is because a point farther from the school is used as the assembly location. 
 
Figure 6-149 Third Alternate Route of Moisés Meléndez School at San Juan 
 
 
 
 
 
Figure 6-150 Evacuation Time and Route’s Distance of Third Alternate Route of Moisés Meléndez 
School 
 
This third alternate route leaves from Street B and turns onto Duclet Street towards 
Quisqueya Avenue (PR-40). But instead of arriving at the assembly place “Parque de 
Pelota de Las Gladiolas”, it turns down Bolivia Street in direction to Carlos E. Chardón 
250 
 
 
Avenue. Then, turns through the Escuela Libre de Música Street and La Cerámica Street 
until it reaches the “Plaza del Choliseo” assembly place (Figure 6-151). 
 
Figure 6-151 Streets of Third Alternate Route of Moisés Meléndez School 
 
The fourth alternate route goes to “Plaza Barceló” and is shown in Figure 6-152. This 
alternate route has a distance of 1.323 miles for an evacuation time of 33 minutes 12 
seconds. This means that this alternate route takes 24 minutes and 27 seconds more 
compared to the time of 9 minutes and 25 seconds (Figure 6-153). This time is almost three 
times the minimum evacuation time. 
 
Figure 6-152 Fourth Alternate Route of Moisés Meléndez School at San Juan 
251 
 
 
 
 
 
 
Figure 6-153 Evacuation Time and Route’s Distance of Fourth Alternate Route of Moisés Meléndez 
School 
 
This route starts from Street C, turns onto Street 1 and onto Dr. José Celso Barbosa Avenue 
(PR-27). Then, turns down D Street, Haydeé Rexach Street, and San Cipran Street. Later, 
it goes towards Borinquen Avenue until it reaches the “Plaza Barceló” assembly place 
(Figure 6-154). 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Figure 6-154 Streets of Fourth Alternate Route of Moisés Meléndez School 
 
252 
 
 
A possible alternative route for this school could be one that goes to “Complejo Deportivo 
Hiram Bithorn”, as the assembly place. However, this is not considered because it is the 
most distant place compared to the rest of the assembly places of the previous routes. This 
is one of the schools that is closest to an assembly place such as the “Parque de Pelota de 
Las Gladiolas”. In this way, it is neither favorable nor convenient to move from the school 
to another assembly place such as the “Complejo Deportivo Hiram Bithorn”, in which the 
travel distance would be greater than approximately 2 miles for an evacuation time greater 
than 48 minutes. 
 
6.3.2.8 Ramón Power Y Giralt 
 
Ramón Power Y Giralt school has two possible alternate routes to get to the assembly site. 
They use only the closest assembly place as in the case of the previous schools. This is 
“Plaza Barceló”. The first alternate route for this school is shown in Figure 6-155. 
 
Figure 6-155 First Alternate Route of Ramón Power Y Giralt School at San Juan 
 
 
 
 
 
Figure 6-156 Evacuation Time and Route’s Distance of First Alternate Route of Ramón Power Y 
Giralt School 
253 
 
 
This route has a distance of 1.193 miles for an evacuation time of 30 minutes 31 seconds. 
This possible route is 5 minutes and 24 seconds more than the evacuation time of the route 
used for the vulnerability assessment of 25 minutes and 47 seconds (Figure 6-156). 
 
This route begins from Corona Street, turns onto Pellín Rodríguez Street (Providencia 
Street) and onto Román Baldorioty de Castro Avenue. Then, turns onto José Gautier 
Benítez Street and turns onto Borinquen Avenue until it reaches the “Plaza Barceló” 
assembly place (Figure 6-157). 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 6-157 Streets of First Alternate Route of Ramón Power Y Giralt School 
 
The second route for Ramón Power Y Giralt is shown in Figure 6-158. This route has a 
distance of 1.032 miles for an evacuation time of 26 minutes 53 seconds. This route is 1 
minute and 6 seconds more compared to the time of 25 minutes and 47 seconds (Figure 
6-159). 
254 
 
 
Figure 6-158 Second Alternate Route of Ramón Power Y Giralt School at San Juan 
 
 
 
 
 
Figure 6-159 Evacuation Time and Route’s Distance of Second Altenate Route of Ramóm Power Y 
Giralt School 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 6-160 Streets of Second Alternate Route of Ramón Power Y Giralt School 
255 
 
 
This route leaves from Corona Street and turns onto Degetau Street until it reaches 
“Sagrado Corazón de Jesús” Avenue, where it turns onto “Mártires de la Restauración” 
Street (11th Street). Then, turns onto Borinquen Avenue until it reaches the “Plaza Barceló” 
assembly place (Figure 6-160). 
 
Figure 6-161 Location of Assembly Places with Respect to Ramón Power Y Giralt School 
 
Like Luis Rodríguez Cabrero school, this school could reach other distant assembly places 
with evacuation times that double the time it takes to reach the nearest assembly place 
(Figure 6-161). For this reason, the rest of the assembly places in San Juan are not 
recommended for this school. They are not shown as a comparison either because in the 
case of the second closest assembly place, corresponding to the “Parque de Pelota de Las 
Gladiolas”, the distance and evacuation time would be approximately equal to Luis 
Rodríguez Cabrero school because they are in the same Street. 
 
256 
 
 
6.3.2.9 República Del Perú 
 
This school has two alternate routes out of the tsunami hazard zone during the evacuation 
process. Both arrive at the same assembly place (“Plaza Barceló”) due to its proximity 
(Figure 6-162). On the other hand, for the evaluation of the routes of the previous section, 
this is the same place of assembly. Like the Ramón Power Y Giralt school, this school does 
not compare routes with other assembly places due to the similarity of distances with 
respect to its respective establishment to the assembly place with those previously obtained 
for the Luis Rodríguez Cabrero school. 
 
Figure 6-162 Location of Assembly Places with Respect to República Del Perú School 
 
The first alternate route is shown in Figure 6-163. This route has a distance of 1.225 miles 
for an evacuation time of 31 minutes 38 seconds. This possible route is 2 minutes and 34 
257 
 
 
seconds more than the evacuation time of the route used for the vulnerability assessment 
of 29 minutes and 4 seconds (Figure 6-164). 
 
Figure 6-163 First Alternate Route of República Del Perú School at San Juan 
 
 
 
 
 
 
Figure 6-164 Evacuation Time and Route’s Distance of First Alternate Route of República Del Perú 
School 
 
This route follows the same path as the first alternate route of Ramón Power Y Giralt 
school. But this route starts from Loíza Street, turns onto Pellín Rodríguez Street 
(Providencia Street) and onto Román Baldorioty de Castro Avenue. Then, turns onto José 
Gautier Benítez Street and turns onto Borinquen Avenue until it reaches the “Plaza 
Barceló” assembly place (Figure 6-165). 
 
The second possible and alternate route is shown in Figure 6-166. This route has a distance 
of 1.148 miles for an evacuation time of 30 minutes 5 seconds. Therefore, this possible 
route is 1 minute and 1 second, that is, 1 minute approximately more than the evacuation 
time of 29 minutes and 4 seconds (Figure 6-167). 
 
258 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 6-165 Streets of First Alternate Route of República Del Perú School 
 
Figure 6-166 Second Alternate Route of República Del Perú School at San Juan 
 
259 
 
 
 
 
 
Figure 6-167 Evacuation Time and Route’s Distance of Second Alternate Route of República Del 
Perú School 
 
Like the first alternate route for the República Del Peru school, this route follows the same 
second alternate route from the previous school, Ramón Power Y Giralt. The difference 
lies in the starting points. For this school, the route leaves Loíza Street (PR-37) and turns 
along Añasco Street in direction to Corona Street. turns down Degetau Street until it 
reaches “Sagrado Corazón de Jesús” Avenue, where it turns onto “Mártires de la 
Restauración Street” (11th Street). Then, turns onto Borinquen Avenue until it reaches the 
“Plaza Barceló” assembly place (Figure 6-168). 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 6-168 Streets of Second Alternate Route of República Del Perú School 
 
260 
 
 
6.4 Visit to Schools 
 
In this evaluation, the possible characteristics of vulnerability in the schools with the 
highest risk are identified according to their evacuation time previously evaluated. The 
vulnerability characteristics considered for this are: the identification of safe zones, the 
evaluation of the structural conditions of the schools, and the examination of the facilities 
of the evacuation routes. For the municipality of Cataño, the school that takes the longest 
to evacuate and leave the tsunami danger zone is Francisco Oller school. While, for San 
Juan, the school with the longest evacuation time to reach a safe zone is Luis Llorens Torres 
school. This preliminary assessment is done using Google Earth and its space walk 
resources. This evaluation only assumes the characteristics observed through the tour in 
Google Earth. However, the characteristics may vary depending on the validity found in 
the face-to-face view of the next section. 
 
6.4.1 Francisco Oller 
 
The Francisco Oller school as identified in Figure 6-169 is a secondary school in the 
educational region of Bayamón. It is located at Las Nereidas Avenue in Cataño PR, 00962. 
It has a latitude of 18.4424482 and a longitude of -66.1284174 according to its coordinates. 
 
Figure 6-169 Francisco Oller School (Google Earth – 2016) 
261 
 
 
Francisco Oller school has a total population of 723 people between 678 students and 45 
teachers. It is a school used as a voting center and not as a refuge. On the other hand, it has 
an evacuation time from the school to the tsunami safe zone of 16 minutes 4 seconds. And 
an evacuation time from the school to the assembly site of 17 minutes and 29 seconds. 
These data or vulnerability parameters obtained in previous chapters and sections are 
summarized in Table 6-27. In this way, the first two columns with the number of students 
and teachers that could be affected by a tsunami. The third column with the amount of the 
total school population between students and teachers that could be affected by a possible 
tsunami event. The fourth and fifth column with the use or occupation of the school, 
whether it is a voting center or shelter. And the sixth and seventh column with the 
evacuation times. The sixth column with the time it takes for the population to leave the 
tsunami danger zone and the seventh column with the evacuation time to reach the 
assembly site. 
 
Francisco Oller school has a total population of 723 people between 678 students and 45 
teachers. It is a school used as a voting center and not as a refuge. On the other hand, it has 
an evacuation time from the school to the tsunami safe zone of 16 minutes 4 seconds. And 
an evacuation time from the school to the assembly site of 17 minutes and 29 seconds. 
These data or vulnerability parameters obtained in previous chapters and sections are 
summarized in Table 6-27. In this way, the first two columns with the number of students 
and teachers that could be affected by a tsunami. The third column with the amount of the 
total school population between students and teachers that could be affected by a possible 
tsunami event. The fourth and fifth column with the use or occupation of the school, 
whether it is a voting center or shelter. And the sixth and seventh column with the 
evacuation times for an average walking speed of 2.50 mph. The sect column with the time 
it takes for the population to leave the tsunami danger zone and the seventh column with 
the evacuation time to reach the assembly site. 
 
Table 6-27 Summary of vulnerability parameters for Francisco Oller school 
Evacuation Time 
Population Occupancy 
(min:sec) 
262 
 
 
(1) (2) (3) (4) (5) (6) (7) 
  Total Voting  Tsunami Assembly 
Students Teachers Population Center Refuge Hazard Place 
     Zone  
678 45 723 Yes No 16:04 17:29 
 
6.4.1.1 Structure Caracteristics 
 
This school covers an area of approximately 19,500 square meters according to 
measurements estimated in Google Earth. Figure 6-170 represents through a polygon the 
delimitation of said area with (a) shaded fill and (b) marked edge. 
 
Figure 6-170 Estimated Total Floor Area for Francisco Oller School (Google Earth – 2016) 
  
Francisco Oller school has as part of its facilities a parking lot, a field and the structure 
with the classrooms. These facilities are assumed according to the distribution of spaces 
observed in Google Earth (Figure 6-169). 
 
263 
 
 
6.4.1.2 Plan Irregularities 
 
Francisco Oller school has an irregularity in plan since it has a complex geometric shape. 
This is made up of more than one independent structural framing system divided by joints. 
A “box” type structure that connects to an “L” shaped structure and to two other rectangular 
shaped structures. This represents a risk and a seismic vulnerability of the building, since 
the ideal is that the geometry is a simple and redundant one, both in plan and elevation. 
Complex, irregular, or asymmetric shapes can cause poor behavior when the building is 
subjected to seismic loading. Irregular geometry allows the structure to twist or try to rotate 
out of order. The lack of uniformity makes it easier for some corners to have intense 
concentrations of force, which can be difficult to resist.  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 6-171 Structure Geometry in Plan of Francisco Oller School 
 
264 
 
 
The structure of this school has a simple elevation. Therefore, it does not have any elevation 
irregularities. On the other hand, this school has two levels as can be seen in the images 
from the front of the school (just to the North of it) and from the sides (to the West of the 
structure). Figure 6-172 shows the front and the floors that the school has with an imagery 
date from Google Earth 2016. While Figure 6-173 shows the same front, but with a more 
updated version of the 2020 image. Also, the floors and elevations of the school shown by 
west side images in Figure 6-174 and Figure 6-175 based on 2016 imagery date. 
 
Figure 6-172 Front of Francisco Oller School (Google Earth - 2016) 
 
Figure 6-173 Front of Francisco Oller School Front (Google Earth - 2020) 
 
 
265 
 
 
Figure 6-174 West Side of Francisco Oller School (April 2016) 
 
Figure 6-175 West Side of Francisco Oller School (April 2016) 
 
6.4.1.3 Adjacency 
 
The position in the urban block of this school is in the middle. This means that Francisco 
Oller school may have a critical neighboring building that surrounds it. Precisely, this 
school is located between two existing buildings. One is the Onofre Carballeira middle 
school on your right (East) and another is the Bahía Urbanization on your left (West) as 
shown in Figure 6-176. 
266 
 
 
Figure 6-176 Position of Francisco Oller School in Urban Block 
 
The Onofre Carballeira school structure is less than 0.01 miles away from the Francisco 
Oller school structure as shown in Figure 6-178 and Figure 6-177Figure 6-179. In Figure 
6-177Figure 6-179, Francisco Oller School is on the right and Onofre Carballeira School 
is on the left according to the frontal shot of the image. This means that the neighboring 
building is close to the Francisco Oller school. In this way, it represents a potential 
vulnerability for the school in this study since the interaction between adjacent buildings 
causes various types of damage during earthquakes. 
 
The neighboring building, Onofre Carballeira school, is also a school structure used as a 
voting center and not as a shelter. It has two floors (Figure 6-179) and independent 
structures with classrooms and parking facilities. On the other hand, it has a total 
population of 252 people between 236 students and 16 teachers. This is the amount of 
population to evacuate during a tsunami event via evacuation routes. As the Onofre 
267 
 
 
Carballeira school structure is so close to the Francisco Oller school structure, both have 
the same evacuation routes available. Therefore, the accessible routes to evacuate are 
saturated by the accumulation of population between the meeting of the Onofre Carballeira 
school and the Francisco Oller school. Considering only these two buildings, the 
population between the two that pass through the available evacuation routes is 975 people. 
 
Figure 6-178 Onofre Carballeira School as Adjacent Building to Francisco Oller School 
 
Figure 6-177 Onofre Carballeira School Adjacent to Francisco Oller School (Google Earth – 2016) 
268 
 
 
Figure 6-179 Onofre Carballeira School (Google Earth – 2016) 
 
The other neighboring building is Bahía Urbanization, a group of buildings on Las 
Nereidas Avenue. The structures of this urbanization function as housing. Although the 
housing complex is located up to no more than 0.2 miles from the Francisco Oller school 
Figure 6-180, they increase the vulnerability due to the population. Like the neighboring 
building above, the number of people who live in this urbanization only have the same 
evacuation route available for the Francisco Oller school. Although the exact population 
of this urbanization is not known, it is estimated that it is approximately 350 to 400 people 
depending on the number of dwellings greater than 80 and considering that there are 4 
people per dwelling. 
 
Figure 6-180 Bahía Urbanization as Adjacent Building to Francisco Oller School 
  
269 
 
 
Considering the worst possible case, if the populations of this urbanization and the 
Francisco Oller school are found, the accumulated population is 1,123 people. And if the 
total population is considered according to the meeting of the Francisco Oller school (723), 
Onofre Carballeira School (252) and “Bahía” Urbanization (400), this is 1375 people 
passing through the same evacuation route to the same place of Assembly.  
 
Figure 6-181 Encounter of Populations on the Evacuation Route in Cataño 
 
This represents greater vulnerability for the school because the walking speed is inversely 
proportional to the amount of population and the evacuation time. While the evacuation 
time is directly proportional to the amount of population. That is, the larger the population, 
the lower the walking speed and the longer evacuation time. 
 
6.4.1.4 Exterior Falling Hazards 
 
Tall and heavy roof equipment and components are observed within the perimeter of the 
school building that could be considered a falling hazard. These can pose a life safety 
hazard if not properly anchored to the building Francisco Oller has nonstructural falling 
270 
 
 
hazards. These are shown in Figure 6-182. Such and heavy roof equipment and components 
are observed within the perimeter of the school building that could be considered a falling 
hazard. These can pose a life safety hazard if not properly anchored to the building. 
 
Figure 6-182 Nonstructural Falling Hazards at Francisco Oller School (Google Earth – 2016) 
  
6.4.1.5 Damage and Deterioration 
 
Damage and deterioration are aspects to consider the vulnerability of the school but that 
cannot be evaluated in this part because the images in Google Earth are not accurate with 
respect to the updated date they were taken. However, these are noted in the next section.  
 
6.4.1.6 Security Measures in Hazard Zones, Evacuation Routes and Safe 
Zones  
 
The vulnerability of Francisco Oller school is evaluated under the signage, accessibility, 
availability, and adaptation of hazard zones, evacuation routes and safe zones during the 
evacuation process. This considers only the shortest evacuation route so that the school 
population leaves the hazard zone faster. 
271 
 
 
6.4.1.6.1 Hazard Zones 
 
The tsunami endangered zones correspond to the yellow tsunami evacuation zones 
developed by the Puerto Rico Seismic Network (PRSN). These are indicated by two signs 
that indicate these zones as shown in Figure 6-183. In Figure 6-183 and Figure 6-184, (a) 
one located on West Ocean Drive Street and (b) the other on PR-888 (Las Nereidas 
Avenue). These two signs (a and b) are the closest to the Francisco Oller school. However, 
there is another third sign (c) that is further away on the same PR-888 (Las Nereidas 
Avenue) and that could be considered for one of the alternate evacuation routes of this 
school and not the one found in orange. 
 
Figure 6-183 Hazard Zone Signs Near the Perimeter of Francisco Oller School (Goole Earth – 2016) 
 
Figure 6-184 represents the continuation of Figure 6-183. This shows an image of each 
hazard zone sign near the perimeter of Francisco Oller school according to their respective 
location.  
272 
 
 
Figure 6-184 Hazard Zone Signs Near the Perimeter of Francisco Oller School – Continue (Google 
Earth – 2016) 
   
273 
 
 
On PR-5 (José Celso Barbosa Avenue) there are two other signs that show the entrance and 
exit of the tsunami hazard zone as shown in Figure 6-186. Both signs are located on the 
same avenue, their difference lies in the direction in which they are directed. The sign (a) 
represents the entering to the hazard zone in a northeast direction (Figure 6-185). While 
the sign (b) indicates the leaving from the hazard zone (Figure 6-187). 
Figure 6-186 Entering and Leaving Hazard Zone Signs Near the Perimeter of Francisco Oller School 
(Goole Earth – 2016)  
 
Figure 6-185 Entering Hazard Zone Sign Near the Perimeter of Francisco Oller School (Goole Earth 
– 2016) 
274 
 
 
Figure 6-187 Leaving Hazard Zone Sign Near the Perimeter of Francisco Oller School (Goole Earth 
– 2016) 
  
This leaving hazard zone sign initiates the course to the safe zone.  
 
6.4.1.6.2 Safe Zones 
 
The safe zones that are the meeting areas after the emergency do not have signs indicating 
their location for Francisco Oller school. This represents a risk for the school population 
that leaves the tsunami danger zone during the evacuation process and does not know 
where to go if they do not have a prior evacuation plan. 
 
For this school, the safe zone corresponds to the assembly site. Francisco Oller school goes 
to the “Estadio Municipal Pedro (Perucho) Cepeda”, better known by the community as 
“Estadio Peruchín Cepeda”. This is the same place of assembly assumed in the previous 
evaluation of the evacuation routes. This assembly place covers an area of approximately 
24,000 square meters according to measurements estimated in Google Earth. The 
delimitation of said area with (a) shaded fill and (b) marked edge are presented through a 
polygon in Figure 6-189. 
 
This assembly place is shown in plan (Figure 6-188) and in Street View (Figure 6-190). 
 
 
275 
 
 
The sign showing the safe zone as an assembly location is shown in plan in Figure 6-191. 
In addition, it is presented in Street View just in front (at the entrance) of the “Estadio 
Peruchín Cepeda” in Figure 6-190. 
 
Figure 6-189 Estimated Total Floor Area for “Estadio Peruchín Cepeda” (Google Earth - 2016) 
 
 
 
 
 
 
 
 
 
 
Figure 6-188 “Estadio Peruchín Cepeda” (Google Earth – 2016) 
 
276 
 
 
Figure 6-190 “Estado Peruchín Cepeda” in Street View (Google Earth – 2016) 
  
Figure 6-191 Safe Zone Sign of Assembly Place Near to Francisco Oller School in Plan View (Google 
– 2016) 
 
277 
 
 
Figure 6-192 Safe Zone Sign of Assembly Place Near to Francisco Oller School in Street View 
(Google – 2016) 
 
The fact that this assembly place has a safe zone sign assigned for this area implies that the 
assumption used for the evaluation of evacuation routes is feasible and effective according 
to the proximity of the school to this place. 
 
6.4.1.6.3 Evacuation Routes 
 
Evacuation routes are evaluated following three conditions: (1) that it moves away from 
the coast in the shortest possible time, (2) that it avoids walking parallel to the sea, (3) that 
it avoids possible obstructions to the route. Due to these conditions the evacuation route is 
the fastest and the evacuation time previously obtained for this school is the minimum it 
can have. 
 
The first condition of early departure from the coast is reflected in the evacuation time it 
takes for the population to leave the tsunami danger zone obtained for the Francisco Oller 
school of 16 minutes and 4 seconds (Figure 6-193). And with the evacuation time it takes 
for the school population to reach the assembly place or meeting point in a safe zone of 17 
minutes and 29 seconds (Figure 6-194).  
 
278 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 6-193 Evacuation Route until Leaving the Hazard Zone for Francisco Oller School (Google 
Earth – 2016) 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 6-194 Evacuation Route until Reaching the Assembly Place for Francisco Oller School 
(Google Earth – 2016) 
279 
 
 
This evacuation route corresponds to the same route evaluated in the evacuation routes of 
the previous section. In which it starts from Central Street, turn East Street towards Las 
Nereidas Avenue (PR-88). Then, turn down Olivo Street and along the marginal of El Caño 
Avenue (PR-165). Eventually, turn onto José Celso Barbosa Avenue (PR-5) until you reach 
the “Estadio Peruchin Cepeda” assembly place. 
 
The second condition corresponding to the avoidance of the walk parallel to the sea is not 
fulfilled for the Francisco Oller school. As shown in Figure 6-195, the fastest route to a 
safe zone runs approximately 0.300 miles parallel to the sea. This represents almost half 
the distance it takes for the school population to get out of the 0.656-mile tsunami hazard 
zone. Therefore, it represents a potential danger to the population of this school during the 
evacuation process.  
 
Figure 6-195 Evacuation Route of Francisco Oller School with Signs 
 
280 
 
 
The third condition for evaluating evacuation routes corresponds to avoiding possible 
obstructions. The evacuation route from the Francisco Oller school goes through power 
lines. These represent possible obstructions to the evacuation route as they can impede the 
passage of pedestrians in case they collapse from the movement of the earthquake prior to 
the tsunami. 
 
If this is the only route available to the school, it could be disastrous to have power lines 
obstructing the path. When considering that in a tsunami event, people could be affected 
by these elements as possible obstructions, it is very important to identify them. For this 
reason, Figure 6-196 shows the image locations of power lines arbitrarily located along the 
evacuation route. 
 
There is a Street View image of each segment of the highway on the road showing the 
power lines. These are named with a series of letters for easy identification. Likewise, these 
correspond to the possible obstructions that the school population of this school could be 
facing. For what is mentioned and specified the name of the street to ensure the viability 
of the information regarding the power lines. 
 
Figure 6-197 shows the power lines (a) along Central Street at the entrance and exit of the 
Francisco Oller school.  
281 
 
 
Figure 6-196 Power Lines on the Evacuation Route of Francisco Oller School (Google Earth – 2016) 
 
Figure 6-197 Power Lines on the Evacuation Route of Francisco Oller School through 
Central Street (Google Earth – 2016) 
 
Figure 6-198 shows the power lines (b) found on East Street. 
282 
 
 
Figure 6-198 Power Lines on the Evacuation Route of Francisco Oller School through East Street 
(Google Earth – 2016) 
  
Those that are located (c) by Las Nereidas Avenue (PR-88), are presented in the following 
Figure 6-199. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 6-199 Power Lines on the Evacuation Route of Francisco Oller School through Las Nereidas 
Avenue (Google Earth – 2016) 
 
283 
 
 
The power lines that are located by (d) Olivo Street (Figure 6-200), by (e) El Caño Avenue 
(Figure 6-201), and by (f) José Celso Barbosa Avenue (Figure 6-202) are shown according 
to their respective images taken from Google Earth. 
 
Figure 6-200 Power Lines on the Evacuation Route of Francisco Oller School through Olivo 
Street (Google Earth – 2016) 
 
Figure 6-201 Power Lines on the Evacuation Route of Francisco Oller School through El Caño 
Avenue (Google Earth – 2016) 
  
 
 
284 
 
 
Figure 6-202 Power Lines on the Evacuation Route of Francisco Oller through José Celso Barbosa 
Avenue School (Google Earth – 2016) 
 
In addition, this evacuation route goes under a bridge to reach a safe area. This bridge is 
the one located on the PR-165 (El Caño Avenue) as shown in Figure 6-203 and Figure 
6-204. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Figure 6-203 Location of the Bridge on the Evacuation Route of Francisco Oller 
School (Google Earth – 2016) 
 
285 
 
 
The following Figure 6-204 shows the bridge where the evacuation route passes in Google 
Earth Street View mode. 
 
Figure 6-204 Bridge on the Evacuation Route of Francisco Oller School (Google Earth – 2016) 
 
Another obstacle that stands in the way is the condition of the sidewalks through which the 
evicted school population travels. The sidewalks along Central Street (Figure 6-205) have 
a variant width ranging from 32 inches to 44 inches. This is due to the obstructions of posts, 
cars and green areas that limit the pedestrian crossing.  
 
Figure 6-205 Sidewalk on Central Street from the Evacuation Route of Francisco Oller School in 
Plan View (Google Earth – 2016) 
 
286 
 
 
Therefore, certain areas of this sidewalk do not meet the minimum clear width of 36 inches 
required by the ADA (Americans with Disabilities Act). The figure shows this same 
sidewalk, but in Street View where the trees, posts and green areas can be seen. The green 
area on this sidewalk is 50 inches wide. 
 
Figure 6-206 Sidewalk on Central Street from the Evacuation Route of Francisco Oller School in 
Street View (Google Earth – 2016) 
 
According to images taken in 2016 from Google Earth, the sidewalk of this street has 
deterioration and cracked segments as shown in Figure 6-207. Which would not make it 
suitable for people with disabilities. However, today this type of damage can be worse or 
better if it has been fixed. 
 
Figure 6-207 Damage of Sidewalk on Central Street from the Evacuation Route of Francisco Oller  
(Google Earth – 2016) 
 
287 
 
 
The sidewalk along East Street is also obstructed by vegetation and street furniture (Figure 
6-199). In this there are posts, mailboxes and signs that can serve as an obstacle to 
pedestrian flow during the evacuation process. 
 
Figure 6-208 Sidewalk on East Street from the Evacuation Route of Francisco Oller School in Plan 
View (Google Earth – 2016) 
  
Figure 6-209 shows sidewalk damage with green areas and cracks interrupting the road. 
After this, Figure 6-211  shows the "zoom in" of both areas. 
 
Figure 6-209 Sidewalk on East Street from the Evacuation Route of Francisco Oller School in Street 
View (Google Earth – 2016) 
  
Figure 6-210 and Figure 6-212 present the interruption of the sidewalk with more 
vegetation, trees, palms, posts, and mailboxes. Despite the obstructions on this sidewalk, it 
has an effective width that varies from 38 inches to 90 inches. This means that this sidewalk 
is adapted for people with disabilities, although it does not have optimal conditions due to 
its advanced deterioration. 
288 
 
 
Figure 6-211 Damage of Sidewalk on East Street from the Evacuation Route of Francisco Oller 
(Google Earth – 2016) 
  
Figure 6-210 Urban Furniture of Sidewalk on East Street from the Evacuation Route of Francisco 
Oller (Google Earth – 2016) 
  
Figure 6-212 Urban Furniture of Sidewalk on East Street from the Evacuation Route of Francisco 
Oller (Google Earth – 2016) 
289 
 
 
The sidewalk along Las Nereidas Avenue (PR-888) is shown in different segments or 
sections as shown in Figure 6-213. 
 
Figure 6-213 Sidewalk on Las Nereidas Avenue from the Evacuation Route of Francisco Oller School 
in Plan View (Google Earth – 2016) 
 
The first section of this sidewalk has an effective width of 45 inches parallel to the green 
areas and 90 inches where the green areas are not (Figure 6-214). This width is not affected 
even though in this segment of the sidewalk there are posts and signs (Figure 6-215) that 
can serve as an obstruction for a large population that moves to a safe area in a hurry. 
 
Figure 6-214 First Section of Sidewalk on Las Nereidas Avenue from the Evacuation Route of 
Francisco Oller School in Plan View (Google Earth – 2016) 
  
Figure 6-215 First Section of Sidewalk on Las Nereidas Avenue from the Evacuation Route of 
Francisco Oller School in Street View (Google Earth – 2016) 
 
290 
 
 
Where this section ends there are some inclined poles of power lines that are inclined as 
shown in Figure 6-216. This poses a threat to the safety of people at the school during the 
evacuation process. However, the condition of this section of sidewalk is optimal. It does 
not have cracks or any other type of damage or deterioration, which makes it suitable for 
people with disabilities. 
 
Figure 6-216 Poles with Power Lines in First Section of Sidewalk on Las Nereidas Avenue from the 
Evacuation Route of Francisco Oller School in Street View (Google Earth - 2016) 
 
The second segment of this sidewalk is shown in Figure 6-217. It also has poles and signs, 
but they do not affect its effective width (Figure 6-218). In addition, it has acceptable 
conditions as it does not present any deterioration and instability. On the other hand, it has 
76-inch continuous green areas and an equally continuous 54-inch effective curb width. 
 
Figure 6-217 Second Section of Sidewalk on Las Nereidas Avenue from the Evacuation Route of 
Francisco Oller School in Plan View (Google Earth – 2016) 
 
291 
 
 
Figure 6-218 Second Section of Sidewalk on Las Nereidas Avenue from the Evacuation Route of 
Francisco Oller School in Street View (Google Earth – 2016) 
 
The third section of the Las Nereidas Avenue sidewalk is shown in Figure 6-220. Like the 
curb segment above, this section has posts and signs that do not get in the way of the 
effective width of the curb (Figure 6-221) but could do so if population builds up during 
the evacuation process.  
 
Figure 6-219 Third Section of Sidewalk on Las Nereidas Avenue from the Evacuation Route of 
Francisco Oller School in Plan View (Google Earth – 2016) 
Figure 6-220 Third Section of Sidewalk on Las Nereidas Avenue from the Evacuation Route of 
Francisco Oller School in Street View (Google Earth – 2016) 
 
This curb segment has a constant effective width of 54 inches with a green zone width of 
64 inches. However, the green area ends because the sidewalk passes through a portico of 
the building of the “Centro de Diagnóstico y Tratamiento de Cataño” as shown in Figure 
292 
 
 
6-221. In this way, if this building were to fail during the pre-tsunami seismic event, the 
evacuation route could be obstructed. 
 
Figure 6-221 Portico on Third Section of Sidewalk on Las Nereidas Avenue from the Evacuation 
Route of Francisco Oller School in Street View (Google Earth - 2016) 
 
The fourth and last segment of this sidewalk (Figure 6-222) has an effective width that 
varies from 65 inches to 80 inches. This sidewalk does not have green areas like the 
previous sidewalk segments. 
 
Figure 6-222 Fourth Section of Sidewalk on Las Nereidas Avenue from the Evacuation Route of 
Francisco Oller School in Plan View (Google Earth – 2016) 
 
This sidewalk can affect the pedestrian crossing as cars pass through it due to the 
surrounding establishments as shown in Figure 6-223, Figure 6-224, Figure 6-225 and 
Figure 6-226. Although this segment of sidewalk does not have any type of damage, it has 
poles and signs that obstruct the route. These are in the center of the width of the sidewalk 
along the entire segment (Figure 6-224 and Figure 6-225). 
293 
 
 
Figure 6-223 Building Exit in Fourth Section of Sidewalk on Las Nereidas Avenue from the 
Evacuation Route of Francisco Oller School in Street View (Google Earth – 2016) 
 
Figure 6-224 Poles in Fourth Section of Sidewalk on Las Nereidas Avenue from the Evacuation 
Route of Francisco Oller School in Street View (Google Earth – 2016) 
 
Figure 6-225 Other Building Exit in Fourth Section of Sidewalk on Las Nereidas Avenue from the 
Evacuation Route of Francisco Oller School in Street View (Google Earth – 2016) 
 
294 
 
 
Figure 6-226 Building Exit and Poles in Fourth Section of Sidewalk on Las Nereidas Avenue from the 
Evacuation Route of Francisco Oller School in Street View (Google Earth – 2016) 
   
The sidewalk along Olivo Street is shown in Figure 6-227. This sidewalk that has no 
vegetation (Figure 6-228), varies from 43 inches to 53 inches. 
 
Figure 6-227 Sidewalk on Olivo Street from the Evacuation Route of Francisco Oller School in Plan 
View (Google Earth – 2016) 
 
Figure 6-228 Sidewalk on Olivo Street from the Evacuation Route of Francisco Oller School in Street 
View (Google Earth – 2016) 
 
This sidewalk splits (Figure 6-229), exposing it to traffic flow. This represents a danger to 
the school population during the evacuation process as vehicles can obstruct the pedestrian 
flow. 
295 
 
 
Figure 6-229 Sidewalk Division on Olivo Street from the Evacuation Route of Francisco Oller School 
in Street View (Google Earth – 2016) 
 
On the continuation of this sidewalk there is deterioration, damage and cracks as shown in 
Figure 6-230. This unfavorable condition represents an obstacle for the school population 
since their condition may worsen due to the seismic event, which could prevent the passage 
through this evacuation route. 
 
Figure 6-230 Sidewalk Damage on Olivo Street from the Evacuation Route of Francisco Oller School 
in Street View (Google Earth – 2016) 
 
Figure 6-231 shows posts and a manhole that interrupts the effective width of the sidewalk. 
Due to this obstacle the width of the sidewalk is reduced to 28 inches. This means that the 
sidewalk does not meet 36 inches according to the ADA (Americans with Disabilities Act) 
requirement for people with disabilities. In this way, the school population could be forced 
to cross the street and continue the evacuation route on the other sidewalk that is close to 
the street. This other sidewalk is in optimal condition (Figure 6-232 and Figure 6-233). 
296 
 
 
That is, it has an effective width of 65 inches and does not have any urban furniture that 
serves as an obstruction, but the fact of having to cross the street during a tsunami 
evacuation process is dangerous for the population. However, this act must be carried out 
for Francisco Oller school because the route that continues towards El Caño Avenue only 
has one sidewalk. This sidewalk is the one to cross. 
 
Figure 6-231 Manhole in Sidewalk on Olivo Street from the Evacuation Route of Francisco Oller 
School in Street View (Google Earth – 2016) 
 
Figure 6-232 Other Sidewalk on Olivo Street from the Evacuation Route of Francisco Oller School in 
Plan View (Google Earth – 2016) 
 
Figure 6-233 Other Sidewalk on Olivo Street from the Evacuation Route of Francisco Oller School in 
Street View (Google Earth – 2016) 
 
The most convenient sidewalk for the evacuation process that is located along El Caño 
Avenue is the one to the North as shown in Figure 6-234. It has a constant width of 100 
inches, almost triple what is required for people with disabilities. This sidewalk has trees 
and posts (Figure 6-235 and Figure 6-236), but they do not affect its effective width 
297 
 
 
throughout the entire route. However, this assumption may vary depending on the impact 
of the seismic event. 
 
Figure 6-234 Sidewalk on El Caño Avenue from the Evacuation Route of Francisco Oller School in 
Plan View (Google Earth – 2016) 
  
Figure 6-235 Sidewalk on El Caño Avenue from the Evacuation Route of Francisco Oller School in 
Street View (Google Earth – 2016) 
  
Figure 6-236 Poles in Sidewalk on El Caño Avenue from the Evacuation Route of Francisco Oller 
School in Street View (Google Earth – 2016) 
 
On this route along El Caño Avenue, the sidewalk divides into two according to Figure 
6-237. One of the parts that make up the sidewalk has green areas that invade the ideal 
space to pass through this route. Despite having easy access ramps for people with 
298 
 
 
disabilities, the double sidewalk could represent a risk for this population during the 
evacuation process due to the drastic and unexpected change in level. 
 
Figure 6-237 Double Sidewalk on El Caño Avenue from the Evacuation Route of Francisco Oller 
School in Street View (Google Earth – 2016) 
 
The sidewalk that is to the south of this avenue (Figure 6-237) requires making a crossing 
on the road, which is not ideal for pedestrian flow due to the danger it represents. In 
addition, it is incomplete since it does not have a sidewalk in the entire route of the avenue, 
only in a segment of it as shown in Figure 6-238. For this reason, the most suitable route 
for this avenue is the North as mentioned above. 
 
Figure 6-238 Incomplete Sidewalk on El Caño Avenue from the Evacuation Route of Francisco Oller 
School in Plan View (Google Earth – 2016) 
 
299 
 
 
The evacuation route along José Celso Barbosa Avenue has two possible sidewalks to reach 
the safe area as shown in Street View in Figure 6-239. Both are in good condition with an 
effective width of 114 inches. But the sidewalk on the left splits at a certain point when a 
ramp begins (Figure 6-240). This ramp is adapted for people with disabilities, including 
the necessary railings for it. The curb width of the ramp is 60 inches while the width of the 
flat curb is 54 inches. The effective width for both sidewalks is not affected despite having 
posts and signs on the road (Figure 6-240). However, the sidewalks are under a bridge, 
posing a real hazard to the pedestrian flow evacuating the school during the evacuation 
process as mentioned above. 
 
Figure 6-239 Sidewalks on José Celso Barbosa Avenue from the Evacuation Route of Francisco Oller 
School in Street View (Google Earth – 2016) 
 
Figure 6-240 Urban Furniture in Sidewalks on José Celso Barbosa Avenue from the Evacuation 
Route of Francisco Oller School in Street View (Google Earth – 2016) 
  
300 
 
 
With whichever sidewalk is taken, the school population must cross at least three streets to 
continue the evacuation route as presented in Figure 6-241. If people do not do it before 
entering the bridge, it must be done at the end of it. In this way, as the sidewalks are not 
continuous, the pedestrian crossing during an evacuation process also represents a danger 
for the population due to the vehicular flow. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 6-241 Sidewalks on José Celso Barbosa Avenue from the Evacuation Route of Francisco Oller 
School in Plan View (Google Earth – 2016) 
 
Right where the tsunami hazard zone ends (shown in the blue line in Figure 6-242) is the 
sidewalk heading to the assembly site. 
301 
 
 
Figure 6-242 Sidewalk on Street Next to the Assembly Place from the Evacuation Route of Francisco 
Oller School in Street View (Google Earth – 2016) 
  
The sidewalk to get to the assembly site is incomplete and is only at the end of it as shown 
in Figure 6-243 and Figure 6-244. This sidewalk is obstructed by posts and signs that affect 
its effective width, varying from 160 inches to 32 inches in width. 
  
Figure 6-243 Sidewalk on Street Next to the Assembly Place from the Evacuation Route of Francisco 
Oller School in Plan View (Google Earth – 2016) 
 
Figure 6-244 Sidewalk Obstacles on Street Next to the Assembly Place from the Evacuation Route of 
Francisco Oller School in Street View (Google Earth – 2016) 
 
302 
 
 
To continue the route and reach the nearest entrance of the assembly place, the population 
must walk down the street with the pertinent precautions regarding vehicular flow. The rest 
of the street has no sidewalks and has cars and other elements that can affect the passage 
of the school population. 
 
In the tsunami hazard zone this would represent a danger, but this incomplete sidewalk and 
this street with possible obstructions are in a safe zone (outside the tsunami evacuation 
zone). However, it is important that people arrive at the assembly site as soon as possible 
and without any obstruction, even if they are in a safe zone very close to the hazard zone. 
According to the above hazard zone signs, Francisco Oller school evacuation route has 
signs indicating risk or hazard zones. This is specifically the hazard zone sign (b) shown 
in Figure 6-183 and Figure 6-184. On the other hand, the evacuation routes are signposted. 
There are seven signs near the perimeter of Francisco Oller school as shown in Figure 
6-245. 
 
Figure 6-245 Evacuation Route Signs Near the Perimeter of Francisco Oller School (Goole Earth – 
2016) 
 
The following figures present the evacuation routes signs in Google Earth's Street View as 
the continuation of Figure 6-245. Figure 6-246 shows the sign (a) that is located on Otero 
Street in the direction of El Caño Avenue (PR-165). 
303 
 
 
 
Figure 6-246 Evacuation Route Sign through Otero Street Near to Francisco Oller School (Google 
Earth – 2016) 
  
Sign (b) is located at Las Nereidas Avenue (PR-888) as shown in Figure 6-247. 
 
Figure 6-247 Evacuation Route Sign through Las Nereidas Avenue Near to Francisco Oller School 
(Google Earth – 2016) 
  
The rest of the evacuation route signs can be found at: (c) by Las Nereidas Avenue (PR-
888) towards Olivo Street (Figure 6-248), (d) by Olivo Street (Hernández Street) towards 
the marginal of El Caño Avenue (Figure 6-249), (e) El Caño Avenue (PR-165) (Figure 
6-250), and (f) by José Celso Barbosa Avenue (PR-5) (Figure 6-251). This evacuation route 
sign (f) is located along the same avenue as the entering and leaving hazard zone signs in 
Figure 6-186. 
304 
 
 
Figure 6-248 Evacuation Route Sign through Las Nereidas Avenue Near to Francisco Oller School 
(Google Earth – 2016) 
 
Figure 6-249 Evacuation Route Sign through Olivo Street Near to Francisco Oller School (Google 
Earth – 2016) 
 
Figure 6-250 Evacuation Route Sign through El Caño Avenue Near to Francisco Oller School 
(Google Earth – 2016) 
 
305 
 
 
Figure 6-251 Evacuation Route Sign through José Celso Barbosa Avenue Near to Francisco Oller 
School (Google Earth – 2016) 
 
Figure 6-252 shows the sign (g) located by Las Nereidas Avenue (PR-888). 
 
Figure 6-252 Evacuation Route Sign through Las Nereidas Avenue Near to Francisco Oller School 
(Google Earth – 2016) 
 
Although there are a variety of evacuation route signs close to the Francisco Oller school 
perimeter, only two of them are located along the shortest evacuation route shown in orange 
for this school. These two signs are the (c) (Figure 6-248) and (d) (Figure 6-249) as shown 
in Figure 6-245. 
 
6.4.2 Luis Llorens Torres 
 
The Luis Llorens Torres school is a school specialized in Montessori at the primary level 
in the educational region of San Juan. It is located on Marisabel Street, Residencial Luis 
Llorens Torres in San Juan PR, 00913 (Figure 6-253). Its coordinates are latitude 
18.4476406 and longitude -66.0412818. 
306 
 
 
Figure 6-253 Luis Llorens Torres School (Google Earth – 2016) 
 
Luis Llorens Torres school has a total population of 358 people between 332 students and 
26 teachers. Like the Cataño school, this is a school used as a voting center and not as a 
refuge. On the other hand, it has an evacuation time from the school to the tsunami safe 
zone of 26 minutes 38 seconds. And an evacuation time from the school to the assembly 
site of 33 minutes and 35 seconds. Both times considered for an average walking speed of 
2.50mph. These data or vulnerability parameters obtained in previous chapters and sections 
are summarized in Table 6-28 Summary of vulnerability parameters for Luis Llorens 
Torres school, as was done for the Francisco Oller de Cataño school. 
 
Table 6-28 Summary of vulnerability parameters for Luis Llorens Torres school 
Evacuation Time 
Population Occupancy 
(min:sec) 
(1) (2) (3) (4) (5) (6) (7) 
  Total Voting  Tsunami Assembly 
Students Teachers Population Center Refuge Hazard Place 
     Zone  
332 26 358 Yes No 26:38 33:35 
307 
 
 
6.4.2.1 Structure Caracteristics 
 
Luis Llorens Tores school occupies an approximate space of 5900 square meters of land 
according to measurements estimated in Google Earth. The delimited area of this terrain is 
shown in Figure 6-254 through a polygon with (a) shaded fill and (b) marked edge. 
 
Figure 6-254 Estimated Total Floor Area for Luis Llorens Torres School (Google Earth – 2016) 
  
This school has a parking lot, court, and separate structures that can serve as administrative 
offices, classrooms, and cafeteria. This assumption is based solely on the observation of a 
flat map in Google Earth (Figure 6-254). 
6.4.2.2 Plan Irregularities 
 
Luis Llorens Torres school is also made up of more than one independent structural 
framing system divided by joints. In this way it has an irregularity in plan that is shown in 
Figure 6-255. It has a complex geometric shape and two independent structures with a 
rectangular geometric shape. Therefore, irregular geometric shapes can be dangerous for 
the building and its population when the seismic event occurs. 
308 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 6-255 Structure Geometry in Plan of Luis Llorens Torres School 
 
Because this school is in the Residencial Luis Llorens Torres, the 360˚ panoramic images 
of the Street View in Google Earth are not found for this neighborhood in San Juan. Street 
View is only available for main roads. For this reason, the images that are seen for this 
school only have the 3D Buildings layer and do not have a good resolution like the one 
presented for the Cataño school. 
 
Considering this aspect, Luis Llorens Torres school does not have elevation irregularity 
since it has a simple elevation as shown in Figure 6-256. Furthermore, according to this 
Figure, this school also has two levels. Unlike the irregular geometric shape of the school 
structure, its simple elevation does not pose a threat to the school population. 
309 
 
 
Figure 6-256 Luis Llorens Torres School in 3D Building (Google Earth – 2016) 
 
6.4.2.3 Adjacency 
 
Luis Llorens Torres school is located on the corner in the urban block. Its position is not a 
danger to the structure of the school, however, as it is in a residential area, it could be 
surrounded by critical neighboring buildings. This school is located next to “Parque Luis 
Llorens Torres” in the urban block as shown in Figure 6-257. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 6-257 Position of Luis Llorens Torres School in Urban Block 
310 
 
 
Luis Llorens Torres Park is made up of “Cancha (Llorens) Monserrate Kike Ríos” or 
“Complejo Deportivo Monserrate (Kike) Ríos” and “Cancha Res Llorens Torres” as 
presented in Figure 6-258. This is an establishment whose function is for recreational and 
sports use. It has an indoor basketball court, and an outdoor tennis and ball court. The 
structure of this park is also less than 0.01 miles away from the location of Luis Llorens 
Torres school. Although its population is unknown, it can be assumed that since this is a 
facility frequented by people of all ages, it could represent a danger to the pedestrian flow 
of the school during the eviction process. This is because like the Cataño school of study, 
this school together with its surrounding buildings could only consider the same evacuation 
route. If so, the population would be at risk of not being able to reach a safe area in the 
shortest possible time. 
 
Figure 6-258 Luis Llorens Torres Park as Adjacent Building to Luis Llorens Torres School (Google 
Earth – 2016) 
 
“Cancha Res Llorens Torres” at Luis Llorens Torres Park has one floor (Figure 6-259). On 
the other hand, it has an irregularity in plan and elevation due to its “L” type geometric 
shape and its change in elevation. While Complejo Deportivo Monserrate (Kike) Ríos also 
311 
 
 
from Luis Llorens Torres Park has two floors as presented in Figure 6-260. Although it 
does not have irregularity in elevation, it does have it in plan due to its complex geometric 
shape. In this way, the structures found in this neighboring park to the study school are 
considered critical for the vulnerability of Luis Llorens Torres school. 
 
Figure 6-259 Cancha Res Llorens Torres as Adjacent Building to Luis Llorens Torres School (Google 
Earth – 2016) 
 
Figure 6-260 Cancha (Llorens) Monserrate Kike Ríos as Adjacent Building to Luis Llorens Torres 
School (Google Earth – 2016) 
 
Luis Llorens Torres school is located around other buildings that are not in its urban block 
but that can also significantly influence its vulnerability. These are located at a distance 
greater than 0.01 miles from the physical location of the Luis Llorens Torres school 
structure. As shown in Figure 6-261, the existing structures near this school are the Boys 
& Girls Club building, the CDT Llorens Torres, and the residences of the “Residencial 
Luis Llorens Torres”. 
312 
 
 
 
Figure 6-261 Other Adjacent Buildings to Luis Llorens Torres School (Google Earth – 2016) 
 
As in the Luis Llorens Torres Park, the population for these other structures is unknown. 
But considering that there are over 100 buildings in the "Residencial Luis Torres", and that 
there are more than 30 residences and that approximately 4 people live in them per 
residence, the population of the residential would be greater than 12,000 people. This is 
the population that would possibly be evacuating their respective structures by the same 
evacuation route from the school and the park mentioned above. This represents a greater 
vulnerability component for Luis Llorens Torres school because its evacuation time is 
much longer compared to the rest of the times obtained for the other schools in San Juan 
in the evaluation of evacuation routes. This, knowing that the evacuation time is less as the 
amount of population to be evacuated increases. 
 
6.4.2.4 Exterior Falling Hazards 
 
This school has nonstructural falling hazards as shown in Figure 6-262. Although the 
images do not have good resolution, the tall and heavy roof equipment and components 
can be seen in different parts of the school building. In this way, these falling hazards 
increase the vulnerability of the school because they threaten the life of the school 
population during the seismic event. 
 
313 
 
 
Figure 6-262 Nonstructural Falling Hazards at Luis Llorens Torres School (Google Earth – 2016) 
 
6.4.2.5 Damage and Deterioration 
 
As for the previous school (Cataño school), damage and deterioration are important to 
assess the vulnerability of Luis Llorens Torres school. But these cannot be exhaustively 
evaluated by means of a preliminary application with Google Earth images. 
 
6.4.2.6 Security Measures in Hazard Zones, Evacuation Routes and Safe 
Zones  
 
For this school, its vulnerability is also evaluated through the signaling, accessibility, 
availability and adaptation of danger zones, evacuation routes and safe zones during the 
evacuation process. This evaluation using Google Earth implies the insufficiency of clear 
images that capture the facilities of these security measures according to their respective 
area. This is due to the difficulty of specifically observing the elements in these areas. 
 
The Google Earth Street View only applies to those areas that allow access, as shown in 
Figure 6-263 with the signs that are presented later. 
314 
 
 
Figure 6-263 Street View Access Near Luis Llorens Torres School in San Juan 
  
6.4.2.6.1 Hazard Zones 
 
Tsunami evacuation zones, also tsunami danger zones are represented in yellow and are 
marked near the perimeter of Luis Llorens Torres school and its evacuation route. The 
location of the signs is arbitrarily around the entire coastline between 0.20 miles and 0.80 
miles from the location of the school. Of these, four represent the tsunami danger zones 
and one indicates the exit from said zone, as shown in Figure 6-264. 
315 
 
 
Figure 6-264 Hazard Zone Signs Near the Perimeter of Luis Llorens Torres School (Goole Earth – 
2016) 
 
As a continuation of Figure 6-264, Figure 6-265 shows the hazard zone sign (a) located on 
General Patton Street. 
 
Figure 6-265 Hazard Zone Sign through General Patton Street Near the Perimeter of Luis Llorens 
Torres School (Google Earth – 2016) 
 
316 
 
 
In Loíza Street there are two signs through the PR-37. These are sign (b) in Figure 6-266 
and sign (c) in Figure 6-266. 
 
Figure 6-266 Hazard Zone Signs through Loíza Street Near the Perimeter of Luis Llorens Torres 
School (Google Earth – 2016) 
 
Figure 6-267 shows the hazard zone sign (d) located on Isla Verde Avenue (PR-37) in the 
direction of PR-26. On the other hand, near this school the exit of the tsunami hazard zone 
is also signaled. This is located on Degetau Street as shown in Figure 6-268. This sign is 
upside down according to Google Earth images in 2016. This represents a danger for the 
population that evacuates during the eviction process if they do not know the signs of the 
area correctly. Said signage must be properly installed, so that the entire population can go 
to the safe area quickly. However, today this sign may be in optimal condition and correctly 
indicating the area. Contrary to the area near the Cataño school above, the area around Luis 
Llorens Torres school does not have signs indicating the entrance to the hazard zone. 
317 
 
 
Figure 6-267 Hazard Zone Sign through Isla Verde Avenue Near the Perimeter of Luis Llorens 
Torres School (Google Earth – 2016) 
 
Figure 6-268 Leaving Hazard Zone Sign through Degetau Street Near the Perimeter of Luis Llorens 
Torres School (Google Earth – 2016) 
 
6.4.2.6.2 Safe Zones 
 
For Luis Llorens Torres school, the place of assembly also corresponds to the safe areas. 
This school leaves its physical facilities to "Plaza Antonio R. Barceló", also "Plaza 
Barceló", as the same assembly place evaluated for evacuation routes. Its facilities have a 
land area of around 7400 square meters according to measurements made in Google Earth. 
Figure 6-269 represents by means of a polygonal figure the area of said terrain in (a) shaded 
fill and (b) marked edge.  
 
318 
 
 
Figure 6-269 Estimated Total Floor Area for “Plaza Barceló” (Google Earth - 2016) 
  
The facilities of this assembly place are shown in Figure 6-270 and Figure 6-271. By 2016 
"Plaza Barceló" was undergoing renovation. This represents a threat to the school 
population that comes to this safe area as a meeting place despite the fact that it is in a zone 
out of tsunami danger. But considering this is the only nearby assembly place in the area, 
the entire surrounding population could resort to the same assembly point and accumulate. 
And if the amount of square feet of land is not enough to house that many people, then it 
becomes a truly pervasive hazard. And if in the worst case, this assembly place continues 
with construction and remodeling processes, the land capacity would be limited and would 
further threaten the population. These are assumptions based on the location of this plaza, 
its function and importance, as well as the lack of information on the population's capacity 
for that location. 
 
319 
 
 
Figure 6-270 “Plaza Barceló” (Google Earth - 2016) 
 
Figure 6-271 “Plaza Barceló” in Street View (Google Earth - 2016) 
 
The facilities of this assembly place are shown in figure and figure. By 2016 "Plaza 
Barceló" was undergoing renovation. This represents a threat to the school population that 
comes to this safe area as a meeting place even though it is in a zone out of tsunami danger. 
But considering this is the only nearby assembly place in the area, the entire surrounding 
population could resort to the same assembly point and accumulate. And if the amount of 
square feet of land is not enough to house that many people, then it becomes a truly 
pervasive hazard. And if in the worst case, this assembly place continues with construction 
320 
 
 
and remodeling processes, the land capacity would be limited and would further threaten 
the population. These are assumptions based on the location of this plaza, its function and 
importance, as well as the lack of information on the population's capacity for that location. 
 
6.4.2.6.3 Evacuation Routes 
 
For this school, three conditions are also considered regarding their evacuation routes. 
These three characteristics are intended for the route to: (1) move away from the coast in 
the shortest possible time, (2) avoid walking parallel to the sea, and (3) avoid possible 
obstructions to the route. 
 
The main condition that expects the evacuation route from the school to get away from the 
coast as quickly as possible is justified by the evacuation time. Specifically with the 
evacuation time obtained of 26 minutes and 38 seconds for this school from the start of its 
physical facilities to leaving the tsunami danger zone (Figure 6-272). But also, with the 
evacuation time from the school to the assembly place obtained of 19 minutes and 22 
seconds (Figure 6-273). Both evacuation times considered for an average walking speed of 
2.50 mph. 
 
The evacuation route for these times is the same evacuation route evaluated for those 
evacuation times from the previous section. This route starts from María Isabel Street, turns 
onto Marina Street, and onto Pellín Rodríguez Street (Providencia Street). Then it reaches 
Eduardo Conde Avenue and makes a quick turn onto Los Santos Street and immediately 
onto Lippit Street. Later, it goes to Catalino “Tite” Curet Alonso Avenue and turns onto 
Felipe R. Goyco Street until reaching the assembly place. The same assembly location 
indicated above in the safe areas. 
 
 
321 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 6-272 Evacuation Route until Leaving the Hazard Zone for Luis Llorens Torres School 
(Google Earth – 2016) 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 6-273 Evacuation Route until Reaching the Assembly Place for Luis Llorens Torres School 
(Google Earth – 2016) 
 
322 
 
 
The second condition that seeks a route that avoids the walk parallel to the sea is not 
fulfilled for Luis Llorens Torres school as presented in Figure 6-274. As assessed on the 
evacuation route for this school, the route distance out of the tsunami hazard zone is 0.786 
miles. Of this total distance, 0.300 miles correspond to the distance you walk perpendicular 
to the coast and 0.486 miles to the distance you walk parallel to the sea. Although it seems 
that there is not much difference between the two walks, the condition regarding the 
avoidance of walking parallel to the sea is essential to save the lives of the school 
population. In this way, because in this section the school travels a greater distance and 
time walking practically parallel to the sea, it does not meet this condition. 
 
Figure 6-274 Evacuation Route of Luis Llorens Torres School with Signs 
 
The third and final condition that avoids possible obstructions to evacuation routes is also 
not met for this school. The evacuation route of Luis Llorens Torres goes through power 
lines according to observations of sections of the route accessible with the use of Street 
View in Google Earth. As mentioned for the Cataño school, these power lines can 
323 
 
 
considerably obstruct the route in an emergency event and impede its passage. If so, the 
school population would be at risk of being hit by the tsunami waves once it makes landfall. 
 
The section of the route where the availability of Street View begins is through Pellín 
Rodríguez Street (Providencia Street). Figure 6-275 shows the power lines arbitrarily 
located throughout the evacuation route of Luis Llorens Torres school. 
 
Figure 6-275 Power Lines on the Evacuation Route of Luis Llorens Torres School (Google Earth – 
2016) 
 
Figure 6-276 shows the power lines (a) as a continuation of the previous Figure 6-275 that 
pass through Pellín Rodríguez Street. Also, it shows the traffic lights at the beginning of 
this street. If these are not fixed in the correct way, they represent a danger during the 
324 
 
 
emergency event. While Figure 6-277 shows the power lines (b) that pass at the end of this 
same street. 
 
Figure 6-276 Power Lines on the Evacuation Route of Luis Llorens Torres School through Pellín 
Rodríguez Street [Beginning of the Street] (Google Earth – 2016) 
  
Figure 6-277 Power Lines on the Evacuation Route of Luis Llorens Torres School through Pellín 
Rodríguez Street [End of the Street] (Google Earth – 2016) 
  
The power lines (c) that pass-through Eduardo Conde Avenue are shown in Figure 6-279. 
On the other hand, through the same evacuation route are the power lines (d) that pass-
through Los Santos Street (Figure 6-278) and the power lines (e) that pass through Lippit 
Street (Figure 6-280). In addition, the power lines (f) that go through the beginning of Tite 
Curet Alonso Avenue and the power lines (g) that go through the same avenue are shown 
in Figure 6-281 and Figure 6-282. 
325 
 
 
Figure 6-279 Power Lines on the Evacuation Route of Luis Llorens Torres School through Eduardo 
Conde Avenue (Google Earth – 2016) 
  
Figure 6-278 Power Lines on the Evacuation Route of Luis Llorens Torres School through Los 
Santos Street (Google Earth – 2016) 
  
Figure 6-280 Power Lines on the Evacuation Route of Luis Llorens Torres School through Lippit 
Street (Google Earth – 2016) 
 
326 
 
 
Figure 6-281 Power Lines on the Evacuation Route of Luis Llorens Torres School through Tite Curet 
Alonso Avenue [Beginning of the Street] (Google Earth – 2016) 
  
Figure 6-282 Power Lines on the Evacuation Route of Luis Llorens Torres School through Tite Curet 
Alonso Avenue [End of the Street] (Google Earth – 2016) 
  
Like the Cataño school (Francisco Oller school), Luis Llorens Torres school also goes 
under a bridge on its fastest evacuation route. This bridge is located on Pellín Rodríguez 
(Providencia Street). This is precisely the bridge of the "Expreso Román Baldorioty de 
Castro" through the PR-26 as presented in Figure 6-283. Also, Figure 6-284shows the 
bridge in Street View. 
 
In this way, Luis Llorens Torres school has a vulnerable evacuation route due to the bridge 
through which the school population that evacuates during the eviction process is exposed. 
This is another reason that the third criterion is not met regarding evacuation routes for this 
school. Knowing that, if the bridge collapses during the pre-tsunami seismic event, the 
pedestrian flow would not have a faster route to reach the safe zone. 
327 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 6-283 Location of the Bridge on the Evacuation Route of Luis Llorens Torres School (Google 
Earth – 2016) 
 
Figure 6-284 Bridge on the Evacuation Route of Luis Llorens Torres School (Google Earth – 2016) 
 
Another reason why there are obstacles in the evacuation route of Luis Llorens Torres 
school is the condition of the sidewalks of said route. Because for this evacuation route the 
Google Earth Street View is only available for the section that begins at Pellín Rodríguez 
Street, the sidewalks of the first curb segments are shown in plan view. 
 
328 
 
 
The sidewalk at the beginning of the route that is located by María Isabel Street is divided 
into different segments to facilitate its visualization, as presented in Figure 6-285. 
 
Figure 6-285 Sidewalk on María Isabel Street from the Evacuation Route of Luis Llorens Torres 
School in Plan View (Google Earth – 2016) 
 
The first segment of this sidewalk has a constant effective width of 50 inches (Figure 
6-286). This width is not affected by any urban furniture or green areas with a width of 36 
inches. In this way, this section of sidewalk is adapted and is ideal for people with 
disabilities in the event of an emergency event. 
 
Figure 6-286 First Section of Sidewalk on María Isabel Street from the Evacuation Route of Luis 
Llorens Torres School in Plan View (Google Earth – 2016) 
 
Between the end of the first segment and the beginning of the second sidewalk segment, 
the evacuation route crosses Cundeamor Street (Figure 6-287). This represents a threat to 
the population that flows through this area due to the danger that the vehicular flow 
represents for the passage of pedestrians. This, even though both sidewalks have accessible 
ramps adapted for people with disabilities as can be seen in the Google Earth images. 
329 
 
 
Figure 6-287 Crossing between First and Second  Section of Sidewalk on María Isabel Street from 
the Evacuation Route of Luis Llorens Torres School in Plan View (Google Earth – 2016) 
 
The second segment of this sidewalk is presented in Figure 6-288. Unlike the previous 
section of sidewalk, this sidewalk has no greenery, and its effective width is not continuous. 
This width ranges from 30 to 38 inches or less. This is due to the fact that the “Residencial 
Luis Llorens Torres” parking lot is located throughout the section of sidewalk. Therefore, 
this threatens the safety of the population and makes the sidewalk unfit for evacuation 
during the tsunami evacuation process. This sidewalk does not meet the effective width 
required for people with disabilities and presents vehicular flow along the road. 
 
Figure 6-288 Second Section of Sidewalk on María Isabel Street from the Evacuation Route of Luis 
Llorens Torres School in Plan View (Google Earth – 2016) 
 
Between the second and third segment of the sidewalk of this same street there is also a 
crossing. It crosses Collores Street (Figure 6-289). In this way, there is a double threat of 
pedestrian crossing on this street for the evacuation route of Luis Llorens Torres school. 
 
 
 
330 
 
 
Figure 6-289 Crossing between Second and Thrid  Section of Sidewalk on María Isabel Street from 
the Evacuation Route of Luis Llorens Torres School in Plan View (Google Earth – 2016) 
 
The third section of sidewalk on María Isabel Street is curved (Figure 6-290). Despite its 
shape, it has a curb width that varies from 36 to 80 inches. In addition, it has green areas 
that do not interrupt the width of the sidewalk. 
 
Figure 6-290 Thrid Section of Sidewalk on María Isabel Street from the Evacuation Route of Luis 
Llorens Torres School in Plan View (Google Earth – 2016) 
 
The sidewalk of Marina Street is also subdivided into different segments due to its length 
(Figure 6-291). 
 
Figure presents the first segment of this sidewalk. It has an effective width of 34 inches to 
100 inches. Its variation in width is due to the interruption of the road by the parking lot 
331 
 
 
and flow of vehicles of the “Residencial Luis Llorens Torres”. Therefore, this first section 
of the sidewalk is not suitable for the evacuation process. 
 
Figure 6-291 Sidewalk on Marina Street from the Evacuation Route of Luis Llorens Torres School in 
Plan View (Google Earth – 2016) 
 
Figure 6-292 First Section of Sidewalk on Marina Street from the Evacuation Route of Luis Llorens 
Torres School in Plan View (Google Earth – 2016) 
 
The second section of this sidewalk is 36 inches to 45 inches wide (Figure 6-293). 
However, this segment of sidewalk also has vehicular flow that poses a hazard to pedestrian 
flow during the tsunami evacuation process. 
 
Figure 6-293 Second Section of Sidewalk on Marina Street from the Evacuation Route of Luis 
Llorens Torres School in Plan View (Google Earth – 2016) 
 
Between the second and third segment of the sidewalk, the evacuation route crosses 
Barcarola Street. Figure 6-294 presents this junction indicating a threat to the route. 
332 
 
 
 
 
 
 
 
Figure 6-294 Crossing between Second and Thrid  Section of Sidewalk on Marina Street from the 
Evacuation Route of Luis Llorens Torres School in Plan View (Google Earth – 2016) 
 
The third section of the Marina Street sidewalk is shown in Figure 6-295. It has a width of 
45 inches to 55 inches, in addition, it has green areas 42 inches wide that do not interrupt 
its effective width. 
 
Figure 6-295 Third Section of Sidewalk on Marina Street from the Evacuation Route of Luis Llorens 
Torres School in Plan View (Google Earth – 2016) 
 
Figure 6-296 presents the fourth segment of this sidewalk. This section of sidewalk has an 
effective width of 50 inches to 80 inches. It also has green areas like the previous segment. 
These areas are 30 inches wide and do not affect the width of the sidewalk. But despite 
complying with a good width, this sidewalk is exposed to vehicles that cross it and that can 
threaten the lives of the school population that travels it. 
 
Figure 6-296 Fourth Section of Sidewalk on Marina Street from the Evacuation Route of Luis 
Llorens Torres School in Plan View (Google Earth – 2016) 
 
333 
 
 
The fifth section of this sidewalk also has a small intersection interrupted by vehicles 
entering and leaving the “Residencial Luis Llorens Torres” (Figure 6-297). The beginning 
of this segment of sidewalk (considering the continuation of the route in the direction from 
right to left) is 50 inches wide. This is interrupted by the intersection with the vehicular 
flow. Subsequently, the end of this sidewalk is obstructed by parked vehicles that affect its 
ideal effective width. 
 
Figure 6-297 Fifth Section of Sidewalk on Marina Street from the Evacuation Route of Luis Llorens 
Torres School in Plan View (Google Earth – 2016) 
 
The sidewalk along Pellín Rodríguez Street is shown divided into Figure 6-298. 
 
Figure 6-298 Sidewalk on Pellín Rodríguez Street from the Evacuation Route of Luis Llorens Torres 
School in Plan View (Google Earth – 2016) 
 
The first section of this sidewalk (Figure 6-299) is 115 inches wide. But this width is 
affected by cars parked on the same curb, reducing it to 70 inches. Although the reduction 
in width is sufficient for disabled pedestrian crossing, interaction with cars during the 
evacuation process is dangerous. 
 
Figure 6-299 First Section of Sidewalk on Pellín Rodríguez Street from the Evacuation Route of Luis 
Llorens Torres School in Plan View (Google Earth – 2016) 
 
334 
 
 
Between the sidewalk of the first and second section of this street is the bridge and a 
crossing (Figure 6-300). The sidewalk under this bridge is 54 inches wide. Even though 
this width is not affected by any obstruction in the road and that the sidewalk is in optimal 
condition (Figure 6-301), the fact that the sidewalk passes under a bridge represents a 
sufficient danger for pedestrian flow. 
 
Figure 6-300 Bridge and Crossing between First and Second Section of Sidewalk on Pellín Rodríguez 
Street from the Evacuation Route of Luis Llorens Torres School in Plan View (Google Earth – 2016) 
 
Figure 6-301 Bridge and Crossing between First and Second Section of Sidewalk on Pellín Rodríguez 
Street from the Evacuation Route of Luis Llorens Torres School in Street View (Google Earth – 2016) 
 
The route is through a junction that is dangerous due to interaction with vehicles. For the 
second section there are two sidewalks on the North (Plan View) or right (Street View) and 
South (Plan View) or left (Street View) as shown in Figure 6-302 and Figure 6-303. 
Regardless of which of the two sidewalks are suitable for the route, for it is necessary to 
cross the street in order to access them. The North sidewalk has an effective width of 60 
inches and is reduced to less than 12 inches. This width is affected by posts that are in the 
335 
 
 
center of the sidewalk. While the South sidewalk is also 60 inches wide. But its width is 
affected to 20 inches due to street furniture that also obstructs the sidewalk. 
 
Figure 6-302 Second Section of Sidewalk on Pellín Rodríguez Street from the Evacuation Route of 
Luis Llorens Torres School in Plan View (Google Earth – 2016) 
 
Figure 6-303 Second Section of Sidewalk on Pellín Rodríguez Street from the Evacuation Route of 
Luis Llorens Torres School in Street View (Google Earth – 2016) 
 
The third section of this sidewalk is seen in Figure 6-304. The North sidewalk (right) has 
a width ranging from 40 inches to 60 inches. The south sidewalk (left) has an effective 
width of 60 inches. Both sidewalks are obstructed by parked vehicles. Although the 
conditions of both sidewalks are fine without any cracks or damage, they are not suitable 
to be traversed during the evacuation process. 
 
Figure 6-304 Third Section of Sidewalk on Pellín Rodríguez Street from the Evacuation Route of 
Luis Llorens Torres School in Plan View (Google Earth – 2016) 
 
The south sidewalk (left) has other elements that get in the way. These correspond to those 
arranged by different businesses on the evacuation route. 
336 
 
 
Figure 6-305 Third Section of Sidewalk on Pellín Rodríguez Street from the Evacuation Route of 
Luis Llorens Torres School in Street View (Google Earth – 2016) 
 
Between the third and fourth section of the sidewalk there is a crossroads. But just where 
the third curb segment ends for this street, the tsunami hazard zone for this evacuation route 
also ends. As shown in Figure 6-306 and Figure 6-307, just where the route marked in blue 
ends, the tsunami evacuation zone ends. Consequently, the rest of the sidewalks (from the 
fourth section of the sidewalk of Pellín Rodríguez Street onwards) and their conditions are 
in a safe zone on the route identified in orange. In this way, in case any of the sidewalks 
are not in optimal conditions for pedestrian flow, the school population of Luis Llorens 
Torres school could consider other accessible and safe ways to reach the assembly place as 
soon as possible. As mentioned for the Cataño school, it is important that the school 
population reaches the meeting place or safe meeting point as quickly as possible during 
the emergency event, even if it is in a safe area. 
 
Figure 6-306 Tsunami Hazard Zone Ends on Pellín Rodríguez Street from the Evacuation Route of 
Luis Llorens Torres School in Plan View (Google Earth – 2016) 
 
 
337 
 
 
Figure 6-307 Tsunami Hazard Zone Ends on Pellín Rodríguez Street from the Evacuation Route of 
Luis Llorens Torres School in Street View (Google Earth – 2016) 
 
The fourth section of this sidewalk is presented in Figure 6-308 and Figure 6-309. This 
section also has interaction of the vehicular flow that leaves and enters the businesses that 
are located on this highway. The North sidewalk (right) is 60 inches wide. But this is 
interrupted by posts that decrease their width to 32 inches. While the south sidewalk (left) 
has width variations from 40 inches to 60 inches. Both sidewalks are not in poor condition. 
The South sidewalk (left) is better adapted for the evacuation process. This sidewalk does 
not have as many obstacles as the opposite sidewalk presents. 
 
Figure 6-308 Fourth Section of Sidewalk on Pellín Rodríguez Street from the Evacuation Route of 
Luis Llorens Torres School in Plan View (Google Earth – 2016) 
  
Figure 6-309 Fourth Section of Sidewalk on Pellín Rodríguez Street from the Evacuation Route of 
Luis Llorens Torres School in Street View (Google Earth – 2016) 
 
338 
 
 
There is also a junction between the fourth and fifth section of this sidewalk that is located 
on Pellín Rodríguez Street. Figure 6-310 shows the fifth segment of the sidewalk for this 
street. The two sidewalks available for this stretch are 60 inches wide that are reduced to 
20 inches due to road obstructions. Both sidewalks have posts in their center that affect 
their width. In addition, they have parked vehicles that interrupt the sidewalk, and, 
therefore, the passage through that route (Figure 6-311). Although both sidewalks are in 
good condition, they are not adapted for people with disabilities to evacuate during the 
tsunami eviction process. 
 
Figure 6-310 Fifth Section of Sidewalk on Pellín Rodríguez Street from the Evacuation Route of Luis 
Llorens Torres School in Plan View (Google Earth – 2016) 
 
Figure 6-311 Fifth Section of Sidewalk on Pellín Rodríguez Street from the Evacuation Route of Luis 
Llorens Torres School in Street View (Google Earth – 2016) 
 
Along Eduardo Conde Avenue there are also two sidewalks available (Figure 6-312) but 
depending on which one is chosen for evacuation, the route would have to cross. Both 
sidewalks have an effective width of 60 inches but due to obstructions by posts and traffic 
lights the width is reduced from 20 inches to 30 inches (Figure 6-313). The sidewalks do 
339 
 
 
not have green areas or grays that hinder their conditions. However, it does not meet the 
adaptive requirements for the handicapped for sidewalks. 
 
Figure 6-312 Sidewalk on Eduardo Conde Avenue from the Evacuation Route of Luis Llorens Torres 
School in Plan View (Google Earth – 2016) 
 
Figure 6-313 Sidewalk on Eduardo Conde Avenue from the Evacuation Route of Luis Llorens Torres 
School in Street View (Google Earth – 2016) 
 
Figure 6-314 presents the accessible sidewalks on Los Santos Street. Like the previous 
ones, this street has two possible sidewalks to walk on during the evacuation route. Both 
sidewalks have an available width of 60 inches that is reduced to 20 inches or less because 
of different obstacles along the route. Sidewalks have posts that meet at their center (Figure 
6-314 and Figure 6-316), and cars around them and parked (Error! Reference source not 
found.). 
340 
 
 
Figure 6-314 Sidewalk on Los Santos Street from the Evacuation Route of Luis Llorens Torres 
School in Plan View (Google Earth – 2016) 
 
Figure 6-316 Poles in Sidewalk on Los Santos Street from the Evacuation Route of Luis Llorens 
Torres School in Street View (Google Earth – 2016) 
 
Figure 6-315 Cars in Sidewalk on Los Santos Street from the Evacuation Route of Luis Llorens 
Torres School in Street View (Google Earth – 2016) 
  
At the curve of this street, the sidewalk on the left (South) ends and the sidewalk on the 
right (North) is reduced. After the curve, in the continuation of this street the sidewalks are 
interrupted by posts, vegetation and parked cars (Figure 6-317, Figure 6-318 and Figure 
6-319). 
 
341 
 
 
Figure 6-317 Other Poles in Sidewalk on Los Santos Street from the Evacuation Route of Luis 
Llorens Torres School in Street View (Google Earth – 2016) 
 
Figure 6-318 Sidewalk Reduction on Los Santos Street from the Evacuation Route of Luis Llorens 
Torres School in Street View (Google Earth – 2016) 
 
Figure 6-319 Other Sidewalk Obstruction on Los Santos Street from the Evacuation Route of Luis 
Llorens Torres School in Street View (Google Earth – 2016) 
 
Lippit Street also has two sidewalks available (Figure 6-320). Both have an effective width 
of 64 inches, but they do for positions that get in the way (Figure 6-321). They are reduced 
to a width of less than 36 inches, which is what is required for people with disabilities. 
342 
 
 
Their condition is quite acceptable, but regardless due to their reduced width they are not 
suitable for the eviction process. 
 
Figure 6-320 Sidewalk on Lippit Street from the Evacuation Route of Luis Llorens Torres School in 
Plan View (Google Earth – 2016) 
 
Figure 6-321 Sidewalk on Lippit Street from the Evacuation Route of Luis Llorens Torres School in 
Street View (Google Earth – 2016) 
 
Between Lippit Street and Catalino “Tite” Curet Alonso Avenue is a junction, as shown in 
Figure 6-322. 
 
 
 
 
 
 
 
Figure 6-322 Crossing between Lippit Street and Tite Curet Alonso Avenue of Sidewalk from the 
Evacuation Route of Luis Llorens Torres School in Plan View (Google Earth – 2016) 
 
343 
 
 
Catalino “Tite” Curet Alonso Avenue sidewalks are shown in Figure 6-323. This route is 
interposed by a junction that crosses José Gautier Benítez Street. The sidewalks of both 
segments of this avenue have a continuous width of 60 inches. However, for the first 
section of sidewalk on this avenue there is a reduction in the width of the sidewalk to less 
than 20 inches due to power lines and signs that get in the way (Figure 6-324). For the 
second segment of the avenue, the sidewalks and their width are interrupted by cars parked 
along the road (Figure 6-325). 
 
Figure 6-323 Sidewalk on Catalino “Tite” Current Alonso Avenue from the Evacuation Route of 
Luis Llorens Torres School in Plan View (Google Earth – 2016) 
 
Figure 6-324 First Section of Sidewalk on Catalino “Tite’’ Curet Alonso Avenue from the Evacuation 
Route of Luis Llorens Torres School in Street View (Google Earth – 2016) 
 
Figure 6-325 Second Section of Sidewalk on Catalino “Tite” Curet Alonso Avenue from the 
Evacuation Route of Luis Llorens Torres School in Street View (Google Earth – 2016) 
 
344 
 
 
The sidewalks of this avenue are shown in perfect condition, but they do not meet the width 
necessary for the eviction process. 
 
The last sidewalk of the route is on Felipe R. Goyco Street, right where the predetermined 
assembly place is located (“Plaza Antonio R. Barceló”) (Figure 6-326). The sidewalk has 
a constant width of 150 inches. In addition, this sidewalk is not obstructed by power lines 
or signs. Its only obstacle lies in a power plant that reduces its width to 68 inches on the 
road (Figure 6-327). 
 
Figure 6-326 Sidewalk on Felipe R. Goyco Street from the Evacuation Route of Luis Llorens Torres 
School in Plan View (Google Earth – 2016) 
 
Figure 6-327 Sidewalk on Felipe R. Goyco Street from the Evacuation Route of Luis Llorens Torres 
School in Street View (Google Earth – 2016) 
 
Once the walk on this sidewalk is finished, the route should cross to the right to reach the 
assembly place. 
 
Of the above Hazard zone signs, which are identified by the area near Luis Llorens Torres 
school, none are found along the evacuation route from this school. However, near the 
345 
 
 
school there are six evacuation route signs (Figure 6-328) of which only one is on the 
evacuation route assumed for Luis Llorens Torres school. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 6-328 Evacuation Route Signs Near the Perimeter of Luis Llorens Torres School (Goole Earth 
– 2016) 
 
Por Four of the evacuation route signs are located on Loíza Street (PR-37). These are the 
evacuation route sign (a) (Figure 6-329), sign (b) (Figure 6-330), sign (c) (Figure 6-331), 
and sign (e) (Figure 6-332). Evacuation route signs (a), (b), and (c) are identified and seen 
on the highway heading east to west. While the sign (e) is recognized from West to East 
by the same road. 
 
 
346 
 
 
Figure 6-329 Evacuation Route Sign (a) through Loíza Street Near to Luis Llorens Torres School 
(Google Earth – 2016) 
 
Figure 6-330 Evacuation Route Sign (b) through Loíza Street Near to Luis Llorens Torres School 
(Google Earth – 2016) 
 
Figure 6-331 Evacuation Route Sign (c) through Loíza Street Near to Luis Llorens Torres School 
(Google Earth – 2016) 
 
 
 
347 
 
 
Figure 6-332 Evacuation Route Sign (e) through Loíza Street Near to Luis Llorens Torres School 
(Google Earth – 2016) 
 
Figure 6-333 shows the evacuation route sign (d) located along Las Américas Avenue. This 
shows on the left the front of the sign that is obstructed by a car according to the Google 
Earth shot. And on the right, it presents the rear of the same sign without any obstruction. 
 
Figure 6-333 Evacuation Route Sign (d) through Las Américas Avenue Near to Luis Llorens Torres 
School (Google Earth – 2016) 
 
The evacuation route sign (f) is located on Román Baldorioty de Castro Avenue as shown 
in Figure 6-334. This is in a direction from East to West along the avenue. This is the only 
sign that is found and can be seen on the evacuation route of Luis Llorens Torres school 
through Pellín Rodríguez (Providencia Street) in a North to South direction. 
 
 
 
348 
 
 
Figure 6-334 Evacuation Route Sign (f) through Román Baldorioty de Castro Avenue Near to Luis 
Llorens Torres School (Google Earth – 2016) 
  
6.4.3 Summary of Evacuation Route Evaluation Results 
 
In the evaluation of evacuation routes in Google Earth, the following was obtained: 
 
• The Francisco Oller school in Cataño has two signs that indicate the evacuation 
route along the way. 
• This school crosses a bridge to reach a safe area, to the place of assembly assumed 
in Phase III (“Estadio Peruchin Cepeda”). 
• This school runs 46% of the route parallel to the sea. 
• The Luis Llorens Torres school in San Juan only has one sign on the road. 
• This school also passes under a bridge but to reach the assumed assembly place, 
known in the area as “Plaza Barceló”. 
• This school runs 62% parallel to the sea of the total route. 
• Some segments of the routes of both schools are obstructed by vehicles, street 
furniture and damage to their condition that affects the width available for walking. 
349 
 
 
6.5 School Form 
 
Google Form was developed and administered to make an analysis of the vulnerability of 
schools in general (not individually by study municipality). By collecting data from public 
schools in tsunami hazard zones that includes the year the school was built, the details of 
the evacuation plan for two stages of evacuation (one to leave the school campus to the 
internal assembly site and another to exit with the entire school campus to the external 
assembly site), evacuation times obtained in previous drills, and special cases of the school. 
 
The form was completed by only two schools: one from Cataño and the other from San 
Juan. Table 6-29 shows the results of said form where the following is summarized: 
 
• Both schools show a varied age range due to their educational level, which affects 
walking speed for evacuation time. 
• Both schools were built before 1987, indicating that they were not built under 
building codes for seismic events.  
• Both have tsunami evacuation plans.  
• The evacuation time for the Cataño school is not comparable to that obtained in 
Phase III, while for San Juan the evacuation time is comparable to the one obtained 
in the analysis. 
 
Table 6-29 Form Results for Schools in Google Form 
Question Answer 
Cataño San Juan 
1 Municipality 
50% 50% 
Primary school Secondary High school 
2 Indicate the educational level of the school school 
50% 0% 50% 
Before 1987 After 1987 
3 When was your school built? 
100% 0% 
Yes No 
4 Have you been oriented about the tsunami hazard for your school? 
100% 0% 
Have you received any training or lectures on tsunami preparedness at your Yes No 
5 
school? 100% 0% 
Yes No 
6 Does your school have a tsunami evacuation plan? 
100% 0% 
Yes No 
7 Has the tsunami warning system at your school been clearly audible? 
50% 50% 
8 Do you have a student with a physical disability? If so, have you developed special evacuation plans for this population? 
There are students with physical There are students with physical There are no students with There are no students with  
9 
disabilities in the school, and special disabilities in the physical disabilities in the physical disabilities in the 
350 
 
 
evacuation procedures have been school, and no special evacuation school, and special school, and no special 
developed for this population. procedures evacuation procedures have evacuation procedures have 
have been developed for this been developed for this been developed for this 
population. population. population. 
0% 0% 50% 50% 
Have you practiced the first stage of the tsunami evacuation plan at your Yes No 
10 
school?  100% 0% 
It has never Once 
Please indicate how often you have practiced this first stage of the evacuation been every two Once a year Twice a year 
11 
plan at your school (Drill). practiced years 
0% 0% 50% 50% 
What is the name of the internal assembly place, indicated for your school? Backyard close to PR 5 and 
12 In the schoolyard 
(The name of the safe place within the school to go to in a tsunami alarm). the third level of the school 
If you have practiced the evacuation plan, what was the total time in this first 
13 00:03:00 01:00:00 
stage in minutes? 
What is the name of the outside assembly location indicated for your school? 
14 (The name of the safe zone or assembly point outside the school to go to in “Plaza Barcelo Santurce” “Parque Perucho Cepeda” 
the event of a tsunami alarm). 
Have you practiced the second stage of the tsunami evacuation plan at your Yes No 
15 school? (Drill walking with the school campus to the external assembly site). 100% 0% 
It has never Once 
Please indicate how often you have practiced this second stage of the been every two Once a year Twice a year 
16 
evacuation plan at your school (drill). practiced years 
0% 50% 0% 50% 
If you have practiced the evacuation plan, what was the total time for this 
17 00:08:00 01:00:00 
second stage in minutes?  
Does your school have a vertical evacuation plan? (An evacuation plan Yes No 
18 targeting upper floors of the building, high enough to raise the evacuated 
population above the tsunami flood elevation.) 50% 50% 
The same building as the 
If you have a vertical evacuation plan, indicate which building would be used Other 
19 school campus 
for this purpose. 
100% 0% 
If you have practiced the vertical evacuation plan, what was the total time for 
20 00:02:30 00:45:00 
this stage in minutes?  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
351 
 
 
7 Other Critical Cases 
 
There are other municipalities with critical schools in the tsunami hazard zone, which, 
although they were not included in the vulnerability analysis of this study, are presented 
below as other critical cases that may influence the vulnerability of the school. These 
municipalities are Loíza and Toa Baja. Two arbitrary schools with high vulnerability 
potential corresponding to each municipality are shown. In other words, one of them is not 
part of the island's public education system. For both schools, two types of evacuation times 
are obtained: one arriving at the assembly place and the other leaving the tsunami hazard 
zone. As in the previous evaluation, the closest assembly location to which to go during 
the evacuation process is assumed for both schools. 
 
7.1 Medianía Alta Elemental School 
 
Medianía Alta Elemental school is an elementary public school in the educational region 
of Humacao (Figure 7-1). This school is located at Carr 187 Km 5 Hm 6 Bo Medianía Alta 
in Loíza, Puerto Rico. Its coordinates are a latitude of 18.4265735 and a longitude of -
65.8425056. 
 
 
Figure 7-1 Medianía Alta Elemental School (Google Earth – 2018) 
352 
 
 
According to the platform “Busca tu Escuela” for 2020-2021, Medianía Alta Elemental 
school has a total population of 475 people between 447 students and 28 teachers. It is a 
school used as a shelter and voting center, which increases the population that could be 
affected. 
 
The municipality of Loíza does not have assembly places available as shown in the flood 
and evacuation maps of the Puerto Rico Seismic Network (PRSN). However, around the 
area the following nearest assembly places are available (Figure 7-2): “Parque de Pelota 
San Isidro” in Canóvanas, The Oulet 66 Mall Parking in Canóvanas, “Parque de Pelota 
Ovidio de Jesús” in Río Grande, “Parque de Pelota Río Grande States” in Río Grande and 
“Parque de Pelota Poblado Palmer” in Río Grande. For the purposes of the closest 
evacuation route, the “Parque de Pelota Ovidio de Jesús” is used for its evaluation. 
 
Figure 7-2 Location of Assembly Places with Respect to Medianía Alta Elemental School 
 
The evacuation route that leaves the school to reach the nearest assembly place is located 
beginning on the Loíza - Río Grande Highway (PR-187) in a continuous direction to San 
Antonio Street. Then turn onto Acasia Street, onto Soledad Street, onto Pimentel Street 
onto PR-187R. Eventually, it turns onto Marginal Street until it reaches the “Parque de 
Pelota Ovidio de Jesús” assembly place. With this route, the evacuation time is 1 hour 58 
minutes and 48 seconds for an average walking speed (Figure 7-3 and Figure 7-4). Table 
7-1 shows the rest of the times for the different walking speeds evaluated. 
353 
 
 
 
Figure 7-3 Route to Get to the Assembly Place for Average Walking Speed of Medianía Alta 
Elemental School at Loíza 
 
 
 
 
 
 
Figure 7-4 Evacuation Time and Route’s Distance to Get to the Assembly Place for Average Walking 
Speed of Medianía Alta Elemental School 
 
Table 7-1 Evacuation Time to Get to the Assembly Place for Every Speed of Medianía Alta 
Elemental Elementary School at Loíza 
Walking Speed (mph) Evacuation Time (hr:min:sec) 
2.46 2:00:44 
2.70 1:50:00 
3.40 1:27:21 
2.50 1:58:48 
Distance (miles) 4.950 
 
 
For the evacuation route until leaving the tsunami hazard zone, follow the same path as for 
the previous evacuation time. In this case, it only leaves the assembly place at the address 
198 Calle San Antonio, Herreras in Río Grande, Puerto Rico. With this route, the 
evacuation time until leaving the safe place is 1 hour 29 minutes and 21 seconds to an 
354 
 
 
average walking speed (Figure 7-5 and Figure 7-6). Table 7-2 shows the evacuation times 
for the rest of the walking speeds. 
 
Figure 7-5 Route to Get Out of the Tsunami Hazard Zone for Average Walking Speed of Medianía 
Alta Elemental School at Loíza 
 
 
 
 
 
Figure 7-6 Evacuation Time and Route’s Distance to Get Out of the Tsunami Hazard Zone for 
Average Walking Speed of Medianía Alta Elemental School 
 
Table 7-2 Evacuation Time to Get Out of the Tsunami Hazard Zone for Every Speed of Medianía 
Alta Elemental Elementary School at Loíza 
Walking Speed (mph) Evacuation Time (hr:min:sec) 
2.46 01:30:48 
2.70 01:22:44 
3.40 01:05:42 
2.50 01:29:21 
Distance (miles) 3.723 
 
 
Figure 7-7 shows the evacuation route for this school up to the assembly site in orange and 
out of the tsunami hazard zone in blue. 
 
355 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 7-7 Evacuation Route of Medianía Alta Elemental School at Loíza 
 
7.2 Academia Espíritu Santo Levittown 
 
Academia Espíritu Santo Levittown is a private preschool, elementary and secondary 
school located at 1454 Paseo Damisela in the town of Toa Baja, Puerto Rico (Figure 7-8). 
Its physical facilities are located at the coordinates with a latitude of 18.4540806 and a 
longitude of -66.1800863. For this school its population is unknown. Also, it is not a school 
used as a voting center or shelter. 
 
 
 
356 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 7-8 Academia Espíritu Santo Levittown (Google Earth – 2018) 
 
For Toa Baja there are five available assembly locations closest to the area. These are 
“Parque de Pelota de Campanillas”, “Parque de Pelota Bo. Ingenio”, “Coliseo de Toa Baja 
(Antonio R. Barceló)” and “Parque de Pelota Sabana Seca” located in Toa Baja, as well as 
the “Parque de Pelota Res. Palmas” in Cataño (Figure 7-9). The assembly place used for 
the evacuation route from this school is “Parque de Pelota Sabana Seca”. 
 
Figure 7-9 Location of Assembly Places with Respect to Academia Espíritu Santo Levittown 
 
357 
 
 
The evacuation route to leave the school and reach the nearest assembly place begins at 
Paseo Damisela, turns along Marginal Central, and turns onto Paseo Diosa in the direction 
of Dos Palmas Avenue. Later, it goes through Boulevard Avenue (PR-868), turns onto Los 
Dominicos Avenue (PR-866) and through Rosa de Francia Street. Then, it turns onto 
Sabana Seca Avenue, onto Los Bravos Street, and onto Luna Street. With a quick turn 
along Ramón Ríos Román, it turns towards Aqueduct Street until it reaches Parque Street, 
where the “Parque de Pelota Sabana Seca” assembly place is located. For this route and 
with an average walking speed, its corresponding evacuation time is 1 hour 3 minutes and 
45 seconds (Figure 7-10 and Figure 7-11). Table 7-3Table 7-1 shows the rest of the times 
for the different walking speeds evaluated. 
 
Figure 7-10 Route to Get to the Assembly Place for Average Walking Speed of Academia Espíritu 
Santo Levittown at Toa Baja 
 
 
 
 
 
Figure 7-11 Evacuation Time and Route’s Distance to Get to the Assembly Place for Average 
Walking Speed of Academia Espíritu Santo Levittown 
 
358 
 
 
Table 7-3 Evacuation Time to Get to the Assembly Place for Every Speed of Academia Espíritu 
Santo Levittown at Toa Baja 
Walking Speed (mph) Evacuation Time (hr:min:sec) 
2.46 01:04:34 
2.70 00:58:49 
3.40 00:46:43 
2.50 01:03:45 
Distance (miles) 2.656 
 
The evacuation route leaving the school out of the tsunami danger zone follows the same 
path as for the previous evacuation time. In this case, it only leaves the assembly place at 
1162 Del Carmen Street in Toa Baja, Puerto Rico. The evacuation times for this route are 
presented in Table 7-4. For an average walking speed this time turns out to be 50 minutes 
and 54 seconds (Figure 7-12 and Figure 7-13). 
 
Figure 7-12 Route to Get Out of the Tsunami Hazard Zone for Average Walking Speed of Academia 
Espíritu Santo Levittown at Toa Baja 
 
 
 
 
 
 
Figure 7-13 Evacuation Time and Route’s Distance to Get Out of the Tsunami Hazard Zone for 
Average Walking Speed of Academia Espíritu Santo Levittown 
 
359 
 
 
Table 7-4 Evacuation Time to Get Out of the Tsunami Hazard Zone for Every Speed of Academia 
Espíritu Santo Levittown at Toa Baja  
Walking Speed (mph) Evacuation Time (hr:min:sec) 
2.46 00:51:37 
2.70 00:47:02 
3.40 00:37:21 
2.50 00:50:54 
Distance (miles) 2.121 
 
 
Figure 7-14 shows the evacuation route for this school up to the assembly site in orange 
and out of the tsunami hazard zone in blue. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 7-14 Evacuation Route of Academia Espíritu Santo Levittown at Toa Baja 
 
 
7.3 Summary of Findings 
 
From the evaluation of vulnerability due to evacuation times of critical schools in other 
municipalities of the Island that are not part of the case study, the following is obtained: 
 
360 
 
 
• Medianía Alta Elemental school has an evacuation time to leave the hazard zone of 
1 hour 29 minutes and 21 seconds. This value is almost twice the greater evacuation 
time of the schools corresponding to the Luis Llorens Torres school. 
• Academia Espíritu Santo Levittown has an evacuation time out of the tsunami 
hazard zone of 50 minutes and 54 seconds. Although it does not reach twice the 
value of the higher time that has been seen for other schools, it is a truly critical 
value. 
• Both schools have such long evacuation times, due to the remoteness of the 
assembly places with respect to the physical facilities of the schools. In the case of 
the Loíza school, time is the greatest of all and the school is the most critical 
because the municipality itself does not have an assembly place available. This 
entails a long journey from a safe zone to other available assembly places in 
surrounding municipalities. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
361 
 
 
8 Conclusions, Recommendations and Future Work 
 
 
The following are conclusions, recommendations, and future work to follow based on the 
findings of the study. 
 
8.1 Conclusions 
 
The results of the evacuation times indicate that the schools with the longest times to leave 
the tsunami hazard zone are critical and vulnerable to a tsunami event. These show that 
schools in San Juan are more vulnerable than schools in Cataño. The characteristics of the 
evacuation routes evaluated using Google Earth Pro for the two most critical schools are 
not suitable for transit during the evacuation process due to the criteria used in the 
evaluation. Because both routes do not meet the evaluation conditions: they do not leave 
the coast in the shortest possible time, they walk parallel to the sea and cross obstacles that 
prevent a continuous passage. In this way, Google Earth Pro in conjunction with ArcGIS 
and PlotARoute are useful to perform analysis and evaluation of the conditions of the 
characteristics of schools. The results of the forms validate the established assumption 
regarding the assembly places.  
 
8.2 Recommendations 
 
As a recommendation, it would be ideal to include layers with the geolocation of private 
schools (not available at the time of this study), stimulating getting the answers from the 
school that received the Google form, and to extend the study to include all the 
municipalities with schools in tsunami evacuation areas. Loíza and Mayagüez are 
considered a high priority. A detailed evaluation of the physical condition of walkways, 
and their redesign to provide adequate pedestrian transit condition is advisable. 
 
362 
 
 
8.3 Future Work 
 
List and describe those aspects of the project with potential for improvement or future 
areas of research identified during the process. 
 
 
• Make a more in-depth analysis of the other municipalities that were found to have the 
most schools in tsunamis hazard zones (Loíza, Mayaguez, Ponce, Salinas y Toa 
Baja). 
• Do a similar study including the private school around the island. 
• Make an analysis for the factors that are affecting time and pedestrian flow: 
o Initial gathering time (the time it takes to gather everyone at the first meeting 
point in the school before heading out to the assembly point). 
o Volume of people (i.e., interaction with flow from other large evacuation 
groups, walking speed of the masses). 
o Recollection of the traffic data (AADT), in the determined evacuation routes 
of the schools.  
o Obstacles to the path due to structural failures during earthquake (i.e., bridges, 
electric lines, etc.). 
o Possible impact of human factors. 
• Make and evaluation of the possibility of vertical evacuation. 
• Search for studies that assess the available evacuation time, after the tsunami alarm 
starts. 
  
363 
 
 
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369 
 
 
10 Appendix 
 
Below are the appendices used for the development of the study. 
 
Appendix A: List of Schools 
 
The general list of all schools can be found for each municipality. This list includes both 
those that are and are not in the tsunami danger zone. It also includes those schools that are 
closed. 
 
A.1 Aguada 
 
Anselmo Villarrubia 
Aquilino Caban 
Arsenio Martínez 
Centro Vocacional Especial 
Dr. Carlos González 
Eladio Tirado López 
Eugenio González González 
Gregorio Rodríguez Orama 
José González Ruiz 
Juan L. Santiago 
Lydia Meléndez 
Manuel Morales Feliciano 
María L. Jiménez López 
Profesora Juana Rosario Carrero (Escuela Intermedia Nueva) 
R.P. Pablo Gutiérrez Flores 
Su Epifanio Estrada 
Su Juan B. Soto 
Zoilo Cajigas Sotomayor  
 
A.2  Aguadilla 
 
Ana M. Javariz 
Antonio Badillo Hernández 
Antonio Badillo Hernández 
Barriada Caban 
Benito Cerezo Márquez 
Centro De Adiestramiento Y Bellas Artes 
Dr. Agustín Stahl 
Eladio J. Vega 
Ester Feliciano Mendoza 
Extensión Borinquen 
Homero Rivera Sola 
José Acevedo Álvarez 
José De Diego 
José De Diego 
Juan Suarez Pelegrina (Nueva) 
Lucia Cubero 
Luis Muñoz Rivera 
Rafael Cordero 
Rafael Fabian 
370 
 
 
Ramon Rodríguez 
Salvador Fuentes 
Su Conchita Iguartua De Suarez (Su Adams) 
 
A.3 Añasco 
 
Antonio González Suarez (Especializada) 
Carmen Casasús Martí (Elem Urbana) 
Escuela Especializada Bilingüe Alcides Figueroa 
Espino 
Isabel Suarez 
Luis Muñoz Marín 
Mariana Bracetti 
Ovejas  
Parcelas María 
Su Playa 
 
A.4 Arecibo 
 
Abelardo Martínez Otero 
Centro Pre-Voc. José Limón Arce 
Cotto Anexo 
Dolores Gómez De Román 
Dr. Cayetano Coll Y Toste 
Dra. María Cadilla De Martínez 
Elba Lugo Carrión (Especializada) 
Elemental Nueva (Factor V) 
Escuela De Bellas Artes (Especializada) 
Escuela Libre De Música (Especializada) 
Félix Rosario Ríos 
Francisco G. Pachín Marín 
John W. Harris 
Jose Gualberto Padilla 
Julio Seijo 
Luis Muñoz Marín 
Su Enrique De Jesús Borras 
Su Eugenio María De Hostos 
Su Federico Degetau 
Su Manuel Ruiz Gandía 
Su Ramon E. Betances 
Superior Vocacional (Antonio Luchetti) 
Trina Padilla De Sanz 
Víctor Rojas 1 
 
A.5 Arroyo 
 
Adalberto Sánchez Morales (Elem. Bo. Ancones) 
Cayetano Sánchez 
Dolores González 
Enrique Huyke 
José De Choudens 
José Horacio Cora 
José M. Massari 
Su Nueva Bo. Medianía 
371 
 
 
 
A.6 Barceloneta 
 
Agustín Balseiro 
Dr. Francisco Vázquez 
Easton 
Fernando Suria Chávez 
Imbery 
José Cordero Rosario 
Nueva Intermedia 
Primitivo Marchand 
Vicente Acevedo Ballester 
 
A.7 Bayamón 
 
Andrés C. González 
Ángel Millán Huertas 
Arturo Somohano 
Aurelio Pérez Martínez 
Bernardo Huyke 
Braulio Dueño Colón 
Cacique Agüeybaná 
Carlos Orama Padilla 
Carmen Gómez Tejera 
Cristóbal Colón 
Diego De Torres Vargas 
Dolores Álvarez Montañez 
Dr. Agustín Stahl 
Dr. Hiram González 
Dr. José A. Padín 
Dr. Santos J. Sepúlveda 
Epifanio Fernández Vanga 
Faustino Santiago Montalvo 
Francisco Gaztambide Vega 
Francisco Manrique Cabrera 
Intermedia Rexville 
Jesús Sánchez Erazo 
José Andino Y Amézquita 
José Campeche 
José Dávila Esprit 
José Julián Tapia De La Rosa 
José M. Torres 
Josefina Barceló 
Juan Morell Campos 
Juan Ramon Jiménez 
Julio Ressy 
Ludovico Costoso 
Luis Pales Matos 
María E. Bas De Vázquez 
María E. Rodríguez 
María Vázquez De Umpierre 
Mariano Feliu Balseiro 
Marta Vélez De Fajardo (Especializada) 
Miguel De Cervantes Saavedra 
372 
 
 
Miguel Meléndez Muñoz 
Noel Estrada 
Nueva Escuela Su De Bayamón 
Pablo Casals 
Padre Rufo M. Fernández 
Papa Juan XXIII 
Papa Juan XXIII 
Pedro P. Casablanca 
Rafael Colon Salgado 
Rafael Hernández 
Rafael Martínez Nadal 
Ramon Morales Pena 
Raúl Julia (Flamboyán Gardens) 
Rexville Elemental 
Su Cacique Majagua 
Tomas C. Ongay 
Virgilio Dávila 
 
A.8 Cabo Rojo 
 
Carlota Matienzo 
Inés María Mendoza De Muñoz Marín 
James Garfield 
Luis Muñiz Souffront 
Manuel Fernández Juncos 
Monserrate León De Irizarry 
Pedro Fidel Colberg 
Pedro Nelson Colberg 
Ramon E. Betances 
Sebastián Pabón Alves (Corozo) 
Segunda Unidad Bo Puerto Real 
Severo E. Colberg Ramírez 
Su Antonio Acarron Correa 
Su Carmen Vignals Rosario 
Su Federico Degetau 
 
A.9 Camuy 
 
Amalia López De Ávila 
Antonio Reyes 
Intermedia Román Baldorioty De Castro 
José M. Hernández 
Laurentino Estrella Colon 
Luis F. Crespo (Sup. Nueva) 
Luis Felipe Rodríguez García 
Pablo Ávila González 
Pedro Amador 
Ralph W. Emerson 
Su Joaquín Vázquez Cruz 
Su Santiago R. Palmer 
 
A.10 Canóvanas 
 
Antonio R. Barceló 
373 
 
 
Domingo Nieves Ortiz (Palma Sola) 
Dr. Pedro Albizu Campos 
Georgina Baquero 
José Calzada Ferrer 
José Santos Quiñonez 
Juana Rodríguez Mundo 
Julia De Burgos 
Las Parcelas De Campo Rico 
Luis Hernaiz Veronne 
Luis Muñoz Marín 
Manuel Agosto Lebrón 
William Rivera Betancourt (Bo San Isidro Vocacional) 
 
A.11 Carolina 
 
Agustín Cabrera 
Amalia Expósito 
Ángel P. Millán Rohena 
Carlos F Daniels (Voc. De Área) 
Cruz Salguero Torres 
Dr. Clemente Fernández 
Dr. José M. Lázaro 
Dr. Modesto Rivera Rivera 
Dr. Ramon Mellado Parsons 
Eduardo J. Saldana 
Francisco (Prisco) Fuentes 
Francisco Matías Lugo 
Gilberto Concepción De Gracia 
Jesús Manuel Suarez 
Jesús María Sanroma 
Jesús Rivera Bultron 
Jesús T. Pinero 
José Severo Quiñones 
Juana A Méndez (Metrópolis) 
Julia De Burgos 
Lorenzo Vizcarrondo 
Luis Muñoz Marín 
Luis Muñoz Rivera 
Luz América Calderón 
Manuel Febres González 
María López Ponce 
María Teresa Serrano 
Martin González 
Pascasio P. Sancerrit 
Pedro J. Rodríguez Oquendo 
Pedro Moczo Baniet 
Rene Marques 
Roberto Alberty (Cacao Centro) 
Roberto Clemente 
Rvdo. Félix Castro Rodríguez 
Salvador Brau 
Su Carlos Conde Marín 
 
A.12 Cataño 
374 
 
 
 
Elisa Dávila Vázquez (Espinosa Adentro) 
Francisco Oller 
Horace Mann 
Isaac Del Rosario 
José A. Nieves 
Mercedes García De Colorado 
Onofre Carballeira 
Puente Blanco 
Rafael Cordero 
Ramon B. López 
Rosendo Matienzo Cintrón 
Teodoro Roosevelt 
 
A.13 Ceiba 
 
Centro Residencial De Oportunidades Educativas De Ceiba 
Don Luis Muñoz Marín (Elemental Urbana Nueva) 
Intermedia Nueva 
Parcelas Aguas Claras 
Santiago Iglesias Pantín 
 
A.14 Culebra 
 
Ecológica De Culebra 
 
A.15 Dorado 
 
Cristóbal Santana Melecio (Nueva) 
Elemental Alfonso López García 
Elemental Bo Huguillar (Ecológica) 
Espinosa Kuilan 
Jacinto López Martínez 
José Santos Alegría 
Luis Muñoz Rivera 
Luisa M. Valderrama (San Antonio) 
Marcelino Canino Canino 
Pedro López Canino 
Ricardo Arroyo Laracuente 
Teresa Préstamo 
 
A.16 Fajardo 
 
Ana Delia Flores Santana Voc. 
Antonio Valero Bernabé 
Berta Zalduondo 
Dr. Santiago Veve Calzada 
Gabino Soto 
Inés Encarnación 
Josefina Ferrero 
María I. Dones 
Pedro Rosario Nieves 
Ramon Quiñones Pacheco 
Rosa Pascual París 
375 
 
 
 
A.17 Guánica 
 
Agripina Seda 
Aurea E. Quiles Claudio 
Ceferino Colon Lucca 
Elsa E. Couto Annoni 
Fraternidad 
Luis Muñoz Rivera 
Magueyes 
María L. McDougal 
Olga Evangelina Colón Torres (La Luna) 
 
A.18 Guayama 
 
Adela Brenes Texidor 
Amalia Marín 
Bartolo Caussade González 
Beatriz Rodríguez 
Dr. Rafael López Landrón 
Dra. María Socorro Lacot 
Francisco García Boyrie 
Genaro Cautino 
Jorge Washington II 
José Muñoz Vázquez 
Luis A. Rivera 
Marcela García Cora 
Oscar Hernández Guevarra 
Rafael Antonio Delgado Mateo 
Simón Madera 
Su Juan Alemany Silva 
Vicente Pales Anes 
Washington I 
 
A.19 Guayanilla 
 
Arístides Cales Quirós 
Asunción Rodríguez De Sala 
Consejo 
Dalila Torres 
Francisco Rodríguez López 
Gloria María Borrero Oliveras (Segunda Unidad Bo. Macana) 
Hipólito García Borrero 
Padre Nazario 
Quebradas 
 
A.20 Guaynabo 
 
Alejandro Jr. Cruz 
Betty Rosado De Vega 
Hato Nuevo 
Josefina Barceló 
Juan E. Miranda 
Juan Ponce De León (Especializada) 
376 
 
 
Juan Román Ocasio 
Juanillo Fuentes 
Luis Muñoz Rivera 1 
Luis Muñoz Rivera 2 
Margarita Janer Palacios 
Mariano Abril Intermedia 
Nueva Elemental Urbana De Guaynabo 
Rafael Martínez Nadal 
Ramon Marín Sola 
Rosalina C. Martínez 
Santa Rosa III 
Su Rafael Hernández 
 
A.21 Hatillo 
 
Adrián Martínez Gandía 
Carmen Noelia Peraza Toledo 
Eugenio María De Hostos 
Joaquín Rodríguez Ruiz 
José Gautier Benítez 
Lorenzo Coballes Gandía 
Luis Meléndez Rodríguez 
Luis Muñoz Rivera 
Padre Aníbal Reyes Belén (Sup. Nueva) 
Rosa E. Molinari 
Su Rafael Zamot Cruz 
Timoteo Delgado 
 
A.22 Humacao 
 
Adrián Medina 
Ana Roque de Duprey 
Antonia Sáez 
Antonio Rosa Guzmán (Bo. Mariana) 
Braulio Ayala Pérez (Mambiche Blanco) 
Cándido Berrios 
Carlos Rivera Ufret 
Carmen Pilar Santos 
Dr. Víctor Rincón 
Escuela Especializada Bellas Artes de Humacao  
Escuela Libre de Música Humacao (Especializada) 
Juan Ponce de León (Especializada) 
Lidia Fiol Scarano 
Luz a Cruz de Santana 
Manuel Surillo 
Pepita López 
Petra Mercado Bougart 
Rufino Vigo 
Su Agapito López Flores 
Su Cruz Ortiz Stella 
Su Luciano Ríos 
Su Rosa María Rosario de León 
 
A.23 Isabela 
377 
 
 
 
Antonio Geigel Paredes 
Benjamín Corchado Juarbe 
Dr. Heriberto Doménech 
Elemental Ceferina Cordero 
Epifanio Estrada 
Francisca Chávez (La Planta) 
Francisco Mendoza 
Gloria González (Las Cruces) 
Gracielina Rosado Alfaro 
Irma Deliz De Muñoz 
José C. Rosario 
José Julián Acosta 
Juan B. Huyke 
Luis Muñoz Rivera 
Manuel Corchado Y Juarbe 
Mateo Hernández 
Nicandro García 
Su José A Vargas 
 
A.24 Juana Díaz 
 
Carmen Belén Veiga 
Carmen Flores 
Dr. Máximo Donoso Sánchez 
Dr. Pedro Albizu Campos 
Francisco Prado Picart 
Intermedia Salvador Busquets 
José A. González 
Juan Serapio Mangual 
Luis Llorens Torres 
Luis Muñoz Marín 
Pedro Colon Santiago 
Santiago Collazo Pérez 
Su Tomas Carrión Maduro 
Su Zoilo Gracia 
 
A.25 Lajas 
 
Alejandro Tapia y Rivera 
Antonio Pagan 
Elemental Urbana Nueva 
Leónides Morales Rodríguez 
Luis Muñoz Rivera 
Mario F. Pagan Irizarry (Sta Rosa) 
Ramon Olivares 
Rosendo Matienzo Cintrón 
Su Juan Cancio Ortiz de La Renta 
 
A.26 Loíza 
 
Belén Blanco de Zequeira 
Carlos Escobar López 
Celso González Vaillant 
378 
 
 
Emiliano Figueroa Torres 
Guillermina Rosado de Ayala 
Jobos 
Medianía Alta Elemental 
Nueva Superior de Loíza (Super Vocacional) 
Parcelas Vieques 
 
A.27 Luquillo 
 
Camilo Valles Matienzo 
Pablo Suarez Ortiz 
Pitahaya 
Rafael N. Coca 
Rosendo Matienzo Cintrón 
Su Alejandrina Ríos (Su Sábana) 
Superior Isidro A. Sánchez 
 
A.28 Manatí 
 
Antonio Vélez Alvarado 
Augusto Cohen 
Clemente Ramírez Arellano 
Cruz Rosa Rivas 
Evaristo Camacho 
Félix Córdova Dávila 
Fernando Callejo 
Francisco Menéndez Balbane 
Jesús T. Pinero 
José A. Montañez Genaro (Voc. Área) 
Juan A. Sánchez Dávila 
Micaela Escudero 
Nueva Juan S. Marchand 
Petra Corretjer De O’Neill 
Teodomiro Taboas 
 
A.29 Maunabo 
 
Alfonso Casta Martínez 
Calzada 
Elemental Urbana 
Manuel Ortiz Suya 
Su Higinio Figueroa Villegas 
Wilfredo Lafuente Ortiz 
 
A.30 Mayagüez 
 
Castillo 
Centro Residencial De Oportunidades Educativas De Mayagüez 
Charles T. Irizarry 
Concordia 
Cuesta De Piedras 
David G. Farragut 
Dr. Pedro Perea Fajardo 
Dr. Silverio Medina Gaud (Consumo) 
379 
 
 
Elpidio H. Rivera 
Esteban Rosado Báez 
Eugenio María De Hostos (Superior) 
Felisa Rincón De Gautier (Su Limón) 
Francisco Vicenty 
Franklin D. Roosevelt 
Jose Gautier Benitez 
La Soledad 
Libre De Música Y Bellas Artes Ernesto Ramos Antonini 
Luis Muñoz Rivera 
Manuel A. Barreto 
María Dolores Faría 
María Luisa Arcelay 
Mariano Riera Palmer 
Miradero 2 
Olga Mas Ramírez 
Rafael Cordero Molina 
Rafael Martínez Nadal 
Rio Canas Abajo 
Rio Canas Arriba 
Sabanetas Maní 
Segundo Ruiz Belvis 
Theodore Roosevelt 
 
A.31 Naguabo 
 
Desiderio Méndez Rodríguez (Maizales) 
Eugenio Brac 
Fermín Delgado Diaz (Su Bo Peña Pobre) 
Fidelina Meléndez Monsanto 
José R. Agosto 
Lutgarda Rivera Reyes (Florida) 
Lydia M López (Peña Pobre Parcelas) 
Quebrada Grande 
Su Silverio García 
 
A.32 Patillas 
 
Cecilio Lebrón Ramos 
Cirilo Santiago Plaud 
Guillermo Riefkhol 
Josefina Muñoz De Bernier 
Lamboglia 
María Dávila Semidey 
María Milagros Ortiz García (Jacaboa) 
Marín Abajo 
Rafaelina E. Lebrón Flores 
Su Joaquín Parrilla 
Tomas Vera Ayala 
 
A.33 Peñuelas 
 
Adolfo Grana Rivera 
Elemental Tallaboa Alta 
380 
 
 
Elemental Tallaboa Alta 
Felipe Quiñones 
Intermedia Ramon Pérez Purcel 
Miguel González Bauzá 
Rafael Irizarry Rivera 
Ramon Pérez Purcell 
Su Jorge Lucas Valdivieso 
Tallaboa Poniente 
Webster 
 
A.34 Ponce 
 
Abraham Lincoln 
Andrés Grillasca Salas 
Ángela Cordero Bernard 
Anselmo Rivera Matos 
Antonio Paoli 
Aurea E. Rivera Collazo 
Bellas Artes De Ponce (Especializada) 
Bernardino Cordero Bernard 
Bethzaida Velázquez Superior 
Carmen Sola De Pedreira 
Cerrillos Hoyos 
Dr. Alfredo M. Aguayo 
Dr. Pedro Albizu Campos 
Dr. José Celso Barbosa 
Dr. Pila 
Dr. Rafael Pujals 
Eduardo Neumann Gandía 
Ernesto Ramos Antonini 
Eugenio Le Compte Benítez 
Eugenio María De Hostos 
Federico Degetau Y González 
Fernando Luis Malavé Olivera 
Francisco Parra Duperon 
Hemeterio Colón 
Herminia García 
Intermedia Juan Serralles 
Ismael Maldonado Lúgaro 
Jaime L. Drew 
Jardines De Ponce 
Joaquín Ferran 
Josefina Boyá León 
Juan Cuevas Aboy 
Juan Morell Campos (Música) 
Juan Morell Campos Elemental 
Julia Cordero Negrón 
Julio Alvarado 
Julio Collazo Silva 
Las Monjitas 
Librado Net 
Lila María Mercedes Mayoral 
Lizzie Graham 
Llanos Del Sur 
381 
 
 
Lucy Grillasca 
Luis Muñoz Rivera II 
Manuel González Pato 
Parcelas Magueyes 
Parcelas Marueño 
Parcelas Real 
Ponce High School 
Ramiro Colón Colón 
Ramon Marín 
Rodulfo Del Valle 
Santa Teresita 
Sor Isolina Ferre (Villa Del Carmen) 
Su Barrio Sabana Hoyos (Nueva) 
Superior Jardines De Ponce 
Superior Juan Serrales 
Thomas Armstrong Toro 
Tomas Carrión Maduro 
 
A.35 Quebradillas 
 
Dr. Pedro Albizu Campos 
Juan Alejo Arizmendi 
Manuel Ramos Hernández 
Ramon Ávila Molinari 
Ramon Emeterio Betances 
Ramon Saavedra 
Su Eugenio María De Hostos 
Su Honorio Hernández 
Su Luis Muñoz Rivera 
 
A.36 Rincón 
 
Conrado Rodríguez 
Genoveva Pérez 
Jorge Seda Crespo 
Manuel García Pérez (Nueva) 
Manuel González Melo 
Octavio Cumpiano 
 
A.37 Río Grande 
 
Rosa Bernard 
Casiano Cepeda Pre Vocacional 
Casiano Cepeda (Intermedia) 
Julio Millán Cepeda 
Edmundo Del Valle Cruz 
Liberata Iraldo (Nueva) 
Antera Rosado Fuentes 
Pedro Falú Orellano 
Rafael De Jesús 
Casiano Cepeda (Superior) 
Félix Sánchez Cruz 
Carmen Feliciano Carrera (Intermedia Bo Palmer) 
Rafael Rexach Dueño 
382 
 
 
 
A.38 Salinas 
 
Ana Hernández Usera (Coquí - Elemental) 
Coquí Intermedia 
Eugenio Guerra Cruz 
Félix Garay Ortiz 
Francisco Mariano Quiñones 
Guillermo González (Playita) 
José Padín 
Las Mareas 
Pedro Soto Rivera 
Rafael Esparra Cartagena 
Román Baldorioty De Castro 
Stella Márquez 
Su Sabana Llana 
Su Urbana Salinas 
Superior Urbana 
Victoria Santiago Colón (Quebrada) 
Woodrow Wilson 
 
A.39 San Juan 
 
Abelardo Díaz Alfaro 
Abraham Lincoln 
Albert Einstein 
Alejandro Tapia Y Rivera 
Alfred Sorensen El  
Amalia Marín 
Amalia Marín 
Amanda Garza-Peña El 
Ana Roque De Duprey 
Ángel Ramos 
Ángeles Pastor (San Martin) 
Antonia B. Caimary 
Antonio Sarriera Egozcue 
Arnoldo Cantú Sr El 
Austin Middle 
Bella Vista 
Bolívar Pagan 
Carmen Gómez Tejera 
Carmen Sanabria De Figueroa 
Central Artes Visuales (Especializada) 
Centro Eugenio María De Hostos 
Dr. Antonio S. Pedreira (Especializada) 
Dr. Cesáreo Rosa Nieves 
Dr. Facundo Bueso 
Dr. Francisco Hernández Y Gaetan 
Dr. Isaac González Martínez 
Dr. José Celso Barbosa 
Dr. José Celso Barbosa 
Dr. José Gualberto 
Dr. José N. Gándara 
Dr. Julio J. Henna 
383 
 
 
Dra. Antonia Sáez 
Drs Reed - Mock El 
Edith & Ethel Carman El 
El Señorial 
Elemental Berwind 
Elemental Nueva 
Eleonor Roosevelt 
Elvis J. Ballew H S 
Emilio B. Huyke  
Emilio Castelar 
Emilio Del Toro Cuevas 
Ernesto Ramos Antonini 
Ernesto Ramos Antonini (Música) 
Eugenio María De Hostos 
Evaristo Rivera Chevremont  
Federico Asenjo (Pre-Técnica) 
Felipe Gutiérrez 
Fray Bartolomé De Las Casas 
Gabriela Mistral 
Gaspar Vilá Mayans 
Gerardo Selles Sola 
Gustavo A. Bécquer 
Haydee Rexach 
Idea Academy San Juan 
Idea College Preparatory San Juan 
Inés M. Mendoza Vda De Muñoz Marín 
Instituto Loaiza Cordero 
Intermedia Berwind 
Jaime Rosario (Buena Vista Elemental) 
Jardines Del Paraíso 
Jesús María Quiñones 
John Doedyns El 
José Colomban Rosario 
José F. Diaz 
José Julián Acosta (Teatro) 
José M. Rivera Solís  
Juan Antonio Corretjer 
Juan José Osuna (Especializada) 
Juan Ponce De León 
Juan Ramon Jiménez 
Juanita García Peraza 
Julián E. Blanco (Ballet) 
Julio Selles Sola 
La Esperanza (Luis Pales Matos) 
Las Américas 
Las Mercedes 
Las Virtudes 
Lcdo. Guillermo Atiles Moreau 
Luis Llorens Torres 
Luis Muniz Souffront 
Luis Muñoz Rivera 
Luis Muñoz Rivera 
Luis Rodríguez Cabrero 
Luz Eneida Colon (La Cumbre) 
384 
 
 
Madame Lucchetti 
Manuel A. Pérez 
Manuel Boada 
Manuel Cuevas Bacener 
Manuel Elzaburu Vizcarrondo 
Martin G. Brumbaugh 
Miguel Such 
Moises Meléndez  
Nemesio R. Canales I 
New El 133 
Pachin Marin 
Padre Rufo (Bilingüe) 
Pedro C. Timothee Anexo 
Pedro Carlos Timothee 
Premier H S of San Juan 
Peja Early College H S 
R Yzaguirre Middle 
Rafael Cordero 
Rafael Hernández 
Rafael Hernández Marín 
Rafael María De Labra 
Rafael Quiñones Vidal 
Rafael Rivera Otero 
Ramón Power Y Giralt 
Ramón Vila Mayo 
República De Brasil 
República De Colombia 
República De México 
República Del Perú 
Sabana Llana 
San Agustín 
Santiago Iglesias Pantin 
Santiago Iglesias Pantin 
Santiago Iglesias Pantin 
Segundo Ruiz Belvis 
Sgt. Leonel Trevino El 
Sofia Rexach 
Sotero Figueroa 
Su Dr. Arturo Morales Carrión 
Superior Berwind 
Tomas Carrión Maduro 
Trina Padilla De Sanz 
University Gardens (Especializada) 
Víctor Parez Collazo 
Vida N Clover El 
Villa Capri 
Villa Granada 
William D. Boyce 
 
A.40 Santa Isabel 
 
Ana L Rosa Tricoche (Velázquez) 
Ana Valldejuly (Jauca) 
Apolonia Valentín (Felicia) 
385 
 
 
Elvira M. Colon Negrón 
Emilio Casas (Peñuelas) 
Esther Rivera (Paso Seco) 
John F. Kennedy 
Manuel Martin Monserrate 
Martin G. Brumbaugh 
Pedro Meléndez Santiago 
 
A.41 Toa Baja 
 
Adolfina Irizarry De Puig 
Altinencia Valle 
Amalia López De Vila 
Antonia Sáez Irizarry 
Basilio Milán Hernández 
Carmen Barroso Morales 
Delia Dávila De Caban 
Dr. Pedro Albizu Campos 
Dr. Efraín Sánchez Hidalgo 
Ernestina Bracero 
Ernesto Juan Fonfrias Rivera 
Francisca Dávila Semprit 
John F. Kennedy 
José Nevárez López 
José Robles Otero 
Lorencita Ramírez De Arellano 
Luis M. Santiago 
María J. Corredor Rivera 
María Teresa Piñero 
Martin García Giusti 
 
A.42 Vega Alta 
 
Antonio Paoli 
Apolo San Antonio 
Elemental Urbana 
Francisco Felicie Martínez (Su Brenas) 
Ignacio Miranda 
Ileana De Gracia (Sup. Urbana) 
José D. Rosado (Bajura Almirante) 
José Pagan De Jesús (Elemental Bo Sabana Hoyos) 
Ladislao Martínez 
Rafael Hernández 
Su Adelaida Vega 
 
A.43 Vega Baja 
 
Agapito Rosario Rosario 
Almirante Sur 2 
Ángel Sandín Martínez 
Centro Comunal 
Centro De Adiestramiento 
Dr. Jesús M. Armaiz 
Eugenio María De Hostos 
386 
 
 
Fernando Rosario Vazquez 
José Gualberto Padilla 
Juan Quirindongo Morell (Superior) 
Lino Padro Rivera 
Manuel Martínez Dávila 
Manuel Negrón Collazo I 
Manuel Padilla Dávila 
Nueva Brígida Álvarez Rodríguez 
Ofelia Diaz Rodríguez 
Rafael Hernández 
Rosa M. Rodríguez 
San Vicente 
Su Almirante Norte 
 
A.44 Vieques 
 
20 De Septiembre De 1988 
Adrianne Serrano 
German Rieckehoff 
María M. Simmons De Rivera 
 
A.45 Yabucoa 
 
Cristóbal Del Campo 
Jaime C. Rodríguez 
José F. Cintrón Y Anexo 
Juan B. Huyke 
Luis Muñoz Marín 
Marta Sánchez (Guayabo) 
Ramon Quiñones Medina 
Rosa Costa Valdiveso 
Rosa Sánchez Vargas 
Su Andrés Sandín Martínez 
Su Asunción Lugo 
Su Jesús T. Sanabria Cruz 
Su Manuel Ortiz 
Su Marcos Sánchez 
Su Rogelio Rosado (Su Playita) 
Teodoro Aguilar Mora 
 
A.46 Yauco 
 
Almácigo Bajo I Y II 
Ana María Negrón 
Arturo Lluberas 
Benicia Vélez 
Doris Martínez (Almácigo Alto 2) 
Elvira Vicente 
Ernesto Ramos Antonini 
Inés María Mendoza 
José Onofre Torres Fermoso 
Loaiza Cordero Del Rosario 
Luis A. Ferre Aguayo 
Luis Muñoz Rivera 
387 
 
 
Patria Pérez 
Rafael Martínez Nadal 
Santiago Negroni 
Su Jaime Castaner 
Superior Ocupacional Y Técnica De Yauco 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
388