SCHOOL CONTINGENCY PLAN IN THE

EXISTENCE OF NATURAL HAZARD:

EARTHQUAKE & TYPHOON

CRISTINA G. LEAŇO
School Principal

ROCHELLE DC. IDAGO

School DRRM Coordinator

JANUARY, 2019-2022

1
 MESSAGE

In our current times, to communicate risks effectively with populations,

communities, families and individuals is essential for everyone to be better prepared when
disaster and crisis hit. This is a challenging task, as normally people don’t want to hear about
“dangerous things”. Some are afraid of even thinking about the possibility of an earthquake, a
tropical cyclone, floods, landslides, tsunamis or even the most common household hazards,
such as fire, hitting their homes as well as school and community.

Climate science is warning us and as we are seeing with our own eyes, hazards are on
the rise in both frequency and intensity with increasing impacts on livelihoods and well-
being. It is our duty to support people to understand the risks, and their important role in
protecting themselves and being more resilient.Every organization and government engaged
in disaster risk reduction awareness must plan and communicate harmonized messages – a
key element to avoid confusion. As a consequence, we increase people’s confidence in acting
to make themselves safer. It starts with one individual, a family, neighbors, the whole school
community, a city and even the whole country.

A contingency plan is a document setting out an organized, planned, and

coordinated course of action to be followed when human health or the environment is
threatened. Even though the hazardous materials facility may be required to have
a contingency plan, the school needs to have one also. It is for protection of children’s right
to safety and survival and to protect children’s right to educational continuity.

In the process we will also be safeguarding educational investments and strengthening

disaster resilience everywhere, through education. School safety is the job of the entire school
community. However, school disaster and emergency management require leadership and
coordination by school administration, and involvement of teachers, staff, students, parents
and the community people.

CRISTINA G. LEAŇO
School Principal

2
 Department of Education
Region III
Schools Division of Bulacan
San Rafael West District
DILIMAN ELEMENTARY SCHOOL
Diliman I, San Rafael, Bulacan

SCHOOL CONTINGENCY PLAN IN THE EXISTENCE OF NATURAL HAZARD:

EARTHQUAKE & TYPHOON

I.HISTORICAL BACKGROUND

Diliman Elementary School is located at 144 Barangay Diliman Road, San

Rafael, 3008 Bulacan. Before its establishment on 1945, there was no other school in

Barangay Diliman. All school age pupils at that time were enrolled in Maguinao Elementary

School which is 3 kilometres away from Barangay Diliman. On January 22, 1944,

Mr.Severino Manalo and Mr.Lamberto Santos, owner of big lands and prominent persons in

Barangay Diliman agreed to donate portions of their lands for the school site of the Barangay.

It was on February 1945 when the area was registered as school site in the municipal office of

San Rafael. It was named Diliman Elementary School when it opened on June, 1945 with

.Mr. Armando Mendoza as the school’s first teacher

The figure below shows the transition of school administrators from its establishment

up to present.

Figure 1: Succession of School Heads

3
 To date, the school, as headed by the principal, has 1 pre-school teacher, 14 grade

school teachers, a utility worker and 2 canteen helpers.

SCHOOL MAP
School Risk Profile

Since the school is now 72 years from its construction, the risk status is considered as
medium-high as far as the physical structure of the building and site is concerned. The school’s
location is very near from the road, the learners go to school by taking different means of
transportation. In terms of natural disasters, the school is considered as medium low risk on
typhoons. The main concern of the school in terms of natural disasters are Habagat and
Earthquakes (The Big One).

Aside from this, the school conducted annual hazard mapping to assess the existence of
risk found within the area. The hazards identified should be immediately addressed and necessary
actions should be taken to lessen or prevent the adverse effects to all the stakeholders especially
the pupils.
The illustration below shows the hazard map of the school

Figure 3.2 Diliman Elementary School Front Gate

Nn

School Risk Profile

Figure 2: Diliman Elementary School Map

4
 Diliman Elementary School is now 75 years from its construction, the old buildings

( Marcos type, Canteen, stock room and Bagong Lipunan building) can be considered in

medium-high risk while the Congress and Deped School Building Standard is at medium-low

risk as far as the physical structure of the building is concerned.

Likewise, the annual hazard mapping in the school found the existence of risk within

the area; figure 3 shows the hazard map of the school.

Figure 3: Diliman Elementary School Hazard Map

School’s Basic Education Information System

5
 The EBEIS of the school contains information that can be used in monitoring

and assessing damages brought by varied hazards.

1.1 Enrollment
PRE
ELEMENTARY
ELEMENTARY
60
%
46%4054%
%

MALE
MALE FEMALE
FEMALE
1.2 Current Enrollment by Grade

Level

CURRENT ENROLLMENT
100%
90%
80%
70%
60%
Axis Title 50%
40%
30%
20%
10%
0%
PRE ELEM GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6

1.3 Personnel Data

6
 PERSONNEL DATA

14

FEMALE MALE

1.4 Personnel Data ( National Funded Teaching & Non-Teaching)

PERSONNEL DATA
100%
80%
60%
40%
20%
0%
al r1 r2 r3 r2 r1
cip he he he he he
in ac ac ac ac ac
Pr Te Te Te Te Te
r r
te te
as as
M M

Female Male

1.5 Total Classroom Furniture

7
 Furniture
60
122

Desk
Arm Chair
Set of Table & Chairs

651

1.6 Number of Instructional and Non-Instructional Rooms

Instructional and Non-Instructional Rooms

Instructional Room
Non-Instructional Room

15

1.7 Existing Number of Toilet Bowls

8
 Toilets/Bowls
18
16
16

14

12

10 Toilets/Bowls

4
2
2 1
0
Shared(Boys & Girls) Girls Toilet Bowls Boys Toilet Bowls

TEMPLATE 1: BASELINE DATA ON INFRASTRUCTURE AND NON-

INFRASTRUCTURE

Figure 4: Template 1: Baseline Data on Infrastructure and Non- Infrastructure (Note: see

attached annexes School Contingency Template for a clearer data)

9
 Table 1: List of Existing Public School Buildings

Building Name Building Type No. of Classrooms Condition

Marcos Type 6 For repair

Modified
Bagong Lipunan 3 For Maintenance

Type 1
Bagong Lipunan 1 For Maintenance

Type 11
Congress 1 For Repair
DepEd School 2 For Repair

Building
Provincial Building 4 For Maintenance
Quezon City 3 For Maintenance

Dynamic Lion’s Club

Building
H.E Building 1 For Maintenance
Canteen/Stockroom 2 For Demolition

TEMPLATE 2A: BASELINE DATA ON LEARNERS

School Name: Diliman Elementary

  School
         
   
  School ID:105119                
           
   
               
                   
Grade Level Number of Learners
(As of March 2020 )

10
 Number of Learner with Disability

Female

Total
Male

DisabilityIntellectual

(Please
Others
Disability
Impaired

Impaired

Learning
Visually

Hearing

specify)
Kindergarten 24 36 60 0 0 0 0 0
Grade I 33 45 78 0 0 0 0 0
Grade II 43 25 68 0 0 0 0 0
Grade III 32 23 55 0 0 0 0 0
Grade IV 34 31 65 0 0 0 0 0
Grade V 33 23 56 1 0 0 0 0
Grade VI 44 36 80 0 0 0 0 2
GRAND TOTAL 243 219 462 1       2

ROCHELLE DC. CRISTINA G.

IDAGO LEANO
SDRRM
Coordinator School Head

Instructions:
This should be accomplished by the SDRRM Coordinator with the
School Head.
Number of Leaners - It should be based on the current enrollment of the school
of the current year.
Number of learner with disability - Add more column depending on the data of
disability of the school.

TEMPLATE 2A: BASELINE DATA ON PERSONNEL

School Name: Diliman Elementary School

School ID:105119

Number of Personnel
(As of March 2020 )

11
 Teaching Personnel Non-Teaching Personnel

No. of Person with No. of Person with

Disability Disability
Female

Female
Total

Total
Male

Male
ImpairedVisually

ImpairedHearing

ImpairedHearing
(Please
(PleaseOthers

Others

(PleaseOthers
Impaired
Visually

specify)
(Please
Others
specify)
heart
disea
  1       se                
                           
                           

Prepared by: Noted by:

CRISTINA G.
ROCHELLE DC. IDAGO LEANO

SDRRM Coordinator School Head

Instructions:
This should be accomplished by the SDRRM Coordinator with the School Head.
Number of Personnel - It should be based on the current enrollment of the
school of the current year.
Number of person with disability - Add more column depending on the data of
disability of the school.

II. OBJECTIVES

This Contingency Plan will be used for risk management and

include policies to mitigate disaster’s potential impact. It aimed to enable the

school to cope up to the challenges that may arise during time of disaster. The

following objectives were crafted to ensure implementation of this plan:

12
  mainstream the disaster risk reduction program in school system;

 define roles of school disaster risk reduction management personnel;

 identify, asses and monitor disaster risk possibly experienced in the

school and;

 ask cooperation and support among school’s partners and stakeholders in

implementing DRRM programs.

III. HAZARDS

The physical structure of the school building in Diliman

Elementary School is susceptible to damages during natural calamity. The table below shows

the historical data of natural calamity (Earthquake) and its impact to school.

Table 2: Historical Data of Earthquake and Its Impact in the School

IMPACT IMPACTS TOTAL COST RANKING
Classroom andNo. of Totally

Damaged No. of Partially

Total Cost
Teaching No. of Teaching

Damaged No. of Partially

No.of Students
HAZARD

Damaged
Personnel and Non-
YEAR

Major

Minor

(TDC+PMDC+
MDC)
Classroom and

Classroom and

2019 EARTHQUA 0 0 0 0 1 1 1
Cost

KE

13
 Figure 5: Template 3: Historical Data on Disaster (Note: see attached annexes School

Contingency Template for a clearer data)

14
15
16
17
 Figure 6: Template 4: Capacities and Gaps (Note: see attached annexes School

Contingency Template for a clearer data)

Figure 7: Template 5: Hazard Prioritization (Note: see attached annexes School

Contingency Template for a clearer data)

18
 IV. DISASTERS, IMPACTS AND VULNERABLE DIVISION

Though the area of the school where the school is located has not

been directly affected by recent natural or man-made hazard, the SDRRM together with its

partners work well to identify the vulnerability of the school, which was classified into three

areas:

1. Physical/material vulnerability- refers to damages to school buildings and it’s

component.

2. Social Vulnerability-refers to pupils, teachers and staff who will be physically hurt or

injured during disasters.

3. Psychological Vulnerability-refers to change in behavior or attitude of the pupils,

teachers and staff as the result of their experienced disaster.

V. CAPACITIES AND VULNERABILITIES

In the effort to strengthen the schools resiliency in times of

disaster, different interventions and programs were undertaken to address gaps and provide

appropriate plans for easy response, recovery and rehabilitation.

Table 3: Capacities and Vulnerability Assessment

KEY AREAS FOR DETAILS CAPACITIES GAPS/ Measures to address Timeline
PREPAREDNESS VULNERABILITI the gaps
ES
RISK 1.Understanding of Pupils and Parents and the Provide seminars Month of
UNDERSTANDIN hazards and their teachers were community are and symposium July
G characteristics oriented regarding not part in to capacitate each
the hazards and its providing parent re: risk
characteristics orientation on understandi-ng.
the said
2. Conduct of risk The LGU and concern. This will be
assessment school's officials done during
conducted the parents' assembly
annual risk
assessment
specifically the
school physical
facilities

CONTINGENCY 1.Preparedness/Con IEC is Initial draft of Finalize the Year round

PLAN AND tingency Plan disseminated to the ConPlan is content of
DISSEMINATIO school-community devised and ConPlan and

19
N 2. IEC through social formulated. submit to the
media, school concerned for
report card and review and
conferences. validation.
Availability of
other relevant
Collate necessary
IEC materialsIEC materials
designed for
with the help of
pupils. school's DRR
partners.
COMMUNICATION 3.Understanding All is well Weak signal Look for other July
advisories -informed in the from trusted networks that
including warning advisories for each networks could provide
signals hazard. This is strong signal
done through especially during
varied calamities
communication
mechanisms such
as social media,
SMS, etc.

4.Understanding The school- Seek assistance Every

and implementation community is from Barangay Month of
of DO 21, s 2015 not fully aware Officials to August
(DRRMC and Info on the content conduct
Mgt. Protocol) of such community –
issuance. building
assembly to
discuss the
content of the
said order

5. Equipment Lack of Participate in Year Round

emergency varied DRRM
equipment in activities
response to sponsored by
hazard. LDRRMO
wherein part of
their program is
providing
emergency
equipment.
Look for possible
sponsors to
purchase
necessary
emergency
equipment
COORDINATIO 1. RDRRMC Well-coordinated
N 2.P/M/CDRMMC in all government
3. LGUs units; posting of
4. Partners emergency
hotlines in the
school is evident.

Local government
councils and

20
 partners were
informed through
correspondence
whenever there
are disaster
management-
related activities
conducted in the
school
MONITORING 1. Monitoring of There is no Invite PDO from Quarterly
preparedness monitoring SDO to conduct
/contingency plans done in this the said activity
of schools case.

2. Monitoring of The Chair and Local DRR Inform Quarterly

hazard situation, Focal Person of officials are not LDRRMO to
including SDRRM took the involved. assist the school
communicating responsibilities to conduct the
with school and initiatives in said monitoring.
the monitoring A Memorandum
process. of Understanding
shall be signed by
the two parties to
ensure that roles
assigned to them
are performed.

3.Monitoring MOVs in
RADAR submitted RADaR
completion, for each hazard
validation and are intact and
submission to documented
Central Office

4. Monitoring of There is no Seek assistance Quarterly

implementation of monitoring to Local DRRM
support for learning done in this to establish a
continuity case. learning
continuity and
support system.

5. Transportation The SDRRMC is Year Round

well-coordinated
with the
BDRRMC for an
emergency
transportation.
CONVERGENCE 1. Interface with The school is Address the Month of
other offices in the not aware and concern to focal June
region/ divisions oriented in this person so that
matter orientation
regarding this
matter is done.

2. Existence of Functional DRRM Lack of Elucidate the Year Round

DRRM Team Team in the commitment importance of
(which includes school and dedication their role in

21
 Frontline from some responding to any
Responder Team DRRM disaster.
members.
3. Command There is an Externals are Information Quarterly
system existing command not fully aware dissemination
system practiced in the system. thru seminars to
in the school esp. equip school
during the conduct external partners
of hazard drills in the command
system.

4. Twinning with The school is Address the Month of

other regions/ not aware and concern to focal June
divisions oriented in this person so that
matter proper orientation
regarding this
matter will be
immediately
done.

SUPPORT FOR 1.Implement and Temporary Inform the Month of

LEARNING monitor Temporary Learning Barangay June
CONTINUITY Learning Spaces spaces are not Officials to assist
(TLS) yet identified the school to
identify possible
TLC.
Memorandum of
Agreement must
be prepared to
assure that the
said space will be
used in times of
emergencies.

2. Buffer stocks for SLK, big books Lack of Reproduction of Year Round
Learning Materials and other learning learning EiE learning
manuals serve as materials materials to be
resources and designed for sponsored by
available in the emergency school's external
school. education partners
(EiE).
Revisit Division
LRMDS Portal
and ask
permission to
download
modules designed
for EiE.
3. Alternative ADM program Ask support to Quarterly
Delivery Modes in support for the concern in
(ADMs) learning establishing
continuity is ADRM Program
not yet in the school in
implemented preparation for
the occurrence of
disasters in the

22
 area.

4. Psychosocial SDRRM Team Invite speakers to Month of

support is not ready to talk on October
give such psychosocial
support due to support.
lack of
trainings and
seminars

DRILLS 1.Regular conduct Conducted and Quarterly

followed quarterly
hazard drills in
school

2. Existence of Clear and

Protocols – necessary
command system; emergency
evacuation route, signage and
safe place, school safety rules
reunification are found and
posted in
conspicuous areas
in the campus

3. Coordination The system is

with relevant managed and
agencies and practiced
partners during consistently.
drills

FUND SOURCES Local fund is Share LGU Look for Year Round
solely used for the funds allotted possible
school based DRR for DRRM sponsors
activities programs and to
projects . provide
funds
needed
for

Table 4: School DRRM Action Plan

Activity Objective Pillar in Timeframe Resources Persons Success

and CSS Involved Indicator
Description
Prevention and Mitigation
1. Organize Organize Pillar June School Teachers, Organized
SDRRMC and SDRRMG and 2:School Fund PTA, SDRRMC and
develop SDRR develop Disaster LGU developed
Plan SDRR Plan Management SDRR Plan
within the time
frame
2. Integrate the Information Pillar 3 – Year Books, Teachers 80% and above
concept of DRR dissemination Risk Round Reading & Pupils of pupils learned
and in preparation Reduction Materials, about DRR &

23
environmental with the and Powerpoint environmental
education in the occurence of Resilience Presentation education.
school natural Education , Teachers
curriculum calamities.
3.Construction/ Construct/ Pillar 1-Safe Year MOOE, School Classrooms
Repair/ repair/rehabilita School Round LSB, LGU Head/ constructed/repai
Rehabilitation te school Facilities LGU’s red/rehabilitated
of classrooms in building within per specification
strict specification.
compliance with
plans and
specification
Preparedness
1. Conduct a Orient Pillar 3 – Year School Pupils, 100% of
quarterly pupils, Risk Round Fund PTA, activities done
Earthquake / Fire teaching Reduction LGU, within the time
Drill and non- and Teachers frame
teaching Resilience
staff on the Education
things to
do
before,duri
ng and
after
disaster.
2. Hazard Mapping Identify Pillar 2 – Year School SDRRM 80% of
and reduce School Round Fund G/ hazards are
danger Disaster Classroo identified
inside the Management m
school Teacher
3. DRR Training Educate, Pillar 2 – Year School Teachers, 100% of
update, School Round Fund PTA, teachers and
equip the Disaster LGU concerned
capabilities Management stake holders
and attended the
knowledge DRR Training
of
SDRRMC
and other
concern
personnel
4.Posting directory Post and Pillar 2 – Year School SDRRMC Evacuation
of emergency provide School Round Fund , Pupils plan and
hotlines and/or signages of Disaster emergency
provide signages evacuation Management signages were
for evacuation plan plan that posted at
ensures the conspicuous
safety of areas.
the pupils
during
evacuation
period

24
 5. Provide Prepare Pillar 2 – June School SDRRMC Emergency kit
Emergency Kit materials School Fund , Pupils, were provided.
e.g Go Bags/ Go needed for Disaster Teachers
Boxes emergency Management
evacuation
Response
1. Establish Have an open Pillar 3 – Year School SDRRMC Established line
open line of communication Risk Round Fund PTA, LGU of
communication with the local Reduction communication
with local DRRMC’s and to local DRR
DRRMC’s Resilience counterparts.
Education
-Act promptly
to disseminate
information on
suspension of
classes.

-Attend and get

involved in
meeting called
by
PDRRMC/MDR
RMC/BDRRMC

2. Purchase Purchase Pillar 2 – Year MOOE School 75% of

warning materials School Round Principal, materials were
devices/ needed for Disaster BAC, purchased
equipment and emergencies Management SDRRM
emergency/
medical
materials
Rehabilitation and Recovery
1. Designation of Designate Pillar 2: Year Round School SDRRMC Rehabilitation
rehabilitation rehabilitation School Fund, / facilities were
facilities facilities Disaster MOOE Principal identified and
e.g. Temporary Management established.
Learning Shelter
(TLS)

2. Established Establish Pillar 2: Year Round School SDRRMC Recovery team

recovery team for recovery team School Fund, Head were established
clean-up and for the needed Disaster MOOE for cleaning and
repair of school assistance. Management repair of school
building & building and
grounds grounds.
3. Conduct moral Do counseling Pillar 2: Year Round School Fund SDRRMC Counseling for
recovery to to pupils who School ,Guidance moral recovery
pupils affected by are affected by Disaster Counselor were conducted.
the calamity. the calamities. Management , Teacher
4. Submission of Submit Pillar 2: Year Round School Fund SDRRM RADAR forms
accomplished necessary School C Focal submitted

25
RADAR 1 and information Disaster Person through links
RADAR 2 through Management and
RADAR communication
line.

Organizational Chart of the SDRRM Group

Figure 8: School Disaster Risk Management Organizational Chart

26
Table 5: Overall Responsibilities of SDRRM Committee and Its Compositions

Committee/Cluster Objectives Overall Composition

Responsibilities
To ensure that *Providesfull support Leader Member
Chairman every leader and and leads the division
member in each and school in
Cristina G. Leaño
team efficiently implementing DRRM
and effectively initiatives
performs the *Provides
given DRR related preparedness plan to
DRRM Focal Person task/s and to all concerned persons
(Co-Chairman) provide and agencies
necessary report *Establishes ICS as a
for evaluation control point Rochelle D.C Idago
and
*Conducts Capacity
improvement
building/ Traing
course
*Takes all necessary
actions to ensure that
organization operates
safely and efficiently
during emergencies
*Secures vacated
Security building areas of Cristopher R. Collantes
Team/crowd evacuation center and
control disaster operation

*Coordinates with the

local PNP
LGU for the security
of the areas
*Coordinates with the
counteropart
Transportation Transport team Relly DC. Ramos
Team leaders and local
transport groups for
use of their facilities.
*Maintain
communication link
Communication/ with offices and Reinalyn Verde Liberty
information/ personnel Chico
warning Team *Keeps record of all
communications and
messages
*Coordinates with
agencies involved in
disasters/
emergencies
Supply Team *proovides support, Maureen V. Moya
resources and all
other services needed
to meet incident

27
 objectives, personnel,
materials,facilities
and services
First Aid *Provides immediate Bernadette I. Dela Cruz
care for those who
are victim of disaster
Search and Rescue *Provides initial Edison R. Nilayan
Team search and rescue to
the victim disaster
Family *keeos records or Clarissa V.Nacario Jennifer
Reunification communication links V.
from pupils guardians Hipolito
or parents for proper
Evacuation *Coordinates with the Lailani V. Vicho Monaliza
counterpart M.
evacuation team Manalo
leaders and local
evacuation groups for
the use of their
facilities.

VI. PREPAREDNESS MEASURES

The table below shows the response actions before, during and

after disaster.

Table 6: Response Actions Before, During and After Disaster

Timeline Response Actions

Before Earthquake 7.2 Magnitude Re Orientation on preemptive measures during

disaster

During Monitoring and reporting on the number of casualties

After

0-24 hours Focus on Family Reunification, Activate EMT ( Emergency Management

Team)

24-48 hours Activate Communication Lines

72 hours Damage Assessment

96 hours Send updated report to district and division office

Coordinate with the concerned regarding buildable area for TLS
(Temporarily Learning Areas) Resumption of Classes,

5-10 days Conduct of PFA ( Psychological First Aid)

VII. PREPOSITIONED MATERIALS AND EQUIPMENT

28
 The table below shows learning materials that can be utilized

during disaster, these will served as learning kit to prevent interruption of the learning

process.

Table 7: List of Available Learning Materials and Equipment in the School

Grade Level Title Quantity

1 # Tara SUMama ka! 5
3 Pagkakakilanlan ng Bayan ng 20
San Rafael
4 Koko Kompyuter 1
5 Project Bayani (Brochure) 20
6 Mathilda and Mathias –The 1
Firefighters

Refer to updated inventory checklist of textbooks and other instructional materials.

VIII. IMPLEMENTING PARTNERS

Coordination and support were vital elements to fully materialize

the school contingency plan, thus their roles and functions must be fully adhered. Table 8 and

9 discussed the specific function of each partners involved in School Preparedness Measure.

Table 8: List of Implementing Partners and Their Specific Roles

PREPAREDNESS PARTNERS INVOLVED SPECIFIC ROLES/

MEASURES SUPPORT FROM PARTNER
Identify secondary hazards Municipal Engineer Conduct risk assessment and
and risks in the occurrence of Local DRR focal persons hazard mapping in the
hazards SDRRM Team school.
Student Led Watching Give recommendations and
Team suggestions to strengthen
disaster preparedness and
management
Disseminate necessary and Local Government Units Provide capacity building and
relevant information regarding Local DRR focal persons trainings to all the stakeholders
on what to do; before, during School-Community Team to ensure that DRR in
and after the occurrence of and Members education and its application is
natural hazard and its learned and prioritized.
secondary effects.

Coordinate with relevant SDDRM Chairman and Monitor and assess the drills
agencies and partners during Focal Person conducted in the school.
drills Local DRR officials Provide technical assistance to
improve protocols and
command system

Establish a support system for Local Government Units Formulate comprehensive

learning continuity in case that Local DRR focal persons plans of action to establish a

29
 the area is affected by the School-Community Team and temporary learning space for
hazard Members alternative modes of learning
for those who will be affected
by the hazards

Table 9: Specific Partners and Its Definite Roles

PARTNERS SPECIFIC Location Contact Person REMARKS

INVOLVED ROLES/
SUPPORT
FROM
PARTNER
BDRRMC Training Diliman 1st, San Hon. Amalia A. Ramos Aware and
Support Rafael, Bulacan Barangay Captain informed on their
specific roles.

MDRRMC Training Municipal Hall Reynaldo T. Villanueva Aware and

Support of San Rafael Chief Officer/ informed on
LDRRMA III- EMT their specific
roles.
Supported all
the DRMM
activities in the
school.
ALUMNI Financial Diliman 1st, San Antonio Cuadra Agreement
Support Rafael, Bulacan President- General between them is
Parents-Teacher still on process
Association
MSWD Psychosocial Psychosocial Aware and
Support Support informed on
their specific
roles.
Supported all
the DRMM
activities in the
school.
RHU Medical Municipal Hall Aware and
Support of San Rafael informed on their
specific roles.
Supported all the
DRMM activities
in the school.

Philippine Training Provincial Dir. Memorandum of

Red Cross Support Capitol RicardoVillacorte Understanding is
Compound, Director, PRC- not forwarded to
Malolos City Bulacan Chapter the chapter.

30
 Barangay Diliman 1, also established evacuation area that can be

used in building the temporary learning spaces for learning continuity in the aftermath of

disaster.

Figure 9: Template 7: Scenario Building (Note: see attached annexes School Contingency

Template for a clearer data)

IX. HUMAN RESOURCES AND EQUIPMENT

31
 Figure 10: Template 8: Resources Inventory and Needs Projection (Note: see attached

annexes School Contingency Template for a clearer data)

32
School Disaster Risk Reduction and Management Related Activities to Mitigate Disaster
Impact

Seminars attended relevant to DRRM

Earthquake Drills

Posting of Emergency Signages

33
 Stakeholder Orientation about DRRM

Learning Action Cell about DRRM

ANNEXES

34
  Deped Order no. 21 s. 2015- Disaster Risk Reduction and Management Coordination
and Information Management Protocol

 Barangay Disaster Risk Reduction and Management Action Plan

 Contingency School Planning Template

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