De Guzman Elementary School

101521

CONTINGENCY PLAN FOR

TROPICAL CYCLONE

As of September , 2022
 TABLE OF CONTENTS

Background …………………………………………………………………………………..…… 2
Building Inventory and Equipment, Furniture, Table 1 ……………………….. 3
Baseline Data on Learners and/or Personnel, Table 1 ..……………………... 4
Introduction to Tropical Cyclone …..…………………………………………………… 4
Objectives………………………………………………………………………………………….. 4
Hazard Map……………………………………………………………………………………….. 5
Historical Data on Disaster and Its Impact, Table 2……………………………. 6
Capacities and Vulnerabilities, Table 3……………………………………………… 6
Activation and Deactivation……………………………………………………………… 10
Resource Inventory and Needs Projection, Table 4&5…………………………. 11
Response Action, Table 6…………………………………………………………………… 12
School DRRM Team, Table 7 ……………………………………………………………… 13
Inventory of Implementing Partners, Table 8……………………………………. 14
Effectivity …………………………………………………………………………………………… 15

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 DE GUZMAN ELEMENTARY SCHOOL CONTINGENCY PLAN FOR TROPICAL CYCLONE

I. Background
Mabini is a third class inland municipality of Pangasinan Province in Region 1, Philippines. The
town of Mabini was once a part of Zambales and was formerly known as Balincaguin. Then later named Mabini
in honor of the great Sublime Paralytic and Brains of the Revolution, Apolinario Mabini. Mabini is politically
subdivided into 16 barangays. These barangays are headed by elected officials such as the Barangay Captain and
Barangay Councilors and one of the barangays in the municipality of Mabini is Barangay De Guzman.

Barangay De Guzman is presently headed by Barangay Captain Rolando Barril.

Barangay De Guzman has an elementary school called De Guzman Elementary School with
School ID 101521. It is one of the 18 schools in Mabini District. It is approximately five (5) kilometers away from
the District Office. The school was formerly known as YANGIN ELEMENTARY SCHOOL. The location of the school
was in Purok 7,De Guzman , Mabini, Pangasinan. But due to NPA issues and concerns , this barangay was moved
to Purok 4, De Guzman , Mabini, Pangasinan and named De Guzman Elementary School.

It was in 1954 when the first graduation held. Correspondingly, as the years went, the number
of teachers increased because of the tremendous surge of pupils enrolment. De Guzman was favored with
complete elementary grades. More years after, they had their first Teacher In-charge. Madam Radovan was the
first Head Teacher.

This time, De Guzman Elementary School has nine (9) teacher and School Principal I in the name of
REYNO R. DELA ROSA and with a total enrolment of 296, 147 are male and 149 are female from Kindergarten to
Grade 6.

INFRASTRUCTURE NON-INFRASTRUCTURE
Computerization
Current Status

Blackboards
Classrooms

Package (DCP)
Constructed

No. of DepEd

Resources
of Building

Learning
Source of
Building
Type of

Funding

No. of

No. of
No. of
Year

No. of Furniture

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 Non-instructional rooms
Instructional rooms
(Acad/Non-acad)

Teacher’s Chair
Teacher’s Table
Arm Chair

Sala Set
Chair
Desk
DepEd
Cariño 0
1980 National Good 1 0 0 2 0 0 36 9 0
Bldg.
Funded

Bagong
Lipunan DepEd
School 1975 National Good 3 0 0 6 0 31 47 7 0 0
Building Funded
(BLSB)

DepEd
DepEd
2015 National Good 3 0 0 4 16 17 26 0 0 0
Bldg.
Funded

DepEd
FVR Bldg. 1997 National Good 6 0 0 10 25 10 40 0 0 0
Funded

DepEd
RP-US
1975 National Good 3 0 0 6 90 9 36 0 0 0
Bldg.
Funded

DepEd
AGBAYANI
2009 National Good 1 0 1 0 0 1
Bldg.
Funded

Don
Guillermo Provincial Not
1995 3 0 0 3 0 0
Orbos Funded Good
Gym

1
TOTAL 21 0 1 31 162 83 145 0 0

Number of Learners
(As of September 2022)

Grade
Level
Number of Learner with Disability
Male Female Total

Others
Visually Hearing Learning Intellectual
(Please
Impaired Impaired Disability Disability
specify)

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Kindergarten 22 22 44 0 0 0 0 0
Grade 1 25 17 42 0 0 0 0 0
Grade 2 25 19 44 0 0 0 0 0
Grade 3 18 28 46 0 0 0 0 0
Grade 4 21 22 43 0 0 0 0 0
Grade 5 17 22 39 0 0 0 0 0
Grade 6 19 18 37 0 0 0 0 0
GRAND TOTAL 147 149 296 0 0 0 0 0

TROPICAL CYCLONE

Oceans and seas have great influence on the weather of continental masses. A large portion of the solar energy
reaching the sea-surface is expended in the process of evaporation. These water evaporated from the sea/ocean
is carried up into the atmosphere and condenses, forming clouds from which all forms of precipitation result.
Sometimes, intense cyclonic circulations occur which is what we call the tropical cyclones.
Tropical cyclones are warm-core low pressure systems associated with a spiral inflow of mass at the bottom
level and spiral outflow at the top level. They always form over oceans where sea surface temperature, also air
temperatures are greater than 26°C. The air accumulates large amounts of sensible and latent heat as it spirals
towards the center. It receives this heat from the sea and the exchange can occur rapidly, because of the large
amount of spray thrown into the air by the wind. The energy of the tropical cyclone is thus derived from the
massive liberation of the latent heat of condensation.
Tropical cyclone is defined as a non-frontal, synoptic-scale cyclone developing over tropical and sub-tropical
waters at any level and having a definitely organized circulation. In other parts of the world, these are referred
to as hurricanes, typhoons or simply tropical cyclones depending on the region. In the North Atlantic, Eastern
North Pacific and South Pacific Ocean, they are called "hurricanes". In the bay of Bengal, Arabian Sea and
Western South Indian Ocean, the name is "cyclonic". In the eastern part of the Southern Indian Ocean, it is
"willy-willy", and in the Western North Pacific Ocean, they are called "typhoons".
Tropical cyclones can only form over oceans of the world except in the South Atlantic Ocean and the south
eastern Pacific where a tropical cyclone could never be formed due to the cooler sea surface temperature and
higher vertical wind shears. They develop at latitudes usually greater than 5° from the equator. They reach their
greatest intensity while located over warm tropical water. As soon as they move inland, they begin to weaken,
but often not before they have caused great destruction.
The Philippines is prone to tropical cyclones due to its geographical location which generally produce heavy rains
and flooding of large areas and also strong winds which result in heavy casualties to human life and destructions
to crops and properties. Thus, it is of utmost importance to have sufficient knowledge on such maritime
phenomena for beneficial purposes.

II. OBJECTIVES

This Contingency Plan covers De Guzman Elementary School, Schools Division Office I Pangasinan, Region I which
focuses on Tropical Cyclone.

Specifically, this Contingency Plan focuses on the following:

1. To provide safety precaution of the learners and personnel.

2. To lessen the impact on damages of typhoons being the priority hazard of the school, in both infrastructure
and non-infrastructure aspect based from available resources.

3. Strengthen the partnership of the school with its external stakeholders during the onset of tropical cyclone.

4. Orient the DRRM Team on their specific roles and responsibilities.

5. Prepare the possible effects of tropical cyclone in worst scenarios.

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III. HAZARDS

The Contingency Plan focuses on Tropical Cyclone. It can be noted based on the Monthly Tropical Cyclone
Forecast and Tropical Cyclone Tracks for the past two years that Mabini is at risk for tropical cyclones.

Source: PAG-ASA

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IV.
HISTORIC
AL DATA
ON
DISASTER

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AND ITS IMPACT

In the Philippines, nothing is as certain as the arrival of a typhoon. It’s not a matter of if but when. After all, at
least 20 typhoons visit the country every year. These typhoons cause damage that cost billions of pesos, claim
thousands of lives, and leave a permanent imprint on the minds of the survivors.

Table 2: Historical Data on Disasters and its Impacts

V. CAPACITIES AND VULNERABILITIES AND KEY DRRM MEASURES

Key Areas for
Details Capacities Gaps Vulnerabilities
Preparedness
Risk 1. Understanding of Hazards Orientation and Insufficient Limited
Understanding and its characteristics trainings on the funds numbers of
different types of teachers or
hazards Poor internet personnel are
connection sent on
trainings.
2. Conduct of Risk Assessment Conduct Risk No available Greater expense
Assessment of funds for minor of damages on
School Building by or major repair infrastructure
an Engineer or of classrooms and non-
Physical Facilitator infrastructure.
Coordinator

Conduct Fire Safety

Inspection by BFP
3. Planning and undertaking Gathering Insufficient Unsuccessful
actions based on risk Historical Data funds of school implementation
assessment results Based on EBEIS of the plan
Inactive
Brainstorming of participation of
plan of action by SDRRM
SDRRM team member
Contingency 1. Contingency Plan Attended Unstable Poor
Plan and Seminars/Trainings internet implementation
Dissemination on CP connection of the plan
2. IEC Distribution of Limited Poor
brochures to the distributed implementation
learners and brochures due of disaster
parents. to health preparedness
protocol
Communication 1. Understanding of advisory NDRRM text Unstable Delayed
including warning signals messages and network messages lead
messenger connection disaster

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 unpreparedness
2. Understanding and Posting Emergency Some are Increase the
implementation of DO 21 s.2015 Hotlines in every disoriented in number of
classroom, signages the violators
and health implementation
protocols od DO 21 s
2015
3. Equipment Purchase of Poor Increase
communication communication number of
equipments equipments casualties/
due to victims
insufficient
funds
Coordination 1. Division Office Active coordination Poor internet Poor reporting
with the DRRMS connection due to unstable
during disaster internet
connection
2. P/M/CDRRMC Active coordination Poor internet Poor reporting
with the connection due to unstable
Pangasinan DRRMS during disaster internet
connection
3. LGUs Active coordination Late release of Poor disaster
with the Municipal information preparedness
DRRMS dissemination due to delayed
of information
4. Partners MOA with partners, Lack of Greater number
coordinate with Manpower of casualties
school PTA,BFP, during disaster
PNP, Mabini RHU,
DGES Alumni
5. DepEd CO Coordinate thru
channels/protocols
Monitoring 1. Monitoring Observance of CP is not Greater number
ofpreparedness/contingencyplan National Fire executed as of casualties
of school Prevention Month planned during disaster
2. Monitoring of hazard Check updates on Complacent on Greater number
situation, including weather bulletin/ no emergency of casualties
communicating with COVID-19 updates hotlines on during disaster
school officials, district/division phone
office and LGU
3. Monitoring RADaR Ocular inspection Unstable Exclusion from
completion, validation and during and after connection the budget/
submission to Central disaster during financial
Office calamity assistance for
replacement of
budget
4. Monitoring of Trained teachers Lack of support High Risk for
implementation of support and prepared from parent damages
for learning continuity modules on their
subject to be used Unstable
during an in case of internet
calamity connection

Insufficient
funds
5. Tracking of Learners and Accessibility of Outdated some Possible
personnel learners LIS data like increase of
enrolment and resident COVID-19
Personal data on address cases
EBEIS and hard
copy file
6. Transportation PUV with Less Delayed
availability of accessibility for monitoring and
drivers, private PUV for the response
vehicles for safety affected areas
purposes
Convergence 1. Interface among offices within MOA, Coordination, Lack of Poor
the school collaboration with cooperation implementation
the School Head, and lack of of CP
School Personnel coordination
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 and Homeroom
Officers, PTA
officers, with other
agencies for quick
response in any
case of calamity
2. Existence of DRRM Team Regular conduct of Some of High risk of
Virtual Meeting of SDRRM COVID-19
SDRRM Team members are cases
COVID-19 Task untrained.
Force
3. Command System Communication Poor Poor
line through group communication communication
chat, text or call line due to response
technical
Awareness on the problem
use of alarm
system, warning
signal
4. Twinning with other divisions Collaboration with Some teachers Poor
other division in are complacent implementation
planning and and unfit for of CP
responding to a training
calamity
Support for 1. Implement and monitor School is ready for
Learning Temporary Learning Spaces temporary learning
Continuity (TLS) space
2. Buffer stocks for learning Modules are made
materials for homeschoolers
3. Alternative Delivery Modes Modules are made Lack of moral Some students
available for support from are officially
homeschoolers parents dropping out
4. Psychosocial Support Home visitation by Lack of trained Limited
the teachers teachers on resources for
observing health Psychosocial training
and safety protocols support
5. Emergency School Feeding SBFP distribution Funds is not Limited
is conducted thru enough to cater resources to
face to face great number supply
observing health on disaster emergency
and safety protocols victims programs
6. Learner's Kits DGES Alumni Not enough to Some learners
distributed supply to all are interested
notebook and learners by brand of the
coloring materials material
7. Teacher's Kits Provision of IM at Inadequate Poor quality
the beginning of the supply for the instruction
school year school year

Not enough
inter allowance
8. Hygiene kits Provision of 1:1 ration Limited
sanitary napkin supply can be resources
and tissue for used for
menstrualy emergency
learners purpose
9. Provision of Water Sanitation Enough potable Electrical Lack of
and Hygiene services water supply in powered water generator due
school source may to lack of school
cause water funds
shortage when
power
interruptions
occur
10. Updated disaggregated data Availability on the Lapses on Poor Contact
on learners and master list of data on the office. advisers on Tracing On
students in school and giving updates Monitoring
alternative learning schools to the
(ALS) coordinators
11. Clean up drives Provision on Lack of human

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 cleaning materials/ resources
regular conduct of
clean up drive/
disinfection within
the campus
12. Signed memorandum of Availability copy Lack of Lack of support
agreement (MOA) with private Deed of Donation cooperation
enterprises for emergency from
purchase stakeholders
Support for 1. Signed memorandum of The school is ready The school
Schools used agreement (MOA) between LGU to use as pathway is
as Evacuation and school on the use of schools evacuation area sometimes
Centers as evacuation center including following guideline flooded during
the roles and responsibilities of for COVID-19 heavy rains
both institutions; Pandemic due to lack of
drainage
system
2. Repair, maintenance and The school is not Lack of
replacement of schools identified identified as implementation
as evacuation center by the LGU evacuation center of Health and
for COVID-19 safety Protocols
3. Resumption Strategies Notify parents on
including assessment of resumptions of
readiness of the schools class.

Modules are made

for homeschooler
learner
4. Establish functional referral Send feedback
pathways to respond to child through reports
protection concerns using the observing health
existing PNP and DSWD protocols
operational guidelines
5. Feedback mechanism to Communication flat
report gaps in the delivery of forms such as text,
services, grievances and other call, chat are used
needs to improve education to improve
interventions education
intervention
6. Twinning of schools for Collaboration with
teacher-volunteers for other school in
deployment in the affected planning and
schools that need additional responding to a
volunteers calamity
7. LGUs preposition additional Sending request
Temporary Learning Spaces letter
(TLS)
Drills 1. Regular conduct of drills Quarterly conduct Lack of
of NSED and Fire participation
Drill from learners
and other
personnel
2. Existence of protocols – Existing CP and
command system, evacuation DRRM Task Force
route, safe place, family
reunification
3. Coordination with and Proper coordination Other agencies
participation of parents, relevant thru group chat/ conduct their
agencies and partners during website own drill
drills
Fund Sources MOOE, SEF, LGU

VI. ACTIVATION AND DEACTIVATION

Presidential Proclamation to be issued declaring a State of Calamity due to Tropical Cyclone.

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VII. RESOURCE INVENTORY AND NEEDS PROJECTION

A. Human Resources
Projected Needs
(e.g. training Possible
needs) sources
Write N/A if not of
needed funding
No. of
Capacity (MOOE,
staff/
Human Resources (certification SEF, Timeline
persons

No. of staff
s, skills, etc.) Local

Training
training

Cost for
needing
available
DRRM
Fund,
Partner
s, etc)

Internal
(e.g. GCs, Teachers,
Staff, etc.)
DE GUZMAN ES 0 9 6,500 MOOE/ SEMESTRAL
FACULTY AND STAFF Canteen BREAK, SUMMER

External Resources
(e.g. Partners, PNP,
BFA etc.)
MDRRM currently in
service
BFP currently in
service
PNP currently in
service

B. Equipment
Projected Needs Possible
sources
of
Equipment/Supplies Condition funding
(e.g. fire (e.g.fully (MOOE,
Units
extinguishers, body functional, Units Unit SEF, Timeline
available
board, siren, comms nearing Needed Cost Local
radio) expiry, etc.) DRRM
Fund,
Partner
s, etc)
Fire Extinguisher Fully 3 2 1500 MOOE/ January-December
functional Canteen 2023
First Aid Kits Fully 10 10 6,500 MOOE/ January-December
functional Canteen 2023
Disinfection (alcohol, Fully 5 2 50 MOOE/ January-December
bleach) functional Canteen 2023
Sound System Fully 1 1 30,00 MOOE January-December
functional 0 2023

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C. Learning
Resources
Grade Level Title Language Availabl Neede
e d
Quantit Quant
y ity
Grade 1 ENGLISH 1 English 0 0

AP-1 Mother 26 0
Tongue
FILIPINO 1 Filipino 58 0

MATH 1 Mother 17 0
Tongue
ESP 1 Mother 49 0
Tongue
MTB-MLE Mother 42 0
Tongue
Grade 2 MTB-MLE Mother 5 0
Tongue
ENGLISH 2 Mother 23 0
Tongue
ARAL PAN 2 English 17 0

MATHEMATICS 2 Mother 14 0
Tongue
FILIPINO 2 Mother 15 0
Tongue
ESP 2 Filipino 10 0

MAPEH 2 Mother 4 0
Tongue
Grade 3 MAPEH 3 Mother 36 0
Tongue
FILIPINO 3 Mother 63 0
Tongue
ESP 3 Filipino 16 0

MATH 3 Mother 40 0
Tongue
MOTHER Mother 42 0
TONGUE3 Tongue

ARALING Mother 33 0
PANLIPUNAN 3 Tongue

ENGLISH 3 Mother 33 0
Tongue
SCIENCE 3 English 6 0

Grade 4 ENGLISH 4 Mother 43 0

Tongue
SCIENCE 4 English 38 0

MATHEMATICS 4 English 30 0

FILIPINO 4 English 52 0

AP 4 Filipino 43 0

EPP 4 Filipino 49 0

ESP 4 Filipino 34 0

MUSIC & ARTS 4 Filipino 36 0

PE & HEALTH 4 Filipino 48 0

Grade 5 SCIENCE 5 Filipino 65 0

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 ENGLISH 5 English 72 0

FILIPINO 5 English 65 0

EPP 5 Filipino 115 0

AP 5 Filipino 14 0

MATH 5 Filipino 120 0

ESP 5 English 92 0

MUSIC AND ARTS Filipino 102 0

5

PE & HEALTH 5 Filipino 64 0

Grade 6 MATH 6 English 58 0

ESP 6 English 175 0

SCIENCE 6 English 43 0

ENGLISH 6 English 107 0

FILIPINO 6 Filipino 28 0

TLE6 English 48 0

VIII. RESPONSE ACTIONS

Table 6. Response action for Tropical Cyclone

Timeline Response Action

Before Checked Hazards in the school like repairing damaged
roofs, cutting of branches of trees, repairing defective
electrical wiring and leaky gas connections, these are
potential high risks

Identify safe places indoors and outdoors

Educate the children in responding to typhoons

Develop Emergency Communication Plan

During During tropical cyclone, stay safe. Stay in a safe place
and stay indoors until the rain and wind stopped.
After
0-24 hours Stay inside and monitor the typhoon first before going
out
24-48 hours Monitoring and checking of damages
48-72 hours Submission of RADAR Report
96 hours Validation
5-10 days Clean up drive/repair of damages

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IX. REGION DIVISION SCHOOL DRRM TEAM

COMMITTEE/CLUSTER OBJECTIVE OVERALL COMPOSITION

RESPONSIBILITIES
LEAD MEMBERS
First Aid Team Give immediate first aid 1. Provide a safe place Cherry E. Devora V.
response to someone for first aid Manaois Rapayrapay
who is injured or ill, to 2. Secure First Aid Kit
keep them safe until 3. Check for ABC, Airway,
medical help come Breathing and Circulation
and treat shock.
4. Coordinate with search
and Rescue Team
5. Administer First Aid as
needed
6. Provide Psychological
support to learner or
staff as needed
7. Made arrangement for
ambulance
Search and Rescue Team In-charge of over-seeing 1. Mobilizes Search and Novielyn
the search and rescue Rescue M.
operations during 2. Maintains contact with Cabonot
pandemic incidents command
center
3. Receives list of missing
uncounted students
4. Check with Search and
Rescue team for missing
students

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Fire Brigade Team In-charge of fire related 1. Inform the ICC of Catherine
incidents during a incidents of fire D. Taoatao
calamity 2. Demonstrates proper
fire suppression
technique
3. Maintains list of
discover and status
Evacuation Team In-charge of evacuation 1. to be present at Mary Jane Princess O.
during a calamity assembly area G. Basila Castro
2. Roll call and verify
missing person
3. Coordinate with the
first aid team
Site and Security Team To search and rescue 1. leads victims to Nelia R. Hazeline G.
victims assembly area Ducusin Ira
2. reports status to
command center

X. INVENTORY OF IMPLEMENTING PARTNERS

To ensure the continuity and expansion of resources not readily found within the existing capacity of the school,
the school made partnership to the following:

1. Rural Health Unit of Mabini as member of the First Aid Team

2. Mabini Municipal and Disaster Risk Reduction and Management Office (MDRRMO) as member of Search and
Rescue Team

3. Barangay De Guzman DRRMC as part of the Site and Security Team

4. Bureau of Fire and Protection-Mabini as a member of Fire Brigade Team

5. PNP-Mabini as a member of Search and Rescue Team

PARTNERS SPECIFIC ROLE OF LOCATION CONTACT NUMBER

PARTNER
Rural Health Unit-Mabini as member of the First Poblacion , Mabini, 09155761935
Aid Team Pangasinan 09207282160
Mabini Municipal and as member of Research Poblacion , Mabini, 09089089404
Disaster Risk Reduction and Rescue Team Pangasinan
and Management Office
(MDRRMO
Barangay Officer in- part of the Site and De Guzman, Mabini, 09685140925
charge of DRRMC Security Team Pangasinan
Bureau of Fire and as member of Fire Brigade Poblacion, Mabini, 09073235126
Protection-Mabini Team Pangasinan 09171862611
PNP-Mabini as member of Research Poblacion, Mabini, 09985985102
and Rescue Team Pangasinan

Page 15 of 17
 EFFECTIVITY

This contingency plan for EARTQUAKE as priority hazard shall be effective and upon publication. The plan shall
be considered a “working document” and be subjected to continuous review and enhancement by the DepEd
Technical Working Group based on latest specific studies about geological hazards, risk assessment findings and
innovation in DRRM policies and standards.

JORGE L. ABALOS
Shool Head
EFFECTIVITY

This contingency plan for TROPICAL CYCLONE as priority hazard shall be effective and
upon publication. The plan shall be considered a “working document” and be subjected
to continuous review and enhancement by the DepEd Technical Working Group based
on latest specific studies about geological hazards, risk assessment findings and
innovation in DRRM policies and standards.

REYNO R. DELA ROSA

School Head

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