Andres Bonifacio Elementary

School
116717

Contingency
Plan
for Earthquake

As of October 2022
 TABLE OF CONTENTS
Definition of Terms - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 3

Glossary of Acronyms - - - - - - - - - - - - - - - - - - - - - - - - - - - - 7

Rationale - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 9

Chapter I: Background

A. Introduction - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 10

B. Hazard Identification and Analysis - - - - - - - - - - - - - - 12

CP Form 1: Hazard Identification and Analysis

C. Hazard Plan for Earthquake - - - - - - - - - - - - - - - - - - 13

CP Form 2A: Anatomy of the Hazard

D. Scenario - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 14

CP Form 3A: Scenario Generation: Earthquake

CP Form 4A: Affected Learners

Chapter II: Goals and Objectives - - - - - - - - - - - - - - - - - - - - - 18

Chapter III: Coordination, Command, and Control

A. Coordination - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 19

CP Form 5A: Cluster Identification

CP Form 6A: Needs and Activities Inventory

CP Form 7: Resource Inventory

CP Form 8: Resource Projection

CP Form 9: Budget and Resource Summary

B. Command and Control - - - - - - - - - - - - - - - - - - - - - - 29

CP Form 10: SDRRM Team Directory

Chapter IV: Activation, Deactivation, and Non-activation - - - 31

Annexes - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 33

References - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 37

2
 DEFINITION OF TERMS

Aftershocks: A sequence of smaller earthquakes that follow larger magnitude

earthquakes; aftershocks may be felt for many months after an earthquake and can
exacerbate damage; also, a type of ground failure.

Alarm Procedure: A means of alerting concerned parties to a disaster; various

optical and acoustical means of alarm are possible including flags, lights, sirens,
radio, and telephone.

Assessments: The evaluation and interpretation of short- and long-term

measurements to provide a basis for decision-making and to enhance public health
officials’ ability to monitor disaster situations.

Assets: A term used for all resources required, including humans, to adequately
respond to a disaster.

Case Management: The collaborative process that assesses, plans, implements,

coordinates, monitors, and evaluates the options and services required to meet an
individual’s health needs.

Casualty: Any person suffering physical and/or psychological damage that leads to
death, injury, or material loss.

Concept: A view or idea persons hold about something, ranging from highly
concrete toy abstract.

Contingency Plan: An emergency plan developed in expectation of a disaster; often

based on risk assessments, the availability of human and material resources,
community preparedness, and local and international response capabilities.

Coordination: A systematic exchange of information among principal participants

to carry out a unified response in the event of an emergency.

Data Collection: Gathering, assembling, and delivering data to a centralized

collection point.

Disaster: Any event, typically occurring suddenly, that causes damage, ecological
disruption, loss of human life, deterioration of health and health services, and which
exceeds the capacity of the affected community on a scale sufficient to require
outside assistance. These events can be caused by nature, equipment malfunction,
human error, or biological hazards and disease (e.g., earthquake, flood, fire,
hurricane, cyclone, typhoon, significant storms, volcanic eruptions, spills, air
crashes, drought, epidemic, food shortages, and civil strife).

Earthquake: A sudden and violent shaking of the ground, sometimes causing great
destruction, as a result of movements within the earth's crust or volcanic action.

Emergency: Any natural or man-made situation that results in severe injury, harm,
or loss of humans or property.

Emergency Response Team: A team of federal personnel and support staff that is
deployed by the Federal Emergency Management Agency (FEMA) during a major
disaster or emergency; the duty of the team is to assist the Fire Communications
Officer (FCO) in carrying out his or her responsibilities under the Stafford Act; team
members consist of representatives from each federal department or agency that has
been assigned primary responsibility for an emergency support function (ESF) as
well as key members of the FCO’s staff.

Evacuation: An organized removal of civilians from a dangerous or potentially

dangerous area.

Evaluation: A detailed review of a disaster relief program designed to whether

program objectives were met, to assess the program’s impact on the community, and
to generate lessons learned for the design of future projects (evaluations are most
often conducted at the completion of important milestones, or at the end of a
specified period).

Hazard: The probability that a disaster will occur (hazards can be caused by a
natural phenomenon [e.g., earthquake, tropical cyclone], by the failure of man-made
energy sources [e.g., nuclear reactor, industrial explosion], or by an uncontrolled
human activity [e.g., conflict, overgrazing]).

Hazard Identification/Analysis: The process of determining what events are likely

to occur in a specified region or environment (e.g., earthquakes, floods, industrial
accidents).

Intensity: A number (written as a Roman Numeral) describing the severity of an

earthquake in terms of its effects on the earth's surface and on humans and their
structures

Liquefaction: Occurs primarily in young, shallow, loosely compacted, water-

saturated sand and gravel deposits that are subjected to ground shaking; it results
in a temporary loss of load-bearing strength.

Local Government: Any county, city, village, town, district, political subdivision of
any state, tribe, or authorized tribal organization, or native village or organization,
including rural communities, unincorporated towns, and villages, or any other
public entity.

Loss: A range of adverse consequences that can impact communities and

individuals (e.g., damage, loss of economic value, loss of function, loss of natural
resources, loss of ecological systems, environmental impact, health deterioration,
mortality, morbidity).

Monitoring: A process of evaluating the performance of response and recovery

programs by measuring a program’s outcomes against stated objectives (monitoring
is used to identify bottlenecks and obstacles that cause delays or programmatic
shortfalls that require an assessment).

Natural Disasters: Natural phenomena with acute onset and profound effects (e.g.,
earthquakes, floods, cyclones, tornadoes).

Planning: To work cooperatively with others in advance of a disaster to initiate

prevention and preparedness activities.

Preparedness: All measures and policies taken before an event occurs that allows
for prevention, mitigation, and readiness. (Preparedness includes designing warning
systems, planning for evacuation and relocation, storing food and water, building

4
temporary shelter, devising management strategies, and holding disaster drills and
exercises. Contingency planning is also included in preparedness as well as
planning for post impact response and recovery.)

Prevention: Primary, secondary, and tertiary efforts that help avert an emergency;
these activities are commonly referred to as “mitigation” in the emergency
management model (e.g., prevention activities include cloud seeding to stimulate
rain in a fire; in public health terms, prevention refers to actions that prevent the
onset or deterioration of disease, disability, and injury).

Rapid Needs Assessment: A collection of techniques (i.e., epidemiological,

statistical, anthropological) designed to provide information about an affected
community’s needs following a disaster.

Readiness: Links preparedness to relief; an assessment of readiness reflects the

current capacity and capabilities of the organizations involved in relief activities.

Recovery: Actions of responders, government, and the victims that help return an
affected community to normal by stimulating community cohesiveness and
governmental involvement. (One type of recovery involves repairing infrastructure,
damaged buildings, and critical facilities. The recovery period falls between the onset
of the emergency and the reconstruction period.)

Rehabilitation or Reconstruction: A long-term developmental project that follows

a disaster or emergency that reconstructs a community’s infrastructure to
preexisting levels; is often associated with an opportunity to improve a community
rather than to simply “reconstruct” a preexisting system.

Relief: Action focused on saving lives. (Relief activities often include search and
rescue missions, first aid, and restoration of emergency communications and
transportation systems. Relief also includes attention to the immediate care of
survivors by providing food, clothing, medical treatment, and emotional care.)

Response: The phase in a disaster when relief, recovery, and rehabilitation occur;
also includes the delivery of services, the management of activities and programs
designed to address the immediate and short-term effects of an emergency or
disaster.

Risk Assessment: A systematic process that determines the likelihood of adverse

health effects to a population after exposure to a hazard; health consequences may
depend on the type of hazard and damage to infrastructure, loss of economic value,
loss of function, loss of natural resources, loss of ecological systems, environmental
impacts, deterioration of health, mortality, and morbidity. (The major components of
a risk assessment include a hazard identification analysis and a vulnerability
analysis that answer the following questions: What are the hazards that could affect
a community? What can happen as a result of those hazards? How likely is each of
the possible outcomes? When the possible outcomes occur, what are the likely
consequences and losses? Risk assessment is a fundamental planning tool for
disaster management, especially during prevention and mitigation activities.)

Risk Management: The process of deciding which action to take when a risk
assessment indicates that a danger of loss exists. (Risk management includes a
range of actions [e.g., prevention, mitigation, preparedness, recovery] that are
designed to mitigate an increasing risk of natural and technological hazards,

5
decrease risk to existing levels, and plan ways to respond to natural and
technological hazards as well as catastrophic events.)

Table-Top Exercise: Method of evaluation of a disaster preparedness plan.

Vulnerability: The susceptibility of a population to a specific type of event; it is also

associated with the degree of possible or potential loss from a risk that results from
a hazard at a given intensity. (The factors that influence vulnerability include
demographics, the age and resilience of the environment, technology, social
differentiation, and diversity as well as regional and global economics politics.)

Warning and Forecasting: Monitoring events to determine the time, location, and
severity of a disaster.

6
 GLOSSARY OF ACRONYMS

BELCRP: Basic Education Learning Continuity and Recovery Plan

BERT: Batang Empowered and Resilience Team

BFP: Bureau of Fire Protection

BLGU: Barangay Local Government Unit

BSPO: Barangay Service Point Officer

CBEWS: Community-Based Early Warning Systems

CP: Contingency Plan

CWD: Children with Disability

DepEd: Department of Education

DRRM: Disaster Risk Reduction and Management

EiE: Education in Emergency

ESF: Emergency Support Function

FCO: Fire Communications Officer

FEMA: Federal Emergency Management Agency

ICT: Information and Communication Technology

IEC: Information, Education and Communication

IP: Indigenous People

IPAWS: Integrated Public Alert and Warning System

LGU: Local Government Unit

MEA: Monitoring and Evaluation Assessment

MLGU: Municipal Local Government Unit

MOA: Memorandum of Agreement

MOOE: Maintenance and Other Operating Expenses

MOU: Memorandum of Understanding

NGO: Non-Governmental Organization

PDNA: Post Disaster Needs Assessments

PFA: Psychological First Aid

7
PHIVOLCS: Philippine Institute of Volcanology and Seismology

PTA: Parent–Teacher Association

PWD: Person with Disability

RADaR: Rapid Assessment of Damages Report

RDANA: Rapid Damage Assessment and Needs Analysis

SDO: Schools Division Office

SDRRM: School Disaster Risk Reduction and Management

SGC: School Governing Council

TLS: Temporary Learning Spaces

WASH: Water, Sanitation and Hygiene

WEA: Wireless Emergency Alerts

8
Rationale

Contingency Planning, is a forward planning process, in a state of

uncertainty, in which scenarios and objectives are agreed upon, managerial
and technical actions defined, and potential response systems put in place
in order to prevent or better respond to, an emergency or critical situation. It
is also known as “Strategies for disaster recovery”.

It is also a management process that analyses specific potential

events or emerging situations that might threaten society or the environment
and establishes arrangements in advance to enable timely, effective, and
appropriate responses to such events and situations.

A contingency plan is a process that prepares an organization to

respond coherently to an unplanned event. It can also be used as an
alternative for action if expected results fail to materialize. It is sometimes
referred to as "Plan B."

By organizing potential response structure, mechanisms, resources,

and disaster risk reduction measures that are focused on a certain
emergency event prior to its occurrence, a contingency plan assists in:

Generating commitment among parties involved to act in a

coordinated manner before the emergency occurs; mobilizing effective
actions and resources for emergency purposes and designing a concrete and
continuous plan until the emergency occurs, continuously updating such
plans as long as the hazard is no longer threatening.

Contingency planning is also a mechanism to pull together resources

and inter-agency coordination at the advent of early warning signals of an
impending emergency. It means hoisting a flag of alert and seriously pulling
all actors to focus their attention and energy to readily prepare and respond
to a potential emergency.

The Contingency Planning will focus on the four (4) focal points. These
are Disaster Prevention, Disaster Mitigation, Disaster Preparedness,
Emergency Response, and Rehabilitation to determine the Disaster Risk
Identification, Assessment, and Monitoring.

The Philippines is situated in the Pacific Ring of Fire with two major
tectonic plates, thus, making it vulnerable to volcanic eruptions,
earthquakes, and tsunamis.

Andres Bonifacio Elementary School prioritized the development of

this Earthquake Contingency Plan for earthquakes have the potential to
cause the most severe and widespread damage and because the West Panay
Fault stretches more than 90 kilometers from the Iloilo towns including San
Joaquin which is clear and solid proof that West Panay Fault is active.

9
 CHAPTER I. BACKGROUND

A. Introduction

Andres Bonifacio
Elementary School is a
complete elementary school in
the District of San Joaquin-
South. It was established in
1967 as a primary school and
it became a complete
elementary school in 2006. It
has a yearly enrolment of
more or less 120. The school
is headed by a Teacher In-
Charge with 6 teachers. The
school lot has an area of 5,328 square meters bounded by an incomplete
perimeter fence located at Barangay Andres Bonifacio, San Joaquin, Iloilo. It
is approximately twenty-five (25) kilometers away from the town proper. The
school is situated along the riverbank. In the latest literacy mapping, results
revealed that it has more than 100 households and a population of just
about 500. It has two barangay areas of influence namely Brgy. Andres
Bonifacio and Brgy. Mabini Sur.

Andres Bonifacio Elementary School is situated at Brgy. proper of

Andres Bonifacio. It is one of
the 85 barangays in the
Municipality of San Joaquin.
It has 131 households, 505
population of which 288 are
boys and 217 are girls based
on 2020 data of the
Barangay Service Point
Officer (BSPO).
Since the place is
farmland most of the people
are farmers and it is their
way of living to support their
family needs. The sources of their income are farming and livestock growing.
The barangay is producing a wide array of agricultural products such as
corn, rice, bananas, peanuts, coconut, beans, and other root crops.
Andres Bonifacio is distinct for its flat lands and rolling hills to the
valley. It is bounded by masses of the land of San Joaquin and Antique,
specifically the Tobias Fornier (Dao), Antique. Moreover, the Lawigan river
traverses along the North-East of the Barangay. The said river is also a

10
source of food such as “Katang”, “Kagang”, and “Urang”. It is also a source of
water to irrigate rice fields.

When there is inclement weather usually the school and barangay

suspend the classes due to the current location of the school situated along
the river which makes the school prone to flood and more risk on the part of
the learners and teachers who will cross the river.

Number of
Learners who
Number of
are Children
Grade Level Learners TOTAL
with Disability
(CWD)
Male Female Male Female
Kindergarten 5 5 - - 10
Grade I 6 6 1 - 13
Grade II 6 6 - - 12

Grade III 15 14 - - 29

Grade IV 5 3 - - 8

Grade V 10 11 - - 21

Grade VI 13 3 - - 16

TOTAL 60 48 1 0 109

Table 1: Enrollment data for School Year 2022-2023

Number of
Number of School Personnel who
Grade Level Personnel are Persons with TOTAL
Disability (PWD)
Male Female Male Female
Kindergarten - 1 - - 1
Grade I - 1 - - 1
Grade II - 1 - - 1
Grade III - 1 - - 1
Grade IV - 1 - - 1
Grade V - 1 - - 1

11
 Grade VI 1 - - - 1
TOTAL 1 6 0 0 7

Table 2: School Personnel Data

Specialty Areas
Name of the Number of Number of (Laboratories,
Building Stories Classrooms Cafeteria,
Library, etc.)
Computer Room,
Marcos Building 1 3 Function Room,
Isolation Area
Bagong Lipunan 1 1 Faculty Room
DepEd Modified
1 3 Classrooms
Building
Table 3: Physical Arrangement

In 2018, earthquakes with various epicenters and magnitudes shook

Panay and Guimaras. Stronger quakes recorded had epicenters in San Jose,
Antique with a magnitude of 4.7 and a depth of eight kilometers; another
one with an epicenter in Sibunag, Guimaras had a magnitude of 4.0 and a
depth of three kilometers; and the strongest at 10:54 a.m. in Guimbal (later
revised by the Philippine Institute of Volcanology and Seismology to be in
Leon, Iloilo) at 4.8 magnitudes with a depth of three kilometers with which
most areas in San Joaquin were also affected including Brgy. Andres
Bonifacio.

B. Hazard Identification and Analysis

CP Form 1: Hazard Analysis

Probability Impact Average

Hazard P+1 Rank
Rate Remarks Rate Remarks 2

Typhoon 3 Moderate 3 Moderate 3 4

Floods 2 Minor 2 Minor 2 8

Landslide 2 Minor 2 Minor 2 9

Liquefaction due
3 Moderate 4 Severe 3.5 2
to Earthquake
Ground Shaking
4 Severe 4 Severe 4 1
due to Earthquake
Drought 4 Severe 3 Moderate 3.5 3
Storm/ Coastal 1 Negligible 1 Negligible 1 6

12
Surge

Fire 2 Minor 3 Moderate 2.5 5

Vehicular Incidents 2 Minor 2 Minor 2 10

Epidemics/ Disease
2 Minor 3 Moderate 2.5 6
Outbreaks

Armed Conflict 2 Minor 3 Moderate 2.5 7

C. Hazard Plan for Earthquake

CP Form 2A: Anatomy of the Hazard

Based on the assessment of the hazards, Andres Bonifacio Elementary

School requires having a contingency plan for earthquakes that should help
establish effective and efficient mechanisms for preparedness and response.

The anatomy of the earthquake is shown below:

Hazard Plan for Earthquake

Existing
Triggering
Root Causes Early Warning Signs Mitigating
Factors
Measures


The geographic  Philippine Institute Groundwater  Identifying
location of San of Volcanology and extraction Hazards in
Joaquin makes it Seismology (PHIVOL School
Decrease in pore
prone to CS)
pressure  Creating an
earthquakes  Alert Delivery
Evacuation
which may occur Thresholds used by Groundwater – Plan
anytime. ShakeAlert partners increase in pore
(internet, radio, pressure  Providing
However, with the television, cellular), Earthquake
changing climate, including Wireless Heavy rain Supply Kits
stronger Emergency Alerts
Pore fluid flow  Building safer
earthquakes may (WEA) delivered by
structures
also occur due to FEMA’s Integrated High CO2
seasonal effects on Public Alert and pressure  Providing
faults. Warning System education on
(IPAWS) Global warming earthquake
 Wireless Emergency safety
Alert System
 CBEWS Training  Capacitating
learners and
Manual-18 August
personnel on
2011.doc (rcrc- earthquake

13
 resilience- preparedness
southeastasia.org)
 Soil Testing


D. Scenario

CP Form 3A: Scenario Generation: Earthquake

The following table describes the three different scenarios that may occur in
the event that an earthquake hits the school.

Situations Bad Worse Worst

Earthquake is felt by Earthquakes Practically all

most learners and create damage to school structures
personnel indoors many well-built are destroyed.
and outdoors. Strong buildings, Massive
shaking and rocking boulders are landslides and
were felt throughout thrown out from liquefaction,
the building. Hanging their positions. large-scale
objects swing Fissures and subsidence and
violently. Laboratory faults rapture uplifting of land
apparatus clatter and may be observed forms, and many
clink, and some are and trees are ground fissures
broken. Small, light, violently shaken. are observed.
Description of the and unstable objects Many trees are
Event may fall or overturn. 16-50% of the toppled, broken,
The shaking of leaves total enrolment and uprooted.
and twigs of trees are is affected. It
noticeable. causes damages 51-100% of the
to both lives and total enrolment
1-15% of the total properties of the is affected. It
enrolment is affected. learners and causes damages
It causes damages to personnel. to both lives and
both lives and properties of the
properties of the learners and
learners and personnel.
personnel.

Intensity 1.0 – 3.0 Intensity 4.0-5.0 Intensity 6.0-

10.0
No. of Affected
Learners (Male,
10 learners 50 learners 109 learners
Female, IP,
Muslim, PWD)
No. of Dead 1-5 % of the total
Learners 0 enrolment died 6% - above of the

14
  Male
 Female total enrolment
 IP died
(2-6 learners)
 Muslim (7 or more
 PWD learners)

No. of Affected
Teaching
Personnel
0 0 1
 Male
0 2 3
 Female
No. of Dead
Teaching
Personnel
0 0 1
 Male
0 2 3
 Female
No. of Affected
Non-Teaching
Personnel
0 0 0
 Male
 Female
No. of Dead Non-
Teaching
Personnel 0
0 0
 Male
 Female
Infrastructure*
- Classrooms
- WASH facilities
0 3
- Laboratory 5
rooms, clinic,
library, etc.
Non- 50 100 150
infrastructure*
- Furniture and
fixtures
- Learning
resources and
self-learning
modules
- Information
and
Communication
Technology
(ICT) equipment
- Laboratory
equipment,
medical and
dental
equipment and
supplies,
technical-
vocational

15
 supplies, and
equipment
Transportation
(emergency
1 3 5
vehicles with
MOA/MOU)
Local Incident
Activation of Management
60% of personnel
Contingency Plan Team is activated
were deployed
Response with all response
Capabilities and ready to
Functional groups from local
respond
School DRRM Team and private
sectors.

Suspension of
0-3 days 4-7 days 8-15 days
classes
Few roads and Several roads
Roads and bridges No significant effects
bridges are and bridges are
going to school on roads and bridges
damaged. damaged.
5 large trees 10 large trees
No significant effects
Environment/ within the school within the school
on the environment
Ecology vicinity are vicinity are
and ecology
uprooted uprooted

Communication Communication
Limited internet facilities are
Communication facilities are
access moderately totally broken
broken
Power blackout
Power interruption is with some
Power Supply Power blackout
experienced electric posts
toppled down

No significant effects Limited water Damaged dams

Water Supply and water
on the water supply supply
facilities.

CP Form 4A.1: Affected Learners

16
 NO. OF
AFFECTED
LEARNERS THAT NO. OF NO. OF
ARE CHILDREN TEMPORARY LEARNERS IN
NO. OF AFFECTED WITH LEARNING
SCHOOL NEED OF
DISABILITY CENTERS
LOCATION SUPPLY OF
(CWD) REQUIRED LEARNING
(Disaggregate
KITS
data as to
female, male, IP,
Learners Personnel Muslim,)

Brgy. Andres
Bonifacio, San 108 7 1 Male 5 109
Joaquin, Iloilo

*Note: Please include only the data available for each column based on the
context of your school.

CHAPTER II. GOALS AND OBJECTIVES

17
A. Goal

The goal of the contingency plan is to provide effective, efficient,

timely, and well-coordinated response mechanisms in the event of the
occurrence of an earthquake in the Municipality of San Joaquin. Such
mechanisms shall help to protect lives, properties, and the environment, and
restore the immediate needs of the affected communities.

B. Objectives

The objectives of the contingency plan are as follows:

1. to ensure the protection of lives and properties in the event of an

earthquake at Andres Bonifacio Elementary School;
2. to determine the immediate needs and the resources that will meet
the needs in the event of an earthquake; and
3. to establish coordination and linkages between and among the
stakeholders of Andres Bonifacio Elementary School in the event of an
earthquake.

CHAPTER III. COORDINATION, COMMAND, AND CONTROL

A. Coordination

18
 CP Form 5A: Cluster Identification

Personnel In-Charge Over-all

CLUSTERS
Head
Lead Member Member Member

Mental Health and Ronnie G. Mark A. Florencio Analyn Ronnie

Psychosocial Support Selose Amador Bagaforo Rupiñan G. Selose

Health and WASH (Water, Mark A. Florencio Analyn Rolly S. Mark A.

Sanitation, Hygiene) Amador Bagaforo Rupiñan Campano Amador

Florencio Analyn Rolly S. Ronnie G. Florencio

Child Protection
Bagaforo Rupiñan Campano Selose Bagaforo

Analyn Rolly S. Ronnie G. Mark A. Analyn

Logistics
Rupiñan Campano Selose Amador Rupiñan

Shelter (School Used as Rolly S. Ronnie G. Mark A. Florencio Rolly S.

Evacuation Center) Campano Selose Amador Bagaforo Campano

Education in Emergency
(EiE) Supply Management
(Prepositioning of EiE
Learning Supplies, Ritchie S. Richel S. Gina N. Carlo D. Ritchie S.
Textbooks, Alternative Leoro Obeja Lensig Faca Leoro
Delivery Learning
Modalities, Temporary
Learning Spaces)

Social Mobility and Richel S. Gina N. Carlo D. Vivian F. Richel S.

Networking Obeja Lensig Faca Segumalian Obeja

Gina N. Carlo D. Vivian F. Ritchie S. Gina N.

Community Mobilization
Lensig Faca Segumalian Leoro Lensig

CP FORM 6A: Needs and Activities Inventory

Hazard: Earthquake

19
 Activities/Arrangements Responsible Person/ Time
Needs
to Meet the Needs Committee Frame
Municipal Local
Government Unit
Preparations such as BFP
orientation to
stakeholders and Barangay Local
Earthquake learners. Government Unit
Quarterly
Plan and Drill Proper procedure and Principal/School
execution of drop, cover, Head
and hold during an
earthquake drill. SDRRM
Coordinator/Teachers

NGO

Designing of evacuation
Evacuation and and reunification plan School DRRM Team
Reunification according to the structure Quarterly
Plan arrangement and map of BERT
the school

Undertake continuous School DRRM Team

Monitoring and monitoring, coordination
School MEA Quarterly
Evaluation for the response, and
augmentation BERT

Procurement of materials
such as fire
extinguishers, first aid MLGU, BLGU, School
Emergency kits, battery-powered DRRM Team Year-
Materials radios, and flashlights, round
wheelchairs, and spine NGO
boards for transporting
injured individual/s

A. Earthquake and it’s Scenarios

Situation Bad Scenario Worse Scenario Worst Scenario

20
 The affected
The affected
municipalities
Descriptions Local damage is municipalities
have escalated to
prevalent in some have escalated to
more than 40%
areas 40% due to local
due to local
damage
damage

 Affected
 Affected
individuals may
individuals may
commit suicide
have depression
 Domestic
 Skeleton
violence
Impact on  Creates stress workforce
 Office closure
Human Lives
and anxiety  Shifting of
 High mortality
learning
 Minor injuries rate
modality to
 Limited access
distance
to
learning
transportation
 Major injuries
and basic needs

 Major damages  More than 50%

to classrooms, of the large
 Minor damages WASH facilities, trees in school
Impact on to classrooms, other are uprooted
Infrastructur WASH facilities, infrastructures,  Total damages
e, Facilities, other and ancillary to classrooms,
and infrastructures, facilities (e.g., WASH
Environment and ancillary laboratories, facilities, other
facilities (e.g., clinics, libraries) infrastructures,
laboratories,  Less than 50% and ancillary
clinic, library) of the large trees facilities (e.g.,
in school are laboratories,
uprooted clinic, library)

Response  Presence of  Functional  No face-to-face

Capabilities DRRM Task DRRM Task response
Force Force in the capacity training
 Adoption of school level  Facilitate the
DepEd Orders  Ensure safe return of
 Availability of education teaching and
local funds for continuity non-teaching
emergency through K-12 personnel and
procurement aligned learning learners to work
 Protect the well- materials, and schools.
being of various  Monitoring of
learners and modalities of personnel and
teaching and delivery, and learners affected
non-teaching corresponding by the
personnel, and teacher training earthquake

21
  Continue
monitoring and
assessment of
schools and SDO
 Keep on posting Office
IEC materials  Conduct PFA to
related to DepEd personnel
prevent further
earthquake and learners
damages.
 Conduct PFA to  Additional
 Conduct PFA to
DepEd procurement of
DepEd
personnel and emergency and
personnel and
learners other Health
learners if
 Additional materials for
needed
procurement of SDO Iloilo Office
 Adopt and
emergency and and Regional
prepare
other Health Office and
advocacy
materials for Central Office
materials
SDO Iloilo Office  Facilitate
related to
and schools financial
earthquakes
 Conduct office assistance for
and school Deped
hazard mapping personnel/learne
rs affected by
earthquake if
needed

Hazard: Earthquake

Timeframe Responsible
Scenarios (after the Response Activities Person/
trigger) Committee
Scenario 1 Within 24 Evacuate school Teacher
(Evacuation) hours personnel and staff, Advisers,
Learners and learners, and parents School
school personnel present in the vicinity. DRRM
begin to evacuate Coordinator,
to the designated Expect aftershocks to School Head,
evacuation area follow the main shock BERT
of an earthquake. They
must be ready to drop,
cover and hold
whenever this is an
aftershock.

Activate the
Reunification Strategy
for the learners and
parents.

22
 Reporting the status of
learners, school
personnel, and
infrastructure

Monitoring and
Reporting
In case of waves of
aftershocks, the school
DRRM team headed by
the school head will
monitor and evaluate
the status of the school
area, learners,
Teacher
personnel, and building
Advisers,
for clearance.
School
Within 48 to
DRRM
72 hours Reporting the status of
Coordinator,
learners, school
School Head,
personnel, and
BERT
infrastructure.

Conduct RDANA

RADaR or Incident
Reporting

In case of waves of
aftershocks, the school
DRRM team headed by
the school head will
monitor and evaluate
Teacher
the status of the school
Advisers,
area, learners,
After 72 School
personnel, and building
hours and DRRM
onwards for safety.
Coordinator,
School Head,
Reporting the status of
BERT
learners, school
personnel, and
infrastructure.

Conduct of PDNA
Scenario 2 Within 24 Once the shaking has Teacher
(Evacuation) hours stopped, the teachers Advisers,
Learners and will check for injured School
school personnel learners and damage to DRRM
undergo rapid property. Coordinator,
assessment of School Head,
damages and loss Conduct search and BERT
(human and rescue operations
property)
Emergency first aid and

23
 other disaster
operation may be done
following an
earthquake.

Monitoring and
Reporting
Conduct search and
rescue operations
Teacher
Emergency first aid and Advisers,
other disaster School
Within 48 to
operation may be done DRRM
72 hours
following an Coordinator,
earthquake. School Head,
BERT
Monitoring and
Reporting
The emergency team
completely identified, Teacher
rescued, and reported Advisers,
After 72 learner/s or personnel School
hours and affected by the DRRM
onwards earthquake. Coordinator,
School Head,
Monitoring and BERT
Reporting
If damage is minor,
learners and personnel
Scenario 3 can proceed to their
(Reunification) normal operation. Teacher
Learners and
Advisers,
school personnel If damage is severe,
School
who is/are Within 24 vehicles cannot run
DRRM
identified as hours and families must pick
Coordinator,
displaced begin to up learners at school or
School Head,
form a at the designated
BERT
reunification reunification location.
operation
Monitoring and
Reporting
Personnel or a learner
will not be allowed to
re-enter buildings until Teacher
they have been Advisers,
inspected by the School
Within 48 to Damage Assessment DRRM
72 hours Team and should stay Coordinator,
out of damaged School Head,
buildings. BERT
Monitoring and
Reporting
After 72 PFA Team or Teacher/s Teacher
hours and trained to do PFA will Advisers,
onwards be required to perform School

24
 the said activity for
learners or personnel,
especially in areas DRRM
affected by the Coordinator,
earthquake. School Head,
BERT
Monitoring and
reporting.
Scenario 4 Identify the severely Teacher
(Recovery affected learner/s or Advisers,
Strategies) personnel and provide School
Learner/s and/or appropriate DRRM
personnel are Within 24 intervention programs Coordinator,
provided with hours for recovery. School Head,
recovery strategies BERT
to restore school- Monitoring and
to-home updating of learner/s
operations. and personnel status
Lobby with MLGU, School
BLGU, and NGOs for DRRM
the assistance of basic Coordinator,
Within 48 to
services School Head
72 hours
Monitoring and
updating of learner/s
and personnel status
Teacher
Advisers,
After 72 Monitoring and School
hours and updating of learner/s DRRM
onwards and personnel status Coordinator,
School Head,
BERT
Note: Refer also to existing policies such as DepEd Order No. 33 s. 2021
(Enclosure 2), OM-OSEC 2021-002

Developing a plan for identifying the needs, activities, and scenarios for
earthquakes is the most logical and efficient way to provide a guide in
addressing and implementing a plan to assess the needs of the school and
the resources available to them.

CP Form 7: Resource Inventory

TEAM/COMMITTEE RESOURCES QUANTITY REMARKS

 PFA Providers and 1 7 Teachers to be
Teachers trained for trained for PFA
Mental Health and 50 brochures/
PFA
Psychosocial Support pamphlets to be
 Materials for PFA
 Fund 0 provided for PFA
Health and WASH (Water,  WASH Facilities 3 Need 1 WASH
Sanitation, Hygiene)  Liquid Soaps 10 Facility

25
  Alcohol 20
 Sanitary Pads 20
 Fund
80 Additional 30
 IEC Materials 0 materials needed
 Trained Guidance Teacher/s need
Child Protection
Counsellor training for
 Fund Guidance
Counselling
 Logistic Team
Logistics 5
 Fund
Shelter (School Used as  Basic supplies Additional 40
40
Evacuation Center)  Fund supplies needed
Education in Emergency
(EiE) Supply Management
(Prepositioning of EiE
 Sets of modules for
Learning Supplies, Additional 50 sets
distance learning 50
textbooks, Alternative needed
 Fund
Delivery Learning
Modalities, Temporary
Learning Spaces)
Resolutions, MOA,
 Linkages and MOU are
 Fund needed
Social Mobility and  Resolutions, MOA,
Networking or MOU
Community Mobilization  Internal and external
stakeholders
 SGC and PTA

***The needs assessment should be conducted to determine the resources needed. Resources
may come from within the internal stakeholders including trained personnel, protection and
safety systems, communication equipment, and other facilities available in the school and
community. Other resources from external sources include public emergency services,
community partners, volunteers, and NGOs.

CP Form 8: Resource Projection

COST SOURCE
ESTIMAT OF
GAPS
ES FUNDS
(NEE ACTIVITIES/
RESOURCE NEE HAV (FILL-UP (FILL-UP
D- SOURCES TO
S DS E ONLY ONLY
HAVE FILL THE GAPS
WHEN WHEN
)
APPROPR APPROP
IATE) RIATE)
Earthquake 120 25 95  Resource 150 x 120 MOOE,
Kits Mobilization = 18,000 NGO,
(Donations Local
and Fund Fund
Raising
Project)

26
  Activation of
an emergency
fund
Early  Resource
Warning Mobilization MOOE,
Devices through 3500 x 3 = NGO,
4 1 3
(Buzzers, MOOE, NGO, 10,500 Local
Megaphones and Local Fund
) Fund
 Resource
Mobilization
through
Emergency MOOE,
MOOE, NGO,
Operations 5,000 x 5 NGO,
5 0 5 and Local
Managemen = 25,000 Local
Fund
t Fund
 Inclusion of
DRRM projects
in the BELCRP
 Resource
Mobilization
Communica through
MOOE,
tion and MOOE, NGO,
2,000 x 5 NGO,
Information 5 0 5 and Local
= 10,000 Local
Managemen Fund
Fund
t  Strengthening
linkages and
networks
 Resource
Mobilization
through
MOOE, NGO,
and Local MOOE,
Logistics
Fund 200 x 120 NGO,
and Basic 120 0 120
 Institutionalizi = 24,000 Local
Supplies
ng MOA, MOU, Fund
and Crafting of
Local
Contingency
Plan
 Resource
Mobilization
MOOE,
through
Emergency 400 x 120 NGO,
120 0 120 MOOE, NGO,
Relief = 48,000 Local
and Local
Fund
Fund

 Resource
Mobilization
MOOE,
through
Transportati 300 x 5 = NGO,
5 0 5 MOOE, NGO,
on 1,500 Local
and Local
Fund
Fund
 MOA and MOU
Human 5 0 5  Resource PTA,
Resources Mobilization SGC,
through LGUs,
MOOE, NGO, NGOs
and Local

27
 Fund
 Activation of
the Bayanihan
System
 Strengthening
linkages and
Networks
 Resource
Mobilization
Medical through 70 x 70 =
120 50 70
Services MOOE, NGO, 4,900
and Local
Fund
 Resource
Mobilization
through
IEC
MOOE, NGO,
Materials 100x50 =
120 20 100 and Local
and PFA 5,000
Fund
Services
 Strengthening
linkages and
Networks
 Resource
Temporary Mobilization
Learning through 5x35,000
5 0 5
Spaces MOOE, NGO, = 175,000
(TLS) and Local
Fund
321,900.0
TOTAL 384 26 358
0

CP Form 9: Budget and Resource Summary

Cost of Cost of Current Amount of Source of

Cluster
Projected Needs Resources Gaps Fund
MLGU,
Emergency
BLGU,
Operations Php 101,500.00 Php 10,000.00 Php 91,500.00
NGO,
Management
MOOE
Communication MLGU,
and BLGU,
Php 10,000.00 Php 1,000.00 Php 9,000.00
Information NGO,
Management MOOE
MLGU,
Logistics and BLGU,
Php 25,500.00 Php 1,000.00 Php 24,500.00
Basic Supplies NGO,
MOOE
Emergency Php 4,900.00 Php 1,000.00 Php 3,900.00 MLGU,

28
 BLGU,
Medical Care NGO,
MOOE
MLGU,
Rehabilitation
BLGU,
and Php 175,000.00 0 Php 175,000.00
NGO,
Reconstruction
MOOE
MLGU,
Recovery BLGU,
Php 5,000.00 Php 2,000.00 Php 3,000.00
(Mental Health) NGO,
MOOE
TOTAL Php 321,900 Php 15,000.00 Php 306,900

Projected Current Source

Cluster Description Gaps
Needs Resources of Fund

Emergency 120 packs of 0 packs 120 packs MLGU,

Operations relief goods BLGU,
Management NGO,
includes 120 25 kits 95 kits MOOE
Emergency emergency earthquake
Operations relief, provision kits
Management of earthquake 1 device 3 device
kits and 4 early
procurement of warning
early warning devices
devices.
Procurement of 5 two-way 2 devices 3devices MLGU,
communication radios BLGU,
devices and 20 100 NGO,
Communicatio
production of 120 Brochures/ brochures/ MOOE
n and
IEC materials brochures/pa pamphlets pamphlets
Information
mphlets
Management
0

5 tarpaulins
Purchase of 120 gallons of 0 120 gallons MLGU,
basic supplies water of water BLGU,
and allot 0 NGO,
Logistics and budget for 120 packs of 120 packs MOOE
Basic transportation food/clothing 0 of
Supplies food/clothin
5 vehicles g

5 vehicles
Purchase 120 50 70 MLGU,
Emergency emergency kits emergency kits emergency emergency BLGU,
Medical Care kits kits NGO,
MOOE

29
 Provision of 5 TLS 0 TLS 5 TLS MLGU,
Rehabilitation
Temporary BLGU,
and
Learning Space NGO,
Reconstructio
MOOE
n
DepEd
Production of 120 0 brochure/ 120 MLGU,
Recovery materials and brochures/ pamphlets brochures/ BLGU,
(Mental provision of pamphlets pamphlets NGO,
Health) psychosocial MOOE
services

B. Command and Control

Directory of School Disaster Risk Reduction and Management Team

(SDRRMT)

CP Form 10: SDRRM Team Directory

SCHOOL Barangay Andres Bonifacio, San Joaquin, Iloilo

LOCATION
CONTACT INFORMATION

Primary Alternate
Landline: (033) 328-2615 Satellite Phone:

Mobile: 09467069578 Radio Frequency:

Email Address: Others:

andresbonifacio@deped.gov.ph

Social Media: Andres Bonifacio

ES

Others:

SDRRM TEAM
CONTACT
POSITION NAMES AND ADDRESS INFORMATION
(CUSTOMIZE AS APPROPRIATE) (PRIMARY AND ALTERNATE) (PRIMARY AND
ALTERNATE)

School Head Ritchie S. Leoro 09985609113

School DRRM Coordinator Analyn S. Rupiñan 09467069578

School Nurse/Clinic Teacher Gina N. Lensig 09468499916

GPTA President Cresteta E. Failana 09295730249

GPTA Vice-President Rosalyn S. Faca 09214593312

Punong Barangay Joen S. Secuban 09483664729

30
 Gary S. Secuban 09153543142

Others___________

CHAPTER IV. ACTIVATION, DEACTIVATION AND NON-ACTIVATION

Activation and Deactivation

Andres Bonifacio Elementary School’s Contingency Plan shall be activated

based on the findings of SDRRM Team’s Rapid Damage Assessment and
Needs Analysis (RDANA). Upon activation, it will be rolled out by the
institution.

The school head shall then convene all the clusters to assess the situation.
Afterwards, he/she shall officially activate the Emergency Response and
delegate authority to it from the SDRRMC. The ER Team will proceed to
implement tactical activities based on the strategic decisions of the clusters.

Once the situation improves and the heightened alert gets lifted, the
contingency plan shall be deactivated. The recommendation for deactivation
shall emanate from the ER, and then be sent to the school head. Meanwhile,
operations shall continue until the MDRRMC declares white alert status.
This is when the operation will be officially terminated.

31
If, however, the situation fails to improve over an extended period of time,
the school head shall mobilize and deploy the Emergency Response Team
and carry on with the operations until conditions normalize.

Non-activation

If the RDANA and the MDRRMC decide against the activation of the
contingency plan, the ER will remain on blue alert status and continue
operations until the situation normalizes.

Write shop (refinement of Contingency Plan document): Selected technical

people from the different clusters consolidated, reviewed and refined the
contents of the CP that was deliberated during the formulation process. They
transformed the contents into a working CP document.

Simulation of the Contingency Plan of Andres Bonifacio Elementary School:

To test the coherence of the CP, a Table Top Exercise was organized for the
School Disaster Risk Reduction and Management Council (SDRRMC). The
goal was to ensure the interoperability of the response cluster, Emergency
Response Team, of the Andres Bonifacio Elementary School DRRMC in
response to worst-case scenarios. The exercise actors were members of the
School Disaster Risk Reduction and Management Council and response
cluster leads.

START Contingency
Plan Activation
Earthquake
Flowchart
Does an Class
> intensity NO earthquake NO Suspension NO
occur during Issued by the
5?
class hours? LGU?

YES
YES YES
NO suspension
of classes
Does an
earthquake NO
occur during
class hours?

Classes are
suspended

YES
Automatic
Suspension of END
classes. 32

Conduct the Duck,

END
Cover and Hold and
Annexes

Roles and Responsibilities

Cluster Duties and Responsibilities

School Head  Acknowledge receipt of advisories and
reminders from the SDS and/or the SDO
DRRM Coordinator, and the local DRRMC;
 Spearhead the conduct of multi-hazard
drills and other disaster prevention,
mitigation and preparedness activities in
school;
 Ensure conduct of an annual student-led
risk identification and mapping (DepEd
Order 23, S. 2015);
 Communicate notable result results of risk
assessment and other disaster preparedness
activities to the SDO;

33
  Serve as the point person for collaborations
and coordination with local DRRM Council
and other partner organizations;
 Ensure availability of baseline data of the
school;
 Spearhead relevant and necessary7
capacity7 building activities for the school;
 Report to the SDO any hazard affecting the
school operations such as flood, conflict,
fire, among others;
 Submit situation reports and provide real-
time updates to the SDO;
 Accomplish and submit Rapid Assessment
of Damages Report (RADaR) within 72 hours
after any hazard or emergency via SMS;
 Immediately contact via text, the Schools
Division Office thru the SDS or the Division
DRRM Coordinator once the school is
identified/used as evacuation center;
 Track and report the progress of recovery
and rehabilitation initiatives to the SDO; m
Report and update the SDO on the
demobilization of evacuation centers in
schools.
Early Warning and  Posting of updated emergency numbers in
Communications Team the designated DRRM Bulletin Board;
 Acknowledge receipt of advisories and
reminders from Division DRRM Focal
Person/Local DRRMC; and disseminate
same information ASAP to the school
personnel, students and parents, thru the
PTA Officers;
 Inform and coordinate with Local DRRMC
counterparts when school is used as
Evacuation Center;
 Report immediately to DepEd-DRRMS
damages incurred by the school during
emergencies/calamities
 Perform other related functions.
Medical/Health Management  Initiate conduct of Physical and Psycho-
Team social First Aid Trainings for school
personnel, in coordination with partner
agencies/organizations;
 Lead in discussing the Child Protection
Policy in the classrooms, at least every
semester;

34
  Conduct health lectures;
 Inspect storage and handling of food and
drinking water in the school and when
school is used as evacuation center;
 Oversee prudent use of medicines;
 Prepare basic survival kits and ready for use
when needed;
 Manage selection of first aid or medical
treatment areas in shelter and elsewhere, as
required;
 Administer basic first aid to injured
personnel/students;
 Coordinate with proper organization for
assistance in the event that the
incident/injuries are beyond their capacity;
 Supervise emergency first aid or medical
self-help operations within the school during
an emergency;
 Coordinate with SDO, LDRRMC and partner
organization the conduct of PSS to affected
students/personnel;
 Does other related functions.
Physical Facilities and Site  Check and ensure no stray animals that
Security Team may cause harm to school personnel and
students.
 Facilitate/coordinate fencing of school
premise for security reasons;
 Recommend construction of ramps for
PWDs, and availability of pedestrian
crossing if school is near the road;
 Regularly check power switches, electrical
wirings, gas valves, and the like;
 Computers and other electrical equipment
are unplugged prior to
 Putting up of signages (i.e. warning signs,
caution) on identified hazard-prone areas in
the school;
 Ensure security guard/watchman is at his
post;
 Ensure availability of fire extinguisher in
conspicuous places;
 Prune trees especially those adjacent to
buildings and along electrical post;
 Secure roof beams with wires or heavy duty
ropes;
 Board up jalousies and windows with

35
 plywood or other secure material;
 Secure all on-going construction projects
including supplies and materials;
Frontline Responders Team  This team comprises of those in-charge (or
their designated alternate) from the other
teams and are expected to report in the
school during emergencies/calamities. They
shall perform the functions expected of them
as representative of their teams and to
activate the other members of their
respective teams, depending on the scale of
emergency.
Information Education  Lead the conduct of Annual Student-Led
Advocacy (IEA) Team Hazard Mapping;
 Conduct tree planting activities (i.e. NGP,
Adopt-a-forest/tree);
 Maintain the Gulayan sa Paaralan and use
as avenue for students’ learning;
 Initiate monthly activities for students
related to DRR/CCA aligned with monthly
celebrations;
 Perform other related functions, as needed.
Social Mobilization and  Source out funding for repair of damaged
Networking Team school facilities, equipment, or school
supplies;
 Source out funding for procurement of first
aid equipment/kits;
 Coordinate availability of transportation
when needed, especially during
emergencies;
 Look for donors who could provide IEC
materials for students;
 Does other related functions, as needed.

36
 Republic of the Philippines
Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF ILOILO
DISTRICT OF SAN JOAQUIN SOUTH
ANDRES BONIFACIO ELEMENTARY SCHOOL

References

https://www.rcrc-resilience-southeastasia.org/wp-content/uploads/
2016/07/Community-Based-Early-Warning-System-Training-Manual-2010

https://openjicareport.jica.go.jp/

https://www.phivolcs.dost.gov.ph

pnsn.org

serc.carleton.edu

Prepared by:
School

RONNIE G. SELOSE
MARK A. AMADOR
FLORENCIO L. BAGAFORO
ANALYN S. RUPIÑAN
ROLLY S. CAMPANO

37