San Miguel Central Elementary

School – 116754

Contingency
Plan for
TYPHOON

As of October 2022
 TABLE OF CONTENTS

Definition of Terms - - - - - - - - - - - - - - - - - - - - - - - - - - - - 3

Glossary of Acronyms - - - - - - - - - - - - - - - - - - - - - - - - - - - - 8

Rationale - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 10

Chapter I: Background

A. Introduction - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 12

B. Hazard Identification and Analysis - - - - - - - - - - - - - - 17

CP Form 1: Hazard Identification and Analysis

C. Hazard to Plan for Typhoon - - - - - - - - - - - - - - - - - 18

CP Form 2A: Anatomy of the Hazard

D. Scenario - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 20

CP Form 3A: Scenario Generation: Typhoon

CP Form 4A: Affected Learners

Chapter II: Goals and Objectives - - - - - - - - - - - - - - - - - - - - - 24

Chapter III: Coordination, Command, and Control

A. Coordination - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 25

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 - - - - - - - - - - - - - - - - - - - - - - 44

CP Form 10: SDRRM Team Directory

Chapter IV: Activation, Deactivation, and Non-activation - - - 45

Annexes - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 47

References - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 51

2
 Definition of Terms

Bagong Lipunan School Building: adapted from 1974 to 1981, the

structure is similar to the RP-US Bayanihan Type but of modular design
intended for prefabricated style. It has a floor area of 6.0 meters by 8.0
meters dimension per classroom, usually consisting of 3 rooms. It has 3
types: Type I – 1-storey (3-classroom)

Batang Empowered and Resilient Team (BERT): is originally introduced by

Save the Children Philippines to 10 pilot schools in Northern Iloilo. It is a
group or team of learners who will play the role of a School-led Watching
Team in identifying the hazards through hazard mapping and they also
focus on capacitating the knowledge of their fellow learners about DRRM.

BLGU: a local government unit that is a political subdivision of the Republic

of the Philippines at the Barangay level.

Coordination: a system for gathering information, making decisions, and

recording action that must be clear and known to all.

Command and Control: an exercise of authority and direction by the

Incident Commander over resources checked in to accomplish the objectives.

Cluster: a group of agencies that gather to work together towards common

objectives within a particular sector or area of concern in emergency
response. The NDRP enumerates the clusters at the national level, the lead,
and member agencies, as well as their duties and responsibilities during
emergencies.

Cluster Approach: a coordination system of the NDRRMC that aims to

ensure a more coherent and effective response by mobilizing groups of
agencies, organizations, and non-government organizations to respond in a
strategic manner across all key sectors or areas of activity, each sector
having a clearly designated lead, in support of existing government
coordination structure and emergency response mechanisms.

Contingency Plan (CP): a scenario-based plan for a specific and projected

natural and/or human-induced hazard. It aims to address the impacts of
the hazard to people, properties, and the environment; and/or to prevent the
occurrence of emerging threats through the arrangement of timely, effective,
appropriate, and well-coordinated responses as well as the efficient
management of resources.

Contingency Planning: a management process that analyzes 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.

Disaster: a serious disruption of the functioning of a community or a society

involving widespread human, material, economic or environmental losses
and impacts, which exceeds the ability of the affected community or society
to cope using its own resources. Disasters are often described as a result of
the combination of exposure to a hazard; the conditions of vulnerability that
are present; and insufficient capacity or measures to reduce or cope with the
potential negative consequences. Disaster impacts may include
loss of life, injury, disease, and other negative effects on human, physical,
mental, and social well-being, together with damage to property, destruction
of assets, loss of services, Social and economic disruption, and
environmental degradation.

Disaster Impacts: immediate consequences of a disaster requiring an

extraordinary response

Disaster Risk: the potential disaster losses in lives, health status, livelihood,
assets, and services, which could occur to a particular community or a
Society over some specified future time period.

Disaster Risk Reduction: the concept and practice of reducing disaster

risks through systematic efforts to analyze and manage the causal factors of
disasters, including through reduced exposures to hazards, lessened
vulnerability of people and property, wise management of land and the
environment, and improved preparedness for adverse events.

Disaster Risk Reduction and Management (DRRM): the systematic

process of using administrative directives, organizations, and operational
skills and capacities to implement strategies, policies, and improved coping
capacities in order to lessen the adverse impacts of hazards and the
possibility of disaster. Prospective disaster risk reduction and management
refers to risk reduction and management activities that address and seek to
avoid the development of new or increased disaster risks, especially if risk
reduction policies are not put in place.

Disaster Risk Reduction and Management Council (DRRMC): organized

and authorized body of government agencies, including the civil society
organizations and private sector, mandated to undertake DRRM activities
from the national to local levels. The composition, powers, and functions of
the DRRMC are defined in RA 10121.

Early Warning Signs (EWS): observable or science-based information that

will indicate the unfolding of an event or incident.

4
Evacuation Center: A temporary or provisional safe space that provides a
basic shelter for people affected by a disaster.

Federated of Filipino Chinese Chamber of Commerce and Industry, Inc.

(FFCCCII) School Building: FFCCCII is a non-stock, non-profit corporation.
As the largest organization of Filipino-Chinese businesses, the Federation
brings together under one roof chambers of commerce and trade
associations from the National Capital Region, Northeastern Luzon,
Northwestern Luzon, Central Luzon, Southern Luzon, Bicol, Eastern
Visayas, Cebu-Bohol, Occidental & Oriental Negros, Panay, Northern
Mindanao, Southern Mindanao, and Southwestern Mindanao

Gabaldon School Building: simply known as the Gabaldon’s is a term used

to refer to heritage school buildings in the Philippines built during
the American colonial era. They are noted for the architecture inspired from
the bahay kubo and bahay na bato.

Goal: an observable and measurable end result having one or more

objectives to be achieved within a more or less fixed timeframe.

Hazard: a dangerous phenomenon, substance, human activity, or condition

that may cause loss of life, injury or other health impacts, property damage,
loss of livelihood and services, social and economic disruption, or
environmental damage

Incident Command System (ICS): a standard, on-scene, all-hazard

incident management concept that can be used by all DRRMCs member
agencies and response groups. It allows its users to adopt an integrated
organizational structure to match the complexities and demands of single or
multiple incidents without being hindered by agency or jurisdictional
boundaries.

Incident Management Team (IMT): a team composed of Command Staff

and General Staff who will take the lead in ICS implementation.

Marcos Pre-Fabricated School Building: school building established by

President Ferdinand Marcos in 1969.

Mitigation: the lessening or limitation of the adverse impacts of hazards and

related disasters.

MLGU: a local government unit that is a political subdivision of the Republic

of the Philippines at the Municipal level

Natural Hazard: natural process or phenomenon that may cause loss of life,
injury or other health impacts, property damage, loss of livelihoods and
services, social and economic disruption, or environmental damage.

5
Need: a motivating force that compels action for its satisfaction, ranging
from basic survival needs to be satisfied by necessities, to cultural,
intellectual, and social needs.

Objective: implementation step to attain identified goals. It is specific,

measurable, has a defined completion date, and outlines the “who, what,
when, where, and how” of reaching the goals.

PAGASA is the Philippine National Institution dedicated to providing flood

and typhoon warnings, public weather forecasts and advisories,
meteorological, astronomical, climatological, and other specialized
information and services primarily for the protection of life and property and
in support of economic, productivity, and sustainable development.

Post-Disaster Needs Assessment (PDNA): a multi-sectoral and

multidisciplinary structured approach for assessing disaster impacts and
prioritizing recovery and reconstruction needs. It is undertaken by
government agencies also in collaboration with international development
partners and the private sector.

Probability: frequency of occurrence or the return period of losses

associated with hazardous events.

Rapid Damage Assessment and Needs Analysis (RDANA): a disaster

response tool that is used immediately in the early emergency phase to
determine the extent of impacts and assess the priority needs of the
communities.

Rapid Assessment of Damages Report (RaDaR): A mobile and web App

developed by DepEd, in partnership with Save the Children Philippines (SCP)
and Prudence Foundation that aims to quickly report the impacts of different
hazards in the schools in terms of infrastructures damages, personal
casualties, classrooms used as evacuation centers temporary learning
spaces needed, as well as non-infrastructures damages such as furniture,
learning resources, and computer sets.

Resources: machinery, manpower, methodology, materials, and monetary

assets that can be drawn on by an organization in order to function
effectively.

Risk: the combination of the probability of an event and its negative

consequences.

Root Causes: the underlying natural or human-induced sources or origins

of the hazard

6
School: refers to private and public schools recognized by the Department
of Education.

Triggering Factors: factors that could cause the unfolding of an event.

Typhoon: It is an event that produces strong winds and heavy rains.

7
 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
BLSB: Bagong Lipunan School Building
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
FFCCCII: Federated of Filipino Chinese Chamber of Commerce and
Industry, Inc.
GPTA: General Parent – Teacher Association
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 Operation Expenses
MOU: Memorandum of Understanding
MPre-FAB: Marcos Pre-Fabricated School Building
NGO: Non-Governmental Organization
PDNA: Post Disaster Needs Assessments
PFA: Psychological First Aid
PAGASA: Philippine Atmospheric Geophysical and Astronomical Services
Administration
PWD: Person with Disability

8
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 Alert

9
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 be also 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.

A typhoon is a type of large storm system having a circular or spiral

system of violent winds, typically hundreds of kilometers or miles in
diameter. The winds spiral around a region of low atmospheric pressure.
"Typhoon" is the name of these storms that occur in the Western Pacific.
"Hurricane" is the name given to these storms in the Atlantic Ocean and
Eastern Pacific. In the Indian Ocean, they are called "Tropical Cyclones". For
stronger typhoons, a characteristic structure called the "eye" forms when the
maximum wind speeds exceed about 85 miles per hour or 140 kilometers
per hour. The eye is a region of clear air with no clouds, and is a few tens of

10
kilometers in diameter. The energy that powers typhoons comes from the
evaporation of warm ocean water. The water vapor rises to the top of the
typhoon along the sides of the eye, then condenses into clouds. Warmer
ocean water produces more powerful typhoons, which can grow into "super
typhoons".

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 that result in heavy casualties to human life and
destruction to crops and properties. Thus, it is of utmost importance to have
sufficient knowledge of such maritime phenomena for beneficial purposes.

The municipality of San Miguel was struck by a destructive typhoon

Frank year 2008 that brought major damage to the infrastructure, and
livelihood of the people in the municipality.

This contingency plan will be the basis of the school for the incoming
natural hazard called a typhoon.

11
 CHAPTER I. BACKGROUND

A. Introduction
San Miguel is a 4th class municipality
in the province of Iloilo. According to the
2020 census, it has a population of 30,115
people. San Miguel is 17 kilometers (11 mi)
from Iloilo City.

The municipality is bordered by

Cabatuan in the north, Santa Barbara, and
Pavia in the East, Alimodian and Leon in
the west and by Oton in the south.
Southeast of San Miguel is Mandurriao
district of Iloilo City.

It is the site of Aganan River Dam, which is an agricultural purpose

dam used for irrigation of the rice fields in the surrounding towns. Pepsi
Bottlers Philippines Inc. has a bottling plant in San Miguel, which
supplies Pepsi products in Panay Island.
San Miguel is politically subdivided into 24 barangays.

 Barangay 1 Poblacion (Roxas St.)

 Barangay 2 Poblacion (Salvilla Santo Rosario)
 Barangay 3 Poblacion (A.S. Suarez St. Zone 1)
 Barangay 4 Poblacion (A.S. Suarez East)
 Barangay 5 Poblacion (Santiago St. North)
 Barangay 6 Poblacion (Santiago St. South)
 Barangay 7 Poblacion (San Roque St. South)
 Barangay 8 Poblacion (Montaño-San Roque)
 Barangay 9 Poblacion (Salazar San Jose)
 Barangay 10 Poblacion (R.V. Sanchez St. South)
 Barangay 11 Poblacion (R.V. Sanchez St. North)
 Barangay 12 Poblacion (Sales Malaga Saliedo)
 Barangay 13 Poblacion (SantaRita-Saclauso St.)
 Barangay 14 Poblacion (San Miguel North)
 Barangay 15 Poblacion (San Miguel South)
 Barangay 16 Poblacion (San Agustin St.)
 Consolacion
 Igtambo
 San Antonio
 San Jose
 Santa Cruz
 Santa Teresa
 Santo Angel
 Santo Niño

12
SCHOOL PROFILE

San Miguel Central

Elementary School - District
of San Miguel has 1680
learners for school year
2022-2023. It is in the
centermost area of San
Miguel, Iloilo and already
serves as a landmark of our
town. It consists of 12 lots,
of which 10 has already
deed of donation and the
remaining 2 lots were
presently worked out / process. With the total land area of 2.4 hectares. The
location is very accessible to transportation such as jeepney, tricycle,
pedicab etc. hence, it is alongside the national highway. It has 17 types of
buildings which used for instructional and non-instructional activities. The
retained Gabaldon building is found in the front portion of the school, which
the district office is situated. Presently, the beautiful new front fence
construction is ongoing.
On the other hand, San Miguel Central Elementary School has a total
of 55 teaching force with the leadership of Mr. Glecerio S. Cabunducan,
PhD. as Principal the Special Science Elementary School sits in this school
which serves as an advanced method of teaching. The school have an
advocacy to ensure the safety, good health, and security of the learners,
faculty members, PTA, and people in the community and barangay as well.
School PTA officials and members as well as the barangay officials give a big
help on supporting the activities and other safety precautions to our learners
and help on the improvement of our school. Moreover, here in our barangay
unite as one in terms of planning and activities with the coordination of the
Municipal Disaster Risk Reduction and Management (MDRRM).

B. Demographics
The total population of San Miguel Central Elementary School is one
thousand six hundred eighty (1652) learners enrolled on the school year
2022-2023. There are fifty-five (55) teachers, it is one teacher per grade level
and principal. Learner enrolled in Kinder has a total of 198 pupils, Grade 1
has a total of 196 pupils, Grade 2 has a total of 206 pupils, Grad 3 has a
total of 184 pupils, Grade 4 has a total of 215 pupils, Grade 5 has a total of
249 pupils, and Grade 6 has a total of 149 pupils and SPED with 46 pupils.

C. Economy
San Miguel Central Elementary School is situated on agricultural
land. People living near the school depend on their livelihood on the farm by
planting crops like rice, root crops, vegetables, and other plants that can be
eaten or sold. There has also some poultry farms and other livestock.

13
D. Topography
The school is in the flat center of the Municipality of San Miguel. It is
16 kilometers away from the heart of Iloilo City.

Number of
Learners who
Number of are children Number of
Level
Learners with Staff/Personnel
disability
(CWD)
Male - 31 Male - 31 Male – 1
SPED Female – 96 Female – 96 Female - 1
Total - 46 Total - 46 Total - 2
Male - 102 Male – 0 Male – 0
Kinder I Female - 90 Female – 0 Female – 6
Total - 198 Total - 0 Total - 6
Male - 106 Male – 0 Male – 0
Grade I Female – 90 Female – 0 Female – 6
Total - 231 Total - 0 Total - 6
Male – 102 Male – 0 Male – 0
Grade II Female - 104 Female – 0 Female – 6
Total - 241 Total - 0 Total - 6
Male – 86 Male – 0 Male - 0
Grade III Female – 98 Female – 0 Female – 6
Total - 217 Total - 0 Total - 6
Male – 113 Male – 0 Male – 1
Grade IV Female – 102 Female – 0 Female – 5
Total - 249 Total - 0 Total - 6
Male – 133 Male – 0 Male – 0
Grade V Female – 116 Female – 0 Female – 6
Total - 285 Total - 0 Total - 7
Male – 74 Male – 0 Male – 1
Grade VI Female – 75 Female – 0 Female – 5
Total - 185 Total - 0 Total - 6
Male – 21 Male – 0 Male – 0
ALS Female – 15 Female – 0 Female – 3
Total - 36 Total - 0 Total - 3

14
 Physical Description

Name of the Number of Number of Specialty Areas

Building Stories Classrooms (Laboratories,
Cafeteria,
Library, etc)
KINDER,
1. FFCCCII 1 2
GRADE 1
2. DPWH - BOD 1 2 ICT , ALS

3. MUNICIPAL
1 3 SSES
BUILDING

4. BLSB TYPE 1 1 3 Gr. 4 (LJ) Gr. 5

5. MARCOS
3
PRE-FAB 1 Grade 4
6. MARCOS
6 Grade 2
PRE-FAB 1
Gr. 4 (R & M),
7. BLSB TYPE 1 1 5
Clinic
8. MARCOS PRE-
6 Grade 3
FAB 1
9. BLSB TYPE II 1 2 Grade 5

10.OTHERS 1 1 canteen

11.BLSB TYPE 1 1 4 Grade 5

12.FFCCCII 1 2 SSES

13.OTHERS (PICE) 1 1 SPED

14.FFCCCII 1 2 SSES

15.BLSB TYPE II 1 5 Kindergarten

16.BLSB TYPE I 1 3 Grade 6

INDUSTRIAL
17.OTHERS 1 1
ARTS
Function Room,
Principal’s
18.GABALDON 1 4
Office, Library,
ICT Room

Historical Data of Typhoon

At the height of the onslaught of typhoon "Frank" last June 21, 2008,
the town of San Miguel, located 17 kilometers from here, became a focus of

15
the media because of reports that the Aganan River Irrigation System Dam
in said town was in danger of collapsing under the pressure of the
rampaging floodwater. It was no ordinary floodwater though, but one with a
magnitude that was not yet witnessed even by the older generation in their
lifetime. But the decades-old dam, which became a popular picnic
destination in the 1960s and was renovated by the government through the
National Irrigation Administration (NIA) under a Japanese government-
funded program, withstood the devastating deluge.

Nevertheless, the flood was so heavy it rose over and rushed past the
dam and lunged down the river, creating a swatch of destruction along its
path. Aganan River, one of Iloilo's major river systems wth headwaters in
Alimodian town, passes through San Miguel and Pavia towns.

Based on the report collated by the Municipal Disaster Coordinating

Council, the flooding destroyed more than 200 houses and inflicted partial
damage on more than 400 others in Barangays Igtambo, Sta. Cruz and Sto.
Niño and poblacion barangays 3, 4, 5, 6, 7, 8, 9, 14 and 15, all located
downstream. It also damaged the municipal slaughterhouse and plant
nursery. It also did not spare a construction and hardware store nearby. The
flood rose so high that it flowed over the bridge that connects the poblacion
with four of its barangays and the municipalities of Alimodian, Cabatuan
and Sta. Barbara. The heavy rains spawned by the typhoon also caused the
swelling of creeks elsewhere in the municipality and caused damages to
agriculture and properties.

The total damages on agriculture, infrastructure, and properties were

estimated to have reached millions of pesos. Villarico said the municipal
government had immediately evacuated families from flood-affected areas to
the town's central elementary school and other government buildings and
provided them with relief goods out of its calamity funds. It also provided
financial assistance to families whose houses were damaged by the flood
ranging from P500.00 for partially damaged ones to P1,500 for those hats
were totally damaged.

16
 B. Hazard Identification and Analysis

CP Form 1: Hazard Analysis

AVERAGE
PROBABILITY IMPACT
PROBABILI
HAZARD RAT REMARKS RATE REMARKS TY + RANK
E IMPACT
2
Tropical Previous tropical
cyclone and cyclone brought
other weather heavy rainfall
disturbances with windspeed
Tropical frequently pass ranging from
4 4 4 1
Cyclone through the 185 kph to 215
area kph. The tropical
cyclone caused
major floods in
the area.
The location of The last 2
the school area earthquakes
is not in the experienced did
fault line, but not cause death
earthquake and injury to
Earthquake 2 can be slightly 1 people and 1.5 4
felt sometimes damage to
infrastructures

Concrete BFP station is 10

school to 15 meters
buildings are closer in school
Fire 1 regularly 1 1 6
inspected by
the proper
authority.
Poor drainage There are some
system in areas that are
school prone to flooding
Flood 2 1 due to heavy 1.5 3
rains

17
 The school is There are 2 to 5
located beside learners injured
the National due to vehicular
Road and no accidents every
presence of school year.
Vehicular signage found
4 2 3 2
Accident along the area

Temporary School
perimeter fence properties were
and no CCTV lost due to
Theft/ installed at the robbery.
2 back part of 2 2 5
Robbery
the school.

As shown in table above the tropical cyclone has a probability of 4 and

an impact of 4, earthquake has a probability of 2 and an impact of 1, fire has
a probability of 1 and an impact of 1, flood has a probability of 2 and an
impact of 1, vehicular accident has a probability of 4 and an impact of 2, and
theft/robbery has a probability of 2 and an impact of 2. Given the result, the
top 3 hazards were tropical cyclone, vehicular accident, and flood.

C. Hazard to Plan for Typhoon

The figure above shows the hazard map of San Miguel Central Elementary
School.

18
CP Form 2A: Anatomy of the Hazard

Based on the assessment of the hazards, San Miguel Central

Elementary School requires having a contingency plan for typhoon that
should help establish effective and efficient mechanism for preparedness and
response.

The anatomy of typhoon is shown below:

Hazard to Plan for: Typhoon

Existing
Triggering
Root Causes Early Warning Signs Mitigating
Factors
Measures

The geographic  PAGASA Weather High  Non-structural

location of Iloilo Advisories and Temperature measures like
makes it prone to Bulletins. level from the policies and
tropical cyclone  Project NOAH- sea effects the ordinances on
which may occur DOST; scope of the environmental
in the month Websites: weather protection, no
between June and http:// disturbances plastic
December. noah.dost.gov.ph ordinance, solid
http:// Pacific Ocean is waste
However, with the fmon.ast.dost.gov.p a typhoon management
changing climate, h/weather/predict Generator and zoning
due to natural ordinance.
variability and  Automated Rain High Volume of
human Gauge (ARG) rain  De-clogging and
interventions, a  Automated Weather mangroves
tropical cyclone Station (AWG) Improper Waste planting.
and even a Website: Disposal
stronger Super www.weather.com.p  Structural
Typhoons may h Poor Flood measures such
also occur during Drainage as construction
the months of  Recorida system of Reinforced
January to May.  VHF Radio Handset Concrete Pipe
 Tri Media Linkages Wind Velocity Culvert Type for
 Social Networking flood control
structures

D. Scenario

19
 CP Form 3A: Scenario Generation: Typhoon

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

Situations Bad Worse Worst

Description of the Tropical Typhoon made Super typhoon
Event Depression landfall or within made land fall in
made landfall the vicinity of the or within the
within the province of Iloilo vicinity of the
vicinity of the with maximum province of Iloilo
province of Iloilo sustained wind of with the
with maximum 60 to 100 kph maximum
sustained winds (Public Warning sustained wind of
of less than 60 Storm Signal # 2) greater than 250
kph (Public kph.
Warning Storm With possible
Signal # 1) occurrence of a 5-
meter storm
surge.

16-50% damages The typhoon could

1-15% damages are identified in trigger the
are identified in both lives and occurrence of
both lives and properties of the flooding and rain-
properties of the learners and induced landslides
learners and personnel in in the identified
personnel in school. areas.
school.
50% and above
damages are
identified in both
lives and
properties of the
learners and
personnel in
school.
M- 30 M- 200 M- 506
No. of Affected
F- 21 F- 158 F- 453
Learners (Male,
IP- 0 IP- 0 IP- 0
Female, IP,
Muslim – 0 Muslim – 0 Muslim – 0
Muslim, PWD)
PWD – 10 PWD - 21 PWD – 36
No. of Dead
Learners (Male,
0 0 0
Female, IP,
Muslim, PWD)
No. of Affected M- 1 M- 3 M- 6

20
Teaching
Personnel (Male, F- 1 F- 20 F- 31
Female)
No. of Dead
Teaching
0 0 0
Personnel (Male,
Female)
No. of Affected
Non-Teaching M-0 M-0 M-1
Personnel (Male, F-0 F-1 F-1
Female)
No. of Dead Non-
Teaching
0 0 0
Personnel (Male,
Female)
Infrastructure*
- Classroom
s
- WASH
facilities
- Other
infrastruct Minor Damage Major Damage Totally Damage
ures and Classroom – 10 Classroom – 15 Classroom – 30
ancillary
facilities
(e.g.,
laboratorie
s, clinic,
library)
Non- Tables and arm Tables and arm Tables and arm
infrastructure* chairs - 100 chairs - 700 chairs - 1400
- Furniture
and Learning Learning Learning
fixtures resources – 120 resources – 600 resources – 1300
- Learning
resources Computer room Computer room Computer room
and self- and equipment – and equipment - and equipment -
learning 4 6 10
modules
- Informatio
n and
Communic
ation
Technology
(ICT)
equipment
Other non-
infrastructures
(e.g., laboratory
equipment,
medical and
dental equipment
and supplies,

21
technical-
vocational
supplies and
equipment)
Develop MOU to
Transportation
jeepney owners
(In case learners
for
are at school)
transportation.
Local Incident
Functional Management
60% personnel
SDRRM Team Team is activated
Response were deployed
with all response
Capabilities and ready to
Activation of groups from local
respond
ConPlan and private
sectors.
Suspension of
0-3 days 4-7 days 8-15 days
classes

Roads and Some portions of All roads and

Bridges going to Not Affected roads and bridges bridges are not
School are not passable passable

Environment/
No significant
Ecology
effects on Few large trees Several large trees
Environment are uprooted uprooted
and Ecology
Communication Communication
Communication
Limited Internet facilities
facilities are
Access moderately
totally broken
broken
Power Supply Power Power Blackout
interruption is Power Blackout with some electric
experienced post toppled down
Water Supply Damaged dams
Limited Water
and water
Supply
facilities.

CP Form 4A.1: Affected Learners

22
 NO. OF
AFFECTED
LEARNERS
THAT ARE NO. OF NO. OF
NO. OF
CHILDREN TEMPORARY LEARNERS IN
AFFECTED
SCHOOL WITH LEARNING NEED OF
LEARNERS
LOCATION DISABILITY CENTERS SUPPLY OF
AND
(CWD) REQUIRED LEARNING
PERSONNEL
(Disaggregate KITS
data as to
female, male,
IP, muslim,)
San Miguel
Central 1,315 38 30 1,315
Elementary
School

23
 CHAPTER II. GOALS AND OBJECTIVES

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 a
typhoon in Municipality of San Miguel – San Miguel Central Elementary
School. Such mechanisms shall help to protect lives, properties and the
environment, and restore the immediate needs of the affected communities.
At the end of school year 2022-2023, SDRRMC of San Miguel Central
Elementary School have meet the basic needs of children, parents, teachers
and the people in the community. Through information dissemination and
awareness to any calamities that may occur.

B. Objectives

The objectives of the contingency plan are as follows:

1. To ensure the protection of lives and properties in the event of a

typhoon in the Municipality of San Miguel – San Miguel Central
Elementary School;

2. To determine the immediate needs and the resources that will meet
the needs in the event of a typhoon;

3. To establish the coordination and communication mechanisms

among the district office and the affected and assist schools and
barangay of Municipality of San Miguel – San Miguel Central
Elementary School in the event of the typhoon.

4. To set the response and rehabilitation or early recovery roles and

functions of the San Miguel Central Elementary School and the
affected and assisting schools for purposes of educational continuity.

5. To determine the preparedness and prevention and mitigation

measures to reduce the impacts of the typhoon.

6. To support the identification of needed equipment and supplies to

reduce the impacts of the typhoon.

7. To provide guidance for the continuing capacity building and

psychosocial support of the district and schools.

24
 CHAPTER III. COORDINATION, COMMAND, AND CONTROL

A. COORDINATION
CP Form 5A: Cluster Identification

Over-all
Personnel In-Charged
Head
CLUSTERS

Mental Health Nhisty Zeny Nhisty

and Rosa Jee Ann
Grace Marie Grace
Psychosocial Canitan Claro
Claridad Lallen Claridad
Support

Health and Evelyn

WASH (Water, Lannie Jona Eric
Salvacion Lannie Tan
Sanitation, Tan Enaguas Sobredo
Sumayo
Hygiene)

Maria Nhisty Zeny Maria

Child Vanessa
Teresa Grace Marie Teresa
Protection Marquez
Montaño Claridad Lallen Montaño

Myrna Maricar Ivy Mellane Myrna

Logistics
Montaño Gario Prevendido Salarda Montaño

Shelter
(School Used Eric Rizal Vicente Julius Eric
as Evacuation Sobredo Sabido Sanchez Lagarja Sobredo
Center)

Education in Nhisty Vincent Florence Loida Nhisty

Emergency Grace Pastelero Lume Mae Grace
(EiE) Supply Claridad Sacupon Portigo Claridad
Management
(Prepositioning
of EiE
Learning
Supplies,
textbooks,
Alternative
Delivery
Learning
Modalities,
Temporary
Learning

25
 Spaces)

Social Mobility
Emeliza Loida Amy Elie Rose Emeliza
and
Buncag Alegroso Firmantes Sabijon Buncag
Networking

Community Geraldine Razel Jocelyn Jovie Geraldine

Mobilization Sabio Cabana Sobusa Sabuquia Sabio

CP FORM 6A: Needs and Activities Inventory

Hazard: Typhoon

Activities/ Responsible
Time
Needs Arrangements to Person/
Frame
meet the needs Committee

Inventory of
Establish and maintain
emergency
a well-stocked Clinic In-charge Quarterly
equipment and
emergency kit.
kits.

Communication among DRRM

local authorities and Updating of Coordinator
coordinate activities emergency hotline Yearly
before an emergency numbers. Communication
situation. Team

Maintain an inventory
Mid-Year and Supply Officer/
of materials and Mid-Year/
Year-End School Property
supplies in case of Year-End
Inventory Custodian
structural damages.

Orientation for the

proper dissemination of GPTA Orientation DRRM
information before, Coordinator Quarterly
Learners
during and after the Orientation Teacher Advisers
typhoon.

DRRM
Inspect all fire
Fire Drill and Fire Coordinator/
protection and safety Yearly
Inspection Planning
equipment.
Officer/ BFP

Trim or prune trees that Coordinating with School As needed

could fall or damage the MDRRMO and Maintenance/Sc
buildings. other stakeholders hool Head/Other

26
 Stakeholders

Inspection and DRRM

establishment of Coordinator/
Inspect drainage system
drainage system Planning Quarterly
for possible flooding.
Officer/ School
Clean-Up Drive Head

Identification of DRRM
possible evacuation Crafting and Coordinator/Pla
areas to be utilized Planning of nning Yearly
before, during, and after Evacuation Plan Officer/School
the typhoon. Head

A. SCENARIOS ON TYPHOON AND ITS IMPACT

Situation Bad Scenario Worse Scenario Worst Scenario

Descriptions Local damage is The affected The affected
prevalent in the Barangays has Barangays has
Municipality escalated to 40% escalated to
due to Local more than 40%
damage due to Local
damage
Impact on  Limited travel  Limited access to  High mortality
Human Lives  Creates stress transportation and rate
and anxiety basic needs  Declaration of
 Affected state of calamity
individuals may in the
have Depression community
 Hunger/poverty
 Skeleton
Workforce

Impact on  Minor damages  Major damages of  Total damages

Infrastructure, of classrooms, classrooms, of classrooms,
Facilities, and WASH facilities, WASH facilities, WASH facilities,
Environment other other other
infrastructures, infrastructures, infrastructures,
an ancillary an ancillary an ancillary
facility (e.g., facility (e.g.,
facility (e.g.,
laboratories, laboratories,
laboratories,
clinic, library) clinic, library)
clinic, library)
 Less 50% of large  50% and above
trees uprooted. of large trees
 Damage of school uprooted.
equipment.
Response  Presence of  Functional of  Facilitate the safe

27
 Capabilities DRRM Team DRRM team in return of
 Adoption of school. teaching and
DepEd Orders  Ensure education non-teaching
 Conduct PFA to continuity through personnel and
DepEd K-12 aligned learners to work
Personnel and learning materials, and schools.
learners various modalities  Continue schools
 Capacity of delivery, and clean-up drive
building for corresponding  Facilitate
PFA teacher training. financial
 Availability of  Capacitate DepEd assistance for
local fund for personnel on the DepEd
emergency conduct of PFA personnel/learne
procurement.  Availability of rs affected by
LGU/division/regi typhoon if
onal fund for needed
emergency  Availability of
procurement. national fund for
emergency
procurement.

Hazard: Typhoon

Timeframe Responsible
Scenarios (after the Response Activities Person/
trigger) Committee
Scenario 1 –  Keep updated to School
Preparedness in weather updates on Personnel and
Normal Times different media Learners
platforms.
 Prepare go bags and
emergency kit.
 Disseminate
information.
 Ensure the availability
Within 24 of updated baseline
hours education data of the
school.
 Secure ICT equipment,
books, SLMs, and other
school related
documents. When
possible, use the second
or higher floors for
storing school records,
documents, equipment,
and learning materials.
Within 48 to  Inspect school drainage School
72 hours system. Regularly clean Personnel/GPTA

28
 and clear all drainage /
systems. Stakeholders/
 Trim or prune trees that Brgy. Offficials
may damage school
buildings.
 Conduct an annual risk
assessment through the
Student-Led Watching
and Hazard Mapping.
 Coordinate with the
local DRRM council to
harmonize and align
DRRM measures.
 School DRRM School
coordinator will attend Personnel/GPTA
emergency meeting at /
the MDRRMO/barangay Stakeholders
for precautionary
measures and
instruction.
 Pre-identify possible
locations for Temporary
Learning Spaces (TLS),
and alternative delivery
modes of education.
After 72 hours  Establish and operate
and onwards an Early Warning
System.
 Make available
emergency response
equipment and
supplies.
 Conduct quarterly
typhoon hazard drills
like basic life support
and use of emergency
response equipment.
 Prepare rooms for
possible evacuation.
Scenario 2 – Within 24  Keep on monitoring the Advisers/School
Response hours typhoon’s movement Head/ DRRM
Measures During through your television, Coordinator/
Typhoon radio or the internet. MDRRMO/
 Activate warning Brgy. Officials/
systems to disseminate Camp
advisories to learners Management
and personnel. Team
 Coordinate with the
LGU, using existing
guidelines, on the
cancellation or
suspension of classes
or work.

29
  Switch off electrical
lines.
 School Head and DRRM
Coordinator will
monitor and facilitate
possible evacuation.
 Teacher advisers will
monitor learners’ status
at home.
Within 24 to  Reporting of the status Advisers/School
72 hours of the school, and Head/ DRRM
learners’ and teachers Coordinator/
situation to Division MDRRMO/
DRRM and Brgy. Officials
MDRRMO/LGU
 If safe, School DRRM
team will conduct the
RDNA.
 Continue to
disseminate advisories
and/or warning from
authorities.
 Continue the
submission of reports
and updates to the
Division DRRM
Coordinator.
 Deploy response and
learning continuity
interventions, in
coordination with the
Schools Division Office
and other community
stakeholders and
partners.
After 72 hours  Continue to implement Advisers/School
and onwards response and learning Head/ DRRM
continuity Coordinator/
interventions. MDRRMO/
 Conduct Psychological Brgy. Officials/
First Aid (PFA) for PFA Team
affected learners and
personnel.
 Continue coordination
and the submission of
reports and updates to
the Division DRRM
Coordinator, including
submission of RADAR.
Scenario 3 – After Within 24  School Head and School Head/
Typhoon hours SDRRM Coordinator DRRM
will inspect the Coordinator/
situation of the school. MDRRMO/

30
  Monitor and update the Brgy. Officials/
progress and situation DRRM team
of the typhoon through
radio, television or the
internet.
 Disseminate the
information of the
status of typhoon.
 Monitor the learners,
teachers and staff.
 School DRRM team will
conduct the PDNA.
 Conduct PFA
 Conduct feeding
program
 Monitoring of the status
of the school.
 The emergency team
completely identified,
rescued, and reported
learner/s or personnel
affected by typhoon.
Within 48 to  SDRRM Coordinator
72 hours will send RADaR.
 School will conduct
clean up drive.
 The school has received
augmentations of
learning materials,
supplies, health kits
(medical, hygiene, oral)
food items and
temporary learning
shelter.
After 72 hours  Identify the severely
and onwards affected learner/s or
personnel and provide
appropriate
intervention programs
for recovery.
 Lobby with MLGU,
BLGU and NGOs for
assistance of basic
services
 Continue the conduct of
feeding program and
PFA
 If school will be used as
evacuation site,
evacuees whose houses
were damaged by
typhoon will continue to
stay and be monitored

31
 by the LGU. LGU will
look for possible
evacuation sites after
15 days. (Note: School
will be the least priority
for evacuation area.)

Note: Refer to DO 033, s 2021, School-Based Disaster Preparedness and

Response Measures for Tropical Cyclones, Flooding, and other weather-
related disturbances and calamities.

The table shows the activities on what to do before, during and after
the typhoon within 24 hours, within 48 to 72 hours and after 72 hours and
onwards.

32
CP Form 7: Resource Inventory

TEAM/COMMITTEE RESOURCES QUANTITY REMARKS

Mental Health and Psychosocial Support  Psychological First Aid Provider  1 Teacher Trained
 PFA and Mental Health
Materials  5 copies Available
 Fund
 20,000.00 Available

Health and WASH (Water, Sanitation,  WinS Team  7 teachers Functional

Hygiene)  WinS Club  12 learners Functional
 WinS IEC Materials  30 copies Available
 WinS Materials
 Liquid soap  2 gallons Available
 40 bottles Available
 Bar Soap  25 pieces Available
 Detergent Powder  40 pieces Available
 Alcohol Available
 3 gallons
Available
 15 bottles
 Hand sanitizer Available
 20 bottles
 Face masks Available
 10 boxes Available
 First Aid Kit
 12 sets Available
 Medicine Kit
 35 sets Available
 Trash bins
 45 sets Available
 Garbage bag
 2 rolls
 WinS Facilities
 Single Washstand Available
 Group Wash Area  4 units Available
 Water Tank  7 units Available
 Segregated CR  1 unit Available
 Electric Motor  2 units Available/
 1 unit Functional

33
Child Protection  GAD Team  5 teachers Available/Trained
 IEC Materials Available
 Pamphlets  25 copies Available
 Booklets  10 copies Available
 Posters  18 copies
Logistics  Fire Extinguisher  2 units Available
 Megaphones  1 unit Available
 Two-way radios  2 units Available
 Buzzer  2 units Available
 Whistle  1 piece Available
 Flaglets  4 pieces Available

34
 Medical Team  School Clinic  1 unit Available
 Wheelchair  1 unit Available
 Spine board  1 unit Available
 Medicine kit  42 sets Available
 Clinic Bed  2 units Available
 Thermometer  42 pieces Available
 Thermal Scanner  42 units Available
Available
 BP Apparatus  2 units
Available
 Dental Equipment  2 sets
Shelter (School Used as Evacuation  Classrooms  12 rooms Available
Center)
Education in Emergency (EiE) Supply  Books  Refer to property Available
Management (Prepositioning of EiE  SLMs custodian’s
Learning Supplies, textbooks,  Chairs record
Alternative Delivery Learning Modalities,  Tables
Temporary Learning Spaces)  Printer
 Photocopier
 Laptops
 Desktop
 Projector
 Televisions
 Speaker
 Amplifier
 Microphone

35
CP Form 8: Resource Projection

A. Mental Health and Psychosocial Support

COST SOURCE OF
ACTIVITIES/ ESTIMATES FUNDS
GAPS
RESOURCES NEEDS HAVE SOURCES TO FILL (FILL-UP ONLY (FILL-UP ONLY
(NEED - HAVE)
THE GAPS WHEN WHEN
APPROPRIATE) APPROPRIATE)
Psychological School
12 1 10 -
First Aid Train teachers on PFA Fund/MOOE/D
Provider onations
PFA and Mental Resolution to School
50 5 41 10 000
Health LGU/Local Fund/MOOE/D
Materials Fund/Division Fund onations/SEF
School
30 000 20 000 1 10 000
Fund Resolution to LGU Fund/MOOE/D
onations
School
TOTAL 40 000
Fund/MOOE/D
onations/SEF

B. Health and WASH (Water, Sanitation, Hygiene)

COST SOURCE OF
ACTIVITIES/ ESTIMATES FUNDS
GAPS
RESOURCES NEEDS HAVE SOURCES TO FILL (FILL-UP ONLY (FILL-UP ONLY
(NEED - HAVE)
THE GAPS WHEN WHEN
APPROPRIATE) APPROPRIATE)
School
12 1 11 20 000
WinS Team Train teachers on PFA Fund/MOOE/D
onations
WinS Club 50 5 45 Resolution to 10 000 School

36
 LGU/Local Fund/MOOE/D
Fund/Division Fund onations/SEF
School
WinS IEC 30 000 20 000 10 000 10 000
Resolution to LGU Fund/MOOE/D
Materials
onations
WinS Materials
2 gal 2 gal
Liquid soap 0
40 bot 40 bot
25 pcs 25 pcs 0
Bar Soap
Detergent 40 pcs 40 pcs 0
Powder
3 gals
3 gals 0
Alcohol 15 bot
15 bot
20 bot 20 bot 0
Hand Sanitizer
10 boxes 10 boxes 0
Facemask
12 sets 12 sets 0
First Aid Kit
35 sets 35 sets 0
Medicine Kit
45 sets 45 sets 0
Trash bins
2 rolls 2 rolls 0
Garbage bag

WinS Facilities
Single 4 units 4 units 0
Washstand

37
 Group Wash 7 units 7 units 0
Area
Water Tank 1 unit 1 unit 0

Segregated CR 2 units 2 units 0

Electric Motor 1 unit 1 unit 0

School
TOTAL 40 000
Fund/MOOE/D
onations/SEF

C. Child Protection

COST SOURCE OF
ACTIVITIES/ ESTIMATES FUNDS
GAPS
RESOURCES NEEDS HAVE SOURCES TO FILL (FILL-UP ONLY (FILL-UP ONLY
(NEED - HAVE)
THE GAPS WHEN WHEN
APPROPRIATE) APPROPRIATE)
5 5
GAD Team
School
30 25 5 5 000
Pamphlets Resolution to LGU Fund/MOOE/D
onations
School
50 10 40 10 000
Booklets Resolution to LGU Fund/MOOE/D
onations
School
50 18 32 5 000
Posters Resolution to LGU Fund/MOOE/D
onations
School
TOTAL 20 000
Fund/MOOE/D
onations/SEF

38
D. Logistics

COST SOURCE OF
ACTIVITIES/ ESTIMATES FUNDS
GAPS
RESOURCES NEEDS HAVE SOURCES TO FILL (FILL-UP ONLY (FILL-UP ONLY
(NEED - HAVE)
THE GAPS WHEN WHEN
APPROPRIATE) APPROPRIATE)
Fire School
10 2 8 23 000
Extinguisher Resolution to LGU Fund/MOOE/D
onations
Megaphones School
2 1 1 3 000
Resolution to LGU Fund/MOOE/D
onations
Two-way radios School
8 2 6 10 000
Resolution to LGU Fund/MOOE/D
onations
Buzzer School
3 2 1 1 000
Resolution to LGU Fund/MOOE/D
onations
Whistle School
45 1 44 1 000
Resolution to LGU Fund/MOOE/D
onations
Flaglets 4 4

School
TOTAL 35 000
Fund/MOOE/D
onations/SEF

39
E. Medical Team

COST SOURCE OF
ACTIVITIES/ ESTIMATES FUNDS
GAPS
RESOURCES NEEDS HAVE SOURCES TO FILL (FILL-UP ONLY (FILL-UP ONLY
(NEED - HAVE)
THE GAPS WHEN WHEN
APPROPRIATE) APPROPRIATE)
School Clinic 1 unit 1 unit 0

Wheelchair 1 unit 1 unit 0

Spine board 1 unit 1 unit 0

Medicine kit 42 sets 42 sets 0

Clinic Bed 2 units 2 units 0

Thermometer 42 pcs 42 pcs 0

Thermal 42 units 42 units 0

Scanner
BP Apparatus 2 units 2 units 0

Dental 2 sets 2 sets 0

Equipment
TOTAL -
-

40
CP Form 9: Budget and Resource Summary

41
 CLUSTER DESCRIPTION AMOUNT OF GAPS SOURCE OF FUND
Mental  Psychological First Aid Provider 40 000.00 School Fund/MOOE/Donations
Health and  PFA and Mental Health Materials
Psychosocial  Fund
Support
Health and  WinS Team 40 000.00 School Fund/MOOE/Donations
WASH (Water,  WinS Club
Sanitation, Hygiene)  WinS IEC Materials
 WinS Materials
 Liquid soap

 Bar Soap
 Detergent Powder
 Alcohol

 Hand sanitizer
 Face masks
 First Aid Kit
 Medicine Kit
 Trash bins
 Garbage bag
 WinS Facilities
 Single Washstand
 Group Wash Area
 Water Tank
 Segregated CR
 Electric Motor
Child  GAD Team 20 000.00 School Fund/MOOE/Donations
Protection  IEC Materials
 Pamphlets
 Booklets
 Posters
Logistics  Fire Extinguisher 35 000.00 School Fund/MOOE/Donations
 Megaphones
 Two-way radios
 Buzzer
 Whistle
 Flaglets
Medical  School Clinic -
Team  Wheelchair 42
 Spine board
 Medicine kit
 Clinic Bed
43
B. COMMAND AND CONTROL
Directory of School Disaster Risk Reduction and Management Team
(SDRRMT)

CP Form 10: SDRRM Team Directory

SCHOOL SAN MIGUEL CENTRAL ELEMENTARY SCHOOL
LOCATION ROXAS ST. SAN MIGUEL, ILOILO
CONTACT INFORMATION
Primary Alternate
Landline: Satellite Phone:

Mobile: Radio Frequency:

Email Address: Others:

Social Media: San Miguel Central

Elem

Others:
SDRRM TEAM
POSITION NAMES AND ADDRESS CONTACT
(CUSTOMIZE AS (PRIMARY AND INFORMATION
APPROPRIATE) ALTERNATE) (PRIMARY AND
ALTERNATE)
School Head Glecerio S. Cabunducan 09234049517
Brgy. San Antonio San
Miguel, Iloilo
School DRRM Coordinator Eric S. Sobredo 09514265631
Santiago St. San Miguel, Iloilo
- -
- -
School Nurse/Clinic Lannie C. Tan 09295406408
Teacher Brgy. Igtambo San Miguel,
Iloilo
GPTA President Analiza Tabares 09637493281
Brgy. San Jose San Miguel,
Iloilo
GPTA Vice-President Mary Ann Saul 09073406883
Brgy. San Jose San Miguel,
Iloilo
Punong Barangay Fernando Lagunday 09366218707
Roxas St. San Miguel, Iloilo
Others___________

44
CHAPTER IV. ACTIVATION, DEACTIVATION AND NON-ACTIVATION

Contingency Plan Activation Flow Chart for Typhoon

START

PAGASA
forecasts
Typhoon

DRRMC
conducts
PDRA

Typhoon makes
landfall. DRRMC
conducts RDANA
1 2

Yes Activate No
EOC on red EOC on blue
contingency
alert status alert status
plan?

RO convenes Responders
the clusters at conduct normal
the EOC 3
operations using
ICS

RO mobilizes and
deploys IMT Clusters provide
continuous support
to responders
Clusters and IMT
operate based on
contingency plan
No
Situation
3
normalize
No d?
Situation
1 Yes
improved?
IC recommends
Yes demobilization

IMT recommends
deactivation of RO approves recommendation
contingency plan for demobilization

RO directs deactivation Responders and clusters demobilize.

of contingency plan Clusters for early recovery operate.

2 EOC returns to white

status

END
45
Sample CP Activation Flor Chart for Planned Event

START

DRRMC activates
contingency plan

EOC on red alert

status

RO convenes the
clusters at EOC

46
 ANNEXES

Working Group

Chairperson:
RO mobilizes and
Vice Chairperson:
deploys IMT

Members:
Secretariat : Clusters and IMT
Cluster Representatives : operate based on
1. Mental Health and Psychosocial Support: plan
contingency
2. Health and WASH (Water, Sanitation, Hygiene):
3. Child Protection:
4. Logistics: No
Planned
5. Shelter (School Used as Evacuation Center):
event
6. Education Emergency (EiE) Supply Management:
ended?
7. Social Mobility and Networking:
Yes
8. Community Mobilization:
IMT recommends
deactivation of
Duties and Responsibilities: contingency plan

1. Facilitate the refinement and ROfinalization of ofthe CP to include testing,

directs deactivation
contingency
evaluation, packaging, updating and improvement;plan
2. Develop work plan for the completion and updating of the CP;
3. Organize consultation meetings IMT,
with the planners
responders and and relevant technical
experts regarding the developmentclusters
of the CP;
demobilizeand
4. Facilitate the presentation and endorsement of the CP to the authorities for
comments and approval.
OpCen on white alert
status

Roles and Responsibilities

END
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 the conduct of 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;

47
  Serve as the point person for
collaborations and coordination with the
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, and 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 text, the Schools
Division Office thru the SDS or the
Division DRRM Coordinator once the
school is identified/used as an
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
Communications Team in 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 the 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 Training for school
personnel, in coordination with partner

48
 agencies/organizations;
 Lead in discussing the Child Protection
Policy in the classrooms, at least every
semester;
 Conduct health lectures;
 Inspect storage and handling of food and
drinking water in the school and when
the school is used as an 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 the 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 organizations 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
premises for security reasons;
 Recommend construction of ramps for
PWDs, and availability of pedestrian
crossing if the 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 signages (i.e. warning signs,
caution) on identified hazard-prone areas
in the school;
 Ensure the security guard/watchman is
at his post;

49
  Ensure availability of fire extinguishers
in conspicuous places;
 Prune trees, especially those adjacent to
buildings and along electrical posts;
 Secure roof beams with wires or heavy-
duty ropes;
 Board up jalousies and windows with
plywood or other secure material;
 Secure all ongoing construction projects
including supplies and materials;
Frontline Responders Team  This team comprises those in charge (or
their designated alternate) from the other
teams and are expected to report to the
school during emergencies/calamities.
They shall perform the functions
expected of them as representatives of
their teams and activate the other
members of their respective teams,
depending on the scale of the 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 it 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 the 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.

50
References:

 BERT Module
 Contingency Planning Guidebook
 Description of Typhoon. (2009) https://www.openhazards.com/faq/hurricanes-
tropical-cyclones-and-typhoons/what-typhoon
 DO 31 s. 2021 - School-Based Disaster Preparedness and Response Measures
for Tropical Cyclones, Flooding, and other Weather-Related Disturbances and
Calamities
https://www.deped.gov.ph/wp-content/uploads/2021/08/DO_s2021_033.pdf
 Philippines: San Miguel town rises over the flood.Govt.Philippines.(2008)
https://reliefweb.int/report/philippines/philippines-san-miguel-town-rises-
over-flood
 Republic Act No. 10121 - An Act Strengthening The Philippine Disaster Risk
Reduction And Management System, Providing For The National Disaster Risk
Reduction And Management Framework And Institutionalizing The National
Disaster Risk Reduction And Management Plan, Appropriating Funds Therefor
And For Other Purposes.
 SDM No. 053, s 2018 – Roll – Out of Batang Empowered and Resilience Team
(BERT)
 http://noah.dost.gov.ph
 http://fmon.ast.dost.gov.ph/weather/predict
 http://www.unicef.org
 http://www.pagasa.dost.gov.ph
 www.weather.com.ph
 https://www.lawinsider.com/dictionary/lgu

Prepared by:

Nhisty Grace Delgado

Roger Abrise Jr.
Jan Ryan A. Albay
Ruth C. Subang
Carmila Bayot