LUMANAY_CONPLAN_Typhoon (Unfinished)

LUMANAY
ELEMENTAR
Y SCHOOL
116453
CON
TIN
PLA
GEN
N IN
TYPH
CY
OON
3
Lumanay Elementary School
116453
Contingency
Plan for
TYPHOON
As of August 2024
PAGE \* MERGEFORMAT 5
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 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
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
3
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, 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 refer 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.
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.
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
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.

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
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
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 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 Lambunao was struck by a destructive typhoon

Frank in 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.
CHAPTER I. BACKGROUND
A. Introduction
Lambunao is a 1st class municipality
in the province of Iloilo. According to the
2020 census, it has a population of 81,236
people. Lambunao is 47 kilometers (29 mi)
from Iloilo City.
The municipality is bordered by

Calinog in the north, Pototan in the East,
Valderama, Antique in the west, and by
Janiuay in the south.
It is the site Ulian River and Tagbacan River, 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.
Lambunao is politically subdivided into 73 barangays which is consist of
purok and sitios.
 Barangay Agsirab
 Barangay Agtuman
 Barangay Alugmawa
 Barangay Badiangan
 Barangay Bagongbong
 Barangay Balagiao
 Barangay Banban
 Barangay Bansag
 Barangay Bayuco
 Barangay Binabaan Armada
 Barangay Binabaan Labayno
 Barangay Binabaan Limoso
 Barangay Binabaan Portigo
 Barangay Binabaan Tirador
 Barangay Bonbon
 Barangay Bontoc
 Barangay Buri
 Barangay Burirao
 Barangay Buwang
 Barangay Cabatangan
 Barangay Cabugao
 Barangay Cabunlawan
 Barangay Caguisanan
 Barangay Caloy-ahan
 Barangay Caninguan
 Barangay Capangyan
 Barangay Cayan Este
 Barangay Cayan Oeste
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 Barangay Corot-on
 Barangay Coto
 Barangay Cubay
 Barangay Cunarom
 Barangay Daanbanwa
 Barangay Gines
 Barangay Hipgos
 Barangay Jayubo
 Barangay Jorog
 Barangay Lanot Grande
 Barangay Lanot Pequeno
 Barangay Legayada
 Barangay Lumanay
 Barangay Madarag
 Barangay Magbato
 Barangay Maite Grande
 Barangay Maite Pequeno
 Barangay Malag-it
 Barangay Manaulan
 Barangay Maribong
 Barangay Marong
 Barangay Misi
 Barangay Natividad
 Barangay Pajo
 Barangay Pandan
 Barangay Panuran
 Barangay Pasig
 Barangay Patag
 Barangay Patag
 Barangay Poblacion Ilawod
 Barangay Poblacion Ilaya
 Barangay Poong
 Barangay Pughanan
 Barangay Pungsod
 Barangay Quiling
 Barangay Sagcup
 Barangay San Gregorio
 Barangay Sibacungan
 Barangay Sibaguan
 Barangay Simsiman
 Barangay Supoc
 Barangay Tampucao
 Barangay Tranghawan
 Barangay Tubungan
 Barangay Tuburan
 Barangay Walang
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Barangay Lumanay is a fourth
class barangay with almost 800
residents. It is located at the
western portion of the
Municipality of Lambunao and has
a distance of 7 kilometers away
from town proper. The place is
reachable by transportation
because of the presence of
barangay roads. Tricycles and
motorcycles are the means of
transportation. It has rice fields
and farm areas that provide abundant food to its people. It has
“balud” that serves as the second source of food and income of
the people.
SCHOOL PROFILE
Lumanay Elementary
School is located at the
center of cluster of
schools and almost a
kilometer away from
four neighboring
schools. In this effect,
the school has only a
minimum of enrollees in
every grade level-with almost twenty pupils in each grade.
Lumanay Elementary School is a recipient of a 1 Disaster
Resilient Building from the generous men of DFAT. It is a AUSAID
building with complete facilities.
Lumanay has three school building, one Home Economics
Building, and one Makeshift building.
B. Demographics
The total population of Lumanay Elementary School is one hundred
Six (106) learners enrolled in the school year 2023-2024. There are eight
(8) teachers, it is one teacher per grade level and teacher. Learner
enrolled in Kinder has a total of 18 pupils, Grade 1 has a total of 12 pupils,
Grade 2 has a total of 18 pupils, Grad 3 has a total of 17 pupils, Grade 4
has a total of 18 pupils, Grade 5 has a total of 18 pupils, and Grade 6 has
a total of 19 pupils.
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C. Economy
Lumanay Elementary School is situated on agricultural land. People
living near the school depend 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.
D. Topography
The school is Exactly located at Barangay Lumanay Lambunao Iloilo,
which is seven (7) kilometers away from the poblacion. the school can be
reached by various mode of Transportation, jeepney, tricycle and other
two wheel and four wheel vehicles. Travel is made easy and accessible
because of the cemented and asphalted road from the town to the
neighboring schools. However, road from neighboring schools to Lumanay
Elementary School, which is only one (1)kilometer, is quite rough. .
Number of
Learners
who are
Number of Number of
Level Children
Learners Staff/Personnel
With
Disability
(CWD)
Male - 7 Male – 0 Male – 0
Kinder I Female -7 Female – 0 Female – 1
Total -14 Total - 0 Total - 1
Male -11 Male – 0 Male – 0
Grade I Female –6 Female – 0 Female – 1
Male –4 Male – 0 Male – 0
Grade II Female -5 Female – 0 Female – 1
Male –8 Male – 0 Male - 0
Grade III Female –6 Female – 0 Female – 1
Male – 11 Male – 0 Male – 0
Grade IV Female – 5 Female – 0 Female – 1
Total - 16 Total - 0 Total - 1
Male – 8 Male – 0 Male – 0
Grade V Female – 3 Female – 0 Female – 1
Male – 7 Male – 0 Male –
Grade VI Female – 12 Female – 0 Female – 1
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Physical Description
Name of the Building Number Number of Specialty

of Stories Classrooms Areas
(Laboratories,
Cafeteria,
Library, etc)
1. BPSP 1 2 ICT , ALS
2. MUNICIPAL
1 3 SSES
BUILDING
3. MARCOS PRE-FAB 6 Grade 3

1
4. OTHERS 1 1 canteen
Historical Data of Typhoon
At the height of the onslaught of typhoon "Frank" last June 21,

2008, the town of Lambunao, located 25 kilometers from here, became a
focus of the media because of reports that the Tinagong Dagat 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. Tinagong Dagat is a hidden treasure of Lambunao, which
became a popular tourist destination especially those who wants hiking
and adventure.
Nevertheless, the flood was so heavy it rose over and rushed past
and lunged down the river, creating a swatch of destruction along its path.
Ulian river, one of Lambunao's major river systems with headwaters in
almost all barangay of Lambunao, passes through Calinog and duenas
towns going to Dingle Dam.
Based on the report collated by the Municipal Disaster Coordinating
Council, the flooding destroyed more than 300 houses and inflicted partial
damage on more than 450 others in Barangays Panuran, Pughanan,
Tampucao, Misi, Bontoc, Pajo, Manaulan, Tranghawan, Pandan,
Alugmawaand Maribong, all located downstream. It also damaged the
Lambunao Water System main source and agricultural farms was not
even spared. A construction and hardware store nearby was also totally
damaged. The flood rose so high that it flowed over the bridge that
connects the Poblacion with some of its barangays and the municipality of
calinog. The heavy rains spawned by the typhoon also caused the swelling
of creeks elsewhere in the municipality and caused damages to
agriculture and properties.
15
The total damages on agriculture, infrastructure, and properties were
estimated to have reached millions of pesos. Gonzales 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 P1500.00 for partially damaged ones to P5,000 for
those house were totally damaged.
B. Hazard Identification and Analysis
CP Form 1: Hazard Analysis
PROBABILITY IMPACT AVERAGE

PROBABILIT RAN
HAZARD Y + IMPACT K
RATE REMARKS RATE REMARKS 2
Previous tropical
cyclone brought
Tropical
heavy rainfall
cyclone and
with windspeed
other weather
Tropical ranging from 185
4 disturbances 4 4 1
Cyclone kph to 215 kph.
frequently
The tropical
pass through
cyclone caused
the area
major floods in
the area.
The school is
located beside There are 2 to 5
the National learners injured
Vehicular
4 Road and no 2 due to vehicular 3 2
Accident
presence of accidents every
signage found school year.
along the area
There are some

Poor drainage areas that are
Flood 2 system in 1 prone to flooding 1.5 3
school due to heavy
rains
The location of The last 2

the school earthquakes
area is not in experienced did
Earthquak the fault line, not cause death
2 1 1.5 4
e but and injury to
earthquake people and
can be slightly damage to
felt sometimes infrastructures
Concrete BFP station is 10

Fire 1 school 1 to 15 meters 1 6
buildings are closer in school
16
regularly
inspected by
the proper
authority.
Temporary
perimeter
School
fence and no
Theft/ properties were
2 CCTV installed 2 2 5
Robbery lost due to
at the back
robbery.
part of the
school.
As shown in the 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 Lumanay Elementary School.
17
CP Form 2A: Anatomy of the Hazard
Based on the assessment of the hazards, Lumanay 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 Plan for: Typhoon
Existing
Early Warning Triggering
Root Causes Mitigating
Signs 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. a typhoon management
changing climate, ph/weather/predict generator and zoning
due to natural ordinance.
variability and  Automated Rain High volume of
human Gauge (ARG) rain  De-clogging
interventions, a  Automated and mangroves
tropical cyclone Weather Station Improper waste planting.
and even a (AWG) disposal
stronger Super Website:  Structural
Typhoons may www.weather.com. Poor flood measures such
also occur during ph drainage as construction
the months of system of Reinforced
January to May.  Recorida Concrete Pipe
 VHF Radio Handset Wind velocity Culvert Type for
 Tri Media Linkages flood control
 Social Networking structures
D. Scenario
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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 Tropical Typhoon made Super typhoon
the 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

1-15% damages are identified in could trigger the
are identified in both lives and occurrence of
both lives and properties of the flooding and rain-
properties of learners and induced
the learners and personnel in landslides in the
personnel in school. identified 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
19
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*
- Classrooms
- WASH facilities
- Other
Minor Damage Major Damage Totally Damage
infrastructures
Classroom – 10 Classroom – 15 Classroom – 30
and ancillary
facilities (e.g.,
laboratories,
clinic, library)
Non-
infrastructure*
- Furniture and
fixtures
- Learning
resources and
self-learning
modules
Tables and arm Tables and arm Tables and arm
- Information and
chairs - 100 chairs - 700 chairs - 1400
Communication
Technology
Learning Learning Learning
(ICT) equipment
resources – 120 resources – 600 resources – 1300
Other non-
infrastructures
Computer room Computer room Computer room
(e.g., laboratory
and equipment and equipment - and equipment -
equipment,
–4 6 10
medical and
dental
equipment and
supplies,
technical-
vocational
supplies and
equipment)
Develop MOU to
Transportation
jeepney owners
(In case learners
for
are at school)
transportation.
20
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
Some portions of
Roads and All roads and
roads and
Bridges going to Not Affected bridges are not
bridges are not
School passable
passable
No significant
Environment/ effects on Few large trees Several large
Ecology Environment are uprooted trees uprooted
and Ecology
Communication
Communication
Limited Internet facilities
Communication facilities are
Access moderately
totally broken
broken
Power Blackout
Power
with some electric
Power Supply interruption is Power Blackout
post toppled
experienced
down
Damaged dams
Limited Water
Water Supply and water
Supply
facilities.
CP Form 4A.1: Affected Learners
NO. OF
NO. OF AFFECTED NO. OF NO. OF
AFFECTED LEARNERS TEMPORARY LEARNERS IN
SCHOOL LEARNERS THAT ARE LEARNING NEED OF
LOCATION AND CHILDREN CENTERS SUPPLY OF
PERSONNE WITH REQUIRED LEARNING
L DISABILITY KITS
(CWD)
San Miguel
Central 1,315 38 30 1,315
Elementary
School
21
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 Lambunao – Lumanay 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 Lumanay
Elementary School shall 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 Lambunao – Lumanay 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 Lambunao – Lumanay Elementary
School in the event of the typhoon;
4. To set the response and rehabilitation or early recovery roles and

functions of the Lumanay 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; and
7. To provide guidance for the continuing capacity building and

psychosocial support of the district and schools.
CHAPTER III. COORDINATION, COMMAND, AND CONTROL
A. COORDINATION
CP Form 5A: Cluster Identification
Over-all
CLUSTERS Personnel In-Charged
Head
Mental Margarita Zeny

Health and Rosa Jee Ann Margarita C.
C. Marie
Psychosocial Canitan Claro Labordo
Labordo Lallen
Support
Health and Evelyn

WASH Racel Lz Salvacio Jona Eric Racel L.
(Water, n Enaguas Sobredo Legarde
. Legarde
Sanitation, Sumayo
Hygiene)
Ma. Alma Nhisty Zeny
Child Vanessa Ma. Alma C.
C. Grace Marie
Protection Marquez Barrocan
Barrocan Claridad Lallen
Ivy
Josette P. Maricar Mellane
Logistics Prevendid Josette P. Las
Las Gario Salarda
o
Shelter
Faustino
(School Used Rizal Vicente Julius Faustino C.
C.
as Evacuation Sabido Sanchez Lagarja Latumbo
Latumbo
Center)
Education in
Emergency
(EiE) Supply
Management
(Prepositioni
ng of EiE
Learning
Florence Loida
Supplies, Mecaela Vincent Mecaela S.
Lume Mae
textbooks, S. Bilan Pastelero Bilan
Sacupon Portigo
Alternative
Delivery
Learning
Modalities,
Temporary
Learning
Spaces)
Social
Generose Loida Amy Elie Rose Generose H.
Mobility and
H. Laredo Alegroso Firmantes Sabijon Laredo
Networking
Community Lina L. Razel Jocelyn Jovie Lina L.

Mobilization Oscares Cabana Sobusa Sabuquia Oscares
CP FORM 6A: Needs and Activities Inventory
Hazard: Typhoon
Activities/ Responsible
Needs Arrangements to Person/ Time Frame
meet the needs Committee
Establish and
Inventory of
maintain a well-
emergency Clinic In-charge Quarterly
stocked emergency
equipment and kits.
kit.
Communication
among local
DRRM
authorities and Updating of
Coordinator
coordinate activities emergency hotline Yearly
Communication
before an numbers.
Team
emergency
situation.
Maintain an
inventory of Supply Officer/
Mid-Year and Year- Mid-Year/
materials and School Property
End Inventory Year-End
supplies in case of Custodian
structural damage.
Orientation for the
proper
GPTA Orientation DRRM
dissemination of
Learners Coordinator Quarterly
information before,
Orientation Teacher Advisers
during and after the
typhoon.
DRRM
Inspect all fire
Fire Drill and Fire Coordinator/
protection and Yearly
Inspection Planning Officer/
safety equipment.
BFP
School
Trim or prune trees Coordinating with
Maintenance/Sch
that could fall or the MDRRMO and As needed
ool Head/Other
damage buildings. other stakeholders
Stakeholders
Inspection and DRRM
Inspect the
establishment of Coordinator/
drainage system for Quarterly
drainage system Planning Officer/
possible flooding.
Clean-Up Drive School Head
Identification of DRRM
possible evacuation Crafting and Coordinator/Plan
areas to be utilized Planning of ning Yearly
before, during, and Evacuation Plan Officer/School
after 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 rate
and anxiety and basic needs  Declaration of
 Affected state of
individuals may calamity 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
Environment other other facilities, 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
Capabilities DRRM Team DRRM team in safe 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 and schools.
learners materials, various  Continue
 Capacity modalities of schools clean-
building for PFA delivery, and up drive
 Availability of corresponding  Facilitate
local fund for teacher training. financial
emergency  Capacitate DepEd assistance for
procurement. personnel on the DepEd
conduct of PFA personnel/learn
 Availability of ers affected by
LGU/division/regio typhoon if
nal fund for needed
emergency  Availability of
procurement. national fund
for emergency
procurement.
Hazard: Typhoon
Timefram
Responsible
e
Scenarios Response Activities Person/
(after the
Committee
trigger)
Scenario 1 –  Keep updated to weather
Preparedness updates on different media
in Normal platforms.
Times  Prepare go bags and
emergency kit.
 Disseminate information.
 Ensure the availability of
updated baseline education School
Within 24
data of the school. Personnel and
hours
 Secure ICT equipment, Learners
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  Inspect school drainage School
to 72 hours system. Regularly clean and Personnel/GPT
clear all drainage systems. A/Stakeholders
 Trim or prune trees that may / Brgy.
damage school buildings. Offficials
 Conduct annual risk
assessment through Student-
Led Watching and Hazard
Mapping.
 Coordinate with the local
DRRM council to harmonize
and align DRRM measures.
 School DRRM coordinator will
attend emergency meeting
at the MDRRMO/barangay for
precautionary measures and
instruction.
 Pre-identify possible
locations for Temporary
Learning Spaces (TLS), and
alternative delivery modes of
education. School
After 72
 Establish and operate an Personnel/
hours and
Early Warning System. GPTA/
onwards
 Make available emergency Stakeholders
response equipment and
supplies.
 Conduct quarterly typhoon
hazard drills like basic life
support and use of
emergency response
equipment.
 Prepare rooms for possible
evacuation.
 Keep on monitoring the
typhoon’s movement
through your television,
radio, or the internet.
 Activate warning systems to
disseminate advisories to Advisers/
learners and personnel. School Head/
Scenario 2 –  Coordinate with the LGU, DRRM
Response using existing guidelines, on Coordinator/
Within 24
Measures the cancellation or MDRRMO/
hours
During suspension of classes or Brgy. Officials/
Typhoon work. Camp
 Switch off electrical lines. Management
 School Head and DRRM Team
Coordinator will monitor and
facilitate possible
evacuation.
 Teacher advisers will monitor
learners’ status at home.
Within 24  Reporting the status of the Advisers/
to 72 hours school, learners and School Head/
teachers’ situation to DRRM
Division DRRM and Coordinator/
MDRRMO/LGU MDRRMO/
 If safe, the School DRRM Brgy. Officials
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.
 Continue to implement
response and learning
continuity interventions. Advisers/
 Conduct Psychological First School Head/
After 72 Aid (PFA) for affected DRRM
hours and learners and personnel. Coordinator/
onwards  Continue coordination and MDRRMO/
the submission of reports Brgy. Officials/
and updates to the Division PFA Team
DRRM Coordinator, including
submission of RADAR.
 School Head and SDRRM
Coordinator will inspect the
situation of the school.
 Monitor and update the
progress and status of the
typhoon through radio,
Within 24 School Head/
television or the internet.
hours DRRM
 Disseminate the information
Coordinator/
of the status of typhoon.
MDRRMO/
 Monitor the learners,
Brgy. Officials/
teachers and staff.
DRRM team
 School DRRM team will
conduct the PDNA.
 Conduct PFA
 Conduct feeding program
Scenario 3 –  Monitoring of the status of
After Typhoon the school.
 The emergency team
completely identified,
rescued and reported
learner/s or personnel
affected by the typhoon.
Within 48
 SDRRM Coordinator will send
to 72 hours
RADaR.
 School will conduct clean-up
drive.
 The school will received
augmentations of learning
materials, supplies, health
kits (medical, hygiene, oral)
food items, and temporary
learning shelter.
After 72  Identify the severely affected
hours and learner/s or personnel and
onwards 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 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.
CP Form 7: Resource Inventory
TEAM/COMMITTEE RESOURCES QUANTITY REMARKS
 Psychological First  1 Teacher Trained

Aid Provider
Mental Health and
 PFA and Mental  5 copies Available
Psychosocial Support
Health Materials
 Fund  20,000.00 Available
 WinS Team  7 teachers Functional
 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  40 pieces Available
Powder  3 gallons Available
 Alcohol  15 bottles Available
 20 bottles Available
 Hand sanitizer  10 boxes Available
Health and WASH
 Face masks  12 sets Available
(Water, Sanitation,
 First Aid Kit  35 sets Available
Hygiene)
 Medicine Kit  45 sets Available
 Trash bins  2 rolls Available
 Garbage bag Available
 4 units
 WinS Facilities  7 units Available
 Single Washstand  1 unit Available
 Group Wash Area  2 units Available
 Water Tank  1 unit Available
 Segregated CR Available/
 Electric Motor Functional
 GAD Team  5 teachers  Available/

 IEC Materials Trained
Child Protection  Pamphlets  25 copies  Available
 Booklets  10 copies  Available
 Posters  18 copies  Available
 Fire Extinguisher  2 units  Available
 Megaphones  1 unit  Available
 Two-way radios  2 units  Available
Logistics
 Buzzer  2 units  Available
 Whistle  1 piece  Available
 Flaglets  4 pieces  Available
 School Clinic  1 unit  Available
 Wheelchair  1 unit  Available
 Spine board  1 unit  Available
 Medicine kit  42 sets  Available
 Clinic Bed  2 units  Available
Medical Team
 Thermometer  42 pieces  Available
 Thermal Scanner  42 units  Available
 BP Apparatus  2 units  Available
 Dental Equipment  2 sets  Available
Shelter (School Used

 Classrooms  12 rooms Available
as Evacuation Center)
 Books
 SLMs
Education in
 Chairs
Emergency (EiE)
 Tables
Supply Management
 Printer
(Prepositioning of EiE  Refer to
 Photocopier
Learning Supplies, property
 Laptops Available
textbooks, Alternative custodian’s
 Desktop
Delivery Learning record
 Projector
Modalities,
 Televisions
Temporary Learning
 Speaker
Spaces)
 Amplifier
 Microphone
CP Form 8: Resource Projection
A. Mental Health and Psychosocial Support
COST SOURCE OF
ACTIVITIES/ ESTIMATES FUNDS
GAPS
SOURCES TO (FILL-UP ONLY (FILL-UP ONLY
RESOURCES NEEDS HAVE (NEED - WHEN
FILL THE WHEN
HAVE) APPROPRIATE APPROPRIATE
GAPS
) )
Psychological Train School Fund/
First Aid 12 1 10 teachers on 20,000 MOOE/
Provider PFA Donations
Resolution to School Fund/
PFA and
LGU/Local MOOE/
Mental Health 50 5 41 10,000
Materials Fund/ Donations/
Division Fund SEF
School Fund/
Resolution to
Fund 30,000 20,000 10,000 10,000 MOOE/
LGU
Donations
School Fund/
MOOE/
TOTAL 40,000
Donations/
SEF
B. Health and WASH (Water, Sanitation, Hygiene)
ACTIVITIES/
GAPS COST
SOURCES TO SOURCE OF
RESOURCES NEEDS HAVE (NEED - ESTIMATES
FILL THE FUNDS
HAVE)
GAPS
School
Train teachers
WinS Team 12 1 11 20,000 Fund/MOOE/
on PFA
Donations
Resolution to School Fund/
LGU/ Local MOOE/
WinS Club 50 5 45 10,000
Fund/ Division Donations/
Fund SEF
School Fund/
WinS IEC Resolution to
30,000 20,000 10,000 10,000 MOOE/
Materials LGU
Donations
WinS Materials
2 gal 2 gal
Liquid Soap 0 N/A None N/A
40 bot 40 bot
Bar Soap 25 pcs 25 pcs 0 N/A None N/A
Detergent 0
40 pcs 40 pcs N/A None N/A
Powder
3 gals 3 gals 0
Alcohol N/A None N/A
15 bot 15 bot
Hand 0
20 bot 20 bot N/A None N/A
Sanitizer
10 10 0
Facemask N/A None N/A
boxes boxes
First Aid Kit 12 sets 12 sets 0 N/A None N/A
Medicine Kit 35 sets 35 sets 0 N/A None N/A

Trash Bins 45 sets 45 sets 0 N/A None N/A
Garbage Bag 2 rolls 2 rolls 0 N/A None N/A
WinS Facilities
Single 0
4 units 4 units N/A None N/A
Washstand
Group Wash 0
7 units 7 units N/A None N/A
Area
Water Tank 1 unit 1 unit 0 N/A None N/A
Segregated
2 units 2 units 0 N/A None N/A
CR
Electric Motor 1 unit 1 unit 0 N/A None N/A
School
40,000 Fund/MOOE/
TOTAL
Donations/SE
F
C. Child Protection
ACTIVITIES/
GAPS COST
SOURCES TO SOURCE OF
RESOURCES NEEDS HAVE (NEED - ESTIMATES
FILL THE FUNDS
HAVE)
GAPS
GAD Team 5 5 0 N/A None N/A
School Fund/
Resolution to
Pamphlets 30 25 5 5,000 MOOE/
LGU
Donations
School Fund/
Resolution to
Booklets 50 10 40 10,000 MOOE/
LGU
Donations
School Fund/
Resolution to
Posters 50 18 32 5,000 MOOE/
LGU
Donations
School Fund/
MOOE/
TOTAL 20,000
Donations/
SEF
D. Logistics
ACTIVITIES/
GAPS
SOURCES TO COST SOURCE OF
RESOURCES NEEDS HAVE (NEED -
FILL THE ESTIMATES FUNDS
HAVE)
GAPS
School Fund/
Fire Resolution to
10 2 8 23,000.00 MOOE/
Extinguisher LGU
Donations
School Fund/
Megaphone Resolution to
2 1 1 3,000.00 MOOE/
s LGU
Donations
School Fund/
Two-way Resolution to
8 2 6 10,000.00 MOOE/
Radios LGU
Donations
School Fund/
Resolution to
Buzzer 3 2 1 1,000.00 MOOE/
LGU
Donations
School Fund/
Resolution to
Whistle 45 1 44 1,000 MOOE/
LGU
Donations
Flaglets 4 4 0 None 0 None
School Fund/
35,000.00 MOOE/
TOTAL
Donations/
SEF
E. Medical Team
ACTIVITIES/
GAPS
SOURCES TO COST SOURCE OF
RESOURCES NEEDS HAVE (NEED -
FILL THE ESTIMATES FUNDS
HAVE)
GAPS
School Clinic 1 unit 1 unit 0 N/A 0 NONE
Wheelchair 1 unit 1 unit 0 N/A 0 NONE
Spine Board 1 unit 1 unit 0 N/A 0 NONE

42 42
Medicine Kit 0 N/A 0 NONE
sets sets
2
Clinic Bed 2 units 0 N/A 0 NONE
units
42
Thermometer 42 pcs 0 N/A 0 NONE
pcs
Thermal 42 42
0 N/A 0 NONE
Scanner units units
2
BP Apparatus 2 units 0 N/A 0 NONE
units
Dental
2 sets 2 sets 0 N/A 0 NONE
Equipment
TOTAL N/A 0 NONE
CP Form 9: Budget and Resource Summary
AMOUNT OF SOURCE OF
CLUSTER DESCRIPTION
GAPS FUND
 Psychological First Aid
Provider School Fund/
Mental Health and
 PFA and Mental Health 40,000.00 MOOE/
Psychosocial Support
Materials Donations
 Fund
Health and WASH,  WinS Team 40,000.00 School Fund/
(Water, Sanitation,  WinS Club MOOE/
Hygiene)  WinS IEC Materials Donations
 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
 GAD Team
 IEC Materials School Fund/
Child Protection  Pamphlets 20,000.00 MOOE/
 Booklets Donations
 Posters
 Fire Extinguisher
 Megaphones
School Fund/
 Two-way radios
Logistics 35,000.00 MOOE/
 Buzzer
Donations
 Whistle
 Flaglets
 School Clinic
 Wheelchair
 Spine board
 Medicine kit
Medical Team  Clinic Bed - -
 Thermometer
 Thermal Scanner
 BP Apparatus
Dental Equipment
Shelter (School Used
as Evacuation  Classrooms - -
Center)
Education in  Books
Emergency (EiE)  SLMs
Supply Management  Chairs
(Prepositioning of  Tables
EiE Learning  Printer
Supplies, textbooks,  Photocopier
Alternative Delivery  Laptops - -
Learning Modalities,  Desktop
Temporary Learning  Projector
Spaces)  Televisions
 Speaker
 Amplifier
 Microphone
School Fund/
P135,000.0
TOTAL MOOE/
0
Donations
B. COMMAND AND CONTROL
Directory of School Disaster Risk Reduction and Management Team
(SDRRMT)
CP Form 10: SDRRM Team Directory

SCHOOL LUMANAY ELEMENTARY SCHOOL
LOCATION LUMANAY. LAMBUNAO, ILOILO
CONTACT INFORMATION
Primary Alternate
Landline: Satellite Phone:
Mobile: Radio Frequency:
Email Address: Others:

116453@deped.gov.ph
Social Media: Lumanay

Elementary school
Others:
SDRRM TEAM
CONTACT
POSITION NAMES AND ADDRESS
INFORMATION
(CUSTOMIZE AS (PRIMARY AND
(PRIMARY AND
APPROPRIATE) ALTERNATE)
ALTERNATE)
Ma. Alma C. Barrocan 09234049517
School Head
Brgy. Bagongbong
Josette P. Las 009463723689
School DRRM Coordinator Daanbanwa Lambunao, Iloilo
- -
- -
Margarita C. Labordo 09295406408
School Nurse/Clinic Teacher Brgy. Alugmawa, Lambunao,
Iloilo
Analiza Tabares 09637493281
GPTA President Brgy. Lumanay, Lambunao,
Iloilo
Mary Ann Saul 09073406883
GPTA Vice-President Brgy. Lumanay, Lambunao,
Iloilo
Punong Barangay Faustino C. Latumbo 09366218707
Brgy. Lumanay, Lambunao,
Iloilo
Others___________
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
Sample CP Activation Flow Chart for Planned Event
START
DRRMC activates
contingency plan
EOC on red alert

status
RO convenes the
clusters at EOC
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:
8. Community Mobilization: Yes
IMT recommends
deactivation of
Duties and Responsibilities: contingency plan
1. Facilitate the refinement andROfinalization of ofthe CP to include testing,

directs deactivation
evaluation, packaging, updating and improvement;
contingency plan
2. Develop work plan for the completion and updating of the CP;
3. Organize consultation meetings with the planners and relevant technical
IMT, responders and
experts regarding the development ofdemobilize
clusters the CP; and
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;
 Serve as the point person for
collaboration and coordination with the
local DRRM Council and other partner
organizations;
 Ensure availability of baseline data of
the school;
 Spearhead relevant and necessary
capacity 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; and
 Track and report the progress of
recovery and rehabilitation initiatives to
the SDO; 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; and
 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
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; and
 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; and
 Ensure the security guard/watchman is
at his post;
 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; and
 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 a venue for students’ learning;
 Initiate monthly activities for students
related to DRR/CCA aligned with
monthly celebrations; and
 Perform other related functions, as
needed.
Social Mobilization and  Source out funding for repair of
Networking Team damaged 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; and
 Does other related functions, as
needed.
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:
JOSETTE P. LAS
SDRRMC Coordinator

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LUMANAY

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

CP Form 1: Hazard Identification and Analysis

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

CP Form 2A: Anatomy of the Hazard

CP Form 3A: Scenario Generation: Typhoon

CP Form 4A: Affected Learners

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

Chapter III: Coordination, Command, and Control

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

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

Batang Empowered and Resilient Team (BERT): is originally

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

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

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

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

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

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

Contingency Planning: a management process that analyzes specific

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

Disaster Impacts: immediate consequences of a disaster requiring an

Disaster Risk: the potential disaster losses in lives, health status,

Disaster Risk Reduction: the concept and practice of reducing disaster

Disaster Risk Reduction and Management (DRRM): the systematic

Disaster Risk Reduction and Management Council (DRRMC):

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

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

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

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

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

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

Marcos Pre-Fabricated School Building: school building established

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

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

Natural Hazard: natural process or phenomenon that may cause loss of

PAGASA is the Philippine National Institution dedicated to providing flood

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

Probability: frequency of occurrence or the return period of losses

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

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

Resources: machinery, manpower, methodology, materials, and

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

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

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

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

BELCRP: Basic Education Learning Continuity and Recovery Plan

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

It is also a management process that analyses specific potential

A contingency plan is a process that prepares an organization to

By organizing potential response structure, mechanisms, resources,

Generating commitment among parties involved to act in a

Contingency planning is also a mechanism to pull together

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