Republic of the Philippines

Department of Education
Region I
SCHOOLS DIVISION OFFICE OF PANGASINAN I
BAYAMBANG DISTRICT I
ATAYNAN ELEMENTARY SCHOOL

ATAYNAN ELEMENTARY SCHOOL

101263
SCHOOL CONTINGENCY PLAN
FOR EARTHQUAKE
As of September 19, 2022

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 Table of Contents
Title Pages

CHAPTER I: Background
A. Introduction

B. Baseline Data……………………………………………………………………………. 4

C. Hazard Analysis……………………………………………………………………….. 5

CHAPTER II: Capacities and Vulnerabilities 6

CHAPTER III: Response Arrangements

A. Resource Inventory

B. Scenario Building and Response Measures

CHAPTER IV: Activation and Deactivation……………………………………………12

V. Resource Inventory and Needs Projection………………………… 13

VIII. Response Actions……………………………………………………………… 14

IX. School DRRM Team……………………………………………………………. 14

X. Inventory of Implementing Partners……………………………………. 16

Effectivity……………………………………………………………………………………….18

List of Tables

3
Table 1-Baseline Data on Infrastructure and Non-Infrastructure………
Table 2-Baseline Data on Learners…………………………………………..……….
3
Table 3: Baseline Data on Personnel………………………………………………… 3
Table 4: Historical Data on Disasters………………………………………………… 6
Table 5: Hazard Priotization…………………………………………………………….. 7
Table 6: Scenario Building………………………………………………………………… 13
Table 7: Resource Inventory……………………………………………………………
13

Annexes

Picture: Pangasinan Earthquake Triggered Areas .…………………………… 6

Picture:: Pangasinan Faultlines ……………………………………… 7

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 Republic of the Philippines
Department of Education
Region I
SCHOOLS DIVISION OFFICE I PANGASINAN
LINGAYEN
BAYAMBANG DISTRICT I SUB-OFFICE
ATAYNAN ELEMENTARY SCHOOL

SCHOOL CONTINGENCY PLAN FOR

EARTHQUAKE

CHAPTER I: BACKGROUND

A. Introduction

Bayambang, officially the Municipality of Bayambang (Pangasinan: Baley na

Bayambang; Ilocano: Ili ti Bayambang; Tagalog: Bayan ng Bayambang), is a 1st class municipality in
the province of Pangasinan, Philippines. According to the 2015 census, it has a population of 118,205
people.  It previously included the municipalities of Bautista, Alcala, Santo Tomas, Rosales, Paniqui,
Gerona and Camiling, Tarlac. It was founded in the 16th century by Agalet, an Aeta. Bayambang is the
former seat of the 5th Capital of the Revolutionary Philippine Republic. It celebrates its Malangsi
Fishtival (1st week of April, "Kalutan tan Gayaga ed Dalan") Bayambang is the seat of the Pangasinan
State University, the Colleges of Nursing and Education. The municipality maintains close relations
with San Carlos City and Malasiqui, with whom it would partition the impoverished municipality of
Basista if the said town would choose partition instead of reunification with San Carlos City.
Ataynan is a barangay in the municipality of Bayambang, in the province of Pangasinan. Its
population as determined by the 2015 Census was 1,267. This represented 1.07% of the total population
of Bayambang. According to the 2015 Census, the age group with the highest population in Ataynan
is 10 to 14, with 150 individuals. Conversely, the age group with the lowest population is 75 to 79, with
11 individuals. Ataynan is situated at approximately 15.8384, 120.4873, in the island of Luzon.
Elevation at these coordinates is estimated at 20.0 meters or 65.6 feet above mean sea level.

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 EARTHQUAKE

An Earthquake is defined as a phenomenon where tectonic plates slip past one

another, creating seismic waves that travel through the earth’s rocks.
Depending on the intensity of the earthquakes, the effects can vary from minor
structural damages to buildings to complete collapse, resulting in loss of life and
property. Sometimes, when an earthquake originates from the middle of the ocean, it
can cause extremely large and destructive waves called tsunamis. However, an
earthquake does not directly pose danger to a person; in other words, people cannot be
shaken to death by an earthquake. Earthquakes can be very dangerous, if you are in the
wrong place. They can make buildings fall down and set off landslides, as well as
having many other deadly effects.

We cannot prevent natural earthquakes from occurring but we can significantly

mitigate their effects by identifying hazards, building safer structures, and providing
education on earthquake safety. By preparing for natural earthquakes we can
also reduce the risk from human induced
earthquakes.

B. Baseline
TABLE 1: BASELINE DATA ON INFRASTRUCTURE AND NON-INFRASTRUCTURE
The school has 12 buildings, including 1 principal’s office, 1 canteen room and 1 feeding room. 10 rooms
need major repair and 2 rooms are totally damaged.

INFRASTRUCTURE NON-INFRASTRUCTURE

No. of Classrooms
No. of Furniture

No. of DepEd
Type of Building Source of Current Status of No. of No. of Learning
Year Constructed Computerization
Funding Building Blackboards Resources
Package (DCP)
Instructional rooms Non-instructional Teacher’s
Arm Chair Desk Chair Teacher’s Table
(Acad/Non-acad) rooms Chair

Other National
DPWH-BOD Needs Major
1993 Government 1 1 0 2 0 0 0 0 0 66
School Building Repair
Agency Funded
Needs Major
Others 1993 Foreign Funded 6 0 0 12 30 45 80 0 0 1,242
Repair
Other National
FVR 2000 For
1993 Government 0 2 0 0 0 0 0 0 0 0
Building Condemnation
Agency Funded
Needs Major
Others 1993 Foreign Funded 0 2 0 1 0 0 0 0 0 3
Repair

TOTAL

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 TABLE 2: BASELINE DATA ON LEARNERS
The Ataynan Elementary School holds 190 pupils and 98 teaching personnel and 1 non-teaching
personnel. The table below shows the recent number of learners and teaching staff .

Number of Learners
(As of September 30, 2022)

Grade
Level Number of Learner with Disability
Male Female Total
Others
Visually Hearing Learning Intellectual
(Please
Impaired Impaired Disability Disability
specify)

KINDER 14 11 25 0 0 0 0 0
GR.1 19 8 27 0 0 0 0 0
GR.2 18 12 30 0 0 0 0 0
GR.3 13 9 22 0 0 0 0 0
GR.4 12 18 30 0 0 0 0 0
GR.5 16 15 31 0 0 0 0 0
GR.6 14 11 25 0 0 0 0 0
GRAND 106 84 190 0 0 0 0 0

TABLE 3: BASELINE DATA ON PERSONNELS

Number of Personnel
(As of September , 2022 )

Teaching Personnel Non-Teaching Personnel

No. of Person with Disability No. of Person with Disability

Male Female Total Visual Male Female Total

Hearing Others Others Others Others
ly Visually Hearing
Impaire (Please (Please (Please (Please
Impai Impaired Impaired
d specify) specify) specify) specify)
red
1 8 9 0 0 0 0 0 1 1 0 0 0 0

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 C. Hazard Analysis

This Contingency Plan focuses on earthquake as one of the priority hazards. It can be
noted based from the Historical Data on Disaster and submitted RADAR Reports to DepEd
DRRMS that Earthquake contributed all minor and major damages both infrastructure and
non- infrastructure aspects of the school. This figure shows how the earthquake will affect
the entire province if the epicenter happens in Pangasinan.

Table 4: HISTORICAL DATA ON DISASTER AND ITS IMPACTS

It can be noted in the table below that earthquake contributed to the damages
incurred in the school.

EFFECTS ON:
AFFECTED
POPULATION
INFRASTRUCTURE NON-INFRASTRUCTURE

Incident Name
No. of Estimated
+A7A7:S30
Type of Incident Date of Occurence No. of Non- Damaged Total Cost Other effects/damages
No. of Instructional No. of No. of
Instructional No. WASH Facilities DepEd of Damage
No. of No. of Classrooms Damaged Damaged
Classrooms Computer
Learners Personnel School Learning
ization
Furniture Resources
Project
(DCP)
Minor Major TotallyMinor Major Totally Minor Major Totally

TS Falcon Tropical Storm July 17, 2019 193 9 0 0 0 0 0 0 0 0 0 0 0 0 0 Classes suspended

Southwest Moonsoon/Habagat Southwest Moonsoon Aug. 2, 2019 193 9 0 0 0 0 0 0 0 0 0 0 0 0 0 Classes suspended

Southwest Moonsoon/Habagat Southwest Moonsoon Aug. 9, 2019 193 9 0 0 0 0 0 0 0 0 0 0 0 0 0 Classes suspended

Southwest Moonsoon/Habagat Southwest Moonsoon Aug. 14, 2019 193 9 0 0 0 0 0 0 0 0 0 0 0 0 0 Classes suspended

TS Jenny Tropical Storm Aug.27-28, 2019 193 9 0 0 0 0 0 0 0 0 0 0 0 0 0 Classes suspended

Inclement Weather Inclement Weather Sept.9-10,2019 193 9 0 0 0 0 0 0 0 0 0 0 0 0 0 Classes suspended

Classes suspended due to total
lockdown ordered by Mayor
Quiambao of Bayambang
Covid-19 Pandemic Biological March 9-13,2020 193 9 0 0 0 0 0 0 0 0 0 0 0 0 0

Classes suspended due to total

lockdown ordered by Mayor
Quiambao of Bayambang

Covid-19 Pandemic Biological March 16-april 2,2020 193 9 0 0 0 0 0 0 0 0 0 0 0 0 0

Resolution No.67 s.2020 IATF-
Pangasinan is placed under
MGCQ/Modified Community
Quarantine,WFH/Alternative
Work Arrangement for Teachers
Covid-19 Pandemic Biological June 16-30, 2020 193 9 0 0 0 0 0 0 0 0 0 0 0 0 0
Resolution No.75-A s.2020 IATF-
Pangasinan is placed under
MGCQ/Modified Community
Quarantine,WFH/Alternative
Work Arrangement for Teachers
Covid-19 Pandemic Biological September 1-30, 2020 190 9 0 0 0 0 0 0 0 0 0 0 0 0 0

Covid-19 Pandemic Biological October 1-31, 2020 191 9 0 0 0 0 0 0 0 0 0 0 0 0 0 Classes suspended

Typhoon Pepito Typhoon/TCWS#2 October 21, 2020 191 9 0 0 0 0 0 0 0 0 0 0 0 0 0 Non-Working Holiday, No Classes

Typhoon Rolly Typhoon/TCWS#2 November 1, 2020 191 9 0 0 0 0 0 0 0 0 0 0 0 0 0 Classes suspended

Typhoon Ulysses Typhoon/TCWS#3 November 11-12, 2020 191 9 0 0 0 0 0 0 0 0 0 0 0 0 0 Classes suspended

Typhoon Jolina Typhoon/TCWS#2 September 5, 2021 200 9 0 0 0 0 0 0 0 0 0 0 0 0 0 Classes suspended

Tropical Storm Maring Typhoon/TCWS#2 October 7, 2021 200 9 0 0 0 0 0 0 0 0 0 0 0 0 0 Classes suspended

Earthquake 7.3 Abra Earthquake July 27, 2022 200 9 0 10 2 0 0 0 0 0 0 0 0 0 950,000 Summer Vacation/Classes suspended

Tropical Storm Florita Typhoon August 23,2022 189 9 0 0 0 0 0 0 0 0 0 0 0 0 0 Classes suspended

Tropical Storm Karding Typhoon/TCWS#4 September 26,2022 192 9 0 0 0 0 0 0 0 0 0 0 0 0 0 Classes Suspended

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Table 5: Hazard prioritization
It shows in the table below that earthquake ranks third because it causes major damages in school
infrastructure and 2 totally damaged building.

Probability Impact Averag

Hazard Rat Rat e Rank
e Remarks e Remarks (P+I)/2

Tropical Cyclone 4 The event may occur only in exceptional cases 4 Major loss to property 4 1
Bilogical The event may occur only in most or many Significant loss and/or damage
hazard(Covid-19) 3 cases 3 to property 3 2
Minor loss and/or damage to
Earthquake 2 The event may occur only in exceptional cases 2 property, 2 3
The event expected to occur in many or most Up to one day delay in
Fire 1 cases 1 operations 1 4

Table 6: Anatomy of Hazards

Root Causes
The Philippines is prone to
natural disasters and is
located on the seismically
active Pacific “Ring of Fire,”
a band of volcanoes and
fault lines that arcs round
the edge of the Pacific
Ocean, causing frequent
earthquakes.
Existing
Early Warning Signs Triggering Factors Mitigating
Measures
School buildings are in Conditions of the school Conducted hazard
need of major repairs. buildings where there are assessment and
damages planning of
damaged/repairable
buildings and
coordinate to
concerned agencies if
necessary,conducted
quarterly multi-
hazard drills,
information
dessimination to
learners, staff and
other satkeholders,
formation of SDRRM
team and school first
aid team

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 CHAPTER II: CAPACITIES AND VULNERABILITIES

Key Areas
for Details Capacities Gaps Vulnerabilities
Preparedness
Risk 1. Understanding of Hazards • Orientation on different • Lack of funds • Limited number of
Understanding and its characteristics types of • No face to face/physical trained teachers &
Hazards/reading the DRRM interaction personnel to
Resource •Participation/Attendance conduct seminars
Manual oDifficulty in adjusting to the
• Training of Teachers on New Normal
DRRM
•Participation/Attendance
onWebinars on Covid-19

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 2. Conduct of Risk • Conduct Risk Assessment
Assessment of school Buildings by an
engineer or physical
facilities coordinator
• Student-Led Watching and
Hazard Mapping
Conduct of Fire Safety
Inspection by BFP
• Online Assessment of
Health Status by the School
Health Personnel for Covid-
19 Preventions
• Lack of funds for 100% • Greater cost of
repair of classrooms with damages of
cracks,deterioration,destroyed buidings and may
electrical wirings,broken possibly brought
windows harm to school
• No actual medical check-up population
especially during MGCQ • The online
assessment may
just be taken for
granted by some.

3. Planning and undertaking • Gathering of Historical • Lack of funds especially • Poor

actions based on risk
assessment results
Data,Baseline Data from pandemic time Implementation of
EBIS • Interactive participation of the plan
• Posting the AES the SDRRM Team Members
earthquake evacuation
plan/Vicinity Map/Safety &
Health protocols and
Typhoon Signals posters
•Organizing, activitating &
strengthening the COVID-
19 TaskForce
•Identifying the assembly
area within the school
premises/isolation area for
suspected cases of Covid-19

Contingency Plan 1. Contingency Plan •Discussion and • Not all are • Parents may
and dissemination of the plan to well-informed/oriented of the panick during
Dissemination the following: CP especially the parents disasters/pandemic

a. Parents (during assembly

meeting)/members of the
community observing the
physical distancing
•Students/learners (virtual
dissemination)
Webinars on Covid-19
• Teachers and
staff(Virtual/Online
dissemination)

2. IEC •Established IEC, Billboard • Copy shortage of printed • 100%

on Typhoon Warning posters or flyers preparedness would
Signals thru PAGASA be far behind
Advisory,Radio,and accomplishment if
television advisories IECs are ignored

•Distribution of flyers and

brochures
• Video presentation of
Project DINA
• Updating DRRM Corners
in every classroom
• Imformation
dissemination about
COVID-19 through flyers
and brochures

Communication 1. Understanding of advisory • Power Interruption • Some

including warning signals • Delayed dissemination of students/parents
advisories/weather forecasts will be at risk if
•Established early warning due to low end tecnology they won't be able
system,social to receive updates
media,billboards on Tropical
cyclone thru PAGASA
reports radio and television
advisories
•NDRRMC text message
• Status updates on Covid-
19 from LGU/IATF/DOH

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 2. Understanding and •DRRM videos, posting of • Not all are • Late and
implementation of DO 21 emergency hotlies in every well-informed/oriented inefficient
s.2015 classrooms, office,signages, information flow
social distancing markers during disasters
and emergencies
•Joining group chats, use of increased number
social media of violators
platforms,leaflets for
submission of reports
observing protocols ,IATF
Guidelines,DOH,DILG/LGU
advisories on COVID-19
• Tstatus updates on Covid-
19 from LGU/IATF/DOH

3. Equipment • Procurement/purchase of •Inadequacy of • Increased number

buzzer,siren,personal communication equipment of casualties
mobile phones,television
set,paging sound
system,megaphone,Walkie-
Talkie,QR Scanner for
Contact Tracing

Coordination 1. Division Office •Close coordination with the •Poor connection, frequent •School location
DRRMS power interruption has frequent power
•Send messages through interruption
SMS,calls,emails if
communication lines are
not disabled
• Posting updates of
activities

2. P/M/CDRRMC •Close coordination with the •Busy hotlines •School cannot

DRRMS for DRRM updates receive immediate
and activities and for rescue & response
immediate rescue & during disasters
response during
disaster/DOH for
hospitalization & health
care for COVID-19 patients

3. LGUs •Coordinate with Municipal •Late release of •Conflicts may arise

Mayor, MDRRMO
Coordinator for DRRM
updates and activities,
suspension of classess,
BHERT for contact tracing
COVID-19 cases
advisories/information as complaints from
dessimination from LGU parents may be
especially on official classes addressed or
suspension during disasters thrown to school
personnel

4. Partners •MOA with partners, •Lack of manpower •Greater number of

coordinate with the school casualties during
PTA,BFP,PNP,Bayambang disasters
District Hospital & other
agencies for related
activities and needed
assistance

5. DepEd CO Coordinate thru

channel/protocols
Monitoring 1. Monitoring of •Observance of National •Contingency plan is not •Greater number of
preparedness/contingency disaster Consciousness executed as planned casualties during
plan of school Month, frequent monitoring disasters/number
and updating of the of COVID-19
management plan of the
School DRRM

•Evaluation of the
implemented plans to
update whenever possible
especially on COVID-19 by
observing health protocols

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 2. Monitoring of hazard
situation, including
communicating with
school officials,
district/division office and
LGU
•Able to check updates on
weather bulletin/COVID-19
updates and keep
communication line active
thru calls/texts alert and
facebook pages
•Ignorance of the posted •Delayed action
emergency hotlines response during
disasters may result
to greater number
of casualties

3. Monitoring RADaR
completion, validation and
submission to Central
Office
4. Monitoring of
implementation of support
for learning continuity
•Occular inspection during •Poor connection, frequent •Exclussion from
and after the power interruption the
disaster/calamity for budget/replacement
validation of damages in of damages
school for prompt
transmission of RADAR 1
and RADAR 2 via SMS
within 72 hours
•Submission of COVID-19
School Situation report
•Teachers are trained and • Lack of support from •Students at risks
required to prepare modules parents of dropping out
to be used during disasters • Poor implementation of because of high risk
•Conduct ADM heath & safety protocols on COVID-19
•Submission of
accomplishment reports on
the implementation of LDM
under new normal

5. Tracking of Learners and •Accessibility of • Some important data as to •Difficulty of

personnel learners/LIS enrolment &
personal data on EBEIS &
the availability of hard file
copy of Existence of
Standard Family
Reunification
Form•Registration on QR
codes for contact tracing on
COVID-19 cases
6. Transportation •PUV's with the availability
of drivers for safety
purposes
home address are not tracking back to
updated• Poor internet school some of the
connection for online learners, possible
approach of tracking in the increase of COVID-
new normal 19 cases
•very hard accessibilty of puv •Slow pace of
especially for affected area monitoring may
lead to late
response

Convergence 1. Interface among offices
within the school
•MOA coordination and •Lack of cooperation despite •cahos/confusion
collaboration with the office the coordination
of the principal, supply
officer,physical facilities
coordinator,PTA & SPG
officers in coordination with
other agencies for quick
response of MDRRMC in
any case of disaster

2. Existence of DRRM Team •regular conduct of virtual •not all members of SDRRM •only few can
meetings of the SDRRM are trained respond
Team Covid-19 Task Force immediately during
involving SPG officers disasters

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 3. Command System
4. Twinning with other
divisions
Support for 1. Implement and monitor
Learning Temporary Learning Spaces
Continuity (TLS)
2. Buffer stocks for learning
materials
3. Alternative Delivery Modes
4. Psychosocial Support
5. Emergency School Feeding
6. Learner's Kits
•communication line •technical problem on the •Poor flow of
through group chats is alarm system that sometimes communication
active from principal down it can't be heard.
to the teachers & SPG Inactive members of COVID-
officers with the use of 19 Task Force
personal phones. Awareness
of the use of alarm systems.
•The command center is the
central command control
facility that is responsible
for carrying out the
principles of emergency
preparedness, emergency
and disaster mangement
functions at a strategic level
during an emergency or
disaster and ensuring the
continuity of operation of
the school located at the
Principal's Office.
COVID-19 hotlines from
SDRRMs.
•coordinate with the PSDS •
in charge & the nearest
school. The school is
ready to extend support to
neighborhood schools
especially those belonging
to the same clusters.
•AES vacant room can be •the vacant room is •low learning
used as TLS, Covid-19 umcomfortable space for output
isolation room or as school learning because it needs a highrisk of Covid-a9
quaratine facility following major repair cases
strictly the DepEd
Orders/memo
•copies of learning materials •low quality of
are readily available learning
•safe and secured buffer
stocks are in office
•the school has ADM •lack of moral support from •some pupils take
coordinator parents for granted the
•smodules /SLMs are made modules
available for homebound
learners
•lhome visitation by the •lack of trained teachers on •limited sources for
teachers observing health & Psycosocial Support time training
safety protocols
•the school canteen funds •lthe fund may not be enough •the school is ready
can be used for emergency for great number of locally to conduct the
school feeding displaced disaster victims emergency feeding
distributionn is through program on certain
BHW and barangay officials period of time due
to limited
resources.
•yearly, Municipal Mayor •some learners are choosy &
Quaimbao Team donates they don't want to use the
bags, umbrellas, notebooks unbranded supply
and other school kits to Some learners don't read the
every school leaflets.
Teachers print some
brochures and pamphlets
about Covid-a9 and
distributed to parents to be
read by learners
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 7. Teacher's Kits
8. Hygiene kits
9. Provision of Water
Sanitation and Hygiene
services
10. Updated disaggregated
data on learners and master
list of students in school and
alternative learning schools
(ALS)
11. Clean up drives
12. Signed memorandum of
agreement (MOA) with private
enterprises for emergency
purchase
Support for 1. Signed memorandum of
Schools used as agreement (MOA) between
Evacuation LGU and school on the use of
Centers schools as evacuation center
including the roles and
responsibilities of both
institutions;
2. Repair, maintenance and
replacement of schools
identified as evacuation center
by the LGU
3. Resumption Strategies
including assessment of
readiness of the schools
4. Establish functional referral
pathways to respond to child
protection concerns using the
existing PNP and DSWD
operational guidelines
8. Feedback mechanism to
report gaps in the delivery of
services, grievances and other
needs to improve education
interventions
•provision of instructional •inadequate supply for the •poor quality of
materials from MOOE whole year round instructions
•provision of COVID health
essentials to teachers
•provision health essentials •limited resources
for teachers & learners
•provision of COVID health
essentials to teachers
•enough supply of potable
water in school
canteen,water supply in
comfort
rooms/handwashing
facilities
•availability of the data in •lapses of advisers on giving •poor contact
principal's office, ALS updates to the coordinator tracing on Covid-19
coordinator, teachers, monitoring
SDRRM coordinator/LIS
adviser
•provision of cleaning •lack of manpower/human
materials/regular conduct resources
of clean up drives/
disinfection within the
school premises
•availability of the copy of •lack of cooperation from •lack of needed
the deed of donation other businessmen support to respond
to emergencies
•the school is ready to be •the school sometimes has no
used as evacuation electricity during heavy rains
center/quarantine facility because of frequent power
for PUI r PUM Covid-19 interruption
cases if the need arises
provided that the guidelines
will be strictly implemented
•the school is not identified •improper implementation of
as evacuation center but in Health and safety protocols
case of extreme necessity
especially on COVID-19,
disinfection from LGU will
be done
•sending of communication •lack of disinfectants •high risk of
letters to parents on COVID-19 cases
resumption of class.
Modules are made available
for homebound learners
Disinfection of the school
premises.
•identify the entrance and •improper implementation •high risk of
exit in the schools premises COVID-19 cases
for social distancing
Coordinate with PNP and
DSWD,DOH,IATF,MDMMRO
for existing operational
guidelines especially on
health & safety protocols
•Send/communicate
feedbacks through reports
observing protocols
P a g e 13 | 14
 9. Twinning of schools for
teacher-volunteers for
deployment in the affected
schools that need additional
volunteers
•collaborate with school
within the municipality for
teacher volunteer
deployment as the need
arises

10. LGUs preposition •sending resolution or

additional Temporary Learning request letters
Spaces (TLS)

Drills 1. Regular conduct of drills •quarterly conduct of NSED •lack of participation from
& Fire drills pupils

2. Existence of protocols – •existing od CP,SDRRM

command system, evacuation
route, safe place, family
reunification
Team/Covid-19 Task Force
Observance of the protocol
based on the nature of
communication and needs
to be addressed

3. Coordination with and
participation of parents,
relevant agencies and partners
during drills
Fund Sources 3.
MOOE,LGU,SEF,PTA,Partners,
Private donations
•proper coordination
through group chat/social
media announcements prior
to conduct
•School is an
implementation unit (direct
released MOOE)
•lother agencies conduct their
own drill
•the coordination
protocol is not
followed as to which
office should
respond during the
occurences of
disaster/emergency

CHAPTER III: RESPONSE ARRANGEMENTS

A. Scenario Building

SITUATION BAD WORSE WORST

Earthquake will Earthquake will hit Earthquake will hit
hit Pangasinan Pangasinan due to Pangasinan due to its
due to its location its location location eventually
eventually may eventually may may caused a damage.
DESCRIPTION OF EVENT caused a caused a damage. .
damage..

IMPACT ON HUMAN LIVES

No. of Death/s 0 1 to 3 4 or more
No. of Injury/ies 1 or 2 3 to 10 11 or more
Percentage of Displacement/s 10 to 30 % 40 to 70 % 80 to 100%
AFFECTED POPULATION
No. of Learners 191 191 191
No. of Teaching Personnel 9 9 9
No. of Non-teaching Personnel 0 0 0
EFFECTS ON
Learners fear fear fear
Teachers fear fear fear
Educational Continuity delayed delayed delayed
heavy to severe
Instructional Classrooms no damages minor damages damage

P a g e 14 | 14
 heavy to severe
Non-instructional Classrooms no damages minor damages damage
heavy to severe
WaSH Facilities no damages minor damages damage
heavy to severe
Perimeter Fence and Gate no damages minor damages damage
heavy to severe
School Furniture no damages minor damages damage
heavy to severe
Books and Instructional Resources no damages minor damages damage
heavy to severe
DepEd Computerization Packages no damages minor damages damage
heavy to severe
Power Lines no damages minor damages damage
heavy to severe
Water Utilities no damages minor damages damage
heavy to severe
Roads and Bridges no damages minor damages damage

B. Resource Inventory

Projected Needs
(e.g. training needs)
No. of Write N/A if not needed
Capacity
staff/person
Human Resources (certifications
s available
, skills, etc.)
No. of staff needing Cost for
training Training

Internal
(e.g. GCs, Teachers,
Staff, etc.)
With
certification on
First Aid
courses and
Ataynan Faculty and trainings on
Staff DRRM courses 2 7 8000

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

P a g e 15 | 14
Equipment
Projected Needs
Equipment/
Condition
Supplies
(e.g.fully
(e.g. fire Units
functional,
extinguishers, body available Units Needed Unit Cost
nearing
board, siren,
expiry, etc.)
comms radio)

fire extinguisher
fully functional 6 3 1800

sound system fully functional 1 1 7000

mega phone fully functional 1 1 1800

first aid kits fully functional 9 0 0

alarm bells
fully functional 2 0 0

Resources
Learning
Needed
Grade Level Title Language Available Quantity Quantity
Saray
Gagaween
Pnaprepara ed
Kindergarten Panaral Pangasinan 35 cpoies 0
English English 30 copies 5
EsP1 (LM)
Grade 1 (Pangasinan) Pangasinan 38 copies 0
MTB-MLE 1
(LM)
(Pangasinan) Pangasinan 40 copies 0
Araling
Panlipunan 1
(LM)
(Pangasinan) Pangasinan 40 copies 0
Mathematics 1
(LM) Pangasinan 37 copies 0
Filipino 1
(LM) Filipino 40 copies 0
Activity Book
English 1 English 40 copies 0
MAPEH 1 (LM) Pangasinan 36 copies 0
Mathematics 2
Grade 2 (LM) (Tagalog) Pangasinan 29 copies 2
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 Araling
Panlipunan 2
(LM) Pangasinan 17 copies 14
Filipino 2 Filipino 0 31
English 2 English 0 31
MAPEH 2 English 0 31
MTB-MLE 2 Pangasinan 0 31
EsP 2 Pangasinan 0 31
Grade 3 Filipino 3 (LM) Filipino 20 copies 6
EsP (LM) Pangasinan 21 copies 5
Batang Pinoy
5 copies
(LM) Pangasinan 21
MAPEH (LM)
35 copies
(Pangasinan) Pangasinan 0
Masigla at
5 copies
Malusog 3 (LM) Pangasinan 21
Math 3 (LM)
47 copies
(Pangasinan) Pangasinan 0
MBT-MLE
(LM) 42 copies
(Pangasinan) Pangasinan 0
Science 3 (LM)
28 copies
(Pangasinan) Pangasinan 0
English 3 (LM) English 44 copies 0
Araling
Panlipunan 3 48 copies
(LM) Pangasinan 0
Grade 4 English 4 (LM) English 5 copies 25
Mathematics 4
5 copies
(LM) English 25
Science 4 (LM) English 3 copies 27
AP 4 (LM) Filipino 10 copies 20
EsP 4 (LM) Filipino 12 copies 18
Filipino 4 (LM) Filipino 10 copies 20
E.P. at
Pangkalusugan 10 copies
4 Filipino 20
Musika at
10 copies
Sining 4 (LM) Filipino 20
Musika at
Sining 4 (LM) Filipino 30 copies 0
Filipino 4 (LM) Filipino 8 copies 22
Grade 5 EsP 5 (LM) Filipino 26 copies 6
Joy in Learning
5 (LM) English 69 copies 0
Alab Filipino 5
(LM) Filipino 32 copies 0
21st Century
Mathletes5 English 28 copies 4
Science Beyond
Border5 English 32 copies 0
Pilipinas Bilang Filipino 60 copies 0
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 Isang Bansa5
EPP 5 (LM) Filipino 32 copies 0
MAPEH 5 (LM) Filipino 63 copies 0
Halina't
Umawit at
Gumuhit 5
(LM) Filipino 38 copies 0
AP5 (LM) Filipino 28 copies 4
Ugaliing
Grade 6 Filipino 6 (LM) Filipino 40 copies 0
21st Century
Mathletes 6 English 30 copies 0
Filipino 6 Filipino 0 23
Joy in Learning
6 (LM) English 25 copies 0
Science Beyond
Border 6 English 0 23
Pilipinas Bilang
Isang Bansa 6 Filipino 0 23
TLE Filipino 15 copies 8
MAPEH Filipino 0 23

C. RESPONSE ACTIONS

This part focuses on the school’s responses if and when Earthquake will hit the school. The table below
Summarizes the said responses:

Timeline Response Actions

Earthquake will hit Pangasinan and warning and
advisories are issued by Philippine Institute of
Volcanology and seismology (PHIVOLCS).
Before
Prepositioning of resources (books, learning
resources) adherence to suspension of classes based
on EO 66 s.2012.
During Earthquake hits Pangasinan; warnings and alerts are
issued, activation of School Contingency Plan for
Earthquake
After
0-24 hours Observe safety measures
24-48 hours Monitoring and checking for damages
72 hours Submission of RADAR
96 hours Validation
5-10 days Clean-Up Drive

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 D. SCHOOL DRRM TEAM DIRECTORY

SCHOOL ATAYNAN ELEMENTARY SCHOOL

LOCATION ATAYNAN BAYAMBANG, PANGASINAN
CONTACT INFORMATION
Primary Alternate
Landline: Satellite Phone:

Mobile: 09460120968 Radio Frequency:

Email Address: ataynanes@gmail.com Others:

Social Media: Facebook (Ataynan Elementary

School 101263)

Others:
POSITION
(CUSTOMIZE AS APPROPRIATE)
School Head
School DRRM Coordinator
School Nurse/Clinic Teacher
GPTA President
GPTA Vice-President
Punong Barangay
Others___________
SDRRM TEAM
NAMES AND ADDRESS CONTACT INFORMATION
(PRIMARY AND ALTERNATE) (PRIMARY AND ALTERNATE)
Reynato O. Rodriguez 09460120968
05 Heredero St. Nalsian Sur,
Bayambang, Pangasinan
Edlyn F. Labarda 09282026087
Purok 3, Ataynan Bayambang,
Pangasinan
Alternate: Universe J. Portes 09470462635
Ataynan Bayambang,
Pangasinan
Marcelina F. Mateo 09388199588
Buenlag 2nd, Bayambang,
Pangasinan
Maricris A. Lalata 09459933680
Ataynan Bayambang,
Pangasinan
Jasmine A. Lopez
Ataynan Bayambang,
Pangasinan
Alejandro A. Legaspi
Ataynan Bayambang,
Pangasinan

CHAPTER IV. ACTIVATION AND DEACTIVATION

A. Activation
The activation of DepEd’s Contingency Plan for DRRM is aligned with the activation of the
Harmonized National Contingency Plan. This includes any of the following triggers:
 Presidential Proclamation to be issued declaring a State of Calamity Regional
Emergency

B. Deactivation
The trigger for deactivation of this CP on Earthquake will be based on the
declaration of the Secretary, RDs, SDs, and School Heads upon the recommendation
of IATF, National, Regional, DRRM and other authorized government agencies.
P a g e 19 | 14
 Start

Earthquake
occurs

DRRMC
is on Red
Alert

A
Active School DRRM
Response Plan
Clusters are
Activated
End

Execute
CP is
activate
d
B SDRRM Tean
recommends
deactivation of CP

EFFECTIVITY

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

REYNATO O. RODRIGUEZ
Head Teacher III

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