Republic of the Philippines

Department of Education
Cordillera Administrative Region
SCHOOLS DIVISION OF KALINGA

SCHOOL DRRM
CONTINGENCY PLAN
OF
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TABLE OF CONTENTS

CHAPTER I. Background…………………………………………………………..3
 Baseline Data on Infrastracture and Non- Infrastracture --------------------4
 Baseline data on Learners-----------------------------------------------------------5
 Baseline data on Personnel ---------------------------------------------------------6
CHAPTER II. Objectives ---------------------------------------------------------------------7
CHAPTER III. HAZARDS --------------------------------------------------------------------7
 Hazard Prioritization -------------------------------------------------------------------7
 Anatomy of Hazard ---------------------------------------------------------------------8
 Scenario Building -----------------------------------------------------------------------9-10
CHAPTER IV. Historical Data on Disaster and its Impact ---------------------------11-12
CHAPTER V. Capacities and Vulnerabilities and Key DRRM Measures --------13-16
CHAPTER VI. Activation and Deactivation ----------------------------------------------17
A. Activation and Deactivation ---------------------------------------------------------17
B. Non- activation -------------------------------------------------------------------------18
CHAPTER VII. Resource Inventory and Needs Projection --------------------------19-20
CHAPTER VIII. Response Action ----------------------------------------------------------21
CHAPTER IX School DRRM Team -------------------------------------------------------22
CHAPTER X. Inventory of Implementing Partners -------------------------------------23
Effectivity ------------------------------------------------------------------------------------------23
References----------------------------------------------------------------------------------------24
Annexes ------------------------------------------------------------------------------------------24

LIST OF TABLES:
Table 1. Baseline Data on Infrastracture and Non- Infrastracture, Baseline Data on
Learners, Baseline Data on Personnel
Table 2. Historical Data on Disaster and Its Impact
Table 3. Matrix of Capacities and Vulnerabilities and Key DRRM Measures
Table 4. Inventory of Human Resources
Table 5. Inventory of Supplies and Equipment
Table 6. Response Actions for Priority Hazard
Table 7. School DRRM Team
Table 8. Implementing Partners

LIST OF DIAGRAM :
Activation and Deactivation
School DRRM Team
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I. BACKGROUND

Preparing a contingency plan before a disaster is essential to increase the

capacity of the personnel incharge of disaster response and enhance local resilience
to disasters
In the midst of valleys, and hills dotted with lush thickets and verdant trees lies
the homely yet esteemed institution named Magaogao Elementary School. This
school is one of the Barangays in the municipality of Pinukpuk. Magaogao is located
in the Eastern part of the Municipality of Pinukpuk, bouned by the following nearby
places: East- Barangay Bicoc and Sto. Thomas, Tuao Cagayan, North- Barangay
Pinucoc, Pinukpuk, South- Barangay Socbot Pinukpuk, and west- Chico River and
Barangay Camalog, Pinukpuk.
The terrain of the land is flat and semi-rolling. The land is primarily used as
agricultural forest nd residential.
The people living in the community are engage in farming particularly on corn,
rice and fishing wherein they depend largely for their existence. Most families also
maintain coffee, banana and fruit trees plantation. Others are engaged in livelihood
activities such as background animal raising. However, there are limited accessed
due to lack of transportation.
Magaogao Elementary school of Northern Pinukpuk District is a complete
Elementary school that has 7 classes which is from Kindergarten to Grade 6.
The school stands over a land area of 10,000-sqaure meter. It was originally a
municipal reservation lot, swap with the school site since 1978. There are three
buildings, the first building with one (1) room needs major repair amd serves as
school office and computer room, second building has four (4) classroom which also
needs major repair and being used by the Grades 1 to 4 respectively. And the third
building which also needs major repair has one (1) classroom used by the
Kindergarten class. Two (2) makeshift building was made by the parents and being
used by the Grade 5 and grade 6 respectively.
The pupils of Magaogao Elementary School is vulnerable in terms of the
supply of portable water. The mitigation that the teacher is doing for the meantime is
to fetch water from the neighborhood and place it inside their classroom for the
pupils to drink, and some were ask to get on their houses and bring their own
drinking water in the school.
Magaogao Elementary school is one and only of the public elementary school
in Barangay Magaogao. Pupils enrolled came from different places with different
socio- economic background. Majority of the pupils belong to a low-income earning
family. This is one of the major factors in pupil’s performance in school. The
government has 4Ps program wherein many of our pupils are beneficiary.
Magaogao Elementary School is represented by seven (7)teachers, one (1)
Head Teacher and One hundred twenty one (121) pupils.
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Below is the Baseline data on Infrastrature, Non- Infrastracture, and data on

learners and school personnel.
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TEMPLATE 1. BASELINE DATA ON INFRASTRACTURE AND NON- INFRASTRACTURE

 School Name: MAGAOGAO ES

School ID: 136048
                         
INFRASTRUCTURE NON-INFRASTRUCTURE
No. of
DepEd
Compu
No. of No. o
terizati
No. of Classrooms Blackb No. of Furniture Learnin
on
Current oards Resourc
Year Packag
Type of Source of Status e
Constru
Building Funding of (DCP)
cted
Building
Instructi
Non-
onal Teache
instructi Arm Teacher’s
rooms Desk Chair r’s
onal Chair Chair
(Acad/N Table
rooms
on-acad)
Major
DPWH 2015 DepEd   1 7 0 0 0 0 1 1
Repair  
DepEd Major
2015 DepEd 4  0   4 38 18 36 0 0
Building Repair
Bagong Condem
2002 DepEd 1  0   1 0 8 19 1 1
Lipunan nable  
Makeshif LGU/ Major
2018 2  0   2 6 18 38 1 1
t Parents Repair
TOTAL 7 1   7 44 44 93 3 3  
                           
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TEMPLATE 2A. BASELINE DATA ON LEARNERS

School Name: MAGAOGAO ES

School ID: 136048

Number of Learners
(As of______Oct.23,2020__________ )

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

Kindergarten 10 12 22 0 0 0 0 0
Grade 1 6 6 12 0 0 0 0 0
Grade 2 8 9 17 0 0 0 0 0
Grade 3 10 7 17 0 0 0 0 0
Grade 4 13 7 20 0 0 0 0 0
Grade 5 7 6 13 0 0 0 0 0
Grade 6 11 9 20 1 0 0 0 0
GRAND
1 0 0 0 0
TOTAL 65 56 121
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TEMPLATE 2B. BASELINE DATA ON PERSONNEL

School Name: MAGAOGAO ES

School ID: 136048

Teaching Personnel Non-Teaching Personnel

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

Mal Femal Tota Mal Femal Tota
e e l Others e e l
Visually Hearing Others Others Others
(Please Visually Hearing
Impaire Impaire (Please (Please (Please
specify Impaired Impaired
d d specify) specify) specify)
)
1 7 8 0 0 0 0 0 0 0 0 0 0 0
                           
                           
 Page |8

II.
II. OBJECTIVES

This 2020 contingency plan covers Magaogao Elementary School. It

focuses on Typhoon that aims to detail actions to be taken to reduce vulnerability, to
prepre for, respond effectively to and to recover from the impacts of serious
typhoons affecting Magaogao Elem. School. Such mechanisms shall be designed to
protect pupils’ right to safety and survival and to protect student is right to
educational continuity.
Specifically it aims to:

a. To determine the immediate tasks required for the typhoon response

operations;

b. To conduct inventory of resources available among SDRRMC, and

member- agencies;

c. To establish proper coordination through efficient communication and

linkage among SDRRMC member agencies and stakeholders;

d. To provide the immediate and appropriate needs of the affected

population of
the SDRRMC and

e. To reinforce the standards of reporting system set by the NDRRMC.

III. HAZARDS

Barangay Magaogao is exposed to three (3) natural hazards as identified with

Local Disaster Reduction and Management Council namely Typhoon, Flood and
Drought. This is primarily due to the Philippines is located in a weather pathay near
the equator known as the “Typhoon Belt”. Typhoon and heavy rains will cause and
prolonged water flooding at affected areas. Continous rail will trigger the rivers to
overflown and flash floods will threatened the barangay along river banks.

HAZARD PRIORITIZATION
Probability Impact Average
Hazard Rank
Rate Remarks Rate Remarks (P+I)/2
Drainage and
irrigation system
Magaogao Pinukpuk is part of
are not enough
Northern Luzon mostly visited
Typhoon 5 4 to facilitate the 4.5 1
by typhoon due to heavy rains
flowing of water
at least thrice a year.
during heavy
rains
 Page |9

Historically one incident was

Occasional
Flood 3 recorded with the overflowing 1 2 2
Occurences
water in the river

Historically, one drought Occasional

Drought 1 1 0.5 3
incident in Magaogao Occurences

As seen in the above probability and impact ratings of the hazards, typhoon
ranks as number 1. Based on historical records, typhoon left most devastation in the
lives and properties of the communities.
Based on the assessment of the hazards, Barangay Magaogao requires
having a contingency plan for typhoon that shall help ensure preparedness for
effective response in the barangays and the entire community.
The anatomy of typhoon is shown below.

ANATOMY OF HAZARD

Root Causes Early Warning Signs Triggering Factors Existing Mitigating Measures
1. Climate a. PAGASA Bulletin a. Habagat or 1. Cleaning and de silting all
Change b. Information and Southwest Monsoon crate ways
2. Geographical Education b. Inter- Tropical 2. Structural measures such as
Location. c. Indigenous Convergence Zone Riprapping, sea walls and
3. Natural knowledge such (ITCZ) flood control measures.
Phenomenon unexplained migration  
  of birds; blood red  
  coloration of the sky  
  during sunset and  
  sunrise and  
  convergence of cirrus
  clouds at one point in
the horizon.
e. Rain with strong
winds
 
 
 
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The root cause of the typhoon is the geographic location of Barangay

Magaogao. Typhoons may occur in the month of June to December. However, there
may be also typhoons during the months of January to May due to climate change.
The early warning signs that the PDRRMC needs to watch out for are the
PAGASA Weather Bulletins; tri media (TV, radio and internet); indigenous
knowledge such unexplained migration of birds; blood red coloration of the sky
during sunset and sunrise and convergence of cirrus clouds at one point in the
horizon and rain with strong winds.
The typhoon which may landfall in or within the vicinity of Barangay
Magaogao Municipality of Pinukpuk may be triggered by other weather disturbances
like Habagat or Southwest Monsoon, Low Pressure Area and Inter-tropical
Convergence Zone (ITCZ).
At the very least, Barngay Magaogao has established existing mitigating
measures in response to a typhoon. These include non-structural measures
Cleaning, de silting all crate ways, declogging as well as structural measures such
as seawalls and flood control structures.

The following table describes the three different scenarios that may occur in
the event that a typhoon hits Magaogao Elem. School, Pinukpuk affecting the school
and the community.

SITUATION BAD WORSE WORST

Super Typhoon (max
sustained wind of
251 kph or above):
Tropical Storm possible occurrence
Typhoon (max
(max. sustained of storm surge.
DESCRIPTION OF EVENT sustained winds 0f
wind of 60-120 Trigger the
121- 250 kph)
kph) occurrence of
flooding and
landslides in
identified areas.
IMPACT ON HUMAN
LIVES  
No. of Death/s 0 0 0
No. of Injury/ies 0 0 2
Percentage of Displacement/s 0 0 0
AFFECTED POPULATION  
No. of Learners 0 0 15
No. of Teaching Personnel 0 0 0
No. of Non-teaching Personnel 0 0 0
EFFECTS ON  
Learners 1-30% of 31-50% of 51% above of
 P a g e | 11

population population is
population affected
affected affected
31-50% of 51% above of
1-30% of
Teachers population population is
population affected
affected affected
moderately
Educational Continuity slighly ffected severely affected
affected

1-30% partially 31-50% partially 50% above partially

Instructional Classrooms
damaged damaged damaged

1-30% partially 31-50% partially 1-20% totally

Non-instructional Classrooms
damaged damaged damaged
31-50% partially 51% above partially
WaSH Facilities functional
damaged damaged

1-30% partially 31-50% partially 50% above partially

Perimeter Fence and Gate
damaged damaged damaged

moderately
School Furniture slighly ffected severely affected
affected

Books and Instructional moderately

Resources
slighly ffected severely affected
affected

DepEd Computerization moderately

Packages
slighly ffected severely affected
affected

more than 25%

temporary power
Power Lines 25% power out barangays and
interruption
municipality no power

25% of population 50 and above of

Water Utilities supply is enough
affected population affected

1-30% partially 31-50% partially 50% and above

Roads and Bridges damaged damaged partially damaged
Passable Impassable Not passable
 P a g e | 12

IV. HISTORICAL DATA ON DISASTER AND ITS

I. I. BACKGROUND IMPACT

Estima
ted
Other
Total
EFFECTS ON: effects/dam
Cost of
AFFECTED ages
Damag
POPULATION e

INFRASTRUCTURE NON-INFRASTRUCTURE
Incid Type
Date of
ent of
Occure No. of No. of No. of
Name Incid
nce Damaged Dama Damag
  ent
No. of No. of Non- DepEd ged ed
No. WASH
Instructional Instructional Computeriz Schoo Learnin
No. of No. of Facilities
Classrooms Classrooms ation l g
Learn Person Project Furnit Resour
ers nel (DCP) ure ces

Min Maj Tota Min Maj Tota Min Maj Tota

or or lly or or lly or or lly
Typho Tropic
on al  10-19-  100,00
Lawin Storm 2017 0 0 4  0  2 2 1 0  0 0  0  0  10  80 0  
Typho
on Tropic
Ompo al  09-15-
ng Storm 2018 0 0  0  0  0 0 0 0 0  0  0  0  15   45 5,000   

Typho Tropic
on al  10-29-
Rosita Storm 2018 0 0  0  0 0  0 0 0 0  0   0  0  13  50  5,000  
 P a g e | 13

Each year disasters have a major impact on children, youth and education
systems. Every child has a right to a quality education, yet across the Country
many children are unable to realise this right due to the impact of these disasters.
Educational inequities are made worse because of schools being damaged or
destroyed (due to poor site selection, design, or construction), schools being used
as evacuation centres, and because disaster risk reduction (DRR) policies are not
being adequately resourced or prioritised through different levels of governments
and to the community level. Being unable to realise this right puts children at risk
of exploitation and violence, and contributes towards a lack of economic
participation.
We are concerned about the long-term impact of the typhoon on children,
particularly those who are not able to go back to school. Some had roofs ripped from
their foundations while others were crushed by falling trees.  It will be a huge task to
clear the rubble and repair or rebuild classrooms, not to mention replacing damaged
tables and chairs, and learning materials that perished in the storm.
In the wake of a natural disaster, it is crucial that children return to schools as
quickly as possible.
Without an education, children are at risk of child labour, child marriage or
other forms of exploitation. A child who is out of school for more than a year is
unlikely to return.
In emergencies, education can give displaced or traumatised children a sense
of structure and direction. A safe place to play and learn can help children heal by
providing a return to familiar routines.
 Pre-existing challenges with school enrolment, alongside the damage to
education infrastructure, often leave many children in need of critical education
support to help ensure their longer-term development.

There are significant gaps in information from the education sector on both
the short- and long-term impact disasters have on education. A lack of official data
collection and analysis on the number of children and schools affected by
disasters is reported as often inhibiting coordination amongst response agencies,
government bodies and community organisations, and on the effectiveness of the
education response as a whole.

The differing levels of both policy commitments and actual implementation

of DRR in the education sector at all levels, and the limited resources available to
ensure the construction of safe schools, made a significant difference to the
negative impact the disasters had on educational continuity.
 P a g e | 14

V. CAPACITIES AND VULNERABILITIES AND KEY

DRRM MEASURES

Key Areas
for Vulnerabilit
Details Capacities Gaps
Preparedne ies
ss
Risk 1. Understanding of a. Conduct of symposium
Understandi Hazards and its b. distribution of flyers
ng characteristics    
2. Conduct of Risk a. Conduct Student Led    
Assessment Hazard Mapping
b.Conduct of Vulnerability
and Capacity Assessment
3. Planning and a. Conduct of Contingency
undertaking actions based Planning with School staff
on risk assessment results and BLGU    
Contingency 1. Contingency Plan  a. well developed and
Plan and comprehensive Contingency
Disseminati Plan of the School    
on 2. IEC a. conduct of symposium
b. use of localized posters
that explain disasters and
their effects on bulletin board
c. distribution of flyers to
learners and stakeholders    
Communica 1. Understanding of a. conduct of symposium
tion advisory including warning b. distribution of flyers
signals    
2. Understanding and  a. LAC Session with school
implementation of DO 21 personnel
s.2015    
3. Equipment a. use of cellphone
b. use of radio with batteries
c. refferring to TV and Radio
news    
Coordinatio 1. Division Office  a. constant communication    
n 2. P/M/CDRRMC with DepEd, line agencies    
3. LGUs and private sectors thru    
4. Partners formal letters, memoranda,
   
cellphone, social media, etc.
5. DepEd CO about the status of the school
     
Monitoring 1. Monitoring of  
preparedness/contingency
plan of school    
 P a g e | 15

2. Monitoring of hazard
situation, including
communicating with
school officials,
district/division office and
LGU    
3. Monitoring
RADaRcompletion, Filling of School Updated
validation andsubmission Records by the School
to CentralOffice Custodian, SDRRM    
Coordinator and class
4. Monitoring of
advisers
implementation of support
 
for learning continuity    
 
5. Tracking of Learners  
and personnel      
6. Transportation      
Convergenc 1. Interface among offices Establishing SDRRM Team
e within the school Monthly SLAC session for the
DRRM Team    
2. Existence of DRRM
Team      
3. Command System      
4. Twinning with other
divisions      
Support for 1. Implement and monitor
Learning Temporary Learning
Continuity Spaces (TLS)      
2. Buffer stocks for Property Custodian or supply
learning materials officers/ subject teacher keep
record of buffer stocks of
Learning materials in tacked
for future use     
3. Alternative Delivery  Prepared and Quality assure
Modes ADM Modules for pupils    
4. Psychosocial Support  Training of SDRRM
Coordinators about
Psychosocial First Aid (PFA)
in higher level, then
information dissemination to
all staff thru LAC Session    
5. Emergency School
Feeding      
6. Learner's Kits  School provides the Learning    
kits and HPTA for the
Hygiene kits of the learners
7. Teacher's Kits      
8. Hygiene kits      
9. Provision of Water  Water sanitation inspected    
Sanitation and Hygiene by RHU
services Use of MOOE to provide forr
hygiene services
 P a g e | 16

10. Updated disaggregated  Filling of School Updated

data on learners and Records by the School
master list of students in Custodian, SDRRM
school and alternative Coordinator and class
learning schools (ALS) advisers
   
11. Clean up drives  Conduct monthly clean –up
drive and community by the
pupils government
organization and different
clubs in the school    
12. Signed memorandum
of agreement (MOA) with
private enterprises for
emergency purchase
     
Support for 1. Signed memorandum of
Schools agreement (MOA) between
used as LGU and school on the
Evacuation use of schools as
Centers evacuation center
including the roles and  Convened with the BLGU/
responsibilities of both MLGU and come up with
institutions; signed MOA    
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  Presence of Child Protection
concerns using the existing in the School
PNP and DSWD
operational guidelines    
8. Feedback mechanism to
report gaps in the delivery
of services, grievances
and other needs to
improve education
interventions      
9. Twinning of schools for
teacher-volunteers for
deployment in the affected
schools that need
additional volunteers      
10. LGUs preposition  
additional Temporary
Learning Spaces (TLS)
   

Drills 1. Regular conduct of drills
2. Existence of protocols –
command system,
evacuation route, safe
place, family reunification
3. Coordination with and
participation of parents,
relevant agencies and
partners during drills
Fund  
Sources
P a g e | 17
 Conduct of quarterly NSED
Observance of the Disaster
Resilience Month    
 Posting of protocols
( command system,
evacaution route, safe place,
family reunification) on the    
bulletin board
Orientation of the Protocols to
the learners and stakeholders
     
     
 P a g e | 18

VI. ACTIVATION AND DEACTIVATION

A. Activation and Deactivation

Below is the flowchart illustrating the course of action taken during the
activation/ deactivation of the school contingency plan.

Typhoon

Intelligence SDDRM Perform Pre

gathering Disaster Risk
Assessment

Clusters convene at
Incident Command Enforce
Post YES Contingency NO Clusters deploy
Plan (CP) responders

Incident Management
Team mobilization
(IMP)
Responders conduct
normal operations

Cluster and IMP

enforce CP

No
Situation OO
No normalized
Situation
OO normalized

YES
YES
Responders
CP demobilize
Deactivation

The decision wether or not to activate the Contingency Plan (CP) will be
based on the findings of Pre- Disaster Risk Assessment by the SDRRMC. If CP is
 P a g e | 19

activated, all clusters will convene at the Incident Command Post. The Incident
Management Team will be mobilized, who together with the clusters shall implement
the CP.
The Contingency Plan shall be deactivated once the situation has improved
and when heigthened alert is no longer required. Upon deactivation, operation will
remain until a “white alert” status is finally declared.

B. Non- Deactivation
The decision not to activate the Contingency Plan (CP) will be based upon the
findings of Pre- Disaster Risk Assessment by the SDRRMC supplemented with
gathered intelligence. Such decision depends upon the percieved impact and risk of
the typhoon. In the event of Non- Activation, responders will still be deployed to
conduct normal operations to ensure the safety and welfare of the school.
 P a g e | 20

VII. RESOURCE INVENTORY AND NEEDS

PROJECTION

Projected Needs (e.g. training needs) Possible sources of

No. of Write N/A if not needed funding
Capacity
A. Human Resources staff/persons (MOOE, SEF, Local Timeline
(certifications, skills, etc.) No. of staff needing Cost for
available DRRM Fund, Partners,
training Training
etc)

Skills in Basic Life support

Internal(e.g. GCs,
2 8 5,000 MOOE Yearly
Teachers, Staff, etc.)
Giving First Aid to common injuries
encountered by pupils at school

Seminars/ Symposium on Anti-

External Resources(e.g. Illegal Drugs and Insurgency 1 8 5,000
Seminars/ Symposium on Climate MOOE Yearly
Partners, PNP, BFA etc.)
Change 3 8 5,000
Drills on Fire and earthquake 8 8 500
             
             
B. Equipment/ Projected Needs
Supplies Possible sources of
Condition funding
(e.g. fire
(e.g.fully functional, nearing Units available (MOOE, SEF, Local Timeline
extinguishers, body expiry, etc.)
Units Needed Unit Cost
DRRM Fund, Partners,
board, siren, comms etc)
radio)
First aid kits Functional 2 13 13,000 MOOE Yearly

Fire Extinguisher 1 nearing expiry 1 2 10,000 MOOE Yearly

Communication Radio none 0 2 2,000 MOOE Yearly
 P a g e | 21

Body Board none 0 2 5,000 MOOE Yearly

Siren none 0 1 1,000 MOOE Yearly
Alarm Bell none 0 1 1,000 MOOE Yearly
Flash lights none 0 8 1,500 MOOE Yearly
Battery none 0 5 1,000 MOOE Yearly
Go- Bag none 0 2 1,000 MOOE Yearly

Title Language Available Quantity Needed Quantity

C. Learning Resources
Grade Level        
Kindergarten        
MTB, English, Fil, Math, Scince, AP,
Grade 1
Learning Materials EsP, EPP, MAPEH 21- English 100

Grade II MTB, English, Fil, Math, Scince, AP,

Learning Materials EsP, EPP, MAPEH 103 30- MTB

Grade III MTB, English, Fil, Math, Scince, AP,

Learning Materials EsP, EPP, MAPEH 190 20

Grade IV MTB, English, Fil, Math, Scince, AP,

Learning Materials EsP, EPP, MAPEH 352  

Grade V MTB, English, Fil, Math, Scince, AP,

Learning Materials EsP, EPP, MAPEH 270  

Grade VI MTB, English, Fil, Math, Scince, AP, 30 each for Eng,
Learning Materials EsP, EPP, MAPEH 40 Fil. Sci, AP, EPP
 P a g e | 22

VIII. RESPONSE ACTIONS

The table below shows details al the actions that the school shall perform when hit
by typhoon.

TIMELINEA2:C9 RESPONSE ACTIONS

Be updated about latest weather reports

Familiarized with the school evacuation plan
Before Check classroom for damages and make necessary repairs
Keep First aid somewhere accessible
Keep all school equipment, learning materials in a safe
place
Inform learners on the suspension of class if there is
 Don’t Panic
Stay at home or evacuation center and watch out for
During updates
Watched the lighted candles and lamp
Turn off the main power switch

Beware of the electrequitions

Keep away from possible dangers like window glass
Wait for announcements regarding the area’s safety begore
After reporting to school
 Don’t enter destroyed classroom until it is safe
Report Damages on RADAR
0-24 hours
24-48 hours
72 hours
96 hours
5-10 days
 P a g e | 23

IX. SCHOOL DRRM TEAM

The School DRRM Team will carry out the different roles and responsibilities
as follows:

Is the School Head. Approves and takes

MARY JOY T. ANGGABOY charge that all polocies, plans and programs
Chairman relative to DRRM are properly
implementaed

FLORENTINA I. CABUGAO Coordinates the implementation of all

DRRM policies, plans, programs and
SDRRM Coordinator activities

PREVENTION/
PREPAREDNESS RESPONSE REHABILITATION
MITIGATION
COMMITTEE COMMITTEE COMMITTEE
COMMITTEE

Michelle R. Lugayan
Marvie A.
Greek J. Gamon Edilyn C. Dalapus
Facilities Magayam Logistics/ Relief
Information and
Transportation
Communication Team Assessment Team Asssiatnce Committee
Mobilization team
This committee shall
provide the necessary Take charge in the Take charge in the Overseethe relief asistance
information, intelligence monitoring and assessment transportation during the of the unit in terms of
and updates regarding of school buildings as part response phase relative to providing basic services to
DRRM odfthe CP DRRM and CP the victims

Greek J. Gamon Michelle R. Lugayan

Curriculum Monitoring/
Assessment Team
This committee takes charge
of the integration of DRRM
in education
Mary Joy D. Bondad Jocelyn I. Pasong
Pre-Disaster Monitoring Pschosocial Processing
Team Safety and Security team
Team
Assigned in the monitoring Ensure the safety and Provide Psychosocial service
and asessment before and security of students before, especially in the aftermath of
after emergencies during and after the calamity emergencies

The working group shall be the local Florentina I.

Cabugao Edilyn C. Dalapus
body in charge of the implementation of Medical Supply/ Health Curriculum Rehab/
the contingency plan under the Team Recovery Team
supervision of the chairman. The team In-cahrge of identifying and
Administer First aid and
shall work closely for the attainment of proper medication duwing
sustaining temporary
the CP Objectives. learning spaces as the need
rescue operation arises
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X. IMPLEMENTING PARTNERS

The table below summarizes the implementing partners and their roles in
support to the Contingency Plan of the School.

PARTNERS SPECIFIC ROLES/ LOCATION CONTACT REMARKS

SUPPORT OF SCHOOL PERSON/
NUMBER
PDRRMC,  Gives update and Bulanao Tabuk @PDRRMC Kalinga
MDRRC, warning Kalinga
BDRRMC
Barangay Council  Provides security Magaogao @PNP Pinukpuk
PNP  Transportation Pinukpuk Hon. Evelyn
AFP  Search resque Kalinga, PNP Mangawit
BPAT and retrieval Pinukpuk

BHW  Gives immediate Magaogao Aurea Gupaal

DOH first aid and Pinukpuk
medical response
MSWD  Provides relief Magaogao Hon. Evelyn
Barangay Council Pinukpuk Mangawit
DepEd  For Evacuation Magaogao Hon Evelyn
MSWD Pinukpuk Mangawit
BDRRMC

EFFECTIVITY

This contingency plan for MAGAOGAO ELEMENTARY SCHOOL shall be

effective and upon pulmication. The plan shall be considered a “ working document”
and be subjected to continous review and enhancement by the DepEd Technical
Working Group based on latest scientific studies about geological hazards, risks
assessment findings and innovations in DRRM policies and standards.

MARY JOY T. ANGGABOY

School Head
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REFERENCES:

 Barangay Magaogao BDRRM Plan

 Good Practices On Disaster Risk Reduction and Management
 DRRM Manual
 DRRM Booklet
 2020 DOST-UP DREAM and Phil-LiDAR Program. All Rights Reserved 

ANNEXES

HAZARD MAP OF MUNICIPALITY OF PINUKPUK

HAZARD MAP OF BARANGAY MAGAOGAO, PINUKPUK