Professional Documents
Culture Documents
101521
As of September 2022
TABLE OF CONTENTS
Background ………………………………………………………………………………..…… 2
Building Inventory and Equipment, Furniture, Table 1 ……………………….. 3
Baseline Data on Learners and/or Personnel, Table 1 ..……………………... 4
Introduction to Earthquake………………………………………………………………… 4
Objectives………………………………………………………………………………………….. 4
Hazard Map……………………………………………………………………………………….. 5
Historical Data on Disaster and Its Impact, Table 2……………………………. 6
Capacities and Vulnerabilities, Table 3……………………………………………… 6
Activation and Deactivation……………………………………………………………… 10
Resource Inventory and Needs Projection, Table 4&5…………………………. 10
Response Action, Table 6…………………………………………………………………… 12
School DRRM Team, Table 7 ……………………………………………………………… 13
Inventory of Implementing Partners, Table 8………………………………………….. 14
Effectivity …………………………………………………………………………………………… 15
Page 1 of 16
DE GUZMAN ELEMENTARY SCHOOL CONTINGENCY PLAN FOR EARTHQUAKE
I. Background
Mabini is a third class inland municipality of Pangasinan Province in Region 1, Philippines. The
town of Mabini was once a part of Zambales and was formerly known as Balincaguin. Then later named Mabini
in honor of the great Sublime Paralytic and Brains of the Revolution, Apolinario Mabini. Mabini is politically
subdivided into 16 barangays. These barangays are headed by elected officials such as the Barangay Captain and
Barangay Councilors and one of the barangays in the municipality of Mabini is Barangay De Guzman.
The school was formerly known and called as YANGIN ELEMENTARY SCHOOL. The location of the
school was in Purok 7, De Guzman, Mabini , Pangasinan. But due to NPA issues and concerns , this barangay was
moved to Purok 4, De Guzman, Mabini, Pangasinan and named DE GUZMAN ELEMENTARY SCHOOL.
This time, De Guzman Elementary School has nine (9) teachers and School Principal I in the name of
Reyno R. Dela Rosa and with a total enrolment of 296, 147 are male and 149 are female from Kindergarten to
Grade 6.
Page 2 of 16
INFRASTRUCTURE NON-INFRASTRUCTURE
Resources
Learning
No. of
No. of
No. of Furniture
No. of Blackboards
Source of Funding
Type of Building
Year Constructed
Non-instructional rooms
Instructional rooms
(Acad/Non-acad)
Teacher’s Chair
Teacher’s Table
Arm Chair
Sala Set
Chair
Desk
DepEd
Cariño
1980 National Good
Bldg.
Funded
Bagong
Lipunan DepEd
School 1975 National Good
Building Funded
(BLSB)
DepEd
DepEd
2015 National Good
Bldg.
Funded
DepEd
FVR Bldg. 1997 National Good
Funded
DepEd
RP-US
1975 National Good
Bldg.
Funded
DepEd
AGBAYANI
2009 National Good
Bldg.
Funded
Don
Guillermo Provincial Not
1995
Orbos Funded Good
Gym
TOTAL
Page 3 of 16
Number of Learners
(As of September 2022)
Grade
Level
Number of Learner with Disability
Male Female Total
Others
Visually Hearing Learning Intellectual
(Please
Impaired Impaired Disability Disability
specify)
Kindergarten 22 22 44 0 0 0 0 0
Grade 1 25 16 41 0 0 0 0 0
Grade 2 25 19 44 0 0 0 0 0
Grade 3 18 28 46 0 0 0 0 0
Grade 4 20 22 42 0 0 0 0 0
Grade 5 17 22 39 0 0 0 0 0
Grade 6 18 18 36 0 0 0 0 0
GRAND TOTAL 147 149 296 0 0 0 0 0
EARTHQUAKE
An earthquake is a weak to violent shaking of the ground produced by the sudden movement of rock materials
below the earth’s surface.
The earthquakes originate in tectonic plate boundary. The focus is point inside the earth where the earthquake
started, sometimes called the hypocenter, and the point on the surface of the earth directly above the focus is
called the epicenter.
There are two ways by which we can measure the strength of an earthquake: magnitude and intensity.
Magnitude is proportional to the energy released by an earthquake at the focus. It is calculated from
earthquakes recorded by an instrument called seismograph. It is represented by Arabic Numbers (e.g. 4.8, 9.0).
Intensity on the other hand is the strength of an earthquake as perceived and felt by people in a certain locality.
It is a numerical rating based on the relative effects to people, objects, environment and structures in the
surrounding. The intensity is generally higher near the epicenter. It is represented by Roman Numerals (e.g. II,
IV, IX). In the Philippines, the intensity of an earthquake is determined using the PHIVOLCS Earthquake Intensity
Scale (PEIS).
II. OBJECTIVES
This Contingency Plan covers De Guzman Elementary School, Schools Division Office I Pangasinan, Region I
which focuses on Earthquake as the priority hazard of the school.
2. To lessen the impact on damages of earthquake being the priority hazard of the school, in both infrastructure
and non-infrastructure aspect based from available resources.
3. Strengthen the partnership of the school with its external stakeholders during the onset of earthquake.
Page 4 of 16
4. Orient the DRRM Team on their specific roles and responsibilities.
III. HAZARDS
The Contingency Plan focuses on EARTHQUAKE as priority hazard. It can be noted based on the Liquefaction
Hazard Map that Mabini Pangasinan is high risk for this calamity.
Page 5 of 16
IV. HISTORICAL DATA ON DISASTER AND ITS IMPACT
The 1990 earthquake occured at 4:26 pm and the shaking lasted for about 45 seconds.
The earthquake hit Northern and Central Luzon. Its epicenter was pinpointed at Nueva Ecija, with the most
affected areas being the cities of Baguio, Cabanatuan in Nueva Ecija, and Dagupan in Pangasinan.
An estimated 2,412 lives were lost during that day. Thousands were injured.
According to the Philippine Institute of Volcanology and Seismology (Philvocs), "hundreds of thousands" of
landslides were also recorded throughout Northern and Central Luzon. Other areas were subjected to
liquefaction, which can cause sinkholes to form, particularly in the provinces of Tarlac, Pangasinan, and La
Union.
Insufficient
funds
5. Tracking of Learners and Accessibility of Outdated some Possible
personnel learners LIS data like increase of
enrolment and resident COVID-19
Personal data on address cases
Page 7 of 16
EBEIS and hard
copy file
6. Transportation PUV with Less Delayed
availability of accessibility for monitoring and
drivers, private PUV for the response
vehicles for safety affected areas
purposes
Convergence 1. Interface among offices within MOA, Coordination, Lack of Poor
the school collaboration with cooperation implementation
the School Head, and lack of of CP
School Personnel coordination
and Homeroom
Officers, PTA
officers, with other
agencies for quick
response in any
case of calamity
2. Existence of DRRM Team Regular conduct of Some of High risk of
Virtual Meeting of SDRRM COVID-19
SDRRM Team members are cases
COVID-19 Task untrained.
Force
3. Command System Communication Poor Poor
line through group communication communication
chat, text or call line due to response
technical
Awareness on the problem
use of alarm
system, warning
signal
4. Twinning with other divisions Collaboration with Some teachers Poor
other division in are complacent implementation
planning and and unfit for of CP
responding to a training
calamity
Support for 1. Implement and monitor School is ready for
Learning Temporary Learning Spaces temporary learning
Continuity (TLS) space
2. Buffer stocks for learning Modules are made
materials for homeschoolers
3. Alternative Delivery Modes Modules are made Lack of moral Some students
available for support from are officially
homeschoolers parents dropping out
4. Psychosocial Support Home visitation by Lack of trained Limited
the teachers teachers on resources for
observing health Psychosocial training
and safety protocols support
5. Emergency School Feeding SBFP distribution Funds is not Limited
is conducted thru enough to cater resources to
face to face great number supply
observing health on disaster emergency
and safety protocols victims programs
6. Learner's Kits DGES Alumni Not enough to Some learners
distributed supply to all are interested
notebook and learners by brand of the
coloring materials material
7. Teacher's Kits Provision of IM at Inadequate Poor quality
the beginning of the supply for the instruction
school year school year
Not enough
inter allowance
8. Hygiene kits Provision of 1:1 ration Limited
sanitary napkin supply can be resources
and tissue for used for
menstrualy emergency
learners purpose
9. Provision of Water Sanitation Enough potable Electrical Lack of
and Hygiene services water supply in powered water generator due
school source may to lack of school
Page 8 of 16
cause water funds
shortage when
power
interruptions
occur
10. Updated disaggregated data Availability on the Lapses on Poor Contact
on learners and master list of data on the office. advisers on Tracing On
students in school and giving updates Monitoring
alternative learning schools to the
(ALS) coordinators
11. Clean up drives Provision on Lack of human
cleaning materials/ resources
regular conduct of
clean up drive/
disinfection within
the campus
12. Signed memorandum of Availability copy Lack of Lack of support
agreement (MOA) with private Deed of Donation cooperation
enterprises for emergency from
purchase stakeholders
Support for 1. Signed memorandum of The school is ready The school
Schools used agreement (MOA) between LGU to use as pathway is
as Evacuation and school on the use of schools evacuation area sometimes
Centers as evacuation center including following guideline flooded during
the roles and responsibilities of for COVID-19 heavy rains
both institutions; Pandemic due to lack of
drainage
system
2. Repair, maintenance and The school is not Lack of
replacement of schools identified identified as implementation
as evacuation center by the LGU evacuation center of Health and
for COVID-19 safety Protocols
3. Resumption Strategies Notify parents on
including assessment of resumptions of
readiness of the schools class.
Page 9 of 16
drills
Fund Sources MOOE, SEF, LGU
A. Human Resources
Projected Needs
(e.g. training Possible
needs) sources
Write N/A if not of
needed funding
No. of
Capacity (MOOE,
staff/
Human Resources (certification SEF, Timeline
persons
No. of staff
s, skills, etc.) Local
Training
training
Cost for
needing
available
DRRM
Fund,
Partner
s, etc)
Internal
(e.g. GCs, Teachers,
Staff, etc.)
DE GUZMAN ES
FACULTY AND STAFF
External Resources
(e.g. Partners, PNP,
BFA etc.)
MDRRM currently in
service
BFP currently in
service
PNP currently in
service
B. Equipment
Projected Needs Possible
sources
of
Equipment/Supplies Condition funding
(e.g. fire (e.g.fully (MOOE,
Units
extinguishers, body functional, Units Unit SEF, Timeline
available
board, siren, comms nearing Needed Cost Local
radio) expiry, etc.) DRRM
Fund,
Partner
s, etc)
Fire Extinguisher Fully 3 2 1500 MOOE/ January-December
functional Canteen 2023
First Aid Kits Fully 10 10 6,50 MOOE/ January-December
functional 0 Canteen 2023
Disinfection (alcohol, Fully 3 2 50 MOOE/ January-December
bleach) functional Canteen 2023
Sound System Fully 1 1 30,0 MOOE January-December
functional 00 2023
C. Learning
Resources
Page 10 of 16
Grade Level Title Language Available Need
Quantity ed
Quan
tity
Grade 1 ENGLISH 1 English
AP-1 Mother
Tongue
FILIPINO 1 Filipino
MATHEMATICS 2 Mother 14 0
Tongue
FILIPINO 2 Mother 15 0
Tongue
ESP 2 Filipino 10 0
MAPEH 2 Mother 4 0
Tongue
Grade 3 MAPEH 3 Mother 36 0
Tongue
FILIPINO 3 Mother 63 0
Tongue
ESP 3 Filipino 16 0
MATH 3 Mother 40 0
Tongue
MOTHER Mother 42 0
TONGUE3 Tongue
ARALING Mother 33 0
PANLIPUNAN 3 Tongue
ENGLISH 3 Mother 33 0
Tongue
SCIENCE 3 English 6 0
MATHEMATICS 4 English 30 0
FILIPINO 4 English 52 0
AP 4 Filipino 43 0
EPP 4 Filipino 49 0
ESP 4 Filipino 34 0
ENGLISH 5 English 72 0
FILIPINO 5 English 65 0
AP 5 Filipino 14 0
Page 11 of 16
ESP 5 English 92 0
SCIENCE 6 English 43 0
FILIPINO 6 Filipino 28 0
TLE6 English 48 0
Page 12 of 16
COMMITTEE/CLUSTER OBJECTIVE OVERALL COMPOSITION
RESPONSIBILITIES
LEAD MEMBERS
First Aid Team Give immediate first aid 1. Provide a safe place Cherry E.
response to someone for first aid Manaois
who is injured or ill, to 2. Secure First Aid Kit
keep them safe until 3. Check for ABC, Airway,
medical help come Breathing and Circulation
and treat shock.
4. Coordinate with search
and Rescue Team
5. Administer First Aid as
needed
6. Provide Psychological
support to learner or
staff as needed
7. Made arrangement for
ambulance
Search and Rescue Team In-charge of over-seeing 1. Mobilizes Search and Novielyn
the search and rescue Rescue M.
operations during 2. Maintains contact with Cabonot
pandemic incidents command
center
3. Receives list of missing
uncounted students
4. Check with Search and
Rescue team for missing
students
Page 13 of 16
Fire Brigade Team In-charge of fire related 1. Inform the ICC of Catherine
incidents during a incidents of fire D. Taoatao
calamity 2. Demonstrates proper
fire suppression
technique
3. Maintains list of
discover and status
Evacuation Team In-charge of evacuation 1. to be present at Mary Jane Princess O.
during a calamity assembly area G. Basila Castro
2. Roll call and verify
missing person
3. Coordinate with the
first aid team
Site and Security Team To search and rescue 1. leads victims to Nelia R. Hazeline G.
victims assembly area Ducusin Ira
2. reports status to
command center
To ensure the continuity and expansion of resources not readily found within the existing capacity of the school,
the school made partnership to the following:
2. Mabini Municipal and Disaster Risk Reduction and Management Office (MDRRMO) as member of Research
and Rescue Team
Page 14 of 16
EFFECTIVITY
This contingency plan for EARTQUAKE as priority hazard 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 specific studies about geological hazards, risk assessment findings and
innovation in DRRM policies and standards.
JORGE L. ABALOS
Shool Head
EFFECTIVITY
This contingency plan for EARTHQUAKE as priority hazard 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 specific studies about geological hazards, risk assessment findings and innovation
in DRRM policies and standards.
Page 15 of 16