<insert DepEd Logo, Logo

of Schools Division Office

and Regional Office>

<NAME OF SCHOOL AND SCHOOL ID>

Contingency Plan
for <HAZARD>
As of <DATE>

1
 CHAPTER I. BACKGROUND

A. Introduction

<Sample introduction>
City/Municipality and Barangay Profile
Municipality X is one of the 17 municipalities that comprise Province Y. It has a land area of
6,731 hectares comprising 3.63% of the land area of the province. It is approximately 76 road
kilometers from Municipality Z, the capital town of Province Y, 237 road kilometers from City V,
12 hours sea travel and 45 minutes air travel from Metropolis and other prime cities in the
country.

The projected population of Municipality X for 20XX is at 60,000 with 15,000 households. Its
population density is 720 persons/square kilometer on average. Municipality X has a diverse
culture, religion and dialect brought about by its popular tourism industry patronized by varied
provinces and foreign countries. The population growth rate of Municipality X is at 6.45% per
annum, the highest in the region. Indigenous people are the Local Ati.

[School Name] is situated at [Barangay Name]. [Barangay Name] is a dynamic and close-knit
community nestled in the heart of [City/Town Name]. With a rich history and a diverse
population, this barangay exudes a vibrant energy that captivates residents and visitors alike. In
this narrative, we will explore the unique features, cultural heritage, and community spirit that
make [Barangay Name] a truly remarkable place to call home.

Situated [provide geographical details, such as proximity to major landmarks, bodies of water, or
natural features], [Barangay Name] boasts breathtaking natural beauty that adds to its charm.
The lush greenery, rolling hills, and picturesque landscapes create a tranquil atmosphere,
offering a welcome escape from the bustling city life.

School Profile
[School Name], an institution dedicated to providing quality education and fostering a nurturing
environment for students to learn, grow, and excel. In this school profile, we will delve into the
various aspects that make [School Name] a remarkable educational institution, including its
mission and vision, academic programs, extracurricular activities, and commitment to student
development.

At the core of [School Name]'s educational philosophy is its mission to empower students with
knowledge, critical thinking skills, and values that will enable them to become responsible,
compassionate, and globally-minded individuals. The vision of [School Name] is to be a center of
excellence in education, nurturing students to reach their full potential and become leaders in
their chosen fields.

[School Name] offers a comprehensive range of academic programs designed to cater to the
diverse learning needs and interests of its students. From early childhood education to
secondary level, the school follows a well-structured curriculum that aligns with national
standards while incorporating innovative teaching methodologies. The academic programs
emphasize not only theoretical knowledge but also practical application and experiential
learning, preparing students for the challenges of the modern world.

2
 Table 1: School Population
Population SY2020-2021 SY2021-2022 SY2022-2023
Male Female Total Male Female Total Male Female Total
No. of
Learners
Enrolled
No. of
Teaching
Personnel
No. of
Non-
Teaching
Personnel
Add if
necessary
TOTAL

Female (Muslim)
(excluding IP,

(excluding IP,

GRAND TOTAL
Muslim and

Muslim and

Male (Muslim)

Female (PWD)

Total Female
Female

Male (PWD)
PWD)

PWD)

Female (IP)

Current SY
Male

Total Male
Male (IP)

Population

No. of
Learners
Enrolled
No. of
Teaching
Personnel
No. of Non-
Teaching
Personnel
Add if
necessary
TOTAL

Climate and Topography

[Location] boasts diverse geographical features that contribute to its unique landscape. It may
include mountains, hills, valleys, plateaus, plains, rivers, lakes, coastlines, and other notable
natural formations. These features not only provide scenic beauty but also influence weather
patterns, water resources, and the overall ecosystem of the region.

The topography of [Location] is characterized by [provide a brief description of the location's

topographical features]. The terrain may range from rugged mountains with steep slopes and
peaks to gentle rolling hills and flat plains. The elevation and landforms play a significant role in
determining climatic conditions, vegetation types, and human activities in the region.

3
[Location] experiences diverse climate zones, each with its own distinct weather patterns,
temperature ranges, and precipitation levels. The region may be classified into [mention the
climate zones present in the area, such as tropical, subtropical, temperate, arid, etc.]. The climate
zones influence the flora, fauna, agricultural practices, and overall lifestyle of the region's
inhabitants.

The temperature in [Location] varies throughout the year due to seasonal changes. [Describe the
typical temperature ranges during different seasons, such as warm summers, rainy, etc.]. The
area may experience significant variations between daytime and nighttime temperatures,
creating a dynamic and ever-changing climate.

Precipitation patterns play a crucial role in shaping the environment and supporting various
ecosystems in [Location]. [Describe the average annual rainfall and the distribution of
precipitation throughout the year, such as a distinct wet and dry season or relatively even
rainfall throughout the year]. Rainfall levels and patterns influence vegetation growth,
agricultural practices, and water availability in the area.

[Location] may be prone to specific natural hazards due to its climate and topography. These
hazards can include [mention potential natural hazards, such as typhoons, floods, earthquakes,
etc.]. Local authorities and communities implement measures to mitigate the risks associated
with these hazards and ensure the safety of residents.

4
B. Hazard Analysis

CP Form 1: Hazard Analysis

HAZARD PROBABILITY IMPACT AVERAGE RANK

PROBABILITY + IMPACT
RATE* REMARKS RATE** REMARKS 2
Earthquake

Tsunami

Typhoons

Floods

Storm Surge

Fire

Landslide

Terrorist/Armed
Conflict

*for the sample rating scale on probability and impact, refer to risk assessment matrix
<Describe the results of the accomplished form.>

5
 C. Hazard to Plan for: <Insert hazard to plan for as identified in Hazard Analysis>

CP Form 2: Anatomy of the Hazard

HAZARD TO PLAN FOR Earthquake

ROOT CAUSES
 Tectonic Plate Movements
 Fault Lines
 Subduction Zones
 Mid-Ocean Ridges
 Volcanic/Seismic
Activities
EARLY WARNING SIGNS
 Unusual Animal Behavior
(indigenous practice)
 Ground shaking or
tremors
 Changes in water levels
 Strange Rumbling Sound
TRIGGERING FACTORS
 The sudden release of
accumulated stress
 Fault Slip
 Tectonic plate is forced
beneath another
 Magma movement, gas
emissions, or the structural
adjustments associated with
volcanic eruptions
EXISTING
MITIGATING MEASURES
 Building Codes and Regulations
 Retrofitting
 Warning Systems
 Public Education and Awareness
(IEC Campaign and Advocacy)
 Infrastructure Planning
 Land-Use Planning
 Emergency Response
 Recovery and Rehabilitation
Plans
 Collaboration with all
stakeholders

for the detailed instructions in formulating this template, refer to Contingency Planning Guidebook pp. 32
<Describe the results of the accomplished form.>

6
D. Scenario

<Sample Scenario>
At around 1030H of November 20, 2023, an 8.0 magnitude earthquake occurred in [location of nearest active fault] due to the
movement of [active fault]. Strong earthquake with PEIS Intensity VIII-Destructive was felt in the [name of municipality] which
triggered the following events:
1. Ground shaking resulting to collapsed structure
2. Liquefaction that caused tilting and sinking of high-rise structures*
3. Landslides in mountainous and hilly areas
4. Fire incidents in high-density population areas, school buildings, public and private structures and oil depots.

Because of this incident, it caused widespread damage, injuries, and disruption.

In the next hours, following the earthquake, a series of smaller earthquakes, known as aftershocks, start to occur.

CP Form 3A: Scenario Generation for Natural Hazard

WORST SCENARIO

Male (Muslim)

Female (PWD)
(excluding IP,

(excluding IP,

Total Female
Muslim and

Muslim and

Male (PWD)
PARTICULARS

Female (IP)

Total Male
(Muslim)
Male (IP)

GRAND
Female

Female

TOTAL
(CAN BE
PWD)

PWD)
Male

CUSTOMIZED)

No. of Affected
Learners
No. of Dead Learners
No. of Injured Learners
No. of Missing Learners
No. of Affected

7
 WORST SCENARIO

Male (Muslim)

Female (PWD)
(excluding IP,

(excluding IP,

Total Female
Muslim and

Muslim and

Male (PWD)
PARTICULARS

Female (IP)

Total Male
(Muslim)
Male (IP)

GRAND
Female

Female

TOTAL
(CAN BE

PWD)

PWD)
Male
CUSTOMIZED)

Teaching Personnel
No. of Dead Teaching
Personnel
No. of Injured Teaching
Personnel
No. of Missing
Teaching Personnel
No. of Affected Non-
Teaching Personnel
No. of Dead Non-
Teaching Personnel
No. of Injured Non-
Teaching Personnel
No. of Missing Non-
Teaching Personnel
TOTAL

8
 EFFECTS AND DAMAGES
PARTICLARS DESCRIPTIONS
(CAN BE CUSTOMIZED)
Infrastructure*
- Classrooms
- WASH facilities
- Other infrastructures and ancillary facilities
(e.g., laboratories, clinic, library)
Non-infrastructure*
- Furniture and fixtures
- Learning resources and self-learning modules
- Information and Communication Technology
(ICT) equipment
Other non-infrastructures (e.g., laboratory
equipment, medical and dental equipment and
supplies, technical-vocational supplies and
equipment)
Communication
Power/ Electricity
Transportation
Environment

Response Capabilities

Government Trust
Housing
Properties
Tourism
Agriculture

9
 EFFECTS AND DAMAGES
PARTICLARS DESCRIPTIONS
(CAN BE CUSTOMIZED)
Fisheries
Livelihood/Business
Roads
Bridges
Water Supply
Health
Add if necessary
Add if necessary
Add if necessary

* fill in information if the school is used as evacuation center

10
 CP Form 4A.1: Affected Learners and Personnel

AFFECTED POPULATION DISPLACED POPULATION

SCHOOL LOCATION NO. OF
NO. OF
NO. OF
NO. O
(include barangays LEARNERS PERSONNEL
LEARNERS PERSON
NO. OF NO. OF INSIDE INSIDE
where the school OUTSIDE OUTSI
LEARNERS PERSONNEL EVACUATION EVACUATION
learners/personnel are EVACUATION EVACUA
CENTER CENTER
CENTERS CENTE
residing)

TOTAL

11
 CHAPTER II. GOALS AND OBJECTIVES

A. Goal

<Sample goal statement>

The goal of this contingency plan is to ensure that a structured and coordinated response
mechanism is in-placed to mitigate the impact in the event of an earthquake. Such mechanisms
shall help to protect lives, properties and the environment, and restore the immediate needs of
the affected schools and its community.

B. General Objective(s)

<Sample objectives>
The general objectives of the contingency plan are as follows:
1. To ensure the protection of lives, properties and education investments in the event of a
Magnitude 8 earthquake;
2. To ensure that needed resources are determined and made available in the event of an
earthquake;
3. To establish coordination and linkages between and among the stakeholders of
Municipality X in the event of an earthquake;
4. To activate Incident Command System (ICS) and deploy Quick Response and Recovery
Teams (QRRT)

12
 CHAPTER III. RESPONSE ARRANGEMENTS

A. COORDINATION

The following are the required tasks that must be undertaken in response to the 8.0
Magnitude Earthquake. Such tasks are organized into clusters with the corresponding
lead agency and contact information:

RESPONSE CLUSTER LEAD AGENCY CONTACT CONTACT DETAILS

PERSON & (Telephone, Mobile,
POSITION Landline, Email, Radio
Frequency, etc.)
Search, Rescue and AFP-
Retrieval Cluster WESMINCOM
Management of the DILG IX
Dead and Missing
Health Cluster DOH IX
Camp Coordination and DSWD IX
Camp Management
Cluster
Food and Non-Food DSWD IX
Items Cluster
Logistics Cluster OCD IX
ETC Cluster DICT IX
Early Recovery Cluster OCD IX
Shelter Cluster DHSUD IX
Education Cluster DEPED IX
Law and Order Cluster PRO9

13
 EDUCATION CLUSTER

Lead Agency: Department of Education

Member Agencies:
1. CHED
2. DILG/LGOO (BLGU)
3. LGU
4. DICT
5. PIA
6. NTC

SCENARIO (EARTHQUAKE AND TSUNAMI)

<Sample Scenario>
At around 1030H of November 20, 2023, an 8.0 magnitude earthquake occurred in
[location of nearest active fault] due to the movement of [active fault]. Strong
earthquake with PEIS Intensity VIII-Destructive was felt in the [name of municipality]
which triggered the following events:
1. Ground shaking resulting to collapsed structure
2. Liquefaction that caused tilting and sinking of high-rise structures*
3. Landslides in mountainous and hilly areas
4. Fire incidents in high-density population areas, school buildings, public and
private structures and oil depots.

Because of this incident, it caused widespread damage, injuries, and disruption.

In the next hours, following the earthquake, a series of smaller earthquakes, known
as aftershocks, start to occur. This strong aftershocks added to the sufferings of the
affected population and total collapsed of partially damaged structures.

As a result of these series of events, classes in all levels for the [name of
school/division] in [name of municipality] were automatically cancelled with no
definite timeline for its resumption. An estimated of [No. of Learners and No. of
Personnel] were affected; while about [No. of Learners] were unable to attend to their
education needs for a period of at least 1 month

SPECIFIC OBJECTIVES

1. To ensure learning continuity and resumption of classes among learners

amidst emergencies are provided within 2 weeks from the onset of the
disaster.
2. To ensure that learning materials are readily available and accessible at
least 2 weeks before the emergency where face-to-face classes are not
possible
3. To ensure that applicable learning modality are appropriately delivered to
learners upon resumption of classes
4. To ensure resumption of classes in temporary learning spaces when
schools are inaccessible or unavailable for classes
5. To ensure safe return of learners, teaching and non-teaching personnel
to workplaces and schools when the situation normalizes

14
ROLES AND RESPONSIBILITIES

Generally, the following are the roles and responsibilities of the education
cluster:
1. Protect learners and education workers from death, injury, and harm in
schools
2. Plan for educational continuity in the face of expected hazards and
threats
3. Safeguard education sector investments
4. Strengthen risk reduction and resilience through education

Moreover, there are required tasks to be done by the School DRRM Teams as
mandated by DepEd Order No. 21, s. 2015:
1. Ensure the establishment of an Early Warning System (i.e. bulletin board
for weather advisories, bell/siren emergency signal and the like);
2. Conduct an annual student-led risk identification and mapping within
and around the school premises to ensure a safe environment that is
conducive to teaching and learning;
3. Maintain close coordination with local DRRM Council on the conduct of
preparedness activities and on response needs, among others;
4. Provide capacity building activities for teachers, non-teaching staff and
learners on DRRM;
5. Maintain, disseminate, and post relevant and updated emergency
hotlines in strategic locations throughout the school;
6. Post safety and preparedness measures and evacuation plans;
7. Conduct disaster preparedness measures, including but not limited to
quarterly multi-hazard drills applicable to school’s identified hazard such
as earthquake, fire and flood;
8. Maintain the safekeeping of vital school records and learning materials;
9. Organize school DRRM team to support the implementation of
preparedness and response measures;
10.Ensure the availability of updated baseline education data of the school;
11.Integrate DRRM in regular school programs and activities and school
improvement plan (SIP);
12.Pre-identify possible Temporary Learning Spaces (TLS) and alternative
delivery modes of education;
13.Monitor the effects of hazards, including the use of the schools as
evacuation center;
14.Track all school personnel during disasters and/or emergencies;
15.Prepare and submit reports on the effects of any hazard;
16.Ensure implementation of DepEd Order No. 43, s. 2012 or the
“Guidelines on the Implementation of Executive Order No. 66 s.2012
(Prescribing Rules on the Cancellation or Suspension of Classes Weather
Disturbances, and Calamities)” and DepEd Order No. 37, s.2022 or the
“Guidelines on the Cancellation or Suspension of Classes and Work in
Schools in the Event of Natural Disasters, Power Outages/Interruptions,
and other Calamtities”;
17.Conduct rapid assessment of damages after every hazard and submit
RADaR within 72 hours;
18.Facilitate immediate resumption of classes to track learners;
19.Monitor recovery and rehabilitation interventions being implemented in
the school.

PROTOCOLS (based from DO21,s.2015)

15
 Coordination Protocols

Adapting Section 15: Coordination During Emergencies of RA 10121

The corresponding DepEd offices based on the following conditions shall

activate and lead the EOC in preparing for, responding to, and recovering from the
effects of any disasters or emergencies:
1. Two (2) or more schools are affected – SDO
2. Two (2) or more divisions are affected – RO
3. Two (2) or more regions are affected – CO direct intervention. However,
the CO may and will intervene in cases where the impact is beyond the
capacity of the corresponding office and/or as it sees fit, e.g. direct threat
to life.

All reports must still be submitted and coordinated to the DepEd CO

DRRMS regardless of the scope of the situation.

Tracking of Local DepEd Key Officials

During disasters and/or emergencies, all local key DepEd officials are
required to report their status to ensure that their safety and local leadership are
maintained. This will also guide the necessary provision of support from the
immediate governing level. This is particularly crucial in rapid onset hazards such
as earthquake and tsunami.

Reporting of Local Disasters and/or Emergencies and its Effects

The RD and SDS, or DRRM Coordinators shall submit regular and real-time
updates to DepEd CO DRRMS when their AOR is affected by any hazard and
during disasters and emergencies.

DRRM Coordinators shall submit their vetted reports to the immediate

higher office (i.e. DO, RO and CO, whichever is applicable). In cases wherein the
reports should be submitted directly to CO, the immediate higher office should be
copy furnished with the same report. All monitoring results are consolidated and
processed by the DepEd CO DRRMS for reporting to the Executive Committee
(EXECOM).

Information Management Protocols

In the event of any hazard, the DepEd CO DRRMS shall collect from and
disseminate consolidated reports to all affection regions, divisions and schools the
following information:
1. Before
a. Hazards advisories and occurrences
b. Baseline data
c. Prevention and mitigation measures undertaken
d. Preparedness measures undertaken
2. During and After
a. Personnel affected
b. Personnel tracking

16
 c. Learners affected
d. Schools used as evacuation centers
e. Class suspension and resumption
f. Classroom damages
g. Temporary learning spaces
h. Other interventions

Immediately after the occurrence of any hazard, all affected schools are
required to submit the effects in their respective AOR using the RADaR App via
online or SMS. All RADaR should be submitted within 72 hours after any hazard or
emergency to facilities the immediate determination of needs and necessary
provision of assistance.

All submitted reports will be consolidated and reported to DepEd

Management, NDRRMC, Education Cluster and affected regions and divisions.

School/Division-Wide DRRM Teams (adapted from DO44, s.2018)

There are two sub-teams which composes the Division-Wide DRRM Team:
Quick Response and Recovery Team (QRRT) and Prevention and Mitigation,
and Preparedness Team (PMPT).

Teams Functions
QRRT  Immediately after the onslaught of the disaster to save lives,
minimize the impacts of secondary hazards, and ensure safety
and learning continuity
 Intended to restore normalcy by repairing and reconstructing
damaged infrastructure and facilities, ensuring adherence to the
“build back better” principle
PMPT  Undertaken during peace time or non-emergency periods
 Linked to regular development programs, projects, and activities
 To anticipate, respond to, and recover from the risks and impacts
of hazards
 Hazard-specific drills, evacuation, family reunification,
communication and coordination, capacity building, contingency
planning, service continuity plan, etc.

17
18
 RESPONSE ACTIVITIES

RESPONSIBLE AGENCIES/
TIMEFRAME RESPONSE ACTIVITIES
OFFICES
School Watching and Hazard Mapping;
Community Hazard Mapping;
D-6 months Building Inspection; DepEd, CHED
Basic Education Profiling;
School Risk Assessment
D-5 months (Re)organize/revitalize School DRRM Teams; DepEd, CHED, DILG/LGOO
Update and post emergency hotlines; (BLGU)
(Re)establish School (Student-Family) Reunification Plan;
Update and post evaluation protocols and procedures;
(Re)orient students and family on Family Preparedness Plan

D-5 months Review/enhance Education Continuity Plan per school DepEd, CHED, DILG/LGOO
(BLGU)
D-5 months Identification of potential Temporary Learning Spaces (TLS) per barangay DepEd, LGU, DILG/LGOO
(BLGU)
D-4 months Inventory of Instructional Materials DepEd, CHED
D-4 months Mapping of potential service providers for TV-based and Radio-based mode of DepEd, PIA (Local Information
learning Agencies), Local TV/Radio
Stations, NTC
D-3 months Prepositioning of TLS DepEd, LGU, DILG/LGOO
(BLGU)
D-3 months Conduct drill DepEd, LGU, DILG/LGOO
(BLGU)
D-3 months (Re)organize and (re)train personnel on TV-based and Radio-based production DepEd, DICT, PIA (Local
Information Agencies)
D-2 months Scan and upload Instructional Materials to cloud services DepEd, DICT
D-1 month Prepositioning of printing supplies and materials for instructional materials DepEd, LGU, DILG/LGOO
(BLGU)
D day Suspension of classes DepEd, CHED, LGU,
September 21, DILG/LGOO (BLGU)
2023
19
 RESPONSIBLE AGENCIES/
TIMEFRAME RESPONSE ACTIVITIES
OFFICES
D+1 day Monitoring on the effects of the hazard DepEd, CHED, LGU,
DILG/LGOO (BLGU)
D+1 day School personnel and learner tracking DepEd, LGU, DILG/LGOO
(BLGU)
D+3 days School Clean-up DepEd, LGU, DILG/LGOO
(BLGU)
D+3 days Rapid Assessment (RADaR) and Situation Report DepEd, LGU, DILG/LGOO
(BLGU)
D+5 days Deployment/establishment of TLS DepEd, LGU, DILG/LGOO
(BLGU)
D+5 days Conduct of PSS/PFA activities DepEd, PGCA (as partner)
D+14 days Implementation of alternative delivery mode of education (e.g. TV, radio, online, DepEd, DILG/LGOO (BLGU),
self-guided modules) DICT, PIA (Local Information
Agencies), NTC
D+14 days Implementation of class resumption at TLS and other alternative delivery mode of DepEd
education

20
 RESOURCE INVENTORY

AGENCY/ RESOURCE QUANTITY REMARKS

OFFICE
DepEd School Campuses (Public) 2,538
School Campuses (Private) 292
School Campuses (SUCs/LUCs) 14
School Buildings 4,903 Good condition structures only (excluding buildings
needs minor/major repairs, for
condemnation/demolition, on-going construction)
Classrooms 29,292 Instructional rooms only
Covered Court 817
Gymnasium 52
4-wheel-vehicle 20
Teaching Personnel 40,200
Non-Teaching Personnel 3,800
Registered Guidance Counselors 30
Self-Guided Modules 2,000,000 Approximate sets of modules for 2 major subjects
(language, math) corresponding to the number of
1,087,720 learners
Social Media Page/Group 15 Official and accredited platforms
Multimedia Workstation 9 Makeshifts
Trained Personnel for TV-Radio- 135 Only those who are engaged in the production
Multimedia Production
Trained Personnel for MHPSS/PFA 7,500 Approximate number of 3 trained personnel per school
Trained DRRM Personnel 2,500 Approximate number of 1 trained personnel per school
Portable Handheld Radio 108 SDOs Zamboanga del Norte, Dipolog City, Zamboanga
Sibugay, Isabela City
Base Radio 3 SDOs of Zamboanga City, Zamboanga del Sur, Dipolog
21
AGENCY/ RESOURCE QUANTITY REMARKS
OFFICE
City
Radio Repeater Station 1 SDO Dipolog City
District Clinics 103
Drone 9

RESOURCE PROJECTION

22
 COST SOURCE OF
GAPS
ESTIMATES FUNDS
(NEED ACTIVITIES/ SOURCES TO FILL
RESOURCE NEED HAVE (FILL-UP ONLY (FILL-UP ONLY
– THE GAPS
WHEN WHEN
HAVE)
APPROPRIATE) APPROPRIATE)
Temporary Procurement/Construction of TLS;
QRF;
Learning Spaces Secure MOU/MOA with LGU/BLGU
100 0 100 P18,000,000 SEF;
to establish TLS in strategic areas in
Donations (if any)
the barangay (P180,000 per unit)
Internet Augmentation from service providers
Connectivity 1 0 1 TBD TBD
or DICT
TV Set or LCD QRF,
Projector SEF,
100 0 100 Procurement (P20,000 per set) P2,000,000
MOOE,
Donations (if any)
Self-Guided Procurement of service provider for
550,00 550,00 SEF;
Modules 0 reproduction of self-guided modules P82,500,000
0 0 Donations (if any)
(P150 per set)
Learner’s Kit 550,00 550,00
0 Procurement (P1,700 per learner) P935,000,000 Donations (if any)
0 0
Social Media
Page/Group 3 15 0 None N/A N/A
Channel for TV
Station Program
(dedicated Secure MOU/MOA with existing TV SEF;
2 0 2 P2,000,000
channel for local stations Donations (if any)
station and cable
TV)
Slot/segment for
Radio Station
Program Secure MOU/MOA with existing SEF;
2 0 2 P1,000,000
(4 hours block- Radio stations Donations (if any)
time for daily
classes)

23
 COST SOURCE OF
GAPS
ESTIMATES FUNDS
(NEED ACTIVITIES/ SOURCES TO FILL
RESOURCE NEED HAVE (FILL-UP ONLY (FILL-UP ONLY
– THE GAPS
WHEN WHEN
HAVE)
APPROPRIATE) APPROPRIATE)
Multimedia
Workstation 1 9 0 None N/A N/A
Trained
Personnel for TV- Augmentation form neighboring
50 135 0 N/A N/A
Radio-Multimedia school divisions
Production
Trained Augmentation from neighboring
Personnel for school divisions (transportation,
MHPSS meals, accommodation:
P157,500,000
(1 personnel per P1,500/pax/day x 3,500pax x 30 QRF,
40 learners per 3,500 7,500 0 days); SEF,
session; 1 Donations (if any)
P5,250,000
personnel x 4 Training of locally trained
sessions a week) MHPSS/PFA personnel
(P500/pax/day X 3,500 pax X 3 days)
PFA Kit QRF,
550,00 550,00 SEF,
0 Procurement (P450 per learner) P247,500,000
0 0 MOOE,
Donations (if any)
Teaching
Personnel
3,500 40,200 0 None N/A N/A
(F2F classes,
blended modality)
Teacher’s Kit QRF,
SEF,
3500 0 3,500 Procurement (P7,000 per teacher) P24,500,000
MOOE,
Donations (if any)
QRRT Augmentation from neighboring
school divisions (transportation, QRF,
30 2,500 0 P630,000
meals, accommodation: MOOE
P1,500/pax/day x 30pax x 14days)
24
 COST SOURCE OF
GAPS
ESTIMATES FUNDS
(NEED ACTIVITIES/ SOURCES TO FILL
RESOURCE NEED HAVE (FILL-UP ONLY (FILL-UP ONLY
– THE GAPS
WHEN WHEN
HAVE)
APPROPRIATE) APPROPRIATE)
Fuel for Vehicle Procurement/Augmentation
QRF,
([Dpl-Zba distance: 315kms;
270 270 SEF,
0 Consumption: 7kms/L; P25,000
Liters Liters MOOE,
45L per trip] x 6 trips = 270Liters X
Donations (if any)
P80)

TOTAL P1,475,905,000

RESOURCE GAP SUMMARY

Response Cluster Total Resource Gaps Total Cost Estimates

Education Cluster 100 Temporary Learning Spaces P18,000,000
25
 100 TV Set or LCD Projector P2,000,000
550,000 Self-Guided Modules P82,500,000
550,000 Learner’s Kit P935,000,000
2 Channel for TV Station Program P2,000,000
2 Slot/segment for Radio Station
P1,000,000
Program
3,500 Trained Personnel for MHPSS P157,500,000

P5,250,000
550,000 PFA Kit P247,500,000
3,500 Teacher’s Kit P24,500,000
30 QRRT P630,000
270l Fuel for Vehicle P25,000
TOTAL P1,475,905,000

26
B. Directory of School Disaster Risk Reduction and Management Team (SDRRMT)

SDRRM Team Directory

SCHOOL
LOCATION
CONTACT INFORMATION
Primary Alternate
Landline: Satellite Phone:

Mobile: Radio Frequency:

Email Address: Others:

Social Media:

Others:
SDRRM TEAM
POSITION NAMES AND ADDRESS CONTACT INFORMATION
(CUSTOMIZE AS (PRIMARY AND (PRIMARY AND
APPROPRIATE) ALTERNATE) ALTERNATE)
School Head Imelda Escorcha 09xx-xxx-xxxx
Sitio Tiko-tiko, Barangay San
Ramon, Pilar, Sorsogon
School DRRM Coordinator Edgardo Lacago 09xx-xxx-xxxx
Purok 2, Barangay San
Vicente, Pilar, Sorsogon
Alternate: Maria Belinda Cruz 09xx-xxx-xxxx
Purok 5, Barangay San
Vicente, Pilar, Sorsogon
School Nurse/Clinic Teacher

GPTA President

GPTA Vice-President

SSG/SPG President

Punong Barangay
Add if necessary

PREVENTION, MITIGATION AND PREPAREDNESS TEAM

Prevention & Mitigation
Team Leader
Preparedness Team Leader
Add if necessary (thematic)

QUICK RESPONSE AND REHABILITATION TEAM

Evacuation Team Leader
Search, Rescue and
Transfer Team Leader
Fire Response Team Leader
Medical Response Team
Leader
Add if necessary
C. COMMAND AND CONTROL

EMERGENCY OPERATIONS CENTER

Note: This will be implemented if there are 2 or more schools affected; this will include District
and Division Level

EOC LOCATION

CONTACT INFORMATION
Primary Alternate
Landline: Satellite Phone:
Mobile: Radio Frequency:
Email Address: Others:
Social Media:

EOC MANAGEMENT TEAM

POSITION NAMES AND AGENCY/ OFFICE/ CONTACT
(CUSTOMIZE AS ORGANIZATION INFORMATION
APPROPRIATE) (PRIMARY AND ALTERNATE) (PRIMARY AND
ALTERNATE)
EOC Manager

Operations Coordinator

Planning Coordinator

Logistics Coordinator

Finance/ Admin Coordinator

Public Information Officer

 INCIDENT COMMAND SYSTEM

ICS FACILITIES
FACILITIES LOCATIONS
(CUSTOMIZE AS
APPROPRIATE)
Incident Command Post
Staging Area
Base
Camp
Helispot
Helibase
INCIDENT MANAGEMENT TEAM
POSITION NAMES AND AGENCY/ CONTACT INFORMATION
(CUSTOMIZE AS OFFICE/ (PRIMARY AND ALTERNATE)
APPROPRIATE) ORGANIZATION
(PRIMARY AND
ALTERNATE)
Incident Commander

Public Information Officer

Liaison Officer

Safety Officer

Operations Section Chief

Planning Section Chief

Logistics Section Chief

Finance/Admin Section Chief

INTEROPERABILITY
 CHAPTER IV. ACTIVATION

START
Trigger:
PHIVOLCS PEIS-V & Above with 1
Warning
school building heavily
damaged;
with at least either of the
DRRMC
Warning following: 10 injured
learners/personnel, 3 missing,
or 3 dead

1
2

EOC on red alert Yes Activate No

contingency EOC on blue
status alert status
plan?

RO convenes the Responders

clusters at the conduct normal
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
Non-Activation END

Note: Contingency Plan will be maintained as a continuing (perpetual) plan or will be integrated
in the overall DRRM plan when not used. The plan will undergo continuous testing, evaluation,
and updating.
 ANNEXES

Working Group

Purpose:

<Sample purpose statement>

The Working Group will be responsible for the refinement, finalization, testing,
evaluation, packaging, updating and improvement of the CP.

Duties and Responsibilities:

<Sample duties and responsibilities>

1. Facilitate the refinement and finalization of the CP to include testing, evaluation,
packaging, updating and improvement;
2. Develop work plan for the completion and updating of the CP;
3. Organize consultation meetings with the planners and relevant technical experts
regarding the development of the CP; and
4. Facilitate the presentation and endorsement of the CP to the authorities for
comments and approval.

Members:

Head :

Facilitator :

Secretariat :

Cluster Representatives :