Pcs Copy of CP TEMPLATE 2023

SCHOOLS DIVISION OF BULACAN
Contingency
Plan Template
JORDAN S.
VENTURA DRRM
COORDINATOR
School Disaster
Risk Reduction Management
Insert DepEd Logo, Logo of Schools
Division Office and Regional Office>
(NAME OF SCHOOL AND SCHOOL

Contingency
ID/OFFICE)
Plan for <HAZARD>

As of DATE
CHAPTER I: BACKGROUND
A. INTRODUCTION
DON NEMENCIO CLEMEÑA MEMORIAL SCHOOL is a complete elementary school that caters children from Kindergarten to Grade 6. It is
located in Barangay Bulihan, one of the largest barangays in the eastern part of Plaridel. The school was first established as a primary school in
1937 with two-classroom building and became a complete elementary school in 1975. The school has a total land area of 6 102 sq. m. The land
was formally donated by Don Nemencio Clemeña, a philanthropist from Obando, Bulacan in 1972. In honor to the donor’s benevolence, the
school was named after him, thus the name Bulihan Elementary School was changed to Don Nemencio Clemeña Memorial School until this day.
The institution’s prime advocacy is to produce functional, literate and morally upright learners.
To date, the school, as headed by the principal, has two (2) pre-school teachers, 15 grade school teachers, a utility worker and a canteen
helper. Added information based from Census of 2008:
• Land area : 493 hectares

• Population : 5989
• Local Industry : Salted egg making, embroidery and clothes making
• Source of Income : Agriculture - Farming, Poultry, Piggery, Fishery (hito)

CP FORM 1:
HAZARD ANALYSIS
School Disaster
CP
FORM
1: HAZARD ANALYSIS
HAZARD PROBABILITY IMPACT AVERAGE RANK
PROBABILITY +
RATE* REMARKS RATE** REMARKS IMPACT 2
Earthquake 4 The lot of 3 Last major 4 2

school is earthquake
approximately resulted to 4
near to a fault deaths and 100
line injuries. The area
has been isolated
for 24 hours.
Tropical Cyclone 5 Tropical 4 Previous tropical 4.5 1

cyclone and cyclone brought
other weather heavy rainfall with
disturbances windspeed ranging
frequently from 185 kph to
pass 215 kph. The
through the area tropical cyclone
caused major
floods in the area
Fire 3 Some of the 2 There are available 2.5 3

School fire
Building is made extinguisher that
of can be use in time
light materials of fire outbreaks
prone to fire
outbreak
Human Indus 2 The area is 2 The school is well 2 4

well coordinated with
guarded and the
have 24 hour barangay officials
Security and Brgy. Tanod
personnel for security
purposes
CP Form 1: Hazard Analysis
*for the sample rating scale on probability and impact, refer to Contingency Planning Guidebook pp. 29
**for the rating on impact, determine the rate in three (3) areas such as impact on life, property and public service continuity; add all the ratings and
divide it by 3 (areas) to
get the final rate.
<Describe the results of the
accomplished form.>
CP FOR
1: HAZARD ANALYSIS
1. List all the possible hazards that may affect the LGU/ community/ agency/ office/ organization under the
column “Hazard”
2. Under “Probability”, provide corresponding rating on the frequency of occurrence of the hazard based
on the agreed rating scale. Indicate other relevant details under “Remarks”, as necessary
3. Under “Impact”, provide corresponding rating on the severity of the effects of the hazard based on the
agreed rating scale. Indicate other relevant details under ‘Remarks”, as necessary.
4. Under “Average”, calculate the average rating by adding the probability and impact ratings, then divide by 2
5. Under “Rank”, rank the hazards with the highest average as 1, the next highest average as 2, and
so on. The hazard
with the highest
average will be the
priority for
Contingency
Planning.
Sample Rating Scale for Probability

1 2 3 4 5
MOST UNLIKELY UNLIKELY LIKELY VERY LIKELY ALMOST LIKELY
The event may The event could The event might The event will he event is
occur only in occur at some occur at some probably occur in expected to occur
exceptional cases time, but probably time and most or many cases in many or most
will not probably will cases
Sample
Rating Scale
for Impact
1 2 3 4 5
NEGLIGIBLE MINOR MODERATE SEVERE DEVASTATING
No casualty • Injured: 1-5 • Injured: 1-20 • Injured: 1-50 • Injured: 50 &
(dead, injured, • Dead: 0 • Dead: 1-2 • Dead: 1-20 above • Dead: 21 &
missing) • Missing: 0 • Missing: 1-2 • Missing: 1-20 above • Missing: 21
& above
No damage to Minor loss Significant loss Major loss and Catastrophic loss and
property and/or damage and/or damage damage to damage to property
to to property (Php property (Php (Php 150,000 above
property (up to 50- 100,000 or 100-150,000 or 100% of the
Php 50,000 or 50% of the School or 75% of School
15% of the School Assets School assets
Assets assets
No delay in Up to one day Up to 1 week Between 1 More than 1
normal delay in delay in month delay in month delay in
functioning operations operations operations operations
IMPORTANT
The rating scales below are just examples. In actual planning, refer to
significant historical trends and data on past disasters or crises to
develop the probability and impact rating scales. Planners can also
refer to scientific data such as hazard maps and Rapid Earthquake
Damage Assessment System outputs for earthquakes. Overall, coming
up with the ratings should be based on the consensus of the planners
and experts.
HAZARD PROBABILITY IMPACT AVERAGE RANK
PROBABILITY +
RATE* REMARKS RATE** REMARKS
IMPACT 2
Earthquake 4 The lot of school is 3 Last major earthquake 4 2
approximately near to resulted to 4 deaths and
a fault line 100 injuries. The area has
been isolated for 24
hours.
Tropical Cyclone 5 Tropical cyclone 4 Previous tropical cyclone 4.5 1

and other weather brought heavy rainfall with
disturbances windspeed ranging from
frequently pass 185 kph to 215 kph. The
through the area tropical cyclone caused
major floods in the area
Fire 3 Some of the School 2 There are available fire 2.5 3
Building is made of extinguisher that can be
light materials prone use in time of fire
to fire outbreak outbreaks
Human Indus 2 The area is well 2 The school is well 2 4

guarded and have coordinated with the
24 hour Security barangay officials and
personnel Brgy. Tanod for security
purposes

CP FORM 2:
ANATOMY OF THE
HAZARD
School Disaster

CP FORM 2: ANATOMY OF THE HAZARD
HAZARD TO PLAN FOR
ROOT CAUSES EARLY WARNING SIGNS TRIGGERING FACTORS EXISTING

MITIGATING MEASURES
CP Form 2: Anatomy of the Hazard
for the detailed instructions in formulating this template, refer to Contingency Planning Guidebook pp. 32

1. Indicate the specific hazard to plan for (the hazard with the highest rank
from CP Form 1).
2. Under “Root Causes”, describe the factors or reasons that explain the
existence of the hazard in the area.
3. Under “Early Warning Signs”, describe the indicators that provide warning
on the impending threat posed by the hazard.
4. Under “Triggering Factors”, describe the factors or situations that turn the
hazard into an actual disaster or crisis.
5. Under “Existing Mitigating Measures”, describe the existing measures of the

LGU/ community/ agency/ office/ organization to prevent or mitigate the
impacts of the disaster

HAZARD TO PLAN FOR TROPICAL CYCLONE
MITIGATING MEASURES
Area is situated All forms of Poorly built School Installation of early
beside the weather building and warning System
shoreline where disturbances infrastructures
Regular de-clogging of
tropical
waterways and canals
storms and Forest denudation
weather Regular cleaning of gutter
disturbances Poor drainage system of every building in the
normally emanate school
Construction of houses
Proper disposal of garbage
and buildings along
riverbanks
Improper disposal
of garbage

HAZARD TO PLAN FOR EARTHQUAKE
MITIGATING MEASURES
Earthquakes are Movement of the Climate change Series of trainings
caused by the ground and falling regarding
movement of of unsecure Fault line Earthquake
the Earth’s objects. preparedness
tectonic
plates. Conduct of
Earthquakes Earthquake drills
occur where the quarterly
earth’s plates
meet along plate Formulate a contingency
boundaries Plan regarding
earthquake
IMPORTANT
Filling-up this form requires review of documents such as hazard maps,
risk maps and results of outputs of risk assessment. It also requires
consultation with experts from science agencies and intelligence units
SCHOOLS DIVISION OF
BULACAN
CP FORM
3A:
SCENARIO GENERATION
FOR NATURAL HAZARD
School Disaster
CP FORM 3A: SCENARIO GENERATION FOR NATURAL
HAZARD
PARTICULARS BAD WORSE WORST
(CAN BE CUSTOMIZED)
General Description of Event
No. of Affected Learners (Male, Female, IP, Muslim, PWD)

No. of Dead Learners (Male, Female, IP, Muslim, PWD)
No. of Injured Learners (Male, Female, IP, Muslim, PWD)
No. of Missing Learners (Male, Female, IP, Muslim, PWD)
No. of Affected Teaching Personnel (Male, Female)
No. of Dead Teaching Personnel (Male, Female)
No. of Injured Teaching Personnel (Male, Female)
No. of Missing Teaching Personnel (Male, Female)
No. of Affected Non-Teaching Personnel (Male, Female)
No. of Dead Non-Teaching Personnel (Male, Female)
No. of Injured Non-Teaching Personnel (Male, Female)
No. of Missing Non-Teaching Personnel (Male, Female)
EFFECTS
Infrastructure
− Totally damaged CLs
− Partially damaged CLs

− Damaged WASH facilities
− Damaged other infrastructures and

ancillary facilities (e.g., laboratories,
clinic, library)
Non-infrastructure
− Damaged furnitures and fixtures −
Damaged learning resources and self
learning modules
− Damaged Information and
Communication Technology (ICT)
equipment
− Damaged laboratory equipment −
Damaged medical and dental equipment
and supplies
− damaged technical-vocational supplies
and equipment
Communication
Power/ Electricity
Transportation
Response Capabilities
Others_________
CP FORM 3A: SCENARIO GENERATION FOR

NATURAL HAZARD
1. Use CP Form 3A for natural hazard and CP Form 3B for
human-induced hazard.
2. Under “Particulars” are the conditions to describe how the

situation will unfold in case the hazard affects the LGU/
community/ agency/ office/ organization. Describe each
condition as “Bad”,“Worse” or “Worst” for CP Form 3A and
“Most Likely”, “Best”, or “Worst” for CP Form 3B.
CP FORM 3A: SCENARIO GENERATION FOR NATURAL

HAZARD
LEVEL DESCRIPTION
a severe situation that can possibly occur based on scientific information,

BAD
historical experience, and consensus of the planners.
WORSE a situation more severe than the bad scenario that can possibly be occur based
on scientific information, historical experience, and consensus of the planners.
WORST the most severe situation that can possibly to occur based on scientific
information, historical experience, and consensus of the planners.
D. Scenario
CP Form 3A: Scenario Generation for Natural Hazard
(CAN BE CUSTOMIZED)
General Description of Event Earthquake made a hit Earthquake made a hit with Earthquake made a hit with
with magnitude 5.0 to magnitude 6.0 to 6.9 falling of magnitude 7.0 to 7.9 people are
5.9 furniture moves, heavy furniture, drivers have unable to stand up and forced to
and books fall off the trouble steering, people have crawl t o move around. The falling of
shelves. The window difficulty in standing still. The most heavy furniture, doors will be
may shatter. shattering of wall tiles and thrown into the air, massive cracks
windows is observed with many appear in the ground and landslides
buildings, and doors could be may occur.
damaged that they may not open
No. of Affected Learners (Male, Female, IP, Muslim, 1-10 learners 10-15 learners 15 and above
PWD)
No. of Dead Learners (Male, Female, IP, Muslim, PWD) 0-1 learners 2-4 learners 5 and above
No. of Injured Learners (Male, Female, IP, Muslim, 1-5 learners 2-4 learners 5 and above
PWD) No. of Missing Learners (Male, Female, IP, 1-8 learners 8-10 learners 10 and above
Muslim, PWD)
No. of Affected Teaching Personnel (Male, Female) 1-2 teaching personnel 3-10 teaching personnel 10 above teaching personnel
No. of Dead Teaching Personnel (Male, Female) 1-2 teaching personnel 3-10 teaching personnel 10 above teaching personnel
No. of Injured Teaching Personnel (Male, Female) 1-2 teaching personnel 3-10teaching personnel 10 above teaching personnel
No. of Missing Teaching Personnel (Male, Female) 1-2 teaching personnel 3-10 teaching personnel 10 above teaching personnel
No. of Affected Non-Teaching Personnel (Male, Female) 1 non –teaching 2 non –teaching personnel 3 above Non- teaching personnel
personnel
No. of Dead Non-Teaching Personnel (Male, Female) 1 non- teaching 2 non- teaching personnel 3 above Non-teaching personnel
personnel
No. of Injured Non-Teaching Personnel (Male, Female) 1 non-teaching personnel 2 non-teaching personnel 3 above non-teaching personnel
No. of Missing Non-Teaching Personnel (Male, Female) 1 teaching personnel 2 non- teaching personnel 3 above non- teaching personnel
EFFECTS
Infrastructure 0-1 damage CLs 1-2 Totally damaged Cls 3 and above totally damaged CLs
4 and above partially damage
− Totally damaged CLs
0-1 damage CLs 1-3 partially damaged CLs
0-1 damage Wash facilities 1-2 damage Wash facilities CLs 3 and above damage wash
0-1 damage infrastructure 1-3 damage infrastructure facilities 4 and above damage
− Partially damaged CLs
infrastructure
− Damaged WASH facilities
− Damaged other infrastructures and

ancillary facilities (e.g., laboratories,
clinic, library)
Non-infrastructure 0-5 damaged furnitures 5-10 damaged furnitures 10 above damaged furniture
1-10 damaged learning 10-20 damaged learning 20 above damaged learning
− Damaged furnitures and fixtures −
resources/SLM resources/SLM
Damaged learning resources and self resources/SLM 1-3 damaged ICT 3-10 damaged ICT equipment 10 above damaged ICT equipment
learning modules
− Damaged Information and equipment
3-10 damaged laboratory 10 above damaged laboratory
Communication Technology (ICT)
equipment 3-10 damaged medical equipment 10 above damaged medical
equipment 1-3 damaged laboratory equipment and dental equip. and dental equip.
− Damaged laboratory equipment − 1-3 damaged medical and dental
equip. 3-10 technical-vocational supplies 10 above technical-vocational supplies
Damaged medical and dental equipment
and supplies
− damaged technical-vocational supplies 1-3 technical-vocational supplies
and equipment
Communication Communication lines are still Communication lines are disrupted Communication lines are totally cut.
operational in some areas.
Power/ Electricity No power interruption Power is interrupted in some areas. Total power shutdown
Transportation Few roads are damage and no Several roads damage and no All roads are no longer passable
longer passable longer passable.
Response Capabilities All local responders are able While the responders are Even the local responders are unable
to address the situation. mobilized, there is a need for to address the situation; they are
augmentation. part of the victims as well.
Others_________
SCHOOLS DIVISION OF
BULACAN
CP FORM
3B:
SCENARIO GENERATION
FOR HUMAN INDUCED
HAZARD
School Disaster
CP FORM 3B: SCENARIO GENERATION FOR HUMAN-INDUCED HAZARD
(CAN BE CUSTOMIZED)
General Description of Event
No. of Affected Learners (Male, Female, IP, Muslim, PWD)
No. of Dead Learners (Male, Female, IP, Muslim, PWD)
No. of Injured Learners (Male, Female, IP, Muslim, PWD)
No. of Missing Learners (Male, Female, IP, Muslim, PWD)
No. of Affected Personnel (Male, Female,)
No. of Dead Personnel (Male, Female)
No. of Injured Personnel (Male, Female)
No. of Missing Personnel (Male, Female)
No. of Affected Non-Teaching Personnel (Male, Female)
No. of Dead Non-Teaching Personnel (Male, Female)
No. of Injured Non-Teaching Personnel (Male, Female)
No. of Missing Non-Teaching Personnel (Male, Female)

EFFECTS
Infrastructure
Non-infrastructure
Communication
Power/ Electricity
Transportation
Environment
Response Capabilities
Government Trust
Others_________
CP FORM 3B: SCENARIO GENERATION FOR HUMAN INDUCED-
HAZARD
LEVEL DESCRIPTION
the normal situation that can possibly occur based on typical security interventions
BAD
WORSE The most desirable situation that can possibly occur given the heightened
security interventions and counter-measures to address the threat. However,
the crisis may still occur because the effects of security interventions and
counter-measures are still uncertain.
WORST the more severe situation that can possibly to occur when all security
interventions and counter-measures are compromised
(CAN BE CUSTOMIZED)
General Description of Event A man under the influence of A group of people under the A group of people under the
alcohol takes place to disrupt influence of alcohol disrupt influence of alcohol/drugs
the ongoing classes on one the ongoing classes, and gain disrupt the ongoing classes,
building, and gain attention attention by creating fear and and gain attention by creating
by creating fear and chaos. chaos. Which lead for the fear and chaos. Which lead
Which lead for calling the attention of Police forces for the calling of attention of
attention of barangay tanod. Police forces and suspension
of classes
No. of Affected Learners (Male, Female, IP, Muslim, PWD) 1-30 learners 30 -100 learners 100-594 learners
No. of Dead Learners (Male, Female, IP, Muslim, PWD) 0-1 learners 1-10 learners 10 and above learners
No. of Injured Learners (Male, Female, IP, Muslim, PWD) 0-1 learners 1-10 learners 10 and above learners
No. of Missing Learners (Male, Female, IP, Muslim, PWD) 0 learners 1-10 learners 10 and above learners
No. of Affected Personnel (Male, Female,) 0-1 personnel 1-5 personnel 5 and above personnel
No. of Dead Personnel (Male, Female) 0-1 personnel 1-5 personnel 5 and above personnel
No. of Injured Personnel (Male, Female) 0-1 personnel 1-5 personnel 5 and above personnel
No. of Missing Personnel (Male, Female) 0 –personnel 1-5 personnel 5 ang above –personnel
No. of Affected Non-Teaching Personnel (Male, Female) 0-1 non-teaching personnel 1-3 non-teaching personnel 3 and above non-teaching personnel
No. of Dead Non-Teaching Personnel (Male, Female) 0-1 non-teaching personnel 1-3 non-teaching personnel 3 and above non-teaching personnel
No. of Injured Non-Teaching Personnel (Male, Female) 0-1 non-teaching personnel 1-3 non-teaching personnel 3 and above non-teaching personnel
No. of Missing Non-Teaching Personnel (Male, Female) 0-1 non-teaching personnel 1-3 non-teaching personnel 3 and above non-teaching personnel

EFFECTS
Infrastructure No effects No-effects No effects
Non-infrastructure No effects Few Chairs and tables were Several chairs and tables
destroyed were destroyed
Communication No effects No-effects No effects
Power/ Electricity No effects No-effects No effects
Transportation No effects No effects Roads near the impact areas

are impassable due to chaos
and debris pile up.
Environment No effects No effects No effects
Response Capabilities There is adequate number of security There is maximum security Security forces are unable to
forces to address the situation. presence for deterrence. contain the situation and
Target hardening measures require augmentation. Several
are medical and rescue teams are
optimized. deployed.
Government Trust Government trust is observed. Government trust is observed. People lose confidence on the
People are cooperative to the People are cooperative to the government. Higher
government. government. government authorities require
intervention
Others_________
IMPORTANT
No need to fill-up all fields. Only accomplish
those that are relevant. The fields can be
customized depending on the situation, as long as
it is agreed upon by the planners.
SCHOOLS
DIVISION
OF
BULACAN
CP FORM 4A.1:
AFFECTED
LEARNERS
School Disaster
CP FORM 4A.1: AFFECTED LEARNERS

SECTION NO. OF DISPLACED LEARNERS
LEARNERS NO. OF LEARNERS INSIDE NO. OF LEARNERS OUTSIDE REASONS FOR DISPLACEMENT
AFFECTED EVACUATION CENTERS EVACUATION CENTERS
TOTAL

1. Under “Affected Area/Location/ SECTION”, specify the area/location (such as
building location, Building No, room number) that will be affected by the hazard. 2.
Under “No. of Affected Learners”, estimate the number of individuals who will be
affected.
3. For the “Displaced Learners”, this will be accomplished primarily for School
CPs only and for hazards that will expectedly result to displacement.
Under “No. of Learners Inside Evacuation Centers” are those who are displaced and
temporarily moved to evacuation centers established by the LGUs/ School.
On the other hand, under “No. of Learners Outside Evacuation Centers” are those
who were displaced but did not stay in evacuation areas like taking shelter in their
relatives’ houses, etc.
Under “Reasons for Displacement”, indicate the factors that will lead to the
displacement of the learner affected.
SECTIONS NO. OF DISPLACED LEARNERS
LEARNERS NO. OF LEARNERS INSIDE NO. OF LEARNERS OUTSIDE REASONS FOR DISPLACEMENT
AFFECTED EVACUATION CENTERS EVACUATION CENTERS
KINDER 69 55 14 HOUSES ARE MADE OF

LIGHT MATERIALS
GRADE 1 101 89 12 HOUSES BUILD NEAR

WATER CANALS
GRADE 2 91 88 3 HOUSES ARE MADE OF

LIGHT MATERIALS

WATER CANALS
WATER CANALS

WATER CANALS

WATER CANALS
TOTAL 594 518 76

CP
FORM 4A.2:
AFFECTED
PERSONNEL
School Disaster
CP FORM 4A.2: AFFECTED PERSONNEL

AREA/ NO. OF DISPLACED TEACHING PERSONNEL NO. OF DISPLACED NON-TEACHING PERSONNEL
NO. OF NO. OF REASONS FOR NON NO. OF NON NO. OF NON REASONS FOR
LOCATION TEACHING
TEACHING TEACHING DISPLACEMENT TEACHING TEACHING DISPLACEMENT
PERSONNEL PERSONNEL PERSONNEL
TEACHING PERSONNEL OUTSIDE
AFFECTED INSIDE OUTSIDE PERSONNEL INSIDE EVACUATION
EVACUATION EVACUATION AFFECTED EVACUATION CENTERS
CENTERS CENTERS CENTERS
TOTAL

1. Under “Affected Area/Location”, specify the area/location (such as building
location, Building No, room number) that will be affected by the hazard. 2.
Under “No. of Affected Personnel”, estimate the number of individuals who
will be affected.
3. For the “Displaced Personnel”, this will be accomplished primarily for School
CPs only and for hazards that will expectedly result to displacement.
Under “No. of Personnel Inside Evacuation Centers” are those who are displaced
and temporarily moved to evacuation centers established by the LGUs/ School.
On the other hand, under “No. of Personnel Outside Evacuation Centers” are those
who were displaced but did not stay in evacuation areas like taking shelter in their
relatives’ houses, etc.
Under “Reasons for Displacement”, indicate the factors that will lead to the
displacement of the personnel affected.
AREA/ NO. OF DISPLACED TEACHING PERSONNEL NO. OF DISPLACED NON-TEACHING PERSONNEL
LOCATION TEACHING NO. OF NO. OF REASONS FOR NON NO. OF NON NO. OF NON REASONS FOR
PERSONNEL TEACHING TEACHING DISPLACEMENT TEACHING TEACHING TEACHING DISPLACEMENT
PERSONNEL PERSONNEL PERSONNEL OUTSIDE
AFFECTED PERSONNEL
INSIDE OUTSIDE INSIDE EVACUATION
EVACUATION EVACUATION AFFECTED EVACUATION CENTERS
CENTERS CENTERS CENTERS
DNCMS 17 0 0 None 5 0 0 All personnel

Bulihan, have secured
Plaridel, houses
Bulacan
TOTAL
SCHOOLS
DIVISION
OF
BULACAN
CP FORM 4B.1:
BREAKDOWN OF
AFFECTED
LEARNERS
School Disaster
CP FORM 4B.1: BREAKDOWN OF AFFECTED LEARNERS
AREA/ NO. OF BREAKDOWN
(FILL-UP ONLY WHEN APPROPRIATE)
LOCATI LEARNERS K- G3 G4-G6 SHS IP LEARNE MUSLIM ALS LEARNERS OTHERS
ON / AFFECTED LEARNERS RS LEARNERS
WITH
SCHOOL
DISABILITY
M F M F M F M F M F M F M F M F
TOTAL

1. Use CP Form 4B to specify the breakdown of the composition of the affected
learners
2. For every number of learners affected, provide data disaggregation. In the
absence of actual data, use estimates or percentages instead.
AREA/ NO. OF BREAKDOWN
LOCAT LEARNERS (FILL-UP ONLY WHEN APPROPRIATE)
IO N/ AFFECTED
K- G3 G4-G6 SHS IP LEARNE MUSLI ALS LEARNERS OTHERS
SCHOOL LEARNERS RS M
WITH LEARNE
DISABIL RS
IT Y
M F M F M F M F M F M F M F M F
DNCMS 308 286 171 174 137 112 0 0 0 0 1 0 0 0 0 0 None
TOTAL 308 286

CP
FORM 4B.2:
BREAKDOWN OF
AFFECTED
PERSONNEL
School Disaster
CP FORM 4B.2: BREAKDOWN OF AFFECTED PERSONNEL
AREA/ LOCATION NO. OF TEACHING NO. OF NON-TEACHING OTHERS
PERSONNEL AFFECTED PERSONNEL AFFECTED
M F M F
TOTAL
1. Use CP Form 4B to specify the breakdown of the composition of the affected

learners
2. For every number of learners affected, provide data disaggregation. In the
absence of actual data, use estimates or percentages instead.
AREA/ LOCATION NO. OF TEACHING NO. OF NON-TEACHING OTHERS
PERSONNEL AFFECTED PERSONNEL AFFECTED
M F M F
DNCMS 2 15 2 1 0
TOTAL 2 15 2 1 20
CHAPTER II. GOALS AND

OBJECTIVESGOAL
State the overall goal(s) of the contingency plan, or the end state that a contingency plan aims to achieve.
GENERAL OBJECTIVES
Enumerate the general objective(s) of the contingency plan to achieve the desired goal. The objectives must be stated
SMARTER. S – pecific: clearly and exactly presented or stated; precise or exact
M – easurable: an adequate or due portion is quantifiable
A – ttainable: capable of being achieved

R – ealistic: resembles real life; very much like in the actual setting
T – ime bound: a period of time is planned for a particular action
E – xtending: can be continued in a specific direction, distance, space or time
R – ewarding: recompenses effort; generates feeling of fulfillment
Note: In coming up with the goals and general objectives, the statements must be anchored to the policies enumerated in the
CP Guidebook as well as other relevant policies, rules and regulations. Furthermore, the goals and general objectives must be
humanitarian in nature, non-controversial and beneficial to all end user.
CHAPTER II. GOALS AND

OBJECTIVES A. GOAL
The goal of the contingency plan is to provide effective, efficient, timely
and well-coordinated response mechanisms in the event of the
occurrence of an earthquake in Don Nemencio Clemena Memorial
School Such mechanisms shall help to protect lives, properties and the
environment, and restore the immediate needs of the affected areas of
school.
B. GENERAL ONJECTIVES
• The general objectives of the contingency plan are as follows:
• To ensure the protection of lives and properties in the event
of earthquake in DNCMS;
• To determine the immediate needs and the resources that will
meet the needs in the event of earthquake;
• To establish coordination and linkages between and among the
stakeholders of Municipality of Plaridel in the event of the
earthquake.
RESPONSE
CLUSTER
• Health (Wash, Health, Nutrition and Psychological Services •

Protection and Security
• Logistics
• Search and Rescue and
Retrieval
• Emergency
Telecommunications
CP FORM
5:
CLUSTER
IDENTIFICATION
School Disaster
CHAPTER III. RESPONSE

ARRANGEMENTS CP FORM 5: CLUSTER
IDENTIFICATION
RESPONSE CLUSTER AGENCIES /OFFICES INVOLVED LEAD AGENCY
(NUMBER OF FIELDS CAN BE INCREASED OR REDUCED) /OFFICE
CP FORM 5: CLUSTER IDENTIFICATION
1. Under “Response Cluster”, list the organized Response Clusters that will
be required to address the needs that will be required by the worst-case
scenario. It is important to note that Response Clusters to be listed are
based on what the worst-case scenario demands
2. Under “Agencies/Offices Involved”, indicate the name of agencies/offices
involved in the CP process. Put a “check” mark under the name of
agency/office that will have a role to play for the corresponding Response
Cluster.
3. Under “Lead Agency/Office”, choose among the agencies/offices the
one that will act as the lead to supervise the cluster.
CHAPTER III. RESPONSE
ARRANGEMENTS CP FORM 5: CLUSTER
IDENTIFICATION
RESPONSE CLUSTER AGENCIES /OFFICES INVOLVED LEAD AGENCY
(NUMBER OF FIELDS CAN BE INCREASED OR REDUCED) /OFFICE
MUNICIP MHO MEO MSWD BDRR BHW SDRR

AL O MO M
SEARCH &
RESCUE
Health (Wash, Health, / / / SDRRM
Nutrition and
Psychological Services
/ / / / SDRRM
Protection and Security

/ / / SDRRM
Logistics
Search and Rescue / / / SDRRM
and Retrieval
Emergency / / / / SDRRM
Telecommunications

CP
FORM
6A:
RESPONSE
ACTIVITIES
School Disaster
Response Activities
CP Form 6A: Response Activities
TIMEFRAME (after the trigger)
RESPONSE ACTIVITIES
Note: Refer to DepEd Order No. 33 s. 2021, Enclosure 2.

CP FORM 6A: RESPONSE ACTIVITIES
1. Indicate the name of the Response Cluster on the above portion of the form.
2. Under “Timeframe”, specify the expected time for the Response Cluster to
initiate action.
3. Under “Response Activities”, specify the activities of the Response Cluster

that must be accomplished for the identified timeframe. The activities should
be sequential and should be stated as generic as possible
4. Under “Team/Committee”, determine the Team/Committee as members
of the Response Cluster that will be responsible for the needs and/or
activities. The members should have the adequate capacities and resources.
Response Activities
CP Form 6A: Response Activities
TIMEFRAME RESPONSE ACTIVITIES RESPONSIBLE TEAM/COMMITTEE
(after the trigger)
Within 1-12 hours • Settling all the learners to a safe place Security Team
• Conduct First Aid SDRRM Team/ Incident Commander
• Conduct Search and Rescue
Within 24 hours Logistic Team / SDRRM Team
• Monitoring and Reporting on the number of Family Reunification Officer
casualties
• Focus on Family Reunification, Activate EMT
(Emergency Management Team) SDRRM TEAM
• Assessment of damage cost by the hazard

Within 48 to 72 hours • Activate Communication lines Communication Officer
After 72 hours and onwards • Damage Assessment Logistic Team
Send Updated report to district and Division office
Coordinate with the concerned regarding SDRRM Team / School Principal

buildable area for TLS (Temporarily Learning
Areas)

CP
FORM
6B:
NEEDS AND
ACTIVITIES
INVENTORY
School Disaster
CP FORM 6B: NEEDS AND

ACTIVITIES INVENTORY
NEEDS ACTIVITIES RESPONSIBL TIMEFRAME
ARRANGEMENTS AGENCIES /OFFICES
TO MEET THE
NEEDS
The form shall indicate the needs, the activities that will meet the needs, the offices/agencies responsible and
timeline to address the needs before and during the actual situation.
CP FORM 6B: NEEDS AND

ACTIVITIES INVENTORY
NEEDS ACTIVITIES RESPONSIBL TIMEFRAME
ARRANGEMENTS AGENCIES /UNIT
TO MEET THE
NEEDS
PFA Trainings District /School Division Nurses July –August
Seminars/ Trainings /District/School
how to conduct PFA Health And Nutrition
for learners
ICS Training for all Division Seminars SDO August
Members of about Incident Bulacan/MDRRMO/
SDRRM Team Command System (ICS) PDRRMO/ Office of
the Civil Defenses
District Rescue Training about MDRRMO/District November – December
Olympics Basic Life Support Adviser

CP
FORM
7:
RESOURCE
INVENTORY
School Disaster
CP FORM 7: RESOURCE INVENTORY

RESOURCE INVENTORY
RESPONSE CLUSTER SEARCH, RESCUE AND RETRIEVAL
TEAM/COMMITTEE RESOURCE QUANTITY REMARKS
CP FORM 7: RESOURCE INVENTORY

1. Indicate the name of the Response Cluster on the above portion of the form. 2.
Under “Agency/Office”, specify the agency/office as member of the Response Cluster.
3. Under “Resource”, indicate the existing personnel, teams, vehicles or major

equipment that can be committed by the member of the Response Cluster.
4. Under “Quantity”, indicate the actual/existing number of the specific resource.
5. Under “Remarks”, provide other important information about the resource such
as location where it can be accessed, sub-classification of the resource, etc.
CP FORM 7: RESOURCE
INVENTORY RESOURCE INVENTORY
RESPONSE CLUSTER SEARCH, RESCUE AND RETRIEVAL

TEAM/COMMITTEE RESOURCE QUANTITY REMARKS
SDRRM TEAM SEARCH AND 2 Located at DRRM Room

RESCUE AND
RETRIEVAL
EMERGENCY EMERGENCY 2 Located at School Clinic
MEDICAL TEAM EQUIPMENT
FIRE CONTROL TEAM FIRE ESTINGUISHER 7 Every building is provided
with 1 fire extinguisher
BDRRM SERVICE VEHICLE 1 Located at Brgy. Hall
SCHOOLS DIVISION
OF BULACAN
CP
FORM 8:
RESOURCE
PROJECTION
School Disaster
CP FORM 8: RESOURCE PROJECTION

RESPONCE SEARCH AND RESCUE AND RETRIEVAL
CLUSTER
RESOURCE NEED HAVE GAPS ACTIVITIES/ COST SOURCE OF

(NEED – HAVE) SOURCES TO FILL ESTIMATES FUNDS
THE GAPS (FILL-UP ONLY WHEN (FILL-UP ONLY
APPROPRIATE) WHEN
APPROPRIATE)
CP FORM 8: RESOURCE PROJECTION 1.
Indicate the name of the Response Cluster on the above portion of the
form.
2. Under “Resource”, indicate the existing personnel, teams, vehicles or
major equipment that will be required for the operations. 3. Under
“Need”, determine the number of required resources in terms of quantity.
Project the number based on the expected duration for the Response
Cluster to operate, as indicated in CP Form 6.
4. Under “Have”, indicate how many resources are currently available.
Refer to CP Form 7.
5.Under “Gaps”, obtain the number of additional resources needed by the
Response Cluster to undertake the operation. To do this, get the
difference between the “Need” and the “Have”.
6. Under “Activities/Sources to Fill the Gaps”, specify where the
additional resources will be obtained
7. Under “Cost”, indicate the estimated amount needed to obtain the

additional resources. Fill-up this field only when applicable
RESPONCE SEARCH AND RESCUE AND RETRIEVAL
CLUSTER
RESOURCE NEED HAVE GAPS ACTIVITIES/ COST SOURCE OF

(NEED – HAVE) SOURCES TO FILL ESTIMATES FUNDS
THE GAPS (FILL-UP ONLY WHEN (FILL-UP ONLY
APPROPRIATE) WHEN
APPROPRIATE)
SEARCH AND 7 2 5 INCLUDED IN AIP AND 15,000.00 MOOE FUNDS

RESCUE AND FOR PROCUREMENT /DONATIONS
RETRIEVAL TEAM
EMERGENCY 2 0 2 INCLUDED IN AIP AND 5,000.00 MOOE FUNDS
EQUIPMENT FOR PROCUREMENT /DONATIONS
FIRE 10 8 2 INCLUDED IN AIP AND 4,000.00 MOOE FUNDS
ESTINGUISHER FOR PROCUREMENT /DONATIONS
SERVICE VEHICLE 1 0 1 DONATION / MOA - DONATIONS/MOA
WITH THE LGUs
TOTAL 24,000.00
SCHOOLS DIVISION
OF BULACAN
CP FORM
9:
RESOURCE GAP
SUMMARY
School Disaster
CP FORM 9: RESOURCE GAP

SUMMARYResource Gap Summary
RESPONSE CLUSTER TOTAL RESOURCE GAPS TOTAL COST ESTIMATE
CP FORM 9: RESOURCE GAP SUMMARY
1. On the first column, list all the Response Clusters.
2. Refer to the accomplished CP Form 8 for each Response Cluster and

determine the following:
❖ Total Resource Gaps

❖ Total Cost Estimates
IMPORTANT
If there are no costs required to obtain the resources for the
Response Cluster, no need to fill-up the “Total Cost Estimates”.
CP FORM 9: RESOURCE GAP
SUMMARYResource Gap Summary
RESPONSE CLUSTER TOTAL RESOURCE GAPS TOTAL COST ESTIMATE
SEARCH AND RESCUE AND 5 SEARCH, RESCUE AND 24,000.00
RETRIEVAL RETRIEVAL TEAM
2 EMERGENY EQUIPMENT
2 FIRE ESTINGUISHER
1 SERVICE VEHICLE

CP
FORM
10:
EMERGENCY
OPERATION CENTER
School Disaster
CP FORM 10: EMERGENCY OPERATION CENTER
LOCATION DON NEMENCIO CLEMENA MEMORIAL SCHOOL
CONTACT INFORMATION
Primary Alternate
Landline: 769-7033 Satellite Phone:0931-180-3504
Mobile: 0919-072-9911 Radio Frequency: 145.500MHz
Email Address: 105004donn@deped.gov.ph Others:
Social Media: Facebook: 105004 Don Nemencio Clemena Mem.
School Others:
EOC MANAGEMENT TEAM

POSITION NAMES AND AGENCY/ OFFICE/ CONTACT INFORMATION
(CUSTOMIZE AS APPROPRIATE) ORGANIZATION (PRIMARY AND ALTERNATE) (PRIMARY AND ALTERNATE)
EOC Manager MANNY R. VALERIO Mobile 0919-021-2012
AMELIA B. GARCIA Mobile 0919-021-2013
Operations Coordinator CYNTHIA S. CERVANTES Mobile 0919-021-2014
JENNIFER C. VILLASENOR Mobile 0919-021-2015
JOANA DANE A. OCZON Mobile 0919-021-2016
Planning Coordinator ARCHIE D. DAJAC Mobile 0919-021-2017
JOYCELYN R. FARAON Mobile 0919-021-2018
ROWENA M. SANTIAGO Mobile 0919-021-2019
Logistics Coordinator MARY ANN S. CERVANTES Mobile 0919-021-2020
MISCHELLE S. TALASTAS Mobile 0919-021-2021
JENIFER MELORIN Mobile 0919-021-2022
Finance/ Admin Coordinator MARK NOWEL DE CASTRO Mobile 0919-021-2023
Others___________
Others___________

Pcs Copy of CP TEMPLATE 2023

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Pcs Copy of CP TEMPLATE 2023

Uploaded by

Copyright:

Available Formats

SCHOOLS DIVISION OF BULACAN

(NAME OF SCHOOL AND SCHOOL

Plan for <HAZARD>

helper. Added information based from Census of 2008:

• Land area : 493 hectares

SCHOOLS DIVISION OF BULACAN

Earthquake 4 The lot of 3 Last major 4 2

Tropical Cyclone 5 Tropical 4 Previous tropical 4.5 1

Fire 3 Some of the 2 There are available 2.5 3

Human Indus 2 The area is 2 The school is well 2 4

Sample Rating Scale for Probability

Tropical Cyclone 5 Tropical cyclone 4 Previous tropical cyclone 4.5 1

Human Indus 2 The area is well 2 The school is well 2 4

SCHOOLS DIVISION OF BULACAN

Risk Reduction Management

ROOT CAUSES EARLY WARNING SIGNS TRIGGERING FACTORS EXISTING

CP FORM 2: ANATOMY OF THE HAZARD

5. Under “Existing Mitigating Measures”, describe the existing measures of the

CP FORM 2: ANATOMY OF THE HAZARD

CP FORM 2: ANATOMY OF THE HAZARD

No. of Affected Learners (Male, Female, IP, Muslim, PWD)

No. of Injured Learners (Male, Female, IP, Muslim, PWD)

No. of Missing Learners (Male, Female, IP, Muslim, PWD)

No. of Affected Teaching Personnel (Male, Female)

No. of Dead Teaching Personnel (Male, Female)

No. of Injured Teaching Personnel (Male, Female)

No. of Missing Teaching Personnel (Male, Female)

No. of Affected Non-Teaching Personnel (Male, Female)

No. of Dead Non-Teaching Personnel (Male, Female)

No. of Injured Non-Teaching Personnel (Male, Female)

No. of Missing Non-Teaching Personnel (Male, Female)

− Partially damaged CLs

− Damaged other infrastructures and

CP FORM 3A: SCENARIO GENERATION FOR

2. Under “Particulars” are the conditions to describe how the

CP FORM 3A: SCENARIO GENERATION FOR NATURAL

a severe situation that can possibly occur based on scientific information,

− Damaged WASH facilities

− Damaged other infrastructures and

General Description of Event

No. of Affected Learners (Male, Female, IP, Muslim, PWD)

No. of Dead Learners (Male, Female, IP, Muslim, PWD)

No. of Injured Learners (Male, Female, IP, Muslim, PWD)

No. of Missing Learners (Male, Female, IP, Muslim, PWD)

No. of Affected Personnel (Male, Female,)

No. of Dead Personnel (Male, Female)

No. of Injured Personnel (Male, Female)

No. of Missing Personnel (Male, Female)

No. of Affected Non-Teaching Personnel (Male, Female)

No. of Dead Non-Teaching Personnel (Male, Female)

No. of Injured Non-Teaching Personnel (Male, Female)

No. of Missing Non-Teaching Personnel (Male, Female)

CP FORM 3B: SCENARIO GENERATION FOR HUMAN-INDUCED HAZARD

Communication No effects No-effects No effects

Power/ Electricity No effects No-effects No effects

Transportation No effects No effects Roads near the impact areas

CP FORM 4A.1: AFFECTED LEARNERS

CP FORM 4A.1: AFFECTED LEARNERS

KINDER 69 55 14 HOUSES ARE MADE OF

GRADE 1 101 89 12 HOUSES BUILD NEAR

GRADE 2 91 88 3 HOUSES ARE MADE OF

GRADE 3 84 76 8 HOUSES BUILD NEAR

GRADE 5 91 67 24 HOUSES BUILD NEAR