Contingency Plan Tool Kit LINAO PS

Republic of the Philippines
Department of Education
REGION VIII
SCHOOLS DIVISION OF LEYTE
ENHANCEMENT OF CONTINGENCY PLAN
TOOL KIT
LINAO PRIMARY SCHOOL
AREA: V-B
DISTRICT: INOPACAN
SCHOOL ADDRESS: BRGY LINAO, INIOPACAN, LEYTE
SCHOOL ID: 121426
CLASSIFICATION OF SCHOOL: Mono-grade // Multi-grade Integrated
Stand-Alone
SCHOOL SIZE: / Small Medium Large Mega
LOCATION OF SCHOOL: POBLACION / BARRIO LAST MILE SCHOOL
/ Mountain side River side Coastal Road
side
Not applicable
Purpose:
o Ensure learner and Personnel Safety

o Minimize School Facilities Losses
o Ensure Continuous Learning and Work
Goal:
The goal of this contingency plan is to detail actions to be taken to reduce vulnerability, to
prepare for, respond timely and effectively to and to recover from the impacts of serious typhoons
affecting Tagbibi Elementary School. Such mechanisms shall be designed to protect children’s
right to safety and survival and to protect children’s right to educational continuity.
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TABLE OF CONTENTS
CHAPTER 1: BACKGROUND
A. Rationale of the Contingency Plan - - - - - - - - - - - - - - - - - -- - - - - - - - - -2
B. History of the School - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 3
C. School Site Plan ------------------------------- 4
D. Municipal Hazard Map - - - - - - - - - - - -- - - - - - -- - - - - - - - - - - - - - - - - 5
E. School Profile Information- - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - - 6
F. School Profile On Infrastructure And Non Infrastructure- - - - - - - - - - - - - -7
G. School DRRM Organizational Structure - - - - - - - - - - - - - - - - - - - - - - - - -8
H. Terms And Reference Of the DRRM Team - - - - - - - - - - - - - - - - - - - - - --9
CHAPTER II: HAZARD ANALYSIS
A. Know Your Disaster Scenario - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 11

B. Anatomy Of The Hazard - - - - - - - - - - - - - - - - -- - - - - - - - - - - - - - - - - - - -12
C. Scenario Generation - - - - - - -- - - - - - - - - - - - -- - - - - - - -- -- --- - - --- - - -14
CHAPTER III: RESPONSE MANAGEMENT
1. Contingency Plan Manual for Typhoon - - - - - - - - - - - - - - - - - - - -18-27

2. Contingency Manual For Landslide - - - - - - - - - - - - - - - - - - - - - - - - 28-34
3. Contingency Manual for Earthquake - - - - - - - - - - - - - - - - - - - - - - - 35-39
4. Resource Inventory - - - - - - - - - - - - - - - - - - - - --- - - - - - - - - - - - -40
5. Resource Projection - - - - - - - - - - - - - - - - - - - - - -- - - - - - -- - - - - -- 41
6. Hotlines / Directory - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - -- - - - - 42
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1 RATIONALE OF THE CONTINGENCY PLAN
Through the enactment of Republic Act No. 10121 otherwise known as the Philippine Disaster
Risk Reduction and Management Act of 2010 mandates to institutionalize and systematic process
of using administrative directives, organizations and operational skills and capabilities to
implement strategies, policies and improved coping capacities in order to lessen the adverse
impacts of hazards and the possibility of disaster.
With the implementation of the law, the Linao Primary School (LPS) of Inopacan, Leyte respond
to the call of the present time by committing itself to pursue prospective disaster risk reduction
and management activities that address and seek to avoid the development of new or increased
disaster risk.
Moreover, the School Contingency Plan is a realization that essential autonomy cultivates
responsibility on the part of ever units whereby it enables effective setting of pace and
institutionalization of necessary steps to be able to protect its ecology, school edifices, properties
and ultimately human lives of the teachers and learners.
HISTORY OF THE SCHOOL
Linao Primary School is one of the complete multi grade schools in Inopacan District and is
situated about one point five (1.5) kilometers away from town of Inopacan Leyte. The school is in
the heart of Baragay Linao. It has a total land area of 2,697 square meters. It bears the school ID
number 121426.
Inopacan Central School is its nearest public elementary school and Inopacan Parish Academy is
the nearest private school, both are about 1.5 kilometers away Linao Primary School. Its nearest
public junior and senior high school is Inopacan National High School at about 1.4 kilometers
distance and its nearest private junior high school and private high school is Inopacan Parish
Academy with 1.5 kilometers distance away from the school. The school can be reached by
jeepney, motorcycle and private vehicles. The land area is agricultural devoted to coconut, corn,
root crops, fruit trees and vegetables. The community folks mostly are engaged in farming while
the rest of them are into carpentry, labor, and driving “habal-habal” as their livelihood and source
of income.
The school is also situated by a hillside a wherein majority of the learners are from families of
farmers, laborers, and vendors. Majority belongs to families whose income is at poverty level.
Moreover, most of the students are recipient of the Conditional Cash Transfer or Pantawid
Pamilyang Pinoy Program or 4Ps.
It is a complete multigrade school and has a population of 68 pupils of two teachers and a
dedicated cluster head. It has three classrooms which need minor repair . All of these, the
teachers, School Head, the building, the land and the pupils make their way as parts of the plan.
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Linao Primary School is also one of the schools under DepEd Leyte Division which office is
accessible by van for three hours as it is 121.5 kilometer away from the school location.
The school is prone to natural hazards such as land slide, earthquake, tropical cyclones that
leave major damages and destruction in some buildings. The school was never being used as
evacuation center because it is situated in a landslide prone area.
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SCHOOL PROFILE INFORMATION
MALE FEMALE TOTAL
Total Number of Teaching

0 4 4
Personnel
Total Number of Non-Teaching

1 0 1
Personnel
Total Number of Enrollees 34 55 89
Total Number of Male Students 34 0 34
Total Number of Female Students 0 55 55
Total Number of IP Learners 0 0 0
Total Number of Muslim Learners 0 0 0
Total Number of Learners with
Disability 0 0 0
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SCHOOL PROFILE ON INFRASTRUCTURE AND NON-
INFRASTRUCTURE
Remarks
INFRASTRUCTURE Quantity (Functional/Non-
Functional)
Total Number of Buildings 3 Functional
Total Number of Classrooms 4 Functional
Total Number of Ancillary Rooms 0 Functional
Total Number of Toilets 4 Functional
Total Number of Handwashing Facilities 20 Functional
Total Number of Identified Evacuation
0 Functional
Rooms
Total Number of Gym/Multi-Purpose Hall 0 Functional
Remarks
NON-INFRASTRUCTURE Quantity (Functional/Non-
Functional)
Total Number of Computer Equipment 0 Functional
Total Number of Learning Materials 165 Functional
Total Number of Tables 10 Functional
Total Number of Chairs 85 Functional
Remarks
Other Non-Infrastructure Equipment: Quantity (Functional/Non-
Functional)
1. Laptop 2 Functional
2. projectors 2 Functional
3. television 0 Functional
4. Wifi 1 Functional
5. Bluetooth Speaker 3 Functional
6. Megaphone 1 Functional
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SCHOOL DRRM TEAM ORGANIZATIONAL STRUCTURE
CALVIN B. CABIA
CHIE
HELEN S. DADULA
DEPUTY CHIEF
PREVENTION/
PREPAREDNESS RESPONSE REHABILITATION
MITIGATION
COMMITTEE COMMITTEE COMMITTEE
COMMITTEE
HELEN S. DADULA JANET S.

ADELAIDA C. MEJIA MARJORIE V. POLLO
Information and COTILLAS
Transportation Logistics/Relief
communication Team Facilities
Mobilization Team Assistance Team
Assessment Team
JANET S. COTILLAS GORGE QUIBOY JOEL ESTELEMERA RIZA DELALAMON

Curriculum Monitoring Pre-disaster Safety and Security Psychosocial
Assessment Team Monitoring Team Team Processing Team
MARJORIE POLLO
PHEBE COSTANZA Curriculum
Medical Supply/Health Rehabilitation/Recovery
Team Team
ARMANDO PIAMONTE
Search and Rescue
Team
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TERMS OF REFERENCE OF THE DRRM TEAM
ROLES and CONTACT

DRRM TEAM EMAIL
RESPONSIBILITIES NO.
Calvin B. Cabia Chief 09058566785 calvin.cabia@deped.gov.ph
Helen S. Dadula Deputy Chief 09676156697 helen.dadula@deped.gov.ph
Helen S. Dadula Info./Com. Team 09676156697 helen.dadula@deped.gov.ph
Cur. monitoring janet.cotillas@deped.gov.ph
Janet S. Cotillas 09455594547
Assesment Team
Facilities Assessment janet.cotillas@deped.gov.ph
Janet S. Cotillas 09307676061
Team
Transportation adelaida.mejia@deped.gov.ph
Adelaida C. Mejia 09663640138
Mobilization Team
Joel Estelemera Safety and Security Team 09168779025 joel.estelemera.gov.ph
Medical Supply/Health phebe.costanza.gov.ph
Phebe Costanza 09307676061
Team
Logistics/Relief assistance marjorie.pollo@deped.gov.ph
Marjorie Pollo 09563794492
team
Psychological Processing riza.delalamon.gov.ph
Riza Delalamon 09665218981
Team
Curriculum marjorie.pollo@deped.gov.ph
Marjorie Pollo Rehabilitation /Recovery 09606635324
Team
Armando Piamonte Search and Rescue Team 09665218981 armando.piamonte.gov.ph
Amalia Dedal Barangay Captain amalia.dedal.gov.ph
Phebe Costanza BHW phebe.costanza.gov.ph
Riza Delalamon BhW riza.delalamon.gov.ph
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2 HAZARD ANALYSIS
Know Your Disaster Scenarios

Use this form to understand which hazards you’re exposed to. Follow these steps:
1. Review the common hazards below, and estimate the Impact and Likelihood values of each by encircling the
appropriate numbers beside them.
2. Use the matrix at the bottom of the page to guide your Impact and Likelihood ratings. These values may vary per
business.
3. Encircle the top priority hazard to plan for now, and take note of other high-scoring hazards you want to plan for
later.
2.5
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LIKELIHOOD IMPACT AVERAGE

HAZARD LIKELIHOOD+ RANK
RATE REMARKS RATE REMARKS IMPACT
2
Stay at
safe place.
Wear dry
Damage of and warm
school clothes.
Typhoon 4 Year-round 3 3 1
building and Keep
properties. yourself
updated on
the latest
news.
Drainage
and
Damage of irrigation
School systems
Flood 3 Year-round 3 building and 2.5 are not 2
properties enough to
especcciaaalll facilitate
ly learning the flowing
materials of water
during
heavy rains
Damage of
School
Fire 2 Year-round 3 building and 2 3
properties
especially
learning
materials
Damage of
School
earthquake 1 Year-round 3 building and 1 4
properties
especcciaaalll
ly learning
materials
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3 ANATOMY OF THE HAZARD
EXISTING
EARLY
TRIGERRING MITIGATING
HAZARD VULNERABILITY WARNING
FACTORS MEASURES
SIGNS
1. Annual inspection
and assessment of
buildings by the
Division Engineer
Typhoon Heavy rains, Presence of
with appropriate
Open space (location strong winds unstable
action of the
of school) and atmospheric
findings.
thunderstorm. pressure.
2. Use of MOOE
Fund for the
maintenance of
buildings.
1. Construction of
flood marker
Continuous heavy 2. Construction of
Weather
Low grounds and rains and absence drainage system
Floods Updates and
location of the school. of drainage 3. Tree-planting
Advisories
system. 4. Attend to
advisories and take
appropriate action.
1. Annual BFP
Inspection on
Overloading electrical wiring
Damage wire
Faulty Electrical Electrical sachets 2. Ue of MOOE fund
Fire connection
wiring Octopus to repair electrical
Connection wiring and
installation
Earthquake Old-structured school 1. Location of Volcanic or 1. Annual inspection

buildings fault line. tectonic and assessment of
2. Evidence of buildings by the
ground Division Engineer
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with appropriate
action of the
movements. findings.
3. Sea water 2. Use of MOOE
level changes Fund for the
maintenance of
buildings.
Learners and Lack of 1. Ground 1. Regular conduct
Personnel interest on the movements. of NSED
conduct of 2. Panic, injuries, 2. Conduct of
drills stampede and Unannounced
loss of life. Earthquake and Fire
Drills
3. Integration of
DRRM/CCA
Concepts on
lessons
4 SCENARIO GENERATION
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PARTICULARS BAD WORSE WORST

(can be customized) (Scenario 1) (Scenario 2) (Scenario 3)
50% of the school 50% of the school 100% of the school

Typhoon Storm Signal
buildings and non- buildings and non- buildings and non-
No. 3
infrastructure incur infrastructure incur infrastructure incur
minor damages. major damages. total damages.
70% of the school
20% of the school 30% of the school building is covered by
building and non area is flooded with water and learning
Flood infrastructure water , some of the materils were
incurred minor materials were damaged
damages already damaged
One building of the

10% of the school
Earthquake 10% of the school school collapsed
building collapsed
buildings have cracks
AFFECTED LEARNERS AND PERSONNEL

AFFECTED LEARNERS
Number of Learners Number of IP Number of Muslim Number of Learners
Learners Learners w/ Disability
Male Female Male Female Male Female Male Female
34 55 0 0 0 0 0 0
AFFECTED PERSONNEL
Number of Teaching Personnel Number of Non-Teaching Personnel
Male Female Male Female
0 4 1 0
5 RESPONSE MANAGEMENT
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RESPONSE RESPONSIBLE
HAZARD TIMEFRAME ACTIVITIES COMMITTEE/PERSONNEL
1. Information 1. School DRRM Coordinator
dissemination 2. School Head
Before 2. Identification of
Temporary
Learning Spaces
1. Assessment School Head and School DRRM
and validation of Team
school damages
(infrastructure and
non-infrastructure)
2. Gathering and
inventory of
Within 24 hours personnel and
learners
3. Identification of
immediate needs
of school and
personnel for
Typhoon immediate
assistance
Submission of School DRRM Coordinator
Rapid
Within 48 to 72
Assessment of
hours
Damages Report
(RADaR) 1, 2 & 3
1. Clearing School Head to be assisted by the
Operations and School DRRM Team
relief distributions
if necessary
2. Conduct of
After 72 hours Psychological
and onwards First Aid (PFA)
after disaster
3. Provision of
Temporary
Learning Spaces
Flood Within 24 hours School Head and School DRRM

. Assessment and Team
validation of
school damages
(infrastructure and
non-infrastructure)
2. Gathering and
inventory of
personnel and
learners
immediate needs
of school and
personnel for
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immediate
assistance
School DRRM Coordinator

Submission of
Rapid
Within 48 to 72
Assessment of
hours
Damages Report
(RADaR) 1, 2 & 3
1. Clearing School Head and School DRRM

Operations and Team
if necessary
2. Conduct of
Psychological
After 72 hours First Aid (PFA)
and onwards after disaster
3. Provision of
Temporary
Learning Spaces
Earthquake 1. Assessment School Head and School DRRM

and validation of Team
school damages
(infrastructure and
non-infrastructure)
2. Gathering and
inventory of
Within 24 hours personnel and
learners
immediate needs
of school and
personnel for
immediate
assistance
Submission of School DRRM Coordinator
Rapid
Within 48 to 72
Assessment of
hours
Damages Report
(RADaR) 1, 2 & 3
After 72 hours 1. Clearing School Head to be assisted by the
and onwards Operations and School DRRM Team
if necessary
2. Conduct of
Psychological
First Aid (PFA)
after disaster
3. Provision of
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Temporary
Learning Spaces
SCHOOL CONTINGENCY PLAN MANUAL FOR

TYPHOON
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Objectives
1. to ensure continuity and to protect the safety, health, and well-being of learners, teachers, and
Deped personnel amid the increase of typhoon signal warning
2. to support the school in mitigating the impact of an emergency associated with thw impact of
typhoon
3. To ensure DRR and CC- Gender responsive measures, sensitive to indigenous knowledge and
respect to human life.
4. To ensure the protection of lives and properties in the event of typhoon in Tagbibi Elementary
School in Brgy. Tagbibi , Hindang, Leyte
Purpose of Manual
This manual shall serve as a guide for schools in crafting and activating their contingency plan to
minimize the impact of flood on the school. This shall ensure continuity of learning in the event
that a member of the school community is injured or if a school suspension is needed due to flood
within or outside the school. The manual contains case scenarios that may affect the school
operations, and the necessary response of each stakeholder to prevent the injuries that may harm
the school community. It also contains strategies to reintegrate school operations to ensure a safe
learning environment in the schools. The response and strategies in this manual are the minimum
requirements for each school but may be enhanced to be culturally and geographically responsive
to the needs of the community. It is recommended to review and update the contingency plan
regularly and as the need arises
General Guidelines for Initial Response
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In the event that an individual in the school will be affected by a forecasted
typhoon, it is of utmost importance to promptly initiate an initial response. This swift action aims to
minimize or completely prevent any harm that may occur when the typhoon makes its impact on
the school community.
1. Coordinate Tasks
The emergence of any situation linked to a typhoon within the school can
lead to apprehension and unease among other members of the school community. In
anticipation of such events, it is the responsibility of the school principal to distinctly outline
the responsibilities of both teaching and non-teaching staff members, while also ensuring
that they receive the requisite training to enable seamless coordination of their actions.
The ensuing tasks for the response, which must be assigned by the school principal,
encompass the following:
a. Ensuring the upkeep of safety and health protocols as well as maintaining order
within the classrooms.
b.Engaging parents/guardians regarding the home-school agreements, which
includes discussing the designated pick-up times for their children in the event of
necessity.
c. Collaborating with local health authorities for effective coordination.
d.Preparing the necessary resources for conducting first aid and/or rescue
operations if they are deemed necessary
e. Designate a central communication hub within the school premises to
disseminate vital information and instructions.
2. Collect Information
A. Early Monitoring and Alert - Stay updated on weather forecasts and official alerts
issued by relevant authorities. Monitor the typhoon's progress and potential impact on
the school and its community.
B. Communication - Maintain open and clear communication channels among staff,
students, parents/guardians, and local authorities. Disseminate information regarding
the typhoon's status and the school's response plan.
C. Regularly share weather updates, safety guidelines, and evacuation instructions with
all members of the school community.
3. Safety, Health, Roles and Responsibilities
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A. Prioritize the safety and well-being of everyone in the school. Ensure that safety
protocols and health guidelines are in place and understood by all. If necessary,
conduct drills to practice emergency procedures.
B. Define specific roles and responsibilities for each staff member during a typhoon
situation. This includes teachers, non-teaching staff, administrators, and support
personnel.
4. Evacuation Planning, Documentation and Information Dissemination.
A. Identify safe evacuation routes and assembly points within the school premises.
Designate suitable shelter areas if evacuation becomes necessary.
B. Document all actions taken, communication exchanges, and notable incidents for post-
event analysis and improvement.
C. Regularly share weather updates, safety guidelines, and evacuation instructions with
all members of the school community. Maintain a clear chain of command for swift
decision-making and adapt responses based on the evolving situation.
5. Review and Improvement
A. After the typhoon event, conduct a thorough review of the initial response to identify
strengths, weaknesses, and areas for improvement in the future
Specific Scenarios
The scenarios delineate situations that could impact the school environment is listed down
below. Acknowledging the collective obligation of every participant to reduce and avert
potential harm and injuries during a typhoon incident, the measures that the school needs
to execute in collaboration with each participant are outlined within each scenario.
Summary of scenario
Scenario 1 A powerful typhoon is forecasted to approach the area where the school is
located. The school administration receives official advisories from
meteorological authorities regarding the typhoon's trajectory and intensity.
This happens when learners are already in school.
Scenario 2 A typhoon is rapidly approaching the vicinity of the school. The weather
forecast indicates a high likelihood of strong winds, heavy rainfall, and
potential flooding in the region. This happens when learners are already in
school.
Scenario 3 An approaching typhoon prompts the school to proactively plan for
potential disruptions to regular classroom activities and in-person learning
due to the expected severe weather conditions. This happens when
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learners are not in the school.
Scenario 4 The school is located in an area hit hard by a recent typhoon. Many
families in the school community are affected by the aftermath, including
damaged homes and limited access to basic necessities. This happens
after the typhoon and learners are not in school.
Scenario 1. A powerful typhoon is forecasted to approach the area where the school is
located. The school administration receives official advisories from meteorological authorities
regarding the typhoon's trajectory and intensity. This happens when learners are already in
school.
Involved Required Action
School Head  Is informed about the typhoon's approach through official

channels and other forms of platforms.
 Will disseminate information regarding the typhoon

intensity level.
School DRRM Team  Will assign non-teaching staffs roles related to
maintaining communication lines, tracking attendance,
and assisting with logistics.
 Will assign teaching staffs responsibility for keeping
students calm, informed, and secure within classrooms.
 The school sends out immediate notifications to parents
Parent and guardians via SMS, email, a dedicated emergency
communication app and/or other forms of messaging
platform.
Barangay  The school contacts local authorities to understand their
emergency response plans and resources available for
assistance.
LGU  The school uses its established communication channels
to provide regular updates on the typhoon's progress,
safety measures, and any changes to school schedules.
Health Unit/ Hospital  N/A
Scenario 2. A typhoon is rapidly approaching the vicinity of the school. The weather forecast
indicates a high likelihood of strong winds, heavy rainfall, and potential flooding in the region. This
happens when students are already in school.
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School Head  Is informed about the typhoon's approach through official channels and
other forms of platforms.
 Emergency meeting is convened with the school team to discuss the
situation
School  Will disseminate information regarding the typhoon intensity level.
 Will assign non-teaching staffs roles related to maintaining
communication lines, tracking attendance, and assisting with logistics.
DRRM Team  Will assign teaching staffs responsibility for keeping students calm,
informed, and secure within classrooms.
Parent  The school sends out immediate notifications to parents and guardians
via SMS, email, a dedicated emergency communication app and/or
other forms of messaging platform
Barangay  The school contacts local authorities to understand their emergency
response plans and resources available for assistance.
LGU  The school uses its established communication channels to provide
regular updates on the typhoon's progress, safety measures, and any
changes to school schedules.
Health Unit/  Alert
Hospital
Response Steps
1. Immediate Safety Measures:
a. As the typhoon intensifies, teachers quickly move students to safer, higher areas
within the school building to avoid flooding.
b. Emergency lighting is activated to ensure visibility despite power outages.
2. Communication and Reassurance:

a. The school head addresses students and staff, assuring them of safety measures
in place and that their well-being is the top priority.
b. Regular updates are provided to parents and guardians via social media and other
platforms.
3. Emergency Evacuation:
a. With floodwaters rising, the decision is made to evacuate students to a nearby
community center, which has been designated as a temporary shelter. In the
presence of 2 or more storied building, evacuate to the second or third floor.
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b. Teachers ensure that students are accounted for and safely transported to the
evacuation site.
4. Coordination with Authorities:

a. Information is shared about the number of students evacuated, any medical needs,
any special requirements and for possible rescue.
Scenario 3. An approaching typhoon prompts the school to proactively plan for potential
disruptions to regular classroom activities and in-person learning due to the expected severe
weather conditions. This happens when learners are not in the school.

 Emergency meeting is convened with the school team to
discuss the situation.
School DRRM Team  Will disseminate information regarding the typhoon intensity
level.
 Will assign non-teaching staffs roles related to maintaining
communication lines, tracking attendance, and assisting
with logistics.
 Will assign teaching staffs responsibility for keeping students
calm, informed, and secure within classrooms
Parent  The school sends out immediate notifications to parents and
guardians via SMS, email, a dedicated emergency
communication app and/or other forms of messaging
platform.
Barangay  The school contacts local authorities to understand their
emergency response plans and resources available for
assistance.
LGU  The school uses its established communication channels to
provide regular updates on the typhoon's progress, safety
measures, and any changes to school schedules.
Health Unit/ Hospital  Alert
Response Steps:
1. Advance Communication:
a. The school administration closely monitors weather forecasts and alerts.
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b. An announcement is made to parents, students, and staff about the possibility of
remote learning in case of typhoon-related disruptions.
2. Technology and Resources Check:
a. Teachers ensure that students are familiar with the online learning platforms and
tools that will be used during remote learning.
b. The school verifies that all students have access to necessary devices and a stable
internet connection.
3. Lesson Adaptation:
a. Teachers modify lesson plans to suit online delivery, considering engagement,
interactive activities, and students' varying internet capabilities.
4. Digital Communication Channels:
a. The school establishes clear communication channels, such as email and virtual
classrooms, to relay assignments, instructions, and schedules.
5. Parent and Guardian Support:
a. The school provides guidance to parents on how to assist their children with
remote learning, emphasizing the importance of structure and communication.
6. Frequent Updates:
a. Updates are provided on the typhoon's progress, school operations, and potential
return to in-person classes.
7. Flexible Scheduling:
a. Recognizing that households may face power outages or other challenges,
teachers offer flexibility in assignment deadlines and virtual meeting times.
8. Assessment and Feedback:
a. Teachers design assessments that can be completed remotely and provide timely
feedback to students on their progress.
9. Return to In-Person Learning:
a. Once the typhoon threat diminishes and local conditions permit, the school
transitions back to in-person classes while providing a smooth shift for students.
Scenario 4. The school is located in an area hit hard by a recent typhoon. Many families in the
school community are affected by the aftermath, including damaged homes and limited access to
basic necessities. This happens after the typhoon and learners are not in school.

 Emergency meeting is convened with the school team to
discuss the situation.
School DRRM Coordinator  Will disseminate information regarding the typhoon
intensity level.
 Will assign non-teaching staffs roles related to
maintaining communication lines, tracking attendance,
and assisting with logistics.
 Will assign teaching staffs responsibility for keeping
students calm, informed, and secure within classrooms.
Parent  Must get in touch with the school for further updates.
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Barangay  Will provide school assistance.
LGU  Will provide school assistance and other needs.
Health Unit/ Hospital  First aid kits, emergency supplies, and communication
equipment are checked and stocked.
Response Steps
1. Needs Assessment:
a. The school's administration, teachers, and volunteers conduct a thorough
assessment of the needs of affected students and their families.
2. Emergency Relief Supplies:
a. The school organizes a relief drive to collect essential supplies such as food, clean
water, clothing, blankets, and hygiene products.
3. Donation Collection Points:
a. The school designates specific areas where families and community members can
drop off their donations.
4. Collaboration with NGOs and Local Agencies:
a. The school partners with non-governmental organizations (NGOs), local
government agencies, and charitable groups to maximize assistance efforts.
5. Temporary Learning Spaces:
a. If the school building is damaged, temporary learning spaces are set up in safe
locations to ensure continuity of education.
6. Counseling and Support:
a. The school arranges for counselors and mental health professionals to offer
emotional support to students, families, and staff dealing with trauma.
7. Community Engagement:
a. The school coordinates clean-up and repair activities within the community,
encouraging students, parents, and staff to join in rebuilding efforts.
8. Fundraising Initiatives:
a. The school launches fundraising campaigns, involving students in creative and
meaningful ways to contribute to the relief efforts.
9. Long-Term Recovery Plans:
a. The school works with local authorities and community leaders to develop long-
term recovery plans, including rebuilding damaged infrastructure if there are
present.
10. Providing Information and Updates:
a. The school maintains open communication with parents, students, and the
community, providing updates on relief efforts and ongoing support.
11. Education Continuity:
a. As recovery progresses, the school ensures that students continue to receive
quality education by gradually transitioning back to regular classrooms.
Strategies to Transition Back to Regular Learning Modality
Page 26 of 48
REGION VIII
It is important to continue engaging learners in meaningful activities to ensure the
continuity of learning.
1. Safety assessment
 Ensure that the school premises are safe and structurally sound for students, staff,
and faculty to return.
 Inspect classrooms, buildings, and outdoor areas to address any damage caused
by the typhoon.
2. Emergency Cleanup and Repair:
 Mobilize maintenance staff and volunteers to clean up debris, repair damages, and
restore the learning environment.
 Prioritize critical areas to be repaired, such as roofs, windows, and essential
utilities.
3. Health and Wellness Focus:
 Prioritize the physical and emotional well-being of students and staff by offering
counseling services and creating a supportive environment.
4. Health and Wellness Focus:
 Implement a phased approach to returning to regular classes, allowing for different
grade levels or classes to return on different days if necessary.
5. Orientation and Acclimatization:
 Implement Provide orientation sessions to remind students of school rules,
emergency procedures, and expectations upon their return.
 Offer faculty development sessions to ensure teachers are prepared for the
transition.
6. Active Engagement Strategies:
 Design lessons that engage students and help them reconnect with their studies
after the break caused by the typhoon.
 Incorporate hands-on activities, discussions, and projects to reignite enthusiasm for
learning.
7. Communication with Parents and Guardians:
 Keep parents and guardians informed about the transition plan, safety measures,
and any adjustments to schedules.
Page 27 of 48
REGION VIII
8. Reflect and Learn:
 After the transition, reflect on the experience to identify successes and challenges,
which can inform future preparedness plans for similar disruptions.
Recovery Process Flow

School Head
( CALVIN B. Inform the
CABIA) report the parent/guardian
incident to RHU for of the learner.
Emergency
Assistance
Individual/s Injured
from Typhoon
The School DRRM The School DRRM TEAM

Coordinator ( conducts Safety Assessment and
HELEN S. submits a report to the School
DADULA) collect Head and recommend for safety
Apply First Aid if measures.
information, alert
somebody is
authorities and
trained.
submit report to the
Division DRRM
Coordinator
Page 28 of 48
REGION VIII
Communication Process Flow
Violeta B. Marvin Nicer

Calvin B. Cabia
Boldios
DRRM Helen S. Dadula Amalia Dedal

Team
Teachers Stakeholders Parents
Students
SCHOOL CONTINGENCY PLAN MANUAL FOR FLOOD

Page 29 of 48
REGION VIII
Objectives
 To ensure continuity and to protect the safety, health, and well-being of learners, teachers,
and Deped personnel amid the occurrence floods situation in schools.
 To support schools in mitigating the impact of an emergency associated with the flood.
Purpose of Manual
minimize the impact of the occurrence of floods on the school. This shall ensure continuity of
learning in the event that a member of the school community is affected or if a school suspension
is needed due to the impact of the occurrence of flood within or outside the school. The manual
contains case scenarios that may affect the school operations, and the necessary response of
each stakeholder to prevent the injuries that may harm the school community. It also contains
strategies to reintegrate school operations to ensure a safe learning environment in the schools.
The response and strategies in this manual are the minimum requirements for each school but
may be enhanced to be culturally and geographically responsive to the needs of the community. It
is recommended to review and update the contingency plan regularly and as the need arises.

In the event that the learners safety is at risk in the school due to disaster
occurrence, it is critical to have a timely initial response to ensure little to prevent injury among
other members of the school community.
1. Coordinate Tasks
Other members of the school community may feel worried and become uneasy if any
situation related to natural disaster (Flood) arises in the school. As a means of preparation,
the school head must clearly identify the role of each teaching and non-teaching personnel
and provide the necessary training for their actions to be well-coordinated. The following
are the tasks for the response that must be delegated by the school head;
a. Maintaining safety and health protocols and order in the classrooms

b. Engaging the parent/ guardian on the home-school agreements, including the
designated time of pick-up of their children, if a need arises
c. Coordinating to all Stakeholders (Parents, BLGU, LGU, MDRRMC,etc.)
d. Preparing the needed resources (e.g. emergency vehicle, etc)
2. Collect Infomation
Page 30 of 48
REGION VIII
To assist health authorities and the local government unit, the immediate responding
personnel or designated school DRRM teacher must collect the following information
about the individual who is affected.
a. Who: Name of the individual, gender, age, grade level or occupation, section
b. When: Date
c. Where: School name, school address, home address of the individual
d. What: injury experienced by the individual
e. How: Details on where or how the individual was injured
3. Contact authorities, other school personnel, families
All concerned stakeholders must be well-informed to avoid possible injuries and to guide
the school community in the necessary actions. In case there will be a need to transition to
an alternative learning modality.
a. Contact the identified health authority to cooperate regarding the appropriate action
measures or referral to the hospital if needed.
b. Contact other school personnel in case there will be a need to shift to an alternative
learning modality. A teacher must also be informed and guided.
c. Contact the family of the individual who was injured. The family must also be informed
regarding the actions that will be undertaken by the school.
d. Contact the families of all individuals in the school and inform them of the incident and
informed them the actions undertaken by the school.
Specific Scenarios
The scenarios specify those that may affect the school setting. Recognizing the shared
responsibility of each stakeholder in preventing injury caused by the occurrence of flood, the
action that must be undertaken by the school to coordinate with each stakeholder is listed in each
scenario.
Summary of Scenario
Scenario 1 Intense Rainfall for a Short Period of Time
Scenario 2 Rise and Over Flow of Water Level
Scenario 3 Flash Flood
Scenario 4 Catastrophic Flooding
Scenario 1.A . INTENSE RAINFALL FOR A SHORT PERIOD OF TIME (IN SCHOOL)
Page 31 of 48
REGION VIII
School Head  Issue school memorandum for class suspension in
reference to DO 37 s. 2022;
 Communicate to faculty on local class suspension;
 Seek authorization with District Supervisor, and;
 Endorse to Local Chief Executive.
School DRRM Coordinator  Monitoring of flood warning updates from PAGASA ;
 Recommend to school head for Immediate Class
Suspension, and;
 Activate the SDRRM team and CP for Flood.
Teachers  Account learner’s attendance prior sending home;
 Inform parents immediately by all means;
 Distribution of ADM materials to learners, and;
 Secure safe return of learners.
Parent  Report to school, and;
 Pick up their child/ren.
Barangay  Facilitate and assist learner’s safety specially those
learners living outside or distant from school, and;
 Provide transportation if possible.
LGU  Local chief executive issue executive order on class
suspension
MDRRMC  Alert
MSWD  NA
Health Unit/ Hospital  NA
Scenario 1. B .INTENSE RAINFALL FOR A SHORT PERIOD OF TIME (NOT YET IN SCHOOL)

reference to DO 37 s. 2022
 Communicate to faculty on local class suspension
 Seek authorization with District Supervisor
 Endorse to Local Chief Executive
School DRRM Coordinator  Monitoring of flood warning updates from PAGASA;
Cancellation, and;
Teachers  Announcement on suspension of classes through text or
messenger and official school page;
 Communicate to learners and parents the use of ADM,
and;
 Secure classrooms and school premises.
Parent  Facilitate the conduct of Alternative Delivery Mode
Barangay  Monitor and secure school premises
suspension
Page 32 of 48
REGION VIII
MDRRMC  Alert
MSWD  NA
Scenario 2. RISE AND OVER FLOW OF WATER LEVEL

Suspension, and;
Teachers  Inform learners and parents immediately by all means;
 Communicate to learners and parents the use of ADM,
and;
 Secure classrooms and school premises.
Parent  Facilitate the conduct of Alternative Delivery Mode.
Barangay  Monitor and secure school premises.
suspension/ cancellation
MDRRMC  Alert
MSWD  NA
Scenario 3. FLASH FLOOD

Suspension, and;
Teachers  Inform parents immediately by all means
MDRRMC  Quick response and ocular inspection to the community
MSWD  Alert
Page 33 of 48
REGION VIII
Health Unit/ Hospital  Alert
 Prepare for first aid to casualties
Scenario 4. CATASTROPHIC FLOODING

Suspension, and;
Teachers  Inform parents immediately by all means
MDRRMC  Send rescuers and other responders
MSWD  Provision of relief goods and disaster assistance
Health Unit/ Hospital  Alert
 Prepare for first aid to casualties
It is important to continue engaging learners in meaningful activities to ensure the continuity of

learning.
1. The school’s local hotline/help desk shall remain open for parents/guardians in need of
assistance in the distance learning of their child.
2. Teachers utilize social media platform to encourage parents/guardians in their role as
learning facilitators at home and to provide additional support to learners in their
independent study.
3. The school shall establish a cleaning and maintenance routine to ensure that all school
facilities are organized and functional
4. The school shall procure additional health equipment necessary to provide first aid to be
used if emergency occur.
5. For the first five school days, the first hour shall be devoted to the discussion/ facilitation of
modules related to climate change mitigation and adaptation, weather disturbances, and
disaster risk reduction and management by their respective classroom advisers or
designated teachers.
Page 34 of 48
REGION VIII
6. Provide Psychosocial First Aid or stress debriefing activity to learners upon resumption of
classes.
7. SDRRM team initiates capability building activities to teachers, learners, parents, and
other stakeholders year-round.
8. Parents, guardians and learning facilitators undergoes training on ADM orientation and
usage of the materials.
9. Communicate the contingency plan to teachers, learners, parents, and other stakeholders.
School Governing Council secures integration of contingency plan in policies, projects and
programs.
School Head
( Calvin B. Cabia) Inform the
report the incident to parent/guardian
RHU for Emergency of the learner.
Assistance
from Typhoon

Coordinator ( Helen conducts Safety Assessment and
S. Dadula) collect submits a report to the School
information, alert Head and recommend for safety
authorities and
somebody is
trained.
Division DRRM
Coordinator
Page 35 of 48
REGION VIII

Calvin B. Cabia
Boldios

Team
Students
Page 36 of 48
REGION VIII
SCHOOL CONTINGENCY PLAN MANUAL FOR
EARTHQUAKE
Objectives
- to ensure continuity and to protect the safety, health, and well-being of learners,
teachers, and Deped personnel in schools.
- to support schools in mitigating the impact of an emergency associated with the
earthquake phenomenon.
Purpose of Manual
minimize the impact of the occurrence of floods on the school. This shall ensure continuity of
learning in the event that a member of the school community is affected or if a school suspension
is needed due to the impact of the occurrence of flood within or outside the school. The manual
contains case scenarios that may affect the school operations, and the necessary response of
each stakeholder to prevent the injuries that may harm the school community. It also contains
strategies to reintegrate school operations to ensure a safe learning environment in the schools.
The response and strategies in this manual are the minimum requirements for each school but
may be enhanced to be culturally and geographically responsive to the needs of the community. It
is recommended to review and update the contingency plan regularly and as the need arises.

In the event that the learners safety is at risk in the school due to disaster
occurrence, it is critical to have a timely initial response to ensure little to prevent injury among
other members of the school community.
1. Coordinate Tasks
Other members of the school community may feel worried and become uneasy if any
situation related to natural disaster (Flood) arises in the school. As a means of preparation,
the school head must clearly identify the role of each teaching and non-teaching personnel
and provide the necessary training for their actions to be well-coordinated. The following
are the tasks for the response that must be delegated by the school head;
e. Maintaining safety and health protocols and order in the classrooms

f. Engaging the parent/ guardian on the home-school agreements, including the
designated time of pick-up of their children, if a need arises
g. Coordinating to all Stakeholders (Parents, BLGU, LGU, MDRRMC,etc.)
h. Preparing the needed resources (e.g. emergency vehicle, etc)
2. Collect Information
Page 37 of 48
REGION VIII
To assist health authorities and the local government unit, the immediate responding
personnel or designated school DRRM teacher must collect the following information
about the individual who is affected.
f. Who: Name of the individual, gender, age, grade level or occupation, section
g. When: Date
h. Where: School name, school address, home address of the individual
i. What: injury experienced by the individual
j. How: Details on where or how the individual was injured
3. Contact authorities, other school personnel, families

All concerned stakeholders must be well-informed to avoid possible injuries and to guide
the school community in the necessary actions. In case there will be a need to transition to
an alternative learning modality.
e. Contact the identified health authority to cooperate regarding the appropriate action
measures or referral to the hospital if needed.
f. Contact other school personnel in case there will be a need to shift to an alternative
learning modality. A teacher must also be informed and guided.
g. Contact the family of the individual who was injured. The family must also be informed
regarding the actions that will be undertaken by the school.
h. Contact the families of all individuals in the school and inform them of the incident and
informed them the actions undertaken by the school.
Specific Scenarios
The scenarios specify those that may affect the school setting. Recognizing the shared
responsibility of each stakeholder in preventing injury caused by an abnormal increase in heat
index, the action that must be undertaken by the school to coordinate with each stakeholder is
listed in each scenario.
Scenario 1 Earthquake magnitude 2.5 to 5.4 (open felt, but only cause minor damage)
Scenario 2 Earthquake magnitude 5.5 to 6.0 (slight damage to buildings and other
structures)
Scenario 3 Earthquake magnitude 6.1 to 6.9 (may cause a lot of damage in very
populated areas)
Scenario 4 Earthquake magnitude 7.0 to 7.9 ( may cause serious damage)
Scenario 1 EARTHQUAKE MAGNITUDE 2.5 TO 5.4 (open felt, but only cause minor damage)
School Head Call the clinic teacher to manage
School DRRM Coordinator Collect information and contact concerned individuals
Parent Report to school
Barangay Alert
LGU Alert
Health Unit/ Hospital NA
Page 38 of 48
REGION VIII
Scenario 2. EARTHQUAKE MAGNITUDE 5.5 TO 6.0 (slight damage to buildings and other
structures)
School Head Call the clinic teacher or School DRRM Coordinator to manage
and provide incident report to be submitted to the Division
DRRM Coordinator
School DRRM Coordinator Collect information and contact concerned individuals.
Barangay Call for assistance
LGU Alert
Health Unit/ Hospital Alert
Scenario 3. EARTHQUAKE MAGNITUDE 6.1 TO 6.9 (may cause a lot of damage in very
populated areas)
DRRM Coordinator
School DRRM Coordinator Collect information and contact concerned individuals
Barangay Provide Emergency Transport Vehicle
LGU Provide Emergency Transport Vehicle
Health Unit/ Hospital Alert
Scenario 4. EARTHQUAKE MAGNITUDE 7.0 TO 7.9 ( may cause serious damage)

DRRM Coordinator
School DRRM Coordinator Conduct CPR for negative pulse and breathing
Parent Must report to school and accompany the child
Barangay Provide Emergency Transport Vehicle
LGU Provide Emergency Transport Vehicle
Health Unit/ Hospital Ask Emergency Transport Vehicle and Medical Support
Page 39 of 48
REGION VIII
It is important to continue engaging learners in meaningful activities to ensure the
continuity of learning.
1. The school’s local hotline/help desk shall remain open for parents/guardians in need of
assistance in the distance learning of their child. Teachers may utilize this platform to
encourage parents/guardians in their role as learning facilitators at home and to provide
additional support to learners in their independent study.
2. The school shall establish a cleaning and maintenance routine to ensure that all school
facilities are organized and functional with good ventilation of rooms and offices.
3. The school shall procure additional health equipment necessary to provide first aid to an
individual getting injured or fractured.
4. For the first five school days, the first hour shall be devoted to the discussion/ facilitation of
modules related to earthquake phenomenon mitigation and adaptation, weather
disturbances, and disaster risk reduction and management by their respective classroom
advisers or designated teachers.
School Head
( Calvin B. Cabia) Inform the
report the incident to parent/guardian
RHU for Emergency of the learner.
Assistance
from Typhoon

Coordinator ( Helen conducts Safety Assessment and
S. Dadula) collect submits a report to the School
information, alert Head and recommend for safety
authorities and
somebody is
trained.
Division DRRM
Coordinator
Page 40 of 48
REGION VIII

Calvin B. Cabia
Boldios

Team
Students
Page 41 of 48
REGION VIII
RESOURCE INVENTORY
\ 6
TEAM/COMMITTEE RESOURCES QUANTITY REMARKS
Vehicle 1 In good condition
DRRM TEAM Spine Board 1 In good condition
First Aid Kit 2 Updated
Early Warning 1
Device (Public
Address System) Updated
Buzzer In good condition
1 but Non -
Functional
SCHOOL Megaphone In good condition
1 but Non -
Functional
Go Bag 1 Updated
First Aid kit 1 Updated
PPE robe 5 Updated
Fire Extinguishe 2 Empty/ Expired
Construction
Equipment
*hammer 1 In good condition

saw 1 In good condition
Community Chainsaw 1 In good condition
grasscutter 1 In good condition
7 RESOURCE PROJECTION
Page 42 of 48
REGION VIII
RESOURCES NEEDS HAVE GAPS Activities/Sources Cost Source of

(need- to fill the gaps Estimates Funds
have)
Oxygen Tank 1 0 1 Fund Raising 10,000.00 School Fund
Chain Saw 1 0 1 NA 6,000.00 MOOE
Go Bag 2 1 1 Fund Rasing 2,000.00 MOOE
Ladder 1 0 1 Fund Rasing 3,000.00 MOOE
Flashlight 3 0 3 Fund Rasing 2,000.00 MOOE
Whistle 2 0 2 Fund Raising 1,000.00 MOOE
50pcs.
Assrtd.for
Medicines 0 50 Fund Raising 1,000.00 MOOE
medical
purposes
PPE for
rehabilitation
A. Hand gloves 20 0 20 Fund Raising 2,000.00 School Fund
B. Hard Hat 5 0 5 Fund Raising 6,000.00 School Fund
TOTAL AMOUNT: 33,000.00 School

Fund/MOOE
Page 43 of 48
REGION VIII
8 HOTLINES OR DIRECTORY
Name of School: LINAO PRIMARY SCHOOL

School Address: Brgy. Linao Inopacan Leyte
Contact Number/Landline: 09464542484
Social Media Account: Linao Primary School
AGENCY/STAKEHOLDER/ ADDRESS CONTACT

PERSONNEL NUMBER
Calvin B. Cabia Poblacion, Inopacan Leyte 09177052119
Adelaida C. Mejia 09977746161
Personnel
Brgy. Linao Inopacan, Leyte

School
Janet S. Cotillas Brgy. Linao Inopacan, Leyte 09162285676
Helen S. Dadula Brgy. Linao Inopacan, Leyte 09464541484
Marjorie V. Pollo Brgy. Tinago, Inopacan, Leyte 09970757643

RESCUE Poblacion Inopacan, Leyte 09154666116
09859997592
POLICE Poblacion Inopacan, Leyte
09274668906
BFP Poblacion Inopacan, Leyte
09359411934
COAST GUARD Poblacion Inopacan, Leyte
09270817899
Poblacion Inopacan, Leyte 09202735733
RHU- Inopacan
Brgy. Captain Amalia Dedal Brgy. Linao Inopacan, Leyte
Riza Delalamon Brgy. Linao Inopacan, Leyte 09970146893

BHW
Phebe costanza Brgy. Linao Inopacan, Leyte 09164872691
School Disaster Risk Reduction and Management

Page 44 of 48
REGION VIII
Enhanced Contingency Plan 2023-2024
Prepared by:
HELEN S. DADULA
School Drrm Coordinator
Reviewed by:
CALVIN B. CABIA
School Head/ HT-III
Validated by:
CALVIN B. CABIA
District DRR M Coordinator
Concurred by:
VIOLETA B. BOLDIOS, EdD

District In Charge
Recommending Approval:
MARVIN NICER
Division DRRM Coordinator
Approved by:
MARIZA S. MAGAN, EdD,CESO V

Schools Division Superintendent
Page 45 of 48
REGION VIII
SIGNATORIES
Page 46 of 48
REGION VIII
Prepared by:
SCHOOL DRRM COORDINATOR
Reviewed by:
SCHOOL HEAD
Validated by:
DISTRICT DRRM COORDINATOR
Concurred by:
DISTRICT SUPERVISOR
Recommending Approval:
DIVISION DRRM COORDINATOR
Approved by:
SCHOOLS DIVISION SUPERINTENDENT
TEMPLATE FORMAT:
1. Portrait
2. A4 Bond Paper
3. Arial Font Style
4. 11 – Font size
Page 47 of 48
REGION VIII
Page 48 of 48

Contingency Plan Tool Kit LINAO PS

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Republic of the Philippines

LINAO PRIMARY SCHOOL

o Ensure learner and Personnel Safety

CHAPTER II: HAZARD ANALYSIS

A. Know Your Disaster Scenario - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 11

CHAPTER III: RESPONSE MANAGEMENT

1. Contingency Plan Manual for Typhoon - - - - - - - - - - - - - - - - - - - -18-27

HISTORY OF THE SCHOOL

Total Number of Teaching

Total Number of Non-Teaching

Total Number of Enrollees 34 55 89

Total Number of Male Students 34 0 34

Total Number of Female Students 0 55 55

Total Number of IP Learners 0 0 0

Total Number of Muslim Learners 0 0 0

Total Number of Learners with

HELEN S. DADULA JANET S.

JANET S. COTILLAS GORGE QUIBOY JOEL ESTELEMERA RIZA DELALAMON

TERMS OF REFERENCE OF THE DRRM TEAM

ROLES and CONTACT

Know Your Disaster Scenarios

LIKELIHOOD IMPACT AVERAGE

Earthquake Old-structured school 1. Location of Volcanic or 1. Annual inspection

PARTICULARS BAD WORSE WORST

50% of the school 50% of the school 100% of the school

One building of the

AFFECTED LEARNERS AND PERSONNEL

Male Female Male Female

Flood Within 24 hours School Head and School DRRM

School DRRM Coordinator

1. Clearing School Head and School DRRM

Earthquake 1. Assessment School Head and School DRRM

SCHOOL CONTINGENCY PLAN MANUAL FOR

General Guidelines for Initial Response

3. Safety, Health, Roles and Responsibilities

4. Evacuation Planning, Documentation and Information Dissemination.

5. Review and Improvement

Involved Required Action

School Head  Is informed about the typhoon's approach through official

 Will disseminate information regarding the typhoon

2. Communication and Reassurance:

4. Coordination with Authorities:

Involved Required Action

School Head  Is informed about the typhoon's approach through official

Involved Required Action

Strategies to Transition Back to Regular Learning Modality

Recovery Process Flow

The School DRRM The School DRRM TEAM

Communication Process Flow

Violeta B. Marvin Nicer

DRRM Helen S. Dadula Amalia Dedal

Teachers Stakeholders Parents

SCHOOL CONTINGENCY PLAN MANUAL FOR FLOOD

General Guidelines for Initial Response

a. Maintaining safety and health protocols and order in the classrooms

3. Contact authorities, other school personnel, families

Involved Required Action

Scenario 2. RISE AND OVER FLOW OF WATER LEVEL

Involved Required Action

Scenario 3. FLASH FLOOD

Involved Required Action

Scenario 4. CATASTROPHIC FLOODING

Involved Required Action