TANOLONG NATIONAL HIGH SCHOOL

300259

ABSTRACT
This Contingency Plan is
designed for the school’s
natural and unexpected
disaster preparedness, health
and safety and hazard
sensitivity for every school
learner and personnel. It
contains relevant data figures
and procedures for disaster
scenarios as they occur.

Armando C. Ceralde, EDD

Principal II

SCHOOL CONTINGENCY PLAN

SCHOOL DISASTER RISK REDUCTION AND
MANAGEMENT FOR NATURAL DISASTERS
 TABLE OF CONTENTS
Parts Page No.

PREFACE 3

CHAPTER I: Background 4

A. Introduction 4

B. Baseline Data of Infrastructures and Non-Infrastructures 5

C. Baseline Data of Learners 6

D. Baseline Data of Personnel 6

E. Objectives 7

F. Hazard Analysis 7

CHAPTER II. Capabilities and Vulnerabilities 8

A. Matrix of Capabilities and Vulnerabilities 9

B. Hazard Prioritization 14

C. Anatomy of the Hazard 15

D. Conflict Analysis 16

CHAPTER II. Response and Action Arrangements 17

A. Response Actions for Priority Hazards 17

B. Scenario Generation for Priority Hazards 17

C. Resource Inventory and Needs Projection 18

D. School DRRM Team 22

E. Implementing Partners 21

CHAPTER IV. Activation, Deactivation, and Effectivity 22

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 TABLE OF CONTENTS

Table 1 Baseline Data on School Structures 5

Table 2 Baseline Data on School Learners 6

Table 3 Baseline Data on School Personnel 6

Table 4 Historical Data Based on RADAR Reports 7

Table 5 Matrix of Capacities and Vulnerabilities and Key DRRM Measures 9

Table 6 Hazard Prioritization Result 14

Table 7 Anatomy of the Hazard 15

Table 8 Conflict Analysis 16

Table 9 Scenarios 17

Table 10 Human Resources 18

Table 11 Equipment 19

Table 12 Learning Resources 20

Table 13 School DRRM Team Composition and Responsibilities 20

Table 14 Implementing Partners of Tanolong NHS 21

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 PREFACE

This Contingency Plan has been designed to provide a basic contingency manual in order
to address school emergencies and minimize the effect of the disaster and its emerging emergencies
as they occur. While this guide does not cover every conceivable situation, it does supply the basic
guidelines necessary to cope with most school calamities. The policies and procedures described
herein are expected to be followed by all school DRRM team whose responsibilities cover the
operational procedures found in this guide. School emergency operations will be conducted within
the framework of the school premises guidelines. Any exceptions to those crisis management
procedures will be implemented as it deems necessary upon the approval of the School DRRM
Team which shall decide at the shortest possible time. This contingency plan is provided for those
who may need to respond to an emergency situation. A list of emergency contingency plan is made
available to all school personnel and student leaders. The head of the school is responsible in
keeping these plans and policies up to date.

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 CHAPTER 1
Background

A. Introduction

Bayambang, officially the Municipality of Bayambang, is a 1st class municipality in the province
of Pangasinan, Philippines. According to the 2020 census it has a population of 129,011. It previously
included the municipalities of Bautista, Alcala, Santo Tomas, Rosales, Paniqui, Gerona and Camiling. It
was founded in the 16th century by Agalet, an Aeta.

Bayambang is the former seat of the 5th Capital of the Revolutionary Philippine Republic. It
celebrates its Malangsi Fishtival (1st week of April, "Kalutan tan Gayaga ed Dalan"). Bayambang is the
seat of the Pangasinan State University and the Colleges of Nursing and Education.
Bayambang is proposed to become the 5th city in the province of Pangasinan. An approved resolution
unanimously passed by the members of the Municipal Board and the office of Pangasinan 3rd District filed
a bill in Congress for the enactment of a Republic Act (RA) converting the municipality into a component
city of the province. Wikipedia

Tanolong National Hugh School is located at the northwest of Bayambang town proper
approximately 7 kilometers away. In the heart of barangay Tanolong stands Tanolong National High School
bounded by Bical in the east, and going round clockwise are Sancagulis, Inirangan, Idong, Sanlibo, Maigpa,
and Tococ. The school began its operation in the year 1974 adjacent to Tanolong Elementary School and
eventually move to its new location towards west about 2 kilometers further. It occupied a farm land of
about 2,500 sq. meters during its early years until 2015 when it has acquired its adjacent farm land of the
same land area. Tanolong National High School has now a land area of approximately 5,000 sq. meters
enclosing 16 classrooms, 6 offices/laboratory/utility rooms, and other structures such as a stage and comfort
rooms. A 4-storey 8 classroom building, one 2-storey 4 classroom building, one SMAW workshop building
among the newest infrastructures stands in it. Its remaining buildable space reserves one more 4-sorey 8
classroom building which was already programmed by the DPWH in 2018. The school accommodates
integrated junior and senior high school with a total population of 601 as of school year 2022-2023. It offers
TVL specializations in Senior High School based on initial survey and thorough analysis that is realized to
be Computer Systems Servicing (CSS) and Shielded Metal Arc Welding (SMAW). However, the school
has submitted its intention to offer HUMMS academic strand to address the issue of decreasing enrolment
in Grade 11 due to strand choices. The school is headed by a Principal II position with 19, JHS teachers, 7
SHS teachers, and 3 Utility Workers.

The school’s baseline data on infrastructures, learners, and personnel are shown below. Please refer
to Tables 1.A to 1C as follows:

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 B. BASELINE DATA OF INFRASTRACTURES AND NON-INFRASTRUCTURES

Table 1.
Baseline Data on School Structures

INFRASTRUCTURE NON-INFRASTRUCTURE
No. of Classrooms No. of Furniture

No. of Blackboards
Source of Funding
Year Constructed

Current Status of

Computerization
Type of Building

No. of Learning
Package (DCP)
Non-instructional
(Academics/Non-

Teacher’s Chair
No. of DepEd

Teacher’s Table
Instructional

Resources
Building

Arm Chair
academics)
rooms

rooms

Chair
Desk
Other 1990 Congressional Major Academic 5 97 4 60 4 2
Building I Initiative Repair
Other 2013 DepEd National Minor Non- 1
Building II Funded Repair Academic
(Toilet
Room)
Other 1997 Congressional Minor Academic 1 2 38
Building III Initiative Repair
FVR 2000 1998 Other National Minor Academic 1 3 69 2 2 12,3
Building Agency Funded Repair 11
Arenas 2009 Congressional Major Academic 2 25 1 1
Building Initiative Repair
Arenas 2010 Congressional Major Academic 2 24 1 1
Building Initiative Repair
Arenas 2011 Congressional Minor Academic 1 2 25 54 2 2
Building Initiative Repair
DepEd 2019 DepEd National Minor Academic 10 30 16 170 340 8 8 430
Standard Funded Repair
School
Building
DepEd 2016 DepEd National Minor Academic 5 41 8 89 4 10 6 13 5,93
Standard Funded Repair 7
School
Building
Shielded 2017 DepEd National Minor Academic 1 2 27 4 2 2
Metal Arc Funded Repair
Welding
NCII
Building

Table 1 above records the data and information on all infrastructures from buildings to classrooms.
The school consists primarily of 10 buildings, composed of classrooms, offices, laboratories, and, clinic,
canteen, and other utility rooms. It also shows the building types, the year of construction, status of each
building as well as the usage of rooms. It also provides information on the number of non-infrastructures
available in each room.

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C. BASELINE DATA OF LEARNERS

Table 2.
Baseline Data on School Learners

The table below enumerates the current school population of learners from Grade 7 to Grade 12
for a total of 599 high school learners.

Number of Learners (as of October 2022)

Number of Learners with Disability
Grade Others
Male Female Total Visually Hearing Learnng Intellectual
Level (Please
Impaired Impaired Disability Disability
specify)
7 45 43 88 N/A N/A N/A N/A N/A
8 54 55 109 N/A N/A N/A N/A N/A
9 67 58 125 N/A N/A N/A N/A N/A
10 66 55 121 N/A N/A N/A N/A N/A
11 61 38 99 N/A N/A N/A N/A N/A
12 38 19 57 N/A N/A N/A N/A N/A
Grand
331 268 599 N/A N/A N/A N/A N/A
Total

D. BASELINE DATA OF PERSONNEL

Table 3.
Baseline Data on School Personnel

Number of Personnel (as of October 2022)

Teaching Personnel Non-Teaching Personnel
No. of Person with Disability No. of Person with Disability
Female
Female

Total
Male
Total
Male

Others Others
Visually Hearing Visually Hearing
(Please (Please
Impaired Impaired Impaired Impaired
specify) specify)
8 16 26 none none none 3 0 3 none none none

Table 3 provides information as to the number of school personnel with no disabilities. There are
26 teachers and 3 utility workers.

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 E. OBJECTIVES
This 2022-2023 Contingency Plan covers Tanolong National High School under Region I –
Schools Division Office I of Pangasinan. It focuses on Tropical Cyclone as a priority hazard of the school
This Plan aims to prepare and protect the school, the personnel and the learners from any hazard or risk
especially flash floods and earthquakes. The following are the general objectives of this plan:

 Ensure the safety of all students, teaching and non-teaching personnel at the school site.
 Protect vital information and records
 Secure school sites and facilities
 Safeguard and make available vital materials, supplies and equipment to ensure the safety and
recovery of records from predictable disasters
 Reduce the risk of disasters caused by natural calamities, human error, deliberate destruction,
and building or equipment failures
 Be better prepared to recover from a major natural catastrophe
 Ensure the organization's ability to continue operating after a disaster

F. HAZARD ANALYSIS
Based on the following table, there were already three (3) tropical cyclones that came across
Tanolong National High School since August 2022. The school recorded no damages on both
infrastructure and non-infrastructure. However, learners and school personnel were advised not to report
to school as a result of the suspension of classes.

Table 4.
Historical Data Based on RADAR Reports

Affected
Populatio Effects on

Estimated Total Cost Damage

n

Other Effects/Damages
Infrastructure Non-Infrastructure
Date of Occurrence
Type of Incident
Incident Name

Computerization Project
No. of Damaged School
No. of Damaged DepEd

No. of Damaged School

No. of Personnel
No. of Learners

Resources
Furniture
Totally

Totally

Totally
Minor

Minor

Minor
Major

Major

Major

Typhoon Tropical Aug- 601 26 0 0 0 0 0 0 0 0 0 0 0 0 P 0.00 Classes

Florita Storm 22 Suspende
d
Typhoon Tropical Sep- 601 26 0 0 0 0 0 0 0 0 0 0 0 0 P 0.00 Classes
Karding Storm 22 Suspende
d
Typhoon Tropical Oct-15 601 26 0 0 0 0 0 0 0 0 0 0 0 0 P 0.00 Classes
Neneng Storm Suspende
d
Remarks: Data is based on historical RADaR reports and other official documents

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Instructions:
This template should be accomplished by the SDRRM Team and School Head.
 Incident Name - specific name of the hazard or disaster (e.g. TY Ompong, TD
Ineng,Magnitude 6.5 Earthquake in San Julian, Eastern Samar).
 Type of Incident - choose among the following: Tropical Cyclone, Armed Conflict, Fire,
Landslides, Earthquake, Volcano Eruption, Others (please specify)
 Date of Occurrence - specific date when the incident happens.

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 Chapter II
Capabilities and Vulnerabilities
Table 5 outlines the school’s DRRM programs and activities which are the capacities of the
school in addressing gaps and vulnerabilities. Each gaps/vulnerabilities are aligned to a specified
capacity.

A. MATRIX OF CAPABILTIES AND VULNERABILITIES

Table 5
Matrix of Capacities and Vulnerabilities and Key DRRM Measures

Key Areas for

Details Capacities Gaps Vulnerabilities
Preparedness
Risk 1. Understanding of 1. Identifying Geo- Prone to strong Prone to strong
Understanding Hazards and its Physical Characteristics typhoon due to its typhoon due to its
characteristics - topographical location. topographical location.
1.1. Geographical
Location of TNHS in the
Municipality of
Bayambang, Pangasinan
1.2 Land & Water Area
1.3 Topography
2. School Population
(Demography)
3. Training of Teachers
2. Conduct of Risk Student-Led Watching, Non-safety compliant Non-safety compliant
Assessment BFP Results (safety buildings and buildings and
survey) structures structures
3. Planning and SDRRMC meetings
undertaking actions based
on risk assessment results
Contingency 1. Contingency Plan 1. Gathering of Provision of school- Provision of school-
Plan and Historical Data, Baseline based typhoon based typhoon
Dissemination Data from EBEIS monitoring facility like monitoring facility like
2. Posting the Tanolong Computer unit with Computer unit with
NHS Evacuation direct online direct online
Plan/Vicinity Map connection to connection to
during typhoon PAGASA PAGASA
3. Discussion and
dissemination of the plan
by the SDRRM Team
during PTA assemblies,
SSG Meetings, General
Faculty Meetings
2. IEC Posting of posters and Not all have internet Not all have internet
communication through connection connection

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 school group page,
educational videos
Communication 1. Understanding of Early Warning System , Power Interruption, Power Interruption,
advisory including Social Media, IEC poor internet poor internet
warning signals access/connection access/connection
2. Understanding and DRRM videos, Posting Different interpretation Different interpretation
implementation of DO 21 of Emergency Hotlines on the implementation on the implementation
s.2015 In every classroom & of DO 21 s. 2015 of DO 21 s. 2015
school offices, Joining
group chats, use of social
media, facebook page,
etc. for submission of
reports/needed data
observing protocols
3. Equipment buzzer/alarm system, Inadequate Inadequate
cellphones, sound communication communication
system equipment equipment
Coordination 1. Division Office Coordinate with the poor internet access poor internet access
SDO1 Pangasinan during disasters during disasters
DRRM
Coordinator/PDO II,
Mam Sherry Lyn Orajlo,
for DRRM updates and
submission of data on
enrolment & personnel
2. P/M/CDRRMC Coordinate with the busy hotline busy hotline
BDRRM and MDRRM
Coordinators, DRRM
updates and activities,
and asking for
immediate rescue &
response during disasters
3. LGUs Coordinate with the Late release of Late release of
Municipal Mayor & the Advisories/Information Advisories/Information
MDRRMC Coordinator Dissemination from Dissemination from
for DRRM updates and LGU especially on LGU especially on
activities, suspension of Official Classes Official Classes
classes Suspension during Suspension during
disasters disasters
4. Partners Coordinate with the Lack of Manpower Lack of Manpower
School PTA, BFP, PNP,
& other agencies for
related activities and
needed assistance
5. DepEd CO Coordination thru Slow info Slow info
channel/protocols dissemination due to dissemination due to
poor internet poor internet
connection/technical connection/technical
problem problem
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Monitoring 1. Monitoring of Observance of National CP is not executed as CP is not executed as
preparedness/contingency Disaster Consciousness planned planned
plan of school Month and updating of
the management plan of
the school related to
DRRM
Evaluation of the
implemented plans, to
update whenever
possible
2. Monitoring of hazard Posters on Disaster Ignorance of the Ignorance of the
situation, including Preparedness & posted Emergency posted Emergency
communicating with Emergency Hotlines are Hotlines (not saved on Hotlines (not saved on
school officials, posted in offices for phone phone
district/division office keeping communication contacts/directory) contacts/directory)
and LGU line active
3. Monitoring RADaR Ocular inspection during poor internet poor internet
completion, validation and after the access/connection access/connection
and disaster/calamity for during disasters during disasters
submission to Central validation of damages in
Office school for submission of
RADaR report to our
Division DRRM
Coordinator
4. Monitoring of conduct clean-up drive, uncooperative parents, uncooperative parents,
implementation of psychosocial support, student victims tend to student victims tend to
support stress debriefing, make- lose hope lose hope
for learning continuity up classes, provision of
first aid/emergency kits,
conduct
ADM(alternative
Delivery Mode for
student victims
5. Tracking of Learners
and personnel
6. Transportation Motorized Banca The bancas are not The bancas are not
available during available during
typhoon. typhoon.
Convergence 1. Interface among Coordination & lack of cooperation lack of cooperation
offices within the school collaboration with the from other teachers from other teachers
office of the Principal,
Supply Officer, Physical
Facilities Coordinator,
Curriculum Grade Level
Chairmen, PTA & SSG
Officers,
2. Existence of DRRM Regular Conduct of Other SDRRM Team Other SDRRM Team
Team Meetings of the Members are not Members are not
SDRRM Team cooperative cooperative
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 3. Command System
4. Twinning with other
divisions
Support for 1. Implement and
Learning monitor Temporary
Continuity Learning Spaces (TLS)
2. Buffer stocks for
learning materials
3. Alternative Delivery
Modes
4. Psychosocial Support
5. Emergency School
Feeding
6. Learner's Kits
7. Teacher's Kits
8. Hygiene kits
9. Provision of Water
Sanitation and Hygiene
services
10. Updated
disaggregated data on
learners and master list of
students in school and
Communication line is Technical problem on Technical problem on
active from the principal the alarm system that the alarm system that
down to the teachers & sometimes it can't be sometimes it can't be
SPG/SSG Officers heard from other heard from other
Awareness on the use of buildings buildings
alarm system/warning
signal
School Gymnasium can Uncomfortable space Uncomfortable space
be used as TLS for learning because for learning because
it's hot during sunny it's hot during sunny
days & it is an open days & it is an open
space space
Insufficient learning Insufficient learning
materials. materials.
Modules are made Lack of moral support Lack of moral support
available for affected from parents from parents
students
Guidance & Counselling Inadequate Guidance Inadequate Guidance
sessions, Stress Counselors Counselors
debriefing, Home
Visitation
The School Canteen the fund may not be the fund may not be
Funds can be used for enough for great enough for great
Emergency School number of locally number of locally
Feeding displaced disaster displaced disaster
victims victims
Donation of school The bags are not The bags are not
bags/supplies to less durable and incomplete durable and incomplete
fortunate learners by the school supplies. Some school supplies. Some
LGU students are choosy & students are choosy &
they don’t want to use they don’t want to use
the generic/unbranded the generic/unbranded
materials materials
Provision of Inadequate supply for Inadequate supply for
instructional materials to the whole year the whole year
teachers by the school
administration.
Provision of proper hand The learners are not The learners are not
washing to the learners. prioritizing prioritizing
handwashing. handwashing.
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 alternative learning
schools (ALS)
11. Clean up drives
12. Signed memorandum
of agreement (MOA)
with private enterprises
for emergency purchase
Support for 1. Signed memorandum
Schools Used as of agreement (MOA)
Evacuation between LGU and school
Center on the use of schools as
evacuation center
including the roles and
responsibilities of both
institutions;
2. Repair, maintenance
and replacement of
schools identified as
evacuation center by the
LGU
3. Resumption Strategies
including assessment of
readiness of the schools
4. Establish functional
referral pathways to
respond to child
protection concerns using
the existing PNP and
DSWD operational
guidelines
5. Feedback mechanism
to report gaps in the
delivery of services,
grievances and other
needs to improve
education interventions
6. Twinning of schools
for teacher-volunteers for
deployment in the
affected schools that need
additional volunteers
7. LGUs preposition
additional Temporary
Learning Spaces (TLS)
Drills 1. Regular conduct of Earthquake and Fire Most of the students
drills Drill are not serious.
Not all can swim
2. Existence of protocols Emergency Hotline, Malfunctioning of the
– command system, Evacuation & Vicinity alarm system
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 evacuation route, safe
place, family
reunification
3. Coordination with and
participation of parents,
relevant agencies and
partners during drills
Fund Sources
Map/Plan/Route are (unexpected technical
posted in the Campus problem)
and in all classrooms &
Offices. Functional
Alarm System is existing
Proper Orientation on Lack of cooperation
the Conduct of the Drill from some of the
to the students & the students and the
employees teachers
Communication
Letters/SMS are sent to
the PTA, PNP,BFP,
MDRRMC & SDRRMC
& messages through
group chats of students
& teachers for the
conduct of the Drill

Instructions:
This template should be accomplished by SDRRM Team with the School Head. Each item should include brief
explanation of the school current activities or programs.
 Capacities - include the strengths, attributes and resources available within school to manage and reduce disaster
risks and strengthen resilience.
 Gaps - challenges and/or problems encountered by the school that affects the capacity to respond during
emergencies.
 Vulnerabilities - it can be determined by physical, social, economic and environmental factors or processes which
increase the susceptibility of an individual, a community, assets or systems to the impacts of hazards.

B. HAZARD PRIORITIZATION
It can be gleamed in Table 6 below that tropical cyclone is the top priority calamity being
watched for in the school because there is not much a record of the other calamities in the past. This is
followed by flood because when tropical cyclone occurs, there is much possibility that it carries along
voluminous amount of water which fills the school area. This is because the school is located in a farm
land.

Table 6
Hazard Prioritization Result

Probability Impact Average

Hazard Certificate Rank
Rate Remarks Rate Remarks
(P + I) / 2
TROPICAL
5 1 NO DAMAGE 3 1
CYCLONE
ARMED
1 1 NO DAMAGE 1 5
CONFLICT
FLOOD 4 1 NO DAMAGE 2.5 2
FIRE 3 1 NO DAMAGE 2 3
EARTHQUAKE 2 1 NO DAMAGE 1.5 4

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Instructions:
This template should be accomplished by the SDRRM Team with the School Head.
 Hazard - List all the possible hazards that may affect your schools and divisions. (e.g. flood, tropical cyclone, armed
conflict, fire, earthquake, etc.)
 Rate the probability using the below scale. Indicate the important details on hazard occurrence in the Remarks Column.
 Average - calculate by adding probability and impact and divide by two.
 Rank - rank the hazards with the highest average as 1, the second highest average as 2, and so on. The highest average
will be the priority for Contingency Planning.

Rate the Impact column based on the possible scale below. Indicate important details in the
Remarks column

C. ANATOMY OF THE HAZARDS

Table 7
Anatomy of the Hazard

Existing Mitigating
Root Causes Early Warning Signs Triggering Factors
Measures
The location of the
school is prone to bad
weather specially Suspension of classes
tropical cyclone that Weather forecast Wind convergence by the national and
occurs almost all year local governments
round from January to
December
Instructions:
 Hazard - it should be the rank number 1 in the Template 5.
 Root Causes - describe the root causes of hazards.
 Early Warning Signs - describe the indicators to initiate action.
 Triggering Factors- describe the factors that turn the hazard into a disaster or crisis.
 Existing Mitigating Measures - describe the mitigating measures of the school to address the hazard.

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D. CONFLICT ANALYSIS: STAKEHOLDER ANALYSIS – POSITIONS, INTERESTS, NEEDS

There were no occurrences of armed conflicts of any sort affecting the school or the community
being recorded to date as shown in the table below.

Table 8
Conflict Analysis

Means of Willingness
Actors Positions Interests Needs
Influence/Power to Negotiate

Remarks: Fill-up only when the top priority hazard is armed conflict.

Instructions:
This template should be accomplished by SDRRM Team with the School Head.
 Actor - groups involved in the armed conflict (e.g. AFP/PNP, NPA, BIFF), which include groups which are secondary
and tertiary players in the conflict (i.e. not directly involved, but affected by the conflict like learners and school
personnel)
 Positions - what the actors say they want
 Interests - what the actors really want
 Needs - what the actors must have
 Means of Influence/Power - sources of power and influence (e.g. resources like money, land, arms, networks, political
power) that the actor has and uses in the
 Willingness to Negotiate - openness of the actor to talk, settle the conflict, and reach an agreement

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 Chapter III
Response and Action Arrangements for Priority Hazards

A. RESPONSE ACTIONS FOR PRIORITY HAZARDS

TIMELINE RESPONSE ACTIONS
Before Tropical cyclone will enter Philippine Area of Responsibility(PAR) and
yellow rainfall warning and general flood advisories (GFA) are issued by
DOST-PAGASA
Prepositioning of resources( books, learning resources, adherence to
suspension of classes based on EO 66 s. 2012
During Tropical cyclone enters PAR; orange and yellow rainfall and flooding alerts
are issued, activation of School Contingency Plan for Tropical Cyclone
After
0 – 24 hrs Observe safety measures
24 – 48 hrs Monitoring and checking for damages
72 hrs Submission of RADAR
96 hrs Validation
5 – 10 days Clean Up Drive

B. SCENARIO GENERATION FOR NATURAL HAZARDS

Table 9
Scenarios

SITUATION BAD WORSE WORST

DESCRIPTION OF EVENT
IMPACT ON HUMAN LIVES
No. of Death/s 0 1 more than 1
No. of Injury/ies 1 2-5 more than 5
Percentage of Displacement/s 25 50 75

No. of Learners 100 below 100 599

No. of Teaching Personnel 10 15 26
No. of Non-teaching Personnel 1 2 3
EFFECTS ON
Learners partially affected severely affected totally affected
Teachers partially affected severely affected totally affected
Educational Continuity partially affected severely affected totally affected
Instructional Classrooms usable minor repair major repair
Non-instructional Classrooms usable minor repair major repair
WaSH Facilities usable limited damaged pipes
Perimeter Fence and Gate usable partially damage severely damage
School Furniture usable partially damage severely damage
Books and Instructional
Resources partially damaged severely damaged totally damage
DepEd Computerization Packages usable partially damage extensive damage

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 Power Lines power interruption total blackout total blackout
is experience
Water Utilities available limited no supply
Roads and Bridges passable slightly passable not passable
Instructions:
This template should be accomplished by SDRRM Team with the School Head.
 Description of the Event - provide brief description of the hazard. (How it will occur?).
 Impact on human lives - Based on the capacity of the school, the team should estimate the number or percentage of the
death, injury and displacements. It can also be based from the LGU Contingency Plan.
 Affected population - Based on the current data or existing records of the school.
 Effects on - Based on the capacity of the school, the team should provide brief statements of the following items
(answerable by what). It can also be based from the LGU Contingency Plan.

C. RESOURCE INVENTORY AND NEEDS PROJECTION

Table 10
Human Resources

Hazard: TROPICAL CYCLONE/FLOOD

a. Human Resources
Projected Needs Possible
(e.g. training needs) sources of
Write N/A if not funding
No. of
Capacity needed (MOOE,
staff/
Human Resources (certifications, SEF, Local Timeline
persons No. of
skills, etc.) DRRM
available staff Cost for
Fund,
needing Training
Partners,
training
etc)
Internal (e.g. GCs, Teachers, Staff, etc.)
PHP. LOCAL
FIRST AID 5 21 9/6/2020
5,500 DRRM
TEACHING AND
PHP. LOCAL
NON TEACHING CPR 0 26 10/9/2020
5,500 DRRM
PERSONNEL
PHP.
WASAR 0 26 BFP 1/12/2020
5,500
External Resources (e.g. Partners, PNP, BFA etc.)
FIRE PHP.
3 23 BFP, PNP MONTHLY
FIGHTING 5,500
PNP, BFP
ACCIDENT PHP.
3 23 BFP, PNP MONTHLY
RESPONSE 5,500

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 Table 11
Equipment

b. Equipment
Projected Needs Possible
sources of
Condition funding
Equipment/Supplies
(e.g.fully (MOOE,
(e.g. fire extinguishers, Units
functional, Units SEF, Local Timeline
body board, siren, available Unit Cost
nearing Needed DRRM
comms radio)
expiry, etc.) Fund,
Partners,
etc)
GOOD 2022-
FIRE EXTIGUISHER 13 6 3000 MOOE
CONDITION 2023
GOOD 2022-
WARNING SIREN 2 5 4000 MOOE
CONDITION 2023
BODY SPINE 2022-
NONE 0 1 5000 MOOE
BOARDS 2023
2022-
WHEEL CHAIR NONE 0 1 8000 MOOE
2023
2022-
FOLDING STRECHER NONE 0 1 10000 MOOE
2023
FIRST AID KIT FOR GOOD 2022-
2 24 600 MOOE
LEARNERS CONDITION 2023
FIRST AID KIT FOR 2022-
NONE 0 30 600 MOOE
TEACHERS 2023
2022-
MEGA PHONE NONE 0 2 2500 MOOE
2023
2022-
COLLAR NONE 0 1 700 MOOE
2023
EMERGENCY 2022-
NONE 0 26 500 MOOE
CABINET 2023
2022-
HARD HAT NONE 0 26 250 MOOE
2023
2022-
WHISTLE NONE 0 566 20 MOOE
2023
COMMUNICATION 2022-
NONE 0 5 1000 MOOE
RADIO 2023

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 Table 12
Learning Resources

c. Learning Resources
Available Needed
Grade Level Title Language Quantity Quantity

Instructions: This template should be accomplished by SDRRM Team with the School Head based from the current
records.

D. SCHOOL DRRM TEAM

Table 13
School DRRM Team Composition and Responsibilities

COMMITTEE RESPONSIBILITI ES COMPOSITION

Lead Members
First Aid Makes sure that casualties Jessica V. Sacdal Ma. Rhea F.
are wellattended with Cayaoyao
complete kits, medicine or Rocky N. Sabangan
equipment; Administers Megnonette F. Inacay
psychosocial first aid
Communication Contacts and coordinates Jennifer P. Antonio Sharrianne Lady F.
with MDRRMO and Claveria
BARANGAY DRRM; Haidi L. Malicdem
Updates warning and Teresa C. dela Cruz
advisories from PAGASA
Site Security Makes sure the evacuation Teodoro F. Albert D. Inacay
areas are safe and clean, Macaranas, Jr. Josefina E. Austria
Monitors water supply Jemari D. Macaranas
Fire Brigade Checks potential circuits, Alfredo D. Poserio, Alicia E. Perez
equipment and appliances; Jr. Lenard A. Paragas
makes sure fire extinguishers
are available and functional
Evacuation Assists the evacuees to the Anna Carolina L. Marilyn C. Flores
Team evacuation area; makes sure Dangat Ramil Jayson L.
the available rooms are safe Soriano
and clean
Psychosocial In charge of overseeing of Rachelle S. Apalis Regina Mae. D.
Support possible availability of Cabansag
vehicles to be used during MaryJane A’de Leon
the times of calamities. Brenda Lynn R.
Bautista
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E. IMPLEMENTING PARTNERS

Table 14
Implementing Partners of Tanolong NHS

Specific
Partners Location Contact Person/Number Remarks
Role/Support
Rescue and First Aid Poblacion,
RHU
Assistance Bayambang
Fire Prevention and Poblacion,
BFP
Control Bayambang
Poblacion,
PNP Peace and Order
Bayambang
Barangay Evacuation
Tanolong,
Emergency Assistance, Peace and
Bayamabang
Response Order
Power and Electricity Poblacion,
CENPELCO
Maintenance Bayambang
Provisions, General Poblacion,
Mayor’s Office
Assistance Bayambang
Food and Poblacion,
DSWD
Psychosocial Support Bayambang

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 Chapter IV
Activation, Deactivation, and Effectivity
When typhoon occurs and flooding is eminent due to persistent heavy rainfalls or monsoon
rains, and there is a need to ACTIVATE the SCHOOL DISASTER RESPONSE PLAN, thus the
SCHOOL CONTINGENCY PLAN is ACTIVATED. The NDRRMC will also be ON ALERT. If
no signs of flood risk, this SCHOOL CONTINGENCY PLAN is DEACTIVATED.

EFFECTIVITY
This contingency plan for Earthquake shall be effective and upon publication. The plan
shall be considered as “working document” and be subjected to continue review and enhancement
by the DepEd Technical Working Group based on latest scientific studies about geological
hazards, risk assessment findings and innovations in DRRM policies and standards.

ARMANDO C. CERALDE, EDD RICHARD T. PALACPAC

Principal II SDRRMC Coordinator
Chairman Co-Chairman

Members:

JESSICA V. SACDAL JENNIFER P. ANTONIO

First Aid Team Communications Team

TEODORO F. MACARANAS, JR. ALFREDO D. POSERIO, JR.

Site Security Fire Brigade

ANNA CAROLINA L. DANGAT RACHELLE S. APALIS

Evacuation MHPSS

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