Presen 2 Conplan Typhoon

PANGAL SUR ELEMENTARY SCHOOL
103315
Pangal Sur, Echague, Isabela
CONTINGENCY PLAN
FOR TYPHOON
AS OF DECEMBER 07, 2023

Republic of the Philippines
Department of Education
REGION 02 – CAGAYAN VALLEY
SCHOOLS DIVISION OF ISABELA
ECHAGUE SOUTH DISTRICT
103315 – PANGAL SUR ELEMENTARY SCHOOL
CHAPTER I
BACKGROUND
A. GENERAL SITUATION AND SCENARIO
PHYSICAL FEATURES
Regional Geology and structure
Originally, Echague covered the vast area now occupied by the municipalities of Cordon, Santiago City, Jones, San
Agustin, San Isidro, portion of San Mariano, Dinapigue and upstream as far as Maddela, Quirino Province.
The newly created pueblo consist of Camarag, Sinabbaran, Karulay, Annafunan, Kapitan, Garit and Payak and the
town was dubbed as the “QUEEN TOWN OF THE SOUTH” and is located at the southern portion of Isabela. Nestled
in the foothills and lowland below the Sierra Madre mountains range and traverse through by the winding Cagayan
River, which was then used as a means of transportation and making Echague a hub of trade and commerce. It was
also where tobacco was grown (even to this day) which then was a monopoly of the Spanish government.
Aside from the Yogads, immigrants like the Ilocanos also came to settle in Echague and other families from the central
plains settling at the Northwestern and Southwestern portion of the municipality and latter immigrants settling at the
eastern, northeastern and southern portion across the Cagayan River from the Poblacion. The Ilocanos known for
their industriousness, thriftiness and sturdiness, made the fertile lands of the town became productive thus bringing
economic progress and development.
The town of Echague is primarily an agricultural municipality. The major agricultural crops grown are Palay and
Corn. However, corn or locally known by its Yogad’s term “Bacao” was given more emphasis because it entered into as
part of the religious and festive life of the people and now a backbone of Echague’s agriculture. Bacao festival was
first celebrated by Echagueños in March 2003. From there on, Bacao Festival was celebrated simultaneously with
the celebration of the traditional Town Fiesta which was celebrated from March 16-20 every year.
The municipality of Echague is the seat of the Isabela State University, the first university in region 02 and the
Northern Philippine Grains Center (NPGC) of the National Food Authority, the biggest grain storage in northern
Luzon. Other important government offices like the Armed Forces of the Philippines, Cagayan Valley Integrated
Agricultural Research and Resources Development (CVIARRD) and the Cagayan Valley Agricultural Meteorological
Station of the Philippine Atmospheric, Geophysical and Astronomical Services Administration (PAGASA) are holding
offices in the municipality.
The commercial area existing in the municipality is the minor central business district wherein the public market
serves as the center of commercial activities.
Due to its strategic location being located at the heart of Southern Isabela, Echague is fast becoming an agro-
industrial community as evidenced by the proliferation of multimillion peso establishments which greatly helped
generate income and job opportunities to the residents of the municipality. There is the San Miguel Corporation – B-
Meg Feed mill at barangay Soyung, the Magnolia ACES and AYP Dressing plants, five (5) commercial piggery farms
and thirty-eight (38) contract growing farms of which, eleven (11) have adopted the Centralized Cooling Systems for
poultry building, the newest trend in poultry-raising.
The municipality is also rich in mineral resources like gold, silver, zinc, copper, silica, marbles and other resources
including sand and gravel. These mineral resources can be found at barangay San Miguel. Sand and gravel are being
extracted from barangays traversed and along by the mighty Cagayan River. The gas deposit found at barangay San
Antonio Minit by the PNOC-EC has been consumed recently.
Recently, vast uncultivated agricultural land in the municipality which is usually grazing grounds for large cattle are
now developed and planted with sugarcane. The ECOFUEL Land Development, Inc. based at San Mariano, Isabela
leased a total of 290 hectares in eight (8) barangays in the municipality for the production of sugarcane to be used as
feedstock for its bioethanol plant to produce anhydrous alcohol to solve the country’s reliance on imported fossil fuel.
The project is in line with the Philippine Renewable Energy Program. The sugarcane plantation is expected to expand
for the next planting season.
At present the municipality is administered by Honorable Francis Faustino A. Dy and ably assisted by the Municipal
Vice-Mayor and members of the Sangguniang Bayan. Heads of offices and local officials have continued the legacies of
its former officials and were constantly addressed the needs of their constituents. The officialdom, together with other
government agencies, non-government organizations and people’s organizations will join hands towards realization of
its vision and mission and focus towards the attainment of a progressive, peaceful, self-reliant, responsive and
environment-friendly Echague that will give more opportunities for the improvement of the quality of life of its people
and aiming to project the municipality as the new center of commerce, trade and industry not only for the province of
Isabela but for the whole Cagayan Valley Region.
Local Geology and Structure
Echague is situated in Isabela, Region 02, Philippines, its geographical coordinates are 16° 42' 9" North, 121°
38' 54" East. The summers are hot and overcast; the winters are short, warm, and partly cloudy; and it is
oppressive and wet year round. Over the course of the year, the temperature typically varies from 67°F to 93°F and
is rarely below 63°F or above 97°F.
B. DEMOGRAPHICS
Echague, officially the Municipality of Echague, is a 1st class municipality in
the province of Isabela, Philippines. In the 2020 census, the population of Echague, Isabela, was 88,410 people, [3] with
a density of 130 inhabitants per square kilometre or 340 inhabitants per square mile.. [3] The town is known for the
indigenous and endangered Yogad language, which is spoken and conserved by its locals.
Echague, belonging to the sixth legislative district of the province of Isabela, currently represented by Hon.
Faustino A. Dy V. The Schools Division of Isabela governs the town's public education system. The division office is a
field office of the DepEd in Cagayan Valley region. The office governs the public and private elementary and public and
private high schools throughout the municipality.
The municipality of Echague is exposed to both natural and human-induced hazards. Based on the municipal
ranking and hazard assessment, typhoon is the foremost hazard of the municipality followed by flooding and drought.
Other hazards identified were landslide/soil erosion and earthquake. Human-induced hazard such as COVID-19 still
poses a big threat to the municipality.
Figure 1. Geological Hazard Map of Echague

C. BASELINE DATA ON LEARNERS, PERSONNEL, BUILDING INVENTORY AND EQUIPMENT FURNITURE
Descriptions
Pangal Sur Elementary School is located at Pangal Sur, Echague, Isabela. Its land area is 2.1 hectares.
Pangal Sur Elementary School is one of the small schools of Echague South District. The school lot donated by
Mr. & Mrs. Moises, one of the elite hacienderos in the early days. It is approximately 12 kilometers away from
the town proper of Echague, Isabela.The school was established in the 1949 to cater the basic education needs
of school age children in Barangay Pangal Sur and its neighboring barangays. PSES caters the learners for the
basic education services with K-to-12 Curriculum. The school offers Kindergarten to Grade 6. The school
accommodates learners coming from three barangays namely: Pangal Sur, Pangal Norte, Villa Fermin and Villa
Victoria, Echague, Isabela.
People in Pangal Sur are generally Ilocano but due to inter-marriages, some of its people now are Yogad,
Tagalog, Visayan, Ifugao and others. But this inter-culture is not a hindrance to the peace, unity and
camaraderie in the community. The people of Pangal Sur are mostly farmers and overseas workers, others are
construction workers, private and government employees and businessmen. Thus, the socio-economic condition
is high because they have more access to financial, educational and health resources.
To this day, lots of improvements can be seen in the school as it is progressing with the cooperative help
of the school head, teachers, parents, pupils, the barangay officials and other stakeholders.
Stakeholders play significant roles in the improvement of the school that is why, the school also wants to
increase the number of active and supportive stakeholders and to establish strong linkages with them. With the
objective of increasing the participation rate, and attainment of quality education, the local government of
Pangal Sur is giving financial assistance or subsidy even during the time of pandemic to cater the needs of the
school, teachers, and the learners. Because of this, there are no contribution collected from the parents and
learners intended for classroom projects and miscellaneous fee
ZTable 1. Baseline Data on Learners

Number of Learners (As of August 2023)
Number of Learner with Disability
Grade Level Mal Femal Tot Visuall Learnin
Intellectu Others
e e al y Hearing g
al (Please
Impaire Impaired Disabili
Disability specify)
d ty
Kindergart
8 12 20 0 0 0 0 0
en
Grade 1 12 7 19 0 0 0 0 0
Grade 2 16 12 28 0 0 0 0 0
Grade 3 15 15 30 0 0 0 0 0
Grade 4 14 17 31 0 0 0 0 0
Grade 5 14 19 33 0 0 0 0 0
Grade 6 16 16 32 0 0 0 0 0
GRAND
95 98 193 0 0 0 0 0
TOTAL
The school is manned by 8 teaching staff and 2 non-teaching staff who are fully equipped on the implementation of the K12
program and other school-based programs, activities and projects which are aligned with the DepEd Goals and targets. Table 2
below presents the baseline data on personnel.
Table 2. Baseline Data on Personnel

Number of Personnel
(As of , August 2023)
Teaching Personnel Non-Teaching Personnel
No. of Person with Disability No. of Person with Disability
Others Others Others Others
Mal Femal Tota Visuall Hearin Mal Femal Tota Visuall
Hearing
e e l y g e e l y
(Please (Please Impaire (Please (Please
Impaire Impaire Impaire
specify specify d specify specify
d d d
) ) ) )
0 8 8 0 0 0 0 1 1 2 0 0 0 0
CP Form 1. Calamities
Probability Impact Average
Hazard Rank
Rate Remarks Rate Remarks (P+I)/2
Excessive Rainfall, River Damage to infrastructure, loss of
Floods 4 Overflow or Dam failure leading 4 life, displacement of residents, 4 2
to the inundation of areas contamination of water sources
Strong winds, heavy rainfall, Structural damage, flooding,
Typhoons 5 storm surges, and potential 5 power outages, transportation 5 1
landslides disruptions, loss of life
Intensive shaking of tectonic Damage to infrastructure, loss of
Earthquake 1 plates causing the mass 1 life, displacement of residents, 1 5
movement of soil and rocks economic losses
Carelessness with fire,
lightning strikes, deliberate
Damage to infrastructure, loss of
setting of fires with malicious
Fire 2 2 life, displacement of residents, 2 4
intent and electrical faults,
economic losses
overheating appliances or
machinery appliances.
Prolonged period of below Water shortages, food insecurity,
El niňo 3 average precipitation leading to 3 economic losses, ecosystem 3 3
water scarcity and crop failure degradation
CP Form 2: Anatomy of the Hazard: TYPHOON
HAZARD TO PLAN FOR TYPHOON
ROOT CAUSE EARLY WARNING SIGNS TRIGGERING FACTORS EXISTING MITIGATING

MEASURES
Geographical location/Near Pacific Watch out /Listen to Weather disturbance Structure:
Ocean PAGASA weather  Retrofitting
advisory from TV, Radio,  Include sanitation
Legit Social Media facilities
Weather Sites  Prepare/Install
evacuation route map
 Prepare hazard map
Non-Structural:
 Activation of
Operational Center
(OpCen)/ Incident
Command System
(ICS)
 Preparation of
evacuation centers
and relief goods.
 Prepositioning of
Rescue equipment and
search rescue and
retrieval team.
 Liquor ban
 Pruning of trees
 Monitoring and
tracking of typhoon
and PSWS
 Coordination with
linkages
 IEC
 Removal of billboards,
signages, tarpaulins
 Inventory of/purchase
of rescue equipment
 Inventory/purchase of
food supplies and
medicines
 Farm/crops
management storing
of farm products
 Convene SBDRRMC
 Prepare emergency
power supply
 Putting of heavy
materials in the roof
CP Form 3A: Scenario Generation for TYPHOON
BAD WORSE WORST

PARTICULARS
(CAN BE CUSTOMIZED)
Temporary Disruption of Infrastructure damage Complete destruction
General Description of Event Classes and extended closure. and prolong
displacement.
(DepEd Order 37, s. (DepEd Order 37, s. (DepEd Order 37, s.
2022) 2022) 2022)
In this scenario, typhoon In this scenario,
In this scenario, if PAG- causes significant damage typhoon leads to the
ASA advisory is TCWS 1 to the school complete destruction of
classes are automatically infrastructure, including the school building
suspended from K1 to 12. classrooms, offices, and and renders it
The school personnel may facilities. The damage uninhabitable. This
need to secure the requires extensive repairs level of devastation
school’s facility including and restoration, leading requires the school
(building, equipment and to an extended closure of community to find
learning materials). While the school. The disruption alternative locations
this situation can be of classes can last for for both temporary and
inconvenient and disrupt weeks resulting in long-term operations.
the regular schedule, it is significant academic and Students and staff may
manageable with logistical challenges. be displaced for an
appropriate contingency extended period for
plans in place. Refer to Rapid months facing
Assessment and Damages challenges in accessing
Report (RADAR) for education and
updates of damages continuity of learning.
(before, during and after Rebuilding the school
the typhoon) from scratch becomes
the major undertaking,
with significant
financial and logistical
burdens.
No. of affected learners 25% 50% 100%

of the total population of of the total population of of the total population
learner learner of learner
No. of Dead learners 0 0 0
No. of Injured learners 0 0 0
No. of Missing learners 0 0 0
No. of affected teaching personnel 0 0 0
No. of dead teaching personnel 0 0 0
No. of injured teaching personnel 0 0 0
No. of missing teaching personnel 0 0 0
No. of affected non-teaching 0 0 0
personnel
No. of injured non-teaching 0 0 0
personnel
No. of missing non-teaching 0 0 0
personnel
EFFECTS
Totally damaged CLS 25% (of the total no. of 50% (of the total no. of 100% (of the total no.
learners) learners) of learners)
Partially damaged CLS 25% (of the total no. of 50% (of the total no. of 100% (of the total no.
Damaged wash facilities 25% (of the total no. of 50% (of the total no. of 100% (of the total no.
Damaged other infrastructure and 25% (of the total no. of 50% (of the total no. of 100% (of the total no.
ancillary facilities learners) learners) of learners)
Non-Infrastructure 25% (of the total no. of 50% (of the total no. of 100% (of the total no.
Damaged furniture and fixtures 25% (of the total no. of 50% (of the total no. of 100% (of the total no.
Damaged learning resources and 25% (of the total no. of 50% (of the total no. of 100% (of the total no.
self-learning modules learners) learners) of learners)
Damaged ICT equipment 25% (of the total no. of 50% (of the total no. of 100% (of the total no.
Damaged laboratory equipment 25% (of the total no. of 50% (of the total no. of 100% (of the total no.
Damaged medical and dental 25% (of the total no. of 50% (of the total no. of 100% (of the total no.
equipment supplies learners) learners) of learners)
Damaged technical-vocational 25% (of the total no. of 50% (of the total no. of 100% (of the total no.
supplies and equipment learners) learners) of learners)
Communication Limited access to Temporary disruption of Prolonged disruption of
communication services. communication services communication
services
Power/Electricity Power outages may occur Partial loss of electricity Total loss of electricity
due to damage of in affected areas in the school until
electrical infrastructure repair and restoration
efforts are completed.
Transportation Limited access to roads Partial suspension
or Total inaccessibility of
diversion of roads roads hampering
movements of people.
Response capabilities The school has comprehensive emergency response plans in place that
specifically address typhoon scenarios. These plans outline roles and
responsibilities, evacuation procedures, communication protocols, and
coordination with relevant authorities and emergency services.
The school has trained personnel who can provide emotional support and
psychological first aid to help individuals cope with the stress and anxiety
caused by the flood.
The school has established clear and well-rehearsed evacuation procedures in

case of typhoon. These include identifying evacuation routes, assembly points,
and designated safe areas. Regular drills and training sessions help ensure
that students, teachers, and staff are familiar with evacuation protocols and
can respond effectively during an emergency.
CP Form 4A.1: Affected Learners
DISPLACED LEARNERS
AREA/LOCATION NO. OF (FOR LOCAL GOVERNMENT UNITS ONLY)
LEARNERS
AFFECTED NO. OF NO. OF REASONS FOR
LEARNERS LEARNERS DISPLACEMENT
INSIDE OUTSIDE
EVACUATION EVACUATION
CENTERS CENTERS
Evacuation orders due to
rising water levels, structural
damages to homes, significant
Pangal Sur 175 75 100
damage to buildings and
infrastructure, collapse walls
and unhabitable homes
Pangal Norte 12 2 10 Access and services disruption
Cut access to the community
Villa Fermin 2 2
and transportation impossible
Cut access to the community
Villa Victoria 4 0 4
and transportation impossible
TOTAL 193 79 114
CP Form 4A.2: Affected Personnel
DISPLACED TEACHING PERSONNEL DISPLACED NON-TEACHING PERSONNEL
NO. OF NO. OF
NO. OF NO. OF NO. OF NO. OF
TEACHING TEACHING
TEACHIN TEACHING TEACHING TEACHIN
REASONS NON- NON- REASONS
AREA/ G PERSONNE PERSONNE G NON-
FOR PERSONNE PERSONNE FOR
LOCATION PERSONN L INSIDE L OUTSIDE PERSONN
DISPLACEME L INSIDE L OUTSIDE DISPLACEME
EL EVACUATI EVACUATI EL
NT EVACUATI EVACUATI NT
AFFECTE ON ON AFFECTE
ON ON
D CENTERS CENTERS D
CENTERS CENTERS
Pangal Sur 5 5 Inundation 1 0 1 Inundation
of homes of homes
San 1 1 Inundation
Manuel of homes
San Juan 1 1 Inundation
of homes
Silauan 1 1 Inundation
Sur of homes
Pangal Inundation 1 0 1 Inundation
Norte of homes of homes
TOTAL 8 0 8 2 0 2
(***Note: The data above are just samples taken from the different feeder barangay.)
CP Form 4B.1.1: Breakdown of Affected Learners (By Grade Level)
NO. OF BREAKDOWN
AREA/ AFFECTED (FILL-UP ONLY WHEN APPROPRIATE)
LOCATION LEARNERS Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
M F M F M F M F M F M F M F M F
Pangal Sur 73 102 7 10 10 7 16 11 15 14 10 16 11 18 15 15
Villa Victoria 2 2 0 0 1 0 0 1 0 0 1 0 0 1 0 0
Pangal Norte 8 4 1 1 1 0 0 0 0 1 2 1 3 0 1 1
Villa Fermin 1 1 0 1 0 0 0 0 0 0 1 0 0 0 0 0
TOTAL 84 109 8 12 12 7 16 12 15 15 14 17 14 19 16 16
<Insert Columns for Non-Graded SPED>

CP Form 4B.1.2: Breakdown of Affected Learners (By Category)
BREAKDOWN
NO. OF (FILL-UP ONLY WHEN APPROPRIATE)
AREA/ LEARNERS LEARNERS
MUSLIM ALS
LOCATION AFFECTED IP LEARNERS WITH OTHERS
LEARNERS LEARNERS
DISABILITY
M F M F M F M F M F
Pangal Sur 73 102 0 0 0 0 0 0 0 0
Villa Victoria 2 2 0 0 0 0 0 0 0 0
Pangal Norte 8 4 1 0 0 0 0 0 0 0
Villa Fermin 1 1 0 0 0 0 0 0 0 0
84 109 1 0 0 0 0 0 0 0
CP Form 4B.2: Breakdown of Affected Personnel
AREA/ NO. OF TEACHING PERSONNEL NO. OF NON-TEACHING PERSONNEL

LOCATION AFFECTED AFFECTED TOTAL
M F M F
Pangal Sur 5 1 6
San Juan 1 1
San Manuel 1 1
Silauan Sur 1 1
Pangal Norte 1 1
Total 0 8 1 1 10
(***Note: The data above are just samples taken from the area/location of the teaching and non-teaching personnel.)
CHAPTER II. GOALS AND OBJECTIVES
A. GOAL
The goals of this contingency plan are as follows:
1. Ensure the safety and well-being of students, staff, and visitors during typhoon incidents.
2. Minimize damage to school property and infrastructure caused by typhoon.
3. Maintain continuity of education and school operations during and after typhoon events.
4. Facilitate effective communication with stakeholders, including students, parents, staff, and local authorities
during typhoon incidents.
5. Establish clear roles and responsibilities for all personnel involved in implementing the contingency plan.
6. Provide appropriate support and assistance to affected individuals and families.
B. General Objective
The general objectives of this typhoon contingency plan are as follows:
1. Develop and maintain an up-to-date risk assessment and vulnerability analysis for the school premises.
2. Establish an early warning system and protocols for monitoring and receiving typhoon-related information
3. Implement preventive measures such as installing flood barriers or water diversion systems, to minimize the risk of
typhoon.
4. Develop and communicate evacuation procedures and safe assembly areas in the event of typhoon.
5. Ensure the availability of emergency supplies, including food, water, medical kits, and communication equipment,
to support individuals during evacuation or shelter-in-place situations.
6. Establish communication channels and protocols for promptly informing students, parents, staff, and local
authorities about flood-related updates and instructions.
7. Conduct regular training and drills to familiarize all personnel with the contingency plan and their roles during
typhoon incidents.
8. Develop a plan for post-flood recovery and restoration, including building inspections repairs, and addressing any
health or environmental concerns.
9. Coordinate with local emergency management agencies and other relevant organizations to access additional
resources and support during typhoon incidents
10. Continuously review and update the contingency plan based on lessons learned from past typhoon events and
changes in the school's infrastructure or operations.
CP Form 5: Cluster Identification
AGENCIES/OFFICES INVOLVED LEAD

RESPONSE (NUMBER CAN BE INCREASED OR REDUCED) AGENCY/
CLUSTER SBDRR BDRRMC MDRRMO MSWD MHU BFP PNP AFP ISELC OFFICE
M O
Immediate response / / / / / / / / / SDRRM
Communication and / / / / / / / / / SDRRM,
coordination BDRRM,
MDRRMO
Safety and Welfare / / / / / / / / / ALL
Assessment and / / / / / / / / / SDRRM,
recovery BDRRM,
MDRRMO
Learning Continuity / / / / / / / / / SBDRRMO
Logistics / / / / / / / / / SDRRM,
BDRRM,
MDRRMO
Take note: The scenario must be worst scenario and include all agencies/partners who are involve in DRRM
Chapter III. RESPONSE ARRANGEMENTS
A. Response Clusters
Response arrangements for school typhoon involve the coordinated actions and measures to be taken during
and after a typhoon incident. The following is an outline of response arrangements for school typhoon:
1. Immediate Response:
 Activate the school's emergency response team and ensure all personnel are aware of their roles and
responsibilities.
 Initiate emergency communication procedures to notify staff, students, and parents about the typhoon incident,
evacuation procedures, and any changes in the school schedule.
 Implement evacuation procedures, ensuring the safe and orderly evacuation of students, staff, and visitors to
designated assembly areas or evacuation sites.
 Account for all individuals and maintain a roster of evacuated personnel.
 Ensure the availability of emergency supplies, including first aid kits, drinking water, non-perishable food, and
blankets, to support individuals during evacuation or shelter-in-place situations.
 Monitor weather updates and follow the guidance of local authorities regarding the safety of re-entry into the
school premises
2. Communication and Coordination:
 Establish a central communication point to provide timely updates and instructions to students, parents, staff,
and relevant authorities.
 Maintain regular communication with local emergency management agencies, utility providers, and other
relevant organizations to access necessary support and resources.
 Establish communication channels to disseminate information and keep stakeholders informed about the
current situation, school closures, alternative arrangements, and post-typhoon updates.
3. Safety and Welfare:
 Prioritize the safety and welfare of students, staff, and visitors during the typhoon incident and its aftermath.
 Ensure the availability of medical personnel or first aiders to provide immediate assistance if needed.
 Coordinate with local authorities or relief organizations to provide support services, including temporary shelter,
food, and medical assistance for affected individuals or families.
 Develop a system to track the well-being and mental health of students and staff after the typhoon incident,
providing appropriate counseling or support services as necessary.
4. Assessment and Recovery:
 Prioritize the safety and welfare of students, staff, and visitors during the typhoon incident and its aftermath.
 Ensure the availability of medical personnel or first aiders to provide immediate assistance if needed.
 Coordinate with local authorities or relief organizations to provide support services, including temporary shelter,
food, and medical assistance for affected individuals or families.
 Develop a system to track the well-being and mental health of students and staff after the typhoon incident,
providing appropriate counseling or support services as necessary.
 Conduct a thorough assessment of the school premises infrastructure, and facilities to identify damage caused
by the typhoon.
 Engage qualified professionals to assess structural integrity, electrical safety, and potential environmental
hazards.
 Develop a recovery plan outlining the necessary repairs, cleaning, and restoration processes to bring the school
back to its normal operations.
 Establish a timeline for the recovery process and communicate it to stakeholders.
 Coordinate with insurance providers and document all damages and losses for insurance claims.
5. Learning Continuity:
 Implement measures to ensure the continuity of education, such as relocating classes to temporary facilities,
utilizing online learning platforms, or arranging alternative locations for lessons.
 Provide regular updates to students, parents, and staff about the progress of the recovery efforts and the
resumption of normal school activities.
 Assess and address any academic disruptions caused by the typhoon incident, including adjustments to
curriculum, examinations, and scheduling.
CP Form 6: Response Activities
RESPONSE CLUSTER IMMEDIATE RESPONSE

TIMEFRAME RESPONSE ACTIVITIES RESPONSIBLE
AGENCIES/OFFICES
Within 24 hours Early warning and communication
● Activate the school's emergency response team
team
and ensure all personnel are aware of their
roles and responsibilities.
● Initiate emergency communication procedures
to notify staff, students, and parents about the
flooding incident, evacuation procedures, and
any changes in the school schedule.
Within 48 to 72 hours Frontline responders’ team
● Implement evacuation procedures, ensuring the
Medical/health management team
safe and orderly evacuation of students, staff,
and visitors to designated assembly areas or
evacuation sites.
● Account for all individuals and maintain a
roster of evacuated personnel.
● Ensure the availability of emergency supplies,
including first aid kits, drinking water, non-
perishable food, and blankets, to support
individuals during evacuation or shelter-in-
place situations.
After 72 hours and Physical facilities and site security
● Monitor weather updates and follow the
onwards team
guidance of local authorities regarding the
safety of re-entry into the school premises.
RESPONSE CLUSTER COMMUNICATION AND COORDINATION

AGENCIES/OFFICES
Within 24 hours Information/education advocacy
● Establish a central communication point to
team
provide timely updates and instructions to
students, parents, staff, and relevant
authorities
Within 48 to 72 hours Early warning and communication
● Maintain regular communication with local
team
emergency management agencies, utility
providers, and other relevant organizations to
access necessary support and resources
After 72 hours and Information/education advocacy
● Establish communication channels to
onwards team
disseminate information and keep stakeholders
informed about the current situation, school
closures, alternative arrangements, and post-
flooding updates
RESPONSE CLUSTER SAFETY AND WELFARE

AGENCIES/OFFICES
Within 24 hours Social mobilization and networking
● Prioritize the safety and welfare of students,
team
staff, and visitors during the flooding incident
and its aftermath.
● Ensure the availability of medical personnel or
first aiders to provide immediate assistance if
needed.
Within 48 to 72 hours Social mobilization and networking
● Coordinate with local authorities or relief
team
organizations to provide support services,
including temporary shelter, food, and medical
assistance for affected individuals or families.
After 72 hours and Medical/health management team
● Develop a system to track the well-being and
onwards
mental health of students and staff after the
flooding incident, providing appropriate
counseling or support services as necessary.
RESPONSE CLUSTER ASSESSMENT AND RECOVERY

AGENCIES/OFFICES
SBDDRMC
● Conduct a thorough assessment of the school
premises infrastructure, and facilities to
identify damage caused by the typhoon.
SCHOOL GOVERNANCE COUNCIL
● Engage qualified professionals to assess
Within 24 hours
structural integrity, electrical safety, and
potential environmental hazards.
SBDRRMC
● Develop a recovery plan outlining the necessary

repairs, cleaning, and restoration processes to
bring the school back to its normal operations. SBDRRMC, BDRRMC, MDRRMO
● Establish a timeline for the recovery process

SBDRRMC, BDRRMC, MDRRMO
and communicate it to stakeholders.
● Coordinate with insurance providers and

document all damages and losses for insurance
claims.
RESPONSE CLUSTER LEARNING CONTINUITY

AGENCIES/OFFICES
SBDRRM, BDRRM, MDRRM, MHU,
● Implement measures to ensure the continuity
D + 1 day MSWD, PNP, BFP, AFP, SGC
of education, such as relocating classes to
temporary facilities, utilizing online learning
platforms, or arranging alternative locations for
lessons.
● Provide regular updates to students, parents,

and staff about the progress of the recovery
efforts and the resumption of normal school
activities.
● Assess and address any academic disruptions

caused by the typhoon incident, including
adjustments to curriculum, examinations, and
scheduling.
(***Note: Refer to DepEd Order No. 33 s. 2021, Enclosure 2)

<Describe the results of the accomplished form.>
CP Form 7: Resource Inventory

TEAM/COMMITTEE RESOURCE QUANTITY REMARKS
Early Warning and 8 Pcs. Unavailable
● Hazard/Evacuation Map
Communication Team (buildings & classrooms with
evacuation maps)
9 Pc. Unavailable
● Computer/Tablet 193 Pcs. Unavailable
9 Box Unavailable
● Ballpen 193 Pcs. Unavailable
9 Pcs. Available
● A4 Bond Paper
10 Units Unavailable
● Pencil
1 Pc. Available
● Wireless Broadband 1 Pc. Available
● 2-Way Hand Held Radio 1 Unit Unavailable

203 (Total # of Students & Unavailable
● Public Address System Personnel)
● Loudspeakers (Bluetooth
Speakers)
● Megaphone
● Whistles
Medical Health 10 (Number of Classrooms Unavailable
● First Aid Kits
Management Team and Offices)
o 9 Box Unavailable
o Band Aids 9 Roll Unavailable
o Wound Dressing 9 Boxes Unavailable
o Medicines (Paracetamol,
Neozep, Diatabs) 9 Gal. Unavailable
o Alcohol 9 Boxes Unavailable
o Multivitamins 1 Unit Unavailable
9 Unit Unavailable
● Respiratory support devices
9 Unit Unavailable
● Blood Pressure Instrument 9 Units Unavailable
9 (Number of Classrooms) Unavailable
● Oximeter 9 Kilos Unavailable
5 Packs (40 Pcs./per pack) Unavailable
193 Pcs Unavailable
● Bed Kits
193Pcs. Unavailable
● Hygiene Kits
o Laundry Powder
o Sanitary Napkin
o Bath Towel
o Bath Soap
o Emergency Lights 10 units Unavailable
o Rechargeable Headlights 10 units Unavailable
o Emergency Power System 10 units Unavailable
(Generator) 1 unit Unavailable
10 pairs Unavailable
● Boots 10 pcs Unavailable
Physical Facilities and Site
● Raincoat/s 10 Pcs. Unavailable
Security Team
10 Pcs. Unavailable
● Protective Gear 1 Unit Unavailable
● Rope
● Chainsaw
Frontline Responders Team 20 Gal. Unavailable
● Potable Water
193 Bags Unavailable
● Go Bags 1 unit Unavailable
Unavailable
● Emergency Response 10 boxes Unavailable
Vehicles (Transportation) 10 pcs Unavailable
o Medical Gloves 10 pairs Unavailable
o Protective Suits 193 pcs.
o Boots
o Helmets (Hard Hats)
Information Board 9 pcs. Unavailable
203 pcs. Unavailable
● Brochures and Pamphlets
Information Education 10 pcs
Advocacy Team ● Posters 8 Unavailable
Unavailable
● Videos/Audio Recordings
8 pcs. Available
● Posters of Emergency
Hotline 8 pcs Unavailable
Social Mobilization and ● Communication Tool Kits
10 pcs. Unavailable
Networking Team
● Volunteer Training
Materials
<Describe the results of the accomplished form.>

CP Form 8: Resource Projection

Sample 1
RESPONSE
CLUSTER
ACTIVITIES/ COST SOURCE OF FUNDS
RESOURCE NEED HAVE GAPS SOURCES ESTIMATED (FILL-UP ONLY
(NEED- TO FILL THE (FILL-UP ONLY WHEN
HAVE) GAPS WHEN APPROPRIATE)
APPROPRIATE)
Ballpen 193pcs 0 193 965.00 MOOE/DONATION
Bond paper A4 193pcs 0 193 1,000.00 MOOE/DONATION
Tarpaulin – 10 0 10 2,000.00 MOOE/DONATION
DRRM Hotlines
Hazard Map 10 0 10 300.00 MOOE/DONATION
Resource Map 9 0 9 300.00 MOOE/DONATION
Data (Profile) 193 0 193 200.00 MOOE/DONATION
learners
Data (Profile) 10 0 10 500.00 MOOE/DONATION
School
personnel
Data Needs 8 0 8 300.00 MOOE/DONATION
Analysis Form
Emergency Kit 10 0 10 5,000.00 MOOE/DONATION
First-Aid/health 10 0 10 5,000.00 MOOE/DONATION
kit
Go Bag 193 0 193 Preparedness 30,000.00 MOOE/DONATION
Campaign
IEC materials 193 0 193 Printing of 30,000.00 MOOE/DONATION
for typhoon IEC material
Hygiene kit 193 0 193 Preparedness 20,000.00 MOOE/DONATION
Campaign
Learning 15,000 5,000 10,000 sets Printing of 50,000.00 MOOE/DONATION
Modules sets sets Modules
TOTAL Php145,565.00
CP Form 8: Resource Projection

Sample 2
COST SOURCE OF
GAPS ESTIMATES FUNDS
ACIVITIES/SOURCES
RESOURCE NEED HAVE (NEED- (FILL-UP ONLY (FILL-UP ONLY
TO FILL THE GAPS
HAVE) WHEN WHEN
APPROPRIATE) APPROPRIATE)
2-Way Hand held Early warning and 1500 MOOE
10 0 10
Radio communication
Respiratory support Medical health 3500 MOOE
1 0 1
device (oxygen tank) emergency management
For emergency response
Emergency Lights 10 0 10 activities, evacuation 4500 MOOE
Rechargeable 10 0 10 procedures, ensuring 5000 MOOE
Headlights the safe and orderly
Emergency Power evacuation 15000 Donations
1 0 1
System
Protective Gear 10 0 10 3000 MOOE
Chainsaw 1 0 1 3500 MOOE
Go Bags 193 0 193 15000 Donations
Emergency 50000 Donations
1 0 1
Response Vehicles
TOTAL 236 0 236 101,000
<Describe the results of the accomplished form.> Based from the needs projection, the school
CP Form 9: Resource Gap Summary
Based from CP Form 7 Sample 1

RESPONSE CLUSTER TOTAL RESOURCE GAP TOTAL COST ESTIMATRS
IMMEDIATE RESPONSE
COMMUNICATION AND
COORDINATION
SAFETY AND WELFARE 193set Go Bags 15,000.00
193sets hygiene kit 20,000.00
193 pieces IEC materials 30,000.00
ASSESSMENT AND RECOVERY
LEARNING CONTINUITY 15,000 modules 50,000.00
TOTAL 115,000.00
Resource Gap Summary (Depends upon the Resource Projection)

The SDRRM team of Pangal Sur Elementary School identified several significant resource gaps that needed to be
addressed. These gaps encompassed various areas critical to the school’s emergency response capabilities and overall
preparedness. Here is a summary of the key resource gaps identified:
1. Emergency supplies: The assessment revealed a shortage of essential emergency supplies within the school.
Items such as Go bags, food, water, first aid kits, need to be updated and the team recognized the need to
ensure that each classroom had a fully stocked emergency supply cache to sustain students and staff during
typhoon crisis.
2. Communication systems: the existing communication systems were found to be inadequate for efficient
coordination during emergencies. The team identified a need for improved communication tools, such as two-
way radio to enable swift and effective communication between staff members, emergency responders and
parents.
3. Security Measures: the school lacked adequate security measures, including life jackets, emergency lights,
protective gears and the like to mitigate potential threats.
4. Financial Support. The SDRRM team faced a resource gap in terms of financial support required to acquire
necessary emergency supplies, and others. The team recognized the need to seek financial assistance from LGU,
local businesses and community organization to bridge this gap effective
CP Form 10: Emergency Operations Center

LOCATION
CONTACT INFORMATION
Primary Alternate
Land Line: N/A Satellite Phone: N/A
Mobile Number:09171526757 Radio Frequency: N/A
Email Address: Others:
rogelio.palacay001@deped.gov.ph
Social Media: OFFICIAL SCHOOL FB
Others:
EOC MANAGEMENT TEAM
POSITION NAMES AND AGENCY/OFFICE/ CONTACT
(Customize as appropriate) ORGANIZATION INFORMATION
(Primary and
Alternate)
EOC Manager School Head: ROGELIO E. PALACAY 09171526757
Vice-Chair:
Member:
Operations Coordinator SDRRM Coordinator: DEBELYN R. DIRON 09564358430
Vice-Chair:
Member:
Planning Coordinator SGC Coordinator: KAREN GRACE V. AGCANAS 09553281632
Vice-Chair:
Member:
Logistics Coordinator ADAS/Property Custodian: MARITES D. FLORES 09266883099
Vice-Chair
Member
Finance/Admin Coordinator ADAS/AO:FLOREN MAE S. DELA PENA 09367308748
Vice-Chair
Member
Communication Coordinator School Information Coor: IRISH C. DESCARGAR 09270646405
Evacuation BSP/GSP/First-Aiders Club
Safety Security Guard
Education and Psychosocial Support Guidance Counselor: MARINETTE R. ACOSTA 09052827879
Committee
Health Education School Nurse/ 09688524606
Health Coordinator: JANICE P. ACAPUYAN
CHAPTER IV. ACTIVATION
CP Activation Flow Chart for TYPHOON
ACTIVATION, DEACTIVATION, AND NON-ACTIVATION OF CONTINGENCY PLAN
The contingency measures in this document aligns with NDRRMC Harmonized National Contingency Plan
(HNCP) for hydrometeorological hazard “Typhoon”. This will enable the School to have better coordination
horizontally, i.e. School with other DRRM agencies from BDRRM to NDRRM and vertically, i.e. School to DepED
District Office, Division Office, Regional Office up to DepED Central Office.
A. Activation
The activation of DepEd’s Contingency Plan for typhoon is aligned with the activation of the Harmonized
National Contingency Plan. This includes any of the following triggers:
1. High probability of formation and entrance of Low Pressure Area (LPA) to Philippine Area of Responsibility (PAR);
2. Predefined trigger points based on specific criteria such as typhoon category projected path or wind speed; and
3. DOST-PAGASA forecast on the situation of the TYPHOON and based on the Pre-Disaster Risk Assessment by the
SDRRMC, leading to the activation of the EOC.
The School Head/SDRRMC then convenes all the clusters to assess the situation and shall officially activate
Incident Command System (ICS) and coordinate directly with the Incident Commander (IC) from the BDRRMC to
NDRRMC. The IC shall then organize the Incident Management Team (IMT) and implement tactical activities based on
the strategic decisions of the clusters.
B. Deactivation
The contingency plan shall be deactivated once the situation has improved and when heightened alert is no
longer required. The recommendation for deactivation shall emanate from the IC. Once deactivated, operation shall
remain in force until the EOC declares “white alert” status. At this point, the operation is already terminated.
C. Non-activation
In case the result of the Pre-Disaster Risk Assessment indicates that the typhoon poses no risk or danger, the
contingency plan shall not be activated. Thence, the plan shall remain as perpetual plan for and in the event of
subsequent occurrence of any hydrometeorological hazard.
CP Form 11: Incident Command System
ICS FACILITIES
FACILITIES LOCATIONS
(Customize as appropriate)
Incident Command Post SCHOOL OFFICE

Staging Area SCHOOL OFFICE
Base SCHOOL OFFICE
Camp SCHOOL OFFICE
INCIDENT MANAGEMENT TEAM

POSITION NAMES AND AGENCY/OFFICE/ CONTACT INFORMATION (Primary
(Customize as appropriate) ORGANIZATION and Alternate)
Incident Commander School Head: ROGELIO E. PALACAY 09171526757
Public Information Officer ICT Coordinator: KAREN GRACE V. 09553284632

AGCANAS
Liaison Officer School Information Coordinator

IRISH C. DESCARGAR 09270646405
Safety Officer BSP/GSP Coordinator
JANICE P. ACAPUYAN 09688524606
Operations Section Chief SDRRM Coordinator

DEBELYN R. DIRON 09564358430
Planning Section Chief School Planning Team

LORETA P. PALACAY 09159496429
Logistics Section Chief ADAS FLOREN MAE DELA S. PENA 09367308748

Property Custodian
Finance /Admin Section Chief ADAS
AO FLOREN MAE DELA S. PENA 09367308748
Others
ANNEXES
WORKING GROUP
Purpose:
The Working Group shall be the focal body in charge of the refinement, finalization, testing, evaluation, packaging
and improvement of the Contingency Plan under the supervision of the School Head and School-Based DRRM
Coordinator. The group shall work closely with the planners of the School for the attainment of the Contingency Plan
objectives.
Functions:
1. Facilitate the refinement and finalization of the Contingency Plan to include testing, evaluation, packaging,
updating and improvement;
2. Develop work plan for the completion and updating if the Contingency Plan;
3. Organize consultations meeting with the planners and relevant subject matter experts regarding the development
of the Contingency Plan and;
4. Facilitate the presentation and endorsement of the Contingency Plan to chairperson and school planning team,
school quality assurance team for comments and approval.
Composition:
ROLE NAMES AGENCY/CLUB/ORG CONTACT

Lead ROGELIO E. PALACAY Department of Education 09171526757
DEBELYN R. DIRON 09564358430
Facilitators IRISH C DESCARGAR Department of Education 09270646405
Secretariat ROWENA C. LANO Department of Education 09053033568
Cluster Representative for DEBELYN R. DIRON Department of Education 09564358430
Immediate response
Cluster Representative for
Communication and KAREN GRACE V. AGCANAS Department of Education 09553281632
coordination
Safety and Welfare MARITES D. FLORES Department of Education 09266883099

Assessment and recovery MARINETTE R. ACOSTA Department of Education 09052827879
JANICE P. ACAPUYAN

Learning Continuity LORETA P. PALACAY Department of Education 09159496429

Logistics FLOREN MAE S. DELA PENA Department of Education 09367308748
Members’ Duties and Responsibilities:
Leader:
● Over-all in-charge of coordinating the entire Contingency plan process;
● monitors the progress of the contingency plan;
● initiates the conduct of meeting review, evaluate and update the contingency plan as necessary
● Disseminates updates on the contingency plan to offices concern,
● Leads the conduct of simulation exercises to test the coherence and integrity of the plan
Facilitators:
● Facilitates meetings on contingency planning, workshops, and simulation exercises
● Drives the contingency planning participants to achieve the target output
Secretariat:
● Document and assimilate comments, inputs and recommendations gathered during meetings, workshops and
exercises into the contingency plan
● Consolidate the outputs from the clusters and integrates them into the contingency plan
● Provides others secretariat services
Cluster representatives:
 Facilitates the completion of detailed implementation plan for the respective cluster including the accomplishment of
the contingency plan forms.
 Ensures the availability of data for the specific cluster.
 Coordinates with other clusters to ensure that the preparation of sub plans is on track, that the different cluster
plans are consistent with each other, and that all clusters are familiarize with their tasks likely to be performed in
case of an emergency.

Presen 2 Conplan Typhoon

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Presen 2 Conplan Typhoon

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PANGAL SUR ELEMENTARY SCHOOL

AS OF DECEMBER 07, 2023

A. GENERAL SITUATION AND SCENARIO

Regional Geology and structure

Local Geology and Structure

Figure 1. Geological Hazard Map of Echague

ZTable 1. Baseline Data on Learners

Table 2. Baseline Data on Personnel

CP Form 2: Anatomy of the Hazard: TYPHOON

HAZARD TO PLAN FOR TYPHOON

ROOT CAUSE EARLY WARNING SIGNS TRIGGERING FACTORS EXISTING MITIGATING

CP Form 3A: Scenario Generation for TYPHOON

BAD WORSE WORST

No. of affected learners 25% 50% 100%

The school has established clear and well-rehearsed evacuation procedures in

<Insert Columns for Non-Graded SPED>

AREA/ NO. OF TEACHING PERSONNEL NO. OF NON-TEACHING PERSONNEL

AGENCIES/OFFICES INVOLVED LEAD

RESPONSE CLUSTER IMMEDIATE RESPONSE

RESPONSE CLUSTER COMMUNICATION AND COORDINATION

RESPONSE CLUSTER SAFETY AND WELFARE

RESPONSE CLUSTER ASSESSMENT AND RECOVERY

● Develop a recovery plan outlining the necessary

● Establish a timeline for the recovery process

● Coordinate with insurance providers and

RESPONSE CLUSTER LEARNING CONTINUITY

● Provide regular updates to students, parents,

● Assess and address any academic disruptions

(***Note: Refer to DepEd Order No. 33 s. 2021, Enclosure 2)

CP Form 7: Resource Inventory

● 2-Way Hand Held Radio 1 Unit Unavailable

<Describe the results of the accomplished form.>

CP Form 8: Resource Projection

CP Form 8: Resource Projection

Based from CP Form 7 Sample 1

Resource Gap Summary (Depends upon the Resource Projection)

CP Form 10: Emergency Operations Center

Incident Command Post SCHOOL OFFICE

INCIDENT MANAGEMENT TEAM

Incident Commander School Head: ROGELIO E. PALACAY 09171526757

Public Information Officer ICT Coordinator: KAREN GRACE V. 09553284632

Liaison Officer School Information Coordinator

Operations Section Chief SDRRM Coordinator

Planning Section Chief School Planning Team

Logistics Section Chief ADAS FLOREN MAE DELA S. PENA 09367308748

ROLE NAMES AGENCY/CLUB/ORG CONTACT

Cluster Representative for

Cluster Representative for

Cluster Representative for

Members’ Duties and Responsibilities:

● monitors the progress of the contingency plan;

● Disseminates updates on the contingency plan to offices concern,

● Drives the contingency planning participants to achieve the target output

● Provides others secretariat services

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