SAN ISIDRO ELEMENTARY SCHOOL – 118762

Contingency Plan for

TYPHOON
As of February 6, 2024

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 CHAPTER I. BACKGROUND

A. Introduction

In order to prioritize the safety of our teachers and learners, protect our assets, and keep our
operations running smoothly, it is essential for us to be fully prepared for natural disasters, particularly
typhoons. The potential for extensive damage, power outages, transportation disruptions, and
communication breakdowns makes it imperative that we have a well-developed plan of action in place.

San Isidro Elementary School, with School ID 118762, was opened as a primary school in school
year 1962-1963 with a land area of 3600 sq.m., located at San Isidro, Trinidad, Bohol. The building was
located near the barangay chapel whose site was owned by the barangay. It is estimated to be 15
kilometers away from the town proper. Through the joint effort of the Barangay LGU, PTCA and teachers,
a resolution was made, requesting the Department of Education for additional teachers for the completion
of an elementary school. Soon, the dream of a complete elementary school was realized in the school
year 2005-2006. At present, the school is located in a hilly area overlooking the barangay with an area of
5881 sq.m, as an additional site. It is surrounded by an environment rich in natural resources such
vegetable gardens, coconut trees and banana plants and other kinds of trees in its mini-forest.

The school is located along the barangay road. The population of the school this year is
composed of 99 learners taught by 7 national paid teachers and managed by a School-in-Charge.

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B. Hazard Analysis

CP Form 1: Hazard Analysis

HAZARD PROBABILITY IMPACT AVERAGE RANK

PROBABILITY + IMPACT
RATE* REMARKS RATE** REMARKS
2
Typhoon 4 School location is prone 4 Probably may occur 4 1
to typhoon

Earthquake 4 The event is expected 3 May occur 3.5 2

to occur in many or
most cases

Fire 3 Some building made 3 May occur 3 3

up of light materials

Food Poisoning 3 Varied food sold from 2 Probably may occur 2.5 4
different vendors sometimes

As seen in the above probability and impact ratings of the hazard, typhoons rank as number 1. The dominant natural disaster in our location is
characterized by strong winds and heavy rainfall both of which can have devastating effects. The intensity and destructive nature of these hazards are of
particular concerns. Based on historical records, the typhoon left most devastation in the properties of the communities and in the educational sector.
Vulnerabilities of infrastructure, population density, and natural surroundings in the affected area were thoroughly assessed.

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 C. Hazard to Plan for: Typhoon

CP Form 2: Anatomy of the Hazard

HAZARD TO PLAN FOR TYPHOON

ROOT CAUSES
 Involve a combination of
meteorological, atmospheric
instability and oceanic
conditions.
 Topographical and
Geographical location (Pacific
Typhoon Belt)
TRIGGERING EXISTING
EARLY WARNING SIGNS
FACTORS MITIGATING MEASURES
-Presence of Early Warning systems from PAGASA and
● Cloud Clusters in the ● Poorly built LGU
pacific houses and
infrastructures -conduct pre-disaster risk assessment meeting
● Warm Ocean
temperature ● Forest -Reforestation/Tree Planting
denudation
● PAGASA advisories - Regular school building inspection
● Poor drainage
and Bulletin
system - Regular annual electric inspection
● Unusual behavior of
● Construction of - Construction of a drainage system
animals
houses and
● Wind and wave buildings along -Public education and awareness
riverbanks
patterns
-Building codes and standards
● All forms of weather ● Deforestation
disturbances -Natural barriers & Ecosystem protection
Less awareness and
accessibility on the -availability of Emergency preparedness plans (Contingency Plan)
information advisories
and bulletin -functional DRRM team

When typhoons move from warm ocean waters to land or cooler waters, they lose their main source of energy and gradually weaken
and dissipate. However, even after making landfall, they can still cause significant damage with flooding, high winds, and heavy rain.
Understanding the structure of typhoons is crucial for accurately forecasting their behavior and potential impact. Meteorologists monitor and
anticipate the development, trajectory, and intensity changes of these potent storms using cutting-edge satellite images, computer models, and
observational data, assisting communities in efficiently preparing and responding
D. Scenario
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 CP Form 3A: Scenario Generation for Natural Hazard

PARTICULARS
BAD WORSE WORST
(CAN BE CUSTOMIZED)

Learners and personnel have

General Description of Event
minor injuries Learners and personnel have Learners and teaching and non-
major injuries teaching personnel have severe
injuries and some are missing

M F T M F T M F T
Regular Learners 63 36 99 Regular Learners 63 36 99 Regular Learners 63 36 99

IP- 0 0 0 IP- 0 0 0 IP- 0 0 0

No. of Affected Learners
(Male, Female, IP, Muslim, PWD)
Muslim- 0 0 0 Muslim- 0 0 0 Muslim- 0 0 0
PWD- 0 0 0 PWD- 0 0 0 PWD- 0 0 0
Overall 63 36 99 Overall 63 36 99 Overall 63 36 99

M F T M F T M F T
Regular Learners 0 0 0 Regular Learners 0 0 0 Regular Learners 0 0 0

IP- 0 0 0 IP- 0 0 0 IP- 0 0 0

No. of Dead Learners
(Male, Female, IP, Muslim, PWD)
Muslim- 0 0 0 Muslim- 0 0 0 Muslim- 0 0 0
PWD- 0 0 0 PWD- 0 0 0 PWD- 0 0 0
Overall 0 0 0 Overall 0 0 0 Overall 0 0 0

No. of Injured Learners M F T M F T M F T

(Male, Female, IP, Muslim, PWD)

5
 Regular Learners 20 10 20 Regular Learners 30 20 50 Regular Learners 63 36 99

IP- 0 0 0 IP- 0 0 0 IP- 0 0 0

Muslim- 0 0 0 Muslim- 0 0 0 Muslim- 0 0 0
PWD- 0 0 0 PWD- 0 0 0 PWD- 0 0 0
Overall 20 10 20 Overall 30 20 50 Overall 63 36 99

M F T M F T M F T
Regular Learners 0 0 0 Regular Learners 1 0 1 Regular Learners 1 1 2

IP- 0 0 0 IP- 0 0 0 IP- 0 0 0

No. of Missing Learners
(Male, Female, IP, Muslim, PWD)
Muslim- 0 0 0 Muslim- 0 0 0 Muslim- 0 0 0
PWD- 0 0 0 PWD- 0 0 0 PWD- 0 0 0
Overall 0 0 0 Overall 1 0 1 Overall 1 1 2

M F T M F T M F T
No. of Affected Teaching Personnel
(Male, Female)
0 7 7 0 7 7 0 7 7

No. of Dead Teaching Personnel M F T M F T M F T

(Male, Female)
0 0 0 0 0 0 0 0 0

No. of Injured Teaching Personnel M F T M F T M F T

(Male, Female)
0 1 0 0 2 2 0 3 3

No. of Missing Teaching Personnel M F T M F T M F T

(Male, Female)
0 0 0 0 0 0 0 0 0

No. of Affected Non-Teaching M F T M F T M F T

Personnel (Male, Female) 0 0 0 0 0 0 0 0 0

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No. of Dead Non-Teaching Personnel M F T M F T M F T
(Male, Female)
0 0 0 0 0 0 0 0 0

No. of Injured Non-Teaching Personnel M F T M F T M F T

0 0 0 0 0 0 0 0 0

No. of Missing Non-Teaching M F T M F T M F T

Personnel (Male, Female) 0 0 0 0 0 0 0 0 0

EFFECTS

Infrastructure
- Totally damaged CLs
- Partially damaged CLs Partially damaged classrooms, Major damaged classrooms, Totally damaged classrooms,
- Damaged WASH facilities WASH facilities, computer WASH facilities, computer WASH facilities, computer
- laboratory and library laboratory and library laboratory and library
Damaged other infrastructures and ancillary facilities (e.g., laboratories, clinic, library)

Non-infrastructure
- Damaged furniture and fixtures
-
Damaged learning resources and self-learning modules
- 242 out of 610 of DepEd 500 out of 610 of DepEd
60 out of 610 of DepEd
Damaged Information and Communication Technology (ICT) equipment furniture and fixtures were furniture and fixtures were totally
furniture and fixtures were damaged damaged
- Damaged laboratory equipment slightly damaged
-
Damaged medical and dental equipment and supplies
-
damaged technical-vocational supplies and equipment

Communication lines are still Communication lines are disrupted Communication lines are totally cut.
Communication
operational in some areas.

Power/ Electricity No power interruption Power is interrupted in some Total power shutdown

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 areas.

Few roads are submerged in flood Several roads are no longer All roads are no longer passable.
Transportation
waters. passable.

All local responders are able to While the responders are Even the local responders are
Response Capabilities address the situation. mobilized, there is a need for unable to address the situation; they
augmentation. are part of the victims as well.

Others_________

Others_________

Others_________

The data provided in the projected scenario were based on results of the impact of Typhoon Odette, recorded as the strongest typhoon
ever, on learners, personnel, and infrastructure. There are varying degrees of injuries, with some learners and personnel experiencing severe
injuries and others reported as missing. Fortunately, no fatalities among leaners were recorded. Infrastructure damage includes classrooms,
WASH facilities, and other ancillary facilities. Moreover, non-infrastructure damage ranges from furniture and fixtures to medical equipment
Communication lines and power supply have been affected, with varying degrees of disruption, and transportation routes are comprised due to
flooding. Response capabilities vary from local responders being able to address the situation to the need for augmentation, with some
responders themselves becoming victims of the disaster.

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 CP Form 3B: Scenario Generation for Human-Induced Hazard

PARTICULARS
BAD WORSE WORST
(CAN BE CUSTOMIZED)

General Description of Event

No. of Affected Learners

(Male, Female, IP, Muslim, PWD)

No. of Dead Learners

(Male, Female, IP, Muslim, PWD)

No. of Injured Learners

(Male, Female, IP, Muslim, PWD)

No. of Missing Learners

(Male, Female, IP, Muslim, PWD)

No. of Affected Personnel

(Male, Female,)

No. of Dead Personnel (Male, Female)

No. of Injured Personnel

(Male, Female)

No. of Missing Personnel

(Male, Female)

No. of Affected Non-Teaching

Personnel (Male, Female)

No. of Dead Non-Teaching Personnel

(Male, Female)

No. of Injured Non-Teaching Personnel

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

EFFECTS

Infrastructure

Non-infrastructure

Communication

Power/ Electricity

Transportation

Environment

Response Capabilities

Government Trust

Others_________

Others_________

Others_________

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 CP Form 4A.1: Affected Learners

DISPLACED LEARNERS
NO. OF AFFECTED NO. OF LEARNERS
DIVISION LOCATION NO. OF LEARNERS OUTSIDE REASONS FOR
LEARNERS INSIDE EVACUATION
EVACUATION CENTERS DISPLACEMENT
CENTERS
90 9 Displacement during

typhoons occurs due to

evacuation orders, safety

99
San Isidro ES concerns, risk of property

damage, protecting lives,

and preemptive measures

to ensure personal safety.

TOTAL 99 90 9 N/A

In San Isidro Elementary School has 99 learners. Out of 99 learners, 90 were at the evacuation center, while 9 remained outside due to
evacuation orders, safety concerns, the risk of property damage, the need to protect lives, and preemptive measures for personal safety during
the typhoon.

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 CP Form 4A.2: Affected Personnel

DISPLACED TEACHING PERSONNEL NO. OF DISPLACED NON-TEACHING PERSONNEL

NO. OF NO. OF NO. OF NON- NO. OF NON-
NO. OF NON-
AREA/ TEACHING TEACHING TEACHING TEACHING TEACHING
TEACHING
PERSONNEL PERSONNEL REASONS FOR PERSONNEL PERSONNEL REASONS FOR
LOCATION PERSONNEL OUTSIDE
INSIDE OUTSIDE DISPLACEMENT AFFECTED INSIDE DISPLACEMENT
AFFECTED EVACUATION
EVACUATION EVACUATION EVACUATION
CENTERS
CENTERS CENTERS CENTERS
0 0 0
- Perceived Safety of
5 2 Homes
SAN
- Elderly or Disabled
7
Family Members
ISIDRO ES
- Concerns about
Belongings
- Space and
Facilities
TOTAL 7 5 2 0 0 0

The table indicates seven (7) teaching personnel were affected. Typhoons can cause various disruptions for professionals across
industries, with impacts influenced by storm intensity, preparedness, and community resilience. Awareness of these challenges is crucial for
communities, employers, and individuals to prepare, mitigate effects, and sustain critical services during typhoon events.During typhoons,
people may choose not to evacuate to designated centers for various reasons. Some may believe their homes are safer that evacuation
centers. Concerns about space, facilities, or the need to protect belongings also influence decisions to stay home during storms. These
individual circumstances shape choices during typhoon events.

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 CP Form 4B.1: Breakdown of Affected Learners

BREAKDOWN
NO. OF (FILL-UP ONLY WHEN APPROPRIATE)
AREA/ LEARNERS IP LEARNERS MUSLIM ALS OTHERS
LOCATION AFFECTED K- G3 G4-G6 LEARNERS WITH LEARNERS LEARNERS
DISABILITY
M F M F M F M F M F M F M F
SAN ISIDRO

ELEMENTARY 63 36 34 19 29 17 N/A N/A N/A N/A N/A N/A N/A N/A

SCHOOL

TOTAL 63 36 34 19 29 17

The results of the breakdown of affected learners indicate that out of the 63 male learners impacted, 34 were in Key Stage 1
(Kindergarten to Grade 3), and 29 were in Key Stage 2 (Grade 4 to Grade 6). Among the 36 affected female learners, 19 were in Key Stage 1,
and 17 were in Key Stage 2. Further disaggregation into specific grade levels within each Key Stage enables a more detailed comparison
against enrollment data, allowing for a clearer understanding of the typhoon’s impact on different grade levels within the school population.

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 CP Form 4B.2: Breakdown of Affected Personnel

NO. OF TEACHING PERSONNEL NO. OF NON-TEACHING PERSONNEL

AREA/ AFFECTED AFFECTED
OTHERS
LOCATION
M F M F
SAN ISIDRO

ELEMENTARY 0 7 0 0

SCHOOL

TOTAL 0 7 0 0

No non-teaching personnel are currently employed at the school. The affected individuals comprise solely of teaching personnel. The absence
of male teaching personnel is reflected in the table with a count of zero.

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 CHAPTER II. GOALS AND OBJECTIVES

A. Goal

1. The objective of the contingency plan is to establish responsive, coordinated, and timely measures in the event of a typhoon at San Isidro
Elementary School. These measures aim to safeguard lives, facilities, and the environment, and address the urgent requirements of the
affected school community.

B. General Objective(s)

This Contingency Plan aims to:

1. Safeguard the lives of learners, school personnel, and educational assets from typhoon-related impacts.
2. Identify the urgent requirements and necessary resources to address typhoon-related needs.
3. Ensure learning continuity in the aftermath of disaster
4. Foster coordination and connections among stakeholders during typhoon occurrences.

CHAPTER III. RESPONSE ARRANGEMENTS

A. Response Clusters
RESPONSE CLUSTER AGENCIES/OFFICES INVOLVED (NUMBER OF FIELD CAN BE REDUCED)
BDRRMO BHW DSWD BRGY DepEd LEAD
TANOD/PNP AGENCY
/OFFICE
FOOD AND NON-FOOD ITEMS / / MSWDO
HEALTH / / BHW
LAW AND ORDER / TANOD
SEARCH, RESCUE AND RETRIEVAL / / / BDRRMO
LOGISTICS / BDRRMO
CAMP COORDINATION AND CAMP MANAGEMENT / / MSWDO
EDUCATION / EDUCATION

The data provided outlines various categories of responsibilities and their respective leading agencies in disaster response
and management. The agencies involved are BDRRMO, BHW, DSWD, BRGY TANOD/PNP and DEPED.

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Response Activities
CP Form 6: Response Activities CP Form 6: Response Activities

RESPONSE CLUSTER EDUCATION (DO 33 S. 2021)

TIME FRAME RESPONSE ACTIVITIES RESPONSIBLE AGENCIES /
OFFICES
D-5 to D-3  Ensure the availability of updated SDRRM TEAM
baseline education data of the school
 When possible, use the second floor or
higher floors for laboratory, computer
and techvoc rooms and equipment,
school records should also be secured in
water proof container
 Conduct pruning of hazardous trees
 Cleaning and clearing all drainages
 Review and update School DRRM
Contingency Plan
 Activate warning systems to disseminate
advisories to learners and personnel
D-3 to D-1  Coordinate with the Division DRRM SDRRM TEAM
Coordinator/local authorities on weather
advisories
 Review status of preparedness
 Coordinate with responsible
agencies/LGU on the possibility of
suspension/cancellation of classes
 Use of the Pre-identified classrooms
used as evacuation area
 Submit report on schools used
evacuation area
D-0  If possible, monitor status of the impact SDRRM TEAM
of typhoon
 Monitor and continue disseminate
weather updates
D+1  Submit report on schools used SDRRM TEAM
evacuation area
 If safe, undertake a rapid assessment

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 (RADAR Report) of the impacts and
damages from the hazard
D+5  Continue to implement response and SDRRM TEAM
learning continuity interventions including
the conduct of Psychological First Aid for
affected learners and personnel
 Continue coordination and submission of
reports and updates to the Division
DRRM Coordinator including submission
of radar
 Engage in clean-up efforts to remove
debris, fallen trees and other hazards.
 Properly dispose debris in
 Check the status of the school guiding
protocols for reopening.
 Deactivation of CP and Decampment
D+5 onwards  Provision of psychological first-aid
 Repair of damages

Note: Refer to DepEd Order No. 33 s. 2021, Enclosure 2 (Enclosure 2), OM-OSEC 2021-002

The data provided includes a comprehensive list of response activities aimed at disaster preparedness and management within a
specified time frame. These activities encompass ensuring the availability of updated education data, securing school records, conducting
hazard mitigation measures like tree pruning and drainage cleaning, reviewing and updating the DRRM Contingency Plan, activating warning
systems, coordinating with local authorities, monitoring weather advisories, and facilitating class suspension if necessary. Additionally, it
involves utilizing pre-identified evacuation areas, conducting rapid assessments of impacts, implementing response and learning continuity
interventions, engaging in clean-up efforts, and ensuring the proper disposal of debris. The responsible agencies mentioned are tasked with
coordinating and implementing these activities effectively within the designated time frame to mitigate the impact of disasters on school
communities.

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 A. Resource Inventory

CP Form 7: Resource Inventory

TEAM/COMMITTEE RESOURCES QUANTITY REMARKS

1. Health First Aid Kit 2 Stationed in the school
Stretcher
Portable Oxygen Tank
First Aide Team
2. Transportation vehicle 0
Cellphone
3. Communication two-way hand-held radio 0
megaphone 0
emergency alarm buzzer 0

4. Fire Safety Fire Extinguisher 1

5. Evacuation Evacuation Team 1

6. Security Security Guard 0

SDRRMCs & School Health Trained on BLS 1 Stationed in the school
Personnel
PFA 7 Stationed in the school
First Aider 1 Stationed in the school
Physical Facilities/ DRRM Vehicle 0

At our school, we have one fire extinguisher for fire safety measures. We also have an evacuation team in place. However, we current do
not have a security guard for security purposes. Our School Disaster Risk Reduction and Management Committees (SDRRMSs) and School
Health Personnel are trained in Basic Life Support (BLS), with seven individuals trained in Psychological First Aid (PFA), and one designated
as a first aider.
B. Resource Projection
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 CP Form 8: Resource Projection

COST ESTIMATES SOURCE OF FUNDS

GAPS ACTIVITIES/ SOURCES
RESOURCE NEED HAVE (FILL-UP ONLY WHEN (FILL-UP ONLY WHEN
(NEED – HAVE) TO FILL THE GAPS
APPROPRIATE) APPROPRIATE)
Walkie talkie
2 0 2 Purchase through MOOE P 4000.00 PTA Funds
radio

Secure from personal funds

GO Bags 9 0 9 P 2000.00 SELG Funds
and PTA funds

Secure from MOOE and

1 0 1 P 4000.00 MOOE
Ladder PTA funds

Secure from MOOE and

1 roll 0 1 roll P 1000.00 MOOE
Rope PTA funds

TOTAL 13 0 13

The table indicates the required emergency equipment and supplies necessary for response and preparedness. It specifies the need for
two walkie-talkie radios, nine GO bags, one ladder, and on roll of rope. These items are essential for communication, mobility, and carrying out
rescue operations during emergency situations.

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C. Resource Gap Summary

Our current resource inventory reveals several strengths, including the presence of one fire extinguisher, an

evacuation team, and trained personnel in Basic Life Support and Psychological First Aid. However, notable gaps

exist, particularly the absence of a security guard for security purposes. Additionally, our resource projections

underscore the need for crucial emergency equipment such as walkie-talkie radios, GO bags, a ladder, and a rope.

Addressing these gaps is vital to enhance our capacity for effective response and preparedness, especially during

emergencies where communication, mobility, and rescue operations are paramount.

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 B. Emergency Operations Center

CP Form 10: Emergency Operations Center

LOCATION San Isidro Elementary School

San Isidro, Trinidad, Bohol
CONTACT INFORMATION
Primary Alternate
Landline: Satellite Phone: None

Mobile: 09606161793 Radio Frequency: None

Email Address: Others: None

judelyn,jamil@depe.gov.ph

Social Media: facebook

School DRRM TEAM

POSITION NAMES AND ADDRESS CONTACT INFORMATION
(CUSTOMIZE AS APPROPRIATE) (PRIMARY AND ALTERNATE) (PRIMARY AND ALTERNATE)
Public Schools District Amelita C. Credo 09465600328
Supervisor Talibon, Bohol
School Head Judelyn J. Escartin 09928636755
Mabuhay,Cabigohan,Trinidad,
Bohol
Medical Officer Dr. Novariza Evangelista 09686811711
Trinidad, Bohol
District Nurse Niña Charisse Ogayon 09092586168
Hinlayagan Ilaya, Trinidad, Bohol
Div. DRRM Coordinator Philip Marcelo Vigonte 09435450584
Tagbilaran City
District DRRM Coordinator Eduardo B. Lacorda 09089642158
Trinidad, Bohol
GPTA President Ronilo Cañete
San Isidro, Trinidad, Bohol
Punong Barangay Elmer A. Gabica 09127695131
BHERT 09481290097
Trinidad, Bohol
FIRE SF04 Antolin Evalaroza 0969-112-4936
Trinidad, Bohol
Municipal DRRM Officer Diego V. Medina 0946-239-7377
Trinidad, Bohol 0912-233-3539
RHU 1 Trinidad 0956-866-7231
0908-596-2294
BOHECO 2 Boheco 2 Main Office (038) 412-1230
PNP Emergency Response PNP Trinidad 09985986443
Philippine Army 47IB
 CHAPTER IV. ACTIVATION

The activation of DepEd’s Contingency Plan for Typhoon is expected at the time of the
hazard to occur. The timing of activating the Typhoon Contingency Plan depends on the specific
triggers you’ve established, the severity of the typhoon, and the readiness of response teams.
Effective activation and coordination can significantly contribute to minimizing the typhoon’s
impact and ensuring the safety and well-being of those affected.
The process begins with PAGASA forecasting the typhoon, followed by the DRRMC
conducting Pre-Disaster Risk Assessment (PDRA). As the typhoon makes landfall, the DRRMC
conducts Rapid Damage Assessment and Needs Analysis (RDANA), then decides whether to
activate the contingency plan. If the contingency plan is activated, the Emergency Operations
Center (EOC) is placed on red alert status. If the contingency plan is not activated, the EOC
remains on blue alert status.
During the activation of the Contingency plan, the Emergency Operations Center (EOC)
operates under red alert status, while the Responsible Officer (RO) convenes clusters at the
EOC. Subsequently, the RO mobilizes and deploys the Incident Management Team (IMT), and
both clusters and the IMT operate in accordance with the contingency plan. Upon improvement
of the situation, the IMT recommends deactivation of the contingency plan, and the RO directs
its deactivation.

Non-Activation

Transitioning from the active response phase to recovery and assessment occurs when
the typhoon subsides and affected areas return to normal weather conditions. Deactivating the
Typhoon Contingency Plan (CP) involves a structured process to facilitate this transition
effectively. After the typhoon and as the affected schools, learners, and teaching personnel are
already in the recovery state, the Contingency Plan will form as part of the continuing plan and
shall be integrated in the overall DRRM plan when not in use.
 Sample CP Activation Flow Chart for Typhoon

START

PAGASA forecasts
Typhoon

DRRMC
conducts
PDRA

Typhoon makes landfall.

DRRMC conducts RDANA

1 2

Yes Activate No
EOC on red EOC on blue
contingency
alert status alert status
plan?

RO convenes Responders
the clusters at conduct 3
the EOC normal
operations
RO mobilizes
and deploys IMT Clusters provide
continuous
support to
Clusters and responders
IMT operate
based on No
Situation
3
normalize
No d?
Situation
1 Yes
improved
? IC
Yes recommends
demobilization
IMT
recommends RO approves
deactivation of recommendation for

RO directs Responders and clusters demobilize.

deactivation of Clusters for early recovery operate.
contingency plan

2 EOC returns to
white status
END
Sample CP Activation Flor Chart for Planned Event

START
DRRMC activates
contingency plan

EOC on red alert

status

RO convenes the
clusters at EOC
 ANNEXES

Working Group

Purpose: RO mobilizes
and deploys IMT

To ensure that information about safety and protective measures is disseminated to students,
parents, teachers and other personnel in school andand
Clusters to respond quickly when the occurrence of
unexpected hazard. IMT operate
based on
contingency plan
The Working Group will be responsible for the refinement, finalization, testing, evaluation, packaging,
updating and improvement of the CP. No
Planned
event
ended?
Duties and Responsibilities:
Yes

1. Facilitate the refinement and finalization IMT of the CP to include testing, evaluation, packaging,
updating and improvement; recommends
2. Develop work plan for the completion and deactivation
updating of of the CP;
3. Organize consultation meetings with the planners and relevant technical experts regarding the
development of the CP; and RO directs deactivation
4. Facilitate the presentation and endorsement
of contingencyofplan the CP to the authorities for comments and
approval.
5. Information drive on the DO’S and DON’T’S when there is a typhoon
IMT, responders
6. Formation of theTask Force in the School Level.
and clusters
7. Distribution of IEC materials. demobilize
8. Posting Tarpaulins on how to keep oneself protected and safe.
9. Implementation of quarterly fire drills. OpCen on white
10. Facilitate the refinement and finalization alertof
status
the CP to include testing, evaluation, packaging,
updating, and improvement.
11. Develop a work plan for the completion and updating of the CP.
12. Initiate the use of CP when needed. END

Members:

School Head : JUDELYN J. ESCRTIN

School DRRM Coordinator : JASMIN N. GABICA

School COVID 19 CORE Task Force:

Chairman : JUDELYN J. ESCARTIN
Vice Chairman : JASMIN N. GABICA
Member: JESELYN S. ESTILLORE
LEAH H. NUERA
NERRIE ANN V. ABAYON
REMEDIOS B. TORREJAS
NORREN R. RODRIGUEZ