<insert DepEd Logo, Logo of

Schools Division Office and

Regional Office>

HAMBABAURAN ELEMENTARY SCHOOL -118819

Contingency Plan for

TYPHOON
As of January, 2024

1
 CHAPTER I. BACKGROUND

A. Introduction

In our quest to maintain the safety and well-being of our teachers and learners,
safeguards our assets, and ensure the continuity of our operations, we recognize the imperative
need to be well-prepared for natural disasters. Among these, typhoons stands as one of the
most potent and unpredictable threats to our organization’s stability. The potential for
widespread damage, power outrages, transportation disruptions, communication breakdowns
necessities a comprehensive and thoroughly thought-out plan of action.

Hambabauran Elementary School with School ID 118819, is located in the hinterland of

Ubay, Bohol. It is about 15 kilometers away from the town proper and is approximately 125
kilometers away from the city of Tagbilaran. The school is accessible by any means of
transportation.
The said school building is situated along the barangay road. The population of the
school this year is composed of 266 pupils taught by 9 teachers and managed by a School In-
charge.

In times of natural disasters such as typhoons and earthquake, the school is the
immediate shelter of some affected constituents of Barangay Hambabauran.

2
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 4 Probably may occur 4 1
prone to typhoon

Earthquake 4 Due to many fault 3 Sometimes may occur 3.5 2

lines in Bohol

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

Storm Surge 1 Location is in coastal 1 May occur or probably 1 5

area will not

The most frequent natural disaster in our area includes potential effects including ferocious winds, copious amounts of rain, and flooding.
Emphasize the salient features of these dangers, such as their intensity and destructive potential. Infrastructure, population density, and natural
features in the impacted area were among the various aspects whose vulnerabilities were evaluated.

3
 C. Hazard to Plan for: <Insert hazard that ranked as number one in CP Form 1>

CP Form 2: Anatomy of the Hazard

HAZARD TO PLAN FOR TYPHOON

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

-functional DRRM team

Typhoons lose their main source of energy, warm ocean water, when they cross land or cooler water. It consequently
progressively wane and vanish. Even after making landfall, the typhoon may still deliver flooding, high winds, and heavy rain.
Typhoon anatomy must be understood in order to forecast their behavior and potential effects. Meteorologists monitor and
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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

CP Form 3A: Scenario Generation for Natural Hazard

PARTICULARS BAD WORSE WORST

(CAN BE CUSTOMIZED)

Learners and personnel have

General Description of Event Learners and personnel have Learners and teaching and
minor injuries
major injuries non-teaching personnel have
severe injuries and some are
missing
M F T M F T M F T
Regular Learners Regular Learners Regular Learners
IP- IP- IP-
No. of Affected Learners
(Male, Female,Muslim-
IP, Muslim, PWD) Muslim- Muslim-
PWD- PWD- PWD-
Overall Overall Overall

No. of Dead Learners M F T M F T M F T

(Male, Female, IP, Muslim, PWD)
Regular Learners Regular Learners Regular Learners
IP- IP- IP-

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 Muslim- Muslim- Muslim-
PWD- PWD- PWD-
Overall Overall Overall

M F T M F T M F T
Regular Learners Regular Learners Regular Learners
IP- IP- IP-
No. of Injured Learners
Muslim-
(Male, Female, IP, Muslim, PWD) Muslim- Muslim-
PWD- PWD- PWD-
Overall Overall Overall

M F T M F T M F T
Regular Learners Regular Learners Regular Learners
IP- IP- IP-
No. of Missing Learners
(Male, Female, Muslim-
IP, Muslim, PWD) Muslim- Muslim-
PWD- PWD- PWD-
Overall Overall Overall

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

No. of Dead Teaching Personnel (Male, Female)

M F T M F T M F T

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No. of Injured Teaching Personnel M F T M F T M F T
(Male, Female)

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

(Male, Female)

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

Personnel (Male, Female)

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

Personnel (Male, Female)

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

Personnel (Male, Female)

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

Personnel (Male, Female)

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

Non-infrastructure 60 out of 610 of DepEd

- Damaged furniture and fixtures furniture and fixtures were 242 out of 610 of DepEd 500 out of 610 of DepEd

7
 furniture and fixtures were
- damaged
Damaged learning resources and self-learning modules
-
Damaged Information and Communication Technology (ICT) equipment

- furniture and fixtures were

Damaged laboratory equipment
slightly damaged totally 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.
No power interruption Power is interrupted in some Total power shutdown
Power/ Electricity 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_________

<Describe the results of the accomplished form.>

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9
 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 (Male, Female)
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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_________

<Describe the results of the accomplished form.>

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 CP Form 4A.1: Affected Learners

DISPLACED LEARNERS
NO. OF LEARNERS
AREA/ LOCATION NO. OF LEARNERS INSIDE NO. OF LEARNERS OUTSIDE REASONS FOR
AFFECTED
EVACUATION CENTERS EVACUATION CENTERS DISPLACEMENT
HAMBABAURAN,UBAY, 3 3 3
9
BOHOL

TOTAL 9 3 3 3

<Describe the results of the accomplished form.>

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 CP Form 4A.2: Affected Personnel

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

NO. OF NO. OF NO. OF TEACHING NO. OF NON-
NO. OF NON-
AREA/ TEACHING TEACHING TEACHING REASONS PERSONNEL TEACHING REASONS
TEACHING
PERSONNEL PERSONNEL FOR PERSONNEL FOR
LOCATION PERSONNEL AFFECTED OUTSIDE
INSIDE OUTSIDE DISPLACEME INSIDE DISPLACEMEN
AFFECTED EVACUATION
EVACUATION EVACUATION NT EVACUATION T
CENTERS
CENTERS CENTERS CENTERS
Division of 5 4 0 0 0
Bohol
HAMBABAUR 9

AN ES

TOTAL 9 5 4 0 0 0

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 The table shows that there where are 9 teaching personnel affected. The effects of a typhoon on personnel can include a wide range of
difficulties and disruptions that can harm different professionals, employees, and people in many industries. The impacts can change depending
on the typhoon's intensity, the extent of preparedness, and the resilience of the communities. To assist communities, employers, and people in
preparing for and minimizing the effects of typhoons while sustaining critical services and activities, we should be aware of these difficulties.

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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
AFFECTED K- G3 G4-G6 SHS LEARNERS WITH LEARNERS LEARNERS
LOCATIO DISABILITY
N
M F M F M F M F M F M F M F M F
HAMBABA

URAN

ELEMENT

ARY

SCHOOL

TOTAL

<Describe the results of the accomplished form.>

*notes: further disaggregate between specific grade levels (for easier comparison vs. enrollment data)
no JHS in the template
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 CP Form 4B.2: Breakdown of Affected Personnel

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

AFFECTED AFFECTED
AREA/
LOCATIO OTHERS
N M F M F

HAMBABA

URAN

ELEMENT 5 4 0 0

ARY

SCHOOL

TOTAL 5 4 0 0

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Most of the affected personnels belong to the teaching personnel. The number of male affected teaching personnel exceeds the
female.

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 CHAPTER II. GOALS AND OBJECTIVES

A. Goal

1. The goal of the contingency plan is to provide effective, efficient, timely and well-coordinated
response mechanisms in the event of the occurrence of typhoon in Hambabauran Elementary
School . Such mechanisms shall help to protect lives, facilities and the environment, and restore
the immediate needs of the affected school.

General Objective(s)

This Contingency Plan aims to:

1. To protect the lives of the learners, school personnel and education investments from the
impacts of typhoon.
2. To determine the immediate needs and the resources that will meet the needs in the
event of typhoon;
3. Ensure learning continuity in the aftermath of disaster
4. To establish coordination and linkages between and among the stakeholders in the event
of typhoon.

CHAPTER III. RESPONSE ARRANGEMENTS

A. Response Clusters

RESPONSE AGENCIES/OFFICES INVOLVED ( NUMBER OF FIELD CAN

CLUSTER BE REDUCED)
BDRRMO BHW DSWD BRGY DepEd LEAD
TANOD/PN AGENC
P Y
/OFFICE
FOOD AND / / MSWDO
NON-FOOD
ITEMS
HEALTH / / BHW
LAW AND / TANOD
ORDER
SEARCH, / / /
RESCUE AND
RETRIEVAL
LOGISTICS /
CAMP / / MSWDO
COORDINATI
ON AND
CAMP
MANAGEMEN
T
Education /

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19
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 SDRRM TEAM
DRRM 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

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  Submit report on schools used
evacuation area

D-0  If possible, monitor status of the SDRRM TEAM

impact 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 (RADAR Report) of
the impacts and damages from the
hazard

D+5  Continue to implement response SDRRM TEAM

and 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
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 D+5 onwards  Provision of psychological first-aid
 Repair of damages

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

<Describe the results of the accomplished form.>

22
Resource Inventory

CP Form 7: Resource Inventory

TEAM/COMMITTEE RESOURCE QUANTITY REMARKS

SCHOOL DRRM TASK Fire extinguishers 1 pcs
FORCE
towels 9 pcs
Whistle 9 pcs
Megaphone 0
Flashlight 2 pcs

<Describe the results of the accomplished form.>

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Resource Projection

CP Form 8: Resource Projection

GAPS ACTIVITIES/ SOURCES COST ESTIMATES SOURCE OF FUNDS

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
radio

Secure from personal funds

GO Bags 9 0 9
and PTA funds

Secure from MOOE and

1 0 1
Ladder PTA funds

Secure from MOOE and

1 roll 0 1 roll
Rope PTA funds

TOTAL 13 0 13

<Describe the results of the accomplished form.>

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Resource Gap Summary

The walkie-talkie project is essential for the school since it helps to ensure everyone's safety during emergencies
and natural disasters. Go bags are crucial to having enough supplies for three days of survival. Additionally, a ladder and rope are required in
case there is a rapid rise in the water's level and a flood occurs.

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B. Emergency Operations Center

CP Form 10: Emergency Operations Center

LOCATION HAMBABAURAN, UBAY, BOHOL

CONTACT INFORMATION
Primary Alternate
Landline: none Satellite Phone: none

Mobile: 09151991231 Radio Frequency: none

Email Address: Others:

regie.mante@deped.gov.ph

Social Media: regie mante

Others:
EOC MANAGEMENT TEAM
POSITION NAMES AND AGENCY/ CONTACT INFORMATION
(CUSTOMIZE AS APPROPRIATE) OFFICE/ ORGANIZATION (PRIMARY AND ALTERNATE)
(PRIMARY AND ALTERNATE)
EOC Manager Regie Mante 09161921102

Operations Coordinator Cecil Pizarras

Planning Coordinator Felix Inson``

Logistics Coordinator Alona Degamo

Finance/ Admin Felix Anasco

Coordinator

Others___________
Others___________
Others___________
 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 CP 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.

Non-Activation
When the typhoon is over and normal weather is experienced in the affected areas.
Deactivating the Typhoon Command Post (CP) involves a structured process to transition from
the active response phase to a phase of recovery and assessment.
 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 normal
the EOC 3
operations using
ICS

RO mobilizes and
deploys IMT Clusters provide
continuous support
to responders
Clusters and IMT
operate based on
contingency plan
No
Situation
3
normalize
No d?
Situation
1 Yes
improved?
IC recommends
Yes demobilization

IMT recommends
deactivation of RO approves recommendation
contingency plan for demobilization

RO directs deactivation Responders and clusters demobilize.

of contingency plan Clusters for early recovery operate.

2 EOC returns to white

status
Sample CP Activation Flor Chart for Planned END
Event

START

DRRMC activates
contingency plan

EOC on red alert

status

RO convenes the
clusters at EOC
 ANNEXES

Working Group
RO mobilizes and
Purpose: deploys IMT

. To ensure that information about safety and protective measures is disseminated to

Clusters and IMT
students, parents, teachers and other personnel in school and to respond quickly when the
operate based on
occurrence of unexpected hazard. 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?
Yes

Duties and Responsibilities: IMT recommends

deactivation of
contingency plan
<Sample duties and responsibilities>
1. Facilitate the refinement and finalization of the CP to include testing, evaluation,
RO directs deactivation of
packaging, updating and improvement;contingency plan
2. Develop work plan for the completion and updating of the CP;
3. Organize consultation meetings with the planners and relevant technical experts
regarding the development of the IMT,
CP; responders and
and
clusters demobilize
4. Facilitate the presentation and endorsement of the CP to the authorities for comments
and approval.
OpCen on white alert
status

.1.Information drive on the DO’S and DON’T’S when there is a typhoon

2. Formation of theTask Force in the School Level.
END
3. Distribution of IEC materials.
4. Posting Tarpaulins on how to keep oneself protected and safe.
5. Implementation of quarterly fire drills.
6. Facilitate the refinement and finalization of the CP to include testing, evaluation, packaging,
updating, and improvement.
7.Develop a work plan for the completion and updating of the CP.
8. Initiate the use of CP when needed.
Members:

Head : TEOFILA B. MAGDUA

Facilitator : RAQUEL I. JUGARAP

Secretariat : VIVIEN B. VILLAVER

Cluster Representatives : AMOR M. MENDEZ