DAUIS CENTRAL ELEMENTARY SCHOOL

SCHOOL ID :118259

Contingency Plan for

Earthquake
As of February 2024

CHAPTER I. BACKGROUND

A. Introduction

Achila Elementary School is one of the 45 elementary schools in whole town of Ubay.
One of the 21 elementary schools in Northeast Ubay District with the school ID of 118801.It has
a total land area of 1.4 hectare. The distance is approximately 137 kms.away from Tagbilaran
City and 5.5 kms away from the District. It is located in the heart of the purok 2 of barangay
Achila. It is lying along the seashore near the barangay costline. This school has 9 nationally-
paid teachers, one(I) SEF teachers. There present total population is 238 learners.
This Contingency Plan is intendly crafted to avoid under estimatimating the strength
and the capacity of hazards that will hit the area . This will guide the persons envolved before,
during after the hazards occur as what happen in past typhoon Odette that hit the entire
province. The school was greatly affected.
The aftermath was very terrible. The seawater level went up about 1.5 m high or on the
breast level of a person that killed two individuals during the typhoon. The storm surge occurred
almost 2m high. This was entered into the school vaccinity and into the classrooms.
The specter of the recent typhoon Odette (Rai) looms large in the collective memory of
the school community. The unforgiving forces of nature wreaked havoc on the institution, leaving
a trail of destruction in its wake. Classrooms, particularly those accommodating two-section
grade 1 classrooms were totally collapsed and devastated with total damage reported.
Kindergarten and grade 6 makeshift classrooms suffered partial damage, while Grade 2,4,5
classrooms and H.E building were also partially affected. Learning resources, including books
and tablet computers, faced total destruction, exacerbating the challenges faced by both
educators and learners.

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 The worst effect of the typhoon extended beyond the physical infrastructure, impacting
the lives of learners and personnel alike. The reasons behind the plight of the affected learners
were diverse, ranging from damaged homes, a lack of food supply, and the absence of power
supply/electricity to the destruction of school supplies and materials. Two residents
Presently, there is a project given by the IKAW-AKO FOUNDATION PHILIPPINES
partnership with Japan country, a non-government organization amounted of P5.5m. There is an
ongoing construction of Two-Classroom- one storey building amounted P5m that is earthquake
and typhoon proof building. Up coming 4-classrooms to be repaired amounted to P5.5M from
the second educational congreswoman allocation.
The challenges faced by the school personnel mirrored those of the learners, with
communication breakdowns, damaged homes, and flooding hindering their ability to respond
effectively. This stark reality necessitates a comprehensive and well-thought-out contingency
plan to fortify Achila Elementary School against future typhoons and ensure the safety and well-
being of its learners and staff. In the pages that follow, we will outline the key elements of the
contingency plan, designed to mitigate the impact of typhoons and foster a resilient school
community.

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 B. Hazard Analysis

CP Form 1: Hazard Analysis

HAZARD PROBABILITY IMPACT AVERAGE RANK
PROBABILITY +
RATE * REMARKS RATE ** REMARKS IMPACT
2
Earthquake 5 Area is proximal to fault line 5 Last major earthquake struck 5 1
Bohol resulted 211 deaths, 877
injured and 8 missing persons and
damage to properties and
infrastructures.
Fire 4 School has old school 4 With a few fire extinguishers but 4 2
buildings the school is a few meters away
from the Fire Station

Food 4 Ambulant vendors are 3 Foods and snacks are prepared 3 3

Poisoning present in the school and and sold by vendors and H. E.
H.E. Teacher prepares foods teacher but Municipal Health
and snacks Center is also few meters away
from the school.
Vehicular 3 School is located along the 2 Huge numbers of vehicles pass 2 4
accident national highway. but barangay tanods are present
to manage the traffic during pupils’
going in and out of the school.
Hazard analysis provides a prioritized overview of risks in the analyzed area, with earthquake identified as the most
impactful treat considering the damaged inflicted by the last major earthquake, while the fire hazard, although present, is
considered less critical given the available resources for containment and the distance of the school from the fire station. Poisoning
might happen for there are ambulant vendors selling foods and snacks near the school premises. Vehicular accident maybe
possible because the school is located along the national highway. This analysis aids in strategic planning and resource allocation
for effective hazard mitigation and response.
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 C. Hazard to Plan for:
HAZARD TO PLAN FOR
ROOT CAUSES
Bohol, being part of the
Philippine archipelago, that is
located in the Pacific Ring of
fire and fault lines are
proximal in the area.
The accomplished Hazard Plan for Earthquake aims to address and mitigate the potential impact of earthquake in the
region. The plan considers various aspects of hazard management, including root causes, early warnings, triggering factors, and
existing mitigating measures. By addressing these aspects comprehensively, the accomplished Hazard Plan for Earthquake strives
CP Form 2: Anatomy of the Hazard
TROPICAL CYCLONE/TYPHOON
EARLY WARNING SIGNS
Sudden and violent shaking of
the ground
Unusual sounds of animals
Different kinds of insects
coming out from underground.
Birds fly indiscriminately in
different directions
TRIGGERING FACTORS
The country is situated in the
Pacific Ring of Fire
Presence of four (4) fault lines
Some school buildings are old
and dilapidated, some have
cracks on the wall.
Trees are near to the school
buildings.
EXISTING
MITIGATING MEASURES
Cancellation of classes in all levels
(DO 37 s. 2022)
Annual checking of electrical wirings
and structure of the building.
Make repair/retrofitting of school
buildings.
Conduct earthquake drill regularly
Capacity building of teachers and
leaners on what to do
Posting of hazard map, evacuation
plan, disaster advocacy and
emergency hotlines in the
classrooms and other conspicuous
materials
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to enhance the region's resilience and reduce the potential impact of earthquakes in the school/community. The focus on
awareness, and infrastructure resilience reflects a holistic approach to hazard management in the face of natural disasters.

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D. Scenario

CP Form 3A: Scenario Generation for Natural Hazard

PARTICULARS BAD WORSE WORST

(CAN BE CUSTOMIZED)

Occurrence of 4.1 to 6
magnitude earthquake Occurrence of 6.1 to 7.5 Occurrence of 7.6 to 8.5
affects 25% part of Bohol magnitude earthquake which magnitude earthquake which
and can cause very minimal affects 50% part of Bohol affects more than 75% part of
damage to school buildings and can cause minimal to Bohol which can cause severe
1.General Description of Event
major damage to school damage to school buildings
Minor aftershocks are also buildings
(Earthquake)
experienced. Series of moderate to strong
Series of moderate aftershocks that can cause
aftershocks are experienced additional damages and
with a short time gap. injuries are also experienced.

Male - 20 Male - 255

Male - 5
Female - 20 Female - 221
Female - 5
Total – 40 Total - 276
Total - 10
IP - 0
2.No. of Affected Learners IP:0 Muslim - 0
IP -IP,
(Male, Female, 0 Muslim, PWD, ALS)
Muslim - 0
Muslim – 0
PWD – 7
PWD – 1
PWD - 3 ALS - 51
ALS - 0
ALS- 2
3.No. of Dead Learners Male - 0
(Male, Female, IP, Muslim, PWD, ALS)
Female - 0 Male:1 Male:25
Total - 0 Female:10 Female:15
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 Total:21 Total:40

IP:0 IP:0 IP:0

Muslim:0 Muslim:0 Muslim:0

PWD:1 PWD:2 PWD:5

ALS – 0 ALS – 0 ALS - 3

Male:15 Male:50
Male:1
Female:25 Female:45
Female:1
Total:50 Total:95
Total:2
IP:0 IP:0
IP:0
4.No. of Injured Learners
(Male, Female, IP, Muslim, PWD, ALS)
Muslim:0 Muslim:0
Muslim:0
PWD:1 PWD:2
PWD:0
ALS - 1 ALS - 6
ALS - 0

5.No. of Missing Learners Male:0 Male:0 Male:5

(Male, Female, IP, Muslim, PWD, ALS)
Female:0 Female:0 Female:5
Total:0 Total:0 Total:10

IP:0 IP:0 IP:0

Muslim:0 Muslim:0 Muslim:0
PWD:0 PWD:1 PWD:2
ALS - 0 ALS - 1 ALS - 2

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 Male:0 Male:0 Male:1
6.No. of Affected Teaching
Female:0 Female:0 Female:21
Personnel (Male, Female)
Total:0 Total:0 Total:22
Male:0 Male:0 Male:0
7.No. of Dead Teaching Personnel
(Male, Female) Female:0 Female:0 Female:2
Total:0 Total:0 Total:2
Male:0 Male:0 Male:1
8.No. of Injured Teaching
Female:0 Female:0 Female:4
Personnel (Male, Female)
Total:0 Total:0 Total:5
Male: Male: Male:0
9.No. of Missing Teaching
Female: Female: Female:1
Personnel (Male, Female)
Total: Total: Total:1
Male:0 Male:0 Male:4
10. No. of Affected Non-Teaching
Female:0 Female:0 Female:4
Personnel (Male, Female)
Total:0 Total:0 Total:8
Male:0 Male:0 Male:1
11. No. of Dead Non-Teaching
Female:0 Female:0 Female:1
Personnel (Male, Female)
Total:0 Total:0 Total:2
Male: Male:0 Male:1
12.No. of Injured Non-Teaching
Female: Female:0 Female:1
Personnel (Male, Female)
Total: Total:0 Total:2
Male:0 Male:0 Male:0
13.No. of Missing Non-Teaching
Female:0 Female:0 Female:0
Personnel (Male, Female)
Total:0 Total:0 Total:0
Effects
Infrastructure Classrooms – 1
- Totally damaged CLs Wash facilities – 0
- Partially damaged CLs Other facilities - 0 Classrooms – 2 Classrooms – 7
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 - Damaged WASH facilities Wash facilities - 1 Wash facilities – 3
- Other facilities - 2
Damaged other infrastructures and ancillary facilities (e.g., laboratories, clinic, library)

Non-infrastructure
- 15 % of furniture and fixtures 50% of furniture and fixtures
Damaged furniture and fixtures 5% of furniture and fixtures
- 15% of ICT equipment 50% of ICT equipment
5% of ICT equipment
Damaged Information and Communication Technology (ICT) equipment
20% of utensils 60% of utensils
5% of H.E. kitchen utensils
-
Damaged Home Economics /kitchen utensils

Communication lines are Communication lines are

Communication lines are still
Communication partially disrupted in some totally cut
operational
areas
Power is interrupted in some Total power shutdown
Power/ Electricity No power interruption
areas

Several roads are not Majority (80% and above) of

No effects passable to small and light the roads are not passable.
Transportation Normal flows of vehicles Roads near the impact areas
transportation are impassable due to cracks
and fallen trees c by the
quake
Maximum security presence Security forces are unable to
Adequate number of
for deterrence. Target contain the situation and
security forces, personnel,
Response Capabilities hardening measures are require augmentation. Several
responders are deployed to
optimized. medical and rescue teams are
address the situation.
deployed.

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 Others_________
Others_________
Others_________

The table shows that all learners, teaching and non-teaching personnel are affected in the worst scenario. This results to damaged
infrastructure and non- infrastructure, loss of communication, electric power, poor transportation and response capabilities.

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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 (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
GRADE LEVEL NO. OF LEARNERS
NO. OF LEARNERS INSIDE NO. OF LEARNERS OUTSIDE
(Area/Location) AFFECTED REASONS FOR DISPLACEMENT
EVACUATION CENTERS EVACUATION CENTERS
Dauis Central ES 534 200 334 Most of their houses are totally
damaged.

TOTAL 534 200 334

The information provides a detailed breakdown of the impact on learners at Dauis Central Elementary School, categorized
by grade level. It specifies the number of affected learners, those inside and outside evacuation centers, and the reasons for their
displacement. This data is crucial for planning and implementing targeted interventions and support to address the challenges
faced by the affected students, taking into consideration the reasons for their displacement.

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 CP Form 4A.2: Affected Personnel

DISPLACED TEACHING PERSONNEL DISPLACED NON-TEACHING PERSONNEL

NO. OF NO. OF NO. OF NO. OF NON- NO. OF NON- NO. OF NON-

AREA/ TEACHING TEACHING TEACHING TEACHING TEACHING TEACHING
PERSONNEL PERSONNEL PERSONNEL PERSONNEL PERSONNEL
LOCATION REASONS FOR DISPLACEMENT OUTSIDE REASONS FOR DISPLACEMENT
AFFECTED INSIDE OUTSIDE AFFECTED INSIDE EVACUATION
EVACUATION EVACUATION EVACUATION CENTERS
CENTERS CENTERS CENTERS
Dauis 22 5 17 8 1 7
Central ES Damage houses. Damage houses.

TOTAL 22 5 17 8 1 7

These details provide a comprehensive breakdown of the impact on both teaching and non-teaching personnel at Dauis
Central Elementary School due to the earthquake. It includes the number of personnel affected, their locations (inside or outside
evacuation centers), and the reasons for displacement. This information is crucial for planning and executing effective responses to
ensure the safety and well-being of the school staff in the aftermath of an earthquake.

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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
LOCATION DISABILITY
M F M F M F M F M F M F M F M F
Dauis 0
294 240 145 121 110 100 0 0 0 0 2 5 0 0 37 14
Central ES

TOTAL 294 240 0 0 0 0 2 5 0 0 37 14 0

These figures provide a comprehensive picture of the number of learners affected by the earthquake, categorized by gender
and academic level. The detailed breakdown is essential for planning and implementing targeted interventions and support for the
affected pupils. It helps in assessing the specific needs of different groups within the pupil body, ensuring a more effective and
tailored response to address the challenges arising from the earthquake's impact on the educational environment.

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 CP Form 4B.2: Breakdown of Affected Personnel

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

AFFECTED AFFECTED
AREA/
OTHERS
LOCATION M F M F
DAUIS 0
CENTRAL 1 21 4 4
ES

TOTAL 1 21 4 4 0

The data provides a detailed account of the impact of a certain event or situation on the staff members of Dauis Central
Elementary School. The form specifies the gender distribution for both teaching and non-teaching personnel who have been
affected by the earthquake. This breakdown is crucial for understanding the extent of the impact on different segments of the
school's workforce and aids in devising appropriate contingency plans to address the situation effectively.

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 CHAPTER II. GOALS AND OBJECTIVES

A. Goal

The goal of the contingency plan is to provide effective, efficient, timely and well-
coordinated response mechanisms in the event of the occurrence of an earthquake in Dauis
Central Elementary School. Such mechanisms shall help to protect lives, properties and the
environment, and restore the immediate needs of the affected school personnel and learners.

B. General Objective(s)

1. To prepare the DepEd Personnel and learners from impacts of the hazards brought by
earthquake.

2. To plan interventions/ mitigations on the identified hazards in Dauis Central Elementary

School.

3. To determine the immediate needs and resources in the event of an earthquake.

4. To establish coordination and linkages between and among stakeholders in the event
of an earthquake.

5. To respond after the occurrence of a disaster.

6. To ensure learning continuity in the aftermath of a disaster.

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 CHAPTER III. RESPONSE ARRANGEMENTS

A. Response Clusters

CP FORM 5: CLUSTER IDENTIFICATION

RESPONSE AGENCIES/OFFICES INVOLVED (NUMBER OF

CLUSTER FIELD CAN BE REDUCED)
BDRRMO BHW DSWD BRGY DEPED LEAD
TANOD/PNP AGENCY/OFFICE
FOOD AND / / MSWDO
NON-FOOD
ITEMS
HEALTH / / BHW
LAW AND / TANOD
ORDER
SEARCH, / / / BFP
RESCUE AND PNP
RETRIEVAL
LOGISTICS / DEPED
CAMP / / MSWDO
COORDINATION
EDUCATION / DEPED

Response actions are started in the immediate aftermath of an earthquake in order to

protect people, property, and key services. Collaboration between government entities, first
responders, community organizations, and volunteers is required for these operations.
coordinated efforts to protect lives, reduce damage, and offer critical support to affected people
and communities. To ensure a quick and well-organized reaction to handling the earthquake’s
impact, it needs cooperation, readiness, and commitment from many partie

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19
Response Activities

CP Form 6: Response Activities

TIMEFRAME
RESPONSE ACTIVITIES RESPONSIBLE TEAM/COMMITTEE
(after the trigger)
Within 24 hours Contact accounting of teams available for AFP, BFP, CDRRMO, CHO
mobilization
Within 48 to 72 hours Pre-position of teams to stagging areas AFP, BFP, CHO
After 72 hours and Commence search, rescue and retrieval AFP, BFP, CHO
onwards operations
+ 1 day Undertake continuos monitoring, coordination of AFP, BFP, CDRRMO, CHO
the response, and augmentation

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

<Describe the results of the accomplished form.>

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Resource Inventory

CP Form 7: Resource Inventory

TEAM/COMMITTEE RESOURCE QUANTITY REMARKS

AFP Search, Rescue and 5
Retrieval Team
BFP Search, Rescue and 3
Retrieval Team
BFP Fire Engiene 2
CHO Emergency Medical Team 3
CHO Ambulance 2
CDRMO Service Vehicle 1
CDRMO Rescue Boats 2
DsDRRMCs & School Health Trained on BLS 30
Personnel
First Aider 20
Physical Facilities/ DRRM Vehicle 2
1. Health Equipement First Aid Kit 30
Stretcher 4
Portable Oxygen Tank 4
First Aide Team 2

2. Transportation vehicle 2

The resources must be Complied ahead of time to Avoid problem prior to the occurrence Of typhoon for the full operation of

untoward incidents.

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Resource Projection

CP Form 8: Resource Projection

COST ESTIMATES SOURCE OF FUNDS

GAPS
ACTIVITIES/ SOURCES (FILL-UP ONLY (FILL-UP ONLY
RESOURCE NEED HAVE (NEED –
TO FILL THE GAPS WHEN WHEN
HAVE)
APPROPRIATE) APPROPRIATE)
Search, Rescue

and Retrieval 8 6 2

Team Augmentation from

Fire Engine 2 1 1 RDRRMC and nearby

Emergency LGU’s
4 2 2
Medical Team

Service Vehicle 4 3 1

Rescue Boats 10 8 2 Procurement P2,000,000.00 LDRRMF

2 way radio 2 1 1 Purchase of equipment 7,500.00 SDO

Oxygen tank 3 0 3 Purchase of Equipment 4,000.00 SDO

strechers 4 2 2 Purchase of Equipment 4,000.00 SDO

The resources must be complied ahead of time prior to the occurrence of typhoon for the full operation of any
untoward incidents may happen.

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<Describe the results of the accomplished form.>

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Resource Gap Summary

CP Form 9: Resource GAP Summary

sponse Cluster Total Resource Gaps Total Cost Estimates

Search, Rescue and Retrieval Team 2

Emergency Medical Team 2

strechers 2

Service Vehicle 1 1,000,000.00

Rescue Boats 2 2,000,000.00

2 way radio 1 7,000.00

Oxygen tank 3 5,000.00

EDUCATION/SDRRM 13 15,000.00

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B. Emergency Operations Center

CP Form 10: Emergency Operations Center

LOCATION Achila Elementary School-Achila, Ubay, Bohol
CONTACT INFORMATION
Primary Alternate
Landline:093-446 Satellite Phone:None

Mobile:097-07764-380 Radio Frequency:1234

Email Others:None
Address:helen.boyles01@deped.gov.ph

Social Media:None

CHAPTER IV. Others: ACTIVATION

EOC MANAGEMENT TEAM
POSITION NAMES AND AGENCY/ CONTACT INFORMATION
Activation (CUSTOMIZE AS OFFICE/ ORGANIZATION (PRIMARY AND
APPROPRIATE) (PRIMARY AND ALTERNATE)
The ALTERNATE) activation of
EOC Manager Helen B. Boyles 09707764380
DepEd’s Contingency
Carmela B. Anunciado 09512336149
Plan for Evelyn C. Pilandas 09483291084 Typhoon is
expected at Operations Coordinator Melane B. Villardo 09460881910 the time of the
hazard to Leni Joy A. Revilla O9495720945 occur. The
timing of Carmela B. Anunciado 09707637693 activating the
Typhoon Planning Coordinator Helen B. Boyles 09496278403 CP depends on
the specific Demeliane B. Beronio 09957026056 triggers you've
established, Richie B. Boyles 09496278403 the severity of
the Logistics Coordinator Jason P. Atuel 09706789006 typhoon, and
Daisy Lyn L. Golosino 09079987933
the readiness of
Charlene B. Paredes O9286925520
response Finance/ Admin Coordinator Melane B. Villardo 09483291084 teams.
Leni Joy A. Revilla O9495720945 25
Richie B. Boyles 09496278403
 Effective activation and coordination can significantly contribute to minimizing the typhoon's impact and ensuring the safety and
well-being of those affected.

Deactivation
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.

Non-Activation
When there are no more typhoons coming. When there might be situations where it's not necessary or feasible.

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?
26
SH convenes the Responders
clusters at the conduct normal
EOC 3
operations using
ICS
27
CP Activation Flow ChartEND
for Planned Event

START

DRRMC activates
contingency plan

EOC on red alert

status

RO convenes the
clusters at EOC

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 ANNEXES

Working Group
RO mobilizes and
Purpose: deploys IMT

. To ensure that information about safety and protective measures is disseminated to students, parents, teachers and
Clusters and IMT
other personnel in school and to respond quickly when
operate based on the occurrence of unexpected hazard.
contingency plan

No
Planned
event
Duties and Responsibilities: ended?
Yes

1. Information drive on the DO’S and DON'T

IMTS when there is a typhoon
recommends
deactivation of
2. Formation of the Task Force in the School Level.plan
contingency

3. Distribution of IEC materials.

RO directs deactivation of
contingency
4. Posting Tarpaulins on how to keep oneself plan and safe.
protected
5. Implementation of quarterly fire drills.
IMT, responders and
6. Facilitate the refinement and finalization of the
clusters CP to
demobilize include testing, evaluation, packaging, updating, and improvement.
7.Develop a work plan for the completion and updating of the CP.
OpCen on white alert
8. Initiate the use of CP when needed. status

END

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Members:

Head : HELEN B. BOYLES

Facilitator : JASON P. ATUEL

Secretariat : EVELYN C. PILANDAS

Cluster Representatives : LENI JOY A. REVILLA

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.