Chapter 1: Background

The San Pedro Central Elementary School came to exist on the year
1952, during the political reign of the late Hon. Benjamen P. Arao . It is
geographically rounded by Barangay Santiago on the south and
Barangay Kawit on the north. It has a land area of 14,695 square meters
or 1.47 hectares.
People in the barangay of San Pedro survive for existence as
fishermen, laborers and government employees. It is also a Christian
community with approximately 95% Christians and 5% Muslims.

Along the sides, back and front part of these buildings are full
grown mangrove trees planted by previous and presently stationed
teachers. The once, watered surface, swampy area school ground have
been developed into a wide and ideal school ground for the children to
play on. There are temporary setlers around the school premises.
The school population ranges from 1,500 to 1,700 pupils. There are
fourteen (14) school buildings that are actually existing with thirty-eight
(38) classrooms, thirty six (36) of which are being used as instructional
classrooms and 1 (one) as administrative office.

The teaching force at present are 39. 35 are females and 4 are male
teachers who are all versatile and competent in their field. There are 3
master teacher I, 6 teacher III, 4 teacher II, and 25 teacher I. There are
3 pre-school teachers and 2 security guards that are alternate in duty.
The school had experience a tsunami incident occurred last August
16, 1976. Where infrastructures were demaged and most of the learners
where displaced and was a casualties.

Also last June 1, 2015, a large scale fire devastated the community
and displaced more then 500 families, the fire almost reaches the
school due to the presence of community houses around it.
 Version: 2
Annex 2.1: Contingency Plan Template for School Date: 27 August 2019

HAZARD PRIORITIZATION

School Name: San Pedro Central Elementary School

School ID: 126052

Probability Impact Average

Hazard Rank
Rate Remarks Rate Remarks (P+I)/2
* Injured: 50 & above
The event may occure only in * Dead 21 & above
Tsunami 1 5 3 2
exceptional cases * Missing 21
& above
* Injured: 1 - 50
The event will probably occur
Earthquake 4 4 * Dead 1 - 20 4 1
in most or many cases
* Missing 1 - 20
* Injured: 1-20 *
The event could occur at some
Fire 2 3 Dead 1-2 * 2.5 3
time, but probably will not
Missing 1-2 & above
* Injured: 1-20 *
The event could occur at some
Flush Flood 2 3 Dead 1-2 * 2.5 3
time, but probably will not
Missing 1-2 & above

Prepared by: Noted by:

ZANDRO V. ARISTON HERWENA R. ALCOSEBA

School DRRM Coordinator School Principal - II

Instructions:
Hazard - List all the possible hazards that may affect your schools and divisions. (e.g. flood, tropical cyclone,
armed conflict, fire, earthquake, etc.)
Rate the probability using the below scale. Indicate the important details on hazard occurrence in the Remarks
Column.

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

Average - calculate by adding probability and impact and divide by two.

Rank - rank the hazards with the highest average as 1, the second highest average as 2, and so on. The highest
average will be the priority for Contingency Planning.
 Version: 2
Annex 2.1: Contingency Plan Template for School
Date: 27 August 2019

ANATOMY OF THE HAZARD

School Name: _San Pedro Central Elementary School

School ID: _126052
Hazard: Earthquake

Existing Mitigating
Root Causes Early Warning Signs Triggering Factors
Measures

Movement of the nearby Enhance/ reinforce building

No early warning signs Domino effect of the other
fault line / or trenches to the structural designs in order to
can be detected. active fault lines
school area withstand higher instensity.

Prepared by: Noted by:

ZANDRO V. ARISTON HERWENA R. ALCOSEBA

School DRRM Coordinator School Principal -II

Instructions:

Hazard - it should be the Rank No. 1 in the Template 5.

Root Causes - describe the root causes of hazard.
Early Warning Signs - describe the indicators to initiate action.
Triggering Factors - describe the factors that turn the hazard into a disaster or crisis.
Existing Mitigating Measures - describe the mitigating measures of the school to address the hazard.
 Version: 2
Annex 2.1: Contingency Plan Template for School
Date: 27 August 2019

SCENARIO BUILDING

School Name: _San Pedro Central Elementary School

School ID: 126052
Hazard: _Earthquake

SITUATION BAD WORSE WORST

Earthquake of Earthquake of Earthquake of

DESCRIPTION OF EVENT Magnitude 6 at the Magnitude 7 at the Magnitude 8 at the
Davao River Fault Davao River Fault Davao River Fault

IMPACT ON HUMAN LIVES

No. of Death/s 1 - 2 persons 2 - 9 persons 10 or more persons
No. of Injury/ies 5 - 10 persons 11 - 20 persons 21 or more persons
140 or 10% of the 200 or 15% of the 400 or 29% of the
Percentage of Displacement/s
total population total population total population
AFFECTED POPULATION
No. of Learners 400 learners 800 learners 1,400 learners
10 Teaching 25 Teaching 40 Teaching
No. of Teaching Personnel
personnel Personnel Personnel
1 Non-teaching 2 Non-teaching 5 Non-teaching
No. of Non-teaching Personnel
Personnel Personnel Personnel
EFFECTS ON
Fatal Injuries that Fatal Injuries that
Be injured by a
Learners may cause death to may cause death to
falling debris
some learners many learners

Fatal Injuries that Fatal Injuries that

Be injured by a
Teachers may cause death to may cause death to
falling debris
some teachers most of the teachers

Classes will be Classes will be Classes will be

Educational Continuity disrupted for at least disrupted for at least disrupted for at least
1 week 2-3 weeks 1-2 months
2 old classroom will 3-5 old classroom will 5 -10 old classroom
Instructional Classrooms
collapse collapse will collapse

10 - 30% of the 31 - 70% of the Principal's office and

Non-instructional Classrooms principal's office and principal's office and HE will totally be
HE will be destroyed HE will be destroyed destroyed

1 out of 7 WaSH 3 out of 7 WaSH All of the WaSH

WaSH Facilities Facilities will be Facilities will be Facilities will be
unusable unusable unusable

Perimeter Fence and

30% of the perimeter 60 % of the perimeter
Perimeter Fence and Gate the Gate will be
fence will be damaged fence will be damaged
totally damaged

40% of the school 41-60% of the school 61-90% of the school

School Furniture furniture will be furniture will be furniture will be
distroyed distroyed distroyed
20% of Books and 21-40% of Books and 41-80% of Books and
Instructional Instructional Instructional
Books and Instructional Resources
Resources will be Resources will be Resources will be
divastated divastated divastated
None of the DCP 50% of the DCP 51- 80% of the DCP
DepEd Computerization Packages packages be Packages unites be Packages unites be
distroyed distroyed distroyed
60-75% of the
30% of the Powerlines All the Powerlines will
Powerlines will be
Power Lines will be unusable for a be unusable for a
unusable for a 2-3
week month
weeks
All of the Water
50% of the Water All of the Water
Utilities will be
Water Utilities Utilities will unusable Utilities will be
unusable for a 2 -3
for a week unusable for a week
weeks
Roads will be Roads will be Roads will be
Roads and Bridges unaccessable for 1-2 unaccessable for 3-5 unaccessable for a
days days week

Prepared by: Noted by

ZANDRO V. ARISTON HERWENA R. ALCOSEBA

School DRRM Coordinator School Principal - II

Instructions:

Description of the Event - provide brief descirption of the hazard. (How it will occur?).
Impact on human lives - Based on the capacity of the school, the team should estimate
the number or percentage of the death, injury and displacements. It can also based
from the LGU Contingency Plan.
Affected population - Based on the current data or existing records of the school.
Effects on - Based on the capacity of the school, the team should provide brief
statements of the following items (answerable by what). It can also based from the
LGU Contingency Plan.
 Version: 2
Annex 2.1: Contingency Plan Template for School Date: 27 August 2019

CONFLICT ANALYSIS: STAKEHOLDER ANALYSIS – POSITIONS, INTERESTS, NEEDS

School Name: _______________

School ID: _______________________

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

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

Prepared by: Noted by

________________________________ __________________________________
School Head

Instructions:

Actor - groups involved in the armed conflict (e.g. AFP/PNP, NPA, BIFF), which include groups which are secondary and tertiary players in the
conflict (i.e. not directly involved, but affected by the conflict like learners and school personnel)
Positions - what the actors say they want
Interests - what the actors really want
Needs - what the actors must have

Means of Influence/Power - sources of power and influence (e.g. resources like money, land, arms, networks, political power) that the actor has and uses in the
conflict to attain their positions, interests, and needs
Willingness to Negotiate - openness of the actor to talk, settle the conflict, and reach an agreement
 NO. OF DISPLACED P
NO. OF AFFECTED POPULATION
AFFECTED AREA INSIDE EVACUATION
(School) Non-
Teaching Non-Teaching Teaching
Learners Learners Teaching Location
Personnel Personnel Personnel
Personnel
NO. OF DISPLACED POPULATION
ASSUMPTIONS (why
OUTSIDE EVACUATION TOTAL they were
Non- Non- affected/displaced/evacu
Teaching Teaching ated)
Learners Teaching Learners Teaching
Personnel Personnel
Personnel Personnel
CHARACTERISTICS
 MALE
Location of
Affected Infant Toddler Pre-school School Age Teenage Adult Senior Citizen
Population PWDs Others
0-12 mos. 1-3 yo 4-5 yo 6-Dec 13-17 18-59 60 above
 FEMALE
Total Infant Toddler Pre-school School Age Teenage Adult Senior Citizen
PWDs Pregnant
0-12 mos. 1-3 yo 4-May 6-Dec 13-17 18-59 60 above
Lactating Others Total
Annex 2.1: Contingency Plan Template for School Version: 2
Date: 27 August 2019
HISTORICAL DATA ON DISASTERS

School Name:___________________
School ID:______________________

EFFECTS ON:
AFFECTED POPULATION
INFRASTRUCTURE NON-INFRASTRUCTURE
Incident Name
Date of No. of Non- No. of Damaged Estimated Total
Type of Incident No. of Instructional No. of Damaged No. of Damaged Other effects/damages
Occurence Instructional No. WASH Facilities DepEd Cost of Damage
No. of Learners No. of Personnel Classrooms School Learning
Classrooms Computerization
Furniture Resources
Project (DCP)
Minor Major Totally Minor Major Totally Minor Major Totally

Remarks: Data is based on historical RADaR reports and other official documents

Prepared by: Noted by:

School Head

Instructions:

Incident Name - specific name of the hazard or disaster (e.g. TY Ompong, TD Ineng, Magnitude 6.5 Earthquake in San Julian, Eastern Samar).
Type of Incident - choose among the following: Tropical Cyclone, Armed Conflict, Fire, Landslides, Earthquake, Volcano Eruption, Others (please specify).
Date of Occurrence - specific date when the incident happen.
Affected Population - based on the existing or historical record of the school visa via the date of occurrence of the incident.
Infrastructure ad Non Infrastructure - quantity of damage per incident.
Instructional classrooms - includes all academic rooms used by the learners.
Non-instructional classrooms - includes all non-academic rooms like Canteen, Library, Faculty Room, etc.
DCP - it should be per computer set (if possible).
Estimated Total Cost of Damage - based on the existing and historical record of the school.

12
GOALS AND OBJECTIVES
SCHOOL DRRM TEAM

Committee/Cluster Objectives Overall Responsibilities Compostion

Lead Members

To systematically *Identify safe evacuation area.

evacuates personnel, *Evacuate affected
1. Timotea P. Gala
students and properties personnel and learners to the
2. Natividad M. Manginsay
Evacuation Team during emergency identify evacuation area. Leila P. Omandam
3. Lediza B. Tenejeros
situations and ensure *To Insure Proper
4. Opehella N. Carillo
proper camp management Camp Management of
of resources resources.

To provide safeguards *Provide safeguard to the

1. Lorelyn D. Deloso
around and within the affected personnel or learners
2. Sylvia M. Lingatong
Security Team evacuation area from any *To ensure the safety of Numeta O. Moncada
3. Marilou P. Aballe
catasthrophic incedent the learners being retrieved by
4. Brenda s. Saquin
that will occur their parents

To obtains appropriate
equipment for search and * Maintain search and rescue 1. Maria Nisa A. Larubis
rescue operations and equipments. 2. Grace E. Lerias
Search and Rescue Team Holibeho B. Acopio
Locates/Removes injured *Locate and remove trapped 3. Sonia V. Alota
or trapped persons in the persons in the area 4. Josie E. Intia
area

To organize fire-fighting
teams/brigades for initial * Ensure the availability of the
fire fighting deployment 1. Jenniffer M. Escalante
fire-fighting equipments.
and ensures that fire 2. Benita T. Flores
Fire Safety Team *Supressed fire incident Raymundo P. Edullates
fighters know their 3. Maricris T. Malon
occurred after the primary
stations and locations of 4. Marivic E. Perocho
incident.
fire fighting equipment
in the area

To supervise the selection

of first aid or medical * Maintain the availability of 1. Riza L. Buca
treatment areas in the first aid kits in the school. 2. Elsa S. Rivera
evacuation *Conduct First Aid 3. Susan F. Buhisan
First Aid Team Teody Christie M. Rosales
centers and directs first treatment to the injured 4. Ma. Elena D. Henteroliso
aid or medical self-help persons induce by the 5. Mary Ann C.
operations and control the incident. Capuno
access to medical
supplies

To conduct monitoring
* Conduct monitoring and
and damage assessment
assessmnent of the school 1.Roseller a. Mangangot
of school properties and
properties after the incident. 2.Norma D. Fabriga
Maintenance Team reports the same to the Perlita Y. Meradores
*Report to the incident 3.ElizabethT. Cruz
Chairman and validates
commander its findings and 4. Lorna D. Dagamac
reports and determines
assessment.
cost of damages for
budget allocation

To alert available
response agencies/units
at the local level and * Maintain updated linkages to 1. Basilisa S. Viña
closely monitor the the local responding agencies 2. Honeylet M. Bersales
Communication Team Maria Evelyn U. Ardiente
conduct of disaster such as PNP, DOH, Brgy 3. Jocylou P. Baridji
response operations, officials and local Gov. Units 4. Gloria J. Celerian
mobilizing additional
resources available as
may be needed in the field

To take charge of all

*Mobilize / transport injured
mobilization procedures,
persons.
provision of vehicles and
*Insure the availability of a 1. Florefiz B. Sese
Transportation Team transport facilities as Junjay T. Balde
means transportation to be 2. Zenaida C. Manco
deemed necessary and
used after the incident
determines the
occurred.
transportation needs and
requirements

Note: You can attach your existing DRRM Team Organizational Chart or use the table above.

Instructions:
1. Under the" Cluster/Committee", list down all the response clusters that are needed in the event that the hazard occurs.
Examples of these committees are: Communication and Warning, Evacuation, Health and WASH etc. Refer to RA 10821 or the Children's
Emergency Relief and Protection Act for all the duties and responsibilities that we should be able to perform in times of emergencies.
2. Detail the objectives and roles and responsibilities per cluster/committee
3. Identify the personnel who will take the lead of the specific committees and list down their members
IMPLEMENTING PARTNERS
PARTNERS SPECIFIC ROLE/SUPPORT OF PARTNER LOCATION CONTACT PERSON/NUMBER REMARKS
San Pedro District
To provide Additional security personnel Evacuation Area 12605212345
Barangay Tanod
MOA was prepared
To provide construction material to be paid
Arnoco Coco Lumber School Premises 12605267890 and signed by both
as soon as the availability of funds
parties

Ariston Water Refilling To supply drinking water in the inability of Pledge of donation
Evacuation Area 9221974000
Station school water supply signed by both parties

Instructions:
1. First provide a summary narrative of your table, introducing your partners,their areas of work and collaboration you have with them.
Then indicate the areas of preparedness work they can support you with.
2. Partners may include local government units, international and local non-government organizations (NGOs), and private sector.
3. It is best if the school signs a Memorandum of Agreement(MOA) with your partners for the specific role/support your partners will provide.
RESPONSE ACTIONS FOR PRIORITY HAZARD
TIMELINE RESPONSE ACTIONS
Conduct Building structural integrity assessment. Conduct disaster awareness information drive. Conduct
Before regular earthquake drills. Conduct capacity building trainings to the different response team.
Execute the dock, cover and hold and force evacuation if necessary
During

After
Activate all the response team and to their functions. Account all personnel and learners. Maintain an ordely
0-24 hours evacuation area. Contact Parents to retrive their children. Insure the safety of everyone after the incedent.

24-48 hours

72 hours

96 hours

5-10 days

Instructions:
1. On this part,you shall detail all the actions that your school will perform if and when your chosen priority hazard occurs.
2. If you experience multiple hazards, cluster the hazards that connect with each other ( e.g. typhoon+flooding+storm surge+landslide).
3. Take note of the following when identifying hazard-specific timing(Hydrometrological hazards):
Before-Tropical Cyclone before entering PAR; when yellow rainfall warning and general flood advisories(GFA) are issued
During-tropical cyclone enters PAR;orange and red rainfall and flooding alerts are issued
After- after tropical cyclone exits local area;24 hours after onset of flooding
 Version: 2
Annex 2.1: Contingency Plan Template for School
Date: 27 August 2019
RESOURCE INVENTORY AND NEEDS PROJECTION

School Name: _San Pedro Central Elementary School

School ID: __126052
Hazard: __Earthquake

A. Human Resources
Projected Needs
(e.g. training needs) Possible sources
Write N/A if not needed of funding
No. of
Capacity (MOOE, SEF,
Human Resources staff/persons Timeline
(certifications, skills, etc.) Local DRRM
available No. of staff
Cost for Fund, Partners,
needing
Training etc)
training

Internal
(e.g. GCs, Teachers, Staff, etc.)
Teachers DRRM Orientation and Trainings 4 36 0 noe December 2019
Teachers Administration of First Aid 2 38 1000 MOOE Janaury 2020
Teachers Fire Prevention Awareness Campaign 1 39 1000 MOOE March 2020
External Resources
(e.g. Partners, PNP, BFA etc.)

B. Equipment
Projected Needs
Possible sources
of funding
Equipment/Supplies Condition
(MOOE, SEF,
(e.g. fire extinguishers, body board, (e.g.fully functional, nearing expiry, Units available Timeline
Units Needed Unit Cost Local DRRM
siren, comms radio) etc.)
Fund, Partners,
etc)

Fire Extenguishers Usable 4 10 4000 40,000 November 2019 - March 2020

Megaphone Functional 1 2 2500 5000 November 2019 - March 2020
Siren Functional 1 2 3000 9000 November 2019 - March 2021
Spine Board Good 1 2 5000 10000 November 2019 - March 2021
Tent Good 1 2 5000 10000 November 2019 - March 2021

C. Learning Resources
Available Needed
Grade Level Title Language Quantity Quantity
Grade III Learners Material English 20 pcs 80 pcs
Grade III Learners Material Filipino 20 pcs 80 pcs
Grade III Learners Material Bisaya 20 pcs 80 pcs
Grade III Teachers Guides Eng.Fil.&Bisaya 0 pc 3 pcs
Grade V Learners Material Filipino 80 pcs 320 pcs
Grade V Learners Material English 80 pcs 320 pcs

Prepared by: Noted by

ZANDRO V. ARISTON HERWENA R. ALCOSEBA

School DRRM Coordinator School Principal - II

Instructions:
This template should based from the current records.

1
Annex 2.1: Contingency Plan Template for School Version: 2
Date: 27 August 2019
TEMPLATE 3: HISTORICAL DATA ON DISASTERS

School Name:___________________
School ID:______________________

EFFECTS ON:
AFFECTED POPULATION
INFRASTRUCTURE NON-INFRASTRUCTURE
Incident Name
Date of No. of Non- No. of Damaged Estimated Total
Type of Incident No. of Instructional No. of Damaged No. of Damaged Other effects/damages
Occurence Instructional No. WASH Facilities DepEd Cost of Damage
No. of Learners No. of Personnel Classrooms School Learning
Classrooms Computerization
Furniture Resources
Project (DCP)
Minor Major Totally Minor Major Totally Minor Major Totally

Remarks: Data is based on historical RADaR reports and other official documents

Prepared by: Noted by:

School Head

Instructions:
This template should be accomplished by the SDRRM Team and School Head.
Incident Name - specific name of the hazard or disaster (e.g. TY Ompong, TD Ineng, Magnitude 6.5 Earthquake in San Julian, Eastern Samar).
Type of Incident - choose among the following: Tropical Cyclone, Armed Conflict, Fire, Landslides, Earthquake, Volcano Eruption, Others (please specify).
Date of Occurrence - specific date when the incident happen.
Affected Population - based on the existing or historical record of the school visa via the date of occurrence of the incident.
Infrastructure ad Non Infrastructure - quantity of damage per incident.
Instructional classrooms - includes all academic rooms used by the learners.
Non-instructional classrooms - includes all non-academic rooms like Canteen, Library, Faculty Room, etc.
DCP - it should be per computer set (if possible).
Estimated Total Cost of Damage - based on the existing and historical record of the school.

2
Annex 2.1: Contingency Plan Template for School
CAPACITIES AND VULNERABILITIES

School Name:_San Pedro Central Elementary School

School ID:__126052

Key Areas for

Details Capacities Gaps Vulnerabilities
Preparedness

Risk 1. Understanding of Hazards and its 3 Persons acquires

Understanding characteristics understanding of Unable to disseminate to Majority of the school
hazards and its co-teachers population will be
characteristics vulnerable to hazards
2. Conduct of Risk Assessment 3 persons are well Assessment result and The hazards will induce
oriented with regards findings were lightly taken more high risk
to the conduct of risk
assessment.
3. Planning and undertaking actions based on School DRRM trigger Recommended course of Disaster preparedness of
risk assessment results persons were capable action were not prioritized the school will beless
on planning and in the implementation of efficient.
recommending a the school improvement
course of action. plan.

Contingency 1. Contingency Plan School Contengency DepEd Academic Activities During the an actual
Plan and Plan is well prepared. is prioritized upon incident, proper disaster
Dissemination implementation. responses will not be
properly executed.

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Annex 2.1: Contingency Plan Template for School
Contingency
Plan and
Dissemination
Key Areas for
Details Capacities Gaps Vulnerabilities
Preparedness

2. IEC Information drives and Drive campaign schedules only few will know about
campaigns wer were utilized by deped disaster preparedness
included in the DRRM regular activities proceedures.
Action Plan
Communicatio 1. Understanding of advisory including DRRM Coordinator Matter was takenlightly and Advisories and warning
n warning signals were oriented about has been forgoten. signals will be mis
the understanding of interpreted.
advisory and warning
signals
2. Understanding and implementation of DO DRRM Coordinator DO 21 s. 2015 was not read Bases for implementing
21 s. 2015 already have a copy of nor keenly understood action plan well
the DO 21 s. 2015 inadequate

3. Equipment Siren, Spine board, DRRM Team committees Usage of the DRRM
medicine kits and were not trained on how to Equipments will be less
warning devices were properly used the effective or may be used to
available equipments another purposes.

Coordination 1. Division Office DRRM Division Office Change of school DRRM Communication,
trigger person is coordinator and updates,warnings and
identified and hotline loss/updates of hotline response will be difficult.
was established numbers

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Annex 2.1: Contingency Plan Template for School
Coordination
Key Areas for
Details Capacities Gaps Vulnerabilities
Preparedness

2. P/M/CDRRMC P/M/CDRRMC trigger Change of P/M/CDRRMC Communication,

person is identified and coordinator and updates,warnings and
hotline was established loss/updates of hotline response will be difficult.
numbers

3. LGUs LGUs trigger person is Change of LGUs Communication,

identified and hotline Administration's updates,warnings and
was established coordinator and response will be difficult.
loss/updates of hotline
numbers
4. Partners
5. DepEd CO DepEd CO trigger Change of DepEd CO Communication,
person is identified and protcols and loss/updates updates,warnings and
hotline was established of hotline numbers response will be difficult.

Monitoring 1. Monitoring of School reparedness/ Contengency plan was Contengency plan will not
preparedness/contingency contengency plan was given less importance and be implmented and
plan of school prepared only be remembered if an casualites will be possible
incedent will occurred.
2. Monitoring of hazard Assessment of the Hazard situation/ areas Increase of hazards can
situation, including school hazards were were seldome monitored not be detected earlier
communicating with conducted and
school officials, district/division office and recommendation were
LGU indurse to the
principal's office

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Annex 2.1: Contingency Plan Template for School

Key Areas for

Details Capacities Gaps Vulnerabilities
Preparedness

3. Monitoring RADaR The School / DRRM Improper report format Misinterpretation of

completion, validation and Coordinator was could be submitted reports and delievery of
submission to Central registered and oriented support will be
Office about RADaR and how inappropreate to the
to submit reports actual needs of the
situation.
4. Monitoring of Temporary shelter and Implementationof the Back up materials for the
implementation of support contengency for the contengency is less learning continuity will not
for learning continuity continuity of learning prioritized. be prepared or available
was included in the
contengency plan

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Annex 2.1: Contingency Plan Template for School

Key Areas for

Details Capacities Gaps Vulnerabilities
Preparedness

5. Tracking of Learners and personnel Records and contacts Records and accounts were It will be difficult to track
of learners and limited only vast number of learners
personnel is available and personnel. If the
in the principal's office record storage will be
affected the records will be
unavailabe

6. Transportation Some of the shool Means of transportation is Identified transportation

personnel can only limited vehicles can't mobilized
volunteer their vehicles mass quantity of victims.
for transportation

Convergence 1. Interface among offices within the school Presencen of different Limited number of school Change of committee
organizational personnel for various chairmans due to retirees,
committes committees promotion or transfer of
station.
2. Existence of DRRM Team Key persons were Some of the teams Some duties and task will
trained and equiped chairman and members not be properly performed
with quick response were not trained on the
skills quick response skills
3. Command System key persons were less facilities like tents Command system could be
identified communication gadgets ineffecient
4. Twinning with other divisions Trigger persons and Distance between divisions Roads could be
contacts were identified delays the action of unpassable that makes the
response response delayed

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Annex 2.1: Contingency Plan Template for School

Key Areas for

Details Capacities Gaps Vulnerabilities
Preparedness

Support for 1. Implement and monitor Temporary Open space for TLS is less facilities for TLS like TLS could be use as
Learning Learning Spaces (TLS) available tents and learning evacuationi area
Continuity materials
2. Buffer stocks for learning materials Buffer stocks for Buffer stocks is not Learning process would be
Learning Materials are suffecient for the affected difficult
limited population
3. Alternative Delivery Modes Soft Copies of modules Limited budget for the Computer drives could be
are available reprodtion of Learning damage during the
Materials disaster.
4. Psychosocial Support Some personnel were Only few were trained and Psychological Support can
trained in the PFA process were not only be delivered to few
Psycological First Aid reecho to co teachers

Feeding Equipments limited budget for food Feeding support could not
were available supplies accommodate to huge
5. Emergency School Feeding croud
6. Learner's Kits learning kits are materials were limited leaning kits could be
available in the school damage during the
disasater
Teacher's Kits are materials were limited Teacher's Kits could be
available damage during the
7. Teacher's Kits disaster
8. Hygiene kits Hygiene Kits are Hygiene Kits were limited Hygiene Kits could be
avilable I every stack inside classroom
classroom during the disaster

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Annex 2.1: Contingency Plan Template for School

Key Areas for

Details Capacities Gaps Vulnerabilities
Preparedness

9. Provision of Water Sanitation and Hygiene School have agreement Water provider could also Water rations would be
services with a bottled water be affected by the disaster difficult
provider

10. Updated disaggregated data on learners Learners data were Electricity is needed for Learners data would be
and master list of students in school and monitored and kept on retrieving learners data difficult to retrieve
alternative learning schools (ALS) drives and online data
management
11. Clean up drives Barangay officials Barangay official concerned Clean up drives could be
pleadge to help in could also beaffected by the givenless priority by the
maintaining the school disaster barangay offici
sanitation
12. Signed memorandum of agreement (MOA) Signed MOA with the School partners could also Agreed suplies and
with private enterprises for emergency school and private be affected by the disaster material could be difficult
purchase enterprises were to deliver
present
Support for 1. Signed memorandum of agreement (MOA) Signed MOA with the MOA would be void if there Agreement would be void
Schools used between LGU and school on the use of schools school and LGU's were is a change of political and difficult to be delivered
as Evacuation as evacuation center including the roles and present administration
Centers responsibilities of both institutions;

2. Repair, maintenance and replacement of Rehabilitation plan and Limited funds for Continuity of learning is
schools identified as evacuation center by the commitment from purchasing rehabilitation delayed
LGU partners has been materials
agreed

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 as Evacuation
Centers
Annex 2.1: Contingency Plan Template for School

Key Areas for

Details Capacities Gaps Vulnerabilities
Preparedness

3. Resumption Strategies including Resumption strategies Change of school Resumption coould be

assessment of readiness of the schools are already planed and administration will affect delayed due to inavaility of
designed the level of priority of the supplies and materials
program needed
4. Establish functional referral pathways to School tregger person There are only few school Retirement, promotion and
respond to child protection concerns using and contacts for child personnel who were trained transfer of station of the
the existing PNP and DSWD operational protection concerns are onchild protection concerns tregger person could
guidelines identified disable the implementaton

8. Feedback mechanism to report gaps in the School Monitoring, Limited funding source for Intervention could be less
delivery of services, grievances and other assessment and the implementation of the efficient due to lack of
needs to improve education interventions planning committee is planned intervention materials
created
9. Twinning of schools for teacher-volunteers There are identified Teachers- volunteers also Only few volunters could
for deployment in the affected schools that teachers - voulonteers have their personal be deployed to the affected
need additional volunteers in the school concerns that could affect schools that need
the implementation additional volunteers

10. LGUs preposition additional Temporary Identify areas for TLS Change of LGUs Additional TLS could not
Learning Spaces (TLS) were offered by the Administration could affect be available after the
LGUs the agreement disaster
Drills 1. Regular conduct of drills DRRM coordinator and Congested schedule of Implementation of the
Organizational activities planned by the conduct of drill could be
members were trained division office affected or postponed

8
Annex 2.1: Contingency Plan Template for School
Drills
Key Areas for
Details Capacities Gaps Vulnerabilities
Preparedness

2. Existence of protocols – command system, School DRRM Action Some of the tregerred Chang of Action Team
evacuation route, safe place, family Teams were organized personnel are applying for components could affect
reunification and trained promotion and some are the effeciency of the
retirable response
3. Coordination with and participation of School and PTA officers is change every Comitment of partners
parents, relevant agencies and partners Stakeholders school year could varry depend on the
during drills participation are enthusiasm of the new set
developed of stakeholders
Fund Sources

Prepared by: Noted by

Zandro V. Ariston Herwena R. Alcoseba

School DRRM Coordinator School Principal - III

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