SAN IGNACIO SCHOOL 103380

Contingency Plan for

TYPHOON
As of October 2022

CHAPTER I. BACKGROUND
A. Introduction

Sta. Victoria Elementary School is located in the western barangays of the City of Ilagan, Isabela, It has a lot area of
more or less 10,000 square meter. The school population consisting of one Principal II, one administrative officer II and 11
teacher III and two Teacher I. Based on the latest data in the Learner Information System (LIS), it has a total enrolment of
378 from K1 to Grade 6. Based on the geographical location, Santa Victoria is not too far from the City proper of Ilagan and bounded by
the following barangays namely: Barangay San. Isidro on the northern part, Barangay Fuyo at the southern part, Barangay Minabang at the
eastern part and Barangay San Andres at the western part. Santa Victoria is classified as a rural barangay with commercial, upland,
lowland, agricultural and natural protected areas. Having a total land area of 250 hectares of which 45 % is under residential, 67 percent
agricultural and 3 % for fishing and other resources. Common sources of income of the residents of the Barangay are farming, business,
and employed in the private and government sectors.

Based on the 2020 Philippine Statistics Authority, there are 1,695 total number of population in the Barangay with 879 Male
and 826 Female. There are 451 households with 535 family heads.

The common hazards experienced by barangay Santa Victoria are typhoons, and earthquake. In this connection base from their
BDRRM report minor impact and damages to properties were experienced.

B. Hazard Analysis
 The school ranked the following hazards based on the degree of occurrence, impacts and effects in the learning continuity process.

CP Form 1: Hazard Analysis

HAZARD PROBABILITY IMPACT AVERAGE RANK

PROBABILITY + IMPACT
RATE * REMARKS RATE ** REMARKS
2

Typhoon 5 Tropical cyclone and 5 During the typhoon Juan 5 1

other weather 60 percent of the houses
conditions frequently were destroyed
experienced in the
area.

Flood 5 The area is near in 4 According to the 4.5 2

cagayan river barangay history the
area was flooded 40
years ago

Fire 3 Some of the houses are 3 The area is about 12km 3 3

made from light and from the fire station
local materials which fire fighters can
immediately respond

Earthquake 2 The area is not located 2 Residence were 2 4

in a fault line oriented about the
 does and don’t about
earth quake

Landslide 1 The area is located foot 1 Ecological conservation 1 5

of the hill where the is fully implemented in
Ilagan Sanctuary the area such as reforest
located station

*for the sample rating scale on probability and impact, refer to Contingency Planning Guidebook pp. 29

**for the rating on impact, determine the rate in three (3) areas such as impact on life, property and public service continuity; add all the ratings and divide it by 3 (

<Describe the results of the accomplished form.>

C. Hazard to Plan for: Among the hazards identified and listed, typhoon ranked number one (1) as the most hazardous when it comes to
affecting the community and learners. It also triggers other hazards like flood and landslides. Table 2.2 shows the root cause of typhoon, its
early warning signs, triggering factors and mitigating measures.

CP Form 2: Anatomy of the Hazard

HAZARD TO PLAN FOR TYPHOON

EXISTING
ROOT CAUSES EARLY WARNING SIGNS TRIGGERING FACTORS
MITIGATING MEASURES

 Area is situated near  Sudden changes in the  Lack of proper  Integration of disaster
mountain where weather system. communication / information management in all learning
weather disturbance dissemination. areas.
happens. 1
 Information from the
weather bureau (PAG-  Lack of proper knowledge  Close coordination to
 Stream and other short ASA), NDRRMC, on the negative effects of government and non-
bodies of water are also CDRRMC typhoon. government organization.
present  DepEd Order and Local
 Climate change should be Government Unit on the
considered as a cause suspension of classes.  Behavior of people with  Conduct of basic first aid and
regards to preparedness basic life support trainings to
and evacuation procedure. teachers, parents and students.

 Lack of proper coordination  Conduct training on disaster

with the agencies involved. preparedness and
 Some houses built from psychological first aid.
low and light materials
 Kaingin and illegal  Conduct after class practice on
logging are cause for a giving first aid treatment to
living casualties of disasters.
  Pre-emptive and force
evacuation.

 Compliance to existing policies

like liquor ban.

 Presence of go bags/disaster
kits in the school/home.

 Conduct hand washing

activities in the
school/evacuation area.

for the detailed instructions in formulating this template, refer to Contingency Planning Guidebook pp. 32
<Describe the results of the accomplished form.>
D. Scenario

CP Form 3A: Scenario Generation for Natural Hazard

PARTICULARS
BAD (0-5) WORSE(6-10) WORST(11-ABOVE)
(CAN BE CUSTOMIZED)

General Description of Event

No. of Affected Learners

(Male, Female, IP, Muslim, PWD) 0

No. of Dead Learners

(Male, Female, IP, Muslim, PWD) 0

No. of Injured Learners

(Male, Female, IP, Muslim, PWD) 0

No. of Missing Learners

(Male, Female, IP, Muslim, PWD) 0

No. of Affected Teaching Personnel

(Male, Female) 0
No. of Dead Teaching Personnel
(Male, Female) 0

No. of Injured Teaching Personnel

(Male, Female) 2

No. of Missing Teaching Personnel

(Male, Female) 0

No. of Affected Non-Teaching

1
Personnel (Male, Female)

No. of Dead Non-Teaching Personnel

(Male, Female) 0

No. of Injured Non-Teaching Personnel

0

No. of Missing Non-Teaching

0
Personnel (Male, Female)

EFFECTS

Infrastructure

- Totally damaged CLs

- Partially damaged CLs 4
- Damaged WASH facilities
-
Damaged other infrastructures and ancillary facilities (e.g., laboratories, clinic, library)

Non-infrastructure 5

-
Damaged furnitures and fixtures
- Damaged learning resources and self-learning modules
 -
Damaged Information and Communication Technology (ICT) equipment

- Damaged laboratory equipment

-
Damaged medical and dental equipment and supplies
-
damaged technical-vocational supplies and equipment

communication line is still Communication line on some Communication line was totally
Communication
operational areas are disrupted disrupted and out

Electricity sources is still Electricity sources in some Electricity sources are totally out
Power/ Electricity
operational places are disrupted in all affected areas

Some roads are closed/not Totally roads are closed/not

Roads are still open/passable
Transportation passable and some vehicles passable and no vehicles are
and vehicles are still operating
are still operating operating

Even local responders such as

the school DRRM are not able to
All local responders such as the Some of the local responders respond to the situation
Response Capabilities school DRRM are able to such as the school DRRM are
They are part of the victims as
respond to the situation able to respond to the situation
well

Others_________
 Others_________

Others_________

<Describe the results of the accomplished form.>

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

PARTICULARS
BAD (0-5) WORSE (6-10) WORST(11-and above)
(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

No. of Missing Non-Teaching

0 0 0
Personnel (Male, Female)

EFFECTS

One to five classroom Six to ten classroom damaged Eleven and above classroom
Infrastructure
damaged is minor only is minor only damaged is minor only

One to five none- infra Six to ten non-infra damaged is Eleven and above non-infra
Non-infrastructure
damaged is minor only minor only damaged is minor only

communication line is still Communication line on some Communication line on some

Communication
operational areas are disrupted areas are disrupted

Electricity sources is still Electricity sources in some Electricity sources in some

Power/ Electricity
operational places are disrupted places are disrupted

Some roads are closed/not Some roads are closed/not

Roads are still open/passable
Transportation passable and some vehicles passable and some vehicles are
and vehicles are still operating
are still operating still operating

The area is not safe and

The area is still conducive for Some plants, trees, and fixture
Environment conducive to learners and
learners are destroyed
teaching staff as well

Response Capabilities All local responders such as the Some of the local responders Some of the local responders
 school DRRM are able to such as the school DRRM are such as the school DRRM are
respond to the situation able to respond to the situation able to respond to the situation

Government Trust

Others_________

Others_________

Others_________

<Describe the results of the accomplished form.>

 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

STA. VICTORIA ES 20 5 15 Houses were devastated

TOTAL 20 5 15
 CP Form 4A.2: Affected Personnel

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

TEACHING
NO. OF NO. OF NO. OF NO. OF NON-
PERSONNEL NO. OF NON-
AREA/ TEACHING TEACHING TEACHING REASONS TEACHING REASONS
AFFECTED TEACHING
LOCATION PERSONNEL PERSONNEL PERSONNEL FOR PERSONNEL FOR
OUTSIDE
AFFECTED INSIDE OUTSIDE DISPLACEME INSIDE DISPLACEMEN
EVACUATION
EVACUATION EVACUATION NT EVACUATION T
CENTERS
CENTERS CENTERS CENTERS

San Ignacio 0 0 0

Sto. Tomas 0 0 0

Naguilian 0 0 0

Baculud

Malasin 0 0 0

0 0 0

TOTAL 0 0 0

<Describe the results of the accomplished form.>

 CP Form 4B.1: Breakdown of Affected Learners

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

M F M F M F M F M F M F M F M F

STA.

VICTORIA 60 68 34 36 26 32

ES

TOTAL 60 68 34 36 26 32

Base from the above table there were 128 affected learner of Sta. Victoria ES, 60 male and 68 female from kinder to grade six.
 *notes: further disaggregate between specific grade levels (for easier comparison vs. enrollment data)
no JHS in the templa

CP Form 4B.2: Breakdown of Affected Personnel

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

AREA/ AFFECTED AFFECTED

LOCATION OTHERS
M F M F

SVES 2 5 1 0

TOTAL 2 5 1

Since the typhoon affects the school directly still, the teaching and non-teaching staff of [Link] ES were still affected also due to the
suspension of classes and the damages brought by the typhoon.
 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 a typhoon in our school. Such mechanisms shall help to protect lives, properties and the environment, and restore the immediate
needs of the affected communities.
It also ensures the safety of learners, school personnel including school vital properties, learning materials and records by providing effective,
efficient timely and well coordinate response mechanism in the events of occurrence of typhoon.
It shall also aid in the restoration of the immediate needs of the affected learners and school personnel.
B. General Objective(s)
To establish coordination and linkages between and among the stakeholders of Municipality “This 2022 Contingency Plan patterns
to the actual situation base from assessment and findings to Santa Victoria Elementary School, Division of the City of Ilagan, Region 02. It
focuses on Hydrometeorological hazard (Typhoon).”
It aims to:

 Strengthen the readiness, awareness and resiliency among people in the school and the community as well.
 Establish proper coordination and communication mechanisms with the school and the affected communities;
 Set the response and rehabilitation or early recovery roles and functions of the school for purposes of education continuity;
 To minimize, if not prevent casualties to teaching, non-teaching staff, learners and parents.
 To minimize, if not prevent damages to school properties.
 Provide technical assistance for teaching and non-teaching staff of the school on disaster preparedness, response and
recovery procedures; and
 Determine the preparedness, prevention and mitigation measures to reduce the impacts of the Hydrometeorological hazards
(typhoon).
 CHAPTER III. RESPONSE ARRANGEMENTS

As a SDRRM, the core role is knowing the how, who, where and when on the process of coordination or asking aid.

A. Response Clusters
CLUSTER AGENCIES/OFFICES INVOLVED LEAD AGENCY/OFFICE

P A M M P B M M P G M P BD DEPED FINANCE
N F E H C F S DR R S A CL RR
P P N O G P W R C O O INI MO
R D M C
O O O
FOOD/ NON / / / CSWD
FOOD
HEALTH / / / / / CHO

LAW & / / / PNP

ORDER
SEARCH, / / / / / BFP
RESCUE &
RETRIEVA
L
LOGISTICS / / C/PDRRMC

The school will coordinate with various agencies and/or offices in addressing the different services & needs in cases of tropical cyclones onslaught &
aftereffects. This reiterates the vital role of the community & other government agencies in ensuring the safety & security of learners, school personnel &
school property. The SDRRM recognizes it utmost responsibility of coordinating with the different core government agencies who specifically lead the four
thematic areas of DRRM; DOST which is the lead agency for Disaster Prevention & Mitigation, DILG for Disaster Preparedness, DSWD for Disaster Response
& NEDA for Disaster Rehabilitation & Recovery. These lead agencies have their counterpart on the barangay level which are shown in the graph above.
 A. SUMMARY OF CLUSTER IDENTIFICATION

CLUSTER LEAD AGENCY MEMBER AGENCIES/ OFFICERS

FOOD/ NON FOOD MSWDO BDRRMO, BRGY. COUNCIL
HEALTH MHO PRC, CDRRMO, P CLINIC, SCHOOL
LAW & ORDER PNP AFP, CDRRMO
SEARCH, RESCUE & BFP PNP, C/BDRRMO, AFP
RETRIEVAL
LOGISTICS MDRRMO PNP,AFP, CSWDO, [Link], SCHOOL

CP Form 6: Response Activities

 TIMEFRAME
RESPONSE ACTIVITIES RESPONSIBLE TEAM/COMMITTEE

Before Conduct Information dissemination regarding the Pre monitoring team SDRRM team and BDRRM team
typhoon trough chat group
Coordinate with LGUs, DDRRRM and BDRRM
coordinator in case for preemptive evacuation
Securing school buildings, properties, equipment and
other school vital records.

During Regular monitoring and disseminating of the School DRRM chairman and coordinator
weather advisory from the concern agencies

After

0- 24 hours
SDRRM chairman and coordinator
Rapid assessment of damages
School property custodian and building coordinator
Post monitoring team SDRRM coordinator and the
Chairman

48 - 72 hours Immediate check of school vicinity for any additional

damages
SDRRM chairman and coordinator
Submit RADar reports
School property custodian and building coordinator
Post monitoring team SDRRM coordinator and the
Chairman

96 hours and onwards Situational analysis and needs assessment report, SDRRM chairman and coordinator
clean-up drives
School property custodian and building coordinator
Co nduct PFA, rehabilitation and repair of
 TIMEFRAME
RESPONSE ACTIVITIES RESPONSIBLE TEAM/COMMITTEE

Before Conduct Information dissemination regarding the Pre monitoring team SDRRM team and BDRRM team
typhoon trough chat group
Coordinate with LGUs, DDRRRM and BDRRM
coordinator in case for preemptive evacuation
Securing school buildings, properties, equipment and
other school vital records.

classrooms Post monitoring team

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

Response activities shown on the above table states that there should be a proper coordination of the activities on the proper concern offices,
organization or individuals. In this case giving information or aid is in the proper processes or chain of command.

Resource Inventory
 CP FORM 6: Needs and Activities Inventory
Cluster: SEARCH AND RESCUE

NEEDS ACTIVITIES/ARRANGEMENTS TO MEET THE NEEDS RESPONSIBLE AGENCIES TIMEFRAME

( PERSONNEL)
Ambulance Coordinate with the school Head Property Custodian and Finance Officer D – 330
Spine board Coordinate with the school Head ,faculty and GPTCA Property Custodian and Finance Officer D – 90
Emergency Light Coordinate with the school Head and faculty Property Custodian and Finance Officer D – 20
Hard hat/helmet Coordinate with the school Head ,faculty and GPTCA Property Custodian and Finance Officer D – 45
Megaphone Coordinate with the school Head ,faculty and GPTCA Property Custodian and Finance Officer D – 60
Handset radio Coordinate with the school Head ,faculty and GPTCA Property Custodian and Finance Officer D – 30
Whistle Coordinate with the school Head ,faculty and GPTCA Property Custodian and Finance Officer D – 15
Power bank Coordinate with the school Head Property Custodian and Finance Officer D - 15

Resource Inventory
 CP FORM 6: Needs and Activities Inventory
Cluster: SEARCH AND RESCUE

QUANTITY UNIT RESOURCE AGENCY/OFFICE RESOURCE LOCATION REMARKS

1 unit I Care 3 BDRRM Barangay council For request

1 piece Spine board Budget Office Property Office/Supply Office For purchase/for MR

8 Pieces Emergency Light Budget Office Property Office/Supply Office For MR

20 Pieces Hard hat/helmet Budget Office Property Office/Supply Office For MR

1 Pieces Megaphone Budget Office Property Office/Supply Office For MR

4 Pieces Handset radio Budget Office Property Office/Supply Office For distribution

160 Pieces Whistle Budget Office Property Office/Supply Office For distribution

4 Pieces Power bank Budget Office Property Office/Supply Office For MR

 CP FORM 7: RESOURCE INVENTORY
CLUSTER: Search and Rescue
QUANTITY UNIT RESOURCE AGENCY/OFFICE RESOURCE LOCATION REMARKS
1 Unit I Care 3 Budget Office Property Office/Supply Office For request
1 piece Spine board Budget Office Property Office/Supply Office For purchase/for MR
8 Pieces Emergency Light Budget Office Property Office/Supply Office For MR
20 Pieces Hard hat/helmet Budget Office Property Office/Supply Office For MR
1 Pieces Megaphone Budget Office Property Office/Supply Office For MR
4 Pieces Handset radio Budget Office Property Office/Supply Office For distribution
160 Pieces Whistle Budget Office Property Office/Supply Office For distribution
4 Pieces Power bank Budget Office Property Office/Supply Office For MR

CP Form 8: Needs Projection and Resource Gap Identification Cluster: Search

and Rescue
 Projected Needs
GAPS
Current
Target Population (Projected –
1 Day (x) Days Resource Source s
Unit current)
to Fill the
Resource Standards Cost
Cos t Gaps
(PHP)
Q (PH QT Cost Cost QT Cost
Learner Personnel QTY
TY P) Y (PHP) (PHP) Y (PHP)

M F M F
I care 3 1.2 M 1 1.2.M 1 1.2M LGU
Spine board 15,000 1 15,000 2 30,000 LGU/R
HU
Emergency 2,500 14 35,000 6 15,000 MOOE
Light
Hard hat/ 1,200 45 54,000 15 18,000 MOOE
helmet

Megaphone 2,000 1 2,000 1 2,000 GPTA

Handset radio 600 4 2,400 3 7,200 Brgy.

Official s

Whistle 20 150 3,000 95 1,900 GPTA

Power 600 5 3,000 5 3,000 GPTA
bank
TOTAL 1,314, 1,276,1
400 000
php php
 CP FORM 6: Needs and Activities Inventory Cluster: HEALTH
NEEDS ACTIVITIES/ARRANGEMENTS TO MEET THE NEEDS RESPONSIBLE AGENCIES TIMEFRAME
Medicine Coordinate with the division nurse RHU D – 30
Hygiene Kit Coordinate with Mapeh and Science Teachers LGU/BDRRM D – 20
Latrines Coordinate with Property Custodian School head D – 60
Portable Water Coordinate with the school Principal Barangay Officials D – 10
First Aid Kit Coordinate with the Brgy. Officials LGU Barangay Council D – 30

CP FORM 7: RESOURCE INVENTORY CLUSTER: HEALTH

QUANTITY UNIT RESOURCE AGENCY/OFFICE RESOURCE LOCATION REMARKS
100 Packs Medicine RHU Property Office/Supply Office For purchase
50 Sets Hygiene Kit LGU Property Office/Supply Office For purchase
2 Unit Latrines School Principals Property Office/Supply Office For MR
10 Galloons Portable Water Barangay Officials Property Office/Supply Office For purchase
3 Sets First Aid Kit LGU Property Office/Supply Office For purchase/For MR
 CP Form 8: Needs Projection and Resource Gap Identification Cluster: Health
U Projected Needs
ni GAPS
Current
Target Population tC (Projected –
Resource
os t 1 Day (x) Days current) Sources to
Stand
(P Fill the
Resource ards
H Gaps
P)
Q Cost Cost Cost Cost
Learner Personnel QTY QTY QTY
TY (PHP) (PHP) (PHP) (PHP)

M F M F
Medicines 5 100 500 200 1000 RHU

Hygiene Kit 20 50 1000 150 30,000 LGU

0 0

Latrines 30 2 600 2 600 MOEE

0
Portable water 30 10 300 90 2800 Brgy
Official
First Aid kit 50 3 1500 9 4500 LGU
0

TOTAL 12,90 37,900

0
 CP FORM 6: Needs and Activities Inventory Cluster: EVACUATION
COMMITTEE

NEEDS ACTIVITIES/ARRANGEMENTS TO MEET THE NEEDS RESPONSIBLE AGENCIES TIMEFRAME

Tents Coordinate with the school Principal and GPTA Property Custodian and Finance Officer D – 100

Blankets Coordinate with the school Principal ,faculty and GPTCA Property Custodian and Finance Officer D – 90

Portable Stove Coordinate with the school Principal and faculty Property Custodian and Finance Officer D – 60

Mat Coordinate with the school Principal ,faculty and GPTCA Property Custodian and Finance Officer D – 45

Mosquito Nets Coordinate with the GPTA Property Custodian and Finance Officer D – 60

Rooms Coordinate with the school Principal and faculty Property Custodian and Finance Officer D–5
 CP FORM 7: RESOURCE INVENTORY CLUSTER:
EVACUATION COMMITTEE
QUANTITY UNIT RESOURCE AGENCY/OFFICE RESOURCE LOCATION REMARKS

1 Unit Tents Finance Office Property Office/Supply Office For purchase/for MR

1 piece Blankets Finance Office Property Office/Supply Office For purchase/for MR

14 Pieces Portable Stove Finance Office Property Office/Supply Office For MR

45 Pieces Mat Finance Office Property Office/Supply Office For MR

1 Pieces Mosquito Nets Finance Office Property Office/Supply Office For MR

4 Pieces Rooms Finance Office Property Office/Supply Office For distribution

 CP Form 8: Needs Projection and Resource Gap Identification Cluster:
EVACUATION COMMITTEE

Projected Needs
GAPS
Uni t Current
Target Population (Projected – current) Sourc es
Cos t Resource
1 Day (x) Days to Fill
Standa (PH
the
Resource rds P)
Gaps
Cos t
(PH Cost Cost Cost
Learner Personnel QTY P) QTY QTY QTY
(PHP) (PHP) (PHP)

M F M F
Tents 5 unit 2,5 1 2,500 4 9,000 PTA
00
Blankets 100 pcs 100 20 2000 80 800 Sch
Fund
Portable 50 pcs 600 10 6000 40 24, LGU
stove 000
Mat 100 pcs 200 15 3,000 85 17,00 LGU
0
Mosquito nets 0 pcs 200 20 4,000 80 16,00 Brgy
0 Offici al

TOTAL
 CP FORM 7: RESOURCE INVENTORY

Cluster: LOGISTICS

QUANTITY UNIT RESOURCE AGENCY/OFFICE RESOURCE LOCATION REMARKS

1 Unit Chainsaw Finance Office Property Office/Supply Office For purchase/for MR
21 Pieces Flashlights Finance Office Property Office/Supply Office For distribution
15 Pieces Rope Finance Office Property Office/Supply Office For distribution
60 Pieces Raincoat Finance Office Property Office/Supply Office For distribution
60 Pairs Rain boots Finance Office Property Office/Supply Office For distribution
42 Pieces Batteries Finance Office Property Office/Supply Office For distribution
3 Pieces Axe/bolo Finance Office Property Office/Supply Office For MR
5 Liter Gasoline/fuel Finance Office Property Office/Supply Office For MR
 CP Form 8: Needs Projection and Resource Gap Identification Cluster : Logistics

Projected Needs
Stan GAPS
Current
Target Population dard s (Projected –
Unit (x) Days Resource Sources to Fill
current)
Resource Cost the Gaps
(PHP)
Cost
Personne l 1 Cost Cost Cost
Learner QTY (PHP QTY QTY QTY
Day (PHP) (PHP) (PHP)
)
M F M F
Chainsaw 7,500 1 7,500 1 7,500 LGU
Flashlight 150 21 3,150 9 1350 Brgy official

Batteries 15 42 630 18 270 Brgy official

Raincoats 300 60 6,300 4 1200 GPTA

Rubber 250 60 5,250 4 1000 Alumni
boots
Fuel 50 5 250 5 250 GPTA
Axe/ bolo 400 3 400 4 1,600 GPTA

TOTAL
 CP FORM 7: RESOURCE INVENTORY

Cluster: LOGISTICS

QUANTITY UNIT RESOURCE AGENCY/OFFICE RESOURCE LOCATION REMARKS

1 Unit Chainsaw Finance Office Property Office/Supply Office For purchase/for MR
21 pieces Flashlights Finance Office Property Office/Supply Office For distribution
15 Pieces Rope Finance Office Property Office/Supply Office For distribution
60 Pieces Raincoat Finance Office Property Office/Supply Office For distribution
60 pairs Rain boots Finance Office Property Office/Supply Office For distribution
42 pieces Batteries Finance Office Property Office/Supply Office For distribution
3 pieces Axe/bolo Finance Office Property Office/Supply Office For MR
5 liter Gasoline/fuel Finance Office Property Office/Supply Office For MR
 CP Form 8: Needs Projection and Resource Gap Identification Cluster :
Logistics

Projected Needs
Stan GAPS
Current
Target Population dard s (Projected –
Unit Resource Sources to Fill
(x) Days current)
Resource Cost the Gaps
(PHP)
Cost
Personne l 1 Cost Cost Cost
Learner QTY (PHP QTY QTY QTY
Day (PHP) (PHP) (PHP)
)
M F M F
Chainsaw 7,500 1 7,500 1 7,500 LGU
Flashlight 150 21 3,150 9 1350 Brgy official

Batteries 15 42 630 18 270 Brgy official

Raincoats 300 60 6,300 4 1200 GPTA

Rubber 250 60 5,250 4 1000 Alumni
boots
Fuel 50 5 250 5 250 GPTA
Axe/ bolo 400 3 400 4 1,600 GPTA

TOTAL
 CP FORM 6: Needs and Activities Inventory Cluster: Learning Resources
NEEDS ACTIVITIES/ARRANGEMENTS TO MEET THE NEEDS RESPONSIBLE AGENCIES TIMEFRAME
School Coordinate with the school Principal Property Custodian and Faculty Office D – 15
Supplies
Learning Coordinate with the school Principal ,faculty and GPTCA Property Custodian and Faculty Office D – 15
Materials
TLS Coordinate with the school Principal Finance Officer and Faculty Office D +5
Log Books Coordinate with the school Principal and Faculty Property Custodian and Finance Officer D - 15
Markers Coordinate with the school Principal ,facul ty Property Custodian and Finance Officer D – 15
Marker Ink Coordinate with the school Principal ,faculty Property Custodian and Finance Officer D – 15
Manila Paper Coordinate with the school Principal ,faculty Property Custodian and Finance Officer D – 15
Long Bond Coordinate with the school Principal and faculty Property Custodian and Finance Officer D - 15
Paper
Adhesive tape Coordinate with the school principal and faulty Property Custodian and Finance Officer D-15
 CP FORM 7: RESOURCE INVENTORY
Cluster: Learning Resources

QUANTITY UNIT RESOURCE AGENCY/OFFICE RESOURCE LOCATION REMARKS

300 Set School Faculty Office Per classrooms Usable
Supplies
2000 Set Learning Faculty office Library Usable
materials
10 TLS Faculty Office Safe Area in School Usable
20 Pcs. Log Books Faculty Office Per Teacher To be purchased
30 Pcs. Markers Faculty Office Per Teacher To be purchased
30 bottles Marker Ink Faculty Office Per Teacher To be purchased
240 Pcs. Manila Paper Faculty Office Per Teacher To be purchased
10 Rims Long Bond Faculty Office Office To be purchased
Paper
30 Pcs. Adhesive Tape Faculty Office Per teacher To be purchased
 CP Form 8: Needs Projection and Resource Gap Identification Cluster : Learning Resources

Projected Needs
Stan GAPS
Current
Target Population dard s Unit (Projected – Sources to
(x) Days Resource
Resource Cost current) Fill the
(PHP) Gaps
Personn el 1 Cost Cost Cost Cost
Learner QTY QTY QTY QTY
Day (PHP) (PHP) (PHP) (PHP)
M F M F
School
GPTA
Supplies
Learning MOOE
material s

TLS Faculty
Offices
Log MOOE
Books
Markers MOOE
Marker MOOE
Ink
Manila MOOE
Paper
Long MOOE
Bond
Paper
Adhesive MOOE
Tape
TOTAL
 CP Form 8: Resource Projection

COST ESTIMATES SOURCE OF FUNDS

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

Fire Extinguisher 35 units 12 23 SOLICIT/DONATION/MOOE/ ₱2,500.00 SOLICIT/DONATION/

IGP
Siren 0 5 ₱0.00 MOOE/ IGP
Comms Radio 5 3 2 ₱1,599.00

Hard Hats 4514 50 ₱1,389.00

First Aid Kit 90 90 ₱3058.00

Spinal Board 4 2 2 ₱2,499.00

Emergency Light 30 0 30 ₱1,400.00

Ladder 5 0 5 ₱2,400.00

Folding Bed 10 0 10 ₱720.00

Triangular Bandage 0 60 ₱0.00

Splints 20 10 10 ₱50.00
CPR Mannequins 2 0 2 ₱25, 000.00

Resource Gap Summary

Solano High School has continually strengthened its pillars against the onslaught of disasters and other related hazards. Being part of the schools division of
Nueva Vizcaya, under Department of Education, the school has been under strict compliance of DO 83, s. 2011- or the Disaster Preparedness Measures for
Schools. Safety of infrastructures, capacity building for all school personnel & other stakeholders, information dissemination, hazard mapping, risk
anticipation & other disaster-related preparedness measures are the school’s response to keeping the school safe & disaster-prepared. Through the
continuous support of the division DRRM office, the school continues to take necessary actions to bridge the gaps, minimize the vulnerability & increase the
capacity of the school to withstand the effects of typhoons.

Particularly, the buildings are built with utmost capacity to withstand heavy rain and strong winds. Sewerage & drainage system is kept in full working order
to lessen the incidences of flood. Each room has safe places to ensure protection of all equipment, books & other important school records & documents .
Lesson integration on different tropical cyclone preparedness measures are also discussed to the students. The school also has a student-led hazard
mapping to ensure that hazards are carefully assessed and be given necessary action to decrease untoward incidences.

Though resources are available, additional equipment must be purchased to ensure efficient & effective implementation of the Contingency Plan. Some of
these resources may be sourced out from the school MOOE. The school personnel may also conduct solicitations & Income-generating projects to augment
the deficiencies.

CHAPTER IV. ACTIVATION

A. Activation and Deactivation
Below is the flowchart illustrating the course of action taken during the activation/deactivation of the school
contingency plan:

Once, advisory from PAGASA is posted, the CP shall be activated mobilizing the SDRRM Team. Coordination with
concerned agencies & offices will follow and CP procedures or the Response Actions will be implemented.
 The Contingency Plan shall be deactivated once the situation has improved and when heightend alert is no longer required.
Upon deactivation, operation will still remain to until a “white alert” status is finally declared.
B. Non-Activation
The decision not to activate the Contingency Plan (CP)
will not be activated if there are no advisories from PAGASA , but the plan will be maintained as a perpetual plan for
future use in the event of upcoming typhoons,

ANNEXES
Working Group
 Purpose:
The Working Group will be responsible for the refinement, finalization, testing, evaluation, packaging, updating and improvement of the CP.

STRUCTURE OF THE SCHOOL DRRM COMMITTEE

MARIE JANE M. BAQUIRAN

CHAIRMAN

MAVIS P. ALLUIGAN
SCHOOL DRRM COORDINATOR/
VICE CHAIRPERSON

PHYSICAL FACILITIES
EARLY WARNING MEDICAL/ HEALTH AND SITE SECURITY INFORMATION SOCIAL
AND COMMUNICATIONS MANAGEMENT TEAM EMERGENCY EDUCATION MOBILIZATION AND
TEAM TEAM MANAGEMENT ADVOCACY TEAM NETWORKING
TEAM TEAM
RHEA G. PORTERA JONALYN C. CORPUZ ARNEL D.
JENNIFER C. MARIBEL L. MARYJANE D.
REMEDIOS P. REYES DARIUS N. CABAIRO BERSAMINA
ISLAM EUGENIO ROLANDO R. LUDIVICO L. BALBIN BANIAGA JOLLEY SHINE C.
AILEEN B. IDO BALUBAR CORPUZ

OVERALL RESPONSIBILITIES:
SDRRM Chairperson:

1. Shall convene the council as necessary to effectively coordinate the efforts on disaster preparedness, emergency operation,
and recovery and rehabilitation activities.
2. Shall call all team members/other agencies/private sectors for their assistance in preparing for and recovering from the
effects of disaster and emergencies.

SDRRM Coordinator/Vice Chairperson:

1. Shall perform the duties of the Chairperson in the latter’s absence.

Early Warning and Communication Team:

1. Provide timely and accurate warning information to the learners, parents, teaching and non-teaching staff.
2. Provide access and availability of communication facilities to all concerned.
3. Coordinate with higher authority on the existing and/or impending disaster threat in the school.

Medical/Health Management:

1. Preposition/stockpile of emergency medicines and first aid kits in every classroom.

2. Alert the CDRRM for possible assistance in case of emergency.
3. Maintain health and sanitation in the evacuation area.
 4. Establish clinic in the evacuation center/school.

Physical Facilities and Site Security Team:

1. Provide security in the evacuation area.

2. Assist in the monitoring and reporting of disaster events.
3. Assist in the dissemination of warning to the community.

Emergency Management Team:

1. Assist in analyzing situations, formulate and implement plans necessary for disaster preparedness and disaster operation.
2. Coordinate the issuance of proper warning and alert messages to the SDRRM team and concerned parents and learners.
3. Coordinate rescue activities in the evacuation area.

Information Education Advocacy Team:

1. Assist in the dissemination of warning information.

2. Coordinate with mass media in educating the public on disaster preparedness and precautionary measures.

Social Mobilization and Networking Team:

 1. Provide transportation facilities and other equipment for use during rescue, relief and evacuation operation.
2. Ensure availability of all needed transport facilities in coordination with public and private sector.
3. Coordinate with other agencies, private sector and other stakeholders for possible volunteers in the school evacuation site.
4. Mobilize manpower for relief, rescue and rehabilitation activities.
Sample duties and responsibilities>
1. Facilitate the refinement and finalization of the CP to include testing, evaluation, packaging, updating and improvement;
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 CP; and
4. Facilitate the presentation and endorsement of the CP to the authorities for comments and approval.

EFFECTIVITY

The plan shall be considered a “working document “and be subjected to continuous review and enhancement by the Department of
Education. This contingency plan for Hydrometeorological Hazard shall be effective upon publication. Technical Working Group based on latest
scientific studies about geological hazards, risk assessment findings and innovations in DRRM policies and standards.
 Prepared by:

DARIUS N. CABAIRO
SDRRM Coordinator

Recommending Approval:

ANGELITO A. TUTOP LYLE PHILIPPE L. RAÑIN JULIET V. GUMPAL

Head Teacher I Division DRMM Coordinator SGOD Chief

APPROVED:

EDUARDO C. ESCORPISO JR., Ed D, CESO V

Schools Division Superintendent