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Earthquake-Contigency-Plan

Earth Science (North Central Mindanao College)

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Andres Bonifacio Elementary School

Contingency Plan
for EARTHQUAKE
As of October 2022

Prepared by:

RONNIE G. SELOSE
MARK A. AMADOR
FLORENCIO L. BAGAFORO
ANALYN S. RUPIÑAN
ROLLY S. CAMPANO

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TABLE OF CONTENTS

Glossary of Acronyms

Definition of Terms

Roles and Responsibilities

Rationale

Chapter I: Background

A. Introduction

B. Hazard Identification and Analysis

CP Form 1: Hazard Identification and Analysis

C. Hazard to Plan for Earthquake

CP Form 2A: Anatomy of the Hazard

D. Scenario

CP Form 3A: Scenario Generation: Earthquake

CP Form 4A: Affected Learners

Chapter II: Goals and Objectives

Chapter III: COORDINATION, COMMAND AND CONTROL

A. COORDINATION

CP Form 5A: Cluster Identification

CP Form 6A: Needs and Activities Inventory

CP Form 7: Resource Inventory

CP Form 8: Resource Projection

CP Form 9: Budget and Resource Summary

B. COMMAND AND CONTROL

CP Form 10: SDRRM Team Directory

Chapter IV: ACTIVATION, DEACTIVATION AND NON-ACTIVATION

References

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GLOSSARY OF ACRONYMS

BELCRP – Basic Education Learning Continuity and Recovery Plan

BERT – Batang Empowered and Resilience Team

BFP – Bureau of Fire Protection

BLGU – Barangay Local Government Unit

BSPO - Barangay Service Point Officer

CBEWS – Community-Based Early Warning Systems

CP – Contingency Plan

CWD – Children With Disability

DepEd – Department of Education

DRRM – Disaster Risk Reduction and Management

EiE - Education in Emergency

FEMA – Federal Emergency Management Agency

ICT – Information and Communication Technology

IEC – Information, Education and Communication

IP – Indigenous People

IPAWS – Integrated Public Alert and Warning System

LGU – Local Government Unit

MEA – Monitoring and Evaluation Assessment

MLGU – Municipal Local Government Unit

MOA – Memorandum of Agreement

MOOE – Maintenance and Other Operating Expenses

MOU – Memorandum of Understanding

NGO – Non-Governmental Organization

PDNA – Post Disaster Needs Assessments

PFA – Psychological First Aid

PHIVOLCS – Philippine Institute of Volcanology and Seismology

PTA – Parent – Teacher Association

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PWD – Person With Disability

RADaR – Rapid Assessment of Damages Report

RDANA – Rapid Damage Assessment and Needs Analysis

SDO – Schools Division Office

SDRRM – School Disaster Risk Reduction and Management

SGC – School Governing Council

TLS – Temporary Learning Spaces

WASH – Water, Sanitation and Hygiene

WEA – Wireless Emergency Alerts

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DEFINITION OF TERMS

AFTERSHOCKS A sequence of smaller earthquakes that follow larger magnitude

earthquakes; aftershocks may be felt for many months after an
earthquake and can exacerbate damage; also a type of ground
failure.

ALARM PROCEDURE A means of alerting concerned parties to a disaster; various optical

and acoustical means of alarm are possible including flags, lights,
sirens, radio, and telephone.

ASSESSMENTS The evaluation and interpretation of short- and long-term

measurements to provide a basis for decision making and to
enhance public health officials’ ability to monitor disaster situations.

ASSETS A term used for all resources required, including human, to

adequately respond to a disaster.

CASE MANAGEMENT The collaborative process that assesses, plans, implements,

coordinates, monitors, and evaluates the options and services
required to meet an individual’s health needs.

CASUALTY Any person suffering physical and/or psychological damage that

leads to death, injury, or material loss.

CONCEPT A view or idea persons hold about something, ranging from

something highly concrete to something highly abstract.

CONTINGENCY PLAN An emergency plan developed in expectation of a disaster; often

based on risk assessments, the availability of human and material
resources, community preparedness, and local and international
response capabilities.

COORDINATION A systematic exchange of information among principal participants to

carry out a unified response in the event of an emergency.

DATA COLLECTION Gathering, assembling, and delivering data to a centralized collection

point.

DISASTER Any event, typically occurring suddenly, that causes damage,

ecological disruption, loss of human life, deterioration of health and
health services, and which exceeds the capacity of the affected
community on a scale sufficient to require outside assistance. These
events can be caused by nature, equipment malfunction, human
error, or biological hazards and disease (e.g., earthquake, flood, fire,
hurricane, cyclone, typhoon, significant storms, volcanic eruptions,
spills, air crashes, drought, epidemic, food shortages, and civil strife).

EARTHQUAKE a sudden and violent shaking of the ground, sometimes causing

great destruction, as a result of movements within the earth's crust or
volcanic action.

EMERGENCY Any natural or man-made situation that results in severe injury, harm,
or loss of humans or property.

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EMERGENCY RESPONSE TEAM A team of federal personnel and support staff that is
deployed by FEMA during a major disaster or emergency; the duty of
the team is to assist the FCO in carrying out his or her responsibilities
under the Stafford Act; team members consist of representatives
from each federal department or agency that has been assigned
primary responsibility for an emergency support function (ESF) as
well as key members of the FCO’s staff.

EVACUATION An organized removal of civilians from a dangerous or potentially

dangerous area.

EVALUATION A detailed review of a disaster relief program designed to whether

program objectives were met, to assess the program’s impact on the
community, and to generate lessons learned for the design of future
projects (evaluations are most often conducted at the completion of
important milestones, or at the end of a specified period).

HAZARD The probability that a disaster will occur (hazards can be caused by a
natural phenomenon [e.g., earthquake, tropical cyclone], by failure of
man-made energy sources [e.g., nuclear reactor, industrial
explosion], or by an uncontrolled human activity [e.g., conflict,
overgrazing]).

HAZARD IDENTIFICATION/ANALYSIS The process of determining what events are likely to occur in
a specified region or environment (e.g., earthquakes, floods,
industrial accidents).

INTENSITY a number (written as a Roman numeral) describing the severity of an

earthquake in terms of its effects on the earth's surface and on
humans and their structures

LIQUEFACTION Occurs primarily in young, shallow, loosely compacted, water-

saturated sand and gravel deposits that are subjected to ground
shaking; it results in a temporary loss of load-bearing strength.

LOCAL GOVERNMENT Any county, city, village, town, district, political subdivision of any
state, tribe or authorized tribal organization, or native village or
organization, including rural communities, unincorporated towns and
villages, or any other public entity.

LOSS A range of adverse consequences that can impact communities and

individuals (e.g., damage, loss of economic value, loss of function,
loss of natural resources, loss of ecological systems, environmental
impact, health deterioration, mortality, morbidity).

MONITORING A process of evaluating the performance of response and recovery

programs by measuring a program’s outcomes against stated
objectives (monitoring is used to identify bottlenecks and obstacles
that cause delays or programmatic shortfalls that require
assessment).

NATURAL DISASTERS Natural phenomena with acute onset and profound effects (e.g.,
earthquakes, floods, cyclones, tornadoes).

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PLANNING To work cooperatively with others in advance of a disaster to initiate

prevention and preparedness activities.

PREPAREDNESS All measures and policies taken before an event occurs that allow for
prevention, mitigation, and readiness. (Preparedness includes
designing warning systems, planning for evacuation and relocation,
storing food and water, building temporary shelter, devising
management strategies, and holding disaster drills and exercises.
Contingency planning is also included in preparedness as well as
planning for post impact response and recovery.)

PREVENTION Primary, secondary, and tertiary efforts that help avert an emergency;
these activities are commonly referred to as “mitigation” in the
emergency management model (e.g., prevention activities include
cloud seeding to stimulate rain in a fire; in public health terms,
prevention refers to actions that prevent the onset or deterioration of
disease, disability, and injury).

RAPID NEEDS ASSESSMENT A collection of techniques (i.e., epidemiological, statistical,

anthropological) designed to provide information about an affected
community’s needs following a disaster.

READINESS Links preparedness to relief; an assessment of readiness reflects the

current capacity and capabilities of the organizations involved in relief
activities.

RECOVERY Actions of responders, government, and the victims that help return
an affected community to normal by stimulating community
cohesiveness and governmental involvement. (One type of recovery
involves repairing infrastructure, damaged buildings, and critical
facilities. The recovery period falls between the onset of the
emergency and the reconstruction period.)

REHABILITATION OR RECONSTRUCTION A long-term developmental project that follows a

disaster or emergency that reconstructs a community’s infrastructure
to preexisting levels; is often associated with an opportunity to
improve a community rather than to simply “reconstruct” a preexisting
system.

RELIEF Action focused on saving lives. (Relief activities often include search
and rescue missions, first aid, and restoration of emergency
communications and transportation systems. Relief also includes
attention to the immediate care of survivors by providing food,
clothing, medical treatment, and emotional care.)

RESPONSE The phase in a disaster when relief, recovery, and rehabilitation

occur; also includes the delivery of services, the management of
activities and programs designed to address the immediate and
short-term effects of an emergency or disaster.

RISK ASSESSMENT A systematic process that determines the likelihood of adverse health
effects to a population after exposure to a hazard; health
consequences may depend on the type of hazard and damage to
infrastructure, loss of economic value, loss of function, loss of natural
resources, loss of ecological systems, environmental impacts,

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deterioration of health, mortality, and morbidity. (The major

components of a risk assessment include a hazard identification
analysis and a vulnerability analysis that answer the following
questions: What are the hazards that could affect a community?
What can happen as a result of those hazards? How likely is each of
the possible outcomes? When the possible outcomes occur, what are
the likely consequences and losses? Risk assessment is a
fundamental planning tool for disaster management, especially
during prevention and mitigation activities.)

RISK MANAGEMENT The process of deciding which action to take when a risk assessment
indicates that a danger of loss exists. (Risk management includes a
range of actions [e.g., prevention, mitigation, preparedness, recovery]
that are designed to mitigate an increasing risk of natural and
technological hazards, decrease a risk to existing levels, and plan
ways to respond to natural and technological hazards as well as
catastrophic events.)

TABLE-TOP EXERCISEMethod of evaluation of a disaster preparedness plan.

VULNERABILITY The susceptibility of a population to a specific type of event; it is also

associated with the degree of possible or potential loss from a risk
that results from a hazard at a given intensity. (The factors that
influence vulnerability include demographics, the age and resilience
of the environment, technology, social differentiation, and diversity as
well as regional and global economics politics.)

WARNING AND FORECASTING Monitoring events to determine the time, location, and
severity of a disaster.

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ROLES AND RESPONSIBILITIES

Cluster Duties and Responsibilities

School Head  Acknowledge receipt of advisories and
reminders from the SDS and/or the SDO
DRRM Coordinator, and the local DRRMC;
 Spearhead the conduct of multi-hazard drills
and other disaster prevention, mitigation and
preparedness activities in school;
 Ensure conduct of an annual student-led risk
identification and mapping (DepEd Order 23,
S. 2015);
 Communicate notable result results of risk
assessment and other disaster preparedness
activities to the SDO;
 Serve as the point person for collaborations
and coordination with local DRRM Council
and other partner organizations;
 Ensure availability of baseline data of the
school;
 Spearhead relevant and necessary7
capacity7 building activities for the school;
 Report to the SDO any hazard affecting the
school operations such as flood, conflict, fire,
among others;
 Submit situation reports and provide real-time
updates to the SDO;
 Accomplish and submit Rapid Assessment of
Damages Report (RADaR) within 72 hours
after any hazard or emergency via SMS;
 Immediately contact via text, the Schools
Division Office thru the SDS or the Division
DRRM Coordinator once the school is
identified/used as evacuation center;
 Track and report the progress of recovery and
rehabilitation initiatives to the SDO; m Report
and update the SDO on the demobilization of
evacuation centers in schools.
Early Warning and  Posting of updated emergency numbers in
Communications Team the designated DRRM Bulletin Board;
 Acknowledge receipt of advisories and
reminders from Division DRRM Focal
Person/Local DRRMC; and disseminate
same information ASAP to the school
personnel, students and parents, thru the PTA
Officers;
 Inform and coordinate with Local DRRMC
counterparts when school is used as
Evacuation Center;

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 Report immediately to DepEd-DRRMS

damages incurred by the school during
emergencies/calamities
 Perform other related functions.
Medical/Health Management  Initiate conduct of Physical and Psycho-social
Team First Aid Trainings for school personnel, in
coordination with partner
agencies/organizations;
 Lead in discussing the Child Protection Policy
in the classrooms, at least every semester;
 Conduct health lectures;
 Inspect storage and handling of food and
drinking water in the school and when school
is used as evacuation center;
 Oversee prudent use of medicines;
 Prepare basic survival kits and ready for use
when needed;
 Manage selection of first aid or medical
treatment areas in shelter and elsewhere, as
required;
 Administer basic first aid to injured
personnel/students;
 Coordinate with proper organization for
assistance in the event that the
incident/injuries are beyond their capacity;
 Supervise emergency first aid or medical self-
help operations within the school during an
emergency;
 Coordinate with SDO, LDRRMC and partner
organization the conduct of PSS to affected
students/personnel;
 Does other related functions.
Physical Facilities and Site  Check and ensure no stray animals that may
Security Team cause harm to school personnel and
students.
 Facilitate/coordinate fencing of school
premise for security reasons;
 Recommend construction of ramps for PWDs,
and availability of pedestrian crossing if
school is near the road;
 Regularly check power switches, electrical
wirings, gas valves, and the like;
 Computers and other electrical equipment are
unplugged prior to
 Putting up of signages (i.e. warning signs,
caution) on identified hazard-prone areas in
the school;
 Ensure security guard/watchman is at his
post;
 Ensure availability of fire extinguisher in
conspicuous places;
 Prune trees especially those adjacent to
buildings and along electrical post;
 Secure roof beams with wires or heavy duty
ropes;

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 Board up jalousies and windows with plywood

or other secure material;
 Secure all on-going construction projects
including supplies and materials;
Frontline Responders Team  This team comprises of those in-charge (or
their designated alternate) from the other
teams and are expected to report in the
school during emergencies/calamities. They
shall perform the functions expected of them
as representative of their teams and to
activate the other members of their respective
teams, depending on the scale of emergency.
Information Education Advocacy  Lead the conduct of Annual Student-Led
(IEA) Team Hazard Mapping;
 Conduct tree planting activities (i.e. NGP,
Adopt-a-forest/tree);
 Maintain the Gulayan sa Paaralan and use as
avenue for students’ learning;
 Initiate monthly activities for students related
to DRR/CCA aligned with monthly
celebrations;
 Perform other related functions, as needed.
Social Mobilization and  Source out funding for repair of damaged
Networking Team school facilities, equipment, or school
supplies;
 Source out funding for procurement of first aid
equipment/kits;
 Coordinate availability of transportation when
needed, especially during emergencies;
 Look for donors who could provide IEC
materials for students;
 Does other related functions, as needed.

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Republic of the Philippines

Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF ILOILO
DISTRICT OF SAN JOAQUIN SOUTH
ANDRES BONIFACIO ELEMENTARY SCHOOL

Rationale

Contingency Planning, is forward planning process, in a state of uncertainty, in which

scenarios and objectives are agreed, managerial and technical actions defined, and potential
response systems put in place in order to prevent or better respond to, an emergency or
critical situation. It is also known as “Strategies for disaster recovery”.

It is also a management process that analyses specific potential events or emerging

situations that might threaten society or the environment and establishes arrangements in
advance to enable timely, effective and appropriate responses to such events and situations.

A contingency plan is a process that prepares an organization to respond coherently

to an unplanned event. It can be also used as an alternative for action if expected results fail
to materialize. It is sometimes referred to as "Plan B."

By organizing potential response structure, mechanisms, resources and disaster risk

reduction measures that are focused into a certain emergency event prior to its occurrence,
a contingency plan assists in:

Generating commitment among parties involved to act in a coordinated manner

before the emergency occurs; mobilizing effective actions and resources for emergency
purpose and designing a concrete and continuous plan until the emergency occurs,
continuously updating such plans as long as the hazard is no longer threatening.

Contingency planning is also a mechanism to pull together resources and inter-

agency coordination at the advent of early warning signals of an impending emergency. It
means hoisting a flag of alert, and seriously pulling all actors to focus their attention and
energy to readily prepare and respond to a potential emergency.

The Contingency Planning will focus on the four (4) focal points and these are
Disaster Prevention, Disaster Mitigation, Disaster Preparedness, Emergency Response and
Rehabilitation to determine the Disaster Risk Identification, Assessment and Monitoring.

The Philippines is situated in the Pacific Ring of Fire with two major tectonic plates,
thus making it vulnerable to volcanic eruptions, earthquakes and tsunami. Andres Bonifacio
Elementary School prioritized the development of this Earthquake Contingency Plan for
earthquakes have the potential to cause the most severe and widespread damage and
because the West Panay Fault stretches more than 90 kilometers from the Iloilo towns
including San Joaquin which is clear and solid proof that West Panay Fault is active.

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Republic of the Philippines

Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF ILOILO
DISTRICT OF SAN JOAQUIN SOUTH
ANDRES BONIFACIO ELEMENTARY SCHOOL

CHAPTER I. BACKGROUND

A. Introduction

Andres Bonifacio Elementary

School is a complete elementary
school in the District of San Joaquin-
South. It was established in 1967 as a
primary school and it became a
complete elementary school in 2006. It
has a yearly enrolment of more or less
120. The school is headed by a
Teacher In-Charge with 6 teachers.
The school lot has an area of 5,328
square meters bounded by incomplete
perimeter fence located at Barangay Andres Bonifacio, San Joaquin, Iloilo. It is
approximately twenty-five (25) kilometers away from the town proper. The school is situated
along the riverbank. In the latest literacy mapping, results revealed that it has more than 100
households and a population of just about 500. It has two barangay area of influence namely
Brgy. Andres Bonifacio and Brgy. Mabini Sur.

Andres Bonifacio Elementary School is situated at Brgy. proper of Andres Bonifacio. It is

one among the 85 barangays in the Municipality of San Joaquin. It has 131 households, 505
population to which 288 are boys and 217 are girls based on 2020 data of Barangay Service
Point Officer (BSPO).
Since the place is a farm land
most of the people are farmers and it is
their way of living to support their
family needs. The sources of their
income are farming and livestock
growing. The barangay is producing a
wide array of agricultural products such
as corn, rice, bananas, peanuts,
coconut, beans and other root crops.
Andres Bonifacio is distinct for
its flat lands and rolling hills to valley. It
is bounded by masses of land of San

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Republic of the Philippines

Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF ILOILO
DISTRICT OF SAN JOAQUIN SOUTH
ANDRES BONIFACIO ELEMENTARY SCHOOL

Joaquin and Antique, specifically the Tobias Fornier (Dao), Antique. Moreover, the Lawigan
river traverse along the North-East of the Barangay. The said river is also a source of food
such as “Katang”, “Kagang”, and “Urang”. It is also a source of water to irrigate rice fields.
When there is an inclement weather usually the school and barangay suspend the
classes due to the current location of the school which is situated along the river that makes
the school prone to flood and more risk on the part of the learners and teachers who will
cross the river.

Level Number of Number of Number of

Learners Learners who are Staff/Personnel
children with Total
disability (CWD)
Male Female Male Female Male Female
Kindergarten 5 5 10 1
Grade I 6 6 1 13 1
Grade II 6 6 12 1
Grade III 15 14 29 1
Grade IV 5 3 8 1
Grade V 10 11 21 1
Grade VI 13 3 16 1

Physical Description

Name of the Number of Stories Number of Specialty Areas

Building Classrooms (Laboratories,
Cafeteria, Library, etc)
Computer Room,
Marcos Building 1 3 Function Room,
Isolation Area
Bagong Lipunan 1 1 Faculty Room
DepEd Modified
1 3 Classrooms
Building

Recently, earthquakes with various epicenters and magnitudes shook Panay and
Guimaras in 2018. Stronger quakes recorded had epicenters in San Jose, Antique with
magnitude 4.7 and depth of eight kilometers; another one with epicenter in Sibunag,
Guimaras had a magnitude of 4.0 and depth of three kilometers; and the strongest at
10:54 a.m. in Guimbal (later revised by the Philippine Institute of Volcanology and
Seismology to be in Leon, Iloilo) at 4.8 magnitude with depth of three kilometers with
which most areas in San Joaquin were also affected including Brgy. Andres Bonifacio.

B. Hazard Identification and Analysis

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Republic of the Philippines

Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF ILOILO
DISTRICT OF SAN JOAQUIN SOUTH
ANDRES BONIFACIO ELEMENTARY SCHOOL

CP Form 1: Hazard Analysis

Probability Impact Average

Hazard Rate Remarks Rate Remarks P + 1_ Rank
2
Typhoon 3 Moderate 3 Moderate 3 4
Floods 2 Minor 2 Minor 2 8
Landslide 2 Minor 2 Minor 2 9
Liquefaction 3 Moderate 4 Severe 3.5 2
due to
Earthquake
Ground 4 Severe 4 Severe 4 1
Shaking due to
Earthquake
Drought 4 Minor 3 Moderate 3.5 3
Storm/Coastal 1 Negligible 1 Negligible 1 6
Surge
Fire 2 Minor 3 Moderate 2.5 5
Vehicular 2 Minor 2 Minor 2 10
Incidents
Epidemics/ 2 Minor 3 Moderate 2.5 6
Disease
Outbreaks
Armed Conflict 2 Minor 3 Moderate 2.5 7

C. Hazard to Plan for Earthquake

CP Form 2A: Anatomy of the Hazard

Based on the assessment of the hazards, Andres Bonifacio Elementary School requires
having a contingency plan for earthquake that should help establish effective and efficient
mechanism for preparedness and response.

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Republic of the Philippines

Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF ILOILO
DISTRICT OF SAN JOAQUIN SOUTH
ANDRES BONIFACIO ELEMENTARY SCHOOL

The anatomy of earthquake is shown below:

Hazard to Plan for: Earthquake

Existing
Root Causes Early Warning Signs Triggering Factors Mitigating
Measures

The geographic  Philippine Institute of Groundwate  Identifying
location of San Volcanology and r extraction Hazards in
Joaquin makes it Seismology (PHIVOL School
Decrease in
prone to earthquake CS)
pore pressure
which may occur  Alert Delivery  Creating
anytime. Thresholds used by Groundwate Evacuation
ShakeAlert partners r – increase in pore Plan
However, with the (internet, radio, pressure
changing climate, television, cellular),
stronger including Wireless Heavy rain  Providing
earthquakes may Emergency Alerts Earthquake
Pore fluid Supply Kits
also occur due to (WEA) delivered by flow
seasonal effects on FEMA’s Integrated
faults. Public Alert and High CO2  Building safer
Warning System pressure structures
(IPAWS)  Providing
 Wireless Emergency Global warming education on
Alert System earthquake
safety
 CBEWS Training
Manual-18 August
2011.doc (rcrc-  Capacitating
learners and
resilience-
personnel on
southeastasia.org) earthquake
preparedness

 Soil Testing

D. Scenario

CP Form 3A: Scenario Generation: Earthquake

The following table describes the three different scenarios that may occur in the event that
an earthquake hits the school.

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Republic of the Philippines

Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF ILOILO
DISTRICT OF SAN JOAQUIN SOUTH
ANDRES BONIFACIO ELEMENTARY SCHOOL

Situations Bad Worse Worst

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Republic of the Philippines

Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF ILOILO
DISTRICT OF SAN JOAQUIN SOUTH
ANDRES BONIFACIO ELEMENTARY SCHOOL

Description of the Earthquake is felt by Earthquake create Practically all

Event most learners and damage to many school structures
personnel indoors and well-built buildings, are destroyed.
outdoors. Strong boulders are Massive landslides
shaking and rocking felt thrown out from and liquefaction,
throughout the building. their positions. large-scale
Hanging objects swing Fissures and faults subsidence and
violently, laboratory rapture may be uplifting of land
apparatus clatter and observed and trees forms and many
clink and some are are violently ground fissures are
broken. Small, light and shaken. observed. Many
unstable objects may trees are toppled,
fall or overturn. Shaking 16-50% of the total broken and
of leaves and twigs of enrolment is uprooted.
trees are noticeable. affected and has
damage in both 51-100% of the
1-15% of the total lives and total enrolment is
enrolment is affected properties of the affected and has
and has damage in learners and damage in both
both lives and personnel. lives and
properties of the properties of the
learners and personnel. learners and
personnel.

Intensity 1.0 – 3.0 Intensity 4.0-5.0 Intensity 6.0-10.0

No. of Affected
Learners (Male,
10 learners 50 learners 109 learners
Female, IP, Muslim,
PWD)
No. of Dead
Learners
 Male 0 0 0

 Female 0 0 0
 IP 0 0 0
 Muslim 0 0 0
 PWD 0 0 0
6% - above of the
1-5 % of the total
total enrolment
enrolment died
died
No. of Affected
Teaching Personnel

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Republic of the Philippines

Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF ILOILO
DISTRICT OF SAN JOAQUIN SOUTH
ANDRES BONIFACIO ELEMENTARY SCHOOL

 Male 0 0 1
 Female 0 2 3
No. of Dead
Teaching Personnel
 Male 0 0 1
 Female 0 2 3
No. of Affected Non-
Teaching Personnel
 Male 0 0 0
 Female
No. of Dead Non-
Teaching Personnel
0
 Male 0 0
 Female
Infrastructure*
- Classrooms
- WASH
facilities
- Other
infrastructure 0 3
5
s and
ancillary
facilities (e.g.,
laboratories,
clinic, library)
Non-infrastructure* 50 100 150
- Furniture and
fixtures
- Learning
resources
and self-
learning
modules
- Information
and
Communica-
tion
Technology
(ICT)
equipment
Other non-
infrastructures (e.g.,
laboratory
equipment, medical
and dental
equipment and

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Republic of the Philippines

Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF ILOILO
DISTRICT OF SAN JOAQUIN SOUTH
ANDRES BONIFACIO ELEMENTARY SCHOOL

supplies, technical-
vocational supplies
and equipment)
Transportation
(emergency vehicles 1 3 5
with MOA/MOU)
Local Incident
Activation of
Management Team
Contingency Plan 60% personnel
Response is activated with all
were deployed and
Capabilities response groups
Functional ready to respond
from local and
School DRRM Team
private sectors.
Suspension of
0-3 days 4-7 days 8-15 days
classes
Few roads and Several roads and
Roads and Bridges No significant effects on
bridges are bridges are
going to School roads and bridges
damaged. damaged.
Environment/ 10 large trees
No significant effects on 5 large trees within
Ecology within the school
Environment and the school vicinity
vicinity are
Ecology are uprooted
uprooted
Communication Communication Communication
Limited Internet Access facilities facilities are totally
moderately broken broken
Power Supply Power Blackout
Power interruption is
Power Blackout with some electric
experienced
post toppled down
Water Supply No significant effects on Limited Water Damaged dams
water supply Supply and water facilities.
CP Form 4A.1: Affected Learners

NO. OF
AFFECTED
LEARNERS NO. OF
NO. OF THAT ARE TEMPORARY NO. OF
AFFECTED CHILDREN WITH LEARNING LEARNERS IN
SCHOOL
DISABILITY CENTERS NEED OF SUPPLY
LOCATION
(CWD) REQUIRED OF LEARNING
(Disaggregate KITS
data as to
female, male, IP,
Learners Personnel
Muslim,)

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Republic of the Philippines

Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF ILOILO
DISTRICT OF SAN JOAQUIN SOUTH
ANDRES BONIFACIO ELEMENTARY SCHOOL

Brgy. Andres
Bonifacio, San 108 7 1 Male 5 109
Joaquin, Iloilo
*Note: Please include only the data available for each column based on the context of your
school.

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 the Municipality of
San Joaquin. Such mechanisms shall help to protect lives, properties and the environment,
and restore the immediate needs of the affected communities.

B. Objectives

The objectives of the contingency plan are as follows:

1. To ensure the protection of lives and properties in the event of earthquake at Andres
Bonifacio Elementary School;

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Republic of the Philippines

Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF ILOILO
DISTRICT OF SAN JOAQUIN SOUTH
ANDRES BONIFACIO ELEMENTARY SCHOOL

2. To determine the immediate needs and the resources that will meet the needs in the
event of earthquake;
3. To establish coordination and linkages between and among the stakeholders of
Andres Bonifacio Elementary School in the event of the earthquake

CHAPTER III. COORDINATION, COMMAND AND CONTROL

A. COORDINATION

CP Form 5A: Cluster Identification

Over-all
Personnel In-Charged
CLUSTERS Head
Lead Member Member Member Member
Mental Health and Ronnie G. Mark A. Florencio L. Analyn Rolly S. Ronnie G.
Psychosocial Support Selose Amador Bagaforo Rupiñan Campano Selose
Health and WASH (Water, Mark A. Florencio Analyn Rolly S. Ronnie G. Mark A.
Sanitation, Hygiene) Amador L. Rupiñan Campano Selose Amador
Bagaforo
Child Protection Florencio Analyn Rolly S. Ronnie G. Mark A. Florencio L.

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Republic of the Philippines

Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF ILOILO
DISTRICT OF SAN JOAQUIN SOUTH
ANDRES BONIFACIO ELEMENTARY SCHOOL

L. Bagaforo Rupiñan Campano Selose Amador Bagaforo

Logistics Analyn Rolly S. Ronnie G. Mark A. Florencio L. Analyn
Rupiñan Campano Selose Amador Bagaforo Rupiñan
Shelter (School Used as Rolly S. Ronnie G. Mark A. Florencio L. Analyn Rolly S.
Evacuation Center) Campano Selose Amador Bagaforo Rupiñan Campano
Education in Emergency Ritchie S. Richel S. Gina N. Carlo D. Vivian F. Ritchie S.
(EiE) Supply Leoro Obeja Lensig Faca Segumalian Leoro
Management
(Prepositioning of EiE
Learning Supplies,
textbooks, Alternative
Delivery Learning
Modalities, Temporary
Learning Spaces)
Social Mobility and Richel S. Gina N. Carlo D. Vivian F. Ritchie S. Richel S.
Networking Obeja Lensig Faca Segumalian Leoro Obeja
Community Mobilization Gina N. Carlo D. Vivian F. Ritchie S. Richel S. Gina N.
Lensig Faca Segumalian Leoro Obeja Lensig

CP FORM 6A: Needs and Activities Inventory

Hazard: Earthquake

Needs Activities/Arrangements to Responsible Person/ Time

meet the needs Committee Frame
Earthquake Preparations such as orientation Municipal Local Quarterly
Plan and Drill to stakeholders and learners. Government Unit
Proper procedure and execution BFP
of drop, cover, and hold during Barangay Local
earthquake drill. Government Unit
Principal/School Head
SDRRM
Coordinator/Teachers
NGO

Evacuation Designing of evacuation and School DRRM Team Quarterly

and reunification plan according to the BERT
Reunification structure arrangement and map of
Plan the school
Monitoring Undertake continuous monitoring, School DRRM Team Quarterly
and coordination for the response, and School MEA

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Republic of the Philippines

Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF ILOILO
DISTRICT OF SAN JOAQUIN SOUTH
ANDRES BONIFACIO ELEMENTARY SCHOOL

Evaluation augmentation BERT

Emergency Procurement of materials such as MLGU, BLGU, School Year-round
Materials fire extinguishers, first aid kits, DRRM Team
battery-powered radio and NGO
flashlight, wheel chairs and spine
boards for transporting injured
individual/s

A. EARTHQUAKE AND ITS SCENARIOS

Situation Bad Scenario Worse Scenario Worst Scenario

Descriptions Local damage is The affected The affected
prevalent in some Municipalities has Municipalities has
areas escalated to 40% due escalated to more than
to Local Damage 40% due to Local
Damage
Impact on  Creates stress and  Affected individuals  Affected individuals
Human Lives anxiety may have may commit suicide
 Minor injuries Depression  Domestic violence
 Skeleton Workforce  Office closure
 Shifting of learning  High mortality rate
modality to distance  Limited access to
learning transportation and
 Major injuries basic needs

Impact on  Minor damages to  Major damages to  More than 50% of

Infrastructure, Classrooms, WASH Classrooms, WASH the large trees in
Facilities, and facilities, other facilities, other school are uprooted
Environment infrastructures and infrastructures and  Total damages to
ancillary facilities ancillary facilities Classrooms, WASH
(e.g., laboratories, (e.g., laboratories, facilities, other
clinic, library) clinic, library)
infrastructures and
 Less 50% of the
ancillary facilities
large trees in school
are uprooted (e.g., laboratories,
clinic, library)
Response  Presence of DRRM  Functional of DRRM  No face to face
Capabilities Taskforce taskforce in the response capacity
 Adoption of DepEd school level trainings
Orders  Ensure education  Facilitate the safe

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Republic of the Philippines

Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF ILOILO
DISTRICT OF SAN JOAQUIN SOUTH
ANDRES BONIFACIO ELEMENTARY SCHOOL

 Availability of local continuity through K- return of teaching

fund for emergency 12 aligned learning and non-teaching
procurement materials, various personnel and
 Protect the well- modalities of learners to work and
being of learners delivery, and schools.
and teaching and corresponding  Monitoring of
non-teaching teacher training. personnel and
personnel, and  Keep on posting IEC learners affected by
prevent the further materials related to the Earthquake
damages. EARTHQUAKE  Continue monitoring
 Conduct PFA to  Conduct PFA to and assessment of
DepEd Personnel DepEd Personnel schools and SDO
and learners if and learners Office
needed  Additional  Conduct PFA to
 Adopt and prepare Procurement of DepEd Personnel
advocacy materials emergency and and learners
related to other Health  Additional
earthquake. materials for SDO Procurement of
Iloilo Office and emergency and other
schools Health materials for
 Conduct Office and SDO Iloilo Office and
school hazard Regional Office and
mapping Central Office
 Facilitate financial
assistance for Deped
personnel/learners
affected by
Earthquake if needed

Hazard: Earthquake

Timeframe Responsible
Scenarios (after the Response Activities Person/
trigger) Committee
Scenario 1 Within 24 hours Evacuate School Personnel Teacher
(Evacuation) and Staff, Learners, and Advisers,
Learners and school Parents present in the School DRRM
personnel begin to vicinity. Expect aftershocks Coordinator,
evacuate to to follow the main shock of School Head,
designated evacuation an earthquake. They must BERT
area be ready to drop, cover and

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Republic of the Philippines

Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF ILOILO
DISTRICT OF SAN JOAQUIN SOUTH
ANDRES BONIFACIO ELEMENTARY SCHOOL

hold whenever this is an

aftershock.

Activate the Reunification

Strategy for the learners and
parents.

Reporting the status of

learners, school personnel
and infrastructure

Monitoring and Reporting

In case of waves of
aftershocks, the school
DRRM team headed by the
school head will monitor and
evaluate the status of the
school area, learners,
personnel and building for Teacher
clearance. Advisers,
Within 48 to 72 School DRRM
hours Reporting the status of Coordinator,
learners, school personnel School Head,
and infrastructure. BERT

Conduct RDANA

RADaR or Incident
Reporting

In case of waves of
aftershocks, the school
DRRM team headed by the
school head will monitor and
evaluate the status of the Teacher
school area, learners, Advisers,
After 72 hours personnel and building for School DRRM
and onwards safety. Coordinator,
School Head,
Reporting the status of BERT
learners, school personnel
and infrastructure.

Conduct of PDNA
Scenario 2 Within 24 hours Once the shaking has stop, Teacher
(Evacuation) the teachers will check for Advisers,
Learners and school injured learners and School DRRM

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Republic of the Philippines

Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF ILOILO
DISTRICT OF SAN JOAQUIN SOUTH
ANDRES BONIFACIO ELEMENTARY SCHOOL

damages to properties.

Conduct search and rescue

personnel undergo operations
Coordinator,
rapid assessment on Emergency first aid, and School Head,
damages and loss other disaster operation may BERT
(human and property) be done following an
earthquake.

Monitoring and Reporting

Conduct search and rescue
operations Teacher
Advisers,
Emergency first aid, and
Within 48 to 72 School DRRM
other disaster operation may
hours Coordinator,
be done following an
School Head,
earthquake.
BERT
Monitoring and Reporting
The emergency team Teacher
completely identified, Advisers,
After 72 hours rescued, and reported School DRRM
and onwards learner/s or personnel Coordinator,
affected by earthquake. School Head,
Monitoring and Reporting BERT
If damage is minor, learners
and personnel can proceed
Scenario 3 to their normal operation.
Teacher
(Reunification)
If damage is severe, Advisers,
Learners and school
vehicles cannot run and School DRRM
personnel who is/are Within 24 hours
families must pick up Coordinator,
identified as displaced
learners at school or at the School Head,
begin to form a
designated reunification BERT
reunification operation
location.
Monitoring and Reporting
A personnel or a learner will
not be allowed to re-enter Teacher
buildings until they have Advisers,
Within 48 to 72 been inspected by the School DRRM
hours Damage Assessment Team Coordinator,
and should stay out of School Head,
damaged buildings. BERT
Monitoring and Reporting
After 72 hours PFA Team or Teacher/s Teacher

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Republic of the Philippines

Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF ILOILO
DISTRICT OF SAN JOAQUIN SOUTH
ANDRES BONIFACIO ELEMENTARY SCHOOL

trained to do PFA will be

required to perform the said Advisers,
activity to learners or School DRRM
and onwards personnel especially on Coordinator,
areas affected by School Head,
earthquake. BERT
Monitoring and reporting.
Scenario 4 Identify the severely affected Teacher
(Recovery learner/s or personnel and Advisers,
Strategies) provide appropriate School DRRM
Learner/s and/or intervention programs for Coordinator,
personnel are provided Within 24 hours recovery. School Head,
with recovery BERT
strategies to restore Monitoring and updating of
school to home learner/s and personnel
operations. status
Lobby with MLGU, BLGU School DRRM
and NGOs for assistance of Coordinator,
Within 48 to 72 basic services School Head
hours Monitoring and updating of
learner/s and personnel
status
Teacher
Advisers,
Monitoring and updating of
After 72 hours School DRRM
learner/s and personnel
and onwards Coordinator,
status
School Head,
BERT
Note: Refer also to existing policies such as DepEd Order No. 33 s. 2021 (Enclosure 2),
OM-OSEC 2021-002

Developing a plan for identifying the needs, activities, and scenarios for earthquake is the
most logical and efficient way to provide a guide in addressing and implementing a plan to
assess the needs of the school and the resources available to them.

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Republic of the Philippines

Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF ILOILO
DISTRICT OF SAN JOAQUIN SOUTH
ANDRES BONIFACIO ELEMENTARY SCHOOL

CP Form 7: Resource Inventory

TEAM/COMMITTEE RESOURCES QUANTITY REMARKS

1 7 Teachers to
 PFA Providers and be trained for
Teachers trained for PFA
Mental Health and
PFA 0 50 brochures/
Psychosocial Support
 Materials for PFA pamphlets to
 Fund be provided for
PFA
 WASH Facilities 3  Need 1
 Liquid Soaps 10 WASH
Health and WASH (Water,
 Alcohol 20 Facility
Sanitation, Hygiene)
 Sanitary Pads 20
 Fund
80  Additional
0 30
materials
 IEC Materials
needed
 Trained Guidance
Child Protection  Teacher/s
Counsellor
need
 Fund
training for
Guidance
Counselling

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Republic of the Philippines

Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF ILOILO
DISTRICT OF SAN JOAQUIN SOUTH
ANDRES BONIFACIO ELEMENTARY SCHOOL

 Logistic Team
Logistics 5
 Fund
Additional 40
Shelter (School Used as  Basic supplies
40 supplies
Evacuation Center)  Fund
needed
Education in Emergency
(EiE) Supply Management
(Prepositioning of EiE
 Sets of modules for
Learning Supplies, Additional 50
distance learning 50
textbooks, Alternative sets needed
 Fund
Delivery Learning
Modalities, Temporary
Learning Spaces)
Resolutions,
 Linkages MOA, MOU are
 Fund needed
Social Mobility and  Resolutions, MOA,
Networking or MOU
Community Mobilization  Internal and external
stakeholders
 SGC and PTA

Needs assessment should be conducted to determine resources needed. Resources may

come from within the internal stakeholders including trained personnel, protection and safety
systems, communication equipment, and other facilities available in school and community.
Other resources from external sources include public emergency services, community
partners, volunteers and NGOs.

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Republic of the Philippines

Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF ILOILO
DISTRICT OF SAN JOAQUIN SOUTH
ANDRES BONIFACIO ELEMENTARY SCHOOL

CP Form 8: Resource Projection

COST SOURCE OF
ESTIMATES FUNDS
GAPS ACTIVITIES/
NEED (FILL-UP (FILL-UP
RESOURCES HAVE (NEED SOURCES TO
S ONLY WHEN ONLY WHEN
- HAVE) FILL THE GAPS
APPROPRIA APPROPRIA
TE) TE)
 Resource
Mobilizatio
n
(Donation
s and
MOOE,
Earthquake Fund 150 x 120 =
120 25 95 NGO, Local
Kits Raising 18,000
Fund
Project)
 Activation
of
emergenc
y fund
 Resource
Mobilizatio
Early Warning
n through MOOE,
Devices 3500 x 3 =
4 1 3 MOOE, NGO, Local
(Buzzers, 10,500
NGO, Fund
Megaphones)
Local
Fund
Emergency 5 0 5  Resource 5,000 x 5 = MOOE,
Operations Mobilizatio 25,000 NGO, Local
Management n through Fund
MOOE,
NGO,
Local
Fund
 Inclusion
of DRRM

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Republic of the Philippines

Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF ILOILO
DISTRICT OF SAN JOAQUIN SOUTH
ANDRES BONIFACIO ELEMENTARY SCHOOL

projects in
the
BELCRP
 Resource
Mobilizatio
n through
MOOE,
Communicatio NGO,
MOOE,
n and Local 2,000 x 5 =
5 0 5 NGO, Local
Information Fund 10,000
Fund
Management  Strengthe
ning
linkages
and
networks
 Resource
Mobilizatio
n through
MOOE,
NGO,
Local
Fund MOOE,
Logistics and 200 x 120 =
120 0 120  Institution NGO, Local
Basic Supplies 24,000
alizing Fund
MOA,
MOU and
Crafting of
Local
Contingen
cy Plan
 Resource
Mobilizatio
n through
MOOE,
Emergency MOOE, 400 x 120 =
120 0 120 NGO, Local
Relief NGO, 48,000
Fund
Local
Fund

 Resource
Mobilizatio
n through
MOOE, MOOE,
300 x 5 =
Transportation 5 0 5 NGO, NGO, Local
1,500
Local Fund
Fund
 MOA and
MOU
Human 5 0 5  Resource PTA, SGC,
Resources Mobilizatio LGUs, NGOs
n through
MOOE,

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Republic of the Philippines

Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF ILOILO
DISTRICT OF SAN JOAQUIN SOUTH
ANDRES BONIFACIO ELEMENTARY SCHOOL

NGO,
Local
Fund
 Activation
of
Bayanihan
System
 Strengthe
ning
linkages
and
Networks
 Resource
Mobilizatio
n through
Medical 70x70 =
120 50 70 MOOE,
Services 4,900
NGO,
Local
Fund
 Resource
Mobilizatio
n through
MOOE,
NGO,
IEC Materials
Local 100x50 =
and PFA 120 20 100
Fund 5,000
Services
 Strengthe
ning
linkages
and
Networks
 Resource
Mobilizatio
Temporary n through
5x35,000 =
Learning 5 0 5 MOOE,
175,000
Spaces (TLS) NGO,
Local
Fund
TOTAL 384 26 358 321,900.00

CP Form 9: Budget and Resource Summary

Cost of Projected Cost of Current Source

Cluster Amount of Gaps
Needs Resources of Fund
Emergency Php 101,500.00 Php 10,000.00 Php 91,500.00 MLGU,

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Republic of the Philippines

Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF ILOILO
DISTRICT OF SAN JOAQUIN SOUTH
ANDRES BONIFACIO ELEMENTARY SCHOOL

BLGU,
Operations
NGO,
Management
MOOE
MLGU,
Communication
BLGU,
and Information Php 10,000.00 Php 1,000.00 Php 9,000.00
NGO,
Management
MOOE
MLGU,
Logistics and BLGU,
Php 25,500.00 Php 1,000.00 Php 24,500.00
Basic Supplies NGO,
MOOE
MLGU,
Emergency BLGU,
Php 4,900.00 Php 1,000.00 Php 3,900.00
Medical Care NGO,
MOOE
MLGU,
Rehabilitation
BLGU,
and Php 175,000.00 0 Php 175,000.00
NGO,
Reconstruction
MOOE
MLGU,
Recovery BLGU,
Php 5,000.00 Php 2,000.00 Php 3,000.00
(Mental Health) NGO,
MOOE
TOTAL Php 321,900 Php 15,000.00 Php 306,900

Projected Current Source

Cluster Description Gaps
Needs Resources of Fund
Emergency 120 packs of 0 packs 120 packs MLGU,
Operations relief goods BLGU,
Management NGO,
includes 120 earthquake 25 kits 95 kits MOOE
Emergency emergency kits
Operations relief, provision
Management of earthquake 4 early warning 1 device 3 device
kits and devices
procurement of
early warning
devices.
Communication Procurement of 5 two-way 2 devices 3devices MLGU,
and Information communication radios BLGU,
Management devices and 20 100 NGO,
production of 120 Brochures/ brochures/ MOOE
IEC materials brochures/pamp pamphlets pamphlets
hlets
0

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Republic of the Philippines

Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF ILOILO
DISTRICT OF SAN JOAQUIN SOUTH
ANDRES BONIFACIO ELEMENTARY SCHOOL

5 tarpaulins
Purchase of 120 gallons of 0 120 gallons MLGU,
basic supplies water of water BLGU,
and allot budget 0 NGO,
Logistics and for transportation 120 packs of 120 packs of MOOE
Basic Supplies food/clothing 0 food/clothing

5 vehicles 5 vehicles

Purchase 120 emergency 50 70 MLGU,

Emergency emergency kits kits emergency emergency BLGU,
Medical Care kits kits NGO,
MOOE
Provision of 5 TLS 0 TLS 5 TLS MLGU,
Rehabilitation Temporary BLGU,
and Learning Space NGO,
Reconstruction MOOE
DepEd
Production of 120 brochures/ 0 brochure/ 120 MLGU,
materials and pamphlets pamphlets brochures/ BLGU,
Recovery
provision of pamphlets NGO,
(Mental Health)
psychosocial MOOE
services

B. COMMAND AND CONTROL

Directory of School Disaster Risk Reduction and Management Team (SDRRMT)

CP Form 10: SDRRM Team Directory

SCHOOL Barangay Andres Bonifacio, San Joaquin, Iloilo

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Republic of the Philippines

Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF ILOILO
DISTRICT OF SAN JOAQUIN SOUTH
ANDRES BONIFACIO ELEMENTARY SCHOOL

LOCATION

CONTACT INFORMATION

Primary Alternate

Landline: (033) 328-2615 Satellite Phone:

Mobile: 09467069578 Radio Frequency:

Email Address: Others:

[email protected]

Social Media: Andres Bonifacio ES

Others:

SDRRM TEAM

POSITION NAMES AND ADDRESS CONTACT

INFORMATION
(CUSTOMIZE AS APPROPRIATE) (PRIMARY AND ALTERNATE)
(PRIMARY AND
ALTERNATE)

School Head Ritchie S. Leoro 09985609113

School DRRM Coordinator Analyn S. Rupiñan 09467069578

School Nurse/Clinic Teacher Gina N. Lensig 09468499916

GPTA President Cresteta E. Failana 09295730249

GPTA Vice-President Rosalyn S. Faca 09214593312

Punong Barangay Joen S. Secuban 09483664729

Gary S. Secuban 09153543142

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Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF ILOILO
DISTRICT OF SAN JOAQUIN SOUTH
ANDRES BONIFACIO ELEMENTARY SCHOOL

Others___________

CHAPTER IV. ACTIVATION, DEACTIVATION AND NON-ACTIVATION

Activation and Deactivation

Andres Bonifacio Elementary School’s Contingency Plan shall be activated based on the
findings of SDRRM Team’s Rapid Damage Assessment and Needs Analysis (RDANA). Upon
activation, it will be rolled out by the institution.

The school head shall then convene all the clusters to assess the situation. Afterwards,
he/she shall officially activate the Emergency Response and delegate authority to it from the

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Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF ILOILO
DISTRICT OF SAN JOAQUIN SOUTH
ANDRES BONIFACIO ELEMENTARY SCHOOL

SDRRMC. The ER Team will proceed to implement tactical activities based on the strategic
decisions of the clusters.

Once the situation improves and the heightened alert gets lifted, the contingency plan shall
be deactivated. The recommendation for deactivation shall emanate from the ER, and then
be sent to the school head. Meanwhile, operations shall continue until the MDRRMC
declares white alert status. This is when the operation will be officially terminated.

If, however, the situation fails to improve over an extended period of time, the school head
shall mobilize and deploy the Emergency Response Team and carry on with the operations
until conditions normalize.

Non-activation

If the RDANA and the MDRRMC decide against the activation of the contingency plan, the
ER will remain on blue alert status and continue operations until the situation normalizes.

Write shop (refinement of Contingency Plan document): Selected technical people from the
different clusters consolidated, reviewed and refined the contents of the CP that was
deliberated during the formulation process. They transformed the contents into a working CP
document.

Simulation of the Contingency Plan of Andres Bonifacio Elementary School: To test the
coherence of the CP, a Table Top Exercise was organized for the School Disaster Risk
Reduction and Management Council (SDRRMC). The goal was to ensure the interoperability
of the response cluster, Emergency Response Team, of the Andres Bonifacio Elementary
School DRRMC in response to worst-case scenarios. The exercise actors were members of
the School Disaster Risk Reduction and Management Council and response cluster leads.

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Republic of the Philippines

Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF ILOILO
DISTRICT OF SAN JOAQUIN SOUTH
ANDRES BONIFACIO ELEMENTARY SCHOOL

39

Downloaded by Rhea Tiemsem ([email protected])

 lOMoARcPSD|40561138

Republic of the Philippines

Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF ILOILO
DISTRICT OF SAN JOAQUIN SOUTH
ANDRES BONIFACIO ELEMENTARY SCHOOL

References

https://www.rcrc-resilience-southeastasia.org/wp-content/uploads/2016/07/Community-
Based-Early-Warning-System-Training-Manual-2010

https://openjicareport.jica.go.jp/

https://www.phivolcs.dost.gov.ph

pnsn.org

serc.carleton.edu

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