<insert DepEd Logo, Logo

of Schools Division Office

and Regional Office>

BULA INTEGRATED SCHOOL

501092

Contingency Plan
for
FLOOD/TYPHOON
As of February 11, 2023

1
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.

2
 CHAPTER I. BACKGROUND

A. Introduction

Write a narrative to describe the overall profile of the school. To expound on the
narrative, using various sources of information such as but not limited to, as
appropriate:

 History of the school and other descriptions including the physical location,
geographical location expressed in degrees’ latitude and longitude.
 Maps (hazard, risk, base, administrative, political, etc.)
 Disaggregated data on population, composition and characteristics
Type of School: Public, Private, Technical

Level Number of Number of Number of

Learners Learners who are Staff/Personnel
children with
disability (CWD)
Kinder I
Kinder II
Grade I
Grade II
Grade III
Grade IV
Grade V
Grade VI
Grade VII
Grade VIII
Grade IX
Grade X
Grade XI
Grade XII

Physical Description

Name of the Number of Number of Specialty Areas

Building Stories Classrooms (Laboratories,
Cafeteria, Library,
etc)

3
  Historical data on past disasters or crises (occurrences/trends, statistics on
casualties, damages and losses to sectors [infrastructure, agriculture, etc.],
affected population [displaced, with affected livelihoods,influenced/ infiltrated/
threatened by external factors])
 Reports on COVID-19 since its onset up to present

B. Hazard Identification and Analysis

CP Form 1: Hazard Analysis

Probability Impact Average
Hazard Rate Remarks Rat Remarks P + 1_ Rank
e 2
Typhoon
Floods
Landslide
Liquefaction
due to
Earthquake
Ground
Shaking due
to Earthquake
Drought
Storm/
Coastal
Surge
Fire
Vehicular
Incidents
Epidemics/
Disease
Outbreaks

*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 (areas) to get the final rate.
<Describe the results of the accomplished form.>

4
C. Hazard to Plan for: <Insert hazard to plan for as identified in Hazard Analysis>

CP Form 2A: Anatomy of the Hazard

Based on the assessment of the hazards, ____________________ (school) requires

having a contingency plan for typhoon that should help establish effective and
efficient mechanism for preparedness and response.

The anatomy of typhoon is shown below:

Hazard to Plan for: Typhoon and Flood

Existing
Triggering
Root Causes Early Warning Signs Mitigating
Factors
Measures

The geographic  PAGASA Weather High Temperature  Non-

location of Roxas Advisories and level from the sea structural
City makes it Bulletins; effects the scope measures
prone to tropical  Project NOAH- of the weather like policies
cyclone which may DOST; disturbances and
occur in the month Websites: ordinances
between June and http:// Pacific Ocean is a on
December. noah.dost.gov.ph typhoon environment
http:// Generator al protection,
However, with the fmon.ast.dost.gov.p no plastic
changing climate, h/weather/predict High Volume of ordinance,
due to natural rain solid waste
variability and  Automated Rain managemen
human Gauge (ARG) Improper Waste t and zoning
interventions, a  Automated Weather Disposal ordinance.
tropical cyclone Station (AWG)
and even a Website: Poor Flood  De-clogging
stronger Super www.weather.com.p Drainage system and
Typhoons may h mangroves
also occur during Wind Velocity planting.
the months of  Recorida
January to May.  VHF Radio Handset
 Tri Media Linkages  Structural

5
  Social Networking measures
such as
construction
of
Reinforced
Concrete
Pipe Culvert
Type for
flood control
structures

for the detailed instructions in formulating this template, refer to Contingency

Planning Guidebook pp. 32
<Describe the results of the accomplished form.>

Hazard to Plan for: Resurgence of COVID-19

Existing
Triggering
Root Causes Early Warning Signs Mitigating
Factors
Measures
 Not following  Symptoms related unvaccinated  vaccination
minimum health to COVID-19 learners and  SSAT
protocols personnel  provision of
 unvaccinated Not following vitamins
learners and minimum health  fund
personnel protocols support for
 ease the provision
implementation of equipment
of minimum and supplies
testing
health protocols
for COVID-19

for the detailed instructions in formulating this template, refer to Contingency

Planning Guidebook pp. 32
<Describe the results of the accomplished form.>

6
D. Scenario

CP Form 3A: Scenario Generation: Typhoon/Flood

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

Situations Bad Worse Worst

Description of the Tropical Typhoon Super typhoon made
Event Depression made made land fall in or within the
landfall within the landfall or vicinity of Roxas City,
vicinity of Roxas within the Capiz Province with
City with vicinity of the maximum
maximum Roxas City sustained wind of
sustained winds with greater than 250 kph.
of less than 60 maximum With possible
kph (Public sustained occurrence of a 5-
Warning Storm wind of 60 to meter storm surge.
Signal # 1) 100 kph
(Public The typhoon could
Warning trigger the occurrence
Storm Signal of flooding and rain-
# 2) induced landslides in
the identified areas.
No. of Affected
Learners (Male,
Female, IP, Muslim,
PWD)
No. of Dead Learners
(Male, Female, IP,
Muslim, PWD)
No. of Affected
Teaching Personnel
(Male, Female)
No. of Dead Teaching
Personnel (Male,
Female)
No. of Affected Non-
Teaching Personnel
(Male, Female)
No. of Dead Non-

7
Teaching Personnel
(Male, Female)
Infrastructure*
- Classrooms
- WASH facilities
- Other
infrastructures
and ancillary
facilities (e.g.,
laboratories,
clinic, library)
Non-infrastructure*
- Furniture and
fixtures
- Learning
resources and
self-learning
modules
- Information and
Communication
Technology
(ICT)
equipment
Other non-
infrastructures (e.g.,
laboratory equipment,
medical and dental
equipment and
supplies, technical-
vocational supplies
and equipment)
Transportation
Functional 60% Local Incident
personnel Management Team is
were activated with all
Response Capabilities
deployed response groups from
and ready to local and private
respond sectors.
Suspension of classes
Roads and Bridges
going to School
Environment/ No significant Few large Several large trees
Ecology effects on trees are uprooted
Environment and uprooted
Ecology
Communication Limited Internet Communicati Communication
Access on facilities facilities are totally
moderately broken

8
 affected
Power Supply Power Power Power Blackout with
interruption is Blackout some electric post
experienced toppled down
Water Supply Limited Damaged dams and
Water water facilities.
Supply

<Describe the results of the accomplished form.>

CP Form 3B: Scenario Generation: Resurgence of COVID-19

BAD WORSE WORSE

Situation
(Scenario 1) (Scenario 2) (Scenario 3)
A household A household member of Learner or personnel is
member of learner or learner or school identified to be a close
school personnel personnel is a confirmed contact of confirmed case
shows symptoms of case of COVID-19. The of COVID-19 outside of
General
COVID-19 but has learner or personnel is their household. The
Description of
not been tested. The not showing symptoms learner or personnel is not
Event
learner or personnel of COVID-19. showing symptoms of
is not showing COVID-19.
symptoms of
COVID-19.
No. of Affected
Learners (Male,
Female, IP,
Muslim, PWD)
No. of Dead
Learners (Male,
Female, IP,
Muslim, PWD)
No. of Affected
Teaching
Personnel (Male,
Female)
No. of Dead
Teaching
Personnel (Male,
Female)
No. of Affected
Non-Teaching
Personnel (Male,
Female)
No. of Dead Non-
Teaching
Personnel (Male,
Female)

9
Infrastructure*
- Classroo
ms
- WASH
facilities
- Other
infrastruc
tures and
ancillary
facilities
(e.g.,
laboratori
es, clinic,
library)
Non-
infrastructure*
- Furniture
and
fixtures
- Learning
resource
s and
self-
learning
modules
- Informati
on and
Communi
cation
Technolo
gy (ICT)
equipme
nt
Other non-
infrastructures
(e.g., laboratory
equipment,
medical and
dental equipment
and supplies,
technical-
vocational
supplies and
equipment)

Transportation

Response
Capabilities

WORST WORST WORST

Situation
(Scenario 4) (Scenario 5) (Scenario 6)
General Learner or personnel Learner or personnel Learner or personnel who
Description of shows symptoms of shows symptoms of has symptoms tests
Event COVID-19 but is not COVID-19 and is a close negative for COVID-19
known to be a close contact of a confirmed and is not known to be in

10
 contact with a close contact with a
case.
confirmed case. confirmed case.
No. of Affected
Learners (Male,
Female, IP,
Muslim, PWD)
No. of Dead
Learners (Male,
Female, IP,
Muslim, PWD)
No. of Affected
Teaching
Personnel (Male,
Female)
No. of Dead
Teaching
Personnel (Male,
Female)
No. of Affected
Non-Teaching
Personnel (Male,
Female)
No. of Dead Non-
Teaching
Personnel (Male,
Female)
Infrastructure*
- Classroo
ms
- WASH
facilities
- Other
infrastruc
tures and
ancillary
facilities
(e.g.,
laboratori
es, clinic,
library)
Non-
infrastructure*
- Furniture
and
fixtures
- Learning
resource
s and
self-
learning
modules
- Informati
on and
Communi

11
 cation
Technolo
gy (ICT)
equipme
nt
Other non-
infrastructures
(e.g., laboratory
equipment,
medical and
dental equipment
and supplies,
technical-
vocational
supplies and
equipment)

Transportation

Response
Capabilities

WORST WORST
Situation
(Scenario 7) (Scenario 8)
Learner or personnel who has
General
symptoms tests negative for Learner or personnel tests positive for
Description of
COVID-19 and but is known to be a COVID-19.
Event
close contact with a confirmed case.
No. of Affected
Learners (Male,
Female, IP,
Muslim, PWD)
No. of Dead
Learners (Male,
Female, IP,
Muslim, PWD)
No. of Affected
Teaching
Personnel (Male,
Female)
No. of Dead
Teaching
Personnel (Male,
Female)
No. of Affected
Non-Teaching
Personnel (Male,
Female)
No. of Dead Non-
Teaching
Personnel (Male,
Female)
Infrastructure*

12
 - Classroo
ms
- WASH
facilities
- Other
infrastruc
tures and
ancillary
facilities
(e.g.,
laboratori
es, clinic,
library)
Non-
infrastructure*
- Furniture
and
fixtures
- Learning
resource
s and
self-
learning
modules
- Informati
on and
Communi
cation
Technolo
gy (ICT)
equipme
nt
Other non-
infrastructures
(e.g., laboratory
equipment,
medical and
dental equipment
and supplies,
technical-
vocational
supplies and
equipment)

Transportation

Response
Capabilities

* fill in information if the school is used as isolation or quarantine facility

** not applicable

<Describe the results of the accomplished form.>

13
CP Form 4A.1: Affected Learners

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

TOTAL

CP Form 4A.2: Affected Learners Inside and Outside Isolation/Quarantine and

Healthcare Facility

NO. OF LEARNERS NO. OF

NO. OF LEARNERS
INSIDE LEARNERS
HOME-BASED
ISOLATION/ INSIDE
ISOLATION/
NO. OF QUARANTINE HEALTHCARE
SCHOOL QUARANTINE
AFFECTED FACILITY FACILITY
LOCATION FACILITY
LEARNERS (Diasaggregate (Diasaggregate
(Diasaggregate data
data as to female, data as to female,
as to female, male,
male, IP, muslim, male, IP, muslim,
IP, muslim, PWD)
PWD) PWD)

TOTAL

<Describe the results of the accomplished form.>

14
CP Form 4B.1: Affected Teaching Personnel Inside and Outside
Isolation/Quarantine and Healthcare Facility

NO. OF
NO. OF NO. OF
TEACHING
TEACHING TEACHING
PERSONNEL
PERSONNEL PERSONNEL
HOME-BASED
INSIDE INSIDE
NO. OF ISOLATION/QU
ISOLATION/QUA HEALTHCARE
SCHOOL TEACHING RANTINE
ARANTINE
FACILITY
LOCATION PERSONNEL FACILITY
FACILITY (Diasaggregate
(Diasaggregate
AFFECTED (Diasaggregate data as to
data as to
data as to female, male,
female, male,
female, male, IP, IP, muslim,
IP, muslim,
muslim, PWD) PWD)
PWD)

TOTAL

CP Form 4B.2: Affected Non-Teaching Personnel Inside and Outside

Isolation/Quarantine and Healthcare Facility

NO. OF NON- NO. OF NON-

TEACHING TEACHING NO. OF NON-
PERSONNEL PERSONNEL TEACHING
INSIDE HOME-BASED PERSONNEL
NO. OF NON- ISOLATION/QU ISOLATION/Q INSIDE
SCHOOL TEACHING ARANTINE UARANTINE HEALTHCARE
LOCATION PERSONNEL FACILITY FACILITY FACILITY
(Diasaggregat (Diasaggregat (Diasaggregate
AFFECTED
e data as to e data as to data as to
female, male, female, male, female, male, IP,
IP, muslim, IP, muslim, muslim, PWD)
PWD) PWD)

TOTAL

<Describe the results of the accomplished form.>

15
 CHAPTER II. GOALS AND OBJECTIVES

A. Goal

<Sample goal statement>

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

B. General Objective(s)

<Sample objectives>
The general objectives of the contingency plan are as follows:
1. To ensure the protection of lives and properties in the event of typhoon in
Municipality X;
2. To determine the immediate needs and the resources that will meet the needs
in the event of typhoon;
3. To establish coordination and linkages between and among the stakeholders
of Municipality X in the event of the typhoon

Note: Make sure that objectives are consistent with what the school aims to
achieve considering the different hazards and with the thrusts of the
Department of Education

16
 CHAPTER III. COORDINATION, COMMAND AND CONTROL

A. COORDINATION

CP Form 5A: Cluster Identification

Personnel In-Charged Over-all

CLUSTERS
Head

Mental Health and

Psychosocial Support

Health and WASH (Water,

Sanitation, Hygiene)

Child Protection

Logistics

Shelter (School Used as

Evacuation Center)

Education in Emergency
(EiE) Supply Management
(Prepositioning of EiE
Learning Supplies,
textbooks, Alternative
Delivery Learning
Modalities, Temporary
Learning Spaces)

Social Mobility and

Networking

Community Mobilization

CP FORM 6A: Needs and Activities Inventory

Hazard: Typhoon and Flood

Needs Activities/Arrangements to Responsible Person/ Time Frame

meet the needs Committee

17
Hazard: Resurgence of COVID-19

Responsible
Timeframe Response
Scenarios Person/
(after the trigger) Activities
Committee
Scenario 1 Within 24 hours
Within 48 to 72 hours
After 72 hours and onwards
Scenario 1 Within 24 hours
Within 48 to 72 hours
After 72 hours and onwards
Scenario 1 Within 24 hours
Within 48 to 72 hours
After 72 hours and onwards
Scenario 1 Within 24 hours
Within 48 to 72 hours
After 72 hours and onwards
Scenario 1 Within 24 hours
Within 48 to 72 hours
After 72 hours and onwards
Scenario 1 Within 24 hours
Within 48 to 72 hours
After 72 hours and onwards
Scenario 1 Within 24 hours
Within 48 to 72 hours
After 72 hours and onwards
Scenario 1 Within 24 hours
Within 48 to 72 hours
After 72 hours and onwards

Note: Refer also to existing policies such as DepEd Order No. 33 s. 2021 (Enclosure 2), OM-
OSEC 2021-002
<Describe the results of the accomplished form.>

18
CP Form 7: Resource Inventory

TEAM/COMMITTEE RESOURCES QUANTITY REMARKS

<Describe the results of the accomplished form.

CP Form 8: Resource Projection

SOURCE
ACTIVITIE COST
OF
GAPS S/ ESTIMATES
RESOUR (FILL-UP ONLY
FUNDS
NEEDS HAVE (NEED - SOURCES (FILL-UP
CES HAVE) WHEN
TO FILL APPROPRIATE ONLY WHEN
THE GAPS ) APPROPRIA
TE)

TOTAL

<Describe the results of the accomplished form.

CP Form 9: Budget and Resource Summary

19
 Cost of Projected Cost of Current Amount of Source of
Cluster
Needs Resources Gaps Fund

Descriptio Projected Current Source

Cluster Gaps
n Needs Resources of Fund

20
B. COMMAND AND CONTROL

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

CP Form 10: SDRRM Team Directory

SCHOOL
LOCATION
CONTACT INFORMATION
Primary Alternate
Landline: Satellite Phone:

Mobile: Radio Frequency:

Email Address: Others:

Social Media:

Others:
SDRRM TEAM
POSITION NAMES AND ADDRESS CONTACT
(CUSTOMIZE AS APPROPRIATE) (PRIMARY AND ALTERNATE) INFORMATION
(PRIMARY AND
ALTERNATE)
School Head Imelda Escorcha 09xx-xxx-xxxx
Sitio Tiko-tiko, Barangay San
Ramon, Pilar, Sorsogon
School DRRM Coordinator Edgardo Lacago 09xx-xxx-xxxx
Purok 2, Barangay San
Vicente, Pilar, Sorsogon
Alternate: Maria Belinda Cruz 09xx-xxx-xxxx
Purok 5, Barangay San
Vicente, Pilar, Sorsogon
School Nurse/Clinic Teacher

GPTA President

GPTA Vice-President

Punong Barangay

Others___________
 CHAPTER IV. ACTIVATION, DEACTIVATION AND NON-ACTIVATION

<Use flow chart to describe CP activation and deactivation>

Non-Activation

<Indicate if the CP will be maintained as a continuing plan or will be integrated in the

overall DRRM plan when not used.>
 Sample CP Activation Flow Chart for Typhoon

START

PAGASA
forecasts
Typhoon

DRRMC
conducts
PDRA

Typhoon makes
landfall. DRRMC
conducts RDANA
1
2

EOC on red alert Yes Activate No

contingency EOC on blue alert
status status
plan?

RO convenes the Responders

clusters at the conduct normal 3
EOC operations using
ICS

RO mobilizes and
deploys IMT Clusters provide
continuous support to
responders
Clusters and IMT
operate based on
contingency plan
No
Situation 3
normalized?
No
Situation 1
improved?
Yes

IC recommends
Yes demobilization

IMT recommends
deactivation of RO approves recommendation for
contingency plan demobilization

RO directs deactivation of Responders and clusters demobilize.

contingency plan ENDrecovery operate.
Clusters for early

2 EOC returns to white

status
Sample CP Activation Flow Chart for Planned Event

START

DRRMC activates
contingency plan

EOC on red alert

status

RO convenes the
clusters at EOC
 ANNEXES

Working Group

Purpose: RO mobilizes and

deploys IMT
<Sample purpose statement>
The Working Group will be responsible for the refinement, finalization, testing,
Clusters and IMT
evaluation, packaging, updating and improvement ofonthe CP.
operate based
contingency plan

No
Planned
Duties and Responsibilities: event ended?

<Sample duties and responsibilities> Yes

1. Facilitate the refinement and finalization of the CP to include testing,
evaluation, packaging, updating andIMT recommends
improvement;
deactivation of
2. Develop work plan for the completion and updating
contingency plan of the CP;
3. Organize consultation meetings with the planners and relevant technical
experts regarding the development of the CP; and
RO directs deactivation of
4. Facilitate the presentation and endorsement
contingency planof the CP to the authorities for
comments and approval.
IMT, responders and
clusters demobilize

OpCen on white alert

status

Members:
END
Head :

Facilitator :

Secretariat :

Cluster Representatives :