Republic of the Philippines

Department of Education
REGION III
SCHOOLS DIVISION OF TARLAC PROVINCE
VICTORIA EAST DISTRICT
CANAREM ELEMENTARY SCHOOL

Contingency
Plan for
FIRE
CANAREM ELEMENTARY SCHOOL 106778

Contingency Plan
for FIRE
FOR CALENDAR YEAR 2023
 TABLE OF CONTENTS
Preface
a. Goal
b. Objectives

CHAPTER I – Background
A. Introduction
Baseline Data A. Infrastructure and Non-Infrastructure
Baseline Data B. (Learners, Teaching and Non-teaching Personnel)
B. CP Form 1 - Hazard Analysis
C. CP Form 2: Anatomy of the Hazard
D. CP Form 3A:
Scenario Generation
CP Form 4A.1:
Affected Learners CP
Form 4A.2: Affected
Personnel
CP Form 4B.1: Breakdown of Affected
Learners CP Form 4B.2: Breakdown
of Affected Personnel

CHAPTER II – Capacities and

Vulnerabilities and DRRM Measures
CHAPTER III – Response Arrangements
A. Cluster Identification
CP Form 5A: Cluster Identification
CP Form 5B: Summary of Cluster Identification
B. CP Form 6: Response Activities
C. CP Form 7: Resource Inventory
D. CP Form 8: Resource Projection
E. CP Form 9: Resource Gap Summary
F. CP Form 10: Incident Management Team

CHAPTER IV – Activation,
Deactivation and Non-
Activation
Annexes
Signatories
 PREFACE
A .Goal

Natural disasters and calamities are like thieves that attack and visit us in
times that we are not really expecting to come. As a result, drastic damage to the
life, property and socio-economic lives of the people are the major effects of these
natural hazards. It is therefore indispensable for us to be updated and implement
the DRRM prevention and preparedness measures in school.

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 Fire
Incident in Canarem Elementary School. Such mechanisms shall help to protect
lives, properties, and the environment, and restore the immediate needs of the
affected communities.

B.General Objective(s)

The general objectives of the contingency plan are as follows:

1. To ensure the protection of lives and properties in the event of the Fire
Incident in Canarem Elementary School;
2. To determine the immediate needs and the resources that will meet the
needs in the event of Fire Incident;
3. To establish coordination and linkages between and among the
stakeholders of CanaremElementary School in the event of Fire Incident;
4. To enhance the capacity, ability and skills of the school personnel, school
head teachers, students and stakeholders on how they will response and
manage themselves before, during and after a Fire Incident;
5. To lessen the effect and impact of the disaster through appropriate
formulation of planned preparedness, mitigation and prevention, response
and rehabilitation & recovery phases programs and activities;
6. To monitor and evaluate and review the School DRRM preparedness and
mitigation planned programs and activities regarding a Fire Incident.
 CHAPTER I: BACKGROUND

A. Introduction

Our educational landscape in the past years has been challenged by the threats brought by the

COVID-19 Pandemic. With that, our country is tasked to create an improved system in the

different sectors of society particularly in the health and education sectors to cope with the

ever-changing needs because of this health crisis. Due to the restrictions implemented by the

government to control the spread of infection, the regular face-to-face class is transitioned into

distance learning whether modular or online. In this way, every Filipino learner is required to

stay and learn at home so that their health will not be at risk.

Various undertakings were conducted by the school head and teachers of Canarem ES to

reach every learner, particularly during enrollment. Aside from the enrollment kiosk in the

school, drop boxes were distributed where they can get and submit their Modified Learner

Enrollment and Survey Form (MLESF).

This activity paved the way for the school to have 260 enrollees and to collect enough

data on what learning mode they will utilize. Based on the results of the survey using the

MLESF, the majority of the parents and pupils in Canarem Elementary School preferred the

Modular Distance Learning-Print as their learning modality because it is cost-efficient, and they

do not need to purchase gadgets.

Parents' cooperation is evident even in modular distance learning because some of them serve

as purok parent leaders responsible for getting and submitting the printed modules to the

school. More so, to ensure the continuity of education as well as to enhance the learning of the

pupils, modular distance learning is supplemented with Radio-Based Instruction (RBI) through

the

Project CANAREM ES Radio.

 Distance Learning Modality/ies Preferred to the Child

60
51
50
38 39
40 34
32 30 29
30
20
10 0
Kindergarten Grade 1 Grade 2 Grade3 Grade 4 Grade 5 Grade 6

00 1 00 4 00 0 00 0 00 0 00 0 00 0

Television
Radio
Modular Learning
Combination of face to face with other modalities

The graph on distance learning modalities preferred to the child evidently reveals that almost

all the parents preferred the combination of face to face with other modalities. This figure

reflects that the parents really believe that face-to-face class is very important in the learning of

their children especially when supplemented with other modalities.

Has a way to connect to internet

20
15
15
10 7
5 5 4
5 2
0
0

Internet Connection

This graph shows that below half of the total school population or only few pupils have access

to internet wherein the Grade 4 class garnered the highest number.

Devices available at home the learner can use for learning

In this graph, the most common device available at home that the learner can use for learning is

Smart Phone closely followed by Non-cable television.

Meanwhile, the less available devices are desktop and tablet.

Owing to the new learning modes, learners undergone lots of adjustment from their routines,

activities, and learning styles. Their motivation and interest in learning are also affected

particularly by the support exerted by their parents or guardians and their learning environment

at home. With that, the teachers conducted home visitation to effectively communicate with

parents specially those who do not have gadgets and to monitor the pupils if they need

instructional assistance.

Furthermore, the school also take part in organizing online kumustahan episodes and

psychosocial support for learners. School-based webinar on parent’s involvement amidst crisis

and virtual kumustahan with parents on distance learning are organized to effectively help the

parents in guiding their children.

Despite the challenges, Canarem Elementary School continually exert efforts to ensure

that quality education is delivered to every learner. As a result, achievement rate increased,

the school has a zero drop-out rate, and interventions and remediation activities are conducted

to remedy the least learned competencies and identified learning gaps.

The second school year took a greater challenge as we move to limited face-to-face

education, though it is a positive manifestation that pandemic has passed and that we made to

survive.

The sudden shift from modular to limited face-to-face took the school a lot of preparations. It

has to be compliant with the school safety assessment tool. These preparations include
physical structuring of the classrooms and school grounds, traffic management system,

construction of handwashing facilities, clinic, waiting and isolation areas, purchase of

disinfecting supplies, crafting of implementation plans and series of parents orientations.

The school was able to gain the stakeholders’ trust and confidence as 98.46% of the

learners participate in the Limited Face-to-Face Classes. Canarem Elementary School is

one the first 4 schools to implement LF2F in the district and a SSAT compliant. We adhere to

health and safety protocols while giving our best to ensure quality education. However,

academic profiling had been undergone and had found out that a number of pupils

unfortunately did not meet the competencies expected of them, mostly are lagging behind in

terms of literacy and numeracy.

As a result, teachers and school head had to strategize to resolve the gaps. Close

monitoring of classes, technical supervision and giving of technical assistance were done.

Remediation and interventions were initiated, however, it really takes thorough diagnosis of the

current situation, strategic planning and strict implementation of plans.

This School Learning Recovery Plan was crafted to address the academic issues. It

contains data, analysis, direction, implementation plans and the like.

MITIGATING THE EFFECTS OF COVID-19 PANDEMIC ON EDUCATION

To expand the horizon of teaching and learning, Canarem Elementary School employ

practices for the betterment of instruction and to cope with the educational needs and trends.

As a starting point, Mdm. Marilyn G. Olivo presented the Basic Education Learning Continuity

Plan of the school to the teachers and stakeholders during the presentation and commitment

signing. The BEL-COP specify the plan for continuing education strategies to ensure that

learning is not disrupted during a crisis.

In addition, the school head and teachers also implemented various project innovations

under curriculum and instruction that helped improve the teaching and learning process

namely Project CHILD, READ, SAGIP, KALINGA, KAYA, MELCS, PASS, EASE,

PAGKAKAISA, and 3Ps) and under school governance and operations such as Project
ADOPT, STAR, REWARD, 4S, and ADOPT A FAMILY, DONATE A RADIO). More so, to

address the problems on pupils who needs instructional assistance, Modular Distance

Learning- Print is paired with Radio-Based Instruction wherein classes are conducted via radio

broadcast through the school’s radio station 98.9 FM KinigAral sa Radyo (Project CANAREM

ES Radio).

The support given by the stakeholders also produced beneficial results, their voluntary

donations such as bond papers, inks, and printers filled the needs of the school when it comes

to the printing of self-learning modules and learning activity sheets. The printed compendium of

notes and self-learning modules received by the school from the division office is very helpful

to minimize the amount of SLMs to be produced by the teachers.

Congruent to the SDO Tarlac’s priorities, Canarem ES also ensures that the teaching and

non-Teaching Personnel as well as the learners are protected and secured against the COVID-

19 virus. First, the vaccination of teaching and non-teaching staff supported by the LGU-

Victoria and Provincial Government of Tarlac and CES learners also participated in the

RESBAKUNA for Kids. Second, teachers also participated in various online courses, webinars,

training, and workshops in different levels that paved the way on their professional

development and to equip them with enough knowledge and skills that they can use in the

delivery of quality education. Third, health supplies were also provided like alcohol, facemasks,

and thermal scanners. Lastly, disinfection of the school and classrooms were done to ensure

health and safety.

The school head also provide technical assistance to teachers to guide them as they

utilize or implement the Most Essential Learning Competencies during instruction. The number

of quality-assured learning resources developed by CES Teachers also increased in response

to the growing need for localized and contextualized learning materials.

The achievements of Canarem ES amidst the pandemic is a collective effort of the school

head, teachers, parents, pupils, and other stakeholders. The school received the Division

Outstanding Research Management 2021 because of its active participation in research writing

for an improved quality of education.

Also, CES achieved the Advanced or Level III SBM Level of Practice.
Picture of Canarem Elementary School
BASELINE DATA A.

INFRASTRUCTURE

No. of Classrooms
Type of Year Current Status
Source of Funding
Building Constructed of Building
Instructional Rooms Non-Instructional
(Acad/Non-Acad) Rooms
Marcos Pre- 1969 DepEd GOOD 2 2
Fabricated School
Building (Marcos
Type)
Bagong Lipunan 1977 DepED GOOD 3 0
School Building
(BLSB) Type I
Bagong Lipunan 1988 DepEd GOOD 3 0
School Building
(BLSB) Type I
Canteen 2009 DepED GOOD 0 1
DPWH-BOD 1996 DepEd GOOD 2 0
School Building
Marcos Pre- 1969 DepEd GOOD 1 1
Fabricated School
Building (Marcos
Type)
TOTAL 11 4
 NON-INFRASTRUCTURE

No. of Furniture No. of Learning

No. of Resources
No. of
Blackboards (Textbooks, Self-
DepEd
And Learning
Computeriz Whiteboards Modules/Packets,
ation
Package
(DCP)
Teacher’s Teacher’s etc.)
Armchair Desk Chair
Table Chair

Kindgerten 0 2 0 5 20 1 1
Grade 1- 0 2 0 4 22 1 1
Masunurin
Grade 1- 0 2 0 13 0 1 1
Masipag
Grade 2- 0 2 39 0 0 1 1
Mapagmahal
Grade 3 0 2 33 0 0 1 1
Matapat
Grade4 0 2 25 0 0 1 1
Maasahan
Grade 4 Matipid 0 2 25 0 0 1 1
Grade5 0 2 0 4 22 1 1
Mapagbigay
Grade 6 0 2 0 4 31 1 1
Masipnop
Total 0 18 122 30 93 9 9
BASELINE DATA B.1 LEARNERS

BASELINE DATA OF LEARNERS

(As of NOVEMBER 2022)

GRADE LEVEL Number of Personnel with Disability

Visually Hearing Learning Intellectual Others (Please
Male Female Total
Impaired Impaired Disability Disability Specify)
KINDER 16 14 30 0 0 0 0 0
GRADE I 19 22 41 1 0 0 0 0
GRADE II 19 20 39 0 0 0 0 0
GRADE III 23 10 33 0 0 0 0 0
GRADE IV 30 20 50 1 0 0 0 0
GRADE V 24 16 40 0 0 0 0 0
GRADE VI 14 17 31 0 0 0 0 0
GRAND TOTAL 145 119 264 2 0 0 0 0
BASELINE DATA B.2 TEACHING PERSONNEL

BASELINE DATA OF TEACHING PERSONNEL

(As of NOVEMBER 2022)

GRADE LEVEL Number of Personnel with Disability

Visually Hearing Learning Intellectual Others (Please
Male Female Total
Impaired Impaired Disability Disability Specify)
KINDER 0 1 1 0 0 0 0 0
GRADE I 0 2 2 0 0 0 0 0
GRADE II 0 1 1 0 0 0 0 0
GRADE III 0 1 1 0 0 0 0 0
GRADE IV 1 1 2 0 0 0 0 0
GRADE V 1 0 2 0 0 0 0 0
GRADE VI 0 2 0 0 0 0 0
GRAND TOTAL 2 8 10 0 0 0 0 0
BASELINE DATA B.3 NON-TEACHING

BASELINE DATA OF NON-TEACHING PERSONNEL

(As of NOVEMBER 2022)

Number of Personnel with Disability

Visually Hearing Learning Intellectual Others (Please
Male Female Total
Impaired Impaired Disability Disability Specify)
PRINCIPAL 0 1 1 0 0 0 0 0
ADMIN. OFFICER 0 0 0 0 0 0 0 0
DRIVER 0 0 0 0 0 0 0 0
SECURITY
0 0 0 0 0 0 0 0
GUARD
PSD (OPS) 0 0 0 0 0 0 0 0
FEEDING
0 0 0 0 0 0 0 0
HELPER
CANTEEN
0 1 1 0 0 0 0 0
HELPER
JANITOR
2 0 2 0 0 0

GRAND TOTAL 2 2 4 0 0 0 0 0
 B. HAZARD ANALYSIS
CP Form 1: Hazard Analysis
PROBABILITY IMPACT AVERAGE RANK
HAZARD RATE EARLY WARNING RATE** REMARKS PROBABILITY +
* SIGNS IMPACT 2

The school is
built/located in a
densely populated
residential area, there
Ground Shaking, are no wide areas for
7.2 Magnitude
4 Erratic behavior 5 safe evacuation both 5
Earthquake 1
of animals. inside and outside.

Fire Huddled households

Presence and
and faulty electrical
accumulating smoke,
4 4 installation along the 4
buildup of flames, 2
street outside of the
detection of fire
school premises.
alarms
 The school location is
catch basin or flooded
Flood 4 Weather advisories, 3 area. 3 3
forecasts, and
systems (Signal 1-4)

Using Covid-19 records,

immediate action is
taken, and reporting to
Public Advisories Victoria LGU- is made of
Pandemic 3 based on DOH and 3 all positive cases and 2
4
Victoria LGU PUI PUM patients under
precise surveillance
- between PUI and PUM
patients.

The listed hazards that have a high probability of occurrence in the school served as the foundation for the formulated CP Form 1
(Hazard Analysis). The various hazards are also classified based on their potential impact on the school, learners, personnel, and
school infrastructure. The various hazards are ranked based on their likelihood of occurrence and impact. Each hazard has its own
set of Early Warning Signs except for Earthquake because there is such device can predict for an earthquake. Remarks are based
on the school's existing state and vulnerability to various hazards.
C. Hazard to Plan for: FIRE

CP Form 2: Anatomy of the Hazard

HAZARD TO PLAN FOR FIRE

EXISTING
ROOT CAUSES EARLY WARNING SIGNS MITIGATING MEASURES
TRIGGERING FACTORS
(factors or reasons that (indicators that provide (existing measures by LGU/
(factors or situations that turn
explain the existence of warning on the impending community /agency /office
the hazard into an actual
the hazard in the area) threat posed by the /organization /school to prevent
disaster)
hazard) or mitigate impacts of disaster)
● Conduct of Fire Drills.

● Attend Seminars,
● Huddled
● Limited fire exits Trainings, Lectures and
households and
available in the school Workshops (Fire
faulty electrical
that might cause Prevention).
installation along ● Presence and
stampedes during fire.
the street outside of accumulating smoke,
● Orientation of Family
the school buildup of flames
● Insufficient fire Reunification Plan (Family
premises. detection of fire
equipment (fire Preparedness Plan) to
alarms.
extinguisher, wet/dry Parents and Pupils.
 Poor electrical
pipe) to be used for fire
installation of
suppression. ● Procurement of Emergency
Equipment in
Equipment such as Fire
school facilities.
Extinguishers, Emergency
Kits First Aid Kits, Food
Packs.

By identifying the causes of the hazard, CP Form 2 (Anatomy of Hazard) is accomplished. The Annual Fire Inspection conducted by the
BFP-Pasig Fire Department and School Student-led Watching and Hazard Mapping carried out by BERT officers are the basis for the
formulation of fire hazard anatomy. One of the primary causes of fire risk is the school's surrounding infrastructure, which is congested of
residences and has poor electrical installations. Another major factor in school fire incident is improper electrical equipment installation
(including Smart TVs, WiFi modems, electric fans, etc.). Based on the listed triggering factors, all fire mitigation steps are taken.

D. Scenario Generation

CP Form 3A: Scenario Generation

PARTICULARS BAD WORSE WORST
VPE Bldg. 1 and VPE Bldg. 2
20% of the building was 50% of the building was
was totally damaged by fire due
damaged by fire due to the damaged by fire due to the
to the fire that started in the
fire that started in the adjacent fire that started in the adjacent
adjacent houses.
houses. houses.
Bagong Lipunan 1Bagong
20% of the building was 50% of the building was
Lipunan 2. were totally
consumed by fire due to consumed by fire due to
consumed by fire due to an
General Description of Event an electrical malfunction. an electrical malfunction.
electrical malfunction.
Minor injuries were caused Major injuries were caused to
Major injuries were caused to
to the 20% of pupils, the 50% of pupils, teaching,
the 80% of pupils, teaching, and
teaching, and non-teaching and non-teaching personnel.
non- teaching personnel.
personnel.
3% casualties occurred due to 5% casualties occurred due to
1% casualty occurred due to stampede and fallen cabinets. stampede, fallen cabinets and
stampede. ceilings.

M F IP Mus PWD M F IP Mus PWD M F IP Mus PWD

No. of Affected Learners 145 119 0 0 0 145 119 0 0 0 145 119 0 0 0
(Male, Female, IP, Muslim,
PWD)
No. of Dead Learners (Male,
3 3 0 0 0 5 5 0 0 0 7 6 0 0 0
Female, IP, Muslim, PWD)
 Male Female Male Female Male Female
No. of Affected Teaching
2 8 2 8 2 8
Personnel (Male, Female)
No. of Dead Teaching
0 0 0 0 1 0
Personnel (Male, Female)
No. of Affected Non-Teaching
2 2 2 2 2 2
Personnel (Male, Female)
No. of Dead Non-Teaching
0 0 0 0 1 1
Personnel (Male, Female)
Infrastructure*
50% or 5 classrooms were
- Classrooms 20% or 2 classrooms were
damaged by fire. Some of 100% or all of the classrooms
- WASH facilities damaged by fire. All WASH
the WASH Facilities are still were totally damaged by fire. All
- Other infrastructures Facilities are still serviceable.
serviceable. the infrastructure and facilities
and ancillary Most of the infrastructures
Some of the infrastructures are no longer functional.
facilities (e.g., are still functional.
are still functional.
laboratories, clinic,
library)
Non-infrastructure*
- Furniture and fixtures
- Learning resources
and self-learning
modules 20% of the furniture and fixtures,
- Information and 50% of the furniture and All the furniture and fixtures, SLMs,
SLMs, ICT, laboratory, medical,
Communication fixtures, SLMs, ICT, ICT, laboratory, medical, dental
dental equipment, and supplies
Technology (ICT) laboratory, medical, dental equipment, and supplies are no
were consumed by fire.
equipment equipment, and supplies longer usable.
 Other non-infrastructures (e.g.,
laboratory equipment, medical were consumed by fire.
and dental equipment and
supplies, technical- vocational
supplies, and equipment)

Transportation Few roads are unpassable. Several roads are unpassable. All roads are no longer passable.
Even the local responders are
While the responders are
All local responders are able to unable to address the
Response Capabilities mobilized, there is a need
address the situation. situation; they are part of the
for augmentation.
victims as well.
Communication lines are still Communication lines are Communication lines are totally
Communication
operational. disrupted in some areas. cut.
Power is interrupted in some
No power interruption.
areas. Electricity is Total power shutdown in entire
Power / Electricity Electricity is operational in all
operational in several building school buildings.
building floors and
floors and classroom.
classroom.

Scenario Generation CP Form 3.A is a method for providing definite situations based on facts in order to arrive at a plan of
action. It provides us with the ability to lessen, if not completely eliminate, the effects of disasters. The overall number of affected
learners and personnel is calculated based on the proportion assigned to each scenario, from bad to worse. This form
additionally elaborates on the vulnerability of infrastructure and non-infrastructure. CP Form 3.A focuses on the worst-case
scenario of a fire hazard, in which the school is completely consumed/damaged by fire and significant injuries are sustained by
80% of learners, teachers, and non- teaching personnel.

DISPLACED POPULATION
 NO. OF
GRADE NO. OF LEARNERS INSIDE NO. OF LEARNERS OUTSIDE REASONS FOR
AREA / LOCATION AFFECTED
EVACUATION CENTER EVACUATION CENTER DISPLACEMENT
LEVEL LEARNERS
Kinder 30 0 30 The school is
Grade 1 22 0 22 built/located in a
Grade 2 39 0 39 densely populated
Bagong Lipunan Grade 3 33 0 33 residential area, there
Building 1 and 2 are no wide areas for
Grade 4 25 1 24 safe evacuation both
Grade 1 19 0 19 inside and outside the
Grade 5 40 0 40 school premises.
Grade 6 31 0 31
BOD and Marcos Grade 4 25 0 25 The households
Buiilding around the school area
TOTAL 264 1 263 are made of light
materials, a substantial
percentage of them are
destroyed by fire.

Based on Baseline Data B.1 as of November 2022, the total number of affected learners in CP Form 4A.1 is projected. It represents the total number of
officially enrolled students in the S.Y. 2022-2023. The overall projected number of displaced population (learners within and outside the evacuation center)
is based on the fire-related situations/scenarios.

CP Form 4A.2: Affected Personnel

DISPLACED TEACHING PERSONNEL DISPLACED NON-TEACHING PERSONNEL
 NO. OF NO. OF NO. OF NON- NO. OF NON-
NO. OF TEACHING TEACHING NO. OF NON- TEACHING TEACHING
AREA/ TEACHING PERSONNEL PERSONNEL REASONS FOR TEACHING PERSONNEL PERSONNEL REASONS FOR
LOCATION PERSONNEL INSIDE OUTSIDE DISPLACEMENT PERSONNEL INSIDE OUTSIDE DISPLACEMENT
AFFECTED EVACUATION EVACUATION AFFECTED EVACUATION EVACUATION
CENTER CENTER CENTER CENTER

The school is The school is

built/located in a built/located in
Bagong densely a densely
Lipunan 6 0 6 0 0 0
populated populated
and 2 residential area, residential area,
there are no there are no
wide areas for wide areas for
BOD and Marcos 4 0 4 safe evacuation safe evacuation
1 and 2
both inside and both inside and
outside the outside the
school 4 0 4 school
premises. premises.

The The households

TOTAL 10 0 10 households 4 0 4 around the
around the school area
school area are are made of
made of light light material,
material, a a substantial
substantial
percentage of
Based on Baseline Data B.2 as of November 2022, the total number of affected teaching and non-teaching personnel in CP
 Form 4A.2 is projected. It represents the total number of officially employed personnel in the S.Y. 2022-2023. The overall
projected number of displaced population (teaching and non-teaching personnel within and outside the evacuation center) is
based on the fire-related situations/scenarios.

CP Form 4B.1: Breakdown of Affected

Learners

BREAKDOWN
NO. OF (FILL-UP ONLY WHEN APPROPRIATE)
AREA/
LEARNERS
LOCATION Learners
AFFECTED IP Muslim ALS
Kinder – Grade 3 Grade 4 - 6 With Others
Learners Learners Learners
Disability
M F Male Female Male Female M F M F M F M F
Marcos 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Building 1

44 47 44 47 0 0 0 0 0 0 0 0 0 0 0
Bagong
Lipunan 1
49 28 33 19 16 9 0 0 0 0 0 0 0 0 0
Bagong
Lipunan 2
Marcos 14 11 0 0 14 11 0 0 0 0 0 0 0 0 0
Building 2

BOD 38 33 0 0 38 33 0 0 0 0 0 0 0 0 0
 145 119 77 66 68 44 0 0 0 0 0 0 0 0 0
TOTAL

The outcome of CP Form 4B.1 (Breakdown of Affected Learners) is based on the projected affected learners in CP Form 4A.1. This form shows the
breakdown of affected learners by grade level, IP learners, learners with disabilities, Muslim learners, and ALS learners. It is also classified per building.

CP Form 4B.2: Breakdown of Affected

Personnel

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

AREA/ LOCATION AFFECTED AFFECTED OTHERS
Male Female Male Female

Marcos Building 1 0 0 2 2
 Bagong Lipunan 1 0 3 0 0 0

Bagong Lipunan 2 0 3 0 0 0

Marcos Building 2 1 0 0 0 0

BOD 1 2 0 0 0

TOTAL 2 8 2 2 0

The outcome of CP Form 4B.2 (Breakdown of Affected Teaching and Non-teaching Personnel) is based on the projected
affected teaching and non-teaching personnel in CP Form 4A.1. This form shows the breakdown of affected teaching and non-
teaching personnel. It is also classified per building
 CHAPTER II: CAPACITIES AND VULNERABILITIES

Key Areas for

Details Capacities Gaps Vulnerabilities
Preparedness

Risk 1. Understanding of The school conducted Not all Unsafe face to face
Understanding Hazards and its orientation to the students and class may happen.
characteristics parents, teachers and parents are
students about the participating in
hazards of the orientation
implementing face to
face classses.

2. Conduct of Risk Accomplished School Not all students not all students and
Assessment Watching Team and parents is parents know how
Hazard Mapping aware in hazard to hazard map.
mapping

3. Planning and The school was able to Parents and

undertaking plan and undertake stakeholder
actions based on action base on risk is not part of
risk assessment assesment result undertaking
results
lack of budget
Contingency 1. Contingency Plan Unfinalized
Plan and and not
Dissemination checked
Contingency Plan is ConPlan Unable to present
prepared and checked. to parents.
2. IEC IEC is dessimenated to
parents through social
media, parent
conference etc. Availability of
other
relevant IEC
designed for Small quantity of
students IEC for students

Communication 1. Understanding All is well informed in Some parents Not all parents and
of advisory the advisories. and students is students can
including warning not familiar to afford
signals all advisories gadgets/loads for
telecommunication
.
2. Understanding The SDRRM
and implementation Coordinator / Focal
of DO 21 s.2015 person aware the late update on low
content of DO 21 drrmo connection/school
s.2015 communication drrm coor teaching
/memo overload
 3. Equipment Limited tools Lack of budget
The school has
and equipment
equipment in
response to hazard.
Monitoring 1. Monitoring of School Division Office
preparedness/conti regularly Monitored Poor disaster
ngency plan and suggest to make unfinished management
of school conplan for flood contigency plan and high risk.
2. Monitoring of
hazard The LGU monitored
situation, including the hazard
communicating with situation by
school officials, communicating from
district/division DDRRMO to
office and LGU SDRRMO
3. Monitoring
RADaR
completion,
validation and Every
submission to incident/disaters
Central MOVs is submitted in
Office Radar
4. Monitoring of The school is
implementation implementing
of support for the DEPed
learning learning
continuity continuity plan.

5. Tracking of The SDRRMO is

Learners and planning to make track No tracking Difficult to identify
personnel system for the learners system in students and
and personnel school personnel.
6. Transportation The school, The availability The availability of
Baranggay,City of transport the incharge of
government and other service the transport
partners has enough sevices.
service and the
contact no. incase
needed.
Convergence 1. Interface among No proper having difficulties
offices within the coordination on dessimination
school with other of information,
offices inside task and
the school responsibilities
2. Existence of not all
DRRM Team members is Not all member
well trained can attend
in terms of trainings/ seminars
The SDRRM team is Disaster Risk due to lack of
functional Reduction budget.
 3. Command The DRRM/SDRRM Only 4 member lack of budget
System team practised base of the team has
on Incident Command a training in ICS.
System
4. Twinning with
other divisions Pasig City is Twinned
to Cebu city
Support for 1. Implement and
Learning monitor Temporary
Continuity Learning Spaces The school has enough
(TLS) number of classrooms
2. Buffer stocks for The school has enough
learning materials learning materials
3. Alternative The school has a
Delivery Modes modular delivery
modes for students
who is temporarily
absent for while.
4. Psychosocial Lack of
Support professional
limited training regular
Able to provide personnel and administration of
psychosocial support learning psychosocial
aide resources support.

cannot provide
5. Emergency able to provide hot mass number of
School Feeding meals minimal fund meals.
6. Learner's Kits Not all students
and personnel No access for
7. Teacher's Kits have personal emergency kits
8. Hygiene kits emergency kits in an emergency
9. Provision of The school installed in Limited facilities
Water different facilities of of hand
Sanitation and Hand Sanitation and sanitation and
Hygiene disinfection disinfection lack of budget
services
10. Updated
disaggregated
data on learners
and master list of
students in school
and alternative
learning schools
(ALS)
11. Clean up drives The school student
organization have
clean up drive
programs and
campaigns
12. Signed With verbal No sgned No guaranteed
 memorandum of
agreement
support from
(MOA) with partnership with
memorandum private
private private enterprises
partners.
enterprises for
emergency purchase
Support for 1. Signed
Schools used as memorandum of
Evacuation agreement (MOA)
No guaranteed
Centers between LGU and
support from LGU
school on the use of School is available No signed
incase of damage
schools as whenever needed. memorandum
property during
evacuation center
evacuation.
including the roles
and responsibilities
of both institutions;
2. Repair,
maintenance and
replacement of
schools identified
as evacuation
center by the LGU

3. Resumption
Strategies
including
assessment of
readiness of the
schools

4. Establish
functional referral
pathways to respond
to child protection
concerns using the
existing PNP and
DSWD operational
guidelines

8. Feedback
mechanism to report
gaps in the delivery
of services,
grievances and other
needs to improve
education
interventions
 9. Twinning of
schools for
teachervolunteers
for deployment in
the affected schools
that need additional
volunteers

10. LGUs preposition

additional
Temporary Learning
Spaces (TLS)

Drills 1. Regular conduct Conducted drills no

of drills quarterly. conducted
drills about Incase of flood, all
flood learners and
personnel is
prone to danger.
2. Existence of Posted clearly the
protocols – protocols – command
command system, system, evacuation
evacuation route, route, safe place.
safe place, family
reunification
Family
reunification not Difficult to reunite
implemented separated families
3. Coordination The system is managed no participation Having no
with and and practised from parents improvements on
participation of and other coordination and
parents, relevant agencies during participation
agencies and drills. every drill.
partners during
drills

Fund Sources
 CHAPTER III: RESPONSE AND ARRANGEMENTS

A. Cluster Identification

CP Form 5A: Cluster Identification

AGENCIES/OFFICES INVOLVED
(NUMBER OF FIELDS CAN BE INCREASED OR REDUCED)
LEAD
RESPONSE CLUSTER
MDRRMO AGENCY/OFFICE
MEO/
SDRRMO MHO MSWDO AFP PNP BFP
DPWH /
BDRRMO
Canarem Elementary
Education Cluster / / / / / / / /
School
Food and Non-food / / / / / / / BDRRMO
Law and Order/Safety and
/ / / / / PNP
Security
Search, Rescue and
/ / / / / / / AFP
Retrieval
Water Sanitation and
/ / / / / / / / MHO
Hygiene WASH Area
Logistics / / / / / MDRRMO
Delivery of Essential Relief,
Camp Coordination and / / / / / / / / MSWDO
Camp Management
Emergency
/ / / / / / TARELCO
Telecommunications
Fire Brigade / / / / / BFP
 CP Form 5B: Summary of Cluster Identification

RESPONSE CLUSTER LEAD AGENCY/ OFFICE MEMBER AGENCIES/OFFICES

SDO-Tarlac Province SDRRMO / MHO / MSWDO /DPWH / AFP / PNP /

Education Cluster
Canarem Elementary School BFP / MDRRMO/BDRRMO
Elementary School
SDRRMO / BSWDO /DPWH / AFP / PNP / BFP /
Food and Non-food BDRRMO
MDRRMO/BDRRMO
Law and Order/Safety and
PNP SDRRMO / AFP / PNP / BFP / MDRRMO/BDRRMO
Security
SDRRMO / MSWDO /DPWH / AFP / PNP / BFP /
Search, Rescue and Retrieval AFP
MDRRMO/BDRRMO
Water Sanitation and Hygiene SDRRMO / CHO / MSWDO /DPWH / AFP / PNP /
CHO
WASH Area BFP / MDRRMO/BDRRMO
Delivery of Essential Relief,
SDRRMO / MHO / MSWDO / DPWH / AFP / PNP / BFP /
Camp Coordination and Camp BSWDO
MDRRMO/BDRRMO
Management
SDRRMO /DPWH / AFP / PNP / BFP /
Emergency Telecommunications CONVERGE ICT.
MDRRMO/BDRRMO
SDRRMO / DPWH / AFP / PNP / BFP /
Fire Brigade BFP
MDRRMO/BDRRMO

All Agencies/Offices involved in the event of a fire were listed on CP Forms 5A and 5B (Cluster Identification). The various Agencies/Offices are
divided into Response Clusters. A Lead Agency/Office is designated to a specific response action based on their capacities and resources.
Each Response Cluster has its own set of members, as does the Lead Agency/Office. When it comes to fire incidents, different Response
Clusters are established based on the needs of the school.
 B.Response Activities

CP Form 6: Response Activities

RESPONSE
EDUCATION CLUSTER
CLUSTER
Cluster Objective:
 Ensures that children and youth are included in community-based disaster risk reduction
and management and climate change adaptation activities in the community;
 Ensures that the private and public organizations and agencies are involved in DRR and
CCA activities;
 Educates people especially the most vulnerable groups in the community on disaster risk
reduction and management and climate change adaptation;
 Develops information education campaign materials on DRR and CCA and share these to
the public.
TIMEFRAME RESPONSE ACTIVITIES RESPONSIBLE AGENCIES/OFFICES
Before  Conduct safety awareness and
preparedness. SDRRM/ SDO TARLAC PROVINCE/BDRRM
⮚ Conduct simulation drill and always
participated in National Simultaneous
Earthquake Drill (NSED) Quarterly.
⮚ Conduct Hazard Mapping and Risk
Assessment.
⮚ Familiarization of Evacuation Map
During  Locate Responsible Officer SDRRM/ SDO TARLAC PROVINCE /BDRRM
 Provide immediate head count of
learners, Teaching and Non-Teaching.
 Immediate attention to those affected
 learners, teaching, and non-
teaching.
After (0-24 hours)  To provide psychosocial support to MSWD/SDO TARLAC PROVINCE
all learners during calamities.
 To ensure the LCP (Learning Continuity
Plan) during calamities.
Within 24 to 72 hours  To provide continuous education MSWD/DEPED
through the TLS (Temporary
Learning Space)

RESPONSE CLUSTER FOOD AND NON-FOOD

Cluster Objective:
 To ensure Food Security
 To ensure availability of potable water supply
 To ensure adequate living conditions of vulnerable displaced people in camps through
adequate shelter and non-food items support.

TIMEFRAME RESPONSE ACTIVITIES RESPONSIBLE AGENCIES/OFFICES

Before  Coordinate to local officials
and stakeholders SDRRM/BDRRM/MDRRMO
⮚ Preposition of food and non-food items
⮚ Make sure they have an adequate
supply of food and non-food items.
⮚ Prepare for inventory and checking
of expiration date.
During  Activate the SDRRM IMT SDRRM/BDRRM/MDRRMO
 The Food Unit will lead the distribution
of food.
After (0-24 hours)  Ensures that all affected population
learners, teaching, and non-teaching SDRRM/BDRRM/MDRRMO
receive sufficient amount of goods.
Within 24 to 72 hours ⮚ Undertake continuous monitoring, MSWD
coordination for the response
from
national government

RESPONSE CLUSTER LAW AND ORDER / SAFETY AND SECURITY

Cluster Objective:
 To ensure peace and order in community
 To ensure public safety, and strengthen the social order
 To ensure peaceful and flexible command
TIMEFRAME RESPONSE ACTIVITIES RESPONSIBLE AGENCIES/OFFICES
Before
 Create and improve the preparedness SDRRM/ BDRRM
of the members of security in times of
chaos.
⮚ Additional budget to procured
medicines and Health related
materials
During  Activate the SDRRM IMT PNP/ AFP/ BFP/ BDRRM
 Ensure peace and order in
the community.
 Provides necessary attention to
those affected population.
After (0-24 hours)  Provides security for all near PNP/ AFP/ BFP/ BDRRM
establishments for possible looting.
 Provides appropriate health and
psychosocial interventions to the
affected learners, teaching, and non-
teaching.

Within 24 to 72 hours  Undertake continuous monitoring, PNP/ AFP/ BFP/ BDRRM

coordination for the response
from national government

RESPONSE CLUSTER SEARCH, RESCUE AND RETRIEVAL

Cluster Objective:

 To provide search and rescue operations for the trapped survivors after Fire Incident
 First aid and medical assistance should be provided for earthquake survivors.

TIMEFRAME RESPONSE ACTIVITIES RESPONSIBLE AGENCIES/OFFICES

Before  Organizes and trains the search and

rescue teams provided for in the SDRRM/BDRRM/MDRRMO/MHO
emergency plan.
 Obtains appropriate equipment for
search and rescue operations.
During AFP/PNP/BFP/MDILG/DOH
 Activate the SDRRM IMT
 Immediate attention to those affected
learners, teaching, and non-
teaching.
After (0-24 hours) AFP/PNP/BFP/DILG/DOH
 Undertake continuous monitoring,
coordination for the response
from national government
Within 24 to 72 hours AFP/PNP/BFP/DILG/DOH
 Undertake continuous monitoring,
coordination for the response
from
national government

RESPONSE CLUSTER WATER SANITATION AND HYGIENE (WaSH)

Cluster Objective:
 To ensure precautions to protect everyone’s safety in the event of a fire incident
 To provide timely effective assistance to an affective population.

TIMEFRAME RESPONSE ACTIVITIES RESPONSIBLE AGENCIES/OFFICES

Before  Makes sure that basic medicines are
available and adequate. SDRRM/ MHO
⮚ Additional budget to procured
medicines and Health related
materials.

During  Activate the SDRRM IMT SDRRM/MDRRMO/MHO

 Immediate attention to those affected
learners, teaching, and non-
teaching.
After (0-24 hours)  Provides appropriate health and MSWD/MDRRMO
psychosocial interventions to the
affected learners, teaching, and non-
teaching.

Within 24 to 72 hours  Undertake continuous monitoring, DOH

coordination for the response
from national government

RESPONSE CLUSTER LOGISTICS

Cluster Objective:
 Ensures that there is a readily available functional transportation system in the
school and barangay that can be used before, during and after emergency or
disaster;
 Conducts regular inventory of available transportation vehicle and its capacity to
transport population from high risk to safe areas;
 TIMEFRAME RESPONSE ACTIVITIES RESPONSIBLE AGENCIES/OFFICES
Before  Coordinates the private or business
sectors are agreed to use their SDRRM/BDRRM/STAKEHOLDERS
vehicle in times of emergency or
disaster through a Memorandum of
Agreement or Understanding.
 Obtains appropriate equipment
and proper maintenance of
vehicles.
During  Activate the SDRRM IMT and SDRRM/BDRRM/MDRRMO /TODA
coordinate with the responsible agency.

After (0-24 hours)  Take charge of all mobilization MDRRMO/PNP/AFP/BFP/RED CROSS

procedures, provision of vehicles and
transport facilities as deemed necessary.
Assigns all available vehicles and
transport units to the monitoring and
damage assessment teams.
Coordinates with counterpart transport
team leaders and local groups for resource
sharing.
Within 24 to 72 hours  Undertake continuous monitoring, MDRRMO/PNP/AFP/BFP/RED CROSS
coordination for the response
from national government

RESPONSE CLUSTER DELIVERY OF ESSENTIAL RELIEF, CAMP COORDINATION AND CAMP MANAGEMENT
Cluster Objective:
 Ensures that the information of each evacuee in the evacuation center or
evacuation area/site are complete and updated;
 Ensures that all facilities and materials in the evacuation centers/sites are available
and ready to use during evacuation.
 TIMEFRAME RESPONSE ACTIVITIES RESPONSIBLE AGENCIES/OFFICES
Before  Ensures that all persons or staff
involved in evacuation and camp SDRRM/BDRRM/MDRRMO
management are trained or at least
have knowledge of camp
management.
 Shall ensure coordination and
communication mechanisms are in-
place during disasters in other offices.
During  Activate the SDRRM IMT. SDRRM/BDRRM/MDRRMO
 Shall ensure databases of affected
evacuees are available and accessible
shall distribute the hot meals/Food for the
evacuees.
After (0-24 hours)  To ensure Safety and Security MSWD/MDRRMO
of Evacuees.
 To ensure that evacuees will have safe
and dignified stay in the evacuation centers
during disasters
Within 24 to 72 hours  Undertake continuous monitoring, MSWD/DILG/MDRRMO
coordination for the response
from national government.

RESPONSE CLUSTER EMERGENCY TELECOMMUNICATIONS

Cluster Objective:
 To ensure effectiveness of communication for responders and support system.
 To ensure public safety by providing open communication.

TIMEFRAME RESPONSE ACTIVITIES RESPONSIBLE AGENCIES/OFFICES

Before  Dual-band radio training in
disaster preparedness SDRRM/ BDRRM/MDRRMO
management unit.
 Promote the adoption of measures for
ensuring the safety of life through the
cooperation of telecommunication
services.
During  Activate the SDRRM IMT SDRRM/BDRRM/MDRRMO
 Coordinates with all
telecommunications company for easy
communications response.
After (0-24 hours)  Establish Help Desk for media briefing. SDRRM/BDRRM/MDRRMO
 Unites all the IMT to closely monitors
conduct of disaster response
operations, mobilizing additional
resources available as may be
needed in the field.

Within 24 to 72 hours  Undertake continuous monitoring, BDRRM/MDRRMO/Cooperating Agency

coordination for the response
from national government

RESPONSE CLUSTER FIRE BRIGADE

Cluster Objective:
 To ensure precautions to protect everyone’s safety in the event of a fire incident
 To provide timely effective assistance to an affective population.
 To provide fire suppression
TIMEFRAME RESPONSE ACTIVITIES RESPONSIBLE AGENCIES/OFFICES
 Before
 Conduct fire prevention mitigation plan SDRRM/BFP
⮚ Additional budget to procured fire
suppression equipment like fire
extinguishers

During  Activate the SDRRM IMT SDRRM/MDRRMO

 Immediate attention to those affected
learners, teaching, and non-
teaching.
After (0-24 hours)  Provides appropriate health and MSWD/MDRRMO
psychosocial interventions to the
affected learners, teaching, and non-
teaching.

Within 24 to 72 hours  Undertake continuous monitoring, AFP/PNP

coordination for the response
from national government

The response clusters involved in the scenario of a fire stated their response cluster objectives and response activities in CP Form 6
- Response Activities, with the timeframe of Before, During, and After the Fire Incident until Day 4. The various Lead Agencies/Offices in the
Response Cluster ensures that all of their duties and responsibilities are carried out within the timeframe specified, with the assistance of
other agencies/offices.
 RESOURCE INVENTORY
CP Form 7: Resource Inventory
RESPONSE Search and Rescue
CLUSTER:
TEAM/ RESOURCE QUANTITY REMARKS
COMMITTEE
MDRRM Ambulance,
Emergency Medical
Team
BFP Fire Trucks, Search 2 2 Fire Trucks and 11
and Rescue Team SRT personnel
PNP Security Team
BDRRMO Ambulance, Medical
Team, Search and
Rescue Team
MHO Ambulance,
Emergency Medical
Team

RESPONSE CLUSTER: WaSH and Waste Management

TEAM/COMMITTEE RESOURCE QUANTITY REMARKS
CHO Sanitation Team
CDRRMO Ambulance,
Emergency
Medical Team
Engineering Group Surveillance Team,
Dump Trucks,
Lifters
DSWD Relief Operations
Team, Transport
Vehicles
SWMO Sanitation Team

RESPONSE CLUSTER: Logistics/ Food and Relief

TEAM/COMMITTEE RESOURCE QUANTITY REMARKS
MDRRMO Transport
Vehicles, Logistics
Team
DSWD Transport
Vehicles, Relief
Operations Team
BDRRMO Transport
Vehicles, Relief
Operations Team
Red Cross Relief Operations
Team

RESPONSE CLUSTER: Law and Order/ Crowd Control/ Traffic/ Safety and
Security
TEAM/COMMITTEE RESOURCE QUANTITY REMARKS
PNP Security Team
AFP Security Team
 OPS Security Team
BDRRMO Security Team
TPMO Traffic
Management Team

RESPONSE CLUSTER: Structural Integrity

TEAM/COMMITTEE RESOURCE QUANTITY REMARKS
DPWH Building
Surveillance Team
Engineering Group Building
Surveillance Team

RESPONSE CLUSTER: Medical and Psychosocial Service

TEAM/COMMITTEE RESOURCE QUANTITY REMARKS
MHO Ambulance,
Emergency
Medical Team
MDRRMO Ambulance,
Emergency
Medical Team
BDRRMO Ambulance,
Emergency
Medical Team
BFP Fire Trucks, 2 Fire Trucks
Emergency 1 EMT
Medical Team
Red Cross Ambulance,
Emergency
Medical Team
PMHA Psychosocial
Intervention Team

RESPONSE CLUSTER: Fire Safety

TEAM/COMMITTEE RESOURCE QUANTITY REMARKS
BFP Fire Trucks, Fire 2 Fire Trucks
Fighting Team 11 personnel
for Fire
Fighting Team
MDRRMO Ambulance,
Emergency
Medical Team
BDRRMO Ambulance,
Emergency
Medical Team

RESOURCE PROJECTION
 CP Form 8: Resource Projection

RESPONSE CLUSTER SEARCH AND RESCUE

RESOURCE NEED HAVE GAPS ACTIVI COST SOURCES OF

(NEEDHAV TIE ESTIMATES FUNDS (FILL-
E) S/ (FILL-UP UP
SOURC ONLY WHEN ONL
ES APPROPRIATE) Y
TO WHEN
FILL THE APPROPRIAT
GAPS E)
Ambulance 1 Support from the
LGU and other
implementing
agencies, MOA/
MOU
Hard Hats 10 4 Support from the
LGU and other
implementing
agencies, MOA/
MOU
Caution 2 roll Support from the
LGU and other
Tape implementing
Barrier agencies, MOA/
MOU
Safety Vest 10 Support from the
LGU and other
implementing
agencies, MOA/
MOU
Flashlights 2 Support from the
LGU and other
implementing
agencies, MOA/
MOU
Shovel 5 Support from the
LGU and other
implementing
agencies, MOA/
MOU
Hoe 5 Support from the
LGU and other
implementing
agencies, MOA/
MOU
Cart 5 Support from the
LGU and other
implementing
agencies, MOA/
MOU
Rope 1– Support from the
LGU and other
50meter implementing
s agencies, MOA/
KernMa MOU
ntle
Heavy 10 pairs of Support from the
LGU and other
Duty fire implementing
Gloves gloves agencies, MOA/
MOU
Harness 10 Support from the
LGU and other
implementing
agencies, MOA/
MOU
 Spine Board 2 1 Support from the LGU
and other implementing
agencies, MOA/ MOU

Stretcher 2 Support from the LGU

and other implementing
agencies, MOA/ MOU

Wheelchair 2 Support from the LGU

and other implementing
agencies, MOA/ MOU

Two-way 4 Support from the LGU

and other implementing
Radios agencies, MOA/ MOU

Raincoats 10 Support from the LGU

and other implementing
agencies, MOA/ MOU

Hydraulic 1 Support from the LGU

and other implementing
Excavator agencies, MOA/ MOU

Goggles 10 Support from the LGU

and other implementing
agencies, MOA/ MOU

N95 Mask 100 Support from the LGU

and other implementing
agencies, MOA/ MOU

Rebreather 10 Support from the LGU

and other implementing
Mask agencies, MOA/ MOU

Bolt Cutter 3 1 Support from the LGU

and other implementing
agencies, MOA/ MOU

Sledgehammer 2 Support from the LGU

and other implementing
agencies, MOA/ MOU

Fire Axe 2 Support from the LGU

and other implementing
agencies, MOA/ MOU

C-Collar 5 1 Support from the LGU

and other implementing
agencies, MOA/ MOU

Safety Shoes 10 Support from the LGU

and other implementing
agencies, MOA/ MOU

First Aid Kit 2 1 Support from the LGU

and other implementing
agencies, MOA/ MOU

Whistle 10 Support from the LGU

and other implementing
agencies, MOA/ MOU

Tent 2 Support from the LGU

and other implementing
agencies, MOA/ MOU

Folding Bed 5 Support from the LGU

and other implementing
agencies, MOA/ MOU
Oxygen Tank 5 Support from the LGU
and other implementing
agencies, MOA/ MOU

Humidifier 5 Support from the LGU

and other implementing
agencies, MOA/ MOU

Nasal Cannula 5 Support from the LGU

and other implementing
agencies, MOA/ MOU

Chainsaw 2 1 Support from the LGU

and other implementing
agencies, MOA/ MOU

Ladder 2 1 Support from the LGU

and other implementing
agencies, MOA/ MOU

RESPONSE CLUSTER FIRE SAFETY

RESOURCE NEED HAVE GAPS ACTIVIT COST SOURCES OF

(NEEDHAVE IES/ ESTIMATES FUNDS (FILL-
) SOURC (FILL-UP UP ONLY
ES ONLY WHEN WHEN
TO APPROPRIATE) APPROPRIATE
FILL THE GAPS )
Fire Truck 2 1 – penetrator Support from the LGU
and other
type Fire implementing
truck engine agencies, MOA/
MOU
Fire 1 10 Support from the LGU
and other
Extinguishe implementing
r agencies, MOA/
MOU

Fire Hose 10 Support from the LGU

and other implementing
agencies, MOA/ MOU

Fire Hose 5 Support from the LGU

and other implementing
Nozzle agencies, MOA/ MOU

Fire Hydrant 10 24 Support from the LGU

and other implementing
1 per agencies, MOA/ MOU
Barangay
Caution Tape 2 5 Support from the LGU
and other implementing
Barrier agencies, MOA/ MOU

Hard Hats 17 Support from the LGU

and other implementing
agencies, MOA/ MOU

Safety Vest 17 Support from the LGU

and other implementing
agencies, MOA/ MOU
 Flashlights 1 2 Support from the LGU
and other implementing
agencies, MOA/ MOU

Rope 50meter Atleast Support from the LGU

and other implementing
s of Kern 1000 agencies, MOA/ MOU
Mantle meters of
Kern
Mantle
Heavy Duty 17 Pairs Support from the LGU
and other implementing
Gloves of Fire agencies, MOA/ MOU
Gloves
Harness 10 Support from the LGU
and other implementing
agencies, MOA/ MOU

Spine Board 2 Support from the LGU

and other implementing
agencies, MOA/ MOU

Stretcher 1 2 Support from the LGU

and other implementing
agencies, MOA/ MOU

Two-way 4 Support from the LGU

and other implementing
Radios agencies, MOA/ MOU

Raincoats 10 Support from the LGU

and other implementing
agencies, MOA/ MOU

Hydraulic 2 Support from the LGU

and other implementing
Excavator agencies, MOA/ MOU

Goggles 17 Support from the LGU

and other implementing
agencies, MOA/ MOU

N95 Mask 100 Support from the LGU

and other implementing
agencies, MOA/ MOU

Rebreather 20 Support from the LGU

and other implementing
Mask agencies, MOA/ MOU

Bolt Cutter 1 2 Support from the LGU

and other implementing
agencies, MOA/ MOU

Sledgehammer 2 Support from the LGU

and other implementing
agencies, MOA/ MOU

Fire Axe 2 Support from the LGU

and other implementing
agencies, MOA/ MOU

C-Collar 5 1 Support from the LGU

and other implementing
agencies, MOA/ MOU

Safety Shoes 10 Support from the LGU

and other implementing
agencies, MOA/ MOU
 First Aid Kit 1 3 Support from the LGU
and other implementing
agencies, MOA/ MOU

Oxygen Tank 5 Support from the LGU

and other implementing
agencies, MOA/ MOU

Humidifier 5 Support from the LGU

and other implementing
agencies, MOA/ MOU

Nasal Cannula 5 Support from the LGU

and other implementing
agencies, MOA/ MOU

Ladder 1 3 Support from the LGU

and other implementing
agencies, MOA/ MOU

Cadaver Bag 5 Support from the LGU

and other implementing
agencies, MOA/ MOU

RESPONSE CLUSTER MEDICAL/ PSYCHOSOCIAL SERVICES

RESOURCE NEED HAVE GAPS ACTIVIT COST SOURCES OF

(NEEDHAVE IES/ ESTIMATES FUNDS (FILL-
) SOURCES TO (FILL-UP ONLY UP ONLY
FILL THE GAPS WHEN WHEN
APPROPRIATE) APPROPRIATE)

Ambulance Support from the LGU

and other
implementing agencies,
MOA/ MOU

Hard Hats Support from the LGU

and other
implementing agencies,
MOA/ MOU

Caution Support from the LGU

and other
Tape implementing agencies,
Barrier MOA/ MOU

Safety Vest Support from the LGU

and other
implementing agencies,
MOA/ MOU

Flashlights Support from the LGU

and other
implementing agencies,
MOA/ MOU

BP Support from the LGU

and other
Apparatus implementing agencies,
MOA/ MOU

Stethoscope Support from the LGU

and other
implementing agencies,
MOA/ MOU
 Pulse Support from the LGU
and other
Oximeter implementing agencies,
MOA/ MOU

Body Support from the LGU

and other
Thermal implementing agencies,
Scanner MOA/ MOU

Surgical Support from the LGU

and other
Gloves implementing agencies,
MOA/ MOU

Alcohol Support from the LGU

and other
implementing agencies,
MOA/ MOU

Betadine Support from the LGU

and other
implementing agencies,
MOA/ MOU

Gauze Support from the LGU

and other
Bandage implementing agencies,
MOA/ MOU

Splint Support from the LGU

and other
implementing agencies,
MOA/ MOU

Hot/Cold Support from the LGU

and other
Compress implementing agencies,
Bag MOA/ MOU

Bandage Support from the LGU

and other
Scissors implementing agencies,
MOA/ MOU

Sanitizer Support from the LGU

and other
implementing agencies,
MOA/ MOU

Spine Board Support from the LGU

and other
implementing agencies,
MOA/ MOU

Stretcher Support from the LGU

and other
implementing agencies,
MOA/ MOU

Wheelchair Support from the LGU

and other
implementing agencies,
MOA/ MOU

Two-way Support from the LGU

and other
Radios implementing agencies,
MOA/ MOU
 N95 Mask Support from the LGU
and other
implementing agencies,
MOA/ MOU

Rebreather Support from the LGU

and other
Mask implementing agencies,
MOA/ MOU

C-Collar Support from the LGU

and other
implementing agencies,
MOA/ MOU

First Aid Kit Support from the LGU

and other
implementing agencies,
MOA/ MOU

Tent Support from the LGU

and other
implementing agencies,
MOA/ MOU

Folding Bed Support from the LGU

and other
implementing agencies,
MOA/ MOU

Oxygen Tank Support from the LGU

and other
implementing agencies,
MOA/ MOU

Humidifier Support from the LGU

and other
implementing agencies,
MOA/ MOU

Nasal Support from the LGU

and other
Cannula implementing agencies,
MOA/ MOU

Ambubag Support from the LGU

and other
implementing agencies,
MOA/ MOU

Psychosocial Support from the LGU

and other
Modules implementing agencies,
MOA/ MOU

Cadaver Bag Support from the LGU

and other
implementing agencies,
MOA/ MOU

RESPONSE CLUSTER LAW AND ORDER/ CROWD CONTROL/ TRAFFIC/

SAFETY AND SECURITY
 RESOURCE NEED HAVE GAPS ACTIVIT COST SOURCES OF
(NEEDHAVE IES/ ESTIMATES FUNDS (FILL-
) SOURCES TO (FILL-UP UP ONLY
FILL THE GAPS ONLY WHEN WHEN
APPROPRIATE) APPROPRIATE)

Service Support from the LGU

and other
Vehicle implementing agencies,
MOA/ MOU

Hard Hats Support from the LGU

and other
implementing agencies,
MOA/ MOU

Caution Support from the LGU

and other
Tape implementing agencies,
Barrier MOA/ MOU

Safety Vest Support from the LGU

and other
implementing agencies,
MOA/ MOU

Flashlights Support from the LGU

and other
implementing agencies,
MOA/ MOU

Reflectorize Support from the LGU

and other
d implementing agencies,
Signages MOA/ MOU

Whistle Support from the LGU

and other
implementing agencies,
MOA/ MOU

Two-way Support from the LGU

and other
Radios implementing agencies,
MOA/ MOU

N95 Mask Support from the LGU

and other
implementing agencies,
MOA/ MOU

First Aid Kit Support from the LGU

and other

implementing
agencies,
MOA/ MOU

RESPONSE CLUSTER LOGISTICS/ FOOD AND RELIEF

RESOURCE NEED HAVE GAPS ACTIVITI COST SOURCES OF

(NEEDHAVE) ES/ ESTIMATES FUNDS (FILL-
SOURCES TO (FILL-UP ONLY UP ONLY
FILL THE GAPS WHEN WHEN
APPROPRIATE) APPROPRIATE)

Service Support from the LGU

and other
Vehicle implementing agencies,
MOA/ MOU
 Hard Hats Support from the LGU
and other
implementing agencies,
MOA/ MOU

Two-way Support from the LGU

and other
Radios implementing agencies,
MOA/ MOU

N95 Mask Support from the LGU

and other
implementing agencies,
MOA/ MOU

First Aid Kit Support from the LGU

and other
implementing agencies,
MOA/ MOU

Hand Trucks Support from the LGU

and other
implementing agencies,
MOA/ MOU

Foldable Support from the LGU

and other
Table implementing agencies,
MOA/ MOU

Monoblock Support from the LGU

and other
chairs implementing agencies,
MOA/ MOU

Portable Support from the

LGU and other
Storage Box implementing
agencies,
MOA/ MOU

RESPONSE CLUSTER WASH AND WASTE MANAGEMENT

RESOURCE NEED HAVE GAPS ACTIVIT COST SOURCES OF

(NEEDHAVE IES/ ESTIMATES FUNDS (FILL-
) SOURCES TO (FILL-UP ONLY UP ONLY
FILL THE GAPS WHEN WHEN
APPROPRIATE) APPROPRIATE)

Dump Support from the LGU

and other
Trucks implementing agencies,
MOA/ MOU

Hard Hats Support from the LGU

and other
implementing agencies,
MOA/ MOU
 Two-way Support from the LGU
and other
Radios implementing agencies,
MOA/ MOU

N95 Mask Support from the LGU

and other
implementing agencies,
MOA/ MOU

First Aid Kit Support from the LGU

and other
implementing agencies,
MOA/ MOU

Port alettes Support from the LGU

and other
implementing agencies,
MOA/ MOU

Hand Soap Support from the LGU

and other
implementing agencies,
MOA/ MOU

Liquid Soap Support from the LGU

and other
implementing agencies,
MOA/ MOU

Hand Support from the LGU

and other
Towels

implementing agencies,
MOA/ MOU

Sanitary Support from the LGU

and other
Napkins implementing agencies,
MOA/ MOU

Toothbrush Support from the LGU

and other
implementing agencies,
MOA/ MOU

Toothpaste Support from the LGU

and other
implementing agencies,
MOA/ MOU

Garbage Bag Support from the LGU

and other
(Black) implementing agencies,
MOA/ MOU

Garbage Bag Support from the LGU

and other
(Yellow) implementing agencies,
MOA/ MOU

Garbage Bag Support from the LGU

and other
(Green) implementing agencies,
MOA/ MOU

Drinking Support from the LGU

and other
Water implementing agencies,
MOA/ MOU
 Water Support from the LGU
and other
Storage implementing agencies,
Drums MOA/ MOU

Bleach Support from the LGU

and other
implementing agencies,
MOA/ MOU

Sponges Support from the LGU

and other
implementing agencies,
MOA/ MOU

Scrubbing Support from the LGU

and other
Brush implementing agencies,
MOA/ MOU

Broomsticks Support from the LGU

and other
implementing agencies,
MOA/ MOU

Rags Support from the LGU

and other
implementing agencies,
MOA/ MOU

Dustpan Support from the LGU

and other
implementing agencies,
MOA/ MOU

RESPONSE CLUSTER STRUCTURAL INTEGRITY

RESOURCE NEED HAVE GAPS ACTIVITIE COST SOURCES OF

(NEEDHAVE) S/ ESTIMATES FUNDS (FILL-
SOURCES TO (FILL-UP ONLY UP ONLY
FILL THE GAPS WHEN WHEN
APPROPRIATE) APPROPRIATE)

Service Support from the

Vehicle LGU and other
implementing
agencies,
MOA/ MOU
Hard Hats Support from the
LGU and other
implementing
agencies,
MOA/ MOU
Two-way Support from the
Radios LGU and other
implementing
agencies,
MOA/ MOU
 N95 Mask Support from the
LGU and other
implementing
agencies,
MOA/ MOU
First Aid Kit Support from the
LGU and other
implementing
agencies,
MOA/ MOU
Reflective Support from
Vest the LGU and
other
implementing
agencies,
MOA/ MOU
Goggles Support from
the LGU and
other
implementing
agencies,
MOA/ MOU
Safety Gloves Support from
the LGU and
other
implementing
agencies,
MOA/ MOU
Safety Shoes Support from
the LGU and
other
implementing
agencies,
MOA/ MOU
Whistle Support from
the LGU and
other
implementing
agencies,
MOA/ MOU
Prism Pole Support from
the LGU and
other
implementing
agencies,
MOA/ MOU
Survey Support from
Tripod the LGU and
other
implementing
agencies,
MOA/ MOU
Measuring Support from
Tape the LGU and
other
implementing
agencies,
MOA/ MOU
 F.CP Form 9: Resource Gap Summary

RESOURCE TOTAL RESOURCE GAPS TOTAL COST ESTIMATES

EDUCATIONAL CLUSTER 158 36,000

FOOD AND NON-FOOD 219 82,000

LAW AND ORDER/SAFETY AND SECURITY 1 1,500

SEARCH, RESCUE AND RETRIEVAL 185 46,300

WATER SANITATION AND HYGIENE (WaSH) 617 93,680

LOGISTICS 3 4,500

DELIVERY OF ESSENTIAL RELIEF, CAMP

118 46,900
COORDINATION AND CAMP MANAGEMENT
FIRE BRIGADE 189 49,800

EMERGENCY TELECOMMUNICATIONS 24 48,000

TOTAL 1, 514 418, 680
 G. CP Form 10: Incident Management Team

SCHOOL DRRM COMMITTEE

MARILYN G. OLIVO
School Head/Chairperson/Responsible Official

LORENA D. CABUBOS
CO-CHAIRPERSON/SDRRM COORDINATOR

JHOANNA DC. SICO

Secretariat/Alternative SDRRM Coordinator

EARLY SAFETY HEALTH SEARCH INFORMAT

LOGISTIC
WARNING SECURITY MANAGEM AND ION
TEAM
EVACUATION TEAM ENT/FIRST RESCUE EDUCATIO
AND AID TEAM TEAM N
COMMUNICA ADVOCAC
TION TEAM Y TEAM

LEONAR ARMANDO CARIDAD BENJAMIN ADELA FLORE

DO B. JIMENEZ MARIANO EUGENIO CORPUZ NCE
ABAYA Team Team Team Team ASTRE
Team Leader Leader Leader Leader RO
Leader Team
Leader
MEMBER MEMBER MEMBER MEMBER MEMBER MEMBE
1.GEMM 1.BENNY T. 1.ANALITA 1.BRENDA 1.MARIBEL R
A E. MARQUEZ G. CASTRO TANQUIZO P. VALDEZ 1.CIAN
JULIANO 2.RONNEL 2.NORMA T. N 2.PABLITA LOWELL
2.CONCE P. ALVAREZ 2.JOSIE INALDO BRIONE
PCION T. MARIANO 3.ELVIE BENAVIDEZ 3. FRAMIE S
BRIONES 3.ROMULO PAGBILAO 3. MARIO FABROS 2.SHEIL
3.ELLEN SALAZAR PAGADUAN A
V.LAYA
TANQUI
ZON
3.EDNA
FERRER
 ROLES AND RESPONSIBILITIES OF SCHOOL DRRM
COMMITTEE

1. SCHOOL DRRM CHAIRPERSON

As the Responsible and Accountable Official in the school, the School Head
shall serve as the Chairperson of the Chairperson of the School DRRM
Committee. To help/assist the Chairperson in ensuring that duties and
responsibilities of the SDRRMC are performed religiously, the Chairperson may
designate the School DRRM Coordinator to serve as the Co-Chairperson and
the Alternate SDRRM Coordinator (Non-Teaching) as Secretariat.

Roles and Responsibilities

a.) PREPAREDNESS, PREVENTION AND MITIGATION

i. Represent the Education Sector during the Barangay DRRM Council
Meeting/Planning ;
ii. Serve as the point person for collaborations and coordination with
local (municipal) DRRM Council/Office and other partner organizations ;
iii. Spearhead the development of the School DRRM Plan, School
Disaster Contingency Plan and Learning Continuity Plan ;
iv. Communicate the SDRRM Plan to the Barangay DRRM Council ;
v. Convene the SDRRM Committee for coordination, planning and other
related activities ;
vi. Facilitate the prepositioning of logistical requirements for emergencies
and disasters ;
vii. Initiate the conduct of training and LAC sessions on DRRM, CCA and
EiE for the school personnel
viii. Maintain open communication and constant coordination with
internal and external partners (DepEd, LGU and other government agencies ;
and
ix. Acknowledge receipt of advisories and reminders from the SDS and/or
the SDO DRRM Coordinator (PDO II), and the local (municipal) DRRM
Council/Office.

b.) RESPONSE AND RECOVERY

i. Activate the SDRRM Committee and appropriate Teams (depending on
the situation) ;
ii. Direct and oversee the overall operation through the team leaders ;
iii. Report to the Division DRRM Coordinator (PDO II) and Local DRRM
Council/Office any hazard affecting the school operations such as flood,
conflict, fire and among others ;
iv. Submit situation reports and provide real-time updates to the Division
DRRM Coordinator ;
v. Accomplish and submit Rapid Assessment of Damages Report (RADaR)
within 72 hours after widespread hazard or emergency via SMS or RADaR
Mobile Application ;
vi. Immediately contact through the fastest means of communication
(e.g. SMS, Call, FB Messenger), the Schools Division Office thru the SDS or the
Division DRRM Coordinator once the school is identified/used as an
evacuation center or COVID-19 isolation center ;
vii. Track and report the progress of response, recovery and
rehabilitation initiatives to the SDO ;
viii. Report and update the SDO on the demobilization of
evacuation/isolation centers in schools.

2. EARLY WARNING TEAM

a) Consolidate local disaster risk information which includes natural hazards,
vulnerabilities and climate change risks, and maintain a local risk map ;
b) Organize and conduct training, orientation, and knowledge management
activities on disaster risk reduction and management per year level ;
c) Operate a school-based early warning system, linked to disaster risk
reduction and management office of your place particularly radio, landline
communications, and technologies for communication within school
community population ; and
d) Act on other matters that may be authorized by the School principal and
DRR/CCA focal person.

3. DISASTER RESPONSE, MEDICAL & FIRST-AID TEAM

a) Establish linkage/network with other schools for disaster risk reduction and
school emergency response purposes ;
b) Conduct continuous disaster monitoring and mobilize instrumentalities and
entities of the LGUs, other schools, PTA and school-based organized
volunteers, to utilize their facilities and resources for the protection and
preservation of life and properties during emergencies in accordance with
existing policies and procedures of DepEd ;
d) Screen and train BERT/SWT successors at the lower year level to ensure the
sustainability of the group.

4. SUPPLIES AND LOGISTICS TEAM

a) Taps member/s to DepED/NGO on DRR-CCA Logistics Training for the
school ;
b) Echoes or re-echoes salient notes on DRR-CCA Logistics Training by
presenting during the meeting or posting copies on the SDRRM Bulletin
Boards, and classroom DRR corners, and furnishing copies to the Chairperson,
Overall Focal Person, SPG, BERT, and BSP/GSP Advisers, concerned staff and
PTA President ;
c) Prepares and requires referenced request forms from as well as issues
receipts in two copies (one for the requesting committee and one for the
Logistics/Donor) to the concerned committee for proper utilization and
convenient recording of supplies or goods ;
d) Requests and procures needed supplies such as mega boxes, stapler, staple
wires, stamp pad, printing plates, puncher, papers, pens, tapes, sharpener/s,
glue and scissors (Proposed Team Purchase Request (PTPR) ;
e) Procures, provides, and records requested, purchased, or donated supplies
or goods
f) with proper substantiation ;
g) Conducts seminar-workshop on DRR-CCA Logistics (emphasizing what to do
during a disaster) with compliance with posting and furnishing procedures ;
h) Earmarks, repacks, and labels supplies/goods as needed ;
i) Makes an inventory of existing supplies and thorough analysis of the logistics
through consolidation of utilized referenced request documents and issued
receipts and furnishes a copy of the analyzed inventory to the Chairperson,
Overall Focal Person, and other concerned persons ;
j) Records and disposes of supplemental goods, equipment or supplies with
supporting document/s ;
k) Evaluates the committee’s efficacy as well as plans and provides
interventions & / corrective measures for better performance ;
l) Prepares and submits Committee Performance & Transparency Report with
Evaluation, Analysis and Recommendation (CPTR-EAR) to the Overall Focal
Person with a copy furnished to the School Head/Principal/Chairperson ;
m) Turns over returned supplies to the School Property Custodian with
appropriate document/s for safe keeping ; and
n) Acts on other matters that may be authorized by the School
Head/Principal/Chairperson and/or Overall Focal Person.

5. DAMAGE ASSESSMENT AND NEEDS ANALYSIS TEAM

a) Undertakes rapid assessment of damages caused by typhoons, storm surges,
earthquakes, fires and all other causes, in coordination with local DRRMCs
and the DepEd Division Office and reports results to concerned offices ;
b) Assess structural integrity and stability of structures before occupying the
same, and recommends appropriate interventions for damaged structures ;
c) Conduct rapid and comprehensive damage assessment and needs analysis
and forwarded it to the division through the school principal for appropriate
action ;
d) For rapid assessment at least 2 hours after the occurrence of the disaster,
the report should be forwarded to the Division Office ;
e) For the Comprehensive Damage Assessment and Needs Analysis, the report
should be submitted to the division office after one week ;
f) Screen and train BERT successors at the lower year level to ensure the
sustainability of BERT involvement in the Damage Assessment and Needs
Analysis Team ;

6. CHILDREN’S EMERGENCY RELIEF AND PROTECTION TEAM

a) Carry out Republic Act 10821, shall cover all children immediately after a
declaration of a state of calamity or occurrence of any emergency situation.
i. Comprehensive Emergency Program for Children (CEPC) formulated by
the Department of Social Welfare and Development (DSWD) with other agencies
and Civil Society Organization (CSO).
ii. Heightened measures and addressed reports and incidents of child
labor, child trafficking and other forms of abuse and exploitation.
iii. Increased child involvement and participation in DRR planning and
post-disaster needs assessment.
iv. Limited use of schools as evacuation centers and monitoring of
Temporary Learning Spaces (TLS)
v. Disaggregated data collection that identifies children
vi. Registration of civil registry documents
vii. Enhance services for orphaned, unaccompanied and separated
children
viii. Nationwide training of responders on child protection and
psychosocial intervention.

b) Taps member/s to DepEd/NGO on Children’s Emergency Relief and

Protection Training for the school ;
c) Echoes or re-echoes salient notes on Children’s Emergency Relief and
Protection Training by :
i. presenting during the meeting or
ii. posting copies on the SDRRM Bulletin Boards, and classroom DRR
corners, and
iii. furnishing copies to the Chairperson, SDRRMC, SPG, BERT, and
BSP/GSP Advisers, concerned staff, and PTA President ;

d) Requests and procures needed equipment or supplies to the TSLT or other

able provider/s such as clothes, blankets, handkerchiefs, stretcher, healthy
drinks, preserved snacks, inhaler, comfort toys, child beneficiary cards (CBC),
folders, papers, pens, tapes, sharpener/s, glue and scissors ;
e) Prepares referenced templates for child beneficiary cards (CBC) and child
beneficiary log (CBLog) ;
f) Prepares effective Children’s Emergency Relief and Protection
leaflets/manuals and related signage and updates the same ;
g) Conducts seminar-workshop on Children’s Emergency Relief and Protection
with compliance on posting and furnishing procedures ;
h) Holds regular Children’s Emergency Relief and Protection (CERP)
demonstration/drill simulation ;
i) Coordinates with other committees/teams ;
j) Conducts psycho-social care and stress debriefing to affected persons when
needed ;
k) Monitors the development of the pupil/s or student/s that may have
undergone therapy session/s to ensure the healing process ; and
l) Acts on other matters that may be authorized by the School
Head/Principal/Chairperson and/SDRRMC.
 CHAPTER IV – Activation, Deactivation and Non-
Activation
Below is the flow chart illustrating the course of action taken during the activation and
deactivation of school contingency plan.

Aa
ANALYSIS OF ACTIVATE IMT
THE SCHOOL SCHOOL MOBILIZATION
SITUATION CONPLAN

CREATION OF EXECUTIVE
SCHOOL RESPONSE
CONTINGENCY
OLAN

IF YES
FIRE OCCURS
SITUATION
NORMALIZED

IF YES
IF YES

IF YES

IF YES
DEPLOY
RESPONDERS IMT DEMOBILIZE
IF YES

SITUATION
CONDUCT
NORMALIZED
REGULAR
OPERATION
Prepared by: Noted by:

LORENA D. CABUBOS MARILYN G. OLIVO, PhD

School DRRM Coordinator Principal II

Reviewed and evaluated by:

OMAR NAVARRO DIMARUCOT

Project Development Officer II-DRRM

Recommending Approval:

NOEL L. LINSAO EdD

Chief Education Supervisor,
School Governance & Operations Division (SGOD)

APPROVED

By the Authority of the Schools Division Superintendent

ARMANDO C. CAPILI EdD

Assistant Schools Division Superintendent