Republic of the Philippines

Department of Education
Region IV-CALABARZON
Division of Batangas

TIPAS NATIONAL HIGH SCHOOL GRADE 7-12

Tipas, San Juan, Batangas

CONTINGENCY PLAN FOR TYPHOON/TROPICAL CYCLONE

I. BACKGROUND

Tipas National High School Grade 7-12 is located in Barangay, Tipas,San Juan,
Batangas. It is about 4.5 kilometers away from the town proper of San Juan, Batangas.
The school is situated along the Provincial Road right after the Barangay Hall of Tipas,
San Juan, Batangas.

Barangay Tipas where the school is located has a male population of 985 and 1,047
female with a total of 2,032. The primary means of transportation to reach the town
proper and other destination are hired jeepney, tricycle, motorcycle and other
individually own vehicles.

The school has an enrolment of 717 pupils, 385 of them are male and 332 are
female. It has 25 nationally funded teaching personnel and has two utility personnel-job
order. The school has 11 buildings with 17 instructional classrooms and 5 non
instructional rooms including the school canteen which was constructed through
donations from private sector.

Like most of the schools in the town of Cuenca, its climate is tropical. It has a land
area of 4,950 sq.m. with flat land surface. There is concrete quadrangle where we used
to accommodate all of our pupils during our school activities. It is also served as our
holding area in times of our disaster preparedness drills.

II. OBJECTIVES

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 This 2016 Contingency Plan covers 717 of school learners and 25 personnel and 11
Homeroom PTA Presidents and our School Disaster Risk Reduction Management
Council.

This contingency plan aims to lessen the extreme effect of typhoon in our school in a
worst case scenario to enhance the protection and security of our learners for the
effective, efficient and continuous delivery of academic curriculum.

III. HAZARD

IV. DISASTERS, IMPACTS AND VULNERABLE AREAS

Typhoon as one of the atmospheric hazards that hinders the continuous delivery
of learning in schools and to alleviate its effect, contingency plans should be carefully
formulated.

Destructive typhoons that hit Batangas particularly our school were Typhoon
Glenda in 2014 and Typhoon Nina in 2016. The effect of these natural calamities
created minor damages in our school. Based on the records on tracking of typhoon,
most of these meteorological hazards that entered Philippine Area of Responsibility
from Region V and VI likely affect Region IV-A, particularly Batangas City, and most of

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the towns of Batangas Province. Cuenca, although surrounded by some mountains to
name one, Mt. Maculot in its north side is not free from these natural catastrophe.
Barangay Bungahan is one of the barangays in the town of Cuenca wherein Cuenca
National High School is located experienced minor damage brought about by typhoon
Dilapidated of ceiling in the corridor in the Building 1 as well as in Building 4 was one of
the harm experienced in our school.

V. CAPACITIES AND VULNERABILITIES

The school as an institution needs manpower to understand the different hazards

that may affect the delivery of its services to its clientele. Understanding of hazardous
place in school is very important. Typhoon as natural hazard always creates impact in
all institutions where it occurs. It is vital for us to analyze the various hazards in which
we anchor our preparedness measures. These underlying facts, served as point of
reference in assessing our capacities and gaps in different areas of preparedness.

Our SDRRMC has the support of the parents-teachers association and our
barangay officials and barangay health workers. To address our gaps on transportation
and equipment we seek the help of the LGU’s and NGO in our locality.

Preparedness measures on early warning signal given by PAGASA are properly

disseminated to all concerned persons.

Rapid assessment of damages of every tropical cyclone in our locality is

facilitated. Rehabilitation and recovery team is ready to coordinate with proper
authorities for necessary measures to be done in every situation at times of disaster.

TABLE 2: CAPACITIES AND GAPS/VULNERABILITIES

KEY AREAS FOR DETAILS CAPACITIES GAPS/VULNERA
PREPAREDNESS (DIVISIONS/SC BILITIES
HOOLS) (DIVISIONS/SCH
OOLS)
RISK 1. Understanding of 25 personnel are The hazards
UNDERSTANDING hazards and their aware of present in school
characteristics potential impact are trees near the
2. Conduct of risk of typhoon in school building
assessment school and the low lying
specifically to feature of the
717 pupils in a school.
worst case
scenario.
CONTINGENCY PLAN1. Preparedness/Contin Conduct of Official Business
AND INFORMATION gency Plan Writeshop on schedule of 25
2. IEC Contingency personnel is not fix
Planning to be Availability of 13
participated by Homeroom PTA
25 personnel Presidents is not
and 13 scheduled or
Homeroom PTA prioritized
Presidents
DISSEMINATION 3. Understanding Three 14 classrooms
advisories including classrooms have have no source of
warning signals a source of weather news
weather news through television.
through Acquisition of

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 KEY AREAS FOR DETAILS CAPACITIES GAPS/VULNERA
PREPAREDNESS (DIVISIONS/SC BILITIES
HOOLS) (DIVISIONS/SCH
OOLS)
television if transistor radio for
electric current is every classroom
available. Two with batteries and
building have a manual bell.
electric bell.
4. Understanding and School DRRM Sustainability of
implementation of Council is the coordination
DO 21, s 2015 establish and the from different
roles of each levels
committee and
team are
properly
disseminated
and coordinated
with proper
protocol
5. Equipment The school has 1 The school Public
set of Public Address System
address System equipment is being
that includes two use and its
wireless usability is not
microphones ensured when the
amplifier, time it is needed
amplified
speaker and
speaker.
COORDINATION/PAR1. RDRRMC The school has
TNERSHIP the ability to
coordinate
RDRRMC
through
mobilization of
SDRRMC
through
communication
via SMS, calls
and meetings
2. P/M/CDRRMC The school has 1 Assistant
DRRM Coordinator is
coordinator needed
3. LGUs School head Proper
together with coordination is
SDRRMC needed
coordinate with
LGU’s
4. Partners Kapisanang Renewal of
Pag-asa ng partnership
Barangay through meetings
Bungahan and with new
Bungahan Rural management staff
Water Works of these two local
and Sanitation partners
are the school

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 KEY AREAS FOR DETAILS CAPACITIES GAPS/VULNERA
PREPAREDNESS (DIVISIONS/SC BILITIES
HOOLS) (DIVISIONS/SCH
OOLS)
partner of
SDRRMC
MONITORING 1. Monitoring of Un der the 24 out of the 27
preparedness/contin school members were not
gency plans of preparedness resident of Brgy.
schools committee there Bungahan where
is school pre- the school is
post disaster located and their
monitoring team presence in times
composed of two of emergency is
school utilities lessen.
and 25 school
personnel.
2. Monitoring of hazard School Hazard Number of
situation, including Mapping, Minutes/Hours
communicating with Student Led Spent in Student
schools Hazard Mapping Led Hazard
by 6 Students Mapping
with the
assistance of 1
teacher, Posting
of updated
hazard map
3. Monitoring RADAR School Head RADaR format
completion, and 2 teachers that are send
validation and in charge of through SMS
submission to disaster
Central Office preparedness
send and
facilitate the
completion,
validation and
submission of
RADar within 72
hours
4. Monitoring of Monitoring of 5- Time management
implementation of member Team on monitoring
support for learning the
continuity accomplishment
of Radar 2
Report analysis
of the report
5. Transportation The school The school need
utilize the private at least one
vehicle of one vehicle from the
teacher from our District Office to
school in be utilized by all
monitoring the schools in Cuenca
submitted radar2 including Cuenca
to the division NHS in monitoring
office if it is the progress of
accounted. submitted report if
is accounted.

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 KEY AREAS FOR DETAILS CAPACITIES GAPS/VULNERA
PREPAREDNESS (DIVISIONS/SC BILITIES
HOOLS) (DIVISIONS/SCH
OOLS)

CONVERGENCE 1. Interface with other The school is Geographical

offices in the schools capable to work differences of
with other school school site
and come up
with unified
contingency plan
in tropical
cyclone
2. Existence of DRRM DRRM Teams Coordination of
Team (which were organized teams
includes Frontline
Responder Team)
3. Command system Capacity to Clarity of
initiate command responsibilities of
through SMS the people in the
through cell system
phone and
verbal
communication
with the DRRMC
Teams
4. Twinning with other DRRMC Teams Sustainability of
schools have the partnership
capacity to
create
partnership with
other schools
through
benchmarking of
disaster
preparedness
measures
SUPPORT FOR 1. Implement and No TLS
LEARNING monitor Temporary
CONTINUITY Learning Spaces
(TLS)
2. Buffer stocks for All subject areas No LM’s in Grade
Learning Materials have LM’s with 7 and 8 English as
1:1 ratio except well as in TLE.
in English 8.
3. Alternative Delivery The school has
Modes (ADMs) the capacity to
conduct
remediation
classes
4. Psychosocial DRRMC has a
Support team that is in
charge to
psycho-social
support
DRILLS 1. Regular conduct Quarterly

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 KEY AREAS FOR DETAILS CAPACITIES GAPS/VULNERA
PREPAREDNESS (DIVISIONS/SC BILITIES
HOOLS) (DIVISIONS/SCH
OOLS)
conduct of drills
2. Existence of The school has
Protocols – evacuation plan
command system;
evacuation route,
safe place,
reunification
3. Coordination with Barangay Initiate
relevant agencies officials are coordination with
and partners during coordinated with Municipal
drills the conduct of LDRRMO
drills
FUND SOURCES Schools MOOE LGU Fund for
DRRM

VI. PREPAREDNESS MEASURES

SDRRMC with its different committees and teams draft some activities that
served as preparedness measures based PAGASA’S Forecast of Tropical Cyclone for
2016. These activities are localized based on current situation and setting of our school
within a rural area.

We find partners in one of the NGO’s in our place and tap our local government
unit to address our gap of vehicles, equipment for trimming or cutting down branches of
trees, budgeting for landscaping of our flooded area in our school and assistance in
minor repairs of our classroom and other facilities, devices for early warning signals
such as transistor radios and two-way radios.

TABLE 3: PREPAREDNESS MEASURES

Tropical Rainfal Vulnerabl Preparedness Timeframe

Cyclone l e Place in Measures (use (color code the month for
Forecast for Foreca school Key Areas for implementation)
2016 st for based on Preparedness
2016 overall as categories;
Ranking you can add to
(Table 1) the Key Areas; J F M A M J J A S O N D
under each key
area, identify
concrete
preparedness
measures)
June 0- Low Lying School Hazard
1 Area Mapping,
Updating of
SDRRMC, and
CP
July 1- Building 1 Conduct of
3 and 4 near Orientation on
the Narra Early Warning
Trees Signals to all
personnel

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 learners,
parents, and
other partners
August 2- Repair of
4 Roofings and
Ceiling of
Classrooms
Through
School MOOE
Fund
September 2- Repair of
4 Electrical
Installations
Through
School MOOE
Fund
October 2- Removal/Cuttin
4 g of Branches
of Trees near
the buildings
that are
considered
risks
November Repair of
drainage
through School
MOOE
Fund/PTA
Fund
December Conduct joint
meetings of
SDRRMC and
BDRRMC and
work with
alignment of
School CP with
Barangay CP
with regards to
Tropical
Cyclone
January Conduct of
School Based
School Building
Inventory
February Submission of
Letter Request
for Ocular
Inspection of
Old Buildings
to Municipal
Engineer to
assure the
suitability of the
building for
occupancy.
March Make minor
repairs of

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 perimeter fence
and entrance
gate of the
school with the
help of partners
April Repainting of
school covered
hall and fixing
of its roofing
May Conduct repair
and fixing of all
school
facilities like
tables, chairs,
cabinets and
boards with
coordination to
stakeholders

VII. PREPOSITIONED MATERIALS AND EQUIPMENT

Provide first a summary statement of materials, e.g. buffer stocks of LMs, and
equipment, e.g. radio, vehicle, that you have and are prepositioned/available when a
disaster strikes.

TABLE 4: PREPOSITIONED LEARNER MATERIALS

GRADE/YEAR LEVEL TITLES QUANTITY
Grade VII LM – Panitikang Filipino 182
LM -AP 182
LM - MAPEH 21
LM- Edukasyon sa 20
Pagpapakatao
Grade VIII LM- Edukasyon sa 197
Pagpapakatao
LM- Mathematics 197
LM- Filipino 197
LM- MAPEH 222
LM- Science 197
Grade IX LM- Edukasyon sa 149
Pagpapakatao
LM- Mathematics 188
LM- Filipino 150
LM- MAPEH 376
LM- English 188
LM – Science 149
LM- Araling Panlipunan 143
Grade X LM- Edukasyon sa 143
Pagpapakatao
LM- Araling Panlipunan 143
LM- Mathematics 143
LM- Filipino 143
LM- MAPEH 144
LM- English 143

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 TABLE 5: PREPOSITIONED EQUIPMENT (include transportation; TLS, if you
have)
EQUIPMENT DESCRIPTION QUANTITY
Fire Extinguishers Dry Chemical Stored 0
Pressure Type
Electric Bell Electric Bell mounted in 4
the Wall
Manual bell 0

VIII. IMPLEMENTING PARTNERS

The school is supported by the Barangay Officials and PTA officers as immediate
LGU partner in case of catastrophe.

TABLE 6: COLLABORATION WITH PARTNERS

For column 1, use the preparedness measures you have identified in table 3.
PREPAREDNESS PARTNERS INVOLVED SPECIFIC ROLES OF/
MEASURES SUPPORT FROM
PARTNERS
1. Readiness of Materials PTA Officers Support for Localized
for Instruction in case of Instructional Materials
disaster
2. Vehicle for Sangguniang Barangay Support for transportation
transportation of affected and communication to
or stranded pupils in parents of stranded
school in case of pupils in the institution.
emergent effects of
disaster.
3. Command of LGU- LDRRMO and Provide security for
LDRRMO to BDRRMC in DILG and PNP evacuees and
support for mobilization of evacuation center
SDRRMC in case the
school is used as
evacuation center

Submitted by:

MONENA R. ARGUELLES
SDRRM Coordinator

Noted by:

EVANGELINE P. LIMBO
Officer-in-Charge

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