Republic of the Philippines

Department of Education
REGION VI – WESTERN VISAYAS
DIVISION OF AKLAN
DISTRICT OF LEZO

CATALINO M. PRADO NATIONAL

HIGH SCHOOL

CONTINGENCY PLAN
FOR EARTHQUAKE
2022-2023

Prepared by:

ASTROPHEL C. ZASPA
School DRRMS Coordinator
CMPNHS/JHS Teacher III

RONITO I. INOLINO
School Principal I
Contingency Planning for Earthquake Page |2

I. BACKGROUND

A natural disaster is a major adverse event resulting to from natural processes of the earth; examples include
floods, typhoons, volcanic eruption, soil erosion, tsunamis, storms, and other geologic processes that we can face
in the near future or at present.

The school has been very much aware of these conditions because our country belonged to the so-called Ring of
Fire. Since the 1991 earthquake that hit the entire country, Catalino M. Prado National High School has been
preparing and developing strategies that would protect its people and mitigate the effect of a disaster.

DISTRICT PROFILE

The Municipality of Lezo is the smallest town of the seventeen (17) municipalities in the Province of Aklan.
Before its creation into municipality, Lezo was a part of the Municipality of Kalibo. A barrio, it was called
“Guicod” derive from the word “Guicab” which means a cavern in a creek. This place was also called “Tierra
Alta” meaning a high land because the center of the town was not covered by water during the great flood in early
19th century. However, in this difficult period, it is important to strengthen the readiness to guide what to be done
in terms of preparedness and response as well as resiliency of all learners and its personnel in the event of
earthquake.

In the face of this continuing health threat and possibility of earthquake it the Department of Education
formulated its Basic Education Learning Continuity Plan (LCP) to ensure that learning continues while ensuring
the health, safety and well-being of all learners, teachers and other DepEd employees. The LCP recognizes that
DepEd must adopt alternative modes of delivering learning if it is to reach all learners regardless of who they are
or where they are.

To ensure a safe educational continuity amidst the challenges of COVID-19 and the possible occurrence of
earthquake, the School headed by the School Principal, RONITO I. INOLINO, and Head Teacher, HELENA
A. BACYAN together with School DRRMS Coordinator, implemented guidelines on safety and preparedness
protocols of 16 teachers, 1 non-teaching personnel and 382 learners from Grade 7 to Grade 12 both public and
private schools who were presently enrolled this School Year 2022 – 2023 so that they must be protected at all
times.

In order to strengthen the readiness to respond to present health emergency and the possible occurrence of
earthquake and other disasters, the school developed this Contingency Plan for Earthquake to help, support, and
capacitate our learners and personnel and its community. Furthermore, our LGU Lezo has been supporting our
cause for the protection and safety of our learners, personnel as well as the whole community.

II. OBJECTIVES

The objectives of this Contingency Plan for Earthquake are:

• take precautionary measures in anticipating, preventing or mitigating the hostile effects of earthquake to
children’s immediate access to education during an emergency/disaster and lead learners’ in attaining the
complete and full cycle of education;
• secure learners’ access to resources that are critical in supporting the process of education, support
children’s attendance in school and facilitate return to normalcy especially during emergencies which
include physical infrastructure and facilities, teaching and learning materials and other similar resources;
• proper coordination mechanism with LGU and other stakeholders.
• And develop and create risk awareness and preparedness in school and community as a whole.
• to enhance capacities of both teachers and learners to contribute actively on the Disaster Risk Reduction
Management (DRRM) initiatives in their local community.

III. HAZARDS
Contingency Planning for Earthquake Page |3

The District of Lezo, is a fifth-class Municipality in the Province of Aklan, Philippines. It is the smallest
municipality in the province both by population and by land area, and even by revenue. According to the 2020
census, it has a population of 15, 639 people (Wikipedia). It has 12 barangays and Lezo belongs to the Western
Side (2nd District of Aklan). However, because of its geographical location and topography it is not yet exempted
to the effects of natural hazards and disasters if hit widely.

The map above shows the West Panay Fault which stretches more than 90 kilometers from the Iloilo towns of San
Joaquin, Miag-ao, Igbaras, Tubungan, Leon, and Alimodian; Sibalom and San Remigio in Antique; Janiuay and
Lambunao in Iloilo; Valderrama, Antique; Tapaz and Jamindan in Capiz; and all the way to Libacao, Madalag
and Malinao in Aklan, and Pandan in Antique. Though the district of Lezo was not included it is expected that
still it could be affected by the earthquake. It can cause several and major damages to schools’ property and even
Contingency Planning for Earthquake Page |4

take lives of learners and teachers. The challenge then is on the recovery process, learning setting, learning
continuity, learning modalities and other needs.

IV. DISASTERS, IMPACTS AND VULNERABLE DIVISIONS

In a disaster, one may face the danger of death or physical injury. One may also lose his/her home, possessions,
family, and community. Such stressors place in one’s life at stake or at risk for emotional, mental and physical
health problems. Stress reaction is inevitable in times or during, before, and after of crisis or disaster and
calamities. Someone may lose his patience and being resilient in times of disaster that would result to trauma or
depression.

TABLE 1: DISASTERS, IMPACTS and RANKING OF MOST VULNERABLE DIVISIONS

This is the matrix table that describes the effects of the hazards in the District of Lezo based on the Consolidated
RaDAR Report.

Earthquake Record

No. of Totally No. of Major No. of Minor

Total
Year Hazard Impact Damaged Damaged Damaged Remarks
Cost
Classroom Classroom Classroom

1621 Earthquake 15 days

Intensity 7.2 aftershock

1948 Earthquake Damaged

1990 Earthquake Minor

2020 Earthquake Minor

Intensity 1 Damaged

V. CONTINGENCY MEASURES AND STRENGTHS

TABLE 2: Contingency Measures and Strengths
Hazard: Earthquake

RA 10121 Contingency Measures Timeline Strengths

Thematic Areas
Prevention and Availability of Multi-
Mitigation Identify schools highly Hazard Maps in all 16
vulnerable to hazard based on Annually schools in public and 19
historical data private schools.

Conduct of Quarterly
NSED
Request the BFP and MOU with MDRRMC
MDRRMO for regular safety
Inspections of School and Quarterly Brigada Eskwela
classrooms in the Catalino M. Student Led Watching and
Prado National High School Hazard Mapping Activity
Inventory and assessment of Annually NSBI/Annual inventory
critical infrastructures
Preparedness Regular conduct of drills Quarterly Existing policies on multi-
hazard drills
Available IEC Materials in
Production and Posting of IEC Annual the DepEd Learning
Contingency Planning for Earthquake Page |5

materials Portals and other agencies

websites
-Updates of Information
and -Activities
Coordination meeting with Quarterly -Accomplishment
School Coordinator -Trainings

Stockpiling of First Quarter of 2021 Provisions of Emergency

Teaching/Learning Materials Equipment medical Kit
Established community-based Sustain and Maintain for
early warning and October 2022 operation
communication system (EWS)
Access to EBEIS Anytime EBEIS

Inventory of existing resources Monitored and Updated

(logistics, personnel, response
organizations, goods and
equipment)
Developed network of private
sector partners (NGO, PO,
academe, business, church) on
disaster preparedness and
response
Response Organize meetings with partner
agencies for possible
interventions for learning
continuity
Set up Temporary Learning
Spaces
Provide Psychological First
Aid
Mobilize resources for
interventions
Track learners and school
personnel.
Continuously monitor updates
Activate Twinning System
Mobilization and deployment
of personnel and volunteers
Inspection of damaged school
buildings
Recovery and Identification of school
Rehabilitation building for repair and rehab
Quarterly
Active collaboration
Quarterly
Active collaboration
Quarterly
Connect with LGU’s and
After disaster other concern stakeholders
Annually Trained PFA providers
Aftermath of disaster Communicate with the
Emergency Response
Team
Anytime EBEIS, School records
available
Anytime Communicate with the
Emergency Response
Team
During Disaster Communicate with the
Emergency Response
Team
Immediately After Communicate with the
Disaster occurred Emergency Response
Team
Quarterly Inform DepEd Division
Engineering Department
Annually Conduct regular
Monitoring/Assessment

Construct and repair damaged Annually Conduct regular

school buildings according to
safety and resiliency standards
Provide financial assistance to
DepEd personnel affected
Monitoring/Assessment
As soon as possible Provident Loans
GSIS Calamity Loans
PAG-IBIG Calamity Loans

The prevention and mitigation as contingency measures highlights the identification of schools vulnerable to
hazards specifically earthquake based on historical data, the request for BFP and MDRRMO for regular safety
Inspections of our Buildings and Classrooms in the School and inventory and assessment of critical
infrastructures. On the other hand, contingency measures on preparedness give emphasis on the regular conduct of
drills, production and posting of IEC materials, coordination meeting with School Coordinator, stockpiling of
teaching/learning materials, access to EBEIS, inventory of existing resources (logistics, personnel, response
organizations, goods and equipment) and developed network of private sector partners (NGO, PO, academe,
business, church) on disaster preparedness and response. In the area of response, parts of our measures are to
organize meetings with partner agencies for possible interventions for learning continuity, set up temporary
learning spaces, provide Psychological First Aid, mobilize resources for interventions, track learners and school
personnel, continuously monitors updates, activate Twinning System, Mobilize and deploy personnel and
volunteers and to inspect damaged school buildings. Lastly on recovery and rehabilitation, it focuses on the
Contingency Planning for Earthquake Page |6

identification of school building for repair and rehab, construction and repair damaged school buildings according
to safety and resiliency standards and provide financial assistance to personnel affected.

VI. GAPS AND MEASURES

Table 3. Gaps and Measures

RA 10121 Measures to address

Gaps Timeline
Thematic Areas Gaps

Prevention and DRRM Coordinator has limited January 2022

Mitigation knowledge in interpreting
Hazard Maps/HydroMet Conduct Orientation and
Terminologies Workshop

Reiterate the conduct of the March 2022

Not all students and parents has Student-Led Hazard
conducted the Student-Led Mapping through Regional
Hazard Mapping Memorandum

Not all learners has reported
100% submission of Family
Earthquake Homework
Preparedness Earthquake drills are limited to
duct, cover and hold.
Cost of reproduction of IEC
materials
Distribution of IEC Materials
to far flung areas
No access to EBEIS
Response Delayed sending RADAR to
DRRMS
No signal/load
No MOA with the Twinning
partners
Not enough buffer stocks of
Learning/Teaching materials
Recovery and Procurement process delays the
Rehabilitation start of the constructions and
repairs
Reiterate the conduct of the June 2022
Student-Led Hazard
Mapping through Regional
Memorandum
To include on drills the Quarterly
different scenarios
happening during actual
earthquake(damaged
building, injuries, fire
caused by earthquake)
To include in the Annual Annual
Improvement Plan (AIP)
To include in the module Quarterly
distribution
Request from Planning February 2022
Office access to EBEIS
SDOs: conduct workshop
January 2022
on RADAR reporting
To include in the AIP the
monthly load allowance
Monthly
intended for school DRRM
Coordinator
Draft MOA June 2022
Production of
Learning/Teaching First quarter of 2021
Materials
Lesser requirements in Aftermath of disaster
procurement process

In summary, gaps in prevention and mitigation are identified as follows: School DRRM Coordinators have
limited knowledge in interpreting Hazard Maps/Hydro Met Terminologies, not all school has conducted the
student-led hazard mapping, and not all school has reported 100% submission of Family Earthquake Homework.
As measures to these gaps, the conduct of orientation and workshop and reiteration on the conduct of the
student-led hazard mapping through regional memorandum must be observed. In preparedness, these must
be considered earthquake drills are only limited to duct, cover and hold, cost of reproduction of IEC materials,
distribution of IEC Materials to far flung areas and no access to EBEIS. As to its key strategic actions, the
different scenarios happening during actual earthquake (damaged building, injuries, fire caused by earthquake
must be included on drills, to include in the Annual Improvement Plan (AIP) the reproduction of IEC materials, to
include in the module distribution the IEC materials and the request for access to EBEIS from Planning Office. In
the area of response, these gaps were identified: not all school heads are sending RADAR to DRRMS, no
signal/load, no MOA with the twinning partners and not enough buffer stocks of Learning/Teaching materials. To
address these gaps, SDOs must conduct workshop on RADAR reporting, monthly load allowance of school
DRRM Coordinator must be included in the AIP, Draft MOA and produce Learning/Teaching Materials. Lastly,
the start of the constructions and repairs being delayed by the procurement process and cancellation of learning
after disaster are gaps in Recovery and Rehabilitation. To take these into consideration lesser requirements in
Contingency Planning for Earthquake Page |7

procurement process must be required and school heads must be equipped with knowledge on education after
emergency.

VII. AVAILABLE RESOURCES

TABLE 4. Available Resources in the District of Lezo

Available Resources Quantity Unit Remark

Megaphone 3 unit Not Serviceable

Fire Extinguisher 3 unit Serviceable

Medicine/First Aid Kit 12 unit Serviceable

Flashlight 0 pcs. Not available

Battery Operated Radio 0 unit Not available

BP Apparatus 0 unit Not available

Emergency light 0 pcs. Not available

Fire Alarm 3 unit Serviceable

Medical Jump Bag 0 pcs Not available

Whistle 2 pcs Serviceable

Ladder 1 unit Serviceable

Raincoat 0 pcs. Not available

Cabinets 10 unit Serviceable

Bell 1 unit Serviceable

Bucket 20 pcs. Serviceable

Rope 1 pcs. Serviceable

Hard Hat 0 pcs. Not available

Reflective Vest 0 Pcs. Not available

Water Hose 1 pcs. Serviceable

Googles 10 pcs. Serviceable

Solar Lamp 0 unit Not availane

Go Bag 0 unit Not available

Spine Board 0 unit Not available

Paging Alarm 0 unit Not available

TABLE 4. Available Resources in the Community

Available Quantity Unit Resource Location Remarks

Resources

Medical Officer 1 PERSONEL MHO LEZO

Nurses 8 PERSONEL MHO LEZO
Dentist 1 PERSONEL MHO LEZO
Guidance 2 PERSONEL LEZO IS
Counsellors CMPNHS
Ambulance 2 UNITS LGU LEZO
PFA TRAINED 27 PERSONEL DEPED LEZO
DEPED Personnel
School DRRM 12 PERSONEL DEPED LEZO
Coordinators
Contingency Planning for Earthquake Page |8

VIII. IMPLEMENTING PARTNERS

The school DRRM Coordinator in partnership with the different concerned agencies in Lezo for the
implementation of this contingency plan in emergency interventions and immediate response and assessment.
LGU Lezo has its own initiatives and understanding when it comes to the utilization of School Educational Fund
(SEF). LGU Lezo also supports to our request and participation in terms of DRRM-related trainings, Basic Life
Support, and rescue, barangays for necessary assistance, Lezo MPS for peace and order, Lezo Bureau of Fire
Protection for fire response and the Lezo Municipal Health Office in providing medical assistance.

Table 5. Implementing Partners

Specific Contact Person and Number

Partners Role/Support of Location Remarks
Partner
SPECIAL ERNAN BALDOMERO
LGU LEZO EDUCATION FUND LEZO, OFFICE OF THE MAYOR
(SEF) AKLAN 0921-8723-016
MDRRMO DRRM related LEZO, FREDEL R. BERNALDO,
LEZO Trainings, support AKLAN MBO/OIC
rescuer/responder 0917-1034-002
Health and Medical JOHN WIBELLE B. INGLES,
MHO LEZO Assistance/Training LEZO, MD, DTTB, DOH
AKLAN 0930-5989-052
LEAGUE OF School Supplies, LEZO ,AKLA ALL BARANGAY
BARANGAY Classroom repairs N CHAIRMEN

LEZO For security, peace, P/LT JOSE I ITURRALDE

MUNICIPAL and order LEZO, COP
POLICE AKLAN 0929-8165-946
STATION 0998-5986-118

Fire rescue and LEZO, FO3 ALJIE PATRICIO, RN

LEZO BFP inspection AKLAN OFFICER-IN-CHARGE
0912-7057149

Provide livelihood and

LEZO MSWD financial assistance LEZO, WENNA MAE B. MANARES
AKLAN

IX. PREPAREDNESS MEASURES

Earthquake is an inevitable occurrence that no one can predict its existence. For this reason, it is mandated and
regulated to have always a contingency plan in order to mitigate the situation and condition of the community not
only for the safety of everyone but also for its survival.

January – March
 Conduct Assessment on Hazard and Risk Problem of the District and Schools
 Conduct of Student Led-watching and hazard mapping
 Quarterly coordination meeting with MDRRMO
 Review Policy/Standards on DRRM Preparedness
 Quarterly review School DRRM registered in RADAR app
 Inventory of DRRM Supplies and equipment
 Posting of Evacuation map for each classroom
 Conduct Quarterly NSED
Contingency Planning for Earthquake Page |9

 Attend Quarterly MDRRMO meeting

April-June
 Conduct Information Drive to our school.
 Conduct School Contingency Planning Workshop
 Submission of Updated Identified schools used as evacuation center and TLS
 Update Directories of all partners and stakeholders
 Evaluate/ Enhance the Travel of information and Communications
 Information Dissemination of DRRM of policies and guidelines
 Review Policy/Standards on DRRM Preparedness
 Conduct Quarterly NSED
 Attend Quarterly MDRRMO meeting

July-September
 Attend coordination meeting with partners and stakeholders
 Monitor field for their preparedness activities
 Conduct of Flood drill in coordination with the LGU
 Monitor submission of reports
 Conduct of National Disaster Resilience Month
 Provision of IEC materials on Earthquake
 Conduct Quarterly NSED
 Attend Quarterly MDRRMO meeting

October- December
 Attend coordination meeting with partners
 Conduct meeting with school DRRM coordinators
 Monitor field for their preparedness activities
 Conduct Assessment on Hazard and Risk Problem of the District and Schools
 Conduct of Flood drill in coordination with the MDRRMO
 Monitor submission of reports
 Conduct of CCA activities
 Conduct Quarterly NSED
 Attend Quarterly MDRRMO meeting

Disaster Prevention and Mitigation and Preparedness Program

School Building Safety

The activity will focus on pupils, school teaching and non-teaching personnel and school building activities such
as student-led hazard mapping and school safety inspection will be conducted by the school.

Knowledge Management Project

Under this project are the conduct of training needs assessment to capacitate school heads, teachers and students
on Disaster Risk Reduction and Climate Change Adaptation, Continuous research and study on vulnerability
reduction, Information and Education Campaign, dissemination of emergency hotlines, production of flyers for
emergency management and the establishment of radio program on DRR and climate change adaptations.

Monitoring and Implementation

Track the development and progress of the district and school in the implementation of DRR and CCA Program.

Enabled Mapping Project

Production of GIS map in coordination with MDRRMO that will provide visual information to the district and
school coordinators on the hazards that exist in their area.
Contingency Planning for Earthquake P a g e | 10

PREPARED BY:

ASTROPHEL C. ZASPA
JHS T-III/School DRRMS Coordinator

MEMBERS:

IRISH CARLA C. COLENDRES

JHS T-I/School Adopt-A-School Coordinator

GINALYN A. ZASPA
T-III/School ICT Coordinator
Catalino M. Prado NHS

SUBMITTED BY:

HELENA A. BACYAN
Head Teacher I

APPROVED BY:

RONITO I. INOLINO
School Principal I