ATEL-BATANG ELEMENTARY SCHOOL

101458
CONTINGENCY PLAN FOR

TROPICAL CYCLONE
as of 2022

1
 Table of Contents

Preface
Chapter 1: Background
A. Introduction………………………………………………….…. 4
B. Baseline Data…………………………………………………….6
C. Hazard Analysis………………………………………………....8
Chapter II. Capacities and Vulnerabilities
Capacities and Vulnerabilities…………………………………….14
Chapter III. Response Arrangements
A. Resource Inventory…………………………………………….22
B. Scenario Building and Response Measures…………………...26

Chapter IV. Activation and Deactivation

Activation and Deactivation………………………………………33

Effectivity………………………………………………………………….35
Annexes……………………………………………………………………36
References…………………………………………………………………37

2
 Preface

This Tropical Cyclone Hazard Contingency Plan establishes procedures to

help prepare, mitigate and recover from the hazard. Some objectives have been
established for this plan. First, It maximizes the effectiveness of contingency
operations through an established plan that consists of the following phases:
Notification/Activation to detect and assess the damage and to activate the plan;
Recovery to restore temporary operations and recover from damage; Reconstitution
of school and normal operations. Secondly, identification of critical activities,
resources, and procedures needed to carry out operations during prolonged
interruptions to normal operations
Third, designation of responsibilities to personnel. Fourth, provision of guidance for
recovering operations during prolonged periods of interruption to normal
operations, and lastly, ensuring coordination among stakeholders and staff.

The Tropical Cyclone Hazard applies to the functions, operations, and

resources necessary to restore and resume normal operations at Batang, Infanta,
Pangasinan. This applies to Atel-Batang Elementary School and all other persons
associated with as identified in this document.

CHAPTER I. BACKGROUND

3
A. Introduction

Infanta is classified as a third-class municipality in the province of Pangasinan.

The municipality is an agricultural community where most of the population works in
farming, fishing, and salt production. According to the 2022 census, it has a population of
26,242.

According to the Philippine Statistics Authority, in the year 2000, the below
poverty line index of Infanta hit 42.67%, while in 2003 the previous record deteriorates to
30.11% and increased again to 39% in 2006. From 2009, the below poverty line index
decreased by 15% which made a record of 23.99%. Then, from 2012 to 2018, the below
poverty line index continues to decrease from a range of 9% to 11% which means that the
local government is responsive in reducing poverty in the community.

In general, Infanta is politically divided into 13 barangays, and one of these is our
town's barangay, Batang. Barangay Batang was first known as Namaltugan (shooting
place) and was then changed to Batangtang during the Japanese era. According to the
elders it was used as a warning to the residents about the presence of Japanese soldiers in
the area. From then on, the barangay was named Batang. In this barangay, watermelons
are grown in abundance and are also noted for producing salt.

A seaside and hilly institution dappled with verdant trees and bushes is Atel-Batang
Elementary School. This institution has been around for 63 years and is in this barangay.
The distance to the coast is 610 meters. Due to the Philippines' geographic predisposition
to tropical cyclones, our school community is subjected to intense rain and severe gusts
when a storm or typhoon strikes. Although it is already rainy season, our school presently
generally suffers dry weather. On the other hand, around 200 to 300 students are typically
enrolled in our institution each school year. 257 students attended our institution last
school year, of which 142 were male and 115 were female. The students who are studying
here are mostly Ilocano and Bisayan ethnic groups. Due to its rich natural resources,
many families are migrating from other regions to live and work here.

4
 Political Map of the Municipality of Infanta

Geographical Map of Atel-Batang Elementary School

5
 B. Baseline Data

BASELINE DATA ON INFRASTRUCTURES

The school consists primarily of 6 buildings and has a total of 11 rooms including the office of the
principal. All of them are functional.

INFRASTRUCTURE
Type of Building Year Source of Current No. of Classrooms
Constructed Funding Status of
Building Instructional Non-Instructional
Rooms Rooms
0
DepEd-
Marcos Pre-Fab
1970 National Repaired 3
Building
Funded
0
Bagong Lipunan Type Good
1975 LGU Funded 1
B Condition

0
DepEd-
Agbayani Building 2000 National Repaired 2
Funded
0
Good
Espino Building 2011 LGU Funded 2
Condition

0
Good
Celeste Building 2013 LGU Funded 1
Condition

0
DepEd-
Public Private
2013 National for repair 2
Partnership
Funded

NON-INFRASTRUCTURE
No. of DepEd No. of No. of
Computerization Blackboards Learning
Package (DCP) Armchair Desk Chair Teacher’s Teacher’s Resources
Table Chair
0 3 74 0 0 2 3 8420
0 2 0 20 40 2   5367

6
0 2 86 0 0 3 3 12226
1 2 0 0 0 0 0 0
2 1 0 9 12 1 1 319
0 2 38 0 0 3 3 7320

BASELINE DATA OF LEARNERS AND PERSONNEL

The Atel-Batang Elementary School has an updated data on learners and personnel as shown in Table 2
and 3 below. The school has been categorized as medium school. The total number of learners enrolled as of
2021 was 257. There were also 11 teaching personnel and 3 non-teaching personnel in Atel-Batang Elementary
School as shown in Table 3.

BASELINE DATA ON LEARNERS

Grade Level Number of Learners
(As of October 31, 2022)
Male Female Total Number of Learners with Disability

Visually Hearing Learning Intellectual Others

Impaired Impaired Disability Disability (Please specify)
Kinder 14 16 30 0 0 0 0 0
Grade 1 15 12 27 0 0 0 0 0
Grade 2 28 11 39 0 0 0 0 0
Grade 3 10 21 31 0 0 0 0 0
Grade 4 17 20 37 0 0 0 0 0
Grade 5 16 18 34 0 0 0 0 0
Grade 6 28 18 46 0 0 0 0 0
GRAND
TOTAL 128 115 243 0 0 0 0 0

BASELINE DATA ON PERSONNEL

Number of Personnel
(As of October 31, 2022)

Teaching Personnel
Male Female Total No. of Person with Disability

Others Others
Visually Hearing
(Please (Please
Impaired Impaired
specify) specify)
2 9 11 0 0 0 0

Number of Personnel

7
 (As of October 31, 2022)

Non-Teaching Personnel
Male Female Total No. of Person with Disability

Others Others
Visually Hearing
(Please (Please
Impaired Impaired
specify) specify)
0 1 1 0 0 0 0

C. Hazard Analysis

HISTORICAL DATA ON DISASTERS/HAZARDS

Table 4 is the data on tropical cyclone hazards that affected the school. Most of the hazards did not
contribute any damage to the school. However, there were some hazards that affected the learners and personnel.

Incident Name Type of Incident Date of Occurrence Affected Population

No. of No. of
Learners Personnel
Typhoon Karding Very Strong Typhoon September 25-26, 2022 243 12
Tropical Depression Tropical Depression January 19-20, 2021 0 0
Tropical Storm Auring Tropical Storm February 16-23, 2021 0 0
Tropical Depression Tropical Depression 14-Mar-21 0 0
Typhoon Bising Violent Typhoon April 12-24, 2021 0 0
Tropical Depression
Crising Tropical Depression May 12-14, 2021 0 0
Tropical Storm Dante Tropical Storm May 29 -June 05, 2021 0 0
Tropical Depression
Emong Tropical Depression July 03-06, 2021 0 0
Tropical Depression Tropical Depression July 05-08, 2021 0 0
Typhoon Fabian Very strong typhoon July 25-29, 2021 0 0
Tropical Storm Jolina Severe Tropical Storm September 05-13, 2021 0 0
Typhoon Kiko Violent Typhoon September 05-18, 2021 0 0
Tropical Storm Lannie Tropical Storm October 05-10, 2021 0 0
Tropical Storm Maring Severe Tropical Storm October 07-14, 2021 257 12
Tropical Depression Tropical Depression October 24-27, 2021 0 0
Typhoon Odette Violent Typhoon December 11-21, 2021 0 0
Covid 19 Biological Hazard January - December 2021 257 12

8
 Effects on:
Estimated Other
INFRASTRUCTURE NON-INFRASTRUCTURE Total Effects/
No. of No. of Non- No. of No. of No. of Cost of Damages
No. WASH Damage
Instructional Instructional Damaged Damage Damaged
Facilities
Classrooms Classrooms Computeriza d School School
Min Maj Tot Mi Maj Tot Mi Maj Tota
tion Project Furniture Learning
or or ally nor or ally nor or lly (DCP) Resources
0 0 0 0 0 0 0 0 0 0 0 0 0 None

0 0 0 0 0 0 0 0 0 0 0 0 0 None
0 0 0 0 0 0 0 0 0 0 0 0 0 None
0 0 0 0 0 0 0 0 0 0 0 0 0 None
0 0 0 0 0 0 0 0 0 0 0 0 0 None
0 0 0 0 0 0 0 0 0 0 0 0 0 None
0 0 0 0 0 0 0 0 0 0 0 0 0 None
0 0 0 0 0 0 0 0 0 0 0 0 0 None
0 0 0 0 0 0 0 0 0 0 0 0 0 None
0 0 0 0 0 0 0 0 0 0 0 0 0 None
0 0 0 0 0 0 0 0 0 0 0 0 0 None
0 0 0 0 0 0 0 0 0 0 0 0 0 None
Broken
Tree
0 0 0 0 0 0 0 0 0 0 0 0 0 Twigs
0 0 0 0 0 0 0 0 0 0 0 0 0 None
0 0 0 0 0 0 0 0 0 0 0 0 0 None
0 0 0 0 0 0 0 0 0 0 0 0 0 None

HAZARD PRIORITIZATION

9
 Table 5 is the list of natural hazards. Atel-Batang Elementary School is exposed to four (4)
natural hazards. Biological Hazard, Typhoon, Tsunami, Earthquake; and one (1) human-induced
hazard: fire. Although our school is located near a coast, generally, a tsunami might occur at some
time and probably will as shown in the table below, however, only if struck by a strong earthquake.
Biological hazard has ranked first as we were directly affected by this hazard that made the closure of
every school and postponement of face-to-face classes nationwide. Followed by the tropical cyclone
hazard which can also directly affect us in many cases.

Probability Impact Average

Hazard Rank
Rate Remarks Rate Remarks (P+I)/2
The event is For more than
expected to occur in two years, all
many or most cases schools
nationwide have
halted due to the
Biological Hazard threat of COVID-
(COVID-19) 5 5 19. 5 1
The event will A decade ago,
probably occur in two strong
most or many cases typhoons struck
our town. Many
fishing vessels,
ponds, and crops
Tropical Cyclone 4 4 were devastated. 4 2
The event might
occur at some time
and probably will

Occasional
Tsunami/Tidal Wave 3 3 Occurrences 3 3
The event may
occur only in
exceptional cases
Occasional
Earthquake 2 3 Occurrences 2.5 4
The event could
occur at some time,
but probably will
not
Fire 1 2 No Occurrence 1.5 5

The root cause of the occurrence of the typhoon in the area can be attributed to its geographic
setting and considerably because of climate change. At the very least, the institution has established
existing mitigating measures in response to typhoons. These include effective early-warning disaster
management planning and capacity-building training for all stakeholders and education personnel.

ANATOMY OF THE HAZARD

Figure 1: Severe Tropical Storm Kompasu (left) approaching Luzon on 11 October, 2021 and Typhoon
Noru or “Karding” (right) at peak intensity east of the Philippines on September 24, 2022

10
Figure 2: Areas prone to Landslides

Root Causes Early Warning Triggering Existing

Signs Factors Mitigating

11

Atel-Batang ES is a coastal
school in the municipality of
Infanta. The Philippines is
prone to tropical cyclones
due to its geographical
location which generally
produce heavy rains and
flooding of large areas and
also strong winds which
result in heavy casualties to
human life and destruction
to crops and properties.
Measures
Temperature and
*Common months of
pressure changes at
Typhoon Occurrences
the ocean surface
*Weather Forecast from The geographical
PAGASA setting of the school. Conducted Hazard
Buildings are assessment and
*Unstable Weather
substandard. planning. Coordinated
condition
with other agencies if
necessary. Capacity
Building for learners,
parents, staff, and
*Rain with strong winds other stakeholders.
Formation of SDRRM
  Team and school first
aid team.
*Some buildings have
dilapidated roofs, broken
windows, and cracked
walls.

The root cause of the occurrence of the typhoon in the area can be attributed to its
geographic setting and considerably because of climate change. Typhoons can very likely occur
anytime since the municipality of Infanta is situated in an area that is prone to typhoons.
The early warning signs that the MDRRMC needs to observe are the PAGASA Weather
Bulletins; media (TV, radio, and internet); indigenous knowledge such as unexplained migration
of birds; blood red coloration of the sky during sunset and sunrise, and the convergence of cirrus
clouds at one point in the horizon.
At the very least, the institution has established existing mitigating measures in response
to typhoons. These include effective early warning, disaster management planning, and capacity-
building training for all stakeholders and education personnel.

CHAPTER II. CAPACITIES AND VULNERABILITIES

12
 A. Goals

The goal of this contingency plan is to outline the actions to be taken to reduce
vulnerability, prepare for, respond effectively, and recover from typhoon impacts
affecting Atel-Batang Elementary School. These mechanisms must be designed to
preserve students' rights to further education as well as their safety and survival.

B. General Objectives

1. To identify the different responsibilities and to pre-determine the immediate

course of action of the School’s DRRM Team in the conduct of response
operations for the given emergencies.
2. To identify the person(s) of authority in giving commands and other relevant
directives during disaster response operations
3. To create awareness for school administration to initiate the integration of
Disaster Risk Reduction and Management (DRRM) programs specifically disaster
preparedness and mitigation in the school’s curricula, learning materials, and
teaching manuals.
4. To provide an additional basis for Atel-Batang Elementary School to implement
and invest more in programs, projects, and activities relative to disaster mitigation.
5. To uphold learners’ rights to life and humanitarian assistance.
6. To ensure maximum care, assistance, and services to affected learners.
7. To strengthen capacity building of the school on DRR, vulnerable, and
marginalized learners.
8. To engage the participation of private sectors and volunteers in DRR.

This chapter provides a summary of the school’s capacities and vulnerability in

terms of key areas of preparedness for the response.

13
 CAPACITIES AND VULNERABILITIES

Key Areas for

Details Capacities Vulnerabilities
Preparedness
Risk 1. Understanding of Training of teachers and ABES
Understanding Hazards and their SDRRM Team Personnel; A limited number of trained
characteristics Participation/Attendance on teachers and personnel to
Webinars on COVID-19; conduct seminars; no
Orientation on Different Types quality application of
of Hazards learning
2. Conduct Risk Student-Led Watching and The online assessment may
Assessment Hazard Mapping; Conduct of just be taken for granted by
Fire Safety Inspection by BFP; some unhealthy personnel
Conduct Risk Assessment of and may cause harm to
School Buildings by an Engr. or those healthy ones who are
Physical Facilities Coordinator in the Skeleton Work Force
3. Planning and Posting the ABES Earthquake Poor implementation of the
undertaking actions based Evacuation Map Plan/School Plan
on risk assessment results Site Map Plan/ Safety & Health
Protocols; Discussion and
dissemination of the plan by the
SDRRM Team during PTA
assemblies, SPG Meetings,
General Faculty Meetings;
Identifying Ways on How to
Improve the Health and Safety
Protocols
Contingency 1. Contingency Plan School has School DRRM Plan; Parents may panic during
Plan and Discussion and Dissemination disasters/pandemics; There
Dissemination the plan to the following: a. will be a higher extent of
Parents (during PTA Health Risk
assemblies/ members of the
community observing Physical/
Social Distancing adherent to
IATF Guidelines b.
Students/learners (virtual
dissemination) c. Teachers and
staff (Virtual/online
dissemination)
2. IEC Distribution of leaflets, flyers, 100% Disaster
and brochures to learners, preparedness would be far
parents, and the members of the behind accomplishment if
community (Online/New IECs are ignored or taken
Normal Approach/ No face-to- for granted
face); Video presentation of the
Project DINA (Disaster
Information Nationwide

14
 Awareness) to the learners and
their families/ Informative
Videos on Covid-19
Awareness; Updating the
DRRM Corners in all
classrooms/ Posting online thru
social media Facebook page,
DepEd Tayo page group chats
text messages)
Communication 1. Understanding of Established Early Warning Some students/parents will
advisory including warning System, social media, IEC, be at risk if they won’t able
signals Tarpaulins on Typhoon to receive updates
Warning Signals, Seismograph
reports thru PHIVOLCS
advisory, Radio and Television
advisories; NDRRMC text
messages; Status updates on
Covid-19 from
LGU/DOH/IATF/DILG/DRRM
re Community Quarantine
2. Understanding and DRRM videos, Posting of Late and inefficient
implementation of DO 21 Emergency Hotlines in every information flow during
s.2015 classroom & social office, disasters and emergencies;
Signages, Social Distancing Increased number of
Markers; Joining group chats, violations
use of social media, Facebook
page, leaflets, etc. for
submission of reports/needed
date observing protocols
(Disaster Risk Reduction and
Management Coordination and
Information
3. Equipment Procurement/Purchase of Fire An increasing number of
extinguishers, Covid-19 Health casualties, victims/Covid-
Essentials (alcohol, 19 cases
disinfectants, face masks, face
shields, thermal scanner, Foot
Bath/Pad, etc.)
Coordination 1. Division Office Active coordination with the School locations with poor
DRRMS; Send messages thru Wi-Signals may result in
SMS, calls, and emails if poor reporting
communication lines are not
disabled, Re: number of injured
learners, teachers, personnel,
and any infrastructures

15
 2. P/M/CDRRMC
3. LGUs
4. Partners
5. DepEd CO
Monitoring 1. Monitoring of
preparedness/contingency
plan of school
2. Monitoring of hazard
situation, including
communicating with
school officials,
district/division office and
LGU
3. Monitoring Radar
completion, validation and
submission to Central
Office
4. Monitoring of
implementation of support
for learning continuity
Active coordination with the The school cannot receive
Pangasinan DRRM Coordinator immediate rescue and
for DRRM updates and response during disasters
activities, and immediate rescue
and responses during
disasters/DOH for
hospitalization and health care
for Covid-19 patients
Coordinate with the Municipal Conflicts may arise as
Mayor, MDRRMC, and complaints from parents
NDRRMC Coordinator for may be addressed/thrown at
DRRM updates and activities, school personnel
suspension of classes, BHERT
for Contact Tracing COVID-19
cases, and areas under
community quarantine
MOA with partners. Coordinate Greater Number of
with the School PTA, BFP, casualties during disasters
PNP, PCG, Philippine Red
Cross, ABES Alumni, and other
agencies for related activities
and need assistance
Coordinators thru
channel/protocols  
Evaluation of the implemented A great number of
plans to update whenever casualties during
possible especially on COVID- disasters/number of
19 by observing health and COVID-19 patients
safety protocols
Able to check updates on Delayed action response
weather bulletin/COVID-19 during disasters may result
updates and keep in a greater number of
communication line active via casualties
calls/text messages alert, GC,
and Facebook pages
Ocular inspection during and Exclusion from the
after the disaster/calamity for budget/financial assistance
validation of damages in school for repair/replacement of
for prompt transmissions of damages
RADAR 1 and RADAR 2 via
SMS within after 72 hours;
Submission of COVID-19
School Health Situation Report
Teachers are trained and Students at risk of dropping
required to prepare modules on out and at high risk of
their subjects to be used during COVID-19 cases
and in cases of Disasters;
Conduct ADM/Alternative
Delivery Mode for student
victims; download to use SLMs
16
 for learning
5. Tracking of Learners Accessibility of Learners/LIS Difficulty in tracking and
and personnel Enrolment and Personnel Data bringing back to school
on EBEIS and the availability some of the learners,
of a hard copy possible increase of
COVID-19 cases
6. Transportation PUVs, private vehicles for The slow pace in
safety purposes monitoring may lead to a
late response
Convergence 1. Interface among offices MOA Coordination and chaos/confusion
within the school collaboration with the office of
the Principal, Supply Officer,
Physical Facilities Coordinator,
Curriculum Grade Level
Chairmen, PTA, and SPG
Officers in coordination with
other agencies for Quick
response of P/MDRRMC, Red
Cross in any case of disaster
2. Existence of DRRM Conduct Virtual Meetings of
Team the SDRRM Team/COVID-19 Only a few can respond
Task Force involving SPG immediately during
Officers disasters
3. Command System Communication line through Poor flow of
group chats is active from the communication may result
principal down to the grade in a higher number of
level, chairman, teachers, and COVID-19 cases
SPG Officers with the use of
personal mobile phones;
Awareness of the use of alarm
system/warning signal. The
Command Center is the central
command and control facility
that is responsible for carrying
out the principles of emergency
preparedness, emergency, and
disaster management functions
at a strategic level during an
emergency or disaster and
ensuring the continuity of
operation of the school located
at the Principal's Office.
COVID-19 Hotlines from
SDRRMs
4. Twinning with other Coordinate with the Municipal
schools Mayor, MDRRMC, and
NDRRMC Coordinator for
DRRM updates and activities,
suspension of classes, BHERT
for Contact Tracing COVID-19  

17
 cases, and areas under
community quarantine
Support for 1. Implement and monitor Safe Holding Area can be used Low learning output; High
Learning Temporary Learning as an Evacuation or Isolation risks of COVID-19 cases
Continuity Spaces (TLS) Facility
2. Buffer stocks for Copies of Learning materials no quality of learning
learning materials are readily available in the
Supply Room or School's
Office;
3. Alternative Delivery The school has an ADM Some students are officially
Modes Coordinator per subject area; dropping-out
Modules/SLMs are made
available for homebound
learners
4. Psychosocial Support Attendance on Webinars on Limited resources for
Psychosocial Support; Home training
Visitation by the teachers
observing Health and Safety
Protocols
The School Canteen Funds can The school is ready to
be used for Emergency School conduct the emergency
Feeding feeding programs for a
certain period of time due
5. Emergency School to limited resources (until
Feeding supply lasts)
6. Learner's Kits SK Project- donation of school
supplies; Provision of Reading Student recipients are
Materials and Health supplies limited to 50 only
depending on the supplies
given by the stakeholders
Provision of instructional
materials to teachers by the
school administration at the
7. Teacher's Kits beginning of the school year Limited resources
8. Hygiene kits Provision of Sanitary Napkins
and Tissue and COVID-19
Health Essentials Limited resources
9. Provision of Water Supply of Potable water in
Sanitation and Hygiene school canteens, water supply in
services comfort rooms/toilets, and
handwashing areas/ facilities Limited water supply
10. Updated disaggregated
data on learners and the Availability of the data in the
master list of students in School's Office, Grade Level,
school and alternative ICT Coordinator/LIS Enrolment Poor Contact Tracing on
learning schools (ALS) Data COVID-19 Monitoring
11. Clean up drives
Provisions of cleaning
materials/Regular conduct of
Clean-up Drive/Disinfection  

18

12. Signed memorandum
of agreement (MOA) with
private enterprises for
emergency purchase
Support for 1. Signed memorandum of
Schools used as agreement (MOA) between
Evacuation LGU and school on the use
Centers of schools as evacuation
centers including the roles
and responsibilities of both
institutions;
2. Repair, maintenance,
and replacement of schools
identified as evacuation
centers by the LGU
3. Resumption Strategies
including assessment of the
readiness of the schools
4. Establish functional
referral pathways to
respond to child protection
concerns using the existing
PNP and DSWD
operational guidelines
5. Feedback mechanism to
report gaps in the delivery
of services, grievances, and
other needs to improve
education interventions
6. Twinning of schools for
teacher-volunteers for
deployment in the affected
schools that need
additional volunteers
7. LGUs preposition
additional Temporary
Learning Spaces (TLS)
Drills 1. Regular conduct of drills
within the campus
Available copy of Deed of Lack of needed support to
Donation respond to emergencies
The school is ready to be used
as Evacuation
Center/Quarantine Facility for The school safe holding
PUI/PUM COVID-19 if the area cannot accommodate
need arises if guidelines will be evacuees during stormy
strictly implemented seasons
The school is identified as an High risk of COVID-19
evacuation center cases
Sending communication letters High risk of COVID-19
to parents on the resumption of cases
class. Modules are made
available for homebound
learners
Identify the Entrance and Exit
in the school premises for social
distancing and the provision of
PWD lanes; Coordinate with High risk of COVID-19
PNP, IATF, DSWD, and DOH cases
for existing operational
guidelines, especially on Health
and Safety Protocols
Send/ communicate feedback
through reports observing
protocols
 
Collaborate with schools within
the municipality for teacher
volunteer deployment as the
need arises  
Sending Resolutions or Request
Letters  
Quarterly conduct of multi-  
hazard drills-NSED and Fire
Drill (online drill), Tsunami
Drill; Evacuation area is the
safe holding area of the school
or School Quadrangle
19
 2. Existence of protocols –
command system,
evacuation route, safe
place, family reunification
3. Coordination with and
participation of parents,
relevant agencies, and
partners during drills
Fund Sources  
Existing DRRM Plan and
SDRRM Team/COVID-19
Task Force; Observance of
protocol based on the nature of
communication and needs to be
addressed  
Proper Coordination thru group
chat/social media
announcements before the
conduct
The Coordination Protocol
is not followed as to which
office should respond
during the occurrence of
disaster/emergency.
A school is an Implementing
Unit (Direct Released MOOE)  
20
 CHAPTER III. RESPONSE ARRANGEMENTS

A. Resource Inventory

RESOURCE INVENTORY AND NEEDS PROJECTION

Below is the table that shows the inventory of all existing of human resources, equipment supplies and
learning resources.
Possible
sources
of
funding
Projected Needs
(MOOE,
(e.g. training needs)
SEF, Timeline
Write N/A if not
No. of Local
Capacity needed
Human staff/perso DRRM
(certification Fund,
Resources ns
s, skills, etc.) Partner
available
s, etc)

No. of
staff Cost for
needing Training
training
Internal
(e.g. GCs, Semestral
Teachers, Break,
Staff, etc.) Teachers 11 0 0 MOOE Summer
             
             
             
External
Resources
(e.g.
Partners,
PNP, BFA Currently active
etc.) in service          
  Currently active          

21
 in service
Currently active
  in service          
Currently active
  in service          
             
 

           
B.
Equipment            
Possible
sources
of
funding
(MOOE,
Equipment Projected Needs SEF, Timeline
/Supplies Local
(e.g. fire Condition DRRM
extinguish (e.g. Fully Fund,
Units
ers, body functional, Partner
available
board, nearing s, etc)
siren, expiry, etc.)
comms
radio)
Units
Unit Cost
Needed

January-
Fire
December
extinguisher
Fully Functional 2 5 4400 MOOE 2022
January-
December
Amplifier Fully Functional 1 1 6000 MOOE 2020
January-
December
Mega Phone Fully Functional 1 1 1700 Partners 2020
January-
December
First Aid Kits Fully Functional 2 4 5000 MOOE 2022
Disinfectants
(Alcohol, April-
Sanitizer, December
Bleach) Fully Functional 12 0 2755 MOOE 2022
Thermal Fully Functional 4 9 5000 MOOE January-
Scanner December

22
 2022
April-
December
Foot Bath/Pad Fully Functional 1 10 900 MOOE 2021
June-
MOOE, December
Face Mask Fully Functional 24 12 2820 Partners 2022
June-
Face Shields December
Fully Functional 12 0 1800 MOOE 2021

Availabl
e Needed
Grade Level Title Language Quantity Quantity
Kindergarten        
Grade 1 Mathematics 1 Iloko 66 26
  Filipino 1   66 26
  Araling Panlipunan 1 Iloko 66 26
  ESP 1 Iloko 66 26
  MTB-MLE Iloko 66 26
English 2 Let's Begin Reading in
Grade 2 English   23 41
  Mathematics 2 LM Iloko 26 41
Filipino 2 LM Ang Bagong Batang
  Pinoy   16 41

  ESP 2 LM Iloko 21 41

  MTB-MLE 2 LM Iloko 29 41
  Araling Panlipunan 2 LM Iloko 27 41
  MAPEH 2 LM Pangasinan 31 41

Let's Get Better in English 3 English 92 30

Science 3 Iloko 70 30
Mathematics 3 Iloko 63 30
Grade 3 Batang Pinoy Ako 3   43 30
Araling Panlipunan 3 Iloko 71 30
Edukasyon sa Pagpapakatao 3 Iloko 23 30
MTB-MLE Iloko 53 30
MAPEH 3 Iloko 22 30
English 4 English 87 31
Grade 4 Mathematics 4 English 33 31
Yaman ng Lahi 4 Filipino 56 31

23
 Araling Panlipunan 4 Filipino 53 31
Musika at Sining 4 Filipino 35 31
Edukasyong Pangkatawan at
Pangkalusugan 4 Filipino 66 31
Science 4 Filipino 32 31
Edukasyong Pantahanan at
Pangkabuhayan 4 Filipino 65 31
Edukasyon sa Pagpapakatao 4 Filipino 59 31
Joy in Learning English 5 English 41 40
Science Beyond Borders 5 English 49 40
21st Century MATHlets English 110 40
Alab Filipino 5   98 40
Araling Panlipunan 5 Filipino 44 40
Ugaling Pilipino sa makabagong
Grade 5
Panahon   78 40
Halinang Umawit at Gumuhit Filipino 41 40
Masigla at Malusog na Katawan at
Isipan 5 Filipino 71 40
Kaalaman at Kasanayan Tungo sa
Kaunlaran 5 Filipino 81 40
21st Century MATHlets 6 English 45 44
Araling Panlipunan LM Filipino 0 44
Ugaling Pilipino sa makabagong
Grade 6 Panahon   47 44
Music and Arts for Fun 6 Filipino 0 44
Science 6 English 42 44
Life Skills through TLE 6 Filipino 0 44

24
 B. Scenario Building and Response Measures

SCENARIO BUILDING
The following table describes the three different scenarios that may occur in the
event that a typhoon hits Atel-Batang Elementary School and the community.

SITUATION BAD WORSE WORST

Super Typhoon (maximum
sustained winds of 251 kph
or above); occurrence of
DESCRIPTION OF
Tropical Storm storm surge. Trigger the
EVENT
(maximum sustained Typhoon (maximum occurrence of flooding and
wind of 60 – 120 sustained winds of 121 landslides in identified
kph) – 250 kph) areas.
IMPACT ON HUMAN
LIVES  
No. of Death/s 1 to 2 1 to 20 21 and above
No. of Injury/ies 1 to 20 1 to 50 50 above
Percentage of
Displacement/s 10 to 30 percent 40 to 70 percent 80 to 100 %
AFFECTED
POPULATION  
No. of Learners 257 257 257
No. of Teaching
Personnel 11 11 11
No. of Non-teaching
Personnel 1 1 1
EFFECTS ON  

Injury, Trauma, Injury, Trauma, Death, Injury, Trauma, Death,

Learners Death, Displacement Displacement Displacement

Evacuated, Trauma, Evacuated, Trauma,

Teachers Death Death Evacuated, Trauma, Death
More than 1-month delay in
operations
Up to 1-week delay Between 1 month
Educational Continuity in operations delay in operations
Instructional Classrooms Minor Damages Heavy to severe Devastated

25
 damage
Non-instructional Heavy to severe
Classrooms Minor Damages damage Devastated
Heavy to severe
Wash Facilities Minor Damages damage Devastated
Perimeter Fence and Heavy to severe
Gate Minor Damages damage Devastated
Heavy to severe
School Furniture Minor Damages damage Devastated
Books and Instructional Heavy to severe
Resources Minor Damages damage Devastated
DepEd Computerization Heavy to severe
Packages Minor Damages damage Devastated
Heavy to severe
Power Lines Minor Damages damage Devastated
Heavy to severe
Water Utilities Minor Damages damage Devastated
Heavy to severe
Roads and Bridges Minor Damages damage Devastated

26
 RESPONSE ACTIONS FOR TYPHOON

Scenario 1 Level: Bad

Tropical Cyclone Wind Signals (TCWS)
TCWS NO. 1
Wind Speed: 30-60
KPH Lead Time: 36 hours
Wind Impact: No
Damage to Very Light Damage
Wave Height: 1.25 – 4.0 meters
TIMELINE RESPONSE ACTIONS
Before  Check the latest weather update/rainfall warning alerts
from credible agencies or sources.
 Prepare the School Contingency Plan for Typhoon and
conduct orientation to the school community.
 Capacitate faculty, staff, and learners
through drills and training
 Designate evacuation and unification site and installation of
warning signs on the campus
 Have the Emergency kit/bug-out bag ready
as well as the temporary Learning kits
 Physical inspection of school facilities and infrastructures is
conducted as well as pruning of trees.
 Secure important school documents and records
During  Activate CP for Typhoon
 School Head creates School Memo of class suspension for
half day in reference to Local Chief Executive or upon
recommendation of SDRRM Officer
 Listen to your radio and TV for more information about
weather disturbances.
 Monitor the current condition in and outside the campus
perimeter.
 Learners must be kept in safe spaces in the school.
 Communicate with parent leaders and barangay council.
 Temporary closure of school campus until the weather ceases.
After  Do the headcount for the teachers, staff, and students.
 Students are advised to go home, especially those living in
nearby barangays.
 Temporary closure of school campus until the weather ceases.
 The Incident commanders should call the different teams and
proceed with their assigned tasks.
 Apply first aid to those who are wounded; debrief all the
students, faculty, and staff.
 The school shall schedule make-up classes to cover the class

27
 offset considering the school number of days, through text
brigade, school Facebook page, and communication letters.
 Temporary closure of the school for the repair of damaged
facilities in the community such as school, water pipes, etc.
 Send RADAR Report and Coordination with the Division
DRRM Focal person.
 Keep abreast of the latest development of the typhoon.
0-24 hours  The SDRRM Team monitors or inspects school premises
 SDRRMC sends RADAR Report with the Division DRRM
Focal Person for any damages.
 The SDRRMC informs the parents, and students through text,
school FB page, or group chats for resumption of classes.
 The SDRRM Team coordinates with GPTA and Barangay
Officials for a clearing operations.
24-48 hours  The SDRRM Team monitors or inspects school premises
 SDRRMC sends RADAR Report with the Division DRRM
Focal Person
 The SDRRMC informs the parents, and students through text,
school FB page, or group chats for resumption of classes.
 The SDRRM Team coordinates with GPTA and Barangay
Officials for clearing operations.
72 hours  The SDRRM Team monitors or inspects school premises
 SDRRMC sends RADAR Report with the Division DRRM
Focal Person
 The SDRRM Team coordinate with GPTA and Barangay
Officials, and LGUs
96 hours  The SDRRM Team monitors or inspects school premises
 Constant coordination with the barangay or LGU.
Scenario 2 Level: Worse
TCWS NO. 2
Wind Speed: 61-120 KPH
Lead Time: 24 hours
Wind Impact: Light
Damage to Moderate Damage
Wave Height: 4.1 – 14.0 m (storm surge possible in coastal areas)
Before  Check the latest weather update/rainfall warning alerts
from credible agencies or sources.
 Prepare the School Contingency Plan for Typhoon and
conduct orientation to the school community.
 Capacitate faculty, staff, and learners through drills and
training
 Designate evacuation and unification site and installation of
warning signs on the campus
 Have the Emergency kit/bug-out bag ready
as well as the temporary Learning kits
 Physical inspection of school facilities and infrastructures is
conducted as well as pruning of trees.
Secure important school documents and records

28
During  Activate CP for Typhoon
 Automatic suspension after the advisory of PAGASA of
classes applies for 1 day or until the weather ceases and
issuance by the Local Chief Executive or School head through
SDRRM Office
 Students are advised to stay at home, teachers will report and
secure the school
 Communicate with parent leaders and barangay council.
 Temporary closure of school campus until the weather ceases.
After  The school shall schedule make-up classes to cover the class
offset considering the school number of days; through text
brigade, school Facebook page, communication letters
 Send RADAR Report and Coordination with the Division
DRRM Focal person.
 Keep abreast of the latest development of the typhoon.
damaged facilities in the community such as schools, water
pipes, etc.
 Announcement of resumption of the class by School Head
 Keep abreast of the latest development of the typhoon.

0-24 hours  The SDRRM Team monitors or inspects school premises

24-48 hours
72 hours
96 hours
Scenario 3 Level: Worst
TCWS NO. 3
Wind Speed: 121- 170 KPH
Lead Time: 18 hours
Wind Impact: Moderate to Heavy Damage
Wave Height: 14.0 m (storm surge
possible in coastal areas)
 SDRRMC sends RADAR Report with the Division DRRM
Focal Person for any damages.
 The SDRRMC informs the parents, and students through text,
school FB page, or group chats for resumption of classes.
The SDRRM Team coordinates with GPTA and Barangay
Officials for clearing operations.
 The SDRRM Team monitors or inspects school premises
 SDRRMC sends RADAR Report with the Division DRRM
Focal Person
 The SDRRMC informs the parents, and students through text,
school FB page, or group chats for resumption of classes.
The SDRRM Team coordinates with GPTA and Barangay
Officials for clearing operations.
 The SDRRM Team monitors or inspects school premises
 SDRRMC sends RADAR Report with the Division DRRM
Focal Person
The SDRRM Team coordinate with GPTA and Barangay
Officials, and LGUs
 The SDRRM Team monitors or inspects school premises
Constant coordination with the barangay or LGU.

29
Before  Check the latest weather update/rainfall warning alerts
from credible agencies or sources.
 Prepare the School Contingency Plan for Typhoon and
conduct orientation to the school community.
 Capacitate faculty, staff, and learners through drills and
training
 Designate evacuation and unification site and installation of
warning signs on the campus
 Have the Emergency kit/bug-out bag ready
as well as the temporary Learning kits
 Physical inspection of school facilities and infrastructures is
conducted as well as pruning of trees.
Secure important school documents and records
During  Activate CP for Typhoon
 Automatic suspension after the advisory of PAGASA of
classes applies for 1 day or until the weather ceases and
issuance by the Local Chief Executive or School head through
SDRRM Office.
 Students, faculty, and staff are advised to stay at home
 Communicate with parent leaders and barangay council.
 Temporary closure of school campus until the
weather ceases.
After  The school shall schedule make-up classes to
 cover the class offset considering school number
 of days; through text brigade, school Facebook
 page, communication letter, etc
 Send RADAR Report and Coordination with the Division
DRRM Focal person.
 Keep abreast of the latest development of the typhoon.
 Temporary closure of the school for the repair of damaged
facilities in the community such as school, water pipes, etc.
 Announcement of resumption of the class by School
Authorities.
 Keep abreast of the latest development of the typhoon.
0-24 hours  The SDRRM Team monitors or inspects school premises
 SDRRMC sends RADAR Report with the Division DRRM
Focal Person for any damages.
 The SDRRMC informs the parents, and students through text,
school FB page, or group chats for resumption of classes.
 The SDRRM Team coordinates with GPTA and Barangay
Officials for clearing operations.
24-48 hours  The SDRRM Team monitors or inspects school premises
 SDRRMC sends RADAR Report with the Division DRRM
Focal Person
 The SDRRMC informs the parents, and students through text,
school FB page, or group chats for resumption of classes.
 The SDRRM Team coordinates with GPTA and Barangay
Officials for clearing operations.

30
72 hours  The SDRRM Team monitors or inspects school premises
 SDRRMC sends RADAR Report with the Division DRRM
Focal Person
 The SDRRM Team coordinate with GPTA and Barangay
Officials, and LGUs
96 hours  The SDRRM Team monitors or inspects school premises
 Constant coordination with the barangay or LGU.

31
 CHAPTER IV. ACTIVATION and DEACTIVATION
Below is the flowchart illustrating the course of action taken during the
activation/deactivation of the school contingency plan.

PAGASA
FORECAST
TYPHOON

SDRRMC
CONDUCTS PDRA

TYPHOON

MAKES LANDFALL

SDRRM TEAM LDRMMO IS ON

CONDUCTS ACTIVATION CP RED ALERT
ASSESSMENT

LGU coordinates
with barangay
officials and school
head for evacuation

WITH
DAMAGES

WITH OUT
DAMAGES
REPAIR AND CLEAN
UP DRIVE

RADAR

SDRRM Team sends

incident report to the
Division Focal Person

32
 The decision on whether or not to activate the Contingency Plan (CP) will be based on
the findings of the Pre-Disaster Risk Assessment by the SDRRMC. If the CP is activated,
SDRRMC conducts an assessment. The LDRRMO will be on red alert and will be mobilized. The
LGU then coordinates with barangay officials and the school head for evacuation. The SDRRM
Team inspects and will make incident reports to the Division thru RADAR for the damages
incurred and without damages. For the damages incurred by the hazard, the SDRRM Team will
coordinate with the Barangay, GPTA, and teaching staff for the repair and clean-up drive.

33
 EFFECTIVITY

This contingency plan for Typhoon Hazard shall be effective upon publication. The plan
shall be considered a “working document” and be subjected to continuous review and
enhancement by ATEL-BATANG ELEMENTARY SCHOOL based on the latest
scientific studies about biological hazards, risk assessment findings, and innovations in
DRRM policies and standards.

ROSARIO B. MILANIO, EdD

Principal I

34
 Annex A

CP Form 10: SDRRM Team Directory

SCHOOL LOCATION BATANG, INFANTA, PANGASINAN

CONTACT INFORMATION
Primary Alternate
Landline: Satellite Phone:

Mobile: 09289691207 Radio Frequency:

Email Address: atebatanges@gmail.com Others:

Social Media: Facebook

Others:
SDRRM TEAM
POSITION NAMES AND ADDRESS CONTACT
(CUSTOMIZE AS APPROPRIATE) (PRIMARY AND INFORMATION
ALTERNATE) (PRIMARY AND
ALTERNATE)
School Head ROSARIO B. MILANIO, 09159375500
EdD

School DRRM Coordinator SWEETSELLE KAREN A. 09289691207

MONTEHERMOZO
School Property Custodian MELODY G. MEJOS 09455830345

GPTA President MARIA ANTONNETTE B. 09277800383

VERZOSA

GPTA Vice-President ERNANIE V. BONIEL 09913110725

Punong Barangay DIOSDASO P. BELTRAN

Others___________

35
References

https://en.wikipedia.org/wiki/Tropical_Storm_Kompasu_(2021)#:~:text=Severe
%20Tropical%20Storm%20Kompasu%2C%20known%20in%20the%20Philippines,east
%20of%20the%20Philippines%20on%206%20October%202021.
https://en.wikipedia.org/wiki/2021_Pacific_typhoon_season
https://en.wikipedia.org/wiki/Infanta,_Pangasinan
https://mapcarta.com/W829729458

36
 Prepared by:

SWEETSELLE KAREN A. MONTEHERMOZO

SDRRM Coordinator

Reviewed by:

ROSARIO B. MILANIO, EdD

Principal I

Approved by:

SHERRY LYN L. ORJALO

Project Development Officer II

37