Republic of the Philippines

Department of Education
REGION VII
SCHOOLS DIVISION OF SIQUIJOR

CONTINGENCY PLAN
LARENA INTEGRATED SCHOOL
Secondary

Contingency Plan for COVID-19

As of September 29, 2022

1
 CHAPTER I. BACKGROUND

A. Introduction

Siquijor is the oldest sub-province in the Philippines with Canoan as the cabezza or capital town
during the Spanish regime before it became a province.
Canoan, a name which Larena used to be known of, had long been a flourishing town. As to
how it got its name, old folks say that Canoan bay offers a good shelter for traders during stormy weather
and has steady water supply coming
from Cawasan creek. Traders from neighboring islands used to drop anchor at the
peaceful bay either to seek shelter, relax or eat their meals. Hence, Canoan was
interpreted in Visayan word as Kan-anan meaning eating place.
Canoan was changed to Larena in 1906 and was duly approved by the Philippine
legislature in honor of the late Governor Demetrio Larena, the first Fillipino governor
for Negros Oriental and Siquijor.
Larena Integrated School (former Larena Central Elementary School) is located
in Barangay Helen. It was approved by the Regional Office last May 21, 2019. It offers
K to 12 curriculum which includes junior high school. At present, the school offers
Grade 7 to Grade 10 and it will progress to another school year until it reaches senior
high school to complete the curriculum.
Topography
Larena lies along 9 degrees, 14 minutes, and 15.16 seconds latitude and 123 degrees, 35
minutes, and 23.8 seconds longitude in global coordinates. The distance from Larena to neighboring
islands in statue miles is 11.3 to Negros Oriental, 15.6 to Cebu, 28.2 to Bohol and 28.00 to Plaridel,
Misamis Occidental in Mindanao. In terms of nautical miles, Larena is approximately 20 nautical miles to
Dumaguete City, 72 nautical miles to Cebu City, 36 nautical miles to Tagbilaran City and Plaridel,
Misamis Occidental.
Climate
Larena has two different climates. All climate is within Coronas climate type IV,
 characterised by not very pronounced maximum rainfall with a short dry season
[15]

from one to three months and a wet season of nine to ten months. The dry season
starts in February and lasts through April sometimes extending to midMay.-

3
 Administrative Division
Larena is a fifth-class municipality and is one of the six municipalities in the province. It is
politically sub divided into 23 barangays namely, Cang-apa, Basac, Candigum, Calunasan, Nonoc,
Bontod, Cangbagsa, North Poblacion, South Poblacion, Helen, Bagacay, Canlambo, Sandugan, Ponong,
Cangmalalag, Canlasog, Cang-allas, Bintangan, Catamboan, Sabang, Taculing, Balolang, and Cabulihan.

Overview

This strategic preparedness and response plan outline the public health
measures that the international community stands ready to provide to support all
countries to prepare for and respond to COVID-19. The document takes what we have
learned so far about the virus and translates that knowledge into strategic action that
can guide the efforts of all national and international partners when developing
context-specific national and regional operational plans.

B. Hazard Analysis (COVID-19 and Its Impacts)

Inasmuch as Siquijor would have wanted to be COVID FREE, the province is now
experiencing minimal confirmed positive cases thereby it is but necessary that the
continuity of ensuring the COVID-19 health measure protocols shall be implemented
and to be followed. Everyone should remain to be more vigilant and more cooperation
is required in the public, private, agencies and all walks of life and the whole
community in general. All hands are to join forces in the implementation of measures
to prevent the spread of this dreaded virus and that everyone should know that this is
a shared responsibility and that there shall be no exemption.

To date, GCQ Guidelines are being strictly followed which are the following: No
persons under 21 years old are allowed to go out; No persons 60 years old and above;
Those with immunodeficiency, comorbidities, or other health risks; pregnant women;
any person who resides with the aforementioned are NOT allowed to go out EXCEPT
when obtaining goods and services –Authorized Persons Outside Residence (APOR).

Minimum health protocols are followed. Wearing of face masks is mandatory in

the Province.

The province, which is composed of 134 barangays, six towns and with a
population of 106,000 people, has also set up “very nice” quarantine facilities for
returning locally stranded individuals and tourists.

The degree or level of vulnerability when it comes to hazards in the Province of

Siquijor is very low however inevitable happens due to the challenging nature of the
pandemic. Other felt hazards in the province is typhoon, aside from occasional
earthquakes and its aftershocks. However, due to the island’s topography, earthquakes
and its aftershocks are less likely to result to casualties and damages. During this
time, COVID-19 is the main focus in our division contingency plan.
 The projected outcomes shall deepen our understanding on the impact of Covid-
19 in the entire province of Siquijor; and such shall serve as empirical and scientific
bases that should be adopted in policies and disaster mitigation measures.

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 CP Form 1: Hazard Analysis

HAZARD PROBABILITY IMPACT AVERAGE RANK

PROBABILITY +
RATE* REMARKS RATE** REMARKS IMPACT
2
SARS-Cov-2 5 0-30% of the 5 All teachers are 5 1
(COVID-19) Learners/Teaching vaccinated and a very
and Non-Teaching little percentage of
Personnel affected learners are
with COVID-19 unvaccinated.

COVID-19 is
expected to increase
its rate due to the
proposed 100%
implementation of
the face-to-face
classes

Tropical Cyclone 5 0-20% of the 4 Previous Tropical 4.5 2

Learners/Teaching
and Non-Teaching
Personnel affected
with the Tropical
Cyclone
Tropical Cyclone
and other weather
disturbances
frequently pass
Cyclones brought
heavy rainfall and
strong winds that
causes minimal to
major damages to
class rooms and
other school
properties.
 through the AOR

Earthquake 4 0-10% of the 3 Less damages 3.5 3

Learners/Teaching brought by previous
and Non-Teaching earthquakes due to
Personnel affected the
with Earthquake location/topography
of the province

Fire 3 0-5% of the 2 There are available 2.5 4

Learners/Teaching fire engines with
and Non-Teaching firefighters who can
Personnel affected easily suppress fire
with Fire outbreaks

Some schools are

made of light-weight
materials and are
prone to fire
outbreaks

Flash Flood 3 0-5% of the 1 Monsoons causes 2 5

Learners/Teaching flash floods to school
and Non-Teaching ground and other
Personnel affected areas of the
with Fire Barangay.

*for the sample rating scale on probability and impact, refer to Contingency Planning Guidebook pp. 29
**for the rating on impact, determine the rate in three (3) areas such as impact on life, property and public service
continuity; add all the ratings and divide it by 3 (areas) to get the final rate.
<Describe the results of the accomplished form.>

7
C. Hazard to Plan for: <Insert hazard to plan for as identified in Hazard Analysis>

CP Form 2: Anatomy of the Hazard

HAZARD TO PLAN FOR Resurgence of COVID-19

ROOT CAUSES EARLY WARNING SIGNS TRIGGERING FACTORS EXISTING
MITIGATING MEASURES
● movement of foreign ● signs and ● unvaccinated learners ● vaccination
and local tourists in symptoms related and personnel ● SSAT
the island province to COVID-19 ● not following ● provision of vitamins
● ease ● positivity rate of minimum health ● fund support for the
implementation of COVID-19 is protocols provision of equipment
the minimum increasing ● some medical and supplies
health protocols for ● IATF alert level conditions ● testing
COVID-19 in the classifications ● use of certain ● information
school campus ● local COVID-19 medications dissemination
● unvaccinated case scenario ● sudden surge of cases ● use of personal controls
students and school ● emergence of new such as masking,
personnel highly transmissible physical distancing, and
variants ensuring proper
ventilation
● quarantine protocols
● regular decontamination

for the detailed instructions in formulating this template, refer to Contingency Planning Guidebook pp. 32
<Describe the results of the accomplished form.>
D. Scenario

CP Form 3A: Scenario Generation for the Human-Induced Hazard

PARTICULARS BAD WORSE WORSE WORSE

(CAN BE CUSTOMIZED) (Scenario 1) (Scenario 2) (Scenario 3) (Scenario 4)
General Description of Event A household A household Learner or Learner or personnel
member of learner member of learner personnel is shows symptoms of
or school personnel or school personnel identified to be a COVID-19 but is not
shows symptoms of is a confirmed case close contact of known to be a close
COVID-19 but has of COVID-19. The confirmed case of contact with a
not been tested. The learner or personnel COVID-19 outside of confirmed case.
learner or personnel is not showing their household. The
is not showing symptoms of learner or personnel
symptoms of COVID-19. is not showing
COVID-19. (Asymptomatic) symptoms of
COVID-19.

No. of Affected Learners 0

(Male, Female, IP, Muslim, 0 0 0
PWD)
No. of Dead Learners (Male, 0
Female, IP, Muslim, PWD) 0 0 0
No. of Injured Learners (Male, 0
Female, IP, Muslim, PWD)** 0 0 0
No. of Missing Learners (Male, 0
Female, IP, Muslim, PWD)** 0 0 0
No. of Affected Teaching 0
Personnel (Male, Female) 0 0 0
No. of Dead Teaching 0 0 0 0
Personnel (Male, Female)
No. of Injured Teaching 0 0 0 0
Personnel (Male, Female)**

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No. of Missing Teaching 0 0 0 0
Personnel (Male, Female)**
No. of Affected Non-Teaching 0
Personnel (Male, Female) 0 0 0
No. of Dead Non-Teaching 0
Personnel (Male, Female) 0 0 0
No. of Injured Non-Teaching 0
Personnel (Male, Female)** 0 0 0
No. of Missing Non-Teaching 0
Personnel (Male, Female)** 0 0 0
Infrastructure* 0
- Classrooms
- WASH facilities
- Other infrastructures
and ancillary facilities 0 0 0
(e.g., laboratories,
clinic, library)
Response Capabilities DepEd COVID-19 DepEd COVID-19 DepEd COVID-19 DepEd COVID-19
Task Force was on Task Force was on Task Force was on Task Force was on
standby to address standby to address standby to address standby to address
the COVID-19 the COVID-19 the COVID-19 the COVID-19
situation situation situation situation

Prepositioned of the Prepositioned of the Prepositioned of the Prepositioned of the

schools to be used schools to be used schools to be used schools to be used
as isolation or as isolation or as isolation or as isolation or
quarantine facility quarantine facility quarantine facility quarantine facility

PARTICULARS WORST WORST WORST WORST

(CAN BE CUSTOMIZED) (Scenario 5) (Scenario 6) (Scenario 7) (Scenario 8)
General Description of Learner or Learner or Learner or Learner or
Event personnel shows personnel who has personnel who has personnel tests
symptoms of symptoms tests symptoms tests positive for COVID-
COVID-19 and is a negative for COVID- negative for COVID- 19.
 close contact of a 19 and is not 19 and but is
confirmed case. known to be in close known to be a close
contact with a contact with a
confirmed case. confirmed case.
No. of Affected Learners 0
(Male, Female, IP, Muslim, 0 0 0
PWD)
No. of Dead Learners (Male, 0 0 0 0
Female, IP, Muslim, PWD)
No. of Injured Learners 0
(Male, Female, IP, Muslim, 0 0 0
PWD)**
No. of Missing Learners 0
(Male, Female, IP, Muslim, 0 0 0
PWD)**
No. of Affected Teaching 0 0 0 1
Personnel (Male, Female)
No. of Dead Teaching 0 0 0 0
Personnel (Male, Female)
No. of Injured Teaching 0 0 0 0
Personnel (Male, Female)**
No. of Missing Teaching 0 0 0 0
Personnel (Male, Female)**
No. of Affected Non- 0
Teaching Personnel (Male, 0 0 0
Female)
No. of Dead Non-Teaching 0
Personnel (Male, Female) 0 0 0
No. of Injured Non-Teaching 0
Personnel (Male, Female)** 0 0 0
No. of Missing Non-Teaching 0
Personnel (Male, Female)** 0 0 0
Infrastructure* 0
- Classrooms 11 or 14% of the
11
 - WASH facilities total number of
- Other infrastructures 0 0 schools were used
and ancillary facilities as isolation or
(e.g., laboratories, quarantine facilities
clinic, library)
Response Capabilities DepEd COVID-19 DepEd COVID-19 DepEd COVID-19 DepEd COVID-19
Task Force was on Task Force was on Task Force was on Task Force was on
standby to address standby to address standby to address standby to address
the COVID-19 the COVID-19 the COVID-19 the COVID-19
situation situation situation situation

Prepositioned of the Prepositioned of the Prepositioned of the Prepositioned of the

schools to be used schools to be used schools to be used schools to be used
as isolation or as isolation or as isolation or as isolation or
quarantine facility quarantine facility quarantine facility quarantine facility
* fill in information if the school is used as isolation or quarantine facility
** not applicable

<Describe the results of the accomplished form.>

The table shows that the worst scenarios (scenario 3, 8 and 11) showed prevailing data where learners and
personnel were identified to be close contacts of confirmed case of COVID-19 and some were tested positive with
COVID-19. This is in consideration with the resurgence of COVID-19 in multiple barangays in the province and with
the corresponding change in the risk classification where the schools and the office located.

CP Form 4A.1: Affected Learners Inside and Outside Isolation/Quarantine and Healthcare Facility

DIVISION LOCATION NO. OF NO. OF LEARNERS NO. OF LEARNERS HOME- NO. OF LEARNERS
AFFECTED INSIDE ISOLATION/ BASED ISOLATION/ INSIDE HEALTHCARE
QUARANTINE FACILITY QUARANTINE FACILITY FACILITY
LEARNERS (Diasaggregate data (Diasaggregate data as (Diasaggregate data
as to female, male, IP, to female, male, IP, as to female, male, IP,
muslim, PWD) muslim, PWD) muslim, PWD)
Siquijor 0 0 0 0
 TOTAL 0 0 0 0

<Describe the results of the accomplished form.>

The table shows that only 8 (recorded/reported) learners are affected with COVID-19 and were placed in a
home-based isolation or quarantine facility.

CP Form 4A.2: Affected Personnel Inside and Outside Isolation/Quarantine and Healthcare Facility

SCHO NO. OF NO. OF NO. OF NO. OF NO. OF NO. OF NON- NO. OF NON- NO. OF
OL TEACHI TEACHING TEACHING TEACHIN NON- TEACHING TEACHING NON-
PERSONNEL PERSONNEL G PERSONNEL PERSONNEL TEACHIN
LOCAT NG INSIDE HOME-BASED PERSONN
TEACHI INSIDE HOME-BASED G
ION PERSO ISOLATION/QUA ISOLATION/QUA EL INSIDE NG ISOLATION/QUA ISOLATION/QUA PERSONN
NNEL RANTINE RANTINE HEALTHC PERSO RANTINE RANTINE EL INSIDE
AFFECT FACILITY FACILITY ARE NNEL FACILITY FACILITY HEALTHC
ED (Diasaggregate (Diasaggregate FACILITY AFFECT (Diasaggregate (Diasaggregate ARE
data as to data as to (Diasaggr data as to data as to FACILITY
ED (Diasaggr
female, female, male, egate female, male, female, male,
male,IP, IP, muslim, data as IP, muslim, IP, muslim, egate
muslim, PWD) PWD) to PWD) PWD) data as
female, to
male, IP, female,
muslim, male, IP,
PWD) muslim,
PWD)
Larena 1 0 1 0 0 0 1 0

TOTAL 1 o 1 0 0 0 1 0

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<Describe the results of the accomplished form.>
 CHAPTER II. GOALS AND OBJECTIVES

A. Goal

The goal of the contingency plan is to provide effective, efficient, timely and well-
coordinated response mechanisms in the event of the resurgence of COVID -19 in the
Province. Such mechanisms shall help to protect lives and restore the immediate
needs of the affected teaching, non-teaching and learners and do referrals to the RHU,
hospitals (DOH) for further management.

B. General Objective(s)

One of the main objectives of this contingency planning is projecting the

scenario of natural or human-induced hazards (related to Covid-19) and at the
same time delineating specific strategies to address capacity gaps in relation to
identified hazards. This also involves delineating specific roles to the key actors
together with the time frame.

The Philippines is affected by the Corona Virus Disease (Covid-19) which

declared as pandemic by the World Health Organization (WHO). This is an example
of biological hazard that has complex and wide-reaching impacts to our personnel
and learners.

The impacts of this disasters and emergencies delay the delivery of education
services. It also affects other educational resources and investments and put both
the lives of learners and personnel at risk.

In response to the vulnerabilities of the basic education sector, DepEd conducts

Contingency Planning annually to effectively prepare for, respond to and recover
disasters rapidly. With COVID-19, the contingency planning is to ensure education
continuity amidst the pandemic and other disasters arising from natural and
human- induced hazards.

Likewise, the general objectives of the contingency plan are as follows:

1. To determine the immediate needs and the resources that will meet the needs in
the event of COVID-19, and;
2. To establish coordination and linkages between and among the stakeholders in
the Province in the event of COVID-19.

This Contingency Plan aims:

1. To develop an immediate and effective long-term support system by

strengthening appropriate trainings/seminars to all personnel (teaching and
non-teaching) of DepEd Siquijor on how to reduce the risk of COVID19
transmission;

15
2. To ensure the safety of the learners, teaching and non-teaching personnel in
DepEd Siquijor in minimizing/mitigating the transmission of COVID19, thru:

2.a) creating general awareness among the people in the community, in school
and in the Division about COVID19 by promoting preventive hygiene measures
such as:
a. frequent handwashing and use proper handwashing technique;
b. practice social distancing at least 1 meter apart;
c. avoid touching the eyes, nose and mouth;
d. wear the face mask all the time;
e. practice proper and responsible hygiene by properly disposing used
tissue and face masks on a trash basin; and
f. sanitize frequently touched surfaces.
2.b) promoting healthy lifestyle practices to help boost the immune system such
as:
a. regular physical activity at least 30 minutes, three to five times a week;
and
b. healthy and balanced diet;

3. To assess the health status of the learners, teaching and non-teaching

personnel of DepEd Siquijor by:
a. Establishing a health record database;
b. provide safe, secure area where assessment is conducted while strictly
observing health protocols
c. thorough interview of medical history (e.g co-morbidities, senior citizen,
etc); travel history or any contact to suspected or positive COVID patient.

4. To establish protocols in handling, managing and reporting COVID-19 cases

(personnel and learners)

5. To keep proper coordination with other line agencies to enable to respond

immediately and effectively in handling suspected COVID19 personnel/learner;

6. To guide the school administrators on the priorities to consider in the

procurement of items used for COVID19

7. To provide mental health and psychosocial support to DepEd personnel and

learners

8. To ensure learning continuity

 CHAPTER III. RESPONSE ARRANGEMENTS

A. Response Activities

Form 6: Response Activities

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 TIMEFRAME RESPONSIBLE
SCENARIOS (before the RESPONSE ACTIVITIES COMMITTEE/
trigger) PERSONNEL
Scenario 1-4 ►Conduct information drive and post IEC materials on COVID Health and Safety
19 with emphasis on local guidelines and protocols regarding Officer/DRRM
infection prevention measures at home and in school Coordinator
►Preparation of resources and tap local stakeholders for
supplies and equipment
►Conduct online trainings (on MHPSS, contact tracing, PFA,
BLS, and decontamination)
►Orient & Implement Minimum Health Standards
►Encourage all personnel and parents to prepare an emergency
supply of RTE foods and clean water enough for at least 3
months of ECQ/hard lockdown, first aid kits, emergency kits
including flashlights and battery-powered radios
►Examine the offices/classrooms and maintain the availability
of WASH facilities
►Always keep oneself updated with the latest health advisory
►Identify patient navigation and coordination systems for
prompt referral and treatment
►Establish harmonized information and communication
technology for faster dissemination of health advisories
►Identify medical transport system and network mechanisms
for efficient operations and performance management
►Disseminate information for prevention, detection, isolation,
and treatment of COVID-19 based on local health policies
►Prepare a 3-month supply of personal protective equipment for
all health personnel and encourage all personnel and learners to
prepare their own supply of masks
 TIMEFRAME RESPONSIBLE
SCENARIOS (after the RESPONSE ACTIVITIES COMMITTEE/
trigger) PERSONNEL
Scenario 5 Within 24 hours ►Contact Tracing, Coordination with EOC Health and Safety
and 6 ►Advisory for School Shutdown and Schedule for Officer/DRRM
Decontamination Coordinator
►Facilitate Isolation/Quarantine of Affected Learners & Personnel
►Continue implementation of minimum health standards
►Provide MHPSS &PFA to affected learners & personnel
►Focus on family reunification
►Establish communication lines with school DRRM coordinators
and Local DRRM Officers
►Activate School/Division DRRM Team
►Track key officials at the division office and schools
►Submit situational reports to the Incident Commander and
Education Cluster Lead
►Track affected learners and personnel
►Coordinate with the respective Provincial DRRM Committee and
local health office

Within 48 to 72 ►Coordinate with the EOC for Rapid Swab Testing Health and Safety
hours ►Arrange Isolation/Quarantine facility for affected learners and Officer/DRRM
personnel Coordinator
►Continue implementation of minimum health standards
►Provide MHPSS &PFA to affected learners & personnel
►Identify immediate needs of affected learner/personnel
►Regroup QRRT in the division

After 72 hours ►Consolidate reports from affected schools Health and Safety
and onwards ►Conduct rapid assessment to gather data on impact to Officer/DRRM
education and generate reports Coordinator
►Continue to generate data from School DRRM
Coordinators/team on affected learners, personnel, and needs
►Join the PDNA
19
 TIMEFRAME RESPONSIBLE
SCENARIOS (after the RESPONSE ACTIVITIES COMMITTEE/
trigger) PERSONNEL
Scenario 5 Within 24 hours ►Contact Tracing, Coordination with EOC Health and Safety
and 6 ►Advisory for School Shutdown and Schedule for Officer/DRRM
Decontamination Coordinator
►Facilitate Isolation/Quarantine of Affected Learners & Personnel
►Continue implementation of minimum health standards
►Provide MHPSS &PFA to affected learners & personnel
►Focus on family reunification
►Establish communication lines with school DRRM coordinators
and Local DRRM Officers
►Activate School/Division DRRM Team
►Track key officials at the division office and schools
►Submit situational reports to the Incident Commander and
Education Cluster Lead
►Track affected learners and personnel
►Coordinate with the respective Provincial DRRM Committee and
local health office

►Consolidate requests for assistance such as school clean-up and

disinfection, learners’ and teachers’ kits, hygiene kits, PFA,
emergency school feeding
►Disseminate information campaigns regarding latest health
advisory
►Assist DRRMS in deploying response assistance
►Evaluate the status of WASH facilities in schools
►Ensure implementation of child protection policies and
standards
►Set-up mechanisms for Gender-Based Violence and Grave Child
Right Violations

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

CP Form 7.1: Resource Inventory (within the division)

TEAM/COMMITTEE RESOURCES QUANTITY REMARKS (Responsibilities)

Lead/Members School Head 1 ►Provide support to and lead the schools in the implementation
of DRRM initiatives such as ensuring that alert and warning
messages as well as requests for reports and submission of
such are timely communicated.
►Responsible for overall management response operation
School DRRM 1 ►Serve as a focal person on collaborations and coordination
Coordinator with the national, regional and local DRRM councils and
partners, monitor the conduct of all DRRM activities in schools,
forward advisories, spearheaded in the capacity building, etc…
Logistics Property 1 ►Take charge of resource mobilization, allocation and logistics
Costudian support for the SDO and shall coordinate with the Finance,
Supplies and Transportation Teams and most especially to the
DSWD.
Transportation Private Vehicle 1 ►Identify safe pick-up point and delivery point;
►Take charge of all mobilization procedures, provision of
vehicles and transport facilities as deemed necessary and
determine the transportation needs and requirement;
►Coordinate with SDO-DRRM Focal Person
Warning and Signages Supreme 8 ►Take charge in the acquiring data and information of all the
Student COVID-19 health advisories.
Government ►Reproduce IEC materials.
►Coordinate to all concerned teams.
Medical/Health Clinic Teacher 1 ►Direct COVID-19 advisories and referrals.
►Perform PFA to reduce initial distress in the immediate
aftermath of the pandemic.
Finance/Administration Administrative 3 ►Take charge in the budgeting and Financial Planning,
Assistant/ Financial Reporting, and the creation and monitoring of internal
School controls and accountability policies so that the organization
Treasurer/ PTA remains financially viable at all times:
►Administers procurement contracts;
Treasurer
►Performs time recording;

21
 ►In-charge to compensation, claims and costs.
Documentation and School Paper 3 ►Take charge in the documentation of all plans and activities of
Training Advisers/ the organization and conduct capacity training and contingency
SDRRM training to all concerned.
Coordinator
Relief and Evaluation Guidance 2 ►Coordinate with the DSWD, Finance, Supplies and
Designates Transportation Teams for an Immediate Response to be
undertaken.
►Maintain and updated Database of all available responses,
resources that can provide capacities to the schools such as
emergencies, services and coordinate with partners.
Supplies Property 1 ►Take charge of all available response resources that can
Costudian provide capacities to the schools such as emergency services
and coordinate with partners.
►Coordinate with teams and local partners.
Information School ICT 1 ►Focal person for information Dissemination;
/Communication Coordinatir ►Coordinate with Warning and Signages Team for quick
Delivery of Advisories to schools;
►Spearheaded in the dissemination of correct and timely
information;
►Make updates on reports received from different responding
team to be relayed to SDO-DRRM Focal Person.
►Maintain an updated database of relevant baseline
information on school population, hazards and risks identified,
local partners, contact numbers and all other information and
concerns.

<Describe the results of the accomplished form.>

INCIDENT COMMAND SYSTEN (7)

Larena Integrated School-Secondary

Incident Command System and DRRM Committee

23
 CP Form 7.2: Resource Inventory (within the community)

AGENCY SPECIFIC ROLES LOCATION CONTACT

NUMBERS
Governor’s Office Coordination EOC Provincial Capitol 09752685187
Mayor’s Office (Larena) Coordination EOC (Municipal Level) Municipal Office/Hall 09157111087
PDRRMO Emergency Response, Ambulance Service & Provincial Capitol 09532099165
Capability Trainings (Provincial Level)
LDRRMO (Larena) Emergency Response, Ambulance Service & Municipal Office/Hall 09959903553
Capability Trainings (Municipal Level)
Barangay Crowd Control, BHERT, Security and Barangay Hall
Support
PNP Peace and Order, Law Enforcement Police Office (both 09972077272/
Provincial & Municipal) 09272499551
BFP Fire Suppression, Emergency Rescue BFP Office (both Provincial 035-480 9051
and Municipal)
Provincial Hospital Treatment, Health and Medical Caipilan, Siquijor 09533641944
RHU (Larena) Treatment, Health and Medical Larena, Siquijor 09752681913
DSWD Logistics (food and non-food items) Provincial Capitol 09267271894
Coast Guard Emergency Response and Coordination Pangi, Siquijor, Siquijor 09704673531
PROSIELCO Power Supply Nonoc, Larena, Siquijor 09175068857

<Describe the results of the accomplished form.

Coordination:

During the state of emergency and with the treat of COVID-19 to our learners and personnel, inter agency
coordination is very vital. Communication between agencies will be playing a very important link to each other
especially in sharing vital data and information and also in monitoring and reporting of situational status in the field.

25
 C. Resource Projection

CP Form 8: Resource Projection

RESOURCES NEEDS HAVE GAPS ACTIVITIES/ COST SOURCE OF

(NEED - SOURCES TO ESTIMATES FUNDS
HAVE) FILL THE GAPS (FILL-UP ONLY (FILL-UP ONLY
WHEN WHEN
APPROPRIATE) APPROPRIATE)
Food, Shelter, Basic Retained
Clothing, Basic Supplies & Earnings,
Human Health Care, Equipment Debt Capital,
Resources Communication Equity Capital
Facilities, Clean and Salaries &
Environment and Wages
Energy
Supply and
Materials
Equipment
Funds
Information
Time
Services

<Describe the results of the accomplished form.>

D. Resource Gap Summary (9)

This COVID-19 Contingency Plan visualizes the difference between reality and target or response intervention in
the Office, making it easy to show employees and personnel where there is still room to grow. It is a great way to
visual the data and show the organization is struggling and thriving.

27
 E. Directory of School Disaster Risk Reduction and Management Team
(SDRRMT)

CP Form 10: SCHOOL Team Directory

SCHOOL Larena, Integrated, School

LOCATION Helen, Larena, Siquijor
CONTACT INFORMATION
Primary Alternate
Landline: None Satellite Phone: None

Mobile: None Radio Frequency: None

Email Address: Others: None

LarenaIS_Secondary@gmail.com

Social Media: Larena Integrated School-

Secondary

Others: Mobile Number 09554820176

DIVISION COVID-19 / DRRM TEAM
POSITION Name CONTACT INFORMATION
(CUSTOMIZE AS APPROPRIATE) (PRIMARY AND ALTERNATE)
Head Teacher I Rolly E. Poligrates 09064328781
Teacher III Hyacinth Nae C. Salindo 09753208987
Teacher I Julie O. Jumawan 09063017372
Teacher I Vicky B.Losdoc 09971666348
Teacher I Vincent Irving U. Lubguban 09554820176
Teacher I Dandy P. Cabiladas 09274059823
Teacher I Cleah Mae Eliza T. Calvadores 09687443198
Teacher I Cathlyn A. Tomaroy 09974964368
Teacher I Krytyl S. Jumawan 09560622617

\
CHAPTER IV. ACTIVATION/DEACTIVATION AND NON-ACTIVATION OF CONTINGENCY
PLAN

A. Activation and Deactivation

The decision whether or not to activate the Contingency Plan (CP) will be based on the
findings of Pre-Disaster Risk Assessment by theSchool DRRM Committee. If CP is activated,
all clusters will convene at the Incident Command Post. The Incident Management Team will
be mobilized, who, together with the clusters shall implement the CP.

The Contingency Plan shall be deactivated once the situation has improved and when
heightened alert is no longer required. Upon deactivation, operation will still remain to until a
“white alert” status is finally declared.
CP Activation Flow Chart

START

DRRMC activates
contingency plan

EOC on red alert

status

RO convenes the
clusters at EOC
 RO mobilizes and
deploys IMT

Clusters and IMT

operate based on
contingency plan

No
Planned
event
ended?
Yes

IMT recommends
deactivation of
contingency plan

RO directs deactivation of
contingency plan

IMT, responders and

clusters demobilize

OpCen on white alert

status

END
 B. Non-Activation

The decision not to activate the Contingency Plan (CP) will be based upon the findings of
the Pre-Disaster Risk Assessment by the Division DRRM Committee supplemented with
gathered intelligence. Such decision depends upon the perceived impact and risk of COVID-19
In the event of Non-Activation, responders will still be deployed to conduct normal operations
to ensure the safety and welfare of the Division of Siquijor.

ACTIVATION/ALERT STATUS:

Alert Level Activity

Green Alert ● No alert level, no defined risk or known cases
●Normal services can/should occur
●No service adjustments necessary
Yellow Alert ●Emergence of contagious pandemic illness, with signs of
possible community-acquired spread
●No declaration of state, local or national emergency
●Consider potential for service disruption in selected patient
risk-groups, and need to adjust visit schedules and clinic/staff
availability
Orange Alert ●State, local, and/or national emergency declared in response to
a contagious pandemic with confirmed community-acquired
spread
●Social distancing measures recommended in the community
●Implement partial service adjustments in selected patient risk
groups
Red Alert ●State, local, and/or national emergency declared in response to
a contagious pandemic with confirmed community-acquired
spread, with active quarantine measures recommended for all
citizens
●Imminent risk to patients and medical staff
●social distancing measures enacted in the community, and
actively recommended by health authorities
●significant service adjustments necessary across all patients
 V. PREPAREDNESS MEASURES

*Develop Communication Protocol

* Issue memorandum on measures and actions to be taken by division/ schools to mitigate

impact of disasters, e.g. module dissemination and preparation of online lectures to ensure
continuity of learning and work-from home arrangement for DepEd personnel

*Conduct contingency planning and workshop in schools and all DepEd offices

VI. REFERENCES

 Department Orders
 IATF Issuances
 Siquijor Provincial COVID-19 Task Force
 LGUs Executive Orders
 All other Issuances

EFFECTIVITY

This Contingency Plan for the Division of Siquijor shall be effective and upon
publication. The plan shall be considered a “working document” and be subjected to
continuous review and enhancement by the DepEd Technical Working Group based on the
latest scientific studies about COVID-19 hazard, risk assessment findings and innovations in
DRRM policies and standards.

Prepared by:

VINCENT IRVING U. LUBGUBAN

School DRRM Coordinator
Recommending approval:

LEILANI E. JANSALIN
PDO II

Approved:

NERI C. OJASTRO EdD

School Division Superintendent