School Contigency Plan For Earthquake Asinan Elementary School 101372

Republic of the Philippines
Department of Education
Region I
SCHOOLS DIVISION OFFICE I PANGASINAN
ASINAN ELEMENTARY SCHOOL
ASINAN, BUGALLON, PANGASINAN
Asinan Elementary School

101372
Contingency Plan for
Earthquake
As of JULY 29, 2022

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Region I
PREFACE
This 2022 Contingency Plan covers Asinan Elementary School, Bugallon I District,
Schools Division Office I Pangasinan, Region I. it focuses on earthquakes, a seismic
hazard as one of the priority hazards of the school.
It is the objective of this plan to:
1. Create a plan that is feasible to conduct with the help of testing and updating.
2. Efficiently mobilize resources and devise courses of action during disaster response.
3. Generate commitment and cooperation among stakeholders and entities involved to
act during disasters.
4. Lessen the city's and its constituents' vulnerability to the impact of earthquake hazards
through the implementation and formulation of this plan.
5. Adapt and integrate national and local norms and standards such as the Incident
Command System to ensure efficient management of resources.
6. Implement timely and efficient response mechanisms thereby saving lives and
minimizing damage to property.
7. Ensure smooth and effective coordination and partnership among the Local
Government, SDRRM Committees, government and non-government agencies, civil
society organizations, and the private sector.
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School Contingency Plan for Earthquake
Chapter I: BACKGROUND
The municipality of Bugallon has a land area of 189.64 square kilometers or 73.22 square
miles which constitutes 3.48% of Pangasinan's total area. Its population as determined by the
2015 Census was 67,348. This represented 2.28% of the total population of Pangasinan
province, or 1.34% of the overall population of the Ilocos Region. Based on these figures, the
population density is computed at 355 inhabitants per square kilometer or 920 inhabitants per
square mile. Municipality of Bugallon has 24 barangay. According to the Bureau of Local
Government Finance, the annual regular revenue of Bugallon for the fiscal year of 2016 was
₱146,135,673.76.
.Asinan is a barangay in the municipality of Bugallon, in the province of Pangasinan. Its
population as determined by the 2015 Census was 1,911. This represented 2.84% of the total
population of Bugallon.
According to the 2015 Census, the age group with the highest population in Asinan is 10
to 14, with 222 individuals. Conversely, the age group with the lowest population is 75 to 79, with
17 individuals.
Combining age groups together, those aged 14 and below, consisting of the the young
dependent population which include infants/babies, children and young adolescents/teenagers,
make up an aggregate of 32.86% (628). Those aged 15 up to 64, roughly, the economically
active population and actual or potential members of the work force, constitute a total of 60.54%
(1,157). Finally, the old dependent population consists of the senior citizens, those aged 65 and
over, with a total of 6.59% (126).
The population of Asinan grew from 1,405 in 1990 to 1,911 in 2015, an increase of 506
people. The latest census figures in 2015 denote a positive growth rate of 0.32%, or an increase
of 32 people, from the previous population of 1,879 in 2010.
Asinan is situated at approximately 15.9919, 120.2003, in the island of Luzon. Elevation
at these coordinates is estimated at 7.9 meters or 25.9 feet above mean sea level. It is bordered
in the West is Bantayan, Lingayen, Pangasinan, in the East is Samat, Bugallon, Pangasinan, in
the North is Magtaking, Bugallon, Pangasinan and in the South Polong, Bugallon, Pangasinan. It
is also surrounded by Agno river in the East.
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https://www.google.com/maps/place/Asinan+Elementary+School/
@15.9839108,120.2025334,188m/data=!3m2!1e3!4b1!4m5!3m4!
1s0x33915f2a47768641:0x6f953933ec091ab!8m2!3d15.983991!4d120.2030701
Earthquake
The Philippines lies along the Pacific Ring of Fire, which causes the country to have frequent
seismic and volcanic activity. Many earthquakes of smaller magnitude occur regularly due to the
region's meeting of major tectonic plates. The largest was the 1918 Celebes Sea earthquake
with Mw8.3.
In our area, Pangasinan, earthquake hazard is classified as high according to the information
that is currently available. This means that there is more than a 20% chance of potentially-
damaging earthquake shaking in your project area in the next 50 years. Based on this
information, the impact of earthquakes must be considered in all phases of the project, in
particular during design and construction. Project planning decisions, project design, and
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construction methods should take into account the level of earthquake hazard. Further detailed
information should be obtained to adequately account for the level of hazard.
Template 1. BASELINE DATA ON INFRASTRUCTURES
The school consists primarily of 14 buildings, including two gymnasiums, and has a total
of 19 rooms, including 14 functional classrooms and 1 clinic/canteens, storage room, school
nursery, and offices.
Table 1. Baseline Data on Infrastructure

Name of Year Constructed Source Condition No. of Classrooms
Structure/ Facility
Instructional Non-Instructional
AGBAYANI 2008 HOUSE OF NEEDS MINOR 0 1

BUILDING/1 REPRESENTATIV REPAIR
E FUNDED
DAY CARE 2009 LGU FUNDED NEEDS MAJOR 1 0

CENTER/2 REPAIR
ESPINO 2002 HOUSE OF NEEDS MINOR 2 0

E FUNDED
SCHOOL 2009 PTA FUNDED NEEDS MAJOR 0 1

CANTEEN/4 REPAIR
PTA BUILDING/5 1998 PTA FUNDED NEEDS MINOR 1 0

REPAIR
PTA BUILDING/6 1998 PTA FUNDED NEEDS MINOR 2 0

REPAIR
SCHOOL 2013 PTA FUNDED NEEDS MAJOR 0 1

NURSERY/7 REPAIR
SCHOOL 2017 DPWH GOOD 0 1

STAGE/COVERE CONDITION
D COURT/8
ESPINO TYPE/9 2010 LGU FUNDED NEEDS MINOR 1 0

REPAIR
DEPED 2010 DEPED NEEDS MINOR 1 0

STANDARD NATIONAL REPAIR
SCHOOL FUNDED
BUILDING/10
MINI-GYM/11 2005 PTA FUNDED NEEDS MAJOR 0 1

REPAIR
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BENGSON 1986 HOUSE OF NEEDS MINOR 1 0

E FUNDED
AGBAYANI 2005 LGU FUNDED GOOD 2 0

BUILDING/13 CONDITION
PUBLIC-PRIVATE 2013 DEPED NEEDS MAJOR 1 0

PARTNERSHIP(P NATIONAL REPAIR
PP)/14 FUNDED
Table 2. Baseline Data on Non-Infrastructure

A. Furniture QUANTITY REMARKS
Armchairs 133 Good condition
Desk 64 Good condition
Chair 140 Good condition
Teachers’ Desk 7 Good condition
Teachers’ Chair 3 Good condition
Cabinets 13 Good condition
Blackboard 22 Good condition
Others 13 Cork Board Good condition

4 Divan
B. Equipment QUANTITY REMARKS
DCP Package DCP 2021 (Coby Smart TV, lapel, Functional

laptop)
DCP 29 (projector)
Computer/ 1 sets of Computer Functional

Desktop/Laptop 1 laptops
1 Xerox Machine
Printers 10 printers Functional
Television 1 analog, 9 LED/Smart TV Functional
Radio/Speaker 4 speakers, 1 amplifier, 1 portable Functional

radio
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Microphone 2 Functional
Ceiling Fan 7 Functional
Stand Fan 20 Functional
Wall Fan 9 Functional
Water Dispenser 2 Functional
Others 2 Thermal Scanner Functional
C. Laboratory QUANTITY REMARKS
i. Science 0
Microscope 0
Test tube 0
ii. TVL 0
D. Learning QUANTITY REMARKS

Resources
i. Library Books
Dictionary 0
Encyclopedia 0
Alamanacs 0
Atlas
ii. Textbooks
English 279 Good Condition
Edukasyon sa 185 Good Condition

Pagpapakatao
Mathematics 220 Good Condition
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Araling Panlipunan 189 Good Condition
Science 102 Good Condition
Filipino 216 Good Condition
EPP/ TLE 70 Good Condition
Music and Arts 147 Good Condition
PE and Health 150 Good Condition
iii. SLMs
Filipino 2960 Good Condition
Science 1357 Good Condition
Mathematics 3001 Good Condition
English 2376 Good Condition
Araling Panlipunan 3146 Good Condition
EPP 1530 Good Condition
Mother Tongue 917 Good Condition
MAPEH (Music) 1050 Good Condition
MAPEH (Arts) 1028 Good Condition
MAPEH (P.E) 587 Good Condition
MAPEH (Health) 1631 Good Condition
Template 2. BASELINE DATA ON LEARNERS AND/OR PERSONNEL
The Asinan Elementary School is responsible for hundreds of students

and staff. The updated personnel and learner numbers are shown in Tables 3
and 4 below, according to jurisdictions
Table 3. Baseline Data on Personnel

School Personnel Teaching Non-Teaching GRAND
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Male Female SUB- Male Female SUB- TOTAL

TOTAL TOTAL
Excluding IP, Muslim and 0 12 12 1 0 1 13

with Special Needs
IP 0 0 0 0 0 0 0
Muslim 0 0 0 0 0 0 0
Teaching Hearing 0 0 0 0 0 0 0
Personnel Impaired
with Special
Needs Visually 0 0 0 0 0 0 0
Impaired
Others 0 0 0 0 0 0 0
(Physical)
TOTAL 0 12 12 1 0 1 13
Table 4. Baseline Data on Learners (could be by Grade Level and Section - or this will be
attached as an Annex)
Learners Grade Level
Male Female TOTAL
Excluding IP, Muslim and with Special Needs 206 147 353
IP 0 0 0
Muslim 0 0 0
Teaching Hearing Impaired 0 0 0

Personnel
with Special Visually Impaired 0 0 0
Needs
Others 0 0 0
(Physical/Mental/Intellectual)
TOTAL 206 147 353
Template 3. HISTORICAL DATA ON DISASTERS
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The Philippines frequently experiences seismic and volcanic tremors because it

lies along the Pacific Ring of Fire, which is an area in the basin of the Pacific Ocean
where a large number of earthquakes occur. In recent months, for example, a number of
earthquakes shook parts of the country. While there were no reported major damage or
loss of life, these incidents could indicate that the big one is probably coming, as the
major Philippine fault lines have been disturbed.
For us in academe, it is best to be prepared and ready for all eventualities,

because no one can predict when earthquakes will happen. Schools cannot be closed in
advance due to earthquakes; neither can we suspend classes, like we do when there’s a
storm warning. However, with proper training and advance planning, everyone in our
school community can be prepared to react appropriately during and after the
occurrence of an earthquake.
The best approach is to create a comprehensive, all-hazards emergency plan and

implement earthquake drills so we can instill in the minds of our students the correct
procedures to be followed during the actual occurrence. All these will help ensure that
there will be no confusion or panic among students and faculty members.
Likewise, planning of specific ways on how our school community will respond to
an earthquake will help us identify key resources that must be prepared or procured in
TEMPLATE 3: HISTORICAL DATA ON DISASTERS
advance. Proper execution of school drills will also help prevent panic, which might lead
to accidents when everyone is overwhelmed with fear during a strong earthquake.
School Name:___________________
School ID:______________________
TABLE 5. HISTORICAL DISASTERS
EFFECTS ON:
AFFECTED POPULATION
INFRASTRUCTURE NON-INFRASTRUCTURE
Incident Name
Date of No. of Non- No. of Damaged Estimated Total
Type of Incident No. of Instructional No. of Damaged No. of Damaged Cost of Damage Other effects/damages
Occurence Instructional No. WASH Facilities DepEd
No. of Learners No. of Personnel Classrooms School Learning
Classrooms Computerization
Furniture Resources
Project (DCP)
Minor Major Totally Minor Major Totally Minor Major Totally
COVID 19 BIOLOGICAL 2020 340 15 0 0 0 0 0 0 0 0 0 0 0 0 0 0
ULYSSES TYPHOON CYCLONE 2020 340 15 0 0 0 0 0 0 0 0 0 0 0 0 0 0
HABAGAT TYPHOON CYCLONE 2018 278 15 0 0 0 0 0 10 0 0 0 0 0 0 0 0 0
OMPONG TYPHOON CYCLONE 2018 278 15 0 0 0 0 0 0 0 0 0 0 0 0 0 0
ROSITA TYPHOON CYCLONE 2018 278 15 0 0 0 0 0 0 0 0 0 0 0 0 0 0
JOSE TYPHOON CYCLONE 2017 282 16 0 0 0 0 0 0 0 0 0 0 0 0 0 0
Remarks: Data is based on historical RADaR reports and other official documents
Prepared by: Noted by:

JERMIN D. PALISOV
Department
ROMEO B INGCO
of Education
Region I
SCHOOLSSchool Head
DIVISION OFFICE I PANGASINAN
Instructions:
This template should be accomplished by the SDRRM Team and School Head.
Incident Name - specific name of the hazard or disaster (e.g. TY Ompong, TD Ineng, Magnitude 6.5 Earthquake in San Julian, Eastern Samar).
Type of Incident - choose among the following: Tropical Cyclone, Armed Conflict, Fire, Landslides, Earthquake, Volcano Eruption, Others (please specify).
Date of Occurrence - specific date when the incident happen.
Affected Population - based on the existing or historical record of the school visa via the date of occurrence of the incident.
Infrastructure ad Non Infrastructure - quantity of damage per incident.
Instructional classrooms - includes all academic rooms used by the learners.
Non-instructional classrooms - includes all non-academic rooms like Canteen, Library, Faculty Room, etc.
DCP - it should be per computer set (if possible).
Estimated Total Cost of Template
Damage - based on the existing5: HAZARD
and historical record of the school. PRIORITIZATION
This contingency Plan focuses on earthquakes as the priority hazard. Based on

the hazard assessment report from HazardHunterPH, Asinan is prone to ground shaking.
The world and countries, especially the Philippines experienced occurrence of
earthquakes, especially these past few months. So, we agreed and therefore necessary
to make Contingency Plan related to the said hazard.
HAZARD PROBABILITY IMPACT AVERAGE RAN

PROBABILI K
RAT REMARKS RAT REMARKS TY +
E* E** IMPACT
2
TROPICAL 5 Tropical 4 Previous 9 1
CYCLONE cyclones and tropical
other cyclone
atmospheric brought heavy
disturbances rainfall with
frequently windspeed
cross through ranging from
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the area. 140 kph to

170 kph.
EARTHQUA 4 All sites may 4 The 8 2

KE be affected by infrastructure,
ground particularly the
shaking in the older ones,
event of an has cracks.
earthquake.
FLOOD 5 Some areas 3 Low-lying 8 3

are declared places were
as flood prone. flooded by
typhoons and
"habagat" in
the past.
*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 the impact on life, property, and
public service continuity; add all the ratings and divide it by 3 (areas) to get the final rate.
TEMPLATE 6.1. ANATOMY OF HAZARDS

HAZARD TO PLAN
Resurgence of Earthquake
FOR
EARLY WARNING TRIGGERING EXISTING
ROOT CAUSES
SIGNS FACTORS MITIGATING MEASURES
● geographical ● reports, data, ● natural ● Building structures
location of and causes/factors that comply with
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the building design

codes of the area
● Take care about
the state of soil
and its liquefaction
potential
information on
● movement of ● Design flexible
seismic
Asinan plates, trenches, structures with
activities from
● geographical and fault lines regular
PHIVOLCS
constitution of ● weak and symmetrical
land along damaged shapes
● initial ground
river areas infrastructure, ● Tsunami alert
shaking as an
(soft structures not systems
early warning
sediments) adhering to the ● Evacuation drills
for secondary
building code ● Earthquake alarm
hazards
systems
● Knowledge about
how and where to
take shelter in
case of an
earthquake
Figure 1: Areas Prone to Ground Rupture Figure 2: Areas Prone to Ground Shaking
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Figure 3: Areas Prone to Liquefaction
Chapter II: CAPACITIES AND VULNERABILITIES
Key Areas for

Details Capacities Vulnerabilities/Gaps
Preparedness
Risk 1. Understanding of Hazards Teachers should have enough Possible greater damage to
Understanding and its characteristics knowledge of disaster infrastructure; Teachers are lack
preparedness of trainings to respond to a
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disaster like an earthquake

2. Conduct of Risk Conduct the assessment of all Possibilities of greater damage
Assessment school building’s other furniture in case of a strong earthquake;
and fixtures. Hazard mapping. Lack of funds for minor repairs.
Getting the fire safety certificate
from the BFP.
3. Planning and undertaking Know the previous data and the Difficulty in implementing the
actions based on risk baseline data from EBEIS. plan; Lack of funds and time to
assessment results Information dissemination participate in the activity.
campaigns continue to educate
every individual.
Contingency 1. Contingency Plan The school should have the Poor implementation of the plan;
Plan and Contingency Plan. Trainings to Not all are well knowledgeable
Dissemination implement contingency plan. about the plan.
Information dissemination.
2. IEC Information, Education, Lack of funds especially in
Communication printing tarpaulin/signages;
Posting to the school website.
Training and seminars. Updating
the DRRM signages.
Communicatio 1. Understanding of advisory Activated the website and link to Power interruption and weak
n including warning signals the PHILVOLCS and PAGASA internet connectivity.
and other agency.
2. Understanding and Posting of emergency hotlines. Information dissemination; Few
implementation of DO 21 Trainings and information are knowledgeable on DO 21 s.
s.2015 dissemination. 2015
3. Equipment Purchases of equipment like fire Lack of fund/budget; Lack of
extinguisher, alarms etc. equipment.
Coordination 1. Division Office Notify the SDO 1 Pangasinan Provide load and internet
through the PDOS and other connectivity; Load allowance
means of communication and internet connectivity is the
problem.
2. P/M/CDRRMC Coordination with all the Provide load and strong signal
DRRMC's connection; Load allowance and
internet connectivity is the
problem.
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3. LGUs Informed the LGU's and the Class suspension is late; Lack of
barangay officials. coordination
4. Partners Proper coordination to the Unstable internet connection
PDRRMC's and load allowances.
5. DepEd CO Coordinate to DepEd CO's. Unstable internet connection
and load allowances.
Monitoring 1. Monitoring of Notifications are quickly Unstable internet connection
preparedness/contingency disseminated to schools thru the and load allowances.
plan of school SDO 1-1st PDOS in the
messenger and DRRM-SDO 1
Facebook account.
2. Monitoring of hazard Notifications are quickly Unstable internet connection
situation, including disseminated to schools thru the and load allowances.
communicating with SDO 1-1st PDOS in the
school officials, messenger and DRRM-SDO 1
district/division office and Facebook account.
LGU
3. Monitoring RADaR SDRRM Team is always Unstable internet connection
completion, validation and updated with regards to and load allowances.
submission to Central monitoring hazards and
Office completing reports that will be
submitted.
4. Monitoring of The school monitors the Unstable internet connection
implementation of support implementation of support for and Load allowances.
for learning continuity learning continuity.
5. Tracking of Learners and The school should monitor and Update files of all learners and
personnel track learners. personnel.
6. Transportation Teachers should have Coordinate to the barangay
accessible officials.
Convergence 1. Interface among offices Coordination of all concerned Proper cooperation and
within the school agencies. coordination.
2. Existence of DRRM Team The school has a DRRM team. Provide funds for the trainings.
3. Command System Coordination of all concerned Proper cooperation and

agencies. coordination.
4. Twinning with other Coordination of all concerned Proper cooperation and
divisions agencies. coordination.
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Support for 1. Implement and monitor The AES ready for evacuation Not provided with the Temporary
Learning Temporary Learning Spaces area. Learning Space.
Continuity (TLS)
2. Buffer stocks for learning The school has different Fund to provide learning
materials modules and learning materials. modules for the learners.
3. Alternative Delivery The school has modules and Coordinate to the stakeholders
Modes activity sheets.
4. Psychosocial Support The school should have Additional training for teachers.
guidance counselor.
5. Emergency School The school should have Additional food.
Feeding emergency school feeding.
6. Learner's Kits The school has learner's kits. Allot fund from the MOOE.
7. Teacher's Kits Every teacher should have kits. Allot fund from the MOOE.
8. Hygiene kits Teachers/ Learners bring their Allot fund from the MOOE.
own hygiene kits.
9. Provision of Water The school has WATSAN and The school should provide
Sanitation and Hygiene hygiene services. portable water for the learners.
services
10. Updated disaggregated Updated learner’s data.
data on learners and master
list of students in school and
alternative learning schools
(ALS)
11. Clean up drives Maintaining of cleanliness in the Support of everybody is needed.
school.
12. Signed memorandum of Have MOA Tap other stakeholders.
agreement (MOA) with
private enterprises for
emergency purchase
Support for 1. Signed memorandum of The AES ready for evacuation Lack of needed basic
Schools used agreement (MOA) between area. commodities.
as Evacuation LGU and school on the use
Centers of schools as evacuation
center including the roles
and responsibilities of both
institutions;
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2. Repair, maintenance and The AES ready for evacuation Improper implementation of
replacement of schools area. Health and safety protocols.
identified as evacuation
center by the LGU
3. Resumption Strategies Communication to the parents. Provide funds from MOOE.
including assessment of
readiness of the schools
4. Establish functional Have accessible rooms for Poor implementation
referral pathways to respond evacuation
to child protection concerns
using the existing PNP and
DSWD operational
guidelines
4. Feedback mechanism to Send/make feedback forms
report gaps in the delivery of
services, grievances and
other needs to improve
education interventions
5. Twinning of schools for Collaboration to the other school
teacher-volunteers for within the district/town.
deployment in the affected
schools that need additional
volunteers
6. LGUs preposition Sending resolution/ request
additional Temporary letters
Learning Spaces (TLS)
Drills 1. Regular conduct of drills Participate to the disaster Lack of funds
training
2. Existence of protocols – Active contact numbers of the
command system, SDRRM team
evacuation route, safe
place, family reunification
3. Coordination with and Proper coordination to the
participation of parents, parents and other agencies.
relevant agencies and
partners during drills
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Fund Sources MOOE, Trust Fund, School should be IU's.

LGU/SEF, Local DRRM
Fund, Partners1/PTA
Private donations.
Chapter III: RESPONSE ARRANGEMENTS
CP FORM 6: RESPONSE ACTIVITIES
TIMEFRAME RESPONSIBLE
RESPONSE ACTIVITIES
(after the trigger) COMMITTEE/PERSONNEL
Before Activate the SDRRM Team
Communicate to the
stakeholders through the
During
provision of appropriate
augmentation needed.
Make a report to be submitted to
After the Division Office. Implement
different modalities.
Within 24 hours Submit report to Division Office
of the situation.
Within 48 to 72 Submit report to Division Office.
hours
After 72 hours and Submit report to Division Office.
onwards
5 - 10 days Provide assistance to LGU's on
the need for emergency isolation
facility as necessary, submit
report to DO.
TEMPLATE 7: SCENARIO
SITUATION BAD WORSE WORST
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Small Big cracks

cracks on on walls,
One or two
walls and floor, and
DESCRIPTION OF EVENT classroom
floors on posts on
collapsed
some some
classrooms classrooms
IMPACT ON HUMAN LIVES
No. of Death/s 0 0 0
No. of Injury/ies 0 0 0
Percentage of Displacement/s 5% 10% 50%
AFFECTED POPULATION
No. of Learners 15 30 150
No. of Teaching Personnel 0 1 6
No. of Non-teaching Personnel 0 0 1
EFFECTS ON
Disruption Disruption Disruption
Learners
of Classes of Classes of Classes
Target Target Target
Teachers Lessons Not Lessons Not Lessons Not
Met Met Met
Delayed/ Delayed/ Delayed/
Educational Continuity
Disrupted Disrupted Disrupted
Not
Instructional Classrooms Damaged Destroyed
Damaged
Not
Non-instructional Classrooms Damaged Destroyed
Damaged
Not
WaSH Facilities Damaged Damaged
Damaged
Not
Perimeter Fence and Gate Damaged Damaged
Damaged
Not
School Furniture Damaged Damaged
Damaged
Not
Books and Instructional Resources Damaged Damaged
Damaged
DepEd Computerization Packages Not Damaged Damaged
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Damaged
Not
Power Lines Damaged Damaged
Damaged
Not
Water Utilities Damaged Damaged
Damaged
Roads and Bridges None None None
CP FORM 7: RESOURCE INVENTORY
A. Human Resources
Projected Possibl
Needs e
(e.g. training sources
needs) of
Capacity No. of Write N/A if funding
Human
(certificatio staff/pers not needed (MOOE,
Resource Timeline
ns, skills, ons No. of SEF,
s
etc.) available staff Cost Local
needi for DRRM
ng Traini Fund,
traini ng Partne
ng rs, etc)
Internal
(e.g. GCs,
Teachers,
Staff,
etc.)
Asinan Passed the 2 13 15000 15000 Semestra
Elelement trainings on l Break
ary School disaster
Teaching preparednes
and Non - s and other
Teaching related
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course on
disaster
preparednes
Personnel s.

External
Resource
s
(e.g.
Partners,
PNP, BFA
etc.)
Active Year
MDRRMC service Round
Active Year
PNP service Round
Active Year
LGU service Round
B. Equipment
Equipment/ Projected Possibl
Condition Needs
Supplies e
(e.g.fully Units
(e.g. fire sources Timeli
functional, availabl Units Unit
extinguishers, of ne
nearing e Need Cos
body board, funding
expiry, etc.) ed t
siren, comms (MOOE,
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radio) SEF,
Local
DRRM
August
300 2022 -
Fire Extinguishers Functional 5 1 MOOE
0 July
2023
August
2022 -
Flashlights Functional 2 11 640 MOOE
July
2023
C. Learning Resources
Grade Level Title Language Available Needed
Quantity Quantity
KINDERGARTE Saray Gagawaen Mother 15 35
N Panprepara ed Tongue
Panaral
GRADE 1 Edukasyon sa Mother 42 6
Pagpapakatao I
Pangasinan Tongue
Music,Art,Physical Mother 28 20
Education and Health
Kagamitan ng Mag- Tongue
aaral(Pangasinan)
Aral.Pan. Kagamitan ng Mother 38 10
Mag-aaral (Pangasinan) Tongue
English (Activity Sheets) English 110 0
Mathematics Kagamitan Mother 47 1
ng Mag-aaral
(Pangasinan) Tongue
Filipino - Kagamitan ng Filipino 46 2
Mag-aaral
MTB-MLE Kagamitan ng Mother 49 0
Mag-aaral (Pangasinan) Tongue
GRADE 2 EsP - Kagamitan ng Mag- Mother 20 42
aaral Tongue
English - Learner's English 9 53
Material
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Mother Tongue- Mother 9 53

Kagamitan ng Mag-aaral Tongue
Math - Kagamitan ng Mother 16 46
Mag-aaral Tongue
Araling Panlipunan. - Mother 18 44
Kagamitan ng Mag-aaral Tongue
MAPEH-Kagamitan ng Mother 11 51
Mag-aaral Tongue
GRADE 3 EsP - (Edukasyon sa Mother 21 18
Pagpapakatao) Tongue
English - (Let's Get English 50 0
Better in English)
Science
Mother 43 0
Tongue
Math -
Mother 35 4
Tongue
Filipino - (Batang Pinoy Filipino 42 0
Ako)
Araling Panlipunan
Mother 50 0
Tongue
Mother Tongue-Based Mother 40 0
Multilingual Education Tongue
MAPEH - Mother 50 0
(Music,Art,Physical
Tongue
Educ. And Health)
GRADE 4 Edukasyon sa Filipino 22 39
Pagpapakatao
English English 11 50
Science English 6 55
Mathematics English 5 56
Filipino - Yaman ng Lahi Filipino 15 46
Araling Panlipunan Filipino 12 49
Edukasyong Pantahanan Filipino 23 38
at Pangkabuhayan
Musika at Sining Filipino 20 41
Edukasyong Filipino 50 11
Pangkatawan at
Pangkalusugan
GRADE 5 EsP - (Ugaling Pilipino sa Filipino 53 0
Makabagong Panahon
English - (Joy in English 64 0
Learning English)
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Science - (Science English 70 0

Beyond Borders)
Math - (21st Century English 73 0
Mathematics)
Filipino - (Alab Filipino) Filipino 81 0
Aral. Pan. - ( Araling Filipino 0
Panlipunan Pilipinas 71
Bilang Isang Bansa)
EPP - (Kaalaman at Filipino 0
Kasnayan Tungo sa 59
Kaunlaran)
MAPEH - (Halinang Filipino 83 0
Umawit at Gumuhit)
MAPEH - (Masipag at Filipino 0
Malusog na Katawan at 50
Isipan)
GRADE 6 EsP - (Ugaling Pilipino sa Filipino 29 14
Makabagong Panahon
Science - (Science English 46 0
Beyond Borders)
Math - (21st Century English 46 0
Mathletes)
TLE - (Life Skills English 44 0
through TLE )
PE and Health for Fun English 21 22
Joy in Learning English English 58 0
Alab Filipino Filipino 35 8
CP FORM 10: SDRRM TEAM DIRECTORY
SCHOOL LOCATION
CONTACT INFORMATION
Primary Alternate
Landline: Satellite Phone:
Mobile: Radio Frequency:
Email Address: Others:
Social Media:
25
Region I
Others:
SDRRM TEAM
POSITION NAMES AND ADDRESS CONTACT INFORMATION
(CUSTOMIZE AS APPROPRIATE) (PRIMARY AND ALTERNATE) (PRIMARY AND ALTERNATE)
School Head Romeo B. Ingco 09xx-xxx-xxxx
School DRRM Coordinator Jermin P. De Vera 09xx-xxx-xxxx
Alternate: Maria Belinda Cruz 09xx-xxx-xxxx

Purok 5, Barangay San
Vicente, Pilar, Sorsogon
School Nurse/Clinic Teacher
GPTA President
GPTA Vice-President
Punong Barangay
Others___________
Chapter IV: ACTIVATION AND DEACTIVATION
26
Region I
EFFECTIVITY
This contingency plan for EARTHQUAKE 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 latest scientific
studies about geological hazards, risk assessment findings and innovations in DRRM
policies and standards.
ROMEO B. INGCO
Principal 1
27
Region I
REFERENCES:
https://www.phivolcs.dost.gov.ph/index.php/earthquake/introduction-to-earthquake
https://thinkhazard.org/en/report/24214-philippines-region-i-ilocos-region-pangasinan/EQ
https://businessmirror.com.ph/2016/11/15/the-importance-of-school-preparedness-during-
earthquakes/
https://www.quora.com/What-are-the-mitigation-measures-for-earthquakes
28

School Contigency Plan For Earthquake Asinan Elementary School 101372

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School Contigency Plan For Earthquake Asinan Elementary School 101372

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Republic of the Philippines

Asinan Elementary School

As of JULY 29, 2022

It is the objective of this plan to:

School Contingency Plan for Earthquake

ASINAN ELEMENTARY SCHOOL

Template 1. BASELINE DATA ON INFRASTRUCTURES

Table 1. Baseline Data on Infrastructure

AGBAYANI 2008 HOUSE OF NEEDS MINOR 0 1

DAY CARE 2009 LGU FUNDED NEEDS MAJOR 1 0

ESPINO 2002 HOUSE OF NEEDS MINOR 2 0

SCHOOL 2009 PTA FUNDED NEEDS MAJOR 0 1

PTA BUILDING/5 1998 PTA FUNDED NEEDS MINOR 1 0

PTA BUILDING/6 1998 PTA FUNDED NEEDS MINOR 2 0

SCHOOL 2013 PTA FUNDED NEEDS MAJOR 0 1

SCHOOL 2017 DPWH GOOD 0 1

ESPINO TYPE/9 2010 LGU FUNDED NEEDS MINOR 1 0

DEPED 2010 DEPED NEEDS MINOR 1 0

MINI-GYM/11 2005 PTA FUNDED NEEDS MAJOR 0 1

BENGSON 1986 HOUSE OF NEEDS MINOR 1 0

AGBAYANI 2005 LGU FUNDED GOOD 2 0

PUBLIC-PRIVATE 2013 DEPED NEEDS MAJOR 1 0

Table 2. Baseline Data on Non-Infrastructure

Armchairs 133 Good condition

Desk 64 Good condition

Chair 140 Good condition

Teachers’ Desk 7 Good condition

Teachers’ Chair 3 Good condition

Cabinets 13 Good condition

Blackboard 22 Good condition

Others 13 Cork Board Good condition

B. Equipment QUANTITY REMARKS

DCP Package DCP 2021 (Coby Smart TV, lapel, Functional

Computer/ 1 sets of Computer Functional

Printers 10 printers Functional

Television 1 analog, 9 LED/Smart TV Functional

Radio/Speaker 4 speakers, 1 amplifier, 1 portable Functional

Ceiling Fan 7 Functional

Stand Fan 20 Functional

Wall Fan 9 Functional

Water Dispenser 2 Functional

Others 2 Thermal Scanner Functional

C. Laboratory QUANTITY REMARKS

D. Learning QUANTITY REMARKS

English 279 Good Condition

Edukasyon sa 185 Good Condition

Mathematics 220 Good Condition

Araling Panlipunan 189 Good Condition

Science 102 Good Condition

Filipino 216 Good Condition

EPP/ TLE 70 Good Condition

Music and Arts 147 Good Condition

PE and Health 150 Good Condition

Filipino 2960 Good Condition

Science 1357 Good Condition

Mathematics 3001 Good Condition

English 2376 Good Condition