The document outlines a school-based contingency plan for tropical cyclones in Northern Luzon, Philippines. It includes a hazard analysis identifying tropical cyclones as the top risk. A scenario models potential impacts from a tropical cyclone, including some learners unable to attend classes. The plan aims to ensure continuity of education during disasters. Response arrangements are organized into clusters and detailed activities are outlined to coordinate learning delivery, student support, and school operations before, during, and after a tropical cyclone.

1. SCHOOL-BASED ROLLOUT
ON
DRRM
CONTINGENCY PLANNING
(February 2, 2024)
Chapter I: Background
A. Introduction (write a narrative to describe the overall profile of the LGU/agency/office/organization
B. Hazard Analysis 1. (accomplish CP Form I: Hazard Analysis) 2. Write a narrative to further describe the results of the accomplished form

2. Cp Form 1: Hazard Analysis
HAZARD PROBABILITY IMPACT AVERAGE
PROBABILITY +
IMPACT 2
RANK
RATE REMARKS RATE REMARKS
TROPICAL CYCLONE 5
Tropical cyclone and other
weather disturbances
frequently pass through the
area
4  It causes class
disruptions
whenever there
is an issued
warnings on
rainfall or issued
typhoon signals.
 Previous tropical
cyclone brought
heavy rainfall
with windspeed
ranging from 185
kph to 215 kph.
4.5 1
EARTHQUAKE 5  Area is near fault
lines.
 The school
experienced mild
shaking without
warning.
3 Last major earthquakes
resulted to beams, post,
and wall cracks in
different sizes and
shapes in the school
buildings.
4 2
FIRE 2  Happens only when
electrical switches are
not properly
inspected specially
2 Some appliances were
damaged due to
overheating.
2 3

3. during power
outage/dismissals
 Happens when
electrical wirings are
not properly installed
and/or not regularly
checked by
electricians/concerned
agency.
C. Hazard to Plan for (1. State the hazard to plan for; ranked no 1 in the CP form 1) (2. Accomplish CP form 2: Anatomy of the hazard)
CP Form 2: Anatomy of the Hazard
HAZARD TO PLAN FOR TROPICAL CYCLONE
ROOT CAUSES EARLY WARNING SIGNS TRIGGERING FACTORS
EXISTING MITIGATING
MEASURES
The school is within northern
Luzon wherein any weather
disturbances frequency pass
through.
All forms of weather
disturbances
 Poorly built school
buildings
 School surrounded with
vegetation
 Poor drainage systems
 Installation of Early warning
signals
 Regular pruning of trees
 Construction of canal lining
along the road way to school.
 Hazard mapping
D. Scenario (1. accomplish CP form 3A) 2. accomplish CP form 4A; affected population & CP form 4B; breakdown of affected population as appropriate)

4. CP Form 3A: Scenario Generation for Natural Hazard
PARTICULARS
(CAN BE
CUSTOMIZED)
BAD WORSE WORST
Overall Description of Event
Soil is loosened
along the way to school
which causes the road to be
flooded, muddy and
slippery but still passable.
Soil is loosened along the
way to school which causes
the road to be flooded,
muddy and slippery, however
only vehicles can pass.
The way to school is
unpassable due to extensive
soil erosion.
Impacts to learners
75 learners are unable to
attend face to face classes.
150 learners are unable to
attend face to face classes.
200 learners are unable to
attend
Impacts to school facilities Soil erosion occurred
around school compound.
1 school building was
partially damaged.
3 learning kiosk and 1 school
stage was totally damaged.
EFFECTS
Communication Intermittent
communication signal
wherein only 150 of the
learners can be reached.
Intermittent communication
signal wherein only 75 of the
learners can be reached. No communication at all
Power/ Electricity
Transportation
Environment
Response Capabilities
Government Trust
Others_________

5. Others_________
Others_________
3. Write a narrative to further describe the results of all the accomplished forms.
Chapter II: Goal and Objectives
Goals:
The goal of this contingency plan is to ensure that there is continuity in the delivery of educational basic services to all learners amidst the
calamities.
Objectives:
1. To ensure safety of students during the occurrence of calamities such as heavy rains, earthquake, and flooding,
2. To ensure the continuity of learning through the provision of modules and other learning materials to students in times of class
suspensions due to disasters,
3. To prevent cases of early pregnancies among junior and senior high school students,
4. To establish communication line among the stakeholders and other concerned agencies during calamities, and
5. To forge MOA/MOU between and among concerned offices when needed
A. Goal: (State the overall goal or the end state that the CP aims to achieve.
B. Objectives: Enumerate the objectives of the CP to achieve the desired goal. The objectives must be stated SMARTER.
Chapter III: Response Arrangements (1.accomplish CP Form 5: Cluster Identification. This will enable the
determination of Response Clusters, with their corresponding heads and members.
CP FORM 5A:

6. CLUSTER IDENTIFICATION
CLUSTER AGENCIES/OFFICES INVOLVED LEAD AGENCY/OFFICE
Instructional Delivery All Subject Teachers and School Head INHS
Instructional Supervision All Subject Teachers INHS
Student Assessment Stakeholders, School Head, Teachers,
Nurse
INHS
Sourcing and Printing of LMs All Teachers INHS
Provision of Assistance to Learners Advisers, School Head INHS
School Operation School Head, Teachers, Utility Personnel INHS
Technical Assistance to Teachers School Head INHS
Health Service Education Facilities School Head, ADAS, Nurse, Utility INHS
2. Accomplish CP Form 6: Response Activities. This will indicate the detailed activities to be undertaken with corresponding timeframes.
CONTINGENCY PLAN FORM 6

7. RESPONSE ACTIVITIES
RESPONSE SERVICES: Learning Delivery and Supervision
TIME FRAME RESPONSE ACTIVITIES RESPONSIBLE PERSONS/OFFICES/AGENCIES
D-30 LM’s Readiness before the opening of classes. All Subject teachers/ School Head
D-5  Distribution of school memo on instructional
preparation on LM’s
 Downloading of available LM’s at the LR
Portal
 School Head
 Subject teachers
D-4 Preparation of activity sheets and assessments if
deemed necessary
Subject teachers
D-3 Typhoon preparedness activities during homeroom
guidance period
Adviser
D-2 Continuation of typhoon preparedness activities Adviser
D-1 Distribution of LM’s All school personnel
D+0 Monitoring of students trough messenger All Teachers
D+2 Retrieval of LM’s
Note: D Minus Activities to be conducted before the occurrence of disaster
D Plus-- Activities to be conducted after the occurrence of disaster
CONTINGENCY PLAN FORM 6
RESPONSE ACTIVITIES
RESPONSE SERVICES: Student Assessment (Mental, Physical, emotional)
TIMEFRAME RESPONSE ACTIVITIES RESPONSIBLE PERSONS/OFFICES/AGENCIES
D-September Disaster Resiliency Day
 IEC, Poster-slogan Contest, Drill, etc
MDRRM, BLGU, RHU, PNP, BFP, School Head,
Nurse and Teachers
D-3 Mental/emotional assessment
(Homeroom Guidance)
Advisers/Nurse/School Head

8. D-1 Continuation of Mental/Emotional Assessment
D+1 “Kamustahan Day” School Head/Nurse
D+ 1st
Catch up Friday Reading activities/ Assessment
 Topic: any related to Typhoon (AM)
 Topic: Health and values integration (PM)
School Head/ Subject Teachers
Note: D Minus Activities to be conducted before the occurrence of disaster
D Plus-- Activities to be conducted after the occurrence of disaster
CONTINGENCY PLAN FORM 6
RESPONSE ACTIVITIES
RESPONSE SERVICES: Sourcing and Printing of LMs
TIMEFRAME RESPONSE ACTIVITIES RESPONSIBLE PERSONS/OFFICES/AGENCIES
D-5 Downloading and printing of LM’s All teachers
D-3 Sorting of LM’s All teachers
D-1 Packaging of LM’s/ Distribution of modules All teachers
Note: D Minus Activities to be conducted before the occurrence of disaster
D Plus-- Activities to be conducted after the occurrence of disaster
CONTINGENCY PLAN FORM 6
RESPONSE ACTIVITIES
RESPONSE SERVICES: Provision of Assistance to Learners
TIMEFRAME RESPONSE ACTIVITIES RESPONSIBLE PERSONS/OFFICES/AGENCIES
D-5 Mental Health Activities
(Homeroom Guidance)
Advisers
D-3 IEC on Disaster Preparedness (Physical Preparation) Advisers
D-1 Monitor students physical preparedness, Distribution
of emergency hotlines
Advisers
D+1 Monitoring of affected students Advisers/ School Head/LGU/BLGU
D+2-5 Provision of basic assistance to affected students
(Medicines, clothes, food, etc)
Stakeholders
Note: D Minus Activities to be conducted before the occurrence of disaster

9. D Plus-- Activities to be conducted after the occurrence of disaster
CONTINGENCY PLAN FORM 6
RESPONSE ACTIVITIES
RESPONSE SERVICES: School Operation
TIMEFRAME RESPONSE ACTIVITIES RESPONSIBLE PERSONS/OFFICES/AGENCIES
D-Brigada  School environment inspection
 Secure schools safety
Fencing of school perimeter
Repair of damage facilities, if there are
Pruning
De-clogging of canals
Securing electrical wirings
 List of needed materials to ensure school
safeness
 Procurement of priority materials
D-5  Inspection
 Ensure the school’s safeness
D-4 Ensure smooth delivery of LM’s
Plan, organize and communicate the deliver and
distribution of LM’s
D-1 Dissemination of class suspension
D+1  Dissemination of lifting of class suspension
 Inspection and reporting of damages
 School preparation for class resumption
 Clean up drive
D+2 onwards Repair of damage facilities
Note: D Minus Activities to be conducted before the occurrence of disaster
D Plus-- Activities to be conducted after the occurrence of disaster

10. CONTINGENCY PLAN FORM 6
RESPONSE ACTIVITIES
RESPONSE SERVICES: Technical Assistance to Teachers
TIMEFRAME RESPONSE ACTIVITIES RESPONSIBLE PERSONS/OFFICES/AGENCIES
D-August Training of teachers on disaster preparedness BLGU, LGU, MDRRM, RHU
D-5  Faculty meeting on learning continuity
 Prepare list of needed materials for the
learning delivery
All faculty and staff
D-4 Procurement of priority needs for the LD ADAS
D-3 Communication on the needed facilities for the LD
Provision of communication allowance
School head, ADAS
D-1 Ensure the completeness of LM’s and availability of
transportation vehicles from school to the drop-off
points
All teachers and School Head
D+1 Faculty meeting/ Kamustahan
Monitoring of affected teachers
All faculty
Note: D Minus Activities to be conducted before the occurrence of disaster
D Plus-- Activities to be conducted after the occurrence of disaster
CONTINGENCY PLAN FORM 6
RESPONSE ACTIVITIES
RESPONSE SERVICES: Health Service Education Facilities
TIMEFRAME RESPONSE ACTIVITIES RESPONSIBLE PERSONS/OFFICES/AGENCIES
D-5  Inventory on the availability of medical
supplies and first aid kit
School Nurse, School Head, ADAS

11.  Inspection of the designated evacuation
classrooms
D-3  Listing and procurement of the needed
medical supplies and kit
 Inspection and cleaning of CR’s
School nurse, ADAS
D-1  Coordinate with the BLGU on the preparation
and provision of essential medical supplies
and kits
 Preparation of the designated evacuation
classrooms
School head, Teachers
D+1 Cleaning and inspection of the evacuation classroom Nurse, Teachers, Facility
D+2 Distributions of vitamins and deworming medicines
to the students
Nurse
Note: D Minus Activities to be conducted before the occurrence of disaster
D Plus-- Activities to be conducted after the occurrence of disaster
3. Accomplish CP Form 7: Resource Inventory. This will account all existing resources and the possible resources of the Response Cluster.
CP FORM 7A
RESOURCE INVENTORY
Cluster: Learning Delivery and Supervision
QUANTITY UNIT RESOURCE AGENCY/OFFICE REMARKS
19 Personnel Faculty and staff INHS Below standard
ratio
10 Pc Storage box INHS
4 Unit Handheld radio INHS
CP FORM 7A
RESOURCE INVENTORY
Cluster: Student Assessment
QUANTITY UNIT RESOURCE AGENCY/OFFICE REMARKS

12. 1 Unit Projector INHS Functional
1 Unit Speaker INHS
3 Pc Microphone INHS
9 Unit Smart TV INHS
1 set Sound system INHS For repair
CP FORM 7A
RESOURCE INVENTORY
Cluster: Sourcing and Printing of LMs
QUANTITY UNIT RESOURCE AGENCY/OFFICE REMARKS
6 Units Printer INHS
2 Sets Printer ink INHS
9 Unit Laptop INHS
51 Unit Tablet INHS Only 25 units are
functional
1 unit Cellphone INHS
17 pc Stapler INHS
16 personnel faculty INHS Below standard
ratio
CP FORM 7A
RESOURCE INVENTORY
Cluster: Provision of Assistance to Learners
QUANTITY UNIT RESOURCE AGENCY/OFFICE REMARKS
4 Unit Handheld radio INHS
15 GC PTA INHS Poor internet
connection
CP FORM 7A
RESOURCE INVENTORY
Cluster: School Operation
QUANTITY UNIT RESOURCE AGENCY/OFFICE REMARKS

13. 17 Personnel Faculty and staff INHS
2 Unit Grass cutter INHS
1 Unit Chainsaw INHS
6 pcs shovel INHS
CP FORM 7A
RESOURCE INVENTORY
Cluster: Technical Assistance to Teachers
QUANTITY UNIT RESOURCE AGENCY/OFFICE REMARKS
3 personnel Teaching related/
ADAS and AO
INHS
CP FORM 7A
RESOURCE INVENTORY
Cluster: Health Service Education Facilities
QUANTITY UNIT RESOURCE AGENCY/OFFICE REMARKS
1 Room Clinic INHS
4 Rooms Evacuation INHS
2 Unit Water system INHS
7 Group Hand wash facilities INHS
11 units CR INHS No available CR for
LGBTQ

14. 4. Accomplish CP Form 8: Resource Projection. This will indicate the Gaps in resources and the possible resources to fill-in the said Gaps.
CP FORM 8: NEEDS PROJECTION AND RESOURCE GAP IDENTIFICATION
CP Form 8: Resource Projection
RESPONSE
CLUSTER
RESOURCE NEED HAVE
GAPS
(NEED – HAVE)
ACTIVITIES/ SOURCES
TO FILL THE GAPS
COST ESTIMATES
(FILL-UP ONLY WHEN
APPROPRIATE)
SOURCE OF FUNDS
(FILL-UP ONLY WHEN
APPROPRIATE)

15. TOTAL
Note: Consider long term plan and forging MOA with possible partners.
5. Once all clusters have formulated their respective implementation plans, consolidate and make a summary of the resource Gaps and costs using CP Form 9:
Resource Gap Summary. This will provide a quick look on the investment that must be made for all Response Clusters in terms of Resources.
6. Emergency Operations Center (EOC): 6.1.Accomplish CP Form 10: Emergency Operations Center to indicate the location of the EOC and its contact
information and the personnel who operate and manage the facility.
6.2. Develop and illustrate the organization structure showing the persons in charge of manning the EOC. (See example)
6.3 Write a narrative to further describe the results of the accomplished form and the organization structure of the EOC.
7. Accomplish CP Form 11: Incident Command System (ICS) to indicate the location of the ICS facilities and assign the personnel who will serve as the Incident
Management Team (IMT)
8. Develop and illustrate the organization structure showing the person’s assigned in the IMT. (See Example)
9. Write a narrative to further describe the results of the accomplished form of the organization structure of the IMT.
Chapter IV: Activation, Deactivation, and Non-activation
Figure 1: Activation Flow chart