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Department of Education

Region IV-A CALABARZON


Division of Batangas
San Juan East District
LAIYA NATIONAL HIGH SCHOOL
Laiya Ibabao, San Juan, Batangas

DEPED-LNHS CONTINGENCY PLANNING GUIDE

I. BACKGROUND
Laiya National High School is situated in lowland area of Barangay Laiya
Ibabao found very susceptible to different natural hazards like typhoon, flood, and

earthquake and storm surge. Possible occurrence of fire is also observed due to

poor electrical wirings and installations.

Laiya National High School has its existing DRRMC with specified

members, however, it is moderately active. We also created Contingency Plan to

extend our helping hands for those families in the community who will be

affected by different natural and human-induced disasters that might occur.

II. OBJECTIVES
This 2016 Contingency Plan covers 824 school learners and 40 teaching
and 3 non-teaching personnel in Junior Department while 375 school learners and 13
teaching personnel in Senior High School Department. It focuses on meteorological
related hazard/s.

1. Identify the multi-hazards affecting the schools learners and personnel


2. Review the historical timeline in regard to the calamities that occurred in
Batangas province for the past three years
3. Review the recent Batangas risk and vulnerability assessment results and
the hazard maps from various sources
4. Develop monitoring and evaluation framework, sustainability and
communication plans

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III. HAZARDS

According to Mines and Geosciences Bureau (Lands geological survey

division) Batangas province is low susceptible to landslide. And based on the

google geohazard map, San Juan is susceptible to low to moderate landslides

at the same time low to moderate susceptible to flood hazards.

Moreover, Laiya is surrounded by bodies of water, this is one of the

reasons why this area frequently experiences rainfall. It may experience low

to moderate flood hazards.

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IV. DISASTERS, IMPACTS AND VULNERABLE AREAS

For almost years of existence and operation, we are gently affected by the

storms which bring heavy rains and strong winds which caused our rooms roof

and materials in it to be partially damaged, even those trees which were planted

for many years were destroyed. However, there were still rooms than can be

designated for the use of evacuees.

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TABLE 1: DISASTERS, IMPACTS and RANKING OF MOST VULNERABLE

AREAS

TROPICAL CYCLONE (USE CONSOLIDATED RADAR)

YEAR TROPICAL IMPACT HISTORICAL IMPACTS RANKING

CYCLONE

CLASSIFICATION

& NAME
NAME. OF NAME OF NO. OF NO. OF NO. OF MINOR TOTAL

SCHOOLS DISTRICTS TOTALLY PARTIALLY DAMAGED COST

/MUNICIPA DAMAGED MAJOR (MDC) (TDC+

LITIEs CLASSROOMS DAMAGED CLASSROOMS PMDC+

(TDC) AND (PMDC) AND COST MDC)

COST CLASSROOMS

AND COST
2014 Glenda LNHS San 0 0 0 0 1 0 P10,00

Juan 0

East

District
2015 Nona 0 0 0 0 0 0 0
2016 Nina 0 0 0 0 0 0 0

V. CAPACITIES AND VULNERABILITIES


Summarize your capacities and gaps/vulnerabilities, followed by

your matrix/table. You can make your own categories/clustering for

your summary.
Please note that capacities and gaps/vulnerabilities should be in

relation to preparedness for response, rehab and recovery.

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TABLE 2: CAPACITIES AND GAPS/VULNERABILITIES

KEY AREAS FOR DETAILS CAPACITIES GAPS/VULNERAB

PREPAREDNESS (DIVISIONS/SCH ILITIES


(DIVISIONS/SCHO
OOLS)
OLS)
RISK Holding talks, seminar The school is Not all learners and

UNDERSTANDING and symposium holding regular personnel are

talks, seminars present during the

and symposium symposiums.

about risk

reductions.
-Securing of

tarps and

displays.
CONTINGENCY PLAN 1. Preparedness/Con The school The contingency

AND INFORMATION tingency Plan created plans created are


2. IEC
contingency plan. for evacuations

only since it has

been before used

as an evacuation

center.
DISSEMINATION 3. Understanding The school Not all are present

advisories conducted talks during the talks and

including warning about warning there are learners

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KEY AREAS FOR DETAILS CAPACITIES GAPS/VULNERAB

PREPAREDNESS (DIVISIONS/SCH ILITIES


(DIVISIONS/SCHO
OOLS)
OLS)
signals signals. who are not that
The school head
kind of interested
is disseminating
about it.
the information Not all are properly

thru text informed.

messages.
4. Understanding The school head Only the school s

and and coordinators head and

implementation of are aware and coordinators are

DO 21, s 2015 responding with aware of this.

the Radar 1 and

2.
5. Equipment The school has The number of fire

of fire extinguishers are

extinguishers. not sufficient for

schools needs.
COORDINATION/PART 1. RDRRMC
2. P/M/CDRRMC
NERSHIP 3. LGUs The school has Their schedules

been linked sometimes conflict

actively with with schools

BFPs, activities.

coastguards and

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KEY AREAS FOR DETAILS CAPACITIES GAPS/VULNERAB

PREPAREDNESS (DIVISIONS/SCH ILITIES


(DIVISIONS/SCHO
OOLS)
OLS)
barangay

officials.
4. Partners Parents Not all parents

have their available

contact numbers.
MONITORING 1. Monitoring of The school has It is not monitored

preparedness/cont prepared regularly.

ingency plans of contingency plan

schools and it focuses on

evacuation.
2. Monitoring of The school has Slow pace of

hazard situation, an active and dissemination of

including direct information due to

communicating communication big number of

with schools with the barangay schools population.

officials and And the physical

parents. arrangement of

classrooms.
3. Monitoring The school is

RADAR trying to comply

completion, with Radar

validation and completion on

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KEY AREAS FOR DETAILS CAPACITIES GAPS/VULNERAB

PREPAREDNESS (DIVISIONS/SCH ILITIES


(DIVISIONS/SCHO
OOLS)
OLS)
submission to time.

Central Office
4. Monitoring of Updated with the Late upload of

implementation of memos and memos

support for complies with it

learning continuity
5. Transportation The barangay The school has no

officials and means of owned-

parents are vehicle.

offering their

vehicles in times

of calamity.
CONVERGENCE 1. Interface with

other offices in the

region/
divisions
2. Existence of It is existing. Not well-

DRRM Team disseminated

(which includes

Frontline

Responder Team)
3. Command system
4. Twinning with

other regions/

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KEY AREAS FOR DETAILS CAPACITIES GAPS/VULNERAB

PREPAREDNESS (DIVISIONS/SCH ILITIES


(DIVISIONS/SCHO
OOLS)
OLS)
divisions
SUPPORT FOR 1. Implement and

LEARNING monitor Temporary

CONTINUITY Learning Spaces

(TLS)
2. Buffer stocks for Coordinators has

Learning Materials handbook.


3. Alternative

Delivery Modes

(ADMs)
4. Psychosocial

Support
DRILLS 1. Regular conduct The school is

regularly

conducting drills.
2. Existence of

Protocols

command system;

evacuation route,

safe place,

reunification
3. Coordination with

relevant agencies

and partners

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KEY AREAS FOR DETAILS CAPACITIES GAPS/VULNERAB

PREPAREDNESS (DIVISIONS/SCH ILITIES


(DIVISIONS/SCHO
OOLS)
OLS)
during drills
FUND SOURCES Canteen, donation

VI. PREPAREDNESS MEASURES


Have a summary/narrative. Indicate in your narrative that your

Preparedness Measures are based on the following (please see

which is/are appropriate based on your priority hazard/s for your

Contingency Plan):
o PAGASAs Climate Outlook for 2016
o PAGASAs Forecast of Tropical Cyclone for 2016
o PAGASAs Rainfall Forecast for 2016
o MGBs Geohazard Map
o PHIVOLCS Fault Zone Maps; MMEIRS; etc.
o Vulnerable Schools/Divisions/Regions
o Capacities
o Gaps/Vulnerabilities
Provide a narrative of your measures, summarizing

categories/clusters with emphasis on important measures.


If you have tropical cyclones and flood, emphasize measures that

are to be taken from June to July, then from August to September,

then from September to October, then November to December.

This breakdown reflects the increasing probability of a tropical

cyclone occurring as the months go by as well as the level of

rainfall amount increasing with the possibility of a La Nia episode

that would aggravate and result to flooding.


Then your table follows your narrative. The columns of your table

should be explained.

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Please note that your preparedness measures should be concrete

and addresses gaps. You can still have measures that are already

being done (i.e. under your capacities), but you need to address the

gaps. You can make use of the Key Areas for Preparedness as a

guide for your categories, but DO NOT copy the details in the

capacities and vulnerabilities matrix. Develop your own concrete

measures under each Key Areas for Preparedness, or you can

create your own categories/key areas for preparedness, and

identify the actions that are under those categories/key areas.

TABLE 3: PREPAREDNESS MEASURES

Tropical Rainfall Vulnerable Preparedness Timeframe


(color code the month for
Cyclone Forecast Districts Measures (use
implementation)
Forecast for for 2016 based on Key Areas for

2016 (Region) overall Preparedness J F M A M J J A S O N D

Ranking as categories;
(Table 1)
you can add to

the Key Areas;

under each key

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area, identify

concrete

preparedness

measures)
June 0-

1
July 1-

3
August 2-

4
Septembe 2-

r 4
October 2-

4
November

VII. PREPOSITIONED MATERIALS AND EQUIPMENT


Provide first a summary statement of materials, e.g. buffer stocks of LMs,

and equipment, e.g. radio, vehicle, that you have and are

prepositioned/available when a disaster strikes.

TABLE 4: PREPOSITIONED LEARNER MATERIALS

GRADE/YEAR LEVEL TITLES QUANTITY


Grade 7-11 Fire extinguisher 5
Grade 7-11 Handbook about SDRRM 1

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TABLE 5: PREPOSITIONED EQUIPMENT (include transportation; TLS, if

you have)

EQUIPMENT DESCRIPTION QUANTITY

VIII. IMPLEMENTING PARTNERS


First provide a summary narrative of your table, introducing your partners,

their areas of work and collaboration you have with them. Then indicate

the areas of preparedness work they can support you with.

TABLE 6: COLLABORATION WITH PARTNERS

For column 1, use the preparedness measures you have identified in table

3.

PREPAREDNESS PARTNERS INVOLVED SPECIFIC ROLES OF/


SUPPORT FROM
MEASURES
PARTNERS
transportation LGU and parents Providing vehicles in case

of calamities for students

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Medical assistance Barangay Health Center Providing medical

assistance
Fire and earthquake BFP Giving first-hand

awareness information on what to

dos before, during and

after calamities

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