LAMTABONG ELEMENTARY SCHOOL

Contingency Plan for

EARTHQUAKE

APRIL 2024
 CHAPTER I. BACKGROUND

A. Introduction

Add school profile

narrative form

In recent years, the

threat of earthquakes has
become an ever-present
concern in our region. As
stewards of safety and
guardians of education, it
is imperative that we
acknowledge and address
this reality within the
context of our school
community. The potential devastation of an earthquake not only poses a
direct threat to the lives and well-being of our learners and school
personnel but also has the capacity to disrupt the continuity of education,
infrastructure, and essential services within our institution.

Recognizing the importance of proactive preparedness, it becomes

evident that developing a comprehensive contingency plan for
earthquakes is not just prudent but necessary. Such a plan serves as a
blueprint for coordinated response efforts, outlining protocols for
immediate action, evacuation procedures, communication strategies, and
post-event recovery measures. By proactively creating and implementing
a contingency plan, we not only mitigate the risks associated with
earthquakes but also demonstrate our unwavering commitment to the
safety and resilience of our school community.
B.1 BANGA MUNICIPALITY HAZARD MAP
HAZARD ANALYSIS
Form 1: Hazard Analysis

PROBABILITY IMPACT AVERAGE

PROBABILITY +
HAZARD RATE RATE RANK
* REMARKS ** REMARKS IMPACT
2
Unlikely Negligible
Armed conflict 2 1 1.5 6

Likely Severe
Landslide 3 4 3.5 2

Very likely Severe

Earthquake 4 4 4 1

Likely Minor
Fire 3 2 2.5 4

Likely Moderate
Flood 3 3 3 3

High Head Likely Negligible

3 1 2 5
Index

Following a comprehensive hazard analysis conducted within our school community, the results have
revealed that earthquakes are ranked as the number one hazard. This designation is due to the significant seismic
activity in our region, posing a considerable threat to the safety and well-being of residents and infrastructure.
C. Hazard to Plan for:

CP Form 2: Anatomy of the Hazard

HAZARD PLAN FOR EARTHQUAKE

EARLY WARNING EXISTING MITIGATING
ROOT CAUSES TRIGGERING FACTORS
SIGNS MEASURES
 IEC Materials
 Earthquake Drills
 Regular / Emergency
 Primary Wave
 Movement of Faults  Movement along Conference
 Animal Behavior
and Trenches Daguma Fault  Table Top Exercises
(not yet
 Earthquake  Ground Shaking  Simulation Exercises
confirmed)
Generators  Liquefaction  Assessment Building
 Collapse
 Vulcanic Activities  Explosion Structural Integrity
Structure
 Building Retrofitting
 Disaster Caravans
 School evacuation Plan

To mitigate the impact of earthquakes, various measures are in place. Information, Education, and
Communication (IEC) materials disseminate knowledge about earthquake preparedness and response to the
community. Regular earthquake drills and simulations help schools, businesses, and communities practice
evacuation procedures and improve readiness. Conferences and workshops provide opportunities for
stakeholders to exchange knowledge, share best practices, and collaborate on resilience-building initiatives.
Finally, schools develop and implement comprehensive evacuation plans tailored to their specific needs and
vulnerabilities, ensuring the safety of students, staff, and visitors during seismic events.

D. Scenario
 CP Form 3A: Scenario Generation for Natural Hazard

PARTICULARS
BAD WORSE WORST
(CAN BE CUSTOMIZED)
At exactly 9:00am of a
At exactly 9:00am of a
school day while learners
At exactly 9:00am of a school day while learners
are in their classroom
school day while learners are in their classroom
having regular classes an
are in their classroom having regular classes an
earthquake with 8 and
having regular classes an earthquake with
above magnitude
earthquake of magnitude magnitude 7 occurs
devastated entire regions.
5-6 occurs during school causing significant
Buildings are reduced to
hours. Learners and shaking and structural
rubble, widespread fires
personnel may feel damage to school
breakout and critical
shaking, causing panic buildings. Walls may
infrastructure such as
and disruption of classes. crack, ceilings could
hospitals and water
Items may fall from collapse, and glass
treatment plants are
shelves, causing minor windows may shatter,
severely damaged or
General Description of Event injuries or damage to leading more serious
destroyed. The loss of life
properties. injuries among learners
is staggering and
and personnel. Power
survivors face immerse
outages occur, further
challenges in accessing
complicating rescue and
basic necessities like food
evacuation efforts.
water and medical care.
Recovery efforts are
prolonged and require
substantial international
assistance.
Dead: 0
Missing: 0 Dead: 1
Dead: 5
Injured: 2 Missing: 5
Missing: 10
Injured: 10
Injured: 22
No. of Affected Learners IP Muslim PWD Mainstream IP Muslim PWD Mainstream IP Muslim PWD Mainstream
MaleMuslim, PWD)
(Male, Female, IP, Male Male
Female Female Female
No. of Dead Learners IP Muslim PWD Mainstream IP Muslim PWD Mainstream IP Muslim PWD Mainstream
Male
(Male, Female, IP, Muslim, PWD) Male Male
Female Female Female

No. of Injured Learners IP Muslim PWD Mainstream IP Muslim PWD Mainstream IP Muslim PWD Mainstream
(Male, Female, IP,Male
Muslim, PWD) Male Male
Female Female Female

No. of Missing Learners IP Muslim PWD Mainstream IP Muslim PWD Mainstream IP Muslim PWD Mainstream
(Male, Female, IP,MaleMuslim, PWD) Male Male
Female Female Female

No. of Affected Teaching Personnel IP Muslim PWD Mainstream IP Muslim PWD Mainstream IP Muslim PWD Mainstream
Male Male Male
Female Female Female

No. of Dead Teaching Personnel Male Female Male Female Male Female
(Male, Female)

No. of Injured Teaching Personnel Male Female Male Female Male Female
(Male, Female)

No. of Missing Teaching Personnel Male Female Male Female Male Female
(Male, Female)

No. of Affected Non-Teaching Male Female Male Female Male Female

Personnel (Male, Female)
No. of Dead Non-Teaching Male Female Male Female Male Female
Personnel (Male, Female)
No. of Injured Non-Teaching Male Female Male Female Male Female
Personnel (Male, Female)
No. of Missing Non-Teaching Male Female Male Female Male Female
Personnel (Male, Female)
EFFECTS
Infrastructure
- Totally damaged CLs 0 10 18
- Partially damaged CLs 0 14 18
- Damaged WASH facilities 0 0 3
 - 0 2 water facilities All are totally damaged
1 volleyball court
Damaged other infrastructures and ancillary facilities (e.g., laboratories, clinic, library)
1 feeding center
1 canteen
Non-infrastructure
- 100 chairs
Damaged furnitures and fixtures
0 10 tables All are totally damaged
- 200 modules All modules were wet and
10
Damaged learning resources and self-learning modules
300 books damaged
5 computers
- 10 computers
10 printers
0
Damaged Information and Communication Technology (ICT) equipment 10 printers
6 TV
10 TVs
1 sound system
-
Damaged laboratory equipment 10 35 50

-
All medical supplies were
0
Damaged medical and dental equipment and supplies 1 weighing scale
damaged

5 shovels
-
1wheel barrow
0
damaged technical-vocational supplies and equipment 2 shovels
1 sprayer
1 freezer
Communication 0 0 0
Power supply is 20 % Power supply is 50 % Power supply is 50 %
Power/ Electricity
interrupted interrupted interrupted
Transportation access road is passable access road is road is inaccessible due to
Suspension of Classes # of Days # of Days # of Days
Response Capabilities  Functional  Less that 50% of  10% QRF
All local responders can personnel were  Functional LDRRMC
address the situation deployed and ready  Municipal, Provincial
 to respond and National
While the responders are Intervention
mobilized there is a need Even the local responders
for augmentation are unable to address the
situation, they are part of
the victims as well.

Others_________
Others_________
Others_________

In the worst-case scenario, characterized by an earthquake of magnitude 8 or above, the consequences

escalate to a catastrophic level. With five fatalities, ten missing individuals, and twenty injured learners, the school
would be overwhelmed by the scale of the disaster. The loss of life, injuries, and trauma experienced by learners,
school personnel, and families would be profound, necessitating a coordinated and sustained response effort from
emergency services, local authorities, and humanitarian organizations.

Overall, these scenarios highlight the critical importance of earthquake preparedness, including strong
contingency plans, regular drills, and outlay in resilient infrastructure, to mitigate the impact of seismic events and
safeguard the lives and well-being of everyone within the school community.
 CP Form 4A.1: Affected Learners

DISPLACED LEARNERS
AREA/ LOCATION NO. OF LEARNERS NO. OF LEARNERS NO. OF LEARNERS
(Sitio/Purok) AFFECTED REASONS FOR
INSIDE EVACUATION OUTSIDE EVACUATION
DISPLACEMENT
CENTERS CENTERS
Purok Paraiso 5 5 0 Transferred to relatives
in near by municipalities
Purok Orchids 5 5 0 Transferred to relatives
in near by municipalities
Purok Sampaguita 5 5 0 Transferred to relatives
in near by municipalities
Purok Lampuan 5 5 0 Transferred to relatives
in near by municipalities
Purok Sacam 5 5 0 Transferred to relatives
in near by municipalities
Sitio Lamtabong Odi 5 3 2 Transferred to relatives
in near by municipalities
Purok Turing 5 3 2 Transferred to relatives
in near by municipalities
TOTAL 35 31 4 Transferred to relatives
in near by municipalities

The table CP Form 4A.1 on the affected learners in the aftermath of the earthquake reveals a concerning
impact on the school community. A total of 35 learners have been displaced from their homes due to the
destruction caused by the earthquake. These displaced learners are now facing uncertainty and instability,
requiring immediate assistance and support to ensure their safety and well-being.
 CP Form 4A.2: Affected Personnel
DISPLACED TEACHING PERSONNEL NO. OF NON- DISPLACED NON-TEACHING PERSONNEL
NO. OF NO. OF TEACHING NO. OF NON-
NO. OF PERSONNEL NO. OF NON-
AREA/ TEACHING TEACHING REASONS TEACHING REASONS
TEACHING AFFECTED TEACHING
LOCATION PERSONNEL PERSONNEL FOR PERSONNEL FOR
PERSONNEL OUTSIDE
(Sitio/Purok) INSIDE OUTSIDE DISPLACEM INSIDE DISPLACEME
AFFECTED EVACUATION
EVACUATION EVACUATION ENT EVACUATION NT
CENTERS
CENTERS CENTERS CENTERS
Purok Paraiso 0 0 0 0 0 0 0
Purok Orchids 1 1 0 Transferred 0 0 0 0
to relatives
in near by
municipaliti
es
Purok 0 0 0 0 1 1 0 Transferred
Sampaguita to relatives
in near by
municipalitie
s
Purok 0 0 0 0 0 0 0 0
Lampuan
Purok Sacam 0 0 0 0 0 0 0 0
Sitio 0 0 0 0 0 0 0 0
Lamtabong
Odi
Purok Turing 0 0 0 0 0 0 0 0
TOTAL 0 0 0 0 0 0 0 0

The result of CP Form 4A.2: Affected Personnel, the table on affected teachers during the earthquake
scenario indicates that there are one teacher and one non-teaching personnel who have been displaced from their
residences because their houses were collapsed during the strike of worst earthquake. Furthermore, none of the
teachers or non-teaching personnel are reported to be outside of the evacuation centers. These findings suggest
that only 28% of teachers have been directly affected or displaced as a result of the earthquake.
 CP Form 4B.1: Breakdown of Affected Learners

NO. OF
BREAKDOWN
LEARNERS
AREA/ AFFECTED (FILL-UP ONLY WHEN APPROPRIATE)
LOCATION
IP LEARNERS MUSLIM
K- G3 G4-G6 JHS SHS
LEARNERS WITH LEARNERS MAINSTREAM
DISABILITY OTHERS
M F M F M F M F M F M F M F M F M F
Purok Paraiso 2 3 2 3 0 0 0 0 0 0 2 3 0 0 0 0 0 0 0
Purok Orchids 1 4 1 4 0 0 0 0 0 0 1 0 0 0 0 1 0 0 0
Purok
3 2 2 0 1 2 0 0 0 0 1 1 0 0 0 1 0 0 0
Sampaguita
Purok Lampuan 1 4 1 1 0 3 0 0 0 0 1 4 0 1 0 1 0 0 0
Purok Sacam 2 3 2 1 0 2 0 0 0 0 2 3 0 0 0 1 0 0 0
Sitio
4 1 0 0 4 1 0 0 0 0 4 1 1 1 0 0 0 0 0
Lamtabong Odi
Purok Turing 3 2 2 0 1 2 0 0 0 0 3 2 0 0 0 0 0 0 0
TOTAL 16 19 10 9 6 10 0 0 0 0 14 14 1 2 0 4 0 0 0

The table provides a comprehensive overview of the distribution of affected learners across different
demographic groups. In each of the seven puroks, five learners have been impacted by the earthquake.
Additionally, there are 28 Indigenous Peoples (IPs) learners, four Muslim learners, and three learners with
disabilities (PWD) who have been affected by the seismic event.

This breakdown helps to identify the specific needs and vulnerabilities of different learner groups, informing
targeted response and assistance efforts to ensure that all affected individuals receive the necessary support and
resources to recover and resume their education in the aftermath of the earthquake.
 CP Form 4B.2: Breakdown of Affected Personnel

NO. OF NON-TEACHING
NO. OF TEACHING PERSONNEL
PERSONNEL
AREA/ LOCATION AFFECTED
AFFECTED OTHERS
M F M F
Purok Paraiso 1 0 0 0 0

Purok Orchids 0 0 0 0 0

Purok Sampaguita 0 0 0 1 0

Purok Lampuan 0 0 0 0 0

Purok Sacam 0 0 0 0 0

Sitio Lamtabong Odi 0 0 0 0 0

Purok Turing 0 0 0 0 0

TOTAL 1 0 0 1 0

The breakdown of affected personnel during the earthquake scenario reveals that there are two reported
instances of affected teaching and non-teaching personnel within the school community. The table reflects a
comprehensive overview of various categories of personnel, indicating two instances of impact across all
segments.

However, since two personnel are reported to be affected during the earthquake, it only signifies that there
is a positive turn-out of earthquake preparations and suggests that most of school personnel has effectively
learned to safeguard their well-being during the seismic event.
 CHAPTER II. GOALS AND OBJECTIVES

A. Goal:

The goal of in creating a contingency plan is to ensure the safety

and well-being of learners, teaching and non-teaching personnel, and
visitors in the event of seismic activity. Specifically, the contingency plan
aims to: minimize the risks, ensure preparedness, facilitate response,
protect lives, ensure continuity of learning and enhance school resilience.
Overall, the goal of this contingency plan is to empower the school
community with the knowledge, resources, and support needed to
effectively respond to seismic events and safeguard the safety and well-
being of all individuals within the school environment.

B. General Objective(s):

The general objectives of the contingency plan for fire hazard are as
follows:
 To determine the immediate tasks required for the fire response
operation;
 To conduct inventory of resources available;
 To establish proper coordination through efficient
communication and linkage among Local agencies and stake
holders;
 To ensure timely and systematic response in an emergency
situation with the primary effort of saving lives, property and
environment specifically does who are injured, trapped,
displaced, endangered and damaged by effects of earthquake;
 To prepare the School Disaster Risk Reduction Management
(SDRRM) members and stakeholders for performing their roles
in providing appropriate resources in Emergency Preparedness
and Response;
 To provide timely and appropriate Psychological First Aid to the
affected school personnel, parents and learners;
 To facilitate continuity of education in times of emergencies.
 To provide the immediate and appropriate needs of the affected
population of the school; and
 To reinforce the standards of reporting system set by the
Schools Division of South Cotabato DRRM.

C. Specific Objectives(s)

 Develop strategies and contingency plans to ensure the continuity

of educational activities and services after an fire incident, including
alternative teaching locations, remote learning options, and
curriculum adjustments as necessary.
 Foster partnerships with parents, guardians, and the local
community to promote earthquake preparedness, raise awareness
about school emergency procedures, and encourage collaboration in
emergency response and recovery efforts.
 CHAPTER III. RESPONSE ARRANGEMENTS
A. Response Clusters
CP Form 5: Cluster Identification

AGENCIES/OFFICES INVOLVED
(NUMBER OF FIELDS CAN BE INCREASED OR
REDUCED)

PNP / BPAT
BFP / AFP /

TEAM / SIO
ENGINEERI

VOLUNTEE
COMMUNI
MDRRMO

HEALTH /
RESPOSE CLUSTER

BDRRMC

CATION
CAFGU

MSWD
DPWH
DOH

NG

R
LEAD AGENCY

SEARCH AND RESCUE RETRIEVAL / / / / / / / / MDRRMO

SECURITY, LAW AND ORDER / / / / / PNP
CLEARING OPERATION / / / / / MLGU - ENGINEERING
CAMP MANAGEMENT / / / / / / MSWDO
FOOD AND NON-FOOD / / / / MSWDO
HEALTH EMERGENCY RESPONSE / / / MEDICAL TEAM
COMMUNICATION AND PUBLIC / / / / / / EMERGENCY
AWARENESS COMMUNICATION
EMERGENCY COMMUNICATION / / / / / / / / / / EMERGENCY
COMMUNICATION
 RESPONSE CLUSTER LEAD AGENCY/ OFFICE MEMBER AGENCIES/OFFICES

SEARCH AND RESCUE BFP, AFP, CAFGU, PNP, BPAT, BDRRMC, DOH,
MDRRMO
RETRIEVAL ENGINEERING, DPWH, VOLUNTEERS
BPAT, BDRRMC, SIO, COMMUNICATION TEAM,
SECURITY, LAW AND ORDER PNP
VOLUNTEER
CLEARING OPERATION MLGU - ENGINEERING BDRRMC, DPWH, COMMUNICATION TEAM, VOLUNTEER
PNP, BPAT, DOH, DSWD, COMMUNICATION TEAM,
CAMP MANAGEMENT MSWDO
VOLUNTEER
FOOD AND NON-FOOD MSWDO BDRRMC, COMMUNICATION TEAM, VOLUNTEER
HEALTH EMERGENCY
RESPONSE
MEDICAL TEAM BDRRMC, MDRRMO, DOH

COMMUNICATION AND PUBLIC MDDRMO, BFP, AFP, CAFGU, PNP, BPAT, BDRRMC,
COMMUNICATION TEAM
AWARENESS VOLUNTEER
EMERGENCY COMMUNICATION BFP, CAFGU, PNP, AFP, BPAT, DOH, DPWH, MSWDO,
MDRRMO
COMMUNICATION TEAM, VOLUNTEER

The table displays the Lead Agencies and its member agencies who are responsible in the different response
cluster identified by the school. This is to give direct leadership and accountability to the identified agencies in
order to provide immediate and organized delivery of rescue operations like the MDRRMO who is tasked as primary
actor in the Search and Rescue Retrieval Response Cluster, the PNP in the Security, Law and Order, and so on.
I. CP FORM 6 RESPONSE ACTIVITIES

RESPONSE CLUSTER SEARCH AND RESCUE RETRIEVAL

TIME FRAME RESPONSE ACTIVITIES RESPONSIBLE AGENCY/ OFFICE
Alarm Commander
Once intense ground shaking is felt do the
Learners, Teachers, Advisers
Duck, Cover and Hold
School Head
Within 0-3 hours Immediately after the impact evacuate Class Leader, Teachers, Advisers
the building and proceed to the School Head
designated evacuation area
Assist teachers and learners in evacuation Evacuation Team Head,
if it happens during class hours Ground Floor Marshall
School Head
Class Leader, Advisers
Site Security Team Head
Accounting of pupils and check physical
School DRRM Coor
status
Alternate School DRRM Coor
School Head
Gather data from teachers account of School Head
pupils if there are left or trapped inside Communication Team Head
the building for immediate rescue
Coordinate with the BDRRM thru BPAT for School Head
assistance on Search and Rescue Communication Team Head
Activate Contingency Plan (CP) for School Head
Earthquake
*Conduct emergency meeting to review
the CP functions of each member and
protocols to be followed
Conduct initial RDANA at school School Head
School DRRM Coor
Alternate School DRRM Coor
Activate Safe Family Reunification Plan Evacuation Team Head,
Within 3-6 hours (Contact parents/guardians of learners thru Ground Floor Marshall
 respective group chats or any other School Head
available communication Advisers
Report to Division Office School Head
Communication Team Head
Create help/information desk School Head
Communication Team Head
SDRRM Team
Coordinate with the Barangay DRRMC School Head
*Check school ground, school plants and Communication Team Head
equipment Telephone Operator
*Assess the result of the findings of the First Aid
RDNA
&Conduct round table
Provide first aid to injured learners, school Medical Team Head
personnel Barangay Health Workers
School Head
Assist MDRRM teams in searching for Search Rescue and Salvage
Within 6-12 hours persons trapped in collapsed structures, if BDRRMC
necessary MDRRM Team
Medical Team Head
School Head
Continuous Monitoring and Reporting of Evacuation Team Head,
incidents Ground Floor Marshall
School Head
School DRRM Coor
Alternate School DRRM Coor
Within 12-24 hours Conduct RDANA (Rapid Damage and Needs School DRRM Coor
Assessment) Alternate School DRRM Coor
School Head
Submit RADAR Report School DRRM Coor
Alternate School DRRM Coor
School Head
Continue coordination for Rescue Operation School Head
 in School Communication Team Head
-Conduct search and rescue operation, School DRRM Coor
whenever there are missing learners, Alternate School DRRM Coor
personnel in school SDRRMC
BFP
MDRRM
Within 24-48 hours Conduct Psychological First Aid (PFA) to School Head
teachers and learners Advisers
BDRRMC
Orientation with the parents for possible MDRRM
resumption of classes SDO Health Section
Withing 48-72 hours Prepare school grounds and class modules School Head
for resumption of classes Advisers
BDRRMC
MDRRM
SDO Health Section
After 72 hours and Resumption of classes through blended School Head
onwards modality Advisers, Teachers
Barangay Volunteers
Continue Communication Operations as to
gathering of situation reports and
assessment of barangays

Assist in the distribution of donated goods,

if available and necessary.

Following an earthquake that impacts the school, the immediate priority is to ensure the safety and well-
being of pupils, school personnel, and visitors. Once the safety of the school environment has been assessed and
deemed secure, response activities are initiated to facilitate the resumption of classes within 72 hours, utilizing a
blended learning approach. Here's how the response activities unfold:

1. Within 0-3 hours : Standard safe mitigating measures are performed by the learners and teachers,
evacuate to the safe holding area, account and check the learners, coordinate with the BDRRMC, then
activate the Contingency Plan and conduct initial RDANA to assess the school status.
 2. Within 3-6 hours: Activate Safe family reunification Plan, report to SDO, create help desk in school, and
provide First Aid to injured learners and/or teachers.
3. Within 6-12 hours: Assist MDRRM teams in searching for person trapped in the collapsed structures,
continuous monitoring and reporting of incidents.
4. Within 12-24 hours: conduct PFA to teachers and learners, and conduct orientation with the parents for
possible resumption of classes.
5. Within 24-72 hours: prepare school grounds and class modules for resumption of classes.
6. After 72 hours and onwards: resumption of classes through blended modality while continuing
communication with the BDRRMC until the situation is stabilized.

Resource Inventory

CP Form 7: Resource Inventory

 TYPE OF RESOUCES RESOURCE QUANTITY REMARKS
Medical Supplies First Aid Kit 1 Insufficient
Emergency Kits Fire extinguisher 1 Insufficient
Mega phone 1 Insufficient
Whistle 0 Need to purchase
Solar Lights / flash 0 Need to purchase
lights
Portable radio 0 Need to purchase
Bell 0 Need to purchase
Alarm buzzer 0 Need to purchase
Spine board 0 Need to purchase
Human Resource Psychological First 2 Need to train more personnel
Aider
Security Guard 0 School has no security guard
Learning Continuity Printer and other 7 Need to procure additional
Resources printing supplies printer

In the wake of an earthquake calamity, the school's need for medical supplies, emergency kits, and
additional human resources becomes paramount due to the insufficient resources currently available. Specifically,
the school needs to provide the medical supplies such as first aid kits in 1 is to 1 ratio with the school personnel,
emergency kits, and human resources such as PFAers and Security Guards to assist and aid the school community
during the calamity.

Resource Projection CP Form 8: Resource Projection

RESOURCE NEED HAVE GAPS ACTIVITIES/ SOURCES COST ESTIMATES SOURCE OF

 FUNDS
(FILL-UP ONLY
(NEED – (FILL-UP ONLY
TO FILL THE GAPS WHEN
HAVE) WHEN
APPROPRIATE)
APPROPRIATE)
First Aid Kit PROCUREMENT / BLGU, MLGU, PLGU,
7 1 6 7,000.00
PARTNERSHIPS DOLE, PRIVATE IND.
Fire PROCUREMENT / BLGU, MLGU, PLGU,
7 1 6 21,000.00
extinguisher PARTNERSHIPS DOLE, PRIVATE IND.
Mega phone PROCUREMENT / BLGU, MLGU, PLGU,
2 1 1 9,500.00
PARTNERSHIPS DOLE, PRIVATE IND.
Whistle PROCUREMENT / BLGU, MLGU, PLGU,
8 0 8 500.00
PARTNERSHIPS DOLE, PRIVATE IND.
Solar Lights / PROCUREMENT / BLGU, MLGU, PLGU,
8 0 8 9,000.00
flash lights PARTNERSHIPS DOLE, PRIVATE IND.
Portable radio PROCUREMENT / BLGU, MLGU, PLGU,
8 0 8 8,000.00
PARTNERSHIPS DOLE, PRIVATE IND.
Bell PROCUREMENT / BLGU, MLGU, PLGU,
1 0 1 3,500.00
PARTNERSHIPS DOLE, PRIVATE IND.
Alarm buzzer PROCUREMENT / BLGU, MLGU, PLGU,
1 0 1 3,500.00
PARTNERSHIPS DOLE, PRIVATE IND.
Spine board PROCUREMENT / BLGU, MLGU, PLGU,
8 0 8 80,000.00
PARTNERSHIPS DOLE, PRIVATE IND.
Psychological PROCUREMENT / BLGU, MLGU, PLGU,
6 2 4 150,000.00
First Aider PARTNERSHIPS DOLE, PRIVATE IND.
Security Guard BLGU, MLGU, PLGU,
2 0 2 HIRE SECURITY GUARD 144,000.00
DOLE, PRIVATE IND.
Printer and
PROCUREMENT / BLGU, MLGU, PLGU,
printing 7 5 2 22,000.00
PARTNERSHIPS DOLE, PRIVATE IND.
supplies
BLGU, MLGU, PLGU,
TOTAL 65 10 55 458,000.00
DOLE, PRIVATE IND.

The school need to generate worth of 458,000.00 pesos in order to provide the needed resources listed
above.
Resource Gap Summary

CP Form 9: Resource Gap Summary

Response Cluster Total Resource Gap Total Cost Estimates

First Aid Kit 6 7,000.00

Fire extinguisher 6 21,000.00
Mega phone 1 9,500.00
Whistle 8 500.00
Solar Lights / flash lights 8 9,000.00
Portable radio 8 8,000.00
Bell 1 3,500.00
Alarm buzzer 1 3,500.00
Spine board 8 80,000.00
Psychological First Aider 4 150,000.00
Security Guard 2 144,000.00
Printer and printing supplies 2 22,000.00
TOTAL 55 458,000.00
 B. SCHOOL DRRM TEAM

OVER-ALL COORDINATORS
Function: Confirms emergency situation and coordinates with all crew heads
NAME CONTACT NUMBER
MARY ANGIELLE G. LOSALA 09553578569

SCHOOL DRRM COORDINATOR

Function: Coordinate with the Over-all Coordinators
NAME CONTACT NUMBER
MICHELLE E. ROQUE 09068787854
RONALD F. MORAL 09366915756 / 09530686689

MEDICAL TEAM
Functions: provides first-aid treatment and coordinates with the hospital
NAME CONTACT NUMBER
MEDICAL TEAM HEAD
LILIBETH B. SIGA 09051805024
FIRST AID
KGD. MERLYN BUYAO 09056226821
SEARCH AND RESCUE
MARLY T. CASUK 09150565713
CHERY JUMERO
RONALYN SULAN

SITE SECURITY TEAM

Functions
Team Head: Gives instructions to guards and make sure only authorized
personnel are allowed to enter premises for the search/rescue/salvage
operation
Perimeter Guards: cordons and guards left behind property
Ground Maintenance: check the integrity of the buildings, turn off the main
power switch and receive order from team head
NAME CONTACT NUMBER
SITE SECURITY TEAM HEAD
KEIR T. FALCO 09651587553
PERIMETER GUARDS
THERESA G. TABULOY 09368993890
BENJAMIN CASAK 09557791522
GROUND MAINTENANCE
RONALD F. MORAL 09366915756 / 09530686689
REYMART M. MENDOZA 09973989983
JONATHAN SULAN
 FIRE SAFETY TEAM
Team Head: instruct crew members of the necessary response
Assistant Fire Marshall: assumes position of Fire Safety Head in case later is
not available
NAME CONTACT NUMBER
FIRE SAFETY TEAM HEAD
JOYCEE N. MAGBALOT 09664403376
ASSITANT FIRE MARSHALL
BLESY A. ORO 09762541334
MEMBERS
CHRISTINE JILL M. LORENO 09606451097

EVACUATION TEAM
Team Head: takes charge if the final headcount, assign in-charge to give go
signal to traffic/crowd controllers
Line Leader: moves group through clear areas and directs it to the assigned
evacuation area.
Sweeper: searches the rooms, offices, washroom, etc for those trapped or
left behind

NAME CONTACT NUMBER

EVACUATION TEAM HEAD
JANSHIE H. AGUIRRE 09755790908
MEMBERS
LL & IO: HON. EVELYN M. ACOJIDO 09161048663
LELLANY O. SIMPAL
Alternate: KGD. ROQUELLO MANIB
Sweeper: HON. KEN TABULOY
COMMUNICATION TEAM
Function: Coordinates with the over-all coordinator and crew heads
Telephone Operator: Coordinates with relevant agencies
Alarm Commander: sends out the alarm

NAME CONTACT NUMBER

COMMUNICATION TEAM HEAD
REYMART M. MENDOZA 09973989983
MEMBER
LELLANY O. SIMPAL
TELEPHONE OPERATOR
MICHELLE E. ROQUE 09068787854
ALARM COMMANDER
GLYNIZE KEAN P. CALDERON 09466944134
 Republicof thePhilippines
Department of Education
Region XII
D. Interoperability DIVISION OF SOUTH COTABATO
LAMTABONG ELEMENTARY SCHOOL
Lamtabong-bong, Lambingi, Banga, South Cotabato

SCHOOL DISASTER RISK REDUCTION MANAGEMENT TEAM

MARY ANGIELLE G. LOSALA
School Principal/ Overall Coordinator
MICHELLE E. ROQUE
School DRRM Coordinator
RONALD F. MORAL
Alternate School DRRM Coordinator

LILIBETH B. SIGA KEIR T. FALCO J OYCEE N. J ANSHIE H. AGUIRRE REYMART M.

Medical Team Head Site Security Team MAGBALOT Evacuation Team Head MENDOZA
Head Fire Safety Team Head Communication Team
Head
LELLANY O. SIMPAL
BLESSY A. ORO CHERRY J UMERO
KGD. MERLYN BUYAO THERESA G. Assistant Fire Marshall Ground Floor Mashall
MICHELLE E.
RONALYN N. BUYAO TABULOY ROQUE
First Aid Perimeter Guard HON. EVELYN M.
ACOJ IDO Telephone Operator
Line Leader
CHRISTINE J ILL M.
RONALD F. MORAL LORENO
Ground Maintenance KGD. ROQUELLO MANIB
MARLY T. CASUK Fire Extinguisher Line Keeper/ Traffic GLYNIZE KEAN P.
Search Rescue and
Salvage REYMART M. MENDOZA CALDERON
HON. KEN TABULOY Alarm Commander
Generator Set Operator Crowd Controller

J ONATHAN SULAN
Driver
 CHAPTER IV. ACTIVATION

START

EARTHQUAKE

Perform Duck, Cover, and Hold

Evacuate the building and go to designated safe holding area

Account pupils and check physical status

YES NO
With missing
Coordinate with the BDRRMC learners Activate Safe Reunification Plan
thru BPAT for assistance for
Search and Rescue

Check vital signs of rescued

NO Conduct RADAR report and submit to SDO
Activate
learners and give necessary first Contingency
aid Plan

YES
Situation normalize 2
Conduct Initial RDANA

Class returns to normal status

Activate Safe Family
Reunification Plan

Establish help/information desk

END
Provide first aid to injured
learners

Continuous monitoring and

reporting of incidents / RADAR to
SDO

Classrooms are
not safe for NO 2
occupancy?

Conduct meeting with parents for

the planned resumption of
alternative mode classes

Conduct PFA to teachers, learners

and parents

Situation 1
improved NO
?

YES

Prepare for the resumption of classes

via blended learning until such time
the SDO / LGU announces safe return
to school

END
Prepared by: NOTED:

MARY ANGIELLE G. LOSALA LEONARDO G. DIMOS

School Head OIC-PSDS

Recommending Approval:

JANE MICHELLE E. LASACA

PDO II/Division DRR Coordinator

Approved:

LEONARDO M. BALALA, CESO V

Schools Division Superintendent