School Contingency Plan in The Existence of Natural Hazards Earthquake and Typhoon

SCHOOL CONTINGENCY PLAN IN THE EXISTENCE OF
NATURAL HAZARDS ; EARTHQUAKE AND TYPHOON
Department of Education
Region III
Schools Division of Bulacan
District of Plaridel
PLARIDEL ELEMENTARY SCHOOL
J. Garcia St. Poblacion
Email: plaridel.elementary@yahoo.com 044-794-0467
SCHOOL
CONTINGENCY
PLAN IN THE
EXISTENCE OF
NATURAL
HAZARDS ;
EARTHQUAKE AND
TYPHOON
January 2019
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MESSAGE
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The Philippines is at high risk from cyclones,

earthquakes, floods, landslides, tsunamis, volcanic
eruptions, and wildfires. The Philippines' evident risk
to natural disasters is due to its location. Being a country
that lies in the Pacific Ring of Fire, it is prone to
earthquake and volcanic eruptions. In addition, the
country is surrounded by large bodies of water and faces
the Pacific Ocean where 60% of the world's typhoons
are made.
The country is no stranger to natural disasters, as it is surrounded by

bodies of water, and is located along the Pacific Ocean’s “Ring of Fire.” From
typhoons to tsunamis to volcanic eruptions to earthquakes – name it, the
Philippines has experienced it.
Disaster Risk Reduction and Management is every one’s concern and

responsibility. The approach is a multi- sectoral partnership since nobody is
exempted by the devastating effects of these natural hazards.
This document spells out the comprehensive approach in

understanding and analyzing our situation in the locality and provides us the
blue print of action in times of calamities.
As we hold hands for unity, and with the guidance of The Almighty, we
can lessen the adversities brought about by these calamities and together
we can say…
PES PREPARE , BE AWARE !
REVELYN L. MANIEGO , Ed.D.

Principal IV
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Historical BAckground
Plaridel Elementary School is a complete elementary school serving Kinder to

Grade 6 levels. It has a total land area of 13,145 sq.m, that serves as learning ground for
2,232 enrollees this SY 2018-2019. From SY 2017-2018’s enrolment of 2,176, the
number of male enrollees increased by 59,while the number of female enrollees
decreased by 3. There was an increase of 102.57% from the previous school year
enrolment. The school is situated along national road of J. Garcia St., Poblacion, Plaridel,
Bulacan which is reflected in its primarily suburban nearby barangays: Agnaya and Sta.
Ines. Plaridel Elementary School has been in existence since the early 1900’s. Over the
years, the school has always maintained strong community suppport throughout its
subsistence.
Based on an interview with the then oldest retired administrator of the school, the
original facility has been in existence since 1904 and was redesigned and improved from
time to time as the school heads transfer from other
place to this area. Additional classrooms and
ancillary rooms were later added to accomodate
the growing population. Today, there is a total of 55
academic classrooms and 8 ancillary, of which 4
academic and 1 ancillary classrooms are for
demolition. Most space and facilities within the
main campus is currently use except for the
Science laboratory.
The school is located 500 meters away from

the town proper and 7 km from the DepEd Division
Office-Malolos City. The District office is in the
vicinity of the school. Pupils can reach the school
by foot or by all means of land transportations.
Since the school is located along the corner

of J. Garcia Street, speeding vehicles turning left
and going towards Barangay Sta. Ines and
Barangay Tabang is one of the human induced hazards. Petty crime such as theft is not
rampant in the school. CCTV cameras were installed, focused in and out of the school
area for security purposes. Even though there has been no incidence of dengue case, it
is still a health threat to the school community, thus preventive measures are being
practiced.
There were reported cases of flooding brought by heavy rains and poor drainage
system. Despite the odds, the flood subsides within two days.
Residents are typically employed in the following fields: farming, dressmaking,

baking, health and education, retail or wholesale, manufacturing, overseas employment,
with fewer numbers in the higher technological professions, finance, real state,
construction and other professions.
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LEARNING ENVIRONMENT
In SY 2017-2018, Plaridel Elementary School served 2,176 school children. Our
enrolment had increased from 2,176 during SY 2016-2017 to 2,232 during SY 2018-2019,
which is 102.57% increase in population. Drop out rate is 0%.
The class size remains stable. The average class size for Kindergarten is 25, for
Grades 1-3 is 35 and for Grade 4-6 is 45. The total number of 4Ps beneficiary is 122,
wherein 83.61% of the 4Ps members belong to Grade 4 to 6.
The attendance rate of PES has been consistently at or above 97% for the past
several years. The average attendance rate for the SY 2017-2018 was 98.39% which is
1% above SY 2016-2017. Cases of tardiness is minimal but still remains on the list of
concerns.
At the beginning of the SY 2017-2018, 154 pupils from Grade 1 to 4 were grouped
in Special Science Class. This SY 2018-2019 is the SSES’ 5th year implemetation. Grade
1 SSES class was not organized this school year because nobody qualified in the SSES
screening test but still 148 pupils from Grade 2 to 5 belonged to the SSES class. It is
expected to raised its enrolment by 35 in Grade 1 next school year.
IDENTIFYING INFORMATION
School ID: 105009 Name of School: Plaridel Elementary

School
Address: J. Garcia Poblacion, Plaridel, Barangay: Poblacion
Bulacan
District: Plaridel Municipality: Plaridel
Division: Bulacan Region: III
GEOGRAPHY
AI Location of the School : Check the appropriate description
Along the highway Near a river or water way On top of a

mountain
Near the coastline By the hillside
A.2 Relative Distance of the School

Mode of
Distance in Km
Transportation
a. From the poblacion
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b. From the nearest public elementary 1 km

Jeep, tricycle
school
c. From the nearest private elementary 0.5 km
school
d. From the nearest public secondary 1 km
Jeep, tricycle
school
e. From the nearest private secondary 1 km
tricycle
school
f. From the District Office
g. From the Division Office 11 km Jeep
A.3 Incidence of crimes and other human‐induced hazards
Armed conflict as a result of organized crime (terrorism, siege, etc.)

/
/ Crime against school head/s (murder/homicide, physical injury, rape, sexual
harassment, etc.)
Crime against school property (theft, robbery, arson)
Crime against student/s (murder/homicide, physical injury, rape, sexual
harassment, etc.)
Crime against teacher/s (murder/homicide, physical injury, rape, sexual
harassment, etc.)
Fire (Electrical wiring failure, etc.)
Health Threat (i.e. Dengue, Malaria, Measles, food poisoning, disease
outbreak)
Oil Spill
Security threat as a result of civilian violence (bomb threats, kidnapping
threats, hostage taking, shooting, etc.)
Structural collapse (as a result of engineering failures)
Others. Pls. Specify: ________________________________________
A.3.2 What are the 3 most frequent crimes/human‐induced hazards?

1st most frequent: _________________________________
2nd most frequent: _________________________________
3rd most frequent: _________________________________
A.4 Incidence of natural hazards: flood
A.4.1 Check if there have been incidences of the following in the last 3 years.
Drought Tropical Cyclones

(Storm, Typhoon, Tropical
Depression, etc.)
Earthquake Oil Spill
Fire Tsunami
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(includes forest fires and fires due to natural disasters)

Flood Volcanic eruption
Landslide
Storm surge Others. Pls. specify: mild
flooding
A.4.2 What are the 3 most frequent natural hazards?
 Flood
 Tropical Cyclones
B. LEARNING ENVIRONMENT
B.1 Classrooms and seats
B.1.1 Classroom quantity [SRC.15.]
Total No. of Classrooms
Level Enrollment,
Current SY In Good For Repair/ Learner:classroom
Condition Rehabilitation Total ratio 1
Kindergarten 351 7 0 7 50.14:1
Grade 1 328 9 0 9 36.44:1
Grade 2 268 8 0 8 33.5:1
Grade 3 277 7 1 8 34.63:1
Grade 4 348 7 1 8 43.5:1
Grade 5 350 5 3 8 43.75:1
Grade 6 310 7 0 7 44.29:1
Total 2,232 50 5 55 40.58:1
1 Learner:classroom ratio = Total enrollment divided by the total number of classrooms
B.1.2 Classroom seat quantity [SRC.17.]

Indicate the total number of seats in all classrooms.
Number Learner: seat ratio 2

2,232 1:1
2 Learner:seat ratio = Total enrollment divided by the total number of seats
B.2 Water, Sanitation and Hygiene (WASH) facilities

B.2 Water, Sanitation and Hygiene (WASH) facilities
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B.2.1 Water supply/source. Check as appropriate.
Local piped water Rainwater catchments Without available

water supply
Water well/deep well Natural source
Is the main source of water functional at present?
Yes No Pls. cite reasons why:

______________________________________________
B.2.2 Handwashing. Is there space for handwashing?
Yes If Yes with soap without soap
No
B.2.3 Functional toilets [SRC.16.] B.2.4 Toilet bowls
Combination/ Male Female Combination/ Male Female
Number Ratio 3 Number Ratio 4
43 47:1 43 47:1
3 Learner:toilet ratio = Total enrollment divided by number of toilets
4 Learner:toilet bowl ratio = Total enrollment divided by number of toilet bowls
B.3 Textbooks. Indicate number of textbooks per grade level and subject
[SRC.3.]
English Mathematics Science Filipino EPP/TLE

Level
Number Ratio Number Ratio Number Ratio Number Ratio Number Ratio
Kindergarten - - - - - - - - - -
Grade 1 0 0 328 1:1 0 0 328 1:1 0 0
Grade 2 268 1:1 194 1.38:1 0 0 227 1.18:1 0 0
Grade 3 316 0.88:1 330 0.84:1 336 0.82:1 336 0.82:1 0 0
Grade 4 266 1.31:1 256 1.36:1 273 1.27:1 262 1.33:1 249 1.4:1
Grade 5 329 1.06:1 328 1.07:1 329 1.06:1 260 1.35:1 329 1.06:1
Grade 6 0 0 319 0.97:1 113 2.74:1 118 2.63:1 319 0.97:1
TOTAL 1179 1.89:1 1755 1.27:1 1051 2.12:1 1531 1.46:1 897 2.49:1
Level AP ESP MAPEH PE and Health MTB
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Number Ratio Number Ratio Number Ratio Number Ratio Number Ratio
Kindergarten - - - - - - - - - -
Grade 1 326 1.01:1 324 1.01:1 0 0 0 0 328 1:1
Grade 2 254 1.06:1 227 1.18:1 192 1.4:1 0 0 154 1.74:1
Grade 3 334 0.83:1 321 0.86:1 332 0.83:1 0 0 320 0.87:1
Grade 4 255 1.36:1 262 1.33:1 252 1.38:1 263 1.32:1 0 0
Grade 5 330 1.06:1 328 1.07:1 329 1.06:1 329 1.06:1 0 00
Grade 6 0 0 323 0.96:1 319 0.97:1 0 0 0 0
TOTAL 1499 1.49:1 1785 1.25:1 1424 1.57:1 592 3.77:1 802 2.78:1
B.4 Library:
No. of books: 3000
No. of tables: 2
No. of chairs: 30
Give additional information and qualitative descriptions of the library (on the
lighting, space, other fixtures present, etc.)
Our library is organized for school use and it is maintained by the school. In
addition to providing reading materials and other references , it provides the services
of teacher- librarian who is an expert at finding and organizing information and at
interpreting information needed. It often provides quiet area for studying, and also often
offers common area to facilitate group study and collaboration. Our library often provides
public facilities for access to its electronic resources like computers and Internet
connection. In additional it’s extending services beyond the physical walls of a building,
by providing material accessible by electronic means, and by providing the assistance of
librarian in navigating and analyzing very large amounts of information with a variety of
books.
B.5 Other learning facilities/materials (Example: computers, science

equipment. Insert new rows if necessary.)
Qualitative
Facility/Material Number
description/condition
Computers 3 serviceable
Computers 13 serviceable
Hot Cold Air Balance 1 serviceable
Mass Density Apparatus 5 serviceable
Filtration-Evaporation Apparatus 4 serviceable
Electric Motor 4 serviceable
Inertia Apparatus 4 serviceable
Phase Change Apparatus 4 serviceable
Electrical Circuit Kit 2 serviceable
Equal Arm Balance 1 serviceable
Vernier Caliper 1 serviceable
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Magnets 11 serviceable
Magnifying Glass 13 serviceable
Prism 4 serviceable
Concave Mirror 11 serviceable
Convex Mirror 8 serviceable
Turbine 6 serviceable
Ammeter 1 serviceable
Electromagnet 1 serviceable
Bio viewer 1 serviceable
Thermometer 9 serviceable
Compass 2 serviceable
Rain Gauge 1 serviceable
Tuning Fork 5 serviceable
Flat form Balance 1 serviceable
Crucible Tong 2 serviceable
Test Tube Holder 14 serviceable
Test Tube Brush 3 serviceable
Tripod 7 serviceable
Wire Gauze 6 serviceable
Bunsen Burner 1 serviceable
Alcohol Lamp 5 serviceable
Beaker 3 serviceable
Funnel 3 serviceable
Erlenmeyer Masks 1 serviceable
Florence Flasks 1 serviceable
Stirring Rod/Glass 5 serviceable
Measuring Cup 2 serviceable
Graduated Cylinder 11 serviceable
Watched Glass 2 serviceable
Vials 2 serviceable
Test Tube Rack 2 serviceable
Test Tube 15 serviceable
Human Anatomy 1 serviceable
Human Skeleton Model 1 serviceable
Human Heart Model 1 serviceable
Human Liver Model 1 serviceable
Human Stomach Model 1 serviceable
B.6 Availability of electrical supply. What is the school's source of electricity?
Grid supply
Off-grid supply
Solar power
Generator
Others. Pls. specify: ___________
No source of electricity
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B.7 Internet connectivity
YES NO
If YES, check the appropriate Internet service provider/s servicing the area:
BAYANTEL GLOBE SMART WITH GLOBAL

SATELLITE
PLDT DIGITEL SUN OTHER PLS. SPECIFY:

CONVERGE
B.7.2 Does the school subscribe to any of the Internet service

provider/s listed above?
YES NO
B.7.3 Are there Internet café/shops/WiFi‐enabled stations in the area?
YES NO PLS. SPECIFY
___________________
C. TEACHERS
C.1 Number of teachers [SRC.14.]
C.1.1 Number of nationally‐funded teachers (current SY)
Learner: Teacher
Male Female Total
Ratio 5
10 55 65 1:40
Learner:teacher ratio = Total enrollment divided by number of nationally ‐

5
funded teachers
C.1.2 Number of locally‐funded teachers and subsidized/volunteer

teachers (current SY):
No. of Locally‐funded Teachers: 0

No. of Subsidized/ Volunteer Teachers: 0
C.2 Quality of teachers
C.2.1 Number of master teachers
Carries Full‐ Assigned Part‐ Assigned Full‐

Assigned
Time Class Time to Time to
Position Number Teaching Load
Grade
Class Teaching Ancillary
Levels
(YES/NO) (YES/NO) Services
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(YES/NO)
Master
0 0 - 0 0
Teacher IV
Master
0 0 - 0 0
Teacher III
Master
6 YES 1, 5, 6 NO NO
Teacher II
Master
2 YES 3, 4 NO NO
Teacher I
C.2.2 Number of teachers meeting the desired competencies based

on NCBTS
SY Before Previous Previous SY: Current SY:

SY: 2016-2017 2017-2018 2018-2019
No. of teachers 62 60 65
No. of Teachers
62 60 65
meeting the standards
% meeting the
100% 100% 100%
standards
C.2.3 Projects/interventions implemented to improve basic

competencies of teachers
If YES, please
Yes No
describe
a. Does the school have
Canteen fund
mechanisms for sustained  MOOE
school‐based training?
b. Does the school use the
result of the PPST Teacher's it served as a starting
Strength and Needs  point of the plan for the
Assessment as basis for school
planning?
c. Are there other interventions Mentoring and coaching
implemented to improve  Teachers are enrolled in
competencies of teachers? a graduate study program
C.2.4 If the response to C.2.3.b is YES, list down the top 3 training
needs mentioned and indicate the number of teachers trained on
these [SRC.4.]
SY Before
Previous SY: Current SY:
Previous SY:
2017-2018 2018-2019
2016-2017
Training Needs
No. of % of No. of % of No. of % of
Teachers Teachers Teachers Teachers Teachers Teachers
trained trained trained trained trained trained
Demonstrating skills in the

use of ICT in teaching and 0 0.00% 8 13.33% 65 100.00%
learning
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Selecting teaching methods,

learning activities and
instructional materials
0 0.00% 6 10.00% 6 9.23%
appropriate to the learners
Developing and using
variety of appropriate
assessment strategies to 3 4.84% 3 5.00% 3 4.62%
monitor and evaluate
learning.
C.2.5 If teachers weren't trained based on identified needs (as seen

in C.2.4), cite reasons for the lack of training.
There are times, the call for seminar participants limits to

certain number and so the school prioritizes teachers that need to be
computer literate.
D. CHILDREN HEALTH AND SAFETY
D.1 Nutritional status [SRC.2.]

D.1.1 Number of malnourished children for the current SY
Wasted Severely Wasted

Level
Total Male Female Total Male Female
Kindergarten 9 5 4 0 0 0
Grade 1 17 7 10 0 0 0
Grade 2 5 1 4 0 0 0
Grade 3 7 4 3 0 0 0
Grade 4 3 2 1 0 0 0
Grdae 5 7 6 1 3 2 1
Grade 6 7 4 3 1 1 0
Total 55 29 26 4 3 1
Percent of
total 52.73% 47.27% 75.00% 25.00%
D.1.2 Projects/interventions implemented in the previous SY

addressing malnourished children (insert new rows if necessary)
Project/intervention Number of Children Covered
Feeding Program 130
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Campaign for Good Health Habits and School’s Total Population

the Importance of Balance Diet
D.2 Health status [SRC.2.]

D.2.1 Number of children who have other health problems for the
current SY. Indicate common ailments and corresponding numberof
children per type of ailment based on results of physical and dental
examinations. Insert new columns if necessary.
Types of Ailments (Current SY)

Level Ailment:
Ailment:
Ailment: Ailment: Ailment: Ailment: Ailment:
Ailment Common
Sore Eyes Asthma Dengue Ear ailment ________ ________
Fever Colds
Kindergarten 0 0
3 2 24 7
Grade 1 0 0
5 1 36 4
Grade 2 0 0
3 2 28 6
Grade 3 0 0
7 0 22 8
Grade 4 0 0
10 2 23 8
Grdae 5 0 0
8 1 35 10
Grade 6 0 0
10 0 32 8
Total
46 8 200 51 0 0
D.2.2 Projects/interventions implemented in the previous SY

addressing needs of children with other health problems (insert new
rows if necessary)
Project/intervention Number of Children Covered
DepEd Dental and Medical Check-up School’s Total Population
D.3 Children reported as victims of abuse and violence
D.3.1 Number of children who were recorded victims of abuse and

violence (physical, verbal, and sexual). Should be supported bydata
from the Guidance Office/teachers.
Previous SY 2017-2018 Current SY 2018-2019

Level
Female
Total Male Female Total Male
Grade 1 0 0 0 0 0 0
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Grade 2 0 0 0 0 0 0
Grade 3 0 0 0 0 0 0
Grade 4 0 0 0 0 0 0
Grade 5 0 0 0 0 0 0
Grade 6 0 0 0 0 0 0
Total 0
0 0 0 0 0
Percent of 0%
0% 0% 0% 0%
total
D.3.2 Projects/interventions implemented for children that were

victims or suspected victims of abuse
If YES, please Number of

describe the Children
Yes No
mechanisms Covered
a. Does the school have mechanisms to

Through seminars,
promote safe and protective practices
based on DepED's Policy on Child
 posting tarpaulin
2,232
Protection in School?
b. Other interventions implemented for
children that were victims or suspected none
none none none
victims of abuse (insert new rows if
necessary)
E. STATUS OF PRIORITY IMPROVEMENT PROJECTS OR CI PROJECTS

[SRC.18. & SRC.19.]
These projects include those implemented by the school and other stakeholders. Insert
new rows if necessary
Status/
Duration Accomplishment
Program/Project s
Implementer Target
Title Indicate progress of the
program/ project, and its
Start End effect/impact on children's
access to quality education.
By the end of March,
Project KPOP 2019, 22 pupils (100%)
Sept. Nov. improved phonological
Kindergarte (Kinder
7, 29, awareness through 100.00%
n Performance on
2018 2018 mastery of letters and
Phonetic)
sounds.
Improve numeracy skills
of Grade 1 pupils. By the
Project COT
Sept. Nov. end of March at least
(Counting
Grade 1 7, 29, 75% of the pupils can 100.00%
Obstacles
2018 2018 relate to numbers and
Techniques)
count in a faster, more
efficient number.
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By the end of November

Sept. Nov. 2018 at least 25 out of
Project RIF –
Grade 2 7, 26, 33 pupils (75%) can read 100.00%
Reading Is Fun
2018 2018 short stories and answer
literary questions.
By the end of February,
2019, at least 25 out of
Project BULAK 3 Sept. 34 pupils (75%) improve
Feb. 6,
Grade 3 (Bulacan at 6, their proficiency level to 100.00%
2019
Kasaysayan) 2018 80% in the Third
Assessment Test.
By the end of January,
Project SMERF 2019, 34 out of 45 Grade
Dec. 5 pupils (75%) attained at
(Science Made Oct. 5,
Grade 5 21, least 80% MPS in the 100.00%
Easy Relaxing 2018
2019 Third Quarterly
and Fun)
Assessment in Science.
By the end of November
Project 2018, 34 out of 44 Grade
TALANGKA Sept. Nov. 6 pupils (75%) attained at
Grade 6 (Talaan at 7, 29, least 80% MPS in the 100.00%
Larawan ng 2018 2018 Third Quarterly
Kasaysayan) Assessment in AP.
F. STAKEHOLDER SUPPORT TO EDUCATION [SRC.13.]
Indicate the amount of contributions made by parents/guardians and other

stakeholders for co‐curricular activities, extra‐curricular activities, and other
major activities (such as meetings and assemblies), as well as stakeholder
attendance during these activities.
Contributions Attendance
Activity Volunteer No. of No. Attendance
Cash In Kind
hours attendees invited rate
CO-CURRICULAR
ACTIVITIES
Contest 36 - foods 30 80 38%

EXTRA-CURRICULAR
ACTIVITIES
Brigada Eskwela 8 - foods 150 2265 7%
BSP/GSP Encampment 5 - 179,042 240 2005 12%
I-Experience 8 5,000.00 1,100 2265 49%
OTHER MAJOR
ACTIVITIES
PTA Meeting 12 - - 1,875 2,100 89%
General Assembly 15 - - 1,875 2,100 89%
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G. FUND SOURCES [SRC.5.]
Fund Source Amount

General Appropriations Act (School MOOE) PHP 1,252,164.00
General Appropriations Act (Subsidy for Special Programs) -
Local Government Unit Funds ( SEF ) PHP 175,000.00
Canteen funds PHP 850,000.00
PTA -
SPG -
SITUATION OF CHILDREN / LEARNERS:

ACCESS ‐ IN AND OUT OF SCHOOL
Instruction: Please input required data/information in unshaded cells. Fill‐in only
the age groups/grade levels that are applicable to your
school.
1. CHILDREN NOT IN SCHOOL
1.1 Population of children in the barangay where school is located

(current SY)
No. of children NOT in

Total Population % of children NOT in School
Age School
Boys Girls Total Boys Girls Total Boys Girls Total
4 29 34 63 3 3 6 10.34% 8.82% 9.52%
5 141 159 300 5 3 8 3.55% 1.89% 2.67%
6 160 163 323 2 2 4 1.25% 1.23% 1.24%
7 159 82 241 2 0 2 1.26% 0.00% 0.83%
8 178 264 442 4 3 7 2.25% 1.14% 1.58%
9 183 175 358 2 4 6 1.09% 2.29% 1.68%
10 158 146 304 3 2 5 1.90% 1.37% 1.64%
11 118 99 217 5 5 10 4.24% 5.05% 4.61%
12 59 49 108 5 4 9 8.47% 8.16% 8.33%
13 51 46 97 5 2 7 9.80% 4.35% 7.22%
14 50 49 99 4 2 6 8.00% 4.08% 6.06%
15 47 39 86 5 3 8 10.64% 7.69% 9.30%
16 63 51 114 7 6 13 11.11% 11.76% 11.40%
17 55 41 96 6 7 13 10.91% 17.07% 13.54%
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GRAN
D 1451 1397 2848 58 46 104 4.00% 3.29% 3.65%
TOTAL
1.2 Reasons for not attending school in the current SY 6

No. of
school-
No. of children NOT in school according to reasons
aged
Age children Financial Health and Child
Distance of
Affected by Affected by Other
School Disability
not in Matters Nutrition Labor Disaster Conflict Reasons
from Home
school
4 6 0 2 0 2 0 0 0 2
5 8 2 1 0 1 0 0 0 4
6 4 1 0 0 0 0 0 0 3
7 2 2 0 0 0 0 0 0 0
8 8 1 2 0 0 0 0 0 5
9 6 3 0 0 3 0 0 0 0
10 5 1 0 0 2 0 0 0 2
11 11 3 2 2 2 0 0 1 1
12 9 2 4 0 3 0 0 0 0
13 7 0 2 1 0 0 0 0 4
14 6 0 0 3 3 0 0 0 0
15 8 5 0 0 0 0 0 0 3
16 13 4 1 2 2 0 0 0 4
17 13 4 2 2 3 0 0 0 2
TOTA
106 28 16 10 21 0 0 1 30
L
Percent
of Total 26.42% 15.09% 9.43% 19.81% 0.00% 0.00% 0.94% 28.30%
6 School Project Teams are encouraged to conduct interviews or focus group

discussions with parents/guardians/community members to probe deeper on
reasons cited
1.3 Number of children in the barangay NOT in school the last two SYs,
depending on data availability
SY Before Previous Previous SY ______ No. of Out‐of‐school Children

Attending Other Forms of
SY ______ Learning in Age Previous SY
Age Total Male Femal total Male Femal Total Male Femal
e e e
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10
11
12
13
14
15
16
17
Total
1.4 Projects/interventions implemented to ensure that out‐of‐school

children are reached or mainstreamed in school
If YES, please describe the

mechanism/
No intervention used by the
Yes
school‐community
a. Does the school‐community have a

mechanism to actively seek out children not Family mapping of the
in school and give them access to education / mother leader.
(e.g., family mapping, Community‐Based
Management System, etc)?
b. Did the school use interventions in the ADL (Access Delivery Mode)
previous SYs to ensure that out‐of‐school ALS (Alternative Learning
children have access to education? /
System)
2. CHILDREN ENROLLED IN SCHOOL [SRC.1.]
2.1 Enrollment for the last 3 Sys
2016-2017 2017-2018 2018-2019

Level
Total Male Female Total Male Female Total Male Female
Kindergarten 256 124 132 306 150 156 351 161 190
Grade 1 262 134 128 269 136 133 328 162 166
Grade 2 331 160 171 275 140 135 268 133 135
Grade 3 323 177 146 334 162 172 277 139 138
Grade 4 325 172 153 340 187 153 348 169 179
Grade 5 324 173 151 321 169 152 350 194 156
Grade 6 353 194 159 331 179 152 310 162 148
TOTAL 2174 1134 1040 2176 1123 1053 2232 1120 1112
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Percent of
52.16% 47.84% 51.61% 48.39% 50.18% 49.82%
Total
2.2 Number of children with disabilities by type of disability (insert new

columns if necessary)
Type of Disability (Current SY)

No. of
Level Children Disability: Disability: Disability: Disability: Disability:
Disability:
Disability:
with Serious
Visual Hearing Intellectual Learning Speech/ Orthopedic
Disabilities emotional
impairment impairment disability disability language impairment
disturbance
0
Kindergarten 0 0 0 0 0 0 0
0
Grade 1 0 0 0 0 0 0 0
0
Grade 2 0 0 0 0 0 0 0
Grade 3 0 0 0 0 0 0 0 0
0
Grade 4 0 0 0 0 0 0 0
0
Grade 5 0 0 0 0 0 0 0
Grade 6 0 0 0 0 0 0 0 0
Total 0 0 0 0 0 0 0 0
Percent of 0
0 0 0 0 0 0
total
2.3 Other data
No. of 4Ps
No. of Over- No. of IP No. of Muslim
Level Learner-
aged Learners Learners Learners
recipients
Kindergarten 28 0 0 1
Grade 1 34 0 0 3
Grade 2 124 0 0 5
Grade 3 10 0 0 12
Grade 4 22 0 1 32
Grade 5 27 0 0 34
Grade 6 10 0 1 35
TOTAL 255 0 2 122

ACCESS ATTENDANCE AND RETENTION
Instruction: Please input required data/information in unshaded cells.
Fill‐in only the grade levels that are applicable to your school.
20 | P a g e
3. ATTENDANCE
3.1 Number of children regularly attending classes (at least

90% attendance) for the last three SYs 7
2016-2017 2017-2018 2018-2019

Level
Kindergarten 248 120 128 300 147 153 344 157 187
Grade 1 254 130 124 265 134 131 322 159 163
Grade 2 323 156 167 269 136 133 262 130 132
Grade 3 315 173 142 329 159 170 271 136 135
Grade 4 317 168 149 335 184 151 341 164 177
Grade 5 316 169 147 316 166 150 344 191 153
Grade 6 345 190 155 327 177 150 306 160 146
TOTAL 2118 1106 1012 2141 1103 1038 2190 1097 1093
Percent of
52.22% 47.78% 51.52% 48.48% 50.09% 49.91%
Total
3.2 Percentage of children regularly attending classes (at

least 90% attendance) for the last three SYs 7
2016-2017 2017-2018 2018-2019

Level
Kindergarten 96.88% 96.77% 96.97% 98.04% 98.00% 98.08% 98.01% 97.52% 98.42%
Grade 1 96.95% 97.01% 96.88% 98.51% 98.53% 98.50% 98.17% 98.15% 98.19%
Grade 2 97.58% 97.50% 97.66% 97.82% 97.14% 98.52% 97.76% 97.74% 97.78%
Grade 3 97.52% 97.74% 97.26% 98.50% 98.15% 98.84% 97.83% 97.84% 97.83%
Grade 4 97.54% 97.67% 97.39% 98.53% 98.40% 98.69% 97.99% 97.04% 98.88%
Grade 5 97.53% 97.69% 97.35% 98.44% 98.22% 98.68% 98.29% 98.45% 98.08%
Grade 6 97.73% 97.94% 97.48% 98.79% 98.88% 98.68% 98.71% 98.77% 98.65%
OVERALL 97.42% 97.53% 97.31% 98.39% 98.22% 98.58% 98.12% 97.95% 98.29%
No. of children regularly attending classes divided by the total enrollment x 100
3.3 In the previous SY, how many children were frequently absent
(below 90% attendance) and how many of them were recipients of the
Conditional Cash Transfer Program (Pantawid Pamilya) of DSWD?
21 | P a g e
Level Total Number of children who were Number of frequently absent students
Enrollment frequently absent that were recipients of Pantawid
in Previous Pamilya
SY 2017 -2018 Total Male Female Total Male Female
Kindergarten
306 6 3 3 0 0 0
Grade 1
269 4 2 2 0 0 0
Grade 2
275 6 4 2 0 0 0
Grade 3
334 5 2 3 0 0 0
Grade 4
340 5 2 3 0 0 0
Grade 5
321 5 3 2 0 0 0
Grade 6
331 4 2 2 0 0 0
Total
2176 35 18 17 0 0 0
Percent of
total 1.61% 51.43% 48.57% 0.00% 0.00% 0.00%
3.4 What were the reasons why children were frequently absent in
the previous SY? Please indicate number of children who are
frequently absent according to reasons.
Number of children who are frequently absent according to reasons 8

Total No. of
Total No. of (Previous SY)
Children who
Distance
were Frequently
Level Absent in Financial Health and Child
of Affected Affected
Other
School by by
Previous SY 2017 Matters Nutrition Labor Reasons
from Disaster Conflict
-2018
Home
Kindergarten
6 2 2 0 2 0 0 0
Grade 1
4 1 1 0 1 0 0 1
Grade 2 6 3 0 0 1 0 0 2
Grade 3 5 1 2 0 1 0 0 1
Grade 4 5 1 1 0 1 0 0 2
Grade 5
5 1 1 0 1 0 0 2
Grade 6 4 1 1 0 1 0 0 1
Total 35 10 8 0 8 0 0 9
8 School Project Teams are encouraged to conduct interviews or focus group

discussions with parents/guardians/community members to probe deeper on
reasons cited
22 | P a g e
3.5 Projects/interventions implemented to address needs of Number of Children

children who are frequently absent (insert new rows if Covered
necessary)
Feeding program 130
Home Visitation 240
4. DROPOUT [SRC.7.]
4.1 Number of dropouts for the last three SYs
SY Before Previous SY: Current SY: 2018 - 2019

Previous SY: 2017 - 2018
2016 - 2017
Level
Kindergarten 0 0 0 0 0 0 0 0 0
Grade 1 0
0 0 0 0 0 0 0 0
Grade 2 0
0 0 0 0 0 0 0 0
Grade 3 0 0 0 0 0 0 0 0 0
Grade 4 0 0 0 0 0 0 0 0 0
Grade 5 0
0 0 0 0 0 0 0 0
Grade 6 0
0 0 0 0 0 0 0 0
Total 0 0 0 0 0 0 0 0 0
4.2 Dropout rates for the last three SYs
SY Before Previous SY: Current SY: 2018 - 2019

Previous SY: 2017 - 2018
2016 - 2017
Level Female
Total Male Female Total Male Female Total Male
0.00%
Kindergarten 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00%
Grade 1
0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00%
Grade 2
0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00%
Grade 3
0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00%
Grade 4
0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00%
Grade 5
0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00%
Grade 6
0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00%
Total 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00%
Overall 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00%
23 | P a g e
4.3 Number of dropouts by cause (insert new columns if necessary)

Number of Dropouts by Cause (Current SY)
Total No.
of
Level Dropouts Cause: Cause: Cause: Cause: Cause: Cause:
Cause Cause:
(Current Change distance death _______ __________ __________
poor financial
SY) of from
health problem
residence school
Grade 1 0 0 0 0 0 0
Grade 2 0 0 0 0 0 0
Grade 3 0 0 0 0 0 0
Grade 4 0 0 0 0 0 0
Grade 5 0 0 0 0 0 0
Grade 6 0 0 0 0 0 0
Total 0 0 0 0 0 0
Percent of
0% 0% 0% 0% 0%
Total
4.4 Projects/interventions implemented for children at risk of dropping

out
4.4.a Does the school have If YES, please describe the

YES NO
mechanisms to: mechanisms used by the school
- track attendance and identify
children at risk of dropping out Daily updating of SF 2
and failing and design remedies  Home Visitation
to keep them in school?
- anticipate and minimize
disruptions of classes especially
with respect to emergencies 
(disaster and conflict)?
24 | P a g e
- track teachers' attendance and

ways of ensuring their regular 
presence based on CSC policy?
4.4.b What are the interventions

implemented for children at risk of
Number of Children Covered
dropping out? Insert new rows if
necessary.
Feeding program 130
Home Visitation 240

QUALITY
Instruction: Please input required data/information in unshaded cells.

Fill-in only the grade levels that are applicable to your school.
5. PROMOTION/GRADUATION RATES [SRC.8.]
5.1 Number of promoted learners/graduates by grade level, for the

last three Sys
2016-2017 2017-2018 2018-2019

Level
Grade 1 262 134 128 265 135 130 323 160 163
Grade 2 331 160 171 269 136 133 264 131 133
Grade 3 323 177 146 331 159 172 275 136 139
Grade 4 325 172 153 346 189 157 346 170 176
Grade 5 324 173 151 320 169 151 352 195 157
Grade 6 353 194 159 326 175 151 308 160 148
TOTAL 1918 1010 908 1857 963 894 1868 952 916
5.2 Promotion/graduation rates for the last three SYs 9
2016-2017 2017-2018 2018-2019

Level
Grade 1 100.00% 100.00% 100.00% 98.51% 99.26% 97.74% 98.48% 98.77% 98.19%
Grade 2 100.00% 100.00% 100.00% 97.82% 97.14% 98.52% 98.51% 98.50% 98.52%
Grade 3 100.00% 100.00% 100.00% 99.10% 98.15% 100.00% 99.28% 97.84% 100.72%
Grade 4 100.00% 100.00% 100.00% 101.76% 101.07% 102.61% 99.43% 100.59% 98.32%
Grade 5 100.00% 100.00% 100.00% 99.69% 100.00% 99.34% 100.57% 100.52% 100.64%
25 | P a g e
Grade 6 100.00% 100.00% 100.00% 98.49% 97.77% 99.34% 99.35% 98.77% 100.00%
TOTAL 100.00% 100.00% 100.00% 99.30% 98.97% 99.67% 99.31% 99.27% 99.35%
9 Promotion rate: no. of promoted learners divided by the total enrollment x 100;
6. MEAN PERCENTAGE SCORES (based on National Achievement Tests) [SRC.9.]
6.1 Mean Percentage Scores of NAT Grade 3 and 6 (or Grade 8 and
Grade 10 for the Secondary Level), per subject for the last three Sys
2016-2017
Level
English Filipino Math Science HEKASI
Grade 3 0 0 0 0 0
Grade 6 0 0 0 0 0
2017-2018
Level
Grade 3 0 0 0 0 0
Grade 6 0 0 0 0 0
2018-2019
Level
Grade 3 0 0 0 0 0
Grade 6 0 0 0 0 0
6.2 Projects/interventions implemented to improve basic
competencies of learners (insert new rows if necessary)
Peer Teaching
Remedial Classes
7. LITERACY LEVEL [SRC.10.]
7.1 Number of learners who are in the frustration, instructional, and

independent levels for the current SY (ENGLISH) 10
Frustration Level Instructional Level Independent Level

Femal Femal Femal
Level Total Male Total Male Total Male
e e e
Pre-Test Results
Grade
1
Grade
2
Grade
3
Grade
4
Grade
5
Grade
6
Level Post-Test Results
26 | P a g e
Grade
1
Grade
2
Grade
3
Grade
4
Grade
5
Grade
6
10 Based on Phil-IRI pre-test results
7.1 Number of learners who are in the frustration, instructional, and

independent levels for the current SY (FILIPINO) 10
Frustration Level Instructional Level Independent Level

Femal Femal Femal
Level Total Male Total Male Total Male
e e e
Pre-Test Results
Grade
1
Grade
2
Grade
3
Grade
4
Grade
5
Grade
6
Level Post-Test Results
Grade
1
Grade
2
Grade
3
Grade
4
Grade
5
Grade
6
7.3 Projects/interventions implemented to improve reading skills of

children (insert new rows if necessary)
Peer teaching
27 | P a g e
Remedial teaching
8. AWARDS/RECOGNITIONS (TOP 3) [SRC.6.]
List down the awards/recognitions received by the school, the school head,
teachers, and students. Insert new rows if necessary.
Category
Award-giving Body
of Title Year Level
(Please identify)
Awardees
Editorial Page
Teacher 2018 Region DepED Region III
(School Paper)
Editorial Page
Teacher 2018 Division Schools Division of Bulacan
(School Paper)
Science Page
(School Paper)
Feature Page
(School Paper)
Teacher Division SIM 2018 Division Schools Division of Bulacan
Student Division AP Olympics 2018 Division Schools Division of Bulacan
Student Division Science Fair 2018 Division Schools Division of Bulacan
Student Division Technolympics 2018 Division Schools Division of Bulacan
Student Division MathCom 2018 Division Schools Division of Bulacan
Student Division MTAP 2018 Division Schools Division of Bulacan
Division Pagsulat at
Student 2018 Division Schools Division of Bulacan
Pagbigkas
28 | P a g e
SCHOOL MAP
29 | P a g e
30 | P a g e
31 | P a g e
School’s Basic Education Information System
The Enhanced Basic Education Information

System (EBEIS) maintains a database of education
statistics, sector performance indicators and profile of
Plaridel Elementary School. It is system designed to
enhance information management through
streamlined processes and use of information and
communication technologies. It aims to deliver
relevant and accurate information to school head,
teachers, policy makers and various stakeholders of
the education system. The EBEIS aims to achieve the
following objectives:
 Improve the collection of data from the PES
and field offices and efficiently render
delivery of data/information to various
stakeholders.
 Support information requirements for
planning, quality assurance, monitoring &
evaluation and other decision making
activities.
 Provide a venue for sharing, using and
reusing knowledge within DepEd through
improving access to data/information.
32 | P a g e
School Profile
Enrollment
Enrollment by Gender
Male Female
2500
2000
1040 1053 1112

1500
1000
500 1134 1123 1120
0
SY 2016-2017 SY 2017-2018 SY 2018-2019
From SY 2017-2018 the number of male enrollees

decreased, while the number of female enrollees
increased. This can be attributed to:
33 | P a g e
Learner-Classroom Ratio
The biggest class

size is on Grade 6
with an average
class size of 44
followed by Grade 4
with an average
class size of 41.5
learner/s per class
which is beyond the
recommended
learner-classroom
ratio.
All classrooms utilized are standard instructional rooms.
There are classrom/s which require/s repair with 5 room/s out of

55 instructional rooms.
The school lack classroom/s as of SY 2018-2019 which lack/s 2

classroom/s.
110
90
70
50
30
10
25 36 35 34 41.5 41.5 44
-10 Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
Planning Standards
K - G1 - 25
G2 - G3 - 40
G4 - G6 - 45
G7 - G10 - 50
G11 - G12 - 40
34 | P a g e
Learner-Toilet Ratio
100
90
80
70
60
50
40
30
20
10
44
0
Standard
There are currently enough toilets for all

learners. The learner-toilet ratio is 44:1, with an
excess of 6 toilet/s for the whole school.
Majority of the toilets are shared between male
and female learners.
35 | P a g e
Currently there are

enough seats for all
learners. The learner-seat 2
ratio is 1.23:1, with an
1.8
excess of 520 seat/s for
1.6
the whole school.
1.4
1.23
1.2
0.8
0.6
0.4
0.2
36 | P a g e
II. OBJECTIVES
The 2019 Contingency Plan covers our school’s
strategic emergency plan focused on natural hazards
such as earthquakes and typhoons. The said plan also
designed concrete interventions to its secondary
hazards to identify preparedness approaches to their
effects.
With this, the following objectives were crafted to

ensure that the implementation of this plan would be well
executed;
 Ensure the safety of all employees and visitors at the
site/facility
 Protect vital information and records
 Secure sites and facilities
 Safeguard and make available vital materials, supplies
and equipment to ensure the safety and recovery of
records from predictable disasters
 Reduce the risk of disasters caused by human error,
deliberate destruction, and building or equipment failures
 Be better prepared to recover from a major natural
catastrophe
 Ensure the organization’s ability to continue operating
after a disaster
 Recover lost or damaged records or information after a
disaster
 Identify the vulnerable hazards possibly experienced in the
school;
 Conduct risk assessment to strengthen capacities and
lessen its impacts;
 Involve school's partners and stakeholders in formulating
course of actions in respond to adverse effects of disaster
and;
 Review the emergency plans to sustain the potentials
and improve its flaws.
37 | P a g e
III. HAZARDS
Plaridel Elementary School being the oldest elementary

school in town concerned is quite vulnerable to the
prodigious impacts of disaster and may lead to its
secondary hazards.
The area where the school is situated is exposed to the

following hazards:
1. earthquake
2. typhoon resulting to flooding
Table 1.1 Historical Data of Earthquake and Its Impact in the School
IMPACTS
TOTAL
IMPACT
COST
No. of No. of Total
No. of
YEAR HAZARD No. of
Totally
Partially Partially Cost
No. of Teaching Major Minor (TDC
Students and Non Damaged Damaged Damaged +PMDC+ R
Teaching Classroom Classroom Classroom MDC) A
(TDC) and (PMDC) (PMDC) N
Personnel
Cost K
and Cost and Cost
I
N
G
2018 EARTHQUAKE 0 0 0 0 0 0 0
38 | P a g e
Table 1.2 Historical Data of Typhoon and Its Impact in the School
IMPACT IMPACTS TOTAL

COST
No.of No. of No. of No. of No. of Total
YEAR HAZARD Students Teaching Totally Partially Partially Cost RANKI
and Non Damaged Major Minor (TDC NG
Teaching Classroom Damaged Damaged +PMDC+
Personnel (TDC) and Classroom Classroom MDC)
Cost (PMDC) (PMDC)
and Cost and Cost
201 HABAG 0 0 0 0 0 0 0
8 AT
201 ROSITA 0 0 0 0 0 0 0
8
201 PAENG 0 0 0 0 0 0 0
8
IV. DISASTERS , IMPACTS , AND VULNERABLE SCHOOL
The country is challenged by increasing disaster

and climate risks caused by dynamic combinations of
natural and human-induced hazards, exposure, and
people’s vulnerabilities and capacities. There is an
urgent need for the country to work together through
multi-stakeholder partnerships and robust institutional
mechanisms and processes so that Filipinos will be able
to live in safer, adaptive and disaster resilient
communities on the path to developing sustainably. By
including vulnerability in our understanding of disaster
risk, we acknowledge the fact that disaster risk not only
depends on the severity of hazard or the number of
people or assets exposed, but that it is also a reflection
of the susceptibility of people and economic assets to
39 | P a g e
suffer loss and damage.
The impact of each hazard cannot be easily

determined at this point in time however the previous
experiences on the effects brought by the said risk could
serve as basis to identify the vulnerable divisions on
damages to school buildings and its physical
components.
Even if the area where the school is located has

not been directly affected by the recent natural hazards,
the Municipal Disaster Risk Reduction and Management
Council of the Municipality of Plaridel has already
prepared comprehensive policies and contingency
measures once these catastrophes seriously affect not
only the specified area but also the entire town.
V. CAPACITIES AND VULNERABILITIES
Republic Act (RA) 10121 “An Act Strengthening

the Philippine Disaster Risk Reduction (DRR) and
Management System Providing for the National Disaster
Risk Reduction and Management Framework and
Institutionalizing the National DRR and Management Plan,
Appropriating Funds Therefore and for Other Purposes” or
“Philippine DRR and Management Act of 2010” – passed
into Law on May 27, 2010 (Implementing Rules and
Regulations (IRR) of RA 10121 approved on September
27, 2010)
40 | P a g e
The manifestation of diverse involvements and

programs to endure the equal of readiness is incontestably
important in the processes to be undertaken as to
response, and restoration.
Instead, gaps on the areas for alertness are need

to be addressed and provide appropriate plans to suit the
abilities forceful to manage the adverse conditions or
risks.
Table 1.3 Capacities and Vulnerabilities Assessment
KEY AREAS FOR GAPS/ Measures to Timeline

DETAILS CAPACITIES
PREPAREDNESS VULNERABILITIES address the gaps
RISK 1. Pupils and Parents Provide Every

UNDERSTANDING Understanding teachers were and the seminars and Month
of hazards oriented community symposium to of July
and their regarding the are not part capacitate each
characteristics hazards and its in providing parent re: risk
characteristics orientation understanding.T
in the said his will be done
The LGU and concern. during parents'
school's officials assembly
2. Conduct of conducted the
risk annual risk
assessment assessment
specifically the
school physical
facilities
CONTINGENCY 1.Preparednes Initial draft Finalize the Year
PLAN AND s/ of the content of round
DISSEMINATION Contingency ConPlan is ConPlan and
Plan devised and
41 | P a g e
formulated. submit to the

IEC is disseminated concerned for
2. IEC to school- review and
community Availability validation.
through social of other Collate necessary
media, school relevant IEC materials with
report card and IEC the help of school's
conferences. materials DRR
designed partners.
for pupils.
COMMUNICAT 3. All is well -informed
ION Understandin in the advisories
g advisories for each hazard.
including This is done
warning through varied
signals communication
mechanisms such
as social media,
SMS and
Modernong
Kwaderno
4. The Seek assistance Every
Understandi school- to Barangay Month
ng and community Officials to of
implementati is not fully conduct August
on of DO 21, aware on community –
s 2015 the building
(DRRMC content of assembly to
and Info such discuss the
Mgt. issuance. content of the said
Protocol) order
5. Equipment Lack of Participate in Year
emergenc varied DRRM Round
y activities
equipmen sponsored by
t in
LDRRMO
response
to every
wherein part of
hazard. their program is
providing
emergency
equipment.
Look for
possible
sponsors to
purchase
necessary
emergency
equipment
COORDINATI 1. RDRRMC Well-coordinated in
ON 2. all government
P/M/CDRM units; posting of
MC emergency
3. LGUs hotlines in the
school is evident.
4. Partners
Local government
councils and
partners
42 | P a g e
were informed
through
correspondence
whenever there are
disaster
management-
related activities
conducted
in the school
MONITORING 1. Monitoring of There is Invite PDO Quarterly
preparedness no from SDO to
/contingency monitorin conduct the
plans of schools g done in said activity
this case.
2. Monitoring of The Chair and Focal Local DRR Inform Quarterly
hazard situation, Person of SDRRM officials LDRRMO to
including took the are not assist the school
communicating responsibilities and involved. to conduct the
with school initiatives in the said monitoring.
monitoring process. A Memorandum
of Understanding
shall be signed
by the two
parties to ensure
that roles
assigned to them
are
performed.
3. Monitoring MOVs in submitted

RADAR RADaR for each
completion, hazard are intact and
validation and documented
submission to
Central Office
4. Monitoring of There is Seek assistance Quarterly
implementation of no to Local DRRM to
support for monitorin establish a
learning g done in learning
continuity this case. continuity and
support
system.
5. Transportation
CONVERGENCE 1. Interface with The Address the Every
other offices in school is concern to focal Month of
the region/ not person so that June
divisions aware orientation
and regarding this
oriented matter is done.
in this
matter
2. Existence of Functional DRRM
DRRM Team Team in the
(which includes school
Frontline
Responder
Team
43 | P a g e
3. Command There is an Externals are Information Quarterly

system existing not fully aware dissemination
command in the system. thru seminars
system to equip
practiced in school external
the school esp. partners in the
during the command
conduct of system.
hazard drills
4. Twinning with The school is Address the Every Month
other regions/ not aware concern to of June
divisions and oriented focal person so
in this matter that proper
orientation
regarding this
matter will be
immediately
done.
SUPPORT FOR 1. Implement Temporary Inform the Every
LEARNING and monitor Learning spaces Barangay Month of
CONTINUITY Temporary are not yet Officials to June
Learning Spaces identified assist the
(TLS) school to
identify
possible TLC.
Memorandum
of Agreement
must be
prepared to
assure that the
said space will
be used in
times of
emergencies.
2. Buffer stocks SLK, big books Lack of learning Reproduction Year
and
for Learning other learning materials of EiE learning Round
Materials manuals serve designed for materials to be
as
resources and emergency in sponsored by
available in the education. school's
school. external
partners
Revisit Division
LRMDS Portal
and ask
permission to
download
modules
designed for
EiE.
3. Alternative ADM program in Ask support to Quarterly
Delivery Modes support for the concern in
(ADMs) learning establishing
continuity is not ADRM
yet implemented Program in the
school in
preparation for
the
occurrence of
44 | P a g e
disasters in the
area.
4. Psychosocial SDRRM Team is Invite speakers to Every
support not ready to talk on Month
give such psychosocial of
support due support. October
to lack of
trainings and
seminars
DRILLS 1. Regular Conducted and
conduct followed quarterly
hazard drills in the
school
2. Existence of Clear and necessary
Protocols – emergency signage
command and school safety
system; rules are found and
evacuation posted in
route, safe conspicuous areas in
place, the campus
reunification
3. Coordination The system is
with relevant managed and
agencies and practiced
partners during consistently.
drills
FUND Local fund is solely Share LGU Look for possible Year
SOURCES used for the funds allotted sponsors to provide Round
school based DRR for DRRM funds needed for
activities programs and DRRM
projects . programs,
projects and
activities.
45 | P a g e
Table 1.4 List of Existing Public School

Buildings
Year
Number
Completed8
Building/ Number of Rooms Classification
Building/ Fund (if not
Structure of by of Building/
Structure Type Source/s provided, refer
Number Storey Design/ Structure
to building
Intent
type)
LGU
1 Guard House 2000 Permanent
Funded
DepEd
Army Type School
2 National 1 3 1957 Permanent
Building
Funded
Private
3 Comport Room Sector 1 1 2000 Permanent
Funded
LGU
4 Others 2009 Permanent
Funded
LGU
Funded
DepEd
DepED Standard
School Building
Funded
Private
7 Comport Room Sector 2012 Permanent
Funded
Marcos Pre-
DepEd
Fabricated School
Building
Funded
(Marcos Type)
DepEd
9 Others National 1 2 1974 Permanent
Funded
LGU
Funded
DepED Standard LGU
11 2 8 2012 Permanent
School Building Funded
LGU
Funded
Private
13 Others Sector 2016 Permanent
Funded
LGU
Funded
46 | P a g e
Federation of
Filipino Chinese
Chamber of Private
15 Commerce and Sector 1 2 2011 Permanent
Industry, Inc. Funded
(FFCCCII) School
Building
DepEd
DepED Standard
School Building
Funded
Private
17 Others Sector 1 1 1970 Permanent
Funded
LGU
18 Others
Funded
DepEd
DepED Standard
School Building
Funded
Marcos Pre-
DepEd
Fabricated School
Building
Funded
(Marcos Type)
DepEd
DepED Standard
School Building
Funded
Private
22 Comport Room Sector 2010 Permanent
Funded
DepEd
Public-Private
Partnership (PPP)
Funded
Federation of
Filipino Chinese
Chamber of Private
(FFCCCII) School
Building
Federation of
Filipino Chinese
Chamber of Private
(FFCCCII) School
Building
DepEd
DepED Standard
School Building
Funded
DepEd
Funded
DepEd
DepED Standard
School Building
Funded
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LGU
29 Canteen 2013 Permanent
Funded
Private
Funded
Private
Funded
Home Economics LGU
32 1 1 2010 Permanent
Building Funded
DepEd
Industrial Arts
Building
Funded
DepEd
Funded
DepEd
DepED Standard
School Building
Funded
Private
Funded
DepEd
DepED Standard
School Building
Funded
Private
Funded
Private
Funded
DepEd
Funded
DepEd
Funded
DepEd
Funded
LGU
43 School Stage 2016 Permanent
Funded
LGU
44 Covered Court Permanent
Funded
Private
45 Others Sector Permanent
Funded
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Table 1.5 School DRRM Action Plan
OBJECTIVE &
ACTIVITY PILLAR IN CSS TIME FRAME RESOURCES PERSONS INVOLVED SUCCESS INDICATOR
DESCRIPTION
Prevention & Mitigation
Hazard Mapping
Planning- Safety Safe School Facilities Physical Facilities
Identify which building/ May 2019 Training of
Checklist Coordinator, School All members of SDRRMG
facilities are prone to Comprehensive School
DRR Training and School Disaster Head, Division Focal are trained on CSS.
danger. June 2019 Safety
SDRRMG School Facility Management Person
Inspection
Preparedness
Earthquake / Fire Drill
Earthquake/ Fire Drill
Simulation Demonstrate actions to January – 1st Wave DRR Assistant Focal
School Disaster and Hazard Vulnerabilities, completed.
take before, during and March – 2nd Wave Person Lecturer, DRR
Emergency Management Capacities Assessment
Prepare Emergency after an earthquake/ July – 3rd Wave Focal Person, School
Result Emergency Kits are
Survival Kit and First Aid fire. October – 4th Wave Head, BOF, MDRRMG
prepared.
Kit
Response
Identification of
Identify the temporary Risk Reduction and Snacks for the Meeting SDRRMG Committee Temporary evacuation
Temporary Evacuation June 2019
evacuation area. Resilience Education with DepEd and LGUs Heads, School Head area identified.
Area
Rehabilitation & Recovery
Organize Rehabilitation
Organization of Snack for the Meeting Rehabilitation and
Team for clearing and SDRRMG Committee
Rehabilitation Safe School Facilities June 2019 with SDRRMG, PTA and Recovery Team formed
repair of school Head, School Head
Team/SWAT Team/BERT LGUs and oriented.
buildings.
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ROLES AND FUNCTIONS OF THE SCHOOL

DRRM COMMITTEES (SDRRMC)
The Disaster Risk Management Office of Plaridel Elementary School shall be

organized which shall have the following functions:
 Identify, assess and manage the hazards and risks that may occur in their
locality;
 Communicate about those hazards and risks, their nature, effects, early
warning signs and countermeasures;
 Identify and implement cost-effective risk reduction measures or
strategies;
 Take all necessary steps on an ongoing basis to maintain, provide or
arrange the provision of trained and competent personnel for effective and
efficient disaster risk management in their areas of jurisdiction;
 Respond to and manage the adverse effects of emergencies in their area
of jurisdictions;
 Carry out recovery activities;
 Promote and raise public awareness of and compliance with policies and
directives issued by the Chairman of DRRM relative to disaster risk
management;
 Develop, approve, implement and monitor School Disaster Risk
Management Plans and regularly review and test the plan consistent with
other national and local planning programs;
 Establish linkage and network with other local government units for
disaster risk reduction and emergency response purposes;
 Formulate, prepare and issue Orders, Memoranda and Issuances
consistent with the requirements of the National Disaster Coordinating
Council (NDCC);
 Integrate risk reduction into school development plans, programs and
budgets as a strategy in schools’ sustainable development and
improvement plans;
 Establish an operating facility to be known School Disaster Operations
Center; and
 Prepare and submit to the Regional Disaster Risk Reduction Management
Office, National Disaster Risk Reduction Management Office and the
National Disaster Coordinating Council damage and needs assessment
reports; and
 Include as part of the School Improvement Plan disaster risk reduction
measures to ensure safety, and security of all teaching, non-teaching and
school children.
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TERMS OF REFERENCE FOR THE CHAIRMAN

AND VICE-CHAIRMAN
The Chairman
 The Chairman shall advise the President and the Chairman of the School
Disaster Coordinating Council, on the current status of disaster/crisis as
well as on the programs and operations being undertaken by the school
to reduce the impact of the emergency situation;
 Establishes policy guidelines and sets priorities in the allocation of
resources and services;
 Advises the leaders of the different action teams in accordance with the
information/advisory given by warning agencies like PAGASA and
PHIVOLCS of an impending occurrence of hazards and activates the
operationalization of the contingency plans;
 Announces the suspension of offices/and or classes on the basis of
advisories given by the warning agencies;
 Provides assistance to the School Disaster Coordinating Council on
advocacy and information dissemination campaigns on disaster risk
reduction and management through integration in the basic education
curriculum;
 Ensures that disaster risk reduction concepts are being mainstreamed in
the education system and integrated in the basic education curricula;
 Ensures the provision of safe learning environment, child friendly spaces,
alternative learning activities to displaces
families/individuals/schoolchildren housed in schools as temporary
holding centers;
 Activates the Disaster Operations Center and authorizes the 24/7 services
of pre-designated officers and members of the concerned team;
 Convene and presides over meetings and conferences.
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The Vice-Chairman
 Assists the Chairman in all his functions;
 Performs the functions of the Chairman in case of
absence/leave or incapacity of the latter;
 Develops a disaster preparedness plan for the
School;
 Organizes and supervises the Disaster Operations
 Ensures that appropriate trainings and capability
building be set up for teachers, school
administrators, non-teaching personnel, and school
children;
 Maintains cooperative and collaborative efforts with
principal officers of other government agencies and
arranges for obtaining assistance relative to
disaster risk reduction activities;
 Serves as overseer and evaluator during
emergency/evacuation drills and exercises; and
 Does related work as may be assigned by the
Chairman.
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Main Functions
1. Operational Coordination
 Coordinate pre-defined pre and post disaster operational activities being

undertaken by relevant agencies and ensure that all key actors are taken
on board;
 Initiate and lead the conduct of a multi-agency damage and needs
assessment mission as the post disaster situation warrants;
 Facilitate the conduct of a multi-agency debriefing of past disaster
situations to look into areas of strength and areas for improvement;
 Promote a synergistic multi-agency approach in managing the potential
consequences of disasters in the country; and
 Facilitate the provision of support to areas affected as well as to
operational Disaster Risk Reduction Offices in schools being mobilized for
response operations and schools being used as evacuation centers.
2. Response and Resource Mobilization

 Maintain an updated database of all available response resources in the
school that can provide capacities to the schools like airlift operations, fire
suppression, emergency health services, ambulance service/emergency
evacuation, security, emergency social services, environmental
emergencies, hazardous materials emergencies, search and rescue,
engineering and basic utilities in coordination with the different
SDRRMCTeams ;
 Facilitate the conduct of a post mobilization debriefing for all units
deployed and utilized to look into areas of strength and areas for
improvement.
3. Information Management
 Maintain an updated database of relevant baseline information on school

population, demography in the different regions, hospitals, school
facilities, etc.
 Collate, validate and analyze information and undertake the appropriate
steps to be taken based on pre-delegated tasks and responsibilities.
 Document all past disaster situations to include a review of the pre and
post disaster activities undertaken by all key actors, and maintain a
database of these documents;
 Development and integration of Disaster Risk Reduction in the curriculum.
54 | P a g e
 Monitor the probable consequences of potential, ongoing and past

disasters or emergency situation around the country in close coordination
with internal and external stakeholders in education;
 Coordinate pre-defined pre and post disaster operational activities being
undertaken by relevant agencies and ensure that all key actors are taken
on board;
 Initiate and lead the conduct of a multi-agency damage and needs
assessment mission as the post disaster situation warrants;
 Facilitate the conduct of a multi-agency debriefing of past disaster
situation to look into areas of strength and areas for improvement;
 Allocate working stations for pre-identified cluster members who will be
working at the Disaster Operations Center during emergency situations;
 Promote synergistic multi-agency approach in managing the potential
consequences of disasters in the country; and
 Does related work.
c. Police and Security Team
 Calls the local police of any bomb threat received through telephone or
any other means of communication and reports the matter to the DRRM
Chairman;
 Assists the police in conducting bomb search operations;
 Secures the area and the entire School premises;
 Provides for personnel and vehicle movement control and open all exit
routes;
 In case of fire, assigns a sub-group to the fire scene and coordinate with
the fire suppression team to prevent looting and apprehend looters;
 Assigns a sub-group to the evacuation area to secure the properties and
individuals evacuated.
 Systematically stores properties brought to the evacuation area and
safeguard their release to their respective owners after the fire. Sees to it
that all evacuated equipment and documents are returned to their
respective sections/owners.
 Maintains a guarding system for personnel, materials and other
installations;
 Makes an inventory of the returned documents/equipment and submits a
report of losses/damages to the Vice Chairman, who shall in turn submit
the same to the Office of the Secretary being the Chairman.
55 | P a g e
Education and Training Team

 Trains and maintains pool of trainers on DRR;
 Initiates programs and projects to enhance skills and capabilities of
teaching and non-teaching personnel on disaster risk reduction;
 Conducts researches and studies on disaster risk reduction, the
impact/effects of integration/mainstreaming programs and projects in the
curriculum and the impact of disasters in the education sector;
 Conducts capability training of teachers and non-teaching personnel on
disaster risk management;
Advocacy and Public Information Team

 Conducts information dissemination campaign on DRR concepts and
what to do before, during and after the occurrence of hazards;
 Serves as resource person during trainings, seminars and for a relative
to disaster risk management;
 Conducts studies and researches on DRR and disseminates results and
recommends appropriate action.
Emergency Health and Medical Service Team

 Supervise the selection of first aid or medical treatment areas in
evacuation centers;
 Directs first aid or medical self-help operations and control the access to
medical supplies;
 Establishes policies and rules governing the emergency treatment of
badly injured persons;
 Maintains an adequate sanitation and hygienic standards and deals with
matters related to emergency services;
 Monitors the storage and handling of medicines, goods, food and drinking
water in evacuation in coordination with concerned agencies;
 Does related work as the need arises.
Supply and Relief Team
 Coordinates with concerned agencies on the provision of supplies and relief goods to
displaced families and individuals;
 Supervises relief operation, establishes relief and supply areas in the affected areas
and consolidates list of recipients and supplies/relief goods still needed by evacuees;
 Maintains an inventory of non perishable goods and makes these available during
emergency situation; and
56 | P a g e
Relief and Evacuation Team

 Systematically evacuates personnel, students and properties during
emergency situations;
 Upon receipt of information from the Communication and Warning Team
on the need to evacuate, the team shall immediately establish an
evacuation area and take charge of evacuation in the following order of
priority:
 Occupants of the building, especially the injured;
 Valuable documents and records of the office;
 Personal belongings of personnel;
 Office equipment and other movable facilities;
 Receives evacuees/victims from the evacuation service leader;
 Provides housing for displaced persons/evacuees during emergency;
 Organizes evacuees into work brigades/committees;
 Ensure proper camp management of resources guided by the Minimum
Standards on Education in Emergencies; and
 Conducts inventory and stockpile of available resources.
Fire Suppression
 Organizes fire-fighting teams/brigades for initial fire fighting deployment;
 Provides fire-fighting instructions through locally available sources (Local
Fire Department);
 Ensures that fire fighters know their stations and locations of fire-fighting
equipment in the area;
 Deploys fire fighting personnel to fire affected areas;
 Coordinates with the Bureau of Fire Department on matters related to fire
suppression; and
 Maintains network with fire suppression agencies and organizations for
joint trainings and fire suppression skills;
 Sets on the fire alarm in case of fire;
 Assesses the nature of fire and suppress it by using the appropriate fire
extinguishers available or by practical means of putting it off such as wet
jute sacks;
 Prevents the spread of fire by shutting off all ventilators and witching off
all electrical breakers in the building;
 Alerts all office personnel in case evacuation is necessary;
 Maintains order and take control of FIRE EXITS to avoid crowding and
confusion of occupants. Fast and orderly movement towards the fire exit
must be achieved;
57 | P a g e
 Assists firemen in clearing safe routes/roads for fire trucks and fire hoses;
 After the fire, perform the following work:
 Repair/replace all damaged fire-fighting equipment;
 Return and make an inventory of all fire-fighting equipment;
 Refill all fire exhausted fire extinguishers;
 Assess the extent of damage, and
 Prepare a report of fire damages.
Fund Sourcing Team
 The team shall take charge of fund sourcing activities both from internal
and external stakeholders of education;
 Coordinates and maintains an effective networking system with donor
communities to complement, harmonize and synchronize humanitarian
assistance and support during emergency situation;
 Determines the extent and kind of assistance to be provided to displaced
families and individuals in the evacuation centers and source funding
assistance;
 Facilitate release of financial humanitarian assistance during emergency
situation and ensures its transparency, accountability and timeliness;
 Provides accounting and auditing rules and regulations relative to fund
utilization in coordination with concerned agencies; and
Transportation Team
 Takes charge of all mobilization procedures, provision of vehicles and
transport facilities as deemed necessary;
 Determines the transportation needs and requirements;
 Assigns all available vehicles and transport units to the monitoring and
damage assessment teams;
 Coordinates with counterpart transport team leaders and local transport
groups for resource sharing; and
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SCHOOL CONTINGENCY PLAN IN THE EXISTENCE OF

NATURAL HAZARDS ; EARTHQUAKE AND TYPHOON

The Philippines is at high risk from cyclones,

The country is no stranger to natural disasters, as it is surrounded by

Disaster Risk Reduction and Management is every one’s concern and

This document spells out the comprehensive approach in

PES PREPARE , BE AWARE !

REVELYN L. MANIEGO , Ed.D.

Plaridel Elementary School is a complete elementary school serving Kinder to

The school is located 500 meters away from

Since the school is located along the corner

Residents are typically employed in the following fields: farming, dressmaking,

School ID: 105009 Name of School: Plaridel Elementary

AI Location of the School : Check the appropriate description

Along the highway Near a river or water way On top of a

Near the coastline By the hillside

A.2 Relative Distance of the School

b. From the nearest public elementary 1 km

A.3 Incidence of crimes and other human‐induced hazards

Armed conflict as a result of organized crime (terrorism, siege, etc.)

A.3.2 What are the 3 most frequent crimes/human‐induced hazards?

A.4 Incidence of natural hazards: flood

Drought Tropical Cyclones

(includes forest fires and fires due to natural disasters)

A.4.2 What are the 3 most frequent natural hazards?

Kindergarten 351 7 0 7 50.14:1

Grade 1 328 9 0 9 36.44:1

Grade 2 268 8 0 8 33.5:1

Grade 3 277 7 1 8 34.63:1

Grade 4 348 7 1 8 43.5:1

Grade 5 350 5 3 8 43.75:1

Grade 6 310 7 0 7 44.29:1

Total 2,232 50 5 55 40.58:1

1 Learner:classroom ratio = Total enrollment divided by the total number of classrooms

B.1.2 Classroom seat quantity [SRC.17.]

Number Learner: seat ratio 2

B.2 Water, Sanitation and Hygiene (WASH) facilities

B.2.1 Water supply/source. Check as appropriate.

Local piped water Rainwater catchments Without available

Water well/deep well Natural source

Is the main source of water functional at present?

Yes No Pls. cite reasons why:

B.2.2 Handwashing. Is there space for handwashing?

Yes If Yes with soap without soap

B.2.3 Functional toilets [SRC.16.] B.2.4 Toilet bowls

Combination/ Male Female Combination/ Male Female

Number Ratio 3 Number Ratio 4

English Mathematics Science Filipino EPP/TLE

Level AP ESP MAPEH PE and Health MTB

B.5 Other learning facilities/materials (Example: computers, science

Others. Pls. specify: ___________

B.7 Internet connectivity

BAYANTEL GLOBE SMART WITH GLOBAL

PLDT DIGITEL SUN OTHER PLS. SPECIFY:

B.7.2 Does the school subscribe to any of the Internet service

C.1 Number of teachers [SRC.14.]

C.1.1 Number of nationally‐funded teachers (current SY)