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RHODA P. ASENCIO
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CONTRIBUTORS:
EDEN T. ADRIATICO
SEPS- HRD
RIZANNE C. COLLADO
ADMIN AIDE VI
MELDIE DAMIAN
PO III
JAERIEL BERSAMINA
SEPS- RESEARCH
COVER LAY- OUT ARTIST
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AIS Teacher
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JAN NOWEL E. PEÑA
SEPS- SMN
RODEL B. RIFAREAL
EPS CID
EVANGELINE P. MALAG
PDO II- CAR RO
GINA RULLAMAS
PDO II- DEPED CO
RONALD T. MARQUEZ
EPS- LRMDS
ELMER BERSAMIN
PDRRMC
IN- CHARGE FOR CATALOGUING
RONALD T. MARQUEZ
PERALTA
EPS CID- LRMDS
DEO M. RAMOS
PDO II
RIZA E.
LIBRARIAN II
Certified Correct by:
Recommending for Approval:
LEMUEL B. DICKSON, Ed. D.
SGOD Chief
CHRISTOPHER C. BENIGNO
OIC ASDS
APPROVED:
GLORIA B. BUYA-AO
Schools Division Superintendent
1
CHAPTER I. BACKGROUND
A. Introduction
The Municipality of Bangued
The name "Bangued" means "roadblock". It was established as a regular town in 1598
and was made the seat of the provincial government of Abra on July 25, 1861. The inauguration
coincided with the feast day of Saint James the Great.
The early settlers were the Tingguians belonging to the Bago, Itneg, Masadiit, lbanao,
and Indayas tribes, who later intermarried with the immigrants from Ilocos Sur. The Tingguians
opposed the Christianization introduced by the Spanish friars who penetrated the eastern
settlements. The Tingguian residents prevented the Spaniards from penetrating their area of
which they placed roadblocks on all roads leading to the place. They also cut large logs and
threw them to the Abra River to prevent the incoming colonizers from entering the area with the
use of their boats and bamboo rafts. These logs were made as obstacles and big rocks were
placed along the roads which the natives called "banggen", meaning obstacles.
When the conquistadores, led by Juan de Salcedo, decided to penetrate the area, they
proceeded eastward and saw for themselves the logs along the Abra River, and the stones
placed there to block all roads leading to the community. Salcedo's subaltern happened to meet
one of the natives and asked what was the name of the place. Thinking that the Spaniards were
inquiring about the roadblocks, he answered "banggen" and the subaltern jotted down on his
notebook about the word.
The Spaniards were successful in their attempt to penetrate the inner communities in
the east by removing the obstacles, saying in Spanish "Abra esos obstáculos" and it was in that
happening when they developed the area and established the towns and barangays. The place
where they found many obstacles, they named it "Bangen" and the province they called it "Abra".
When the Americans colonized the country and established the civil government, the
town's name was modified to "Bangued".
In 1692, Augustinians under Fray Columbo made Bangued an independent mission
territory. Earlier in 1615, Juan Pareja organized Bangued as a mission center and baptized 3,000
Tingguians with the help of their chief, Manuel Dumawal.
Modern-day Bangued was formally organized in 1704 until it was decided to become the
capital town of Abra in 1863. It has 31 barangays, seven of them in the town proper.
Bangued is a landlocked municipality, located at 17°36′N 120°37′E. It is elongated in
shape towards the north and south, and bisected through the center by the large Abra River. It
is situated in the western portion of the province with boundaries defined by the Province of Ilocos
Norte and the Municipality of Danglas in the north; La Paz, Tayum and Peñarrubia in the
east; San Isidro in the south, and Langiden and Pidigan in the west.
According to the Philippine Statistics Authority, the municipality has a land area of
105.70 square kilometres (40.81 sq mi) [2] constituting 2.54% of the 4,165.25-square-kilometre(1,608.21 sq mi) total area of Abra. The town is generally mountainous from north to south;
however, it is flat and rolling at the midsection. From here it has an elevation of 30 metres (98 ft)
above mean sea level. In the north, which consists mostly of mountains, elevation ranges from
60 to 1,036 metres (197 to 3,399 ft). In the south, which is interspersed with mountain and hills,
elevation ranges from 45 to 300 metres (148 to 984 ft). One such hill is Cassamata Hill which
was declared a national park.
Bangued is accessible through the Abra-Ilocos Sur National Road from the west, AbraKalinga Road from the north-east, and Abra-Ilocos Norte Road from the North. It is 408
kilometres (254 mi) from Manila, 196 kilometres (122 mi) from Baguio and 65 kilometres (40 mi)
from Vigan.
The climate falls under the first type of tropical climate, which is characterized by two
pronounced seasons, dry from November to April and wet during the remaining months of the
year. Prevailing wind blowing in the area is mostly in the direction from north-west to southeast.
However, during summer in the absence of weather disturbance, wind blows from north to south
or east to west.
Diagram 1: Map of the Municipality of Bangued based on Wikipedia
Bangued is at the western portion of the province of Abra, about 408 kms. north of
Manila. It is bounded on the north by the municipalities of Danglas and La Paz, on the east by
the municipalities of Tayum and Peñarrubia, on the west by the municipality of Langiden and the
province of Ilocos Norte and on the south by the municipalities of San Isidro and Pidigan.
Bangued is generally mountainous at the northern and southern portions with elevations
ranging from 60 to 1,000 meters above sea level. Slope inclination of hills and mountains in the
northern side is 30% opposite the 15% inclination at the southern portion. At the mid-section of
the municipality, it is predominantly flat and rolling with an average elevation of 45 meters above
sea level.
The prevailing climate is characterized by two pronounced seasons, dry from October to
April and wet during the remaining months. The peak of annual mean rainfall occurs within the
month of August at 680 mm. from an average of 274 mm. during the remaining months.
Typhoons, which usually occur during the month of August, regularly pass through the
municipality causing the relatively high mean rainfall.
With Bangued's total land area of 10,570 hectares or about 2.66% of the total provincial
land area, 86.7% of which is classified as alienable and disposable with the remaining 13.3%
classified under other categories.
The municipality's forest land is 1,405.5 has. Total forested area is 384.5 has. of which
57 has. is declared as forest reserve/national parks. The remaining 1,000 has. are marginal and
totally denuded areas.
The municipality has 2 major rivers, the Sinalang and Abra Rivers, which provide for the
fish supply of the municipality complemented by privately-owned fish ponds and irrigated
ricefields used as fish culture ponds.
Metal minerals are not present in the municipality. However, there is an abundance of
limestone deposits in different locations. Gravel and sand are also available along the banks of
the Abra River.
PSGC
Barangay
Population
2015[3]
±% p.a.
2010[7]
140101001
Agtangao
4.8%
2,295
140101002
Angad
5.1%
2,464
140101004
Bañacao
5.2%
2,486
140101003
Bangbangar
2.6%
1,243
140101005
Cabuloan
2.1%
1,028
140101006
Calaba
7.3%
3,494
2,164 ▴
2,298 ▴
1.13%
1,749 ▴
1,190 ▴
6.92%
1,131 ▾
2,890 ▴
−1.80%
1.34%
0.83%
3.68%
PSGC
Barangay
Population
2015[3]
±% p.a.
2010[7]
140101009
Cosili East (Proper)
1.9%
908
140101008
Cosili West (Buaya)
2.8%
1,336
140101010
Dangdangla
4.5%
2,149
140101011
Lingtan
1.8%
859
140101012
Lipcan
4.1%
1,975
140101013
Lubong
1.5%
699
140101014
Macarcarmay
1.4%
667
140101016
Macray
1.6%
749
140101017
Malita
0.8%
401
140101015
Maoay
1.5%
742
140101018
Palao
3.5%
1,697
140101019
Patucannay
3.0%
1,450
140101020
Sagap
1.8%
863
140101021
San Antonio
1.8%
878
140101022
Santa Rosa
4.1%
1,997
140101023
Sao-atan
2.2%
1,077
140101024
Sappaac
2.7%
1,318
140101007
Tablac (Calot)
3.2%
140101031
Zone
1 Poblacion (Nalasin)
140101025
957 ▾
1,175 ▴
−1.00%
1,623 ▴
862 ▾
5.49%
2.48%
−0.07%
1,676 ▴
690 ▴
3.17%
695 ▾
755 ▾
−0.78%
373 ▴
736 ▴
1.39%
1,676 ▴
1,411 ▴
0.24%
775 ▴
913 ▾
2.07%
0.25%
−0.15%
0.15%
0.52%
−0.74%
1,784 ▴
976 ▴
2.17%
1.20%
1,541
1,238 ▴
1,408 ▴
4.6%
2,212
2,017 ▴
1.77%
Zone 2 Poblacion
(Consiliman)
2.9%
1,376
1,325 ▴
0.72%
140101026
Zone 3 Poblacion
(Lalaud)
4.0%
1,927
1,622 ▴
3.34%
140101027
Zone 4 Poblacion (Town
Proper)
2.2%
1,073
1,040 ▴
0.60%
140101028
Zone 5 Poblacion (Bo.
Barikir)
5.3%
2,566
2,277 ▴
2.30%
140101029
Zone 6 Poblacion
(Sinapangan)
3.9%
1,884
1,789 ▴
0.99%
140101030
Zone 7 Poblacion
(Baliling)
5.8%
2,809
2,721 ▴
0.61%
48,163
43,936 ▴
1.76%
TOTAL
1.89%
1.73%
Bangued has 31 barangays as follows: Agtangao, Angad, Banacao, Bangbangar,
Cabuloan, Calaba, Calot/Tablac, Cosili West, Cosili East, Dangdangla, Lingtan, Lipcan, Lubong,
Macarcarmay, Macray, Maoay, Malita, Palao, Patucannay, Sagap, San Antonio, Santa Rosa,
Sao-atan, Sappaac, Zone 1, Zone 2, Zone 3, Zone 4, Zone 5, Zone 6 and Zone 7. Barangays
Zones 1-7 constitute the Poblacion and are the only urban barangays of the municipality.
Population census of Bangued
Year
Pop.
±% p.a.
1903
12,956
—
1918
14,383
+0.70%
1939
15,287
+0.29%
1948
14,792
−0.37%
1960
19,368
+2.27%
1970
24,587
+2.41%
1975
25,597
+0.81%
1980
28,666
+2.29%
1990
34,184
+1.78%
1995
35,450
+0.68%
2000
38,965
+2.05%
2007
46,179
+2.37%
2010
43,936
−1.80%
2015
48,163
+1.76%
Source: Philippine Statistics Authority[3][7][8][9]
In the 2015 census, Bangued had a population of 48,163. The population density was
460 inhabitants per square kilometre (1,200/sq mi).
The inhabitants of Bangued who are predominantly Ilocano, are 35,450 in number as
per census in 1995. This population registered an increase of 1,266 persons from the 34,184
population of censal year 1990. The increase has an equivalent annual average growth rate of
0.73%, much lower than the provincial annual average growth rate of 1.19% for the same period.
Population density is relatively low at 335 persons per square kilometer.
The municipality's crude birth rate at the end of 1996 is 29.4 births per 1,000 population.
Crude death rate and infant mortality rate are 8.6 deaths per 1,000 population and 19 infant
deaths per 1,000 livebirths, respectively. Malnutrition among the pre-schoolers in the last quarter
of 1995 is 15.96%, broken down as follows: 8.17% for the moderate and 7.77% for the severe.
The Abra High School
Abra High School is one of the many secondary schools in the municipality of Bangued,
province of Abra which is under the stewardship of the Department of Education, Cordillera
Administrative Region, Division of Abra. It has a total land area of 8,920 square meters and
located at Actividad Economia Street, Zone 1, Bangued,Abra. At present, it is the largest
government funded national high school in the province with a total population of 2,578 students,
97 permanents and 2 contractual teaching staff, 8 head teachers and 9 administrative staff during
the rime of this writing. Abra High School offers the Junior High School with these two curricular
offering, the Special Program for Science, Technology and Engineering Program (Special
Science Class) and the Basic Education Curriculum (Regular Class). In addition, it also offers
Senior High School with the following strands: STEM, GAS, SMAW and BEAUTY CARE.
The school is equipped with a Gymnasium, student center, playing court for sepak
takraw, badminton and basketball. It also houses the office of the PTA, the YECS and FEA
canteen. The DOST and JICA building provided rooms for the Special Science Classes, and the
School Publication. The rest of the school buildings were divided into eight departmental offices
and 54 classes wherein 11 sections are for grade seven, another 11 sections for the grade 8, 11
sections for the grade nine and 10 sections for the grade ten, 6 sections for the grade 11 and 5
sections for the grade 12. The school has an extension in Sinalang Elementary School. There
are 2 sections from each starting from the grade 7 to grade 9 levels. This is due to lack of
classrooms in the main school.
The school clinic is located on the ground floor of the Kalayaan building and an office
for the School DRRM Coordinator. The office of the school principal, school cashier,
administrative officer, as well as the records section and the office of the Basic Education
Information System, counseling office, Research Office and Grade 9-Rutherford are located in
the administrative building. On the other hand, a 24-hour duty for the watchmen and security
guards is being implemented. This security measure is backed-up by four surveillance cameras
focused at the main gate, the entrance to the administrative building, ground floor of the
administrative building and the covered walk near the gymnasium.
A covered walk also connects the DOST and JICA building to the main gate and lavatories are
located in strategic places within the school campus. Limited parking spaces for teachers,
employees and visitors are also provided.
In the summer of 2014, the SEDP building and the old building 3 was renovated and
the school library was extended in land area. Implementation of programs which aims to
strengthen the student’s social and cultural faculties was instigated. The professional bind with
parents, PTA and other stakeholders was strengthened. Academic achievements were put atop
of the academic ladder. Research and Extension was energized. In-service trainings and faculty
development programs were given a priority. A comprehensive package for the student’s
holistic development such as Family Day celebrations, Reading Assessments and Summer
Camp, Journalism Training, and Research Trainings was aligned within the school’s
educational goals.
In 2015, a new building with six academic classrooms was constructed to further
accommodate the increasing student population. It originally housed the grade 7 and grade 8
students of the regular class. However, in 2016 because of uncontrolled circumstances, the
aforementioned school building was occupied by the Senior High School Classes. The school
then was faced with the challenge of keeping up with the high admission rate of the junior high
school while providing classrooms for the senior high school students.
The Abra High School opened extension classes at Sinalang Pilot Elementary School
and Calaba Elementary School to decongest Abra High School main. Senior High School is
already established for three years now. The Sinalang Extension accommodates 300 students
from grade seven to grade 9 with six teachers and a Teacher-in-Charge.
The building on the eastern part was replaced with a four storey building which is under
construction until this moment. Two other buildings were put up at the northern part of the
school, unfortunately after how many years since the construction started, they are not yet
ready for occupancy since there was a problem regarding the specification of the materials
needed for construction.
At present, there is an ongoing construction of a four-storey building that replaced the
oldest building of the school which is located in the eastern part of the school.
Despite all the odds and problems, the unending professionalism and dedication of the
Abra High School’s Faculty and staff remains a beacon of truth, justice and equality in living the
school’s mission to protect the rights of every Filipino to quality, equitable, culture-based, and
complete basic education.
In its effort to institutionalize DRRM efforts, the Abra High School had built a strong
relationship with the Municipal Disaster Risk Reduction Management Council (MDRRMC) and
other government and non-government agencies such as the Department of Education,
Division of Abra, Bangued Bureau of Fire Protection, Bangued Municipal Police Stataion,
Philippine National Red Cross Abra Chapter. Through this relationship, the Abra High Schol
was able to craft and implement programs and projects in disaster awareness, preparedness
and rehabilitation. Thus, the Abra High School realizes the need to protect its learners from
disasters through a consistent, efficient and effective DRRM Contingency plan that would
outline the school efforts to transform every learner to become disaster aware, prepared and
resilient.
Community Profile
Bangued where Abra High School is located is at present the provincial capital of Abra
province. It was established as a regular town in 1598 and was made as the seat of the
provincial government of Abra in July 25, 1861, which inauguration was coincided with the Feast
Day of Saint James the Elder.
Bangued is at the western portion of the province of Abra, about 408 kilometers north
of Manila. It has a total land area of about 105.70 square kilometers and is bounded on the
north by the municipalities of Danglas and La Paz, on the east by the municipalities of Tayum
and Peñarrubia, on the west by the municipality of Langiden and the province of Ilocos Norte
and on the south by the municipalities of San Isidro and Pidigan. The town is generally
mountainous at the northern and southern portions with elevations ranging from 60 to 1,000
meters above sea level. Slope inclination of hills and mountains in the northern side is 30%
opposite the 15% inclination at the southern portion. At the mid-section of the municipality, it is
predominantly flat and rolling with an average elevation of 45 meters above sea level.
The municipality has two major rivers, the Sinalang and Abra River, which provide for
the fish supply of the municipality complemented by privately-owned fish ponds and irrigated
rice fields used as fish culture ponds. Metal minerals are not present in the municipality.
However, there is an abundance of limestone deposits in different locations. Gravel and sand
are also available along the banks of the Abra River.
Bangued is politically subdivided into 31 barangays with 77 sitios. The barangays that
comprise the municipality are Agtangao, Angad, Bañacao, Bangbangar, Cabuloan, Calaba,
Calot, Cosili West, Cosili East, Dangdangla, Lingtan, Lipcan, Lubong, Macarcarmay, Maoay,
Macray, Malita, Palao, Patucannay, Sagap, San Antonio, Santa Rosa, Sao-atan, Sappaac,
Zone 1, Zone 2, Zone 3, Zone 4, Zone 5, Zone 6, and Zone 7.
The economy of the municipality is heavily dependent on agriculture, followed by trade
and industry. The commercial activity of Bangued is confined in the urban core establishing a
linear pattern of development along major thoroughfares. This is evident from Torrijos Street to
Taft Street of Zone 5, McKinley Street to Santiago Street and Partelo Street of zone 4, and
Capitulacion Street of Zone 1 and Zone 2. Furthermore, there were 1,539 commercial and
business enterprises classified as wholesale and retail trade, dry and wet markets, banking and
finance, service and others. There were nine large suppliers of lumber, hardware and other
construction supplies and materials. Likewise there were also about a number of large to
medium scale suppliers of general merchandise, groceries and several of prime commodities,
while a lot of households are now in the small scale processing or value activities appertaining
to various food items.
Due to limited fund of the municipal government, priorities were concentrated on the
preventive health care programs. However, the municipality has a total of 24 Educational
Institutions at all levels. 21 belong to the government while the rest are private. Of the total
public schools, 19 belong to the elementary levels. Most of the educational institutions of higher
levels secondary and tertiary are concentrated in the urban core, while elementary schools are
strategically located in different barangays forming their own catchment areas. Aside from these
institutions there are at least 15 day-care centers located in different barangays and five private
institutions for pre-schoolers complementing that from the government.
Passenger buses, mini-buses, jeepneys and tricycles including cargo are the major
means of transportation in the town. Buses, mini-buses and jeepneys ply the longer routes
covering the entire province of Abra and out, while tricycles serve only the inner arteries of the
municipality’s barangays including the adjacent towns of Pidigan, Tayum and Peñarrubia on a
chartered basis. Buses going to Manila have their own permanent terminal, while all the rest
are accommodated and parked along various open lots, gasoline stations and other strategic
places.
Table 1: Baseline Data on Students and/ or Personnel
Table 2: Baseline Data on Infrastructure and Non-Infrastructure
B. Hazard Identification
Hazards are anything that can bring harm to people, things, and the environment. It can
be an object or a substance, a situation, a behavior, or an activity. The harm can be physical
injury or damage to various aspects of one’s life, illness or diseases, or worse, death.
Hazards, both man-made and natural are imminent threats to humans. Exposure and
vulnerability to these hazards determine the levels of risks. While natural hazards are beyond
the bounds of humans, reduction to the exposure and vulnerability reduces the levels of risks.
Determining the exposure and vulnerability of natural hazards, we can estimate risks and thus
mitigating measures may be identified to reduce risks.
Different types of hazards require different responses, done either individually or in
groups. They also require different levels of preparedness and knowledge depending on the
nature, causes and effects of the hazard. Their classification depends on what they are, where
they are located, and how they affect people, their possessions, and environment. Thus, there
are physical hazards, biological hazards, chemical hazards, geological hazards, health hazards,
workplace hazards and environmental hazards.
Identification of hazards is very essential if we are to avoid or reduce risks. It starts with
examining our environment, which includes the place we live in and its surroundings, and
recognizing everything that can possibly serve as threat to our safety, security and health. Some
types of hazards are common which means they can occur everywhere, but some are specific
to certain locations or situations. For this reason, dealing with them requires different measures.
Given such disaster risk profile of the country, several major disasters have occurred in
various parts of the country, including the Cordillera Administrative Region comprising Abra,
Apayao, Baguio, Benguet, Ifugao, Kalinga Mt. Province, and Tabuk.
Based on the Abra Provincial Risk Reduction and Management Council Risk
Assessment, the municipality of Bangued province of Abra is exposed to hazards both natural
and man- made hazards. These are: Typhoon, Floods, Landslides and Earthquake.
The impacts of natural hazards and disasters that they create contribute a wealth of
knowledge not only to understanding the behavior of natural physical phenomena but to also
realizing their effects on humans, their property and environment. Indeed, no one can exactly
predict their occurrences, but knowing their nature and behavioral pattern can help us predict
their inevitable coming. Like technology, science provides the means through which humans can
predict disasters in order to plan properly, come up with sound policies, create laws and
implement them accordingly. Every stakeholder benefits in the form of knowledge gained from
the occurrence of hazards and experience of disasters but it is particularly the scientists and
engineers who benefit more in their continued quest to better understand these natural
phenomena. Being able to accurately predict hazards and disasters by scientific method would
have significant positive implications on their management, especially in terms of our
preparedness, prevention and impact mitigation.
HAZARD PRIORITIZATION
School Name: ABRA HIGH SCHOOL
School ID:
305075
HAZARD
Typhoon
PROBABILITY
RATE
REMARKS
60% The event might
occur at some time
and probably will
IMPACT
RATE
REMARKS
40 % Minor loss and/or
Fire
20%
20%
Earthquake
20%
Flood
40%
The event may
occur in exceptional
cases
The event may
occur in exceptional
cases
The event probably
will not could occur
at some point but
AVERAGE
RANK
50 %
1
No casualty (dead,
imjured, mising)
20%
3.5
20%
No casualty (dead,
imjured, mising)
20%
3.5
20%
No damage to
property
20%
2
damage to
property (up to
500,000 worth of
damage)
Table 3. List of Common Hazards in the Municipality of Bangued.
C. Hazard to Plan for: Typhoon
For this contingency plan, the hazard to plan for is typhoon. The formulation of the
prioritization of the hazard for this Contingency Plan is based through generating and processing
hazard maps based on the collected available historical data on the hazard map of Bangued and
Abra High School, Rainfall Outlook of PAGASA, Landslide and Flood Susceptibility Map of MGB,
Philippines Institute of Volcanology and Seismology-DOST and consolidated RADAR. Through
these geographic information system, we will be able to analyze the frequency and consequence
of these hazards and determine who, where and how much these risks would cost.
This category includes areas subject to natural or environmental hazards such typhoons
which results to flooding and landslides. Flood prone/severe flooding mostly occurs in areas
along the Abra River and its major tributaries affecting the municipalities of Manabo, Bucay, San
Juan, Lagangilang, Dolores, Tayum, La Paz, Bangued and Pidigan. School located in these
areas are the most vulnerable in terms of flooding and landslides. The occurrence of severe
flooding in these areas is attributed by the river constricts at San Diego, Pidigan where only a
passage of 200 m width is available for large floods resulting in a tail water effect.
HISTORICAL DATA ON DISASTERS
SCHOOL:
DISTRICT:
ABRA HIGH SCHOOL
BANGUED
EFFECTS ON
INFRASTRUCTURE
Nam
e/
type
of
Disa
ster
Ulys
ses
Rolly
Quin
ta
Ram
on
Jenn
y
Palc
on
Rosi
ta
Omp
ong
Josi
e
Gard
o
Odet
te
Jolin
a
Lawi
n
Ye
ar
20
20
20
20
20
20
20
20
20
19
20
19
20
18
20
18
20
18
20
18
20
17
20
17
20
17
Date
of
Occur
ence
Affect
ed
Popul
ation
NONINFRASTRUCTURE
No.
No.
Oth
of
of
ers
Dam
Dam
aged
aged
Com
Furnit
puter ures
Sets
Estim
ated
Total
Cost
of
Dam
age
Oth
er
Effe
cts
Office Rooms
Wash Facilities
Other Facilities
(please Specify)
Ma
jor
0
Tot
ally
0
Mi
nor
0
Ma
jor
0
Tot
ally
0
Mi
nor
0
Ma
jor
0
Tot
ally
0
0
0
0
0
0
Nov.
2651
Mi
nor
0
Nov.
2651
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Oct.
2651
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Nov.
2670
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Aug.
2670
0
0
0
0
0
0
0
0
0
0
0
0
0
0
July
2670
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Oct.
2110
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Sept.
2110
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Juky
2110
0
0
0
0
0
0
0
0
0
0
0
0
0
0
July
2110
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Oct.
2163
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Aug.
2163
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Oct.
2163
3
0
3
0
0
0
3
0
3
0
0
0
2000
0
Table 4: Historical Data for Disaster (TYPHOON)
For 2016, typhoon Lawin wasted the Province of Abra including the municipality of
Bangued. Typhoon Lawin brought an immense destruction of the municipality of Bangued
including Abra High School and the whole community where some of the school buildings and
school properties were destroyed. Some of the classrooms was used as an evacuation center
for the evacuees.
For 2017, two (2) typhoons visited Bangued; For 2018, four (4) typhoons visited
Bangued; For 2019, three (3) typhoons visited Bangued and other parts of the province.
For October and November 2020, typhoons Quinta, Rolly and Ulysses visited the
Province and other parts of the country wherein specifically the provinces of Cagayan, Isabela,
Pampanga, Quezon province and Marikina City. Typhoon Ulysses marked tremendous effect in
the said provinces.
Anatomy of a typhoon:
The typhoon season in Bangued, Abra starts as early as June until
December. As observed during the past years, the most destructive typhoon
experienced in the province happened in October: Typhoon Lawin (2016) and
Ompong (2018) which falls on the second quarter of the school year. Bangued was
devastated and it was under the state of calamity due to massive destruction of
properties.
Root Causes
Early Warning
Signs
The
Philippines is
situated in the
Pacific
PAGASA
Weather
Bulletins
Typhoon Belt
Media
Triggering
Factors
Climate
change
Existing Mitigating Measures
DepEd Order No. 43, s.
2012 and EO No. 66, s.
2013 on the Suspension of
Classes
Low pressure
Brigada Eskwela
Tree Planting Activities
Gulayan sa Paaralan
Effect of
Strong winds
School Watching and
Climate
Hazard Mapping
Reuse, Recycle, Reduce
Change
SAVE-DPAR (Sharing and
Acquiring Valued-Education on
Disaster Preparedness,
Awareness and Resilience)
Table 5: Anatomy of Typhoon
To strengthen the preparedness of the field personnel, the School Disaster Risk
Reduction Management Council (SDRRMC) coordinator and staff gives out early warning
advisories coming from the NDRRMC, CDRRMC, PDRRMC, MDRRMC and DepEd Abra to the
school heads, teaching and non-teaching staff, SSG and YES-O officers and to the whole
studentry. Early warning advisories are also transpired through social media like the school
facebooks accounts and school and students’ Group Chats.
Mitigating Measures:
The Department of Education has instituted measures to mitigate the effects of typhoons. It has
put in place the conduct of regular activities that prepares the school personnel and students during the
onslaught of a typhoon and is being cascaded to school. Among these are the following:
1. DepEd Order No. 43, s. 2012
This DepEd Order contains the Guidelines on the Implementation of Executive Order No.
66 (Prescribing Rules on the Cancellation or Suspension of Classes and Work in Government
Offices Due to Typhoons, Flooding, Other Weather Disturbances, and Calamities). With this
DepEd Order, there is no more confusion as to whether the LGU or DepEd shall issue
cancellation of classes during hydro meteorological disturbances. It also ensures that with the
early warning advisory and the issuance of class suspensions, it is assumed that identified
students/pupils are safe in their homes under the care of their parents while the area is under the
specified typhoon signals.
2. Brigada Eskwela (National School Maintenance Week)
Kick-off for the Brigada Eskwela is held during the third week of May of every year. This
activity gathers parents, students, teachers, volunteers, private sector and other stakeholders who
work together, share their time, efforts and skills to prepare the schools before the opening of classes
in June. Through the Brigada Eskwela, schools are kept safe and conducive for all learners.
3. Student-Led Watching and Hazard Mapping (DepEd Order No. 23, s.2015)
The Student-led Watching and Hazard Mapping aims to instruct all public elementary and
secondary schools in the engagement of learners in identifying and addressing hazards and risks.
4. Tree planting and other environmental friendly programs.
School tree planting helps connect students to the benefits of trees and foster
environmental stewardship.
5. Gulayan sa Paaralan
Gulayan sa Paaralan (Vegetable Gardens) is one of the strategies of the National
Greening Program of the government implemented to help promote food security as well as to
mitigate climate change effects.
6. Practice of the 3R’s (Reuse, Reduce, Recycle)
The three R’s- reduce, reuse, and recycle all help to cut down on the amount of waste we
throw away. They conserve natural resources, landfill space and energy. Plus, the three R’s save
land and money communities must use to dispose of waste in landfills. Siting a new landfill has
become difficult and more expensive due to environmental regulations and public oppositions.
7. Sharing and Acquiring Valued Education on Disaster Preparedness, Awareness and
Resilience (SAVE-DPAR)
This is observed and/or celebrated every month of July in celebration of the National
Disaster Resilience month to inculcate the importance of disaster preparedness and resiliency,
disaster prevention and mitigation, disaster response and disaster rehabilitation and recovery.
C. Scenario
The Contingency Plan is crafted after the destructions brought about by the 2020 super
typhoon “Lawin” that reached up to signal No. 5, the highest tropical cyclone warning signal in the
Philippines. Abra is under warning signal number 4 that year.
Based on studies, the Philippines is prone to typhoons because it lies in the typhoon belt and
it is geographically located along the Pacific region near the equator which is prone to tropical
cyclones and storms. This makes the country predisposed to natural hazards. Based from the Annual
World Risk Index (WIR) shows that Philippines climbed its way up from 9th in 2009 to 2nd in 2014 then
3rd in 2015 and now 2nd place in 2020, for this, Greenpeace is therefore calling on President Rodrigo
Duterte to issue a Climate Emergency Declaration. The areas most hit by typhoons in the Philippines
are Luzon and Visayas. And Abra is situated in the northern part of Luzon and is frequently visited
by typhoons. Super typhoon Lawin in 2016 and super typhoon Mangkhut in 2018.
According to the Joint Typhoon Warning Center (JTWC), annually, approximately 80
typhoons develop above tropical waters, of which 19 enter the Philippine region and 6-9 make
landfall. The Philippines is in fact the country most exposed to tropical storms in the world. Violent
tropical storms.
Thus, the Schools Division of Abra is bracing for impact from massive typhoons that could
be visiting the province which causes landslides and flooding.
Diagram 2: Landslide and flood susceptibility map of Abra
The Landslide and Flood Susceptibility map of Abra province including the municipality
of Bangued (above) shows that almost all of the map is shaded in red. These areas are those
with high landslide susceptibility. These areas usually have steep to very steep slopes, underlain
by weak materials and have numerous old/inactive landslides. The brown areas are those which
have very high landslide susceptibility with areas of steep to very steep slopes underlain by weak
materials and subjected to recent landslides. Escarpments and tension cracks are present. The
presence of human initiative efforts in these areas could be an aggravating factor to the
occurrence of landslides.
The dark blue and violet shades depict the areas with very high and high flood
susceptibility that are likely to experience flood heights of greater than 2 meters and/or flood
duration of more than three days. These areas are mostly located near the Abra
river. These municipalities include Tubo, Luba, Manabo, Bucay, Bangued, Tayum, Pidigan, and
Langiden.
The table below indicates the possibilities that may happen in the event a typhoon happens.
Table 6: Indicators in the event of a typhoon.
Situations are classified as Bad, Worse and Worst if the following indicators are reflected:
BAD SCENARIO is considered when the number of injury/injuries is 1 to 5 or 1 % to 10% of
displacement/s, when only 1 learner and 1 teacher is affected during the occurrence of typhoon.
For a WORSE SCENARIO, when there is only 1 to 2 death/s, 6-20 injuries or it has 11 % to 20
% of displacement.
A WORST SCENARIO indicates that 21% and above the percentage of displacements. It is
premised that there will be no students in the school when the typhoon reaches the province and early
warnings should have been disseminated as early as 4: 30 AM and classes should have been suspended
by the LGU/ Provincial Government depending on the strength of the typhoon/monsoon rain.
Breakdown of Affected Population
The succeeding tables show the enrolment disaggregated by sex and by grade as per data
generated from BEIS Office. For school year 2019-2020, the total enrolment for both Junior High School
and Senior High School is 2,580. Of these data, 1,201 are males and 1,379 are females. For the school
year 2020-2021, enrollment shall start on May of 2020 during the Brigada Eskwela maintenance week
and Oplan Balik Eskwela. The projected increase in enrolment is at 1%.
With the gravity of the disaster, especially if there are reports of missing persons, deaths or
injuries to the students, teachers, personnel or members of their families, there would be a need to
conduct psychological first aid for them to cope with the psychological effect of the disaster.
YEAR LEVEL
MALE
FEMALE
TOTAL
Grade 7
268
271
539
Grade 8
227
250
477
Grade 9
207
216
423
Grade 10
200
223
423
STEM
22
43
65
GAS
109
159
268
SMAW
48
1
49
BEAUTY CARE
4
37
41
STEM
10
31
41
GAS
65
82
147
SMAW
36
3
39
Grade 11
GRADE 12
BEAUTY CARE
TOTAL
1
29
30
1197
1345
2542
Table 7: SY 2019-2020 Enrolment Junior and Senior High Schools
CHAPTER II. GOALS AND OBJECTIVES
GOALS AND OBJECTIVES
This 2020 Contingency Plan covers the Abra High School of Bangued of the Schools Division of
Abra, Cordillera Administrative Region. It focuses on “Typhoon” that causes landslides and floods. It aims
to outline a plan that identifies, protects, reconstructs or salvages the Abra High School and schools’ vital
and pertinent records, equipment and furniture and establish procedures for the immediate resumption
of the delivery of basic education services in the event of a disaster.
This contingency plan specifically seeks the following:
1.
Prepare students, teachers, schools heads and other school personnel from the hazards
of typhoons, landslides and floods,
2.
Minimize or avoid injuries and casualties during typhoons, landslides and floods,
3.
Respond after the occurrence of typhoons, landslides or floods, and facilitate immediate
resumption of classes and/or conduct of education in emergencies after the disaster.
CHAPTER III: ACTIVATION, DEACTIVATION AND NON- ACTIVATION
A. Coordination and Information Management Protocols
DepEd Order No. 21, s. 2015 sets the roles and responsibilities of the DRRM coordinators as well
as the protocols to be followed before, during and after any emergencies.
The Coordination protocol provides the basis for and directs which office should respond depending
on the extent of a disaster/emergency while the information management protocol demonstrates the
proper flow of data from schools to central office and vice versa.
Adapting Section 15 of RA 10121 (Coordination During Emergencies), the corresponding DepEd
offices based on the following conditions shall activate and lead the EOC in preparing for, responding to,
and recovering from the effects of any disasters or emergencies:
a. Two (2) or more schools are affected – Schools Division Office
b. Two (2) or more divisions are affected – Regional Office
c. Two (2) or more regions are affected – Central Office direct intervention. However, the CO may
and will intervene in cases where the impact is beyond the capacity of the corresponding office
and/or as it sees fit.
All reports must still be submitted and coordinated to the DepEd Central Office DRRMO
regardless of the scope of the situation.
1.
Early Warnings
Upon receipt of early warning advisories from authorized agencies, the Regional Office
sends warnings, alerts and advisories to all identified DRRM Coordinators of affected schools
divisions. All DRRM Coordinators concerned should forward these warnings, alerts and
advisories to the schools.
2. Tracking of local DepEd Key Officials
During disasters and/or emergencies, all region and division key officials are required to
report their status to ensure that their safety and local leadership are maintained.
3. Reporting of Local Disasters and/or Emergencies and its Effects
The Schools Division Superintendent/Principal or the SDO/School DRRM Coordinators
shall submit real time updates to the RO and CO DRRMO when their AOR is affected by the
typhoon.
DRRM coordinators shall submit their vetted reports to the immediate higher office. In
cases where reports should be submitted directly to the CO, the RO/SDO should be copy
furnished with the same report.
B. INFORMATION MANAGEMENT PROTOCOL
In the event of a typhoon, the Regional Office shall collect from and disseminate consolidated
reports to the affected divisions and schools, the following information:
i.
ii.
Before

Hazard advisories and occurrences

Baseline data

Prevention and Mitigation measures undertaken

Preparedness Measures undertaken
During and After

Personnel affected

Personnel tracking

Learners affected

Schools used as evacuation centers

Class suspension and resumption

Classroom damages

Temporary learning spaces

Other interventions
Within 72 hours after the occurrence of the typhoon, all affected schools are required to submit
the effects of the typhoon in their respective schools through SMS using the RaDaR Template. This will
facilitate the immediate determination of needs and necessary provision of assistance.
Schools who have not incurred damages and were not used as evacuation centers are required
to submit a certification of no damage and no schools were used as evacuation centers and should
appear in their RADaR reports.
The following table gives the comprehensive protocols to be followed before, during and after the
typhoon.
Key Areas
Preparedness Measures
Advisories
Division
Disseminate advisories of proper
preparedness measures to division
DRRM team and schools
Implement preparedness measures per
DO 83, s.2011
Attend local PDRA if any
Disseminate advisories on the
characteristics of the typhoon including
exposed and at-risk areas based on
PDRA and/or warning agencies to RO,
SDS, Division DRRM Team and schools
Tracking of Key Officials
Identify the whereabouts of SDS and
ASDS in respective AORs
Class Suspensions
Disseminate advisories on reporting of
class suspensions
Coordinate with LGU to ensure
facilitation of class suspensions to the
public and observe DO 43, s.2012
Gather reports on class suspension
rteceived from LGU and/or schools and
School
Disseminate advisories on
observance of proper
preparedness measures to
school DRRM Team and other
members
Implement preparedness
measures per DO 83, s.2011
Attend local PDRA if any or
coordinate with the SDO for any
updates or advisories
Disseminate advisories on the
characteristics of the typhoon
including exposed and at-risk
areas based on PDRA and/or
warning agencies to school
heads, School DRRM Team
and other members
Identify the whereabouts of
school heads/principals in
respective AORs
Coordinate with LGU to ensure
facilitation of class suspensions
to the public and observe DO
43, s.2012
Submit reports on class
suspensions
submits to SDS, RO, CO and other
partners
Disseminate advisories on reporting of
schools used as evacuation centers
Schools Used as
Evacuation Centers
Coordinate with the provincial/municipal/
city LGU if schools are identified or used
as evacuation center for proper camp
coordination
Gather reports from the schools
identified as evacuation centers and
submit to RO, CO, P/M/CDRRMC
Response Cluster
Atend response cluster meetings and
Meetings, OPCEN duties participate in the OpCen Duty if
and advisories
Response Cluster or Red Alert is
activated by the P/M/CDRRMC
Disseminate advisories on the
characteristics of the typhoon including
affected areas based on monitoring of
situation and meetings to RO, SDS, SDO
DRRM Teams and schools
Field Reports
Gather reports on any taken by the
school/s based on monitoring of
situation, if any and submit these reports
including action taken by the SDO if any,
to the RO, CO, P/M/CDRRMC and other
partners
Disseminate advisories on
reporting of schools used as
evacuation centers
Coordinate with the
provincial/municipal/ city LGU if
schools are identified or used
as evacuation center for proper
camp coordination
Submit reports if school was
identified or used as an
evacuation center
Attend local response cluster
meetings if there’s any or
coordinate with the SDO for any
upodates and advisories
Disseminate advisories on the
characteristics bof the typhoon
including affected areas based
on monitoring of situation and
meetings to school DRRM team
and other members
Gather reports on any action
taken by the school based on
monitoring of situation in the
area.
Table 7 : Coordination and Management Protocols
Timeliness after the typhoon
Within 48 hours
Division
Track division personnel
Coordinate with the school
heads for ground visit, rapid
assessment and reporting to the
DRRMS, Engineer and DRRM
Coordinators shall be part of the
monitoring team
Visit affected schools; ensure
RADAR submission and validate
RADAR
Write narrative report of
damages supported by pictures
and cost estimates; send report
School
Track School personnel and
learners
Conduct assessment of
damages and report to DRRM
Central office using RADAR
reports
Report Decampment of schools
used as evacuation
to DRRMS copy furnish to the
Regional Office
DRRM Coordinator to fill up
RADAR forms for schools unable
to send RADAR due to downed
communication lines, have it
vetted by the SDS and send to
DRRMS
Attend P/M/CDRRMC meeting if
any
Mobilize assistance from
partners
Attend local DRRMC meeting if
any
Document and report to DO
actions taken and assistance
generated and received by the
school
Consolidate report of schools on
actions taken and assistance
generated by the schools and he
divisions and submit report to the
regional office
Disseminate and monitor
implementation of memorandum
from the regional office
Submit consolidated report on
Develop and submit plans to the
actions taken and assistance
Division Office for the resumption
received by the schools
of classes and other learning
continuity measures
Submit to the RO and CO the
consolidated vetted RADAR
signed by the SDS
Day 3
Day 4-5
Table 8: Timeliness after Typhoon
CHAPTER IV: COORDINATION, COMMAND AND CONTROL
DepEd Order No. 21, s. 2015 outlines the roles and responsibilities of the Region and Division
Offices and schools for the smooth implementation of DRRM at all levels.
The Schools Division of Abra is composed of 324 public elementary and secondary schools. The
Schools division of Abra is headed by a schools’ division superintendent. Based on the scale of the
hazard or emergency, the province, led by the Schools Division Superintendent and the school heads,
may activate the Emergency Operation Center at their level.
a. Schools
1. Conduct annual student-led risk identification and mapping within and around the school
premises to ensure a safe environment that is conducive to teaching and learning;
2. Maintain close coordination with local DRRM Council on the conduct of preparedness activities
and on response needs, among others;
3. Provide capacity building for teachers, non-teaching staff and learners on DRRM;
4. Maintain, disseminate and post relevant and updated emergency hotlines in strategic locations
throughout the school;
5. Posting of safety and preparedness measured including but not limited to quarterly multihazard drills applicable to school’s identified hazard;
6. Maintain the safekeeping of vital school records and learning materials;
7. Organize school DRRM Teams to support the implementation of preparedness and response
measures;
8. Ensure the availability of updated baseline education data of the school;
9. Integrate DRRM in regular school programs and activities and school improvement plan;
10. Monitor the effects of hazards, including the use fo the school as evacuation center;
11. Track all school personnel during disasters and/or emergencies;
12. Prepare and submit reports on the effects of any hazards;
13. Ensure the implementation of DepEd Order No. 43, s. 2012 or the “Guidelines on the
Implementation of EO No. 66, s. 2012 (Prescribing Rules on the Cancellation or Suspension of
Classes and Work in Government Offices Due to Typhoons, Flooding, Other Weather
Disturbances and Calamities)
14. Conduct Rapid assessment of damages after every hazard and submit Rapid Assessment of
Damages Report within 72 hours;
15. Facilitate immediate resumption of classes to track learners;
16. Monitor recovery and rehabilitation interventions being implemented.
b. Schools Division Offices
1. Provide primary support to and lead the schools in the implementation of DRRM initiatives such
as ensuring that alert and warning messages as well as the request for reports and submissions
of such are timely communicated.
2. Close monitoring of safe site selection and construction of new school buildings;
3. Provide capacity building for division personnel, school heads and teachers on DRRM;
4. Pre-identify possible temporary learning spaces and alternative delivery modes of
education;
5. Ensure the availability of learning materials that can be used during prolonged class
disruptions;
6. Maintain and disseminate relevant and updated emergency hotlines to schools and SDO
personnel;
7. Disseminate and implement disaster preparedness measures to schools and division office;
8. Organize the Schools Division Office DRRM team to support the implementation of DRRM;
9. Activate Emergency Operations Center depending the scale of disaster and/or
emergency.
10. Ensure the availability of updated baseline data of all schools;
11. Maintain the safekeeping of SDO personnel records;
12. Monitor and prepare report on the effects of the hazard;
13. Ensure the implementation of DepEd Order No. 43, s. 2012
14. Recommend possible class suspensions to the local DRRM Council or the Local Chief
Executive, if necessary;
15. Monitor the effects of the hazard to schools;
16. Ensure tracking of all school heads in the AOR and SDO personnel during the hazard;
17. Support schools in establishing and managing TLS;
18. Verify school reports in the online consolidation of RADaRs submitted by the schools;
19. Prepare for and facilitate possible deployment and provision of resources to affected SDO
personnel and schools;
20. Integrate DRRM in the Division Education Development Plan (DEDP)
BASELINE DATEA ON PERSONNEL
SCHOOL:
DISTRICT:
MALE
25
ABRA HIGH SCHOOL
BANGUED
NUMBER OF PERSONNEL (TEACHING AND NON-TEACHING)
NUMBER OF PERSON WITH DISABILITY
FEMALE
TOTAL
VISUALLY
HEARING IMPAIRED
OTHERS
IMPAIRED
(Please
Specify)
70
96
0
0
Table 9: Baseline Data of Personnel (Teaching and Non-Teaching)
0
The School Disaster Risk Reduction and Management Committee
The School Disaster Risk Reduction and Management committee is composed of the following:
ABRA HIGH SCHOOL
Bangued, Abra
SDRRM ORGANIZATIONAL STRUCTURE
S.Y. 2020-2021
JOSE V. BERNARDEZ
SCHOOL DRRM CHAIRMAN
JUNJUN D. PESCADOR
SCHOOL DRRM VICE CHAIRMAN
PREVENTION &
MITIGATION
RECOVERY &
REHABILITATION
SONIA M.
BARBERO
JOSPEHINE T.
ESTELLA
ROLANDO A.
GASMEN
PALMERO D.
GARCIA
MEMBERS:
FELY C. AQUINO
RAQUEL M.
TARINAY
ROWENA
LUMDANG
DENNIS BULDA
MEMBERS:
ROMULO M.
BELLEZA
MA. THERESA D.
BALIDO
MARITESS LUCIA L.
BALUYOT
REDO BARBOSA
PREPAREDNESS
RESPONSE
BERNARDO BARBON
MONALISA B.
MOLINA
PERCINIA B. TALUBAN
MARGAUX BERNADIN
C. AGUDAL
MEMBERS:
RYAN IVES EDUARTE
MARGARITA D.
SULIAN
JONALYN B. BESIDAS
JOY AMOR BARBOSA
MEMBERS:
JULIET BARRIL
CHARLON BLAQUERA
CHRISTINE JOYCE F.
QUIOCHIO
ODILON P. PERIA
Roles and Responsibilities
The Chairman- (School Principal)

The Chairman shall advise the President and the Chairman of the Regional Disaster Coordinating
Council, Directors, and other institutions on the current status of disaster/crisis as well as on the
programs and operations being undertaken by the Department 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 Regional 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;

Convene and presides over meetings and conferences.
The Vice-Chairman (SDRRM Coordinator)

Assists the Chairman in all his functions;

Performs the functions of the Chairman in case of absence/leave or incapacity of the latter;

Spearheads the development of a disaster preparedness plan for the Department;

Organizes and supervises the Disaster Operations Center;

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.
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;

Provide operational updates to the Regional Disaster Coordinating Council (RDRRMC)
and all cluster members, making sure that they are all in the loop and keep abreast of the
unfolding situation;

Facilitate the conduct of a multi-agency debriefing of past disaster situations to look into
areas of strength and areas for improvement;

Allocate working stations for pre-identified cluster members who will be working at the EOC
during disaster situations;

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 Department
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 DRRMO Teams;

Assist in the formulation of mobilization SOPs for those response resources and
operational support and arrangements like MOA and MOUs with partner agencies and
cluster members and rehearse them as far as practicable;

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, otherwise recommend to the NDCC
Executive Officer or the NDCC Chairman the necessary steps to be taken based on processed
information for an enhanced decision-making process.

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.

As a matter of standard operations procedure, all concerned shall take into
consideration the reporting and flow of activities during and after a disaster to
ensure timely, accurate, and reliable data gathering and reporting.
4.
Coordination for Operational Capability

Maintain active linkages with OPCENs of other RDRRMC member agencies and cluster
members the synchronization of programs for operational capability upgrade;

Explore possibilities of cross fertilization with other OPCENs in the area of staffing skills
and competencies, equipment operations and maintenance, in house systems and
procedures, database management and granting of access;

Provide operational guidelines on the management of the School DRRMO
Personnel Requirements
1. Communications and Warning Team shall have the following functions:

Provide warning in close coordination with National warning agencies and through all
available means, to areas threatened by slow onset disasters like storms, typhoons and
consequent flooding, providing school officials, teaching and non-teaching personnel, and
schoolchildren a clear understanding of what to expect and advises on appropriate
precautionary measures to be undertaken;

Alert available response agencies/unites at the national level and closely monitor the
conduct of disaster response operations, mobilizing additional resources available as may
be needed in the field; and

Monitor the transition from emergency response and relief to recovery phase as may be
required by the Secretary of the Department and or the Office of the President of the
Philippines.
2. Damage Analysis Needs Analysis Team

Evaluates crisis situations and determines courses of actions to be followed,
and formulates guidelines in assessing the situation;

Assesses information and advises the Chairman of DRRMO on possible measures to be
undertaken in order to lessen the impact of the crisis;

Submits recommendation for allocation of needed resource;

Coordinates the plans and actions of the Group with the proper authorities whenever a
crisis occurs;

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.
3. 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 DRRMO

Assists the police in conducting bomb search operations;

Secures the area and the entire DepED 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; o 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.
2. Education, Advocacy and Information Officer- The Education Information Officer shall have
the following functions and shall organize under his supervision alternative learning, advocacy and
public information, education and training, and health and sanitation teams:
a. Alternative Learning Team
 Coordinates with the Bureau of Alternative Learning System, Bureau of Secondary and
Elementary Education, Commission on Higher Education (CHED and State Universities and
Colleges on matters relative to the integration/mainstreaming of Disaster Risk Reduction
(DRR) concepts in the courses offered;

Provides alternative learning activities to school children in the evacuation centers and ensure
continuity of academic instruction;

Prepares modules and disaster preparedness materials as reference and support materials to
teaching-learning activities;

Provides alternative learning materials and keeps an inventory of available resource materials
on DRR and

Does related work.
b. 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
c. 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;

Provides learning modules and DRR materials to schools and the public;

Publishes information on emergency situations, reports disaster damages and rehabilitation
efforts to the National Disaster Coordinating Council and to the Office of

Conducts studies and researches on DRR and disseminates results and
recommends appropriate action.

Coordinates with media and the Public Information Agency (PIA) on matters relative
to advocacy and public information activities;
d. Emergency Health and Medical Service Team

Arrange with government health agencies like Department of Health, PNRC or other
sources for first aid and medical self-help training;

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.
3. Plans and Operations Officer- The Plans and Operations Officer shall organize and
supervise the evacuation, search and rescue, fire suppression, rehabilitation and engineering
teams and shall have the following duties and responsibilities:

Determines courses of action to be taken based on the recommendations of the Intelligence
and Disaster Analysis Officer;

Determines the type of action units to be utilized whenever there is a crisis;

Maintains and/or supervises programs of operations and determines the necessity of utilizing
additional action units;

Coordinates with the Intelligence and Analysis Officer the operations being undertaken
and those to be implemented.
a. 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; o 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 stock file of available resources.
b. Search and Rescue Team

Locates/Removes injured or trapped persons in the area in coordination with SAR
skilled agencies/groups;

Organizes and trains the search and rescue teams provided for in the emergency plan, in
cooperation with NDCC member agencies;

Obtains appropriate equipment for search and rescue operations;

Coordinates with PNRC and other response agencies on matters relative to search and rescue
operations; and

Coordinates with agencies/organizations/with specialized skills on search and rescue for possible
deployment to affected areas during emergency situation.
c. Engineering and Rehabilitation Team

Conducts monitoring and damage assessment of school properties and reports the
same to the Chairman;

Validates reports and determines cost of damages for budget allocation;

Repairs and rehabilitate damaged structures;

Provides technical assistance, maintenance procedures and precautionary measures
to schools relative to the repair and rehabilitation of school buildings damaged by
typhoons and calamities;

Undertakes rapid assessment of damages caused by typhoons, floods and all other causes, in
coordination with local DCCs and the R/DPFC and reports results to concerned offices;

Assess structural integrity and stability of structures before occupying the same; and

Recommends appropriate interventions for damaged structures;
4. Resources and Logistics Officer- The Resource and Logistics Officer shall take charge of
resource mobilization, allocation and logistics support for the DRRMO. Under the Resource and
Logistics Officer shall be the Fund Sourcing Team, Transportation Team, Supplies, and Relief Team.
a. 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

Does related work.
b. 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 group for resource
sharing; and

Does related work.
c. 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

Does related work.
Protocols:
 Upon activation of the contingency plan, all region and division DRRM Teams will have to
convene at their respective division offices to undertake coordination work.

The Communication Committee shall d.
 Engineering and Rehabilitation
Team

Conducts monitoring and damage assessment of school properties and reports the
same to the Chairman;

Validates reports and determines cost of damage s for budget allocation

Repairs and reports damages structures

Provides technical assistance, maintenance procedures and precautionary measures
to schools relative to the repair and rehabilitation of school buildings damages by
typhoons and calamities

Undertakes rapid assessment of damages caused by typhoons, floods and all
other causes, in coordination with local DCCs and the DPFC and reports results
to concerned officers;

Assess structural integrity and stability of structures before occupying the same and

Recommends appropriate interventions for damaged structures.
e. Resources and Logistics Officer
The resource and Logistic Officer shall take charge of resource mobilization, allocation and
logistics support for the DRRMO. Under the Resource and Logistics Officer shall be the Fund
Sourcing Team, Transportation Team and Supplies and Relief Teams 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

Determine 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

Does related work.
DISASTERS, IMPACTS AND VULNERABLE DIVISIONS
School building damages are classified as to whether the damage is total, partial major or minor.
Each category corresponds to a cost for reconstruction and repair which is the basis for ranking the
vulnerability of each school’s division. The official data gathering tool being used is the Rapid Assessment
of Damages Report (RADaR) that every school heads must send to the Central Office within 72 hours
after the hazard or emergency.
The RADaR only focuses on damages to school building, tables, desks and chairs. Facilities
such as gymnasiums and outdoor toilets , ripraps, pathways and non canteens are not included in the
RaDAR.
Table 11: Capacities and Vulnerabilities of the School
Table 11 shows the capacities and vulnerabilities of the School along the different key
areas for preparedness such as risk understanding, contingency plan and dissemination,
communication, coordination, monitoring convergence, support for learning continuity, drills and
fund sources. Abra High School has a well-organized and well-established School Disaster Risk
Reduction and Management team and an effective and functional network of the different
government and non-government agencies. Through continuous efforts in education and
monitoring, the school heads, teachers and other school staff including the learners are
capacitated. This also enabled the school to disseminate the importance of disaster
preparedness to all the learners, teachers, and other stakeholders.
The school is religiously conducting earthquake drills every quarter and observing the
national disaster resilience month every July. Hazard maps and Evacuation maps are posted in
the conspicuous areas or vicinity of the school. Every classrooms has School Disaster Risk
Reduction Management Corner wherein School Evacuation Plans, Students’ Inventory and
Records were posted. Each class has their own medical kit or emergency kit wherein they can
use in case of emergencies.
PREPAREDNESS MEASURES
These measures intends to fill-in the gaps and vulnerabilities of Abra High School.
However, it is noteworthy that the gaps and vulnerabilities of the school is divided into controlled
gaps and uncontrolled gaps. Controlled gaps are the gaps and vulnerabilities that could
immediately responded by the school’s efforts such as capacity building, trainings, seminars,
orientations and other forms of human resource development. These are the gaps that could be
fixed through the school’s policy formulation like monitoring gaps, communication, dissemination
and information gaps and other similar vulnerabilities. On the other hand, uncontrolled gaps are
the vulnerabilities that the school has a very limited or without control at all. This includes
geographical barriers, provision of service vehicle, overlapping of activities and poor internet
connection. However, it does not mean that the school could not make the necessary measures
to fill-in these gaps.
Hence, it is now the school’s utmost desire to implement different programs and projects
that could address the gaps and vulnerabilities presented herein. Majority of the school’s
measures are compose of facilitating trainings, seminars, capacity buildings and orientations
because the best way to protect our school, students, teaching and non-teaching personnel and
our stakeholders from any disaster is through capacity building. The knowledge, skills and
attitudes they acquire from various capacity building activities will increase their chances of
surviving any disaster or will highly enable them to respond to the needs of others during the
difficult times of a calamity.
PREPOSITIONED MATERIALS AND EQUIPMENT
The Abra High School received different learning materials which purpose is to replace
learning materials damaged during disasters. The following tables outline the prepositioned
learner materials and prepositioned equipment of Abra High School.
REFERENCES
Marietta M. De Leon, PhD. 2016. Disaster Readiness & Risk Reduction. Quezon City: Trinitas
Publishing Inc.
Disaster Risk Reduction Resource Manual (Safer Schools Resource Manual), 2008.
Published by the Department of Education
Republic Act (RA) No. 10121. The Philippine Disaster Risk Reduction and Management Act of
2010
DO 21, s. 2015. Disaster Risk Reduction and Management Coordination and Information
Management Protocol
DO 37, s. 2015. The Comprehensive Disaster Risk Reduction and Management (DRRM) in
Basic Education Framework
DO 65, s. 2017. Guidelines on the Conduct of Post Disaster Needs Assessment in the
Education Sector
https://en.wikipedia.org/wiki/Bangued#Geography
https://www.dilgcar.com/index.php/2015-07-10-04-38-51/municipality-of-bangued-capital
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WnRa6H0PgyQ:1578963298162&tbm=isch&source=iu&ictx=1&fir=Nz44i5mhpjIxJM%253A%2
52CNBgzto-tnTgUOM%252C_&vet=1&usg=AI4_-