TUBURAN ELEMENTARY SCHOOL

122051

Contingency Plan for

Landslide
As of August 14, 2024

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 CHAPTER I. BACKGROUND

A. Introduction

Tuburan is a barangay in the municipality of Hinunangan, in the province

of Southern Leyte. Its population as determined by the 2020 Census was 587. This
represented 2.01% of the total population of Hinunangan. The population of Tuburan
grew from 391 in 1990 to 587 in 2020, an increase of 196 people over the course of
30 years. The latest census figures in 2020 denote a negative growth rate of 1.64%,
or a decrease of 48 people, from the previous population of 635 in 2015.

The Barangay’s Topography is characterized by mountain ranges in the

eastern part and partly the northern part. In the southern portion is a lowland rice
fields can be seen. Before entering the barangay people may pass various mountain
that cause landslides during heavy rains. These may cause the road to be
unpassable and danger for the people to pass through because there are no
infrastructure such as retaining walls, diverting debris pathways, and rerouting
surface and underwater drainages. Though landslide did not affect the residents’
livelihood but still it brings damages in the roads to be unpassable for their livestock
to sell at Municipal Town Proper since farming is their main source of income. This
place is prone to landslide, typhoon, floods, earthquakes, fire and etc.

Tuburan is situated at approximately 10.3678, 125.1777 (10° 22’ North,

125°11’ East) in the island of Leyte. Estimated Elevation 11.2 Meters or 36.7 feet
above sea level.

As Tuburan Elementary School being part of the community that operates for
more than 47 years not an exemption for the mentioned hazards since it is located
at the bottom of a mountain which is almost at the heart of the barangay.

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3
B. Hazard Analysis

CP Form 1: Hazard Analysis

HAZARD PROBABILITY IMPACT AVERAGE RANK

PROBABILITY + IMPACT
RATE * REMARKS RATE ** REMARKS 2
Typhoon 2 Moderate chance to 3 Suggesting a high 2.5
formation potential for
significant disruption
if the typhoon does
develop. It is crucial
to stay informed and 4
prepared for potential
impacts, such as
heavy rainfall, strong
winds, and mountain
flooding.

Earthquake 3 Moderate chance of 5 High potential for 4

occurrence, disruption, including
requiring attention structural damage, 2
and preparedness injuries and potential
loss of life.

Landslide 5 Indicating a high 5 High potential for 5 1

probability of disruption, including
occurrence, damage to
requiring heightened infrastructure,

4
 vigilance and property loss and
preparedness. potential injuries.
Preparedness
measures should
include identifying
areas prone to
landslide, avoiding
construction in high
risk zones, and
having evacuation
plans in place.

Fire 1 Low probability of 2 Moderate potential 1.5

occurrence, but still for disruption,
requiring attention including property
to fire safety damage and potential
measures. injuries. Preparedness
5
measures should
include having fire
extinguishers, smoke
detectors and a fire
escape plan.

Armed Conflict 1 A low probability of 1 Low potential for 1

occurrence, but it is disruption, but it is
important to stay important to stay 6
informed and aware informed and aware
of potential risks. of potential risks.

5
 Flash floods 4 Probability of 2 Moderate potential 3
occurrence, for disruption,
especially during including localized
periods of heavy flooding, damage to
rainfall property, and
potential injuries.
Preparedness
3
measures should
include, avoiding low
lying areas during
heavy rainfall, having
an emergency plan,
and knowing
evacuation routes.

*for the sample rating scale on probability and impact, refer to Contingency Planning Guidebook pp. 29
**for the rating on impact, determine the rate in three (3) areas such as impact on life, property and public service continuity; add all the ratings and d
As per HVCA ranking and prioritization analyses, the number 1 or top hazard identified by school which
has the average probability and impact of 5. This is closely followed by fire (rated 4), earthquake (rated 3.5),
landslide and armed conflict (rated 3).

One of the participatory tools used during the HVCA is the Hazard Ranking and Prioritization. The impact
matrix is divided into 5 categories namely: Negligible (score=1), Minor (score=2), Moderate (score=3), Severe
(score=4), Devastating (score=5).

The probability is the likelihood of the occurrence of the hazard in a certain area/barangay and/or in a
specific community. The probability matrix is also divided into five categories namely: Most unlikely (score=1),
Unlikely (score=2), Likely (score=3), Usually (score=4), and almost certain (score=5).

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 C. Hazard to Plan for: LANDSLIDE

CP Form 2: Anatomy of the Hazard

HAZARD TO PLAN FOR LANDSLIDE

EXISTING
ROOT CAUSES EARLY WARNING SIGNS TRIGGERING FACTORS
MITIGATING MEASURES

 Falling of debris from

the mountains and Illegal Logging  Tree planting
heavy rainfalls
 Changes in the slope Earthquakes  Construction of retaining
 Movement of trees or
walls
Uncontrolled cutting of other vegetation Deforestation
trees, Illegal logging and  Changes in drainage  Slope stabilization
continuous heavy rain. patterns Heavy rainfall
 Muddy water in streams  Drainage control
or rivers Volcanic Eruptions
 Early warning systems
 Increased Noise
 Public education

for the detailed instructions in formulating this template, refer to Contingency Planning Guidebook pp. 32

Here’s the breakdown of the key elements that constitute a hazard. The root cause of landslide in Tuburan
Elementary School is the area being situated in a top hill where tropical storms and weather disturbances normally
emanate. Likewise, the early warning signs are all forms of weather disturbances whereas the triggering factors
are poorly built houses and infrastructures and deforestation. As this hazard emerged, it is essential to adapt
mitigating measure strategies accordingly. Make reinforcements to prevent damage, check roof tiles, slates, etc.

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for looseness, ensure proper drainage (gutters, pipes), fasten objects that easily be blown away, and tree planting
are the best measures we could ever adapt.

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D. Scenario

CP Form 3A: Scenario Generation for Natural Hazard

PARTICULARS BAD WORSE WORST

(CAN BE CUSTOMIZED)

A large landslide occurs A massive landslide occurs

on a hillside of the School in a mountainous region of
area. The landslide is Tuburan, triggered by a
A small landslide occurs
triggered by a combination of heavy
on a hillside near
combination of heavy rainfall and seismic
Tuburan Elementary
rainfall and seismic activity. The landslide is
School. The landslide is
activity, which weakens so large that it completely
triggered by heavy
the soil and makes it buries a School,
rainfall, which saturates
unstable. The landslide is destroying homes,
the ground and makes it
so large that it spills onto businesses, and
unstable. The landslide is
the residence and School infrastructure. Many
relatively small, but it
Area, destroying several people are killed or
damages a portion of the
General Description of Event School Building and some injured, and the survivors
school's plaza and a
LANDSLIDE houses. Many people are are left homeless and
nearby fence. A few
injured, and some are without access to
students are playing on
killed. The landslide also essential services. The
the plaza when the
blocks roads and landslide also blocks roads
landslide occurs, but they
transportation routes, and transportation routes,
are able to run to safety.
making it difficult for making it difficult for
No one is seriously
rescue workers to reach rescue workers to reach
injured, but the school is
the affected area. The the affected area. The
forced to close for a few
disaster causes disaster causes
days while the damage is
widespread damage and widespread damage and
repaired.
disruption, and it takes disruption, and it takes
years for the community years for the community
to recover. to recover.

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No. of Affected Learners
2
(Male, Female, IP, Muslim, PWD) 5 40

No. of Dead Learners

(Male, Female, IP, Muslim, PWD)0 2 10

No. of Injured Learners

2
(Male, Female, IP, Muslim, PWD) 10 35

No. of Missing Learners

0
(Male, Female, IP, Muslim, PWD) 5 10

No. of Affected Teaching Personnel

1 2 2

No. of Dead Teaching Personnel

(Male, Female) 0 1 1

No. of Injured Teaching Personnel

(Male, Female) 1 2 1

No. of Missing Teaching Personnel

(Male, Female) 0 0 0

No. of Affected Non-Teaching

0 5 50
Personnel (Male, Female)
No. of Dead Non-Teaching
0 2 5
Personnel (Male, Female)
No. of Injured Non-Teaching
0 5 100
Personnel (Male, Female)
No. of Missing Non-Teaching
0 5 9
Personnel (Male, Female)
EFFECTS
Infrastructure 1 10 50
- Totally damaged CLs
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 - Partially damaged CLs
- Damaged WASH facilities
-
Damaged other infrastructures and ancillary facilities (e.g., laboratories, clinic, library)

Non-infrastructure
-
Damaged furnitures and fixtures
-
Damaged learning resources and self-learning modules
-
Damaged Information and Communication Technology (ICT) equipment

- 1 10 10
Damaged laboratory equipment
-
Damaged medical and dental equipment and supplies

-
damaged technical-vocational supplies and equipment

Communication lines are Communication lines are Communication lines are

Communication
still operational disrupted in some areas. totally cut.
No power interruption Power is interrupted in Total power shutdown
Power/ Electricity
some areas.
Few roads are Several roads
All roads are no longer
Transportation submerged in flood are no longer
passable.
waters. passable.

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 Response Capabilities

Others_________
Others_________
Others_________

The table 3A shows that during the worst scenario of the hazard landslide there is an increase number of
affected learners, teaching and non-teaching personnel based on the number of missing, injured and dead
compared to bad and worse scenario. Communication lines are totally cut, total power shutdown and all roads are
no longer passable.

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 CP Form 3B: Scenario Generation for Human-Induced Hazard

PARTICULARS BAD WORSE WORST

(CAN BE CUSTOMIZED)

Deforestation and illegal

Construction of new
General Description of Event mining activities in
infrastructure which
mountainous region
destabilizes the slope
No. of Affected Learners
(Male, Female, IP, Muslim, PWD)

No. of Dead Learners

(Male, Female, IP, Muslim, PWD)

No. of Injured Learners

(Male, Female, IP, Muslim, PWD)

No. of Missing Learners

(Male, Female, IP, Muslim, PWD)

No. of Affected Personnel

(Male, Female,)

No. of Dead Personnel

(Male, Female)

No. of Injured Personnel

(Male, Female)

No. of Missing Personnel

(Male, Female)

No. of Affected Non-Teaching

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

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No. of Injured Non-Teaching
Personnel (Male, Female)
No. of Missing Non-Teaching
Personnel (Male, Female)
EFFECTS
Infrastructure
Non-infrastructure
Communication
Power/ Electricity
Transportation
Environment
Response Capabilities
Government Trust
Others_________
Others_________
Others_________

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 CP Form 4A.1: Affected Learners

DISPLACED LEARNERS
NO. OF LEARNERS NO. OF LEARNERS OUTSIDE
AREA/ LOCATION NO. OF LEARNERS INSIDE REASONS FOR
AFFECTED EVACUATION CENTERS
EVACUATION CENTERS DISPLACEMENT

Tuburan Elementary School Houses are mostly

made of light
47 materials
40 7

TOTAL 47 40 7

The Table 4A.1 shows that Tuburan Elementary School has 47 affected learners, 40 are the numbers of learners
inside the evacuation centers and 7 are outside of evacuation centers. The reason for displacement is houses are
mostly made of light materials.

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 CP Form 4A.2: Affected Personnel

DISPLACED TEACHING PERSONNEL NO. OF NON- DISPLACED NON-TEACHING PERSONNEL

NO. OF NO. OF NO. OF TEACHING NO. OF NON-
NO. OF NON-
AREA/ TEACHING TEACHING TEACHING REASONS PERSONNEL TEACHING REASONS
TEACHING
PERSONNEL PERSONNEL FOR PERSONNEL FOR
LOCATION PERSONNEL AFFECTED OUTSIDE
INSIDE OUTSIDE DISPLACEME INSIDE DISPLACEME
AFFECTED EVACUATION
EVACUATION EVACUATION NT EVACUATION NT
CENTERS
CENTERS CENTERS CENTERS
Tuburan 5 0 5 none 3 1 1 none
Elementary
School

TOTAL 5 0 5 3 1 1

The table 4A.2 shows that the affected teaching personnel is 5 and 3 non-teaching personnel in Tuburan
Elementary School.

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 CP Form 4B.1: Breakdown of Affected Learners

BREAKDOWN
NO. OF (FILL-UP ONLY WHEN APPROPRIATE)
AREA/ LEARNERS IP LEARNERS MUSLIM ALS OTHERS
AFFECTED K- G3 G4-G6 SHS LEARNERS WITH LEARNERS LEARNERS
LOCATION DISABILITY
M F M F M F M F M F M F M F M F
Tuburan 0
Elementary 30 17 17 8 13 9 0 0 0 0 0 0 0 0 0 0
School

TOTAL 30 17 17 8 13 9 0 0 0 0 0 0 0 0 0 0 0

The table 4B.1 shows that Tuburan Elementary School has a total of 30 male and 17 female affected learners
where kindergarten to grade 3 consist of 17 male and 8 female, 13 male and 9 female for grades 4 to 6. No IP
learners, LWD, Muslim learners and ALS learners.

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 CP Form 4B.2: Breakdown of Affected Personnel

NO. OF TEACHING PERSONNEL NO. OF NON-TEACHING PERSONNEL

AFFECTED AFFECTED
AREA/
OTHERS
LOCATION M F M F
Tuburan 0
Elementary 0 5 1 2
School

TOTAL 0 5 1 2 0

The table 4B.2 shows the breakdown of affected personnel of Tuburan Elementary School. 0 male and 5
female for teaching personnel, 1 male and 2 female for non-teaching personnel.

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 CHAPTER II. GOALS AND OBJECTIVES

A. Goal

The overarching goal of the contingency plan of Tuburan Elementary School is to

minimize the negative impacts of disasters on individuals, communities, and the
environment. This encompasses a multi-faceted approach that aims to:
 Save lives and protect people :
 Prioritize safety
 Reduce casualties
 Provide immediate aide
 Protect infrastructure and Assets:
 Minimize damage
 Preserve vital records
 Facilitate recovery
 Enhance resilience and adaptive capacity:
 Promote preparedness
 Improve response capabilities
 Facilitate long-term recovery
 Foster collaboration and communication:
 Effective communication
 Collaborative efforts
 Community engagement

A well-developed contingency plan is a vital tool for mitigating the impacts of

disasters. By focusing on saving lives, protecting assets, enhancing resilience and
promoting collaboration, these plans contribute to building safer and more
sustainable school community.

B. General Objective(s)
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The general objectives of the contingency plan are as follows:

1. To strengthen the ability of communities, government agencies, and other

stakeholders to respond quickly and effectively to disasters;
2. To facilitate timely and accurate communication before, during, and after
disasters to minimize confusion and misinformation;
3. To identify, assess, and mitigate risks to reduce the potential impact of
disasters;
4. To build the capacity of institutions and improve governance structures for
more effective DRRM;
5. To foster collaboration between government, private sector, NGOs, and
communities to enhance disaster resilience; and
6. To secure adequate and sustainable funding for DRRM activities.

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 CHAPTER III. RESPONSE ARRANGEMENTS

A. Response Clusters

A response cluster is a key component of a DRRM Contingency plan,

particularly in the context of large- scale disasters. It refers to a group of
organizations and agencies with specific expertise and resources that come
together to address a particular aspect of the disaster response.

It is essential for a well- coordinated and effective DRRM contingency

plan. By bringing together organizations with specialized expertise, they
ensure a more efficient and targeted response to the diverse needs arising
from a disaster.

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Response Activities

CP Form 6: Response Activities

TIMEFRAME
RESPONSE ACTIVITIES RESPONSIBLE TEAM/COMMITTEE
(after the trigger)
D-2 Days  Conduct emergency food-and non- DSWD
food cluster meeting
 Mapping of available resources
 Ensure that food and non food
cluster meeting
D-1 Day  Prep-positioning of relief goods (food LGU
packs and non-food items) at the
Local Government Unit
D  Facilitate the transfer and LGU/PNP
distribution of food packs and non-
food items to the affected
populations
D+1 Day  Undertake continuous distribution of food PNP
packs and non-food items to the affected
populations.
 Monitor the distribution of food packs and
non-food items intended for the affected
populations.
 Augementation/replenishment of the relief
goods required for both stockpiling and
operational support.

D+2 Days  Undertake continuous distribution of the DSWD

food packs and non-food items to the
affected populations
D+3 Days  Assess and identify gaps in food and non- BLGU
food supplies versus the total number of
the affected populations.
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 TIMEFRAME
RESPONSE ACTIVITIES RESPONSIBLE TEAM/COMMITTEE
(after the trigger)
D-2 Days  Conduct emergency food-and non- DSWD
food cluster meeting
 Mapping of available resources
 Ensure that food and non food
cluster meeting
D + Day  Facilitate the Distributions of first aid kits DOH/RHU/BHW
and medicines
D  Conducts search and rescues of the BDRRM /SCHOOL DRRM/BFP
affected area

D- Days  Orientations and symposium, Drills and DepEd

trainings.
Note: Refer to DepEd Order No. 33 s. 2021, Enclosure 2.

Table 6 shows the response activities of the response activity is to conduct accounting of teams available for
mobilization and the responsible team or committee are the LGU, PNP, BLGU and BFP. The response activities are
to pre-position teams to staging areas and commence search, rescue and retrieval operation and the responsible
team/committee are BDRRM, SCHOOL DRRM, PNP and BFP. The response activity is to undertake continuous
monitoring, distributions of food and non- food items, coordination for the response, and augmentation and the
responsible team/committee are DSWD, LGU, PNP, BLGU and BFP.

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Resource Inventory

CP Form 7: Resource Inventory

TEAM/COMMITTEE RESOURCE QUANTITY REMARKS

BDRRM Search, Rescue and 5
Retrieval Team
BFP Search, Rescue and 3
Retrieval Team
Transportation
BFP Fire Engine and 2
transportation
RHU Emergency Medical 3
Team
RHU Ambulance 2
LGU/PNP Service Vehicle 1
BLGU 2-way Radio 2
DSWD Food and non-food items 55

Table 7 shows the resource inventory where AFP and BFP are responsible for search, rescue and retrieval
team, BFP for fire engine, CHO for emergency medical team and ambulance and CDRRMO for service vehicle as
well. The quantities needed in each team /committee are stipulated in the table shown above.

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Resource Projection

CP Form 8: Resource Projection

GAPS ACTIVITIES/ SOURCES COST ESTIMATES SOURCE OF FUNDS

RESOURCE NEED HAVE (FILL-UP ONLY WHEN (FILL-UP ONLY WHEN
(NEED – HAVE) TO FILL THE GAPS APPROPRIATE) APPROPRIATE)
RICE 55 SACKS 0 55 SACKS Request for budget to DSWD Calamity
DSWD, DRRMC and P 137,500.00
nearby funds
LGUs.
Can goods, noodles, 5 boxes 5 boxes each 0
DSWD Calamity
biscuits, coffee/milk, each item item P 50,000.00
funds
water

Hygiene Kit 55 pcs. 55 pcs. 0 DSWD Calamity

P 27,000.00
funds

Kitchen Utensils 55 pcs 55 pcs 0 DSWD Calamity

P 50,000.00
funds

TOTAL P127,000.00

Table 8 shows the needed supplies for the victims of hazard encountered by the learners, teaching personnel
and non-teaching personnel such as 55 sacks of rice, 5 boxes of can goods, noodles, biscuits, coffee/milk and
water, 55 pcs. Of hygiene kit and 55 pcs for kitchen utensils.

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Resource Gap Summary

The gap for rice zero, can goods, noodles, biscuits, coffee/milk and water is 0, hygiene kit is zero, and for kitchen utensils is zero.

26
B. Emergency Operations Center

CP Form 10: Emergency Operations Center

LOCATION Tuburan Elementary School

CONTACT INFORMATION
Primary Alternate
Landline: N/A Satellite Phone: N/A

Mobile: 09156966852 Radio Frequency: N/A

Email Address: Others: N/A

[Link]@[Link]

Social Media: Tuburan Elementary

School (FB Page)

Others: N/A
EOC MANAGEMENT TEAM
POSITION NAMES AND AGENCY/ CONTACT INFORMATION
(CUSTOMIZE AS APPROPRIATE) OFFICE/ ORGANIZATION (PRIMARY AND ALTERNATE)
(PRIMARY AND ALTERNATE)
EOC Manager Wilisa B. Palanca
Analiza T. Buctot

Operations Coordinator Julie Ann Marie T. Dulliguez

Jhanine D. Orbeta

Planning Coordinator Mae E. Deluta

Logistics Coordinator Aileen O. Tabayag

Finance/ Admin Gina R. Onita

Coordinator

Others___________
Others___________
Others___________
 CHAPTER IV. ACTIVATION
CP Activation Flow Chart for Land slide

START

PAGASA
Rain fall
warnings

DRRMC
conducts
PDRA

N DRRMC( rain fall

warnings) conducts
RDANA
1 2

Yes Activate No
EOC on red EOC on blue
contingency
alert status alert status
plan?

RO convenes Responders
the clusters at conduct normal
the EOC 3
operations using
ICS

RO mobilizes and
deploys IMT Clusters provide
continuous support
to responders
Clusters and IMT
operate based on
contingency plan
No
Situation
3
normalize
No d?
Situation
1 Yes
improved?
IC recommends
Yes demobilization

IMT recommends
deactivation of RO approves recommendation
contingency plan for demobilization

RO directs deactivation Responders and clusters demobilize.

of contingency plan Clusters for early recovery operate.

2 EOC returns to white

status
CP Activation Flow Chart for Planned Event
END
START

DRRMC activates
contingency plan

EOC on red alert

status

RO convenes the
clusters at EOC
 ANNEXES

Working Group
RO mobilizes and
Purpose: deploys IMT

The Tuburan Elementary School EOC Management Team will be responsible for the
Clusters and IMT
refinement, finalization, testing, evaluation,operate
packaging,
based on updating and improvement of the CP.
contingency plan

No
Planned
event
Duties and Responsibilities: ended?
Yes
1. Facilitate the refinement and finalization of the CP to include testing, evaluation,
IMT recommends
deactivation of
packaging, updating and improvement;
contingency plan
2. Develop work plan for the completion and updating of the CP;
RO directs deactivation of
3. Organize consultation meetings with the planners and relevant technical experts
contingency plan
regarding the development of the CP; and
IMT, responders and
4. Facilitate the presentation and endorsement of the CP to the authorities for comments
clusters demobilize
and approval.
OpCen on white alert
status

END

Members:

Head : Wilisa B. Palanca

Facilitator : Aileen O. Tabayag / Julie Ann Marie T. Dulliguez

Secretariat : Gina R. Onita/ Mae E. Deluta

Cluster Representatives : Analiza T. Buctot / Jhanine D. Orbeta