TOBOR NATIONAL HIGH SCHOOL 300262

Contingency Plan for

PANDEMIC

As of July 2022

1
TABLE OF CONTENTS

PREFACE

2
CHAPTER I. BACKGROUND

A. Introduction

Tobor National High School is in the most eastern part of the Schools Division Office 1 of
Pangasinan. Located eighteen kilometers away from the town, Tobor folks use to ride on tricycles
and motorcycles defeating jeeps operating decades of years ago. The school is surrounded nearby
by three high schools; Nancapian High School in the Northern part, which is one point two
kilometer away, Palapar NHS also a two kilometer away from the western part and Maburac High
School, is around two kilometers away to the eastern part. Likewise, three Elementary Schools are
just nearby. 500 meters away is Tobor ES going East, Bongar ES is a kilometer away going West and
Nancapian ES is also a kilometer away to the north. Being the farthest and Easternmost school in
the Division- around 80 kilometers going east, it takes one and a half hour to reach via jeep.

The institution is maintaining two sections per year level: thirteen members of the faculty and a
support staff- a janitor and a security guard. A student population of 401, Grades 7-12 has 11%
outside the normal health status. Around 3% of learners are struggling readers and had difficulty in
numeracy. For Funding, the school is much dependent on its School Maintenance and Other
Operating Expenses (MOOE) and Special Education Fund allotted by the LGU. Plantilla shows that
there are 18 nationally funded teachers, 5 of which are in the Senior High School.

The Municipality of Malasiqui is a landlocked area located in the central plains of Pangasinan. It is
175 kilometers north of Manila and 35 kilometers southeast of Lingayen, the capital town of
Pangasinan. The Municipality of Malasiqui is bounded by the municipalities of Villasis and Urdaneta
City on the east; Alcala, Bayambang and Basista on the South; San Carlos City on the west and
Calasiao and Sta. Barbara on the north. It is linked to the rest of the province and to the other
Luzon provinces by five (5) major land routes. The Malasiqui-Villasis roadline; the Malasiqui-
Bayambang-Camiling road; Malasiqui-Urdaneta City Route; Malasiqui-San Carlos City way and the
Malasiqui-Calasiao-Sta. Barbara Road line. There is a minor route from Malasiqui-Basista Town.

The municipal population is unevenly distributed to seventy-three (73) barangays, classified either
as urban or rural. The total land area of Malasiqui is thirteen thousand one hundred thirty-eight
(13,138) hectares. Malasiqui is the 16th largest municipality in the Province of Pangasinan and one
of the two biggest in Central Pangasinan. Malasiqui has seventy-three (73) barangays classified as
urban and rural. Majority of the people work in agriculture like rice, corn and vegetable production,
livestock and fishing. The rest are engaged in services offered by the commercial establishments
mostly located in Poblacion. Some are employed in the nearby towns as government and private
employees. Other are overseas workers both in technical and professional jobs while a number of
residents are working in Metro Manila, Baguio City and other provinces. The total number of
working age is 72672 but only 37436 are in the labor force, the rest are not employed.

3
 B. Hazard Analysis
HAZARD
RATE*
Transmission of Covid-19
via airborne particles,
infected surfaces and
waste
Transmission of Covid19
via infected surfaces
(desks, doors, equipment,
fixtures and fittings,
CP Form 1: Hazard Analysis
PROBABILITY IMPACT AVERAGE RANK
PROBABILITY + IMPACT
REMARKS RATE** REMARKS 2
face to face contact while Reconfigure office or
Covid-19 remains classroom spaces to
widespread and ensure social distancing of
uncontrolled in the 2 meters minimum and
community ensure staff or students are
sitting side to side, or back-
to-back, avoiding face-to-
face set ups.
Use of screens or dividers
to separate areas using a
physical barrier.
Increase ventilation to
ensure airborne particles
are dispersed. Consider
use of air purifiers and
other ventilation systems
following expert advice
where this is identified as a
necessary control.
4
perishables)

Travel to work (from

residence to workstations
and vice versa)

On site staffing levels -

absences due to COVID
related illness, requirement
to self-isolate, and caring
responsibilities.

Staff at greater risk of ill

health due to impact of
COVID-19

5
C. Hazard to Plan for Pandemic:
CP Form 2: Anatomy of the Hazard

HAZARD TO PLAN FOR Resurgence of COVID-19

EXISTING
ROOT CAUSES EARLY WARNING SIGNS TRIGGERING FACTORS
MITIGATING MEASURES

● Not following minimum

● vaccination
health protocols
● unvaccinated learners and ● SSAT
● unvaccinated learners
● symptoms related to personnel ● provision of vitamins
and personnel
COVID-19 ● Not following minimum ● fund support for the provision
● ease implementation of
health protocols of equipment and supplies
minimum health
● testing
protocols for COVID-19

for the detailed instructions in formulating this template, refer to Contingency Planning Guidebook pp. 32
<Describe the results of the accomplished form.>

6
D. Scenario
PARTICULARS
(CAN BE CUSTOMIZED)
General Description of Event
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 Teaching
Personnel (Male, Female)
No. of Dead Teaching
Personnel (Male, Female)
CP Form 3A: Scenario Generation for Natural Hazard
BAD WORSE WORSE WORSE
(Scenario 1) (Scenario 2) (Scenario 3) (Scenario 4)
A household member Learner or personnel Learner or personnel
A household member
of learner or school is identified to be a shows symptoms of
of learner or school
personnel is a close contact of COVID-19 but is not
personnel shows
confirmed case of confirmed case of known to be a close
symptoms of COVID-
COVID-19. The COVID-19 outside of contact with a
19 but has not been
learner or personnel their household. The confirmed case.
tested. The learner
is not showing learner or personnel
or personnel is not
symptoms of COVID- is not showing
showing symptoms
19. symptoms of COVID-
of COVID-19.
19.
7
No. of Injured Teaching
Personnel (Male, Female)**
No. of Missing Teaching
Personnel (Male, Female)**
No. of Affected Non-Teaching
Personnel (Male, Female)
No. of Dead Non-Teaching
Personnel (Male, Female)
No. of Injured Non-Teaching
Personnel (Male, Female)**
No. of Missing Non-Teaching
Personnel (Male, Female)**
Infrastructure*
- Classrooms
- WASH facilities
- Other infrastructures
and ancillary facilities
(e.g., laboratories,
clinic, library)
Non-infrastructure*
- Furniture and fixtures
- Learning resources and
self-learning modules
- Information and
Communication
Technology (ICT)
equipment
Other non-infrastructures
(e.g., laboratory equipment,
medical and dental equipment
and supplies, technical-
8
vocational supplies and
equipment)
Communication**
Power/ Electricity**
Transportation
Response Capabilities

PARTICULARS WORST WORST WORST WORST

(CAN BE CUSTOMIZED) (Scenario 5) (Scenario 6) (Scenario 7) (Scenario 8)
Learner or personnel Learner or personnel Learner or personnel
Learner or personnel who has symptoms who has symptoms tests positive for
shows symptoms of tests negative for tests negative for COVID-19.
General Description of Event COVID-19 and is a COVID-19 and is not COVID-19 and but is
close contact of a known to be in close known to be a close
confirmed case. contact with a contact with a
confirmed case. confirmed case.
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 Teaching
Personnel (Male, Female)
No. of Dead Teaching

9
Personnel (Male, Female)
No. of Injured Teaching
Personnel (Male, Female)**
No. of Missing Teaching
Personnel (Male, Female)**
No. of Affected Non-Teaching
Personnel (Male, Female)
No. of Dead Non-Teaching
Personnel (Male, Female)
No. of Injured Non-Teaching
Personnel (Male, Female)**
No. of Missing Non-Teaching
Personnel (Male, Female)**
Infrastructure*
- Classrooms
- WASH facilities
- Other infrastructures
and ancillary facilities
(e.g., laboratories,
clinic, library)
Non-infrastructure*
- Furniture and fixtures
- Learning resources and
self-learning modules
- Information and
Communication
Technology (ICT)
equipment
- Other non-
infrastructures (e.g.,

10
 laboratory equipment,
medical and dental
equipment and
supplies, technical-
vocational supplies and
equipment)
Communication**
Power/ Electricity**
Transportation
Response Capabilities
* fill in information if the school is used as isolation or quarantine facility
** not applicable

<Describe the results of the accomplished form.>

11
 CP Form 4A.1: Affected Learners Inside and Outside Isolation/Quarantine and Healthcare Facility

NO. OF LEARNERS INSIDE

NO. OF LEARNERS HOME- NO. OF LEARNERS INSIDE
ISOLATION/ QUARANTINE
BASED ISOLATION/ HEALTHCARE FACILITY
NO. OF AFFECTED FACILITY
SCHOOL LOCATION QUARANTINE FACILITY (Diasaggregate data as to
LEARNERS (Diasaggregate data as to
(Diasaggregate data as to female, male, IP, muslim,
female, male, IP, muslim,
female, male, IP, muslim, PWD) PWD)
PWD)

TOTAL

<Describe the results of the accomplished form.>

12
 CP Form 4A.2: Affected Personnel Inside and Outside Isolation/Quarantine and Healthcare Facility

NO. OF NO. OF NO. OF NON-

NO. OF NO. OF NON- NO. OF NON-
TEACHING TEACHING TEACHING
TEACHING TEACHING TEACHING
PERSONNEL PERSONNEL PERSONNEL
PERSONNEL PERSONNEL PERSONNEL
INSIDE HOME-BASED INSIDE
INSIDE HOME-BASED INSIDE
NO. OF ISOLATION/QU ISOLATION/QU NO. OF NON- ISOLATION/QU
HEALTHCARE ISOLATION/QUA HEALTHCARE
ARANTINE ARANTINE ARANTINE
SCHOOL TEACHING FACILITY TEACHING RANTINE FACILITY
FACILITY FACILITY FACILITY
LOCATION PERSONNEL (Diasaggregat PERSONNEL FACILITY (Diasaggregate
(Diasaggregate (Diasaggregate (Diasaggregate
AFFECTED e data as to AFFECTED (Diasaggregate data as to
data as to data as to data as to
female, male, data as to female, male,
female, male, female, male, female, male,
IP, muslim, female, male, IP, IP, muslim,
IP, muslim, IP, muslim, IP, muslim,
PWD) muslim, PWD) PWD)
PWD) PWD) PWD)

TOTAL

<Describe the results of the accomplished form.>

13
 CHAPTER II. GOALS AND OBJECTIVES

A. Goal

<Sample goal statement>

The goal of the contingency plan is to provide effective, efficient, timely and well-coordinated
response mechanisms in the event of the occurrence of a typhoon in Municipality X. Such
mechanisms shall help to protect lives, properties and the environment, and restore the
immediate needs of the affected communities.

B. General Objective(s)

<Sample objectives>
The general objectives of the contingency plan are as follows:
1. To ensure the protection of lives and properties in the event of typhoon in Municipality X;
2. To determine the immediate needs and the resources that will meet the needs in the
event of typhoon;
3. To establish coordination and linkages between and among the stakeholders of
Municipality in the event of the typhoon

14
 CHAPTER III. RESPONSE ARRANGEMENTS

A. Response Activities
CP Form 6: Response Activities

TIMEFRAME
RESPONSE ACTIVITIES RESPONSIBLE COMMITTEE/PERSONNEL
(after the trigger)
Within 24 hours
Within 48 to 72 hours
After 72 hours and
onwards

Note: Refer also to existing policies such as DepEd Order No. 33 s. 2021 (Enclosure 2), OM-OSEC 2021-002
<Describe the results of the accomplished form.>

15
 B. Resource Inventory

CP Form 7: Resource Inventory

TEAM/COMMITTEE RESOURCES QUANTITY REMARKS

Alcohol 12 Gallons Insufficient
Disposable Facemasks 50 boxes Insufficient
Hand Sanitizer 12 Gallons Insufficient
Liquid Soap 12 Gallons Insufficient
Hand Soap (Safeguard) 20 pcs. Insufficient
Thermal Scanner 1 Serviceable
Disinfectant( Zonrox) 16 Liters Sufficient
Alcohol Dispenser 2 Serviceable
Knapsack Sprayer(for 2 Serviceable
disinfection purposes
PPE 3 Insufficient

<Describe the results of the accomplished form.>

16
 C. Resource Projection

CP Form 8: Resource Projection

GAPS ACTIVITIES/ SOURCES COST ESTIMATES SOURCE OF FUNDS

RESOURCES NEEDS HAVE (FILL-UP ONLY WHEN (FILL-UP ONLY WHEN
(NEED - HAVE) TO FILL THE GAPS APPROPRIATE) APPROPRIATE)
Alcohol 18 12 gal. 18 MOOE

Disposable
50 box 50 box 50 MOOE/Partners
facemasks

Hand sanitizer 18 gal. 12 gal. 18 MOOE/P

Liquid soap 18 gal. 12 18

Hand soap 30 20 30

TOTAL

<Describe the results of the accomplished form.>

17
D. Resource Gap Summary

18
 E. Directory of School Disaster Risk Reduction and Management Team (SDRRMT)

CP Form 10: SDRRM Team Directory

SCHOOL
LOCATION
CONTACT INFORMATION
Primary Alternate
Landline: Satellite Phone:

Mobile: Radio Frequency:

Email Address: Others:

Social Media:

Others:
POSITION
(CUSTOMIZE AS APPROPRIATE)
School Head
School DRRM Coordinator
School Nurse/Clinic Teacher
SDRRM TEAM
NAMES AND ADDRESS CONTACT INFORMATION
(PRIMARY AND ALTERNATE) (PRIMARY AND ALTERNATE)
Imelda Escorcha 09xx-xxx-xxxx
Sitio Tiko-tiko, Barangay San
Ramon, Pilar, Sorsogon
Edgardo Lacago 09xx-xxx-xxxx
Purok 2, Barangay San
Vicente, Pilar, Sorsogon
Alternate: Maria Belinda Cruz 09xx-xxx-xxxx
Purok 5, Barangay San
Vicente, Pilar, Sorsogon

GPTA President

GPTA Vice-President

Punong Barangay

Others___________
 CHAPTER IV. ACTIVATION

<Use flow chart to describe CP activation and deactivation>

Non-Activation

<Indicate if the CP will be maintained as a continuing plan or will be integrated in the overall
DRRM plan when not used.>
 Sample CP Activation Flow Chart for Typhoon

START

PAGASA
forecasts
Typhoon

DRRMC
conducts
PDRA

Typhoon makes
landfall. DRRMC
conducts RDANA
1
2

EOC on red alert Yes Activate No

contingency EOC on blue
status alert status
plan?

RO convenes the Responders

clusters at the conduct normal
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
Sample CP Activation Flor Chart for Planned END
Event

START

DRRMC activates
contingency plan

EOC on red alert

status

RO convenes the
clusters at EOC
 ANNEXES

Working Group

Purpose: RO mobilizes and

deploys IMT
<Sample purpose statement>
The Working Group will be responsible for the refinement, finalization, testing, evaluation,
Clusters and IMT
packaging, updating and improvement of the CP.based on
operate
contingency plan

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

OpCen on white alert

status

Members:
END
Head :

Facilitator :

Secretariat :

Cluster Representatives :