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CERIACO A. ABES MEMORIAL NATIONAL HIGH

SCHOOL 301801

Contingency Plan for

ERID
As of 2023

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 CHAPTER I. BACKGROUND

A. Introduction

Ceriaco A. Abes Memorial National High School (CAAMNHS) is a public secondary school located at F.
Abes St., Mahal na Pangalan, Calapan City, Province of Oriental Mindoro. As of November 2018, the
school has a population of 392 students. The institution began as an annex campus of then Jose J. Leido Jr.
Memorial National High School (now Oriental Mindoro National High School). These 10,000 square
meters was donated by the family of Ceriaco A. Abes through the generosity of the former Barangay
Captain Jose Eisen Abes and his siblings. Enlisted in this school are students from Pambisan, Wawa,
Mahal na Pangalan, Balite and Baruyan of Calapan City.

A total of twenty (20) School personnel makes up the administration and faculty organization of
the school with one principal and nineteen teachers. Complementing this are three additional job order
employees composed of one school guard and two canteen helpers. The graphic illustration below
describes fully the school’s organizational structure.

The institution began as an annex campus of then Jose J. Leido Jr. Memorial National High School
(now Oriental Mindoro National High School). at the time when then Barangay Captain Jose Eien Abes
realized the significant decrease of high school graduates from his constituency, he sought the help of
friends in helping him establish a school which would cater to students who cannot afford to travel to the
city proper to attend high school.

After consulting his siblings, he secures the donation of a parcel of land supposedly left as an inheritance
by his father Ceriaco A. Abes. Captain Abes solicited from assistance from his constituents and the people
of the community helped him clear land measuring around 10,000 square meters that his family donated
for the school. After receiving rejections from different candidate school heads all around the province,
Capt. Abes received an application from Mr. Henry Tungol of Calapan City, offering his services to head
the new school being built in Mahal na Pangalan. Abes and Tungol proceeded to enter into agreement.

Mr. Tungol facilitated the processing and approval of papers beginning from the DepEd Division Office
up to the DepEd Central Office in Pasig City. The application for the establishment of the school received
positive regard from Department of Education officials. Then DepEd secretary Raul S. Roco granted
approval and on June 20, 2001, Jose J. Leido, Jr. Memorial Nationl High School Mahal na Pangalan
Annex opened to accept new enrollees for the school year. Students from Pambisan, Baco as well from
Wawa, Mahal na Pangalan and Balite of Calapan City enlisted for the new school. Other students from
Pachoca, Calapan and Baruyan, Baco currently enrolled at the JJLJMNHS Main campus were transferred
to the Mahal na Pangalan Annex to fill the population of the new school. An old, abandoned piggery of
Abes Family was first used as Makeshift classrooms.
Mr. Henry Tungol who originated from JJLJMNHS Comunal Annex became the first school head of the
JJLJMNHS Mahal na Pangalan Annex from June 2001 until April 2002, On April 16, 2002, Mr. Tungol
was transferred back to the Comunal Annex. Mres. Hermanie M. Ladioray from JJLJMNHS Main was
sent to the Mahal na Pangalan annex to take over the position which Mr. Tungol vacated. Mrs. Ladioray,
however, did not stay long herself. Not yet a month has passed when she decided to return to her
classroom teaching at JJLJMNHS Main campus. Mr. Ernesto Acedera who is a Values Education Teacher
and guidance counselor for a second-year students at the JJLJMNHS Main campus were immediately

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designated on August 1, 2002, as the new Teacher-in-Charge at the JJlJMNHS Mahal na Pangalan Annex.
In September of 2002 the DEpEd Division of Calapan was separated from the DepEd Division of Oriental
Mindoro. Miss Veneranda S. Atienza from the Division of Marinduque was the first Division
Superintendent of Calapan. The creation of the DepeEd.
Division of Calapan helped developed High Schools in the city, including JJLJMNHS Mahal na Pangalan
Annex. On its second year of operation, the school offered four complete year levels, as authorized by the
DepEd Secretary Raul Roco. On March 31, 2004, the first batch of graduates finished high school at
JJLJMNHS Mahal na Pangalan Annex. These graduates, 37 in all completed the requirements set by the
government despite that they were merely transferred to JJLJMNHS MNP Annex at the start of their
junior year. Under the stewardship of Mr. Acedera, The school became a recipient of several school
buildings. One was constructed through the initiative of the First District Congressman Renato Leviste; a
two-classroom building was from the Filipino-Chinese Chamber of Commerce; two classrooms building
from DepEd thru then Congresswoman Charity Leviste; finally, an ecumenical chapel (Multipurpose Hall)
and a six classroom building from the Korean Christian Chruch thru Pastor Kim Gwin Hwan. Beginning
2002 the school accommodated student teachers from the Divine Word College of Calapan and Mindoro
State College of Agriculture and Technology (Polytechnic College of Calapan).

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 B. Hazard Analysis
CP Form 1: Hazard Analysis

HAZARD PROBABILITY IMPACT AVERAGE RANK

PROBABILITY + IMPACT
RATE * REMARKS RATE ** REMARKS 2
Tropical Cyclone 4 Tropical cyclone is 1 No casualty 2.5 1
expected to occur in most
or many cases

Earthquake 3 Earthquake might occur 1 No casualty 2 2

at some time and
probably will

Fire 2 Fire might occur at some 1 No casualty 1.5 3

time but probably will not

(ERID) Emerging and re- 3 ERID might occur at 1 No casualty 2 2

emerging infectious some time and probably
disease will

Tsunami 2 Tsunami might occur at 1 No casualty 1.5 3

some time but probably
will not

*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 divide it by 3 (
As stated in the table, tropical cyclone rank 1 because it has the probability to occur in the place while earthquake and
ERID may occur at some time. Fire and tsunami may occur but probably will not. The impact of these hazards are no casualty
because we are all ready in case they may occur.

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 C. Hazard to Plan for: Tropical Cyclone

CP Form 2: Anatomy of the Hazard

HAZARD TO PLAN FOR

EXISTING
ROOT CAUSES EARLY WARNING SIGNS TRIGGERING FACTORS
MITIGATING MEASURES

Presence of mangroves and forest

Area is situated near the
Poorly built infrastructure. trees.
shoreline where tropical
All forms of weather Absence of drainage system. Regular pruning of trees.
storms and weather
disturbance Frequent repair and maintenance of
disturbances normally
school infrastructure through Brigada
emanate
Eskwela program.

for the detailed instructions in formulating this template, refer to Contingency Planning Guidebook pp. 32
The school is situated where tropical storms and weather disturbances may occur. The triggering factors are: poorly built
infrastructures and absence of drainage system. We have existing mitigating measures such as regular regular pruning of trees and
frequent repair and maintenance of school infrastructure through Brigada Eskwela program.

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 CP Form 2: Anatomy of the Hazard

HAZARD TO PLAN FOR EARTHQUAKE

EXISTING
ROOT CAUSES EARLY WARNING SIGNS TRIGGERING FACTORS
MITIGATING MEASURES

Poorly built infrastructures. Regular conduct of Eathquake Drill.

Area is situated near the
None
Mindoro Aglubang Fault
Regular conduct of Family
preparedness Planning

for the detailed instructions in formulating this template, refer to Contingency Planning Guidebook pp. 32
The school is situated near the Mindoro Aglubang Fault, there is no early warning signal before the earthquake, poorly built
infrastructure is the triggering factor and regular conduct of earthquake drill, and Family Preparedness Planning are the existing
mitigating measures.

CP Form 2: Anatomy of the Hazard

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 HAZARD TO PLAN FOR FIRE
EXISTING
ROOT CAUSES EARLY WARNING SIGNS TRIGGERING FACTORS
MITIGATING MEASURES

Presence of fire extinguishers in

every building .
Poor electrical wirings
Presence of fire alarm.
Octopus wiring.
Annual BFP inspection.
None
Storage of flammable materials.
Fluctuating power supply
Regular conduct of Fire Drill.
.
. School safety assessment.

for the detailed instructions in formulating this template, refer to Contingency Planning Guidebook pp. 32
The root causes of fire are poor electrical wirings and fluctuating power supply. There is no early warning signal and the
triggering factors are octopus wiring and storage of flammable materials. The existing mitigating measures are presence of
fire extinguishers in every building, fire alarm, annual BFP inspection, regular conduct of fire drill and school safety
assessment.

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 CP Form 2: Anatomy of the Hazard

HAZARD TO PLAN FOR ERID

EXISTING
ROOT CAUSES EARLY WARNING SIGNS TRIGGERING FACTORS
MITIGATING MEASURES

Presence of handwashing / WINs

Poor sanitation and hygiene.
Not following the minimum
health standards.
facilities.
Highly populated area.
Increasing number of pupils Availability of health supplies and
Low number of vaccinated
with fever and other diseases. other materials.
individuals/learners.

for the detailed instructions in formulating this template, refer to Contingency Planning Guidebook pp. 32
The root causes of this hazard are poor sanitation and hygiene and not following the minimum health standards. Increasing
number of pupils with fever and other diseases is the early warning signs. The triggering factors are highly populated area and low
number of vaccinated individuals/learners. The existing mitigating measures are presence of handwashing / WINs facilities and
availability of health supplies and other materials.

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D. Scenario

CP Form 3A: Scenario Generation for Natural Hazard

PARTICULARS BAD WORSE WORST

(CAN BE CUSTOMIZED)

1 or 2 learners infected by 1 to 2 teachers infected, Community Outbreak, school

General Description of Event the virus, by grade level school lockdown, suspension lockdown, suspension of F to
lockdown of F to F classes F classes
No. of Affected Learners
21 male
(Male, Female, IP, Muslim, 17female
PWD) 33 male 25 female 50 male 35 female

No. of Dead Learners

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

No. of Injured Learners

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

No. of Missing Learners

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

No. of Affected Teaching Personnel

2 female 1 male and 3 female 1 male 9 female

No. of Dead Teaching Personnel

(Male, Female) 0 0 0

No. of Injured Teaching Personnel

(Male, Female) 0 0 0

No. of Missing Teaching Personnel

(Male, Female) 0 0 0

No. of Affected Non-Teaching

0 0 0
Personnel (Male, Female)
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No. of Dead Non-Teaching
0 0 0
Personnel (Male, Female)
No. of Injured Non-Teaching
0 0 0
Personnel (Male, Female)
No. of Missing Non-Teaching
0 0 0
Personnel (Male, Female)
EFFECTS
Infrastructure
- Totally damaged CLs
0
- Partially damaged CLs 0 5
0
- Damaged WASH facilities 0 5
0
- 0 1
0
0 4
Damaged other infrastructures and ancillary facilities (e.g., laboratories, clinic, library)

Non-infrastructure 0 7 57
-
Damaged furniture and fixtures
0 23 90
-
Damaged learning resources and self-learning modules
0 1 7
-
0
Damaged Information and Communication Technology (ICT) equipment 1 6

- 0 1 4
Damaged laboratory equipment
-
Damaged medical and dental equipment and supplies

-
damaged technical-vocational supplies and equipment

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 Poor internet and
Communication
communication signal
Power/ Electricity Power supply interruption
Barangay roads are to
Transportation passable to all kinds of
vehicle
Intermittent internet and No internet and
communication signal communication signal
No power supply Total blackout
Barangay roads, municipal
Barangay and municipal
roads, and national roads are
roads are not passable to all
not passable in all kinds of
kinds of vehicles.
vehicle

The school can response to

The school can response to Needing assistance to higher
Response Capabilities the situation but need help
the situation. offices.
from other schools.

Others_________
Others_________
Others_________

As stated in the table if there is already 1-2 learners infected by the virus, there will be a grade level suspension of classes. In
worse scenario wherein, all learners are affected because 2 teachers were infected by the virus, there is already school lockdown.
In the worst case there is a community outbreak, there is also school lockdown and we have to prepare LDM for the response to
the situation.

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

PARTICULARS BAD WORSE WORST

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

<Describe the results of the accomplished form.>

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 CP Form 4A.1: Affected Learners

DISPLACED LEARNERS
NO. OF LEARNERS
Grade Level NO. OF LEARNERS INSIDE NO. OF LEARNERS OUTSIDE REASONS FOR
AFFECTED
EVACUATION CENTERS EVACUATION CENTERS DISPLACEMENT
7 29

8 25

9 34

10 24

11 35

12 35

TOTAL 208

All learners in the school were affected if there is a school lockdown.

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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
7 1

8 1

9 1

10 1

11 1

12 1

13 1

TOTAL 8 1

<Describe the results of the accomplished form.>

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 CP Form 4B.1: Breakdown of Affected Learners
BREAKDOWN
NO. OF (FILL-UP ONLY WHEN APPROPRIATE)
Grade Level LEARNERS IP LEARNERS LEARNERS MUSLIM ALS LEARNERS OTHERS
AFFECTED WITH LEARNERS
DISABILITY
M F M F M F M F M F
7 8 21 0 0 0 0 0 0 0 0

8 11 14 0 0 0 0 0 0 0 0

9 16 18 0 0 0 0 0 0 0 0

10 14 10 0 0 0 0 0 0 0 0

11 18 17 0 0 0 0 0 0 0 0

12 12 23 0 0 0 0 0 0 0 0

TOTAL 87 121 0 0 0 0 0 0 0 0

All learners were affected if there is school lockdown due to Covid virus.

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 CP Form 4B.2: Breakdown of Affected Personnel

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

AFFECTED AFFECTED
Grade Level OTHERS
M F M F
7 0 1 0 0

8 0 1 0 0

9 0 1 0 0

10 0 1 0 0

11 0 1 0 0

12 0 1 0 0

Non-advisory 0 1 0 0

School Head 0 0 1 0

TOTAL 8 1 0

All School Personnel were affected if there is school lockdown due to Covid virus.

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 CHAPTER II. GOALS AND OBJECTIVES

A. Goal

The goal of the contingency plan is to provide effective, efficient, timely, and well-coordinated
response mechanisms in the event of the occurrence of Emerging and Re-emerging Infectious
Diseases in Ceriaco A. Abes Memorial National High School, Calapan City. Such mechanisms
shall help to protect lives, properties, and the environment, and continue the delivery of basic
education services.

B. General Objective(s)

The general objectives of the contingency plan are as follows:

1. To ensure the learning continuity in the event of typhoon in Ceriaco A. Abes Memorial
National High School.
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 Ceriaco
A. Abes Memorial National High School in the event of the typhoon.

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 CHAPTER III. RESPONSE ARRANGEMENTS

A. Team Committee Composition

Team/Committee Composition Responsibilities

Safe Learning Leader: Ismael G. 1. Ensure all classrooms
Facilities Gallardo are safe for face-to-face
Member/s: learning modality
Eduardo A. Ical 2. Lead on the conduct of
Shiella A. Sarmiento school clean up
Eloisa Duenas 3. Manage/Mitigate
risk/hazard on school
physical facilities
4. Mobilize resources on
ensuring the completeness
of school facilities.
Learning Delivery Leader: Marjorie Q. Abac 1. Lead on the inventory
Member/s: and report on damages of
Rowena S. Sotomayor learning resources.
Juvy H.Rodriguez 2. Mobilize resources to
ensure completeness of
learning resources.
3. Recommend on Learning
Modality fitted based on
inventory.
Well-being Leader:Cecille M. Calda 1. Facilitate the conduct of
Member/s: Mental Health and
Claudette M.Magararu Psychosocial Support
Ailyn M. Mercado Service to Learners and
personnel.
2. Report on Health issues
and concerns of the
learners and personnel.
3. Implement the Minimum
Health Protocol if
necessary

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Response Activities

CP Form 6: Response Activities

TIMEFRAME
RESPONSE ACTIVITIES RESPONSIBLE TEAM/COMMITTEE
(after the trigger)
Within 24 hours Suspension of classes/Monitoring and reporting Well-Being Team
Within 48 to 72 hours Implement Learning Continuity Plan Safe Learning Facility & Delivery Team & Well
Being

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

Within the 24 hours of suspension of classes, monitoring and reporting.

Within 48 to 72 hours continue to implement response and learning continuity interventions, including Psychological First
Aid for affected learners and personnel, and continue submission of reports to the Division DRRM coordinator.

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Resource Inventory

CP Form 7: Resource Inventory

Safe Learning Facilities

TEAM/COMMITTEE RESOURCE QUANTITY REMARKS
generator 1 usable
Bolo 2 usable
Broom 8 usable
spade 8 usable
rake 7 usable
Floor mops 8 usable

We have 1 serviceable generator, 8 floor mops , 2 bolo, 2 pala,8 brooms, 7 rake and 8 spade that we can use after the typhoon.

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Resource Inventory

CP Form 7: Resource Inventory

Learning Delivery
TEAM/COMMITTEE RESOURCE QUANTITY REMARKS
SLM,s 502 usable
Volunteer 2 From SB

We have 502 SLMs available for those affected learners and 2 volunteer from SB who will help in the delivery of the SLM’s to the
affected learners.

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Resource Inventory

CP Form 7: Resource Inventory

Well being
TEAM/COMMITTEE RESOURCE QUANTITY REMARKS
Clinic teacher 1 available
detergent 20 Available
alcohol 8 gal Available
facemask 16 boxes available

We have a clinic teacher where we can ask for help in times like this. We have also vailable supplies such as detergent, alcohol
and facemask.

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Resource Projection

CP Form 8: Resource Projection

Safe Learning facilities

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)
rake 7 Solicitation from external
10 3 450 Alumni
stakeholders.

Bolo 5 2 3 Procurement 600 Canteen fund

Broom 10 8 2 Procurement 200 Canteen fund

spade 10 8 2 Procurement 500 PTA fund

generator 1 1 0 N/A N/A N/A

Total 1750.00

<Describe the results of the accomplished form.>

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Resource Gap Summary

CP Form 9: Resource Gap Summary

Team/Committee TOTAL RESOURCE GAPS TOTAL COST ESTIMATES

Safe Learning Facilities Rake

Bolo 1750.00
Broom
spade
Learning Delivery -

Well-being

TOTAL

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B. Emergency Response Team

CP Form 10: DRRM Team

School
DRRM
MARTINIANO
Team D. BUISING
Chairman

CLAUDETTE M.
MAGARARU
School DRRM Coordinator/
Vice Chairman

REGINO S. ISMAEL G. MARJORIE Q. CECILLE

POLLEY GALLARDO ABAC M.CALDA
Communication and
Transportation Officer
Recovery and
Rehabilitation Officer
Education Officer Health Officer

MARVYN C. EDWARDO ROWENA Claudette M.

CASTILLO A.ICAL S.SOTOMAYOR
Magararu
CAMILLE L. SIELLA A. JUVY H. AILYN
LEONARDO SARMIENTO RODRIGUEZ M.MERCADO

MARLOU JERSON Eloisa Duenas

B. MARTIN
 CHAPTER IV. ACTIVATION

The activation of Contingency Plan starts when there is 1 -2 learners/ teachers infected by
the virus and the school lockdown, the SDRRMC will report the situation to Division DRRMC.
Once the CG activated there will be SDRRMT meeting to mobilize resources and implement
learning continuity plan. When the situation improved and become normal deactivation of CG is
recommended by the SDRMMT and SH.

Non-Activation

The Contingency Plan will be maintained as a continuing plan or will be integrated in the overall DRRM
plan when not in used.
 Sample CP Activation Flow Chart for Typhoon

START

1-2
learners/teachers
infected by virus

SDRRMC report to
Division DRRMC

Yes Activate No
SDRRMT SDRRMT
contingency
Meeting Meeting
plan?

Mobilize
Resources 3
Mobilize Resources

Conduct School
Implement Clean Up and or
Learning other interventions
Continuity Plan

No
Situation 3
No normalized?

Situation 1
improved? Yes
Yes SDRRMT recommends 2
face-to-face learning
SDRRMT modality
recommends
deactivation of

END
SH directs deactivation of
contingency plan

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 ANNEXES

Working Group

Purpose:

The Working Group will be responsible for the refinement, finalization, testing, evaluation,
packaging, updating and improvement of the CP.

Duties and Responsibilities:

1. Facilitate the refinement and finalization of the CP to include testing, evaluation,

packaging, updating and improvement.
2. Develop a work plan for the completion and updating of the CP;
3. Organize consultation meetings with the planners and relevant technical experts
regarding the development of the CP; and
4. Facilitate the presentation and endorsement of the CP to the authorities for comments
and approval.

Members:

Head : MARTINIANO D.BUISING

Facilitator : CLAUDETTE M. MAGARARU

Secretariat : SHIELLA A. SARMIENTO

Cluster Representatives : CECILE M. CALDA

AILYN M. MERCADO

To be approved by the School Governance Council thru approval sheet

PTA: ELOISA DUENAS

SPG: MARVYN CASTILLO
LGU: FRANCIS ABES