C.Y.

2023

Page 1 of
 SCHOOL DISASTER RISK REDUCTION
AND MANAGEMENT (SDRRM)

CONTINGENCY PLAN FOR FIRE

CHAPTER I. BACKGROUND

A. INTRODUCTION

Fire is the rapid oxidation of a material (the fuel) in the exothermic chemical process of
combustion, releasing heat, light, and various reaction products. At a certain point in the combustion
reaction, called the ignition point, flames are produced. The flame is the visible portion of the fire.
Flames consist primarily of carbon dioxide, water vapor, oxygen, and nitrogen.
Fire in its most common form can result in conflagration, which has the potential to cause
physical damage through burning. The positive effects of fire include stimulating growth and
maintaining various ecological systems. Its negative effects include hazard to life and property,
atmospheric pollution, and water contamination. Therefore, contingency planning is a critical activity
for organizations and communities to prepare themselves to respond well to a disaster event and its
potential impacts.
The National Disaster Risk Reduction and Management Plan (NDRRMP) fulfils the
requirement of RA No. 10121 of 2010, which provides the legal basis for policies, plans and
programs to deal with disasters. The NDRRMP covers four thematic areas, namely, (1) Disaster
Prevention and Mitigation; (2) Disaster Preparedness; (3) Disaster Response; and
(4) Disaster Rehabilitation and Recovery, which correspond to the structure of the National Disaster
Risk Reduction and Management Council (NDRRMC). By law, the Office of Civil Defense
formulates and implements the NDRRMP and ensures that the physical framework, social, economic,
and environmental plans of communities, cities, municipalities, and provinces are consistent with
such plan.
“The Presidential Decree No. 1566 focused on disaster control, while the DRMM Act focuses
on disaster risk reduction and management. The former law comes into play after the happening of a
disaster, while the latter law provides mechanisms prior to the happening of a disaster. As such,
Section 3(n) of the DRRM Act defines disaster risk reduction as the “concept and practice of reducing
disaster risks through systematic efforts to analyze and manage the causal factors of disasters,
including through reduced exposures to hazards, lessened vulnerability of people and property, wise
management of land the environment, and improved preparedness for adverse events.” This is in line
with the State’s policy, as provided in Section

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2(a) of the same law, which is to “uphold the people’s constitutional rights to life and property by
addressing the root causes of vulnerabilities to disasters, strengthening the country’s institutional
capacity for disaster risk reduction and management and building the resilience of local communities
to disasters including climate change impacts.”

1. Geographical Description

Caniogan is a barangay in the city of Pasig. It is situated at approximately 14.5719, 121.0804,

in the island of Luzon. Elevation at these coordinates is estimated at 8.9 meters or
29.2 feet above mean sea level. It shares a common border with the following barangays: San Miguel,
Sagad, Ugong, Maybunga, Bagong Ilog, and Kapasigan.

Caniogan’s population as
determined by the 2020 Census was 28,086.
This represented 3.50% of the total
population of Pasig. The population grew
from 23,818 in 1990 to 28,086 in 2020, an
increase of 4,268 people over the course of
30 years. The latest census figures in 2020
denote a positive growth rate of 0.39%, or
an increase of
512 people, from the previous population of
27,574 in 2015.

Due to its strategic location,

Commercial buildings, condominiums,
business establishments sprout like
mushrooms including public and private
schools. One of the public elementary
schools located in this barangay is the Caniogan Elementary School.

Caniogan Elementary School is located at Kalinangan St., Caniogan, Pasig City. Bounded by
Maybunga in the North, Sagad in the South, San Miguel in the East and Marikina River in the west. It
has an approximate area of 5,000 m2 with four joint buildings, one covered court and two old
infrastructures in the west side of the school subject for demolition. As a public institution in basic
education, Caniogan Elementary School is catering children coming from the barangay Caniogan,
Maybunga, Sagad and San Miguel. The school has a total of

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1,996 pupils as of this date, 68 teaching personnel, 18 non-teaching personnel and helpers. The
population is from different levels of economic, social, and cultural status.

2. Disaster Risk Situation

Pasig City is susceptible to many natural

disasters. It is prone to flooding due to
surrounding waterways namely; Pasig River,
Marikina River, Manggahan Floodway and
Laguna de Bay. It often experienced disruption of
classes due to heavy rain falls brought about by
strong typhoons and Southwest Monsoon. The
local government of Pasig City was able to
modernize flood prevention by redesigning the
Wastewater System by the Engineering Team of
Pasig City. Aside from flooding. The West Valley
Fault Line also passes through certain part of
Pasig City, making it susceptible as well to

earthquake.

Fortunately, Caniogan Elementary School is situated in an area with high ground not
experiencing flood. But it is approximately 1.1 km away from the West Valley Fault. It is very
vulnerable to the impact of earthquakes due to its graphical location being in close proximity to fault
lines and trenches on both as well as its geological composition of the land. In the occurrence of a
high magnitude earthquake, the effects that the studies show are devastating
to the city. As well as fire
incident is at high risk. Thus,
measures have been taken to
further explore the impacts
of such a disaster so that
appropriate actions are to be
configured in this
contingency plan.

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 Baseline Data on Learners and / or Personnel, Building Inventory and Equipment,
Furniture

The tables below show the number of learners enrolled, the teaching and non-teaching staff
and the infrastructure and non-infrastructure available in the school.

Table 1.a. Baseline on Learners Data

Number of Learners (As
of November, 2022)
Grade Number of Learner with Disability
Level
Male Female Total Others
Visually Hearing Learning Intellectual
(Please
Impaired Impaired Disability Disability
specify)
K 25 33 58 0 0 0 0 0
I 24 26 50 0 0 0 0 0
II 38 31 69 0 0 0 0 0
III 37 38 75 0 0 0 0 0
IV 22 34 56 0 0 0 0 0
V 29 45 74 0 0 0 0 0
VI 32 19 51 0 0 0 0 0
GRAND 0 0 0 0 0
TOTAL 207 226 433

For School Year 2022-2023, Caniogan Elementary School has a total enrolment of 1, 996
where 1, 038 are female learners and 958 are male learners. The data also shows that the school has
59 visually impaired learners, 5 hearing impaired and 12 learners with learning disability, while 4
learners are considered learners need assistance due to their health/physical condition.

Table 1.b. Baseline Data on Personnel

Number of Personnel
Number of Personnel with Disability
Personnel Others
Male Female Total Visually Hearing Learning Intellectual
(Please
Impaired Impaired Disability Disability
specify)
Teaching 3 12 15 0 0 0 0 0
Non-
2 1 3 0 0 0 0 0
Teaching
GRAND
TOTAL 5 13 18 0 0 0 0 0

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 For School Year 2022-2023, the school has a total of 86 personnel where 68 are teaching
personnel and 18 are non-teaching personnel. The data also shows that there are no personnel with
disabilities.

Table 1.c. Baseline Data on Infrastructure and Non-Infrastructure

INFRASTRUCTURE NON – INFRASTRUCTURE

Number of
Number of Furniture
Equipment
Source of Funding (DepEd,

Current Status of Building

LGU, Private Donors, etc)
Number of Rooms
Type of Building

Year Constructed
(if applicable)

Other Items

Others (Specify)
Other Items
(Specify)

Cabinet
Chair
Desk
(Specify)
Computer Sets

Blackboard/
Bulletin board
Whiteboard
TV sets

Good
VPE 1 1994 LGU 16 41 5 0 10 10 4 7
Condition

Good
VPE 2 2000 LGU 11 0 1 220 11 11 22 11
Condition

Good
VPE 3 2000 LGU 42 5 30 340 337 45 54 27
Condition

SC Good
2002 LGU 24 0 20 0 731 26 36 18
Building Condition

Old For
2002 DepEd 1 0 0 0 0 0 0 0
Canteen demolition

Rufino For
1995 DepEd 1 0 0 0 0 0 0 0
Javier demolition

Moriones Elementary School is composed of 6 buildings, four buildings are still in

good condition and the two old buildings are recommended for demolition. The data also
shows that the school has enough number of equipment and furniture.

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 B. HAZARD ANALYSIS

CP Form 1: Hazard Analysis

PROBABILITY IMPACT

AVERAGE
PROBABILITY +
HAZARD RANK
IMPACT
RATE* REMARKS RATE** REMARKS 2

Fire 4 Very Likely 4 Severe 4 1

Covid-19 3 Likely 4 Severe 3.5 2

Earthquake 3 Likely 3 Moderate 3 3

Liquefaction 3 Likely 3 Moderate 3 4

Flood 2 Unlikely 1 Negligible 1.5 5

Form 1 shows the Hazard Analysis of the school. It contains all the possible hazards
that may affect the schools. The average will be calculated by adding the probability and
impact and divided by two. The highest average is the fire in which the probability is very
likely, and the impact of the fire is severe. This contingency plan will focus on Fire.

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 C. HAZARD TO PLAN FOR: FIRE

CP Form 2: Anatomy of the Hazard

HAZARD TO PLAN FIRE

FOR

ROOT CAUSES EARLY WARNING TRIGGERING EXISTING

SIGNS FACTORS MITIGATING MEASURES

 Defective  Smoke  Overloaded  Information dissemination

appliances and  Smell circuit to internal and external
equipment  Noise  Heating stakeholders.
 Neglected candle Equipment  Electrical inspection.
 Careless smoking  Careless  Capacitate teaching and non-
 Children playing Smoking teaching personnel, pupils
with fire  Candles and parents through seminars
 Short circuit  Learners and trainings.
 Flammable playing with  Regular Conduct of Fire
liquids fire Drill
 Unattended  Familiarize and designate
cooking Evacuation Site and Routes.
 Involvement of pupils in the
“Student-led School
Watching and Hazard
Mapping”.

The table explains the anatomy of fire; the root causes, early warning signs, triggering
factors and the existing mitigating measures that the school conducted and implemented.

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The Hazard

The fire incidents information by region for 2013-2018 is shown in Table 1. There were
94,399 fire incidents that occurred during the six-year period, or an average of 15,733 incidents a
year. There were also 5,131 fire-related injuries recorded (average of 855 a year); and 1,517 fire-
related deaths (average of 253).

The NCR registered the highest fire incidents (27,011), fire-related injuries (1,823), and fire-
related deaths (476). Region IV-A recorded the second highest number of fire incidents (10,090),
injuries (525), and deaths (172).

TABLE 1:

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 Data of assets lost to fire is presented in Table 2. For five years (2013-2017), a total amount of
P22.99 billion or an average of P4.60 billion per year was lost due to fire. The NCR registered the
biggest amount of lost assets, a total amount of P4.94 billion, or P988.3 million a year on average.
The second highest amount of lost assets is registered by Region XI with P4.35 billion, or an average
of P869.8 million a year. As to ratio to total, asset losses of the NCR is equivalent to 21.5% to the
national total, while the lost assets of Region XI is equivalent to 18.9% of total losses.

TABLE 2:

Page 10 of 30
 D. SCENARIO
CP Form 3A: Scenario Generation for Natural Hazard

PARTICULARS
(CAN BE BAD WORSE WORST
CUSTOMIZED)
General Description of First Alarm Level of fire
Third Alarm Level of fire Fifth Alarm Level of fire has
Event has started inside the
has started inside the started inside the school
school burning only three
school burning one (1) burning 4 buildings that
(3) classrooms inside one
whole building. adjacent to each other.
(1) building.
No. of Affected More or less 20% of More or less 50% of the More or less 80% of the
Learners (Male, the learners (399) are learners (998) are learners (1,597) are affected.
Female, IP, Muslim, affected. affected.
PWD)
No. of Dead Learners
(Male, Female, IP, More or less 2 learners More or less 5 learners More or less 20 learners
Muslim, PWD)
No. of Injured Learners
More or less 10
(Male, Female, IP, More or less 5 learners More or less 50 learners
learners
Muslim, PWD)
No. of Missing
Learners (Male,
More or less 2 learners More or less 3 learners More or less 10 learners
Female, IP, Muslim,
PWD)
No. of Affected More or less 20% of More or less 50% of the More or less 80% of the
Teaching Personnel the teaching personnel teaching personnel (34) teaching personnel (54) are
(Male, Female) (14) are affected. are affected. affected.
No. of Dead Teaching More or less 1 More or less 2 teaching More or less 5 teaching
Personnel (Male, teaching personnel. personnel. personnel.
Female)
No. of Injured More or less 12 More or less 29 More or less 44 teaching
Teaching Personnel teaching personnel teaching personnel personnel
(Male, Female)
No. of Missing More or less 1 More or less 3 teaching More or less 5 teaching
Teaching Personnel teaching personnel personnel personnel
(Male, Female)
No. of Affected Non- More or less 20% of More or less 50% of the More or less 80% of the
Teaching Personnel the teaching personnel teaching personnel (9) are teaching personnel (14) are
(Male, Female) (4) are affected. affected. affected.
No. of Dead Non- More or less 1 non- More or less 2 non- More or less 3 non-teaching
Teaching Personnel teaching personnel. teaching personnel. personnel.
(Male, Female)
No. of Injured Non- More or less 2 non- More or less 5 non- More or less 8 non-teaching
Teaching Personnel teaching personnel. teaching personnel. personnel.
(Male, Female)

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No. of Missing Non- More or less 1 non- More or less 2 non- More or less 3 non-teaching
Teaching Personnel teaching personnel. teaching personnel. personnel.
(Male, Female)
EFFECTS
Infrastructure Infrastructure Infrastructure inspected Destruction of all
inspected with 20% with 50% damage. infrastructure.
damage.

Non-Infrastructure Non-infrastructure Non-infrastructure Destruction of all non-

inspected with 20% inspected with 50% infrastructure.
damage. damage.

Communication No disruption on Some areas have no Communication will be

communication
Power/ Electricity No power interruption.
Transportation Roads are still
passable.
Response Capabilities All local responders will
be able to address the
situation.
Housing
Only 2 nearby houses
were partially damaged
by the fire
communication for 3 to
7 days.
Some areas have no
power for 3 to 7 days.
Several roads are no
longer passable for 3 to 5
days.
Limited number of
responders will be able to
address the situation.
Around 4 nearby
houses are totally
damaged and 3 are
partially damaged
interrupted for 2 to 5 months.
Total power shutdown for 2
to 5 months.
All roads are no longer
passable 2 to 5 months.
Even response groups are
victims of disaster; no
capacity to respond.
Around 6 houses are totally
damaged and 5 are partially
damaged

CP Form 4A.1: Affected Learners

DISPLACED LEARNERS
NO. OF NO. OF NO. OF
AREA/ GRADE LEARNERS LEARNERS
LEARNERS REASONS FOR
LOCATION LEVEL INSIDE OUTSIDE
AFFECTED EVACUATION EVACUATION
DISPLACEMENT
CENTERS CENTERS
VPE 1
Grade 4 66 35 31
Building
No need assistance
VPE 2 Kinder 77 40 37 and will take shelter
Building in their relative`s
Grade 1 235 120 115
home

VPE 3 Grade 2 228 114 114

Building Grade 3 223 123 100

Page 12 of 30
 Grade 5 262 140 122

Kinder 115 64 51
SCE
Grade 4 174 90 84
Building
Grade 6 217 110 107

TOTAL 1597 836 761

CP Form 4A.2: Affected Personnel

DISPLACED TEACHING DISPLACED NON-TEACHING

NO. OF NON-TEACHING PERSONNEL

PERSONNEL PERSONNEL

NO. OF NON-TEACHING OUTSIDE

REASONS FOR DISPLACEMENT

REASONS FOR DISPLACEMENT

NO. OF TEACHING PERSONNEL
AREA/ LOCATION

EVACUATION CENTERS
PERSONNEL
AFFECTED

AFFECTED
EVACUATION CENTERS

EVACUATION CENTERS
NO. OF TEACHING

OUTSIDE EVACUATION

NO. OF NON-TEACHING
PERSONNEL INSIDE

PERSONNEL INSIDE
NO. OF TEACHING

CENTERS

VPE 1
2 1 1 6 4 2
Building
No need
VPE 2 assistan No need
9 5 4 ce and 2 2 0 assistance and
Building
will take will take
VPE 3 shelter in shelter in their
25 15 10 their 3 2 1 relative`s home
Building
relative`s
SC home
18 10 8 3 2 1
Building

TOTAL 54 31 23 14 10 4

Page 13 of 30
 CP Form 4B.1: Breakdown of Affected Learners
NO. OF LEARNERS

ALS LEARNERS
LEARNERS W/
IP LEARNERS
AFFECTED

DISABILITY

LEARNERS

OTHERS
MUSLIM
AREA/
K G1 G2 G3 G4 G5 G6
LOCATION

M F M F M F M F M F M F M F M F M F M F M F M F
VPE 1
34 32 0 0 0 0 0 0 0 0 34 32 0 0 0 0 0 0 0 0 0 0 0 0
Building
VPE 2
159 153 31 46 128 107 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 0 0
Building
VPE 3
357 306 0 0 0 0 115 108 122 101 0 0 120 97 0 0 0 0 0 0 2 2 0 0
Building
SCE
272 234 58 57 0 0 0 0 0 0 96 78 0 0 118 99 0 0 0 0 0 0 0 0
Building
TOTAL
822 725 89 103 128 107 115 108 122 101 130 110 120 97 118 99 0 0 0 0 3 2 0 0

CP Form 4B.2: Breakdown of Affected Personnel

NO. OF TEACHING PERSONNEL NO. OF NON-TEACHING

AREA/ AFFECTED PERSONNEL

OTHERS
LOCATION M F M F

VPE 1 Building 0 2 2 4

VPE 2 Building 0 9 1 1

VPE 3 Building 3 22 1 2

SC Building 4 14 2 1

TOTAL 7 47 6 8

Page 14 of 30
 CHAPTER II. GOALS AND OBJECTIVES

A. Goal

Natural disaster is a major adverse event resulting from natural processes of the earth such as
floods, hurricanes, tornadoes, volcanic eruptions, tsunamis, earthquakes, and other geologic processes.
And some of those can’t be detect its occurrence because there is no instrument invented yet to do so.
Therefore, contingency planning is a critical activity for organizations and communities to prepare
themselves to respond well to a disaster event and its potential impacts.
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 Fire Incident. Such mechanisms
shall help to protect lives, properties, and the environment, and restore the immediate needs of the
affected persons. This plan is flexible in nature so that it may be design and align in the most effective
plan as case arises.

B. General Objective(s)
This Emergency Plan has been developed following fire risk assessment of the relevant
building.
This 2022 Contingency Plan covers Caniogan Elementary School, Division of Pasig City and
focuses on the occurrence of fire incident. This plan may be subjected to alteration or change based on
the level of fire incident, new developments on scientific research, and when a new hazard is on
threat.

1. To ensure the safety of all persons in the event of a fire.

2. To ensure the compliance with Fire Safety requirements set by the Bureau of Fire
Protection.
3. To protect school properties/facilities.
4. To enhance the capacity, ability and skills of the school personnel, school head teachers,
students, and stakeholders on how they will response and manage themselves before,
during and after a fire and now on a time of pandemic.
5. To monitor and evaluate and review the school DRRM preparedness and mitigation
planned programs and activities.
6. To increase resiliency awareness of stakeholders particularly on lessening the drastic
effects of fire in the school.

Page 15 of 30
 CHAPTER III. RESPONSE ARRANGEMENTS

A. Response Clusters

CP Form 5: Cluster Identification

AGENCIES/OFFICES INVOLVED
(NUMBER OF FIELDS CAN BE
INCREASED OR REDUCED)
LEAD
RESPONSE CLUSTER AGENCY/

CES TEAM
CEO/DPWH
BDRRMO
OFFICE

CENRO
BHERT

DSWD

PNP

BFP
BSF

Promotion and protection of health and

sanitation / supervision and
/ / / / BHERT
coordination/Water Sanitation and
Hygiene (WASH)
Law and Order/Safety and Security / / / / PNP
Search, Rescue and Retrieval / / / / / / / / BFP/PNP
Logistics / / / / / BDRRMO
Collects and Disposes
/ / / CENRO
Garbage/Cutting or trimming trees

Structural Integrity/Debris Clearing,

/ / / / DPWH
reconstruction and rehabilitation

Augmentation of Transport Vehicle / / / BDRRMO

Evacuation and Management of the

/ / / / / PNP/PEU
Dead and Missing
Delivery of Essential Relief, Camp
Coordination and Camp Management / / / / / DSWD
/Protection
Suppress destructive fires / / / / BFP
Education / / / / / / / / DEPED/CES

Page 16 of 30
 CP Form 5B: Cluster Identification

MEMBER
RESPONSE CLUSTER LEAD AGENCY/ OFFICE
AGENCIES/OFFICES

Promotion and protection of health and BHERT BDRRMO, DSWD,

sanitation / supervision and coordination/Water CES TEAM
Sanitation and Hygiene (WASH)

Law and Order/Safety and Security PNP BDRRMO, CES TEAM

Search, Rescue and Retrieval BFP BDRRMO, BHERT,

DSWD, CENRO, PNP,
CES TEAM
Logistics BDRRMO DSWD, BFP, CES
TEAM
Collects and Disposes Garbage/Cutting or CENRO BDRRMO, CES TEAM
trimming trees
Structural Integrity/Debris Clearing, CEO/DPWH BDRRMO, BFP, CES
reconstruction and rehabilitation TEAM

Augmentation of Transport Vehicle BDRRMO CES TEAM

Evacuation and Management of the Dead and PNP BDRRMO,

Missing
Delivery of Essential Relief, Camp DSWD PNP, BFP, CES TEAM
Coordination and Camp Management
/Protection
Suppress destructive fires BFP BDRRMO, PNP, CES
TEAM
Education DEPED-Caniogan Elementary
School

Page 17 of 30
 RESPONSE CLUSTER DEPED-CES
IMPLEMENTATION PLAN

Lead: Caniogan Elementary School DRRM

Members: BDRRMO, BHERT

Immediate preparedness for response measures

Caniogan Elementary School Incident Management Team shall ensure that the advisories are
disseminated to the members by conducting the following:

1. Activate warning systems to disseminate advisories to learners and personnel.

2. Coordinate with Barangay, using existing guidelines, on the cancellation or suspension of

classes and work.

3. Take necessary steps to secure weak parts of school buildings against heavy rain, flooding
and strong winds including school signs, elevated water tanks, and flagpoles. Single-level
schools built at ground level may be anchored by guy wires to strengthen the stability of the
structure.

4. Prune/trim trees that may cause harm to people or damage structures or properties in the
event of any weather disturbances.

5. Clean and clear all drainage systems.

6. Switch off electrical lines; and

7. Safeguard (e.g., place inside containers to protect against water) and transfer education
resources and vital records in the pre-identified storage area.

Page 18 of 30
 Response Activities

CP Form 6: Response Activities

TIMEFRAME RESPONSIBLE
RESPONSE ACTIVITIES
(after the trigger) TEAM/COMMITTEE

During  Evacuate all learners and personnel CES Incident Management

Team
 Ensure safety of learners and responders
After  Activation of ICS and SDRRM Team CES Incident Management
Team

0-6 hours  Learners and personnel tracking CES Incident Management

Team
 Medical assistance for injured
 Coordination with concerned agencies
 Activation of Family Reunification
 Monitoring of the situation
 Conduct RDANA
 Submit initial reports to Division Office
 Conduct search and rescue
 Continue coordination with concerned agencies
6-12 hours  Custody of unclaimed pupils within 6 hours will be CES Incident Management
Team
turn over to DSWD
 Continue coordination with concerned agencies
12-24 hours  Release of responders that work in 12 hours CES Incident Management
Team
 Transfer of command
 Continue coordination with concerned agency
24 hours above  Continue assess, monitor, and evaluate the City DRRMO
situation

Page 19 of 30
RESOURCE INVENTORY

CP Form 7: Resource Inventory

TEAM/COMMITTEE RESOURCE QUANTITY REMARKS

BHERT Promotion and protection of health and 10

sanitation / supervision and
coordination/Water Sanitation and
Hygiene (WASH) Team
PNP/BSF/PEU Law and Order/Safety and Security 20
Team
Management Team of the Dead and
Missing

Barangay Logistic Team 8

CENRO Dump Truck 0

CEO/DPWH Clearing vehicle 0

Barangay/LGU Transport Vehicle 4

DSWD Relief Operation Team 2

Fire Fighter Team 6

BFP/BDRRMO Search, Rescue and Retrieval Team

Fire Engine 1

Caniogan Education
Elementary School (Printer) 7

The resource inventory table shows the different team/committee, their resources and quantity
of people to comply and equipment to use when the calamity arise. Each team has their respective
number of people who will be part of the response team and equipment to be used in time of calamity.

Page 20 of 30
 Resource Projection
CP Form 8: Resource Projection

COST SOURCE OF
GAPS ACTIVITIES/ ESTIMATES FUNDS
RESOURCE NEED HAVE (NEED – SOURCES TO (FILL-UP ONLY (FILL-UP ONLY
HAVE) FILL THE GAPS WHEN WHEN
APPROPRIATE) APPROPRIATE)
Promotion and
protection of
health and
sanitation /
supervision and Augmentation from
12 10 2 10,000 Barangay
coordination/W BHERT
ater Sanitation
and Hygiene
(WASH) Team

Law and
Order/Safety Augmentation from
40 20 20 100,000 PNP/ Barangay
and Security PNP and Barangay
Team
Augmentation from
Logistic Team 10 8 2 Barangay and 10,000 Barangay/SPTA
SPTA Officers
Dump Truck 1 0 1
Clearing
1 0 1 Procurement 5,000,000 LGU
vehicle
Transport
10 4 6
Vehicle
Management
Augmentation from
Team of the
10 2 8 CDRRMMC and 100,000 LGU
Dead and
nearby LGUs
Missing
Relief
Augmentation from
Operation 10 2 8 160,000 LGU
LGU
Team
Fire Fighter
Team

Search,
20 6 14 Augmentation from 500,000 LGU
Rescue and
LGU
Retrieval
Team

Fire Engine 2 1 1 1,600,000 LGU

Education

Printer 68 7 61 Procurement 549,000 MOOE

Page 21 of 30
 CP Form 9: Resource Gap Summary

RESPONSE CLUSTER TOTAL RESOURCE TOTAL COST

GAPS ESTIMATES
Promotion and protection of health 2 Supervisors/ 10,000
and sanitation / supervision and Coordinators
coordination/Water Sanitation and
Hygiene (WASH)

Law and Order/Safety and 20 Law and Order Staffs 100,000

Security

Search, Rescue and Retrieval 14 Search, Rescue, and 500,000

Retrieval Team
Logistics 2 Logistic Team 10,000
Collects and Disposes 1 Dump Truck 1,700,000
Garbage/Cutting or trimming
trees

Structural Integrity/Debris 1 Clearing Vehicle 1,700,000

Clearing, reconstruction and
rehabilitation

Augmentation of Transport 1 Transport Vehicle 1,600,000

Vehicle

Evacuation and Management of 5 Evacuation and 100,000

the Dead and Missing Management Team

Delivery of Essential Relief, 8 Relief Operation Team 160,000

Camp Coordination and Camp
Management /Protection

Suppress destructive fires 1 Fire Engine Truck 1,600,000

Education 61 printers 549,000
TOTAL 8,029,000

Page 22 of 30
B. Incident Command System

Duties and Responsibilities:

Responsible Officer
 Provides overall policy direction, guidance, and priorities.
 Serve as link to other higher authorities.
 Delegates authority to Incident Commander.
 Organize and conduct training, orientation and knowledge management activities on disaster
risk reduction and management at school level
 Assesses and brief Incident Commander
 Conduct continuous disaster monitoring and evaluation of existing contingency plan
 Identify, assess, and manage the hazards, vulnerabilities and risks that may occur in the
school

DENNIS T. ALEX
Principal II

Page 23 of 30
INCIDENT COMMANDER
 Receives authority from Responsible Official.
 The IC may designate Command Staff to provide information, liaison, and safety
services.
 Sets incident objectives.
 Ensure the safety of responders.
 Leads the tactical incident response
 Assess the situation.
 Receives briefing from RO or outgoing IC.
 Establishes the Incident Command Post (ICP).
 Establishes appropriate ICS organization based on situation.
 Establishes response priorities.
 Coordinates activities for all Command and General Staff.
 Ensures planning meetings are scheduled as required.
 Approves and authorizes the implementation of the Incident Action Plan.
 Ensures that adequate safety measures are in place.
 Approves requests for additional resources and for their releases.
 Coordinates with key people and officials.
 Reports progress and updates on the operation to RO.
 Authorizes release of information to the media.

MARK JOSEPH J. MANILING

Incident Commander

Public Information Officer (PIO)

 Focal person for information dissemination
 Works closely with all other information officers or the media

MARLYN R. TANIO
P.I.O

Liaison Officer (LO)

 The contact for Agency Representatives assigned to the incident by assigning or
cooperating agencies.

KRISTINE C. CORPUZ
Liaison Officer

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Safety Officer (SOFR)
 Works with the Operations Sections on tactics
 Anticipates, detects, and corrects unsafe situation.
 Has emergency authority to stop unsafe acts/operations
 One SOFR per incident and may have assistant(s)

REX A. VALDEZ
SOFR

Operations Section Chief

 The first organization assigned to the incident
 Responsible for managing, directing, and coordinating all tactical operations.

JAYSON U. JUNIO
Operation Section Chief

Planning Section Chief

 Responsible for Planning services
 Collects, evaluates and process situation and resources status information
dissemination can be in a form of the Incident Action Plan, formal briefings, or
through maps and status board displays.
 Develops Incident Action Plan to accomplish objectives

HAROLD R. URSULUM
Planning Section Chief

Logistics Section Chief

 Provides resources and all other services to support incident: Facilities, Transportation,
Communications, Supplies, Equipment/Maintenance, Fuel, Food Services, Medical
Services

ERIC T. FADRIGO
Logistic Section Chief

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Finance/Administration Section Chief
 Monitors incident costs
 Maintains financial records
 Administers procurement contacts
 Performs time recording

ROSELLE P. PONTE
Finance/Administration Section Chief

Units in the Finance/Admin Section

 Time Unit – Records time of service rendered by personnel or equipment
 Procurement Unit – Monitors, consolidates, and reports procurement status
 Compensation/Claims Unit – Responsible for concerns such as property damage,
injuries, etc.
 Cost Unit – Tracks operational costs

SHIRLEY G. TOMAS
Time Unit Leader

ELIZA A. JUNIO
Procurement Unit Leader

MARIDETH T. CRUZ
Compensation/Claims Unit Leader

RUFINA D. CORDOVA
Cost Unit Leader

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 CHAPTER IV. ACTIVATION

CP Activation Flow Chart for Fire

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Activation

When fire occurs, this contingency plan will automatically be activated. The school head will
serve as the Responsible Official, provides overall policy direction, guidance, priorities, and goals to
mitigate the impact of the disaster. Incident Management Team lead by the Incident Commander and
rest of the team will take actions in executing the plan together with the Barangay Disaster Risk
Reduction Management Council (BDRRMC), School Parent- Teacher Association and all its partners.
The contingency plan will be deactivated upon the change of command or upon the directive
of the Pasig City Disaster Risk Management Council and/or NDRRMC.

Non-Activation

This Contingency Plan will not be activated upon non-occurrence of fire incidents. In this
case, the plan will be maintained as a perpetual plan for future use in the event of earthquake.
Although, the plan can still be used as a support guide or checklist if in case the earthquake
occurrence is below critical level and incurred some damages and casualties.

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ANNEXES

School 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 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 : DENNIS T. ALEX

Facilitator : MARK JOSEPH J. MANILING

Secretariat : MARISSA C. GONZALES

: ANNALYN M. INSIGNE
: EMILY V. BASAÑES
: MARLYN R. TANIO
: SHERYL D. NAZARENO

Cluster Representatives : JAYSON U. JUNIO

: HAROLD U. URSULUM
: ERIC T. FADRIGO
: ROSELLE P. PONTE
: JAYSON D. GALLARDO
: LAUREO S. JUANITES JR.
: JEORGE P. BERNARDO III

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 EFFECTIVITY

This contingency plan in the event of Fire shall be effective upon publication. The plan shall
be considered a “working document“ and be subjected to continuous review and enhancement by the
School Technical Working Group based on latest scientific studies about geological hazards, risk
assessment findings and innovations in DRRM policies and standards.

Prepared by:

MARK JOSEPH J. MANILING

SDRRM Coordinator

LEAH JOSIEPHINE MARIE C. CHUA Hon. PETRI S. CORTEZ

SPTA President BDRRMO Chief of Operations
Barangay Caniogan

Checked and Reviewed:

DENNIS T. ALEX Hon. REYNALDO DE JESUS

Principal II Captain, Barangay Caniogan

Noted:

MARIETA M. LIMBO, EdD. MARIBEL L. LIDDAN

Public Schools District Supervisor Project Development Officer II
Cluster V Division DRRMO

Recommending Approval:

CAROLINA T. RIVERA, CESE

Assistant Schools Division Superintendent

Approved:

MA. EVALOU CONCEPCION A. AGUSTIN

Schools Division Superintendent

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