#3 - Vista Villa - Fire

SUMILAO NHS –
VISTA VILLA ANNEX

School ID No. 314924
Contingency
Plan for
FIRE
As of JUNE, 2024
SNHS Vista Villa National High School ANNEX

Vista Villa, Sumilao, Bukidnon
VVA@314924 @gmail
CHAPTER I. BACKGROUND
A. Introduction
Sumilao is one of the 20

municipalities of Bukidnon. It is
located between latitudes 8 degrees, 11
seconds and 8 degrees, 12 seconds
North and longitudes 124 degrees, 52
seconds and 125 degrees and 2
seconds East. It is bounded in the east
by the Municipality of Impasugong, in
the south by the municipalities of
Baungon and Libona and in the north
by the Municipality of Manolo Fortich.
The Municipality of Sumilao, is a 4th
class municipality in the province of
Bukidnon, Philippines. According to
the 2020 census, it has a population of
29,531 people.
It is particularly bounded in the
east by the town of Impasugong, south
by Lantapan and Talakag, west and
north by Manolo Fortich.
Ten barangays comprise the
municipality with Kisolon as the seat of
government. It occupies an aggregate
land area of 20, 445 hectares. Sumilao
is traversed by the deep Kulaman
Canyon which physically separates six
barangays from the Poblacion and
Kisolon.
The Department of Environment and Natural Resources (DENR) data
revealed that the information on Sumilao's total land area which is 207.49
km2 can be classified as: 155.92 km2 are considered alienable and disposable
and 51.57 km2 of which are forestall/timberland.
Generally, Sumilao's physical configuration is characterized by extreme
features. From the south to the central portion moving towards the north and
north-western areas are mountain ranges, canyons, and high relief
topography, including part of Mt. Kitanglad, the second highest mountain
peak in the Philippines, and the Palaopao Mountains. In the Upper Kulaman
areas, settlements sprawl between the vast stretches of pineapple plantations.
Per topographic map of the municipality from NAMRIA, the average elevation
of Sumilao is 600 meters above sea level.

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The municipality has a land area of 196.95 square kilometers or 76.04
square miles which constitutes 1.88% of Bukidnon's total area. Its population
as determined by the 2020 Census was 29,531. This represented 1.92% of
the total population of Bukidnon province, or 0.59% of the overall population
of the Northern Mindanao region. Based on these figures, the population
density is computed at 150 inhabitants per square kilometer or 388
inhabitants per square mile.
Vista Villa is a barangay located in
Sumilao, Bukidnon, Mindanao,
Philippines. It falls under the
Northern Mindanao (Region X)
region. The postal code for Vista
Villa is 8701. As of 2020, the
population of Vista Villa is 2,669. It
is situated on the major island of
Mindanao. The coordinates for Vista
Villa are 8.3139, 124.9172 (8° 19'
North, 124° 55' East). The estimated
elevation above sea level in Vista
Villa is 677.4 meters (2,222.4 feet).
Vista Villa shares a common
border with the following
barangay(s): Dalirig, Manolo Fortich, Bukidnon; Culasi, Sumilao, Bukidnon;
San Roque, Sumilao, Bukidnon; Ticala, Manolo Fortich, Bukidnon; and
Puntian, Sumilao, Bukidnon. It has a total land area of 1485 hectares. The
whole Barangay is a wide area of pineapple fruit plantation owned by Del
Monte Philippines Incorporated (DMPI). The other area of the Barangay was
planted by different kinds of agricultural products names as corn, rice,
cassava and vegetables.
The barangay is estimated to be 700 pies from sea level and is one of the
reasons that the barangay experiencing a little bit colder temperature of which
is applicable for farming of agricultural products.

VVA@314924 @gmail
In February 2002,
Phivolcs identified four
existing fault lines in
Bukidnon, referring to
Tagoloan fault hitting
portions of Malitbog
and Manolo Fortich;
Cabanglasan fault, and
the Central Mindanao
fault, which hits
Malaybalay City and
Impasug-ong.
Sumilao is
approximately 62
kilometers from
Cagayan de Oro and 29 kilometers from the provincial capital, the City of
Malaybalay. It is situated between the two growth centers of the province,
Manolo Fortich and the City of Malaybalay. It is accessible by land
transportation and vehicles plying the Cagayan de Oro and
Malaybalay/Valencia routes passing through the eight kilometer stretch of
the National Sayre Highway, which traverses the municipality's area.
Sumilao National High School - Vista Villa Annex is located in Barangay
Vista Villa, Sumilao, Bukidnon. Its entire area is two hectares. Being in the
heart of Upper Kulaman, Sumilao, Bukidnon, the school is a fast - progressing
learning institution. It caters learners from neighboring barangays of
Barangay San Roque, Kulasi, Ocasion, Licoan, and Puntian.
Republic Act No. 10319 signed by President Benigno S. Aquino III on
November 15, 2012 is An Act establishing an annex of the Sumilao National
High School in Barangay Vista Villa, Municipality of Sumilao, Province of
Bukidnon to be known as Sumilao National High School- Vista Villa Annex.
As of June 2024, its current population is composed of 357 Junior High
School learners and 155 Senior High School learners with school ID number
314924.

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Enrolment for 5 years and 5 YEAR Forecasts for:
JUNIOR HIGH SCHOOL
SENIOR HIGH SCHOOL

VVA@314924 @gmail
B. Hazard Analysis
CP Form 1: Hazard Analysis
AVERAGE
PROBABILITY
HAZARD PROBABILITY IMPACT RANK
+ IMPACT/2
RATE REMARKS RATE REMARKS
- Faulty electrical systems, A fire could lead to moderate
including old or damaged damage of infrastructure, loss of
wiring, overloaded educational materials, and
circuits, and potential harm to learners and
FIRE 3 malfunctioning 3 personnel. 3 3
equipment
overheating, sparkling,
- Improper use of cooking
and electrical fires,
equipment, such as
endangering the safety of
unattended stoves, hot
students, teachers and
plates, or deep fryers,
non-teaching personnel,
can lead to kitchen fires.
and the school property.
- The absence or
can increase the risk of
inadequate
electrical shocks, which
implementation of fire
can cause injury or even
safety measures,
be life-threatening.
including fire
disrupting teaching and
extinguishers, smoke
learning activities,
alarms, sprinkler
computer systems, and
systems, and emergency
other electrical equipment
exits.
essential for educational
- Overloading electrical
purposes.
circuits and
can cause inconvenience
- outdated wiring
and result in a loss of
productivity for teachers,

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students, and
administrative processes.
lead to insufficient
lighting, creating potential
safety hazards in
classrooms, hallways, and
other areas of the school.
can cause equipment
failure, leading to
potential accidents or
injuries.
Outdated and faulty
electrical wirings may
require frequent repairs
and maintenance, leading
to increased costs for the
school.
Overloaded circuits can
result in energy wastage
and higher utility bills.
➢ Prone due to 2 storey
building and covered
court.
The moderate rating on impact
In February 2002,
indicates a potential risk of
Phivolcs identified four structural damage and injury to
existing fault lines in learners and personnel.
EARTHQUAKE 3 Bukidnon, referring to 3 Earthquakes can disrupt regular 3 3
Tagoloan fault hitting school activities and pose a
portions of Malitbog and threat to the safety of
individuals.
Manolo Fortich;
Cabanglasan fault, and the
Central Mindanao fault,

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which hits Malaybalay City
and Impasug-ong.
➢ Minor risk of heat-related
health issues, discomfort,
INTOLERABLE HIGH PAGASA declared El Niño
and potential disruptions
TEMPERATURE from late 2023 to first half
4 2 to regular activities. 3 3
of 2024 for potential
➢ Agricultural Sector:
drought including
Pampanga Result in reduced rainfall,
EL NINO leading to water scarcity and
drought conditions.
➢ Water Supply:
Decreased water availability:
water shortages for irrigation,
domestic use, and livestock.
➢ Impact on community
water access:
Access to sufficient water for
daily needs, including drinking
water and sanitation.
➢ Livelihood and Economy:
Income loss for farmers:
Income loss for farmers,
affecting their livelihoods and
economic stability.
➢ Soil erosion and land
degradation:
Drier conditions can increase
the risk of soil erosion and land

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degradation, impacting the long-
term productivity of agricultural
lands.
-Intruding incident ➢ The impact implies a
occurred way back 2022 minor risk to the safety
that resulted to the entry and security of learners
of single motor vehicle in and personnel.
the school campus with ➢ Intruder incidents can
men under the spirit of lead to theft, injuries, and
alcohol psychological trauma.
➢ The physical well-being of
SY 2023-2024
students, teachers, and
VIOLENT / NON- 5 -the two classrooms were 5 visitors is at risk 5 5
VIOLENT INTRUDER almost set on fire. ➢ Survivors may experience
-school property was emotional and
damaged like window psychological trauma,
jealousies, doorknobs, including post-traumatic
students outputs were stress disorder (PTSD),
torn, and foods found anxiety, depression, and
inside the ref were gone. other mental health
challenges.
➢ Witnessing or being
directly involved in a
traumatic event can have
long-lasting effects on the
mental well-being of
individuals.
➢ Ongoing concerns about
safety can impact
attendance, academic
performance, and overall
well-being.

VVA@314924 @gmail
Probability of hazard Higher probability of physical
occurrence high likelihood injuries due to overcrowding,
due to factors such as including tripping, pushing, or
UNCONTROLLABLE 2 school events, 2 crushing incidents in confined 2 4
CROWD VOLUME emergencies, or dismissal areas.
times leading to a surge in
student and parent
presence.
The moderate rating of impact of
typhoons poses a significant
threat to the school's physical
Weather disturbances infrastructure. Strong winds and
frequently pass through heavy rainfall may result in
TYPHOON 4 3 3.5 1
the province structural damage, flooding, and
disruptions to the academic
calendar.
* Fires in schools are fortunately very rare occurrences, with less than 1 in 1,000 school buildings being damaged by fire
each year. However, it is crucial for schools to have robust fire safety measures in place to protect students and staff in
the event of a fire. These safety measures typically include fire prevention techniques, regular fire drills, well-maintained
fire alarm systems, and clear evacuation procedures.
In case of a fire, the immediate priority is the safety of everyone in the school. Teachers or staff members should
instruct students to evacuate the building promptly without attempting to fight the fire themselves. Assessing the size and
severity of the blaze can help in determining the best course of action, but the primary focus should always be on ensuring
the safe evacuation of all individuals...
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C. Hazard to Plan for: FIRE
CP Form 2: Anatomy of the Hazard
HAZARD TO PLAN FOR Resurgence of FIRE
EXISTING
ROOT CAUSES EARLY WARNING SIGNS TRIGGERING FACTORS
MITIGATING MEASURES
➢ Fire Drills: regularly conducted
fire drills to ensure students and
staff are familiar with evacuation
procedures.
● Smoke detection-unusual ➢ Fire Safety Education:
or persistent smoke, Providing fire safety training to
especially in areas where learners and staff to raise
➢ stemming from faulty ➢ Electrical failures:
it’s not expected. awareness and promote
wiring Malfunctioning electrical
responsible behavior.
equipment, overload circuits,
● Strange Odors: smelling ➢ Emergency Exits: Clearly
➢ Overload, short circuit, or or faulty wiring.
burning materials or marked and well-maintained
loose contact
unusual odors that may emergency exits to facilitate
➢ Arson: Deliberate acts of
indicate a fire. quick and safe evacuations.
➢ Malfunctioning electrical arsons by individuals
➢ Fire Suppression Systems:
equipment seeking to cause damage
Installation of fire extinguishers,
● Flickering Lights or Power sprinkler system, and other fire
➢ No maintenance and ➢ No or low maintenance of
Issues: Frequent power suppression equipment
inspections electrical wires and devices
surges, flickering lights, throughout the school
or other electrical ➢ Electrical Maintenance:
anomalies Regular Inspections and
maintenance of electrical
systems to prevent faults and
reduce the risk of electrical fires.
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D. Scenario
CP Form 3A: Scenario Generation for Natural Hazard
A. FIRE
SITUATION BAD SCENARIO WORSE SCENARIO WORST

SCENARIO
White smoke is seen Fire is no
Foggy smoke is by residents to be longer
seen by residents to coming out from the visible by
General Description of Event be coming out from window of a 1 storey people
the window of a 1 building outside the
storey building burning
area
No. of Affected Learners (Male, Female, IP, Muslim, 0% of the entire 0% of the entire class 0% of the
PWD) class entire class
No. of Dead Learners (Male, Female, IP, Muslim, PWD) 0 0 0

No. of Injured Learners (Male, Female, IP, Muslim,
0 0 0
PWD)**
No. of Missing Learners (Male, Female, IP, Muslim,
0 0 0
PWD)**
No. of Affected Teaching Personnel (Male, Female) 0 0 0
No. of Dead Teaching Personnel (Male, Female) 0 0 0
No. of Injured Teaching Personnel (Male, Female)** 0 0 0
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No. of Missing Teaching Personnel (Male, Female)** 0 0 0
No. of Affected Non-Teaching Personnel (Male, Female) 0 0 0
No. of Dead Non-Teaching Personnel (Male, Female) 0 0 0
No. of Injured Non-Teaching Personnel (Male, Female)** 0 0 0
No. of Missing Non-Teaching Personnel (Male, Female)** 0 0 0

Infrastructure*
- Classrooms
- WASH facilities 0
0 0
- Other infrastructures and ancillary facilities (e.g.,
laboratories, clinic, library)
Non-infrastructure*
0
- Furniture and fixtures
- Learning resources and self-learning modules
0 0
- Information and Communication Technology (ICT)
equipment
Other non-infrastructures (e.g., laboratory equipment,
medical and dental equipment and supplies, technical-
vocational supplies and equipment)
Communication** 0 0 0
Power/ Electricity** 0 0 0
Transportation 0 0 0
Maximum Use of Maximum Use of Maximum
Response Capabilities
Minimum rescue limited rescue equip use of
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equipment w/ with less skills limited
Training training rescue
application equipment
w/o
training
application
BAD SCENARIO: A bad fire scenario in a school could involve intentional arson, explosions, lack of preparedness, high
casualties, and disruption to the learning environment. To prevent such situations, it's essential to promote fire safety, conduct drills,
and ensure the school is well-equipped to handle emergencies.
WORST SCENARIO The worst-case scenario of a fire in a school includes fires starting in restrooms and locker rooms, occurring
mainly between 8 a.m. and 4 p.m. Factors like faulty wiring and poor appliance maintenance contribute to these fires, emphasizing
the need for safety measures and regular checks to prevent such incidents.
CP Form 4A.1: Affected Learners and personnel to FIRE
NO. OF LEARNERS HOME-

NO. OF NO. OF LEARNERS INSIDE
BASED EVACUATION
NO. OF LEARNERS INSIDE
EVACUATION FACILITY HEALTHCARE FACILITY
GRADE / LEVEL AFFECTED (disaggregate data as to female,
FACILITY
(disaggregate data as to female,
(disaggregate data as to female,
LEARNERS male, IP, Muslim, PWD)
male, IP, Muslim, PWD)
male, IP, Muslim, PWD)
GRADE 7 0 0 0 0
GRADE 8 0 0 0 0
GRADE 9 0 0 0 0
GRADE 10 0 0 0 0
GRADE 11 0 0 0 0
GRADE 12 0 0 0 0
CP Form 4A.2: Affected Personnel Inside and Outside Evacuation and Healthcare Facility
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NO. OF NO. OF
NO. OF NON- NO. OF NON- NO. OF NON-
TEACHING NO. OF TEACHING TEACHING TEACHING TEACHING TEACHING
PERSONNEL PERSONNEL PERSONNEL
NO. OF INSIDE HOME-BASED INSIDE NO. OF NON-
PERSONNEL PERSONNEL HOME- PERSONNEL
INSIDE BASED INSIDE
EVACUATION
TEACHING EVACUATION HEALTHCARE
TEACHING EVACUATION EVACUATION HEALTHCARE
Grade level FACILITY FACILITY FACILITY FACILITY FACILITY FACILITY
PERSONNEL (Disaggregate (Disaggregate (Disaggregate PERSONNEL
(Disaggregate (Disaggregate data (Disaggregate
AFFECTED data as to data as to data as to AFFECTED data as to as to female, data as to
female, male, female, male, IP, female, male, female, male, IP, male, IP, Muslim, female, male, IP,
IP, Muslim, Muslim, PWD) IP, Muslim, Muslim, PWD) PWD) Muslim, PWD)
PWD) PWD)
Male - 0 Male - 0 Male - 0 Male - 0 Male - 0 Male - 0 Male -20
Male - 0
Female - 0 Female - 0 Female - 0 Female - 0 Female - 0 Female - 0 Female -0
Female - 0
Total - 0 Total – 0 Total -0 Total - 0 Total - 0 Total – 0 Total -0
Total - 0
0 0 0 0 0 0 0 6
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The impact of fire on learners in school can be significant and wide-ranging.
Exposure to fires in or near school environments can lead to academic delays and
emotional stress for students. Studies indicate that communities affected by fires show
greater educational setbacks, suggesting a lasting impact on students' learning
outcomes.
Moreover, the emotional toll of school fires can affect students' mental well-being.
School-based fire safety education programs play a vital role in enhancing children's fire
safety knowledge and skills, reducing the risk of fire-related harm.
1. Safety and Shelter:

In the event of a fire in a school, safety and shelter are paramount concerns.
Designated safe zones within the school premises, away from the fire's path and
with adequate ventilation, can provide a secure area for students and staff to
gather during evacuations. These safe zones should be equipped with emergency
supplies, communication tools, and first aid kits to ensure the well-being of
individuals during the crisis.
Collaboration with local emergency services and the implementation of
effective communication systems can also facilitate coordinated responses to fires
in schools. By prioritizing safety and shelter measures, schools can better protect
their students and staff during fire emergencies.
2. Disrupted Learning Environment:

To address the challenges of a disrupted learning environment after a fire,
schools should have emergency response plans in place, focus on recovery and
rebuilding efforts, provide support services for mental health and well-being, and
ensure continuity of education through alternative learning methods. By actively
addressing these challenges, schools can minimize the negative effects of a fire
on the learning environment and facilitate a smoother recovery process for all
stakeholders involved.
3. Psychological Impact:
To help students and staff cope with the emotional impact of a school fire,
it's crucial to provide mental health support, counseling, and create a supportive
environment. Communication, debriefing sessions, and access to mental health
resources are essential for managing the emotional aftermath of a fire incident.
4. Healthcare Access:
Healthcare access refers to the ability of individuals to obtain medical
services, treatments, and resources when needed. Improving healthcare access
involves addressing these factors to ensure that individuals can receive the medical
care they need to maintain and improve their health and well-being.
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Table 1: Exposed public school’s learners, and personnel to FIRE
Public
Public COMMUNITY EXPOSURE TO FIRE
Public School School
School
GRADE LEVEL Learners Non- REMARKS
Teaching
(ENROLLED) Teaching ZERO- LOW MEDIUM
Personnel HOTZONE
Personnel CASE RISK RISK
GRADE 7 93 4 0 38 55
GRADE 8 106 4 0 28 78
GRADE 9 80 3 0 37 43
GRADE 10 78 3 0 23 55
GRADE 11 69 3 0 34 35
GRADE 12 86 3 0 49 37
AO II 1 1
UTILITY MAN 1 1
WATCHMAN 2 2
* * It's important to promptly implement safety measures by conducting fire drills, improving the building's fire safety features, and educating students and staff
on proper responses to fires at Vista Villa Annex to ensure everyone's well-being in case of a fire.
* Due to the distance from potential fire hazards, students and personnel at Vista Villa Annex face low to medium risks in the event of a fire.
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CHAPTER II. GOALS AND OBJECTIVES
A. Goal
A plan for handling fires at Sumilao NHS – Vista Villa Annex school has been
created to prioritize the safety of students, teachers, and visitors and reduce damage to
buildings. This strategy focuses on preparedness, response, and recovery stages, with a
key focus on keeping everyone in the premises safe.
B. General Objective(s)
The overarching goals of a fire contingency plan at Sumilao NHS – Vista Villa Annex
are:
1. Ensure Safety:
Prioritize the safety and well-being of students, staff, and visitors during a
fire emergency.
2. Minimize Damage:
Reduce structural damage to buildings within the school premises caused by
fires.
3. Effective Response:
Implement a coordinated and efficient response strategy to address fire
incidents promptly and effectively.
4. Education and Training:

Provide education and training on fire safety measures to enhance
preparedness and response capabilities.
5. Continuous Improvement:
Establish mechanisms for ongoing evaluation and enhancement of the fire
contingency plan to adapt to evolving risks and needs.
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CHAPTER III. COMMAND CONTROL AND COORDINATION
The Vista Villa Annex does not have specific information regarding fire command,
control, and coordination. However, the Sumilao Municipal Fire Department has
established emergency management plans covering various emergencies, including fire
incidents. The Sumilao Municipal Fire Department conducts exercises and has designated
officials, responsible for overseeing fire response and coordination.
1. COMMAND:
In a school setting, the command of fire incidents involves designated individuals or
authorities taking charge of the situation, coordinating response efforts, and ensuring
the safety of students, staff, and visitors. This command structure typically includes:
1. **Fire Safety Officer:**

Responsible for overseeing fire safety measures, conducting drills, and
ensuring compliance with fire safety regulations.
2. **Emergency Response Team:**

Comprised of trained staff members or emergency responders who are
responsible for executing evacuation procedures, assisting individuals during
emergencies, and coordinating with external emergency services.
3. **Designated Leaders:**
Appointed individuals who take charge during a fire incident, communicate
evacuation instructions, and ensure a systematic and orderly evacuation process.
4. **Communication Protocols:**
Established methods for communicating fire alerts, evacuation instructions,
and updates to all individuals within the school premises to ensure a swift and
coordinated response.
5. **Collaboration with External Services:**

Coordination with local fire departments, emergency services, and authorities
to facilitate a seamless response to fire incidents and ensure the safety of everyone
on the school grounds.
By having a clear command structure in place, schools can effectively manage fire
incidents, minimize risks, and prioritize the safety and well-being of all individuals within
the school community.
2. CONTROL:
Controlling a fire in a school involves various measures to manage and suppress the
fire effectively, safeguarding the lives of students, staff, and visitors. Key aspects of fire
control in a school setting include:
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Early Detection:
Utilizing fire detection systems such as smoke detectors, fire alarms, and heat
sensors to promptly identify the presence of a fire and alert occupants.
Fire Suppression Equipment:

Ensuring the availability and proper maintenance of fire extinguishers, fire
blankets, and fire hoses to extinguish small fires before they escalate.
Evacuation Procedures:
Implementing clear and practiced evacuation protocols to safely evacuate
students, staff, and visitors to designated assembly points outside the building.
Closing Fire Doors:

Closing fire doors to contain the spread of fire, smoke, and heat, limiting the
damage and providing safe evacuation routes.
Communication:
Maintaining clear communication channels to relay fire alerts, evacuation
instructions, and updates to all occupants in the school premises.
Coordination with Emergency Services:

Collaborating with local fire departments and emergency responders to
ensure a coordinated and effective response to the fire incident.
By effectively controlling a fire in a school through these measures, the safety of

individuals within the school community can be prioritized, and the impact of the fire can
be minimized.
3. Coordination:
Coordinating a response to a fire in a school involves organizing and managing
various aspects to ensure a swift and effective reaction to the emergency. Key elements of
coordinating a fire incident in a school setting include:
1) Emergency Response Team: Designating roles and responsibilities within the

emergency response team to facilitate a coordinated effort in addressing the fire.
2) Communication Protocols: Establishing clear communication channels to

disseminate fire alerts, evacuation procedures, and updates to all occupants in
the school premises.
3) Evacuation Planning: Developing and practicing evacuation plans to ensure a

safe and orderly evacuation of students, staff, and visitors to designated assembly
points.
4) Resource Allocation: Managing resources such as fire extinguishers, fire alarms,

first aid kits, and emergency supplies to support the response to the fire incident.
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5) Collaboration with Authorities: Coordinating with local fire departments,
emergency services, and law enforcement to ensure a unified response and provide
necessary assistance during the fire emergency.
6) Post-Fire Support: Planning for post-fire support, including counseling services,

building inspections, and recovery efforts to assist individuals and restore
normalcy after the fire incident.
**Key Highlights**
- **Safety Measures**: Implementing safety measures promptly in response to fire

incidents is crucial for safeguarding students, educators, and visitors at Vista Villa
Annex.
- **Structural Resilience**: Strengthening infrastructure to withstand fires and
minimizing damage to buildings is essential for ensuring the safety and well-being
of individuals within the school community.
- **Command, Control, and Coordination**: Enhancing these structures is vital
for improving the efficiency and effectiveness of the response to fires, minimizing
their impacts, and providing support to those affected.
- **Low to Medium Risk**: Due to the distance from fault lines, students and
personnel at Vista Villa Annex face low to medium risks in the event of a fire,
highlighting the importance of proactive safety measures.
It is important for the LGU/ community/ agency/office/organization to have an

organized response system to accomplish the goal(s) and objectives to provide the
necessary services of the affected population. In dealing with a “worst case scenario”, it
is expected that various government agencies and CSOs will be operating to provide
resources and services for response and recovery.
Therefore, in order for the LGU/ community/ agency/ office/ organization to be

able to properly manage the influx of resources and services, it is a must to have systems
in place that will dictate the best arrangements for efficient and effective coordination,
command and control.
CLUSTER/TEAM PERSON IN-CHARGE CONTACT

NUMBER
Incident Commander / R.O. SUSAN M. SAA 09360322628
Asst. Incident Commander CECILYIN DALAHIGON 09759462789
DRR Coordinator ANGELIE CASUMPANG
Early Warning & Comm. Team RONALD DATULAYTA 09606444104
Medical & Health Mgt Team ANA CLAUDEL 09973842665
Physical Facilities & Site Evac Team MARK NICO TAGUIC 09914992294
Frontline Responders Team ELLEN DALU-AN 09917067023
Information Advocacy Team JOHN RAY HUGO 09950970686
Social Mobilization & Networking Team LANI VILLA 09918521219
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RESPONSIBLE OFFICERS
SUSAN M. SAA
School Head
ANGELIE CASUMPANG
DRRM Coordinator
CECILYIN DALAHIGON
School Safety Officer
MANAGING SCHOOL CURRICULUM AND

OPERATION INSTRUCTION
Ayah Mae Janio Aida Canales
Merasol Ponggo Eufrecina Villacido
Joy Lao Organas Alnie Namoc
Mary Joy Betasa Lanie Villa
BLENDED LEARNING WELL BEING AND

INCHARGE PROTECTION
Ellen Dalu-an Floriefe Baustista
Mary Claire Cordenillo Nicole Devibar
Mark Nico Taguic John Ray Hugo
Ronald Datulayta Arlen Jalinon
Evangeline Licera Fretzelin Patac
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DIRECTORY OF SCHOOL DISASTER RISK REDUCTION
AND MANAGEMENT TEAM (SDRRMT)
CP Form 10: SDRRM Team Directory
SCHOOL SUMILAO NHS-VISTA VILLA ANNEX

LOCATION Vista Villa, Sumilao, Bukidnon
CONTACT INFORMATION
Primary Alternate
Mobile: 09360322628 Satellite Phone:
Email Address: Radio Frequency:

314924@deped.gov.ph
Others:
Social Media: Jhon Ray Hugo
Others:
EL NINO TEAM
POSITION NAMES AND ADDRESS CONTACT
(CUSTOMIZE AS APPROPRIATE) (PRIMARY AND ALTERNATE) INFORMATION
(PRIMARY AND ALTERNATE)
Responsible Official SUSAN M. SAA 09360322628
(School Head) Manolo Fortich, Bukidnon 09606438207
Assistant Responsible JHON RAY HUGO 09950970686
Official Kisolon, Sumilao, Bukidnon
(Master teacher) AIDA U. CANALES
Medical Officer ANA CLAUDEL 09973842665
(Clinic In-Charge) Vista Villa, Sumilao, Bukidnon
GPTA President RUTHY TORAYNO
San Roque, Sumilao, Bukidnon
SGC Chairperson Vice Mayor JEREMY BAULA
(External) Kisolon, Sumilao, Bukidnon
Punong Barangay REYNALDO CENABRE
Vista Villa Vista Villa, Sumilao, Bukidnon
Punong Barangay JAKE CURAY 09264557675
San Roque San Roque, Sumilao, Bukidnon
Punong Barangay DAVE DALAHIGON
Kulasi Kulasi, Sumilao, Bukidnon
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CHAPTER IV. RESPONSE ARRANGEMENTS
A. Response Activities
CP Form 6: Response Activities for FIRE
CP Form 6: Response Activities

WHAT TO DO WHO DOES
DISASTER (Who are the RESOURCES
persons
/CALAMITIES BEFORE DURING AFTER involved to do NEEDED
the job?
• Verification of • VVNHS DRR
the Incident Team (Teacher
• Scene size up or Learner/
FIRE INCIDENT Within 24 hours • Persons Parent
involved Volunteer)
• Status of the • Trained
Incident responder
Initial Fire Firefighters and
Suppression Volunteers
Within 48 to 72 Fire
hours Investigator
***Fires in schools are infrequent occurrences, with less than 1 in 1,000 school buildings experiencing fire damage
annually. However, it is essential to have robust safety measures in place to protect students and staff in the event of a
fire. School fires often originate in areas like restrooms and locker rooms, typically happening between 8 a.m. and 4 p.m.
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B. Response Activities
CP Form 6: Response Activities for FIRE
CP Form 6: Response Activities
TIMEFRAME RESPONSE ACTIVITIES RESPONSIBLE

SCENARIOS (after the trigger) COMMITTEE/
PERSONNEL
Minutes: Evacuation Fire incidents can escalate rapidly,
FIRE may take 2, 2.5, or 3 requiring immediate action for Student Led
minutes, evacuation and rescue operations. (SSLG)
PRE-DISASTER highlighting the SGC Committee
In a pre-disaster scenario like a urgency in fire on
fire at Vista Villa Annex, there are scenarios.
several factors to consider. Hours: While not directly linked to fire Preparedness
➢ First, it's crucial to assess incidents, fire safety measures during Cluster
the building's fire safety construction phases are crucial and
measures, like the presence of require management of fire risks Prevention and
smoke detectors, fire effectively over extended periods. Mitigation Cluster
extinguishers, and sprinkler Weeks: Fire risk assessments and long-term
systems. fire prevention planning are essential
➢ Second, evaluating the considerations that span over weeks,
evacuation plan and ensuring emphasizing the need for
that all residents are aware of it comprehensive fire safety measures
is essential. throughout construction projects.
➢ Third, checking the - First Aid and Provide immediate first aid assistance
accessibility of emergency exits Support (Within within hours to injured individuals and
and ensuring they are clear of Hours): offer emotional support to those
affected.
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any obstructions is crucial for a - Building Inspection Conduct thorough inspections of
swift evacuation. (Within a Few Days): school buildings within a few days
➢ Lastly, it's important to post-FIRE to identify structural
consider the communication damages and ensure safe re-entry.
channels in place to alert - Recovery Planning Initiate recovery planning activities,
residents about the emergency (Within a Week) such as clean-up efforts and resource
and coordinate a safe allocation, within a week to facilitate
evacuation. These factors play a continuity of education plans.
vital role in ensuring the safety
of everyone in the event of a fire.
Immediate Response Activate emergency protocols
DISASTER Period (Within Minutes) immediately the fire trigger to ensure
the safety of everyone on the premises.
During a scenario of fire, the Assessment and Conduct rapid assessments of the
disaster period includes Communication school infrastructure within hours to
immediate actions to ensure (Within Hours) determine safety levels and
safety and subsequent measures communicate updates to authorities,
to address post-earthquake parents, and students.
hazards. Evacuation and Coordinate the evacuation of students
Assembly (Within and staff to designated assembly
Hours) points within hours for accountability
and further instructions.
First Aid and Provide immediate first aid assistance
Support (Within within hours to any injured individuals
Hours) and offer emotional support to those
affected.
Building Inspection Conduct thorough inspections of the
(Within a Few Days) school buildings within a few days
post-FIRE to identify structural
damages and ensure safe re-entry.
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Recovery Planning Initiate recovery planning activities,
(Within a Week) including clean-up efforts and resource
allocation, within a week to facilitate
the continuity of education plans.
Assessment and School leadership conducts a thorough Recovery Cluster
Planning (Within assessment of the school buildings and
AFTER FIRE DISASTER Days): grounds to evaluate structural integrity
and safety hazards.
A recovery team is formed to create a
The focus shifts to recovery and detailed action plan outlining
rebuilding efforts to restore rebuilding priorities and timelines.
normalcy and ensure the safety of Temporary Facilities Temporary classrooms and facilities
students and staff. Setup (Within Days): are established to ensure continuity of
education while damaged areas are
repaired.
Alternative arrangements for essential
services like food, water, and
sanitation are put in place.
Building Repairs and Reconstruction
(Within Weeks to Construction crews work on repairing
Months): structural damages and rebuilding
sections of the school that were
severely affected by FIRE.
Safety inspections are conducted
regularly to ensure compliance with
building codes and standards.
Psychosocial Mental health professionals provide
Support and continued support and counseling to
Counseling students, staff, and families to address
(Ongoing): trauma and emotional well-being post-
earthquake.
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Resilience-building workshops and
activities are organized to promote
healing and coping strategies.
Community The school collaborates with local
Engagement and authorities, community organizations,
Support (Ongoing): and parent associations to garner
support for rebuilding efforts and
ensure a unified recovery approach.
Regular communication updates are
provided to keep stakeholders informed
about progress and upcoming
milestones.
Preparedness and Emergency response drills and training
Resilience Building sessions are conducted to enhance
(Ongoing): disaster preparedness and resilience
within the school community.
Safety protocols and evacuation
procedures are reviewed and updated
based on lessons learned from the
earthquake experience.
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Response Protocol
The response capability of the Vista Villa Annex is anchored on the following core elements – Planning,
Implementation of the Plan and Assessment of Response Procedure. These elements of response protocol are duly
implemented with the integration of Cooperation, Collaboration and Consolidation.
1. PLANNING.
In the planning phase, the aim of the disaster preparedness strategy is to minimize the effects of disasters on at-
risk groups, prepare an organization for increased activity, and create a unified plan that minimizes resource, time,
and effort wastage. During this stage, all collected data is being processed and examined to understand the connections
between the data and how they can impact the plan's implementation.
2. IMPLEMENTATION.
In the implementation phase of the preparedness program, tasks involve recognizing and evaluating resources,
creating plans, establishing an incident management system, and training employees to carry out the plans effectively.
Resource management is vital during this stage, requiring the identification and assessment of resources necessary
for responding to emergencies, conducting operations, and facilitating communication during and after an incident.
3. ASSESSMENT.
Evaluation is a crucial tool in guaranteeing workplace health and safety. It involves employers and department
heads identifying health and safety hazards, assessing the risks of potential harm from these hazards, and taking
suitable measures to safeguard employees and others.
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It is crucial to emphasize the significance of cooperation during the planning phase, where all sectors of society,
especially the education sector and its immediate community, must actively participate in the response protocol. In the
implementation stage, effective collaboration among lead agencies, assisting parties, horizontal and vertical support
structures, regional offices, local government response units, and volunteer groups is essential for a seamless execution of
the plan, potentially minimizing and preventing secondary disasters. Following response operations, evaluating the process
is vital to adjust response measures and ensure the achievement of operational objectives.
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A. Resource Inventory
CP Form 7: Resource Inventory
TEAM/COMMITTEE RESOURCES QUANTITY REMARKS

➢Emergency Communication
Systems:
- Intercoms
- Emergency notification systems
- Two-way radios for staff
communication
➢ Emergency Supplies: Placing the equipment and
PREPAREDNESS - First aid kits 5 resources on the designated area
- Emergency medical supplies
- Bottled water 5
- Non-perishable food items
- Blankets and sleeping bags 5
- Flashlights with extra
batteries
- Whistles for signaling 4
➢ Evacuation Supplies:
Evacuation maps and signage
Reflective vests for evacuation
personnel
Emergency evacuation kits for Placing the equipment and
PREVENTION AND classrooms resources on the designated area
MITIGATION Megaphones for clear communication
during evacuations
➢ Search and Rescue Equipment:
Basic first aid supplies 3
Stretchers and backboards
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Hand tools for debris removal
Crowbars and pry bars
Flashlights and headlamps for search
operations
➢ Shelter and Temporary Housing:
Tents and canopies
Folding chairs and tables
Sleeping cots or mats
Portable restroom facilities
Hygiene kits
Medical Stations:
➢ Portable medical examination
tables
Basic medical instruments
(thermometers, blood pressure cuffs) 2
Over-the-counter medications
Personal protective equipment (PPE)
Emergency medical kits 2
➢ Community Assistance Centers:
Tables and chairs for information
dissemination
Computers and communication
equipment
Information brochures and forms
RESPONSE Resource directories for community Need more communication
services resources
➢ Psychosocial Support Resources:
Counseling rooms with comfortable
seating
Resource materials on coping strategies
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Contact information for mental health
professionals.
Quiet and private spaces for counseling
sessions
➢ Documentation and Reporting:

Incident report forms
Clipboards and pens
Cameras for documenting damage
Digital or paper-based emergency
contact lists
➢ Recovery Planning Resources:
Whiteboards or flip charts for
brainstorming sessions
Planning templates and worksheets
Projector and screen for presentations
Copies of building plans and blueprints
➢ Educational Materials:
Educational pamphlets on earthquake
RECOVERY preparedness
Training manuals for staff and
students
Visual aids (posters, videos) for drills Need more safety equipment
and training sessions
Educational games and activities for
students
➢ Infrastructure Repair and
Restoration:
Construction and repair tools
(hammers, nails, drills)
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Building materials (plywood, lumber,
nails)
Safety equipment for construction
crews
Portable generators for power supply
➢ Communication with Parents and

Guardians:
Contact information database for
parents and guardians.
Mass communication tools (text
messaging systems, email platforms)
Social media accounts for updates and
announcements
Parent information packets on
emergency procedures
By creating a comprehensive resource inventory, schools can effectively track, allocate, and utilize resources to
support students, teachers, and staff efficiently. If you need guidance on managing school resources or establishing an
inventory system, it involves categorizing assets, maintaining acquisition records, and implementing best practices for
efficient allocation to support the educational mission effectively.
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B. Resource Projection
CP Form 8: Resource Projection
COST SOURCE OF
ACTIVITIES/
GAPS ESTIMATES FUNDS (FILL-
SOURCES
RESOURCES NEEDS HAVE (NEED - (FILL-UP ONLY UP ONLY
TO FILL
HAVE) WHEN WHEN
THE GAPS
APPROPRIATE) APPROPRIATE)
Intercoms 25 0 25 Stakeholders
MOOE, Canteen Funds, Local School Board Funds,

Megaphone 5 0 5 Stakeholders
Trumpa 3 1 3 Stakeholders
Emergency notification
2 0 2 Stakeholders
systems
Two-way radios for Watchman,
Prefect of Discipline, DRRM
5 0 5 Stakeholders
Coordinator and School Head
communication
Stakeholders
First Aid Kits 10 15 10 Stakeholders
Medical Jump Bag 10 0 10 Stakeholders
Bottled Water (Big) 11 5 11 Stakeholders
Non-perishable Food Items Stakeholders
Flashlights with Chargeable
21 0 21 Stakeholders
Batteries
Whistles for Signaling 17 4 17 Stakeholders
Blankets and Sleeping Bags 20 10 20 Stakeholders
Flashlights with Chargeable
Batteries
Whistles for Signaling 17 4 17 Stakeholders
Evacuation Maps and Signages Stakeholders
Reflective vests for evacuation 21 0 21 Stakeholders
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Emergency evacuation kits for
classrooms
Tents and Canopies 10 0 10 Stakeholders
BP Apparatus 2 0 2 Stakeholders
Solar Lamp 10 0 10 Stakeholders
Spine Board 3 0 3 Stakeholders
Water Hose Stakeholders
Rope Stakeholders
Fire Extinguisher Green and Red
Colors
Hard Hat 21 0 21 Stakeholders
Bucket 5 0 5 Stakeholders
Bell 10 0 10 Stakeholders
Stretchers and backboards
Hand tools for debris removal
Crowbars and pry bars
The process involves assessing upcoming projects, determining resource needs, and comparing them to existing
resources in the school. Resource projection helps ensure schools have the necessary resources to carry out their educational
projects effectively.
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CHAPTER V. ACTIVATION
ACTIVATION
The activation of SUMILAO NHS- VISTA VILLA ANNEX Contingency Plan for FIRE
is aligned with the activation of the Harmonized National Contingency Plan and the
DepEd Regional Office. This includes any of the following triggers:
● 0% of the total population of learners, teaching and non-teaching personnel were

not badly affected school-related disasters.
● Declaration of the Local Government unit of Economic destabilization due to
closures of companies’ operations and work adjustments that may affect workers
incentives as main source of income amongst DepEd clienteles.
● The use of school facilities as evacuation site for other calamities that may hit the
adjacent community.
● Declaration of state of calamity under any circumstances by the Local
Government.
FLOW CHART ON FIRE
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FLOW CHART ON FIRE
START- FIRE
DRRM ACTIVATES CP for a

PLANNED EVENT
TRAINED DRRM
RESPONDS / CALLS BFP
RO and DRRM Team

convenes at temp EOC
(Office)
RO MOBILIZES and DEPLOYS

DRRM Team / Activates CP for
Fire / Briefing
NO
Fire Under Request
Control Reinforcement
Yes Yes
Fire Under
Control
DRRM
Coor/
Debriefing of DRRM Deactivation of CP/END
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NON-ACTIVATION
The non-activation of SUMILAO NHS- VISTA VILLA ANNEX Contingency Plan for
FIRE is also aligned with the activation of the Harmonized National Contingency Plan
and the DepEd Regional Office. This may include any of the following triggers:
1. The situation is still manageable following the Skeletal Workforce of the School
and the localized School Response Unit.
2. The affected population is less than 50% of the total population of learners,
teaching and non-teaching.
3. Economic stability of the city.
4. School are not evacuation centers.
5. Security measures in the city is in local security and safety of the community.
If the Municipal Contingency Plan is not activated, the procedures specified here
remain applicable for Fire events/incidents as they are included in the current plans of
the Barangay DRRMC/Municipal DRRMO
As illustrated in the diagram, the initial response to Fire will consistently

commence at the grassroots level following the relevant contingency plans of the
Municipal DRRMC. If the situation escalates, the response will be heightened at the
provincial level as per the Municipal Contingency Plan of the MDRRMC/MDRRMO.
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WORKING GROUP
Purpose:
The goal of the working group in the Fire preparedness plan at the school is to
establish a comprehensive and well-coordinated response framework, ensuring the safety
and well-being of students, faculty, and visitors through effective communication, swift
evacuation procedures, and strategic allocation of resources to reduce the impact of an
Earthquake -related crisis on the school community.
Duties and Responsibilities:
The working group on Fire has important tasks and roles to ensure everyone in the school
stays safe during Fire.
1. They create and update the plan for dealing with Fire.
2. They figure out what risks Fire might bring to the school.
3. They set up ways to quickly communicate warnings and information about Fire.
4. They teach parents and students how to prepare for Fire through training
sessions.
5. They work with other organizations and groups to get help and resources if
needed.
6. They practice and organize evacuation plans in case of an Fire emergency.
7. They keep an eye on the weather to predict when Fire might happen.
8. They regularly review and improve the plan for dealing with Fire.
9. They make sure there are enough supplies and tools for emergencies.
10. They work with the local community to get ready for and handle the effects of
Fire.
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Members:
Head : SUSAN M. SAA
Facilitator : JHON RAY HUGO
Secretariat : NICOLE JANE V. DEVIBAR
Cluster Representatives : MARY CLAIRE CORDENILLO
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SUMILAO NHS –

VISTA VILLA ANNEX

SNHS Vista Villa National High School ANNEX

Sumilao is one of the 20

SNHS Vista Villa National High School ANNEX

SNHS Vista Villa National High School ANNEX

SNHS Vista Villa National High School ANNEX

JUNIOR HIGH SCHOOL

SENIOR HIGH SCHOOL

SNHS Vista Villa National High School ANNEX

CP Form 1: Hazard Analysis

SNHS Vista Villa National High School ANNEX

SNHS Vista Villa National High School ANNEX

SNHS Vista Villa National High School ANNEX

SNHS Vista Villa National High School ANNEX

SNHS Vista Villa National High School ANNEX

CP Form 2: Anatomy of the Hazard

HAZARD TO PLAN FOR Resurgence of FIRE

SNHS Vista Villa National High School ANNEX

SITUATION BAD SCENARIO WORSE SCENARIO WORST

No. of Dead Learners (Male, Female, IP, Muslim, PWD) 0 0 0

No. of Affected Teaching Personnel (Male, Female) 0 0 0

No. of Dead Teaching Personnel (Male, Female) 0 0 0

No. of Injured Teaching Personnel (Male, Female)** 0 0 0

SNHS Vista Villa National High School ANNEX

No. of Affected Non-Teaching Personnel (Male, Female) 0 0 0

No. of Dead Non-Teaching Personnel (Male, Female) 0 0 0

No. of Injured Non-Teaching Personnel (Male, Female)** 0 0 0

No. of Missing Non-Teaching Personnel (Male, Female)** 0 0 0

SNHS Vista Villa National High School ANNEX

CP Form 4A.1: Affected Learners and personnel to FIRE

NO. OF LEARNERS HOME-

SNHS Vista Villa National High School ANNEX

SNHS Vista Villa National High School ANNEX

1. Safety and Shelter:

2. Disrupted Learning Environment:

SNHS Vista Villa National High School ANNEX

SNHS Vista Villa National High School ANNEX

4. Education and Training:

SNHS Vista Villa National High School ANNEX

1. **Fire Safety Officer:**

2. **Emergency Response Team:**

5. **Collaboration with External Services:**

SNHS Vista Villa National High School ANNEX

Fire Suppression Equipment:

Closing Fire Doors:

Coordination with Emergency Services:

By effectively controlling a fire in a school through these measures, the safety of

1) Emergency Response Team: Designating roles and responsibilities within the

2) Communication Protocols: Establishing clear communication channels to

3) Evacuation Planning: Developing and practicing evacuation plans to ensure a

4) Resource Allocation: Managing resources such as fire extinguishers, fire alarms,

SNHS Vista Villa National High School ANNEX

6) Post-Fire Support: Planning for post-fire support, including counseling services,

- **Safety Measures**: Implementing safety measures promptly in response to fire

It is important for the LGU/ community/ agency/office/organization to have an

Therefore, in order for the LGU/ community/ agency/ office/ organization to be

CLUSTER/TEAM PERSON IN-CHARGE CONTACT

SNHS Vista Villa National High School ANNEX

MANAGING SCHOOL CURRICULUM AND

BLENDED LEARNING WELL BEING AND

SNHS Vista Villa National High School ANNEX

CP Form 10: SDRRM Team Directory

1. Fire Safety Officer:

2. Emergency Response Team:

5. Collaboration with External Services:

- Safety Measures: Implementing safety measures promptly in response to fire