BAUAN TECHNICAL HIGH SCHOOL

CONTINGENCY PLAN IN THE EVENT OF A FIRE

I. BACKGROUND
Bauan Technical High School is a public school specializing in teaching
technical and vocational skills. It is located in Poblacion I, in the town of Bauan,
Batangas. The town is a first class municipality consisting of coastal areas, and
hilly terrain. In the 2015 census, Bauan had a population of 91,297. The
population density was 1,700 inhabitants per square kilometer (4,400/sq mi). The
climate is tropical. The school is near the coastal area of Bauan. The school is
surrounded by a ravine to the west, a grassland and an electricity company
substation to the north, and residential areas to the east and south. There is also
a creek 25 meters to the east of the school. MDRRMC of the municipality is
active and currently recruiting volunteers from different organizations all
throughout the municipality. MDRRMC is active and is housed in Bauan
Multipurpose Hall.

BTHS DRRM ORGANIZATIONAL CHART

 Fire and Emergency Team

Team Leader: June L. Dimalibot

1. Christian R. Paglinawan
2. Christian Ammorey C.Tolentino
3. Imel A. Talag
4. Alex Castillo
5. Cristopher Cometa
6. Ali Ronald A. Marimla
7. Geronico Azucena
8. Moises Israel C. Abel
9. Francis S. Escaro
10. Joey R. De Castro

II. OBJECTIVES
This 2017 Contingency Plan covers 4, 243 of school learners and
personnel. It focuses on typhoon. The following are the objectives of this
contingency plan:
1. to protect the lives of the learners and personnel
2. to determine the capacities and limitations of this institution to respond
to emergencies that may arise in the event of a fire
3. to identify possible sources of help from LGUs, and NGOs in the
conduct of this plan
4. to draft a coordinated plan of action in the event of a fire

III. HAZARDS
 Fire can start from electrical installations and combustible materials. It can
devour properties in just minutes. The table below shows the level of fire with its
description, interpretation and precautionary measures.

Level of Hazard Hazard Description Interpretation/ Precautionary

(Intensity of Situation Measures
Fire) Required Action

1 Smoke and Alert 5 rapid buzzer Activate the

burning smell warning and
Fire and
Emergency
Team. Shut
down power
sources
2 Visible fire and Evacuation 10 rapid buzzer Evacuate to
more smoke underway safe holding
areas. Bring
priority items
along
3 Raging fire Campus 15 rapid buzzer Remain in safe
completely holding areas
evacuated until danger has
passed.

The picture above shows the locations of fire hazards. These are
the following:

Canteen
 Gas range
 Shop Rooms (Welding, Beauty Care, Cookery, Electrical Installation and
Maintenance, Electronics)
 Welding Machine
 Gas Range
 Blowers
 Soldering Iron
 Heat Gun

Service Entrance
 Overloaded Wires

IV. DISASTERS, IMPACTS AND VULNERABLE AREAS

TABLE 1: DISASTERS, IMPACTS and RANKING OF MOST VULNERABLE AREAS

FIRE
YEAR FIRE IMPACT HISTORICAL IMPACTS RANKING
NO. OF NAME OF NO. OF NO. OF NO. OF TOTAL
ROOMS ROOM TOTALLY PARTIALLY MINOR COST
DAMAGED MAJOR DAMAGED (TDC+
CLASSROOMS DAMAGED (MDC) PMDC+
(TDC) AND (PMDC) CLASSROOMS MDC)
COST CLASSROOMS AND COST
AND COST
2017 Overloading of 0 0 0 0 0 0 0 0 30, 000 1
Electrical Supply
2016 None 0 0 0 0 0 0 0 0 0
2015 None 0 0 0 0 0 0 0 0 0

V. CAPACITIES AND VULNERABILITIES

TABLE 2: CAPACITIES AND GAPS/VULNERABILITIES

KEY AREAS FOR DETAILS CAPACITIES GAPS/

PREPAREDNESS (DIVISIONS/SCHOOL VULNERABILITIES
S) (DIVISIONS/
SCHOOLS)
RISK UNDERSTANDING 1. Understanding of  Annual  Lack of training of
hazards and their Symposium on teachers
characteristics Fire Prevention

2. Conduct of risk  Student-led

assessment watching team
 Periodic
assessment of
electrical
installations
conducted by
Facilities
Assessment
 KEY AREAS FOR DETAILS CAPACITIES GAPS/
PREPAREDNESS (DIVISIONS/SCHOOL VULNERABILITIES
S) (DIVISIONS/
SCHOOLS)
Team

CONTINGENCY PLAN AND 1. Preparedness/  Existence of  Teachers need

INFORMATION Contingency Plan Contingency training on DRRM
Plan

2. IEC
DISSEMINATION 3. Understanding
advisories including
warning signals
4. Understanding and
implementation of DO
21, s 2015
5. Equipment  Existence of Public  Internet access is
Address System limited in the
school campus
COORDINATION/ 1. RDRRMC
PARTNERSHIP 2. P/M/CDRRMC
3. LGUs
4. Partners
MONITORING 1. Monitoring of
preparedness/contingen
cy plans of schools
2. Monitoring of hazard
situation, including
communicating with
schools
3. Monitoring RADAR
completion, validation
and submission to
Central Office
4. Monitoring of
implementation of
support for learning
continuity
5. Transportation
CONVERGENCE 1. Interface with other
offices in the region/
Divisions
2. Existence of DRRM  Existence of
Team (which includes SDRRM
Frontline Responder Organization
Team)  Existence of Fire
and Emergency
Team
 Ongoing
Formation of Fire
Brigade
3. Command system
4. Twinning with other
regions/
divisions
 KEY AREAS FOR DETAILS CAPACITIES GAPS/
PREPAREDNESS (DIVISIONS/SCHOOL VULNERABILITIES
S) (DIVISIONS/
SCHOOLS)
SUPPORT FOR LEARNING 1. Implement and monitor 
CONTINUITY Temporary Learning
Spaces (TLS)
2. Buffer stocks for  Existence of
Learning Materials buffer stocks for
learning materials
3. Alternative Delivery
Modes (ADMs)
4. Psychosocial Support  The Guidance
office is ready for
psychosocial
support
DRILLS 1. Regular conduct
2. Existence of Protocols –
command system;
evacuation route, safe
place, reunification
3. Coordination with
relevant agencies and
partners during drills
FUND SOURCES MOOE

TABLE 3: PREPAREDNESS MEASURES

Tropical Cyclone Rainfall Vulnerable Preparedness Timeframe

Forecast for 2016 Forecast for Districts based Measures (use Key (color code the month for implementation)
2016 on overall Areas for
(Region) Ranking Preparedness as
(Table 1) categories; you can
add to the Key Areas;
under each key area,
identify concrete J F M A M J J A S O N D
preparedness
measures)
June 0-1
July 1-3
August 2-4
September 2-4
October 2-4
November

VI. PREPOSITIONED MATERIALS AND EQUIPMENT

 Provide first a summary statement of materials, e.g. buffer stocks of LMs, and equipment, e.g.
radio, vehicle, that you have and are prepositioned/available when a disaster strikes.

TABLE 4: PREPOSITIONED LEARNER MATERIALS

GRADE/YEAR LEVEL TITLES QUANTITY

Grade 7 Mathematics, English, Science,
MAPEH
Grade 8 Mathematics, English, Science,
MAPEH
Grade 9 Mathematics, English, Science,
MAPEH
Grade 10 Mathematics, English, Science,
MAPEH
Mathematics, English, Science,
MAPEH

TABLE 5: PREPOSITIONED EQUIPMENT (include transportation; TLS, if you have)

EQUIPMENT DESCRIPTION QUANTITY

Van
Fire Extinguisher

VII. IMPLEMENTING PARTNERS

Partnership is necessary to have a good result in attaining the programs/ projects of the
school. The support extended to every endeavors by private individuals, community, agencies,
private companies secure 100% attainment and success of the plan.

TABLE 6: COLLABORATION WITH PARTNERS

For column 1, use the preparedness measures you have identified in table 3.

PREPAREDNESS MEASURES PARTNERS INVOLVED SPECIFIC ROLES OF/

SUPPORT FROM PARTNERS
Understanding advisories BFP, Red Cross, LGU Information disseminations,
including warning signals conducting drills and trainings.

Monitoring of hazard DRRMC Chairman, DSWD, Monitor the Evacuees,

situation, including LGU Support the needs at the
communicating with schools evacuation center