Department of Education

REGION IIII
DIVISION OF NUEVA ECIJA
Camias Elementary School
S.Y 2024-2025

SCHOOL CONTINGENCY PLAN

ON DISASTER PREVENTION
AND MANAGEMENT

Prepared by:

JEFFREY A. MARIGMEN
SDRRM Coordinator

Approved by:

ALFRED C. AGBAYANI
Head Teacher III
PART I: INTRODUCTION
A. The Purpose of the Study

The purpose of this School Contingency Plan on Disaster Prevention and Management
is to equip all students, teachers, and staff of Camias Elementary School with the necessary
knowledge, skills, and preparedness measures to face hazards brought about by disasters such
as fire, earthquake, and typhoon. It aims to establish clear procedures and responsibilities to
ensure that the school community is ready to respond effectively, thereby minimizing or
preventing injuries, casualties, and property damage during such emergencies. This plan also
outlines the systematic actions the school will undertake to manage and respond to the
impacts of disasters, including evacuation, safety procedures, communication protocols, and
post-disaster recovery efforts. By having this plan in place, Camias ES seeks to build a
culture of safety, resilience, and readiness within the school, ensuring that learning continuity
and the well-being of learners and personnel are protected before, during, and after disasters
occur.

B. DepEd’s Internal Policies on Disaster Preparedness and Response

(Typhoon)

In line with DepEd Order No. 43, s. 2012 and Executive Order No. 66, s. 2012, the
Department of Education has established clear policies regarding the automatic suspension of
classes during typhoons to ensure the safety of learners and school personnel. Under these
guidelines, when Typhoon Signal No. 1 is raised in an area, classes in all public and private
pre-school and kindergarten levels shall be automatically cancelled or suspended. If Typhoon
Signal No. 2 is declared, the suspension extends to include public and private pre-school,
kindergarten, elementary, and secondary classes in the affected areas. For Typhoon Signal
No. 3 and above, classes in all levels, including work in government offices, are
automatically suspended to safeguard the welfare of all learners, teachers, and staff. These
policies serve as a proactive measure to prevent exposure to hazards brought by typhoons,
ensuring that schools like Camias Elementary School prioritize the safety and protection of
their stakeholders during severe weather disturbances.

DepEd’s Internal Policies on Disaster Preparedness and Response

(Earthquake)

In the event that an earthquake occurs and impacts the school, specific response actions must
be implemented to ensure the safety of learners and personnel while maintaining
accountability for school property. If the earthquake results in damage to approximately 5%
to 10% of the school’s properties, the affected classes should be immediately relocated or
transferred to other classrooms or designated safe areas within the school premises to ensure
the continuous safety of students and teachers while allowing classes to proceed. If the
damage to school properties ranges from 11% to 20%, the school head shall declare a
temporary suspension or cancellation of classes for one day to allow for thorough safety
inspections, clearing of debris, and minor repairs to ensure the readiness of classrooms for
reoccupation. Should the damage extend to 21% or more of the school’s buildings or
properties, the school shall suspend or cancel classes for two or more days to facilitate
comprehensive damage assessment, structural evaluations, and repairs, ensuring that learners
and staff will only return once the premises are deemed safe for use. These guidelines aim to
protect the welfare of learners and personnel during and after an earthquake while ensuring
that the school’s learning continuity is addressed appropriately and responsibly.

The Department of Education’s internal policies on disaster preparedness and response serve
as a comprehensive framework to protect learners, teachers, and staff during emergencies
such as typhoons, earthquakes, and fires. During typhoons, DepEd mandates the automatic
suspension of classes based on PAGASA storm signals, ensuring that learners and personnel
are not exposed to hazardous travel and environmental conditions. For earthquakes, the
policy outlines clear procedures based on the extent of damage to school properties,
emphasizing the need for immediate relocation of classes to safe areas or suspension of
classes to allow for damage assessments and repairs, ensuring that the school environment
remains safe before learners and teachers return. In the case of fires, the policies enforce
immediate evacuation, clear exit routes, and the importance of conducting regular fire drills
to prepare the school community for such emergencies.

These disaster preparedness and response policies align with the overarching goal of Camias
Elementary School to build a safe and resilient learning environment within its mountainous
community context. By adhering to these policies, the school ensures that it is proactive in
reducing risks, systematic in responding to disasters, and committed to safeguarding the
welfare and well-being of its learners and staff before, during, and after the occurrence of
these hazards. This integrated approach not only fosters a culture of safety and readiness
within the school but also supports the continuity of learning amidst challenges brought by
natural disasters.

C. Composition of Disaster Preparedness and Response Point Persons at Camias

Elementary School

The Composition of Disaster Preparedness and Response Point Persons at Camias

Elementary School identifies the key personnel responsible for implementing disaster risk
reduction and management activities within the school. This includes the Head Teacher, who
serves as the Incident Commander overseeing overall operations during emergencies, and the
SDRRM Coordinator, who handles planning and coordination of preparedness and response
measures. Supporting them are designated officers responsible for health, safety, finance, and
social concerns, ensuring that specific aspects of disaster response are managed efficiently
and systematically. This organized structure enables Camias ES to effectively coordinate with
the Barangay DRRM Council, MDRRMO, and other stakeholders, facilitating clear
communication, resource mobilization, and immediate action before, during, and after
disasters. By having these point persons identified and oriented on their roles, the school
 ensures a unified, systematic, and proactive approach to disaster preparedness and emergency
response, prioritizing the safety and welfare of learners and staff

Organizational Structure of Camias Elementary School – School Disaster Risk

Reduction Management Group ( SDRRMG ).

ALFRED C. AGBAYANI
Head teacher III
(Incident Commander)

JEFFREY A. MARIGMEN
SDRRM Coordinator
( Planning Officer)
Contact No.
09501713769

JENNIFER M. SASFA Minda B. Bacsa JOCELYN P. BALILI _________

Health Officer Society Officer Safety Officer
Finance Officer Contact Nmber:
Contact No. Contact Number: Contact No.
D. Distribution Copies

Below are the list of names of individuals or organizations who will receive copies of Camias
Elementary School - School Disaster Management Plan.
1. Ronaldo A. Pozon– Schools Division Superintendent
2. Lulu B. Diamante – Public Schools District Supervisor of Balingasag
3. Benjamin Padilla– Laur Municipal Mayor
4. Member of SDRRMG
5. Representatives of GPTA
6. Barangay
7. Parents
II. CONTEXT ANALYSIS
A. Disaster Risk Situation RISK RANKING:

The Disaster Risk Situation Risk Ranking at Camias Elementary School provides a
clear overview of the hazards and risks that the school may face, especially considering its
location in a mountainous community. This ranking identifies and prioritizes hazards such as
typhoons, earthquakes, landslides, and fire, evaluating their potential impact on the safety of
learners, staff, and school property. Geographical factors, such as the school’s proximity to
slopes prone to erosion and landslides, increase the risk of road inaccessibility and potential
structural damage during heavy rains and earthquakes. Infrastructure limitations, including
limited evacuation areas and aging buildings, heighten the risk during disasters, while social
and economic conditions, such as the distance from healthcare facilities, can delay immediate
medical assistance during emergencies. By systematically assessing these risks, Camias ES
can prioritize preparedness measures, allocate resources efficiently, and implement targeted
interventions to reduce vulnerabilities, ensuring a safer learning environment for all learners
and staff.

Table 1. Disaster Risk Situation Risk Ranking

Type of Hazards Risk Underlying Factors
Low Medium High
Geographical Access roads can become blocked or muddy,
Location affecting immediate evacuation and relief
(Mountainous operations.
Terrain)
Infrastructure Limited covered evacuation areas for learners
Limitations during heavy rain or typhoons.
 Possible inadequate fire safety equipment due
to resource constraints.
Socio-Economic Limited access to immediate healthcare
Conditions services during earthquake injuries or fire
incidents due to distance from health
facilities.
Earthquake The area may have loose, shallow soil layers
that amplify ground shaking.

Saturated ground after rain increases soil

instability during an earthquake.

Delayed response from medical or rescue teams

due to location and distance.
Fire Lack of fire hydrants
Most of the school community lack of awareness
of fire safety
Typhoon Signal and power interruptions during
typhoons and heavy rain hinder real-time
communication with parents and
authorities.

Limited or slow connectivity can affect timely

updates and coordination during emergencies.

Most of the school community lack of

awareness of guidelines of storm/typhoon
signal .

VULNERABILITY

Hazard Aspect Vulnerability Capacity

Physical / Material
Infrastructure Services  lack of training of  Use schools as
teachers in disaster evacuation center
preparedness  Presence of Rhu’s to
 Drainage system is cater the needs of
lacking; floods school community.
 Water is not potable in
the river
Environmental Factors  Prone to earthquake;  Identified hazard/
 presence of fault line risk areas
 typhoon  Very detailed
mapping
Social / Organizational
Family Structure /Decision  Conservative gender  Coordination
Making Leadership biased in decision
making
 Imposition of
decisions (lacking

Motivational /Attitudinal  Positivity ( in the  Organized MDRRM ,

communities ) BDRRM , SDRRMC
 Lack of knowledge
/awareness

B. MISSION, VISION OF SCHOOL AND DEPED

The Mission and Vision of Camias Elementary School and the Department of Education
(DepEd) serve as guiding principles in implementing disaster preparedness, prevention, and
response initiatives within the school. The DepEd envisions Filipinos who passionately love
their country and whose values and competencies enable them to contribute meaningfully to
nation-building, while ensuring that learners develop in a safe and nurturing environment. Its
mission is to protect and promote the right of every Filipino to quality, equitable, culture-
based, and complete basic education, where learners are supported by teachers,
administrators, families, and the community to become lifelong learners. Aligned with this,
Camias Elementary School envisions a safe, inclusive, and disaster-resilient learning
community where learners can continue their education despite challenges brought by natural
hazards. By upholding these mission and vision statements, the school ensures that all
disaster risk reduction and management initiatives prioritize the safety, well-being, and
continuous learning of every child while fostering a culture of preparedness, resilience, and
shared responsibility within the school and its community.

The DepEd Vision

We dream of Filipinos who passionately love their country and
whose values and competencies enable them to realize their full
potential and contribute meaningfully to building the nation. As a
learner-centered public institution, the Department of Education
continuously improves itself to better serve its stakeholders.
 The DepEd Vision
We dream of Filipinos who passionately love their country and
whose values and competencies enable them to realize their full
potential and contribute meaningfully to building the nation. As a
learner-centered public institution, the Department of Education
continuously improves itself to better serve its stakeholders.

Our Core Values

Maka-Diyos
Maka-tao
Makakalikasan
Makabansa

C. DepEd’s Mandate and Role in Disaster Management ( highlights of

DepEd Order 55, s . 2007) PRIORITIZING THE
MAINSTREAMING OF DISASTER RISK REDUCTION
MANAGEMENT IN THE SCHOOL SYSTEM AND
IMPLEMENTATION OF PROGRAMS AND PROJECTS
RELATIVE THEREFORE

Building schools, nations, and communities that are resilient to disasters is a core
objective of the Hyogo Framework for Action 2005-2015, which has been adopted as a
priority policy by the Department of Education. The Hyogo Framework for Action serves as
a global blueprint for disaster risk reduction (DRR), aiming to significantly reduce
disaster losses in lives, properties, and the social, economic, and environmental assets of
communities and countries by the year 2015. It emphasizes the importance of strengthening
institutional capacities, engaging communities, and ensuring that disaster risk reduction is
integrated into school systems and community planning. By aligning with this framework,
DepEd ensures that schools like Camias Elementary School actively contribute to building a
culture of safety and resilience within the community, preparing learners and stakeholders to
face and overcome the challenges brought by natural hazards.
As part of its commitment under the Hyogo Framework and the Safe Schools Program,
the Department of Education has undertaken initiatives to strengthen disaster preparedness in
schools through non-structural measures. One of these initiatives is the development and
distribution of the Disaster Risk Reduction Resource Manual (DRRRM), which serves as
a comprehensive reference material for school administrators, principals, supervisors, and
teachers in implementing disaster risk reduction and management projects within their
schools. This manual provides guidelines, suggested activities, and practical strategies to
integrate disaster preparedness into school systems, ensuring that learners, teachers, and staff
are equipped with the knowledge and skills necessary to respond effectively during
emergencies. By utilizing this manual, schools like Camias Elementary School can enhance
their capacity to reduce disaster risks, promote safety, and ensure learning continuity amidst
hazards.

1. DepEd Priority Guidelines on DRRM Implementation

In view hereof, all concerned are enjoined to prioritize the following:

a) Utilization of the Disaster Risk Reduction Resource Manual (DRRRM), which was
prepared by the Technical Working Group created through DepEd Memorandum No. 175, s.
2007. Guidelines for its utilization are enclosed as Enclosure No. 1 of this Memorandum,
containing suggested activities and the duties and responsibilities of each stakeholder. An
orientation on the utilization of the DRRRM will be conducted by the Technical Working
Group to all regions starting August 14 to September 5, 2007, as contained in DepEd
Memorandum No. 291, s. 2007, which was previously disseminated to the field.

b) Implementation of Safe Schools Programs relative to disaster risk reduction efforts,

such as:

i. Mainstreaming Disaster Risk Reduction concepts in the Elementary and Secondary School
Curricula;
ii. Conducting School Mapping Exercises;
iii. Schools Water and Electrical Facilities Assessment Project;
iv. Preparation of Disaster Preparedness Modules through Multi-Media;
v. Quarterly conduct of Earthquake and Fire Drills; and
vi. Road Safety Education for Children.

C. Learning and Public Use School building

 Be Better, Build Better International Design Competition
 Assessment of School Buildings’ Structural Integrity and Stability (ASSIST)
D. Information Dissemination Campaign for Energy and Water Conservation Flyers
(Enclosure Nos. 2 and 3) on water and energy conservation will be distributed to the schools
and all concerned are enjoined to use these flyers as advocacy and information dissemination
campaign materials. A Communication Plan was also developed by the National Disaster
Coordinating Council (NDCC) with the DepED as one of its Member Agencies, with the
“Sampung Hakbang” on water and energy conservation using an acronym TUBIG POWER
(Enclosure No. 4) as tips and ways to conserve these important resources. Objectives of this
are to create heightened awareness among the schoolchildren, teachers and the general public
on the impending dry spell and in preparation for the coming of the rainy season.
E. Monitoring of the implementation of the disaster risk reduction projects and other
activities under this Order shall be done by the Central Office particularly the
Calamity/Disaster and Fire Control Group (CDFCG) care of the Office of the Director for
Administrative Service.
Table 2. Schools Staff Complement

Teachers Name Designation Grade Level

1. Alfred C. Agbayani Head Teacher III
2. Jeffrey A. Marigmen TIII Grade V and VI
3. Jennifer M. Saspa TI Kinder, Grade 1 and 2
4. Minda B. Bacsa TI Grade 3 and 4
5. Judeniel Perez AO II

Table 3. Stakeholder’s Capacity Assessment

STAKEHOLDERS CONTRIBUTION RESOURCES / SERVICES THEY

NAME TOWARDS DRRM PROVIDE
ACTIVITIES IN
SCHOOL
Suspend classes as needed, Allow
integration of DRRMC in any subject
areas,
conduct monitoring and evaluation of the
disaster reduction program, prepare
Division Level Supports the summary reports and submit to the office
implementation of the Regional Director
District Supervisor Supports the Monitor the mainstreaming of DRRMC
implementation
concepts in the school evaluate the
effectiveness of the mainstreaming
activities and consolidate and submit
report.
Head Teacher / Supports the Appoint alternate among other school
 Principal implementation personnel to assist the implementation of
DRRM.
GPTA Officials Supports the Call a meeting as part of Info –
implementation
Dissemination campaign
School Governing Supports the
implementation
Council

III. SCHOOL DEVELOPMENT PLAN FRAMEWORK

A. Development Plan Framework

B. Disaster Management Action Plan

Table 3. Disaster Management Action Plan

PROGRAM/ACTIVITY PERFORMANCE EXPECTED FUNDING TIME REMARKS

PROJECT INDICATOR OUTPUT FRAME
Active For
SDRRM
Organization of SDRRM readiness
Committee
SDRRM Committee MOOE June before
organized and
Committee with assigned typhoon
functional
roles season
Quarterly Conduct of Learners and MOOE Quarterly Drills
Earthquake and drills with staff are conducted
Fire Drills participation familiar with as
 evacuation
of all learners
and safety scheduled
and staff
procedures
Increased
awareness Can be
Orientation on
Number of and integrated
DRRM for
orientations preparedness MOOE July into
Teachers and
conducted among EPP/AP
Learners
learners and classes
staff
Availability
Emergency of first aid
kits prepared and MOOE, To be
Preparation of July-
and placed in emergency Donation replenished
Emergency Kits August
accessible supplies s annually
areas during
disasters
For early
Strengthened
Coordination with Meetings and warning
coordination
Barangay DRRM agreements None Ongoing and post-
during
and MDRRMO documented disaster
disasters
support
Clear
Evacuation
Development of evacuation
plan and map Update
School routes and
displayed in MOOE July yearly or
Evacuation Plan assembly
classrooms as needed
and Map points known
and offices
to all
DRRM Learners
For
concepts understand
Integration of Year- continuous
integrated into disaster None
DRRM in Lessons round DRRM
class preparedness
education
discussions practices
Continge
ncy Plan
A. EARLY WARNING PLAN

The Typhoon Level Early Warning Plan provides clear guidance for Camias Elementary
School on the actions to take based on PAGASA-issued typhoon signals. It ensures that
learners, teachers, and staff are prepared, informed, and protected by outlining appropriate
actions for each warning level, prioritizing the safety and well-being of the school
community during typhoons.

Table 4. Early Warning Plan in Typhon

TYPHON CRITERIA INTERPRET WARNING REQUIRED

LEVEL ATION SIGNAL ACTION
0 No typhoon Classes NONE Conduct classroom
warning Ongoing instruction as usual.
Continue monitoring
PAGASA advisories.
1 Signal No. 1 Public and 5 rapid whistle Suspend pre-school
raised in the area private pre- blows and kindergarten
school and classes. Alert parents
kindergarten for safe pick-up.
classes Secure learning
automatically materials and
suspended equipment.
2 Signal No. 2 Public and 10 rapid Suspend all classes.
raised in the area private pre- whistle blows Ensure learners return
school, home safely. Secure
kindergarten, school facilities and
elementary, and important documents.
secondary Monitor PAGASA and
classes LGU updates.
automatically
suspended
3 Signal No. 3 or All classes in all 15 rapid Suspend all classes
higher raised in levels and work whistle blows and office work.
the area in government Ensure the campus is
offices secured. Keep all
automatically personnel and learners
suspended at home for safety
until clearance is
given. Continue
 monitoring advisories
for post-typhoon
actions.

B. EARLY WARNING PLAN FOR EARTHQUAKE

The Early Warning Plan for Earthquake in Camias Elementary School ensures that learners,
teachers, and staff know the immediate actions to take before, during, and after an earthquake. It
outlines safety measures, warning signals, and clear evacuation procedures to minimize risks and
protect the school community, promoting a culture of preparedness and safety during earthquake
occurrences.

Table 5. Early Warning Plan for Earthquake

Earthquake
Intensity/Impac Criteria Interpretation Warning Signal Required Action
t
Conduct
classes as
No earthquake Normal
0 None usual; continue
occurrence operations
preparedness
education.
All learners
and staff
execute “Duck,
Cover, and
Shouting Hold” under
During Earthquake
Shaking felt “Duck, Cover, desks or sturdy
Earthquake occurring
and Hold” furniture, away
from windows.
Remain calm
until shaking
stops.
Post- 5%-10% of Specific 10 rapid Relocate
Earthquake school property classes/areas affected classes
 to safe areas
within the
school. Report
(Moderate
damaged unsafe whistle blows damage to
Impact)
authorities.
Monitor for
aftershocks.
Temporary
suspension of
classes for one
Post-
11%-20% of day for
Earthquake School may be 15 rapid
school property inspection and
(Severe unsafe whistle blows
damaged minor repairs.
Impact)
Communicate
with parents
and LGU.
Suspend
classes for two
or more days.
Secure the
school. Await
Post- 21% or more clearance from
Continuous
Earthquake of school authorities
Campus unsafe whistle and
(Critical property before
announcement
Impact) damaged resumption of
classes.
Coordinate
with LGU,
MDRRMO,
and DepEd.

C. COMMUNICATION PLAN
 The Communication Plan ensures that clear, timely, and organized information is
relayed before, during, and after a disaster or emergency in Camias Elementary School. It
outlines the flow of communication among the school, parents, barangay officials,
MDRRMO, and other stakeholders to facilitate quick decision-making and coordinated
response, ensuring the safety and accountability of all learners and staff during emergencies.

COMMUNICATION PLAN

Designated Receiver Public Schools District Supervisor

Jennifer M. Saspa 09173593072

Head Teacher III Jocelyn P. Balili

MINDA B. BACSA
Grade 2 and 3 Adviser

JEFFREY A. MARIGMEN
Grade 5 and 6 Adviser
 D. EVACUATION PLAN
The Evacuation Plan of Camias Elementary School provides clear procedures and designated safe
areas to ensure the orderly, safe, and quick movement of learners, teachers, and staff during disasters
and emergencies such as earthquakes, fires, and typhoons. It identifies evacuation routes, assembly
points, and responsibilities of assigned personnel to guide and monitor learners, ensuring
accountability and safety until the situation is declared safe by authorities.

Table 6. Evacuation Plan

GRADE LEVEL NO. OF POU-PULATION SAFE HOLDING AREAS POPULATION ALTERNATIVE REMARKS
TO EVACAUTE NOT AREAS
ACCOMODATED
PUPILS STAFF LOCATION CAPACITY

KINDER, Grade 1 23 1 ON THE OTHER If the whole school is

and 2 SIDE OF THE affected
ROAD
GRADE 3 and 4 10 2  Pupils who
lives nearby
will be sent
to their
respected
houses.

GRADE 5 and 6 13 1 MORE  Evacuate

THAN the others
100 to the
alternative
area.

E. EVACUATION MAP

The Evacuation Map of Camias Elementary School visually guides learners, teachers, and
staff on the designated safe routes and assembly areas to follow during disasters and
emergencies. It shows the layout of classrooms, pathways, exits, and identified safe zones
within and around the school premises, ensuring that all members of the school community
can evacuate safely, quickly, and in an organized manner during incidents such as
earthquakes, fires, or typhoons.
 Prepared and Submitted by:

JEFFREY A. MARIGMEN
School Disaster Coordinator

Certified True and Correct:

ALFRED C. AGBAYANI
Head teacher III

Noted by:

LULU B. DIAMNATE, PhD

Public Schools District Supervisor