Enabling environment

ENABLING ENVIRONMENT
Camp Tinio National High School, being one of the most important institutions where
learning takes place in the community, makes investments in prevention and preparedness a
necessary part of its systematic efforts to increase resilience to disaster, with the belief that
disaster risk reduction is vital for building a more equitable and sustainable future.
In unity with its stakeholders, various agencies and Local Government Units, and the
Department of Education, the school’s advocacies on risk reduction management are
strengthened every year.
CAMP TINIO NATIONAL HIGH SCHOOL:SECONDARY CATEGORY
PAGE 1 of 182 | Enabling Environment
1. Adopted/ adapted/ localized at least 3 existing policies relating DRRM/ CCA/
EiE in education/ school safety
In accordance with the Executive Order No. 137, s. 1999 declaring the month of July as
National Disaster Resilience Month, Camp Tinio National High School undertook and
participated in several activities that emphasized Disaster Risk Reduction and Management
(DRRM).
1. In accordance with the Executive Order
No. 137, s. 1999 declaring the month of July
as National Disaster Resilience Month, Camp
Tinio National High School undertook and
participated in several activities that
emphasized Disaster Risk Reduction and
Management (DRRM).
- 2018 NDRRMC Hiphop Awit
Competition
- 2018 Jingle Making Competition for
Teachers
For this year’s celebration of the
National Disaster Resilience Month, the
selected teachers of CTNHS joined, for the
first time, the Jingle Making Competition for
Teachers at SM Cabanatuan City, July 26.
They were also awarded as 2nd placer.

2. By virtue of DepEd Order No. 50, s.2011, Camp Tinio National High School under the
Schools Division Office, DepEd Cabanatuan City created the School DRRM Team to mitigate
and reduce the impact of a disaster to learners, employees and properties; to institutionalize
the culture of safety at all levels; to systematize protection of education investments; and to
ensure continued delivery of quality education services.
SCHOOL DRRM INCIDENT SYSTEM ORGANIZATION
3. CTNHS localized DepEd Order No. 50, series of 2011 entitled Creation of DRRM Office
to institutionalize the culture of safety at all levels, to systematize protection of education
investments and to ensure continued delivery of quality education services. It shall serve as
the focal and coordinative unit for DRRM-related activities. The DRRMO shall perform the
following specific functions:

a. Act as the focal point for the school in planning, implementing, coordinating and
monitoring of activities related to DRRM, Education in Emergencies (EiE) and Climate
Change Adaptation (CCA);
b. Develop and recommend policy standards and actions to school management on DRRM /
EiE /CCA matters;
c. Initiate and coordinate cooperation and collaborative activities with the national
government agencies (NGAs), non-government organizations (NGOs) and civil society
groups (CSGs), inter-agency and cluster groupings such as National Disaster Risk
Reduction Management Council (NDRRMC) Technical Working Group (TWG),
Education Cluster, Protection Group, among others, concerned with DRRM/EiE/CCA;
d. Develop and recommend policy actions to enhance the school’s resilience to disasters;
e. Create and operate an Emergency Operation Center (EOC) which will serve as the school’s
operating and responding facility during disasters; and
f. Serve as the clearinghouse for all DRRM-related transactions including production and
issuance of EiE/DRRM modules, distribution of school kits, and offering of emergency aid
or assistance.
4. Following the DepEd Order No. 23, series of 2015 which issues the enclosed Guidelines
on Student-Led School Watching and Hazard Mapping, CTNHS annually conducts the
Student-Led Watching which aims to instruct all public elementary and secondary schools in
the specific engagement of learners in identifying and addressing hazards and risks.

 Assists the Chairwoman in all of her functions;
 Performs the functions of the Chairman in case of absence/leave or
incapacity of the latter;
 Develops a disaster preparedness plan for the Department;
 Organizes and supervises the Disaster Operations Centre;
 Serves as overseer and evaluator during emergency/evacuation drills
and exercises; and
 Does related work as may be assigned by the Chairman.
2. Formed School DRRM Team, with a focal person and consisting of
personnel from different offices; with defined membership and roles and
responsibilities/ functions .
Every individual, as a part of the School’s DRRM Team has his/ her own
responsibilities to be carried out before, during, and after the calamity, hazard or disaster.
MARY JANE PASCUAL SANTOS Ph.D.
Responsible Official
 The Chairman shall establish policy guidelines and sets priorities in the
allocation of resources and services;
 Advises the leaders of the different action teams in accordance with the
information/advisory given by warning agencies like PAGASA and
PHIVOLCS of an impending occurrence of hazards and activates the
operationalization of the contingency plans;
 Announces the suspension of offices/and or classes on the basis of
advisories given by DepEd and by the warning agencies;
 Provides assistance to the National Disaster Coordinating Council on advocacy and
information dissemination campaigns on disaster risk reduction and management through
integration in the basic education curriculum;
 Ensures that disaster risk reduction concepts are being mainstreamed in the education
system and integrated in the basic education curricula;
 Ensures the provision of safe learning environment, child friendly spaces, alternative
learning activities to displaces families/individuals/schoolchildren housed in schools as
temporary holding centres;
 Activates the Disaster Operations Centre and authorizes the 24/7 services of pre-designated
officers and members of the concerned team;
 Convene and presides over meetings and conferences.
ABRAHAM B. RAMOS Ph.D.
Incident Commander
Under the supervision of the Management Committee SDRRMC Officer will be the
Warning, Disaster and Needs Assessment/ Damage Control, and the Security and Police
Teams.

DR. MARITES R. IBUYAT, HT III
Information Officer
 Provide warning in close coordination with National warning
agencies and through all available means, to areas threatened by slow
onset disasters like storms, typhoons and consequent flooding, providing
school officials, teaching and nonteaching personnel, and school children
a clear understanding of what to expect and advises on appropriate
precautionary measures to be undertaken;
 Alert available response agencies/unites at the division level and closely monitor the
conduct of disaster response operations, mobilizing additional resources available as may be
needed in the field; and
 Monitor the transition from emergency response and relief to recovery phase.
LIBERTY T. REPATO, HT III
Liaison Officer
 Evaluates crisis situations and determines courses of actions to be
followed, and formulates guidelines in assessing the situation;
 Assesses information and advises the Chairman of SDRRMC on
possible measures to be undertaken in order to lessen the impact of the
crisis;
 Submits recommendation for allocation of needed resource;
 Coordinates the plans and actions of the Group with the proper
authorities whenever a crisis occurs;
 Monitor the probable consequences of potential, on-going and past disasters or emergency
situation around the country in close coordination with internal and external stakeholders in
education;
 Coordinate pre-defined pre and post disaster operational activities being undertaken by
relevant agencies and ensure that all key actors are taken on board;
 Initiate and lead the conduct of a multi-agency damage and needs assessment mission as the
post disaster situation warrants;
 Facilitate the conduct of a multi-agency debriefing of past disaster situation to look into
areas of strength and areas for improvement;
 Does related work.
LEONEIL M. CASTRO, MT I
Operations Chief
The Command Post Operation Centre shall organize and
supervise the evacuation, search and rescue, fire suppression, and shall
have the following duties and responsibilities:
 Determines courses of action to be taken based on the
recommendations of the Management Committee SDRRMC officer;
 Determines the type of action units to be utilized whenever there is a
crisis;
 Maintains and/or supervises programs of operations and determines the necessity of
utilizing additional action units;
 Coordinates with the Management Committee SDRRMC officer the operations being
undertaken and those to be implemented.

BIEN R. MONTEVIRGEN, HT III
Safety Officer
 Calls the local police of threats received, through telephone or any
other means of communication and reports the matter to the SDRRM
Chairman/ Chairwoman;
 Assists the police in conducting any operations;
 Secures the area and the entire school premises;
 Provides for personnel and vehicle movement control and open all exit routes;
 In case of fire, assigns a sub-group to the fire scene and coordinate with the fire suppression
team to prevent looting and apprehend looters;
 Assigns a sub-group to the evacuation area to secure the properties and individuals
evacuated.
 Systematically stores properties brought to the evacuation area and safeguard their release
to their respective owners after the fire. Sees to it that all evacuated equipment and
documents are returned to their respective sections/owners.
 Maintains a guarding system for personnel, materials and other installations;
 Makes an inventory of the returned documents/equipment and submits a report of losses/
damages to the Vice Chairman, who shall in turn submit the same to the Office of the
Secretary being the Chairman.
JOHNNELL C. ESQUIVEL, T III
Search and Rescue
 Locates/Removes injured or trapped persons in the area in
coordination with SAR skilled agencies/groups;
 Organizes and trains the search and rescue teams provided for in the
emergency plan;
 Obtains appropriate equipment for search and rescue operations;
 Coordinates with concerned agencies on matters relative to search and
rescue operations; and
 Coordinates with agencies/organizations/with specialized skills on search and rescue for
possible deployment to areas covered by the school during emergency situation.
CHITO C. RAMOS, T I
Fire Fighting Team Leader
 Organizes fire-fighting teams/brigades for initial firefighting
deployment;
 Provides fire-fighting instructions through locally available sources;
 Ensures that fire fighters know their stations and locations of fire-
fighting equipment in the area;
 Deploys fire fighting personnel to fire affected areas;
 Coordinates with the Bureau of Fire Department on matters related to fire suppression;

 Maintains network with fire suppression agencies and organizations for joint trainings and
fire suppression skills;
 Sets on the fire alarm in case of fire;
 Assesses the nature of fire and suppress it by using the appropriate fire extinguishers
available or by practical means of putting it off such as wet jute sacks;
 Prevents the spread of fire by shutting off all ventilators and witching off all electrical
breakers in the building;
 Alerts all office personnel in case evacuation is necessary;
 Maintains order and take control of FIRE EXITS to avoid crowding and confusion of
occupants. Fast and orderly movement towards the fire exit must be achieved;
 Assists firemen in clearing safe routes/roads for fire trucks and fire hoses; and
 After the fire, perform the following work:
- Repair/replace all damaged fire-fighting equipment;
- Return and make an inventory of all fire-fighting equipment;
- Refill all fire exhausted fire extinguishers;
- Assess the extent of damage, and
- Prepare a report of fire damages.
KAREL A. BARROCAN, T III
Psychosocial Assistance
 Provide psychological and emotional readiness to learners and school
personnel through orientations and other forms of information
dissemination of what to do before, during, and after a disaster;
 Develop tools and manuals, and training programs in Psychological
Intervention as one of the means of addressing the needs not only of the
teachers but of the learners and other personnel as well on how to stay
calm amidst hazards and disasters;
 Assist the victims and provide group and individual counselling
sessions, according to the identified needs;
 Guide the design and support facilitation of collective social activities for learners and
personnel;
 Report on special needs cases and advise on type of assistance, following discussion with
beneficiaries.
 Refer – in coordination with the Protection and/or Legal Officers – protection cases to
relevant partners for adequate assistance, and update the database on cases referral and
follow up;
 Prepare psycho-social assessments and reports to facilitate the production of an internal
analysis report;
 Contribute to capacity building of local organizations, community groups, and stakeholders
on psychosocial needs and activities for beneficiaries;
 Advocate on behalf of victims, make direct interventions with other actors or other
organizations, where appropriate;
 Organize, lead, and participate in awareness raising activities related to protection and
access to services.
ARTEMIA A. AVILA, MT I
Medical Team Leader
 Arrange with government health agencies like Department of Health or
other sources for first aid and medical self-help training;
 Supervise the selection of first aid or medical treatment areas;
 Directs first aid or medical self-help operations and control the access
to medical supplies;

 Arrange with government health agencies like Department of Health or other sources for
first aid and medical self-help training;
 Supervise the selection of first aid or medical treatment areas;
 Directs first aid or medical self-help operations and control the access to medical supplies;
 Establishes policies and rules governing the emergency treatment of badly injured
persons;
 Maintains an adequate sanitation and hygienic standards and deals with matters related to
emergency services;
 Monitors the storage and handling of medicines, goods, food and drinking water in
coordination with concerned agencies;
 Does related works as the need arises.
SONIA B. SANTIAGO, MT I
Logistics Chief
 Systematically evacuates personnel, students and properties during
emergency situations;
 Upon receipt of information from the Communication and Warning
Team on the need to evacuate, the team shall immediately establish an
evacuation area and take charge of evacuation in the following order of
priority:
- Occupants of the building, especially the injured;
- Valuable documents and records of the office;
- Personal belongings of personnel;
- Office equipment and other movable facilities;
 Receives evacuees/victims from the evacuation service leader;
 Provides housing for displaced persons/evacuees during emergency;
 Organizes evacuees into work brigades/committees;
 Ensure proper camp management of resources guided by the Minimum Standards on
Education in Emergencies;
 Coordinates with concerned agencies on the provision of supplies and relief goods to
displaced learners and personnel covered by the school’s responsibility;
 Supervises relief operation, establishes relief and supply areas and consolidates list of
recipients and supplies/relief goods still needed by evacuees;
 Coordinates and maintains an effective networking system with donor communities to
complement, harmonize and synchronize humanitarian assistance and support during
emergency situation;
 Determines the extent and kind of assistance to be provided to displaced families and
individuals in the evacuation centres and source funding assistance.
ANA MARIE M. FERIA, AO II
Admin & Finance
 Conducts inventory and stockpile of available resources.
 The team shall take charge of fund sourcing activities both from
internal and external stakeholders of education;
 Maintains an inventory of non-perishable goods and makes these
available during emergency situation; and
 Facilitate release of financial humanitarian assistance during
emergency situation and ensures its transparency, accountability and
timeliness;
 Provides accounting and auditing rules and regulations relative to fund utilization in
coordination with concerned agencies; and
 Does related work.

3. Has a comprehensive school DRRM Plan, which includes CCA and EiE
measures, covering risk assessment, risk reduction, and rehabilitation and
recovery
Reducing disaster risks confronting the education sector is paramount to Camp Tinio
National High School’s belief that planning for natural disasters and emergencies is something
that every educational institution must consider. The steps below summarize the DRRM Plan
of the school as stated on the attached document.
STEP 1: ASSESS (Know Your Risks)
This step guides the knowing and understanding of risks which may affect learners and
teachers.
a. Student-led School Watching and Hazard Mapping (DepEd Order 23 s 2015)
b. Community Hazard Maps
c. Building Inspection including Fire Safety
d. Basic Education Profile
e. School Risk Assessment
STEP 2: PLAN (Reduce your Risks, Prepare to Respond, and Ensure Education
Continuity)
This step involves the formulation of strategy, addressing identified risks and
establishment of protocols which will be implemented before and during disasters including
ensuring education continuity.
a. Integration of DRRM in the School Improvement Plan
b. Set up the School DRRM Team
c. Brigada Eskwela: School Safety and Preparedness Checklist (DM 41, s 2015)
d. Early Warning Systems
e. Scan Then Upload Documents and Instructional Materials to Available Free Online
Facilities
f. Update and Post Emergency Numbers
g. Establish a School Reunification Plan
h. Education Continuity Plan: Identification of Temporary Learning Spaces and Resumption
Strategies
i. Evacuation Protocols, Including Evacuation Procedures for Elderly, Young Children and
Persons with Disabilities
j. Continuously Conduct Multihazard Drill and Evacuation Procedures
k. Family Preparedness Plan
STEP 3: IMPLEMENT YOUR PLAN AND BE FLEXIBLE
This step provides a list of things to consider in response to and early recovery in basic
education.
a. Immediate Monitoring of the Effects of the Hazard
b. School Personnel Tracking
c. Student-Family Reunification Protocol
d. School Clean-Up
e. Setting Up of Temporary Learning Spaces and Use of Schools as Evacuation Centers
f. Resumption of Classes
g. Learning Materials
h. Provision of Psychosocial Support
ANNEX A1

4. School budget supports regular DRRM activities
Maintaining safety doesn’t only require physical assistance and a task force. Every
program needs an allocated fund for implementation and maintenance. The selected parts of
the Annual Implementation Plan below shows that there is an allocated budget each for Junior
and Senior High School Department to support all the projects and programs of the SDRRM
coming from the school’s MOOE (Maintenance and Other Operating Expenses).
A. Senior High School
1. School Disaster Risk Reduction Management 61, 200 php
2. Repairs and Maintenance 165, 000 php
B. Junior High School
1. School Disaster Risk Reduction Management 85, 000 php
2. Repairs and Maintenance 203, 584. 10 php
5. Conducted student-led school watching and hazard mapping (DO 23,
s.2015) and involved students in DRRM planning
Learner’s engagement is an important factor in mainstreaming DRRM. The ability to
identify hazards at the school environment will allow students to understand possible threats to
their safety. Because of this, Camp Tinio National High School annually conducts student-led
school watching.
This year, the activity was done by 10 student leaders from different school
organizations. Mr. Herbert T. Bautista, SDRRM Support Team Leader was assigned as
moderator and facilitator of the task. Starting with an orientation, the team then walked
through school premises checking important places. The student-led watching activity was
concluded by a discussion among the members and the facilitators. Student’s reports based on
the said discussion were then handed over to the SDRRM Incident Commander, Dr. Abraham
B. Ramos.
STEP 4: MONITOR, EVALUATE AND REPORT
This step puts importance in assessing the execution of plans and protocols and
sharing of experiences and practices.
a. Review Implementation of Safety and Preparedness Measures and Protocols
b. Integrate the Assessment Results in School Planning
c. Learn from Past Disasters
d. Monitor, Evaluate, and Report Interventions Before, During, and After a Disaster
ANNEX A2: ANNEX A3

6. Incorporated results of student-led school watching and hazard mapping in
the school DRRM Plan and School Improvement Plan or SIP
As a CHILD FRIENDLY SCHOOL and LEARNER-CENTERED PUBLIC
INSTITUTION, CTNHS is an institution that recognizes and respects the range of rights of
children not just in education but their rights to be healthy, to be given opportunities for play
and leisure, to be protected from harm and abuse, to express their views freely, and to
participate in decision-making according to their evolving facilities.
In order to exercise their rights, the school incorporates the results of the annual
student-led school watching activity to the SDRRM Plan. This year, the discussion focused on
the improvements of the facilities for DRRM. The main reason why one of the future plans of
the SDRRM focused on putting up a DRRM Office and DRRM mural along the school’s
covered path walk in order to spread awareness regarding the active participation of the school
in DRRM activities.
7. Data collection and consolidation of programs and activities on DRRM,
covering the three pillars to monitor the results and impact exist .
Camp Tinio National High School Disaster Risk Reduction Management Committee
doesn’t only implements programs and conducts drills in preparation for disaster. The team is
also organized to maintain a safe and secure environment covering the three pillars in the
different periods of disaster. Just like how all the existing programs and projects are being
implemented in relation to the school’s DRRM, data and results are collected, consolidated,
and assessed in order to make reports in monitoring the school’s resiliency. The following are
the tasks formed based on the results of data collection, consolidation, and assessment.
PILLAR 1: SAFE LEARNING ENVIRONMENT
Prevention and Mitigation
 assess existing hazards in schools;
 assess availability/ absence of evacuation plan/ safety measures (i.e. fire exit signs, fire
extinguishers, ramps, hallways);
 close monitoring of safe site selection and construction of new school buildings
Preparedness
 maintain and disseminate relevant and updated emergency hotlines to students and early
warning system to school personnel
Response
 inspection of school planning team/ division engineer to assess the building stability

Recovery and Rehabilitation
 spearhead conduct of detailed assessment of damages
PILLAR 2: SCHOOL LEARNING ENVIRONMENT
 strengthen existing program: Brigada Eskwela, Road Safety, Greening Program;
 conduct School Led Hazard Mapping;
 provide capacity-building for school personnel, school heads, and teachers on DRRM
Preparedness
 organize the SDRRM team to support the implementation of SDO DRRM;
 disseminate and implement disaster preparedness measures to schools, including but not
limited to multi-hazard drills;
 maintain close coordination and collaboration with Barangay DRRM and local DRRM
Council (CESAR Team) on the conduct of preparedness activities and on response needs
Response
 activate the Emergency Operations Center;
 coordinate with concerned agencies (i.e. CESAR Team, AFP, BFP, DSWD) for identified
needs
 monitor and prepare report on the effects of hazards;
 submit reports in the online RADARs and Division Office
PILLAR 3: DRR in EDUCATION
 spearhead conduct of annual student-led risk identification and mapping in the school;
 extend Teacher’s Assistance for student-led school hazard mapping
 coordinate with Head Teachers per area and discuss how DRR can be integrated in the
subjects;
 integrate DRRM during the SIP preparation of schools
Preparedness
 ensure the availability of possible TMs and alternative delivery modes of education;
 ensure availability of LMs that can be used during prolonged class disruptions due to
disasters and/ or emergencies;
 ensure availability of updated baseline data of the school;
 maintain safekeeping of students and school personnel records
Response
 ensure tracking of all school personnel during disasters and/ or emergencies
 monitor effects of hazard to schools, including those used as evacuation centers;
 support schools in establishing and managing evacuation sites;
 conduct psycho-social interventions to affected students, personnel (stress debriefing)

8. Rapid Assessment of Damages Report (RADAR) is submitted to Central
Office, within 72 hours after the onslaught of a hazard in the area .
September 14, 2018
9. 100% completion of DRR related questions in the EMIS/ EBEIS
School Disaster Risk Reduction Management Council’s responsibility is not limited to
preparation in case of hazard/ disaster. It continues to way beyond that point. So, the school’s
Information and Communications Technology (ICT) Coordinator ensures that necessary reports
are submitted to higher offices in order to communicate damages and give immediate response.
Enhanced Basic Education Information System (EBEIS) is just one of the online
systems each and every school needs to accomplish at the beginning of the school year to
ensure the learners’ enrolment and inventory of school facilities. This way, the school will
be able to monitor and avoid liabilities in times of hazard/ disaster.
Just like any other institutions, the school needs a helping hand in strengthening its
programs on disaster and risk reduction management. Thus, we do not stop seeking for
partnership with different government organizations to which we can ensure commitment
and passion in equipping the school community of knowledge in times of risk and disaster.
The school has very diverse implementing partners for this contingency plan from
the BDRRMC to the CDRRMC, from PNP, BFP to AFP, from NGO’s and other
organizations.
10. School has partnerships that could be tapped to support its DRRM
programs and activities, including those during and after a disaster

PARTNERS SPECIFIC ROLE/SUPPORT OF PARTNER
BDRRMO Search, Rescue & Retrieval Operations
CDRRMO
Lead ICS
Camp management
Search & rescue
Network & Communication
DSWD Provide relief goods, supplies and other basic necessity
AFP- 7th Infantry Divi-
sion TRADOC, 3RD
RCDG, ARESCOM
Lead in all aspects of search, rescue and retrieval operations /
Technical assistance
BFP
Immediate response team during disaster / Technical Assis-
tance
PNP
Immediate response team during disaster / Technical Assis-
tance
Red Cross-NE
Immediate response team during disaster/ first aid and technical
assistance
PAGAS Rescue Search, Rescue & Retrieval Operations

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