# Super El Niño 2026: A School Head's Continuity Guide

DepEd's El Niño rules for 2026, DM 064, s. 2026, read with DO 022 and DO 014: what school heads do on heat, class suspension, water, feeding and learning.

This is the Markdown copy of [Super El Niño 2026: A School Head's Continuity Guide](https://nash.com.ph/blog/el-nino-2026-school-heads-learning-continuity), an article on the NASH Reviewer Blog by Mark Anthony Llego, published Oct 30, 2026, updated Nov 4, 2026. Topics: School leadership. NASH Reviewer is an independent practice platform not affiliated with DepEd, BHROD, or NEAP.

DepEd's El Niño guidelines for 2026, issued as [DepEd Memorandum No. 064, s. 2026](https://www.deped.gov.ph/2026/10/26/october-26-2026-dm-064-s-2026-anticipatory-action-preparedness-and-protective-measures-for-the-2026-2027-super-el-nino/) on October 26, 2026, tell every school head what to do before and during the 2026–2027 Super El Niño. The memorandum covers heat, water, fire, food, energy and learning continuity. It works through two orders that school heads already use: [DepEd Order No. 022, s. 2024](https://www.deped.gov.ph/2024/12/23/december-23-2024-do-022-s-2024-revised-guidelines-on-class-and-work-suspension-in-schools-during-disasters-and-emergencies/), on class and work suspension, and [DepEd Order No. 014, s. 2026](https://www.deped.gov.ph/2026/06/04/june-4-2026-do-014-s-2026-guidelines-on-learning-continuity-in-emergencies/), on learning continuity in emergencies. Read together, the three set the steps below for a public school.

It is written for teachers preparing for the National Assessment for School Heads (NASH), for newly designated school heads, and for [teachers-in-charge](https://nash.com.ph/blog/principal-head-teacher-teacher-in-charge), who carry the same duties in schools without a principal. The Philippine Professional Standards for School Heads (PPSSH), adopted through [DepEd Order No. 024, s. 2020](https://www.deped.gov.ph/2020/09/07/september-7-2020-do-024-s-2020-national-adoption-and-implementation-of-the-philippine-professional-standards-for-school-heads/), expect a Career Stage 1 school head to "Demonstrate knowledge and understanding of laws, policies, guidelines and issuances on managing school safety for disaster preparedness, mitigation and resiliency in ensuring continuous delivery of instruction" (indicator 2.5.1). The El Niño issuances are those laws, policies and issuances, applied to one hazard.

## Key points

- **DM 064, s. 2026 gave schools five calendar days from issuance to assess their El Niño risk.** All schools and community learning centers (CLCs) use the risk assessment tool in Annex A. Counted from October 26, 2026, the five days ran to October 31, 2026; a school that has not finished should finish now.
- **Extreme heat does not suspend classes by itself, but it requires action at once.** "Extreme heat conditions shall not automatically result in class suspension." At a heat index of 33°C or higher, or when learners show signs of heat illness, act at once: Section 6.1 requires heat-protection measures at all times and, where they "cannot maintain safe learning conditions", immediate protective action, without waiting for a declaration. Under DO 022, s. 2024, the school head may then suspend classes with the necessary coordination with the local chief executive (LCE) and the schools division superintendent (SDS).
- **The classroom heat index guides the learning continuity level.** DM 064, s. 2026 links four heat index bands to the four levels of DO 014, s. 2026: *Hayo*, *Hinay*, *Hinga* and *Hinto*. Classrooms are read at least three times a day: 8:00 a.m., 12:00 noon and 2:00 p.m.
- **Update the plans you already have.** DepEd says "do not create parallel plans or reports when existing mechanisms can serve the purpose". The school head updates the Learning and Service Continuity Plan (LSCP), the disaster risk reduction and management (DRRM) plans and the emergency communication procedures.
- **Families pay nothing extra.** Schools may not require families to buy devices, connectivity, printed materials, drinking water, cooling equipment or special attire as a condition for instruction or assessment.
- **Drinking water comes only from safe, verified sources.** Conservation may not compromise drinking water, sanitation, menstrual hygiene, handwashing or school feeding, and schools may buy water filtration kits.
- **Research on crisis leadership points to care and clear communication.** Striepe et al. (2023) report that school leaders in Australia, Fiji and New Zealand put well-being and clear, timely communication at the center of their crisis response.

## What is DM 064, s. 2026?

DM 064, s. 2026, "Anticipatory Action, Preparedness, and Protective Measures for the 2026–2027 Super El Niño", is dated October 26, 2026 and was signed by the Undersecretary and Chief of Staff by authority of the Secretary. It is addressed, among others, to "Public and Private Elementary and Secondary School Heads". Its enclosed guidelines carry two annexes: an El Niño risk assessment tool (Annex A) and a guide to computing the classroom heat index (Annex B).

The memorandum rests on the weather agency's advisory, not on a forecast of DepEd's own. DOST-PAGASA, "through El Niño Advisory No. 5, issued on October 7, 2026, reported strong to very strong El Niño conditions in the tropical Pacific, which may reach their peak before the end of 2026 and may persist until the first half of 2027." These conditions "increase the likelihood of below-normal rainfall, dry spells, and drought in parts of the Philippines, with varying impacts across regions." Under [DepEd Order No. 009, s. 2026](https://www.deped.gov.ph/2026/04/16/april-16-2026-do-009-s-2026-guidelines-on-the-implementation-of-the-three-term-school-calendar-in-basic-education/), School Year 2026–2027 runs from June 8, 2026 to April 8, 2027; Term 2 ends on December 18, 2026 and Term 3 starts on January 4, 2027. If the conditions last as long as the advisory says they may, they would cover the rest of Term 2 and all of Term 3.

Its key term comes from [Republic Act No. 12287](https://lawphil.net/statutes/repacts/ra2025/ra_12287_2025.html), the Declaration of State of Imminent Disaster Act: anticipatory action "refers to action taken to reduce the adverse humanitarian and other impacts of a forecasted hazard before it occurs or before its most acute impacts are felt." The guidelines apply to DepEd offices, public schools and CLCs, and put into practice [RA 10121](https://www.officialgazette.gov.ph/2010/05/27/republic-act-no-10121/), the Philippine Disaster Risk Reduction and Management Act of 2010, [RA 9729](https://lawphil.net/statutes/repacts/ra2009/ra_9729_2009.html), the Climate Change Act of 2009, and [RA 10821](https://lawphil.net/statutes/repacts/ra2016/ra_10821_2016.html), the Children's Emergency Relief and Protection Act.

All covered offices and schools "shall be guided by the following principles":

> - "Act early using official forecasts, localized risk information, and actual school conditions."
> - "Protect life, health, dignity, inclusion, and access to education, giving due consideration to learners and personnel who face heightened risks."
> - "Use existing plans, assessment tools, referral pathways, and reporting systems wherever practicable; do not create parallel plans or reports when existing mechanisms can serve the purpose."
> - "Take urgent protective action without waiting for routine reporting or administrative consolidation."
> - "Use public funds and resources only for authorized purposes and in accordance with applicable budgeting, procurement, accounting, auditing, safety, and data privacy requirements."

The memorandum sets four priorities: curriculum integration through climate change education; service continuity planning "through heat-risk monitoring and flexible scheduling"; infrastructure and health "through school water-security plans, adequate hygiene supplies, protected outdoor activities, and School-Based Feeding Program contingency plans"; and the prepositioning of modular learning resources. Its implementation "shall be consistent with" DO 022, s. 2024 and DO 014, s. 2026. It stays in effect "until the release of the DOST-PAGASA Final Advisory announcing the end of the 2026–2027 El Niño, or until otherwise revoked or superseded by subsequent DepEd issuances."

The start date is less clear. The effectivity clause of the guidelines (Section XI) says they "shall take effect immediately upon its approval, issuance, and 15 days after its publication in the Official Gazette or a newspaper of general circulation", which names two starting points. The risk assessment does not depend on it: by its own terms it "shall commence upon issuance of these Guidelines and shall be completed within five calendar days therefrom." Counted from the October 26, 2026 issuance, the five days ran to October 31, 2026. A school that has not yet finished its assessment is past that window and should complete it without further delay.

## What the 2026 El Niño means for DepEd schools: heat, water, health and food

The memorandum names the hazard's effects in one sentence: "The anticipated El Niño poses interconnected risks to the basic education sector, particularly through prolonged heat exposure, water scarcity, disruptions to water, sanitation, and hygiene services, increased fire hazards, potential food and energy supply constraints, and adverse effects on learner and personnel health and well-being." It calls El Niño "a slow-onset climate hazard", and because the hazard builds over time, it directs schools "to undertake protective actions before anticipated conditions escalate".

| Risk | What the school checks (Section 4.1) | Where the guidelines address it |
|---|---|---|
| Heat | Heat exposure, classroom ventilation, shade, occupancy, condition of facilities | 6.1 Heat protection; 6.2 Health; 6.8 Attire |
| Water and WASH | Supply reliability, safe drinking water, storage, sanitation, handwashing | 6.3 Water security and WASH |
| Fire and power | Fire hazards, electrical safety, power interruptions, energy-dependent services | 6.4 Fire safety; 6.5 Energy security |
| Food | Food supply, supplier reliability, delivery, storage, prices, continuity of school feeding | 6.6 School-Based Feeding Program (SBFP) |
| Learning | Effects on teaching and learning, attendance, learner welfare and school services | V Learning and service continuity |

### Learners and personnel at heightened risk

"School heads, through existing school Disaster Risk Reduction and Management (DRRM) teams and appropriate personnel, shall identify learners and personnel who may need additional protective measures." Health, disability and nutrition data are collected "only when necessary for protective action, service delivery, or lawful reporting" and protected under [RA 10173](https://lawphil.net/statutes/repacts/ra2012/ra_10173_2012.html), the Data Privacy Act of 2012. Those at heightened risk get reasonable accommodations, "including access to rest, cooler spaces, hydration, and modified physically demanding activities." The school's standing duties to learners continue; the guide to [child protection and anti-bullying duties](https://nash.com.ph/blog/child-protection-anti-bullying-school-heads) covers them.

### Health, first aid and referral

The school head "shall verify the availability of basic first-aid supplies, emergency contacts, referral arrangements, and procedures for responding to heat-related illness", and "Parents or caregivers shall be notified when a learner requires medical attention." This year's school health guidelines, [DepEd Memorandum No. 059, s. 2026](https://www.deped.gov.ph/2026/09/28/september-26-2026-dm-059-s-2026-guidelines-on-the-delivery-of-school-health-services-for-school-year-2026-2027/), do not mention heat or El Niño, but two of their rules help: every school keeps "Referral Mechanisms and Protocols" and a directory of local health providers, and the baseline nutritional assessment lists the SBFP beneficiaries, where a school finds the "nutritionally at-risk learners" DM 064, s. 2026 asks it to protect. Few schools have their own health staff; the report on [school counselors, nurses and librarians](https://nash.com.ph/blog/deped-school-counselors-nurses-librarians-sy-2023-2024) finds a nurse position in 0.8% of public schools in SY 2023-2024.

## What the school head does: before, during and after the El Niño

The steps follow DM 064, s. 2026, DO 014, s. 2026 and DO 022, s. 2024 in the order a public school meets them.

| # | Phase | What the school head does | Issuance |
|---|---|---|---|
| 1 | Before | Assess the school's El Niño risk with the school DRRM team, using Annex A, within five calendar days of issuance (to October 31, 2026, counted from October 26) | DM 064, s. 2026, Sec. 4.1 |
| 2 | Before | Identify learners and personnel at heightened risk, collecting only the data needed | DM 064, s. 2026, Sec. 4.1 and X |
| 3 | Before | Install thermometers with hygrometers in "a representative sample of classrooms"; record readings at least three times a day; submit them daily to DepEd's Disaster Risk Reduction and Management Service (DRRMS) | DM 064, s. 2026, Sec. 6.1 and Annex B |
| 4 | Before | Update the LSCP, DRRM plans and emergency communication procedures, with learning arrangements for each key stage at each level; inform "all personnel, learners, and parents/guardians" | DM 064, s. 2026, Sec. 4.2; DO 014, s. 2026, paras. 25–27 |
| 5 | Before | Check water, fire, power and feeding risks; put feeding contingencies into existing SBFP plans | DM 064, s. 2026, Sec. 6.3–6.6 |
| 6 | Before | Stock Learning Activity Sheets (LAS), learning packets and emergency learning kits | DM 064, s. 2026, Sec. 5.2.3; DO 014, s. 2026, para. 30 |
| 7 | Before | Activate learning action cells (LACs) to reorient teachers on "scenario-based learning management, flexible instructional delivery, quick learning checks or rapid formative assessment techniques, and teacher mental health and psychosocial well-being" | DM 064, s. 2026, Sec. 5.2.4 |
| 8 | Before | Send gaps the school cannot fill to the SDO, with the risk, the intervention needed, its urgency and the consequences if unresolved; the SDO validates "within three working days from receipt" | DM 064, s. 2026, Sec. 4.2 and 6.7 |
| 9 | During | Apply heat protection daily (ventilation, shade, drinking water, no strenuous outdoor activity when unsafe); when measures cannot keep conditions safe, act immediately, without waiting for a suspension, and coordinate with the SDO and LGU | DM 064, s. 2026, Sec. II and 6.1 |
| 10 | During | Decide the learning continuity level from the heat index and actual conditions; coordinate any school-level suspension with the SDS and the LCE; notify the SDS immediately of a suspension and its reason | DM 064, s. 2026, Sec. 5.2.2; DO 022, s. 2024, Sec. III.5.h and IV |
| 11 | During | Report the level on the EiE: Learning Continuity dashboard mobile application "within the first 12 hours of any disruption"; the system also accepts reports "at 24-hour intervals until the school has transitioned back to *Hayo*" | DO 014, s. 2026, paras. 44 and 51 |
| 12 | During | Without earlier distribution, give "a week's worth of printed materials and emergency learning kits" before learners are sent home | DO 014, s. 2026, para. 47 |
| 13 | During | Run the emergency call tree; report incidents and gaps; safekeep school property | DO 014, s. 2026, para. 50; DM 064, s. 2026, Sec. 9.1; DM 072, s. 2025 |
| 14 | After | Return to *Hayo* gradually: teachers fit to return, "structured remediation and foundational skill recovery measures", "simple, non-graded formative assessments and diagnostic learning checks" | DO 014, s. 2026, paras. 59–62; DM 064, s. 2026, Sec. 9.2 |
| 15 | After | Schedule make-up classes if class days fall below 90% of contact days; reschedule affected periodical exams, now the term examination under DO 015, s. 2026 | DO 014, s. 2026, paras. 68 and 70; DO 015, s. 2026, Annex A, paras. 14 to 16 |
| 16 | After | Have the school DRRM coordinator file the incident management report (consolidated to the SDO each term); record every expenditure; revise the LSCP | DO 014, s. 2026, paras. 73–78; DM 064, s. 2026, Sec. 9.5 |

The [learning action cell guide](https://nash.com.ph/blog/deped-learning-action-cell) explains how to run the LAC sessions in step 7, and [DepEd Memorandum No. 072, s. 2025](https://www.deped.gov.ph/2025/08/26/august-25-2025-dm-072-s-2025-safety-learning-continuity-and-safekeeping-of-school-properties-during-disasters-and-emergencies/) sets the safekeeping and reporting duties in step 13 for every disaster and emergency.

### The El Niño risk assessment (Annex A)

Annex A is a one-page table that the school DRRM coordinator fills in. It rates seven metrics "10-8 (Low), 7-4 (Medium), 3-1 (High), with 10 as the perfect score (lowest risk)": El Niño risk governance, water supply availability, electricity and power redundancy, classroom thermal safety and ventilation, fire hazard prevention, learning continuity systems, and the School-Based Feeding Program. For each, the school checks what it already has, such as thermo-hygrometers, water retention facilities and alternative water sources, off-grid power, first aid for heat stress, and "Pre-arranged agreements and prepositioning of ready-to-eat/food packs". The first row treats the lack of a specific El Niño contingency plan as a vulnerability, while the guiding principles forbid parallel plans; Section 4.2 reconciles the two by putting the El Niño content into "existing" LSCPs and DRRM plans.

### Measuring the classroom heat index (Annex B)

Citing an earlier directive on classroom thermometers (Memorandum No. DM-OUOPS-2025-07727), DM 064, s. 2026 says "school heads shall ensure that classrooms are equipped with calibrated thermometers with hygrometers to monitor actual temperature and humidity levels." The heat index found through Annex B "shall be the basis for decisions on school-level suspension and the shift to appropriate distance learning modalities."

Annex B asks for readings "at least three (3) times daily: at 0800H in the morning (8:00 a.m.), 1200H at noon (12:00 p.m.), and 1400H in the afternoon (2:00 p.m.)", in degrees Celsius, from devices kept out of direct sunlight. Round the temperature and humidity to the values in the DOST-PAGASA Heat Index Chart printed with the memorandum, find where the temperature row meets the humidity column, and submit the data daily to the DRRMS. The annex's own example: a room at 30.3°C and 79% humidity rounds to 30°C and 80%, which gives a heat index of 37°C. That is the 33°C to 41°C band, *Hinga* (Extreme Caution), although the thermometer shows only 30°C.

## Can a school head suspend classes because of heat?

Yes, but not automatically and not alone. The rule comes from three issuances.

**Heat does not suspend classes automatically.** DO 022, s. 2024 says: "There will be no automatic suspension of classes due to Extreme Heat Conditions. However, in case of unbearable heat, the LCE may still exercise its authority to facilitate localized class suspension based on the situation in their localities. The SDS shall coordinate with the LGUs for localized school suspensions". DM 064, s. 2026 repeats that "Extreme heat conditions shall not automatically result in class suspension", and DO 014, s. 2026 says the same at the *Hinay*, *Hinga* and *Hinto* heat levels in its Annex A.2, even at *Hinto*.

**The school head may suspend locally, with coordination.** Under DO 022, s. 2024, "In case there is no automatic suspension of classes and in the absence of a declaration from the LGU, the school heads, or the district or division ALS coordinator, may suspend classes and work in the cases listed below, provided that there is the necessary coordination with the LCE and SDS". One listed case is "In case the temperature in classrooms or learning spaces is not conducive to learning and affects the health and safety of the learners and teachers". A water outage is not named, but the last item covers "other calamities, emergencies, and hazards not enumerated above", and DM 064, s. 2026 names "drought, water shortages, and other El Niño-related disruptions" among the causes of suspension. DM 064, s. 2026 adds: "In cases of unbearable heat, even when the heat index has not reached the **Danger and Extreme Danger** threshold mentioned above, the school authority may still suspend classes based on the prevailing conditions in their localities. The school head shall coordinate with the SDS for school-level suspension and shift to appropriate distance learning modalities."

**The school head reports.** "School heads shall immediately notify their respective SDS of the suspension of classes and/or work, including the reason for such suspension," and send a quarterly report to the SDS through the School Governance and Operations Division (SGOD).

| Who | What they may do on heat | Source |
|---|---|---|
| Local chief executive | Facilitate localized class suspension in case of unbearable heat | DO 022, s. 2024, Sec. III.5.e |
| Schools division superintendent | Coordinate with LGUs for localized school suspensions | DO 022, s. 2024, Sec. III.5.e |
| School head | Suspend classes when classroom temperature harms health and safety, with coordination with the LCE and SDS | DO 022, s. 2024, Sec. III.5.h; DM 064, s. 2026, Sec. 5.2.2 |
| Parents or guardians | Decide whether their child attends, even without a suspension order; ensure the child catches up | DO 022, s. 2024, Sec. IV; DO 014, s. 2026, para. 12 |

DO 014, s. 2026 protects school heads who follow the rules: "Actions taken in good faith and in compliance with this policy shall not subject school heads or teachers to personal liability."

### The heat index bands and the four levels

| Heat index | Level | Learning modality arrangements | Measures and interventions |
|---|---|---|---|
| Below 27°C | *Hayo* (Manageable Conditions) | "Face-to-face classes continue on campus with heat-adapted measures, as needed." | "Conduct regular classes; outdoor activities during cooler periods; safe drinking water; hydration breaks; ventilated classrooms." |
| 27°C–32°C | *Hinay* (Caution) | "Reduced face-to-face hours, hybrid or home-based learning." | "Modified schedules (e.g., 6–10 a.m.; 2–6 p.m.); other arrangements may include hybrid instruction, structured home-based learning, or any protective strategy the school heads may employ depending on the severity of the situation and the available school learning resources." |
| 33°C–41°C | *Hinga* (Extreme Caution) | "Suspended face-to-face classes, reduced academic demand." | "Light learning tasks; learning packets; DepEd TV/radio; well-being check-ins." |
| 42°C and above | *Hinto* (Danger and Extreme Danger) | "Academic activities (face-to-face and home-based learning) suspended." | "Suspend activities; maintain communication; safety checks; referrals for support." |

*Source: DM 064, s. 2026, Section 5.2.2, quoted.* The decisions also weigh "the DOST-PAGASA heat index forecasts, ventilation, water availability, exposure to heat, and learners' circumstances at home." DO 014, s. 2026 gives the same bands up to *Hinga* but labels *Hinto* "Extreme Danger 42-52°C" in its Annex A; DM 064, s. 2026, the later issuance for this hazard, sets it at "42°C and Above", so any reading of 42°C or more is *Hinto*.

### Reading the table with the no-automatic-suspension rule

The table lists *Hinga* as "Suspended face-to-face classes", yet the same memorandum says extreme heat "shall not automatically result in class suspension." The issuances suggest how the two fit. DM 064, s. 2026 applies the 4H continuum to learning arrangements "during class suspensions" and introduces the table with "appropriate to the declared learning continuity level". DO 014, s. 2026 bases the levels "on the automatic or localized suspension of classes", says the policy "shall be enacted once the school head, Local Chief Executive (LCE), or other relevant government agencies declare suspension", and adds that the framework "shall not be used to automatically suspend classes, reduce academic expectations, or substitute lighter learning resources when learners are demonstrably safe and cognitively ready to engage in the regular curriculum."

Taken together, these passages suggest that the heat index tells the school head which level fits, and that a decision still suspends classes: the school head's, made with the necessary coordination with the SDS and the LCE, or the LCE's. Even at *Hinto*, DO 014's Annex A.2 says "There is no automatic suspension of classes." No single sentence in the issuances spells out this sequence, so follow any division guidance.

**Protect learners first; do not wait for a declaration.** A reading in the *Hinga* (33°C–41°C) or *Hinto* (42°C and above) band, or learners showing signs of heat illness, is the signal to act that day. Section 6.1 of the guidelines is explicit: "Where available measures cannot maintain safe learning conditions, school heads shall immediately implement appropriate protective actions, coordinate with the SDO and LGU on any necessary adjustments to school operations, consistent with existing DepEd policies". The guiding principles add: "Take urgent protective action without waiting for routine reporting or administrative consolidation." In practice that means the Section 6.1 measures right away: move classes to cooler spaces, stop strenuous and outdoor activity, give water and rest, and activate first aid and referral for any learner with signs of heat illness. Then coordinate the suspension with the SDS and the LCE. A question to the SDO should never delay either step.

## Learning continuity under DO 014, s. 2026: the 4H levels

DO 014, s. 2026 is the order behind the four levels. "Learning continuity is anchored on the belief that well-being is critical to an individual's capacity to teach and learn." Its levels are *Hayo* (continue in-person learning), *Hinay* (ease in with structured distance learning), *Hinga* (check-ins and light distance learning) and *Hinto* (all forms of learning are suspended). "School heads shall exercise sound professional judgment in determining level of learning continuity during class suspensions."

| Level | Learner circumstance | Learning priorities | Best learning experiences (Annex E.2) |
|---|---|---|---|
| *Hayo* (Continue) | Learners and teachers safe and ready; families function normally | Regular in-person teaching with full lesson guides | All applicable except learning packets |
| *Hinay* (Ease in) | Minor to moderate disruption; mild stress; uneven access | Learning slowed down; fewer subjects per day; formative assessment limited to essential core competencies | Digital modules, online synchronous classes, print modules, home learning support |
| *Hinga* (Check-in) | Heightened stress; community recovery ongoing | Academic demands "heavily reduced"; well-being checks, which count as teaching load | Broadcast materials, learning packets, home learning support |
| *Hinto* (Stop) | Safety and basic needs at risk | "Academic learning is halted completely"; protection, emergency response, mental health and psychosocial support | None for academic learning; check-in guides and family kits only for essential monitoring |

Annex E.1 gives a quick guide in four questions. Are teachers and learners physically safe? If not, *Hinto*. Do learners have reasonable access to time, space and support to learn? If not, *Hinga*. Can teachers deliver structured lessons and learners complete tasks without undue stress? If not, *Hinga*. Is the disruption minor and temporary, so learning can continue with adjustments? If so, *Hinay*.

### From ADMs to learning experiences

DO 022, s. 2024 spoke of Alternative Delivery Modes (ADMs). DO 014, s. 2026 "effectively repeals the definitions of ADMs and Flexible Learning Options (FLOs) in previous DepEd Orders", and "In lieu of reporting ADMs, schools shall report the learning experiences implemented during periods of in-person class disruption": broadcast materials, digital modules, home learning support (check-in guides, family kits, learning packets), online synchronous classes and print modules. DM 072, s. 2025, issued earlier, still speaks of ADMs; its directions on safety, safekeeping and "timely, accurate, and consolidated reports" do not depend on that vocabulary.

### How long each level may last

| Level | Maximum days under emergency | Action during prolonged impacts |
|---|---|---|
| *Hinay* | 3 consecutive class days | "gradually narrow learning goals to essentials and strengthen home-school communication" |
| *Hinga* | 4 consecutive class days | "Shift to FLP as an alternative normal, with adjusted expectations and supports." |
| *Hinto* | 5 consecutive class days | "Shift to FLP as an alternative normal once minimum safety and stability are restored" |

*Source: DO 014, s. 2026, Section V.J.* FLP means a flexible learning program. These limits matter for a slow-onset hazard: "If emergencies are prolonged due to hazards or impacts at the *Hinga* or *Hinto* level, schools are advised to shift their operations to a flexible learning program".

### Class days, make-up classes and periodical exams

DO 014, s. 2026 counts no class day missed at *Hayo*, a half class day missed at *Hinay* and at *Hinga*, and a full class day at *Hinto*. "Makeup classes shall be required if the number of actual class days, considering class suspensions and holidays, falls below 90% of the mandatory contact days outlined in the school calendar," and "Scheduling of makeup classes shall be left to the discretion of the school heads." DO 009, s. 2026 sets 201 class days for SY 2026–2027; if those are the contact days the order means, 90% is just under 181 days. The older DO 022, s. 2024 used "the 180 mandatory contact days". Teachers who hold make-up classes "shall also receive appropriate compensation subject to existing guidelines" under [DepEd Order No. 005, s. 2024](https://www.deped.gov.ph/2024/04/29/april-29-2024-do-005-s-2024-rationalization-of-teachers-workload-in-public-schools-and-payment-of-teaching-overload/) and [DepEd Order No. 026, s. 2025](https://www.deped.gov.ph/2025/09/06/september-6-2025-do-026-s-2025-guidelines-on-the-payment-of-overtime-services-of-teachers/) (paragraph 69). That can be teaching overload pay, overtime pay or, when funds run short, vacation service credits; the [guide to service credits and overtime pay](https://nash.com.ph/blog/vacation-service-credits-overtime-pay-teachers) compares the three.

"Periodical exams shall only be delivered during in-person classes or *Hayo* level days," and an affected exam is rescheduled. [DepEd Order No. 015, s. 2026](https://www.deped.gov.ph/2026/06/04/june-4-2026-do-015-s-2026-revised-guidelines-on-classroom-assessment-grading-system-and-awards-and-recognition-for-the-k-to-12-basic-education-program/), issued the same day, replaces the periodical exam with Summative Tests and a Term Examination ("2 STs and 1 TE" per learning area, per term; Table 3) and sets assessment by level: at *Hinay*, summative assessment "shall be limited in number and scope, focusing only on priority competencies"; at *Hinga*, "Summative assessments shall be deferred until the school returns to the HINAY (Ease-in) or HAYO (Continue) level"; and "No assessments shall be conducted at the HINTO (Stop) level" (Annex A, Sec. C, paras. 14 to 16). The [DepEd grading system guide](https://nash.com.ph/blog/deped-classroom-assessment-do-015-s-2026) covers the rest. Work immersion days "under the *Hinay*, *Hinga*, and *Hinto* days shall not be permitted." And a school that cannot sustain *Hayo* for lack of resources is not to be sanctioned, "provided that good faith efforts toward learning continuity are demonstrated."

### What is a learning continuity plan? The LSCP is now annual

DO 014, s. 2026 defines the LSCP as "A documented action plan created by each school to prepare and operationalize learning during and after emergencies," to be "developed annually before the opening block and updated every term." DO 022, s. 2024 had the LSCP "crafted every three years alongside the School Improvement Plan" and reviewed annually; DO 014, s. 2026 modifies inconsistent provisions, and DM 064, s. 2026 uses its cycle.

Under DM 064, s. 2026, the school head updates the LSCP "in consultation with teaching and nonteaching personnel, learners, parents/guardians, and relevant community representatives." It specifies learning arrangements "for each key stage under *Hayo*, *Hinay*, *Hinga*, and *Hinto*, including those to be prepared and pre-positioned before disruptions occur." DO 014, s. 2026 adds capability mapping of teachers and learners, an emergency call tree, device safekeeping, an optional communication allowance in the Annual Implementation Plan (AIP), and a parents' orientation during the Opening Block; its Annex D.1 is the template.

### Edukahon kits and Learning Continuity Spaces

Schools keep emergency learning kits "proportional to the number of learners enrolled", including DepEd's Edukahon. [DepEd Memorandum No. 086, s. 2025](https://www.deped.gov.ph/2025/09/28/september-27-2025-dm-086-s-2025-adoption-and-deployment-of-edukahon-department-of-educations-standardized-school-recovery-kit-for-learning-continuity-in-times-of-emergencies-and/) sets out Edukahon packages for schools, teachers and learners; its two risk-specific kits are for floods and for earthquakes and volcanic eruptions, and it names none for heat or drought. For schools that lose usable rooms, DepEd's [Learning Continuity Spaces](https://nash.com.ph/blog/learning-continuity-spaces-sbp-2026), modular classrooms in the School Building Program 2026 list, are the infrastructure side of the same idea.

## Water and WASH during the El Niño

Consistent with [DepEd Order No. 10, s. 2016](https://www.deped.gov.ph/2016/02/19/do-10-s-2016-policy-and-guidelines-for-the-comprehensive-water-sanitation-and-hygiene-in-schools-wins-program/), the WASH in Schools (WinS) policy, "schools and CLCs shall assess the reliability, adequacy, and safety of water sources, storage, distribution, drinking water stations, toilets, handwashing facilities, and water needed for sanitation and food preparation." DM 064, s. 2026 sets three limits:

- "Conservation shall not compromise safe drinking water, sanitation, menstrual hygiene, handwashing, infection prevention, or school feeding."
- "Water from unsafe or unverified sources shall not be used for drinking or food preparation."
- "Schools and SDOs are authorized to purchase water filtration kits to mitigate the expected shortage of potable water for learners and personnel in accordance with existing procurement laws and regulations."

The school head also coordinates with "water service providers" on "alternative water supply", and emergency procurement may cover drinking water, oral rehydration salts, water storage containers, filtration kits and hygiene kits.

The national data show where to look first. In DepEd's SY 2023-2024 WASH data, analyzed in the [WASH data report](https://nash.com.ph/blog/deped-wash-data-sy-2023-2024), 97.6% of public schools report a water supply; the file records whether a school reports one, not whether it holds up in a dry season. The same report counts 1,360 public schools with no functional toilet bowl and 3.3 functional handwashing facilities per 100 learners. On menstrual hygiene, the report on [toilets for girls, boys and learners with disabilities](https://nash.com.ph/blog/deped-school-toilets-girls-boys-pwd-sy-2023-2024) finds that a third of public schools have no toilet designated for girls.

## School feeding and food supply

Schools and SDOs implementing the SBFP "shall assess risks that may affect food availability, affordability, quality, and delivery during El Niño conditions and incorporate appropriate contingency measures into existing plans". When supply falters, they use "alternative food sourcing, menu adjustments, delivery mechanisms, and other appropriate measures", and disruptions "shall be promptly reported through appropriate channels".

The SBFP rules have room for this. Under [DepEd Order No. 013, s. 2026](https://www.deped.gov.ph/2026/06/04/june-4-2026-do-013-s-2026-institutional-guidelines-on-the-implementation-of-the-school-based-feeding-program/), implementers "Recalibrate implementation plans as needed due to class suspensions or cancellations", and the school head creates an SBFP Core Group of personnel and volunteer parents that "shall monitor daily the SBFP implementation". DO 014, s. 2026 has DepEd's School Health Division guide the SBFP "or alternative nutrition support mechanisms" during *Hinga* and *Hinto*. Annex A names the preparation: "Pre-arranged agreements and prepositioning of ready-to-eat/food packs".

## Fire, power and attire

Schools inspect for "dry vegetation, combustible materials, obstructed access, unsafe storage, overloaded electrical connections, defective equipment, and other fire hazards" under [RA 9514](https://lawphil.net/statutes/repacts/ra2008/ra_9514_2008.html), the Revised Fire Code of the Philippines of 2008, and school heads coordinate with the Bureau of Fire Protection; "Learners shall not be assigned hazardous clearing, firefighting, electrical repair, or emergency-response duties." For power, "Energy conservation shall not compromise ventilation, health, accessibility, sanitation, or essential services," and solar options "shall not create an unfunded immediate obligation for schools." For attire, "Reasonable flexibility in attire may be allowed during periods of excessive heat," including authorized alternative uniforms and previously issued DepEd collared shirts.

## Paying for El Niño measures: MOOE, SEF and emergency procurement

"Protective measures shall be funded from available and legally authorized resources," and schools "shall prioritize feasible, low-cost, immediately actionable interventions".

| Source | What DM 064, s. 2026 allows |
|---|---|
| School MOOE | "allowable and necessary expenditures directly related to the implementation of the prescribed protective measures", under existing MOOE guidelines, subject to available funds, prioritized by risk |
| Canteen net income | Only for authorized school purposes, subject to [DepEd Order No. 8, s. 2007](https://www.deped.gov.ph/2007/02/06/do-8-s-2007-revised-implementing-guidelines-on-the-operation-and-management-of-school-canteens-in-public-elementary-and-secondary-schools/) on school canteens |
| Special Education Fund (SEF) | Coordination with local school boards under the 2025 [joint circular on the use of the SEF](https://www.deped.gov.ph/2026/03/03/deped-dbm-dilg-joint-memorandum-circular-no-01-s-2025-omnibus-guidelines-on-the-use-of-the-special-education-fund-sef/) |
| Disaster Preparedness and Response Program funds | Remaining funds, used by regional offices and SDOs for eligible El Niño measures |
| Anticipatory Action Funds | "if available, may be used upon the declaration of a State of Imminent Disaster covering affected schools" |
| Supplemental MOOE | The Central Office "may download supplemental MOOE to priority schools with urgent needs beyond their capacity", subject to available funds |
| Negotiated procurement | For emergency cases under [RA 12009](https://lawphil.net/statutes/repacts/ra2024/ra_12009_2024.html), the New Government Procurement Act |
| Partnerships | "technical, logistical, or financial assistance", with private-sector arrangements under [RA 8525](https://lawphil.net/statutes/repacts/ra1998/ra_8525_1998.html), the Adopt-a-School Act of 1998 |

Two limits apply to all of them. "Nothing in these Guidelines shall be construed as authorizing expenditures outside an approved appropriation or otherwise applicable funding rules." And the cost may not fall on families: "Schools are strictly prohibited from requiring families to purchase devices, connectivity, printed materials, drinking water, cooling equipment, or special attire as a condition for instruction or assessment. Schools shall automatically provide feasible no-cost alternatives whenever necessary." All El Niño expenditures are recorded and reported "through existing financial management and reporting mechanisms of DepEd."

The [school MOOE guide](https://nash.com.ph/blog/deped-school-mooe) explains allowable expenses and liquidation, and the guide to [ethics and internal control](https://nash.com.ph/blog/school-head-ethics-internal-control) covers the controls that keep emergency spending clean. Community partners and donations run through the bodies in the guide to the [School Governance Council, PTA and partners](https://nash.com.ph/blog/school-governance-council-pta-partnerships).

## Crisis leadership: what research says about leading through an emergency

The issuances say what to do; research on crisis leadership says something about how. Striepe et al. (2023), in *School Leadership & Management*, is a secondary analysis of five qualitative studies with 31 school leaders in Australia, Fiji and New Zealand during the COVID-19 pandemic; the Fiji leaders also faced cyclones, and some Australian leaders faced floods. It rests on interviews with a small number of leaders about a different kind of crisis, so its findings report what these leaders did; they are not tested effects.

The study frames crisis leadership with six characteristics from an earlier scoping review: providing crisis care, adapting roles and responsibilities, collaboration between stakeholders, multidimensional communication, complex decision-making, and contextual influences (p. 106). That framework defines multidimensional communication as drawing on "different modes (e.g. SMS, formal letters, LMS) to mitigate messages being lost or misinterpreted and/or to stop rumours" (p. 106). The study's own findings follow those lines:

- **Care came first.** The leaders shared a realization "that the ability of their school to function as learning organisations was contingent upon caring for the wellbeing of their whole community" (p. 111).
- **Communication was clear, simple and honest.** "Clear, simple, and direct communication enabled trust within the school communities" (p. 115). Leaders responded "with urgency, clarity, simplicity, and timeliness", aiming "not to overwhelm and confuse families" (p. 116). Melbourne leaders balanced being confident and clear "with also being honest when they were not sure about something" (pp. 115–116).
- **More than one channel, including paper.** "A variety of strategies were used to get information across to families": home visits to drop off paper-based work packs, phone calls, email and online platforms (p. 115). Where families lacked devices, leaders delivered paper packs, and in Fiji principals delivered learning resources themselves (p. 113).
- **Decisions were fast and prioritized.** Decision-making "was not a consultative process as it used to be before the crisis" (p. 116), and leaders of schools for at-risk students showed an "ability to triage need, and not make every issue a priority" (p. 118).

Each of these practices already has a home in DepEd's rules: well-being first at *Hinga*, accessible communication channels and coordination with barangays, LGUs and utilities (DM 064, s. 2026, Section VII), the emergency call tree and homeroom check-ins (DO 014, s. 2026, paragraphs 33 and 50), learning packets sent home (paragraph 47), and urgent action without waiting for routine reports (the guiding principles).

A message that follows these points can be short: "Starting tomorrow, Grades 1 to 6 have classes from 6:00 to 10:00 a.m. because of the heat. The school provides safe drinking water; learners may bring their own bottle if they have one. Learning packets for the afternoon go home today. We will update you on Friday by 4:00 p.m. through your adviser. Questions: call the school office at [number]." Write it in the language families use at home, and send the same words through every channel so that no version contradicts another.

One finding runs against a common expectation. The authors found "little evidence in our research on the more distributed approach to leadership noted in other reviews of pandemic research"; their school leaders "were central to how the schools responded" (p. 120). One study cannot settle the point, but in these schools people looked to the principal during the crisis. For a longer disruption, such as a shift to a flexible learning program, the [change management guide](https://nash.com.ph/blog/leading-change-in-schools) covers how teachers move through a transition.

## Use existing plans: the SIP, the LSCP and the DRRM plan

DM 064, s. 2026 says it twice. Its guiding principle: "do not create parallel plans or reports when existing mechanisms can serve the purpose." Section 9.4: "A separate El Niño preparedness plan or reporting system shall not be required when relevant information can be incorporated into existing instruments." DO 014, s. 2026 says the same of its reports: "Offices shall not require parallel templates or additional submissions covering the same reporting requirement outside the official mechanism identified in this issuance." The NASH Reviewer [SIP policy review](https://nash.com.ph/sip-policy-review#recommendations-co) quotes the El Niño principle as an example of the consolidation it recommends for the school improvement plan.

| Plan | El Niño content that goes there | Source |
|---|---|---|
| Learning and Service Continuity Plan | Priority risks; learning arrangements per key stage and level; materials to pre-position; call tree; device safekeeping | DM 064, s. 2026, Sec. 4.2; DO 014, s. 2026, paras. 25–33 |
| School DRRM plan and communication procedures | Risk assessment results; heat monitoring; fire and water measures | DM 064, s. 2026, Sec. 4.1–4.2 |
| School Improvement Plan and AIP | Funding for LSCP activities and resources; a communication allowance | DO 022, s. 2024, Sec. III.7; DO 014, s. 2026, para. 33 |
| SBFP plans | Food supply contingencies | DM 064, s. 2026, Sec. 6.6.1 |

Behind all of these is [DepEd Order No. 37, s. 2015](https://www.deped.gov.ph/2015/08/12/do-37-s-2015-the-comprehensive-disaster-risk-reduction-and-management-drrm-in-basic-education-framework/), the Comprehensive DRRM in Basic Education Framework, one of whose objectives is to "Plan for educational continuity in the face of expected hazards and threats." It sorts school DRRM work into three pillars (Safe Learning Facilities, School Disaster Management, and Risk Reduction and Resilience Education) and the four thematic areas of RA 10121: prevention and mitigation, preparedness, response, and recovery and rehabilitation. The [school improvement plan guide](https://nash.com.ph/blog/deped-school-improvement-plan) covers the SIP and AIP cycle where the money for these measures is planned.

## El Niño and the PPSSH: strands and Career Stage 1 indicators

The table gives the Career Stage 1 indicators this topic draws on, in the words of DO 024, s. 2020, and what each asks in an El Niño year.

| Career Stage 1 indicator | What it asks in this topic |
|---|---|
| 1.2.1 Demonstrate knowledge and understanding of the phases of development and implementation of school plans aligned with institutional goals and policies. | Know how the LSCP is developed annually, updated every term, and linked to the SIP and AIP |
| 2.2.1 Demonstrate knowledge and understanding of policies, guidelines and issuances in managing finances such as allocation, procurement, disbursement and liquidation aligned with the school plan. | Know which funds may pay for El Niño measures, and that families may not be charged |
| 2.5.1 Demonstrate knowledge and understanding of laws, policies, guidelines and issuances on managing school safety for disaster preparedness, mitigation and resiliency in ensuring continuous delivery of instruction. | Know the rules on heat, water, fire, class suspension and learning continuity |
| 2.6.1 Identify emerging opportunities and challenges in addressing the needs of learners, school personnel and other stakeholders. | Identify how a slow-onset hazard affects learners, personnel and families, especially those at heightened risk |
| 3.6.1 Demonstrate understanding of managing a learner-friendly, inclusive and healthy learning environment. | Understand heat protection, safe water and reasonable accommodations as parts of a healthy learning environment |
| 5.4.1 Demonstrate competent skills in speaking and writing, as well as in utilizing communication platforms, in communicating with teachers, learners, parents and other stakeholders. | Communicate the level, the schedule and the arrangements clearly through several channels |

The [PPSSH guide](https://nash.com.ph/ppssh) lists every indicator at all four career stages, and the guide to [PPSSH Domain 2, Managing School Operations](https://nash.com.ph/blog/ppssh-domain-2-managing-school-operations), reads strand 2.5 with DepEd data on disasters.

## Practice: how the NASH may test this

DepEd Memorandum No. 069, s. 2025 says the NASH covers "conceptual and situational critical thinking questions aligned with" the PPSSH, using the Structure of the Observed Learning Outcome (SOLO) taxonomy. On El Niño and emergencies, expect situational items in which a plausible action skips coordination, waits too long, or shifts a cost to families, and conceptual items on which issuance governs what. The three items below are original practice items, not actual or recalled NASH items. Each option is scored 3-2-1-0, as in the [NASH practice questions with answers](https://nash.com.ph/blog/nash-practice-questions-with-answers). Timed sets are on the [NASH Reviewer assessment page](https://nash.com.ph/assessment).

### Question 1

*Indicator 2.5.1, School safety for disaster preparedness, mitigation and resiliency. Career Stage 1, Situational, Moderate.*

You head a public elementary school with no air-conditioned rooms. The 8:00 a.m. classroom readings, checked against the DOST-PAGASA chart in Annex B of DM 064, s. 2026, put the heat index in most Grade 4 to 6 rooms in the Extreme Caution band, and two learners have complained of dizziness. The city has not suspended classes. A Grade 6 class is scheduled for outdoor practice at 1:00 p.m. What is the most appropriate action?

- **A.** Continue regular classes and the outdoor practice, since extreme heat does not automatically suspend classes, and ask parents to send electric fans and extra drinking water.
- **B.** Keep classes going and wait for the city's decision, since DO 022, s. 2024 gives the local chief executive the authority to suspend classes because of unbearable heat.
- **C.** Cancel the outdoor practice, attend to the two learners, coordinate a school-level suspension with the SDS and LCE, and send learning packets home with learners after informing parents.
- **D.** Suspend classes at once on your own authority, send learners home with learning packets, and include the suspension and its reason in the school's next quarterly report to the SDS.

**Answer and explanation**

**Best answer: C.** Points: A = 0, B = 1, C = 3, D = 2.

- **A (0 points, Prestructural).** No automatic suspension does not mean no action. Keeping a strenuous outdoor activity in extreme heat goes against the heat protection measures, and asking families for fans and water breaks the memorandum's no-cost rule.
- **B (1 point, Unistructural).** The LCE's authority is real, but this misses the school head's own power to suspend locally when classroom temperature harms health, and it leaves learners exposed while waiting.
- **C (3 points, Relational).** This protects learners now, uses the school head's localized suspension power with the coordination with the SDS and LCE that the rules require, and keeps learning going with materials before learners leave.
- **D (2 points, Multistructural).** The suspension and the learning packets are right, but DO 022, s. 2024 requires coordination with the LCE and SDS and immediate notice to the SDS, and DM 064, s. 2026 requires coordination with the SDS for a school-level suspension.

**Why.** This aligns with Career Stage 1 expectations because indicator 2.5.1 asks for knowledge of the issuances on school safety that keep instruction going. DM 064, s. 2026 requires that where measures "cannot maintain safe learning conditions, school heads shall immediately implement appropriate protective actions". DO 022, s. 2024 lets school heads suspend classes when "the temperature in classrooms or learning spaces is not conducive to learning and affects the health and safety of the learners and teachers", "provided that there is the necessary coordination with the LCE and SDS". DM 064, s. 2026 makes the classroom heat index the basis for school-level suspension decisions and says the school head "shall coordinate with the SDS". DO 014, s. 2026 requires a week's worth of printed materials before learners are sent home if none were distributed earlier. The option that suspends but reports later gets the protective action right and misses the duty to coordinate and notify at once.

*Indicator 2.5.1: Demonstrate knowledge and understanding of laws, policies, guidelines and issuances on managing school safety for disaster preparedness, mitigation and resiliency in ensuring continuous delivery of instruction.*

*Sources: DepEd Order No. 022, s. 2024, Sections III.5 and IV; DepEd Memorandum No. 064, s. 2026, Sections 5.2.2, 5.2.3 and 6.1; DepEd Order No. 014, s. 2026; DepEd Order No. 024, s. 2020.*

### Question 2

*Indicator 1.2.1, School planning and implementation. Career Stage 1, Conceptual, Moderate.*

After DM 064, s. 2026 is issued, the school planning team asks how the school's plans should change for the 2026–2027 El Niño. Which course of action best reflects current DepEd policy?

- **A.** Write a separate El Niño contingency plan with its own reporting forms, since DM 064, s. 2026 is a new issuance with its own annexes and its own hazard.
- **B.** Wait for the LSCP's next revision with the SIP, since DO 022, s. 2024 has the LSCP crafted every three years alongside the School Improvement Plan.
- **C.** Have the school DRRM coordinator update the existing LSCP with learning experiences for each 4H level, and keep the revised plan on file at the school office.
- **D.** Update the existing LSCP, DRRM plan and communication procedures with personnel, learners, parents and community representatives, and inform everyone of the arrangements.

**Answer and explanation**

**Best answer: D.** Points: A = 0, B = 1, C = 2, D = 3.

- **A (0 points, Prestructural).** The memorandum says the opposite: "do not create parallel plans or reports when existing mechanisms can serve the purpose", and a separate El Niño plan "shall not be required" when existing instruments can hold the information.
- **B (1 point, Unistructural).** This recognizes the LSCP but uses the cycle of DO 022, s. 2024. DO 014, s. 2026 has the LSCP developed annually and updated every term, and DM 064, s. 2026 asks school heads to update it now.
- **C (2 points, Multistructural).** Updating the existing LSCP with level-by-level learning experiences is right, but the plan is developed in consultation with stakeholders and must be made known to personnel, learners and parents.
- **D (3 points, Relational).** This updates the plans the school already has, involves the people the issuances name, and makes sure everyone knows the arrangements before a disruption.

**Why.** This aligns with Career Stage 1 expectations because indicator 1.2.1 asks for knowledge of how school plans are developed and implemented in line with policy. DM 064, s. 2026 directs school heads to "review and update existing Learning and Service Continuity Plans (LSCPs), together with relevant DRRM plans and emergency communication procedures", in consultation with "teaching and nonteaching personnel, learners, parents/guardians, and relevant community representatives". It adds that "Schools shall ensure that all personnel, learners, and parents/guardians are informed of these arrangements". The option that updates the plan but keeps it in the office gets the content right and misses the people who must act on it.

*Indicator 1.2.1: Demonstrate knowledge and understanding of the phases of development and implementation of school plans aligned with institutional goals and policies.*

*Sources: DepEd Memorandum No. 064, s. 2026, Sections II, 4.2 and 9.4; DepEd Order No. 014, s. 2026, paragraphs 25–27; DepEd Order No. 022, s. 2024, Section III.7; DepEd Order No. 024, s. 2020.*

### Question 3

*Indicator 5.4.1, Communication. Career Stage 1, Situational, Moderate.*

The school's water supply has failed for two days and the heat index is high. The barangay is delivering safe water for drinking and handwashing, and after coordinating with the SDS and the LCE, the school head has moved Grades 1 to 6 to a 6:00 to 10:00 a.m. schedule, and learning packets are ready for the afternoons. A post on a community social media page claims that classes are cancelled for the rest of the month, and parents are calling teachers. What is the most appropriate response?

- **A.** Post a short notice on the school's social media page saying the rumor is false and that classes continue, and let teachers answer parents' follow-up questions.
- **B.** Brief teachers first, then send one plain-language notice through the call tree, advisers and SMS: the schedule, what learners bring, when the next update comes, and whom to call.
- **C.** Ask each adviser to explain the new schedule to parents in their own words through the class group chats, so that each message suits the families of that class.
- **D.** Hold all messages to parents until the SDO issues a written advisory on the water problem, to avoid giving information that may later change.

**Answer and explanation**

**Best answer: B.** Points: A = 1, B = 3, C = 2, D = 0.

- **A (1 point, Unistructural).** Correcting the rumor helps, but one online post misses families without data, and "classes continue" leaves out the modified schedule they need to know.
- **B (3 points, Relational).** This aligns teachers first, sends one consistent message through several accessible channels, and tells families what to do and when to expect the next update.
- **C (2 points, Multistructural).** Using advisers reaches more families, but separate messages in each teacher's words can contradict one another and feed the confusion the rumor started.
- **D (0 points, Prestructural).** Waiting leaves the rumor unanswered. DM 064, s. 2026 tells schools to take urgent protective action "without waiting for routine reporting or administrative consolidation".

**Why.** This aligns with Career Stage 1 expectations because indicator 5.4.1 asks for competent writing and use of communication platforms with teachers, learners and parents. DM 064, s. 2026 says "School heads shall use accessible communication channels and coordinate with parents, caregivers, barangays, LGUs" and others. DO 014, s. 2026 requires an emergency call tree in the LSCP and has homeroom teachers contact the parents of their learners. Striepe et al. (2023) report that "clear, simple, and direct communication enabled trust" and that leaders aimed "not to overwhelm and confuse families". The option that relies on each adviser gets the reach right and loses the single message.

*Indicator 5.4.1: Demonstrate competent skills in speaking and writing, as well as in utilizing communication platforms, in communicating with teachers, learners, parents and other stakeholders.*

*Sources: DepEd Memorandum No. 064, s. 2026, Sections II and VII; DepEd Order No. 014, s. 2026, paragraphs 33 and 50; Striepe et al. (2023); DepEd Order No. 024, s. 2020.*

## Frequently asked questions

### When does DM 064, s. 2026 take effect and end?

DepEd Memorandum No. 064, s. 2026, dated October 26, 2026, sets DepEd's "Anticipatory Action, Preparedness, and Protective Measures for the 2026–2027 Super El Niño". Its effectivity clause says the guidelines take effect "immediately upon its approval, issuance, and 15 days after its publication in the Official Gazette or a newspaper of general circulation"; the five-day risk assessment runs from issuance. It stays in effect until DOST-PAGASA's final advisory announcing the end of the 2026–2027 El Niño, unless revoked or superseded.

### Is there automatic class suspension for extreme heat in DepEd?

No. Heat does not suspend classes automatically, but a school head must act. A reading in the *Hinga* or *Hinto* band, or learners showing signs of heat illness, is the signal to act that day: where available measures "cannot maintain safe learning conditions, school heads shall immediately implement appropriate protective actions" (DM 064, s. 2026, Section 6.1). Under DO 022, s. 2024, a school head may suspend classes when classroom temperature "is not conducive to learning and affects the health and safety of the learners and teachers", "provided that there is the necessary coordination with the LCE and SDS", then notifies the SDS immediately, with the reason. The LCE may also suspend classes because of unbearable heat.

### What is a learning continuity plan in DepEd?

The Learning and Service Continuity Plan (LSCP) is "A documented action plan created by each school to prepare and operationalize learning during and after emergencies." Under DO 014, s. 2026, it is developed annually before the Opening Block and updated every term. It sets out the learning experiences and resources for each key stage at each level, the emergency call tree, and how learner and teacher safety will be monitored.

### What are Hayo, Hinay, Hinga and Hinto?

They are the four learning continuity levels of DO 014, s. 2026. *Hayo* means in-person learning continues; *Hinay* eases learning in with structured distance learning; *Hinga* reduces learning to check-ins and light distance learning; *Hinto* suspends all learning while protection and basic needs come first. DM 064, s. 2026 links them to heat index bands: below 27°C, 27°C to 32°C, 33°C to 41°C, and 42°C and above.

### Are make-up classes required after heat suspensions?

Only if class days fall short. DO 014, s. 2026 requires make-up classes "if the number of actual class days, considering class suspensions and holidays, falls below 90% of the mandatory contact days outlined in the school calendar." It counts a half class day missed for each *Hinay* or *Hinga* day and a full day for each *Hinto* day, and leaves scheduling to the school head.

### Can a school ask parents to bring drinking water or electric fans?

Not as a condition for learning. DM 064, s. 2026 says "Schools are strictly prohibited from requiring families to purchase devices, connectivity, printed materials, drinking water, cooling equipment, or special attire as a condition for instruction or assessment." Schools must provide feasible no-cost alternatives, and may use MOOE and other authorized funds for protective measures.

## More on school leadership

This post is part of a series on what a school head does under the DepEd rules in force today. Related posts:

- [RA 9155 Duties of DepEd School Heads: 12 Areas Explained](https://nash.com.ph/blog/ra-9155-school-head-duties)
- [Leadership Styles of School Heads: What the Evidence Says](https://nash.com.ph/blog/school-leadership-styles)
- [Principal, Head Teacher or Teacher-in-Charge in DepEd](https://nash.com.ph/blog/principal-head-teacher-teacher-in-charge)
- [DepEd Child Protection and Anti-Bullying: School Head Duties](https://nash.com.ph/blog/child-protection-anti-bullying-school-heads)
- [School Governance Council, PTA and Partners: A Guide](https://nash.com.ph/blog/school-governance-council-pta-partnerships)
- [Leadership vs Management for School Heads: Five Practices](https://nash.com.ph/blog/leadership-vs-management-school-heads)
- [DepEd School Improvement Plan (SIP): Steps, AIP and SRC](https://nash.com.ph/blog/deped-school-improvement-plan)
- [Change Management in Schools: A Guide for DepEd School Heads](https://nash.com.ph/blog/leading-change-in-schools)
- [DepEd Learning Action Cell (LAC) Guidelines: DO 35, s. 2016](https://nash.com.ph/blog/deped-learning-action-cell)
- [DepEd School MOOE: Allowable Expenses and Liquidation](https://nash.com.ph/blog/deped-school-mooe)
- [DepEd WASH Data SY 2023-2024: Toilets, Water, Electricity](https://nash.com.ph/blog/deped-wash-data-sy-2023-2024)
- [DepEd Learning Continuity Spaces in the SBP 2026 List](https://nash.com.ph/blog/learning-continuity-spaces-sbp-2026)
- On the app: [The roles of a school head](https://nash.com.ph/school-head-roles), the six roles in one guide; the [PPSSH guide](https://nash.com.ph/ppssh); and the [SIP policy review](https://nash.com.ph/sip-policy-review)

## Sources

- [DepEd Memorandum No. 064, s. 2026](https://www.deped.gov.ph/2026/10/26/october-26-2026-dm-064-s-2026-anticipatory-action-preparedness-and-protective-measures-for-the-2026-2027-super-el-nino/), Anticipatory Action, Preparedness, and Protective Measures for the 2026–2027 Super El Niño, with its enclosed guidelines and Annexes A and B.
- [DepEd Order No. 014, s. 2026](https://www.deped.gov.ph/2026/06/04/june-4-2026-do-014-s-2026-guidelines-on-learning-continuity-in-emergencies/), Guidelines on Learning Continuity in Emergencies.
- [DepEd Order No. 015, s. 2026](https://www.deped.gov.ph/2026/06/04/june-4-2026-do-015-s-2026-revised-guidelines-on-classroom-assessment-grading-system-and-awards-and-recognition-for-the-k-to-12-basic-education-program/), Revised Guidelines on Classroom Assessment, Grading System, and Awards and Recognition for the K to 12 Basic Education Program, June 4, 2026, Table 3 and Annex A, Sec. C, paras. 14 to 16.
- [DepEd Order No. 022, s. 2024](https://www.deped.gov.ph/2024/12/23/december-23-2024-do-022-s-2024-revised-guidelines-on-class-and-work-suspension-in-schools-during-disasters-and-emergencies/), Revised Guidelines on Class and Work Suspension in Schools During Disasters and Emergencies.
- [DepEd Order No. 009, s. 2026](https://www.deped.gov.ph/2026/04/16/april-16-2026-do-009-s-2026-guidelines-on-the-implementation-of-the-three-term-school-calendar-in-basic-education/), Guidelines on the Implementation of the Three-Term School Calendar in Basic Education.
- [DepEd Order No. 013, s. 2026](https://www.deped.gov.ph/2026/06/04/june-4-2026-do-013-s-2026-institutional-guidelines-on-the-implementation-of-the-school-based-feeding-program/), Institutional Guidelines on the Implementation of the School-Based Feeding Program.
- [DepEd Memorandum No. 059, s. 2026](https://www.deped.gov.ph/2026/09/28/september-26-2026-dm-059-s-2026-guidelines-on-the-delivery-of-school-health-services-for-school-year-2026-2027/), Guidelines on the Delivery of School Health Services for School Year 2026-2027.
- [DepEd Memorandum No. 072, s. 2025](https://www.deped.gov.ph/2025/08/26/august-25-2025-dm-072-s-2025-safety-learning-continuity-and-safekeeping-of-school-properties-during-disasters-and-emergencies/), Safety, Learning Continuity, and Safekeeping of School Properties During Disasters and Emergencies.
- [DepEd Memorandum No. 086, s. 2025](https://www.deped.gov.ph/2025/09/28/september-27-2025-dm-086-s-2025-adoption-and-deployment-of-edukahon-department-of-educations-standardized-school-recovery-kit-for-learning-continuity-in-times-of-emergencies-and/), Adoption and Deployment of Edukahon: DepEd's Standardized School Recovery Kit for Learning Continuity in Times of Emergencies and Disasters.
- [DepEd Order No. 37, s. 2015](https://www.deped.gov.ph/2015/08/12/do-37-s-2015-the-comprehensive-disaster-risk-reduction-and-management-drrm-in-basic-education-framework/), The Comprehensive Disaster Risk Reduction and Management (DRRM) in Basic Education Framework.
- [DepEd Order No. 10, s. 2016](https://www.deped.gov.ph/2016/02/19/do-10-s-2016-policy-and-guidelines-for-the-comprehensive-water-sanitation-and-hygiene-in-schools-wins-program/), Policy and Guidelines for the Comprehensive Water, Sanitation and Hygiene in Schools (WinS) Program.
- [DepEd Order No. 005, s. 2024](https://www.deped.gov.ph/2024/04/29/april-29-2024-do-005-s-2024-rationalization-of-teachers-workload-in-public-schools-and-payment-of-teaching-overload/), Rationalization of Teachers' Workload in Public Schools and Payment of Teaching Overload, and [DepEd Order No. 026, s. 2025](https://www.deped.gov.ph/2025/09/06/september-6-2025-do-026-s-2025-guidelines-on-the-payment-of-overtime-services-of-teachers/), Guidelines on the Payment of Overtime Services of Teachers, as cited by DO 014, s. 2026.
- [DepEd Order No. 8, s. 2007](https://www.deped.gov.ph/2007/02/06/do-8-s-2007-revised-implementing-guidelines-on-the-operation-and-management-of-school-canteens-in-public-elementary-and-secondary-schools/), on school canteens, and the [DepEd-DBM-DILG Joint Memorandum Circular No. 01, s. 2025](https://www.deped.gov.ph/2026/03/03/deped-dbm-dilg-joint-memorandum-circular-no-01-s-2025-omnibus-guidelines-on-the-use-of-the-special-education-fund-sef/), Omnibus Guidelines on the Use of the Special Education Fund (cited in DM 064, s. 2026 as DepEd-DBM-DILG-DOF Joint Circular No. 1, s. 2025).
- [DepEd Order No. 024, s. 2020](https://www.deped.gov.ph/2020/09/07/september-7-2020-do-024-s-2020-national-adoption-and-implementation-of-the-philippine-professional-standards-for-school-heads/), National Adoption and Implementation of the Philippine Professional Standards for School Heads.
- [DepEd Memorandum No. 069, s. 2025](https://www.deped.gov.ph/2025/08/11/august-11-2025-dm-069-s-2025-administration-of-the-national-assessment-for-school-heads-for-fiscal-year-2025/), Administration of the National Assessment for School Heads for Fiscal Year 2025.
- [Republic Act No. 10121](https://www.officialgazette.gov.ph/2010/05/27/republic-act-no-10121/), Philippine Disaster Risk Reduction and Management Act of 2010 (Official Gazette).
- [Republic Act No. 12287](https://lawphil.net/statutes/repacts/ra2025/ra_12287_2025.html), Declaration of State of Imminent Disaster Act.
- Other laws named in DM 064, s. 2026: [RA 9729](https://lawphil.net/statutes/repacts/ra2009/ra_9729_2009.html), Climate Change Act of 2009; [RA 10821](https://lawphil.net/statutes/repacts/ra2016/ra_10821_2016.html), Children's Emergency Relief and Protection Act; [RA 10173](https://lawphil.net/statutes/repacts/ra2012/ra_10173_2012.html), Data Privacy Act of 2012; [RA 9514](https://lawphil.net/statutes/repacts/ra2008/ra_9514_2008.html), Revised Fire Code of the Philippines of 2008; [RA 8525](https://lawphil.net/statutes/repacts/ra1998/ra_8525_1998.html), Adopt-a-School Act of 1998; [RA 12009](https://lawphil.net/statutes/repacts/ra2024/ra_12009_2024.html), New Government Procurement Act.
- Striepe, M., Thompson, P., Robertson, S., Devi, M., Gurr, D., Longmuir, F., Taylor, A., & Cunningham, C. (2023). Responsive, adaptive, and future-centred leadership in response to crisis: Findings from Australia, Fiji, and New Zealand. *School Leadership & Management, 43*(2), 104–124. Open access: [ECU repository copy](https://ro.ecu.edu.au/ecuworks2022-2026/1973); DOI [10.1080/13632434.2023.2171005](https://doi.org/10.1080/13632434.2023.2171005).
- NASH Reviewer data reports: [WASH data, SY 2023-2024](https://nash.com.ph/blog/deped-wash-data-sy-2023-2024), [toilets for girls, boys and learners with disabilities, SY 2023-2024](https://nash.com.ph/blog/deped-school-toilets-girls-boys-pwd-sy-2023-2024), [school counselors, nurses and librarians, SY 2023-2024](https://nash.com.ph/blog/deped-school-counselors-nurses-librarians-sy-2023-2024) and [Learning Continuity Spaces in the SBP 2026 list](https://nash.com.ph/blog/learning-continuity-spaces-sbp-2026).

*Written by Mark Anthony Llego for NASH Reviewer. Sources: DepEd Memorandum No. 064, s. 2026; DepEd Orders No. 014, s. 2026 and No. 022, s. 2024; DepEd Orders No. 009 and No. 013, s. 2026; DepEd Memoranda No. 059, s. 2026 and No. 072 and No. 086, s. 2025; DepEd Orders No. 37, s. 2015, No. 10, s. 2016 and No. 024, s. 2020; RA 10121 and RA 12287; Striepe et al. (2023).*

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© 2026 Mark Anthony Llego, NASH Reviewer. All rights reserved. You may quote up to 100 words from this article with the author's name, its title and a link. In research, cite it as: Llego, M. A. (2026, October 30). *Super El Niño 2026: A School Head's Continuity Guide*. NASH Reviewer. https://nash.com.ph/blog/el-nino-2026-school-heads-learning-continuity. Any other reuse of the article, its charts or its data needs written permission: email support@nash.com.ph. Terms of Service: https://nash.com.ph/terms#website-content-and-data