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DORP
Hi! I am SOL-anie .

DORPs VER-y WILLING WILI!

Acronyms:
DORP Drop-Out Reduction Program SARDO Student-at-Risk of Dropping Out OHSP- Open High School Program

Acronyms:
EASE Effective Alternative Secondary Education SII School-Initiated Interventions

 Analyze the basic concepts, principles and processes of the DORP strategic interventions

Objectives of the Panel Discussion:

Identify the appropriate interventions for the various situations of the students in the schools

QUESTION NO. 1
The program which aims to decrease drop-out and repetition rates thus increasing participation and hopefully achievement.

Objectives:

improve the holding power of the school

strengthen school and family partnership in

order to reduce student drop out rate

improve achievement of the basic learning

competencies
increase students capabilities for

independent self-learning

Department of Education

BUREAU OF SECONDARY EDUCATION

Drop Out Reduction Program

QUESTION NO. 2
The goal of DORP which means that we want our students to apply what they have learned in school in real life situations.

QUESTION NO. 2

Goal:
To facilitate access to basic quality education in order contribute to the attainment of FUNCTIONAL LITERACY FOR ALL

The DORP focuses on the four risk factors that affect the dropout problems of schools. These risk factors are conveniently identified as FICS.

QUESTION NO. 3 The very first thing that the DORP implementers should do before implementing/conceptualizing any interventions.

FICS refer to Family -related problems, Individual or the vulnerable adolescent-related problems, Community -related problems and the School -related problems including but not limited to the teachinglearning situations.

The FICS encompasses the psychological, emotional, cultural and social dimensions of the risk factors affecting the pupils/students.

 The FICS Analysis will guide the DORP implementers on the type of intervention/s to be used.

QUESTION NO. 4

The main DORP interventions

The DORP as a holistic delivery program of the Bureau of Secondary Education has three major components: the EASE, the Open High School/Distance Education and the SII (School Initiated Intervention).

 Effective Alternative Secondary Education (EASE) is applied to short-term and seasonal SARDO; The Open High School Program (OHSP) is recommended for SARDOs who permanently can not attend regular classes; The School Initiated Interventions (SII) is utilized according to the felt needs of the SARDO and to the existing available school resources.

The DORP follows strategic system to ensure its smooth implementation: A. Start-up Stage

- identification of SARDOs and OSY/OSA ( if

they may opt for formal secondary curriculum - design/crafting of the school DORP plan (SIP-based) with appropriate interventions

-forming of the DORP team

-start advocacy

B. Implementation Stage - implementation of the DORP Plan - tracking of beneficiaries - monitoring and evaluation - documentation of effective practices - continuous advocacy ( internal and external

C. Mainstreaming Stage - continuous advocacy with the internal and external stakeholders - sharing of experiences and possible replication - continuous tracking of beneficiaries - identification of best practices

D. Institutionalization Stage

- policy recommendation/s - passage of a law for institutionalizing the program

THE STANDARDS FOR IMPLEMENTATION

The DORP follows the following standards in the implementation: The alternative delivery program is suitable to the unique school situation and alterable risk factors in dropping out ; The out-of-school youth and out-of-school adults (OSY/OSA) maybe accepted to the program after undergoing the required processes; The alternative delivery program is consistent with the existing secondary curriculum including the grading system.

A Regional DORP Plan is formulated by a team headed by the Secondary Education Chief. 1. The plan undergoes a review process set by BSE and considered by the RO in formulating the REDP (Regional Education Development Plan)

 Situationer (REDP based) Goal Objectives Interventions with short description Implementation Plan with welldefined strategies Implementation Structure Monitoring and Evaluation Plan

A Division DORP Plan is formulated by a team headed by the Schools Division Superintendent. DORP Plan undergoes a review process set by BSE and considered by the RO in evaluating the DEDP (Division Education Development Plan) Division DORP Plan contains the following:

Situationer (DEDP based) Goal Objectives Interventions with short description Implementation Plan with well-defined strategies Implementation Structure Monitoring and Evaluation Plan

School DORP Plan is formulated by a team headed by the school head/principal. 1) School DORP Plan undergoes review process set by BSE and evaluated by the Division DORP team. 2) School DORP Plan contains the following: Situationer (SIP-Based) Goal Objectives Interventions with short description Implementation Plan with well-defined strategies Implementation Structure Monitoring and Evaluation Plan

Department of Education

BUREAU OF SECONDARY EDUCATION

H a n d b o o k

July 2008

What is Project EASE?

It is an alternative learning system for students who want to finish high school but cannot attend classes because of their disadvantaged situations.

regularly

Who are the students in

disadvantaged situations?

Students enrolled in high school who are fully or partially employed. have to leave school for some time because of a job opportunity (harvest/planting season). live in areas inaccessible to regular public transportation. are married and/or have children, and have to stay at home most of the time.

 are with noticeable differences from their classmates in age, physical disability, linguistic and cultural background, etc. are fast learners and can learn more, better and faster through a homestudy program. have personal or family problems that cause them to leave school. are in calamity or endangered areas.

in the mainstream or regular program

How a student

may get into the EASE program?

STEPS
1. The teacher identify prospective EASE students. 2. Let the student fill out Form 4 and submit to adviser. 3. Assess students ability by using Forms 5-16. 4. The teachers meet to evaluate assessment results and decide if the student is qualified.

5. The adviser holds conference with the student, teachers and parents for the Study Contract (Form 17) 6. Discuss the terms in the contract and sign. 7. Brief the EASE student (Use Forms 18, 20-22).

Project EASE

IMPLEMENTATION

PROCEDURE
Orientation and Training Organization of EASE Steering Council (ESC) Preparation of the Schools EASE Implementation Plan Implementation Monitoring and Evaluation

1. Orientation and Training

Two levels of orientation and training

1. National 2. School-Based

Who manages EASE?

SCHOOL HEAD
S-DORP COORDINATOR

S-DORP COUNCIL

CLASS ADVISERS

GUIDANCE
COUNSELOR

STUDENTS

SUBJECT TEACHERS

PARENTS

Figure_ School Drop Out Reduction Program (S-DORP) Organizational Structure

2. Organization of ESC
A. Composition School Principal Chairman Guidance Counselor Curriculum Level Chairman Parents or their Representatives Students

B. Tasks formulate policies for the conduct of EASE in the school; formulate schools EASE Implementation Plan; implement the plan; assist in solving implementation problems; and provide the Central Office with feedback/report on the implementation.

3. Preparation of EASE Implementing Plan

The plan shall include the following: Purpose of the school in implementing EASE Tasks/activities to be done, specifically: screening/assessment of applicants drawing up of contracts orientation and monitoring of students evaluation and reporting of students progress remediation and re-entry Personnel assigned to each task

The materials to be used in the Preparation of Implementation Plan

Project EASE Proposal Outline of the EASE Implementation Plan (Form 1) Procedural Design of the EASE System (Form 2)

4. Implementation a. What measures shall be taken in case the applicants assessment results show that he/she cannot cope with the demands of EASE, that is, he fails the assessment test? b. What remediation may be done if the student persistently fails to produce the desired outputs and outcomes?

c. In subjects that include laboratory work, such as Science and TLE, what arrangement can be made so that students can have access to needed equipment and facilities? d. What strategies and incentives shall be used to make the parents fully responsible for their part in the contract?

e. What incentives may be provided to teachers with high EASE completion rate?
f. The problem of accomplishing all the assigned tasks in the eight (8) subjects within a given period by students who are part-time or seasonal workers or pregnant, is anticipated. What possible measures may be taken to minimize the ill-effects of this problem?

5. Monitoring and Evaluation

Monitoring Modes A. Consultative Meetings (CMs) with the BSE staff, the members of the ESC and the teacher implementers, to resolve emergent problems and address issues that may arise during project implementation. B. Technical Assistance Visits (TAVs) to the school by the BSE staff, to help the project implementers improve the learning system while it is in operation.

Department of Education BUREAU OF SECONDARY EDUCATION

What is its objectives?

Provides opportunity to all elementary graduates, high school drop-outs, and successful examinees of the Philippine Educational Placement Test (PEPT) to complete secondary education; Prevents potential school leavers and encourages those who are out of school to finish secondary education; Reduces high school drop outs and increases participation rate; and Increase achievement rate through quality distance education.

Who can participate in the program? What are the requirements for participation?
The program is open to all public or private secondary schools. Secondary schools interested in implementing the program should meet the following requirements: Submit a Letter of Intent (LOI) addressed to the Schools Division Superintendent (SDS), copy furnished the Regional Office and the Director of the Bureau of Secondary Education (BSE). Undergo a capacity building program to be conducted by the BSE in preparation for accreditation as a participating school.

Make available learning facilities and equipment in the school e.g., library, computer room, laboratory room, workshop room, gymnasium, etc. Link with the community for the students access to facilities like public library, barangay learning center, internet caf, public sports facilities and those that will help the students in their self-managed learning.

Who are qualified to enrol in the OHSP?

The program is open to Filipino learners who can demonstrate capacity for independent learning and are willing to undertake self-directed learning. Below are pre-requisites for enrollment: Submission of any of the following: High School Report Card (in case of dropouts) Elementary Report Card (for high school entrants) PEPT qualifying certificate

Passing of the Independent Learning Readiness Test (ILRT) and the Informal Reading Inventory (IRI) test (Appendices B and C). The ILRT assesses the learners reading level as basis for class grouping. Interview of parent/guardian to get a complete profile of the learner.

Concepts:
1. Open enrolment 2. Distant learning/non-class based 3. Self-directed learning (learner paced) 4. Interactive distant learning (non class based) 5. Contractual 6. Experiential Learning

Concepts:
1.

Open Enrolment
An OSY/OSA can enroll any month of the year. The month when he/she is accepted (after satisfactorily passing the assessments) will be the start of his/her 1st quarter in all subjects. A SARDO can transfer from regular schooling to open high school when the indicators for dropping get serious. He will continue his/her studies at home, in place of work or in other places where learning takes place.

Concepts:
2.

Distant Learner/Non-class based An OHSP learner is most often out-of-school. She/he will only meet the subject teachers according to the contract or when she/he asks for a special assistance on a particular subject.

Concepts:
3.

Self-directed learning (learner paced) An OHSP learner manages his/her own learning with occasional inputs from subject teacher or resource person/s Module or set of modules from each subject area will be brought home and returned on the date stated in the contract. He/She has the option to study first the subject/s which he/she finds easy and difficult subjects to follow later.

Concepts:
3.

Self-directed learning (learner paced) Interactive distant learning Activities done in the regular schooling (experiments, demonstrations) are applied to open high school learners as well. A resource person or facilitator earlier arranged by the School DORP team to supervise the activity shall attend to the needs of the learners while they are out of school.

Concepts:
3.

Self-directed learning (learner paced) Interactive distant learning The same standards/criteria applied to regular learners shall be applied to the distant learning. In case of virtual schooling, the activity is performed using webcam. Oral performance and recitation can be likewise done using the web-cam and other technology

Concepts:
3.

Self-directed learning (learner paced) Interactive distant learning If there are more distant learners in the community who are studying the same module/s, the subject teacher may arrange group work / group study under the supervision of the resource person or facilitator.

Concepts:
4.

Contractual on Learner
Any learner accepted to the open high school program shall enter into an agreement or contract.

The contract contains the responsibilities of the learners, his/her parents or guardians It also contains the schedule when he/she is coming to school for a face-to-face session with the individual subject teacher. The contract may vary according to the agreed conditions of both parties.

Concepts:
5.

Experiential Learning Also known as practical learning. An OHSP learner has more advantages in terms of practicum or on-the-job learning because he/she is supervised by a resource person or a facilitator in the community. There is an actual and immediate application of theories learned in the module which he/she brings home.

LEARNING MODALITIES

Printed Mode Online Mode Blended Technology Mode

How is the OHSP managed?

SCHOOL HEAD
S-DORP COORDINATOR

S-DORP COUNCIL

CLASS ADVISERS

GUIDANCE
COUNSELOR

STUDENTS

SUBJECT TEACHERS

PARENTS

Figure_ School Drop Out Reduction Program (S-DORP) Organizational Structure

What are to be evaluated in the OHSP? Who shall be involved?

Performance of the learner/student Performance of the teacher-implementers Overall Implementation of the OHSP (Summative Evaluation). Division DORP Council, the school DORP council and the school head shall evaluate the overall implementation at the end of the school year in terms of the following:

approaches/methodologies used learner performance community/LGU support

How shall the learner be evaluated?

In case of acceleration, the DORP Council, the school head, OHSP Coordinator and the teacher-adviser shall review the learners updated portfolio. The following shall constitute a portfolio: Initial Summary states the total rating of the learners in the in the subject area General essay states the past experiences and the kind of learning for which recognition is sought

Evaluation of learning in each subject can include written and oral tests and the assessment of required outputs.
Promotion is based on the fulfillment of requirements and mastery of at least 75% of the competencies in each subject area. Acceleration by learning area and by year level shall be determined in highly meritorious cases upon fulfillment of the requirements and mastery of at least 90% of the competencies in the subject area.

Supporting documents:
Supporting documents Written examinations Performance ratings Products/Outputs submitted Eyewitness testimonies from peers, community leaders and employer (if employed) Other documents that will provide evidence of meritorious performance. Retention of the learner in the program is for a maximum period of six years with the option to be mainstreamed in the regular program anytime within the period of study.

Promotion:

Form 138A or Report Card is issued only upon the completion of the total required units per year level, thus it can be issued anytime of the school year. In case of a fast leaner, he/she shall be awarded a certificate of completion by learning area and can be accelerated to the next level of the particular learning area.

Acceleration:
A fast learner in the OHSP can furnish secondary education in less than four (4) year because of its self-directed and selfpaced nature. Likewise, a returnee need not wait for four years to receive a high school diploma.

The OHSP follows the following stages:

A.

Start-up Stage
For ISY (In-School Youth)
1)

2)

The DORP team studies the SARDO watch list submitted by each advisers. Serious cases of SARDOs shall be determined to be recommended to open high school scheme.

3)

The SARDO concerned and his/her parent or guardian shall be called for the orientation. Contract shall be signed by both parties.

The OHSP follows the following stages:

A.

Start-up Stage For OSY (Out-School Youth)

1)

2)

3)

The DORP team shall conduct information and advocacy campaign. OSY who signifies intention to return to schooling shall be given priority He/She shall take the IRI, ILRT, and interviews together with his/her parents/guardians.

The OHSP follows strategies system to.

4. Contract shall be signed to signify that he/she is now a student of the school.

The OHSP follows strategies system to.

B.

Implementation Stage
1.

2.

3.

OHSP is an alternative delivery mode thus the prescribed contact days for regular high schooling is waived. Face-to-face session stated in the contract must be followed. OHSP learner may opt to undergo the modular scheme or print-based study or may adopt the blended technology scheme.

The OHSP follows strategies system to.

B.

Implementation Stage
4.

5.

In extreme cases, where a learner is out of the country and face-to-face session is difficult, the on-line scheme or iDEP can be adopted. The same curriculum and grading system are applied to him/her.

The OHSP follows strategies system to.

C.

Mainstreaming Stage
1.

2.

The OHSP is an alternative delivery mode to deliver formal basic education to arrest dropping out and provide access to OSY/OSA. OHSP learners are treated like regular students thus they must be involved in coand extra-curricular activities.

The OHSP follows strategies system to.

C.

Mainstreaming Stage
3.

4.

5.

The implementing school may decide to adopt a separate honor roll and graduation for OHSP learners. The same high school forms are used as they undergo the program OHSP learners shall receive the same diploma given to the regular graduates.

Department of Education BUREAU OF SECONDARY EDUCATION

What is SII?
It is one of the strategic components of the Drop Out Reduction Program (DORP).
It is an intervention developed by the school itself to address specific dropout problems.

What are its goals and objectives?

Improve the holding power of the school; Strengthen school and family partnership in order to reduce student drop out rate; Improve achievement of the basic learning process; and Increase students capabilities for independent self-managed learning.

What are the guiding principles of SII?

Intervention/s is /are designed and developed collaboratively; It should benefit from existing approaches, materials and experiences of literacy researches, teachers, managers and parents; It should embrace the essential values of self-determination, self-respect and human rights; and It should observe the basic principles of learning and human development.

What are the characteristics of SII?

1. 2. 3. 4. 5. Innovative Affordable Acceptable Transferable Student profile-based or informationbased 6. Validated by the practitioners themselves

How are SIIs developed?

- it must be based on the insightful analysis of the problems identified in the SIP and the school DORP plan relative to the high incidence of drop outs and low retention rate in the catchment areas of a school.

Causal Factors:
1.Student- poor academic performance, poor health, use of prohibited drugs, etc. 2.Family- low income, lack of parental guidance, domestic problems, etc. 3.Community- presence of unwholesome recreational facilities, drug addiction and excessive alcohol drinking, etc. 4.School- teaching methods and approaches that do not meet students expectation, etc

What are the elements of SII?

1. Situationer 2. Objectives 3. Implementation plan 4. Management Structure 5. Monitoring and evaluation plan

What are the steps undertaken to implement SII?

Conduct a meeting with the key stakeholders, namely, the SARDO, teacher-implementors, parents of the SARDO, and other concerned stakeholders to clarify roles, discuss issues and probable problems, and agree on tracking and evaluating schemes. Prepare all the materials and the facilities needed. Implement the intervention in collaboration with the key stakeholders.

 Track the progress of the implementation and the SARDO. Make adjustments when necessary. Evaluate the performance of the SARDO and the overall implementation of the intervention. Utilize evaluation results to improve the intervention.

Who manages the SII?

SCHOOL HEAD
S-DORP COORDINATOR

S-DORP COUNCIL

CLASS ADVISERS

GUIDANCE
COUNSELOR

STUDENTS

SUBJECT TEACHERS

PARENTS

Figure_ School Drop Out Reduction Program (S-DORP) Organizational Structure

Why Evaluate?
There is a need to evaluate whether the SII is achieving or has achieved its objectives. How effective is it in decreasing the dropout rate? How many at-risk students were saved? Of those saved, how many were retained in the same year level? How many were promoted? How can the intervention be improved? Evaluation of the SII is necessary to answer the questions.

Who are to be Evaluated?

At-risk students Teacher-implementors School Head SII Coordinator Parents of at-risk students DORP Council

What should be evaluated?

The extent to which the SII objectives have been achieved such as number of students-at risk saved and promoted, and improved achievement; The quantity and quality of the outputs such as number of feeding sessions and improved nutritional status; The effectiveness and efficiency of the processes as indicated by optimum participation of students and their parents, and utilization of locally available resources; The adequacy and timely delivery of the inputs; and Completion of activities as scheduled.

Note that the evaluation should be a collective effort and should utilize both quantitative and qualitative data.

Discussion of CP-TLE as a DORP intervention

ANTIQUE NATIONAL SCHOOL

DROP OUT REDUCTION PLAN (DORP)

INTERVENTIONS

OPERATION: SAGIP SARDO

PAGKAIN MO, SAGOT KO

This intervention was conceptualized to minimize if not totally eliminate the problem on absenteeism, truancy and dropping out of students enrolled in the Antique National School.

 One of the major causes why students become truant and later decides to drop school is the inability of the parents to provide the daily needs of their children particularly the transportation expenses from their residence to school.

SAKAY NA, TRIP KITA

ANS SCHOLARSHIP PROGRAM

The ANS Scholarship Program is one of the preventive measures designed to cater on the needs of poor but deserving students in the Antique National School. This is a program that will help minimize the number of students who are dropping out due to poverty. It is aimed primarily to augment the financial needs of the students who are poor but eager to finish their secondary education.

 Games for students during vacant periods (scrabble, chess, domino, games of the generals, etc.) Campus police & tanod Organization of student clubs like dance club, book lovers club, word-pushers club, science clubs, harmonic choir and peer educators, etc. Parent-formation Student recognition of their achievement

LGU initiated (Barangay, Town, Province, and National) NGO initiated Church-based Foreign-funded

Output:
Look back at the FICS Analysis

Find the appropriate interventions

If only I can make a SARDO fully understand one EASE module Then, my task is accomplished.

If only I can Open (High School) an opportunity for a SARDO to finish one school year, Then, I have achieved my goal.

If only I can think of one intervention that is applicable to my schools situation Then, I have carried out my mission.

If only I can save one SARDO Then, my life will be complete.

For God had just commanded me just to do one thing:

That is to love with my one body, my one mind, my one heart and my one soul.

If I have done this

Then DORP succeeded!