Tagaytay Integrated DORP | Evaluation | Secondary School

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DORP
Hi! I am SOL-anie .

DORP’s 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 .

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 .• Analyze the basic concepts.

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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 .

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 . QUESTION NO.

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 teaching–learning situations.

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

• 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). .

• The School Initiated Interventions (SII) is utilized according to the felt needs of the SARDO and to the existing available school resources.• 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. .

identification of SARDOs and OSY/OSA ( if they may opt for formal secondary curriculum . Start-up Stage .The DORP follows strategic system to ensure its smooth implementation: A.design/crafting of the school DORP plan (SIP-based) with appropriate interventions -forming of the DORP team -start advocacy .

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

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 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.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 .

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 .

 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 .A Division DORP Plan is formulated by a team headed by the Schools Division Superintendent.

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 .

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Department of Education BUREAU OF SECONDARY EDUCATION H a n d b o o k July 2008 .

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regularly .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.

Who are the students in disadvantaged situations? .

• live in areas inaccessible to regular public transportation. • are married and/or have children. • have to leave school for some time because of a job opportunity (harvest/planting season).Students enrolled in high school who • are fully or partially employed. . 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 student‟s ability by using Forms 5-16. 4. The teachers meet to evaluate assessment results and decide if the student is qualified.

teachers and parents for the Study Contract (Form 17) 6.5. 20-22). Brief the EASE student (Use Forms 18. The adviser holds conference with the student. 7. Discuss the terms in the contract and sign. .

Project EASE IMPLEMENTATION .

PROCEDURE • Orientation and Training • Organization of EASE Steering Council (ESC) • Preparation of the School‟s EASE Implementation Plan • Implementation • Monitoring and Evaluation .

Orientation and Training Two levels of orientation and training 1. School-Based .1. National 2.

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 .

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

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

3. specifically:  screening/assessment of applicants  drawing up of contracts  orientation and monitoring of students  evaluation and reporting of student‟s progress  remediation and re-entry • Personnel assigned to each task . Preparation of EASE Implementing Plan The plan shall include the following: • Purpose of the school in implementing EASE • Tasks/activities to be done.

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) .

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

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

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.e. What possible measures may be taken to minimize the ill-effects of this problem? . What incentives may be provided to teachers with high EASE completion rate? f. is anticipated.

the members of the ESC and the teacher implementers. Consultative Meetings (CMs) with the BSE staff. to help the project implementers improve the learning system while it is in operation. . Monitoring and Evaluation Monitoring Modes A. B.5. to resolve emergent problems and address issues that may arise during project implementation. Technical Assistance Visits (TAVs) to the school by the BSE staff.

Department of Education BUREAU OF SECONDARY EDUCATION .

What is its objectives?     Provides opportunity to all elementary graduates. 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 successful examinees of the Philippine Educational Placement Test (PEPT) to complete secondary education. high school drop-outs. and Increase achievement rate through quality distance education.

 Undergo a capacity building program to be conducted by the BSE in preparation for accreditation as a participating school.Who can participate in the program? What are the requirements for participation? The program is open to all public or private secondary schools. copy furnished the Regional Office and the Director of the Bureau of Secondary Education (BSE). . 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).

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

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 .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.

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

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

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

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: 2.

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.

 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. demonstrations) are applied to open high school learners as well. . Self-directed learning (learner paced)  Interactive distant learning  Activities done in the regular schooling (experiments.Concepts: 3.

the activity is performed using webcam.Concepts: 3. Oral performance and recitation can be likewise done using the web-cam and other technology . 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.

Self-directed learning (learner paced)  Interactive distant learning  If there are more distant learners in the community who are studying the same module/s. .Concepts: 3. the subject teacher may arrange group work / group study under the supervision of the resource person or facilitator.

Contractual on Learner Any learner accepted to the open high school program shall enter into an agreement or contract. .Concepts: 4.    The contract contains the responsibilities of the learners. The contract may vary according to the agreed conditions of both parties. 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.

 There is an actual and immediate application of theories learned in the module which he/she brings home.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.

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 .

the school head. 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 . OHSP Coordinator and the teacher-adviser shall review the learner‟s updated portfolio. the DORP Council.How shall the learner be evaluated?  In case of acceleration.

 Evaluation of learning in each subject can include written and oral tests and the assessment of required outputs. 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. Promotion is based on the fulfillment of requirements and mastery of at least 75% of the competencies in each subject area.   .

 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. . community leaders and employer (if employed) • Other documents that will provide evidence of meritorious performance.Supporting documents: Supporting documents • Written examinations • Performance ratings • Products/Outputs submitted • Eyewitness‟ testimonies from peers.

. 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. thus it can be issued anytime of the school year.Promotion:   Form 138A or Report Card is issued only upon the completion of the total required units per year level. In case of a fast leaner.

a “returnee” need not wait for four years to receive a high school diploma.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.

Start-up Stage For ISY (In-School Youth) 1) 2) The DORP team studies the SARDO watch list submitted by each advisers. .The OHSP follows the following stages: A. 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.

Start-up Stage For OSY (Out-School Youth) 1) 2) 3) The DORP team shall conduct information and advocacy campaign.The OHSP follows the following stages: A. and interviews together with his/her parents/guardians. ILRT. OSY who signifies intention to return to schooling shall be given priority He/She shall take the IRI. .

The OHSP follows strategies system to…. . Contract shall be signed to signify that he/she is now a student of the school. 4.

3. OHSP learner may opt to undergo the modular scheme or print-based study or may adopt the blended technology scheme. Face-to-face session stated in the contract must be followed. B. . Implementation Stage 1. OHSP is an alternative delivery mode thus the prescribed contact days for regular high schooling is waived. 2.The OHSP follows strategies system to….

The OHSP follows strategies system to…. the on-line scheme or iDEP can be adopted. . B. where a learner is out of the country and face-to-face session is difficult. Implementation Stage 4. 5. In extreme cases. The same curriculum and grading system are applied to him/her.

. Mainstreaming Stage 1. 2. OHSP learners are treated like regular students thus they must be involved in coand extra-curricular activities. C. The OHSP is an alternative delivery mode to deliver formal basic education to arrest dropping out and provide access to OSY/OSA.The OHSP follows strategies system to….

The same high school forms are used as they undergo the program OHSP learners shall receive the same diploma given to the regular graduates.The OHSP follows strategies system to…. Mainstreaming Stage 3. 4. 5. . The implementing school may decide to adopt a separate honor roll and graduation for OHSP learners. C.

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.

 Improve achievement of the basic learning process.What are its goals and objectives?  Improve the holding power of the school. and  Increase students’ capabilities for independent self-managed learning. .  Strengthen school and family partnership in order to reduce student drop out rate.

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

2. 3.What are the characteristics of SII? 1. Innovative Affordable Acceptable Transferable Student profile-based or informationbased 6. 4. Validated by the practitioners themselves . 5.

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. .

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

Management Structure 5. Monitoring and evaluation plan . Objectives 3. Implementation plan 4. Situationer 2.What are the elements of SII? 1.

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

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

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.Why Evaluate? There is a need to evaluate whether the SII is achieving or has achieved its objectives.

Who are to be Evaluated?       At-risk students Teacher-implementors School Head SII Coordinator Parents of at-risk students DORP Council .

and utilization of locally available resources. Note that the evaluation should be a collective effort and should utilize both quantitative and qualitative data. The effectiveness and efficiency of the processes as indicated by optimum participation of students and their parents.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 Completion of activities as scheduled. The adequacy and timely delivery of the inputs. . and improved achievement. The quantity and quality of the outputs such as number of feeding sessions and improved nutritional status.

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.

TRIP KITA” . “SAKAY NA. 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.

“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. It is aimed primarily to augment the financial needs of the students who are poor but eager to finish their secondary education. This is a program that will help minimize the number of students who are dropping out due to poverty. .

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

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

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.

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

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

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

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

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

If I have done this… .

Then DORP succeeded! .

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