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I - DORP
Hi! I amSOL-anie .
DORPsVER-y WILLING
WILI!
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Acronyms:
DORP
Drop-Out ReductionProgram
SARDO Student-at-Risk of
Dropping Out OHSP-Open High School
Program
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Acronyms:
EASE
Effective AlternativeSecondary Education
SII
School-InitiatedInterventions
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Objectives of the Panel
Discussion: Analyze the basic concepts,
principles and processes of the
DORP strategic interventions
Identify the appropriate interventionsfor the various situations of thestudents in the schools
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QUESTION NO. 1
The program which aims todecrease drop-out and repetition
rates thus increasing participationand hopefully achievement.
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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
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Department of Education
BUREAU OF SECONDARY EDUCATION
OutReduction
Program
Drop
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QUESTION NO. 2
The goal of DORP which meansthat we want our students to applywhat they have learned in school inreal life situations.
QUESTION NO. 2
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Goal:
To facilitate access to basicquality education in order
contribute to the attainment of
FUNCTIONAL LITERACY FORALL
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The DORP focuses on the four riskfactors that affect the dropoutproblems of schools. These risk
factors are conveniently identifiedasFICS.
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QUESTION NO. 3
The very first thing that the DORPimplementers should do before
implementing/conceptualizing anyinterventions.
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FICS refer toFamily-relatedproblems,Individualor thevulnerable adolescent-related
problems,Community-relatedproblems and theSchool-relatedproblems including but not limited to
the teachinglearning situations.
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The FICS encompasses thepsychological, emotional,cultural and social dimensions of
the risk factors affecting thepupils/students.
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The FICS Analysis willguide the DORP
implementers on the typeofintervention/s to be
used.
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QUESTION NO. 4
The main DORP
interventions
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The DORP as a holistic deliveryprogram of the Bureau of SecondaryEducation has three major
components: the EASE, the OpenHigh School/Distance Education andthe SII (School Initiated
Intervention).
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Effective Alternative SecondaryEducation(EASE) is applied to short-term
and seasonal SARDO; The Open High School Program (OHSP)
is recommended for SARDOs who
permanently can not attend regularclasses;
The School Initiated Interventions
(SII) is utilized according to the felt needsof the SARDO and to the existing availableschool resources.
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The DORP follows strategic system to ensure itssmooth implementation:
A. Start-up Stage
- identification of SARDOs and OSY/OSA ( ifthey 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
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B. Implementation Stage- implementation of the DORP Plan
- tracking of beneficiaries
- monitoring and evaluation- documentation of effective practices
- continuous advocacy ( internal and
external
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C. Mainstreaming Stage- continuous advocacy with the
internal and external stakeholders
- sharing of experiences and possiblereplication
- continuous tracking of beneficiaries
- identification of best practices
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D. Institutionalization Stage- policy recommendation/s
- passage of a law for
institutionalizing the program
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THE STANDARDS FORIMPLEMENTATION
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The DORP follows the following standards inthe implementation:
The alternative delivery program is suitable tothe unique school situation and alterable riskfactors in dropping out ;
The out-of-school youth and out-of-schooladults (OSY/OSA) maybe accepted to theprogram after undergoing the requiredprocesses;
The alternative delivery program is consistentwith the existing secondary curriculumincluding the grading system.
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A Regional DORP Plan is formulated bya team headed by the SecondaryEducation Chief.
1. The plan undergoes a reviewprocess set by BSE and considered bythe RO in formulating the REDP(Regional Education Development Plan)
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Situationer (REDP based)
GoalObjectives
Interventions with short description
Implementation Plan with well-defined strategies
Implementation Structure
Monitoring and Evaluation Plan
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A Division DORP Plan is formulated by a team headedby the Schools Division Superintendent.
DORP Plan undergoes a review process set byBSE and considered by the RO in evaluating theDEDP (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
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School DORP Plan is formulated by a team headed bythe school head/principal.
1) School DORP Plan undergoes review process set byBSE 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
July 2008
H a n d b o o k
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What is Project EASE?
It is an alternative learningsystem for students who wantto finish high school but cannot
attend classes regularlybecause of their disadvantagedsituations.
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Whoare thestudents in
disadvantaged situations?
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Students enrolled in high school who
are fully or partially employed.
have to leave school for some timebecause of ajob 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.
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are with noticeable differences fromtheir classmates in age, physical
disability, linguistic and culturalbackground, etc.
are fast learners and can learn more,better and faster through a home-study program.
have personal or family problemsthat cause them to leave school.
are in calamity or endangered areas.
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How a studentin the mainstream or
regular programmay get into the
EASE program?
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STEPS
1. The teacher identify prospective EASEstudents.
2. Let the student fill out Form 4 and
submit to adviser.3. Assess students ability by using Forms5-16.
4. The teachers meet to evaluateassessment results and decide if thestudent is qualified.
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5. The adviser holds conference with thestudent, teachers and parents for theStudy Contract (Form 17)
6. Discuss the terms in the contract andsign.
7. Brief the EASE student (Use Forms
18, 20-22).
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Project EASE
IMPLEMENTATION
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PROCEDURE
Orientation and Training Organization of EASE Steering
Council (ESC)
Preparation of the Schools EASEImplementation Plan
Implementation
Monitoring and Evaluation
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1. Orientation and Training
Two levels of orientation and training
1. National
2. School-Based
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Who manages EASE?
SCHOOL
HEAD
S-DORP
COUNCIL
S-DORP
COORDINA-
TOR
CLASS
ADVISERS
STUDENTS
PARENTS
SUBJECT
TEACHERS
GUIDANCE
COUNSELOR
Figure_ School Drop Out Reduction Program(S-DORP) Organizational Structure
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2. Organization of ESC
A. Composition
School Principal Chairman
Guidance Counselor Curriculum Level Chairman
Parents or their Representatives
Students
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B. Tasks
formulate policies for the conduct ofEASE 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.
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3. Preparation of EASE ImplementingPlan
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
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The materials to be used in thePreparation of Implementation Plan
Project EASE Proposal
Outline of the EASE ImplementationPlan (Form 1)
Procedural Design of the EASE System
(Form 2)
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4. Implementation
a. What measures shall be taken in case theapplicants assessment results show thathe/she cannot cope with the demands of
EASE, that is, he fails the assessmenttest?
b. What remediation may be done if the
student persistently fails to produce thedesired outputs and outcomes?
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c. In subjects that include laboratory work,
such as Science and TLE, whatarrangement can be made so thatstudents can have access to neededequipment and facilities?
d. What strategies and incentives shall beused to make the parents fullyresponsible for their part in the contract?
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e. What incentives may be provided toteachers with high EASE completion
rate?
f. The problem of accomplishing all theassigned tasks in the eight (8) subjectswithin a given period by students whoare part-time or seasonal workers or
pregnant, is anticipated. What possiblemeasures may be taken to minimize theill-effects of this problem?
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5. Monitoring and Evaluation
Monitoring Modes
A. Consultative Meetings (CMs) with the BSEstaff, the members of the ESC and the teacherimplementers, to resolve emergent problems
and address issues that may arise duringproject implementation.
B. Technical Assistance Visits (TAVs) to the schoolby the BSE staff, to help the project
implementers improve the learning systemwhile it is in operation.
Department of Education
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Department of Education
BUREAU OF SECONDARY EDUCATION
Wh i i bj i ?
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What is its objectives?
Provides opportunity to all elementary graduates,high school drop-outs, and successful examineesof the Philippine Educational Placement Test(PEPT) to complete secondary education;
Prevents potential school leavers and encouragesthose who are out of school to finish secondaryeducation;
Reduces high school drop outs and increasesparticipation rate; and
Increase achievement rate through qualitydistance education.
Who can participate in the program?
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Who can participate in the program?What are the requirements for
participation?
The program is open to all public or private secondaryschools.
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), copyfurnished 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 foraccreditation as a participating school.
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Make available learning facilities andequipment in the school e.g., library,
computer room, laboratory room, workshoproom, 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-managedlearning.
Who are qualified to enrol in
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Who are qualified to enrol inthe OHSP?
The program is open to Filipino learners who candemonstrate capacity for independent learningand are willing to undertake self-directedlearning.
Below are pre-requisites for enrollment: Submission of any of the following:
High School Report Card (in case of drop-
outs) Elementary Report Card (for high school
entrants)
PEPT qualifying certificate
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Passing of the IndependentLearning Readiness Test (ILRT)and the Informal ReadingInventory (IRI) test (AppendicesB and C). The ILRT
assesses the learners readinglevel as basis for class grouping.
Interview of parent/guardian toget a complete profile of thelearner.
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Concepts:
1. Open enrolment2. Distant learning/non-classbased
3. Self-directed learning (learnerpaced)4. Interactive distant learning
(non class based)
5. Contractual6. Experiential Learning
C t
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Concepts:1. Open Enrolment
An OSY/OSA can enroll any month of the year.The month when he/she is accepted (aftersatisfactorily passing the assessments) will be
the start of his/her 1st
quarter in all subjects.A SARDO can transfer from regular schoolingto open high school when the indicators fordropping get serious. He will continue his/her
studies at home, in place of work or in otherplaces where learning takes place.
C t
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Concepts:
2. Distant Learner/Non-class basedAn OHSP learner is most oftenout-of-school. She/he will onlymeet the subject teachersaccording to the contract or
when she/he asks for a specialassistance on a particularsubject.
C t
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Concepts:3. Self-directed learning (learner paced)
An OHSP learner manages his/her ownlearning with occasional inputs fromsubject teacher or resource person/s
Module or set of modules from eachsubject area will be brought home andreturned on the date stated in thecontract.
He/She has the option to study first thesubject/s which he/she finds easy anddifficult subjects to follow later.
C t
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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 aswell.
A resource person or facilitator earlierarranged by the School DORP team to
supervise the activity shall attend tothe needs of the learners while theyare out of school.
C t
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Concepts:3. Self-directed learning (learner paced)
Interactive distant learning
The same standards/criteriaapplied to regular learners shallbe applied to the distant learning.
In case of virtual schooling, theactivity is performed using web-
cam. Oral performance andrecitation can be likewise doneusing the web-cam and other
technology
C t
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Concepts:3. Self-directed learning (learner paced)
Interactive distant learning
If there are more distant learnersin the community who arestudying the same module/s, thesubject teacher may arrangegroup work / group study under
the supervision of the resourceperson or facilitator.
Concepts
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Concepts:4. Contractual on Learner
Any learner accepted to the open high schoolprogram shall enter into an agreement orcontract.
The contract contains the responsibilities of thelearners, his/her parents or guardians
It also contains the schedule when he/she iscoming 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:
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Concepts:
5. Experiential Learning
Also known as practical learning.
An OHSP learner has more advantages interms of practicum or on-the-job learning
because he/she is supervised by aresource person or a facilitator in thecommunity.
There is an actual and immediateapplication of theories learned in themodule which he/she brings home.
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LEARNING MODALITIES
Printed Mode
Online Mode Blended Technology Mode
How is the OHSP managed?
http://dorp%20nov%202010/Day%202/iDEP/iDEP.ppthttp://dorp%20nov%202010/Day%202/iDEP/iDEP.ppt8/2/2019 Tagaytay Integrated DORP
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SCHOOL
HEAD
S-DORP
COUNCIL
S-DORP
COORDINA-
TOR
CLASS
ADVISERS
STUDENTS
PARENTS
SUBJECT
TEACHERS
GUIDANCE
COUNSELOR
Figure_ School Drop Out Reduction Program(S-DORP) Organizational Structure
What are to be evaluated in the OHSP?
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Who shall be involved?
Performance of the learner/student Performance of the teacher-implementers
Overall Implementation of the OHSP(Summative Evaluation). Division DORPCouncil, the school DORP council and theschool head shall evaluate the overallimplementation 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
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How shall the learner beevaluated?
In case of acceleration, the DORP Council,the school head, OHSP Coordinator and theteacher-adviser shall review the learnersupdated portfolio.
The following shall constitute a portfolio:
Initial Summary states the total ratingof the learners in the in the subject area General essay states the pastexperiences and the kind of learning for
which recognition is sought
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Evaluation of learning in each subject caninclude 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 yearlevel shall be determined in highlymeritorious cases upon fulfillment of therequirements and mastery of at least 90%of the competencies in the subject area.
Supporting documents:
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Supporting documents:Supporting documents
Written examinations Performance ratings
Products/Outputs submitted
Eyewitness testimonies from peers,
communityleaders and employer (if employed)
Other documents that will provide evidenceof meritorious performance.
Retention of the learner in the program is for amaximum period of six years with the option tobe mainstreamed in the regular programanytime within the period of study.
Promotion:
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Promotion:
Form 138A or Report Card is issued onlyupon the completion of the total requiredunits per year level, thus it can be issuedanytime of the school year.
In case of a fast leaner, he/she shall beawarded a certificate of completion bylearning area and can be accelerated to
the next level of the particular learningarea.
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The OHSP follows the following
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The OHSP follows the followingstages:
A. Start-up Stage
For ISY (In-School Youth)
1) The DORP team studies the SARDO watchlist submitted by each advisers.
2) Serious cases of SARDOs shall be
determined to be recommended to openhigh school scheme.
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3) The SARDO concerned and
his/her parent or guardian
shall be called for theorientation. Contract shall be
signed by both parties.
The OHSP follows the following
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A. Start-up Stage
For OSY (Out-School Youth)
1) The DORP team shall conduct informationand advocacy campaign.
2) OSY who signifies intention to return toschooling shall be given priority
3) He/She shall take the IRI, ILRT, andinterviews together with his/herparents/guardians.
The OHSP follows the followingstages:
The OHSP follows strategies system
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The OHSP follows strategies systemto.
4. Contract shall be signed to signify
that he/she is now a student of theschool.
The OHSP follows strategies system
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The OHSP follows strategies systemto.
B. Implementation Stage1. OHSP is an alternative delivery mode thus
the prescribed contact days for regular highschooling is waived.
2. Face-to-face session stated in the contractmust be followed.
3. OHSP learner may opt to undergo themodular scheme or print-based study ormay adopt the blended technology scheme.
The OHSP follows strategies system
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The OHSP follows strategies systemto.
B. Implementation Stage
4. In extreme cases, where a learner is out ofthe country and face-to-face session is
difficult, the on-line scheme or iDEP can beadopted.
5. The same curriculum and grading systemare applied to him/her.
The OHSP follows strategies system
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The OHSP follows strategies systemto.
C. Mainstreaming Stage1. The OHSP is an alternative delivery mode
to deliver formal basic education to arrestdropping out and provide access toOSY/OSA.
2. OHSP learners are treated like regularstudents thus they must be involved in co-and extra-curricular activities.
The OHSP follows strategies system
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The OHSP follows strategies systemto.C. Mainstreaming Stage
3. The implementing school may decide toadopt a separate honor roll and graduation
for OHSP learners.4. The same high school forms are used as
they undergo the program
5. OHSP learners shall receive the same
diploma given to the regular graduates.
Department of EducationBUREAU OF SECONDARY EDUCATION
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BUREAU OF SECONDARY EDUCATION
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What is SII?It is one of the strategic components ofthe Drop Out Reduction Program
(DORP).
It is an intervention developed by the
school itself to address specific dropoutproblems.
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What are its goals andobjectives? Improve the holding power of the school;
Strengthen school and family partnership inorder to reduce student drop out rate;
Improve achievement of the basic learningprocess; and
Increase students capabilities for independent
self-managed learning.
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What are the guidingprinciples of SII? Intervention/s is /are designed and
developed collaboratively;
It should benefit from existing approaches,
materials and experiences of literacyresearches, teachers, managers andparents;
It should embrace the essential values of
self-determination, self-respect and humanrights; and
It should observe the basic principles oflearning and human development.
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What are thecharacteristics of SII?1. Innovative
2. Affordable
3. Acceptable4. Transferable
5. Student profile-based or information-based
6. Validated by the practitionersthemselves
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How are SIIs developed?- it must be based on the insightfulanalysis of the problems identified in theSIP and the school DORP plan relative to
the high incidence of drop outs and lowretention rate in the catchment areas of aschool.
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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 andexcessive alcohol drinking, etc.
4.School- teaching methods and approaches thatdo not meet students expectation, etc
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What are the elements ofSII?1. Situationer
2. Objectives
3. Implementation plan4. Management Structure
5. Monitoring and evaluation plan
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What are the steps undertakento 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 andprobable problems, and agree on tracking andevaluating schemes.
Prepare all the materials and the facilitiesneeded.
Implement the intervention in collaboration withthe key stakeholders.
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Track the progress of the
implementation and the SARDO.Make adjustments when necessary.
Evaluate the performance of the
SARDO and the overallimplementation of the intervention.
Utilize evaluation results to improve
the intervention.
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Who manages the SII?SCHOOL
HEAD
S-DORP
COUNCIL
S-DORP
COORDINA-
TOR
CLASS
ADVISERS
STUDENTS
PARENTS
SUBJECT
TEACHERS
GUIDANCE
COUNSELOR
Figure_ School Drop Out Reduction Program(S-DORP) Organizational Structure
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Why Evaluate?There is a need to evaluate whether the SII is
achieving or has achieved its objectives. Howeffective is it in decreasing the dropout rate?
How many at-risk students were saved? Of thosesaved, how many were retained in the same yearlevel? How many were promoted? How can theintervention be improved? Evaluation of the SII is
necessary to answer the questions.
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Who are to be Evaluated? At-risk students
Teacher-implementors
School Head
SII Coordinator
Parents of at-risk students
DORP Council
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What should beevaluated? The extent to which the SII objectives have been
achieved such as number of students-at risk saved andpromoted, and improved achievement;
The quantity and quality of the outputs such as number offeeding sessions and improved nutritional status;
The effectiveness and efficiency of the processes asindicated by optimum participation of students and theirparents, 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 bothquantitative and qualitative data.
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Discussion of CP-TLE
as a DORP intervention
ANTIQUE
http://dorp%20nov%202010/Day%202/TLE%20Presentationhttp://dorp%20nov%202010/Day%202/TLE%20Presentationhttp://dorp%20nov%202010/Day%202/TLE%20Presentationhttp://dorp%20nov%202010/Day%202/TLE%20Presentation8/2/2019 Tagaytay Integrated DORP
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ANTIQUE
NATIONAL
SCHOOL
DROP OUT REDUCTION PLAN(DORP)
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INTERVENTIONS
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OPERATION: SAGIP
SARDO
PAGKAIN MO
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PAGKAIN MO,
SAGOT KO This intervention was conceptualized to
minimize if not totally eliminate theproblem on absenteeism, truancy anddropping out of students enrolled in the
Antique National School.
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SAKAY NA,TRIP KITA
One of the major causes why studentsbecome truant and later decides to drop
school is the inability of the parents toprovide the daily needs of their childrenparticularly the transportation expenses
from their residence to school.
ANS SCHOLARSHIP
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PROGRAMThe ANS Scholarship Program is one of the
preventive measures designed to cater onthe needs of poor but deserving students
in the Antique National School. This is aprogram that will help minimize thenumber of students who are dropping out
due to poverty. It is aimed primarily toaugment the financial needs of the
students who are poor but eager to finishtheir secondary education.
Games for students during vacant periods
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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 peereducators, etc.
Parent-formation Student recognition of their achievement
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LGU initiated (Barangay, Town,Province, and National)
NGO initiated
Church-based
Foreign-funded
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Output:Look back at theFICS Analysis
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Find theappropriateinterventions
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If only I can make aSARDO fully understand
one EASE moduleThen, my task is
accomplished.
If l I O (Hi h
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If only I can Open (High
School) an opportunityfor a SARDO to finish
one school year,
Then, I have achievedmy goal.
If l I hi k f
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If only I can think ofone
interventionthat is applicable to myschools situation
Then, I have carried outmy mission.
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If only I can save oneSARDO
Then, my life will becomplete.
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For God had justcommanded me just todo one thing:
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That is to love with myone body, my onemind, my one heartand my one soul.
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If I have done this
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Then DORPsucceeded!