Tagaytay Integrated DORP

8/2/2019 Tagaytay Integrated DORP

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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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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.



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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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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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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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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.ppt


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SCHOOL

HEAD

S-DORP

COUNCIL

S-DORP

COORDINA-

TOR

CLASS

ADVISERS

STUDENTS

PARENTS

SUBJECT

TEACHERS

GUIDANCE

COUNSELOR


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.



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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.



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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.



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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.



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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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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



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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%20Presentation


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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!

Documents

Tagaytay Integrated DORP