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What is DORP?Drop-out Reduction Program- it is an intervention program toreduce the high dropout rateand improve learning outcomesin public and private schools ofthe country, using formal, non-formal and informalapproaches.
AIMSTo facilitate access of everyFilipino to quality basic education,which equips him with the basicliteracy tools and content that areessential for the growth anddevelopment as a person and asa citizen of a democratic society.
SPECIFIC OBJECTIVES• Reduce, if not totally eliminate school dropout.• Increase retention rate.• Increase significantly the achievement level of the Student at Risk of Dropping Out (SARDO).
SPECIFIC OBJECTIVES1. Retrieve learners who are out of school.2. Increase the capability of schools to establish, implement, monitor, evaluate and continuously improve the DORP.
SPECIFIC OBJECTIVES1. Design and continuously improve DORP practices and learning materials.2. Benchmark the best DORP practices.
UNDERLYING ASSUMPTIONSOF THE DORP1. If the continued increase in the rate of school dropout is not arrested, then the EFA goal of making every Filipino functionally literate by 2015 would not be achieved.
UNDERLYING ASSUMPTIONSOF THE DORP1. The increase in dropout rate could be arrested if the causes of the dropout problem are properly identified and described and appropriate intervention programs are initiated to remove the causes.2. If the school, the home, the community and the SARDO are actively involved in planning, developing, implementing the DORP, then the DORP would succeed.
UNDERLYING ASSUMPTIONSOF THE DORP4. The likelihood of student leaving school could be reduced if the students’ felt needs are being satisfied and learning experiences are pleasurable.5. Learning is scaffolding. If student attendance is irregular and previous lessons are not fully mastered, then, the scaffolding process is weakened.
UNDERLYING ASSUMPTIONS OF THE DORP1. The full mastery of basic competencies could be achieved if the instructional process has a strong remedial component.2. If the school has a strong and effective DORP, then the school dropout rate would be diminished.3. The school DORP would have higher probability of success if it is provided support by the Division, Regional and adequate technical and administrative Central Offices.
GUIDING PRINCIPLES OF THE DORP 1. DORP should contribute significantly to the attainment of the School Improvement Plan (SIP) objective to reduce dropout rate and increase retention and achievement rate. 2. It should seek to help SARDO master the basic learning competencies.
GUIDING PRINCIPLES OF THE DORP1. Home visit as a DORP intervention should be properly planned; objective, expected output and approaches should be clear and specific.2. DORP must educate the SARDO to be independent, critical and creative problem solvers.3. DORP should not only prevent students from dropping out; it should also seek to retrieve those who have dropped out.
GUIDING PRINCIPLES OF THE DORP1. DORP should explore alternatives modes that best meet the learning needs of its clients.2. DORP should endeavor to build up the self-confidence and self-reliance of the SARDO.3. Decision on the type of intervention appropriate to an individual should be based on a careful analysis of adequate, relevant, accurate and up-to-date information.
GUIDING PRINCIPLES OF THE DORP1. DORP, in its zeal to focus on the SARDO, must see to it that the bright student, do not became undeserved and disadvantaged.2. DORP should not only be reactive and preventive, but also be proactive to cover the needs of those who dropped out and re- enrolled.
LEGAL BASIS OF THE DORP• Art XIV of the 1987 Philippine Constitution• Education Act of 1982 (BP 232)• R.A. 9155 (Governance for Basic Education Act of 2001)• Art. 28 of the United Nations Conventions on the Rights of the Child
THE DORP OPERATIONAL FRAMEWORKCENTRAL LEVEL REGIONAL LEVEL DIVISION LEVEL SCHOOL LEVELPolicy Planning D EASE R Capacity Building D SDirection R S System D Support E OHSP D D E Technical O IStandards O O Admin R SII R D Research D R Advocacy P PAdvocacy P P Networking P OS P M&EM&E
COMPONENTS OF THE S-DORP1. Open High School Program (OHSP) - uses distance learning and makes use of multi media materials. - requires the learners to undergo the Independent Learning Readiness Test (ILRT) and Informal Reading Inventory (IRI) - maximum of 6 years to complete secondary education
COMPONENTS OF THE S-DORP1. Effective Alternative Secondary Education (EASE) - this learning mode uses module which the students study while on leave of absence. - to qualify, a student should pass the reading and writing ability test in Filipino, English and Math.
COMPONNETS OF THE S-DORP1. School Initiated Interventions (SII) - innovative and homegrown interventions developed by the school to prevent the SARDO from dropping out and to improve their academic achievement.3. Other Interventions (OI) - developed by other agencies such as LGU, Income-Creating Opportunities thru Technology Projects (ICOT-P)
Critical Factors Contributeto the SuccessfulImplementation of the DORP1. Committed Leadership2. Trained DORP Council and Implementers3. Availability of Materials4. Participation and Support of Stakeholders
BENEFICIARIES OF DORP• Students at risks of dropping out (SARDO)• Out-of school youths of school age who decide to complete basic education through the Alternative Delivery Mode.
SCHOOL HEAD S-DORP S-DORPCOORDINATOR COUNCIL CLASS ADVISER GUIDANCE SUBJECT PUPIL COUNSELOR TEACHER PARENTSTHE MANAGEMENT OF THE S-DORP
ROLES OF PERSONS WHODIRECTLY MANAGING DORPSTUDENTS2. Participate in selecting the appropriate DORP intervention with the guidance of the class adviser3. Enter into a DORP agreement4. Prepare, implement and assess self- directed learning plans5. Fulfill the requirements of the selected intervention6. Report to the class adviser and subject teachers according to the agreement
CLASS ADVISERS/TEACHERS2. Identify SARDO by subject area and year level3. Prepare SARDO monitoring list4. Diagnose students’ strengths, weaknesses, interests and learning difficulties5. Design appropriate intervention with colleagues and the SARDO6. Implement the interventions7. Tract/Evaluate progress of SARDO
CLASS ADVISERS/TEACHERS2. Assist the School Head in formulating DORP Plan3. Conduct advocacy to the following stakeholders: parents, students, community and LGUs4. Submit a regular progress report on SARDO to the school head5. Attend training-workshop on DORP6. Assist in the conduct of in-service training for DORP implementers7. Update information about SARDO
SCHOOL HEAD2. Leads in designing DORP management structure in making it functional3. Leads in managing the school DORP plan4. Leads the planning and conduct of DORP advocacy5. Participate in DORP trainings6. Conducts school level training/enhancement7. Leads in benchmarking best DORP practices in his school8. Submits DORP reports to the Division DORP Coordination
GUIDANCE COUNSELOR2. Updates continuously the guidance program on DORP3. Prepares DORP guidance tools and forms4. Conducts counseling sessions5. Maintains a centralized DORP records
GUIDANCE COUNSELOR2. Assists the class advisers/teachers in: > profiling of students > preparing and updating SARDO monitoring list > conducting home visits > conducting individualized interview > facilitating homeroom and PTA meetings > updating of individual records of students > diagnosing and solving problems of students
PARENT/GUARDIAN2. Signs the agreement as one of the principal parties if necessary3. Helps the SARDO implement the agreement4. Assists the teachers in managing and evaluating the DORP intervention5. Participates in DORP related activities6. Works as partners of the class adviser/teachers in monitoring the SARDO
SCHOOL DORP COORDINATOR2. Gathers and synthesizes data for the S- DORP plan3. Assists the school head and the DORP team in preparing the S-DORP plan4. Synchronizes the DORP activities5. Monitors the implementation of the plan and provides feedbacks to implementers6. Synthesizes progress reports of class advisers7. Prepares and submits school DORP reports to the school head of the DORP Council
S-DORP COUNCIL2. Sets policies and standards on school DORP management3. Resolves sensitive DORP-related issues and concerns4. Advises the School Head on DORP related matters5. Provides oversight information to decision makers in the school
THE SCHOOL DORP IN ACTIONDORP HAS 3 MAJOR PHASES:PHASE I - Planning the division and school DORP.PHASE II - Implementing the DORP plans.PHASE III -Evaluating the effect of the program
PHASE I – PLANNING1. Conducting the Situational AnalysisAsk: What is the current dropout rate of the school? Retention rate? completion rate? Achievement rate? Are there serious gap between the desired and actual retention, completion and achievement rates? What are the causes and effects of the gaps?
PHASE I – PLANNING2. Designing the Solutions to the Problem A. Situationer * Problem Statement * Background/context of the Problem. B. General and specific objectives C. Intervention strategies D. Implementation and M & E Plans E. Management Plan F. Sustainability Plan
PHASE I – PLANNING3. Appraising the School DORP Plan The School DORP plan shall be presented to the stakeholders for validation and improvement.
PHASE II - IMPLEMENTINGTHE SCHOOL DORP PLAN1. Start-Up The DORP Council and the School Head review the plan once more to ensure that the strategies are practical and responsive to the existing situations and acceptable to the implementers.
PHASE II - IMPLEMENTINGTHE SCHOOL DORP PLAN2. Plan Execution The implementers should see to it that the at-risk students are properly identified and provided the needed assistance.
PHASE II - IMPLEMENTINGTHE SCHOOL DORP PLAN1. Monitor and Evaluate Progress and Implementation The purpose of PME is to track the implementation of the DORP
PHASE II - IMPLEMENTINGTHE SCHOOL DORP PLANMajor Activities of Plan Execution:1. Profile the learner2. Gather and Update Supporting Data > Absences and tardiness > Declining academic achievement > Frequent violation of school rules a > Non-participation in class activities > Non-submission of class requirements
PHASE II - IMPLEMENTINGTHE SCHOOL DORP PLANMajor Activities of Plan Execution:1. Analyze the problem.2. Conduct the Problem-Solving Conference.3. Identify and design the appropriate solution.4. Implement the solution5. Assess the implementation and results of the intervention.6. Replan
PHASE III - EVALUATIONResults MonitoringAsk: Are the EASE, OHSP, SII and otherinterventions able to keep SARDO in school? Is there improvement in their attendance,class participation, learning outcomes, etc?Is the S-DORP Council functioning as expected? Is the SARDO tracking system at the schooland classroom levels producing the expectedoutcomes?
THE SCHOOL DORP IN ACTIONUN-ENROLLED LEARNERSStrategies to get un-enrolled studentsgo back to formal or non-formalschool:•Enrolment Advocacy Campaign•House-to-House Enrolment Campaign•Referral to ALS
THE EVALUATION OF THE DORPWhy evaluate the DORP?> To tell us if DORP is effective and efficient in reducing drop0it rate and increasing retention rate, completion and achievement rates.
THE EVALUATION OF THE DORPWho should be responsible for theevaluation of the DORP?The school headThe studentsThe class or section advisersThe guidance counselorsThe department headThe DORP Council
THE EVALUATION OF THE DORP What steps are suggested to evaluate DORP? 3. State clearly the purpose of the evaluation. 4. State the specific objective, and the evaluation questions. 5. Decide what data to gather to achieve the objectives and answer the questions. 6. Plan how to analyze and interpret the results.
THE EVALUATION OF THE DORP 1. Select and prepare the data gathering tools. 2. Orient or train the users of the tools 3. Gather and analyze data and interpret the results. 4. Summarize the findings and discuss them with the interested users. 5. Formulate the recommendations and assess if they are acceptable and implementable 6. Disseminate and utilize the findings to improve the DORP.
THE ANNUAL REPORTThe report on DORP should giveanswers to 4 questions:1. Has the DORP reduced significantly the school dropout rate?2. Have the saved at-risk students achieved, at least, the minimum competency standards?
THE ANNUAL REPORT 2. Has the DORP brought back the un- enrolled pupils and has referred to ALS? 3. Has the DORP contributed to the achievement of SIP objective on improved retention and achievement rates?