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Dropout Reduction Program Transcript of Dropout Reduction Program

The document discusses the Dropout Reduction Program (DORP) which aims to reduce dropout rates and improve learning outcomes in schools. It has three main objectives: 1) Reduce and eliminate school dropout rates and increase retention, 2) Retrieve learners who are out of school, and 3) Design and improve DORP practices and materials. The DORP uses formal, non-formal and informal approaches and involves students, parents, teachers and the community. It outlines the roles and responsibilities of those managing the DORP and provides guidelines for mainstreaming the DORP in public secondary schools.

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Leilani Grace Reyes
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3K views4 pages

Dropout Reduction Program Transcript of Dropout Reduction Program

The document discusses the Dropout Reduction Program (DORP) which aims to reduce dropout rates and improve learning outcomes in schools. It has three main objectives: 1) Reduce and eliminate school dropout rates and increase retention, 2) Retrieve learners who are out of school, and 3) Design and improve DORP practices and materials. The DORP uses formal, non-formal and informal approaches and involves students, parents, teachers and the community. It outlines the roles and responsibilities of those managing the DORP and provides guidelines for mainstreaming the DORP in public secondary schools.

Uploaded by

Leilani Grace Reyes
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Dropout reduction program

Transcript of Dropout reduction program


What is DORP?
Drop-out Reduction Program:
Drop-out Reduction Program - it is an intervention program to reduce the high dropout rate and improve
learning outcomes in public and private schools of the country, using formal, non-formal and informal
approaches.
DROPOUT REDUCTION PROGRAM (DORP) Aims : To facilitate access of every Filipino to quality basic
education, which equips him with the basic literacy tools and content that are essential for the growth and
development as a person and as a citizen of a democratic society. Specific Objectives : 1.Reduce, if not totally
eliminate school dropout. Increase retention rate. Increase significantly the achievement level of the Student at
Risk of Dropping Out (SARDO).
2. Retrieve learners who are out of school. Increase the capability of schools to establish, implement, monitor,
evaluate and continuously improve the DORP.
3. Design and continuously improve DORP practices and learning materials. Benchmark the best DORP
practices.

UNDERLYING ASSUMPTIONS OF THE DORP: 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.
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. If the school, the home, the
community and the SARDO are actively involved in planning, developing, implementing the DORP, then the
DORP would succeed.
The likelihood of student leaving school could be reduced if the students’ felt needs are being satisfied and
learning experiences are pleasurable. 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 DORP.
The full mastery of basic competencies could be achieved if the instructional process has a strong remedial
component. If the school has a strong and effective DORP, then the school dropout rate would be diminished.
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. It should seek to help SARDO
master the basic learning competencies.
2.Home visit as a DORP intervention should be properly planned; objective, expected output and
approaches should be clear and specific. DORP must educate the SARDO to be independent, critical and
creative problem solvers. DORP should not only prevent students from dropping out; it should also seek
to retrieve those who have dropped out. GUIDING PRINCIPLES OF THE DORP
3.DORP should explore alternatives modes that best meet the learning needs of its clients. DORP should
endeavor to build up the self-confidence and self-reliance of the SARDO. 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.
4.DORP, in its zeal to focus on the SARDO, must see to it that the bright student, do not became
undeserved and disadvantaged. 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: 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

COMPONENTS OF THE S-DORP:


1.Open High School Program (OHSP) - uses distance learning and makes use of multi media materials. -
requires the learners to undergo the Independent
2. Learning Readiness Test (ILRT) and Informal Reading Inventory (IRI) - maximum of 6 years to
complete secondary education.
3. 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.
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.
6.Other Interventions (OI) - developed by other agencies such as LGU, Income-Creating Opportunities
thru Technology Projects (ICOT-P)

THE MANAGEMENT OF THE


S-DORP :
PUPIL
PARENTS
CLASS ADVISER
SCHOOL HEAD SUBJECT TEACHER GUIDANCE COUNSELOR
S-DORP COORDINATOR
S-DORP COUNCIL
ROLES OF PERSONS WHO DIRECTLY MANAGING DORP:
CLASS ADVISERS/TEACHERS
1.Identify SARDO by subject area and year level
2.Prepare SARDO monitoring list
3.Diagnose students’ strengths, weaknesses, interests and learning difficulties
4.Design appropriate intervention with colleagues and the SARDO Implement the interventions
Tract/Evaluate progress of SARDO
5.Assist the School Head in formulating DORP Plan Conduct advocacy to the following stakeholders:
parents, students, community and LGUs Submit a regular progress report on SARDO to the school head
6.Attend training-workshop on DORP Assist in the conduct of in-service training for DORP
implementers Update information about SARDO

SCHOOL HEAD 1.Leads in designing DORP management structure in making it functional


2.Leads in managing the school DORP plan Leads the planning and conduct of DORP advocacy
Participate in DORP trainings.
3.Conducts school level enhancement and training.
4.Leads in benchmarking best DORP practices in his school
5Submits DORP reports to the Division DORP Coordination Parent/Guardian : 1.Signs the agreement as
one of the principal parties if necessary
2.Helps the SARDO implement the agreement
3.Assists the teachers in managing and evaluating the DORP intervention
4.Participates in DORP related activities
5.Works as partners of the class adviser/teachers in monitoring the SARDO SCHOOL DORP
COORDINATOR : 1.Gathers and synthesizes data for the S-DORP plan
2.Assists the school head and the DORP team in preparing the S-DORP plan 3.Synchronizes the DORP
activities
4Monitors the implementation of the plan and provides feedbacks to implementers
5.Synthesizes progress reports of class advisers
6.Prepares and submits school DORP reports to the school head of the DORP Council
S-DORP COUNCIL : 1.Sets policies and standards on school DORP management
2.Resolves sensitive DORP-related issues and concerns A
3.Advises the School Head on DORP related matters
4.Provides oversight information to decision makers in the school

DO 74, s. 2010 - Guidelines on Mainstreaming the Dropout Reduction Program (DORP) in the Public
Secondary Schools
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June 4, 2010

DO 74, s. 2010

Guidelines on Mainstreaming the Dropout Reduction Program (DORP) in the Public Secondary Schools

1. The challenges posed by Project ReACH - “Find them, Reach them, Keep them and Make them Complete
School” inspired the implementers of the Dropout Reduction Program (DORP) in the secondary schools to
perform better. Project ReACH through the DORP is successfully reaching the 3.4 Million youth aged 12- 15
years old.
2. The effectiveness of the Dropout Reduction Program (DORP) in reducing dropout rate, in the attainment of zero
dropout rates, in increasing participation rate and improving learning outcomes using formal, non formal and
informal approaches has been proven in many schools across the regions. To share the best practices of this
Program, the Bureau of Secondary Education (BSE), this Department encourages all school heads to
mainstream or integrate this Program in the conceptualization/formulation of their school improvement plan
(SIP) in all public secondary schools. The DORP, formerly known as the Secondary Schooling Alternatives
(SSA) under the Secondary Education Development and Improvement Project (SEDIP), is one of the holistic
alternative delivery mode (ADM) offerings of the BSE.
3. Anchored on the targets of Education for All (EFA) 2015, and the Millennium Development Goals (MDG)
2015, the DORP aims to contribute to the achievement of improved performance indicators in basic education.
4. These approaches utilize the Family, Individual, Community and School (FICS) Analysis to facilitate the
identification of students-at-risk of dropping out (SARDO) by introducing the appropriate interventions. The
FICS Analysis encompasses the psychological, emotional, economic, cultural and social dimensions of the risk
factors for dropping out affected the students/learners.
5. A DORP plan shall be crafted by the school team after the final analysis and identification of potential dropouts.
Technical assistance shall be provided by the respective pools of trainers in the regions and/or divisions, and
shall be guided by the manual for training and the handbooks for specific intervention (e.g. Open High School,
EASE, self-learning modules and lesson plans). A Handbook of the Best Practices gathered from the successful
DORP implementers is also available for benchmarking.
6. These materials can be downloaded from the Bureau of Secondary Education (BSE)
website:www.bse.portal.ph. For more information, please contact the DORP Secretariat, Misses Prudencia
Martinez-Sanoy, Team Leader, Marichel T. Gonzales and Maria Victoria E. Cervantes at telefax no.: 632-7746
or send e-mail at save_s [email protected].
7. Immediate dissemination of and compliance with this Order is directed.

Sgd.
Mona D. Valisno
Secretary

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