Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
Division of Rizal
District of Cardona
TADLAK ELEMENTARY SCHOOL

Project D.E.F.E.N.D.:
Dropout Elimination for Future Educational Nurturing and Development

I. Proponent
Jayna J. San Jose, Ed.D.

Members:
Grade Level Coordinators
Guidance Counsellors
All Advisers

II. Project Summary

Project D.E.F.E.N.D., part of the Enhanced School Improvement Plan (ESIP), is a targeted
school initiative aimed at reducing the current dropout rate by at least 0.05 percent, building on the
1% decrease achieved this year. The project employs a comprehensive approach, identifying and
addressing the root causes of dropout rates through data analysis and implementing tailored
interventions. Focused on Future Educational Nurturing and Development, it goes beyond mere
prevention to create an environment fostering continuous learning and student development. The
strategy involves collaboration among teachers, counselors, parents, and the community, emphasizing
transparent communication and regular assessment to adapt interventions as needed. Celebrating
successes is integral to fostering a culture of achievement. With its data-driven and goal-oriented
design, Project D.E.F.E.N.D. is poised to make a significant positive impact on the educational
experience, ensuring a supportive and engaging environment for all students.
III. Project Background

School absenteeism is characterized by the regular avoidance of school attendance

without a valid or any given reason for missing classes. Within the school context, it
manifests as a consistent and deliberate failure to attend classes. While occasional absences
from school activities and lessons are inevitable, an issue arises when a student remains
absent for an extended period. As per the Merriam-Webster Dictionary, absenteeism in
schools poses a significant concern for administrators, teachers, parents, and society at large.
The repercussions of unexcused absences extend beyond the immediate academic impact,
influencing peer relationships and potentially leading to academic underachievement,
difficulties in forming friendships, resulting in boredom, and a decline in confidence.
Researchers, such as Obrador (2014), highlight the detrimental effects of prolonged
absenteeism, emphasizing its link to increased risks of academic underachievement and an
elevated likelihood of early school dropout.

According to the Department of Education section 157 (Attendance and Punctuality),

(DepEd Order No. 40, s. 2012)
 Students who incur absences of more than twenty percent (20%) of the prescribed
number of class or laboratory period during the school year or term should be given a
failing grade and given no credit for the course or subject

The school attendance is one of the determinants of Students At-risk of Dropping Out.
The school attendance rate in the Philippines has dropped among the older children, a general
fact in the recent findings of the Philippine Statistics Authority (2018) revealed that children
aged 14 years old showed a less impressive 91% and among the 17 and 18 years old managed
a 70% and 57% attendance rate only. Students who live in communities with high levels of
poverty are more likely to be four times chronically absent than others who have reasons
beyond their control such as, unstable housing, unreliable transportation and a lack of access
to health care. It is evident that the poorest children have the lowest school attendance rate
caused by the inadequate human capabilities and limited access to social services. Balfanz
(2012) pointed out in his study the reasons for absenteeism. These were presented into three
categories that include illness, family responsibilities, and housing instability in the first
category, to avoid bullying, unsafe conditions, harassment, and embarrassment that falls to
the second category, and lastly, the lack of parent's interest or the students themselves in their
studies or nothing stops them from skipping school. It was also stated that the primary
characteristic of students who commit a lot of absences is they live in poverty.

Pursuant to DO 74, s.2010 Guidelines on Mainstreaming the Dropout Reduction Program

which mandates the schools and division offices to conduct an identification of learners who are most
likely to drop out in order to design pertinent intervention programs, the school will implement this
Project D.E.F.E.N.D.: Dropout Elimination for Future Educational Nurturing and Development. It is
a dropout prevention program aims to connect with the learners who dropped out; help the learners to
go back to school and identify the underlying reasons of dropping out. This further aims to develop
other interventions based on the findings to decrease the dropout rate and increase the retention rate of
the school
IV. Project Objectives

Project D.E.F.E.N.D.: Dropout Elimination for Future Educational Nurturing and

Development is a school-based project which is part of our Enhanced School Improvement Plan
(ESIP). This basically aims decrease dropout rate by at least 0.05 % from the current 1% decreased
this year.

V. Project Methodology

School will commence implementing Project DEFEND within this School Year 2023-
20224. Following the DEFEND Methodology Framework, the project will be implemented.
 D - Data Review
and Identification

D - Progress
E - Educator
Documentation and
Collaboration:
Adjustment:

F - Forwarding to
N - Tailored
Guidance
Intervention Plans:
Counselors

E - Engaging
Parents

Project DEFEND Framework

1. D - Data Review and Identification:
 Review student records from the School Year 2020-2021 to identify those at risk
of dropping out.
 Collaborate with individual advisers to pinpoint students displaying signs of
potential dropout risk.
2. E - Educator Collaboration:
 Work closely with advisers to gather valuable insights into the behaviors and
challenges of identified students.
 Share the criteria for identifying at-risk students, encouraging input from teachers.
3. F - Forwarding to Guidance Counsellors:

 Transmit the list of identified at-risk students to the Guidance Counselor in each
grade level.
 Provide detailed context and information for each student to facilitate targeted
support.
 Engage counseling services to conduct personalized assessments for each
identified student.
 Explore both academic and non-academic factors contributing to the risk of
dropout.
4. E - Engaging Parents and Guardians:
  Engage parents and guardians about the status of their child.
 Explain and collaborate with them to help the child.

5. N - Tailored Intervention Plans:

 Develop individualized intervention plans for each student in collaboration with

the Guidance Counselor.
 Tailor strategies to address specific needs and challenges, aiming to mitigate the
risk of dropout.

6. D - Progress Documentation and Adjustment:

 Document the progress of each student in response to interventions.

 Regularly review and adjust strategies based on evolving needs and
circumstances.

VI. Project Work Plan and Budget Matrix (Gantt Chart of Activities)

Activity Output Date of Person Budget Budget

Implementation Responsible Source

D - Data Identified list of November 2023 Proponent - MOOE

Review and students at risk of
Identification dropping out
All Advisers

E - Educator Collaboration November- Proponent - MOOE

Collaboration insights report December 2023

All Advisers

F - Forwarding List of at-risk December 2023- Proponent - MOOE

to Guidance students January 2024
Counsellors transmitted to
Guidance
Counselors All Advisers

Guidance-in-
charge

Guidance December 2023- Proponent - MOOE

Counselors' January 2024
personalized
assessments for All Advisers
identified students

Guidance-in-
charge

Comprehensive December 2023- Proponent - MOOE

report on January 2024
academic and
non-academic All Advisers
factors
contributing to
dropout risk Guidance-in-
charge

E - Engaging Engaged parents December 2023- Proponent 1,000 MOOE

Parents and and guardians February 2024
Guardians with collaborative
plan for each child All Advisers

Guidance-in-
charge

Parents/Guardians

N - Tailored Individualized December 2023- Proponent 1,000 MOOE

Intervention intervention plans
Plans for each at-risk February 2024
student

All Advisers

Guidance-in-
charge

Student-at-risk

Strategies tailored December 2023- Proponent 1,000 MOOE

to address February 2024
specific needs
and challenges All Advisers

Guidance-in-
charge

Student-at-risk

D - Progress Documented November 2023- Proponent 1,000 MOOE

Documentation progress for each April 2024
and Adjustment student in
response to All Advisers
interventions

Guidance-in-
charge

Regularly November 2023- Proponent 1,000 MOOE

reviewed and April 2024
adjusted
strategies based All Advisers
on evolving needs
and
circumstances Guidance-in-
charge
Gantt Chart of Activities

Activities NOV. DEC JAN FEB MA AP

R R

D - Data Review and Identification

E - Educator Collaboration
F - Forwarding to Guidance
Counsellors
E - Engaging Parents and
Guardians
N - Tailored Intervention Plans

D - Progress Documentation and

Adjustment

VII. Expected Output

1. Decrease dropout rate by at least 0.05 percent from the current 1% decreased
this year.
2. Saved at-risk student at least, the minimum competency standard

Prepared by:

JAYNA J. SAN JOSE, ED.D. _________________

Chairman, Project DEFEND Co-chairman, Project DEFEND

Recommending Approval:

_____________________________
Principal

APPROVED:

____________________________________________
Public Schools District Supervisor, Cardona Sub-office