Open High

School Program
(OHSP)
What is the Open High School Program (OHSP)?

The OHSP is an alternative mode of secondary

education that uses distance learning. It caters to
learners who are unable to attend the regular class
program due to physical impairment, work,
financial difficulties, distance of home to school,
and other justifiable and legitimate reasons.
Legal Bases of the Open High School Program
(OHSP)
Article XIV, Section 2, paragraph 4 of the
1987 Constitution.
“The State shall encourage non-formal, informal, and
indigenous learning systems, as well as self-learning,
independent, and out-of-school study programs particularly
those that respond to community needs.
Legal Bases of the Open High School Program
(OHSP)
RA 10665 = "Open High School System Act.“
“The OHSS is an alternative delivery mode under the formal system and

should be distinguished from the alternative learning system of

education. It puts premium on independent, self-pacing, and flexible

study to reach learners who are unable to start or complete secondary

education due to problems of time, distance, physical impairment,

financial difficulties, social or family problems, and those learners who

are under difficult circumstances.”

Legal Bases of the Open High School Program
(OHSP)
DO No. 46, s. 2006
“The Open High School Program (OHSP) is an alternative
mode of delivering secondary education for both public and
private schools. It puts premium on independent, self-pacing
, and flexible study to reach learners who are unable to start
or complete secondary education due to problems of time,
distance, physical impairment, financial difficulties, social or
family problems.
Goal of the OHSP

The OHSP is aligned with the School Improvement

Plan’s (SIP) goal of producing functionally literate
learner/graduate or one who has a mastery of the
basic competencies, capable of problem – solving,
and is a productive member of his family and
community.
Objectives of the OHSP
The OHSP as a Dropout Reduction Program (DORP) intervention, has
the following objectives:
• Provides opportunity to all elementary graduates, high school
drop-outs, and successful examinees of the Philippine
Educational Placement Test (PEPT) to complete secondary
education;
• Prevents potential school leavers and encourages those who are
out of school to finish secondary education;
• Reduces high school drop-outs and increases participation rate;
and
• Increase achievement rate through quality distance education.
Requirements in Implementing the Program
1. Submit a Letter of Intent (LOI) addressed to the Schools Division
Superintendent (SDS), copy furnished the Regional Office and the
Director of the Bureau of Secondary Education (BSE).
2. Undergo a capacity building program to be conducted by the BSE in
preparation for accreditation as a participating school.
3. Make available learning facilities and equipment in the school e.g.,
library, computer room, laboratory room, workshop room, gymnasium,
etc.
4. Link with the community for the students’ access to facilities like
public library, baranggay learning center, internet café, public sports
facilities and those that will help the students in their self-managed
learning.
Who are qualified to enroll in the OHSP?

The program is open to Filipino learners who can

demonstrate capacity for independent learning and
are willing to undertake self-directed learning.
Pre-requisites for enrollment

1. 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
2. Passing of the Independent Learning Readiness Test (ILRT)
and the Informal Reading Inventory (IRI) test (Appendices B and
C). The ILRT assesses the learner’s reading level as basis for
class grouping.
3. Interview of parent/guardian to get a complete profile of the
learner.
Each class in the Open High School Program shall
have a maximum enrollment of twenty (20) learners
per class. Learners shall be grouped or assigned to
a class based on the results of the Informal Reading
Inventory (IRI). The grouping of learners into a class
is for the purpose of teacher supervision.
School Level Management Structure of the OHSP

• School Head
• School DORP Council
• OHSP Coordinator
• Guidance Counselor
• Teacher-Adviser
• Subject-Teacher
• Learner/Student
School Level Management Structure of the OHSP
Roles & Responsibilities of a School Head in OHSP
• Coordinates with the Local Government Unit (LGU) to ensure the use of
community facilities by the OHSP learners;
• Establishes a learning management program to bridge learning gaps
and enhance learning;
• Designates an OHSP Coordinator to synchronize OHSP activities with
the other strategic components of DORP;
• Oversees the implementation of policies formulated by the DORP
Council (for schools with DORP Council) pertinent to the OHSP;
• Provides administrative and technical support to the implementers;
• Evaluates the performance of the OHSP Coordinator and teacher
implementers; and
• Submits report to the Division through the Division DORP Council.
Roles & Responsibilities of the School DORP Council
in OHSP

• Formulates policies to promote and ensure the successful

implementation of the OHSP;
• Monitors the implementation of the policies in particular
and the intervention in general; and
• Resolves OHSP issues that may arise and problems that
may be encountered.
Roles & Responsibilities of the OHSP Coordinator

• Initiates the designing and implementation of advocacy plans on

OHSP to increase participation;
• Coordinates with the Guidance Counselor on the conduct of the
Independent Learning Readiness Test (ILRT) and the Informal
Reading Inventory (IRI) test;
• Leads in the conduct of orientation program for OHSP students and
parents;
• Provides technical assistance to the teacher implementers;
• Oversees proper documentation of OHSP activities; and
• Keeps the school Head and the School DORP Council properly
informed on the progress of the OHSP.
Roles & Responsibilities of the Guidance Counselor

• Administers, analyzes and interprets ILRT and IRI

test and helps teachers utilize test results;
• Helps screen qualified enrollees to the OHSP;
• Keeps an updated profile of the OHSP students;
and
• Tracks the progress of the students through the
teacher-implementers.
Roles & Responsibilities of the Teacher-Adviser

• Orients learners on their tasks and responsibilities

as OHSP students;
• Helps learners gain access to learning
materials/resources;
• Guides the learner in his/her self-directed learning
tasks;
• Tracks the progress of the learner;
• Refers the learner to appropriate subject teacher
for assistance when necessary; and
• Maintains a complete record of the learner’s
performance.
Roles & Responsibilities of the Subject-Teacher

• Assists learners in identifying their learning needs; and in

preparing their self-directed learning plan
• Provides time for consultation to address learning gaps;
• Assesses learner’s progress and provide feedback;
• Keeps a complete record of the learner’s performance;
and
• Provides the teacher-adviser with the results of the
student’s performance.
Roles & Responsibilities of the Learner/Student

• Accomplishes the learner’s profile form;

• Identifies his learning needs and prepares his self-
directed learning plan;
• Implements his self-learning plan;
• Consults with the teacher-adviser, subject teacher or
any capable person in the community when necessary;
• Assesses his own progress and performance; and
• Reports periodically to the teacher-adviser and subject
teachers.
Curriculum and Learner Accountability

• Enrollment in the OHSP shall follow the prescribed school calendar.

• Learning in the OHSP shall be flexible, multi-channeled,. and
essentially learner-directed.
• For the first semester of the School Year, the learner shall be
expected to report to the teacher/adviser and the subject area
teachers on a weekly basis to establish learner's readiness or
independent study. This shall be subsequently reduced to a
monthly consultation during the second half of the school year
when the learner has demonstrated capacity for self-directed
learning. When possible, all learning resources other than modules
and textbooks shall be made available to the learner.
The OHSP learner is expected to:

• Attend the orientation program together with the

parent/guardian to understand the program better and to
accomplish pertinent documents including the learner's
and parents'/guardian's agreements.
• Study independently or work in groups with or without
the supervision of the teacher.
• Consult with the subject area teacher or any
knowledgeable person in the community on topics that
may require outside help.
The OHSP learner is expected to:
• Secure an appointment with the teacher for face-to-
face sessions or for direct instruction relative to
lessons that the learner may find difficult to undertake
or those that may need reinforcement/enhancement.
• Monitor his/her own progress and assume
responsibility for his/her learning.
• Develop basic computer literacy during his/her First
Year in the program.
How shall the learner be evaluated?

1. Evaluation of learning in each subject can include

written and oral tests and the assessment of
required outputs.
2. Promotion is based on the fulfillment of
requirements and mastery of at least 75% of the
competencies in each subject area.
How shall the learner be evaluated?
3. Acceleration by learning area and b year level shall be determined in highly meritorious
cases upon fulfillment of the requirements and mastery of at least 90% of the
competencies in the subject area.
In case of acceleration, the DORP Council, the school head, OHSP Coordinator and the
teacher-adviser shall review the learner’s updated portfolio.
The following shall constitute a portfolio:
• Initial Summary – states the total rating of the learners in the subject area
• General essay – states the past experiences and the kind of learning for which
recognition is sought The following supporting documents shall be needed:
• Written examinations
• Performance ratings
• Products/outputs submitted
• Eyewitness’ testimonies from peers, community leaders and Employer (if employed)
• Other documents that will provide evidence of meritorious performance.
How shall the learner be evaluated?

4. Retention of the learner in the program is for a

maximum period of six years with the option to be
mainstreamed in the regular program anytime within
the period of study.
Teacher Loading Responsibilities and/or Incentives

• A teacher-adviser shall be assigned to a class in order to

provide support to the learner. The teacher-adviser shall
supervise the work of the learner while out of school and
monitor learner's progress regularly.
• Class advisorship shall be considered as one teaching
load.
• Teachers who are regularly handling OHSP during
Saturdays shall be granted service credit equivalent to
one (1) day per day of service.
Teacher Loading Responsibilities and/or Incentives

4. Teachers who are handling OHSP during Saturdays shall

be given maximum plus factor of 2 points every year end in
the (Performance Appraisal System for Teachers).
5. The subject area teacher shall provide academic
supervision and guidance to the learner.
6. Supervision of the work of two classes of 30 minutes each
shall constitute a teaching load.
Teacher Loading

Teacher Load Number oof Teaching

Load
Lilibeth Villanueva Adviser (Grade 8) 1
Ryan Fernandez Filipino 8 1
Filipino 9
Dominic Abril English 8 1
English 9
Teacher 1 Science 9 1
Science 10
Teacher Loading

Teacher Load Number oof Teaching

Load
Paul Espiritu AP 8 1
AP 9
Rhea Mosqueda ESP 8 1
ESP 9
Jesusa Nogot TLE 8 1
TLE 9
Kevin Dela Rosa Adviser (Grade 9) 1
Teacher Loading

Teacher Load Number oof Teaching

Load
Emma Belason Adviser (Grade 10) 1
Sarah Sablayan Filipino 10 1
English 10
Jhon August Batitis MAPEH 8 1
MAPEH 9
Victoria De Guzman AP 10 1
TLE 10
Teacher Loading

Teacher Load Number oof Teaching

Load
Gina Merto Science 8 1
ESP 10
Erma Magbitang Science 9 1
Science 10
 Teaching Load Grade 8 Grade 9 Grade 10
Advisory Lilibeth Villanueva Kevin Dela Rosa Emma Belason

Filipino Ryan Fernandez Ryan Fernandez Sarah Sablayan

English Dominic Abril Dominic Abril Sarah Sablayan

Mathematics Arsenio Bautista Arsenio Bautista Arsenio Bautista

Science Gina Merto Erma Magbitang Erma Magbitang

Araling Paul Espiritu Paul Espiritu Victoria De Guzman

Panlipunan
Edukasyon sa Rhea Mosqueda Rhea Mosqueda Gina Merto
Pagpapakatao
MAPEH Jhon August Batitis Jhon August Batitis Arsenio Bautista

TLE Jesusa Nogot Jesusa Nogot Victoria De Guzman

Learner's Profile
Independent
Learning Readiness
Test
Informal Reading
Inventory
Learner's Agreement
Kasunduan with the
Learner's Parents
Sample Learning Plan
Summary of Modules Accomplished by Quarter
Thank You!