Send the link below via email or IMCopy
Present to your audienceStart remote presentation
- Invited audience members will follow you as you navigate and present
- People invited to a presentation do not need a Prezi account
- This link expires 10 minutes after you close the presentation
- A maximum of 30 users can follow your presentation
- Learn more about this feature in our knowledge base article
Dropout reduction program
Transcript of Dropout reduction program
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
SCHOOL HEAD SUBJECT TEACHER GUIDANCE COUNSELOR
ROLES OF PERSONS WHO DIRECTLY MANAGING DORP:
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