Dropout Reduction Program [DRP] Tagbina I and II Districts

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The Drop-out Reduction Program [DRP] is a project proposal of the DepEd - Tagbina I and II Districts as a way of resolving the problems encountered during the Municipal Transition Planning - Part I …

The Drop-out Reduction Program [DRP] is a project proposal of the DepEd - Tagbina I and II Districts as a way of resolving the problems encountered during the Municipal Transition Planning - Part I based on the Social Welfare Indicators [SWI] prepared by the LSWD.

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  • 1. DepeD -Tagbina i & ii schools DisTricT DepeD – prograM iMpleMenTaTion plan Municipal TransiTion planning anD poverTy reDucTion prograM on prepareD by: as parT of The presenTeD by: KirK anDrew b. abellanosa wilMa a. preMarion esp - i esp – ii /DisTricT in-charge
  • 2. DepeD – projecT iMpleMenTaTion plan Name of Project Dropout Reduction Program [DRP] CITY or Municipality TAGBINA – Surigao del Sur Implementing Body DepEd – Tagbina I and II Districts Objectives To reduce the number of PP HHs aged 6-12 y/o not in elementary school and 13 – 16 y/o not in secondary school. Target Physical Outputs 171 pupils not enrolled in elementary school and 186 students not enrolled in secondary school who are PP HHs Beneficiaries. Target Beneficiaries All Elementary and Integrated Secondary School of DepEd – Tagbina I and II Districts. Budget Special Education Fund School MOOE BASIC INFORMATION
  • 3. DepeD – projecT iMpleMenTaTion plan PROJECT RATIONALE AND OBJECTIVES A “dropout” is defined as a pupil/student who has stopped attending school before completing the prescribed level of education within the specified school year. The dropout rate, meanwhile, is the percentage of students who drop out from a level of education in a given school year, including those who transfer out to other places and those who complete the school year but fail to enroll in the next or succeeding school year(s). In the municipality of Tagbina, there are 171 pupils not enrolled in elementary school and 186 students not enrolled in secondary school as of the March 2013 data based on the Social Welfare Indicator [SWI] gaps identified by the DSWD who are pantawid beneficiaries.
  • 4. DepeD – projecT iMpleMenTaTion plan Here are some of the factors of droppin out based on the SWI gap data as of March 2013, viz; •Transfer of residence •Not enrolled •Stop schooling within the school year •Passing away or death Hence, it is the objective of this program to reduce or even eradicate the number PP HHs children not enrolled in elementary and secondary schools within the municipality of Tagbina.
  • 5. DepeD – projecT iMpleMenTaTion plan PROJECT DESCRIPTION In order to address the said issue on PP HHs children who are no longer in the elementary or secondary schools as identified by the SWI gaps data, the schools district offices will conduct first a verification and validation of current status of the 171 pupils not enrolled in elementary school and 186 students not enrolled in secondary school through their respective school heads. In the succeeding years, the DepEd - Early Registration Program which usually occurs in every 25th day of January will be intensified in order to monitor as early as possible those school children who are likely not to enroll prior to the opening of classes in June for the next school year. After which, the following plans and interventions will be intensified or implemented in order to reduce, prevent and if ever eradicate the number of children who drop from the school, viz;
  • 6. DepeD – DropouT plans anD inTervenTions SCHOOL COMMUNITY PERSPECTIVE Systemic Renewal A continuing process of evaluating goals and objectives related to school policies, practices, and organizational structures as they impact a diverse group of learners. [eg. school vision, mission, goal, core values…] School-Community Collaboration When all groups in a community provide collective support to the school, a strong infrastructure sustains a caring supportive environment where youth can thrive and achieve.[eg. community – linkage or partnership, ]
  • 7. DepeD – DropouT plans anD inTervenTions SCHOOL COMMUNITY PERSPECTIVE Safe Learning Environments A comprehensive violence prevention plan, including conflict resolution, must deal with potential violence as well as crisis management. A safe learning environment provides daily experiences, at all grade levels that enhance positive social attitudes and effective interpersonal skills in all students. [eg. child – friendly school, anti-bullying, address arm conflicts]
  • 8. DepeD – DROpOUT pLANS AND INTeRVeNTIONS EARLY INTERVENTIONS Family Engagement Research consistently finds that family engagement has a direct, positive effect on children's achievement and is the most accurate predictor of a student's success in school.[eg. parents involvement in school activities, parents care for education, parents must provide proper food and nutrition, parents must discourage child labor, parents must refrain from vices]
  • 9. DepeD – DROpOUT pLANS AND INTeRVeNTIONS EARLY INTERVENTIONS Early Childhood Education Birth-to-five interventions demonstrate that providing a child additional enrichment can enhance brain development. The most effective way to reduce the number of children who will ultimately drop out is to provide the best possible classroom instruction from the beginning of their school experience through the primary grades. [eg. intensification of kindergarten education] Early Literacy Development Early interventions to help low-achieving students improve their reading and writing skills establish the necessary foundation for effective learning in all other subjects and prevent future academic difficulty or failure.[eg. School Readiness Assessment, Phil-IRI, Eight Week Curriculum, Five Words a Week, Read Two Books a Year, Partnership in Reading Program].
  • 10. DepeD – DROpOUT pLANS AND INTeRVeNTIONS BASIC CORE STRATEGIES Mentoring/Tutoring Mentoring is a one-to-one caring, supportive relationship between a mentor and a mentee that is based on trust. Tutoring, also a one-to-one activity focuses on academics and is an effective practice when addressing specific needs such as reading, writing, or math competencies. [ eg. remedial teaching esp. to Pupils/Students at Risk of Dropping Out and low academic performing] Service-Learning Service-learning connects meaningful community service experiences with academic learning. This teaching/learning method promotes personal and social growth, career development, and civic responsibility and can be a powerful vehicle for effective school reform at all grade levels. [eg. OPLAN-Balik Eskwela, conduct Home Visitation, encouraged Adopt-A-School]
  • 11. DepeD – DROpOUT pLANS AND INTeRVeNTIONS BASIC CORE STRATEGIES Alternative Schooling Alternative schooling provides potential dropouts a variety of options that can lead to graduation, with programs paying special attention to the student's individual social needs and academic requirements for a high school diploma. [eg. Alternative Learning System – is a ladderized, modular non- formal education program in the Philippines for dropouts in elementary and secondary schools, out-of-school youths, non- readers, working Filipinos and even senior citizens. The program has two different schematics for conducting instruction; school-based and community-based. On the school-based program, instructions are conducted in school campuses while in the community-based program, formal instruction are conducted in community halls or on private places. Furthermore, the ALS – Literacy Mapping Program purposely intended for the identification of the number of out of school children in the different barangays serves also as the bases in the conduct of this ALS program. Moreover, the ALS leraners have to attend 10 months of school or 800 hours in the classroom. Instead of teachers, facilitators are always present to answer any questions and sometimes lecturers would discuss a certain module.
  • 12. DepeD – DROpOUT pLANS AND INTeRVeNTIONS […Alternative Learning] After several months, in elementary, the ALS learners will take the Accreditation and Equivalency Test (AET). If they pass the test, they will be given a diploma and can now enroll in secondary. , In secondary, the ALS learners will take the Accreditation and Equivalency Test (AET). If they pass the test, they will be given a diploma and can now enroll in college. Indeed, a first year high school dropout, boxing champion, Manny Pacquiao took and passed the (AET) under the ALS program. He was presented a high school diploma, making eligible to pursue college. He was then named as the DepEd’s Ambassador for the ALS and People’s Champ for Education. According to Education Secretary, Jesli Lapus, “Manny is an excellent model for all out-of-school children, youth and adults who are determined to learn and are able to gain functional literacy skills outside of formal schooling.”,
  • 13. DepeD – DROpOUT pLANS AND INTeRVeNTIONS […Alternative Learning] Open High School Program (OHSP)- is a distance learning program for high school students who are unable to attend regular classes due to physical, economic and geographical limitations. Despite being a distance-learning program, the OHSP is still considered as a “formal and structured” program with students' learning structured around the eight core subjects (English, Filipino, Math, Science, Araling Panlipunan and MAPEH). Students also take the same exams and other evaluation measures to proceed to the next year level.There are three ways of distance learning available through the OHSP: modular, Internet-based, and blended technology. The Effective Alternative Secondary Education Project, or Project EASE, is a program designed by the Department of Education and in coordination with the Southeast Asian Ministers of Education Organization - Regional Center for Educational Innovation and Technology (SEAMEO-Innotech). It targets regular high school students who intermittently miss classes due to various reasons. Unlike theOpen High School Program, Project EASE is not a total replacement for regular classes; rather it is designed for students who will only miss a part of the school year (such as planting and harvesting season) to be able to continue their studies. Project EASE uses a module-based approach - students are given modules for them to take home and be able to study their lessons outside the classroom.]
  • 14. DepeD – DROpOUT pLANS AND INTeRVeNTIONS […Alternative Learning] After-School Opportunities Many schools provide after-school and summer enhancement programs that eliminate information loss and inspire interest in a variety of areas. Such experiences are especially important for students at risk of school failure because these programs fill the afternoon "gap time" with constructive and engaging activities. [ eg. Kindergarten summer class program for incoming elementary pupils, project jump start for incoming secondary students,etc.]
  • 15. DepeD – DROpOUT pLANS AND INTeRVeNTIONS Making the Most of Instruction Professional Development Teachers must constantly be supported and must be provided with avenue by which they can continue to develop and enhance their knowledge, skills and attitude for the good of the service especially to the school children. [eg. National Competency-Based Teaching Standard (NCBTS), Individual Plan for Professional Development (IPPD), CB – Performance Appraisal for School Teacher (CB-PAST), Values Formation Program, Civil Service – Refresher Course, Teacher Induction Program (TIP), other seminars/workshops.]
  • 16. DepeD – DROpOUT pLANS AND INTeRVeNTIONS Making the Most of Instruction Active Learning Active learning embraces teaching and learning strategies that engage and involve students in the learning process. Students find new and creative ways to solve problems, achieve success, and become lifelong learners when educators show them that there are different ways to learn.[eg. use varied teaching strategies, employ Higher Order Thinking Skills (HOTS), use of appropriate, interactive and interesting Instructional Materials (IM’s) like those provided by the Instructional Materials Council (IMC).] Educational Technology Technology offers some of the best opportunities for delivering instruction to engage students in authentic learning, addressing multiple intelligences, and adapting to students' learning styles. [eg. use of multi-media devices such as Educational DVDs, PowerPoint Presentations, Downloaded YouTube Educational Videos, Downloaded e-materials from the Learning Resource Management and Development System (LRMDS)]
  • 17. DepeD – DROpOUT pLANS AND INTeRVeNTIONS Making the Most of Instruction Individualized Instruction Each student has unique interests and past learning experiences. An individualized instructional program for each student allows for flexibility in teaching methods and motivational strategies to consider these individual differences. [eg. Differentiated Instruction – Training teachers in different teaching strategies to develop the multiple intelligences of their students as well as a recognition of their diverse learning styles brought about by factors such as gender differences.] Career and Technology Education (CTE) A quality CTE program and a related guidance program are essential for all students. School-to-work programs recognize that youth need specific skills to prepare them to measure up to the larger demands of today's workplace. [eg. Guidance program, Gulayan sa Paaralan Program(GPP), Industrial and Livelihood Education]
  • 18. DepeD – DROpOUT ReDUCTION pROGRAM TARGET BENEFICIARIES All pupils in elementary and students in secondary schools of Tagbina I and Tagbina II Districts within the Municipality of TAGBINA.
  • 19. DepeD – DROpOUT ReDUCTION pROGRAM ORGANIZATION, INSTITUTION AND GOVERNANCE Municipal Local Government Unit [MLGU] – must provide necessary assistance and support in the implementation of the program – Droupout Reduction to every schools district offices and school offices. Furthermore, must conduct consultation, review and evaluation and give appropriate financial assistance through the Special Education Fund [SEF] to every schools district offices and school offices for the said program. District Offices – must be the overseer with regards to the implementation of the various plans and interventions of this project and must provide technical assistance and necessary support to their respective school offices. Furthermore, the said offices must also conduct orientation, seminar, monitoring, assessment and evaluation regarding the implementation of this project – Dropout Reduction in their respective schools.
  • 20. DepeD – DROpOUT ReDUCTION pROGRAM ORGANIZATION, INSTITUTION AND GOVERNANCE School Offices - must be the lead implementer of the various plans and interventions of this project - Dropout Reduction Program. Furthermore, the said offices must also conduct monitoring, assessment and evaluation regarding the implementation of this project in the school level. Narrative Reports must be submitted in the district office as part of the monitoring, assessment and evaluation purposes. School Governing Council – must provide necessary support and assistance in the implementation of this project – Dropout Reduction Program. Furthermore, must assist the school head in the implementation, monitoring, assessment and evaluation of the said program in their respective schools.
  • 21. DepeD – DROpOUT ReDUCTION pROGRAM ORGANIZATION, INSTITUTION AND GOVERNANCE School / Homeroom Parents and Teachers Association [S/HR PTA] – must provide necessary support and assistance in the implementation of this project – Dropout Reduction Program. If necessary, give suggestions and comments for the effectiveness of this plan in their respective schools. Barangay Local Government Unit [BLGU]– must give their full assistance and support for the effectiveness of this program – Dropout Reduction Program. Must work hand-in-hand in the implementation, monitoring, assessment and evaluation of the said program especially those PP HHs beneficiaries who were already identified by the SWI gaps data that were no longer enrolled in either elementary and secondary schools as of March 2013 in their respective barangays.
  • 22. DepeD – DROpOUT ReDUCTION pROGRAM ANALYSIS OF PROJECT OUTPUT DEMAND, AVAILABLE RESOURCES AND NEED FOR RESOURCES With the strong collaborative effort of the stakeholders like the Municipal / Barangay Local Government Officials combined with the tremendous sacrifices, determination and dedication of the teachers, school heads and schools district supervisors in the name of public service, this Dropout Reduction Program [DRP] shall serve as the antidote of those PP HHs who were no longer enrolled in either elementary and secondary schools as of March 2013 in their respective barangays and shall continue to ensure that every school child must have access to quality basic education in the municipality of Tagbina.
  • 23. DepeD – DROpOUT ReDUCTION pROGRAM IMPLEMENTATION TIMETABLE Basic Education Services Indicator for Monitoring Progress Intervention/ Projects Target per YEAR Project Owner Completion DateY1 2013 [Baseline Data] Y2 2014 Y3 2015 Y4 2016 Elementary [PP HHs 6 to 12 y/o not enrolled] School Narrative Reports indicating the number of dropout Dropout Reduction Program 171 86 52 33 DepEd – Tagbina I and II Districts Dropout Reduce to: 50% - Y2 30% - Y3 20% - Y4 Secondary [PP HHs 13 to 16 y/o not enrolled] School Narrative Reports indicating the number of dropout Dropout Reduction Program 186 93 56 37 DepEd – Tagbina I and II Districts Dropout Reduce to: 50% - Y2 30% - Y3 20% - Y4
  • 24. DepeD – DROpOUT ReDUCTION pROGRAM COMMUNICATION PLAN The District Offices must send memorandums to the school offices in line with the implementation of this Dropout Reduction Program [DRP]. There must be a yearly advocacy campaign that will be launched in every schools districts with regards to this program for constant monitoring, assessment and evaluation. There must be a yearly consolidation of all the school narrative reports in line with this program. Furthermore, the district offices must establish close communication and coordination with the concern offices and agencies like the M/B-Local Government Unit and School Offices. The School Offices must also send memorandums to the teachers, School Governing Council Members and School PTA Members in line with the implementation of this program – Dropout Reduction. The school must also conduct a yearly advocacy campaign and submit school narrative reports in line with the said program. Lastly, the school must ensure open communication and coordination with the Barangay – LGU, School Governing Council, School Parent- Teacher Association and District Offices for the effectiveness and success of this program – Dropout Reduction Program [DRP].
  • 25. DepeD – DROpOUT ReDUCTION pROGRAM SUSTAINABILITY PLAN In line with the Department of Education thrust which is Education For All, the Tagbina I and II Districts are really determined in reducing, preventing or even eradicating the number of dropout and will continue to ensure that every school child will have access to quality basic education in the municipality of Tagbina through this Dropout Reduction Program [DRP] starting this year and beyond. For further realization of this program, there must be an all out support and participation coming from the Municipal / Barangay – Local Government Unit by conducting consultation, review and evaluation and by giving financial assistance through the Special Education Fund [SEF].
  • 26. DepeD – DROpOUT ReDUCTION pROGRAM PROJECT IMPLEMENTATION MONITORING SCHEME The school teachers and school governing council members shall submit the required data and forms of assessment or evaluation in line with the implementation of this Dropout Reduction Program [DRP] through their school offices. The school heads shall then verify or validate the gathered reports on dropout as bases for the preparation of the school narrative reports on DRP to be submitted in their respective district offices. The Schools District Supervisors shall then consolidate the school reports and re-assess or re-evaluate the implementation of the said program in every school in their respective districts. DRP – FORM 1 DRP – FORM 2 NARRATIVE REPORT
  • 27. DepeD – DROpOUT ReDUCTION pROGRAM PROJECT IMPLEMENTATION MONITORING SCHEME Hence, the said consolidated school reports shall also be utilized in tracking and monitoring the effectiveness and success of the implementation of the Dropout Reduction Program [DRP] that can also be used as bases for the consultation, review and evaluation of the Municipal / Barangay – Local Government Unit.
  • 28. DepeD – DROpOUT ReDUCTION pROGRAM “ THANK YOU AND MORE POWER…” THE END