The document outlines a Dropout Reduction Program (DORP) that aims to reduce dropout rates and improve learning outcomes through various intervention approaches. The objectives of DORP are to eliminate dropout, increase learner participation, and boost achievement for students at risk of dropping out. DORP utilizes modalities like open high schools, modified instruction, and night classes. Successful implementation relies on committed leadership, trained staff, stakeholder support, and available resources. The program identifies at-risk students and provides tailored solutions through its Family, Individual, Community, School analysis framework. Key roles in DORP include school heads, advisers, counselors, and parents who work together to plan, monitor, and evaluate the program's progress.

1. Dropout Reduction
Program
(DORP)

2. What is DORP?
Dropout Reduction Program
It is an intervention program to reduce high
dropout rate and improve learning outcomes using
different approaches.

3. General Objectives
 Reduce if not totally eliminate school
dropout.
 Contribute to increasing/sustaining
learner’s participation
 Increase achievement level of students at-
risk of dropping out (SARDO)

4. Specific Objectives
 Retrieve the learners who are out of school
 Increase the capacity of school to establish,
implement, monitor, evaluate and
continuously improve DORP/ADM
 Design and continuously improve
DORP/ADM

5. Guiding Principles of DORP
 DORP should contribute significantly to the
attainment of the School Improvement
Plan(SIP).
 It should seek to help SARDO master the
learning competency.
 DORP should help educate the SARDO to be
independent, critical thinker and problem
solver.

6. Guiding Principles of DORP
 It should not only prevent students from
dropping out but also seek to retrieve those
who already dropped.
 It should cater to students who are victims
of calamities, war and abuses.

7. Guiding Principles of DORP
 It should explore alternative modes that
best meet the learning needs of its clients.
 The type of intervention appropriate to an
individual should be based on a careful
analysis of adequate, relevant, accurate,
and up-to-date information.

8. DORP Modalities
 Open High School Program(OHSP)
 Effective Alternative Secondary Education(EASE)
 Modified in-school-off- School Approach (MISOSA)
 Rural Farm School (RFS)
 Enhanced Instructional Management by Parents,
Community and Teachers (e-IMPACT)
 Night School
 Home School
 School Initiated Intervention
 Other Interventions

9. Factors in the Successful
Implementation of DORP
 Committed Leadership
 Trained DORP Implementers
 Availability of Materials
 Participation and support of stakeholders

10. Beneficiaries of DORP
 SARDOs
 Victims of calamities, war, or abuses
 Out-of-School Youth

11. Identifying SARDOs
 Gather and update supporting data
a. Fill in the individual learner’s profile
b. Consider the FICS (Family, Individual,
Community, School) Analysis.

12. FICS ANALYSIS
Possible
Solution
Possible
Causes
Indicators I
N
D
I
V
I
D
U
A
L
S
C
H
O
O
L
Indicator Possible Cause Possible Solution
Talk with the
student.
Call parent.
Self-pity. Shows laziness.
Often cutting classes.
Always absent.
Hesitant to
participate in class
activities.
Location of
the school.
Unfriendly
teachers
The school is far from
the students home.
Ask the student to wake up
early or live in a boarding
house.
SARDO
________________
Possible
Solution
Possible
Causes
Indicators F
A
M
I
L
Y
C
O
M
M
U
N
I
T
Y
Indicator Possible Cause Possible Solution
Call parents and
encourage them not
to lose hope for
their child.
There is no
more interest
of the parents
to send their
child to school.
Poverty.
Poverty.
Tired of encouraging
the son to do good in
school.
The father is
alcoholic.
Less sports
facilities
Lack of fund Include in the annual plan

13. Major Phase of DORP
 Phase 1- Planning
 Phase 2- Implementation
 Phase 3- Evaluation

14. The School DORP
A. Situationer
- problem statement
- background/context of the problem
- what is the current situation (performance indicator)
B. General and Specific Objectives
C. Intervention Strategies
D. Implementation Plan
E. Implementation Structure
F. Monitoring and Evaluation Plan
G. Sustainability Plan

15. Implementation Structure
 Organization Structure
 Composition and Functions/Roles
a. School Head
b. ADM Coordinator
c. Guidance Councilor
d. Class Adviser/ Subject Teacher
e. PTA Representative
f. Student Representative
g. SARDO

16. ROLES
School Head
 Leads the preparation of DORP.
 Leads in managing the DORP.
 Leads in planning and conducting DORP
advocacy.
 Leads in conducting school-based DORP.
 Submits DORP report to the division office.

17. ROLES
ADM Coordinator
 Assist the school head in formulating the DORP.
 Conduct advocacy to stakeholders.
 Submit progress report on SARDOs to the school head.
 Attend training on DORP.
 Conduct LAC Session on ADM.
 Maintains a centralized DORP records.

18. ROLES
Guidance Counselor
 Prepares a guidance program.
 Prepares guidance tools and forms.
 Assist the class advisers/teachers in:
-profiling of learners
-preparing and updating monitoring list
-updating individual records of SARDOs.

19. ROLES
Class Advisers/Teachers
 Identify SARDOS by subject area and grade
level.
 Prepare monitoring list.
 Design appropriate intervention for SARDOs
with colleagues.
 Implement intervention.
 Monitor and evaluate the progress of the
SARDOs.

20. ROLES
Parents/Guardians
 Signs the agreement.
 Helps the SARDO implement the
agreement.
 Participate in DORP related activities.
 Works as partner of the school in
monitoring SARDO.

21. ROLES
SARDO
 Participate in the appropriate intervention
with the guidance of the class adviser.
 Enter into an agreement.
 Comply with the requirements.
 Report to the class adviser and to the
subject teacher according to the
agreement.

22. Monitoring and Evaluation
 How to track the progress of DORP
implementation?
 Reporting Mechanism.
 Assess the implementation and results of
the interventions.
 Who is responsible in collecting the data?

23. Monitoring and Evaluation
Result Monitoring
 Are the interventions able to keep the
SARDOs in school?
 Is there an improvement in the
performance indicator?
 Is the tracking system producing positive
result?

24. Who are responsible in evaluating the
result?
 School Head
 Learners
 Class Advisers
 Guidance Counselor
 DORP council
 ADM Coordinator

25. Prepared by:
Jennifer L. Butala_T1
School ADM Coordinator