The Drop-out Reduction Program (DORP) is an intervention program implemented in Philippine schools to reduce high dropout rates and improve learning outcomes. It aims to ensure every Filipino has access to quality basic education. Specific objectives include reducing and eliminating school dropout, increasing retention and achievement for students at risk of dropping out. The program utilizes formal, non-formal and informal approaches and components include the Open High School Program, Effective Alternative Secondary Education, and School Initiated Interventions. Critical factors for successful implementation include committed leadership, trained implementers, availability of materials, and stakeholder participation and support.

1. DROPOUT REDUCTION
PROGRAM (DORP)

2. What is DORP?
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.

3. 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.

4. SPECIFIC OBJECTIVES
• Reduce, if not totally eliminate
school dropout.
• Increase retention rate.
• Increase significantly the
achievement level of the
Student at Risk of Dropping Out
(SARDO).

5. SPECIFIC OBJECTIVES
1. Retrieve learners who are out of
school.
2. Increase the capability of schools
to establish, implement, monitor,
evaluate and continuously
improve the DORP.

6. SPECIFIC OBJECTIVES
1. Design and continuously
improve DORP practices and
learning materials.
2. Benchmark the best DORP
practices.

7. UNDERLYING ASSUMPTIONS
OF THE DORP
1. 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.

8. UNDERLYING ASSUMPTIONS
OF THE DORP
1. 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.
2. If the school, the home, the
community and the SARDO are
actively involved in planning,
developing, implementing the
DORP, then the DORP would
succeed.

9. UNDERLYING ASSUMPTIONS
OF THE DORP
4. The likelihood of student leaving
school could be reduced if the
students’ felt needs are being
satisfied and learning experiences
are pleasurable.
5. Learning is scaffolding. If student
attendance is irregular and previous
lessons are not fully mastered, then,
the scaffolding process is
weakened.

10. UNDERLYING ASSUMPTIONS
OF THE DORP
1. The full mastery of basic competencies
could be achieved if the instructional
process has a strong remedial
component.
2. If the school has a strong and effective
DORP, then the school dropout rate would
be diminished.
3. 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.

11. 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.
2. It should seek to help SARDO
master the basic learning
competencies.

12. GUIDING PRINCIPLES OF THE DORP
1. Home visit as a DORP intervention
should be properly planned; objective,
expected output and approaches
should be clear and specific.
2. DORP must educate the SARDO to be
independent, critical and creative
problem solvers.
3. DORP should not only prevent students
from dropping out; it should also seek
to retrieve those who have dropped
out.

13. GUIDING PRINCIPLES OF THE DORP
1. DORP should explore alternatives
modes that best meet the learning
needs of its clients.
2. DORP should endeavor to build up the
self-confidence and self-reliance of
the SARDO.
3. 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.

14. GUIDING PRINCIPLES OF THE DORP
1. DORP, in its zeal to focus on the
SARDO, must see to it that the
bright student, do not became
undeserved and disadvantaged.
2. DORP should not only be reactive
and preventive, but also be
proactive to cover the needs of
those who dropped out and re-
enrolled.

15. 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

16. THE DORP OPERATIONAL FRAMEWORK
CENTRAL LEVEL REGIONAL LEVEL DIVISION LEVEL SCHOOL LEVEL
Policy
Planning
D EASE
R Capacity
Building D S
Direction R S
System D
Support E OHSP D
D E
Technical O I
Standards O O
Admin
R SII
R D Research D R
Advocacy P P
Advocacy P P
Networking
P OS
P M&E
M&E

17. 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 Learning Readiness Test
(ILRT) and Informal Reading Inventory
(IRI)
- maximum of 6 years to complete
secondary education

18. COMPONENTS OF THE S-DORP
1. 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.

19. COMPONNETS OF THE S-DORP
1. 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.
3. Other Interventions (OI)
- developed by other agencies such as
LGU, Income-Creating Opportunities thru
Technology Projects (ICOT-P)

20. Critical Factors Contribute
to the Successful
Implementation of the DORP
1. Committed Leadership
2. Trained DORP Council and
Implementers
3. Availability of Materials
4. Participation and Support of
Stakeholders

21. BENEFICIARIES OF DORP
• Students at risks of dropping out
(SARDO)
• Out-of school youths of school
age who decide to complete
basic education through the
Alternative Delivery Mode.

22. SCHOOL
HEAD
S-DORP S-DORP
COORDINATOR
COUNCIL
CLASS
ADVISER
GUIDANCE SUBJECT
PUPIL
COUNSELOR TEACHER
PARENTS
THE MANAGEMENT OF THE S-DORP

23. ROLES OF PERSONS WHO
DIRECTLY MANAGING DORP
STUDENTS
2. Participate in selecting the appropriate
DORP intervention with the guidance of the
class adviser
3. Enter into a DORP agreement
4. Prepare, implement and assess self-
directed learning plans
5. Fulfill the requirements of the selected
intervention
6. Report to the class adviser and subject
teachers according to the agreement

24. CLASS ADVISERS/TEACHERS
2. Identify SARDO by subject area and year
level
3. Prepare SARDO monitoring list
4. Diagnose students’ strengths,
weaknesses, interests and learning
difficulties
5. Design appropriate intervention with
colleagues and the SARDO
6. Implement the interventions
7. Tract/Evaluate progress of SARDO

25. CLASS ADVISERS/TEACHERS
2. Assist the School Head in formulating
DORP Plan
3. Conduct advocacy to the following
stakeholders: parents, students,
community and LGUs
4. Submit a regular progress report on
SARDO to the school head
5. Attend training-workshop on DORP
6. Assist in the conduct of in-service
training for DORP implementers
7. Update information about SARDO

26. SCHOOL HEAD
2. Leads in designing DORP management
structure in making it functional
3. Leads in managing the school DORP plan
4. Leads the planning and conduct of DORP
advocacy
5. Participate in DORP trainings
6. Conducts school level
training/enhancement
7. Leads in benchmarking best DORP
practices in his school
8. Submits DORP reports to the Division DORP
Coordination

27. GUIDANCE COUNSELOR
2. Updates continuously the guidance
program on DORP
3. Prepares DORP guidance tools and
forms
4. Conducts counseling sessions
5. Maintains a centralized DORP
records

28. GUIDANCE COUNSELOR
2. Assists the class advisers/teachers in:
> profiling of students
> preparing and updating SARDO monitoring list
> conducting home visits
> conducting individualized interview
> facilitating homeroom and PTA meetings
> updating of individual records of students
> diagnosing and solving problems of students

29. PARENT/GUARDIAN
2. Signs the agreement as one of the
principal parties if necessary
3. Helps the SARDO implement the
agreement
4. Assists the teachers in managing and
evaluating the DORP intervention
5. Participates in DORP related activities
6. Works as partners of the class
adviser/teachers in monitoring the
SARDO

30. SCHOOL DORP COORDINATOR
2. Gathers and synthesizes data for the S-
DORP plan
3. Assists the school head and the DORP team
in preparing the S-DORP plan
4. Synchronizes the DORP activities
5. Monitors the implementation of the plan
and provides feedbacks to implementers
6. Synthesizes progress reports of class
advisers
7. Prepares and submits school DORP reports
to the school head of the DORP Council

31. S-DORP COUNCIL
2. Sets policies and standards on school
DORP management
3. Resolves sensitive DORP-related issues
and concerns
4. Advises the School Head on DORP
related matters
5. Provides oversight information to
decision makers in the school

32. THE SCHOOL DORP IN ACTION
DORP HAS 3 MAJOR PHASES:
PHASE I - Planning the division and
school DORP.
PHASE II - Implementing the DORP
plans.
PHASE III -Evaluating the effect of the
program

33. PHASE I – PLANNING
1. Conducting the Situational Analysis
Ask:
What is the current dropout rate of the
school? Retention rate? completion rate?
Achievement rate?
Are there serious gap between the desired
and actual retention, completion and
achievement rates?
What are the causes and effects of the
gaps?

34. PHASE I – PLANNING
2. Designing the Solutions to
the Problem
A. Situationer
* Problem Statement
* Background/context of the Problem.
B. General and specific objectives
C. Intervention strategies
D. Implementation and M & E Plans
E. Management Plan
F. Sustainability Plan

35. PHASE I – PLANNING
3. Appraising the School DORP
Plan
The School DORP plan shall be
presented to the stakeholders for
validation and improvement.

36. PHASE II - IMPLEMENTING
THE SCHOOL DORP PLAN
1. Start-Up
The DORP Council and the School
Head review the plan once more to
ensure that the strategies are practical
and responsive to the existing situations
and acceptable to the implementers.

37. PHASE II - IMPLEMENTING
THE SCHOOL DORP PLAN
2. Plan Execution
The implementers should see to it
that the at-risk students are properly
identified and provided the needed
assistance.

38. PHASE II - IMPLEMENTING
THE SCHOOL DORP PLAN
1. Monitor and Evaluate Progress
and Implementation
The purpose of PME is to track
the implementation of the DORP

39. PHASE II - IMPLEMENTING
THE SCHOOL DORP PLAN
Major Activities of Plan Execution:
1. Profile the learner
2. Gather and Update Supporting Data
> Absences and tardiness
> Declining academic achievement
> Frequent violation of school rules a
> Non-participation in class activities
> Non-submission of class requirements

40. PHASE II - IMPLEMENTING
THE SCHOOL DORP PLAN
Major Activities of Plan Execution:
1. Analyze the problem.
2. Conduct the Problem-Solving Conference.
3. Identify and design the appropriate
solution.
4. Implement the solution
5. Assess the implementation and results of the
intervention.
6. Replan

41. PHASE III - EVALUATION
Results Monitoring
Ask:
Are the EASE, OHSP, SII and other
interventions able to keep SARDO in school?
Is there improvement in their attendance,
class participation, learning outcomes, etc?
Is the S-DORP Council functioning as expected?
Is the SARDO tracking system at the school
and classroom levels producing the expected
outcomes?

42. THE SCHOOL DORP IN ACTION
UN-ENROLLED LEARNERS
Strategies to get un-enrolled students
go back to formal or non-formal
school:
•Enrolment Advocacy Campaign
•House-to-House Enrolment Campaign
•Referral to ALS

43. THE EVALUATION OF THE DORP
Why evaluate the DORP?
> To tell us if DORP is effective and
efficient in reducing drop0it rate and
increasing retention rate,
completion and achievement rates.

44. THE EVALUATION OF THE DORP
Who should be responsible for the
evaluation of the DORP?
The school head
The students
The class or section advisers
The guidance counselors
The department head
The DORP Council

45. THE EVALUATION OF THE DORP
What steps are suggested to
evaluate DORP?
3. State clearly the purpose of the
evaluation.
4. State the specific objective, and the
evaluation questions.
5. Decide what data to gather to achieve
the objectives and answer the questions.
6. Plan how to analyze and interpret the
results.

46. THE EVALUATION OF THE DORP
1. Select and prepare the data gathering
tools.
2. Orient or train the users of the tools
3. Gather and analyze data and interpret
the results.
4. Summarize the findings and discuss
them with the interested users.
5. Formulate the recommendations and
assess if they are acceptable and
implementable
6. Disseminate and utilize the findings to
improve the DORP.

47. THE ANNUAL REPORT
The report on DORP should give
answers to 4 questions:
1. Has the DORP reduced significantly the
school dropout rate?
2. Have the saved at-risk students
achieved, at least, the minimum
competency standards?

48. THE ANNUAL REPORT
2. Has the DORP brought back the un-
enrolled pupils and has referred to ALS?
3. Has the DORP contributed to the
achievement of SIP objective on
improved retention and achievement
rates?