The document outlines the Department of Education's Dropout Reduction Program (DRP) for Tagbina, aimed at decreasing the number of out-of-school children aged 6-16. With specific targets set for enrollment reductions over four years, the program includes various interventions such as early childhood education, community collaborations, and alternative learning options. The implementation plan emphasizes the importance of local government support, school-community partnerships, and ongoing monitoring to ensure all children have access to quality education.

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