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Republic of the Philippines

Department of Education
National Capital Region

DIVISION OF CITY SCHOOLS


QUEZON CITY
Nueva Ecija St., Bago Bantay, Quezon City

ALTERNATIVE DELIVERY
MODE OF EDUCATION
(ADME)

Situation:
Oversized

classes in some public


elementary and secondary schools
Problems on:
Drop-outs
Completion
Participation in schools

Traditional solutions:
Hire

additional teachers
Build new classrooms
Put-up new schools
Provide school furniture
Improve schools ancillary services

Limiting Factors to the


Traditional Solutions:
New

school buildings could not be


constructed in existing schools due to
limited space;
Unavailability of sites to put-up new
schools
High population growth rate

Alternative Solution
Implement

the blended type of Alternative


Delivery Mode of Education (ADME)
Blended type ADME:
Distance

Learning through the use of ICT,


Electronic Learning Management System and
printed modules
Follows guidelines in the implementation of the
open high school program (OHSP)

The Nature of the Open


High School Program
(OHSP)

What are the requirements for entry into OHSP?


1.

The enrolee submits any of the following:

High School Report Card (in case of drop-outs)


Elementary Report Card (for high school entrants)
PEPT qualifying certificate
A&E qualifying certificate

2.

The student should pass the Independent


Learning Readiness Test (ILRT). To qualify in
the program, the student should obtain a rating
of Independent Level.

3.

The Student should pass the Informal Reading


Inventory (IRI). TO succeed in the program,
the student must be an independent reader.

What are the requirements for entry into OHSP?


4.

5.
6.

7.

The student should pass the mathematics ability test


corresponding to his/her year level. To pass the test, the
student must answer at least 50% of the total number of
items.
The student and parent/guardian should attend the OHSP
orientation program.
The student should accomplish the Learners Agreement
Form which identifies his/her responsibilities and
expectations. The learners Agreement is signed by the
learner, parent/guardian, and noted by the school head and
year level adviser.
The parent should accomplish the Learners Profile. The
Lerners Profile will be used as one of the basis in
screening of enrolees to the OHSP.

What steps are undertaken in implementing


the OHSP?

The enrolee submits the required credential.

The enrolee fills in the Learners Profile form and


submits it to the OHSP Coordinator.

The OHSP Coordinator assesses the Learners Profile


and interview the parent/guardian to get a complete
profile of the learner.

The OHSP refers the enrolee to the guidance Counselor


for the administration of the tests.

What steps are undertaken in implementing


the OHSP?
1.

The enrolee submits the required credential.

2. The enrolee fills in the Learners Profile form


and submits it to the OHSP Coordinator.
3. The OHSP Coordinator assesses the Learners
Profile and interview the parent/guardian to get
a complete profile of the learner.
4. The OHSP refers the enrolee to the guidance
Counselor for the administration of the tests.

What steps are undertaken in implementing


the OHSP?
5. The guidance counselor administers the
following tests:

Independent Learning Readiness Test (ILRT)


Informal Reading Inventory (IRI)
Mathematical Ability Test

6. The student and parent/guardian attend the


OHSP orientation program
7. The student signs a Learners Agreement
detailing his/her expectations and
responsibilities to complete secondary
education through the OHSP.

What steps are undertaken in implementing


the OHSP?
The year level adviser meets the student for
further orientation on the preparation of student
Learning Plan (SLP) and gives modules.
9.
The student makes self-study of the modules at
home. The learner may seek the assistance of
the year level adviser and subject teacher when
necessary.
10. The student accesses to facilities like public
library, barangay learning center, internet caf,
public sports facilities and those that will
help/her in his/her self-managed-learning.
8.

What steps are undertaken in implementing


the OHSP?
11. The subject teacher meets the student once a week or
twice a month to assess the learners progress and
provides feedback.
12. The student reports periodically to the year-level
adviser and subject teacher.
13.

The guidance counselor tracks the progress of the


students through the teacher implementers.

14. The OHSP coordinator informs the school head and the
OHSP Council on the progress of OHSP.

Who can participate in the program? What are the


requirements for participation?

The program is open to all public or private


secondary schools.
Secondary schools interested in implementing
the program should meet the following
requirements:

Requirements for
participation?
1.

Submit a Letter of Intent (LOI)

2.

Undergo a capacity building program to be


conducted
by
the
Division/Regional
DORP/OHSP Coordinator in preparation for
accreditation as a participating school.

Requirements for participation?


3.

Make available learning facilities and


equipment in the school e.g., library,
DORP/OHSP learning center computer room,
laboratory room, workshop room, gymnasium,
etc.

4. Link with the community for the students


access to facilities like public library, barangay
learning center, internet caf, public sports
facilities and those that will help the students in
their self-managed learning.

The Management
Structure of the Open
High School Program

How is the OHSP managed?


The overall management of the HS shall
be done through the Drop Out Reduction
Program (DORP) management structure.
An OHSP Coordinator shall be designated
to oversee all the activities of the
intervention. The following are the roles
and responsibilities that are specific to the
implementation of the OHSP.

Roles and Responsibilities:


School Head:

Coordinates with the local Government Unit (LGU) to ensure the use of
community facilities by the OHSP learners;

Establishes a learning management program to bridge learning gaps and


enhance learning;

Designates an OHSP Coordinator to synchronized OHSP activities and


OHSP with the other strategic components of DORP;

Oversees the implementation of policies formulated by the DORP


Council (for schools with DORP Council) pertinent to the OHSP;

Provides administrative and technical support to the implementers.

Evaluates the performance of the OHSP Coordinator and teacher


implementers; and

Submits reports to the Regional Office through the Division DORP


Council.

Roles and Responsibilities:


School DORP Council

Formulates policies to promote and ensure the


successful implementation of the OHSP;

Monitors the implementation of the policies in


particular and the intervention in general and

Resolves OHSP issues that may arise and problems


that may be encountered.

Roles and Responsibilities:


OHSP Coordinator

Initiates the designing and implementing of advocacy


plans on OHSP to increase participation;
Coordinates with the guidance counselor on the conduct
of the Independent Learning Readiness Test (IRT) and
the Informal Reading Inventory (IRI) test;
Leads in the conduct of orientation program for OHSP
students and parents;
Provides technical assistance to the teacher
implementers;
Oversees proper documentation of OSP activities; and
Keeps the school Head and the School DORP Council
properly informed on the progress of the OHSP.

Roles and Responsibilities:


Guidance Counselor
Administers,

analyzes and interprets ILRT a IRI


and test and helps teachers utilize test results;
Helps screen qualified enrolees to the OHSP;
Keeps an updated profile of the OHSP students;
and
Tracks the progress of the students through the
teacher-implementers.

Roles and Responsibilities:


Teacher-Adviser

Orients learners on their tasks and responsibilities as


OHSP students;
Helps
learners
gain
access
to
learning
materials/resources;
Guides the learner in his/her self-directed learning tasks;
Tracks the progress of the learner;
Refers the learner to appropriate subject teacher for
assistance when necessary; and
Maintains a complete record of the learners
performance.

Roles and Responsibilities:


Subject-Teacher
Assists

learners in identifying their learning needs;


and in preparing their self-directed learning plan;
Provides time for consultation to address learning
gaps;
Assesses learners progress and provides feedback;
Keeps a complete record of the learners
performance; and
Provides the teacher-adviser with the results of the
students performance.

Roles and Responsibilities:


Learner/Student
Accomplishes the learners profile form;
Identifies his learning needs and prepares his self
directed learning plan;
Implements his self-learning plan;
Consults with the teacher-adviser, subject teacher
or any person in the community when necessary;
Assesses his own progress and performance; and
Reports periodically to the teacher-adviser and
subject teachers.

EVALUATING THE OHSP

What are to be evaluated in the OHSP?


Who shall be involved?
To determine the results of the program, the following shall be
evaluated:
1. Performance of the learner/student.
The learner shall be evaluated by the subject teachers using
the same scheme used for the regular high school.
2.

Performance of the teacher-implementers.


The performance of the teacher implementers shall be
looked into to determine areas for improving the
implementation of the program. The assessment shall be a
collaborative undertaking of the OHSP Coordinator and the
school DORP Council.

What are to be evaluated in the OHSP?


Who shall be involved?
3.

Overall Implementation of the OHSP


(Summative Evaluation).
The Division Office through its division DORP
Council, the school DORP Council and the
school head shall evaluate the overall
implementation at the end of the school year in
terms of the following:

approaches/methodologies used
learner performance
community/LGU support

How shall the learner be


evaluated?
1. Evaluation of learning in each subject
can include written and oral tests and the
assessment of required outputs.
2. Promotion is based on the fulfilment of
requirements and mastery of at least 75%
of the competencies in each subject area

How shall the learner be evaluated?


3

Acceleration by learning area and by year level shall


be determined in highly meritorious cases upon
fulfilment of the requirements and mastery of at least
90% of the competences in the subject area.
In case of acceleration, the DORP Council, the school
head, OHSP Coordinator and the teacher-adviser shall
review the learners updated portfolio. The following
shall constitute a portfolio:

Initial Summary states the total rating of the learners in the


subject area
General essay states the past experiences and the kind of
learning for which recognition is sought

How shall the learner be


evaluated?
The following supporting documents shall
be needed:
Written

examinations
Performance ratings
Products/outputs submitted
Eyewitness testimonies from peers, community
leaders and Employer (if employed)
Other documents that will provide evidence of
meritorious performance.

How shall the learner be


evaluated?
4. Retention of the learner in the program is
for a maximum period six years with the
optioned to be mainstreamed in the regular
program anytime within the period of study.

Key Features of the OHSP


Open High School Program (OHSP) is the
schools
effort
to
facilitate
the
democratization of the educational system
through providing basic education to the
greatest man of the Filipino people. It has
two delivery models. The School-based
and Community-based Home Study
Program. Furthermore, the key features of
the program are as follows:

Key Features of the OHSP

OHSP follows the Basic Education Curriculum.


It is a distance learning which requires the
learner to be capable of managing his/her
learning.
It enables the learners to study at their own pace
and time through the use of self-learning
materials and personalized guidance and
approach from their learning facilitators.
It allows the learners to learn outside structured
classrooms and teachings which promote
independent, outstretched learning and selfdiscovery.

Key Features of the OHSP

OHSP learners report to school once or twice a week


for face-to-face interactions and validation of
competencies. Subjects which require hands-on
experience like Physical Education, Music, Computer,
Laboratory classes etc. classroom-based and
community-home based and are individually scheduled.
OHSP
advocates
Community-Home-Based
collaboration to effectively address the needs of its
learners.
The DORP/OHSP Coordinator, Guidance Counselor,
Teacher-Adviser/Subject Teacher closely and frequently
monitor the progress of the learners through effective
record keeping and regular one-on-one/group or class
consultation.

Key Features of the OHSP

OHSP is made available for the Out-Of School Youth (OSY), dropouts, overage learners, working students, migrants, PEPT qualifiers,
A & E passers, students with physical impairment, financial
difficulties, personal and family problems, and those who have no
opportunity for formal schooling
Self-paced learning allows the learner to control the pace of his
learning through flexible arrangement.
Self-learning materials are the key to facilitating flexible learning.
Varied types of self learning materials are provided for self-pacing
and independent study.
Mastery learning is an instructional method that assumes students
can learn if they are given appropriate learning conditions. It also
entails a learner to have a complete and essential understanding of
the current learning objectives before proceeding to the subsequent
learning objectives.

THANK YOU ! ! !