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DO 46, OHSP MHS

s2006 Manual OHSP

©MLP
-- an alternative mode of delivering secondary education
for both public and private schools

-- puts premium on independent, self-pacing and


flexible study to reach learners who are unable to start
or complete secondary education due to problems of
time, distance, physical impairment, financial
difficulties, social or family problem

DO 46,
s2006
©MLP
a.retain in school potential dropouts;
b.encourage out-of-school youth of high school
age 12-16 to return to school; and
c. contribute to the accomplishment of the
Education For All (EFA 2015) target which is
100% participation rate and zero dropout rate
by 2015

DO 46,
s2006
©MLP
Public and Private Secondary Schools wish to implement OHSP should have students-at-
risk of dropping out, available facilities and equipment, access to community facilities and
certification of financial support from LGU (public schools)

Submission of Letter of Intent (LOI) to the Division Superintendent


upon meeting the criteria.

Designation of the coordinator by the Division Superintendent

Capacity building program by Bureau of Secondary Education

Monitoring by the Division, Region and Bureau of Secondary


Education

DO 46,
s2006
©MLP
Screening of Students Admission of Students Organization of Classes

•Filipino •Submission of •Max. 20 learners per


•high school requirements class (grouped accdg.
•can demonstrate •Report card To IRI)
capacity for •PEPT qualifying •Follow the existing
independent learning certificate curriculum
•willing to undertake •ILRT (Independent •Enrolment is June of
self-directed learning Learning Readiness every year
Test) •Flexible, multi-
•IRI (Informal Reading channeled and
Inventory) essentially learner-
•Interview to the directed
parent/guardian •1sy Sem : readiness
•Learning for independent study
contract/agreement •2nd Sem : self-directed
learning

DO 46,
s2006
©MLP
Module 1 of all the subject areas shall be released to the enrollees at the
same time.

Module 2 shall be released upon the attainment of at east 75% conceptual


understanding of the lesson on a subject per subject basis and the teacher-
facilitator has validated the learning through the parallel test.

All modules should be accomplished not later than 2 weeks prior to the
opening of classes.

Note : Modules shall be


determined by The Bureau of DO 46,
Secondary Education s2006
©MLP
• Attend the orientation together with the parent/guardian to understand the
program better and to accomplish pertinent documents including the
learner’s and parent’s/guardian’s agreements;
• Study independently or work in groups with or without the supervision of the
teacher;
• Consult with the subject area teacher or any knowledgeable person in the
community on topics or skill areas that may require outside help;
• Secure an appointment with the teacher for face-to-face sessions or for
direct instruction relative to lessons that the learner may find difficult to
undertake or those that may need reinforcement/enhancement;
• Monitor his/her own progress and assume responsibility for his/her
learning; and
• Develop basic computer literacy during his/her First Year in the program.

Note : Subject area teacher should closely


supervise and monitor individual learner’s
progress.
DO 46,
s2006
©MLP
• written · performance
ASSESSMENT • oral · products / output

• based on fulfillment of the requirements


PROMOTION • mastery of at least 90% of the competencies in the subject
area

• maximum period of six years with the option to be


RETENTION mainstreamed with the regular program any time within the
period of the study

• Committee : school principal, guidance counselor, teacher-


ACCELERATION adviser and subject area teacher
• based on learner’s portfolio

Note : Assessment and evaluation for the


regular high school shall also apply for the
OHSP learners.
DO 46,
s2006
©MLP
INITIAL SUMMARY GENERAL ESSAY AND
- learner’s rating in the subject REPORTS FROM PEERS AND
area EMPLOYER (IF EMPLOYED)

LEARNER’S PORTFOLIO

WRITTEN EXAMINATIONS OTHER DOCUMENTS THAT


PROVIDE EVIDENCE OF
PERFORMANCE RATINGS MERITORIOUS PERFORMANCE

Note : Assessment and evaluation for the


regular high school shall also apply for the
OHSP learners.
DO 46,
s2006
©MLP
Teachers who are regularly handling OHSP
Class advisorship shall be considered as during Saturdays shall be granted service
one teaching load. credit equivalent to one (1) day per day of
service.

TEACHER LOADING
and INCENTIVES
Teachers who handle OHSP as part of their
teaching loads shall be given maximum plus Supervision OF the work of two classes
factor of 2 points every year end in their
Performance Appraisal System for the Teachers shall constitute a teaching load.
(PAST).

DO 46,
s2006
©MLP
TEACHER-ADVISER SUBJECT AREA TEACHER GUIDANCE COUNSELOR

•supervise the work of the •identify learning needs •administer the Independent
learner while out of school – •provide additional Learning Readiness Test
ensure that the learner has intervention(s) to develop (ILRT) and Informal Reading
clear understanding of tasks, prerequisite skills in the Inventory (IRI) in
ensure that the learner has subject collaboration with the English
the access to learning •provide time for consultation / Filipino Teacher
materials/resources and to identify and address •maintain a complete file of
guide the learner in the learning gaps learner’s school records
performance of tasks where
•assess learner’s progress
assistance may be needed
•provide feedback
•monitor learner’s progress
regularly – conduct periodic •follow-up learner’s
assessment of the learner’s performance
progress, refer learner to •keep a complete record of
appropriate subject area learner’s learning profile
teacher for assistance when
necessary and maintain a
complete record of learner’s
performance

DO 46,
s2006
©MLP
SCHOOL DIVISION OFFICE REGION LOCAL GOVERNMENT UNIT

•Collaborate with the Local •Provide instructional •Identify the schools •Refer to the school out-of-
Government Unit (LGU) in consultancy services when division needing school youth of high
promoting the program in requested by the school assistance school age who may
the community •Conduct progress •Provide instructional participate in the program
•Identify participants in the monitoring of the program consultancy services to •Identify potential resource
program (student-at-risk of on a quarterly basis the division persons in the community
dropouts) •Conduct results who can assist the
•Establish the Learning monitoring/outcome learners
Management Program evaluation of the program •Encourage learners to
(LMP) for OHSP learners to participate in the different
bridge learning gaps and community activities as an
enhance learning application of learning
•A Learning Management •Promote the OHSP in the
Program (LMP) shall be community through the
established by the School use of the following :
Principal, teacher adviser, • flyers
guidance counselor and •Brochures
subject area teacher(s)
•Radio/television
•Coordinate with the announcements
community/LGU on the
•Community assemblies
use of community facilities
for distance learning •Consultation meeting
with the School
•Conduct monthly school-
Principals, PTCA officers
based evaluation of the
and Barangay council
program
•Conduct a one-on-one
conference with the
learner and home
visitation

©MLP DO 46, s2006


OHSP Manual
©MLP
OHSP Manual
©MLP
THE MANAGEMENT
THE NATURE OF THE
STRUCTURE OF THE
OPEN HIGH SCHOOL EVALUATING THE OHSP
OPEN HIGH SCHOOL
PROGRAM
PROGRAM
• Section 1 of the • The overall • Section 3 explains the
Handbook explains management of the evaluation mechanism
what the OHSP is all OHSP shall be done of the OHSP. It explains
about. It covers the through the DropOut that shall be evaluated,
definition, goals, Reduction Program who are involved, when
objectives, participation (DORP) management to conduct and how to
requirements for structure (DORP go about evaluating the
schools, and the Handbook, p.21). An intervention.
admission requisites for OHSP Coordinator shall
students. be designated to
oversee all the activities
of the intervention.

OHSP Manual
©MLP
-- an alternative mode of secondary education that uses distance learning

-- caters to learner who are unable to attend regular class program due to physical
impairment, work, financial difficulties, distance of home to school, and other justifiable
and legitimate reasons

-- in consonance with the Education for All (EFA) goal of making every Filipino
functionally literate by 2015

-- its philosophy is based on the provision of Batasang Pambansa (BP) 232 or the
Education Act of 1982 “The state shall provide the right of every individual to relevant
equality education regardless of sex, age, creed, socio-economic status, physical and
mental conditions, racial or ethnic origin, political and other affiliations.”
Note : Since distance learning is its main
feature, the program requires that the
learner is capable od managing his/her SECTION 1:
learning.
OHSP Manual
©MLP
-- provides opportunity to all elementary graduates, high school drop-outs, and
successful examinees of the Philippine Educational Placement Test (PEPT) to complete
secondary education

-- prevents potential school leavers and encourages those who are out of school to
finish secondary education

-- reduces high school drop outs and increases participation rate

-- increase participation rate through quality distance education

Note : The OHSP is aligned with the School Improvement


Plan’s (SIP) goal of producing functionally literate
learner/graduate or one who has a mastery of the basic
competencies, capable of problem-solving, and is a SECTION 1:
productive member of his family or community. OHSP Manual
©MLP
Secondary schools interested in implementing the program should meet the following
requirements:
1. Submit a Letter of Intent (LOI) addressed to the School’s Division Superintendent (SDS), copy
furnished the Regional Office and the Director of the Bureau of Secondary Schools Education
(BSE).
2. Undergo a capacity building program to be conducted by the BSE in preparation for
accreditation as a participating school.
3. Make available learning facilities and equipment in the school e.g., library, 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 café, public sports facilities and those that will help the students in
their self-managed learning.

Note : The program is open to all public or private


secondary school.

SECTION 1:
OHSP Manual
©MLP
1. Submission of any of the following:
High School Report Card (in case of dropout)
Elementary Report Card (for elementary entrants)
PEPT qualifying certificate

2. Passing of Independent Learning Readiness Test (ILRT) and the Informal


Reading Inventory (IRI) test (Appendices B and C). The ILRT assesses the
learner’s reading level as a basis for class grouping.

3. Interview of parent/guardian to get a complete profile of the learner.

Note : The program is open to Filipino learners who can


demonstrate capacity for independent learning and are
willing to undertake self-directed learning.
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OHSP Manual
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OVERALL IMPLEMENTATION OF
PERFORMANCE OF THE PERFORMANCE OF THE
THE OHSP (SUMMATIVE
LEARNER/STUDENT TEACHER/IMPLEMENTERS
EVALUATION)
•The learner shall be evaluated •The performance of the •The Division Office through its
by the subject teachers using teacher implementers shall be Division DORP Council, the
the same scheme used for looked into to determine areas school DORP Council and the
regular high school. for improving the school head shall evaluate the
implementation of the overall implementation at the
program. end of the school year in
•The assessment shall be terms of the following:
collaborative undertaking of • approaches/methodolo
the OHSP Coordinator and the gies used
school DORP Council. •Learner/performance
•Community/LGU support

SECTION 3 :
OHSP Manual
©MLP
• written · performance
ASSESSMENT • oral · products / output

• based on fulfillment of the requirements


PROMOTION • mastery of at least 90% of the competencies in the subject
area

• maximum period of six years with the option to be


RETENTION mainstreamed with the regular program any time within the
period of the study

• Committee : school principal, guidance counselor, teacher-


ACCELERATION adviser and subject area teacher
• based on learner’s portfolio

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OHSP Manual
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MHS OHSP
©MLP

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