Republic of the Philippines

Department of Education
National Educators Academy of the Philippines
REGION III-CENTRAL LUZON

awards this

Certificate of Quality Assurance

to

“Empowering the Literacy/Reading Instruction

Skills of Virgen delas Flores Elementary
Teachers through the National
Reading Program”
Professional Development Program Title

of

SDO City of Baliwag

Professional Development Program Owner

for having sucessfully complied with the standards and requirements

in accordance with DepEd Memorandum No. 044, s. 2023 also known as
Interim Guidelines for the Quality Assurance and Monitoring and Evaluation
of NEAP Core Programs.

PD Progam QA Certification No.: R3-PD-2024-0050-1011

Given this 11th day of October 2024 at the City of San Fernando,
Pampanga, Philippines.

Address: Matalino St. D.M. Government Center, Maimpis,

City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89
Email Address: [email protected]
Website: https://region3.deped.gov.ph/
 Republic of the Philippines
Department of Education
National Educators Academy of the Philippines
REGION III-CENTRAL LUZON

This is to certify that according to the records of this Academy, the following
appear:

PD Program Owner SDO City of Baliwag

PD Program Title Empowering the Literacy/Reading
Instruction Skills of Virgen delas Flores
Elementary Teachers through the
National Reading Program
PD Program QA Certification R3-PD-2024-0050-1011
No.
Active Learning Hours 24 hours
NEAP Core Program Category Regular Program
Professional Standards PPST 1.2.1, 1.2.2, 1.4.1, 1.4.2, 1.4.1,
Covered 1.4.2, 4.1.1, 4.1.2, 5.1.1, 5.1.2
PPSSH N/A
PPSS N/A

The certification for the above-stated professional development program,

however, is subject to revocation in herein PD Program Provider fails to
maintain the quality standards set by DM No. 044, s. 2023.

Address: Matalino St. D.M. Government Center, Maimpis,

City of San Fernando (P)
Telephone Number: (045) 598-8580 to 89
Email Address: [email protected]
Website: https://region3.deped.gov.ph/
 Professional Regulation Commission

APPLICATION FOR ACCREDITATION OF CPD PROGRAM

CPD COUNCIL OF/FOR PROFESSIONAL TEACHERS

Part I. General Information

Name of Provider: SDO CITY OF BALIWAG
Accreditation No.: PTR-2024-525 Expiration Date: May 29, 2027
Contact Person: JAYVEE N. MAGLONZO Designation: ADMINISTRATIVE OFFICER
II-CONCURRENT EPS II - HRDs
Contact No.: 09176770729 E-mail add.: [email protected] Date of Application: OCTOBER 16, 2024
Proposed Program: TRAINING PROGRAM

Conference Seminar Online Learning

Convention Workshop Educational/Study Tour
Forum Training Program Others: _____________
✔
Title of the Program: Empowering the Literacy/Reading Instruction Skills of Virgen delas Flores Elementary
Teachers Through the National Reading Program /
Date to be offered: November 27-29, 2024 Duration: 3 DAYS Time: 8:00 am to 5:00
pm
Venue and Address: VIRGEN DELAS FLORES ELEMENTARY No. of times program to be conducted: 1
SCHOOL
Alido Phase II Virgen delas Flores, City of Baliwag, Bulacan
Course Description:
This three-day School-Based In-Service Training (INSET) entitled Empowering the Literacy/Reading
Instruction of Virgen delas Flores Elementary School through the National Reading Program is designed
to equip teachers of Virgen delas Flores Elementary School with the knowledge, skills, and strategies to
effectively implement the National Reading Program (NRP).
The INSET will cover a comprehensive range of topics highlighting methodologies in oral language,
phonemic awareness and phonics, vocabulary development, fluency and comprehension so as to ensure
that teachers are well-prepared in the delivery of learnings among learners. Participants will also explore
tools for assessing pupils' progress and strategies for developing intervention plans for struggling
readers and develop a School-Wide Reading Program.
Objectives:
1. Result Objective
By the end of the 3-day INSET, teachers will have improved their reading teaching strategies, leading
to enhanced reading performance among learners, as measured by pre- and post-assessments in
different reading assessment tools such as EGRA, MCRLA and Phil-IRI.
2. Application Objective
Teachers will be able to apply the reading instruction strategies learned in the INSET within their
respective classrooms, adapting the techniques to suit the diverse literacy needs of their learners and
tracking progress in reading.
3. Terminal Objective
At the end of the INSET, participants will be able to demonstrate proficiency in planning,
implementing, and assessing reading instruction that aligns with the objectives of the National Reading
Program, focusing on improving learners’ reading levels and fostering a love for reading.
4. Enabling Objectives
Day 1: Understanding the National Reading Program
Teachers will be able to identify and explain the goals, structure, and components of the National
Reading Program.
Teachers will be able to outline the key literacy challenges faced by learners and how the National
Reading Program addresses these issues.
Day 2: Implementing Effective Reading Instruction and Intervention Plan in the Classroom
Teachers will be able to demonstrate knowledge of a range of literacy instruction techniques,
including phonemic awareness and phonics, vocabulary development, and fluency and comprehension
strategies.
Teachers will participate in workshops to create lesson plans that incorporate effective literacy strategies
learned during the INSET.
Day 3: Collaborating in the Development of a School-Wide Reading Program.
Teachers will be able to design appropriate engaging reading activities and interventions to develop a
school-wide reading program according to the pupils' needs. Teachers will create a literacy-rich
environment (reading corners, book clubs, and community reading activities) involving parents and
stakeholders in the development of School-Wide Reading Program.
Number of Target Participants: 16 Registration fee to be collected: NONE
Part II. Acknowledgment

CPDD-02
Rev. 04
June 29, 2020
Page 1 of 3
 I hereby certify that the above information written by me are true and correct to the best of my knowledge and
belief. I further authorize PRC and other agencies to investigate the authenticity of all the documents presented.

I am agreeing to the PRC Privacy Notice and giving my consent to the collection and processing of my personal
data in accordance thereto.

JAYVEE N. MAGLONZO
(Signature Over Printed Name)
ADMINISTRATIVE OFFICER II – CONCURRENT EPS II - HRDs
Position
October 16, 2024
Date
Part III. Assessment
Regulation Division: Cash Division:
Assessed by : ___________________ Amount : ___________ O.R. No.: ____________
Date : ___________________ Date : ____________________
Remarks : ___________________ Issued by : ____________________
Part IV. Action taken by the CPD Council

Approved for _____ credit units Accreditation No. _______________

Deferred pending compliance ____________________________________
_ ___________________________________________________________
Disapproved due to ____________________________________________
____________________________________________________________

_____________________________
Chairperson

____________________________ _____________________________
Member Member
Date:____________________

PROCEDURE FOR ACCREDITATION OF CPD PROGRAM

Step 1. Secure application form at Regulations Division of any of the PRC Regional Offices or download at
PRC website (www.prc.gov.ph).
Step 2. Fill-out Application Form and attach supporting documents listed hereunder. Provide one (1)
set for receiving copy.
Step 3. Proceed to Regulations Division of any of the PRC Regional Offices for checking and assessment.
Step 4. If the assessment is favorable, pay prescribed fee of One Thousand Pesos (₱ 1,000.00) per
program offering. Government agencies and instrumentalities offering CPD Programs free of
charge, do not have to pay a fee. If not favorable, go back to Step 3.
Step 5. Submit Application Form with attached supporting documents and photocopy of official receipt to
Regulations Division of any of the PRC Regional Offices, at least fifteen (15) working days prior to
offering.
Step 6. Follow-up the application ten (10) working days after submission at CPD Division (Central Office),
telephone numbers (+632) 8810-84-15 (PRC-PICC), or email at [email protected]
CHECKLIST OF REQUIREMENTS
Supporting Documents
[ ] Instructional Design as prescribed by the relevant Board.
[ ] Program of Activities showing time/duration of topics/workshop and resource persons with position
and office, and evaluation period.
[ ] Evaluation method or tool that measures the learning gained by the participants specific and
appropriate to course objectives set
[ ] Resume of resource persons relevant to CPD program applied for.
[ ] Photo copy of valid Professional Identification Card of resource persons if registered professional.
Otherwise, submit photocopy of government-issued or company Identification Card.
[ ] Valid Special Temporary Permit if the resource person is a foreigner and if engagement is more than
three (3) days or there is physical contact with patients in the case of medical and allied professions.
[ ] Breakdown of expenses for the conduct of the CPD program.
[ ] For Online Learning, Declaration of Minimum Technical Requirements (e.g. Operating System,
Processor, Memory, Browser, Internet Connection, etc.)
Additional Requirements
[ ] Short brown envelope for the Certificate of Accreditation
[ ] One (1) set of metered documentary stamps worth Twenty-Five Pesos (₱ 25.00) each to be affixed to
CPDD-02
Rev. 04
June 29, 2020
Page 2 of 3
 the Certificate of Accreditation. (Available at PRC Customer Service and PRC Regional Offices)
[ ] Soft copy of the Application including supporting attachments in PDF format saved in flash drive.
Note:
1. Application for accreditation should be filed 15 working days before the offering of the program/training.
2. Representative/s filing application/s for accreditation and claiming the Certificate of Accreditation on behalf
of the applicant must present a letter of authorization and valid identification cards of both the authorized
signatory and the representative. In the case of national organizations with chapters/councils,
endorsement from the national board.
3. The period for processing the application is 10 working days, subject to the stipulations in these guidelines.
4. If additional requirement/s is/are needed, a period of another 10 working days is given to submit the same.
Failure to comply within the period shall be construed as abandonment of application and the prescribed
fee shall be forfeited in favor of the government.
5. The CPD Council shall have the right to specify additional requirements if deemed necessary and
appropriate.

CPDD-02
Rev. 04
June 29, 2020
Page 3 of 3
 Republic of the Philippines
Department of Education
REGION III-CENTRAL LUZON
SCHOOLS DIVISION OF CITY OF BALIWAG

This

Certificate of Recognition
is presented to

Olivia D. Mercado
(Schools Division Office of City of Baliwag)
as

Resource Speaker
in the
Empowering the Literacy/Reading Instruction Skills of Virgen delas Flores
Elementary Teachers Through the National Reading Program
with reference to Regional Memorandum No. ___, s. 2024,
at Virgen delas Flores Elementary School
on November 27-29, 2024
with PRC Program Accreditation No: PTR-____-____-____
and Approved Credit Units of ____

Given this 29th day of November 2024

at Virgen delas Flores Elementary School

JAYVEE N. MAGLONZO JESSIE S. SANTOS

SDO CITY OF BALIWAG/CPD SCHOOL PRINCIPAL I
FOCAL PERSON

Certificate Code: SDO_BALIWAG_INSET_11_001.et.al

No. Of Rendered Hours: _____

Address:Baliwag North District Compound, J.Buizon St. Poblacion, City of Baliwag,

Bulacan
Contact Number: (044) 816-6041
Email Address : [email protected]
Training Matrix

(No REQUIRED TEMPLATE but must have the following important details)

Date and Time No. Of Topic Resource Person

Hours/Minutes
November 27, 2024 30 minutes *Registration Mrs. Olivia D.
(Day 1) *Opening Program Mercado
7:00-8:00 AM *Administer Pre Test INSET Coordinator

8:00 - 8:30 AM 30 minutes Session 1: Overview Mrs. Maria Krisette

of the National B. Cruz – Resource
Reading Program Speaker
* Introduction to the
NRP
* Objectives of the
NRP
* Role of teachers in
promoting reading
literacy
8:30 - 9:00 AM 30 minutes Integration of NRP in Mrs. Maria Krisette
the Curriculum B. Cruz – Resource
* How to integrate Speaker
NRP objectives with
existing curriculum in
literacy and English
Session 2 1 hour Session 2: Key Mrs. Maria Krisette
9:00 - 10:00 AM Elements of Reading B. Cruz – Resource
Instruction (The Big 6 Speaker
of Reading)
* Oral language
* Phonological
awareness
* Phonics

10:00 - 10:15 AM 15 minutes Health Break

1 hour and 45 Session 2 (Continued): Mrs. Maria Krisette
minutes Key Elements of B. Cruz – Resource
Reading Instruction Speaker
(The Big 6 of Reading)
* Continuation of the
10:15 - 12:00 PM Big 6
* Vocabulary
* Fluency
* Comprehension
* How to address all 6
elements in
instruction
12:00 – 1:00 pm 1 hour Lunch Break
1 hour and 30 Mrs. Maria Krisette
minutes Session 3: Workshop B. Cruz
– Designing Reading
Activities For the supervision
1:00 - 2:30 PM * Teachers will create of output:
grade-level Mr. Jessie S. Santos
appropriate reading School Principal I
activities aligned with Mrs. Olivia D.
the NRP objectives Mercado
INSET Coordinator

1 hour Mrs. Maria Krisette

Workshop B. Cruz
(Continued):
Developing a Daily For the supervision
Lesson Log of output:
2:30 - 3:30 PM * Create Daily Lesson Mr. Jessie S. Santos
Log in Literacy/English School Principal I
with grade-level Mrs. Olivia D.
appropriate reading Mercado
activities INSET Coordinator

3:30 - 3:45 PM 15 minutes Health Break

45 minutes Mrs. Maria Krisette
B. Cruz
Output Sharing and
Feedback Session For the supervision
* Sharing of outputs of output:
3:45 - 4:30 PM (Reading Activities & Mr. Jessie S. Santos
Lesson Logs) School Principal I
* Peer and facilitator Mrs. Olivia D.
feedback Mercado
INSET Coordinator

30 minutes Closing Remarks & Rapporteur of the

Reflection day
4:30 - 5:00 PM * Reflection on the
day's learning
* Administer Post Test
1 hour and 30 Session 1: Different Mrs. Maria Krisette
minutes Reading Assessment B. Cruz – Resource
Tools Speaker
November 28, 2024
* Overview of reading
(Day 2)
assessment tools:
8:00 - 9:30 AM
– EGRA
– MCRLA
– Phil-IRI
 * Interpreting
assessment results to
drive instruction
30 minutes Hands-On Activity: Mrs. Maria Krisette
Interpreting B. Cruz – Resource
Assessment Data Speaker
9:30 - 10:00 AM * Practice interpreting
sample reading
assessment data (Phil-
IRI, EGRA, MCRLA)
10:00 - 10:15 AM 15 minutes Health Break
45 minutes Session 2: Effective Mrs. Maria Krisette
Assessment Tools to B. Cruz – Resource
Monitor Reading Speaker
Progress
* Tools for monitoring
reading progress
10:15 - 11:30 AM
* How to use
assessment results for
small group
instruction and
individualized learning
plans
30 minutes Mrs. Maria Krisette
B. Cruz

Small Group For the supervision

Instruction: Data-
of output:
Driven Decisions
11:30 - 12:00 PM Mr. Jessie S. Santos
* Developing learning
plans based on School Principal I
assessment results Mrs. Olivia D.
Mercado
INSET Coordinator

12:00 – 1:00 pm 1 hour Lunch Break

1 hour and 30 Mrs. Maria Krisette
minutes Session 3: Workshop B. Cruz
– Crafting Reading
Intervention Plans For the supervision
* Teachers will use the of output:
1:00 - 2:30 PM reading assessment Mr. Jessie S. Santos
data to craft School Principal I
personalized Mrs. Olivia D.
intervention plans for Mercado
struggling readers INSET Coordinator

1 hour Session 3 (Continued): Mrs. Maria Krisette

2:30 - 3:30 PM Presenting B. Cruz
Intervention Plans
 * Present developed For the supervision
intervention plans of output:
* Peer feedback and Mr. Jessie S. Santos
suggestion using School Principal I
observation checklist
Mrs. Olivia D.
Mercado
INSET Coordinator

3:30 - 3:45 PM 15 minutes Health Break

45 minutes Reflection Session Participants
Reflection on the day’s
learning
* How to implement
reading interventions
effectively in
3:45 - 4:30 PM classrooms using
Rubrics Rating scale
(1-5) for each
criterion, with
qualitative comments
on areas of strength
and improvement.
30 minutes Closing Remarks & Rapporteur of the
Next Steps day
* Summary of key
learning
4:30 - 5:00 PM
* Next steps for
utilizing reading
assessments and
intervention plan
November 29, 2024 1 hour Session 1: Developing Mrs. Maria Krisette
(Day 3) a Reading Culture in B. Cruz – Resource
8:00 - 9:00 AM School Speaker
* Creating a teacher’s
action plan
* Making a plan on
how to engage
parents and
stakeholders in
promoting reading
* Creating literacy-rich
environments (reading
corners, book clubs,
community reading
activities)

9:00 - 10:00 AM 1 hour Mrs. Maria Krisette

Hands-On Activity:
B. Cruz
Creating a Teacher's
 Action Plan for For the supervision
Reading Culture of output:
* Teachers draft their Mr. Jessie S. Santos
action plans to School Principal I
promote reading
Mrs. Olivia D.
culture in classrooms
Mercado
* Group sharing of
ideas INSET Coordinator

10:00 - 10:15 AM 15 minutes Health Break

45 minutes Mrs. Maria Krisette
Session 2: B. Cruz
Collaborative
Development of a For the supervision
School-Wide Reading
of output:
Program
10:15 – 12:00 PM Mr. Jessie S. Santos
* Identifying school
reading goals School Principal I
* Setting timelines and Mrs. Olivia D.
defining Mercado
responsibilities INSET Coordinator

30 minutes Collaborative Group Participants

11:30 - 12:00 PM Presentation

12:00 – 1:00 pm 1 hour Lunch Break

1 hour Session 3: Monitoring Mrs. Maria Krisette
and Sustaining B. Cruz – Resource
Reading Progress Speaker
* Strategies for
1:00 - 2:00 PM tracking learners’
reading progress
* Techniques for
sustaining reading
gains over time
1 hour Mrs. Maria Krisette
B. Cruz
Group Discussion:
Monitoring Strategies For the supervision
for Reading Progress
of output:
* Teachers discuss and
2:00 - 3:00 PM Mr. Jessie S. Santos
plan how to monitor
and sustain reading School Principal I
progress in their Mrs. Olivia D.
respective classes Mercado
INSET Coordinator

30 minutes Workshop: Finalizing Mrs. Maria Krisette

3:00 -3:30 PM the School Reading B. Cruz
Program
 * Finalizing the For the supervision
School-Wide Reading of output:
Program based on the Mr. Jessie S. Santos
collaborative session School Principal I
Mrs. Olivia D.
Mercado
INSET Coordinator

3:30 - 3:45 PM 15 minutes Health Break

15 minutes Participants

Presentation of For Checking of

Outputs Outputs:
3:45 - 4:00 PM * Groups present their Mr. Jessie S. Santos -
final School Reading School Principal I
Program Mrs. Olivia D.
Mercado -
INSET Coordinator
1 hour Mrs. Maria Krisette
B. Cruz – Resource
Speaker
Mr. Jessie S. Santos
4:00 - 5:00 PM * Closing program School Principal I
* Distribution of Mrs. Olivia D.
certificates Mercado
INSET Coordinator
and Participants
 Professional Regulation Commission

TEMPLATE FOR INSTRUCTIONAL DESIGN OF PROPOSED CONTINUING PROFESSIONAL DEVELOPMENT (CPD) PROGRAM

CPD Council for PROFESSIONAL TEACHERS

I. Course/Program Title: Empowering the Literacy/Reading Instruction Skills of Virgen delas Flores Elementary Teachers Through the National Reading
Program
II. Course/Program Brief Description: This three-day School-Based In-Service Training (INSET) entitled Empowering the Literacy/Reading Instruction of Virgen
delas Flores Elementary School through the National Reading Program is designed to equip teachers of Virgen delas Flores Elementary School with the
knowledge, skills, and strategies to effectively implement the National Reading Program (NRP).
The INSET will cover a comprehensive range of topics highlighting methodologies in oral language, phonemic awareness and phonics, vocabulary
development, fluency and comprehension so as to ensure that teachers are well-prepared in the delivery of learnings among learners. Participants will also
explore tools for assessing pupils' progress and strategies for developing intervention plans for struggling readers and develop a School-Wide Reading
Program.

III. Proposed PQF level: Level 6

IV. Particular Continuing Professional Competency/ies: Literacy/Reading through the National Reading Program
V. Content Details:

Area of CPD Activity

Sub-Topics and Time (Ethics = 5 CUs Assessment Strategies
Expected Learning Activities to Achieve
Allotment for every topic Professional including, Assessment Requirements/Outputs
Outcomes Learning Outcomes
(in hours) Development = 40 CUs Tools
in a compliance period)
November 27, 2024 Professional development Participants assembled the 1. Divide the teachers into Pre and Post Test 1. Daily Lesson Log in
(Day 1) picture puzzle and answer 3 groups by having each Literacy/English with
Session 1 the questions. member select a puzzle grade-level appropriate
8:00 - 8:30 AM piece. Once they reading activities.
Session 1: Overview of the assemble the picture 2. Grade-level appropriate
National Reading Program puzzle, they will find reading activities aligned
* Introduction to the NRP questions on the back to with the NRP objectives.
* Objectives of the NRP answer as a team.
* Role of teachers in Afterward, each group will
promoting reading literacy engage in a brainstorming
CPDD-PTR-02
Rev. 00
November 22, 2017
Page 1 of 16
session to discuss specific
roles that teachers fulfill
within their assigned focus
area. Encourage them to
draw on personal
experiences, exchange
best practices, and explore
innovative strategies that
can effectively promote
literacy in the classroom.
Time Duration: 15 minutes
for brainstorming and
discussion
5 minutes to share their
ideas

Group 1: Role in
Classroom Instruction
Questions:
How can you integrate
reading strategies across
subjects?
What literacy interventions
are effective in your
classroom?

Group 2: Role in Parental

and Community
Engagement
Questions:
What activities can you
create to involve parents in
reading at home?
How can you use
community resources to
enhance literacy?

Group 3: Role in School-

Wide Literacy Initiatives
Questions:
CPDD-PTR-02
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November 22, 2017
Page 2 of 16
 What are effective school-
wide literacy campaigns or
events?
How can teachers work
together to track reading
progress?

2. Presentation and Group

Discussion:
Each group will present
their answers to the group.
Encourage collaborative
learning, allowing teachers
to see their role as part of
a wider literacy effort
within their classrooms,
homes, and schools.

8:30 - 9:00 AM Professional development In-depth understanding of Discussion on the

Integration of NRP in the the National Reading following:
Curriculum Program specifically 1. What is the National
* How to integrate NRP through: Reading Program (NRP)?
objectives with existing 1.1 Identified key 2. What is the purpose of
curriculum in literacy and components of the the NRP?
English National Reading 3. What Educational
Program Policies supported NRP?
1.2 Recognized the 4. How is NRP aligned
program's alignment with Global Literacy
with national education Goals?
standards and policies. 5. How can NRP improve
1.3 Described the Literacy?
program's assessment 6. Why is Reading
and evaluation Comprehension a crucial
methods. component of NRP?
1.4 Explained the role of 7. Based on NRP, how can
teachers, parents, and the school develop a
community lifelong reading habit?
stakeholders in
implementing the
program.
CPDD-PTR-02
Rev. 00
November 22, 2017
Page 3 of 16
Session 2 Professional development 1. Performed the different Ask the participants to the
9:00 - 10:00 AM group activities in following group activity:
Session 2: Key Elements * Oral language Group 1
of Reading Instruction * Phonological awareness Picture Descriptions:
(The Big 6 of Reading) * Phonics Use a set of engaging
* Oral language 2. Equipped with essential images and ask the
* Phonological awareness strategies to support the participants to describe
* Phonics development of what they see.
foundational literacy skills Group 2
in young learners Role-Playing
particularly Oral Language, Conversations:
Phonological Awareness, Have the participant do
and Phonics. role-playing scenarios
based on real-life
situations. For example,
role-play as a shopkeeper
and customer,
encouraging the use of
appropriate conversational
language.
Group 3
Sound Segmentation:
Give participants a word
and ask them to break it
into individual sounds
(e.g., "sun" becomes /s/ /u/
/n/).
Group 4
Clapping Syllables:
Have one participant say a
multi-syllabic word (e.g.,
“banana”) and ask another
to clap for each syllable as
they repeat the word.
Group 5
Sound Matching:

Provide pictures or
flashcards with words and
ask participant to give the
beginning sounds. For
CPDD-PTR-02
Rev. 00
November 22, 2017
Page 4 of 16
 example, the picture of a
"dog" with the sound of
"D."
Group 6
Blending and Segmenting
Drills:
Present a series of sounds
and have the participantss
blend them together to
form a word (e.g., say /b/
/a/ /t/ and have them say
"bat"). Alternatively, say a
word and ask them to
segment the sounds.
Discussion on:
1. Oral language
2. Phonological awareness
3. Phonics
10:15 - 12:00 PM Professional development 1. Performed the Have the participants do
Session 2 (Continued): different group activities the following:
Key Elements of Reading in Group 1: Vocabulary
Instruction (The Big 6 of * Vocabulary Charades:
Reading) In this interactive activity,
* Fluency
* Continuation of the Big 6 one participant picks a
* Vocabulary
* Comprehension vocabulary word and acts
* Fluency 2. Equipped with it out, while others try to
* Comprehension essential strategies to guess the word.
* How to address all 6 support the development Group 2: Choral Reading:
elements in instruction of foundational literacy The group members read
skills in young learners a passage together in
particularly Vocabulary, unison.
Fluency, and Group 3:
Comprehension. Story Mapping:
Participants create a visual
map of the story’s
elements, such as
characters, setting,
problem, events, and
solution
Discussion on:
4. Vocabulary
CPDD-PTR-02
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November 22, 2017
Page 5 of 16
 5. Fluency
6. Comprehension
1:00 - 2:30 PM Professional development Grade-level appropriate 1.Introduce the purpose of
Session 3: Workshop – reading activities aligned the workshop and explains
Designing Reading with the NRP objectives. the connection between
Activities the National Reading
* Teachers will create Program (NRP) objectives
grade-level appropriate and designing effective
reading activities aligned reading activities.
with the NRP objectives 2. Teachers are grouped
by grade level. Provide an
overview of what
constitutes grade-
appropriate activities,
emphasizing the need for
scaffolding, phonics,
fluency, vocabulary, and
comprehension
techniques.
3. Each group discusses
and selects key reading
goals based on the NRP
objectives for their grade
level. This includes
identifying specific literacy
skills to target (e.g.,
phonological awareness,
comprehension, etc.).
4. Teachers work together
to design reading
activities. The activities
should incorporate
elements like interactive
reading, phonics games,
reading comprehension
exercises, and vocabulary
expansion, tailored to the
grade level they are
focusing on.
5. Each group presents
their proposed reading
CPDD-PTR-02
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November 22, 2017
Page 6 of 16
 activities to the entire
workshop, receiving
feedback and suggestions
for improvement.
6. Groups incorporate
feedback and finalize their
reading activities, ready for
implementation in the
classroom. A short wrap-
up discussion follows,
highlighting the importance
of reflective teaching and
ongoing assessment.
2:30 - 3:30 PM Professional development Daily Lesson Log in 1. Provide an overview of
Workshop (Continued): Literacy/English with key components of a DLL
Developing a Daily Lesson grade-level appropriate (objectives, activities,
Log reading activities. strategies, assessments,
* Create Daily Lesson Log and reflections).
in Literacy/English with 2. Teachers are tasked
grade-level appropriate with creating a grade-
reading activities appropriate Daily Lesson
Log focused on literacy or
English, incorporating
reading activities aligned
with NRP objectives
(vocabulary,
comprehension, phonics,
etc.)
3. Teachers present their
drafted DLLs in small
groups, receiving feedback
on the reading activities,
strategies, and
assessments they’ve
included. Peers evaluate
each DLL using a provided
rubric.
4. Teachers incorporate
feedback and finalize their
DLLs. Facilitator concludes
with a reflection on the
CPDD-PTR-02
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November 22, 2017
Page 7 of 16
 importance of effective
planning and offers tips for
continuous improvement.
3:45 - 4:30 PM Professional development Shared of outputs 1. Grade Level Appropriate
Output Sharing and (Reading Activities & Reading Activities
Feedback Session Lesson Logs) 1.1. Presentation of grade
* Sharing of outputs level appropriate reading
(Reading Activities & activities.
Lesson Logs) 1. 2. Group discussion:
* Peer and facilitator Share examples of reading
feedback activities for different grade
levels
- Participants will share
their own examples of
grade level appropriate
reading activities
2. Daily Lesson Log (DLL)
2.1. Presentation of DLL
format and requirements
- Participants will share
their sample DLL
3. Output Sharing and
Feedback Session 3.1.
Participants will share their
output (reading activities
and DLL)
3.2. Peer feedback and
suggestions for
improvement

4:30 - 5:00 PM Professional development 1. Recap of key takeaways

Closing Remarks & 2. Administer Post Test
Reflection
* Reflection on the day's
learning
* Administer Post Test

November 28, 2024 Professional development Interpreted Reading 1.Introduce the session 1. Interpreted Reading
(Day 2) Assessment Results and provides a brief Assessment Results for a
Session 1 overview of the importance specific class or group of
8:00 - 9:30 AM learners.
CPDD-PTR-02
Rev. 00
November 22, 2017
Page 8 of 16
Session 1: Different of reading assessment 2. Reading Intervention
Reading Assessment tools to improve literacy. Plans for struggling
Tools 2. Presents key readers based on
* Overview of reading information on: assessment data.
assessment tools: 1.1 EGRA (Early Grade 3. Observation checklist
– EGRA Reading Assessment)
– MCRLA 1.2. MCRLA (Modified
– Phil-IRI Comprehensive Rapid
* Interpreting assessment Literacy Assessment) and;
results to drive instruction 1.3. Phil-IRI (Philippine
Informal Reading
Inventory). Discuss each
tool's purpose, design, and
usage.
2. Guide teachers through
a sample set of reading
assessment results (Phil-
IRI, MCRLA and EGRA).
Teachers interpret these
results, focusing on
identifying learners’ needs,
literacy gaps, and areas
for improvement.

9:30 - 10:00 AM Professional development Interpreted Reading 1. Teachers are provided

Hands-On Activity: Assessment Results for a with sets of data from Phil-
Interpreting Assessment specific class or group of IRI, EGRA, and MCRLA
Data learners. based on the result of their
* Practice interpreting class reading assessment.
sample reading 2. Discuss the structure of
assessment data (Phil-IRI, the data, including what
EGRA, MCRLA) each element (e.g.,
reading level,
comprehension score)
represents.
3. Teachers work in pairs
or small groups
interpreting the data,
analyzing the results and
determining the strengths
and weaknesses of the
CPDD-PTR-02
Rev. 00
November 22, 2017
Page 9 of 16
 learners that need the
targeted instruction.
4. Ask for a volunteer from
each group to summarize
their discussion and share
with all participants.

10:15 - 11:30 AM Professional development Tools for monitoring 1. Instruct the teachers on
Session 2: Effective reading progress how they would modify
Assessment Tools to their instructional
Monitor Reading Progress strategies based on the
* How to use assessment provided assessment data.
results for small group 2. Teachers individually
instruction and reflect on the tools and
individualized learning data analysis, then draft a
plans simple action plan for their
own classroom. This plan
should focus on how they
will implement changes
based on assessment
results
11:30 - 12:00 PM Professional development Instructional plans and 1. Teachers share their
Small Group Instruction: individualized learning instructional plans and
Data-Driven Decisions strategies individualized learning
* Developing learning strategies and discuss how
plans based on they used assessment
assessment results data to inform their
decisions.
2. Facilitate discussion,
provide feedback, and
encourage the sharing of
strategies for how to
continuously monitor and
adjust their instructional
plans and individualized
learning strategies.
1:00 - 2:30 PM Professional development Reading Intervention Plans 1. Facilitate a brief
Session 3: Workshop – for struggling readers introduction, connecting
Crafting Reading based on assessment assessment data to
Intervention Plans data. personalized intervention
CPDD-PTR-02
Rev. 00
November 22, 2017
Page 10 of 16
* Teachers will use the strategies. Set the tone for
reading assessment data crafting purposeful plans.
to craft personalized 2. Demonstrate the
intervention plans for process of creating an
struggling readers intervention plan for a
struggling reader.
Show how to set SMART
goals (Specific,
Measurable, Achievable,
Relevant, Time-bound)
and select appropriate
strategies based on the
data.
3. In groups, teachers will
use real or provided data
to create reading
intervention plans for
struggling readers. They
will focus on setting goals,
selecting strategies
(phonics, fluency,
comprehension, etc.), and
determining timelines for
review.
4. Ensure that teachers
are aligning intervention
strategies with the specific
challenges identified in the
data.
2:30 - 3:30 PM Professional development Feedback mechanism 1. Lead the reflection and
Session 3 (Continued): sharing session.
Presenting Intervention Each group will present
Plans one intervention plan and
* Present developed discuss their chosen
intervention plans strategies and goals.
* Peer feedback and 2. Teachers will share their
suggestion using intervention plans and
observation checklist receive feedback.
3. Remind the participants
to provide constructive
feedback, highlighting
CPDD-PTR-02
Rev. 00
November 22, 2017
Page 11 of 16
 strong plans and offering
suggestions for
improvement.
3:45 - 4:30 PM Professional development Accomplished observation 1. Provide an overview of Observation checklist/
Reflection Session checklist/rubrics on the rubric, guiding Rubrics
Reflection on the day’s implementing reading teachers through each
learning interventions effectively criterion and its importance
* How to implement in implementing reading
reading interventions interventions effectively.
effectively in classrooms 2. Explain and model how
using Rubrics Rating scale teachers can gradually
(1-5) for each criterion, release responsibility
with qualitative comments through modeling, guided
on areas of strength and practice, and independent
improvement. work. Show examples of
questioning techniques
that promote higher-order
thinking and how to adjust
instruction based on
learners’ needs.
3. Model phonics and
fluency techniques,
emphasizing explicit
instruction and regular
fluency monitoring.
Encourage teachers to
reflect on how they
incorporate phonics and
fluency into their lessons.
4. Demonstrate how to
pre-teach essential
vocabulary before reading,
and how to encourage the
use of context clues. Show
examples of
comprehension strategies
such as activating prior
knowledge, using
questioning techniques,
and teaching students how
CPDD-PTR-02
Rev. 00
November 22, 2017
Page 12 of 16
 to use graphic organizers
and summarize texts.
5. Guide teachers through
the rubric assessment,
prompting them to reflect
on the lesson’s strengths
and areas for
improvement. Encourage
them to rate the lesson on
the rubric’s 1-5 scale.
4:30 - 5:00 PM Professional development Recap of key learnings.
Closing Remarks & Next
Steps
* Summary of key learning
* Next steps for utilizing
reading assessments and
intervention plan
November 29, 2024 Professional development Draft of action plan 1. Provide an overview of 1. Intervention plans for
(Day 3) focusing on how to embed the impact of developing a identified struggling
Session 1 reading into daily strong reading culture in readers.
8:00 - 9:00 AM classroom activities schools, highlighting the 2. Completed peer
Session 1: Developing a role of teachers, parents, observation forms with
Reading Culture in School and the community. feedback for improvement.
* Creating a teacher’s Discuss the long-term 3.Performance data
action plan benefits of literacy-rich reports indicating learners’
* Making a plan on how to environments. progress in reading skills.
engage parents and 2. Guide teachers through
stakeholders in promoting the process of drafting
reading action plans focusing on
* Creating literacy-rich how to embed reading into
environments (reading daily classroom activities.
corners, book clubs, Offer examples of effective
community reading reading promotion
activities) strategies. Plans will
include strategies for
encouraging reading and
methods for integrating
reading across subjects.
9:00 - 10:00 AM Professional development Action plan to promote 1. Teachers will
Hands-On Activity: reading culture in collaborate in small groups
Creating a Teacher's classrooms to brainstorm how to
CPDD-PTR-02
Rev. 00
November 22, 2017
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Action Plan for Reading engage parents and
Culture stakeholders in promoting
* Teachers draft their reading at home and in the
action plans to promote community. Focus areas
reading culture in will include organizing
classrooms reading events, setting up
* Group sharing of ideas parent-child reading
sessions, and partnering
with local organizations.
2. Provide examples of
successful literacy-rich
environments. Encourage
teachers to think creatively
about how they can
transform their classrooms
and engage their learners
in meaningful reading
experiences
10:15 - 11:30 AM Professional development School-Wide Reading 1. Teachers will work in
Session 2: Collaborative Program small groups to brainstorm
Development of a School- achievable and
Wide Reading Program measurable reading goals
* Identifying school reading for the school. Goals
goals should align with the
* Setting timelines and National Reading Program
defining responsibilities (NRP) and focus on
improving the
literacy/reading skills of
learners and creating a
reading culture in the
school.
2. Assist groups in
developing realistic
timelines that reflect the
school’s capacity.
3. Guide the groups in
identifying key and specific
roles for teachers,
administrators, and other
stakeholders in
CPDD-PTR-02
Rev. 00
November 22, 2017
Page 14 of 16
 implementing the reading
program.
11:30 - 12:00 PM Feedback mechanism 1. Each group will share
Collaborative Group their reading goals,
Presentation timelines, and assigned
responsibilities with the
rest of the participants.
Peers will provide
feedback and suggestions
for improvement.
1:00 - 2:00 PM Monitoring Plan on 1. Discuss the components
Session 3: Monitoring and Reading Progress of an effective reading
Sustaining Reading progress monitoring plan,
Progress including frequency, types
* Strategies for tracking of assessments.
learners’ reading progress 2. Teachers will draft a
* Techniques for monitoring plan outlining
sustaining reading gains the tools they will use, the
over time frequency of assessments,
and how they will interpret
and act on the data.
3. Teachers partner up to
review and provide
feedback on each other’s
plans.
2:00 - 3:00 PM Common tracking tools, 1. Discuss the importance
Group Discussion: including anecdotal of tracking reading
Monitoring Strategies for records and reading progress and review
Reading Progress portfolios of learners common tracking tools,
* Teachers discuss and including anecdotal
plan how to monitor and records and reading
sustain reading progress in portfolios of learners.
their respective classes

3:00 - 3:30 PM Feedback mechanism 1. Review and refine

Workshop: Finalizing the framework components
School Reading Program the School-Wide Reading
* Finalizing the School- Program
Wide Reading Program - Program goals and
based on the collaborative objectives
session
CPDD-PTR-02
Rev. 00
November 22, 2017
Page 15 of 16
 - Target types of
learners
- Reading strategies and
activities
- Assessment and
evaluation methods
- Implementation
timeline
2. Identify and incorporate
best practices and
suggestions
3:45 - 4:00 PM Final School Reading 1. Groups present their
Presentation of Outputs Program final School Reading
Program
4:00 - 5:00 PM Summarize the key points
* Closing program of the sessions.
* Distribution of certificates

VI. Financial Projection:

A. Expected Number of Participants:
B. Proposed Charge per Participant:
C. Relevant Details in Support of the Financial Viability of the Program
Venue/Meals: Virgen delas Flores Elementary School/2 snacks and 1 lunch
Materials: bond paper, pen and other supplies
Travel Expense (TEV): None

JESSIE S. SANTOS / OLIVIA D. MERCADO

SCHOOL PRINCIPAL 1 MASTER TEACHER II
Position

VIRGEN DELAS FLORES ELEMENTARY SCHOOL SDO CITY OF BALIWAG

Proposing Agency/Association

CPDD-PTR-02
Rev. 00
November 22, 2017
Page 16 of 16
 No REQUIRED TEMPLATE

PRE/POST TRAINING ASSESSMENT TOOL

Empowering the Literacy/Reading Instruction Skillsof Virgen

delas Flores Elementary Teachers Through the National
Reading Program
(School-Based In-Service training of
Virgen Delas Flores Elementary School)

1. How does the National Reading Program address the gap in reading
performance as revealed by international assessments like PISA?
A. By focusing solely on reading fluency
B. By adopting a universal curriculum for all schools
C. By concentrating only on the digital aspects of reading
D. By implementing evidence-based strategies for reading comprehension
and critical thinking
Answer: D

2. Which of the following reading strategies is most effective for learners

struggling with text complexity in the upper grades?
A. Focusing on vocabulary instruction
B. Skipping challenging parts of the text
C. Silent reading and writing with guidance
D. Using text-dependent questions to support deeper understanding
Answer: D

3. Which of the following best describes the integration of 21st-century skills

in the National Reading Program?
A. Emphasizing the traditional literacy skills
B. Focusing solely on phonics and word decoding
C. Excluding technology from the reading process
D. Encouraging learners to use critical thinking, problem-solving, and
digital literacy in reading activities
Answer: D

4. In the context of the National Reading Program, which of the following is

the most crucial for developing fluency in young readers?
A. Focusing solely on comprehension strategies
B. Allowing learners to read silently without feedback
C. Providing repeated oral reading with teacher feedback
D. Assigning the complex texts to improve word recognition
Answer: C

5. Which reading intervention is most appropriate for a student with limited

vocabulary according to the National Reading Program?
A. Focusing on spelling drills
B. Encouraging the learners to look up words in the dictionary
C. Teaching learners to decode unfamiliar words using phonics
D. Engaging the learners in word-rich discussions and contextual
vocabulary learning
Answer: D

6.Which of the following best describes phonemic awareness in the context

of the Big 6 of reading?
A. The ability to read text accurately and quickly
B. Understanding the meaning of words in context
C. The ability to recognize and manipulate individual sounds in spoken
words
D. Understanding the relationship between sounds and their corresponding
letters
Answer: C.

7. How does phonics instruction primarily differ from phonemic awareness?

A. Phonics is about writing words correctly, while phonemic awareness is
about syllable recognition
B. Phonics focuses on letter-sound relationships, while phonemic awareness
I on sounds in spoken language
C. Phonics involves the decoding of unfamiliar words, while phonemic
awareness is purely about auditory skills
D. Phonemic awareness includes understanding the meaning of words,
while phonics focuses on sound blending
Answer: B.

8. Which reading skill within the Big 6 is directly linked to understanding

the meaning of individual words?
A. Fluency
B. Vocabulary
C. Comprehension
D. Phonemic awareness
Answer: B.

9. Which is the most effective way to develop reading fluency, according to

the Big 6 of reading?
A. Having learners focus on phonics lessons exclusively
B. Practicing reading aloud with automaticity and expression
C. Providing more time for silent reading with unfamiliar texts
D. Teaching learners to decode unfamiliar words by breaking them into
syllables
Answer: B

10. Reading comprehension is best achieved when learners ______.

A. are able to blend sounds and read fluently
B. can automatically recognize the sight words
C. are able to decode long and unfamiliar words
D. actively connect text to prior knowledge and meaning
Answer: D.

11. Which of the following reading strategies is most effective for helping
learners infer meaning from texts?
A. Predicting
B. Skimming
C. Context Clues
D. Echo Reading
Answer: D

12. Which of the following best describes how "scaffolded reading" supports
struggling readers?
A. Gradually increasing the difficulty level of texts
B. Providing visual aids to enhance comprehension
C. Offering structured support and gradually removing it
D. Asking learners comprehension questions after reading
Answer: A

13. Why is metacognitive reading important for developing critical readers?

A. It emphasizes oral reading fluency
B. It focuses on decoding unfamiliar words
C. It improves students’ speed in reading texts
D. It promotes awareness of one’s own reading process
Answer: D

14. How can semantic mapping aid in vocabulary development?

A. by highlighting key ideas through underlining
B. by promoting oral discussions among students
C. by encouraging rapid reading for fluency development
D. by organizing related concepts visually to show relationships
Answer: D

15. Why is fluency considered a bridge between decoding and

comprehension?
A. It reduces the need for phonics instruction
B. It promotes silent reading skills in early learners
C. It enhances students’ ability to recognize sight words
D. It enables learners to read smoothly and focus on understanding
meaning
Answer: D

16. How does differentiated instruction cater to diverse learning styles in

reading?
A. by focusing on whole-class lectures
B. by grouping students with similar abilities together
C. by using the same teaching strategies for all students
D. by tailoring teaching methods and materials to individual needs
Answer: D

17. Why is explicit vocabulary instruction important?

A. It helps decode unknown words faster.
B. It encourages memorization of word lists.
C. It replaces the need for grammar instruction.
D. It supports understanding of language and content.
Answer: D

18. What is the main benefit of implementing Think-Aloud strategies during

reading instruction?
A. It models metacognitive strategies for comprehension.
B. It helps the learners to identify difficult vocabulary words.
C. It focuses mostly on phonological awareness-based instruction.
D. It improves explicit vocabulary development as well as the silent reading
fluency.
Answer: A

19. Which instructional approach helps learners build background

knowledge before reading complex texts?
A. Fluency Drills
B. Schema Activation
C. Decoding Strategies
D. Skimming and Scanning
Answer: B

20. In the Gradual Release of Responsibility (GRR) model, what is the

significance of the "We Do" phase?
A. It assesses learners' silent reading skills
B. It allows learners to work independently on tasks.
C. It involves the teacher modeling reading strategies
D. It engages learners in collaborative work with teacher support.
Answer: D
 Observation Checklist for Reading Instruction

Teacher:
Date:
Grade Level:

Criteria for Observation

Criterion Rating Scale Comments

(1-5)

1. Teacher’s use of scaffolding techniques during reading activities:

a. Provides gradual release of responsibility (modeling, guided,

independent)

b. Uses questioning techniques to promote higher-order thinking skills

c. Offers feedback and support to students struggling with reading tasks

d. Adjusts the level of difficulty based on student responses and needs

2. Phonics and Word Recognition:

a. Incorporates phonics instruction appropriate to grade level
b. Guides students in decoding unfamiliar words
c. Provides explicit instruction on blending and segmenting sounds
3. Fluency Development:
a. Models fluent reading during read-alouds
b. Monitors student fluency and adjusts pace accordingly
c. Encourages repeated reading to enhance fluency
4. Vocabulary Instruction:
a. Pre-teaches essential vocabulary before reading
b. Provides opportunities for pupils to use new vocabulary in context
c. Encourages pupils to use context clues to determine word meaning
5. Comprehension Strategies:
a. Activates prior knowledge before readi
b. Uses questioning strategies to deepen comprehension
c. Teaches students to use graphic organizers (e.g., story maps) to
support comprehension
d. Engages students in summarizing, predicting, and inferring during
reading |

Rubric for Rating

Rating Scale:

• 5 – Exemplary
 • 4 – Above Average

• 3 – Satisfactory

• 2 – Needs Improvement

• 1 – Unsatisfactory

Strengths:

(Qualitative comments on specific areas where the teacher excels.)

Areas for Improvement:

(Qualitative feedback on areas where improvement is needed, along with suggestions.)

Additional Comments:

(Any other observations worth noting.)

 Professional Regulation Commission

RESUME OF RESOURCE PERSON

CPD COUNCIL OF/FOR PROFESSIONAL TEACHERS RECENT 2X2

PICTURE (color
photo with white
background)
Principal Alternate Substitute

Part I. Personal Circumstances

Name: Nickname:
Maria Krisette B. Cruz Krisette
Residence Address: Contact Details
0835 Rizal St. Sta. Barbara, City of Baliwag, Bulacan Landline No.:
Business Address: Mobile No. 1: 09224204896
N/A Mobile No. 2: 09234247010
Email Add.: [email protected]
Nationality/Citizenship:
Note: The CPD Council shall be informed of any change/s on resource person/s at least 10 days
before the CPD program offering. Substitute resource person may submit this duly accomplished
form three (3) days from the completion of the CPD program.
Part II. Track Record
Specialization Sub-Specialization
Major
English
Competency
Areas
Relevant Seminars/Training Programs Relevant Seminars/Training Programs
Conducted in the last five (5) years Attended in the last five (5) years
Date Title of the Program Date Title of the Program
Octo
ber May
Division Training of School Trainers on
10, 13-
District Webinar on Research Matatag Curriculum for Kindergarten,
15,18 17,
Grade 1, Grade 4, and Grade 7
, 2024
2022
April Workshop on the Contextualization of
23- Teaching Learning Strategies in
26, Language, Reading, Literacy and
2024 Special Program in Foreign Language
Janu
ary
26- Upskilling of Elementary English
28, Teachers in Support to the National
2024 Learning Recovery Program (NLRP)
Febru
ary 2- Pampurok na Pagsasanay sa Pagtuturo
10, ng Panimulang Pagbasa sa English at
2023 Filipino

Major Achievements, Citations, Recognition and Awards

Date Title Awarding Body
2024 Outstanding Teacher Tiaong Elementary School
Outstanding Teacher Implementer-
2020 Schools Division of Bulacan
Gulayan sa Paaralan

Part III. Education and Employment CPDD-17

Rev. 00
June 29, 2020
Page 1 of 2
Educational Name of Inclusive
Address Degree Earned
Background School/University Dates
St. Mary’s College of Benigno Aquino St. 2004- Graduated
Baliuag Poblacion, City of 2008 Bachelor of
Baliwag, Bulacan Secondary
College
Education Major
in English

Baliuag University Gil Carlos St, City of 2016- Graduated

Baliwag, Bulacan 2018 Master of Arts in
Post-
Education Major
Graduate
in English

Position Agency/Company Inclusive Dates

Master Teacher I Department of Education- Baliwag April 8, 2024-
South District- Tiaong Elementary Present
School

Work Teacher III Department of Education- Baliwag September 1,

Experience: South District- Tiaong Elementary 2020-April 8,
Five (5) most School 2024
recent
Teacher I Department of Education- Baliwag August 13, 2012-
South District- Tiaong Elementary September 1,
School 2020

Part IV. Other Relevant Information

Profession/s Teacher License 0990007 Issued December Valid February
No. on: 2008 until: 2026
AIPO Membership National/Chapter Position Date
N/A N/A N/A N/AS

Other Major Affiliations

National/Chapter Position: Date
(Professional, Civic)
Parish of St. Augustine Integral Baliwag Board of Trustees 2006-
Human Development Foundation up to
Inc. prese
nt

I hereby certify that the above information

written by me are true and correct to the best of my
knowledge and belief. I further authorize PRC and
other agencies to investigate the authenticity of all
the documents presented.

I am agreeing to the PRC Privacy Notice and

giving my consent to the collection and processing
of my personal data in accordance thereto.

MARIA KRISETTE B. CRUZ

Signature Over Printed Name
June 10, 2024
Date

CPDD-17
Rev. 00
June 29, 2020
Page 2 of 2
Consolidate all Resource Persons’ PRC ID
 Professional Regulation Commission
FINANCIAL PLAN FOR
APPLIED PROGRAM FOR CPD ACCREDITATION
Fill out all colored cells. Wrap text and adjust the row height, if necessary
NAME OF THE PROVIDER: SDO CITY OF BALIWAG
TITLE OF THE PROGRAM: Empowering the Literacy/Reading Instruction Skills of Virgen delas Flores
Elementary Teachers Through the National Reading Program

TYPE OF PROGRAM
Seminar/ Learning Others,
Educational Please specify below:
Workshop/ Sessions in
Tour
Forum Convention
MODE OF PROGRAM CONDUCT: Face-to-Face Online

CPD COUNCIL/S THIS APPLICATION IS SUBMITTED

CPD Council/s of/for:
SPECIFIC DATE/S OF OFFERING: November 27-29, 2024
VENUE/ONLINE PLATFORM: Face-to_Face
TARGET NO. OF PARTICIPANTS: 16
PROPOSED REG. FEE PER PARTICIPANT: NONE
TOTAL REGISTRATION FEES TO BE COLLECTED: #VALUE!

BREAKDOWN OF EXPENSES
EXPENSE ITEMS SPECIFICATIONS OF EXPENSES AMOUNT
1 Venue/Online Platform N/A N/A
2 Meals 2 snacks 1 lunch for 3 days 9,600
3 Honoraria:
a. Speaker N/A N/A
(or panel of experts)
b. Facilitator N/A N/A
c. Moderator/ N/A N/A
Master of Ceremony
d. Secretariat N/A N/A
4 Itemized Materials 2 reams bond paper 1,355
(e.g. handbook/handouts, certificates, pencil cartolina (assorted)
and papers, seminar kits, ink for printers)
15 Pentel pen
5 Advertising Expenses N/A N/A
6 Transportation:
a Speaker/s N/A N/A
b Staff N/A N/A
7 Accommodation N/A N/A
(For the Speaker/s)

8 Processing Fee of CPD N/A N/A

9 Supplies and Equipment N/A N/A
10 Laboratory N/A N/A
11 VAT (12%) N/A #VALUE!
12 Entrance Fees N/A N/A
(For museum, heritage/historical sites, cultural
centers, exhibits, geographical sites, other sites,
etc.)

13 Tour Guide/Facilitator's Fee N/A N/A

14 Miscellaneous 1. N/A
(Please specify the items) 2.
TOTAL EXPENSES INCLUSIVE OF VAT #VALUE!
TOTAL EXPENSES EXCLUSIVE OF VAT #VALUE!
ALLOWABLE REGISTRATION FEE PER PARTICIPANT* #VALUE!
*and shall be within the range provided on "Matrix of Registration Fees"
Note: 1 The currency to be used shall be Philippine Peso (PhP.)
2 For any of the listed expenses not applicable to the applied program, put N/A.
CPD Providers shall provide/attach justification if the Registration Fee is beyond that provided in the
3 matrix, subject to the evaluation and approval of the concerned CPD Council.

Section 4. Matrix of Registration Fees - the CPD providers shall be guided by the following matrix
of registration fees:

A. Face-to-Face Programs

RANGE OF
NO. OF NO. OF
ACTIVITY VENUE REGISTRATION
PARTICIPANTS DAYS
FEE
Conventions/
1 Hotel 1,001 and above 3 P 2,600-P 3,500
Conferences
Conventions/
2 Hotel Up to 1,000 3 P 3,000-P 4,000
Conferences
Conventions/
3 Hotel 1,001 and above 2 P 2,000-P 2,800
Conferences
Conventions/
4 Hotel Up to 1,000 2 P 2,300-P 3,000
Conferences
5 Seminars Hotel 101 and above 2 P 2,300-P 3,000
6 Seminars Hotel Up to 100 2 P 2,600-P 3,400
7 Seminars Other than Hotel 101 and above 2 P 2,000-P 2,800
8 Seminars Other than Hotel Up to 100 2 P 2,300-P 3,000
9 Seminars Hotel Up to 100 1 P 800-P 1,700
10 Seminars Other than Hotel Up to 100 1 P 700-P 1,500

B. Online Programs

RANGE OF
NO. OF
ACTIVITY NO. OF PARTICIPANTS REGISTRATION
DAYS
FEE
1 Conventions/ Conferences 1,001 and above 3 P 400 - P 500
2 Conventions/ Conferences Up to 1,000 3 P 500 - P 600
3 Conventions/ Conferences 1,001 and above 2 P 600 - P 700
4 Conventions/ Conferences Up to 1,000 2 P 700 - P 800
5 Seminars 501 and above 2 P 700 - P 800
6 Seminars Up to 500 2 P 800 - P 900
7 Seminars 501 and above 1 P 350 - P 450
8 Seminars Up to 500 1 P 400 - P 500

CPD Providers shall provide a justification if the Registration Fee is beyond that
provided in the matrix, subject to the evaluation and approval of the concerned CPD
Council.
TITLE OF ACTIVITY: Empowering the Literacy/Reading Instruction Skills of Virgen delas
Flores Elementary Teachers Through the National Reading Program

TYPE OF ACTIVITY: INSET

SEMINAR/ LEARNING
WORKSHOP/ SESSIONS IN EDUCATIONAL OTHERS (Please
FORUM THE TOUR Specify)
CONVENTION

CPD COUNCIL/S THIS APPLICATION IS SUBMITTED: PROFESSIONAL TEACHERS

DATE: NOVEMBER 27-29, 2024
VENUE/PLATFORM: FACE-TO-FACE
TARGET NO. OF PARTICIPANTS: 15 PAX
BREAKDOWN OF EXPENSES:
EXPENSE ITEMS DETAILS OF THE EXPENSES AMOUNT
1. Online Platform N/A N/A

2. Venue AM AND PM SNACKS/ LUNCH for 3 Days 200 X

16=9600
3. Meals
4. Honoraria
a. Speaker (or panel of
experts)
b. Facilitator N/A N/A
c. Moderator/Master of
Ceremony
d. Secretariat

5. Itemized materials (e.g. 2 reams bond paper 1,355

hand book/handouts, cartolina (assorted)
certificates, pencil and 15 Pentel pen
papers, seminar kits, ink for 15 folders
printers) 3 Glue/scotch tape

6. Advertising expenses N/A N/A

7. Transportation N/A N/A

a. Speaker/s
b. Staff

8. Accommodation (for the N/A N/A

speaker)

9. Processing Fee N/A N/A

(Accreditation Fee)

10. Supplies and Equipment (included already in the itemized materials)

11. Laboratory N/A N/A

12. VAT (12%) N/A N/A

13. Entrance Fees (for N/A N/A

museum, heritage/historical
 sites, cultural centers,
exhibits, geographical sites,
other sites, etc. )

14. Tour guide/Facilitator’s N/A N/A

fee

15. Miscellaneous (Please N/A N/A

specify)

TOTAL EXPENSES: 10,955.00

Note: For any of the listed expenses not applicable to the applied program, Not
Applicable or N/A shall be indicated.