Attachment A.

NEAP Activity Completion Report Template

Enclosure 4
Department of Education
National Educators Academy of the Philippines
Professional Development

PROGRAM COMPLETION REPORT

Learning Service Provider: NEAP Central Office

Contact Person: Emelita D. Gonda Designation: Principal II
Contact No.: 0927-229-1511 Email Address:
[email protected]
Date/s of Conduct: November 25 – 29, 2024
Venue: Caminawit National High School
Total No. of Male: 6 Female: 32
Participants:
Executive Summary:
Education is always considered as the most important aspect in any society, and
brings positive change in the social, political, economic and cultural life of people. In
addition, education has great importance in building strong and developed societies.
Continuous professional development for teachers is the key factor in the success of
the educational process. An education system that supports teachers to be lifelong
learners enables them to be agents of change. Therefore, it is always an urgent
educational need that teachers should receive adequate educational and professional
training to possess knowledge and teaching skills. Keeping them abreast of new
knowledge will make them influential to others thereby making them ideal instruments
of effective knowledge transfer. Thus, in-service teacher training program is
recognized as a vital component in improving education process among teachers
INSET is an essential avenue where teachers and school leaders can enhance
teacher competencies, address concerns, and gaps in teaching and learning.
Furthermore, Caminawit National High School craft this training proposal in
reference to Section V.26 of DepEd Order No. 009, s. 2024 as a basis of the activities
for the 5-day midyear school break for School Year 2024-2025. Proposed topics aim to
assess the current status of PPAs, achievement level and performance of learners in
relation to assessment results of the previous quarters. Similarly, this activity is
designed for teachers to assess their performance and identify areas of improvement.
Also, this program aims to help teachers develop their mental health awareness in
order to have a better understanding of mental health and to identify and implement
appropriate support strategies.
Further, it specifically aims to:
a. assesses the school’s progress in implementing programs, projects, and
activities;
b. enhances learner’s academic performances;
c. improves teacher’s performance and deepen teacher’s commitment to teaching;
d. address and develop interventions for struggling learners; and,
e. develops teacher’s mental health awareness and identify and implement
appropriate
support strategies;
f. List MELCs, LCs, literacy and numeracy learning competencies and test
components
for Quarter 3 by utilizing Curriculum Framework Enriching Literacy and Numeracy
Assessment Integration (CFELNAI) template;
g. Identify connection between Curriculum Framework Enriching Literacy and
Numeracy Assessment Integration (CFELNAI) and Bloom’s Taxonomy Framework;
In-Service Training
November 25-29, 2024
 h. Determine test writing techniques applicable to accomplish the Curriculum
Framework Enriching Literacy and Numeracy Assessment Integration (CFELNAI)
template as test blueprint; and
i. Design Curriculum Framework Enriching Literacy and Numeracy Assessment
Integration (CFELNAI) as test blueprint vis-avis the Localized Assessment
Toolkit.
A curriculum framework outlines the structure, content, and guidelines that shape
educational practices. It is designed to help educators focus on the key goals of
learning, ensuring a structured approach to subject areas, including literacy and
numeracy. It would define:
 The scope of learning.
 The progression of skills.
 How these skills are expected to develop at different stages of education.
In CFELNAI, this framework would be aligned with the goals of improving literacy
and numeracy, ensuring that these foundational skills are prioritized and deeply
integrated into the curriculum.
CFELNAI provides a framework that allows teachers to assess both literacy
(reading, writing, speaking, listening) and numeracy (mathematical understanding and
skills) in a more connected, cohesive way. This integration helps teachers view literacy
and numeracy not as isolated subjects but as interwoven skills that can be developed
together in the classroom.
Monitoring and Evaluation (Not able to conduct Pre – Test and Post – Test)
Pre-Test Results:
Post-Test Results:
Findings and Observations

Facilitators:
During the 1st session which was delivered by Ma’am Emelita D. Gonda, Principal II
of Caminawit National High School, she cited “DO no. 011, s. 2024 Policy
guidelines on the implementation of MATATAG Curriculum” that classroom
assessment is vital, it tracks and measures learners’ development and school needs to
utilize varied and grading practices. She discussed the key contents about the
Curriculum Framework Enriching Literacy and Numeracy Assessment
Integration (CFELNAI).
All facilitators delivered each and every topic assigned to them as what have
expected to be delivered and catered. They presented a comprehensive and
innovative tool for evaluating students' learning. They emphasized the importance of
aligning assessment materials with the curriculum's learning competencies. They also
explained that the masterpiece integrates clear learning objectives, varied test items,
and higher-order thinking skills (HOTS) to ensure a balanced evaluation of students’
knowledge, comprehension, and critical thinking.
The discussion encouraged participants to adapt similar strategies in their own
disciplines, promoting consistency and quality in assessment practices across the
school.
1. Emelita D. Gonda – Principal II
Session 1: Curriculum Framework Enriching Literacy and Numeracy
Assessment Integration An Assessment Support
Session 7a - Mental Health Awareness and Psychosocial Services
2. Peterson D. Enriquez – Head Teacher III
Session 2: MELCs, Literacy and Numeracy related learning competencies
with Blooms Taxonomy Model
3. Airish M. Balmes – Master Teacher I
Session 3: Test Power_ Assessment Writing Techniques and CFELNAI Connect
4. Rea Flor S. Agnas – Master Teacher I
Session 4: Effective Assessment_ CFELNAI’s Target
5. Jean D. Aguilar – Master Teacher I
Session 5: Quarter 3 Assessment Material _ A CFELNAI’s Masterpiece
6. Vinna Rose Q. Blanco – Master Teacher I
Session 6: MPS Increase_ Bridging through WAP
In-Service Training
November 25-29, 2024
 7. Susan P. Daduros – Teacher I (Guidance Counselor Designate)
Session 7b - Mental Health Awareness and Psychosocial Services
8. Aileen Agnes S. Aguilar – Head Teacher III
Session 8: Advocating Inclusive Education: Navigating Inclusive Pedagogy
for Diverse Learners

Participants:
The participants identify Most Essential Learning Competencies (MELCS) which was
able to address concerning the literacy and numeracy learning skills in their
department, then mapped-out the MELCS, literacy and numeracy learning
competencies utilizing CFELNAI. It helped the participants to address the literacy and
numeracy gaps and aid to increase test results and MPS of every learning area. The
curriculum framework issues, and goal was enlightened too.
The session concluded with a brief open forum, where participants raised questions
and shared insights on implementing the assessment material. The collaborative
discussion reflected the school’s commitment to continuous improvement in teaching
and learning practices.
Participants were able to cope with these frameworks to help identify areas where
students are excelling or struggling, ensuring that interventions or support can be
provided promptly and in a targeted way.
Participants engaged in group activities where they analyzed sample WAP which
will guide them to craft their own. Participants were given one hour to accomplish and
submit their output.
CFELNAI helps teachers by making assessment an integral part of teaching,
enabling them to adapt instruction, track student progress, and improve literacy and
numeracy outcomes more effectively.
It supports teachers in gathering and analyzing data from literacy and numeracy
assessments. By examining student performance, teachers can make informed
decisions about their teaching strategies and tailor instruction to meet individual or
group needs.

Content:
Assessment is essential for measuring student progress and adjusting teaching
methods accordingly. In CFELNAI, assessments would be deeply embedded into the
curriculum to ensure:

Continuous monitoring of student progress in literacy and numeracy.

Using data from assessments to refine teaching practices and provide personalized
learning experiences.
Offering formative (ongoing) assessments as well as summative (final) assessments
to capture a comprehensive picture of student learning.
These assessments would go beyond traditional testing and could include:
a. Observation-based assessments.
b. Project-based learning evaluations.
c. Peer assessments and self-reflections.

Delivery Strategies:
In the delivery of the training sessions, it was a well comprehensive discussions on
the topic. Various learning activities were provided for as the participants be able to
cope with these curriculum framework needed to numeracy and literacy assessment.

Training Materials:
The school was able to provide training materials such as manila paper, tape,
marking pens, meta strips/cards, and as well as printed handouts used in every
session.

Pre-Implementation:
Together with Master Teacher and Head Teachers spearheaded by the School

In-Service Training
November 25-29, 2024
 Head, the school was able to planned and chose training topics provided by National
Educators Academy of the Philippines in their platform. Topics were given to select
Master Teachers and Head Teachers together with Guidance Designate and School
Head.
Different committees was given to each department and also the ones to facilitate
every day sessions.

Implementation Proper:
November 25 – 29 were the date of Mid-Year INSeT. Different committees acted
their assigned task.

Photo Documentation
Please see attached separate sheet for the Documentation

Recommendations:
School In-Service Training - workshop helps in strengthening or upgrading teachers’
methodologies, techniques and skills in acquiring or achieving result-oriented teaching
and enhancing the proficiency level of the learners in school. It serves as an avenue to
teachers which enhance their personal and professional growth in order to yield better
outcomes in the workplace.
It also intends to improve instruction and to equip teachers with new knowledge
and skills for the advancement of the teaching and learning processes in our school.
Furthermore, the trainings will allow teachers to self-assess their performance
against competency standard in order to identify areas of strength as well as areas
that need to be developed in order for them to function more effectively as facilitators
of learning.

I hereby declare the information provided in this program completion report is true and
correct and there have been no misleading statements, omission of any relevant facts
nor any misinterpretation made. I further allow DepEd-Occidental Mindoro to investigate
the authenticity of all the documents submitted.

I agree that DepEd- Occidental Mindoro is to be the co-owner of all the data gathered
and the copyright of any publication of the use of these data.

Sign off by the Program / Course Manager or its equivalent

P/C Manager:

EMELITA D. GONDA
Principal II
Signature:

Date:

In-Service Training
November 25-29, 2024
Day 1: November 25, 2024
Session 1:Curriculum Framework Enriching Literacy and Numeracy Assessment Integration by
Emelita D. Gonda, Principal II of Caminawit National High School.

Session 2: MELCs, Literacy and Numeracy related learning competencies with Blooms Taxonomy
Model by Peterson D. Enriquez, Head Teacher III of Mathematics Department

In-Service Training
November 25-29, 2024
Day 2: November 26, 2024
Session 3: Test Power – Assessment Writing Techniques, and CFELNAI Connect.
Ms. Airish M. Balmes discussed on the integration of assessment tools into literacy and numeracy
teaching practices, with aim of improving the quality of learning assessments in the classroom.
Session 4: Effective Assessment – CFELNAI Target
Comprehensive discussion on how to properly check for accuracy and alignment in integrating
literacy and numeracy skills in constructing test questions.

In-Service Training
November 25-29, 2024
Day 3: November 27, 2024
Session 5 started with the singing of nationalistic song, invocation and an energizer given by
Ma’am Aileen Agnes Aguilar as the facilitator of the day. Then, Ma’am Jean A. Arellano discussed the
topic for morning session.
As a priming activity, she provided worksheets for participants to answer per department. It was
about the PPST focus of her topic both for proficient and highly proficient teachers. It was checked,
and Science department got the highest point. Ma’am Arellano gave them a prize.

In-Service Training
November 25-29, 2024
Session 6:
Ma’am Vinna Rose Q. Blanco started Session 6 with the discussion of the PPST standards in
focus.
She encouraged participants to share their outputs from the activities. Ma’am Raquel Oyanan
from Filipino Department, Ma’am Melody M. Reyes of English Department, and Ma’am Rea Flor S.
Agnas from Science Department.
Ma’am Blanco explained the parts of the WAP and guided the participants to come up with their
WAP in relation to the CFELNAI.

In-Service Training
November 25-29, 2024
Day 4: November 28, 2024
Ma’am Aileen Agnes Aguilar, Head Teacher III, talked about “Advocating Inclusive Education:
Navigating Inclusive Pedagogy for Diverse Learners”

Participants classified the meta cards as conceptual, social, or practical skills.

In-Service Training
November 25-29, 2024
Day 5: November 29, 2024
Online discussion titled "Reconceptualizing Teacher Ideology in Multilingual English Language
Classrooms: An ACELT Sociolinguistics in English Education (SEED) Project," presented by Dr.
Ruanni F. Tupas and Dr. Cecilia A. Suarez.
The second speaker, Dr. Cecilia A. Suarez, Executive Director of the Ateneo Center for English
Language, connected her topic to the concept of myths—widely held but false beliefs.
In the afternoon, at 1:00 PM, a session organized by the DepEd Information and Communications
Technology Service (ICTS), in collaboration with Adobe, Microsoft, and Canva, provided teachers
with tools and strategies to enhance their teaching activities.

In-Service Training
November 25-29, 2024