Tagaytay City District

BULALO ELEMENTARY SCHOOL

TRAINING PROPOSAL

I. Title of the Training:

SCHOOL LEARNING ACTION CELL ON THE ADOPTION OF THE BLENDED

DELIVERY MODEL FOR TPD (MODULE 1 and 2): ROLL OUT OF THE ELLN
DIGITAL FOR
K TO 3 TEACHERS

II. Target Participants and Number of Participants

Male Female Total

Teaching 3 13 16
Non- teaching 0 1 1
Total 17

III. Proposed Date and Venue

2-3 Fridays monthly from January 10, 2020 to March 21, 2020
3:00 – 5:00 pm ICT room, Bulalo Elem. School

IV. Funding Source - School Fund

V. Proposed Budget

P 1,530 (Snacks P15.00 x 17 persons x 6 weeks)

1,000 (Printing and photocopy of materials)

VI. Registration - None

VII. Proponent

RAQUEL C. HARAVATA
Kinder Administrator/ Principal I
Contact No: 09339876788

NELFE P. PALACIOS
Grade I- ELLN Facilitator

VIII. Rationale

Every Child A Reader Program (ECARP) The ECARP is a national program that
addresses the thrust of DepEd to make every Filipino child a reader at his/her own level. It is
designed to equip elementary pupils with strategic reading and writing skills to make them
independent young readers and writers.
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BULALO ELEMENTARY SCHOOL

The Program aims to develop in Filipino children the literacy and numeracy skills,
and attitudes, which will contribute to lifelong learning. With this, it is the goal of the
Department to improve the literacy and numeracy skills of learners

from Kindergarten to Grade 3 following the K to 12 Basic Education Curriculum by

establishing a sustainable and cost-effective professional development system for
teachers.

In line with the K to 12 Program and the goal of making every child should be a
reader, the Department of Education (DepEd) is strengthening its reading program
through the implementation of the Early Language, Literacy, and Numeracy Program.

Focused Group discussion after being done in the district, all schools are required
to have a LAC Session to roll out Digital ELLN

Hence, the E-module and video assisted lessons are essential in ESP teaching and
learning process for the 21st century learners to perform better in the classroom.These
instructional materials can be utilized in any five major pedagogical approaches Indeed, the
training for teachers in enha Contextualizing reading comprehension
instruction places the learners in a vivid
and meaningful authentic situation.
Contextualization can be done through
designing the reading lessons and activities
      
interests and environment.
Contextualizing reading comprehension
instruction places the learners in a vivid
and meaningful authentic situation.
Contextualization can be done through
designing the reading lessons and activities
      
interests and environment.
Contextualizing reading comprehension
instruction places the learners in a vivid
and meaningful authentic situation.
Contextualization can be done through
designing the reading lessons and activities
      
interests and environment.
Contextualizing reading comprehension
instruction places the learners in a vivid
and meaningful authentic situation.
Contextualization can be done through
designing the reading lessons and activities
      
interests and environment.
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 Tagaytay City District
BULALO ELEMENTARY SCHOOL

Contextualizing reading comprehension

instruction places the learners in a vivid
and meaningful authentic situation.
Contextualization can be done through
designing the reading lessons and activities
      
interests and environment.
Contextualizing reading comprehension
instruction places the learners in a vivid
and meaningful authentic situation.
Contextualization can be done through
designing the reading lessons and activities
      
interests and environme
IX. Objectives: The objectives of this undertaking are the following:

1. Orient the participants on the components of, and process for the
blended learning model of delivery of teacher professional development;
2. Orient the participants on the implementation of ELLN Digital at all levels:
school, district;
3. Capacitate participants in the establishment and maintenance of School-based
Learning Action Cells (SLACs) for the delivery of continuous professional
development.

X. Training Content and Methodologies

Date/Time Topic Facilitator

January 10, 2020 3:00- Session 1: Getting Started Raquel C. Haravata

5:00pm

January 17, 2020 3:00- Module 1. Lesson 1 Nelfe P. Palacios

5:00pm
Who Are We Teaching

January 24, 2020 Lesson 2. Domains, Literacy. Nelfe P. Palacios

What Do We Teach
3:00-5:00pm

February 7, 2020 Lesson 3 Early Literacy Nelfe P. Palacios

Instruction. How Do We Teach

February 21, 2020 Module 2 Lesson 1- Children”s Maria Victoria L. Digo

Literature in the K to 3
classroom

March 6, 2020 Lesson 2. Developing in the Maria Victoria L. Digo

Learner a Love for Story

March 20, 2020 Lesson 3. Developing Maria Victoria L. Digo

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Comprehension.

XI. Expected Output

1. Enhance teachers’ skills on the components of, and process for the blended learning
model of delivery of teacher professional development;
2. Acquisition of skills in developing the early numeracy and literacy in the early years.
3. Accomplished Teacher Engagement Form and Report after every lesson

XII. List of Management Staff with Corresponding Committee

PROGRAM MANAGEMENT TEAM

Planning Committee Raquel C. Haravata

Registration and Attendance Imelda P. Pepa

Program Maria Victoria L. Digo

Certificates Ederlyn D. Santos

Technical Eden Bravo

*Documentation Nelfe P. Palacios/ Anne Clarisse D. Ambon

QATAME Apolinario V. Rosales Jr.

XIII. Terms of Reference of Program Management Team

Planning Committee – Spearhead the conduct of the activity through planning the
training content and methodology with objectives anchored on the Division Memorandum,
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monitoring the program implementation of different activities, and provide guidance and
directions to work teams in the performance of the assigned tasks to ensure program of
works are accomplished as planned.

Registration Committee– Manage the attendance of the participants by monitoring the

number of attendees throughout the conduct of the activity; provide and submit the list of
participants to the Certificate and Documentation Committee for appropriate recognition,
proper documentation and standard auditing protocol.

Documentation Committee – Prepare the necessary documentation and reports through

summarizing and maintaining records and pertinent papers and taking photos and/or
video footages of activities.

Certificates Committee – Provide certificates to speakers, members of the working

committee and participants transcribed in the roster of names submitted by the
Registration Committee.

Program Committee – Ensure that all tasks and processes are carried and leads the
preparation of the program Completion Report. Also, provide the invitation to the
participants.

Technical Committee – Ensures the quality, adequacy and availability of facilities,

equipment, supplies and resources to support the success implementation of the
program.

QATAME Committee Ensure that the processes are observed and final outputs meet the
standard in the training

Prepared by:

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RAQUEL C. HARAVATA
Principal I- Kinder Key Admin

NOTED:

NANCY S. MARASIGAN, Ed. D.

Public Schools District Supervisors

Quality Assured by:

DIANA P. TOPACIO
Chief, SGOD

RECOMMENDING APPROVAL:

ELPIDIA B. BERGADO, Ed.D

Chief, Curriculum Implementation Division

APPROVED:

ROMMEL C. BAUTISTA, CESO V

Schools Division Superintendent

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 Tagaytay City District
BULALO ELEMENTARY SCHOOL

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 Tagaytay City District
BULALO ELEMENTARY SCHOOL

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 Tagaytay City District
BULALO ELEMENTARY SCHOOL

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 Tagaytay City District
BULALO ELEMENTARY SCHOOL

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 Tagaytay City District
BULALO ELEMENTARY SCHOOL

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