(Enclosure No. 4 to DepEd Memorandum No. 044, s.

2023)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

Detailed Professional Development Program Design Form

INSTRUCTIONS: Provide the details in the designated spaces as required. Indicate N/A if not applicable. DO NOT ABBREVIATE.

PROFESSIONAL DEVELOPMENT (PD) PROGRAM PROVIDER PROFILE

PD Program Owner SDO ISABELA

Complete Office Address Alibagu, City of Ilagan, Isabela

Office Telephone No. (078) 325-2705 Office Email Address isabela@deped.gov.ph

PD Program Manager JESUS D. ANTONIO, PhD. Email Address jesus.antonio@deped.gov.ph Mobile No. 0919-2626600

PD PROGRAM PROFILE
Give an overview of your proposed PD program by providing the following details.

Title MidYear In-Service Training (InSeT) for SY 2024-2025

 ● The 2022 Programme for International Student Assessment (PISA) results reveal that our 15-year-old learners are
underperforming in reading, science and mathematics. Over the most recent period (from 2018 to 2022), the gap between the
highest-scoring students (10% with the highest scores) and the weakest students (10% with the lowest scores) narrowed in
mathematics, while it did not change significantly in reading and science. In mathematics, low-achievers became stronger, while
performance did not change significantly amongst high-achievers (“PISA 2022 Results,” 2023).
● PISA tests critical thinking in math, science, and reading to 15-year-olds. The test questions do not measure memorization of
facts, but rather demand that students draw on knowledge and real-world problem-solving skills (“What is PISA,” 2024). Thus,
what is needed by our learners is the development of critical thinking, creativity and problem-solving skills that would help them
in facing the real world.
● Some research reveals some factors affecting critical thinking, creativity and problem-solving skills. These include psychological
and sociological factors such as belief and confirmation biases, framing, social pressure to conform, poor assessment of
probability and risk, empathy, emotional intelligence, and cultural factors (“Exploring Factors,” 2023). However, other research
also revealed teaching methods that promote critical thinking. These are active learning strategies, concept mapping, simulation,
problem-based learning, and case study, contribute to the development of critical thinking skills (Zarzycka, et.al., 2022).
Furthermore, intrapersonal intelligence and learning motivation have been found to have a positive impact on mathematical
Rationale critical thinking skills (Aswin, et.al., 2022). Overall, a better understanding of these factors and the use of effective teaching
methods can enhance critical thinking skills in various disciplines, including nursing and mathematics
● The Department of Education has been blatant in its thrust of developing critical thinking, creativity and problem-solving skills
among our learners. It provided number of memoranda and orders to guide teachers in developing 21 st Century Skills among
learners. Republic Act No. 10533 (Enhanced Basic Education Act of 2013) emphasized the need for a learner-centered
curriculum that develops critical thinking and problem-solving. This required teachers to undergo professional development
activities that give them skills in providing effective teaching strategies to learners. Similarly, DO 42, s. 2017 (National Adoption
and Implementation of PPST) is committed to support teachers in taking cognizance of unequivocal that good teachers are vital
in raising student achievement. Quality learning is contingent upon quality teaching. Moreover, DepEd Order No. 11, s. 2019,
mandates continuous professional training as a key means of enhancing teacher competencies to improve the quality of
education. This is aligned with DepEd Memorandum No. 44, s. 2023, which provides specific guidelines for teacher development
programs, underscoring the importance of tailored interventions that support teachers in improving their content and
pedagogical competencies.

● Other research highlights effective strategies for addressing educational challenges. Magtibay (2023) found that diverse teaching
methods and using assessment data improved student performance in the Philippines. Jimenez (2023) showed that targeted
interventions and better teacher training led to gains in student engagement and achievement. Reyes (2022) demonstrated that
project-based and collaborative learning enhanced critical thinking skills. Santos and Torres (2023) emphasized that data-driven
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 instruction improved student outcomes. These studies collectively support the need for innovative teaching practices and
effective use of data to address performance gaps identified by PISA.

● Based on the 2024 Consolidated Individual Development Plan of Teachers in the Division of Isabela, the following emerged as
key needs:
a) teaching strategies that enhance learners’ achievement in literacy and numeracy (PPST 1.4.2);
b) aligning learning competencies with achievable learning outcome (PPST 4.2.2);
c) utilizing assessment data effectively to guide the modification of teaching practices and learning programs (PPST 5.5.2);
d) strategies in giving timely, accurate and constructive feedback (PPST 5.3.2);
e) establishing safe and secure learning environment (PPST 2.1.2)

● Relatively, the identified needs of teachers could be classified into 3 themes: strategies, assessment and innovation. On these
themes shall the Midyear In-Service Training (InSeT) for Teachers for SY 2024-2025 focus on. This capacity building is also in
line with the “G” of the MATATAG Agenda that stands for “give support to teacher to teach better” and to the DM-OUHROD-
2024-1576 that emphasizes the support on the development of master teachers and teachers underpinning their professional
growth through the conduct of PD Programs including In-Service Training (INSeT).

● On the above-given parameters, SDO Isabela once again gears towards another milestone in helping its teachers through this
Mid-Year In-Service Training (INSET) that is expected to impact the academic performance of learners positively.

Anchored on the thrusts of developing critical thinking, creativity and higher-order thinking skills among our learners, this
three-day in-service training program shall engage the teacher-participants in both theoretical and practical learning episodes that will
Program Description develop in them effective utilization of learning strategies and approaches in providing worthwhile reading activities, assessment
methods and instructional materials as mandated by the Enhanced Basic Education Act of 2013 (RA 10533) and DO 42, s. 2017 and
DO 11, s. 2019 and DM 44. S, 2023.

Results objective: As a result of the participants’ improved competence and performance, learners achieved better results in all
learning areas specially in literacy and numeracy and become creative and critical in solving real-life problems.

Application objective: Back in the classroom, participants will be able to implement a Learning Application Plan (LAP) that
demonstrates effective teaching strategies to foster creative and critical thinking, use varied instructional practices that conforms with
assessment data, and apply data-driven, innovative approaches to address learners’ least mastered competencies.

Terminal objective: By the end of the three-day training, the participants will be able to develop a lesson plan that reflects
content across learning areas and integrates diverse teaching strategies to support the holistic development of learners.
Program Objectives
Enabling objectives: Specifically, the participants will be able to:
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 1. identify critical areas in integrating and developing reading skills within and across learning areas;
2. revise existing lesson exemplars and lesson plans to include diverse strategies and approaches in line with HOTS as needed;
3. apply various strategies to enhance reading across learning areas;
4. discuss the SOLO-Model and its importance in crafting creative learning tasks, activities and assessment across learning areas;
5. analyze assessment data and adjust instructional practices to address learners' least mastered competencies;
6. create a lesson plan incorporating various teaching strategies and creative assessments;
7. draft a well-structured lesson exemplar utilizing effective teaching strategies in reading and creative assessments across learning
areas.
Professional Standard Philippine Professional Standards for Teachers
Domain/s Strand/s Indicator/s
1.1 Content knowledge and its application within and 1.1.2 Apply knowledge of content within and across
across curriculum areas curriculum teaching areas.
1.4 Strategies for promoting literacy and numeracy 1.4.2 Use a range of teaching strategies that enhance
1. Content Knowledge
learner achievement in literacy and numeracy skills.
and Pedagogy
1.5 Strategies for developing critical and creative 1.5.2 Apply a range of teaching strategies to develop
Target Professional thinking, as well as other higher-order thinking skills critical and creative thinking, as well as other higher-
Standard with specific order thinking skills.
Domain/s, Strand/s, 4.1 Planning and management of teaching and 4.1.2 Plan, manage and implement developmentally
and Indicator/s 4. Curriculum and
learning process sequenced teaching and learning process to meet
Planning
curriculum requirements and varied teaching contexts.
5.1 Design, selection, organization and utilization of 5.1.2 Design, select, organize and use diagnostic,
assessment strategies formative and summative assessment strategies
5. Assessment and consistent with curriculum requirements.
Reporting 5.5 Use of assessment data to enhance teaching and 5.5.2 Utilize assessment data to inform the
learning practices and programs modification of teaching and learning practices and
programs.
Participants Profile:
Specify the target participants based on their career stage, job group, position, subject area, grade level, etc.
Indicate your participants' selection criteria.
● All elementary and secondary classroom teachers including instructional leaders in the public schools within the Schools Division
Target Participants of Isabela.
● Career stage 1, 2 and 3 Teachers (T1, T2 and T3, MT 1, MT 2 and MT 3) and Instructional Leaders (Head Teachers and School
Heads) of SDO Isabela.
● Physically fit and willing to actively participate in all aspects of the training program, including workshops, interactive sessions,
and collaborative activities.

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 Number of batches 46 batches Once in 46
per implementation simultaneous
(if applicable): classes
Batch 1 = 392 Batch 24 = 193
Batch 2 = 274 Batch 25 = 383
Batch 3 – 142 Batch 26 = 265
Batch 4 = 155 Batch 27 = 252
Batch 5 = 259 Batch 28 = 230
Batch 6 = 263 Batch 29 = 244
Batch 7 = 244 Batch 30 = 230
Batch 8 = 292 Batch 31 = 252
Total number of Batch 9 = 302 Batch 32 = 246
11,778 Number of
target Batch 10 = 227 Batch 33 = 320
participants Number of implementations:
participants: Batch 11 = 212 Batch 34 = 240
participants per Batch 12 = 280 Batch 35 = 201
batch: Batch 13 = 323 Batch 36 = 264
Batch 14 = 251 Batch 37 = 251
Batch 15 = 255 Batch 38 = 241
Batch 16 = 309 Batch 39 = 269
Batch 17 = 291 Batch 40 = 239
Batch 18 = 236 Batch 41 = 295
Batch 19 = 234 Batch 42 = 309
Batch 20 = 228 Batch 43 = 269
Batch 21 = 263 Batch 44 = 227
Batch 22 = 241 Batch 45 = 260
Batch 23 = 200 Batch 46 = 225

Indicative Dates of November 25-27, 2024 @ 8:00 am to 5:00 pm

Delivery Platform Face to face modality
Implementation (19 hours and 30 minutes)

PD PROGRAM DESIGN
Resource
Session
Duration Topic Session Objectives Methodology Outputs Speaker/Subject-
No.
Matter Expert
Indicate Determine time List content areas State in behavioral terms what Describe in detail or step-by-step procedure how the Identify concrete outputs Indicate the appropriate
session allocation for each essential to attaining the participants will be able to do assigned resource speaker will deliver content and engage (e.g., recommendations, resource
number. session, learning objectives right after a learning session. the learners. lesson exemplars, speakers/subject-matter
considering the (producing the outputs). proposals, TA plan, experts who will deliver
session objective/s Indicate the relevant learning resources that will be used to reflection journal, the session.
and output to be support the delivery of content and the attainment of the instructional material,
accomplished. session objectives. etc.) that will be
produced by the
Incorporate the use of varied formative assessments such participants during and
as multiple checks for understanding, guided practice, by the end of each
independent practice, etc. session.
5
1 November 25, • Parameters in 1. identify the Introduction: Reflection Principal: Lillete M.
2024 Reading parameters in being a DO: Greet the participants. Make them Journals, Lesson Dela Cruz, Education
@ 8:00am - • Analogy of the reader comfortable. Plans, Program Supervisor
11:30am garden and its 2. identify strategies for Orient them on the conduct of the session. Strategy Guide,
Alternate: Jay J.
roots integrating reading skills Say: We are guided by session objectives Venn Diagram
Gallegos, Education
• Alternative in other learning areas in which we target to achieve at the end Program Supervisor
Views about 3. analyze the role of of the session.
Reading, reading in promoting We will be able to effectively integrate
• Strategies in critical thinking within reading skills across and within various
Mathematics different learning areas. learning areas by applying strategies to
-Previewing the 4. evaluate student enhance students' comprehension, critical
text progress in reading thinking, and literacy development
-Annotating the comprehension when Furthermore, will be able to:
problem applied across different 1. identify the parameters in being a
-chunking learning areas. reader
information 5. design lesson plans 2. identify strategies for integrating reading
-making that embed reading skills in other learning areas
connections activities into various 3. analyze the role of reading in promoting
-visualizing the subject areas. critical thinking within different learning
problem areas.
-re-reading for 4. evaluate student progress in reading
understanding comprehension when applied across
-using graphic different learning areas.
organizers 5. design lesson plans that embed reading
• Strategies in activities into various subject areas.
Science Say: The PPST covered in this session are:
-vocabulary a. Strand 1.1 Content knowledge and its
development application within and across curriculum
-KWL Chart areas
-Graphic b. Strand 1.4 Strategies for promoting
organizers literacy and numeracy
-think-aloud c. Strand 1.5 Strategies for developing
-Scientific critical and creative thinking, as well as
argumentation other higher-order thinking skills
• Strategies in
Social studies DO: Present the slides on parameters in
-close reading reading.
-text structures
6
-vocabulary Ask: What do you think these pictures
development are? How do they work in establishing
-think-pair - reading?
share Say: The term "parameter of a reader" can
-Socratic refer to various factors that influence a
dialogue reader's ability to understand and engage
-journaling with texts. These parameters are
-summarization essentially characteristics or factors that
techniques define how a reader processes information.
-debate and role Some key parameters include:
play 1. Background Knowledge
-current events Definition: A reader’s prior knowledge of
-exit tickets the subject matter, vocabulary, and
concepts in the text.
Impact: Readers with more background
knowledge on a topic can comprehend and
connect with the text more easily.
2. Reading Level/Proficiency
Definition: The reader’s ability to decode,
interpret, and understand written text,
often based on their education, age, or
experience.
Impact: Readers with higher reading
proficiency can grasp complex structures,
abstract ideas, and technical language
more effectively.
3. Vocabulary Knowledge
Definition: The range of words a reader
understands and can use.
Impact: A larger vocabulary allows readers
to interpret meaning more accurately
without needing to frequently pause for
clarification or dictionary use.
4. Cognitive Skills
Definition: This refers to the mental
processes involved in reading, including
attention, memory, reasoning, and
comprehension.
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Impact: Strong cognitive skills enhance a
reader's ability to focus, remember
information, and draw inferences from the
text.
5. Motivation and Interest
Definition: The reader’s personal interest
in the subject matter and their motivation
to read.
Impact: Highly motivated and interested
readers are likely to engage more deeply
with the text, leading to better
comprehension.
6. Reading Strategies
Definition: Techniques or approaches a
reader uses to make sense of a text, such
as skimming, scanning, predicting, and
summarizing.
Impact: Effective use of reading strategies
can enhance comprehension and retention
of information.

Activity #2: Analogy of the Garden and

its roots

DO: Present the slide of a garden and its

roots.

Ask. How do you think the illustration

relates to reading? How do we cover the
different learning areas? What does each
part of the tree represent?

Say: Imagine learning as a garden. The

flowers, fruits, and vegetables represent
the different subjects and skills—math,
science, history, and more. The soil in this
garden symbolizes reading. Just as plants
need strong roots to draw nutrients and
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water from the soil, students need strong
reading skills to absorb and understand
information from various subjects.
Without rich, nourishing soil (reading),
plants may struggle to grow or flourish.
Similarly, without the ability to read
effectively, students may find it difficult to
engage with texts in math (like word
problems), science (like research articles),
or history (like primary sources). Reading
not only provides the essential nutrients
for critical thinking and comprehension
but also connects students to the broader
world of ideas, enabling them to cultivate a
diverse and rich educational experience.
In summary, just as a healthy garden
relies on its roots, a well-rounded
education depends on strong reading
skills.

Say: Reading has different alternative

views. One of which is the focus of our
discussion: Reading as a Skill. Reading is
viewed as a unitary skill that we use to
process text. This unitary skill can be
analyzed in terms of component subskills
or global skills.
Since it is a skill, something then that we
can develop among our learners.

Ask: What then our learners need to to

know to be able to develop the skill?

Say: Global skills in reading refer to broad,

overarching abilities that encompass a
wide range of competencies necessary for
effective reading comprehension and
literacy.
9
A. Word recognition is a crucial component
of reading that involves the ability to
identify and understand words quickly and
accurately. It falls under the umbrella of
global reading skills, which encompass
various abilities necessary for proficient
reading.
B. Comprehension is the ability to
understand, interpret, and analyze text.
It's a crucial reading skill that goes beyond
just recognizing words; it involves making
sense of what is read and connecting it to
prior knowledge.

Ask: In your experience earlier in reading

the passage, what skill have you really
developed? Word recognition only or with
comprehension?

Do: Present the slides on the literacy

strategies in Mathematics

Say: Literacy strategies in mathematics

involve techniques that help students
understand and communicate
mathematical concepts effectively. These
strategies aim to enhance both reading
comprehension and mathematical
reasoning.

Ask: What strategies have you used? What

other strategies have you used that is not
included in the list? What strategies do
you think works for the different kinds of
learners?

10
DO: Present the slide on how to apply the
strategies learned. Read the situation and
the strategies used.

Ask: Are there other strategies that you

think can be applied in the situation?

DO: Present the slides on the literacy

strategies in Science that can be used in
the sample objective.

Say: Literacy strategies in science are vital

for helping students understand complex
concepts, engage with scientific texts, and
communicate their findings effectively.

Ask: What strategies have you used? What

other strategies have you used that is not
included in the list? What strategies do
you think works for the different kinds of
learners?

DO: Present the slides on the strategies

tailored for Social Studies
Say: Literacy strategies in social studies
are essential for helping students
understand historical events, analyze
social issues, and engage with diverse
perspectives. Here are some effective
literacy strategies specifically tailored for
social studies

Ask: Based on the strategies presented in

Mathematics and Science, are there
strategies that can be used also for Social
Studies?

Activity #3: Venn Diagram

11
DO: Group participants with 5 members in
each group. Ask them to create a venn
diagram of literacy strategies that can be
used in different learning areas based on
sample strategies presented for the three
learning areas. Let each group assign a
reporter. Call volunteers to present.

Abstraction: Reading skills are integral to

success in all learning areas, supporting
comprehension, critical thinking,
communication, and lifelong learning.
Developing these skills is essential for
academic achievement and personal
growth.

DO: Present the summary of the benefits

of integrating reading skill across content
areas’

Ask: How do we apply what we have

learned? Using the template to be given:
1. Select 1 topic/content from the LA that
you teach
2. Select 1 competency from the
topic/content that you selected
3. Unpacked the selected competency
4. How will you teach the objectives?
• Presenting examples/instances of
the new lesson
• Discussing new concepts and
practicing new skills #1
• Discussing new concepts and
practicing new skills #2
Developing mastery/Finding practical
applications of concepts and skills in daily
living
12
Thank the participants for their
participation.

13
2 November 25, • Higher Order 1. identify and describe ACTIVITY Crafted Principal: Cherides
2024 Thinking Skills various teaching Priming Activity Instructional Plan Mariano, Master
@ 1:00 pm – (HOTS)-SOLO pedagogical Kumustahan: “HOTS Hats” (Daily Lesson Log) Teacher I
4:00pm approaches utilizing To begin the session light, the RP asks the using a specific
levels are not a
following questions to serve as a temperature Alternate: Glenda I.
concept to HOTS across learning strategy based on
check on how the participants utilize HOTS in Pira, Principal III
memorize but areas the classroom. (The RP may also ask who teaching
rather a skill to 2. design an among them has attended trainings on HOTS pedagogy with
master. instructional activity already). integration of
• How the brain that integrates HOTS HOTS.
processes with a teaching Participants are asked to give their answers
thinking. pedagogical approach about the keywords HOTS using any of the 6
• HOTS among for a specific Thinking Hats.
competency across White hat- facts
our learners,
learning areas; and Red hat- emotions
teachers must Black hat- caution
apply various 3. foster adaptability
Yellow hat- optimism
teaching and openness in Green hat- creativity
strategies embracing teaching Blue hat- organization
aligned to pedagogical
teaching approaches that are Activity 1: Straight from the Field Report!
pedagogies and HOTS-driven.
learning Instructions:
approaches. 1. Organize participants by group. This
can be by district or learning area or
• Definition of grade level thought.
Teaching
Pedagogies Note to the Facilitator: The groups are given
• Teaching 15 minutes to discuss and prepare for their
Pedagogical presentation, and the next 15 minutes are
Approaches in allotted for all plenary presentations (3 minutes
Education for each group). This means it is recommended
to have only 5 groups for this activity.
-Reflective
1. Give the following instructions: This
-Inquiry-based activity has two parts – group
-Integrative discussion and group presentation.
-Collaborative
-Constructivist A. Group discussion
a. Discuss and describe common teaching
pedagogies utilized by teachers in the field.
Descriptions may be written in bullet points
only.
14
 b. Give remarks on the utilization of the
teaching pedagogies by citing the percentage or
how often teachers use these pedagogies.
c. In your group’s manila paper, follow the
template below. Choose only 5 teaching
pedagogies to include in the chart.

B. Group Presentation
a. Share the 5 teaching pedagogies to the
plenary creatively like how field reporting is
done on radio and television or any other
creative way of presenting the output. The
presentation should only be three minutes long
(maximum).
b. Your group is given 15 minutes to
discuss and plan for your presentation.

ANALYSIS
Ask the following guide questions:
1. Looking at the tables of each group
titled “Straight from the field”,
• how did your group choose or
narrow down the 5 teaching
pedagogies you included in the
chart?
• Are the identified teaching
pedagogies HOTS driven? If yes,
why? And if no, why not?
2. Based on the given description of the
teaching pedagogies, which would be most
applicable in teaching our subjects?
3. From the given description of the
identified teaching pedagogies, how could these
learning approaches help in developing the
higher order thinking skills of the learners?

ABSTRACTION
Discussion of:
-Definition of each teaching pedagogical
approach

15
 -Citing of strategies how the teaching and
learning approaches are applied in teaching
various learning areas.
-Integrating the teaching pedagogical
approach and strategies in the teaching of
learning competencies.
-Eliciting specific examples of learning area
competencies and teaching and learning
activities inside the classroom in which the
pedagogical approach is applied.
-Analyzing how HOTS is enhanced in the
specific examples provided.

APPLICATION
Activity 2: Putting Learning into Practice!

Now that participants have already learned

about the teaching pedagogical approaches
that are HOTS driven, as an application, they
will do the next activity titled “Putting Learning
into Practice”!

Instructions:
1. The class will be divided into groups
(preferably by subject area and grade
level since they will be making an
instructional plan).
2. Each group will pick one competency
from the Curriculum Guide (CG) to
work on and a teaching pedagogical
approach to apply in their development
of activities suited for learners to
achieve their set objectives.
3. Use the soft copy of the template for
uniform presentation. (A hard copy of
the template will also be distributed).
4. Present your group output. Your group
is given 5 minutes maximum. You will
be rated according to the given rubric.

Processing Questions after the Presentation of

outputs and giving of rating for all groups:
16
 1. How did you find the activity?
2. Was it easy to craft a HOTS-based
activity? Why? and why not?
3. Do you think the designed activity will
ensure the development of the higher-
order thinking skills of the learner? In
what way?
4. Can you cite specific examples based on
the crafted activity that shows
the development of HOTS for our
learners?

Wrap up: Committed to Connect!

Instruction:
1. As members of HOTS advocates, the
participants are to write a commitment
statement on the first half of the
commitment form (5 minutes).
2. Altogether, the group will recite the
second half of the commitment with
right hands raised. This will be led by
the facilitator.
3. Ask the participants to keep their
commitment form in their training
notebook or kits or where it will be most
visible as a reminder of their
commitment.

End the session by challenging the participants

if they can be true to their commitment.

Present this quotation:

“The hardest part of any task is staying

committed to its completion. One can think of
several compelling reasons to give up
commitment. But living up to a commitment
and being committed reflects a person’s
integrity and character.” – Simran Khurana

17
3 November 26, • Overview of 1. Understand the OPENING Test Items on Principal: Junapoli
2024 SOLO different levels of the Say: HOTS-SOLO Tumolva, Principal III
@ 8:00am – Taxonomy SOLO Taxonomy "Good morning/afternoon, everyone!
11:30 am • Progression of and its application in Welcome to our training session on Alternate: Rushel
Lazaro, Public
Thinking assessing HOTS. assessing Higher-Order Thinking Skills
Schools District
Through SOLO 2. Learn how to design using SOLO Taxonomy. My name is Supervisor
• Comparing assessments that _______, and I’m excited to share this
SOLO and accurately gauge important topic with you today."
Bloom’s HOTS.
Taxonomy 3. Develop HOTS-based Do:
• The Role of super items using Go through each objective, emphasizing its
HOTS in the the SOLO Taxonomy importance in improving assessment
Classroom in their subject practices. Present the Domains and KRAs
• Assessing areas. of teachers aligned to the session.
HOTS with
SOLO Encourage questions about the objectives.
• Formative and
Summative Walk participants through the session
Assessment for flow.
HOTS
• Key Principles ACTIVITY (Think about it!)
in Crafting Do:
HOTS Engage participants by asking,
Assessment "Can anyone share how they currently
• HOTS Super assess HOTS in their classrooms? Are you
Items using the SOLO Taxonomy in assessing
HOTS of your learners? What does SOLO
stand for?

Note their responses for discussion later.

ANALYSIS
Say:
"Let's begin by defining Higher-Order
Thinking Skills, or HOTS. These skills
involve analyzing, evaluating, and creating,
going beyond basic knowledge recall.
HOTS are critical in preparing our
18
students for real-life challenges and
fostering deep, meaningful learning. In the
context of the MATATAG curriculum, it’s
essential that we assess and develop these
skills."

Say:
"SOLO stands for Structured Observable
Learning Outcomes, developed by John
Biggs and Kevin Collis. This taxonomy
helps us understand the progression of
learning from surface to deep
understanding. Using SOLO, we can more
accurately assess our students'
understanding at different levels."
Do:
Show the SOLO levels pyramid or
hierarchy.
Ask participants if they have used SOLO
Taxonomy before.

Say:
"The first level is pre-structural, where
learners show no clear understanding of
the task. Here, responses may be off-topic
or irrelevant."
Do:
Show examples. Encourage participants to
think of their own examples of pre-
structural responses.
Share some examples they provide.

Say:
"The next level is Uni-structural. At this
level, students focus on one relevant
aspect of the task. They may recall basic
facts but lack depth in understanding."
Do:
19
Read the example. Ask participants to
consider how they assess Uni-structural
understanding in their classrooms.
Facilitate a brief discussion.

Say:
"Moving on to the Multi-structural level.
Here, students can list multiple relevant
pieces of information but treat them
separately. They might describe stages of a
process without understanding the
connections."
Do:
Present the example then invite
participants to think of ways to assess
Multi-structural understanding in their
subjects

Say:
"At the Relational level, students connect
multiple pieces of information, showing
how they interrelate."
Do:
Discuss the example with participants and
ask ideas on how they might encourage
Relational understanding through their
assessment methods.

Say:
"The Extended Abstract level involves
applying knowledge to new contexts or
developing new theories."
Do:
From the examples, ask participants to
brainstorm ways they could create tasks
for Extended Abstract responses in their
subjects.

20
Say:
"SOLO Taxonomy provides a clear pathway
for learning progression from surface to
deep understanding. Teachers can design
tasks that guide students through this
progression."
Do:
Show the flowchart and ask for volunteer
examples of tasks that move students
through the SOLO levels.

Say:
SOLO Taxonomy differs from Bloom’s
Taxonomy in its focus on the depth of
understanding. While Bloom’s categorizes
cognitive tasks, SOLO assesses how well
students understand content."
Do:
Display the comparison chart and prompt
participants to discuss their experiences
with both taxonomies (especially those who
were already trained in the SOLO)

Say:
"HOTS are vital for engaging students in
complex tasks and real-world problem-
solving. Let’s explore activities that
promote HOTS in our classrooms."
Do:
Encourage participants to share activities
they use to develop HOTS among their
students.

Say:
"SOLO allows us to assess HOTS by
focusing on tasks that require critical
thinking and application. We can create

21
questions that progress from simple recall
to complex analysis."
Do:
Show the progression of example questions
and ask participants for their input on
designing similar tasks.

Say:
"Formative assessments help gauge
learning throughout the process and
provide feedback for improvement. We can
use in-class discussions and concept maps
to assess Multi-structural and Relational
understanding."
Do:
Share example formative assessment
questions and encourage participants to
reflect on how they could implement these
strategies.

Say:
"At the Extended Abstract level, tasks
should challenge students to apply their
knowledge creatively. Reflection journals
and creative problem-solving tasks are
effective tools for this."
Do:
Discuss potential reflective prompts and
ask participants to brainstorm their own.
Say:
"Summative assessments evaluate learning
at the end of a unit. It’s crucial to include
questions that assess HOTS. We can
design assessments that require
explanation and application of concepts."
Do:

22
Share sample summative assessment
questions and invite feedback from
participants.

Say:
For Extended Abstract assessments, we
can challenge students with tasks that
require them to synthesize their learning.
Research papers and case studies are
great options."
Do:
Present rubrics for evaluating Extended
Abstract responses and discuss how to use
them effectively.

Say:
"Here are some key principles to consider
when designing HOTS assessments: Are
they open-ended? Do they have real-world
relevance?"
Do:
Present the checklist and ask participants
to reflect on their current assessments
based on these principles.

Examples of Super Items

Do:
Walk participants through the example,
asking for input on how they might adapt
it for their classes.

ABSTRACTION
Say:
"Before we wrap up, let’s review the key
takeaways from today’s session."
• SOLO Taxonomy offers a structured
way to assess students’ progression

23
 from surface-level to deep
understanding."
• By using this framework, you can
design more meaningful
assessments that challenge your
students to think critically and
creatively."
• This approach also aligns with 21st-
century skills, which are crucial for
preparing our students for the
future."
Do:
Highlight the key points visually on the
slide, reinforcing their importance.
Ask participants if they have any lingering
questions or comments.

APPLICATION
Say:
" Now I think we are ready to practice our
understanding on developing HOTS using
the SOLO Taxonomy. Here are some
example template/s you can use to guide
your task creation.
Do:
Walk participants through the templates
and ensure they understand how to use
them.
Encourage them to start drafting their
tasks based on these examples.

Say:
"Now let’s come back together and share
the tasks you’ve created. Each group will
present their HOTS super items, and we’ll
discuss as a group how they address the
SOLO levels. We’ll also provide feedback to
help refine each other’s work."
24
Do:
Facilitate the group presentations,
ensuring that each group explains their
task and how it progresses through the
SOLO levels.
Guide a constructive feedback session
after each presentation, encouraging
collaboration.

Reflection on Crafting HOTS Items

Say:
"Let’s take a moment to reflect on the task
creation process. How did you find the
experience of crafting HOTS-based
assessments using SOLO? What
challenges did you encounter, and how
can you apply this in your classroom?"

Do:
Facilitate a reflective discussion, asking
participants to share their thoughts.
Encourage them to discuss how they can
integrate these strategies into their daily
teaching practice.
Ways Forward
Say:
"As we move forward, I encourage you to
start applying the SOLO Taxonomy in your
next lesson plan and share your
experiences with your peers. Collaboration
is key, so keep refining your approach and
learning from each other."

Thank you all for your active participation

today!

25
4 November 26, • Results of 1. interpret assessment OPENING: Action Plan, Principal: Mai Rani
2024 Various results by Greet the participants and ask how they Intervention/Inno Zipagan, Principal II
@ 1:00pm – Assessment identifying key are feeling at the moment. Then proceed in vation Proposal
4:00pm trends and areas of presenting the title “Utilizing Assessment Alternate: Lilette
• Utilizations of
Dela Cruz, Education
Data need within student Results in Designing Intervention.”
Program Supervisor
• Sample Action performance data; Say the session objectives”At the end of
Plans 2. develop actionable the session, the participants are expected
strategies for to:
utilizing assessment 1. interpret assessment results by
data to inform identifying key trends and areas of
targeted need within student performance
interventions that data;
address specific 2. develop actionable strategies for
learning gaps among utilizing assessment data to inform
students. targeted interventions that address
3. design specific learning gaps among
comprehensive students.
action plans based 3. design comprehensive action plans
on assessment based on assessment findings,
findings, outlining outlining steps for implementation,
steps for monitoring progress, and evaluating
implementation, the effectiveness of interventions”
monitoring progress, Proceed in presenting the professional
and evaluating the standards covered in the session and the
effectiveness of session flow.
interventions
ACTIVITY:
1. Tell the participants about the activity
entitled Simple Arithmetic game: ? + one.
Give the instruction to the participants,
“Add one or more letters before the word
one to get the word defined.”

ANALYSIS:
1. Process the activity. Ask the following
questions to the participants:
• How did they find the activity?

26
 • What is your realization of the
activity?
• How do you think learners will
do and feel if given the same
activity?

ABSTRACTION:
Define assessment: Diagnostic
Assessment
1. Discuss to participants what
assessment is.
2. Explain the highlighted keywords:
measures, complex attribute,
interpreting information and learning
goals.
3. Furthermore, how student
weaknesses and strengths are
identified and what to do with these
findings.
4. Explain also what diagnostic is and
the different diagnostic assessments
used in school.

Results of Assessment
1. Present the results of assessment.
2. Explain the graph in terms of data
generated and the profiling result.
3. Tell what each of the level meant for
the students and the teachers.

Ways to utilize data

1. Discuss how data can be utilized.
2. Tell them that teachers can plan
individual instructional intervention.
3. Show them a sample on how
identification knowledge gaps based
on the different assessment data
generated.
27
 4. Discuss also how these gaps can be
addressed and evaluated in terms of
intervention given.
5. Discuss the other ways on how data
is utilized such as:
-Develop daily instructional
strategies
-Determine targeted goals for
students and teachers
-Discover professional development
gaps

Action Plans
1. Present to them the sample crafted
action plans in reading, special needs
education, remediation and
numeracy.
2. Discuss each of the components of
the plan.
3. Tell the participants that the plan is
necessary because they provide a
clear, structured approach to solving
problems.

APPLICATION:
1. Give the direction to the participants
on what they are going to do.
-Select one competency/domain
based on the assessment result in
your school/class needing
intervention.
-Create a plan using the given
format.
-Share in the group your output and
submit.

End the session by thanking the

participants of their participation.
28
5 November 27, • Exploring the 1. Gain functional and DO: Contextualized Principal: Kathleen
2024 Legal Bases of operational ▪ Greet the participants. Make sure lesson worksheets Glo Galleto
@8:00 am to Localization understanding of they are comfortable and attentive, and lesson Division LR in-
11:30 am and curriculum and that they are ready to learn. exemplar with Charge
Contextualizati contextualization proper annotation.
Alternate: Aileen
on 2. Illustrate ways on ACTIVITY: Mora
• Reinforcing how learning Participants shall do the self-test. They will Education Program
Contextualizati resources could be be asked to respond to some statements by Supervisor
on by Definition localized/ saying AGREE or DISAGREE.
• Analyzing the indigenized; and 1. I make sure that the new concepts I
Principles of 3. Express appreciation present in real-life situations and
Contextualizati of the need to adapt experiences are familiar to my
on to the learners’ students.
and diversity through 2. I often customize worksheets in
Localization contextualization. which concepts in examples and
• Mastering student exercises are not presented
REACT in the context of my students’ use?
Strategy as 3. I encourage my colleagues to use
basis in learning resources in which new
Developing concepts are presented in the
Contextualized context of what the students already
Learning know.
Resources 4. I want to develop modules in which
• Appreciating examples and student exercises
the Importance include many real, believable
of problem-solving situations that
Contextualizati students can recognize as important
on to their current and possible future
lives.
5. I make sure that examples and
student exercises cultivate an
attitude that says, "I need to learn
this."
6. I don’t allow my students gather
and analyze their own data as they
are not guided in discovery of the
important concepts.

29
 7. I seldom present opportunities for
students to gather and analyze their
own data for enrichment and
extension.
8. I don’t develop lessons and activities
that encourage my student to apply
concepts and information in useful
contexts, projecting them into
imagined futures (e.g., possible
careers) and unfamiliar locations
(e.g., workplaces).
Say:
• Have we considered these concepts
when we received and utilized the
lesson exemplars and worksheets
provided to us when we started
implementing the first phase of
MATATAG Curriculum? Have we
sustained these ideas when
enriching our lessons from the K to
12 Curriculum?
• This session would guide us on how
to reinforce the art of
contextualization in our lessons so
that learners will see the relevance
of what they learn from us and to
the community where they belong.

ANALYSIS:
The facilitator shall ask the following:
• What is the best way to teach so
that all students can use and retain
information?
• How can a teacher communicate
effectively with students who
wonder about the relevance of what
they study?

30
 • Why is there a need to localize in
teaching-learning process?
• Should there be a limitation on
localization in teaching? Why?
Say, let these questions lead us to how are
we supposed to utilize the learning
resources issued by the Central Office
without sacrificing the content.
ABSTRACTION:
The facilitator will discuss the following:
•Exploring the Legal Bases of Localization
and Contextualization
o Article XIV, Section 14 of the 1987
Philippine Constitution states that
“The State shall foster the
preservation, enrichment, and
dynamic evolution of a Filipino
national culture based on the
principle of unity in diversity in a
climate of free artistic and
intellectual expression.”
o Article XIV, Section 5 states that
“The State shall take into account
regional and sectoral needs and
conditions and shall encourage local
planning in the development of
educational policies and programs.”
o RA 10533 (Enhanced Basic
Education Act of 2013) Sec. 10,
10.2 – Implementing Rules and
Regulations (d) “The curriculum
shall be contextualized and
global…”(h) “The curriculum shall
be flexible enough to enable and
allow schools to localize, indigenize,
and enhance based on their
respective educational and social
contexts.”
31
o RA 10533 (Enhanced Basic
Education Act of 2013) Sec. 10,10.3
– Production and Development of
Materials “The production and
development of locally produced
teaching and learning materials
shall be encouraged. The approval
of these materials shall be
developed by the regional and
division education unit in
accordance with national policies
and standards.”
o DepEd Mission- To protect and
promote the right of every Filipino to
quality, equitable, culture-based,
and complete basic education
where: Students learn in a child-
friendly, gender-sensitive, safe, and
motivating environment. Teachers
facilitate learning and constantly
nurture every learner.
Administrators and staff, as
stewards of the institution, ensure
an enabling and supportive
environment for effective learning to
happen. Family, community, and
other stakeholders are actively
engaged and share responsibility for
developing life-long learners.
o MATATAG Curriculum- d. The
MATATAG Curriculum, with its
standards-based framework, shall
actively promote curriculum
contextualization, which takes into
account the learners’ abilities,
socio-cultural background,
historical context and
environmental factors. Considering
32
 these specific elements, the
curriculum promotes values, beliefs,
practices, and knowledge systems
within the learners’ community to
foster inclusivity and relevance.
•Reinforcing Contextualization by
Definition
o Curriculum Contextualization- the
process of matching the curriculum
content and instructional strategies
relevant to learners. Student
diversity requires that teachers
always consider individual
differences in lesson planning and
implementation.
o Contextualization- It is the
educational process of relating the
curriculum to a particular setting,
situation, or area of application to
make the competencies relevant,
meaningful, and useful to all
learners.
o Localization- It refers to the process
of relating learning content specified
in the curriculum to local
information, conditions,
environment, and materials in the
learners’ community.
•Analyzing the Principles of
Contextualization and Localization
o Localization and contextualization
can be done in all the learning
areas.
o Localization maximizes the use of
available materials.
o To contextualize, teachers must use
authentic materials and anchor

33
 teaching on the context of learners’
lives.
o Teachers should encourage
students to pose problems and
issues and use strategies to address
these.
o The localized or contextualized
curriculum is based on local needs
and relevance for the learners; thus
allowing for its flexibility and
creativity in the lessons.
o Teachers must build on what
resources the school have.
o Teachers must accommodate and
respect cultural, linguistic, and
racial diversity.
•Mastering REACT Strategy as Basis in
Developing Contextualized Learning
Resources
The REACT Strategy.
Curricula and instruction based on
contextual learning strategies should be
structured to encourage five essential
forms of learning: Relating, Experiencing,
Applying, Cooperating, and Transferring.
•Appreciating the Importance of
Contextualization
o Enhances Relevance
o Improves Comprehension
o Strengthens Cultural Identity
o Empowers Communities
o Promotes Lifelong Learning
o Sustainable Development

APPLICATION:
Ask participants to conduct sessions for
collaborative expertise where teachers
integrate a localized activity in their lesson
34
 exemplar/worksheets/e-textbooks
acquired from the portal.

Say, the best curricula is contextualized by

those implementing it. It is now up to us to
ensure that this enhanced curriculum
truly transforms our schools and
communities. With the best of our
attitudes let us do what we can for the
Filipino learner- Usec. Dina Ocampo
6 November 27, 1. Principles of • Identify the parts of INTRODUCTION • Completed Principal: Beverlyn
2024 @ 1:00 Lesson daily lesson plan per Do: lesson plan Ramirez
pm to 4:00 Planning DepEd Order No. 42, o Greet the participants. Make sure they template. Master Teacher 1
pm 2. Importance of S. 2016. are comfortable and attentive, and • Reflection on
Alternate: Glenda I.
Lesson • Explain the that they are ready to learn. the use of
Pira
Planning importance of o Present the Objectives innovative Principal 3
3. Elements of a planning their a. Identify the parts of daily lesson teaching
Lesson Plan everyday lessons plan per DepEd Order No. 42, S. strategies.
4. Parts of Daily and the whole 2016,
Lesson course/subject. b. Explain the importance of
Plans/Logs • Create sample MELC- planning in their everyday lessons
based lesson plan and the whole course/subject
integrating the d. Create sample MELC-based lesson
innovative teaching plan integrating innovative
strategies learned teaching strategies.
from various e. Targeted standards:
sessions. o Curriculum Planning
4.1 Planning, managing and
implementing developmentally sequenced
teaching and learning process for varied
learning needs and contexts.
4.2 Setting achievable and appropriate
learning outcomes that are aligned with
learning competencies
o Outline of the presentation
• Principles of Lesson Planning
• Importance of Lesson Planning
• Elements of a Lesson Plan

35
 • Parts of Daily Lesson Plans/Logs

ACTIVITY: THE CREATIVE STRUCTURE

CHALLENGE
Do: Group participants into 6 of 10.
Say: Welcome to the Creative Structure
Challenge! Your task is to build the tallest
and most creative free-standing structure
using only the materials provided. This
activity will encourage you to plan and
strategize effectively, just as you would
when developing a lesson plan.
Do: Each group receives 10 sheets of
bond paper and a limited amount of tape
or glue. They have 2 minutes to plan their
strategy and decide how will they use their
materials. After planning, they will have 5
minutes to build their structure.
When the planning time is over, signal the
start of the building phase. Participants
will construct their structures using the
provided materials.
Encourage creativity! They can use the
bond paper to create different shapes or
forms (tubes, cones, etc.) and can cut the
paper if desired.

After 5 minutes, have a designated judge

(or judges) evaluate each structure based
on:
• Height (50%)
• Staying Power (30%): The
structure must stand on its own
without support.
• Creativity and Aesthetic Appeal
(20%): How visually appealing and
innovative the structure is.

36
The judges will walk around to assess the
structures based on the criteria provided.

ANALYSIS: THOUGHT TREK

Ask them the following questions:
• How did you find the game? Was it
challenging?
• How were you able to come up with
these outputs in the limited time
given?
• Do you like the way your group
performed? Are you happy about
the way your group executed the
plan? Why?
• Were you able to follow your group’s
plan? Are there groups who were
able to follow through with their
plan? How do you feel about that?
• Are there groups who deviated from
their plans? What made your group
decide to deviate from the original
plan? How do you feel about the
deviation?
• Let us look at how each group came
up with their masterpiece. Did
everyone come into an agreement
during the planning?
• Were there members who opposed
to the plan? How did your group
manage that situation?
• What can you say about the plan
your group made? Was the time
given enough? Why?
• Do you think if you’ll be given
longer time to plan, your group can
make a better structure?
• What are things that made this
group win?
37
 • How crucial/important is planning
in ensuring quality outputs?
Do:
• Be sure to listen to the responses of
the class members and be able to
cluster or group their responses.
• Group their responses based on the
following:
a. Game
b. Time Allotment
c. Planning
d. Execution
e. Reasons for Deviation
f. Feelings about the Outcome
of the Game
• Emphasize the importance of
planning.
• Remind the participants NOT to
repeat responses which were
already given unless they wish to
add something new, or they wish to
inform the bigger group that they
have similar answers

ABSTRACTION: GETTING THE MEAT

DO: Summarize key points from the
activity, focusing on how the lesson plan
supports learning objectives, content
delivery, and student engagement.
SAY: Let us walk through the parts of the
lesson plan per DO 42, s. 2016.
HOW: Walkthrough the lesson plan parts:
SAY:
1. Objectives:
• Clearly define what the
students should know and be
able to do at the end of the
lesson.
38
 • Align objectives with the Most
Essential Learning
Competencies (MELCs).
• Ensure they are measurable,
specific, and learner centered.
2. Content:
• Identify the key topics,
concepts, or skills to be
covered.
• Make sure content aligns with
the learning objectives and is
appropriate for the students'
grade level.
3. Learning Resources:
• Select appropriate materials
(textbooks, multimedia,
handouts) that support the
learning objectives.
• Incorporate both digital and
traditional resources to cater to
diverse learning styles.
4. Procedures:
• Introduction: Activate prior
knowledge and set a clear
purpose for learning. Engage
students with motivating
activities or questions.
• Development: Deliver content
through direct instruction,
collaborative learning, or
interactive tasks. Scaffold
learning to deepen
understanding.
• Engagement: Encourage active
participation through
discussions, group work, or
hands-on activities. Integrate

39
 strategies like critical thinking
and problem-solving.
• Closure: Summarize key points
and reinforce the learning
objectives. Encourage student
reflection or question prompts
to solidify learning.

5.Assessment:
• Use formative and summative
assessments to measure
student understanding.
• Incorporate different
assessment types (quizzes,
projects, performance tasks)
aligned with the lesson
objectives.
• Provide feedback to guide
student progress.
6. Reflection:
• Integrate opportunities for both
students and teachers to reflect
on the learning process.
• Encourage students to assess
their understanding and
teachers to evaluate the
effectiveness of the lesson.
Emphasize the following:
• Bloom's Taxonomy: Design
objectives and assessments that
target various cognitive levels,
from recall to higher-order
thinking skills.
• 21st Century Learning:
Integrating critical thinking,
collaboration, and creativity and
40
 other 21st century skills into the
lesson to enhance students'
readiness for real-world
challenges.
SAY:
Innovative Strategies:
• Use innovative strategies to meet
diverse learning needs. (Ask
participants to recall previous
sessions and think of strategies that
that they have learned.)
• Avoid overloading content—ensure
lessons are paced appropriately to
maximize learning.

APPLICATION: IT’S SHOWTIME

Do:
• Maintain the same groupings.
• Select a new leader, rapporteur, and
timekeeper.
• Have the leader come forward and
choose from the six envelopes on
the table. The winner may be given
the privilege of selecting their group
work.
Activity 1: Creating a “Lesson Guide”
• Using the Most Essential Learning
Competencies in your subjects,
create a: lesson guide” for a specific
quarter, including corresponding
instructional strategies and the
expected 21st-century skills to be
developed.
• After 5 minutes, ask the group to
post their outputs.
Activity 2: LEARNING LANE
SAY:

41
Walk around the “Learning Lane” to
explore the “Learning Guide” outputs from
each group.
• Interactive Feedback: Use meta-
cards to write comments and
suggestions on each group’s output.
Highlight their strengths and offer
constructive feedback.
• Time Management: Spend a
maximum of two minutes at each
station to ensure you have enough
time to visit all the displays.
• Evaluation Criteria: Assess the
outputs based on the tips provided
by the resource person during the
lesson planning session.
• Rotation System: Rotate
systematically so that all groups can
visit every “Learning Guide” post
within 10 minutes.
Ask participants to share their reactions to
the comments, ensuring to get feedback
from at least one member of each group,
especially if time permits.
Activity 3: COLLAB TIME
• Choose a topic or lesson and create
a detailed lesson plan, incorporating
clear strategies/methods for
teaching.
• Select a topic and create a week-
long lesson log.
• From the week-long lesson log,
refine a one-hour lesson for
demonstration teaching.
• Each group should collaborate on
refining and preparing all materials
needed for the demonstration
teaching.
42
 During the collab time of the participants
for the lesson planning, all the resource
persons will be assigned to each group to
serve as TA providers/mentors/coaches.

CLOSURE:
Do:
Wrap up and remind the participants that
according to an American author, Mark
Caine ---meticulous planning will enable
everything a man does to appear
spontaneous.

PD Program Management Team

PD Program Management Team Name

a. Program Manager SGOD (Jesus D. Antonio)
b. Learning Manager CID (Maritess Baquiran)
c. Resource Speaker/Subject-Matter Expert SDO Pool of LFs in English
d. M&E Coordinator SGOD-SMME: MARCIANA B. MANGHI
e. Documenter SGOD-HRDS: LARISA CONCEPCION I. NANO
f. Secretariat SGOD-EPS II: MARIBETH MADDUMA
g. Welfare Officer SDO Medical Officer: DR. MARINEL ECLIPSE
h. Logistics Officer SGOD HRDS/ SUPPLY OFFICER: LARISA I. NANO & ZARINA JUANICO
i. Finance Officer Budget: RHODORA PASCUA
Declaration:
I hereby declare the information provided in this application is true and correct
and there have been no misleading statements, omission of any relevant facts
nor any misinterpretation made.
I agree that the DepEd-National Educators Academy of the Philippines to be
the co-owner of all the data gathered and the copyright of any publication of
the use of these data.
43
To be signed by the PD Program Manager

Program Manager JESUS D. ANTONIO, PhD.

Signature
Date October 10, 2024
This Form is not valid if not signed.

44