ADVOCATE

School Assessment Tool for Improvement for

ENGAGED

SCHOOL NAME : ROSARIO NATIONAL HIGH SCHOOL DATE ACCOMPLISHED: 10/04/2021

ADDRESS : Rosario, Santiago City

Directions: In the “Assessment” column, rate each item by encircling the number before the statement that best describes how well your school addresses the benchmark in each
component. Write down the documents/records that support your assessment whether it is directly relevant to the child or at the institution level.

Engaged – Each learner individually or collaboratively engages in productive and creative undertakings to develop his full potentials
as a well-rounded person.
Tier 1 Benchmark
Components Indicator Implementing ASSESSMENT MEANS OF VERIFICATION
Edukampyon ADVOCATE
School Culture 1. Our school Our school has established a wide 4- Most of our learners (76% or more) find Institution: The school ensures that each teacher
and Climate culture and climate variety of academic, co-curricular, the various academic, co-curricular, and facilitates online classes as follow-up/enrichment
seek to ensure that and extracurricular activities that extracurricular activities to be relevant, activities to the learning delivery modality used by
each student has address the needs, interests, and interesting, and meaningful. the school. Moreover, school clubs and
aspirations of all learners. The organizations adopted new platforms in conducting
opportunities to
learners find these activities 3- Some of our learners (51%-75%) find the extra-curricular activities like Campus Journalism
actively participate in relevant, interesting, and Webinar and Workshop and Leadership Webinar.
various academic, co-curricular, and
academic, co- meaningful. extracurricular activities to be relevant,
curricular, and interesting, and meaningful.
extracurricular
activities following 2- Few of our learners (26%-50%) find the
his/her needs, various academic, co-curricular, and
interests, goals, extracurricular activities to be relevant,
learning profiles, and interesting, and meaningful.
aspirations.
1- Very few of our learners (25% or less)
find the various academic, co-curricular,
and extracurricular activities to be
relevant, interesting, and meaningful.
Learner:Students participate in academic activities
0- None at all like online classes and co-curricular activities like
Campus Journalism Webinar and Workshop and
Leadership Webinar.
Leadership and 2. Our school Our school leaders implement 4- Our school leaders implement at least Institution: The school has functional Parent
Responsibility leadership policies on citizenship and civic one policy on citizenship and civic behaviors Teachers Association and different club and
implements policies behaviors of learners, teachers, of most of our stakeholders (learners, organizations of learners.
that value civic staff, and family members. teachers, staff, and family members.)
participation and the
3- Our school leaders implement at least
active citizenship of one policy on citizenship and civic behaviors
students, teachers, of some of our stakeholders (any three of
staff, and family the following: learners, teachers, staff, and
members. family members.)

2- Our school leaders implement at least

one policy on citizenship and civic behaviors Learner: Presence of School Clubs and
of a few of our stakeholders (any two of the Organizations.
following: learners, teachers, staff, and
family members.)

1- Our school leaders implement at least

one policy on citizenship and civic behaviors
of very few of our stakeholders (any one of
the following: learners, teachers, staff, and
family members.)

0- Not at all

Curriculum and Our teachers integrate real- 4- Most of our teachers (76% or Institution: The teachers ensure that the learning
Assessment 3. Our school world, globally relevant content more) integrate real-world, globally relevant contents of their lessons are across other
curricular and into curriculum and content into curriculum and assessment and disciplines. They also conduct regular
assessment assessment, and regularly regularly make such connections in daily assessments that integrate real-world and globally
lessons. relevant contents.
programs include a make such connections in daily
wide range of content lessons. 3- Some of our teachers (51%-
on understanding the 75%) integrate real-world, globally relevant
real world and content into curriculum and assessment and
applying learning regularly make such connections in daily
competencies and lessons.
other curriculum-
related experiences. 2- Few of our teachers (26%-50%) integrate
real-world, globally relevant content into
curriculum and assessment and regularly
make such connections in daily lessons.
 1- Very few of our teachers (25% or Child: Students engage themselves into different
less) integrate real-world, globally relevant learning tasks and assessments.
content into curriculum and assessment and
regularly make such connections in daily
lessons.

0- None at all

Teaching and 4. Our teaching and Our teachers implement a variety of 4-Most of our teachers (76% or more) Institution: The teachers give learning tasks that
Learning learning processes appropriate active learning strategies implement a variety of appropriate active are varied and suited to the learners’ level of
consist of age- and inquiry-based experiential learning strategies and inquiry-based understanding and will develop their knowledge,
appropriate active learning tasks. It prepares experiential learning tasks to prepare skills, attitudes and values.
learning strategies that learners to assume age- learners to assume age-appropriate
help all students appropriate responsibility for responsibility for learning through
deepen their learning through effective decision effective decision making, goal
understanding of what making, goal setting, and time setting, and time management.
they are learning and management.
why they are learning it. 3-Some of our teachers (51%-75%)
implement a variety of appropriate active
learning strategies and inquiry-based
experiential learning tasks to prepare
learners to assume age-appropriate
responsibility for learning through
effective decision making, goal
setting, and time management.

2-Few of our teachers (26%-50%)

implement a variety of appropriate active
learning strategies and inquiry-based
experiential learning tasks to prepare
learners to assume age-appropriate Child:Learners perform learning tasks that prepare
them to assume age-appropriate responsibility for
responsibility for learning through learning through effective decision making, goal
effective decision making, goal setting, and time management.
setting, and time management.

1- Very few of our teachers (25% or less)

implement a variety of appropriate active
learning strategies and inquiry-based
experiential learning tasks to prepare
learners to assume age-appropriate
responsibility for learning through
effective decision making, goal
setting, and time management.
 0- None at all

Learning 5. Our learning Our classrooms are flexibly 4- Most of our classrooms (76% or more) Institution:The school has Project GURO (Gather
Environment environment stimulates designed, enabling collaborative are flexibly designed, enabling Unlimited Resources for Outcome) which is the
collaboration and and cooperative activities. collaborative and cooperative activities. umbrella project that aims to gather resources
cooperation among from stakeholders to improve the learning
3- Some of our classrooms (51%-75%) are
environment.Under this is the Brigada Eskwela
school community flexibly designed, enabling collaborative
which aims to prepare the school and classrooms
members. and cooperative activities.
to be more conducive for collaborative and
2- Few of our classrooms (26%-50%) are cooperative activities.
flexibly designed, enabling collaborative
and cooperative activities.

1- Very few of our classrooms (25% or less)

are flexibly designed, enabling
collaborative and cooperative activities.

0- Not at all
Child: In the new normal, students create
conducive learning space at their homes.

Professional Our school implements a long- 4- Most of our teachers and staff (75% or Institution: The school has the following activities
Development 6. Our school term professional development more) are provided with PD activities for faculty and staff learning and development:
professional plan to ensure that teachers and and resources for enhancing learner
development program staff are prepared to provide engagement. 1. In-Service Trainings
2. School Learning Action Cells
supports, promotes, activities for learner engagement.
3- Some of our teachers and staff (51%- 3. Sponsorship of Teacher’s Special Courses and
and reinforces capacity It provides teachers and staff with 75%) are provided with PD activities and Trainings
building on student access to a range of products and resources for enhancing learner
engagement, where resources focusing on enhancing engagement.
learners monitor and learner engagement.
direct their progress 2- Few of our teachers and staff (26%-50%)
and assume age- are provided with PD activities and
appropriate resources for enhancing learner
responsibility for engagement.
learning through
1- Very few of our teachers and staff (25%
effective decision
or less) are provided with PD activities
making, goal setting, and resources for enhancing learner
and time management. engagement.

0- None at all.
 Child: The school also provides empowering
trainings and webinars for learners such as
leadership training, journalism webinar and other
co-curricular workshops.
School, Family 7. Our school offers a Our teachers and staff are 4- Most of our teachers and staff (76% or Institution: The school has Senior High School
and Community range of opportunities supported in providing learners more) are supported in providing Work Immersion Program that provide the
for students to with a range of opportunities to learners with a range of opportunities to learners with first-hand experience for internship.
participate in contribute to and learn within the contribute to and learn within the
community at large.
community programs community at large.
and projects such as 3- Some of teachers and staff (51%-75%)
service learning, are supported in providing learners with
internships, a range of opportunities to contribute to
apprenticeships, and and learn within the community at large.
volunteer projects that
contribute to local 2- Few of our teachers and staff (26%-50%)
community and nation are supported in providing learners with
building. a range of opportunities to contribute to
and learn within the community at large.
Child: The learners are encouraged to participate
1- Very few of our teachers and staff (25%
or less) are supported in providing in range of opportunities for community programs
learners with a range of opportunities to and projects that contribute to local community
contribute to and learn within the and nation building.
community at large.
0- Not at all
 ENGAGED REPRESENTATION/AFFILIATION
1. Jacqueline M. Diaz 1. School Information Coordinator- Designate
2. Perla S. Baniqued 2. Member / RosarioNHS
3. Marson M. Asuncion 3. Member / RosarioNHS
4. Harlene S. Peralta 4. Member / RosarioNHS
5. Jhonalene S. Pascual 5. Member / RosarioNHS
6. Member ( SK Brgy. Chair & Federation President) –
6. Lyka Angela E. Posidio
Brgy. Rosario
7. Member / Globe Telecom Representative (Santiago
7. Rolly Selmo
City Branch)

Description of Total Points per Facet in BPE SATI

Total Points Benchmark Level Description

22-28 Advocate Full implementation - satisfies highest benchmarks of at least 4 components

15-21 Maturing Partial implementation - satisfies highest benchmarks of at least 3 components.
8-14 Developing Limited implementation - satisfies highest benchmarks of at least 2 components.
Little to no concrete implementation - does not satisfy any highest benchmark of any
0-7 Complying
component.
Reflecting on the School’s Performance
Engaged – Each learner individually or collaboratively engages in productive and creative undertakings to develop his full potentials as a well-rounded person.

ASSESSMENT Does it satisfy the highest benchmark? Reflections

Component
Score

School Culture and Climate 3 NO Needs to engage most of our learners (76% or more) in finding the various
academic, co-curricular, and extracurricular activities to be relevant,
interesting, and meaningful.

Leadership and Responsibility 3 NO Our school leaders need to improve more on implementing at least one
policy on citizenship and civic behaviors that will encourage most of our
stakeholders (learners, teachers, staff, and family members.)

Curriculum and Assessment 4 YES Sustain and continuous improvement

Teaching and Learning 4 YES Sustain and continuous improvement

Learning Environment 4 YES Sustain and continuous improvement

Professional Development 4 YES Sustain and continuous improvement

School, Family and Community NO Needs to provide support to most of our teachers and staff (76% or more)
3 in giving learners with a range of opportunities to contribute to and learn
within the community at large.

TOTAL 25

Benchmark Level ADVOCATE