Shs Coordinator

ACCOMPLISHMENT REPORTS,
NARRATIVE REPORT ON PROGRAM

AND PROJECT IMPLEMENTED
DOCUMNETATION IN SENIOR HIGH
SCHOOL
PREPARED BY:
ROLDAN A. CARPISANO
SENIOR HIGH SCHOOL COORDINATOR
ACCOMPLISHEMENT REPORTS
JUNE 19,2019 = 1ST DAY OF SERVICE
JUNE 22, 2019 =SHS COORDINATOR
JUNE 28, 2019 = SUBMITTING OF REPORTS ABOUT
3 YEARS TRACER FORM FOR THE GRADUATES.
JULY 12,2019 = ATTENDING ORIENTATION
FOR ALL THE SENIOR HIGH
COORDINATOR.
JULY 28,2019 = JOINT DELIVERY VOUCHERS
PROGRAM ORIENTATION ( SIR NEIL AND SIR
PALMA)
AUGUST 6-8 = SUBMITTING OF 2 YEARS GRADING
RESULT OF THE SENIOR HIGH FOR THE ISO IN
GENSAN DIVISION.
UPCOMING ACTIVITIES
OCT. 28-31, 2019 = SIGNING OF MOA FOR THE
IMMERSION PROGRAM OF SENIOR HIGH BOTH
SMAW AND HUMSS.
NOV. 4-20, 2019 = IMMERSION ACTIVIES OF
HUMSS (80 HOURS)
NOV. 4-DEC. 10,2019 = IMMERSION ACTIVIES OF
SMAW.
FEB. 14, 2019 = JS PROGRAM OF THE SENIOR
HIGH SCHOOL.
AUGUST 18-20,2019 – SEMINAR FOR THE
PILIPINO TEAHER
SEPT 30, 2019 – SENDING LETTER FOR THE
DIFFERENT AGENCY FOR THE IMMERSION PLAN
OF THE SENIOR HIGH SCHOOL.
OCT 4, 2019 – SUBMITTING OF THE IMMERSION
PLAN TO THE GENSAN DIVISION FOR THE
APPORVAL.
OCT 16-18, 2019 = SEMINAR OF TEACHER
TEACHING CORE SUBJECT IN SENIOR HIGH.
OCT 21-22, 2019 = SUBMITTING THE MOA FOR
THE JDVP PARTNER FOR SMAW ENHANCEMENT.
SENIOR HIGH SCHOOL
CULMINATING PROJECT
PREPARED BY: ROLDAN A. CARPISANO
Senior High Coordinator
INTRODUCTION
Education policy in recently years has focused
on the development of high academic standards and
better assessments to ensure students are meeting
the standards. Concern above gaps in achievement
between various groups of the student here in the
Philippines, combined with fears that our country are
producing students who are “out competing”
Philippines student, had led to increased calls for
educational accountability, the No child Left behind
act responded to these calls by creating tough new
accountability requirements for seeking education
funding.
INTRODUCTION
 While our division standardized tests and all the documents
have been part of public education. NCLB has led to focus much
more intensively on assessment. But critics argue the law’s
emphases on reading and writing .
 The community service tied to academic learning has
become a common instructional strategy in schools across
the country. Senior and culminating projects – multi-
dimensional projects through which graduating senior high
school demonstrate their accumulated knowledge and skills
in becoming increasingly common as well. This project
explores the challenges and benefits of combining these two
educational strategies, provides examples of existing high-
quality programs, and offers some questions for
consideration by parents and students and other
stakeholders.
RATIONALE
Senior high school culminating projects,
completed by students in their senior high school,
are usually designed to give students the
opportunity to synthesize knowledge and skills they
have gained over time, and to demonstrate what
they have learned by creating something of lasting
value to them- selves or the community.
Usually students are encouraged to use the
project to conduct an in-depth study in a particular
area of interest such as a career they are
considering. Senior and culminating projects may
include a number of different.
RATIONALE
components, including the product
created or the service they have
provided, a research paper, a portfolio
and/or a public demonstration or
exhibition
OBJECTIVE
TO EVALUATE THE SENIOR HIGH
SCHOOL STUDENTS ABOUT THEIR
LEARNING IN THEIR DIFFERENT
SUBJECTS.
PRESENTATION
Senior high school culminating projects are
similar in that both are meant to give students
the opportunity to investigate a topic of personal
interest and demonstrate they have mastered
certain skills and concepts. Although the terms are
sometimes used inter-changeably, the term
“culminating project” generally implies students are
expected to demonstrate knowledge and skills
gained over a longer period of time – throughout
high school or even their entire K-12 career – and
across academic disciplines. To do this, students
begin preparing for the culminating project long
before their graduation. The senior project, on the
other hand, is begun in the second semester and
may or may not be interdisciplinary.
PRESENTATION
At their best, senior high school culminating
projects motivate students to take control of
their own learning and give them a sense of
accomplishment and an awareness of what
they have learned and how far they have
progressed. Upon completion of the project,
students have a product that serves as
evidence of their mastery of a particular topic
and of their overall learning that can be used
for job or college applications.
THE ACTIVITIES OF A HIGH-QUALITY
SENIOR HIGH PROJECT PROGRAM
• Youth voice/ownership. Depending on their
developmental level, students take leadership (with
teacher guidance, not direction) in identifying a problem
to be addressed, contacting community partners,
developing a strategy and evaluating the project. This
helps students recognize their own power and their
responsibility to use it.
• Genuine community need. The service meets a
legitimate need in the community. To determine the
community tie's needs, students consult and work with
community members – including those being served –
rather than simply identifying an issue on their own.
Working on genuine community needs helps ensure
students take the work seriously because the stakes are
higher and the community is watching.
THE ACTIVITIES OF A HIGH-QUALITY SENIOR
HIGH PROJECT PROGRAM
Hosting a volunteer fair for students and a

service-learning seminar for teachers
 Working with law students to overturn
wrongful convictions
 Working with a local television station to
highlight the achievements of several local
minority leaders and address several issues
of concern to local minority communities
•Hosting a seminar, in conjunction with Eating
Disorder Awareness Week, for pre-teens,
adolescents, parents and teachers on the
dangers many young women face in trying to
look beautiful.
CHALLENGE
• Capacity for student support – A senior high culminating project will likely
be the most complex and difficult academic task students have undertaken.
Schools and teachers will need to help students understand the importance
and scale of their task. Students will need help developing a plan and a
timeline and sticking to it. They will need help identifying and initiating
relationships with mentors and community partners who have expert-ise in
their topic area. They will need help gathering the components of the project
over a semester, a year or even several years. Some students may choose
topics for which they will need help identifying or creating relevant service
opportunities. If a public exhibition or presentation is required, students will
need help preparing and practicing.
• Ensuring equal support for all students – Some students are privileged
to have parents with social networks that students can engage; other
students are less connected to their community. Schools and teachers will
need to provide diverse support systems for students, so every student has
an opportunity to explore many community opportunities and select a
project that has meaning to them and the community.
CHALLENGE
• Clear expectations – Without clear project guidelines and assessment
criteria, students may not produce quality work that is meaningful for them
and useful to the community. Evidence from Washington indicates that in
programs that do not provide strong guidance, and in which the
connections to standards are not clear, students often consider culminating
projects a waste of time. Assessment criteria also must be clear and applied
equitably, especially if multiple teachers or community members are involved
in the assessment process.
• School and community collaboration – The culture of schooling is not
generally collaborative. The organization of most high schools into
departments does not support interdisciplinary work, and in many cases high
school teachers view their own subject area as something that must be
protected from those who seek to dilute it. Many veteran teachers at all
levels, having experienced numerous reform initiatives and a succession of
administrators throughout their careers, attempt to preserve some measure
of control over their work by focusing on their own classrooms and shutting
out what they see as out- side attempts to influence their teaching.
RECOMMENDATION
1. Make sure students have access to adult mentors with
expertise in the students’ area of interest. Do not assume
mentors understand how to work with students; make sure
mentors are properly trained.
1. Seek input from the community on issues that students

might address through the service component of their
projects to ensure the service meets a genuine community
need. Provide guidance and support to students in
conducting a community needs/assets assessment.
3. Provide clear, consistent guidelines for students while

allowing them as much autonomy as possible in choosing a
topic and developing a plan to implement the project.
4. Project guidelines should reflect an emphasis on the

cumulative nature of learning. Students and parents should be
made aware the project must demonstrate
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Shs Coordinator

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Shs Coordinator

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ACCOMPLISHMENT REPORTS,

NARRATIVE REPORT ON PROGRAM

Hosting a volunteer fair for students and a

1. Seek input from the community on issues that students

3. Provide clear, consistent guidelines for students while

4. Project guidelines should reflect an emphasis on the

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