Culminating Project:

Culminating Projects in Washington State ?

Section 180-51-061 of the Washington Administrative Code (WAC) stipulates that students entering the ninth grade after July 1, 2004 must complete a culminating project for graduation. The rule states: "The project consists of the student demonstrating both their learning competencies and preparations related to learning goals three and four. Each district shall define the process to implement this graduation requirement, including assessment criteria, in written district policy."

Tiger Mountain’s Culminating Experience

Tiger Mountain Community High School has required a senior experience class for all of its graduates for many years now. The purpose of this class is to allow students to demonstrate proficiency in the essential learnings they have acquired to date through project based learning.

What is project-based learning?
As distinct from curriculum-based instruction, project-based learning is a teaching and learning model that involves students taking responsibility for their own learning through undertaking projects. They are allowed to act autonomously and are responsible to themselves and others for the success of their projects. Projects can result in products, services or processes, and involve faculty (and often community) members.

Projects require in-depth research, planning, problem-solving and regular progress reporting. In addition, students must present their end-result for review by a panel of reviewers or assessors. Projects provide students the opportunity to learn from experience, often outside the classroom, and to obtain "life-skills" that they will take with them after graduation.

This course has two sections: E-portfolio and Professional Project.

Each student will submit a proposal to the culminating project committee for approval. The proposal will include:

          A timeline for completion of the culminating project

          The occupation the student is going to research

          A community service plan

The senior experience requirements are as follows:

          Each student will write a formal expository paper (“I” search paper).

                   The paper will include:

a. Information about the student’s career choice as researched in the electronic portfolio class

b. A narrative expression of the student’s job shadowing experience

c. A rationale for the career choice

d. A financial plan for the student’s continuing education and/or

e. A financial outlook for a career choice outside of continuing education

f. Appendices where appropriate

g. A community Experience Component

H. The paper shall be research-based, drawing upon a variety of sources, including the community experience.

                   The paper will be in MLA format using parenthetical notation

Each student will schedule two to three interviews with mentors in their field, and at least one job shadow.

The culminating project will be presented to a panel of educators, parents, school board representatives and community members.  In each presentation:

Community Experience

The Community Experience component will be an active learning and/or service project that requires students to apply their school skills in real-life settings and, in so doing, helps them transition from high school. The experience needs to be tied to a career pathway and also to the research paper. It needs to be supervised by a community mentor and include at least 10 hours of work outside the school day. Students will develop a Community Experience Plan and, upon approval, may begin their work during the summer before their senior year. (Beginning summer 2004)

Parents/Volunteers

Tiger Mountain Community High School needs parents and community volunteers to be a partner in this endeavor. Teachers and staff in our high school have already been preparing students for this course. The details of the culminating project and communication standards will be explained in a parent/volunteer orientation.