Competency-based learning: Reporting, transcripts, school profile, and other considerations
Mark KostinAssociate Director
NH Directors of School CounselingOctober 27, 2017
greatschoolspartnership.org/nhdosc
Is a non-profit support organization based in Portland working nationally with schools, districts and state
agencies, providing coaching, and developing tools.
WHO WE ARE
greatschoolspartnership.org/nhdosc
In equitable, personalized, rigorous learning for all students leading to readiness for college, careers, and citizenship
That schools must simultaneously attend to policy, practice, and community engagement
School improvement is context-based, not one-size fits all
WE BELIEVE
I can place my school’s competency-based learning efforts within the context of similar work occurring across the region and the country
Outcomes
greatschoolspartnership.org/nhdosc
I have access to ideas and exemplars to guide the ongoing revision of our reporting systems and school profile
Outcomes
greatschoolspartnership.org/nhdosc
I can engage with my statewide colleagues to explore and discuss the ways our collective efforts to support competency-based learning can succeed
Outcomes
greatschoolspartnership.org/nhdosc
AgendaWelcome, Introductions, Outcomes, Overview
Review of Competency-Based Learning
GSP + NESSC
Transcripts + Reporting
School Profile
Higher Education
Discussion
greatschoolspartnership.org/inacol
COMPETENCY-BASED
Is not a stand-alone intervention
LEARNING
Is a suite of practices resulting from the thoughtful combination of best practices currently used by expert educators with solid support in the literature
LEARNINGCOMPETENCY-BASED
Requires thoughtful work in the areas of policy, school and classroom practice, and community engagement
LEARNINGCOMPETENCY-BASED
Competencyis a student’s ability to transfer learning in and/or across content areas.
10 Principlesof Competency-Based Education
Learning StandardsAll students deserve to be challenged by high expectations for their learning
Learning Standards1. All learning expectations are clearly and
consistently communicated to students + families
2. Student achievement is evaluated against common learning standards and performance expectations that are consistently applied to all students
Assessment PracticesAssessment should prompt learning through engagement, feedback and reflection about progress
Assessment Practices3. All forms of assessment are standards-based and
criterion-referenced
4. Formative assessments measure learning progress during the instructional process
5. Summative assessments - which are integrated tasks requiring transfer of knowledge and skills, application, and performance in novel settings - measure a student’s level of competency at a specific point in time
Grading + ReportingAll students can and will learn when they feel connected, respected, challenged and supported, where growth and progress are incentivized
Grading + Reporting6. Academic progress and achievement are
monitored and reported separately from work habits - which are also monitored and reported
7. Academic grades communicate learning progress and achievement
8. Students are given multiple opportunities to improve their work when they fail to meet expected standards.
Instructional StrategiesChoice and agency are empowering and lead to ownership and investment in outcomes
Instructional Strategies9. Students can demonstrate learning progress
and achievement in multiple ways
10. Students are given opportunities to make important decisions about their learning
TURN + TALKWhich principle resonates most with you?
Which principle might be the greatest stretch to implement?
Proficiency-Based Learning Simplified
For proficiency-based learning to be effective, school leaders and teachers need to prioritize. They have to determine what critical skills students absolutely need to acquire before they graduate from high school, what content knowledge students need to know in each subject area, and what important benchmarks students need to meet as they progress through their education.
Proficiency-Based Learning Simplified provides a foundational structure that will help schools prioritize learning goals and build a more coherent academic program.
The following diagram illustrates how the Proficiency-Based Learning Simplified model works in practice:
Transcripts and Report Cards
Transcripts and Report Cards
Progress Reports
Teacher Feedback
Content-AreaGraduation Standards
5–8 standards for each content area
Performance Indicators5–10 indicators for each cross-curricular and content-area standard that move students toward proficiency
and the achievement of graduation standards
Learning ObjectivesLearning objectives guide the design of curriculum
units that move students toward proficiency and the achievement of performance indicators
Cross-CurricularGraduation Standards5–8 standards taught in all
content areas
YES
YES
NO
NO
Body of EvidenceStudents demonstrate achievement of standards through a
body of evidence evaluated using common rubrics
Verification of ProficiencyStudents demonstrate achievement of content-area
graduation standards through their aggregate performance on summative assessments over time
Summative AssessmentGraded summative assessments are used to evaluate
the achievement of performance indicators
Formative AssessmentUngraded formative assessments are used to
evaluate student learning progress
GraduationRequirement
Reporting Method
Assessment Method
Proficiency-Based Learning SimplifiedA Great Schools Partnership Learning Model
Cross-Curricular Graduation Standards are aligned with cross-curricular state standards, and they should describe the most essential skills and habits of work that students will need to succeed in adult life. Students demonstrate achievement of cross-curricular graduation standards through a body of evidence, such as portfolios, exhibitions, or capstone projects that are evaluated using common rubrics.
Content-Area Graduation Standards are aligned with state standards and learning progressions, and they describe the most essential content knowledge that students will need to succeed in adult life. Students demonstrate achievement of content-area graduation standards through their aggregate achievement of performance indicators over time.
In general, the measurement of progress on graduation standards is determined at the end of elementary school (grade 5) and middle school (grade 8), and the final achievement of graduation standards is determined at the end of high school (grade 12). School districts may choose to structure their standards progressions differently or use different grade levels for measurement of progress.
Performance Indicators are aligned with content-area and cross-curricular state standards, and they provide more detailed descriptions of what it means to meet a graduation standard. Achievement of performance indicators may be determined using summative assessments—either common school-wide assessments for a content area and grade level, or course assessments developed by individual teachers. Over time, a student’s aggregate performance on summative assessments determines whether performance indicators have been met.
Learning Objectives are aligned with state standards and guide the design of curriculum units intended to move students toward proficiency and the achievement of performance indicators. Achievement of unit-based learning objectives is determined using formative assessments, and teacher feedback prepares students for summative assessments. Teachers provide students with multiple opportunities to demonstrate their emerging proficiency.
This work by Great Schools Partnership and is licensed under aCreative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
K-2 3-5 6-8 9-12Compare and contrast life changes of over specific historical time periods to life today
Compare, contrast, and explain life changes in specific historical time periods to life today.
Evaluate effectiveness and impact of historical events and developments as examples of change and/or continuity.
Analyze change and continuity in historical eras.
Social Studies Competency 1: History Utilize a variety of sources to demonstrate and apply knowledge of, analyze, and evaluate major eras, enduring themes, turning points and historic influences to analyze the forces of continuity and change in the community, the state, the United States and the world.
Assessment Pathways SimplifiedA Great Schools Partnership Learning Model
© 2015 This work by Great Schools Partnership is licensed under aCreative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
RELIABLE and COMPARABLE
results acrossSTUDENTS, COURSES, SCHOOLS,
DISTRICTS, or STATES
LESSStudent Choice
in Learning
COMMON Learning
Experiences
COMMON Demonstration
Tasks
COMMON ScoringGuides
UNIQUE Learning
Experiences
COMMON Demonstration
Tasks
COMMON ScoringGuides
UNIQUE Learning
Experiences
UNIQUE Demonstration
Tasks
COMMON ScoringGuides
COMMONor UNIQUE
Learning Experiences
UNIQUE ScoringGuides
PATHWAY 5
COMMON Learning
Experiences
UNIQUE Demonstration
Tasks
COMMON ScoringGuides
MOREStudent Choice
in Learning
RELIABLE results
PATHWAY 4
PATHWAY 3
PATHWAY 2
PATHWAY 1
We believe that reliability results from the careful alignment of demonstrations tasks and instruction with intended learning outcomes. Comparability is possible when teachers assess student work with task-neutral common scoring guides and have time to calibrate their understanding and use. The graphic below represents five general learning pathways and how they can be assessed. While each of these has instructional value, only the first four will lead to greater comparability over time because they are assessed using common scoring criteria. We believe that these pathways are valuable and represent the many ways educators are personalizing learning for students in a proficiency-based learning system.
COMMON or UNIQUE
Demonstration Tasks
Assessment Pathways SimplifiedA Great Schools Partnership Learning Model
Revising the High School Transcript
What you Need to Know What you Need to Do An Example from a Maine School
Changes in the transcript need to be aligned with revisions in district policy.
A competency-based transcript captures the full meaning of competency in the district and include all learning activities that affirm proficiency.
What you Need to Know
The revised transcript is accompanied by a revised school profile that allows districts ample opportunity to expand on and describe how proficiency based learning works.
The profiles are included in every student college application along with transcripts and other supporting materials.
What You Need To Know:
Revise your district’s transcript policy.
Authentically engage the community in transcript redesign by including a diverse group of school leaders, counselors, and teachers in the redesign of the transcript and school profile.
Develop a consistent plan for how transfer students’ previous work will be reflected in the transcript.
Considerations…
What are we learning in Maine?
What
Revising School Transcripts
Level of
Proficiency
Duration Type
English 9 3.5 Year Honors
History 9 3.0 Year Course
Bigelow High School Student Personal
Information
Mountain Rd., Dead River, Maine 04000
Phone: Website:
GPA: 3.75
2012-13
1.0 - Does not meet standards
2.0 - Partially meets standards
3.0 - Meets standards
3.25 - 3.50 - Exceeds standards
3.75 - 4.0 - Exceeds standards
with honors
Address
Contact Info
Date of Birth:
Parent/Guardian:
Date of Graduation:
Magna Cum Laude
SAT Scores
Academic Awards
Academic Recognition
3.5 Year Course
4.0 Year Honors
4.0 Year
2011-12
2010-11
2009-10
Dual-
Enrollment4.0 Semester
3.5 Year Honors
3.0 Year Independent
3.5 Year
Graduation Cross-Curricular Skills
Clear and effective communicator
Self-directed and lifelong learner
Creative and practical problem solver
Responsible and involved citizen
Integrative and informed thinker
Learning Experience
Additional Graduation
Requirements
Senior Project
Capstone Experience
Service Learning Requirement
Maine Learning Results
Guiding Principles
3.0
3.25
3.50
3.75
4.0
Geometry 3.0 Year Course
Academic Summary
Demonstrated Proficiency -
Maine Guiding Principles
English Language Arts
Mathematics
Science and Technology
Social Studies
Health Education and Physical
Education
World Languages
Visual and Performing Arts
Career Education and Development
Grading System
Graduation Requirements3.5 Year
Date of Enrollment:
Student Proficiency is verified by
numerous demonstratrions pertaining
to these skills, not one time events
Level of
Proficiency
Course
Course
Course
Spanish I
Earth Science
Art 1
English 10
History 10
Algebra II
Spanish II
Chemistry
Drama
English Language and Composition (AP)
US History
Calculus
Spanish III
Physics
Software Development, Inc.
English 101
Internship3.5 YearMountain Biotech Industries (STEM)
Course4.0 SemesterPhysical Education
Course3.8 YearStatistics (AP)
Psychology (AP) 4.0 Semester
3.5
3.0
3.0
Year
Year
Year
Course
Course
Course
3.5
4.0
4.0
Year
Year
Semester
Course
Honors
Course
3.5 Year
3.5 Year
Course
Internship
Health 4.0 Semester Course
Honors
Revised 8.22.13
Bigelow High School
Transcript Key
Type of Learning Experience
Course: Learning took place in and was verified by a certified teacher in a regular high school course.
Honors: Learning took place in and was verified by a certified teacher in a regular high school course in
which the student opted to engage in more rigorous course work.
Dual-Enrollment/Early College: Learning took place in a college course that enabled the student to
demonstrate proficiency of one or more graduation standards.
Independent: Learning took place in a student-designed and teacher-supported learning experience.
The teacher verified the students’ proficiency of one of more graduation standards.
Internship: Learning took place in a work-enviornment after which a certified teacher verified
proficiency of one or more graduation standards.
Graduation Standards Performance Summary
English
Language Arts
Reading Comprehension
Reading Interpretation
Writing Range
Writing Research
Discussion
Presentation
3.0
3.0
3.5
4.0
3.5
3.0
Level of
Proficiency
Mathematics
Numbers and Quantity
Algebra
Functions
Geometry
Statistics and Probablity
3.0
3.0
3.5
4.0
3.5
Level of
Proficiency
Social
Studies
Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
Standard 6
3.0
3.0
3.5
4.0
3.5
3.5
Level of
Proficiency
Visual and
Performing Arts
Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
3.0
3.0
3.5
3.5
4.0
Level of
Proficiency
World
Languages
Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
3.0
3.0
3.5
4.0
3.0
Level of
Proficiency
Career and Education
Development
Standard 1
Standard 2
Standard 3
3.0
3.0
3.5
Level of
Proficiency
Science and
Technology
Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
Standard 6
Standard 7
Standard 8
3.0
3.0
3.5
4.0
3.5
3.0
4.0
3.5
Level of
Proficiency
Health Education and
Physical Education
Standard 1
Standard 2
Standard 3
3.0
3.0
3.5
Level of
Proficiency
Revised 8.22.13
Level of
Proficiency
Duration Type
English 9 3.5 Year Honors
History 9 3.0 Year Course
Bigelow High School Student Personal
Information
Mountain Rd., Dead River, Maine 04000
Phone: Website:
GPA: 3.75
2012-13
1.0 - Does not meet standards
2.0 - Partially meets standards
3.0 - Meets standards
3.25 - 3.50 - Exceeds standards
3.75 - 4.0 - Exceeds standards
with honors
Address
Contact Info
Date of Birth:
Parent/Guardian:
Date of Graduation:
Magna Cum Laude
SAT Scores
Academic Awards
Academic Recognition
3.5 Year Course
4.0 Year Honors
4.0 Year
2011-12
2010-11
2009-10
Dual-
Enrollment4.0 Semester
3.5 Year Honors
3.0 Year Independent
3.5 Year
Graduation Cross-Curricular Skills
Clear and effective communicator
Self-directed and lifelong learner
Creative and practical problem solver
Responsible and involved citizen
Integrative and informed thinker
Learning Experience
Additional Graduation
Requirements
Senior Project
Capstone Experience
Service Learning Requirement
Maine Learning Results
Guiding Principles
3.0
3.25
3.50
3.75
4.0
Geometry 3.0 Year Course
Academic Summary
Demonstrated Proficiency -
Maine Guiding Principles
English Language Arts
Mathematics
Science and Technology
Social Studies
Health Education and Physical
Education
World Languages
Visual and Performing Arts
Career Education and Development
Grading System
Graduation Requirements3.5 Year
Date of Enrollment:
Student Proficiency is verified by
numerous demonstratrions pertaining
to these skills, not one time events
Level of
Proficiency
Course
Course
Course
Spanish I
Earth Science
Art 1
English 10
History 10
Algebra II
Spanish II
Chemistry
Drama
English Language and Composition (AP)
US History
Calculus
Spanish III
Physics
Software Development, Inc.
English 101
Internship3.5 YearMountain Biotech Industries (STEM)
Course4.0 SemesterPhysical Education
Course3.8 YearStatistics (AP)
Psychology (AP) 4.0 Semester
3.5
3.0
3.0
Year
Year
Year
Course
Course
Course
3.5
4.0
4.0
Year
Year
Semester
Course
Honors
Course
3.5 Year
3.5 Year
Course
Internship
Health 4.0 Semester Course
Honors
Revised 8.22.13
Level of
Proficiency
Duration Type
English 9 3.5 Year Honors
History 9 3.0 Year Course
Bigelow High School Student Personal
Information
Mountain Rd., Dead River, Maine 04000
Phone: Website:
GPA: 3.75
2012-13
1.0 - Does not meet standards
2.0 - Partially meets standards
3.0 - Meets standards
3.25 - 3.50 - Exceeds standards
3.75 - 4.0 - Exceeds standards
with honors
Address
Contact Info
Date of Birth:
Parent/Guardian:
Date of Graduation:
Magna Cum Laude
SAT Scores
Academic Awards
Academic Recognition
3.5 Year Course
4.0 Year Honors
4.0 Year
2011-12
2010-11
2009-10
Dual-
Enrollment4.0 Semester
3.5 Year Honors
3.0 Year Independent
3.5 Year
Graduation Cross-Curricular Skills
Clear and effective communicator
Self-directed and lifelong learner
Creative and practical problem solver
Responsible and involved citizen
Integrative and informed thinker
Learning Experience
Additional Graduation
Requirements
Senior Project
Capstone Experience
Service Learning Requirement
Maine Learning Results
Guiding Principles
3.0
3.25
3.50
3.75
4.0
Geometry 3.0 Year Course
Academic Summary
Demonstrated Proficiency -
Maine Guiding Principles
English Language Arts
Mathematics
Science and Technology
Social Studies
Health Education and Physical
Education
World Languages
Visual and Performing Arts
Career Education and Development
Grading System
Graduation Requirements3.5 Year
Date of Enrollment:
Student Proficiency is verified by
numerous demonstratrions pertaining
to these skills, not one time events
Level of
Proficiency
Course
Course
Course
Spanish I
Earth Science
Art 1
English 10
History 10
Algebra II
Spanish II
Chemistry
Drama
English Language and Composition (AP)
US History
Calculus
Spanish III
Physics
Software Development, Inc.
English 101
Internship3.5 YearMountain Biotech Industries (STEM)
Course4.0 SemesterPhysical Education
Course3.8 YearStatistics (AP)
Psychology (AP) 4.0 Semester
3.5
3.0
3.0
Year
Year
Year
Course
Course
Course
3.5
4.0
4.0
Year
Year
Semester
Course
Honors
Course
3.5 Year
3.5 Year
Course
Internship
Health 4.0 Semester Course
Honors
Revised 8.22.13
Bigelow High School
Transcript Key
Type of Learning Experience
Course: Learning took place in and was verified by a certified teacher in a regular high school course.
Honors: Learning took place in and was verified by a certified teacher in a regular high school course in
which the student opted to engage in more rigorous course work.
Dual-Enrollment/Early College: Learning took place in a college course that enabled the student to
demonstrate proficiency of one or more graduation standards.
Independent: Learning took place in a student-designed and teacher-supported learning experience.
The teacher verified the students’ proficiency of one of more graduation standards.
Internship: Learning took place in a work-enviornment after which a certified teacher verified
proficiency of one or more graduation standards.
Graduation Standards Performance Summary
English
Language Arts
Reading Comprehension
Reading Interpretation
Writing Range
Writing Research
Discussion
Presentation
3.0
3.0
3.5
4.0
3.5
3.0
Level of
Proficiency
Mathematics
Numbers and Quantity
Algebra
Functions
Geometry
Statistics and Probablity
3.0
3.0
3.5
4.0
3.5
Level of
Proficiency
Social
Studies
Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
Standard 6
3.0
3.0
3.5
4.0
3.5
3.5
Level of
Proficiency
Visual and
Performing Arts
Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
3.0
3.0
3.5
3.5
4.0
Level of
Proficiency
World
Languages
Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
3.0
3.0
3.5
4.0
3.0
Level of
Proficiency
Career and Education
Development
Standard 1
Standard 2
Standard 3
3.0
3.0
3.5
Level of
Proficiency
Science and
Technology
Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
Standard 6
Standard 7
Standard 8
3.0
3.0
3.5
4.0
3.5
3.0
4.0
3.5
Level of
Proficiency
Health Education and
Physical Education
Standard 1
Standard 2
Standard 3
3.0
3.0
3.5
Level of
Proficiency
Revised 8.22.13
Level of
Proficiency
Duration Type
English 9 3.5 Year Honors
History 9 3.0 Year Course
Bigelow High School Student Personal
Information
Mountain Rd., Dead River, Maine 04000
Phone: Website:
GPA: 3.75
2012-13
1.0 - Does not meet standards
2.0 - Partially meets standards
3.0 - Meets standards
3.25 - 3.50 - Exceeds standards
3.75 - 4.0 - Exceeds standards
with honors
Address
Contact Info
Date of Birth:
Parent/Guardian:
Date of Graduation:
Magna Cum Laude
SAT Scores
Academic Awards
Academic Recognition
3.5 Year Course
4.0 Year Honors
4.0 Year
2011-12
2010-11
2009-10
Dual-
Enrollment4.0 Semester
3.5 Year Honors
3.0 Year Independent
3.5 Year
Graduation Cross-Curricular Skills
Clear and effective communicator
Self-directed and lifelong learner
Creative and practical problem solver
Responsible and involved citizen
Integrative and informed thinker
Learning Experience
Additional Graduation
Requirements
Senior Project
Capstone Experience
Service Learning Requirement
Maine Learning Results
Guiding Principles
3.0
3.25
3.50
3.75
4.0
Geometry 3.0 Year Course
Academic Summary
Demonstrated Proficiency -
Maine Guiding Principles
English Language Arts
Mathematics
Science and Technology
Social Studies
Health Education and Physical
Education
World Languages
Visual and Performing Arts
Career Education and Development
Grading System
Graduation Requirements3.5 Year
Date of Enrollment:
Student Proficiency is verified by
numerous demonstratrions pertaining
to these skills, not one time events
Level of
Proficiency
Course
Course
Course
Spanish I
Earth Science
Art 1
English 10
History 10
Algebra II
Spanish II
Chemistry
Drama
English Language and Composition (AP)
US History
Calculus
Spanish III
Physics
Software Development, Inc.
English 101
Internship3.5 YearMountain Biotech Industries (STEM)
Course4.0 SemesterPhysical Education
Course3.8 YearStatistics (AP)
Psychology (AP) 4.0 Semester
3.5
3.0
3.0
Year
Year
Year
Course
Course
Course
3.5
4.0
4.0
Year
Year
Semester
Course
Honors
Course
3.5 Year
3.5 Year
Course
Internship
Health 4.0 Semester Course
Honors
Revised 8.22.13
Level of
Proficiency
Duration Type
English 9 3.5 Year Honors
History 9 3.0 Year Course
Bigelow High School Student Personal
Information
Mountain Rd., Dead River, Maine 04000
Phone: Website:
GPA: 3.75
2012-13
1.0 - Does not meet standards
2.0 - Partially meets standards
3.0 - Meets standards
3.25 - 3.50 - Exceeds standards
3.75 - 4.0 - Exceeds standards
with honors
Address
Contact Info
Date of Birth:
Parent/Guardian:
Date of Graduation:
Magna Cum Laude
SAT Scores
Academic Awards
Academic Recognition
3.5 Year Course
4.0 Year Honors
4.0 Year
2011-12
2010-11
2009-10
Dual-
Enrollment4.0 Semester
3.5 Year Honors
3.0 Year Independent
3.5 Year
Graduation Cross-Curricular Skills
Clear and effective communicator
Self-directed and lifelong learner
Creative and practical problem solver
Responsible and involved citizen
Integrative and informed thinker
Learning Experience
Additional Graduation
Requirements
Senior Project
Capstone Experience
Service Learning Requirement
Maine Learning Results
Guiding Principles
3.0
3.25
3.50
3.75
4.0
Geometry 3.0 Year Course
Academic Summary
Demonstrated Proficiency -
Maine Guiding Principles
English Language Arts
Mathematics
Science and Technology
Social Studies
Health Education and Physical
Education
World Languages
Visual and Performing Arts
Career Education and Development
Grading System
Graduation Requirements3.5 Year
Date of Enrollment:
Student Proficiency is verified by
numerous demonstratrions pertaining
to these skills, not one time events
Level of
Proficiency
Course
Course
Course
Spanish I
Earth Science
Art 1
English 10
History 10
Algebra II
Spanish II
Chemistry
Drama
English Language and Composition (AP)
US History
Calculus
Spanish III
Physics
Software Development, Inc.
English 101
Internship3.5 YearMountain Biotech Industries (STEM)
Course4.0 SemesterPhysical Education
Course3.8 YearStatistics (AP)
Psychology (AP) 4.0 Semester
3.5
3.0
3.0
Year
Year
Year
Course
Course
Course
3.5
4.0
4.0
Year
Year
Semester
Course
Honors
Course
3.5 Year
3.5 Year
Course
Internship
Health 4.0 Semester Course
Honors
Revised 8.22.13
Bigelow High School
Transcript Key
Type of Learning Experience
Course: Learning took place in and was verified by a certified teacher in a regular high school course.
Honors: Learning took place in and was verified by a certified teacher in a regular high school course in
which the student opted to engage in more rigorous course work.
Dual-Enrollment/Early College: Learning took place in a college course that enabled the student to
demonstrate proficiency of one or more graduation standards.
Independent: Learning took place in a student-designed and teacher-supported learning experience.
The teacher verified the students’ proficiency of one of more graduation standards.
Internship: Learning took place in a work-enviornment after which a certified teacher verified
proficiency of one or more graduation standards.
Graduation Standards Performance Summary
English
Language Arts
Reading Comprehension
Reading Interpretation
Writing Range
Writing Research
Discussion
Presentation
3.0
3.0
3.5
4.0
3.5
3.0
Level of
Proficiency
Mathematics
Numbers and Quantity
Algebra
Functions
Geometry
Statistics and Probablity
3.0
3.0
3.5
4.0
3.5
Level of
Proficiency
Social
Studies
Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
Standard 6
3.0
3.0
3.5
4.0
3.5
3.5
Level of
Proficiency
Visual and
Performing Arts
Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
3.0
3.0
3.5
3.5
4.0
Level of
Proficiency
World
Languages
Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
3.0
3.0
3.5
4.0
3.0
Level of
Proficiency
Career and Education
Development
Standard 1
Standard 2
Standard 3
3.0
3.0
3.5
Level of
Proficiency
Science and
Technology
Standard 1
Standard 2
Standard 3
Standard 4
Standard 5
Standard 6
Standard 7
Standard 8
3.0
3.0
3.5
4.0
3.5
3.0
4.0
3.5
Level of
Proficiency
Health Education and
Physical Education
Standard 1
Standard 2
Standard 3
3.0
3.0
3.5
Level of
Proficiency
Revised 8.22.13
2016 New England Board of Higher Education and New England Secondary School Consortium convening:
The admissions officers overwhelmingly supported the proficiency-based transcript as it provides them with a wealth of information not just about course outcomes, but also performance on habits of work and lifelong skills.
The richness and clarity with which the information is presented in the transcript and school profile cannot be overemphasized:schools need to dramatically revise and improve these important documents.
The GSP exemplar transcript has received strong support on its design, with Deans from Harvard and MIT stating publicly that the format is clear and well-done.
Comments from Higher Education
MISSION
THE SCHOOL AND THE COMMUNITY
THE ACADEMIC PROGRAM
MERRYMEETING HIGH SCHOOL123 School StreetMerrymeeting, Maine 04000merrymeetinghs.org
John [email protected]
Jane DoeDirector of [email protected]
Sarah DoeCollege and Career [email protected]
Merrymeeting High School is committed to ensuring that all students graduate with the knowledge and skills required to succeed as contributing citizens in the 21st century.
Merrymeeting High School is a regional public high school serving three suburban-rural communities in southern Maine. The tourist area has attracted new families with varied cultural backgrounds, and our community has grown increasingly diverse over the past decade. In addition, a growing retirement population has taken on a strong presence and voice in our community and school affairs. Employment opportunities for the parents of Merrymeeting students center on the local hospitality industry, including many new small businesses. A significant percentage of residents commute to Portland, Portsmouth (New Hampshire), and as far as Boston on a daily basis for work. Family incomes vary widely, but most of our students hail from households of modest means. Support for education is on the rise and budgets, while adopted without much opposition, reflect the modest incomes of the region.
For more information: merrymeetinghs.org/our-community
Designed to motivate and challenge all students, the academic program at Merrymeeting High School is driven by equity and the highest possible learning expectations for students. Our proficiency-based learning and graduation policies ensure that all students leave as highly literate and skilled graduates. During their high school career, students have access to a wide range of learning experiences, including Advanced Placement courses and dual-enrollment opportunities at local colleges. A year-long, interdisciplinary capstone project culminates the secondary school experience. All students are required to demonstrate proficiency against consistently applied and assessed learning standards, which are documented using digital portfolios that students maintain as evidence of their learning progress and achievements. All learning experiences are academically rigorous and intended to prepare students for success in college, career, and citizenship.
For more detailed information: merrymeetinghs.org/academic-program
Highlights of the Academic Program
� Students take in-depth courses in English language arts, mathematics, science, and social studies all four years of high school.
� Dual-enrollment (early college) courses are available to all students and completed by 60% of graduates on average.
� Internships are available to all students through established school-community partnerships with local businesses and organizations.
� Advanced Placement courses in English Language and Composition, English Literature and Composition, Statistics, Calculus, American History, United States Government and Politics, Macroeconomics, Chemistry, and Biology, are open to all tenth through twelfth grade students. On average 65% of graduates complete at least one AP course.
� Project-based learning is embedded throughout the curriculum, and most courses engage students in long-term investigative projects, which often address local issues affecting the community.
� Online courses are available to all students and reflect the same high academic standards as regular courses. All students must complete at least one online course before graduation.
� All students complete a community service requirement before graduating.
� The Merrymeeting Honor Pledge helps students become ethical and responsible citizens in the school and community.
SCHOOL PROFILE
Athletics: field hockey | football | soccer | ice hockey | basketball | cross country | alpine and nordic skiing | track | baseball | softball | lacrosse
Activities: drama club | math team | robotics team | student government | chorus | concert band | environmental club | school newspaper | debate
CO-CURRICULAR ACTIVITIES
STANDARDS-BASEDGRADING SYSTEM
Merrymeeting High School’s standards-based grading system ensures that all students demonstrate achievement of critical learning standards.
1.0: Does not meet standards 2.0: Partially meets standards3.0: Meets standards3.25–3.50: Exceeds standards3.75–4.0: Exceeds standards with honors
Habits of Work GradesIn addition to being graded on academic performance, students receive Habits of Work (HOW) grades related to attendance, participation, effort, and other behaviors critical to academic and life success.
For more information: merrymeetinghs.org/grading
Every student graduates prepared for college, career, and global citizenship
TEST SCORES
2011–2013 SATParticipation: 98%
Average Scores
Critical Reading520
Mathematics505
Writing510
LATIN HONORS
Merrymeeting High School does not rank students. Latin honors are used to recognize and distinguish high academic performance.
Summa Cum Laudewith highest distinction3.9 or higher
Magna Cum Laudewith great distinction3.8–3.89
Cum Laudewith distinction3.65–3.79
For more information: merrymeetinghs.org/latin-honors
POSTSECONDARY ACCEPTANCE
62% four-year college
21% two-year college
7% industry certification program
5% military careers
5% other
PERSONALIZED LEARNING EXPERIENCES AND MULTIPLE PATHWAYSAt Merrymeeting High School, student-centered learning is at the heart of all that we do. All students create and maintain personal learning plans that provide opportunities to connect their interests, passions, and future ambitions to courses, internships, independent studies, dual-enrollment college classes, and other experiences. These learning pathways reflect the highest academic expectations, regardless of whether students are learning in school or out in the community. Students are engaged and motivated through relevant, real-world learning experiences guided by school faculty and community leaders serving on Merrymeeting High School’s talented adjunct staff.
For more information: merrymeetinghs.org/personalized-learning
COLLEGE AND UNIVERSITY ACCEPTANCES
In the past three years, Merrymeeting High School seniors have been accepted at the following colleges and universities: Amherst College, Bentley College, Bates College, Bowdoin College, Clarkson University, Colby College, Connecticut College, Dartmouth College, Dickinson College, Duke University, Davidson College, Elmira College, Emory University, Endicott College, Fordham University, Georgetown University, Harvard University, College of the Holy Cross, Husson University, Keene State College, Lehigh University, Middlebury College, Michigan State University, University of Notre Dame, Northwestern University, Princeton University, Rutgers University, Southern New Hampshire University, St. Anselm College, St. Lawrence University, Trinity College, Tufts University, University of Connecticut, University of Maine, University of New Hampshire, University of Vermont, University of Southern Maine, University of Massachusetts, Wesleyan University, Williams College.
For class-by-class matriculation and acceptance lists for the classes of 2009-2012,visit merrymeetinghs.org/college-accceptance
MERRYMEETING HIGH SCHOOLCLASS OF 2013
182 seniors45% qualify for free or reduced lunch14% English language learners13% special education100% completed community-service requirement100% completed capstone project56% completed at least one internship68% completed at least one dual-enrollment course9% graduated Summa Cum Laude11% graduated Magna Cum Laude16% graduated Cum Laude
SNAPSHOT OF THE CLASS OF 2013
For more information about the Class of 2013: merrymeetinghs.org/class-of-2013
In the Class of 2013, 58 students (31%) took 98 exams by the end of their junior year.
Courses Students3 or more 152 201 23
� 48% earned a 4 or 5� 72% earned a 3 or higher
In the Class of 2012, 96 students (52%) took 176 AP exams by the end of their senior year.
Courses Students5 or more 142–4 281 56
� 52% earned a 4 or 5� 78% earned a 3 or higher
ADVANCED PLACEMENT COURSES
MISSION
THE SCHOOL AND THE COMMUNITY
THE ACADEMIC PROGRAM
MERRYMEETING HIGH SCHOOL123 School StreetMerrymeeting, Maine 04000merrymeetinghs.org
John [email protected]
Jane DoeDirector of [email protected]
Sarah DoeCollege and Career [email protected]
Merrymeeting High School is committed to ensuring that all students graduate with the knowledge and skills required to succeed as contributing citizens in the 21st century.
Merrymeeting High School is a regional public high school serving three suburban-rural communities in southern Maine. The tourist area has attracted new families with varied cultural backgrounds, and our community has grown increasingly diverse over the past decade. In addition, a growing retirement population has taken on a strong presence and voice in our community and school affairs. Employment opportunities for the parents of Merrymeeting students center on the local hospitality industry, including many new small businesses. A significant percentage of residents commute to Portland, Portsmouth (New Hampshire), and as far as Boston on a daily basis for work. Family incomes vary widely, but most of our students hail from households of modest means. Support for education is on the rise and budgets, while adopted without much opposition, reflect the modest incomes of the region.
For more information: merrymeetinghs.org/our-community
Designed to motivate and challenge all students, the academic program at Merrymeeting High School is driven by equity and the highest possible learning expectations for students. Our proficiency-based learning and graduation policies ensure that all students leave as highly literate and skilled graduates. During their high school career, students have access to a wide range of learning experiences, including Advanced Placement courses and dual-enrollment opportunities at local colleges. A year-long, interdisciplinary capstone project culminates the secondary school experience. All students are required to demonstrate proficiency against consistently applied and assessed learning standards, which are documented using digital portfolios that students maintain as evidence of their learning progress and achievements. All learning experiences are academically rigorous and intended to prepare students for success in college, career, and citizenship.
For more detailed information: merrymeetinghs.org/academic-program
Highlights of the Academic Program
� Students take in-depth courses in English language arts, mathematics, science, and social studies all four years of high school.
� Dual-enrollment (early college) courses are available to all students and completed by 60% of graduates on average.
� Internships are available to all students through established school-community partnerships with local businesses and organizations.
� Advanced Placement courses in English Language and Composition, English Literature and Composition, Statistics, Calculus, American History, United States Government and Politics, Macroeconomics, Chemistry, and Biology, are open to all tenth through twelfth grade students. On average 65% of graduates complete at least one AP course.
� Project-based learning is embedded throughout the curriculum, and most courses engage students in long-term investigative projects, which often address local issues affecting the community.
� Online courses are available to all students and reflect the same high academic standards as regular courses. All students must complete at least one online course before graduation.
� All students complete a community service requirement before graduating.
� The Merrymeeting Honor Pledge helps students become ethical and responsible citizens in the school and community.
SCHOOL PROFILE
Athletics: field hockey | football | soccer | ice hockey | basketball | cross country | alpine and nordic skiing | track | baseball | softball | lacrosse
Activities: drama club | math team | robotics team | student government | chorus | concert band | environmental club | school newspaper | debate
CO-CURRICULAR ACTIVITIES
STANDARDS-BASEDGRADING SYSTEM
Merrymeeting High School’s standards-based grading system ensures that all students demonstrate achievement of critical learning standards.
1.0: Does not meet standards 2.0: Partially meets standards3.0: Meets standards3.25–3.50: Exceeds standards3.75–4.0: Exceeds standards with honors
Habits of Work GradesIn addition to being graded on academic performance, students receive Habits of Work (HOW) grades related to attendance, participation, effort, and other behaviors critical to academic and life success.
For more information: merrymeetinghs.org/grading
Every student graduates prepared for college, career, and global citizenship
TEST SCORES
2011–2013 SATParticipation: 98%
Average Scores
Critical Reading520
Mathematics505
Writing510
LATIN HONORS
Merrymeeting High School does not rank students. Latin honors are used to recognize and distinguish high academic performance.
Summa Cum Laudewith highest distinction3.9 or higher
Magna Cum Laudewith great distinction3.8–3.89
Cum Laudewith distinction3.65–3.79
For more information: merrymeetinghs.org/latin-honors
POSTSECONDARY ACCEPTANCE
62% four-year college
21% two-year college
7% industry certification program
5% military careers
5% other
PERSONALIZED LEARNING EXPERIENCES AND MULTIPLE PATHWAYSAt Merrymeeting High School, student-centered learning is at the heart of all that we do. All students create and maintain personal learning plans that provide opportunities to connect their interests, passions, and future ambitions to courses, internships, independent studies, dual-enrollment college classes, and other experiences. These learning pathways reflect the highest academic expectations, regardless of whether students are learning in school or out in the community. Students are engaged and motivated through relevant, real-world learning experiences guided by school faculty and community leaders serving on Merrymeeting High School’s talented adjunct staff.
For more information: merrymeetinghs.org/personalized-learning
COLLEGE AND UNIVERSITY ACCEPTANCES
In the past three years, Merrymeeting High School seniors have been accepted at the following colleges and universities: Amherst College, Bentley College, Bates College, Bowdoin College, Clarkson University, Colby College, Connecticut College, Dartmouth College, Dickinson College, Duke University, Davidson College, Elmira College, Emory University, Endicott College, Fordham University, Georgetown University, Harvard University, College of the Holy Cross, Husson University, Keene State College, Lehigh University, Middlebury College, Michigan State University, University of Notre Dame, Northwestern University, Princeton University, Rutgers University, Southern New Hampshire University, St. Anselm College, St. Lawrence University, Trinity College, Tufts University, University of Connecticut, University of Maine, University of New Hampshire, University of Vermont, University of Southern Maine, University of Massachusetts, Wesleyan University, Williams College.
For class-by-class matriculation and acceptance lists for the classes of 2009-2012,visit merrymeetinghs.org/college-accceptance
MERRYMEETING HIGH SCHOOLCLASS OF 2013
182 seniors45% qualify for free or reduced lunch14% English language learners13% special education100% completed community-service requirement100% completed capstone project56% completed at least one internship68% completed at least one dual-enrollment course9% graduated Summa Cum Laude11% graduated Magna Cum Laude16% graduated Cum Laude
SNAPSHOT OF THE CLASS OF 2013
For more information about the Class of 2013: merrymeetinghs.org/class-of-2013
In the Class of 2013, 58 students (31%) took 98 exams by the end of their junior year.
Courses Students3 or more 152 201 23
� 48% earned a 4 or 5� 72% earned a 3 or higher
In the Class of 2012, 96 students (52%) took 176 AP exams by the end of their senior year.
Courses Students5 or more 142–4 281 56
� 52% earned a 4 or 5� 78% earned a 3 or higher
ADVANCED PLACEMENT COURSES
Questions?
THANK YOU
482 Congress Street, Suite 500Portland, ME 04101
207.773.0505greatschoolspartnership.org
Mark KostinAssociate Director
