Proficiency-Based Transcript DESIGN FEATURES + CONSIDERATIONS Design Features General Design Recommendations —Clear visual separation of critical elements—do not clump information together. —Use standard letter-size paper—colleges often copy/scan and distribute internally, and letter-sized paper makes it easier. School Profile (one or two pages max) Describe the academic program clearly and concisely:

1. Statement on the school’s approach to pedagogy, learning standards, and curricular rigor. 2. Description of the purpose of proficiency-based instruction. 3. Description of how the curriculum works and how challenging it is (include link to online program of studies and

other relevant documents, if applicable). 4. Description of the grading system (include link to more detailed online description, if needed or applicable). 5. Description of graduation requirements and how proficiency is determined (include link to more detailed online

description, if needed or applicable). 6. Critical school data: graduation rates, college-going rates, college-persistence rates. 7. Colleges and universities where graduates have matriculated or been accepted in the past three or five years. 8. The percentages of students who have been accepted to and who have matriculated into two- and four-year

collegiate programs in the past three or five years (reported as a rolling average). 9. Description of “habits of work” grading and proficiency (if applicable). 10. Student demographic information with subgroup distributions.

     

 

Class Profile (one page max) Describe the achievement of the graduating class—the distribution of grades and/or accomplishments—to provide a contextual framework for understanding individual student achievement.

1. Percentage of students meeting standards by content areas and cross-curricular skills. 2. Median proficiency attainment levels by content areas and cross-curricular skills. 3. Percentage/number of students pursuing and completing honors options/challenges. 4. Percentage/number of students attaining honors in each of the three honor levels: cum laude, magna, summa 5. Percentage/number of students completing extended learning opportunities (dual-enrollment, internships, etc.). 6. Percentage/number of students completing AP and IB courses. 7. Standardized-test scores for the class relative to state/national averages.

Student Narrative (optional) In addition to the formal transcript and school and class profiles, schools may elect to provide a descriptive narrative of students and their individual accomplishments. If a student narrative is provided, it should (1) be brief, (2) be written by teachers or other adults knowledgeable about the student, and (3) focus on academic accomplishments, unique learning attributes, and other information that will help college admissions determine what kind of learner the student is. Student Transcript Features (one or two pages max) Courses Course names, as they appear on the transcript, should be descriptive—in term of both content area and level of academic challenge/rigor. Abbreviations should be avoided. Course titles should be independently recognizable and understandable, and an easy-to-understand legend, key, or glossary should be included if abbreviations or multiple

     

 

course levels are used. In heterogeneous courses, individual achievement—accelerated attainment of standards, completion of an honors option—should be described. Alternative Learning Achievements Additional learning achievements—such as the completion of a dual-enrollment course, credit-bearing internship, or service-learning requirement—should be reported on the transcript and clearly described, especially if students are graded and earn credit or satisfy graduation requirements. Grading System The grading system, particularly the distinctions between grades and attainment levels, should be clearly and succinctly explained on the transcript. The description should also address how grades are determined. The grading system should be based on a recognizable scale, such as a 4.0 scale, to facilitate understanding. If space is an issue, include a link to a more detailed online description of the grading system. The Great Schools Partnership strongly recommends that schools adopt a proficiency-based grading system that is based on a 4.0 scale. GPA The GPA is aligned to the proficiency-based scale. Class Rank, Honors, Awards, Academic Distinctions Transcripts should report academic honors and notable academic awards and distinctions. While some schools or scholarship programs may require traditional class ranking, the Great Schools Partnership strongly recommends that schools adopt a Latin honors system that reports three levels of achievement: Summa Cum Laude, Magna Cum Laude, and Cum Laude. Credits or Graduation Requirements Clearly indicate. Honors Options Achievement of honors options and other advanced coursework in heterogeneously grouped courses should be clearly indicated and described.

     

 

Habits of Work If a school uses “habits or work” (or HOW) standards and grades, the system should be described in the school profile. Schools may or may not report HOW grades on the transcript. Proposed Course Achievement Reporting Model When traditionally structured schools move to proficiency-based systems, their transcripts will look relatively familiar to college admissions professionals. The following conceptual transcript design—for discussion purposes—is for schools that use:

� Proficiency-based teaching, assessment, grading, and reporting. � Heterogeneously grouped courses without tiered academic tracks. � Multiple pathways in which students can achieve learning standards and satisfy graduation requirements outside of

traditional academic courses. � More flexible approaches to time in which students can take shorter or longer periods of time to achieve standards.

Experience Description Grade Credit Duration Attainment Enrichment Course English 10 3.5 1.00 Year Accelerated Honors Course English 11 3.0 1.00 Year Meets Independent Internship Local

Newspaper 4.0 .50 Semester Exceeds

Experience: Indicates the type of learning experience students completed (e.g., academic course, dual-enrollment course, independent study, internship, apprenticeship, etc.). A key should be included to describe in more detail what the short-hand terms, such as Course or Internship, specifically mean. For example:

� Course � Dual enrollment � Independent � Internship � Apprenticeship

     

 

Description: Course tile or brief description of the learning experience. A key to all terms should be included. Grade: Final grade achieved. A key describing the grading system should be included. Credit: Graduation credits earned. Duration: General length of the learning experience. A key to all terms should be included, if necessary. For example:

� Year � Semester � Trimester � Summer (session) � Winter (session)

Attainment: Indicates when or to what degree students have achieved learning standards in a course or other learning experience. For example, students may achieve standards in an accelerated fashion (Accelerated, Highly Accelerated) or they may exceed standards at multiple levels (Exceeded, Highly Exceeded). Only positive or advanced achievement should be represented (i.e., a blank space will indicate that students met standards on time, over a longer period of time, or with additional support). A key to all terms should be included. For example:

� Accelerated � Highly accelerated � Meets � Exceeds � Highly Exceeds

Enrichment: Indicates when students have elected to pursue more challenging standards, coursework, or learning within the context of the learning experience. A key to all terms should be included. For example:

� Honors (option) � Independent (study) � Online (learning experience) � Service (learning experience) � Capstone (project)

ENGLISH 9 Q1 Q2 Q3 Q4

READING COMPREHENSIONRead and comprehend appropriately complex literary and informational texts independently and proficiently.

READING INTERPRETATIONInterpret, analyze, and evaluate appropriately complex literary and informational texts.

WRITING ARGUMENTSWrite clear and coherent arguments for a range of tasks, purposes, and audiences.

WRITING INFORMATIVE AND NARRATIVE TEXTSProduce clear and coherent informative and narrative writing for a range of tasks, purposes, and audiences.

WRITING PROCESSDevelop and strengthen writing.

WRITING RESEARCHConduct short and sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

SPEAKING AND LISTENING DISCUSSIONInitiate and participate effectively in a range of discussions, responding thoughtfully to diverse perspectives, and expressing ideas clearly and persuasively.

SPEAKING AND LISTENING PRESENTATIONPresent information, findings, and supporting evidence, conveying a clear and distinct perspective.

CURRENT GPA

HABITS OF WORK

GEOMETRY Q1 Q2 Q3 Q4

PROBLEM SOLVINGMake sense of problems and persevere in solving them.

ABSTRACT AND QUANTITATIVE REASONINGReason abstractly and quantitatively.

CRITICAL REASONINGConstruct viable arguments and critique the reasoning of others.

MODELINGModel with mathematics.

APPROPRIATE USE OF STRATEGIESUse appropriate tools strategically.

PRECISIONAttend to precision.

UNDERSTANDING AND UTILIZING PATTERNSLook for and make use of structure, and express regularity in repeated reasoning.

CONTENT KNOWLEDGEUnderstand mathematical content in order to use mathematics to investigate, predict, analyze, interpret, create, and evaluate.

CURRENT GPA

HABITS OF WORK

RUBRIC KEY:

1 - NO EVIDENCE! 3 - PROFICIENT! 4 - DISTINGUISHED1.5 - LIMITED! ! 3.33 ADVANCED!2 - APPROACHING ! 3.67 EXCEEDING

Student AttendanceInformation

GOVERNMENT Q1 Q2 Q3 Q4

WRITINGProduce discipline-specific writing that is clear and coherent.

READINGRead and comprehend history/social studies texts.

POWER, AUTHORITY, AND GOVERNMENTExamine concepts from civics and government to understand political systems.

HISTORYDevelop historical perspective and understand issues of time, continuity, and change.

PEOPLE, PLACES, AND ENVIRONMENTSUnderstand issues involving people, places, and environments.

CURRENT GPA

HABITS OF WORK

PHYSICAL EDUCATION Q1 Q2 Q3 Q4

MOTOR SKILLSDemonstrate proficiency in a variety of motor skills and movement patterns.

COGNITIVE SKILLSApply knowledge of concepts, principles, strategies, and tactics related to movement and performance.

PHYSICAL FITNESSDemonstrate the knowledge and skills to achieve and maintain a health-enhancing level of physical activity and fitness.

RESPONSIBILITY AND MOTIVATIONExhibit responsible personal and social behaviors, and demonstrate intrinsic motivation regarding physical fitness.

CURRENT GPA

HABITS OF WORK

PHYSICAL SCIENCE Q1 Q2 Q3 Q4

INQUIRYAsk questions and define problems.

MODELINGDevelop and use models.

EXPERIMENTAL DESIGNPlan and carry out investigations.

DATAAnalyze and interpret data.

COMPUTATIONUse mathematics and computational thinking.

ENGINEERING DESIGNConstruct explanations and design solutions.

SCIENTIFIC COMMUNICATIONEngage in argument from evidence.

SCIENTIFIC RESEARCHObtain, evaluate, and communicate information.

CURRENT GPA

HABITS OF WORK

SPANISH I Q1 Q2 Q3 Q4

INTERPERSONAL COMMUNICATIONEngage in conversations that express personal thoughts and opinions about familiar topics.

INTERPRETIVE COMMUNICATIONUnderstand and interpret written and spoken language on a variety of topics.

PRESENTATIONAL COMMUNICATIONPresent information, concepts and ideas, orally and in writing, to an audience of listeners or readers on a variety of topics.

COMPARISONCompare the nature of language and the culture(s) of the target language with one’s own.

COMMUNITIESEncounter and use the target language both in and beyond the classroom for personal enjoyment and life-long learning.

CURRENT GPA

HABITS OF WORK

FOUNDATIONS 2D DESIGN Q1 Q2 Q3 Q4

CONTENT LITERACYDemonstrate an understanding of technical vocabulary, appropriate use of media, and application of content specific techniques.

CREATIVITY AND INNOVATIONUtilize strategies that lead to creativity and innovation within an artistic process.

CREATIVE PROBLEM-SOLVINGPlan, collaborate, design,and create in order to solve problems.

PERFORMANCE/PRESENTATION/PRODUCTIONPublicly perform and/or exhibit prepared works individually or as a group.

MEANING CONSTRUCTION AND REFLECTIONAnalyze, evaluate, and construct meaning from the arts using evidence.

CONNECTIONSDemonstrate an understanding of the inter-relationship among the Visual/Performing Arts across disciplines, and culture, history and society.

CURRENT GPA

HABITS OF WORK

RUBRIC SCORE TO TRADITIONAL GRADE TRANSLATION:

SCORE DESIGNATION # GRADE

1 NO EVIDENCE 50

1.5 LIMITED 60

2 APPROACHING 75

3 PROFICIENT 85

3.33 ADVANCED 90

3.67 EXCEEDING 95

4 DISTINGUISHED 98-100

Proficiency Level

Duration Type

East High School Student Personal Information

Official Transcript

123 Mountain Road, Dead River, Maine 04000

Phone Website

GPA: 3.75

3.6–4.0: Exceeds Proficiency

3.0–3.5: Proficient

2.0–2.9: Partially Proficient

1.0–1.9: Insufficient Evidence

AddressContact Info

Date of BirthParent/Guardian

Date of Graduation

Magna Cum Laude

SAT/ACT Scores

Academic Awards

Academic Achievements

Title of Capstone Project

Graduation Standards: 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

Maine Learning Results Guiding Principles

Academic Summary

Grading System

Date of Enrollment

3.0

3.25

3.50

3.75

4.0

Proficiency Level

English 9 3.5 Year Honors

History 9 3.0 Year Course

2009–2010

Geometry 3.0 Year Course

Spanish I

Earth Science

Art 1

3.5

3.0

3.0

Year

Year

Year

Course

Course

Course

3.5 Year Course

4.0 Year Honors

4.0 Year

2010–2011

Course

English 10

History 10

Algebra II

Spanish II

Chemistry

Drama

3.5

4.0

4.0

Year

Year

Semester

Course

Honors

Course

2011–20123.5 Year Honors

3.0 Year Independent

3.5 Year

3.5 Year

Course

Course

English Language and Composition (AP)

US History

Calculus

Spanish III

PhysicsSoftware Development, Inc.

3.5 Year

3.5 Year

Course

Internship

2012–2013 Dual-Enrollment4.0 SemesterEnglish 101

Internship3.5 YearMountain Biotech Industries (STEM)

Course4.0 SemesterPhysical Education

Course3.8 YearStatistics (AP)

Psychology (AP) 4.0 Semester

Health 4.0 Semester Course

Honors

*The achievement of graduation standards is verified over time as students demonstrate proficiency through multiple assessments, projects, portfolios, and exhibitions.

Additional Graduation Requirements

Capstone Project

Service Learning Requirement

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

Graduation Requirements

East High SchoolOfficial Transcript

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

Proficiency Level

Mathematics

Numbers and Quantity

Algebra

Functions

Geometry

Statistics and Probablity

3.0

3.0

3.5

4.0

3.5

Proficiency Level

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

Proficiency Level

SocialStudies

Standard 1

Standard 2

Standard 3

Standard 4

Standard 5

Standard 6

3.0

3.0

3.5

4.0

3.5

3.5

Proficiency Level

Visual and Performing Arts

Standard 1

Standard 2

Standard 3

Standard 4

Standard 5

3.0

3.0

3.5

3.5

4.0

Proficiency Level

World Languages

Standard 1

Standard 2

Standard 3

Standard 4

Standard 5

3.0

3.0

3.5

4.0

3.0

Proficiency Level

Career and Education Development

Standard 1

Standard 2

Standard 3

3.0

3.0

3.5

Proficiency Level

Health and Physical Education

Standard 1

Standard 2

Standard 3

3.0

3.0

3.5

Proficiency Level

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: 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 student’s achievement of one of more graduation standards.

Internship: Learning took place in a work-enviornment after which a certified teacher verified achievement of one or more graduation standards.

KEY: Type of Learning Experience

MISSION

THE SCHOOL AND THE COMMUNITY

THE ACADEMIC PROGRAM

EAST HigH ScHool123 Mountain RoadDead River, Maine 04000easthighschool.org

John DoePrincipaljohn.doe@easthighschool.org

Jane DoeDirector of Guidancejane.doe@easthighschool.org

Sarah DoeCollege and Career Counselorsarah.doe@easthighschool.org

East 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.

East 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 East High School 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: easthighschool.org/our-community

Designed to motivate and challenge all students, the academic program at East 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 information: easthighschool.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 East High School 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

PRoFiciENcY-BASEDgRADiNg SYSTEM

East High School’s proficiency-based grading system ensures that all students demonstrate achievement of critical learning standards.

3.6–4.0: Exceeds Proficiency

3.0–3.5: Proficient

2.0–2.9: Partially Proficient

1.0–1.9: Insufficient Evidence

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: easthighschool.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

East High School does not rank students. Latin honors are used to recognize and distinguish high academic performance.

Summa cum laudewith highest honors3.9 or higher

Magna cum laudewith great honors3.7 or higher

cum laudewith honors3.5 or higher

For more information: easthighschool.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 East 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 East High School’s talented adjunct staff.

For more information: easthighschool.org/personalized-learning

COLLEGE AND UNIVERSITY ACCEPTANCESIn the past three years, East 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:easthighschool.org/college-accceptance

EAST 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: easthighschool.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

Home » Resources » Collegiate Endorsement

MaineCentral Maine Community College

Eastern Maine Community College

Husson University

Kennebec Valley Community College

Maine Community College System

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Rhode IslandCommunity College of Rhode Island

Rhode Island Board of Governors for Higher Education

Rhode Island College

University of Rhode Island

Collegiate Endorsement of Proficiency-BasedEducation and Graduation

55 New England Colleges and Universities Support Stronger Student Preparation

Over the past decade, the movement to adopt proficiency-based approachesproficiency-based approaches to teaching, learning, and graduating has gainedmomentum in New England, and throughout the country, as more educators, parents, business leaders, and elected officialsrecognize that high educational standards and strong academic preparation are essential to success in today's world.

With some parents wondering about the effects that proficiency-based learning will have on their children or the college-admissionsprocess, the Consortium reached out to higher education institutions throughout the region. We asked them directly about theirsupport of proficiency-based learning, and their response has been both affirming and inspiring.

To capture the sentiment of higher education, we developed the Collegiate Endorsement of Proficiency-Based Education andGraduation, which has been signed by a significant—and growing—number of colleges and universities, as well as by the highereducation systems in five New England states.

The EndorsementJoining other institutions of higher education and the New England Secondary School Consortium in support of stronger academicpreparation for postsecondary study, leading to increased collegiate enrollments and higher completion rates in our degreeprograms, we, the undersigned:

1. Endorse proficiency-based approaches to instruction, assessment, reporting, and graduation that establish universallyhigh learning standards and expectations for all students in K–12 schools.

2. Accept a wide range of transcripts if the students meet our stated admissions requirements and the transcripts provide afull and accurate presentation of what an applicant has learned and accomplished.

3. Pledge that applicants to our institutions with proficiency-based transcripts will not be disadvantaged in any way.

This endorsement recognizes that strong educational preparation benefits our students, our faculty, and our institution, and towardthese ends we strongly support proficiency-based teaching practices, assessments, report cards, graduation decisions, and otherstrategies that can increase student preparation for higher education, modern careers, and lives of active, informed citizenship.

Signatories

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