Deer-Isle+Stonington

=Deer-Isle Stonington High School, Maine = 251 N Deer Isle Rd Deer Isle, ME 04627-3432 (207) 348-2303 http://www.dishs.org/ Todd West - Principal toddwest@dishs.org Seth LaPlant - Teacher laplants@dishs.org

__** DISHS Standards-Based Diploma Summary **__ __Overview__ **: The core of the standards-based graduation requirements will be a graduation portfolio system which will be embedded into the student's coursework and through which students will demonstrate achievement of the school-wide academic expe ctations. Students will also be asked to independently demonstrate achievement of the school-wide academic expectations through a Senior Exhibition. Individualized Learning Plans will provide support for students as they work to achieve the school-wide academic expectations. [See diagram]
 * __Rationale__ **: With community and student input, our staff has identified two school-wide academic expectations, “Creative and Practical Problem Solver” and “Clear and Effective Communicator.” These two standards represent achievement of essential skills that our staff feels students need to master in order to be prepared for whichever post-secondary options they choose to pursue. The school-wide academic expectations are “cross-cutting” and apply to all content areas and grade levels. Because Deer Isle-Stonington High School feels that student mastery of the school-wide academic expectations is essential to a student's post-secondary success, students will need to demonstrate that they have achieved proficiency in order to earn a DISHS diploma.
 * 
 * 1) Our “standards” are defined as our school-wide academic expectations; students will be “Creative and Practical Problem Solvers” and “Clear and Effective Communicators.” These standards/expectations are aligned with our mission/vision statements, NEASC expectations, and provide our staff with a “common language” about what is important learning for students.
 * 2) Each course at DISHS will integrate two “portfolio tasks” based on our school-wide expectations and assessed by the appropriate school-wide rubric. One assessment will assess “Creative and Practical Problem Solving” and the other will assess “Clear and Effective Communication.” Portfolio Tasks must assess individual students and cannot be group assignments. The collection of all of these assessments, plus the senior exhibition, make up the standards-based diploma system.
 * 3) Students will need to successfully complete a Senior Exhibition.
 * 4) DISHS will need to develop a system of interventions to provide timely and immediate intervention to students who are struggling to meet standards.
 * 5) We will still ask students to earn 23 credits to graduate, assign traditional letter/number grades, and have GPA's and class ranks; it will be a “dual system.”

**__Timeline__**:
 * Graduation Portfolio System- pilot 2008-09, implement for 9th grade 2009-10, 10th grade 2010-11, and 11th grade 2011-12.
 * Senior Exhibition- pilot 2007-08 and 2008-09, implement for the class of 2010.
 * Individualized Learning Plans- study 2008-09, implement 2009-10 [pending recommendations of ILP Task Force], refine each year.

 **__Graduation Portfolio Details__**: Portfolio Tasks will be part of a student's 9th-11th grade coursework; 12th grade will be reserved for Senior Exhibition and remediation, if needed. By the end of 11th grade, students must be “proficient” in each of the two school-wide academic expectations as demonstrated through the Graduation Portfolio. Proficiency will be determined by the student selecting 18 portfolio tasks for each school-wide expectation which “meet the standard.” //NOTE: This requirement will be phased in based on the following timeline://  A portfolio task will “meet the standard” if the average (mean) score of all the criteria on the school-wide rubric is greater than 2.7. <span style="font-family: 'Times New Roman',Times,serif; font-size: 110%;">//NOTE: An average score will not be calculated for the portfolio task if there is a score of '0' or '1' on any of the criteria on the school-wide rubric.// <span style="font-family: 'Times New Roman',Times,fantasy; font-size: 14px; line-height: 21px;"> After students complete a portfolio task in a class, the teacher will assign both a letter/number grade AND will score the task using the appropriate school-wide rubric. Teachers should be sure to include comments explaining why the student received the assigned scores, especially if the task did not meet standard. Teachers will record the portfolio task scores in a graduation portfolio database before returning the assignment to students. Students who have “met standard” on the portfolio task will put the task (scored rubric and artifact of student work) in their graduation portfolio. Students will retrieve the completed portfolio task from the classroom teacher during a designated time using a structured process and put the completed task into their graduation portfolios.
 * Class of 2013: Students will select 12 portfolio tasks for each school-wide expectation.
 * Class of 2014: Students will select 15 portfolio tasks for each school-wide expectation.
 * Class of 2015 and subsequent graduating classes: Students will select 18 portfolio tasks for each school-wide expectation.

Classroom teachers will work with students who do not meet standard on a portfolio task during the course and for two weeks after the course has ended to revise it until it meets standard. Teachers will document their attempts to work with students in order to remediate portfolio tasks which do not met standard. During this time, the Learning Center will also be an option for support. Between two weeks after a course has ended and up to one semester after a course has ended, a student who has not met standard on a portfolio task will be assigned to the Learning Center either during study hall or after school to revise the portfolio task until it does meet standard. If a student has still not met standard on a task more than one semester after the course has ended, the task cannot be revised to meet standards and the student will need to retake the course or take a different course to have the opportunity to meet standard on a different assessment.

The Graduation Portfolio will house each student's portfolio tasks and will be overseen by the student's advisor. Classroom teachers will notify advisors of each student's progress (met standard/did not meet standard) after the task has been scored. Advisors will be provided with their advisees portfolio scores after each reporting period (progress reports and report cards). Advisors will help their advisees create an “action plan” for any advisees who have not met standard on a portfolio task more than two weeks after the end of the course in which it was assigned.

The ILP will be the first section in a student's portfolio, will be regularly reviewed and updated, and will guide a student's educational decision making throughout high school. Students, parents, and advisors will have an annual student-led conference to review each student's ILP and progress towards meeting the graduation standards.


 * <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 18.2px; line-height: 21px; text-align: center;">__DISHS Standards-based Diploma Documents__ ** <span style="display: block; font-family: 'Times New Roman',Times,serif; font-size: 14px; line-height: 21px; text-align: left;">[[file:School-Wide Expectations 2009.06.24.pdf]] <span style="font-family: 'Times New Roman',Times,fantasy; font-size: 14px; line-height: 21px;"> [[file:2009.08.26 Standards-based Diplomas FAQ.doc]]