ACADEMIC REQUIREMENTS

All students must carry the equivalent of six (6) potential credits each academic year unless permission is granted from the Director of Guidance and the principal. All students must be enrolled in 3 credit earning classes in order to participate in any co-curricular activities consistent with requirements from the Maine Principals’ Association (MPA).

Graduation Requirements

In order to be a graduate of Mount Desert Island High School, students must be in full compliance with the academic requirements outlined.

Coursework

Students must complete twenty-three (23) credits in grades 9 through 12. These expectations are in compliance with Maine State Law, Chapter 207-A, Subchapter III and require additional local requirements. Students must earn at least the stated number of credits in the following areas:

  • English - 4 credits

  • Social Studies - 3 credits, including 1 U.S. History

  • Mathematics - 3 credits

  • Science - 3 credits

  • Physical Education - 1 credit

  • Health - .5 credit

  • Fine Arts - 1 credit

  • Career and Technical Education -1 credit from Business Education, Family and Consumer Science or Technology (or a combination thereof)

Proficiency and Credit

In 2005, MDIHS began to implement a proficiency-based education system. Research supports that proficiency-based education is the best practice for equitable and impactful teaching and learning. (~Hattie, John. Visible Learning: A Synthesis of over 800 Meta-analyses Relating to Achievement 2009). Each class at MDIHS has standards that identify universal expectations for student learning that students strive to demonstrate proficiency in. Multiple pathways and opportunities for demonstrating proficiency are presented to each student throughout their MDIHS experience, as well as additional standards and requirements through the earning of credits. The goals of proficiency-based education are to provide students with:

  • Establishes an equitable set of standards for all students

  • Transparent and consistent criteria for achievement

  • A curriculum that is consistent by course

  • Frequent feedback & responsive teaching

Our goal is to have each student work towards demonstrating proficiency in both foundational and course specific standards as part of being career and college ready.

Community Service Requirements

Community Service provides unique opportunities for students to see the role of active citizenship and positively contribute to their community. MDIHS has instituted the following requirements for community service:

  • Class of 2023 = 10 hours

  • Class of 2024= 15 hours

  • Class of 2025 and beyond = 20 hours

Community Service Verification Form: View Download.

PROCEDURES

Scheduling Procedure

During the second semester, the new Program of Studies booklet will be published on the high school’s website. Students will be asked to register for courses that they wish to enroll in for the next year after consulting with their school counselor and parents. The master schedule is then developed based on student requests. Not all students will be able to be scheduled for all of their desired courses due to conflicts. If such is the case, students will be notified in the spring so that alternative plans can be made before leaving for summer vacation. Students are expected to make any further schedule changes during the summer office hours with their guidance counselor.

Add/Drop Procedures for Class Changes

In order to maximize student learning and continuity of instruction, students are expected to complete all schedule changes within the designated add/drop period (5 school days into class). All schedule changes must take place through the Guidance Office.

AFTER THE ADD/DROP PERIOD, NO SCHEDULE CHANGES WILL BE ALLOWED unless significant extenuating circumstances exist. If this is the case, a schedule change request form must be completed. The schedule change requires approval by guidance, student, teacher, parent, and administrator. If there is a disagreement, a parent conference should be held.

Changes to the first-semester schedule should be made during the summer prior to the beginning of school. For the second-semester, schedule changes should be made before the start of the semester. It must be noted that with the 4x4 schedule it is extremely hard to enter a class after the add/drop period due to the speed at which material is covered in the course.

Withdrawal from Courses

The following regulations are in effect for all courses:

  • After the add/drop period ends, students wishing to withdraw from a course must complete a schedule change request form. The schedule change requires approval by guidance, student, teacher and a parent/guardian. If there is a disagreement, a parent conference should be held.

  • Only the principal, Dean of Students, or Dean of Curriculum may permanently remove a student from a course if the student does not comply with classroom procedures.

  • At the midpoint of the course, dependent upon the grade at the time of withdrawal, a grade of withdrawal passing (WP) or withdrawal failing (WF) will be recorded on the transcript.

  • A class may not be dropped during the last two weeks of a course.

Transfer Students

Students who transfer into the school for their senior year may have the number of credits required for graduation adjusted based on requirements from their sending school.

Graduation

Only students receiving diplomas and attending all graduation practices may participate in graduation exercises.

Academic Recognition and Latin Honors

Academic excellence is recognized with Latin honors. Colleges and universities are familiar with this academic tradition that recognizes students on standard measures. MDIHS identifies these as students who have consistently met and exceeded rigorous standards and earned the following GPAs in identified coursework:

  • Summa Cum Laude: 3.5-4.0 including 12 credits in AP/Honors classes

  • Magna Cum Laude: 3.5-4.0 without AP/Honors classes OR 3.0-3.49 including 12 credits in AP / Honors classes

  • Cum Laude: 3.0-3.49 without AP/Honors classes

MDIHS does not rank students in its proficiency-based system. Class rank measures students against other students, not against their performance against standards. This is contrary to our educational system that recognizes all students who consistently meet and exceed standards (Latin honors).

Early Graduation/Completion

We do not encourage early graduation or early completion for Mount Desert Island High School students; however, students who can provide specific plans that meet their educational needs and wish to graduate before they complete four years of high school are required to:

  • Apply for early graduation/completion a semester in advance of the desired date of completion;

  • Obtain parental approval in writing;

  • Obtain guidance and administrative approval in writing.

Alternatives to Withdrawal from School

Mount Desert Island High School is committed to student success. Alternative pathways are available and plans may be developed with guidance, teachers, parents/guardians, and administration.

Remote Learning

Remote learning refers to the opportunity for students to participate in classes virtually from their homes or non-school locations. There are times in which the superintendent may deem it necessary for classes to be held remotely. Once a decision for remote learning has been made:

  • Teachers will have 48 hours to prepare for and communicate with students when and how instruction will take place.

  • Students are responsible for attending all classes as scheduled unless an agreement has been made between the student, teacher and approved by guidance or administration.

  • Technical assistance/equipment may be provided based on availability upon request.

Additionally, students who are absent from school beyond 3 days due to a documented physical illness may also participate in a modified form of remote learning. If classes are in session in person, a student may observe a class. It will be at the individual teacher's discretion if more involvement is warranted based upon the instructional activities.

Remote learning is not an option in situations of extended vacations, attendance or scheduling alternatives, or other non-medical reasons.

Student Registration

New or returning student registration is conducted through the Guidance Office by appointment. Students with their parents or guardian will register by filling out the required forms and meeting with a school counselor. Students may start classes the following day unless a transitional meeting needs to be held. A transition team will be appointed and a meeting scheduled as soon as possible to develop a transitional plan to support student success. Students may enter school after a transitional plan is developed.

Alternative Course Options

All courses taken to meet Mount Desert Island High School graduation requirements that are not a part of the regular curriculum must be approved in advance by the Director of Guidance and the Principal.

Courses offered by the College of the Atlantic, University of Maine and University College Center at Ellsworth

The College of the Atlantic, the University of Maine at Ellsworth, Eastern Maine Community College, and the University of Maine Augusta at Hancock County Higher Education Office offer special student status to academically qualified students. Students participate fully in class activities and credit is fully transferable to college; normal evaluations are provided and official transcript records are created. This option is open to juniors and seniors with a recommendation by the Director of Guidance and administration. Students must fill out the appropriate paperwork in Guidance. Three college credits will equal 1 high school credit. Mount Desert Island High School will not pay any cost for students who are participating in this program. Admission criteria are available through the Guidance Office.

Extension Programs / Experiential Education

MDIHS guidance, staff, and administration support student attendance in alternative education and experiential programs ( ie, foreign exchange programs, Chewonki Foundation, High Mountain Institute, etc.) and accept credits awarded by such programs. Please see the section on Experiential Learning for more specific offerings through the school.

Correspondence Courses / On-Line Courses

Such courses are not seen as a part of the standard curriculum at Mount Desert Island High School. In extenuating circumstances, courses necessary for graduation must be approved by the Director of Guidance and Dean of Curriculum. All such courses may be approved on a case by case basis. Virtual High School courses are offered through MDIHS and are open to all students in subject areas not taught at MDI for elective credit. Students are responsible for the cost of the course should they drop it after the deadline or fail the course.

Independent Study

Independent study will be reserved for work that is not offered in our regular curriculum or cannot be scheduled. The Director of Guidance, Dean of Curriculum, sponsoring department and teacher will determine the appropriateness and credit of such study. Applications and details are available in the Guidance Office.

Tutoring

On rare occasions, credit may be awarded through instruction from a tutor outside of the regular school program. The tutor must be certified in the subject area taught and approved in advance. Such arrangements are at parent expense and do not fulfill the minimum six credit requirement. The Dean of Curriculum, Director of Guidance and sponsoring teacher will determine the appropriateness and credit of such study.

GRADING & REPORTING

MDIRSS Philosophy of Assessment, Grading & Reporting

  • All assessment, grading and reporting practices will support the learning process, focus on accomplishment, guide next steps for teaching and learning, and encourage student success in a proficiency-based system.

Purposes of Communicating Students’ Level of Achievement

  • Communicate achievement status to students, parents, community, post-secondary institutions and prospective employers

  • Provide information that students can use for self-evaluation and goal setting

  • Identify students for available educational supports and opportunities (e.g., courses or programs)

The Advantages of Standards-Based Grading

  • Standards-based grading evaluates student performance on objective criteria (a.k.a standards) as identified by law through the Maine Learning Results (MLR) and clearly communicates achievement to students, parents, colleges, and employers.

  • Students’ grades represent what students know and are able to do.

  • Quality habits of work (how students interact with others, approach learning challenges, and class participation) are essential to college and career readiness. These are reported separately in teacher comments. Separating habits of work from the course grade improves communication, making students' knowledge and skills more transparent.

  • Teachers teach to the needs of their students--Standards are clearly articulated to students, assessments give feedback on progress, and reteaching, relearning and/or extension is administered within the course or in the next course in the sequence.

Grade Scales

Teachers will use rubrics, assessment checklists, and other types of scoring guides to provide feedback and assess students that are consistent with the scale that the state uses for the MHSA and is comparable to the 4.0 scale which is used in many schools and colleges:

Teachers will use both formative and summative assessment practices

*A formative assessment is an assessment for learning. It is used to check students' understanding and to plan subsequent instruction. Formative assessments are identified as Prep and Practice (see below).

*A summative assessment is an assessment of learning. It is used to provide teachers and students with information about the attainment of knowledge. Summative assessments are identified as Body of Evidence (see below).

Assignments & Scoring

Prep and Practice

Prep and Practice assignments give students the opportunity to get feedback without penalty. Scores on Prep and Practice assignments do not count toward the final grade of a standard. Instead, scores are intended to communicate progress and show readiness for success on a Body of Evidence assignment.

Body of Evidence

Students are required to demonstrate proficiency in the course standards through their work. A Body of Evidence assignment will count towards the final grade on that standard (or standards). All of the evidence scored for each standard will be averaged together to calculate a final standard score.

Homework

There are three purposes for homework in a proficiency-based system:

  1. Preview - To prepare students to learn new material

  2. Practice – To help students master learning outcomes

  3. Evidence – To provide evidence of a student’s progress toward a learning outcome

Not all homework is assessed but all homework is important. If teachers assess homework, they will use rubrics, assessment checklists, and other types of scoring guides in order to give feedback toward a learning outcome or to contribute to a student's Body of Evidence.

Meeting the Standards

Below is the average range that corresponds to each level of proficiency for a standard. For example, if you have three scores for a standard (2,3,3) that average a calculation of 2.6, you are meeting that standard.

4.0 - 3.5 = Exceeds

3.49 - 2.5 = Meets

2.49 - 2.0 = Partially

1.99 - 1.0 = Does not Meet

Multiple Opportunities and Professional Judgment

  • Students will have multiple opportunities to demonstrate proficiency on standards within a course or the next course in the sequence. As such, deadlines are appropriate and a teacher can assign a score on a student assignment and move on.

  • If a student has been fully participating in the teaching and learning cycle and needs more time to achieve mastery, students will be given another opportunity to try again at the teacher’s discretion after the student has shown additional preparation and/or practice. This may be in the form of another attempt within the next assignment

  • Professional judgment is integral to grading practices. Throughout the course, students contribute to a Body of Evidence that is an average calculation of their scores on standards. Near the end of the course, teachers will review and evaluate the Body of Evidence and document how students have performed on individual standards using our Grade Scales (see above).

  • Final Evidence is an opportunity for students to show that they have met or exceeded the identified standards.

Criteria for Evaluating Student Achievement

The object of a grading system is to indicate briefly and accurately the student’s progress and achievement in school. This is done by a method using terms readily understood by anyone: faculty, students, parents, prospective employers, citizens, college and other post-secondary admission officers.

To evaluate a student’s achievement a clear set of standards is defined for each course. For any student to receive a particular grade, he/she must meet performance as follows:

Incomplete (I)

An Incomplete will be awarded with teacher discretion and only under special circumstances. This is a temporary grade for a marking period that allows no more than two weeks of additional time to meet requirements. At the end of this extension, the teacher will evaluate the body of evidence produced and assign a final grade.

Report Cards and Mid-Term Reports

Report cards are provided at the end of each semester. If more frequent feedback is required because of individual circumstances, arrangements can be made through the classroom teacher or Guidance Office. If parents have concerns about a son/daughter’s progress in class, they are encouraged to contact the teacher directly.