Academic Procedures

Academic Credit and Honors

Units of Proficiency and Course Load

Units of Proficiency (.66 UPs per courses) are awarded at the end of each trimester. Most CBHS students attempt to earn between 13 and 14 academic UPs a year, including 12 through 6 year-long classes. Juniors and seniors may substitute a semester college course for one of the 6 CBHS courses in their schedule. Juniors and seniors must attempt the equivalent of at least 10 UPs (or 5 a semester) to be considered a full-time student – and to be eligible for PPS athletics. Any student who wishes to consider a reduced schedule (fewer than the equivalent of 5 year-long courses) must first complete the Request for Reduced Schedule Form and have the plan reviewed and approved in a meeting that involves the student, their advisor, an administrator and a parent/guardian.


College Grades

Students who successfully complete a college course may receive both high school UPs and college credit. To earn high school UPs, a student must submit the college course grade to a guidance counselor. Only college grades submitted to CBHS will appear on a CBHS transcript; these grades will not be counted in a student’s CBHS grade point average. A student may also choose not to submit a completed college course grade to CBHS; as a consequence, the student will not receive high school UPs for the course (nor should it be referenced in any college applications). The student should be aware that any college course grade(s) is a permanent part of their transcript for that college.

Honor Roll and High Honor Roll

Meeting the Standards in a course is a significant accomplishment. Although a direct translation to a non-standards-based grading system is not possible or advisable, the GPA translation of 3.0 fairly reflects our rigor. All students who Meet the Standards in all of their classes by the final day of the trimester – while attempting at least five courses (excluding crew) – will be recognized for achieving Honor Roll have a GPA of at least 3.0. Students who receive an INC are also eligible for Honor Roll if they earn a 3 or higher within two weeks of trimester’s end. Students with a GPA of 3.75 or higher for a trimester achieve the High Honor Roll.  There are parallel requirements for the HOWL Honor Roll and HOWL High Honor Roll. (See p 32.)


With Honors

Doing work that consistently Exceeds the Standards with Honors is an exceptional achievement. It often requires completing not just more work, but different, more sophisticated and rigorous work.  Students who complete the trimester with an overall grade of 3.75 or higher will be said to have completed the trimester “With Honors” in that course. 


National Honor Society

The National Honor Society recognizes students for exemplary scholarship, service, leadership and character. To be eligible for application to the Casco Bay chapter, a student must be in attendance at CBHS for at least a semester and meet the following minimum requirements of scholarship and character:

  • Honor Roll for 6 or more trimesters and at least once junior (or senior) year.
  • Met the Standards in each and every course taken at CBHS (including common block courses).
  • Achievement with “Honors” (3.75 or higher as a course grade, an “A” in a college course, 96 or higher in an Honors course at another high school) at least fifteen times – not including Intensives.
  • HOWL Honor Roll for 4 or more trimesters and at least once junior (or senior) year.
  • No suspensions in the preceding twelve months and no more than one suspension during high school.

NHS inductions will occur twice a year, once in the winter and once in the spring.


Beginning with the Class of 2021, the following will be the minimum NHS requirements for scholarship and character:

  • Honor Roll for 8 or more trimesters and at least twice junior (or senior) year. Met the standards in each and every course taken at CBHS (including common block courses).
  • Achievement with “Honors” (3.75 or higher as a course grade, an “A” in a college course, 96 or higher from a HS transfer Honors course) at least 25 times – not including Intensives.
  • HOW Honor Roll for 6 or more trimesters and at least once junior (or senior) year.
  • No suspensions in the last year and no more than one suspension.
  • 20 hours of documented service to the school (e.g.: tutoring)


Seal of Biliteracy

The is awarded to PPS students who have demonstrated proficiency in English and another world language. Proficiency in English is typically met through the completion of high school graduation requirements.  Proficiency in another language is demonstrated by scoring at an Intermediate Level 1 or higher in all domains on the ACTFL standards. For Arabic and Chinese, a score of Novice Level 4 or higher is required.


Graduation Honors

The following academic honors will be noted in the graduation program and announced at the Senior Awards Assembly: STEM Endorsement, Seal of Bi-Literacy, National Honor Society, Cum Laude, Magna Cum Laude and Summa Cum Laude. To qualify for Latin honors, seniors, beginning with the Class of 2019, must meet the following criteria.  



Cum Laude

3.25 GPA

Magna Cum Laude

3.5 GPA

Summa Cum Laude

3.75 GPA

Membership will be determined after the winter trimester grades, but it will not be official until graduation.


Special Report Card and Transcript Designations

Following a course grade (1 to 4) on a report card or transcript, two different letters or symbols might appear. These are designed to provide more precise information about a student's achievement. The symbols and their meanings are as follows:


  • H= “With Honors” (See section “With Honors” above.)
  • *= A student met course standards, but not in the typical time frame due to inadequate Habits of Work and Learning.



Families should assume that the time necessary for students to complete homework will average two hours each day, though this will vary by student and by day. Oftentimes, students can complete at least some out of class work during a designated academic support time during the school day. Included in the two hours, there will typically be a minimum of thirty minutes of reading assigned. Families should help set aside this time and work with students to plan ahead if some days are busier than others. Teachers will post homework on the board during class each day, and students are expected to copy the assignment into their agenda books or chromebooks. Many teachers also post assignments digitally using Google Classroom.


Late Work

1.  Late work will not be accepted for daily formative assessments (p 28) such as reading quizzes (excused absences exempted). Students will receive a HOWL grade of “1.”*

2.  If a student has missed a formative assessment, he/she can arrange to turn in the missing work and potentially receive feedback from the teacher at a pre-arranged BK 7.  If the work is acceptable, the teacher can move the HOWL grade from “1” to “2” (a grade of “3” is not possible).

3.  Late work will not be accepted for summative assessments (p 28).* However, a student can request to make up the summative assessment by turning in a “Summative Assessment Extension Request Form.”

a)  The student and teacher will conference to determine the new deadline and the body of work required to demonstrate readiness (which will likely include many of the daily, formative assessments that might have been missed earlier).

b) After the new due date and required work is added to the Extension Request Form, the student will then have the form signed by their parent/guardian, as well as their crew advisor.

c) The student must then hand in the work and the form on the date specified in the Request Form.

d) Students will be allowed one extension form per course per trimester, subject to teacher approval – and NEVER for an expedition culmination (for example: Africa Rising, the Public Policy symposium, Final Word).

e) Students who fail to complete the Extension Request Form will only be able to make up that assessment in frost/mud/summer school - if otherwise eligible.

4.  Students who fail to meet the extension deadline or who miss more than the allotted summative assessment extensions in the course must attend CBHS frost, mud or summer school for another opportunity to make up the standard(s) associated with the missed assessment, if eligible.*


* Students who have IEPs, 504s, RTIs, MET plans (for ELL students) may have mandated plans which allow for use of additional Summative Assessment Extension forms, without penalty.



Before any summative assessment, a teacher will let students know whether a summative assessment is primarily a skills-based assessment (e.g.: a paper or a lab) or a content-based assessment (e.g.: an on-demand SS or science test).


Once any summative assessment is returned, for students who did not meet the standard, there is a two-week revision window for qualifying students. The window opens when the student receives the work back. Qualifying students either:

  1. Have a HOWL of at least 3 OR
  2. Meet teacher expectations for a HOWL of 3 on that assessment during the revision window.


Any qualifying student is allowed 1 revision opportunity (minimum) during the revision period. Multiple revision opportunities are not guaranteed. Any student who thinks they need more than the teacher feedback on the returned work in order to improve their work to “meets” should make an appointment to meet with their teacher for further guidance during Acad or BK 7. Any standards not met at the end of that 2-week revision period needs to be met through a subsequent summative assessment or, as relevant, Frost School, Mud School or Summer School.  





Skills-Based Summative Assessment (e.g. a research paper or lab)

HOWL Grade

Revision Opportunities

Opportunity to Revise to Earn an Exceeds Grade (receiving a grade of 3.25, 3.5, 3.75, 4)

HOWL - 2

None - Unless student first meets teacher’s expectations for a HOWL of 3 on that assessment]

Yes, if stipulations to the left are met.

HOWL - 3 (or higher)

1 Revision Opportunity (minimum and possibly maximum)



Content- Based Summative Assessment (e.g. a test or quiz, usually on demand)

Grade on Returned Work

Revision Opportunities

Opportunity to Revise to Earn an Exceeds Grade (receiving a grade of 3.25, 3.5, 3.75, 4)

Content Test - 2+ or 2

HOWL - 2

None - Unless student first meets teacher’s expectations for a HOWL of 3 on that assessment

No (highest grade possible is a “3”)

Content Test - 2+ or 2

HOWL- 3 (or higher)

1 Revision Opportunity (minimum and possibly maximum)

No (highest grade possible is a “3”)

Content Test - 3 or higher




Reporting of Grades

At any time, students and parents may review UPs, attendance and grades through the PPS web portal, “Infinite Campus.” Contact your child's crew advisor for details. In addition, we provide the following reports and structures:


1.  Half Way through the Trimester: Progress Report

Each student receives a progress report that includes an overall grade for each course. In the winter, this is replaced by a conference report.


2. Two Weeks Before the End of the Trimester: Danger of Not Meeting the Standards Report

Any student in danger of not passing one or more courses will receive this one-page report. 


3. Near the End of the (Fall and Winter) Trimester: Student-Led Conferences

Students will present to their parents and crew advisor about their current level of achievement. Conference participants will review progress, strengths, and needs – and establish steps for moving forward.


4. Within Two Weeks After the End of Trimester: Trimester Report Card

Students will receive their final trimester grade and HOWL grade in each course.  


Working Ethically


One of our “Pathways to Success” is “Working Ethically.” What does this mean?


Working Ethically Means…

I use technology in class for an appropriate educational purpose.

I do not use technology to waste class and learning time.*

When working collaboratively, I do my share of group work and contribute to the group's success.

I do not let down my peers.*

I make appropriate use of peers and other resources to further my learning as permitted by the teacher.

I do not cheat by presenting others' learning and knowledge as if it is my own.


I am honest with myself and others about what I have learned and what I have not.

I do not cheat by turning in work that contains answers obtained elsewhere that I do not understand or that misrepresents what I have learned.

Even when I am unusually stressed or behind, I turn in my own work and accept any consequences for late work.

I do not take immoral short-cuts to try to “catch up” or “get it done.”

When I am asked to complete an “on demand” and/or independent assessment, I show what I know and can do.

I do not cheat by giving or receiving unauthorized assistance.

When doing research, I make clear what is my own thinking and use citations for ideas and information that came from others. I give credit for any work that is not my own and when necessary, I seek the creator’s permission ahead of time.

I do not include copyrighted material or others' intellectual property in my products without the proper credit and/or permission.


*Working unethically in these ways will impact HOWL and/or academic grades.


In the Working Ethically table, shaded and bold indicates cheating or plagiarism and will result in academic and disciplinary consequences. To plagiarize is to use and pass off the ideas or writing of another as one’s own.  It is a form of stealing. When a teacher determines that a student has plagiarized, s/he will first determine if the student’s actions were knowing or ignorant; did the plagiarism occur before or after a related research skill has been taught? If the plagiarism is deemed inadvertent (e.g.: improperly cited sources), the student will be educated. If the plagiarism is deemed flagrant (e.g.: an essay copied from the Internet or a repeated offense), disciplinary and academic consequences will ensue. With confirmed incidents of cheating and plagiarism, consequences begin with a grade of “1” on the assignment and the student making a phone call to his or her parent/guardian. Consequences can rise to the level of suspension or expulsion, depending on the circumstances.  Please see School Board policy JICD on “Academic Honesty” for more details.