GorhamHigh School

Skip to main content
Main Menu Toggle

Grading System

Graduation Requirements

Students graduating from Gorham High School must have earned a minimum of twenty-two credits and successfully completed the following graduation requirements:


4.0 credits


3.0 credits


3.0 credits

Social Studies

3.0 credits*

Fine Arts (Art and Music)

1.0 credit

Physical Education

1.0 credit


1.0 credit

Health Education

0.5 credits


5.5 credits **

*All students are required to take World History I.  Students must earn credit in American Studies and World History II

**The remaining credits may be selected by the student from the Program of Studies based upon interest and needs beyond high school.

Graduation Standards

The Gorham School Department has established the following Graduation Standards (see below). For each course, teachers have identified which Graduation Standards are assessed; teachers may weight Graduation Standards for their courses depending on the significance of the standard in the course curriculum. 

Course assignments are aligned to Graduation Standards, and students earn grades for each Graduation Standard assigned to a course. Grades for each Graduation Standard are averaged together to arrive at a final course grade.


  1. Reading Comprehension and Interpretation
  2. Writing
  3. Research
  4. Speaking and Listening
  5. Skills for Life


  1. Mathematical Practices
  2. Number and Quantity 
  3. Algebra
  4. Geometry
  5. Statistics and Probability
  6. Mathematical Modeling
  7. Skills for Life


  1. Content Knowledge
  2. Science Practices
  3. Skills for Life

Social Studies

  1. Applications of Social Studies Processes, Knowledge, and Skills
  2. Civic Engagement
  3. Civics and Government
  4. Economics
  5. Geography
  6. History
  7. Skills for Life

World Languages

  1. Communities Language Acquisition
  2. Interpretive Communication
  3. Interpersonal Communication
  4. Presentational Communication
  5. Comparison of Practices, Products, and Perspectives
  6. Skills for Life

Visual and Performing Arts

  1. Disciplinary Literacy
  2. Creation, Performance and Expression
  3. Creative Problem Solving
  4. Aesthetics,  Criticism,  and Connections
  5. Skills for Life


  1. Health Concepts and Risk Reduction
  2. Health Information, Products, and Services
  3. Influences on Health
  4. Advocacy, Decision-Making, and Goal-Setting Skills
  5. Skills for Life

Physical Education

  1. Personal and Social Skills and Knowledge
  2. Movement and Motor Skills and Knowledge (PE 2)
  3. Physical Fitness Activities and Knowledge
  4. Skills for Life


  1. Self-Knowledge and Interpersonal Relationships
  2. Education, Career, and Life Roles
  3. Making Decisions, Utilizing a Planning Process, Creating Opportunities, and Making Meaningful Contributions
  4. Skills for Life


  1. Developing and Using Models
  2. Planning and Reporting Investigations
  3. Evaluating Data
  4. Skills for Life

GHS Grading Scale


Proficiency Score

100-Pt. Score

Proficiency Description



Distinguished – Demonstrates thorough knowledge of key concepts, processes, and skills taught within the curriculum.  Shows a standard of excellence, providing highly detailed responses, expressed clearly and succinctly.  Indicates consistent understanding and application; exceptional insight is demonstrated.







Proficient – Demonstrates sufficient knowledge of key concepts, processes, and skills. Provides detailed responses, expressing ideas clearly. Most applications of content are correct.







Developing – Demonstrates some knowledge of key concepts, processes, and skills and is progressing toward proficiency.  Responses may demonstrate inconsistent understanding and application of content.







Emerging – Demonstrates limited evidence of understanding and applying key concepts, processes, and skills. 









Insufficient Evidence – The student did not turn in enough work to determine his/her/their level of understanding or skill.

*Passing is a 73

Skills for Life


In each course, students are assessed in Skills for Life in addition to academic standards. Teachers use the following rubric to assess students:


Graduation Standards






I have few or no materials or assignments completed.

I have some required materials and assignments are  partially completed.

I have some required materials and assignments are  partially completed.

I show initiative beyond the required assignment.


I may require direct supervision in order to stay on task during class activities and independent work.

I report to class. I require multiple reminders to engage in classroom activities and use my time productively.

I report to class on time. I  engage in classroom activities, and use my time productively.  

I report to class on time. I enhance classroom activities by  taking  intellectual risks, listening to others and using my time productively.









I ask few questions about content and directions and seldom share my ideas. 

My questions or comments are disrespectful or inappropriate.

I respond to communication, but it is disrespectful or inappropriate.

I rely on others to initiate communication. 

I ask questions about content or directions, and share my ideas, but it may not be respectful or appropriate.

I respond to  communication, but it may not be respectful,  appropriate, or timely.

I ask appropriate questions about content and directions, and respectfully share ideas.

I appropriately respond  to communication in a timely manner. 

I ask thought-provoking questions about content,  assist peers to clarify directions and respectfully share ideas.

I appropriately initiate communication with my teacher to seek answers not available through class communication.

Grade Conversions
When students transfer grades to Gorham High School from other schools, including colleges and universities, we use grades posted on official transcripts from accredited institutions.  When a transcript from another school utilizes a letter-grade scale or a 4-point grade scale, we use the respective school's conversion chart to determine a grade on the 100-point scale to post to our transcript.  If a sending school does not have a conversion chart, then we use one (see below) developed by the University of Maine System. For students who transfer to GHS from a home school or from an institution that is not accredited, we follow guidelines in Gorham Schools Policy IHGMA (click here to review).
Academic Integrity 
Academic integrity violations strike at the heart of the educational mission and core values of Gorham School.  The GHS community recognizes that adherence to high principles of academic integrity is vital to the academic function of the high school program.  Academic integrity is based upon honesty, which is one of our core values. Al GHS students are expected to be honest in their academic endeavors. All academic work should be performed in a manner that will provide an honest reflection of the knowledge and abilities of each student. All member so the Gorham High School community should regard any breach of academic honesty as a serious offense.
To read Gorham High School's Academic Integrity policy, click on the link below: