With test scores dipping, dropout rates spiking, and disciplinary problems multiplying, student motivation was in short supply at Hope High School in East Providence, Rhode Island, when, in 2002, the state commissioner of education stepped in to stop the slide. After months of planning, the state reorganized the school into three smaller, semi-independent "learning communities," each with a reduced student body and its own principal. All three communities would operate in the same building, and each would maintain a partnership with a local college or university. Under this "triune" system, each learning community now offers a distinct curriculum: the Hope Leadership School teaches business, law and government, and Junior ROTC; the Hope Information Technology School allows students to work in television production or to focus on computers and computer networking; and Hope Arts provides courses in theater, music, dance, and fine arts. In the midst of this reclamation project is Amy Weigand. Weigand, who possessed hands-on experience with electronic portfolios, joined the faculty of the newly established arts community in 2005 because she wanted to be part of the Hope High reform effort. E-portfolios differ from other similar digital systems in that they are not merely an account of one's own history, but are designed specifically to highlight skills, represent work, and organize information. Teachers and students use them to collect audio, video, graphics, and textual "artifacts," such as work samples, assessments, resumes, lesson plans, and personal reflections. According to the definition created by Educause's National Learning Infrastructure Initiative, these collections are "designed for presentation to one or more audiences for a particular rhetorical purpose." E-portfolios have been divided into three main types: (1) Developmental, which provide a record of things that an individual has done over a period of time, and may be directly tied to learner outcomes; (2) Reflective, which include personal reflections on the content and what it means for the individual's development; and (3) Representational, which show an individual's achievements in relation to particular work or developmental goals. The three types may be blended to achieve different learning, personal, or work-related outcomes. In this article, the author describes how Weigand's implementation of a simple-to-use e-portfolio program helped reform Hope High School.