American Diploma Project ADP Tennessee Diploma Project

1. American Diploma Project (ADP)(Tennessee Diploma Project) Academic Operations Technology and Innovation February 5, 2009

2. Background of ADP In 2005, Achieve co-sponsored the National Education Summit on High Schools. 45 governors, corporate CEOs, K–12 and postsecondary leaders attended the Summit. 32 states have since joined with Achieve to form the American Diploma Project Network. Reference page 5Reference page 5

3. ADP is . . . a coalition of states committed to aligning high school standards, assessments, graduation requirements and accountability systems with the demands of college and the workplace.

4. Research Research has shown that a powerful predictor of whether high school students will graduate and earn a college degree is the rigor of the high school curriculum they complete. (Achieve.org)

5. Research Nationwide, nearly 30% of high school students do not graduate on time, and the figures are much lower for black students. (Achieve.org)

7. Recent Graduation Comparisons

9. ADP Commitment Aligning high school standards with the knowledge and skills required for success after high schools Self directed learners, skilled problem solvers, effective communicators, savvy technology users, effective writers, strong academic thinkersSelf directed learners, skilled problem solvers, effective communicators, savvy technology users, effective writers, strong academic thinkers

10. ADP Commitment Requiring all high school graduates to take challenging courses that prepare them for life after school Review Ready or Not manual for specifics; ADP research found that there are a common set of knowledge and skills, particularly in English and math, that students must master to be prepare for college or careers. States in the ADP network have pledge to raise their requirements over time, either by specifying the high level courses students must take to earn a diploma or by working with school districts to raise their local requirements. Of the 19 ADP networks states participating in the institute, Tennessee is among the 8 states that have adopted aligned standards over the past two years.Review Ready or Not manual for specifics; ADP research found that there are a common set of knowledge and skills, particularly in English and math, that students must master to be prepare for college or careers. States in the ADP network have pledge to raise their requirements over time, either by specifying the high level courses students must take to earn a diploma or by working with school districts to raise their local requirements. Of the 19 ADP networks states participating in the institute, Tennessee is among the 8 states that have adopted aligned standards over the past two years.

11. ADP Commitment Streamlining the assessment system so the tests students take in high school also serve as readiness for college and work Alignment to ACT & NAEP standards; Streamlining assessments is important to ensure graduate ready for college and/or work; giving students assessments that measure college and work readiness before senior year will allow them to fill holes in their learning. Alignment to ACT & NAEP standards; Streamlining assessments is important to ensure graduate ready for college and/or work; giving students assessments that measure college and work readiness before senior year will allow them to fill holes in their learning.

12. ADP Commitment Holding high schools accountable for graduating students who are ready for college and careers, and holding post secondary institutions accountable for students’ success once enrolled

13. Tennessee ADP Launched Gov. Phil Bredesen called the sweeping changes of the education reform a “milestone” and said that the state board of education, which approved them unanimously Friday, was a “forward-looking, modern” group. “Today starts some heavy lifting,” Bredesen said Friday morning during the state board of education’s meeting.“This is national level stuff that’s going on here. States are trying to figure out how to do this, and Tennessee is leading.” Tennessean.com January 25, 2008

14. Tennessee Board of Education High School Policy 2.103 Ready Core One Path A Focused Plan of Study Active Learning Work Based Learning

15. Tennessee Board of Education High School Policy 2.103 Integrated curriculum Extra support to meet student needs Assessment of Learning (Explore 8th, PLAN 10th, ACT 11th) School-wide improvement to optimize student learning Professional Development

16. Tennessee Ready Core(22 Credits) English 4 credits Mathematics 4 credits Science 3 credits Soc. Studies 3.5 credits Personal Finance required Health 1.5 credits Physical Fitness Wellness JROTC Minimum electives 6 credits Career & Technical Fine Arts Humanities

17. One Path and Capstone Experience Elimination of technical and university path Focused area of study Capstone experience Senior exhibitions Work-based learning Externships Internships Service learning (40 hours minimum) Community service projects (40 hours minimum) This could include externships, internships, work based learning, service learning, exhibitions, portfolios, service learning projects etc.This could include externships, internships, work based learning, service learning, exhibitions, portfolios, service learning projects etc.

18. Policy Implication Essential Question: What does it mean to graduate with honors or distinction?

19. Graduating with Honors Students who score at or above all of the following subject readiness benchmarks on ACT or SAT equivalent English 18 Mathematics 22 Science Reasoning 24 Reading 21 Students who graduate with honors must score at or above subject area readiness benchmarks on ACT or SAT equivalent.Students who graduate with honors must score at or above subject area readiness benchmarks on ACT or SAT equivalent.

20. ACT’s College Readiness Benchmarks Compass (residual ACT) not given in science at the college. Compass (residual ACT) not given in science at the college.

21. Graduating with Distinction Attain a B average and complete one of the following: Nationally recognized industry certification Participate in at least one of the Governor’s Schools Participate in one of the state’s musical organizations Be selected as a National Merit Finalist or Semi-Finalist Attain a score of 3 or higher on at least two AP exams Attain a score of 31 or higher on ACT Successfully complete the International Baccalaureate Diploma Program (IB) Earn 12 or more hours of transcripted college credit (dual enrollment)

22. C&T Implications Essential Question: How will new mandates affect our career and technical program?

23. Career and Technical Implications Reinstate GED+2 program during regular school day at selected schools (state mandated) Add contextual academic courses for all students enrolled in C&T courses Consider piloting a PM program at a C&T site in January 2009 Refer to contextual handout (six courses)Refer to contextual handout (six courses)

24. Career and Technical Implications Increase dual enrollment (articulation) options to acquire post secondary credits Provide co-enrollment opportunities to accelerate program completion Expand articulation programs that lead to industry-recognized credentials or certificates We will continue our discussion of the C&T program as we roll out Perkins IV. Willie Slate will do a presentation at a later date.We will continue our discussion of the C&T program as we roll out Perkins IV. Willie Slate will do a presentation at a later date.

25. Assessment Implications Essential Question: How will new mandates affect our current assessment practices?

26. Assessment Implications District will administer Explore (8th), PLAN (10th) and ACT (11th). ACT Readiness Benchmarks will be used to measure progress. Schools will develop and use multiple assessments. Writing will be a part of assessment in all subject areas.

27. Assessment Implications End-of-course exams will be given in …. English I, II, III, Algebra I, II, Geometry, U.S. History, Biology , Chemistry, Physics and Career and Technical courses. State will determine calculation for the year-end grade. Students must achieve a passing score in accordance with the State’s uniform grading policy. T.C.A. 49-1-302 (2)

28. Policy Implications and Considerations Calculators will be used in all math classes. Students will complete a structured capstone project or activity. No state exam will be required for graduation. Consider moving Algebra IA to middle school or eliminate altogether. Since state is mandating calculator use in all math courses, our district must decide whether to begin this 08-09 or wait to implement 09-10. The same is true of contextual academic courses.Since state is mandating calculator use in all math courses, our district must decide whether to begin this 08-09 or wait to implement 09-10. The same is true of contextual academic courses.

29. Recommendations for High Schools To optimize student learning, consider alternatives to the traditional school day Block scheduling at all schools (4x4 or AB) Phase in over five year period Increase dual enrollment opportunities Also consider the number of class periods we have each day, the length of class periods, interdisciplinary classes and/or rotating scheduleAlso consider the number of class periods we have each day, the length of class periods, interdisciplinary classes and/or rotating schedule

30. Recommendations for High Schools Invest in writing resources for all content areas Expand Freshman Academies to all schools within three years Establish bridge programs for freshman transition in all schools within three years Implement Developmental Reading and Writing Programs within 5 years The state mandates that writing will be a part of local school assessment in all subject areas and teachers will be trained in holistic scoring. Students must be prepared to write quickly and clearly on demand, whether in the workplace or college. Schools and school systems are encouraged to consider the optimum size of high schools. To support academic achievement, high schools should consider organizing into small units such as schools within schools, career academies, and smaller learning communities.The state mandates that writing will be a part of local school assessment in all subject areas and teachers will be trained in holistic scoring. Students must be prepared to write quickly and clearly on demand, whether in the workplace or college. Schools and school systems are encouraged to consider the optimum size of high schools. To support academic achievement, high schools should consider organizing into small units such as schools within schools, career academies, and smaller learning communities.

31. Professional Development Implications Increase calculator training for teachers Prepare teachers to enhance instruction by integrating technology to access information and solve problems Prepare regular classroom teachers to implement contextual academic courses Provide training targeting academic integration across disciplines

32. What are your questions?