What is the American Diploma Project

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What is the American Diploma Project?
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Design and Determination

• The ADP was designed to
• Help make American high school diplomas more
  consistently meaningful across states.
• And the ADP determined that
• Performance on standards-based high school
  graduation assessments must matter both to the
  students who take them and to the postsecondary
  institutions and employers who receive our high
  school graduates.

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The ADP Project Network
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Why is the ADP of interest to Kentucky?

• Most high school graduates will need
  post-secondary education or training - over 80
  of new jobs - but not necessarily a 4-year degree
• Knowledge and skills needed for postsecondary
  education and 21st century jobs are more similar
  than ever before
• There is a disconnect between many state
  standards, assessments, and what students need
• Many high school graduates are not prepared for
  success in postsecondary education or the
  workplace

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The View of Employers and Postsecondary
Instructors

• College instructors estimate that 42 of their
  students are not adequately prepared.
• 38 are inadequately prepared for the quality of
  writing that is expected. (Achieve)
• 41 of employers are dissatisfied with graduates
  ability to read and understand complicated
  materials. (Achieve)
• 42 are dissatisfied with their ability to think
  analytically.
• 34 are unhappy with graduates oral
  communications skills. (Achieve)

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So.

• We must ensure that all high school graduates are
  prepared for success in postsecondary education
  and/or the 21st century workplace
• We have to connect our K-12 standards to what
  students will need when they leave
• The ADP gives us a roadmap for designing a
  secondary curriculum that will help ensure the
  success of our students

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What They Want

• Produce persuasive writing
• Produce analytical writing
• Compare and contrast texts
• Establish a thesis and defend it
• Present evidence for positions

• Locate and convey essential information
• Identify bias
• Use correct grammar, logic, usage, punctuation,
  and mechanics
• Use the dictionary
• Summarize texts
• Literary analysis

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WRITING
READING

• Need to think critically rather than personally
• Need to vary the amount and kind of reading
  expected
• Greater emphasis on distinguishing fact and
  opinion

• Avoid jargon (e.g., transactive)
• Need a greater focus on thesis and idea
  development
• Need analytical writing, argumentation, and
  comparison/contrast

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So how does the ADP help us in these efforts?

• Gives us benchmark skills for students in English
  language arts.
• Gives us a structure to overlay on state
  standards.
• Helps us design a curriculum that will better
  ensure that all our students are ready for
  success after high school.

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During 2005-2006

• English Modules were created based on Core
  Content 3.0, the Program of Studies, ACT and ADP
  Benchmarks
• Before the process was complete, Core Content was
  re-written and re-distributed as 4.0 then 4.1

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ADP Revision 2.0

• Included Alignments of
• Core Content 4.1
• Program of Studies
• ACT reading and writing standards
• ADP Benchmarks
• Other inclusions
• Passage based On-Demand questions
• Tighter connections to ACT skills
• Strategies for reading and writing expository
  texts across the curriculum

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What does ADP look like?

• 23 total modules
• 6 in 9th grade Course
• 6 in 10th grade Course
• 6 in 11th grade Course
• 5 in 12th grade Course
• Each Module has an End of Module Assessment
• Each Course has an End of Course Assessment

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Additions to the Modules and Units

• End of Module Tests
• Address ACT, ADP and Core Content
• Composed of new material that assesses the skills
  of the students rather than the recall of facts
• Module tests resemble ACT and CATS assessments
• PLAN questions are also included

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Additions to the Modules and Units

• End of Unit Assessments
• Skills based assessment
• Passage based prose, poetry, and informational
  texts new to students
• On Demand writing prompt based on the scope and
  sequence of the Course

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Additions to the Modules and Units

• Literature selections reflect student and teacher
  choice of materials
• Multiple assessments and activities are found
  throughout each Module
• Units are more cohesive
• Formatting of the Modules to make for ease of use
• Lesson narratives provide teacher with script for
  lesson if necessary

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For More Information

• Visit the ADPs website at
• http//www2.fortthomas.kyschools/Curriculum/ADP/AD
  P_home.htm
• Contact me
• Ben Lusk, Director of Teaching and Learning Fort
  Thomas Independent Schools
• Ben.lusk_at_fortthomas.kyschools.us