4 4 Mr. Robert Dawson/ Mr. Erik Shay JROTC Program for - - PowerPoint PPT Presentation

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• Mr. Robert Dawson/ Mr. Erik Shay

JROTC Program for Accreditation (JPA) 4th Brigade JROTC

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JROTC Program for Accreditation

• Cadet Command Regulation 145-8-3 (15 January 2017)
• The JROTC Program for Accreditation (JPA) will be used to

evaluate Secondary Educational Institutions and JROTC Instructors, as defined by public laws, contracts, Army Regulations, and USACC policies to ensure compliance with minimum program

• criteria. School districts and instructors will receive a JPA visit at

least once every three years. But we are moving to every four years.

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Overall JPA Concept

• JPA will gather information and evidence to support the

continuous improvement of teaching and learning in the JROTC program. Staff members from the Brigade will use the framework of the JROTC Program for Accreditation (CCR 145-8-3) to guide their observations, evidence collection, analysis, and action planning and reporting.

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JPA End Products

• Unit Designation & Determination for Time Period between

Evaluations

• Development of a JPA Report with overall status and

items to improve

• The intent is to review what has or is occurring and create

a plan for improvement for the future, it is not intended to issue a go or no go response.

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JPA CYCLE

• 95 - 100 percent = JROTC Honor Unit of Distinction (HUD) – Gold Star –

JPA visit within 3 years

• 70 – 94 percent = Proficient – JPA visit within 3 years
• < 70 percent = Unsatisfactory – JPA visit within 1 year and Performance

Improvement Plan required

• Newly established units will not receive a formal JPA until being operational

for at least three years. Assist Visits may be conducted by brigade personnel at any time.

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JPA Report

• The JPA report consists of two parts:
• Point Summary Worksheet and the JPA Report itself.
• Out brief on the JPA Point Summary Worksheet, immediately following the

JPA visit.

• Brigades will submit the JPA Report to the school, instructors, and Cadet

Command/JROTC no later than 14 calendar days after the TDY in which the JPA is conducted.

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References

• AdvancED Accreditation Standards for Quality
• AR 145-2, Organization, Administration, Operation, and

Support

• AR 670-1, Wear and Appearance of Army Uniforms and

Insignia

• CCR 145-2, Organization, Administration, Operation,

Training and Support

• TC 3-21.5, Drill and Ceremonies

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Probation (Unit)

• If the unit fails (below 70%) on your JPA, the school will be

placed in a probationary status and a follow-up JPA must be conducted within a year.

• The brigade will notify the superintendent, principal, and

instructors in writing of the rescheduled JPA.

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Probation (Unit)

• If the school does not attain a minimum score within 12

months from the failed JPA, the instructors may be decertified.

• If the school does not attain a satisfactory or above within

36 months from the unsatisfactory JPA, the program may be disestablished.

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Probation for (Instructors)

• If the instructor portfolio receives a failing score,(below 21 points) the

instructor will be placed on a Performance Improvement Plan (PIP).

• If the portfolio that receives a failing score belongs to an Army Instructor (AI),

the Senior Army Instructor (SAI) will initiate the PIP.

• If the portfolio that receives a failing score belongs to a SAI, the Brigade Chief
• r designated representative will initiate the PIP.
• Brigade personnel will return for an Assist Visit within 12 months to review the

instructor’s progress on the PIP. If no improvement is shown, the instructor may be placed on probation.

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JROTC Honor Unit with Distinction

• JROTC Honor Unit with Distinction (HUD)
• Schools that are on probation are ineligible for the JROTC Honor

Unit with Distinction (HUD) designation

• Units that have an instructor on probation are ineligible for the

HUD designation.

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Prior to Each Evaluation

• Evaluator works with school to determine schedule and discuss

details of the evaluation

• Evaluator reviews JUMS and JCIMS Records at the HQ

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JPA School Visit (Area)

• Service Learning Briefing
• Staff Battalion Continuous Improvement Briefing
• Cadet Portfolio & Interview LET 1&2
• Cadet Portfolio & Interview LET3&4
• Unit Report
• Drill or In-Ranks
• Color Guard
• 1st Instructor Portfolio & Interview
• 2nd Instructor Portfolio & Interview

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Helpful Information to be successful on your JPA Visit

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Continuous Improvement Brief (CIB)

• 1. Instructors need to be involved in the process and ensure that the Rubrics

are used to evaluate briefing.

• 2. Introduction of Staff (must introduce self; brief day to day duties; brief role in

CIP.

• 3. Clearly identify the problem.
• 4. Include at least 2-3 years of historical data to support stated problem.
• 5. Ensure to clearly use the SMART Method when identifying your goals.
• 6. Include how the JROTC Curriculum was used to establish the improvement

plan.

• 7. Create both benchmarks and milestones and include on a timeline.
• 8. Timelines need to need to explain all roadblocks and how they plan to
• vercome them.
• 9. Need to include Individual reflections as a team.

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Service Learning Brief

• 1. Instructors need to be involved in the process and ensure that the Rubrics

are used to evaluate briefing.

• 2. Brief only one Service Learning Project.
• 3. Indicate how project relates to the JROTC Curriculum.
• 4. Include both team and individual reflections (Individual reflections need to

focus on impact of experience project had on them individually).

• 5. Need to include JROTC Competencies.
• 6. Need to ensure that the 5 W’s and H are talked about in depth.
• 7. 3 different LET Levels need to brief (no Staff members).
• 8. Include ideas for new Service Learning Projects based on the experience of

the current project.

• 9. Present how JROTC competencies/outcomes are related to the project.

10.Include both Team and Individual reflections. 11.Report on the results/outcomes of the project (what the cadets learned) 12.Explain how the project fostered change in the cadets.

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Drill Presentation

• 1. Headgear is required.
• 2. Ensure that the JPA sequence is used for the presentation.
• 3. Dress and Alignment of both the Drill Commander and Element.
• 4. Drill Commander needs to execute same commands that are given.
• 5. Proper Marching cadence.
• 6. Natural Arm Swing when marching.

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Color Guard Presentation

• 1. Use the JPA Sequence for presentation.
• 2. Staffs need to be equal in height.
• 3. Execution of Sling arms.
• 4. Execution of the Command of Post.
• 5. Execution of Present/Order Arms.
• 6. Proper Marching cadence.
• 7. Execution of Parade Rest.
• 8. Execution of Eyes Right.
• 9. Natural Arm Swing when marching.

10.Execution of Colors Reverse March.

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Cadet Portfoilios

• 1. Ensure that all items are in the portfolio.
• 2. Resumes must have References.
• 3. Core Lesson Performance Assessments have to be filled out and signed by

Instructor.

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Instructor Portfolio

• 1. Must have 2 pieces of evidence in sections E – G.
• 2. Resume/Biography must be current.
• 3. Syllabi must be created by LET Level that the Instructor teaches.
• 4. School Evaluations should be completed and signed by administration.
• 5. Professional Growth plan needs to show how instructor is growing

professionally.

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Continuous Improvement Brief (CIB)

Criteria Proficient (3 points) Emerging (2-1 point) Unsatisfactory (0 points) Introduction of Battalion Staff BC, XO, S1, S2, S3, S4, S5 (CSM) Battalion staff present were introduced; staff in attendance presented a short brief on their role in battalion; presentation included how their role supported the battalion continuous improvement goal Some staff were introduced; some staff in attendance presented a short brief on their role in battalion; presentation made an attempt to include how their role supported the battalion continuous improvement goal No staff introductions were made; some to no staff presented a brief on how their role supported the battalion continuous improvement goal Description of Battalion goal Clearly defined purpose of continuous improvement goal; stated goal supports a higher mission (JROTC or school) Somewhat defined purpose of continuous improvement goal; stated goal does not supports a higher mission (JROTC or school) No attempt to define purpose, goal, or support of mission was made

Overview of Purpose, Goals, and Staff Roles

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Battalion Commander

• C/ LTC Devon Bodziony
• Role in Battalion
• Commands the battalion through the

proper use of the chain of command and within the policy and guidelines set by the SAI.

• Sets the standard for the battalion in

appearance, attitude, conduct, bearing, discipline, and performance.

• Role in Continuous Improvement Project:
• Assign roles to implement an effective

project

• Overall oversight of project
• Describe the Battalion goal and how it

relates to the JROTC and HCPSS goals/missions.

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Battalion Goal

• Goal: Our goal is to improve cadet GPAs, decrease the number of

cadets with Ds and Es, and maintain these improvements.

• Support of JROTC Missions

– Army JROTC promotes graduation from high school and developing a solid foundation for career development – Assisting cadets with improving their GPAs increases the individual’s eligibility to graduate – Maximizing learning from courses builds a foundation for career development skills

• Support of School Mission

– BUILD life long learners – CHALLENGE students with rigorous and relevant instruction – NURTURE students in a safe environment and – VALUE Respect, excellence, accountability, consideration, and honesty

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Continuous Improvement Brief (CIB)

Identify Problem and Develop Improvement Plan

Criteria Proficient (3 points) Emerging (2-1 point) Unsatisfactory (0 points) Identification of a problem or area for improvement Clearly stated problem or area of improvement Problem stated is emerging but not clear; includes multiple problems and does not focus on single improvement Problem stated does not include area of improvement Identification of data or research gathered to confirm a problem or area for improvement Data and gathered research inform a need for improvement; evidence displayed in the presentation; includes a purpose and benefit Little data provided to inform a need for improvement is necessary; evidence is discussed but not displayed; evidence is vague to unclear; includes either purpose or benefit No data is provided; data provided does not support need for improvement; data or research is not presented; does not include purpose or benefit Identification of team goals SMART= Specific, Measurable, Attainable, Realistic, Time-Specific Goals clearly stated and appropriate for problem defined; goal setting strategies clearly outlined using the SMART Method Goals developed but beyond the scope of the defined problem; Little evidence of goal setting strategies, goals reflected some use of SMART method Goals not identified in presentation; no evidence of goal setting strategies used Identification of improvement plan Improvement plan refers to knowledge and skills acquired from JROTC curriculum such as decision-making, goal- setting, problem solving, team building Improvement plan presented with little reference to curricular areas within JROTC lessons; little evidence of decision-making, goal-setting, problem solving, team building Improvement plan is unclear; Improvement plan is not stated; no reference to JROTC curricular areas; no evidence of decision- making, goal-setting, problem solving, team building

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Area for Improvement

• Problem

– Many individuals in JROTC had Ds and Es as their first quarter grades – The average GPA of JROTC was lower than the school’s average GPA

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4 Confirmation of Area of Improvement (1 of 2)

• GPA from 2014-2015 compared to school

– School GPA - 3.13 – JROTC GPA - 3.04

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4 Confirmation of Area of Improvement (2 of 2)

• Purpose

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Increase GPAs to a level at or above the average school GPA – Decrease cadets with Ds or Es

• Benefit of Improvement

– Cadets’ future prospects

• Cadets will be less likely to drop out, repeat a

grade, or repeat a course

• Cadets will be better prepared to excel in post-

secondary options and career pathways

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Team Goals

• Goal

– Decrease number of cadets with final grades of Ds or Es by at least ⅓ (71 → 47) – Have the average JROTC GPA meet or exceed the average school GPA. (3.13)

• SMART Method

– Specific - Goal is tailored to GPA increases and number of Ds and Es – Measurable - GPAs are measured each quarter and at the end of the year – Attainable - Reducing number of cadets with Ds and Es by ⅓ is manageable – Realistic - Requires an average BN GPA increase by .1 – Time-Specific - Limited to this school year in order to assess and reevaluate our project while the current staff is in place

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Improvement Plan (1 of 2)

• Plan

– Determine number of cadets with deficiencies – Survey cadets to determine who would like to participate in the tutoring program

• Tutors
• Tutees

– Match tutors to tutees – Begin tutoring program – Track progress

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Improvement Plan (2 of 2)

• Support from JROTC Curriculum

– U3-C1-L1 - Self Awareness – U3-C1-L3 - Personal Growth Plan – U3-C1-L4 - Becoming an Active Learner

• Critical thinking techniques
• Distinguish between active and passive learning

– U3-C2-L3 - Learning Style and Processing Preferences – U3-C2-L4 - Multiple Intelligences – U3-C3-L3 - Study Habits

• Relate personal learning preferences to study habits
• Identify effective study skills and test-preparation

strategies

• Each of these lessons have been taught

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Continuous Improvement Brief (CIB)

Identify Problem and Develop Improvement Plan CONT..

Criteria Proficient (3 points) Emerging (2-1 point) Unsatisfactory (0 points) Plan establishes milestones

• r benchmarks

Clearly stated benchmarks

• r milestones with

timelines; evidence of data gathered at milestones; timeline is reasonable; milestones support stated problem and goals Milestones and benchmarks presented; clarity of milestones or benchmarks unclear; little evidence of data gathered at milestones; timeline unrealistic or unclear Milestone or benchmarks unclear or not present; evidence of milestone attained unclear or not present; timeline vague or not presented Response All staff members reacted appropriately to verbal and nonverbal feedback; all staff were knowledgeable about their portion of presentation 4 or more staff members reacted appropriately to verbal and nonverbal feedback and were knowledgeable about their portion of presentation; 3 or less staff members reacted appropriately to verbal and non-verbal feedback and were knowledge about their portion of the presentation;

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Milestones

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Continuous Improvement Brief (CIB)

Evaluation of Continuous Improvement Project

Criteria Proficient (3 points) Emerging (2-1 point) Unsatisfactory (0 points) Presentation includes a conclusion Conclusion shows final data and effect of change based on milestones set and met; plan states if the goal was met; conclusion refers to the JROTC lesson topics and their impact on success of the project Conclusion does not include if goal was met; plan does not indicate need for maintenance of goal or next step for improvement; conclusion refers to the JROTC lesson topics. Conclusion is not included in the presentation; goal is not addressed in conclusion; conclusion does NOT refer to JROTC lesson topics OR their impact on the success of the project Presentation includes continuous improvement milestone and timeline Presentation shows how goal was met or not met; presentation states areas for improvement based on benchmarks or milestones failed Presentation shows what goal was addressed, but does not present clear continuous improvement benchmark or milestone Continuous improvement benchmarks or milestones are unclear or not present

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Conclusion (1 of 2)

• Data from 1st to 2nd quarter

– Upward trend in GPA (3.16 → 3.22) – Trends in Deficiencies

• Slight overall increase in cadets with deficiencies (71 to 76)
• 18 Cadets who had deficiencies first quarter, did not have

deficiencies second quarter

• 25 Cadets who did not have deficiencies first quarter, did have

deficiencies second quarter

• 52 cadets maintained deficiencies across first and second quarter

– Increase in cadets on Honor Roll (91 → 119)

• Possible Explanations

– Cadets involved in program have been helped, but not a sufficient number

• f cadets are involved

– First quarter is slightly easier academically - review – Cadets should be able to sign up for tutoring at multiple points throughout the year – Insufficient motivation exists for cadets without deficiencies to receive tutoring

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Conclusion (2 of 2)

• Was goal met?

– On track to continue increasing GPA – Can still achieve goal of reducing cadets with final grades as Ds or Es by 1/3 – Data is somewhat inconclusive - general feeling of battalion is that program is helpful

• Impact of JROTC Lessons on Success

– Creating a personal growth plan helped cadets map out where they needed to improve – Active learning and study skills lessons helped cadets – Problem Solving

• Areas of Improvement

– Need to create more efficient means of matching tutors to tutees – More effective way of ensuring tutees schedule sessions with tutors – Method to ensure cadets who need tutoring most receive assistance – Increase general level of battalion involvement in program

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Continuous Improvement Brief (CIB)

Reflection

Criteria Proficient (3 points) Emerging (2-1 point) Unsatisfactory (0 points) Evaluate project using reflection Reflection of project presented by team; evidence of individual reflection presented; reflection includes future areas of improvement, necessary research, or changes to process Reflection evident in providing future direction; presentation provides unclear to no plan for continuous improvement goals or strategies No evidence of reflection is presented

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Reflection (1 of 2)

• Staff Reflections on the Project and Process

– BC: “... should get more tutors for different subjects.” – XO: “...should create a better way to track the tutoring sessions as they occur.” – S-1: “...try to get students with borderline grades to join the program to prevent grades from going down.” – S-2: “...create a way for students to sign up online.” – S-3: “Tutors should contact the students rather than students contacting the tutors because many students do not have the initiative to contact their tutors.” – S-4: “...great that there are so many people willing to help.” – S-5: “...we should implement the program at the beginning

• f the year and encourage tutoring more…”

– S-6: “...was a success...I often saw cadets coming in for tutoring during C lunch.”

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Reflection (2 of 2)

• Battalion Reflections

– To be completed mid-May

• Future Areas of Improvement

– Project as a Whole

• Involve more cadets
• Reach out to other Atholton organizations to

receive more comprehensive coverage of different subjects – Necessary Research or Changes to Process

• Begin project earlier in the school-year
• Create a more efficient means of matching tutors

and tutees

• Develop a uniform process for tutees to contact

tutors

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Continuous Improvement Brief (CIB)

Presentation Delivery

Criteria Proficient (.50 point) Emerging (.25 point) Unsatisfactory (0 points) Attendance and proper attire Battalion Commander and staff were in proper attire Battalion staff were present and some were in proper attire Staff were present but none were in proper attire Appropriate visual aids All presenting staff included appropriate visual aids supported by appropriate audio/speaking comments Presenting staff sometimes included appropriate visual aids supported by appropriate audio/speaking comments Staff did not include appropriate visual aids supported by appropriate audio/speaking comments Personal delivery Presenting staff established good eye contact and appropriate gestures throughout the presentation; spoke clearly and concisely Some presenting staff established good eye contact and appropriate gestures throughout the presentation; some staff spoke clearly and concisely Presenting staff did not establish good eye contact, use appropriate gestures, or speak clearly and concisely Response All staff reacted appropriately to verbal and nonverbal feedback; all staff were knowledgeable about their portion of presentation Some staff reacted appropriately to verbal and nonverbal feedback; staff were somewhat knowledgeable about their portion of presentation All staff reacted inappropriately to verbal and non-verbal feedback and were not knowledgable about their portion of the presentation

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Continuous Improvement Brief (CIB)

Possible Guiding Questions

What process did you use to select this/these particular goals? When did you come together as a group to discuss these goals? What type of data are you using to measure how effectively you are meeting your goals? What role did other Cadets play in the development of these goals? What type of buy-in did you get from other Cadets? How would you rate your effectiveness in achieving these goals? Were there any unforeseen challenges that you encountered along the way? What was the biggest obstacle to achieving these goals? Did you collaborate with anyone other than the battalion staff to help develop strategies? What would you do differently in the future? How does our Battalion Continuous Improvement Plan support the JROTC mission?

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Service Learning Brief

• 1. A minimum of three Cadets will brief the presentation. These Cadets will

not be from the Battalion staff, but should represent their role in service learning as a LET 1, 2, 3, or 4 Cadet. Cadets must be from different

LET Levels.

• 2. For this presentation, the Cadet team members (LET 1, 2, 3 or 4) will

explain their service learning goal, planning strategies, preparation, and implementation of the project. They will also discuss the overall success of the project and provide team/personal reflection on service learning.

• 3. 20 Possible points for this briefing.

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Service Learning Brief

Good Examples of a Service Learning Brief

• 1. Blood Drives
• 2. Special Olympics
• 3. Restoring a historical monument
• 4. Visiting a nursing home
• 5. Tutoring elementary children

6 . Starting a recycling program

• 7. Collecting clothing for Homeless

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Service Learning Brief

Proficient – 1 point Emerging - .50 point Unsatisfactory – 0 points

Presentation clearly describes how the project benefits the community Presentation attempts to describe how the project benefits the community Presentation does not describe how the project benefits the community Presentation clearly describes how the project enhances learning Presentation attempts to describe how the project enhances learning Presentation does not describe how the project enhances learning Presentation clearly describes how the project relates to the JROTC program curriculum Presentation attempts to describe how the project relates to the JROTC program curriculum Presentation does not describe how the project relates to the JROTC program curriculum Presentation identifies one or more JROTC lesson competencies addressed by the service learning project Presentation identifies one JROTC lesson competency addressed by the service learning project Presentation does not identify JROTC lesson competencies addressed by the service learning project Presentation clearly explains the role of teamwork in accomplishing the project Presentation explains the role of teamwork in accomplishing the project Presentation does not describe the role of teamwork in accomplishing the project Presentation suggests ways that the project could be modified to ensure that it meets established guidelines for JROTC service learning projects Presentation recognizes improvement areas, but does not suggest possible modifications for future project Presentation does not suggest ways that the project could be modified to ensure that it meets established guidelines for JROTC service learning projects

Serving Learning Planning and Preparation

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Project Introduction

• Gathered supplies and information

– Water – Food – Toothpaste – Toiletries – Local shelter addresses – Hats, Gloves, etc. (donated items)

• Distributed supplies in “blessing bags”

– Utilized distribution assistance from instructors and administrators – Delivered “blessing bags” to shelters and homeless individuals in the community

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How the Community Benefits

The service learning project:

• Provides opportunities to receive basic

necessities (food/water) and improve hygiene – Improves health – Increases opportunities for employment

• Helps locate shelters
• Encourages the community to get involved

and make a difference

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4 How the Project Enhances Learning

Allows students to:

• Distinguish between service learning and

community service

• Compare the types of service learning

already available in the community

• Identify benefits of serving the community
• Discover the roles and responsibilities of a

service learning team

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Connection to the Curriculum

(Lesson Competencies)

U3C8L1-Orientation to Service Learning

• Evaluated examples of service learning to obtain ideas
• Developed proposals for battalion projects
• Chose a single project included the features and benefits of service

learning most fully U3C8L2- Plan and Train for Your Exploratory Project

• Identified the steps needed to conduct the project
• Learned how to develop a project plan that contained essential

components, goals, and outcomes of a service learning project U3C8L3- Project Reflection and Integration

• Implemented and evaluated the project
• Reflect on project

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Role of Teamwork in the Project

As a battalion, we worked together to:

• Brainstorm ways to get cadets involved
• Collect supplies
• Fill the blessing bags
• Create cards with contact information of local

shelters

• Deliver the blessing bags
• Reflect on the project

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Modification Suggestions

Modifications for Current Project:

• Creation of assembly line to speed up the production of

the blessing bags in order to meet the deadline

• Give cadets a more advanced notice to donate supplies

Modifications for Future Years:

• Create a checklist for items that are needed for each

blessing bag

• Give cadets more time to collect supplies
• Expand the project throughout the community/school
• Distribute the bags over a longer period of time

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Service Learning Brief

Proficient – 1 point Emerging - .50 point Unsatisfactory – 0 points

Presentation includes process necessary to conduct experience Presentation attempts to identify process necessary to conduct experience Presentation does not include process necessary to conduct experience Presentation includes evidence of a project plan that defines the goals

• f the project

Presentation attempts to include evidence of a project plan that defines the goals of the project Presentation includes evidence of a project plan that defines the goals of the project Project Plan refers to JROTC curriculum competencies/outcomes addressed by the project Project Plan attempts to refer to JROTC curriculum competencies/outcomes addressed by the project Project Plan does not refer to JROTC curriculum competencies/outcomes addressed by the project Project Plan clearly provides who, what, when, where, why, and how

• f the project

Project Plan provides some, but not all who, what, when, where, why, and how of the project Project Plan does not provide who, what, when, where, why, and how of the project Presentation includes a team and individual reflection about the project implementation Presentation includes a team or individual reflection about the project implementation Presentation does not include any reflection about the project implementation

Service Learning Implementation

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Process of Project

Creation:

• Cadet Jascewsky developed/presented the idea

for the battalion’s service learning project Organization:

• Logistics of the project
• Incentive to get cadets involved in the project
• Production and distribution of the Blessing Bags

AAR:

• Reflect on ways to improve for future projects

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Project Plan Goals

Goals for Community Support:

• Encourage individuals in the community to get involved

– Have participants outside of the JROTC program help pick up and distribute the bags. – Get the community involved with advertising the project for donations. Goals for Cadet Education/Learning:

• Learn how to create a successful service learning project
• Apply lessons learned during the project to future projects and the cadets’

education Goals for Cadet Service:

• Cadets who aided in the production and distribution of the Blessing Bags

received varied service hours depending on their involvement

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JROTC Curriculum Outcomes

(In Addition to the Lesson Competencies Listed Previously) The Outcomes Supported by this Project:

• Maximize potential for success through learning and

self-management

• Develop leadership and communication skills
• Build effective relationships with peers, co-workers, and

the community

• Promote citizenship through engaging in civic duty in

the community

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The Battalion’s Project

Who? C/SSG Nicholas Jascewsky presented the idea of blessing bags. The cadets of our battalion supplied the items needed. What? Create bags that contained supplies and contact information for various shelters. When? December 2015 Why? We completed this project in order to help individuals in need during the holiday season. How? We asked cadets, parents, and teachers, to donate as many supplies as they could. These supplies included food, water, personal hygiene items, etc.

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Team/Individual Reflection

• Conducting regular meetings to discuss what

was being done and what our next step was going to be allowed for the project run smoothly.

• Communication within the team and from the

team to the battalion was strong

• The team could have improved by having a

better system of organization

• An even inventory of items for the bags was

needed

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Service Learning Brief

Proficient – 1 point Emerging - .50 point Unsatisfactory – 0 points

Cadets provide clear evidence of participation in structured reflection activities about the service learning experience Cadets discuss, but do not provide evidence of participation in structured reflection activities about the service learning experience Cadets do not discuss or provide evidence of participation in structured reflection activities about the service learning experience Cadets clearly summarize the impact that the experience had on the team and individual members Cadets attempt to summarize the impact that the experience had on the team and individual members Cadets do not summarize the impact that the experience had on the team and individual members Cadets report or present on the results of the project, what was learned, and how the experiences has fostered change Cadets report or present on the results of the project, but do not address what was learned, and how the experiences has fostered change Cadets do not report or present on the results of the project, what was learned, and how the experiences has fostered change Cadets report or present new ideas for service learning projects based on current experience Cadets discuss ideas for service learning projects, but do not report

• r present on any new ideas based
• n current experience

Cadets do not report or present new ideas for service learning projects based on current experience

Service Learning Reflection and Integration

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Team/Individual Reflection

• Conducting regular meetings to discuss what

was being done and what our next step was going to be allowed for the project run smoothly.

• Communication within the team and from the

team to the battalion was strong

• The team could have improved by having a

better system of organization

• An even inventory of items for the bags was

needed

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Structured Reflection and Participation

• We asked cadets to fill out this reflection sheet:

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Impact of the Experience

• Created awareness within cadets about

what basic necessities you have that other people may not have

• Individuals in need value things that cadets

are more fortunate to have and may not think about on a daily basis

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Results (1 of 2)

• 100% of cadets said they would like to continue this

project next year

• Our battalion learned many lessons such as:
• Small items can make a huge difference in the

life of another individual

• How to create and effectively organize a service

learning project

• It is easy to get involved and make a positive

impact on your community

• Cadets worked together to make the Blessing Bags and

deliver them to shelters and individuals during the holiday season

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Results (2 of 2)

Our project fostered change because:

• It reminded cadets the importance of

giving back to their community

• Taught cadets how to create a successful

service learning project

• Encouraged cadets to make a difference

in their community

• Developed a sense of change on the

community and individual level

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New Ideas for Service Learning

• Build a shelter for the playground used by

the HCPSS employee daycare center

– Provides protection during inclement weather in case of a fire drill

• Organize a 5K run to raise money for breast

cancer research

• Hold a canned food drive to provide food for

local shelters

• Continue to be more involved in school

supported service projects.

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Service Learning Brief

Proficient – 1 point Emerging – -.50 point Unsatisfactory – 0 points

Cadets introduced self; explained role in project. Cadets introduced self; did not explain role in project. Cadets did not introduce self; did not explain role in project Cadets included appropriate visual and audio aids Cadets included some appropriate visual and audio aids Cadets did not include appropriate visual or audio aids Cadets established consistent eye contact and appropriate gestures throughout the presentation Cadets established some eye contact and limited appropriate gestures throughout the presentation Cadets did not use eye contact or appropriate gestures throughout the presentation Cadets’ speaking was clearly and concisely articulated throughout the message; avoided the use of slang or “fillers” Cadets’ speaking was somewhat clearly articulated throughout the message Cadets’ speaking was not clear or concise; did not avoid the use of slang

• r “fillers”

Cadets responded appropriately to verbal and nonverbal feedback; Cadets were knowledgeable about their portion of presentation Cadets responded to verbal and nonverbal feedback; Cadets were somewhat knowledgeable about their portion of presentation Cadets responded appropriately to verbal and nonverbal feedback; Cadets were knowledgeable about their portion of presentation

Service Learning Presentation and Delivery

4

Cadet Portfolios

• 1. In order to observe a good sampling of Cadet portfolios, it is recommended to randomly

select 10 portfolios from the unit.

• 2. recommended sequence is to observe three LET 1, three LET 2, two LET 3, and two LET

4 portfolios.

• 3. Each portfolio accounts for 20 points. Average the scores and provide one score on the

JPA School Visit Point Summary Scoring Worksheet.

4

Cadet Portfolios

LET 1 and 2 Portfolio and Interview Guide

Criteria Points 1 pt for item & 1 pt for each answer Personal goals for the school year Tell me what you learned about your personality that has impacted your personal goals. Personal Skills Map results What have you discovered about leadership styles, including your own? Winning Colors Communication Discovery Form (hard copy) How has Winning Colors helped you and other Cadets work together more effectively? Learning style inventory (personal profile) Tell me about your preferred learning style and how you use it to learn more effectively. Two samples of course work from JROTC or other academic areas (each sample is worth 2 points) Tell me why you chose each of these samples to share in your portfolio. Cadet Challenge results Tell me why you think you got the results you got. What will you do to improve? LET 1 Core lesson performance assessment evidence Why did you choose this lesson assessment to share? Written reflection on any of the Core Lessons (Service Learning Reflection is a good example that each Cadet should have) (In Service Learning Brief) How have you been involved in the current Service Learning Project? Verbal explanation/summary of curriculum content learned within the year or year-to-date. (1 PT) How has JROTC helped you become a better student? Team player? Leader? (1 PT)

4

Personal goals for the school year

Students Name ____________________ Date ______________ Personal Goals for School Year _____________

• 1. Academic – grades, classes
• Get help with your schoolwork to get your grades up (if needed.)
• Ask the teacher for help.
• After school tutoring and evening study session (watch for

times and days for availability each year)

• Honor Society Tutors – complete application in the Counseling office

__________________________________________

• 2. Career –preparation for after high school, after high school plans,

career interest areas

• Visit the WHS Career Center to explore careers, schools and

programs and see what is available

• Ask adults about their jobs: description, training/education,

likes, dislikes ________________________________________

• 3. Citizenship – involvement at school and in community, attendance and

discipline, helping yourself and others. __________________________________________

4

Personal Skills Map results

4

Personal Skills Map results

4

Winning Colors Communication Discovery Form

4

Learning style inventory

4

Two samples of course work from JROTC or other academic areas

4

Cadet Challenge Results

4

LET 1 Core Lesson Performance Assessment Evidence

Performance Assessment Task

Unit 1: Citizenship in Action The Past and Purpose of Army JROTC [U1C1L2]

4

Written reflection on any of the Core Lessons

Reflection papers allow your Cadets to communicate with you about how a specific article, lesson, lecture, or experience shapes their understanding of class-related material. Reflection papers are personal and subjective, but they must still maintain a somewhat academic tone and must still be organized.

4

The U3C1L2 Appreciating Diversity reflection assessment tool

4

Cadet Portfolios

LET 3 and 4 Portfolio and Interview Guide

Criteria: Points

1 Pt for item & 1 Pt for each answer

Personal goals for the school year(s) How have the leadership principles affected your academic and personal growth? Personal financial planning portfolio How has JROTC helped you establish a personal financial plan? Explain its importance to your future. Personal Skills Map profiles (by LET or year) ( For each LET Level) What strategies have you used or developed to resolve conflicts? Winning Colors Discover forms –minimum of one annually (1 for each YR) What evidence provided in your portfolio supports your ability to make decisions? Results of Fitness Summary (JUMS Cadet Record) How has your fitness improvements matched your fitness goals? The U3C1L2 Appreciating Diversity reflection assessment tool How has this lesson and reflection impacted your views on diversity? An Essay from any course Why did you choose to share this essay? A resume with references What would your references say about the items on your resume? Awards, certificates of accomplishment, and other achievements Of which accomplishment are you most proud and why? Verbal summary of curriculum content learned within the year or year-to-date How do your goals from LET 1 differ from your goals today? How has JROTC prepared you for future academic and/or personal goals?

4

Personal goals for the school year

• 1. My personal goals are to maintain my grades will balancing extracurricular

activities and volunteer opportunities. I have done very well consistently in the past, but my success has been followed closely by STRESS and late nights. I hope to get some sleep during junior year and keep my nails from breaking!

• 2. I hope to improve on my grades, challenging myself even more than last year

and do better in sports

• 3. Some personal goals for this school year are to remain on the honor roll,

while still having fun with my friends and doing other extracurricular activities

4

Personal Financial Planning Portfolio

Personal financial planning portfolio Unit 3: Foundations for Success Saving and Investing Plan Assessment Task [U3C11L4] Target Competency This performance assessment task gives you an opportunity to document your achievement of the following skills, knowledge, and abilities Forecast personal savings and investments Linked Core Abilities

• D. Take responsibility for your actions and choices

Directions As you work through the lessons in Chapter 11: NEFE Financial Planning Program, you will compile a portfolio of documents related to financial planning. For this lesson, complete the Saving and Investing Plan Assessment Task. In this assessment you will chart the current value and future value of your investments. Your saving and investing plan should match your personal financial goals. The plan should be realistic for your current and near future situation.

• 1. Preview the criteria listed in the Scoring Guide to plan for your assessment.
• 2. Set up an Excel worksheet entitled "[your name]'s Saving and Investing Plan." Label columns with the following headings:

฀ Product ฀ % Rate of Return ฀ Current Value [insert date] ฀ Additional $ to Save/Invest ฀ Frequency of Addition ฀ Number of Additions ฀ Approximate Value in 3 Years ฀ Approximate Value in 10 Years.

4

Personal Skills Map profiles (by LET or year) for each year

4

Winning Colors Discover Forms

4

Results of Fitness Summary

4

The U3C1L2 Appreciating Diversity reflection

4

An Essay from any course

4

A resume with references

4

Awards, certificates of accomplishment, and other achievements

Medal for Heroism Awarded to any JROTC cadet who performs an act of heroism. Superior Cadet Awarded annually to one outstanding cadet in each LET level. Distinguished Cadet (N-1-1) Awarded annually to one cadet who exhibits the highest degree of experience in scholastics. Academic Excellence (N-1-2) Awarded annually to one cadet in each LET level for maintaining highest school academic grades. Academic Achievement

4

Cadet Drill

• Use the Cadet Drill Criteria worksheet to evaluate a

minimum of 12 Cadets plus a Cadet leader. = 13

• The evaluations will include formation (assembly),

dress/alignment, Cadet leader control, and unit response/execution. The brigade team must observe the unit formation. Fancy drills may be performed for exhibition only, not in lieu of the Cadet Drill Criteria. Competition drill or local drill standards will NOT be used.

• Cadets will perform the following movements in

sequence.

4

Cadet Drill

• Minimum of 12 Cadets and One Leader
• Max Points 15

FALL IN COLUMN LEFT MARCH REAR MARCH DRESS RIGHT DRESS LEFT FLANK MARCH COLUMN RIGHT MARCH READY FRONT RIGHT FLANK MARCH COLUMN LEFT MARCH PRESENT ARMS COLUMN RIGHT MARCH COLUMN LEFT MARCH ORDER ARMS RIGHT FLANK MARCH ELEMENT HALT LEFT FACE LEFT FLANK MARCH LEFT FACE ABOUT FACE COLUMN RIGHT MARCH FALL OUT FORWARD MARCH REAR MARCH

4

Cadet Drill Criteria

Cadet Leader Control = 4 point Score Command voice (1 point) Cadence/timing (1 point) Position/military bearing (1 point) Followed prescribed plan/sequence (1 point) Total Points Unit Dress/Alignment = 3 point Score Stationary (1.5 points) Marching (1.5 points) Total Points Unit Dress/Execution/Response = 8 points Score Synchronized unit response (2 points) Correct facing movements (2 points) Correct marching movements (2 points) Proper marching step/cadence (2 points) Total Points Total Score:

4

In-Ranks

• All Cadets present for the JPA visit will participate in In-
• Ranks. In-Ranks will be Cadet led and in accordance with the

instructions in this appendix and CCR 145-2.

• Personal appearance and grooming should meet or exceed

established unit standards. At a minimum, hair (both male and female) will be well groomed, and must not extend below the uniform collar. Hairstyles will be such that the appropriate headgear can be properly worn.

• Cadets must wear headgear for the In-Ranks

4

In-Ranks CONT…

• Cadets answer graded questions (questions from formal inspection)
• Uniform will be Class A or B.
• Military Academy Units may wear the uniform for their Unit.
• All Awards and Decorations must be worn IAW CCR 145-2

4

In-Ranks Examples

• 1. Possible (Number of cadets inspected times 6)

minus total deficiencies divided by possible times 80: Example: 88 cadets inspected 23 deficiencies 88 x 6 = 528 528 - 23 = 505 505 / 528 = .956 X 80 = 76.48 points

• 2. Possible (Number of cadets questioned times 3)

minus total incorrect answers by possible times 20: Example: 88 cadets questioned 23 incorrect answers 88 x 3 = 264 264 – 23 = 241 241/264 = .912 X 20 = 18.24 points

4

In-Ranks Scoring

IN-RANKS SCORING WORKSHEET Step 1-Uniforms: Number of Cadets Inspected. Number of Deficiencies. Number of Cadets Inspected X 6 = ______ - _____Number of deficiencies = ____ earned pts. / _____ possible pts. = _______ X 80 = ______ uniform pts. (score) Step 2 - Questions: Number of Cadets questioned. Number of incorrect answers. Number of Cadets Questioned . X 3 = ____ - ____ Number of incorrect Answers =______ _____ earned pts. /_____ possible pts. = _____ X 20 = _____ question pts. (score) Step 3 - Calculate the total points for In-Ranks: Add the points for uniform (step 1) plus the points for questions (steps 2) then enter the total points here.

4

In-Rank Points for JPA

Step 4 - Determine the amount of points to use for JPA: There is a maximum of 15 points possible for this accreditation activity. Based on the total points in step 3 above, use the scale below to determine the amount points to enter on the JPA School Visit Point Summary Worksheet. In-Ranks Points Points to enter on JPA Worksheet 100 – 95 …………………………………………...…... 15 94.99 – 90 …………………………………….............. 12 89.99 – 80 ……………………………………………... 10 79.99 – 70 ………………………………...…………… 5 less than 70 …….……………………………………… 1

4

Color Guard

• There is a maximum of 15 points possible for this accreditation activity. Use

the Color Guard Criteria below to evaluate Cadets’ performance and assign a score.

• TC 3-21.5 (FM 3-21.5) January 20, 2012
• Uncasing/Casing of colors
• All required movements performed in sequence

4

Movement of four-man Color guard to the rear

4

Position of the Colors at the Order

4

Position of the Colors at the Carry

4

Position of the Colors at Parade Rest

4

Right Shoulder Arms

4

Adjust Slings

4

Most common mistakes made when conducting Color Guard

• 1. Command POST/ Half left (Right) in marching at a 45 degree angle. 15-

6a

• 2. Placement of cover in cartridge belt. 15-6a (4)
• 3. Eyes right (base person will maintain eyes straight ahead). 7-10
• 4. Parade Rest the Colors (Staffs) need to stay vertical. 15-15
• 5. Command of Colors reverse (Box step Movement). 15-10
• 6. Grasp the heel of the butt of rifle. 5-7a (2) see photo
• 7. 45 degree angle of weapon at right shoulder arms.
• 8. Adjust slings/place the butt of the rifle on the right hip 5-12 (b)

4

Most common mistakes made when conducting Color Guard

• 9. 2/3 movement during Present/Order Arms 5-13
• 10. Salute at sling Arms Left over Right hand on the sling 5-14a
• 11. Fold the cases and secure them in their left hand 15-16a (2)
• 12. Grasp the staff with the right hand (even with the mouth) left hand over the socket 15-14
• 13. All Colors are of equal height 15-14

4

Color Guard Scoring

Color Guard Criteria Points (1.5 for each) Uncasing of colors Proper commands given Present Arms Synchronized precision responses All required movements performed in sequence Alignment and dress Facing movements w/manual of arms correct Marching movements correct Customs and Courtesies of National Colors Casing of colors

4

Unit Report

• Points on Unit Report Points to enter on JPA Worksheet
• 400 – 360 ………………………………………... 35
• 359 – 320 …...……………………………............25
• 319 – 280 …… …..…………………...……..…...15
• 279 – 0 …… …..……………………………..…... 0

4

Instructor Portfolios & Interviews

• Participate in their own growth and professional

development

• Maximum points that can be entered on the JPA

School Visit Point Summary Worksheet for this section is 30 points. 32 points available

• A new instructor is defined as an SAI or AI with less

than three years experience as a JROTC Instructor

4

Instructor Portfolios

Portfolio Criteria Products that Provide Evidence Guiding Questions A. Portfolio includes a Resume/Bio/ Vitae, photo, height/weight = 1 point All 3 items required: 1. Current Resume – hard copy or e-file OR Current Biography or Curriculum Vitae 2. Current DA photograph filed in JCIMS 3. Height/Weight screening recorded in JCIMS  Show your personal accomplishments  Show how you have contributed to your professional development  Need to keep updated B. Portfolio includes semester Syllabi = 1 point All 3 items required: 1. Current year’s syllabi for each LET level taught 2. JROTC Master Training Schedule (MTS) 3. School guidelines/policies (screen shot

• r website URL)

 Need to post weekly training schedule

• r pacing guide

 Do parents sign student syllabi?  Each Instructor Syllabi will cover their LETs  Policies that will cover work to be graded, what percentage each piece of student work will contribute to the final grade, how often grades will be assigned and how to translate points into letter grades

4

Instructor Portfolios CONT…

Portfolio Criteria Products That Provide Evidence Guiding Questions

• C. Evaluations and Observations = 1 point 1.

School evaluations from a school administrator, mentor teachers or peers, JROTC personnel, walk-through

• bservations by DAI/Brigade/Cadet

Command, student/faculty feedback surveys (must be within the past three years) Evaluations from Immediate Supervisor with signature. All Observations with remarks D. Portfolio includes evidence of required professional growth: 9 Points Required Evidence 1. Professional growth plan 2. Basic JSOCC (within required time frame) 3. Appropriate degree transcripts (filed in JCIMS) 4. District mandated training 5. Advanced JSOCC(within required time frame 6. The Good Teacher Ethics Trainings 7. DL courses (within required time frame) 8. CM Usage Report (hard copy or verified in CM) 9. Marksmanship Training Certificate (as required) Signed by School Administration

• 5. Advanced (ITC-A) after five years
• 7. Marksmanship, Ethics, Basic within six

months of hire, Advanced DL Course within two years of hire

4

Instructor Portfolios CONT…

Portfolio Criteria Products That Provide Evidence Guiding Questions E. Portfolio includes evidence of desired professional development up to 6 points Recommended Evidence- limited to 2 examples per item (1 point for each new example presented within a 3-year JPA cycle, items 5 and 6 receive 2 points at every JPA visit) 1. Educational program certification/certificates 2. Professional organization memberships 3. Article/publication contributions (See Appendix B-13 Glossary. See Appendix B-12 Instructor Portfolio Artifact Examples E.3) 4. Continuing education/seminars 5. College transcript showing degree earned beyond required 6. State level teacher or administrator certification

• 1. ( IA Awareness, JCLC, GPC)
• 2. (NRA, CMP, VFW, NCOA, MOAA,

American Legion)

• 3. (School newsletter, town paper, local

VFW or American Legion )

• 4. ( IA Awareness) BDE Workshops,

conferences ( Items 5 and 6 Worth 2 Points)

4

Instructor Portfolios CONT…

Portfolio Criteria Products That Provide Evidence Guiding Questions F. Portfolio includes best practices in teaching and assessment strategies and evidence of CI and collaboration = up to 12 points

(* = item referred to in JPA Report)

Limited to 2 examples per item (1 point for each example presented) 1. *Customized presentations and/or other instructional materials 2. *Differentiated instruction 3. Rubrics 4. Critical Thinking Questioning techniques 5. *Plans for students with special needs and/or academically advanced (IEPs) 6. *Minutes from Continuous Improvement meetings/activities 7. *Examples of collaboration and shared leadership (See Appendix B-13 Glossary. See Appendix B-12 Instructor Portfolio Artifact Examples F.7) 8. Examples of communication with stakeholder groups of JROTC purpose/benefits (marketing) (See Appendix

B-13 Glossary. See Appendix B-12 Instructor Portfolio Artifact Examples F.8)

9. *Grading is based on mastery of competencies (See Appendix B-13

• Glossary. See Appendix B-12 Instructor

Portfolio Artifact Examples F.9) 10. *Identified support services available to students as needed (See Appendix B-12  What necessitated a need for a change to a lesson plan?  What types of assessment strategies do you use?  How do your assessments measure student learning?  What evidence in Cadet Portfolios will showcase some of your implemented practices for learning and assessment?  How do you use the CPS in your classroom? (Knowledge, Ability, Skill ) (Tutors, CLEP, ACT, SAT Study Guides) (Learning Styles)

4

Instructor Portfolios CONT…

Portfolio Criteria Products That Provide Evidence Guiding Questions F. Portfolio includes best practices in teaching and assessment strategies and evidence of CI and collaboration = up to 12 points

(* = item referred to in JPA Report)

Limited to 2 examples per item (1 point for each example presented)

• 11. Communication documentation

between SROTC and JROTC

• 12. * Examples of how data was used to

design, implement and evaluate continuous improvement plans (See Appendix B-13 Glossary. See Appendix B-12 Instructor Portfolio Artifact Examples F.12

• 13. *Examples of how data was used to

design, implement and evaluate learning (See Appendix B-13 Glossary. See Appendix B-12 Instructor Portfolio Artifact Examples F.13  What necessitated a need for a change to a lesson plan?  What types of assessment strategies do you use?  How do your assessments measure student learning?  What evidence in Cadet Portfolios will showcase some of your implemented practices for learning and assessment?  How do you use the CPS in your classroom? (Ways to get Plans and lessons across to cadets) (Knowledge, Ability, Skill ) (Tutors, CLEP, ACT, SAT Study Guides)

4

Instructor Portfolios CONT…

Portfolio Criteria Products That Provide Evidence Guiding Questions G. Portfolio includes professional accomplishments or recognition = 2 points maximum for this criteria

1 point for each new item presented within the past 3 years. 1. Documented thank you (See Appendix B-12 2. Letter of Commendation (See Appendix B-12 Instructor Portfolio Artifact Examples G.2) 3. Awards of Distinction 4. Certificates of Appreciation

4

Instructor Portfolios

F.1. Customized presentations and/or other customized instructional materials ฀ PowerPoint presentations (PPT) that support a lesson’s learning objective ฀ Videos or other media created or used to teach lesson concepts, principles, processes ฀ Customized PPT or media included in CM lesson’s Customize Presentation area ฀ Supporting lesson exercises or activities developed or acquired to enhance curriculum learning objectives ฀ Activity resources added to CM in lesson’s Add/Delete Resource area F.2. Differentiated instruction ฀ Materials uploaded into CM lesson using Add/Delete Resources area ฀ Revised lesson plan to reference additional reading sources ฀ Revised lesson plan to include more independent learning activities ฀ Revised lesson plan to include accommodations for lower-level readers, writers, learners ฀ Revised lesson plan to include enhancement to curriculum content in support of higher level learning or other high school curricular areas

4

Instructor Portfolios

F.3. Rubrics ฀ Performance Assessment Task (PAT) Scoring Guide Checklists revised into simple rubrics such as 3, 2, 1, 0 (See pages 14-15 of the JROTC Instructor Manual in CM Global Resources Instructor Materials) ฀ Rubric Scoring Standards indicate what rating each criterion must be met at in order to successfully meet the competencies performance standard. For example: The total points possible for this assessment task are 20. You must receive a minimum score of 18; or All criteria must receive a 2 or better for a minimum score of 15 ฀ School-wide rubrics for use with developing/grading writing assignments, visual presentations, classroom participation, etc. ฀ Personally-developed simple or complex rubric criteria and rating descriptions ฀ Rubrics are uploaded to CM using the Add/Delete Resources area

4

Instructor Portfolios

F.4. Critical Thinking Questioning Techniques ฀ Evidence of questions developed for use within learning activities or reflection. Question types include: ⁻ Bloom’s Taxonomy Applying, Analyzing, Evaluating, and Creating Questions (See examples on Page 9-10 of the JROTC Instructor Manual in CM Global Resources Instructor Materials) ⁻ Metacognitive Questioning including What, So What, Now What, and What Else (See examples on Page 10-11 of the JROTC Instructor Manual in CM Global Resources Instructor Materials) ⁻ Socratic Dialogue Questions - What, So What, Now What, and What Else (See examples on Page 11 of the JROTC Instructor Manual in CM Global Resources Instructor Materials) ⁻ Experience-Identify-Analyze-Generalize (EIAG) Questions – (What, So What, Now What, and What Else (See examples on Page 12) of the JROTC Instructor Manual in CM Global Resources Instructor Materials) ฀ Questions included in Lesson Plan as reflection questions ฀ Questions included in CM Test Bank ฀ Questions included within CM Lesson’s customized PPT presentation as Reinforcing

4

Instructor Portfolios

• F.5. Plans for students with special needs and/or academically advanced
• ฀ Individualized Education Plan (IEP) for JROTC Lesson as required for given special education student

and as required under Americans with Disabilities Act (ADA)

• (See http://www2.ed.gov/parents/needs/speced/iepguide/index.html for more information on parameters

for designing an IEP)

• ฀ Self-paced activities added to Student Learning Plan or Lesson Plan notes as relevant for students

who need additional academic challenge

• ฀ Student Learning Plan and Lesson Plan revisions are included within CM Lesson Resources folder
• ฀ Provisions to Cadet Distance Learning courses as appropriate for students’ academic ability

4

Instructor Portfolios

F.6. Minutes from Continuous Improvement meetings/activities ฀ Evidence of your participation in a Professional Learning Community (PLC) to enhance you and your student’s professional growth. Communities topics may include: ⁻ Assessment ⁻ Online learning ⁻ Classroom management ⁻ Emotional intelligence ⁻ Participation in JROTC Instructors’ Forum (Discussion Board) on JROTC Portal

4

Instructor Portfolios

F.7. Examples of peer collaboration and shared leadership within the high school activities ฀ Evidence of collaboration with other peers includes, but not limited to: ⁻ Health and PE teachers for cross-curricular instruction ⁻ English/Reading teacher regarding reading comprehension strategies ⁻ Collaboration with science and math teachers for STEM learning activity ideas ⁻ Collaboration with coaches and principals regarding drill and ceremony

• pportunities

F.8. Examples of stakeholder collaboration activities ฀ Cadet surveys ฀ Parent surveys ฀ Community leader surveys ฀ Elementary and Middle School collaboration ฀ SROTC ฀ Veteran’s groups

4

Instructor Portfolios

• F.9. Grading policy is based on mastery of competencies. Below are some grading information

examples:

• Example 1: In this course you will complete seven performance assessments, based on the
• competencies. Your performance on each assessment will be checked according to the checklist on the

scoring guide. You must pass all performance assessments to pass the course. In addition, you must pass a quiz on the learning objectives for each competency. Your final grade will be determined as follows: Passed all performance assessments and earned [NUMBER OF POINTS FROM QUIZZES] points – A Passed all performance assessments and earned [NUMBER OF POINTS FROM QUIZZES points – B Passed all performance assessments and earned [NUMBER OF POINTS FROM QUIZZES] points – C Failed to pass all performance assessments – No Credit

4

Instructor Portfolios

• F.9
• Example 2: In this course you will complete a total of seven performance assessments, which

will be in the form of projects. Each assessment will be evaluated using a scoring guide. All assignments and projects are based on points. The points you receive on each of the scoring guides will be totaled and translated to grades as follows: Grade Percent A 92-100%

• B 87-91%
• C 79-86%
• D 75-78%
• NC Below 75

4

Instructor Portfolios

• F.10. Identified support services available to students as needed
• ฀ School Counselor
• ฀ Social Services
• ฀ Para-professional for special needs
• ฀ Reading Specialist

4

Instructor Portfolios

F.11. Collaboration evidence between SROTC and JROTC F.12. Examples of how data was used to design, implement and, evaluate continuous improvement plans ฀ Surveys ฀ Polls ฀ JPA Results ฀ Evaluations

4

Instructor Portfolios

• F.13. Examples of how data was used to design, implement and evaluate learning
• ฀ Aggregated low scores on reinforcing (clicker) questions in a lesson provide instructor and student

feedback about a specific learning objective and may necessitate additional or revised teaching strategies

• ฀ Aggregated test scores using test bank questions can showcase low scores targeting specific content

areas in curriculum and necessitate a change in design of learning for given population of students (lower vs. higher achieving students)

• ฀ Aggregated low test scores within one class section vs. another class section could indicate a need in

testing accommodation based on student population

• ฀ Cadet Challenge scores
• ฀ March-2-Success
• ฀ Personal Skills Map results

4

QUESTIONS