Mr. Robert Dawson/ SGM Arthur Hayes Common Mistakes.pdf · JPA visit within 3 years • • 70...

4

Mr. Robert Dawson/ SGM Arthur Hayes

JROTC Program for Accreditation

(JPA)

4th Brigade JROTC

4 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.

4 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.

4 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.

4 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.

4 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.

4 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

4 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.

4 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.

4 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

or 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.

4 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.

4 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

4 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

4

Helpful Information to be successful on your JPA Visit

4 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

overcome them.

9. Need to include Individual reflections as a team.

4 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.

4 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.

4 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.

4 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.

4 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.


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


No staff introductions were

made; some to no staff presented

a brief on how their role

supported the battalion


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

4 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.

23

4 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

24


Identify Problem and Develop Improvement Plan


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

4 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

26

4Confirmation of Area of Improvement

(1 of 2)• GPA from 2014-2015 compared to school

– School GPA - 3.13

– JROTC GPA - 3.04

27

4Confirmation of Area of Improvement

(2 of 2)•Purpose

– 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

28

4 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

29

4 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

30

4 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 taught31

4Continuous Improvement Brief (CIB)

Identify Problem and Develop Improvement Plan

CONT..


Plan establishes milestones

or benchmarks

Clearly stated benchmarks

or 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


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;

4 Milestones

33


Evaluation of Continuous Improvement Project


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

4 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

of 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

35

4 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 23


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

4 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

of the year and encourage tutoring more…”

– S-6: “...was a success...I often saw cadets coming in for

tutoring during C lunch.”38

4 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

39


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



Some staff reacted

appropriately to verbal and

nonverbal feedback; staff

were somewhat



All staff reacted

inappropriately to verbal

and non-verbal feedback

and were not knowledgable

about their portion of the

presentation


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?


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.


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

4Service 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


the project enhances learning


how the project enhances learning


the project enhances learning


the project relates to the JROTC

program curriculum


how the project relates to the

JROTC program curriculum


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

4 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

45

4How 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

46

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

47

4 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

48

4 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

49

4 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

50



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

of 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

of 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

4 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

52

4 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

53

4JROTC 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

54

4The 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.

55

4 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

needed56



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

or present on any new ideas based

on current experience

Cadets do not report or present new

ideas for service learning projects

based on current experience

Service Learning Reflection and Integration

4 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 58

4 Structured Reflection and Participation

• We asked cadets to fill out this reflection sheet:

59

4 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

60

4 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 61

4 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 level62

4 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.63


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

or “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


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.

4Cadet 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 Winning Colors Communication

Discovery Form

4 Learning style inventory

4Two samples of course work from

JROTC or other academic areas

4 Cadet Challenge Results

4LET 1 Core Lesson Performance

Assessment Evidence

Performance Assessment TaskUnit 1: Citizenship in Action

The Past and Purpose of Army JROTC [U1C1L2]

4Written 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.

4The U3C1L2 Appreciating Diversity

reflection assessment tool

4Cadet Portfolios

LET 3 and 4 Portfolio and Interview GuideCriteria: 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

4Personal 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.

4Personal Skills Map profiles

(by LET or year) for each year

4 Winning Colors Discover Forms

4 Results of Fitness Summary

4The U3C1L2 Appreciating Diversity

reflection

4 An Essay from any course

4 A resume with references

4Awards, 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

4Most 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)

4Most 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

or website URL)

⎯ Need to post weekly training schedule

or 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

observations 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



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)


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)


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)



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


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


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


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


⁻ 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


⁻ 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


• 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


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


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

opportunities

F.8. Examples of stakeholder collaboration activities

Cadet surveys

Parent surveys

Community leader surveys

Elementary and Middle School collaboration

SROTC

Veteran’s groups


• 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


• 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


• F.10. Identified support services available to students as needed

• School Counselor

• Social Services

• Para-professional for special needs

• Reading Specialist


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


• 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

Mr. Robert Dawson/ SGM Arthur Hayes Common Mistakes.pdf · JPA visit within 3 years • • 70...

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Transcript of Mr. Robert Dawson/ SGM Arthur Hayes Common Mistakes.pdf · JPA visit within 3 years • • 70...