4
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.
4 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
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
4 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
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..
Criteria Proficient (3 points) Emerging (2-1 point) Unsatisfactory (0 points)
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
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;
4 Milestones
33
4Continuous 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
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
4Continuous 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
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
4Continuous 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
4Continuous 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?
4 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.
4 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
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
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
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
4 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
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
4 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
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
4 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
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
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.
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 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
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
opportunities
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
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