Building a Framework for Learning

1. Building a Framework for Learning JROTC Leadership Education and Training (Leadership, Character, and Student Success)

2. Project Partnership for all Students’ Success (PASS) Program Overview Challenges Curriculum Manager Our Goal Conclusion Agenda

3. Take Aways • Awareness of the State of Cadet Command • A deeper knowledge of why we do what we do • Confidence in the direction of the curriculum • A mental framework for curriculum design efforts • Clarity about the role of the JROTC instructor • Why JROTC is successful

4. Six states (Florida, Georgia, Kentucky, Kansas, Mississippi, Nebraska) will participate in the pilot Eligible Local Education Agencies (LEA) select one high school and the high school’s feeder middle schools to participate in Project PASS High schools must have an attrition rate of at least 30% and currently be in School Improvement, Corrective Action, or Restructuring Students at these schools will self-select into the program through a school-based application process Students may begin participating in middle school and remain in Project PASS through their high school careers Partnership for All Student Success (PASS) States/Schools/Students

5. JROTC Overview JROTC Goals Measures of Effectiveness SY 08-09 • Promote citizenship • Develop leadership & critical/creative thinking • Teach to Communicate effectively • Improve physical fitness • Provide incentive to live drug-free • Strengthen positive self-motivation • Provide global awareness to include a historical perspective of military service • Train to work as a team member • Inspire to graduate from High School, attend institutions of higher learning, and pursue meaningful careers particularly in the areas of science, technology, engineering, & mathematics JROTC Curriculum • Citizenship in Action, Leadership Theory and Application • Foundations for Success in Wellness, Fitness, and First Aid • Geography, Map Skills and Environmental Awareness • Citizenship in American History and Government • Cadet Safety and Civilian Marksmanship Program (Optional) • Integrated Curricular Activities 286,000 High School Cadets 1645 JROTC Units 31 NDCC Units • National Competitions • JROTC Leadership Symposium & Academic Bowl (JLAB) • Air Rifle (Army Championship and All-Service) • Precision Drill (Regional Army JROTC, All-Service National) • Physical Fitness

6. Quantitative Justification In Maryland, 9.18% of HS students are enrolled in Army JROTC. JROTC Cadets were awarded $4,092,460 in scholarship money. JROTC Cadets and Instructors performed 47,352 hours of community service.

7. Challenges • Re-location to Fort Knox • Brigade Realignment • Expansion • Budget/Funding • Uniforms • Credit & Licensure • Continued Accreditation • Technology • Actual Curriculum Use • Training Support • JROTC Branding • Crisis in Education • Your Weapon = Military + Academic Achievement & Technology

8. U.S. Education On-Going Challenge For the last two decades the graduation rate has remained relatively stable – • Overall 70% • African American 56% • Hispanic 52% Which means each year 3.5 million youthages 16 to 25 are not enrolled in school and do not have a high school diploma! Information adapted from Information Paper, LTC Buck, ATAL-AM, U.S. Army [1] Education Working Paper No. 8. “Public High School Graduation and College Readiness Rates: 1991-2002, by Jay P. Greene and Marcus A. Winters, Manhattan Institute for Policy Research, February, 2005. Accessed on the Internet at http://www.manhattan-institute.org/html/ewp_08.htm, 29 Nov 07. [1] “The Silent Epidemic: Perspectives of High School Dropouts,” By John M. Bridgeland, John J. DiIulio, Jr. and Karen Burke Morison, Civic Enterprises in Association with Peter D. Hart Research Associates: March, 2006; page, 1.

9. U.S. Student Perspective Information adapted from Information Paper, LTC Buck, ATAL-AM, U.S. Army [1] “The Silent Epidemic: Perspectives of High School Dropouts,” By John M. Bridgeland, John J. DiIulio, Jr. and Karen Burke Morison, Civic Enterprises in Association with Peter D. Hart Research Associates: March, 2006; page, 1.

10. The Goal • Work on the Challenges …..but keep the Goal in mind • So – what is the Goal? To Win the War

11. Your New Weapon =

12. The Time to Improve is Now • …The moment to attack, is more important than all others. • Recognizing and acting at that moment is key. • Action is hesitation’s enemy. • Among military leaders there is an adage that a 70 percent solution acted on immediately is always better than a perfect solution acted on later.

13. We Have Reached the 70% Solution …with a team effort!!

14. The Instructional Designers Nancy Hite Project Lead and Sr ISD Caryn Small ISD LaDonna Haynes-Cottrell ISD

15. The Programmers Husam Saoudi Lead Software Developer Janice Donovan Web DL Developer Teresa Hahn Software Developer

16. The Graphic Artists Carl Early Video Editor and 3D Animator Emily Knick Video Editor and 3D Animator Chris Toon Video Editor and 3D Animator

17. Narrator QA Jennifer Willis Narrator for Cadet DL John Williams Lead QA and Analyst/Programmer

18. eInstruction SAIC Janet Sankar ISD/Training Developer Sonny Bynum Magic Man Steve Huff, Ph.D Director of Federal Accounts

19. WIDS Team Leah Osborn Hal Zenisek Kim Vosicky

20. My Right “Hand”, Bryon ....z zzzzzzzz These civil service hours of 5 to 8 and sometimes midnight are killing me!

21. 21st Century Vision & Design Hands-on InteractiveActivities & Feedback

22. The Challenge & Mission

23. The Challenge (3 Clicks or less) ADMIN TIME Log In Training/ How To’s Instructional Effectiveness Planning Build MTS Attendance/Roster Deliver Instruction

24. It’s All in There! • Embedded Training • JUMS & School Calendar Data Exchange • Revised Lessons Designed for Block & Traditional Schedules • Lesson Links for: • 3rd Party Software • History Timeline • NEW Quarterbacks of Life Lessons • Cadet Distance Learning • Enhanced Success Profiler • Revised POI – Increased Flex for meeting requirements! • Revised MTS and Reporting Process • NEW Financing College Distance Learning

25. Based on Research Learner Centered and Performance-based • Outcomes-based framework and critical thinking [Robert Marzano] • Blooms’ Taxonomy [Benjamin Bloom, et. al.] • Understanding by design and authentic assessment [Grant Wiggins/Jay McTighe] • Brain compatible learning and 4-phase lesson plan [Steven Dunn] • Learning Styles [Bernice McCarthy] • Multiple intelligences [Howard Gardner/Thomas Armstrong] • Differentiated learning [Carol Ann Tomlinson] • Learning for results [Michael Schmoker] • Thinking Maps [David Hyerle]

26. This is your -- EVIDENCE OF SCIENCE BEHIND THE DESIGN This is your -- SCRIPT FOR RESEARCH BASED INSTRUCTION

27. Competencies • Address the intended learning results • Describe discipline-specific skills, knowledge, and attitudes that are measurable and observable. • Provide specifications for assessing mastery of a competency. • Show they were learned when applied in the completion of assessment tasks that require one or more of the following: • make a decision • perform a skill • perform a service • solve a problem • create a product

28. Student Learning plan • Why is this important? • What will I learn to do? • How will I know that I’m succeeding? • What knowledge and skills will I learn along the way? • How will I learn to do it? • How will I show that I have learned? Student Learning Plans • Each lesson includes a Student Learning Plan that mirrors the Instructor’s Lesson Plan to: • Answer the questions students need to know • Guide students through the four-phase lesson • Help learners take responsibility for own learning • Support student metacognition

29. Current Lesson Plan Before Class Energizer Phase Select Screen Saver Screen Saver Playing Energizer activity Reflection Questions Pick Lesson Current Lesson Presentation Inquire Phase Reflection Questions Review SLP Review Key Words Cadets answer Agree/Disagree Questions & Gather Phase Reflection Questions Instructor Briefing on Bleeding Cadets in small groups jigsaw topics Cadets in small groups create flow map Cadets present findings to class Process Phase Apply Phase Assessment Cadets in small Groups Complete Scenarios Reflection Questions Cadets complete How To cards Review of How To Cards Reflection Questions

30. Revised Lesson Plan Design Energizer Phase Before Class Select Screen Saver Screen Saver Playing Attention Screen Pick Lesson CPS CPS CPS Reflection Student Picker Icon Self Assessment Focusing Inquire Phase Why Important What you will Learn How you will learn CPS CPS CPS Reflection Student Picker Icon Keywords Agree /Disagree Statements Gather Phase Video Content Video Content Video Content Video Content Video Content Video Content Video Content CPS CPS CPS CPS CPS Application Application Reinforcement Application Reflection Student Picker Icon Process Phase Apply Phase Assessment Practice Skills Simulation Game What did you Learn CPS CPS CPS Reflection Student Picker Icon Reflection Student Picker Icon Application

31. Health and PE curriculum

32. Enhancements/Learning Strategies Success Profiler/Personal Skills Map Winning Colors You the People Written Communication for Sergeants eCybermission March2Success JLAB Chief Justice Thinking Maps We the People PA Veterans Service Learning Junior Achievement Financing College and Admissions CPS Quarterbacks of Life High School Financial Planning Program Cultural Awareness (AFJROTC)

33. Prevention of Sexual Assault • It is NECESSARY for SAIs and AIs to work as a team to maintain the integrity of the JROTC unit and prevent the perception of inappropriate relationships • This scenario based simulation from WILL Interactive will include choices to react to: • the appearance of an inappropriate relationship between a colleague and a student and • inappropriate attentions and attempts to interact from a student • what to do

34. How to Write Effectively Internet Safety Conflict Resolution Improve Test Taking Skills Time Management First Aid Financing College Cadet dL Courses www.JROTCDL.com FOR CADETS!

35. Your Role & Responsibility Bridge the Gap Win the war

36. Your Role & Responsibility X Use your arsenal so your cadets will say….

37. In JROTC I Learned to: • Be a confident, organized leader • Communicate orally and in writing • Develop a capacity for life-long learning • Take responsibility for my actions and choices • Do my share as a good citizen in my school, community, country, & the world • Treat myself and others with respect • Learn how to learn/Apply critical thinking techniques • How to be fit and adopt a healthy lifestyle • Graduate from High School & Pursue a meaningful and productive career

38. I Learned Through A: • 21stCentury JROTC Multi-media Curriculum which includes: • Global Awareness • Financial, Economic, Business, and Entrepreneurial Literacy • Civic Literacy • Health and Wellness Awareness • Learning and Thinking Skills • Information and Communications Technology (ICT) Literacy • Life Skills (to include leadership) • 21st Century Assessments (high quality standardized testing along with effective classroom assessments) • Source: Partnership for 21st Century Skills www.21centuryskills.org

39. I Traveled Because of Competence in: • Precision Drill • SAT and ACT Test Questions • Leadership Tenets • Citizenship Skills • Army Values • Cultural Awareness • Technology • Curriculum Knowledge • Current Event Awareness • Financial Literacy • Orienteering Skills • Teamwork • Nutrition, Fitness, & First Aid • Marksmanship Proficiency JROTC Academic Bowl and Leadership Symposium (JLAB) Washington DC

40. When I Arrived I Had a Weak Leader Profile On the Skills Map Assessment used in JROTC

41. Now I am a Successful Leader with a College Scholarship

42. I Overcame Challenges • Challenges: • Cerebral palsy • legally blind even with corrective lenses • Victories • Successful JROTC Graduate • Named a top 100 Senior • “I Dare You” reward • 3.74 GPA • 4-H scholarship for academic achievement & leadership • Scholarship to Lipscomb Corey Napolitano MG Bartell, Corey’s brother Connor

43. Because of My JROTC Instructors • I want to help others. “Motivating young people to be better citizens” is one of the basic principles of JROTC, but it is more than just a motto to me. It has become my personal mission statement. • Not being someone most teenagers would choose to hang out with, I found a strong group of peers in the JROTC program together with caring and supportive adult leaders. JROTC gave me the foundation to focus on leadership skills, the opportunity to serve others by completing many hours of community service, and most importantly; the feeling of acceptance. • “And to think it all happened because I did not want to take PE.”

44. And They Showed their Appreciation

45. The Other Cadets Stood in Line to Get

46. Their Pictures Taken with Me

47. You Do it Right!

48. Thank You! JROTC Leadership Character Student Success!