Building a Framework for Learning

“Motivating young people to be better citizens”

Building a Framework for Learning

Building a Framework for Learning

JROTC Leadership Education and Training

(Leadership, Character, and Student Success)(Leadership, Character, and Student Success)


Agenda

Project Partnership for all Students’ Success (PASS)

Program Overview

Challenges

Curriculum Manager

Our Goal

Conclusion


Take AwaysTake 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


Partnership for All Student Success (PASS)

•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

States/Schools/Students


JROTC Overview

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• 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

Measures of Effectiveness SY 08-09

School JROTC

Attendance 90% 93%

Graduation (Seniors) 86% 98%

Indiscipline 15% 5%

Drop Out 3% <1%

GPA 2.7 2.9

• 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 Goals

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

286,000 High School Cadets1645 JROTC Units

31 NDCC Units

JROTC Curriculum


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.

Maryland High School StudentsSY 2008-2009 Non-Cadets JROTC Cadets

GPA 2.60 2.72

SAT 1139.12 1252.64

Graduation Rate 93.70% 98.24%

Suspensions 15.09% 5.58%

Dropouts 1.93% 0.21%


• 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 7

Challenges


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%

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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.

Which means each year 3.5 million youth ages 16 to 25 are not enrolled in school and do not have a high school diploma!


U.S. Student Perspective

The Reason?The Reason? The PercentageThe Percentage

Class not interesting 47%

Not motivated or inspired 68%

Outside Events had to get a job, 32% care for tasks at home, 22% became a parent, 26%

Falling behind/Missed too many days of school

43%

Felt unprepared by elementary and middle school years

45%

Too much freedom/not enough rules

38%

Little to no parental involvement 41%

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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.


• Work on the Challenges

…..but keep the Goal in mind

• So – what is the Goal?

To Win the War

The Goal


Your New Weapon

=


The Time to Improve is Now

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•…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.


We Have Reached the 70% Solution

…with a team effort!!…with a team effort!!


The Instructional Designers

Nancy HiteProject Lead and Sr ISD

LaDonna Haynes-Cottrell ISD

Caryn Small ISD


The Programmers

Husam SaoudiLead Software Developer

Teresa HahnSoftware Developer

Janice DonovanWeb DL Developer


The Graphic Artists

Carl EarlyVideo Editor and 3D Animator

Emily KnickVideo Editor and 3D Animator

Chris ToonVideo Editor and 3D Animator


Narrator

Jennifer Willis

Narrator for Cadet DL

QA

John WilliamsLead QA and

Analyst/Programmer


eInstruction

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Steve Huff, Ph.DDirector of Federal Accounts

Janet SankarISD/Training Developer

SAIC

Sonny BynumMagic Man


WIDS Team

Leah Osborn

Hal Zenisek Kim Vosicky


My Right “Hand”, Bryon

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....z z z z z z z z zThese civil service hours of 5 to 8 and sometimes midnight are killing me!


21st Century Vision & Design

Learning Model Student-centered

Meaningful interaction with instructional materials, peers, and instructors

Hands-on experience (action learning)

Modular 4yr course design

Academic Rigor,

Relevancy, &

Relationships

curriculum designed and developed by experienced educators up to the doctorate level

challenge cadets to analyze, plan, manage, write, speak, reflect, and improve

Leveraged Technology interactive multimedia, games, and simulations

reach-back access, embedded, and live support for a geographically dispersed organization

Leadership/Citizenship Development Model

Formal and informal mechanisms to maximize individual potential. For example:

Team Competitions; Unit Leadership Roles & Responsibilities; Service Learning; Peer Mentorship; Adopt-a-School program

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Hands-on

& Feedback

InteractiveActivities


The Challenge & Mission

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The Challenge (3 Clicks or less)

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Log In

Training/How To’s

Planning

Attendance/Roster

DeliverInstruction

Build MTS

ADMINADMINTIMETIME

Instructional Instructional EffectivenessEffectiveness


It’s All in There!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


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]


This is your --

EVIDENCE OF SCIENCE

BEHIND THE DESIGN

This is your --

SCRIPT FOR RESEARCH

BASED INSTRUCTION


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


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

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?


Current Lesson Plan

Pick Lesson

Before Class Energizer Phase

Inquire Phase

Gather Phase

Apply Phase AssessmentProcess Phase

Reflection Questions




Current Lesson

Presentation

&


Revised Lesson Plan Design

Pick Lesson

Before ClassEnergizer Phase

Self Assessment FocusingReflection Student Picker Icon

Inquire Phase

Keywords Agree /Disagree Statements

Gather Phase

Reinforcement ApplicationApplication

Application

Apply Phase AssessmentProcess Phase

Application

Reflection Student Picker Icon





Health and PE curriculum

HEALTH LESSONS IN ORDER FOR TEXT

U3-C1-L5 Pathway to Success [Quarterbacks of Life] 90

U4-C1-L3 The Components of Whole Health 90

U4-C1-L4 Nutrition - You Are What You Eat 180

U4-C1-L6 Controlling Fat 90

U4-C1-L7 Taking Care of Yourself 90

U2-C1-L5 Sexual Harrassment/Assault 90

U2-C3-L2 Goal Setting (w/QBOL SS1) 90

U4-C1-L8 Understanding and Controlling Stress 90

U4-C3-L1 Use & Effect of Drugs, Alcohol, and Substances 90

U4-C3-L2 Critical Decisions about Substances [Interactive Nights Out] 90

U3-C1-L1 Self Awareness (with QBOL SS2) 180

U3-C1-L2 Appreciating Diversity through Winning Colors 90

U2-C4-L1 Celebrating Differences - Culture and Individual Diversity 90

U3-C5-L1 Causes of Conflict 90

U3-C5-L2 Conflict Resolution Techniques [Just Two Days] 90

U3-C7-L2 Conflict Resolution and Diversity [Hate Comes Home] 90

U3-C7-L3 Conflict Mediation 90

U3-C7-L4 Violence Prevention [Violence Prevention Profiler] 90

U3-C4-L1 The Communication Process 90

U3-C4-L2 Becoming a Better Listener 90

U3-C4-L3 Communicating in Groups (with QBOL SS3) 90

U2-C6-L4 Communication 90

U2-C6-L5 Motivation 90

U2-C4-L4 Decision Making and Problem Solving (w/QBOL SS4) 90

U2-C4-L3 Negotiating 90

U2-C4-L2 Performance Indicators 90

U2-C4-L9 Mentoring 90

U2-C6-L1 Power Bases and Influence 90

U4-C1-L5 At Risk - Suicide Symptoms and Prevention (w/ QBOL SS5) 90

U4-C2-L1 The Need for First Aid/Your Response 90

U4-C2-L2 The First Life-Saving Steps 90

U4-C2-L3 Controlling Bleeding 90

U4-C2-L4 Treating for Shock and Immobilizing Fractures 90

U4-C2-L5 First Aid for Burns 90

U4-C2-L6 First Aid for Poisons, Wounds, and Bruises 90

U4-C2-L7 Heat Injuries 90

U4-C2-L8 Cold Weather Injuries 90

U4-C2-L9 Bites, Stings, and Poisonous Hazards 90

PE LESSONS IN ORDER FOR TEXTBOOK

U4-C1-L1 Choosing the Right Exercise Program for You 180

U2-C3-L1 Development 180

U4-C1-L2 Cadet Challenge (62 units) 1400

U2-C1-L1 Leadership Defined 90

U2-C1-L2 Leadership Reshuffled 90

U2-C1-L3 Leadership from the Inside Out 90

U2-C1-L4 Principles and Leadership 90

U2-C2-L1 Steps from the Past 90

U2-C2-L2 Roles of Leaders and Followers in Drill 90

U2-C2-L3 Using Your Leadership Skills/Taking Charge 90

U2-C2-L4 Stationary Movements 90

U2-C2-L5 Steps and Marching 90

U2-C2-L6 Squad Drill 90

U2-C5-L1 Platoon Drill 90

U2-C5-L2 Taking Charge--Knowing Your Responsibilities as a Leader 90

U2-C5-L3 Company Formations and Movement 90

U2-C5-L4 Forming, Inspecting, and Dismissing the Battalion 90

U2-C6-L2 Styles of Leadership 90

U2-C6-L3 Management Skills 90

U3-C12-L1 Preparing to Teach 90

U3-C12-L2 Using and Developing Lesson Plans 90

U3-C12-L3 Delivering Instruction 90

U3-C12-L4 Use Variety in Your Lesson Plan 90


Enhancements/Learning Strategies

Winning Colors

Success Profiler/Personal Skills Map

Service Learning

Quarterbacks of LifeHigh School Financial Planning Program Cultural Awareness

(AFJROTC)

You the People

We the PeopleThinking Maps

CPS

Junior Achievement

March2SuccesseCybermission

Financing College and Admissions

Written Communication for Sergeants

Chief Justice

PA Veterans

JLAB


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


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• 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!


Your Role & Responsibility

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Your Role & Responsibility


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


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21st Century 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

I Learned Through A:


I Traveled Because of Competence in:

JROTC Academic Bowl and Leadership Symposium (JLAB) Washington DC

•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


When I Arrived I Had a Weak Leader ProfileOn the Skills Map Assessment used in JROTC


Now I am a Successful Leader with a College Scholarship


I Overcame Challenges

Challenges:

Cerebral palsy legally blind even with corrective lenses

VictoriesSuccessful JROTC GraduateNamed a top 100 Senior“I Dare You” reward3.74 GPA4-H scholarship for academic achievement & leadershipScholarship to Lipscomb

Corey Napolitano

MG Bartell, Corey’s brother Connor


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.”

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And They Showed their Appreciation

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The Other Cadets Stood in Line to Get

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Their Pictures Taken with Me

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You Do it Right!

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LeadershipCharacterStudent Success!

JROTC

Thank You!

Documents

Building a Framework for Learning