Motivating young people to be better citizens Building

“Motivating young people to be better citizens” Building a Framework for Learning JROTC Leadership Education and Training (Leadership, Character, and Student Success)

“Motivating young people to be better citizens” Agenda § Program Overview § Challenges § Curriculum Manager

JROTC Overview “Motivating young people to be better citizens” 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 JROTC Curriculum • • • JROTC Goals • • 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 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 3

The Goal “Motivating young people to be better citizens” • Work on the Challenges …. . but keep the Goal in mind • So – what is the Goal? To Win the War

Your New Weapon “Motivating young people to be better citizens” =

The Time to Improve is Now “Motivating young people to be better citizens” • …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. 6

We Have Reached the 70% Solution “Motivating young people to be better citizens” …with a team effort!!

21 st Century Vision & Design “Motivating young people to be better citizens” Ø Student-centered Learning Model Ø Meaningful interaction with instructional Hands-on Interactive Activities & Feedback materials, peers, and instructors Ø Hands-on experience (action learning) Ø Modular 4 yr course design Academic Rigor, Relevancy, & Relationships Ø curriculum designed and developed by Leveraged Technology Ø interactive multimedia, games, and simulations experienced educators up to the doctorate level Ø challenge cadets to analyze, plan, manage, write, speak, reflect, and improve Ø reach-back access, embedded, and live support for a geographically dispersed organization Leadership/Citizenship Development Model Ø Formal and informal mechanisms to maximize individual potential. For example: § Team Competitions; Unit Leadership Roles & Responsibilities; Service Learning; Peer Mentorship; Adopt-a-School program

The Challenge & Mission “Motivating young people to be better citizens” 9

The Challenge (3 Clicks or less) “Motivating young people to be better citizens” ADMIN TIME Log In Training/ How To’s Instructional Effectiveness Planning Build MTS Attendance/ Roster Deliver Instruction 10

It’s All in There! “Motivating young people to be better citizens” Training Reporting Assessment Curriculum Instruction • Embedded Training • JUMS & School Calendar Data Exchange • Revised Lessons Designed for Block & Traditional Schedules • Lesson Links for: • 3 rd 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 “Motivating young people to be better citizens” 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 Mc. Tighe] Brain compatible learning and 4 -phase lesson plan [Steven Dunn] Learning Styles [Bernice Mc. Carthy] Multiple intelligences [Howard Gardner/Thomas Armstrong] Differentiated learning [Carol Ann Tomlinson] Learning for results [Michael Schmoker] Thinking Maps [David Hyerle]

“Motivating young people to be better citizens” This is your -EVIDENCE OF SCIENCE BEHIND THE DESIGN This is your -SCRIPT FOR RESEARCH BASED INSTRUCTION

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

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

Health and PE curriculum “Motivating young people to be better citizens” HEALTH LESSONS IN ORDER FOR TEXT PE LESSONS IN ORDER FOR TEXTBOOK U 4 -C 1 -L 1 Choosing the Right Exercise Program for You 180 U 3 -C 1 -L 5 Pathway to Success [Quarterbacks of Life] 90 U 4 -C 1 -L 3 The Components of Whole Health 90 U 2 -C 3 -L 1 Development 180 U 4 -C 1 -L 4 Nutrition - You Are What You Eat 180 U 4 -C 1 -L 6 Controlling Fat 90 U 4 -C 1 -L 7 Taking Care of Yourself 90 U 2 -C 1 -L 5 Sexual Harrassment/Assault 90 U 2 -C 3 -L 2 Goal Setting (w/QBOL SS 1) 90 U 4 -C 1 -L 8 Understanding and Controlling Stress 90 Use & Effect of Drugs, Alcohol, and Substances 90 U 4 -C 1 -L 2 Cadet Challenge (62 units) 1400 U 2 -C 1 -L 1 Leadership Defined 90 U 2 -C 1 -L 2 Leadership Reshuffled 90 U 2 -C 1 -L 3 Leadership from the Inside Out 90 U 4 -C 3 -L 1 U 4 -C 3 -L 2 Critical Decisions about Substances [Interactive Nights Out] 90 U 2 -C 1 -L 4 Principles and Leadership 90 U 3 -C 1 -L 1 Self Awareness (with QBOL SS 2) 180 U 3 -C 1 -L 2 Appreciating Diversity through Winning Colors 90 U 2 -C 4 -L 1 Celebrating Differences - Culture and Individual Diversity 90 U 2 -C 2 -L 1 Steps from the Past 90 U 2 -C 2 -L 2 Roles of Leaders and Followers in Drill 90 U 3 -C 5 -L 1 Causes of Conflict 90 U 3 -C 5 -L 2 Conflict Resolution Techniques [Just Two Days] 90 U 2 -C 2 -L 3 Using Your Leadership Skills/Taking Charge 90 U 3 -C 7 -L 2 Conflict Resolution and Diversity [Hate Comes Home] 90 U 3 -C 7 -L 3 Conflict Mediation 90 U 3 -C 7 -L 4 Violence Prevention [Violence Prevention Profiler] 90 U 3 -C 4 -L 1 The Communication Process 90 U 3 -C 4 -L 2 Becoming a Better Listener 90 U 3 -C 4 -L 3 Communicating in Groups (with QBOL SS 3) 90 U 2 -C 6 -L 4 Communication 90 U 2 -C 6 -L 5 Motivation 90 U 2 -C 4 -L 4 Decision Making and Problem Solving (w/QBOL SS 4) 90 U 2 -C 4 -L 3 Negotiating 90 U 2 -C 4 -L 2 Performance Indicators 90 U 2 -C 4 -L 9 Mentoring 90 U 2 -C 6 -L 1 Power Bases and Influence 90 U 4 -C 1 -L 5 At Risk - Suicide Symptoms and Prevention (w/ QBOL SS 5) 90 U 4 -C 2 -L 1 The Need for First Aid/Your Response 90 U 4 -C 2 -L 2 The First Life-Saving Steps 90 U 4 -C 2 -L 3 Controlling Bleeding 90 U 4 -C 2 -L 4 Treating for Shock and Immobilizing Fractures 90 U 4 -C 2 -L 5 First Aid for Burns 90 U 4 -C 2 -L 6 First Aid for Poisons, Wounds, and Bruises 90 U 2 -C 2 -L 4 Stationary Movements 90 U 2 -C 2 -L 5 Steps and Marching 90 U 2 -C 2 -L 6 Squad Drill 90 U 2 -C 5 -L 1 Platoon Drill 90 U 2 -C 5 -L 2 Taking Charge--Knowing Your Responsibilities as a Leader 90 U 2 -C 5 -L 3 Company Formations and Movement 90 U 2 -C 5 -L 4 Forming, Inspecting, and Dismissing the Battalion 90 U 2 -C 6 -L 2 Styles of Leadership 90 U 2 -C 6 -L 3 Management Skills 90 U 3 -C 12 -L 1 Preparing to Teach 90 U 3 -C 12 -L 2 Using and Developing Lesson Plans 90 U 3 -C 12 -L 3 Delivering Instruction 90 U 4 -C 2 -L 7 Heat Injuries 90 U 4 -C 2 -L 8 Cold Weather Injuries 90 U 3 -C 12 -L 4 Use Variety in Your Lesson Plan 90 U 4 -C 2 -L 9 Bites, Stings, and Poisonous Hazards 90

Enhancements/Learning Strategies “Motivating young people to be better citizens” Success Profiler/Personal Skills Map Winning Colors You the People Written Communication for Sergeants e. Cybermission Chief Justice Service Learning Thinking Maps JLAB PA Veterans CPS High School Financial Planning Program Financing College and Admissions March 2 Success We the People Junior Achievement Quarterbacks of Life Cultural Awareness (AFJROTC)

Prevention of Sexual Assault “Motivating young people to be better citizens” • 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

Cadet d. L Courses “Motivating young people to be better citizens” www. jrotcdl. com FOR CADETS! • • How to Write Effectively Internet Safety Conflict Resolution Improve Test Taking Skills Time Management First Aid Financing College 21

Your Role & Responsibility “Motivating young people to be better citizens”

Your Role & Responsibility “Motivating young people to be better citizens” X

In JROTC I Learned to: “Motivating young people to be better citizens” • 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

I Learned Through A: “Motivating young people to be better citizens” v 21 st Century JROTC Multi-media Curriculum which includes: Ø Global Awareness Ø Financial, Economic, Business, and Entrepreneurial Literacy Ø Civic Literacy Ø Health and Wellness Awareness Ø Learning and Thinking Skills Ø Information and Communications Technology (ICT) Literacy Ø Life Skills (to include leadership) Ø 21 st Century Assessments (high quality standardized testing along with effective classroom assessments) Source: Partnership for 21 st Century Skills www. 21 centuryskills. org 25

I Traveled Because of Competence in: “Motivating young people to be better citizens” • 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

When I Arrived I Had a Weak Leader Profile On the Skills Map Assessment used in JROTC “Motivating young people to be better citizens”

Now I am a Successful Leader with a College Scholarship “Motivating young people to be better citizens”

I Overcame Challenges “Motivating young people to be better citizens” üChallenges: ØCerebral palsy Ølegally blind even with corrective lenses Corey Napolitano MG Bartell, Corey’s brother Connor ü Victories ØSuccessful JROTC Graduate ØNamed a top 100 Senior Ø“I Dare You” reward Ø 3. 74 GPA Ø 4 -H scholarship for academic achievement & leadership ØScholarship to Lipscomb

Because of My JROTC Instructors “Motivating young people to be better citizens” Ø 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. Ø 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. Ø “And to think it all happened because I did not want to take PE. ” 30