4 Battalion Goal • Goal: Our go al 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 Clearly stated problem or area of Problem stated is emerging but Problem stated does not include area for improvement improvement not clear; includes multiple area of improvement problems and does not focus on single improvement Identification of data or Data and gathered research Little data provided to inform a No data is provided; data research gathered to confirm a inform a need for improvement; need for improvement is provided does not support need problem or area for evidence displayed in the necessary; evidence is discussed for improvement; data or improvement presentation; includes a purpose but not displayed; evidence is research is not presented; does and benefit vague to unclear; includes either not include purpose or benefit purpose or benefit Identification of team goals Goals clearly stated and Goals developed but beyond the Goals not identified in appropriate for problem scope of the defined problem; presentation; no evidence of goal SMART= Specific, defined; goal setting strategies Little evidence of goal setting setting strategies used Measurable, Attainable, clearly outlined using the strategies, goals reflected some Realistic, Time-Specific SMART Method use of SMART method Identification of improvement Improvement plan refers to Improvement plan presented with Improvement plan is unclear; plan knowledge and skills acquired little reference to curricular areas Improvement plan is not stated; from JROTC curriculum such within JROTC lessons; little no reference to JROTC curricular as decision-making, goal- evidence of decision-making, areas; no evidence of decision- setting, problem solving, team goal-setting, problem solving, making, goal-setting, problem building team building 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
Confirmation of Area of Improvement 4 (1 of 2) • GPA from 2014-2015 compared to school – School GPA - 3.13 – JROTC GPA - 3.04 27
Confirmation of Area of Improvement 4 (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) – H ave the average JROTC GPA meet or exceed the average school GPA. (3.13) • SMART Method – S pecific - Goal is tailored to GPA increases and nu mber of Ds and Es – M easurable - GPAs are measured each quarter and at the end of the year – A ttainable - Reducing number of cadets with Ds and Es by ⅓ is manageable – R ealistic - Requires an average BN GPA increase by .1 – T ime - 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 taught 31
Continuous Improvement Brief (CIB) 4 Identify Problem and Develop Improvement Plan CONT.. Criteria Proficient (3 points) Emerging (2-1 point) Unsatisfactory (0 points) Clearly stated benchmarks Milestones and benchmarks Milestone or benchmarks Plan establishes milestones or milestones with presented; clarity of unclear or not present; or benchmarks timelines; evidence of data milestones or benchmarks evidence of milestone gathered at milestones; unclear; little evidence of attained unclear or not timeline is reasonable; data gathered at milestones; present; timeline vague or milestones support stated timeline unrealistic or not presented problem and goals unclear Response All staff members reacted 4 or more staff members 3 or less staff members appropriately to verbal reacted appropriately to reacted appropriately to and nonverbal feedback; verbal and nonverbal verbal and non-verbal all staff were feedback and were feedback and were knowledgeable about their knowledgeable about their knowledge about their portion of presentation portion of presentation; portion of the presentation;
4 Milestones 33
Continuous Improvement Brief (CIB) 4 Evaluation of Continuous Improvement Project Criteria Proficient (3 points) Emerging (2-1 point) Unsatisfactory (0 points) Presentation includes a Conclusion shows final Conclusion does not Conclusion is not included conclusion data and effect of change include if goal was met; in the presentation; goal is based on milestones set plan does not indicate need not addressed in and met; plan states if the for maintenance of goal or conclusion; conclusion does goal was met; conclusion next step for improvement; NOT refer to JROTC lesson refers to the JROTC conclusion refers to the topics OR their impact on lesson topics and their JROTC lesson topics. the success of the project impact on success of the project Presentation Presentation shows how Presentation shows what Continuous improvement includes continuous goal was met or not met; goal was addressed, but benchmarks or milestones improvement presentation states areas does not present clear are unclear or not present milestone and for improvement based on continuous improvement timeline benchmarks or milestones benchmark or milestone failed
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
Continuous Improvement Brief (CIB) 4 Reflection Criteria Proficient (3 points) Emerging (2-1 point) Unsatisfactory (0 points) Evaluate project using Reflection of project Reflection evident in No evidence of reflection presented by team; providing future reflection is presented evidence of individual direction; presentation reflection presented; provides unclear to no reflection includes plan for continuous future areas of improvement goals or improvement, strategies necessary research, or changes to process
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
Continuous Improvement Brief (CIB) 4 Presentation Delivery Criteria Proficient (.50 point) Emerging (.25 point) Unsatisfactory (0 points) Attendance and proper Battalion Commander Battalion staff were present Staff were present but none attire and staff were in proper and some were in proper were in proper attire attire attire Appropriate visual aids All presenting staff Presenting staff sometimes Staff did not include included appropriate included appropriate visual appropriate visual aids visual aids supported by aids supported by supported by appropriate appropriate appropriate audio/speaking audio/speaking comments audio/speaking comments comments Some presenting staff Presenting staff did not Personal delivery Presenting staff established good eye establish good eye contact, established good eye contact and appropriate use appropriate gestures, or contact and appropriate gestures throughout the speak clearly and concisely gestures throughout the presentation; some staff presentation; spoke spoke clearly and concisely clearly and concisely Response All staff reacted Some staff reacted All staff reacted appropriately to verbal appropriately to verbal and inappropriately to verbal and nonverbal feedback; nonverbal feedback; staff and non-verbal feedback all staff were were somewhat and were not knowledgable knowledgeable about their knowledgeable about their about their portion of the portion of presentation portion of presentation presentation
Continuous Improvement Brief (CIB) 4 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
Service Learning Brief 4 Serving Learning Planning and Preparation Proficient – 1 point Emerging - .50 point Unsatisfactory – 0 points Presentation clearly describes how Presentation attempts to describe Presentation does not describe how the project benefits the how the project benefits the the project benefits the community community community Presentation clearly describes how Presentation attempts to describe Presentation does not describe how the project enhances learning how the project enhances learning the project enhances learning Presentation clearly describes how Presentation attempts to describe Presentation does not describe how the project relates to the JROTC how the project relates to the the project relates to the JROTC program curriculum JROTC program curriculum program curriculum Presentation identifies one or Presentation identifies one JROTC Presentation does not identify more JROTC lesson competencies lesson competency addressed by the JROTC lesson competencies addressed by the service learning service learning project addressed by the service learning project project Presentation clearly explains the Presentation explains the role of Presentation does not describe the role of teamwork in accomplishing teamwork in accomplishing the role of teamwork in accomplishing the project project the project Presentation suggests ways that Presentation recognizes Presentation does not suggest ways the project could be modified to improvement areas, but does not that the project could be modified to ensure that it meets established suggest possible modifications for ensure that it meets established guidelines for JROTC service future project guidelines for JROTC service learning projects learning projects
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
4 How 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
How the Project Enhances 4 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
Connection to the Curriculum 4 (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 Service Learning Implementation Proficient – 1 point Emerging - .50 point Unsatisfactory – 0 points Presentation includes process Presentation attempts to identify Presentation does not include process necessary to conduct experience process necessary to conduct necessary to conduct experience experience Presentation includes evidence of a Presentation attempts to include Presentation includes evidence of a project plan that defines the goals evidence of a project plan that project plan that defines the goals of of the project defines the goals of the project the project Project Plan refers to JROTC Project Plan attempts to refer to Project Plan does not refer to JROTC curriculum competencies/outcomes JROTC curriculum curriculum competencies/outcomes addressed by the project competencies/outcomes addressed by addressed by the project the project Project Plan clearly provides who, Project Plan provides some, but not Project Plan does not provide who, what, when, where, why, and how all who, what, when, where, why, what, when, where, why, and how of of the project and how of the project the project Presentation includes a team and Presentation includes a team or Presentation does not include any individual reflection about the individual reflection about the reflection about the project project implementation project implementation 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
JROTC Curriculum Outcomes 4 (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
4 The 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 needed 56
4 Service Learning Brief Service Learning Reflection and Integration Proficient – 1 point Emerging - .50 point Unsatisfactory – 0 points Cadets provide clear evidence of Cadets discuss, but do not provide Cadets do not discuss or provide participation in structured evidence of participation in evidence of participation in reflection activities about the structured reflection activities about structured reflection activities about service learning experience the service learning experience the service learning experience Cadets clearly summarize the impact Cadets attempt to summarize the Cadets do not summarize the impact that the experience had on the team impact that the experience had on that the experience had on the team and individual members the team and individual members and individual members Cadets report or present on the Cadets report or present on the Cadets do not report or present on results of the project, what was results of the project, but do not the results of the project, what was learned, and how the experiences address what was learned, and how learned, and how the experiences has fostered change the experiences has fostered change has fostered change Cadets report or present new Cadets discuss ideas for service Cadets do not report or present new ideas for service learning projects learning projects, but do not report ideas for service learning projects based on current experience or present on any new ideas based based on current experience on current experience
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 level 62
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 Service Learning Presentation and Delivery Proficient – 1 point Emerging – -.50 point Unsatisfactory – 0 points Cadets introduced self; explained Cadets introduced self; did not explain Cadets did not introduce self; did not role in project. role in project. explain role in project Cadets included appropriate visual Cadets included some appropriate Cadets did not include appropriate and audio aids visual and audio aids visual or audio aids Cadets established consistent eye Cadets established some eye contact Cadets did not use eye contact or contact and appropriate gestures and limited appropriate gestures appropriate gestures throughout the throughout the presentation throughout the presentation presentation Cadets’ speaking was clearly and Cadets’ speaking was somewhat Cadets’ speaking was not clear or concisely articulated throughout the clearly articulated throughout the concise; did not avoid the use of slang message; avoided the use of slang or message or “fillers” “fillers” Cadets responded appropriately to Cadets responded to verbal and Cadets responded appropriately to verbal and nonverbal feedback; nonverbal feedback; Cadets were verbal and nonverbal feedback; Cadets were knowledgeable about somewhat knowledgeable about their Cadets were knowledgeable about their portion of presentation portion of presentation their portion of presentation
Cadet Portfolios 4 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.
Cadet Portfolios 4 LET 1 and 2 Portfolio and Interview Guide Points Criteria 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
Winning Colors Communication 4 Discovery Form
4 Learning style inventory
Two samples of course work from 4 JROTC or other academic areas
4 Cadet Challenge Results
LET 1 Core Lesson Performance 4 Assessment Evidence Performance Assessment Task Unit 1: Citizenship in Action The Past and Purpose of Army JROTC [U1C1L2]
Written reflection on any of the 4 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.
The U3C1L2 Appreciating Diversity 4 reflection assessment tool
Cadet Portfolios 4 LET 3 and 4 Portfolio and Interview Guide Criteria: 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
Personal Financial Planning 4 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.
Personal Skills Map profiles 4 (by LET or year) for each year
Winning Colors Discover Forms 4
4 Results of Fitness Summary
The U3C1L2 Appreciating Diversity 4 reflection
4 An Essay from any course
A resume with references 4
Awards, certificates of accomplishment, 4 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 Score Unit Dress/Alignment = 3 point 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
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