2. Mr. Erik Shay
CIB/SL Briefing
4th Brigade JROTC

3. Ground Rules Show mutual respect, one speaker at a time
Hold Questions to the end of the presentation
Only 2 hours for training, need to be aware of time

4. AGENDA Continuous Improvement Brief (CIB) Service Learning Brief
Open Discussion/Questions

5. Continuous Improvement Brief (CIB)
Initiated, planned, led, executed, and documented by Cadets.
Cadets begin by reviewing JROTC program mission, vision, values, and outcomes and discuss how these relate to their Battalion.
Battalion goals and desired outcomes are established and an action plan is developed and executed.
The goals are continuously measured, documenting desired outcome accomplishment.
Successful implementation of this process documents that Cadets understand the processes of continuous improvement, problem solving, planning, goal setting and how to use them to guide the organization throughout the year.
For this presentation the entire Battalion staff (BC, XO, S1, S2, S3, S4, S5) will brief their involvement in the project. NOTE CSM is the only Cadet that is not part of this briefing unless SAI and AI want them to be.
Their plan for improvement will state the data to justify the issue, how they developed a continuous improvement strategy, their implementation process, and continuous improvement results.

6. Continuous Improvement Brief (CIB) The following outlines the Continuous Improvement Process for Leadership:
Plan
At the start of a new school year, Cadet staff plans their activities for the year, assuring that each activity supports the JROTC mission, vision, program outcomes and their Battalion goals. If they are not addressing one of the program goals with an activity, they may need to plan something else or rethink the importance of the goal in the first place.

7. Continuous Improvement Brief (CIB) Do/Act
The Cadet Battalion Commander, assisted by the Battalion staff, begins by establishing a mission and vision for that school year. SMART goals are established based on unit data from years past. Desired outcomes or measures of success are established and each Cadet Battalion staff member is assigned as a project officer for each goal. This Cadet leader executes the plan for goal achievement, measures, and document progress. Cadets should do all the work of the planning, establish the funds or resources needed, finding volunteer Cadets to help setup, clean-up, publicize, execute the project, and send reports to their supervising instructor. When an activity is accomplished that supports a goal; the progress towards goal achievement and measures of success should be recorded and kept in a portfolio.
A monthly special staff meeting (a self-check-up) is conducted where each staff officer responsible for a goal, presents to the staff how the unit is doing in relation to accomplishing that goal. Depending on success or lack thereof on each goal, the staff discusses changes or corrections they may need to make to complete the organizational goal by year‘s end. This process, along with quantifying data, is also documented in a notebook or computer spreadsheet.

8. Continuous Improvement Brief (CIB) Evaluate
The validation of the Continuous Improvement Process will be briefed to brigade personnel as part of the JROTC Program for Accreditation process.
35 Possible points for this briefing.

9. Continuous Improvement Brief (CIB)
Overview of Purpose, Goals, and Staff Roles
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

10. 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.

11. 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

12. 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

13. 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

14. Confirmation of Area of Improvement (1 of 2)
GPA from compared to school
School GPA
JROTC GPA

15. Confirmation 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

16. 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

17. 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

18. 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

19. Continuous 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;

20. Milestones

21. Continuous 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

22. 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

23. 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

24. Continuous 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

25. 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.”

26. 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

27. Continuous 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

28. Continuous 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?

29. Service Learning Brief
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.
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.
20 Possible points for this briefing.

30. Service Learning Brief
Good Examples of a Service Learning Brief
Blood Drives
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

31. Service Learning Brief
Serving Learning Planning and Preparation
Proficient – 1 point
Emerging 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

32. 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

33. 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

34. 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

35. 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

36. 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

37. 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

38. Service Learning Brief
Service Learning Implementation
Proficient – 1 point
Emerging 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

39. 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
Organize- Logistics of the project, Incentive(Class C instead of A), Production, Distribution,
AAR- More time to gather materials, gathering wasn't as effective as possible

40. 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

41. JROTC 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

42. 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.

43. 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

44. Service Learning Brief
Service Learning Reflection and Integration
Proficient – 1 point
Emerging 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

45. 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

46. Structured Reflection and Participation
We asked cadets to fill out this reflection sheet:

47. 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

48. 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

49. 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

50. 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.

51. Service Learning Brief
Service Learning Presentation and Delivery
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

52. Service Learning Brief Possible Guiding Questions
Guiding Questions (as needed)
What need led you to select this project?
What type of research did you conduct to support this project?
What impact do you think this project had on the community?
What would you do next time to make this project better?
How did this service learning project impact your personal growth?
What leadership principles did you have to use to successfully complete this project?
What could you do to involve more Cadets in your project?
Were there any unexpected obstacles that you encountered during your project?
Which phase of the project did you consider to be the most critical? Why?
Table B-3. Service Learning Rubric, Cont’d.

53. QUESTIONS