CSM Keith Daly

				CSM Keith Daly

		CSM Keith Daly email keith_daly@sarasota.k12.fl.us SYLLABUS JROTC CSM KEITH DALY, ROOM 34 COURSE DESCRIPTION: INITIAL: _______ This course focuses on the development of: better citizens by building skills in leadership, citizenship, life success, geography, cultural awareness, wellness; and fitness in a structured interactive environment. The JROTC program is a cooperative effort on the part of the Army and SMA to provide high school students with opportunities to become well rounded citizens. The flexibility of the program allows it to bear the scrutiny of professional educators and to meet the needs of the community. Satisfactory completion of the program can lead to advanced placement credit in the Senior ROTC program at participating colleges or advanced rank in the Armed Forces. Several components of the course have been identified for college credit that is awarded to cadets upon successful completion of the specified requirements. In addition, several components have been identified to meet high school graduation requirements while gaining leadership skills through the program. The JROTC program is one of the Army’s contributions to motivate America’s youth to become better citizens. The program produces successful students and productive adults, while fostering in each school a more constructive and disciplined learning environment. This program makes substantial contributions to many communities and ultimately to the nation’s future. It is the centerpiece of the Department of Defense’s commitment to America’s Promise for Youth through its emphasis on service learning, community service, and teen anti-drug efforts. COURSE REQUIREMENTS: INITIAL: _______ 1. Maximize potential for success through learning and self-management 2. Develop leadership skills 3. Incorporate principles of mental and physical wellness into behaviors and decisions 4. Build effective relationships with peers, co-workers, and the community 5. Apply physical and political geography to building global awareness 6. Correlate the rights and responsibilities of citizenship to the purposes of U.S. government 7. Relate events in U.S. history to choices and responsibilities Americans have today 8. Characterize the role of the military and other national service organizations in building a constitutional republic and maintaining peace in our society 9. Develop and pursue a plan for postsecondary success CORE ABILITIES The JROTC Core Abilities describes the broad, life-long skills that every cadet needs for success in future life and career endeavors. The core abilities are a result of the goals and values that drive the JROTC program and are built upon over the program’s four years through integrating various lesson competencies and skills throughout the JROTC curriculum. The JROTC Core Abilities are: 1. Build your capacity for life-long learning 2. Communicate using verbal, non-verbal, visual, and written techniques 3. Take responsibility for your actions and choices 4. Do your share as a good citizen in your school, community, country, and the world 5. Treat self and others with respect 6. Apply critical thinking techniques TEXTBOOKS/PAMPHLETS: INITIAL: _______ JUNIOR’S: GEOGRAPHY-1^ST Quarter LEADERSHIP EDUCATION & TRAINING (Let 3)-2^nd Quarter HIGH SCHOOL FINANCIAL PROGRAM-3^RD Quarter LEGAL GUIDE FOR NEW ADULTS/21 IRREFUTABLE LAWS OF LEADERSHIP/DOCUMENTARY ANALYSIS-4^TH Quarter SOPHOMORE’S: LEADERSHIP EDUCATION & TRAINING (Let 2)-1^st & 2^nd Quarter WRITTEN COMMUNICATION (FCAT Prep)-3^rd Quarter DOCUMENTARY ANALYSIS/VALUES-4^TH Quarter MATERIALS REQUIRED: INITIAL: _______ Students are required to have and maintain the following materials in class throughout the term (unless otherwise indicated): No. 2 pencils; blue or black ink pens (erasable is acceptable) Assigned Book ASSESSMENT METHODS: INITIAL: _______ The JROTC curriculum is performance-based. Cadets demonstrate the skills, apply the knowledge, and model or exhibit behaviors representing the desired attitudes; thus, assessment tasks serve as tools for verifying and documenting that cadets have mastered the competencies. To help instructors and cadets determine when cadets have reached proficiency, each competency is defined by a set of performance standards that are compared against assessment tasks or scoring guides (rubrics). These tools not only allow cadets to determine their strengths and weaknesses; they show cadets’ growth over time; and validate their grades against the competencies. Instructors benefit from the scoring guides with grading consistency; feedback on their teaching techniques when there are high successes or failures; and providing documentation for JROTC and school inspection and accreditation processes. The JROTC curriculum uses a balanced assessment approach to assessing learning. Three different types of assessments are used: Traditional assessments focus on fundamental curriculum knowledge through the use of classroom assessments, assignments, tests, quizzes, and standardized tests. These assessments can be completed and maintained through the Curriculum Manager System. Performance assessments focus on standards, competencies, application, and transfer of knowledge. Cadets’ document mastery of the competencies by completing performance assessment tasks included in the Student Learning Plans, or by completing an adaptation of the assessment task developed by the instructor. Though formal assessments such as multiple-choice, paper-pencil exams may be useful in providing feedback to cadets about their initial grasp of knowledge and ability to remember facts and information, they are not adequate for the task of assessing cadets’ mastery of the competencies. Combining informal assessments such as completing performance assessment tasks included in the curriculum or by completing an adaptation of the assessment tasks are required to demonstrate mastery of the competencies. GRADING CATEGORIES/GRADING SCALE: INITIAL: _______ Test 70% Employability (Behavior) 20% Inspection 10% 90 – 100 A 80 – 89 B 70 – 79 C 60 – 69 D 0 – 59 F INSPECTION STANDARDS: INITIAL: ________ First Deficiency: -40 Same Deficiency continue the following week: -50 on Inspection and -50 on Employability (Behavior) No correction on the deficiency: 0 on Inspection and Employability. Multiple deficiencies: -50 EXAMPLE: 10% (GRADE) 20% Inspection/Employability 1st Week: Haircut -40 2nd Week: Haircut -50 -50 3rd Week: Haircut 0 0 IF YOUR DEFICIENCY ARE NOT CORRECTED THAN YOU WILL RECEIVE A 0 FOR INSPECTION AND A 0 FOR EMPLOYABILITY (Defiance/Non-Compliance) UNTIL IT IS CORRECTED. DAILY PROCEDURES: INITIAL: _______ Students are expected to respect and comply with my directives throughout the semester, as well as follow the classroom procedures established by SMA. As each class period begins, students should remove required materials from their backpacks and then place backpacks in the back of the room and away from any aisle space before going to their seats. If necessary, pencils should be sharpened at the beginning of class. Once seated, students should immediately begin their assigned task. *No student shall be permitted to leave the classroom without permission and an accompanying Hall Pass.* Students are responsible for cleaning the areas around their desks prior to the end of each class period and may not leave the classroom until they have been properly dismissed by class leader. ABSENCES: INITIAL: _______ Absences will be marked unexcused until and unless student provides the requisite excused absence verification from SMA administration. Please note that a written excuse from a parent/guardian is required for any absence - regardless of whether or not the parent called or contacted the school prior to or on the day of a student’s absence - and must be submitted within *three days* of the student’s return to school. HOMEWORK/CLASS WORK: INITIAL: ______ Cadets will have the opportunity to work on the SAT/ACT/PSAT one day out of the week in the Computer Lab however one day a week does not give you enough time to complete the task so it becomes part of the homework, SAT first semester and ACT second semester. The grades are based on completion. Class work reflects on chapter assignment due at the end of the class. Failure to turn in such assignment will affect academic/ employability grade. TESTS: INITIAL: _______ Students will be tested weekly on the assigned task posted on Snap Grades Calendar. If a student misses a test due to absence, he/she will have up to the same number of days absent to make up the test in class before or after school. You are responsible to coordinate the test time. Failure to take a makeup test will result in a permanent 0. Makeup test is the cadet’s responsibility. EXTRA CREDIT: INITIAL: _______ I do not assign extra credit. It is my philosophy that work should be done at the time it is assigned. Granting extra credit is unfair to others who have turned in their work in a timely manner. Furthermore, this is a college preparatory course, so students must learn to function within the confines of stricter guidelines and procedures. ADDITIONAL INFORMATION: INITIAL: _______ Cheating in or out of class will not be tolerated and will result in a zero for the assignment, test, quiz, or project, as well as a referral to the administration. Inspection and Employability, tie hand in hand into their overall grade. Points will be deducted regularly for failure to follow SMA or classroom procedures, misconduct or other inappropriate behavior. Successful students act responsibly. To be successful in school you must complete assignments, participate in class, study and be proactive. WEBSITE: INITIAL: _______ You are strongly urged to visit our website at www.sarasotamilitaryacademy.com to view the many activities and opportunities provided by the academy. Grades should be reviewed by the student on a weekly basis at www.snapgrades.com. Finally, students are encouraged to use our website to access the Student Portal of the District website, an invaluable link to numerous resources and research tools provided by the District for students, parents, and teachers. CONTACT INFORMATION: INITIAL: _______ I look forward to meeting each parent at our Open House. If you should need to contact me at any time, I can be reached at the following e-mail address: keith_daly@sarasota.k12.fl.us COURSE OBJECTIVES (LEARNING OUTCOMES): With each lesson the instructors explicitly introduce, teach, reinforce, and assess the core abilities that relate to the core competency being introduced. The core abilities will be displayed prominently in JROTC classrooms so that cadets will know, recite, and view them as essential components of their lessons. Competencies A competency is a major skill or ability needed to perform a task effectively and efficiently. Performance assessment is driven by competencies. Each JROTC lesson addresses a competency that is the intended learning result of the lesson. Competencies describe discipline-specific measurable and observable skills, knowledge, and attitudes. Performance standards (criteria and conditions) provide the specifications for assessing mastery of a competency. Cadets show they have learned competencies by applying them in the completion of assessment tasks that require them to do one or more of the following: Make a decision Perform a skill Perform a service Solve a problem Create a product Instructors explicitly introduce, teach, reinforce, and assess the competency as the learning target for every lesson. They help cadets take responsibility for their own learning by directing them to review the competency and its performance standards (criteria and conditions) at the beginning of the lesson and by pointing out that informing themselves about the performance expectations is the cadets’ first step toward learning success. Instructors use the competency as the target for all assessments and the performance standards as the guidelines for evaluating and providing feedback about cadet performance in relation to that competency. COURSE CONTENT: LET 2/ 3 Core Lessons Linked Program Outcomes Maximize potential for success through learning and self-management Develop leadership skills Build effective relationships with peers, co-workers, and the community Relate events in U.S. history to choices and responsibilities Americans have today Linked Core Abilities Build your capacity for life-long learning Communicate using verbal, non-verbal, visual, and written techniques Take responsibility for your actions and choices Do your share as a good citizen in your school, community, country, and the world Treat self and others with respect Apply critical thinking techniques CIVICS C23. Understands the impact of significant political and nonpolitical developments on the United States and other nations C27. Understands how certain character traits enhance citizens' ability to fulfill personal and civic responsibilities C29. Understands the importance of political leadership, public service, and a knowledgeable citizenry in American constitutional democracy LANGUAGE ARTS LA1. Uses the general skills and strategies of the writing process LA3. Uses grammatical and mechanical conventions in written compositions LA2. Uses the stylistic and rhetorical aspects of writing LA8. Uses listening and speaking strategies for different purposes LA9. Uses viewing skills and strategies to understand and interpret visual media PHYSICAL EDUCATION PE1. Uses a variety of basic and advanced movement forms PE3. Understands the benefits and costs associated with participation in physical activity PE5. Understands the social and personal responsibility associated with participation in physical activity LIFE SKILLS--LIFE WORK LW2. Uses various information sources, including those of a technical nature, to accomplish specific Tasks LW3. Manages money effectively LW4. Pursues specific jobs LW5. Makes general preparation for entering the work force LW6. Makes effective use of basic life skills LW8. Operates effectively within organizations LIFE SKILLS--SELF REGULATION SR1. Sets and manages goals SR2. Performs self-appraisal SR3. Considers risks SR4. Demonstrates perseverance SR5. Maintains a healthy self-concept SR6. Restrains impulsivity LIFE SKILLS--THINKING AND REASONING TR2. Understands and applies basic principles of logic and reasoning TR3. Effectively uses mental processes that are based on identifying similarities and differences TR5. Applies basic trouble-shooting and problem-solving techniques TR6. Applies decision-making techniques LIFE SKILLS--WORKING WITH OTHERS WO1. Contributes to the overall effort of a group WO2. Uses conflict-resolution techniques WO3. Works well with diverse individuals and in diverse situations WO4. Displays effective interpersonal communication skills WO5. Demonstrates leadership skills				Links About me march2success.com


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