Volunteers :: National Military Role Model

Cadet Command Reg (JANMR)
Department of the Army
Headquarters, United States Army
Reserve Officers' Training Corps
Fort Monroe, Virginia 23651-1052
4 August 2000

Junior Achievement National Military Role Model (JANMR) Program

Summary. This regulation provides policy and procedural instructions for the implementation of the JANMR Program by Army Senior Reserve Officers' Training Corps (SROTC) regions, brigades, and battalions and Junior Reserve Officers' Training Corps (JROTC) units.

Applicability. This regulation applies all SROTC and JROTC units. In any situation where this regulation directly conflicts with Department of the Army (DA) regulations or policies, the DA directives will govern.

Supplementation. Do not supplement without prior approval from U.S. Army Cadet Command, ATTN: ATCC-O.

Suggested improvements. The proponent of this regulation is the United States Army Cadet Command. Users are invited to send comments and suggested improvements on DA Form 2028 (Recommended Changes to Publications and Blank Forms) through channels to the Commander, U.S. Army Cadet Command, ATTN: ATCC-O, Fort Monroe, VA 23651. Suggested improvements may also be sent to the above address or call DSN 680-2510.

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Chapter 1

General

a. SROTC PMSs and JROTC SAIs will coordinate with local Junior Achievement (JA) representatives to provide opportunities for cadets and cadre to volunteer to teach JA curriculum in grade schools, middle schools and high schools.

b. Junior Achievement is a not-for-profit organization financed by businesses, foundations, and individuals. Founded in 1919, JA's ultimate mission is to ensure that every child in America has a fundamental understanding of the free enterprise system so that they are prepared to meet the challenges of the global economy. JA's sequential and integrated K-12 programs help young people use information, apply basic skills, think critically, and solve complex problems. JA has several highly effective programs for middle and high school students that reinforce the value of education and teach students about the future economic benefits of staying in school. A good source of information about JA is the organization's web site at http://www.ja.org.

c. A great benefit of the JANMR Program is that it meets the goals of the Secretary of the Army's initiative to reconnect the American public with its Army. In addition, JROTC and SROTC cadets will have the opportunity to fulfill certain academic requirements while teaching the JA curriculum.

d. The JANMR Program is wholly voluntary for cadets. JROTC cadets will have the opportunity to teach the JA curriculum to kindergarten through sixth grade students. SROTC cadets will teach students in grades seventh through twelve.

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Chapter 2

Junior Achievement

The JANMR Program is a partnership between Junior Achievement and the U.S. Army Cadet Command. Functions that JA will perform to make the program a success include the following:

a. JA will find and create volunteer opportunities for cadets to work with youth in classrooms around the country.

b. JA professionals will provide instructor training for SROTC and JROTC cadets prior to classroom exposure. During this training, which takes from one-half day (K-6 JA programs) to a whole day (grades 8-12 JA programs), JA Staff trainers will prepare volunteers for the classroom experience through presentation and discussion of JA instructional principles, materials, and procedures.

c. To each cadet who volunteers and completes the JA instructor training, JA will provide, at its expense, all literature, lesson plans, project outlines, and other materials needed to teach the JA course

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Chapter 3

Responsibilities

3-1. HQ, U.S. Army Cadet Command.

a. Appoint an action officer to establish a liaison with Junior Achievement, Inc. and oversee Cadet Command's support of the JANMR Program.

b. Provide to subordinate regions, brigades, and battalions a list of local Junior Achievement POCs.

c. In concert with Junior Achievement, conduct an annual evaluation of the effectiveness of the JANMR Program.

3-2. SROTC Region and Brigade Commanders.

a. Appoint action officers to monitor and report support of the JANMR Program.

b. Develop incentives to encourage support of the JANMR Program.

3-3. SROTC Battalion Commanders.

a. Appoint action officers to organize and coordinate support of the JANMR Program.

b. Establish a liaison with your local JA representative. Initially, Cadet Command will provide a list of POCs via email and/or hard copy. Soon that information will appear on the Cadet Command web site at http://www.rotc.monroe.army.mil  A list of POCs also appears on the Junior Achievement web site at http://www.ja.org

c. Provide cadets and cadre with the maximum opportunity to volunteer for participation in the JANMR Program.

d. JA representatives are responsible for training all Cadet volunteers before they teach JA curriculum in any K-12 classroom. SROTC Battalion Commanders must develop systems to certify volunteers after they have received the necessary JA training.

e. As deemed appropriate by the Battalion Commander, cadets may receive CES points for their efforts in the JANMR Program.

If a particular school requires graduates to complete a community service requirement, PMSs should coordinate with school faculty to let participation in the JANMR Program satisfy that requirement.

f. Offer recognition to volunteers for their efforts in supporting the program. Recognition may include CG certificates, volunteer medals, the President's Student Service Awards, mentor of the quarter/year recognition, certificates of appreciation, and thank you letters to partner organizations, education officials, and other supporters of the program.

g. Encourage Cadet Command personnel to participate in local JA team building events and other positive JA opportunities, such as JA Groundhog Job Shadow Day held annually in February.

h. Seek opportunities to publicize the JANMR program through media coverage. Coordinate media coverage with Regional PAOs.

3-4. JROTC Unit Commanders.

a. Ensure that JROTC cadets who will participate in the JA program are prepared thoroughly. Designated lessons from the JROTC leadership curriculum and the High School Financial Planning Program provided by the National Endowment for Financial Education will meet this requirement. If carried out according to stipulations in the JROTC Inspection Program, this activity will meet the service learning requirement in the Unit Report.

b. Ensure that JA, at their expense, provides all literature, lesson plans, project outlines, and other materials needed to teach the JA course to each cadet who volunteers as a JA instructor, and who completes the JA instructor training. During this training, which takes from one-half to a whole day, cadet volunteers are prepared for the classroom experience through presentation and discussion of JA instructional principles, materials, and procedures.

c. Coordinate with representatives of local JA offices to develop their own best communications flow for presentation opportunities tailored to the needs of the local area. Schedules and numbers of schools vary with each JA office. Coordination of presentations will begin annually in September and continue throughout the year. A list of POCs also appears on the organization's web site at http://www.ja.org

d. Participate in local JA team building events and other positive JA opportunities, such as JA Groundhog Job Shadow Day held annually in February.

e. Recognize cadets for their efforts in supporting the program. Recognition may include CG certificates, volunteer medals, JROTC service learning ribbons, the President's Student Service Awards, mentor of the quarter/year recognition, certificates of appreciation, and thank you letters to partner organizations, education officials, and other supporters of the program.

f. Provide the USACC Public Affairs Office any evidence of successful media efforts in support of the program. Any ideas or local success stories should be reported in a timely manner via e-mail to the USACC Public Affairs Office.

g. Assist USACC and JA in conducting annual evaluations to assess the effectiveness of the partnership's goals and objectives. JA will take the lead on the evaluation requesting previously agreed upon information from USACC.

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Appendix A

JA Curriculum Overview

1. The Elementary School Program is an economics and business curriculum for students in kindergarten through grade six. Ourselves introduces the economic role of individuals, and Our Families discusses the role of families in the local economy.  Our Community examines the responsibilities and opportunities available to those within a community, and Our City considers economic development, local businesses, and career opportunities. Our Region features economic and business resources in state and regional economies, and Our Nation studies business operations and economic issues in the United States. Our World surveys world resources, economic systems, monetary exchange, and trade.

2. The Middle Grades Programs are economics and business curricula for seventh-, eighth-, and ninth-grade students. Personal Economics helps students assess their personal skills and interests, explore career options, learn job-hunting skills, and practice personal and family financial management.  Enterprise in Action regards the principal characteristics of the U.S. economic system and the role of business in it. The International Marketplace shows students how they are connected, through trade, to people and cultures throughout the world. The Economics of Staying in School explains the economic benefits of education.

3. The High School Programs are curricula for students in ninth through 12th grade. Economics is a one semester course in which students learn the fundamental concepts of micro-, macro-, and international economics and apply them in intellectually engaging ways. Company Program, an in-school or after-school curriculum, teaches students how to organize and operate a business enterprise. JA Connections has three components. The Success Skills component helps students learn interpersonal skills and problem-solving strategies necessary for the workplace. The Workplace Internships component offers the opportunity for students to apply job-related skills and develop workplace competencies. The Leadership JA component helps students to become active community leaders by studying about and working in the local economy. GLOBE brings together students from two different nations to form an import/export company that engages in international trade.