BLC Course Management Plan (CMP) .pdf

Noncommissioned Officer Professional Military Education Basic Leader Course (600-C44) Course Management Plan (CMP) October 2020 Directorate of Curriculum Development Table of Contents PREFACE........................................................................................................................................................................................................ ii CHAPTER 1 COURSE STRUCTURE.................................................................................................... 1 1-1. Applicability..................................................................................................................................... 1 1-2. Course Prerequisites........................................................................................................................ 1 1-3. Enrollment Requirements............................................................................................................... 3 1-4. Course Objectives............................................................................................................................ 4 1-5. Course Structure.............................................................................................................................. 4 CHAPTER 2 COURSE MAP................................................................................................................... 5 CHAPTER 3 TRAINING SEQUENCE................................................................................................... 6 3-1. Example Training Schedules.......................................................................................................... 6 3-2. Sample 6-Day Training Schedule (Active Component)................................................................ 7 3-3. Sample 7-Day Training Schedule (Army Reserve and National Guard).................................. 13 CHAPTER 4 COMMANDANT RESPONSIBILITIES....................................................................... 18 CHAPTER 5 COURSE MANAGER / CHIEF OF TRAINING QUALIFICATIONS..................... 19 CHAPTER 6 COURSE MANAGER / CHIEF OF TRAINING GUIDANCE................................... 20 6-1. Course Manager (CM) / Chief of Training (COT) Duties and Responsibilities...................... 20 CHAPTER 7 FACILITATOR CERTIFICATION REQUIREMENTS............................................. 21 CHAPTER 8 FACILITATOR GUIDANCE......................................................................................... 22 8-1. Facilitator Overview...................................................................................................................... 22 8-2. Instructor-to Student Ratio / Class Size...................................................................................... 23 8-3. Method of Instruction................................................................................................................... 23 8-4. DA Form 1059 Service School Academic Evaluation Report.................................................... 24 8-5 Student End-of-Course Critique................................................................................................... 24 8-6. Class Management / Environment............................................................................................... 24 8-7. Experiential Learning Model (ELM) Overview......................................................................... 24 8-8. Lesson Presentation....................................................................................................................... 25 8-9. Army Lessons Learned/Operational Environment (OE)........................................................... 26 CHAPTER 9 STUDENT GUIDANCE.................................................................................................. 26 i APPENDIX A DA FORM 4856 DEVELOPMENTAL COUNSELING and DA FORM 1059 SERVICE SCHOOL ACADEMC EVALUATION REPORT........................................................... A-1 A-1. Student Developmental Counseling Requirements.................................................................. A-1 A-2. Student Recognition.................................................................................................................... A-2 A-3. DA Form 1059, Service School Academic Evaluation Report (AER).................................... A-3 A-4. Academic Performance and Honors......................................................................................... A-6 A-5. Sample Initial Reception and Integration Counseling Form.................................................. A-7 A-6. Sample End-of-Course Counseling Form............................................................................... A-11 A-7. Sample forACFT Failure......................................................................................................... A-13 A-8. Sample for Height/Weight Failure.......................................................................................... A-15 A-9. Sample for Dismissal Action (I-IV)......................................................................................... A-19 APPENDIX B ASSESSMENT ADMINISTRATIVE GUIDANCE and INDIVIDUAL STUDENT ASSESSMENT PLAN (ISAP).............................................................................................................. B-1 B-1. ISAP Overview............................................................................................................................ B-2 B-2. Course Outcome.......................................................................................................................... B-2 B-3. Course Grade Point Average..................................................................................................... B-2 B-4. Course Length and Structure.................................................................................................... B-2 B-5. Course Learning Objectives....................................................................................................... B-4 B-6. Course Graduation Criteria and Requirements...................................................................... B-5 B-7. Counseling, Retraining, Reassessing, Dismissal, and Appeals Policy.................................... B-6 B-8. Academic Honesty and Integrity............................................................................................... B-8 B-9. Re-enrollment Policy.................................................................................................................. B-9 B-10. Course Attendance Requirements......................................................................................... B-10 B-11. Student Recognition................................................................................................................ B-10 B-12. American Council on Education/College Credit.................................................................. B-11 B-13. Assessment – 1009A Assessing Attributes and Competencies............................................ B-12 B-14. Assessment – 1009S Public Speaking Information Brief..................................................... B-20 B-15. Assessment – 1009W Assessing Writing Compare and Contrast Essay............................ B-22 B-16. Assessment – 1009W Assessing Writing Informative Essay............................................... B-27 B-17. Assessment – 1009W Special SHARP Essay (Commandant’s Writing Award)............... B-32 B-18. Assessment – Conduct Individual Training Rubric............................................................. B-38 B-19. Assessment – Conduct Physical Training Rubric................................................................ B-40 B-20. Assessment – Conduct Squad Drill Rubric........................................................................... B-45 B-21. Assessment – Army Combat Fitness Test Grader Certification Rubric............................ B-47 ii PREFACE 1. Purpose: This course management plan (CMP) is a single-source document pertaining to the administration of the Basic Leader Course (BLC). Commandants may use extracts from this plan in local facilitator training programs. 2. Applicability: This CMP applies to course number 600-C44. 3. Course Title: Basic Leader Course. 4. Program of Instruction (POI) Approval Date: Validated 27 May 2020. 5. Supersession Information: This CMP supersedes all previous versions. 6. Proponent: The NCO Leadership Center of Excellence (NCOLCoE). 7. Foreign Disclosure (FD) Restrictions: FD 1 – This product has been reviewed by the curriculum developers in coordination with the NCOLCoE G-2, Fort Bliss, Texas foreign disclosure officer. This product can be used to instruct international military Soldiers from all approved countries without restrictions. 8. Gender Disclaimer: Unless this publication states otherwise, masculine nouns and pronouns do not refer exclusively to men. 9. Proponent Point of Contact: SGM Christopher West, email [email protected], DSN 621-8318 or commercial (915) 744-8318. 10. Internet Access: Noncommissioned Officer Academies (NCOAs) have access to the NCOLCoE website to download any component of the BLC courseware at https://usasma.ncoes.army.mil/. 11. Comments and Recommendations: Send comments and recommendations on DA Form 2028 (Recommended Changes to Publications and Blank Forms) directly to: Director Curriculum Development NCOLCoE ATTN: ATSS-DCD 11291 Sergeant E. Churchill Street Fort Bliss, TX 79918-8002 ii CHAPTER 1 COURSE STRUCTURE 1-1. Applicability a. This course management plan (CMP) applies to The Army School System (TASS) Noncommissioned Officer Academies (NCOAs) and Regional Training Institutions (RTIs) that conduct the Basic Leader Course (BLC) Program of Instruction (POI). b. NCOAs will not exceed an 8.5 academic-hour day. Exceptions can be made by the NCOLCoE NCOPDD directorate. c. This CMP reflects the entire course designed for facilitation using the Army Experiential Learning Model (ELM) methodology. d. If there is a conflict between this plan and Army publications or guidance, the Army publications or guidance take precedence. The intent of the CMP is to enhance the BLC and not establish Department of the Army (DA) or Training and Doctrine Command (TRADOC) policies. 1-2. Course Prerequisites a. IAW AR 350-1, Structured Self Development I (SSDI) is the current prerequisite to attend the Basic Leader Course (BLC). Distributed Leader Course I (DLC-I) is also a prerequisite in lieu of SSDI. b. Noncommissioned officer backlog. Within the guidelines of Select Train Educate and Promote (STEP) (AR 350-1, Section V) is defined as Soldiers with 37 or more months time in grade who have been promoted without completing/graduating the Professional Military Education (PME) course in the Noncommissioned Officer Professional Development System (NCOPDS) required for their grade level. Soldiers on the legacy backlog are afforded one opportunity to attend their requisite NCO PME course. These Soldiers are not otherwise eligible for further promotion consideration unless they meet all of the training and educational requirements for their current rank. (Ref: AR 350-1, paragraph 3-19f) c. Attendance is on a priority basis. Soldiers who qualify for BLC are placed on an Order of Merit List (OML) by the unit commander as follows: (1) First Priority. Soldiers promoted to SGT with a deferred education requirement, NCOs not previously afforded an opportunity to attend. (2) Second Priority. SPC/CPL promotable. These Soldiers are prioritized within this category as follows: (a) For regular Army/COMPO 1. SPC/CPL promotable in MOS(s) which would have had additional promotions if more promotable SPC/CPL had been available and identified as shortage MOS by monthly HRC Promotion Cut-Off memorandum. (b) SPC/CPL promotable who have met the cut-off score. (c) SPC/CPL promotable in other MOS serving in an authorized NCO position based on the highest number of promotion points. CMP-1 (d) All other SPC/CPL promotable on a recommended list based on the highest number of promotion points. (3) Third Priority. SPC/CPL in leadership positions. In order to fill all BLC training seats, non- promotable SPC/CPL with demonstrated leadership potential may attend BLC only when all higher OML categories are exhausted. (Ref: CORRECTION MESSAGE FOR ARMY REGULATION AR 350-1, from HQDA DCS G-3-5-7 MIL LEADER DEV DIV, dated March 27, 2019) d. Commandants will also ensure National Guard and Reserve (Compo 2 and 3) Soldiers in a TDY status are given priority consideration for class seats as appropriate. Commandants can also accept “local walk-ons” provided Soldiers be otherwise fully qualified to attend BLC. Privates first class and below are NOT authorized to attend BLC. Commandants will notify HRC of any “walk-on” Soldiers enrolled in an NCO PME course. (Ref: FRAGO 1 to HQDA EXORD 236-15, Army-wide Implementation of Noncommissioned Officer Professional Development System, para 3.B.9.A) e. Additional requirements. Soldiers must: (1) Meet height and weight standards IAW AR 600-9. Soldiers are allowed one re-screening. The re-screening will be administered no earlier than seven days after the initial height/weight assessment. Failure of initial height and weight screening will result in a counseling and removed from all academic honors. If a student passes the re-screening, the highest rating they may receive on the 1009A for Presence and Comprehensive Fitness is a “MET STANDARDS.” (2) Be eligible for reenlistment and have an attendance recommendation from their immediate commander. (3) Have no suspension of favorable personnel actions (flags) or pending flags. (4) Arrive fully capable of performing supporting individual tasks and tasks required at the previous lower level course, e.g., basic training, SMCT Skill Level 1, SSDI/DLC I. (5) Pre-execution Check List (PEC), Post Reservation Check List (PRCL), and complete NCOA packing list. (a) Active component (AC) Soldiers must bring an automated TASS Unit Pre-execution Checklist (PEC), TRADOC Form 350-18-2-R-E with them. This form is available for download from the TRADOC website: http://adminpubs.tradoc.army.mil/forms.html. (b) Reserve component (RC) Soldiers must report with the Post Reservation Checklist (PRCL), which took effect in April 2011, for U.S. Army Reserve and Army National Guard Soldiers. The PRCL must be completed by the Soldier's unit two days prior the report date. If the PRCL is not completed, the Soldier's reservation will be cancelled. Due to the use of the PRCL, Reserve component (RC) Soldiers attending BLC at an RC NCOA will not need a TRADOC Form 350-18-2-R- E, PEC, as the information has already been verified through the PRCL. (c) AC Soldiers attending a RC or NG NCOA will still be required to report with a copy of their signed PEC. In addition, all Soldiers, both AC, RC, and NG will be required to report with a signed copy of their PEC when attending any AC NCOA. CMP-2 (d) Soldiers have 72 hours to provide all required missing documents and NCOA packing list items. Soldiers who fail to provide required missing documents and/or items within the established timeline will be disenrolled and returned to their unit. (e) Common Access Card (CAC): All Soldiers attending BLC are required to have a CAC. (f) Student qualifications in meeting prerequisite tasks are an individual and unit commander’s responsibility. Upon arrival, Soldiers must possess the capability of performing supporting individual Skill Level 1 tasks. (g) Commandants may not add local requirements to the prerequisites. 1-3. Enrollment Requirements a. Soldiers with medical profiles due to an operational deployment will be permitted by their immediate commander to attend appropriate courses (to include PME) within the guidelines of their profile. Soldiers must arrive at the aforementioned course of instruction with a copy of their current profile and memorandum signed by their commander stating the profile has been continuous and is a result of injuries sustained due to an operational deployment. b. Soldiers with temporary profiles preventing full participation in a course that are not a result of operational deployment, will be removed or deferred from school attendance consideration by their immediate commander, until the temporary profile is removed or the student can complete all course graduation requirements. c. Soldiers with a permanent designator of “2” in the physical profile must include a copy of DA Form 3349 (Physical Profile) as part of the course application. They will be eligible to attend courses (to include PME) and train within the limits of their profile, provided they can meet course graduation requirements. Soldiers with a permanent designator of “3” or “4” in their physical profile must include a copy of DA Form 3349, and the results of their MOS Administrative Retention Review as part of the course application. d. Soldiers who have been before a MOS Administrative Retention Review and retained in their MOS or reclassified into another MOS are eligible to attend appropriate courses (to include PME) and train within the limits of their physical profile (DA Form 3349). Commandants will not disenroll or deny enrollment of Soldiers into the course based on physical limiting conditions on their physical profile, IAW MOS Administrative Retention Review adjudication. e. Pregnant Soldiers: Soldiers who are pregnant prior to the course may not attend BLC until medically cleared. A Soldier who is diagnosed as pregnant while attending BLC may continue, provided written documentation from the doctor states she can participate in all course physical requirements. Soldiers medically dis-enrolled for pregnancy after enrollment are eligible to return to the course when medically cleared. f. NCOAs will deny enrollment to Soldiers failing to meet any one of the above prerequisites. NCOA Commandants will not supplement these mandatory enrollment requirements. (Ref: AR 40-501, Chapters 7 and 8; AR 350-1, Chapter 3; AR 600-9; and ATP 6-22.1) CMP-3 1-4. Course Objectives The BLC focuses on six NCO Common Core Competencies. p These competencies p are readiness, leadership, training management, communications, operations, and program management. BLC is designed to build basic leader and trainer skills needed to lead a team size element, while providing the foundation for further development along the PME learning continuum. Soldier lethality spans all fundamentals: shooting, moving and communicating, protecting, sustaining and training. The Basic Leader Course fully supports the Army’s missions of lethality by developing smart, thoughtful, and innovative trainers who can communicate effectively, lead and protect their Soldiers, and sustain their equipment. 1-5. Course Structure a. Instruction at the BLC is accomplished with the Army Experiential Learning Model (ELM) methodology. Lessons are facilitated in a small group setting with a collaborative approach, which allows the Soldiers to discover information and then apply it to new and ambiguous situations. Lessons include critical and creative thinking activities and exercises, which aid in learning. Facilitators assess the Soldiers’ leadership ability and potential through observing discussions and interactions. b. The BLC is a 22-academic day course consisting of 169 academic hours. The course map below shows a listing of the lessons that make up the course. It reflects the mandatory sequence, the lesson identification number, the lesson title, the length of the lesson (total), and the phase for rotation purposes. (NOTE: The six administrative lessons are not part of the course map). Research Time: Students are provided 22 hours of academic/research time throughout the course to produce four products associated with writing, public speaking/presentation, training management, and SHARP. This time allows students to research, collaborate with peers, and develop their academically required products which will be assessed for grading. This is academic time and by no means considered study hall. c. The BLC is conducted in four modules with one rotation. Module 1 and Module 2 will be conducted in the base group. g p Students will then rotate to new classrooms with new facilitators to conduct Module 3 and Module 4. All facilitators will continue to teach following the course u map and training schedule. d. Each NCOA will execute the “Conduct Individual Training” (B116) lesson during the assessment phase IAW the BLC course map. The lesson scope states: “At the end of this 16-hour learning event, you will be able to break down team level responsibilities in a unit Mission Essential Task List (METL) and develop a 30-minute Sergeant’s Time Training session using the 8-step training model, incorporating training management principles and risk management. You will provide individual training on Warrior Skills Level 1 elements to peers.” The intent for this lesson is to train-the-trainer and certify those future leaders (BLC students) in training their Soldiers. The train-the-trainer concept ensures that those responsible for training can provide proper instruction and certification to the Soldiers in their unit. Trainers train Soldiers and ensure the standards are met. BLC students must properly plan, execute, and assess training under the supervision of the NCOA cadre IAW FM 7-0 and all B116 lesson material. Students will conduct their training classes in an outdoor tactical environment with full field gear and weapons. Where possible, student groups should move from point to point using land navigation techniques. Training lanes may be set up to facilitate a better tactical environment, depending on available training area and resources. Each NCOA Commandant is encouraged to leverage local resources (as needed) to meet their specific training needs. There is no requirement to transport students to a remote field site/training area to execute B116. The main objective/learning outcome is to train junior NCOs (students) how to train their Soldiers once they return to their units. Each NCOA CMP-4 Commandant has the latitude to execute B116 as they see fit within the time allocated, intent of the lesson, and the guidance in this paragraph. NCOAs will have an extreme weather plan in the event severe weather precludes outdoor training and integrate the risk assessment process in all training activities. NOTE: Army Directive 2020-06 (Army Combat Fitness Test) dated 12 June 2020, directs that “A passing score on the last record APFT remains valid until 31 March 2022 for any purpose requiring a passing APFT or score, including, but not limited to, professional military education, functional courses, or operational course credit consideration.” The directive further states that “No adverse administrative actions (such as flags, separation, denial of appointment/commissioning, derogatory/referred evaluation reports, and Order of Merit List Standings) will be taken against a Soldier based on failing the ACFT until further guidance is published by the ASA (M&RA). A Soldier’s score, or comments regarding performance on the ACFT, will not be used administratively (such as the Officer or Noncommissioned Officer Evaluation Reports, Academic Evaluation Report, Enlisted Record Brief, Soldier Record Brief, or Officer Record Brief) or considered as part of a semi-centralized or centralized promotion board process until further guidance is published by the ASA (M&RA).” This directive is effective until rescinded or superseded by subsequent Army policy. CHAPTER 2 COURSE MAP This graphic shows the mandatory training sequence for this course. Each lesson that is shown as a prerequisite for another lesson must be taught before that follow-on lesson is presented. This mandatory training sequence cannot be violated. Failure to follow it means students will receive training for which they have not received the prerequisite training. Seq Lesson Title Hours Module 1 B100 Basic Leader Course Overview / Blackboard Review 3 2 B101 Group Dynamics 3 3 B128 Sexual Harassment / Assault Response & Prevention 3 4 B111 Physical Training 19 5 B114 Drill and Ceremonies 6 6 B129 Equal Opportunity – Prejudice and Discrimination 2 Module 1 7 B108 Cultural Competencies 4 8 B103 Written Communication 13 9 B106 The Army’s Leadership Requirements Model 4 10 B105 Critical Thinking and Problem Solving 4 11 B102 Effective Listening 3 12 B104 Public Speaking 12 13 B124 Army Combat Fitness Test Grader Certification *8 14 B115 Mission Orders and Troop Leading Procedures 5 Module 2 15 B116 Training Management / CIT 18 16 B109 Army Values, Ethics and Integration of Soldier 2020 5 CMP-5 START END DAY LOCATION UNIFORM WHO SUBJECT REFERENCE INSTR TIME TIME CMDT / FORMATION / ACCOUNTABILITY / NCOA SOP / 0530 0630 PT AREA IPFU ALL 1SG / SSGL COMMANDANT'S RUN B111 / SGL 0630 0800 B906 ACU ALL PERSONAL HYGIENE / BREAKFAST DFAC SOP DUTY PLT MON STUDENT COUNSELING / 0800 1000 B2E ACU ALL PACKET CLOSEOUT / NATIONAL ANTHEM & S202 SSGL / SGL 5 OCT 20 INVOCATION TRY-OUTS Conference 1000 1130 ACU ALL STUDENT EOCC AAR BLC CMP SSGL / SGL Room DAY 21 1130 1300 B906 ACU ALL LUNCH DFAC SOP DUTY PLT SOLDIER 1300 1700 ACU ALL GRADUATION REHEARSALS S202 DUTY PLT HALL DUTY PLT 1700 1800 B906 ACU ALL BARRACKS INSPECTION / DINNER DFAC SOP 1SG / SSGL 0550 0600 SAGE HALL ASU ALL FORMATION / ACCOUNTABILITY NCOA SOP 1SG / SSGL TUE 0600 0700 B2E ASU ALL FINAL OUT-PROCESSING A202 SSGL / SGL 6 OCT 20 SOLDIER 0700 1000 ASU ALL GRADUATION REHEARSALS S202 DUTY PLT HALL SOLDIER 1000 1130 ASU ALL GRADUATION A204 CMDT HALL DAY 22 BARRACKS CLOSE-OUT DUTY PLT / 1130 1300 B1005 ASU ALL A202 (TDY STUDENTS ONLY) SUPPLY CHAPTER 4 COMMANDANT RESPONSIBILITIES a. Post student orientation information under their respective school codes to the school header (SH) screen in ATRRS. b. Ensure the information is current at all times and includes all information from TR 350-18, para 3-20 as necessary. c. Mail information to the Soldier’s unit NLT 45 days prior to start of the course if ATRRS is not available. d. Have copies of the Individual Student Assessment Plan (ISAP) available for those Soldiers who did not receive a copy prior to reporting for training. e. Have attendance material available on the school website. f. The commandant is responsible for ensuring all student input/output data is posted to ATRRS within 2 working days (7 working days for ARNG and USAR schools) of the start date and the actual outputs within 2 working days (7 working days for ARNG and USAR schools) from the end date of each class as announced in class schedules. Losses from a course must be posted within 2 working days of notification to ensure adjustments in any follow-on training for which an individual may have reservations. (AR 350-10, para 1-4t(2)) g. The NCOA will maintain individual student records for at least 12 months after the completion of the course, and 24 months for Soldiers released from the course prior to completion. The records will contain the following documents: CMP-18 x The enrollment application for ATRRS (ATRRS Automated Training Application System [AATAS], ATRRS R2, or DA Form 4187). x The attachment order if prepared. x All student leadership evaluations. x All assessment scores. x All counselings, including initial, performance, leadership, end-of-course evaluations, assessments, and individual developmental action plans. x Copy of course completion and DA Form 1059. x Any other correspondence referencing the Soldier, such as a dismissal packet. x DA Form 705 (as required for professional development). x DA Form 5500 or DA Form 5501 (Body Fat Content Worksheet). x DA Form 3349 with Military Medical Review Board results, if applicable. x DA Form 87 Certificate of Training for 40 hours of Tactical Fitness Training. This form is available on the Army Publishing Directorate website (https://armypubs.army.mil). The description will read as follows: 40 HOURS OF TACTICAL FITNESS TRAINING IN THE BASIC LEADER COURSE CONSISTING OF NUTRITION, PHYSICAL READINESS PROGRAM, RESILIENCY, ARMY BODY COMPOSITION PROGRAM, HOLISTIC HEALTH AND FITNESS, AND THE ARMY COMBAT FITNESS TEST LEVEL 1 - GRADER. h. A copy of all counselings and the Certificate of Training for 40 hours of Tactical Fitness Training will be given to Soldiers with their individual developmental action plan packet. NCOAs are not required to maintain counseling addendums in the Soldiers’ individual records. CHAPTER 5 COURSE MANAGER (CM) / CHIEF OF TRAINING (COT) QUALIFICATIONS The CM/COT must meet the qualifications listed below: a. Be a SFC, MSG, or qualified Civilian. b. Be a graduate of the Common Faculty Development-Instructor Course (CFD-IC) or Faculty Development Programs 1 and 2 (FDP); or the Intermediate Facilitation Skills Course (IFSC) and Foundation Instructor/Facilitator Course (FIFC); or the Army Basic Instructor Course (ABIC) and the Small Group Instructor Training Course (SGITC) or course equivalents. CMP-19 CHAPTER 6 COURSE MANAGER (CM) / CHIEF OF TRAINING (COT) GUIDANCE 6-1. Course Manager (CM) / Chief of Training (COT) Duties and Responsibilities a. Ensure required resources and reference materials are available for each class. b. Ensure facilitators receive support, materials, and equipment required for presenting this training. c. Ensure facilitators are trained and ready to facilitate and manage their classroom. d. Become completely familiar with the BLC Individual Student Assessment Plan (ISAP) in Appendix D. e. Continuously evaluate course effectiveness and efficiency and provide feedback to the curriculum development proponent. f. Ensure staff, faculty, and Soldiers comply with safety and environmental protection rules, regulations, laws, and course requirements. g. Ensure facilities, material, equipment, and systems required for presenting this instruction are properly maintained. h. Obtain required reference materials. i. Monitor BLC website for updates and changes to courseware. https://usasma.ncoes.army.mil/. j. Once a week the course managers/chief of training should review the Center for Army Lessons Learned (CALL) website (https://usacac.army.mil/organizations/mccoe/call) for current lessons learned and events that pertain to the class and distribute to facilitator. k. All NCOAs must develop and maintain a course SOP. The SOP will contain, at a minimum, policy and procedures for the following: x Verifying student prerequisites. x Ensuring Soldiers, faculty, and staff are in compliance with AR 600-9. x Student in-processing and out-processing. x Preparation and distribution of Individual Student Assessment Plan (ISAP) and student guides. x Refresher and remedial educational assessments, study halls, and education requirements. x Resourcing. x Ensuring safety and conducting risk assessment. x Sexual Harassment/Assault Response and Prevention (SHARP) and equal opportunity policies and procedures. x Student attendance, counseling, and maintenance of classroom records. x Environmental compliance. x Facilitator qualifications, certifications, and evaluations IAW Instructor Certification Program (ICP). CMP-20 x Self-assessment process. x Waiver request procedures. x Staff and faculty development program (IAW TR 350-70). (Reference: TR 350-18, para 3-2) l. NCOLCoE recommends the additional policies and procedures be included in the SOP: x Failure to Report (FTR). x Prohibited Soldier relationships/fraternization. x Procedures for a referred academic evaluation report (AER). x End-of-Course Critiques (EOCC). x Soldiers distress plan. x Risk management requirement certification. x Alcohol and smoking policies. x Computer usage. x Blackboard administration. CHAPTER 7 FACILITATOR CERTIFICATION REQUIREMENTS a. The most important task for the NCOA Commandant is the selection of facilitators. Commandants can receive the Instructor/Facilitator Certification Program (ICP) by contacting Quality Assurance Office at NCOLCoE. Currently, Mr. Albert Mays is the NCOLCoE Quality Assurance Office POC for the Basic Leader Course at [email protected], (915) 744-2276. b. Basic Leader Course facilitator certification candidates must: 1. Be a SSG or SGT (P) with an exception to policy. 2. Be a graduate of the Primary Leadership Development Course (PLDC), the Warrior Leader Course (WLC), or the Basic Leader Course (BLC). 3. Meet the initial instructor requirements as delineated on the Form 400-1, Part 1. 4. Part 1, have a certified facilitator assigned as a mentor during the certification process and meet all initial instructor qualifications at Appendix B, Form 400-1, Initial Instructor/Facilitator Qualification Checklist prior to beginning certification and complete the current Phase I Foundation course, Common Faculty Development Instructor Course (CFD-IC). 5. Part 2, complete a minimum of 40 hours of academic instruction as an assistant instructor (AI) to a certified facilitator while being evaluated facilitating a minimum of one lesson using the Form 400-2/3, Phase II Technical: Instructor Certification Observation Rubric as identified in Appendix B and receive a 75 percent or higher score. 6. Part 3, complete a minimum of 40 hours of academic instruction as a Primary Instructor (PI) to a certified facilitator while being evaluated facilitating a minimum of one lesson using the Form 400- 2/3, Phase III Certification: Instructor Certification Observation Rubric as identified in Appendix B and CMP-21 achieve an 80 percent or higher score. 7. Once the candidate has completed all certification requirements, the commandant or their designated representative will then request the Skill Identifier (SI) “8” and the instructor/facilitator certification certificate (ICC) IAW Chapter 2, Paragraph 2-3a. CHAPTER 8 FACILITATOR GUIDANCE 8-1. Facilitator Overview a. Facilitators are directlyy in contact with the students and represent p the command in the presentation of instruction. They serve as the role model for students. They will be technically competent and professional in demeanor. b. Each facilitator will: 1. Thoroughly study and be well-versed in the material prior to presenting the lessons. 2. Manage the instruction and maintain an environment conducive to student learning. 3. Supervise and guide the learning process. 4. Provide immediate feedback on student performance. 5. Be alert to students having difficulty and intercede as appropriate. 6. Handout student guide (if applicable) and Individual Student Assessment Plan (ISAP) to the students before instruction begins. 7. Ensure students comply with safety and environmental protection rules, regulations, laws, and course requirements. 8. Explain the graduation criteria and requirements to the students prior to the start of the course. 9. Maintain the following records prior to submission to the course manager / chief of training. (a) All assessments. (b) All counseling, including initial, performance, leadership, end-of-course evaluations, and developmental action plans. (c) Copy of course completion and DA Form 1059. (d) Any other correspondence referencing the Soldier, such as dismissal packet. (e) DA Form 705. CMP-22 (f) DA Form 5500 or DA Form 5501 (Body Fat Content Worksheet). (g) DA Form 3349 with Military Medical Review Board results, if applicable. 10. Counsel students. 11. Provide appropriate remediation. 12. Continuously evaluate course effectiveness and efficiency and provide appropriate feedback to the Directorate of Curriculum Development at the NCOLCoE. 8-2. Instructor-to Student Ratio / Class Size a. The optimal classroom facilitator-to-student ratio for the ELM is 1:8, with a 1:10 ratio being the maximum. NCOAs must maintain a 1:8-10 facilitator-to-student ratio to facilitate successful education using the ELM while also maximizing g class size. Each classroom will have two facilitators per 16-20 Soldiers. Group sizes per classroom shall not exceed 2:20. A rratio of more than 1:10 requires an exception to policy from the NCOLCoE Commandant through the NCOPDD, Directorate of Curriculum Development, and NCOLCoE Quality Assurance Office (QAO). b. The ELM is designed for two facilitators per classroom. One facilitator is the primary, the other facilitator is the assistant. The intent is to facilitate the lessons using a team-teaching approach. The assistant may be preparing for his/her next block of instruction or grading papers, etc., while remaining available to assist in facilitating as needed. The NCOA Commandant may allow the temporary absence of an assistant facilitator by exception only. 8-3. Method of Instruction a. Small group g p facilitation and the ELM methodology shifts the teaching paradigm from “what to think” to “how to think” aand places the learning responsibility on the student through group participation and interaction. This collaborative approach creates an atmosphere whereby the Soldiers can exchange ideas on any subject and use collective reasoning to solve problems and discover new information. The small group process fosters team building and provides reinforcement based on a wide range of backgrounds and professional experiences. Do not use BLC Soldiers as facilitators or discussion leaders. Exception: Soldiers will instruct their tasks assigned to them in their practical exercises and performance evaluations, as required in the lesson plans i.e., B116, Training Management/Conduct Individual Training. b. NCOAs are required to organize Soldiers with a mix of military specialties when forming groups as much as possible. The assigned groups will rotate through different classrooms throughout the course. Facilitators will ensure their Soldiers serve in a variety of leadership positions as much as possible. As a leader, Soldiers will lead, train, and care for the other members of their group. Facilitators will observe and counsel student leaders by addressing the Soldiers’ leadership techniques, ideas, and principles. c. The NCOA cadre will teach and demonstrate the standards of leadership, training, counseling, and overall professionalism that the NCO Corps must maintain. Everything Soldiers observe in an NCOA should set an example of how to conduct activities in their unit and the Army. CMP-23 8-4. DA Form 1059 Service School Academic Evaluation Report NCOAs must pprepare p an AER,, DA Form 1059,, for each student upon successful completion, or up to the point of disenrollment or dismissal from the course or phase. Comments on DA Form 1059s will match those found on the Soldier’s DA Form 4856 (Developmental Counseling Form) as maintained by the school. See Appendix A for completion instructions. 8-5 Student End-of-Course Critique a. IAW AR 350-1, paragraph 3-23, each student will be given the opportunity to complete an End- of-Course-Critique (EOCC) prior to graduation. Soldiers will receive an invitation from the NCOLCoE QAO by email to complete the EOCC. b. NCOAs must provide the NCOLCoE QAO the ATRRS student roster once completed. This will facilitate the processing of the Soldiers receiving the invitation to participate in the EOCC. Currently, the point of contact is Mr. Albert Mays at [email protected], (915) 744-2276. c. Facilitators must accomplish the following: x Ensure each student has the opportunity pp y and time to complete p the survey. y x Request q that each student be honest,, professional, p , and encourage g written comments. x Create a non-threateningg atmosphere p to encourage g openness p and candor. x Not require the Soldiers to provide identification on the survey. d. Commandants will not penalize a student for responses made in relation to their EOCC. 8-6. Class Management / Environment a. Commandants must ensure that all facilitators exercise proper class management in order to create an environment conducive to learning. Facilitators can successfully manage their classes by understanding the physical environment of the classroom and the Soldiers within the classroom. b. Facilitators are directlyy in contact with the students and represent p the command in the presentation of instruction. They serve as the role model for students. c. The facilitator is the key to classroom discipline. Discipline D must not interfere with the learning process. Guidance prohibits facilitators from using demerit systems, harassment, or similar techniques to enforce discipline in the classroom. The most successful facilitator is the one who finds the middle ground between too much and too little discipline. d. Facilitators should treat Soldiers as they would treat subordinate NCOs in their unit and not as trainees. A key point to remember is that Soldiers learn better when the facilitator treats them with professionalism, dignity, and respect. The facilitator who maintains his/her professionalism and treats their Soldiers like fellow NCOs will successfully manage the learning environment and maintain the proper level of discipline. 8-7. Experiential Learning Model (ELM) Overview a. Learner-centric environments engage Soldiers in frequent context-based problem solving exercises, and depending on the student population, encourage peer-to-peer learning. Soldiers’ CMP-24 experience influences the nature and complexity of classroom and distributed learning experiences. The small group instruction and ELM facilitation process differs from the traditional instructional delivery method. The ELM assumes Soldiers bring their experiences and knowledge to the classroom. Soldiers construct knowledge by synthesizing their real-world experiences and create learning that lasts by balancing both cognitive and affective domains. It allows Soldiers to exercise critical reasoning and creative thinking by identifying problems and working collaboratively to develop possible solutions. b. This methodology centers on the student through participation and discovery. It consists of five elements: 1. Concrete Experience (CE) - The concrete experience serves as a trigger of past experience and knowledge as a focusing mechanism for the lesson that follows. It is also used as a support for teaching new content. The CE appeals to the student’s affective domain behavior of valuing while providing a common experience that is connected to the new lesson content. 2. Publish and Process (P&P) - Publish and process is the critical link between the CE and the generalizing of new information (GNI). It consists of two distinct components, the publish surfaces the student reactions to the CE and reflecting on their experience and knowledge of the topic. The process initiates a reconciliation of where the student is and where the student should be at lesson’s end. The P&P may also reveal student biases and other preconceptions that must be dealt with if learning is to occur. This is the first opportunity in the ELM for Soldiers to demonstrate critical thinking. 3. Generalize New Information (GNI) - The GNI is the only step in the ELM that is facilitator/instructor centered, and this is where the lesson content is taught. The content must focus on those objectives that are essential to achieving the learning outcomes. Both content and methodology must be considered during GNI to ensure achievement of the appropriate learning level. GNI can include a wide variety of techniques including lecture, discussion, demonstration, role-play, simulation, case study, and other approaches. 4. Develop - This step is student-centric. It provides Soldiers a final opportunity to express how the lesson content will be of value to them in the future. 5. Apply - The apply step is similar to the assessment, in that it is linked to the learning objective standards. The apply serves as a means for the verification of the Soldiers’ achievement of the learning objective standards before they leave the classroom. If the apply indicates that Soldiers are unclear about key aspects of the lesson content, the facilitator can return to the GNI step to readdress those key points. 8-8. Lesson Presentation a. The lesson plan includes everything the facilitator needs to present the lesson. The facilitator should not need to develop additional material. The only exception to this is if the NCOA Commandant authorizes alternate practical exercises/activities. The facilitator must read and study the lesson plan thoroughly to become very familiar with the content; well enough to teach it and answer questions which will come up during presentation. The facilitators' presentation skills will improve as they become more comfortable with the material and ELM process. The key to presenting effective quality instruction in the facilitation process is thorough preparation and practice. The facilitator must always bear in mind their goal is for each student to understand and achieve the learning objectives/outcomes. b. NCOLCoE prepares each lesson plan in the Army approved ELM format. Lessons include a variety of open-ended questions to aid in critical thinking and guide Soldiers toward the stated CMP-25 objectives/outcomes. NOTE: Facilitators may develop questions of their own during the presentation to facilitate the discussions and learning objectives/outcomes. 8-9. Army Lessons Learned/Operational Environment (OE) a. Once a week the course managers/chief of training should review the Center for Army Lessons Learned (CALL) website (https://usacac.army.mil/organizations/mccoe/call) for current lessons learned and events that pertain to the class and distribute to facilitator. b. Facilitators will lead a group g p discussion about new Army related information gathered from the CALL website or OE This discussion should be part of the morning battle E (not to exceed 15 minutes). T rhythm prior to the start of any instruction. CHAPTER 9 STUDENT GUIDANCE a. NCOAs must develop a Student Guide and provide it to each student along with the Individual Student Assessment Plan (ISAP). b. Soldiers will receive and must read the Student Guide and the ISAP before instruction starts. The use and importance of these items and student responsibilities must be thoroughly explained to the Soldiers. Each facilitator will counsel their Soldiers on graduation requirements prior to instruction. c. Soldiers must achieve the desired learning outcomes for BLC. Soldiers must complete homework assignments, practical exercises, and they must participate in all curriculum activities and discussions. d. The Student Guide should include the following policies and/or procedures (at a minimum): x Student in-processing and out-processing. x Safety. x Environmental compliance. x SHARP. x Student attendance. x Student counseling. x Student records. x Student conduct and misconduct. x Daily routine. x Graduation. x Local policies. e. NCOLCoE recommends the additional policies and procedures be included in the Student Guide: x Failure to Report (FTR). x Prohibited Soldier relationships/fraternization. x Procedures for a referred academic evaluation report (AER). x End-of-Course Critiques (EOCC). CMP-26 x Soldiers distress plan. x Risk management requirement certification. x Alcohol and smoking policies. x Computer usage. x Blackboard Administration. f. The Individual Student Assessment Plan (ISAP) (see Appendix B) will be issued to students prior to instruction. It includes learner/student responsibilities, graduation criteria, and the assessment strategy for the course. It describes in detail each assessment and the consequences for student failure to perform. It also describes the actions available to the student for redress and recourse in the event of performance failure or misconduct. It contains course test policy and students’ responsibilities for completing the course or learning program. CMP-27 APPENDIX A DA FORM 4856 DEVELOPMENTAL COUNSELING and DA FORM 1059 SERVICE SCHOOL ACADEMIC EVALUATION REPORT A-1. Student Developmental Counseling Requirements a. Developmental counseling is a means of assisting and developing Soldiers and subordinates. As a facilitator, your counseling should: x Document good as well as poor performance. x Stress the importance of teamwork and collaboration. x Provide feedback on strengths and weaknesses. x Assist Soldiers in attaining required standards or correcting adverse behavior. x Mentor Soldiers to set personal and professional goals. x Help Soldiers resolve personal as well as academic problems. x Provide feedback and guide Soldiers in self-assessment (use the leadership assessment forms in this appendix to aid in the overall assessment of the Soldiers’ leadership evaluation). b. Feedback is essential for Soldiers to know how they are performing and where they stand in the course. Developmental counseling is one of the most important tools of leader development feedback at BLC. The facilitator must continuously counsel Soldiers on both the strengths and weaknesses of their performance throughout the course. All counseling must explain the student’s progress to date. Facilitators must conduct the following counseling: x Initial counseling: By using reception and integration counseling you should determine whether or not a student has any personal problems or outside distracters that would interfere with his completing the course. This session must include the statement “I will not acquire or provide inappropriate assistance before or during any assessment except as instructed (e.g., group activities) and will report any such inappropriate assistance before, during, or after the administration of any assessment.” This eliminates the DA Form 5160 requirement. x After any assessment failure or reassessment failure. x If a student is in danger of failing, counseling will be conducted. x Comprehensive end-of-course developmental counseling. x Facilitators will include locally developed goals and objectives that support the SHARP program in the initial counseling. Soldiers will be assessed throughout the course and their compliance will be documented on the DA Form 1059. Soldiers will be advised that failure to adhere to the SHARP program will result in a referred report. x PART I – SUMMARY OF COUNSELING: Initial counseling example: “I expect for you to adhere to the SHARP program by supporting and fostering a climate of dignity and respect throughout the conduct of this course, in and out of the classroom environment. I expect you to maintain personal and professional behavior conducive to fair, respectful treatment of your fellow classmates. Failure to maintain these standards will result in the DA Form 1059, PART II block a being checked as “NO.” Comments will be entered in PART II block l, stating that you do not support the SHARP program due to you fostering an unhealthy class environment by (specifically cited behavior). The DA Form 1059 will be submitted as a referred report with a check in PART IV block c1. You will have the opportunity to make any comments in PART IV block c2.” A-1 c. Suggested/recommended counseling techniques for facilitators using the evaluation check sheets: x Use the check sheets to check off the “GO”/“NO GO” options. x Make comments using DA Form 4856 IAW ATP 6-22.1 concerning the Soldier’s demonstrated strengths and weaknesses. x The facilitator will consolidate and analyze student performance near the end of the course and provide Soldiers documented feedback in the form of a developmental action plan (DAP). The DAP will identify the Soldiers strengths, weaknesses, and developmental needs. x Conduct counseling as you have taught it. x Conduct all counseling using DA Form 4856 IAW ATP 6-22.1. x At the end of the course, provide the Soldiers with a take-home packet consisting of all the counseling statements for professional growth and DA Form 1059. d. This CMP does not limit facilitators to the general indicators in ATP 6-22.1, but the facilitator must be precise, objective, and fair in the developmental counseling process. e. Counseling records play a major role in the event of favorable or unfavorable administrative personnel actions. (References: AR 350-1 and ATP 6-22.1) A-2. Student Recognition a. Present all Soldiers who meet course completion criteria with a diploma. IAW TR 350-18, paragraph 3-28, diplomas, at a minimum, must contain the: x Course title. x Course identification number. x Student’s full name and grade/rank. x Beginning and completion dates. x Academic hours. b. Soldiers competing for selection to SGT do not receive promotion points for completion of BLC (BLC completion is a requirement to fully qualify for promotion to SGT). However, commandants will recognize the following graduates in support of AR 600-8-19, paragraph 3-18a(2), which awards promotion points for the following: x Distinguished g Honor Graduate ((40 ppromotion ppoints)) ((highest g GPA). ) x Distinguished g Leadershipp Graduate (40 ( promotion p points) p ) (determined ( byy NCOA SOP). x Commandant’s List (20 promotion points) (limited to the top 20 percent). c. In addition, commandants will also recognize the awards listed below with a Certificate of Achievement (5 promotion points). x Honor Graduate (2nd highest GPA) x Commandant’s Writing Award (SHARP Essay) (determined by commandant) x Iron Soldier (highest ACFT) A-2 Students who receive any negative counseling are not eligible for these six awards. These six awards are the only awards authorized by the NCOAs/RTIs. Awards from external organizations are allowable. d. Enter all recognitions/awards on DA Form 1059, PART III block b. (i.e. Honor Graduate, Commandant’s Writing Award). A-3. DA Form 1059, Service School Academic Evaluation Report (AER) a. Commandants will ensure that the facilitator completes the report in sufficient time to counsel the student and determine the specific procedures for preparation of the AER. x PART I, II, and IV: Facilitator verifies the accuracy of each entry IAW AR 623-3, Chapter 3 and DA PAM 623-3, Chapter 4. x PART III: Completed by the reviewing official IAW AR 623-3, Chapter 3 and DA PAM 623-3, Chapter 4. NOTE: Do NOT use peer evaluations to determine the performance summary. Any peer assessments given are for practical exercises only and will not be reflected in any formal grade. b. All comments must be face-to-face on a personal basis. This should derive from the developmental counseling process and not comments taken from a “one comment fits all” list. c. The responsible reviewing officials’ designated representative will provide each rated Soldier a copy of the evaluation report when it is completed locally and before the rated Soldier departs the organization. This copy may be provided either in paper copy or electronic format. If the Soldier departs before receiving such a copy, the responsible reviewing official will send a copy of the completed evaluation report to the rated Soldier’s forwarding address or email address. (AR 623-3, paragraph 3- 34n) d. Prepare and distribute AERs IAW AR 623-3, Chapter 3, to include adverse AERs. e. Soldiers attending BLC will have established goals and will be assessed on how they are meeting the commitment on fostering climates of dignity and respect and on adhering to the SHARP program. (AR 623-3, paragraph 2-12j) f. Facilitators will include goals and objectives to support the SHARP program in the Soldiers initial counseling IAW procedures established locally by the NCOA Commandant, the TRADOC CG, or an appropriate military/civilian official, as applicable. 1. Facilitators will identify, as appropriate, any failures by the student to foster a climate of dignity, respect, and adherence to the SHARP program. If the rated student committed a substantiated act of sexual harassment or sexual assault, failed to report a sexual harassment or sexual assault, failed to respond to a complaint or report of sexual harassment or sexual assault, or retaliated against a person making a complaint or report of sexual harassment or sexual assault the facilitator must note the incident, the rater will include this information in PART II block a of DA Form 1059. (Reference: AR 623-3, paragraph 2-12k) 2. The DA Form 1059 will be processed as a referred report IAW AR 623-3 and DA Pam 623-3. A-3 g. DA Form 1059 comment examples: (1) “RANK” and “NAME” failed to support the SHARP program as demonstrated by his/her behavior by making direct sexual innuendos to a fellow student(s). The findings of a commandant’s inquiry substantiated “RANK” and “NAME” sexually harassed/sexually assaulted a fellow student(s). (2) “RANK” and “NAME” failed to report witnessing a substantiated sexual harassment incident. NOTE: For the following entries, the facilitator must justify all ratings in a clear and concise developmental counseling record. The facilitator must also base entries on their observations of the student throughout the course. The facilitator will annotate reassessment scores in the student’s records along with counseling and remediation documentation. Soldiers who require and pass a reassessment will receive the minimum passing score for that event, and the facilitator will automatically remove the student from class honors consideration. h. Entries for DA Form 1059, PART II, Academic Achievement. (1) Block a. Mark “Yes” or “No.” A “No” entry will cause the DA Form 1059 to be referred IAW AR 623-3, paragraph 3-28a(1). (2) Block b. Enter “PASS / FAIL / PROFILE” and DATE from the student’s ACFT. A “FAIL” rating will cause the DA Form 1059 to be referred IAW AR 623-3, paragraph 3-28a(2). (3) Block c. Enter the student’s height and weight and “Yes” or “No” in the standard. A “No” entry will cause the DA Form 1059 to be referred IAW AR 623-3, paragraph 3-28a(3). (4) Block d. Enter the overall grade point average. This is derived from the six GPA assessments shown below. To determine the 4.0 grade point average, add the six assessments together, dividing by six, and multiply by 0.04. (Example: 95+90+85+90+90+85 = 535. Secondly 535 ÷ 6 = 89.16. Lastly, 89.16 x 0.04 = 3.56. Therefore, in PART II, Block d, the GPA is 3.56 of 4.0.). x 1009S Public Speaking and Information Brief x 1009W Assessing Writing, Compare and Contrast Essay x 1009W Assessing Writing, Informative Essay x Conduct Individual Training Rubric x Conduct Physical Training Rubric x Conduct Squad Drill Rubric (5) Block e. Not applicable. The Basic Leader Course does not award any ASI/SQI. (6) Blocks f thru k. Facilitators will use the 1009A Assessing Attributes and Competencies rubric to complete PART II, blocks f thru k. This form is for quantitative purposes only. Any rating of “Did Not Meet Standards” in blocks f thru k will cause the DA Form 1059 to be referred IAW AR 623-3, paragraph 3-28a(4). (7) Block l. Comments will be entered as required. Comments will not exceed the space provided on evaluation reports. This section is limited to eight (8) lines of text. Bullet comments are not acceptable for AERs (AR 623-3, paragraph 3-19c(2)). A-4 (8) Block m. The rater will enter “SHARP Essay.” (9) Students who fail any assessment or fail to turn in an assessment on time, are not eligible for the Commandant’s List or the Superior Academic Achievement in PART III block a. (10) Students who receive any negative counseling are not eligible for the Commandant’s List or the Superior Academic Achievement in PART III block a. i. Entries for DA Form 1059, PART III, Overall Academic Achievement. (1) Block a. Students that rate in the upper 40 percent will receive a class standing assessment within part III, block a. Students rating below 40 percent (in other words, “Achieved Course Standards” or “Failed to Achieve Course Standards” box check selections) will not receive a class standing assessment within part III, block a. (AR 623-3, paragraph 3-13e(5)(a)1) ( ) Commandant’s List ((Limited to 20% of classroom enrollment). (2) ) To be considered for the topp 20%,, a student must ppass all initial assessments;; receive a cumulative attributes and competencies p score of 480 or higher g of a possible p 600 points p final ratingg from the 1009A;; pass U.S. Army fitness requirements during the course; and receive no negative counseling. T This percentage includes the distinguished honor graduate and honor graduate. (AR 623-3, paragraph 3-13e(5)(a)2) (3) Superior Academic Achievement (Limited to 21%-40% of class enrollment). Student must pass all initial assessments; receive a cumulative attributes and competencies score of 480 or higher of a possible 600 points final rating from the 1009A; pass U.S. Army fitness requirements during the course; and receive no negative counseling to be eligible for consideration of top 21% to 40% of class enrollment. (AR 623-3, paragraph 3-13e(5)(a)3) (4) Achieved Course Standards. Student must pass each assessment with a 70%; receive a cumulative attributes and competencies score of 420 or higher of a possible 600 points final rating from the 1009A; and pass U.S. Army fitness requirements during the course. (AR 623-3, paragraph 3- 13e(5)(a)4)) (5) Failed to Achieve Course Standards. Students who receive any “Did Not Meet Standards” assessment within PART II, (blocks f. thru k.) may be assessed as a “Failed to Achieve Course Standards” or "Achieved Course Standards” within PART III-Overall Academic Achievement section of the AER DA Form 1059. A box check selection of “Achieved Course Standards” in this instance requires an explanation in the comment area. (AR 623-3, paragraph 3-13e(5)(a)5) (6) Students who received any “Did Not Meet Standards” assessment within PART II, blocks f through k may only be assessed as a “Failed to Achieve Course Standards” or “Achieved Course Standards” within PART III, Overall Academic Achievement section of the AER DA Form 1059. A box check selection of “Achieved Course Standards” in this instance requires explanation in the comments area. If the student fails to meet course requirements as identified in the course grading plan, the reviewing official will place an “X” in the “Failed to Achieve Course standards” box. (AR 623-3, paragraph 3-13e(5)(a)6) Any student receiving two or more “Did Not Meet Standards” rating in PART II, blocks f thru k, will be rated as “Failed to Achieve Course Standards” in PART III, block a. (7) Students who fail any assessment are not eligible for the Commandant’s List or the Superior Academic Achievement in PART III block a. (8) Students who receive any adverse counselings are not eligible for the Commandant’s List. A-5 Students who receive any adverse counselings are not eligible for the Superior Academic Achievement in PART III block a. However, the commandant may withhold the Superior Academic Achievement rating from a student with only one adverse counseling that is more than a minor infraction. Block c. The reviewer may list up to three future assignments that are relevant to the student’s demonstrated aptitude IAW AR 623-3, paragraph 3-13e(5)(a)7. A-4. Academic Performance and Honors a. Commandant’s List: This list will not exceed 20% of the class enrollment. If the student passes all initial assessments; receives a cumulative attributes and competencies average of 480 or higher on the 1009A; passes the U.S. Army fitness requirements during the course; and receives no negative counseling; they are eligible to receive this honor. b. Distinguished Leadership Award: There is only one “Distinguished Leadership Award” recipient. Eligible nominees must appear before a board. The board will designate the leadership award to the nominee who receives the board's highest evaluation. The nominee must meet the following prerequisites: x Must be eligible for the Commandant’s List. x Selected by their peers with final recommendation by the facilitator. x Received no adverse developmental counseling. c. Distinguished Honor Graduate: This graduate is the student who demonstrated superior academic achievement through the “Whole Soldier” concept. This graduate must meet the following prerequisites: x Must be eligible g for the Commandant’s List. x Have highest g overall academic grade g point p average (GPA). x Have no adverse developmental counseling. d. Honor Graduate: This graduate is the student who demonstrated superior academic achievement through the “Whole Soldier” concept. This graduate must meet the following prerequisites: x Must be eligible for the Commandant’s List. x Have the second highest overall academic grade point average (GPA). x Have no adverse developmental counseling. NOTE: In the event of a tie, the NCOA Commandant will establish a board or a competitive exercise as a tiebreaker for these honors. The DA Form 1059 for the student must reflect the type of recognition awarded to receive the promotion points. (References: AR 600-8-19; AR 623-3; and TR 350-18) A-6 APPENDIX B ASSESSMENT ADMINISTRATIVE GUIDANCE and INDIVIDUAL STUDENT ASSESSMENT PLAN (ISAP) THE NCO LEADERSHP CENTER OF EXCELLENCE (NCOLCoE) Individual Student Assessment Plan (ISAP) Basic Leader Course (BLC) 600-C44 October 2020 Noncommissioned Officer Professional Military Education B-1 B-1. ISAP Overview a. This appendix contains the policy, procedures, and grading criteria of student assessments. It includes the comprehensive assessments and desired learning outcomes of the BLC IAW TRADOC Regulation 350-70 (10 July 2017). The ISAP lists the course requirements the student must meet in order to graduate from this course. b. It is a critical requirement for students to read and understand the ISAP. B-2. Course Outcome The BLC prepares Soldiers to lead team size units, by providing an opportunity to acquire the leader skills and knowledge needed to be successful noncommissioned officers. The BLC is the foundation for further education and leader development. B-3. Course Grade Point Average a. The final grade point average (GPA) for the BLC is determined using the six (6) GPA assessments: x 1009S Public Speaking p g and Information Briefing. g x 1009W Assessing g Writing, g Compare p and Contrast Essay. x 1009W Assessing g Writing, g Informative Essay. x Conduct Individual Trainingg Rubric. x Conduct Physical y Training g Rubric. x Conduct Squad Drill Rubric. b. Students who fail to submit an assessment or assignment on time (without prior coordination with the facilitator) will receive a score of zero (0) for that assignment. It is the student’s responsibility to coordinate with the faculty and request any exceptions to the scheduled date an assignment is due. B-4. Course Length and Structure a. The BLC is a 22-academic-day course consisting of 169 academic hours. The course includes 23 lessons designed around the four Armyy Learningg Areas ((ALAs),), the 14 General Learning g Outcomes ((GLOs),), and the sixx NCO Common Core Competencies p of readiness, leadership, training management, communications, operations, and program management. b. The lesson titles and sequence are shown on the course map on the next page. B-2 B126 Holistic Health and Fitness Identify the major readiness domains of the Army’s holistic health and fitness doctrine. B127 Financial Readiness Identify the importance of personal financial management and what resources are available. B128 Sexual Harassment and Assault Response Apply the Army’s Sexual Harassment and Assault Prevention Response and Prevention (SHARP) program in your unit. B129 Military Equal Opportunity-Prejudice and Identify prejudice and discrimination within the Discrimination organization and techniques to prevent it. B-6. Course Graduation Criteria and Requirements a. The graduation requirements are shown in the two tables below. The tables also indicate if the assessment is part of the student’s GPA or not. See each of the individual assessments for specific criteria. Assessment Title Associated Grade Point Lesson Average 1009S Public Speaking and Information Briefing B104 GPA 1009W Assessing Writing, Compare and Contrast Essay B112 GPA 1009W Assessing Writing, Informative Essay B103 GPA Conduct Individual Training Rubric B116 GPA Conduct Physical Training Rubric B111 GPA Conduct Squad Drill Rubric B114 GPA b. There are six assessments that are mandatory and graduation requirements, but do not count toward the student GPA as shown in the table below. Assessment Title Associated Grade Point Lesson Average Compliance with the Army Body Composition Program In-Processing Non-GPA The Army Combat Fitness Test (ACFT) In-Processing Non-GPA 1009A Assessing Attributes and Competencies Entire course Non-GPA SHARP Essay (Commandant’s Writing Award) B128 Non-GPA NOTE: Army Directive 2020-06 (Army Combat Fitness Test) dated 12 June 2020, directs that “A passing score on the last record APFT remains valid until 31 March 2022 for any purpose requiring a passing APFT or score, including, but not limited to, professional military education, functional courses, or operational course credit consideration.” The directive further states that “No adverse administrative actions (such as flags, separation, denial of appointment/commissioning, derogatory/referred evaluation reports, and Order of Merit List Standings) will be taken against a Soldier based on failing the ACFT until further guidance is published by the ASA (M&RA). A Soldier’s score, or comments regarding performance on the ACFT, will not be used administratively (such as the Officer or Noncommissioned Officer Evaluation Reports, Academic Evaluation Report, Enlisted Record Brief, Soldier Record Brief, or Officer Record Brief) or considered as part of a semi-centralized or centralized promotion board process until further guidance is published by the ASA (M&RA).” This directive is effective until rescinded or superseded by subsequent Army policy. c. The Basic Leader Course provides students the opportunity to obtain a certificate of training for completing 40 hours of tactical fitness training. Obtaining this certificate is not a graduation requirement, nor part of the student’s GPA. Students must successfully complete the six lessons shown below to receive the certificate of training. B-5 x B111, Physical Training x B121, Resiliency x B123, Army Body Composition Program x B124, Army Combat Fitness Test Grader Certification x B125, Nutritional Readiness x B126, Holistic Health and Fitness B-7. Counseling, Retraining, Reassessing, Dismissal, and Appeals Policy a. At a minimum, Soldiers will be counseled using DA Form 4856, referencing assessments as appropriate, on the following events: x Reception and integration. x Any failure of an assessment and/or graduation requirement. x Any violation of student conduct, SHARP, or local policy. x End of course results. x Recommendation for dismissal or disenrollment. x Dismissal. b. Reassessments are necessary when Soldiers/students fail an assessment. Soldiers are strongly encouraged to conduct their own collaborative study sessions, if not mandated to do so. c. Reassessments will occur anytime a student fails an assessment for the first time except for the 1009A – Assessing Attributes and Competencies. Soldiers who fail any reassessment will be recommended for dismissal. The NCOA Deputy Commandant is the dismissal authority and the commandant is the appellate authority for all dismissals. Facilitators will conduct the reassessment after necessary retraining/study hall. Any reassessment should be accomplished outside of the course hours to preclude the student missing any scheduled classes. The following restrictions listed below must be imposed: B-6 x Height/Weight failure: Soldiers are allowed one re-screening. The re-screening will be administered no earlier than seven days after the initial height/weight assessment. Failure of initial height and weight screening will result in a counseling and removed from all academic honors. If a student passes the re-screening, the highest rating they may receive on the 1009A for Presence and Comprehensive Fitness is a MET STANDARDS. x ACFT failure: Soldiers are allowed one retest. The retest will be administered no earlier than seven days after the initial ACFT assessment. x Soldiers who meet academic course requirements, but fail to meet the ACFT and/or height and weight standards will be dismissed from the course. NOTE: Army Directive 2020-06 (Army Combat Fitness Test) dated 12 June 2020, directs that “A passing score on the last record APFT remains valid until 31 March 2022 for any purpose requiring a passing APFT or score, including, but not limited to, professional military education, functional courses, or operational course credit consideration.” The directive further states that “No adverse administrative actions (such as flags, separation, denial of appointment/commissioning, derogatory/referred evaluation reports, and Order of Merit List Standings) will be taken against a Soldier based on failing the ACFT until further guidance is published by the ASA (M&RA). A Soldier’s score, or comments regarding performance on the ACFT, will not be used administratively (such as the Officer or Noncommissioned Officer Evaluation Reports, Academic Evaluation Report, Enlisted Record Brief, Soldier Record Brief, or Officer Record Brief) or considered as part of a semi-centralized or centralized promotion board process until further guidance is published by the ASA (M&RA).” This directive is effective until rescinded or superseded by subsequent Army policy. x NCOA Commandants will not add to the standards of AR 600-9 by imposing any arbitrary percentages to the body fat composition. d. Student Dismissal: Students may be considered for dismissal from courses for the following reasons: x Personal conduct is such that continuance in the course is not appropriate (for example, if a student violates regulations, policies, or established discipline standards). No formal adjudication of guilt by a military or civilian court or by a commander under UCMJ, Art. 15 is necessary to support dismissal under this paragraph. x Negative attitude or lack of motivation, either of which is prejudicial to the interests of other students in the class. x Academic deficiency demonstrated by failure to meet course standards or lack of academic progress that makes it unlikely that the student can successfully meet the standards established for graduation. x Illness or injury (as determined by a physician), or added physical profile limitation. x Compassionate reasons. x Students enrolled as a military member retiring or leaving the military and not continuing in a federal civilian capacity. (Reference: AR 350-1, paragraph 3-15b) e. Students being considered for dismissal must have been counseled by the chain of command (usually the assigned trainer or small group leader, the course manager, and the school commandant or commander, or a designated representative who has direct responsibility for the course), with an opportunity to correct deficiencies, prior to consideration for dismissal. Counseling sessions will be documented and signed by all counselors and acknowledged by the student. All counseling forms will be maintained with the student’s records. Additionally, the school commandant or designated representative B-7 will notify the commander of the student’s parent unit or parent organization, when possible. f. The following procedures apply in cases where dismissal is considered for motivational, disciplinary, or academic reasons: x The training supervisor will notify the student in writing of the proposed action, the basis for the action, the consequences of disenrollment, and the right to appeal. The supervisor will advise the student that any appeal must be submitted within seven (7) duty days after receipt of the written notification of the dismissal action. (Example C-5 I) x The training supervisor will make a recommendation to the dismissal authority that the student be dismissed from the course. (Example C-5 II) x The written notification must advise the student of the right to appeal within seven (7) duty days to the school commandant or commander. (Example C-5 III) x The student will acknowledge by endorsement within two (2) duty days receipt of the written notification of dismissal action. The endorsement must indicate whether or not the student intends to appeal the dismissal action. (Example C-5 IV) x Appeals will be forwarded to the school commandant or commander who will refer the proposed action and the appeal to the Office of the Staff Judge Advocate to determine legal sufficiency of the dismissal decision. All appellate actions will become part of the student’s case file. Commandants and commanders will make their final decision on dismissals after considering the supporting Office of the Staff Judge Advocate recommendation. In cases where an Office of the Staff Judge Advocate is not available, the commandant or commander will forward appeals to the commander who has General Court Martial Convening authority for review and final decision; General Court Martial Convening Authorities will obtain a legal review before final action. x Students who elect to appeal will remain actively enrolled in the course pending disposition of their appeals. When the commandant and/or commander determines that a student’s continued participation with the main student body is contrary to good order, discipline or morale, the student will stay enrolled in the class and continue course work separate from the main student body. In cases where the decision of the appeal is delayed, students will participate in graduation ceremonies; however, the DA Form 1059 will be withheld until final adjudication. g. Dismissals for misconduct, lack of motivation, academic deficiency, or failure to maintain physical readiness or body composition standards will be recorded on the individual’s DA Form 1059, if applicable, in accordance with AR 623–3. Foreign student dismissals will be handled in accordance with AR 12–15. (References: AR 350-1; TR 350-18; AR 40-501; AR 600-9; AR 623-3, and AR 12-15) B-8. Academic Honesty and Integrity a. The NCO Leadership Center of Excellence (NCOLCoE) and all associated NCO Academies expect all students to abide by ethical and professional academic standards. Academic dishonesty— including plagiarism, cheating or copying the work of another, using technology for illicit purposes, or any unauthorized communication between students for the purpose of gaining advantage during an assessment, or individual work—is strictly prohibited. NCOLCoE’s Academic Integrity Policy covers all school-related assessments, quizzes, writings, class assignments, and projects, both in and out of the B-8 classroom. The Army professional ethic is expressed in law, Army Values, creeds, oaths, ethos, and shared beliefs embedded within Army culture. It inspires and motivates the conduct of Army professionals. b. Plagiarism is not the same as cooperation or collaboration. Facilitators often expect, and highly encourage, students to work on assignments collectively and collaboratively. This is acceptable, as long as whose work being presented is clearly relayed. (1) Collaboration is to work together (with permission) in a joint intellectual effort. (2) Plagiarism is to commit literary theft, to steal and pass off as one’s own ideas or words, and to create the production of another. When you use someone else’s words, you must give the writer or speaker credit (i.e. according to the lesson B103... or according to ADP 6-0...). See Purdue OWL website for more information on how to avoid plagiarism: https://owl.purdue.edu/owl/teacher_and_tutor_resources/preventing_plagiarism/avoiding_plagiarism/i ndex.html Even if you revise or paraphrase the words of someone else, if you copy and paste from another document, if you copy and paste from a prior paper you have written, from a website, or if you use someone else’s ideas you must give the author credit. Some Internet users believe that anything available online is public domain. Such is not the case. Ideas belong to those who create and articulate them. To use someone else’s words or ideas without giving credit to the originator is stealing. (3) Cheating includes, but is not limited to, copying or giving an assignment to a student to be copied (unless explicitly permitted by the facilitator). Cheating also includes using, supplying, or communicating, in any way, unauthorized materials; including notebooks, cell phones, calculators, computers, or other unauthorized technology during an assignment or assessment. (4) Forgery or stealing includes, but is not limited to, gaining unauthorized access to assessments or answers to an exam, altering computer, or grade-book records, or forging signatures for the purpose of academic advantage. (5) Any unauthorized use, online posting, distribution, publication, or sale of course material is strictly prohibited. Students are prohibited from photographing, dictating, copying, emailing, or otherwise reproducing faculty materials or student work without permission from the NCOLCoE. c. The determination that a student has engaged in academic dishonesty shall be based on specific evidence provided by the classroom facilitator or other cadre, taking into consideration written materials, observation, or information from others. Students found to have engaged in academic dishonesty shall be subject to academic penalties. B-9. Re-enrollment Policy a. Soldiers disenrolled from BLC for disciplinary or motivational reasons will not be eligible for further NCOPDS training for a period of six months. Soldiers dismissed from BLC for academic deficiency may apply to reenter and be re-scheduled for the course when both the unit commander and the learner or Soldier determine that they are prepared to complete the course. Reference: AR 350-1, page 59, paragraphs 3-15f (3) and (4) B-9 b. Soldiers may be released from the course without prejudice for illness, injury, compassionate, or other reasons beyond the student’s control. This requires a written notice informing the unit that the Soldier may re-enroll as soon as the reason for disenrollment or dismissal is overcome. c. Soldiers previously dismissed from BLC and allowed to re-enroll must start the course from the beginning. B-10. Course Attendance Requirements NCOA Commandants will consider disenrollment for those Soldiers who have missed classroom instruction that cannot be made up, on a case-by-case basis. Soldiers cannot miss any graduation requirements. B-11. Student Recognition a. Present all Soldiers who meet course completion criteria with a diploma. IAW AR 350-1, para 3- 25, diplomas, at a minimum, must contain the: x Course title. x Course identification number. x Student’s full name and rank. x Beginning and completion dates. x Academic hours. b. Soldiers competing for selection to SGT do not receive promotion points for completion of the BLC (BLC completion is a requirement to fully qualify for promotion to SGT). However, commandants will recognize the following graduates in support of AR 600-8-19, para 3-18a(2), which awards promotion points for the following: x Distinguished Honor Graduate (40 promotion points) (highest GPA). x Distinguished Leadership Graduate (40 promotion points) (determined by NCOA SOP). x Commandant’s List (20 promotion points) (limited to the top 20 percent). c. In addition, commandants will also recognize the awards listed below with a Certificate of Achievement (5 promotion points). x Honor Graduate (2nd highest GPA) x Commandant’s Writing Award (SHARP Essay) (determined by commandant) x Iron Soldier (highest ACFT) Students who receive any negative counseling are not eligible for these six awards. These six awards are the only awards authorized by the NCOAs/RTIs. Awards from external organizations are allowable. d. Enter all recognitions/awards on the DA Form 1059 PART III block b (i.e. Honor Graduate, Commandant’s Writing Award). B-10 B-12. American Council on Education/College Credit Currently, the American Council on Education (ACE) recommends that graduates of the previous Basic Leader Course (v4.0) receive, in the lower-division baccalaureate/associate degree category, 3 semester hours in communication, and 3 semester hours in introduction to management, an increase from the previous 3 hours in supervision. This version of BLC has not yet been reviewed by ACE. B-11

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