The U.S. Army Sergeants Major Academy...content, and lesson plan assessment criteria; it lists the course graduation requirements learners (students) must meet in order to graduate

Individual Student Assessment Plan (ISAP)

Sergeants Major Course (SMC) AY 18-19; Class 1-18 (69) - Resident

July 2018 v1.0

The U.S. Army Sergeants Major Academy

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1 Sergeants Major Course (SMC) Course Management Plan (July 2018) v 1.0

The SMC Individual Student Assessment Plan (ISAP) A. Overview: This appendix emphasizes grading criteria, serves as an assessment administration guide and plan, which supports the comprehensive assessments and desired learning outcomes of the SMC IAW TRADOC Regulation 350-70. This individual student assessment plan contains information pertaining to the SMC student responsibilities, course content, and lesson plan assessment criteria; it lists the course graduation requirements learners (students) must meet in order to graduate from this course. B. Course Outcome The (SMC) provides the learner with the tools to develop critical and creative thinking to enhance decision making skills. Learners are provided an environment that helps enhance their character, self-expression, and teamwork abilities. Learners analyze problems based on current or historical information to arrive at logical solutions. The learners are required to communicate their reasoning verbally and/or in writing.

The SMC prepares master sergeants and sergeants majors to elevate from a tactical level of thinking to an operational and strategic perspective thus preparing them for leadership positions in organizations executing unified land operations. What Soldiers learn prepares them for leadership positions in joint, interagency, intergovernmental, multinational organizations (JIIM) as well as battalion, brigade, and division through echelons-above-corps (EAC) sergeants major at major command staff levels.

C. Academic Day. The SMC Resident course is a 1485-academic hour educational PME course conducted in 10 months. The academic day is an actual day used for learning within a week. The SMC considers this timeframe to be between the hours of 0800-1700. Under the targeted 5-hour academic day in the classroom (typically 0900-1500), the goal is to create "balance" between academics (SMC classroom hours) and Preparation Time (written assignments, required readings, and staff group work). Therefore, during a normal SMC day, a student could expect to be in class 4 –6 hours; either covering a department lesson or covering a parallel department/semester related study, not including additional hours for guest speakers and/or other events. Additionally, when academics (SMC classroom hours) end, the remaining preparation time (written assignments, required readings, and staff group work) will be scheduled as Instructor Office Hours (IOH) and Individual Preparation and Research Time (IPRT). During IOH and IPRT students will have access to their classroom computers, printers, the Learning Resource Center (LRC), and instructors will remain in their classrooms or adjoining offices to offer assistance to students. D. Course Description. The SMC provides the U.S. Army with self-aware and adaptive senior noncommissioned officers of character and competence with the skills to shape the joint operational environment, overcome the friction created by uncertainty, and operate in an ambiguous environment. The resident course consists of an initial foundations phase, followed by rotations through five core areas/departments:


• Department of Force Management (DFM) • Department of Joint Interagency, Intergovernmental, and Multinational (DJIIM) • Department of Army Operations (DAO) • Department of Command Leadership (DCL) • Department of Professional Studies (DPS)

E. Course Structure and Department Rotations. The course instructional design provides the learners with sequential and progressive lessons within each department. The entire class will be assigned to one of the five departments (DFM, DJIIM, DAO, DCL, and DPS) – Departments are referred to as “PODS” (See Figure 1). Students can expect to spend approximately six weeks in each department before rotating to a different department. The exception to the six week rotation is the DPS – this department rotates approximately every 12 weeks. The DPS provides a unique opportunity and academic day that affords extensive opportunities for professional development.

Figure 2 Course Map and Training Sequence

Figure 1


F. Foundations Scope. The Foundations curriculum affords students an opportunity to gain an understanding of the skills needed to succeed throughout the SMC. Foundations consists of the following lessons:

• P930.01, SMC Administration Overview (2) • P930.02, Teambuilding: Group Process (2 hours, additional 2 hours per rotation) • P930.03, Teambuilding: Group Dynamics (3 hours) • P930.04, Adult Learning Strategies (4 hours) • P930.05, Assessments/Self-Awareness (4 hours) • P930.06, SMC Writing Requirements (1 hour) • P930.07, English Writing (8 hours) • P930.08, American Psychological Association (APA) Style (3 hours) • P930.09, Personal Experience Paper (2 hours) • P930.11, Military Briefing Techniques (3 hours) • P930.12, Physical Wellness Program Management (3 hours, additional 12 hours for

application) • P930.15, Contemporary Issues: Army Operating Concept (2 hours) • P930.16, Senior Enlisted Joint Professional Military Education (1 hour) • P930.17, SMC Capstone (2 hours, additional 5 hours per rotation) • P930.18, Coaching and Student Feedback (4 hour, additional 6 hours per rotation) • J200, Strategic Concepts (2 hours) • O102 Operational Terms and Military Graphics (5*hours) * Delayed shared hours

G. Department of Joint, Interagency, Intergovernmental and Multinational (DJIIM) Scope. The Department of Joint, Interagency Intergovernmental and Multinational (DJIIM) consists of 26 lessons totaling 150 academic hours. The DJIIM is an integral part of the SMC foundation for Joint Professional Military Education (JPME). This theme of instruction addresses significant portions and objectives of the Chairman of the Joint Chiefs of Staff, IAW CJCSI 1805.01B, 15 May 2015. The DJIIM emphasizes using critical thinking, analysis, and


problem solving to explore the application of Joint doctrine. By applying these principles to a complex problem set, students will develop a perspective of leadership at the operational and strategic level. The DJIIM consist of the following lessons:

• J100, U. S. Army Capabilities (1 hour). • J101, U. S. Special Operations Forces (1 hour). • J102, U. S. Air Force Roles, Functions, Capabilities, and Limitations (1 hour). • J103, U. S. Space Capability (2 hours). • J104, U. S. Marine Corps Roles, Functions, Capabilities, and Limitations (1 hour). • J105, U. S. Navy and U. S. Coast Guard Roles, Functions, Capabilities, and Limitations • (1 hour). • J106, Interagency Capabilities and Considerations (3 hours). • J107, Multinational Capabilities and Considerations (3 hours). • J300, Operational Art and Design (7 hours). • J400, Strategic Estimate (8 hours). • J501, Army Battle Command Systems Overview and Command Post of the Future

(CPOF) Tutorial (10 hours). • J502, Command & Control (C2), and Intelligence (4 hours). • J503, Fires and Information Operations (3 hours). • J504, Movement, Maneuver, and Sustainment (3 hours). • J505, Protection, USEUCOM CONPLAN Brief (4 hours). • J601, Transitioning from a Division/Corps (G) to a Joint (J) Staff (2 hours). • J604, Joint Intelligence Preparation of the Operational Environment (JIPOE) (5 hours). • J605, Intro to Military Planning -The Joint Planning Process (JPP) (6 hours). • J606, Coalition Joint Force Land Component Command (C/JFLCC) Mission Analysis

(MRX) (12 hours). • J607, Coalition Joint Force Land Component Command (C/JFLCC) Course of Action

Development (MRX) (8 hours). • J608, Coalition Force Land Component Command (C/JFLCC) Course of Action Analysis

and Comparison (MRX) (6 hours). • J609, Planning for Irregular Warfare and Stability Operations (4 hours). • J611, Coalition Joint Force Land Component Command (C/JFLCC) Mission Readiness

Exercise (MRX) (34 hours). • O102, Operational Terms and Military Graphics (3 hours). • O103, Plans, Orders and Annexes (3 hours). • O108, Decisive Action, Defense Support of Civil Authorities (3 hours).


H. Department of Army Operations (DAO) Scope. The DAO consists of 14 lessons totaling 150 academic hours. Students study the central concept of Unified Land Operations (ULO). This includes that Army units seize, retain, and exploit the initiative to gain and maintain a position of relative advantage in sustained land operations to create conditions for favorable conflict resolution. The DAO curriculum has four areas of study based on this central concept: the operational environment, decisive action, mission command, and planning for unified land operations. The students enhance their understanding of these areas though the use of history, theory, doctrine, and blended learning. The DAO consists of the following lessons:

• O100, Department of Army Operations Overview (1 hour). • O101, Unified Land Operations (4 hours). • O104, Operational and Mission Variables (2 hours). • O105, Decisive Action: Offense (2 hours). • O106, Decisive Action: Defense (2 hours). • O107, Decisive Action: Stability (3 hours). • O109, Mission Command (4 hours). • O110, Mission Command: Understand and Visualize (4 hours). • O111, Mission Command: Describe, Direct, Lead, and Assess (4 hours). • O112, The Army Design Methodology (ADM) (20 hours). • O113, Military Decision Making Process Decisive Action Training Environment (DATE)

Overview (4 hours). • O114, The Army Design Methodology Application (14 hours). • O115, Military Decision Making Process (38 hours). • O116, Planning Unified Land Operations - CPX (36 hours).

TERMINAL LEARNING OBJECTIVES (TLOs)2. Action: Apply the Joint Functions Standards: Applying includes─1. U. S. Air Force roles, functions, capabilities, and limitations; (J102)2. U. S. Space Capability; (J103)3. U. S. Navy/U. S. Coast Guard roles, functions, capabilities, and limitations; (J105)4. U. S. Marine Corps (USMC) roles, functions, capabilities, and limitations; (J104)5. U. S. Army Capabilities; (J100)6. U. S. Special Operations Forces; (J101)7. Multinational capabilities and considerations; (J107)8. Command & Control (C2) and Intelligence; (J501) (J502) (J503) (J504) (J505)9. Conduct joint planning; (J605) (J300) (J106) (J400) (J501) (O102) (O103)10. Develop a course of action; (J601) (J605) (J606) (J607)11. Analyze a course of action; (J501) (J608)12. Execute a command planning exercise; (J611)13. Plan and execute Irregular Warfare and Stability Operations; (J609) (O108)Learning Level: Cognitive. Level of Learning: Applying.


I. Department of Force Management (DFM) Scope. The objective of DFM is to introduce the students on the “how to” and “why” in determining force requirements and alternative means of resourcing Soldier training requirements, in order to accomplish Army functions and missions as related to their unit and Army Command (ACOM)-level management positions within Army organizations. DFM provides a systemic overview of How the Army Runs, to include the established force management processes; from the determination of force requirements through to the resourcing of those requirements and the assessment of their utilization in order to accomplish Army functions and missions. Additionally, the DFM student will gain an understanding of the processes and systems to sustain and generate the force. Lastly, the DFM student will receive an overview in contract support operations. At the completion of the DFM semester, a successful student will be able to define what role the Sergeant Major may have in the force management process. The DFM consists of the following four-lesson block series and individual lessons:

• Force Management • F100, Force Management Analysis (1 hour). • F101, Strategic Change (8 hours). • F102, Global Force Management, Sourcing & Synchronization (4 hours). • F103, Developing Army Organizational Capability (6 hours). • F104, Planning, Programming, Budgeting, and Execution (PPBE) and Total Army

Analysis (TAA) (6 hours). • F105, Developing Materiel Capabilities (3 hours). • F106, Manning the Army (4 hours). • F107, Sustainable Readiness (SR) (3 hours). • F108, Force Management White Paper (12 hours). • F109, The Staff Study (14 hours).

• Force Sustainment • F201, U.S. Army Sustainment (8 hours). • F202, Strategic Logistics (2 hours). • F203, Joint Sustainment (5 hours). • F204, Tactical Sustainment (3 hours). • F205, Establishing and Resourcing a Tactical Operations Center/Command Post (4

hours).

• Force Generation

TERMINAL LEARNING OBJECTIVES (TLOs)3. Actions: Analyze the Army’s concept of unified land operationsStandards: The Army operational concept (Unified Land Operations);1.Decisive action;2.Mission command;3.The Army Design Methodology (ADM);4.The Military Decision Making Process (MDMP).Learning Domain: CognitiveLevel of Learning: Analyzing


• F300, Contemporary Issues in Force Management (2 hour). • F301, Range of Military Operations (3 hours). • F302, The Sustainment Brigade (3 hours). • F303, Generating Force Support to Forces (3 hours). • F304, Unit Status Report (3 hours). • F305, Global Mobility (4 hours). • F306, Train and Deploy the Brigade (7 hours). • F307, Deployment Exercise (10 hours).

• Contract Support Operations • F400, Introduction to Contracting (1 hour). • F401, Operational Contract Support (2 hours). • F402, Contracting Support to Operational Planning (2 hours). • F403, Money as a Weapons System (3 hours). • F404, Performance Work Statements (2 hours). • F405, Operational Contracting Support to Division and Brigade (2 hours).

J. Department of Command Leadership (DCL) Scope. The DCL consists of 22 classes totaling 150 academic hours. Instruction in the DCL focuses on the attributes and competencies required of an operational and strategic level leader in today’s Armed Forces. When students become a Sergeant Major their span of control will decrease, however their sphere of influence will increase significantly. The DCL designed the curriculum to enhance their critical and creative thinking skills so they can effectively maximize that influence and extend it beyond their chain of command to support the mission and goals of their organization. The Department of Command Leadership consists of the following lessons:

• L100 Developing Organizational Leaders (1 hour). • L102 Master Resilience Trainer Course (Taught by CSF2 Faculty) (45 hours). • L103 Introduction to Critical Thinking and Problem Solving (5 hours). • L104 Creative Thinking, Logic, and Decision Making (5 hours). • L105 Assessments (4 hours). • L201 Organizational Power and Influence (4 hours). • L202 Leader Development (5 hours).

TERMINAL LEARNING OBJECTIVES (TLOs)4. Actions: Analyze force management and force generation processes; to include the analysis of DoD policies, topics, and Joint functions and capabilities in an operational environment.Standards: Analyzing includes-1. Force management concepts and processes;2. Modular force sustainment and logistics concepts;3. Force generation procedures and operations; 4. Contract support operations.Learning Domain: CognitiveLevel of Learning: Analysis


• L203 Servant Leadership (4 hours). • L204 Followership (3 hours). • L205 Leading Organizations in Change (3 hours). • L206 Building Organizational Teams (5 hours). • L207 Developing Learning Organizations (3 hours). • L208 Developing Ethical Organizations (10 hours). • L209 Leadership and Communications (3 hours). • L210 Organizational Culture and Climate (3 hours). • L212 Implementing an Organizational Vision (4 hours). • L213 Influencing Outside Organizations (6 hours). • L302 Leadership and Ethics in War (3 hours). • L303 Leadership and Decision Making (2 hours). • L304 Leadership and Moral Courage (3 hours). • L305 Leadership in a Multi-Cultural Environment (4 hours). • L306 Organizational Leadership Philosophy (6 hours).

K. Department of Professional Studies (DPS) Scope. The Department of Professional Studies (DPS) consists of 23 lessons totaling 180 academic hours in Broadening Topics and 120 academic hours in Elected Study topics. An integrated Broadening and electives education produces thoughtful and well-informed Sergeant Major. It cultivates individual freedom through reflection and self-awareness. It leads individuals to critically think and make good decision in the future. It creates an understanding of the larger context of military broadening issues and the role of the Sergeant Major in the Armed Forces. It leads to more creative, innovative and forward thinking as a result of the cross-fertilization of ideas and the constantly fresh perspective that the topics present. The Department of Professional Studies consists of the following lessons:

• P570, Suicide Prevention (2 Hours). • P571, Risk Management (4 Hours). • P576, Equal Opportunity – EO Training for Senior Leaders (4 Hours). • P578, The Army Safety Program (4 Hours). • P592, Sexual Harassment/Assault Response (4 Hours). • P930.10, Research Techniques & General Ralph E. Haines Jr. Research Paper (40 Hours). • P930.14, Understand the Roles of the SGM and CSM (4 Hours). • 930.17, SMC Capstone (9 Hours). • 930.18 Coaching and Student Feedback (6 Hours). • S301, Human Resource Management Processes and Systems (15 Hours). • S302, Work Measurement and Efficiency (30 Hours). • L101, Writing to Persuade (2 Hours). • L107, Army Profession and Ethic Training (APET) (13 Hours). • L110, American Civil Military Relationships (4 Hours). • L200 Developing Organizations and Leaders (4 Hours). • L211, Organizational Stress (2 Hours). • L301 Leadership and Mission Command (8 Hours). • L308 Leadership in Irregular Warfare (4 Hours).


• T206, Training Units and Developing Leaders (3 Hours). • T207, History of Military Ceremonies and Battalion Change of Command (4 Hours). • T302, Unit Training Management (4 Hours). • T304, The Science of Training (Applying Design to Training) (3 Hours). • T305, Training Strategy for Learning and Applying Doctrine (3 Hours).

L. Standards of Conduct and Student Responsibilities The USASMA educates and enforces the standards of the U.S. Army as prescribed by appropriate regulations, traditions, directives, and Course Management Plan (CMP). Misconduct of any type, no matter how small, may result in dismissal from the course. You will:

(1) Conduct yourself in a professional manner at all times. (2) Be on time, in the designated uniform, with the designated resources. (3) Perform all work individually, unless otherwise instructed. (4) Strive to successfully progress academically. (5) Demonstrate motivation and a positive attitude. (6) Understand and meet course graduation requirements. (7) Read and comply with the Individual Student Assessment Plan (ISAP). (8) Meet or exceed ALL required training, assignments, assessments, and performance

evaluations. (9) Recognize shortcomings and request assistance as needed. (10) Avoid actions that are prejudicial to others in the class. (11) Participate in all training and classroom activities. (12) Abide by all applicable CGSC, USASMA, and SMC governances, policies and

procedures. (13) Abide by all U.S. Army policies and procedures. (14) Meet and maintain U.S. Army Height & Weight standards IAW AR 600-9 or sister

service equivalent. (15) Read all assigned lesson material.

M. Student Leadership: The class Instructor will assign and select learners to the following positions within each classroom:

TERMINAL LEARNING OBJECTIVES (TLOs)6. Action: TLO 400-SMC-1014 Examine topics to derive knowledge in leadership workforce development and management areas of study by taking part in the mandatory and elective options. These include the analysis of leaders and managers throughout history, integration of leadership competencies, and the profession of arms.Standard: Examine includes: 1. Analysis of workforce leadership and programs 2. Examine leaders and managers throughout history 3. Evaluate effective and ineffective programs 4. Develop products demonstrating understanding of the ELOs

Learning Level: Cognitive. Level of Learning: Analysis.


Note: If a learner receives derogatory counseling while in a leadership position, he or she may be removed from that position.

(1) Group leader (2) Assistant group leader (3) S1 – Admin (4) S4 - Supplies, Recycle (5) S5 – Social Activities (6) S6 – CPOF, Account Issues

N. SMC Evaluation System. The SMC aims to educate students to gain a higher academic understanding of the subject material to become agile and adaptive leaders who are critical thinkers and creative thinkers, able to produce viable options to help solve operational and strategic problems.

(1) The SMC student evaluation system assesses students with the submission of a service school Academic Evaluation Report (AER). The SMC faculty completes a DA Form 1059 (AER) on each student at the end of the course or upon dismissal/disenrollment from the course. Referred DA Form 1059s are signed by the USASMA Deputy Commandant or his designated representative. The Commandant and/or Registrar will sign all DA Form 1059s.

(2) The assessment strategy consists of written assessments, performance evaluations,

observations, comparison, and analysis. The faculty has overall responsibility for compiling and reporting the total assessment on the AER. The final semester faculty are responsible for preparing the final AER. The faculty will ensure that individual students’ records are complete before students rotate. The chair of each department has the responsibility to ensure student records are complete at the end of each semester.

(3) The minimum passing score for all assignments and assessments is 70%. In addition, students must complete each department with a 70% (2.0 GPA) or higher.

O. Course Graduation Criteria and Requirements To graduate from this course students must demonstrate mastery of course learning outcomes/objectives by means of required student participation, product development, and assessments.

Students must complete and submit ALL parts, assignments, and assessments of the course to graduate the course.

Additionally, students must meet the following criteria to graduate:

(1) Meet all course academic requirements. (2) Completion of the SEJPME II course is a graduation requirement. The course is located

on Joint Knowledge Online (JKO). https://jkodirect.jten.mil/Atlas2/page/login/Login.jsf.


(3) Receive 70% or higher on all written and practical assessments, culminating in an overall grade point average of 70% or higher in each department. This requirement applies to all U.S. and International Military Students. If the student does not meet the minimum grade requirement in each department, they will be recommended for course dismissal.

(4) Pass all record APFTs (per physical fitness standards of AR 350-1 and FM 7-22) SMC minimum standard is 60 points in each event with a total of 180. Sister service students will meet their respective service APFT requirements. International military students are not required to pass an APFT unless they are competing for Commandant’s List or Superior Academic Achievement (paragraph T(1) and T(2)).

(5) Pass all record height and weight standards IAW AR 600-9, The Army Body Composition Program. Sister service students will meet their respective service height and weight screening requirements. International military students are not required to complete height and weight screening.

(6) The SMC will award percentage grades based on how well students perform in achieving course learning objectives. The following grade point average (GPA) scale is used to define overall scores used in the SMC:

P. Individual Development Plan (IDP): Students are required to complete an IDP during P930.18 (Coaching and Student Feedback) in Foundations using Army Career Tracker (ACT). Sister-service and International Military Students (IMS) will utilize a digital version of an IDP to complete. After identifying developmental needs, the instructor and the student will work to

Letter Grade

Class Percentage

Grade Points Per

Credit Hour (GPA)

A+ 97-100 4.00 A 94-96 3.75

A- 90-93 3.50 B+ 87-89 3.25 B 84-86 3.00 B- 80-83 2.67 C+ 75-79 2.33 C 70-74 2.00 D+ 65-69 1.50 D 60-64 1.00 F < 60 0.70

Figure 3


prioritize them. The instructor will then provide insight into possible ways to address these needs and assist the student’s development of an IDP. The first session should provide the student with adequate information to produce an IDP. Follow-on sessions between the instructor and the student are to revise and finalize the IDP based on personalized guidance and feedback. The instructor will then monitor the progress of the students’ developmental needs.

Q. Course Assessments by Department

*Focused Area Writing Assignment (F-AWA) Foundations Assessments DJIIM Assessments DAO Assessments

SMC 1009S-Special: P930.17 SMC Capstone Oral Communication

1009A: Assessing Attributes and Competencies


F-AWA-1: Joint Services and Multinational Capabilities

1009W-Special: DAO Mission Command

F-AWA-2: Joint Warfighting Functions

F-AWA-1: Army Design Methodology

1009W-J300: Operational Art & Design

F-AWA-2: Military Decision Making Process (MDMP)

1009S-1: Special Strategic Estimate Brief

1009S-1: Special: Mission Analysis Brief

1009S-2 Special: Mission Analysis Brief

1009S-2: Special: Decision Brief

1009S-3 Special: Course of Action Brief

DFM Assessments DCL Assessments DPS Assessments (Broadening)




F-AWA-1: F100 Force Management

Assessment 1: (Essay & Multiple Choice Exam)

Lesson Quizzes X 18 (Multiple Choice)

F-AWA-2: F200 Force Sustainment

Assessment 2: F-AWA 1009W: Written Communication (Haines)

F-AWA-3: F400 Operational Contract Support

Assessment 3: (Essay Questions Exam)

1009W: Written Communication (S302) Work Measurement & Efficiency 1009W-1: Force Management

White Paper Written Communication

Assessment 4: 1009E (Oral Exam)

1009S: Oral Presentation (S301) HR Mgmt Processess & Systems

1009W-2: Staff Study Written Communication

1009W-1: Positive Psychology Paper

1009P: Assessing Participation Elected Study Option

1009S-1: Staff Study Oral Communication

1009W-2: Bainbridge Ethics Paper


1009S-2: DEPEX Oral Communication

1009S-1: Bainbridge Ethics Paper Oral Presentation

1009S-2: Leadership Philosophy Oral Presentation

R. Measurement Instruments (Grading Rubrics). Instructors will use the following sample assessment forms located in Appendix A. Actual assessment forms are located in Blackboard.

(1) Assessing Attributes and Competencies, SMC Form 1009A.

The 1009A assesses the areas on the new DA Form 1059 Part II (blocks f – k) and will be used for qualitative purposes only on the Academic Evaluation Report. Ratings within these areas will contribute to the DA Form 1059 Part III Overall Academic Achievement for class standing determination but will not be applied any quantitative value contributing to GPA.

(2) Assessing Speaking and Oral Presentations, SMC Form 1009S. The 1009S assesses briefings and speaking ability.

(3) Assessing Research and Writing, SMC Form 1009W. The 1009W assesses the

student’s writing ability to include the student’s research ability if applicable to the assignment.

(4) Assessing attainment of learning outcomes via Oral Examination 1009E. The 1009E assesses ability to critically think, and synthesize various aspects of the lesson materiel via an oral examination.

(5) Focused Area Writing Assignment (F-AWA). The purpose and intent of this form of assessment is to stimulate intellectual discussions among students about the material presented and their relationship to the specified focused areas. These discussions are a vital tool to enhancing the learning environment and overall knowledge while allowing the students to practice utilizing the knowledge learned in the classroom. Further, the discussions will allow students to look at multiple points of view, digest the material discussed, and develop their own original thoughts on the focused-areas. Upon reflection and research, the students will then demonstrate their understanding of the course material through a writing assignment. The students will receive the FAWA requirements (typically, will include four focused-areas) at the onset of a particular lesson series that will then become subject of the writing assignment (typically, the department chair will select two of the four) due at the end of the lesson series.

(6) E-Portfolio. The e-portfolio is a tool that supports productive learning to include thoughtful reflections and relevant artifacts that provides a means for self-assessment based on evidence of an individual’s growth over time and effort.


• GPA Computation Example: The following chart is an example of a completed chart to track the performance of the learner during the SMC.

Figure 4

15

Sergeants Major Course (SMC) Course Management Plan (July 2018) v 1.0

S. Academic Evaluation Report for the Sergeants Major Course (SMC).

(1) Academic Evaluation Reports. The registrar issues an Academic Evaluation Report (AER), DA Form 1059 for all students using input provided by the student’s instructor.

a. All students receive a completed AER regardless of whether or not they complete

the course. The instructor forwards all completed evaluation forms through the Department Chair, or equivalent, who reviews completed evaluations to ensure instructor compliance with rating guidance. The Department Chair or equivalent must review all AERs.

b. Student Enumeration: Part III (Block a.), Overall Academic Achievement on the

DA Form 1059 will reflect students whose overall class standing is in the Top 40% of the course compared to peers based on the following: Cumulative GPA, cumulative attributes average, and course awards.

(2) U.S. Army Students. The original copy of the DA Form 1059 is forwarded to the

student’s personnel file custodian and a copy is provided to the student.

(3) Sister Service Students. Appropriate fitness reports are prepared by the respective sister service elements.

(4) International Students. In addition to the DA Form 1059, the Director, International

Military Student Office (IMSO), in coordination with the Registrar issues DD Form 2496, International Student Academic Report (ISAR), for each IMS. A copy of the report is provided to the Security Assistance Officer in-country (including a transcript without grades listing only courses taken). A copy of the report is also provided to the student. For Italy, a copy is also provided to the Defense Attaché, Italian Embassy in Washington.

T. DA Form 1059 Rating Guidelines for Overall Academic Achievement (Part III Block a.)

(1) Commandants List (Limited to 20% of class enrollment). Student must receive a

“Far Exceeded Standard” final rating in all rated areas from Part II (blocks f thru k) of the AER DA Form 1059 that are composed of attributes and competencies; have an overall Grade Point Average of 3.75 or higher, pass all assessments with a 90% or higher with no reassessments; pass all U.S. Army, or applicable sister service equivalent fitness requirements during the course; and receive no negative counseling for consideration of top 20% class enrollment.

(2) Superior Academic Achievement (Limited to 21% - 40% of class enrollment).

Student must receive at a minimum “Exceeded Standard” final rating in all rated areas from Part II (blocks f thru k) of the AER DA Form 1059 that are composed of the attributes and competencies; have an overall Grade Point Average of 3.50 or higher, pass all assessments with a 80% or higher with no reassessments; pass all U.S. Army, or applicable sister service equivalent fitness requirements during the course; and receive no negative counseling for consideration of top 21-40% class enrollment.

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(3) Achieved Course Standards. Student must receive at a minimum “Met Standard” final rating in all rated areas from Part II (blocks f thru k) of the AER DA Form 1059 that are composed of the attributes and competencies; have an overall Grade Point Average of 2.0 or higher, pass all departments with a 70% or higher; pass all U.S. Army, or applicable sister service equivalent fitness requirements during the course.

(4) Failed to Achieve Course Standards. Students who fail to achieve a Grade Point Average of 2.0 or higher (70%) in each department will receive an academic achievement rating of “Failed to Achieve Course Standards”.

(5) Referred Reports: Along with the “REASON FOR SUBMISSION” in Part I (block l.)

and Part IV (block c.) the registrar may process a referred report in accordance with AR 623-3 (Evaluation Reporting System). The student may receive a referred report when, in the opinion of the reviewing official, the report contains comments so derogatory that it will have an adverse impact on the student’s career. The SMC Director will use a memorandum and refer the AER DA Form 1059 to the student when it contains:

a. A “Did Not Meet Standard” rating in Part II (block f. thru k.). b. A “Failed to Achieve Course Standards” rating in Part III (block a.). c. A “NO” for height and weight, indicating noncompliance with AR 600-9 in

Part II (block a.). d. A “FAIL” for the APFT in Part II (block c.). e. A “NO” rating in SHARP, EO, and EEO in Part II (block a.).

U. DA Form 1059 Rating Guidelines for Part II (Blocks f. through k.)

Attributes and Competencies 96-100 90-95.99 70-89.99 0-69.99

Far Exceeded Standards

Exceeded Standards

Met Standards Did Not Meet Standards

Not Evaluated

(1) Part II (Blocks f. through k.) will be assessed using the SMC Form 1009A, Assessing

Attributes and Competencies. The SMC Form 1009A will be used for qualitative purposes only. Ratings within these areas will contribute to the DA Form 1059 Part III Overall Academic Achievement for class standing determination but will not be applied any quantitative value contributing to GPA. (See paragraph T. above)

V. Writing Requirements. Students will use the American Psychological Association (APA) style, unless specifically directed in the assessment instructions. The instructor must state specifically what type of help a student may receive from faculty or other students. W. Student Counseling. The faculty will provide continuous feedback to inform students of their performance and course standing. The faculty will foster the development of military professional bearing, physical fitness, composure, confidence, and resilience by setting the example and displaying attributes consistent with the professional expectations of their position to develop students. Counseling will be done in conjunction with the Individual Development plan (IDP) and e-portfolio entries.

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(1) Counseling provides essential feedback and gives a clear and concise assessment of each

student. The student’s abilities, aptitudes, character, presence, quality of performance, and academic achievement while attending the course are evaluated daily to identify capabilities or limitations that should be considered for future assignments. Counseling records play a major role in favorable or unfavorable administrative actions.

(2) Conduct all counseling using DA Form 4856, Developmental Counseling. Record all

counseling sessions in writing and place a copy in the student’s training file. Counseling forms will be maintained by the counselor and uploaded into ATLAS. The student will be given a copy. In the event of a negative counseling, provide a copy to the department chair. All original negative counseling statements will be turned in to the Registrar through the CoE.

(3) Faculty within the SMC will seek opportunities to further develop each student’s attributes and competencies by placing students in situations requiring them to influence others. Reinforcement and development may be formal or informal. The faculty, at a minimum, must conduct the following counseling:

a. The student will receive a copy or access to this Individual Student Assessment Plan (ISAP) and acknowledge its contents during Foundations. The instructor will include goals and objectives that support the SHARP program. The instructor will advise students that failure to adhere to the SHARP program may result in a referred report. The instructor will assess students throughout the course and document their performance on the Academic Evaluation Report (AER), DA Form 1059, IAW DA Pam 623-3.

b. An end-of-semester counseling (P930.18 - Individual Development Plan (IDP))

and reflective observations in the student’s e-portfolios (P930.17). c. Positive counseling for those students who perform consistently and/or

extraordinarily well during the course.

d. Counseling that informs students of identified shortcomings, which performance indicator(s) apply, and corrective actions to remedy shortfalls. The student will receive developmental counseling after each graded evaluation in which the student fails to achieve the minimum standard passing score of 70% on any assessment. The student will also receive developmental counseling when his/her GPA falls below 2.0. The student will also receive negative performance counseling for any behavior which violates the Uniform Code of Military Justice and/or guidance/procedures outlined in the CMP, ISAP, CGSC/USASMA/SMC governances and policies.

e. The student will receive academic probation (AP)/removal counseling when

placed on/removed from AP, and dismissal counseling if considered for academic or disciplinary dismissal from the course. The student will also receive a memorandum after an academic advisory panel outlines the course of action (COA) agreed upon.

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X. Remedial Academic Policy and Procedures. Every effort will be made to ensure a SMC student is provided the necessary tools to succeed in the course. The SMC developed several layers of support for the students attending the course. Such opportunities include the following:

(1) Reassessment Policy and Procedures: a. SMC policy allows students who score a 69% or lower on any assignment/assessment

an opportunity to retake or resubmit the assignment/assessment. The reassessment will consist of a different version of the assignment that still measures the intended learning outcomes.

b. The maximum allowable reassessments within the academic year are two, at which

point the student will be considered for course dismissal.

c. The maximum recordable grade toward a student’s GPA will be 70% regardless of the score or grade achieved on the reassessment.

d. If the student fails his/her initial reassessment, they will be given a subsequent opportunity to retake/retest. If the student fails his/her second reassessment for the same event they will be considered for dismissal.

e. Reassessments must be complete within 72 hours upon being notified of an academic failure. This will allow students the opportunity for remediation on the subject matter and/or utilize Instructor Office Hours (IOH)/Individual Preparation and Research time (IPRT).

(2) During IOH and IPRT students will have access to their, classroom computers, printers,

the Learning Resource Center (LRC), and instructors to offer assistance to students.

(3) Academic Assistance (AA): Instructors must track their students’ academic progress and provide academic assistance to students who are in danger of not meeting the established standards. Instructors will provide assistance to students, whose grade is below 73.99. Academic assistance may consist of the following:

a. For writing assignments/assessments. Any student who is identified as requiring academic assistance may turn in a draft of their writing assignment/assessment prior to the turn in date to their instructor to critique and provide feedback (not grade). A draft submission does not guarantee a passing score.

b. If the student does not meet the standards on an assessment the student may be

mandated to attend study hall and be assigned a tutor for the remainder of the semester.

c. Peer Tutors: Students within the classroom that are in good standing and have a good understanding of the material may volunteer to assist other students in need. The instructor may direct the assignment of a peer tutor based on observed knowledge and abilities of possible peer tutor candidates.

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d. Study Hall: Study hall will be student driven and instructor monitored. Students will conduct the reviews and conduct study hall. The instructor may participate in the study hall if the peer tutors or the student needing assistance requests assistance.

Y. Academic Probation (AP). Academic probation is a tool to inform the student that he or she is in jeopardy of not meeting department or course graduation requirements. The student will be counseled, in writing, by the instructor and recommended for academic probation if his/her cumulative grades drop below a GPA of 2.0 (less than 70%) for two consecutive assessments. Students will be granted a retake/retest to raise their grades to a GPA 2.0 (maximum of 70%) in order to be removed from AP.

(1) If a student fails to raise his/her cumulative GPA to 2.0 or above within each department, the SMC will initiate the academic dismissal process. The decision to forward the dismissal packet is made by the SMC Director based on the student’s academic status, potential for success, and recommendation from faculty.

(2) A student can only be removed from AP by raising his/her cumulative GPA to 2.0 (70%)

or above. The instructor will counsel the student in writing regarding his/her removal from academic probation.

(3) Instructors will conduct a deliberate handoff with the next instructor when students are placed on AP at the end of the semester IAW AP criteria. The gaining instructor will continue to conduct deliberate academic assistance with the student until the student is removed.

Z. Academic Advisory Panel (AAP): To assist students who demonstrate academic deficiencies, the SMC utilizes an academic advisory panel (AAP). All SMC students attending the resident course who are placed on AP will appear before an AAP. The AAP is informal and designed to address educational deficiencies that contributed to the substandard academic performance of the student. The AAP identifies the student shortfalls and advises the student on available support resources and suggest study techniques to overcome the AP. The AAP will develop a plan of action to assist the student in improving his/her GPA. The Chief of Education (CoE) may manage the student’s extra-curricular activities (i.e. leadership positions, committee involvement, external requirements/distractors).

(1) Individual student(s) will: • Attend the AAP as directed

• Be encouraged to openly discuss any problems they encountered that led to the

failure to meet the standard (such as, studying techniques, outside distracters, underlying medical problems, or curriculum distracters).

(2) The AAP is informal and designed to address educational deficiencies that contributed to substandard performance of the student. The board evaluates each case on its individual merit. Standardization of procedures is neither appropriate nor desirable.

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(3) Upon conclusion of an AAP, the CoE will prepare a Memorandum for Record (MFR) detailing the results of the board and provide a copy of the completed MFR to the student and the Registrar, for inclusion in the student’s academic record in ATLAS/Blackboard.

(4) If the AAP determines that an attitude or disciplinary problem (rather than an educational shortfall) caused the substandard performance, the problem may be referred to the USASMA Deputy Commandant for dismissal. AA. Student Grade Appeal. Reference SMC Policy Memorandum No. 10, Late Submissions, Resubmissions, Timely Feedback, and Student Appeals of Academic Assessments for further guidance. A student may formally appeal a failing grade below 70% on assessed products. The following procedures will standardize the grade appeals process for all students within the SMC. This procedure will be followed in this order: * SMC Policy Letters and USASMA Bulletins are located on the NCO Leadership Center of Excellence website under the USASMA tab. Link: http://ncolcoe.armylive.dodlive.mil/smc-resident-course/

(1) The instructor will counsel the student within one (1) academic day after receiving the failing grade. The student has two (2) academic days after written notification to submit a formal memorandum stating the justification for the grade appeal. The memorandum will be addressed through the instructor and the Department Chair to the Chief of Education (CoE).

(2) An example of the grade appeal memorandum can be found in SMC Policy Memorandum No. 10, Late Submissions, Resubmissions, Timely Feedback, and Student Appeals of Academic Assessments. The memorandum must include the student’s full name, rank, student number, department, title and number of the assignment; reasons for the appeal request; date or time period involved; name of instructor who assigned the grade; and copies of any counseling concerning academic performance.

(3) The Department Chair will determine whether or not the appeal has merit and will notify the student through the instructor and will take required action (if any). BB. Student Academic Misconduct, Deficiency, Disenrollment, and Dismissal: The USASMA Commandant will provide written notification to the order-issuing authority for students denied enrollment, students who fail to complete the course successfully, or students who are dismissed from the course. Reference USASMA Bulletin 912, Academic Misconduct, Deficiency, Disenrollment, and Dismissal for further guidance.

(1) Dismissal: Removal from the course, before course completion, for adverse or administrative reasons. Students may be considered for dismissal from courses for the following reasons:

a. Misconduct not related to academics may also lead to a student’s

dismissal. These cases may occur as a result of actions while a student or as a result of actions prior to arrival. Each case must be examined on its merits to determine if dismissal

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without an academic performance or academic misconduct investigation is appropriate. The consideration may include, but is not limited to, whether other regulations provide adequate due process safeguards (notice to the individual, opportunity to respond), whether appointing an academic performance or academic misconduct investigation will only serve to duplicate findings of facts, or whether undisputed documentary evidence is available to a fact finder (sworn statement or confession).

b. Misconduct includes the inappropriate use of social media and all types of

electronic communications. Online misconduct is defined as the use of electronic communication to inflict harm. Examples include, but are not limited to: Harassment, bullying, hazing, stalking, discrimination, retaliation, or any other types of misconduct that undermines dignity and respect.

(2) Academic Deficiency: Demonstrated by failure to meet course standards or lack of academic progress, which makes it unlikely that the student can successfully meet the standards established for graduation. If the academic deficiency is a result of a pre-existing medical or behavioral health condition (i.e. TBI, PTSD, test anxiety, depression) the USASMA Commandant will only consider such extenuating and mitigating circumstances during the appeal process if the student discloses his or her condition upfront and not after the failure has occurred. Students must inform and provide proof to the command, prior to any academic assessment, of any issues that may interfere with their academic performance.

(3) Disenrollment: Removal from the course, before course completion, for reasons beyond

the control of the individual. Disenrollment in these cases will be made without prejudice and the student will be eligible to re-enroll as soon as conditions that led to disenrollment no longer exist.

CC. Absences and Student Release. The appropriate school authority will verify the circumstances and expedite consideration of the student’s release under the provisions listed below. Reference SMC Policy Memorandum No. 12, Student Accountability and Absences for further guidance.

(1) The educational outcomes of the resident modality are achieved by structured classroom

instruction, peer interaction, practical exercises, and evaluations. All these components are essential to accomplishment of the outcomes. To obtain the professional benefit of attending the resident SMC and to successfully complete the course, students must be actively engaged in classroom discussions and participate in various exercises. Some of these experiences cannot be replicated outside of the normal coursework.

(2) The appropriate school authority will approve or disapprove an extended absence (where

the student will return from the absence to complete the course) of a student in a compassionate or an emergency situation. The situation requires full documentation of the situation to prevent or clarify future problems. DD. Student Recognition. Students are encouraged to seek out additional recognition. The USASMA and other partners sponsor several awards for distinguished writing, research,

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leadership, physical fitness, selfless service, and IMS excellence. All winners are recognized at graduation. The following are awards students can compete for. Reference SMC Policy No. 18, Student Awards and Recognition; and Bulletin 903, USASMA Academic Performance, Graduation, Awards, and Academic Review Boards (ARBs) for further guidance.

(1) Association of the United States Army (AUSA) Award for Military Writing: This award is sponsored by AUSA and seeks to find the most relevant student’s writing, in regards to contemporary leadership challenges and Army issues.

(2) AUSA Award for Excellence in Leadership: Sponsored by AUSA. This award

is presented to the student who demonstrates exceptional leadership abilities.

(3) The Halberd Physical Fitness Excellence Award: The winner is determined by a multi-event physical fitness challenge.

(4) Military History Award: This award is sponsored by the Army Historical Foundation.

(5) General Ralph E. Haines, Jr. Award for Research: This award is given to the best individual effort for research.

(6) SMA William G. Bainbridge Chair of Ethics Award: This award recognizes

the best submission detailing Army ethics and best practices.

(7) National Association for Uniformed Services (NAUS), Selfless Service Award: This award recognizes the best submission for volunteer accomplishments.

(8) International Student Excellence Award: This award is sponsored by the USASMA’s International Military Student Office (IMSO) and is awarded to an international student.

(9) Colonel Francis J. Kelly Counterinsurgency Writing Award: (Frank Award) is sponsored through an endowment on behalf of Col Kelly’s daughter, Ms. Moira J. Kelly, who presents an award along with a memento and invites the winner to a post-graduation luncheon with the Kelly family.

(10) Iron-Pen. This award is given as part of CGSC’s student publication recognition program intended to encourage student authorship. Reference SMC Policy No. 18, Student Awards and Recognition for further guidance.

(11) TRADOC G-2 Mad Scientist. The best paper may be recognized with a writing award for excellence at graduation. The paper is based on special projects for senior military leaders or outside organizations with a research focus area.

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(12) MSG Roy Benavidez Resiliency Paper. The best paper may be recognized with a writing award for excellence at graduation. It is designed for student to research and study in an area of leadership surrounding resiliency. EE. Statement on Academic Ethics. Professional ethics is of paramount importance to the SMC. Work presented by students, as their own, will be their own work. To do otherwise results in unfair advantage and is inconsistent with the professional ethics and integrity expected of non-commissioned officers attending the course and constitutes plagiarism among other activities. Reference USASMA Bulletin 920, Academic Ethics Policy and SMC Policy No. 5, Assessment Procedures for further guidance.

A-1 Sergeants Major Course (SMC) Course Management Plan (July 2018) v 1.0

Appendix A 1009 Series and Rubrics Assessment Tools

A. This appendix contains examples of the1009 series forms and rubrics for administering

assessments during the SMC. (Note: Slight differences may exist between departments)


SMC 1009A, Assessing Attributes and Competencies (Example)



SMC 1009E, Oral Assessment (Example)


SMC 1009S, Speaking and Presentation (Example)


SMC 1009W, Writing (Example)


Focused Area Writing Assignment (F-AWA) (Example)


ACRONYM LIST

AA- Academic Assistance AAP- Academic Advisory Panel APA- American Psychological Association ADP - Advanced Degree Programs ARB- Academic Review Board AEAS - Army Enterprise Accreditation Standards AIS – Accountable Instructional System ALA – Army Learning Area ALC – Advance Leader Course AP – Academic Probation ATRRS – Army Training Requirements and Resources System BLC – Basic Leader Course CGSC - U.S. Army Command and General Staff College CSS- Cumulative Summary Sheet CoE – Chief of Education CPCC - Commandant Pre-Command Course DL- Distance Learning DAO- Department of Army Operations DCL- Department of Command Leadership DFM- Department of Force Management DJIIM-Department of Interagency, Intergovernmental. and Multinational DPS- Department of Professional Studies FAWA- Focused Area Writing Assignment GPA- Grade Point Average GLO – General Learning Outcome IMSO – International Military Student Office IMSPC- International Military Student Preparatory Course IOH- Instructor Office Hours IPRT- Instructor Preparation and Research Time LRC – Learning Resource Center MFR- Memorandum for Record NAUS- National Association for Uniformed Services NCOL CoE and USASMA - The Noncommissioned Officer Leadership Center of Excellence and United States Army Sergeants Major Academy NCOPDS - Noncommissioned Officer Professional Development System PME- Professional Military Education POI – Program of Instruction PTSD- Post Traumatic Stress Disorder QAO – Quality Assurance Office SFDD – Staff and Faculty Development Department SHARP- Sexual Harassment Assault Response Prevention


SLC – Senior Leader Course SLDC – Spouse Leadership Development Course SMC – Sergeant Major Course TBI- Traumatic Brain Injury TOMA – Training Operations Management Activity TRADOC - U.S. Army Training and Doctrine Command UMT – Unit Ministry Team

Documents

The U.S. Army Sergeants Major Academy...content, and lesson plan assessment criteria; it lists the course graduation requirements learners (students) must meet in order to graduate