<p> Military Tiger Team</p><p>EXECUTIVE SUMMARY</p><p>This document summarizes the topics to be considered for Presentation from the Military Tiger Team. Short title of each topic is in bold/underlined. The topics themselves are discussed on the subsequent pages attached to this document.</p><p>As articulated in the Green Book, the Military Program is “the organizing framework for sequential and progressive military training and leadership development requirements, experiences, and activities designed to support individual cadet military and leader development, and internalization of the roles and principles of Officership. The Military Program will focus specific attention on the development in cadets of the requisite attributes to be commissioned leaders of character.”</p><p>Our assessment is that the multiple and distinct aspects of the military program—during summer training at West Point; during summer training away from West Point; and during the academic year in MS classes, PME classes, other classes, additional military training in the afternoons, on Saturdays, and at other times—is effective in supporting the cadet leader development system. During the academic year, several aspects of the military program can be enhanced by adjusting or refocusing the timing, nature, and presentation of material that either enhances opportunities for cadets or enhances the cadets’ appreciation of the military development program. Recommendations 2 to 9 cover these relatively straightforward options. During the summers, the need to improve Cadet Field Training, the opportunity to more closely integrate with ROTC summer training, the potential scarcity of support from Army units, and potential pressure from TRADOC and FORSCOM, will likely require a substantial adjustment in Cadet summer training. Recommendation 10, in its variants, posits some options that may lead to further study of future options concerning summer training.</p><p>Each of the following recommendations is generally independent of each other and can be adopted or rejected in whole or in part. Where options are interdependent with each other or with the recommendations of other teams, those connections have been highlighted. The recommendations have been roughly organized by the degree of difficulty of implementation with the recommendations that are relatively more difficult to implement at the end.</p><p>Conceptual basis for discussion, does not need to be necessarily adopted:</p><p>Overview 1. Understand the Vision for our Tiger Team, which is an adaptation of what is in the current CLDS only, but good manual, updated with the Army’s concept for the Pentathlete to create a commissioned leader of concept character through the CLDS process. </p><p>Could be implemented almost immediately (by AY 07-08), if adopted:</p><p>Already done,2. Consolidate MS into a single semester of 40 lessons instead of two semesters of 20 lessons each and carefully examine the course content to see if it can approximate a 2.5 credit hour course, but at 1.5 thereby enhancing the cadets’ emphasis on military science. credit hours 3. Redesignate numbering of selected courses so that cadets understand that military education Considered exists throughout the curriculum, taught by many departments, and all are integrated into the and not cadets’ professional major (e.g Military History would change form HI 301/302 to MH 301/301; adopted This document contains pre-decisional information and is exempt from FOIA until decisions are made; it is for internal use only by Tiger Team personnel and should not be distributed further</p><p>1 Subject: Military Tiger Team—Executive Summary As of 7 December 2006</p><p>Leadership from PL 300 to ML 300; perhaps Law from LW 403 to ML 403, and there could be other courses). Being adopted As MX 400 4. Create a MX 402 interdisciplinary Capstone class to be taught as part of the cadets’ first-class year as the culminating course in a cadet’s professional major. Some changes, but5. Refine and specify 4 & 8-hour training periods during the academic year so that they are programmed, and designed to support specific enrichment, military science classes, or review of unclear how carefully selected BOLC tasks. much 6. Revise and refine the MPS to enhance the efficacy of military education and leader development On Hold for cadets.</p><p>Could be implemented almost immediately (by AY 07-08), if adopted—but requires obvious coordination with other tiger teams: Considered and not 7. Create three chains of command during the academic year to increase the number of leader adopted development opportunities.</p><p>Being 8. [Note this was deferred to the CPME Team] Adjust PME2 and either resource it as a separate Considered as program or consolidate most or all PME instruction as part of MS classes (e.g. officership and/or part of MX 400 capstone).</p><p>Partly 9. [Note this was deferred to the CPME Team] Augment Company Tactical Officer Teams Implemented with DPE, DMI, and 4 Academic representatives that would both be responsible for PMEE as on a test basis well as assisting the Tactical Officer with assessing and developing cadets in the company. Will require significant study and coordination prior to implementation and would be in FY 08 at earliest:</p><p>10. Study Summer Military Training for a change in Summer 2008 (at earliest) with the objective of separating CFT 1 and CFT 2 with CFT 1 concentration on BOLC Tasks and orientations to different parts of the Army and CFT 2 to concentrated on an a leader development and evaluation experience (similar to LDAC but with a different name): Pilot Program a. Revise Summer Scheduling would consist of CFT 1 in yearling summer and started this CFT2/LDAC in cow summer [or firstie summer]. (Other summer requirements would be: STAP*, MDS*, AIAD*, PIAD*, Detail, CTLT/DCLT* some of which (selected summer; *starred events) could be pulled down into yearling summer. original b. Refine CFT 1 so that it focuses on the essential, supportable BOLC Tasks. concept c. Create and enhance CFT2/LDAC so that it consists of leader development and expanded from application of skills learned: two 21-day i. One variant would assume the same resources that USMA currently receives and sessions to essentially would just split the details and refocus CFT2. two 28 day ii. Another variant would develop a program in conjunction with a FORSCOM sessions directed adjustment in which significant numbers (perhaps as many as all) ROTC students also undergo this flagship leader development and evaluation experience.</p><p>This document contains pre-decisional information and is exempt from FOIA until decisions are made; it is for internal use only by Tiger Team personnel and should not be distributed further</p><p>2 Military Tiger Team</p><p>Issue #1: Vision for Military Development at West Point</p><p>Discussion: The vision for our graduates is to develop commissioned leaders of character that combine the “Pentathlete” that Army needs with the mission, role, and place of the Military Academy. While various attributes of the Pentathlete have always been part of cadet development, both the articulation in documents and the emphasis in practice could be enhanced so that cadets are better prepared for the roles that they will play in the Army throughout their careers.</p><p>The Cadet Leader Development System (CLDS) is the vehicle within the West Point Experience that produces the Commissioned leader of character that we seek and is integrated and synchronized across all domains.</p><p>Although the CLDS is common to all cadets, the West Point experience will differ depending upon the skills, attributes, needs, and interests of each cadets. While all cadets must achieve the baseline in all areas of development, many will choose to exceed the baseline in selected areas. Additionally, all cadets will have opportunities for development beyond the baseline which they will accomplish through a combination of decisions that are made by policy, by the cadets tactical officer team and by the cadet himself or herself. The process of making that decision and the determination of exactly how the decision is made for activities for cadets beyond baseline requirements is a critical one. The process of decision-making in and of itself can be an important part of the developmental process.</p><p>Recommendation: That the Superintendent review for information only. No decision necessary. None of this fundamentally contradicts anything that is articulated in the current CLDS manual or the current discussions by the CLDS Tiger Team. It is stated, however, to provide a common starting point for discussion of other recommendations of the Military Tiger Team. </p><p>Resource Impact: None</p><p>Dissenting Position: None.</p><p>Supporting Documentation: Tab A – Graphical Presentation of Vision</p><p>This document contains pre-decisional information and is exempt from FOIA until decisions are made; it is for internal use only by Tiger Team personnel and should not be distributed further</p><p>3 Subject: Military Tiger Team: Vision (Tab A) As of 7 December 2006 Tab A Graphical Portrayal of Vision</p><p>To Produce</p><p>This document contains pre-decisional information and is exempt from FOIA until decisions are made; it is for internal use only by Tiger Team personnel and should not be distributed further</p><p>4 Subject: Military Tiger Team: Vision (Tab A) As of 7 December 2006</p><p>The most basic requirements are commissioning requirements (JPME, BOLC I, APFT, B.S. degree, etc.) (These, and all tasks, are supposed to be inspirational, in addition to their education and training value)</p><p>There are additional tasks that are beyond commissioning requirements, but are graduation requirements (these are included in Green/Red/White books, but are beyond commissioning requirements; e.g. IOCT, slide for life, rappelling, engineering sequence) rappelling) </p><p>There are other tasks that are beyond the baseline that we require cadets to perform (these include parades, UTT, 4 and 8 hour training days, etc., in the military domain; some trips and lectures in the intellectual domain; Military Domain intramurals in the physical domain). There are also tasks beyond the baseline that cadet voluntarily participate in in every domain, usually as part Additional Opportunities of an organized club or on their own.</p><p> for development There is value in requiring tasks that are beyond the baseline for some, but not necessarily all cadets in the Intellectual Physical military and other domains. The justification for such Graduation Domain requirements are: Domain  We can do it  It helps to further “educate, train, and inspire” Commissioning cadets. Requirements:  It reinforces CBT/CFT training (although baseline JPME, BOLC, requirements have already been met). B.S. degree, etc.  It reinforces and develops cadets’ self-identity as military officers. Spiritual Social  It helps teach military training procedures. requirements Domain Domain At the same time, however, those tasks can be eschewed and the impact to the military program will be the degradation of additional “inspiration,” challenge or development, the benefit of which would be weighed “inspire” part of mission against the alternative activity. A key consideration is who decides which events beyond Moral-ethical Domain the baseline a cadet does and how that decision is made strategically. Is it: a. The cadet? b. The tactical officer? c. The BTO (by approving exceptions)? d. A preordained policy (e.g. corps squad trumps all but 8-hour training; etc.)?</p><p>This document contains pre-decisional information and is exempt from FOIA until decisions are made; it is for internal use only by Tiger Team personnel and should not be distributed further</p><p>5 This was implemented—for ease of scheduling it was Military Tiger Team spread out over both semsters and only at 1.5 credit hours Issue #2: Consolidate MS classes</p><p>Discussion: When intersession was discontinued and military science classes were integrated into the academic year, they were integrated in such a way as to minimize their impact on other cadet work. They were schedule as only 20 lessons, taken once every 4th class day and were worth only 0.5 credit hours. To accomplish 40 lessons, this schedule was continued over both semesters with each MS instructor teaching 8 sections of 15-20 cadets. While this arguably minimized impact, it also unnecessarily degraded the quality of the instruction. Consequently, some cadets generally do not spend adequate time or focus on their courses that prepare them for the profession of arms. </p><p>By combining 20 lessons from each semester into one semester of 40 lessons, the instruction could be more effective and could be placed in either fall or spring semester as it would best complement their summer training. The same number of instructors could teach only 4 sections every other day and would have to spend less time on reviewing topics from four days ago. Additionally, the courses could be somewhat more demanding while keeping the general approach of no more than an average of 20-30 minutes of planned homework prior to each class. This could potentially be weighted as a 2.5 credit hour course because, in fact, cadets who are either slow learners or master all aspects of every lesson could take as much as 1 hour or more in preparation for the course. This increase in the weight of military science could make cadets increase their effort and increase their general regard for military science instruction.</p><p>The schedule could be implemented as follows. Generally all first and fourth class cadets would take their MS instruction in the spring semester immediately before graduation or before CFT, respectively. Second and third class cadets would take their MS instruction in the fall to build on the lessons learned from the summer and to even out the instructional loads for DMI. The option to take the class in the “off” semester would be available for failures or selected cadets whose schedule (semester abroad, in season corps squad, medical leave) requires them to take the course in the “off” semester. Class First Semester Second Semester MS100 By exception Majority of Cadets MS200 Majority of Cadets By exception MS300 Majority of Cadets By exception MX402* None Capstone *This is a separate proposal in a corresponding position paper.</p><p>Recommendation: That the Commandant and Head of DMI consolidate MS into a single semester of 40 lessons instead of two semesters of 20 lessons each, beginning in AY 07-08. In recognition of the planned time and work already required, the course weight should be adjusted to 2.5 credit hours.</p><p>Resource Impact: Some reorganization of structure within DMI’s organization, but no new resources should be required. Coordination with registrar is required to ensure that scheduling can be accomplished, especially with athletes who have last hour off. </p><p>Supporting Documentation: USMA Redbook.</p><p>This document contains pre-decisional information and is exempt from FOIA until decisions are made; it is for internal use only by Tiger Team personnel and should not be distributed further</p><p>6 This was considered and not implemented Military Tiger Team</p><p>Issue #3: Redesignate numbering of selected courses</p><p>Discussion: Even with improvements in the military science curriculum, the MS courses, by their very nature are similar to the MS course taught in other commissioning sources. One of the distinct advantages that West Point graduates have is the professional major in military subjects that are integrated throughout the core curriculum, such as military leadership, military history, military law, and others. Although cadets understand that these are subjects that pertain to their profession, because they are taught by “academic” departments, cadets regard them more as history courses or BS&L courses rather than military courses that are an integral part of their professional major.</p><p>A minor change to the numbering of the courses could have an important effect in the perception of cadets as they think about the preparation in military subjects that they perceive. Courses that should be renumbered include:  History of the Military Art from HI 301/302 to MH 301/302  Military Leadership from PL 300 to ML 300  Constitutional and Military Law from LW 403 to ML 403. (Much of this course is a traditional constitutional law course and a minority of the course concerns military law. However, this is not too much of a stretch because much of the reason why cadets must understand constitutional law as part of the core curriculum is because of their role as a servant of society who has sworn an oath to the Constitution is derived from the Constitution)</p><p>The above three courses are clear. Additionally, subject to a curriculum review:  Physical Geography, which is EV 203, could potentially be renamed Military Geography MG 203 (the current Military Geography elective, EV 482, would be Advanced Military Geography, MG 482).  If philosophy, PY 201, was revised to focus on the moral and philosophical underpinnings and moral-ethical basis of officership, it could be renamed Military Philosophy, MP 201. Or, alternatively, it could be renamed Military Philosophy and Ethics, MP 201, since the current course has an extensive focus on Just War Theory.</p><p>Recommendation: That the Dean redesignate numbering of selected courses, beginning in AY 07-08, so that cadets understand that military education exists throughout the curriculum, taught by many departments, and all are integrated into the cadets’ professional major. </p><p>Resource Impact: None</p><p>Dissenting Position: Arguably, this may cause problems with accreditation if individuals some how took the change in labels as an indication that these courses were being less rigorous. This is an important consideration to stress that the academic discipline and administration by their respective academic departments is unchanged with this transition.</p><p>Supporting Documentation: Redbook</p><p>This document contains pre-decisional information and is exempt from FOIA until decisions are made; it is for internal use only by Tiger Team personnel and should not be distributed further</p><p>7 This is being considered now Military Tiger Team as MX 400</p><p>Issue #4: Create a MX 402 interdisciplinary capstone course</p><p>Discussion: The current military science curriculum doesn’t have an integrative, capstone experience.</p><p>While the Academy’s academic program has adapted to make course offerings more relevant to the profession of arms and the changing operational environment that our graduates will find themselves leading soldiers in, there is no common integrative, capstone experience that provides a minimum baseline of knowledge to our graduates on the complex operational environment that they will face as leaders and commanders.</p><p>The course should focus on the complex challenges that our graduates will face in the coming decades during the “long war” and provide them with the strategic framework from which to appropriately judge their decisions as tactical leaders. While our adversaries over the coming decades will not be endowed with the technology to compete with the full power of the United States military, our cadets must understand that these adversaries will not be deterred by this and will employ strategies to overcome their weaknesses while trying to exploit ours – it is imperative that our cadets leave understanding this environment and how to best lead soldiers under their command during this “long war.”</p><p>Although this course would be the capstone experience for the military science curriculum, because of the multiple disciplines involved in the subject material of the course, it would be best to integrate faculty from all of the prerequisite course departments under the Simon Center for the Professional Military Ethic or the Department of Military Instruction to manage and administer the course.</p><p>Recommendation: That the Commandant appoint either SCPME or DMI to create an MX 402 interdisciplinary capstone class to be taught as part of the cadets’ first-class year as the culminating course in a cadet’s professional major, officership. This course should be resident under either DMI or SCPME, and use instructors from the multiple disciplines that the course draws upon. It should be a 3.0 credit hour course. The interdisciplinary team should refine the syllabus and coordinate the teaching team from several Departments to teach the course. The course should be developed NLT 31 May and implemented in 2nd semester, AY 07-08.</p><p>Resource Impact. As an interdisciplinary course that spans several departments, this course would require faculty from the following departments: History, English, Social Sciences, Behavior and Leadership Science, and DMI. Since fewer faculty would be required to teach the current MS 400 course in DMI there would be no overall net change in faculty, although overall faculty allocation among Departments may have to be adjusted.</p><p>Dissenting Position: None.</p><p>Supporting Documentation: Tab A. Draft Syllabus This document contains pre-decisional information and is exempt from FOIA until decisions are made; it is for internal use only by Tiger Team personnel and should not be distributed further</p><p>8 Subject: Military Tiger Team: Company Tactical Teams (Tab A)</p><p>As of 7 December 2006 MX402: The Pentathlete Leader</p><p>Intent: Design an integrative, multi-disciplinary capstone for the military science curriculum that will prepare USMA graduates for the challenges of the current operating environment. While many of the topics of the course are available to various cadets that major in certain disciplines, this course would seek to provide a common experience that prepares all cadets as commissioned leaders of character for the challenges of the 21st century.</p><p>Course Objectives: This course is designed to develop future Army officers’ ability to think strategically and lead tactically in the contemporary operating environment Specifically, cadets will:</p><p> a. develop an improved understanding of the contemporary operating environment;</p><p> b. develop an improved understanding of their roles as junior-officer warfighters in the contemporary operating environment; </p><p> c. develop an improved understanding of their roles as trainers of units that will prevail in war;</p><p> d. develop more mental models of what it means to be a commissioned officer.</p><p>Course Strategy: The course is designed to support and deepen cadets’ professional identities by enabling them to experience how their nation’s security requirements are realized in the day- to-day, lived experiences of their near-peer junior officers. </p><p>Assessment of Cadet Learning: The course will include two WPRs, an oral presentation, and a research paper in lieu of a Term End Examination. Through these assessments of learning, cadets will be asked to demonstrate their achievement of the course objectives described above. </p><p>Prerequisites: This course will integrate and build upon many of the subjects from the core curriculum; as such, this course will be offered during the second semester of a cadet’s First Class year. Courses that form the baseline of knowledge for MX402 are: MP201 (Military Philosophy and Ethics), SS201 (Economics), SS202 (American Politics), ML300 (Military Leadership), SS307 (International Relations), MH301/302 (History of the Military Art), and ML403 (Constitutional and Military Law).</p><p>This document contains pre-decisional information and is exempt from FOIA until decisions are made; it is for internal use only by Tiger Team personnel and should not be distributed further</p><p>9 Subject: Military Tiger Team: Company Tactical Teams (Tab A)</p><p>As of 7 December 2006</p><p>DRAFT SYLLABUS</p><p>Block I: The Contemporary Operating Environment (12 lessons)  Knowing our enemies: o Overview of threats to US National Security o Religious/philosophical foundations of threats to US security (3) o Strategies, operations, and tactics of current threats (3)  Knowing ourselves o SITREP on current Army operations (2) o SITREP on current and projected Army force structure  Knowing our environment: Information operations in the Network Age (2)</p><p>Block II: The Junior Officer as Warfighting Leader in the COE (15 lessons) o Overview of FM 3-24: Counterinsurgency Operations (3)  Counterinsurgency at the company level o 28 Fundamentals of Counterinsurgency. (Kilcullen) o Tactical Guide to Personality Targeting. (Ryan and Elliott) o Company-level counterinsurgency IPB. o Sensitive-site exploitation: principles and TTPs (FBI) o Developing evidence dossiers to support criminal trails (FBI) o Case studies of company COIN operations (2)  Combat leadership of platoon leaders. (BS&L)  Moral justifications for killing in war.  Mitigating the effects of combat stress and PTSD.  Case studies of junior-officers’ ethical challenges in war. (2)</p><p>Block III: The Junior Officer as Trainer (6 lessons)  Overview of FM 7.0: Training the Force. (3)  Case studies of excellence at platoon-level training management. (3)</p><p>Block IV: The Vocation of Officership (5 lessons)  Case studies in junior-officer excellence. (5) o These will address the myriad of lessons learned, challenges faced, and values relied upon by the officers studied, such as their critical professional relationships (CO, PSG, other LTs, 1SG), their toughest leadership challenges and how they addressed them, how they seek work-family balance, etc.</p><p>This document contains pre-decisional information and is exempt from FOIA until decisions are made; it is for internal use only by Tiger Team personnel and should not be distributed further</p><p>10 Eventually the 8 hour training days became the current Military Tiger Team Regimental training days Issue #5: Refine 4 & 8-hour training periods and specify their uses</p><p>Discussion: The use of Commandant’s Saturdays to accomplish training above the required baseline of military training has enhanced cadet development. In general, every cadet company and most cadets will participate in one four-hour and one eight-hour training day. Cadets have benefited from this training and the subjects trained have been good, but they are not necessarily integrated into an overall concept of training development or geared to most effectively develop cadets. </p><p>Although tactical officer teams have attempted to minimize the distraction that preparation for this training presents for cadets prior to the event, frequently some of the busiest cadets (those in chain of command positions) can spend significant time preparing for this training. Additionally, cadets are almost always at different levels of development so it is unlikely that the same training that is best for a first class cadet who is about to graduate would also necessarily be correct for a plebe with much less experience. Although risk assessments are completed, much of the training has relatively little supervision (e.g. 1 officer and 1 NCO for a 120 cadets on a live fire range) and tactical officers have expressed that “there is a lot of crossed fingers that we don’t have a safety mishap.”</p><p>By carefully examining these training opportunities, perhaps the selection of tasks could be structured to reinforce BOLC tasks that are most problematic either here at West Point or at BOLC II (such as land navigation). Alternatively, Saturday training could be focused on class specific training, such as land navigation for plebes or even 4 or 8 hour “labs” for military science classes, under the direction of military science faculty members. This would increase the number of faculty participating as staff supervision and could complement and enhance in instruction for military science classes. These longer “lab” hours could reinforce the proposal to enhance MS instruction to a 2.5 hour class.</p><p>Recommendation: That DMI and the BTO examine the use of 4 & 8-hour training periods during the academic year so that they are programmed, and designed to support specific enrichment, military science classes, or review of carefully selected BOLC tasks for implementation in AY 07-08.</p><p>Resource Impact: Such a review could be specified to be resource neutral. It is noteworthy that no Academy resources were committed to these Saturday training days before they were initiated approximately four years ago so the expansion of resources to these Saturdays are essentially unprogrammed already. </p><p>Dissenting Position: None.</p><p>Supporting Documentation: </p><p>This document contains pre-decisional information and is exempt from FOIA until decisions are made; it is for internal use only by Tiger Team personnel and should not be distributed further</p><p>11 This was deferred until MS/MX Military Tiger Team courses were sorted out – and eventually not implmented Issue #6: Revise and Refine MPS</p><p>Discussion: Each cadets’ Military Program Score is currently calculated with a heavy weighting towards the Military Development score: MPS = .76(MD) + .24(MS)</p><p>The score is rolled into the Cadet Performance Score combining the Academic, Military, and Physical Program Scores: CPS = .55 (APS) + .30 (MPS) + .15 (PPS). </p><p>This calculation is significant because an average academic course, which is 1/40th of a cadet’s APS is approximately 1.375 % of a cadet’s total CPS. The current MPS calculation results in each year of MS representing approximately 1.8% of a cadet’s total CPS.</p><p>PME2 is currently not evaluated as part of the Cadet Performance Score or Military Program Score. PME2 is predominantly resourced and lead by USCC through the Company Tactical Officers and the Simon Center for Professional Military Ethic. In the proposed MPS algorithm, PME2 is an evaluated program with gradable milestones and performance objectives. PME2 would account for 15 % of the total Military Program Score. PME2 may account for more or less of the MPS based on year group. However, the total weighting after eight semesters of PME2 is 15%. Similarly, a summer leader development experience does not currently exist in the cadet military curriculum. If a summer intensive leader evaluation is approved, the event will occur closer to graduation than the current CFT program. We assume that such an event closer to graduation will have strong correlation to the cadets’ competence as a future leader in the Army. As a result, the summer leader development experience would be evaluated in a separate category from normal military development to give it additional relevance and heightened emphasis. It would have a weight of 10%. </p><p>This proposal would not change the Cadet Performance Score, but would align the Military Program Score to the PMEE and Capstone proposals: MPS = .50 (MD) + .25(MS) + .15(PME) + .10(Summer Leader Development)</p><p>This recommendation is contingent on approval of PME2 as a evaluated event for all four years of cadet development. No current graded program of instruction exists in PME2. Further, this recommendation is also contingent on the approval of a capstone event. A different weighting system would be required if either proposal is disapproved. </p><p>Recommendation: That, upon conclusion of other studies that adjust PME and MS requirements, the Commandant revise and refine MPS to enhance the efficacy of military education and leader development for cadets.</p><p>Resource Impact: None</p><p>Dissenting Position: None</p><p>Supporting Documentation: None</p><p>This document contains pre-decisional information and is exempt from FOIA until decisions are made; it is for internal use only by Tiger Team personnel and should not be distributed further</p><p>12 This was considered and not Military Tiger Team implemented</p><p>Issue #7: Create three chains of command during academic year</p><p>Discussion: The current system of running two academic year chains of command, each concurrent with the two semesters, means that not all cadets will have the opportunity to serve as chain of command leaders at the platoon level or higher. Additionally, cadets who are in those positions take significant responsibilities in developing and executing unit training time, Saturday training, PME classes, and other events so the same cadets in leadership positions are getting repetitive training opportunities while other cadets may have no training opportunities.</p><p>Two BOLC I requirements that are related to this proposal: Develop a Cohesive Platoon Sized Element and Develop Subordinate Leaders in Platoon. The BOLC I requirement is satisfied through the PL300 Military Leadership course. While PL300 satisfies the requirement, cadets could also be provided an opportunity to take advantage of the “leadership laboratory” that USMA provides. Adding another academic year leadership detail would increase by 50 percent the number of leadership positions that a cadet would have an opportunity to fulfill. (By contrast adding a 9th company (I company) back to each regiment, would entail additional overhead (tactical officer teams, orderly rooms, etc.) and only increase leadership opportunities by approximately 20 percent (1 additional company and 1 additional battalion staff per regiment).</p><p>The changes of detail can be scheduled so that there are three roughly equal details: fall, winter, spring. Since the winter chain of command doesn’t consist of scheduled parades, this will allow Tactical Officers some flexibility in selecting cadets to positions that they may not have otherwise and may facilitate the scheduling of details for corps squad athletes in the off season. Additionally, changing details during the semester will allow Tactical Officers the flexibility to switch out those cadets who are struggling to manage their academics and chain of command responsibilities concurrently.</p><p>One disadvantage to this plan is that the fall to winter detail change would come at a critical time in the semester when major requirements are coming due, and the potential remains for the new chain of command to lose the institutional knowledge of ongoing efforts to remediate academic problems that their new subordinates are having. However, this can be easily mitigated by retaining team leaders in their current position when necessary to ensure continuity. </p><p>Recommendation: That the Commandant create three chains of command during the academic year to increase the number of leader development opportunities beginning in AY 07-08. </p><p>Resource Impact: There would be an impact in the selection, transition, counseling, and alteration of insignia that would take place during the transition between details. It would also involve some time of moving rooms in the midst of both fall and spring semesters. It is a net addition of work and unprogrammed time on cadets during the Academic year.</p><p>Dissenting Position: Both comments from cadets and some faculty feel that the additional disruption during two parts of the academic year is unnecessary and disruptive.</p><p>Supporting Documentation: None</p><p>This document contains pre-decisional information and is exempt from FOIA until decisions are made; it is for internal use only by Tiger Team personnel and should not be distributed further</p><p>13 This is being considered as incorporation into MX 402 Military Tiger Team</p><p>Issue #8: Adjust PME2 [this recommendation is withdrawn in favor of those presented by the CPME tiger team]</p><p>Discussion: The PME2 program has emerged as one of the strong points of USMA as a commissioning source since the other commissioning sources cannot replicate this. However, as currently structured, cadets don’t need to conduct any preparation for PME2 sessions, there is no formal evaluation on whether cadets fully understand the professional military ethic, and the program relies on a pool of volunteer instructors.</p><p>One potential direction for PME2 is to expand the program into a semester long course dedicated to studying the Army Profession, and providing academic credit for the course. In doing this, students can then be required to prepare for the classes and complete assignments synthesizing the concepts and material covered in the course. In doing this, the PME2 program will be elevated in status as an essential element of the cadet’s developmental path towards commissioning.</p><p>Recommendation: In coordination with the recommendations from the moral-ethical tiger team and the CLDS tiger team, adjust PME2 and either resource it as a separate program or consolidate most or all PME instruction as part of MS classes (e.g. officership and/or capstone).</p><p>Resource Impact: Depending on the way that it was restructured additional faculty may be required either through compulsory or voluntary service.</p><p>Dissenting Position: None.</p><p>Supporting Documentation: None</p><p>This document contains pre-decisional information and is exempt from FOIA until decisions are made; it is for internal use only by Tiger Team personnel and should not be distributed further</p><p>14 This was merged with other Military Tiger Team proposals </p><p>Issue #9: Augment Company Tactical Officer Teams [this recommendation is withdrawn in favor of those presented by the CPME tiger team] </p><p>Discussion: Company Tactical Officers are currently under-resourced in their mission to serve as the “integrator” of the cadet experience. </p><p>Company TAC teams are currently resourced at a ratio of 2:120. The TAC teams need to be provided with more resources so that they can more effectively integrate cadets’ experiences across all of the CLDS domains. </p><p>These resources would come in the form of other staff and faculty members that would contribute to development of cadets in the developmental domains. The specific proposal for these teams includes: a DPE representative (physical domain), a DMI representative (military domain), and four Dean’s representatives (academic and moral/ethical domains). Of these four representatives, one would serve as a math representative, one would serve as a science representative, one would serve as a humanities representative, and one would serve as the moral/ethical representative. Standing up these representative teams would increase the ratio of staff & faculty leaders in the company from 2:120 to 8:120, while providing the Tactical Officer with subject matter experts who can advise him and work problems for him.</p><p>These tactical team representatives would be assigned this duty as an additional duty within their departments (filling first with volunteers, then filling holes as necessary), and the relationship would exist very similar to the that of a fire supporter, engineer, or logistician to a maneuver battalion, who hangs their hat with their artillery unit until it is time to go to the maneuver unit for the field exercise/deployment. This habitual relationship of the team members would provide a larger pool of mentors for the cadets to experience in their cadet companies. These individuals would replace the faculty members and subsume the duties of the PMEE teams and the company academic counselor functions.</p><p>In addition to the cadet company teams, building similar teams consisting of one DPE representative, one DMI representative, one academic representative, and one moral/ethical representative for the Regimental Tactical Officers would enhance the capabilities of the Regimental TAC teams.</p><p>Recommendation: That the Dean and Commandant augment Company Tactical Officer Teams with DPE, DMI, and 4 Academic representatives that would both be responsible for PMEE as well as assisting the Tactical Officer with assessing and developing cadets in the company for implementation in AY 07- 08.</p><p>Resource Impact: Additional requirements for support from academic departments, DMI, and DPE would be levied.</p><p>Dissenting Position: None.</p><p>Supporting Documentation: See Tab A</p><p>This document contains pre-decisional information and is exempt from FOIA until decisions are made; it is for internal use only by Tiger Team personnel and should not be distributed further</p><p>15 Subject: Military Tiger Team: Company Tactical Teams (Tab A)</p><p>As of 7 December 2006 Proposal: Establish an habitual relationship between members of the Staff and Faculty, USCC and cadets. Tac Team Augmentation of 6 personnel: 1 DMI, 1 DPE and 4 Dean (Math, Science, Humanities, Ethical/Moral)</p><p>Purpose: To assist the Tac Officer and NCO in assessing cadet development across the three pillars, specifically graduation requirements in Physical, Military Development, and Academic Performance.</p><p>Roles and Responsibilities:</p><p>DPE 1. CPRP/ CZCP plan validation 2. Assist in CPRP supervision 3. Adviser to TAC on company physical goals for the term 4. IOCT training plan validation 5. Advisor to the TAC on prep of the PT portion for UTT training plan 6. Advisor to TAC on DPE courses 7. Advisor to TAC on Cadet PPST / PPSC improvement. 8. Advisor to the Cadet PDO / PDNCO (Diagnostic APFTs, IOCT, PT test statistical analysis, etc.) Although, I found this to be a very rewarding part of my job as a TAC. 9. Provide Company Specific APFT performance statistical analysis (and advice for improvement from a company perspective). 10. Assist in monitoring and advising for Cadets in the SAP that need to cut weight prior to graduation 11. Counseling for 2st class (leader development) 12. Assist TAC team in assessing overall performance of cadet company members in Military training (UTT, 4 hr 8 hr training days), Physical training (company athletics), and academic performance.</p><p>DMI 1. Advisor to the Sandhurst CIC 2. Assist in Sandhurst practice supervision 3. Assist in A/C Sat Green Cycle supervision 4. Assist in Military UTT supervision 5. Advisor to TAC on DMI courses 6. Advisor to TAC on Cadet MPST / MPSC (MS portion) improvement 7. Advisor to Cadet MDO and MDNCO on military training execution. Again, this was one of the most rewarding elements of being a TAC for me. 8. Counseling for 1st Class (branching, posting, leader development, etc) 9. Assist TAC team in assessing overall performance of cadet company members in Military training (UTT, 4 hr 8 hr training days), Physical training (company athletics), and academic performance.</p><p>DEAN(1) & (2) Math/Science 1. Primary advisor to TAC team regarding: Academic Performance, Study Conditions, Company Tutor Program, with specific emphasis on MSE. 2. Assist Cadet CoC in developing Academic Goals, Program, and Plan of Execution 3. Assist TAC Tm in identifying level of Academic Excellence within the company 4. Perform Academic Counselor Duties for 3rd and 4th class cadets 5. Perform Leader Development Counseling for 3rd and 4th Class cadets 6. Assist TAC team in assessing overall performance of cadet company members in Military training (UTT, 4 hr 8 hr training days), Physical training (company athletics), and academic performance.</p><p>This document contains pre-decisional information and is exempt from FOIA until decisions are made; it is for internal use only by Tiger Team personnel and should not be distributed further</p><p>16 Subject: Military Tiger Team: Company Tactical Teams (Tab A)</p><p>As of 7 December 2006 DEAN (3) & (4) Humanities/Moral &Ethical 1. Primary advisor to TAC team regarding: Academic Performance, Study Conditions, Company Tutor Program, with specific emphasis on Humanities and Moral/Ethical issues. 2. Assist Cadet CoC in developing Academic Goals, Program, and Plan of Execution 3. Assist TAC Tm in identifying level of Academic Excellence within the company 4. Perform Academic Counselor Duties for 3rd and 4th class cadets 5. Perform Leader Development Counseling for 3rd and 4th Class cadets 6. Assist TAC team in assessing overall performance of cadet company members in Military training (UTT, 4 hr 8 hr training days), Physical training (company athletics), and academic performance.</p><p>Example Augmentation </p><p>Preparation and comparison with existing programs: 1. These individuals as part of the Tactical Officer Team would have both team building and familiarization with the academic program, PME program, and other information so that they could effectively contribute to the cadet companies. 2. These individuals would conduct the current functions of the PME 2 team, current Company Academic Counselor, and would help solidify a long term advising relationship with the cadet company. 3. These individuals would also replace the current Academic OC program, with RTOs running a DA6 of team members to perform regimental AOC duties.</p><p>This document contains pre-decisional information and is exempt from FOIA until decisions are made; it is for internal use only by Tiger Team personnel and should not be distributed further</p><p>17 This is starting for Military Tiger Team implementation as CLDT</p><p>Issue #10: Study Summer Military Training</p><p>Discussion: The timing and focus of Cadet Field Training (CFT) is such that cadets do not retain proficiency in tasks trained nor do they graduate with a common experience beyond their Yearling year. Additionally, Army resources available to support CFT are restricted due to the current War on Terror.</p><p>During the first 14 months of the current 47 month developmental timeline cadets complete both Cadet Basic Training (CBT) and CFT. CFT is the last common experience cadets have, yet they still have 33 months remaining in their developmental timeline. The leadership opportunities at CFT I/II and CBT I/II vary in complexity and difficulty yielding a myriad of “individualized” learning experiences for the cadets. Since CFT training is based on the “developmental model” cadets are not evaluated on their leadership ability in similar positions and hence, do not have a shared “common” leadership experience. Additionally, the training is not evaluated and performance of tasks is measured primarily through attendance at training not measurement against a known standard. Finally, recent information on the performance of USMA graduates at the Infantry Officer Basic Course from FY 2005 indicates “mediocre” performance in land navigation and individual marksmanship. Both of these skill sets are perishable and are completed within the first 14 months of the current training model. The 33 month gap in training contributes to the deterioration of these skills by the time they arrive at BOLC II.</p><p>The training model executed during CFT 2006 serves as an excellent framework to support a common leadership experience for all cadets. Feedback from officers, NCOs and cadets was positive highlighting the realism and relevance of the training. This model provides an excellent vehicle for leadership evaluation in common positions including Team Leader, Squad Leader, Platoon Sergeant, and Platoon Leader; this could be achieved similar resources and almost no adjustment to the proven training concept. </p><p>The two primary sources for support of Cadet Summer Training are USMA Staff and Faculty and a supporting Task Force from FORSCOM. With the Army’s current OPTEMPO, FORSCOM and 1st Army are researching ways to more efficiently resource the summer training programs for both USMA and ROTC. USMA has the opportunity to take the lead in the development of the summer training program and can control the development of the POI to ensure proper nesting with the academy programs. USMA may potentially receive the funds to improve the infrastructure to support summer training at USMA. </p><p>Recommendation: That the Superintendent direct that a comprehensive study of alternatives for summer training be explored with the objective of maintaining the kind of training intensity that was exemplified during CFT 2006, but with the objective of both (1) enhancing the leader development and evaluation aspects of the training and (2) moving the training so that at least some of it takes place later in the cadet experience. Such a review should be coordinated with FORSCOM and TRADOC to address the likely adjustment to resources and ROTC training programs. The Team should be directed by DMI, with participation from BTD, USCC S3, DOPS, and the GC office and should complete the study by 31 May.</p><p>Resource Impact: Only time of individuals conducting the study. Total resource impact must be evaluated fully Dissenting Position: TBD Supporting Documentation: Tab A – Army Cadet Paradigm Shift Tab B – Notional Concepts for how training might shift</p><p>This document contains pre-decisional information and is exempt from FOIA until decisions are made; it is for internal use only by Tiger Team personnel and should not be distributed further Subject: Military Tiger Team: Cadet Summer Training (Tab A)</p><p>As of 7 December 2006</p><p>Army Cadet Training Paradigm Shift </p><p>An Opportunity for USMA to Shape the Army’s Leader Development Model</p><p>The United States Military Academy has not changed its Cadet Field Training (Camp Buckner) model for nearly 50 years. During this time cadets received advanced individual training followed by various forms of collective training that has served to familiarize cadets with the Army’s combat, combat support and combat service support branches. Most of this training with the exception of mounted maneuver training conducted at Ft. Knox was conducted primarily at the West Point Military Reservation and has been augmented by BN TFs. The only significant evolution of this model has occurred in response to the Global War on Terror (GWOT). During the last three weeks of CFT, BOLC I, Warrior and MPR tasks are evaluated at the collective level using a contemporary operating environment similar to the Army’s Combat Training Centers. The current long war GWOT operational tempo has begun to force a change in the way the US Army sources and views all Cadet Summer Training. Under the Army Forces Generation (ARFORGEN) process, the lowest level of active duty force is the BCT and emphasis is placed on providing adequate dwell time for these units to refit, train and prepare for their next operational deployment. The Chief of Staff of the Army has stated that “all Army systems and processes will adapt to ARFORGEN. Forces Command (FORSCOM) is only able to meet 20% of its “Institutional Support” requirements such as USMA CST and many force requirements have migrated to TRADOC. The Global War on Terror, Transformation and BRAC are intersecting to create “platform” (i.e. training location) challenges. This situation is driving FORSCOM to direct annually recurring training toward Power Generation Platforms (PGPs). Additionally, FORSCOM through ARFORGEN has determined that traditional Infantry Battalion Task Force augmentation is no longer feasible due to operational requirements and proposes to move summer training to PGPs with 1st Army as training lead. Consensus among USAAC, USACC and USMA leadership is that the current BCT focused ARFORGEN process has inappropriately introduced FORSCOM (and 1st Army) as the pseudo executive agents for Cadet Summer Training and that this must be addressed through TRADOC and USMA to DA. The Commandant of Cadets has expressed concern over the long-term risks to the professionalism of the future force embodied by the training courses of action that FORSCOM is considering. Cadets will make professional and career decisions based on their Army Cadet Training experiences, therefore it is paramount that the Army agrees that cadets deserve the best of the best. Emphasis at all times should be on the strategic imperative for the Army to invest in the training of ALL of its cadets by providing the finest, most professional Soldiers available. Therefore, the prevention of incremental dilution of quality training in the institutional force is the “strategic imperative” of the Cadet Summer Training issue. The Army must execute Leader Development Training and Assessment that does not lose sight of this imperative. USMA is uniquely positioned to shape Army Leader Development Training and Assessment. The first objective should be the transformation of Cadet Field Training into a capstone leader assessment experience that is integrated into a holistic USMA Leader Development and Assessment program. In support of this initiative, USMA must craft a synergistic vision for Army Cadet Training that accommodates each commissioning source’s assessment environment; best leverages the training resource base; takes advantage of cross </p><p>This document contains pre-decisional information and is exempt from FOIA until decisions are made; it is for internal use only by Tiger Team personnel and should not be distributed further Subject: Military Tiger Team: Cadet Summer Training (Tab A)</p><p>As of 7 December 2006 leveling experiences in order to emphasize and enhance USMA-ROTC comradery in the profession of arms; and provides the highest level of pre-commissioning training and development for future Army leaders. The development of Army Cadet Training synergy via CFT and LDAC cross training, USMA – ROTC officer exchanges, and stewardship of the commissioning objective for the Army demands that USMA in concert with Cadet Command develop a coherent proposal that the Army should use for its movement to the new Army Cadet Training paradigm. </p><p>This document contains pre-decisional information and is exempt from FOIA until decisions are made; it is for internal use only by Tiger Team personnel and should not be distributed further Subject: Military Tiger Team: Cadet Summer Training (Tab B)</p><p>As of 7 December 2006</p><p>Illustration of a Notional Concept of How Summer Training Could Shift</p><p>Current USMA Model</p><p>Currently, Cadet Field Training (CFT) consists of two separate details that run back-to-back during the Third Class summer. The first detail, CFT I is BOLC I centric, allowing cadets to reach the required proficiency for the majority of BOLC I tasks, which are predominately individual tasks. The second detail, CFT II, builds upon CFT I and trains team and squad level tasks, culminating in Operation Highland Warrior. Additionally, cadets are introduced to the various branches, to include traveling to Fort Knox for Mounted Maneuver Training (MMT). </p><p>With this current model of summer training, the Third Class cadets, while learning the BOLC I tasks, do not get a chance at practicing leadership except at the team leader level. Instead, they serve as the “training aids” for the cadets from the upper two classes that serve as the cadre for the details. Additionally, since this experience occurs only 13 months into the 47 month development program, many of this skills will have atrophied by the time USMA cadets are commissioned (although the upside of training these skills early on is that it allows cadets to be better prepared for their CTLT assignments since they have trained to a standard already on individual skills).</p><p>CFT1 is currently 21 days; CFT 2 is currently 21 Days.</p><p>Current ROTC Model</p><p>For ROTC, their current training model, the Leadership Development and Assessment Course (LDAC)1, consists of 32 days of training. BOLC I tasks are completed at the beginning of the training, and then cadets cycle through nearly nine days of Situational Training Exercises (STX) where their small unit leadership skills and potential are assessed and graded. </p><p>This is done the summer prior to commissioning, and so these skills are still relatively fresh compared to the USMA graduates. Additionally, ROTC has a significant advantage in being able to better gauge the tactical leadership skills of its cadets because of the LDAC model, since all ROTC cadets are evaluated on their tactical leadership during the summer training.</p><p>LDAC is currently 33 days (7 days administration; 16 days of individual skills; 10 days of leader evaluation during squad STX lanes and patrolling) </p><p>The Road Ahead for USMA</p><p>Both training models have their unique advantages and disadvantages. To better serve USMA cadets, a course of action that blends both training models should be implemented. However, this cannot be accomplished under the current paradigm of summer training where CFT occurs only during the Third Class summer. Instead, CFT should be split across two summers, with CFT I becoming just Cadet Field Training, covering essentially the same training tasks as the </p><p>1 http://www.usaac.army.mil/accw/TNG_camp.htm This document contains pre-decisional information and is exempt from FOIA until decisions are made; it is for internal use only by Tiger Team personnel and should not be distributed further Subject: Military Tiger Team: Cadet Summer Training (Tab B)</p><p>As of 7 December 2006 current CFT I. The new CFT would occur during a cadet’s Third Class summer, and consist of a 21 day POI. This would allow cadets to complete the BOLC I tasks early in their career, and make it easy to reprogram cadets that fail particular BOLC I tasks into future years’ summer training as necessary. Additionally, this will provide cadets with the fundamental skills so that they can be successful when they participate in CTLT assignments.</p><p>The “second half” of the current CFT, or CFT II, would be a significant departure from the current paradigm. This block of training would be moved to the First Class summer and be renamed to Cadet Leader Development Training (CLDT). It too would have a 21 day POI. The first week would consist of RSOI and a hands on review of critical CFT tasks (e.g. land navigation, marksmanship) to prepare the cadets for two weeks of STX lanes where their tactical leadership would be tested and evaluated.</p><p>Advantages/Benefits</p><p>Switching to this CFT/CLDT model would capture the best of both worlds from the current ROTC/USMA summer training paradigms. On the CFT end, USMA cadets would still be provided with a motivating and inspirational experience during their Third Class summer. Additionally, since only 21 days of yearling summer would be programmed, rising yearlings would have the opportunity to attend MDS, a second STAP session, AIADs, or PIADs. (This flexibility to schedule CFT early may be especially beneficial for for fall season Corps Squad athletes). </p><p>On the CLDT end, this module provides refresher training on the critical BOLC I tasks that USMA graduates will again be required to demonstrate during BOLC II and in their units. Also, it provides a vehicle to where every single graduate can be assessed and graded on leadership in tactical situations. This is especially important since many graduates will not have the time to afford “learn on the job” since their will meet their deployed units in country. </p><p>CLDT would provide a single, common, leader development experience during first class summer which all cadets would go through and could provide more effective evaluation and assessment, closer to graduation, concerning the performance of all of our graduates. Currently all cadets have the same required details, but the opportunity for leadership, evaluation, and assessment is dramatically different for the CFT Regimental Commander than it is for the CBT Supply Sergeant, yet both are considered essentially equivalent in the current perspective of cadet development. USMA certainly cannot make every experience identical, nor would it want to, but the CLDT proposal is worth exploring as an alternative.</p><p>Finally, CLDT could provide the opportunity for USMA to coordinate with TRADOC to develop a common cadet leader development evaluation system that could be used for both USMA and ROTC cadets. In the notional schedule articulated below, perhaps as many as 500 or more ROTC cadet could complete the CLDT experience and, if coordinated with TRADOC, those cadets could get credit for LDAC through their participation. Unlike current exchanges where Camp Bucker is completed without credit for ROTC cadets, by having an embedded leadership tool in CLDT, ROTC can use the USMA core summer experience towards cadet OML scores. </p><p>This document contains pre-decisional information and is exempt from FOIA until decisions are made; it is for internal use only by Tiger Team personnel and should not be distributed further Subject: Military Tiger Team: Cadet Summer Training (Tab B)</p><p>As of 7 December 2006</p><p>This can be used to draw some ROTC resources in support of the summer training that USMA cadets’ experience.</p><p>Disadvantages/Costs</p><p>Since this training model will eliminate the CFT II detail, there will be roughly a 25% decrease in leadership details for the upper two classes. However, this can be partially offset by providing leadership opportunities by creating the necessary committees to run ranges, etc. to support the summer training. While this training detail will involve less “hands on” leadership that one could get from a CFT II detail, it will provide a greater variety of leadership experiences (e.g the practical benefits of learning how to best run a range both effectively and safely). Also, the fact that shifting to this model will create an opportunity for all cadets to have tactical leadership opportunities outweighs the cost of giving up the CFT II detail. </p><p>For Future Study/Consideration</p><p>While this COA contains numerous advantages, it does make the summer training schedule more complicated since it involves more moving pieces. Thus, it will require study to ensure that this plan can be adequately synchronized and to determine the resource impacts on the Military Development Branch, since it will now need to manage and synchronize slots for MDS and other summer training opportunities across three classes instead of just two. </p><p>Also, there may be potential resource synchronization issues for facilities at Camp Buckner that cannot be identified from just the conceptual level. However, at the conceptual level, by running two details for both the Third and First Class cadets, it appears as if there is no change to facility resource requirements since the same number of total cadets will be at Camp Buckner at any given time (although the composition will now be half Third Class and half First Class instead of all being Third Class; e.g. Companies 1-4 will remain Third Class cadet companies, while Companies 5-8 will now become First Class cadet companies).</p><p>This document contains pre-decisional information and is exempt from FOIA until decisions are made; it is for internal use only by Tiger Team personnel and should not be distributed further Subject: Military Tiger Team: Cadet Summer Training (Tab C)</p><p>As of 7 December 2006</p><p>Grad Week Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Reorgy Wk Classes Start 20-May 27-May 03-Jun 10-Jun 17-Jun 24-Jun 01-Jul 08-Jul 15-Jul 22-Jul 29-Jul 05-Aug 12-Aug 19-Aug End 26-May 02-Jun 09-Jun 16-Jun 23-Jun 30-Jun 07-Jul 14-Jul 21-Jul 28-Jul 04-Aug 11-Aug 18-Aug 25-Aug Currently STAP STAP 1 STAP 2</p><p>Yearlings CFT T3 CFT 1 CFT 1 OFF</p><p>ROTC LDAC LDAC LDAC LDAC LDAC LDAC LDAC LDAC LDAC LDAC</p><p>Proposed STAP STAP 1 STAP 2</p><p>Yearlings Would do either the early or late CFT along with an MDS, DCLT, AIAD, or PIAD to make room for CLDT in firstie year CFT T3 CFT (MDS, DCLT, PIAD, or AIAD) (MDS, DCLT, PIAD, or AIAD) CFT T3 CFT (MDS, DCLT, PIAD, or AIAD) OFF</p><p>Firsties CLDT T3 CLDT (MDS, DCLT/CTLT, AIAD, PIAD) CLDT T3 CLDT (MDS, DCLT/CTLT, AIAD, PIAD) (MDS, DCLT/CTLT, AIAD, PIAD) CLDT T3 CLDT CLDT T3 CLDT (rotc only)</p><p>ThisNote: Athletesdocument could have contains each summer pre-decisional (after CBT) front-loaded information to free end ofand summer is exempt for conditioning/PIAD from FOIA until decisions are made; it is for internal use only by Tiger Team personnel and should not be distributed further</p>