Item #5 APD Training Academy Audit - 152nd Cadet Class Final Report — original pdf

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APD Training Academy Audit: 152nd Cadet Class Final Report Prepared by Madison K. Doyle, ABD Research Analyst Senior Overview Executive Summary The 152nd Cadet Class of the APD Training Academy completed their training the 32 weeks from February 12, 2024, to September 20, 2024. The cadets engaged in various community activities, including Pre-Academy training and Community Connect & Engagement sessions, interacting with numerous community organizations to enhance their understanding of community issues. The curriculum incorporated Adult Learning Theory principles, with 24 courses revised to enhance learning and retention. Professional development for instructors was emphasized, with opportunities to attend various training programs. External instructors contributed to several courses, providing specialized knowledge in areas such as crime prevention and mindfulness. 152nd Cadet Class Highlights Out of 79 cadets, 54 graduated, resulting in a graduation rate of 68%. Most cadets were in their 20s (70%), with a notable number having no prior law enforcement experience (92%). Graduation rates varied by age, race, and educational background, though those differences were not statistically significant. Most cadets (76%) reported no injuries, while 19 cadets experienced a total or 27 injuries, primarily during defensive tactics training. About 50% of cadets never failed a major exam. Notably, about 49% of those who took the Penal Code exam (i.e., Exam 4) failed it. Cadet Exit & End of the Academy Surveys Cadet Exit and End of the Academy Surveys allowed for the opportunity to receive feedback from both those cadets who exited the Academy early and those who graduated. Of those who exited early, 52% completed an Exit Survey, and all cadets who graduated completed the End of the Academy Survey. Responses highlighted both positive aspects and areas needing improvement, such as the need for more PT and additional support for cadets struggling with academic content. Key Quotes from Cadet Feedback • • • “Need more PT. I’ve seen the progress with my classmates and believe it should be just as important and lengthy as all other subjects.” “The scheduling with the groups [needs improvement], it was very clear that alpha benefitted the most from the scheduling.” “The dedication of the staff is second to none. I felt the staff fully invested in our class and allowed for a good learning and development environment.” • “I don’t think a more thorough academy exists. The instructors are passionate and dedicated.” Conclusions The findings from the 152nd Cadet Class Audit Report underscore the APD Training Academy’s commitment to community engagement, professional development, and the delivery of high-quality training. The insights gained from this report may inform APD Training Academy staff and other department officials as they continue the ongoing enhancement of the Training Program, ensuring that cadets are well-prepared for their roles in law enforcement and equipped to meet the challenges of modern policing. Pre-Academy Community Involvement The 152nd Cadet Class included several opportunities for community involvement, including the Pre- Academy training, Community Connect & Engagement activities, and the use of external instructors. The Pre-Academy training occurred during the cadets’ first week at the Academy. During the Pre- Academy cadets participated in training seminars and information sessions on the following topics. • Wellness & Nutrition • Mindfulness & Resilience • Groundwater Analysis • Study Skills • Language Access Community Connect & Engagement • Basic Budgeting • AISD Restorative Practices • The Austin Public Library • CC: Neill-Cochran House • History of Race & Police in Austin Community Connect and Engagement activities included information sessions and/or site visits with the following community groups. Group Description Anti-Defamation League: Hate Crimes One of the leading organizations working to counteract the traumatic impact of hate crimes on individuals and entire communities and to deter and prevent such crimes. They fight for more comprehensive and inclusive hate crime laws, by advocating to ensure that hate crimes investigations receive the priority attention they deserve from law enforcement and by supporting hate crime victims and their communities. Asian Family Support Services of Austin (AFSSA) Supports survivors of domestic violence & sexual assault with free, confidential services. Although they welcome all survivors, their specialty is providing services to Asian clients & communities. Jails to Jobs Aims to break the cycle of recidivism, by giving youthful offenders employment- based mentoring and training along with spiritual and character development. Magdalene House A survivor-led community for adult women who have survived sex trafficking. Marbridge Provides residential care to adults with intellectual disabilities at our 200-acre campus – assisted living, semi-independent to skilled nursing. Mothers Against Drunk Driving (MADD) Working to end drunk driving, help fight drugged driving, support the victims of these violent crimes, and prevent underage drinking Out Youth Offers youth of all sexual orientations and gender identities a place where they are loved, acknowledged, and accepted for exactly who they are. Seedling Foundation Texas School for the Deaf The Sobering Center Provides children with a long-term, positive relationship that helps them navigate the challenges experienced during an extended period of family separation due to parental incarceration and helps children develop or maintain positive attitudes towards education. A state-operated primary and secondary school for deaf children in Austin, Texas. Enhances public health and safety by providing a safe place for publicly intoxicated individuals to sober up as an alternative to the emergency room or jail and, where appropriate, to provide a bridge to recovery. Travis County Specialty Courts Specialty Courts provide specialized direct services (usually substance use or mental health treatment) to participants as an alternative to incarceration in criminal cases or to address child protection issues in civil or family cases. Participants must comply with the terms of the program for typically 12-24 months by remaining clean and sober, not being rearrested, participating in treatment, and attending court review hearings on a regular basis. Specialty Court Programs in Texas must comply with best practice standards approved by the Texas Judicial Council. Cadet Resource Fair Cadets were also given the opportunity to earn compensatory overtime for attending the Party at People’s House. In addition to these activities, the FTCC also coordinated a cadet resource fair which allowed cadets in the 152nd to obtain information and interact with organizational representatives from the following community, governmental, and non-profit organizations. Group Description AGE of Central TX AGE of Central Texas is a regional non-profit that helps older adults and family caregivers thrive by helping them navigate the realities and opportunities of aging and caregiving. AI-ANON An international mutual aid organization for people who have been impacted by another person’s alcoholism. In the organization’s own words, Al-Anon is a “worldwide fellowship that offers a program of recovery for the families and friends of alcoholics, whether or not the alcoholic recognizes the existence of an alcohol- related problem or seeks help. Asian Family Support Services of Austin (AFSSA) Supports survivors of domestic violence & sexual assault with free, confidential services. Although they welcome all survivors, their specialty is providing services to Asian clients & communities. AEC Capital Area Council of Governments (CAPCOG) Center for Child Protection Central Health Austin Emergency Center’s (AEC) mission to provide exceptional patient-centered healthcare in the communities they serve. They stand apart through their level of compassion, care, and commitment to every patient. They offer fast, best-in-class emergency care – when minutes count. An advocate, planner, and coordinator for regional issues in the ten-county Capital Area. The Center for Child Protection is the only nonprofit in Travis County involved in the investigation and prosecution of crimes against children. Center for Child Protection vision is to end the cycle of child abuse through advocacy, education & community support. Central Health, Travis County’s hospital district, is building a comprehensive, high- functioning healthcare system for residents with low income who need it most. The district’s Healthcare Equity Plan, adopted in early 2022, is guiding up to $700 million in investments to close the gaps that persist throughout the safety-net healthcare system – in primary care, specialty care, dental and behavioral health, hospital-based care, and post-acute transitions of care. Central TX Food Bank The Central Texas Food Bank is the largest hunger-relief charity in Central Texas, serving 21 counties. I mission is to nourish hungry people and lead the community in the fight against hunger. COA- Office of Civil Rights The Office of Civil Rights (OCR) is part of the U.S. Commission on Civil Rights, which is an independent, bipartisan organization that enforces federal civil rights laws and advises on civil rights policy. The OCR investigates complaints of discrimination based on race, color, national origin, sex, disability, or age. CommUnity Care TX CommUnityCare is one of more than 1,400 community health centers, across the country serving 30 million people who are uninsured or underinsured. In 2022, CommUnityCare served more than 129,000 individual patients and is one of the largest Federally Qualified Health Center (FQHC) systems in Texas. DFPS Child Protective Services An agency responsible for providing child protection, which includes responding to reports of child abuse or neglect. CPS provides families a variety of services to strengthen families so children can stay safe at home with their parents. DFPS Adult Protective Services APS is responsible for investigating abuse, neglect and exploitation of adults who are elderly or have disabilities. Ellie Mental Health Provides support for a wide range of mental disorders and common mental health issues. Foundation Communities They invest in green building initiatives to save on operating costs, reduce residents’ utility bills and make our community a better place to live. HHS- Foster Grandparent Program Foster Grandparent volunteers are adults 55 and older who provide one-on-one emotional support, mentoring and tutoring to children with exceptional needs. Integral Care Integral Care improves the lives of people living with mental illness, substance use disorder & intellectual & developmental disabilities in Travis County. Mothers Against Drunk Driving (MADD) Working to end drunk driving, help fight drugged driving, support the victims of these violent crimes, and prevent underage drinking NAMI Central TX Nonprofit organization with a mission to improve the lives of all individuals affected by mental illness through education, support, and advocacy programs. Riverside Togetherness Project The main goal of the project is to reduce crime, increase trust, build community, and position the neighborhood for revitalization. Superior Health plans Exists to improve the health of Texas Medicaid beneficiaries through focused, compassionate & coordinated care. Suvida Healthcare A Spanish speaking primary care provider serving Austin, TX. They are specially designed to address the unique needs of Hispanic seniors and their families. TWC Texas Workforce Commission is the state agency charged with overseeing and providing workforce development services to employers and job seekers of Texas. UT-Austin School of Nursing Children’s Wellness Center The mission of the Children’s Wellness Center is to provide excellence in delivering pediatric primary care services in a clinical setting while enhancing nursing knowledge for undergraduate and graduate nursing students. Youth Advocate Programs YAP’s services are designed to help youth and families involved in the youth justice, child welfare, behavioral health, and education systems. YAP’s referral policy is “no reject–no eject,” meaning that all youth referrals are accepted into the program. External Instruction Several courses were taught by or with the assistance of an external instructor. The following courses involved external instruction. Course Instructor Information Crime Prevention History of Race & Police in Austin UT-Austin. Lucia Summers, PhD • Associate Professor in the School of Criminal Justice and Criminology and Associate Director of the Center for Geospatial Intelligence & Investigation at Texas State University. • Visiting Professor for Crime Analysis & Prevention at Universidad Miguel Hernández in Elche, Spain. Kevin Foster, PhD • Associate Professor of African and African Diaspora Studies at • Vice President of AISD. • Founding Executive Producer of PBS Blackademics Television. Mindfulness & Resilience Noelle Davis • Love & Relationship Coach. • HeartMath certified Resilience Mentor & Trainer. Professional Policing Racial Profiling Traumatic Brain Injury US & TX Constitution & Rights Sean Roche, PhD • Associate Professor and MSCJ Program Coordinator in the School of Criminal Justice and Criminology at Texas State University. Felecia Williams-Dennis, MS • Adjunct Professor at Austin Community College. • Former Police Officer and Sergeant at the City of Austin Police Department Ainsley McGowan, MA, CCM, CBIS • Director of Rehabilitation at the Centre for Neuro Skills- Austin. Andrea Marsh, JD • Director of the Richard and Ginni Mithoff Pro Bono Program at UT School of Law-Austin. • Founding Executive Director of the Texas Fair Defense Project. Culture of Adult Learning Academy staff began incorporating Adult Learning Theory concepts into curriculum in mid-2021. 24 courses were previously revised to include Adult Learning Theory concepts between mid-2021 and the conclusion of the 151st cadet class. All course lesson plans are currently being reviewed to ensure TCOLE compliance. The Curriculum and Instructor Development (CID) team is in the planning and development stages for a standardized instruction review and feedback protocol. During the remainder of the 153rd and upcoming 154th Cadet Classes the CID team will begin observing instruction and working with instructors to make necessary adjustments to improve learning and retention among cadets. Professional development is being prioritized by Training Academy staff and leadership. Both instructors and civilian support staff are encouraged to complete any professional development opportunities that will further improve cadet training and advanced education. While there is no comprehensive list of every professional development opportunity taken, it was confirmed that instructors have or will complete courses facilitated by the Institute for Law Enforcement Administration (ILEA), the International Association of Chiefs of Police (IACP), Texas A&M Engineering Extension Service (TEEX), FBI-Law Enforcement Executive Development Association (LEEDA),VirTra Inc., the Center for Innovations in Community Safety (CICS), Blue & Gold Law Enforcement Training, and the Texas Commission on Law Enforcement (TCOLE). The formal training courses that have been or will be completed by the academy staff in 2024 are noted below. • The RITE Way “Responsibility and Integrity Through Ethics (ILEA) • Managing the Training Function (ILEA) • Women’s Leadership Institute (IACP) • Advanced Instructor Development (TEEX) • Reality Based Training Instructor (TEEX) • Supervisor Leadership Institute (LEEDA) • Advanced Trainer Certification (VirTra Inc.) • ABLE Train-the-Trainer Certification (CICS) • Advanced Arrest, Search, and Seizure (Blue & Gold LE Training) • Advanced Instructor School (TCOLE) Transformative Change The Advanced Education Unit (AEU) had hosted 10 Active Bystander for Law Enforcement (ABLE) classes at the Academy in 2024, with 2 of those being to the 151st and 152nd Cadet Classes. So far this year, 207 law enforcement officers and 95 APD cadets have completed the ABLE trainings hosted at the APD Training Academy. Approximately 9 hours of Integrating Communications, Assessment & Tactics (ICAT) classroom instruction and 8 hours of related roleplays were conducted. 8 hours of Fair & Impartial Policing training will be provided during the new graduates’ FTO period. Cadets received Crisis Intervention Training (CIT) via 31 hours of classroom instruction and 8 hours of Roleplay). The classroom hours included guest presentations from Integral Care, National Association on Mental Illness (NAMI), Trauma Informed Care, and Stop Abuse for Everyone (SAFE). Roleplay exercises were co-graded by Integral Care staff. Cadets also received several hours of instruction involving trauma-informed training. Core principles of Trauma Informed Care (TIC), including Realize, Recognize, Respond, Resist Re-traumatizing (4 R’s) were taught. Training included tours of SAFE and Eloise House as part of Community Connect program. This was the first-time cadets had ever received tours of these shelters. Cadets received trauma informed training from SAFE advocates onsite. Additionally, the coursework and key topics covered during the academy that involved trauma- informed training included human trafficking, sexual assault & family violence, criminal investigations (robbery, sex crimes, homicide), victims of crime, nonconsensual language, and victim services. Finally, all cadets completed two 10-hour ride-outs during Weeks 22 & 23 of training. Ride-outs allow cadets to see what officers in the APD experience on a day-to-day basis. 152nd Cadet Class Final Report Card The 152nd Cadet Class at the Austin Police Department Training Academy began on Monday, February 12, 2024, and concluded on Friday, September 20, 2024. Of the 79 cadets who began with the 152nd class, 54 successfully completed the training program, resulting in a graduation rate of 68%. Of the 25 cadets who exited the academy, 20 resigned, 3 were terminated, and 2 were reassigned. On average, those who exited the academy did so around Week 11. Over half (n = 13) of the exits in the 152nd occurred between Week 2 and Week 9. These exits occurred for personal (n = 19), injury (n = 3), academic (n = 1), DT failure (n = 1), and performance reasons (n = 1). 2 of the 3 cadets who left due to injury chose to be reassigned and intend to return to the Academy with a future Cadet Class. The following 3 sections review the 152nd Cadet Class’s overall demographic, injury, and academic performance information. Similarities and differences between those who graduated and those who exited the program early are highlighted and discussed throughout. The final section of this report highlights the findings from Cadet Exit and End of the Academy Surveys. Cadet Demographics Of all the cadets who began the 152nd Class, most were in their 20s (70%) and 30s (25%) with the fewest being 40 or older (5%). Of those in their 20s, 75% graduated. Of those in their 30s, 65% graduated. All those 40 or older exited early. Most of the cadets were male (86%). 71% of the males and 55% of the females graduated. Of the cadets in the 152nd, 43% were White (76% graduated), 30% were Hispanic (79% graduated), 14% were Black (64% graduated), 9% were Asian or Pacific Islander (29% graduated), and 4% were another race or ethnicity (100% exited). The level of education varied across cadets entering the 152nd Class. 42% had some college experience but no degree (70% graduated), 23% bachelor’s degree (67% graduated), 19% had only a High School diploma or GED (73% graduated), 10% had an associate degree (50% graduated), and 6% had a master’s degree (80% graduated). Most cadets began the 152nd Class with no prior law enforcement experience (92%). Of those, 67% graduated. Of the 8% with prior law enforcement experience, 83% graduated. Like the trends observed between those without and with law enforcement experience, of the 66% of cadets with no military experience, 65% graduated. Of those who had military experience, 74% graduated. Analyzing for Group-Based Differences in Odds of Graduating Binary logistic regression was used to assess the effects of age group, race, sex, education level, military experience, injury, and major exam failure on cadets’ likelihood of completing the Training Program. The full binary logistic regression model reduced model deviance by 23.51% compared to the intercept-only model (pseudo-R2 = .2351), indicating the model including all the mentioned variables was better fit for the data than the intercept-only model. However, the overall model was not significant 2 (11) = 19.03, p = 0.06.1 When all the predictor variables were equal to zero (e.g., a White male in his twenties who has some college experience but no degree, no military experience, no reported injuries, no exam fails), the log-odds of graduating from the training program were 2.99, on average. In other words, the odds of the average White man graduating from the Program were not statistically significantly different from those of the individuals who fell into all other demographic, health, and academic performance categories. Cadet Injuries During the 152nd Cadet Class, most cadets (76%) never reported having an injury. In total, 19 cadets reported 27 different injuries at some point during the Training Program. Of those, 74% reported having one injury, 10% reported having two injuries, and 16% reported having three injuries. Recall, only 3 of the of the cadet exits were due to injury and 2 of those individuals decided to be reassigned and intend to return to the Academy with an upcoming Cadet Class. 1 Note. The “Other” racial category (n = 10) and injured category (n = 19) were significant; however, their counts were too low influence overall model significance. The category-level significant findings for those two variables are not included in this report as it is likely these findings are a chance result and not necessarily due to a systematic or practically significant difference. Over half (52%) of the injuries reported occurred during defensive tactics (DT), 22% occurred during physical training (PT), 15% occurred during performance accountability (PA), 7 % occurred during OC exposure, and 4% occurred while the individual was off duty. Cadet Academic Performance All potential cadets are required to complete a written exam as part of their recruitment process. For all those who began the 152nd Cadet Class, scores on the recruitment written exam ranged from 70% to 90%. The average score on the recruitment written exam was 79% with a median of 78%. Four cadets exited the Training Program prior to taking any exams. Of the 75 cadets who took at least one exam, 50% never failed an exam, 27% failed one exam, 11% failed two exams, and 12% failed three exams. Recall, only one cadet left due to academic reasons. Those who never failed a major exam during the academy had recruitment written exam scores that were 4 to 6 percentage points higher, on average, than those who failed one or more exams. Cadets who never failed a major exam had statistically significantly higher recruitment written exam scores compared to those who failed one or more major exams.2 2 0 fails: (x̅ = 80.68, SD = 5.04) and 1+ fails: (x̅ = 76.74, SD = 4.52), t (73) = 3.56, p < .001. About 49% of the cadets who took Exam 4 (BPOC 8: Penal Code) failed, and it was the source of over half (56%) of the total exam fails in the 152nd Cadet Class. About 8% of the cadets who took Exam 1 (BPOC1: Professionalism & Ethics and BPOC2: Professional Policing) and 9% of those who took Exam 6 (BPOC22: Traffic Code) failed, and each accounted for about 10% of the total number of exams failed in this class. About 8% of cadets who took Exam 9 (BPOC22: Traffic Code and BPOC34: Driving Mindset) and 8% of those who took Exam 13 (BPOC28: Force Options Theory) failed, and each accounted for about 8% of the total exam fails in this class. Exit & End of The Academy Surveys Cadet Exit Surveys The Cadet Exit Surveys are an opportunity for Academy staff to gather feedback from those cadets who exit the Training Program prior to completion. These surveys are conducted by the civilian staff in the Education Development Unit. Participation in the Cadet Exit Survey is voluntary, and responses remain confidential. Of those who exited the 152nd Cadet Class early, 13 (52%) completed an exit survey. 11 of the participants were males. Of those, 4 were White, 3 were Asian/Islander, 2 were Hispanic, 1 was Black, 1 was another race. 2 females participated in the survey. Of those, 1 was another race and 1 did not identify their race. What are some of the reasons you are leaving the academy? These cadets listed many reasons for leaving the Academy, including academic difficulties, moving, time constraints, other job opportunities, family issues, failed roleplay, failed PT assessment, and simply realizing they were not suited for the career. Below are their self-identified reasons for leaving. P1 Lack of knowledge is my reason for deciding to leave. Academics was my biggest challenge (penal code week).” P2 Moving out of the city of Austin. I don’t feel that the life of a police officer would mix with the life my wife and I have built. My main concern is time away from her and working nights for my first few years. I am also concerned that my personality would not do well. I had difficulty finishing exams in the 1hour limit, first 3 test passed but failed 3 back-to-back. After getting injured, I lost all concentration (could have been caused by medication). Shoulder still caused an issue, but my eyesight alarmed me as I couldn’t see that great 2 times for a good 30 min (maybe stress?) P5 Family issues and an opportunity as an Army contractor. P6 Grandmother had stroke and needs assistance with daily tasks. Need to take time to support family. Injury status/ family matters. I am facing mental distractions with my family. Personal reasons mainly lack of time with family, distance from the academy, and issues with my sleep. Leaving based on lack of interest in law enforcement. In the beginning I wanted to try out law enforcement and get a feel about the work but realized this line of work was not for me. I did not want to be putting my instructors, cadets, and the Austin at risk if I truly was not passionate about the line of work. P3 P4 P7 P8 P9 P10 P11 Personal reasons at home. P12 Failed roleplay because of language insufficiency. P13 Poor PT led to my leaving. A large part was due to being unprepared starting the academy. Is there anything APD could have done to retain you? The survey participants varied on whether they could have been retained by APD, but most of them indicated that ultimately there was nothing that could have been done by the agency for them to stay. Their responses are as follows. APD could have tutoring for academics as well as for other challenging areas. Potentially a closer relationship with the instructors/ counselors. P1 P2 P3 No. P4 Taken my complaint of injury seriously. When I told them I had some pain before PT, they thought I just wanted to get out. Instead, I was told go to hospital or get injured. I went with getting injured and it cost me 3 weeks and 4 doctor visits to get to 80% and get cleared. P5 I think APD did what they could. It was more of a personal reason for my resignation. P6 No, would have liked to stay if possible. P7 No, due to injury but want to come back. P9 No. P13 No. P10 No because I want APD to have the best future officers who want to do job with passion. P12 I am not sure for now, but I maybe want to try one more time in the future. Would you recommend the Austin Police Department’s Police Cadet Program to others? Why? All but one participant indicated that they would, to some extent, recommend the Austin Police Department Cadet Academy to others. Those who were coded as “Conditionally” Indicated that they would recommend it, but with conditions (e.g., “yes, if…”). Participants’ explanations for their responses to this question are listed below. P1 I would. It’s a great program. It is challenging but it is possible to overcome its challenges. P2 Only to those with aspirations of wanting to be an officer. Not just for a paycheck. P3 Yes. I don’t think a more thorough academy exists. The instructors are passionate and dedicated. P4 P5 P6 I don’t think so. From day one HR was a mess. I submitted a document 5 times and got yelled at for not turning it in. One of those times the form was done in front of the HR person and still didn’t get it ??? Yes, I would. It provided discipline and standards to those who need it. Yes. It teaches you to be mentally and physically in tune, prepares you for life outside the academy. P7 Yes, it is well run and informative. P8 I would, the instructors were great and knowledgeable. The course is challenging, so if they and complete is they will have some of the best training in the area. P9 Yes, because I like standard and accountability factor that you guys have in place. P10 I would definitely recommend APD but only to those who want to be police officer and have the passion and drive. Yes, because I believe this is a good inspiring career path for people who want to help the community and individuals. Yes, if whoever is looking into police as their career. APD is providing good training that can be helpful in the career for officers. P13 If they want a para-militaristic style, yes. What recommendations do you have for improving the academy/ training program? Participants shared a variety of recommendations. Their feedback is listed below. P1 Tutoring would help. Academics is a big challenge. Having more time for penal code classes. More frequent PTs, higher intensity and longer durations. More time to learn more difficult curriculum (penal code, ccs, etc.). As a cadet I heard a lot of instructors talk about the job taking a majority of your time. Missing birthdays, Christmas, etc. A lot of talk about divorce, officers dying 10 years younger than most of society, alcoholism, etc. I think that speaking to the positive sides of police work would really help cadets who are still considering a career in law enforcement. Add more time to test / a lot of people had issues with timing. Take injuries seriously. Get quality over quantity in cadets- I saw too many issues. Put some PT sessions in the middle of the day to give our minds a break, especially during penal code, transportation code, and CCR. Thought the academy program was challenging at the right level except in the academics area. Maybe test every other week or give an extra week when it’s a different topic every day. I recommend giving out and enforcing the penal code to future cadets when giving out the cadet manual. Test the penal code, not all but nail the murder, assault, gun laws penal code part of the cadet manual exam #1. Test a chapter or 2 per exam at least for the first three exams. A whole month for the cadet manual is unnecessary, enforce the penal code in the beginning. Test out bits so they can have a general idea. P11 P12 P2 P3 P4 P6 P7 P9 P12 The study time was too short for the penal code week. It needs more time to study. Reading the book from one cadet to another sentence by sentence was not very helpful for me. P13 When you realize a cadet is struggling, help them not hurt them. After the first 4-5 months, the whole “discipline” act gets old and disingenuous. I understand at the beginning to set standards and expectations. End of the Academy Surveys The End of the Academy Surveys are an opportunity for Academy staff to collect feedback from the cadets who successfully completed and graduated from the Training Program. Graduating cadets are required to complete the surveys, but their responses are anonymous and no identifying information is collected. This survey was administered to the 152nd Cadet Class via SurveyMonkey. Cadets were asked several closed- and open-ended questions about their experiences and thoughts regarding the program as whole, the topics covered, and the instructors. Below are select responses to three of the open-ended questions that were answered by these cadets. These responses were chosen for inclusion because they were longer than a few words and provided additional context. Those that were not included below were responses such as “Roleplays.”, and “DT.”. Although those responses are not included in the quotes below, the frequencies of each response are provided. What aspect of the Academy did you find most beneficial? P2 Roleplays is where I feel everything comes together and makes sense. P4 The law portion of the academy was taught well. P5 P6 P28 P35 Practical scenarios really helped me understand material. More scenarios, or scenarios each week going over what we learned. I liked the patrol procedure material the most, since it contains information that we’ll use every single day. Additionally, the instructors appeared to be more involved with the material as opposed to other courses. P9 Practical application and then feedback during roleplays. P12 The discipline was very beneficial. It helped keep everyone and everything we learned in line and helped us complete necessary tasks daily. P15 The instruction from the officers relating their experiences to the course P16 Role plays. Applying what is learned in the classroom can only be done with role plays. P19 I found the scenarios were extremely important towards my development of learning how to apply law as an officer P20 I love all the hands-on training. I find it the most beneficial. P24 The instructors that do what they do out of love. The character and commitment of some of the staff is the most inspiring P26 The mental toughness aspect of law enforcement and how the instructors trained us to be mentally tough. Role plays, however, inconsistencies with evaluators and role players not taking them seriously could be tightened up. The scenarios. They allowed you to put all of the pieces together and the lessons would really stick in your mind when you made mistakes. P36 Law, Tactics and Patrol (needs to be expanded) I don’t think there’s anything more important than the other. P39 Role plays. We absolutely need more of these more often throughout the academy. The more this was done the more comfortable I got, but there’s definitely not enough of these. P42 Scenarios, I also would have liked more scenarios that were not “pass or fail” and were used more for learning opportunities. P43 I found the last aspect of the academy the most beneficial because it helped me understand what I could do. P45 The instructors who showed up. Took care of the IC group. P46 The support of the instructors Is there any aspect of the Academy that you believe needs improvement? P3 More driving and shooting would be helpful. P4 Having more time for our physical fitness. P5 More review and continued teaching. Some things we were taught in the first few months and some guided review sessions would help. P6 In order to help prevent injury, I think stretching needs to be conducted after every workout. P7 Defensive tactics. I feel that the instructors could spend more time with cadets to ensure they are performing moves properly instead of walking around once in a while to check on us. P9 More time invested in patrol procedures, defensive tactics, firearms tactics in a more consistent manner throughout the 8 months to help us retain the skills. P10 Time dedicated to the use of tactics can be expanded on and improved. P11 Nothing stands out as being particularly lacking in instruction. We spent a pretty equal amount of time on most subjects. P12 The timing overall could be improved. I understand we only have a limited amount of time, but I feel that there was a lot of knowledge sacrificed to time constraints. P16 More time for learning the laws. (penal code, traffic, ASS, etc…) and role plays. P18 More frequent ride outs if possible, once a trimester for 2 days each to allow cadets to see application of learned material. More role plays with medical aspects. A second week of GAGE. P20 General maintenance of the facility. AC, restroom, etc. I would like to see more training space for DT, and firearms (the indoor shoot house) and maybe even a bigger gym. I feel like a lot of space is designated to AFD. Peer to peer evaluations, a lot of cadets early on are also called out. P22 There were times where the dissemination of information did not seem orderly. P24 Some of the old school authoritarian approaches are a net negative. P28 Case law needs expansion and emphasis P33 I know it's not the academy's fault or desire, but focusing more time to the big parts of this job rather than topics and subjects that look good on a piece of paper to show the public or a city council. P35 I feel that dedicated training spaces for DT and an improved shoot house for firearms would help to improve all cadet training. The issues with scheduling and dancing around fire and ems was hindering to say the least. P36 Maybe if there can be a walkthrough of every week of topics by implementing a role play foreach ending week of every classroom week. Also, Firearms facility can use some improvements and expanded building to accommodate their training scenarios and tactics as well as more. Defensive Tactics would benefit more in having their own gym facility to incorporate their training and equipment without disruption from the rest of academy facilities. P37 I believe doing 4 ten hour shifts a week would improve the academy so we can acclimate to our future working schedule and have more time to study. P38 Ability for officer cadets to have authority over other cadets and give out consequences form is behavior, misconduct, and under performance P39 Less politically correct classes and more applicable training for the job. More time to soak in the laws it goes way to fast, and this is the foundation to the rest of the academy. P45 Accountability. Needs more inspections. Too many cadets never shined boots. Handful were always unshaven. P49 Penal code week, it’s a lot of information crammed and could not retain anything I learned in class. P52 Need more PT. I’ve seen the progress it’s had with my classmates and believe it should be just as important and lengthy as all over subjects. The scheduling with the groups, it was very clear that alpha benefitted the most from the scheduling. Constantly getting out earlier than bravo longer lunches only did the morning part of swift water without having to make up the swimming. They also got CIT before role plays so they knew how to handle a scenario and they got crash right before intermediate role plays and tested the Monday right after DWI week while bravo had to maintain that information for a week. Is there any aspect of the Academy that you would like to recognize as being exceptional? P2 Defensive tactics and the academy doing the best they can during scenarios. Instructors teach very well. Giving great instruction really helped understand the materials. The professional training environment and instructors. Made me proud to be part of APD and was a motivator. P53 P4 P5 P6 P9 The I/C’s were absolutely top notch. I think they are among the best in the country. The feedback provided by the ICs regarding how to address certain law enforcement situations/incidents. P10 The instruction on search and seizure and our powers as police helped build confidence. P11 I thought the firearms instruction was extremely well put together. P12 The dedication of the staff is second to none. I felt the staff fully invested in our class and allowed for a good learning and development environment. P17 The instructors knowledge over the topics they teach. P19 I believe the law portion was extremely good for the limited time we had to cover it. P20 The ICs do a great job at instilling discipline! DT was tough, all three weeks were definitely needed! The DT final is an awesome experience. P24 Officer Abbott. Officer Majors. Officer Troy. Officer Heil. Lieutenant Edwards. Thank you for the profound impact you’ve made on me as a person. P26 Firearms instructors/instruction are exceptional. Defensive tactics instructors are exceptional. The majority of the Instructors are exceptional. The firearms instructors here are absolutely incredible. From gear/equipment knowledge and testing to skill level/understanding, to the instructors themselves as educators. I've shot guns all my life and attended many courses and trainings and these guys made me a better shooter and thinker than I could've imagined. Also, the DT staff is exceptional at what they do, their study and understanding of real-world solutions to LE issues really goes a long way and I'm leaving here very comfortable and confident in my hands on skills I feel as though the professionalism throughout has been wonderful. There were punishments for breaking rules but they all made sense. There was very little ego or individual sway that would change the course of the training. For the most part all instructors displayed knowledge and expertise that made you want to learn from them. P36 The whole staff is great and passionate about their job and their dedication to training us. P37 Ride-outs and role plays taught me a lot and helped me understand everything better. P38 The humor and personality of all the instructors. P39 The leadership, as well as having Lisa available throughout the academy has been amazing. P33 P35