Item #5 APD Academy Operations Manual — original pdf

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Austin Police Department Academy Operations Manual APD Academy Operations Manual Introduction Table of Contents 1. Partnering with Subject Matter Experts 2. Academy Instruction Incorporates Adult Learning and Active Learning Methodologies into Course Instruction 3. The Academy Values Community Involvement in Instruction 4. Instructor Evaluation Process 5. Civilian Personnel at the Training Academy 6. Academy Diversity 7. Academy Culture 8. Cadet Injuries, Separations, & Exit Interview Process 9. Field Training Officer Program 10. Continuing Education for Active APD Personnel 11. Academy Video Library and Internal Review Process 12. Cadet Training Scheduling Coordination 13. Active Bystandership for Law Enforcement (ABLE) Project 14. Procedural Justice 15. Emotional Intelligence 16. Trauma-Informed Training 17. Physical Fitness, Health, and Wellness Training 18. Mentorship Program 19. Recovery Time for Academy Staff 20. Internal Audit Protocols 21. Appendices Training Manual Acronyms Course / Group / Name / Term / Title / Unit Acronym Course / Group / Name / Term / Title / Unit Acronym Active Bystandership in Law Enforcement Field Training Officer Advanced Education Unit Austin Police Department Basic Peace Officer Course Community Advisory Council Community Connect Capstone Community Connect and Engagement Program Community and Culture Liaison Curriculum and Instructor Development Cadet Training Unit Education Development Unit ABLE AEU APD BPOC CAC 3C CCP CCL CID CTU EDU Field Training Program Instructor-Counselor Integrating Communications, Assessment, and Tactics Learning Management System Professional Advisory Committee Curriculum and Instruction Program Manager III Research Analyst Senior Subject Matter Expert Texas Commission on Law Enforcement Video Review Worksheet Field Training & Community Connect FTCCP Page 3 4 8 18 24 27 34 36 39 44 52 54 56 58 60 62 64 67 69 71 72 74 FTO FTP IC ICAT LMS PAC PM RAS SME TCOLE VRW Page | 2 APD Academy Operations Manual Introduction The Austin Police Academy (“Academy”) of the Public Safety Training Campus is dedicated to training community-focused cadets and officers to be mentally and physically prepared to tackle the rigors and challenges of modern-day policing in a diverse urban environment. The Academy is committed to teaching and practicing the principles of procedural justice to support positive interactions between officers and cadets with the community and to promote how officers and cadets are expected to be treated and valued. The Academy is committed to treating all persons engaged in learning with dignity and respect as a reflection of these principles. The Academy emphasizes developing critical thinking skills and decision-making abilities that align with the department’s core values of Integrity, Courage, Accountability, Respect, and Ethics. All lesson plans and course curricula reinforce the development of these skills in an adult learning environment. Physical fitness is incorporated throughout cadet training and treated as part of a career-long focus on health and wellbeing. As cadets, our personnel are taught the history of policing in the United States and the Austin community, emphasizing racial justice issues and law enforcement’s role in today’s diverse society. In addition, they are prepared to be successful in all aspects of policing, from the safe and proper use of firearms to defensive tactics, the ethical and lawful application of the use of force, and de-escalation techniques, as well as a range of other skills, including communications, crisis intervention, community engagement, and problem-solving. Fully developed communication and problem-solving skills are crucial to addressing crime and disorder and garnering community trust and support. The Academy instructors collaborate with adult learning curriculum development experts to help instructors create and update cadet training curricula. In addition, the Academy embraces and encourages co-facilitated teaching, in which instructors partner with external subject-matter experts to co-teach courses that may not require specific law enforcement experience. This benefits cadets by allowing them to work with and learn from experienced police officers and civilian experts. The Academy must prepare cadets to perform professionally and effectively in any stress- level condition. The police profession has significantly more inherent risks and stress- related situations than almost any other profession. For this reason, the Academy utilizes a combination of stress and non-stress training; when stress is applied, it is within job- related areas. The processes and principles outlined in this manual are intended to guide Academy supervisors, instructors, and staff in all the areas covered. All personnel must the procedures addressed herein. Any proposed comply with and modifications or changes to this manual must be submitted in writing to the Program Manager (PM) and approved by the Training Commander. implement Page | 3 APD Academy Operations Manual I. PARTNERING WITH SUBJECT MATTER EXPERTS: The Austin Police Department (APD) recognizes the value and importance of community and academic partnerships in training future officers and the advanced education of current officers. As such, the Academy encourages co-facilitated instruction between APD instructors and community and academic Subject Matter Experts (SME). Traditionally, APD cadet instruction has been conducted by sworn personnel. Best practices suggest that many classroom-based training academy courses are more effectively taught with the assistance of external SMEs, including legal and academic experts from a wide variety of fields, including but not limited to lawyers, professors, social scientists, psychologists, mental health professionals, language specialists, victim services professionals, community members with lived experiences relevant to cadet instruction, and experts affiliated with institutions, community organizations, government agencies, and other community resources. APD and City of Austin (COA) counterparts have many established SMEs that provide rich co-teaching resources. local academic The Academy defines an SME as “someone with extensive, advanced, and specialized knowledge, qualifications, and experience in a particular field, work process, area, or topic. They are a recognized expert, developing their expertise over many years through their education, training, experience, and/or research”. SME status is determined by an individual’s professional qualifications, which may include either advanced education in an area of knowledge, post-secondary teaching experience in an area of expertise, professional certification in an area of knowledge, or substantial professional work experience resulting in applied knowledge deemed adequate to qualify an individual as a post-secondary educator. SMEs must demonstrate a clear and thorough understanding of the material. They must have experience in teaching and applying that expertise. Their expertise must be up-to-date and relevant. They must show a commitment to making improvements in their area of expertise. They must be strong communicators and can transfer their knowledge and expertise to others. APD is committed to effectively incorporating external SMEs to co-facilitate the instruction of any Academy course that will benefit from a co-instruction model. Accordingly, Academy staff should apply the following process as part of each Academy class: • After the Training Commander has approved and released the cadet class schedule, the PM, Cadet Training Unit (CTU) Lieutenant, and the Community and Culture Liaison (CCL) will prepare and review a list of all recommended courses that should ideally include co-facilitated instruction with an external SME. The Page | 4  APD Academy Operations Manual Training Commander and PM will review the recommendations against a comprehensive list of the Academy’s previous community/academic SME partnerships. If there is a recommendation to modify the list of currently approved SME partnerships, the CTU Lieutenant and the PM must explain and justify the change for approval by the Training Commander. • For each proposed Academy-SME partnership approved by the Training Commander, the Field Training and Community Connect Program (FTCCP) team will facilitate a meeting between the applicable APD instructor and the proposed SME. The FTCCP will provide the parties with the requested materials, including the course curriculum and other course materials, the proposed dates of instruction, and other information needed to ensure a smooth process. • The APD instructor assigned to the course will proactively and collaboratively work with the SME and the Curriculum and Instructor Development (CID) team to ensure that all required course content, including Texas Commission on Law Enforcement (TCOLE) standards and requirements, are adequately conveyed and met in the proposed course curriculum and materials. The instructor will regularly consult and meet with teaching responsibilities, and plan for classroom instruction. The instructor and SME must provide final course materials to the PM and CTU Lieutenant for review and approval at least six (6) weeks before the scheduled class. the course materials, divide to prepare the SME • The APD instructor is responsible for ensuring the current lesson plan and that the course includes all required content, including TCOLE objectives. The CID supports this responsibility by ensuring that all lesson plans are updated with each TCOLE cycle update. The SME ensures the content is conveyed consistently with best practices. • For all brand-new courses or instructional blocks, a pilot class should be held at least three (3) weeks before the scheduled class. The PM, training supervisors, CTU supervisors, and other Academy staff will attend the pilot class to provide feedback and suggest improvements. The instructor and SME will continue to consult and collaborate on improving the course materials until the course is taught. • The FTCCP and the APD instructor will ensure that calendar invites with proper instructions and directions are sent and re-sent to SMEs with scheduled reminders. The CCL, or designee, will ensure that SMEs are appropriately greeted upon arrival and escorted to and from classes on instruction days. Page | 5  APD Academy Operations Manual • All external co-instructor SME scheduling will occur within one (1) month of the approval and release of the Academy class schedule. • Academy staff must maintain an up-to-date list of all classes that include some form of co-instruction or community/external SME participation. This list will be kept in the G drive. • Academy staff, including, at a minimum, the APD instructor assigned to the course, the PM, and the appropriate training specialist senior, will evaluate and assess the effectiveness of the SME’s participation within three (3) working days of the completion of classroom instruction. The evaluations/comments must be kept on file in the Learning Management System (LMS). The Training Commander, PM, CTU Lieutenant, Training Specialist, and assigned Instructor will meet periodically to discuss whether adjustments are needed to the process (e.g., selection of co- instructor/SME, better coordination, curriculum changes, teaching methods, course materials, etc.). • Following course completion, the instructor, CID, and SME shall also meet to review student evaluations and consider additional improvements for future course offerings. The instructor and the SME will complete an evaluation form on the course and each other. The review will cover whether the collaboration between the SME and instructor was effective, whether the required content was covered, what was effective or not, and what improvements can be made. The CTU Lieutenant and the PM will review the instructor / SME evaluations to assess whether any changes should be made. • Following the graduation of each Academy cadet class, Academy staff shall assess/evaluate the course schedule to determine which courses should continue with co-instruction with the same or different SME and which additional courses could benefit from SME co-instruction in the next cadet class. The SME selection and collaboration process should commence if other courses are identified for co- instruction. • The Research Analyst Senior (RAS), along with the CID and the Professional Advisory Committee (PAC), will help develop methods to measure how effectively instructors collaborate with SMEs before class instruction to ensure that course content covers required material and is effectively conveyed to cadets. The Advanced Education Unit (AEU) shall apply a similar process outlined above to include community and academic SMEs as often as possible. Page | 6 APD Academy Operations Manual Selection Process for Academy SMEs The roles of selecting and maintaining external SMEs are defined through two (2) distinct processes: A. Internal Process for Selection: This process is coordinated through the FTCCP team, responsible for reaching out to and establishing and maintaining positive relationships with universities, professional organizations, and individuals with expertise in relevant fields. This approach ensures that the Academy engages qualified SMEs who can co-instruct and co-facilitate courses, fostering collaboration and enhancing the learning experience for cadets. The internal selection process includes a vetting procedure to ensure that the scope of work for each SME is clearly outlined. This process also ensures a clear and demonstrated commitment from the SME to collaborate effectively with instructors and the Academy, fostering a cooperative and productive working relationship. B. PAC Process for Selection: The second process involves the PAC. The PAC selects two (2) to three (3) SMEs based on their expertise and alignment with the Academy’s curriculum goals. The PAC coordinates with internal staff and SMEs to ensure that SMEs are selected to support curriculum development and instructional practices. This selection process is based on evidence-based practices and aims to provide a balanced, community-informed perspective to the Academy's training efforts. The backgrounds of the PAC SMES should include the following: a. Academic Subject Matter Expertise b. Evidence-Based Subject Matter Expertise c. Community-Focused Subject Matter Expertise in the following areas: i. De-Escalation Tactics ii. Communications iii. Diversity, Equity, Inclusion, and Belonging iv. Emotional Intelligence v. Integrating Communications, Assessment, and Tactics™ (ICAT) principles vi. Procedural Justice vii. Trauma-Informed Training Page | 7 APD Academy Operations Manual II. ACADEMY INSTRUCTION INCORPORATES ADULT LEARNING AND ACTIVE LEARNING METHODOLOGIES INTO COURSE INSTRUCTION The Academy's mission is to develop “the finest police officers in the nation.” In furtherance of that mission, the Academy is focused on the professional development of our instructional staff and researching evidence-based learning methods to support an environment for adult learning. One purpose of the Academy, emphasizing the principles of adult learning, is to support the cognitive growth and development of the student through professional classroom instruction led by subject-matter experts, group participation, active role-play exercises, and community engagement opportunities. Emphasis will be placed on teaching students the importance of using evidence-based study methods, such as retrieval practice, to maximize learning. Definitions Adult learning is a methodology used to tailor training and training material to adults and professionals rather than youths. Much of this is based on Malcolm Knowles' Theory of Adult Learning and his book (“The Adult Learner”, 1973). It involves the core tenets of adults: a self-concept, experience they bring to training, general readiness to learn new information, and problem-solving-oriented approaches to training and learning. Active learning describes applications and activities and checks on learning that involves the students and allows them to use the information presented as an assessment or to build context and experience. Additionally, a simple educational concept guides the development of lesson plans to incorporate adult learning: Educate, Demonstrate, Guide, and Evaluate. Incorporating these adult learning principles and lesson plan development strategy ensures that each course engages cadets in active learning activities, robust discussions, and role-playing exercises using various classroom materials, not just lecture-style instruction. The Academy uses diverse adult learning methods to enhance cadet engagement and ensure effective and dynamic training. These methods incorporate a variety of instructional techniques, including, but not limited to, interactive lectures, group discussions, hands-on activities, case studies, and problem-solving role-play exercises. By utilizing multiple learning styles, the Academy caters to a wide range of learning preferences, ensuring that all cadets are engaged and able to absorb the material meaningfully. While the Academy has been employing many of these practices for years, they are now being further enhanced with the addition of the CID team, external SMEs' support, and the PAC's guidance. This collaborative approach ensures that diverse Page | 8  APD Academy Operations Manual learning methods are continuously refined and aligned with best practices, providing cadets with an even more effective and enriching learning experience. The Academy has defined clear roles for staff members responsible for reviewing learning exercises to ensure they are effective, aligned with training objectives, and continuously improved. These roles will be as follows: 1. CID Team: The CID team oversees the overall design and quality of learning exercises. They will ensure that exercises align with adult learning principles and contribute to the intended learning outcomes. The CID will also work with instructors to modify or update exercises to meet evolving training goals. The processes for CID staff to assist with integrating adult learning into courses are clearly outlined in the Academy Operations Manual to ensure consistent and effective implementation across all training sessions. CID staff will work closely with instructors to: A. Consult on Adult Learning Principles: CID staff will guide the course design on incorporating adult learning theories and active learning strategies. This includes advising on interactive methods, problem-solving exercises, case studies, and group activities. B. Collaborate on Lesson Planning: CID assists instructors in reviewing and refining lesson plans, ensuring that each course includes a balance of teaching methods that appeal to various learning styles. This collaboration will ensure that adult learning principles, such as engagement, self-directed learning, and practical application, are consistently applied. C. Provide Feedback and Support: After observing training sessions, CID staff will offer constructive feedback to instructors, focusing on how well adult learning techniques were implemented and suggesting areas for improvement. D. Professional Development for Instructors: CID plays a key role in developing and delivering professional development opportunities for instructors, focused on enhancing their understanding and application of adult learning strategies in the classroom. 2. Instructors: Each instructor will review their learning exercises to assess their effectiveness in engaging cadets and reinforcing key concepts. Supervisors and Instructors will provide feedback on the exercises’ impact, make necessary adjustments, and collaborate with other staff to enhance their effectiveness. Page | 9 APD Academy Operations Manual 3. SMEs: External SMEs will review specialized exercises, ensuring that they incorporate best practices from their fields of expertise. They will also recommend improving exercises and integrating real-world scenarios into training as necessary. 4. PAC: The PAC will provide an additional layer of review, offering external SME and professional perspectives on the appropriateness and impact of learning exercises. Lesson Plan Development A lesson plan as defined by the TCOLE Rules and Statutes Handbook: “A plan of action consists of a sequence of logically linked topics that make positive learning experiences. Elements of a lesson plan include measurable goals and objectives, content, a description of instructional methods, tests and activities, assessments and evaluations, and technologies utilized”. Lesson plan development focuses on designing and structuring these plans to meet learning objectives effectively. The process of lesson plan development is a collaborative effort involving the CTU team, the CID Team, and the APD TCOLE team, ensuring the plans are comprehensive and aligned with organizational goals. Instructors at the Academy utilize various adult learning methods to engage students and enhance their learning experience (e.g., role-play scenarios). The Academy will incorporate daily communications and resiliency skills building into the curriculum using eLearning tools, online practice tests and videos, expanded research material, cognitive- based training exercises, and independent problem-solving and journaling. Academy instructors will collaborate with the CID team and be provided with lesson plans that follow systematic and standardized construction methods. Planning efforts will ensure that each cadet and in-service course taught at the Academy has a balanced lecture-to-active- learning ratio. Students will be provided with the highest-quality learning environment. Cadets will be actively engaged in their instruction to learn how to give the very best service to Austin residents and visitors. The primary responsibilities of the CID team are to work with instructors to develop lesson plans that incorporate best practices for adult learning and to evolve individual instructors' instructional styles for more effective delivery. Additional measures, including the standardization of instructor evaluations, are being implemented to ensure that all adult learning principles are written into lesson plans and used in classroom-based instruction. Adult and active learning fundamentals are becoming part of lesson planning, with Instructors actively engaging students and creating a structured learning environment. Page | 10  APD Academy Operations Manual Both the CID team and the assigned instructors must sign off on the lesson plan cover sheets, acknowledging that adult / active learning principles have been utilized in the course. If there is a disagreement about whether adult / active learning principles can and should be added, the CTU Lieutenant and the PM will be consulted to decide. The Training Commander will decide if the CTU Lieutenant and the PM cannot agree. Course content will be reviewed before each new cadet class when legislative or TCOLE updates are made, before a new course is taught or at the direction of the PM or the Training Commander. In addition, as discussed below, the CID team will also help coordinate and facilitate the PAC work to assist Academy staff and instructors with improving the content and instruction of specified courses within the PAC’s expertise. Instructor and Leadership Development Program The Academy takes pride in establishing high instructional standards by emphasizing the importance of professional development and the continued education of our experienced and skilled instructional team. The Instructor and Leadership Development Program is designed to equip instructors and leaders with the necessary tools and techniques to excel as instructors, mentors, coaches, and role models. Through theoretical knowledge and practical training, instructors are empowered to deliver high-quality, engaging, and practical instruction for adult learners. The Instructor and Leadership Development Program fosters continuous learning and professional growth by establishing requisite professional and leadership development courses covering many subjects essential for modern urban police training and leadership. These courses provide a well-rounded education and ensure instructors have the latest knowledge and best practices for effective teaching. Key areas covered include leadership, curriculum design, law enforcement tactics, ethical decision-making, and cultural sensitivity. Academy leadership and instructors are committed to promoting excellence, integrity, and outstanding community-oriented policing. The Academy recognizes the importance of providing passionate, dedicated personnel with growth opportunities. It will invest in developing instructors and leaders through the Instructor and Leadership Development Program to train and mentor future police officers effectively. Page | 11  APD Academy Operations Manual Professional Advisory Committee (PAC) The Academy has established a PAC whose primary responsibility is to review impact- focused curriculum and collectively make recommendations designed to improve curriculum based on the following areas: 1. Adult Learning Principles 2. Communication Skills 3. Diversity, Equity, and Inclusion 4. De-Escalation 5. Emotional Intelligence 6. ICAT Principles 7. Procedural Justice 8. Trauma-Informed Practices The PM and Training Commander will determine what curriculum will be reviewed by the PAC and Community Advisory Council (CAC) and set the schedule 12 months in advance. The curriculum is first sent to the SMEs for review and recommendations. SMEs are contracted to work collaboratively together to review all coursework (e.g., lesson plans, handouts, PowerPoints, videos, etc.) related to the course and provide a singular document containing all recommendations to add, remove, and/or modify the existing curriculum within a specified period determined by the length of the course. Each PAC member receives all coursework and any recommendations provided by the CAC. The PAC member then responds to the SME recommendations in writing within a specified period determined by the course length. The individual PAC responses are compiled and shared with the entire PAC membership. The PAC convenes include recommendations from either the PAC or the CAC. Any member who disagrees with a recommendation for inclusion within the curriculum may submit a dissent to the PM for consideration. The PM reviews all recommendations or dissents and provides a final recommendation of curriculum changes to the Training Commander for approval. The TCOLE Advisory Board must approve any structural changes to the Academy before implementation. Curriculum changes will be an “Action Item,” which will be traced to the lead instructor of the reviewed course to ensure that the approved course curriculum is implemented within a specified period determined by the course length. recommendations, which may to discuss SME Page | 12  APD Academy Operations Manual The PAC is made up of the following representatives: Academy Personnel: (Academy PAC members may be substituted with delegates) Training Commander Program Manager III Lieutenants for each unit (AEU, CTU, Learned Skills Unit (LSU)) CID Team Supervisor CCL TCOLE Representative Lead Instructor(s) 1. 2. 3. 4. 5. 6. 7. Additional APD personnel: 8. Wellness Representative 9. 10. Victim Services Representative External PAC members: Diversity, Equity, Inclusion, and Belonging Representative 11. Office of Police Oversight (OPO) Representative 12. External SME (as needed) 13. Contracted SME (as needed) The scope of the PAC will be to: • Improve content by incorporating knowledge based on professional qualifications • Develop revised content working individually, in working groups, and with Academy instructors Incorporate adult learning principles into the curriculum Improve interrelated course cohesion • • • Review in-class instruction and content delivery • Improve instruction based on evidence-based research and best practices The PAC will review recommended course revisions to isolate areas where interrelated course reinforcement is valuable or when interrelated course repetition is potentially problematic. Additionally, the PAC will review the recommended course revisions related to the following key goals: 1. Pedagogical goals such as incorporation of adult learning concepts 2. Contextual goals such as consistency of messaging between courses The PAC will consist of two (2) workgroups: the Academy Staff Workgroup and the SME Workgroup. Page | 13  APD Academy Operations Manual Academy Staff Workgroup The Academy staff workgroup will include a combination of both civilian and sworn positions, whose primary responsibilities include managing the committee’s activities, interacting with APD leadership, and ensuring that all TCOLE standards are being met and that critical pedagogical2 and contextual goals are incorporated in all curriculum revisions aligning with the training vision and leadership of the Chief of Police. The Academy staff Workgroup will develop meeting protocols and schedule full committee meetings with a preference for in-person meetings when feasible. The CID team Supervisor will manage committee activities and Academy leadership interaction, and additional administrative members may be added based on CAC, PAC, or APD leadership recommendations. The appointment of executive members should be, at most, a ratio of 1:1 for Academy staff members to maintain a balanced and equitable workgroup. Those appointed to the Academy staff Workgroup will serve for 12 months. An appointed member's 12-month period begins immediately upon approval from APD Leadership. After their initial appointment year, appointed Academy staff who have shown exemplary performance within their role on the PAC may be appointed to serve for one (1) year on the SME Workgroup, provided they also meet the qualifications as an SME. Academy Leadership will review all PAC appointments nearing completion. At that point, a member's appointment term may be considered complete or be renewed for an additional year and appointed to either workgroup. The responsibility of monitoring the appointment dates of all SME members falls on the CID Supervisor or their designee. SME Workgroup The PAC's SME Workgroup consists of SMEs who will review and recommend APD curriculum revisions. Based on CAC, PAC, or APD leadership recommendations, additional SME members may be added. The SME Workgroup of the PAC will consist of at least two (2) SMEs who have advanced subject matter expertise in the subject matter for courses to be reviewed. Workgroups will be provided with all Basic Peace Officer Course (BPOC) and APD Instructor materials for the reviewed courses. SME participation in the PAC is contractually based on a pre-determined number of courses within a fiscal year as determined by the PM and the Training Commander. SMEs Page | 14  APD Academy Operations Manual are compensated for their contributions upon submitting their work to the CID supervisor. This ensures that SME involvement is clearly defined and compensated per the scope of their contractual agreement. The PAC will meet at least quarterly to share workgroup findings, discuss novel training research, and collaborate to improve best practices. In collaboration with the PAC and the CID team, Academy Leadership will ensure that APD Instructors are provided with any revisions in curricula, research, recommended revisions, or other training documentation related to their work. The CID team will assist Academy Instructors with revising their lesson plans to include approved recommendations. The CID will also collaborate with instructors and SMEs on best practices to effectively deliver the new or revised material in an adult learning setting. Instructors will ensure that approved recommendations are reflected within their lesson plans in a timely manner and that the new or revised material is actively taught within the course(s). Written agendas will be produced by PAC administrative membership for each PAC quarterly meeting and will include, at a minimum: a. Committee discussion of content revision and progress b. Committee discussion of instructional review c. Committee discussion of process issues or challenges d. Working group assignment of personnel and courses for review e. Committee membership administrative tasks (e.g., appointment of new members) The SMEs will collaborate to refine revisions into a single proposed course before providing a final recommendation for course revisions to the PAC. To ensure transparency with the community and APD’s commitment to the committee's success, a designated member of the PAC Workgroup will be allowed to monitor class instruction in person before and after working on the curriculum. PAC working groups will be formed to review specific course content within their focus areas. An individual SME should not be tasked with reviewing more than one (1) course at a time unless the additional course materials are related (e.g., an individual SME should not be reviewing Alcoholic Beverage Code and Interacting with the Deaf or Hard of Hearing simultaneously.) An SME already tasked with reviewing a specific course may be consulted regarding a separate course if it falls within their area of expertise but only within the consultant role. The PAC will review the effectiveness of the SME workgroup and may recommend expanding its scope beyond the courses initially assigned to it. These PAC recommendations will be reviewed and considered for approval by Academy Leadership. Page | 15  APD Academy Operations Manual Community Advisory Council The CAC’s role is essential for fostering trust, holding the department accountable, and ensuring that community insights guide every stage of curriculum development and implementation, ultimately building a foundation of mutual respect and shared goals for public safety in Austin. The CAC’s primary responsibility is to provide community perspective and insight into the impact-focused curriculum taught at the Academy. Impact-focused curriculum refers to specific courses within the training program that have a heightened potential to influence community interactions significantly. These courses emphasize the Use of Force, De-escalation, Cultural Awareness, Racial Profiling, Emotional Intelligence, and Crisis Intervention—areas where officers’ actions can profoundly affect community relationships, public trust, and individual safety. Because these topics involve complex interactions that may disproportionately impact specific communities, it is critical to ensure that officers receive training that is not only thorough but also sensitive to the community's values, expectations, and unique challenges. The CAC will be structured as follows: the PAC. a. The CAC will consist of three (3) Austin community members. b. CAC members will be selected by the Chief of Police and vetted through c. CAC members will receive information packets before each quarterly CAC session, including but not limited to: 1. PAC member feedback from Academic SMEs 2. Final recommendations made by the PM and approved by the Training Commander. 3. TCOLE Instructor Resource Guides for the courses under 4. Updated course curriculum material 5. A presentation of the course for which the curriculum is review. being reviewed. Each CAC session discussion will be led by a third-party facilitator skilled in working with diverse groups and navigating difficult conversations. CAC members may be given the opportunity to observe Academy instructors teaching PAC/CAC-revised courses to cadets. Given the varying schedules and frequency of courses, Academy staff also reserves the option to conduct a mock review course specifically for CAC members, ensuring they have the chance to review the material in a controlled setting. This approach provides flexibility while ensuring meaningful engagement with the revised curriculum. The structure of CAC Sessions is as follows: Page | 16 APD Academy Operations Manual Section 1: Review of Completed Work by APD This section provides a high-level review of key updates. Section 2: Overview of Upcoming Work for APD Review. Present a brief overview of upcoming projects and goals. Section 3: Topics Raised by CAC members CAC members should submit potential topics three (3) weeks before the meeting to ensure a productive discussion. The Academy staff can work with them to prioritize based on urgency and community impact. The number of additional topics should be limited to two (2) to three (3) per session. Section 4: Wrap-Up After each CAC session, a meeting wrap-up summarizes action points, identifies any needed follow-ups, and notes any outstanding topics for future meetings. Page | 17 APD Academy Operations Manual III. THE ACADEMY VALUES COMMUNITY INVOLVEMENT IN INSTRUCTION The Academy is committed to helping cadets embrace their future role as empathetic guardians of the community through meaningful engagement and local interactions. Through a program that the Training Commander oversees with the assistance of the CCL, cadets are provided with a broad spectrum of community experiences and perspectives. APD is committed to the Community Connect and Engagement Program (CCP), which aims to increase departmental transparency and strengthen bonds with the community by encouraging cadets to embrace their new roles as community caretakers. Community involvement in Academy training includes, but is not limited to, the following: 1. Community Connect Events in which cadets go into the community with partner organizations to interact directly and meaningfully with the community groups and their clients. 2. Community Engagement Sessions in which representatives of selected community organizations come to the Academy to present and engage in dialogue with cadets as part of Academy training. 3. Community involvement in training, including the CAC, the PAC, and community SMEs that assist with specific course instruction. The CCP's responsibilities will be assigned to the newly developed FTCCP Unit. The FTCCP unit oversees the current CCP and will develop an enhanced program for cadets to promote continuity of positive community engagement throughout the Academy and Field Training Program. Seeking Community Partners In seeking community participation in the CCP, the Academy attempts to highlight the involvement of those disproportionately affected by policing, including non-white communities, individuals who have been criminal justice system involved, unhoused and formerly unhoused communities, non-English speaking communities, lesbian, gay, bisexual, transgender, queer, intersex, and asexual and other identity (LGBTQIA+) community members, and differently abled persons. Page | 18  APD Academy Operations Manual Logistics are the most significant hurdle and are different in each program. Academy training needs to follow a strict schedule to incorporate all necessary training and comply with State and Federal laws. To best do this, for our more limited Community Engagement training, the Academy tends to work strategically with organizations comprised of and serving those populations listed above. They are selected in several ways, including research and outreach by our FTCCP Team, word of mouth from other individuals and organizations, or expressed interest by organizations. Once in contact with a potential partner, Academy staff set up interest meetings, verify that the organization’s work or served community corresponds with an existing need, coordinate a date and time for training, and attend. Pairing organizations with relevant TCOLE courses allows cadets to acquire a more nuanced understanding of existing and historical frustrations for the communities they will be serving. These engagement hours can provide context and resources that state-mandated training materials do not cover. Alternatively, during CCP experiences, cadets get out into our communities for direct interaction with members of the communities in question. Those events are usually selected with logistics in mind; class size determines where and how cadets can be involved. To ensure the best use of time, the Academy partners with large organizations that serve larger groups in a looser format. This loose format allows cadets to interact in more genuine, less structured ways and get to know community members. Finding locations and organizations that adapt to such formatting drastically limits potential partnerships. Still, it ensures that interactions happen, rather than sponsoring an internal event where attendance would be highly conditional. The FTCCP team cultivates relationships with community members and organizations to ensure that the cadets, the organizations, and the communities they serve can benefit from these relationships. The organizations are allowed to both shape some police training and to get to know cadets as the individuals who will soon be serving in our neighborhoods. The communities served by these organizations can join or have their voices and stories shared. These clarifications outline how the community program will be planned and implemented for each cadet class, detail the selection process for community representatives and organizations, and define how community engagement will be integrated into the 32-week BPOC training. Due to the complexity of Academy operations, it is difficult to precisely quantify the exact number of hours of community engagement each class will receive. Several factors outside the Academy’s control—such as the availability of locations or community representatives—can affect the scheduling and implementation of community engagement activities. As such, community involvement may vary from class to class. However, the Academy is committed to ensuring that meaningful community engagement Page | 19  APD Academy Operations Manual remains a core component of the training experience, with the target goal of approximately 120 hours of Community Connect Programming per cadet class. Community Connect Events Community Connect Events aims to integrate cadets into Austin's diverse communities. Over time, as the Academy develops consistent relationships, our projects with community partners will deepen and allow us to engage on deeper levels. The Academy is committed to building and sustaining relationships with community partners to elevate discussion and affect change. While this is a long-term goal for APD, positive intermediate steps can be taken to get officers working alongside community members and groups to build new or strengthen established partnerships, such as working through a community immersion program. These and other avenues are currently being explored with one (1) goal: improving the relationship between APD and Austin communities. To develop lasting, effective, and consistent relationships, the CCP partners with organizations to spend more time working with the populations they serve. Below is a brief list of some recent partners and the number of hours typically scheduled with each CCP partner. These organizations are generally larger and already have volunteer programs that allow the Academy to join in interactions quickly and can accommodate variable class sizes more easily. Many of the hours dedicated to these established CCP partners will continue in the new Pre-Academy model, with the 80-hour block designed to enrich the Academy experience for cadets and the community deeply. Event Planning Each group that works with the Academy is contacted as far in advance as possible once the schedule has been released. Once contact has been established by email, the representative from the organization and the FTCCP Training Supervisor or designee meet to agree on expectations. A calendar invite is sent to the representative, and an event is added to the CTU calendar. The entire FTCCP unit and CTU supervisors are all invited. The CCL locates the appropriate number of Instructor-Counselors (IC) to supervise the event. The CTU supervisors shall find replacements if they are unable to attend. APD makes every reasonable effort to accommodate our guest organizations but often alternates who visits, depending upon their availability. If an organization cannot participate at the times available, we keep them on our list to contact for the next time and move on to another one of the many varied and valuable organizations in the COA. Page | 20  APD Academy Operations Manual The FTCCP will schedule delayed reminder emails to be sent to community partners one (1) month and one (1) week out. One (1) week before the scheduled event, the FTCCP will verify the required number of ICs and supervisors attending and ensure that transportation arrangements have been made. For events that involve a shared meal with community members, the CCL or designee arranges catering, with approval for all purchases passing through the Training Commander. Evaluation Each CCP event must be attended by a CID Team member, at least two (2) CTU ICs, and a CTU Supervisor. After each event, the attending staff members confer on the quality of the experience, the usefulness of the information presented, and the value of the experience for the cadets. These staff members will evaluate whether the event should remain in the CCP. Academy staff will distribute a short answer survey to cadets after each Community Connect event to assess their understanding of who the organization serves and when this information might be most relevant. Finally, at the end of every cadet class, a member of the FTCCP unit shall meet with the cadets for a debrief of the CCP overall and discuss which events left a lasting impression, positive or negative, allowing time for elaboration. All collected feedback will be analyzed to evaluate which organizations will continue as CCP partners. Cadets will be given a printed resource book listing each organization's names and contact information. Community Engagement Sessions The Pre-Academy allows the Academy to shift some, but not all, of the hours dedicated to the current CCP hours into this 80-hour block without affecting the integrity of the program and its importance with cadets during the BPOC. The following courses should remain part of the BPOC within the Academy. During the BPOC portion of the Academy, the value of Community Engagement Sessions is in bringing community perspectives into the BPOC curriculum. While co-instruction between ICs and community members is the preferred model, Community Engagement Sessions allow us to highlight community voices on challenging topics. In these sessions, time has been allotted for community organizations and representatives to present proximal to a relevant BPOC course. Page | 21  APD Academy Operations Manual Pre-Academy and the CCP To revitalize APD's commitment to the community, the Academy created a robust two (2) week Pre-Academy to allow scheduling flexibility and possibly additional Community Engagement opportunities within the Academy’s curriculum. Developing the new Pre-Academy for enhanced community collaboration provides the Academy with additional flexibility in scheduling Community Connect Events and hosting Community Engagement Sessions by shifting some, not all, of these Events and Sessions into this dedicated 80-hour block. The goal for the Academy is to return to and maintain the original commitment of 120 hours of Community Connect programming throughout the Academy training. This ensures that community engagement skills and lessons are emphasized consistently from the start of the Academy and continue to be reinforced throughout field training. To achieve this, the Field Training and Community Connect and Engagement programs have been combined, allowing for a seamless integration of community-focused training that extends beyond the Academy into real-world law enforcement experiences. The Academy will continue to emphasize the importance of developing guardian-centric community caretakers from the cadets’ first day with APD with necessary racial equity courses such as Groundwater Analysis of Institutional and Structural Racism, History of Race and Police in Austin, and other critical community-focused events, engagements, and courses. The FTCCP will lead the responsibility for managing and scheduling the Pre-Academy program. The FTCCP unit will design programs that will have lasting and meaningful impacts on the cadets and APD's culture. To further enrich the learning experience, cadets participated in various community engagement activities, such as trips to significant locations, including the Houston Holocaust Museum, Austin Public Library, Parque Zaragoza Recreational Center, the Mexican Consulate, and Community First Village. These activities allowed cadets to Page | 22  APD Academy Operations Manual interact with diverse communities, promoting cultural awareness and community connection, which are integral to their training. The design of the Pre-Academy programming was aimed at providing cadets with both foundational knowledge and practical community engagement experiences, laying the groundwork for the continued emphasis on community relations throughout their time in the Academy and beyond into field training. Community Engagement Project / Neighborhood Portfolio Project All APD Probationary Police Officers (PPOs) must complete a Neighborhood Portfolio Exercise (NPE) before earning a successful rating within the FTP. This NPE is designed to give the trainee a sense of the community they will serve. It also encourages the trainee to develop critical community contacts when practicing the Community-Oriented Policy and Problem-Solving (COPPS) philosophy. APD will maintain this practice while developing a new, robust community engagement project: a Community Connect Capstone (3C) Service Project. Throughout the FTP, trainees will develop a detailed geographical, social, and cultural understanding of their assigned area while concurrently identifying problems. APD is in the early stages of enhancing the NPE as a long-term goal – moving from research and presentations into meaningful large-scale community projects. This project will be initially developed for District Representatives and supervisors to integrate into the FTP, where PPOs will begin working on their 3C service projects after successfully completing the riding assignments. The 3C Service Project is meant to be a meaningful large-scale community project with trainees using the SARA (Scanning, Analysis, Response, Assessment) model when exploring community issues. A pilot stage can begin once the program is designed and developed. Upon completion, processes can then be expanded to introduce the program into the basic training and field training for all cadets to complete. Throughout the Academy and FTP curriculum, trainees will learn analytical thinking and innovation, complex problem-solving, and project management skills to assist them in identifying community concerns, developing action plans, coordinating with other city resources, and completing service projects designed to improve neighborhood quality of life. Page | 23  APD Academy Operations Manual INSTRUCTOR EVALUATION PROCESS IV. The Academy is currently creating and standardizing the Instructor Development Program using a comprehensive evaluation rubric that includes five (5) learning domains and 23 individual constructs to guide instructors' professional growth. These domains cover key areas for effective teaching, such as learner development, active learning methods, community safety, cultural competence, and assessment practices. Using this rubric, the Academy ensures that instructors continuously improve their teaching strategies and are equipped with the tools to engage cadets effectively. • • (5) Domains typically refer to broad, overarching areas of competency or responsibility, such as "Instruction for Active Learning" or "Cultural Competence." They represent key areas that define effective instruction. (23) Constructs are the specific elements or subcategories within each domain that help define and measure particular aspects of performance, such as "learner engagement," "critical thinking," or "feedback effectiveness." to techniques and integrate de-escalation A primary focus is Domain #3: Teaching Community Safety and Well-being, which emphasizes critical areas such as de-escalation, trauma-informed practices, mental health response, emotional intelligence, and community engagement. Instructors are expected trauma-informed practices seamlessly into their lessons, ensuring cadets are prepared to handle sensitive situations. Mental health awareness and building trust within the community are central components, with instructors using active learning methods to equip cadets with practical skills in these areas. This domain directly supports the Academy’s commitment to fostering a safer, more empathetic law enforcement environment. The constructs within this domain, especially for de-escalation and mental health facilitating real-world to guide response, provide specific criteria applications. Instructors are evaluated on their ability to foster discussions and practical exercises that promote self-awareness, empathy, and social skills—key components of emotional intelligence. By embedding these critical topics into the curriculum, instructors help cadets develop the skills needed to navigate complex community interactions and ensure the safety and well-being of all involved. The Instructor Development Program is currently being calibrated, with sworn teams reviewing in-person courses to evaluate its accuracy and effectiveness. As the program evolves, instructors are continuously assessed based on these five (5) domains and 23 constructs, ensuring that the Academy’s training reflects best practices and meets instructors in Page | 24  APD Academy Operations Manual community needs. This ongoing calibration ensures that instructors maintain high teaching standards, fostering an inclusive and effective learning environment for cadets. Notably, this program is designed to positively impact an instructor’s ability to teach effectively in a classroom setting. It is not tied to other processes, such as yearly evaluations or disciplinary actions, and is solely focused on enhancing instructional skills to improve the learning experience for cadets. Instructor evaluations will be completed for each Academy instructor, regardless of their permanent assignment, by an Academy supervisor with the rank of at least sergeant. These supervisory evaluations will be conducted at least once per cadet class, ideally by their direct supervisor, using the Academy Instructor Evaluation Form. The CID Team will be required to independently observe and evaluate every instructor at least once per calendar year (4+ hour instructional blocks) to include entry-level and advanced education instruction in addition to the supervisor’s Instructor Evaluation. This ensures that all aspects of the Instructor Evaluation can be accurately observed and completed. The CID team will maintain a list of all instructors and the dates of the evaluations by both direct supervisors and the CID team. The CID team and the CTU Lieutenant will identify the classes where instructor evaluation will occur before the start of each cadet class. Courses determined to be evaluated can be changed with permission from the Training Supervisor over the CID team. Once a class has been assessed, the CID team member completing the evaluation will provide feedback to the instructor and the CTU Lieutenant within two (2) weeks of class completion. Evaluators will ensure that Instructor Evaluation forms are appropriately completed during the instructor observation. The evaluation should be filled out accurately and completely, providing comprehensive notations highlighting for improvement, and the overall performance of the instructor using the Training Feedback Rubric to ensure that evaluator observations of instruction are documented in a systematic and standardized process to ensure the integrity of the evaluation process. Additional comments or recommendations by the assigned instructor’s evaluator should be included in the designated sections of the Instructor Evaluation form. After completing the evaluation, the instructor will ensure the forms are correctly scanned into ACADIS. The CID will maintain hard copies of evaluation forms. At the beginning of each calendar year, the RAS assigned to the Academy will analyze the evaluator forms to assist Academy instructors in identifying trends and notable improvements in instructor evaluations. instructor strengths, areas Page | 25  APD Academy Operations Manual All evaluators shall receive appropriate training from Training Academy staff on completing the Instructor Evaluation form, using the Training Feedback Rubric, and entering ACADIS data. Evaluators will schedule a time to provide feedback to the instructor within a timely manner following the observed instruction. Page | 26  APD Academy Operations Manual V. CIVILIAN PERSONNEL AT THE TRAINING ACADEMY Roles and Responsibilities: The civilian training staff at the Academy is a crucial and essential component of Academy operations. The civilian staff assists all Academy instructors, supervisors, and staff to ensure that Academy prepares and trains the best officers in the country based on evidence-based best practices. The roles and responsibilities of the civilian training staff and the reporting lines of authority are described below. Management: Program Manager III: Curriculum and Instruction Manager The PM reports to the Training Commander. The PM is responsible for supporting the training mission and vision of the Chief and APD leadership by ensuring the best law enforcement instructional training practices and curriculum are used at the Academy. The PM will review and revise existing training curricula and assist with developing new training and lesson plans to ensure compliance with all TCOLE training standards. The PM will oversee the civilian non-sworn positions assigned to the Academy and directly supervise the Department's Organizational Development and Training Manager. Additionally, the PM will provide professional instructional development for Academy Instructors to ensure that best practices of delivering curricula for cadets and in-service personnel are utilized by providing specialized classroom training and guidance to Academy Staff and adjunct instructors on methods and best practices for adult education in law enforcement. 1. Reports to the Training Commander to assist in developing and implementing full- scale complex training and instruction programs that may have internal and external stakeholders. 2. Develop new methods for incorporating adult learning objectives into new, existing, or revised curricula. 3. Ensures training program goals, objectives, and resource requirements are met. 4. Ensures that all training curriculum meets training standards set by TCOLE, APD, any other state or federal agency, or any other accreditation agency. 5. Review curricula to ensure the fundamentals of adult and active learning principles 6. Provides recommendations to improve program standards, methods, policies, and are included within lesson plans. procedures. 7. Review and respond to curricula inquiries from the public and other departments. Page | 27  APD Academy Operations Manual 8. When requested, attends high-level internal meetings and conducts presentations to Boards and Commissions, City Council Committees, City Council, and other related agencies regarding training-related matters. Training Division – Educational Development Unit Field Training and Community Connect Program (Additional information regarding this unit is provided in Section XIV) The FTCCP is designed to support and evaluate a diverse group of dedicated, professional field training officers with the training of new PPOs who will provide superior police services to Austin’s diverse community. The FTCCP is charged with helping develop the Department’s commitment to diversity, equity, and inclusion and building trust between the community and the Department through community collaboration and engagement. Additionally, this position will develop and manage the new, more robust Community Connect Program and Community Connect Projects. (Additional information in Section III) The FTCCP team will collaborate to develop and implement evidence-based training methodologies, incorporating the latest advancements in adult learning theory and instructional design. This specialized knowledge will enhance the overall quality and effectiveness of the training experience, leading to better-prepared officers. On an ongoing basis, the positions will implement comprehensive evaluation mechanisms to assess the FTO training program's efficacy. These evaluations will focus on factors such as trainee performance, community impact, and adherence to departmental policies, facilitating data-driven improvements and addressing any shortcomings promptly. The FTCCP Training Supervisor acts as the CCL, overseeing both the Field Training and Community Connect and Engagement Programs, and is ultimately responsible for ensuring all strategic and community-oriented goals are met while managing the successful completion of each PPO through the FTP. • Reports to the PM • Responsible for the overall management of the FTP. • Responsible for the overall management and development of the CCP. • Acts as the Departmental CCL and coordinates appropriate Academy attendance at and participation in all CAC meetings, Neighborhood Strategic Planning Meetings, and other community-based meetings and forums. • Ensure that CAC recommendations and input are provided to the PAC working groups. Page | 28  APD Academy Operations Manual • This position would also ensure that the APD website is regularly updated concerning the Academy’s work and accountability to the community and advisory committees. • Serves as the co-chairperson of the FTP advisory board. • Monitoring and coordinating the training activities of probationary police • Monitors and oversees the Community Connect and Community Engagement officers. Programs. Curriculum and Instructor Development Team The CID Unit plays a crucial role at the Academy as they are the SMEs on curriculum development, adult learning methods, and standardization. Led by a Training Supervisor, this team will focus on instructor development for both sworn and civilian personnel. The CID will explore lesson plan development, coordinate with sworn personnel in creating lesson plans for CTU and AEU, facilitate instructor development courses and evaluations, and create the lesson plan review process to ensure high-quality instruction and shared accountability for what is being taught at the Academy. This will have two (2) training specialist seniors and a video production specialist assigned to the team. The two (2) other new training specialist positions being on-boarded will be cross-trained with the CID to promote professional growth and development and improved coordination and collaboration between all the units. These individuals will be education experts, specifically in how adults learn, absorb, and retain information. Their ability to develop innovative training materials and methodologies that enhance adult learning theory will significantly improve the effectiveness of our cadet and advanced education programs. The CID Training Supervisor will manage a team of specialists; supervise the creation of multimedia training materials, including presentations, videos, e-learning modules, and simulations; evaluate the alignment of learning objectives, assessments (including test items, rubrics, etc.), learning activities, and instructional materials; and monitor and assess the performance of trainers, providing feedback and support for continuous improvement. Led by a Training Supervisor, the CID will: • Assist Academy instructors with designing, developing, and delivering training programs. • Create courses of instruction, curricula, and lesson plans for cadet training, in- service training, leadership training, response to resistance training, firearms classroom training, and specialized classroom training. Page | 29 APD Academy Operations Manual • Instruct courses and give presentations on topics relevant to education and experience. • Coordinate appropriate Academy attendance and participation in all PAC working group meetings. • Ensure that the PAC working groups consider CAC recommendations and input and that Academy Staff timely and effectively communicates responses to all CAC recommendations and input. • Design, write, and revise formative and summative assessments aligned to approved learning objectives and consistent with evidence-based best practices in curriculum, instruction, and assessment. • Ensure that assessments are standardized, reflect the application of what is learned, and provide data to inform instruction. • Conduct gap analysis of curricula and perform quality assurance tasks for various curriculum components. • Guide methods and practices of teaching to Academy staff and adjunct instructors. • Prepare reports and presentations on training program effectiveness and outcomes for departmental leadership and external stakeholders. Research Analyst Senior (RAS) The RAS designs research instrumentation and methodology, makes recommendations based on statistical data, and presents information for specific projects. Having specific education and training in data analysis, research methods, and the preparation of data visualization, the RAS is the most appropriate person to prepare responses to all non- sensitive data requests received or created by Academy personnel. This analyst will work with the PAC/CAC, Academy staff, and appropriate SMEs in developing the various methods, measures, metrics, forms, and surveys needed to comply with these injury and separation requirements, the Open Data Resolution passed by City Counsel, as well as all the processes as mentioned herein. • Manages non-sensitive training data • Determines issues and identifies parameters for gathering information for specific projects. • Plans, designs, and tests research instrumentation and evaluates data to assess the reliability and validity of training data. • Conducts research using questionnaires, surveys, interviews, observation methods, and case readings. • Analyzes trends, policies, and procedures using statistical data. Page | 30  APD Academy Operations Manual • Design methodology for tracking required training data using various software • Authors and edits technical reports using details to support research findings. • Consults, gives presentations and recommends to Academy Leadership using • Coordinates issues with Academy management and other targeted audiences and serves on committees with specific research projects. • Exchanges research data results with other departments, agencies, or specific • Review legislation, regulations, and policies to determine the impact of research • Formulates strategy for managing issues using statistical data. programs. statistical data. technical groups. results. The RAS will clearly outline the questions to be addressed and information/data sources to be used to fully evaluate the health of the training program following the graduation of each cadet class, which will be captured in the Internal Audit Protocols (Section XX). The RAS will also create and administer questionnaires to cadets during Pre-Academy. This will identify and better understand the obstacles cadets may face unrelated to the Academy's quality but may ultimately affect cadet performance and attrition. e-Learning Team The e-Learning team is also primarily responsible for managing and overseeing the Department’s LMS (ACADIS) to facilitate better organization of course materials, allow for more efficient curriculum planning (including updates and modifications) for current and future cadet classes, ensure accurate TCOLE and BPOC planning, and facilitate the transition to new instructors when staff leave the Academy. The eLearning team will also manage the entry of attendance rosters for Academy staff. Learning Management System - ACADIS The ACADIS system is to be used to track lesson Plans, requests, personnel information, online testing, assignment of weapons, and many other tasks: 1. The E-Learning team is responsible for implementing and managing the LMS and applying its policies and procedures. Instructors are responsible for uploading lesson plans and related material. The E-Learning team will review the uploaded material and ensure everything needed or required is uploaded. The E-Learning team will also meet quarterly to assess ACADIS, ensure fidelity, and make improvement recommendations. Page | 31  APD Academy Operations Manual 2. Instructors must use the Lesson Plans feature to submit lesson plans for approval. This allows all requests to be easily tracked in one (1) central location. Instructors must upload all course materials (PowerPoint Presentations, lesson plans, and other course-related documents) into ACADIS. Each course folder should include the most recent and up-to-date version of course materials. 3. Personnel information relating to education, language, and military will be stored and managed within ACADIS. The educational feature stores and contains the education level, institution, degree earned, major, minor, and the year the degree was earned. Additionally, ACADIS can list additional languages the employee can read, write, and translate. 4. ACADIS is to be used to track an employee’s military experience, start date, duty status, service branch, rank, and special skills. 5. The Testing feature allows for online, written, and observed tests. Tests and test results are to be housed in the LMS. Online test results will be made available upon submission. Grading perimeters can be set per exam. 6. The Weapons Inventory feature allows the Learned Skills Firearms Unit to assign and easily track weapon information and assignments, including but not limited to type, make, model, serial number, chain of custody, and whether certification is required to utilize certain weapons. 7. All Performance Accountability (PA) logs are to be stored in ACADIS for each cadet class. 8. All data and documentation pertaining to cadet injuries, separations, and terminations will be centrally stored in ACADIS. 9. The Case Management Module maintains disciplinary measures, reinstatements, test appeals, and training assessments. Additionally, led by a Training Supervisor, the e-Learning team will: • Oversee the LMS's day-to-day operation and administration, ensuring system functionality, data integrity, and user access. • Supervise civilian training personnel, provide clear direction and expectations, establish and maintain a positive work environment, provide leadership, and encourage professional development. • Create and manage user accounts, courses, and training records in the LMS. Customize the LMS interface and settings to align with the department's branding and specific training needs. Page | 32  APD Academy Operations Manual • Collaborate with system vendors and Information Technology personnel to troubleshoot technical issues and ensure smooth system performance. • Coordinate with SMEs and department personnel to develop, update, and upload training content, including courses, modules, assessments, and learning materials. • Organize and maintain training content within the LMS, ensuring logical structure • Monitor, publish, and manage training schedules, registrations, and attendance and easy access for learners. tracking through the LMS. • Generate regular reports on training activities, course completion rates, and compliance to evaluate the efficiency and effectiveness of training programs. • Provide data-driven insights to the Training Commander for decision-making and • Conduct data analysis to identify trends and patterns and recommend strategies • Provide technical support to LMS users, including instructors, learners, and other to identify areas for improvement. to enhance the training experience. system administrators. and troubleshooting common issues. • Offer guidance and training to users on system functionality, course navigation, TCOLE Compliance Unit The TCOLE Compliance Unit’s primary responsibility is to ensure that all curricula, addendum course materials, and lesson plans comply with TCOLE standards and departmental policies. The civilians assigned to this unit will report to the Departmental TCOLE Coordinator. The TCOLE unit also manages sensitive department personnel training data. Page | 33 APD Academy Operations Manual VI. ACADEMY DIVERSITY “We all should know that diversity makes for a rich tapestry, and we must understand that all the threads of the tapestry are equal in value no matter their color.” - Dr. Maya Angelou. The Academy believes in setting the gold standard for Public Safety by embracing diversity, equity, and inclusion to elevate our agency to the highest levels of excellence. The Academy is committed to fostering an environment where diversity, equity, and inclusion are interwoven into all segments of our training practices and culture. Therefore, we will constantly strive to maintain an informed and accepting training environment where cadets and staff are valued and respected for their diverse life experiences, cultures, and backgrounds. All are encouraged to promptly bring forth any practices or obstacles interfering with a person’s ability to be authentic and feel psychologically safe. Diversity is a value highly supported by APD and the Academy. Integrity, courage, accountability, respect, and ethical conduct are the guiding principles of the APD. Consistent with these values, the department stands firmly against racism and bias of any kind and does not tolerate discriminatory acts in the community or within the department. APD seeks to be a trusted and respected department that collaborates with the community to make Austin the safest city in America, free of hate, racism, or bias. APD actively recruits and engages with a diverse group of officers to mentor and invite them to cadet training and sit in or observe aspects of cadet training to be in a better position when a position becomes available for a cadet instructor. That can prepare them for the hiring process. The Academy is committed to providing a service-oriented, safe, and secure learning environment to develop personnel who embody the department’s vision. To achieve the department’s vision, the training environment must be free of hate, racism, and bias. Discrimination, harassment, sexual harassment, and retaliation based on a protected class, in any form, as defined in federal, state, or local law, will not be tolerated. Protected classes include race, color, religion, creed, sex, gender, pregnancy status, genetic information, sexual orientation, gender identity, national origin, ethnicity, age, disability, veteran status, or other legally protected class. Every employee is responsible for maintaining a professional environment free of discrimination, harassment, sexual harassment, and retaliation and for bringing to the City’s attention conduct that interferes with providing a work environment free of discrimination, harassment, sexual harassment, and retaliation. Page | 34 APD Academy Operations Manual To ensure fairness in the Academy's vacancy selection process, vacancy boards will follow the process outlined in APD General Order 918. To ensure the selection process mitigates implicit bias and the evaluators are trained to recognize and mitigate implicit bias, all board evaluators will attend training specific to cultural awareness, the impact of implicit bias on decision-making, and how to recognize and mitigate implicit bias. This training will be provided by the Department’s Equity and Inclusion Manager or another identified SME. Page | 35  APD Academy Operations Manual VII. ACADEMY CULTURE The APD is dedicated to producing the nation's most well-trained and professional guardians and community caretakers. There has been an expressed interest in how the APD trains its officers, chiefly its newest cadets. The Austin community has demanded change, reform, and re-imagining of the APD. Proper re-imagining of the police culture begins with the Executive Staff setting acceptable standards for the Department, which the Academy staff then echoes to all the officers and cadets starting with their first day in the Academy. This includes the Executive Staff’s stance on such matters as, but not limited to, communication skills, de-escalation, diversity, equity, and inclusion, officer mindfulness, resiliency, wellness, and professional community engagement. The Academy’s mission is to educate our officers with an outstanding curriculum using progressive, evidence-based teaching methods to develop officers with enhanced critical thinking, decision-making, and communication skills who can then engage the residents and visitors of Austin in a professional and positive community-oriented manner. The Academy is focused on creating a balanced academic environment with a less paramilitary-style approach to learning by enhancing adult learning methodologies in and outside the classroom, emphasizing stress-based learning during critical incident event training, and improving each cadet's communications and de-escalation skillsets. The Academy is dedicated to developing a curriculum in collaboration with citizens of Austin and SMEs to increase transparency and enhance police-community relations and trust. The Academy aims to provide additional focus on a cadet’s resiliency, mindfulness, well- being, and caring for others to ensure the level of service they bring is second to none. An officer's awareness of the ethnic, racial, spiritual, and emotional history and diversity of our city with a focus on inclusion is essential in this diverse urban landscape. As stated by the Police Executive Research Forum (PERF) in their Transforming Police Recruit Training Manual: 40 Guiding Principles (Nov 2022), “There is also an opportunity to reshape the culture of policing fundamentally and to align the values of individual agencies with the training their new officers receive.” The PM, CTU Lieutenant, and Training Commander will meet quarterly to evaluate where the Academy should make further adjustments to transition from paramilitary to adult learning methods. The findings will be documented and presented to all Academy staff. Supervisors will be responsible for enacting any changes and ensuring they are successfully implemented. Page | 36 APD Academy Operations Manual PERFORMANCE ACCOUNTABILITY FOR STRESS-BASED LAW ENFORCEMENT LESSONS PURPOSE The purpose of Performance Accountability (PA) in stress-based law enforcement training is to enforce responsibility for the individual actions of one (1) or more cadets. When an individual or group makes a significant mistake with potential consequences in an actual law enforcement scenario, PAs aim to modify cadets’ behavior. PAs are valuable in demonstrating to cadets how the actions of one (1) person can impact the entire team. 1. PAs may be administered for the following reasons: a. Violations of officer safety. b. Serious violations related to law enforcement actions 2. Timing and Procedure a. PAs will not interfere with any classroom instruction. b. PAs may occur during a scheduled PT or Defensive Tactics (DT) block. c. PAs will last no more than 15 minutes. d. PAs will not be scheduled before an academic test. e. PAs will not interfere with any breaks required by an employee (e.g., lunch) f. PAs will start after the initial PT Assessment. g. PAs can occur no more than two (2) times daily. h. Cadets must be appropriately dressed for PA sessions and will be given adequate warm-up periods for strenuous or prolonged physical activities. i. The sandpit will NOT be used for PAs. j. Academy instructors seek approval from an Academy lieutenant before administering a PA. k. A supervisor shall be present for all PAs. l. Academy instructors may yell at the cadets during a PA but will not use personal attacks, insults, or offensive language. m. At no time should a PA be used as a form of hazing or to abuse, humiliate, demean, or harass one (1) or more cadets. n. Cadets shall be told why a PA is being administered and how the concern that led to the PA logically connects to cadets’ future roles as sworn police officers. o. The intensity of the PA session should be consistent with the cadet(s) transgression(s). Page | 37 APD Academy Operations Manual p. PAs should be closed with positive encouragement led by the instructors to reinforce the importance of teamwork and the lessons being taught and to discourage the idea that PAs are merely punitive. 3. PA Activity Tracking Log a. A PA Activity Tracking Log will be completed and maintained in the electronic folder for each cadet class. b. After a PA has occurred, the supervisor on the scene will complete the PA log and document: i. Date and time of PA ii. Specific reason for PA iii. Group or individual PA iv. Activity, including warm-up exercises v. Approval by Academy lieutenant vi. Supervisor present vii. Duration of PA viii. Any injuries sustained by one (1) or more cadets ix. Any additional notes Note: Any PA protocol deviations require the Training Commander's approval before execution. After approval, all deviations will be retained in the PA log for future reviews or litigation purposes. Page | 38  APD Academy Operations Manual VIII. CADET INJURIES, SEPARATION, & EXIT INTERVIEW PROCESS When cadets leave the Academy program for any reason, they are provided with an exit interview by both sworn and non-sworn Academy staff members. These interviews seek to ensure that the Academy can collect critical information on cadet's experiences during their training and that cadets understand the reasons for and the process of their separation. In addition, it allows Academy staff to afford available resources to cadets during the separation process. The Academy is dedicated to actively identifying trends and patterns to make well- informed decisions to enhance our cadets' training. Through a systematic approach, we continuously monitor and assess various aspects of our training programs, allowing us to adapt and improve our methods to best equip our cadets for the challenges they may face in their future careers. Our commitment to staying ahead of emerging trends ensures that our cadets receive the highest quality training, preparing them to serve and protect Austin’s diverse community with excellence and professionalism. Definition(s) Outside of exigent circumstances, there are three (3) primary paths a cadet can separate from the Academy: 1. Resignation: A cadet’s exit from training is considered a resignation when the cadet voluntarily initiates the action to separate from the Academy. This does not typically prevent a cadet from reapplying to a future class. 2. Termination: Terminations are commonly based on clear standard violations in the Cadet Manual or APD policy (e.g., failing four (4) exams, failing the driving final, etc.).A cadet’s exit from training is considered a termination when the Academy initiates processes to separate the cadet from service with APD involuntarily. This can be due to academic failure, failure to complete required training programs to established standards (defensive tactics, driving, etc.,) or any form of misconduct as described in the Cadet Manual or APD General Orders. Terminations for poor performance are justified by accumulating substandard memorandums, cadet log information, and observed sub-par performance. A cadet’s eligibility to reapply to a future class depends on the nature of the termination. Every termination is submitted to the Training Commander Page | 39  APD Academy Operations Manual from the CTU Lieutenant with a detailed memorandum justifying the need for termination. 3. Recycle: Under certain circumstances, if a cadet gets injured (e.g., injured during training, on personal time, or during departmentally sponsored events, etc.) or who contract an illness that temporarily prevents them from completing training (e.g., COVID-19, stomach flu, etc.) may be offered temporary employment in a non-training status elsewhere in the Department while they recover. Once medically cleared, they may be allowed to attend a future class while remaining an at-will employee with the COA. Responsibilities 1. CTU: The cadet’s first-line supervisor (cadet’s IC) and second-line supervisor (a corporal or sergeant) should attend the exit interview. They will guide the separating cadet formally through leaving the Academy. Cadets receive an exit checklist with listed requirements and relevant contact points. The CTU maintains statistics and demographics on exiting cadets by class cohort, which includes the reasons for resignation, termination, or recycling, as appropriate. The following steps are taken when assisting cadets through the separation process: a. Provide the cadet with a separation checklist. b. Advise cadet on how to return any issued COA equipment. c. Direct cadet to contact information for the Payroll and Pension offices. resignations. d. Assist cadets with the preparation of official memoranda for e. Prepare and present official memoranda for termination or recycling separations to the cadet. Reporting: During the first leadership team meeting each month, the CTU Lieutenant will present a detailed report on the number of separations and injuries for each current cadet class in the Academy prepared by the RAS. This report will include information such as the reason for separation, the time of injury occurrence, the type of injury, whether injury was pre-existing, cadet demographic information, and the specific activity the cadet was engaged in when the injury occurred. This report will be emailed to the the Page | 40  APD Academy Operations Manual Academy Leadership team and archived in the Department’s LMS before the meeting. f. Ongoing Monitoring: The CTU Lieutenant will monitor the separation and injury data for each current cadet class monthly and provide regular updates to the Training Commander and Academy leadership team. This ongoing monitoring ensures that any patterns or trends are identified to determine if any changes are needed to reduce separations or prevent prevalent/common injuries. The Training Commander will authorize the necessary techniques, safety protocols, or adjustments equipment usage to minimize injury risks or separations without sacrificing training objectives and readiness. training to 2. The PM (or their designee) also attends the exit interview. They observe and take notes on the cadet’s responses to Sworn staff questions, offer answers and context to the cadet’s questions about Academy processes and programs, and support the cadet through the separation process, as needed. 3. The RAS maintains copies of the Academy’s formal cadet exit survey, which collects semi-anonymized cadet feedback for Academy records for data analysis. This data is shared with the Academy leadership. The RAS will manage these data reports to identify and analyze patterns or trends in cadet injuries, separations, and attrition rates. The analysis will be reported on a standardized report when a trend is identified or in response to internal and external requests for information. a. The RAS is responsible for collecting, collating, managing, quality controlling, analyzing, and reporting training data. b. The RAS is responsible for preparing data analysis from each disqualification, termination, resignation, and exit interview, which is then provided to the lieutenant or sergeant assigned to the CTU for review. c. c. The RAS will prepare a detailed report on the number of separations and injuries for each current cadet class in the Academy for the CTU Lieutenant at each month's first leadership team meeting. d. The RAS will assist the Academy in identifying activities injuries based on comparative frequently associated with analysis. Whether it's specific training exercises, physical drills, Page | 41  APD Academy Operations Manual or other activities, this information helps pinpoint areas of concern that may require further evaluation and potential adjustment. e. Comparative Analysis: To identify patterns or trends in training, the RAS will compare the separation and injury data from the current cadet class(es) to past cadet classes and prepare a report for Academy Leadership for review. This analysis will identify similarities in the weeks of separations and injuries, or the types of injuries sustained. This report will be forwarded to the Academy Leadership on the first day of each quarter and archived in the Department’s LMS. By examining these patterns, the Academy can gain insight into potential factors contributing to the separations or injuries. Required Documentation Exit Interview Process 1. Termination/Recycle documentation (if applicable) 2. Cadet Exit Survey 3. Cadet Exit Checklist When a cadet informs their IC that they have decided to resign or when they are told they will be terminated from the Academy, they are removed from training and given an exit interview. This is attended by both sworn members of their Chain of Command and by the PM. The cadet’s IC and corporal or sergeant will provide any relevant documentation, such as a memorandum from the Chief and Training Commander that explains the reasons for termination or offering the opportunity to recycle to a future class, if eligible. Separating cadets are provided with the exit checklist and any official memoranda to ensure the cadet has read, reviewed, and understood the documentation. If the cadet accepts the offer of a recycle, their contact information will be forwarded to the Emergency Communications Lieutenant, who will provide instructions for reporting for their temporary assignment. Sworn staff will provide the exit survey to the cadet, allowing them to provide written feedback on their Academy experience and why they are resigning. Academy staff can ask the separating cadet about their experiences during the exit interview. Chiefly, the following questions should be directed to the cadet: • • In the opinion of the cadet, what do they believe the Academy is doing well? In the opinion of the cadet, in what areas does the Academy have to improve? Page | 42 APD Academy Operations Manual Data Aggregation for Program Improvement The RAS analyzes the exit survey data from the current class to identify key trends, underlying factors contributing to cadet attrition, and areas for improvement in training programs. The results of this analysis are detailed at the end of class Audit Presentation, which highlights several high-level data points: A. Cadet Attrition: A significant number of cadets left the program, with both personal and academic reasons identified as significant factors. B. Demographic Information: Trends in cadet demographics have been examined to assess how different groups perform and whether additional support systems are needed. C. Cadet Injuries: Data was collected on the types of injuries sustained by cadets, identifying any patterns or common factors that may require adjustments in training. D. Academic Performance: Cadet academic performance has been reviewed to determine whether certain areas of the curriculum need enhancement to improve outcomes. When cadet training trends are identified, the CTU Lieutenant addresses concerns with the other CTU supervisors and lead instructors. The lieutenant will also meet with cadets to inquire about their experiences with the trend and to identify possible solutions. This deep dive will include an update to the Training Commander and may result in changes to processes, procedures, and protocols. The analysis of this data is ongoing, and the RAS will continue to collaborate with other teams to refine strategies and make targeted improvements to training processes. By understanding the underlying factors behind cadet attrition and performance, the Academy aims to address these issues and continuously improve the overall cadet experience. Page | 43  APD Academy Operations Manual FIELD TRAINING OFFICER PROGRAM IX. The FTP Operations Manual and Standard Operating Procedures (SOP) have been developed to ensure that the FTP remains consistent with the training and values imparted during the Academy. These documents serve as a comprehensive guide for FTOs to effectively train and mentor recently graduated cadets while upholding the highest standards of professionalism, ethics, and community-oriented policing. The Academy is committed to providing the highest level of training that aligns with the foundational principles taught at the Academy. To ensure the continued improvement of the FTP, the FTP will actively seek and incorporate feedback from our FTOs and PPOs to inform program enhancement. By establishing regular feedback loops and open communication channels, the FTP will gather feedback on an ongoing basis, enabling the Academy to make necessary adjustments to our training program as needed. Additionally, the Academy annually reviews the FTP Operations Manual and SOP, incorporating any necessary updates or revisions to reflect current best practices and industry standards. The Academy aims to create a FTP that equips our officers with the skills, knowledge, and confidence to excel in their roles. PROCESSES TO ENSURE THAT FTP REMAINS CONSISTENT WITH ACADEMY TRAINING AND VALUES The FTP is one of the most crucial aspects of any new law enforcement officer's career. The FTP allows officers to apply all they have learned in the Academy to real-life situations in real-time. APD’s revised FTO program will teach the principles of Purpose Driven Leadership, where the FTO will be held to a higher standard as a community caretaker who will act as a community role model. FTOs will be instructed on simple methods for ensuring a successful and effective Field Training experience for the PPO. FTOs will be encouraged to lead the PPO by example while staying true to the mindset of effective trainers: Educate, Demonstrate, Guide, and Evaluate. Open communication with the PPO is vital to challenging them at the appropriate levels, ensuring they have mastered each new skill set, and allowing them to grow, develop, and learn as new police officers. A daily Field Trainer’s Guide is designed for the FTO to follow when training new PPOs to help standardize the everyday PPO training experience. Currently, APD uses a checklist that was discussed during the observation week. This checklist is just a means to discuss substation and sector-specific information. This new robust FTO guide Page | 44  APD Academy Operations Manual provides standards of instruction for each training day. Skills outlined in the guide that can be practiced and demonstrated both by the FTO and the PPO, specific updates to the Texas Penal Code to be reviewed and asked about by the FTO, and lessons for the application of essential court decisions/case law for law enforcement personnel will become part of the daily PPO training regime.1 Other key components will be added to the Field Trainer’s Guide, including the daily resiliency practice and community engagement. All these skills enhance the PPO's confidence level in their knowledge and fair application of the law while broadening their emotional and social skillsets when positively and professionally interacting with the community. Once this guide is fully developed, plans will be designed to have FTOs return to the Academy and provide new training for implementing the Field Training Guide and best practices as an FTO. This new material would also be added to the Basic FTO school for all new FTOs. FTO Basic School The FTO Basic School has been significantly expanded beyond the TCOLE-mandated materials, offering a more comprehensive and practical training experience. In addition to the core curriculum, detectives from various crime bureaus, such as Sex Crimes, Robbery, and Homicide, now teach specialized sessions on the necessary responses to these specific crime scenes. The training also includes instruction from the Collective Sex Crime Response Model, emphasizing the importance of a victim-centered response and mindfulness and resiliency practices to support FTOs' mental well-being. Other critical topics covered in the expanded curriculum include a Driving While Intoxicated refresher, Arrest, Search, and Seizure refresher, and FTO case studies to encourage practical application and problem-solving. Additionally, new FTOs are introduced to advanced tactics and responses through training in Mobile Field Force, Hasty Reactions and High-Risk Traffic Stops, and Special Response Team strategies. This expanded program aims to provide a well-rounded, real-world training experience to better prepare FTOs for the complexities of their role in law enforcement. OBTAINING AND EVALUATING FEEDBACK FROM FIELD TRAINING OFFICERS AND PROBATIONARY POLICE OFFICERS The FTP is the cadets' second stage of the transition into law enforcement following the successful completion of the Academy. The FTP requires a continuous review of all functions related to the program to ensure that the program is properly functioning and to 1 This aspect of FTP further supports the education of officers on constitutional policing. Page | 45  APD Academy Operations Manual identify any new areas that may need to be added or amended. Critical areas involve FTO and Academy Instructor training techniques, PPO evaluations, or other material in the cadet training curriculum. New processes in the FTP will be established where both FTOs and PPOs are provided a forum to exchange ideas and share experiences and desires on ways to improve the APD Academy and FTP training experiences, including personal feedback sessions and Focus Group Sessions. These feedback sessions will follow a systematic and standardized process for obtaining and evaluating feedback on the experiences of both FTOs and PPOs in the FTP. New SOPs detailing the program's specifics will be authored to ensure transparency and accountability. This assessment/evaluation ensures that the FTP maintains a high level of skillful and productive instruction and training consistent with the Department’s Mission Statement. In addition, the FTCCP Manager and FTP coordinator will monitor the program through a coordinated effort with other department elements. The FTCCP Manager will actively facilitate the program to ensure the continuity and maintenance of progressive training and evaluation techniques. The FTP Coordinator will make the necessary modifications and improvements when problems or inefficient areas are identified through the program evaluation process. The data will be collected using a digital survey to ensure consistency and effectiveness in program enhancement. IMPLEMENTATION: INDIVIDUAL FEEDBACK SESSIONS In collaboration with relevant stakeholders, the FTCCP Manager will design and provide FTOs with a comprehensive survey feedback form to document their observations and recommendations regarding PPOs and the FTO program. The survey will cover various aspects, including the overall performance of PPOs, the effectiveness of the FTO program, areas for improvement, additional training resources needed, FTO support, and the Academy's responsiveness to FTO feedback. The FTCCP Manager and Coordinator will design and provide PPOs with a comprehensive survey feedback form to document their experiences regarding the FTO program. The survey will cover various aspects, including the overall performance of PPOs, the effectiveness of the FTO program, areas for improvement, additional training resources needed, FTO support, and the Training Academy's responsiveness to FTO feedback. Page | 46  APD Academy Operations Manual Additionally, a formalized session will be held with each PPO and their assigned FTP lieutenant at various points during their evaluation phases. The purpose of these sessions is to allow the FTP lieutenant to candidly speak with each PPO independently about their FTO and FTP experience to ensure that the PPO is progressing appropriately through their training phases and that all goals and aspects of the FTP programs are being met. These sessions will be encouraged to be held more frequently at lower levels of supervision to identify any training deficiencies early on in a PPO’s training phases or any other issues with the FTP that may need to be addressed. These PPO sessions will be modeled through the entire chain of command in the FTP, from the corporal to the lieutenant level, and will be documented in a standardized format. The FTCCP Manager and Coordinator will review and analyze the feedback received from FTOs and PPOs to identify patterns, common concerns, and areas for improvement. A report will be distributed to the Academy leadership staff after the conclusion of Phase 3 of each cadet class and archived. The FTCCP Manager will submit this report to the Training Commander and the Assistant Chief of the Training Division and present their findings at leadership meetings to discuss patterns identified, common concerns, and areas for improvement for the Academy and FTP with the Academy staff. Any recommendations regarding necessary adjustments to training techniques, safety protocols, and program administration will be made to the Training Commander and the PM. The FTCCP Manager and Coordinator will develop an action plan to address any identified training deficiencies, issues, or concerns identified through any of these feedback sessions. The action plan may include modifications to the Academy curriculum, FTO guidelines, or any other relevant aspect of the program. The action plan will be designed to enhance the PPO’s training experience and improve the effectiveness of the FTO program. The Training Commander will authorize the necessary adjustments to any Academy or FTP Training curriculum or instruction, FTO guidelines, or any other relevant aspect of the program if appropriate. The FTCCP Manager will implement any action plan within a specified timeframe delegated by the Training Commander. The progress and effectiveness of the implemented changes will be monitored and evaluated continuously. Continuous communication with FTOs will be maintained to ensure the effectiveness of the action plan and to gather additional feedback if needed. The SOP for obtaining and evaluating feedback will be authored and periodically reviewed and revised as necessary to ensure its effectiveness. Page | 47  APD Academy Operations Manual IMPLEMENTATION: FTP FOCUS GROUP SESSIONS APD is developing and implementing a protocol for annual focus groups to assess the relationship between cadet training and field training operations. This document outlines the initial components to create the focus group protocol. Key details will be developed through a comprehensive, inclusive planning phase. As a result, some details herein are exemplary. These are noted throughout, as the purpose of this document is to provide a framework and set expectations rather than to serve as the governing foundation for the protocol itself. The framework incorporates the noted planning phase, resulting in a documented protocol; a pilot phase, resulting in a revised final protocol; and an implementation phase, resulting in a final report. The protocol should generally incorporate focus groups consisting of PPOs currently in field training and FTOs conducting field training. Key overarching questions are: • To what extent does the FTO program align with key components and significant themes emphasized in the Academy? • To what extent does the Academy prepare PPOs for the FTO program? • What issues, obstacles, or other situations positively and negatively • Did the FTO program prepare the PPO for full-time first responder duties impacted the FTO training? in the field? The following section defines vital components that will support the process and raises critical questions impacting the protocol, while the final sections outline elements within each specific phase. FOCUS GROUP KEY PROCESS COMPONENTS AND QUESTIONS Several initial questions must be addressed about how the protocol will be implemented. The core of these questions is how both PPOs and FTOs will be selected for participation. While voluntary participation is generally preferred, it may not be feasible. PPOs and FTOs from different sectors attend the sessions, therefore minimizing the likelihood of the PPO being later evaluated by an FTO in a session with them. If such a pairing is made, each is responsible for notifying their assigned supervisor and FTCCP Coordinator so a reassignment can be made. The power differential between PPOs and FTOs must also be acknowledged, and the protocol must seek to mitigate risks imposed by the protocol on both groups. A related issue concerns confidentiality. Confidentiality of the participant’s responses is preferred Page | 48  APD Academy Operations Manual to encourage impartial and complete reporting. However, confidentiality may not be feasible in this context. Also, the issue of ensuring confidentiality is more challenging in the focus group context, given the group setting, and consideration must be given to how the protocol can provide some level of protection to participants, given these issues. A third concern is ensuring that the focus group members exhibit professional competency in facilitating the focus group. These sessions aim to gain candid insight and feedback about the PPOs' Field Training experience. Lessons learned through these focus groups will be documented, reviewed, and implemented into the FTP curriculum. Specific guidelines for facilitating these sessions will be developed, addressing what is to be covered and how the sessions should be conducted to encourage open communication between all parties. Additionally, all members of the FTP will be trained on the new process once it has been finalized. Fourth, the protocol must respect each participant’s dignity and create an environment encouraging diverse responses. Focus group research collects perceptual data, and it must be understood that perceptions may differ even relative to the same circumstance or event. Planning Phase and Documented Protocol The planning phase should serve to render a written documented protocol that includes answers to the critical question noted previously as well as the following questions: 1. What are the goals of conducting the focus groups? 2. Who will participate in both the PPO and FTO focus groups? 3. How will they be invited? 4. What will the sizes of the groups be and why? 5. How many focus groups will be conducted, and on what timeline? 6. Who will facilitate the focus groups, and how are the noted issues mitigated? 7. What training will be developed for facilitators, and how will it be delivered? 8. What components of quality focus group facilitation will be included (e.g., rapport building, professionalism, neutrality, probing, listening skills, interruption, avoiding assumptions)? 9. What key conceptual areas will be assessed with each group? 10. What questions or prompts will the facilitator utilize to generate responses related to these critical conceptual areas, and do they make assumptions or lead responses in any direction? 11. Where will the focus groups be conducted? Page | 49 APD Academy Operations Manual 12. How long will each focus group be? 13. How will time be managed within the allotted time? 14. How will information be collected (e.g., will the focus groups be recorded, or will there be a note taker)? 15. How will the information be analyzed and reported (Reporting should be sent to the chain of command and made public annually to the community)? The answers to these and other questions emerging in the planning process should be written into a clear and concise focus group guide. To eliminate the following identified concerns, an external facilitator will be utilized: • Facilitator bias. • Reduce or limit the ability of some participants to dominate the discussion and, therefore, the results. • Information generated from focus groups is generally exploratory. It, therefore, can confirm the existence of issues that could require further analysis as deemed appropriate. Pilot Phase and revised Final Protocol After planning and developing a focus group guide, a pilot phase should be conducted to test the protocol and provide insight into how to improve the process rather than collect information for reporting. This will allow facilitators to use critical skills such as strategic repetition of questions or answers to facilitate discussion and assess whether the questions or prompts generate discussion responsive to the critical conceptual questions that guided development. Observers skilled in focus group facilitation may be used to provide feedback to the facilitators, and follow-up interviews with the focus group participants can provide insight into areas for improvement. This may include questions such as: 1. What to do if no one speaks when a question is asked? 2. How do you address individuals who indicate (either verbally or behaviorally) that they do not feel comfortable answering questions? 3. How do you handle individuals who dominate conversations? 4. How to handle conversations that move away from topics of interest. 5. How to handle participants who provide information relevant to questions to be asked later in the protocol. Page | 50  APD Academy Operations Manual Because changing questions in the final phase is strongly discouraged, the pilot phase provides the opportunity for revision, which should be incorporated into the last focus group guide to be used in the implementation phase. The planning phase is expected to be during the third quarter of 2025. The pilot phase will be initiated in alignment with when a graduating class of PPOs is actively on riding assignment and is projected to be completed no later than by the first quarter of 2026. Page | 51 APD Academy Operations Manual CONTINUING EDUCATION FOR ACTIVE APD PERSONNEL X. The AEU within the APD is committed to providing comprehensive and ongoing training that addresses crucial topics relevant to our community. Our courses evaluate and enhance officers' understanding of critical issues, ensuring they have the necessary knowledge and skills to navigate complex situations, uphold community trust, and serve all individuals with dignity and respect. AEU is responsible for developing and updating curriculum and course content for department-wide training based on TCOLE requirements, department mandates, and other training needs determined by the AEU. In addition, the AEU is committed to delivering and hosting a range of courses that cover essential topics responsive to community concerns, including implicit bias, racial and ethnic bias, gender bias, de- escalation techniques, the historical context of policing and its intersection with race in our community, and courses designed to enhance officers’ cultural competency. These courses are developed to foster an environment that promotes unbiased and fair policing practices and includes: • ICAT training that focuses on de-escalation techniques and includes scenarios for practice. This course is mandatory for all sworn personnel. Academy staff are to ensure that model fidelity to the curriculum developed by the Police Executive Research Forum is maintained and followed. • Active Bystandership in Law Enforcement (ABLE) training will be implemented beginning in January 2024. ABLE is a training program that aims to promote and enhance the role of active bystandership within law enforcement agencies. It is designed to empower officers to intervene and prevent misconduct, including their colleagues' inappropriate/excessive use of force. All officers and cadets will receive the initial 8-hour ABLE training and 2 hours of annual refresher training using the curriculum provided by ABLE. • Fair and Impartial Policing training is founded on the modern science of bias. The course explores how implicit biases can impact officers’ thoughts and behaviors and provides information and skills to help officers reduce and manage these biases. • Police Legitimacy and Procedural Justice training focuses on how improving community relations improves legitimacy, which is also a core objective of policing. Page | 52  APD Academy Operations Manual In addition to these courses, the AEU offers courses in Law, Civil Process, Crime Prevention, Cultural Awareness, Sexual Harassment, and Ethics, among others (this is not an exhaustive list.) The AEU selects courses based on TCOLE requirements, Department/City requirements, and overall organizational needs. Additionally, the Academy will send personnel to outside training to audit classes for academic exploration. These are just a few of the courses that are an integral part of the APD's advanced education training program, which are offered to officers on an ongoing basis, subject to instructor availability, modifications based on annual evaluations, and updates to evidence-based research and best practices. For additional courses that are available, please refer to the course catalog. To ensure efficient communication and registration, the AEU will send out training announcements at least three (3) weeks before each course, barring any unforeseen circumstances. Officers must register for these courses through the Department’s LMS. Page | 53  APD Academy Operations Manual ACADEMY VIDEO LIBRARY AND INTERNAL REVIEW PROCESS XI. The Academy has developed a library (or central repository) for all existing training videos used in various Academy courses. When reviewing and updating lesson plans and preparing to teach an Academy course, Academy instructors and staff should consider whether using specific training videos (including APD body-worn camera videos or training videos available through other sources) would enhance the course and effectiveness of the training. All staff should, whenever feasible, help expand the video library by including other relevant and valuable videos for training purposes that can enhance an instructor’s ability to convey critical information and content. Any instructor or staff member who identifies a video that they believe may enhance Academy training and teaching content for a particular course should follow the Internal Video Review process as outlined below. Before any new video is used in a professional classroom setting for either the CTU curriculum or AEU curriculum, Academy instructors must first review the video and complete a Video Review Worksheet. The instructor must then receive supervisory approval from an Academy supervisor with the rank of sergeant or above before displaying the video during any course instruction. Academy supervisors will determine if the video will be approved within the lesson plan. Each unit’s supervisory chain of command, including the sergeant and lieutenant, will ensure the information listed in the worksheet is accurately captured, the value of the training video will be determined, and the video will be appropriate for viewing. This process will consider: 1. How effectively does the video convey information and teaching content that is relevant and useful to the course for which it is to be used? 2. The purpose of the video and whether it contributes to course objectives. 3. The potential for explicit and implicit messages relating to race, ethnicity, gender, or sexual orientation. 4. Whether the video depicts a positive or negative police-citizen encounter and, if applicable, how a negative depiction will be countered and explained to ensure that any implicit negative messages contained in the video do not undermine course objectives or APD or community values. 5. Whether the video promotes an “us versus them” mentality or excessively and unnecessarily heightens the danger imperative of policing. 6. How effectively does the video help the instructor convey appropriate police tactics in a given scenario? 7. Does the video help promote considerations of officer and community safety? Page | 54 APD Academy Operations Manual depicted. 8. The likelihood of an internal/external investigation resulting from the subject matter 9. Whether the video portrays any involved employee actions that could be viewed negatively and whether the training benefits outweigh the employee's exposure. 10. Whether permitting uninvolved personnel to view the video for training purposes may hurt any future or current prosecution, civil proceeding, or lawsuit. 11. Under no circumstances shall any recording be used or shown with the intent to ridicule or embarrass any APD employee or Austin Community member. All departmentally approved training videos will be stored in a centralized location and transitioned into the Department’s LMS. Any change in videos shown within a course will require an amended lesson plan. Any deviations related to the Academy Video Review Process protocol require approval from the Training Commander before execution. To ensure the fidelity of the video library and internal review process, lieutenants assigned to the Academy, the PM, and the CID Supervisor will meet biannually to assess the program. Assessment will be made by reviewing implementation to ensure adherence, speaking with the instructors and SMEs teaching and facilitating classes, reviewing related policy, and reviewing class evaluations. If it is determined that changes should be made, the PM will update the Manual, the appropriate lieutenant will make changes to SOPs and send in a policy revision request if necessary, and the Training Commander will be responsible for ensuring communication of the changes to all appropriate staff. Lastly, determining the growth of the video library is a key task for the RAS, in collaboration with the CAC. As part of the quarterly CAC sessions, one of the responsibilities of the CAC members will be to review newly approved videos during each session. This collaborative effort ensures that the video library is continually expanded and updated with content that reflects the department’s evolving training needs and community feedback. The RAS will assist by analyzing video usage and effectiveness and help collect, analyze, and report on video usage for community input. Page | 55  APD Academy Operations Manual XII. CADET TRAINING SCHEDULING COORDINATION learning The CTU Schedule is ever-changing and evolving based on the state-mandated TCOLE requirements, Department requirements, community requests, and rigorous analysis of previous schedules to find ways to improve cadet training. This analysis includes regularly evaluating cadet testing outcomes, fitness improvement, cadet attrition data, and prior scheduling conflicts. During the scheduling process, consideration should be given to customizing schedules effectively and efficiently, allowing learning objectives to occur while engaging cadets in an adult learning process. Large blocks of complex testing material (i.e., courses on law and policy) should be evaluated to determine if the material can be broken up to ensure the most productive for cadets. Evaluation should consider TCOLE requirements, past cadet class test results, and how it would affect other areas of instruction. Creating the schedule involves the collaboration of the CTU, LSU, AEU, the e-Learning Unit, the Victim Services liaison, and the TCOLE specialists. Each unit or team will send a representation to the scheduled review meeting, which the sergeant of the CTU will coordinate with. All teams meet and compare the new Academy schedule with the current Academy in session to see how the classes overlap and coincide. Each team looks at the schedule to determine if any sessions (Academic, Physical Training (PT), DT, CCP, etc.) need to be moved to accommodate the instructors of each team. Once this process is complete, CTU will create the calendar and send it to each team. The teams then all provide concurrence with the new Academy schedule. These meetings will occur at least four (4) months before an upcoming cadet class starts to allow advanced notification to the impacted Academy units and outside instructor resources. A finalized schedule will be presented to the Training Commander for review and final approval at least three (3) months before a cadet training class commences. Additionally, when new civilian members of the ACADIS and TCOLE teams are onboarded, the training specialists assigned to those units will assist the CTU and create the schedule for the upcoming cadet classes. Particular attention should be given to overlapping Academy class schedules and major APD staffing events that impact instructor and role-play resources. Upon finalizing the schedule, the CTU Sergeant presents it to the Training Commander for approval. Once the Training Commander reviews and approves it, it is emailed to each affected unit, posted, and regularly updated with any changes via Microsoft Teams, CTU Outlook Calendar, and CTU Bulletin Board. Page | 56  APD Academy Operations Manual The Education Development Unit is beginning a holistic evaluation of the curriculum to integrate de-escalation better, and community principles are tethered to a new flexible schedule for cadet classes. Currently, research is being conducted to evaluate the layout of the current schedule. This research includes assessing the needs of the Academy, the courses, and the instructors to ensure that the curriculum is effective and adaptable. To gain valuable insights into these needs, a survey has been developed by RAS and is being filled out by instructors. Additionally, input can be gathered from the CAC that may be incorporated into this holistic evaluation. This ensures that community perspectives are considered in this review, contributing to aligning the curriculum with community expectations and enhancing its relevance and effectiveness. Page | 57 APD Academy Operations Manual XIII. ACTIVE BYSTANDERSHIP FOR LAW ENFORCEMENT (ABLE) In 2022, APD Leadership adopted a peer-intervention training program as mandatory training for all Sworn personnel. After researching the available programs, the decision was made to adopt the Is ABLE curriculum, as it is the best researched (and, at this time, the only empirically studied) course designed for agencies the size of APD. The Georgetown Law Center for Innovations in Community Safety (formerly known as the Innovative Policing Program), partnering with global law firm Sheppard Mullin, created ABLE to prepare officers to successfully intervene to prevent harm and to create a law enforcement culture that supports peer intervention. ABLE builds upon training developed by Dr. Ervin Staub, the Founding Director of the University of Massachuttes Amherst Psychology of Peace and Violence Program, to help police officers stop unnecessary harmful behavior by fellow officers. ABLE guides agencies and communities on the concrete measures that must be in place to create and sustain a culture of peer intervention. ABLE also provides a wide array of resources to communities and law enforcement agencies interested in adopting ABLE. The training is evidence-based and founded upon decades of research, field and lab experiments, and on-the-ground experience. The ABLE team has brought together experts from a wide array of disciplines to ensure ABLE training incorporates the best and newest thinking about active bystandership and continues to evolve as we learn more about what makes people active or passive bystanders. The ABLE team makes yearly updates to the curriculum to ensure it reflects the latest learning regarding active bystandership in law enforcement contexts. The ABLE team also produces annual refresher training curricula, which all ABLE agency officers must complete. APD worked with the Texas ABLE Center of Excellence (ACE) to support our application process and, using grant funds, facilitated our first five (5) course iterations as we built up our resident instructor capacity. In September of 2023, APD was formally accepted into the ABLE Project and began coordinating train-the-trainers, facilitation support, and logistics to ensure all APD officers receive the training. APD began offering the first ABLE courses in January 2024, with additional courses scheduled throughout the year and facilitated through ACE. The AEU is responsible for ABLE training and implementation. APD strives to hold an average of two (2) monthly classes and estimates that this mandatory, department-wide training process will take 2- 3 years for all sworn staff to complete the core curriculum. There is a 2.5-hour compulsory annual refresher that will begin in January 2025. APD plans to have all sworn personnel Page | 58  APD Academy Operations Manual ABLE trained and transition exclusively to new officers during their FTO period and ongoing annual refresher training by the end of 2026. With community support from the Central Texas Public Safety Commission, the Anti- Defamation League of Austin, and the City Manager’s Office, APD strives to improve the quality of interactions between officers and the public, ensure our officers have all the support they need to perform their duties properly and promote greater transparency and understanding across the entire COA community. Page | 59  APD Academy Operations Manual XIV. PROCEDURAL JUSTICE Distrust between the police and communities of color is a significant barrier to effective policing. Over the last several decades, public trust and confidence in the police have decreased. When communities lack trust in the police and believe that officers treat them unfairly, they are less likely to work collaboratively with law enforcement and defer to law and authority.2 Extensive research has shown that trust and confidence in law enforcement significantly impact public safety.3 Communities must see the police as legitimate to trust them. The principle of procedural justice focuses on the public’s perception of the legitimacy of law enforcement. Scholars and police experts agree that to gain legitimacy, the police need to follow four (4) main principles: (1) allow people to explain themselves or state their case before judgment, (2) react to factual evidence and enforce the law consistently, without bias, (3) treat citizens with dignity and respect, and (4) present themselves with physical cues that show compassion and trustworthiness rather than arrogance and disdain.4 Studies have consistently shown that responding to each of these concerns contributes to an increase in the perceived legitimacy of the police in the community.5 Using the field's knowledge base, the Academy is committed to incorporating procedural justice principles into cadet training courses and emphasizing our determination to affect change in active learning scenarios and roleplay exercises. While some departments offer specific courses on procedural justice – either modeled after the Chicago Police Department’s “Legitimacy and Procedural Justice Training” (e.g., Oakland, California) or developed internally (e.g., Seattle, Washington) – the APD elected to embed the principles within multiple courses. Currently, course-based procedural justice training is embedded in several offerings: (1) Ethics and Professional Policing (2) History of Police and Race (3) Racial Profiling 2 Fischer, “Legitimacy and Procedural Justice,” 2. 3 “Procedural Justice,” Truth & Justice, https://trustandjustice.org/resources/intervention/procedural- justice. (see list of research links at bottom of webpage). 4 Fischer, “Legitimacy and Procedural Justice,” 9-10. 5 Steven L. Blader and Tom R. Tyler, “A Four-Component Model of Procedural Justice: Defining the Meaning of a ‘Fair’ Process,” Personality and Social Psychology Bulletin 29, no. 6 (June 1, 2003): pp. 747-758, https://doi.org/10.1177/0146167203029006007. Page | 60 APD Academy Operations Manual (4) Arrest Search and Seizure (5) Patrol Procedures – LGBTQIA+ Community Procedural justice is also emphasized in community engagement sessions and racial equity training. It is reinforced in specific role-play scenarios, including traffic stops. In addition, a course on Fair and Impartial Policing, which includes many procedural justice principles, is required of recently graduated cadets as part of the Intermediate Academy. Reviewing the extent to which procedural justice is embedded in these courses and working toward embedding procedural justice training in other courses is an essential responsibility of Academy leadership, the PM, and the PAC. To accomplish this review, all lesson plans will be evaluated before the start of each cadet class to ensure procedural justice is included where feasible. Checkboxes have been added to the lesson plan coversheets to indicate whether procedural justice concepts are included in the course. Lesson plans are reviewed by the course instructor(s), a member of the CID team, and a CTU supervisor. Courses may be prioritized for PAC review to accelerate the rate at which procedural justice is incorporated across a broader portion of the cadet training curriculum. In addition, a qualified procedural justice expert will be consulted to determine how much procedural justice concepts are emphasized in training and to embed the concepts effectively in other courses. Finally, evaluations for the five (5) courses listed above (and those added later) will include specific assessments related to procedural justice. The Academy Operations Manual has been revised to provide clear guidelines on the roles and responsibilities involved in curriculum review, along with the consequences for failing to implement necessary changes. The updated manual also details the PAC process, which includes specific roles and responsibilities for all involved. Page | 61  APD Academy Operations Manual XV. EMOTIONAL INTELLIGENCE An officer’s emotional intelligence guides how effectively they perform on the job. Remaining composed in high-stress situations requires the ability to regulate one’s own emotions, as well as the ability to recognize others' emotions. Research has shown that police officers can be taught to improve their emotional regulation skills and emotional intelligence.6 7 Instituting comprehensive officer wellness programs is essential to developing these skills, as are learning techniques like breathing and mindfulness and encouraging physical fitness, sleep, and proper hygiene.8 Moreover, officers must have proper social skills to establish valuable relationships with community members. As with cognitive and emotional skills, social skills – like social competence (i.e., communicating tactfully and respectfully with others), teamwork, and persuasiveness – can be taught and strengthened through a reformed Academy culture. An academy culture that berates and talks down to cadets effectively teaches cadets to do the same to the people they eventually serve. Instead, treating cadets respectfully and allowing them to lead as individuals helps foster respectful communication skills in all cadets. Emotional intelligence encompasses five (5) key components: • Self-awareness • Self-regulation • Motivation • Empathy • Social skills Individuals with developed emotional intelligence and decision-making skills will likely make better decisions and judgments under stress. In policing, these skills are essential in applying de-escalation strategies and interacting socially with citizens to improve communication and trust and sustain relationships. 6 Matthias Berking, Caroline Meier, and Peggilee Wupperman, “Enhancing Emotion-Regulation Skills in Police Officers: Results of a Pilot Controlled Study,” Behavior Therapy, 41, no. 3 (September 2010): 329- 339, https://doi.org/10.1177/1748895814566288. 7 Nicola Schutte, John Malouff, and Einar Thorsteinsson, “Increasing Emotional Intelligence Through Training: Current Status and Future Directions,” The International Journal of Emotional Education, 5, no. 1, 56–72, https://psycnet.apa.org/record/2013-27507-005. 8 Daniel M. Blumberg et al., “New Directions in Police Academy Training: A Call to Action,” International Journal of Environmental Research and Public Health 16, no. 24 (December 6, 2019): 4941, p. 7, https://doi.org/10.3390/ijerph16244941. Page | 62  APD Academy Operations Manual is intelligence further emphasized Decision-making skills are currently developed in cadet training through ICAT course material, Crisis Intervention Team (CIT), and Criminal Law. These courses incorporate role-play scenarios where cadets must apply what they have learned, reinforcing the skills. Emotional intelligence skills are taught and developed in the Mindfulness and Resiliency course. Emotional in community engagement and Community Connect programming, which both reinforce the people- oriented roles of police officers. Role-play scenarios are critical in assessing decision-making skills. To determine the level of decision-making skills the cadets utilize, they will self-evaluate after each scenario. The self-evaluation will be dictated to the instructor or scenario facilitator and include a discussion of why they took the actions they took and what training helped them make the decisions and take the actions they took during the scenario. The entire cadet class will receive a debrief of each scenario (once the scenario is closed out). The debrief will include open group discussion to promote a deeper understanding of the scenario and the training and decision-making process. Developmental goals for the courses emphasizing decision-making through role-play scenarios should be based on careful consideration and consultation between the CID team, the course instructors, and supervisors. The CID team will ensure that instructor evaluations and lesson plan reviews consider how decision-making and emotional intelligence skills have been addressed (if and when applicable) in course instruction. Additional mindfulness-based curricula will be researched as part of the PT/Wellness program for inclusion within the cadet curriculum. Social Interaction Skills These are further developed through role-play scenarios, emphasizing the ICAT and CIT role-play scenarios. Developmental goals for the courses emphasizing social interaction skills through role-play scenarios should be incorporated into lesson plans and curricula. The Academy is actively exploring options to have independent external SMEs provide consultation on coursework and roleplay exercises to enhance the development of cadets' emotional intelligence. Additionally, we are working with the Consolidated Sex Crimes Response Model to include SMEs who will conduct roleplay exercises during the sexual crimes portion of the curriculum to help create a more dynamic and comprehensive training experience that prepares cadets to handle real-world scenarios with emotional awareness and professionalism. Page | 63 APD Academy Operations Manual XVI. TRAUMA-INFORMED TRAINING Trauma-informed training improves our knowledge and understanding of the experience of victimization, which, in turn, better informs all aspects of policing, including emergency responses, crisis interventions, pilot projects, diversion programming, stakeholder engagement, assessment, and evaluation. Physical, sexual, or psychological abuse, hate crimes, and natural disasters – essentially any actual or perceived threat to an individual’s autonomy, personal control, and safety – are examples of highly stressful events that may result in a traumatic response.9 Instructors and SMEs will use a trauma-informed lens when creating and updating all training coursework content. They will ensure that our individual and collective systems recognize the broad and pervasive effects of trauma on victims, survivors, family members, and the community, from sensory sensitivities to the more emotional (distrust, powerlessness) personhood. Instructors and SMEs, in partnership with APD Victim Services professionals, will continue to add training components consistent with education related to trauma and victimization. The PM will establish a review process for all courses and role-play scenarios. APD Victim Services counselors and supervisors will actively consult and ensure that Academy Instructors and SMEs are aware of advancements in the field. To date, the following courses have incorporated trauma-informed material: (1) Human Trafficking (2) Sexual Assault and Family Violence (3) Criminal Investigations – Robbery (4) Victims of Crime (5) Basic Role Plays (6) Nonconsensual Language (Report Writing) (7) Intermediate Role Plays (8) Criminal Investigations – Sex Crimes (9) Criminal Investigations – Homicide (10) Criminal Investigations – Robbery (11) Victim Services (12) Criminal Law Role Plays (13) Trauma-Informed Interviewing 9 Trauma occurs when the extreme stress of an event or circumstance results in an autonomic neurobiological limbic system response that prevents non-traumatic rational processing and increases symptoms consistent with nervous system dysregulation. Page | 64  APD Academy Operations Manual (14) Multiculturalism and Human Relations (15) Missing and Exploited Children (16) De-escalation Strategies (17) Traumatic Brain Injury (18) CIT (19) Patrol Procedures – LGBTQIA+ (20) Child Abuse Prevention and Investigation (21) Crime Scene Investigation (22) Transgender Training (23) Special Investigative Topics (24) Peer Support (25) Implicit Bias and Social Justice (26) Sexual Harassment Recognition (27) Cultural Diversity (28) Victim Services (29) Ground Water Training (30) Community Engagement Over the past several years, APD has prioritized incorporating trauma-informed principles into cadet training. The Austin community is best served when those who respond to critical incidents understand the internal dynamics within the body and brain of individuals involved and impacted. Trauma-informed training helps cadets understand the importance of engaging people in the worst moments of their lives. Understanding the implications and aftermath of trauma’s impact on brain functioning is vital in preparing sworn officers to succeed. Understanding the neurobiology of trauma can contribute to the on-scene safety of officers, victims, and bystanders. Trauma-informed processes will improve victim, survivor, and community outcomes, reduce crime through proactive prevention measures, and increase community trust in law enforcement. Pursuing thorough and quality training will equip officers and cadets for a career that prioritizes conceptualizing what a person has experienced and the symptoms that result instead of assessing symptoms as potential criminal indicators. To promote this important work, an APD Victim Services Counselor co-locates and collaborates with Academy staff. The counselor observes courses, provides feedback on language use and content, makes curriculum suggestions to facilitate the integration of evidence-based practices, identifies gaps in training, and proposes new courses to advance sworn knowledge and understanding. Page | 65  APD Academy Operations Manual As the PAC is fully functioning and the curriculum review process is underway, developing course evaluation materials and role-play exercises related to decision-making, emotional intelligence, trauma-informed training, and procedural justice will be ongoing. This will continue over several years as the Academy's curriculum is reviewed and refined. The PAC will play a critical role in ensuring that these key concepts are integrated effectively into the training and that the evaluation materials align with best practices. This long-term approach ensures that these elements are consistently emphasized and implemented, providing cadets with the necessary tools to apply them in real-world situations. Page | 66 APD Academy Operations Manual XVII. PHYSICAL FITNESS, HEALTH, AND WELLNESS TRAINING Data analysis and research have shown that once hired, the average APD officer stays in the force for nearly 23 years. Time spent on physical fitness, mindfulness, and wellness training during an officer’s Academy tenure is invaluable in setting them up for long-term success within the profession and their personal lives. Research studies have also shown the life expectancy of police officers is “significantly lower when compared to the general population within the United States,” with “possible reasons for shorter life expectancy among police … including stress, shift work, obesity, and hazardous environmental work exposures.”4 The Academy is dedicated to developing the nation's finest officers. This includes providing officers with a solid foundation of the fundamentals of health, wellness, mindfulness, and resiliency that they will carry steadfastly through their law enforcement careers and beyond. The importance of developing this program for all members of the APD and the law enforcement profession cannot be understated. The Academy’s Physical Fitness (PT) training program includes calisthenics each morning and at least 30 full PT sessions every cadet class. Additional PT sessions are given for those in need or desiring more training. The scheduled workouts vary in duration, degree of difficulty, and level of intensity. Academy staff tracks monthly progress the entire time the cadet is in the Academy. Working with instructors and SMEs in personal fitness, nutrition, mindfulness, and resiliency, the PT program is geared toward developing and providing cadets with customized fitness plans and goals at the beginning of their careers. Academy staff will consult with and connect cadets with the APD Fitness and Wellness Program Coordinator. After graduation, cadets will have another resource to maintain the healthy progress they made during their time at the Academy. Cadets will have their body composition assessed a minimum of twice per class. This will allow the CTU and the cadet to evaluate their progress and determine if additional PT, diet, or lifestyle changes are necessary. The Academy’s PT program incorporates various fitness and wellness activities, emphasizing personal progress such as: • Circuit Training Courses • Team Building Exercises • Intra-Squad Challenges • Personal accountability Journaling • Offering cadets 1:1 fitness counseling and nutritionist counseling sessions Page | 67  APD Academy Operations Manual Mindfulness and resiliency are important aspects of officer wellness. The Academy has supported that concept by integrating four (4) hours of Mindfulness and Resilience within cadet training, spread out over the course of 32 weeks. Typically, eight (8) hours in the Pre-Academy are spent teaching mindfulness techniques, including breathwork, visualization, and progressive muscle relaxation. The science behind these techniques is explained, and cadets can practice them. We discuss when these techniques could be useful. As with physical fitness, embedding mindfulness into everyday activity takes consistent practice. APD addresses this in several ways, including incorporating breathwork into prep for role plays and using a few minutes after role plays to debrief and discuss resources. As part of enhancing the PT program, elements of mindfulness and resiliency have been incorporated into the PT / Wellness / Resilience program, as well as other facets of academic training (e.g., role plays, PT sessions, DT sessions, etc.), to provide cadets with opportunities to practice mindfulness and resilience techniques throughout their Academy experience. In addition to individualized physical fitness, several components of mindfulness will be integrated throughout the Academy. These modules will cover all aspects of mindfulness, including mental, physical, social, and spiritual resiliency. The students will learn stress management techniques such as “box breathing” and the development of gratitude lists to reinforce positivity during times of stress. Page | 68 APD Academy Operations Manual XVIII. MENTORSHIP PROGRAM APD has a mentor program and standard operating procedures, including cadet mentorship. The mentorship program has a manager responsible for the program's fidelity. Currently, the program is only available to female cadets. The Academy is working with the mentor program manager to expand the program to all cadets. The APD Mentorship Program aims to support APD personnel throughout their career by establishing a mentorship program that encourages personal and professional development. The objectives are to provide support and guidance to APD personnel, to develop future leaders, to improve retention of personnel, to support organizational change, to assist mentees in their transition from one (1) position or role to another, to identify new ideas, theories, and knowledge, to develop competence, and to prepare the mentee for advancement. Cadet mentorship is currently only available to female cadets on a volunteer basis. The following steps to expand the program are to develop a process (which may include purchasing a software program) to match mentors with mentees, determine mentor qualifications, select mentors, develop training for mentors (currently being developed by the Peer Support Unit), and train the mentors. The program will be extended to all cadets when the Department’s resources and personnel shortages allow. FEMALE CADET MENTORSHIP PROGRAM In the fall of 2023, a restructuring of the Mentorship Program began. SOPs were drafted to formalize the program and provide consistent guidance. As of January 2024, the SOPs were in the final stages of review. Revitalizing the mentorship program will begin with female cadets. After plans for the program are finalized, piloted, and further developed, the program will expand to include all cadets. Initially, the mentorship program will be voluntary for all female cadets and mentors, and all participants must comply with the Mentorship Program SOPs. The Chief of Police or designee will lead the Program. Mentors must meet the following minimum qualifications: • At least two (2) years’ experience with APD • Must be nominated/sponsored by an APD employee senior in rank to the candidate • Mentors may be officers of any rank below a lieutenant (officer through sergeant) • Must complete a Mentor Application, which will include a statement of interest, a list of references, and approval from the applicant’s chain of command • An officer in good standing with APD • An employment history that does not reflect recent or significant disciplinary action or excessive complaints Page | 69 APD Academy Operations Manual • Mentors will complete 40 hours of Peer Support Training, which includes an 8-hour block of mentorship-specific training. Female cadets will be invited to a luncheon with mentors. During the luncheon, speed mentoring sessions will let mentors and mentees get acquainted, which will assist with mentor/mentee pairing. Mentors and Mentees will sign a Mentorship Agreement, and the mentoring will continue for as long as each party participates. HOW PROGRAM SUCCESS IS MEASURED The Mentorship Program Manager will communicate with mentees and mentors throughout the Academy. Mentorship success will be measured by the following: • Participation in the program • Post-Graduation surveys • Tracking cadet class statistics (females started / females graduated) • Tracking mentor statistics (mentee started / mentee graduated) Page | 70 APD Academy Operations Manual XIX. RECOVERY TIME FOR ACADEMY STAFF The Academy recognizes the importance of providing ample recovery time for instructors between cadet classes to promote instructor wellness and avoid burnout, low morale, and reduced job performance. Currently, staffing shortages within the Department have created challenges in addressing our Academy instructors' need for recovery time. These challenges are being addressed by certifying more adjunct instructors, breaking big blocks of instruction into smaller blocks to ensure breaks for instructors, and scheduling classes in a manner that allows for appropriate recovery for instructors. Page | 71  APD Academy Operations Manual INTERNAL AUDIT PROTOCOLS the Reimagined Police Cadet Academy Blueprint and XX. In March 2022, Kroll Associates Inc. (Kroll) recommended the development of an internal audit protocol to ensure the sustainability of the Kroll recommendations implemented under the subsequent recommendations resulting from Kroll’s evaluations of the APD 144th and 148th cadet Classes. First, it would provide a review mechanism that Academy Leadership can use to support decision-making and ongoing planning. Second, it would provide a framework for developing internal reporting to APD Executive Staff. Finally, it would create a framework to support the development of standardized external reporting to the Austin City Council (Council). APD agreed to implement Kroll’s recommendation. Subsequently, on September 14, 2023, the Council passed Resolution 20230914-132, which mandated the implementation of a consistent open data policy by APD. The policy required monthly comprehensive data releases to the public via the COA’s Open Data Portal. The resolution specifically included requirements about Academy reporting on cadets in training, including: 1. the number of cadets in training by month; 2. the number of cadets separated by month and the reasons for separations; 3. the number of cadets per class per month; and 4. the cumulative attrition rate by class per month. In addition to the open data requirement, upon completing each cadet Class, the Audit Team will use internal audit protocols to assess program fidelity and identify areas for improvement. Page | 72 APD Academy Operations Manual Audit Team and Responsibilities The audit team will consist of a manager, a team lead, and others. The civilian staff members assigned to these roles and their associated responsibilities on the audit team are outlined in the table below. Staff Member(s) Manager Project Manager III Responsibilities o Oversees the completion of the internal audit protocols for each Academy cadet class. o Conducts final review and approval of audit reports. o Ensures that all audit procedures are followed. o Collects and analyzes appropriate o Generates audit report to be shared with APD and Academy leadership. o Provide support to Audit Team Lead as needed. o Provide appropriate data and information to the Audit Team Lead promptly. Lead Research Analyst Senior data. Members CID Team FTCC Team eLearning Team Page | 73 APD Academy Operations Manual Appendix A: External SME Co-Facilitation Barring extraneous circumstances, the following courses should generally include external SME co-instruction or community SME participation: • United States and Texas Constitutions • Human Trafficking Multiculturalism and Human Relations Mindfulness and Resiliency Traumatic and Acquired Brain Injuries The History of Race and Policing in America • Law Enforcement and the LGBTQIA+ Community Interacting with Transgender Individuals • • • • • • Professionalism and Ethics • Hate Crimes and Law Enforcement • Crisis Intervention Team Training • Victim Services • Sexual Assault and Family Violence • Sexual Harassment Recognition • Law Enforcement Survival Spanish • Racial Profiling; Interacting with Individuals with Alzheimer’s • Interacting with Individuals who are Deaf or Hard of Hearing Page | 74 APD Academy Operations Manual Appendix B: Curriculum Revisions Below are common processes where CID staff will assist instructors in incorporating or augmenting adult or active learning principles into their instruction. While the examples are not exhaustive, they provide a framework for all instructors regarding how the CID will be involved in developing course curricula. Common variations of curriculum revision: A. TCOLE updates State-issued Curriculum TCOLE updates CID revises lesson plans and provides recommendations for adult learning CTU Instructors review TCOLE revisions and CID recommendations Lesson plan submitted through approval process B. Instructor revises Curriculum CID Training Specialist Sr. reviews Instructor revisions to ensure TCOLE compliance and makes recommendations for adult learning Instructor updates Lesson Plan CTU Instructors reviews CID recommendations Lesson Plan submitted through approval process C. CID Curriculum Revision recommendations CID observes selected block of instruction for Instructor Development CID provides research and/or recommendations to Instructor to enhance adult learning CTU Instructors review CID recommendations for incorporation into Lesson Plan Collaboration between Instructors and CID to incorporate recommendations Lesson plan submitted through approval process D. Supervisory Review Recommendations for Curriculum Revision Supervisor observes selected block of instruction for Instructor Development Supervisor discusses observations with CID. CID provides research and/or recommendations to Supervisor for enhanced adult learning Supervisor reviews CID recommendations with Instructor for incorporation into Lesson Plan Collaboration between Instructors and CID to incorporate recommendations Lesson plan submitted through approval process Page | 75 APD Academy Operations Manual A. Law Relating to the PAC, APD will initially seek SMEs with professional experience teaching law, community, culture, and communications (e.g., sociology, human relations, communications, social work). The scope of the first workgroups will focus on improving the following set of identified courses: 1. United States and Texas Constitutional Rights 2. Criminal Justice System 3. Texas Penal Code 4. Texas Code of Criminal Procedure 5. Arrest Search and Seizure 6. Civil Process 7. Health and Safety Code-Controlled Substance Act 8. Texas Alcoholic Beverage Code 9. Traffic Code and Crash Investigations B. Community, culture, and communications 1. Professionalism and Ethics 2. Professional Policing 3. Multiculturalism and Human Relations 4. Racial Profiling 5. Victims of Crime 6. Written Communication 7. Verbal Communication - Public Interaction 8. Interacting with Individuals who are Deaf and Hard of Hearing Page | 76  APD Academy Operations Manual Appendix C: Impact-Focused Curriculum We have grouped our impact-focused curriculum courses into four (4) categories to foster meaningful and focused community engagement. 1. Cultural Awareness and Community Engagement Relevant BPOC 736 Academy Courses: o Multiculturalism & Human Relations o Racial Profiling o History of Police and Race in Austin o Interacting with Drivers who are Deaf and Hard of Hearing o Civilian Interaction Training o Patrol Procedures: LGBTQIA+ o Transgender Training o Spanish for Law Enforcement 2. Ethics, Accountability, and Professional Standards Relevant BPOC 736 Academy Courses: o Professional Policing o Professionalism and Ethics o Active Bystandership of Law Enforcement o Victims of Crime o Juvenile Offenders 3. Crisis Management and De-Escalation Relevant BPOC 736 Academy Courses: o De-Escalation Strategies Page | 77 APD Academy Operations Manual o Crisis Intervention Training o Sexual Assault and Family Violence 4. Law Enforcement Procedures and Legal Interactions Relevant BPOC 736 Academy Courses: o Patrol Skills: Patrol Procedures o Arrest, Search, and Seizure o US and Texas Constitution o Penal Code o Crime Prevention Page | 78 APD Academy Operations Manual Appendix D: Core Set of Instructor and Leadership Development Courses All Academy instructors and leadership are recommended to complete the listed set of courses (or a similar course approved by the PM and Training Commander) within 24 months of assignment at the Academy, pending operational needs and course availability: Academy Supervisors TCOLE-New Training Coordinator Course TEEX Basic Instructional Design TEEX Reality-Based Training Instructor Principles of Adult Learning ILEA Managing the Training Function Racial Equity Course APD’s Leadership School Academy Instructors TCOLE Basic Instructor Course TCOLE Advanced Instructor Course TEEX Basic Instructional Design ILEA Principles of Adult Learning TEEX Reality-Based Training Instructor THE RITE WAY (Responsibility and Integrity Through Ethics) Racial Equity Course APD’s Leadership School Non-Sworn Staff TCOLE Basic Instructor Course TCOLE Advanced Instructor Course TEEX Basic Instructional Design ILEA Principles of Adult Learning Racial Equity Course Page | 79  APD Academy Operations Manual Appendix E: CCP - Timing, and Placement of Community Connect The timing and placement of Community Connect events during the CCP are essential to its success. Coordinating CCP events requires judicious and meticulous planning to reinforce the Department's focus on establishing stable community partnerships. The following examples are provided to highlight the needed awareness regarding the time and commitment involved from participating CCP organizations: 1. Law Enforcement and Society with ADL – The Houston Holocaust Museum is closed on Mondays and major Jewish holidays; this is the only weekday they can host large groups and provide full workshops. 2. Neill-Cochran House – Reckoning with the Past Workshop is offered to the Academy class before opening to the public at 11:00 a.m. 3. SAFE Place – To maintain the confidentiality and security of its location, it is appropriate not to visit this site within the first few weeks of the Academy while cadet personnel are most in flux. 4. McBeth Recreation Center – This City facility runs different programs during the school year and over the summer. How the Academy engages with the Center’s Athletes depends on their schedule. 5. Community events or campaigns like Operation Blue Santa, Dia de los Muertos festivals, and “We all Belong” are scheduled independently of the Academy. These are good opportunities for cadets to interact with community members when able to align. Established CCP Partners CC Hours Current Placement in Current Curriculum Content Neill-Cochran House: Reckoning with the Past Workshop SAFE Place AISD Restorative Practices Small Group Discussions McBeth Recreation Center Community First Village Law Enforcement and Society with ADL Texas School for the Deaf Blue Santa Marbridge 2 2 2 3 Pre-Academy Domestic Violence Block of Instruction Pre-Academy Multiculturalism & Human Relations 4 - 8 Varies 4 - 8 Varies Varies Varies 10 4 4-6 During December Academies 4 Varies Page | 80  APD Academy Operations Manual Many of the previous Community Engagement partner organizations will be shifted to the Pre-Academy 80-hour training block before the 32-week BPOC Academy. Below is an example of a non-exhaustive list of CCP programming for BPOC (total of 153 hours; the number of hours provided to a cadet class varies on seasonality and the availability of our community partners): CCP Course / Program Community Connect: AISD Criminal Justice Tour Marbridge Visit Rundberg Alliance Spring Festival Prepping for Community Engagement Interacting with Deaf and Hard of Hearing Community Resource Fair Community Engagement: AGE Central Texas VA Homelessness Outreach Verbal Communication: Public Interaction Civilian Interaction Training Consular Notification Spanish for Law Enforcement (Colors) The Other Ones Foundation Blue Santa Gift Distribution Magdalene House Patrol Procedures: LGBTQIA+ Sobering Center Jail to Jobs Mothers Against Drunk Driving Multiculturalism and Human Relations Pre-Academy Mindfulness and Resilience Groundwater Analysis Community Connect: Out Youth AISD Restorative Practices Neill-Cochran House: Situating Austin in History History of Race and Police in Austin Mexican Consulate Community First Village Basics of Community Engagement Holocaust Museum CSCRM: Army of Women Hours 4 4 4 2 4 2 2 2 16 2 1 20 1 4 1 2 1 2 1 8 8 12 4 4 4 4 4 4 4 8 2 Page | 81 APD Academy Operations Manual City of Austin: Language Access Office of the Community Liaison SMART Re-entry Program Police Athletics League McBeth Recreation Center 1 1 2 1 7 Page | 82 APD Academy Operations Manual Appendix F: Education Development Unit Page | 83  APD Academy Operations Manual Appendix G: Internal Audit Purpose and Procedures The purpose of the internal audit process is to examine the health of the training program and identify any areas that could be improved upon. The audit protocols include the review, analysis, and presentation cadet-Related, Instruction-Related, and Community Involvement metrics. During each audit, the audit team will be addressing the following questions: 1. What was the demographic make-up of this cadet class? 2. How many cadets separated from this class? 3. What was the demographic make-up of the cadets who separated? a. How do those who separated compare to the overall class? 4. What were the attitudes and perceptions of the Academy for those who separated? a. How do those compare to the cadets who graduated? 5. How many cadets were injured during this cadet class? 6. How did cadets perform across academics, PT, DT, Firearms, and roleplays? a. Which areas need improvement? 7. Are academic and PT assessments during recruitment good predictors of performance? 8. What were the outcomes of the instructor evaluations? a. Which areas need improvement? 9. How many courses were co-instructed with external SMEs? 10. What improvements could be made to co-instruction? 11. How many courses included discussion and/or practice of topics and skills of interest? a. How much time was spent on these topics and skills? 12. Are time and resources being effectively used in each class? 13. How might instruction, scheduling, etc. be improved to best support cadets’ learning, application, and retentions of content and skills? 14. What were the PAC & CAC concerns and recommendations? a. Were any changes made to address these? 15. What as the impact of Pre-Academy? 16. What was the impact of other Community Connect events? To fully answer each of the above questions, the internal audit process will include a variety of data collection & analysis procedures. The table below includes the metrics to be evaluated and the data source for each. Additional details regarding specific measures and analyses used will be outlined in the formal written report provided at the end of each audit. Page | 84 APD Academy Operations Manual Metric Demographics Separations & Completions Injuries Performance Instructor evaluations Data Source Master Roster Master Roster & Surveys Light Duty & Missing Master Roster, Grade Sheet, & Schedule CID team evals & Completed Course Surveys Schedule & Surveys* Lesson Plan Coversheets & Schedules Surveys* Meeting minutes FTCC records & surveys* FTCC records & surveys* Co-Instruction/External SMEs Inclusion of topics/ skills of interest Allocation of time & resources PAC & CAC Pre-Academy Other Community Connect Events Note. * = surveys that will need to be developed prior to full implementation of protocols. Audit Protocol Checklist Many of the audit protocol items can and should be updated throughout the cadet Class to monitor the health and status of each class during their time in the Academy and to expedite the delivery of a final report following the conclusion of each cadet Class. The following checklist may be used to ensure that all areas are being fully assessed and presented on the online dashboard and in written reports for APD and Academy Leadership. ☐ Cadet Demographics ☐ Education ☐ Race ☐ Gender ☐ Age ☐ Military Experience ☐ LE Experience ☐ Cadet Separation Process – Exit Survey ☐ Completion rate ☐ Reported reasons for leaving ☐ Whether the Academy experience aligned with their expectations ☐ Whether they would recommend the Academy to others ☐ Whether their recruiter adequately described what to expect ☐ Overall recommendations Page | 85  APD Academy Operations Manual ☐ Cadet Separation Process – Official Data ☐ Average time to exit ☐ Cumulative percentage of exits by week ☐ Officially recorded reasons for exits ☐ Proportions of resignations, recycles, and terminations ☐ Demographic makeup of exits compared to overall ☐ Cadet Completion Survey ☐ Whether the Academy experience aligned with their expectations ☐ Whether they would recommend the Academy to others ☐ Overall recommendations ☐ Compare to separations ☐ Cadet Injuries ☐ Number of cadets injured during the Academy ☐ Number injured on vs. off shift ☐ Number of injuries resulting in exits ☐ Cadet Performance ☐ Academics ☐ PT ☐ DT ☐ Firearms ☐ Roleplays ☐ Compare Academics & PT to scores in recruitment data ☐ Instructor Evaluations ☐ Students’ evaluations of instructors ☐ Supervisors’ evaluations of instructors ☐ CID team evaluations of instructors ☐ Co-instruction / partnering with external SMEs ☐ Number of courses taught by or including some instruction from external SME ☐ Perceptions/attitudes toward collaboration ☐ Inclusion of topics/ skills of interest ☐ Active Bystander for Law Enforcement (ABLE) principles ☐ Procedural Justice ☐ Decision-making ☐ Emotional Intelligence ☐ Trauma-Informed training Page | 86  APD Academy Operations Manual ☐ Physical Fitness ☐ Health & Wellness ☐ DT ☐ Firearms ☐ Allocation of time & resources ☐ Topics that could use less time ☐ Topics that need more time ☐ Study tools and resources to support cadets ☐ CAC & PAC ☐ Concerns ☐ Recommendations ☐ Impacts on Training ☐ Pre-Academy ☐ Number of community organizations represented in pre-academy ☐ List organizations included ☐ Impact Assessment ☐ Other community-connect events during the academy ☐ Number & type of other events ☐ Impact Assessment ☐ Conclusions & Recommendations Page | 87