Item #5 APD Academy Operations Manual Status — original pdf

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Academy Operations Manual Task: 1. Define roles for selecting and maintaining External SMEs TASK STATUS: COMPLETE PM Response: The roles for selecting and maintaining External Subject Matter Experts (SMEs) will be clearly defined through two distinct processes which are laid out in the Academy Operations Manual: A. Internal Process for Selection: This process is coordinated through the Field Training and Community Connect Program (FTCCP) team, responsible for reaching out to, 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 Professional Advisory Committee (PAC), as detailed in the Insight to Instruction program. The PAC is responsible for selecting SMEs based on their expertise and alignment with the Academy’s curriculum goals. The PAC coordinates with internal staff and SMEs to ensure that subject matter experts 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. Academy Operations Manual Task: 2. Create a process to evaluate SME Co-Facilitation instruction TASK STATUS: PENDING PM Response: With the assistance of the Research Analyst Senior, a comprehensive process will be established to evaluate SME co-facilitation instruction, ensuring that all aspects of the collaboration meet the Academy’s training standards. This process will involve regular feedback from both instructors and cadets, assessment of instructional effectiveness, and alignment with the Academy’s curriculum goals. Evaluations will focus on the SME's ability to engage with cadets, integrate their expertise seamlessly into the course material, and enhance the overall learning experience. Additionally, this evaluation process will be documented and reviewed periodically to ensure continuous improvement and the effectiveness of SME co-facilitation in the Academy’s training environment. Academy Operations Manual Task: 3. Engage external SMEs for co-instruction TASK STATUS: COMPLETE PM Response: The Academy has successfully engaged external SMEs for the co-facilitation of various courses to enhance the depth and breadth of the training experience. These experts bring specialized knowledge and real-world experience to the curriculum, ensuring cadets receive instruction from diverse perspectives. The following courses have benefited from external instruction: • Crime Prevention • History of Race & Police in Austin • Mindfulness & Resilience • Professional Policing • Racial Profiling • Traumatic Brain Injury • US & TX Constitution & Rights External SMEs who have contributed include: Justice and Geospatial Intelligence. • Lucia Summers, PhD – Associate Professor at Texas State University, expert in Criminal • Kevin Foster, PhD – Associate Professor at UT-Austin, expert in African and African • Noelle Davis – Love & Relationship Coach, certified Resilience Mentor & Trainer. • Sean Roche, PhD – Associate Professor at Texas State University, expert in Criminal Justice Diaspora Studies. and Criminology. • Felecia Williams-Dennis, MS – Former Austin Police Officer and Sergeant, adjunct professor at Austin Community College. • Ainsley McGowan, MA, CCM, CBIS – Director of Rehabilitation at the Centre for Neuro • Andrea Marsh, JD – Director at UT School of Law, expert in Fair Defense and legal Skills-Austin. advocacy. Academy Operations Manual Task: 4. Implement EDGE framework: Educate, Demonstrate, Guide, Evaluate TASK STATUS: PENDING PM Response: The Academy will implement the EDGE framework—Educate, Demonstrate, Guide, Evaluate— as a structured approach to ensure officers provide effective learning and skill development for cadets at the Academy and Probationary Police Officers in the Field Training Program. This method provides a simple and consistent way for all instructors to align how students should learn and progress throughout the training program. The EDGE framework will be integrated into all training sessions with the following key components: 1. Educate: Instructors will provide foundational knowledge covering theoretical concepts, laws, policies, and procedures. 2. Demonstrate: Instructors will model correct procedures and behaviors through demonstrations, ensuring cadets observe best practices in action. 3. Guide: Cadets will be guided through exercises, role-plays, and real-world scenarios, with instructors offering feedback and support to enhance skill application. 4. Evaluate: Regular assessments will be conducted to evaluate cadet performance, identify areas for improvement, and reinforce learning objectives.  This framework helps ensure that all instructors are on the same page regarding instructional goals and student learning outcomes. Additionally, the EDGE framework is being incorporated and expanded in the Instructor Development Program, which the CID team is developing. This program is in the calibration stage, ensuring the instructor evaluation rubric aligns with the Academy’s instructional standards and practices, further enhancing the quality and consistency of training delivery. Academy Operations Manual Task: 5. Apply diverse adult learning methods to enhance cadet engagement TASK STATUS: COMPLETE PM Response: 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 in a meaningful way. 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 learning methods are continuously refined and aligned with best practices, providing an even more effective and enriching learning experience for cadets. Academy Operations Manual Task: 6. Add daily communication and resiliency skills TASK STATUS: IN PROGRESS PM Response: The Academy will integrate daily communication and resiliency skills into the training curriculum, emphasizing their importance in cadets' personal and professional development. These skills will be enhanced through various exercises, including journaling, group discussions, and role-playing scenarios that allow cadets to practice real-world applications. As part of this effort, the Academy is looking to further enhance the program by reflecting on the potential collaboration between the University of Wisconsin and the Madison Police Department in developing its successful Mindfulness and Resiliency program. This partnership is being explored and has provided valuable insights into integrating mindfulness practices into police training, focusing on promoting emotional regulation, stress management, and overall wellness for officers. The Academy can use this collaboration as a model, incorporating similar approaches into the cadet curriculum. Daily practices will include mindfulness exercises, mental resilience training, and communication techniques that help cadets manage high-stress situations while fostering a culture of well-being and emotional intelligence. These efforts aim to provide cadets with the tools they need to thrive in their careers and in their personal lives, creating a holistic approach to training that extends beyond physical skills. An on-site visit has been planned for April 21-23 to visit Madison PD and the University of Wisconsin. Additionally, mindfulness and resilience techniques have been incorporated into every PT session for each cadet class. Academy Operations Manual Task: 7. Define Academy staff roles for reviewing learning exercises TASK STATUS: COMPLETE PM Response: 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. Curriculum and Instructor Develpment (CID) Team: The CID team is responsible for overseeing the overall design and quality of learning exercises. They will ensure that exercises align with adult learning principles and that they contribute to the intended learning outcomes. The CID will also work with instructors to modify or update exercises and lesson plans to meet evolving training goals. Finally, the team are creating instructor development programs designed to enhance teaching skills and expand the range of instructional techniques available to instructors. 2. Instructors: Each instructor will review their own learning exercises to assess their effectiveness in engaging cadets and reinforcing key concepts. Instructors will provide feedback on the exercises’ impact, make necessary adjustments, and collaborate with other staff to enhance their effectiveness. 3. Subject Matter Experts (SMEs): External SMEs will review specialized exercises, ensuring that they incorporate best practices from their fields of expertise. They will also provide recommendations on how to improve exercises and integrate real-world scenarios into training. 4. Professional Advisory Committee (PAC): The PAC will provide an additional layer of review, offering community and professional perspectives on the appropriateness and impact of learning exercises, especially in terms of cultural sensitivity and procedural justice. Academy Operations Manual Task: 8. Clarify the processes for CID staff to assist with integrating adult learning into courses TASK STATUS: COMPLETE PM Response: The processes for CID staff to assist with integrating adult learning into courses are clearly outlined in the newest updates to the Academy Operations Manual to ensure consistent and effective implementation across all training sessions. CID staff will work closely with instructors to: 1. 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 using interactive methods, problem-solving exercises, case studies, and group activities. 2. 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. 3. 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. 4. 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. The Instructor Development Program is in its calibration stage, where the CID team is fine- tuning the content and delivery methods to align with the Academy’s evolving needs and best practices in instructional design. Academy Operations Manual Task: 9. Ensure CID collaboration on the standardization of lesson plans TASK STATUS: IN PROGRESS PM Response: To ensure effective CID collaboration on standardized lesson plans, the Academy established a process where the CID team works closely with instructors during the lesson planning phase. This collaboration will focus on aligning lesson plans with adult learning principles, ensuring consistency across courses, and integrating best practices for instructional design. The CID team will provide ongoing feedback, resources, and support to instructors to ensure that lesson plans are well-structured, clear, and effective. The course evaluations have recently begun with the 154 cadet class during the legal block. As part of the standardization process, lesson plans will include specific documentation of adult learning activities and incorporation of ICAT principles such as interactive exercises, group discussions, and role-plays. Additionally, each lesson plan will clearly outline the learning objectives of role plays and provide detailed guidance on how they are to be conducted, ensuring consistency and alignment with the Academy’s instructional goals. Periodic reviews will be conducted to adjust as needed, ensuring that all lesson plans remain aligned with the Academy’s evolving curriculum goals and training standards. Academy Operations Manual Task: 10. Ensure a balanced lecture-to-active-learning ratio TASK STATUS: PENDING PM Response: The Academy is committed to creating a dynamic and effective training environment that integrates foundational knowledge and hands-on practice to ensure a balanced lecture-to-active- learning ratio. This will be achieved by carefully calibrating the amount of lecture-based instruction with active learning activities, such as role-plays, group exercises, and scenario-based simulations, to ensure cadets are actively engaged in their learning. The Academy is currently exploring a collaboration with subject matter experts (SMEs) to assist in developing a flexible set of guidelines that will determine the appropriate balance between lecture time and active learning activities for each course. This will involve a comprehensive review of course content to ensure that the instructional design aligns with best practices while considering the requirements set by TCOLE that mandate certain materials are covered. The goal is to create a learning environment where cadets gain theoretical knowledge and practical experience, ultimately improving their preparedness for real-world law enforcement duties. Academy Operations Manual Task: 11. The CID team supports instructors in the delivery of adult learning TASK STATUS: IN PROGRESS PM Response: The CID and eLearning teams support instructors in delivering adult learning principles by providing guidance, resources, and ongoing feedback. This support ensures instructors can effectively engage cadets and foster a deeper understanding of the material. This collaboration is already underway, and courses such as Arrest, Search, and Seizure, as well as courses being reviewed by the PAC, are actively being reviewed, such as Interacting with the Deaf and Hard of Hearing. The CID team works closely with instructors to enhance the integration of adult learning strategies, ensuring that these courses incorporate interactive elements, practical exercises, and real-world scenarios to maximize cadet engagement and retention of key concepts. As the Academy continues to evaluate and refine these courses, the CID team will be instrumental in ensuring that all instructional methods align with best practices in adult learning. Courses are currently underway, and individual Instructor Evaluation calibration sessions will begin during the 154 cadet class. Academy Operations Manual Task: 12. Embed active learning fundamentals in lesson plans TASK STATUS: PENDING PM Response: Active learning fundamentals will be embedded in lesson plans through collaboration with the CID team, ensuring that all lesson plans integrate interactive and engaging activities aligned with adult learning principles, as outlined in #9. This project will be on the CID team's agenda after the full launch of the Instructor Development Program.  Academy Operations Manual Task: 13. CID coordinates Academy Staff with PAC guidance to enhance instruction TASK STATUS: IN PROGRESS PM Response: The CID supervisor serves as a member of the PAC and plays an integral role in coordinating Academy staff with PAC guidance to enhance instruction. Upon the approval of the final recommendations from the Program Manager to the Commander regarding the PAC's input, the in ensuring that all requirements from the approved CID team will assist recommendations are incorporated into the revised lesson plans. This collaborative process ensures that the curriculum aligns with the PAC's feedback and maintains the highest standards of instruction and relevance. Currently the PAC has held two sessions covering the first two blocks of instruction: Interacting with the Deaf and Hard of Hearing, and Civil Process. instructors Academy Operations Manual Task: 14. Establish the PAC TASK STATUS: COMPLETE PM Response: The PAC has been established to provide expert guidance and community perspectives and ensure that the Academy’s curriculum and training methods align with current best practices and community expectations. The PAC comprises 13 permanent members, each bringing a unique lens and level of experience and expertise to the committee. This diverse group includes both sworn and non-sworn members, with individuals representing various sectors outside the Academy. These external members bring critical perspectives on Officer Wellness, Victim Services, Diversity, Equity, and Inclusion. Additionally, a representative from the Office of Police Oversight is assigned to the PAC, ensuring that a broad range of viewpoints are considered when making recommendations. The PAC works collaboratively with the Academy to review and recommend improvements to the training programs, ensuring that the curriculum remains relevant, comprehensive, and aligned with evolving standards in law enforcement training. The PAC has reviewed the first of the initial seven courses, Interacting with the Deaf and Hard of Hearing, and Civil Process, is currently reviewing Health and Safety Code – Controlled Substances Act. The PAC's primary focus will be refining the Committee's processes in the first year of its operation. This will ensure proper timelines for the smooth workflow between SMEs, including reviewing materials, providing feedback, authoring, and having final recommendations approved and implemented. The PAC will work to create efficient systems for tracking progress, addressing any issues that arise, and ensuring that recommendations are documented thoroughly. Once feedback is collected, the final recommendations will be written up and submitted for approval, ensuring the entire process is transparent, collaborative, and aligned with the Academy’s training goals.  Academy Operations Manual Task: 15. Establish PAC Funding TASK STATUS: COMPLETE PM Response: The Academy has established a budget of $45,000 for the fiscal year 2024-2025 to fund three SMEs who will review and provide input on the first seven courses of the PAC process. This funding will ensure that each course receives the necessary expertise and guidance to enhance its quality and alignment with the Academy’s goals. As part of this fiscal year, additional courses will be identified for review based on data obtained through the CAC/PAC program, including feedback from the community survey. This data will help prioritize courses that require immediate attention and refinement. Furthermore, the PAC’s working groups will assess their workload throughout the year to ensure no member is overwhelmed, balancing course reviews with the committee’s broader responsibilities and other workloads. Additional funding for future courses will be requested based on this ongoing process, ensuring that the PAC’s efforts are sustainable and aligned with community needs and the Academy’s resources. Academy Operations Manual Task: 16. Create and Standardize the Instructor Development Program TASK STATUS: IN PROGRESS PM Response: The Academy is currently creating and standardizing the Instructor Development Program starting with a comprehensive evaluation rubric that includes four learning domains and 20 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. (4) Domains typically refer to broad, overarching areas of competency or responsibility, such as "Instruction for Active Learning" or "Integration of Critical Concepts in Law Enforcement." They represent key areas that define effective instruction. (20) Constructs are the specific elements or subcategories within each domain that help define and measure aspects of performance, such as "learner engagement," "critical thinking," or "emotional intelligence in professional interactions." A primary focus is Domain #4: Integration of Critical Concepts in Law Enforcement, which. along with expertise in the subject matter being taught, emphasizes whether critical concepts. such as de-escalation, trauma-informed practices, mental health response, emotional intelligence, and community engagement, are included in relevant classes. Instructors are expected to integrate de-escalation techniques and 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. Instructors emphasize policing across varied communities by teaching cadets how to recognize and adapt to different community dynamics, communication styles, and perspectives, ensuring cadets can adapt their approach to diverse populations and community needs. This domain directly supports the Academy’s commitment to fostering a safer, more empathetic law enforcement environment. The Instructor Development Program is currently being calibrated, with sworn teams reviewing in- person courses to evaluate the accuracy and effectiveness of the program. As the program evolves, instructors are continuously assessed based on these four domains and 20 constructs, ensuring that the Academy’s training reflects best practices and meets 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 have a positive impact on 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. Academy Operations Manual Task: 17. Identify the number of hours for Pre-Academy TASK STATUS: COMPLETE PM Response: The number of hours for Pre-Academy programming has been set at 80 hours. 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 programs have been combined, allowing for a seamless integration of community-focused training that extends beyond the academy into real-world law enforcement experiences. Academy Operations Manual Task: 18. Develop and Design the Pre-Academy TASK STATUS: COMPLETE PM Response: The Pre-Academy was scheduled over two weeks and consisted of 80 hours of programming. Eight hours were dedicated to Mindfulness and Resilience training, which provided cadets with tools to included manage stress and enhance emotional regulation. Additionally, the program  Groundwater Analysis and the History of Race in Policing, ensuring cadets gained a deeper understanding of community relations and the historical context of policing. 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 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. Academy Operations Manual Task: 19. Create new flexible schedule for cadet classes TASK STATUS: IN PROGRESS PM Response: The creation of a flexible schedule for cadet classes is currently pending, as research is being conducted into the layout of the current schedule. This research includes assessing the needs of the Academy, the courses, and the instructors. To gain valuable insights into these needs, a survey has been developed by the new Research Analyst Sr. and is currently being filled out by instructors. The feedback will give the Program Manager and the Commander a clearer understanding of the current curriculum and how it can be adjusted to support instructors and cadets better. This holistic review of the Academy’s structure will occur throughout the calendar year of 2025. The process will ensure that all aspects of the Academy, including the overall length, course placement, the flow of lessons, timing of major tests, and scheduling of role plays, are carefully considered. By gathering instructor input and evaluating the current setup, the goal is to design a more efficient and effective schedule that optimizes cadet learning and supports instructor effectiveness. Academy Operations Manual Task: 20. Clarify processes for the Community Connect Program TASK STATUS: COMPLETE PM Response: The processes for the Community Connect Program have been clarified and are included in the latest update to the Academy Operations Manual. 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, if not impossible, 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 locations or community representatives—can affect the scheduling and availability of 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 remains a core component of the training experience, with the target goal of approximately 120 hours of Community Connect Programming per cadet class. Academy Operations Manual Task: 21. Establish the Community Advisory Committee TASK STATUS: COMPLETE PM Response: The Community Advisory Committee (CAC) program has its first scheduled meeting on March 11, 2025. The CAC will provide valuable community perspectives and ensure that the Academy’s curriculum aligns with the needs and expectations of the communities served by law enforcement. The CAC is vital to the Academy’s commitment to transparency, accountability, and fostering positive relationships between law enforcement and the community. The CAC plays a critical role in reviewing and advising on curriculum updates, particularly in areas related to community engagement, procedural justice, and cultural competence. The committee includes community representatives who bring a wide range of experiences and insights, ensuring that the cadet training reflects the community's values and prepares future officers to interact effectively and empathetically with the public. The CAC will meet regularly to provide feedback on course content, suggest areas for improvement, and help the Academy integrate community-centered values throughout the training process. This collaboration will ensure that the Academy’s programs evolve in response to community needs and that cadets are trained with a deep understanding of the social dynamics they will encounter as officers. Academy Operations Manual Task: 22. Hold the first Quarterly CAC meeting TASK STATUS: COMPLETE PM Response: The Community Advisory Committee (CAC) program has its first scheduled meeting on March 11, 2025. Academy Operations Manual Task: 23. Explore an Expanded NPE - the 3C project TASK STATUS: PENDING PM Response: The exploration of an expanded NPE - the 3C Project is currently pending. At this time, the primary focus is on addressing other critical issues related to the Field Training Program, which take precedence in the short term. Given the complexity of these tasks and the need for further refinement in the Field Training Program, it is more realistic to plan for the implementation of the 3C Project around 2026. The Academy will continue to monitor progress and gather insights to ensure that the 3C Project, when launched, will complement the Academy’s broader goals and improve the training and evaluation processes. Academy Operations Manual Task: 24. Improved Instructor Evaluation Form TASK STATUS: IN PROGRESS PM Response: As part of the Instructor Development Program, the previous instructor evaluation form, designed by the previous training team, was found to be lacking in substance and depth. It was determined that the form needed to be re-created to assess instructor performance better and support their professional growth. This task is currently being addressed by the CID team, who are actively conducting calibrations on the new Instructor Development Program rubric. The revised form will incorporate more comprehensive criteria, ensuring that evaluations are aligned with best practices in instructional design and adult learning principles. Once completed, the new evaluation form will provide more meaningful feedback to instructors, helping them enhance their teaching effectiveness and contribute to continuous improvement in the Academy's training programs. Academy Operations Manual Task: 25. Evaluate Instructors once per year (4 hours) TASK STATUS: IN PROGRESS PM Response: Due to the extensive scope of the Instructor Development Program and the ongoing need to create foundational frameworks for numerous projects from scratch, it was necessary to reduce the frequency of instructor evaluations to once per year, with each session lasting 2 hours at a minimum. This adjustment allows the CID team to balance the completion of evaluations with the substantial workload involved in developing and implementing new programs, lesson plans, and training materials. By focusing on one evaluation per year for now, the team can ensure they have the bandwidth to complete the foundational tasks that are critical for the Academy’s success. In terms of time allocation, the recommended time recognized for best practices suggests that evaluations should not only involve observation but also time for collaborative feedback, research, and course development, which typically requires around 10-14 hours per instructor per course review. This underscores the importance of having sufficient time for meaningful evaluations and collaboration. By lowering the frequency of evaluations for now, we ensure that the CID team can give instructors the attention they need while also fulfilling other critical responsibilities within the Academy. Academy instructors have expressed the need to observe certain classes for more than 2 hours to ensure that the CID team adequately assesses all five learning domains. This is particularly important for those courses identified in the CAC/PAC program as impact-focused curricula. The list of these courses will be provided to the CID team, and the teams will work collaboratively to extend the observation time beyond the standard 2 hours for these impact-focused courses, ensuring a comprehensive and fair evaluation of both the instructor and the course. While state- mandated material may sometimes require lecture-style teaching, the active learning and role- play exercises that instructors incorporate into their courses should be evaluated, particularly in relation to the five learning domains. Academy Operations Manual Task: 26. Evaluate each Cadet course every other year TASK STATUS: IN PROGRESS PM Response: Course evaluations have begun in the 154th Cadet class starting with the Code of Criminal Procedure, Penal Code, Arrest, Search & Seizure, and Traffic Code. This ensures that each course is reviewed at least once every two years in alignment with the TCOLE revision cycles. Since Academy instructors may teach multiple courses, this approach guarantees that all courses are evaluated and updated as needed within each TCOLE revision cycle. Academy Operations Manual Task: 27. Track instructor evaluations TASK STATUS: PENDING PM Response: Once the Instructor Development Program is fully implemented, the CID team will design and maintain the schedule for instructor and course observations, collaborating closely with the sworn team to ensure all evaluations are completed on time. Academy Operations Manual Task: 28. Define roles for the Instructor Evaluation process TASK STATUS: COMPLETE PM Response: The CID team has completed the initial calibration stage for the Instructor Evaluation process. The actual evaluations will take place with one CID team member and one sworn supervisor. The program is fine-tuned to align with best practices and the Academy's goals. Instructor evaluations will begin during the 154th Cadet class, at which point the defined roles and responsibilities for the evaluation process will be put into practice and written into the Academy Operations Manual. Academy Operations Manual Task: 29. Create Academy class evaluation schedules TASK STATUS: IN PROGRESS PM Response:  As in Task 27, once the Instructor Development Program is fully implemented, the CID team will design and maintain the schedule for instructor and course observations, collaborating closely with the sworn team to ensure all evaluations are completed on time. Academy Operations Manual Task: 30. Develop a course on instructor evaluation methods TASK STATUS: IN PROGRESS PM Response: The CID team developed and conducted an initial course on instructor evaluation methods for Academy supervisors. This course provided an overview of the evaluation methods and the instructor evaluation program, allowing supervisors to provide feedback on their thoughts and concerns. This feedback will be used to revise and update the program before starting the evaluation calibrations. Academy Operations Manual Task: 31. Provide Training to supervisory staff on proper instructor evaluation methods TASK STATUS: IN PROGRESS PM Response: Continuing from Task #30, The course was held on October 30, 2024, as part of the ongoing efforts to refine the evaluation process and ensure it meets the Academy’s needs. Academy Operations Manual Task: 32. Create and develop Instructor Development Program protocols TASK STATUS: IN PROGRESS PM Response: Once the Instructor Development Program has been fully developed and the course schedule has been designed, the first year will primarily focus on refining the program. Similar to the work done with the PAC, much of the initial year will be dedicated to building and implementing foundational processes for instructor development as the transition from a theoretical perspective to reality takes place. This includes how the CID team and instructors will collaborate to observe courses, discuss evaluation results, conduct research, and develop instructor development seminars and tools. Given the complexity of the process, it will take some time to incorporate these elements into a seamless workflow. The CID team will work alongside instructors to review lesson plans, explore best practices, and implement changes to ensure continuous improvement. As the program progresses, adjustments will be made to integrate practical application, ensuring that lessons learned in the review process are fully implemented and reflected in the curriculum. The goal is to  develop a sustainable system that allows for meaningful and impactful instructor development over time. Academy Operations Manual Task: 33. Review the civilian reporting structure for supervision needs TASK STATUS: COMPLETE PM Response: Kroll made a final recommendation to, “reconsider the civilian reporting structure based on roles and responsibilities and the need for increased supervision for developmental positions.” Based on the recommendations from the Kroll Report and further internal review, the civilian team structure was revised to ensure better alignment with the Academy’s objectives. The current focus is on streamlining roles and responsibilities, particularly for positions within each of the civilian teams. The supervisors for each team meet regularly to finalize their specific roles and responsibilities, with full clarity written into the Academy Operations Manual's latest revisions. This restructuring ensures that supervisory needs are adequately addressed while allowing the teams to focus on their specific areas of expertise and contribution to the Academy’s success. Additionally, ongoing feedback and adjustments will be made to the civilian reporting structure as the roles and responsibilities of new positions are added and further defined and operationalized. Academy Operations Manual Task: 34. Align civilian roles to tasks assigned in the Academy Operations Manual TASK STATUS: COMPLETE PM Response: As mentioned above in Task #33, the supervisors for each team meet regularly to finalize their specific roles and responsibilities, with full clarity expected with the Academy Operations Manual revision for December 31, 2024. Academy Operations Manual Task: 35. Develop Lesson Plan development protocols TASK STATUS: IN PROGRESS PM Response: The development of Lesson Plan Development Protocols is a critical next step for the CID team. The development of this material is underway. Once the Instructor Development Program is fully operational, the CID team will turn its focus to establishing clear and standardized protocols for creating and refining lesson plans. Academy Operations Manual Task: 36. Finalize Lesson Plan review process TASK STATUS: COMPLETE PM Response: The internal pathway for lesson plan updates involves a clear and structured process coordinated by the CID Team. This pathway focuses on regular review cycles of the Academy's curriculum to ensure alignment with adult learning theories, instructional best practices, and departmental goals. The CID team works closely with instructors to identify gaps, suggest modifications, and ensure that courses are structured to maximize cadet learning. Once the internal team identifies necessary updates, they provide recommendations and implement changes based on feedback from instructors, the professional advisory committee (PAC), and community advisors. This process ensures that lesson plans are current and remain relevant to evolving law enforcement standards. The external input pathway is facilitated through the PAC-CAC process, where input from SMEs, community representatives, and external educators is integrated into the curriculum review. This process is guided by the PAC and the CAC, ensuring that the broader community and expert insights shape the curriculum to enhance the cultural relevance, community safety, and law enforcement effectiveness of the courses. The PAC provides recommendations on how external expertise and community feedback can be effectively incorporated into lesson plans, fostering a balanced approach between internal and external influences. Both pathways are designed to maintain a comprehensive and dynamic approach to curriculum development, ensuring that the Academy's training is both evidence-based and community-oriented and are outlined in the Academy Operations Manual. Academy Operations Manual Task: 37. Develop Civilian Team Standard Operating Procedures TASK STATUS: IN PROGRESS PM Response: Each civilian team supervisor is currently drafting a Standard Operating Procedure (SOP) for their respective unit. The initial drafts will be completed by December 31, 2024. These SOPs will then undergo review and refinement, with the final versions expected to be completed and implemented by July 1, 2025. This timeline ensures that each unit’s processes are standardized, aligned with Academy goals, and provide clear guidance on operations and expectations. Academy Operations Manual Task: 38. Planning of e-Learning modules TASK STATUS: IN PROGRESS PM Response: Using learner-centered instructional design principles, the eLearning and CID teams will work with the CTU teams to produce material to help increase cadet exam passing rates. The design and development process will include the following: Assessing needs is twofold: Assessing the needs of the program and assessing the needs of our learners. • Improving success rates on academic exams presents a program/organizational need for decreasing cadet attrition. While the challenges on all academic exams have common threads, the penal code exam seems to fully embody these challenges for cadets. For many cadets, the Penal Code can be one of the most difficult exams, and with a higher failure rate than some of the other areas of study, we have prioritized the development of penal code support material first. • We have defined a broad spectrum of learner needs in our diverse cadet classes. Diversity in age, educational background, experience, family status, and even community pressures and cultural perceptions of policing can all impact how students may best succeed in a rigorous academic subject. Diverse and divergent learner needs mean that we need a variety of on-demand support materials to meet the needs of each class. Designing for success: Our design for penal code support material will include a plain language glossary to help cadets better understand the legalese of the penal code, quick-fact online tools, and interactive games to help memorization, and scenario-based modules to help learners apply knowledge in realistic situations and to help them make purpose-driven connections to the content. Developing a multi-faceted solution • • • The eLearning team is using SharePoint to create an interactive plain language glossary that the team can also provide as a printed or electronic document. The eLearning team will utilize Quizlet to offer sets of study guides, flashcards, and other memorization and practice tools to provide study materials cadets may access through individual accounts. By purchasing a “Teacher” account, we can provide collaborative opportunities and games with leaderboards for each class, a strategy that works well for many adult learners. The eLearning team will use Adobe Captivate to create micro-learning scenarios cadets can access via Acadis for review and application of content as often as they would like. For implementation and iteration, the eLearning team will have Quizlet materials and the plain language glossary ready and available for penal code support for the 154th cadet class. Scenario- based modules will begin to be ready for use by the 155th. This will all be an iterative process. We will roll out each component as early as we can provide a meaningful body of content, and we will continue to assess needs and add or adjust content on an ongoing basis. For evaluating and iteration, the eLearning team will collect data on Quizlet and Acadis to identify usage trends and see if higher usage of support material begins to correlate with improvement in test scores. Qualitative feedback through surveys or listening sessions can help identify which tools are most helpful and how we might make adjustments or pursue further development to best leverage tools with future classes and additional units of study. It is critical that we continuously evaluate learner needs to ensure that, as cadet classes and recruiting practices change over time, we include strategies and solutions that meet those changing needs. Academy Operations Manual Task: 39. Solve internet connectivity issues to allow for cadet's online test-taking TASK STATUS: IN PROGRESS PM Response: CTM came out and installed new routers throughout the campus intensifying the signals. Laptops have to be tried to see if this step would cause more work for the teams rather than just doing paper tests.  Academy Operations Manual Task: 40. Hiring and On-boarding of Research Analyst Senior TASK STATUS: COMPLETE PM Response: The Research Analyst Senior position was filled by reclassifying a vacated Administrative Specialist (due to promotion) position, which took nearly seven months to complete. The incumbent was successfully hired and began on July 28, 2024. Since then, she has been fully on- boarded and is actively engaged in many of the tasks assigned to the Research Analyst role, with several key initiatives already in progress. This strategic hire allows for the continued advancement of research and analysis tasks critical to the Academy’s operations and improvement efforts. Academy Operations Manual Task: for specific projects 41. Research Analyst determines issues and identifies parameters for gathering information TASK STATUS: COMPLETE PM Response: While this is an ongoing job duty for the research analyst, since the position has been filled, the RAS has worked with both sworn and civilian team members to finalize the internal audit protocols that are included in the latest revision of the Academy Operations manual. These protocols 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. The RAS has also began administering an in-depth questionnaire to cadets during pre-academy. This will be used in attempts to identify and better understand the obstacles cadets may face that are unrelated to the quality of the academy but may ultimately be affecting cadet performance and attrition. The RAS also works closely with the sworn and civilian teams as they work on their respective projects to ensure opportunities for quality data collection are not missed. Academy Operations Manual Task: 42. Research Analyst designs and validates training data TASK STATUS: COMPLETE PM Response: Similarly, this is an on-going process. The RAS has worked to design several data collection tools in the last six months. These are used along with official data sources (e.g., recruiting roster, master roster, official test scores, etc.) to verify information and attempt to gain a better understanding of the experiences of the APD cadets. The RAS also is working with the LSU and AEU, providing assistance and feedback for their data-collection efforts to ensure quality data are collected. Academy Operations Manual Task: 43. Complete backlog of forms to be scanned into ACADIS PM Response: TASK STATUS: IN PROGRESS Academy Operations Manual Task: 44. Hire and Onboard Training Supervisors TASK STATUS: COMPLETE PM Response: The task of hiring and onboarding the Training Supervisors was particularly challenging due to a realignment of positions within the Academy. As part of this realignment, one of the original supervisory positions was lost and downgraded by Compensation to a Training Specialist Senior. Additionally, the previous singular Training Supervisor vacated their position, which required my team to hire three Training Supervisors simultaneously. This was no small feat, but it was necessary to fill all positions at once in order to meet the projected closing of Phase 1 by October 1, 2024, while also preparing for the simultaneous start of Phase 2. Despite the complexities, we successfully on-boarded the required staff, ensuring the continued progress of the Academy’s operations. Academy Operations Manual Task: 45. Develop evidence-based training using adult learning for the Field Training Program TASK STATUS: PENDING PM Response: The development of evidence-based training using adult learning principles for the FTP involves three key milestone projects: the creation of FTO and PPO feedback sessions, the re-definition of the FTP phases, and the evaluation of the overall effectiveness of the FTP. However, neither of these projects can be addressed until the initial audit conducted by the FTCCP is completed. The audit is critical to ensure the FTP is up-to-date and aligned with current best practices. Once the audit is finalized, we can proceed with these initiatives to enhance the training experience and ensure that the FTP phases and feedback mechanisms are effectively integrated and tailored to the department's needs. Academy Operations Manual Task: 46. Evaluate the overall effectiveness of the Field Training Program TASK STATUS: PENDING PM Response: As stated in Task #45, the planning stages for the evaluation of the overall effectiveness of the FTP will follow the completion of the initial audit conducted by the FTCCP. Academy Operations Manual Task: 47. Develop a plan to increase racial, ethnic, and gender diversity at the Academy TASK STATUS: COMPLETE PM Response:  Identical to Kroll’s recommendation #63 this recommendation is for developing a plan to achieve greater racial, ethnic, and gender diversity. Kroll's recommendation states that diversity (identified by Kroll as racial, ethnic, and gender) should be factored into the selection and hiring criteria. Creating a system that creates an advantage based on race, ethnicity, and gender would, by its very nature, discriminate against other races, ethnicities, and genders. APD policy prohibits discrimination based on protected classes, which includes those aforementioned classes of race, ethnicity, and gender. Diversity is addressed in the Academy Operations Manual, Department Policy, and City HR policies. The Department's Equity and Inclusion Manager, Stephanie Gonzales, is currently teaching a five-part learning series titled "Creating and Sustaining an Inclusive Culture". This five-part series will include content on cultural awareness, implicit biases' impact on decision-making and strategies to mitigate implicit bias, inclusive leadership competencies, and scenarios. All supervisors, along with any personnel that will participate in Academy vacancy hiring boards, are required to complete the training. This process has been codified in the Academy Operations Manual. Academy Operations Manual Task: 48. Reassess to reduce paramilitary-style Academy culture TASK STATUS: COMPLETE PM Response: Over the years, APD has evolved our training curriculum to emphasize a community-oriented approach, ensuring that new officers are well-prepared to serve and protect all members of our community. Modern police training now includes significant components on community engagement, cultural sensitivity, and de-escalation techniques. These elements are designed to foster trust and collaboration between officers and the communities they serve. However, while we prioritize community-oriented training, it is imperative that our officers are also proficient in traditional and mandated police techniques such as firearms and defensive tactics. These skills are essential for ensuring the safety of both officers and the public in potentially dangerous situations. Elements of the paramilitary culture, such as discipline, structure, and teamwork, are integral to successful law enforcement operations. The nature of police work often requires a high degree of coordination and the ability to respond quickly and effectively to emergencies. The structured environment of the Academy helps instill the discipline and accountability necessary for officers to perform their duties under stress. By balancing community-oriented training with essential police techniques and specific paramilitary elements, we strive to develop well-rounded officers who are equipped to handle the diverse challenges of modern policing. Academy Operations Manual Task: 49. Create policies to reinforce blueprint aspirations to reduce paramilitary structure TASK STATUS: COMPLETE PM Response: The para-military culture has been greatly reduced. Classroom time has been fully separated from physical punishment, sandbags are no longer utilized as punishment, the sand pit is no longer utilized for PAs, and other actionable steps have been taken to reduce that culture. The Department has created a leadership course that dives into culture and how it can be molded. Academy personnel will be required to attend the course. Section VII of the Academy Operations Manual addresses Academy culture and lays out clear  guidelines for when performance accountability sessions may be utilized (ensuring they do not interfere with classroom instruction). In addition, the Academy Operations Manual has been updated to include Academy leadership reviews to evaluate where additional adjustments can be made in transitioning from paramilitary methods to adult learning methods and how those changes will be implemented. Academy Operations Manual Task: 50. Executive Staff’s stance on key values PM Response: Academy Operations Manual Task: 51. Provide additional focus on a Cadet’s resiliency, mindfulness, well-being TASK STATUS: IN PROGRESS PM Response: In relation to Task #6, as part of this initiative, the Academy is exploring a potential collaboration with the University of Wisconsin and the Madison Police Department to develop a successful Mindfulness and Resiliency program. This partnership has provided valuable insights into incorporating mindfulness practices into police training, focusing on emotional regulation, stress management, and overall wellness for officers. The Academy plans to use this collaboration as a model, adapting similar approaches into the cadet curriculum. Additionally, the Mindfulness and Resiliency curriculum will be included as part of the Pre-Academy program, laying the foundation for cadets to build emotional intelligence and resilience early in their training. Daily practices will include mindfulness exercises, mental resilience training, and communication techniques that help cadets manage high-stress situations while fostering a culture of well-being. Academy Operations Manual Task: programs 52. Analyze exit survey data to identify trends, address cadet attrition, and improve training TASK STATUS: COMPLETE PM Response: During the onboarding phase of the newly hired Research Analyst Senior, she took the opportunity to analyze the exit survey data from the 144th Cadet Class through to the current class. This data analysis aimed to identify key trends, underlying factors contributing to cadet attrition, and areas for improvement in training programs. The results of this analysis are detailed in the 152nd Audit Presentation, which highlights several high-level data points: A. Cadet Attrition: Many cadets left the program, with personal and academic reasons identified as major 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. The analysis of this data is ongoing, and the Research Analyst Senior 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. Academy Operations Manual Task: 53. Align procedures on auditing, analyzing, and reporting cadet data TASK STATUS: COMPLETE PM Response: With the assistance of the Research Analyst Senior, the Academy Operations Manual has been revised to align procedures on auditing, analyzing, and reporting cadet data. These revisions include specific guidelines within the sections related to cadet academic performance, cadet attrition, and cadet injuries as mentioned above. Academy Operations Manual Task: 54. Absorb management of the FTP from Sworn TASK STATUS: COMPLETE PM Response: The FTCCP assumed the Field Training Program coordination on July 15, 2024. Since that date, the civilian FTCCP Unit has been performing audits, putting on FTO Basic Certifications and FTO Recerts, and reworking the SOPs and Manual. Academy Operations Manual Task: program 55. Develop a monitoring plan to assess fidelity to the planned enhanced FTO/PPO feedback TASK STATUS: COMPLETE PM Response: The development of a monitoring plan to assess fidelity to the planned enhanced FTO/PPO feedback program is a key component of the FTP's ongoing improvement efforts. Currently, the PPOs in the FTP are required to complete a survey about their experience through the FTP once they have successfully boarded and after the conclusion of their Phase 3 training. Additionally, the FTCCP is prepping to conduct on-site FTO/PPO team check-ins monthly.  Academy Operations Manual Task: 56. Create a program for ongoing feedback to adjust Field Training Program TASK STATUS: IN PROGRESS PM Response: The development of a monitoring plan to assess fidelity to the planned enhanced FTO/PPO feedback program is a key component of the FTP's ongoing improvement efforts. Currently, the PPOs in the FTP are required to complete a survey about their experience through the FTP once they have successfully boarded and after the conclusion of their Phase 3 training. Additionally, the FTCCP is prepping to conduct on-site FTO/PPO team mandatory check-ins monthly. Academy Operations Manual Task: 57. Develop a comprehensive Field Trainer’s Guide with resiliency and engagement practices TASK STATUS: PENDING PM Response: The planning for developing a comprehensive Field Trainer’s Guide will begin after the completion of the FTP audit. Initially, the Field Trainer’s Guide provides standardization for training but will be enhanced to incorporate daily mindfulness and resiliency exercises to help officers manage stress, improve focus, and foster emotional intelligence. This initiative aims to ensure officers are equipped with physical skills and mental tools for long-term success and well-being in their careers. The project will enter the planning stages after the audit’s completion, with implementation beginning soon after. Academy Operations Manual Task: 58. Update FTO Basic School TASK STATUS: COMPLETE PM Response: 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 (DWI) 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, 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. Academy Operations Manual Task: 59. Establish FTO & PPO feedback sessions TASK STATUS: IN PROGRESS PM Response: Currently, the PPOs in the FTP are required to complete a survey about their experience through the FTP once they have successfully boarded and after the conclusion of their Phase 3 training. Additionally, the FTCCP is prepping to conduct on-site FTO/PPO team mandatory check-ins monthly. Academy Operations Manual Task: 60. Establish Focus Group Sessions TASK STATUS: IN PROGRESS PM Response: Currently, the PPOs in the FTP are required to complete a survey about their experience through the FTP once they have successfully boarded and after the conclusion of their Phase 3 training. Additionally, the FTCCP is prepping to conduct on-site FTO/PPO team mandatory check-ins monthly. Academy Operations Manual Task: enhancement 61. Actively seek and incorporate feedback from our FTOs and PPOs to inform program TASK STATUS: IN PROGRESS PM Response: Actively seeking and incorporating feedback from FTOs (Field Training Officers) and PPOs (Police Probationary Officers) is a long-term, ongoing process. We have already initiated this process by gathering input from current and past members of the FTP and Academy Staff to redesign and improve the FTO Basic School. This feedback has been instrumental in identifying areas for improvement and ensuring that the FTO training is aligned with best practices and the needs of the department. We plan to extend this collaborative approach to the redesign of each phase of the FTP as a whole. By engaging FTOs and PPOs in the process, we aim to continuously refine and enhance the program, ensuring that it is both effective and relevant to the evolving needs of the Academy and the department. This ongoing collaboration will be central to the success of the FTP and its ability to provide officers with the best possible training and development. Currently, the PPOs in the FTP are required to complete a survey about their experience through the FTP once they have successfully boarded and after the conclusion of their Phase 3 training. Additionally, the FTCCP is prepping to conduct on-site FTO/PPO team mandatory check-ins monthly. Academy Operations Manual Task: 62. Pilot phase for FTP Focus Groups TASK STATUS: PENDING PM Response: This will occur once all planning has been completed. The current projection would be for fourth quarter of 2025. Academy Operations Manual Task: 63. Clarify roles and responsibilities within AEU relative to ABLE TASK STATUS: COMPLETE PM Response: APD is now an ABLE agency and is mandating the training for all officers. APD has eight ABLE certified training instructors from officer to commander level. APD began conducting the training in January 2024 and has trained a total of 200 APD officers and several others from surrounding agencies. APD has also integrated an ethical scenario during cadet role plays to reinforce ABLE training. Academy Operations Manual Task: 64. Academy will send personnel to outside training to audit classes for academic exploration TASK STATUS: COMPLETE PM Response: Currently, officers are taking the ABLE refresher, the Louisville PD subject matter expert from is coming to the academy to review our ICAT course, additionally officers were sent to a national conference in Florida for ICAT principles. As new and improved courses become available, the Academy will send our officers to these course and conferences to bring back the most up-to-date training information to the Academy. Academy Operations Manual Task: 65. Training announcements made at least 3 weeks before courses PM Response: We put as soon as possible which exceeds the 3-week requirement. TASK STATUS: COMPLETE Academy Operations Manual Task: 66. Determine growth of the video library TASK STATUS: PENDING PM Response: The determination of the growth of the video library is a key task for the Research Analyst Senior, 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 Research Analyst will assist by analyzing video usage and effectiveness, and help to collect, analyze and report out on the video usage for community input. The first CAC session is set to be held on March 11, 2025. Academy Operations Manual Task: 67. Develop a monitoring plan to assess fidelity to the planned internal review mechanisms TASK STATUS: COMPLETE PM Response: The development of a monitoring plan to assess fidelity to the planned internal review mechanisms is directly tied to the revisions of the internal audit protocols, as outlined in Manual Task #87 and Kroll Recommendation #83. These revisions are focused on ensuring that all internal review processes are consistently followed and effectively measure the desired outcomes. The monitoring plan will be designed to track adherence to the updated audit protocols and assess the ongoing effectiveness of the review mechanisms, providing valuable data to drive continuous improvements across the Academy's operations. The new internal audit protocols have been incorporated into the latest version of the Academy Operations Manual. Academy Operations Manual Task: 68. Institute new video review process TASK STATUS: COMPLETE PM Response: The new video review process has already been instituted and is reflected in Section XI of the Academy Operations Manual. This section outlines the procedures for reviewing training videos, ensuring that they are regularly evaluated for relevance, accuracy, and alignment with the Academy’s curriculum and training objectives Academy Operations Manual Task: 69. Transition the storage of the video library to ACADIS TASK STATUS: PENDING PM Response: The planning for the transition of the video library to ACADIS will begin during the next calendar year. This timeline is due to a temporary slowdown in progress within the eLearning team, as we temporarily lost one of our team members during the fourth quarter of 2024. Once the team is fully staffed and operational, we will prioritize this transition, ensuring that the video library is securely and efficiently integrated into the ACADIS system for improved accessibility and management by the end of 2025. Academy Operations Manual Task: 70. Review new approved training videos quarterly with the CAC TASK STATUS: PENDING PM Response: As mentioned in Manual Task #66, 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 first session of the CAC is set to be held on March 11, 2025. Academy Operations Manual Task: 71. Cadet Training schedule approved at least 3 months ahead of start of class TASK STATUS: COMPLETE PM Response: The cadet training schedule meetings are already part of a collaborative effort that is currently in place. The new schedule for the next cadet class, the 154th, has already been designed and finalized. This proactive approach ensures that all stakeholders are aligned well in advance, allowing for efficient planning and smooth execution of the training program. Academy Operations Manual Task: community principles 72. Conduct a holistic evaluation of curriculum to integrate de-escalation, ICAT, and TASK STATUS: IN PROGRESS PM Response: Conducting a holistic evaluation of the curriculum to integrate de-escalation and community principles better is directly tied to Manual Task #19, which focuses on creating a flexible schedule for cadet classes. Currently, this task underway as 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 both effective and adaptable. To gain valuable insights into these needs, a survey has been developed by the Research Analyst Senior and is being filled out by instructors. Additionally, input from the CAC and PAC process will be incorporated into this holistic evaluation. This ensures that community perspectives are considered in the review, contributing to the alignment of the curriculum with community expectations and enhancing its relevance and effectiveness. Academy Operations Manual Task: 73. Collection, collation, management, quality control, analysis, and reporting of Exit Survey data PM Response: TASK STATUS: COMPLETE The collection, collation, management, quality control, analysis, and reporting of exit survey data are outlined in response #52. The Research Analyst Senior analyzes exit survey data to identify trends, address cadet attrition, improve training programs, and improve upon the exit survey process. Academy Operations Manual Task: guidance. 74. Align this data collection section with the corresponding audit, data, and reporting TASK STATUS: COMPLETE PM Response: The exit survey data collection section has been aligned with the corresponding guidance on audit, data, and reporting by consolidating several overlapping sections (Sections XIII and 13) within the Academy Operations Manual. This streamlining ensures that all aspects of data analysis, including the collection, management, and reporting of exit survey data, are consistently documented and coordinated. The consolidation helps create a more efficient and cohesive process for data analysis, making it easier to track trends and implement improvements across the Academy’s training programs. Academy Operations Manual Task: 75. Integrate procedural justice principles into Cadet training and roleplays TASK STATUS: IN PROGRESS PM Response: The integration and development of procedural justice principles into cadet training and roleplays aligns with Kroll Recommendation #73. In response, 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. Notably, Dr. Sean Roche, a PAC SME with expertise in procedural justice, will lend his knowledge to enhance the curriculum review process and ensure that procedural justice is thoroughly emphasized in the training materials. Additionally, our in-house Research Analyst Senior, Dr. Madison Doyle, who specializes in criminology and criminal justice, will work closely with the CID and CTU teams to evaluate role- play exercises and lesson plans. Dr. Doyle’s expertise will help ensure that procedural justice principles are consistently embedded across the curriculum. A new lesson plan cover sheet has also been introduced, which requires sign-offs from the instructor, the Curriculum and Instructor Development (CID) team, and a supervisor to confirm the review and alignment of the materials with the intended standards. Additionally, the Research Analyst Senior has been added to the PAC to review materials through of Procedural Justice. Academy Operations Manual Task: 76. Ensure FIP as part of the Intermediate Academy TASK STATUS: COMPLETE PM Response: Fair and Impartial Policing is part of the Intermediate Academy Curriculum. Academy Operations Manual Task: 77. Integrate role-play scenarios to reinforce emotional intelligence skills TASK STATUS: IN PROGRESS PM Response: We are 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 CSCRM 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. Academy Operations Manual Task: 78. Develop emotional intelligence through Mindfulness and Resiliency course TASK STATUS: IN PROGRESS PM Response: The development of emotional intelligence through the Mindfulness and Resiliency course is directly related to Manual Task #6. We are currently exploring the possibility of partnering with the Madison Police Department and the University of Wisconsin to enhance this training, drawing on their expertise in mindfulness and resiliency practices to strengthen the emotional intelligence component of our curriculum. This trip to Madison is set for April 21-23, 2025. Academy Operations Manual Task: 79. Clarify roles and responsibilities related to curriculum review related to cognitive decision making, emotional intelligence, and procedural justice TASK STATUS: COMPLETE PM Response: The creation of the PAC effectively addresses the clarification of roles and responsibilities related to curriculum review for topics such as cognitive decision-making, emotional intelligence, and procedural justice. With its diverse membership, including experts in relevant fields, the PAC ensures that the curriculum aligns with best practices and incorporates the latest research in cognitive decision-making, emotional intelligence, and procedural justice. This collaborative approach facilitates a comprehensive review process that ensures these important concepts are integrated into training meaningfully and effectively.  Academy Operations Manual Task: 80. Develop course evaluation materials related to decision-making, emotional intelligence, trauma-informed training, and procedural justice. TASK STATUS: IN PROGRESS PM Response: Now that the PAC is fully functioning and the curriculum review process is underway, the development of course evaluation materials and role-play exercises related to cognitive decision- making, emotional intelligence, trauma-informed training, and procedural justice will be an ongoing process. 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. Academy Operations Manual Task: 81. Development of standardization of Role Plays exercises TASK STATUS: PENDING PM Response: The development of the standardization of role-play exercises is a much larger project that requires substantial research and resources. Standardizing role-plays across the Academy involves aligning multiple training scenarios to ensure consistency, relevance, and alignment with core principles such as cognitive decision-making, emotional intelligence, and procedural justice. This process requires a thorough examination of current exercises, input from subject matter experts, and ongoing refinement to ensure that the role-plays are both realistic and effective in reinforcing critical skills. Given the scope and complexity of the project, we expect to begin the planning stages for this standardization in 2025, allowing us time to research, design, and implement these changes properly. Academy Operations Manual Task: 82. Develop a trauma-informed lens in course content development TASK STATUS: COMPLETE PM Response: Now that the PAC, in tandem with the courses being reviewed by the CSCRM training workgroup, is fully functioning and the curriculum review process is underway, developing course evaluation materials and role-play exercises related to cognitive decision-making, emotional intelligence, trauma-informed training, and procedural justice will be ongoing. Academy Operations Manual Task: 83. APD Victim Services counselors and supervisors will actively consult and ensure that Academy Instructors and SMEs are aware of advancements in the field. TASK STATUS: COMPLETE PM Response: The involvement of APD Victim Services counselors and supervisors in actively consulting with Academy Instructors and SMEs to ensure they are aware of advancements in the field will be a natural progression as part of the PAC process. As the PAC continues to engage with curriculum development, Victim Services representatives will play a key role in keeping the Academy informed about emerging trends, best practices, and advancements in victim support, trauma-informed approaches, and related areas. Academy Operations Manual Task: 84. Design PT program to build health, wellness, mindfulness, and resiliency TASK STATUS: COMPLETE PM Response: We have built in mindfulness practices for journaling in every session for PT, going to mobility and breath work that helps with recovery and resiliency. Rebuilt the entire program to follow a progressive approach that builds upon foundation movements that decrease injuries and allow for cadets to safely progress through a training program. Academy Operations Manual Task: 85. Development of improved PT program with team of SMEs TASK STATUS: COMPLETE PM Response: Myself and two other instructors that have certifications in personal training and health and wellness that are in charge of creating and monitoring the program now. Lieutenant Ashley Edwards background certification is cross fit level 1 and cross fit endurance, Cooper certifications in training, programming and injury prevention. The lead physical training instructor for 3 years at the APD police academy. Graduate of the DPS fitness academy. Concept 2 rower instructor. Academy Operations Manual Task: 86. Clarify the goals of the PT and wellness program TASK STATUS: COMPLETE PM Response: Email response in email Academy Operations Manual Task: 87. The Academy’s PT training program should include a three-day (to the extent possible) per week PT training in every Cadet class. The scheduled workouts may vary in duration, degree of difficulty, and level of intensity and should occur as often as possible during the first four to six weeks of training TASK STATUS: COMPLETE PM Response: We currently do all of these with the new program. During the 153 we implemented more PT duing the heavy curriculum days. Most weeks are getting 2-3 days per week except during tactical weeks in which they are physically exercising as well. Academy Operations Manual Task: 88. Track cadet PT progress monthly throughout academy training TASK STATUS: COMPLETE PM Response: Every cadet documents every workout in a journal. Every cadet shown to be substandard after the first week is put on a remedial program that is curated by the training instructor. They have weekly meetings with their Instructor-Counselors that check on their progress for all things academy and curriculum-related which is also for their PT progress. The Academy scores workouts during PT assessments every quarter, where we track their progress. If the cadets are substandard and below the 70% percentile, they are put into the remedial program which is meant to bring up their scores and improve their fitness levels. Workouts are designed more to improve the basic foundations of fitness: sit-ups, running, pushups and traditional body weigh movements. Academy Operations Manual Task: 89. Assess cadet conditioning after six weeks and group accordingly. TASK STATUS: COMPLETE PM Response: Grouping cadets only creates disparate treatment. The new PT program allows for this without separating them into groups. We don’t want to disrupt the teamwork quality, and it doesn’t provide for them to work together in a group. Academy Operations Manual Task: 90. Customize workouts to improve cadets' fitness levels TASK STATUS: COMPLETE PM Response:  Part of the remedial program. Academy Operations Manual Task: 91. Develop tailored PT programs to enhance cadet conditioning TASK STATUS: COMPLETE PM Response: Part of the remedial program. Academy Operations Manual Task: 92. Implement weekly group exercises including runs, circuits, and team-building. TASK STATUS: COMPLETE PM Response: Almost every PT sessions includes a group workout activities. The Academy also has the Team- Building Exercise program, or “TBX”, which are group exercises where the cadets are broken into Instructor-Counselor groups with there are going through training evolutions as a team: it builds fitness and communication as team. The goal of the TBX program is to create a physically and mentally stressful environment through exercise and problem solving. This will serve as an important introduction to the importance of teamwork and the need for strong leadership in law enforcement. Teamwork and leadership are traits expected by the department and the community, as reflected in the philosophy, values, vision, and mission of the Austin Police Department. TBX exercises are conducted within a time limit, and promotes problem solving and communication. These exercises also build the cadet’s morale and camaraderie and they have 7 or 8 different stations that build team work as a group. Academy Operations Manual Task: 93. Development of the Circuit Training Courses TASK STATUS: COMPLETE PM Response: See TBX stations in response AOM task response #92. Academy Operations Manual Task: 94. Development of Team Building Exercises TASK STATUS: COMPLETE PM Response: See TBX stations in response AOM task response #92. Academy Operations Manual Task: 95. Development of Intra-squad Challenges PM Response: See TBX stations in response AOM task response #92. TASK STATUS: COMPLETE Academy Operations Manual Task: 96. Collaborate with instructors to create customized fitness plans for cadets TASK STATUS: COMPLETE PM Response: Part of the Remedial Plan. Academy Operations Manual Task: 97. Connect cadets with APD Fitness and Wellness for post-graduation support TASK STATUS: COMPLETE PM Response: Cadets are provided information by the Department’s Fitness and Wellness Program Coordinator Kelly Sears during Pre-Academy and they are informed that they can contact the wellness office for physicals, physical fitness, and nutrition advice. Academy Operations Manual Task: 98. Introduce accountability journaling and offer fitness and nutrition counseling TASK STATUS: COMPLETE PM Response: Journaling is part of the daily workout to help the cadets track their personal progress and self- reflection. If there is something the cadets notices they can request for additional help from the PT team. Academy Operations Manual Task: 99. Integrate mindfulness and resiliency into PT and wellness training TASK STATUS: COMPLETE PM Response: Already answered. Academy Operations Manual Task: 100. Define specific processes, rules, and responsibilities for the use of LMS TASK STATUS: COMPLETE Academy Operations Manual Task: 101. Define roles and responsibilities related to supervisory review of LMS use TASK STATUS: COMPLETE Academy Operations Manual Task: 102. Get online testing for Cadets TASK STATUS: IN PROGRESS Academy Operations Manual Task: 103. Launch of Female Cadet Mentorship program. Academy Operations Manual Task: 104. Collect and analyze data of participation in the mentorship program. TASK STATUS: PENDING Academy Operations Manual Task: 105. All Officers complete ABLE course TASK STATUS: IN PROGRESS Academy Operations Manual Task: 106. Plan mandatory 2.5-hour annual ABLE refresher TASK STATUS: PENDING PM Response: PM Response: PM Response: PM Response: PM Response: PM Response: PM Response:  ABLE is trademarked material and APD is still in the process of getting all officers trained on the initial ABLE course. Academy Operations Manual Task: 107. Clarify roles and responsibilities for ABLE implementation TASK STATUS: COMPLETE PM Response: The current ABLE processes have been updated in the latest revision of the Academy Operations Manual. Academy Operations Manual Task: 108. Begin Annual ABLE refresher courses TASK STATUS: PENDING PM Response: ABLE is trademarked material and APD is still in the process of getting all officers trained on the initial ABLE course. Academy Operations Manual Task: 109. Clarify roles and responsibilities related to curriculum review including PAC/CAC TASK STATUS: COMPLETE PM Response: The current PAC/CAC processes have been updated in the latest revision of the Academy Operations Manual. Academy Operations Manual Task: 110. Develop course materials related to procedural justice TASK STATUS: IN PROGRESS PM Response: Procedural Justice materials are being reviewed and revised through the PAC/CAC process. Academy Operations Manual Task: 111. Develop course materials related to trauma-informed training TASK STATUS: IN PROGRESS PM Response: Trauma-informed materials are being reviewed and revised through the PAC/CAC process in addition to the work being conducted by the CSCRM. Academy Operations Manual Task: 112. Research Analyst Senior responds to internal and external information requests TASK STATUS: IN PROGRESS PM Response: The Research Analyst is currently tasked with responding to both internal and external requests for information providing data analysis to support and guide academy and executive staff.