Item #5 Kroll Report Explanations — original pdf

Backup

Kroll Recommendation: 1. Kroll Assessment of Training Academy, April 23, 2021 It is imperative that the new Division Manager have a clearly articulated mandate to lead Academy instructors in (a) incorporating adult/active learning models throughout the Academy – specifically as to the DEI-related courses examined in this report and in Dr. Ferguson’s Level I and II recommendations in his April 2021 report, and (b) implementing the recommendations of Dr. Villanueva’s Review Analysis and Strategic Plan report of May 2020, pages 10-11. While we commend APD and the City of Austin for hiring Dr. Anne Kringen as a Division Manager to replace the prior Organizational Development and Training Manager, we learned that there was significant friction between sworn Academy staff and the ODTM position this past year. APD leadership needs to make clear that Dr. Kringen speaks on behalf of leadership. - At the same time, APD Command staff needs to accept ultimate responsibility for implementing these recommendations and transitioning the Academy to a resiliency-based training model. This is not something that can be delegated exclusively to the Division Manager." RECOMMENDATION STATUS: IMPLEMENTED APD Response: *Kroll acknowledged that this recommendation was completed and verified in their Interim Report dated October 2021. In September 2023, they revised their stance to say that this recommendation was partially adhered to based on the non-enforcement of Standard Operating Procedures. The Academy Operations Manual and Standard Operating Procedures address the chain of command and structure within the Academy. The Program Manager III (PM) assigned to the Training Academy has regular access and meetings with APD and City of Austin leadership. Friction issues between the now-PM III (previously the Division Manager), the Training Academy Commander, and the staff at the Academy have been resolved through leadership changes and clear communication with all staff at the Academy. The PM and the rest of the civilian team have incorporated adult learning principles by utilizing, among other things, outside instruction for cadet classes and training the Academy staff. Applying adult/active learning models throughout the Academy will be an ever-evolving continuous process as our knowledge of how adults learn increases and changes. Kroll Recommendation: 2. The Academy should also, as soon as practicable, hire and onboard a Training Supervisor to work with the Division Manager in updating and standardizing curriculum and support materials to better reflect adult and active learning strategies. This added position will eventually help transition the Academy to a blended civilian and police-led training academy with outside civilian instructors and APD Academy instructors teaching cadets individually or jointly as appropriate for the course content. RECOMMENDATION STATUS: IMPLEMENTED APD Response: *Kroll acknowledged this recommendation was completed and verified in their Independent Evaluator Report dated February 2022. The position was created and filled in 2021 to comply with this recommendation. Kroll Recommendation: 3. APD should expedite the procurement process to begin implementation of an automated Learning Management System (LMS) that will 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 make it easier to transition to new instructors when staff leave the Academy. As noted by Dr. Villanueva in her May 2020 report, a reliable LMS will allow the contents of every course, including lesson plans, lecture slides, video clips, assignments, activities, exams, collaborative work, and grades, to be securely stored in one place and made accessible to anyone with the proper credentials. The use of this technology is a best practice in police training academies across the United States. APD should set as a goal full implementation of an automated LMS prior to the start of the 145th cadet class. RECOMMENDATION STATUS: IMPLEMENTED APD Response: *Kroll acknowledged this recommendation was completed and verified in their Interim Report dated October 2021. ACADIS was bought and implemented in March 2023 as the Department's LMS. Kroll Recommendation: 4. The Academy should formalize an internal review committee responsible for reviewing each instructor’s syllabi and curriculum and suggesting ways to improve each class in the Academy. (We understand that Dr. Kringen is currently forming an Academy Curriculum Review Committee for this purpose). The committee should include the new Division Manager and soon-to-be-hired Training Supervisor, along with selected Academy supervisors and instructors, and outside academic and community representation. The panel could start with reviewing and evaluating video presentations of the training that is intended to be presented to the next cadet class. RECOMMENDATION STATUS: IMPLEMENTED APD Response: *Kroll acknowledged this recommendation was completed and verified in their Interim Report dated October 2021. The recommendation dealing with community advisory was revised in Kroll's’ March 2023 report. The Academy Curriculum Review Committee (ACRC) was created in 2021 to address this recommendation. The Committee was unsuccessful largely due to the "all or nothing" approaches of members, which led to a lack of productivity. The Professional Advisory Committee (PAC) was created in 2024 to review curriculum and training methods utilizing a group of subject matter experts outside the Department along with several members of the Academy staff (sworn and non-sworn) and other members of the City of Austin (OPO, DEI Manager, Victim Services, etc). The process is outlined in section I of the Academy Operations Manual. The Community Advisory Committee (CAC) is being developed and will have its first meeting within the first quarter of 2025. The process has been slow and deliberate to ensure success and avoid the issues that led to the downfall of the CRC. Establishing the Community Connect program and Pre-Academy helps cadets be made aware of the diverse community Austin serves and have an opportunity to get to know the community. While the program has a heavy impact on the front end of the Academy, it is also woven throughout the entire Academy. The Community Connect program is outlined in section III of the Academy Operations Manual. All videos and course content have been reviewed to ensure implicit messages of bias about protected classes were removed. In the first quarter of 2021, instructors and supervisors at the Academy participated in a teaching symposium (co-led by Dr. Ferguson, Dr. Villanueva. Ferguson, Dr. Villanueva, and Dr. Sloan) that provided additional guidance on adult learning methods as applied to courses related to DEI. The creation of the Community Advisory Committee (CAC) and Professional Advisory Committee (PAC) is outlined in response to Kroll’s recommendations #50 and #51 and the Academy Operations Manual. Kroll Recommendation: 5. APD should put in place a formal process to continue a community review of police training videos that were not reviewed previously by the recently concluded Community Video Review Panel. Once a process is formalized, ongoing consultation should occur between APD and the community panel concerning any new training videos proposed for use in future training courses to ensure that full community input is embedded into Academy planning and implemented in training. It is important, however, that videos are reviewed in the context in which they are to be taught, and not in isolation. To accomplish this, the panel must have the benefit of one or more instructors to explain how the video is intended to be used and in what context. RECOMMENDATION STATUS: IMPLEMENTED APD Response: Kroll acknowledged this recommendation was completed and verified in their Interim Report dated October 2021. All videos were reviewed after this recommendation was made. The previous Community Video Review Committee (CVRC) reviewed 110 training videos, most of which were removed based on being outdated, poor quality, and/or containing unprofessional and/or harmful material against certain races or groups. As noted in the February 26, 2021, memorandum from Kroll, all recommendations of the CVRP were accepted by APD. The Academy Operations Manual (section XI) outlines the process for approving additional videos. There is a current process and a process for when the CAC is formed to ensure community involvement in the review of videos. Additionally, the Academy contracted with Dr. Renee Hobbs to provide media literacy training on using video within instruction, which helped develop our video review process. The review was highlighted in an article in Police Chief Magazine. This training helped prioritize the need to ensure the message conveyed in a video aligns with the Department's values and the cultural shift and messaging here at the Academy. Kroll Recommendation: 6. “Will-to-Win” (previously known colloquially as “Fight Day”) should become a highly-regulated “Self-Defense” exercise near the end of Academy training, after cadets have been properly taught and tested on all appropriate defensive tactics, hand-to-hand encounters, and similar tactics. This “Self-Defense” session should be video recorded (for internal review only) to ensure that appropriate levels of force are being used by the assigned instructor according to Academy protocols. We understand and agree with the need to prepare cadets for aggressive and hostile encounters, but “Will-to-Win” sends a message that implicitly affirms the “us vs. them” mentality that must be eliminated. It is one thing to properly prepare cadets for certain types of encounters and giving them the tools to protect themselves, but another thing to message that the object in hostile encounters with a member of the public is to “win” – which implies that someone must “lose.” Officers must be trained on how to properly protect themselves and others, but proper messaging is crucial to ensure that the training exercise does not overtake the fundamental purpose of policing. RECOMMENDATION STATUS: IMPLEMENTED APD Response: Kroll acknowledged this recommendation was completed and verified in their Independent Evaluator Report dated February 2022. Incorporating self-defense training in police academies is essential for equipping officers with the necessary skills to handle violent encounters effectively. Training goes beyond teaching physical techniques; it instills mental confidence and resilience, preparing officers to face high-stress situations with a survival mindset. Officers can better manage and de-escalate potentially deadly situations by fostering a comprehensive approach that integrates physical and psychological readiness. This holistic training ensures that officers are physically prepared and mentally fortified to make sound decisions under pressure, ultimately enhancing their ability to protect themselves and the public. The objectives of the training should not be used to evaluate or label the overall expectations or goals of the APD Training Academy but should instead be placed in the appropriate context of being one piece of the complete training program focused on producing professional, respectful officers focused on serving the community. The terms "Will-to-Win" and "Fight Day" have both been removed from the curriculum. The training has not been rebranded but is called Day 1 of Defensive Tactics Week. The training emphasizes developing a cadet's mindset and individual resilience so they have confidence in their ability to successfully overcome dangerous, violent encounters. This enables new officers to approach incidents with confidence and poise, where they treat others with courtesy and respect, employing the elements of procedural justice instead of feeling fear and uncertainty, which can lead to overreacting or the deployment of unnecessary force. A cadet's ability to deliver strikes or utilize proper techniques is irrelevant to the cadet's ability to complete the training evolution successfully. The only thing required to complete the training evolution is for the cadet not to give up. The Defensive Tactics Unit teaches an eight-hour block on striking before this training evolution. Stretching and warming up are done before defensive tactics training. This evolution is done progressively, with cadets starting by jogging, then doing calisthenics, before moving on to striking a bag and, ultimately, boxing with an instructor. Kroll Recommendation: 7. The use of the sandpit and having cadets carry sandbags as punishment for “messing up” should also be modified or eliminated. The shift from stress reaction training to team-building exercises is a positive development; team-building exercises are important and necessary, as are physical fitness and conditioning. We understand that there is a certain level of physical and psychological stress associated with policing and with training. But the old-school manner of incessantly yelling and screaming at cadets, and other humiliation tactics, serve little purpose other than to instill a military-like, bootcamp atmosphere that is counterproductive to preparing officers to serve as guardians of the community. RECOMMENDATION STATUS: IMPLEMENTED APD Response: Kroll acknowledged this recommendation was completed and verified in their Interim Report dated October 2021. The practice of using sandbags or the sandpit for punishment is no longer utilized. The utilization of Performance Accountability (PA) for stress-based law enforcement lessons is outlined in section VII of the Academy Operations Manual. The PA process clearly separates stress-based physical training from classroom instruction and testing. Stress reaction training that was done at the beginning of Academy classes has been replaced with a series of team-building exercises that cadets go through together. The exercises are still meant to create a mentally and physically stressful environment, but one that encourages teamwork and problem-solving. Kroll Recommendation: 8. The Academy should expand its physical fitness training to a daily regimen and this training should be separated from all academic content – except for physical training associated with self-defense and other defensive tactics. Physical fitness, team building, and applying stressful situations to cadets should be completely separated from any academic training. Having cadets do extra pushups, sit-ups, and other exercises while properly attired in athletic gear during formalized physical training programs (when cadets have properly stretched and warmed up) will reduce injuries. The academic learning environment should be free of physical and unnecessary psychological stress. The rigors of learning coursework are stressful enough. Instead of carrying around sandbags for mistakes or shortcomings, for example, cadets could be required to write an administrative report about their failure and how they plan to address it. This will incentivize cadets to correct their mistakes while helping develop the skill most officers will spend considerable time doing throughout their careers (writing reports), while also documenting a non-subjective review of the cadet’s progress. RECOMMENDATION STATUS: IMPLEMENTED APD Response: Kroll acknowledged this recommendation was completed and verified in their Independent Evaluator Report dated February 2022. Extra voluntary PT sessions are offered most days throughout the training week. These sessions are one hour before class or one hour after class and are supervised by an instructor and/or supervisor. The sessions build upon foundational movements already learned in the PT program and allow for more one-on-one coaching to learn more progressive movements. Additional PT has been implemented to begin the cadet workday after they complete their flag detail in the morning before class begins. This session consists of doing foundational movements such as pushups, air squats, and/or lunges to provide mobility and blood flow in the morning before classroom instruction begins. The cadet physical fitness program has been fully revamped for the 153rd cadet class. The program has been rebuilt from the ground up to provide a safe and efficient progression for cadets. Cadets are no longer subject to physical training as punishment except when an officer safety violation occurs. Kroll Recommendation: 9. As part of its community engagement programming, the Academy should proactively reach out to a wide variety of community leaders and activists who are willing to work productively with APD in presenting genuine community perspectives and concerns about public safety. This should include some of the department’s harshest critics and other community voices with which APD has not traditionally engaged in active dialogue. This sort of community participation can be a mutually beneficial exercise that begins to slowly break down barriers of communication and enhance the learning experiences of the cadets. It is important to include the voices of some of the department’s harshest critics among the invited participants in this programming. RECOMMENDATION STATUS: IMPLEMENTED APD Response: Kroll acknowledged this recommendation was completed and verified (with qualification) in their Independent Evaluator Report dated February 2022. The following has been implemented to comply with the recommendation fully: The Community Advisory Committee and Community Connect Program mandate community involvement and are outlined in section III of the Academy Operations Manual. In addition, the use of outside instructors helps break down barriers. Currently, the Academy utilizes numerous outside instructors\ who are outlined in Kroll Responses #59. While this is an ever-evolving process, the Department continues to engage with community members and groups. Kroll Recommendation: 10. To its credit, the Academy has scheduled “The History of Police and Race in America” that includes a specific focus on Austin into the 144th cadet class curriculum and is in the process of arranging for a locally based subject matter expert to co-teach the course with an African American APD sergeant. APD should ensure that the course covers the content outlined in the OPO-approved curriculum and is reinforced in other courses throughout the Academy. RECOMMENDATION STATUS: IMPLEMENTED APD Response: Kroll acknowledged this recommendation was completed and verified in their Interim Report dated October 2021. UT Professor Dr. Kevin Foster teaches this class to the cadets. A retired African-American sergeant participates in the class to help answer questions and provide input. Related material is also covered in multiple other classes throughout the Academy. The OPO-approved material has been taught and continues to be trained since the 144th Cadet Class. Kroll Recommendation: 11. The Academy should explore ways to implement additional community outreach and immersion strategies, such as having cadets spend time in a food pantry or homeless shelter, attend community meetings out in the neighborhoods, meet with local community leaders, and spend time visiting mental health and substance abuse programs. RECOMMENDATION STATUS: IMPLEMENTED APD Response: Kroll acknowledged this recommendation was completed and verified in their Interim Report dated October 2021. This is covered by the Community Connect Program, where Cadets meet and serve the community in multiple environments. The Community Connect Program aims to build relationships between APD’s cadets and the communities and organizations of Austin to produce officers who are empathetic, respectful, kind, and safe in their service to our communities. APD acknowledges that relationships are rarely built in one-off encounters, but longer projects allow cadets to lay a foundation they can build on over time. APD does this by partnering with organizations such as Jail to Jobs, McBeth Recreation Center, and Marbridge. This program introduces cadets to a working model of community policing and increases the salience of the resources available to community members. In addition to the scheduled Community Connect Program, cadets are offered multiple opportunities to engage with community members at local events, including the We All Belong Party at the People’s House, Viva Mexico, and the Rundberg Alliance Spring Festival. Finally, the Field Training Program’s Neighborhood Project Experience is being restructured to support new officers better as they get to know their sectors and the organizations serving the communities therein. Kroll Recommendation: 12. The Academy should thoroughly review all other DEI-related courses and determine which may benefit from an outside, more academically oriented civilian content expert or a community perspective. Most of the DEI courses can be taught more effectively pursuant to a co-facilitation model that includes input and perspectives of civilian instructors or community members in the design and delivery of the training. These courses should be co-taught by APD instructors in cooperation with appropriate subject matter academic experts or community allies who can provide direct community examples, round out perspectives, and foster valuable community partnerships. It is important that the people presenting in these courses have credibility with both the community and law enforcement. RECOMMENDATION STATUS: IMPLEMENTED APD Response: Kroll acknowledged this recommendation was partially completed and verified in their Interim Report dated October 2021. The following has been implemented to fully comply with the recommendation: Much like “adult learning” and “trauma-informed,” DEI is a collection of practices that make up a philosophy or perspective. The Academy utilizes numerous outside instructors, including; Dr. Kevin Foster (History of Race and Police in Austin, TX), Noelle Davis (Mindfulness and Resilience), Dr. Sean Roche (Professional Policing), Felecia Williams-Dennis (Racial Profiling), Andrea Marsh (US and TX Constitution and Rights), Dr. Lucia Summers (Crime Prevention), Jordan Patrick (Defensive Tactics), Joyce James (Groundwater), and Liz Donegan (Non-Consensual Language). Dr. Renee Hobbs, a national Media Literacy expert, partnered with the Academy to rework Civilian Interaction Training. Finally, Community Engagement presentations enhance TCOLE-mandated training by providing nuance through the voices and perspectives of community representatives. APD fosters empathy for diverse populations by exposing cadets to different perspectives in a safe, non-judgmental space where they are encouraged to ask questions and actively engage with marginalized populations. Kroll Recommendation: 13. APD should tap into the resources of its existing officer base to temporarily assign some diverse officers of exceptional skills to assist with Academy instruction, particularly in courses where a diverse perspective would be beneficial and worthwhile (one of the recurring criticisms of the cadet surveys conducted by Dr. Ferguson was that the Academy often had non-diverse instructors teaching classes like multiculturalism and cultural diversity). For example, there is currently a diverse pool of officers in the Recruiting Unit who know and have existing relationships with cadets and who, with some additional training, could potentially supplement training staff and enhance the diversity of instructors teaching these courses. Academy instructor recruitment could also be expanded to target experienced instructors from other police departments and talented individuals from local community organizations. Emphasis should also be placed on recruiting women, members of ethnic minority groups, and other underrepresented populations. This would help the Academy assemble a faculty that better resembles the demographic background of cadets and the diverse community the APD serves. RECOMMENDATION STATUS: IMPLEMENTED APD Response: Kroll acknowledged this recommendation was completed and verified in their Interim Report dated October 2021. As noted above, the Academy also utilizes multiple outside instructors to teach various courses. Affinity groups have been consulted to help address the lack of diversity noted by Kroll in their first report. Kroll Recommendation: 14. The Academy should incorporate anti-racism and cultural diversity training into the Academy curriculum and as part of annual training for Academy instructors and supervisors (and eventually all officers). There are several valuable workshops and programs that could be utilized, including Beyond Diversity by Dr. Glenn Singleton and the Groundwater Analysis training workshop by Joyce James Consulting LLC that some APD leadership and Academy staff attended in 2020. RECOMMENDATION STATUS: IMPLEMENTED APD Response: Kroll acknowledged this recommendation was completed and verified in their Interim Report dated October 2021. The Department just renewed its contract with Joyce James (Groundwater), who has taught for several years at the Academy. In addition, UT Professor Dr. Kevin Foster teaches the cadets "The History of Police and Race in America."  Kroll Recommendation: 15. The Academy should reinstitute the practice of following-up with a cadet who leaves the Academy for any reason. The recruiter who had developed the relationship with the cadet might be able to identify an opportunity for the cadet to return to the Academy in a later class if circumstances allow. It also provides an opportunity for feedback to identify any changes needed in the training or recruiting process to ensure future success. RECOMMENDATION STATUS: IMPLEMENTED APD Response: Kroll acknowledged this recommendation was completed and verified in their Independent Evaluator Report dated February 2022. The Academy Operations Manual (section VIII) outlines the Exit Survey process. Civilians and sworn staff work together for the first portion of the survey process. Then, sworn personnel step out and allow the interview process to continue with civilian personnel only. Cadets who qualify are allowed to be recycled into another cadet class and offered temporary job placement until the next cadet class begins. Starting with the current 152nd cadet class, the exit survey process has been expanded to include cadets who successfully complete the program. Kroll Recommendation: 16. The Academy should develop a mentorship program for all cadets, especially recruits of color, that will provide additional support for cadets and help them succeed at the Academy. These efforts would assist Commander Johnson with her stated desire to see Academy staff become more supportive and encouraging in helping all cadets succeed. RECOMMENDATION STATUS: IMPLEMENTED APD Response: Kroll acknowledged this recommendation was partially completed and verified in their Interim Report dated October 2021. Additional steps have been taken to implement this recommendation, but it is still in progress. The Cadet Training Unit Lieutenant has developed a leadership mentor program and meets with cadet class leaders twice a month. The purpose is to teach leadership qualities and techniques to class leaders and assist them with any leadership problems they may face. This allows appointed class leaders to develop leadership skills under the mentorship of a Department leader. All cadets are assigned to an Instructor Counselor (IC) who meets with their assigned cadets individually on a weekly basis (increased frequency for the 152nd class). These meetings are documented in the cadet status logs. This allows for better communication between cadets and staff and allows more one-on-one mentorship. The Field Training Program Supervisor holds a recurring book club meeting for cadets, which provides opportunities for mentoring. The Department has developed and implemented a mentor program for females, which includes cadets. The intention is to expand or build upon this program for all cadets. The Training Academy is currently working with the Department’s Mentorship Program Manager to develop the mentorship program. Mentor training has been created for potential mentors by the Peer Support unit. The training went live in September of 2024. APD is also considering purchasing mentor/mentee matching software for the program. The Academy has volunteered to take on the work related to the mentorship of the cadets. However, the Executive Staff has decided implementation will be at the discretion of the Mentorship Program Manager (currently the staffing lieutenant). Kroll Recommendation: 17. The Academy should revise the lesson plans and course content addressed in our review and recommendations of courses related to cultural competency training on pages 55 to 66 of this report, as well as the related Level I and II suggestions contained in Dr. Ferguson’s curriculum review report of April 5, 2021. RECOMMENDATION STATUS: IMPLEMENTED APD Response: Kroll acknowledged this recommendation was completed and verified before the start of the 144th cadet class in their Interim Report dated October 2021. The Department will continue to evaluate all courses related to cultural competency training and update as needed. The Curriculum and Instructor Development team has reviewed all lesson plans for TCOLE compliance, and the Professional Advisory Committee has also convened after reviewing the first two courses: Interacting with Drivers who are Deaf and Hard of Hearing and Civil Process. The Community Advisory Committee will also review instructional material beginning in the first quarter of 2025. Several classes directly addressing cultural competency are now supported by external co-instructors (such as Racial Profiling) or have corresponding Community Engagement hours scheduled to lend a more nuanced perspective to the material (such as Human Trafficking). The Field Training and Community Connect team will continue to observe these courses and make recommendations for community partnerships and experts to supplement existing materials. Additionally, the Collective Sex Crimes Response Model training workgroup is reviewing courses taught at the Academy which they will be developing new material for. Kroll Recommendation: 18. The City should require an ongoing, independent review of the Academy by an outside evaluator once the 144th Academy class begins to ensure implementation of the above recommendations and to help ensure that further adjustments and improvements are made moving forward. RECOMMENDATION STATUS: IMPLEMENTED APD Response: Kroll acknowledged this recommendation was completed and verified in their Interim Report dated October 2021. APD contracted with Kroll for several years (2021-2024). Kroll was contracted for the entirety of the 144th Cadet Class and provided audits of classes (including one as recent as the 148th in September 2023). Kroll Recommendation: 19. To build on the positive collaboration between APD and the community in evaluating for bias and other inappropriate content in APD’s training videos, APD and the City should consider working with a professional media literacy educator to help develop effective teaching videos moving forward that will have positive effects on knowledge, perceived realism, behavioral beliefs, attitudes, self- efficacy, and behavior. While it’s one thing to analyze what one sees and hears, it’s another thing to develop effective teaching videos as tools to undo ingrained bias, worldviews and attitudes that we all are born into, and how we have come to “interpret” living realities. It will take real knowledge and skills to overturn what is so embedded in the recruits that come to the Academy. This will be true regardless of race, gender, or class status. RECOMMENDATION STATUS: IMPLEMENTED APD Response: Kroll acknowledged this recommendation was completed and verified in their Independent Evaluator Report dated February 2022. APD contracted with Dr. Renee Hobbs, who worked with APD to develop a first-of-its-kind curriculum addressing media literacy education for law enforcement. This process was highlighted in an article in Police Chief Magazine and presented at the 2023 International Communication Association Conference in Toronto. APD further contracted with Dr. Hobbs to rework the Civilian Interaction Training class with in-house instructors, deepening APD’s understanding of media use in education. APD hired a full-time video production specialist, who has been assigned to the Academy. Kroll Recommendation: 20. APD should develop an intentional strategy to further enhance the long-term diversity of Academy staff, including at the Instructor level, to increase the number of African American, Hispanic/Latinx, Asian/Pacific Islander, and female instructors assigned to the Academy prior to the start of the 145th Academy. RECOMMENDATION STATUS: IMPLEMENTED APD Response: Kroll acknowledged this recommendation was partially completed and verified in their Interim Report dated October 2021. The following has been implemented to comply with the recommendation fully: The Department created a standard hiring process for all vacant positions. This process is also used to fill vacancies at the Academy. In addition to utilizing the Department's standard hiring process, the Department's Equity Manager 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 and personnel who will sit on the Academy staff hiring boards will be required to complete the training. This process has been codified in the Academy Operations Manual.  Kroll Recommendation: 21. Academy class schedules should be revised to eliminate 40-hour blocks of course content to such things as Penal Code, Traffic Code, and Arrest Search and Seizure. These courses should be spread out over the length of the Academy, so that no more than two to four hours per day, three days a week are devoted to these important, but often dry and legally important subjects. Cadets need the opportunity to study and absorb the material that is taught, with an opportunity to ask questions and be tested in a progressive, cumulative manner. A revised schedule would also help combine the different course learning objectives into scenario training, which can prepare officers to apply their knowledge to patrol duties on the street. This type of training schedule has been used by numerous academies successfully to increase cadet graduation rates in Boston and other locations. RECOMMENDATION STATUS: IMPLEMENTED APD Response: Kroll acknowledged this recommendation was completed and verified in their Independent Evaluator Report dated February 2022. The following has been implemented to comply with the recommendation: The blocks of large material referenced were broken up for the 144th cadet class, but previous Academy leadership decided to go back to teaching it in one block. APD is currently building out the schedule for the 154th cadet class and has broken up the block again to comply with this recommendation, which current Academy staff agree with. In addition, to help cadets with the difficult material, we began offering study sessions after class and provided compensatory time in exchange for those who chose to attend. Kroll Recommendation: 22. Based on Kroll’s initial review, we have learned that the physical fitness requirements at hire may not be predictive of the physical fitness requirements in the Academy, and the physical fitness requirements in the Academy may not positively correlate with the physical fitness requirements of police officers' post-graduation. For example, we have been told that many female applicants pass the initial physical fitness test, and many African American male applicants fail the initial physical fitness test, yet both groups seem to struggle with the physical fitness requirements at the Academy. We also understand that there are essentially no physical fitness requirements of police officers once they have graduated from the Academy. As such, further analysis and adjustments of these relationships are required to ensure that pre-Academy, Academy, and post-Academy physical fitness standards are consistent with successful job performance. These potential inconsistencies lend further credence to Kroll’s suggestions about physical training requirements and sequencing at the Academy, although this will only partially address questions about the physical fitness required by APD. RECOMMENDATION STATUS: IMPLEMENTED APD Response: Kroll acknowledged this recommendation was completed and verified in their Independent Evaluator Report dated February 2022. The previous fitness testing incorporated solely testing the cadets on a row machine. Kroll references this and was the tool cadets, otherwise in good shape, failed the most. The cadet's physical fitness programming has undergone a complete overhaul. The new programming is focused on progression and overall fitness (rather than a focus on one skill). Kroll Recommendation: 23. The Academy should develop a properly credentialed and supervised program to allow for all cadets, as part of a two-week orientation program prior to officially starting at the Academy, to immerse themselves into community programs and organizations as “neighborhood liaison officers” for APD district representatives. RECOMMENDATION STATUS: IMPLEMENTED APD Response: Kroll acknowledged this recommendation was completed and verified in their Interim Report dated October 2021. The Pre-Academy was developed to address this initiative and has recently been reworked from one week to two full weeks before beginning regular training at the Academy. Cadets spend most of the Pre-Academy in community settings, getting to know local organizations and individuals and immersing themselves in Austin and its diverse communities. This work is cutting-edge, and practitioners nationwide are still learning how to do this effectively and measurably. APD is dedicated to this work and to continuing to be a leader in doing it well. Kroll Recommendation: 24. Although we understand that the ICAT training has been adopted by the department as required in- service training for all sworn personnel, APD should require ICAT or other effective de-escalation training as part of mandatory in-service “refresher” training every two years. Departments that have widely adopted and implemented ICAT in other parts of the country have seen a marked decrease in use-of-force incidents. Up-to-date de-escalation training needs to be delivered department wide, reinforced through use- of-force policy, supported by field supervisors, and included as a component of use-of-force reviews. Without a holistic approach, training in the academy will be “undone” once cadets graduate and are in the field. We also recognize the importance of the Community Video Review Panel (Panel) recommendations to this training. Some of the videos used in the Academy’s existing ICAT training were offensive to the community because it reinforced stereotypes involving Black women and communities of color overall. PERF emphasizes that ICAT training is flexible and adaptable, encouraging that agencies be creative in how they incorporate the training modules into new or existing programs on de- escalation, tactical communication, or crisis intervention. Many agencies use different videos and scenarios that better fit within their organizational and community context. These videos could easily be changed without losing any training content. RECOMMENDATION STATUS: IMPLEMENTED APD Response: Kroll acknowledged this recommendation was completed and verified in their Interim Report dated October 2021. ICAT is now a core class mandated for the entire Department. ICAT is being given regularly, and employees will be cycled through every two to three years. The use of other additional de-escalation courses, such as “Basic Crisis Negotiation for Patrol,” which teaches tactics utilized by hostage negotiators to de-escalate situations from jumpers to barricaded subjects, are also being taught. Kroll Recommendation: 25. To promote instructor wellness and avoid burnout, low morale, and reduced job performance, there needs to be some recovery time built into the intervening period between cadet classes. We recognize police departments always strive to reach their complement of newly sworn officers, but it is important to be mindful that instructors have little downtime from teaching between the end of one cadet class and the beginning of another (see Dr. Villanueva report, page 9). RECOMMENDATION STATUS: IMPLEMENTED APD Response: Kroll acknowledged this recommendation was completed and verified in their Independent Evaluator Report dated February 2022. Cadet instructors teach various classes and get time off from teaching regularly. Academy managers and supervisors work together to ensure the schedule allows instructor recovery time. APD offers “Managing Stress and Burnout” to officers affected by burnout, low morale, and reduced job performance. This course focuses on understanding stress's physiological and psychological effects and discusses ways to help regulate stress and improve resiliency for optimum performance and life satisfaction. Resiliency Training is built into the 2025 TCOLE training cycle. APD also maintains a robust Peer Support unit that offers counseling and a list of mental health and other professional resources to officers with any personal or work issues. APD also provides free access to the Cordico APD Wellness App. Cordico is for first responders and offers a wide range of resources developed by clinical experts with regularly updated content and tools. Kroll Recommendation: 26. Whereas studies have shown the effectiveness of procedural justice training programs (see Section 4, pages 17-18), APD should develop additional content to further emphasize the importance of procedural justice in its training. While the History of Police and Race in America covers historical abuses that have undermined public legitimacy, and while Professionalism and Ethics and Fair and Impartial Policing teach principles related to procedural justice, the Academy should consider covering these concepts in further detail, either by developing a separate course or adopting one already proven successful, like the Chicago Police Department’s procedural justice training program. RECOMMENDATION STATUS: IMPLEMENTED APD Response: Kroll acknowledged that APD aligned with this recommendation in their report dated September 15, 2023. A comparison of APD’s current policy on procedural justice and that of the Chicago Police Department shows that both agencies focus on the same principles. Procedural justice is interwoven into the courses Kroll mentions as well as BPOC 25 (verbal communications /public interactions) and BPOC 27 (de- escalation techniques). Procedural justice rests on four tenets which include being fair in process, being transparent in actions, providing opportunity for voice, and being impartial in decision making. These tenets are embedded in how the Academy trains cadets to interact with community members, and Community Engagement and Community Connect are opportunities to practice those skills. Kroll Recommendation: 27. While Kroll’s analysis of APD’s CIT training acknowledges the department’s effort and successes in addressing concerns of inadequate responses to behavioral and mental health crises, APD should collaborate more extensively with outside mental health advocacy and treatment organizations to ensure a more holistic approach to mental health responses and allow responses to crises that do not involve law enforcement, whenever possible. Moreover, pursuant to the recommendations in the 2018 Office of the City Auditor Report, the Meadows Institute Report, and the University of Texas Report, Academy training should increase its emphasis on reducing stigma of mental illness among officers and require regular refresher courses on CIT principles. RECOMMENDATION STATUS: IMPLEMENTED APD Response: Kroll acknowledged this recommendation was completed and verified in their Independent Evaluator Report dated February 2022. APD collaborates with a host of outside agencies to address mental health issues, which includes utilizing counselors (not police officers) for help when calling 911. APD also partners with Austin Travis County Integral Care (ATCIC) and utilizes the Emergency Mobile Crisis Outreach Team (EMCOT) to assist those experiencing mental health crises on patrol, which reduces consumer interactions with law enforcement personnel. All cadets receive mental health training, and Department Mental Health Officers receive additional advanced training. Mental health training is ongoing and mandated Department-wide. Kroll Recommendation: 28. APD’s General Orders on Duty to Intervene covers some basic tenets of peer or bystander intervention requirements. However, APD should continue research into effective peer intervention training programs like Ethical Policing is Courageous (EPIC) and Project ABLE (see Section 4, pages 24-25), and consider adopting these or similar programs to place a more thorough emphasis on the importance of dismantling ‘the blue wall of silence’. RECOMMENDATION STATUS: IMPLEMENTED APD Response: Kroll acknowledged this recommendation was under consideration in their Interim Report dated October 2021. The following has been implemented to comply with the recommendation fully: APD is now an ABLE agency 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. Kroll Recommendation: 29. Whereas police training research has increasingly noted the importance of cognitive decision- making, emotional intelligence and regulation, and effective social interaction skills, Academy leadership should continue to research ways in which these topics can be covered in the Academy curriculum. We recognize that the Academy is already taking steps towards this end, investing in leadership training using emotional intelligence and updating psychological assessments according to up-to-date best practices. RECOMMENDATION STATUS: IMPLEMENTED APD Response: Kroll acknowledged that APD was aligned in their September 15, 2023, report. The Department began A Deeper Way training in 2021, specifically addressing emotional intelligence and cognitive decision-making. The training was provided to supervisors and managers (including the current ones at the Academy). The Academy has hired civilian staff to review the curriculum and make recommendations. This review evaluates whether cognitive decision-making and emotional intelligence are incorporated into the material. APD utilizes personality assessments (DISC, True Colors, Meyers-Briggs, etc), which all have elements of emotional intelligence. APD utilizes scenario-based training in multiple classes (both cadet and in-service), which heavily relies on cognitive decision-making. All training content is reviewed before each cadet class to ensure de-escalation, community input, emotional intelligence, cognitive decision-making, and other recommendations are implemented or increased where possible. Kroll Recommendation: 30. APD and the Academy should consider ways to incorporate current Academy instructors into the Field Training Officer (FTO) program for new officers. A common problem in many police departments is that, once certain practices are taught in the Academy, the new officer learns a “different way” of doing things on the street. This undermines what is taught at the Academy and compromises an academy’s efforts in staying up to date with best practices and any positive reform measures implemented at the cadet training level. RECOMMENDATION STATUS: IMPLEMENTED APD Response: Kroll acknowledged this recommendation was ongoing in their Interim Report dated October 2021. The following has been recommended to implement and comply with the recommendation fully: As of December 2024, the Training Academy may utilize Cadet Instructors as FTOs for the PPOs during their training phases. Instructors are currently required to work on patrol backfill each month. The addition allows the training Patrol shift. Academy instructors currently teach the Field Training Officer Basic school, which helps bridge the gap between what is taught to cadets and Field Training Officers. to swap a backfill Patrol shift for an FTO instructors / PPO Commented [RM1]: December? Kroll Recommendation: 31. To highlight the importance of the FTO Program and encourage the best candidates, additional incentives should be provided for participation as an FTO. Although officers who serve as FTOs are provided incentive pay for their service, the program should also include other incentives, such as special uniform insignias, administrative leave days, and priority when it comes to selection for training opportunities. RECOMMENDATION STATUS: IMPLEMENTED APD Response: Kroll acknowledged this recommendation was under consideration in their Interim Report dated October 2021. The following has been implemented to comply with the recommendation fully: FTOs receive stipend pay. They are also given FTO pins to wear on their uniforms and are often given priority sign-up for training (such as getting their red-dot pistols first). As the program continues to be revamped and transitioned to the civilian team, additional incentives will be added where possible. Kroll Recommendation: 32. The APD Field Training Officer Standard Operating Procedure should be amended to require the Field Training Program Coordinator and Academy staff to conduct focus groups with randomly selected trainee officers midway through the field-training cycle, as well as upon completion of field training and again six months after completion of the field training program, to determine the extent to which the Academy instructors and curriculum prepared the new officers for their duties. The focus groups should be designed to elicit issues encountered in the FTO program and to ensure that inconsistencies in training are identified and rectified. RECOMMENDATION STATUS: IN PROGRESS APD Response: Kroll acknowledged this recommendation was completed and verified in their Independent Evaluator Report dated February 2022. This recommendation is addressed in section IX of the Academy Operations Manual. Focus groups with the current FTOs have already begun, with the first in June 2024. The planning and implementation of these focus groups will begin in the first quarter of 2025. Kroll Recommendation: 33. Consistency of Training: The results of the above-noted focus group sessions should be reviewed at a meeting to include the Training Division Commander, the FTO Program Coordinator, and the affected Deputy Chief. If it is determined that there are any substantial discrepancies between what is taught in the Academy and what is taught in the FTO program, a determination should be made as to which is correct, and either the Training Academy or the FTO program should make the necessary changes so that the desired training information is consistent. If the discrepancies appear to be the result of one or more individual FTOs, rather than the FTO program, the review group should determine whether the discrepancies are serious enough to warrant removal of that officer or officers from the FTO program. The results of the meeting of this review group should be documented and the information provided to the Chief of Police. RECOMMENDATION STATUS: IMPLEMENTED APD Response: Kroll acknowledged this recommendation was completed and verified in their Independent Evaluator Report dated February 2022. This recommendation is addressed in section IX of the Academy Operations Manual. Focus groups with the current FTOs have already begun, with the first taking place in June of 2024. A cadet focus group for the 151st class is being designed and will be in place and conducted for the 151st cadet class upon their completion of the FTO program (Fall of 2024). Once this information is collected, a meeting will be had with the FTP Coordinator, Training Commander, and Assistant Chief over Training to discuss the findings and implement changes, if needed. Kroll Recommendation: 34. Recruiting and Re-commissioning Combat Veterans: APD should develop a protocol for psychological debriefings that address issues faced by combat veterans returning from military deployments to help reintegrate them into their law enforcement duties. Additionally, the strategies and resources employed should be extended to recruits that were recently discharged from the military to assess their mental health suitability for police employment prior to an appointment to the Academy. These resources should be used to assist military veterans’ transition from military deployment to civilian law enforcement duties and help reprogram them concerning the proper use of equipment and tactics in domestic, community policing environments. The International Association of Chiefs of Police, in collaboration with the Bureau of Justice Assistance, U.S. Department of Justice, has published a Law Enforcement Leader’s Guide on Combat Veterans: A Transition Guide for Veterans Beginning or Transitioning to Careers in Law Enforcement, which is a helpful resource for law enforcement leaders. RECOMMENDATION STATUS: IMPLEMENTED APD Response: Kroll acknowledged this recommendation was completed and verified in their Interim Report dated October 2021. All combat veterans returning to APD must meet with a Department psychologist before returning to full duty. Recruits must pass a psychological screening before starting the Academy. APD psychologists offer Eye Movement Desensitization and Reprocessing (EMDR) Therapy to assist any officer needing it. EMDR is an evidence-based approach to treating trauma and PTSD. In addition to meeting with a Department psychologist, returning veterans also meet with the Department's Peer Support unit. Interim Report of Independent Evaluator: October 14, 2021 Kroll Recommendation: 35. Use of Instructional Videos: While it is important to receive continued community feedback on instructional videos and to constantly work to improve the video library that takes account of important community concerns, the process needs to be further modified so that APD is not precluded from using appropriate instructional videos, particularly in skills and tactical training courses where use of videos is traditionally an important segment of instruction. RECOMMENDATION STATUS: IMPLEMENTED APD Response: Kroll acknowledged this recommendation was completed and verified in their Independent Evaluator Report dated February 2022. This process has been modified and included in section XI of the Academy Operations Manual. Kroll Recommendation: 36. Administering Performance Accountability Measures: The administering of Performance Accountability (Behavioral Modification) measures should be further modified to ensure they are used sparingly to address serious errors of judgment, lack of compliance with Academy policies and instructions, and other serious infractions. Moreover, when administered, the sessions should not take away from valuable classroom instruction or interfere with the academic training side of the Academy (particularly DEI-related, CIT and de-escalation training). Additionally, to further minimize injuries, Kroll recommends that Performance Accountability measures be administered along with Physical Training or Defensive Tactics training when cadets are loose and properly attired. This recommendation is not intended in any way to preclude Academy instructors from sternly and directly reprimanding individual cadets and cadets collectively to correct misbehavior, errors in judgment, attitudinal issues, or other infractions. RECOMMENDATION STATUS: IMPLEMENTED APD Response: Kroll acknowledged this recommendation was completed and verified in their Independent Evaluator Report dated February 2022. Performance Accountability (PAs) sessions have been addressed, and the recommended process has been implemented within section VII of the Academy Operations Manual. PAs are done in a systematic and progressive manner to warm cadets up during each one. Kroll Recommendation: 37. Adjustments to Community Connect: Consistent with Kroll’s recommended adjustments to Community Connect in Section 4, some adjustments to scheduling and timing of the program should be considered so that cadets first understand Academy expectations and requirements before starting Community Connect, while also ensuring that community concerns and engagement remain a core element of Academy training. More opportunities for direct interaction and dialogue with community members should also be provided. RECOMMENDATION STATUS: IMPLEMENTED APD Response: Kroll acknowledged this recommendation was completed and verified in their Independent Evaluator Report dated February 2022. Conversations between Kroll representatives and the Community Engagement Specialist revealed no consensus on whether the bulk of Community Connect programming should happen at the beginning or end of Academy training. As each has pros and cons, the Academy has decided to do both. While pre-academy is two full weeks of mandatory community training at the beginning of training, the field training program also emphasizes community relationships that are being restructured to provide more support. This will allow the community focus to continue throughout cadet and probationary officer training and, ideally, throughout these officers' careers. Kroll Recommendation: 38. Cadet Ride-Outs: Based on widespread feedback from cadets and Academy staff, a one- or two- week cadet ride-out program should be re-instituted as part of Academy training. For legal reasons, cadets should be treated as civilians during the entirety of the program and not be expected to assist officers in stops, arrests, or other official police actions. However, having a robust ride-out program embedded into the Academy training program (e.g., weeks 18 and 22, or whatever APD considers ideal) would offer cadets practical insight into the realities of patrolling the communities of Austin, help cadets observe first-hand how what they learn at the Academy is put into practice, and provide some needed breaks for instructors and cadets from the rigors of the academic and physical requirements of training. While this recommendation will require adding one to two weeks to the length of the training program, we believe it will enhance the overall training experience. RECOMMENDATION STATUS: IMPLEMENTED APD Response: Kroll acknowledged this recommendation was completed and verified in their Independent Evaluator Report dated February 2022. Currently, the cadets complete two days of ride-outs in approximately week 22 (the week may vary by class). They are treated as civilian ride-along participants during their ride-outs and wear business casual attire. Cadet ride-outs will expand to a full week for the 153rd Cadet class. Kroll Recommendation: 39. Authority of Division Manager: APD should clarify the role, responsibilities, and authority of the Division Manager consistent with the options set forth in Section 5.4 of this report. RECOMMENDATION STATUS: IMPLEMENTED APD Response: Kroll acknowledged this recommendation was completed and verified in their Independent Evaluator Report dated February 2022. On February 4, 2022, the Training Commander signed and approved revised Standard Operating Procedures that specifically addressed the duties, responsibilities, and authority of the Division Manager. The Training Commander followed that up with a meeting on February 8, 2022, where he made the role clear to all supervisory staff at the Academy. The role of the Program Manager was clarified and clearly spelled out within the Academy Operations Manual (section V), policies, job descriptions, and evaluation process. Kroll Recommendation: 40. Scheduling Coordination: The Academy needs better coordination between LSU and Cadet Training when creating the course schedule for each cadet class. There is an inexcusable lack of communication and coordination between the respective units, supervisors and instructors, to ensure that certain course content precedes other content, as some courses require foundational courses. We have noted in this report a few areas where scheduling mistakes have occurred; however, there are several additional areas of scheduling where this is an issue that must be resolved for the 145th cadet class. RECOMMENDATION STATUS: IMPLEMENTED APD Response: Kroll acknowledged this recommendation was completed and verified in their Independent Evaluator Report dated February 2022. Scheduling conflicts have been resolved, starting with the 145th class and onward. This was done by sitting down with each unit and ensuring the schedule flow fit the needs of each unit taught. Not mandated training is not being scheduled until corresponding cadet class training schedules have been set. Kroll Recommendation: Unit as addressed in Section 8.3. 41. LSU Staffing Needs: The City should consider supplementing the staffing needs of the Learned Skills RECOMMENDATION STATUS: IMPLEMENTED APD Response: Kroll acknowledged this recommendation was under consideration in their Independent Evaluator Report dated February 2022. The following measures were taken to comply with the recommendation fully: Since this recommendation, the Learned Skills Unit (LSU) staffing was increased from six officers to eight, and a unit-specific sergeant and corporal were added. Instructors are allowed time off per policy. Scheduling simultaneous weeks of physically intensive instruction has been changed to allow instructors to recover better. LSU utilizes adjunct instructors to help with their program. Currently, there are 35 adjunct defensive tactics instructors, and LSU can add adjunct instructors as needed. A dedicated building for defensive tactics will also help prevent injuries and recovery. Kroll Recommendation: 42. Needed Improvements to Academy Facilities: Currently, the Physical Training (PT) program, along with Defensive Tactics and other Learned Skills training, compete for time in the one gym that is utilized by the three public safety agencies sharing Academy facilities. Kroll has repeatedly expressed its belief that cadet PT should occur when cadets first report in the morning. Holding PT sessions in the morning would allow a cleaner break between PT and other stress-inducing sessions from the academic portion of Academy training and would help reduce injuries. It would further allow performance accountability sessions to be conducted in a safer environment by allowing cadets to properly stretch and warm-up before physically stressful sessions and drills. While staggering agency start times at the facility could assist in this effort, additional facility enhancements (more bathrooms and showers, more gym space, improved turf in the outdoor spaces) are needed to safely train the volume of public safety new hires and effectively provide continuing training to existing service members. RECOMMENDATION STATUS: ON HOLD APD Response: Kroll acknowledged this recommendation was under consideration in their Independent Evaluator Report dated February 2022. APD is still operating without showers and gym space. A field is being leveled out for outdoor exercises, and additional portable buildings are being considered to help with the gym space and showering needs. Final Report of Independent Evaluator: February 16, 2022 Kroll Recommendation: 43. LSU Staffing Needs: APD should supplement the staffing needs of the Learned Skills Unit as addressed in Section 9.6. (Kroll understands that a request for additional staff has been sent to APD executive staff and is pending consideration and approval. RECOMMENDATION STATUS: IMPLEMENTED APD Response: Kroll acknowledged this recommendation was under consideration in their Independent Evaluator Report dated February 2022. The following measures were taken to comply with the recommendation fully: Since this recommendation, the staffing of the Learned Skills unit was increased from six officers to eight, and a unit-specific sergeant and corporal were added. Instructors are allowed time off per policy. Scheduling simultaneous weeks of physically intensive instruction has been changed to allow instructors to recover better. LSU utilizes adjunct instructors to help with their program. Currently, there are 35 defensive tactics instructors, and LSU can add adjunct instructors as needed. A dedicated building for defensive tactics will also help prevent injuries and recovery. Kroll Recommendation: 44. Needed Improvements to Academy Facilities: Currently, the Physical Training (PT) program, along with Defensive Tactics and other Learned Skills training, compete for time in the one gym that is utilized by the three public safety agencies sharing Academy facilities. Kroll has repeatedly expressed its belief that cadet PT should occur when cadets first report in the morning. Holding PT sessions in the morning would allow a cleaner break between PT and other stress-inducing sessions from the academic portion of Academy training and would help reduce injuries. It would further allow performance accountability sessions to be conducted in a safer environment by allowing cadets to properly stretch and warm-up before physically stressful sessions and drills. While staggering agency start times at the facility could assist in this effort, additional facility enhancements (more bathrooms and showers, more gym space, improved turf in the outdoor spaces) are needed to safely train the volume of public safety new hires and effectively provide continuing training to existing service members. (Kroll understands that APD and the City are considering a new training building for APD’s exclusive use which would include both improved tactical training facilities and additional classroom space.) RECOMMENDATION STATUS: ON HOLD APD Response: Kroll acknowledged this recommendation was under consideration in their Independent Evaluator Report dated February 2022. APD is still operating without showers and gym space. A field is being leveled out for outdoor exercises, and additional portable buildings are being considered to help with the gym space and showering needs. Kroll Recommendation: 45. Develop and Expand Academy Video Library: As noted in Section 9.3, the Learned Skills Unit staff reviews body camera and in-vehicle camera footage of all APD incidents that occur each week to assess what techniques are effective and not effective from an officer and community safety perspective. This allows them to constantly evaluate training effectiveness and implement needed adjustments. Kroll recommends that APD use this and other existing department body camera and in-vehicle camera footage, where appropriate, to develop and expand the Academy Video Library for use in relevant class instruction. During one class observed by Kroll, the instructor used an APD body-worn camera video to instruct cadets on officer and citizen safety as it pertained to that incident. Traditionally, the Academy has not used APD officer body camera or in-vehicle camera footage out of concern for humiliating or embarrassing an officer who may have been involved in a situation where the desired outcome was not achieved. In this case, however, the involved officers provided permission for the Academy to use the videos as a training tool to achieve a better outcome in a similar situation. APD has a treasure trove of relevant in-house videos available for training purposes. Kroll therefore recommends that LSU, during its evaluation of relevant APD videos, add to the video library selected body camera and in-vehicle camera footage that has potential training value (subject to the new internal video review process discussed in Section 8.5). The Academy can then seek the involved officer’s permission to use the video footage for training purposes or edit the footage to conceal the officer’s identity. RECOMMENDATION STATUS: IMPLEMENTED APD Response: APD has a process for this in Department policy (General Order 303.6 (c)). In addition, the Academy Operations Manual further details the use of videos in section XI. Kroll Recommendation: 46. Cadet Survey Question on De-escalation: In future cadet surveys, one or more questions should be included that probe cadets’ perceptions on the effectiveness of and extent to which the Academy emphasizes de-escalation training, including Integrating Communications Assessment and Tactics (ICAT), Verbal Communication Skills, and Crisis Intervention Training (CIT). RECOMMENDATION STATUS: IMPLEMENTED APD Response: After all courses, cadets are asked about the effectiveness of the training in a survey (among many other questions addressing aspects of the training). A survey of the overall Academy is also given at the end of the Academy, and exit-interview surveys are given to cadets who leave prior to completing the program. Additional questions focused just on de-escalation have been added to all surveys. Kroll Recommendation: 47. Additional Criterion for FTO Selection: APD should require FTO candidates to demonstrate their commitment to community policing along with their problem-solving and leadership abilities as selection criteria. Moreover, the Field Training Unit SOP should make clear that, in addition to ethical behavior and professionalism, relationships with the community, quality of citizen contacts, and commitment to APD philosophy shall be a criterion of FTO selection. RECOMMENDATION STATUS: IMPLEMENTED APD Response: Kroll acknowledged APD was in alignment with this recommendation in their Kroll Audit of APD Training Academy 148th Cadet Class report dated September 2023. Kroll Recommendation: 48. Modified Physical Training Program: Kroll recommends revising the PT training program consistent with our discussion in Section 9.1 (p. 78) of this report. RECOMMENDATION STATUS: IMPLEMENTED APD Response: The previous fitness testing focused primarily on testing the cadets on a row machine. Kroll references this tool as the tool that cadets, otherwise in good shape, failed the most. The cadet's physical fitness programming has undergone a complete overhaul. The new programming is focused on progression and overall fitness (rather than a focus on one skill). Cadets' body composition is evaluated rather than weight. Assessing weight alone does not account for muscle, bone, water, and fat differences. Kroll Recommendation: 49. Time Management: Kroll recommends that APD assess the necessity of one-hour lunch breaks and consider reducing the cadet lunch break to 30 minutes, thereby potentially freeing up an additional 80 hours for information-intensive courses that need more time, additional PT time, and/or additional study and review time for cadets. RECOMMENDATION STATUS: DECLINED APD Response: The cadets are not paid for their hour-long lunch break. APD must abide by HR rules and regulations, which do not include working during unpaid hours. Academy Curriculum Process Assessment: March 1, 2023 Kroll Recommendation: 50. Community Advisory Council First, create a Community Advisory Council (CAC) containing a broad representation of community members from diverse backgrounds and lived experiences. The CAC would meet quarterly with Academy and APD leadership (e.g., Chief or Assistant Chief in charge of the Academy, the Academy Commander, the Academy Division Manager, and 2-3 Academy supervisors) to discuss pre-determined topics of interest to community members. The meetings would be coordinated and led by a third-party facilitator, and the agenda would be set ahead of time by a smaller working group of CAC leaders, the community facilitator, and the Division Manager. This would allow APD to ensure that appropriate personnel can be present to address the identified issues and concerns and discuss how the Academy trains cadets (or FTOs and other in-service training) related to the topics of concern. The person or firm hired as the third-party facilitator would lead and guide the discussions and coordinate action items, if any, that the CAC may from time-to-time recommend. The primary focus of the CAC would be to help ensure that cadet training includes a comprehensive understanding of the Austin community, the expectations of officers when interacting with members of the community, and the type of police department the community wants and expects. It is not meant to be a community forum designed to air grievances but would instead be a working committee that offers constructive recommendations and other meaningful input. This type of advisory council would allow APD to meaningfully examine how the recommendations or issues of concern can be effectively included in curriculum or otherwise addressed in cadet training. Any written recommendations and action items arising from CAC meetings would be addressed by APD leadership at the next scheduled meeting, with Academy leadership ensuring that the CAC’s concerns are documented and shared with the Professional Advisory Committee working groups (discussed below) and properly considered when reviewing and revising training curriculum. The CAC would consist of a chair and one or more co-chairs, who together with the third-party facilitator would take the lead on setting the agenda (in coordination with the Academy Division Manager), formulating written recommendations and actions items arising from CAC meetings, and other reports or recommendations the CAC believes appropriate. Ultimately, APD executive leadership and Academy leadership must ensure that all community concerns are properly addressed in the training curriculum. RECOMMENDATION STATUS: IMPLEMENTED APD Response: The Community Advisory Committee is currently being developed and will be implemented utilizing Kroll's recommendations. It should be noted that a community group was previously created but failed to gain traction (ACRC). This time, the creation process is much more deliberate, and other similar programs around the country are being examined to ensure the new group's success. The first session of the newly developed CAC is set for March 11, 2025. Kroll Recommendation: 51. Professional Advisory Committee Second, create a Professional Advisory Committee (PAC) of academic and other subject-matter experts that would form working groups consisting of 2-3 subject matter experts and appropriate Academy instructors and staff to review and improve curriculum and course content within their areas of expertise. The subject- matter experts within each working group would collaborate with the relevant Academy instructors and staff to watch in-class instruction, help revise and improve course content and instruction that is supported by evidence-based research and best practices and recommend improvements to course instruction and delivery. An Academy staff representative would be designated to ensure that each working group is provided with all relevant and documented concerns and recommendations that arise out of CAC meetings. The working groups would meet with Academy staff on a quarterly basis, with consultation and communication occurring as needed in-between meetings. A minimum of two working groups would be formed each year with responsibility for reviewing all course content (generally consisting of multiple classes) within their focus areas. In combination, these two advisory bodies would allow for (1) robust community input through the CAC into how APD trains and prepares cadets to serve the citizens of Austin, and (2) meaningful and substantive improvements to training curriculum through the PAC working groups. Academy and APD leadership would more regularly engage with the community through the quarterly CAC meetings, and instructors would work collaboratively with subject-matter experts from a variety of fields to make evidence-based improvements to Academy instruction. An Academy staff representative would be required to ensure that CAC concerns and input are considered by the PAC working groups when reviewing and revising course content. Kroll believes that, over time, this two-committee approach will greatly enhance the Academy’s ability to make meaningful and significant improvements to curriculum content and course instruction with greater buy-in from Academy instructors Moreover, to further increase transparency and accountability with the community, APD should be required to regularly update its website describing the work of the CAC and the PAC, addressing the CAC’s documented concerns and recommendations, and explaining how the combined efforts of the CAC and PAC have impacted training. RECOMMENDATION STATUS: IMPLEMENTED APD Response: The Professional Advisory Committee (PAC) has been established and the first meeting was held on May 7, 2024. More information about the PAC can be found in section II of the Academy Operations Manual. Within this recommendation, was a sub recommendation that Patrol Commanders have quarterly community- focused strategic planning meetings. In the last quarter of 2023, these meetings were implemented by the Interim Chief of Police. Within this recommendation, was a sub recommendation that all Academy instructors and supervisors be retrained in the provisions and expectations of the revised Cadet Training Unit Standard Operating Procedures and be held accountable for following them. In April 2024, the new Academy Operations Manual was provided to the Academy staff. The Manual and training were placed in ACADIS for Academy personnel to read it and sign off that they had read it. Additional meetings were had in April and May of 2024 to ensure the Academy personnel understood the Manual and how the real-world application of the recommendations and principles worked. Kroll Recommendation: Audit of the 148th Cadet Class: September 15, 2023 52. Add More Physical Fitness Training and Cadet Ride-Out Time. Physical fitness can reduce an officer’s risk of injury in the line of duty and can allow officers to perform their jobs more effectively. Cadets and instructors alike have consistently asked for more PT training, but scheduling considerations have taken precedence. Similarly, the cadet ride-out program has proven valuable to better orienting cadets to the realities of everyday policing and allows them to better comprehend the practical applications of what they are being taught at the Academy. As with reductions in PT training, however, cadet ride-out time has been reduced from four days to two, to the detriment of cadets. While we fully understand the department’s desire to graduate cadets as quickly as possible, in the long-term, it would be far better to lengthen the Academy schedule by an additional one to weeks if needed to accommodate additional PT (including DT for PT) and cadet ride-outs. It will never disserve the citizens of Austin to have better prepared and more physically fit officers. RECOMMENDATION STATUS: IMPLEMENTED APD Response: Physical fitness has been worked into the cadet's morning routine and workouts when the schedule allows (20-30 sessions of PT are mixed throughout the Academy). Cadets are no longer subject to physical training as punishment accept when an officer safety violation occurs. Based on this recommendation and request from cadets, additional physical training is being offered before and after workdays in exchange for compensatory time. Currently, the cadets complete two days of ride-outs. They are treated as civilian ride- along participants during their ride-outs and wear business casual attire. Cadet ride-outs will expand to a full week for the 153rd Cadet class. Kroll Recommendation: 53. Provide Consistent Scheduling of New Cadet Classes. Ensure that instructors have sufficient time to prepare, train, provide in-service and firearms training, and rest before leading the intensive cadet training sessions for which they are responsible. Better forecasting of training schedules would assist in this, such as scheduling the starting dates for new cadet classes at the same times each year (e.g., February / August / November). Having each new cadet class begin at the same times each year would allow for better planning and more predictability to Academy staff. RECOMMENDATION STATUS: IMPLEMENTED APD Response: APD provides the most consistent scheduling of new cadet classes within the staffing parameters and the need to start cadet classes as soon as possible. The cadet calendars are put together well before each cadet class starts. We can revisit this when we have appropriate staffing levels. In addition, we share our facility not only with in-service training (SWAT, AEU, etc.), but also with Fire and EMS, which complicates the ability to forecast facility availability. A separate training facility for police would help eliminate these scheduling issues.  Kroll Recommendation: 54. Deploy Additional LSU-DT Instructors. Additional funding should be provided for APD to hire additional LSU instructors to assist the current LSU staff at the Academy. LSU instructors are not only responsible for cadet skills training but also for all in-service skills training, firearms certifications, reviewing use-of-force reports and other after-action items, and training adjunct instructors, among other responsibilities. LSU instructors experience injuries and, given current scheduling demands, have little time for needed breaks and recovery time, further risking burn-out. RECOMMENDATION STATUS: IMPLEMENTED APD Response: Since this recommendation, the staffing of the LSU increased from six officers to eight, and a unit-specific sergeant and corporal were added. Instructors are allowed time off per policy. Scheduling simultaneous weeks of physically intensive instruction has been changed to allow instructors to recover better. LSU utilizes adjunct instructors to help with their program. Currently, there are 35 defensive tactics instructors, and LSU can add adjunct instructors as needed. A dedicated building for defensive tactics will also help prevent injuries and recovery. Kroll Recommendation: 55. Develop a Robust Instructional Development Program. Many formal patrol officers who come to teach at the Academy bring tremendous knowledge and experience in policing to the Academy, but many have not previously taught in a classroom-based setting. To enhance the incorporation of adult and active learning concepts into curriculum and classroom teaching, the Academy should make better use of the civilian expertise within the training staff to work collaboratively with instructors to develop and update curriculum and to incorporate more effective teaching methodologies into classroom instruction. RECOMMENDATION STATUS: IMPLEMENTED APD Response: The Academy Operations Manual (Section II) has specific details on instructor development. The details lay out what classes need to be completed by instructors and a timeline for completion. This section compliments the section on instructor evaluations and how the Curriculum and Instructor Development team will help evaluate and develop instructors. 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. Kroll Recommendation: 56. Enforce SOPs and Collaboration Between Civilian and Sworn Staff. SOP's to be effective must be enforced and failure of sworn staff to comply with approved SOPs should be part of their annual evaluations. Continued failure to comply should result in progressive formal disciplinary action. RECOMMENDATION STATUS: IMPLEMENTED APD Response: All Department policies and procedures are being enforced. Kroll Recommendation: 57. Facility Improvements. Academy facilities improvements should be prioritized and addressed, including more and better gym space, locker rooms, and other facility needs. APD shares the existing facility with two other agencies and the competition for time and space has negatively impacted certain aspects of Academy training. This includes compromising a robust physical training program that can enhance the long-term health and wellness of cadets and contribute to more confident and better prepared officers. RECOMMENDATION STATUS: ON HOLD APD Response: The Academy is still operating with a lack of showers and gym space. A field is being leveled out for outdoor exercises. Additional portable buildings are being considered to help with the gym space and showering needs. Kroll Recommendation: 58. Develop and Expand Academy Video Library: Despite a treasure trove of relevant in-house videos available for training purposes, APD has effectively done nothing to develop a video library as a resource for its instructors. As noted in prior Kroll reports, the LSU staff reviews body camera and in- vehicle camera footage of APD use of force incidents to assess the effectiveness of tactics from an officer and community safety perspective. We continue to believe that APD should use this existing video content, where appropriate, to develop and expand the Academy Video Library for use in relevant class instruction. RECOMMENDATION STATUS: IMPLEMENTED APD Response: A full training video library can be found in the G drive. The library was created in January 2022. Additional videos can be added by following Departmental policy and the guidelines laid out in the Academy Operations Manual (section IX). The videos in the G drive video library will be transitioned into ACADIS. Assessment of Long-Term Processes: February 20, 2024 Kroll Recommendation: 59. Partnering and Co-Instructing with External Subject-Matter Experts a. Establish roles and responsibilities within the Academy for selecting and maintaining SMEs. b. Develop a process for monitoring or evaluating effectiveness of SME-assisted instruction. RECOMMENDATION STATUS: IMPLEMENTED APD Response: We currently use over a dozen outside instructors during the Academy. There is a process within the Academy Operations Manual (section I) to help identify where more are needed and how to select them. Currently, the Academy utilizes the following outside instructors: Felecia Williams-Dennis (Racial Profiling) Dr Lucia Summers (Crime Prevention) Jordan Patrick (Defensive Tactics) • Dr Kevin Foster (History of Race and Policing) • Noelle Davis (Mindfulness and Resilience) • Sean Roche (Professional Policing) • • Andrea Marsh (US and TX Constitution and Rights) • • • Elizabeth Donegan (Trauma Informed Interviewing and Non-Consensual Language) • • Neva Fernandez (Trauma Informed Interviewing) • Meredith Garee (Emergency Medical Assistance) • Greg Lewis (Alcohol Beverage Code) • • Ainsly McGowan (Traumatic Brain Injury) John Lopes Jr (Court Room Demeanor) Joyce James (Groundwater) The Academy Operations Manual has been updated to include more guidance on SME selection and the roles and responsibilities of the SMEs and Academy instructors. Developing a process for monitoring and evaluating the effectiveness of SME-assisted instruction is a key priority, which the newly hired Research Analyst Senior will support. As identified in Kroll's recommendations, one of the challenges in this process is the need to define effectiveness, which is not a straightforward task. Effectiveness in this context involves multiple factors, such as student engagement, knowledge retention, and the practical application of learned skills in real-world scenarios. These elements are influenced by both the instructor and the SME, as well as the dynamics of the learning environment. Defining effectiveness can be difficult because it requires developing clear, measurable criteria that capture the diverse impacts of SME-assisted instruction. This includes assessing both short-term outcomes, like cadet performance on tests or exercises, and long-term outcomes, such as the ability of cadets to apply their learning effectively in the field. Moreover, the varying teaching styles of SMEs and instructors, the subject matter's complexity, and the cadets' individual learning needs all contribute to the challenge of establishing a uniform metric for success. As part of the Internal Audit Protocols, the Research Analyst Senior will help establish a robust framework for evaluating effectiveness by collaborating with SMEs, instructors, and program evaluators to create appropriate benchmarks. These benchmarks will allow us to assess the direct impact of SME-assisted instruction on cadet learning outcomes and ensure continuous improvement. Developing this process will require careful consideration of data collection methods, such as surveys, feedback sessions, and performance assessments, and will involve a collaborative effort to define what constitutes success across different training modules and contexts. Kroll Recommendation: 60. Incorporating Adult/Active Learning Concepts into Course Instruction  a. Clarify process where Curriculum and Instruction training staff assist instructors to incorporate or augment the use of adult or active learning principles. b. Establish roles and responsibilities to include supervisory review of adult and active learning exercises. c. Create and initiate the Professional Advisory Committee (PAC) and related workgroups. RECOMMENDATION STATUS: IMPLEMENTED APD Response: A process in place within the Academy Operations Manual (section II) identifies how to incorporate adult learning and methodologies into course instruction. Academy instructors and leadership have attended the following training: a Transformational Training seminar put on by Command Presence that addressed evidence-based policing methods designed to counteract poor teaching techniques, a teaching symposium on adult learning principles that was taught by Dr. Ferguson, Dr. Villanueva, and Dr. Sloan, and an adult learning principles class taught by Carl Pendleton of the Norman, Oklahoma Police Department. Lesson plan cover sheets have been improved to include instructor checks for Adult / Active Learning Concepts in the training and to identify what types are included. The cover sheets have also been edited to include checkboxes to ensure the instructors, the Curriculum and Instructor Development team, and a supervisor have all reviewed and signed off on the lesson plan. The Professional Advisory Committee was created and went operational in May of 2024. The Academy Operations Manual has been updated to include more specifics and clarify roles and responsibilities. Kroll Recommendation: 61. Community Involvement in Academy Instruction a. Clarify processes for planning and implementing Community Connect and Community Engagement. b. Plan and initiate the Community Advisory Council (CAC) as previously recommended. RECOMMENDATION STATUS: IMPLEMENTED APD Response: A process within the Academy Operations Manual (section III) identifies how community involvement will be established for each cadet class. Six pages in the manual are dedicated to the details of the partnership with community members. An 80-hour Pre-Academy starts the cadets off with a strong community-oriented foundation. The creation of the Community Advisory Council is underway, and the first session of the CAC will be held on March 11, 2025. Kroll Recommendation: 62. Academy Instructor Evaluations a. Clarify roles and responsibilities related to instructor evaluation. b. Establish a process for defining an evaluation schedule for each Academy class. RECOMMENDATION STATUS: IMPLEMENTED APD Response: An evaluation form has been created, and the process has been updated in the Academy Operations Manual (section IV). The process includes the frequency of reviews and feedback and the responsibilities of everyone involved. This is in addition to the student and supervisor feedback already provided. Kroll Recommendation: 63. Roles and Responsibilities of Civilian Staff a. Align civilian staff roles and responsibilities on an employee-by-employee basis to the various tasks in the manual that are assigned to the civilian training staff. b. Reconsider the civilian reporting structure based on roles and responsibilities and the need for increased supervision for developmental positions. RECOMMENDATION STATUS: IMPLEMENTED APD Response: In June 2024, APD's HR division re-worked parts of the civilian structure and ensured it was aligned with Department-wide practices. The civilian staff structure and roles and responsibilities are detailed in the Academy Operations Manual (section V). With the hiring of additional personnel, the Academy Operations Manual has been updated to include and clarify their general roles and responsibilities. In May 2024, the Academy Leadership meeting clarified and addressed the civilian roles and positions. To help clarify structure and roles, organizational charts for the civilians have been pushed out to all personnel at the Academy. In addition, succession planning guides are being created for each position to help further detail the task assigned to each position. The Academy Operations Manual has been updated to reflect the roles and responsibilities of the members of the Education Development Unit. Kroll Recommendation: 64. Academy Diversity a. Develop a plan to increase racial, ethnic, and gender diversity at the Academy. RECOMMENDATION STATUS: IMPLEMENTED APD Response: Kroll recommends developing a plan to achieve greater racial, ethnic, and gender diversity. The Kroll 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, teaches a five-part learning series titled "Creating and Sustaining an Inclusive Culture." This five-part series included 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. Kroll Recommendation: 65. Academy Culture a. b. Reconsider this section considering the original blueprint goal of reducing or modifying the paramilitary-style culture at the Academy. Develop policy or procedures to ensure that staff and instructors emphasize the aspirational aspects of the original blueprint. RECOMMENDATION STATUS: IMPLEMENTED APD 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 community members. Modern police training now includes significant components on community engagement, cultural sensitivity, and de- escalation techniques. These elements foster trust and collaboration between officers and the communities they serve. However, while we prioritize community-oriented training, our officers must also be 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 equipped to handle the diverse challenges of modern policing. 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. Kroll Recommendation: 66. Cadet Exit Interviews and Separation Process a. Align procedures in this section with the sub-section on auditing, data, and reporting. RECOMMENDATION STATUS: IMPLEMENTED APD Response: The Cadet Exit Interviews process has been identified and documented in the Academy Operations Manual (section VIII). Hiring a Research Analyst Senior is helping us fully implement the practical application of this recommendation. This data analysis aimed to identify key trends, underlying factors contributing to cadet attrition, and areas for improvement in training programs. The Research Analyst 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: A review of cadet academic performance has been conducted to determine if 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. Kroll Recommendation: 67. Field Training Officer Program a. Develop a monitoring plan to assess fidelity to the planned enhanced feedback program. RECOMMENDATION STATUS: IMPLEMENTED APD Response: There is currently a survey that all PPOs completing phase 3 must complete regarding their experience in the FTP. The Field Training and Community Connect Program team also sets the logistics for beginning the FTO/PPO feedback sessions, including a monthly check-in with the police field supervisor and the FTCCP team. 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. These projects were delayed until the initial audit conducted by the FTCCP was completed, which is currently projected to be completed by June 2025. The audit is critical to ensure the FTP is up-to-date and aligned with current best practices. Planning sessions have already begun regarding 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.  Kroll Recommendation: 68. Advanced Education of Active APD Personnel a. Develop clear processes to integrate AEU classes into the curriculum review elements outlined for cadet training. b. Clarify roles and responsibilities within AEU relative to these processes. RECOMMENDATION STATUS: IMPLEMENTED APD Response: This is addressed in section X of the Academy Operations Manual. The PAC and CAC will review the material and ensure alignment. The AEU has mirrored Cadet Training and implemented the same curriculum review processes. This includes the audit checklist process detailed in the revised lesson plan cover sheet highlighting adult learning principles, de-escalation, and community principles. AEU has begun succession documentation of critical training and processes to ensure smooth and compliant future staffing transitions. Roles and responsibilities for AEU are codified in their unit Standard Operating Procedures. Kroll Recommendation: 69. Academy Video Library and Internal Review Process a. Develop a monitoring plan to assess fidelity to the planned internal review mechanisms. RECOMMENDATION STATUS: IMPLEMENTED APD Response: The Academy Operations Manual was updated to include a monitoring and review plan to ensure the fidelity of the video library and internal review process. The process for additional video reviews is outlined in the Academy Operations Manual (section XI). Memorializing procedures in an enforceable policy is the best way to ensure loyalty (fidelity). There is a current process for when the CAC is formed to ensure community involvement in the review of videos. Additionally, the Academy contracted with Dr Renee Hobbs to help review and develop our video review process. The review was highlighted in an article in Police Chief Magazine. The CAC will also review additional videos based on the foundation given to us by Dr Hobbs. Kroll Recommendation: 70. Scheduling Coordination a. Conduct a holistic evaluation of the curriculum to determine where additional emphasis on de- escalation and community principles can be incorporated. b. Develop a revised scheduling process based on the evaluation. RECOMMENDATION STATUS: IMPLEMENTED APD Response: The Academy Operations Manual has been updated to include more specifics on how cadet class scheduling coordination will take place. TCOLE provides a guide for scheduling classes, and certain classes must be taught in a block with other classes. The PAC utilizes SMEs to evaluate material and will ensure de- escalation and community principles are incorporated where feasible. Lesson plan cover sheets have been edited to include if de-escalation and community principles have been included in the content of the specific training. Each lesson plan will be checked off before each new cadet class and evaluated to see if de-escalation and community principles are included or can be added. Kroll Recommendation: 71. Cadet Separations – Disqualifications and Terminations a. Align this section with the corresponding guidance on audit, data, and reporting. RECOMMENDATION STATUS: IMPLEMENTED APD Response: The Cadet Exit Interviews process has been identified and documented in the Academy Operations Manual. The Research Analyst Senior will help fully implement the practical application of this recommendation. The Academy Operations Manual will be updated when the analyst is hired and up to speed on the requirements of the recommendation. Kroll Recommendation: 72. Active Bystander for Law Enforcement (ABLE) Training a. Clarify roles and responsibilities for final implementation. RECOMMENDATION STATUS: IMPLEMENTED APD Response: The Advanced Education Unit has led ABLE and clearly understands their roles and responsibilities. ABLE is being taught Department-wide. The Academy Operations Manual was updated to include this clarification. Kroll Recommendation: 73. Procedural Justice a. Clarify roles and responsibilities related to curriculum review including integration of the PAC. b. Develop course evaluation materials related to procedural justice. RECOMMENDATION STATUS: IMPLEMENTED APD Response: The Academy Operations Manual was updated to clarify the roles and responsibilities of curriculum review and the consequences of the failure to comply with necessary changes. The PAC process (including roles and responsibilities) is outlined in the Academy Operations Manual. One current PAC SME, Dr. Sean Roche, is an academic SME on procedural justice and will be lending his extensive knowledge of the subject to the curriculum review performed by the PAC. This will increase the emphasis on procedural justice elements within reviewed materials. A new lesson plan cover sheet includes multiple sign-offs to address who has reviewed the lesson plan and related materials. Those sign-offs include the instructor, the Curriculum and Instructor Development team, and a supervisor. Additionally, the new Research Analyst Senior is being added to the Professional Advisory Committee, bringing the procedural justice lens to the review of all curricula considered by the PAC.  Kroll Recommendation: 74. Cognitive Decision Making and Emotional Intelligence a. Clarify roles and responsibilities related to curriculum review. b. Develop course evaluation materials related to cognitive decision-making and emotional intelligence. RECOMMENDATION STATUS: IMPLEMENTED APD Response: The Academy Operations Manual was updated to include more specific information on evaluations and debriefs related to cognitive decision-making. It was also updated to include specifics on who is responsible for reviewing the curriculum (lesson plans, media, etc.). The Department began A Deeper Way training in 2021, specifically addressing emotional intelligence and cognitive decision-making. The training was provided to supervisors and managers (including the current ones at the Academy). The Academy has hired civilian staff to review the curriculum and make recommendations. This review will evaluate whether cognitive decision-making and emotional intelligence are incorporated into the material. The Department utilizes personality assessments (DISC, True Colors, Meyers-Briggs, etc), which all have elements of emotional intelligence. The Department utilizes scenario-based training in multiple classes (both cadet and in-service), which heavily relies on cognitive decision-making. The newly implemented Professional Advisory Committee reviews and makes recommendations on the Academy curriculum, including incorporating cognitive decision-making and emotional intelligence where possible. All training content is being reviewed for the 153rd class to ensure de-escalation, community input, emotional intelligence, cognitive decision-making, and other recommendations are implemented where possible. Kroll Recommendation: 75. Trauma-Informed Training a. Clarify roles and responsibilities related to curriculum review. b. Develop course evaluation materials related to trauma-informed training. RECOMMENDATION STATUS: IMPLEMENTED APD Response: Cadets currently receive the Trauma Informed Interviewing class taught by Neva Fernandez (outside instructor and SME). The CSCRM is developing additional classes, and they are reviewing our current material related to nine classes to look for improvements and provide SME feedback. Curriculum review is addressed in section V of the Academy Operations Manual, where the civilian roles involved in the curriculum review process are listed. An internal SME, a member of Victim Services, continues to be engaged in lesson plan review with an emphasis on the principles of being trauma-informed. In addition, lesson plan cover sheets were updated to have sign-off spots for the instructors, supervisors, and civilian curriculum and instructor development personnel. Kroll Recommendation: 76. Physical Fitness and Health/Wellness Training a. Clarify goals of the PT and wellness program. b. Plan and develop process details related to the PT and wellness program. RECOMMENDATION STATUS: IMPLEMENTED APD Response: The Academy Operations Manual has been updated to include more specifics (testing design, processes, body composition measurements, etc.) about the physical fitness program. Cadet training has transitioned to the recommended TCOLE standard of progression and improvement-based physical training. The program's mission is to provide a foundation of overall wellness that promotes physical fitness and mindfulness. The program's goals are to create a progressive program built on foundational movements to prevent injury, increase strength and stamina, and prepare cadets for the physical and mental rigors of policing while highlighting resiliency practices throughout training. Cadets also do resiliency breathing training. In addition, Advanced Education teaches the course "Managing Stress and Burnout". Kroll Recommendation: 77. ACADIS and Learning Management System a. Define specific processes, rules, and responsibilities for the use of LMS. b. Define roles and responsibilities related to supervisory review of LMS use. RECOMMENDATION STATUS: IMPLEMENTED APD Response: The e-Learning team created job aides and guides to help LMS users understand their roles and responsibilities. These guides have been added to the appendix of the Academy Operations Manual. The roles and responsibilities have also been codified into sections V and XIX. Kroll Recommendation: 78. Cadet Mentorship Program a. Clarify goals of the mentoring program. b. Plan process details related to the mentoring program. RECOMMENDATION STATUS: IMPLEMENTED APD Response: The goals of the mentor program and the next steps have been written into the Academy Operations Manual. The Cadet Training Unit Lieutenant has developed a leadership mentor program and meets with cadet class leaders twice a month. The purpose is to teach leadership qualities and techniques to class leaders and assist them with any leadership problems they may face. This allows appointed class leaders to develop leadership skills under the mentorship of a Department leader. All cadets are assigned to an Instructor Counselor (IC) who meets with their assigned cadets individually on a weekly basis (increased frequency for the 152nd class). These meetings are documented in the cadet status logs. This allows for better communication between cadets and staff and allows more one-on-one mentorship. The Field Training Program Supervisor holds a recurring book club meeting for cadets, which provides opportunities for mentoring. The Department has developed and implemented a mentor program for females, which includes cadets. The intention is to expand or build upon this program for all cadets. Mentor training has been created for potential mentors by the Peer Support unit. The training went live in September of 2024. APD is also considering purchasing mentor/mentee matching software for the program. The Academy has volunteered to take on the work related to the mentorship of the cadets. However, the Executive Staff has decided implementation will be at the discretion of the Mentorship Program Manager (currently the staffing lieutenant). Kroll Recommendation: 79. Recovery time for Academy Staff LSU instructors. a. Consider additional options for reducing the impact of injuries and limited recovery time on RECOMMENDATION STATUS: IMPLEMENTED APD Response: Since this recommendation, the staffing of the LSU has increased from six officers to eight, and a unit- specific sergeant and corporal were added. Instructors are allowed time off per policy. Scheduling simultaneous weeks of physically intensive instruction has been changed to allow instructors to recover better. LSU utilizes adjunct instructors to help with their program. Currently, there are 35 defensive tactics instructors, and LSU can add adjunct instructors as needed. A dedicated building for defensive tactics will also help prevent injuries and provide for additional recovery. Kroll Recommendation: 80. Internal Audit Protocols a. Address remaining questions to determine how the audit program will b. Set timelines and milestones for audit implementation. function. RECOMMENDATION STATUS: IMPLEMENTED APD Response: Audit protocols are being reported within 30 days of the graduation of each cadet class. The Research Analyst Senior has designed a thorough set of internal audit protocols that exceeds the data shared in the COA's open portal. A report for each cadet class follows these audit protocols. The first after-class report authored by the research analyst was submitted for the 152nd cadet class, and each subsequent class will incorporate more of the internal audit protocols. Assessment of Long-Term Processes – Final Recommendations: February 20, 2024 Kroll Recommendation: 81. All Academy personnel, including current staff, instructors, and supervisors, and APD personnel transferred to work at the Academy, should be required to read, acknowledge, and follow the Academy Operations Manual. RECOMMENDATION STATUS: IMPLEMENTED APD Response: The Academy Operations Manual was placed on ACADIS, and all personnel at the Academy were required to read it and sign off that they read it. All incoming personnel will also be required to read the Manual. Kroll Recommendation: 82. The manual should be further refined and clarified consistent with Kroll’s individual process assessments throughout this report, and as outlined in Section 4.1 above. An updated and finalized version of the manual should be provided to City stakeholders, including City Council and the City Manager’s Office, within six months of this report. RECOMMENDATION STATUS: IMPLEMENTED APD Response: The Academy Operations Manual has been updated as recently as January 8, 2025. Kroll Recommendation: 83. The internal audit processes outlined in Section XXII of the manual should be completed as soon as practicable and the internal audit process should be implemented for all future cadet classes. It will be important for APD leadership, along with the City Council and City Manager’s Office, to hold Academy leadership accountable for conducting and reporting on the internal audits. RECOMMENDATION STATUS: IMPLEMENTED APD Response: Audit protocols are being reported within 30 days of the graduation of each cadet class. Section XXII of the Academy Operations Manual addresses the specifics of the audit protocols. Once the Research Analyst is hired (July 2024), they will create a document that shares the data in the City of Austin's open portal. Kroll Recommendation: 84. The Office of Police Oversight should renew its oversight function with respect to the Training Academy and take a more active role in monitoring the effectiveness of community involvement in Academy training. RECOMMENDATION STATUS: IMPLEMENTED APD Response: APD does not direct the functions of the Office of Police Oversight (OPO). The OPO has a place on the Professional Advisory Committee and is welcome to review APD’s community involvement within training at any time. Additionally, a meeting was held at the Academy, where the OPO came and met with the Academy staff on November 14, 2024. Open communication exists between the two entities.