Our Vision We, at the Northern Virginia Criminal Justice Training Academy, endeavor to be recognized as the finest law enforcement training academy anywhere. Our employees and prospective applicants will know us as "the employer of choice". We will understand our students' training needs and surpass their expectations. Everything we do will be done with the highest degree of integrity, competence, quality, and professionalism.

Our Mission Fully committed to our students, our member agencies, and our communities, we will fulfill this vision by providing the highest quality of law enforcement training to all law enforcement personnel with the goal of exceeding the public's trust and expectations through high levels of competence and professionalism in all ranks.

Our Values We recognize that our values influence the way our police officers and deputy sheriffs embody integrity and professionalism. We are committed to the values of Character, Accountability, Cooperation and Excellence.

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These values are the cornerstone upon which the Northern Virginia Criminal Justice Training Academy's policies are formulated, our goals are established, and our training is delivered. These values guide us in completing our mission as we seek to fulfill our vision.

Character • We are trustworthy and honest in all of our actions. • We strive to be consistent in thought and action. • We are disciplined and conscientious. • We are positive role models to all of the students.

Accountability • We value and honor the public trust. • We promote open communication among our staff, our students,

and the agencies we represent. • We are responsive to the concerns of our participating agencies

and their communities. • We effectively and efficiently manage our resources.

Cooperation • We strive to work as a team. • We share a responsibility to serve the residents of Northern

Virginia and the customers, visitors, and employees served by our member agencies.

• We seek to cultivate lasting professional relationships with our law enforcement colleagues.

Excellence • We provide excellent staffing and facilities. • We meet or exceed nationally recognized law enforcement

standards. • We believe that prudent judgment is essential to competence. • We understand that physical fitness is important to the image

and performance of law enforcement professionals. • We pursue the latest in quality resources and training for our staff. • We promote new initiatives and pursue new approaches to

training. • We are self-motivated and believe in the value and quality of our

products. • We are dedicated to the improvement of the law enforcement

profession.

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Executive Summary This Strategic Plan will serve as a framework by which the Northern Virginia Criminal Justice Training Academy shapes its future. As a written document, it will guide all employees, programs, and constituents to work within an integrated, yet flexible structure in order to achieve quality and distinction in training. Achieving this distinction will require a strong emphasis on building upon the preexisting strengths of the Academy while refocusing our collective efforts and resources on attaining superior quality in all aspects of our training programs. The Academy’s Executive Committee and the Board of Directors have identified the achievement of these Strategic Goals as essential to fulfilling the Academy’s overall vision. The goals listed in this plan are those that the Board members feel are critical to the continued success of the Academy. Each of the Strategic Goals contains a subset of strategies necessary to achieve its aim. The Academy staff is strongly committed to the success of this endeavor and in achieving a high level of excellence and distinction in its training programs. Performance measurements toward goal achievement will be tracked and results will be evaluated. The Academy will provide the members of the Board of Directors with annual updates regarding progress toward goal attainment.

Strategic Goals

1. Achieve excellence in all areas of educational and training programs.

2. Develop highly-trained and highly-skilled staff.

3. Assure efficient and effective operation of the Academy.

4. Enhance communications and strengthen partnerships.

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Key Terminology

GOALS are outcomes that have a fundamental impact on the success of the organization. Goals describe future states or conditions to be achieved. STRATEGIES can be either a single action or a series of activities or steps that are employed to achieve a goal. MEASURES are quantitative or qualitative indicators of the extent to which the goals are achieved. Examples of these include: Budget, Timetable, and Customer Satisfaction. RESULTS ACHIEVED are the actual documented results upon which performance is evaluated. A statement evaluating the progress toward goal attainment is listed following each strategy.

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1.1 Develop a climate of process review and continuous improvement in the quality and efficiency of Academy programs.

1.1.1 Review methods of instruction to ensure the most appropriate

means are being used to address student needs. Course evaluations and surveys by students provide input on the

quality of the Academy’s instruction. Student feedback is reviewed consistent with the Academy’s goals of achieving continuous improvement.

Two surveys, a mid-term and an end-of-session survey, are

administered to solicit new ideas to improve the basic training program and to foster open communication among staff.

At the end of each basic training session, all staff receive additional training in topic areas such as adult learning and leadership.

a. Continue to complete instructional quality control reports.

In the Basic Training Section, a minimum of one class per session per instructor is evaluated by supervisory staff.

Quality control reports have been completed for Basic Sessions 127 and 128 and will continue to be completed after each session.

1.1.2 Continue to conduct training needs surveys and analysis reports for both in-service and command staff training.

Planning is underway to conduct a Training Needs Analysis in early

2014. We continue to solicit student written critiques at the end of each class. These critiques are used to assess both the class in

Strategic Goal #1

Achieve excellence in all areas of educational and

training programs

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question as well as any comments regarding other types of training needs that the student feels we should address.

1.1.3 Continue to conduct and review mid-term and post-graduate

surveys for Basic training course. The Curriculum Section conducts the mid-term, end-of-term, and

post-graduate surveys for Basic Training, and the results are reviewed by the Basic Training supervisory team and the Executive Director. Focus group sessions are also conducted after each recruit class to improve the quality of student feedback.

1.1.4 Continue to conduct and review student course evaluations for all

basic, lateral, in-service and executive level courses. In the Basic Training Section, the student evaluations have been

revised by Curriculum personnel to provide better feedback to the instructors and supervisors. In-Service and executive-level course evaluations are compiled by training coordinators and reviewed by the In-Service Manager, Deputy Director – Administration, and the Director.

1.1.5 Identify requirements and methods to accommodate the demands

of an increasing training population over the next 5 to 10 years. The Academy continues to use the Blackboard learning

management system in order to better serve the needs of our large and geographically-distributed member population. In-service classes have been scheduled at off-site locations, and member agency adjunct instructors are used to address the needs of our training population.

1.1.6 Increase the number of off-site classes.

a. Identify specific geographic locations for off-site classes.

Our member agencies are located in four distinct geographic areas. Loudoun County-based agencies, to include Loudoun Sheriff, Leesburg, Purcellville, Middleburg and MWAA Dulles are relatively convenient to the Academy’s main campus. Arlington, Alexandria, Falls Church, WMATA and MWAA National are located inside the Beltway. Manassas and Manassas Park are some distance away in Prince William County. Fairfax City and GMU are in the urban area outside of the beltway but also some distance from the Academy main campus. Finally, NOVA PD

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operates in all four of these areas. It is imperative that we distribute training opportunities throughout our region.

b. Identify potential facilities for off-site training. The Academy has identified and approved training facilities in all four of the geographic areas described in paragraph (a) above. We routinely schedule classes at off-site locations in Arlington, Alexandria, Fairfax City and Manassas. (See d. below)

c. Complete all administrative processes and assist in

obtaining DCJS certification for off-site classrooms.

During 2012 and 2013, In-service staff inspected three new off-site facilities and approved them for training. Additionally two facilities were removed from service. This is a formal process that ensures compliance with DCJS and CALEA standards.

d. Schedule in-service and command staff classes off-site. The following classes were held off-site: • Franklin Covey 7-Habits for LE (Command Staff). Alexandria

PD • FTO Legal Seminar. Alexandria SO • General Instructor Development. Alexandria PD (2) • VCPI: Community Policing Essentials: Problem Solving. Alexandria PD • Narcotics Investigations: Legal and Operational Issues. Alexandria PD • Ethics for Law Enforcement. Alexandria PD (2) • Advanced Vice and Narcotics Investigations. Alexandria PD • Virginia Community and Law Enforcement Gang Training. Alexandria NVCC • Terrorist Trends: Domestic and International Terrorism. Alexandria NVCC • Tactical Narcotics Training. Alexandria GW Masonic • General Instructor Recertification. Arlington WETA • Legal Issues with Electronic Evidence. Arlington WETA • Emergency Communications Specialists, Arlington EOC (2) • Legal Concerns for SWAT. NVCC Annandale Campus • General Instructor Development. Fairfax City PD • General Instructor Recertification. Fairfax City PD • Taser Instructor/Taser Instructor. Fairfax City PD

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• Creating and Maintaining Excellence in Your Agency. Fairfax City PD • Selling Yourself: Preparation for Job Interviews, Promotional Panels, Public Presentations. Manassas City PD • Enhanced Training and Legal Concepts for FTO’s and Certified Instructors. Manassas City PD • Dynamics of Managing Human Behavior. Manassas City PD • Pre-Retirement, Preparing for the Future. Manassas City PD • Insurance Fraud Investigations. Manassas Park PD • Community Policing in Hispanic Communities. Manassas Park PD • Police Mountain Bike, Leesburg (2) • Basic Firearms Instructor. Loudoun Range • Shooting Fundamentals for Women in LE. MWAA Range

1.1.7 Review the hours that training courses are offered. a. Determine agency needs related to days of the week and

hours of the day for training. This continues to be accomplished by review of comments received in the class evaluations, conversations with Training Officers, and the annual agency visits that are held with the Chiefs and Sheriffs. This issue will also be evaluated in the next Training Needs Analysis.

b. Schedule courses according to agencies’ needs.

Most Academy classes are scheduled between 0700-1530 which helps to mitigate the rush hour conflicts. Additionally most classes are only one to three days in duration which reduces the difficulty in scheduling around agency staffing challenges. The Academy also continues to offer afternoon classes which are consistently well received by patrol and other operational staff who work shift work. Eleven afternoon classes were held during FY13. As in previous years the topics covered are those of most interest to patrol officers and include such topics as interview techniques, use of force, Radar, drug enforcement and specialized legal classes for operational officers.

1.1.8 Research and enhance training records storage and retention

processes.

Two years ago, the Academy implemented a scanning solution for paperless archiving utilizing existing network copiers. Scanned

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documents are archived digitally and can be recalled for viewing when needed. This process has been very successful. All Basic recruit files have been scanned from Session 123 forward. In-Service records for 2010, 2011, and 2012 have been scanned also.

1.2 Deleted (See Appendix A) 1.3 Develop In-Service and Command staff courses based upon training

needs assessments.

1.3.1 Identify a core of exceptional training courses and allocate resources to the highest quality programs or to those programs with significant promise of attaining distinction.

The Academy continues to analyze all class critiques, and we seek to retain those instructors who continue to offer outstanding training while, at the same time, continuing to look at new trainers who might improve our overall program.

1.3.2 Utilize results from training needs surveys and analysis reports and

comments from student course critiques in selection of both in-service and command staff training courses.

The next Training Needs Analysis will be conducted during early 2014. Assessment of existing offerings is a continuous process using the evaluations from each class.

1.3.3 Continue to maintain articulation agreements with colleges and

universities in which attendees of basic training and in-service classes are eligible to receive college academic credit for Academy training.

The Academy currently has eleven direct matriculation agreements

with colleges, and with two other institutions that have agreements with the entire state that our graduates can use. Partnerships have been developed with Phoenix University, Stevenson University and Excelsior College to allow discount tuition fees for member agency students and their immediate families. A fourteenth agreement with Troy University is being explored.

1.4 Continue to explore the feasibility of, and options for, conducting lateral

entry compliance courses. a. Identify need for lateral courses within member agencies.

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b. Assure enrollment numbers are in accordance with DCJS minimum enrollment requirements and are sufficient to ensure a positive return on investment.

c. Schedule and conduct courses as needed.

Although the Academy has been and will continue to be receptive to conducting a lateral entry compliance course for its member agencies, the minimum class standard of six personnel has not been met at any time within the past few years. The Academy must insist on a minimum class size in order to ensure a positive return on investment. This number is also consistent with the minimum class size established by DCJS without a waiver.

The Academy will continue to partner with the Fairfax County and Prince William County Criminal Justice Academies, having reached agreements to allow member agency hires to attend their lateral courses. However, neither of these academies has conducted lateral courses for the same reason (unable to meet the minimum enrollment number).

1.5 Research and implement a program for Distance Learning (e-learning).

a. Identify costs and benefits.

b. Identify most needed training topics. c. Research potential providers of e-learning. d. Identify administrative requirements. e. Implement e-learning training platform.

The Academy continues to utilize Blackboard for its Learning Management System (LMS) for delivery of on-line training programs. The Academy offers a number of on-line courses to its deputies and officers: “Cultural Diversity”, “Legal for Correctional Deputies”, “Legal for Law Enforcement Officers”,”Spanish for Patrol, Corrections, and Communications Specialists”, “New Perspectives on Community Policing”, and “Unsolved Cases: Cold Case Analysis Training for Law Enforcement & Prosecutors”. Shorter courses (~15 minutes in duration) were developed to inform officers of laws recently passed by the legislature (“New Laws 2012”) and to increase their level of awareness about a front-burner issue (“Open and Concealed Carry Laws”). The Academy also offers links to other courses and videos – “Is Today Your Day?” (an IACP video encouraging officers and deputies to use their seat belts), “Autism Training for Police”, and “It Could be Epilepsy”. The Blackboard platform has proven reliable and offers the administrative controls the Academy needs to manage on-line learning.

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Several online courses are in the late developmental phase: “Documenting Critical Incidents in the Jail”, “Written Communications” (a course designed to reinforce basic report writing skills), and updated versions of “Legal for Correctional Deputies and “Legal for Law Enforcement Officers”, The Academy is open to exploring the feasibility of alternative online platforms and would contemplate transitioning to a new platform if it is more efficient and/or more cost effective. DCJS personnel initiated a pilot program to look at a new LMS online platform that would support both a statewide recordkeeping system and online courses, but at this point a final decision has not been reached. Other training academies in the Commonwealth utilize platforms other than Blackboard, and we will look at their programs to determine feasibility on this end.

b. Explore the feasibility of implementing a paperless and wireless system (for example, utilizing a tablet device similar to an I-Pad) for Basic recruits to utilize to replace paper handouts and notebooks, handwritten note taking, storage of information related to classroom instruction, etc.

The Academy has initiated research into the costs (initial equipment purchase, work, ability to maintain network support, etc.) and will continue consultation with the Academy's Board to determine the fiscal viability of pursuing this initiative. In the long term, reducing our paper costs added in with the positive intangibles of using an I-Pad (or similar) device may outweigh the start-up and work costs.

1.6 Improve and maintain coordination and communications with decentralized, adjunct, and/or off-site training instructors. 1.6.1. Conduct regularly scheduled meetings with adjunct firearms staff, EVOC staff, field training officers, defensive tactics instructors, and agency training officers.

Firearms - Since assigning one person from staff to be the lead firearms instructor for Basic Training, the training is now consistent with every group. A meeting is scheduled each session prior to breakout to review the past session and address any issues before the training begins.

Agency training officers – meetings are held every three months to facilitate communication, discuss issues pertaining to training, and clarify policies and procedures. The Academy continues to recognize in the Executive Committee meetings those member agency instructors who offer their time to teach in-service classes.

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FTO’s – work is ongoing to improve communication, review FTO training termination rates, and formalize working relationships. Defensive Tactics Committee – meetings are held every three months (in coordination with defensive tactics instructor recertification courses) to facilitate communication, discuss issues pertaining to defensive tactics training, and clarify policies and procedures.

1.6.2 Identify subject matter expertise within the member agencies to

assist in the development of training programs. Two efforts that began in FY13 and will continue into FY14 include the development of a cadre of SFST instructors to support the new Virginia mandate that all law enforcement officers receive instruction in Standardized Field Sobriety Testing. We are also endeavoring to increase the cadre of Radar instructors.

1.6.3 Deleted (See Appendix A)

1.6.4. Maintain the Academy’s CALEA accreditation and DCJS certification.

At this time the Academy is in compliance with all applicable CALEA standards. During the past two on-site assessments, the Academy was awarded flagship status for exemplary performance. Recently CALEA changed the designation of “Flagship Status” to “Accreditation with Excellence”. The Northern Virginia Criminal Justice Training Academy was evaluated and received the Accreditation with Excellence designation on March 23, 2013.

The Academy is due to undergo a DCJS Re-Certification audit prior to June 30, 2014.

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2.1 Create a dynamic organizational environment that facilitates superior

performance.

Accountability is expected and required of all staff and students. All new instructors are provided with written expectations regarding their individual performance, the treatment of recruits, training safety, and reporting of injuries. In addition, career development training for the Academy staff is scheduled and presented each year, so that our training instructors can improve their presentation skills. In the recruit classes, ethics, leadership, and safety are strongly emphasized and reinforced throughout the session.

2.1.1 Provide a safe, healthful, and intellectually stimulating workplace.

The entire training staff has continued to make training safety one of the highest priorities of the Academy. The Academy conducts an annual review of injuries and safety protocols and makes changes where appropriate. Over the past two years, the Academy has led the adoption of a nationally-recognized officer safety program known as the "Below 100" initiative. The safety principles of Below 100 are reinforced in recruit training classes, EVOC training, Field Training Officer courses, First Line Supervisor, Command Courses, and annual Chiefs and Sheriffs site visits. This initiative has the strong support of our agency police chiefs and sheriffs. The Northern Virginia Police Chiefs and Sheriff's group, which represents 31 local law enforcement agencies, also recently added their endorsement to the Academy's efforts to promote “Below 100” training.

Physical training (PT):

The goals of the physical training program remain twofold: to prepare the basic recruits for duty and to educate them as to healthy lifestyle choices and fitness activities that will keep them prepared and productive throughout their careers. It is also an important goal to promote a safe and progressive physical training environment within a rigorous program so as not to return recruits to their agencies less healthy and able than day one.

Strategic Goal #2

Develop highly trained and highly skilled staff

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With these goals in mind, each recruit undergoes a comprehensive battery of fitness tests to begin the session based on the protocols and norms of the Cooper Institute. Based on the results of the test battery, recruits are placed into one of six platoons according to fitness level. Although each platoon participates in the same fitness training, the intensity of the workouts varies depending on the platoon so that all recruits are able to work out safely and at an appropriate level. In general, the recruits participate in three workout activities each week. These include distance running (2-3 miles), traditional strength training, and metabolic conditioning (Metcon). Metcon is a relatively new addition to our basic training fitness regimen. It involves shorter, more intense workouts employing rowing, kettle bell training, and high intensity calisthenics. Metcon training also takes the form of the Academy's obstacle course on Friday afternoons. Metcon is a very relevant mode of exercise for that of a public safety officer. So committed is the Academy to this important training that we built out a portion of the Simulated Training Area (STA) to accommodate our Metcon program. End-of- session fitness testing indicates very positive outcomes for the vast majority of recruits. Each daily workout is designed by the PT supervisor and his PT staff, and each workout is supervised by a Cooper or LawFit trained instructor. A PT staff member also accompanies the daily running platoon on bicycle to help with traffic control and to carry vital first aid supplies. The Academy continues to have an arrangement with a local physical therapist near Loudoun Hospital, allowing recruits to consult about various physical issues that don't quite rise to the level of an injury. The Academy continues to see success in terms of reducing lost training time due to better injury assessment and treatment. The Academy continues to document, review, and analyze all training injuries so that trends related to environmental or procedural deficiencies can be quickly adjusted. Written protocols are consistently followed during all physical training activities, and compliance with these protocols is monitored.

Defensive Tactics (DT) / Use of Force:

Defensive Tactics and Use of Force are taught in a logical progression that starts in the classroom, continues into the mat room and is ultimately tested during Force on Force and Reality Based Training practicals. This begins with basic concepts and an understanding of relevant case law, along with body mechanics such as stance, and positioning and movement. The program gradually progresses through defensive and offensive techniques that build on each other and offer a simple yet

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comprehensive set of tools for the recruits. This is coupled with constant reinforcement of verbal skills that can be used to reduce the need for physical force. As with the physical training program, a more systematic approach to tracking injury reports exists. Minor complaints of injury are handled more formally now. The practice of random pairing during tactical drills has been eliminated. The DT staff acknowledges that size discrepancies when pairing up can interfere with mastery of a technique and can also increase the risk of injury. Finally, the existing policies regarding oversight of DT training are reviewed and reinforced with DT staff so that there is a better understanding of who is responsible for ensuring a safe training environment (everyone) and who is ultimately in charge of each training exercise. Adjustments are made to safety protocols when necessary. Prior to participating in Defensive Tactics training, recruits are required to take a baseline concussion test for cognitive function. This test provides medical personnel with a cognitive function baseline in the event a recruit sustains a suspected concussion. All staff and each recruit are required to take this baseline test which is maintained for future use. A video system has been installed in the DT room to record all ground fighting training and practical scenarios. The video is used to counsel recruits and/or staff for poor performance or overly aggressive actions. 2.1.2 Provide support for workplace wellness and fitness activities and programs. Along with the ever important physical fitness component, the Academy also promotes a receptive environment for all aspects of health and wellness. This attitude is not only encouraged among the basic training population, but it is also expected among the Academy staff and all agency members. Permanent staff, rotational staff, and visiting agency members are all encouraged to consult with the physical training supervisor on matters such as fitness program design, nutrition and wellness counseling. Member agencies are also invited to consult with the PT supervisor on matters relating to sustainable workplace fitness programs as well as protocols for instituting safe guidelines for agency-wide implementation. The Academy has also been successful in preparing its rotational staff for fitness and wellness leadership positions back at their agencies. All PT staff members are trained through GMU's LawFit program or the Cooper Institute. It is the practice of the Academy to have its entire staff certified through one of these entities to give them the expertise and the confidence to properly counsel recruits and their respective agency

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personnel in the areas of health and fitness. Finally, the PT supervisor continues to offer a two-day, in-service Lifestyle Management Course designed to teach participants important aspects of healthy living, emphasizing nutrition education, and age appropriate exercise.

2.2. Develop proactive measures for recruitment and retention of the

highest quality training staff.

2.2.1 Compete for and retain the very best staff members, seeking credible instructors experienced in their areas of specialty and support staff who bring broad experience and relevant skills to their assignments.

The Academy continues to utilize a two-tiered assessment process for basic staff.

2.2.2 Encourage and support the professional development of staff.

Staff are approved and encouraged to attend professional development training courses when funds are available. At other times, outside trainers are brought to the academy to conduct professional development courses.

2.2.3 Encourage mentoring, internal training, and other means of information exchange among employees to improve job performance and efficiency.

Training is now scheduled annually (and between sessions when fiscally feasible) for all Basic staff. A regularly updated Basic Instructor orientation manual, as part of the Field Training Instructor Program (FTIP), is issued to newly-assigned instructors. The FTIP is a six-month training program, during which updates are given to the Basic Training Manager to insure new instructor progress.

2.2.4 Reward superior performance through appropriate recognition

programs.

To recognize and reward superior performance, the Mini Award program continues to be utilized to augment the Academy's other methods of recognizing employee performance, and a number of employees were recognized for their work.

2.2.5 Conduct review of classification and compensation systems for staff

in order to maintain a competitive salary and benefits structure. No review was conducted this fiscal year due to one being conducted in the prior fiscal year, resulting in Board-approved reclassifications of three positions.

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2.2.6 Conduct exit interviews with those who end Academy employment.

Exit interviews were conducted with four members of the Basic staff.

2.3 Strive for an academy community diverse in gender, race, and ethnicity.

2.3.1 Initiate, develop, and maintain processes that encourage the

recruitment, hiring, and retention of a diversified workforce.

Recent selections of full-time Academy staff and of Basic Training staff members reflect the Academy’s commitment to a diversified workforce, and diversified workplace practices are continuously reinforced.

2.3.2 Value the diversity of our employees by creating an inclusive environment that encourages an open exchange of ideas and opinions and recognizes individual skills and differences.

There is continuous reinforcement of this philosophy.

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3.1 Assure both short-term and long-term financial stability to enhance the

quality of training operations.

3.1.1 Annually, develop and stay within a Board-approved budget that adequately addresses all essential functions of the Academy.

The Academy has done this quite successfully and continues to

stay within budget (managing a surplus each of the past seven years). Multiple accounts have been created to better define specific expenditures within four groupings: Basic, In-Service, Operations, and Administration. The joint (NVCJTA and Prince William County) EVOC budget continues to provide a framework for the operation of the EVOC facility. In its initial three years of operation, the EVOC program finished each fiscal year with a significant surplus. The Academy had promised the Board that there would be an analysis of the operational costs after the initial three years of operation, and if there were budget adjustments (up or down) that had to be made, the Academy would bring those figures before the Board for consideration. Those discussions are now underway.

3.1.2 Develop and implement a multi-year Capital Replacement Plan

(CRP).

The CRP continues to function as a short- and long-term planning tool that enables the Academy to maintain its infrastructure and equipment for years to come. A separate CRP has been created for the EVOC facility.

3.1.3 Annually conduct an audit of Academy finances.

The firm of Cherry, Bekaert & Holland conducted an audit of FY 12 finances, and concluded their report by indicating that “The results of our tests disclosed no instances of noncompliance or other

Strategic Goal #3

Assure efficient and effective operation of the

Academy

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matters that are required to be reported under Government Auditing Standards.”

3.1.4 Annually conduct an inventory of Academy capital property and sensitive assets.

The Academy works with Falls Church personnel during the audit process to complete this inventory.

3.2 Improve Academy facility to create more effective learning environments.

3.2.1 Advance building renovations, facility improvements, and equipment replacement throughout the Academy.

a. In accordance with the schedule recommended in the multi-year

Capital Replacement Plan (CRP), begin and continue planned implementation of facility improvements and equipment replacement.

As a result of a bond proceeds surplus from the EVOC project, the Academy’s Board of Directors approved the designation of funds to be used for much-needed capital improvements, including construction of an additional parking lot, repairs to the roof, replacement of window caulking, the purchase of vehicles to create a dedicated EVOC fleet, and the addition of a women’s bathroom on the first floor adjacent to the cafeteria. By the end of FY 2013, the bathroom project was completed, all of the EVOC fleet vehicles had been delivered and placed into service, the parking lot was near completion, and solid progress continues on the roof project. b. In addition to the schedule outlined in the CRP, begin

evaluations and feasibility studies for the following:

1. Deleted (See Appendix A) 2. Determine need and schedule for full resurfacing of

driveway and parking lots. The CRP schedule includes complete resurfacing of

the parking lot in future years but that work will not be done until the lot has reached the end of its useful life and resurfacing is the only remaining option.

3. Deleted (See Appendix A)

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4. Evaluate the feasibility of replacing T12 fluorescent ballasts and bulbs throughout the building with more efficient ballasts and bulbs. The Academy’s long-range goal is to completely convert all fluorescent lighting in the facility from the T8 style (which is being discontinued by the manufacturers) to the T12 style. However, total conversion is an expensive process and this transition will depend on the availability of funding.

5. Deleted (See Appendix A)

3.2.2 Annually update the Academy’s facility needs assessment for safety and environmental conditions.

This is a continual and ongoing process whereby safety conditions

are constantly monitored and environmental assessments are conducted.

3.2.3 Deleted (See Appendix A)

3.2.4 Conduct review and make recommendations for all outdoor training

areas, to include physical training, practical training, reality-based training, and applied patrol procedures.

Every venue for Basic Training has been reviewed, and additional safety protocols have been established. A safety check-off sheet and injury log have been established for skills. (This log allows for follow-up on any potential injuries). The Academy is also considering the construction of an outdoor obstacle course for physical training. Reality based training for the Basic recruits continues at the EVOC.

3.2.5 Review current parking capacity at the academy and develop long-

term recommendations.

Parking capacities will be maximized in future years as work is almost complete on an additional parking lot (56 additional spaces) on the Academy site.

3.2.6 Evaluate future use of leased area.

In January of 2013, the current lease with Loudoun County (Sheriff) was extended until July 1, 2014, but future use of the space has not been determined. The Academy Director has met with Loudoun

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County officials to discuss the possibility of one of their County agencies utilizing the leased space but no plans have been solidified as of yet.

3.3 Assure continued quality and effectiveness of joint project management

of new EVOC facility.

3.3.1 Deleted (See Appendix A)

3.3.2 Develop a multi-year Capital Replacement Plan for the new EVOC. A separate account has been established for the EVOC CRP within the Academy’s operating budget. In coordination with Prince William County, a comprehensive CRP has been developed.

3.4 Explore and present Basic Training workload, staffing, and funding formula.

3.4.1 Deleted (See Appendix A)

3.4.2 Deleted (See Appendix A)

3.5 Deleted

3.6 Create a climate of process review and continuous improvement in the

quality and efficiency of training programs by establishing internal methods of gathering information, reviewing costs, receiving suggestions, and recommending and implementing changes.

The Basic Training schedule is reviewed every session to ensure that all state mandates are met, along with any needs that have changed due to procedural changes, law changes, or area policy changes. Basic Training staff have discussed ways to include Skills Training (Physical Fitness and Defensive Tactics) for the entire recruit session. The NVCJTA continues to utilize an on-line survey instrument (Survey Monkey) for the recordation of feedback. This process has proven to be more efficient than written surveys, and produces a quality product that requires less time to tabulate respondent data. The Academy added a second recruit class survey opportunity, so that every recruit now provides feedback about the training program twice during the session (once during the mid-point and once prior to graduation). There continues to be end-of-session facilitated focus group discussions conducted by the Executive Director and the Deputy Director - Administration, designed to identify more specific information than that which is provided in written surveys.

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Finally, the Executive Director, the Deputy Directors, and the Basic Training Manager meet twice each session with the elected recruit class officers in an informal lunch setting in order to solicit feedback and assess opportunities to make any improvements in the training program. All of these enhancements have allowed the Academy staff to gain better insight about the quality of the Basic Training programs and of individual instructors so that any areas in need of improvement can be more quickly acted upon.

3.7 Establish select committees, as needed, to deal with key topical issues (personnel, facility, budget / finances, etc.).

The Board of Director's Finance Committee continues to provide the Academy's leadership with helpful guidance and support related to the preparation of the annual budget and on other fiscal matters. The EVOC Management Oversight Committee, comprised of two Prince William County P.D officials and three Academy officials, meets to discuss and review policy, budget, and operational issues.

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4.1 Keep the Board of Directors and Executive Committee members well

informed about training issues.

4.1.1 Communicate regularly with Board Members via telephone, email, and in person regarding important academy issues.

In addition to regularly-scheduled meetings of the Executive Committee and the Board of Directors, the Executive Director communicates regularly with Board members via email correspondence and phone calls to facilitate effective communication. In June of each year, the Executive Director facilitates an annual training retreat for all members of the Executive Committee. In addition, the Executive Director schedules annual agency site visits in order to better assess the extent to which the Academy is meeting the specific needs of each agency and to solicit additional feedback.

4.2 Maintain strong ties between the Academy and its member agencies.

4.2.1 Conduct regularly scheduled meetings in order to assure continuing and effective communications with:

a. Training Officers –

Held on a quarterly basis b. Field Training Coordinators –

Working toward periodic meetings. c. Firearms Supervisors –

Currently meet before each session d. Use of Force / Defensive Tactics Lead Instructors –

Meet every three months e. Emergency Communications Center personnel –

Do not currently meet. f. Other specialized units within the member agencies. Meet as needed to discuss specific training needs. The Academy will begin to facilitate meetings (quarterly or as necessitated) that will include Basic Training Staff, In-Service Coordinators, Agency Training Officers and Field

Strategic Goal #4

Enhance communications and strengthen partnerships

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Training Officers to provide legal updates and address changes in training mandates and techniques. The meetings will be structured on an informal training platform and/or facilitated as a roundtable discussion.

4.2.2 Conduct research into current trends in training curriculum, best practices, and new technologies and equipment, and update as necessary with regard to:

a. Emergency communications training

The telecommunications specialist training continues to be held at the Arlington County Communications Center so that the students can train on equipment that is currently being used for field operations.

b. Current trends related to use-of-force issues and equipment

The Use of Force Supervisor has continued to provide occasional consultation to agencies regarding use of force incidents. Issues related to DT equipment and training are discussed at quarterly meetings with Defensive Tactics Instructors from the 17 member agencies. DCJS has also begun to conduct regular meetings with Defensive Tactics Instructors from around the state. Topics relating to Defensive Tactics and Use of Force training are discussed and shared, such as Ground Defense training which is now mandatory.

c. Current Field Training Officer (FTO) program

1. Determine the need for advanced and/or supervisory

FTO courses that will address the needs of member agencies.

The DCJS FTO training standards that have been in development are not yet in force. However, what are likely to be the final requirements are under public review. The Academy has determined that its current initial FTO training will fully comply with these standards, and our Enhanced FTO class will more than suffice for the recertification requirement. Currently included in the FTO training is a one-day block on legal issues for FTO’s. This block is available to incumbent FTO’s so that they may be made aware of current legal issues facing trainers.

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We are nearing completion of an online Legal for FTO’s block that will help to facilitate both certification and recertification of FTO’s.

d. Other training needs of specialized units (i.e., SWAT, CSI,

Traffic, CDU, etc.)

The Basic SWAT school that was referenced in the last report was finalized and conducted in April, 2013. Other specialized topics that are offered include classes on Legal Issues Confronting SWAT, Legal Issues for Detectives and Plain Clothes Officers, Legal Issues for FTOs/Instructors, The New Detective, and a class on Narcotics Investigation. Crime scene training is supported through both a Basic Crime Scene Processing class and a Basic Crime Scene Photography Class. Traffic enforcement is supported through a Radar/Laser operator’s class that certifies graduates to conduct speed enforcement with either device.

4.2.3 Joint ownership and management of the EVOC facility (in partnership with Prince William County) a. Deleted (See Appendix A)

b. Conduct EVOC Management Oversight Committee (MOC)

meetings.

The EVOC MOC committee, which consists of the Academy budget administrator, the NVCJTA Deputy Director and Director, and two Prince William County Police Department Academy administrators meet on an as-needed basis to discuss any ongoing fiscal issues and address any facility/curriculum concerns.

c. Conduct a complete review of the current EVOC curriculum,

including national trends and best practices, and incorporate into curriculum.

Distracted driving is an ongoing nationwide issue in the law enforcement community, and it is a topic that now being incorporated into a variety of classes, to include the Basic curriculum.

Basic driving-related tenets of the “Below 100” initiative (maintaining a safe speed and seat belt use) are taught and reinforced at both the Basic and In-Service levels.

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Our In-service curriculum is widely varied and meets the needs for all our participating agencies. Included are EVOC instructor re-certification classes, Special service Van and Wagon classes, motor refresher, and patrol officer advanced skill courses, etc. Additional courses will be developed as needed by our member agencies such as a recent request for an ATV (All-terrain vehicle) for off road riding. This facility provides a safe atmosphere and it is conducive for such training. Any additional vehicular requests will be entertained and addressed as they are brought to our attention.

d. Deleted (See Appendix A)

e. Add EVOC Instructor courses to the curriculum.

There is an ongoing effort to add qualified EVOC instructors

to our cadre of adjunct instructors since it is imperative that we maintain a list of instructors we can call upon to assist at the EVOC, especially during breakout.

4.3 Enhance the Academy's external relationships and visibility with its various

constituencies.

4.3.1 Develop and strengthen partnerships with other Northern Virginia and regional training academies.

a. Continue to improve the partnerships with Prince William,

Rappahannock and Fairfax County Criminal Justice Training Academies. All four academies continue to hold quarterly quad–academy meetings. These partnerships are strong and continue to develop under the leadership of the Executive Director.

In addition, quarterly meetings are held with the In-Service

staffs of these academies. The NVCJTA is using an instructor from Fairfax County to teach cultural diversity to the recruits (this was previously contracted out).

b. Continue coordinating the presentation of in-service and

executive level training on a quad-academy basis in order to reduce duplication of course offerings and to save costs.

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The NVCJTA continues to offer slots to the other quad Academies and vice-versa, but we are working to increase the frequency that this occurs, especially when it comes to the “higher-priced” consultants.

4.3.2 Explore or maintain partnerships with institutions of higher learning, other public sector agencies, associations, and with the private sector.

a. Continue working closely with the Department of Criminal

Justice Services in developing, reviewing, and implementing standards that are established through legislative action and/or through the administrative procedures process.

The Executive Director continues to actively participate at DCJS Committee-on-Training meetings and has also assisted DCJS and the Virginia Association of Academy Directors with several initiatives, including multiple reviews of proposed changes to training standards and the facilitation of several meetings to review proposed controversial changes to ground fighting standards. In 2012, the academy staff, at the request of the Loudoun County Sheriff's Office and in collaboration with the DCJS, designed a model training curriculum for Executive Law Enforcement certification. This course had never previously existed within the Commonwealth of Virginia and it was specifically designed to allow new police chiefs and sheriffs to complete an innovative, executive-oriented training format that resulted in their attaining certification. Ten law enforcement executives from throughout the state completed the course which was described by the Director of DCJS as the model for law enforcement executive certification in Virginia.

b. Continue working closely with the Virginia Association of Directors of Criminal Justice Training Academies to develop, review, and implement state-wide programs related to basic and in-service training programs.

The Executive Director is continuing efforts to streamline and update the DCJS standards and policies and is working with other academy directors on various issues of mutual concern,

c. Maintain an active role with the Washington Metropolitan

Council of Government’s Training Officer’s subcommittee.

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The Academy has assigned its In-Service Manager as its representative on the COG Training Officers Committee. Academy managers are briefed by the In-service Manager about current issues after each meeting.

d. Continue to develop and expand partnerships with area

universities, and especially with NVCJTA members George Mason University and Northern Virginia Community College. A member of the Academy's Curriculum Section continues to serve on the NVCC advisory board. The Academy is partnering with Dr. Cynthia Lum, Ph.D., Director and Associate Professor for the Center for Evidence-Based Crime Policy, Department of Criminology, Law, and Society, George Mason University, in an effort to conduct a survey of recruit attitudes over a number of years after they graduate from the Academy. Lum’s graduate students will compare findings from the NVCJTA recruits with those from the rest of the national sample recruits and provide us with a comparative report on the possible changes in their attitudes and beliefs. This survey has been validated, used, and supported by the Department of Justice.

e. Continue to work closely with law enforcement professional

associations, such as the Virginia Association of Chiefs of Police, Virginia Sheriffs Association, IACP, PERF, N.O.B.L.E., and the National Sheriffs Association. The Executive Director regularly attends VACP meetings and exchanges correspondence with their members. In August 2012, the Deputy Director – Basic Training attended the N.O.B.L.E. Conference in Pittsburgh. Members of the Academy’s executive staff plan to attend the 2013 IACP conference and the PERF town hall meeting in Philadelphia in October.

f. Develop and strengthen partnerships with area community

groups, businesses, and other organizations. The Academy has maintained a working relationship with the Nokesville Homeowner’s Association in relation to the EVOC facility. The Executive Director attends regularly scheduled meetings of the Loudoun Crime Commission in order to keep abreast of area crime issues and community concerns.

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The Operations Manager has also worked with the Loudoun County government since 2011 via our participation in the Green Business Challenge. This venture, in concert with the Loudoun County Chamber of Commerce, encourages businesses and other organizations to adopt environmentally sound business practices to become more energy efficient and implement more sustainable practices. Again for 2013, the Academy received a “Silver” certification for its green business practices.

g. Work with retired members of the Academy staff to

coordinate the celebration of the Academy’s 50th anniversary The Academy officially began on April 5, 1965, and it is the current staff’s desire to celebrate this historic event by bringing together Academy staff retirees and current member agency personnel to plan for an anniversary event on April 5, 2015. Preliminarily, the event will consist of a dinner, video historical tribute, acknowledgment of accomplishments and roles of past officials, etc.

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Appendix A – List of completed strategies

(or strategies that are no longer active) 1.2 Evaluate options for reducing the size of the Basic Recruit Class in order

to improve the quality and the effectiveness of the training.

1.2.1 Consider adding one or more of the following: a. Cap the class size at a specified level. b. Add a fourth section to each class. c. Divide class size in half with staggered start times. d. Add a third overlapping session. (This strategy was deleted due to the fact that for the past three years, the size of the Basic Recruit class has been much lower than when this strategy was implemented; should class sizes increase significantly in the future, this strategy may be re-implemented)

1.6.3 Develop a master adjunct instructor program.

(This strategy was deleted primarily because it became evident that there was no pressing need for such a program. This was due in part to the Academy’s already robust cadre of adjunct instructors who taught on a regular basis since the Chiefs and Sheriffs allow their personnel to take time away from their regular duties to teach. Secondly, the more we looked at the premise of the program, the more it seemed unnecessary to differentiate between the “master” adjuncts and the other adjuncts.)

3.2 Improve Academy facility to create more effective learning environments.

3.2.1. b,

1. Determine need and schedule for replacing tiled floors in academy hallways.

(The tiled floors were replaced with carpeting).

3. Evaluate the feasibility of installing a centralized HVAC control system. (Preliminary review of the feasibility of this strategy revealed that

any such effort would be prohibitively expensive, and it would be much more practical to maintain the current practice of replacing older units as they expired.)

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5. Evaluate the feasibility of repairing and relocating the current back-up generator.

(This avenue was explored but the cost of repair and

relocation was found to be too expensive.) 3.2.3 Renovate “practical” training rooms

a. Conduct needs analysis.

b. Develop design concepts. c. Conduct a cost analysis. d. Identify potential funding sources (grant). e. Complete project. (All practical rooms were renovated and are considered to be

complete.) 3.3 Assure continued quality and effectiveness of joint project management of

new EVOC facility.

3.3.1 Closely monitor all future initiatives related to construction and completion of the EVOC with quality of the project and budget limitations foremost in mind.

(The EVOC project was completed, and the site was open for training in

December of 2010.)

3.4 Explore and present Basic Training workload, staffing, and funding formula.

3.4.1 Continue to research various options to address academy staffing

needs and present to Board of Directors. (This work was completed in February of 2008 with no recommendation

to change the current staffing level. No further work on this issue is anticipated.)

3.4.2 Continue to research various options for academy funding formulas and present to Board of Directors. (This strategy was pursued and various options were presented, but the

Board chose to continue to utilize the current funding method. No further work is anticipated on this issue.}

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3.5 Evaluate the need for, and the feasibility of, a dedicated Firearms Range. (This option was explored, but since several member agencies were moving in

the direction of constructing their own ranges, either on their own or in partnership with other agencies, this proposal was shelved.)

4.2.3 In anticipation of the opening of the new EVOC facility, plan to:

a. Maintain robust communications with our EVOC partners from the Prince William County Police Department and other governmental agencies and contractors regarding all aspects of the EVOC project. (Since the EVOC project was completed and the site was open for training in December of 2010, the workgroup no longer met.) d. Continue to assess and research potential driving simulation

equipment to be used at the new EVOC facility.

(Two driving simulators were purchased via federal grants and were operational when the EVOC facility opened in December of 2010.)

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