SRO Performance Evaluation: A Guide to Getting Results
SRO Performance Evaluation: 

A Guide To Getting Results


Authors: 
Tammy Rinehart Kochel 
Anna T. Laszlo 
Laura B. Nickles 

2005 


Suggested Citation 
Kochel, Tammy Rinehart; Laszlo, Anna T.; and Nickles, Laura B. SRO Performance Evaluation: A Guide 
to Getting Results. Washington, DC: U.S. Department of Justice, Office of Community Oriented 
Policing Services, 2005. 

Circle Solutions, Inc.
Circle Solutions, Inc. is a woman- and employee-owned professional services firm committed to 
providing services and products in support of healthier, safer people and communities. 

Circle Solutions, Inc. 
8280 Greensboro Drive 
Suite 300 
McLean, VA 22102 
www.circlesolutions.com 
7038218955 

This publication was supported by cooperative agreement 2001-CK-WX-0187 from the U.S. 
Department of Justice Office of Community Oriented Policing Services. Points of view, opinions, or 
recommendations expressed in this document are those of the authors and do not necessarily 
represent the official policies or positions of the U.S. Department of Justice. 


Table of Contents


Foreword 

Acknowledgements 2
Introduction 4
Is 
This Process for You? ......................................................................4
What Is an Outcome-Oriented Performance Evaluation Process? ................................5
What Will This Process Do? .................................................................5
What Will This Process Not Do? .............................................................6
Which SROs Will Most Likely Demonstrate Success with This Process? .........................6
Assessing Readiness ........................................................................6

The Steps 
Step 1: Rally Support and Gain Commitment .................................................11
Things You Need to Know ...................................................................11
Step 2: Select Customer Meeting Participants...............................................12
Things You Need to Know ...................................................................12
Tips for Student Involvement ..............................................................13
Tips for Maintaining Momentum .............................................................13
Step 3: Prepare First Meeting Logistics....................................................14
Things You Need to Know ...................................................................14
Tips for Selecting a Meeting Location......................................................14
Step 4: Hold First Customer Meeting .......................................................15
Part A: Kick Off the First Customer Meeting................................................15
Things You Need to Know ...................................................................15
Tips for Facilitation .....................................................................16
Part B: Brainstorm and Prioritize Outcome Goals ...........................................17
Things You Need to Know ...................................................................17
Tips for Establishing Consensus............................................................19
Part C: Establish Outcome Measures.........................................................20
Things You Need to Know ...................................................................20
Tips for Reducing Data Sharing Concerns ...................................................20
Part D: Establish SRO Activities...........................................................21
Things You Need to Know ...................................................................21
Problem-Solving Tips: Using the SARA Method................................................22
Step 5: Prepare for the Second Customer Meeting ...........................................23
Things You Need to Know ...................................................................23
Step 6: Conduct Second Customer Meeting....................................................24
Things You Need to Know ...................................................................24
Step 7: Collect Baseline Data..............................................................26
Things You Need to Know ...................................................................26
Tips for Survey Development ...............................................................27
Tips for Obtaining a Representative Survey Sample .........................................28
Step 8: SRO Implements Activities..........................................................29
Things You Need to Know ...................................................................29
Tips: What to Do If the SRO Is Replaced by a New SRO.......................................30

Step 9: Collect and Analyze Follow-up Data.................................................31
Things You Need to Know ...................................................................31
Tips for Data Analysis ....................................................................32
Step 10: Convene the Last Customer Meeting of the Year ....................................33
Things You Need to Know ...................................................................33
Step 11: Integrate the Results into Performance Evaluation ................................35
Things You Need to Know ...................................................................35
Tips for Schools with Multiple SROs........................................................39
Endnotes...................................................................................40
The Tools 
Tool 1: Instructions for Creating an MOU and Sample MOU ...................................43
Tool 2: Sample Invitation Letter...........................................................46
Tool 3: Sample Contact Information Sheet ..................................................47
Tool 4: Meeting One Agenda ................................................................48
Tool 5: Sample Outcomes Table with Measures ...............................................49
Tool 6: Sample Activities Table............................................................51
Tool 7: School Safety Resource List........................................................53
Tool 8: Meeting Two Agenda ................................................................54
Tool 9: Sample Survey Questions ...........................................................55
Tool 10: Sample Activity Log...............................................................60
Tool 11: SRO/Supervisor Discussion Questions...............................................65
Tool 12: Sample Report of Priorities and Activities .......................................67
Tool 13: Agenda for Last Customer Meeting for the School Year .............................72
Tool 14: Tables to Integrate Outcomes into Evaluation......................................73
Tool 15: Contact List for Further Information..............................................76


Foreword 

SRO Performance Evaluation: A Guide to Getting Results captures the lessons 
learned from a 2-year pilot project by Circle Solutions Inc., funded by the U.S. 
Department of Justice Office of Community Oriented Policing Services (COPS 
Office). Having spent several years building school-based partnerships and training 
School Resource Officers (SROs) for the COPS Office, we set out to create and 
test a process of performance evaluation for SROs that supports and furthers 
community policing in schools. Three principles guided our work. (1) SROs 
perform a distinctly different function for law enforcement agencies than do patrol 
officers/deputies or any other unit within the department. As such, the 
benchmarks used to assess and promote their success in the job must differ as 
well. (2) Holding SROs accountable for results/outcomes (e.g., reducing school-
based crime and disorder problems) rather than activities performed (e.g., number 
of classroom presentations) leads to more effective policing and a reduction in 
school crime and disorder problems. (3) Involving customers in setting goals for 
the SROs allows the SROs to better understand the nature of and satisfy the 
expectations of their customers. 

The process described in this guide was pilot tested with five law enforcement 
agencies and six schools across the country. They were: 

 Boise (Idaho) Police Department at Capital High School 
 Naperville (Illinois) Police Department at Neuqua Valley High School 
 Port St. Lucie (Florida) Police Department at St. Lucie West Middle School 
 Rochester (New York) Police Department at John Marshall High School and East 
High School 
 St. Lucie County (Florida) Sheriffs Department at Forest Grove Middle School 
and St. Lucie West Middle School (St. Lucie County Sheriffs Department and 
the Port St. Lucie Police Department jointly serve St. Lucie West Middle 
School.) 


These sites were selected to pilot this process because of their commitment to 
community policing, their commitment to the SRO program, and their diversity. 
These agencies and communities differ greatly in size, demographics, types of 
crime and disorder problems they face, labor union contracts, and SRO 
deployment strategy. Obtaining this diversity was important to be able to 
demonstrate that the performance evaluation process can be implemented by any 
law enforcement agency and school, regardless of size, the types of school-based 
crime and disorder problems, or how SROs are deployed. Even law enforcement 
agencies with strong labor unions supported this effort as a way to enhance SRO 
effectiveness. 

The authors are grateful to these law enforcement agencies and schools for 
implementing this pilot project with us. Their contribution was truly extraordinary, 
and without them, this project would not have been possible. Contact information 
of key project staff is provided in Tool 15 of this guide. 



Acknowledgments 

There are many people to thank for making this product possible. Special thanks go to 
Former Chief Donald Pierce and Former Interim Chief Jim Tibbs, Boise Police 
Department; Chief David Dial, Naperville Police Department; Chief John Skinner, 
Port St. Lucie Police Department; Chief Robert Duffy, Rochester Police Department; 
and Sheriff Ken Mascara, St. Lucie County Sheriffs Department for committing their 
departments to participate in the school resource officer outcome-oriented performance 
evaluation pilot project. 

We also thank Former Principal Kathryn Birkett, Neuqua Valley High School; Former 
Assistant Principal Sandra Jordan and Assistant Principal Toyia Wilson, John 
Marshall High School; Assistant Principal Kathryn Colicchio, East High School; 
Principal Helen Roberts, St. Lucie West Middle School; Principal Charles Cuomo, 
Forest Grove Middle School; and Principal Jon Ruzicka, Capital High School for 
offering their schools as sites in which to implement the pilot process. 

The project would not have been possible without the commitment and participation 
of the officers and deputies who involved customers in their performance evaluations, 
accepted new roles as meeting coordinators, and implemented and tracked their 
activities. We would like to thank Officers Moses Robinson, Korey Brown, Ron 
Rafferty, and Dwayne Snead, Rochester Police Department; Deputies Greg Dampier, 
Mildred Brown, and Phil Fackler, St. Lucie County Sheriff s Department; Sergeant 
Marc Dimeo and Officer Rob Arensen, Port St. Lucie Police Department; Officer 
Richard Baranco, Boise Police Department; and Officer Erin Gibler, Naperville Police 
Department. 

These SROs and deputies received support and direction from Sergeant Edmund 
Kelleher and Commander Steve Claus, Port St. Lucie Police Department; Sergeant 
David Trimm, St. Lucie County Sheriff s Department; Commander Robert Wale, 
Sergeant Jeremy Lindauer, and SRO Coordinator Stacey Winter, Rochester Police 
Department; Sergeant Chris Maynard, Naperville Police Department; and Sergeant 
Ron Winegar, Boise Police Department. 

Key to our success was support from the following labor union representatives: Officer 
Joe Matchett, Naperville Police Department; Sergeant Clifton Manns, Rochester Police 
Department; Sergeant George Stevens, Boise Police Department; and Officer David 
Yager, Port St. Lucie Police Department. 

Many other school administrators, faculty, and staff; parents; students; nearby 
residents; and business representatives committed their time and provided substantial 
contributions to the success of this project as well. 



We owe gratitude to our consultantsExecutive Assistant Chief Timothy Oettmeier, 
Ph.D., Houston Police Department; Joel Garner, Ph.D.; and Commissioner Kevin 
Comerford, Erie County Department of Central Police Servicesfor sharing their 
expertise about performance evaluation systems, data analysis, and public-sector labor 
issues. 

We acknowledge the COPS Office staff Pam Cammarata, Beverly Alford, Sandra 
Webb, Ph.D., Amy Schapiro, and our Project Officer, Calvin Hodnett, for their 
confidence in and support of this innovative effort. 

We also appreciate the assistance of various Circle Solutions, Inc., staff including Sean 
Currigan, who assisted with survey analysis and on-site meetings; Mark A. Meschter, 
who provided expert editorial support; and Elizabeth Little, who designed the cover 
and layout for the text. 

Tammy Rinehart Kochel, Project Director
Anna T. Laszlo and Laura B. Nickles, Senior Technical Advisors




Introduction 

SRO Performance Evaluation: A Guide to Getting Results is a step-by-step guide 
to help law enforcement and school personnel use SRO performance evaluation 
differently than they have in the past in an effort to better address school crime 
and disorder problems. This guide provides: 

 A framework for understanding why outcome-based performance evaluation is 
important to law enforcement agencies, in general, and to SROs, in particular 
 A rationale for asking SRO customers to provide input into the outcome-
oriented goals for SROs 
 A step-by-step strategy for implementing an outcome-oriented performance 
evaluation process for SROs 
 Tools to help implement the outcome-oriented performance evaluation process 


Is This Process for You? 

 Does your department pride itself on being a community-oriented policing 
agency that partners with others and problem solves? 
 Does the school and law enforcement agency want to more effectively identify 
and address the most critical school safety issues? 
 Do you want to maximize the effectiveness of the SROs as role models, 
educators, school safety specialists, liaisons to community resources, law 
enforcers, and problem solvers? 
 Are you willing to dedicate time and resources to collecting data and learning 
more about the school-based crime and disorder problems? 
 Are you willing to revise your current SRO evaluation to reflect the unique 
environment in which SROs work? 
 Are you more interested in whether your SROs are making the school safer 
than how busy they are, and therefore, are you willing to evaluate the SROs on 
what they accomplish? 
 Would you like to give clear direction to your SROs about what they should be 
doing to reduce school-based crime and disorder problems? 
 Would you like to work with SROs to revise their activities, if their activities are 
not producing results? 
 Are you more interested in measuring the quality of your SROs work than the 
quantity of your SROs work? 
 Do you want school personnel, parents, and students to better understand the 
SROs roles in schools? 
 Would you like to better understand the skills and knowledge required of SROs 
in order to recruit the right SROs and provide effective training for SROs? 



What Is an Outcome-Oriented Performance Evaluation 
Process? 

Outcome-oriented performance evaluation is a way for law enforcement 
personnel (command staff, labor union representatives, SROs, and SRO 
supervisors) and schools (school administrators, teachers, school staff, parents, 
and students) to better address school-based crime and disorder problems by: 

1. Identifying the most critical and/or frequent crime and disorder problems that 
need to be addressed by the SRO 

2. Assessing the SROs performance based on results/outcomes (e.g., reducing 
school crime and disorder problems) rather than activities performed (e.g., how 
many classroom presentations the SRO conducted) 

3. Providing an opportunity to revise SRO activities if they are not producing the 
expected results/outcomes 


What Will This Process Do? 

The outcome-oriented performance evaluation process can: 

 Help new SRO programs by providing clear guidance to SROs, school 
administrators, and SRO supervisors about the direction that programs should 
take 
 Enhance existing SRO programs by focusing SRO activities on the most 
pressing school-based crime and disorder problems in a particular school and 
surrounding neighborhood 
 Improve school staffs, parents, teachers, students, and other law 
enforcement officers (customers of the SRO) understanding of what the SRO 
does on a daily basis and what he or she can and cannot affect with respect to 
school crime and disorder problems 
 Enhance both the SROs and customers understanding of the actual nature of 
school crime and disorder problems in a particular school and surrounding 
neighborhood 
 Provide a means of prioritizing the SROs responsibilities and directing the 
SROs proactive activities 
 Improve, support, or replace much of the existing SRO performance evaluation 
system 
 Provide a focus for SRO supervisors upon which to coach and mentor the SRO 
in order to improve performance 
 Enhance community policing in schools by engaging the customers of the SRO 
in identifying their expectations and empowering the SRO to implement a 
variety of collaborative problem-solving activities to solve school crime and 
disorder problems 




What Will This Process Not Do? 

The outcome-oriented performance evaluation process is not designed to: 

1. Produce prefabricated, standardized performance evaluation instruments that 
can be used for all SROs in all schools 

2. Produce a set of goals, activities, and measures that all schools in a district can 
adopt and use as is 

3. Provide a school district-wide plan for SROs 


Which SROs Will Most Likely Demonstrate Success with 
This Process? 

The type of SRO that will be most successful under this outcome-based 
performance evaluation process is one who: 

 Embraces collaboration and is willing to initiate and maintain partnerships 
 Is committed to having his or her customers, including students, provide input 
on the school safety goals 
 Understands the problem-solving process and implements it 
 Recognizes that school crime data can help him or her to better understand 
school crime and improve prevention and intervention approaches 
 Applies critical thinking to the job 
 Is self-motivated and proactive 
 Is creative and resourceful 
 Takes pride in getting results, rather than merely doing the job well 
 Has long-term vision, willing to work toward goals that may take a year to be met 
 Is an effective communicator 


Assessing Readiness 

The outcome-oriented performance evaluation process will not be embraced by all 
schools or by all law enforcement agencies. The potential benefits from the 
process are extensive, but the time and effort commitments required of SROs, 
SRO supervisors, and school personnel are not inconsequential. In fact, law 
enforcement agencies may be prudent to pilot this process in one school, prior to 
implementing it in all schools. Addressing the following needs will determine 
whether you are ready to implement the outcome-oriented performance 
evaluation process. 

Is the Law Enforcement Agency Ready? 

From the law enforcement agency you will need: 

 Executive-level commitment to improving SRO performance evaluation under 
community policing, with full support and commitment to the process 
 A project champion who understands the process and is willing and able to 
commit time to the project 



 An SRO supervisor who has the skills and motivation for the process 
 An SRO who is willing to receive customer input into his or her goals and 
activities, spotlight his or her successes, and improve upon shortcomings 
 A labor union that understands and supports integrating results/outcome goals 
into SRO performance evaluation, rather than merely monitoring activities 
 Willingness to collect, analyze, and share crime data with the school and school-
based customers 


Is the SRO Supervisor Ready? 

The SRO supervisor should be prepared to: 

 Participate in the customer meetings 
 Accept customer input into the SROs annual performance goals 
 Ensure that the process progresses and is productive and constructive 
 Mentor and guide the SRO to implement problem solving or other approaches 
that will produce an impact on specific crime and disorder problems 
 Monitor and critique the SROs activities 
 Review school and police data 
 Meet monthly or every 2 months with the SRO to assess progress 
 Manage multiple projects simultaneously 
 Intervene and help resolve conflicts between the SRO and school staff or other 
customers 
 Incorporate the findings into the SROs performance evaluation 


Is the School Ready? 

From the school you will need: 

 School administrators commitment to and interest in the process 
 School administrator who understands the agreed-upon SRO role 
 School administrator who is comfortable acknowledging the existence of school 
crime and disorder problems with parents, staff, students, and law enforcement 
and a willingness to address these problems 
 School administration willingness to share school crime and disorder data with 
law enforcement, parents, school staff, and students 
 School administration willingness to allow students and staff to participate in 
the process 
 School records and data that are accurate and available for timely analysis 


What Resources and Skills Are Needed? 

The following resources and skills are important for members of the project team 
to have or obtain when carrying out this process: 

 Organizational and planning skills 
 A facilitator who can impartially lead discussion 
 Basic research skills including sampling, survey design, and data collection and 
analysis 
 Meeting location suitable for 815 people 
 Resources such as flip-chart paper and refreshments for meetings 




What Else Is Needed? 

 Willingness to partner. All parties must share a willingness to partner with one 
another and share information. If there is a history of conflict between the law 
enforcement agency or SRO and the school, these issues must be addressed 
before starting the project. Furthermore, all parties must agree to establish 
procedures to handle confidential information. 
 Patience and motivation. This process is a multi-year process and involves 
many stages. Results will appear over time, not overnight! In addition, due to 
the project time frame, continued motivation and commitment to the project 
will need to be maintained. 



The Steps 

Step 1: Rally Support and Gain Commitment 
Step 2: Select Customer Meeting Participants 
Step 3: Prepare First Meeting Logistics 
Step 4: Hold First Customer Meeting 

Part A: Kick Off the First Customer Meeting 
Part B: Brainstorm and Prioritize Outcome Goals 
Part C: Establish Outcome Measures 
Part D: Establish SRO Activities 

Step 5: Prepare for the Second Customer Meeting 
Step 6: Conduct Second Customer Meeting 
Step 7: Collect Baseline Data 
Step 8: SRO Implements Activities 
Step 9: Collect and Analyze Follow-up Data 
Step 10: Convene the Last Customer Meeting of the Year 
Step 11: Integrate the Results into Performance Evaluation 



STEP 1:

Rally Support 
and Gain 
Commitment 

> Garner support 
from the chief or 
sheriff of the law 
enforcement 
agency, the labor 
union, and the 
principal of the 
school 

> Determine who will 
serve as the project 
leader and take 
ownership of the 
initiative 

See Tool 1: 

Instructions for 
Creating an MOU 
and Sample MOU 


Things You Need to Know 

Having executive support from both the law enforcement agency and the school 
is critical to ensure that both: 

 Support involving a broad range of customers including parents, school staff, 
teachers, and students to prioritize the safety goals for the school 
 Will assign personnel to participate as active members of the project team 
 Will commit the resources and information required by the effort 
 Will find value in the results of the effort 
 Agree to sign a Memorandum of Understanding (MOU) outlining the purpose 
and approach the effort will take 


The executives from the school and law enforcement agency should demonstrate 
their commitment to the effort through a letter, an MOU, and/or their presence at 
the first team meeting (see Step 4). This level of support validates the effort. 

In addition to executive support, the effort needs a leader, such as the SRO 
supervisor or a school administrator, who will: 

 Get the project started 
 Coordinate communication 
 Allocate tasks and responsibilities 
 Hold others accountable 
 Redirect the team as needed 


Without a project leader, tasks may not be accomplished, the vision may be lost, 
and resources may be misallocated. The project leader should be someone who 
personally benefits from the effort and with sufficient relationships, respect, or 
authority to hold team members accountable to implementing the process. The 
SRO, supervisor, or school administrator may be a good team leader. 




Step 2: 

Select Customer Meeting Participants
> The SRO, SRO 
supervisor, and 
school administrator 
should discuss and 
agree who should 
attend the customer 
meeting 


Things You Need to Know 

Invitations to the first customer meeting should be extended to the school 
principal, SRO(s) in the school, SRO supervisor(s), and customers of the SRO(s). 
Customers include those to whom the SRO provides services or with whom the 
 
SRO partners to perform services. For example, customers may include: 

 Students 
 Parents
 Principal/assistant principals
 Deans 
 Guidance counselors 
 School nurse
 Custodian
 Teachers
 Food service personnel 
 Neighborhood beat officers 
 Residents near school 
 Business owners/employees near school 


As customers are selected to participate, it is important to recognize that they will 
determine the safety priorities set for the school, so they must have a stake in the 
safety issues of that specific school. Keep in mind that the largest customer base 
is composed of students, followed by the school faculty and staff. Be certain not 
to undercut these customers influence on the school safety priorities by stacking 
the group with large numbers of individuals with a more peripheral interest in the 
school safety issues. 

Be aware that some individuals may have alternative motivations for involvement. 
Customers may not ordinarily have an opportunity to meet with law enforcement 
or school officials. Take care to invite individuals with something meaningful to 
contribute to the discussion and avoid inviting those who may merely want an 
audience with others in attendance or a chance to promote a cause. 

Keep the size of your group manageable; a group of 815 people is 
recommended. Trying to facilitate a discussion of a group larger than this may be 
challenging. 



Tips for Student Involvement


Keep in mind that one or two students do not represent the entire student 
body. Consider involving students of both genders, multiple racial/ethnic 
backgrounds, different socioeconomic backgrounds, different grades, and 
different social groups and school activitiesnot just the honor role students. 
Students may not feel completely comfortable participating in a discussion 
with adult authority figures. The facilitator must devote specific attention to 
ensuring that the students voices are heard. You may want to conduct a 
general survey of students or conduct a student-only focus group prior to the 
first meeting to garner a larger student perspective. 

Tips for Maintaining Momentum 

Maintaining momentum for the project is about ownership and 
communication. If the right customers are involved, they will already have a 
stake in addressing the schools safety problems. Maintaining their 
involvement will be easier using the following tips. 

 Begin meetings with an icebreaker or fun activity that allows people to 
get to know each other 
 Schedule meetings at the convenience of the customers 
 Keep customers informed by group e-mails or periodic meetings 
 Do not overload any one person; rather distribute the responsibilities (e.g., 
one person may design a survey, another may collect school data) 
 Send thank-you notes to acknowledge contributions 
 Publicize accomplishments in school newsletters or during the morning 
announcements 
 Celebrate small/incremental successeshave a luncheon or an awards 
ceremony 



Step 3: 

Prepare First Meeting Logistics 

> Select a day and 
time that should be 
most convenient to 
your selected 
invitees 

> Reserve a meeting
location for 2 hours

> Send an invitation 
letter, with time, 
location, and topics 
for discussion with each person


> Confirm attendance 
invited

> Arrange for food
and flip charts

Things You Need to Know 

When selecting a day and time for your meeting, keep in mind that when 
involving students, you should avoid scheduling the meeting during class time. 
If the meeting must happen during class, try to arrange it during elective classes. 
Other possible meeting times include before school, during lunch (and provide 
lunch), and after school, if transportation is not an issue. Similar scheduling 
conflicts arise for teachers. Parents may also have difficulty attending a midday 
meeting due to work obligations. Offering refreshments during the meeting may 
provide additional incentive for attendees to work the meeting into their schedules. 


Tips for Selecting a Meeting Location

When selecting a meeting location within the school building, keep in mind 
that the meeting will be discussion-based. The meeting space should allow 
participants to face one another in a circle or around a table to encourage 
discussion. You will also want to secure a location that permits you to hang 
flip-chart paper on the walls or blackboard. 


See Tool 2: 
Sample Invitation
Letter



Step 4: 
Hold First Customer Meeting 

Step 4 involves a four-part process: 

 Part A: Kick off the first customer meeting
 Part B: Brainstorm and prioritize outcome goals
 Part C: Establish outcome measures 
 Part D: Establish SRO activities 

Step 4, Part A: 
Kick Off the First 
Customer Meeting 

> Welcome
participants to the 
meeting 

> Conduct 
introductions 

> Circulate a sheet for 
attendees to 
provide contact 
information 

> Summarize the 
goals and 
milestones of the
effort 

> Summarize the 
goals of the 
meeting

> Establish rules for 
brainstorming


Things You Need to Know

The first customer meeting requires a very participatory process. If resources 
permit, you may want to consider using a professional facilitator to conduct your 
meeting. Otherwise, this guide offers tips to help the novice. Follow the steps 
provided to get the meeting started. 

When conducting introductions, ask participants to state their names; and even if 
participants all know each other well, ask them to comment on what they hope to 
contribute or to achieve by the meeting. 

 

Ground Rules

Establishing ground rules for brainstorming is the foundation for encouraging 
participants to contribute their ideas without fear of embarrassment. The more 
ideas presentedeven unconventional ideasthe more likely that a good idea will 

surface. Here are some suggested ground rules:

 Everyone participates 
 Stay on topic 
 Go for volume; piggyback on other ideas 
 Be creative 
 Accept all responses: no discussion, criticism or analytical comment until time is 
called 


See Tool 3: 
Sample Contact
Information Sheet


See Tool 4: 
Meeting One
Agenda



Tips for Facilitation


 Establish clarity about the objectives and goals. Post them on a flip chart 
and keep them visible. 
 Keep the meeting focused on the topic. Do not allow participants to 
redirect the meeting. 
 Remind participants of ground rules when necessary. Enforce the ground 
rules. 
 Watch body language to gauge whether to move on to the next topic, 
test a suggestion with the group, give a new person the floor, or address 
conflict. 
 Use group problem-solving techniques and handle conflict. 
 Involve all participants in discussion. Seat people in a circle or square so 
that they are facing one another. Call on particularly quiet participants to 
speak. 
 Do not make lengthy comments. Do not be afraid of silence as 
participants think. 
 Lead the discussion and ask questions. Summarize comments and clarify 
direction. Provide information, not opinion. 
 Accept all relevant comments as valid without judging them. 
 Help group members listen to one another. As an objective facilitator, 
restate what is said or ask the speaker for further clarification if the group 
does not seem to understand a point. 
 Conclude the meeting by summarizing decisions made, tasks assigned, 
and other next steps. If appropriate, select the next meeting date and time. 


Step 4, Part B: 
Brainstorm and 
Prioritize 
Outcome Goals 

> The SRO describes 
what he or she 
currently does in 
the schoola 
typical dayand 
states what he or 
she is trying to 
accomplish with 
each activity 

> Ask the group to 
identify school 
safety outcomes 
that are the 
primary 
responsibility of the 
SRO (rather than 
the school) and 
those that can be 
achieved within a 
single school year 


Things You Need to Know 

What Does the SRO Currently Do? 

Allowing the SRO(s) to describe a typical day and his or her routine functions will 
ensure that the group does not overlook an important contribution by the SRO 
when establishing the years priorities. As the SRO explains what he or she is 
trying to accomplish by performing each task or group of tasks, the outcome of 
that activity becomes apparent. For example, an SRO may currently spend as 
much as 2 hours of each school day mentoring troubled studentsmediating
conflict, encouraging and rewarding positive behavior and achievement, referring 
students to a professional counselor for services, and engaging parents on 
particular issues. In this example, the SRO may claim that he or she does these 
things to reduce repeat offending by those students selected for mentoring. 

As outcome goals are set for school safety, consider whether an outcome that the 
SRO currently focuses on has been overlooked. Make a conscious decision about 
whether that outcome goal should be included in the list. In this example, consider 
whether reducing repeat offending by selected students should be a goal for the 
SRO this year. 

Outcomes 

Limit your brainstorming about outcomes to school safety goals that are the 
primary responsibility of the SRO rather than someone else in the school and to 
those that can be achieved within a single school year. If the group has a goal that 
is extremely long term, break down that goal incrementally and establish interim 
goals. 

Appropriate outcome goals may include reducing crime or disorder problems, 
reducing the harms associated with crime or disorder problems, reducing fear of 
someone else in crime, reducing the likelihood of victimization, or increasing the capacity to 
address safety threats. 

Outcome goals should be as specific as possible. List the problem, location, and 
time. Using the SARA method of problem solving (see Problem-Solving Tips in 
Step 4, Part D), this stage is referred to as scanning. Here are some possible 
outcomes: 

 Reduce theft from the locker rooms during gym class 
 Reduce fights at the main intersection during class changes 
 Reduce theft from vehicles in the staff parking lot 
 Reduce drug use in the student parking lot during school hours 
 Reduce vandalism to the school bathrooms during basketball games 
 Reduce the number of students showing gang signs and symbols in the school 
during school hours 
 Increase teachers knowledge about the signs and symptoms of gang 
membership 
 Reduce students fear of being bullied in the boys restrooms during class changes 



Step 4, Part B Continued 

> Discuss and record 
the outcomes that 
the group would 
like to see the SRO 
accomplish by the 
end of the school 
year 

> Review whether 
any outcomes 
resulting from 
current activities 
have been 
overlooked and 
decide whether to 
add them to the list 

> Review the 
outcomes for any 
contractual, legal, 
or policy conflicts 

> Establish 
consensus on the 
top three or four 
priority outcomes 
for the SRO 

What Outcome Goals Are Not Appropriate? 

The following sample outcomes are not recommended because they are too long 
term and all-encompassing: 

 Reduce crime on the school grounds 
 Reduce violence 

Likewise, do not set up the SRO for failure by setting unattainable goals. The 
following priorities are examples of this problem: 

 Eliminate drugs from campus 
 Eliminate gangs from campus 


Although elimination of all problems from schools is ideal, setting expectations 
this high may merely serve to frustrate the SRO, not motivate the SRO. 

The following sample outcomes are not recommended because they typically are 
not the primary responsibility of the SRO: 

 Improve students standardized test scores 
 Reduce tardiness 
 Reduce classroom disruptions 


The SRO may contribute to improved test scores by maintaining a safe school 
environment and reducing student fear of victimization or mentoring at-risk 
students. The SRO may improve tardiness by suggesting traffic flow changes to 
the school hallways or parking lot. The SRO may improve student behavior in 
class through character education. However, other personnel within the school 
retain the primary responsibility over these goals, namely teachers and 
administrators. 

For some outcomes, the group may be uncertain whether the goal falls primarily 
to the SRO. These outcomes require a policy decision by the group to determine 
whether it is appropriate for the SRO to prioritize his or her time working on those 
goals. For example: 

 Reduce fights on school buses 
 Improve the traffic ingress and egress during primary drop-off and pick-up times 


To help address outcomes that seem unclear or even those that may be outright 
inappropriate for an SRO, prior to building consensus on the top priorities, the 
SRO and his or her supervisor must review the outcomes and determine whether 
any must be removed from consideration because they contradict union contracts, 
the MOU between the law enforcement agency and school district, or because 
they defy department or school policies/regulations. For example, if one of the 
proposed goals is to reduce truancy, but the MOU specifically states that the SRO 
is not to address issues of truancy, then that outcome should be removed from 
consideration. 


Proposed Outcome Goals Must Be Outcomes, Not Activities 

The following suggestions are not appropriate because they are activities, not 
outcomes: 

 Increase the number of classroom presentations 
 Increase time spent interacting with students 


Classroom presentations can be helpful, for example, teaching students about the 
consequences of drug use may help reduce or deter drug use. However, if doing 
the presentations was the goal, rather than reducing student drug use, the SRO 
may not make full use of the resources available. Perhaps the SRO should teach 
about the consequences of drug use, as well as target a known drug sale location 
on school property with Crime Prevention Through Environmental Design (CPTED) 
solutions,1 teach teachers the symptoms of drug use, and refer users to 
substance abuse counselors. 

Putting the Outcomes into Context 

After the outcomes have all been articulated, narrow the list of priorities to three 
or four issues. It is important for everyone to understand that by prioritizing three 
or four issues for the SRO to address, the SRO is not going to ignore a serious 
incident or discontinue some routine function such as responding to calls for 
service. Rather, assigning priority to a finite number of concerns motivates the 
SRO to proactively focus his or her efforts on those issues. 

Tips for Establishing Consensus 

Many methods can be used to develop group consensus. The following is 
one visual approach that you may use to develop consensus on the priority 
outcomes. 

 List each brainstormed priority outcome on flip-chart paper and post the 
list of outcomes on the walls/blackboard of the meeting room. 
 Give each meeting participant three colored sticker dots. The color of the 
dots does not matter as long as they are distributed so that one persons 
dots cannot be distinguished from those of another. 
 Instruct meeting participants to place their stickers next to the outcomes 
that they believe are most important to address. Each participant may 
place one sticker on each of the three most important outcomes to him or 
her, or may place two or even three stickers on any one outcome to show 
extreme importance. 
 When everyone is reseated, list the outcomes with the most votes on a 
new sheet. The number of outcomes selected should be three or four. 
Review each with the group. 
 If the votes do not result in clear top three or four choices, continue 
discussing the outcomes and the importance of one over another. Revise 
the outcomes, if needed, and revote, using modified dot stickers (perhaps 
drawing a line through them to distinguish the new vote). 


Step 4, Part C: 
Establish 
Outcome 
Measures 

> Brainstorm on 
specific ways to 
assess whether 
each of the goals is 
met

> Brainstorm about 
data sources for 
capturing the 
measures 

> Organize the 
outcome goals into 
a table with the 
outcomes as 
column headers 
and data sources 
under each 

> Engage the deans 
or others at the 
school responsible 
for school data to 
assess the datas 
availability and 
appropriateness; 
do the same for 
police data


Things You Need to Know 

Establishing how you will determine whether the SRO has successfully achieved 
the outcome clarifies the expectations for the SRO. At least one measure for each 
outcome must be agreed upon. For example, for the outcome goal of reducing



thefts from the locker rooms during gym class, the group may propose one or 
more of the following measures:


 Reduction in the number of reported thefts from locker rooms during gym class
  Reduction in the value of items reported stolen from locker rooms during gym 
class 
 Increase in students use of theft prevention strategies (e.g., locks, leaving 
certain items at home) 

The first two measures directly report on the outcome of thefts. The third 
example may demonstrate interim success and can serve to supplement the
findings from the first two measures.

Once measures have been selected for each outcome, data sources for each 
measure must be established. Relevant and available school data are likely to 
include attendance, incidents, referrals, and suspensions, and occasionally a 
school climate survey. Relevant and available law enforcement data may include 
calls for service, crime reports, arrests, and occasionally a community survey. 
These sources may need to be supplemented by observation data or by 
implementing surveys of students, staff, or parents. 
Continuing with the example provided, the number of reported thefts in the locker 
room may be found in school incident data. The value of items reported stolen 
may be found in police crime report data. To measure the use of theft prevention 
strategies, a student survey may be helpful. 

To expedite brainstorming about data sources, bring copies of blank report forms 
and codes to the meeting. Involve someone in the customer meeting from the 
school and the law enforcement agency who works with these data or who is 
knowledgeable about the data; this will reduce speculation about the availability 
and format of data. 
 

Tips for Reducing Data Sharing Concerns 

Federal policies relating crime and violence in schools to funding and school 
attendance, in conjunction with the natural tendency to want the school to 
be viewed as safe, may make school administrators hesitant to share 
school safety data with parents, students, and even staff. Agreements 
about data sharing should be established within the group prior to
discussing the data. As team members continue to work together, trust and 
a common purpose will likely ease data sharing concerns. Individual student 
data, however, should remain confidential. 

See Tool 5: 
Sample Outcomes 
Table with
Measures 



Step 4, Part D: 
Establish SRO 
Activities

> Brainstorm and list 
activities that the 
SRO can do to 
impact each 

> Consider activities 
in the following 
areas: education, 
collaboration with 
others, mentoring 
students, law
enforcement/solving 
crimes, run/ 
oversee programs, 
or increase access 
to the SRO

> Discuss and
determine whether
the activities are
appropriate given
policy and legal
considerations, as
well as the SROs
skills and abilities

> Prepare a table to
display the
potential activities
under each priority
outcome

> Set a date for the
next meeting, prior
to or at the very
beginning of the
next school year

Things You Need to Know 

Refrain from criticizing activities while the group is brainstorming. It would be 

easy for the SRO or his or her supervisor to feel uncomfortable about some of the 
proposed activities, especially if he or she has never been asked to do anything 
like that before. Proposed activities may include:

 Classroom presentations on the effects of alcohol on driving ability and 
response time
 Newsletter articles on good decision making
 Random locker searches with a drug-sniffing dog
 Mentoring those students repeatedly caught bullying other students
 Organizing a clean-up day to remove graffiti from school bathrooms

Once the ideas have been put on paper, discuss whether the activities are 
prioritized outcome appropriate for the SRO to conduct given policy or legal issues or based on the
specific knowledge, skills, and abilities of the SRO. Remove activities that may not be appropriate. 
The activity list is a guide or resource for the SRO. He or she may not be able to conduct all of them.

Furthermore, under community policing, the problem-solving method requires that 
considerable information be collected about a specific problem to determine when, 
where, why, and with whom the problem is occurring in order to establish 
the root cause(s) of the crime or disorder problem and select a tailored response. 
Therefore, it may be difficult to brainstorm the most appropriate response until 
the nature of the problem is further analyzed. The customer group must remain 
flexible to allow opportunities to implement tailored responses. 




Problem-Solving Tips: Using the SARA Method

Scanning. Define and describe the problem using the following statement:

(Victims) are (harmed) by the (behaviors) of (offenders) at (places) at (times).2
For example: Teachers and administrators vehicles are being vandalized by 
students who are keying them and breaking off antennas in the faculty 
parking lot immediately after school is out.



Analysis. Ask questions about the problem and answer them with 
appropriate data sources to gain a thorough understanding of the problem 
and its root causes. Questions may include:

 What are the specific harms associated with the problem?
 What behaviors are leading to those harms?
 What time of day are they occurring?
 What days of the week are they occurring?
 How often is that behavior occurring?
 What other events are happening in the location during the time that the behavior is happening?
 What conditions are present in the location at that time (e.g., rain/sunshine, school dismissal/lunchtime)?
 What are the characteristics of the offenders?
 What benefits do the offenders receive by conducting the behaviors?
 In which specific locations are the behaviors being conducted?
 What are the characteristics of the victims?
 Why are the victims in that location at that time?
 Is there someone who could intervene and prevent the behaviors, or are there other third parties of interest?


Response. Brainstorm options that address the root causes of the problem 
and intervene from at least two of the three sides of the problem: victim, 
offender, and location. A multi-pronged approach will be most successful 
in the long term.



Assessment. Evaluate whether the responses implemented addressed 
the problem. In many cases, it may be unlikely that the problem will be 
eliminated. However, success can be found on a number of levels. Answer 
the following questions:

 Have the number of incidents been reduced?
 Have the harms associated with the problem been reduced?
 Have the means of handling the problem been improved?
 Has the problem been moved to another location?
 Are the victims/potential victims better equipped to deal with the problem?
 Have the number of related crimes/incidents been reduced?
 Is fear about the problem reduced?3


Step 5: 

Prepare for the 
Second Customer
Meeting 

> Collect school data 
on the frequency of 
each type of school
incident as well as 
any other school 
data on crime and 
disorder

> Collect police calls 
for service and 
crime report data 
for the school 
address and/or the 
immediate area 
during school hours 

> Review the 
frequency of the 
crime or disorder 
problems prioritized 
by the group 

> Highlight the most
common crime and 
disorder problems 
that were not 
selected as a 
priority 

> Review sample
data on the specific
measures proposed
to be sure they can
be collected

> Prepare the
logistics for the
second customer
meeting (meeting
space, flip chart,
refreshments, etc.)


Things You Need to Know 

Now that the customer group has had an opportunity to share its perceptions of 
crime and disorder problems, it is time to gather data about these crime
problems. This data will help the customers during the second meeting to 
compare perceptions about crime with the actual crime data. Some identified 
problems may not be issues about which data is collected, and so perceptions 
about the problem may initially be all that can be used. For most crime and 
disorder problems, however, incident or crime reports will be available. Take a 
close look at the frequency of the prioritized problems compared with problems 
not selected as priorities by the group.

Categorize the data by grade level and by gender. Some problems may be 
targeted (e.g., primarily a problem associated with sixth graders or with boys). If 
time permits, consider reviewing whether the problem is limited to a small 
number of repeat offenders, rather than across many students. When compiling 
the data for the second customer meeting, protect the identities of individual 
students. Concerns about individual students can be discussed outside of the 
large group, which is likely to include other students. 

Analyze samples of the proposed data sources to be sure that the data can be 
manipulated appropriately. For example, if one of the proposed measures is the 
number of students injured as a result of fights at school and the incident form 
shows that this information is captured, run a report of the data for a sample time 
frame. Check to see if the deans or others writing the report complete the portion 
of the report addressing injuries to students. If the information has not been 
recorded, an alternative data source or measure is necessary. 
 
The logistics for the second customer meeting should mirror those of the first. 
The same individuals, whenever possible, should be present. Set up the seating in 
a circle so that group discussion comes naturally. Obtain a room that allows flip-
chart paper to be posted on the walls or blackboard. Offer refreshments 
whenever possible to entice and reward participation. 



Step 6:

Conduct Second Customer Meeting
> Review meeting 
purpose: To refine 
the outcomes

> Review priority 
outcomes agreed 
upon during the 
first meeting

> Present data 
findings

> Discuss and agree 
to any changes to 
priority outcomes

> Decide the 
importance of each 
priority outcome 
compared with the 
others and assign a 
degree of 
importance

> Estimate the 
percentage 
influence that the 
SRO has on each 
priority compared 
with others 
(e.g., teachers, parents, 
deans)

> If priority outcomes 
change, establish 
new data sources 
and activities

Things You Need to Know

Reassessing Priorities

Although the frequency of a problem does not necessarily determine whether it 
should be a priority, reviewing this information will help customers make informed 
choices. For example, you may learn that cell phone thefts from the girls locker 
room during gym class are happening more frequently than your prioritized 
problem of drug sales in the hallways during class changes. Yet, the group may 
decide that drug sales is a more pervasive problem than thefts, impacting student 
achievement, truancy levels, students health issues, and student fear at school.

In some cases, the group may have selected a problem because it received 
publicity, giving the impression that the problem was widespread. However, upon 
reviewing the data, customers may realize that the incident was isolated. In this 
case, reviewing the frequency of the problem may cause the customers to 
reevaluate priorities. For example, if a student brought a knife to school and 
subsequently threatened a group of students at lunch, this event may linger in the 
memories of the customers, generating fear and an impression that the school 
has a weapons problem. The data may reveal, however, that this was the only 
weapon recovered last year. Having reviewed the data, the group may decide that 
although weapons in school is an important issue, they will not ask the SRO to 
focus his or her time addressing it. Rather, the school will continue to use the 
schools existing weapons prevention policies and intervention approaches.

Assigning the Degree of Importance

Once the priorities have been finalized, discuss and decide how important each of 
the outcomes are compared with one another. This will provide further direction to 
the SRO about where to place his or her emphasis and will allow the outcomes to 
be integrated into a performance evaluation tool at the end of the process. If the 
level of importance varies, assign a number of points to each priority so that the 
total across all priorities equals 100 points. If the customer group places equal 
importance on each outcome, assign an equal number of points to each. See 
Table 1.

Estimating Percentage of SRO Influence

Not all outcomes are under the complete control of the SRO. As a group, estimate 
how much influence the SRO is likely to have over the outcome as a percentage 
(up to 100% for each outcome). Consider whether other school personnel 
or school policies also influence the outcome. Table 1 provides an example of a 
possible conclusion to these discussions.



Step 6, Continued
> Review proposed 
data sources to 
determine whether 
the data are 
feasible to collect 
and whether the 
data accurately 
measures the 
degree to which 
the outcome is 
achieved

> Agree to final data 
sources

> Summarize the 
types of activities 
the SRO has been 
asked to undertake

> Assign tasks (e.g., 
draft survey, gather 
baseline data, 
create activity log) 
with timelines and 
points of contact

> Establish a plan for 
implementation.


Table 1

Priority Outcome: Thefts in the locker room
Assigned Degree of Importance: 20
Perceived % Influence by the SRO: 65% 

Priority Outcome: Fear of being beaten up
Assigned Degree of Importance: 30
Perceived % Influence by the SRO: 80% 

Priority Outcome: Drug use in the parking lot	
Assigned Degree of Importance: 40
Perceived % Influence by the SRO: 50%  

Priority Outcome: Teachers' knowledge of gang signs and symptoms
Assigned Degree of Importance: 10
Perceived % Influence by the SRO: 90% 


For more information about how this process may translate into a performance evaluation tool, see Step 11.

Finalizing the Activity List

Summarize the proposed activities to the group so that the customers and the 
SRO can visualize the expected emphasis for his or her activities. Do the 
customers expect the SRO to spend much time in the classroom? Is the SRO 
being asked to run a number of school programs? Is the SRO expected to 
implement a problem solving initiative involving students and staff? Articulating 
the major activities will help the SRO and his or her supervisor identify training 
needs or areas that the SRO may require mentoring and support to try the 
approaches proposed by the customers. As with the outcomes, the SRO and his 
or her supervisor must identify any activities that the SRO cannot conduct 
because of legal or policy constraints.

Establishing the Implementation Plan

Decide when the SRO will begin implementing the proposed activities (after 
collecting baseline data), how often the SRO and supervisor will meet to assess 
progress, how frequently the group will communicate and by what means, 
and with whom and how baseline data will be shared. Also, delegate tasks (i.e., 
survey design and implementation, creating the SRO activity log) and timelines. If 
one person must do most of the tasks, this effort may prove overwhelming.



Step 7:
Collect Baseline Data

> Conduct systematic 
observations as 
needed

> Draft and conduct 
any necessary 
environmental 
surveys

> Draft any necessary 
student/staff/parent 
surveys
> Pre-test surveys

> Implement the 
surveys to a 
representative 
sample of 
students/staff/ 
parents before 
initiating the 
recommended 
activities

> Review survey data 
and any archival 
data for the 
previous school 
year to better 
understand the 
nature of the 
prioritized 
problems

> SRO and his or her 
supervisor discuss 
specific targets for 
each outcome goal

> Create a new SRO 
activity log, or 
adjust an existing 
one, to track 
activities 

Things You Need to Know

Outcome Data

Consider using creative means such as surveys of students, school personnel, 
and parents; observations; or logs kept by the SRO, deans, or principals to collect 
data that is not routinely available through school or law enforcement databases. 
For example, ask students to self-report bullying in a survey. Have an SRO or 
other trained observer observe students in the hallways, over time, to record the 
frequency of seeing gang symbols or hand signs. Catalogue photos of vandalism 
and their dates and locations.

The baseline data should be shared with the SRO, SRO supervisor, and school 
administrator. The more information known about the crime and disorder 
problems, the more likely tailored and appropriate responses can be implemented. 
Also, by knowing the baseline standards, the SRO and his or her supervisor can 
meet and discuss specific targets for each outcome. For example, if the number 
of reported thefts from locker rooms was 29 last year, the SRO and his or her 
supervisor may agree that the SRO should aim to reduce those thefts by 20% or 
by 6 thefts.

Activity Tracking

One of the more challenging aspects of this process is tracking the SROs 
activities. Although some jurisdictions routinely collect some activity data such as 
arrests and perhaps classroom presentations, the SRO should collect more detail 
about his or her efforts. Activity logs must be sufficiently detailed to reflect the 
breadth of the SROs efforts, but not so detailed and cumbersome that the SRO 
spends as much time documenting activities as he or she spends implementing 
them. The level of detail included should be determined jointly by the SRO 
and supervisor with these issues in mind.

At the end of the school year, when customers reconvene to learn whether the 
SRO was successful in his or her attempts to address the prioritized problems, 
knowing the level of effort and types of activities conducted will be critical to 
course adjustment discussions and to tempering concerns over unchanged 
outcomes. For instance, if the SRO conducts the activities recommended by the 
customers and does them well and with reasonable frequency, any failure to fully 
achieve the outcomes must be jointly borne by the customers who perhaps had 
proposed ineffective responses to the problems. Knowing what activities were 
associated with a change in the outcome and those that were not will help to 
inform recommendations for the next school year.


Tips for Survey Development 

Whenever possible, someone with research methods expertise should help 
design and implement surveys. Determine whether one or more of the 
customers brings this expertise to the team or seek help from a local university. 
The following tips will help you design and develop your survey. 

 Maintain anonymity of the respondents, unless you plan to link individual 
survey responses from one period to the next. 

 If cost-efficient and feasible, implement an electronic survey to minimize data 
entry errors. 

 Provide simple and clear instructions at the beginning of the survey. Thank the 
respondents for their time and effort at the end of the survey. 

 Questions must be written at the age/cognitive development level of the 
respondents. 

 If respondents do not speak English well, translate the survey into the 
appropriate language. Likewise, make accommodations for those with 
disabilities. 

 Put the least sensitive questions in the front of the survey and the most 
sensitive toward the end. 

 Do not incorporate two ideas into the same question. 

 Obtain general demographic information from respondents (e.g., grade level, 
gender), as long as obtaining this information does not endanger 
confidentiality. 

 Include time frames in questions. Be specific about when events occurred 
(e.g., During the past school year, were you instead of Have you ever) 

 Consider asking how many times something occurred within a time frame, if 
appropriate. 

 Questions about attitudes or impressions (e.g., How fearful are you 
about) are easier to capture with a range of possible answers (e.g., Not at 
all, Occasionally, Sometimes, Often, All the time). 

 Because people naturally gravitate toward the middle of a scale, include more 
than three potential responses when using likert or rating scales. 

 When providing a range of answers, provide descriptors for the numbers (e.g., 
1 = Extremely unsafe, 2 = Mostly unsafe, 3 = Somewhat safe, 4 = Mostly 
safe, 5 = Extremely safe). Surveys are often designed so that the higher the 
number, the more positive the response. 

 Include all possible answers (e.g., Yes, No, Do not know, Not 
applicable) 

 Include at least one open-ended question or comment section to allow 
respondents to clarify or offer details. 

 Pretest the survey on a small group of individuals similar to those who will 
complete the final survey. Ask the pretest group to provide feedback on the 
survey, addressing clarity of the questions and completeness of possible 
responses. Analyzing this data may further demonstrate whether something is 
missing or does not obtain the data anticipated. Make adjustments to the 
survey as needed. 

See Tool 9: 
Sample Survey
Questions 

See Tool 10: 
Sample Activity 
Log 


Tips for Obtaining a Representative Survey Sample

If you are trying to determine what the eighth grade students learned about 
the health and legal consequences of drug use over the last school year, 
surveying all eighth graders is not necessary. In fact, trying to survey everyone 
may be too costly or time consuming. Sending the survey to a sample of the 
population you want to learn about will reduce costs and save analysis time. 
Consider seeking assistance from someone with research methods expertise 
to help select a representative sample. The following sampling tips will help 
you obtain a representative sample.

1. Obtain a complete list of everyone in the target population.
2. Use a sample size calculator to determine the sample size.
3. Because the response to surveys is frequently less than researchers 
anticipate, include more people in the sample than required by the sample 
size calculator.
4. Select the sample so that everyone in the target population has an equal 
chance of being selected (random assignment).
5. Remove barriers to and provide incentives for completion of the survey.
6. When analyzing the data, compare known characteristics of the sample 
(e.g., gender, grade, race) with those of the population to determine 
whether the sample appears representative of the population on these 
characteristics.


Table 2

Population = 100
Sample Size = 49

Population = 200
Sample Size = 65

Population = 300
Sample Size = 73

Population = 400
Sample Size = 78

Population = 500
Sample Size = 81

Population = 750
Sample Size = 85

Population = 1000
Sample Size = 88

Population = 1500
Sample Size = 90

Population = 2000
Sample Size = 92

Population = 2500
Sample Size = 93

Table 2 lists appropriate sample sizes, assuming that those individuals taking the survey are 
selected randomly and not based on a particular characteristic such as participation in an elective 
or club. This table also assumes 100% response. Remember to oversample to obtain the necessary 
number of completed surveys.

For example, if the school has 100 eighth grade students and all of them are expected to learn 
about the consequences of drug use, the eighth graders sampled should include students from different 
eighth grade classes, different genders, and different grade-point averages. This may be achieved 
by surveying eighth graders during study hall or passing out the survey to every other eighth grader 
during homeroomas long as dissemination of the survey is random and not based on a factor that may 
influence the findings of the survey. You will need to ensure at least 49 students complete the survey.

Using the sample sizes listed in Table 2, you can be 95% confident that what you learn from the 
sample reflects the whole population. The results have a measure of error of 10, which means that 
any findings could vary in the population by plus or minus 10% from the sample. Other sample sizes 
and samples with different requirements for how precise they must be can be calculated with a sample 
size calculator, which can be found on the Internet or in statistics texts.


Step 8: 

SRO Implements 
Activities 

> SRO prepares 
lesson plans, 
initiates programs, 
convenes problem 
solving group,
attends training,
etc., as needed 

> SRO continually
records his or her
activities 
 
> Periodically obtain 
and review 
school/police data 
about the outcomes 
being addressed 

> Monthly or every 
other month, SRO 
and supervisor 
discuss progress 
and needs 

> At least once 
during the year, the
customer group 
should meet to
discuss the efforts 
implemented,
support needed, or
needed course 
changes 

Things You Need to Know 

SRO/Supervisor Communication 

The outcome-oriented performance evaluation process works best for and
rewards personally motivated SROs. The process works well for those with 
substantial support and mentoring from supervisors. To ensure that the SRO 
remains motivated to implement and track activities, law enforcement agencies 
that enter into this process will benefit by instituting checkpoints of the SROs 
progress.

In addition to the SRO supervisor reviewing the activity logs, it is recommended 
that the SRO and his or her supervisor meet monthly or every other month to 
discuss:

 Which outcomes he or she is currently addressing
 Activities undertaken since the last discussion 
 Whether any activities or approaches have proved helpful or successful in
addressing the outcomes
 Whether available school data show any incremental improvement being made
on the outcomes
 Whether an event in the school, city, county, or law enforcement agency has 
impacted the SROs ability to impact the outcomes or prevent, change, or limit 
his or her ability to conduct activities in support of the outcomes
 Whether course corrections are needed 
 Whether the SRO requires further training or other types of resources

Communication with Customers 

Having at least one customer meeting and/or other means of communicating with 
customers during the school year will maintain customer interest and improve the 
SROs opportunity to implement collaborative efforts. The customers have already 
established themselves as stakeholders in school safety and in the prioritized 
crime or disorder problems. The customers would likely welcome the opportunity 
to assist the SRO in addressing these problems.

However, if the customers hear nothing until a meeting at the end of the year, and 
if the outcomes show no improvement, they may be more critical of the SRO, 
feel less ownership in the school problems, and be less likely to continue to 
participate in future safety planning efforts. 

See Tool 11: 
SRO/Supervisor
Discussion
Questions



Tips: What to Do If the SRO Is Replaced by a New 
SRO 

The outcome-oriented performance evaluation process benefits the SRO, 
as well as the school and those with a stake in school safety. So, even if 
the SRO who participated in the initial meetings of customers is replaced 
by a new SRO, the process should continue. In fact, the priority outcomes 
can provide direction to the new SRO and diminish his or her learning 
curve about the SRO role and expectations at the school. Ideally, the SRO 
being promoted or leaving the school for other reasons should introduce 
the replacement SRO to the customers and others in the school, provide 
documentation about the priority outcomes and recommended activities, 
and give a status update on what has been done and accomplished to 
date. The SRO supervisor should brief the new SRO on the supervisors 
role in providing support and mentoring toward accomplishing the 
outcome goals. 

When collecting the follow-up data (Step 9), whenever possible, distinguish 
between the time frames served by the former SRO and the replacement 
SRO. Different accomplishments will thus be attributed to each SRO. 
Activities should be tracked separatelythose performed by the former 
SRO and those performed by the replacement SRO. 


Step 9: 

Collect and 
Analyze 
Follow-up Data

> Close to the end of 
the year, collect the 
same data collected 
during baseline
collection 

> Collect school data 
on the frequency of 
each type of school 
incident 

> Collect police calls for 
service and crime 
report data for the 
school address and, if 
appropriate, the 
immediate area 
during school hours 

> Analyze the data 

> Compare the priority
outcome data with 
police and school 
data about other 
crime and disorder 
problems 

> Prepare a report with
the outcome, outcome
results, and activities
implemented in
support of the outcome


Things You Need to Know 

Follow-up data should be collected using the same methods for collecting 
baseline data. If a student survey was the means of establishing the prevalence of 
bullying or fear of gang violence, a follow-up student survey with those same 
questions should be used. If a trained observer spent 2 weeks observing the
student parking lot to document illegally parked cars, observation of the student 
parking lot should be used during the follow-up data collection.

Time frames must also be comparable. For example, if the SRO started working 
on the priorities in September and the follow-up data is being collected from 
data police or school databases in May of the same school year, baseline data from 
September through May should be used to compare whether any change has 
occurred. 

This approach also applies to surveys. Follow-up surveys should use like time 
frames so that you are comparing the frequency of bullying in the prior school 
year to the frequency of bullying in the current school year. If the baseline survey 
limited respondents to events in the last 3 months, the follow-up survey should 
do the same. 

It is possible that systems of data tracking change. When collecting follow-up 
data, be sure to work closely with the school and/or police person who codes or 
enters the data into the system to determine whether definitions of crime 
problems or means of categorizing incidents have changed since collection of the 
baseline data. 

Some accomplishments are difficult to describe fully using empirical data. If 
anecdotal information is available on the accomplishments of the SROperhaps a 
students letter of thanks to the SRO or an interview with a student mentored by 
the SROinclude these findings on the report as well. 

See Tool 12: 
Sample Report of
Priorities and
Activities


Tips for Data Analysis

Whenever possible, someone with research methods expertise should 
perform the data analysis. You may wish to collaborate with a high school 
math teacher or a crime analyst from the law enforcement agency who has 
expertise in conducting data analysis to help with your analysis. Here are 
some tips to help conduct and present data analyses.

 Learn and describe the strengths and weaknesses of your data 
sources; include caveats. Data sources are never perfect, but good 
analyses identify the extent of their strengths and weaknesses. For 
example, school or law enforcement records systems may change during 
the course of your effort. In addition, surveys are rarely completed by 
more than 70% of the targeted population. Knowing these characteristics 
and reporting them as part of the analysis improves the quality of the 
analysis. Caveats may include restricting conclusions to a segment of the 
population or only to the sample, depending on the limitations for the data.

 Describe all of the data. Simple descriptions of all the responses can 
provide insight into what the data mean. It is useful to report the baseline 
data such as school crime and disorder data or responses to baseline 
surveys of students, faculty, etc., as well as differences between groups, 
before and after the SROs activities are implemented.

 Report missing data. Remember that missing records, surveys not 
completed, missing data on items within surveys, and responses like Do 
not know are important data and should be included in your analyses.

 Report numbers and percentages. Whenever numbers or percentages 
are used, it is preferable to report both of them. Many analyses 
appropriately use subsamples of data, but it is not always clear to those 
reading the analysis how large the subsample is. Whenever a percentage 
is reported, it should be clear what number of cases represent 100%.

 Report tables and graphs. For most people, graphs clearly convey the 
nature of a data analysis. Tables report the important descriptive and 
analytical details. Good analyses tend to use both.

 Draw conclusions. Every analysis should have at least one conclusion. All 
data analyses should result in a substantively meaningful statement of 
what the findings of the study are and what that means for the operation 
of the program studied. The conclusions of data analyses are rarely self- 
evident. Describe, from the data, how you came to the conclusion. For 
example, an analysis of the value of items stolen reveals that the average 
value of items stolen last year was $60. The average value of items stolen 
this year was $56. A determination must be made regarding whether the 
$4 difference is sufficient to conclude that the value of items stolen has 
been reduced. This represents a 7% reduction, yet a $4 reduction may not 
be statistically different when applying a chi square test or other statistical 
analysis.



Step 10: 
Convene the Last
Customer Meeting
of the Year

> Prepare logistics for
a customer meeting 

> Discuss the
findings from the
data collection
activities
 
> Compare the
outcome findings
to other crime and
disorder data for
the year

> Acknowledge the
contributions and
work of the SRO
and others

> Celebrate those
outcomes for which
the SRO was
successful

> Brainstorm about
why some
outcomes may not
have been achieved
and what can be
done differently

> Review the
estimated
percentage
influence of the
SRO for each
outcome and adjust
it, if needed

> Use outcome and
incident data to set
new priorities for
next year

Things You Need to Know 

The facilitator of the final customer meeting for the school year is responsible for 
keeping the meeting productive and must be sensitive to the fact that the SRO is 
opening him- or herself up to sharing both successes and shortcomings. Either 
the facilitator or the SRO should present the outcome findings and the efforts that 
the SRO put forth to work on the goals. An example follows. 

Outcome Goal 
Reduce bullying. 

Finding 

A student survey revealed that fewer seventh graders had been victims of name-
calling and threats by other students. However, a significantly higher proportion of 
sixth graders reported being victims of name-calling this year than during the 
previous school year. 

Activities 

Officer Smiths efforts to reduce bullying included teaching the G.R.E.A.T. (Gang 
Resistance Education and Training) program5 to seventh graders, instituting a peer-
mediation initiative for all students, hanging anti-bullying posters in the cafeteria, 
and mentoring bullies referred to Officer Smith by the deans. 

In this example, the group should acknowledge the SROs hard work and the 
partial successreducing bullying of seventh graders. The group should then 
discuss why sixth graders reported increased name-calling. Did something change 
at school that could have led to this problem? Is there a different approach the 
SRO should use to address sixth graders? Is the problem likely to continue if no 
additional intervention occurs? 

Reassessing the SROs Influence on the Problem 

This discussion provides a basis for the group to reassess whether the estimated 
percentage of influence by the SRO on each outcome (from the second meeting) 
is an appropriate estimate. Consider whether factors may have intervened during 
the school year to impact the ability of the SRO to influence the outcome. For 
example, lets say that the outcome goal had been to reduce vandalism at the 
McDonalds restaurant across from the school during the lunch hour by students. 
However, during the school year, by no action of the SRO, the campus changed 
from an open-campus during lunch to a closed-campus during lunch. The amount 
of influence by the SRO on vandalism at the McDonalds restaurant during lunch 
has been dramatically reduced. Rather, the larger influence is the change in policy. 
As such, the percentage influence for this outcome may originally have been 
estimated at 85%, and it may now be adjusted to 35%. This estimate is important 
for the integration of the outcome findings into a performance evaluation (see 
Step 11). 




Setting Priorities for Next Year

While the customer group is convened, use this opportunity to establish the 
SROs priorities for the next school year. You may choose to keep some of the 
same priorities, or if the problems were effectively addressed, establish new 
priorities.

Review the incident level data for the school. Assess any other sources of 
information as wellperhaps a school climate survey was conducted. As at the 
second meeting of the customers (see Step 6), use this data to brainstorm and 
agree to the school safety priorities for the next school year. Establish 
measures of success for these priority outcomes. Brainstorm and recommend 
activities that the SRO may undertake to achieve the priority outcomes. 
Consider the SROs role as educator, problem-solver and law enforcement 
specialist and how these functions can support the school safety priorities.



Step 11: 

Integrate the 
Results into 
Performance 
Evaluation 

> Recall the degree 
of importance of 
each outcome
determined in the 
second meeting 

> Recall the estimated 
percentage 
influence by the 
SRO reassessed, as 
needed, during the 
last customer 
meeting 

> Multiply the degree 
of importance times 
the percentage 
influence for each 
outcome to get the 
number of points 
possible 

> Note whether the 
SRO achieved each 
outcome, partially 
achieved it, no 
change occurred, 
or the outcome 
worsened 

> Assess the SROs 
level of effort 
toward achieving 
each outcome 

Things You Need to Know 

Dealing with Skepticism About Outcomes in Evaluations 

When implementing community policing in schools, the goals and the activities
implemented to achieve them are a shared venture between the SRO, school 
administrators, faculty and staff, students, parents, and others. The SRO is not
single-handedly responsible for attaining the outcome goals. Although the SRO 
and the supervisor may embrace the concept of setting school safety goals with
customers and implementing activities to achieve them and even measuring 
whether the goals were met, if the SRO has never before been evaluated based
on his or her accomplishments, he or she is likely to be skeptical of incorporating
this into the performance evaluation.

The use of SRO performance evaluation varies across law enforcement agencies.
Some agencies use performance evaluation to make decisions about raises, 

 
transfers, and promotion, whereas others consider evaluation a professional 
development tool. The more consequences attached to evaluation, the more likely 
the SRO (and labor unions) will be skeptical of integrating crime and disorder 
outcomes into the performance evaluation process. 

Yet, incorporating outcome goals into performance evaluation is not uncommon in 
law enforcement agencies and in schools. Many departments have implemented 
COMSTAT6 or a similar system of holding command staff responsible for crime 
statistics within their geographic area of responsibility. Furthermore, many school 
personnel are accountable to test scores and other outcome measures for their 
performance evaluations. Holding SROs accountable to achieving school safety 
goals not only better aligns the SROs activities to get results, but the SRO will be 
evaluated more like his or her commanders and school peers. 

What Factors Does this Evaluation System Address? 

The system presented here for integrating outcomes into evaluation is just one 
possible system. This system recognizes that although customers were instructed 
to select outcome goals for which the SRO was the primary or lead person 
responsible for those outcomes, the SRO is not able to accomplish them alone. 
This sample system also recognizes that although getting results is the ultimate 
goal, acknowledging the degree of effort put forth by the SRO is also important. 

How Does this Evaluation System Work? 

The process began in Step 6, when the customer group assigned a degree of 
importance to each outcome and estimated the percentage influence that the 
SRO could have on the outcome, compared with others in the school. It was 
further refined in Step 10, when the customer group reassessed the estimated 
influence that the SRO could have on each outcome. Now that the activities have 
been implemented and the outcome data collected and analyzed, the findings can 



be incorporated into a personnel evaluation system. The system proposed here 
can be used to replace the existing SRO evaluation system or supplement certain 
components of the existing evaluation system.

Step 11, Continued

> Using the table
provided, add the
outcome finding
percentage with the
bonus percentage
to get the total
percentage

> Multiply the total
percentage by the
total points possible
for each outcome

> Sum the points for
each outcome and
divide them by
total points
possible to get an
overall score

What Do I Do Now?
Tables 37 illustrate how the SROs ability to achieve goals may be translated into 
points on an evaluation form. The goals, degree of importance, percentage of 
influence, and percentage points allocated for outcome achievement and effort 
are merely offered as examples. These factors will vary with each school and 
each SRO. Table 3 demonstrates what was decided during Step 6 (with possible 
adjustments to the estimated influence during Step 10) and how these decisions 
translate into possible points allocated for each outcome.

Table 3

Priority Outcome: Thefts in the locker room
Assinged Degree of Importance: 20
Estimated % Influence by SRO: 65%
Points Allocated to the Acheivement of the Outcome: 20 x .65 = 13

Priority Outcome: Fear of being beaten up
Assinged Degree of Importance: 30
Estimated % Influence by SRO: 80%
Points Allocated to the Acheivement of the Outcome: 30 x .80 = 24

Priority Outcome: Drug Use in the parking lot
Assinged Degree of Importance: 40
Estimated % Influence by SRO: 50%
Points Allocated to the Acheivement of the Outcome: 40 x .50 = 20

Priority Outcome: Teachers' knowledge of gang signs and symptoms
Assinged Degree of Importance: 10
Estimated % Influence by SRO: 90%
Points Allocated to the Acheivement of the Outcome: 10 x .90 = 9


After the final customer meeting for the school year, the SRO and his or her 
supervisor should note whether the SRO achieved the outcome, achieved 
partial success, or whether no change or a change for the worse occurred on 
the outcome. Each of these levels of accomplishment should be assigned a 
percentage value to specify the proportion of points that will be achieved, out of 
the possible points for that outcome. A possible scale is offered in Table 4. Any 
100% scale can be developed for this purpose. In this case, gaining 100% of the 
points necessitates achieving the outcome. If a partial success is achieved, this is 
still a substantial accomplishment, and so 80% is awarded. Because maintaining 
status quo may require some, but not much influence by the SRO, no change is 
awarded 60% of the points. When the outcome becomes worse, despite the 
SRO efforts, on this scale, no points are awarded.

Table 4

Outcome Finding: Achieved Outcome
% of Points to Award for Outcome Achievement: 100%

Outcome Finding: Partially achieved the outcome
% of Points to Award for Outcome Achievement: 80%

Outcome Finding: No change in the outcome
% of Points to Award for Outcome Achievement: 60%

Outcome Finding: Outcome changes for the worse
% of Points to Award for Outcome Achievement: 0%


See Tool 14:
Tables to Integrate
Outcomes into 
Evaluation

See Tool 15:
Contact List for
Further Information


Continuing with the example, Table 5 summarizes the results of the outcomes.

Table 5
Priority Outcome: Thefts in the locker room
Result: Number of thefts and value of items stolen did not change
Finding: No change
% Points Awarded: 60%

Priority Outcome: Fear of being beaten up
Result: Number of fights in the bathroom reduced
Finding: Outcome achieved 
% Points Awarded: 100%

Priority Outcome: Drug Use in the parking lot
Result: No change in the number of referrals or police reports for drug use, but the students
reported an increased understanding of the health and legal consequences of drug use
Finding: Partial success
% Points Awarded: 80%

Priority Outcome: Teachers' knowledge of gang signs and symptoms
Result: Teachers reported an increased understanding of the gang signs and symptoms
Finding: Outcome achieved
% Points Awarded: 100%


Next, assess the level of effort that the SRO put forth to work on each outcome. 
The supervisor, SRO and SRO supervisor together, or the customer group may 
provide input on this evaluation. Because the emphasis of this process is on 
getting results, the bonus points to be awarded for effort are minimal. Although 
the scales offered here are merely illustrations, law enforcement agencies are 
cautioned that granting too many points for effort diminishes the emphasis of the 
evaluation on achieving results.

Table 6 offers a possible breakdown for level of effort. These additional percentage 
points boost the evaluation for an SRO who provided superior effort toward addressing 
an outcome, but despite that effort, failed to produce strong results. Likewise, these 
additional points curtail the points awarded to an SRO who contributed little to no 
effort, but despite the lack of effort, the outcome showed improvement. SRO supervisors 
are encouraged to discuss their level-of-effort expectations at the beginning of the 
school year with the SRO so that the SRO clearly understands the difference between superior 
effort, good effort, average effort, below average effort, and no effort.

Table 6

Assess the SRO's level of Effort on Each Outcome: Superior effort
Bonus % Points for Effort: +10%

Assess the SRO's level of Effort on Each Outcome: Good effort
Bonus % Points for Effort: +5%

Assess the SRO's level of Effort on Each Outcome: Average Effort
Bonus % Points for Effort: 0%

Assess the SRO's level of Effort on Each Outcome: Below average effort
Bonus % Points for Effort: -5%

Assess the SRO's level of Effort on Each Outcome: No effort
Bonus % Points for Effort: - 10%



Table 7 demonstrates how to combine these scores to get a total score for each outcome and an overall score.

Table 7
Priority Outcome: Thefts in the locker room
Points Possible: 13
Outcome Finding % (Table 4): No change (60%)
Bonus for Effort (Table 6): No effort (-10%)
Points Awarded (Points Possible x [Outcome Finding% + Bonus % for Effort]): 13 x (60% - 10%) = 6.5 points

Priority Outcome: Fear of being beaten up
Points Possible: 24
Outcome Finding % (Table 4): Outcome Achieved (100%)
Bonus for Effort (Table 6): Superior (+10%)
Points Awarded (Points Possible x [Outcome Finding% + Bonus % for Effort]): 24 x(100% + 10%) = 26.4 points

Priority Outcome: Drug Use in the parking lot
Points Possible: 20
Outcome Finding % (Table 4): Partial success (80%)
Bonus for Effort (Table 6): Good (5%)
Points Awarded (Points Possible x [Outcome Finding% + Bonus % for Effort]): 20 x (80% + 5%) = 17 points

Priority Outcome: Teachers' knowledge of gang signs and symptoms
Points Possible: 9
Outcome Finding % (Table 4): Outcome achieved (100%)
Bonus for Effort (Table 6): Average (0%)
Points Awarded (Points Possible x [Outcome Finding% + Bonus % for Effort]): 9 x 100% + 0%) = 9 points

TOTAL: 66 points possible
Points Awarded (Points Possible x [Outcome Finding% + Bonus % for Effort]):
58.9 points earned divided by 66 points possible = 89%

What does an overall score of 89% mean for the SRO's performance evaluation?

Law enforcement agencies could use the traditional scales used in public schools:

90 - 100% = A
80 - 89% = B
70 - 79% = C
60 - 69% = D
Below 60% = F

An alternative is to assign performance labels to this same scale.  For example:

90 - 100% = Superior
80 - 89% = Good
70 - 79% = Average
60 - 69% = Below average
Below 60% = Unacceptable

In this example, the SRO would receive a "B" or a "Good" rating.


Tips for Schools with Multiple SROs 

Some schools operate with more than one SRO. The outcome-oriented 
performance evaluation process works for schools with multiple SROs and 
schools with one SRO. Schools with multiple SROs may choose to divide 
the responsibility for outcomes across the SROs, assigning different goals 
to each SRO. For individual performance evaluation, this option provides 
the easiest solution with the most direct lines of responsibility. Each SRO 
can be held accountable to a designated subset of the outcomes. 
However, if outcomes are not designated to specific SROs, the evaluation 
system looks more like a team-based evaluation system. A team-based 
system allows SROs to contribute their varying knowledge, skills, and 
abilities and may result in a more diverse set of activities implemented. 
However, you will not be able to distinguish between the effects of the 
activities of one SRO on an outcome against that of another. The only 
distinguishing factor in this case will be the evaluation of the level of effort 
applied to each outcome by each SRO. The team-based system is similar 
to an SRO program evaluation specific to that school. 



Endnotes 

1 Crime Prevention Through Environmental Design, or CPTED, uses natural 
access control, natural surveillance, and territorial reinforcement to reduce and 
prevent crime in a defined geographic area. 

2 Police Executive Research Forum (Jan. 1997). Addressing Community Gang 
Problems: A Model for Problem Solving. Washington, DC: U.S. Department of 
Justice, Bureau of Justice Assistance. 

3 Schmerler, K.; Perkins, M.; Phillips, S.; Rinehart, T.; and Townsend, M. (1998). 
Problem Solving Tips: A Guide to Reducing Crime and Disorder Through 
Problem-Solving Partnerships. Washington, DC: U.S. Department of Justice, 
Office of Community Oriented Policing Services. 

4 A chi square test determines whether a statistically significant difference 
between two or more samples exists. This test compares frequencies 
obtained from a survey or other data source to the frequencies that would be 
expected if no difference existed. 

5 The G.R.E.A.T. Program teaches students life skills, such as decision-making, 
communication, conflict resolution and peer pressure resistance, to prevent 
youth involvement in crime, violence and gangs. 

6 COMSTAT (computer statistics) is a management tool that was first 
implemented by the New York City Police Department under former Police 
Commissioner William Bratton to hold command staff publicly accountable to 
crime statistics and has been replicated in many other law enforcement 
agencies. 


The Tools 

Tool 1: Instructions for Creating an MOU and Sample MOU 
Tool 2: Sample Invitation Letter 
Tool 3: Sample Contact Information Sheet 
Tool 4: Meeting One Agenda 
Tool 5: Sample Outcomes Table with Measures 
Tool 6: Sample Activities Table 
Tool 7: School Safety Resource List 
Tool 8: Meeting Two Agenda 
Tool 9: Sample Survey Questions 
Tool 10: Sample Activity Log 
Tool 11: SRO/Supervisor Discussion Questions 
Tool 12: Sample Report of Priorities and Activities 
Tool 13: Agenda for Last Customer Meeting for the School Year 
Tool 14: Tables to Integrate Outcomes into Evaluation 
Tool 15: Contact List for Further Information 



Tool 1: Instructions for Creating 
a Memorandum of Understanding


Developing and implementing an outcome-oriented SRO performance evaluation requires that law 
enforcement and school personnel collaborate to improve school safety. A Memorandum of Understanding 
(MOU) is an agreement between the law enforcement agency and the school that facilitates collaboration 
by defining the roles and responsibilities of the individuals and the organizations involved in the effort. 

The MOU should address the following issues: 

 Collaboration objectives that outline the purpose of the collaboration 

 Roles and responsibilities of the individuals and organizations participating in the effort 

 Data sharing parameters that detail which data will or will not be shared among the individuals and 
agencies participating in the effort, and how data will be shared 

 A communication strategy outlining how project information will be communicated to and between the 
collaboration partners 

 A timetable with major project milestones and dates 


The MOU should be developed collaboratively by school and law enforcement representatives. It should be 
signed by the chief or sheriff of the law enforcement agency and the principal of the participating school. 
Furthermore, all collaboration participants should be familiar with the specifics of the MOU. 


Sample Memorandum of Understanding 

Outcome-Oriented School Resource Officer Performance Evaluation
Memorandum of Understanding Between Apple Valley Police Department
and Apple Valley High School


The Apple Valley Police Department (referred to hereinafter as the P.D.) and Apple Valley High School 
(referred to hereinafter as the School) hereby enter into a Memorandum of Understanding for the 
development and implementation of an outcome-oriented performance evaluation process for the School 
Resource Officer (SRO) working in the School. 

Collaboration Objectives 

 To involve the SRO, SRO supervisor, school administrators, and customers of the SRO to set school 
safety goals for the School and brainstorm about activities the SRO can do to achieve these goals 

 To develop outcome-oriented, school-specific SRO performance evaluation measures 

 To monitor the activities of the SRO to ensure that activities lead to the desired outcomes 

 To assess whether the SRO achieves the expected results 

 To integrate the outcome goals into the SROs performance evaluation 

 To use the findings to improve school safety in future years 


Roles and Responsibilities 

The P.D. is committed to involving the SRO, the SROs supervisor, school staff, students, parents, and 
others with an interest in safety at the School in setting school safety goals for the SRO to strive to achieve 
through his/her role as educator, problem-solver and law enforcement/safety specialist. The P.D. will support 
the project and team members by committing the SRO to participation and an SRO supervisor to oversee 
the effort, providing relevant police data, assisting in the design and implementation of any data collection 
instruments and data analyses, providing meeting space as needed, and donating refreshments for three 
meetings. The findings from this process will be incorporated into the SROs performance evaluation. 

The School is committed to involving the SRO, SRO supervisor, school staff, students, parents, and others 
with an interest in safety at the School in setting school safety goals for the SRO to strive to achieve. The 
school will support the project and team members by committing an assistant principal to coordinate the 
school resources, providing relevant school data, assisting in the design and implementation of any data 
collection instruments and data analyses, providing meeting space, providing supplies such as paper and flip 
charts, and donating refreshments for at least one meeting. 

Team Leader: The Team Leader for this project will be ________________ (SRO supervisor). The Team 
Leader will act as primary liaison and communicator with the Core Group and the Customer Team 
Members. 

Core Group: Officer ________________ (SRO), Sergeant _______________ (SRO supervisor), and 
_______________ (Assistant Principal) will serve as the Core Group. The Core Group will act as champions to 
the project, oversee project direction, conduct initial outreach with Customer Team Members, and assist 
with data collection and analysis efforts as needed. 

Customer Team Members: Customer Team Members may include parents, students, school 
administrators, teachers, school counselors, deans of students, custodians and other school staff or others 
with a vested interest in safety at the School. They will be selected by the Core Group and are school safety 
customers of the SRO. Also included are representatives from both the P.D. and the School that can provide 
expertise in data collection and analysis. Customer Team Members will participate in at least three customer 
meetings over the course of the school year and may help with data collection, data analysis, or 
implementing activities to reduce crime and disorder problems. 


Data-Sharing Agreement 

Students privacy rights must be maintained. No individual-identifying data will be revealed to collaboration 
participants as a group. This agreement includes information that is learned from data-gathering techniques 
such as surveying and interviews. Any surveys that are conducted will be completed anonymously. 

Data findings will be shared at project meetings. The school principal or assistant principal, SRO, and SROs 
supervisor will be provided an opportunity to review the data and offer any necessary corrections or caveats 
before its presentation to the customer group. 

Communication Strategy 

Monthly conference calls, and when necessary, e-mail exchanges will occur between the Team Leader and 
the Core Group. Conference calls will address the current project tasks as well as future project tasks. Every 
effort will be made to review project progress and check progress against the project timetable. 

Communication will occur at least quarterly with the Customer Team Members to ensure that members are 
kept up to date and involved in the project. The customer meetings may serve as members quarterly 
updates. 

Communication with other communities, such as other schools and law enforcement agencies, will be 
made on an ad hoc basis. Communication with the media must be reviewed by the Team Leader and 
approved by the executives of the School and the P.D. 

Project Timetable 

Major milestones of the project include: 

March 2005: Select Customer Team Members 
March 2005: Prepare initial meeting logistics 
March 2005: Hold first customer team meeting 
April 2005: Prepare for second team meeting 
April 2005: Conduct second customer meeting 
May 2005: Collect baseline data 
Sep. 2005April 2006: SRO implements activities 
May 2006: Collect follow-up data 
June 2006: Convene last customer meeting for the school year 

Signature: ________________________________________ Date: ____________ 
Chief of Police 

Signature: ________________________________________ Date: _____________ 
School Principal 


Tool 2: Sample Invitation Letter


Date ____________ 

Dear ____________________________: 

The _______________ (Law Enforcement Agency) and _________________ (School) invite you to participate in a 
School Resource Officer (SRO) Performance Measures Customer Meeting. The purpose of this meeting is to engage 
SROs, SRO supervisors, and their customers in a process over the next school year to set school safety priorities for the 
SRO and to incorporate results and outcomes into the SROs performance evaluation. 

This is a new and exciting effort. Although SROs and other community policing officers serve a wide range of customers 
and perform expanded roles and responsibilities compared with those traditionally performed by police, performance 
evaluations do not always reflect these expanded roles, nor have customers been part of the process before now. 

Why Do It? 

The police department and school seek to better understand the safety needs in the school, from the perspective of those 
attending and working in the school daily, and plan to tailor the SROs activities to best meet those needs. 

Whats in It for You? 

As a participant of the SRO Performance Measures Customer Meeting, you have an opportunity to speak for yourself 
and represent others like you regarding what you want your SRO to do to improve and maintain a safe school 
environment. This is a chance to shape how we measure success for SROs. We ask that you commit to participating in an 
initial meeting and at least two others over the next year. 

First Customer Meeting Specifics 

You are invited to participate in the first customer meeting to be held on __________ (date) from _____ to _____
(time) at ______ (location). Refreshments will be provided. During the meeting, we will discuss the following questions:


1) What school safety goals do you want the SRO (perhaps in partnership with others in the school) to accomplish?
2) What activities might the SRO perform to accomplish the school safety goals?
3) What data or information can we use to determine whether the activities are being performed and the goals are being
accomplished? 

Please contact me with questions and to confirm your attendance. I can be reached at ____________ (phone number) 
or _______________ (e-mail). I look forward to meeting you and working with you throughout this very exciting new 
project. 

Sincere regards, 

(Signature of SRO, SRO Supervisor and/or SA who is leading the effort) 
(Title) 


Tool 3: Sample Contact Information Sheet 

Customer Meeting Attendee List 
Date:

School:
Law Enforcement Agency:


Contact Information Sheet


Name: 

Affiliation (i.e., parent, student, school 
administrator, SRO, SRO supervisor, teacher, etc.):

Telephone:

Preferred time of contact: 
Daytime/Evening 

E-mail: 



Name:

Affiliation (i.e., parent, student, school 
administrator, SRO, SRO supervisor, teacher, etc.): 

Telephone: 

Preferred time of contact: 
Daytime/Evening 

E-mail: 

 

Name: 

Affiliation (i.e., parent, student, school 
administrator, SRO, SRO supervisor, teacher, etc.):

Telephone: 

Preferred time of contact:
Daytime/Evening 

E-mail: 



Name: 

Affiliation (i.e., parent, student, school 
administrator, SRO, SRO supervisor, teacher, etc.): 

Telephone: 

Preferred time of contact: 
Daytime/Evening 

E-mail: 



Name: 

Affiliation (i.e., parent, student, school 
administrator, SRO, SRO supervisor, teacher, etc.):

Telephone:

Preferred time of contact: 
Daytime/Evening

E-mail: 



Name: 

Affiliation (i.e., parent, student, school 
administrator, SRO, SRO supervisor, teacher, etc.): 

Telephone: 

Preferred time of contact: 
Daytime/Evening 

E-mail: 




Tool 4: Meeting One Agenda


School Name: Law Enforcement Agency: 
Date: 

I. Welcome and introductions 

II. Brief project summary: 
 Goals and milestones of the effort 
 Goals of the meeting 


III. Establish the rules of brainstorming: 
 Everyone participates 
 Stay on topic 
 Go for volume: Piggyback on other ideas 
 Be creative 
 Accept all responses: No discussion, criticism, or analytical comment until time is called 


IV. SRO shares what he or she does in a typical day and what he or she is trying to accomplish 
with each activity. 

V. Discussion: What outcome goals do you want the SRO to accomplish in your school over the 
course of the school year? 

VI. Organize the ideas, eliminate duplicates, and post them on the walls. 

VII. Recap: Is there anything that you want the SRO to do or to accomplish that has not been 
mentioned? 

VIII. SRO and supervisor: Do any of the goals conflict with contracts, policies, or other constraints? If 
so, mark them from the list. 

IX. 
Prioritize 34 outcomes: What is the SRO most directly responsible for and what is most 
important to you? (See Step 4, Part B: Tips for Establishing Consensus) 
X. 
Discussion: What measures can tell you whether the goals are accomplished? Identify data 
sources for each of the measures. 


XI. Discussion: What activities do you anticipate the SRO will undertake to accomplish the goals? 
Delete any activities from the list that the SRO cannot conduct due to policy or legal constraints. 

XII. Next steps: 
 Identify tasks, task doers, and timeline 
 Select second meeting date and time 



Tool 5: Sample Outcomes Table with Measures

Outcome 1: 
Measures of Success

Outcome 2: 
Measures of Success

Outcome 3: 
Measures of Success

Outcome 4: 
Measures of Success



Tool 5: Sample Outcomes Table with Measures


Outcome 1: 
Reduce theft from locker rooms during gym class. 
Measure of Success:
- School incident data: Reduction in reported incidents of theft from 
the locker rooms during gym class hours. 
- Police crime reports: Reduction in the average reported 
value of items stolen from locker rooms during gym class hours. 
- Survey of students: Increase in knowledge of theft 
prevention strategies for reducing locker room theft. 
- Survey of students: Increase in the use of theft prevention 
strategies (e.g., locks, leaving certain items at home). 


Outcome 2: 
Reduce male students fear of being beaten up in the boys restrooms 
during class changes. 
Measure of Success:
- Survey of male students: Reduction in reported fear of 
being beaten up if one uses the boys restrooms. 
- School incident data: Reduction in the number of reported 
incidents of fights or assaults in the boys restrooms.

Outcome 3: 
Decrease drug use in the student parking lot during school hours. 
Measures of Success:
- School disciplinary referrals: Decrease in the number of school 
referrals of students who are caught using drugs in the parking 
lot during school. 
- Police crime reports: Decrease in the number of police 
reports of students using drugs in the parking lot.
- Survey of students: Increase in students knowledge of the 
health and legal consequences of drug use in the parking lot. 
- Survey of students: Decrease in self-reports of drug usage 
in the student parking lot. 

Outcome 4: 
Increase teachers knowledge about the signs and symptoms of gang 
membership. 
Measures of Success:
- Survey of teachers: Increase in teachers knowledge of signs 
and symptoms of gang membership. 



Tool 6: Sample Activities Table

Outcome 1: 
Educate - 
Increase Access to SRO - 
Counsel or Mentor Students -
Interaction with School Personnel - 
Enforce Laws/Solve Crime - 
Run/Oversee Programs - 

Outcome 2:
Educate - 
Increase Access to SRO - 
Counsel or Mentor Students -
Interaction with School Personnel - 
Enforce Laws/Solve Crime - 
Run/Oversee Programs - 

Outcome 3:
Educate - 
Increase Access to SRO - 
Counsel or Mentor Students -
Interaction with School Personnel - 
Enforce Laws/Solve Crime - 
Run/Oversee Programs - 

Outcome 4:
Educate - 
Increase Access to SRO - 
Counsel or Mentor Students -
Interaction with School Personnel - 
Enforce Laws/Solve Crime - 
Run/Oversee Programs - 
 


Tool 6: Sample Activities Table

Outcome 1:
Reduce theft fromlocker rooms during gym class.
Educate - Number of presentations on theft prevention/target hardening to students, teachers, coaches, schoolstaff, etc.
Increase Access to SRO - no data
Counsel or Mentor Students - Number of students for whom SRO provides counseling regarding theft.
Interaction with School Personnel -Number of meetings with school personnel (i.e., custodian, gym teacher) regarding theft prevention and issues.
Enforce Laws/Solve Crime - Time spent patrolling locker rooms. Number of theft reports investigated.
Run Oversee Programs - Number of Crime Stoppers announcements/posters/flyers distributed. 

Outcome 2:
Reduce male students fear of being beaten upin the boys restrooms during class changes.
Educate - Number of presentations on fighting and bullying and how to reduce victimization. Number of methods (student announcements,
articles in newsletters) used to educate students on reducing victimization from fights and bullying.
Increase Access to SRO - Number of office hours kept weekly, number of parent conferences with parents of bullies/perpetrators.
Counsel or Mentor Students - Number of male students counseled for bullying/fighting.Number of peer mediations facilitated and 
proportion of students followed up about their well-being.
Interaction with School Personnel - no data
Enforce Laws/Solve Crime - Time spent patrolling boys restroom. Crime prevention through environmental design analysis of bathroom areas.
Run/Oversee Programs - Number of students on Varsity Patrol. 

Outcome 3:
Decrease drug use inthe student parking lotduring school hours.
Educate - Number of presentations to students on the health and legal consequences of drugs. Number ofpresentations to staff on symptoms
of drug use. Number of written approaches (school newsletter articles, Web site postings,posters).
Increase Access to SRO - Number of parent conferences for students using/selling drugs.
Counsel or Mentor Students - Number of students referred to professional counselor/substance abuse treatment.
Interaction with School Personnel - Attendance at school safety committee meetings.
Enforce Laws/Solve Crime - Number of arrests for drug use/sales in parking lot during school. Amount of time spent patrolling the parking 
lot during school.
Run/Oversee Programs - Time spent directing problem-solving project with students and staff on drug use in parking lot.

Outcome 4:
Increase teachersknowledge about signs and symptoms of gang membership.
Educate - Number of in-service trainings for teachers on gang signs and symptoms, number of brochures/materials distributed to teachers.
Increase Access to SRO - Create mechanism (e-mail, office hours) for teachers to interact with the SRO on what they observe.
Counsel or Mentor Students - no data
Interaction with School Personnel - Number of staff that participate with SRO in quarterly meetings with local anti-gang and youth-
oriented community associations to work together and learn about the nature of gangs and current trends. 
Enforce Laws/Solve Crime - no data
Run/Oversee Programs - no data


Tool 7: School Safety Resource List


All of the publications on this list are available in Adobe Acrobat format on the CD-ROM version of this 
guide. You may also download many of the publications from www.cops.usdoj.gov or call the U.S. 
Department of Justice Response Center at 18004216770 to request a copy. 

General School-Safety Resources from the COPS Office and Other Government Agencies 

 Outcome-Oriented SRO Performance Measures: Learning from a Pilot Study 
 Collaboration Toolkit: How to Build, Fix, and Sustain Productive Partnerships 
 Creative Partnerships: Supporting Youth, Building Communities 
 School COP Software (www.schoolcopsoftware.com) 
 Guide to Using School COP to Address Student Discipline Problems 
 Problem-Solving Tips: A Guide to Reducing Crime and Disorder through Problem-Solving Partnerships 
 Using Analysis for Problem-Solving: A Guide for Law Enforcement 
 Assessing Responses to Problems: An Introductory Guide for Police Problem-Solvers 
 Early Warning, Timely Response: A Guide to Safe Schools 
 Risk and Protective Factors of Child Delinquency 


Problem-Specific Resources 

 Bullying in Schools: Problem-Oriented Guide No. 12 
 Addressing the Problem of Juvenile Bullying 
 A Parents Quick Reference Card: Recognizing and Preventing Gang Involvement 
 Graffiti: Problem-Oriented Guide No. 9 
 Disorderly Youth in Public Places: Problem Oriented Guide No. 6 
 Underage Drinking: Problem-Oriented Guide No. 27 
 Theft of and From Cars in Parking Facilities: Problem-Oriented Guide No. 10 


Other Helpful CD-ROM Resources from the COPS Office 

You may obtain the following CD-ROMs by contacting the Department of Justice Response Center at 
18004216770. 

School Safety (2005) 
Contains 8 COPS school safety and youth violence publications, over 30 links to other government publications, 
and links to school safety related documents and resources. 

Problem-Oriented Guides for Police (2004) 
Contains 30 problem-specific guides addressing topics from acquaintance rape of college students to underage 
drinking. 

Community Policing for America's Future: National Community Policing Conference (2004) 
Contains conference proceedings and materials from the National Community Policing Conference hosted by 
the COPS Office in cooperation with the Community Policing Consortium. 

Community Policing in Action (2003) 
Contains the video Community Policing at Work and 7 helpful resources about community policing, problem 
solving, schools, ethics, technology, homeland security issues, as well as promising practices from the field. 


Tool 8: Meeting Two Agenda


School Name: Law Enforcement Agency: 
Date: 

I. Welcome 

II. Review the meeting purpose: Refine the priority outcomes and activities. 

III. Review the priorities agreed to during Meeting 1 and the types of activities the SRO may do. 

IV. Review data findings: Identify the high-frequency types of incidents and how the prioritized 
incidents compare in frequency. 

V. Discuss and agree to any changes to priorities. 

VI. If priorities change, establish new data sources and activities. 

VII. Decide the importance of each priority outcome compared with the others and assign a degree 
of importance so that the sum of priorities equals 100. 

VIII. Estimate the percentage influence that the SRO has on each priority compared with other 
people (e.g., teachers. parents, deans). 

IX. 
Review and finalize outcome measures and data sources. 
 Is the data feasible to collect? 
 Does the data accurately measure whether or to what degree the goal is met? 

X. Summarize activities expected of the SRO. 

XI. Assign tasks: 
 Draft survey 
 Implement survey 
 Analyze survey findings 
 Gather baseline data 
 Create activity log 
 Set timelines and points of contact 


XII. Establish a plan for implementation: 
 Timing of SRO activities (after collecting baseline data) 
 Frequency and mode of communication and feedback with customer group 
 Means of sharing survey and baseline data findings and with whom they will be shared 
 SRO/Supervisor progress meetings 



Tool 9: Sample Survey Questions


A survey may be used to gauge individuals perceptions, attitudes, or behaviors. A survey is particularly helpful 
when routine data is not captured about the topic or if a particular crime or disorder problem is underreported in 
official data or is difficult to detect. The following are sample survey questions for students, school faculty and 
staff, and parents that can be adapted for your specific outcome goals. This is not an exhaustive list. 

Most often, surveys are administered prior to the start of the implementation period. The same survey is 
readministered at the end of the period to show changes that may have occurred. You may use the wide range 
of sample questions below as a starting point to design your survey(s). However, you must tailor your survey 
questions to fit your specific outcomes and population. Please review the tips for survey development in Step 7 
before designing your surveys. 

General Questions for Students or Faculty and Staff 

Interaction with SRO 

Do you know who Officer {name} is? 
. Yes 
. No 


Over the past school year, about how often have you interacted with Officer {name}? 
. Every day 
. About weekly 
. About monthly 
. Once or twice a semester 
. Never 
. Dont know Officer {name} 


Please give us your opinion of the assistance provided by Officer {name} during this school year (20042005). 
(Circle one for each category) 
Extremely Unhelpful  = 1
Mostly Unhelpful = 2
Somewhat Helpful  = 3 
Mostly Helpful = 4
Extremely Helpful = 5

Classroom/assembly presentations 1 2 3 4 5 Dont know 
One-on-one help with a problem 1 2 3 4 5 Dont know 
Being accessible (in office, halls, etc.) 1 2 3 4 5 Dont know 
Patrolling campus 1 2 3 4 5 Dont know 

Safety 

Extremely Unsafe = 1
Mostly Unsafe = 2
Somewhat Safe = 3
Mostly Safe = 4
Extremely Safe = 5

How safe do you feel while on campus at {school name}? (Circle one) 
1 2 3 4 5


How fearful are you of becoming a victim of crime while on campus at {school name}? (Circle one) 
1 2 3 4 5 


Student Survey Questions 

The following sample questions are designed for junior high or middle school students. The questions should be 
revised for younger or older students, as needed. 

Student Background Information 

Note: When collecting background information for students, use questions that will tell you more about the 
problem, and whether it may be related to a specific group, but limit the use of background questions when the 
answers compromise confidentiality of the respondent. 

What grade are you in? 

. 6th grade 
. 7th grade 
. 8th grade 


What is your gender? 

. Female 
. Male 


In which school-sponsored activities do you participate? (Check all that apply) 

. Student government 
. Academic honor society 
. Sports 
. Clubs (drama club, yearbook club, Spanish club, Destination ImagiNation) 
. Crime prevention (Crime Watch, Varsity Patrol, S.A.V.E., Drug Awareness Council, School Safety 
Committee) 
. Social service (peer mediation, Teen Court, S.A.D.D.) 
. Band, orchestra, or chorus 
. Other:________________________________________ 


Crime Reporting 

How comfortable do you feel reporting a crime that happens on campus to Officer {name} or other school 
official? (Circle one) 

Very Uncomfortable = 1
A Little Uncomfortable = 2
Moderately Comfortable = 3
Mostly Comfortable = 4
Extremely Comfortable = 5

How clear is it to you what kind of problems or incidents should be reported to Officer {name} or another school 
official? (Circle one) 

Very Unclear = 1
Mostly Unclear = 2
Moderately Clear = 3
Mostly Clear = 4
Extremely Clear = 5


Sample Survey Questions 

At {school name} last year, please place a check in the box if you participated, were the victim of, or witnessed 
any of the following on campus? Also please check the box if you reported the incident to a school official. 

Table with column titles - participated in, victim of, witnessed, and reported to school officials and 
row titles - theft from locers, theft from vehicles, bullying, graffiti, fights, weapons possession, drug use, drug sales, alcohol use

Questions regarding a specific problem (drugs, gangs, theft, etc.) 

How likely are you to recognize gang behavior/activity? (Circle one) 

Very Unlikely = 1
A Little Unlikely = 2
Moderately Likely = 3
Most Likely = 4
Extremely Likely = 5

How fearful are you of being a victim of gang fights or other gang violence on school grounds? (Circle one) 

Extremely Afraid = 1
Mostly Afraid = 2
Somewhat Afraid = 3 
Slightly Afraid = 4
Not at All Afraid = 5 


How fearful are you of being threatened by other students as you travel to and from school? (Circle one) 

Extremely Afraid = 1
Mostly Afraid = 2
Somewhat Afraid = 3 
Slightly Afraid = 4
Not at All Afraid = 5 

How fearful are you of being hurt if you enter the restroom by yourself? (Circle one) 

Extremely Afraid = 1
Mostly Afraid = 2
Somewhat Afraid = 3 
Slightly Afraid = 4
Not at All Afraid = 5 



This year, about how often did you see the following at {school name}? (Circle the closest answer) 

Every Day = 1
About Weekly = 2
About Monthly = 3
Once or Twice a Semester = 4
Never = 5
Dont Know Gang Colors/Signs = 9

a. Students showing gang colors or hand signs 
b. Tagging with gang symbols on school property 
c. Fights because of a persons ethnicity, race, or affiliation with a group 
d. Illegal drug activity  

Has someone offered or attempted to sell you drugs in the parking lot at {school name} in the past 3 months? 
. Yes 
. No 


If someone is intimidating, threatening, or bullying you on campus, what are some things that you could do 
about it? 

SRO Relationships 

How comfortable do you feel approaching Officer {name} for assistance, other than reporting a crime? (Circle one) 
Very Uncomfortable = 1
A Little Uncomfortable = 2
Moderately Comfortable = 3
Mostly Comfortable = 4
Extremely Comfortable = 5
Dont Know Officer {name} = 9


Faculty and Staff Survey Questions 

How could collaboration between school staff and Officer {name} be improved at {school name}? 

How comfortable do you feel seeking assistance from Officer {name} on a student-related issue? (Circle one) 
Very Uncomfortable = 1
A Little Uncomfortable = 2
Moderately Comfortable = 3
Mostly Comfortable = 4
Extremely Comfortable = 5
Dont Know Officer {name} = 9

How helpful has Officer {name} been in crisis and safety planning? (Circle one) 
Very Uncomfortable = 1
A Little Uncomfortable = 2
Moderately Comfortable = 3
Mostly Comfortable = 4
Extremely Comfortable = 5
Dont Know Officer {name} = 9



How familiar are you with the steps that can be taken to prevent students from joining a gang? (Circle one) 
Not at All Familiar = 1
Mostly Unfamiliar = 2
Somewhat Familiar = 3
Mostly Familiar = 4
Extremely Familiar = 5

How likely are you to recognize gang behavior/activity? (Circle one) 
Very Unlikely = 1
Mostly Unlikely = 2
Moderately Likely = 3
Most Likely = 4
Extremely Likely = 5

How familiar are you with the warning signs that a student may be in a gang? (Circle one) 
Not at All Familiar = 1
Mostly Unfamiliar = 2
Somewhat Familiar = 3
Mostly Familiar = 4
Extremely Familiar = 5

Parent Survey Questions 

Parent surveys can be useful to gauge parents reactions to SRO presentations and activities. Furthermore, they 
can gain information on parents levels of understanding of their children related to school crime issues. 

Do you know who Officer {name} is? 
. Yes 
. No 


Over the past school year, about how often have you interacted with Officer {name}? 
. Every day 
. About weekly 
. About monthly 
. Once or twice a semester 
. Never 
. Dont know Officer {name} 


If you have interacted with Officer {name}, please indicate how helpful that interaction was for you. (Circle one) 
Extremely Unhelpful = 1
Mostly Unhelpful = 2
Somewhat Helpful = 3
Mostly Helpful = 4
Extremely Helpful = 5
Not Applicable = 9


Please use the following scale to respond to each statement by writing the number that 
corresponds to your opinion. 

1  Very Poor 2  Poor 3  Satisfactory 4  Good 5  Excellent 

1. 
Officer {name}s presentation/training was: 
a)_____ in meeting my expectations. 
b)_____ in teaching me to recognize the warning signs of drug use. 
c)_____ in preparing me to take steps if my child shows warning signs of drug use. 
d)_____ in providing helpful resources that I can turn to as needed. 
2. 
Please rate the knowledge of Officer {name} on drug use, and prevention and 
intervention strategies______. 



Tool 10: Sample Activity Log


Note: Tailor your activity log to the types of activities recommended by the customer group to address your 
priority outcomes. This sample is based on the outcomes and activities presented in Tools 5 and 6. You will 
want to include any other activity data that is routinely required by the department or school, such as arrest 
data. This sample log is a weekly log. If the SRO takes good notes throughout the month, monthly logs are also 
acceptable. 

School _____________________ SRO: ______________________ For ___ / ___ / ___ through ___ / ___ / ___ 

Presentations by SRO 
Table with column titles Topic, Number of Presentations,Grade and Number of Students Who Attended, Number of Staff Who Attended, and
Number of Parents Who Attended and row titles Fighting, Bullying, Drug consequences, Theft prevention, Gangs 

Material Dissemination by SRO (e.g., flyers, e-mails, newsletter article, TV spot) 

Table with columm Titles  Topic Type (e-mail, flyer, etc.) Target Audience Number Disseminated 
and row titles Fighting, Bullying, Drug consequences, Theft prevention, Gangs 

School Programs 

Table with column titles Program, Event, Number of Students Participating, Number of Staff Participated, Outcome or Notes 
and row titles Varsity Patrol, Problem-solving project 


Sample Activity Log 

Administrative Duties 

Table with column titles Topic, Monday, Tuesday1, Wednesday, Thursday, Friday, Totals 
(Time Spent or Number of Times) 
and row titles Office hours, Patrol halls, Patrol boys restrooms, Patrol parking lot, Patrol locker rooms, 
School Safety, Committee meeting, Anti-gang meeting, Other meeting: 

Conferences with Students or Parents 

Table with column titles Topic, Number of Conferences, Number of Students Participated, Number of Parents Participated 
Involved Mediation (Yes or No), Referral (Yes or No) and row titles Fighting, Bullying, Selling Drugs, 
Using Drugs, Theft 

Notes:
Arrests/Other Reports


Table with column titles Enforcement Activity, Offense Description and Number, Total Number and row titles
Calls for service, Crime reports, Arrests, Warrant attempts, Searches, Weapons recovery 

Additional details or comments about activities or events that may impact SRO role or safety outcomes: 


Tool 10: Sample Activity Log 

School: Apple Valley High School 
SRO: Officer Dan Smith For 01/03/05 through 01/07/05 

Presentations by SRO 

Table with column titles of Topic, Number of Presentations, Grade and Number of Students Who Attended, 
Number of Staff Who Attended, Number of Parents Who Attended and row titles of Fighting (values 1 10th grade 
35 students 1 teacher),Bullying, Drug consequences, Theft prevention, Gangs (values 1 12 teachers) 

Material Dissemination by SRO (e.g., flyers, e-mails, newsletter article, TV spot) 

Table with column titles of Topic, Type (e-mail, flyer, etc.), Target Audience, Number Disseminated and 
row titles of Fighting, Bullying, Drug consequence (values Poster All students 1 at parking lot exit), 
Theft prevention, Gangs (values Brochure on symptoms of gang membership/e-mail with photographs of gang symbols 
Teachers at faculty meeting/all teachers with a school e-mail account 12 brochures/ 50 e-mails) 

School Programs 

Program Event Number of 
Students 
Participating 
Number 
of Staff 
Participated 
Outcome or Notes 
Varsity Patrol 
Patrol halls 10 2 students each day 
during class change 
split school in half 
Problem-solving project 


Sample Activity Log 

Administrative Duties 

Topic Monday Tuesday Wednesday Thursday Friday Totals 
(Time Spent or Number of Times) 
Office hours 2 hours 2 hours 2 hours 2 hours 1.5 hours 9.5 hours 
Patrol halls Class 
changes 
(5 times) 
Class 
changes 
(5 times) 
Class 
changes 
(3 times) 
Class 
changes 
(4 times) 
Class 
changes 
(5 times) 
Average = 
4.4 times 
each day 
Patrol boys restrooms Once Once Twice Once Twice Average = 
1.4 times 
each day 
Patrol parking lot Once Once Once Once Once Once daily 
Patrol locker rooms 
School Safety 
Committee meeting 
Anti-gang meeting 
Other meeting: 

Conferences with Students or Parents 

Topic Number of 
Conferences 
Number of 
Students 
Participated 
Number of 
Parents 
Participated 
Involved 
Mediation 
(Yes or No) 
Referral 
(Yes or No) 
Fighting 
5 4 3 Yes: 2 
mediations 
with 2 
students each 
No 
Bullying 
1 2 Yes: bullying 
victim and 
bully 
No 
Selling Drugs 
Using Drugs 2 1 1 No Yes 
Theft 

Notes: A separate conference was held with the student and the students mother about the students use of 
marijuana in the student parking lot. The student was counseled on the legal and health consequences of 
marijuana use and on the impact on families. The mother was provided with a substance abuse referral and also 
provided with information about the health consequences of marijuana use and impact on families. The officer 
who transported the student to juvenile lock-up shared with me some details offered by the student on the 
source of the drugs. I continue to follow-up on this tip. 


Sample Activity Log 

Arrests/Other Reports 

Enforcement Activity Offense Description and Number Total Number 
Calls for service 
Crime reports Thefts, 2 
Drug use, 1 
3 
Arrests Drug use, 1 1 
Warrant attempts 
Searches 
Weapons recovery 

Additional details or comments about activities or events that may impact SRO role or safety outcomes: 


Tool 11: SRO/Supervisor Discussion Questions


Questions for the SRO to address: 

Over the last 2 months 

What outcomes have you been working on? 

What activities have you implemented to work toward the outcomes? 

For each of the activities, what level of effort have you applied (superior, good, average, below average, no 
effort)? 

Is there anything that you did that you think was particularly helpful or successful in addressing the outcomes? 
(Describe) 

From your perspective, what impact, if any, was made on each of the outcomes over the last 2 months? Specify 
what information leads you to believe an impact has been made (e.g., observations by the SRO, review of 
school or police data, feedback from school staff). If no impact was made, describe why you think an impact has 
not been made. 

Is there anything that has occurred in the city/county/school/department, etc., that may impact the outcomes or 
prevent, change or limit your ability to conduct activities in support of the outcomes (e.g., changes in school 
policy, crises, weather)? If so, how may these events impact the percentage influence that you can have over 
specific outcomes? 

Is there something that you wanted to do in support of the outcomes, but have not? Why not? 

Is there anything that you did over the last 2 months that you would do differently, if you had the opportunity? 

Have you collaborated with others to address the outcomes? If so, please describe how that collaboration has 
worked. 

Is there anything that you need to continue working on the outcomes (e.g., training, resources, materials, 
intervention by the supervisor)? From whom do you need the assistance? 

Questions for the supervisor to address: 

Over the last 2 months, from your observations or interactions with the SRO or feedback from SRO 
customers 

How has setting outcome goals impacted the activities of the SRO? 

Is there anything that you think the SRO did that was particularly helpful or successful in addressing the 
outcomes? 

What impact, if any, has the SRO made on each of the outcomes? Specify what information leads you to believe 
an impact has been made (e.g., personal observations, review of school or police data, feedback from school 
staff). If no impact was made, describe why you think an impact has not been made. 


Sample SRO/Supervisor Discussion Questions 

Is there anything that has occurred in the city/county/school/department, etc., that you believe may impact the 
outcomes or prevent, change or limit the SROs ability to conduct activities in support of the outcomes (e.g., 
changes in school policy, crises, weather)? If so, how may these events impact the percentage influence that 
the SRO can have over specific outcomes? 

What changes, if any, do you recommend the SRO make to the approaches being implemented to address the 
outcomes? 

What support will you offer the SRO over the next 2 months (e.g., training, mentoring, intervention with school 
staff or customers, resources)? Are there other resources you recommend that the SRO pursue? 

As the supervisor, is there anything that you need to continue supporting the SRO (e.g., training, resources, 
materials)? How and when will you obtain those resources? 


Tool 12: Sample Report of Priorities and Activities


School: Apple Valley High School 
SRO: Officer Dan Smith 

Outcome Goal 1: Reduce theft from locker rooms during gym class. 

Conclusion: No significant change in the number of thefts, nor was there a change in the value of items 
stolen. 

Measure 1: 

School incident data: Number of reported incidents of theft from the locker rooms during gym class hours. 

This Year: 28 thefts from the locker rooms during gym class were reported. This represents 45% of all 
reported thefts and 3.5% of all incident reports. 

Last Year: 29 thefts from locker rooms during gym class were reported. This represents 45% of all reported 
thefts and 3.6% of all incident reports. 

The data shows a difference of one theft from locker rooms during gym class this year compared with last 
year. This difference is negligible. The proportion of locker room thefts to all reported thefts did not change, 
nor did the proportion of locker room thefts compared with all reported incidents. Furthermore, no 
statistically significant change occurred. 

Measure 2: 

Police crime reports: Average reported value of items stolen from locker rooms during gym class hours. 

This Year: The most commonly reported item stolen this year was a cell phone, valued from $50 to $100 
and averaging $65. In fact, 20 cell phones were reported stolen. The average value of all items stolen was 
$52.39. 

Last Year: The most commonly reported item stolen this year was a cell phone, valued from $50 to $100, 
averaging $65. In fact, 20 cell phones were reported stolen. The average value of all items stolen was 
$53.86. 

The data shows a difference of $1.47. This amount is negligible. 

Activities:
Educate: No activities to report.
Increase Access to/Interaction with the SRO: No activities to report.
Mentor Students: No activities to report.
Collaborate with School Personnel or Other Law Enforcement Personnel: No activities to report.
Enforce Laws/Solve Crimes: Officer Smith took reports from students who reported thefts.
Run/Oversee Programs: No activities to report.




Outcome Goal 2: Reduce male students fear of being beaten up in the boys 
restrooms. 

Conclusion: The number of fights in the boys bathrooms was reduced by 43%, and the level of 
reported fear of using the boys bathrooms declined as well, with 20% of male students being mostly or 
extremely afraid last year and dropping by 15% this year among male students. 

Measure 1: 

Pre- and postsurvey comparison of male students: Student reported fear of being hurt if one uses the boys 
restrooms. 

Extremely Mostly Somewhat Slightly Not Afraid 
Afraid Afraid Afraid Afraid at All 
This Year 0% (0) 5% (8) 10% (15) 25% (38) 60% (90) 
Last Year 5% (8) 15% (23) 10% (15) 20% (30) 50% (75) 

This year, significantly fewer male students reported being afraid to use the boys restroom out of fear of 
being beaten up. This year, only 5% of male students reported being extremely afraid or mostly afraid, 
compared with 20% last year. Furthermore, 10% more male students reported feeling no fear at all. These 
differences are also statistically significant. 

Measure 2: 

Police crime incident data: Number of reported incidents of fights or assaults in the boys restrooms. 

This Year: 32 fights or simple assaults reported in the boys restrooms. This represents 4% of all incident 
reports and 20% of all fights this year. The number of incidents represents a 43% reduction in the number 
of fights from last year. 

Last Year: 56 fights or simple assaults reported in the boys restrooms. This represents 7% of all incident 
reports and 30% of all fights. 

Fights in the boys restrooms were reduced by 43% from the prior year, yet the size of the population of 
boys at school remained about the same. The data also show a 3% reduction in the proportion of fights in 
the bathroom, compared with all incidents, and a 10% reduction to the proportion of fights in the bathroom 
out of all reported fights. These reductions are statistically significant as well. 

Anecdotal Information: 

One student wrote a letter to Officer Smith thanking him for intervening in an ongoing bullying situation. 
Threats were often made in the boys restrooms. The student wrote that he has been able to improve his 
grades during the last quarter because he is not always worried about being bullied. 

Activities: 

Educate: 12 presentations in health classes to 360 students on fights and bullying, how to cope, and 
reducing ones chances of being a victim; wrote and published an article in the parents newsletter 
instructing parents on how to teach their children tips for dealing with aggression and conflict. 

Increase Access to/Interaction with the SRO: Maintained an average of 2 office hours daily when 
students were permitted to stop by to report problems or seek help; held 32 telephone conferences with 
the parents of aggressors of the fights in the boys bathrooms. 



Mentor Students: Held 50 student conferences about fights in the boys bathrooms with the aggressors 
and those attacked in the boys bathrooms; facilitated mediation between 10 students regarding ongoing 
bullying issues; maintained a close mentoring relationship with four bullies and two victims throughout the 
school year. 

Collaborate with School Personnel or Other Law Enforcement Personnel: Spoke with the teachers in 
classrooms adjacent to and across from the restrooms and convinced them to take turns standing in the 
hallway during class changes. 

Enforce Laws/Solve Crimes: Patrolled the hallways during class changes and immediately before and after 
school, stepping into the boys bathrooms at least once each day. 

Run/Oversee Programs: Oversaw the Varsity Patrol Program with 15 student participants who rotated 
patrol duty, reporting problems to the SRO by radio. 

Outcome Goal 3: Decrease drug use in the student parking lot during school hours. 

Conclusion: Partial success. The number of school referrals for drug use, the number of police reports 
of students using drugs in the parking lot, and students self-reporting of drug usage in the student 
parking lot did not significantly change. However, surveys of students revealed that students 
knowledge about the health and legal consequences of drug use increased. 

Measure 1: 

School disciplinary referrals: Number of students referred for using drugs in the student parking lot during 
school. 

This Year: 16 students received disciplinary referrals for drug use in the student parking lot. This represents 
less than 1% of all students. 

Last Year: 14 students received disciplinary referrals for drug use in the student parking lot. This represents 
less than 1% of all students. 

The difference of two students is negligible. Furthermore, any increase in the number of referrals may be 
related to school staff who are better educated about the symptoms of drug use and therefore more 
observant and more likely to identify drug use in the parking lot and make a referral. In context with the 
police crime reports and student self-reports, this measure shows no significant change. 

Measure 2: 

Police crime reports: Number of reports of drug use in the parking lot at the school address. 

This Year: 18 crime reports for drug use in the school parking lot. 

Last Year: 17 crime reports for drug use in the school parking lot. 

Comparing the number of crime reports against the number of students referred by the school, it is likely 
that some students were caught using drugs more than once. The difference of one reported crime is 
negligible. 



Measure 3: 

Pre- and postsurvey comparison of students: Knowledge of the health and legal consequences of drug use. 

This Year: Students recalled an average of 10 different health and/or legal consequences of drug use. 

Last Year: Students recalled an average of 2 different health and/or legal consequences of drug use. 

Students recalled substantially more drug use consequences on the posttest survey than the pretest survey. 

Measure 4: 

Pre- and postsurvey comparison of students: Students self-reports of illegal drug use in the student 
parking lot. 

This Year: 20 students self-reported using drugs in the student parking lot this year. 

Last Year: 21 students self-reported using drugs in the student parking lot this year. 

The difference of one self-reported student is negligible. Comparing the number of self-reports to the 
number of students receiving disciplinary referrals suggests that some students used drugs in the parking 
lot and were not caught by a school official, that students interpreted illegal drugs differently than school 
officials, or that some students falsely reported using drugs in the school parking lot on the survey. 

Activities: 

Educate: Made 15 presentationsone to each ninth grade health classabout the legal and health 
consequences of drug use. Hung posters throughout the school about the health effects of drug use. 
Presented the symptoms of drug use to teachers during a faculty meeting. 

Increase Access to/Interaction with the SRO: Held 16 parent telephone conferences about students 
caught using drugs in the parking lot to discuss the consequences of drug use, symptoms of drug use, and 
resources to help users become clean. SRO held another six telephone conferences with parents of 
students who were close friends of those 16 students to discuss the symptoms of drug use and let them 
know that their children had been seen hanging out with students caught using drugs. 

Mentor Students: No activities to report. 

Collaborate with School Personnel or Other Law Enforcement Personnel: SRO referred 16 students for 
substance abuse treatment. 

Enforce Laws/Solve Crimes: SRO made 16 arrests for drug use in the parking lot during school hours. 
Patrolled the student parking lot periodically throughout the lunch periods. 

Run/Oversee Programs: No activities to report. 

 

Outcome Goal 4: Increase teachers knowledge about the signs and symptoms of gang 
membership. 

Conclusion: Teachers knowledge of the signs and symptoms of gang membership increased. 

Measure 1: 

Pre- and postsurvey comparison of teachers: knowledge of the signs and symptoms of gang membership. 

Table columns = extremely unlikely, most unlikely, somewhat likely, most likely, extremely likely
table rows = recognize gang hand signs, recognize gang symbols, recognize warning signs (mannerisms, attitude, fiends, clothingm etc.)
membership, across all three measures.

Recognizing Gagn Hand Signs
This Year - 
Extremely Unlikely = 18%
Most Unlikely = 9%
Somewhat Likely = 18%
Most Likely = 36%
Extremely Likely = 19%

Last Year - 
Extremely Unlikelt = 56%
Most Unlikely = 22%
Somewhat Likely = 11%
Most Likely = 11%
Extremely Likely = 0%


Recognizing Gang Symbols
This Year - 
Extremely Unlikely = 18%
Most Unlikely = 8%
Somewhat Likely = 30%
Most Likely = 35%
Extremely Likely = 8%

Last Year - 
Extremely Unlikelt = 35%
Most Unlikely = 15%
Somewhat Likely = 49%
Most Likely = 1%
Extremely Likely = 0%

Recognize Warning Signs (mannerisms, attitude, trends, friends, clothing, etc.)
This Year - 
Extremely Unlikely = 5%
Most Unlikely = 15%
Somewhat Likely = 40%
Most Likely = 20%
Extremely Likely = 20%

Last Year - 
Extremely Unlikelt = 40%
Most Unlikely = 19%
Somewhat Likely = 16%
Most Likely = 20%
Extremely Likely = 5%



Activities: 

Educate: Officer Smith conducted two in-service trainings for teachers during faculty meetings on the signs 
and symptoms of gang membership. He provided brochures at both meetings. 
Increase Access to/Interaction with the SRO: Several times during the school year, Officer Smith forwarded 

e-mails to the teachers of photographs of gang symbols portrayed in local graffiti.
Mentor Students: No activities to report.
Collaborate with School Personnel or Other Law Enforcement Personnel: No activities to report.
Enforce Laws/Solve Crimes: No activities to report.
Run/Oversee Programs: No activities to report.



Tool 13: Agenda for Last Customer Meeting for the School Year


School Name: Law Enforcement Agency: 
Date: 

I. Welcome 

II. Report findings: 

 Outcome measures results 
 Activities conducted 
 Present measures of quality of activities performed 
 Mention any extenuating circumstances (for example, changes to the school policies, SRO 
assignment, city/county occurrences that may have influenced the outcomes or activities 
performed) 
 Present other crime/disorder data for the school year 


III. Discussion: What are your reactions to this information? 

 Any suggestions/possible explanations for why these outcomes were or were not achieved? 
 Discuss the outcome findings within the context of other crime/disorder data for the school year. 


IV. 
Discussion of lessons learned: 
 In hindsight, would you change either the activities or the outcome goals? 
 In hindsight would you change the measures or sources of data used to determine influence on 
the outcomes? (Did the findings represent what you believe has really happened?) 
 Any other lessons learned? 


V. 
Discussion: Using the outcome data and the general school incident data for the year, set new 
priorities for next year, establish appropriate outcome measures and data sources, and propose 
activities for the SRO to conduct. 



Tool 14: Tables to Integrate Outcomes into Evalutation

Refer to Step 11 for information about how to integrate outcomes into the SROs performance evaluation. 
The tables below are provided to make your calculations as easy as possible. Samples of completed tables are 
provided to remind you how to complete each table. 

Table 3 
Table Columns = Priority Outcome, Assigned Degree of Importance (Sum totls = 100), Estimated % Influence
by the SRO (Each may be up to 100%), Points Allocated to the Achievemet of the Outcome (Importance x % Influence)
Table Rows = 1, 2, 3, 4, Total

Table 4 

Table 4 column headings - outcome findings and percent of points to award for outcome achievement
Achieved outcome 100% 

Partially achieved the outcome 80% 

No change on the outcome 60% 

Outcome changes for the worse 0%



Table 5 

Table column headings = priority outcome, result (from data analysis), finding (achieved outcome, 
partial sucess, no change, outcome worsened), % points awarded (from Table 4)
Table row = 1, 2, 3, 4

Table 6 
Table column headings = Assess the SROs Level of Effort on Each Outcome, Bonus % Points for Effort

Superior effort + 10% 
Good effort + 5% 
Average effort 0% 
Below average effort  5% 
No effort  10% 



Table 7 
Table column headings = priority outcomes, points possible (from Table 3), Outcome Finding % (from Table 4),
Bonus for Effort (from Table 6), and Points Awarded (Points possible x [outcome finding % + bonus % for effort])
 

Overall Performance Evaluation Score: ________ % 

(total points earned  total points possible) 


Circle Solutions, Inc. 

8280 Greensboro Drive, Suite 300
McLean, VA 22102
www.circlesolutions.com
Tammy Rinehart Kochel, Project Director
7038218955


tkochel@circlesolutions.com 


DOJ Seal
FOR MORE INFORMATION: 

U.S. Department of Justice 
Office of Community Oriented Policing Services 
1100 Vermont Avenue, NW 
Washington, DC 20530 

To obtain details on COPS programs, call the U.S. Department of Justice 
Response Center at 1.800.421.6770 

Visit COPS online at www.cops.usdoj.gov