Category: Agency Serving a Population of 20,001 to 50,000 Residents
The Problem
The Springville Police Department always has been involved with the youth in its community, whether through formal school programs, or by coaching Little League and youth football. In the 1980s, the city began using the Drug Awareness Resistance Education (DARE) program. Then, as the 1990s came to a close, it began to evaluate its youth programs, and to look for alternative ways to serve youth.
As the decade wore on, DARE came under increasing fire from various groups around the country. Additional pressure was placed on the program as state law requires local teachers to teach a large and varied set of lessons dealing with the same types of problems that DARE addressed.
Meeting with school officials, it became apparent that the program, which had been effective, was losing some of its appeal. A committee was formed, which consisted of teachers from each elementary school, a school principal and a representative of the police department. This group reviewed the current DARE program, noted its strengths and weaknesses, and compared the many overlapping programs available through the school district.
School administrators also wanted more flexibility and support in dealing with issues of truancy, behavioral issues, child abuse, safety programs and other youth-oriented problems. Such flexibility was not available through the DARE program and, without a change, would have been impossible to give. It was clear that a new hybrid program was needed to meet the needs of teachers, school administrators and the students.
An additional challenge for the Springville Police Department, as with most public agencies, is an ongoing struggle with budgetary concerns. Finding better ways to accomplish what needs to be done - doing more with less - is a powerful, driving force in today’s public sector. These conditions have been a mixed blessing for law enforcement. On the one hand, struggling to maintain personnel and programs is difficult, while on the other hand, the department has become more innovative—and through that innovation, more effective.
The Solution
As part of the community-policing philosophy, the department met with teachers, principals and district officials, seeking ways to improve the interaction between the two disciplines. From those meetings, a committee was formed and eventually a new program —"COPS for Kids"— was launched.
The initial objective of the department was to offer a better and more comprehensive program to the schools, as the two worked together to combat the increase in drug abuse amongst youth. Literacy, truancy and child abuse problems also were given great priority. The department set the following goals and objectives when considering a new program:
- Serve the needs of the school community.
- Do not lose ground. If the decision was made to replace an existing DARE program, it must be replaced with something better.
- Continue to be a positive role model for the elementary schools, with reinforcement in the middle, junior high and high schools.
- Have a positive effect on the youth of Springville and decrease behavioral problems at the schools.
- Work with teachers, Child and Family Services, PTAs and other groups interested in the welfare of children.
- Impact juvenile use of drugs, alcohol and tobacco.
Using existing lesson plans from many wellrespected programs throughout the state and nation, the committee put together a comprehensive program. The schools would take the lead in teaching, with support from the officer, covering subjects from alcohol and tobacco to drugs and violence. When called upon for expertise, the officer would reinforce the lessons of the teachers. Teachers would do what they do best, and the officer would do likewise.
The school calendar was divided into sections with each week highlighting a given topic. Each topic included an area where the officer could step in and lend his expertise and credibility to the topic at hand. The committee even went so far as to divide the weekdays up between schools, so each school knew when the officer would be on campus. A school coordinator was assigned by each school, whose job it would be to coordinate the officers’ time between teachers.
The team effort in the development of the COPS for Kids program has allowed for flexibility. Each school has tailored the program to meet its needs. In one school, where attendance is a problem, the COPS for Kids officer may go to the student’s home with the school’s resource official and work with parents to encourage attendance. In another school, where bullies taunt smaller children, the COPS for Kids officer can work with the teachers and principal to stop the bullying. Another school has the officer teaching bus and crosswalk safety to parents and children.
In younger grades, the officer might be called upon to read “Officer Buckle” stories, or to teach children how to cross the street safely. In the older grades, discussions on health, exercise, drug dependence, bullies and Internet safety more appropriately may be taught. Every teacher has access to the officer, and if an issue of safety arises, the officer is there to help.
Evaluation
Changing from an established program (DARE) to an untested program was thought to be somewhat risky. It was anticipated that a great deal of resistance and misunderstanding of the program would surface from parents and even children. The DARE program had been considered successful in our community, and was very popular. It also was anticipated that there might be some resistance on the part of school teachers, and even school administrators, as the officer began to offer service to other grades and students.
In actuality, after seeing the introduction presentation, teachers overwhelmingly approved. From the first day of school, the officer’s calendar was filled with programs, school activities and lesson plans. Each school was different in that they each handled the scheduling of the officer in a different way. Eventually the committee member from each school became the liaison with the COPS for Kids officer.
Many of the expectations and goals of the program only may be evaluated in the long term; however, anecdotes and unofficial comments came in almost immediately. As these small bits of information come in, the efforts of the COPS for Kids officer are adjusted to meet the needs of the school community.
The program was, and continues to be, evaluated through regular meetings with school administrators and district officials. Input as to the level of service being provided and the impact of the program is sought, and positive feedback is given to the participating officers. Evaluation of the actual lesson plans and effectiveness of the teaching is an ongoing study by state and district officials.
The effectiveness of the message of the COPS for Kids program will be seen long term. While no program will eliminate drug abuse and use in children, it is believed that the programs on which the COPS for Kids lessons are built will have a positive effect. Even better, problems in the schools are dealt with quickly and appropriately and the police department’s relationship with the local schools has improved. A resource has been added and is being utilized by the schools, parents and teachers.
Since implementing the new program, feedback has been overwhelmingly positive. Results and comments from teachers and administrators also have been overwhelmingly supportive and positive. Other schools in the local school district are contacting their respective police departments and asking for information on Springville’s COPS for Kids program.
The philosophy of community policing in a small agency may seem somewhat redundant. Smaller agencies tend to know their towns and neighborhoods, and most everyone in the community either knows or recognizes the officers. Still, when it comes to problem solving, nothing can compare with a combined community effort.
