COPS Training Portal

Course Overview: Advanced Roadside Impaired Driving Enforcement (ARIDE) Refresher, an eLearning course, reinforces key concepts that law enforcement officers apply to observe, identify, and articulate the signs of impairment related to drugs, alcohol, or a combination of both to reduce the number of impaired driving incidents, serious injury, and fatal crashes. The guidance provided in this course is not intended to be prescriptive; rather, it is designed to be adaptable and generally applicable to law enforcement practitioners who serve in varied communities. 

This course supports law enforcement practitioners in their efforts to effectively assess impaired drivers at roadside. As a refresher, the course reinforces the key concepts presented in the full, 16-hour, instructor-led ARIDE course. The design of course content supports officers in the enforcement of DWI (Driving While Impaired) offenses, especially those that may involve drug impairment. This training enhances learners' understanding of the role of the Drug Recognition Expert (DRE) and facilitates better utilization of DREs in the field. For those communities with no DREs or limited access to their services, this course helps officers make informed decisions related to testing and documentation of drug-impaired driving cases. 

Learning Objectives: 

• Define and describe impaired driving enforcement training programs
• Understand the roles and responsibilities of the Drug Recognition Expert (DRE) and how this course supports the Drug Evaluation and Classification (DEC) Program
• Describe the purpose and proper administration of eye examinations and additional impairment tests, including Lack of Convergence (LOC), Modified Romberg Balance (MRB), and Finger-to-Nose (FTN)
• Describe the general effects of drugs from each of the seven drug categories
• Articulate possible effects of polydrug use related to the general indicators of alcohol and drugs
• List signs which may emerge during the DWI detection process indicating the subject is under the influence of a drug
• Interpret the totality of the evidence to support the decision to arrest or release the subject
• Identify circumstances that may require a call for a DRE to assist with the investigation
• Identify resources and personnel required for effective post-arrest screening
• Accurately document all aspects of the DWI arrest from the time of observation through the post-arrest processing
• Accurately document, in the proper event sequence order, observed impairment in each of the three phases of the detection process
• Identify additional resources to support prosecution
• Prepare a comprehensive case file for effective courtroom presentation
• Articulate relevant evidence as it relates to case preparation and prosecution

Target Audience: The ARIDE Refresher course is intended for those who have previously completed the full, instructor-led ARIDE course. This refresher does not replace the initial 16-hour ARIDE course; rather, it is designed to strengthen and sustain the learner’s understanding of the concepts presented in that course. Like the initial ARIDE course, this refresher bridges the gap between Standardized Field Sobriety Test (SFST) courses and DRE courses, providing an enhanced level of awareness to law enforcement officers of drug impairment in the context of traffic safety. This course does not act as a substitute for the Drug Evaluation and Classification (DEC) Program and will not qualify or certify an individual as a DRE.

Cooperative Partners: This tuition-free online training was developed by the National Center for Policing Innovation (NCPI), formerly known as Virginia Center for Policing Innovation, in partnership with the National Highway Traffic Safety Administration (NHTSA) and was supported by cooperative agreement 2020-CK-WXK-037 by the U.S. Department of Justice, Office of Community Oriented Policing Services (COPS).

Learning Hours: 4 hours including the pre-test and post-test.

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Course Overview: After-Action Review and Reporting: An Introduction, an eLearning course, provides an overview of after-action review and reporting processes, as applied within a law enforcement organization following incidents ranging from common, everyday situations to complex, high-impact, critical incidents.

The application of after-action reviews is an effective organizational learning tool and powerful community policing strategy. This course equips law enforcement personnel with a basic understanding of when and in what circumstances an after-action may be best utilized, as well as how to conduct impactful reviews that result in written reports, including guidance on ways to organize, document, and communicate the findings of an after-action review. Although designed specifically for first line supervisors or officers in charge of conducting/overseeing the after-action process within an organization, this course benefits all local, state, and tribal law enforcement personnel, regardless of rank or position. Non-law enforcement community stakeholders may enhance their awareness of community policing efforts by taking this course. Learners may access and utilize an assortment of multimedia resources as needed in the future.

Learning Objectives:

• Identify the basic principles of community policing as they relate to the after-action process
• Discover what makes after-actions a credible learning tool for law enforcement
• Explore the role of after-actions in identifying and addressing wellness issues stemming from critical incidents
• Explore the dynamic nature of the after-action review process
• Identify ways to determine the type of review to conduct
• Distinguish informal reviews from formal reviews, and the circumstances in which either may be most appropriate
• Describe the leader or supervisor’s role in guiding and institutionalizing the process
• Discover essential qualifications for an independent review team or consultant
• Identify the role of comprehensive, well-written reports in the after-action review process
• Examine the fundamental information typically included in written after-action reports
• Explore the National Police Foundation’s online library of published Incident Reviews

Target Audience: Public safety practitioners, first line supervisors or officers, local, state, and tribal law enforcement personnel, and non-law enforcement community stakeholders.

Cooperative Partners: This tuition-free online training was developed by the National Center for Policing Innovation (NCPI), formerly known as Virginia Center for Policing Innovation, and was supported by cooperative agreement 2015-CK-WXK-003 by the U.S. Department of Justice, Office of Community Oriented Policing Services (COPS).

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Course Overview: An Introduction to SRO Programs, an eLearning course, directly supports the mission of the National Association of School Resource Officers (NASRO) to provide the “highest quality of training to school-based law enforcement officers.” This course provides an overview of school-based law enforcement programs and illuminates the critical need for further SRO training.

Highlighting the unique roles and responsibilities of School Resource Officers (SROs), the training explores the benefits and challenges of SRO programs, including stakeholder concerns, and provides practical guidance on best practices that support effective use of SROs in our nation’s schools. Learners examine the three essential components of an effective SRO program, as well as discover the importance of training as a key aspect of a successful school-based law enforcement program. A broad audience of community stakeholders involved in or seeking to be a part of school safety efforts may benefit from this course.

Learning Objectives:

• Define school resource officer
• Differentiate a School Resource Officer from a school security guard
• Review the history of school-based law enforcement programs
• Examine data related to crime in schools
• Describe the mission and goals of NASRO
• Define the triad concept of school-based policing
• Identify four different roles of a School Resource Officer in an educational setting
• Describe the responsibilities associated with each School Resource Officer role in a school-based policing program
• Apply knowledge of School Resource Officer roles and responsibilities to a scenario-based assessment
• Describe positive outcomes of partnerships between public safety organizations and schools
• Explore stakeholder concerns surrounding the presence of law enforcement in schools
• Identify recommendations for addressing concerns about law enforcement in schools
• Reflect on complex issues and how they impact the role of a School Resource Officer
• Explore collaborative best practices
• Identify the three essential components of an effective School Resource Officer program, as stated by NASRO
  
• Describe the purpose and importance of a Memorandum of Understanding (MOU)
• Explain the importance of training as a key aspect of a successful school-based law enforcement program
• Explore key recommendations for the selection and training of School Resource Officers
• Apply knowledge of best practices to a scenario-based assessment
• Describe the purpose of the NASRO Standards and Best Practices
• Summarize the benefits of adopting the NASRO Standards and Best Practices
• Summarize the training offerings of the NASRO

Target Audience: School resource officers, school resource officer supervisors, school administrators, parents, and community stakeholders.

Cooperative Partners: This tuition-free online training was developed by the National Association of School Resource Officers (NASRO) and was originally supported by cooperative agreement 2018-CK-WXK-003 by the U.S. Department of Justice, Office of Community Oriented Policing Services (COPS).

Learning Hours: 3 hours including the pre-test and post-test.

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Course Overview: Better Encounters: Police and People with Intellectual and Developmental Disabilities, an eLearning course, enhances the capacity of law enforcement to identify and effectively interact with community members who may have intellectual and developmental disabilities (I/DD) during traffic stops and other exchanges in the community.

The significant and rising prevalence of I/DD in the population makes this course especially pertinent for law enforcement and other safety practitioners with a focus on traffic safety. Better Encounters presents the rationale for learning more about people with I/DD, including the growing rates of specific disabilities and the likely contexts for interactions with police during traffic-related contact. The course also provides the means of identifying behaviors that are characteristic of those with I/DD, developing strategies for having positive interactions, and improving situational awareness and decision-making. Ultimately, the greater the awareness law enforcement officers have of the conditions and people they are likely to encounter, the better equipped they are to effectively manage a wide range of situations.

Learning Objectives:

• Define the relevant I/DD terms including intellectual and developmental disability, developmental disability, intellectual disability, autism spectrum disorder, Americans with Disabilities Act (ADA), and community policing
• Identify relevant legal obligations including those created by the ADA
• Understand the prevalence of I/DD in the population
• Recognize specific rationales for training to improve interactions between police and people with I/DD including self-identified need
• Discern the most likely contexts for encounters between police and people with I/DD
• Distinguish behaviors that indicate possible I/DD
• Identify indicators that a person with I/DD may also have a mental health condition
• Recognize the function of appropriate communications in improving encounters with people who may have I/DD
• Explore strategies for managing stress during encounters
• Discern a decision-making framework to improve interactions with an expanding range of people

Target Audience: Law enforcement officers and other public safety practitioners with a focus on traffic stops.

Cooperative Partners: This tuition-free online training was developed by the National Center for Policing Innovation (NCPI), formerly known as Virginia Center for Policing Innovation, in partnership with the National Highway Traffic Safety Administration (NHTSA) and was supported by cooperative agreement 15-J-COPS-21-GK-021240-MUMU by the U.S. Department of Justice, Office of Community Oriented Policing Services (COPS).

Learning Hours: 3 hours including the pre-test and post-test.

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Course Overview: Campus Safety Training Program: Introduction to Behavioral Intervention Teams, an eLearning course, provides an overview of the function of a Behavioral Intervention Team (BIT) within a school environment. Main topics include identifying the role and purpose of a BIT, reviewing key terminology, and exploring strategies to implement a BIT in any school.  Additionally, the course outlines the school resource officer’s role in a BIT.

The Office of Community Oriented Policing Services (COPS Office), U.S. Department of Justice and National Institute of Justice funded the National Policing Institute to implement a project in 2015 to track incidents of averted school violence on a national level. As of April 2018, 51 reports had been filed, although it is suspected that many more incidents have gone unreported. An “averted incident” is defined as a planned violent attack on school grounds that is prevented before injury or loss of life has occurred. In tracking these incidents, five key actions have been identified to improve school safety, ranging from well-defined and rehearsed active shooter plans to focused plans promoting personal relationships with students. The development and consistent involvement of a multi-functional case-management team for review of concerning behavior plays a critical role in improving school safety. These teams, commonly referred to as Behavioral Intervention Teams, are the focus of this introductory eLearning course.

Campus safety stakeholders benefit from examining foundational components and appropriate applications of a BIT in effort to prevent school violence.

Learning Objectives:

• Define the role and purpose of a BIT
• Define terminology associated with the BIT
• Identify ways to implement a BIT in any school
• Discuss the role of a school resource officer in a BIT

Target Audience: School personnel, law enforcement, including school resource officers and campus safety professionals.

Cooperative Partners: This tuition-free online training was developed by the National Criminal Justice Training Center of Fox Valley Technical College and was originally supported by cooperative agreement 2017-CK-WXK-007 by the U.S. Department of Justice, Office of Community Oriented Policing Services (COPS).

Learning Hours: 1 hour including the pre-test and post-test.

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Course Overview: Campus Safety Training Program: Introduction to Incident Command System (ICS) for School Personnel, an eLearning course, provides an overview of the ICS as it relates to campus safety. While identifying the specific roles within an ICS and related terminology, the course also explores how the ICS roles work together during a critical incident.

The ICS operates as a response method that determines the role of everyone responding to a crisis and defines a shared vocabulary and shared expectations of behavior. Agencies and first responders that provide assistance during a school emergency all use ICS during a crisis. School staff and safety teams must understand and be comfortable using the ICS shared vocabulary when interacting with first responders during a crisis. Additionally, utilizing the shared vocabulary during the planning phases of critical incident response assists in building trust and collaboration between various organizations.

In the United States, schools provide a safe and healthy learning environment for approximately 55 million children. To protect these school communities in the event of an emergency, school districts and administrators need to work with local government, law enforcement, and community emergency response agencies in advance of any potential emergencies.

This interactive course assists educational stakeholders in understanding the roles within an ICS and how to develop an ICS for their school.

Learning Objectives:

• Identify specific roles within the Incident Command System (ICS)
• Define terminology associated with the ICS
• Explain how the ICS roles work together during a critical incident event

Target Audience: School personnel, law enforcement, school resource officers, and campus safety professionals.

Cooperative Partners: This tuition-free online training was developed by the National Criminal Justice Training Center of Fox Valley Technical College and was originally supported by cooperative agreement 2017-CK-WXK-007 by the U.S. Department of Justice, Office of Community Oriented Policing Services (COPS).

Learning Hours: 30 minutes including the pre-test and post-test.

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Course Overview: Campus Safety Training Program: School Reunification, an eLearning course, provides an overview of the student reunification process. In addition to reviewing the various types of situations that require reunification and key reunification terminology, the course also explores roles required for successful reunification and provides recommendations for training stakeholders and practicing a reunification plan.

In the United States, schools provide a safe and healthy learning environment for approximately 55 million children. Schools are expected to keep children safe every day, but during traumatic events, this objective becomes the primary focus of teachers, administrators, and school staff members.

Reunification occurs when children are reunited with their parents or guardians after an emergency or disastrous event at their school. In these situations, a traditional student release process is unsafe and often lacks necessary organization. According to the National Association of School Psychologists, the reunification of students with their primary caregivers is crucial for the reestablishment of social support after a traumatic event and is often the only mental health crisis intervention needed. A comprehensive emergency plan includes a reunification plan to ensure the safety of the whole school community.

This course provides educational stakeholders with a structure to develop and implement a school reunification plan.

Learning Objectives:

• Identify emergency situations that require a reunification plan
• Define terminology associated with a reunification plan
• Define the purpose and components of a reunification plan
• Determine the purpose and components of a response map
• Identify the roles required in a reunification plan

Target Audience: School administrators, school personnel, law enforcement, school resource officers, and campus safety professionals.

Cooperative Partners: This tuition-free online training was developed by the National Criminal Justice Training Center of Fox Valley Technical College and was originally supported by cooperative agreement 2017-CK-WXK-007 by the U.S. Department of Justice, Office of Community Oriented Policing Services (COPS).

Learning Hours: 1 hour including the pre-test and post-test.

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Course Overview: Community Policing Defined, an eLearning course, provides learners with a basic awareness and understanding of the fundamental principles and best practices of community policing. This course examines practical problem-solving methodologies and applies best practices of community policing.

Comprised of four modules, the topics explore partnerships, problem solving, and organizational transformation as they relate to specific issues and challenges facing today's law enforcement professionals and the communities they serve. Based on the Department of Justice, COPS Office publication of the same name, Community Policing Defined not only describes the practice of community policing, but also examines how it can be effectively applied.

Through this course, learners examine the interconnectedness of Problem-Oriented Policing, the SARA model, and the Crime Triangle.

Learning Objectives:

• Define community policing
• Describe the fundamental principles of community policing
• Examine practical problem-solving methodologies, including the SARA model
• Interpret best practices of community policing
• Identify examples of ways in which a law enforcement agency can interact, partner, and work closely with members of the community in order to achieve a high level of community satisfaction and agency success
• Examine the tangible means by which to build or improve the relationship between their law enforcement agencies and the communities they serve
• Define collaborative partnerships utilized in community policing
• Examine the importance of developing and maintaining long-term positive relationships with the community
• Identify examples of effective collaborative partnerships
• Define the organizational transformation component of community policing
• Demonstrate relevance of organizational transformation to building partnerships and practicing problem solving
• Examine organizational transformation in terms of culture, structures, and function
• Consider the value of leadership and training as a catalyst for organizational transformation
• Define the problem solving component of community policing
• Explore Problem-Oriented Policing and its role in effective problem solving
• Consider the problem solving processes and methodologies of the SARA model
• Consider the role of the Crime Triangle (Problem Analysis Triangle) as a complementary tool to the SARA model

Target Audience: Law enforcement, public safety professionals, community leaders, business owners, and other community stakeholders.

Cooperative Partners: This tuition-free online training was developed by the National Center for Policing Innovation (NCPI), formerly known as Virginia Center for Policing Innovation, and was originally supported by cooperative agreement 2009-RM-WXK-001 by the U.S. Department of Justice, Office of Community Oriented Policing Services (COPS).

Learning Hours: 4 hours including the pre-test and post-test. 

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Course Overview: Community Policing: Improving Police Efficacy and Building Trust (CPIPEBT), an eLearning course, enhances learners’ awareness of and skills and abilities to engage in contemporary policing strategies founded in the principles of community policing.

Since the early 1980s, the principles of community policing have been a driving force in American law enforcement. Yet for all its past success, community policing may never have been as vital to law enforcement and the well-being of our communities as it is today. Exploring how emerging issues are necessitating a commitment to the key components of community policing, this course focuses on partnerships, organizational transformation, and problem solving.

The course examines the current state of policing—both locally and nationally—addressing a multitude of factors that challenge the effectiveness of law enforcement agencies and the well-being of the communities they serve. CPIPEBT urges learners to explore the principles and practices of community policing as a means of achieving the public safety mission with greater efficiency by gaining and maintaining public trust and engaging the community in the shared responsibility of effective policing.

Learning Objectives:

• Identify current and emerging challenges in policing
• Review the principles of community policing
• Identify current policing paradigms
• Explain the historical evolution of community policing
• Explain the community policing principles of partnerships, problem solving, and organizational transformation
• Identify current and emerging obstacles to implementing positive initiatives that promote effective policing
• Apply strategies for sustaining improvements to the challenges of policing in effort to view each as an opportunity for change
• Identify the principles of community policing as actionable and vital practices for keeping effective change in place
• Apply the principles of community policing to the improvement of public safety at the community level

Target Audience: Law enforcement practitioners, criminal justice and public safety professionals, and other community stakeholders.

Cooperative Partners: This tuition-free online training was developed by the National Center for Policing Innovation (NCPI), formerly known as Virginia Center for Policing Innovation, and was originally supported by cooperative agreement 2014-CK-WXK-027 by the U.S. Department of Justice, Office of Community Oriented Policing Services (COPS).

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Course Overview: Contemporary Approaches for Responding Effectively to Community-Defined Disorder (CARE CDD) consists of two separate eLearning courses, one designed for law enforcement practitioners and one geared specifically for executives, that examine successful initiatives around the country. These initiatives include homeless outreach teams, mental health crisis intervention, domestic abuse harm reduction, substance use disorder treatment, gang violence prevention, and more—demonstrating a “community care” framework for responding effectively to a variety of disorder and crime problems. The courses examine the role of law enforcement officers and agencies in developing, implementing, sustaining, and evaluating these types of community-based problem-solving strategies. 

Public safety agencies recognize that many types of harm can affect the health of a community—not just the major crime incidents that dominate headlines, but also the everyday disorder problems that negatively impact community members and generate frequent calls for service. In many cases, past efforts to manage disorder have focused on enforcement actions targeting low-level offenses. However, research and practice indicate that aggressive, enforcement-focused order maintenance strategies are ineffective and can undermine relationships between law enforcement and community members.  

Increasingly, public safety professionals recognize the need for innovative problem solving to address disorder and crime problems, which occur disproportionately in under-resourced neighborhoods. Responding to complex problems requires law enforcement to form partnerships with community stakeholders and other agencies to enact multi-faceted initiatives. Such efforts represent a fundamental change in the way we think about public safety, emphasizing the collaborative role of police and other law enforcement practitioners as caretakers of their communities.  

To help connect principles to practice, a series of field-driven video case briefings provides insight on innovative practices that law enforcement practitioners and executives can apply in their own communities. The case studies feature interviews with subject matters experts currently engaged in community-oriented programs to manage disorder problems in their jurisdictions.  

Learning Objectives:

• Explain how the principles and practices of community policing can be applied to address community-defined disorder
• Describe the role of law enforcement in managing community-defined disorder
• Differentiate between varying approaches to order maintenance
• Identify the principles of community policing
• Analyze case studies to identify strategies that can be applied in your community
• Apply problem-solving methods to identify, define, and respond to community-defined disorder problems
• Describe the benefits of proactive, collaborative problem solving
• Explain how to identify and define disorder problems that require intervention
• Identify strategies for developing effective responses to disorder problems
• Analyze case studies to identify strategies that can be applied in your community
• Identify collaboration and communication strategies to support effective problem solving  
• List benefits of using a collaborative model to improve quality of life in the community
• Explain how to establish a community of practice
• Identify structures to promote collaboration among organization members
• Analyze case studies to identify strategies that can be applied in your community
• Describe how problem-solving initiatives to address disorder can be sustained for long-term success 
• Identify factors that may influence the sustainability of problem-solving initiatives
• Describe appropriate methods for evaluating the success of problem-solving initiatives
• Explain the role of discretion when managing disorder in the community
• Analyze case studies to identify strategies that can be applied in your community

Target Audience: This course is designed as a professional development program for law enforcement practitioners representing agencies of all sizes and demographics. This course may also be a valuable tool for non-law-enforcement community stakeholders to enhance their awareness of law enforcement efforts.

Cooperative Partners: This tuition-free online training was developed by the National Center for Policing Innovation (NCPI), formerly known as Virginia Center for Policing Innovation, and was originally supported by cooperative agreement 2018-CK-WXK-018 by the U.S. Department of Justice, Office of Community Oriented Policing Services (COPS).

Learning Hours: 4 hours including the pre-test and post-test.

Is this POST approved in my state?

Course Overview: Contemporary Approaches for Responding Effectively to Community-Defined Disorder (CARE CDD) consists of two separate eLearning courses, one designed for law enforcement practitioners and one geared specifically for executives, that examine successful initiatives around the country. These initiatives include homeless outreach teams, mental health crisis intervention, domestic abuse harm reduction, substance use disorder treatment, gang violence prevention, and more—demonstrating a “community care” framework for responding effectively to a variety of disorder and crime problems. The courses examine the role of law enforcement officers and agencies in developing, implementing, sustaining, and evaluating these types of community-based problem-solving strategies. 

Public safety agencies recognize that many types of harm can affect the health of a community—not just the major crime incidents that dominate headlines, but also the everyday disorder problems that negatively impact community members and generate frequent calls for service. In many cases, past efforts to manage disorder have focused on enforcement actions targeting low-level offenses. However, research and practice indicate that aggressive, enforcement-focused order maintenance strategies are ineffective and can undermine relationships between law enforcement and community members.  

Increasingly, public safety professionals recognize the need for innovative problem solving to address disorder and crime problems, which occur disproportionately in under-resourced neighborhoods. Responding to complex problems requires law enforcement to form partnerships with community stakeholders and other agencies to enact multi-faceted initiatives. Such efforts represent a fundamental change in the way we think about public safety, emphasizing the collaborative role of police and other law enforcement practitioners as caretakers of their communities.  

To help connect principles to practice, a series of field-driven video case briefings provides insight on innovative practices that law enforcement practitioners and executives can apply in their own communities. The case studies feature interviews with subject matters experts currently engaged in community-oriented programs to manage disorder problems in their jurisdictions.  

Learning Objectives:

• Explain how the principles and practices of community policing can be applied to address community-defined disorder.
  
• Describe the role of law enforcement in managing community-defined disorder.
• Differentiate between varying approaches to order maintenance.
• Explain the relationship between disorder policing and community policing.
• Analyze case studies to identify strategies that can be applied in your community.
• Apply problem-solving methods to identify, define, and respond to community-defined disorder problems.
• Describe the benefits of proactive, collaborative problem solving.
• Explain how to identify and define disorder problems that require intervention.
• Identify partners who can share resources to address specific disorder problems in the community.
• Develop effective responses to community-defined disorder.
• Analyze case studies to identify strategies that can be applied in your community.
• Identify collaboration and communication strategies to support effective problem solving.  
• Based on the needs of the agency, select appropriate leadership strategies to support effective order maintenance strategies.
• List benefits of using a collaborative model to improve quality of life in the community.
• Identify methods for communicating effectively with community members about quality-of-life initiatives. 
• Identify structures to promote collaboration among organization members.
• Analyze case studies to identify strategies that can be applied in your community.
• Describe how problem-solving initiatives to address disorder can be sustained for long-term success. 
• Identify factors that may influence the sustainability of problem-solving initiatives.
• Explain the role of discretion when managing disorder in the community.
• Develop a plan for the training and ongoing professional development of personnel involved in problem-solving initiatives.
• Select appropriate performance measures for evaluating the success of first-line personnel.
• Analyze case studies to identify strategies that can be applied in your community.

Target Audience: Developed as a stand-alone companion to the CARE CDD course for practitioners, this course is streamlined for law enforcement executives and presented in an easily accessible, self-paced format. CARE CDD for Executives is ideal for leadership personnel representing agencies of all sizes and demographics. 

Cooperative Partners: This tuition-free online training was developed by the National Center for Policing Innovation (NCPI), formerly known as Virginia Center for Policing Innovation, and was originally supported by cooperative agreement 2018-CK-WXK-018 by the U.S. Department of Justice, Office of Community Oriented Policing Services (COPS).

Learning Hours: 4 hours including the pre-test and post-test.

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Course Overview: Crime Reduction: Enforcement and Prevention Strategies, an eLearning course, offers current guidance on effective enforcement and policing strategies aimed at crime reduction. The course also explores the application of crime prevention as a means of actively interdicting and preventing crime in our nation’s communities.

To help connect principles to practice, this course highlights crime reduction initiatives undertaken by law enforcement agencies around the country, demonstrating how policing strategies can be applied in varying contexts. Through video interviews and case studies, each module presents real-world examples to illustrate the strategies presented in the course. The course benefits law enforcement personnel of all assignments, representing agencies of all sizes and demographics, who play a role in crime reduction. Non-law enforcement community stakeholders may use this content to enhance their awareness of crime reduction efforts.

Learning Objectives:

• Identify challenges associated with crime reduction
• Identify ways in which police organizational structures contribute to crime reduction efforts
• Distinguish between immediate, short-term, and long-term strategies to reduce crime
• Recognize the stages of the SARA model
• Distinguish between types of crime patterns
• Apply the problem analysis triangle to an authentic crime scenario
• Analyze responses to crime patterns
• Identify situational crime prevention techniques to address a long-term crime problem scenario
• Analyze offender-focused strategies used as part of a focused-deterrence approach to crime reduction
• Identify community-oriented strategies to reduce crime through a proactive, preventive approach

Target Audience: Law enforcement personnel and non-law enforcement community stakeholders.

Cooperative Partners: This tuition-free online training was developed by the National Center for Policing Innovation (NCPI), formerly known as Virginia Center for Policing Innovation, and was originally supported by cooperative agreement 2017-CK-WXK-001 by the U.S. Department of Justice, Office of Community Oriented Policing Services.

Learning Hours: 4 hours including the pre-test and post-test.

Is this POST approved in my state?