people, both children and adults, Able to respond well to impromptu questions. Officer Commitment: G.R.E.A.T. involves a great deal of personal commitment on the part of the officer(s). It begins with the intensive one-week or two-week training. The training will require many out-of-classroom hours for preparation. All classroom sessions are mandatory for certification. Those who find that they cannot commit to every session need to reenroll for a future available training. Each training participant will be required to make several formal and informal presentations. Failure to meet minimum standards will result in non-certification. Supervision: While attending the training, officers will be under the functional supervision of the G.R.E.A.T. supervisor. Minor disciplinary problems will be handled by the supervisor in charge. Major disciplinary problems will be brought to the attention of the involved officer's agency. Major disciplinary problems may result in non-certification of the officer. Evaluation: G.R.E.A.T. is a primary duty assignment. Each agency will receive an evaluation of officer performance at the conclusion of the training. Recent program evaluation From 2006 to 2012, a multi-site program evaluation was conducted. Approximately 4,000 students attending 31 schools in seven cities compromised the initial sample. 195 classrooms (102 received G.R.E.A.T. and 93 did not receive the program), during the 2006-2007 school year. Albuquerque, NM; Chicago, IL; a Dallas-Fort Worth area district, TX; Greeley, CO; Nashville, TN; Philadelphia, PA; and Portland, OR Site selection was driven by the presence of the G.R.E.A.T. program and willingness of the police departments and school districts to agree to the evaluation design. In addition, three main criteria guided site selection: 1) existence of an established G.R.E.A.T. programs 2) geographic and demographic diversity 3) evidence of gang activity All students for whom active parental consent was obtained were then asked to participate in the evaluation by completing a confidential group-administered pre-test questionnaire. Upon completion of the G.R.E.A.T. program in each school, students were then requested to complete post-tests and four annual follow-up surveys. Survey questions reflected the three main goals of G.R.E.A.T. There were 28 attitudinal or perceptual measures that address potential outcomes of the G.R.E.A.T. program that were examined Program effect on five behavioral outcomes were examined: delinquency variety delinquency frequency violent offending variety violent offending frequency gang membership Results The results from post-test and one-year follow-up questionnaires showed statistically significant improvements in the following areas: More positive attitudes to police More positive attitudes about police in classrooms