Learning Domain
	01 Leadership, Professionalism, and Ethics	
Learning Need	Peace officers are expected to be leaders in the community, in their agencies, and among peers.  To be effective, officers must understand the components of leadership, their responsibility to lead, and the impact of their leadership.  Peace officers are empowered and entrusted by the community with a broad range of power, authority and discretion to maintain safety and order.  Professional and ethical standards are the means by which peace officers maintain the public trust.  To be effective, a peace officer must make a life-long commitment to these standards.	
Revision
	July 2007	

LD 01 Leadership, Professionalism, and Ethics

Content Outline	Instructor Notes	E.O.	Resources	Time	
					
I.	LEARNING NEED: Peace officers are expected to be leaders in the community, in their agencies, and among peers.  To be effective, officers must understand the components of leadership, their responsibility to lead, and the impact of their leadership.
A.	Discuss why leadership is important 
1.	Every officer has a responsibility to practice leadership
2.	Leadership is essential for effective problem solving because it engages the cooperation of the community.
B.	Define Leadership
1.	Leadership is the practice of influencing people, while using ethical values and goals, to produce an intended change.
C.	Discuss universal components of leadership
1.	Authority and power
a.	Officers are granted authority
b.	Officers must develop power
2.	Informal Leadership Power
3.	Compliance vs. Commitment
4.	The leadership relationship
5.	Circle of influence
6.	Life balance
a.	Work/Personal Development
b.	Family/Community 
7.	Leadership Learning
a.	Formal
b.	Informal
D.	Discuss the Officer as a leader
1.	Peer leadership
2.	Modeling
3.	Taking charge 
4.	Intervening
5.	Sharing knowledge and experiences
6.	Expecting change
7.	Leadership in the community 
8.	Community policing 
9.	Leadership within the profession
E.	Discuss the leader as a follower
1.	Separation of ego form power and authority
F.	Discuss how leadership impacts the daily work of a peace officer and how officers can recognize the results.
1.	Positive leadership
2.	Absence of leadership

II.	LEARNING NEED: Peace officers are empowered and entrusted by the community with a broad range of power, authority and discretion to maintain safety and order.  Professional and ethical standards are the means by which peace officers maintain the public trust.  To be effective, a peace officer must make a life-long commitment to these standards.
A.	Discuss the relationship between public trust and a peace officer’s ability to perform their job
1.	Public Trust
2.	Values
3.	Ethics
4.	Golden Rule
5.	Ethical Standards 
6.	Principles
7.	Importance of ethical conduct
8.	Career survival
B.	Discuss expectations of a peace officer’s conduct by community, agency and other peace officers
1.	Technically competent
2.	Empathetic
3.	Respectful
4.	Ethical
C.	Benefits of Professional and Ethical Behavior
1.	Officer
a.	Self-esteem and personal worth
b.	Personal and professional satisfaction in doing the right thing
c.	Gaining respect and confidence of co-workers
d.	Establishing a higher personal and professional reputation in the community
2.	Agency
a.	Improving morale
b.	Improving agency respect within the profession
c.	Reinforcing the standard of performance
d.	Improving agency reputation
3.	Community
a.	Receives equitable law enforcement
b.	A sense of security and trust
c.	Increases community partnerships
d.	Fosters community mobilization
D.	Describe the consequences of unprofessional/unethical conduct to the community, agency, and peace officer   
1.	Disciplinary action up to and including termination
2.	Civil and/or criminal liability (personal and agency)
3.	Embarrassment to stakeholders
4.	Eroding the image of the profession
5.	Reinforcement of negative stereotypes
6.	Reduction of effectiveness
7.	Diminishing public trust and cooperation
8.	Compromising officer safety
E.	Discuss the Law Enforcement Code of Ethics, and explain the importance of adhering to the Law Enforcement Code of Ethics
F.	Explain why an officer should respond to a coworker’s unprofessional or unethical conduct, including the legal basis for such interventions
1.	Federal law 
2.	State law
3.	Public expectations of intervention
G.	Discuss situations when it is necessary to intervene on another peace officer’s behalf and factors that can inhibit intervention
1.	Necessity for intervention
H.	Describe types and levels of intervention used to prevent another peace officer’s inappropriate behavior
1.	Advance
2.	Immediate 
3.	Delayed
I.	Give examples of ethical decision-making strategies
1.	Identify the issue(s), relevant facts and/or ethical question(s)
2.	Determine the stakeholders - Who may be affected by a decision?
3.	Consider your options, or courses of action - What could you do?
4.	Decide which option is most appropriate - What should you do?
5.	What are the consequences of your decision
6.	Implement the option and course of action
7.	Reassess and make new decision, if necessary
J.	Explain the value of ethical decision making in leadership
1.	Peace officers who practice the competencies of ethical leadership with the requisite skills of problem-solving, will be better equipped to arrive at appropriate solutions in decision making.

	Presenting introductory material, conducting facilitated discussions, asking questions

Instructor may have students complete the 搒elf assessment_ in the workbook prior to instruction as a baseline for the course.  	

1.01.EO8

1.01.EO9

1.01.E10

1.01.EO11

1.01.EO12

1.01.EO13

1.02.EO8

1.02.EO9

1.02.E10

1.02.EO11

1.02.EO12

1.02.EO13

1.02.EO14

1.02.EO15

1.02.EO16

1.02.EO17	Workbook	POST Hours: 
08

Stan S/O
Hours: 
08

Mandatory Learning Activity:

1.	The student will participate in one or more learning activities from the POST-developed Instructor’s Guide to Learning Activities for Leadership, Ethics and Community Policing (December 2005) or other comparable sources regarding leadership.
a.	Power and authority
b.	Compliance and commitment
c.	Sphere of influence
d.	Officer as a leader
e.	Leadership in the community
f.	Positive and adverse impacts and challenges for consistently demonstrating leadership
2.	The student will participate in one or more learning activities from the POST developed Instructor’s Guide to Learning Activities for Leadership, Ethics, and Community Policing or other comparable sources regarding unprofessional or unlawful conduct by peace officers.  At a minimum, each activity or combination of activities must address the following topics:
a.	Whether or not the behavior was unlawful, unethical, or inconsistent with the Law Enforcement Code of Ethics
b.	Identification of those whom the conduct impacts
c.	The potential sanctions that could result from the behavior
d.	Potential perceptions of the public regarding the behavior
e.	Whether or not intervention is appropriate. 
3.	The Student will participate in a learning activity consisting of a small group that uses a video, the POST developed publication Becoming an Exemplary Peace Officer, or other media presentation as a resource.  During the exercise, the group will complete the following tasks:
a.	Identify any ethical issues
b.	Discuss the impact of the conduct
c.	Determine if intervention is required
d.	Define the chosen intervention strategy	

Learning Activity #1

Purpose of Activity: This activity entails student work to recall, understand and apply the Code of Ethics by reinforcing segments throughout the academy. It should be repeated until all students can recite and respond to questions linking the Code of Ethics to questions regarding ethical issues of concern to the police.

Description: The academy staff or instructor will assign a member of the class (usually the class sergeant) to read the Code of Ethics to the entire class. The academy staff or instructor will then question students about the meaning and importance of the Code of Ethics. Students will then read and recite the Code of Ethics on each break one to two times per week, and academy staff or instructors will continue to engage them in dialogue regarding the meaning of the Code after the recitations.
Levels of dialogue and questions asked by staff should progress from clear issues of right and wrong to more complex issues of community confidence, the role of the police and related issues in the leadership, ethics and community policing realms.
Examples of questions are as follows:
1. Why must a peace officer maintain high ethical standards in his or her private life?
2. Explain the conflict between the Code of Ethics and the “Code of Silence.”
3. Why is it important to serve the needs of the community, and not just to enforce the law?

Variations on this theme may be:
•	Assigning students to research (Internet, media or print sources) appropriate incidents that involve leadership, ethical conduct or community policing, then lead discussions amongst their peers regarding the incident, its relevance to the Code of Ethics and to their profession.
•	Allowing students to create role-play examples of incidents that relate to portions of the Code, then to lead class dialogue to ensure others understand the relationship between the Code and the incident depicted.
•	Any other means to move beyond recitation and into understanding, application and evaluation of the Code of Ethics to their role as peace officers.

Resources Needed:
•	Workbook
•	Code of Ethics

Key learning Points:  Ethical behavior is the foundation for students in the academy and throughout their careers.
Students shall explain the role of peace officers in the community and the nature of the relationship between the police and those they serve.

Time Required: Daily review 10 min.	

Learning Activity #2

Purpose of Activity: This activity entails student work outside of the classroom to locate sources for class dialogue. It can be used as a stand-alone exercise, or at the start or end of content blocks to help transition into student-driven activities. Each activity can take from two to ten minutes or longer depending on the quality of student discussion and contributions to the subject at hand.

Description: Assign students (perhaps on a rotating basis) to locate a current event on leadership, ethics or community policing. The current event can be from a newspaper, magazine or Internet sources. Students will take turns reading the articles, then lead class dialogue regarding the relationship between the current event and the police profession.

Instructors may wish to contribute to the class discussion, especially when occasions arise that afford an opportunity for a “teachable moment” on an issue of importance or relevance to their work in the academy. It is important for students to wrestle and reflect on concepts and issues, so instructors should seek to refrain from providing “the answer” or responses that could minimize the student’s learning. Instructors may wish, however, to ask initial questions, or to provide linkage questions, such as:
1. Why did you select this article?
2. What leadership, ethics, or community policing issues are contained in the article?
3. What is the relationship between issues in the article and our work as peace officers?
4. If you were the chief or sheriff of that agency, what type of response would you have to questions from your community on the incident?
5. If you were the officer or deputy’s supervisor, what counseling might you provide to help them through the outcomes of the incident?

Resources Needed:
•	Articles on Ethics and leadership
•	Code of Ethics
•	Internet
•	Magazines

Key learning Points:  Ethical behavior is the foundation for students in the academy and throughout their careers.
Students shall explain the role of peace officers in the community and the nature of the relationship between the police and those they serve.

Time Required: Daily review 20 min.	
Learning Activity #3

Purpose of Activity: This activity is related to the student materials developed by the Josephson Institute of Ethics specifically for students in an academy setting. Rather than merely enforcing knowledge of the material, it is important for students to discover its relevance to the leadership, ethics and community policing issues they will face as peace officers.

Description: Students will facilitate a role-play or discussion of the following activity (assign a class member to introduce the topic, solicit volunteers for a role play and other related work):
“You are dispatched to a shoplifting incident at a local convenience store. Upon arrival, you make contact with the store manager. The manager tells you that she observed a male subject steal some candy and walk out of the store. Upon making contact with the suspect, he admits taking the candy and tells you he is an off-duty officer from a neighboring jurisdiction. The off-duty officer says he is “not sure” why he took the candy and asks that the incident not be reported because he will lose his job.”

Students should form breakout groups to discuss and answer the following questions:
1. Which one of the six pillars of character is most at issue in the activity?
2. Who are the stakeholders?
3. What are the possible courses of action?
4. How would you document the incident?
5. Select a spokesperson(s) to present and justify your group’s answers to the class.
•	Explain a police department’s position on this issue.
•	Demonstrate the ability to handle follow-up questions.
Students not selected as spokespersons will be required to:
•	Ask questions.
•	Offer suggestions, opinions, options and comments whenever necessary to help facilitate a discussion

Resources Needed:
•	Code of Ethics
•	Flip chart

Key learning Points:  Ethical behavior is the foundation for students in the academy and throughout their careers.
Students are at the early stages in their understanding of the role of peace officers so it is important to provide clear examples, yet challenge their beliefs and values through an examination of difficult incidents and ethical conflicts that could emerge in their work as peace officers.

Time Required: 5-10 minutes for small group discussion, followed by 5-15 minutes of class dialogue.	
Required Tests:
A scenario test that requires the student to demonstrate, by application, proficiency of ethics.
1.	Leadership – the practice of influencing people, while using ethical values and goals to produce an intended change
2.	Problem solving/Decision-Making – analyzing situations and implementing plans through one’s actions to solve problems. Using verbal or physical skills to determine the appropriate resolution to a situation
3.	Communications – The use of effective verbal and non-verbal skills to convey intended meaning and establish understanding 
4.	Ethics- using accepted principles of conduct that govern decisions and actions based on professional values and expectations.
5.	Stress Tolerance and Emotional Regulation - maintaining self-control and making timely, rational decisions in stressful situations.

Learning Domain
	02 Criminal Justice System
 	
Learning Need
	To be effective leaders, peace officers must be aware of the constitutional
rights of all individuals within the United States, regardless of citizenship
status, and the role the criminal justice system has in protecting those rights. Peace officers must realize that law enforcement is not solely the function of police and sheriff agencies. There are many other federal, state, and local law enforcement agencies that are part of the criminal justice system. Peace officers must understand the judicial component of the criminal justice system because much of their work results in cases that go to court. Peace officers should recognize that the California Youth and Adult Correctional Agency (YACA) is a component of the criminal justice system. Officers must also be familiar with the differences between parole and probation conditions, and their role in the enforcement of those conditions.
	
Revision
	January 2007	

LD 02 Criminal Justice System

Content Outline	Instructor Notes	E.O.	Resources	Time	
					
I.	LEARNING NEED:  To be effective leaders, peace officers must be aware of the constitutional rights of all individuals within the United States, regardless of citizenship status, and the role the criminal justice system has in protecting those rights.  
A.	Identify the freedoms and rights afforded to individuals under the U.S. Constitution, the Bill of Rights, and later amendments. (2.01.EO1)
1.	The basic rights and freedoms protected by the U.S. Constitution and its amendments apply to all individuals in the United States regardless of citizenship status.
B.	Identify how the U.S. Constitution amendments apply to the actions and conduct of peace officers. (2.01.EO2, 2.01.EO3, 2.01.EO4, 2.01.EO5, 2.01.EO6, 2.01.EO7)
1.	First Amendment
2.	Fourth Amendment
3.	Fifth Amendment
4.	Sixth Amendment
5.	Eighth Amendment
6.	Fourteenth Amendment
C.	Identify the three components of the criminal justice system. (2.01.EO8)
1.	Law Enforcement,
2.	Judicial, and
3.	Corrections.
D.	Identify the major goals of the criminal justice system. (2.01.EO9)
1.	Guarantee due process of the law,
2.	Prevent crime,
3.	Protect life and property,
4.	Uphold and enforce the law,
5.	Dispense equal justice,
6.	Apprehend offenders, and
7.	Assure victims’ rights.

II.	LEARNING NEED: Peace officers must realize that law enforcement is not the function of police and sheriff agencies alone. There are many other federal, state, and local agencies that make up the law enforcement component of the criminal justice system.
A.	Identity the objectives of the criminal justice system’s law enforcement component. (2.02.EO1)
1.	Protecting life and property
2.	Preventing crime
3.	Maintaining order
4.	Enforcing the law
5.	Arresting violators of the law
6.	Assuring victims’ rights
B.	Identify the positions held by individuals who work within the criminal justice system’s law enforcement component. (2.02.EO2)
1.	Penal Code 830.1
2.	Penal Code 830.2
3.	Penal Code 830.3
4.	Penal Code 830.31
5.	Penal Code 830.32
6.	Penal Code 830.33
7.	Penal Code 830.34
8.	Penal Code 830.35
9.	Penal Code 830.36
10.	Penal Code 830.37
11.	Penal Code 830.38
12.	Penal Code 830.4
13.	Penal Code 830.5
C.	Identify the primary purpose and function(s) of state agencies within the criminal justice system’s law enforcement component, including: (2.02.EO3, 2.02.EO4, 2.02.EO5)
1.	Department of Justice (DOJ)
2.	California Highway Patrol (CHP)
3.	Department of Motor Vehicles (DMV)
D.	Identify the primary purpose and function(s) of federal agencies within the criminal justice system’s law enforcement component, including: (2.02.EO6, 2.02.EO7, 2.02.EO8, 2.02.EO9, 2.02.EO10, 2.02.EO11, 2.02.EO12, 2.02.EO13)
1.	Federal Bureau of Investigation (FBI)
2.	Drug Enforcement Agency (DEA)
3.	U.S. Marshal Service
4.	Immigration and Naturalization Service (INS)
5.	Alcohol, Tobacco, and Firearms Division (ATF)
6.	Secret Service
7.	U.S. Postal Service
8.	Armed Forces Police

III.	LEARNING NEED: Peace officers must become familiar with the organization of the state judicial system in order to understand their role in the judicial process. 
A.	Identify the objectives of the criminal justice system’s judicial component. (2.03.EO1)
1.	Providing due process of the law
2.	Rendering fair judgments
3.	Dispensing just punishment
4.	Assuring victim’s rights
B.	Identify the positions held by individuals who work within the criminal justice system’s judicial component. (2.03.EO2)
1.	Judges and Magistrates
2.	Prosecuting Attorneys
3.	Defense Attorneys
C.	Identify the primary responsibilities of the: (2.03.EO3, 2.03.EO4)
1.	Trial courts
2.	Appellate courts
D.	Recall the definition of the following terms as related to the judicial process in criminal cases. (2.03.EO5, 2.03.EO6, 2.03.EO7, 2.03.EO8, 2.03.EO9)
1.	Arraignment
2.	Bail 
3.	Preliminary hearing
4.	Indictment
5.	Trial

IV.	LEARNING NEED: Peace officers should recognize that the California Department of Corrections is a component of the criminal justice system.  Officers must also be familiar with the conditions for parole and probation, and their role in the enforcement of those conditions. 
A.	Identify the objectives of the criminal justice system’s corrections component. (2.04.EO1)
1.	Confining prisoners
2.	Rehabilitating prisoners
3.	Supervising parolees and probationers in the community
4.	Assuring victim’s rights.
B.	Identify the positions held by individuals who work within the criminal justice system’s corrections component. (2.04.EO2)
1.	Probation Officer
2.	Parole Officer
3.	Correctional Officer
4.	Inspector General Agent
C.	Identify between the definitions for the terms: (2.04.EO3, 2.04.EO4)
1.	Parole
2.	Probation
D.	Identify conditions and requirements for: (2.04.EO5, 2.04.EO6, 2.04.EO7)
1.	Parole
2.	Probation
3.	Juvenile Probation

V.	LEARNING NEED: Peace officers should recognize that the California Youth and Adult Correctional Agency (YACA) is a component of the criminal justice system. Officers must also be familiar with the differences between parole and probation conditions, and their role in the enforcement of those conditions.
A.	Objectives
1.	Role of both parole and probation is to protect the community from future criminal acts of individuals, who have been convicted of a crime, imprisoned and subsequently released back into the community. 
B.	Definitions:
1.	Parole- a conditional release from a state prison, which allows an individual to serve the remainder of a sentence.
2.	Probation- the suspension of the imposition or execution of a sentence and the order (by the court) of conditional and revocable release in (to) the community. A sentencing option for an individual convicted of a criminal offense.
C.	Differences:
1.	Parole is administered by Parole and Community Serviced of the CDC or California Youth Authority
2.	Probation is administered by county probation departments
3.	Parole is imposed by an administrative board at a parole hearing, dependent upon: statutory requirements, the type of sentence being served and, institutional recommendations
4.	Probation is imposed at the court’s discretion in the county where the offense occurred
5.	Parole is revocable by a parole agent, or administrative board review
6.	Probation is revocable by a probation officer recommendation or court enactment
	Presenting material, conducting facilitated discussions, asking questions

Instructor may have students complete the “self assessment” in the workbook as a baseline for the course.  

	

2.01.EO1

2.01.EO2
2.01.EO3
2.01.EO4
2.01.EO5

2.01.EO6

2.01.EO8

2.01.EO9

2.02.EO1

2.02.EO2

2.02.EO3
2.02.EO4
2.02.EO5

2.02.EO6
2.02.EO7
2.02.EO8
2.02.EO9
2.02.EO10
2.02.EO11
2.02.EO12
2.02.EO13

2.03.EO1

2.03.EO2

2.03.EO3
2.03.EO4

2.03.EO5
2.03.EO6
2.03.EO7
2.03.EO8
2.03.EO9

2.04.EO1

2.04.EO2

2.04.EO3

2.04.EO4

2.04.EO5
2.04.EO6
2.04.EO7	Workbook	POST Hours: 
02

Stan S/O Hours: 
02

Mandatory Learning Activity:

NONE Required	

Learning Activity #1

Purpose of Activity: This is a facilitated group activity that is designed to have students demonstrate their knowledge of the criminal justice system and Constitutional obligations inherent in their role as peace officers.

Description: Selected student leaders will be assigned to research and prepare training for their peers in selected areas regarding Constitutional law and its impact on the criminal justice system.  Student will be given their topic with adequate advance notice to prepare a 10- 12 minutes training segment, and be encouraged to use academy resources, the student workbook for this Learning Domain and other appropriate information. They should also be encouraged to make their training segment active and student-centered through the use of question and answer dialogue, role play scenarios, group work or other similar strategies.
Possible areas for student training are:
1. Equal protection under the law
2. Cruel or Unusual Punishment for crimes
3. Due process
4. The right to a speedy trial
5. The right to face one’s accuser
6. Any other area that would enhance student understanding and learning necessary to achieve competence in this Learning Domain

Resources Needed:
•	The US Constitution, including Amendments
•	Internet and media sources for current events
•	Agency policies related to the use of force and powers of arrest
•	The CA Penal Code and related criminal statutes

Key learning Points:  Students must demonstrate an understanding of their role as peace officers as representatives of the criminal justice system when presented with a specific facts circumstance and defend their actions when choosing a course of action to resolve issues related to the justice system and contact with members of their community.

Time Required: The time estimate for student-led training is 10-15 minutes plus any Q&A time in class led by the student-trainer or instructor. Students should be given from 20-30 minutes at minimum to prepare their training segment.  Student training may be interspersed in the overall presentation of content, or placed as the lead-in segment for a particular block of training.	
Learning Activity #2

Purpose of Activity: This is a facilitated group activity that is designed to have students demonstrate their knowledge of the criminal justice system and Constitutional obligations inherent in their role as peace officers.  This activity allows individual work, and then small group work to discuss and resolve assigned questions. The group work will be followed by presentations by groups to the assembled class to demonstrate an understanding of concepts under study.

Description: The following scenario will be distributed to students in groups with 4-6 members each:
”You are a deputy assigned to uniformed patrol in a suburban community. You receive a call of a disturbance at the home of a known sex registrant. When you arrive, you learn from the resident (who acknowledges being a registered sex offender who has been released from probation) that a neighbor has just assaulted him by punching him in the face. Witnesses to the incident tell you the assault occurred after the victim was seen apparently staring at youthful females playing in the neighborhood while standing in the front yard of his residence. You learn the neighbor who assaulted him said he believed the victim was trying to look up the girl’s dresses while they were playing on a swing set.”

Groups should be assigned one or more questions for study. Students will be tasked to work for 3-5 minutes individually to write out their answer/s to the query assigned.  At the end of that time, group members will share their answers, comparing and contrasting them with one another. The group will then work to come to a consensus (general agreement) regarding the most appropriate course of action in response to the question/s asked.

Questions are:
1. What actions would society expect the police to take to resolve this incident?
2. What actions would you like to take as an individual?
3. Why is it important to take the appropriate action?
4. What ethical issues are present in this incident?
5. How does the victim’s registrant status impact your investigation?
6. If the victim tells you to “forget it” do you have further obligations to any party to this incident? If so, what are they, and what actions should you take?

Selected student leaders will facilitate the process of group presentations under the guidance of the instructor. Options for group work are to have each group work with
Only one question, then to build the corporate expertise in this topic area from the variety of presentations and group findings. This activity will take about 12 minutes in individual and group work, then 1-3 minutes per group to report findings.

Resources Needed:
•	The US Constitution, including Amendments
•	Internet and media sources for current events
•	Agency policies related to the use of force and powers of arrest
•	The CA Penal Code and related criminal statutes

Key learning Points:  Students must demonstrate an understanding of their role as peace officers as representatives of the criminal justice system when presented with a specific facts circumstance and defend their actions when choosing a course of action to resolve issues related to the justice system and contact with members of their community.

Time Required: Total time for the activity may extend from 25-30 minute to a full academic hour if extended discussion of core concepts is desired.
	
Learning Activity #3

Purpose of Activity: This is a facilitated group activity that is designed to have students demonstrate their knowledge of the criminal justice system and Constitutional obligations inherent in their role as peace officers.

Description: Assign students to locate a current event on the Criminal Justice System. The current event can be from a newspaper, magazine or the Internet. Students will take turns reading his or her article and explain how it relates to policing, the department involved and the community within which the incident took place. This activity can take place can be expanded to include student discussion of the articles, and articles may be posted for informal review in the classroom, break area or other appropriate locale. Instructors should strive to ensure students begin to understand the linkage between the conduct of the police and how their communities may view them.

Resources Needed:
•	The US Constitution, including Amendments
•	Internet and media sources for current events
•	Agency policies related to the use of force and powers of arrest
•	The CA Penal Code and related criminal statutes

Key learning Points:  The activity allows students to practice public speaking skills, to articulate and defend their perspectives regarding the meaning of the article to the policing profession and to better understand that community confidence in the police is built upon a foundation of police actions in the public view.

Time Required: Time estimate per reading is 2-3 minutes per student, plus any time taken for class discussion. 
	
Required Tests:
A.	The POST-Constructed knowledge test for the learning objectives in Domain #02.
B.	The POST-Constructed Comprehensive Mid-Course Proficiency test will include learning objectives in Domain #02.
C.	The POST-Constructed Comprehensive End-of-Course Proficiency test will include learning Objectives in Domain #02.
D.	The POST-Constructed PC 832 Arrest Written Test will include learning objectives in Domain #02.

Learning Domain
	03 Community Policing	
Learning Need
	Peace officers need to know that their role in the community is to work in partnership with community members to resolve or reduce problems for the benefit of those who live and work there.  Peace officers need to understand that community partnerships provide opportunities to effect greater change than could be accomplished by any one group alone.  Peace officers need to recognize that effective problem solving is a process that identifies and addresses the underlying conditions of crime and disorder in the community.  	
Revision
	January 2007	

LD 03 Community Policing

Content Outline	Instructor Notes	E.O.	Resources	Time	
					
I.	LEARNING NEED: Peace officers need to know that their role in the community is to work in partnership with community members to resolve or reduce problems for the benefit of those who live and work there.
A.	Define community policing: (3.01.EO11)
1.	Community policing is both an organizational and a personal philosophy that promotes police/community partnerships and proactive problem solving to:
a.	Addresses the causes of crime.
b.	Addresses the fear or perception of crime.
c.	Improve the overall quality of life in the 	community.
B.	Identify the essential components of			community policing, including: (3.01.EO12)
1.	Problem solving
2.	Addressing quality of life issues
3.	Partnerships with the community 
4.	Partnerships with other agencies
5.	Internal and external resources
C.	Identify community policing goals, including: (3.01.EO13)
1.	Reducing/preventing crime
2.	Reducing the fear of crime
3.	Improving the quality of life
4.	Increasing community:
a.	Awareness
b.	Involvement
c.	Ownership
d.	Increasing local government involvement in problem 	solving
D.	Discuss community-policing philosophy (3.01.EO14)
1.	Agency philosophy that permeates all of the 	agency’s operations.  
2.	Everyone in the agency embracing the philosophy.
3.	A working partnership with the community
4.	The community participates in defining priorities for law 	enforcement. 
5.	Focusing directly on the substance of policing.
E.	Discuss the history of policing models, including: (3.01.EO15)
1.	Traditional
a.	Incident driven, reaction based and is the 	oldest model with limited community interaction. 
2.	Professional
a.	Emphasizes traditional policing model but 	includes training and education, incorporates more 	professional standards. 
3.	Community
a.	Combines efforts of traditional and professional 	policing methods, includes a community-based effort 	as well. 
F.	Identify peace officer responsibilities in the community, 	including: (3.01.EO16)
1.	Maintaining order
2.	Enforcing the law
3.	Preventing crime
4.	Delivering service
5.	Educating and learning from the 	community
6.	Working with the community to solve problems
G.	Differentiate between proactive and reactive policing (3.01.EO17)
1.	Proactive policing
a.	Identifies anticipated problems and acts in 	advance to address local concerns. 
2.	Reactive policing
a.	Responding to criminal activity after a problem has 	taken place.  
H.	Discuss community expectations of peace officers (3.01.EO18)
1.	The public expects peace officers to ensure their safety.  
2.	The community expects officers to enforce 	applicable laws and ordinances.  
I.	Recognize peace officers’ responsibilities to enforce the law, 	including: (3.01.EO19)
1.	Adhering to all levels of the law
2.	Fair and impartial enforcement
3.	Knowing the patrol beat or area of responsibility
J.	Identify the elements of area/beat knowledge, including: (3.01.EO20)
1.	Critical Sites
2.	Locations requiring special attention, i.e. hot spots
3.	Potentially dangerous areas
K.	Discuss current and emerging issues that can impact the delivery of services by peace officers (3.01.EO21)
1.	Changing demographics
2.	Economic shifts
3.	Advances in technology
4.	Jail overcrowding
5.	Cultural diversity
6.	Continuous law changes
7.	Homeland security
L.	Identify the components that comprise communities: (3.01.EO22)
1.	Families
2.	Individuals
3.	Neighborhoods
4.	Schools
5.	Elected officials and government agencies
6.	Businesses
7.	Media
8.	Social Service organizations
9.	Religious institutions
10.	Law Enforcement agencies
M.	Discuss opportunities where peace officers educate and learn from community members. (3.01.EO23)
1.	Speaking at community meetings
2.	Visiting local schools
3.	Teaching courses on the law and it’s application on the 	high school/college level. 
4.	Using media to disseminate information.
5.	Participating in collaborative meetings
N.	Identify resources which provide opportunities to educate and learn from the community, including: (3.01.EO24)
1.	Community forums
2.	Community questionnaire
3.	Community advisory groups
4.	Neighborhood watch programs
5.	Informal presentations
6.	Property management
7.	Mass media
8.	Collaboration and problem solving meetings. 
O.	Recognize the peace officer’s role in influencing 	community attitudes. (3.01.EO25) 
1.	Perform duties ethically
2.	Get to know the community members
3.	Demonstrate integrity
4.	Getting involved with the community
5.	Participating in festivals
6.	Encouraging community partnerships
P.	Discuss government expectations of law enforcement and peace officers. (3.01.EO26)
1.	Reducing and controlling crime
2.	Providing community service
3.	Enforcing the law
4.	Reducing civil liability
5.	Problem solving 

II.	LEARNING NEED: Peace officers need to understand that community partnerships provide opportunities to effect greater change, than could be accomplished by any one group alone.
A.	Define community partnerships. (3.02.EO11)
1.	Partnerships are relations between two or 	more 	individuals, working together, to address a central issue.
2.	Community partnerships are any of the following: (
a.	Neighborhood residents
b.	Schools
c.	Businesses
d.	Faith based organizations
e.	News media
f.	Victim Service organizations
g.	Health care providers
h.	Community service groups
i.	Law enforcement agencies
j.	City and county departments
k.	Government agencies
B.	Discuss the key elements for developing trust between 	community partners, including: (3.02.EO12)
1.	Truth
a.	Open and honest communications. Be truthful about 	what you can and cannot do. 
2.	Respect
a.	Partners must be aware of each other’s 	strengths, talents, etc. 
3.	Understanding
a.	Understand the diversity of each partner.
4.	Support
a.	Develop specific goals, objectives, action 	plans, etc. 
5.	Teamwork
a.	Each partner can play a role in problem 	solving efforts. 
C.	Discuss the relationship of ethics to the badge of office. (3.02.EO13)
1.	Law enforcement is based on a standard of 	ethical conduct and is symbolized by a badge of office. 	This badge is a symbol of public trust. The character of 	the person behind the badge is more important than the 	authority the badge represents. Forming effective 	community partnerships is difficult, if not impossible, 	without trust and integrity.
D.	Identify the essential partnering skills, including: (3.02.EO14)
1.	Leadership
a.	The practice of influencing people while 	using ethical values and goals to produce an intended 	change.  
2.	Communication
a.	The sending and receiving of messages 	between two people.
3.	Facilitation
a.	A consensus building process, which brings 	together diverse priorities and perspectives 	toward a desired outcome. Facilitation requires 	recognizing group dynamics and using those 	dynamics to ensure everyone has an opportunity to 	provide input and be respected.
4.	Community mobilization
a.	A continual process of identifying, bringing 	together, and involving community members for crime prevention and problem solving.
E.	Discuss leadership skills in community policing. (3.02.EO16)
1.	Officers with ethical skills:
a.	Conduct themselves ethically
b.	Embrace Change
c.	Think creatively
d.	Demonstrate decisiveness
e.	Promote trust
f.	Delegate responsibility
g.	Decentralize decision making
h.	Take action
i.	Communicate well
j.	Share command
k.	Articulate a vision
l.	Demonstrate integrity
m.	Demonstrate commitment
F.	Define communication (3.02.EO17)
1.	Communication is the sending and receiving of 	messages, both verbal and nonverbal, between two or 	more people.
G.	Recognize the components of a message in communications 	with others, including: (3.02.EO18)
1.	Content (words)
2.	Voice characteristics
3.	Nonverbal signals
H.	Recognize the potential effects of negative nonverbal signals (3.02.EO19)
1.	Making a poor impression
2.	Contradicting what an officer is saying verbally.
3.	Potentially escalating situations
I.	Give examples of effective communication techniques for: (3.02.EO20)
1.	Active listening
a.	Be open and unbiased
b.	Hear literally what is said
c.	Interpret what is said
d.	Provide an appropriate response
2.	Establishing effective lines of communication
a.	Convey self confidence and professionalism
b.	Showing an understanding of the situation
c.	Demonstrating a caring attitude
d.	Be attentive to what is being said
e.	Use language appropriate for the situation
3.	Overcoming barriers to communication
a.	Treat people professionally
b.	Responding promptly to a call
c.	Courteous to all individuals
d.	Avoiding pre-judgments
e.	Remember not to underestimate people
f.	Maintain self control
g.	Become familiar with culture customs
J.	Demonstrate the communication techniques that can be used 	for obtaining voluntary compliance (3.02.EO21)
1.	Ask
a.	Give the subject an opportunity to voluntarily comply. 
2.	Set Context
a.	Identify and explain the law or rationale that 	applies to the situation
3.	Present Options
a.	Explain possible courses of action, which can be taken, and their consequences. 
4.	Act
a.	Take appropriate action
K.	Define facilitation (3.02.EO22)
1.	A consensus building process, which brings 	together diverse priorities and perspectives 	toward a desired outcome. Facilitation requires 	recognizing group dynamics and using those 	dynamics to ensure everyone has an opportunity to provide input and be respected.
L.	Discuss the components of the facilitation process, including: (3.02.EO23)
1.	Being familiar with the issues
2.	Establishing meeting guidelines
3.	Stating meeting purpose, scope, and need
4.	Stating and clarifying objectives
5.	Prioritizing competing problems and issues identifying potential solutions
M.	Apply facilitation techniques reflecting professional behavior, 	including: (3.02.EO24)
1.	Maintaining the focus on the issues and stimulating 	discussion
2.	Displaying interest in the issues
3.	Leading the group toward problem resolution
4.	Helping participants learn from the problem solving experience
5.	Dealing calmly and respectfully with unexpected 	incidents.
6.	Maintaining objectivity
N.	Give examples of obstacles that officers may encounter when 	developing community partnerships. (3.02.EO25)
1.	Internal
2.	External
3.	Not enough time for problem solving
4.	Stereotypes
5.	Us vs. Them mentality	 
O.	Define community mobilization. (3.02.EO26)
1.	A continual process of identifying, bringing 	together, and involving community members for crime 	prevention and problem solving. Discuss the elements of 	the community mobilization process, including:
P.	Discuss the community mobilization process: (3.02.EO27)
1.	The mobilization process involves:
a.	Getting people involved
b.	Identifying community resources (skills)
c.	Calling for action
d.	Educating the public
e.	Taking responsibilities for public safety and 	quality of life
f.	Sustaining effort
Q.	Discuss community mobilization methods (3.02.EO28)
1.	Internet
2.	Flyers
3.	Email Alerts
4.	Meetings
5.	Events
6.	The media	
R.	Discuss the benefits of maintaining a 	positive relationship 	with the news media (3.02.EO29)
1.	Aiding in crime prevention efforts/programs
2.	Aiding in investigations of missing persons
3.	Assisting in the apprehension of a suspect
4.	Warning the public of potential danger
5.	Influencing public opinion
6.	Aiding recruitment efforts
7.	Promoting a positive image of law enforcement
8.	Improving communication between the department and the community.
S.	Discuss the components of a community inventory, including: (3.02.EO30)
1.	Partners
2.	Stakeholders
3.	Community collaboration
T.	Define homeland security (3.02.EO31)
1.	Homeland security is a cooperative effort between 	communities and law enforcement to prevent, or respond to, terrorist acts.
U.	Identify the benefits of integrating community mobilization and 	homeland security. (3.02.EO32)
1.	Community policing can help law enforcement 	prevent and respond to terrorist incidents by 	drawing on community contacts and citizen 	involvement.

III.	LEARNING NEED: Peace officers need to recognize that 	effective problem solving is a process that identifies and 	addresses the underlying conditions of crime and disorder in the 	community.
A.	Define the term “problem” (3.03.EO8)
1.	A problem is two or more incidents that are 	similar in nature, causing harm or capable of 	causing harm, with an expectation police will do 	something about it. 
B.	Identify the elements of the crime triangle, including: (3.03.EO9)
1.	Victim
2.	Offender
3.	Location
C.	Discuss the Broken Windows Theory (3.03.EO10)
1.The Broken Window Theory was developed by James Q. Wilson and George Kelling, is a problem solving theory based on the idea that one unchecked problem may lead to other problems. Serious street  crime flourishes in areas in which disorderly behavior goes unchecked. The unchecked panhandler for example, is the first broken window. Muggers believe 	they reduce their chances of being caught if they operate on streets that already show signs of neglect by the community. A thief may reason that it is less likely for someone to call the police because the neighborhood gives the appearance that no one cares about it anyway. By dealing with disorder, a reduction in crime often follows.
D.	Define problem solving (3.03.EO11)
1.	Problem solving is a comprehensive planning 	process that attempts to attain long-term 	benefits through effectively
a.	Identifying problems and responsibilities
b.	Collecting and analyzing the information 	concerning the problem in a thorough, 	though not complicated manner.  
c.	Developing or facilitating responses that are 	innovative.  
d.	Evaluating the response to determine the effectiveness.
E.	Distinguish between problem oriented policing 	(POP) and community policing (CP) (3.03.EO12)
1.	POP is an approach to policing in which the 	focus is on a thorough analysis of (a) problem(s) within 	the police mandate, developing a prevention 	response(s), implementation of a strategy and evaluation 	of the results. Collaboration with the community depends 	on the problem.
2.	The focus of CP is an all-encompassing philosophy, which includes problem oriented policing and engages 	the community in the policing process. It is a practice 	that involves problem solving, partnership and 	mobilization within the community to achieve objectives.
F.	Identify the steps of the SARA model (3.03.EO13)
1.	Scanning   Identifying the problem(s)
2.	Analysis - Collecting and examining information
3.	Response - Developing and implementing solutions 	based on analysis
4.	Assessment - Evaluating the effectiveness of the 	strategy selected
G.	Apply the SARA Model (3.03.EO14)
1.	Specific
a.	Can the problem be identified clearly?
2.	Measurable
a.	Will harm from the problem be reduced?
b.	Did the number of incidents decrease?
c.	Is the action legal, moral, ethical?
d.	What is the expected outcome?
3.	Attainable
a.	Are small wins acceptable?
b.	Can the problem be referred for successful 	reduction?
4.	Realistic
a.	Can the problem be eliminated?
b.	Can the problem be reduced?
c.	If so, what harm will be caused by reducing the 	problem?
d.	Or will efforts merge the problem to a different 	location?
5.	Timely
a.	What is the realistic expectation of time for 	attainment of the solution?
b.	Is the proposed solution really needed at this time?
6.	Sustainable
a.	What resources would be needed to maintain 	resolution to the problem?
H.	Define crime prevention (3.03.EO15)
1.	Crime prevention is the anticipation, recognition, and 	appraisal of a crime risk, coupled with specific actions, which can be taken to remove or reduce that risk.
I.	Identify crime prevention strategies (3.03.EO16)
1.	Common crime prevention strategies that can help 	peace officers reduce or prevent crime in a community 	include:
a.	Anticipating criminal activity
b.	Recognizing crime risks
c.	Identifying crime problems
d.	Taking action to remove or reduce criminal activity. 
J.	Give examples of crime risk factors (3.03.EO17)
1.	Commercial establishments
a.	Businesses
b.	ATM’s
c.	Alcoholic beverage establishments
2.	Residences
a.	Apartment complexes
b.	High risk neighborhoods
3.	Vehicles and vessels
a.	Rental car lots and dealerships
b.	Construction equipment
4.	Individuals
a.	Elderly women
b.	Children
c.	Disabled
K.	Identify methods for recognizing crime problems (3.03.EO18)
1.	Exchanging information with other officers
2.	Using crime analysis information
L.	Define Crime Prevention Through Environmental Design 	(CPTED) (3.03.EO19)
1.	Crime Prevention Through Environmental 	Design 	(CPTED) is a scientific approach that seeks to change 	environmental conditions to make a location more crime 	resistant.  CPTED is based on the premise that the 	proper design and effective use of the built environment 	can lead to a reduction in the opportunity for crime and 	the fear of crime, and improve the quality of life.
M.	Identify the principles of Crime Prevention Through 	Environmental Design (CPTED) (3.03.EO20)
1.	Natural surveillance
2.	Access control
3.	Territorial reinforcements
4.	Image
N.	Discuss crime prevention programs within the 	community (3.03.EO21)
1.	Community watch
2.	Operation identification
3.	Child identification and fingerprinting
4.	Drug and alcohol prevention and education
5.	Gang awareness
6.	High tech crimes
	Presenting introductory material, conducting facilitated discussions, asking questions

Instructor may have students complete the “self assessment” in the workbook prior to instruction as a baseline for the course.

3.01.EO11

3.01.EO12

3.01.EO13

3.01.EO14

3.01.EO15

3.01.EO16

3.01.EO17

3.01.EO18

3.01.EO19

3.01.EO20

3.01.EO21

3.01.EO22

3.01.EO23

3.01.EO24

3.01.EO25

3.01.EO26

3.02.EO11

3.02.EO12

3.02.EO13

3.02.EO16

3.02.EO17

3.02.EO18

3.02.E O19

3.02.EO20

3.02.EO21

3.02.EO22

3.02.EO23

3.02.EO24

3.02.EO25

3.02.EO26

3.02.EO27

3.02.EO28

3.02.EO29

3.02.EO30

3.02.EO31

3.02.EO32

3.03.EO8

3.03.EO9

3.03.EO10

3.03.EO11

3.03.EO12

3.03.EO13

3.03.EO14

3.03.EO15

3.03.EO16

3.03.EO17

3.03.EO18

3.03.EO19

3.03.EO20

3.03.EO21
	Workbook	POST Hours: 
18

Stan S/O Hours: 
18

Mandatory Learning Activity:

Purpose of Activity:  This is a group activity designed to reinforce an understanding and application of the community oriented policing “SARA” model.  

Description:	The instructor must provide a scenario of a community problem (such as abandon autos, gang problems, etc.) and have the students go through the SARA model to include each step:
a.	Scanning- Identifying the problem
b.	Analysis- Collecting and analyzing the data
c.	Response- Developing and instituting solutions based on analysis
d.	Assessment- Evaluating the effectiveness of the strategy selected

Resources Needed: Instructor developed scenario to apply toward the group activity.  Students may use their workbooks to assist in applying the model.  

Key Learning Points: Students must demonstrate the ability to properly apply the SARA model when trying to resolve community problems.  The steps involved are simply a process for resolving problems.  

Time Required:  The instructor should allow enough time for the students to work together and develop plans for handling a community problem.  Each workgroup should make a presentation to the rest of the class on how they would handle a problem.  	

Mandatory Learning Activity:

Purpose of Activity: This activity is designed to give the students an opportunity to see how a community problem resolution meeting might work.  The students should play different roles and be prepared to address critical questions from the various role players.  

Description of Activity: The student will participate in a role-playing activity that simulates a public problem solving with conflicting positions about a particular subject or problem.  The activity selected by the instructor must generate the following, during and after the activity, based upon the following:
a.	Community policing philosophy
b.	Community mobilization
c.	Partnerships
d.	Leadership
e.	Facilitation Techniques
f.	Communication Skills

Resources Needed:
•	Students to play different roles (uncooperative community members, media, police chief, etc…)

Key Learning Points:  The students will apply the problem solving method to some of the issues brought up by community members.  Students will gain an understanding of how public meetings might play out and how they may be able to address questions and issues.  The best method for the officer will be to facilitate discussion rather than having an open forum to of meeting.  

Time Required: The time to facilitate this activity will depend on how many different issues the instructor introduces to the class for discussion.  At minimum, the instructor should allow 30 minutes for the role-playing and a few minutes for any questions/answers and a critique at the end.  

Learning Activity #1 (In addition to the listed “Mandatory” activities, the instructor must also conduct one of the following two activities)

Purpose of Activity: This is a small group activity that is designed to have students identify the roles and responsibilities of a peace officer in the community and identify the basic elements of communication and the components of each element. This learning domain also presents the tenets of community crime prevention efforts and identifies the basic steps of a problem solving strategy.

Description: Subsequent to training on basic strategies in crime prevention, target selection, crime prevention and crime patterns, students will be divided into small groups (usually five per group depending on overall class size). Each group will be assigned to prepare a 20-minute presentation on an assigned topic to the identified group. In each presentation, class members will act as the specified audience and ask questions with that frame of reference.
Topics:
a.	A neighborhood watch group about burglary prevention
b.	A senior center group regarding personal safety awareness
c.	A merchant group to discuss robbery prevention
d.	A group of college freshmen (male and female) about sexual assault
e.	A merchant group about shoplifting/employee theft prevention
f.	A group of high school seniors about DUI prevention
g.	Any other issue or group relevant to the region or agency

Resources Needed:
•	CA Attorney General’s COPPS Office – www.usdoj.org
•	Federal Department of Justice COPS Office
•	Training and Testing Specifications for Basic Courses, LD3; Learning Activities for LECP
•	Problem Oriented Policing Guides – www.popcenter.org
•	Agency policies regarding partnerships with the community

Key learning Points: Students must demonstrate an understanding of their role as peace officers as representatives of the criminal justice system when presented with a specific facts circumstance and defend their actions when choosing a course of action to resolve issues related to the justice system and contact with members of their community.

Time Required: The time estimate for student-led training is 20 minutes plus any Q&A time in class led by the student-trainer or instructor. Students should be given from 45 minutes at minimum to prepare their training segment. Total time for the full activity will be three hours up to a half-day. Larger academy classes may elect to space presentations across several days to allow for the completion of work by each student.	

Learning Activity #2

Purpose of Activity: This is a small group activity that is designed to have students identify the roles and responsibilities of a peace officer in the community and identify the basic elements of communication and the components of each element. This learning domain also presents the tenets of community crime prevention efforts and identifies the basic steps of a problem solving strategy.

Description: This activity involves soliciting members of various groups or organizations to come to the academy to speak to and field questions from students. Speakers may be from organizations as diverse as senior advocates, Mothers Against Drunk Driving, Students Against Drunk Driving, the Anti-Defamation League, media representatives or any other school or community-based organizations that represent and serve members of the community.

Selected class members should make contact with the chosen organizations and then to facilitate the learning session. The student would be responsible for arranging the time for the engagement, then to introduce the speaker and provide a brief background about the speaker and his or her organization.

Resources Needed:
•	Guest speakers from community organizations

Key learning Points: Students shall demonstrate an understanding of how the police can create opportunities to partner with community members to resolve issues of mutual concern which will lead to effective partnerships with their communities to enhance the role of the police

Time Required: The presentation should take no longer than fifty minutes, including time for questions by students (facilitated by the hosting student). The series of eight to ten presentations should be spaced throughout the academy curriculum, and time should be devoted to ensure the presented material is focused on student needs to identify and develop an awareness of community partners and the resources they offer to resolve issues and problems.

Required Tests:
A. The POST-Constructed knowledge test for the learning objectives in Domain #03. 
B. The POST-Constructed PC 832 Arrest Written Test will include learning objectives in Domain #03. 
C. The POST-Constructed comprehensive test for the Requalification Course will include learning objectives in Domain #03.	

Learning Domain
	04 Crisis Intervention/Victimology	
Learning Need
	To deal effectively and considerately with victims, and assure their rights,
peace officers need to understand the psychological trauma experienced by victims, and how to defuse crisis situations brought on by this stress. Peace officers must be able to provide victims with meaningful information that will assist them in coping with a crisis situation, and facilitate their participation in the investigative and legal process.	
Revision
	January 2007	

LD 04 Crisis Intervention/ Victimology

Content Outline	Instructor Notes	E.O.	Resources	Time	
					
I.	LEARNING NEED - To deal effectively and considerately with victims, and assure their rights, peace officers need to understand the psychological trauma experienced by victims, and how to defuse crisis situations brought on by this stress.
A.	After completing study of this chapter, the student will be                       able to: (4.01.EO1)
1.	Describe the direct and indirect victims of a crime.
2.	Describe emotional and physical reactions or behaviors that may be exhibited by victims in crisis.
3.	Describe techniques officers can use to help defuse a crisis situation for a victim of crime.
	B. Victims of crime (4.01.EO5)
1.	The victim of a crime is not limited to the person who is the direct target of an attack or other offense. It is critical that peace officers recognize and treat all victims of a crime with respect and compassion.
	C. Techniques for diffusing a crisis (4.01.EO6)
1.	By defusing the crisis, officers can help empower victims and aid them in regaining a sense of control and order. There are several techniques to accomplish this.

II.	LEARNING NEED - Peace officers must be able to provide victims with meaningful information that will assist them in coping with a crisis situation, and facilitate their participation in the investigative and legal process.
A. Victim Contacts (4.02.EO1)
1.	There are five phases of victim contact. Recognition of these stages can help officers gauge their actions as they prepare to interview victims.
a)	Crisis
b)	Urgency
c)	Affirmation
d)	Confirmation
e)	Validation
	B.   Interviewing guidelines (4.02.EO2)
1.	Peace officers must remember that an interview with a victim is not an interrogation. Officers need to be flexible and adapt their interviewing style to the circumstances and to the victim. Officers should conduct victim interviews in a logical, orderly manner.
	C. Required information (4.02.EO3)
1.	By law there are two categories of information that a peace officer must convey to the crime victim per Government Code Section 13968(c).
	D. Compensation qualifications (4.02.EO4)
1.	Certain individuals may be eligible to receive compensation for losses or expenses related to violent crime under the Victims of Crime Compensation Program.
	E. Legal/ procedural information (4.02.EO7)
1. Officers may aid victims by giving information regarding the legal and procedural issues such as:
a.	How to access law enforcement reports and other information
b.	Legal considerations and restrictions for specific crimes, and
c.	Case follow-up procedures.
	Presenting introductory material, conducting facilitated discussions, asking questions

Instructor may have students complete the “self assessment” in the workbook prior to instruction as a baseline for the course.

4.01.EO1

4.01.EO5

4.01.EO6

4.02.EO1

4.02.EO2

4.02.EO3

4.02.EO4

4.02.EO7
	Workbook	POST Hours
06

Stan S/O Hours
06
	
Mandatory Learning Activity:

The student will participate in one or more learning activities from the POST-developed Instructor’s Guide to Learning Activities for Leadership, Ethics and Community Policing (December 2005) or other comparable sources regarding victimology/crisis intervention. At a minimum, each activity or combination of activities shall address the following topics:

1.	Behaviors exhibited by persons in crisis/crime victims
2.	Use of effective interview techniques (e.g. empathy, active listening and non- 
	verbal skills) during a peace officer’s contact with persons in crisis/crime victims    
3.	Impact of a peace officer’s conduct on victims, witnesses or others who may
	be at the scene of an incident  
4	Listing and function of resources available to victims/persons in crisis   
5. 	Application of SARA or similar problem-solving model to assist an officer in 
   	 	collaborating with the community to develop crime prevention strategies

The student will participate in a learning activity regarding law enforcement contact with a crime victim.  At a minimum, the learning activities must include:

	1.	Psychological reactions to victimization
	2.	Identification of any underlying or related problems (e.g., medical, emotional, financial, etc.)
	3.	Assistance and support services available to the victim
	4.	Legal and procedural information to provide the victim
	5.	Qualifications for compensation under the Victims of Crime Compensation Program

Learning Activity #1

Purpose of Activity: This activity will help the student understand how someone else might feel when being victimized and will help officers respond in an appropriate manner to almost any circumstance.

Description: Selected students will be assigned to role-play a vehicle burglary call.
Scenario-The victim owns an antique watch left to him grandmother years prior. The watch was stolen from the victims locked vehicle via a window- smash car burglary. The responding officer will interview the victim and want “only the facts” of the incident and be disinterested in the intrinsic value of the watch to the victim. The watch has little monetary value and the victim has no insurance to pay for its replacement. The victim will try to encourage the officer to dust the car for prints a suggestion that is rebuffed by the officer as a waste of taxpayer’s time due to the insignificant value of the watch. The officer takes the basic information of the call, and then says he or she has to leave to respond to more important calls for service. 
The role players will then lead the class in discussion regarding what they have seen. Central themes of the discussion should be:
How well did the officer handle the situation?
Did the officer act inappropriately?
Didn’t the officer have the obligation not to waste time when more pressing incidents required his or her attention?
What impact could the officers behavior have on:
The victim
The officer
The officer’s agency and community?

Resources Needed: Department of Community Crisis Intervention Resources, Chaplain Services in the area, Public and Private counseling services, Government resources for victims of violent crimes, Training and testing specifications for Peace Officer Basic Course, LD4, Learning activities for LECP.

Key learning Points: At the conclusion of these activities, the student will be able to demonstrate their ability to express appropriate empathy for the plight of victims in a given facts circumstance. Evaluate and apply appropriate intervention strategies in situations where they may encounter a person in crisis. Demonstrate an understanding of the potential adverse and positive impact the responding officer may have on the victim’s ability to recover from a criminal incident.  

Time Required: 20 minutes
	
Learning Activity #2

Purpose of activity: This activity will help the student understand how someone else might feel when being victimized and will help officers respond in an appropriate manner to almost any circumstance.

Description:  Selected students will be assigned to role-play the following scenario:
Officers respond to a call of suspected domestic abuse. Upon arrival, they contact the non-English speaking victim (The instructor may wish to advise the role players they can call on additional resources during the scenario that may or not be available). The officers will work to conduct the initial investigation to determine if a crime has occurred, and if the incident qualified as a domestic violence (the presence of a Spanish speaking or non-English fluent student or staff members can add realism to this scenario; the instructor may wish to contract or extend the incident depending on how well the students are doing to resolve it.) 
At an appropriate juncture the scenario will be stopped at which time the student will be instructed to work individually to identify the strategies and resources they would consider effectively investigate this incident. After 3-5 minutes of individual work, students will work in pairs to share their answers, followed by class discussion facilitated by the role players.    

Resources needed: Role-playing students, pen, pencil, and paper. Department of Community Crisis Intervention Resources, Chaplain Services in the area, Public and Private counseling services, Government resources for victims of violent crimes, Training and testing specifications for Peace Officer Basic Course, LD4, Learning activities for LECP

Key Learning Points: At the conclusion of these activities, the student will be able to demonstrate their ability to express appropriate empathy for the plight of victims in a given facts circumstance. Evaluate and apply appropriate intervention strategies in situations where they may encounter a person in crisis. Demonstrate an understanding of the potential adverse and positive impact the responding officer may have on the victim’s ability to recover from a criminal incident.  

Time required: 45 minutes	
Learning Activity #3

Purpose of activity: This activity will help the student understand how someone else might feel when being victimized and will help officers respond in an appropriate manner to almost any circumstance.

Description: The instructor will present the following scenario:
You are an officer assigned to an urban area. You are asked to call the watch commander to make a death notification. The victim was a teen at a party where it appears gang members fired shots into the crowd from a passing car. The victim was not a gang member and appears to have been in the wrong place at the wrong time. Students will be asked to reflect for 3-5 minutes regarding how they might handle the notification, and then work in groups to create a role-play to demonstrate their group’s consensus regarding the best options for handling such a call.
At the end of the role play the students should discuss:
The options they considered in their selection of the demonstrated means of handling the call.
How the conduct of the officer might impact the victim’s ability to respond to the traumatic information.
What resources are available to victims and the police in situations similar to this one

As an alternative, groups may be assigned death notifications with differing facts and circumstances, or the role player may be assigned to work with another officer (the instructor or staff member) who will display a callous uncaring attitude. The role-play will continue beyond contact with the victim to conversation between officers on the call. 
Another alternative would be to have the partner officer demonstrate exemplary sensitivity, compassion, dignity, respect, during the activity. The students would discuss the positive results that were achieved and contrast them with the potential negative outcomes related to an uncaring, callous approach.

 Resources needed: Role players Department of Community Crisis Intervention Resources, Chaplain Services in the area, Public and Private counseling services, Government resources for victims of violent crimes, Training and testing specifications for Peace Officer Basic Course, LD4, Learning activities for LECP

Key Learning Points At the conclusion of these activities, the student will be able to demonstrate their ability to express appropriate empathy for the plight of victims in a given facts circumstance. Evaluate and apply appropriate intervention strategies in situations where they may encounter a person in crisis. Demonstrate an understanding of the potential adverse and positive impact the responding officer may have on the victims ability to recover from a criminal incident

Time required: This role-play scenario may be brief or extend into a full hour. Instructors may swap students into and out of roles, as they feel needed to give all students a chance to participate in this scenario. 	
Required Tests:
A scenario test that requires the student to demonstrate proficiency in Victimology and Crisis Intervention.  At a minimum, the test shall evaluate the following competencies:  
1.	The practice of influencing people while using ethical values and goals to produce an intended change. 
2.	Local Procedures – The ability to demonstrate knowledge of procedures or policies developed by the presenter or agency to address tactics or required actions in given circumstances.
3.	Legal Authority/Individual Rights – The identification and application of laws and constitutional rights governing consensual encounters, detentions and arrests.
4.	Communication – The use of effective verbal and non-verbal skills to convey intended meaning and establish understanding	

Learning Domain
	05 Introduction to Criminal Law	
Learning Need
	Peace officers must know the origins of current law to know the role of law enforcement today. Peace officers must know the nuances of the written law to correctly interpret the law. To enforce the law, peace officers must know what constitutes a crime and the information required to identify that a crime has occurred. To arrest a subject, peace officers must determine what type of crime has been committed, who was involved in the commission of the crime, and who cannot be criminally liable. 
	
Revision
	January 2007	

LD 05 Introduction to Criminal Law

Content Outline	Instructor Notes	E.O.	Resources	Time	
					
II.	LEARNING NEED: Peace officers must know the origins of current law to know the role of law enforcement today
A.	Identify the relationship among: (5.01.EO4)
1.	Constitutional law
2.	Statutory law
3.	Case law 

II.	LEARNING NEED: Peace officers must know the nuances of the written law to correctly interpret the law
A.	Differentiate between the letter of the law and the spirit of the law (5.02.EO1)
1.	Letter of the law means the law is strictly applied in accordance with the literal meaning of the statute, leaving no room for interpretation.
2.	Spirit of the law means the law is applied in accordance with the intent of the legislature, the promotion of fairness and justice, and not solely in literal compliance with the words of the statute.
B.	Differentiate between criminal and civil law (5.02.EO3)
1.	Criminal law deals with violations of the criminal statutes.
2.	Civil law, on the other hand, deals with non-criminal violations of the law or private wrongs committed by one person against another.

III.	LEARNING NEED: To enforce the law, peace officers must know what constitutes a crime and the information required to identify that a crime has occurred.
A.	Recall the statutory definition of a crime (5.03.EO1)
1.	Such violations are called crimes and are considered public wrongs against all the people of the State of California.
B.	Identify the basic elements common to all crimes (5.03.EO5)
1.	Mens Rea- Intent
2.	Actus Reus- Action
C.	Identify the basic elements required of an attempt to commit a crime (5.03.EO6)
1.	Intent to commit that crime
2.	A direct, but ineffectual, act done toward its commission.
D.	Discuss general, specific and transferred intent crimes (5.03.EO8)
1.	 All crimes require criminal intent, which means a state of mind that the person knowingly did the particular criminal act (break the law). It may be general, specific, transferred.
E.	Differentiate between criminal intent and criminal negligence (5.03.EO9)
1.	Criminal intent must exist to distinguish the crime from an accident or mistake of fact. Criminal negligence meets the requirement of criminal intent. Negligence is the failure to exercise ordinary care.

IV.	Learning Need: To arrest a subject, peace officers must determine what type of crime has been committed, who was involved in the commission of the crime, and who cannot be criminally liable.
A.	Crime classifications-crimes are classified by severity of punishment. (5.04.EO1, 5.04.EO2, 5.04.EO3)
1.	Felon: Penal Code Section 18
a.	Fine
b.	Imprisonment in a state prison
c.	Death
2.	Misdemeanor: Penal Code Section 19, 19.2
a.	Fine
b.	Imprisonment in a county jail
3.	Infraction: Penal Code Section 19.6, 19.7
a.	Fine
B.	Parties to a crime (5.04.EO4)
1.	Principals
a.	Directly commits a crime, or aids, abets, advises, or encourages another person in the commission of any crime.
2.	Accessory:
a.	With knowledge that a felony was committed, harbors, aids, or conceals a principal, with the intent, or to avoid arrest or prosecution.
3.	Accomplice:
a.	Is a principal to the crime, and testifies for the prosecution.
C.	People legally incapable of committing a crime
1.	All persons are presumed capable of forming the designated state of mind and of committing a crime except those identified in Penal Code Section 26 as persons incapable of committing a crime.	Presenting introductory material, conducting facilitated discussions, asking questions

Instructor may have students complete the “self assessment” in the workbook prior to instruction as a baseline for the course. 	
5.01.EO4

5.02.EO1

5.02.EO3

5.03.EO1

5.03.EO5

5.03.EO6

5.03.EO8

5.03.EO9

5.04.EO1

5.04.EO2

5.04.EO3

5.04.EO4

5.04.EO7

	Workbook	POST Hours: 
04

Stan S/O
Hours: 
04	
Mandatory Learning Activity:

NONE Required	

Learning Activity #1

Purpose of Activity:
The laws of the criminal justice system are complicated. It is crucial that academy students start their career with a concrete understanding of the law. In addition, students should have some exposure to potential ethical dilemmas they may experience while enforcing the law.

Description: 

A selected student will lead the initial presentation and subsequent discussion of this activity by class members. The instructor’s role is to provide support to the student leading the activity, and to take advantage of “teachable moments” in class to add depth to their understanding of the issues involved in the described scenario.

This activity is one where a scenario is read to the class, after which they are broken into learning groups of 4-6 students per group. Alternately, the scenario can be used for large group discussion of issues if time constraints are present Small groups should be given 5-7 minutes to discuss the listed questions and be prepared to respond to the class.

The scenario is:
“You make a car stop and subsequently arrest the 18-year-old driver for possession of a controlled substance. As you continue your investigation, you discover the driver is the son of a manager in the police agency neighboring your jurisdiction. You know the father from your days at the police academy where he was an instructor (and where you learned the father was respected as a “cop’s cop” by his officers). This is the first time the youth has been arrested and he claims he was “holding it for a friend.” You are still on probation, although you are doing well and do not anticipate any problems successfully completing it.”

Small group or facilitated discussion questions:
•	What options do you have, and what is the most ethical course of action?
•	What would be the community’s logical interpretation of the officer, and his agency, if this subject were released without criminal prosecution?
•	What would a possible response be from the media if they learned the subject was released without criminal prosecution? Create and offer several headlines that could appear in local papers over the next few days.
•	What role can a first line supervisor play in this situation (either positive or negative)? What if the officer solicits direction from a supervisor who says to release the subject to his father’s custody? Role-play a conversation to exemplify the pros and cons of possible responses.
•	If you were the father of the subject, what would you want the police to do?

Comprehensive Questions:
1. Is there ever a time when a peace officer’s decisions should be affected by someone’s status in the community, who they may be related to, or with whom they associate? Work to evaluate possible scenarios to justify their perspectives and develop solutions to dilemmas presented.
 
2. What criteria or standards can be used to ensure police actions are fundamentally fair and impartial? Groups should craft responses and work to create structures to guide conduct in a variety of settings.

Resources Needed:
•	The Law Enforcement Code of Ethics
•	Code of Professional Conduct and Responsibility for Peace Officers, LD1
•	Internet resources regarding case law, legislation (current and pending) and community activism regarding cases and their impact on society
•	Local community resource agencies

Key learning Points: 
At the conclusion of these activities, the student will be able to:
•	Describe examples of ethical dilemmas that may evolve while enforcing the law
•	Demonstrate non-discriminatory enforcement of the law
•	Identify how effective communication can promote or create community partnerships.
•	Describe how community interaction can clarify law enforcement’s role and purpose.
•	Demonstrate an understanding of how negative outcomes and perceptions can be created from discriminatory behavior by the police.

Time Required:
This activity can take as little as twenty minutes if used in a facilitated class discussion. It may also take up to fifty minutes if the small group/class discussion format is chosen. The small group model can be used for an infinite number of learning activities, and can be modified appropriately to further the retention and application of relevant concepts. 	
Learning Activity #2

Purpose of Activity:

Have the class break into small groups. Have each group take one of the topics listed below and create a presentation outline to instruct community members about this topic.
Description: 

Groups will deliver a two-three minute presentation about the content of their outline and discuss why their approach would be effective in a public setting. After each presentation, a class member will facilitate a class discussion to assess each group’s planned presentation and its potential for success. For those presentations found to be lacking necessary components, the instructor or student facilitators will guide groups through a refinement process.  The setting of group work is that they are patrol officers or deputies who have been asked by their crime prevention unit to attend a neighborhood watch meeting on their beat to make a 15-minute presentation. Persons in this neighborhood want to know about:

· Why officers can stop and search youth walking along the street
· Private persons arrests for crimes and traffic offenses
· What to do if you suspect your neighbor is selling drugs
· How to stop local teens from creating trouble in neighborhood parks
· What the police can do to stop “cruising” problems on Friday nights
· Understanding concepts of law (i.e. Intent, Probable Cause, etc.)
(Note- you may select other topics for this listing of presentations to address local issues)

Resources Needed:

•	The Law Enforcement Code of Ethics
•	Code of Professional Conduct and Responsibility for Peace Officers, LD1
•	Internet resources regarding case law, legislation (current and pending) and community activism regarding cases and their impact on society
•	Local community resource agencies

Key learning Points: 

When making public presentations it is important to be prepared. Consider having the class develop a process that outlines what preparation is necessary to conduct an effective presentation and make a positive impression with the audience. In contrast, prepare or discuss also what a lack of preparation might convey about the officer, their agency and their relationship with members of their community.

Time Required:
Ten to fifteen minutes for groups to plan their presentation. Three minutes per group to present, followed by class-driven facilitated discussion time of 15-20 minutes at the instructor’s discretion.
	
Learning Activity #3

Purpose of Activity:
This activity is a facilitated class discussion led by a selected student on the following topics:

1. Why should peace officers not rely on stereotypes, attitudes or beliefs about the tendency of any racial, ethnic, or national origin group to take part in unlawful activity?
2. If peace officers do rely on these beliefs as a foundation for enforcement of the law, how might their reputation and leadership in the community be affected?

Description: 

The discussion may be a portion of a larger segment of work involving self-directed study by students or small groups to research issues of community confidence in the police during the investigation of criminal incidents, the impact of stereotyping on human interactions and other related topics. This activity also lends itself to role-playing opportunities to present important concepts in the activity questions rather than a class discussion.

Resources Needed:

•	The Law Enforcement Code of Ethics
•	Code of Professional Conduct and Responsibility for Peace Officers, LD1
•	Internet resources regarding case law, legislation (current and pending) and community activism regarding cases and their impact on society Local community resource agencies

Key learning Points: 

At the conclusion of these activities, the student will be able to:
· Describe examples of ethical dilemmas that may evolve while enforcing the law
· Demonstrate non-discriminatory enforcement of the law
· Identify how effective communication can promote or create community partnerships.
· Describe how community interaction can clarify law enforcement’s role and purpose.
· Demonstrate an understanding of how negative outcomes and perceptions can be created from discriminatory behavior by the police.

Time Required:
Fifteen minutes for the facilitated discussion. Time may be used in addition to discussion time for specific group work or homework on related topics.
	
Learning Activity #4

Purpose of Activity:

Select an appropriate number of student volunteers to enact a scenario for the class (as an option, assign cohort groups of 4-6 students to develop role plays that can be enacted in succession as a means to compare and contrast similar, but differing, incidents).

Description: 

Select an appropriate number of student volunteers to enact a scenario for the class (as an option, assign cohort groups of 4-6 students to develop role plays that can be enacted in succession as a means to compare and contrast similar, but differing, incidents).

Role-play an activity where a peace officer tells another officer about an arrest they made the previous night. The officer says:
· He detained his 17-year-old cousin for shoplifting from a small local liquor store.
· All of the stolen property was recovered and returned to the shop owner
· The shop said he wanted “something to happen” to the youth, who has stolen from him in the past.

· He took the youth to a remote location where he “taught him a lesson” then took him home without filing any charges.
· He was happy he had the discretion to do this without adding a burden to the juvenile courts.

The listening officer asks him to explain what “teaching him a lesson” means, and also what the store owner meant when he wanted “something to happen” to the youth (answers to these questions may alter the nature of observations and questions from the class).

Resources Needed:

· The Law Enforcement Code of Ethics
· Code of Professional Conduct and Responsibility for Peace Officers, LD1
· Internet resources regarding case law, legislation (current and pending) and community activism regarding cases and their impact on society
· Local community resource agencies

Key learning Points: 

At the conclusion of these activities, the student will be able to:
· Describe examples of ethical dilemmas that may evolve while enforcing the law
· Demonstrate non-discriminatory enforcement of the law
· Identify how effective communication can promote or create community partnerships.
· Describe how community interaction can clarify law enforcement’s role and purpose.
· Demonstrate an understanding of how negative outcomes and perceptions can be created from discriminatory behavior by the police.

Time Required:
Five minutes to prepare and deliver the role play, then 10 minutes for fact-gathering by the class. Subsequent facilitated discussion will take from 10-20 minutes.	
Required Tests:
The POST- Constructed knowledge test on the learning objective in Domain #05
The POST- Constructed Comprehensive Mid-Course test will include learning objectives in Domain #05
The POST- Constructed Comprehensive End-of-Course test will include learning objectives Domain #05.
The PC 832 Arrest Written test will include learning objectives in Domain #05.

Learning Domain
	06 Property Crimes
	
Learning Need
	Arrest and successful prosecution depend on the development of probable
cause. Peace officers need to know the elements required to arrest for crimes
related to theft, and to correctly categorize these crimes as misdemeanors or
felonies. 
	
Revision
	July 1, 2007	

LD 06 Property Crimes

Content Outline	Instructor Notes	E.O.	Resources	Time	
					
I.	LEARNING NEED:  Arrest and successful prosecution depends on the development of probable cause. Peace officers need to know the elements required to make an arrest for crimes related to theft and to correctly categorize these crimes as felonies or misdemeanors.
A.	Recognize the crime elements required to arrest for:
1.	Theft (6.01.EO1)
a.	The taking and carrying away (asportation) of the personal property of another without the consent of the owner.
b.	Theft is generally covered under Penal Code Section 484.
2.	Vehicle Theft (6.01.EO2)
a.	The crime of vehicle theft occurs when a person drives or takes a vehicle of another person, without the consent of the owner thereof, with intent to either permanently or temporarily deprive the owner of title or possession of such vehicle.
b.	Vehicle theft is covered under Vehicle Code Section 10851.
3.	Burglary (6.01.EO7)
a.	The crime of burglary is entering any designated building or structure with the intent to commit theft or any felony.
b.	Burglary is covered under Penal Code Section 459.
4.	Possesion of Burglary tools (6.01.EO8)
a.	The crime of possession of burglary tools involves possessing, making, altering or repairing almost any kind of instrument or tool with the intent to use the tool to break or enter into a specified structure to commit any misdemeanor or felony.
b.	 Possession of burglary tools is covered under Penal Code Section 466.
5.	Defrauding an innkeeper (6.01.EO3)
a.	Obtaining any food, fuel, services or accommodations at a designated facility without paying with the intent to defraud.
b.	Defrauding an innkeeper is covered under Penal Code Section 537.
6.	 Possessing/ receiving altered personal property (6.01.EO9)
a.	Possessing or receiving personal property with altered serial numbers or identification marks requires knowledge of the alterations learning activities.
b.	Possessing or receiving personal property with altered numbers or identification marks is covered under Penal Code Section 537e.
7.	Receiving stolen property (6.01.EO10)
a.	Receiving, buying, selling, concealing, or withholding any property knowing it has been stolen or obtained by extortion.
b.	Receiving stolen property is covered under Penal Code Section 496(a).
8.	Forgery (6.01.EO12)
a.	Signing the name of another, or of a fictitious person, without authority, or otherwise altering a document with the intent to defraud.
b.	Forgery is covered under Penal Code Section 470.
9.	 Crime classification (6.01.EO14)
a.	All of the crimes discussed in the chapter are either a felony or misdemeanor.

II.	LEARNING NEED:  Arrest and successful prosecution depend on the development of probable cause. Peace officers need to know the elements required to arrest for crimes related to arson, and to correctly categorize these crimes as misdemeanors or felonies.
A.	Recognize the crime elements required to arrest for:
1.	Arson (6.02.EO1)
a.	The crime of arson occurs when a person willfully and maliciously sets fire, or burns, or causes the burning of any structure, forest land, or property. This includes the aiding, counseling, or procuring of arson. 
2.	Unlawfully Causing a Fire (6.02.EO3)
a.	The crime of unlawfully causing a fire is recklessly setting fire to, burning, or causing to be burned, any structure, forest land, or property.
3.	Possession of Flammable or Combustible Material (6.02.EO5)
a.	The crime of possession of flammable or combustible material or possessing any flammable or combustible material or substance to commit arson.
b.	Possession of flammable or combustible material is covered under Penal Code Section 453(a).
4.	Recognize a crime classification as a Misdemeanor or a Felony.  
a.	The crime of Arson and Unlawfully Causing a Fire is a felony.  

III.	LEARNING NEED:  Arrest and successful prosecution depend on the development of probable cause. Peace officers need to know the elements required to arrest for crimes related to trespassing, and to correctly categorize these crimes as misdemeanors or felonies.
A.	Recognize the elements to arrest for:
1.	Unauthorized Entry of Dwelling (6.03.EO1)
a.	The crime of unauthorized entry of dwelling is entering or remaining in any noncommercial dwelling without consent of the owner.
b.	Unauthorized entry of dwelling is covered under Penal Code Section 602.5.
2.	 Trespass (6.03.EO2, 6.03.EO5)
a.	The crime of entering and occupying real property or structures of any kind occurs when a person does not obtain the consent of the owner, the owner's agent, or the person in lawful possession before entering. The crime of trespass to land is the entering of any lands, without permission, for the purpose of injuring any property or with the intention of interfering with, obstructing, or injuring any business or occupation.
b.	A single request for a peace officer’s assistance may be made to cover a limited period of time not to exceed 30 days identified by specific dates. [Penal Code 602 (o)]
3.	Recognize the crime classifications as misdemeanors of felonies. 
a.	Entering and occupying real property is covered under Penal Code Section 602 and its subsections. Trespass to land is covered under Penal Code Section 602 and its subsections.

IV.	LEARNING NEED: Arrest and successful prosecution depend on the development of probable cause. Peace officers need to know the elements required to arrest for crimes related to trespassing, and to correctly categorize these crimes as misdemeanors or felonies.
A.	Recognize the crime elements for:
1.	Vandalism (6.04.EO1)
a.	The crime of vandalism occurs when a person maliciously damages, destroys, or defaces any real or personal property of another person.
b.	Vandalism is covered under Penal Code Section 594.
2.	Repossession (6.04.EO5)
a.	Goods sold under a conditional sales contract in which the title remains with the seller and the possession with the buyer, may be lawfully repossessed by the seller.
b.	Repossession occurs when the seller, or seller’s agent, recovers or takes back with complete control, goods that were sold under a conditional sales contract when the buyer fails to pay for them.
3.	Tenant/Landlord Disputes (6.04.EO6)
a.	Signing a lease requires a tenant to make timely rent payments and not to damage the property. A landlord is required to respect the privacy of the tenant and not enter the property unless either the tenant has given permission, or there is an emergency (e.g., a broken water pipe) that requires immediate attention to prevent further damage to the property.
B.	Recognize the crime classification as a felony or misdemeanor.  
1.	Vandalism can be a felony or misdemeanor dependant on the dollar value of damage. 
V.	Learning Need: In order to ensure the efficient collection of admissible evidence, peace officers must understand the preliminary investigative consideration that are specific to property crimes
A.	Describe appropriate peace officer actions when taking a report of burglary or other similar property crime. (6.01.EO15)
1.	Identify the suspect’s modus operandi (MO)
2.	Establish point of entry/exit
3.	Detailed list of property taken
4.	Process scene for evidence
B.	Describe information that should be obtained when interviewing the victim(s) of or witness(es) to a burglary. (6.01.EO16)
1.	Descriptions
2.	Statements
3.	Actions

	Presenting introductory material, conducting facilitated discussions, asking questions.

Instructor MUST complete at a minimum the Mandatory Learning Activity. The remaining activities are available to utilize during the class.

Instructor may have students complete the “self assessment” in the workbook prior to instruction as a baseline for the course.	

6.01.EO1

6.01.EO2

6.01.EO7

6.01.EO8

6.01.EO3

6.01.EO9

6.01.EO10

6.01.EO12

6.01.EO14

6.02.EO1

6.02.EO3

6.02.EO5

6.02.EO7

6.03.EO1

6.03.EO2

6.03.EO5

6.04.EO1

6.04.EO3

6.04.EO5

6.04.EO6

6.01.EO15

6.01.EO16	Workbook	POST Hours: 
06

Stanislaus S/O
Hours: 
06	

Mandatory Learning Activity:

1.	Purpose of Activity:  The student will participate in a learning activity regarding the actions which should be taken during a preliminary investigation of a property crime which includes the specific elements of burglary and grand theft. The discussion shall address:
1.	Initial actions
2.	Sources of information
3.	Establishing whether or not a crime has occurred
4.	Physical evidence considerations
5.	Identification marks
	
Mandatory Learning Activity:

2.	The student will participate in a facilitated learning activity identifying the actions to be taken during a preliminary investigation of a property theft. The learning activity must address:
1.	Initial actions
2.	Sources of information
3.	Establishing whether or not a crime has occurred
4.	Physical evidence considerations
5.	Vehicle identification number (VIN) locations
	
Learning Activity #1

Purpose of Activity: Peace officers have the responsibility and the opportunity to promote crime prevention instead of reacting to crimes committed. 

Description: An assigned reads this activity to the class. The intent of this exercise is to have the students assess the ethical complexities of this situation. Alternately the instructor my wish to break the class into learning groups, and then hand copies to each group . The instructor may wish to develop added levels or layers to the problem to help students learn how to reassess a facts circumstance that is similar, but different from, the original case under study. The scenario is:
You are a patrol officer or deputy investigating a ransack burglary where a substantial amount of jewelry was stolen. The victims are a young couple who are struggling with many issues. As you inventory the property loss with the victim, they tell you their insurance company will only reimburse the “fair market value” of the items stolen and they feel their insurer makes them pay high rates, and then exploits them when they need family heirlooms replaced. To get more money from the insurance company to replace the stolen items  the victim asks you to increase the value of the items by 50% each to allow them to replace the items without  added personal cost. 

What are the specific ethical issues(and/or crimes) that  develop for the officer and victim?
Outline for your classmates the specific dialogue you would consider having with the victim about the suggestion.
Is this suggestion something that should be reported? If so to whom? If not, why?
What would be the publics reaction if you agreed with the victims suggestion? How would public trust be affected?
Imagine you are a supervisor and you learn one of your officers has cooperated with a victim in this manner. What would you do?
Resources Needed: Code of professional conduct for Peace Officers , LD1, internet resources including crime statistics, current events, case law decisions, relevant statute law, insurance industry information regarding the cost of crime etc. Local community resource agencies.

Key learning Points: At the conclusion of these activities the students will be able to:
Explain the dilemmas that could evolve while investigating property crimes. Relate how property crime victims may feel violated and invaded and have their sense of security and privacy shattered. Apply effective communication techniques with victims and the community can assist in preventing and solving property crimes. Identify and resolve the ethical dilemmas that may evolve while investigating property crimes. Develop strategies regarding community partnerships to assist in solving and preventing property crimes. 

Time Required: 35 minutes

Learning Activity #2

Purpose of Activity: Peace officers have the responsibility and the opportunity to promote crime prevention instead of reacting to crimes committed.

Description: There are few things more violating than coming home and discovering your door has been kicked in and your personal belongings ransacked, or the anger and terror you may feel when you see an empty spot where your car was parked. This activity allows the students to experience those emotions as they place themselves in the position of being victims of crime. 
This activity is consistent with the 5-3-1 reporting format. This format and those that are similar help students explore individual thoughts , refine and add depth to understanding, then to refine choices into important points for retention  
Without advance preparation, ask students to individually list five emotions or feelings they might experience if they became a victim of a crime. After 3-5 minutes instruct students to work in pairs to share their lists and discuss their responses. Give each pair five minutes for this discussion and then have them form into groups of 4-6 persons. Each group will have ten minutes to develop a list of the top five emotions or feelings experienced by victims of a crime, three tactics or approaches officers and deputies can use to address these emotions , and the one most important thing an officer can do to express empathy with a victim of a crime. 
Have each group make a presentation about their list, officer responses and the one most important thing an officer can do to help. The instructor should select a student to facilitate the class discussion that compares and contrasts the responses. Acknowledge responses that are consistent with best practice, and guide students through a refinement process for those that need added depth to be useful skills in the work setting.  
Comprehensive Questions:
What would the be the victims typical emotional response’s to a property crime?
Imagine your family was the victim of a crime. How would you want that officer or deputy to respond?
Ask who have been the victims of a property crime? Have one or two tell their story. Have them discuss their feelings and emotions, plus discuss how the situation was handled by law enforcement in a brainstorming exercise. (Good or bad)

Resources Needed: Code of professional conduct for Peace Officers, LD1, internet resources including crime statistics, current events, case law decisions, relevant statute law, insurance industry information regarding the cost of crime etc. Local community resource agencies.

Key learning Points: At the conclusion of these activities the students will be able to:
Explain the dilemmas that could evolve while investigating property crimes. Relate how property crime victims may feel violated and invaded and have their sense of security and privacy shattered. Apply effective communication techniques with victims and the community can assist in preventing and solving property crimes. Identify and resolve the ethical dilemmas that may evolve while investigating property crimes. Develop strategies regarding community partnerships to assist in solving and preventing property crimes. 

Time Required: Up to forty minutes depending on how in depth of a discussion the instructor would like to have students get.

 Learning Activity #3

Purpose of Activity: Peace officers have the responsibility and the opportunity to promote crime prevention instead of reacting to crimes committed.

Description: You have been asked by your crime prevention unit to attend a neighborhood watch on your beat  and make a 20 minute presentation (this is a common duty for field personnel in your agency). Persons in this neighborhood want to know about:
Identity theft
Burglary
Vandalism
Trespass
Vehicle theft
Appropriation of lost property
Current crime trends in their neighborhood

Have the class break into learning groups of four to six students. Have each group take ten minutes to work on one of the topics (either self selected or assigned) above and create a presentation outline that would effectively instruct participants about this topic. It is important that the outline not be for a lectured based expert talk, rather that it reflect active adult learning. Encourage groups to develop training that  is creative and out of the box rather than a traditional just the facts presentation a group might expect to hear. 
Have each group make a short 2-3 minute presentation about the content of their outline and justify why it would be effective. After the presentations the instructor or selected student volunteer will facilitate a class discussion that analyzes each groups level of presentation detail and effectiveness. Acknowledge what presentations are  suitable. For those presentations that are not suitable, or need refining, guide and facilitate the students through a refinement  process.

Comprehensive questions:
How would you determine what content would be suitable for the presentation?
What resources could you use to compliment  or enhance your presentation?  

Resources Needed: Code of professional conduct for Peace Officers, LD1, internet resources including crime statistics, current events, case law decisions, relevant statute law, insurance industry information regarding the cost of crime etc. Local community resource agencies.

Key learning Points: At the conclusion of these activities the students will be able to:
Explain the dilemmas that could evolve while investigating property crimes. Relate how property crime victims may feel violated and invaded and have their sense of security and privacy shattered. Apply effective communication techniques with victims and the community can assist in preventing and solving property crimes. Identify and resolve the ethical dilemmas that may evolve while investigating property crimes. Develop strategies regarding community partnerships to assist in solving and preventing property crimes. 

Time Required: Ten minutes for group work then have volunteer groups give the first 2-3 minutes of their presentation and explain how the rest of the 20 minute community talk would have been staged. Discussion amongst students should then ensue with regard to effective presentations, involving the audience in their own learning and ways to invigorate groups to work in partnerships with the police.	

Learning Activity #4

Purpose of Activity: Peace officers have the responsibility and the opportunity to promote crime prevention instead of reacting to crimes committed.

Description: This activity may either be class discussion or group activity. As a class discussion read the scenario to the students then instruct them to individually answer the listed questions. After 2-3 minutes instruct them to turn to their neighbors to discuss their answers and thoughts. The paired process should only take 3-5 minutes, after which the instructor or selected student will facilitate a discussion of the core concepts related to the scenario.
The scenario is:
Two officers are working together to investigate a burglary at a local video store  One of the officers takes a DVD from the display case and places it in his car. He then lists it on the stolen property report. The officer sees what has happened and confronts the officer who took the DVD. The officer responds by saying he did not think it would be a big deal  and replaces it back on the rack. The officer who took the item finally admits what he did and begs you to “let it slide” because he has a young family and cannot afford to lose his job”

Resources Needed: Code of professional conduct for Peace Officers, LD1, internet resources including crime statistics, current events, case law decisions, relevant statute law, insurance industry information regarding the cost of crime etc. Local community resource agencies.

Key learning Points: At the conclusion of these activities the students will be able to:
Explain the dilemmas that could evolve while investigating property crimes. Relate how property crime victims may feel violated and invaded and have their sense of security and privacy shattered. Apply effective communication techniques with victims and the community can assist in preventing and solving property crimes. Identify and resolve the ethical dilemmas that may evolve while investigating property crimes. Develop strategies regarding community partnerships to assist in solving and preventing property crimes.
Class questions:

Outline the course of action the witnessing officer should take and justify the answer
What could happen (pros and cons) of the officer reports this to his supervisor? What could happen(pros and cons) if the officer fails to report it?
Imagine you are a supervisor and on of your officers reported this to you. What would you do?
What if the item taken was of insignificant value? Does that change the situation? Why or why not?

Time Required: 10 minutes for individual or class work and 20 minutes for class dialogue. The instructor may wish to modify the scenario mid-discussion to reinforce that there are standards and ethics for peace officers that differ from others, and are important with regards to maintaining public trust and integrity in policing.  

Required Tests:
The POST-constructed knowledge test on the learning objectives for Domain #06.
The POST-Constructed Comprehensive Mid-Course Proficiency Test will include learning objectives in Domain #06.
The POST-Constructed Comprehensive End-of-Course Proficiency Test will include learning objectives in Domain #06

Learning Domain
	07 Crimes Against Persons	
Learning Need
	Arrest and successful prosecution depend on the development of probable cause. Peace officers need to know the elements required to arrest for crimes related to kidnapping, and to correctly categorize these crimes as misdemeanors or felonies.  Peace officers need to know the elements required to arrest for robbery, and to correctly categorize these crimes as felonies.  Peace officers need to know the elements required to arrest for crimes related to homicide, and to correctly categorize these crimes as felonies.	
Revision
	July 2007	

LD 07 Crimes Against Persons

Content Outline	Instructor Notes	E.O.	Resources	Time	
					
I.	LEARNING NEED:  Arrest and successful prosecution depend on the development of probable cause. Peace officers need to know the elements required to arrest for crimes related to injury, and to correctly categorize these crimes as misdemeanors or felonies. 
A.	Recognize the elements to arrest for:
1.	Battery (7.01.EO2)
a.	Willful and unlawful use or force violence on the person of another is a misdemeanor; felony, when serious bodily injury, or battery and injury against certain classes of victims.
2.	Assault with a deadly weapon or by force (7.01.EO3)
a.	Unlawful attempt coupled with the present ability to commit a violent injury upon the person of another by use of a deadly weapon or force likely to produce great bodily harm is a felony.
3.	Elder or dependent adult abuse (7.01.EO6)
a.	Willfully causes or permits an elder or dependent adult to suffer unjustifiable physical pain or mental suffering or to be placed in a condition or situation likely to produce great bodily harm or death or 	violates any provision of law proscribing theft or embezzlement is misdemeanor, below $400, and a felony, over $400.
B.	Recognize the crime classification as a misdemeanor or felony (7.01.EO6)
1.	Misdemeanor
a.	Willful and unlawful use of force or violence
2.	 Felony (7.01.EO7)
a.	Serious bodily injury, or battery

II.	LEARNING NEED:  Arrest and successful prosecution depend on the development of probable cause. Peace officers need to know the elements required to arrest for crimes related to kidnapping, and to correctly categorize these crimes as misdemeanors or felonies. 
A.	Recognize the crime elements for arrest for:
1.	Kidnapping: (7.02.EO1)
a.	Unlawfully taking a person against his or her will, by force or fear, from one place to another is a felony
2.	False imprisonment (7.02.EO2)
a.	Unlawful violation of the personal liberty of another is 	a misdemeanor; felony, if accomplished by violence, menace, fraud, or deceit.
3.	Detainment or concealment of a child from legal custodian. (7.02.EO3)
a.	Every person not having the right of custody, which maliciously takes, entices, or conceals away any minor child with the intent to detain or conceal from a person having lawful custody is a felon. 
4.	Deprivation of custody of a child (7.02.EO4)
a.	Every person who has the shared right of custody or visitation pursuant to a court order who detains, conceals, takes, or entices away with intent to deprive 	the other person of custody is a felony. 
5.	Child abduction with custodial right. (7.02.EO4)
a.	Entices away, keeps, withholds or conceals
6.	Deprivation of custodial rights or visitation
B.	Recognize the crime classification as a felony 
1.	Child abduction with custodial rights is a felony

III.	LEARNING NEED:  Arrest and successful prosecution depend on the development of probable cause. Peace officers need to know the elements required to arrest for crimes related to robbery, and to correctly categorize these crimes as felonies. 
A.	Recognize the crime elements for arrest for:
1.	Robbery (7.03.EO1)
a.	Taking of personal property of another from the person or immediate presence against the person’s will accomplished  by means of force or fear with the specific intent to permanently deprive that person of 	the property is a felony.
2.	Carjacking (7.03.EO2)
a.	Taking of a motor vehicle from the person or immediate presence of a possessor or passenger by force or fear with the intent to either permanently or 	temporarily deprive the possessor or passenger is a felony.
B.	Recognize the crime classification is a felony: (7.03.EO3)

IV.	Learning Need: Arrest and successful prosecution depend on 	the development of probable cause. Peace officers need to know the element required to arrest for crimes related to homicide, and to correctly categorize these crimes as felonies.
A.	Recognize the crime elements to arrest for:
1.	Murder (7.04.EO5)
a.	To arrest a subject, the necessary crime elements for murder must include unlawful killing of a human being 	or fetus with malice aforethought.
2.	 Voluntary manslaughter (7.04.EO5)
a.	The unlawful killing of a human being without malice 	or with conscious disregard for life.
B.	Recognize the crime elements, and classification for 	manslaughter crimes (7.04.EO6)
1.	Unlawful killing of a human being without malice or with conscious disregard for life is a felony. 
V.	Learning Need: Peace officers who are first to arrive at a scene involving a death must be aware of their responsibilities to assess the situation, and take an appropriate course of action based on their preliminary investigation
A.	Identify information that should be obtained and documented when conducting and investigation involving the death of a child. (7.05.EO6)             
1.	The child’s information: 
a.	Name, age, sex, race
b.	Nature and extent of known medical conditions or problems at the time of death (e.g., colds, ear infections, etc.)
c.	Description of chronic illnesses or injuries which the child may have experienced recently
d.	 Medications the child may have been taking
e.	Recent vaccinations
f.	Recent or past history of falls or abuse\
g.	Name of the child’s physician
2.	The death scene
a.	Location where the child was discovered
b.	 Position in which the child was found
c.	Appearance of the child, including clothing and, if applicable, bedding
d.	 Any possible signs or indications of abuse (e.g., bruises, scars)
e.	Description and condition of  the immediate area where the child was found and  the overall residence or general area.
f.	Approximate temperature of the area/room where child was found
3.	Circumstances
a.	Circumstances that led to the discovery of the child
b.	Exact time the child was last seen alive
c.	Time the child was found to be unresponsive
d.	If the child was found in a crib or bed, the time the child was put down to rest
e.	Name and relationship of the person who found the child
f.	Description of any resuscitation attempts, including by whom and how long
4.	Information pertaining to other individuals
a.	Name, address, phone number of parent(s) and/or care giver
b.	Behavior of individuals present
c.	 Names, addresses, phone numbers of other individuals who may be able to furnish information or access to the location and/or child prior to the incident
B.	Identify indicators that a child’s death may be due to Sudden Infant Death Syndrome (SIDS) (7.05.EO7)
1.	Was under the age of one year. (The majority of SIDS deaths occur before six months with the largest number of deaths occurring between the age of two to four months.)
2.	Appeared to have been healthy prior to the death (with the exceptions of minor colds, vomiting, diarrhea, etc.)
3.	Died during a period of sleep.
4.	Had no visible signs of trauma or injury at the time of death. 
C.	Identify appropriate actions for responding officers interacting with parents or care givers involved in a SIDS Incident. (7.05.EO8)
1.	Responding officers are among the first to arrive at the scene of a possible death involving a child. Just as with all other possible death investigations, officers must immediately attempt to identify any signs that the child may still be alive. If they find any indications, or even suspect the child is still alive, emergency medical assistance should be immediately summoned and appropriate first aid rendered. If necessary, officers may assist parents or care givers in obtaining transportation to hospital.
	Presenting introductory material, conducting facilitated discussions, asking questions

Instructor may have students complete the “self assessment” in the workbook prior to instruction as a baseline for the course.	

7.01.EO2

7.01.EO3

7.01.EO6

7.01.EO7

7.02.EO1

7.02.EO2

7.02.EO3

7.02.EO4

7.02.EO5

7.03.EO1

7.03.EO2

7.03.EO3

7.04.EO5

7.04.EO6

7.05.EO6

7.05.EO7

7.05.EO8	Workbook	POST Hours: 
06

Stan S/O
Hours: 
06

Mandatory Learning Activities:
I.	The student will participate in a learning activity regarding the actions which should be taken during a preliminary investigation of any crimes against persons, which includes a felonious assault on a victim(s): The activity shall address: 
A.	Initial actions
B.	 Sources of information 
C.	Establishing the elements of the crime
D.	Physical evidence considerations
II.	The student will participate in a learning activity that defines actions be taken during a preliminary investigation of a SIDS death. The learning activity address:
A.	 Initial actions
B.	Sources of Information
C.	Indications that a SIDS death has occurred
D.	Identification of information and community resources that may assist parents and/or child care workers involved in the investigation.
E.	Explanation of SIDS facts and required investigative tasks to parents and/or child care workers involved in the investigation.
F.	Physical evidence considerations
III.	The student will participate in a learning activity to identify the types of information and community resources that may assist SIDS survivors.  At a minimum, the activity must  require the student to explain:
A.	SIDS facts to involve parties, as appropriate.                           
B.	Required investigative tasks and need for completion investigation.
C.	Availability of local and regional SIDS survivor support groups
D.	How to make a referral to the county public health.
E.	Which state agencies are responsible for SIDS education, SIDS survivor counseling and support.
F.	How to notify county coroner’s officer/medical examiner’s office
IV.	The student will participate in a facilitated learning activity identifying actions to be taken during a preliminary investigation of a death. The learning activity must address:
A.	Initial actions
B.	Sources of information
C.	 Establishing the elements of the crime
D.	Physical evidence consideration
	
Learning Activity #1

Purpose of Activity: 
A peace officer responding to a call where a person has been seriously injured at the hands of another person may experience many difficult emotions including revulsion, anger and the desire for revenge. Peace officers and community members may share these sentiments. These emotions cannot be brushed away and it is the peace officer’s job to keep a clear head in the performance of their duties. Then they must bring the situation back to normal as quickly as possible and avoid the temptation of dispensing street justice or engaging in retaliation.

Description: 
Break the class into cooperative learning groups of 4-6 students each. Have each group take one of the topics listed below and create an interactive presentation that would effectively instruct community members about this subject. Have each group make a short (2-3 minute) introduction to their presentation that demonstrates, 1)How they
would intend to start the presentation, 2)How they would engage the audience rather than lecture to them, and, 3)Why their approach would be effective. After the presentations, student leaders will facilitate a class discussion to assess each group’s level of presentation detail and effectiveness. For those presentations not well-suited to audience learning, or which need more refining, have students work in groups and in class through a process of enhancing their material. The setting of the presentation is:

You have been asked by your crime prevention officer to attend a neighborhood watch meeting on your beat and make a 15-minute presentation. The crime prevention officer says neighbors want to know about:
•	Carjacking
•	Robbery
•	Child Abduction
•	Assaults in Local Parks
•	Manslaughter
•	Justifiable Homicide

Resources Needed:
•	Community Handouts
•	Resource Cards
•	Neighborhood Watch information

Key learning Points: 
At the conclusion of these activities the learner will be able to:
•	State in their own words how good communication with the community can assist in preventing and solving crimes against persons
•	Identify the relationship amongst apprehension of perpetrators, protecting the community and assisting victims in their efforts to fulfill the obligations of their duties as peace officers

Time Required: 
Preparation time should not exceed 10 minutes; presentations will be 2-3 minutes per group, with 10-30 minutes added time for subsequent discussion, refinement work and learning opportunities. The emphasis of student presentations should be to actively involve their audience in the learning process.
	
Required Tests:
The POST- Constructed knowledge test on the learning objective in Domain #07
The POST- Constructed Comprehensive Mid-Course test will include learning objectives in Domain #07
The POST- Constructed Comprehensive End-of-Course test will include learning objectives Domain #07
The PC 832 Arrest Written test will include learning objectives in Domain #07

Learning Domain
	08 General Criminal Statutes	
Learning Need	Arrest and successful prosecution depend on the development of probable cause. Peace officers need to know the elements required to arrest for crimes related to disorderly conduct, and to correctly categorize these crimes as misdemeanors or felonies.  . Peace officers need to know the elements required to arrest for crimes related to public nuisance, and to correctly categorize these crimes as misdemeanors or felonies.	
Revision
	January 2007	

LD 08 General Criminal Statutes

Content Outline	Instructor Notes	E.O.	Resources	Time	
					
I.	LEARNING NEED: Arrest and successful prosecution depend on the development of probable cause. Peace officers need to know the elements required to arrest for crimes related to disorderly conduct, and to correctly categorize these crimes as misdemeanors or felonies.
A.	Recognize the crime elements required to arrest for: (8.01.EO5)
1.	Lewd conduct
a.	Touching or soliciting someone to touch the genitals, buttocks, or female breast with the intent to sexually arouse, gratify, annoy, or offend, while in a public place or in public view.
i.	Any person who solicits or engages
ii.	In lewd conduct
iii.	In a public place
iv.	Or a place open to public view.
2.	Prostitution (8.01.EO6)
a.	Any person who solicits or agrees to engage in or engages in any act of prostitution, or some act is agreed to and done in the furtherance of prostitution.
i.	Any person who solicits or
ii.	Agrees to engage in, or
iii.	Engages in
iv.	Any act of prostitution, or
v.	Some act is agreed to and done in the furtherance of prostitution.
b.	Penal Code Sections 647f and 647(f) are different penal code sections.
3.	Loitering about a public toilet (8.01.EO7)
a.	Loitering in or about any toilet facility open to the public for the purpose of soliciting or engaging in a lewd act.
i.	Loitering in or about
ii.	Any toilet facility
iii.	Open to the public
iv.	For the purpose of soliciting or engaging in
v.	A lewd or lascivious or unlawful act.
4.	Public intoxication (8.01.EO8)
a.	The crime of public intoxication occurs when a person is found in any public place under the influence of intoxicating liquor, any drug, controlled substance, or toluene to the extent that he or she cannot care for his or her own safety or the safety of others or is obstructing any street, sidewalk, or public way.
i.	Any person in a public place
ii.	Under the influence of alcohol or drugs, and who
iii.	Is unable to care for his or her own safety or the safety of others or is
iv.	Obstructing a public way.
b.	Public intoxication does not require either field sobriety tests or chemical tests.
B.	Recognize the crime classifications as a misdemeanor (8.01.EO9)

II.	LEARNING NEED: Arrest and successful prosecution depends on the development of probable cause. Peace officers need to know the elements required to arrest for crimes related to public nuisance, and to correctly categorize these crimes as misdemeanors or felonies.
A.	Recognize the crime elements required to arrest for: (8.02.EO10)
1.	Disturbing the peace
a.	Disturbing the peace occurs when a person’s activities cause offense, disturbance, or obstruction in a public area, such as unlawful fighting, making loud or unreasonable noise, or using offensive words.
b.	First Amendment consideration
2.	Obstruction of a public way (8.02.EO11)
a.	A person willfully and maliciously obstructs the free movement of another person or any street, sidewalk, or other public place.
i.	Any person who willfully and maliciously
ii.	Obstructs the free movement of any person
iii.	On any public way.
B.	Recognize the crime classification as a misdemeanor or felony. (8.02.EO12)

	Presenting introductory material, conducting facilitated discussions, asking questions

Instructor may have students complete the “self assessment” in the workbook as a baseline for the course.  

8.01.EO5

8.01.EO6

8.01.EO7

8.01.EO8

8.01.EO9

8.02.EO10

8.02.EO11

8.02.EO12
	Workbook	POST Hours:
02

Stan S/O
Hours:
02

Mandatory Learning Activity:

NONE Required	
Learning Activity #1

Purpose of Activity: This activity shows the student that occasionally crimes that fall under the general criminal statutes can have serious effect. Lawful protest can sometimes lead to unlawful demonstrations. Actions that, in one context, are within the scope of the law can become crimes affecting many others in other instances. The general crime statutes are intended to protect community members against crimes that diminish their sense of safety and privacy in the home and in a public place.

Description: This is an activity involving individual, small group and class work. The described scenario may be distributed to students, or a visual (video or similar medium) may be used to establish a foundation for student work. The setting is: A low-income neighborhood of apartments is plagued with violent crimes such as carjacking, narcotic sales, murder and assault. Have each student list three issues that could negatively affect the quality of life in this violent environment. Once listed, have the students:
1. Develop two proactive strategies that would serve this community by using the resources found in economic development and/or community revitalization
agencies
2. Have the students list crime prevention strategies that local law enforcement could employ.
3. Have the students list selective enforcement tactics that could target offenders.

Resources Needed:
•	Workbook
•	Flip charts or white board

Key learning Points:  At the conclusion of these activities the learner will be able to:
•	Describe how the community is served by assisting victims of crimes
•	Identify opportunities for community partnerships to assist in solving and preventing crimes
•	Explain how the dissemination of information can contribute to reducing or preventing crime.

Student leaders will facilitate a class discussion by having students share their ideas. Facilitators will guide others through a refinement process to discern a consensus of the most important tactics and strategies for their use once beyond the academy setting. Consider including “real world” experiences of instructors or subject-matter experts to reinforce concepts.
Comprehensive Questions:
1. What difficulties or complexities might law enforcement be confronted with when seeking or soliciting help from the community to revitalize this neighborhood.
2. Are there other alternatives to revitalization? What are they and why should they be considered?

Time Required: 10 minute group work, 10-20 minute class discussion.	
Learning Activity #2

Purpose of Activity: This activity shows the student that occasionally crimes that fall under the general criminal statutes can have serious effect. Lawful protest can sometimes lead to unlawful demonstrations. Actions that, in one context, are within the scope of the law can become crimes affecting many others in other instances. The general crime statutes are intended to protect community members against crimes that diminish their sense of safety and privacy in the home and in a public place.

Description: Divide the students into learning groups (4-6 students per group). Have each group develop a strategy for citizens to report crime to local law enforcement without fear of retaliation from their community. Each group will present and discuss their methodology to the class and why it would work. After each presentation, the class will analyze the strengths and challenges of the selected strategy.
Examples:
· Anonymous Tip Line
· “Mail a Tip” efforts
· Developing informants
· Rewards programs
· Providing descriptions of wanted persons
· Sweeps of problem areas
· Placing police officers in neighborhood centers

Comprehensive Questions:
1. Are there disadvantages to disseminating crime information to the public?
2. What role can the news media play in the effective dissemination of the crime information?

Resources Needed:
None

Key learning Points:  For policing to effectively serve the needs of any community, reporting of crime and
Dissemination of crime information to those who live or work there is paramount.

Time Required: 10 minute group work, 10-20 minute class discussion
	
Learning Activity #3

Purpose of Activity: This activity shows the student that occasionally crimes that fall under the general criminal statutes can have serious effect. Lawful protest can sometimes lead to unlawful demonstrations. Actions that, in one context, are within the scope of the law can become crimes affecting many others in other instances. The general crime statutes are intended to protect community members against crimes that diminish their sense of safety and privacy in the home and in a public place.

Description: This activity may be distributed to students, or presented as a role-play by students to their peers. The setting is:
Two officers make contact with an intoxicated subject at his residence. The officers are attempting to follow-up information they received about a shoplifting that occurred earlier that day. The officers are looking for a witness to the crime; however, the intoxicated subject is belligerent with the officers. He refuses to tell officers whether the witness they are looking for resides at that residence, and will provide no information on his own identity to the officers. The officers continue to attempt to persuade the subject to cooperate with them, at which time the suspect begins to curse at the officers, telling them to get off his porch. He proceeds to tell the officers he has an extremely poor opinion of law enforcement and he believes that all cops are “liars” and “too stupid to get real jobs.” One of the officers becomes extremely upset and begins arguing with the subject. It eventually leads to the officer taunting the subject and enticing him outside where the officer arrests the subject for 647(f), Drunk in Public. 

Students may be broken into learning groups of 4-6 each, or the activity may be conducted as a classroom discussion. In either setting, possible topics are:
1. How the officer handled the situation
2. Did the officer act inappropriately?
3. What impact could the officer’s behavior have on the victim, the officer, law enforcement and the community?

The result of group or class work should be to develop at least three strategies the officers could have employed to resolve this situation differently, two considerations they should keep in mind when in contact with persons who may be under the influence of any substance and one thing they would want to say to the officer involved in this arrest if they were the officer’s supervisor.

Resources Needed:
None

Key learning Points:  For policing to effectively serve the needs of any community, reporting of crime and dissemination of crime information to those who live or work there is paramount.

Time Required: 5 minute role play; 10 -15 minute class work

Required Tests:
E.	The POST-Constructed knowledge test for the learning objectives in Domain #08.
F.	The POST-Constructed Comprehensive Mid-Course Proficiency test will include learning objectives in Domain #08.
G.	The POST-Constructed Comprehensive End-of-Course Proficiency test will include learning Objectives in Domain #08.

Learning Domain
	09 Crimes Against Children	
Learning Need
	To effectively carry out their responsibilities for the protection of children as some of the most vulnerable members of society, peace officers need knowledge of the crimes that may be committed against children.  The ability to arrest and successfully prosecute depends on the development of probable cause. Peace officers must know the elements required to prove these crimes and to correctly categorize them as misdemeanors or felonies. The California Penal Code mandates that certain professional occupations follow specific requirements for reporting suspected child abuse cases to the proper authority. Failure to do so is a crime. Peace officers have the authority to make a warrantless entry into a home whenever they reasonably believe a minor is in immediate danger of being physically abused, neglected or sexually exploited. 	
Revision
	January 2007	

LD 09 Crimes Against Children

Content Outline	Instructor Notes	E.O.	Resources	Time	
					
I.	LEARNING NEED:  To effectively carry out their responsibilities for the protection of children as some of the most vulnerable members of society, peace officers need knowledge of the crimes that may be committed against children. The ability to arrest and successfully prosecute depends on the development of probable cause. Peace officers must know the elements required to prove these crimes and to correctly categorize them as misdemeanors or felonies.
A.	Recognize the crime elements required to arrest for: (9.01.EO1)
1.	Child harm, injury, or endangerment
a.	Child harm, injury, or endangerment is an act in which 	a person willfully causes or permits a child to suffer, 	inflicts unjustifiable pain or mental suffering, or allows 	a child in his or her care or custody to be placed in a 	dangerous situation.
b.	Child harm, injury or endangerment is covered under 	Penal Code Section 273a.
2.	Physical abuse of a child (9.01.EO2)
a.	Physical abuse of a child is any willful act of physical 	force that causes corporal injury to a child.
b.	Physical abuse of a child is covered under Penal 	Code Section 273d.
3.	Lewd or lascivious acts with a child (9.01.EO3)
a.	Lewd or lascivious acts with a child means any act 	upon or with a child committed with the intent of 	arousing, appealing to, or gratifying sexual desire of 	the perpetrator or the child.
b.	Lewd or lascivious acts with a child is covered under 	Penal Code Section 288.
4.	Annoying or molesting children (9.01.EO4)
a.	Annoying or molesting children is any act committed 	against a person under the age of 18 which would 	annoy any reasonable person and is motivated by 	abnormal or unnatural sexual
b.	Annoying or molesting children is covered under 	Penal Code Section 647.6.
5.	Possession of child pornography (9.01.EO5)
a.	Possession of child pornography is an act in which a 	person knowingly possesses or controls material 	showing a person under the age of 18 years engaging 	in or simulating sexual conduct.
b.	The possession of child pornography is covered 	under Penal Code Section 311.11.
6.	Unlawful sexual intercourse (9.01.EO6)
a.	Unlawful sexual intercourse is sexual intercourse with 	a minor who is not married to the perpetrator.
b.	Unlawful sexual intercourse is covered under Penal 	Code Section 261.5.
B.	Recognize the crime classification as a 				misdemeanor or felony (9.01.EO8)
1.	Child harm, injury, or endangerment
a.	Physical abuse of a child is a felony.
b.	Physical abuse of a child
 i.	Circumstances or conditions likely to produce great bodily harm or death to the child is a felony 273a(a)
ii.	Circumstances or conditions other than those likely to produce great bodily harm or death to the child is a misdemeanor 273a (b)
2.	Lewd or lascivious acts with a child
a.	Act committed by use of force, violence, duress, menace, or fear of immediate and unlawful injury of the child or another person is a felony 288(b)(1).
b.	Continual sexual abuse: When an offender has recurring access to a child under the age of 14 and commits three or more felonies over a period of at least three months is a felony 288.5
3.	Annoying or molesting children
a.	Annoying or molesting children is a misdemeanor. It can also be classified as a felony under specific subsections of Penal Code Section 647.6.
 i.	Subject commits an act after entering an inhabited house or dwelling without consent is a felony 647.6 (b)
ii.	This is the subject’s second or subsequent offense under Penal Code Section 647.6 and it is a felony
iii.	The subject commits an act and has a prior felony conviction under Penal Code Section 647.6, Penal Code Section 288; lewd or lascivious acts upon a child, or Penal Code Section 311.4; use of a child for pornography is a felony 647.6©
4.	Possession of child pornography
a.	The crime of possession of child pornography Penal Code Section 311.11(a) is classified as a misdemeanor.
 i.	However, it is classified as a felony when the subject has been previously convicted for a violation of Penal Code Section 311.11(a).
5.	Unlawful sexual intercourse
a.	If the age difference between perpetrator and victim is... 
 i.	Three years or less, misdemeanor.
ii.	Greater than three years, felony.
II.	LEARNING NEED:  The California Penal Code mandates that certain professional occupations follow specific requirements for reporting suspected child abuse cases to the proper authority.  Failure to do so is a crime.
A.	Identify by category the professional occupations required to report suspected child abuse (9.02.EO1)
1.	Several professionals are required by law (Penal Code Section 11166) to report any incident of which they have direct knowledge, or if they have observed a child that they know or reasonably suspect has been a victim of child abuse. These professionals include:
a.	Child care custodians (including teachers and peace officers),
b.	Health practitioners (medical and non-medical),
c.	Employees of child protective agencies,
d.	Child visitation monitors,
e.	Firefighters,
f.	Clergy,
g.	Animal control officers,
h.	Humane society officers, and
i.	Commercial film processors.
B.	Recognize the specific law enforcement reporting requirements (9.02.EO2)
1.	Child care custodian
2.	Health practitioner
3.	Reasonable suspicion
a.	Means that it is objectively reasonable for a person to entertain a suspicion, based upon facts that could cause a person in a like position, drawing when appropriate on his or her training and experience, to suspect child abuse. (Penal Code Section 11166(a))
C.	Recognize the required documentation when investigating crimes against children (9.02.EO3)
1.	When initially reporting a suspected child abuse incident and submitting the follow-up written report, the following information needs to be included. Further details of the content of the written report will vary with the circumstances.
a.	For the telephone report
b.	Name and age of child
c.	Name of the reporter
d.	Location of child
e.	Nature and extent of injuries
f.	Current condition of child
g.	Reason for suspected abuse
h.	For the written report
 i.	Fact-sensitive information including:
a.	Name and age of child,
b.	Name of the reporter,
c.	Location of child,
d.	Nature and extent of injuries,
e.	Condition of child when abuse
f.	Reported,
g.	Reason for suspected abuse,
h.	Relationship to suspected abuser,
i.	Nature of suspected abuse (i.e.,
j.	Sexual, physical, etc.), and
k.	History of previous abuse.
D.	Recognize a peace officer’s responsibility for maintaining the confidentiality of the reporting party
1.	Penal Code Section 11167.5 requires that the reports shall be confidential and may be disclosed only to the following organizations: (9.02.EO4)
a.	Investigating agency
b.	Department of Justice when working with child protective agencies
c.	Multi-disciplinary personnel
d.	Persons responsible for licensing of facilities that care for children
e.	State Department of Social Services
f.	Hospital scan teams
g.	Coroners and medical examiners when conducting a postmortem examination on a child
h.	Board of Prison Terms
i.	Personnel from an agency responsible for making a placement of a child
j.	Persons identified by the Department of Justice as listed in the Child Abuse Central Index (Penal Code Section 11170(c)
k.	Out-of-state law enforcement agencies conducting an investigation of child abuse or neglect
l.	Persons who have verified with the Department of Justice that they are listed in the Child Abuse Central Index (Penal Code Section 11170(e)
m.	Each chairperson of a county child death review team
III.	LEARNING NEED:  Peace officers have the authority to make a warrantless entry into a home whenever they reasonably believe a minor is in immediate danger of being physically abused, neglected or sexually exploited. 
A.	Recognize the legal basis for entry without a warrant to protect a minor (9.03.EO1)
1.	Without a warrant or valid consent, peace officers may enter the premises ONLY when there are exigent circumstances. A reasonable belief that a minor is presently endangered is ONE TYPE of exigent circumstance.
a.	Exigent circumstance means an emergency situation requiring swift action to prevent:
 i.	Imminent danger to a person’s life or safety,
ii.	Serious damage to property,
iii.	Imminent escape of a suspect, or
iiii.	Evidence is about to be destroyed or removed.
B.	Recognize the exigent circumstances that could lead an officer to reasonably believe that here is an immediate threat to a minor (9.03.EO2)
1.	Peace officers have the authority to make a warrantless entry into a home whenever they reasonably believe a minor is in immediate danger of being physically abused, neglected, or sexually exploited.

IV.	LEARNING NEED:  Ensuring the safety of a child victim is a peace officer’s primary responsibility when responding to a case of suspected child abuse.  To do this effectively, officers must be able to recognize indicators of abuse, conduct a preliminary investigation into abuse, and take the appropriate action.
A.	Recall the statutory definition of child abuse (9.04EO1)
1.	Penal Code Section 11165.6 defines child abuse as physical injury
a.	Which is inflicted by other than accidental means
 i.	On a child
ii.	By another person.
B.	Discuss physical and behavioral indicators of: (9.04.EO2)
1.	Physical child abuse
2.	Physical neglect of a child
3.	Emotional child abuse
4.	Sexual child abuse
C.	Demonstrate effective officer actions for conducting an interview with a child victim of abuse (9.04.EO3)
1.	Patience is very important when dealing with children, especially those who have been betrayed by adults. Whenever officers interview a victim of abuse, the primary objective should be to determine the truth of the allegation(s) without further traumatizing the child.
	Presenting introductory material, conducting facilitated discussions, asking questions

Instructor may have students complete the “self assessment” in the workbook prior to instruction as a baseline for the course.	

9.01.EO1

9.01.EO2

9.01.EO3

9.01.EO4

9.01.EO5

9.01.EO6

9.01.EO8

9.02.EO1

9.02.EO2

9.02.EO3

9.02.EO4

9.03.EO1

9.03.EO2

9.04EO1

9.04.EO2

9.04.EO3	Workbook	POST Hours: 
04

Stan S/O
Hours: 
06	

Mandatory Learning Activity:
A. The student shall participate in a learning activity involving the preliminary investigation of either child abuse, child neglect, or child sexual exploitation. At a minimum, the activity must address the student’s ability to conduct an investigation to include: 
1. Establishing elements of the crime
2. Protecting the child’s safety 
3. Identifying the suspect 
4. Locating witnesses 
5. Recovering physical evidence, photographs and statements
6. Demonstrating a knowledge of child abuse reporting procedures 
7. Demonstrating a knowledge of the contents in a child abuse report 
8. Effectively interviewing a child who may have been a victim of child abuse or sexual assault to include: 
a)	Gaining the child’s confidence
b)	Remaining neutral in the interview
c)	Speaking to the child in a level the child understands
9. Taking the child into protective custody if at risk of serious physical harm
	
Learning Activity #1

Purpose of Activity:  Students will learn about a peace officer’s authority to make a warrantless entry into a home whenever they reasonably believe a minor is in immediate danger of being physically abused, neglected or sexually exploited. Students will also become familiar with the role of Child Protective Services and how they work with policing for the interests of children.

Description:
This activity will involve individual student work followed by paired discussion to answer questions posed from a read scenario. The instructor will provide the following scenario to students:
 “A ten year old girl walked in to her school’s counselor’s office and told the counselor her stepfather has been sexually molesting her for the past five years. The girl said she has two younger sisters at home and she fears her stepfather will “hurt them” also. She said her Mom is gone in the afternoons at work, which is when her stepfather assaults her. She also reports the stepfather told her he would leave and take her Mom with him if she tells anyone about their “private time.” She is afraid her mother will leave her, but is also afraid her stepfather will hurt her siblings. The counselor calls the police, and you are the officer or deputy who first responds.”

Students will work individually for ten minutes to write out answers to these questions:
1.	How does this account make you feel?
2.	What would you like to do?
3.	What are your first steps to deal with this account?
4.	What crime elements are present in this situation? Are they sufficient to make an arrest?
5.	Who else needs to know about this report?

At the end of ten minutes, students will discuss their answers with another student for an added ten minutes. The pairs should come to a consensus (general agreement) regarding the initial officer’s responsibilities at this scene. Selected students may then be asked to give their answers to the class as a prompt for further large-group discussion. Central to the student’s understanding at the conclusion of this activity is their obligations when investigating a report of child abuse, their requirement to report the account to Child Protective Services, the emotional issues for the officer and others who must investigate this situation and the need to protect other possible victims or witnesses to an account of child abuse.

Resources Needed:
•	Workbook
•	Local social service agencies
•	CA Welfare and Institutions Code
•	CA Penal Code
•	Department policies
•	Local schools
•	Local private child advocacy organizations
•	“First Five” California programs

Key Learning Points: At the conclusion of these learning activities, the student will be able to:
•	Demonstrate an understanding of the requirements to report suspected child abuse or neglect for the police, schools, medical workers and others
•	Identify situations where a peace officer may enter a residence without a warrant to ascertain the status of children inside who may be victims of abuse or neglect
•	Demonstrate an understanding of the nature of the partnership of the police with Child Protective Services and other social service organizations in a give facts and circumstance of child abuse or neglect

Time Required: Ten minutes for individual work, ten minutes for paired work. From five to twenty minutes for class reporting and discussion.
	
Learning Activity #2

Purpose of Activity:  Students will learn about a peace officer’s authority to make a warrantless entry into a home whenever they reasonably believe a minor is in immediate danger of being physically abused, neglected or sexually exploited. Students will also become familiar with the role of Child Protective Services and how they work with policing for the interests of children.

Description:  Assign a group of students to role play the following incident:
Two officers are assigned to investigate a report of a possible disturbance at an apartment. Upon arrival, the officers are told by the apartment manager they have heard noises and possible screaming or yelling from one apartment. The officers knock on the door of the apartment, and a youth who appears to be about ten years old answers. He is disheveled, and has a scrape on his face, but says everything is OK, and that there have been no noises to his knowledge coming from his residence. He says he is home alone, but the officers think they hear movement inside a rear room.
The role players will then facilitate a class discussion of what they have just seen. Central issues for discussion are:
1.	What should the officers do?
2.	If they take the child’s word and leave, do they have any culpability if something serious is later reported at the locale?
3.	If they take the child from the home to seek medical assistance, what steps do they have to take to get a doctor to see him?
4.	Can they enter the residence; if so, under what authority?

Resources Needed:
•	Workbook
•	Local social service agencies
•	CA Welfare and Institutions Code
•	CA Penal Code
•	Department policies

Key Learning Points: At the conclusion of these learning activities, the student will be able to:
•	Demonstrate an understanding of the requirements to report suspected child abuse or neglect for the police, schools, medical workers and others
•	Identify situations where a peace officer may enter a residence without a warrant to ascertain the status of children inside who may be victims of abuse or neglect
•	Demonstrate an understanding of the nature of the partnership of the police with Child Protective Services and other social service organizations in a give facts and circumstance of child abuse or neglect

Time Required: The selected group of role players should be given adequate time to study the facts circumstance and research what crime/s may be present, the obligations and considerations for the officers involved and to plan their facilitation of the class discussion. The role play will take about five minutes; discussion time may be as brief as five to ten minutes, or extend if the instructor wants to add depth to the class’ understanding of the issues involved.
	
Learning Activity #3

Purpose of Activity:  Students will learn about a peace officer’s authority to make a warrantless entry into a home whenever they reasonably believe a minor is in immediate danger of being physically abused, neglected or sexually exploited. Students will also become familiar with the role of Child Protective Services and how they work with policing for the interests of children.

Description:
The instructor will distribute the following scenario:
“A father picks up his three-year old son from day care and sees the child has a bruise underneath his left eye. The child said the day care provider hit him with a belt. The father confronts the manager of the daycare facility, who denies knowing anything about the bruise. He quickly dials the police, but by the time you arrive on scene as the first responding officer, he says he has changed his mind and doesn’t want to do anything about it.”

Selected student leaders will facilitate a class dialogue regarding the responsibilities of the officer and the daycare manager. Central questions may be:
1.	What is the officer’s responsibility when confronted with this facts circumstance?
2.	If you were a sergeant called to the scene by the officer, what directions would
3.	you give?
4.	Do any other agencies need to be notified about this report?
5.	If you identify all parties involved and document the account, and then allow the father and daycare manager to resolve it informally, do you have any further ethical or legal obligations to take action?

As a second step in this activity, stop the discussion and advise students that a second child is discovered to have been the victim of physical abuse by the same daycare provider a few days later. The mother of this second child learns of the previous incident and writes a letter of complaint to the Chief of Police. Acting in the role of the Chief, ask students to write a letter they believe the Chief should write to the complaining mother in response to her concerns. The letter should be no more than one page in length. Student then may be asked to share their letters, and how they felt when
writing them.

Resources Needed:
•	Workbook
•	Local social service agencies
•	CA Welfare and Institutions Code
•	CA Penal Code
•	Department policies

Key Learning Points: At the conclusion of these learning activities, the student will be able to:
•	Demonstrate an understanding of the requirements to report suspected child abuse or neglect for the police, schools, medical workers and others
•	Identify situations where a peace officer may enter a residence without a warrant to ascertain the status of children inside who may be victims of abuse or neglect
•	Demonstrate an understanding of the nature of the partnership of the police with Child Protective Services and other social service organizations in a give facts and circumstance of child abuse or neglect

Time Required: Time estimate: The reading of the incident will take 1-2 minutes, followed by class discussion of 8-10 minutes. The reflection and writing will take about five minutes, with added time at the instructor’s discretion to read the letters and discuss the responsibility of the police to investigate and report child abuse.
	
Required Tests:
The POST- Constructed knowledge test on the learning objective in Domain #09
The POST- Constructed Comprehensive Mid-Course test will include learning objectives in Domain #09
The POST- Constructed Comprehensive End-of-Course test will include learning objectives Domain #09

Learning Domain
	10 Sex Crimes	
Learning Need
	Arrest and successful prosecution depend on the development of probable cause.  Peace officers must know the elements required to arrest for sex crimes, and to correctly categorize these crimes as misdemeanors and felonies.  	
Revision
	January 2007

LD10 Sex Crimes

Content Outline	Instructor Notes	E.O.	Resources	Time	
					
I.	LEARNING NEED:  Arrest and successful prosecution depend on the development of probable cause.  Peace officers must know the elements required to arrest for sex crimes, and to correctly categorize these crimes as misdemeanors and felonies.
A.	Recognize the crime elements required to arrest for:
1.	Rape (10.01.EO1)
a.	Rape is generally covered under Penal Code Section 261.
b.	Rape is an act o penile/vaginal intercourse accomplished with a person, not the spouse of the perpetrator, and without the consent of the person.
2.	Assault with intent to commit rape and other crimes specified in Penal Code section 220. (10.01.EO2)
a.	Sexual assault with intent to commit mayhem, rape, sodomy, oral copulation, rape in concert, child molest, or penetration with a foreign object is covered under Penal Code Section 220.
3.	Assault with intent to commit mayhem, rape, sodomy, oral copulation, rape in concert, lewd acts with a child, or penetration with a foreign object refers to an incomplete attempt to commit these acts.
4.	Indecent exposure (10.01.EO3)
a.	Indecent exposure is covered under Penal Code Section 314.
b.	Indecent exposure is an act in which a person willfully and  lewdly exposes his or her person, or the private parts thereof,  in any public place, or in any place where there are present other individuals to be offended or annoyed thereby.
5.	Oral copulation (10.01.EO5)
a.	Oral copulation is covered under Penal Code Section 288a.
b.	Oral copulation is the act of copulating the mouth of one person with the sexual organ or anus of another person.
6.	Penetration with a foreign object (10.01.EO6)
a.	Penetration with a foreign object is covered under Penal Code Section 289.
b.	Penetration with a foreign object is an act in which the genital or anal opening of a person is penetrated by any instrument, substance, device, or unknown object.
7.	Sodomy (10.01.EO8)
a.	Sodomy is covered under Penal Code Section 286.
b.	Sodomy is sexual conduct in which there is contact between the penis of one person and the anus of another with any penetration, however slight.
8.	Sexual battery (10.01.EO9)
a.	Sexual battery is covered under Penal Code Section 243.4.
b.	Sexual battery is the act of touching another person’s intimate parts for the purpose of sexual arousal, sexual gratification, or sexual abuse, against the will of the person.
B.	Recognize the crime classification as a misdemeanor or felony
1.	Rape (10.01.EO11)
a.	The crime of rape is a felony.
2.	Assault with intent to commit rape and other crimes specified in Penal Code section 220
a.	The crime of assault with intent to commit crimes is a felony.
3.	Indecent Exposure
a.	The crime of indecent exposure is a misdemeanor, except as noted below.
i.	Prior conviction for:
(a)	lewd acts with a child (Penal Code Section 288(a) (Felony).
b.	Indecent exposure (Penal Code Section 314) (Felony).
i.	When the person enters an inhabited dwelling house, trailer coach, or inhabited portion of any building and entry was made without consent (Felony)
ii.	All other circumstances misdemeanor
4.	Oral Copulation
a.	The crime of oral copulation is a felony.
5.	Penetration with a foreign object
a.	The crime of penetration with a foreign object is a felony.
6.	Sodomy
a.	The crime of sodomy is a felony.
7.	Sexual Battery
a.	The following shows the differences between classifications.
i.	The victim is restrained by the accused or an accomplice, and the skin of victim’s or person’s intimate part is touched.
(a)	Felony
ii.	The skin of victim’s intimate part is touched (or the victim is made to touch person), but the victim is not restrained.
(a)	Misdemeanor 
b.	The victim is restrained, but the victim’s bare skin is not touched.
i.	Misdemeanor

II.	LEARNING NEED:  The manner in which peace officers interact with the victim of a sex crime may influence the quality of information the victim is willing to provide.  A positive contact will affect the victim beneficially; a negative contact will adversely impact the victim.  
A.	Give examples of assessing a victim’s physical state in order to make them as comfortable as possible, and secure the necessary medical attention (10.02.EO1)
1.	If the victim(s)
a.	Is unconscious or injured?
i.	Secure transportation to an acute care facility 
ii.	Perform first aid required to stabilize them until emergency personnel arrive.
b.	States they are in no pain and have no injuries requiring immediate attention, and the crime has occurred within 72 hours
c.	Make victims as comfortable as possible
d.	Get a preliminary statement
e.	Make sure victims are transported to a medical facility.
2.	Have special needs related to age or a physical or developmental condition
a.	Assess specific needs and tend to these before taking a statement.
B.	Describe common emotional and physical reactions victims experience and the pressures associated with reporting a sex crime. (10.02.EO2)
1.	Fear
2.	Shame
3.	Embarrassment
4.	Guilt
5.	Depression
6.	Shock
7.	Anger/Betrayal
8.	Feeling of being
9.	Dirty
10.	Self-blame
11.	Delayed reporting
12.	Lack of apparent response
13.	Denial that the crime occurred
14.	Loss of control or ability to make decisions
15.	Acting protectively toward suspect
16.	Acting out (e.g. shouting, physically
17.	expressing anger or pain, or laughter)
18.	Intentionally adding or leaving out key Information

C.	Describe a peace officer’s own emotional and attitudinal reactions to sex crimes. (10.02.EO3)
1.	The nature of sex crimes evokes strong emotional responses in peace officers as well as victims. To maintain a supportive, yet professional demeanor, peace officers must be aware of their emotional reactions and attitudes about the crime they are investigating. Remember, the professional impression the officers make on the victims is critical.
2.	Peace officers must remember their primary role is documenting the crime, collecting evidence, securing the victims’ cooperation, and preparing a case for prosecution.
3.	Sexual assaults can be overwhelming to peace officers and victims. At all times, peace officers need to maintain objectivity and emotional control.  

III.	LEARNING NEED:  To complete a thorough investigation, peace officers must be sensitive to the fact that sexual assaults pose unique problems because of the emotional state of the victim, and the complexity of the investigative procedures.
A.	Discuss factors that set a positive tone for the victim interview (10.03.EO1)
1.	Because sexual assaults are traumatic and generate severe emotional stress the information collected depends on how well the peace officer interacts/relates to the victim.
2.	There is a procedure peace officers should follow when beginning the interview with the victim. Peace officers should:
a.	Establish rapport and explain the investigative process and the need for asking the victim questions.
b.	Reassure the victim that it is understood that this is a difficult situation and that the officer conducting the interview is there to help.
c.	Make the victim as physically comfortable as possible; consider the best physical location and need for privacy.
d.	Ask if the victim wants an officer to contact a support person (family, friends, or advocate, depending on agency policy and resources) to be present during the interview.
e.	Let the victim know that everything possible will be done to help.
B.	Select questions to be asked during the victim interview. (10.03.EO2)
1.	Interview questions
a.	The key to gathering information about the crime is to interview the victim with compassion and care. However, peace officers must remember to ask the appropriate questions to establish the elements of a crime.
b.	When investigating a sexual assault, the officer needs to ask questions such as:
i.	What was the appearance of the person (i.e., pants unzipped, naked)
ii.	Did the person ejaculate? If so, where?
iii.	Did the person have an erection?
iv.	Did the person wear a condom? If so, where was it disposed of?
v.	What did the person say to the victim?
vi.	What statements/words were said by the person?
vii.	What threats did the person make?
viii.	What tools, weapons, or other objects did the person use?
c.	Once the nature of the crime has been determined, the answers to several other questions can help the officer gain additional information needed to investigate the crime. The following chart lists possible questions to ask and the rationale for asking them. (10.03.EO3)
i.	Can the victim identify the person? 
ii.	Decide who is responsible for the crime.
iii.	What is the past relationship with the person?
iv.	If the person is known to the victim, what was the nature of the relationship (e.g., stormy, friendly, etc.)?
v.	Determine if the victim and person are strangers or acquaintances,
vi.	Dating or married,
vii.	Relatives
d.	To whom did the victim first tell about the assault?
e.	To corroborate the victim’s statement and additional information that the victim may have forgotten.
f.	Is the victim sexually active? If yes,
g.	Was victim sexually active in the last 72 hours?
2.	Assess the presence of possible injury.
a.	When and with whom did the victim last engage in sexual activity prior to the assault?
b.	Separate the DNA from the consensual partner from that of the person.
3.	Did the person take anything belonging to the victim (or is anything missing)? 
a.	Be able to link the person with the victim.
4.	Will the victim provide fingerprints? 
a.	Have elimination prints to compare to the other prints at the crime scene.
5.	Ask where the victim may be reached (address number and phone number) in the immediate future and thereafter.
a.	Ask for the name, address, and phone number of a relative or close friend who is likely to know the whereabouts of the victim.
C.	Identify the purpose of a medical/legal exam
1.	Evidence from the victim’s body will be collected by the medical professionals administering the medical/legal examination. (10.03.EO4)
2.	The purpose of a medical/legal examination is to collect, preserve, and document evidence. It is essential that the victim receive a proper medical/legal examination. The exam should be conducted if the sexual assault occurred within 72 hours.
D.	Explain victim’s rights: (10.03.EO5)
1.	Penal Code Section 264.2 provides that
a.	A peace officer, or their agency, must immediately notify the local rape victim counseling center whenever a victim of an alleged violation of specified sex offenses is transported to a hospital for any medical evidentiary or physical examination.
b.	The victim has the right to have a sexual assault victim counselor and at least one other support person of the victim's choosing present at any medical evidentiary or physical examination, and notice of this right shall be provided orally or in writing to the victim by the attending medical provider prior to the commencement of any initial medical evidentiary or physical examination arising out of a sexual assault.
c.	The victim has the right to have victim advocates present at any interview by law enforcement authorities, district attorneys, or defense attorneys.
2.	Penal Code Section 679.04(a)(1) enables an officer to 
a.	Exclude a support person from a medical exam if the person would be detrimental to the examination.
3.	Penal Code Section 637.4(a) prohibits the officer from requesting that the victim undergo a polygraph examination.
4.	Per Penal Code Section 293(a), the officer is responsible 
a.	For informing the victim that the victim’s name will become a matter of public record unless the victim requests confidentiality. The victim’s address, however, will never be
i.	disclosed to anyone not authorized or required by law to have this information.
E.	Discuss the types of evidence to be collected from the crime scene, victim and suspect. (10.03.EO6)
1.	To successfully prosecute the offender, it is essential to collect a variety of evidence from the crime scene, including biological evidence from the victim and the offender.
F.	Describe the services available to sexual assault victims
1.	Peace officers must be familiar with the local resources available to the victims of sexual assault.
2.	Per Penal Code Section 264.2, the peace officer is required to provide the victim with a “Victims of Domestic Violence” brochure. This brochure contains information about victim services. 

IV.	LEARNING NEED:  Penal Code Section 290 is intended to allow law enforcement agencies to track the whereabouts of known sex offenders.
A.	Identify the requirements for sex offender registration under Penal Code Section 290. (10.04.EO1)
1.	Penal Code Section 290 states: “ Every person (convicted sex offender.)...for the rest of their life while residing in California...or while attending school or working...shall be required to register with the chief of police or sheriff of the city or county in which they are living....”.
2.	If the person is convicted of a sex crime including...
a.	Rape,
b.	Rape in concert,
c.	Oral copulation,
d.	Penetration with a foreign
e.	Object,
f.	Lewd acts upon a child,
g.	Spousal rape,
h.	Sodomy, or
i.	Assault with attempt to
j.	Commit any of the above
k.	Or he or she is...
i.	Ordered by the court to register under Pena Code Section 290,
3.	Then the offender is required to register within five working days of...
a.	Moving to a new jurisdiction,
b.	Moving to a new 
c.	Residence in the same jurisdiction 
d.	The registrant’s birthday (annually).
B.	Recognize violations of Penal Code Section 290. (10.04.EO2)
1.	Violations of Penal Code Section 290 can be classified as either felonies or misdemeanors, depending upon the prior record of the person.	Presenting introductory material, conducting facilitated discussions, asking questions

Instructor may have students complete the “self assessment” in the workbook prior to instruction as a baseline for the course.

	

10.01.EO1

10.01.EO2

10.01.EO3

10.01.EO5

10.01.EO6

10.01.EO8

10.01.EO9

10.01.EO11

10.02.EO1

10.02.EO2

10.02.EO3

10.03.EO1

10.03.EO2

10.03.EO3

10.03.EO4

10.03.EO5

10.03.EO6

10.04.EO1

10.04.EO2	Workbook

	POST Hours:
04

Stan S/O Hours:
08	

Mandatory Learning Activity:
A learning activity which requires the student to perform the tasks while conducting a preliminary investigation of a sexual assault. At a minimum, the learning activity must address the student’s ability to: 
1. Apply laws related to sex crimes 
2. Maintain an objective attitude toward the investigation of sex crimes 
3. Understand the behavioral, emotional or physical reaction of the sex crime victim 
4. Prioritize and perform investigative tasks 
5. Conduct a comprehensive interview with the victim 
6. Interrogate the suspect and obtain a confession 
7. Collect evidence from the suspect 	
Learning Activity #1

Purpose of Activity: This activity will involve individual student work followed by paired discussion to answer questions posed from a read scenario. The instructor will provide the following scenario to students:

Description:  Divide the class into learning groups of 4-6 students. Have each group discuss and prepare to answer the following question:

If an officer responded to your house to handle the call of a relative who was the victim of a sex crime, how would you want the call handled? Achieve consensus regarding the
three most important traits an officer should possess in this setting.

Have each group make a short presentation about their answers, posting their findings regarding the traits officers need to succeed in this type of interview. Facilitate a
“compare and contrast” discussion of each group’s answer with the entire class, reinforcing concepts of professionalism, empathy and trust if not already covered by
groups.

Resources
•	The Code of Ethics and Canons
•	The P.O.S.T. LD18 Workbook
•	Internet
•	Local Community Resource Agencies

Key learning Points: As with other violent crimes, peace officers will occasionally, but not routinely, encounter incidents where they will be the first investigator at a sex crime. The officer’s experience, personal values and previous exposure to sensitive crimes may affect his or her effectiveness during the process of gathering initial crime information, ensuring the victim has access to needed resources and then conducting a thorough criminal investigation.  The community’s sensitivity to its own protection may also create issues for police agencies working to balance the rights of registered offenders with that of others in their community who may wish to live without the fear that an offender is unknowingly in their midst.  Students should be afforded opportunities to explore their own values and responses to crimes in this area and to assess how they might respond to incidents and public contacts as described in the activities herein.

Time Required: Time estimate: This activity should take as little as 20-25 minutes to complete, and may be extended at the instructor’s discretion during the presentation and class dialogue time.	
Required Tests:
H.	The POST-Constructed knowledge test for the learning objectives in Domain #10.
I.	The POST-Constructed Comprehensive Mid-Course Proficiency test will include learning objectives in Domain #10.
J.	The POST-Constructed Comprehensive End-of-Course Proficiency test will include learning Objectives in Domain #10.

Learning Domain
	11 Juvenile Law and Procedure	
Learning Need	Peace officers must recognize their roles and responsibilities regarding the protection of rights of juveniles under California law. Peace officers must realize when there is an absence of appropriate parental care and control, the state becomes the parent and is responsible for balancing the needs of the juvenile with the protection and safety of the public. Peace officers must recognize that Welfare and Institutions Codes 206, 207, 207.1 and 208 provide the basis for regulations established for the confinement of juveniles in adult detention facilities. Any person who commits an act or fails to perform a duty which then causes a juvenile to become a dependent or ward of the court, or to commit a crime, can be said to be guilty of contributing to the delinquency of a minor	
Revision
	January 2007	

LD 11 Juvenile Law and Procedure

Content Outline	Instructor Notes	E.O.	Resources	Time	
					
I.	LEARNING NEED:  Peace officers must recognize their roles and responsibilities regarding the protection of rights of juveniles under California law. (11.01.EO5)
A.	Recognize a peace officer’s responsibility for the safety of a juvenile and the general public
1.	Imposing a sense of responsibility on minors for their actions
2.	Removing minors from the custody of their parents only when necessary for the minors’ welfare or for the safety of the public
3.	Providing guidance consistent with the rehabilitative efforts of juvenile court law
4.	Protecting the public from criminal conduct
B.	Recognize the conditions when admonishment of a juvenile’s rights is or is not required.  (11.01.EO7)
1.	It is not required to advise juveniles of certain legal rights if they
a.	Have a history of being abused or neglected
b.	Are at immediate risk because of their environment or lack of adequate supervision
c.	Are hospitalized and release of the minor to a parent or guardian poses an immediate danger to the juveniles safety
d.	Are found in a public street or public place suffering from any sickness or injury, etc
e.	Are stopped for general questioning by an officer
C.	Recognize the conditions when a peace officer must seek a waiver of a juvenile’s rights. (11.01.EO8)
1.	Even though a juvenile has been advised of legal rights, a peace officer must seek a waiver of those rights before an interrogation can take place.
II.	LEARNING NEED: Peace officers must realize when there is an absence of appropriate parental care and control, the state becomes the parent and is responsible for balancing the needs of the juvenile with the protection and safety of the public
A.	Recognize the sources of peace officer authority to take a juvenile into temporary custody. (11.02.EO1)
1.	A peace officer has the authority to take into temporary custody, without a warrant, a minor who:
a.	Comes within the jurisdiction of the court (Welfare and Institutions Code Sections 601 or 602)
b.	Is a ward of the court that has violated a court order or escaped from a court ordered commitment (Welfare and Institutions Code Sections 636 or 702)
c.	Is found in a public place suffering from any sickness or injury which requires medical treatment
B.	Recognize the options available to a peace officer for the disposition of a juvenile case. (11.02.EO2)
1.	Options to the peace officer include:
a.	Releasing the minor
b.	Releasing the minor to a parent or legal guardian
c.	Delivering the minor to a public or private agency including school, youth service or community center
d.	Preparing a promise to appear (citation) and giving one copy to the minor or responsible adult and the other copy to the probation officer
e.	Delivering the minor to the juvenile probation department
C.	Recognize the conditions under which a juvenile may become a dependent of the court. (11.02.EO3)
1.	A peace officer may take a child into protective custody without a warrant, if the child has suffered, or is at substantial risk of suffering, serious physical harm or illness due to a parent or guardian’s inability to provide appropriate supervision, protection, food, clothing, shelter, medical treatment or protect the child from the conduct of another person.
2.	The inability to provide appropriate care may be due to the parent’s or guardian’s
a.	Mental illness
b.	Developmental disability
c.	Substance abuse
D.	Recognize the situations in which a juvenile can be taken into temporary custody due to habitual disobedience or truancy. (11.02.EO4)
1.	Habitual disobedience or truancy is covered by Welfare and Institutions Code Section 601.
2.	A minor who persistently or habitually refuses to obey reasonable and proper orders or directions of the parent or guardian.
a.	A minor, unless exempted, has four or more truancies within one   school year as defined by Education Code Section 48260.
E.	Recognize the situations in which a juvenile can be taken into temporary custody for violating a law or ordinance (11.02.EO5)
1.	A peace officer may take a juvenile into temporary custody without a warrant, under the authority of Welfare and Institutions Code Section 625.

III.	LEARNING NEED:  Peace officers must recognize that Welfare and Institutions Codes 206, 207, 207.1, and 208 provide the basis for regulations established for the confinement of juveniles in adult detention facilities. (11.03.EO1)
A.	Recognize the guidelines requiring the separation and segregation of dependent minors, status offenders, and wards within a facility.
1.	Welfare and Institutions Code Section 206 requires that minors in each category be segregated from minors in other categories within a law enforcement facility:
a.	Solely on the grounds that they are dependent children or wards of the juvenile court (Welfare and Institutions Code Section 300) 
b.	As status offenders (Welfare and Institutions Code Section 601)
c.	As wards (Welfare and Institutions Code Section 602)
B.	Recognize the appropriate level of confinement for the purposes of temporary custody (11.03.EO2)
1.	 Secure detention 
a.	means that a minor being held in temporary custody   in a law enforcement facility is locked in a room or enclosure and/or is physically secured to a cuffing rail or other stationary object.
2.	Nonsecure custody 
a.	means that a minor’s freedom of movement in a law enforcement facility is controlled by the staff of the facility. The minor is not locked in a room or enclosure and is not physically secured to a stationary object, but remains in constant visual supervision by the staff.
C.	Recognize the need for preventing all contact between juveniles and adult prisoners within a facility (11.03.EO3)
1.	Contact between an adult inmate and a minor is declared by Welfare and Institutions Code Section 208 as “unlawful.” There will be “limited” occasions where a minor who is being lawfully detained may be in “incidental” physical presence of an adult prisoner.

IV.	LEARNING NEED:  Any person who commits an act or fails to perform a duty which then causes a juvenile to become a dependent or ward of the court, or to commit a crime, can be said to be guilty of contributing to the delinquency of a minor.
A.	Recognize the crime elements of contributing to the delinquency of a minor. (11.04.EO1)
1.	Contributing to the delinquency of a minor is classified as a misdemeanor.
2.	Omitting the performance of any duty.
3.	Which causes or tends to cause or encourage a person under the age of 18.
4.	To come under the provisions of Welfare and Institutions Code Sections 300, 601 or 602.
B.	Recognize the crime classification as a misdemeanor or felony. (11.04.EO3)
1.	Contributing to the delinquency of a minor is classified as a misdemeanor.
2.	Punishment can include:
a.	$2,500 fine
b.	One year imprisonment
c.	Both of the above
d.	Probation not exceeding five years	Presenting introductory material, conducting facilitated discussions, asking questions

Instructor may have students complete the “self assessment” in the workbook prior to instruction as a baseline for the course.  	
11.01.EO5

11.01.EO7

11.01.EO8

11.02.EO1

11.02.EO2

11.02.EO3

11.02.EO4

11.02.EO5

11.03.EO1

11.03.EO2

11.03.EO3

11.04.EO1

11.04.EO3	Workbook	POST Hours:
03

Stan S/o Hours:
04	

Mandatory Learning Activity:
NONE

Learning Activity #1

Purpose of Activity: In this activity, the instructor will use role playing and small group work to allow students to understand the implications of their actions with regard to the community’s welfare, the perceptions of juveniles while in contact with peace officers and the potential to positively or adversely impact the image of policing in the eyes of the community served. 

Description: The instructor should ask for a volunteer from the class. Instruct the chosen student they will play the role of a fourteen year old in possession of a six-pack of beer. The “juvenile” will have been drinking, but is not drunk or otherwise incapacitated. The instructor will play the role of a peace officer contacting the juvenile in a public place.

Scenario: The officer makes contact, establishes the age of the youth, and can also discern the odor of alcohol on the juvenile’s breath. The officer confiscates the beer, places it in the trunk of their patrol car, then admonishes the youth on the consequences of drinking and tells the youth to leave. Before the youth leaves, they should ask (or the officer should proffer) about the disposition of the alcohol. The officer should smile and tell the youth it will be disposed of in the proper manner.

At the conclusion of the role play, the instructor should break the class into groups (ideally with six members each; maximum of eight students) to answer the following questions:
1.	What should the officer do with the alcohol?
2.	What are the officer’s options?
3.	What do you think the officer actually did with the alcohol?
4.	How could the officer’s actions impact the perception of the juvenile in this instance?
5.	How could the juvenile’s perceptions drawn from this incident impact their subsequent actions in other similar circumstances?

Resources Needed:
· Welfare & Institutions Code
· Penal Code
· Health & Safety Code

Key learning Points: At the conclusion of these learning activities, the student will be able to:
1.	Identify and apply the Welfare and Institutions Code and other relevant juvenile law when they encounter a crime or other pre-delinquent incident involving a juvenile suspect or victim.
2.	Contrast the manner in which to interact with a juvenile as opposed to an adult offender, including the initial contact, subsequent interviews and options for disposition.
3.	Comprehend, apply and evaluate the effectiveness of actions intended to redirect juveniles away from criminal or pre-delinquent behaviors into those that would be constructive and consistent with the conduct desired by the community served.

Time Required: The groups should be given 15 minutes to discuss the questions posed. They should appoint a spokesperson and a member to record the discussion - subsequent class time from 15-30 minutes to present results.

Time estimate: 15-30 minutes, including breakout time and group presentations
	
Learning Activity #2

Purpose of Activity: This can either be a role-play or a scenario read to the class as a prelude to group work. The primary emphasis of the scenario is for the student to encounter a situation where they must assess a situation where children may need to be taken into protective custody.

Description: If undertaken as a role-play, assign a small group of students to act as teens and adolescents and select three others to play two responding officers and their sergeant. The sergeant will not respond unless called by the officers. The remainder of the class will view the scenario.
Officers respond to a residence on a call of unknown trouble and a possible teen party. When they arrive, they will make contact with two 13-year olds and 2-3 young children. The teens will explain their Mom left on a date yesterday and told them she would return in a couple of days. The teens bought food yesterday with money Mom had left, but were hungry now and weren’t sure how to cook food in the pantry. One of the adolescents was possibly sick, and the other wouldn’t stop crying. The teens were arguing loudly prior to the officer’s arrival, which prompted the neighbor’s call to the police. The children have an aunt who lives about two hours away. Mom took the car, but they have the car’s license plate and description from an auto repair bill left on the sink. One of the teens also pulls one officer aside and says that his brother/sister teen struck the child who wouldn’t stop crying. The neighbor says the noise has to stop, and that she will sign whatever is necessary to solve the problem.

At the conclusion of the role-play, break the class into groups of 6-8 persons to discuss the following issues:
· What options for action did the officers have?
· Was the sergeant called at the appropriate time, and was he/she used in the best possible manner?
· What areas of law apply in this circumstance?
· What responsibilities does the Mom have in this incident, and how should her issues be resolved?

Resources Needed:
· Welfare & Institutions Code
· Penal Code
· Health & Safety Code

Key learning Points: Students should learn that incidents involving protective custody often present particularly difficult considerations. In this scenario, a neighbor wishes to prosecute for the disturbance, one of the teens may have committed an assault and the absent parent may be criminally liable for abandoning the children. In the second scenario, the aunt lives at such a distance that her taking custody may not be practical. The instructor should ensure discussion ensues regarding 600 WIC et al, and that students discuss how and when to take children into protective custody.

Time Required: The preparation for the role-play will take 5-10 minutes depending on how complex the instructor desires to portray the scenario. The role play will take about 10 minutes, with 15-20 minutes for group work. Class discussion of group work will take a minimum of 15 minutes.

Required Tests:
A.	The POST-Constructed knowledge test on the learning objectives in Domain #11. 
B.	The POST-Constructed Comprehensive End-of-Course Proficiency Test will include learning objectives in Domain #11.
C.	The POST-Constructed comprehensive test for the re-qualification Course will include learning objectives in Domain #11.

Learning Domain
	12 Controlled Substances	
Learning Need
	Arrest and successful prosecution depend on the development of probable cause.  Peace officers must know the elements required to arrest for violations of controlled substances statutes, and to categorize these crimes as misdemeanors or felonies. Peace officers need to know how the body’s various subsystems function and how controlled substances can affect normal behavior, involuntary physical performance, and other reactions.  This information assists the officer in determining which controlled substance is influencing a person’s conduct. To develop a reasonable belief that a person possesses a controlled substance, peace officers must be able to recognize what drug category the person may be in possession of.  This can be determined by its physical characteristics, packaging, and the symptoms of the user. Peace officers need to be able to detect the existence of an illegal manufacturing site for controlled substances based on observations, and upon discovery, take the appropriate actions. They need to know how to protect themselves and the public from the potential problems associated with a clandestine laboratory. 	
Revision
	July 2007	

LD 12 Controlled Substances

Content Outline	Instructor Notes	E.O.	Resources	Time	
					
I.	LEARNING NEED:  Peace officers need to know how drugs can affect normal behavior.  This information assists the officer in determining which controlled substance is influencing a person’s conduct.
A.	Discuss the impact of drugs on the body. (12.02.EO1)
1.	Introducing a drug into the body upsets the body’s dynamic chemical balance (the body’s homeostasis).  The body then alters its own supply of natural chemicals to accommodate the outside drug now in the system.
 
II.	LEARNING NEED:  To develop probable cause for possession of controlled substances, peace officers must be able to recognize what category of drug the person possesses.  
A.	Recognize the category, common name(s), symptoms, physical properties and packaging of the following controlled substances: (12.03.EO2-12.03.EO9)
1.	Stimulants
2.	Hallucinogens
3.	Narcotic Analgesics
4.	Cannabis
5.	Depressants
6.	Inhalants
7.	Dissociate Anesthetics
B.	Recognize how the following substances are introduced into the body and general indicators of use: (12.03.EO11, 12.03.EO12)
1.	Stimulants
2.	Hallucinogens
3.	Narcotic Analgesics
4.	Cannabis
5.	Depressants
6.	Inhalants
7.	Dissociate Anesthetics 

III.	LEARNING NEED:  Arrest and successful prosecution depend on the development of probable cause.  Peace officers must know the elements required to arrest for violations of controlled substances statutes, and to categorize these crimes as misdemeanors or felonies. (12.01.EO1 -12.01.EO9)
A.	Recognize the crime elements required to arrest for:
1.	Possession of drug paraphernalia
2.	Being under the influence of a controlled substance
3.	Possession of a controlled substance
4.	Possession of a controlled substance for sale
5.	Transporting/selling/furnishing, etc. of a controlled substance
6.	Cultivating or harvesting marijuana
7.	Manufacturing a controlled substance
8.	Possession of precursor chemicals for manufacturing
B.	Recognize the crime classification as a misdemeanor or felony (12.EO11)
1.	Felony – heroin and other opiates
2.	Misdemeanor – over an ounce (28.5grams) of marijuana

IV.	LEARNING NEED:  Peace officers need to be able to recognize the existence of an illegal manufacturing site for controlled substances based on observations upon discovery, and take the appropriate actions.  They need to know how to protect themselves and the public from the potential problems associated with a clandestine laboratory.
A.	Identify the characteristics of a clandestine laboratory (12.04.EO1)
1.	Operational – These labs actually produce drugs with visible lab apparatus with steam and fumes being produced.
2.	Non-operational – These labs are set up to produce drugs, but are not operating; all of the necessary chemical or vital pieces of apparatus may/may not be present.
3.	Boxed labs – These labs are “boxed”; they are not set up to produce drugs because the chemicals and apparatus are packed away.
B.	Identify types of clandestine labs (12.04.EO2)
1.	Traditional labs
2.	 “Pocket” labs
C.	Identify the required safety precautions when securing a clandestine laboratory (12.04.EO3)
1.	Get out or away from the lab
2.	Secure the site
3.	Establish a point of surveillance
4.	Call the:
a.	Fire Department
b.	Narcotics unit
c.	Patrol backup
5.	Follow departmental policy regarding notification of HAZMAT	Presenting introductory material, conducting facilitated discussions, asking questions

Instructor may have students complete the “self assessment” in the workbook prior to instruction as a baseline for the course.	

12.02.EO1

12.03.EO1
12.03.EO2

12.03.EO2
12.03.EO3
12.03.EO5
12.03.EO7
12.03.EO8

12.03.EO11

12.01.EO1
12.01.EO2

12.01.EO3

12.01.EO4
12.01.EO6

12.01.EO7
12.01.EO8
12.01.EO9 

12.01.EO11

12.04.EO1

12.04.EO2 

12.04.EO3	Workbook	POST Hours: 
12

Stan S/O
Hours: 
12

Mandatory Learning Activity:
NONE
	
Learning Activity #1

Purpose of Activity: Substance abuse is one of the most persistent and prevalent problems in communities across America, cutting across all ethnic, social and economic backgrounds. It may be seen on the streets of some communities more readily, but is present in every city and county in the State of California. A significant portion of criminal activity is either committed while under the influence of a substance or to acquire substances for consumption or sale. Effective policing can serve both to enhance the quality of life in our communities by impacting the possession and use of controlled substances and serve as a primary agency to educate those who might otherwise fall into a lifestyle
where substance abuse is common.

Description:  This activity is a scenario read to the class, after which the students will break into small groups for discussion and resolution. The nature of this scenario allows the instructor to either 

a) request the groups assign a spokesperson and come to a group consensus
b) have the groups discuss the topic in a leaderless format

Present and defend their perspectives individually. If an individual/group exercise, the time in group should be long enough to surface issues without time to come to a resolution. If a group exercise, allow adequate time to allow the group to fully assess the assigned questions. 

Scenario: “You are off duty at a party at a fellow officer’s residence. While looking for a restroom, you open a door that apparently leads to the garage through a laundry room. As you turn to leave, you notice a small plant on the
floor partially obstructed by the floor water heater. The plant is being warmed by a small plant light. As you lean closer, it appears the plant is a marijuana plant.” 

The groups should be tasked with discussing the following questions:
· What would you do?
· If you elect to confront the officer, what would you do if he told you his wife has glaucoma and is growing the plant for medical reasons?
· What are the legal issues and ethical implications in your contemplated actions?

Resources Needed:
LD3 and LD1 (Leadership, Professionalism & Ethics) are valuable resources for the instructor prior to facilitating these activities. The instructor will have to prepare simulated drug packets for the role-play, and may have to provide the “suspect” with a jacket or other loose clothing to facilitate the transfer of drugs into their clothing during the team leader’s search.  Students should be able to identify the ethical dimensions to these activities, and be able to defend their actions and synthesize from the facts of this incident. This would include means to best work through the steps of ethical and effective problem-solving for situations they will encounter once beyond the academy environment.  There are news videos available that present the conflict over medical marijuana that may be appropriate for this activity. The instructor may also wish to present the scenario and questions in written form to expedite the “up front” work and allow more time for discussion.

Key learning Points: 
· Understand and apply techniques to intervene into the inappropriate conduct of other officers.
· Identify, analyze and apply knowledge to interpret narcotics laws and enforce them appropriately.

Time Required: As noted in the instructions, you will choose between allowing the groups to fully complete work to come to a consensus, presented by a group spokesperson. If handled in this manner, the group work will take about 15 minutes, then about 3-5 minutes per group to present. If an individual/group exercise, allow 5-7 minutes in groups, then ask for volunteers to speak regarding their conclusions. The instructor can contract or expand this exercise depending on how long it is necessary to discuss issues or off-duty obligations, medical marijuana laws and personal responsibility in an ethical dilemma.

Learning Activity #2

Purpose of Activity: This is a role-play that the instructor may vary based on the desired length of the session. The central focus of the scenario is illegal conduct by officers on a narcotics search. The instructor is encouraged to modify the scenario to enhance or reinforce any particular aspect of the situation encountered by the role-play students. To act out the scenario, ask for a volunteer to play the officer, and 2-3 others to play the roles of the suspect and other narcotics investigators.

Description: 
Scenario: “You are asked by the narcotics team to assist in the service of a search warrant at a drug house. You arrive on scene and are told the occupants of the house have been very antagonistic in the past, and have filed complaints about police misconduct on previous raids. The team leader tells you they are going to “fix them” once and for all. The warrant is served without incident, and the team  leader tells you to watch the suspect (who they took into custody) while they search the rest of the house. After a few minutes, the team leader returns to the suspect and asks the officer if he or she has patted the suspect down (if yes, the officer would have found nothing; if no, the officer would be told to do so). The team leader says they are not satisfied the suspect has nothing and begins to pat the suspect down and reach into the suspect’s jacket and shirt pockets. Shortly thereafter, the team leader produces a packet of a white crystalline powder and says to the suspect, “Hey, with your other two strikes, you won’t be selling drugs to kids for at least the next 25 years.” You are convinced the suspect did not have the drugs in his possession when you patted him down, and that the team leader most likely planted the packet. Other officers located a quantity of apparent cocaine in other locations in the house, so the suspect will go to jail and face prosecution in any case for the same charges.”

The class would be broken into groups, and be told to select a spokesperson to present the group’s conclusions. Each group will discuss:
· What the officer should do when presented with this circumstance.
· Whether or not the officer’s concerns about drugs planted on the suspect are relevant since he will go to jail anyway for the other drugs found.
· The legal and moral implications of the actions of the team leader.
· The need to ensure the police can remove persons from the community who are furnishing drugs to youth.

Resources Needed:

LD3 and LD1 (Leadership, Professionalism & Ethics) are valuable resources for the instructor prior to facilitating these activities. The instructor will have to prepare simulated drug packets for the role-play, and may have to provide the “suspect” with a jacket or other loose clothing to facilitate the transfer of drugs into their clothing during the team leader’s search.  Students should be able to identify the ethical dimensions to these activities, and be able to defend their actions and synthesize from the facts of this incident. This would include means to best work through the steps of ethical and effective problem-solving for situations they will encounter once beyond the academy environment.  There are news videos available that present the conflict over medical marijuana that may be appropriate for this activity. The instructor may also wish to present the scenario and questions in written form to expedite the “up front” work and allow more time for discussion.

Key learning Points: 

Students should be aware that ethical conflicts rarely give warning signs before emerging, and that officers and deputies need to consider how they will act and react once one presents itself. Students should also know they must be able to analyze and evaluate the actions of others to avoid being drawn into active or passive agreement with inappropriate actions through the influence of others. 
Personal possession of marijuana and the issue of using it for medical purposes are subjects that will remain in flux for the foreseeable future, and activity one will allow students to assess their thoughts and learn agency, moral and legal implications surrounding the issue. Personalizing it into the family of a co-worker adds the dimension of conflict between duty and loyalty, a reinforcement of one of the core issues in ethical decision-making.

Time Required: Preparation for the scenario will take about 5-7 minutes, and the instructor may wish to prepare the actors (other than the patrol officer) during a break period. The instructor may also wish to play the role of the team leader to enhance the reality of slipping drugs into the pocket of the suspect for the role play. The scenario will take about five minutes, and then group discussion should take 10-12 minutes. Group presentations will each take 3-5 minutes.	

Required Tests:
A.	The POST-Constructed knowledge test for the learning objectives in Domain #12.
B.	The POST-Constructed Comprehensive Mid-Course Proficiency test will include learning objectives in Domain #12.
C.	The POST-Constructed Comprehensive End-of-Course Proficiency test will include learning Objectives in Domain #12.
D.	The POST-Constructed PC 832 Arrest Written Test will include learning objectives in Domain #12.

Learning Domain
	13 ABC Laws	
Learning Need
	Arrest and successful prosecution depend on the development of probable cause.  Peace officers must know the elements required to arrest for violations of ABC law, and to categorize these crimes as infractions, misdemeanors or felonies	
Revision
	July 2007	

LD 13 ABC Laws

Content Outline	Instructor Notes	E.O.	Resources	Time	
					
I.	LEARNING NEED: Arrest and successful prosecution depend on the development of probable cause.  Peace officers must know the elements required to arrest for violations of ABC law, and to categorize these crimes as infractions, misdemeanors or felonies.
A.	Recognize the crime elements required to arrest, for the following crimes: (13.01.EO5)
1.	Sales without a license
a.	Any person who, exercises the privileges or performs any act which only a licensee may exercise or performs under the authority of a license, unless the person is authorized to do so by a license.
2.	Sales without a license are covered under Business and Professions Code Section 23300.Unauthorized alcohol on premises (13.01.EO6)
a.	Any person or licensee who, possesses on any licensed premises, any alcoholic beverage not authorized by the license.
b.	Unauthorized (unlawful possession of) alcoholic beverage son licensed premises is covered under Business and Professions Code Section 25607(a).
3.	Furnishing alcohol to an obviously intoxicated person (13.01.EO7)
a.	Any person who, sells, furnishes, gives, or causes to be sold, furnished, or given away, any alcoholic beverage to any obviously intoxicated person.
b.	Furnishing alcoholic beverages to an obviously intoxicated person is covered under Business and Professions Code Section 25602(a).
4.	Sale/consumption during restricted hours (13.01.EO8)
a.	Any on or off licensee, or agent or employee of such licensee, who sells, gives, or delivers to any person, any alcoholic beverage or any person who knowingly purchases any alcoholic beverage between the hours of 2:00 a.m. and 6:00 a.m. of the same day.
b.	Unlawful sale/purchase during restricted hours is covered under Business and Professions Code Section 25631.
c.	Unlawful permitting consumption during restricted hours is covered under Business and Professions Code Section 25632
5.	Sale to, consumption by, purchase by, or attempting to purchase by a minor (13.01.EO9)
a.	Every person who sells, furnishes, gives or causes to be sold, furnished, or given away, any alcoholic beverage to any person under the age of 21 years
b.	Sale to a minor is covered under Business and Professions Code Section 25658(a).
c.	Any person under the age of 21 years who purchases any alcoholic beverage, or consumes any alcoholic beverage in any on-sale premises.
d.	Consumption/purchase by a minor is covered under Business and Professions Code Section 25658(b).
e.	Any person under the age of 21 years who attempts to purchase, any alcoholic beverage, from a licensee, or the licensee’s agent or employee
f.	Attempt to purchase by a minor is covered under Business and Professions Code Section 25658.5.M
6.	Minor in possession of an alcoholic beverage (13.01.EO10)
a.	Any person under the age of 21 years, who has any alcoholic beverage in his or her possession, on any street or highway, or in any public place, or in any place open to the public.
b.	A minor in possession of an alcoholic beverage is covered under Business and Professions Code Section 25662(a). 
7.	Minors consuming /in possession of alcoholic beverages at a social gathering (13.01.EO11)
a.	A peace officer has lawfully entered the premises, those gatherings are open to the public, 10 or more persons under the age of 21 are participating, persons under the age of 21 years are consuming alcoholic beverages, and there is no supervision by a parent or guardian of one or more of the participants
b.	Social gatherings with minors consuming alcoholic beverages are covered under Business and Professions Code Section 25662(b).
8.	Minor’s possession/presentation of a false ID (13.01.EO12)
a.	Any person under the age of 21 years, who presents or offers to any licensee, his or her agent or employee, any written, printed, or photostatic evidence of age and identity, which is false, fraudulent, or not actually his or her own, for the purpose of ordering, purchasing, attempting to purchase, or otherwise procuring or attempting to procure, the serving of any alcoholic beverage, or who has in his or her possession any false or fraudulent ID.
b.	Possession or presentation of a false ID is covered under Business and Professions Code Section 25661.
9.	Minor inside public premises (13.01.EO13)
a.	Any licensee under an on-sale license issued for public premises, whom permits a person under the age of 21 years, to enter and remain in the licensed premises without lawful business. OR any person under the age of 21 years who enters and remains in the licensed premises without lawful business.
b.	Minors inside public premises are covered under Business and Professions Code Section 25665.
10.	Possession of alcoholic beverages on public 	school grounds (13.01.EO14)
a.	Any person, who possesses, consumes, sells gives, or delivers to any other person, any alcoholic beverage, in or on any public school house or any of the grounds.  This is enforceable seven days a week, 24 hours a day.
b.	Possession of alcoholic beverages on public school grounds is covered under Business and Professions Code Section 25608.
11.	Furnishing false identification to a minor 	(13.01.EO15)
a.	Any person, who sells, gives or furnishes, to any person under the age of 21 years, any false or fraudulent written, printed, or photostatic evidence, of the majority and identity of such minor.
b.	Selling, giving or furnishing false or fraudulent identification to a minor is covered under Business and Professions Code 25660.5.
B.	Recognize the crime classifications as an infraction, misdemeanor or felony (13.01.EO16)
1.	Sales without a license 
a.	The crime of sales without a license is a misdemeanor, except that a person, without having a still license, exercising the privileges or performing any act, which a still licensee may perform, is guilty of a felony. (Business and Professions Code Section 23301)
2.	Unauthorized alcohol on premises 
a.	The crime of unauthorized (unlawful possession of) alcoholic beverages on any licensed premises is a misdemeanor.
3.	Furnishing alcohol to an obviously intoxicated person 
a.	The crime of furnishing alcoholic beverages to an obviously intoxicated person is a misdemeanor.
4.	Sale/consumption during restricted hours 
a.	The crimes of unlawful sale, purchase, furnishing and/or permitting consumption during restricted hours are misdemeanors.
5.	Sale to, consumption by, purchase by, or attempting to purchase by a minor 
a.	Sale to a minor and consumption/purchase by a minor are misdemeanors.
b.	Attempt to purchase by a minor is classified as an infraction.
6.	Minor in possession of an alcoholic beverage 
a.	The crime of minor in possession of an alcoholic beverage is a misdemeanor.
7.	Minors consuming /in possession of alcoholic beverages at a social gathering 
a.	Minors consuming or in possession of alcoholic beverages is a misdemeanor.
8.	Minor’s possession/presentation of a false ID 
a.	The crime of possession or presentation of a false ID is a misdemeanor.
9.	Minor inside public premises 
a.	The crime of minor inside public premises is a misdemeanor. Both the on-sale licensee and the minor are guilty of a misdemeanor under this section.
10.	Possession of alcoholic beverages on public 	school grounds 
a.	The crime of possession of alcoholic beverages on public school grounds is a misdemeanor.
11.	Furnishing false identification to a 	minor 
a.	The crime of furnishing false ID to a minor is a misdemeanor.

II.	LEARNING NEED:  The ABC Act provides a method to abate a number of common problem areas within a community.  To effectively enforce ABC law, peace officers must be aware of basic ABC investigative techniques.   
A.	Identify possible threats to officer safety encountered when investigating ABC violations (13.02.EO4)
1.	Individuals often display more courage when surrounded by friends and supporters and may be more inclined to challenge authority, whereas they might not be so inclined in a different environment or set of circumstances.
2.	Patrons often come to the support of the owners and employees.
3.	Fights may become unruly. View the situation as a potential threat to personal safety. If you upset one person, five may come at you.
4.	Confined space limits alternatives. Additional considerations must be taken with the use of a firearm. The situation is prone to weapon take-aways, easy attacks.
B.	Recognize the methods for determining if a suspected liquid is an alcoholic beverage (13.02.EO5)
1.	Peace officers are cautioned that chemical analysis of the suspected item is the best proof. Use of alternative methods can result in a loss of both criminal and administrative cases.
C.	Recognize appropriate methods for obtaining evidence to establish proof of an ABC violation (13.02.EO6)
1.	Retain alcoholic beverage for evidence. When necessary, put in a clean
2.	Evidence bottle and seal. Local policy may allow photographic evidence.
3.	Mark bottles or containers of seized beverage for identification.
4.	Seal container in presence of person from whom seized, if possible.
5.	Give a receipt for seized evidence, if container is unopened. This requirement for unopened alcoholic beverages may vary with agencies.
6.	Smell and identify alcoholic beverage, if in an open container.
7.	If a mixed drink, remove ice immediately. Place mixed drink in a clean sample bottle.
8.	Obtain chemical analysis to substantiate alcoholic content, if deemed necessary.
D.	Recognize procedures for establishing the age and identity of a person using legally 	accepted identification (13.02.EO7)
1.	Issued by a governmental agency (federal, state, county, or municipal),
a.	Name of the person
b.	Date of birth
c.	Physical description,
d.	Photograph, and
e.	Currently valid (i.e., not expired).
2.	Examples of legally acceptable ID's include, but are not limited to, a:
a.	Driver's license,
b.	State-issued ID card,
c.	U.S. passport, or
d.	Federal Military ID card (except ones which don’t have a physical description).
3.	In addition, the officer should:
a.	Question minor about age and establish if minor was questioned about age prior to service.
b.	Attempt to verify age by a records check, parent, guardian, or relative.
c.	Bear in mind that a birth certificate is proof of age only, and that proof of identity is necessary.
i.	Scrutinize all information documents thoroughly and compare with bearer.
ii.	Note and include in the report the apparent age, appearance, and dress of the minor.
iii.	Thoroughly search minor for false identification when probable cause exists or consent has been obtained.
iv.	Search minor for false identification even when no claim of false ID exists.
v.	If a search is made, document the results in the report for use at a trial or administrative hearing, or to preclude licensee's use of false ID issue as a defense.
vi.	Take a photograph of the minor.
E.	Identify general information to include in a written report involving a violation of ABC law (13.02.EO8)
1.	Condition of premises such as:
a.	Lighting,
b.	Length of bar,
c.	Size of crowd,
d.	Demeanor of customers,
e.	General description, or
f.	Location of checkout counter.
g.	Presence of video or surveillance camera.
h.	Number of employees present.
i.	Pertinent information from posted license such as:
i.	Licensee
ii.	Address 
iii.	Type of license.
j.	Check time accuracy:
i.	With dispatcher,
ii.	On licensee's or employee's watch or clock.	Presenting introductory material, conducting facilitated discussions, asking questions

Instructor may have students complete the “self assessment” in the workbook prior to instruction as a baseline for the course.	

13.01.EO5

13.01.EO6

13.01.EO7

13.01.EO8

13.01.EO9

13.01.EO10

13.01.EO11

13.01.EO12

13.01.EO13

13.01.EO14

13.01.EO15

13.01.EO16

13.02.EO4

13.02.EO5

13.02.EO6

13.02.EO7

13.02.EO8

	Workbook	POST Hours: 
02

Stan S/O 
Hours: 
04

Mandatory Learning Activity:

NONE Required	
Learning Activity #1

Purpose of Activity: 
Policing in the community requires the establishment of trust and credibility between law enforcement and the community. Peace officers must model exemplary conduct, both on and off duty, especially when frequenting licensed premises. The enforcement of the ABC Act depends significantly upon the contributions of police officers and deputies, their collaboration with the Department of Alcoholic Beverage Control (ABC) and development of police/community partnerships. Peace officers are important in the education of community members, especially persons under the age of 21 (minors), about the dangers of alcohol abuse and the impact of disruptive premises on the quality of life.

Description:  Students will break into three groups and will go through one activity each. The instructor will be the facilitator. At the designated time in each activity, the students and the instructor will meet and discuss each the activity. Each group will present their particular activity to the class.

Alternate 1: A juvenile stopped an adult who was walking into a convenience store and asked him to purchase some beer for him and his friends. The man entered the store, bought the beer and walked outside and gave it to the juvenile.  As you drove up, you see the adult hand a bag to a person that you know to be a
Juvenile.

Alternate 2: A juvenile, standing outside a package liquor store, asked an adult to purchase some beer. The adult entered the store, purchased the beer, left the store and gave the beer to the juvenile. As you drive up to the store you see the adult hand the beer to the juvenile. You detain both parties and determine both to be under the age of 21.

Alternate 3: As you drive in the parking lot of a club, you see an adult come out of the business and give a six-pack of beer to a juvenile.

Resources Needed:
•	Workbook
•	Penal Code

Key learning Points: The ability applies definitions of B&P codes are essential to proper recognition of crimes.  Application of B&P codes to actual scenarios will help students connect memorized definitions with real life events.

Time Required: Time estimate: 15 - 30 minutes	
Required Tests:
None	

Learning Domain
	15 Laws of Arrest	
Learning Need	Peace officers must have an understanding of the amendments to the U.S. Constitution, and similar sections of the California Constitution that are related to the authority, liability, and responsibility they have in making arrests. Peace officers must recognize that a consensual encounter is a face-to-face contact with a private person, that they cannot exert authority, and the person reasonably believes they can leave or not cooperate at any time. To execute the appropriate actions, peace officers must recognize that a temporary detention is an assertion of authority that is less than an arrest but more substantial than a consensual encounter. Peace officers must know and comply with the statutory rules of arrest in order to properly exercise their authority and responsibility, and to avoid potential liability when making arrests. When interrogating a suspect who is in custody, peace officers must follow Miranda procedures to ensure that any answers they obtain will be admissible in court. To develop admissible evidence while ensuring the constitutional rights of all individuals, peace officers must be aware of and correctly follow standardized practices for conducting crime scene interviews and interrogations.
	
Revision
	January 2007	

LD 15 Laws of Arrest

Content Outline	Instructor Notes	E.O.	Resources	Time	
					
I.	LEARNING NEED: Peace officers must have an understanding of the amendments to the U.S. Constitution, and similar sections of the California Constitution that are related to the authority, liability, and responsibility they have in making arrests.
A.	Recognize a peace officer’s role in relation to the protections and rights included in the following amendments to the U.S. Constitution and related California Constitution section: (15.01.EO2, 15.01.EO3, 15.01.EO4, 15.01.EO5)
1.	Fourth Amendment
2.	Fifth Amendment 
3.	Sixth Amendment
4.	Fourteenth Amendment
B.	Recognize a peace officer’s role in relation to the protections included under federal civil rights statutes. (15.01.EO6)
1.	Peace officers are subject to this statute and can be held personally liable if, while acting under the color of law, they deprive or deny someone a legal right to which the person was entitled.
2.	Peace officers can be prosecuted criminally if they conspire with other persons to deprive individuals of their legal rights.
3.	Peace officers can be prosecuted criminally if they apply a law unevenly because of a person’s color, race, or the fact that the person is an alien.
II.	LEARNING NEED: Peace officers must recognize that a consensual encounter is a face-to-face contact with a private person, that they cannot exert authority, and the person reasonably believes they can leave or not cooperate at any time.
A.	Recognize appropriate conduct during a consensual encounter. (15.02.EO2)
1.	Peace officers must be vigilant when contacting the public to ensure that they do not elevate a consensual encounter into a detention. Appropriate actions that peace officers can take during a consensual encounter are:
a.	Gathering information (including identification and personal information),
b.	Interviewing witnesses at the scene of a crime or accident,
c.	Conversing casually, and
d.	Disseminating information.
B.	Recognize conduct that may elevate a consensual encounter. (15.02.EO3)
1.	Possible Elevating Actions
a.	Using emergency lights
b.	Placing the peace officer or the officer’s vehicle so as to prevent the person or car from leaving
c.	Issuing orders or commands
d.	Using accusatory questioning or tone of voice
e.	Conducting cursory/frisk searches without legal justification
f.	Demanding and/or keeping a person’s identification
2.	Alternate Actions
a.	Using a spotlight rather than emergency lights
b.	Selecting an unobstructive position or location
c.	Requesting consent; seeking voluntary cooperation
d.	Using nonaccusing, helpful, inquisitive tone of voice; requesting compliance rather than ordering it
e.	Asking for consent to frisk
f.	Requesting identification and returning it when finished or upon request
C.	Recognize the consequences of elevating a consensual encounter. (15.02.EO4)
1.	Violate the Fourth Amendment right against unreasonable searches and seizures, resulting in the suppression of evidence,
2.	Be civilly prosecuted and held liable for a violation of civil rights,
3.	Be criminally prosecuted for false imprisonment, or
4.	Face agency disciplinary action.

III.	LEARNING NEED: To execute the appropriate actions, peace officers must recognize that a temporary detention is an assertion of authority that is less than an arrest but more substantial than a consensual encounter.
A.	Differentiate between a detention and a consensual encounter. (15.03.EO2)
1.	A lawful detention requires reasonable suspicion of criminal activity.
2.	Consensual encounter is a face-to-face contact between a private individual and a peace officer under circumstances that would cause a reasonable person to believe that they are free to leave and otherwise not cooperate. No legal justification is needed as long as officers are in a place they have a right to be.
B.	Recognize reasonable suspicion. (15.03.EO3)
1.	Reasonable suspicion: When a peace officer has enough facts and circumstances present to make it reasonable to suspect that criminal activity is occurring and the person detained is connected to that activity. Reasonable suspicion of criminal activity must exist to make a detention lawful.
C.	Recognize appropriate peace officer actions during a detention. (15.03.EO4)
1.	Common investigative actions include:
a.	Questioning the person about identity and conduct,
b.	Contacting other individuals (e.g. witnesses) to confirm explanations, verifying identification, or determining whether the person is wanted (warrant check),
c.	Checking premises, examining objects, or contacting neighbors or other individuals to determine whether a crime (e.g., burglary) actually occurred, or
d.	Bringing the victim to the suspect for identification purposes.
D.	Recognize the scope and conditions for warrant-less searches and seizures during a detention. (15.03.EO5)
1.	Cursory/frisk searches are allowed to protect officers from an assault, but only if there are specific facts that cause the officers to feel endangered. The scope of such a search is limited only to:
a.	A frisk of the outer clothing,
b.	Locate possible weapons.
2.	Once the officers realize an object is not a weapon, the officers may not further manipulate the object; they must move on. Any additional feeling, grabbing, or manipulating of the item is outside the scope of a cursory/frisk search for weapons and will be considered an illegal search.
3.	Peace officers must be able to articulate specific facts which caused them to reasonably believe the person might be carrying a weapon or dangerous instrument.
4.	The following factors may support reasonable suspicion to believe the person may be carrying a weapon or pose a danger:
a.	Person’s clothing (e.g., a bulge in clothing, or wearing a heavy coat on a hot night),
b.	Person’s actions (e.g., trying to hide something or being overly nervous),
c.	Prior knowledge of person for carrying weapons or of violent behavior,
d.	Isolated location so officers are unlikely to receive immediate aid if attacked,
e.	Time of day (e.g., a dark, moonless night may increase likelihood that the officer may be attacked),
f.	Reason for detention (e.g., serious, violent, or armed offense),
g.	A similar cursory/frisk of detainee’s companion revealed a weapon, or
h.	Ratio of individuals to officers.
E.	Recognize conditions where the use of force or physical restraint is appropriate during a detention. (15.03.EO6)
1.	If a person attempts to leave during a detention, officers may use reasonable force and/or physical restraints to compel the person to remain. The use of force does not necessarily elevate the detention to an arrest. Uncooperative individuals may:
a.	Be handcuffed, and/or
b.	Be placed in a patrol vehicle.

IV.	LEARNING NEED: Peace officers must know and comply with the statutory rules of arrest in order to properly exercise their authority and responsibility, and to avoid potential liability when making arrests.
A.	Recognize when there is probable cause to arrest. (15.04.EO2)
1.	Probable cause for arrest is a set of facts that would cause a person of ordinary care and prudence to entertain an honest and strong belief that the person to be arrested is guilty of a crime. Probable cause is required before an arrest and is based on the totality of the circumstances. Facts required to establish probable cause may include, but are not limited to:
a.	Direct investigation or reports,
b.	Circumstantial evidence, or
c.	Secondhand statements from reliable sources.
B.	Identify elements of a lawful arrest. (15.04.EO3)
1.	An arrest may be made by a peace officer or private person. 
2.	The arrested person must be taken into custody, in a case and in the manner authorized by law.
3.	An arrest may be made by actual restraint of the person, or by the person’s submission to the officer’s authority.
4.	Reasonable force may be used to make an arrest, prevent escape, or overcome resistance.
C.	Differentiate between arrest and detention. (15.04.EO4)
1.	An arrest is the taking of a person into custody, in a case and in the manner authorized by law. Custody is the key word; it implies that the person making the arrest has full control. A detention or stop is an assertion of authority that would cause reasonable people to believe they are not free to leave. A detention is limited in scope, intensity, and duration.
D.	Recognize information that must be given to an arrested person. (15.04.EO5)
1.	Intent
2.	Cause
3.	Authority
E.	Recognize elements of a warentless arrest for a misdemeanor. (15.04.EO6)
1.	Though a misdemeanor was not committed in the officer’s presence, the officer may make a warrantless arrest if there is probable cause that the misdemeanor was:
a.	Committed by a juvenile
b.	Driving while under the influence 
c.	Carrying a loaded firearm on an individual’s person or in a vehicle while in any public place or on any public street 
d.	Violating a domestic protective or restraining order, when the officer was responding to a call alleging same
e.	Committing assault or battery on a spouse, cohabitant, or a parent of their child
f.	Committing assault or battery on school property while school is in session
g.	Committing assault or battery against a working firefighter, emergency medical technician, or mobile intensive care paramedic
h.	Carrying a concealed firearm at an airport.
F.	Recognize elements of a warrantless arrest for a felony. (15.04.EO7)
1.	Peace officers may make a warrant less felony arrest whenever they have probable cause to believe the person to be arrested has
a.	Committed a felony in the officer’s presence
b.	Committed a felony, although not in the officer’s presence
c.	Committed a felony, regardless of whether or not the felony was, in fact, committed.
G.	Recognize elements of a warrant arrest. (15.04.EO8) 
1.	Arrest warrants are required by Penal Code Section 815 to contain the following information:
a.	Name of the defendant,
b.	Crime that defendant is suspected of committing,
c.	Time the warrant is issued,
d.	City or county where the warrant is issued,
e.	Signature of the issuing authority with the title of office,
f.	Name of the court or other issuing agency, and
g.	Amount of bail.
H.	Recognize the requirements for entry to make an arrest. (15.04.EO9)
1.	Knock and notice means that before entering a dwelling to make an arrest, with or without a warrant, officers must give notice to the person inside.
I.	Recognize the authority for a private person arrest and the peace officer’s duty in response to a private person arrest. (15.04.EO10)
1.	A private person may arrest an individual for any public offense that has been committed in their presence.
J.	Recognize conditions under which the use of force or physical restraint is appropriate during an arrest. (15.04.EO11)
1.	Penal Code Section 835(a) authorizes peace officers to use force that is reasonable and necessary to make an arrest, prevent his escape, or overcome resistance.
K.	Recognize the statutory requirements for the disposition of an arrested person. (15.04.EO12)
1.	If the arrest is made pursuant to a warrant, the arresting officer must proceed with the arrestee as commanded in the warrant.
L.	Recognize the exception to the powers to arrest. (15.04.EO13)
1.	There are circumstances when a person who has committed a crime and cannot be arrested.
V.	LEARNING NEED: When interrogating a suspect who is in custody, peace officers must follow Miranda procedures to ensure that any answers they obtain will be admissible in court.
A.	Identify the purpose of the Miranda warning. (15.05.EO1)
1.	The Fifth Amendment of the U.S. Constitution states that: No person shall be compelled in any criminal case to be a witness against himself. In Miranda vs. Arizona (1966), the United States Supreme Court ruled that unless certain warnings are given to the suspect first, any statement made during custodial interrogation will be viewed as “compelled” because of the inherently coercive atmosphere that exists and that statement(s) would be inadmissible in a court room proceeding. The Supreme Court set forth four advisements known as the Miranda warning, which a peace officer must give to a person at the start of custodial interrogation.
B.	Recognize when Miranda warnings must be given. (15.05.EO2)
1.	Custody means a formal arrest or its “functional equivalent.” It is objectively determined by the totality of circumstances. People are in custody for Miranda purposes when they have been:
a.	Actually placed under arrest, or
b.	Subjected to the kinds of restraints associated with a formal arrest (e.g., handcuffs, guns, lockups, etc.).
2.	Interrogation occurs when a peace officer:
a.	Engages in direct/express questioning of a person about a crime, or
b.	Says something or performs some action that is reasonably likely to elicit an incriminating response from a person.
C.	Identify the proper administration of Miranda warnings. (15.05.EO3)
1.	Once the four Miranda advisements have been given and the person has acknowledged understanding them, the person may either waive or invoke the right to silence, the right to an attorney, or both.
D.	Recognize the impact of invoking either the right to remain silent or the right to counsel. (15.05.EO4)
1.	A person must knowingly and voluntarily either waive their rights to silence and counsel or must invoke one or both of these rights.
E.	Recognize the types of Miranda waivers. (15.05.EO5)
1.	Expressed
2.	Implied
3.	Conditional
F.	Recognize the exception to the Miranda rule. (15.05.EO6)
1.	There is one exception to the general Rule of Miranda when a person is in custody and about to be interrogated. It is known as the public safety or emergency rescue exception, and it is based on exigent circumstances.
VI.	LEARNING NEED: To develop admissible evidence while ensuring the constitutional rights of all individuals, peace officers must be aware of and correctly follow standardized practices for conducting crime scene interviews and interrogations.
A.	Differentiate between an interview and interrogation. (15.06.EO1)
1.	An interview is the process of gathering information from a person who has knowledge of the facts that an officer will need to conduct an investigation.
2.	Interrogations are the process of questioning suspects (who often may be unwilling to provide information to investigating officers)
B.	Identify the purpose of an interrogation. (15.06.EO2)
1.	An interrogation means any questioning or conduct that is reasonably likely to elicit (produce) an incriminating response from a suspect (i.e., perpetrator or accomplice). Although, it is possible to “interrogate” a suspect at the scene before the suspect has been arrested, handcuffed, or otherwise placed in “custody,” interrogation more commonly takes place after the suspect has been taken into custody, typically as part of a follow-up investigation. When a suspect is both in “custody” and about to undergo “interrogation,” then Miranda comes into play.
C.	Differentiate between an admission and confession. (15.06.EO3)
1.	A confession involves acknowledging the commission of all elements of a crime
2.	An admission certain facts that tend to incriminate the individual, but fall short of a confession
D.	Identify the conditions in which a confession or admission may be inadmissible in a court of law. (15.06.EO4)
1.	A confession or admission may be inadmissible in a court of law if the:
a.	Arrest and statement was the result of an illegal search and seizure, such as an improper entry, unreasonable detention, etc.
b.	Statement was obtained during custodial interrogation carried out in violation of any of Miranda’s requirements, such as without a complete advisement of rights, or without a valid waiver of rights.
c.	Statement was obtained in violation of charged defendant’s right to be assisted by counsel, such as by initiating interrogation about the charged crime, outside the presence of defense counsel, of a defendant who has already been to court and obtained a lawyer to represent him or her.
d.	Statement was involuntary, i.e., was coerced by the government as the result of: physical force or threats, express or implied threats, express or implied promises of leniency, overbearing psychological pressure.	Presenting introductory material, conducting facilitated discussions, asking questions

Instructor may have students complete the “self assessment” in the workbook prior to instruction as a baseline for the course.

	

15.01.EO2
15.01.EO3
15.01.EO4
15.01.EO5

15.01.EO6

15.02.EO2

15.02.EO3

15.02.EO4

15.03.EO2

15.03.EO3

15.03.EO4

15.03.EO5

15.03.EO6

15.04.EO2

15.04.EO3

15.04.EO4

15.04.EO5

15.04.EO6

15.04.EO7

15.04.EO8

15.04.EO9

15.04.EO10

15.04.EO11

15.04.EO12

15.04.EO13

15.05.EO1

15.05.EO2

15.05.EO3

15.05.EO4

15.05.EO5

15.05.EO6

15.06.EO1

15.06.EO2

15.06.EO3

15.06.EO4

	Workbook	POST Hours
12

Stan S/O
Hours
12

Mandatory Learning Activities:
A. The student will participate in one or more learning activities from the POST-developed Instructor’s Guide to Learning Activities for Leadership, Ethics and Community Policing (December 2005) or other comparable sources regarding laws of arrest. At a minimum, each activity or combination of activities, must address the following topics:
15-4 Note: Refer to #4 on the Legend of Recommendations for all strikeout/underlined X’s in the course columns on the left of the table Other Basic Courses RBC 832 III II I SIBC Requal 
1.	Use of analysis in the development of probable cause for consensual encounters, detentions and arrests
2.	Role of peace officer discretion in using arrest as a tool of enforcement to resolve problems and focus on quality of life issues
3.	Officer accountability and responsibility as it relates to laws of arrest.
4.	How a peace officer’s conduct and attitude affects the officer, officer’s agency and the community
B. The student will participate in a learning activity addressing interviews or interrogations. The discussion must minimally address the following issues: 
1. Mechanics of the interview process 
2. Location and physical environment 
3. Interviewer’s actions and style 
4. Types of questions	

Learning Activity #1

Purpose of Activity:   Although laws of arrest are codified in the various codes promulgated by state and local entities, there may be no greater area within with a peace officer uses his or her discretion than the decision to deprive another person of their liberty through an arrest.  The obligation of instructors in this subject area is to facilitate learning in students that encourages them to understand the purpose underlying an arrest (to prosecute an offender) rather than seeing it as a tool to “rid the community of a problem” or to “get back at” someone who “deserves it.”

Description:  Assign students to research the Internet or local media to retrieve a recent event involving an arrest by the police. Have students discuss their events in small groups (4- 6 students) for several minutes, then determine:
•	What the incidents have in common
•	What differences are reported in the events
•	How the police action was framed and described by the media
•	What public reactions were as reported in the media account

Subsequent work would be to report the findings of each group to the class. Selected student facilitators will lead the process of recording responses from the class.

Resources Needed:
•	Line-up Training Programs video series, CPTN (on www.post.ca.gov)
•	Code of Professional Conduct and Responsibility for Peace Officers, LD1 · Internet and local media sources
•	Training and Testing Specifications for Basic Courses, LD15; Learning Activities for LECP

Key learning Points:  At the conclusion of these learning activities the student will be able to:
•	Demonstrate an understanding of how others may perceive the officer’s role in balancing the needs of the community versus the rights of the individual in the exercise of their powers of arrest
•	Identify alternatives and options when considering an arrest in a specific facts circumstance, then act on the selected course of action

Time Required:  Activity can range from 5-10 minutes; group to 25-30 minutes including any class discussion.
	
Learning Activity #2

Purpose of Activity:  Although laws of arrest are codified in the various codes promulgated by state and local entities, there may be no greater area within with a peace officer uses his or her discretion than the decision to deprive another person of their liberty through an arrest.  The obligation of instructors in this subject area is to facilitate learning in students that encourages them to understand the purpose underlying an arrest (to prosecute an offender) rather than seeing it as a tool to “rid the community of a problem” or to “get back at” someone who “deserves it.”

Description:  Using one of the events reported in the media (one that has a community response and possibly responses from the arrestee’s friends or family), assign students to role-play a meeting between the police department and the arrestee’s family and others concerned with the actions of the officers involved. Groups will be:
•	Police managers
•	Family members
•	The media
•	Legal advocates
The setting will be a police conference room or meeting room. The police will start the meeting, and those assigned to differing roles will present their perspectives as conditions warrant. The instructor can allow the meeting to progress until all participants have had time to voice their issues and concerns. If the class is larger than the number of desired student participants, others should view the meeting, and then lead a debriefing of what they saw.

Resources Needed:
•	Line-up Training Programs video series, CPTN (on www.post.ca.gov)
•	Code of Professional Conduct and Responsibility for Peace Officers, LD1 · Internet and local media sources
•	Training and Testing Specifications for Basic Courses, LD15; Learning Activities for LECP

Key learning Points:  At the conclusion of these learning activities the student will be able to:
•	Demonstrate an understanding of how others may perceive the officer’s role in balancing the needs of the community versus the rights of the individual in the exercise of their powers of arrest
•	Identify alternatives and options when considering an arrest in a specific facts circumstance, then act on the selected course of action

Time Required: Time will vary from 20 minutes to a full hour of training.	
Learning Activity #3

Purpose of Activity:  Although laws of arrest are codified in the various codes promulgated by state and local entities, there may be no greater area within with a peace officer uses his or her discretion than the decision to deprive another person of their liberty through an arrest.  The obligation of instructors in this subject area is to facilitate learning in students that encourages them to understand the purpose underlying an arrest (to prosecute an offender) rather than seeing it as a tool to “rid the community of a problem” or to “get back at” someone who “deserves it.”

Description:  This activity uses video scenarios from POST or other sources to allow students to refine their understanding of arrest options (the POST Line-Up Training series has a
number of excellent short clips showing 1-2 minute scenarios for subsequent group discussion). This activity also allows opportunities for selected student leaders to lead
small group discussions.

Students will view short scenarios depicting a contact with a person who may be in violation of the law. At the conclusion of the scenario, groups will discuss:
•	What they saw
•	What laws were being violated
•	What options the officer or deputy had
•	What the community would expect or want the officer to do

Group discussions should take no more than 5-7 minutes, at which time another scenario will be shown. The process of scenarios and group discussions should be repeated at least 3 times.
At the conclusion of the third round, the class will re-form. Student leaders will then work to enhance large group understanding through this process:
The first scenario will be shown for a second time. The facilitator will ask for responses from the class in re: what they saw, what options the officers had and what expectations the community might have regarding the considered actions of the officers involved. Other students should be assigned to chart the responses for further reflection. Once the first scenario has been viewed and discussed by the class, the second and subsequent scenarios will be shown using the same process.

Comprehensive Questions
1.	What are the similarities and differences in perspectives of the police and those they serve? Why is this important to know?
2.	What other perspectives might we want to consider when considering options for action or forming opinions about significant events?
3.	Can you identify any assumptions in the news articles that could lead the public to a false or skewed understanding of the event described?

Resources Needed:
•	Line-up Training Programs video series, CPTN (on www.post.ca.gov)
•	Code of Professional Conduct and Responsibility for Peace Officers, LD1 · Internet and local media sources
•	Training and Testing Specifications for Basic Courses, LD15; Learning Activities for LECP

Key learning Points:  At the conclusion of these learning activities the student will be able to:
•	Demonstrate an understanding of how others may perceive the officer’s role in balancing the needs of the community versus the rights of the individual in the exercise of their powers of arrest
•	Identify alternatives and options when considering an arrest in a specific facts circumstance, then act on the selected course of action
Time Required: 20-30 minutes	
Required Tests:
A. The POST-Constructed knowledge test on the learning objectives in Domain #15.
	B. The POST-Constructed Comprehensive Mid-Course Proficiency Test will include learning objectives in Domain #15. 
	C. The POST-Constructed Comprehensive End-of-Course Proficiency Test will include learning objectives in Domain #15.
D. The POST-Constructed PC 832 Arrest Written Test will include learning objectives in Domain #15.
E. The POST-Constructed comprehensive test for the Requalification Course will include learning objectives in Domain #15.	

Learning Domain
	16 Search and Seizure	
Learning Need
	Peace officers must have a clear understanding of their authority, responsibility, and potential for liability in the areas of search and seizure law, as well as the protections provided by constitutional law, statutory law, and case law against unreasonable searches and seizures.	
Revision
	January 2007	

LD 16 Search and Seizure

Content Outline	Instructor Notes	E.O.	Resources	Time	
					
I. LEARNING NEED: Peace officers must have a clear understanding of their authority, responsibility, and potential for liability in the areas of search and seizure law, as well as the protections provided by constitutional law, statutory law, and case law against unreasonable searches and seizures. 
A.	Recognize constitutional protections guaranteed by the Fourth Amendment. (16.01.EO2)
1.	The right of the people to be secure in their persons, houses, papers, and effects, against unreasonable searches and seizures, shall not be violated, and no warrants shall issue, but upon probable cause, supported by oath or affirmation, and particularly describing the place to be searched and the persons or things to be seized.
B.	Identify the concept of reasonable expectation of privacy. (16.01.EO3)
1.	Individuals have indicated that they personally (subjectively) expect privacy in the object or area, and their expectation is one which society is prepared to recognize as legitimate.
C.	Recognize standing and how it applies to an expectation of privacy. (16.01.EO4) 
1.	Standing exists when a person has a legitimate possessory interest or relationship over an object or area. To challenge a particular search or seizure, a person must have a reasonable expectation of privacy in the place or thing that was searched or seized. Only a person with standing can challenge the search or seizure of property, based on Fourth Amendment protections.
D.	Recognize probable cause to search and its link between Fourth Amendment protections and search and seizure law. (16.01.EO5)
1.	Probable cause to search an area or object means having enough facts or information to provide a fair probability, or a substantial chance, that the item sought is located in the place to be searched.
2.	To establish probable cause to search, peace officers must be able to articulate how and why they have a fair probability to believe:
a.	A crime has occurred or is about to occur.
b.	Evidence pertaining to the crime exists.
c.	The evidence is at the location they wish to search.
E.	Recognize how the exclusionary rule applies to a peace officer’s collection of evidence. (16.01.EO6)
1.	If a court finds that a search or seizure is not reasonable and that a person’s Fourth Amendment rights have been violated by the government, all items seized during the search could be ruled inadmissible or excluded as evidence at trial.

II. LEARNING NEED: To search for and seize evidence legally, peace officers must know the rules and requirements for obtaining and executing a search warrant. 
A.	Recognize how probable cause serves as a basis for obtaining a search warrant. (16.02.EO2)
1.	In the search warrant context, probable cause to search means enough credible information to provide a fair probability that the object the peace officers seek will be found at the place they want to search.
B.	Recognize appropriate actions for securing an area pending issuance of a search warrant. (16.02.EO7)
1.	Under very limited circumstances peace officers may secure a residence while in the process of obtaining a search warrant. In addition to probable cause to search, they also need exigencies, that is, a belief, based on the surrounding circumstances or information at hand, that the evidence will likely be destroyed or removed before a search warrant can be obtained.
C.	Identify the time limitations for serving a search warrant. (16.02.EO8)
1.	Penal Code Section 1534 states that the search warrant shall be executed and returned within 10 days from issuance.
2.	Normally, a search warrant may be served only between the hours of 7:00 a.m. and 10:00 p.m.
D.	Recognize the elements for compliance with the knock and notice requirements when serving a Search Warrant. (16.02.EO9)
1.	Knock or otherwise announce their presence.
2.	Identify themselves as peace officers.
3.	State their purpose.
4.	Demand entry.
5.	Wait a reasonable amount of time.
6.	If necessary, forcibly enter the premises.
E.	Recognize the Nexus Rule application while conducting an authorized search. (16.02.EO10)
1.	Nexus means a reasonable connection or link between two or more items. The nexus rule states that officers may seize items not listed in the warrant when:

III. LEARNING NEED: Although warrantless searches and seizures are presumptively illegal, when certain conditions are met, officers may lawfully search and seize evidence without a search warrant. For evidence to be admissible at trial, officers must have a clear understanding of the legal requirements for those conditions. 
A 	Recognize why a plain view seizure does not constitute a search. (16.03.EO1)
1.	In a constitutional sense, when an officer sees an item in plain view, from a place the officer has a lawful right to be, no search has taken place. The owner or possessor obviously has no reasonable expectation of privacy for items, which are in plain view. Without an expectation of privacy, the owner or possessor has no Fourth Amendment protection.
B 	Recognize the legal requirements for seizure of items in plain view. (16.03.EO2) 
1.	Probable cause
2.	A lawful right to be in the location, and
3.	Lawful access to the item.
C 	Recognize the conditions and circumstances where warrantless searches and seizures are considered reasonable and legal. (16.03.EO3)
1.	Cursory/frisks,
2.	Consent searches,
3.	Searches pursuant to exigent circumstances,
4.	Searches incident to custodial arrest, and
5.	Probation/parole searches.
D 	Recognize the scope and necessary conditions for conducting the following types of warrantless searches: (16.03.EO4, 16.03.EO5, 16.03.EO6, 16.03.EO7, 16.03.EO8)
1. Cursory/frisks 
2. Consent searches 
3. Searches pursuant to exigent circumstances 
4. Searches incident to arrest 
5. Probation/parole searches 

IV. LEARNING NEED: The Fourth Amendment’s protection against unreasonable searches and seizures extends to a person’s vehicle and property inside the vehicle. However, the courts have created several exceptions to the Fourth Amendment’s warrant requirement because of a motor vehicle’s potential mobility and reduced expectation of privacy. 
A 	Recognize the scope and necessary conditions for conducting the following types of motor vehicle searches: (16.04.EO1-16.04.EO7)
1.	Probable cause searches 
2.	Seizures of items in plain view
3.	Protective searches
4.	Consent searches
5.	Searches incident to custodial arrest
6.	Instrumentality searches
7.	Vehicle inventories 

V.  LEARNING NEED:  Peace officers must recognize when a search or seizure of evidence involves intrusion into a subject’s body, special care must be taken to balance the subject’s reasonable expectation of privacy under the Fourth Amendment against the government’s need to collect evidence.
A.	Recognize the legal framework establishing a peace officer’s authority to seize physical evidence from a suspect’s body: (16.05.EO1, 16.05.EO2)
1.	With a warrant
2.	Without a warrant
B.  Recognize conditions under which a peace officer may use reasonable force to prevent a subject from swallowing or attempting to swallow evidence: (16.05.EO3)
1.  	Officers may not use unreasonable force to recover evidence.  No bodily intrusion is permissible if the force necessary to do it would shock the conscience.  Officers may use only that degree of force necessary to overcome the suspect’s resistance and recover the evidence.
C.  	Recognize the conditions necessary for legally obtaining blood 	samples. (16.05.EO5)
1.  Probable cause
2.  Conducted by trained personnel
D.  	Recognize the conditions for legally obtaining the following non-	intrusive bodily evidence: (16.05.EO6, 16.05.EO7)
1.  Fingerprints
2.  Handwriting samples

VI. Learning Need:  Peace officers must be aware of a person’s due process rights that protect against impermissible suggestiveness when conducting any procedure involving a subject’s identification.
A.  Identify the importance of a peace officer’s neutral role during an identification procedure. (16.06.EO1)
1.  Officers should not do anything that suggests or could be interpreted as suggesting which suspect to select during any type of identification procedure
B 	Identify officer actions before and during an identification procedure to prevent impermissible law enforcement suggestiveness when conducting a: (16.06.EO2, 16.06.EO3, 16.06.EO4)
1. Field showup 
2. Photographic spread 
3. Custodial lineup 	Presenting introductory material, conducting facilitated discussions, asking questions

Instructor may have students complete the “self assessment” in the workbook prior to instruction as a baseline for the course.	

16.01.EO2

16.01.EO3

16.01.EO4

16.01.EO5

16.01.EO6

16.02.EO2

16.02.EO7

16.02.EO8

16.02.EO9

16.02.EO10

16.03.EO1

16.03.EO2

16.03.EO3

16.03.EO4
16.03.EO5
16.03.EO6
16.03.EO7
16.03.EO8

16.04.EO1
16.04.EO2
16.04.EO3
16.04.EO4
16.04.EO5
16.04.EO6
16.04.EO7

16.05.EO1
16.05.EO2

16.05.EO3

16.05.EO5

16.05.EO6
16.05.EO7

16.06.EO1

16.06.EO2
16.06.EO3
16.06.EO4
	Workbook	POST Hours: 
12

Stan S/O
Hours: 
12

Mandatory Learning Activity:
A.	The student will participate in one or more learning activities from the POST-developed Instructor’s Guide to Learning Activities for Leadership, Ethics and Community Policing (December 2005) or other comparable sources regarding search & seizure. At a minimum, each activity, or combination of activities must address the following topics: 

1.	Examples of resources within a community that may help an officer establish probable cause obtain a search warrant 
2.	Fairness, trustworthiness and respect as it relates to duties performed by an officer during searches and seizures 
3.	Ability to balance officer safety with the protection of individual rights and the preservation of property 
4.	Legal and agency policy issues
	
Learning Activity #1

Purpose of Activity: This is a facilitated, small group activity that is designed to help the student understand and apply the rule of law concerning unreasonable searches and seizures, understand and apply the impact and significance of consent, compare and contrast similarities amongst searches of persons, vehicles and private residences and recognize their ability to seize items of evidence in plain view or in the trained observation of a peace officer acting in accordance with a search conducted pursuant to probable cause.
 
Description: Scenarios
Each group will receive the scenario in writing. The groups will be instructed to select a spokesperson and 	recorder, then to engage in independent study to:

•	Identify the central search and seizure issues of the scenario
•	Identify the limitations on the officer’s actual or intended actions
•	Develop a structure for resolving search and seizure problems they will encounter in the field

Scenario One:
For several weeks, a peace officer in a uniform patrol assignment has observed some street narcotics activity at a particular locale. The seller always stands over a public sewer drain and completes his sales very quickly. Some customers arrive on foot; others drive past, stop shortly and are sold drugs. On three occasions, the officer has attempted to get into a good position to make an arrest, but recognizes the seller seems to know what’s going on, and is skilled at dealing and knows the officer’s constraints.

Added question: 
How far can this officer go to stretch or break the rules to arrest someone who obviously has contempt for the law?

Scenario Two:
Same scenario as the first, with the added information: On the fourth occasion, the officer is in place, and sees the seller has a large wad of cash in one pocket. The seller goes through the motions of what appear to be a sale. The officer stops the suspect, recovers the money, but finds no drugs. He reaches into the
suspect’s other pocket and removes a bindle of cocaine, telling the suspect he has him at last. The suspect and officer both know the officer had the bindle in his hand when he reached into the suspect’s pocket.

Added questions:
When is it OK to bend the law in order to get dangerous felons off the streets?
How do the officer’s good intentions factor into his actions? What laws, if any, did the officer violate?

Scenario Three:
On evening watch, a deputy pulls over a car because the occupants look suspicious, and because stopping people and identifying them is the best way to suppress criminal activity. The officer feels something is amiss, so he pulls the subjects out of the car, searches it and finds a loaded handgun concealed under the passenger seat. His report later recounts he saw the gun in plain sight, and searched the rest of the car for added contraband.

Added questions: 
What are the legal issues in the case? What values are in conflict in the officer? 
Why would the officer take this action? What might his motives be?

Scenario Four:
You are a newer officer assigned with one of most senior officers in your division. The officer is known for his street smarts, and the way he seems to “find trouble” and make arrests. You admire his reputation, and want to learn ways to have others look at you the way everyone looks at him. You know he will probably go to detectives soon, so this may be one of your last chances to learn from “the master.” While on patrol, he suddenly turns on the police car’s emergency lights while pulling in behind another car. He says, “Something’s not right about this guy. We’re going to find out what it is.” You pull the car over without incident, and listen to your partner grill the driver. You see the driver is nervous, and you know he’s hiding something. Your partner opens the driver’s door and tells the guy to exit. He places the subject in the back seat of the patrol car, and then approaches you near the back of the subject’s vehicle. “OK, let’s search this thing and pop the trunk open to see what he has. If we find anything, we’ll close it up and get a warrant.”

Added questions: 
What are the legal issues in this case? What was your partner’s probable cause to search the vehicle? Assume you find contraband in the trunk; what do you do?

Scenario Five:
An officer has been working to develop sufficient probable cause to get a search warrant at a house he believes is selling narcotics. After several unsuccessful attempts to develop PC, he asks another officer to “stiff in” a call to the narcotics office tip line advising anonymously of drug activity at the locale. Using this information, the officer responded to the “call” knocked on the door, and then saw a quantity of narcotic in plain view on a coffee table in the living room of the house.
Added questions: 
What laws, if any, did the officer break? 
What possible consequences could there be for the officer and his friend? 
Can the occupants of the house be prosecuted for the drugs even if the officer created his own exigency for being there?

 Resources Needed:

Training and Testing Specifications for Basic Courses, LD16; Learning Activities for LECP
Search Warrants: Where, What, Why; Melvin Vyborney, Anaheim Police Department; mvyborney@aol.com (no cost tool for writing warrants)
Specialized Investigator Basic Course; LD 63, Computer and Computer Crimes

Note: LD 25 and LD 30 have related content. Instructors may wish to add a learning activity related to writing a search warrant in one or more of these domains.

Key learning Points: The variety of scenarios, especially if drawn from real case law or media reports, will impress upon the students that search and seizure laws are used daily by peace officers, and that knowing and applying proper legal actions when searching persons and property or seizing criminal evidence is a core skill for their profession.

Time Required: 
Each group will take about 5-8 minutes to describe their scenario and provide answers to their questions. The instructor may wish to have each group answer only a portion of the general questions in order to allow adequate time for the specific questions of the group’s scenario.	

Required Tests:
A.	The POST-Constructed knowledge test on the learning objectives in Domain #16. 
B.	The POST-Constructed Comprehensive Mid-Course Proficiency Test will include learning objectives in Domain #16. 
C.	The POST-Constructed Comprehensive End-of –Course Proficiency Test will include learning objectives Domain #16.
D.	 The POST-Constructed PC 832 Arrest Written Test will include learning objectives in Domain #16. 
E.	The POST-Constructed comprehensive test for the Requalification Course will include learning objectives in Domain#16

Learning Domain
	17 Presentation of Evidence	
Learning Need
	Peace officers must know the criteria for admitting and excluding evidence to ensure evidence is identified, collected, and tracked in a legal manner that will be accepted in court Peace officers need to take thorough and reliable witness reports. For peace officer’s testimony to be given serious consideration by the court, it is essential that officers themselves as professional, credible, and convincing witnesses. 
	
Revision
	July 2007	

LD 17 Presentation of Evidence

Content Outline	Instructor Notes	E.O.	Resources	Time	
					
I.	LEARNING NEED: Peace officers must know the criteria for admitting and excluding evidence to ensure evidence is identified, collected, and tracked in a legal manner that will be accepted in court.
A.	Recognize circumstances, which may cause evidence to be excluded. (17.01.EO6)
1.	Evidence may be excluded if it is deemed by the court to be unreliable. The two largest categories of unreliable evidence are hearsay and opinion evidence.
B.	Recognize a peace officer’s role in ensuring the admissibility of evidence. (17.01.EO7) 
1.	All evidence is legally obtained,
2.	All physical evidence has been properly prepared and safeguarded per recognized chain of custody procedures, and
3.	All available supporting evidence and witness statements are gathered and documented completely.
II.	LEARNING NEED: Peace officers need to write complete, accurate, and reliable witness reports.  Reports need to record hearsay evidence that allows an active duty or retired peace officer to testify at preliminary hearings in accordance with Penal Code 872(b), Proposition 115. 
A.	Recognize the requirements and exceptions for admitting hearsay evidence for: (17.02.EO6-17.02.EO9)
1.	Spontaneous statements 
2.	Admissions and confessions 
3.	Dying declarations 
4.	Records and officer testimony 
5.	Hearsay testimony at preliminary hearings
a.	By active and honorably retired peace officers. 

III.	LEARNING NEED: For peace officer’s testimony to be given serious consideration by the court, it is essential that officers themselves as professional, credible, and convincing witnesses. (17.03.EO10)
A.	Identify peace officer responsibilities regarding pretrial preparation 
1.	Reviewing their field notes and all reports related to the case.
2.	Meeting with the case prosecutor at a pretrial conference.
3.	Complying with the prosecutors’ instructions and recommendations.
4.	Obtaining all necessary evidence prior to the trial.
B.	Identify aspects of a case that officers should review prior to giving testimony. (17.03.EO11)
1.	Observations at the crime scene including information such as lighting, weather conditions, or surrounding environment, 
2.	Dates, times, and addresses related to the crime,
3.	Physical evidence that was collected,
4.	Methods used to protect, document, and collect the evidence,
5.	Type, calibration, and maintenance routine of any equipment used,
6.	Use of the equipment,
7.	Statements made by victim(s), witness (es), and/or the defendant(s), identification an apprehension of the suspect
8.	Actions taken as part of any follow-up investigation
9.	Procedures for protecting the chain of custody of all evidence.
C.	Identify factors related to an officer’s appearance that can influence how an officer’s testimony is received by the court. (17.03.EO12) 
1.	Peace officers must realize that they are under scrutiny by the court not only while they are on the witness stand, but also from the moment they enter the courtroom until the time they leave. The officers’ dress and grooming can greatly affect their credibility.
D.	Identify appropriate actions for receiving and answering questions as a witness. (17.03.EO13)
1.	Receiving a question
a.	Look directly at the attorney asking the question.
b.	Listen carefully to the entire question.
c.	Focus on the words as well as the meaning of the question. Concentrate on the question, not the person asking the question.
d.	Be sure to understand what is being asked before formulating an answer.
e.	Not answer any question that is not clearly understood. If necessary, officers should not hesitate to ask to have the question repeated or clarified.
2.	Answering a question
a.	Tell the truth.
b.	Answer only the question that has been asked.
c.	Officers should never attempt to go further, exaggerate, color, or embellish an answer.
d.	Respond promptly, but do not rush.
e.	Be direct and clear.
f.	State each answer as simply as possible to get the desired meaning across.
g.	Keep to the point and not digress.
h.	Be brief, but answer the question completely.
i.	Testify only to what has been seen, said, heard, or done, not what “probably happened.”
j.	State only the facts that are known to be true (not hearsay).
k.	Relate conversations exactly as remembered, and use exact words and phrases, if possible.
l.	Describe incidents in chronological order.
m.	Answer only one question at a time. If a question has two parts, answer each separately.
E.	Identify appropriate responses when an officer who is testifying is unsure of or does not know the answer to a question asked by an attorney. (17.03.EO14) 
1.	An officer should answer only the questions that officer is qualified to answer.  If asked a question calling for details that the officer does not remember or does not know, that officer should never hesitate to answer with “I don’t know” or “I don’t remember” in a clear and confident manner. 
F.	Identify appropriate responses when asked to give an opinion while testifying. (17.03.EO15)
1.	An officer may be asked to give an opinion about some fact (e.g., speed, distance, size, etc.) related to a case before the court. The general rule is that a nonexpert witness may testify in the form of an opinion only if that opinion is:
a.	Based on the witness’s own observation of the facts, and
b.	Is helpful to clarify a portion of the witness’s testimony.
 	Presenting introductory material, conducting facilitated discussions, asking questions

Instructor may have students complete the “self assessment” in the workbook prior to instruction as a baseline for the course.	

17.01.EO6

17.01.EO7

17.02.EO6
17.02.EO7
17.02.EO8
17.02.EO9

17.03.EO10

17.03.EO11

17.03.EO12

17.03.EO13

17.03.EO14

17.03.EO15

	Workbook	POST Hours: 
06

Stan S/O 
Hours: 
08

Mandatory Learning Activities:
A 	The student will participate in a simulated criminal trial by either providing testimony or critiquing testimony provided by another person. The simulation shall incorporate a variety of questioning styles that officers are likely to encounter on the witness stand, including: 
1.	Badgering/belligerent questioning
2.	Offensive questioning
3.	Friendly questioning
4.	Condescending questioning
5.	Hearsay questions and testimony at a preliminary hearing
a.	By active and honorably retired peace officers. 
	
Learning Activity #1

Purpose of Activity: Demonstrate an understanding of the role of a peace officer in the presentation of testimony and evidence in a given facts circumstance.

Description: 
“You and your partner arrest a suspect for a brutal assault. Your partner is a seasoned officer so he takes the lead and does the majority of the interview with a primary witness and the suspect. Your partner is scheduled for vacation during the preliminary hearing. You have been an officer for one year. You were sick and did not attend the Academy Proposition 115 (PC872 (b)) training. Your partner tells you to testify for him at the preliminary hearing. He says “It won’t matter, just tell them you’re qualified if they ask. I can’t be there and we have to get this guy.”
Questions for individual or group consideration and class dialogue should include:
•	Does this scenario contain a crime element?
•	How does Prop 115 impacts the court process and officer testimony?
•	Who are the stakeholders in this case?
•	What is the impact if this case is thrown out of court?
•	What is the impact on the judicial system if this type of action is commonplace?
•	Do you see a problem with this activity since it’s only a preliminary hearing?
•	What is the potential impact on you as a peace officer?
Students may be assigned to consider the implications of this scenario individually, and then participate in a Socratic discussion of the topic as a class (Question and Answer, seeking possible truths). Alternately, students may work with learning partners to study and come to a consensus (general agreement) regarding the questions posed.

Resources Needed:  Penal Code

Key learning Points:  Students will have the understanding of the consequences of providing false testimony as well as the ethical dilemma.

Time Required:  Time estimate: The time for individual or paired activity should be 5-8 minutes, followed by class dialogue for 15-20 minutes up to the full teaching hour.	
Learning Activity #2

Purpose of Activity:  Demonstrate an understanding of the role of a peace officer in the presentation of testimony and evidence in a given facts circumstance.

Description:   A selected student group will be assigned the following scenario to role-play. Those in the teaching group will then facilitate a class discussion of what they have seen and its implications on policing. 
The scenario is:
You and your partner are assigned in a two-officer unit in an urban area. You are assigned by dispatch to assist at the scene of a homicide. Arriving at the locale of the crime, you are met by a detective who tells you to stand by, and then to transport a box of evidence to the police station for him or her. You drive back to the police station and take the box (about the size of a shoebox) to the detective bureau. The detective with whom you talked meets you in his office, and tells you to put the box on their desk. One of you asks if they need help booking the items in the box into the evidence room, and the detective replies “No, just leave it there. I’ll put it into my desk over the weekend and book it on Monday.” 
Questions for class discussion are:
1.	Are there any issues for the patrol officers to consider as they leave the detective bureau?
2.	Are the patrol officers responsible for the care and custody of evidence once it has been delivered to the person who wants it?
3.	How might the conduct of these officers impact subsequent testimony in court?
4.	What legal issues does this incident create with regard to the admissibility of this evidence?
5.	What actions might the patrol officers take if they believe the detective’s intended manner of evidence preservation is deficient?

Resources Needed:
•	California Penal code
•	California Evidence code
•	Appropriate Agency policies

Key learning Points: 
At the conclusion of these learning activities, the student will be able to:
· Demonstrate an understanding of the role of a peace officer in the presentation of testimony and evidence in a given facts circumstance
· Choose an appropriate course of action when presented with situations that are ethically problematic and defend the selected action

Time Required: 
This activity should take about 15 minutes to prepare, then five minutes to role-play. Class discussion may range from ten minutes up to 30 minutes depending on the depth of understanding desired regarding the chain of custody, responsibility for evidence and the ethical implications of the detective’s conduct.
	
Required Tests:
A.	The POST-Constructed knowledge test on the learning objectives in Domain #17.
B.	The POST-Constructed Comprehensive Mid-Course Proficiency Test will include learning objectives in Domain #17.
C.	The POST-Constructed Comprehensive End-of-Course Proficiency Test will include learning objectives in Domain #17.
D.	The POST-Constructed PC 832 Arrest Written Test will include learning objectives in Domain #17.
E.	The POST-Constructed comprehensive test for the Requalification Course will include learning objectives in Domain #17.

Learning Domain
	 18 Investigative Report Writing	
Learning Need	A peace officer’s ability to clearly document the facts and activities of an investigation not only reflects officer’s own professionalism, but also on the ability of the justice system to prosecute the criminal case. Peace officers must recognize that the information gathered during their initial investigation in the field the foundation for their investigative reports. Peace officers must recognize in order for an investigative report to be of use in the judicial process, be well organized, and include facts needed to establish that a crime has been committed and all actions officers were appropriate. Peace officers must recognize that an effective report must exhibit the writer’s command of the language and be relatively free of errors in sentence structure, grammar, and other writing mechanics
	
Revision
	January 2007	

LD18 Investigative Report Writing

Content Outline	Instructor Notes	E.O.	Resources	Time	
					
I.	LEARNING NEED: A peace officer’s ability to clearly document the facts and activities of an investigation not only reflects officer’s own professionalism, but also on the ability of the justice system to prosecute the criminal case.
A.	Explain the legal basis for requiring investigative reports. (18.01.E02)
1.	In order to ensure due process, officers, prosecutors, judges, etc., must have sufficient information and evidence to initiate or continue the judicial process and successfully prosecute or exonerate a suspect.

II.	LEARNING NEED: Peace officers must recognize that the information gathered during their initial investigation in the field the foundation for their investigative reports. 
A.	Discuss the importance of taking notes in preparation for writing reports. (18.02.EO6)
1.	Field notes are more reliable than an officer’s memory.
2.	An investigative report is often written several hours after an investigation of a specific event or incident has occurred.
3.	Certain types of information such as statements, times, observations, addresses, etc., can be easily forgotten or confused with other information if not recorded while still fresh in the officer’s mind.
B.	Apply appropriate actions for taking notes during a field interview. (18.02.E02) 
1.	Ask the person to recount what has happened.
2.	Keep the person focused.
3.	Listen carefully to what is being said.
C.	Distinguish between: (18.02.E03, 18.02.E04, 18.02.E05)
1.	Opinion 
2.	Fact 
3.	Conclusion 

III.	LEARNING NEED: Peace officers must recognize in order for an investigative report to be of use in the judicial process, be well organized, and include facts needed to establish that a crime has been committed and all actions officers were appropriate. 
A.	Summarize the primary questions that must be answered by an investigative report. (18.03.E03) 
1.	What?
2.	When?
3.	Where?
4.	Who?
5.	How?
6.	Why?
B.	Identify the fundamental content elements in investigative reports, including: (18.03.E04-18.03.E010)
1.	Initial information 
2.	Identification of the crime 
3.	Identification of involved parties 
4.	Victim/witness statements 
5.	Crime scene specifics 
6.	Property information 
7.	Officer actions 

IV.	LEARNING NEED: Peace officers must recognize that an effective report must exhibit the writer’s command of the language and be relatively free of errors in sentence structure, grammar, and other writing mechanics. 
A.	Apply guidelines for recommended grammar used in investigative reports, including use of: (18.04.E01-18.04.E05)
1.	Proper nouns 
2.	First person pronouns 
3.	Third person pronouns 
4.	Past tense 
5.	Active voice 
B.	Organize information within a paragraph for clarity and proper emphasis. (18.04.E06)
a.	Paragraphs are the structural units for grouping information. No matter which format is used for the investigative report (narrative or category), all paragraphs within the report must be clear and easy to understand.
b.	When writing an investigative report, the first sentence (lead-in sentence) of each paragraph should clearly state the primary topic or subject of the paragraph. The sentences that follow within the paragraph should present facts, ideas, reasons, or examples that are directly related to that primary topic.
C.	Select language that will clearly convey information to the reader of the investigative report. (18.04.E07) 
1.	Officers who are writing investigative reports should select simple, common, concrete language whenever possible. The use of simple language can help keep reports concise and brief, addressing relevant information quickly and clearly.
D.	Distinguish between commonly used words that sound alike but have different meanings. (18.03.E08) 
1.	There are a number of frequently used words that sound alike but have completely different spellings and meanings.
E.	Proofread for content and mechanical errors, including: (18.04.E09)
1.	Spelling 
2.	Punctuation 
3.	Grammar 
4.	Word choice 
5.	Syntax 	Presenting introductory material, conducting facilitated discussions, asking questions

Instructor may have students complete the “self assessment” in the workbook prior to instruction as a baseline for the course.	

18.01.E02

18.02.EO6

18.02.E02

18.02.E03
18.02.E04
18.02.E05

18.03.E03

18.03.E04
18.03.E05
18.03.E06
18.03.E07
18.03.E08
18.03.E09
18.03.E010

18.04.E01
18.04.E02
18.04.E03
18.04.E04
18.04.E05

18.04.E06

18.04.E07

18.04.E08

18.04.E09

	Workbook	POST Hours:
52

Stan S/O
Hours:
52	

Mandatory Learning Activities: 
Students will participate in a learning activity that requires the writing of five practice reports based on either POST-developed video re-enactments of crimes, investigations or law enforcement-related incidents, or based upon equivalent simulations, scenarios or videotape depictions developed by the presenter. 

The events selected should required reports reflecting a progressive level of difficulty (e.g., from a simple incident or crime to more complex events involving the articulation of probable cause to stop, probable cause to arrest, statements of witnesses, etc.) 

1.	Each learning activity must incorporate: 
a.	Generation of appropriate field notes narrative 
b.	Formal feedback to the student regarding the quality of student writing. The purpose of requiring feedback is to provide ongoing evaluation and documentation of student strengths and weaknesses so that the student is able to progressively improve. 
2.	Assessment of the practice reports should address: 
a.	The adequacy of the decisions made by the student regarding the incident/crime. This includes: 
1	The determination of the existence or nonexistence of a crime 
2	If a crime has been committed, the proper identification of that crime 
3	The taking of proper safety measures 
4	The preservation of evidence 
5	The capturing of all essential information.
3.  The ability of the report/narrative to communicate with the reader and employ proper format and conventions. This includes: 
a.	The organization and development of the report 
b.	The inclusion of relevant information 
c.	The anticipation of possible defenses that might be asserted by the suspect 
d.	The use of the active voice 
e.	The use of the first person 
f.	The proper use of grammar, punctuation, spelling, and word choice 

The student will participate in one or more learning activities from the POST-developed Instructor’s to Learning Activities for Leadership, Ethics and Community Policing or other comparable sources regarding investigative report writing. At a minimum, each activity, or combination of activities must address the following topics: 
1.	Written communication as an expression of integrity, reliability, fairness and credibility 
2.	Effective reports as a demonstration of an officer’s character, decision making, and courage 
3.	Potential stakeholders that may be positively or adversely affected by a well-written report (e.g. victims, suspects, courts, witnesses)
4.	Consequences of an ineffective/inaccurate report to the officer, officer’s agency, policing profession and the community

Learning Activity #1

Purpose of Activity:  This activity is to have students synthesize what they learned, then transfer it to written form to close the loop with regard to accurately recording events for official purposes.

Description: In this activity, the instructor will select one or more learning activities from any domain. Students will perform role-play scenarios consistent with the instructions therein, and then lead the process of investigative report writing. Students will then work in pairs to
•	Critique the writing of their learning partner
•	Discuss what needs to be in a proficient police report, and
•	What objectives or outcomes are sought in the writing of a police report

The instructor may wish to consider the use of a written skills rubric at the outset of training in this concept area to allow students to understand what “good” looks like and the objectives and anchors of effective report writing. Study and development of an assessment rubric prior to class would be necessary; there are resources for instructors on the Internet and related sources to explain the nature of rubrics and their use. The advantage of using rubrics is that it: 
•	Allows students to understand what deficient, competent and exemplary performance “looks like” though the rubric
•	Breaks the report components (conventions, content, construction, clarity, etc.) apart to encourage students to learn what they are and how to achieve competence
•	Encourages self-assessment and the assessment of writing by others without instructor intervention

Resources Needed:
•	The Code of Ethics and Canons
•	The P.O.S.T. LD 18 Workbook
•	Your agency’s Report Writing Manual
•	Your agency’s General Orders or Policy and Procedure Manual
•	Training and Testing Specifications for Peace Officer Basic Courses, LD18; Learning Activities for LECP

Key learning Points:  As noted in the introduction, written skills are perhaps the most common and pervasive activity of police practitioners. The officer or deputy’s image, reputation and professionalism are either enhanced or adversely impacted by their writing. Providing a learning experience that allows students to understand the relevance of written skills to every other aspect of their job is a necessary component of training in this Learning Domain.

Time Required: The time taken for this activity will be that noted for the specific learning activity, plus time for writing and critique of the report in pairs.

Learning Activity #2

Purpose of Activity:  A learning activity is required as a component of instructional delivery in this Domain. Effective report writing is paramount to what we do as law enforcement officers. We often think of report writing as just reporting facts in order to bring offenders to justice. Although true, report writing is also, but not limited, to:
•	A demonstration of a competent and effective investigation
•	An expression of integrity, reliability and credibility
•	A service to the community

Description:
This activity should be assigned to small groups (4-6 students) for discussion. Have each group prepare a solution and course of action. After the scenario is discussed each group can present their solution, or simply generate a general class discussion which will be less time consuming and redundant. You and your partner are involved in a use of force incident. 
Your partner writes the primary report and you write a supplemental report. When you turn in your report you happen to read your partner’s (primary) report and discover it is inaccurate, embellishes the  suspect’s actions, and diminishes the amount of force used. Your partner has already left the station and will be off for the next three days. The suspect is in custody for several felonies.  Groups will develop a course of action and be prepared to present it to the class.  Student facilitators will lead group comments and class dialogue on this topic.

Comprehensive Questions
1. What are the key issues to be considered in this problem?
2. What do these key issues distinguish and why are they important?
3. How do these key issues direct your course of action?
4. If you fail to act, what are the consequences, if any?

Resources Needed:.
•	The Code of Ethics and Canons
•	The P.O.S.T. LD 18 Workbook
•	Your agency’s Report Writing Manual
•	Your agency’s General Orders or Policy and Procedure Manual
•	Training and Testing Specifications for Peace Officer Basic Courses, LD18; Learning Activities for LECP

Key learning Points: 
At the conclusion of these learning activities the learner will be able to:
•	Identify the main themes and importance of a factually accurate investigative report
•	State in their own words their responsibility for completing a factually accurate investigative report
•	Identify and apply leadership, ethical and community policing concepts linked to their responsibility to complete an accurate and complete police report

Time Required:
10 minutes for group discussion / 20 minutes for class discussion.	

Required Tests:
A 	An exercise test that requires the student to prepare an arrest report as described below: 

Given a depiction of an arrest situation, which is based upon a POST-developed video re-enactment or scenario, or an equivalent presenter-developed video, simulation, or scenario, the student will write an acceptable report in class. 
1.	To be of sufficient complexity, the report must reflect an arrest situation, which minimally incorporates: 
a.	Elements of a crime 
b.	Probable cause to stop 
c.	Probable cause to search/seize 
d.	Recovery of evidence 
e.	Probable cause to arrest 
f.	Admonishment of the suspect, if appropriate 

2.	To be considered acceptable, the report must meet the following criteria: 
a.	The writing must be reasonably fluent, well developed, and well organized to clearly communicate to the reader 
b.	All essential information, including any facts needed to establish the corpus of the crime, must be included in the report 
c.	The report must be free of mechanical errors (i.e., grammar, punctuation, spelling and word choice) that significantly diminishes its evidentiary value or usefulness 
d.	The time required to complete the report must be reasonable and consistent with the expectations of a typical field training program 

B 	An exercise test that requires the student to prepare an investigative report as described below. 

Given a depiction of a criminal investigation which is based upon a POST-developed video re-enactment or scenario, or an equivalent presenter-developed video, simulation, or scenario, the student will write an acceptable report in class. 

1.	To be of sufficient complexity, the report must reflect a criminal investigation which minimally incorporates: 
a.	Elements of a crime 
b.	Statements of victim(s) and/or witness(es) 
c.	Pertinent crime scene details 
d.	Physical evidence 
2.	To be considered acceptable, the report must meet the following criteria: 
a.	The writing must be reasonably fluent, well developed, and well organized to clearly communicate to the reader 
b.	All essential information, including any facts needed to establish the corpus of the crime, must be included in the report 
c.	The report must be free of mechanical errors (i.e., grammar, punctuation, spelling and word choice) that significantly diminishes its evidentiary value or usefulness 
d.	The time required to complete the report must be reasonable and consistent with the expectations a typical field training program 	

Learning Domain
	19 Vehicle Operations	
Learning Need
	Officers need to know the importance of defensive driving principles and techniques in order to develop safe driving habits. This chapter focuses on the law enforcement vehicle collisions and the officer’s legal responsibilities while operating a law enforcement vehicle. Refer to the following chart for specific topics.	
Revision
	January 2007	

LD 19 Vehicle Operations
Content Outline	Instructor Notes	E.O.	Resources	Time	
					
A.	LEARNING NEED:  Peace officers need to know the importance of defensive driving principles and techniques in order to develop safe driving habits.
1.	Determine a safe distance when following another vehicle.
i.	A safe minimum following distance is at least three seconds of time between vehicles. This allows sufficient time for a driver to react to sudden hazards.
2.	Identify the effect of speed on a driver’s peripheral vision.
i.	Peripheral vision is everything seen laterally when the eyes focus straight ahead.  The average person has 180 degrees of vision when they are stationary.  
ii.	With increases in speed or stress, peripheral vision can significantly decrease.  This is known as tunnel vision.
3.	Discuss how reaction time lapse affects vehicle-stopping distance.
i.	The average driver’s perception time is .75 seconds and their reaction time is another .75 seconds. It takes a total of 1.5 seconds to perceive and react to a problem on the road. Depending on the speed of the vehicle, a significant distance can be covered during the 1.5 second period.
4.	Recognize potential hazards when entering intersections and appropriate actions to prevent collisions when driving a law enforcement vehicle.
i.	Intersections pose the greatest potential for collisions. Defensive drivers, even if they have the right of way, visually clear intersections (lane by lane) by looking for cross traffic and pedestrians.
ii.	Clearing intersections
iii.	Fresh green light
iv.	Stale green light
v.	Right turns
vi.	Left turns
5.	Recognize potential hazards of freeway driving and appropriate actions to prevent collisions.
i.	Freeway driving poses different hazards than driving on city streets. The following identifies potential hazards and appropriate responses while driving on the freeway:
ii.	Merging onto freeway
iii.	Re-entering freeway after a traffic stop
iv.	Driving at high sped for long periods
6.	Identify potential hazards of operating a vehicle in reverse and appropriate actions to prevent collisions.                                                                                                                                                                              
i.	Officers should be aware that a large percentage of collisions occur while operating a vehicle in reverse. When operating a vehicle in reverse (also known as, backing), officers should:
ii.	Backing at greater than 10 mph
iii.	Backing on roadway
iv.	Backing into traffic
7.	Identify the importance and proper use of safety belts and other occupant restraint devices in a law  enforcement vehicle
i.	Seatbelts have proven to be the single most effective way of protecting vehicle occupants from serious injury or death in a collision.
8.	Identify physiological and psychological factors that may have an effect on an officer’s driving
i.	Psychological factors
1.	Excitement
2.	Impatience
3.	Aggression
4.	Overconfidence
5.	Lack of confidence
6.	Self-righteousness
7.	Fear
8.	Peer pressure
9.	Preoccupation
ii.	Physiological factors
1.	Rapid pulse
2.	Rapid breathing
3.	Tunnel vision
4.	Increased adrenaline flow
5.	Loss of sensory perception
6.	Deterioration of decision-making ability
7.	Loss of motor skills
8.	Fatigue
iii.	Identify hazards of varied road conditions
1.	Good defensive drivers recognize and adapt to the changing conditions encountered on the road.
2.	Standing Water or rain
3.	Loose Gravel
4.	Mud
5.	Hills
6.	Construction Zone
7.	Potholes
8.	Snow and Ice
9.	Fog
10.	Night Driving
9.	Discuss the requirements for a vehicle inspection
i.	Improperly maintained vehicles can experience mechanical failure, which can jeopardize the safety of the driver and others on the road. Therefore, it is essential that officers properly inspect their vehicle before and after each tour of duty.
ii.	Describe a correctly performed vehicle inspection of the exterior of a law enforcement vehicle. What action should you take, if any, if you note severe rear tire wear?
B.	LEARNING NEED:  Peace officers must recognize that emergency response (Code 3) driving demands a high level of concentration and instant reactions.
A.	Identify the objectives of emergency response driving
1.	Any life threatening emergency
2.	Serious crime in progress
3.	Officer needs assistance
4.	Traffic collision involving major injuries
5.	Fire
B.	Recognize the statute governing peace officers when operating law enforcement vehicles in the line of duty
1.	Rules of the road
2.	Liability 
C.	Explain the importance of agency-specific policies and guidelines regarding emergency response driving
1.	Agency policies and guidelines regarding emergency response driving operations can be more restrictive than state law.
D.	Identify the statutory responsibilities of non-law enforcement vehicle drivers when driving in the presence of emergency vehicles operated under emergency response conditions
1.	Yield the right -of way
2.	Immediately pull to the right side of the road
3.	Stop
E.	Demonstrate the use of emergency warning devices available on law enforcement vehicles
1.	Light Bar
2.	Wig-Wag Lights
3.	Siren
F.	Identify factors that can limit the effectiveness of a vehicle’s emergency warning devices
1.	Heavy traffic
2.	Fog, rain, and snow
3.	Congested urban areas
4.	High speeds
5.	Other drivers
G.	Demonstrate the use of communication equipment
1.	Stay calm and speak clearly
2.	Use the radio on straight stretches of road
3.	Roll windows up to reduce outside noise
4.	Not use the computer while driving 
H.	Identify the effects of siren syndrome
1.	Increased adrenaline flow
I.	Recognize guidelines for entering a controlled intersection when driving under emergency response conditions
1.	The approach
2.	Clearing the intersection

III.	LEARNING NEED:  All officers who operate law enforcement emergency vehicles must recognize that even though the purpose of pursuit driving is the apprehension of a suspect who is using a vehicle to flee, the vehicle pursuit is never more important than the safety of officers and the public.
A.	Identify the requirements of penal code section 13519.8 
1.	When to initiate a pursuit
2.	Number of involved unites permitted
3.	Responsibility of primary and secondary units
4.	Driving tactics
5.	Helicopter assistance
6.	Communications
7.	Capture of suspects
8.	Termination of the pursuit
9.	Supervisory responsibilities
10.	Blocking, ramming, boxing, and roadblock procedures
11.	Speed limits
12.	Inter-jurisdictional considerations
13.	Conditions of the vehicle, driver, roadway, weather 	and traffic
14.	Hazards to uninvolved bystanders or motorists
15.	Reporting and post-pursuit analysis
B.	Recognize the risk to officer/public safety versus the need to apprehend
1.	If the threat to public safety is greater than the need to apprehend the suspect, then the pursuit should not be initiated or continued.
C.	Discuss common offensive intervention tactics
1.	Ramming
2.	Pursuit intervention technique (PIT)
3.	Boxing in
4.	Heading off
5.	Driving alongside
6.	Tire deflation devices
7.	Road blocks
D.	Recognize conditions that could lead to the decision to terminate a vehicle pursuit
1.	The threat to public safety outweighs the seriousness of the crime
2.	The pursuit violates agency policy
3.	There is a clear and unreasonable danger to the officers or the public
4.	Traffic conditions necessitate dangerous maneuvering
5.	There is no compelling need for immediate apprehension
6.	A supervisor terminates the pursuit
7.	Pursuing units lose communication capability

IV.	LEARNING NEED:  Peace officers must be proficient in the operation of the vehicle and know the dynamic forces at work.  Proper steering control, throttle control, speed judgment, and brake use enhances driving expertise.
A.	Distinguish between longitudinal and lateral weight transfer
1.	Lateral weight transfer - side-to-side weight transfer caused by turning movements.
2.	Longitudinal weight transfer - front-to-back weight transfer caused by braking and acceleration.
B.	Describe spring loading
1.	A vehicle turning from side to side, such as when swerving to avoid a hazard, causes a build up and release of energy in the springs of the suspension system.  Weight is transferred from one side to the other, with each successive turn becoming more exaggerated as the springs unload their energy. If the driver does not compensate properly, this can result loss of control.
C.	Demonstrate proper techniques for two-handed shuffle steering
1.	The driver’s hands are kept at  8 o’clock and 4 o’clock or 9 o’clock and 3 o’clock on the wheel as much as possible. The hands shuffle up and down on the wheel never crossing the 12 o’clock position as the driver executes a turn.
D.	Demonstrate proper throttle control
1.	The throttle, or gas pedal, regulates the speed of the vehicle. The operation of the throttle has a definite and immediate affect on weight transfer. Smooth operation of the throttle is critical for maximum vehicle control.
E.	Demonstrate proper roadway position and the three essential reference points of a turning maneuver
1.	Knowledge of roadway position will allow officers in high-speed driving situations to take the safest and most efficient driving line through corners. There are three reference points that can be used by a driver to take the most efficient line or route through a corner. The most efficient route through a corner may include multiple lanes, but should not include the opposing lanes of traffic.
a.	Entry
b.	Apex
c.	Exit
F.	Explain the primary effects speed has on a vehicle in a turning maneuver
1.	Turning radius
2.	Traction limits
3.	Weight transfer
G.	Demonstrate proper braking methods
1.	Braking during performance driving situations is different from normal driving circumstances. Braking in the shortest practical time and distance necessary to reduce speed or stop is called threshold braking. It is called this because the vehicle is on the threshold of engaging the ABS system or entering a locked wheel skid. This type of braking is used to control speed prior to cornering
H.	Distinguish between and describe the causes of the following types of vehicle skids:
1.	Under steer skid
a.	Loss of traction to the front wheels causing a vehicle to continue to travel in a straight line.
2.	Over steer skid
a.	Loss of traction to the rear tires of vehicle
b.	Rear of car skids toward outside of the turn
c.	Turning radius tends to tighten
3.	Locked-wheel skid
a.	In the event the ABS system fails or the vehicle is not equipped with ABS, hard braking can result in a locked-wheel skid. This means that the wheels have stopped turning and are skidding over the roadway surface. This will result in loss of steering control.
4.	Acceleration skid
a.	Occurs when torque to the drive wheels exceeds the traction limits and the wheels spin. This is an inefficient way to accelerate and can result in loss of control.
I.	Identify the causes and contributing factors of vehicle hydroplaning
1.	Road conditions
2.	Road characteristics
3.	Speed
4.	Water depth
5.	Tire condition

	Presenting introductory material, conducting facilitated discussions, asking questions

Instructor may have students complete the “self assessment” in the workbook prior to instruction as a baseline for the course.	

19.01.EO20

19.01.EO21

19.01.EO22

19.01.EO23

19.01.EO24

19.01.EO25

19.01.EO10

19.01.EO14

19.01.EO16

19.01.EO19

19.02.EO18

19.02.EO19

19.02.EO20

19.02.EO21

19.02.EO22

19.02.EO23

19.02.EO26

19.02.EO24

19.02.EO25

19.03.EO23

19.03.EO24

19.03.EO25

19.03.EO26

19.04.EO26

19.04.EO27

19.04.EO28

19.04.EO29

19.04.EO30

19.04.EO31

19.04.EO32

19.04.EO33

19.04.EO34

19.04.EO35

19.04.EO36

19.04.EO37	Workbook	POST Hours: 
24

Stan S/O
Hours: 
28

Mandatory Learning Activity:

A.	The student will participate in a learning activity that requires braking suddenly and engaging the Anti-lock Braking system (ABS).
B.	The student will participate in one or more learning activities from the POST-developed Instructor’s Guide to Learning Activities for Leadership, Ethics and community Policing (December 2005) or other comparable sources regarding vehicle operations.  At a minimum, each activity, or combination of activities must address the following topics:
1.	Use of critical thinking and decision making to balance the apprehension of violators against the obligation to drive safely, tactically and responsibly.
2.	Effects of personal attitudes on emergency or pursuit driving and the interests of public safety
3.	Community expectations that officers should be exemplary drivers
4.	Accountability as it relates to officer actions during vehicle operation	
Learning Activity #1

Purpose of Activity:

The instructor will use a described scenario and assigned groups to ensure the students understand and can apply principles of safe driving in an emergency situation. The scenario further allows students to analyze and evaluate their actions when presented with a conflict between them and their partner officer regarding obedience to department directives versus the desire to apprehend a criminal suspect.

Description: 

Assign students to groups of 4-6 persons per group. Each group will select a recorder and a spokesperson to report the group’s findings back to the class. As a class, the groups will be given the following scenario:

“While on patrol, you and your partner (who is several years senior to you) notice another car with tail lamps not working. A computer check of the license plate reveals the car is a reported stolen vehicle from a neighboring city. Your partner activates your car’s emergency lights, then the car’s siren when the suspect vehicle fails to yield to the lights. The suspect pulls to the side of the road shortly thereafter. As you both exit your vehicle, the suspect driver backs suddenly, then drives away while accelerating rapidly. You advise dispatch you are in pursuit, and other units begin responding to the area to assist. After several minutes of chasing the suspect at fairly high speeds, your field supervisor asks about traffic conditions, and then orders you to discontinue the pursuit. You acknowledge the order; however, your partner tells you the suspect “isn’t getting away” while continuing to pursue the suspect vehicle.”

Groups will be instructed to discuss the scenario and its implications, and to answer the following questions once back with the rest of the class:
· As a junior officer or deputy, do you go along with the actions of your senior partner?
· If you go along, how do you justify your decision to your field supervisor at the conclusion of the incident?
· If you do not go along with your partner’s actions, how do you intervene or stop his actions?
· What liability do you or your partner incur from his actions and your response (whether or not you elected to intervene)?
· What are the possible consequences of your partner’s actions if you do not intervene, and of your actions if you do elect to intervene?

Resources Needed:

Instructors may elect to use one or more of a number of video examples of poor police driving, depictions of emergency driving in film and popular media, photos of damaged police vehicles or similar visual media (with supporting stories explaining how damage was incurred) to allow students to see the ramifications of their actions. Video clips used as resources by students are especially useful to prompt free-form discussions about what was seen (show video clip, then just ask, “All right, what did you see?” etc.).

Resources for this activity may include a handout with the scenario and questions if desired, and may also include whiteboard or flipcharts for groups to write answers.

Added Resources are:
· Training and Testing Specifications for Peace Officer Basic Courses, LD19;
Learning Activities for LECP
· POST LEOKA Report (available at www.lp.post.ca.gov)

Key learning Points: 

At the conclusion of these learning activities, the student will be able to:
· Apply concepts of safety while operating a police vehicle.
· Analyze and interpret the application of traffic laws to the operation of emergency vehicles.
· Demonstrate their comprehension of the requirement to follow department directives and applicable law to their driving behaviors.

Time Required:
The scenario will take about five minutes to complete, including instructions to the groups. The group activity will take 15-20 minutes for them to discuss and prepare their respective presentations. The group’s presentations will take about five minutes each, including questions from the instructor or other class members.

Required Tests:
A.	The POST-Constructed Knowledge Test on the learning objectives in Domain #19.
B.	The POST-Constructed Comprehensive End-of-Course Proficiency Test will include learning objectives in Domain #19.
C.	The POST-constructed comprehensive test for the Requalification Course will include learning objectives in Domain #19.
D.	Given an exercise test that requires the student to drive law enforcement vehicle, the student will demonstrate the ability to maintain control of the vehicle that is skidding including:
1.	Steering control
2.	Proper use of throttle
3.	Smoothness and coordination
4.	Speed judgment Brake application
5.	Weight transfer
E.	Given an exercise test that requires the student to drive a law enforcement vehicle, the student will demonstrate the ability to safely drive and control the vehicle while operating under emergency conditions including proper.
1.	Brake application
2.	Steering control
3.	Use of throttle
4.	Roadway position
5.	Speed judgment
6.	Use of radio
7.	Use of lights and siren
8.	Performance under stress
9.	Hazard awareness
10.	Space cushion
F.	Given an exercise test that requires the student to drive a law enforcement vehicle, the student will demonstrate the ability to safely drive and control the vehicle while operating under pursuit conditions including proper:
1.	Brake application
2.	Steering control
3.	Use of throttle
4.	Roadway position
5.	Speed judgment
6.	Use of radio
7.	Use of lights and sirens
8.	Performance under stress
9.	Hazard awareness
10.	Space cushion
G.	Given an exercise test that requires the student to drive a law enforcement vehicle, the student will demonstrate a collision avoidance technique including:
1.	Identifying the hazard
2.	Selecting avoidance options
3.	Making speed judgments (target speed)
4.	Executing a maneuver to avoid a collision
5.	Maintaining control of the vehicle
H.	Given an exercise test that requires the student to drive law enforcement vehicle, the student will demonstrate a series of slow speed precision driving exercises including but not limited to:
1.	Roadway position
2.	Rear wheel cheat
3.	Front end swing
4.	Vehicle placement
5.	Hazard awareness
6.	Speed control
7.	Backing
8.	Visually locating obstacles to the rear	

Learning Domain
	20 Use of Force	
Learning Need	A peace officer who makes or attempts to make an arrest need not retreat or desist from his efforts by reason of the resistance or threatened resistance of the person being arrested; nor shall such officer be deemed an aggressor or lose his right to self-defense by the use of reasonable force to effect the arrest or to prevent escape or to overcome resistance.	
Revision
	January 2007	

LD 20 Use of Force

Content Outline	Instructor Notes	E.O.	Resources	Time	
					
I.	LEARNING NEED: Peace officers must recognize that they have the authority to use reasonable force to affect an arrest, to prevent escape, or to overcome resistance as authorized by the California Penal Code. For their safety, and for the safety and well being of fellow officers, it is critical that peace officers know the laws governing the use of force.
A.	Discuss reasonable force as stated by law. (20.01.EO1)
1.	The amount of force necessary for the situation is determined by the objective reasonableness as judged by a reasonable officer given the officer’s training and experience.”
B.	Discuss the components of the Fourth Amendment standard for determining objective reasonableness as determined by the U.S. Supreme Court. (20.01.EO2)
1.	Judged from the perspective of a reasonable officer.
2.	Examined through the eyes of an officer on the scene at the time the force was applied, not the 20/20 vision of hindsight.
3.	Based on the facts and circumstances confronting the officer without regard to the officer’s underlying intent or motivation.  
4.	Based on the knowledge that the officer acted properly under the established law at the time. 
C.	Explain the legal framework establishing a peace officer’s authority during a legal arrest, including: (20.01.EO3, 20.01.EO4)
1.	Subject’s requirement to submit to arrest without resistance
2.	Peace officer’s authority to use reasonable force during a detention or arrest  
D.	Identify the circumstances set forth in the California Penal Code when a peace officer has the authority use force. (20.01.EO5)
1.	Any peace officer who has reasonable cause to believe that the person to be arrested has committed a public offense may use reasonable force to effect the arrest, to prevent escape or to overcome resistance. 
E.	Discuss the level of authority agency policies have regarding the use of force by a peace officer. (20.01.EO6)
1.	Limitations on the use of force are set by agency policy. These policies are attempts to provide reasonable guidelines for officers to protect them and their agency from criminal and civil liability.
II.	LEARNING NEED: Peace officers must recognize that they have a range of force options available to them. However, in all cases the use of force must be reasonable compared to the threat, resistance, and other circumstances known to the officer at the time the force was used.
A.	Define the term “force option”. (20.02.EO1)
1.	Choices identified to a peace officer in each agency’s policy documentation.
B.	Identify that the objective of using force is to overcome resistance to gain control of an individual and the situation. (20.02.EO1)
1.	Use the type of force, which is reasonable under the circumstances.
2.	Use only the amount of force reasonable to overcome resistance and to gain or maintain control of a subject.
3.	Use only the amount and type of force permitted by agency policy. 
C.	Recognize force options and the amount of force peace officers may use based on the subject’s resistance. (20.02.EO3)
1.	The amount of force applied should not exceed what is reasonable to overcome the subject’s resistance to gain or maintain control of the subject.  Each agency must rely on the individual officer’s judgment to employ objectively reasonable force for that specific situation.
D.	Explain the importance of training and ongoing practice when responding to potentially dangerous situations that may require the use of force. (20.02.EO4)
1.	It has been established that peace officers, when required to respond in dangerous situations, will revert to the responses they learned in training.  Officers’ tactical performance may depend entirely on how well and effectively they have trained and practiced required skills and abilities.
E.	Discuss the importance of effective communication when using force. (20.02.EO5)
1.	The vast majority of law enforcement responsibilities involve effective communication. Communication involves both professional demeanor and words resulting in improved safety.
a.	Safety
b.	Professionalism
c.	
III.	LEARNING NEED: Peace officers must fully comprehend their authority, responsibility, and liability regarding the use of deadly force as authorized by law. 
A.	Identify the legal standard for the use of deadly force. (20.03.EO1)
1.	In 1985, based on a person’s Fourth Amendment protection from unreasonable acts by peace officers, the United States Supreme Court set a four part legal standard for the use of deadly force for fleeing subjects (Tennessee V. Garner).  The Court’s analysis required balancing a person’s fundamental interest in safety against the government’s interest in effective law enforcement.
B.	Identify the factors required to establish sufficiency of fear for the use of deadly force. (20.03.EO2)
1.	The circumstances must be sufficient to excite the fears of a reasonable person in like circumstances.
2.	The person must not act under the influence of fear alone.  There has to be some circumstance or overt act apart from the officer’s fear.
3.	The decision to use deadly force must be made to save one’s self or another from great bodily injury or death.
C.	Recognize facts an officer should consider when determining whether or not to use deadly force. (20.03.EO3)
1.	Preparation by training
2.	Judgment
3.	Mental alertness
4.	Emotional maturity
5.	Existing circumstances
6.	Understanding of the law as it relates to:
a.	Agency policies concerning the use, and
b.	Amount of force that is objectively reasonable to achieve the law enforcement mission.
D.	Discuss the role of agency policies regarding the use of deadly force. (20.03.EO4)
1.	Defense or self and others against great bodily harm or death.
2.	Use of warning shots
3.	Shooting at:
a.	Nonviolent fleeing felons
b.	Juveniles, or 
c.	Moving vehicles
4.	Shooting from a moving vehicle
5.	International strikes to the head or neck with an impact weapon. 
E.	Recognize the law regarding justifiable homicide by a public officer and the circumstances under which the homicide is considered justifiable. (20.03.EO5)
1.	The officer is under orders to carry out a death sentence
2.	Acting in the course of duty
3.	Retaking escaping felons, and
4.	Arresting a felon who resists to the point deadly force becomes reasonable.
5.	
IV.	LEARNING NEED: When a force option has been employed, peace officers’ reports must include the critical information to ensure that the chronology, specifics of the events, and the people involved are properly documented. 
A.	Describe why complete documentation of the use of force is critical to the peace officer and the peace officer’s agency, to include: (20.04.EO1)
1.	Justification for using force 
2.	Relevant factors and detail

V.	LEARNING NEED: Peace officers must be ready to, and capable of, safely taking control of a dangerous situation. 
A.	Discuss factors that can affect a peace officer’s response when threatened with danger, to include: (20.05.EO1)
1.	Fear 
a.	Reasonable 
b.	Unreasonable 
2.	Anger 
3.	Indecision and hesitation
B.	Give examples of acceptable techniques for managing anger. (20.05.EO4)
1.	Depersonalizing what people say or do.
2.	Identifying worst-case scenarios.
3.	Developing problem-solving solutions.
C.	Describe the benefits of ongoing physical and mental training for peace officers involving the use of force. (20.05.EO5)
1.	Training and practice in both physical and emotional skills provides the understanding and manipulative ability needed by a peace officer in the use of force in dangerous situations.

VI.	LEARNING NEED: Peace officers must recognize the consequences of using unreasonable force, and their legal and ethical responsibilities to intervene if the force being used by another peace officer is inappropriate or unlawful.
A.	Explain the legal and administrative consequences associated with the use of unreasonable force. (20.06.EO4)
1.	Criminal action
2.	Civil rights violation
3.	Compensatory and punitive damages
4.	Administrative or agency action
5.	Moral impact
B.	Explain an agency’s potential liability associated with the use of unreasonable force. (20.06.EO5)
1.	Liable under Federal civil rights laws
2.	Sued for negligent or inadequate training or failure to supervise adequately.
C.	Explain the consequences of an officer’s failure to intervene when unreasonable force is used by another peace officer. (20.06.EO6)
1.	The officer who fails to intervene, for whatever reason, is also held accountable by the United States Code.
D.	Discuss immediate and delayed intervention techniques. (20.06.EO7)
1.	Immediate
a.	Verbal
b.	Physical touch
c.	Restraint
2.	Delayed
a.	Discussion
b.	Admonishment
c.	Training 
E.	Discuss factors that may inhibit peace officer from intervening in a situation where a fellow officer may be applying unreasonable force. (20.06.EO8)
1.	Diffusion of responsibility
2.	Pluralistic ignorance
3.	Evaluation apprehension
a.	Personal factors
b.	Psychological factors
	Presenting introductory material, conducting facilitated discussions, asking questions

Instructor may have students complete the “self assessment” in the workbook prior to instruction as a baseline for the course.	

20.01.EO1

20.01.EO2

20.01.EO3
20.01.EO4

20.01.EO5

20.01.EO6

20.02.EO1

20.02.EO2

20.02.EO3

20.02.EO4

20.02.EO5

20.03.EO1

20.03.EO2

20.03.EO3

20.03.EO4

20.03.EO5

20.04.EO1

20.05.EO1

20.05.EO4

20.05.EO5

20.06.EO4

20.06.EO5

20.06.EO6

20.06.EO7

20.06.EO8

	Workbook	POST Hours
12 

Stan S/O
Hours
16	

Mandatory Learning Activities: 
A. 	The student will participate in one or more learning activities from the POST-developed Instructor’s Guide to Learning Activities for Leadership, Ethics and Community Policing (December 2005) or other comparable sources regarding use of force. At a minimum, each activity, or combination of activities must address the following topics:
1.	Exercise of leadership in the application of reasonable force 
2.	Impact of ethical decision-making on the selection of appropriate force options 
3.	Evaluation of the effectiveness of force option choices 
4.	Consequences for the use of unreasonable force on the officer, community perception and public trust

Learning Activity #1

Purpose of Activity:  A learning activity is required as a component of instructional delivery in this Domain. This Learning Domain has significant implication with regard the applied skills of peace officers, the community’s perceptions and confidence in their policing agencies and the manner in which the law allows police practitioners to use coercion to enforce 
the law and maintain public order. It is a content area where it is critical to teaching the “why and when” of the use of force in addition to the acquisition of necessary psychomotor skills for students to successfully demonstrate proficiency in its use.

Description: This activity is a homework assignment that is used as a foundation for class discussion and refining of the issues regarding perceptions of the use of force by the police. Students will be assigned to locate a news article recounting a recent use of force by the police. The article may be from a local newspaper, a magazine or from an Internet
search. 

Students will take turns reading their articles to the class (this activity is also suited as a transitional activity at the beginning or end of training blocks or when returning from lunch or similar break period. In those instances, the instructor may elect to have only a small number of students present their findings at one time, allowing for more thorough discussion of each story). Students should seek to identify ethical issues and also assess the community’s perception of the propriety of the use of force in the described incident. 

The instructor will facilitate the process of student presentations. Other students will be asked to comment, ask questions or render opinions concerning the article and its implications for policing. The student presenting should be critiqued regarding their clarity of presentation, effectiveness of analysis and the public speaking skills used to make the presentation.

Resources Needed:
Students will perform research to locate articles independently. The instructor will advise them at the time of giving the assignment of the likely places to locate articles of relevance to their work.

Key learning Points: At the conclusion of this training segment, the student will be able to:
Understand and apply force options as taught in conformance with best practice and department policies and procedures.
Analyze and respond to ambiguous situations where force may or may not be an appropriate option, then evaluate the effectiveness of their choice.
Compare and contrast uses of force in the context of the community’s perceptions and beliefs by applying knowledge gained in training.

Time Required:  Time per student will be about 2-3 minutes. If conducted as a class segment, the time will expand according to the number of students present. The instructor may elect to have students work in groups, presenting their topics to one another. The groups would then report findings and compare/contrast issues with other groups.
	
Learning Activity #2:

Purpose of Activity:  This activity will present a role-play scenario witnessed by the class, and to which they will then have to break into groups to discuss and evaluate the conduct of the officers involved. This activity will allow students to synthesize training on the appropriate use of force, and how to apply the concept of intervening with another officer when they are engaged in inappropriate actions.

Description:

The instructor will select a student to be their “partner” officer as they will take action to arrest someone for an outstanding warrant. Other students in the classroom will be community members who happen to be in the area where this arrest will take place. The person playing the arrestee will have to be advised of the nature of their role, and also the actions they will take within the scenario. 

The instructor will be the primary officer, with the student acting as secondary officer. The instructor will make contact, and subsequently advise the suspect he or she is under arrest. The student will be told to handcuff the subject, which will be met with mild resistance. The instructor will, a) slap the suspect (simulated), b) grab them at the throat, or c) grab their clothing roughly and call the suspect an “asshole.” If the student does nothing, the suspect will cease any resistance and allow the student to handcuff them, completing the role-play. Students will be broken into groups of 6-8 members, and be required to select a recorder and spokesperson.  

The groups will:
· Identify the appropriate and inappropriate actions taken by the officers.
· Identify the intervention technique/s used by the student, and also identify any options for intervention that would have been appropriate in this circumstance. 
· Evaluate the ethical dimensions of this incident.
· Assess and analyze the community’s possible reactions to witnessing such conduct on behalf of the police.

Resources Needed:

The training environment should provide the student adequate time to analyze actions and their consequences. The combination of large and small group activities will allow for individual reflection by students as well as opportunities for the student to articulate and defend their choices. Resources for this activity are minimal, and would include only items already in the classroom. Primary instructors in this domain are required to complete added instructor development training prior to leading this block of instruction, and added resources should be found in the domain-specific training.

Key Learning Points:

Application of force options is a complex learning topic, requiring reinforcement to allow students to gain appropriate physical skills to complete the use of force as intended and also requiring the instructor to ensure students understand the moral dimension in using coercion against another person to carry out the intent of the law.
Students should be motivated to learn skills they perceive will enhance their chances of surviving a violent encounter in the streets. It may be more difficult to motivate them to understand the need to be disciplined and restrained in their application of force to situations where it is absolutely necessary.

Time Required:

The role-play will take about five minutes. It will take 3-5 minutes to break the class into groups with their instructions. Group presentations will take about five minutes each, including appropriate discussion and facilitator’s comments. The instructor should consider having each group answer only one question on the list to avoid a duplication of comments.	
Learning Activity #3:

Purpose of Activity:

This activity allows the student to gain knowledge regarding community perspectives of the use of force, and will also provide a forum for students to practice public speaking skills in an environment of conflict.

Description:

The activity is a role-play by students with the instructor facilitating the process of setting the stage and providing a safe environment for students to speak to others. Each student will be given an assigned topic (the topic may be given to them with a one minute preparation period before taking their place at the front of the class) and be told
they are speaking to a community meeting about a recent use of force in the city. Other students will play the role of community members, and be encouraged to ask appropriate questions as the scenario unfolds. 

Depending on class size, it may not be possible to have each student take a turn as the peace officer. In those instances, ensure there is added emphasis on the debriefing portion of each scenario to allow others to learn application techniques from the experiences of others. 

In each instance, officers will be required to:
· Demonstrate the ability to speak clearly.
· Respond in an appropriate manner to questions posed, even if asked in a rude or accusatory manner.
· Apply their understanding of the relevant department policies and law.
· Present their position in a manner that would not be seen as hostile or defensive by others.
· Evaluate and synthesize questions asked to form appropriate follow-up answers. Possible topics to choose may be:
· Following the pursuit and apprehension of auto theft suspects where officers were seen on video striking one or more of the suspects with their batons (why did they do it? Why didn’t they just grab the suspect and handcuff him?).
· Following an officer-involved shooting involving five officers who fired more than 40 rounds at the suspect (Why so many rounds fired?).
· In the aftermath of an incident where officers used a Taser and beanbag round to subdue a distraught mental patient who was threatening passers-by (Why couldn’t the officers have talked to her longer before using force?).
· After an officer-involved shooting of a knife-wielding subject who was threatening the officer (Why couldn’t the officer have just shot the knife out of his hand instead of shooting at his heart?).
· Following a foot pursuit where officers were seen kicking the unarmed suspect while they were taking him into custody (How come the officers treated that guy like a dog?).
· On the heels of an officer-involved shooting where the officer shot a man who was waving a length of iron pipe at him (Why didn’t the officer just keep backing up until enough other officers got there?).
· Subsequent to an incident where an officer used a carotid restraint to subdue a local teen who had been drinking and who was resisting being taken into custody for being drunk in public (Isn’t there a better way than to choke someone unconscious?).
· A week after an incident where a canine was used to apprehend a burglary suspect inside a local business, and where the canine caused bleeding to the suspect (I thought the cops were supposed to try to prevent someone being
	injured. Why send in a dog that does just that?).
· After an incident where an officer shot a driver who was driving her car at the officer, apparently intending to strike him (Can’t you just step out of the way? It’s only a driving infraction, isn’t it?).

Note - The instructor may also wish to use the facts circumstances of some of the articles brought to class by students for activity one completed earlier, or use recent events to create a suitable topic.

Resources Needed:

Laws concerning the police use of force, including applicable case law; force option policies and practices. The class environment can be used to stage this activity with little or no modification, and with no added resources necessary. Added Resources are:
· Training and Testing Specifications for Peace Officer Basic Courses, LD20; Learning Activities for LECP
· POST LEOKA Report (available at www.lp.post.ca.gov)

Key Learning Points:

Students may misperceive that they would not be asked to speak to community groups as line employees, and that this type of environment would only be faced by supervisors and managers. They should be made aware that these skills will be applied in a variety of circumstances, and that questions from the community on police affairs are common while answering calls for service, during informal contacts with the public, and in settings ranging from one-on-one contacts to neighborhood meetings on an unrelated topic. Speaking effectively is a necessary skill, and their knowledge of department policy, relevant law and force options are the tools they will use to answer public
concerns in a manner that represents the department well.

Time Required:

The community meeting should take 4-5 minutes per speaker, with 2-3 minutes of debriefing per speaker led by the instructor.

Required Tests:
A. The POST-Constructed knowledge test on the learning objectives in Domain #20. 
B. The POST-Constructed Comprehensive Mid-Course Proficiency Test will include learning objectives in Domain #20. 
C. The POST-Constructed Comprehensive End-of-Course Proficiency Test will include learning objectives in Domain #20. 
D. The POST-Constructed PC 832 Arrest Written Test will include learning objectives in Domain #20. 
E. The POST-Constructed Comprehensive Test for the Requalification Course will include learning objectives in Domain #20.
F. Two or more scenario tests that require the student to demonstrate proficiency in the use of force, One of the tests must result in a deadly force option. At a minimum, the tests     shall evaluate the following competencies:
Deadly Force Option Test 
1. 	Use of Force – The ability to distinguish and apply reasonable force options in given circumstances. 
1.	Problem Solving/Decision-Making - Analyzing situations and implementing plans to solve problems in a timely manner. Using verbal or physical skills to determine the appropriate resolution to a situation.
2.	Legal Authority/Individual Rights - The identification of laws and constitutional rights governing consensual encounters, detentions, and arrests. 
3.	Officer Safety – The demonstration of situational and tactical awareness and appropriate response. 
4.	Communication – The use of effective verbal and non-verbal skills to convey intended meaning and establish understanding.
5.	Ethics - Using accepted principles of conduct that govern decisions and actions based on professional values and expectations. 
6.	Stress Tolerance and Emotional Regulation- Maintaining self-control and making timely, rational decisions in stressful situations.
G.	An exercise test that requires movement on the part of the student and an instructor who is dressed in a protective suit. The student will be required to deliver strikes with an impact weapon or facsimile as directed. so that the test simulates physical and mental stress that would reasonably be imposed during an incident requiring the use of a baton, the test shall minimally include the following elements: 
1.	Identification of the legal authority to use force 
2.	Identification of force options that are consistent with legal or other restrictions 
3.	Demonstration of the application of force including the delivery of strikes which effectively control the simulated suspect  
4.	Ability to reevaluate facts and circumstances and apply a reasonable force option 
5.	Demonstration of learned techniques under simulated stress conditions

Learning Domain
	21 Patrol Techniques	
Learning Need	To maintain flexibility and effectiveness, peace officers need to know the basic tactics and procedures of patrol. To safely and effectively fulfill their duties of public protection and service, peace officers must be able to develop appropriate law enforcement patrol strategies under a wide variety of circumstances and conditions. 
	
Revision
	January 2007	

LD 21 Patrol Techniques
Content Outline	Instructor Notes	E.O.	Resources	Time	
					
I.	LEARNING NEED: To safely and effectively fulfill their duties of public protection and service, peace officers must be able to develop appropriate law enforcement patrol strategies under a wide variety of circumstances and conditions.  
A.	Discuss patrol strategies officers may employ to provide protection and service within their assigned areas of patrol.
1.	Preventative 
2.	Directed enforcements
B.	 Discuss considerations for selecting a patrol strategy
1.	Desire for public visibility
2.	Type of criminal activity in the designated area
3.	Existence of problem areas
4.	Existing environment or conditions
5.	Area demographics
6.	Community activities
7.	Availability of community resources
8.	Geography/topography
9.	Adequacy of access and egress to various locations
10.	Department/agency policies and resources
C.	Recognize appropriate actions for peace officers who are conducting security checks.
1.	Cover as much of their assigned area as possible including secondary thoroughfares (e.g., alleys, walkways, parking areas, etc.)
2.	Pay extra attention to areas that have a high crime risk,
3.	Constantly vary patrol patterns and routines to prevent predictability,
4.	Employ appropriate investigative tactics and equipment,(e.g., use of spotlights, flashlights, alley lights, etc.) and
5.	Implement additional patrol methods whenever possible (e.g., foot patrol, bicycle patrol, etc.). 
D.	Distinguish between the roles and responsibilities of contact and cover officers.
1.	The contact officer is the officer initiating an action who becomes responsible for conducting the contact. The cover officer is the officer responsible for surveillance and control of a suspect in order to free the contact officer to perform a thorough investigation.
E.	Recognize appropriate actions officers should take to maintain their own safety and the safety of others while on patrol.
1.	Approach every contact with officer safety in mind.
2.	Be mentally prepared.
3.	Maintain physical and tactical skills.
4.	Always be aware of the suspect’s hands.
5.	Be aware of and use available cover.
6.	Ask for backup when necessary.
7.	Use available communication systems.
8.	Be aware of distance and positioning.
9.	Utilize proper safety equipment.

II.	LEARNING NEED:  To maintain flexibility and effectiveness, peace officers need to know the basic tactics and procedures of patrol. 
A.	Identify patrol officer responsibilities when preparing for each patrol assignment. 
1.	Mental preparation
2.	Checking all personal equipment,
3.	Acquiring any necessary resource information and materials/supplies,
4.	Inspecting each piece of equipment issued at the beginning of the shift.
B.	Discuss tactical considerations and guidelines for patrolling effectively:
1.	Determining appropriate speed
2.	Patrol vehicle placement
3.	Avoiding silhouetting and telltale noise
C.	Demonstrate proper procedures for transmitting and receiving a radio communication.
1.	Monitor the frequency first
2.	Initiate the call
3.	Speak clearly
4.	Limit length of transmission
5.	Acknowledge transmission
D.	Discuss information an officer should include when generating a crime broadcast
1.	Incident specifics
2.	Victim related
3.	Suspect related
4.	Vehicle
5.	Weapon
E.	Demonstrate safe and effective tactics for approaching and detaining a pedestrian subject.
1.	Select location
2.	Notify dispatch
3.	Position patrol vehicle
4.	Approach the suspect
5.	Establish contact
F.	Select appropriate actions when encountering a plainclothes/undercover officer while on patrol.
1.	Do not show any recognition towards the plainclothes/undercover officer, unless that officer initiates the contact.
G.	Discuss safe and effective tactics for initiating a foot pursuit of a fleeing subject.
1.	Public safety
2.	Physical conditions of pursuing officers
3.	Available equipment
4.	Retention of weapons and equipment
5.	Ability to follow through at end of pursuit
H.	Foot pursuits of fleeing suspects
1.	Foot pursuits are one of the most dangerous and unpredictable situations for officers. All foot pursuits must be considered high risk.	Presenting introductory material, conducting facilitated discussions, asking questions

Instructor may have students complete the “self assessment” in the workbook prior to instruction as baseline for the course.	

21.01.EO1

21.01.EO2

21.01.EO4

21.01.EO7

21.01.EO8

21.02.EO3

21.02.EO6
21.02.EO7
21.02.EO8

21.02.EO9

21.02.EO10

21.02.EO11

21.02.EO12

21.02.EO13

21.02.EO13	Workbook	POST Hours
12 

Stan S/O
Hours
12	

Mandatory Learning Activities:

The student will participate in a learning activity that reinforces the student’s ability to observe an event and after a short delay, describe, either verbally or in writing, the nature of the event and any pertinent observations made, including:  
1.	The nature of the event (what appears to have occurred).
2.	Physical descriptions of persons involved, if applicable.
3.	Statements made by the involved parties, if any.
4.	Any differences in perception among the students who observed the incident
   
B. 	The student will participate in a learning activity that reinforces the student’s ability to initiate a radio broadcast using proper procedures and techniques of radio communications which minimally include:
1.	Unit identification
2.	Type of incident and location
3.	Number of suspects with complete known description
4.	Description of loss, if any
5.	Weapon(s) used, if any
6.	Time, direction of flight, and vehicle description
C. 	The student will participate in one or more learning activities from the POST-developed Instructor’s Guide to Learning Activities for Leadership, Ethics and Community Policing, (December 2005) or other comparable sources regarding victimology/crisis intervention. At a minimum, each activity, or combination 	of activities must address the following topics: 
1. Examples of proactive strategies (e.g., application of SARA, PBL) to resolve quality of life and fear of crime issues.
2. Role of communication skills and officer demeanor to demonstrate professionalism and enhance public trust.
3. Balancing sound officer safety tactics with the responsibility to protect liberty and individual rights

Learning Activity #1

Purpose of Activity:

The activities listed herein may either be staged as role-play scenarios or handed to groups for independent work and discussion. A role-play is more effective to stimulate visual learning that can then be reinforced by written work, verbal discussion and follow-up dialogue to enhance and reinforce important learning points. The instructor’s
role is to facilitate the process of role-play or other appropriate “stage setting” so students can focus on the content and issues of the problem presented.

The instructor may elect to choose one scenario, have it acted out by selected class members, then engage in group discussion and presentations. Alternately, the instructor may wish to have one group role-play, and then choose another group to role-play the same scenario to allow for a discussion of the different choices made by the actors. For complex scenarios, the instructor may choose to repeat the process of using different groups 3-4 times or more if the role-play responses have significant differences, or to run through the scenario until one role-play group performs in a manner that would be appropriate in a real-life setting. For each scenario, the instructor may wish to have immediate questions for the class, such as:

· OK, what did we see?
· Where did they do well?
· Where might they have done better?

Once thinking has been prompted by the general class questions, break the class into groups of 4-6 persons. Have each group select a spokesperson and a recorder to document their choices and answers to questions. Give each group time to answer a set of questions, and advise them they will present their answers to the class. The groups should also be prepared to defend their choices and provide a rationale for their selected course of action.

Possible questions are:
· How would the community at large react to what the officers did in this scenario?
· What reaction would you most likely see from the Chief and his or her command staff?
· Who are the stakeholders in this incident (who will be impacted by what was done?)
· Does the incident create any ethical issues? If so, how are those issues best resolved?
· What structure or process do you use in the field to assess and respond to problems in your beat or patrol area?
· What resources do you have as a patrol deputy or officer to help you?
· What demeanor is most effective when dealing with a resident/ business owner who is upset with your department?
How can you maintain a high level of performance despite influences to the contrary (like an undesirable shift or hours, working for a bad boss, working an area that does not appreciate your work, working while the media bashes policing, etc.)?

Groups should be assigned 3-4 questions for discussion or one question per group as an alternative. They will then present their findings to the class. Effective facilitation of this process may entail having each group presenting only one of their question areas while others critique and add insight. This avoids repeated-answer phenomena and enhances interest in the subsequent discussion.

Description: 

Scenarios
1. You are aware that a section of roadway on your beat has a high incidence of speeding resulting in a number of complaints by the public. You park in the driveway of a business adjacent to the street to work radar. After writing three citations for speed violations (returning to your parking spot each time), one of the tenants of the business approaches you and complains that your presence is scaring away customers, and that it is unfair of you to be “hiding” to catch innocent citizens.

2. You are told by local residents that the local high school has problems (which you have seen) allowing students to walk off campus during breaks and lunch time. In particular, some residents complain students congregate near the back gate to the school to smoke pot and drink. You have made previous arrests in that area, and are frustrated that the kids seem to be flaunting their knowledge that you have a lot to do, and can only get back there once every few days. 

3. You are fairly new to the graveyard shift (eleven p.m. to the morning hours). Your shift has mostly senior officers, so you are excited to be out there amongst the experienced cops to do some “real” police work. After a few nights of making a lot of stops and a couple of quality arrests, two of your peers approach you and say that you need to “cool off” a little. They say that you are making them look bad, and that they are losing sleep between 4:00 am and 6:00 am because you are on the radio too much. They advise you that it is “sleeping time” and that everyone agrees to stay off the radio so others can rest.

4. You are aware of a bar on your beat that has recurring problems on Friday and Saturday nights with patrons hanging around outside the bar on the public sidewalk making noise, drinking, leaving their glasses and bottles in the planters in the area and engaging in other irritating behavior. Businesses in the area are closed in the evening hours, so you have received no complaints of this conduct at the time it was occurring. However, you responded to the bar for a shooting incident last week where a patron was shot in the leg during an argument in the
bar that continued outside. You’d like to do something about this problem bar before it becomes worse.

5. You respond to a call of vandalism at a residence you know is the home of a rather well-known gang member. You arrive and see the gangster and his friends hanging around out front yelling at you as you get out of your car. You immediately call for back-up and start considering officer safety issues due to their agitated state. The resident runs to your car and says that a couple of teens drove by a little while ago and began shouting racial epithets at them. He says they had been minding their own business, but shouted profanities back at the teens, who then quickly drove away. A few minutes later, the same car drove by, slowed down, and then one of the teens threw a fist-size rock at the resident’s car. The rock struck the rear window of the car, shattering it. Your back-up arrives and tells everyone to “grab a piece” of the wall, whereupon he begins to pat search them. The resident complains that you are ignoring the crime, and only picking on them because of the way they look and dress.

6. Same scenario as the one above; however, it continues: As you are trying to answer the residents rather excited complaint, he shouts and points to a passing car, saying, “There they are. Those are the a_s_oles who did this to my car!” You run to your patrol car, broadcast the vehicle’s description and give chase. You stop the car a short distance away without incident and take the three subjects into temporary custody. As the subjects are identified, you can smell the odor of alcohol on their breath. You also realize that one of the teens is the son of the City Manager, who is your Chief’s boss. The City Manager’s son is eighteen, while one of his passengers is only sixteen years old.

7. You are working uniform patrol when you see a car roll through a residential stop sign near an elementary school at a pretty good speed. There is no cross traffic, and the conditions are clear. You make a traffic stop, and the driver quickly begins to complain that there was no danger, that he lives in the area, that he pays your salary and that his neighborhood has experienced a number of break-ins, and why aren’t you out catching real criminals instead of picking on him?

1.	Same scenario as above; change the identity of the driver to an off-duty firefighter from a neighboring town. Does the identity of the driver change your actions? Do you cite everyone you stop? If so, why? If not, why not? 

Note- there is a variety of possible scenarios from which to choose. The instructor may wish to frame a scenario from their own experience, from recent events or from a video clip shown as a part of the activity

Resources Needed:

The instructor may wish to use one of a number of available video clips and news stories recounting actions by officers and deputies of both a positive and adverse nature. The instructor may wish to engage the class in a more complex problem, such as a serial case like the sniper shootings in Virginia, the day school shooting in Los Angeles or similar crimes to allow students to do homework in groups or as individuals to learn about police methodologies when confronted with complex criminal issues. Added resources are:

· Training and Testing Specifications for Peace Officer Basic Courses, LD21; Learning Activities for LECP

Key learning Points: 

At the conclusion of this training block and activities, the student will be able to:
· Comprehend and apply strategies to resolve various ethical dilemmas presented to them in a field environment.
· Analyze community concerns and apply knowledge to mitigate problems present in their patrol beat.
· Evaluate and balance the goals and objectives of the department with the desires of the community.

Time Required:
As a role play, each scenario will take less than five minutes. Groups should have 12-15 minutes to discuss their questions, then 3-5 minutes to present their findings and defend their decisions.
	
Required Tests:
	A scenario test that requires the student to demonstrate, by application, proficiency of a pedestrian approach.  At a minimum, the test shall evaluate the following competencies:   
1.	Use of force - The ability to distinguish and apply reasonable force options in given circumstances.
2.	Problem solving/Decision-Making - Analyzing situations and implementing plans to solve problems in a timely manner. Using verbal or physical skills to determine the appropriate resolution to a situation.
3.	Legal authority/Individual Rights - The identification of laws and constitutional rights governing consensual encounters, detentions, and arrests.
4.	 Officer safety - The demonstration of situational and tactical awareness and appropriate response.
5.	Communication - The use of effective verbal and non-verbal skills to convey intended meaning and establish understanding. 
6.	Stress Tolerance and Emotional Regulation- Maintaining self-control and making timely, rational decisions in stressful situations.	

Learning Domain
	22 Vehicle Pullovers	
Learning Need	Peace officers must understand the techniques for conducting tactically sound vehicle pullovers. Peace officers must recognize situations involving high level of risk in order to Peace officers must make appropriate safety and tactical adjustments when conducting pullovers involving vehicles other than passenger cars and pickup trucks. Apply appropriate tactical actions during a vehicle pullover.	
Revision
	January 2007	

LD 22 Vehicle Pullovers

Content Outline	Instructor Notes	E.O.	Resources	Time	
					
I.	LEARNING NEED: Peace officers must recognize the inherent risks involved when conducting a vehicle pullover in order to take the appropriate precautions necessary to ensure their own safety as well as the safety of others.  
A.	Describe the three basic categories of vehicle pullovers, to include: (22.01.EO1, 22.01.EO2, 22.01.EO3)
1.	Traffic Enforcement Pullovers
a.	Reason to believe the driver has committed a traffic infraction.
b.	No objective reason to believe that the vehicle’s occupants represent an unusual risk.
c.	An expectation that the pullover would result in a citation.
2.	Investigative Pullovers
a.	An expectation that the pullover involves less risk than a “high-risk” pullover, but more than a traffic enforcement pullover.
b.	Reason to believe that one or more of the vehicle’s occupants has engaged, or is about to engage, in criminal activity.
c.	An expectation that the pullover would involve an investigation that might lead to a custodial arrest for a violation of the Vehicle Code, the Penal Code or other statute.
3.	High-Risk Pullovers
a.	Reason to believe that one or more of the occupants of the car may be: armed, represent a serious threat to the officer, or have committed a felony.
b.	An expectation that the pullover could result in an arrest.
B.	Describe the inherent risks to officer safety that are associated with conducting a vehicle pullover. (22.01.EO4)
1.	Unpredictable aggressive actions by the violator/suspect or bystanders,
2.	Unknown identity of the violator/suspect,
3.	Dangerous environmental conditions,
4.	Varying road conditions,
5.	The existence of other vehicular traffic on the same roadway.
C.	Demonstrate appropriate actions officers can take to maintain their own safety and the safety of others while conducting a vehicle pullover. (22.01.EO5)
1.	Developing a plan of action prior to initiating the pullover
2.	Requesting and using backup assistance when necessary
3.	Appropriately using communication/notification resources
4.	Apply safe and sound tactics when:
a.	Initiating the pullover
b.	Approaching the vehicle
c.	Making contact with the vehicle occupants

II.	LEARNING NEED:  Peace officers must understand the techniques for conducting tactically sound vehicle pullovers
A.	Demonstrate safety techniques when initiating a vehicle pullover, including: (22.02.EO1, 22.02.EO2, 22.02.EO3)
1.	Selecting an appropriate location
a.	Safety factors (e.g., out flow of traffic)
b.	Visibility to passing traffic
c.	Avoidance of potentially hostile environments
d.	Lighting/illumination
e.	Possible escape routes
f.	Availability of cover and concealment
2.	Communicating with dispatch
3.	Getting the attention of the driver of the target vehicle
a.	Lights (e.g., emergency lights, headlights, spotlights)
b.	Hand gestures
c.	Horn/audible devices
d.	Siren
e.	Maintaining appropriate distance from target vehicle prior to initiating the pullover
B.	Demonstrate appropriate actions for the safe and tactical placement of the patrol unit. (22.02.EO4)
a.	Too far from the target vehicle
b.	Too close to the target vehicle
c.	Type of pullover
d.	Type of vehicle being stopped
e.	Environment/topography
C.	Apply appropriate procedures for exiting the patrol unit. (22.02.EO5)
1.	Complete all radio transmissions
2.	Undo and clear seatbelt
3.	Place the patrol vehicle transmission in park
4.	Set parking brake
5.	Switch on portable radio
6.	Check approaching traffic
7.	Consider lowering front windows
8.	Unlock doors
9.	Quickly exit vehicle
10.	Observe target vehicle
D.	Demonstrate appropriate safety precautions patrol officers should take when approaching a target vehicle on foot. (22.02.EO6)
1.	Stay close to patrol vehicle
2.	Continuously observe the occupants of the target vehicle
3.	Maintain an awareness of surroundings
4.	Keep gun hand free during approach
5.	Use a flashlight sparingly 
E.	Distinguish between the advantages and disadvantages of a driver side approach, a passenger side approach and a non-approach to a target vehicle. (22.02.EO7)
1.	Driver side approach
a.	Advantage – Direct, quick and provides closer observation of the driver and vehicle identification number (VIN)
b.	Disadvantage – More vulnerable to kill zone and allows fewer escape routes/minimal cover
2.	Passenger side approach
a.	Advantage – Provides element of surprise, allows more options for cover and concealment, ability to adjust and modify position upon approach
b.	Disadvantage – Pedestrian traffic potential threat, environment may not allow approach and office not able to easily detect objective signs of intoxication
3.	Non-approach
a.	Advantage - If driver exits immediately, the officer may remain behind the cover /concealment of the patrol vehicle, allows the officer to direct the driver out, violators action can be constantly monitored, especially hand movements and occupants remain in the officer’s field of vision
b.	Disadvantage – Exposes the violator to traffic hazards, officer loses containment of occupants, Increases potential assault on the officer, hinders the officer’s ability to observe the interior of the vehicle.  Officer conducting the pullover is
F.	Demonstrate appropriate positioning for patrol officers when making face to face contact with the driver of a target vehicle. (22.02.EO8)
1.	Officer should be behind the trailing edge of the driver side/passenger side front door (depending on approach method used)
2.	Assuming such a position:
a.	Forces the person to look back toward the officer in a position of disadvantage
b.	Makes it more difficult to point a weapon at the officer
c.	Prevents the officer from being knocked down if the door is suddenly opened
3.	Pivot to face oncoming traffic while maintaining a position in front of the leading edge of the door
4.	Remain behind the trailing edge of the door with their back to approaching traffic
G.	Demonstrate the process for conducting a vehicle stop driver contact, to include: (22.02.EO11)
1.	Greeting
2.	Identifying self and department
3.	Requesting driver’s license, registration, proof of insurance
4.	Explaining the reason for the stop
5.	Making a decision to warn, cite or arrest
6.	Closing, appropriate to decision
H.	Demonstrate appropriate procedures and communications techniques for directing the driver and occupants out of a target vehicle. (22.02.EO9)
I.	Apply appropriate procedures for checking the validity and authenticity of a driver’s license or other form of personal identification. (22.02.EO10)

III.	learning need:  Peace officers must recognize situations involving high levels of risks in order to apply appropriate tactical actions during a vehicle pullover.
A.	Demonstrate officer safety precautions that should be taken during any high-risk vehicle pullover. (22.03.EO1)     
1.	Selection of Location
2.	Communication with Dispatch
3.	Getting the Driver’s Attention
B.	Discuss appropriate actions for cover officers who are called to assist the primary officer during a high-risk vehicle pullover. (22.03.EO2)
1.	Protect the primary officer who is conducting the business of the pullover
2.	Place their own patrol vehicles in a proper position to avoid silhouetting other officers with the vehicle’s headlights or other lighting equipment
3.	Take and maintain proper positions of cover and concealment
4.	Maintain their firearms at the ready
5.	Maintain visual contact with the vehicle occupant(s) at all times, and avoid a crossfire situation
C.	Demonstrate tactics for conducting a safe and effective high-risk vehicle pullover. (22.03.EO3)
1.	Develop a plan of action prior to initiating the stop
2.	Initiate the pullover maintaining appropriate distance and using appropriate equipment
3.	Direct the occupant(s) of the vehicle regarding 	appropriate actions.
4.	Order occupant(s) from the target vehicle.
5.	Establish physical control of the occupant(s).
6.	Clear the target vehicle of any additional occupants.
D.	Discuss officer safety considerations when searching the target vehicle, including: (22.03.EO4)
1.	Use of availability cover officers(s)
2.	Types of objects sought and likely locations
3.	Potential hazards (e.g., needles, edged weapons, etc.)
4.	A systematic search process
a.	Interior
b.	Exterior

IV.	LEARNING NEED:  Peace officers must make appropriate safety and tactical adjustments when conducting pullovers involving vehicles other than passenger cars and pickup trucks.
A.	Explain appropriate safety and tactical considerations when conducting vehicle pullovers involving: (22.04.EO1, 22.04.EO222.04.EO3)
1.	Van, campers, and motor homes
2.	Motorcycles
3.	Buses and semi-trucks
	Presenting introductory material, conducting facilitated discussions, asking questions

Instructor may have students complete the “self assessment” in the workbook prior to instruction as a baseline for the course	

22.01.EO1

22.01.EO2

22.01.EO3

22.01.EO4

22.01.EO5

22.02.EO1

22.02.EO2

22.02.EO3

22.02.EO4

22.02.EO5

22.02.EO6

22.02.EO7

22.02.EO8

22.02.EO11

22.02.EO9

22.02.EO10

22.03.EO1

22.03.EO2

22.03.EO3

22.03.EO4

22.04.EO1
22.04.EO2
22.04.EO3
	Workbook	POST Hours:
14 

Stan S/O
Hours:
14

Mandatory Learning Activities:
A.	The student will participate in a learning activity depicting a situation in which the subject is initially noncompliant with verbal instructions to sign the citation. The student will demonstrate the communication skills to resolve the conflict including:
1.	Making an “ethical appeal” based upon a peace officer’s professional presence and providing the subject with an opportunity to voluntarily comply (asking)
2.	Identifying the law, policy, or rationale that applies to the situation, answering the subject’s implied question “why”, and providing another opportunity for the subject to 	voluntarily comply (setting context) 
3.	Explaining the options or courses of action which could be taken by the peace officer and their 
		potential personal consequences to the subject, and providing the subject with yet another opportunity to voluntarily comply (presenting options)
4.	Taking the action appropriate to the situation if the subject fails to voluntarily comply (e.g., arrest)
 
B.	The student will participate in a learning activity involving a vehicle stop. The student will demonstrate the following: 
1.	Greeting 
2.	 Identifying self and department 
3.	Requesting driver’s license, registration, and proof of insurance 
4.	Explaining the reason for the stop 
5.	Making decision to warn, cite, or arrest 
6.	Closing appropriate to decision 

C.	The student will participate in one or more learning activities from the POST-developed Instructor’s Guide to Learning Activities for Leadership, Ethics and Community Policing (December 2005) or other comparable sources regarding vehicle pullovers.  At a minimum, each activity, or a combination of activities must address the following topics:
1.	Exercise of effective problem solving, communication and officer safety during vehicle stops
2.	Use of an appropriate ethical decision-making process to demonstrate “equal protection of the law”
3.	How the community may view vehicle pullover tactics as a function of the policing mission
4.	How peace officers may educate community members on the purpose of vehicle pullovers	
Learning Activity #1

Purpose of Activity:

Students may be assigned to independently research and locate a recent event where a traffic stop by the police resulted in a violent encounter or a significant complaint regarding the conduct of the officers involved. The student may research news articles, those from magazines or any source on the Internet. They should be tasked to print the article, and then write a short memo articulating:

1. How the incident impacts the policing profession
2. How the incident might affect the department involved, and how it would affect their department as a result of the incident being brought into the public domain.
3. What other options the officers or deputies involved might have taken or considered to produce a different outcome (emphasize to the students that you are not asking them to second-guess, but to learn from the conduct of others).
4. What ethical issues or problems are relevant to the incident
5. Optionally, the student will author a letter in the role of that agency’s chief or sheriff responding to a letter of complaint about the incident

Each student will take turns to present their incident and their findings. Other students will work with the student to identify any issues the student did not consider, and to add insight or questions to enhance the class understanding of the incident. The presentations may be completed in one setting, or as introductions and endings to content blocks in this subject area. Selected student leaders should facilitate the presentation process. In the alternate of beginning-ending presentations, 2-3 students per session will present their incidents. This provides the instructor an opportunity to have each student speak in public, display their ability to form and defend decisions about their perspectives and to respond to the questions of others.

Class Activities:
As noted previously, the instructor may wish to actually conduct simulated vehicle pullovers in a controlled environment, or have student learning groups present scenarios they developed to exemplify assigned concept areas. The pullovers may range from the mundane to the overtly threatening, with an overarching focus by the instructor to ensure all students present (both actors and those watching) can transfer and apply learning to real-life encounters. 

Description: 

Scenario One:
An officer conducts a traffic stop on a suspected drunk driver. The subject vehicle was speeding, and also weaving within its lane of travel. The officer approaches the car and can smell the odor of alcohol on the driver’s breath. The traffic stop takes place in the parking lot of a fairly crowded parking lot, and several citizens are standing in the area watching the contact. As the officer receives identification from the driver, he is handed a police identification card reflecting that the driver is an off-duty officer from a neighboring jurisdiction.

Scenario Two:
Same setting as the first scenario, except the driver identifies himself as a vice detective from the neighboring jurisdiction who is on-duty and rolling to a meet with a confidential informant on an important case. The detective tells the officer he has been sitting in a bar with the informant and their prime suspect for the past three hours, and that he was drinking to sustain his cover as a criminal confederate.

Scenario Three:
An officer conducts a traffic stop on a vehicle that the officer has been advised by dispatch is a stolen car when he ran the license plates. The vehicle is occupied by two male Hispanics, who are taken into custody and placed in the rear seat of the patrol car without incident. The subjects are complaining loudly that the officer stopped them only because of their color, and their shouting has drawn a crowd. The officer is in the midst of searching the suspect vehicle when dispatch advises the wrong plate was run in CLETS, and that the vehicle was not, in fact, a stolen car.

Scenario Four:
An officer sees a car stopped in a traffic lane, with one person pushing it from the rear while another is apparently steering it. The officer stops to render aid, and the subjects seemed surprised and a bit taken aback at the officer’s presence. The subjects thank the officer for his offer of help, but say they just want to push the car to the side of the road and call a tow truck. (Note- if the officer leaves, allow him or her to do so. If they do not leave, they may or may not see the 8”x12”x3” package wrapped in brown butcher paper on the right rear passenger seat with a torn corner. Closer examination will allow the officer to see the package contains a green leafy substance resembling marijuana).

Scenario Five:
An officer conducts a traffic stop on a vehicle that went through an intersection about a second after the traffic signal phased to red. The officer contacts the female driver, who quickly tells the officer she is late to meet her boyfriend for lunch, and that her boyfriend is one of the officer’s peers. The officer recognizes the name of the “boyfriend” given by the driver.

Scenario Six:
The officer receives a radio dispatch of a suspect and vehicle wanted in a burglary in the neighboring city. Shortly thereafter, the officer sees a car that might match the description. The suspect vehicle was described as a tan Chevrolet, and the car under observation by the officer is a gold/brown
Oldsmobile. The suspect was described as an African-American male in his 30’s, and the officer can see the driver is a male, but little more because of the sun’s glare on the car’s windshield. Should the car be stopped, or will this diversion prevent the officer from watching for a car that matches the suspect description more closely. If the car is stopped, should it be a high-risk stop, and how should the contact with the driver be made?

Scenario Seven:
An officer stops a vehicle during the daylight morning hours that is driving very slowly. The officer is concerned the driver is lost and may need help. As the officer approaches the vehicle, he sees a lone female driver. He asks for identification, and she relies that she is driving her boyfriend’s car, and that she left her ID at his apartment. The officer can see on the rear floorboard of the car a closed purse. The officer is given the vehicle’s registration (if asked for), but no other ID from the driver. 

Scenario Eight:
An officer is in her patrol car at a red traffic signal. As the light turns green, she senses something is wrong, and stops prior to entering the intersection. Moments later, a vehicle from the cross-traffic enters the signal under the fresh red light and proceeds through the intersection. The officer realizes if she hadn’t stopped suddenly, she would have been struck by the other car and have been involved in a serious traffic collision due to the speeds on this roadway. The officer pursues the vehicle and stops it without incident. (Issues are whether or not to cite a vehicle that violated only the officer’s right of way; options are to have a belligerent driver who accuses the officer of doing just that)

Scenario Nine:
Same scenario as Scenario Eight; however, the driver is a female in her eighties who is quite pleasant, and who tells the officer how much she appreciates the police for keeping her safe all these years. The driver continues by telling the officer her husband passed away earlier in the year and that without her car she would be isolated and cut off from her friends.

Resources Needed:

As stated in the introduction and other material in this activity guide, there is ample video footage available in the commercial market to use as a backdrop to training. Current events of related print material also exist in print and electronic formats. The instructor’s role is to facilitate the process of the student’s learning; the challenge is to get them interested and involved in the learning process. Since all of the students already drive, the instructor’s job is to ensure they learn and can apply tactics to use an existing skill (driving) for an entirely different purpose (enforcing the law). Added Resources are:

· Training and Testing Specifications for Peace Officer Basic Courses, LD22; Learning Activities for LECP
· POST LEOKA Report (available at www.lp.post.ca.gov)

Key learning Points: 

At the conclusion of these learning activities, the student will be able to:
· Apply appropriate tactical communications techniques to defuse conflict during traffic stops.
· Identify and apply effective officer safety tactics during the pullover and approach to the subject vehicle, and continue to display effective officer safety tactics until the termination of the contact.
· Distinguish and apply appropriate ethical decision making skills when confronted with a dilemma in the ethical dimension.

Time Required:

Each scenario will last from 3-12 minutes depending on its complexity. The instructor should ensure others watching can hear and see relevant aspects of the traffic stop. The instructor may also wish to stop a scenario while still in progress if an important teaching point, officer safety lapse or other “teachable moment” occurs. The debriefing from the scenarios can occur on-the-spot, or can be completed once all students have had opportunities to play at least one scenario, at which time the class would move back to the classroom.

Required Tests:
A scenario test that requires the student to demonstrate, by application, proficiency of a simulated vehicle pullover during low light/night time conditions. At a minimum, the test shall evaluate the following competencies:
 
1.	Police Vehicle Operation – The ability to operate a patrol vehicle in a safe and efficient manner and to position the vehicle appropriate to the situation. 
2.	Problem solving/Decision-Making- analyzing situations and implementing plans to solve problems in a timely manner. Using verbal or physical skills to determine the appropriate resolution to a situation.
3.	Legal authority/ Individual Rights- The identification of laws and constitutional rights governing to consensual encounters, detentions, and arrests.
4.	Officer safety- The demonstration of situational and tactical awareness and appropriate response.
5.	Communication- The use of effective verbal and non-verbal skills to convey intended meaning and establish understanding.
 
B.  An exercise test that requires a student to act alone, or with one or more other students acting as a team, to conduct a simulated high-risk vehicle stop.  At a minimum, the test shall evaluate the student(s):

1.	Police Vehicle Operation – The ability to operate a patrol vehicle in a safe and efficient manner and to position the vehicle appropriate to the situation.
2.	Leadership- The practice of influencing people, while using ethical values and goals to produce an intended change.   
3.	Problem solving/Decision-Making- analyzing situations and implementing plans to solve problems in a timely manner. Using verbal or physical skills to determine the appropriate resolution to a situation.
4.	Legal authority/ Individual Rights- The identification of laws and constitutional rights governing to consensual encounters, detentions, and arrests.
5.	Officer safety- The demonstration of situational and tactical awareness and appropriate response.
6.	Communication- The use of effective verbal and non-verbal skills to convey intended meaning and establish understanding.
7.	Stress Tolerance and Emotional Regulation - Maintaining self-control and making timely, rational decisions in stressful situations

	

Learning Domain
	23 Crimes in progress	
Learning Need	Peace officers must recognize that their first responsibility when responding to a crime in progress is to protect their own safety and that of others. Peace officers must recognize that their first responsibility when responding to crime in progress is to protect their own safety and that of others. To respond effectively and safely to a crime in progress, peace officers need to use appropriate strategies and tactics. Some types of crimes in progress require officers to plan and execute specific arrival, approach, communication, and search tactics. Planning and patience are critical to achieving safe and successful outcomes. To ensure the highest chance of survival and the safest possible outcome for all involved individuals, officers must recognize the dangers associated with high-risk situations and employ effective tactics.	
Revision
	January 2007	

LD 23 Crimes In Progress

Content Outline	Instructor Notes	E.O.	Resources	Time	
					
I.	LEARNING NEED: peace officers must recognize that their first responsibility when responding to a crime in progress is to protect their own safety and that of others.
A.	Explain the importance of wearing soft personal body armor while on patrol. (23.01.EO1)
1.	Soft personal body armor (i.e., vests) is the single most effective piece of passive safety equipment that a peace officer can utilize. It can be of greater importance than the officer’s firearm, baton, or any other equipment immediately available to the officer.
B.	Distinguish between officer survival and survival. (23.01.EO2)
1.	Current patterns related to deaths and assaults on peace officers 
2.	The “Will to Survive” involves a mental commitment to never give up.
3.	Officer actions after being wounded
4.	Officer as hostage 
5.	Officer action in counter-ambush incidents when on foot.
6.	Officer actions in counter-ambush incidents when in a patrol vehicle.

II. LEARNING NEED: To respond effectively and safely to a crime in progress, peace officers need to use appropriate strategies and tactics.
 A. Discuss the elements of a tactical approach to a crime in progress including. (23.02.EO11)
1.	Nature of the crime
2.	Use and nonuse of warning lights siren
3.	Appropriate communication
4.	Uses cover and concealment-upon arrival
B. 	Explains the primary purpose for establishing crime scene perimeters. (23.02.EO12)
1.	The establishment of a secure perimeter may be essential to safely resolving the crime in progress.
C.	Demonstrate appropriate actions when conducting a search for suspects, including: (23.02.EO17-23.02.EO26)
1.	Preparing to enter the area to be searched
a.	Make certain a perimeter has been established, contact 	the owner if applicable, locate suspect’s point of 	entry/exit, determine the number of searching officers 	necessary and attempt to contact suspect(s).
2.	Contacting owner
a.	The owner/responsible party may be able to provide 	information regarding interior layout, location of lights, 	keys to gain access or contents of the area
3.	Communicating
a.	Officers should seek as much additional information from 	dispatch as possible. Responding units should 	communicate, when appropriate, their routes, and the 	arrival of other units. Communication with owner or 	responsible party could also be valuable.
4.	Using lighting
a.	Make use of any available light. If there is access to the 	switch, room lights may be turned on when practical. 	Use flashlights to illuminate areas if room light is 	inadequate.
5.	Using canines or special units
a.	All available resources should be considered when planning a search operation.
6.	Use of cover officers
a.	The cover officer should act as surveillance and 	protector for searching officers at all times.
7.	Making a tactical sound entry
a.	Approach the building with care, open the door (entry 	point) completely and listen prior to entering the area, 	enter quickly making use of available cover and allowing 	eyes to adjust to changing light and assess the situation 	before continuing action.
8.	Conducting a systematic search
a.	Make use of any available light, visually scan the area in a systematic manner, search each area thoroughly before moving on to the next area, if the structure is a multistory building, confine search to one floor at a time, open doors completely and maintain contact and cover roles throughout the search.
9.	Confronting a suspect during a search
a.	Communicate effectively, take control of the suspect, secure and search the suspect, question the suspect regarding the existence of any additional suspects and weapons, remove suspect from area and continue the search.
10.	Using proper arrest techniques
a.	To maximize officer safety during any type of person search, peace officers must select a search and arrest technique and level of control suitable to the situation and conditions.
III.	LEARNING NEED: Some types of crimes in progress require officers to plan and execute specific arrival, approach, communication, and search tactics. Planning and patience are critical to achieving safe and successful outcomes. 
A.	Demonstrate effective officer actions for the safe and tactical 	response to crimes in progress: (23.03.EO1, 23.03.EO3, 	23.03.EO4)
1.	Shots fired calls
a.	Responding officers should approach the call assuming it involves suspects who are armed and dangerous and take all necessary precautions.
2.	Burglary in progress
a.	Although violence may not be the burglar’s intent, the 	level of risk could quickly escalate if the suspect is 	startled or if the situation is not properly handled by 	the responding officers.
3.	Robbery in progress
a.	Robbery is a violent crime with an extremely high 	level of risk to peace officers, victims, and bystanders. 	Great care must be taken to properly plan and 	execute a response when a robbery is in progress.
IV.	 LEARNING NEED: To ensure the highest chance of survival and the safest possible outcome for all involved individuals, officers must recognize the dangers associated with high-risk situations and employ effective tactics
A.	 Demonstrate effective officer actions for the safe and tactical response involving: (23.04.EO1-23.04.EO7)
1.	Barricaded suspects/ hostage situations
a.	The responding officer’s primary objective in any 	situation involving barricaded suspects/hostages is 	always the protection of life over the apprehension of 	the suspect(s).
2.	Violent suspects
a.	Responding officers may encounter individuals who 	are under the influence of drugs or alcohol, 	emotionally disturbed, or even suicidal and who are 	unwilling or unable to comply with an officer’s 	commands.
3.	Rapid deployment to a deadly encounter “Active 	Shooter”
a.	A rapid deployment to a deadly encounter may be 	defined as the swift and rapid deployment of law 	enforcement resources to “on going, life threatening 	situations” where delayed deployment could 	otherwise result in multiple deaths or serious bodily 	injuries to innocent persons.
4.	Officer ambush/ sniper attack
a.	Officers responsibility to a crime in progress or other 	high-risk situations may come under attack by sniper 	fire or ambush (including deadly force). Under such 	conditions, an officer’s reactions are critical to 	survival.
5.	Officer-down calls
a.	Responding officers must guard against allowing their 	emotions to cloud sound judgment and interfere with 	the execution of a safe and tactical response to the 	call.
B.	Discuss factors an officer should consider before becoming 	involved in any law enforcement action while off-duty. 	(23.04.EO6)
1.	Being a “hero” is not a requirement of a sworn peace 	officer. Good judgment rather than impulsive response is 	critical to the success and safe outcome of any off-duty 	peace officer action. Officers must consider the 	extraordinary safety risks involved with off-duty officer 	intervention to themselves and to others.
	Presenting introductory material, conducting facilitated discussions, asking questions

Instructor may have students complete the “self assessment” in the workbook prior to instruction as a baseline for the course.	

23.01.EO1

23.01.EO2

23.02.EO11

23.02.EO12

23.02.EO17

23.02.EO18

23.02.EO19

23.02.EO20

23.02.EO21

23.02.EO22

23.02.EO23

23.02.EO24

23.02.EO25

23.02.EO26

23.03.EO1

23.03.EO3

23.03.EO4

23.04.EO1

23.04.EO2

23.04.EO7

23.04.EO4

23.04.EO5

23.04.EO6

	Workbook	POST Hours
20 

Stan S/O
Hours
20

Mandatory Learning Activities:
A. The student will participate in an learning activity that reinforces an understanding of law enforcement response to a variety of high-risk-situations, including:
1.	Person with a gun 
2.	Shots-fired call 
3.	Officer down 
4.	Suspicious circumstances/unknown trouble 
5.	Suicidal person
B. The student will participate in a learning activity that presents a series of drawings, sketches, photographs or other visual depictions of locations where a crime is allegedly in   progress. The student will indicate, either verbally or in writing:
1.	A suggested approach to the location 
2.	An effective placement of perimeter units 
3.	An acceptable scene search pattern
C. The student will participate in one or more learning activities from the POST-developed Instructor’s Guide to Learning Activities for Leadership, Ethics and Community Policing (December 2005) or other comparable sources regarding crimes in progress. At a minimum, each activity, or a combination of activities must address the following topics: 
1.	Characteristics of power and authority and their influence on how an officer responds to and investigates crimes in progress 
2.	Effective decision making to enhance tactical readiness 
3.	How modeling positive behavior reflects on the officer and the officer’s agency when the behavior is witnessed by members of the community	

Learning Activity #1

Purpose of Activity:
The response to crimes in progress is a function of peace officers where students enter the learning environment may come in with the strongest pre-perceptions of “how the police act” due to the pervasive depictions of the police in media and film. Training should strive to dispel common myths in this area, as well as ensure students understand and can apply appropriate officer safety protocols in their response and arrival at the scene of a crime in progress. Students should be mindful their acts are commonly being viewed by members of the public, and that their conduct will be scrutinized by others who often may have similar misperceptions regarding the propriety of police conduct.

Description: 
Break the students into cooperative learning groups, 4-6 students each. Have them discuss the following questions, and then write out their responses on chart paper or a similar medium. Groups will report their thoughts to the class under the facilitation of a selected student leader. 

1. Self-confidence and mental preparation can be critical to an officer’s survival in a crisis or emergency situation. What factors influence your self-confidence in these times? What steps can a peace officer take to enhance their self-confidence when responding to a report of a serious crime in progress?
2. An officer’s ability to overcome risks associated with responding to a crime in progress depends on his/her safety and survival skills. Students will discuss and list three steps they can take to improve their officer safety readiness and two obstacles that could impede an officer’s readiness

The student(s) will be required to:
1.	Discuss and evaluate the questions and answer each question based on their academy training and personal experience.
2.	Select a spokesperson to present the group findings and be prepared to justify the answers to the class.
3.	Support their spokesperson if they are asked follow-up questions by other students or instructors.

If desired, the students may be instructed to come to a class consensus regarding the top 3-5 steps to enhance one’s self-confidence, 3-5 ways to improve their officer safety readiness and 3-5 obstacles in that effort.

Resources Needed:
1.	Numerous video clips from POST and other sources
2.	Numerous accounts in the media, both print and electronic
3.	The Internet
4.	Agency policies and procedures regarding driving conduct
5.	Agency policies and procedures regarding the response to crimes
6.	Training and Testing Specifications for Peace Officer Basis
7.	Learning Activities for LECP
8.	POST LEOKA Report (available at www.lp.post.ca.gov)

Key learning Points: 
At the conclusion of these learning activities, the student will be able to:· Demonstrate how they can assess an incident and respond appropriately from amongst the options available to a crime in progress · Identify the risks associated with responding to a crime in progress, including pre-planning, scene response and management and the appropriate use of officer safety tactics · Evaluate and act appropriately when presented with situations with ethical conflicts

Time Required:
The group work will take about 15 minutes, followed by group reporting and discussion, which should take between 2-3 minutes per group plus any
time used for questions by others. 

Learning Activity #2

Purpose of Activity:

The response to crimes in progress is a function of peace officers where students enter the learning environment may come in with the strongest pre-perceptions of “how the police act” due to the pervasive depictions of the police in media and film. Training should strive to dispel common myths in this area, as well as ensure students understand and can apply appropriate officer safety protocols in their response and arrival at the scene of a crime in progress. Students should be mindful their acts are commonly being viewed by members of the public, and that their conduct will be scrutinized by others who often may have similar misperceptions regarding the propriety of police conduct.

Description: 
A selected student leader will brief the following activity:

“You are en route to a call when another officer in your area puts out a call of shots fired. The officer reports that he/she has been hit and that he/she requires medical attention. When you arrive on scene, you see the officer has an apparently minor injury and the suspect is lying on the ground nearby. The suspect is still alive, and is lying handcuffed on the ground nearby. You take the suspect into custody and place him into the back seat of your patrol car. Before you can enter your car, your supervisor quietly pulls you aside and tells you the suspect is an “a--hole” and they expect you to give the suspect an “attitude adjustment” on the way back to the station.”

Students will work individually to answer the following questions, and then work in learning groups of 4-6 each to come to a consensus on the nature of the supervisor’s comments and their options for action. The questions are:

1. What do you think the supervisor is trying to tell you?
2. What are your options for action?
3. What do you think society would expect you to do?
4. What are the risks and rewards of each choice?

If the student groups come to the conclusion they should report the discussion to another supervisor or manager, an option for further work would be for one of them to act in the role of the officer while another student acts as the manager to whom this incident has been reported. The instructor should manage this role-play and encourage students to look for the core issues in this incident, as well as to assess management’s responsibility to respond when aware of misconduct.

Resources Needed:

1.	Numerous video clips from POST and other sources
2.	Numerous accounts in the media, both print and electronic
3.	The Internet
4.	Agency policies and procedures regarding driving conduct
5.	Agency policies and procedures regarding the response to crimes
6.	Training and Testing Specifications for Peace Officer Basis
7.	Learning Activities for LECP
8.	POST LEOKA Report (available at www.lp.post.ca.gov)

Key learning Points: 
At the conclusion of these learning activities, the student will be able to: Demonstrate how they can assess an incident and respond appropriately from amongst the options available to a crime in progress. Identify the risks associated with responding to a crime in progress, including pre-planning, scene response and management and the appropriate use of officersafety tactics. Evaluate and act appropriately when presented with situations with ethical conflicts

Time Required:

Five minutes for individual work, ten minutes for group work. Two minutes for groups to report their findings. Role play and discussion should take from 15-30 minutes to ensure students understand the ethical issues and agency obligations in this circumstance.

Learning Activity #3

Purpose of Activity:

The response to crimes in progress is a function of peace officers where students enter the learning environment may come in with the strongest pre-perceptions of “how the police act” due to the pervasive depictions of the police in media and film. Training should strive to dispel common myths in this area, as well as ensure students understand and can apply appropriate officer safety protocols in their response and arrival at the scene of a crime in progress. Students should be mindful their acts are commonly being viewed by members of the public, and that their conduct will be scrutinized by others who often may have similar misperceptions regarding the propriety of police conduct.

Description: 

Students will role-play a meeting between a peace officer and persons who have recently been victims of property crimes in a neighborhood. The officer should be prepared to respond to questions concerning police priorities, neighbor complaints about feeling unsafe and related issues. Students playing the role of neighbors should ask questions they think community members might ask in a meeting of this type. In larger classes, students can take turns in multiple scenarios (changing the crime type if desired) or watch the role-play and comment at its conclusion regarding what they saw, and what other options the “officer” may have had in their response to questions.

Resources Needed:

1.	Numerous video clips from POST and other sources
2.	Numerous accounts in the media, both print and electronic
3.	The Internet
4.	Agency policies and procedures regarding driving conduct
5.	Agency policies and procedures regarding the response to crimes
6.	Training and Testing Specifications for Peace Officer Basis
7.	Learning Activities for LECP
8.	POST LEOKA Report (available at www.lp.post.ca.gov

Key learning Points: 

At the conclusion of these learning activities, the student will be able to:· Demonstrate how they can assess an incident and respond appropriately from amongst the options available to a crime in progress · Identify the risks associated with responding to a crime in progress, including pre-planning, scene response and management and the appropriate use of officer safety tactics · Evaluate and act appropriately when presented with situations with ethical conflicts

Time Required:

Role-play may take from 10-15 minutes, plus time for class reflection and commentary. 

Required Tests 
A.	A scenario test that requires the student to demonstrate proficiency in reacting to a simulated ambush. At a minimum, the test shall evaluate the following competencies:
1.	Use of force – The ability to distinguish and apply reasonable force options in given circumstances.
2.	Problem Solving/Decision-Making - Analyzing situations and implementing plans to solve problems in a timely manner. Using verbal or physical skills to determine the appropriate resolution to a situation. 
3.	Officer safety – The demonstration of situational and tactical awareness and appropriate response
4.	Communication – The use of effective verbal and non-verbal skills to convey intended meaning and establish understanding.
5.	Stress Tolerance and Emotional Regulation - Maintaining self-control and making timely, rational decisions in stressful situations.

B.	A scenario test that requires the student to demonstrate proficiency in responding to and investigating a simulated incident involving one or more suspects concealed in a building. At minimum, the test shall evaluate the following competencies:
1.	Use of Force-The ability to distinguish and apply reasonable force options in given circumstances.
2.	Problem Solving/Decision-Making - Analyzing situations and implementing plans to solve problems in a timely manner. Using verbal or physical skills to determine the appropriate resolution to a situation.
3.	Communication – The use of effective verbal and non-verbal skills to convey intended meaning and establish understanding. 
4.	Officer Safety – The demonstration of situational and tactical awareness and appropriate response.
5.	Stress Tolerance and Emotional Regulation - Maintaining self-control and making timely, rational decisions in stressful situations.

C.	A scenario test that requires the student to demonstrate proficiency in responding to and investigating simulated crime in progress/critical incident. At a minimum, the test shall evaluate the following competencies:
1.	Use of Force – The ability to distinguish and apply reasonable force options in given circumstances.
2.	Leadership - The practice of influencing people, while using ethical values and goals to produce an intended change.
3.	Problem Solving/Decision-Making - Analyzing situations and implementing plans to solve problems in a timely manner. Using verbal or physical skills to determine the appropriate resolution to a situation.
4.	Legal Authority/ Individual Rights - The identification of laws and constitutional rights governing consensual encounters, detentions, and arrests.
5.	Communication – The use of effective verbal and non-verbal skills to convey intended meaning and establish understanding. 
6.	Officer Safety – The demonstration of situational and tactical awareness and appropriate response.
7.	Stress Tolerance and Emotional Regulation - Maintaining self-control and making timely, rational decisions in stressful situations.

D.	A scenario test that requires the student to demonstrate proficiency in responding to and investigating simulated suspicious person(s)/circumstances incident. At a minimum, the test shall evaluate the following competencies:
1.	Use of Force-The ability to distinguish and apply reasonable force options in given circumstances.
2.	Problem Solving/ Decision-Making - Analyzing situations and implementing plans to solve problems in a timely manner. Using verbal or physical skills to determine the appropriate resolution to a situation.
3.	Legal Authority/ Individual Rights- The identification of laws and constitutional rights governing to consensual encounters, detentions, and arrests.
4.	Officer Safety - The demonstration of situational and tactical awareness and appropriate response.
5.	Communication- The use of effective verbal and non-verbal skills to convey intended meaning and establish understanding.
6.	Stress Tolerance and Emotional Regulation - Maintaining self-control and making timely, rational decisions in stressful situations.

Learning Domain
	24 Handling Disputes/ Crowd Control	
Learning Need
	When called to handle a dispute, peace officers must be aware of their responsibility to keep the peace in order to prevent a civil matter
From escalating into criminal activity that could threaten the safety of officers and the persons involved. Peace officers must develop appropriate skills for defusing, mediating and resolving disputes in order to protect their safety and the safety of others, as well as prevent the dispute from escalating. Peace officers must be aware of the nature of certain types of disputes, as well as the laws that pertain to each type in order to take the appropriate measures to resolve the dispute.	
Revision
	July 2007	

LD 24 Handling Disputes/ Crowd Control

Content Outline	Instructor Notes	E.O.	Resources	Time	
					
I.	LEARNING NEED: When called to handle a dispute, peace officers must be aware of their responsibility to keep the peace in order to prevent a civil matter from escalating into criminal activity that could threaten the safety of officer and the persons involved. Peace Officer Responsibilities:
A.	Explain the responsibilities of peace officers at the scene of a dispute. (24.01.EO1)
1.	In all situations involving disputes, the responding officer’s primary responsibility is to keep the peace and restore order.
B.	Describe measures officers should take to protect their own safety and the safety of others when: (24.01.EO2, 24.01.EO3, 24.01.EO4)
1.	Approaching
a.	One of the most critical times for any officer involved in handling a dispute is the arrival and entry to the scene. Officers rarely have the element of surprise. Officers must be conscious of their own safety and the safety of others even before they enter the scene of the dispute.
2.	Making initial contact
a.	Before entering officers should:
i.	Be cautious of responses such as “It’s open” or “Come in” given by a person who is not in the officer’s sight. Under such circumstances, officers should request that the individual come to the door.
b.	Establish rapport once contact is made by: introducing themselves, explaining the purpose of their presence explaining how the call was received (if appropriate).
c.	Watch the hands and demeanor of the person who answers the door for weapons or potential weapons, nervousness, confrontational manner, suspicious behavior.
d.	Request that dogs be secured before officers enter.
e.	Be aware that an officer’s vision may be initially impaired when going from the light (outdoors) into a darker area (indoors).
f.	Maintain a polite, professional demeanor.
3.	Once inside a residence or area where a dispute is taking place.
a.	The following safety guidelines include actions that peace officers should take to protect their own safety and the safety of others, once entry has been gained to the scene of a dispute.
i.	Assess the existence of current or potential violence.
ii.	Make initial contact with the involved parties.
iii.	Establish and maintain control.
C.	Describe intervention techniques that can be used to protect the safety of officers, other person, or property. (24.01.EO5)
1.	Before a dispute can be resolved in an orderly manner, officers may be required to intervene in order to ensure the safety of themselves, others, and property. The amount of force officers use will depend on the circumstances of the incident.
II.	LEARNING NEED: Peace officers must develop appropriate skills for defusing, mediating and resolving disputes in order to protect their safety and the safety of others, as well as prevent the dispute from escalating.
A.	Explain appropriate techniques for defusing a potentially violent dispute. (24.02.EO2)
1.	Defusing is a process for reducing the potential for violence and bringing emotional levels to a manageable level to restore order.
B.	Describe appropriate techniques for conducting a brief interview of the parties involved in a dispute. (24.02.EO4)
1.	Before any mediation techniques can be applied, officers must first gather information from the involved parties regarding the cause(s) of the problem as well as the nature and scope of the dispute itself.
C.	Summarize the steps involved in the problem solving process for mediating a dispute. (24.02.EO5)
1.	After each party involved in the dispute has been briefly interviewed and the problem has been identified and agreed upon, officers can begin a step-by-step problem solving mediation process.

III.	LEARNING NEED: Peace officers must be aware of the nature of certain types of disputes, as well as the laws that pertain to each type in order to take the appropriate measures to resolve the dispute.
A.	Discuss safety consideration officers should be aware of when responding to a family dispute. (24.03.EO1)
1.	Peace officers must regard every family dispute as a potentially explosive and dangerous situation. By the time officers are called, emotions are high and the heat of the disturbance may be at its most dangerous level.
B.	Describe crimes associated with landlord/tenant disputes, including: (24.03.EO2-24.03.EO6)
1.	Tenant lockout/seizure of property
a.	Occasionally, when a tenant is behind in the rent, the landlord may attempt to jam the entrance or change the lock on the door in order to prevent the tenant’s further use of the dwelling or seize property belonging to the tenant until the rent is paid.
2.	Vandalism
a.	It is also unlawful for a landlord to remove the doors and/or windows to the tenant’s dwelling or destroy the tenant’s personal property in an effort to harass the tenant.
3.	Unauthorized entry
a.	If a landlord enters a tenant’s dwelling without prior permission in order to harass the tenant or to “snoop around,” the landlord has committed the crime of unauthorized entry (trespass).
4.	Disruption of utility services
a.	Landlords are not allowed to disrupt or disconnect one or more of the tenant’s utilities as a means of forcing the payment of past rent.
5.	Re-entry following a lawful eviction
a.	Once a lawful eviction has taken place, a tenant cannot lawfully reenter the dwelling from which that person has been evicted.
C.	Explain peace officers’ role when called to a dispute involving a repossession. (24.03.EO7)
1.	Vehicle:
a.	Peace officers normally do not become involved in a lawful repossession process other than to keep the peace and restore order. It is not the responsibility of the officer to interpret a contract or to determine if there has been proper notice and hearing.
2.	Property: 
a.	Peace officers normally do not become involved in a lawful repossession process other than to keep the peace and restore order. It is not the responsibility of the officer to interpret a contract or to determine if there has been proper notice and hearing.
D.	Determine when possession is complete in the course of a repossession. (24.03.EO8)
1.	Vehicle:
a.	When the property (if a vehicle) has been hooked up to a tow truck.
2.	Property:
a.	Gained entry to the property
IV.	LEARNING NEED: Peace officers must have a clear understanding of the individual’s rights and protections regarding free speech and assembly, along with the dynamics of the types of crowds that may form for the purpose of exercising those rights.
A.	Explain peace officer responsibilities regarding the protection of 	an individual’s right to free speech and assembly. (24.04.EO1)
1.	It is the responsibility of all law enforcement officers to protect and uphold each individual’s rights to free speech and assembly while also protecting the lives and property of all people.
B.	Discuss the role of law enforcement regarding crowd control. (24.04.EO2)
1.	The main objective of crowd management is to ensure that the event remains lawful while providing for the protection of the First Amendment rights of all people.
C.	Describe psychological factors associated with crowd behavior. (24.04.EO3) 
1.	A crowd does not suddenly and spontaneously turn into a riot. Crowds develop in phases as people begin to gather. At each phase, the crowd may act differently.
a.	Group identity
b.	Group cohesiveness
c.	Group-induced anonymity
d.	Group potentiality for violence 
e.	Group violence
D.	Discuss the phases of crowd development from the casual gathering through the development of a riot. (24.04.EO4)
1.	A crowd does not suddenly and spontaneously turn into a riot. Crowds develop in phases as people begin to gather. At each phase, the crowd may act differently.
E.	Discuss the three primary roles individuals play within a crowd. (24.04.EO5)
1.	Individuals play three primary positions, leaders, aggressors and followers on looking within a crowd.
V.	LEARNING NEED: Peace officers need to understand the tactical principles involved in the management and control of crowds in order to ensure the protection of the First Amendment rights of the crowd, and the safety of the entire community.
A.	Describe the phases of riot development. (24.05.EO5)
1.	There are several phases that crowds of individuals must go through before becoming a riot.
B.	Explain the primary law enforcement objective of: (24.05.EO10, 24.05.EO11, 24.05.EO12)
1.	Crowd management
a.	Ensure that the event remains lawful while providing for the protection of the First Amendment rights of persons involved.
2.	Crowd control
a.	Control the situation and prevent violations of the law when there is a potential or imminent threat by violence without infringing on the First Amendment rights of persons involved.
3.	Riot control objectives and principles
a.	The law enforcement objectives and management principles of riot control is the protection of lives and property, and the restoration of order.
C.	Apply common riot control formations used by law enforcement. (24.05.EO13)
1.	Selection of an appropriate formation to use in specific situations is typically made by the officer in charge. The nature of the crowd situation may be such that peace officers may have to assume responsibility for team response.
a.	Skirmish line
b.	Wedge/Vee
c.	Diagonal
d.	Column
e.	Arrest/ rescue formations (e.g. circle)
	Presenting introductory material, conducting facilitated discussions, asking questions

Instructor may have students complete the “self assessment” in the workbook prior to instruction as a baseline for the course.

24.01.EO1

24.01.EO2

24.01.EO3

24.01.EO4

24.01.EO5

24.02.EO2

24.02.EO4

24.02.EO5

24.03.EO1

24.03.EO2

24.03.EO3

24.03.EO4

24.03.EO5

24.03.EO6

24.03.EO7

24.03.EO8

24.04.EO1

24.04.EO2

24.04.EO3

24.04.EO4

24.04.EO5

24.05.EO5

24.05.EO10

24.05.EO11

24.05.EO12

24.05.EO13

	Workbook	POST Hours: 
08

Stan S/O Hours:
08	

Mandatory Learning Activities:
	    A. The student will participate in a facilitated discussion on how to legally and procedurally respond to a variety of disputes which minimally include the following:
1.	Lockout or other landlord/tenant conflict 
2.	Repossession 
3.	Neighborhood or business conflict 
4.	Family conflict (non-domestic violence incident) 
	    The following issues should be discussed in connection with each of the dispute situations:
1.	Maintaining officer safety.
2.	Providing safety to individuals and property 
3.	Applying appropriate defusing strategies 
4.	If appropriate, separating parties 
5.	Keeping the peace 
6.	Determining if a crime has been committed 
7.	Attempting to find solutions to the problem 
8.	Applying effective communication skills 
9.	Demonstrating responsibility and professionalism. 
	   B. The student will participate in a crowd control simulation incorporating the following concepts and tactics: 
1.	Containment 
2.	Isolation 
3.	Dispersal 
4.	Crowd control formations which include: 
a)	Skirmish line 
b)	Wedge/Vee 
c)	Diagonal 
d)	Column 
e)	Arrest/rescue movements (e.g., circle)	
Learning Activity #1

Purpose of Activity: Students should readily see their roles as peace officers will involve recurring circumstances where they will mediate disputes and keep the peace at special protests, celebrations and other public gatherings. They will apply skills of emotional control, self-awareness, situational awareness and an understanding of the rights individual in these, and other, incidents of conflict throughout their careers.

Description: Have the students discuss the following activity:
“An officer was involved in a controversial shooting of a member of a community, which resulted in his prosecution and the filing of a lawsuit. As a result, a group of individuals have gathered at the local courthouse to protest the prosecution and related criminal and civil actions. A second group has gathered across the street to counter-demonstrate against the shooting and a pattern of police abuse, and they are taunting the peace officers deployed at the scene. The security officers for the courthouse demand the first group be removed from the entrance to the courthouse and arrested. Coincidentally, you notice several off duty officers in that crowd. A dispersal order is announced to the crowd at the courthouse by a supervisor; however, they refuse to leave and handcuff themselves together. The crowd across the street cheers as the dispersal order is given.”
Divide the class into groups and facilitate discussions of the activity. Have one recruit from each group provide a response to the class.
1. Why must peace officers stay neutral and not take sides in a demonstration?
2. If you were the sergeant on scene, what next steps would you take?
3. How can personal opinions and feelings interfere in a successful handling of a protest?
4. What happens if a confrontation between you and a demonstrator gets out of hand?
5. What are the ethical issues regarding taunting and law enforcement response?

Groups of 4-6 students may be given one question only, or all or part of the questions as dictated by class size. Groups should report on their consensus findings under the facilitation of a selected student leader or leadership team. Follow-up questions for group or class consideration would be centering on the possible arrest of other policing professionals, balancing the interests of both protesting groups and issues related to
unusual incidents.

Resources Needed:
•	The Peace Officer’s Legal Sourcebook
•	Various agency policies and procedures regarding crowd control
•	Various policies and procedures regarding unlawful assemblies and orders to disperse
Key learning Points:  At the conclusion of the activities, selected student facilitators should debrief the activity with the students. The following ideas may be discussed:
1. How does this situation affect me?
2. What impact does this have on the community
3. What are the ethical decisions involved in these activities?
4. What would be the most appropriate means to resolve this call?
Time Required:  The time for scenarios read by the class may be as short as twenty minutes. The roleplay option can extend the class, as can discussion subsequent to either scenario. 	
Learning Activity #2

Purpose of Activity:  Students should readily see their roles as peace officers will involve recurring circumstances where they will mediate disputes and keep the peace at special protests, celebrations and other public gatherings. They will apply skills of emotional control, self-awareness, situational awareness and an understanding of the rights individual in these, and other, incidents of conflict throughout their careers.

Description:  This activity may be read by students, or assigned as a role-play by a student group to teach others. The scenario is: 

“You observe your partner handle a landlord/tenant dispute. Your partner is ignoring the tenant’s side of the story and taking sides with the landlord causing the situation to escalate. In order to de-escalate and resolve the situation, you consider taking over the call to resolve it.”

Resources Needed:
•	The Peace Officer’s Legal Sourcebook
•	Various agency policies and procedures regarding crowd control
•	Various policies and procedures regarding unlawful assemblies and orders to disperse

Key learning Points: At the conclusion of the activities, selected student facilitators should debrief the activity with the students. The following ideas may be discussed:
1. How does this situation affect me?
2. What impact does this have on the community
3. What are the ethical decisions involved in these activities?
4. What would be the most appropriate means to resolve this call?

Time Required:  The time for scenarios read by the class may be as short as twenty minutes. The roleplay option can extend the class for a full instructional hour, as can discussion subsequent to either scenario.
	
Required tests:
NONE	

Learning Domain
	25 Domestic Violence 
	
Learning Need
	To effectively carry out their responsibilities, peace officers need a basic knowledge of legal definitions, terminology and applicable Penal Code sections as well as an understanding of how to classify the crimes that may lead to arrests. Domestic violence causes tremendous harm to victims and society as a whole.  Each member in an abusive or violent household suffers physically and/or emotionally, and often violence is spread from one generation to the next.  Current law affords peace officers greater opportunity to assist victims, and provides protection and education to help stop the cycle of violence. When peace officers respond to a domestic violence call, it is essential that they proceed cautiously to ensure the protection of all people involved.  When there is a court order involving domestic violence, it must be verified and enforced following specific procedures.
	
Revision
	January 2007	

LD 25 Domestic Violence

Content Outline	Instructor Notes	E.O.	Resources	Time	
					
I.	LEARNING NEED: To effectively carry out their responsibilities, peace officers need a basic knowledge of legal definitions, terminology and applicable Penal Code sections as well as an understanding of how to classify the crimes that may lead to arrests.
A.	Recall the definition of domestic violence for legal mandates (Penal Code section 13700) (25.01.EO1)
1.	Domestic violence for legal mandates means abuse committed against an adult or a fully emancipated minor (Penal Code Section 13700) involved in one of the following nine relationships:
2.	Spouse
3.	Former spouse
4.	Cohabitant
5.	Former cohabitant
6.	Dating relationship
7.	Former dating relationship
8.	Engagement relationship
9.	Former engagement relationship
10.	 Person with whom the suspect has had a child (includes same gender relationships).
B.	Recall the definition of domestic violence for weapons seizure 	(Penal Code section 12028.5) (25.01.EO2)
1.	Penal Code section 12028.5 (F) (3) (b) states: “....any 	peace officer.....who is at the scene of a domestic 	violence incident involving a threat to human life or a 	physical assault, shall take temporary custody of any 	firearm or other deadly weapon in plain sight or 	discovered pursuant to a consensual or other lawful 	search as necessary for the protection of the peace 	officer or other persons present.”
C.	Recognize the crime elements required to arrest a suspect for 	the following crimes as applied to domestic violence incidents:  	(25.01.EO4-25.01.EO12)
1.	Willful infliction of corporal injury
a.	Willful infliction of corporal injury occurs when any 	person willfully inflicts upon a person who is his or her 	spouse, former spouse, cohabitant, former cohabitant, 	or on any person who is the mother or father of his or 	her child, corporal injury resulting in a traumatic 	condition.
b.	Willful infliction of corporal injury is covered by Penal 	Code Section 273.5.
2.	Criminal threats
a.	Criminal threats occur when a person willfully makes 	a threat to commit a crime which will result in death or 	great bodily injury to the intended victim or a member 	of his or her immediate family with the specific intent 	that the statement is to be taken as a threat, even if 	there is no intent to actually carry it out.
b.	Criminal threats are covered by Penal Code Section 	422.
3.	Stalking
a.	Stalking occurs when any person willfully, maliciously, 	and repeatedly follows or harasses another person 	and makes a credible threat with the intent of placing 	that person in reasonable fear for his or her safety, or 	that of his or her immediate family
b.	Stalking is covered by Penal Code Section 646.9.
4.	Malicious destruction of telephone, telegraph, cable 	television, or electrical lines
a.	Malicious destruction of telephone, telegraph, cable 	television, or electrical lines occurs when a person 	unlawfully and maliciously takes down, removes, 	injures, severs a wire of, obstructs, or makes an 	unauthorized connection with a telegraph, telephone, 	or cable television, or any other line that conducts 	electricity, including connected equipment.
b.	Malicious destruction of telephone, telegraph, cable 	television, or electric lines is covered by Penal Code 	Section 591.
5.	Preventing or dissuading a witness or a victim from 	testifying
a.	Preventing or dissuading a witness or victim from 	testifying is the knowing and malicious act, or attempt, 	to prevent or dissuade a witness or victim from 	reporting criminal conduct or participating in legal 	proceedings resulting from the criminal conduct.
b.	Preventing or dissuading a witness or victim from 	testifying is covered by Penal Code Section 136.1.
6.	Battery as applied to domestic violence 
a.	Battery as applied to domestic violence occurs when 	unlawful force or violence is used against a person 	who is a spouse or former spouse, cohabitant, party 	with whom the perpetrator has a child in common, a 	current or former engaged partner, or current or 	former dating partner.
b.	Battery as applied to domestic violence is covered by Penal Code Section 243(e)(1).
7.	Spousal Rape 
a.	Spousal rape is nonconsensual penile/vaginal 	intercourse with a person who is the spouse of the 	perpetrator. 
b.	Spousal rape is covered under Penal Code Section 	262.
D.	Recognize the crime classification for each crime that may result from a domestic violence incident as a misdemeanor or felony. (25.01.EO10)
1.	Willful infliction of corporal injury
a.	The crime of willful infliction of corporal injury is a 	felony.
2.	Criminal threats
a.	The crime of making criminal threats is a felony.
3.	Stalking
a.	The crime of stalking is a felony.
4.	Malicious destruction of telephone, telegraph, cable 	television, or electrical lines
a.	The crime of malicious destruction of telephone, 	telegraph, cable television, or electric lines is a felony.
5.	Preventing or dissuading a witness or a victim from 	testifying
a.	The crime of preventing or dissuading a witness or 	victim is a felony.
6.	Battery as applied to domestic violence
a.	The crime of battery as applied to domestic violence 	is a misdemeanor
7.	Spousal Rape
a.	The crime of spousal rape is a felony.

II.	LEARNING NEED: Domestic violence causes tremendous harm to victims and society as a whole.  Each member in an abusive or violent household suffers physically and/or emotionally, and often violence is spread from one generation to the next.  Current law affords peace officers greater opportunity to assist victims, and provides protection and education to help stop the cycle of violence.
A.	Identify common characteristics of a victim and a batterer. 	(25.02.EO1)
1.	Characteristics of a Batterer
a.	Uses violence as a tool to feel powerful
b.	May have low self esteem
c.	As a child, often witnessed or experienced violence
d.	Avoids responsibility for violent behavior by blaming:
e.	Children, work, victim or others, drugs or alcohol
f.	Often afraid, jealous, and/or obsessed with controlling a partner’s activities
g.	May be desperately afraid of living without partner
h.	Chooses to use violence or aggression against an 	intimate in response to conflict
i.	May not be violent outside the home
j.	May believe the use of violence is appropriate
k.	Reluctant to admit extent of violence
l.	May express remorse and say or even believe he or 	she will not repeat the violence
m.	Often uses intimidation and threats of reprisal
n.	May be cruel to Animals
2.	Characteristics of a Victim
a.	May have physical injuries including injuries from 	sexual assault
b.	May have low self esteem 
c.	Suffers emotional trauma
d.	Fears further violence self or family members
e.	Has damaged self image, ego, and self respect
f.	May feel shame or guilt
g.	May believe that he or she is to blame for the violence
h.	May suffer Post- Traumatic Stress
i.	Disorder, which may include Battered Woman 	Syndrome
j.	May use alcohol or drugs as coping mechanism
k.	Is often met by disbelief from friends, relatives, and 	service agencies
l.	May give up hope if no one believes him or her or 	helps
m.	May ultimately resort to homicide and/or suicide

B.	Identify a peace officer’s role in reducing domestic violence. 	(25.02.EO2)
1.	Repeated responses to domestic violence calls at a 	household where the victim will not leave can be 	frustrating for peace officers. 
a.	However, it is critical for officers to recognize that simply responding to these calls has an impact on all the individuals in the household. Moreover, arrest is the single most effective deterrent to continued violence, regardless of prosecution.  Early and consistent response and proper documentation can also have a positive impact on the peace officers involved by:
b.	Increasing the chance of successful prosecution,
c.	Decreasing possible repeat calls 
d.	Providing potential resolution and closure which 	decreases officer frustration and stress.

III.	LEARNING NEED: When peace officers respond to a domestic violence call, it is essential that they proceed cautiously to ensure the protection of all people involved.  
A.	Recognize the initial process for responding to a domestic 	violence call. (25.03.EO1)
1.	Domestic violence is a dangerous situation that must be 	handled with great caution and attention to safety.
a.	Historically, domestic violence calls result in more 	injuries and death to peace officers than any other call 	for service. Because of the potential for danger, 	officers must protect the safety of all parties at the 	scene, including themselves.
2.	Recognize under what circumstances an arrest 	should be made. (25.03.EO2)
a.	A felony or misdemeanor has been committed in the 	officer’s presence
b.	A felony has been committed outside of the officer’s 	presence
c.	A person has been arrested under a private person’s 	arrest
d.	A person has been arrested under the authority of 	Penal Code Section 836(c)(1)and 836(d).
B.	Identify physical evidence to be collected. (25.03.EO3)
1.	Any physical injury and the scene itself (take photos)
2.	The crime scene location (draw maps, diagrams, etc.)
3.	Blood samples
4.	Torn clothing
5.	Hair and fibers
6.	Firearms and/or weapons (Penal Code Section 12028.5)
7.	Overturned or damaged items
C.	Recognize procedures for seizing firearms. (25.03.EO4)
1.	The peace officer at the scene of a domestic violence 	incident shall take temporary custody of any firearm or 	other deadly weapon in plain sight or discovered 	pursuant to a consensual search, for the protection of 	the peace officer and others present. Penal Code 	Section 12028.5 authorizes the seizure of firearms and 	ALL weapons as defined in Penal Code Section 12020.
D.	Discuss resources available for victim protection. 	(25.03.EO5)
1.	A report identified as domestic violence
2.	Emergency Protective Orders (EPO)
3.	Temporary Restraining Orders (TRO)
4.	Orders After Hearing (OAH)
5.	Shelter information/advocacy services
6.	Criminal Court stay away orders
7.	Workplace Violence Restraining Orders

IV.	LEARNING NEED: When there is a court order involving domestic violence, it must be verified and enforced following specific procedures.
A.	Identify the differences between the types of court orders to 	include: (25.04.EO1)
1.	Criminal protective/stay-away 				orders
2.	Emergency Protective Orders
3.	Restraining orders
B.	Identify the validity of a restraining order. (25.04.EO2)
1.	Restraining/protective order is on file with the agency
2.	Complainant has a certified valid copy
3.	Order is found in the Department of Justice Domestic
4.	Violence Restraining Order System (DVROS). (Family 	Code Section 6381)
C.	Identify the purpose for obtaining an Emergency Protective 	Order. (25.04.EO3)
1.	Peace officers should understand that EPOs may be used to protect children in danger of family violence as well as individuals who are at risk of domestic violence as defined in Penal Code Section 13700. The relationships identified in Penal Code Section 13700, for the purposes of establishing domestic violence, are not identical to those defined as family or household members in Family Code Section 6250.
D.	Demonstrate how to enforce a court order. (25.04.EO4)
1.	Violating a restraining order is a misdemeanor. It is the peace officer’s responsibility to address the violation.

V.	LEARNING NEED: A comprehensive investigation includes the collection of evidence and the documentation of events, resulting in a detailed report of the domestic violence incident and investigative action.
A.	Identify what information needs to be documented in a report. (25.05.EO1)
1.	A notation of whether officers observed any sign that the 	batterer (abuser) was under the influence of alcohol or 	controlled substance
2.	A notation of whether officers determined if any law 	enforcement agency had previously responded to a 	domestic violence call at the same location involving the 	same abuser and victim
3.	A notation of whether officers found it necessary to seize 	firearms or deadly weapons
4.	Indicate whether a firearm or other deadly weapon was 	present at the location.
5.	Full description of the crime scene
6.	Number of prior incidents and known injuries
7.	Responding agencies and case numbers
8.	Protective Orders (expired, valid, or obtained at the 	scene)
9.	Domestic violence resource information provided to the 	victim
10.	Copy of the “911" incoming call requested or obtained
11.	Victim and batterer location upon arrival
12.	Relationship between victim and batterer
13.	Victim’s physical and emotional condition
14.	Batterer’s physical and emotional condition
15.	Physical and emotional condition of all witnesses, 	including children, elders, other household members, 	and neighbors
16.	Verbatim spontaneous statements from victim, batterer, 	and witnesses, including all children
17.	Names and ages of all children living in the home, if any
18.	Contact person if victim goes into hiding
19.	Relevant physical evidence
20.	Batterer’s probation and/or parole status
21.	Medical assistance requested

B.	Identify how the peace officer can provide support for the 	victim. (25.05.EO3)
1.	Provide the domestic violence resource information,
2.	Advise the victim of the availability of protective orders,
3.	Inform the victim about victim/witness services,
4.	Refer the victim to a shelter for emergency housing, and
5.	Offer and provide, when requested, civil (police) 	standbys for removing
6.	Personal property and assistance in safe passage out of 	the victim’s residence

	Presenting introductory material, conducting facilitated discussions, asking questions

Instructor may have students complete the “self assessment” in the workbook prior to instruction as a baseline for the course	

25.01.EO1

25.01.EO2

25.01.EO4

25.01.EO5

25.01.EO6

25.01.EO7

25.01.EO11

25.01.EO8

25.01.EO12

25.01.EO10

25.02.EO1

25.02.EO2

25.03.EO1

25.03.EO2

25.03.EO3

25.03.EO4

25.03.EO5

25.04.EO1

25.04.EO2

25.04.EO3

25.04.EO4

25.05.EO1

25.05.EO3

	Workbook	POST Hours: 
10

Stan S/O
Hours: 
10

Mandatory Learning Activities:
A.	The student will participate in a learning activity relating to proper response to a domestic violence incident to include:  
1.	Felony arrests
2.	Misdemeanor arrests
3.	Use of citizen arrests
4.	Verification and enforcement of temporary restraining orders when the suspect is present and when the suspect has fled
5.	Verification and enforcement of stay-away orders
6.	Cite-and-release policies
7.	Emergency assistance to victims to include medical care, transportation to a  shelter, and law enforcement standbys for the removal of personal 				property
8.	Assistance to victims in pursuing criminal options to include giving the report number and directing the victim to the proper investigative unit
9.	Providing written notice to victims at the scene   
B.	The student will participate in one or more learning activities from the POST-developed Instructor’s Guide to Learning Activities for Leadership, Ethics and Community Policing (December 2005)or other comparable sources regarding domestic violence. At a minimum, each activity, or combination of activities must address the following topics:  
1.	Application of SARA or other problem solving model (e.g. PBL) to identify crime elements, analyze known facts, develop and implement an appropriate 		response, and assess the effectiveness of the response
2.	Knowledge of available community resources or referrals for victims and others involved in a domestic violence incident  
3.	How collaboration with the community builds trust and confidence in policing efforts   
4.	Discretion, flexibility and conflict resolution skills   
5.	Influence of officer’s demeanor on persons present at the scene  

Learning Activity #1

Purpose of Activity:
Peace officers have the first, and primary, responsibility for intervening into incidents of suspected domestic violence and resolving them in conformance with applicable law and local policy. Students should be aware of the officer safety challenges present in situations where persons in an intimate relationship are involved in a domestic violence incident, and also of the reluctance of some victims to pursue prosecution due to their fear of retribution or loss of that relationship. Peace officers should also be aware of the resources in their local community, forms that have been prepared by their agency and area social service organizations

Description: 
The following scenario will be distributed to learning groups of four-to-six students each:

You are a patrol officer, and are assigned to a call of a possible assault at a residence. Upon arrival, you notice it is apparently quiet inside the house, so you knock on the door. A woman answers; she has redness on her right cheek that could have come from being slapped. She is obviously upset, but tells you everything is all right, and that you can not come into the residence. She says her husband is inside, and that they had a disagreement which has been resolved. She asks you to leave so she can go to bed and get some sleep.

Groups should discuss the following questions. They should come to a consensus about their options and obligations:
1. Does this scenario cause them to think there are enough facts necessary to force entry into the house?
2. What should the officer do?
3. What liability might the officer face if they make an incorrect decision?
4. What are the officer’s obligations?

At the conclusion of group work, selected student leader will facilitate class work to disclose the outcomes of each group. Follow-up questions may include:

Leadership:
Making the right decision isn’t always easy. Sometimes mandates do not leave much flexibility in your decision making process.

Ethical Decisions:
How might an officer use the Code of Silence in these activities? What liability does an officer face if he/she uses it? Ethics and integrity can definitely play a role in these activities. Discuss how this would affect you and the decisions you would have to make.

Community Policing:
How does domestic violence affect the community? How does your decision make a long lasting affect on the relationships between community and law enforcement?

Resources Needed:
Courts
Social Service agencies in the area
Police agencies in the area
Private organizations dedicated to the resolution of family
The CA Attorney General’s Office (www.caag.state.ca.us ) resources have been developed
Agency policies and procedures related to domestic violence
Training and Testing Specifications for Peace Officer Basic
Learning Activities for LECP
POST LEOKA Report (available at www.lp.post.ca.gov)

Key learning Points: 
At the conclusion of these learning activities, the student will be able to:

1.	Demonstrate an understanding of the laws related to domestic violence
2.	Assess options for referral and resolution of domestic violence incidents in conformance with law and applicable policy
3.	Evaluate the differences amongst victim reactions to domestic violence, including embarrassment, denial of victimization and similar actions, then respond appropriately in a given facts circumstance

Time Required:
Ten minutes for group discussion; ten to twenty minutes for class dialogue	
Learning Activity #2

Purpose of Activity:

Peace officers have the first, and primary, responsibility for intervening into incidents of suspected domestic violence and resolving them in conformance with applicable law and local policy. Students should be aware of the officer safety challenges present in situations where persons in an intimate relationship are involved in a domestic violence incident, and also of the reluctance of some victims to pursue prosecution due to their fear of retribution or loss of that relationship. Peace officers should also be aware of the resources in their local community, forms that have been prepared by their agency and area social service organizations

Description: 

This activity may be conducted as a class research/teaching exercise. Students may be assigned individually or in groups to research “Stalking” and be prepared to teach a short segment to the class. Directions are:

The crime of stalking is noted in the media most prominently when a celebrity is harassed by an overzealous fan or other person obsessed with them. In fact, issues of persons stalking others may occur in any community, and to persons for reasons of love, jealousy, financial reasons or due to the mental state of the stalker for reasons not readily apparent to others. 

Take 15 minutes (individually or as a small group) to prepare a brief training segment of 2-3 minutes to present:
· The crime and its elements
· Reasons persons might be stalked
· How the court process may help persons being stalked
· What services are available to help those in stalking situations
· Options for police response to reports of stalking 

Students may be selected for their training segment, which can encompass one or more of the theme areas. It may be beneficial for students to take portions of the training, and then to lead questions and answers for the class.

Resources Needed:

Courts
Social Service agencies in the area
Police agencies in the area
Private organizations dedicated to the resolution of family
The CA Attorney General’s Office (www.caag.state.ca.us ) resources have been developed
Agency policies and procedures related to domestic violence
Training and Testing Specifications for Peace Officer Basic
Learning Activities for LECP
POST LEOKA Report (available at www.lp.post.ca.gov)

Key learning Points: 

At the conclusion of these learning activities, the student will be able to:

1.	Demonstrate an understanding of the laws related to domestic violence
2.	Assess options for referral and resolution of domestic violence incidents in conformance with law and applicable policy
3.	Evaluate the differences amongst victim reactions to domestic violence, including embarrassment, denial of victimization and similar actions, then respond appropriately in a given facts circumstance

Time Required:
Ten minutes for group discussion; ten to twenty minutes for class dialogue

Learning Activity #3

Purpose of Activity:

Peace officers have the first, and primary, responsibility for intervening into incidents of suspected domestic violence and resolving them in conformance with applicable law and local policy. Students should be aware of the officer safety challenges present in situations where persons in an intimate relationship are involved in a domestic violence incident, and also of the reluctance of some victims to pursue prosecution due to their fear of retribution or loss of that relationship. Peace officers should also be aware of the resources in their local community, forms that have been prepared by their agency and area social service organizations

Description: 

Use one of the listed scenarios as a foundation, or create one where a domestic violence incident has occurred, and officers are required to issue a temporary restraining order in compliance with law. Students will work in groups; one group member will be the officer while a peer acts as the victim. The officer will complete the form, and then approach the instructor, who will act as the on-duty judge. The officer will present the facts of the incident and seek approval for the restraining order.  

The learning activity can be completed one group at a time, or groups can simultaneously complete their application for TRO, and then contact the “judge” one at a time while others witness the conversation.

Class discussion should ensue once all officers have completed their applications for TRO’s or witnessed that activity by others. The instructor should discuss his or her impression of student performance and issues related to the application and issuance of restraining orders.

Resources Needed:
Courts
Social Service agencies in the area
Police agencies in the area
Private organizations dedicated to the resolution of family
The CA Attorney General’s Office (www.caag.state.ca.us ) resources have been developed
Agency policies and procedures related to domestic violence
Training and Testing Specifications for Peace Officer Basic
Learning Activities for LECP
POST LEOKA Report (available at www.lp.post.ca.gov)

Key learning Points: 

At the conclusion of these learning activities, the student will be able to:

1.	Demonstrate an understanding of the laws related to domestic violence
2.	Assess options for referral and resolution of domestic violence incidents in conformance with law and applicable policy
3.	Evaluate the differences amongst victim reactions to domestic violence, including embarrassment, denial of victimization and similar actions, then respond appropriately in a given facts circumstance

Time Required:
The victim contact should take 3-5 minutes; the application conversation with the judge should take a similar length of time. This activity can be incorporated into the work of other related activities, or staged as a stand-alone or in conjunction with other scenarios.
	
Required Tests:
A.	The POST-Constructed knowledge test on the learning objectives in Domain #25.
B.	The POST-Constructed Comprehensive End-of-Course Proficiency Test will include learning objectives in Domain #25.
C.	The POST-Constructed comprehensive test for the Requalification Course will include learning objectives in Domain #25.
D.	A scenario test that requires the student to demonstrate proficiency in responding to investigating a simulated domestic violence incident.  At a minimum, the test shall evaluate the following competencies:
1.	Conflict Resolution - The ability to mediate disagreements by resolving a conflict using appropriate communication skills.  
2.	Use of force - The ability to distinguish and apply reasonable force options in given circumstances.   
3.	Leadership - The practice of influencing people, while using ethical values and goals to produce an intended change. 
4.	Problem solving/ Decision - Making - Analyzing situations and implementing plans to solve problems in a timely manner. Using verbal or physical skills to determine the appropriate resolution to a situation.   
5.	Legal authority/ Individual Rights - The identification of laws and constitutional rights governing consensual encounters, detentions, and arrests.   
6.	Officer safety- The demonstration of situational and tactical awareness and appropriate response.  
7.	Communication - The use of effective verbal and non-verbal skills to convey intended meaning and establish understanding. 
8.	Stress Tolerance and Emotional Regulation - Maintaining self-control and making timely, rational decisions in stressful situations.   
E.	An exercise test requiring the student to demonstrate the ability to verify the validity of a court order.  The test shall minimally include the requirement to verify the following:
1.	A court stamp
2.	A case control number
3.	An expiration date
4.	The person to be protected
5.	The person to be restrained
6.	A judge’s signature
7.	Proof of service
F.	An exercise test requiring the student to demonstrate the ability to determine the proper action when confronted with the enforcement of a court order.  The test shall minimally include
1.	Arrest or acceptance of a private person’s arrest
2.	Proper enforcement of the terms of the order
3.	Determination of the primary aggressor in mutual orders
4.	Arrest without a warrant for a violation of a protective order not committed in the officer’s presence
G.	An exercise test requiring the student to demonstrate the knowledge and ability to obtain an Emergency Protective Order. The test shall minimally include:
1.	Determining what party is eligible 
2.	Grounds for issuance 
3.	Procedures to obtain the order
4.	Completion of the proper  documents
5.	Scope and duration of the order
6.	Service of the order
7.	Data entry into the Domestic Violence Restraining Order System
8.	Distribution of forms

Learning Domain
	26 Unusual Occurrences
	
Learning Need	To protect the public, peace officers must be able to identify unusual
occurrences and respond rapidly, safely, and efficiently based on the situation. Responding to unusual occurrences, peace officers may be called upon to act quickly in situations involving fires or explosives. Officers must become familiar with the risks presented by these calls in order to respond safely and effectively. Peace officers must become familiar with the risks presented by aircraft crashes and other unusual occurrences in order to respond safely and effectively to these types of incidents.	
Revision
	January 2007	

LD 26 Unusual Occurrences

Content Outline	Instructor Notes	E.O.	Resources	Time	
					
I.	LEARNING NEED: To protect the public, peace officers must be able to identify unusual occurrences and respond rapidly, safely, and efficiently based on the situation.
A.	Definition of unusual occurrence. (26.01.EO1)
1.	An unusual occurrence is generally defined as:
a.	An unscheduled event
b.	Involving potential injury or property damage
c.	Which requires a law enforcement response.
B.	Mission of law enforcement responding to unusual 	occurrences. (26.01.EO2)
1.	The law enforcement mission when responding to an 	unusual occurrence may include, but is not limited to, 	establishing law and order, identifying necessary 	resources, enforcing emergency rules and regulations, 	and/or providing emergency care for the sick and injured.
C.	Responsibilities of the first responder. (26.01.EO3)
1.	A peace officer’s responsibilities as a first responder require the officer to assume initial command, establish a perimeter, and protecting the incident location, isolate the hazard, maintain ingress/egress control, and initiate appropriate notifications.
D.	Purpose of incident command system (ICS) and National 	incident management system (NIMS) (26.01.EO4)
1.	Responsibilities of the initial responding officer
a.	The incident commander (ICS) is responsible for 	seeing that an appropriate plan of action is 	implemented to deal with the immediate situation. 	Required actions will vary according to the specifics of 	each incident.
b.	The tactics used to manage an incident must be 	reassessed and evaluated throughout the operation. 	Additional resources may become necessary or 	specific tactics may need to be modified.
2.	Basic components of the Incident Command System
a.	The incident command system provides a structure 	for response to incidents.
b.	The ICS system is designed to include the crucial 	components for command and control, including an 	incident commander, operations section, finance 	section, logistics section, intelligence section, etc. 
3.	Basic components of the National Incident Management 	System. 
a.	Developed by the Secretary of Homeland Security at 	the request of the President, the National Incident 	Management System (NIMS) integrates effective 	practices in emergency preparedness and response 	into a comprehensive national framework for incident 	management.

II.	LEARNING NEED: Responding to unusual occurrences, peace officers may be called upon to act quickly in situations involving fires or explosives.  Officers must become familiar with the risks presented by these calls in order to respond safely and effectively. Fires and Explosives/ Extinguishing methods for each class of fires
A.	Recognize the appropriate methods for extinguishing each class of fires. (26.02.EO3)
1.	Common Combustibles
2.	Flammable liquids; petroleum based materials
3.	Energized electrical equipment 
4.	Combustible metals
B.	Identify risk versus benefits/gain of entering a burning structure. (26.02.EO4)
1.	The structure itself
2.	The trapped individual(s)
3.	Nature of the fire 
4.	Other factors
C.	Recognize appropriate actions for responding to incidents 	involving bombs/explosive threats. (26.02.EO6)
1.	Make contact with person who received the treat
2.	Assist in evacuation, if requested
3.	Assist searching, if requested
4.	Documents all actions
D.	Recognize safety precautions officers should follow at the 	scene where a suspected bomb/explosive device has been 	located. (26.02.EO7)
1.	Ensure safety
2.	Secure the area
3.	Assume command
4.	Gather additional information
5.	Document the incident
E.	Recognize appropriate actions for securing a scene where an 	explosive device has been located. (26.02.EO8)
1.	Establish and maintain a perimeter. Evacuate all 	personnel within the designated area to a safe location. 	(Distance will depend on the specific situation.) 
2.	Control ingress/egress of the perimeter.
3.	Identify the inherent dangers in a post-blast explosion scene. (26.02.EO9)
a.	There are dangers inherent in a post-blast scene, such as, secondary devices/explosives, booby traps, structural weakness, broken gas mains, downed power lines, and/or released hazardous materials.
F.	Recognize appropriate officer actions for securing a post-blast 	explosion scene. (26.02.EO10)
1.	Appropriate officer actions for securing a post-blast explosion scene are to:
a.	Ensure safety,
b.	Assume command, and
c.	Secure the area.

III.	LEARNING NEED: Peace officers must become familiar with the risks presented by aircraft crashes and other unusual occurrences in order to respond safely and effectively to these types of incidents. Aircraft Crashes and Other Unusual Occurrences
A.	Recognize appropriate officer actions when responding to 	an aircraft crash. (26.03.EO1)
1.	When responding to an incident involving an aircraft 	crash officers should maintain a safe position, conduct 	an initial assessment, secure the area, and assume 	command.
2.	Recognize appropriate officer actions specific to other 	types of unusual occurrences, including: (26.03.EO3-	26.03.EO9)
a.	Electrical power emergencies
b.	Hazardous road conditions
c.	Traffic device malfunctions
d.	Gas leaks
e.	Floods
f.	Animal control problems
g.	Earthquakes	Presenting introductory material, conducting facilitated discussions, asking questions

Instructor may have students complete the “self assessment” in the workbook prior to instruction as a baseline for the course. 	

26.01.EO1

26.01.EO2

26.01.EO3

26.01.EO4

26.02.EO3

26.02.EO4

26.02.EO6

26.02.EO7

26.02.EO8

26.02.EO9

26.02.EO10

26.03.EO1

26.03.EO3
26.03.EO4
26.03.EO5
26.03.EO6
26.03.EO7
26.03.EO8
26.03.EO9
	Workbook	POST Hours
04

Stan S/O
Hours:
04

Mandatory Learning Activities:
A.	The student will participate in a facilitated discussion on how the first officer on the scene should respond to minimize injuries, loss of life, and property damage.  The depictions must minimally include the following types of actual or potential incidents:
1.	Civilian aircraft crash
2.	Military aircraft crash
3.	Earthquake
4.	Flood
5.	Suspected explosive device or explosion
6.	Fires	
Learning Activity #1

Purpose of Activity:  As noted in the introduction, the high risk, low frequency events are ones where peace officers must train and prepare for the unthinkable as well as being aware of the resources and agencies available for cooperative response during unusual occurrences.

Description:  For all activities, there are several important points for instructors to consider. Most prominent amongst these are to:
1.	Allow students the opportunity to lead the class work and subsequent discussions. This will help establish and refine their public speaking skills and group management skills
2.	Allow students to grapple with the concepts and discover their own understanding of the material as much as possible. While it is tempting to provide “the answer” or ready direction, students will learn at a much greater depth if they acquire the information through reflection and retention of relevant concepts
3.	Instructors should manage the process of learning, helping the discussion leader through sticking points, providing insight and expertise where appropriate and striving to ensure students stay focused on key concepts in the dialogue.

The following activities may be staged individually, or learning groups of student may be assigned to research and present their findings on events separately. Instructors may assign the scenario as a homework task, and may elect to provide training or direct students to Incident Command resources as a part of their preparation. Options for presentation are:

1.	Assigned roles in an ICS simulation in the given scenario. The instructor may add factors for group work as the scenario unfolds, or have student leaders facilitate discussion and dialogue with the class at the conclusion of any learning activity · An assigned learning activity or similar training block created and delivered by students to their peers · Research to locate a scenario consistent with the assigned theme, then a learning activity to assess the actual performance of those involved · Concept presentations by student groups, including the setting of the problem, options for resolution, resources needed to resolve the incident at hand and specific actions they would take to accomplish their desired outcomes
2.	Groups could work simultaneously on one of the listed problems, then conduct their training in a serial fashion in the class setting

Scenarios

1. You are a patrol officer or deputy in a suburban community. You live in a neighboring jurisdiction, with a commute of about 15 minutes. In the early afternoon, your region experiences a significant earthquake that is initially estimated at 6.8 on the Richter scale. Your community loses power in a number of areas, cell sites are jammed, which limits any mobile phone contact. You are married, and your spouse and two children are probably at school or home, but you cannot establish contact with them. You know there are needs locally, but want to take a few minutes to drive home to ensure your residence is stable, and that your family is safe. Once you determine that, you know you can work for hours without being distracted by this overriding concern.

2. You are a day shift supervisor. At about 1430 hours, you are monitoring the police radio when you hear there are multiple reports of a traffic collision between a speeding vehicle and an unknown number of school children walking home. Subsequent reports indicate up to twenty children are injured, with two probable fatalities. The driver is on scene, and witnesses say a number of other children are uninjured, but are significantly traumatized. Your available field staffing is quickly committed to the call, even as other calls for service continue to come in.

3. You are assigned to a congested urban area. Recent events have caused a spike in gasoline prices, and the media has begun to report rumors that all gas sales will be stopped for up to three days due to breakdowns in the refinery and transportation network in the fuel industry. Several local gas stations have started to raise their prices, and lines have quickly formed at most of them. You respond to a radio call from a frantic gas station operator who advises you about persons fighting in line, and of threats against his employees if they stop selling fuel. He is worried because he has not received a shipment today, and will run out of fuel in about two hours. You can see there are more than thirty cars in line, and that many drivers appear agitated.

4. It is the holiday season, and you are working the late night shift. Significant rainfall has been forecast, and the fact that rain has been sparse for months means drainage lines are probably clogged with debris. Shortly after you start your shift, it begins to rain heavily. It is a Friday night, and a good number of your peers are planning to leave on vacation that weekend. Within hours, flooding is reported on many residential streets and in some intersections. Shortly thereafter, reports of flooding in a senior housing complex are reported. The parking lots are not passable, although homes have yet to be broached by the rising water. 

5. Two of your local high schools are long-time sports rivals. The week leading up to their annual football game has been tense, with a number of fights and incidents of vandalism having been reported. On the night of the game, parking in the area of the host school is congested. You are one of six officers assigned to the game, and you see the crowd on both sides of the field is unruly. Late in the fourth quarter, a controversial call by an official turns the ball over to the visiting team. This call means the home team will probably lose the game, which prompts many to start throwing debris onto the field. Pleas from the game announcer have no effect, and voices in the crowd begin to intensify. The officers’ present call for
help, but before any can arrive; fans begin to spill out onto the field from both sides and start to fight.

6. You are a division commander of a rural police department of about 50 sworn officers. You have a major highway bisecting the community, and a north-south train corridor along one edge of the city. Late one afternoon, you monitor reports of a train derailment near town, with subsequent reports from your fire department of possible leaking fumes from several of the tank cars. Subsequent reports indicate the fumes are toxic and that the wind direction may or may not push the fumes towards one of your neighborhoods.

Resources Needed:
•	Incident Command resources
•	State OES (www.oes.ca.gov)
•	FEMA (www.fema.gov)
•	Department of Homeland Security (www.dhs.gov)
Key learning Points:  At the end of these learning activities, the student will be able to:

1.	Demonstrate an understanding of the conflict between personal needs and professional obligations in unusual occurrence.
2.	Analyze the competing needs of members of the community and apply appropriate policy, legal and Incident Command considerations to resolve those needs

Time Required:
The time for these activities can vary tremendously depending on the level of research desired, whether or not ICS training is a part of instruction, how much time would be devoted to role-play opportunities, etc. Instructors are strongly encouraged to minimize lecture or memorization in favor of active learning, especially in areas where students encounter ethical conflicts, competing needs and the inevitable clash of personal versus profession concerns of those involved.
	
Required Tests:
A. The POST-Constructed knowledge test on the learning objectives in Domain #26.
B. The POST-Constructed Comprehensive End-of-Course Proficiency Test will include learning objectives in Domain #26.	

Learning Domain
	27 Missing Persons	
Learning Need
	Peace officers need to understand their legal and professional obligations as well as the need for sensitivity and effective communication when responding to a missing persons investigation. Peace officers need to know how to obtain sufficient and accurate preliminary information from the reporting party. Peace officers must know that a thorough preliminary investigation improves the chances of a missing person being located quickly and safely. 	
Revision
	January 2007	

LD 27 Missing Persons

Content Outline	Instructor Notes	E.O.	Resources	Time	
					
I.	LEARNING NEED: Peace officers need to understand their legal and professional obligations as well as the need for sensitivity and effective communication when responding to a missing persons investigation.
A.	State the statutory definition of: (27.01.EO2)
1.	Missing Person – Adult
2.	Missing Person – Child
a.	All missing person cases have the potential of 	being a criminal investigation.  
B.	Discuss missing person statutes as specified in: (27.01.EO4)
1.	California Penal Code
2.	California Welfare and Institutions Code
a.	601 W&I
b.	Mandated Actions – MUPS
c.	Benefits to Law Enforcement
d.	Unprofessional Approach
e.	Demonstrating sensitivity

II.	LEARNING NEED: Peace officers need to know how to obtain sufficient and accurate preliminary information from the reporting party. Initial Law Enforcement Response
A.	Explain the statutory requirements for accepting a 	missing persons report. (27.02.EO1)
1.	Penal Code Section 14205(a) states that reports of 	missing persons shall be:
a.	Accepted without delay,
b.	Regardless of jurisdiction.
2.	Reports shall be accepted no matter if they are 	made by phone, in writing, or given in person 	directly to law enforcement personnel.
3.	There is no requirement that a person must be 	missing for a set amount of time (i.e., 24 hours) 	before a report can be accepted by law enforcement
B.	Describe information that should be obtained, and steps 	taken by the initial responder to a report of a missing 	person, including: (27.02.EO10)
1.	Verification that the report is for a missing person
2.	Classification of missing person case
3.	Determining at risk status
4.	Obtaining missing person description, recent 	photograph and release waiver
5.	Efforts to locate missing persons
6.	Notification of supervisor or investigator
7.	Other agency notifications
8.	Completion of the report
9.	BOL broadcasts
10.	Entries to missing person information databases 	(e.g. MUPS)
11.	Amber Alerts
C.	Describe the conditions that influence the level of law enforcement response to a report of a missing person. (27.02.EO11)
1.	Age
2.	Family and social environment
3.	Missing person’s knowledge of the area 
4.	Suspicious Circumstances
5.	Mental, emotional, medical or physical condition 
6.	Weather/time of day
7.	Resources available to missing person cases
8.	 Length of time person has been missing 
9.	Parental custody status

III.	LEARNING NEED: Peace officers must know that a thorough preliminary investigations improves the chance of a missing person being located quickly and safely. 
A.	Discuss areas that should be included in an initial search for a 	missing person. (27.03.EO8)
1.	Identification
2.	Description and identifying characteristics
3.	Nature of circumstances 
4.	Other associated information
5.	Physical description
6.	Condition of the missing person
7.	Circumstances of the disappearance 
8.	Possible contacts
9.	Additional background information
B.	Describe how search considerations for a child might vary 	from those of an adult. (27.03.EO3)
1.	Searches for adults are different from those for a child. 	Adults usually have the ability to travel a farther distance 	on their own and may leave a note or notify someone 	that they have left. Children may plan to leave but 	usually stay within their “safety zone.” Children who 	leave their safety zone usually do not do so by choice.
C.	Explain a peace officer’s primary responsibilities when 	responding to an abduction of a child by a parent/family 	member.
1.	When called to conduct a preliminary investigation 	regarding a parent/family abduction, it is not the officer’s 	responsibility to convene “court” in the field and 	determine who has what rights over a child. Officers 	must recognize that their primary responsibility is to 	protect the safety and well being of the child, and to 	uphold the law if a criminal act has taken place. 
D.	Describe circumstances related to custody dispute situations 	when an officer may take a child into protective custody. A 	law enforcement officer may take a child into protective 	custody if
1.	It reasonably appears to the officer that one of the 	involved parties is likely to: 	
a.	conceal the child, flee the jurisdiction with the 	child, or by flight or concealment, evade the authority of the law.
b.	There is no lawful custodian available to take 	custody of the child.
c.	There are: conflicting custody orders, or 	conflicting claims to custody, and the parties 	cannot agree which party should take 	custody of the 	child.
d.	The child is the victim of an abduction.
E.	Discuss penal code notification requirements when 	peace officers locate a missing person. (27.03.EO7)
1.	Penal Code Section 14207 identifies a number of 	actions that shall be taken when a person 	previously 	reported missing is located, alive or dead.	Present Missing Persons Response Checklist and Matrix material, conduct facilitated discussions, ask questions

Instructor may have students complete the “self assessment” in the workbook prior to instruction as a baseline for the course. 

Participate in Learning Activity

27.01.EO2

27.01.EO4 

27.02.EO1

27.02.EO10

27.02.EO11

27.03.EO8

27.03.EO3

27.03.EO7

	Workbook

Workbook

Workbook

Workbook and Victim Advocate Services
	POST Hours: 
04

Stan S/O
Hours: 
04	

Mandatory Learning Activity:

NONE Required	
	
Learning Activity #1

Purpose of Activity: This is a facilitated, small group activity that is designed to have students develop an understanding of the professional behaviors and obligations in missing person cases.

Description: Students will have reviewed the workbook material and participated in a group discussion regarding commitment, public trust, empathy and professionalism during missing person cases.  Students will evaluate and select a course of action that appropriately uses resources associated with missing person cases.  Students will identify available resources in the community and allied agencies when confronted by a missing person incident.

Resources Needed:
•	Workbook – (Powerpoint based on workbook)
•	Video – Jonique Williams (4 yr. old girl) Missing Person/Homicide Case – July 1999 – (Class discussion-evaluation) 
•	Video - Laci Peterson Missing Person/Homicide Case – 2002-2003 (Using the media – class discussion –evaluation) 

Key learning Points:  Understanding the importance of missing persons cases, and how responsive, competent and professional behavior will enhance the impact of their work with real life events.

Time Required: Presentation and discussion 50 min.	

Learning Activity #2

Purpose of Activity:

Missing persons calls inevitably have unique characteristics, even amongst those where the person reported missing is similar in age or background to calls handled by the same officer in previous instances. Most commonly, persons reported missing are found unharmed and with no indication of foul play. Miscommunication amongst family members, domestic disputes, distractions and parent-teen conflict can all be reasons why persons might be reported missing. In some instances, however, there are indications of criminal activity, or the age or capability of the reported missing person indicates they would not be safe until reunited with family or another care-giver. 

In all instances, the police have an obligation to investigate the report thoroughly, and to resolve the call by discerning the true nature of the incident and appropriately reuniting the person with their loved ones. In cases where children, dependent adults or others who may be more vulnerable than others to harm are reported missing, the police have an obligation to use any and all resources available to sustain an effort until the person is located. Officers must also consider what may and may not be a crime scene, and to consider what steps might be necessary to discern concerned party from possible suspect of an unreported crime. The investigation of missing persons requires empathy and responsiveness while also requiring the officer or deputy to be diligent regarding the full extent of their legal obligations.

Description: 

A student leader should have adequate time to prepare, and then to facilitate a classroom discussion regarding the importance for peace officers to recognize and protect the dignity and privacy rights of missing persons, family members and others involved in a reported missing person incident. The facilitator may use interim group work to answer questions, and then explore legal obligations and constraints, and to pose “what if” questions such as “What if the missing person needed medication daily to survive? What resources or methods could be used to communicate this need to the public to assist in locating them?”

Resources Needed:

· The National Center for Missing and Exploited Children (www.missingkids.com)
· County Social Services
· Public and private counseling organizations

Key learning Points: 

At the conclusion of these learning activities, the student will be able to:
· Demonstrate an understanding of the professional behaviors and obligations in missing persons cases
· Display skills and behaviors such as commitment, public trust, empathy and professionalism when confronted with a facts circumstance where a person is reported missing
· Evaluate and select a course of action that appropriately uses resources associated with missing person incidents
· Identify the available resources in the community and the department when confronted by a missing person incident

Time Required:

The class discussion will take from 10 minutes up to 30 minutes depending on the depth of understanding desired by the instructor.	

Learning Activity #3

Purpose of Activity:

Missing persons calls inevitably have unique characteristics, even amongst those where the person reported missing is similar in age or background to calls handled by the same officer in previous instances. Most commonly, persons reported missing are found unharmed and with no indication of foul play. Miscommunication amongst family members, domestic disputes, distractions and parent-teen conflict can all be reasons why persons might be reported missing. In some instances, however, there are indications of criminal activity, or the age or capability of the reported missing person indicates they would not be safe until reunited with family or another care-giver. 

In all instances, the police have an obligation to investigate the report thoroughly, and to resolve the call by discerning the true nature of the incident and appropriately reuniting the person with their loved ones. In cases where children, dependent adults or others who may be more vulnerable than others to harm are reported missing, the police have an obligation to use any and all resources available to sustain an effort until the person is located. Officers must also consider what may and may not be a crime scene, and to consider what steps might be necessary to discern concerned party from possible suspect of an unreported crime. The investigation of missing persons requires empathy and responsiveness while also requiring the officer or deputy to be diligent regarding the full extent of their legal obligations.

Description: 

It is important to ensure students understand the partnerships between policing agencies and organizations in the community that can help prevent or resolve missing person occurrences and to aid to those in need. 

This activity may be staged as one where student groups of four-to-six are assigned a particular aspect of missing persons incidents for research and presentation to the class, or as an in-class group activity with subsequent large-class facilitated dialogue. If conducted as a research activity, groups should be assigned to research one or more of the following:

1. What resources are available in the local community to help advertise the identity of a reported missing person?
2. What resources are available to help search a residential area for the missing person?
3. What considerations should the police have in a case of a reported missing child under the age of ten years old?
4. What resources are available to search for missing persons in rough terrain, including water and sewer systems?
5. What resources are available to give support to the families of persons reporting a missing person?
6. What resources are available to provide sustained support for those searching for a missing person?
7. What is the role and resources of the National Center for Missing and Exploited Children in missing child cases?

Resources Needed:

· The National Center for Missing and Exploited Children (www.missingkids.com)
· County Social Services
· Public and private counseling organizations

Key learning Points: 

At the conclusion of these learning activities, the student will be able to:
· Demonstrate an understanding of the professional behaviors and obligations in missing persons cases
· Display skills and behaviors such as commitment, public trust, empathy and professionalism when confronted with a facts circumstance where a person is reported missing
· Evaluate and select a course of action that appropriately uses resources associated with missing person incidents
· Identify the available resources in the community and the department when confronted by a missing person incident

Time Required:

In larger classes, groups may be assigned one question each. If conducted as a class exercise, groups may be broken out to conduct brainstorming and come to a consensus regarding the topic. Group work will take from 15 to 45 minutes depending on the activity being used in-class versus independent research. This activity is also suited for teaching/presentations by individual students and for students to facilitate class dialogue.	

Learning Activity #4

Purpose of Activity:

Missing persons calls inevitably have unique characteristics, even amongst those where the person reported missing is similar in age or background to calls handled by the same officer in previous instances. Most commonly, persons reported missing are found unharmed and with no indication of foul play. Miscommunication amongst family members, domestic disputes, distractions and parent-teen conflict can all be reasons why persons might be reported missing. In some instances, however, there are indications of criminal activity, or the age or capability of the reported missing person indicates they would not be safe until reunited with family or another care-giver. 

In all instances, the police have an obligation to investigate the report thoroughly, and to resolve the call by discerning the true nature of the incident and appropriately reuniting the person with their loved ones. In cases where children, dependent adults or others who may be more vulnerable than others to harm are reported missing, the police have an obligation to use any and all resources available to sustain an effort until the person is located. Officers must also consider what may and may not be a crime scene, and to consider what steps might be necessary to discern concerned party from possible suspect of an unreported crime. The investigation of missing persons requires empathy and responsiveness while also requiring the officer or deputy to be diligent regarding the full extent of their legal obligations.

Description: 

Divide the class into three groups. Have group one prepare a list of at least 10 services or partnerships within the community that could be utilized  as preventative resources (e.g. “Danger Stranger” programs, at risk counseling etc.) for missing persons. Have group two do the same thing for “in-progress” resources (e.g. search dogs, etc.) and group three for post-incident resources (e.g. counseling resources).

Have each group present their list to the class with a brief explanation and justification. At the end of each presentation, allow the other groups an opportunity to add services or partnerships to each list to form a class resource for later use in class and in the field. 

Resources Needed:

· The National Center for Missing and Exploited Children (www.missingkids.com)
· County Social Services
· Public and private counseling organizations

Key learning Points: 

At the conclusion of these learning activities, the student will be able to:
· Demonstrate an understanding of the professional behaviors and obligations in missing persons cases
· Display skills and behaviors such as commitment, public trust, empathy and professionalism when confronted with a facts circumstance where a person is reported missing
· Evaluate and select a course of action that appropriately uses resources associated with missing person incidents
· Identify the available resources in the community and the department when confronted by a missing person incident

Time Required:
In this activity, an emphasis should be placed upon the development of the partnerships between the citizenry and department to resolve law enforcement issues confronting the community. The time to conduct this activity is about ten minutes for group work, then an added 10-15 minutes for presentation and discussion.
	
Learning Activity #5

Purpose of Activity:

Missing persons calls inevitably have unique characteristics, even amongst those where the person reported missing is similar in age or background to calls handled by the same officer in previous instances. Most commonly, persons reported missing are found unharmed and with no indication of foul play. Miscommunication amongst family members, domestic disputes, distractions and parent-teen conflict can all be reasons why persons might be reported missing. In some instances, however, there are indications of criminal activity, or the age or capability of the reported missing person indicates they would not be safe until reunited with family or another care-giver. 

In all instances, the police have an obligation to investigate the report thoroughly, and to resolve the call by discerning the true nature of the incident and appropriately reuniting the person with their loved ones. In cases where children, dependent adults or others who may be more vulnerable than others to harm are reported missing, the police have an obligation to use any and all resources available to sustain an effort until the person is located. Officers must also consider what may and may not be a crime scene, and to consider what steps might be necessary to discern concerned party from possible suspect of an unreported crime. The investigation of missing persons requires empathy and responsiveness while also requiring the officer or deputy to be diligent regarding the full extent of their legal obligations.

Description: 

This activity should be staged as a real-time scenario. Students will play the roles of a parent reporting a missing teen, officers responding to the report, and of the scene supervisor in charge of the police response. The first scene would be the report of the missing person, with officers receiving information that the teen has not been seen for several hours, was last seen at school, that his or her friends do not know their whereabouts, and that they often walk home from school. The officers will then meet with the sergeant and plan the response they intend to deploy to resolve this report. Instructors may wish to add facts or allow the scene to unfold and expand the circumstances of the incident as role players progress through the call.

In this activity, the instructor may wish to “hot swap” role players, selecting random class members to step into their assigned roles and continue where the last student left off. The immediacy of this swapping of students will add to the intensity and attentiveness of students as the scene unfolds.

Resources Needed:

· The National Center for Missing and Exploited Children (www.missingkids.com)
· County Social Services
· Public and private counseling organizations

Key learning Points: 
At the conclusion of these learning activities, the student will be able to:
· Demonstrate an understanding of the professional behaviors and obligations in missing persons cases
· Display skills and behaviors such as commitment, public trust, empathy and professionalism when confronted with a facts circumstance where a person is reported missing
· Evaluate and select a course of action that appropriately uses resources associated with missing person incidents
· Identify the available resources in the community and the department when confronted by a missing person incident

Time Required:

The incident may be resolved within 5-10 minutes, or can take an entire class period. As an option, the instructor may elect to stop the scene at any time and ask for class input, or to assign groups to develop a list of what they would do if they were in the officer’s or sergeant’s shoes.

Required Tests: 
NONE

Learning Domain
	28 Traffic Enforcement	
Learning Need	Peace officers must have a thorough understanding of the principles of traffic law as set forth in the Vehicle Code to carry out their responsibilities in traffic enforcement. To enforce traffic law, peace officers must clearly understand the elements and intent of the laws that govern both motor vehicles and pedestrians. Peace officers have the responsibility to detect and apprehend drivers whose behavior indicates that they may be driving under the influence of alcohol and/or drugs. To meet this responsibility, they must know the law. Peace officers have the responsibility to detect and apprehend drivers whose behavior indicates that they may be driving under the influence of alcohol and/or drugs. To meet this responsibility, peace officers must first know the law. To manage traffic effectively, peace officers need to recognize their authority under the law. 	
Revision
	January 2007	
LD 28 Traffic Enforcement

Content Outline	Instructor Notes	E.O.	Resources	Time	
					
I.	LEARNING NEED: Peace officers must know the principles of traffic laws set forth in the Vehicle Code to carry out their responsibilities in traffic enforcement
A.	Explain the relevance of traffic enforcement to:
1.	Public safety and quality of life within a community.
2.	Legally establish probable cause for accomplishing 	general law enforcement objectives
B.	Explain the organization of information within the California 	Vehicle Code
1.	Statutes in the Vehicle Code fall within four categories 	according to their content. Each section (i.e., statute) 	must be carefully read as it may fall within one or more 	of the categories. Only punitive sections are citable.
II.	LEARNING NEED: To manage traffic effectively, peace officers need to recognize their authority under the law.
A.	Discuss Vehicle Code laws governing arrest
1.	A peace officer may, without a warrant, arrest a person 	when the officer has reasonable cause (i.e., probable 	cause) to believe the person had been driving under the 	influence. Vehicle Code Section 40300.5 gives a peace 	officer the authority to take a person into custody without an arrest warrant if the person:
a.	Is involved in a traffic accident,
b.	Is observed in or about a vehicle that is obstructing a 	roadway,
c.	Will not be apprehended unless immediately arrested,
d.	May cause injury to himself or herself or damage 	property unless immediately arrested, or
e.	May destroy or conceal evidence of the crime unless 	immediately arrested.
B.	 Differentiate between mandatory and optional appearances 	before a magistrate
1.	Under certain conditions, an arrested person shall be 	required to appear before a magistrate. The magistrate 	must have jurisdiction in the county where the alleged 	offense was committed and be the nearest and most 	accessible to the place where the arrest was made. This 	appearance shall be made without unnecessary delay 	(Vehicle Code Section 40302). Appearance before a 	magistrate is mandatory if a person has been arrested 	for a non-felony Vehicle Code violation and when a 	person:
a.	Fails to present a driver’s license or other satisfactory 	evidence of identity for examination.
b.	Refuses to give a written promise to appear in court.
c.	Demands an immediate appearance before a 	magistrate.
d.	Is charged with violating Vehicle Code Section 23152 (DUI).
2.	There are a number of Vehicle Code violations where an 	appearance before a magistrate is optional. Under such 	circumstances, the arresting officer may give the person 	a notice to appear, or take the person before the 	magistrate (Vehicle Code Section 40303). 
a.	Injuring or tampering with a vehicle 
b.	Reckless driving 
c.	Failure to perform duties in the event of a vehicle 	collision
d.	Participation of: speed contests, exhibitions of speed
e.	Aiding and abetting same
f.	Driving while license is suspended or revoked 
g.	Riding a bicycle while under the influence
h.	Riding a motorized scooter while under the influence
i.	Attempting to evade arrest
j.	Disobedience to traffic officers
C.	 Recognize by common name and Vehicle Code section(s) 	violations involving failure to obey the lawful orders of a peace 	officer or designated employee
1.	Drivers and pedestrians are required to obey the lawful 	orders of a peace officer who is enforcing the traffic laws. 	Vehicle Code Section 2800 states that it is unlawful to:
a.	Willfully fail or refuse to comply with
b.	Any lawful order, signal, or direction
c.	Of any peace officer
d.	Who is in uniform and
e.	Performing duties under any provision of the Vehicle 	Code.
D.	 Illustrate effective use of hands signals, flashlights and other 	warning devices to control traffic.
1.	A peace officer may encounter situations where he or 	she is called upon to control or manage traffic using what 	is readily available. In these situations, an officer may 	use:
a.	Hand signals,
b.	Whistle,
c.	Voice commands,
d.	Flashlight,
e.	Flares (fusee),
f.	Cones,
g.	Barricades or signs, or
h.	Emergency lights from patrol car, or other warning 	devices.

III.	LEARNING NEED:  Peace officers must know the elements of the laws governing motor vehicles and pedestrians. 
A.	Recognize by common name and Vehicle Code section(s) for 	traffic control and device violations involving:
1.	Red signal lights
2.	Stop signs
3.	Other traffic control signals and devices
B.	Recognize, by common name and Vehicle Code section(s), 	right-of-way violations involving: 
1.	Failure to yield the right-of-way
2.	Failure to yield to an emergency vehicle
C.	Recognize by common name and Vehicle Code section(s) for 	violations involving pedestrians.
1.	Any person who is afoot, or using a means of 	conveyance other than a bicycle due to a physical 	disability.
D.	Recognize, by common name and Vehicle Code section(s) for 	turning and signaling violations:
1.	Right and left turns, turning at an intersection or onto a 	highway
2.	U-turns at controlled intersections and business districts
E.	Recognize, by common name and Vehicle Code section(s), 	speed violations involving:
1.	Basic speed laws 
2.	Maximum speed
F.	Recognize, by common name and Vehicle Code section(s), 	driving and passing violations involving:
1.	Following too closely
2.	Unsafe lane change
3.	Passing on the right/left
4.	Passing a stopped school bus
G.	Recognize by common name and Vehicle Code section(s) 	involving hit and run violations 
1.	A collision is an unintended event that produces damage 	or injury (including fatal injury). A driver involved in an 	accident or collision has certain obligations to fulfill.
H.	Recognize by common name and Vehicle Code section(s), 	public offenses violations involving:
1.	Reckless driving
2.	Speed contest
I.	Recognize, by common name and Vehicle Code section(s), 	basic licensing requirements for the privilege of driving a motor vehicle
1.	Driving on California highways is a privilege, not a right. 	That privilege may be refused, restricted, suspended, or 	revoked by the Department of Motor Vehicles (DMV) or 	the courts.
2.	A driver’s license is a valid license to drive the type of 	motor vehicle or combination of vehicles for which a 	person is licensed under this code or by a foreign 	jurisdiction (Vehicle Code Section 310).
J.	Recognize, by common name and Vehicle Code section(s), 	driving when a license suspended or revoked
1.	Vehicle Code Section 14601(a) states that:
a.	No person shall drive at any time
b.	When that person’s privilege to drive
c.	Is suspended or revoked for reckless driving (Vehicle 	Code Section 23103) 
d.	The person so driving has been notified of the 	suspension or revocation by a registered letter from 	the DMV.
K.	Recognize basic motor vehicle registration requirements
1.	Registration provides access to identification of vehicles and their ownership. The fees generated through annual registration provide resources supporting the Department of Motor Vehicles (DMV), the California Highway Patrol, and other transportation-related activities.
L.	Recognize basic vehicle equipment requirements for motor 	vehicles driven upon highways
1.	To help keep vehicles safe, peace officers must be aware of statutory vehicle equipment requirements and cite for violations of those laws.

IV.	LEARNING NEED: Peace officers must know their legal authorities to impound vehicles as authorized in California Vehicle Code.
A.	 Recognize a peace officer’s legal authority to remove 	vehicles
1.	Under certain circumstances, peace officers have the 	legal authority to remove unattended vehicles from a 	highway to a garage or any other place. They also may 	remove such vehicles from public or private 	property.
2.	Removal authority is given when a vehicle is:
3.	A traffic hazard
4.	Abandoned
5.	Under registration/licensing violations
6.	Associated with criminal activity 

V.	LEARNING NEED: Peace officers must know the laws to detect and apprehend drivers whose behavior indicates that they may be driving under the influence or alcohol and/or drugs.
A.	Recognize, by common name and Vehicle Code section(s), 	violations of possession of alcoholic beverages in a motor 	vehicle 
1.	An alcoholic beverage is any liquid or solid material 	intended to be ingested which contains alcohol, ethyl 	alcohol, or drinking alcohol (Vehicle Code Section 109).
B.	Explain the meaning of the phrase “under the influence” 
1.	Even if alcohol consumption has not reached the level 	that would constitute driving under the influence, an 	individual may still be guilty of an infraction when 	drinking while driving.
2.	A person is under the influence of alcohol, drugs, or a 	combination of alcohol and drugs when:
a.	As a result of using alcohol and/or drugs,
b.	That person’s physical and/or mental abilities
c.	Are impaired to such a degree that the person no 	longer has the ability to drive a vehicle with the caution characteristic of a sober person of ordinary prudence under the same or similar circumstances.
C.	Recognize, by common name and Vehicle Code section(s), 	violations involving driving under the influence
1.	It is unlawful for any person who is under the influence of 	alcohol and/or drugs to drive a vehicle.
D.	Recognize driving that might indicate that a driver of a vehicle 	may be under the influence of alcohol and/or drugs.
1.	Deviations from normal driving may include weaving, swerving, drifting, turning with wide radius, turning abruptly or illegally, striking or almost striking an object or another vehicle, driving into opposing or crossing traffic, slow speed (more than 10 mph below), stopping (without cause) in a traffic lane, accelerating or decelerating rapidly, stopping inappropriately, or braking erratically.
E.	Recognize the indications of intoxication that a peace officer 	may observe upon making contact with a driver.
1.	Performance of the driver being tested is based on the officer’s objective observation. Tests are used to objectively observe the driver’s attention span, balance, coordination, memory, and the ability to concentrate and follow instructions.
F.	Discuss medical conditions that may cause a person to 	appear intoxicated.
1.	Certain physical and medical conditions can cause a person to act in a manner that could initially lead an officer to suspect the use of alcohol or drugs, such as fatigue, diabetes, previous traumatic head injury, cerebral palsy, and stroke.
G.	Recognize appropriate peace officer actions if a subject 	refuses to cooperate in performing a field sobriety test
1.	A refusal to take a chemical sobriety test can be any:
a.	Statement, act, or conduct by the driver which: directly refuses, qualifies compliance by imposing conditions prior to submitting, or makes compliance unreasonably difficult or impossible.
b.	Failure to satisfactorily complete the chosen test or its alternative.
c.	Delay in offering to provide a sample.
H.	Demonstrate field sobriety tests that may be used to 	determine impairment, to include:
1.	Horizontal Gaze Nystagmus (HGN)
2.	One-Leg Stand (OLS)
3.	Walk and Turn (WAT)
I.	Discuss the primary elements included in the statutory admonition read to drivers who refuse to submit to chemical sobriety
1.	The only method for giving this admonition is to read the complete statutory admonition directly from the backside of the current DMV DS-367 form. No additional language or admonitions are necessary.	Presenting introductory material, conducting facilitated discussions, asking questions

Instructor may have students complete the “self assessment” in the workbook prior to instruction as a baseline for the course. 	

28.04.EO9

28.04.EO1

28.04.EO7

28.04.EO8

28.02.EO1
28.02.EO2
28.02.EO3

28.02.EO4
28.02.EO5

28.02.EO6

28.02.EO7
28.02.EO8

28.02.EO9
28.02.EO10

28.02.EO12
28.02.EO13
28.02.EO14
28.02.EO18

28.02.EO15

28.02.EO16
28.02.EO17

28.01.EO4

28.01.EO5

28.01.EO6

28.01.EO7

28.04.EO10

28.03.EO3

28.03EO5

28.03.EO6

28.03.EO7

28.03.EO8

28.03.EO9

28.03.EO10

28.03.EO12

28.03.EO14
	Workbook	POST Hours
16

Stan S/O
Hours:
22
	
Mandatory Learning Activities:
A.	The student will participate in a learning activity that will reinforce the student’s understanding of definitions, laws and procedures related to Driving Under the Influence (DUI) arrests, including:
1.	 Legal definitions and terminology 
2.	Vehicle Code sections and related statutes 
3.	Detention and arrest procedures, the development of probable cause, reasonable suspicion, and field tests 
4.	Evidence recognition, collection and preservation procedures 
5.	 Report writing requirements
B.	The student will participate in a learning activity that will reinforce the student’s understanding of techniques to effectively direct and control traffic using hand signals, flashlights and warning devices, including: 
1.	The procedures related to the use of hand signals and flashlights to safely control the stopping, starting or turning of vehicular and pedestrian traffic 
2.	Other traffic control devices, vehicles, or other available equipment to safely control traffic movement
C.	The student will participate in one or more learning activities from the POST-developed Instructor’s Guide to Learning Activities for Leadership, Ethics and Community Policing (December 2005) or other comparable sources regarding traffic enforcement. At a minimum, each activity, or a combination of activities must address the following topics: 
1.	Application of SARA or other problem solving model to assess the underlying conditions and develop resolutions to community traffic safety issues 
2.	Professional demeanor, fairness and effective communication during a traffic enforcement contact 
3.	 Initiative, discretion and decision-making when issuing citations and considering spirit versus letter of the law
D.	Given one or more video re-enactments depicting alcohol or drug impairment, or an equivalent number of simulations, scenarios, or role play exercises provided by the presenter, the student will participate in a learning activity that addresses: (11) 
1.	The ability to recognize valid indicators of impairment that establish probable cause for arrest (11) 
2.	The ability to describe and document the observed behaviors of the person impaired by alcohol or drugs. (11) 
3.	3. The ability to present or critique testimony in court related to observation and documentation of impairment.

Learning Activity #1

Purpose of Activity:

Traffic safety and the enforcement of traffic laws is one of the most visible and prominent activities of the police profession. It may also be the most common means by which individuals in the community come into personal contact with an officer or deputy. Peace officers should remain mindful of the emotions and impact of their work in this area, and also of the fact that the misuse of vehicles results in more deaths each year than violent crime. The actions of the police to appropriately enforce traffic laws has an impact on protecting lives and property, and also on general perceptions of community safety by seeing the police visibly acting in an official capacity.

Description: 

This activity will stress that with the authority given to them as peace officers there is a responsibility to ensure they do not violate that trust.
Set up two sets of chairs in the classroom in a manner that would represent a patrol car and a subject vehicle to be stopped for a violation. One student will be the driver officer while a second student acts as the passenger officer. The driver is an FTO, and the passenger is a relatively new academy graduate in his or her second phase of field training. A third student will act as the driver of the subject vehicle. The setting of the scenario is that the FTO simulates driving on routine patrol when he or she tells their trainee they are about to initiate a traffic stop on the car they are following. Once the cars are stopped, the FTO approaches the driver and asks for the driver’s license, registration and evidence of insurance. From
this point, there are several options: 

· The driver becomes agitated and demands the reason the officer stopped him. The FTO refuses to tell the driver anything unless the driver first identifies themselves
· The FTO asks for identifying information and the driver complies, but then asks why they were stopped. The FTO responds that he or she thought the driver looked like an old friend, and that the FTO just stopped them to determine if that was the case 
· The driver asks if there is “anything they can do” to not receive a citation. The driver may offer money, other considerations, a date or other means appropriate to the circumstance
· The driver tells the FTO he or she knows the chief of police, and that the officer will “get into trouble” if they write a citation. The FTO’s reaction may range from derisive to hostile; the intent of this scenario is to assess when it is appropriate for a partner officer to step in to an emotionally charged setting 
· Any other scenario the instructor may wish to insert to reflect an ethical dimension into the setting and create an action quandary for the trainee If desired, the instructor may use a “hot seat” variant of this activity, which would entail selecting students to take the place of one or more of the role players at appropriate junctures of the scenario. This option would enhance attentiveness by audience members and allow more students to feel the stress of the incident first-hand.

At the conclusion of the scenario, student leaders should facilitate a brief class discussion about the incident and its resolution. Possible questions may be:
1. How did the FTO handle the situation?
2. What was inappropriate about the FTO’s actions?
3. What impact could the FTO’s behavior have on:
a. The violator/non-violator
b. The community
c. Law enforcement
4. What options did the trainee have regarding their conduct at the scene?
5. At what point should a trainee (or any other officer) step in during a contact with a member of the community
6. Under what circumstances should the trainee report the actions of their FTO to a supervisor?

Resources Needed:

· The CA Vehicle Code
· Peace Officer’s Legal Sourcebook (www.copware.com)
· Quick reference guides to enforcement sections of the Vehicle Code and other codes related to traffic safety and vehicle equipment
· Training and Testing Specifications for Peace Officer Basic Courses, LD28; Learning Activities for LECP

Key learning Points: 

At the conclusion of these learning activities, the student will be able to:
· Identify ethical dilemmas associated with stopping citizenry to issue traffic citations
· Describe the impact traffic law enforcement activities have on the community.
· Evaluate and select an appropriate course of action when presented with a facts circumstance involving the operation of a vehicle while under the influence of alcohol or another substance
· Demonstrate an understanding of possible community misperceptions regarding police conduct and profiling individuals due to their appearance, age or other related factors

Time Required:
The activities noted may take as short as 10-15 minutes to complete (the role play scenario may be run in different segments throughout the class session, with 10-15 minutes per segment). Each scenario may also be extended for group work, individual reflection and student teaching opportunities to take a full class hour.

Learning Activity #2

Purpose of Activity:
Traffic safety and the enforcement of traffic laws is one of the most visible and prominent activities of the police profession. It may also be the most common means by which individuals in the community come into personal contact with an officer or deputy. Peace officers should remain mindful of the emotions and impact of their work in this area, and also of the fact that the misuse of vehicles results in more deaths each year than violent crime. The actions of the police to appropriately enforce traffic laws has an impact on protecting lives and property, and also on general perceptions of community safety by seeing the police visibly acting in an official capacity.

Description: 

The instructor will distribute or brief the following activity:

“An area where officers may exercise broad discretion is in the issuance of traffic citations. Many peace officers seem to have a “personal system” to choose who may or may not receive a citation as a result of their driving actions. Some officers mention the attitude of the driver; some talk about giving a break to someone in need; yet others will say they never cite clergy, pregnant women or members of the military. What factors should be considered when considering a warning versus a citation when in contact with a traffic violator?”

Students should work individually for 2-3 minutes to write out their personal considerations, and then work in pairs to share their thoughts and findings. They should then work in groups of 4-6 to share their findings and chart a listing of the group’s considerations. The charts may then be posted for inspection by the entire class or used for subsequent discussion. If missed by groups, instructors should ensure they can articulate an understanding of the “letter of the law” versus the “spirit of the law” in this and many other areas of their work in the field.

Resources Needed:

· The CA Vehicle Code
· Peace Officer’s Legal Sourcebook (www.copware.com)
· Quick reference guides to enforcement sections of the Vehicle Code and other codes related to traffic safety and vehicle equipment
· Training and Testing Specifications for Peace Officer Basic Courses, LD28; Learning Activities for LECP

Key learning Points: 

At the conclusion of these learning activities, the student will be able to:
· Identify ethical dilemmas associated with stopping citizenry to issue traffic citations
· Describe the impact traffic law enforcement activities have on the community.
· Evaluate and select an appropriate course of action when presented with a facts circumstance involving the operation of a vehicle while under the influence of alcohol or another substance
· Demonstrate an understanding of possible community misperceptions regarding police conduct and profiling individuals due to their appearance, age or other related factors

Time Required:

The activities noted may take as short as 10-15 minutes to complete (the role play scenario may be run in different segments throughout the class session, with 10-15 minutes per segment). Each scenario may also be extended for group work, individual reflection and student teaching opportunities to take a full class hour.
	
Learning Activity #3

Purpose of Activity:

Traffic safety and the enforcement of traffic laws is one of the most visible and prominent activities of the police profession. It may also be the most common means by which individuals in the community come into personal contact with an officer or deputy. Peace officers should remain mindful of the emotions and impact of their work in this area, and also of the fact that the misuse of vehicles results in more deaths each year than violent crime. The actions of the police to appropriately enforce traffic laws has an impact on protecting lives and property, and also on general perceptions of community safety by seeing the police visibly acting in an official capacity.

Description: 

Have the students work in learning groups of 4-6 per group. A student leader will present the following question series to the class. Group members will record their responses individually, and then work as a group to come to a consensus regarding their options at the conclusion of the presentation. The presentation series is:

· You are working a patrol assignment with a regular partner officer. Your partner is going through a divorce and you know she or he is having financial problems. You notice his or her car has expired registration tabs. Is it your responsibility to say something?
· Is this a serious issue?

Shortly thereafter, your partner arrives at work with current tabs on the car. You hear a rumor in the locker room that the tabs do not belong to that vehicle. You are curious and you run his car tabs to check. The tabs come back to a car your partner stopped last week.

· What are the legal and ethical issues involved?
· What should you do?
· Do you have to do anything?
· What are the possible negative and positive consequences of your actions and your partner’s actions for you, your department and your partner?

Groups should work for ten minutes to share their findings and come to a consensus regarding the options the officer has for action. The class should then re-form, and a student leader should facilitate a discussion to surface the class’s findings. Possible questions for discussion are:

1. What are the pros and cons of actions considered?
2. Who are the stakeholders involved in the tardy registration and possible fraud?
3. Does the partner’s conduct create ethical dilemmas for the officer?
4. How does the conduct and attitude of the police affect the community, the department and the officer?

Resources Needed:

· The CA Vehicle Code
· Peace Officer’s Legal Sourcebook (www.copware.com)
· Quick reference guides to enforcement sections of the Vehicle Code and other codes related to traffic safety and vehicle equipment
· Training and Testing Specifications for Peace Officer Basic Courses, LD28; Learning Activities for LECP

Key learning Points: 

At the conclusion of these learning activities, the student will be able to:
· Identify ethical dilemmas associated with stopping citizenry to issue traffic citations
· Describe the impact traffic law enforcement activities have on the community.
· Evaluate and select an appropriate course of action when presented with a facts circumstance involving the operation of a vehicle while under the influence of alcohol or another substance
· Demonstrate an understanding of possible community misperceptions regarding police conduct and profiling individuals due to their appearance, age or other related factors

Time Required:

The activities noted may take as short as 10-15 minutes to complete (the role play scenario may be run in different segments throughout the class session, with 10-15 minutes per segment). Each scenario may also be extended for group work, individual reflection and student teaching opportunities to take a full class hour.	
Required Tests:
   A. The POST-constructed knowledge test on the learning objectives in Domain #28
   B. The POST-constructed comprehensive test for the Requalification Course will include learning objectives in Domain #28
   C. An exercise test that requires the student to conduct a field sobriety test that shall minimally test the student’s ability to: 
1.	Articulate a proper location for the test and why that location is appropriate 
2.	Articulate the objective observations of signs or symptoms of intoxication or drug use 
3.	Explain and demonstrate a series of field sobriety tests that may include a minimum of three of the following tests: 
a)	Proper techniques of balance 
b)	Divided attention 
c)	Memory
d)	 Coordination 
e)	 Horizontal Gaze Nystagmus test(s) (8) 
4.	Document verbally or in writing the general observations and test observations that would support the reasonable belief that the test subject is under the influence of alcohol or drugs

Learning Domain
	29 Traffic Accident Investigations	
Learning Need	Peace officers need to know how to effectively manage traffic collision scenes to ensure their safety, the safety of others, and protect the integrity of the collision scene. To accurately determine the events and factors associated with a collision, peace officers must recognize the types, and importance of evidence likely to be available at a collision scene. Evidence collected at a collision scene can be rendered useless or inadmissible if it is not properly documented. Peace officers must recognize and follow standardized documentation formats for traffic collisions to ensure that the evidence they collect is understandable and usable by other officers, and other agencies. 
	
Revision
	January 2007	

LD 29 Traffic Accident Investigations

Content Outline	Instructor Notes	E.O.	Resources	Time	
					
I.	LEARNING NEED: Peace officers need to know how to effectively manage traffic collision scenes to ensure their safety, the safety of others, and protect the integrity of the collision scene.
A.	Scene safety hazards. (29.01.EO6)
1.	As officers approach the actual scene of a vehicle collision, they should be aware of and begin looking for indicators of potential safety hazards related to the vehicle collision.
B.	Demonstrate appropriate peace officer actions when 	managing a vehicle collision scene, including: (29.01.EO7, 	29.01.EO8)
1.	Injured persons
a.	Once at the scene, it becomes the responsibility of the responding officer(s) to take necessary actions to care for injured or involved parties.
2.	Collision scene protection
a.	Along with caring for injured parties, peace officers 	are responsible for protecting the collision scene and 	preserving any potential physical evidence. 

II.	LEARNING NEED: To accurately determine the events and factors associated with a collision, peace officers must recognize the types, and importance of evidence likely to be available at a collision scene.
A.	Distinguish between different types of physical evidence. (29.02.EO3)
1.	There are a number of forms of physical evidence that may be found at the scene of a vehicle collision. Recognize the type of information they may provide.
B.	Tire marks (29.02.EO4)
1.	There are two types of tire marks that peace officers may encounter at a vehicle collision scene; distinguish the difference between skid marks and tire impressions.
C.	Tire marks and vehicles (29.02.EO5)
1.	Investigating officers may link a particular tire mark left at a collision scene with a specific vehicle in a number of different ways.
D.	Classify skid marks (29.02.EO6)
1.	Peace officers investigating a vehicle collision should be aware of three basic causes of visible skid marks.
E.	Measurement priorities (29.02.EO7)
1.	Items which are at-risk or easily moved should be given first priority (e.g., fluid stains that could be washed away by rain, debris that could be moved by shifting winds, etc.).
F.	Reference points/lines (29.02.EO8)
1.	A reference point/line is a point from which a measurement is taken to locate a single spot in a given area. Reference points/lines should be based on fixed objects. A fixed point is any permanent object or landmark that does not move (e.g., the roadway edge or curb, a permanent signal device, a fire hydrant, manhole cover, light pole, etc.). The location of any item should be noted by using measurements from two different reference points/lines to a single location.
G.	Determine the difference between primary collision factor and 	associated collision factor. (29.03.EO12)
1.	The one element or driving action which best describes the main cause of the collision
III.	LEARNING NEED: Evidence collected at a collision scene can be rendered useless or inadmissible if it is not properly documented. Peace officers must recognize and follow standardized documentation formats for traffic collisions to ensure that the evidence they collect is understandable and usable by other officers, and other agencies.
A.	Describe Basic report components (29.03.EO2)
1.	Standardized reporting documents may include basic components depending on the report format used.
B.	Distinguish between the types of collision documentation, 	including: (29.03.EO3, 29.03.EO4)
1.	Collision investigation reports 
a.	Takes place on a highway and results in serious personal injury, or results in a fatality (no matter if the collision took place on or off a highway).
2.	Collision reports
a.	Description of injuries
b.	Identification of involved parties vehicles
c.	Time and location of collision events
d.	Chronology of the collision events
e.	Elements unique to hit-and-run and driving-under-the-	influence collisions
f.	Primary and associated collision factors
g.	Point(s) of impact/area(s) of impact 
h.	Scene sketch
C.	Prepare components of traffic collision report, including: 	(29.03.EO14)
1.	Description of injuries
2.	Identification of involved parties vehicles
3.	Time and location of collision events
4.	Chronology of the collision events
5.	Elements unique to hit-and-run and driving-under-the-influence collisions
6.	Primary and associated collision factors
7.	Point(s) of impact/area(s) of impact 
8.	Scene sketch

D.	Facts on report narratives (29.03.EO7, 29.03.EO10)
1.	Facts should include specifics of the notification, scene description, involved parties, physical evidence at the scene, or other factual information.
E.	Statements on report narratives
1.	Made by involved parties or witnesses.
2.	Opinions and conclusions on report narratives
a.	Summation of what, how, and why took place based 	on evidence and/or statements. The area of impact 	and how it was determined. Which party is 	determined to be at fault and how it was determined, 	and an intoxication narrative (if applicable).
3.	Recommendations on report narratives
a.	Follow-up actions needed for the investigation
F.	Collision sketches and tactual diagrams (29.03.EO11)
1.	Sketches and diagrams made by the investigating officer provide a visual representation of that officer’s opinions and the factual elements of the scene. Each can be used to reinforce the narrative portion of the investigation or report.
G.	Prepare content features and elements to be included on a: 	(29.03.EO12)
1.	Collision scene sketch
a.	Compass direction
b.	Basic measurements of the roadway
c.	Appropriate symbols/illustrations 
d.	Travel paths of vehicle and parties involved
e.	Reference points and direction
f.	Item labeled appropriately (parties, streets, signs, etc.) 
g.	Factual diagram
H.	Components of a traffic collision report
1.	There are several different components to a traffic collision report that include, but are not limited to, descriptions and identification of injuries, parties involved, vehicles and other key elements of the collision site.	Presenting introductory material, conducting facilitated discussions, asking questions

Instructor may have students complete the “self assessment” in the workbook prior to instructor as a baseline for the course. 	

29.01.EO6

29.01.EO7

29.01.EO8

29.02.EO3

29.02.EO4

29.02.EO5

29.02.EO6

29.02.EO7

29.02.EO8

29.03.EO12

29.03.EO2

29.03.EO3

29.03.EO4

29.03.EO7

29.03.EO8

29.03.EO9

29.03.EO10

29.03.EO11

29.03.EO12

29.03.EO13

29.03.EO14

	Workbook	POST Hours
12

Stan S/O
Hours
12	

Mandatory Learning Activities:
NONE
	
Learning Activity #1

Purpose of Activity:
Some members of municipal police agencies or sheriff’s departments may misperceive that traffic collisions are merely the duty of a select few in their organization, or of the Highway Patrol. In fact, more persons are killed each year in driving incidents than from violent crime, and the investigation of these incidents warrants the same attention to detail and thoroughness as is desired for any other criminal incident. Understanding the possible emotional responses to serious collisions is necessary to ensure peace officers can complete their duties in a professional manner. Additionally, understanding the possible criminal issues to collisions (whether they be violations of the Vehicle Code or other fraudulent actions) is a competency all peace officers should possess.

Description: 
Selected students will role-play an activity where an officer receives a call concerning a traffic collision that has just occurred. The information received in the call is that medical aid is en route and the collision involves a vehicle versus a pedestrian, who is reported to be a four-year-old child. Witnesses report the child has received major injuries to his leg. The officer assigned to the call has two small children, and is not completely comfortable with the sight of blood (the role player may wish to “think out loud” to convey that understanding to others). The officer is relatively close to the scene, but chooses to pull over and wait for a few minutes in order to ensure medical aid will arrive on scene first.

At the conclusion of the scenario, students will break into learning groups of 4-6 students, and then take 7-10 minutes to discuss and chart:
1. What are the roles and responsibilities of a peace officer responding to traffic collisions?
2. What options does the officer have regarding the separation of their personal feelings from the professional obligations of this situation?
3. If you were the officer’s supervisor, how would you deal with the officer in this incident after you were made aware of what had transpired?
4. How would community members react upon learning this incident had occurred?

At the end of the group discussion time, selected student leaders will facilitate a class discussion of the group work and their findings. Options for this discussion are to have groups present their findings one at a time, to solicit general questions from any class member, or to ask one question per group and have them answer only to that portion of the topic.

Resources Needed:
· CA Vehicle Code
· Peace Officer’s Legal Sourcebook
· CA SWITRS (Statewide Integrated Traffic Records Systems) report
· Auto insurance companies, especially written documents and their fraud
investigators

Key learning Points: 
At the conclusion of these learning activities, the student will be able to:
· Identify the proper means to manage collision scenes where there are significant injuries or fatalities
· Demonstrate an understanding of the various uses of collision reports and the need to include information relevant to each of those needs.

Time Required:
At the end of the group discussion time, selected student leaders will facilitate a class discussion of the group work and their findings. Options for this discussion are to have groups present their findings one at a time, to solicit general questions from any class member, or to ask one question per group and have them answer only to that portion of the topic.  Time 20-30 minutes.	
Learning Activity #2

Purpose of Activity:
Some members of municipal police agencies or sheriff’s departments may misperceive that traffic collisions are merely the duty of a select few in their organization, or of the Highway Patrol. In fact, more persons are killed each year in driving incidents than from violent crime, and the investigation of these incidents warrants the same attention to detail and thoroughness as is desired for any other criminal incident. Understanding the possible emotional responses to serious collisions is necessary to ensure peace officers can complete their duties in a professional manner. Additionally, understanding the possible criminal issues to collisions (whether they be violations of the Vehicle Code or other fraudulent actions) is a competency all peace officers should possess.

Description: 
Assign students to research the issue of insurance fraud in collisions, and to locate information about the state of the issue, recent events, legal issues involved and to list possible or probable reasons persons might fraudulently report damage to their vehicles. In class, the discussion of this concept may take place in the form of:

· Role-plays by groups demonstrating incidents peace officers might encounter when investigating a collision (including the reporting of old damage as having occurred in the collision, denying culpability for damage to a car owned, “switching” drivers to avoid prosecution for a person already under sanction for their previous driving conduct, etc.)
· Scenarios read in small groups, with subsequent work to uncover the facts of the incident, the causal factors and options for police response or action
· Video incidents (done in short sequences) to elicit information similar to that for read scenarios
· Staged “collisions” where students take turns conducting investigations. The facts of the collision are not known in advance, and information will only be gained through the application of learned concepts. Instructors can vary scenarios to include criminal conduct, sympathetic drivers, fraud conduct, etc.

Resources Needed:
· CA Vehicle Code
· Peace Officer’s Legal Sourcebook
· CA SWITRS (Statewide Integrated Traffic Records Systems) report
· Auto insurance companies, especially written documents and their fraud
investigators

Key learning Points: 
At the conclusion of these learning activities, the student will be able to:
· Identify the proper means to manage collision scenes where there are significant injuries or fatalities
· Demonstrate an understanding of the various uses of collision reports and the need to include information relevant to each of those needs.

Time Required:
20 to 30 minutes.	
Learning Activity #3

Purpose of Activity:
Some members of municipal police agencies or sheriff’s departments may misperceive that traffic collisions are merely the duty of a select few in their organization, or of the Highway Patrol. In fact, more persons are killed each year in driving incidents than from violent crime, and the investigation of these incidents warrants the same attention to detail and thoroughness as is desired for any other criminal incident. Understanding the possible emotional responses to serious collisions is necessary to ensure peace officers can complete their duties in a professional manner. Additionally, understanding the possible criminal issues to collisions (whether they be violations of the Vehicle Code or other fraudulent actions) is a competency all peace officers should possess.

Description: 
Have a select group of students research the issue of staged collisions for teaching with the class. After an appropriate research and preparation time, students will select the specific teaching methodology, advise the instructor and class of their intended outcomes, and then engage the class in a learning activity regarding staged collisions. The activity may be one similar to that listed above, or can be one created by the group. The focus for the teaching group should be to ensure students learn the elements and issues involved in staged collisions, and that the activity will engage the student learners (and not be in the form of lecture, Power Point or other passive medium).

Resources Needed:
· CA Vehicle Code
· Peace Officer’s Legal Sourcebook
· CA SWITRS (Statewide Integrated Traffic Records Systems) report
· Auto insurance companies, especially written documents and their fraud
investigators

Key learning Points: 
At the conclusion of these learning activities, the student will be able to:
· Identify the proper means to manage collision scenes where there are significant injuries or fatalities
· Demonstrate an understanding of the various uses of collision reports and the need to include information relevant to each of those needs.

Time Required:
20 to 30 minutes.
	
Required Tests:
An exercise test that requires the student to demonstrate the following:
A.	An understanding of an officer’s responsibilities at a traffic collision scene, including:
1.	 Protection of injured parties and the collision site
2.	 Performance of investigative tasks
3.	Completion of a traffic collision report
B.	The ability to manage a traffic collision scene, including:
1.	Establishing scene priorities and developing a plan of action
2.	Identifying and controlling scene hazards
3.	 Providing first aid for the injured parties
4.	 Protecting the collision site
5.	 Evaluating and requesting additional assistance, if needed
C.	The ability to perform traffic collision investigative tasks, including:
1.	 Identifying and preserving collision evidence
2.	Information gathering and interviewing of involved parties or witnesses
3.	 Establishing the point(s) of impact/area(s) of impact
4.	Determining the primary collision factor
D.	The ability to complete a traffic collision report, including:
1.	Description of injuries
2.	 Identification of involved parties and vehicles
3.	Time and location of collision events
4.	Chronology of the collision events
5.	Elements unique to hit and run and driving under the influence collisions
6.	Primary and associated collision factors
7.	 Point(s) of impact/area(s) of impact
8.	Scene sketch
E.	The ability to complete a legible traffic collision sketch that records the officer’s opinion as to how the collision occurred which includes:
1.	Compass direction
2.	 Basic measurements of the roadway
3.	Appropriate symbols/illustrations
4.	Point(s) of impact/area(s) of impact
5.	Travel paths of vehicles and parties involved
6.	Reference points and direction
7.	Items labeled appropriately (parties, streets, signs, etc.)

Learning Domain
	30 Preliminary Investigation 	
Learning Need
	Peace officers must be aware of and comply with the general guidelines for the collection, packaging, and processing of various forms of physical evidence found at a crime scene in order to ensure that each piece of evidence is admissible and credible in a court of law. To effectively develop usable evidence while ensuring that the constitutional rights of all individuals are protected, peace officers must be aware of and correctly follow standardized practices for conducting crime scene interviews and interrogations.
	
Revision
	July 2007	

LD 30 Preliminary Investigation

Content Outline	Instructor Notes	E.O.	Resources	Time	
					
II.	LEARNING NEED: Peace officers must have a general understanding of the total range of basic criminal investigation procedures in order to make the appropriate decisions regarding the identification and preservation of evidence at the scene of a crime.
A.	Identify the goal of a criminal investigation. (30.01.EO1)
1.	The ultimate goal of any criminal investigation is the successful prosecution of the guilt and the exoneration of the innocent.
B.	Perform the steps of a preliminary criminal investigation, including:. (30.01.EO2)
1.	Proceed safely to the scene
2.	Determine need for emergency medical services and aid any injured persons. 
3.	Verify that a crime if any, has occurred.
4.	Identify and arrest the suspect(s), if appropriate.
5.	As soon as possible provide dispatch with suspect information, including suspect description, direction of flight, mode of travel, and other pertinent information.
6.	Contain and protect the crime scene and cause the proper collection of evidence
7.	Locate victim(s) and/or witness(es) and identify other sources of information.
8.	Collect all information necessary to write a clear and accurate report (who, what, when, where, why, and how).
C.	Demonstrate actions peace officers may employ to preserve possible evidence at a crime scene. (30.01.EO5)
1.	 A crime scene encompasses not only the immediate area where a crime took place, but also other areas related to the crime. To protect and preserve possible evidence within the crime scene, peace officers should:
a.	Establish an inner and outer perimeter,
b.	Assign personnel to maintain the perimeters, place fixed barriers to maintain the integrity of the scene,
c.	Maintain a crime scene log of all individuals who had access to the crime scene
d.	If necessary, take additional actions to protect physical evidence from environmental factors, unauthorized individuals, etc.
D.	Identify the primary purpose of conducting a: (30.01.EO6, 30.01.EO7)
1.	Initial survey of a crime scene
a.	Responding officer’s have an opportunity to assess the amount of time, equipment, and personnel that may be needed to actually collect and process the evidence.
2.	Crime scene search
a.	Locate physical evidence that a crime has taken place
b.	Identify individual(s) who may have committed the crime
E.	Identify criteria for allowing crime scene photographs to be admitted as evidence by the court. (30.01.EO9)
1.	Crime scene photographs are often used in a court of law as a form of demonstrative evidence. Photographs may be admissible as evidence if they:
a.	Show an object or person relevant to the crime,
b.	Accurately represent, without distortion, the object or scene photographed,
c.	Are marked properly to identify contents and location, and
d.	Are not used solely to appeal to the emotions or prejudice the court or jury. 
F.	Identify elements to be included on a crime scene diagram. (30.01.EO10)
1.	A crime scene diagram should show the:
a.	Layout of the entire scene
b.	Measured locations within the crime scene of each piece of evidence
c.	Locations of significant features of the scene 

III.	Learning Need: Peace officers must be aware of and comply with the general guidelines for the collection, packaging, and processing of various forms of physical evidence found at a crime scene in order to ensure that each piece of evidence is admissible and credible in a court of law.
A.	Recognize appropriate precautions that should be taken prior to collection and removal of evidence from a crime scene. (30.02.EO1)
1.	Be aware of and comply with specific agency policies, procedures, and guidelines for evidence collection and packaging.
2.	Document the existence, condition, and location of each piece of evidence located within the crime scene using photographs, sketches/diagrams, and written entries in the officer’s field notes. Include information regarding exact location, color, pattern, size, shape, etc.
3.	Collect and package all evidence in an appropriate manner, using techniques that will not harm or compromise the evidentiary value of the item.
a.	Once each piece of evidence is packaged, seal with evidence tape, label, and process according to specific agency policies or guidelines.
b.	Document the collection of each piece of evidence collected, along with the techniques used for collection and packaging in field notes and investigative report.
c.	When applicable, collect, package and process control/known standard samples in the same manner as the corresponding evidence samples from the crime scene.
B.	Identify the purpose of collecting control/known samples. (30.02.EO2)
1.	To establish a link between a piece of evidence and a person or a crime scene, the unique identity of the object must be shown to the exclusion of all other similar objects.       
C.	Identify the primary reason for establishing a chain of custody record. (30.02.EO4)
1.	The chain of custody begins when an item is first collected and tagged as evidence. From this time, supplying complete, clear, concise information and using appropriate documentation techniques will aid in keeping the chain of custody intact.          
D.	Identify the information that should be noted on a chain of custody record. (30.02.EO5)
1.	Although the format of chain of custody record forms may vary, each will require specific information including:
a.	The report number,
b.	Who initially found the item,
c.	Where and when the item was found,
d.	A description of the item,
e.	Who recovered, packaged, and labeled the item,
f.	Who transported the item,
g.	Where it was submitted, and
h.	Where, how, and when the item was secured.
E.	Identify three forms of fingerprint impressions that may be found at a crime scene. (30.02.EO6)
1.	Visible 
2.	Latent
3.	Plastic
F.	Identify the basic steps for developing latent fingerprints. (30.02.EO7, 30.02.EO8)
1.	Impression left by secretions from perspiration or oils on the skin
2.	Most commonly found at a crime scene
3.	Invisible to the naked eye until developed
G.	Identify general guidelines for collecting and processing evidence that may be located at a crime scene. (30.02.EO15)
1.	Be aware of and comply with specific agency policies, 	procedures, and guidelines for evidence collection and 	packaging.
a.	Document the existence, condition, and location of each piece of evidence located within the crime scene using photographs, sketches/diagrams, and written entries in the officer’s field notes.  Include information regarding exact location, color, pattern, size, shape, etc.
b.	Collect and package all evidence in an appropriate manner, using techniques that will not harm or compromise the evidentiary value of the item.
c.	Once each piece of evidence is packaged, seal with evidence tape, label, and process according to specific agency policies or guidelines.
d.	Document the collection of each piece of evidence collected, along with the techniques used for collection and packaging in field notes and investigative report.
e.	When applicable, collect, package and process control/known standard samples in the same manner as the corresponding evidence samples from the crime scene.
	Presenting introductory material, conducting facilitated discussions, asking questions

Instructor may have students complete the “self assessment” in the workbook prior to instructor as a baseline for the course 	

30.01.EO1

30.01.EO2

30.01.EO5

30.01.EO6

30.01.EO7

30.01.EO9

30.01.EO10

30.02.EO1

30.02.EO2

30.02.EO4

30.02.EO5

30.02.EO6

30.02.EO7

30.02.EO15

	Workbook	POST Hours: 
12

Stan S/O
Hours: 
20

Mandatory Learning Activities:
B.	The student will participate in one or more learning activities from the POST-developed Instructor’s Guide to Learning Activities for Leadership, Ethics and Community Policing or other comparable sources regarding preliminary investigations. At a minimum, each activity, or combination of activities must address the following topics: 
1.	Application of SARA or other problem solving model in the conduct of a thorough preliminary investigation 
2.	How an officer or deputy may collaborate with the community to solve a crime and identify underlying conditions that contribute to the crime problem
3.	Modeling ethical leadership by a peace officer in the performance of an investigation 
4.	Impact of an effective investigation on a peace officer’s trustworthiness and credibility during courtroom testimony

Learning Activity #1

Purpose of Activity:
Students should readily recognize the applicability of this Learning Domain on their duties as peace officers. Investigating criminal incidents is a function the student will encounter in field, court, correctional and administrative settings. The student’s motivation to learn “what to do” should be very high. The instructor wants to ensure the student’s motivation to learn how their work affects the work of others and the student’s professional reputation may need attention by the instructor to enhance retention in this area.

Description: 
Facilitate a class dialogue based on the following scenario (read scenario to the class; hand out scenario in written form and break the class into learning groups of 4-6 students each if desired):

“You are a new officer in a single-officer patrol car. You respond as a back-up officer with a senior officer to a call of a burglary at an apartment in a multi-unit housing complex. The victim tells both of you she was on vacation for the past week, and that she returned to find her apartment had been entered. The only item apparently missing was a digital camera, although she tells you the apartment handyman had told her a few weeks ago that some of the apartments had suffered break-ins, and that she should be sure to lock her doors and windows at night. The victim notes that some items in the apartment had been moved, and that the thief had rifled her dresser. 

The senior officer tells the victim there’s not much the police can do, and that these minor crimes happen all the time. He confirms she has insurance, and says that’s what it’s for. He assures her there won’t be any usable fingerprints on the moved items due to their rough surfaces, and that, with no witnesses, there is no chance the department would be able to solve the crime. He tells her to call if she finds anything else amiss, and that she will receive a postcard in a few days advising the case number so she can file a claim with her insurance company. The victim doesn’t seem too happy, so the officer finishes their conversation by explaining how the department has to prioritize crimes and devote time and energy to those with a reasonable chance of being solved.”

Once the scenario has been read, assign groups to either defend the senior officer’s actions or critique them for mistakes (e.g., if a class of 15-25, break into two-four groups; classes of 30-50, consider breaking into 2-3 groups on each side of the issue, etc.). Each group will select a spokesperson and a scribe to keep notes of the group’s work (and prepare flipchart visuals if desired by the instructor). The groups will be assigned to:
· Defend their perspective.
· Articulate reasons to support the group’s assigned perspective, including a justification of any ethical issues present in the scenario. · Identify the stakeholders in this incident, and the expectations of each stakeholder group with regard to the conduct of the officers. Each group will have 3-4 minutes to make their presentation, followed by a class critique and facilitated discussion of the scenario.

For those groups supporting, the instructor should consider follow-up questions such as:
· The officer responds to a supervisor who has told him the victim called to complain that more wasn’t done. What should he say?
· The apartment manager called to ask what they should tell their residents about the series of break-ins. What do we say?
· Detectives called to see if there was any more info or evidence, since they have a serial burglar they fear might become sexually assaultive if a female victim is at home (based on the thief rifling through underwear drawers in three other cases).
For groups critical of the officer’s actions, consider questions such as:
· Why did the officer minimize the significance of the crime?
· Wasn’t his explanation of how the police prioritize and work cases the most honest thing he could tell a victim?
· If you, as the back-up officer, don’t agree with the actions of a primary investigating officer, what do you do to intervene or report his or her actions?

For all groups, the scenario works well for “what if…” questions (e.g., What if the suspect committed an assault the next night? What liability do the department and the officer have for that crime?). Consider having groups compose a response letter to a complaint from the community member regarding the incident as either homework or 
for subsequent class discussion.

Resources Needed:
Possible handouts by the instructor may include:
· Strategies to intervene into the conduct of other officers that is both ethical and effective
· Strategies or processes to form a sequence of steps to conduct a quality preliminary investigation
· Protocol for summoning added help at a crime scene (evidence collection, detectives, supervisory personnel, etc.)
· Policies or procedures for completing a preliminary investigation that will withstand scrutiny by the prosecutor or defense in court
· Training and Testing Specifications for Peace Officer Basic Courses, LD30; Learning Activities for LECP
· Search Warrants: Where, What, Why; Melvin Vyborney, Anaheim Police Department; mvyborney@aol.com (no cost tool for writing warrants) 
· Specialized Investigator Basic Course; LD 63, Computer and Computer Crimes

Key learning Points: 
At the conclusion of these learning activities, the student will be able to:
· Apply appropriate investigative techniques when presented with a criminal incident requiring a police investigation
· Analyze learning from previous similar criminal incidents, synthesize information from known facts and apply investigative techniques when presented with novel circumstances when responding to a criminal incident.
· Evaluate the effectiveness of their actions from the perspective of a community member seeking an investigation and resolution to their crime or similar incident.

Time Required:
Three to four minutes to read the scenario, 15 minutes for group work, 3-5 minutes for group presentations, then time for critique and facilitated dialogue at the instructor’s discretion. Total time for work with the scenarios will take between 45-60 minutes.	
Learning Activity #2

Purpose of Activity:
Students should readily recognize the applicability of this Learning Domain on their duties as peace officers. Investigating criminal incidents is a function the student will encounter in field, court, correctional and administrative settings. The student’s motivation to learn “what to do” should be very high. The instructor wants to ensure the student’s motivation to learn how their work affects the work of others and the student’s professional reputation may need attention by the instructor to enhance retention in this area.

Description: 
Similar to the first scenario, except the primary officer elects to call out detectives. You, as a newer officer, ask what facts made him decide to call detectives, and he says “nothing in particular; those jerks always gripe about not getting enough information from us, so I thought they’d enjoy being out here at 3:00 in the morning with us to remind them of how much fun this work is.” Group work for this scenario would be split along the same lines, with the focus now of what is, and is not, the appropriate quality of work desired from officers and deputies charged with the preliminary investigation of crimes. 

Relevant areas of group study might be:
· How do you, as a field investigator, decide what to do, and what not to do, when presented with a crime?
· Why is it important to conduct a quality field investigation (stakeholders, officer’s reputation, agency liability, community confidence, solving crimes, etc.)?
· How should you deal with detectives or others who seem critical of the work of patrol officers?
· What impact does a preliminary investigation with mistakes or facts left out have on the deputy’s subsequent court testimony?
· How do you balance the desire to do a quality preliminary investigation with the reality of calls being stacked that also need your response and attention?

Resources Needed:
Possible handouts by the instructor may include:
· Strategies to intervene into the conduct of other officers that is both ethical and effective
· Strategies or processes to form a sequence of steps to conduct a quality preliminary investigation
· Protocol for summoning added help at a crime scene (evidence collection, detectives, supervisory personnel, etc.)
· Policies or procedures for completing a preliminary investigation that will withstand scrutiny by the prosecutor or defense in court
· Training and Testing Specifications for Peace Officer Basic Courses, LD30; Learning Activities for LECP
· Search Warrants: Where, What, Why; Melvin Vyborney, Anaheim Police Department; mvyborney@aol.com (no cost tool for writing warrants) 
· Specialized Investigator Basic Course; LD 63, Computer and Computer Crimes

Key learning Points: 
At the conclusion of these learning activities, the student will be able to:
· Apply appropriate investigative techniques when presented with a criminal incident requiring a police investigation
· Analyze learning from previous similar criminal incidents, synthesize information from known facts and apply investigative techniques when presented with novel circumstances when responding to a criminal incident.
· Evaluate the effectiveness of their actions from the perspective of a community member seeking an investigation and resolution to their crime or similar incident.

Time Required:
Three to four minutes to read the scenario, 15 minutes for group work, 3-5 minutes for group presentations, then time for critique and facilitated dialogue at the instructor’s discretion. Total time for work with the scenarios will take between 45-60 minutes.
	
Learning Activity #3

Purpose of Activity:
Students should readily recognize the applicability of this Learning Domain on their duties as peace officers. Investigating criminal incidents is a function the student will encounter in field, court, correctional and administrative settings. The student’s motivation to learn “what to do” should be very high. The instructor wants to ensure the student’s motivation to learn how their work affects the work of others and the student’s professional reputation may need attention by the instructor to enhance retention in this area.

Description: 
Using a scenario developed by the instructor (or refer to one or more of the learning activities in this and other learning domains), have students work in groups of 4-6 towrite a search warrant. The specifics of forms should be used and submission process should conform to local policies and requirements.
The instructor and other staff members may elect to play the role of judge or Deputy District Attorney in an activity where students:
· View or interact in a facts circumstance leading to the need to obtain a search warrant
· Work in groups top prepare the warrant. Note: The instructor may provide preleading or instruction prior to the learning activity regarding search warrants
· Meet with the judge or Deputy District Attorney and apply for the warrant

The process should continue until all groups have met with the granting authority and have completed an acceptable search warrant.

Resources Needed:
Possible handouts by the instructor may include:
· Strategies to intervene into the conduct of other officers that is both ethical and effective
· Strategies or processes to form a sequence of steps to conduct a quality preliminary investigation
· Protocol for summoning added help at a crime scene (evidence collection, detectives, supervisory personnel, etc.)
· Policies or procedures for completing a preliminary investigation that will withstand scrutiny by the prosecutor or defense in court
· Training and Testing Specifications for Peace Officer Basic Courses, LD30; Learning Activities for LECP
· Search Warrants: Where, What, Why; Melvin Vyborney, Anaheim Police Department; mvyborney@aol.com (no cost tool for writing warrants) 
· Specialized Investigator Basic Course; LD 63, Computer and Computer Crimes

Key learning Points: 
At the conclusion of these learning activities, the student will be able to:
· Apply appropriate investigative techniques when presented with a criminal incident requiring a police investigation
· Analyze learning from previous similar criminal incidents, synthesize information from known facts and apply investigative techniques when presented with novel circumstances when responding to a criminal incident.
· Evaluate the effectiveness of their actions from the perspective of a community member seeking an investigation and resolution to their crime or similar incident.

Time Required:
Three to four minutes to read the scenario, 15 minutes for group work, 3-5 minutes for group presentations, then time for critique and facilitated dialogue at the instructor’s discretion. Total time for work with the scenarios will take between 45-60 minutes.
	
Required Test:
A.	An exercise test that requires the student to systematically search a simulated crime scene and generate crime scene notes and a crime scene sketch. The exercise shell minimally test the students ability to:
1.	Use a systematic method to search the scene and recover all items of evidence.
2.	Generate crime scene notes that document observations, scene conditions and investigative actions
3.	Generate a crime scene sketch that include measurements, reference points, identification of evidence, a legend and the direction of north.
4.	Locate latent and plastic prints placed on objects of varying texture and color.
5.	Complete the necessary forms generally utilized by law enforcement to insure the chain of custody
B.	A scenario test that require the student to demonstrate proficiency in conducting a preliminary investigation of a  felonious assult. At minimum, the test shall evaluate the following competencies:
1.	Problem solving/ Decision-Making-analyzing and implementing plans through one’s action to solve problems. Using verbal or physical skills to determine the 	appropriate resolution to a situation.
2.	Legal authority/Individual Rights-The identification of laws and constitutional rights governing consensual encounters, detentions, and arrests.
3.	Officer safety- The demonstration of situational and tactical awareness and appropriate response.
4.	Communication- The use of effective verbal and non-verbal skills to convey intended meaning and establish learning.	

Learning Domain
	31 Custody	
Learning Need
	Peace officers must know their responsibilities and liabilities for the care, custody, and safety of prisoners while ensuring their constitutional and statutory rights. Peace officers must know the elements required to complete crimes involving the treatment of prisoners and to correctly categorize these crimes as misdemeanors or felonies. Peace officers must know they are legally responsible for the safety, well being, and level of care prisoners receive while those prisoners are held in a custodial facility. 	
Revision
	January 2007	

LD 31 Custody

Content Outline	Instructor Notes	E.O.	Resources	Time	
					
VI.	LEARNING NEED: Peace officers must know their responsibilities and liabilities for the care, custody, and safety of prisoners while ensuring their constitutional and statutory rights.
A.	 Recall the definition of custody. (31.01.EO1)
1.	At the time of the initial arrest, the arresting officer is responsible for the care and custody of an arrested person. The arresting officer may or may not also be the transporting officer, responsible for transporting the arrested person to a local detention facility.
B.	Recognize general responsibilities an officer has for the care and custody of an arrested person. (31.01.EO2)
1.	Assuring that there is a lawful basis for custody
2.	Protecting the constitutional and statutory rights of the arrested person while that person is in the officer’s charge
3.	Maintaining the care, custody, and safety of the arrested person until that person is processed into a local detention facility.
4.	Maintaining officer and public safety
5.	Handling those responsibilities necessary to facilitate the processing of the arrested person into a detention facility.
C.	Recognize the liabilities for an officer who shows callous disregard for an arrested person’s safety. (31.01.EO3)
1.	Failure to uphold the expected level of care under the provisions of state and federal laws or the callous disregard for an arrested person’s safety will subject peace officers to:
a.	Departmental discipline (including termination)
b.	State prosecution for violation of penal code statutes
c.	Federal prosecution for violation of federal civil rights law, and/or
d.	Civil lawsuits that may include punitive damages levied directly against individual officers.
D.	Recognize the circumstances that ensure a legal basis for commitment to custody, including: (31.01.EO4)
1.	Court documents (e.g., warrants, court orders, etc.)
2.	Parole and probation commitments
3.	Probable cause arrests
4.	Prisoners in transit
E.	Recognize constitutional rights and protections afforded to an arrested person while in an officer’s charge. (31.01.EO5)
1.	Freedom of religion
2.	Freedom of speech
3.	Right to a speedy trial
4.	Right to legal counsel
5.	Protection from cruel and unusual punishment
6.	The right to due process of the law
7.	Right to equal protection
F.	Recognize fatal errors officers can make that jeopardize their safety while performing custodial duties. (31.01.EO6)
1.	”Tombstone courage”
a.	Overly anxious to show courage
b.	Trying to handle Dangerous situations beyond officer’s ability or experience
2.	Fatigue
a.	Failure to get adequate rest
b.	Attention and reflexes are compromised
3.	Bad position
a.	Failure to exercise caution
b.	Failure to call for backup when handling an aggressive or agitated prisoner
4.	Bad attitude
a.	Treating a prisoner disrespectfully
5.	Ignoring danger signs
a.	Process becomes routine
b.	Ignoring signs a prisoner is an immediate threat
6.	Failure to watch hands
a.	Officers miss a prisoner reaching for a firearm or other deadly weapon
7.	Relaxing too soon
a.	Uneventful custody situations
b.	Officers become careless
8.	Use of restraint devices
a.	Failure to cuff or use other restraints when 	necessary
b.	Improperly cuffing a prisoner
9.	No search or poor search
a.	Cursory search in the field or in    a facility
b.	Failure to locate firearms, other deadly weapons, or contraband
10.	Officers’ inoperative weapons
a.	Undependable weapon resulting in injury or death to officer

VII.	LEARNING NEED: Peace officers must know the elements required to complete crimes involving the treatment of prisoners and to correctly categorize these crimes as misdemeanors or felonies.
A.	Recognize the crime elements, required to complete the crime of: (31.02.EO1, 31.02.EO2, 31.02.EO3)
1.	Assault of a prisoner under the color of authority
2.	Cruel or unusual treatment of prisoners
3.	Inhumane or oppressive treatment of a prisoner
B.	Recognize the crime of violation of a prisoner’s civil rights. (31.02.EO6)
1.	Any person, whether or not acting under color of law, who shall by force or threat of force willfully deprive any person of any legal right based on that person’s race, color, religion, ancestry, national origin, disability, gender, or sexual orientation, or because the person perceives that the other person has one or more of those characteristics.
C.	Identify the crime classification as a misdemeanor or felony. (31.02.EO4)
1.	The crime of assault by a public officer is a felony.
III.	LEARNING NEED: Peace officers must know they are legally responsible for the safety, well being, and level of care prisoners receive while those prisoners are held in a custodial facility  
A.	Recognize the crime elements for bringing a firearm, deadly weapon, or explosive into a detention facility. (31.03.EO1)
1.	Any person who knowingly: 
a.	Brings or sends into, or assists in bringing into or sending into a local detention facility any: firearms, deadly weapons, or explosives
2.	Any person who while lawfully confined to a detention facility, possesses any:
a.	Firearm, deadly weapon, explosive, or tear gas or tear gas weapon. 
B.	Recognize responsibilities of the arresting or transporting officer and custodial personnel regarding medical care prescreening of prisoners before being accepted into a local detention facility.  (31.03.EO8)
1.	The arresting officer is responsible for informing custodial personnel and documenting any observable, known, or recognized signs of:
a.	Injury
b.	Illness
c.	Possible drug overdose
d.	Mental incapacitation
e.	Suicide risk
f.	Whether the person requires medication
2.	Custodial personnel should also be informed if the arrested person was exposed to OC spray, tasers, or if a carotid restraint or baton was used during the arrest process.
C.	Identify the crime classification as a misdemeanor or felony.  
1.	The crime of bringing a firearm, deadly weapon, or explosive into a local detention facility is a felony. (31.03.EO6)
D.	Identify classes of prisoners who may require special care or protection. (31.03.EO10)
1.	Diabetic shock
2.	Head injury
3.	Severe bleeding
4.	Drug overdose
5.	Unresponsiveness or unconsciousness
6.	Chest pain
	Presenting introductory material, conducting facilitated discussions, asking questions

Instructor may have students complete the “self assessment” in the workbook prior to instruction as a baseline for the course. 	

31.01.EO1

31.01.EO2

31.01.EO3

31.01.EO4

31.01.EO5

31.01.EO6

31.02.EO1
31.02.EO2
31.02.EO3

31.02.EO6

31.02.EO4

31.03.EO1

31.03.EO8

31.03.EO6

31.03.EO10

	Workbook	POST Hours: 
02

Stan S/O
Hours: 
04	

Mandatory Learning Activities:
A. The student will participate in a facilitated discussion that relates to the legal responsibilities of a peace officer in the care and custody of an arrested person from the time of arrest to the transfer of responsibility to a local detention facility. At a minimum, the discussion must address: 
1. Legal basis for the custody
2. Pertinent laws relating to the care and custody of the arrested person 
3. Officer’s responsibilities during intake 
4.  Actions of custodial personnel upon receipt of the arrested person	
Learning Activity #1

Purpose of Activity:
Students working for county agencies may anticipate they will encounter issues in a custody setting, and have a high level of motivation to learn how to deal with prisoners and the possible fear of maintaining order in a custody environment. Those working (or who intend to work) for a municipal department may not be readily motivated to see applicability of this training block. Scenarios such as #4 may be useful to help students understand that “custody” begins with the initial detention and carries through to the person’s release.

Description: 
The following scenario should be read in groups of 4-6 students (you may wish to distribute it in written form to facilitate better understanding by students once they break into small groups for subsequent work):

“An officer assigned to a jail facility has heard rumors about a possible fight
brewing between two inmates in their jail block. The officer concludes the best
way to handle the situation would be to get more information from inmates prior
to anything happening. To do this, the officer pulls a talkative inmate from the
jail population and assigns him to do special work mopping the hallways outside
of the block. The officer offers the inmate a pack of cigarettes if he develops any
information about the fight or other safety issues in the block. Department policy
does not allow cigarettes in the facility.”

The student learning groups will be directed to select a spokesperson to present their findings back to the larger class. The groups will be assigned to discuss and present their conclusions on the following questions: 

· What do you think about this officer’s actions? Are they justified?
· Have any crimes been committed by this officer?
· What possible disciplinary actions could this officer face?
· What are the possible consequences, both good and bad, of allowing the inmate to break the rules?
· If you were the officer’s supervisor, how would you respond if the officer brought this to your attention?

Students will be have 15 minutes to come to a consensus regarding these questions, after which the class will re-form and have 2-3 minutes to complete their presentation. Groups are expected to present their answers, respond to questions or follow-up queries without becoming defensive, and demonstrate the ability to handle questions from the instructor or other students effectively. Selected student leaders will facilitate the group presentation, keep groups on time and prompt questions from others.

Resources Needed:
Allowing students to work in small groups, especially when they encounter real-world incidents in Activity Three, will help them strive for solutions to complex problems in a safe environment. Use of the Internet to locate resources in either the public domain, or to identify methods for resolving ethical dilemmas, is a valuable means by which students can develop a deeper understanding of the issues related to conduct in custody situations.

Key learning Points: 
At the conclusion of the learning activities, the facilitator should actively work with students to enhance their recognition of relevant issues, their application in custody settings and how to assess, analyze and evaluate how they will arrive at appropriate choices when presented with issues in this environment. Possible queries from the facilitators may be:
· What are the responsibilities of peace officers who take someone into custody, receive them into custody from another, or work in a custodial setting in a jail or other secure facility?
· What’s in it for you? (This is a question of rational self-interest; why do people take the path of least resistance, why do they go along with the acts of others, etc.)
· Who are the stakeholders in this incident? How will they react to knowledge of it?
· Does this incident create any ethical dilemmas? If so, how do you resolve incidents that have an ethical dimension?
· How does law enforcement conduct in custody settings affect the community, the department and the officer involved?

Time Required:
Time is as noted within each activity. Time can be compressed by using a large-group format for general discussion. In a large group, the instructor may also elect to use 2-3 person “buzz groups” to allow for short periods of student discussion with immediate reporting back to the larger class.
	
Learning Activity #2

Purpose of Activity:
Students working for county agencies may anticipate they will encounter issues in a custody setting, and have a high level of motivation to learn how to deal with prisoners and the possible fear of maintaining order in a custody environment. Those working (or who intend to work) for a municipal department may not be readily motivated to see applicability of this training block. Scenarios such as #4 may be useful to help students understand that “custody” begins with the initial detention and carries through to the person’s release.

Description: 
Groups will read the following scenario in the same fashion as other scenarios. Students will distribute or brief the following activity.

“After successfully completing the academy, a young recruit is assigned to work at the county jail. Upon arrival, several veteran officers tell the recruit to “tune up” an inmate in order to prove herself to them and to show the inmate population she can handle the problem cases who might think they could push her around because she’s new. The recruit elects to pull out a child molester from a cell and punches him in the face and chest area. She then threatens to punish the inmate if he tells anyone about the incident. The veterans congratulate her and welcome her to the shift.

Students will break into groups as in the previous scenario, and be assigned to the same tasks. Questions for this scenario are:
· Why would a new group member consider doing something obviously out of policy to please peers?
· What crime, if any, has the officer committed?
· What might be a sample news headline that could result from this incident?
· What type of perception might the public develop from such a news article?
· What would happen if the recruit refused to comply with the request of the veterans?
· If you were in a similar situation, what could you do to resolve this? Would you notify your supervisor?
· If you were the commander of the jail facility, what direction and training would you give to supervisors to ensure this type of activity did not occur?

Groups will present their findings as previously described, and the instructor’s responsibilities are the same.

Resources Needed:
Allowing students to work in small groups, especially when they encounter real-world incidents in Activity Three, will help them strive for solutions to complex problems in a safe environment. Use of the Internet to locate resources in either the public domain, or to identify methods for resolving ethical dilemmas, is a valuable means by which students can develop a deeper understanding of the issues related to conduct in custody situations.

Key learning Points: 
At the conclusion of the learning activities, the facilitator should actively work with students to enhance their recognition of relevant issues, their application in custody settings and how to assess, analyze and evaluate how they will arrive at appropriate choices when presented with issues in this environment. Possible queries from the facilitators may be:

· What are the responsibilities of peace officers who take someone into custody, receive them into custody from another, or work in a custodial setting in a jail or other secure facility?
· What’s in it for you? (This is a question of rational self-interest; why do people take the path of least resistance, why do they go along with the acts of others, etc.)
· Who are the stakeholders in this incident? How will they react to knowledge of it?
· Does this incident create any ethical dilemmas? If so, how do you resolve incidents that have an ethical dimension?
· How does law enforcement conduct in custody settings affect the community, the department and the officer involved?

Time Required:
Time is as noted within each activity. Time can be compressed by using a large-group format for general discussion. In a large group, the instructor may also elect to use 2-3 person “buzz groups” to allow for short periods of student discussion with immediate reporting back to the larger class.
	
Learning Activity #3

Purpose of Activity:
Students working for county agencies may anticipate they will encounter issues in a custody setting, and have a high level of motivation to learn how to deal with prisoners and the possible fear of maintaining order in a custody environment. Those working (or who intend to work) for a municipal department may not be readily motivated to see applicability of this training block. Scenarios such as #4 may be useful to help students understand that “custody” begins with the initial detention and carries through to the person’s release.

Description: 
Assign students at least one day prior to the class session to work individually or in small teams to locate articles from newspapers or magazines describing an incident where a significant incident occurred in a custody setting. Students should be prepared to:

· Present the circumstances of their article
· Describe their conclusions regarding why the incident occurred, and what could have been done by the officers or deputies involved to prevent it.
· Describe the actual or likely public impact on the confidence in the agency involved as a result of the incident.

In class, students will break into groups of 4-6, where they will share their research findings and conclusions. Each group will then select one article from their midst and present it to the class. Groups should be able to complete their work within 10-12 minutes, and each presentation will take 3-4 minutes. 

The instructor’s responsibility will be to select student facilitators, and then to assist students in understanding, synthesizing and evaluating the incidents and how their issues apply to the real-world issues they will encounter beyond the academy setting.

Resources Needed:
Allowing students to work in small groups, especially when they encounter real-world incidents in Activity Three, will help them strive for solutions to complex problems in a safe environment. Use of the Internet to locate resources in either the public domain, or to identify methods for resolving ethical dilemmas, is a valuable means by which students can develop a deeper understanding of the issues related to conduct in custody situations.

Key learning Points: 
At the conclusion of the learning activities, the facilitator should actively work with students to enhance their recognition of relevant issues, their application in custody settings and how to assess, analyze and evaluate how they will arrive at appropriate choices when presented with issues in this environment. Possible queries from the facilitators may be:
· What are the responsibilities of peace officers who take someone into custody, receive them into custody from another, or work in a custodial setting in a jail or other secure facility?
· What’s in it for you? (This is a question of rational self-interest; why do people take the path of least resistance, why do they go along with the acts of others, etc.)
· Who are the stakeholders in this incident? How will they react to knowledge of it?
· Does this incident create any ethical dilemmas? If so, how do you resolve incidents that have an ethical dimension?
· How does law enforcement conduct in custody settings affect the community, the department and the officer involved?

Time Required:
Time is as noted within each activity. Time can be compressed by using a large-group format for general discussion. In a large group, the instructor may also elect to use 2-3 person “buzz groups” to allow for short periods of student discussion with immediate reporting back to the larger class.

Learning Activity #4

Purpose of Activity:
Students working for county agencies may anticipate they will encounter issues in a custody setting, and have a high level of motivation to learn how to deal with prisoners and the possible fear of maintaining order in a custody environment. Those working (or who intend to work) for a municipal department may not be readily motivated to see applicability of this training block. Scenarios such as #4 may be useful to help students understand that “custody” begins with the initial detention and carries through to the person’s release.

Description: 
This activity may be used for general class discussion, or in a group break-out format as is done with the other scenarios. Student leaders will read or distribute the following scenario (or have it role-played as previously discussed):

“You are assigned as a trainee in your department’s field training program. Things have been going well, and you have completed a little more than half of the field training program with high marks and good comments from your field trainer (FTO) and shift supervisor. One evening, you and your training officer stop a speeding vehicle. Your FTO handles the stop, and encounters a driver who is antagonistic, hostile and very difficult to control. The male adult driver makes various remarks about the FTO’s appearance, degrades the FTO’s family background (making fun of his name and uttering derogatory remarks about any kids he might have). A warrant check reveals a misdemeanor warrant for the driver’s arrest. When you tell the FTO, he smiles broadly and makes an offhand remark about there being “justice in the world.” As the driver is being handcuffed, he says that he will wait for the FTO in the parking lot after he gets off duty, follow him home and beat him up on the officer’s front lawn. The FTO says nothing and places the subject in the back seat of the patrol car. As he is driving to the station, the FTO suddenly brakes, shouting “Look out for that dog!” You see nothing in the roadway ahead, but do clearly hear the suspect’s head striking the partition between the front and back seats. The subject groans audibly and begins to complain about his head hurting.”

Class or group questions should center on what, if anything, the trainee should do. Other areas of discussion should be what a supervisor or watch commander should do if this arrestee arrives at their police facility in the condition described. Follow-up
questions from the instructor may focus on the topic of “street justice” and its reasons.
Students should be guided to an understanding of the unacceptability of this conduct,
and how to deal with it.

Resources Needed:
Allowing students to work in small groups, especially when they encounter real-world incidents in Activity Three, will help them strive for solutions to complex problems in a safe environment. Use of the Internet to locate resources in either the public domain, or to identify methods for resolving ethical dilemmas, is a valuable means by which students can develop a deeper understanding of the issues related to conduct in custody situations.

Key learning Points: 
At the conclusion of the learning activities, the facilitator should actively work with students to enhance their recognition of relevant issues, their application in custody settings and how to assess, analyze and evaluate how they will arrive at appropriate choices when presented with issues in this environment. Possible queries from the facilitators may be:
· What are the responsibilities of peace officers who take someone into custody, receive them into custody from another, or work in a custodial setting in a jail or other secure facility?
· What’s in it for you? (This is a question of rational self-interest; why do people take the path of least resistance, why do they go along with the acts of others, etc.)
· Who are the stakeholders in this incident? How will they react to knowledge of it?
· Does this incident create any ethical dilemmas? If so, how do you resolve incidents that have an ethical dimension?
· How does law enforcement conduct in custody settings affect the community, the department and the officer involved?

Time Required:
Time is as noted within each activity. Time can be compressed by using a large-group format for general discussion. In a large group, the instructor may also elect to use 2-3 person “buzz groups” to allow for short periods of student discussion with immediate reporting back to the larger class.

Required Tests:
The POST- Constructed knowledge test on the learning objective in Domain #31
The POST- Constructed Comprehensive End-of-Course Proficiency Test will include learning objectives in Domain #31

Learning Domain
	32 Lifetime fitness	
Learning Need
	Officers need to know how to apply methods for evaluating and managing their physical fitness for a healthy lifestyle necessary for safely and effectively performing peace officer duties. Peace officers must recognize that proper nutrition is critical to maintaining body composition, physical conditioning, and reducing their risk of illness or injury. Peace officers need to understand the common health problems so they may use appropriate risk management techniques to ensure their health and physical fitness. Peace officers must recognize the causes of stress and how to manage it effectively in order to protect their personal health and ensure their ability to perform their duties.
	
Revision
	January 2007	

LD 32 Lifetime Fitness

Content Outline	Instructor Notes	E.O.	Resources	Time	
					
I.	LEARNING NEED: Officers need to know how to apply methods for evaluating and managing their physical fitness for a healthy lifestyle necessary for safely and effectively performing peace officer duties
A.	Discuss the five elements of a personal physical fitness program to include: (32.01.EO7)
1.	Cardiovascular 
2.	Muscular strength 
3.	Flexibility 
4.	Muscular endurance 
5.	Body composition
B.	Discuss techniques for evaluating personal fitness in the areas of: (32.01.EO8-32.01.EO12)
1.	Cardiovascular endurance
a.	The ability of the heart, lungs and blood vessels to deliver adequate amounts of oxygen and nutrients to working cells during prolonged physical activity.
2.	Muscular strength
a.	The maximum force that a muscle can exert at one time.
3.	Muscular endurance
a.	The number of times a muscle can contract before it fatigues.
4.	Flexibility
a.	The ability to move a body part (usually a joint or limb) through a full range of motion.
5.	Body composition
a.	The proportion of fat compared with lean tissue in the body.
C.	Describe appropriate measures for improving an officer’s performance within each of the five components of a personal fitness program. (32.01.EO13)
D.	Discuss the principles of physical conditioning, including: (32.01.EO14-32.01.EO17)
1.	Specificity
2.	Frequency
3.	Intensity
4.	Duration/Time
E.	Describe components of a training session to include: (32.01.EO18)
1.	Warm up and stretching
2.	Conditioning
3.	Cool down and stretching
F.	Explain the two types of training injuries and identify an appropriate treatment for each. (32.01.EO19)
1.	Acute
2.	Chronic 

II.	LEARNING NEED: Peace officers must recognize that proper nutrition is critical to maintaining body composition, physical conditioning, and reducing their risk of illness or injury.
A.	Describe how to accomplish fitness goals using nutritional planning. (32.02.EO15)
1.	A well balanced diet includes six basic components that work together to satisfy an officer’s body’s need for calories and essential nutrients.
2.	Applying a sound nutrition plan usually results in the following changes to the diet of most Americans.
3.	 Increase in water intake
4.	 Increase in fiber intake
5.	 Increase in complex carbohydrate intake (e.g., whole grains, fruits, vegetables
6.	 Moderate reduction in protein intake
7.	 Reduction in refined sugar intake
8.	Reduction in caffeine and alcohol intake
9.	 Significant reduction in fat intake 

III.	LEARNING NEED: Peace officers need to understand the common health problems so they may use appropriate risk management techniques to ensure their health and physical fitness.
A.	Discuss illness or injuries commonly associated with law enforcement officers, including: (32.03.EO5, 32.03.EO6, 32.03.EO7)
1.	Cardiovascular disease
a.	Cardiovascular disease covers several disorders that, if untreated, can contribute to coronary heart diseases. More than 750,000 Americans annually become victims of coronary heart disease in the form of heart attacks, also known as myocardial infarction.
2.	Lower back disorders
a.	Peace officers are considered at risk for lower back disorders because of the requirements of a law enforcement job.
3.	Gastrointestinal disorders
a.	Peace officers are frequently at risk for ulcers, stomach or colorectal cancer.

IV.	LEANING NEED: Peace officers must recognize the causes of stress and how to manage it effectively in order to protect their personal health and ensure their ability to perform their duties.
A.	Explain the signs and symptoms of recognizing elevated stress levels. (32.04.EO7)
1.	Stress is a natural, nonspecific response of the body to any demand made on it. As a result of chronic stress, officers may experience tell-tale symptoms.
B.	Recognize that substance abuse is an appropriate strategy for coping with physical and psychological stress. (32.04.EO8)
1.	Substance abuse usually takes place when an officer fails to effectively manage stress.
C.	Describe the short and long term effects of abusing: (32.04.EO9-32.04.EO12)
1.	Alcohol abuse
a.	Alcohol is the most widely used drug in the United States. Alcohol is a depressive or sedative drug that slows the activity of the central nervous system. Ethyl alcohol is the active ingredient in alcoholic beverages.
2.	Tobacco abuse
a.	Tobacco use is the most addictive and dependence-producing form of self-administered gratification known to humans.
3.	Caffeine abuse
a.	While caffeine, in moderation, can be acceptable, overuse and abuse can cause serious health problems.
4.	Drug abuse
a.	A person who uses a drug to seek temporary relief usually achieves this by taking the correct dosage that the doctor and/or label prescribes. Over time a person can go from using a drug for therapeutic reasons (e.g., a pain killer), to becoming dependent on that drug in order to function.
D.	Explain the techniques for stress management. (32.04.EO13)
1.	Some amount of stress is normal and natural in a peace officer’s life. But all officers should make an effort to identify and alleviate stressors in their lives that go beyond normal and begin to affect them negatively. 
	Presenting introductory material, conducting facilitated discussions, asking questions

Instructor may have students complete the “self assessment” in the workbook prior to instruction as a baseline for the course	

32.01.EO7

32.01.EO8

32.01.EO9

32.01.EO10

32.01.EO11

32.01.EO12

32.01.EO13

32.01.EO14
32.01.EO15
32.01.EO16
32.01.EO17

32.01.EO18

32.01.EO19

32.02.EO15

32.03.EO5

32.03.EO6

32.03.EO7

32.04.EO7

32.04.EO8

32.04.EO9

32.04.EO10

32.04.EO11

32.04.EO12

32.04.EO13	Workbook	POST Hours: 
44

Ray Simon
CJTC
Hours: 
120	

Mandatory Learning Activities: 
A.	The student will participate in a structured POST-approved physical conditioning program. 
B.	The student will participate in a facilitated discussion, workbook assignment, computer-assisted training session, or equivalent learning activity, regarding health problems common to law enforcement officers and related risk reduction management techniques. At a minimum, the activity must address the following topic: 
1. Common illnesses/injuries including cardiovascular disease, low back injury, gastrointestinal disorders, cancers and substance abuse
2. The short-term and long-term effects of using/abusing alcohol and tobacco 
3. The essential elements of lifetime fitness including exercise, nutrition, stress management, drug avoidance and body composition management 
C.	The student will participate in a facilitated discussion, workbook assignment, computer-assisted training session or equivalent learning activity, regarding proper nutrition. At a minimum, the activity must address the following topics: 
1.	The relationship between the proportion of calories consumed from each food group and body composition 
2.	The nutritional characteristics of different foods (e.g., grains, legumes, meat, fish, dairy products) and the use of food selection in body composition management 3. The relationship between exercise and body composition management
D.	The student will participate in a facilitated discussion, workbook assignment, computer-assisted training session or equivalent learning activity, regarding techniques used to evaluate physical fitness. At a minimum, the activity must address techniques for evaluating the following types of physical fitness components:
1.	Cardiovascular endurance 
2.	Flexibility 
3.	Muscular strength  
4.	Muscular endurance 
5.	Body composition
E.	The student will participate in a facilitated discussion, workbook assignment, computer-assisted training session or equivalent learning activity, regarding the principles of physical conditioning. At a minimum, the activity must address the following principles and techniques for developing a personal physical fitness program:
1.	The relationship between the different dimensions of physical fitness (i.e., cardiovascular endurance, flexibility, muscular strength, muscular endurance and body composition) and the physical conditioning activities that develop them  
2.	The basic principles of a physical conditioning program (e.g., progressive overload, specificity, frequency, intensity, duration/time) and an exercise session (e.g., warm-up/stretch, conditioning phase, cool down/stretch)  
3.	Calculating the aerobic heart rate training zone  
4.	The components of an effective cardiovascular training program  
5.	The components of an effective strength training program
6.	  Evaluation and treatment of training injuries	

Learning Activity #1

Purpose of Activity:
The basic course setting can sometimes convey a punitive sense regarding physical training (if it is used to “punish” individuals, or if it is seen as extremely arduous by students), which can detract from their motivation to consider a lifetime fitness routine as an outgrowth of the physical training in the academy. Instructor discussion of the impact of health on personal and professional survival will enhance the student’s retention of learning. Presenting the ways in which being healthy facilitates good officer safety, driving, defensive tactics applications, clear thinking and stress management will help them understand and synthesize the relationship between appropriate health practices and success in their careers and beyond.

Description: 
  
Break the students up into cooperative learning groups and assign them to roleplay an activity in which two officers overhear another officer who is worrying them. The following scenarios are available for use. The instructor may choose to have groups all do one scenario, or split scenarios amongst groups to enhance the variety of learning opportunities.

To successfully complete this activity, the instructor will be required to:
· Ensure students understand their roles and responsibilities in their assigned scenario.
· Time the exercise and ensure that all of the students are in a safe environment.
· Monitor the student responses and give guidance when necessary.
· Select student leaders to facilitate a debriefing exercise.

Scenario One
Two new officers are working out in the department’s weight room and overhear another officer on the phone saying; “Listen, ever since I started taking them, I have been lifting so much more weight, there isn’t any jerk out there I can’t handle. I’m getting ‘em from another cop who goes to Mexico, so it’s legal.”

Scenario Two
A newer officer is invited to lunch by a few of his shift partners for their on-duty meal break. The officers choose a late-night “greasy spoon” restaurant popular with the oldtimers. During the meal, the older officers all complain about their various maladies ranging from not getting enough sleep, feeling fatigued on the job, being hung over and other assorted problems. They start having some good-natured fun with the newer officer, telling him he will wind up as fat and tired as they are. The newer officer elects to take the opportunity to respond to their comments- what does he say?

Scenario Three
You are assigned to a patrol shift, and happen to meet with an officer working an adjacent beat. She looks a little tired, but is speaking pretty rapidly. She says her kids are still in grade school, but she’s juggling childcare, shifts with her husband and extension classes towards her degree. You ask how she does it all, and she says, “I don’t know, but the coffee, Red Bull and No-Doze keep me awake enough to get through the day.”

Scenario Four
You are a sergeant of a patrol shift or custody team, and two of your officers come to you with (one of the problems identified above or a similar quandary) a concern regarding a peer. You will listen to their concerns, and then engage in a discussion about their options and your responsibilities as their supervisor. The discussion will lead to a plan of action for each of you. At the conclusion of each role-play, there should be time to facilitate a class dialogue regarding what they have seen. Core questions are: 

 Debriefing Questions:
Scenario One
· To what is the officer on the phone referring? Is it possible this is an innocent conversation?
· What are the ethical issues involved in this activity?
· What is the responsibility of the officers who overheard the conversation?
· Would there be an impact in the community if the public learned officers were taking steroids?

Scenario Two
· Is gaining some weight working odd shifts and grabbing meals wherever you can a natural part of working in policing?
· If you, as the newer officer, elect to respond, what do you say?
· How would you advise the officers to change their habits to avoid the ills they have recounted to you?

Scenario Three
· What substances is the officer most likely taking?
· Are there any other substances that would present the same symptoms?
· What obligation do you have to intervene into the life of another for their own benefit?

Scenario Four
· What responsibilities do supervisors have to intervene when problems are brought to their attention?
· Why might officers be reluctant to bring their suspicions to their boss?
· What issues may be created for the officers reporting their suspicions when coworkers become aware of their actions?

Resources Needed:
There are visual aids available from health organizations (public and private), and using video clips to demonstrate adverse outcomes for peace officers that do not practice lifetime fitness may be considered to reinforce discussion and role-playing activities.

Key Learning Points: 
At the conclusion of these activities, the student will be able to:
· Identify and apply principles of lifetime fitness in their own habits and practices
· Understand the impact and effect of substance abuse (legal and illicit) on personal health and professional success
· Evaluate and apply effective means by which they can intervene with others to help them redirect unhealthy lifetime fitness actions.

Time Required:
The group preparation for role-playing should take about five minutes. Group presentations will take about 2-4 minutes each. The instructor may wish to assign student leaders to debrief and facilitate group dialogue regarding the scenario at the
conclusion of each one, rather than discussing all role-play scenarios at the end of the
group process. The discussion can be scaled to fit a time frame of 15-45 minutes
depending on the class size and number of scenarios presented.	

Required Tests:
 A. The POST-developed physical abilities test or an equivalent physical abilities test approved by POST.

Learning Domain
	33 Arrest and Control	
Learning Need/Objective
	For their own safety and the safety of others, peace officers must maintain awareness and respond appropriately when confronted by a potential hazard or threat.  Peace officers need to be proficient in the area including, but not limited to: awareness, searching, handcuffing, control holds, carotid restraint, weapon retention, impact weapons, etc.	
Revision
	January 2007	

LD 33 Arrest and Control

Content Outline	Instructor	E.O.	Resources	Time	
					
Introduction/Orientation; Stances; Patterns of Movement; Rolls; Break-falls
I.	Introduction and Course Objectives:
A.	Instructor Introductions
1.	On each instructor’s first day, all instructors will introduce themselves to the class. The introduction will include the instructor’s professional and teaching background.
2.	The Defensive Tactics Course Objectives:
a.	Introduction to the Principles of Weaponless Defense
i.	Stances, Footwork and Patterns of Movement
ii.	Cover Officer techniques
iii.	Personal Body Weapons
iv.	Expandable baton
v.	Search and Control techniques
vi.	Restraint devices
vii.	Prisoner transport
viii.	Control Holds
ix.	Takedown tactics
x.	Carotid Restraint
xi.	Weapon retention
xii.	Weapon take-a-ways
II.	Equipment and Dress
A.	Instructors:  
1.	Approved RSCJTC Academy defensive tactics instructor uniform
B.	Students:  
1.	Academy approved defensive tactics attire
2.	Leather/Nylon gear including holster, red gun, handcuffs and handcuff key
3.	Inert canister of OC spray
4.	Batons:  approved baton of students affiliated agency or expandable baton 
III.	Safety Equipment
1.	First aid kit
2.	Mouthpieces
3.	Headgear
4.	Chest and groin protectors
5.	Boxing gloves
6.	Bio-hazard 
IV.	Injuries
A.	All injuries incurred during class are to be reported immediately to instructors 	or training staff.
B.	At the beginning and end of each class, instructors shall determine, through 	both verbal and visual checks, any injuries incurred by students.
C.	Colored wristbands shall be issued at the beginning of each training session, 	to those students who have a pre-existing injury but can still participate in the 	training.
D.	Students will not be allowed to participate in the training if they are injured and 	under a medical doctor’s care.  Participation of the student will not resume 	until a medical doctor’s release to work note is obtained and on file.

V.	Use of Force Continuum
A.	Use of Force Continuum 
1.	The Use of Force Continuum is a fluid instrument, which attempts to embody the dynamics of a confrontation. It is designed to help define and clarify appropriate circumstances for the use of force.  It provides the law enforcement officer with reasonable guidance in determining what level of force is needed and a means of documenting that use of force.  
2.	The Use of Force Continuum helps define and clarify appropriate circumstances for the use of force and is intended to provide additional guidance to officers in making those split-second decisions and a means of documenting that use of force.
B.	Officers should become familiar with their agency’s use of force continuum 	and policy.  

VI.	LEARNING NEED: For their own safety and the safety of other officers, peace officers must maintain awareness and respond appropriately when confronted by a potential hazard or threat.  
A.	The principles of weaponless defense as they pertain to:
1.	Awareness – 33.01.EO1
a.	Awareness, as it relates to weaponless defense, means being alert to any potential hazards a peace officer may face when approaching or interacting with a suspect or a potentially dangerous situation.
2.	Balance – 33.01.EO2
a.	Balance, as it relates to weaponless defense, is the position that allows the officer to move in any direction with strength and coordination to maintain an advantage.
3.	Control – 33.01.EO3
a.	Control, as it relates to weaponless defense, means retaining composure and the ability to make sound judgments and decisions.
B.	The parts of an officer’s body that are most vulnerable to serious injury – 	33.01.EO4
1.	During a confrontation with a hostile suspect, peace officers need to be aware of those areas of the body, which require maximum protection as well as those on an assailant’s body, which might be unnecessarily injured.  These body parts include:
a.	Face
b.	Throat
c.	Heart
d.	Groin
e.	Joints
f.	Head
g.	Neck
h.	Spine
i.	Kidneys
C.	The natural weapons of an officer’s body that may be used to overcome 	resistance by a suspect or for self-defense – 33.01.EO5
1.	A combative suspect may use some body parts as personal weapons against peace officers.  These body parts may also be used by peace officers to overcome resistance and in self-defense.  Personal body weapons may include: 
a.	Head
b.	Hands
c.	Arms
d.	Legs
e.	Feet

VII.	LEARNING NEED: Conducting a person search can be dangerous for peace officers.  A peace officer’s actions and reactions in these situations should always allow for a margin of safety while maintaining a position of advantage.  
A.	Factors to consider when approaching a suspect and conducting a visual 	search – 33.02.EO1
1.	As peace officers approach a suspect, they should be aware of, at a minimum, the:
a.	Suspect’s clothing
b.	Location of the suspect’s hands
c.	Proximity of the suspect’s obvious or potential weapons
B.	Systematic approach to safely and effectively conduct a person search – 	33.02.EO2
1.	A systematic search should include the most likely areas where a weapon might be hidden.  This includes, but is not limited to, the suspect’s:
a.	Front waistband
b.	Upper body, including the chest, front pockets, armpits, sleeves, and sides
c.	Back, including the rear waistband and buttocks area,
d.	Lower body, including the legs and ankles
C.	Locations on a suspect’s body where weapons and/or contraband can be 	concealed – 33.02.EO3
1.	There are a number of locations on a suspect’s person where a weapon may be concealed.  These areas include, but are not limited to:
a.	Hair
b.	Mouth
c.	Neck
d.	Underarms
e.	Waistband
f.	Belt buckle
g.	Hand
h.	Groin
i.	Pockets
j.	Ankles
k.	Shoes or boots
l.	Back of the neck
m.	Small of the back
n.	Between buttocks
o.	Inner thighs
p.	Heel of the shoe
D.	Common agency considerations and restrictions regarding person searches 	of the opposite sex – 33.02.EO4
1.	Departments vary in their policy toward searching individuals of the opposite sex.  These policies exist to protect peace officers from potential litigations regarding their conduct.  Peace officers should be aware of and follow their department’s procedures.  Procedures common in all department policies may include, but are not limited to:
a.	Maintaining officer safety
b.	The availability and use of officers of the same sex
c.	Acceptable search techniques
d.	How to avoid false claims of misconduct or sexual assault
E.	Cover officer’s responsibilities during a person search – 33.02.EO5
1.	The searching officer is responsible for controlling the suspect and conducting the actual search.  The primary responsibility of the cover officer is to insure the safety of both, and includes, but is not limited to:
a.	Being constantly alert
b.	Maintaining a position of advantage
c.	Safeguarding their weapons
d.	Maintaining constant observation of the overall situation.  To be aware of possible dangers and potential interference.
e.	Psychologically intimidating the suspect being searched by using command presence
f.	Protecting the searching officer from possible interference by onlookers or associates of the suspect
g.	Assisting in restraining the suspect if necessary
h.	Assisting the searching officer by taking possession of any found weapons or contraband, if necessary, allowing the searching officer to continue the search.
F.	Demonstrate cover officer responsibilities during a search of a suspect. 

VIII.	LEARNING NEED: Peace officers must be ready and physically capable of taking control of a subject and to justify their actions if the subject refuses to follow verbal commands, physically resists, or attempts to attack the peace officer during a demonstration or arrest situation. 
A.	Explanation of the rationale for using controlling force to gain advantage of a 	suspect – 33.03.EO1
1.	The primary goal of using force is to gain compliance of a suspect, not simply to cause pain or inflict punishment.  Officer consideration for using force include but are not limited to:
a.	Suspect’s display of aggressive or assaultive behavior
b.	Physical size of the suspect as compared to the officer
c.	Need for immediate control of the suspect due to tactical considerations  
d.	Officer’s perception of the suspect’s knowledge of the martial arts or other skills
e.	Inability to control a suspect by lesser means
B.	Recollection of the considerations a peace officer should employ when applying a control hold – 33.03.EO2
1.	There are two primary considerations peace officers need to be aware of when applying a control hold:
a.	Control holds can be used for direction and control
b.	Close proximity of the officer and suspect
C.	Considerations a peace officer should employ when performing a takedown 	technique – 33.03.EO3
1.	There are two primary considerations peace officers need to be aware of when employing a takedown technique:
a.	Close proximity of the officer and the suspect
b.	A single technique may not be adequate to gain complete control of the suspect

IX.	LEARNING NEED: Peace officers must know the advantages of the use of the Carotid Restraint Hold, the risks involved, the follow up procedures, and the safety precautions.  
A.	Justification for use of the Carotid Restraint Control Hold – 33.04.EO1
1.	The Carotid Restraint Hold is a neck restraint where the officer uses continuing lateral compression of the carotid arteries at the sides of the suspect’s neck in order to gain immediate compliance or control of a violent suspect.  This gives peace officers an advantage, and they gain immediate control of the suspect.
B.	Basic knowledge regarding the structure of the neck in addition to the 	functioning of the breathing and circulation system to describe the factors 	which are believed to generate unconsciousness when a Carotid Restraint 	Control Hold is used – 33.04.EO2
1.	The following describes the basic structures of the human neck that can be affected by the use of a Carotid Restraint Control Hold:
a.	Hyoid Bone – Bone located at the base of the tongue
b.	Cricoid Cartilage and Thyroid Cartilage – Cartilage protecting the larynx (voice box)
c.	Thyroid Cartilage Tip – Portion of the thyroid cartilage that is connected to the trachea
d.	Trachea – Airway (windpipe) extending from the larynx
e.	Carotid Artery – Primary artery that carries oxygen rich blood to the brain
f.	Internal Jugular Vein – Primary vein that carries blood away from the brain
g.	External Jugular Vein – Vein that carries blood away from the facial vessels
h.	Carotid Sinus – Network of cardiac nerves
i.	Vagus Nerve – Nerve that regulates the heart and lungs
C.	Possible hazards associated with the proper and improper use of a Carotid 	Restraint Control Hold – 33.04.EO3
1.	Possible hazards of the proper use of the Carotid Restraint Control Hold include:
a.	Cardiac arrest
b.	Stroke
c.	Brain damage
2.	Possible hazards of the improper use of the Carotid Restraint Control Hold include:
a.	Maintaining the hold after the suspect has been rendered unconscious
b.	Tilting, turning, or jerking the suspect’s neck
c.	Pressure applied to the back of the suspect’s head or neck
d.	Pressure applied to the front of the suspect’s neck
e.	Application of the hold while the suspect is standing
i.	Physiological responses a subject may experience
(a)	The subject may panic and react with greater resistance when pressure is applied in this manner by a peace officer. 
3.	Possible physical responses a suspect may experience when a Carotid Restraint Control Hold has been used to control that suspect – 33.04.EO4
a.	When a peace officer applies a Carotid Restraint Control Hold properly, the suspect may experience a variety of side effects.  It may take up to 24 hours for the body to return to normal following the application of the hold.  Possible side effects may include:
i.	Convulsions leading to jerking of the hands, arms, or legs
ii.	Vomiting or gagging
iii.	Salivation or drooling
iv.	Nose bleeds
v.	Burst capillaries in the suspect’s eyes
vi.	Staring with glazed eyes
vii.	Loss of bowel or bladder control
D.	Appropriate procedures for the subsequent handling of a suspect after a 	Carotid Restraint Control Hold has been used – 33.04.EO5
1.	There are a number of steps peace officers should take if a suspect loses consciousness after the application of a Carotid Restraint Control Hold.  These steps include, but are not limited to:
a.	Release the hold
b.	Handcuff the suspect
c.	Check vital signs
d.	Administer first aid, if necessary
e.	Search the suspect
f.	Notify any other officers or custodial personnel that the prisoner is turned over to
g.	Obtain medical clearance
E.	Post-Carotid responsibilities
1.	Observation.  A two-hour critical observation of the suspect after application of the carotid restraint.
a.	Twenty-four hour total observation of the suspect after the application of the carotid restraint.
i.	Documentation
(a)	Document the use of the Carotid Restraint Hold, including justification of the use, reaction of the suspect after application, First Aid if given, name and location of medical personnel conducting examination of the suspect, location and name of custodial officer receiving the suspect, and the fact the custodial facility was advised the suspect was subjected to a Carotid Restraint Hold and medically cleared for incarceration.

X.	LEARNING NEED: The application of a restraint device (i.e handcuffs, plastic flex cuffs, leg restraint devices, full body restraints) on a subject can be a difficult and potentially dangerous task for a peace officer.  Peace officers must be proficient in the use of proper methods to ensure their safety and the safety of the subjects. 
A.	The purpose of restraint devices when used on a suspect – 33.05.EO1
1.	Peace officers are responsible for their prisoners at all times while in custody.  All restraint devices are temporary restraining devices used to control a prisoner’s actions.  They do not totally immobilize a suspect.  Restraint devices are used to minimize:
a.	Attack on the officer or others
b.	Escape of the prisoner
c.	Destruction or concealment of evidence or contraband
d.	Self-inflicted injury by suspect
e.	Combat between prisoners
B.	The parts of a set of handcuffs –
1.	Peace officers must be familiar with the parts of the handcuff.  The main components of the handcuff are:
a.	Key
b.	Double lock
c.	Double Strand
d.	Single Strand
e.	Connecting chain/Hinge bar

C.	Explain potential hazards when using handcuffs as a restraint- 33.05.EO5
1.	Handcuffs are temporary restraining devices. They do not totally immobilize a prisoner. Because a subject is handcuffed does not mean that officers can relinquish their responsibility to maintain constant control and observation of a prisoner.
D.	The general guidelines for correct positioning of the handcuffs on a suspect – 	33.05.EO3
1.	Hands should be placed behind the prisoner’s back whenever possible to enhance the officer’s control of the prisoner.  Correct placement of handcuffs on the prisoner’s wrists is essential for preventing injury or escape.
a.	Handcuffs should be applied on the suspect’s bare wrist between the hand and the protruding ulna bone.
b.	The shape of the handcuff should correspond with the shape of the suspect’s wrist
c.	Handcuffs should be secure.  Too tight may cause reduced circulation or nerve damage.  Too loose could allow the prisoner to escape.
d.	Handcuffs should be double locked
E.	The responsibilities of the contact and cover officers when handcuffing 	multiple suspects – 33.05.EO4
1.	Peace officers may have to employ different techniques and methodologies when applying handcuffs to more than one prisoner during an arrest procedure.  In such situations, the responsibilities of the contact officer and the cover officer need to be clearly understood.
a.	The contact officer:
i.	Controls the suspects, directing them verbally to arrest positions and giving them arrest commands
(a)	Handcuffs the suspects
ii.	The cover officer:
(a)	Speaks only when a situation arises that is not controlled by the contact officer, such as a furtive move by the suspect or if the cover officer sees a weapon on a suspect.
(b)	Follows the contact officer to avoid crossfire situations

XI.	LEARNING NEED: Peace officers must maintain control of their firearm and when appropriate, be physically capable of disarming a subject.  
A.	Factors involved in securing a peace officer’s weapon – 33.06.EO1
1.	There are three factors peace officers must recognize and understand in order to safely safeguard their weapon:
a.	Opportunity
b.	Equipment
c.	Training
2.	Holsters
a.	Holsters should be able to withstand the stress of a suspect pulling violently on your gun.  Always maintain your holster in good condition and replace it as necessary.
b.	No holster, no matter how securely designed, should be considered reliable enough to be the sole source of security for your gun.
c.	Holsters, no matter how securely designed, are only as dependable and reliable as you make them.  Practice, practice, practice.
B.	General principles for safely regaining control of a peace officer’s weapon if 	the officer is assaulted by a suspect – 33.06.EO2
1.	There is a variety of acceptable techniques in the area of weapon retention.  No matter which technique is applied, there are a number of common basic principles to regaining control of a weapon if a suspect assaults the officer.  Some of these include, but are not limited to:
a.	Immediate response
b.	Secure the weapon in the holster
c.	Gain a position of advantage
d.	Effect the release of the weapon
i.	General Principles
(a)	A release is accomplished by providing more physical stress against a suspect than the suspect can withstand.  The primary concern is an immediate release of your gun from the suspect’s hand.  All counter-attacks should be directed against the suspect’s arm, including the hand, wrist, forearm, elbow, and shoulder.
(b)	Your initial response should be appropriate to the situation and provide the best opportunity to safely secure the weapon and protect yourself.  Remember that if a suspect is trying to take your weapon, you are probably in a fight for your life. 
(c)	The three-step objective:
a.	Grab
b.	Undo
c.	Neutralize
C.	Considerations a peace officer should take into account when confronting a 	suspect who is pointing a firearm in a threatening manner – 33.06.EO3
1.	There are a number of considerations peace officers should take into account when confronting or attempting to disarm a suspect who is armed.  Before attempting to disarm a suspect, peace officers should consider:
a.	The danger of injury to themselves and to others in the area
b.	The type of firearm the suspect is holding
c.	The distance between the officer and the suspect
d.	Their own level of skill, physical conditioning, and training
D.	Discuss tactical considerations when disarming a subject.
1.	There are a number of tactical considerations peace officers should take into account when confronting or attempting to disarm a subject:
a.	Safety to the officer
b.	Safety to the public in the immediate area
c.	Immediate hazards. 
E.	Discuss a peace officer’s justification to retain their firearm or disarm a suspect.  
1.	From 1995 through 1999, all thirty-three (33) peace officers killed in the line of duty were murdered with firearms. Two officer’s were killed with their own firearm. This suggests continuous training in firearms retention/takeaway.
a.	If a suspect tries to remove your weapon, it is a life threatening situation. 
b.	The danger of injury to themselves and to others in the area
c.	The type of firearm the suspect is holding
d.	The distance between the officer and the suspect
e.	Their own level of skill, physical conditioning, and training
F.	Other factors
1.	Mental attitude
a.	Your will to live / survive
b.	The gun may fire.  You may be injured
c.	Show determination!  This is a fight for your life
2.	Distractions
a.	Verbal
i.	Allow the suspect to talk
ii.	Talk with the suspect
b.	Other
i.	Your head and eye movement
ii.	Environmental sounds.  Sirens, vehicles, people.
iii.	Move explosively!
XII.	LEARNING NEED: Peace officers must know that an impact weapon is a force option. 
A.	The Peace Officer’s legal authority for use of a baton as a defensive weapon 	– 33.07.EO1
1.	A peace officer’s baton is a deadly weapon as defined in Penal Code Section 12020.  In law enforcement, however, in order for it to be used in an authorized manner it must be used defensively to repel or protect.  Peace officers have the authority to use a baton:
a.	To protect property
b.	In self-defense
c.	In defense of others
B.	The conditions when the use of a baton by a peace officer in a defensive 	manner is justified – 33.07.EO2
1.	As the suspect’s actions vary, officers must constantly reevaluate the situation and escalate or deescalate the amount of force used.  The conditions that justify the use of a baton include, but are not limited to the:
a.	Size of the suspect compared with the size of the officer
b.	Suspect exhibits a trained fighting skill
c.	The number of suspects
d.	The amount of control needed based on tactical considerations
C.	The appropriate target areas on a suspect’s body that can be effective in 	gaining compliance – 33.07.EO3
1.	When using the baton, the peace officer’s goal is to gain compliance and control of the suspect and the situation.  Target areas on a suspect’s person should be selected carefully to avoid areas that may either be ineffective or present the danger of causing more extreme injury than was intended.  Possible target areas include:
a.	Chest
b.	Rib cage
c.	Midsection
d.	Arms
e.	Legs
D.	The areas of a suspect’s body that should be avoided to protect against 	serious injury to the suspect – 33.07.EO4
1.	When the baton is used against certain parts of the human body, it can cause serious injury.  It is up to the officer to use skill and caution to avoid 	the areas and parts of the body that are particularly vulnerable.  Possible body parts to avoid include, but are not limited to:
a.	Face
b.	Head
c.	Throat
d.	Neck
e.	Spine
f.	Kidneys
g.	Groin
E.	Discuss the use of verbal commands during a confrontation 33.07.EO5
1.	During a confrontation peace officers need to continue to communicate with the subject. Effective delivery of clear and concise verbal commands, coupled with the use of reasonable force, will help the officer gain control of resistive subjects and achieve compliance.

XIII.	LEARNING NEED: When transporting a prisoner, peace officers must recognize that the unpredictable nature of prisoners can create a serious threat.  Officers must be aware of safety hazards and appropriate transporting procedures to ensure their safety and the safety of their prisoners.  The common elements of safely transporting prisoners to maximize officer security and prevent prisoner escape – 33.08.EO1
1.	Departments will vary in their policies regarding the transportation of prisoners.  It is the officer’s responsibility to become familiar with and follow all departmental policies.  Certain elements must always be addressed to assure the safe and effective transportation of prisoners.
a.	Search of the prisoners
i.	Do not depend on another officer’s search.  Personally search 	each person you are going to transport
ii.	Confiscate any item that can possibly be used as a weapon
b.	Search of the vehicle area
i.	The interior of the transporting vehicle is always to be searched 	before placing a suspect inside.
ii.	Although the interior of the transporting vehicle is searched for 	weapons / contraband before a suspect is transported, after the 	suspect has been dropped off search the vehicle again, and before 	transporting another suspect.
iii.	If the subsequent search discloses any weapons / contraband, it is easier to establish it belonged to the suspect.   
iv.	Proper procedures for positioning the prisoner in the vehicle
v.	Dependent upon individual department policy
vi.	Every suspect, whether male, female, adult, or juvenile, is handcuffed
vii.	With very few exceptions, transported suspects are always handcuffed to the rear
c.	Use of safety belts
i.	With very few exceptions, transported suspects should always be in a seat belt
ii.	The proper and safe application and removal of the seat belt
d.	Observation / care of the prisoners while transporting
i.	Time and mileage for a male transporting a female
ii.	Violent/combative suspects should be transported separately
iii.	Transporting officer is responsible for the suspect.
(a)	Injured or unconscious suspects should be examined and given a release by medical personnel before arrival at the jail.  
(b)	Transporting officers should be mindful of medical conditions such as shock, brain injury, or diabetics.
(c)	Avoid any unnecessary conversation with the suspect
B.	Identification of the possible safe and secure positioning of a prisoner in an 	officer’s vehicle – 33.08.EO2
1.	Certain procedures always apply when positioning prisoners for transportation:
a.	Prisoners should be placed in and removed from a vehicle in a way that maintains control and advantage over the prisoner
b.	A second officer, if available, should act as a cover officer while the prisoner is being placed in the vehicle
2.	Expecting the unexpected
a.	The unpredictable nature of the suspect creates a serious threat to officers when removing the suspect from the scene of an arrest
b.	The fact the suspect has cooperated thus far does not guarantee future cooperation.  A suspect may resort to violence and trickery to escape custody at any time
c.	A suspect should always be considered an escape risk or a potential threat
	Presenting introductory material, conducting facilitated discussions, asking questions, demonstrating and monitoring proficiency.

Instructor may have students complete the “self assessment” in the workbook prior to instruction as a baseline for the course	

33.01.EO1

33.01.EO2

33.01.EO3

33.01.EO4

33.01.EO5

33.02.EO1

33.03.EO2

33.02.EO3

33.02.EO4

33.02.EO5

33.02.EO6

33.03.EO1

33.03.EO2

33.03.EO3

33.04.EO1

33.04.EO2

33.04.EO3

33.04.EO4

33.04.EO5

33.04.EO6

33.05.EO1

33.05.EO5

33.05.EO3

33.05.EO4

33.06.EO1

33.06.EO2

33.06.EO3

33.06.EO4

33.06.EO5

33.07.EO1

33.07.EO2

33.07.EO3

33.07.EO4

33.07.EO5

33.08.EO1

33.08.EO2		POST Hours: 
60

Stan S/O
Hours:
100	
Mandatory Learning Activity:

A.	Students will participate in a learning activity that will reinforce the students ability to demonstrate the role of a cover officer during a field contact to include:
1.	Assuming position of advantage/control
2.	Maintaining proper balance and control
3.	Maintaining awareness
4.	Protecting the searching officer from possible interference
5.	Physically assisting the officer if it becomes necessary
6.	Observing subject(s)
7.	Awareness of cover and concealment
	
Learning Activity #1

Purpose of Activity:
Student motivation to learn about the use of force should be high due to its relevance to officer safety; however, some may be reluctant to attempt to apply knowledge due to unfamiliarity with the techniques of using the force option, or due to little or no exposure to physical conflict situations.

Description: 
The instructor will ask for volunteers or select students to role-play the following scenario:

A recruit and his or her partner respond to a call about a 4-year-old child that has been molested (The instructor or an academy staff member may play the partner officer). The suspect has been apprehended and is being taken outside to the patrol car. The partner officer informs the recruit he/she will “handle this suspect alone.” The partner officer draws his or her baton and tells the recruit that child molesters have to pay for their crimes. The suspect places his hands in the air and explains that he was wrong in molesting the child, adding that he will probably get off because he has a great attorney. The partner officer simulates striking the suspect with the baton while the suspect has his hands in the air and
is clearly not resisting. Several citizens are observing this behavior. The recruit tries to intervene, but the partner ignores them.

At the conclusion of the role-play, have the other students critique the actions (or lack of action) of the partner officer and the recruit. Selected student/s will facilitate the class discussion, and ensure the following topics are broached: 

· What is the difference between acceptable and unacceptable behavior for an officer in this situation?
· What does the term “street justice” mean in this context?
· What is the perception of the community observing this incident?
· What consequences could the recruit face if he/she does not intervene?

Resources Needed:
Adequate space to conduct a role-play without injuring any party, and to allow others to view the scenario closely but safely.  There are countless video clips, news stories and articles recounting the use of force in a variety of settings. The instructor may elect to use written or visual means to enhance student motivation, strengthen retention by showing examples of effective and ineffective applications of force and to reinforce learning points with examples in the same issue area. Added resources are: · POST LEOKA Report (available at www.lp.post.ca.gov)

Key learning Points: 
At the conclusion of these learning activities, the student will be able to:
· State in their own words, the concept of situational awareness in an officer safety situation.
· Select and apply a level of force appropriate to the threat presented.
· Identify and distinguish force options in a manner consistent with that trained.
· Distinguish force options that result in an application in the safest manner possible with the least force necessary to overcome resistance.

Time Required:
The role-play will take about five minutes to prepare, then 3-5 minutes to stage. The scenario read to the class in Activity Two will take about 2-3 minutes to read. Both class discussions will take from 10-15 minutes depending on the pace at which the students discuss relevant issues. Both activities are suitable for further discussion, group work or homework to ensure the students acquire an understanding of the knowledge
necessary to apply force options as trained.
	
Learning Activity #2

Purpose of Activity:
Student motivation to learn about the use of force should be high due to its relevance to officer safety; however, some may be reluctant to attempt to apply knowledge due to unfamiliarity with the techniques of using the force option, or due to little or no exposure to physical conflict situations.

Description: 
Selected students will role-play the following activity:

Two officers, one on probation, receive a radio call about an individual creating adisturbance in the parking lot of a restaurant. Additional information indicates that the individual is intoxicated and is urinating in the street. The officers arrive and see a man standing in the street who appears to have just finished urinating on the street’s surface. The senior officer approaches the individual and tells him to stop his actions and turn around. The individual complies; however, the individual suddenly grabs the officer and pulls the officer to the ground. The probationary officer draws his or her baton to subdue the individual; however, the strikes with their baton are ineffective. The probationary officer attempts to kick the individual, however, the kicks are also ineffective. The individual continues to strike and pummel the senior officer. The probationary officer does not recall other self-defense techniques and is unable to subdue the suspect.

Once the scenario has been completed, student facilitators will engage the class in a discussion of its issues. Include the following topics in the discussion:
· What reasons could contribute to the ineffectiveness of the baton strikes and kicks?
· In what ways could others who are watching this incident perceive the officer’s actions?
· What other force options would have been appropriate to consider?
· What should the probationary officer do next?
· What impact might this incident have on the confidence of peace officers to protect and serve their community?
· What is the responsibility of an officer to fellow officers regarding effective arrest and control techniques?

NOTE: The instructor must ensure the scenario is staged in a manner that the activity does not cause injury to ANY participant. Consider staging it in a “matt room” with appropriate protective gear.

Resources Needed:
Adequate space to conduct a role-play without injuring any party, and to allow others to view the scenario closely but safely.  There are countless video clips, news stories and articles recounting the use of force in a variety of settings. The instructor may elect to use written or visual means to enhance student motivation, strengthen retention by showing examples of effective and ineffective applications of force and to reinforce learning points with examples in the same issue area. Added resources are: · POST LEOKA Report (available at www.lp.post.ca.gov)

Key learning Points: 
At the conclusion of these learning activities, the student will be able to:
· State in their own words, the concept of situational awareness in an officer safety situation.
· Select and apply a level of force appropriate to the threat presented.
· Identify and distinguish force options in a manner consistent with that trained.
· Distinguish force options that result in an application in the safest manner possible with the least force necessary to overcome resistance.

Time Required:
The role-play will take about five minutes to prepare, then 3-5 minutes to stage. The scenario read to the class in Activity Two will take about 2-3 minutes to read. Both class discussions will take from 10-15 minutes depending on the pace at which the students discuss relevant issues. Both activities are suitable for further discussion, group work or homework to ensure the students acquire an understanding of the knowledge
necessary to apply force options as trained.
	
Required Tests:

A.	An exercise test that evaluates the student’s ability to safely and effectively conduct the following types of searches:
1.	Visual
2.	Cursory
3.	Full body incident to arrest
4.	High risk

B.	An exercise test that evaluates the student’s ability to demonstrate safe and effective handcuffing procedures to minimally include:
1.	Assuming a position of advantage/control
2.	Applying controlling force
3.	Maintaining proper balance and control
4.	Maintaining awareness
5.	Effectively gripping handcuffs
6.	Safely and effectively applying handcuffs
7.	Safely and effectively adjusting handcuffs
8.	Double locking handcuffs
9.	Safely and effectively removing handcuffs

C.	An exercise test that evaluates the student’s ability to demonstrate the mechanics of a control hold(s) to minimally include:
1.	Assuming a position of advantage and control
2.	Applying controlling force
3.	Maintaining proper balance and control
4.	Maintaining awareness
5.	Proper foot/patterns of movement
6.	Proper mechanics of the technique
7.	Verbal commands/instruction

D.	An exercise test that evaluates the student’s ability to demonstrate the mechanics of a takedown technique(s) to minimally include:
1.	Assuming a position of advantage and control
2.	Applying controlling force
3.	Maintaining proper balance and control
4.	Maintaining awareness
5.	Proper foot/pattern of movements
6.	Proper mechanics of the technique
7.	Verbal commands/instruction

E.	An exercise that evaluates the student’s ability to demonstrate the mechanics of a Carotid Restraint Control Hold to minimally include:
1.	Assuming a position of advantage/control
2.	Applying controlling force
3.	Maintaining proper balance and control
4.	Maintaining awareness
5.	Proper foot/pattern of movements
6.	Proper mechanics of the technique
7.	Reevaluating facts and circumstances and applying a reasonable force option
8.	Recognizing the need for first aid
9.	Verbal commands/instruction

F.	An exercise that evaluates the student’s ability to demonstrate handgun takeaway techniques including:
1.	Front position
2.	Rear position
Testing criteria shall minimally include:
1.	Assuming a position of advantage/control
2.	Applying controlling force
3.	Maintaining proper balance and control
4.	Maintaining awareness
5.	Proper foot/pattern of movements
6.	Proper mechanics of the technique

G.	An exercise that evaluates the student’s ability to demonstrate handgun retention techniques including retention of:
1.	A holstered handgun front
2.	A holstered handgun rear
3.	An un-holstered handgun
The testing criteria shall minimally include:
1.	Assuming a position of advantage/control
2.	Applying controlling force
3.	Maintaining proper balance and control
4.	Maintaining awareness
5.	Proper foot/pattern of movements
6.	Proper mechanics of the technique

H.	An exercise test that evaluates the student’s ability to demonstrate the use of an impact weapon including:
1.	Assuming a position of advantage/control
2.	Applying controlling force
3.	Maintaining proper balance and control
4.	Maintaining awareness
5.	Proper foot/pattern of movements
6.	Proper mechanics of the technique
7.	Stance and balance
8.	Drawing and holding techniques
9.	Striking techniques
10.	Blocking/Deflecting techniques
11.	Retention techniques
12.	Verbal commands/instruction	

Defensive Tactics and Arrest Safety Guidelines
Ray Simon Criminal Justice Training Center

Guideline 3.1.1
General safety rules as well as procedures unique to each training facility should be developed, reduced to writing, and communicated to students prior to each training session.

Guideline 3.1.2
Defensive Tactics and Arrest Control Techniques Training should occur in a suitable location.
•	Risk of student injury increases dramatically when training occurs in inappropriate locations.  An appropriate “mat room” or similar type of area, either permanent or temporary is recommended.
•	There are recognized exceptions:  Scenario training and practical field exercises cannot be confined to indoor facilities.  Outdoor training on a lawn may be desirable, particularly during warm weather.
•	Defensive Tactics and Arrest Control Techniques Training will be conducted in the gymnasium of the Ray Simon Criminal Justice Training Center located at 3805 Cornucopia Way building “B”
•	The training area is comprised of a linoleum covered concrete base with a total square footage of 6,000 square feet of unobstructed floor space
•	Matted area for training is comprised of 1½” thick foam wrestling mats with a total square footage of 2,900 square feet of unobstructed training space
•	Alternative matted area for training is comprised of 1½” thick foam padded accordion styled mats with Velcro attachments, with a total square footage of 1,400 square feet of unobstructed training space  

Guideline 3.1.3
The size of the facility should be adequate for the number of students to be trained.
•	Adequate space between students is fundamental to minimizing the chance of injury.  Baton training, for example, should occur in an area of sufficient size, which allows for the full-unobstructed swing of a standard baton.
•	The training floor area has a total square footage of 6,000 of unobstructed training space.
•	60 sq. ft. of training area is allotted for each student, which can accommodate 100 students on the training floor at any given time, or 48 students on the matted training area at any given time.

Guideline 3.1.4
Environmental factors should be considered when selecting a safe training location.
•	Indoor training facilities used for Defensive Tactics and Arrest Control Techniques instruction should have adequate lighting and proper ventilation to accommodate strenuous physical activity.  Adequate cooling capabilities, for example, are necessary to prevent heat related illness.
•	The training facility has skylights, wall mounted electrical lighting fixtures and ceiling mounted electrical lighting fixtures.
•	Central heating and air conditioning with adequate capabilities and code ratings for the facility dimensions and size

Guideline 3.1.5
The training site should be reasonably free from outside distractions.
•	The training site is a self-contained structure not attached to other buildings or major thoroughfares.

Section 3.2	Equipment Guidelines

Guideline 3.2.1
Students training in Defensive Tactics and Arrest Control Techniques should be required to meet the clothing and footwear standards established by the presenter.
•	Clothing worn for physical training should allow for flexibility of movement.  Students wearing glasses should use shatter-resistant lenses and eyeglass retainers.
•	Students shall wear academy approved white T-shirts with their names printed on the back and black BDU trousers with a Garrison belt.
•	Students shall wear approved running, court, cross training or wrestling footwear.
•	Glasses should contain shatter-resistant lenses with retainers if glasses are worn or needed by students.

Guideline 3.2.2
The instructional staff should conduct a pre-training inspection.
•	A pre-training inspection ensures that students have brought the correct clothing and personal equipment.  It provides the opportunity to check for the presence of watches, rings, necklaces, earrings and other jewelry, which may cause injury to the individual or other students.
•	Students who are not dressed appropriately with approved footwear and training attire may not be allowed to participate.
•	The student will remove all jewelry prior to the start of the training session and before any participation.
•	No functional weapons will be allowed in the training area including firearms, knives, magazines, ammunition, impact weapons and chemical agents.
•	All training weapons such as red guns will be issued prior to or at the time of the training session.
•	Impact weapons will be issued during the specific training session for that tool.
•	Instructors will identify those students with new, current or pre-existing injuries and make appropriate decisions on the student’s ability to participate.  
•	Wearing a colored wristband will identify those students eligible to participate with identified medical conditions.

Guideline 3.2.3
Equipment used in defensive tactics training should be cleaned regularly.
•	Mats and the surfaces of all equipment, which students come in contact with, should be cleaned regularly.  Cleanliness plays an important part in the health of all involved.
•	Mats will be cleaned and disinfected at least once every other day.
•	All training equipment utilized by multiple students/instructors will be cleaned and disinfected after each use.

Guideline 3.2.4
The instructional staff should conduct periodic equipment inspections to ensure their safety and suitability.
•	Split bamboo batons, for example, require frequent replacement.  Mat surfaces prone to tearing should be repaired professionally.  Mat attachment systems also require frequent examination.
•	All training (foam) batons will be examined prior to training use for damage and suitability for training.  Those found to be unacceptable for use or in need of repair or replacement will be taken off line until such repair is made.  Any training baton not suitable for use will be discarded.  Any training batons (foam) becoming damaged or unsuitable during training will be immediately taken off line.
•	All ASP training batons (steel) will be examined prior to training use for damage and suitability for training.  Those found to be unacceptable for use or in need of repair or replacement will be taken off line until such repair is made.  Any ASP training baton (steel) not suitable for use will be discarded.  Any ASP training batons (steel) becoming damaged or unsuitable during training will be immediately taken off line.
•	Training red guns will be examined prior to training use for damage and suitability for training. Those found to be unacceptable for use or in need of repair or replacement will be taken off line until such repair is made.  Any training red guns not suitable for use will be discarded.  Any training red guns becoming damaged or unsuitable during training will be immediately taken off line.
•	Handcuffs and keys will be examined prior to training use for damage and suitability for training.  Those found to be unacceptable for use or in need of repair or replacement will be taken off line until such repair is made.  Any handcuff or key not suitable for use will be discarded.  Any handcuffs or keys becoming damaged or unsuitable during training will be immediately taken off line.
•	All training surfaces (floor/mats) will be frequently inspected for damage or unusual wear and tear.  Damaged surfaces will be repaired or if determined to be unsuitable for use will be taken out of service.
•	Protective suits (FIST/RedMan) utilized for dynamic training will be examined prior to and immediately after use for damage and suitability for training.  Any item found to be unacceptable for use or in need of repair or replacement will be taken off line until such repair is made.  Any piece of equipment becoming damaged or unsuitable during training will be immediately taken out of service.
•	Safety equipment such as boxing gloves, head gear, rib pads, groin protectors, etc. will be examined prior to training use for damage and suitability for training.  Those items found to be unacceptable for use or in need of repair or replacement will be taken off line until such repair is made.  Any item not suitable for use will be discarded.  Any item becoming damaged or unsuitable during training will be immediately taken out of service.

Guideline 3.2.5
Presenters should provide or require specific safety equipment for any high intensity or full-contact training.
•	Presenters should supply or require additional equipment such as groin cups, mouthpieces, headgear, face protection, chest protectors and related articles used in full contact training.  Mouthpieces should be issued for individual use or provided by each student.
•	During dynamic training of impact weapons, instructors will wear a full body protective suit (FIST/RedMan)
•	During dynamic confrontational testing, students will be provided groin protection, headgear, face protection, gloves and chest protection.
•	All students will be required to supply and wear their own mouthpiece during all phases of the confrontational testing.

Section 3.3	Instructor Qualifications

Guideline 3.3.1
Defensive Tactics and Arrest Control Techniques Instructors should successfully complete a POST approved Defensive Tactics Instructor Course, or its equivalent.
•	Equivalency of training will be determined jointly by the presenter and POST
•	All Defensive Tactics and Arrest Control Techniques Instructors will attend and successfully complete an 80-hour POST certified Defensive Tactics Instructor course or recognized equivalent prior to any assigned teaching assignment.
•	Each instructor shall have on record at the training center a copy of his or her instructor resume, instructor certification, POST and STC resume.

Guideline 3.3.2
Defensive Tactics and Arrest Control Techniques Instructors should be encouraged to participate in periodic instructor update courses.
•	Networking of instructors should also be encouraged
•	All Defensive Tactics and Arrest Control Techniques Instructors shall attend a POST certified instructor update in accordance to State mandates.
•	Periodic instructor training will be conducted to make necessary program changes to meet the changing needs of the students, the training center and the law enforcement community and to ensure continuity in subject matter taught.

Guideline 3.4.1
Each Defensive Tactics and Arrest Control Techniques Presenter shall establish the appropriate Instructional Staff-to-Student ratio.
•	A different instructional staff-to-student ratio may be appropriate for introductory training, as opposed to refresher or instructor-level training.
•	The ratio should allow the instructional staff to adequately observe takedowns, application of pain compliance holds or other activities, which present a potential for student injury.
•	Instructor-to-student ratios will be maintained at a 1-to-10 instructor-to-student ratio.

Guideline 3.4.2
Presenters should consider reducing the Instructional Staff-to-Student ratio when high-risk techniques are involved.
•	Some physical training techniques such as takedowns, application of the carotid restraint, etc. suggest the need for intense student supervision.  “Combat” scenarios, intended to induce cardio-vascular and emotional stress, also suggest an intense supervision of students.
•	Instructor-to-student ratio during high-risk technique training will be maintained at a 1-to-8 instructor-to-student ratio.
•	Confrontational testing will maintain a 1-2 instructor-to-student ratio.

Section 3.5	Presentation Guidelines

Guideline 3.5.1
Instructors should maintain an appropriate level of discipline over students at all times.
•	Instructors should consistently maintain a professional atmosphere during training and ensure that students abide by all published rules of conduct.
•	Instructors should attempt to identify students who are overly aggressive in the application of wristlocks and other pain compliance holds and take the steps necessary to control their aggressive tendencies.
•	No horseplay will be tolerated during instruction or practice sessions or during breaks.
•	Inappropriate behavior will not be tolerated.  Students will be removed from the training area and given verbal counseling along with a written counseling memo documenting the behavior.  Any additional or future behavior similar in nature will have progressive disciplinary consequences.

Guidelines 3.5.2
Instructors should be aware of physical fatigue factors, which affect the ability of the student to perform safely.
•	Defensive Tactics and Arrest Control Techniques Training is inherently tiring.  Instructors should be aware that long periods of training, environmental conditions, or other factors could unduly fatigue participants and increase injury potential.  A high smog level or a heat wave, for example, should suggest a reduction in instructional intensity.
•	Training sessions will be ideally set to a maximum of five (5) hours per student if scheduling allows.
•	Breaks will be scheduled and given no less than once every fifty (50) minutes of training time.  Breaks will be given as needed during more strenuous training sessions.
•	Students will be monitored during longer training sessions and breaks and subject matter content may be adjusted.

Guideline 3.5.3
Strenuous exercise should be avoided during periods of poor air quality in accordance with Air Quality Management board guidelines.
•	Local Air Quality Management Board phone numbers can be located in the telephone book.
•	Air Quality Management board guidelines will be followed when appropriate and necessary
•	San Joaquin Valley Air Pollution Control District – 800-766-4463

Section 3.6	Specific Safety Rules

Guideline 3.6.1
Minimum conditioning guidelines for In-Service Training should be considered whenever Defensive Tactics and Arrest Control Techniques Training is included.
•	In-service students may be in poor physical condition at the time of training.  Their potential for injury, particularly muscle strains and joint irritations, should be considered.
•	Specific guidelines regarding in-service fitness levels will depend upon individual agency practices.  Advance notice to agency heads and students of specific course expectations is appropriate and recommended.
•	Academy recruits must meet minimum fitness standards for admittance into the program and will be involved in on-going fitness training.

Guideline 3.6.2
Trainees attending instructor level courses should be given a list of specific physical requirement, fitness expectations and testing standards well before initiation of the course.
•	Instructor-level training in Defensive Tactics and Arrest Control Techniques is more intensive and requires a higher degree of physical fitness.  Inadequate preparation for this training may substantially increase an attendee’s potential for injury.
•	Not applicable for basic academy recruit training.

Guideline 3.6.3
A systematic physical warm-up procedure should be initiated prior to commencement of any Defensive Tactics and Arrest Control Techniques Training.
•	Injuries are less likely if students engage in appropriate warm-up and stretching activities before training begins.
•	Specific attention should be given to the particular muscle and joint groups involved.  Instruction on the takedown to a carotid restraint, for example, suggests a concentrated warm-up of the neck and shoulder muscles.
•	Instructor led warm-up and stretching will be conducted prior to any defensive tactics training session.  Additional warm-up and stretching will be conducted following any extended break in training such as a lunch break.
•	Warm-up and stretching will be designed to prepare and transition the student from a period of rest to a period of activity

Guideline 3.6.4
A systematic procedure for cooling-down should be initiated at the conclusion of any Defensive Tactics and Arrest Control Techniques Training.
•	An appropriate “cool-down” will also help to reduce muscle pain after exercising.
•	Instructors will conduct an appropriate “cool-down” period to help prepare and transition the student from a period of activity to a period of rest.

Learning Domain
	34 First Aid / CPR	
Learning Need	Peace officers must recognize they have a responsibility to act in good faith and to provide emergency medical services to the best of their abilities and within the scope of their training. Peace officers must be able to assess the immediate condition of a victim, a fellow officer, or themselves if they become injured prior to beginning any form of emergency medical services, including basic life support. Peace officers may be required to provide basic life support for a victim, fellow officer, or themselves until additional medical services become available. Peace officers are often first to respond to the scene of a traumatic incident. They must be capable of activating the EMS system, and providing appropriate first aid to victims of traumatic injuries. Peace officers must be able to provide basic first aid measures for a number of medical emergencies and conditions they may encounter. Peace officers must have a basic understanding of first aid measures to assist before, during, and after delivery in an emergency situation. 	
Revision
	January 2007	

LD 34 First Aid / CPR

Content Outline	Instructor Notes	E.O.	Resources	Time	
					
I.	LEARNING NEED:  Peace officers must recognize they have a responsibility to act in good faith and to provide emergency medical services to the best of their abilities, and within the scope of their training.
A.	Identify the primary responsibilities of peace officers as EMS First Responders at a medical emergency. (34.01.EO2)
1.	Evaluating the emergency situation, 
2.	Ensuring officer safety as well as the safety of ill or injured individuals and the public,
3.	Taking necessary enforcement actions related to the incident, and
4.	initiating actions regarding the well being and care of ill or injured persons.
B.	Identify the links of the chain of transmission of infectious pathogens. (34.01.EO3)
1.	Airborne pathogens
2.	Blood borne pathogens
C.	Recognize precautions peace officers should take to ensure their own personal safety when responding to a medical emergency. (34.01.EO4)
1.	Scene evaluation 
2.	Personal protection equipment (PPE)
D.	Identify conditions under which a peace officer is protected from liability when providing emergency medical services. (34.01.EO5)
1.	Act within the scope of their employment,
2.	Act in good faith, and 
3.	Provide a standard of care that is within the scope of their training and specific agency policy
II.	LEARNING NEED:  Peace officers must be able to assess the immediate condition of a victim, a fellow officer, or themselves if they become injured prior to beginning any form of emergency medical services, including basic life support.
A.	Demonstrate appropriate actions to take during a primary survey for assessing a victim’s: (34.02.EO1-34.02.EO4)
1.	Responsiveness 
2.	Airway 
3.	Breathing 
4.	Circulation
B.	Identify assessment criteria for establishing priorities when assessing multiple victims at a single scene. (34.02.EO8)
1.	Breathing
2.	Circulation
3.	Mental status
C.	Recognize conditions under which an injured victim should be moved from one location to another. (34.02.EO9)
1.	Imminent danger
2.	Unable to assess
D.	Recognize proper procedures for moving a victim using the shoulder drag technique. (34.02.EO10)
1.	Bend knees
2.	Keep back straight
3.	Let leg muscles do most of the work

III.	LEARNING NEED:  Peace officers may be required to provide basic life support for a victim, fellow officer, or themselves until additional medical services become available.
A.	Recognize circumstances under which a victim’s airway should be opened by using a:  (34.03.EO1, 34.03.EO2)
1.	Head-tilt/chin-lift maneuver 
2.	Jaw-thrust maneuver  
B.	Identify the difference between a partial and a complete airway obstruction. (34.03.EO3)
1.	Partial airway obstruction 
2.	Ability to speak or cough
3.	Complete airway obstruction
a.	Unconscious and unable to be ventilated
b.	Conscious but unable to speak, cough, or breathe
C.	Perform procedures for using abdominal thrusts to clear an obstruction from the airway of a conscious and unconscious adult or child. (34.03.EO4)
1.	Conscious
2.	Unconscious
3.	Child
4.	Adult
5.	Infant
6.	Pregnant or obese
D.	Perform procedures for using chest thrusts to clear an obstruction from the airway of a conscious and unconscious: (34.03.EO5, 34.03.EO6)
1.	Pregnant or obese individual
2.	Infant
E.	Demonstrate rescue-breathing techniques when using a pocket facemask or mouth-to-mouth maneuver. (34.03.EO7)
1.	Position
2.	Mask placement
F.	Demonstrate Cardiopulmonary Resuscitation (CPR) for adults, children, and infants, including:  (34.03.EO8-34.03.EO13)
1.	Ventilation duration  
2.	Pulse location  
3.	Compression depth  
4.	Compression rate  
5.	Compression-to-ventilation ratio (one-person CPR)
6.	Compression-to-ventilation ratio (two-person CPR)
G.	Distinguish between the four primary bleeding control techniques. (34.03.EO15)
1.	Direct pressure
2.	Elevation
3.	Pressure points
4.	Tourniquet
H.	Demonstrate the general guidelines for controlling bleeding from an open wound. (34.03.EO16)
1.	Assessment 
2.	Immediate care
3.	Circulation
4.	Continued care
I.	Identify indicators of shock. (34.03.EO19)
1.	Altered mental status
2.	Pale, cool, clammy skin
3.	Profuse sweating
4.	Thirst, nausea, vomiting
5.	Blue/grey lips
6.	Dull eyes, dilated pupils
7.	Rapid pulse rate
8.	Weak pulse
9.	Abnormal respiration rate
10.	Shallow, labored breathing 
J.	Perform first aid measures to treat shock. (34.03.EO20)
1.	Control all external bleeding and treat other injuries
2.	Gently place the victim in appropriate position
3.	Be alert for vomiting
4.	Maintain the victim’s body temperature but avoid overheating
5.	Place victim in a position to help maintain blood flow
6.	Reassure the victim
7.	Continue to monitor the victim’s ABC’s and be prepared to take action if necessary (e.g., rescue breathing, CPR)
IV.	LEARNING NEED:  Peace officers are often first to respond to the scene of a traumatic incident.  They must be capable of activating the EMS system, and providing appropriate first aid to victims of traumatic injuries. 
A.	Recognize indicators of a possible head injury. (34.04.EO1)
1.	Mechanism of injury
2.	Mental status
3.	Vital signs
4.	Visible injury
5.	Appearance
6.	Other
B.	Recognize the appropriate first aid measures for treating injuries to the head: (34.04.EO2)
1.	Position 
2.	Assessment
3.	Treatment
C.	Recognize appropriate first aid measures for treating open and closed injuries to the: (34.04.EO10, 34.04.EO11)
1.	Chest  
2.	Abdomen
D.	Identify appropriate first aid measures for treating injuries to the bone, muscle or joints. (34.04.EO12)
1.	Assessment
2.	Treatment
E.	Recognize appropriate first aid measures for treating: (34.04.EO14, 34.04.EO15, 34.04.EO16)
1.	Thermal burns  
2.	Chemical burns  
3.	Electrical burns
V.	LEARNING NEED: Peace officers must be able to provide basic first aid measures for a number of medical emergencies and conditions they may encounter.
A.	Recognize indicators of, and first aid measures for a victim experiencing: (34.05.EO1-34.05.EO4)
1.	Cardiac emergency  
2.	Respiratory emergency  
3.	Seizure  
4.	Stroke  
B.	Differentiate between indicators and first aid measures for treating: (34.05.EO5, 34.05.EO6)
1.	Insulin shock (hypoglycemia) 
2.	Diabetic coma (hyperglycemia)
C.	Recognize appropriate first aid measures for a victim experiencing signs of poisons that have been ingested, inhaled, absorbed or injected. (34.05.EO7)
1.	Assessment (primary and secondary)
2.	Treatment
D.	Differentiate between the indicators and first aid measures for treating: (34.05.EO8, 34.05.EO9)
1.	Hypothermia and frostbite  
2.	Heat cramps, heat exhaustion and heat stroke
E.	Recognize appropriate first aid measures for stings and bites. (34.05.EO13)
1.	Epinephrine

VI.	LEARNING NEED: Peace officers must have a basic understanding of first aid measures to assist before, during and after the delivery in an emergency situation
A.	Recognize the signs of imminent birth. (34.06.EO2)
1.	Contractions
2.	Urgent need to bear down
3.	Crowning is present
B.	Recognize appropriate first aid measures for each of the following emergency situations that may occur in childbirth: (34.06.EO7, 34.06.EO8)
1.	Excessive vaginal 
2.	Bleeding Newborn fails to breathe	Presenting introductory material, conducting facilitated discussions, asking questions

Instructor may have students complete the “self assessment” in the workbook prior to instruction as a baseline for the course.	

34.01.EO2

34.01.EO3

34.01.EO4

34.01.EO5

34.02.EO1
34.02.EO2
34.02.EO3
34.02.EO4

34.02.EO8

34.02.EO9

34.02.EO10

34.03.EO1
34.03.EO2

34.03.EO3

34.03.EO4

34.03.EO5
34.03.EO6

34.03.EO7

34.03.EO8
34.03.EO9
34.03.EO10
34.03.EO11
34.03.EO12
34.03.EO13

34.03.EO15

34.03.EO16

34.03.EO19

34.03.EO20

34.04.EO1

34.04.EO2

34.04.EO10
34.04.EO11

34.04.EO12

34.04.EO14
34.04.EO15
34.04.EO16

34.05.EO1
34.05.EO2
34.05.EO3
34.05.EO4

34.05.EO5
34.05.EO6

34.05.EO7

34.05.EO8
34.05.EO9

34.05.EO13

34.06.EO2

34.06.EO7
34.06.EO8	Workbook	POST Hours
21 

Stan S/O
Hours
21	

Mandatory Learning Activities:
A.	The student will participate in a learning activity that will demonstrate how to bandage different injuries while using barrier protection to minimize the dangers associated with infectious diseases and wash hands and disinfect equipment after providing treatment in accordance with the following principles:

1.	Use the cleanest material that is available
2.	Expose the injury site 
3.	Cover the entire injury site 
4.	Bandage snugly but without impairing 
5.	Leave patient’s fingers and toes exposed circulation 
6.	Immobilize injury site as necessary

Learning Activity #1

Purpose of Activity:
As a part of the facilitated discussions regarding these scenarios, training staff or instructors should ensure students have acquired learning in these areas:
· The importance of maintaining and knowing how to use personal protective equipment.
· Their responsibility to act.
· The concept of immunity from liability as it relates to their lifesaving efforts.

For all activities, there are several important points for instructors to consider. Most prominent amongst these are to:

Allow students the opportunity to lead the class work and subsequent discussions. This will help establish and refine their public speaking skills and group management skills
Allow students to grapple with the concepts and discover their own understanding of the material as much as possible. While it is tempting to provide “the answer” or ready direction, students will learn at a much greater depth if they acquire the information through reflection and retention of relevant concepts
Instructors should manage the process of learning, helping the discussion leader through sticking points, providing insight and expertise where appropriate and striving to ensure students stay focused on key concepts in the dialogue. 

During the presentation/ discussion of first aid concepts, the instructor should give students time to discuss their perceptions and options when facing medical aid situations where internal or external conflicts may arise. One of the best ways to accomplish this structured reflection is allow time at the end of each component of training to discuss what they have learned, first with each other, then with the class. The instructor can accomplish this in the following manner:

At the end of a “chunk” of work (the end of a major concept or block of work), direct students to turn to a partner and take two minutes to discuss what they have learned. At the end of two minutes, the instructor will call on volunteers to share their understanding of what has been presented. The subsequent listing of answers and discussion of the topic will add depth to their understanding of the issues at hand. For the learning activities noted herein, the instructor should use a group breakout format. In this format, the instructor will direct students to break into groups (for larger classes, consider using one group of 4-6 per exercise, and use the partnered discussion format while the chosen group is preparing to present their scenario). Direct the group/s to develop a role-play for presentation to the class for one or more of the following three scenarios:

Description: 
The students will create an activity where officers must respond to a medical aid call; once at the call, they learn the person in need possibly has an infectious disease. The role-play must demonstrate:
· The issues present at a call of this nature
· The special considerations in this situation
· The appropriate precautions and actions to effectively administer first aid.

At the end of the role-play, students will lead a class discussion of the issues, considerations, precautions and personal and professional concerns when responding to a first aid call where an infectious disease is present.

Resources Needed:
First aid/CPR resources may include job aids such as visual aids to assist in the application of CPR that officers may carry with them, along with the protective equipment they should expect to be issued to them when they are assigned to duties where first aid may be a function expected of them. Students should be instructed to ensure they are familiar with the proper use of any first aid items they might use, including their unit’s first aid kit, masks for administering CPR, portable defibrillation units (AED or other similar units) etc.

Key learning Points: 
At the conclusion of these activities, the learner will be able to:
· State in their own words the responsibilities and potential conflicts facing a first responder in situations where persons may require emergency medical care.
· Apply appropriate techniques to aid in the lifesaving process
· Evaluate and act decisively in situations where their medical aid intervention may mean the difference between life and death for another person

Time Required:
1. Five minutes for the group/s to prepare their role-play;
2. Five minutes to present the scenario to the class;
3. Fifteen minutes maximum for discussion and facilitated dialogue

Learning Activity #2

Purpose of Activity:
As a part of the facilitated discussions regarding these scenarios, training staff or instructors should ensure students have acquired learning in these areas:
· The importance of maintaining and knowing how to use personal protective equipment.
· Their responsibility to act.
· The concept of immunity from liability as it relates to their lifesaving efforts.

Description: 
A peace officer responds to a residence on a call of an elderly man having breathing problems. Once on scene, the office finds the subject is, in fact, having breathing problems, but is not in cardiac arrest or any apparent serious danger. The odors in the room are unpleasant; in fact, they are quite horrendous. The officer tells the man they will be “right back” then walks to the front porch with the subject’s wife, telling her they will wait there signal to the EMS unit when they arrive. The real reason the officer left the bedroom is because of the odors there. 

At the conclusion of the role-play, the group will facilitate a group discussion to discuss:
· If nothing happens while the officer waits for the EMT unit, will anyone care about them being out there?
· Are the feelings and actions of the officer understandable? Are they OK?

Resources Needed:
First aid/CPR resources may include job aids such as visual aids to assist in the application of CPR that officers may carry with them, along with the protective equipment they should expect to be issued to them when they are assigned to duties where first aid may be a function expected of them. Students should be instructed to ensure they are familiar with the proper use of any first aid items they might use, including their unit’s first aid kit, masks for administering CPR, portable defibrillation units (AED or other similar units) etc.

Key learning Points: 
At the conclusion of these activities, the learner will be able to:
· State in their own words the responsibilities and potential conflicts facing a first responder in situations where persons may require emergency medical care.
· Apply appropriate techniques to aid in the lifesaving process
· Evaluate and act decisively in situations where their medical aid intervention may mean the difference between life and death for another person

Time Required:
1. Five minutes for the group/s to prepare their role-play;
2. Five minutes to present the scenario to the class;
3. Fifteen minutes maximum for discussion and facilitated dialogue

Learning Activity #3

Purpose of Activity:
As a part of the facilitated discussions regarding these scenarios, training staff or instructors should ensure students have acquired learning in these areas:
· The importance of maintaining and knowing how to use personal protective equipment.
· Their responsibility to act.
· The concept of immunity from liability as it relates to their lifesaving efforts.

Description: 
Officers arrive at a family dispute radio call. Upon their arrival, they find a man in full cardiac arrest that most likely will die. The officers are told that there is a Do Not Resuscitate (DNR) order signed by the victim. Highly emotional family members tell you to forget the order. The officers ignore the statements of the family members and stand by while the subject expires.

At the conclusion of the role-play, group members will facilitate a discussion of this scenario, including the issues of:
· What actions are most appropriate when facing a situation like this?
· What impact will the officer’s actions have on the family members and the community?
· What are the ethical decisions involved in the officer’s decisions?
· What should have been done?

Resources Needed:
First aid/CPR resources may include job aids such as visual aids to assist in the application of CPR that officers may carry with them, along with the protective equipment they should expect to be issued to them when they are assigned to duties where first aid may be a function expected of them. Students should be instructed to ensure they are familiar with the proper use of any first aid items they might use, including their unit’s first aid kit, masks for administering CPR, portable defibrillation units (AED or other similar units) etc.

Key learning Points: 
At the conclusion of these activities, the learner will be able to:
· State in their own words the responsibilities and potential conflicts facing a first responder in situations where persons may require emergency medical care.
· Apply appropriate techniques to aid in the lifesaving process
· Evaluate and act decisively in situations where their medical aid intervention may mean the difference between life and death for another person

Time Required:
1. Five minutes for the group/s to prepare their role-play;
2. Five minutes to present the scenario to the class;
3. Fifteen minutes maximum for discussion and facilitated dialogue	
Learning Activity #4

Purpose of Activity:
As a part of the facilitated discussions regarding these scenarios, training staff or instructors should ensure students have acquired learning in these areas:
· The importance of maintaining and knowing how to use personal protective equipment.
· Their responsibility to act.
· The concept of immunity from liability as it relates to their lifesaving efforts.

Description: 
Rather than providing lecture, content or other instructions prior to student role-playing or other practice opportunities, instructors may wish to provide settings where students will encounter persons in unknown states of medical aid needs. Allowing students to “fail forward” and feel the discomfort of untrained intervention will encourage them to see the relevance of subsequent training and reinforce retention of learned material.

Options for scenarios in this framework are limited only to the resourcefulness of the instructor (or to assigned student groups). The instructor’s role during these scenarios is to:
· Time the exercise
· Monitor the student responses and give guidance whenever necessary
· Guide the debriefing exercise as necessary during the time students are facilitating the discussion.

Resources Needed:
First aid/CPR resources may include job aids such as visual aids to assist in the application of CPR that officers may carry with them, along with the protective equipment they should expect to be issued to them when they are assigned to duties where first aid may be a function expected of them. Students should be instructed to ensure they are familiar with the proper use of any first aid items they might use, including their unit’s first aid kit, masks for administering CPR, portable defibrillation units (AED or other similar units) etc.

Key learning Points: 
At the conclusion of these activities, the learner will be able to:
· State in their own words the responsibilities and potential conflicts facing a first responder in situations where persons may require emergency medical care.
· Apply appropriate techniques to aid in the lifesaving process
· Evaluate and act decisively in situations where their medical aid intervention may mean the difference between life and death for another person

Time Required:
1. Five minutes for the group/s to prepare their role-play;
2. Five minutes to present the scenario to the class;
3. Fifteen minutes maximum for discussion and facilitated dialogue
	
Required Tests:
A.	The POST-constructed knowledge test on the learning objectives in Domain #34.	
B.	An exercise test that requires the student to conduct a primary survey.  The surveys shall minimally include:
1.	Primary survey
a.	Check for responsiveness
b.	Check airway
c.	Check for breathing
d.	Take carotid pulse
e.	Look for serious bleeding
C.	An exercise test that requires the student to demonstrate the following first aid techniques for controlling bleeding of a limb while using barrier protection:
1.	Direct pressure
2.	Elevation
3.	Pressure bandage
4.	Pressure points
5.	Tourniquet (no pressure)
D.	An exercise test that requires the student to demonstrate the following basic life support techniques:
1.	Clearing an obstructed airway on conscious and unconscious patients
a.	Adult or child
b.	 Infant
c.	Obese or pregnant
2.	Rescue breathing
a.	 Adult
b.	Child
c.	 Infant
3.	Cardiopulmonary resuscitation
a.	Adult
b.	Child
c.	infant
E.	An exercise test that requires the student to treat a patient for shock and answer the following questions related to shock:
1.	Under which circumstance should a patient be treated for shock?
2.	What are the possible consequences of failing to treat for shock?
3.	Are there circumstances under which the consequences of shock may be more dangerous than the injury that caused it?	

B.	Learning Domain
	35 Firearm and Chemical agents 	
Learning Need
	Peace officers must know and practice all procedures for the safe handling of all firearms while on and off duty. Peace officers must know the workings, the capabilities, and limitations of firearms in order to operate them safely and effectively. Officers must know the capabilities and limitations of the ammunition they use in their firearms to operate them safely. Peace officers must know how to properly inspect, clean, and care for their firearms to ensure that they function safely and effectively.
Officers must comprehend and practice the fundamental skills of firing firearms to be effective in reactive and precision situations during live fire exercises. Peace officers must know the terminology, capabilities, exposure symptoms, and decontamination procedures in order to safely and effectively handle and deploy chemical agents and gas masks.	
Revision
	January 2007	

LD 35 Firearm and Chemical agents

Content Outline	Instructor Notes	E.O.	Resources	Time	
					
I.	LEARNING NEED: Peace officers must know and practice all procedures for the safe 	handling of all firearms while both on and off duty.
A.	State the four fundamental rules of firearms 	safety. (35.01.EO1)
1.	Treat all firearms as if they are loaded.
2.	Always keep the firearm pointed in the safest possible direction. 
3.	Always keep fingers off the trigger until ready to fire the firearm.
4.	Be sure of the target and what’s beyond it before firing.
B.	Explain basic safety guidelines to be followed at a firing range. (35.01.EO2)
1.	A firing range consists of a firing line and targets. Officers are positioned on the firing line and fire at the targets.
a.	While on a firing line, an officer can be easily distracted by noise or the actions of others, or when receiving guidance from an instructor. It is absolutely critical that officers always remain conscious of the location of their firearms.
C.	Describe the safety precautions for proper storage of firearms. (35.01.EO3)
1.	All firearms must be kept out of reach of children and immature or irresponsible adults.
2.	Keep all firearms inaccessible from children and other unauthorized persons.
3.	Store ammunition separately from firearms. 
4.	Take all precautions against theft by storing firearms in a secure location and in a locked container. If no secure container is available, a locking device should be used or the firearm should be disassembled before storing.

II.	LEARNING NEED: Peace officers must know 	the workings, the capabilities, and limitations of 	firearms in order to operate them safely and 	effectively. 
A.	Describe the basic information about semiautomatic pistol and magazine, including: (35.02.EO1, 35.02.EO2, 35.02.EO3)
1.	Primary components and their functions
2.	Steps for loading/ unloading
3.	Steps for rendering the semiautomatic pistol safe
B.	Describe the cycle of operation that takes place with each single pull of a semiautomatic pistol trigger. (35.02.EO4)
1.	Firing
2.	Unlocking
3.	Extracting
4.	Ejecting
5.	Cocking
6.	Feeding
7.	Chambering
8.	Locking
C.	Describe the basic information about a revolver, including: (35.02.EO5, 35.02.EO6, 35.02.EO7)
1.	Primary components and their functions
a.	The primary components of a revolver include the frame, cylinder and chambers, cylinder release, extractor/ejector rod, barrel, barrel rifling, muzzle, sights, trigger, trigger guard, hammer, firing pin, grip and back strap.
2.	Steps for loading/unloading
a.	The specific procedures for loading and unloading a revolver will vary depending on the make and model of the firearm.
3.	Steps for rendering revolver safe
a.	Officers must always remember that a revolver has been rendered safe only when:
i.	All rounds have been 	removed from each 	chamber of the cylinder.
ii.	The cylinder is left open.

D.	Describe the basic information about shotguns, including: (35.02.EO8, 35.02.EO9, 35.02.EO10, 35.02.EO11)
1.	Advantages and limitations 
a.	There are a number of advantages to peace officers’ use of shotguns in certain situations: they can be used in various situations, can fire multiple projectiles, use of a variety of loads and they have a psychological value.
2.	Primary components and their functions
a.	There are many different makes and models of shotguns. The characteristics and location of key parts may differ substantially among manufacturers.
3.	Steps for loading/ unloading
a.	The specific procedures for loading and unloading a shotgun will vary depending on the make and model of the shotgun.
4.	Steps for rendering the shotgun safe
a.	Officers must always remember that a shotgun has been rendered safe only when:
i.	The safety is on,
ii.	All rounds are removed from the chamber and magazine port,
iii.	The chamber and magazine tube have been visually and physically inspected to verify the shotgun is empty, and
iv.	The action is left open.
III.	LEARNING NEED: Peace officers must know the capabilities and limitations of the ammunition they use in their firearms to operate them safely and effectively.
A.	State the guidelines for the safe handling of ammunition. (35.03.EO1)
1.	Treat every round as though it were fully changed and capable of discharging.
2.	Use only the type and caliber of ammunition specifically recommended by the firearm’s manufacturer.
3.	Never fire at a threat you do not intend to hit.
4.	Avoid dropping live rounds or hitting them with any object.
5.	Learn the sound and feel of a good firing, and know what to do when a round misfires.
6.	All ammunition should be replaced on a regular basis. 
7.	Never use ammunition where the pressure levels exceed industry standards for the firearm being used.
B.	Describe the primary components of firearm cartridges. (35.03.EO2)
1.	Primer
2.	Powder charge
3.	Bullet
4.	Cartridge case
5.	Blank shell
C.	Explain the chain of events that takes place when a projectile is discharged from a cartridge. (35.03.EO3)
1.	Primer detonated
2.	Powder ignited
3.	Bullet expelled
D.	Describe the primary components of a shotgun shell. (35.03.EO4)
1.	Primer
2.	Powder charge
3.	Wad
4.	Load 
5.	Shell case
E.	Define shot pattern as it relates to shotgun shells. (35.03.EO5)
1.	Shot travels down the barrel of the shotgun in a tight group. As the pellets exit the muzzle, they begin to spread apart forming what is referred to as a shot pattern. A shot pattern is the diameter of a circle in which the shot will fit.
F.	Explain the correlation to the distance traveled by the shoot and the size of the shot pattern. (35.03.EO6)
1.	 The shot pattern will increase in size as the shot travels toward the threat. Test results indicate that the shot spread for No. 00 buckshot is approximately one inch for each yard of distance.
G.	 Describe the three ways shot placement can stop a threat, to include: (35.03.EO7)
1.	Central nervous system
a.	Any projectile that strikes the brain or spinal cord is capable of causing immediate incapacitation.
2.	Critical blood loss
a.	 Blood loss from damaged organs and vessels can lead to a drop in blood pressure causing the person to lose consciousness.
b.	 Highly dependent on bullet size and design.
c.	Damage caused by tearing flesh or shearing muscle will result in blood loss.
d.	Unless the heart, vena cava, or aorta are damaged, blood loss may be slow and will not incapacitate a person for some time.
3.	Psychologically
a.	During a confrontation, some people are not aware they have been shot
b.	Others may overreact to minor wounds and collapse.
c.	There is no true way to realistically assess a person’s reactions to being shot and officers cannot count on psychological impact to cause incapacitation.
4.	Correlation to the distance traveled by the shot and the size of the shot pattern
a.	Shot travels down the barrel of the shotgun in a tight group.  As the pellets exit the muzzle, they begin to spread apart forming what is referred to as a shot pattern.
b.	Three ways shot placement can stop a threat, to include:
i.	Central nervous system
ii.	Critical blood loss
iii.	Psychological

IV.	LEARNING NEED: Peace officers must know how to properly inspect, clean, and care for their firearms to ensure that they function safely and effectively.
A.	Describe the components that may prevent problems and that should be examined during a routine safety inspection. (35.04.EO1)
1.	Peace officers should periodically perform a safety inspection on the operation of their firearms looking for potential problems.
B.	Describe the materials, equipment, and environment needed to properly clean firearms. (35.04.EO2)
1.	Materials 
a.	Solvent
b.	Lubricant
c.	Cleaning patches
d.	Personal protection materials
e.	Other materials
2.	Cleaning equipment 
a.	Screwdriver
b.	Bore brush
c.	Cylinder brush
d.	Cleaning brush
e.	Cleaning rod
f.	Patch holder or tip
g.	Small container
3.	 Environment – 
a.	Firearms should only be cleaned in an area that is safe, well ventilated, and free of adverse conditions (e.g., dust, dirt, moisture, etc.), distractions, or bystanders. Before any actual cleaning procedures begin, officers should:
i.	Put themselves in a positive and safety-minded state of mind,
ii.	Assemble all necessary equipment and materials, and
iii.	Unload the firearm and magazine visually and physically inspect them, and
iv.	Place the ammunition in a safe and secure location away from the cleaning 	area.
C.	Apply the routine procedures for cleaning 	firearms. (35.04.EO3)
1.	There is no standard for the order in which components should be cleaned. No matter what order though, cleaning should be done in a thorough manner.
2.	Cleaning and lubricating should be done according to the manufacturer’s instructions and specifications for that specific firearm.

V.	LEARNING NEED: Peace officers must 	comprehend and practice the fundamental skills 	of firing firearms to be effective in reactive and 	precision situations during live fire exercises.
A.	Basic Shooting- Drawing and holstering a 	firearm. (35.05.EO1)
1.	Drawing is the removal of the firearm from the holster. Drawing a firearm should be a smooth, continuous motion. 
2.	Holstering is securing a firearm in the holster and making it ready for use. 
B.	The ability to draw a firearm requires 	concentration and practice until all motions 	become fluid and natural.
1.	Proper grip (35.05.EO2)
a.	Grip is the manner in which the firearm is held. The grip must be firm without being too tight.
2.	Stance (35.05.EO3)
a.	Stance is the physical positioning of the shooter’s body when preparing to shoot a firearm.
3.	Breath control (35.05.EO4)
a.	When an officer breathes, that officer’s body moves. Proper breath control can assist the shooter in firing an accurate shot or series of shots. This is especially true when using the sights of the firearm. When shooting a firearm, officers should breathe in a smooth normal manner.
4.	Sight alignment/ slight picture (35.05.EO5)
a.	Sight alignment is the relationship between the officer’s eye, and the front and rear sights of the firearm.
5.	Trigger control (35.05.EO6)
a.	Trigger control is the process of using smooth continuous pressure on the trigger without disturbing the sight picture.
6.	Follow-through (35.05.EO7)
a.	Follow-through is the continuation of all the principles of firearm shooting after the shot has been fired.
C.	Describe the types of malfunctions and demonstrate clearing methods for:
1.	Semiautomatic pistols (35.05.EO12)
2.	Revolvers (35.05.EO13)
3.	Shotguns (35.05.EO14)
a.	Remove their fingers from and keep the fingers away from the trigger.
b.	Keep the firearm pointed downrange
c.	Use proper clearing procedures. 
D.	Limitations low light/nighttime shooting (35.05.EO8)
1.	Accuracy when shooting a firearm under low light or nighttime conditions can be greatly reduced unless officers make the necessary accommodations.
E.	Combat related conditions (35.05.EO9)
1.	There are a number of conditions that officers may be faced with while in combat that they would not encounter under normal working conditions.
F.	Possible physiological and psychological affects of the extreme stress of combat (35.05.EO10)
1.	Stress is a nonspecific response of the body to any demand made on it. Combat is a physically and emotionally draining experience that may cause extreme stress. Such levels of stress can have both physical and psychological effects on peace officers both during and after combat related situations.
G.	Steps officers can take to prepare themselves 	for the extreme stress of combat (35.05.EO11)
1.	Mental preparation
2.	Physical conditioning
3.	Proper nutrition
4.	Equipment maintenance
5.	Confidence building
6.	Initial and ongoing training
7.	Support groups

VI.	LEARNING NEED: Peace officers must know the terminology, capabilities, exposure 	symptoms, and decontamination procedures in order to safely and effectively handle and deploy chemical agents and gas masks.
A.	State the statutory requirements for the possession and use of chemical agents. (35.06.EO1)
1.	Under statutory law, peace officers may use chemical agents once they have satisfactorily completed instruction in their use.
B.	Describe four methods used to deploy chemical agents. (35.06.EO3)
1.	Aerosol
2.	Fogging
3.	Pyrotechnics
4.	Blast expulsion
C.	Describe environmental and physical conditions that can impact the effectiveness of a chemical agent (35.06.EO4)
1.	Wind
2.	Rain
3.	Temperature
4.	Distance
5.	Proximity of others
D.	State the guidelines for safely carrying, drawing, and deploying hand-held canisters of chemical agents (35.06.EO5)
1.	Hand-held canisters can be worn on the officer’s duty belt or other form of holster. Canisters can also be concealed within clothing, bags, or other cases.
2.	When a hand-held canister is drawn, either from a holster or other location, officers should first make sure it is right-side-up. Canisters which are not held upright will not discharge properly and can lead to loss of the propellent.
3.	The target for all hand-held aerosol agents is the face of the suspect.
E.	Apply decontamination procedures that should be followed after a chemical agent has been used.
1.	 Decontamination procedures should begin as soon as the exposed suspect has been properly restrained. At that time, officers should expose the person to fresh air. If necessary, the affected area on the person may also be flushed with water and washed with a nonoily-based soap (e.g., Johnson’s Baby Soap).
F.	 Discuss the physiological and psychological 	effects of each of the following chemical 	agents used by peace officers:
1.	OC (oleoresin capsicum)
2.	CN (chloroacetophenone)
3.	CS (otho-chlorobenzylidene-molononitrile)
G.	 Demonstrate proper procedures peace officers should follow when using gas masks, to include:
1.	Inspection and proper fit 
a.	 Inspection and fit of gas masks
i.	The officer should 	examine the mask closely and check:
ii.	The appearance of the entire mask, looking for signs of damage,
iii.	For missing, cracked, or scratched lenses,
iv.	The condition of all intake and exhaust valves or covers,
v.	For worn or broken head straps,
vi.	For appropriate filters, and
vii.	To see that the mask is an appropriate size.
2.	Cleaning and storage of gas masks
a.	Gas masks should be thoroughly cleaned after each exposure or at least twice each year. Gas masks should be stored in containers that will protect them from dirt, heat, and moisture. 	Presenting introductory material, conducting facilitated discussions, asking questions

Instructor may have students complete the “self assessment” in the workbook prior to instruction as a baseline for the course. 	

35.01.EO1

35.01.EO2

35.01.EO3

35.02.EO1
35.02.EO2
35.02.EO3

35.02.EO4

35.02.EO5

35.02.EO6

35.02.EO7

35.02.EO8

35.02.EO9

35.02.EO10

35.02.EO11

35.03.EO1

35.03.EO2

35.03.EO3

35.03.EO4

35.03.EO5

35.03.EO6

35.03.EO7

35.04.EO1

35.04.EO2

35.04.EO3

35.05.EO1

35.05.EO2

35.05.EO3

35.05.EO4

35.05.EO5

35.05.EO6

35.05.EO7

35.05.EO12
35.05.EO13
35.05.EO14

35.05.EO8

35.05.EO9

35.05.EO10

35.05.EO11

35.06.EO1

35.06.EO3

35.06.EO4

35.06.EO5

35.06.EO6

35.06.EO7
35.06.EO8
35.06.EO9

35.06.EO10

35.06.EO11

	Workbook	POST Hours: 
72

Stan S/O
Hours: 
116

Mandatory Learning Activities:
A.	Each student will participate in a simulation that requires exposure to a nonlethal, riot control chemical agent. The simulation must involve the following: 
1.	 Exposure to a nonlethal, riot control chemical agent 
2.	Proper use of a gas mask including the preinspection, fitting and clearing of the mask
3.	Decontamination techniques
B.	 Each student will participate in a simulation that requires exposure to a nonlethal, aerosol chemical  agent. The simulation must involve the following: 
1.	Exposure to a nonlethal, aerosol chemical agent 
2.	Proper care, maintenance and deployment of a nonlethal, aerosol chemical agent 
3.	Decontamination techniques
C.	Each student will participate in a learning activity designed to reinforce the ability to manipulate their assigned firearm. If the firearm is a semiautomatic pistol, the learning activity shall minimally include the following techniques tosafely and effectively manipulate the semiautomatic pistol in both the left and right hand: 
1.	Render the weapon safe 
2.	Release slide
3.	Lock slide open 
4.	Rack slide 
5.	Holster weapon 
6.	 Unholster weapon 
7.	Load Weapon 
8.	Unload weapon from the holster
9.	 Clear any malfunctions 
10.	 In battery reload 
11.	Out of battery speed reload
If the firearm is a revolver, the learning activity shall minimally include the following techniques to safely and effectively manipulate the revolver in both the left and right hand:
1.	Render the weapon safe 
2.	Open cylinder 
3.	Close cylinder 
4.	 Holster weapon 
5.	Unholster weapon 
6.	 Load/reload revolver with authorized loading device 
7.	Clear any malfunctions
D.	The student will participate in an instructional activity to reinforce the ability to inspect, clean and properly maintain their service handgun. The activity shall minimally include techniques to
1.	Visually inspect the weapon 
2.	Properly clean the weapon 
3.	Ensure the weapon is maintained according to the manufacturer's specifications
E.	The student will participate in an learning activity to reinforce the ability to safely and effectively manipulate a shotgun. The activity shall minimally include techniques to: 
1.	Open the shotgun action and check for rounds 
2.	Inspect the functioning of the firing mechanism 
3.	Load and unload the shotgun properly when a round has been chambered 
4.	Load and unload the shotgun when no round is chambered and the weapon is cocked and uncocked

Learning Activity #1

Purpose of Activity:
Learning Domain 35 introduces the students to firearms and chemical agents. This block of instruction covers firearm safety, basic firearms operation, firearm ammunition, cleaning and maintenance, and principles of shooting accuracy. Also covered under this block of instruction are an overview of chemical agents, the safe and effective use of chemical agents and the properties and effects of OC, CN and CS.

Description: 
Instruct the students to close their eyes, and then read them a brief scenario where an officer used deadly force (do not mention the age or gender of the suspect). At the conclusion of the reading, instruct them to open their eyes and share how they might feel if they were the officer or deputy in that situation. 
Allow two minutes for this small-group discussion, and then query the class about their range of responses. After charting several responses, ask the class to describe the suspect they “saw” when the scenario was read to them (most students who are exposed to this exercise imagine a suspect that is an adult male).

When adequate responses are given, instruct them to close their eyes again and imagine the suspect as an older female or a juvenile male. Again, have the students share their situation with their group, and discuss how their responses might have been different. Close the exercise by asking if the gender, age or appearance of a subject in a situation of this nature might cause an officer or deputy to hesitate, reconsider their choice to use force or expose the officer to undue risk by delaying the implementation of their decision.

During this activity, students will be required to:
· Form into break out groups and discuss, record, and report on the questions or dilemmas listed in the aforementioned learning activity.
· Select a spokesperson and justify the answers to the class.
· Present the department’s position without becoming defensive or hostile.
· Demonstrate the ability to handle follow-up questions.

Resources Needed:
There are countless video, written and personal examples available as resources for an instructor or student as they study the use of force. It is valuable for students to study past incidents for the purpose of helping to shape their decision-making process, and for reinforcing the ethical and moral implications of taking a life. Student-led class or small group discussions should focus on:
· Student expectations
· Student experiences, and
· Student ethical concerns in the ethical and moral dimensions of this content area

Added resources are:
· POST LEOKA Report (available at www.lp.post.ca.gov)

Key learning Points: 
At the conclusion of these learning activities, the learner will be able to:
· 	Demonstrate an understanding of the legal and moral constraints against using
	deadly force except in circumstances allowing its use.
· 	Identify and apply appropriate decision-making strategies in their effort to arrive
	at an appropriate solution when considering the use of force up to and including
	force likely to cause death or great bodily injury.

Time Required:
These activities may be expanded or contracted to fit available time, and may be interspersed with other instructional blocks in this Learning Domain. Activity Three is especially well-suited for assignment ahead of time, then allowing students to present their findings at points along the way in the instructional lesson plan.

Learning Activity #2

Purpose of Activity:
Learning Domain 35 introduces the students to firearms and chemical agents. This block of instruction covers firearm safety, basic firearms operation, firearm ammunition, cleaning and maintenance, and principles of shooting accuracy. Also covered under this block of instruction are an overview of chemical agents, the safe and effective use of chemical agents and the properties and effects of OC, CN and CS.

Description: 
Select a student from the class, then instruct them they are an officer assigned to a call of a man with a gun (the instructor or assistant will play the role of the suspect). Advise the officer he or she has just arrived at the scene, where they see a subject fitting the suspect description. As the subject comes closer, the officer sees a gun in their waistband (Note- only inert or replica firearms will be allowed for use in this, or any other class scenario, exercise). 

The officer will order the subject to stop and follow the officer’s commands; however, the subject will say nothing and continue to walk slowly towards the officer. Allow the activity to continue until the officer makes the choice to resolve the situation. 

(It is common to see students become confused when first encountering a noncompliant subject in a tactical situation.  If the student responds inappropriately, the instructor will stop the scenario, and may consider selecting another student for the same scenario. It is important for the instructor to allow students to “fail forward” and learn from their errors in this activity).

The instructor will allow as many students as desired to complete the scenario (it would be appropriate to continue until students begin repeatedly displaying conduct that results in an effective outcome), after which class discussion should ensue regarding possible means by which to resolve the incident, potential outcomes for each choice and the impact or fear or confusion in decision-making in a tactical situation.

Resources Needed:
There are countless video, written and personal examples available as resources for an instructor or student as they study the use of force. It is valuable for students to study past incidents for the purpose of helping to shape their decision-making process, and for reinforcing the ethical and moral implications of taking a life. Student-led class or small group discussions should focus on:
· Student expectations
· Student experiences, and
· Student ethical concerns in the ethical and moral dimensions of this content area

Added resources are:
· POST LEOKA Report (available at www.lp.post.ca.gov)

Key learning Points: 
At the conclusion of these learning activities, the learner will be able to:
· 	Demonstrate an understanding of the legal and moral constraints against using
	deadly force except in circumstances allowing its use.
· 	Identify and apply appropriate decision-making strategies in their effort to arrive
	at an appropriate solution when considering the use of force up to and including
	force likely to cause death or great bodily injury.

Time Required:
These activities may be expanded or contracted to fit available time, and may be interspersed with other instructional blocks in this Learning Domain. Activity Three is especially well-suited for assignment ahead of time, then allowing students to present their findings at points along the way in the instructional lesson plan.
	
 Learning Activity #3

Purpose of Activity:
Learning Domain 35 introduces the students to firearms and chemical agents. This block of instruction covers firearm safety, basic firearms operation, firearm ammunition, cleaning and maintenance, and principles of shooting accuracy. Also covered under this block of instruction are an overview of chemical agents, the safe and effective use of chemical agents and the properties and effects of OC, CN and CS.

Description: 
These activities are small-group discussions. The instructor may assign the same topic to all groups, or may assign different activities to groups in larger class settings. These activities are well suited for group work resulting in opportunities for students to “teach back” concepts to their peers under the instructor’s facilitation. In this format, students are given time to research the topic (including Internet research if available), develop their presentation and select a spokesperson. They will be responsible for presenting their material (the instructor may wish to advise they can do so as a role-play, in an activity or through a short presentation). 

The group will be advised to prepare a five minute instructional segment. Sample topics are:

Handgun Safety
Students will research issues, policies and legal considerations regarding handgun safety. For many recruits, the academy is the first time they have had a firearm inside their residence, vehicle or on their person. Discuss ways to keep a firearm safe at home and away from their families.

Department policies relating to firearms/chemical agents
Students will research issues and policies relating to handguns or chemical agents. Accidental discharge, possessing a firearm while intoxicated and off duty encounters should be discussed.

Ethical issues regarding the use of deadly force by peace officers
Students will research the moral considerations of using deadly force, and will also study and instruct the class on the topic of the community’s perceptions and possible objections to the use of deadly force.

Suicide by cop
Students will instruct others on the term “suicide by cop” including its meaning, examples of the concept in recent events, and means by which officers might avoid being used to assist despondent persons away from considering creating a conflict with the police as a solution to their problems.
 
At the conclusion of student presentations, the instructor will ensure adequate depth to each topic has been presented, and will lead a class discussion on the subject.

Resources Needed:
There are countless video, written and personal examples available as resources for an instructor or student as they study the use of force. It is valuable for students to study past incidents for the purpose of helping to shape their decision-making process, and for reinforcing the ethical and moral implications of taking a life. Student-led class or small group discussions should focus on:
· Student expectations
· Student experiences, and
· Student ethical concerns in the ethical and moral dimensions of this content area

Added resources are:
· POST LEOKA Report (available at www.lp.post.ca.gov)

Key learning Points: 
At the conclusion of these learning activities, the learner will be able to:
· 	Demonstrate an understanding of the legal and moral constraints against using
	deadly force except in circumstances allowing its use.
· 	Identify and apply appropriate decision-making strategies in their effort to arrive
	at an appropriate solution when considering the use of force up to and including
	force likely to cause death or great bodily injury.

Time Required:
These activities may be expanded or contracted to fit available time, and may be interspersed with other instructional blocks in this Learning Domain. Activity Three is especially well-suited for assignment ahead of time, then allowing students to present their findings at points along the way in the instructional lesson plan.
	
Required Tests:
A.	A daytime exercise test that requires the student, while wearing body armor and duty equipment, to fire a minimum of 60 rounds and obtain an acceptable accuracy score (determined by the academy), on a handgun course(s) consisting of single and/or multiple targets. Thirty rounds shall be fired from a distance of one to seven yards. The remaining rounds must be fired from a distance of seven to fifteen yards or greater using the service handgun and weapon sights. During the course(s) of fire the student is required to clear any malfunction that occurs, load and reload the handgun using the loading device authorized by the academy. The course(s) of fire shall be under time restrictions and the student will safely demonstrate the following principles of handgun shooting: 
1.	Stance 
2.	Grip 
3.	Holster to stance/presentation 
4.	 Breath control 
5.	Sight alignment 
6.	Trigger control 
7.	Follow-through
B.	A low light/nighttime exercise test that requires the student, while wearing body armor and duty equipment to fire a minimum of 60 rounds and obtain an acceptable accuracy score (determined by the academy), on a handgun course(s) consisting of single and/or multiple targets. Thirty rounds shall be fired from a distance of one to seven yards. The remaining rounds must be fired from a distance of seven to fifteen yards or greater using the service handgun and weapon sights. During the course(s) of fire the student is required to clear any malfunction that occurs, load and reload the handgun using the loading device authorized by the academy. 
The course(s) of fire shall be under time restrictions and the student will safely demonstrate the following principles of handgun shooting: 

1.	Stance 
2.	Grip 
3.	Holster to stance/presentation 
4.	 Breath control 
5.	 Sight alignment 
6.	 Trigger control 
7.	Follow-through
C.	An exercise test that requires the student, while wearing body armor and duty equipment, to fire a minimum of 30 rounds and obtain an acceptable accuracy score (determined by the academy), under daylight conditions, on a handgun combat range.  In order that the combat course simulates physical and mental stress that would reasonably be imposed by field combat incidents, the course shall minimally include the following elements:
1.	Time restrictions
2.	Requirements that the student clear any malfunctions that occur
3.	Requirements that the student load and reload the handgun using the loading device authorized by the academy
4.	Threat assessment
5.	Multiple targets
6.	Left and right hand positions
7.	Multiple shooting positions
8.	Use of cover and concealment
D.	An exercise test that requires the student, while wearing body armor and duty equipment, to fire a minimum of 30 rounds and obtain an acceptable accuracy score (determined by the academy), under low light/nighttime conditions, on a handgun combat range.  In order that the combat course simulates physical and mental stress that would reasonably be imposed by field combat incidents, the course shall minimally include the following elements:
1.	Time restrictions
2.	Requirements that the student clear any malfunctions that occur
3.	Requirements that the student load and reload the handgun using the loading device authorized by the academy
4.	Threat assessment
5.	Multiple targets
6.	Left and right hand positions
7.	Multiple shooting positions
8.	Use of cover and concealment
E.	An exercise test that requires the student, while wearing body armor and duty equipment, to fire a minimum of twelve rounds and obtain an acceptable accuracy score (determined by the academy), under daylight conditions, on a shotgun combat range. In order that the combat course simulates physical and mental stress that would reasonably be  imposed by field combat incidents, the course shall minimally include the following elements:
1.	Time restrictions 
2.	Requirements that the student clear any malfunctions the occur
3.	Requirements that the student load and reload the shotgun
4.	Threat assessment
5.	Multiple targets
6.	Left and right hand positions
7.	Multiple shooting positions
8.	Use of cover and concealement
F.	An exercise test that required the student, while wearing body armor and duty equipment, to fire a minimum of twelve rounds and obtain an acceptable accuracy score (determined by the academy), under low light/nighttime conditions, on a shotgun combat range. In order that the combat course simulates physical and mental stress that would reasonably be imposed by field combat incidents, the course shall minimally include the following elements:
1.	Time restrictions
2.	Requirements that the student clear any malfunctions that occur
3.	Requirements that the student load and reload the shotgun
4.	Threat assessment
5.	Multiple targets
6.	Left and right hand positions
7.	Multiple shooting positions
8.	Use of cover and concealment	

Learning Domain
	36	
Learning Need	Peace officers must know the laws regulating access and use of law enforcement information systems to ensure privacy of individuals, and the integrity and security of the information. Peace officers must know the requirements for access and entry into the appropriate Department of Justice information systems and databases available on the CLETS network to perform their duties for their safety and the safety of others.
	
Revision
	January 2007	
Content Outline	Instructor Notes	E.O.	Resources	Time	
					
I.	Learning Need: Peace officers must know the laws regulating access and use of law enforcement information systems to ensure privacy of individuals, and the integrity and security of the information.
A.	Recognize the requirements of the Department of Justice regarding the confirmation of information obtained from the CLETS network. (36.01.EO2)
1.	State
2.	National
3.	Other
B.	Recognize crimes involving unlawful access or use of a law enforcement computer system. (36.01.EO3)
1.	Furnishing CORI to an unauthorized person
2.	Lawfully receiving CORI and then furnishing the information to an unauthorized person
3.	Unauthorized purchase, receipt, or possession of CORI
C.	Recognize requirements for authorized release of Criminal Offender Record Information (CORI) based on right-to-know and need-to-know. (36.01.EO4)
1.	Right or Authority to obtain CORI
2.	Compelling need to obtain CORI
D.	Recognize crimes related to the unauthorized release, receipt, or use of CORI, including: (36.01.EO5, 36.01.EO6, 36.01.EO7)
1.	Furnishing the information to an unauthorized person   
2.	Lawfully receiving the information and then furnishing it to an unauthorized person 
3.	Purchase, receipt, or possession of the information by an unauthorized person

II.	LEARNING NEED: Peace officers must know the requirements for access and entry into the appropriate Department of Justice information systems and databases available on the CLETS network perform their duties, for their safety and the safety of others.
A.	Identify systems and databases available from the Criminal Justice Information System (CJIS) and the types of information provided. (36.02.EO1)
1.	Persons
2.	Property
B.	Recognize the minimum information required for generating an inquiry into each of the CJIS systems and databases. (36.02.EO12)
1.	Requesting person’s name
2.	Requesting person’s unit or division
3.	Official purpose for the information requested
III.	LEARNING NEED:  Peace officers must know the requirements for access and entry into the appropriate Department of Motor Vehicles information systems and databases available on the CLETS network to perform their duties, and to ensure their safety and the safety of others.
A.	Identify systems and databases available from the Department of Motor Vehicles Information System and the types of information provided. (36.03.EO1)
1.	CLETS
2.	Driver License/Identification Card
3.	Vehicle/Vessel Registration
4.	Parking/Toll Violation
5.	Occupational Licensing
6.	International Registration Plan
B.	Recognize the minimum information required for generating an inquiry into each of the DMV databases. (36.03.EO5)
1.	Name
2.	Driver’s license number/Identification card number	Presenting introductory material, conducting facilitated discussions, asking questions

Instructor may have students complete the “self assessment” in the workbook prior to instruction as a baseline for the course.  	

36.01.EO2

36.01.EO3

36.01.EO4

36.01.EO5

36.01.EO6

36.01.EO7

36.02.EO1

36.01.EO12

36.03.EO1

36.03.EO5	Workbook	POST Hours: 2

Stan S/O Hours: 2	
Mandatory Learning Activities

A. The student will participate in a learning activity that simulates an incident in which information is required to complete a preliminary investigation. The activity must reinforce the student’s knowledge and understanding of the types of information accessible to law enforcement through local, state and national information systems. During the activity the student must demonstrate knowledge of the minimum information requirements for generating a system inquiry related to the following categories:
1.	Wanted persons 
2.	Property, vehicles and firearms 
3.	Criminal histories 
4.	DMV information 
5.	Miscellaneous information
	
Learning Activity #1

Purpose of Activity:
The activities are intended to allow students time to internalize concepts and understand the appropriate use of CLETS and other similar systems. The instructor will want to ensure students leave this block of training with a “bright line” understanding of the prohibition on the access or use of any information in these systems without a compelling need for professional purposes. This understanding should translate to their ability to use department guidelines and legal restrictions to guide behavior once they enter the field. 

Students will access local, regional, state and national databases on a recurring basis throughout their careers. In most instances, the access of this information is considered a normal part of their duties as peace officers. Misuse of department equipment to convey personal information or use the information of others is a serious breach of ethical conduct, and carries significant legal sanctions. Students should clearly understand what is expected of them, and also be able to apply appropriate decision making strategies to resolve conflicts as they arise.

Description: 

For all activities, there are several important points for instructors to consider. Most prominent amongst these are to:
Allow students the opportunity to lead the class work and subsequent discussions. This will help establish and refine their public speaking skills and group management skills

Allow students to grapple with the concepts and discover their own understanding of the material as much as possible. While it is tempting to provide “the answer” or ready direction, students will learn at a much greater depth if they acquire the information through reflection and retention of relevant concepts
· 	Instructors should manage the process of learning, helping the discussion leader through sticking points, providing insight and expertise where appropriate and striving to ensure students stay focused on key concepts in the dialogue.

Have the students break up into cooperative learning groups (4-6 students per group). Assign the groups one of the following activities to discuss, then to prepare a five-minute learning segment they will present to the class.

1. You are working patrol and another officer types you a message on your unit’s computer describing a date he or she recently had with a very attractive person. Considerations are:

a. What options does the receiving officer have with regard to this message?
b. What disciplinary actions could each officer face in a situation like this?
c. Could there be legal repercussions?
d. What if the message was not of a sexual nature and was just a message to say “hi” and to “chat.”

2. While on patrol, your partner tells you his best friend asked him to obtain information about a neighbor that is causing his friend problems. Later in the evening, while you are in the station completing reports, he tells you he is going to take a few minutes to get the information his friend requested. Considerations are:

a. Discuss how you should handle this situation.
a. What are the issues involved?
b. Is there any legal repercussion?
c. What impact will your action have on:

- The friend requesting this information
- The officer requesting the information
- The department and community

3. (Variant of #2) While on patrol, your partner tells you his best friend asked him to obtain information about a neighbor that is causing his friend problems. Later in the evening, while you are in the station completing reports, you overhear your partner talking on the telephone to his friend reading from a CLETS printout, describing a person’s personal information, driver’s license information and criminal history. Considerations are:

What are the issues involved?
What should you do?
is there an obligation for you to do anything?
What are the possible negative consequences that can result for you, your department, and your partner?

Resources Needed:
Students who will have access to CLETS in their duties will receive recurring training on this topic throughout their careers. There are resources provided by CLETS andother entities that may prove useful as job aids should students need reminders of the
restrictions on the use of information systems for personal use. Some of them may be:
· The CLETS Manual
· CLETS trainers at each agency, including the terminal control administrator

Key learning Points: 
At the conclusion of these activities, the student will be able to:· Give an example of the legal restrictions regarding the access and use of data on
CLETS and the various other local, state and national electronic information systems. 

-	Identify incidents where the access and use of these systems is consistent with department policy, the law and tenets of ethical decision-making.
-	Time Required:
Instructions and group assignment: Fifteen minutes
Group presentations and discussion: Ten minutes each
Class discussion: Ten minutes up to a half-hour
	
Required Tests: 
 
A.  The POST-Constructed knowledge test on the learning objectives in Domain #36.  
B.  The POST-Constructed Comprehensive End-of-Course Proficiency Test will include learning objectives in Domain #36. 

Learning Domain
	37 People With Disabilities 	
Learning Need	Peace officers must understand that there are laws protecting the rights of
people with disabilities. In order to make appropriate decisions regarding intervention strategies, peace officers must be able to recognize, based on behavioral cues and other indicators, people with developmental disabilities. In order to make appropriate decisions and serve those with physical disabilities, peace officers must be able to recognize indicators of people affected by physical disabilities. Peace officers must become familiar with the causes and nature of mental illness in order to determine if an individual is gravely disabled or dangerous.
	
Revision
	January 2007	

LD 37 People With Disabilities

Content Outline	Instructor Notes	E.O.	Resources	Time	
					
I.	Learning need: Peace officers must understand that there are laws protecting the rights of people with disabilities.
A.	State the intent of the Americans with Disabilities Act of 1990 (37.01.EO13)
1.	The Americans with Disabilities Act of 1990 (42 US Code 2101 et seq.) and the Rehabilitation Act of 1973, Section 504, were written to provide clear and comprehensive mandates for the elimination of discrimination against individuals with mental and physical impairments. “No qualified individual with a disability shall, on the basis of the disability, be excluded from participation in or be denied the benefits of services, programs, or activities of a public entity, or be subjected to discrimination by the public entity.”
B.	Recognize the role of peace officers when interacting with a person with a disability. (37.01.EO15)
1.	It is not the role of or within the capacity of peace officers to attempt to diagnose a person’s disability.  Officers need to recognize cues and other indicators in order to make appropriate decisions regarding intervention strategies.
C.	Explain state and local resources available to people with disabilities. (37.01.EO16)
1.	Several resource services are available to peace officers and individuals with mental illness, physical disabilities, and developmental disabilities.  Examples of the types of resources available include but are not limited to the following:
a.	Agency-related assessment or crisis teams
b.	Private organizations offering support groups
c.	Substance abuse centers
d.	County mental health agencies\
e.	Regional developmental disabilities centers\
f.	Independent/assisted living centers
g.	National support/information organizations
h.	Local missions or shelters
i.	Religious centers
j.	Senior citizens centers

II.	Learning Need: In order to make appropriate decisions regarding intervention strategies, peace officers must be able to recognize, based on behavioral cues and other indicators, people with developmental disabilities.
A.	State the intent of the Lanterman Developmental Disabilities Services Act (Welfare and Institutions Code Sections 4500 et.seq) (37.02.EO11)
1.	The Lanterman Developmental Disabilities Services Act was written to establish the State of California’s responsibility for, and the coordination of, services for people with developmental disabilities. The author’s intent was to maximize, to the extent feasible, the services available throughout the state and to prevent the dislocation of people with developmental disabilities from their home communities. These services are coordinated statewide through regional centers.
B.	Define the term developmental disability. (37.02.EO12)
1.	A developmental disability means a disability which:
a.	Manifests before an individual attains age 18
b.	Continues, or can be expected to continue, indefinitely
c.	Constitutes a substantial disability for that individual.  (Welfare and Institutions Code Section 4512(a)).
C.	Recognize general behavioral indicators associated with all developmental disabilities.  (37.02.EO13)
1.	General behavioral indicators can include, but are not limited to:
a.	Confusion and disorientation
b.	Slow response to commands/directions/questions
c.	Slurred speech and/or other speech disorders
d.	Muscle control difficulty
e.	Seizure disorders
f.	Lethargy
g.	Self-endangering behavior
h.	inappropriate responses to a situation or
i.	Lack of awareness of dangerous situations
D.	Recognize behavioral indicators specifically associated with the following developmental disabilities: 
1.	Mental retardation (37.02.EO14)
a.	The term mental retardation refers to a below average intellectual functioning or deficits in adaptive behavior. Individuals affected by mental retardation have a limited capacity to learn which may have been caused by a birth defect, deprivation in early childhood, disease, consumption of toxins or poisons, or numerous other reasons. Mental retardation is not the same as mental illness.
2.	Cerebral Palsy (37.02.EO15)
a.	The word cerebral refers to the brain. The word palsy describes a disorder that impairs control of body movement. The term cerebral palsy refers to a large group of chronic conditions that affect an individual’s body movements and coordination. Because of the lack of muscle control, the condition can also affect speech, hearing, or vision.
3.	Autism (37.02.EO16)
a.	Autism is a severe developmental disability usually evident by early childhood. It is more commonly seen in males than females. All areas of functioning and interacting with others are affected by this disorder.
4.	Epilepsy (37.02.EO17)
a.	Epilepsy is a term for a convulsive disorder which causes brief, temporary changes in the brain’s electrical system, known as a seizure. A seizure is the result of a surge of energy through the brain. Instead of discharging electrical energy in a controlled manner, the brain cells continue firing, causing massive involuntary contractions of muscles and possible unconsciousness. If only part of the brain is affected, it may cloud awareness, block normal communication, and produce a variety of undirected, unorganized movements.
E.	Recognize appropriate peace officer actions during field contacts with people with the following developmental disabilities:
1.	Mental retardation (37.02.EO18)
a.	Approach in a calm and respectful manner
b.	Be patient
c.	Use simple language
d.	Speak slowly and clearly in a normal tone of voice
e.	Do not exaggerate inflections or speak louder than normal
f.	Use concreted terms and ideas rather than abstract concepts
g.	Proceed slowly; allow the individual to set the pace
h.	Give praise and encouragement
2.	Cerebral Palsy (37.02.EO19)
a.	Do not automatically assume the person is mentally retarded or under the influence of alcohol or drugs.
b.	Look directly at the person and not at a behavioral characteristic
c.	Ask first if the person requires any assistance, allow the person to suggest appropriate manners of assistance
d.	Watch for signs of fatigue.  Living with cerebral palsy can consume a great deal of energy
e.	Determine if the person uses any prescription medications
f.	Be encouraging, not correcting.  Tell the person to take some time and relax
g.	Try to calm the person
3.	Autism (37.02.EO20)
a.	Observe the person from a distance.  Approach of a stranger in unfamiliar surroundings may result in agitation, screaming, or screeching
b.	Be observant.  The individual may make some noises or movements in an attempt to attract attention
c.	Remain calm
d.	Speak in a normal tone of voice
e.	Do not rush the person
f.	Do not attempt to touch the person unless necessary
4.	Epilepsy (37.02.EO21)
a.	Look for medical alert bracelets, necklaces, or other terms of medical identification
b.	Do not restrain them
c.	Move objects out of the way which could harm them
d.	Cushion the person’s head
e.	Keep people away
f.	Turn the person on his/her side
g.	Never put any object in the mouth

III.	Learning Need: In order to make appropriate decisions and serve those with physical disabilities, peace officers must be able to recognize indicators of people affected by physical disabilities.
A.	Discuss the types of neurologically based disorders, including: (37.03.EO08)
1.	Acquired
2.	Traumatic
B.	List the types of mobility assistance equipment and devices. (37.03.EO9)
1.	Canes
2.	Walkers
3.	Crutches
4.	Braces
5.	Prosthesis
6.	Motorized Scooters
7.	Wheelchairs
C.	Recognize behavioral or other indicators that may lead an officer to identify a person as being:  
1.	Blind or  visually impairments (37.03.EO10)
a.	The historical misconception about people who are blind or visually impaired is that they are helpless or inferior. Because they have impaired vision, others have patronized them or made false assumptions regarding their intelligence, ability to care for themselves, or credibility as witnesses.
2.	Deaf or Hearing Impaired (37.03.EO11)
a.	The term deafness means a substantial or complete loss of hearing. Deafness and hearing impairments affect all levels of society regardless of age, race, education level, or occupation. The ability to rapidly identify and properly treat people who are deaf or hearing impaired will enhance officers’ abilities to accomplish their duties in a professional manner. People who are deaf or hearing impaired often are concerned or even fearful about contacts with peace officers. They may be concerned that they will be misunderstood by officers.
D.	Recognize appropriate peace officer actions during field contacts with people who are:
1.	Blind or visually impaired (37.03.EO12)
2.	Deaf or hearing impaired (37.03.EO13)
E.	Identify methods an officer can use to communicate with a person who is deaf or hearing impaired. (37.03.EO14)
1.	Written communication
2.	Lip reading
3.	Hearing Aids
4.	Sign language
5.	TTY/TDD
6.	Ca. Relay Service
F.	Discuss additional laws that protect the rights of people with physical disabilities, including (37.03.EO15)
1.	Rehabilitation Act of 1973, Section 504
2.	Right of Way (Vehicle Code Section 21963)
a.	Stipulates that a pedestrian totally or partially blind
b.	Who is carrying a predominantly white cane (with or without a red tip), 
c.	Or using a guide dog
d.	Shall have the right-of-way
e.	The driver of any vehicle approaching a person using a white cane or guide dog who fails to yield or take reasonable necessary precautions to avoid injury to the person is guilty of a misdemeanor.
3.	White Cane Law (Civil Code Section 54.4)
a.	Civil Code Section 54.4 stipulates that a totally or partially blind pedestrian shall have all the rights and privileges conferred by law upon other persons in any of the places, accommodations, or conveyances specified in Civil Code Sections 54 and 54.1, even when that individual is not carrying a white cane or using a guide dog.
4.	Service Animals (Penal Code Section 365.5 et.seq)
a.	Every person who is totally blind or partially blind, or deaf or hearing impaired shall have the right to be accompanied by a:
i.	Guide dog
ii.	Signal dog or 
iii.	Service dog

IV.	 Learning Need: Peace officers must become familiar with the causes and nature of mental illness in order to determine if an individual is gravely disabled or dangerous.
A.	Define the term mental illness (37.04.EO10)
1.	Mental illness is a term used for a group of disorders causing severe disturbances in a person’s thinking, feeling, and ability to relate to others. A person affected by a mental illness usually has a substantially diminished capacity for coping with the ordinary demands of life.
B.	List the categories of mental illness. 
1.	Thought disorders (37.04.EO11)
2.	Mood disorders including depression (i.e., postpartum psychosis) (37.04.EO12)
C.	Recognize behavioral indicators that may be generally associated with people affected by mental illness. (37.04.EO13)
1.	Fearfulness
2.	Inappropriate behavior
3.	Extreme rigidity or inflexibility
4.	Excitability
5.	Impaired self-care
6.	Hallucinations
7.	Delusions
8.	Disorganized speech, thought patterns, or disorientation
9.	Depression
D.	Recognize indicators officers may use to help determine if a person affected by mental illness is a danger to self or others. (37.04.EO14)
1.	The availability of any weapons to the person
2.	Statements made by the person that suggests that he or she is prepared to commit a violent or dangerous act.  These could range from subtle innuendos to direct threats.
3.	A personal history of prior violent acts under similar or related conditions.  Information may come from a previous law enforcement contact or others familiar with that person
4.	Signs of violence at the scene prior to the officer arriving.
5.	The amount of self-control the person is able to demonstrate.  This can include an inability to sit or stand still, wide eyes, rambling speech, etc.
6.	Begging to be left alone or offering frantic assurances that one is fine may also suggest that a person is close to losing control
E.		Recognize appropriate tactical actions when responding to a call involving a person with a mental illness (37.04.EO15)
1.	Officers must make difficult judgments and decisions about the behaviors and intent of any individual they think may be affected by a mental illness.  This requires special considerations to avoid unnecessary violence or civil liability.
F.		Explain the intent of the Lanterman-Petris-Short Act (Welfare and Institutions Code section 5150) (37.04.EO16)
1.	The Lanterman-Petris-Short Act was established in 1968 with the intent of reforming commitment laws pertaining to mental health treatment.  The Legislature’s effort was to balance communities’ rights with the rights of individuals to freedom and due process under the law.
G.	Recognize behavioral indicators that may lead an officer to believe a person may be a danger (37.04.EO17, 37.04.EO18):
1.	To others
2.	To self
H.	Differentiate between courses of action for peace officers when dealing with a person who appears to be affected by a mental illness and is (37.04.EO19, 37.04.EO20):
1.	Dangerous or gravely disabled, or
2.	Not dangerous or gravely disabled
I.		Recognize peace officer actions when a person affected by mental illness does not meet detention under the Welfare and Institutions Code section 5150 (37.04.EO21)
1.	If an officer determines that a person appears to be affected by a mental illness, but does not meet detention action under Welfare and Institutions Code Section 5150, there are several actions the officer can consider taking:
a.	Provide urgent medical attention
b.	Detain for evaluation and treatment
c.	Arrest of individual	Presenting introductory material, conducting facilitated discussions, asking questions

Instructor may have students complete the “self assessment” in the workbook prior to instruction as a baseline for the course.	

37.01.EO13

37.01.EO15

37.01.EO16

37.02.EO11

37.02.EO12

37.02.EO13

37.02.EO14

37.02.EO15

37.02.EO16

37.02.EO17

37.02.EO18

37.02.EO19

37.02.EO20

37.02.EO21

37.03.EO08

37.03.EO9

37.03.EO10

37.03.EO11

37.03.EO12
37.03.EO13

37.03.EO14

37.03.EO15

37.04.EO10

37.04.EO11

37.04.EO12

37.04.EO13

37.04.EO14

37.04.EO15

37.04.EO16

37.04.EO17
37.04.EO18

37.04.EO19
37.04.EO20

37.04.EO21

	Workbook	POST Hours
06 

Stan S/O
Hours
06	

Mandatory Learning Activities:
The student will participate in a facilitated critique following a series of simulated incidents regarding effective law enforcement intervention techniques with people exhibiting behavior which may be indicative of a disability.  At a minimum, the depictions must involve people exhibiting behaviors characteristic of:
1.Mental Illness
2.Physical disability
3.Developmental disability
The critique shall minimally address the following issues as they pertain to the contact:
1.The types of behaviors exhibited by the person contacted
2.Possible causes of the behaviors
3.Tactical safety measures employed by the responding officer(s), if applicable
4.Appropriateness of the resolution, referral, or follow-up strategy, if applicable
5.Overall effectiveness of the contact
The student will participate in one or more learning activities from the POST-developed Instructor’s Guide to Learning Activities for Leadership, Ethics and Community Policing (December 2005) or other comparable sources regarding people with disabilities. At a minimum, each activity, or combination of activities must address the following topics:
1.	Responsibility of a peace officer to exercise ethical leadership during contacts with people with disabilities
2.	Use of effective communication skills (e.g. empathy, respect and honesty) and problem solving to enhance an officer’s efforts to appropriately resolve issues   of equal treatment and access to services 
3.	Impact of an officer’s attitude and actions toward people with disabilities on the community, agency and the officer.
	
Learning Activity #1

Purpose of Activity:
The essence for learning in this Learning Domain is for students to develop the requisite knowledge regarding the issues and concerns of persons with disabilities, legal and ethical implications they must consider when asked to intervene and the appropriate level of empathy to convey to others to act in a professional and humane manner when doing so. The activities provided, as well as other active learning techniques, should be aimed at producing outcomes consistent with this learning taxonomy. Instructors may consider using guest speakers from resource agencies to enhance the student’s understanding of the issue. Instructors may also wish to explore means by which to give students a personal understanding of living with a disability (e.g., simulating a setting where the student may be temporarily deprived of the use of sight, hearing, touch or mobility and the issues that would create for them). 

Students may or may not be aware of how society marginalized some persons with disabilities, or deprived them of opportunities for employment, housing or other desired pursuits prior to a greater understanding of the need to treat all persons as equal before the law. It is important for the instructor to provide a historical context to this learning to ensure students understand how and why they may face resistance from persons with disabilities (and others) when called upon to resolve a conflict. Activities that reinforce concepts of fairness, equal treatment and empathy are consistent with dilemmas students will face in their communities beyond the academy setting.

Description: 
At appropriate intervals during any lecture segment, and at the end of blocks dealing with the ADA or the different types of disabilities they may encounter in the field, conduct student work as follows:

I.	Have them pair off, then have the pairs work for five minutes to develop a list of the five most important concepts they learned in the block of instruction just finished.

II.	At the end of five minutes, have each pair identify a second pair with which to work. The quartet will work another five minutes to share their original paired lists, then to create a second list of the three most important considerations for an officer or deputy while dealing with a person with disabilities.

A.	To add another layer of depth to the exercise, have each quartet find another four-person team to take five minutes to share their lists, then to come to a consensus on the one most important thing they learned in the instruction just received.

The instructor may elect to allow the group work to come to a close without reporting back to the class, or may have a reporting from each group and the transfer of the “most important point” to chart paper for posting to the class. This activity describes a “5-3-1” learning strategy to add depth and understanding to presented material. 

Extensive studies show that students require opportunities to internalize material every eight-to-ten minutes of lecture or presentation, and that another appropriate means of ensuring understanding is to incorporate group or individual activity at the end of every 5-7 concepts presented. Activity one is representative of the application of this strategy.

Resources Needed:.
As noted in the homework section, there are a variety of resource agencies in most, if not all, communities. Students should be familiar with those relevant to their future duties to ensure they can maximize the use of these agencies. Added Resources are:
· Training and Testing Specifications for Peace Officer Basic Courses, LD37; Learning Activities for LECP

Key learning Points: 
At the conclusion of these activities, the student will be able to:
· Understand why a person with disabilities may become frustrated with others who marginalize their presence or fail to provide equal access to them.
· Understand and apply principles to identify the differences between substancerelated medical emergencies and a medical crisis involving a person with a disability.
· Understand the moral and issues involved in providing equal opportunity and access to services by a person with disabilities.

Time Required:
As stated in description.  	

Learning Activity #2

Purpose of Activity:
The essence for learning in this Learning Domain is for students to develop the requisite knowledge regarding the issues and concerns of persons with disabilities, legal and ethical implications they must consider when asked to intervene and the appropriate level of empathy to convey to others to act in a professional and humane manner when doing so. The activities provided, as well as other active learning techniques, should be aimed at producing outcomes consistent with this learning taxonomy. Instructors may consider using guest speakers from resource agencies to enhance the student’s understanding of the issue. Instructors may also wish to explore means by which to give students a personal understanding of living with a disability (e.g., simulating a setting where the student may be temporarily deprived of the use of sight, hearing, touch or mobility and the issues that would create for them). 

Students may or may not be aware of how society marginalized some persons with disabilities, or deprived them of opportunities for employment, housing or other desired pursuits prior to a greater understanding of the need to treat all persons as equal before the law. It is important for the instructor to provide a historical context to this learning to ensure students understand how and why they may face resistance from persons with disabilities (and others) when called upon to resolve a conflict. Activities that reinforce concepts of fairness, equal treatment and empathy are consistent with dilemmas students will face in their communities beyond the academy setting.

Description: 
Secure a DVD/Video of the popular movie “As Good As It Gets” or a similar depiction of a person with disabilities encountering difficulties when dealing with others. Break the students into cooperative learning groups of 4-8 students each. In this movie, the main character (played by Jack Nicholson) enters a restaurant to order a meal and encounters difficulty due to his conduct. 

Have students imagine they had been summoned to the restaurant by an impatient patron who asked them to “do something about it.” Ask groups to take ten minutes to list at least three potential problems associated with any attempt to resolve the scene depicted in this incident, as well as two considerations of which they should be mindful when balancing the rights of the individual against those of others. Ensure groups consider:

· The rights of the person (Jack Nicholson’s character) involved
· The rights of others to engage in their elected activities unimpeded
· The rights and responsibilities of a commercial venue in which this occurred
· The content and limitations of taking a person into custody pursuant to Sec. 5150 WIC

At the conclusion of group work, ask spokespersons for each group to provide their responses. Consider having each group report only one answer at a time to ensure the entire class stays involved in the learning process and to avoid problems created with repetitive reporting of the same question by multiple groups. The instructor may wish to have all groups report all answers, or to curtail responses once enough have been given to further discussion and study on the topic. 

Note: Renting, purchasing, or otherwise legally obtaining the video and using a specific clip in a training environment fits the “Fair Use” concept (making unauthorized copies, however, is unlawful).

Resources Needed:.
As noted in the homework section, there are a variety of resource agencies in most, if not all, communities. Students should be familiar with those relevant to their future duties to ensure they can maximize the use of these agencies. Added Resources are:
· Training and Testing Specifications for Peace Officer Basic Courses, LD37; Learning Activities for LECP

Key learning Points: 
At the conclusion of these activities, the student will be able to:
· Understand why a person with disabilities may become frustrated with others who marginalize their presence or fail to provide equal access to them.
· Understand and apply principles to identify the differences between substancerelated medical emergencies and a medical crisis involving a person with a disability.
· Understand the moral and issues involved in providing equal opportunity and access to services by a person with disabilities.

Time Required:
As stated in description.  	
Required Tests:
A.	The POST-Constructed Knowledge Test on the learning objectives in Domain #37
B.	The POST-Constructed Comprehensive End-of-Course Proficiency Test will include learning objectives in Domain #37.
C.	The POST-Constructed Comprehensive Test for the Requalification Course will include learning objectives in Domain #37.
D.	A scenario test that requires the student to demonstrate proficiency in contacting people with simulated disabilities.  At a minimum, the test shall evaluate the following competencies:Use of force - The ability to distinguish and apply reasonable force options in given circumstances. 
1.	Problem solving/ Decision-Making - Analyzing situations and implementing plans to solve problems in a timely manner. Using verbal or physical skills to determine the appropriate resolution to a situation. 
2.	Legal authority/ Individual Rights- The identification of laws and constitutional rights governing consensual encounters, detentions, and arrests. 
3.	Officer safety - Tactical and situational awareness and response to surroundings. 
4.	Communication - The use of effective verbal and non-verbal skills to convey intended meaning and establish understanding.
5.	Stress Tolerance and Emotional Regulation - Maintaining self-control and making Timely, rational decisions in stressful situations. 

Learning Domain
	38 Gang Awareness	
Learning Need
	Peace officers must know the indicators of gang involvement in order to assess and respond to gang-related criminal activity. Peace officers must know the different types of criminal street gangs in order to effectively monitor and control criminal gang activity. Peace officers need a basic understanding of outlaw motorcycle gangs and prison gangs in order to effectively monitor and control criminal gang activity 
	
Revision
	January 2007	

LD 38 Gang Awareness

Content Outline	Instructor Notes	E.O.	Resources	Time	
					
I.	LEARNING NEED: Peace officers must know the indicators of gang involvement in order to assess and respond to gang-related criminal activity.
A.	Indicators of gang territory and communications. (38.01.EO4)
1.	In most instances, an officer’s observations along with other information will help to identify gang membership.
B.	Statutory requirements for designating criminal street gang. (38.01.EO6)
1.	State statutory requirements for designating a group as a criminal street gang.  An important part of a peace officer’s responsibilities is determining whether a crime under investigation is gang-related. Any ongoing organized group of three or more individuals that has committed one or more specific criminal acts is considered a criminal street gang.
C.	Describe safety considerations for peace officers that come in contact with known or suspected members of criminal gang. (38.01.EO10)
1.	Gang members often possess and conceal a variety of weapons. Weapons may be concealed in baggy pants, open shirts, trench coats, etc. Items of jewelry may themselves be used as weapons or to conceal weapons (e.g., crosses containing edged weapons or picks, belt buckle guns, etc.). Weapons may also be concealed in vehicles operated by gang members. It is common for gang members to conceal weapons in.
a.	False compartments
b.	Air bag compartments\
c.	The glove compartment
d.	Within air ducts
e.	Under the seats
f.	In engine compartment
g.	Under fenders, etc.
D.	Describe indicators of gang territory communication, including: (38.01.EO4)
1.	Graffiti
2.	Violent crime
3.	Active gang members
4.	Tattoos
5.	Neighborhoods

II.	LEARNING NEED: Peace officers must know the different types of criminal street gangs in order to effectively monitor and control criminal gang activity.
A.	Describe identifying characteristics and crime trends associated with criminal street gangs: (38.02.EO1)
1.	Criminal street gangs in California vary by ethnicity and geographical area.  Hispanic street gangs evolved from East Los Angeles and then spread in the southern California area. Today, Hispanic street gangs can be found throughout California.
2.	The principal black gangs in California are the Crips and the Bloods. Both of these gangs were formed to provide protection from rival gangs and to achieve economic gain from criminal activity.
3.	Asian street gangs first began to appear in California in the early 1960's.  Today, a number of different nationalities are represented under the general heading of Asian street gang.
4.	White street gangs may be based on racist beliefs or by more traditional territorial boundaries.
5.	A number of smaller gangs, some of them ethnically based, operate in California. Generally, these groups adhere to the traditional principles of street gangs.

III.	LEARNING NEED: Peace officers need a basic understanding of outlaw motorcycle gangs and prison gangs in order to effectively monitor and control criminal gang activity 
A.	Describe identifying characteristics and crime trends associated with organized crime gangs including: (38.03.EO1)
1.	Motorcycle Gangs:  The major OMGs are highly structured organizations that use their gang affiliations as conduits for criminal activity. The specific criminal activities vary according to the individual gang.  The chief source of gang income is from the manufacture, importation, and distribution of drugs, including:
a.	Cocaine
b.	Methamphetamine
c.	Marijuana
2.	Prison Gangs:  Gang-related criminal activity is similar for the Mexican Mafia and the Nuestra Familia prison gangs. Criminal activities may include:
a.	Contract killings,
b.	 Extortion,
c.	Narcotics trafficking,
d.	Robberies,
e.	 Protection,
f.	Directing street gang members to commit criminal acts,
g.	Conducting meetings in public places involving numerous Hispanic street gangs to further criminal activities, and
h.	Victim/witness intimidation.

	Presenting introductory material, conducting facilitated discussions, asking questions

Instructor may have students complete the “self assessment” in the workbook prior to instructor as a baseline for the course. 	

38.01.EO4

38.01.EO6

38.01.EO10

38.01.EO4

38.02.EO1

38.03.EO1

	Workbook	POST Hours: 
02

Stan S/O
Hours: 
08	

Mandatory Learning Activity
A.	The student will participate in a learning activity that will reinforce knowledge of local/regional gang dynamics including recent crime trends.  Topics must include
1.	Categories of gangs (street gangs, organized crime gangs, outlaw motorcycle gangs, and prison gangs)
2.	Types of street gangs (Hispanic, white, asian, multi-racial)
3.	Reasons for gang membership
4.	Characteristics common to most gangs
5.	Common criminal activities
6.	Suppression, enforcement, investigation and prosecution tactics and techniques
7.	Officer safety techniques and personal character in-gang related contacts, detentions, and arrests	
Learning Activity #1 
	
1. 	You are a peace officer whose beat includes a middle school from which two rival gangs are known to recruit members. You have the opportunity to observe several of the neighborhood children as they leave school in the afternoon and have become familiar with many of them. What signs might you look for to help you determine:

Which children might be affiliated with gangs?

Which children might be most at risk for recruitment?

2. 	Peace officers stop a car fitting the description of one used an hour earlier in a drive-by shooting. There are five occupants in the car, two of which officers recognize as members of a local gang.

 Describe the precautions officers should take during the contact.

 Where are weapons likely to be concealed on the suspects or in the vehicle?

Learning Activity #2

Purpose of Activity:
Students will encounter gang members and the impact of gangs differently depending on their assignments beyond the academy setting. Those in custody assignments may see a variety of gang affiliations; including prison gangs and gangs formed as a result of ethnic identity in addition to the street or outlaw motorcycle gang members those in field assignments might more commonly encounter. 

Some students will protect communities with little or no resident gangs, but which will encounter gang members in transit or while visiting that community. It is critical that students understand that their focus should be on the criminal conduct of gang members, and not to rely on appearance alone as a factor of determining whether or not to make contact with any individual. At the same time, it is also important not to fall prey to the “mythology” of gang members and attribute a level of danger beyond that present to persons merely because of an affiliation with a gang.

Description: 
Divide students up into cooperative learning groups (4-6 students per group), and then facilitate a brief discussion of the reasons youth turn to gangs for “help,” the effect a dysfunctional home life can have on the youth’s decision and how pressures at home and in school can lead them to join a gang. 

At the conclusion of the initial discussion, instruct groups to take 15 minutes to:

· List at least five reasons why they think kids turn to gangs.
· How a school or service agency might make the difference between a delinquent life and an acceptable life
· How a peace officer can assist in making this difference

Groups will be required to select a spokesperson to provide the group responses. The instructor or selected student facilitator may elect to ask groups for one answer each in a round-robin format to enhance participation and learning that might dissipate with multiple groups attempting to answer the same question set in a more traditional question-and-answer session. Once adequate responses have been given to facilitate further discussion, the facilitator may elect to move onto the next block of instruction.

Resources Needed:
There are a number of potential resources for advanced training in the profession depending on a student’s area of interest:
· Gang officers or deputies have experience that is relevant to this Learning Domain
· The CA Department of Corrections has experience dealing with a broad spectrum of prison gangs
· Others have expertise reading gang graffiti and distinguishing it from tagging or other forms of malicious mischief
· Training and liaison opportunities exist to enhance expertise regarding outlaw motorcycle gangs and their criminal activities

Key learning Points: 
At the conclusion of these activities, the student will be able to:
· State in their own words the reasons youth join gangs and participate in gang activities
· Apply techniques to intervene with youth to divert them away from joining gangs and engaging in constructive activities
· Appraise and identify potential gang members and conduct interviews to confirm or repudiate the indicators giving rise to suspicion of involvement in gang activity

Time Required:
The time frame for each activity may vary from 10-15 minutes up to a full hour depending on the length of class dialogue desired.

 Learning Activity #3

Purpose of Activity:
Students will encounter gang members and the impact of gangs differently depending on their assignments beyond the academy setting. Those in custody assignments may see a variety of gang affiliations; including prison gangs and gangs formed as a result of ethnic identity in addition to the street or outlaw motorcycle gang members those in field assignments might more commonly encounter. 

Some students will protect communities with little or no resident gangs, but which will encounter gang members in transit or while visiting that community. It is critical that students understand that their focus should be on the criminal conduct of gang members, and not to rely on appearance alone as a factor of determining whether or not to make contact with any individual. At the same time, it is also important not to fall prey to the “mythology” of gang members and attribute a level of danger beyond that present to persons merely because of an affiliation with a gang.

Description: 
This exercise is consistent with a “3-2-1” small group activity that is best used to reinforce student understanding. This, and similar, activities are well suited to enhance understanding at the end of a sub-block of instruction, especially if a lecture or presentation has exceeded ten minutes (learners require opportunities for reflection and to reinforce understanding at this interval).

Have the students select a learning partner. The methodology for selecting a partner is at the instructor’s election, and is a chance to move students around the room, have them talk with those they normally have little contact with in the class, or for other similar purposes (e.g., “Make eye contact with someone not at your table/in your row/etc.; that is your learning partner for this next segment” etc.). 

Select two students to role-play a contact by a peace officer with a suspected gang member. Brief the role players to enact a scene where an officer makes consensual contact for the purpose of determining gang affiliation after seeing the subject with three persons the officer recognizes from previous contacts as active gang members. Allow the role-play to continue to its conclusion, or intervene with clarifying comments if the role players are not displaying appropriate actions.

At the conclusion of the role-play, ask pairs to take five minutes to discuss what they saw, and to create a list of three things they saw or perceived during the role-play. At the end of five minutes, each pair will join another pair. The quartet will take eight minutes to share their observations, and then develop a list of the two most important things an officer or deputy must consider in this type of contact and the single most important thing they learned from their group discussion. 

The instructor should determine the best way in which to obtain information from the class. Student groups should provide adequate information to sustain discussion on important learning points from the activity. These should include, at minimum: 

· Consensual encounters with suspected gang members (and other persons suspected of criminal activity)
· Developing rapport necessary to obtain information that may be of use to suppress future criminal activity
· Officer safety considerations in this type of contact
· The impact of respect (or lack of respect) by the officer during this type of contact

Resources Needed:
There are a number of potential resources for advanced training in the profession depending on a student’s area of interest:
· Gang officers or deputies have experience that is relevant to this Learning Domain
· The CA Department of Corrections has experience dealing with a broad spectrum of prison gangs
· Others have expertise reading gang graffiti and distinguishing it from tagging or other forms of malicious mischief
· Training and liaison opportunities exist to enhance expertise regarding outlaw motorcycle gangs and their criminal activities

Key learning Points: 
At the conclusion of these activities, the student will be able to:
· State in their own words the reasons youth join gangs and participate in gang activities
· Apply techniques to intervene with youth to divert them away from joining gangs and engaging in constructive activities
· Appraise and identify potential gang members and conduct interviews to confirm or repudiate the indicators giving rise to suspicion of involvement in gang activity

Time Required:
The time frame for each activity may vary from 10-15 minutes up to a full hour depending on the length of class dialogue desired.

Required Tests:
 NONE	

Learning Domain
	39 Crimes Against The Justice System	
Learning Need	Arrest and successful prosecution depend on the development of probable cause. Peace officers must know the elements required to arrest for crimes against the judicial process and to correctly categorize these crimes as misdemeanors or felonies. Peace officers must know the elements required to arrest for crimes that obstruct law enforcement in their duties and correctly categorize these crimes as misdemeanors or felonies. Arrest and successful prosecution depend on the development of probable cause. Peace officers must know the elements required to arrest for crimes related to bribery or false information and to correctly categorize these crimes as misdemeanors or felonies.	
Revision
	January 2007	

LD 39 Crimes Against The Criminal Justice

Content Outline	Instructor Notes	E.O.	Resources	Time	
					
I.	LEARNING NEED: Arrest and successful prosecution depend on the development of probable cause. Peace officers must know the elements required to arrest for crimes against the judicial process and to correctly categorize these crimes as misdemeanors or felonies.
A.	Recognize the crime elements required to arrest for:
1.	Intimidating witnesses or victims (39.01.EO2)
a.	Intimidation of witnesses or victims is covered under Penal Code Section 136.1.
2.	Threats of retaliation (39.02.EO4)
a.	Threatening witnesses or victims in retaliation is covered under Penal Code Section 140.
3.	Violating a court order (39.01.EO5)
a.	Violating a court order is covered under Penal Code Section 166.
B.	Recognize the crime classification as a misdemeanor or felony. (39.01.EO6)
1.	Intimidating a witness is a felony
2.	Threats of retaliation is a felony
3.	Violating a court order can be either a misdemeanor or felony.  Felony if prior conviction within 7 years.  

II.	LEARNING NEED: Arrest and successful prosecution depend on the development of probable cause. Peace officers must know the elements required to arrest for crimes that obstruct law enforcement in their duties and correctly categorize these crimes as misdemeanors or felonies.
A.	Recognize the crime elements required to arrest for:
1.	Resisting, delaying or obstructing a public officer, peace officer, or emergency medical technician. (39.02.EO1)
a.	Resisting any public officer is covered under Penal Code Section 148(a)(1).
2.	Obstructing or resisting an executive officer by use of threats or force. (39.02.EO2)
a.	Obstructing Resisting or taking a firearm, or attempting to remove a firearm is covered under Penal Code Section 148(c) and (d).
3.	Threatening a public officer (39.02.EO3)
4.	Disarming an officer (39.02.EO4)
5.	Removing any weapon, other than a firearm from an officer (39.02.EO5)
6.	Attempting to remove a firearm from a public officer (39.02.EO6)
7.	Attempting to escape or escaping from the custody of a peace officer (39.02.EO7)
8.	Attempting to escape or escaping from a prison or other place of confinement (39.02.EO8)
9.	Attempting to escape or escaping from a county or city jail (39.02.EO9)
10.	Attempting to rescue or rescuing (39.03.EO10)
a.	Rescue is covered under Penal Code Section 4550.
11.	Lynching (39.02.EO11)
a.	The crime of Lynching is covered under Penal Code Section 405(a).
B.	Recognize the crime classification as a misdemeanor or felony (39.02.EO12)
1.	148(a)(1) PC is a misdemeanor
2.	69 PC is a felony
3.	Threatening a public officer is a felony
4.	Disarming an officer is a felony
5.	Attempting to remove firearm or ANY other weapon from a peace officer is a felony
6.	Escaping from a peace officer is a misdemeanor
7.	Escaping from place of confinement, county jail, etc. is a felony
8.	Lynching/rescuing is a felony
III.	LEARNING NEED: Arrest and successful prosecution depend on the development of probable cause. Peace officers must know the elements required to arrest for crimes related to bribery or false information and to correctly categorize these crimes as misdemeanors or felonies.
A.	Recognize the crime elements required to arrest for: 
1.	Providing a false identity to a peace officer. (39.03.EO5)
a.	The crime of presenting a false identification to a peace officer is covered under Penal Code Section 148.9.
2.	Falsely personating another (39.03.EO6)
a.	The crime of falsely personating another person is covered under Penal Code Section 529.
3.	Falsely reporting a criminal offense (39.03.EO7)
a.	The crime of falsely reporting a criminal offense is covered under Penal Code Section 148.5.
4.	Falsely reporting an emergency (39.03.EO8)
5.	Falsely reporting a destructive device (39.03.EO9)
B.	Recognize the crime classification as a misdemeanor or felony. (39.03.EO10)
1.	False identity is a misdemeanor
2.	Falsely personating another is a felony
3.	Falsely reporting a criminal offense is a misdemeanor, except when someone is injured while en route. 

IV.	LEARNING NEED: Arrest and successful prosecution depend on the development of probable cause. Peace officers must know the elements required to arrest for crimes related to public disturbances and to correctly categorize these crimes as misdemeanors or felonies.
A.	Recognize the crime elements required to arrest for:
1.	Unlawful assembly (39.04.EO1)
a.	When an assembly disturbs the public peace, that assembly becomes unlawful and is covered under Penal Code Section 407. Unlawful assembly is a misdemeanor.
2.	Refusal to disperse (39.04.EO2)
a.	Refusal to disperse is covered under Penal Code Section 416(a) and is a misdemeanor.
B.	Recognize the crime classification as a misdemeanor or felony. (39.04.EO7)
1.	Remaining at a riot, rout, or unlawful assembly after a warning to disperse has been given is a crime, even if the person did not directly participate in the unlawful act, which is a misdemeanor.	Presenting introductory material, conducting facilitated discussions, asking questions

Instructor may have students complete the “self assessment” in the workbook prior to instruction as a baseline for the course.  	

39.01.EO2

39.02.EO4

39.01.EO5

39.01.EO6

39.02.EO1

39.02.EO2

39.02.EO3

39.02.EO4

39.02.EO5

39.02.EO6

39.02.EO7

39.02.EO8

39.02.EO9

39.03.EO10

39.02.EO11

39.02.EO12

39.03.EO5

39.03.EO6

39.03.EO7

39.03.EO8
39.03.EO9

39.03.EO10

39.04.EO1

39.04.EO2

39.04.EO7

	Workbook	POST Hours: 
04

Stan S/O
Hours: 
04

Mandatory Learning Activity:
NONE	
Learning Activity #1

Purpose of Activity:
Students will encounter crimes in this Learning Domain throughout their careers, and will need to understand, apply, evaluate and synthesize their role in administering the law.

Description: 
This activity is a role-play scenario presented by students under the facilitation of a student or students selected by the instructor. One or two students will play the role of the officers, one will portray the person causing the disturbance, and 2-3 others will play witnesses to the scene.

The setting is one where a person is to be evicted from their apartment. The manager of the complex has called the police because the resident has become verbally abusive. Officers arrive and are quickly contacted by the resident, who begins swearing at them and stating he or she will go to the newspaper and tell them the officers pushed and swore at him or her, and referred to him or her in derogatory terms. One of the officers becomes angry and begins to argue with the resident. Very shortly thereafter, the officer arrests the person for obstruction or resisting an officer. At this point, the instructor has several options to complete the scenario. Choices may be:

1. Having the other officer intervene in an appropriate fashion
2. Allowing the situation to end, and then query the “witnesses” to the incident
3. Allow the witnesses to interact with the situation as it unfolds or at the end of the incident as they question the officers regarding the appropriateness of their actions.
4. Turning it over to the class to discuss in re appropriate and inappropriate choices by officers, etc. If given to the class, ensure they address the legal and ethical implications of the conduct of the officers involved, as well as:

a. Does this activity contain the crime elements necessary to arrest for the crime of obstructing or resisting an officer?
b. Does the peace officer have potential liability in this activity? What consequences could he/she face?
c. What is the potential impact on the justice system when an officer abuses his authority to make an arrest for obstructing or resisting an officer?

Resources Needed:
The “Comprehensive Questions” section notes resources regarding the Code of Silence. There are video/DVD examples of crimes in this Learning Domain and a body of case law with which to refer for examples in the instruction of this LD. POST “Line-up” training videos are also available in many agencies, and their video clips are often useful to present situations visually.

Key learning Points: 
At the conclusion of these learning activities, the student will be able to: 
· Classify and give examples of crimes regarding the judicial process, unlawful influence on the justice system, false information in an official process and crimes against public peace.
· Apply these laws in a lawful and appropriate manner. 
· Evaluate the impact of enforcing these laws, synthesize learning and apply it to other settings where possible crimes against the justice system may have occurred.

Time Required:
Five minute individual work; five minute paired work; optional time added as noted

 Learning Activity #2

Purpose of Activity:
Students will encounter crimes in this Learning Domain throughout their careers, and will need to understand, apply, evaluate and synthesize their role in administering the law.

Description: 
This activity entails reading the following scenario to the class. In lieu of this specific scenario, the instructor may elect to use an appropriate video to display the situation, and then continuing the exercise with a dialogue regarding the court process.

While on patrol, two deputies observe a crime in progress (vandalism, trespass or similar) and chase one subject who attempts to flee on foot. The deputies broadcast their location and direction of the foot pursuit. A third deputy arrives on scene just in time to see the pursuing deputies pull the fleeing subject from a fence, knock him to the ground and strike him several times before taking him into custody. The arresting deputy looks at the third deputy and says, “You didn’t see anything; alright?” The third deputy nods, and then goes back into service. The arrested subsequently goes to court and is convicted of obstructing the deputies in their duties. No testimony is introduced regarding the arrestee being struck during the arrest. The arrestee’s attorney does file a complaint regarding the beating. In an interview with internal affairs, the third deputy admits they saw the beating as described. All three deputies are found to be guilty of violating law and department policy, and are either terminated or receive lengthy suspensions. 

At the conclusion of the scenario, the instructor should advise students to take five minutes to individually:
· Note the stakeholders in this incident.
· Give their position regarding the third deputy receiving the same level of punishment as the two deputies who administered the beating.
· State what should happen to the conviction of the arrestee; should it be dismissed due to the deputies’ conduct?

At the end of that time, students should turn to a learning partner to discuss their findings and then develop a list of two options for the arresting deputies and the witness deputy with regard to resolving this incident in a manner that would have created a more suitable outcome. The pair will have five minutes to complete this phase of the assignment.

Each pair will then work with another pair to discuss their findings, then to develop a sentence describing the one Most Important Point (MIP) with regard to this scenario. This work will take an added five minutes. When this work is done, the instructor may elect to have groups post their sentence on chart paper, or present them with a spokesperson. Depending on time constraints, the instructor or student leader can then facilitate a class dialogue regarding their findings. Issues for discussion may be:

a. Who are the stakeholders in the above case?
b. Discuss how the officers should have handled the situation?
c. What do you know about the “Code of Silence?”
d. What is the potential impact on the overall justice system when an officer abuses his/her authority to make an arrest for resisting an officer?

Resources Needed:
The “Comprehensive Questions” section notes resources regarding the Code of Silence. There are video/DVD examples of crimes in this Learning Domain and a body of case law with which to refer for examples in the instruction of this LD. POST “Line-up” training videos are also available in many agencies, and their video clips are often useful to present situations visually.

Key learning Points: 
At the conclusion of these learning activities, the student will be able to: 
· Classify and give examples of crimes regarding the judicial process, unlawful influence on the justice system, false information in an official process and crimes against public peace.
· Apply these laws in a lawful and appropriate manner. 
· Evaluate the impact of enforcing these laws, synthesize learning and apply it to other settings where possible crimes against the justice system may have occurred.

Time Required:
Five minute individual work; five minute paired work; optional time added as noted	

Required Tests:

A.	The POST-Constructed knowledge test on the learning objectives in Domain #39. 
B.	The POST-Constructed Comprehensive Mid-Course Proficiency Test will include learning Objectives in Domain #39.
C.	The POST-Constructed Comprehensive End-of-Course Proficiency Test will include learning objectives in Domain #39. 
D.	The POST-Constructed PC 832 Arrest Written Test will include learning objectives in Domain #39. 
E.	The POST-Constructed comprehensive test for the Requalification Course will include learning objectives in Domain #39.	

Learning Domain
	40 Weapons Violation	
Learning Need/Objective
	Arrest and successful prosecution depend on the development of probable cause. Peace officers must know the elements required to arrest for crimes related to the possession of prohibited weapons. Peace officers must know the elements required to arrest for crimes related to possession of firearms by restricted persons or within restricted areas. Peace officers must know the elements required to arrest for crimes related to unlawful concealment of firearms and to correctly categorize these crimes as misdemeanors or felonies.	
Revision
	July, 2007	

LD 40 Weapons Violation

Content Outline	Instructor	E.O.	Resources	Time	
					
I.	LEARNING NEED: Arrest and successful prosecution depend on the development of probable cause. Peace officers must know the elements required to arrest for crimes related to the possession of prohibited weapons and to correctly categorize these crimes as misdemeanors or felonies
A.	Recognize the crime elements required to arrest for: 
1.	Possession of a prohibited weapon (40.01.EO1)
2.	Possession of an illegal knife (40.01.EO3)
3.	Unlawful possession of tear gas weapon or chemical agent (40.01.EO4)
B.	Recognize the crime classification as a misdemeanor or felony. (	40.01.EO6)
1.	Possession of prohibited weapons under 12020 PC is a felony
2.	Possession of an illegal knife is a misdemeanor
3.	Unlawful possession of tear gas or a chemical agent is a misdemeanor
II.	LEARNING NEED: Arrest and successful prosecution depend on the development of probable cause. Peace officers must know the elements required to arrest for crimes related to possession of firearms by restricted persons or within restricted areas and to correctly categorize these crimes as misdemeanors or felonies
A.	Recognize the crime elements required to arrest for:
1.	Carrying a firearm in a public place or within a vehicle (40.02.EO1)
2.	Possession of a deadly weapon with intent to assault another 	person (40.02.EO2)
3.	Possession of a loaded firearm with intent to commit a felony 	(40.02.EO3)
4.	Alteration or removal of identifying marks from a firearm 	(40.02.EO4)
B.	Recognize the crime classification as a misdemeanor or felony. 	(40.02.EO6)
1.	Carrying a firearm in a public place of vehicle is a misdemeanor
2.	Possession of a deadly weapon with intent to assault another is a 	felony
3.	Possession of loaded firearm w/intent to commit a felony is a 	felony.
4.	Altering ID marks is a felony

III.	LEARNING NEED: Arrest and successful prosecution depend on the development of probable cause. Peace officers must know the elements required to arrest for crimes related to unlawful concealment of firearms and to correctly categorize these crimes as misdemeanors or felonies
A.	Recognize the statutory definition of a concealed firearm (40.03.EO1)
1.	Any device designed to be used as a firearm with a barrel less than 16 inches in length, and capable of being concealed upon a person.
B.	Recognize the exceptions of the license requirement for possession of 	a concealable firearm without a license (40.03.EO2)
1.	Penal Code Section 12026 identifies specific conditions under which a person is exempt from the license requirement for the possession of a concealable firearm
2.	Penal Code 12027 identifies exempt persons
C.	Recognize the crime elements required to arrest for possession of a 	concealable firearm without a license (40.03.EO3)
1.	Penal Code 12025
a.	Any person who carries concealed a firearm that is capable of being concealed (loaded or unloaded), upon one’s person, or within any vehicle under that person’s control or direction, without a license or permit
D.	Recognize the crime classification for possession of a concealable 	firearm without a license (40.03.EO4)
1.	Misdemeanor unless specified conditions met
2.	Specified conditions for felony
a.	The person previously has been convicted of any felony or of any crime made punishable by the firearms chapter in the Penal Code (Penal Code Section 12025(b)(1)) 
b.	The firearm is stolen and the person knew or had reasonable cause to believe it was stolen (Penal Code Section 12025(b)(2))
c.	The person is an active participant in a criminal street gang as defined in Penal Code Section 186.22(a), (Penal Code Section 12025(b)(3))
d.	The person is not in lawful possession of the firearm (Penal Code Section 12025(b)(4))
e.	The person has been convicted of a crime against a person or property or of a narcotic or dangerous drug violation (Penal Code Section 12025(b)(5))
f.	The concealable firearm and the unexpended ammunition are either in the immediate possession of the person or readily accessible to that person 
g.	Firearm is loaded as defined in Penal Code Section 12031 and the person is not listed with the Department of Justice as the registered owner of the firearm. (Penal Code Section (12025(b)(6)(A)(B))

IV.	LEARNING NEED: Arrest and successful prosecution depend on the development of probable cause. Peace officers must know the elements required to arrest for crimes related to possession of firearms by restricted persons or within restricted areas and to correctly categorize these crimes as misdemeanors or felonies
A.	Recognize the crime elements required to arrest for possession of:
1.	A firearm by a convicted felon, narcotic addict, or other restricted 	persons (40.04.EO1)
a.	Any person who has been convicted of a felony, or a violation of Penal Code Sections 245, 417(2) or 417(c), or is addicted to the use of any narcotic drug, and owns or has possession, custody, or control of any firearm
2.	A firearm by a person convicted of a specified misdemeanor 	(40.04.EO2)
a.	Any person who has been convicted of a specified 	misdemeanor and, within ten years of the conviction, owns or has possession, custody, or control of any firearm
3.	Unauthorized weapon in a prohibited location (40.04.EO4)
a.	State or public building
b.	School safety zone
c.	Playgrounds and Youth Centers
d.	Public school
e.	University or college campus
B.	Recognize the crime classification as a misdemeanor or felony. 	(40.04.EO7)
1.	Unauthorized possession of weapons in the aforementioned 	sections is a felony. 

V.	LEARNING NEED: Arrest and successful prosecution depend on the development of probable cause. Peace officers must know the elements required to arrest for crimes related to the drawing, exhibiting, and unlawful use of weapons and to correctly categorize these crimes as misdemeanors or felonies.
A.	Recognize the crime elements required to arrest for drawing, 	exhibiting or unlawful use of a(n):
1.	Deadly weapon (other than firearms) (40.05.EO1)
a.	Any person who, except in self-defense, in the presence of any other person, draws or exhibits any deadly weapon in a rude, angry, or threatening manner, or unlawfully uses a deadly weapon in any fight or quarrel is guilty of a misdemeanor.
2.	Firearms (40.04.EO2)
a.	Any person who, except in self-defense, in the presence of any other person, draws or exhibits any firearm (loaded or unloaded) in a rude, angry, or threatening manner, or unlawfully uses a firearm in any fight or quarrel is guilty of a misdemeanor.
3.	Firearm in presence of a motor vehicle occupant
a.	Any person who, except in self-defense, draws or exhibits any firearm (loaded or unloaded) in a threatening manner such as to cause a reasonable person apprehension or fear of bodily harm. In the presence of another person who is the occupant of a motor vehicle proceeding on a public street or highway, is guilty of a felony
4.	Imitation firearm
a.	Any person who, except in self-defense, draws or exhibits an imitation firearm in a threatening manner against another person in such a way as to cause a reasonable person apprehension or fear of bodily harm is guilty of a misdemeanor.
5.	Loaded firearms on the grounds of any daycare facility 
a.	Any person who while in the presence of another, except in self-defense, draws or exhibits any loaded firearm in a rude, angry, or threatening manner, or unlawfully uses a loaded firearm in a fight or quarrel on the grounds of a daycare center when that center or facility is open for use is guilty of a felony.
6.	Firearm in presence of a peace officer
a.	Any person who, in the immediate presence of a peace officer draws or exhibits any firearm, whether loaded or unloaded, in a rude, angry, or threatening manner, and who knows or reasonably should know, by the officer’s appearance, action, or identification, that he or she is a peace officer is guilty of a felony.
B.	Recognize the crime elements to arrest for, and classification of, 	unlawful discharging of a firearm.
1.	Any person who, except as otherwise authorized by law who willfully discharges a firearm in a grossly negligent manner which could result in injury or death to a person is guilty of a felony.	Presenting introductory material, conducting facilitated discussions, asking questions

Instructor may have students complete the “self assessment” in the workbook prior to instruction as a baseline for the course. 	

40.01.EO1
40.01.EO3
40.01.EO4

40.01.EO6

40.02.EO1

40.02.EO2

40.02.EO3

40.02.EO4

40.02.EO6

40.03.EO1

40.03.EO2

40.03.EO3

40.03.EO4

40.04.EO1

40.04.EO2

40.04.EO4

40.04.EO7

40.05.EO1

40.04.EO2

40.04.EO3

40.05.EO12

40.05.EO4

40.05.EO5

		POST
Hours: 
04

Stan S/O Hours:
04	

Learning Activity #1

Purpose of Activity:
Not only will students carry weapons in their professional duties, and be expected to use them in a lawful and appropriate manner, they will   encounter persons armed with a wide variety of weapons throughout their career. This Learning Domain is intended to ensure students understand the lawful and unlawful possession or use of weapons, and how the law distinguishes between the two. Their duties will require them to discern the
lawful from the unlawful, and to act accordingly.

Description: 
This activity requires students to develop their own presentation and demonstrate an understanding of weapons laws by role-playing a particular circumstance where a peace officer must take action pursuant to one or more of the laws in this Learning Domain.  Assign learner groups (4-6 students depending on the class size) to research and preparea five-minute presentation on a topic from the following list. 

The presentation must include a role-play or other similar scenario to be used as a basis for the learning points in their presentation. Options are (and may be expanded at the instructor’s discretion):
1. Freedoms and limitations on firearms possession granted by the Second Amendment to the US Constitution
2. Why a teen might carry a weapon in an urban setting even if they are not planning a crime
3. The impact on the community if officers or deputies are informally allowed to possess or carry daggers, switchblades or gravity-opened edged weapons on duty.
4. Why automatic weapons should (or should not) be allowed for personal possession in a gun collection.
5. The impact of limiting magazine capacity in semi-automatic weapons.
6. Pros and cons of possessing a firearm or other weapon for personal protection.
7. Laws regarding the transport of weapons in vehicles.

Allowing students to research and present course material is perhaps the best way to enhance their understanding and learning of desired material. Select student leaders would act as facilitators of the presentation process, keeping time, asking questions to clarify important points, and to prompt dialogue by others.

Resources Needed:
Case law examples are plentiful as resources for added learning. Most larger agencies, especially those with custody functions, also have displays of improvised weapons and similar devices officers and deputies may encounter in their duties.

Key learning Points: 
At the conclusion of these activities, students will be able to:
· Recall weapons laws and be able to apply them to a specific facts circumstance
· Demonstrate an understanding of laws pertaining to firearms by choosing an appropriate course of action when confronted with persons in possession of firearms
 · Demonstrate an understanding of problem-solving skills using weapons laws as a foundation for their selected actions.

Time Required:
The time necessary for each of these activities can be extended or curtailed by the instructor depending on choices to engage in dialogue versus group work, and by lengthening or shortening discussion time at the end of group presentations.
	
Learning Activity #2

Purpose of Activity:
Not only will students carry weapons in their professional duties, and be expected to use them in a lawful and appropriate manner, they will   encounter persons armed with a wide variety of weapons throughout their career. This Learning Domain is intended to ensure students understand the lawful and unlawful possession or use of weapons, and how the law distinguishes between the two. Their duties will require them to discern the
lawful from the unlawful, and to act accordingly.

Description: 
The instructor will distribute or select a student leader to present and facilitate the following scenario:

“An officer who has worked patrol for many years has a growing collection of illegal and prohibited weapons. The officer’s collection is a result of pat-down searches for officer safety. For a number of years the officer has collected the illegal weapons from suspects. In each  case, the officer has let the suspect off with a warning, and has confiscated the weapons. Instead of destroying the weapons or placing them into evidence, the officer has taken them home and placed them in his collection. No one has ever complained about the officer’s actions, and he has always kept his collection secret. He justifies his collection to himself based on the belief that he has taken the weapons away from the “real dangers” and feels that he is the appropriate person to keep these weapons for safekeeping, because he is a peace officer.”

Once the scenario has been read, instruct students to work individually for five minutes to answer the following questions:

a. What do you think about this officer’s actions? Do you agree that there is no harm in keeping these weapons?	
b. Have any crimes been committed by this officer? If so, what are the codes?
c. What possible disciplinary actions could this officer face?

At the conclusion of the individual work time, students will select a learning partner and share their responses for five minutes. The instructor may then elect to place the students into groups for further refinement, or have the student facilitator engage the class in a dialogue to elicit answers and information from individual student pairs. If the group format is selected, instruct them to create a three-minute presentation on the listed topics, and also to write a short sentence that articulates the single most important point (MIP) they learned during this exercise.

Resources Needed:
Case law examples are plentiful as resources for added learning. Most larger agencies, especially those with custody functions, also have displays of improvised weapons and similar devices officers and deputies may encounter in their duties.

Key learning Points: 
At the conclusion of these activities, students will be able to:
· Recall weapons laws and be able to apply them to a specific facts circumstance
· Demonstrate an understanding of laws pertaining to firearms by choosing an appropriate course of action when confronted with persons in possession of firearms
 · Demonstrate an understanding of problem-solving skills using weapons laws as a foundation for their selected actions.

Time Required:
The time necessary for each of these activities can be extended or curtailed by the instructor depending on choices to engage in dialogue versus group work, and by lengthening or shortening discussion time at the end of group presentations.
	
Required Tests:
A. The POST-Constructed knowledge test for the learning objectives in Domain #40. 
B. The POST-Constructed End of Course test will include learning objectives in Domain #40. 
C. The POST-Constructed comprehensive test for the Requalification Course will include learning objectives in Domain #40.	

Learning Domain
	41 Hazardous Materials Awareness/Explosives 	
Learning Need/Objective
	Peace Officers need to know the risks presented by hazardous materials and their role in responding to hazardous materials incidents. Peace officers must become familiar with the indicators and warning systems that identify specific dangers of hazardous materials in order to respond safely and effectively to hazardous materials incidents. Peace officers must have a clear understanding of the need for safety, isolation, and notification when acting as First Responders at the scene of a hazardous materials incident. Peace officers need to know the indicators of an activation or deployment of a weapon of mass destruction and to safely respond too and treat as a crime scene	
Revision
	July, 2007	

LD 41 Hazardous Materials Awareness/Explosives

Content Outline	Instructor	E.O.	Resources	Time	
					
I.	LEARNING NEED: Peace Officers need to know the risks presented by hazardous materials and their role in responding to hazardous materials incidents
A.	Identify a hazardous materials incident (41.01.EO2)
1.	Hazardous materials defined
a.	EPA definition
b.	DOT definition
c.	OSHA definition
2.	Hazardous materials incidents
B.	Identify specific challenges that are presented to incidents involving hazardous materials (41.01EO3)
1.	Difficulty in identifying the materials
2.	Potential long- and short-term health effects on humans and animals
3.	Environmental impact
4.	Public safety implications
5.	Multiple hazards (toxic, flammable, reactive, radioactive or corrosive hazards, physical hazards, etc.)
6.	 Complexity of the situation (rescue problems, fire, flood, explosion, closures of major thoroughfares, closures of business, large perimeters, major evacuations, etc.)
7.	Response coordination
C.	Differentiate between the roles and responsibilities of a First Responder at the awareness level and operational level. 
1.	Awareness Level (41.01EO4)
a.	Have been trained to initiate an emergency response sequence by notifying the proper authorities of the release
b.	Isolate and deny entry
2.	Operational level (41.01EO5)
a.	Take no further action beyond notifying the authorities of the release
b.	Agency policies 
c.	Other responders
D.	Identify the primary pathways in which a hazardous material can enter the human body, including: (41.01.EO6)
1.	Inhalation
2.	Absorption
3.	Ingestion
4.	Injection
E.	Identify precautions peace officers can take to protect themselves from contacting a hazardous material. (41.01EO7)
1.	Effects of exposure
a.	Acute
b.	Chronic
2.	Documentation
3.	Medical Evaluations

II.	LEARNING NEED: Peace officers must become familiar with the indicators and warning systems that identify specific dangers of hazardous materials in order to respond safely and effectively to hazardous materials incidents
A.	Recognize the outward indicators, visible upon approach that may indicate a hazardous materials incident. (41.02.EO1)
1.	National Fire Protection Association 704 (NFPA)
2.	Placards and labels
3.	Physical Indicators
4.	Witnesses or involved parties
5.	Container(s)
6.	Victim/Injuries
B.	Standarized sources of information of materials present at a hazardous incident, including: (41.02.EO4)
1.	Emergency Response Guide (ERG)
2.	Material Safety Data Sheets (MSDS)
3.	Shipping paper
4.	Other documents

III.	LEARNING NEED: Peace officers must have a clear understanding of the need for safety, isolation, and notification when acting as First Responders at the scene of a hazardous materials incident
A.	Identify the guidelines for safely approaching a hazardous materials incident. (41.03.EO1)
1.	Size and location of the incident
2.	Occupancy type (if the incident is in or near a building or buildings)
3.	Descriptions of vehicles involved
4.	Weather conditions, such as wind direction
5.	Victims
6.	Information or warning signs on containers (such as placards, labels, identification numbers, manufacturers and chemical names)
7.	Where to meet the reporting party
8.	Safe approach route
B.	Recognize the factors involved in safely assessing the scene of an incident. (41.03.EO3)
1.	Maintaining a safe distance from the hazard at all times.
2.	Observing the incident from that safe distance, using binoculars if possible.
3.	Giving the exact location and other available information when reporting the incident.
C.	Recognize the on-scene safety guidelines for First Responders. (41.03.EO2)
1.	Do not rush to assist.  Under most circumstances, First Responders at the awareness level are not adequately trained or equipped to conduct victim rescues.
2.	Be cautious, and treat materials as hazardous until identified and verified as nonhazardous.
3.	Approach incidents from uphill, upwind and upstream, if possible.
4.	Maintain a safe distance at all times.
5.	Never eat, drink or smoke in the incident area.
6.	Do not inhale, touch or ingest released materials.  (Do not assume vapors are harmless due to lack of smell or taste.)
7.	Eliminate all ignition sources, including flares, near the incident.
8.	Continually reassess personal safety.
9.	Keep communication continually updated.
D.	Identify the different methods for establishing a perimeter around a hazard area. (41.03.EO5)
1.	SIN (Safety, Isolation and Notification)
a.	Safe minimum distance
b.	Assessing the incident
c.	On-scene safety guidelines
d.	Agency policies
E.	Identify the types of control zones at a hazardous materials incident, including: (41.03.EO6)
1.	Exclusion zone
2.	Contamination zone
3.	Support zone
F.	Identify the role of the Incident Command System at the scene of an incident. (41.03.EO7)
1.	The Incident Command System (ICS) is a statewide emergency management system that organizes the various response personnel into one functioning unit.  It integrates all the departments and agencies into one command system.  By state regulations, ICS is invoked at all hazardous materials incidents.
G.	Identify the information that should be communicated to dispatch from the scene of an incident. (41.03.EO9)
1.	Location of the incident
2.	Type of premises and/or vehicles involved
3.	Size and perimeter of the involved area
4.	Weather conditions
5.	Name of hazardous material involved, if known
6.	Information about placards, ID numbers, warning signs, etc.
7.	Safety entry and exit routes to and from the scene
8.	EMS, if appropriate
9.	Location of Command Post
H.	Identify the safety procedures to be followed before leaving the scene. (41.03.EO4)
1.	Check with authorized personnel (specialists, technicians, etc.) regarding the need for personal/equipment decontamination
2.	Complete a personal exposure report	Presenting introductory material, conducting facilitated discussions, asking questions

Instructors may have students complete the “self assessment” in the workbook prior to instruction as a baseline for the course.	

41.01.EO2

41.01EO3

41.01EO4

41.01EO5

41.01.EO6

41.01EO7

41.02.EO1

41.02.EO4

41.03.EO1

41.03.EO2

41.03.EO5

41.03.EO6

41.03.EO7

41.03.EO9

41.03.EO4

	Workbook	POST Hours: 
04

Stan S/O Hours:
04	

Mandatory Learning Activity:
A. The student will participate in a learning activity designed to reinforce an understanding of first responder actions at the scene of a hazardous materials incident to include:
1.	Identification of the event as a hazardous materials incident
2.	Application of recommended safety precautions
3.	Use of the Emergency Response Guidebook (ERG) to determine the initial isolation and protective action distances
4.	The need to isolate the scene
5.	Notification considerations
B. The student will participate in a learning activity designed to reinforce an understanding of the indicators for determining the hazard potential of the suspected material to include:
1.	Placard 
2.	Sign
3.	Warning label
4.	Any other indication

Learning Activity #1

Purpose of Activity:  Through this block of instruction, students learn to recognize and identify hazardous materials. Students will learn the need for safety, isolation, and notification when assigned as a first responder at the scene of a hazardous materials incident. In addition, instruction focuses laws pertaining to hazardous materials and health considerations for public safety as well as others who may be exposed to HazMat.  First responders must always consider the immediate health hazard to those exposed to HazMat, and also those who could become exposed if appropriate containment measures are not employed. Isolating a scene, then summoning personnel that are equipped to manage and resolve the incident, are primary considerations for officers and deputies who first arrive on the scene of a suspected HazMat incident. Peace officers must also consider the possible criminal implications in HazMat incidents, whether they arise from violation of environmental laws or from an intentional release of HazMat for criminal or political purposes.

Description: Select two students to act as role players for the following scenario. Instruct the class to observe the situation and be prepared to comment on what they will see. The scenario to be presented is:
“Two officers are assigned to respond to a possible burglary in an industrial part of their jurisdiction. When they arrive, they see the front door is slightly ajar, and also see a hazardous materials placard posted on a wall next to the door. The officers cautiously enter the building and determine a crime has occurred, and that the burglary suspects were gone. The officers also see two containers of a liquid compound leaking onto the interior floor of this building. They conduct a brief investigation, and then secure the building before leaving. The officers fail to notify a Hazardous-Material Unit or the Fire Department of the potential dangers of the material. In conversation as they are leaving, one of the officers tells the other he has had contact with the owner of this business on a prior call, and that the person was “less than cooperative.” He continues by telling his partner they will not notify HazMat so the owner will “pay” for the past trouble he caused.”

Individual and Group Exercise
Instruct students to work individually to note five concerns they have with the manner in which the officers in this scenario resolved the incident. They will have three minutes to complete this listing, and then will work with their neighbor (an assigned learning partner or the person adjacent to them) for an added five minutes to share their concerns, and then develop a list of three important considerations when responding to a scene where possible HazMat is present. When this time expires, instruct pairs to locate a second pair to form a small group. The groups will have ten minutes to share their respective considerations, then to come to a consensus on the one most important point (MIP) they would tell others about how to effectively handle a HazMat incident. Selected student leaders will instruct groups to post their MIP on chart paper or another suitable format, and then facilitate a dialogue concerning the incident, HazMat incidents in general and the responsibility of first responders in HazMat situations. Possible areas of discussion are:
•	What responsibilities do the officers have to the community to report the potential danger in this scenario?
•	Should they have notified the owner of the building of the potential hazard? What are the consequences of failing to notify the owner?
•	What are Hazardous Material placards; what information do they contain?
•	What consequences may officers face if they fail to take action in this situation?
•	What about the possible exposure to the responding officers (and subsequent responders) to hazardous fumes from the leaking containers?

At the conclusion of the activities, the training staff or instructors should debrief the exercise with the students if any core concepts have not been broached and resolved. The following ideas should be discussed:
•	What’s in it for me?
•	Who are the stakeholders in this incident?
•	Does this incident create any ethical dilemmas?
•	Give the students the answers if possible.
•	How does law enforcement conduct and attitude affect the community, the department and the officer?

Resources Needed: There are ample resources for instruction and learning from POST, State OES, regional HazMat teams, various entities in the federal government charged with the response and investigation of these incidents and other public and private organizations engaged in the transport, storage or sale of hazardous materials.

Key learning Points: 
· Identify considerations for first responders to HazMat incidents and choose which ones to utilize in a specific facts circumstance in the field.
· Compare the facts of incidents and develop a plan of action with regard to protecting the public and other safety personnel from incidents that may involve the release or presence of HazMat.

Time Required:  The time for each learning activity may vary depending on class size and time the instructor elects to take for group or individual presentations. Time considerations are noted within each activity.
	
Learning Activity #2

Purpose of Activity:  Through this block of instruction, students learn to recognize and identify hazardous materials. Students will learn the need for safety, isolation, and notification when assigned as a first responder at the scene of a hazardous materials incident. In addition, instruction focuses laws pertaining to hazardous materials and health considerations for public safety as well as others who may be exposed to HazMat.  First responders must always consider the immediate health hazard to those exposed to HazMat, and also those who could become exposed if appropriate containment measures are not employed. Isolating a scene, then summoning personnel that are equipped to manage and resolve the incident, are primary considerations for officers and deputies who first arrive on the scene of a suspected HazMat incident. Peace officers must also consider the possible criminal implications in HazMat incidents, whether they arise from violation of environmental laws or from an intentional release of HazMat for criminal or political purposes.

Description: Separate the students into learning groups of 4-6 persons each (no smaller than four; if the class is larger, groups may be as large as eight participants). Groups will be assigned one of several topics in this Learning Domain for which they will prepare a learning experience for the class. Depending on class size the training should be from 5- 15 minutes each.

This activity is an opportunity for students to conduct independent research to acquire new concepts and learning points, and to creatively present information after reinforcing the knowledge in their own minds. The student teaching also allows the instructor to monitor the process of learning, adding expertise and insight for group consideration, and pulling out important concepts for class consideration. Subjects may be taken from the student workbook (core concepts relative to the primary subject matter of the instructional block), or may be situational oriented. Examples of situations that may be assigned are:
•	What is the current state of case law with regard to first responder obligations at HazMat scenes?
•	Considering the threat of terrorism, what are likely (or possible) HazMat scenes an officer or deputy may encounter as a result of an intentional release of HazMat in a community?
•	What agencies are in the officer/deputy’s community or region that would be useful resources for them as first responders?
•	How do police agencies request mutual aid response through the State Office of Emergency Services (OES)?
•	How do police agencies and fire departments best prepare to respond to a large scale incident involving the release of HazMat into the environment?
•	How can officers and deputies learn to quickly read HazMat placards they see on vehicles and buildings on their beats?

Resources Needed: There are ample resources for instruction and learning from POST, State OES, regional HazMat teams, various entities in the federal government charged with the response and investigation of these incidents and other public and private organizations engaged in the transport, storage or sale of hazardous materials.

Key learning Points: 
•	Identify considerations for first responders to HazMat incidents and choose which ones to utilize in a specific facts circumstance in the field.
•	Compare the facts of incidents and develop a plan of action with regard to protecting the public and other safety personnel from incidents that may involve the release or presence of HazMat.

Time Required:  The time for each learning activity may vary depending on class size and time the instructor elects to take for group or individual presentations. Time considerations are noted within each activity.	
Required Tests:

None	

Learning Domain
	42 Cultural Diversity	
Learning Need
	Peace officers need to recognize and respect the complexities of cultural diversity to develop skills necessary for identifying and responding to California’s changing communities. Peace officers need to become aware of stereotyping that could lead to prejudicial viewpoints and unlawful acts of discrimination. Peace officers must recognize that one of the most reliable strategies for successful contacts with individuals from differing cultural, racial, or ethnic backgrounds is to treat all individuals and groups with dignity and respect. Peace officers need to have a lawful basis for recognizing criminal acts as hate crimes and understand the impact of such crimes on victims and communities. Peace officers need to have an understanding of what constitutes sexual harassment, how to respond to sexual harassment in the workplace, and the legal remedies available through the sexual harassment complaint process.	
Revision
	January 2007	

LD 42 Cultural Diversity

Content Outline	Instructor Notes	E.O.	Resources	Time	
					
I.	LEARNING NEED: Recognizing and respecting the complexities of cultural diversity
A.	Define the terms:
1.	Culture (42.01.EO1)
a.	Cultural groups
b.	Subcultural groups
2.	Cultural diversity (42.01.EO2)
a.	Ethnic groups
b.	Racial groups
c.	Culture as social environment
d.	Ethnocentrism
e.	Law enforcement
B.	Describe personal, professional, and organizational benefits of recognizing and respecting diversity within the community and law enforcement organizations. (42.01.EO4)
1.	Personal
a.	Enhanced officer safety
b.	Increased personal and ethical satisfaction
c.	Career survival
2.	Professional
a.	Improved quality of service provided
b.	Enhanced community support and improved public trust
c.	Reduced tension between officers and specific cultural groups
d.	Increased access to and cooperation with members of the community
e.	Improved compliance with the letter and spirit of the law
3.	Organizational
a.	Improved morale, effectiveness, and professionalism within the law enforcement organization
b.	Positive impact on law enforcement’s image within the community
c.	Reduction in the number of complaints against officers
d.	Reduction in personal and agency exposure to claims and litigation
C.	Explain the historical and current cultural composition of California. (42.01.EO5)
1.	California’s past
2.	California’s present

II.	LEARNING NEED: Peace officers need to become aware of stereotyping that could lead to prejudicial viewpoints and unlawful acts of discrimination
A.	Define the term stereotype (42.02.EO1)
1.	Individual perceptions
2.	Preexisting tensions among groups
3.	Human tendencies
B.	Discuss the dangers of relying on stereotypes to form judgments or to determine actions (42.02.EO2)
1.	Dangerous Assumptions
a.	Characteristics of the group are accurate
b.	All members of a group share the same characteristics
c.	Possible effects
C.	Prejudice defined (42.02.EO3)
1.	Subconscious prejudice
2.	Group prejudice
3.	Prejudice and law enforcement
D.	Define discrimination (42.02.EO4)
1.	Human rights
2.	Human rights in the United States
E.	Define the term racial profiling including the: (42.02.EO7)
1.	Conceptual definition
2.	Legal definition
F.	Discuss the legal considerations peace officers should take into account related to racial profiling (42.02.EO8)
1.	California Penal Code section 13519.4
2.	Fourth Amendment
3.	Fourteenth Amendment
4.	Current case law
5.	Criminal profiling vs. racial profiling
G.	Discuss the impact of racial profiling (42.02.EO9)
1.	Individual Citizens
2.	Community
3.	Officer
4.	Criminal justice system
H.	Discuss landmark events in the evolution of civil and human rights (42.02.EO6)
1.	Initial drafting of the United States Constitution
2.	Displacement of Native American Indians
3.	Mexican/American War
4.	Civil War
5.	Women’s Suffrage
6.	Internment of American citizens of Japanese descent
7.	Federal and state Civil Rights legislation
8.	Americans With Disabilities Act
9.	Legislation regarding sexual orientation
I.	State key indices peace officers should recognize and respect that make up evolving culture among a community (42.02.EO10)
1.	Every person needs to be recognized as an individual without having dispersions cast upon them because of the actions of others in their culture. 
J.	Discuss the obligations of peace officers in preventing, reporting and responding to discriminatory or biased practices by fellow officers (42.02.EO11)
1.	Ethical considerations and obligations
2.	Leadership
3.	Continual evolution

III.	LEARNING NEED: Peace officers must recognize that one of the most reliable strategies for successful contacts with individuals from differing cultural, racial, or ethnic backgrounds is to treat all individuals and groups with dignity and respect
A.	Explain strategies for effective communication within a diverse community 
1.	Verbal communication (42.03.EO2)
2.	Active listening (42.03.EO3)
3.	Nonverbal communication (42.03.EO4)
B.	Describe positive officer behaviors during contacts with members of a cross-cultural community (42.03.EO5)
1.	Demeanor, respectful attitude
2.	Treatment of members of the community (i.e., fair, impartial)
3.	Moral and ethical standards
4.	Judgment
5.	Use of force
6.	Empathy as a trait of a leader

IV.	LEARNING NEED: Peace Officer’s need to have a lawful basis for recognizing criminal acts as hate crimes and understanding the impact of such crimes on victims and communities
A.	State the legal definition of a hate crime based on the Penal Code (42.04.EO1)
1.	Penal Code Section 13519.6 (a)
B.	Classify the crime and the elements required to arrest for Desecrating religious symbols (42.04.EO2)
1.	Interfering with religious freedom (42.04.EO3)
2.	Terrorizing another (42.04.EO4)
3.	Interfering with an individual’s civil rights (42.04.EO5)
C.	Explain the legal rights and remedies available to victims of hate crimes based on federal law and civil code (42.04.EO6)
1.	Federal Codes
a.	18 USC Section 241
b.	18 USC Section 245
c.	18 USC Section 242
d.	42 USC Section 3631
e.	42 USC Sections 1981 and 1982
f.	42 USC Section 1985(3)
g.	42 USC Section 3617
2.	Civil codes
a.	51.7
b.	52.1
D.	Describe the impact of hate crimes on victims, the victim’s families and the community (42.04.EO7)
1.	Direct victims
2.	Indirect victims
3.	Reactions to hate crimes
4.	Effects on community
5.	Peace officer reactions
E.	Discuss the indicators of hate crimes (42.04EO8)
1.	Target(s) of criminal act
2.	Acts of vandalism
3.	Presence of graffiti 
4.	Threatening telephone calls
F.	Explain considerations when investigating and documenting incidents involving possible hate crimes (42.04.EO9)
1.	Victim
2.	Witness
3.	Suspect
4.	Documentation
a.	Are the victim(s) and/or suspect(s) members of different groups (e.g., ethnic, racial, religious, etc.)
b.	Was the incident motivated by hostility between/among groups  or group members
c.	Has there been any prior (recent) news coverage of events of a similar nature
d.	What was the manner and means of attack (e.g., color of paint, correct spelling of words, symbols or signs used, etc.)
e.	Is there any ongoing neighborhood problem(s) that may have spurred the event
f.	Did the attack occur on a holiday or day of significance to the victim or the suspect
g.	Is there a lack of apparent motive

V.	LEARNING NEED: Peace officers need to have an understanding of what constitutes sexual harassment, how to respond to sexual harassment in the workplace, and the legal remedies available through the sexual harassment complaint process
A.	Legal definition of sexual harassment (42.05.EO1)
1.	Sexual harassment refers to sexually oriented behavior that:
a.	Is unwelcome,
b.	Is personally offensive, and
c.	Creates an intimidating, hostile or offensive work environment.
B.	Discuss the federal and state laws dealing with sexual harassment (42.05.EO2)
1.	Title VII
2.	Government Code Section 12940 et.seq
3.	Concept of quid pro quo
4.	Concept of hostile work environment
5.	Current case law
C.	Legal remedies available to a victim of sexual harassment (42.05.EO3)
1.	Federal laws
2.	Civil liabilities
D.	Describe behaviors that constitute sexual harassment (42.05.EO4)
1.	Verbal 
2.	Sexual favors
3.	Physical 
4.	Threats
5.	Visual 
6.	Hostile work environment
7.	Written material
8.	Force
E.	Explain the mandated sexual harassment complaint process guidelines (42.05.EO5)
1.	Penal Code Section 13519.7
F.	State the protections that exist to prevent retaliation against anyone submitting a sexual harassment complaint (42.05.EO6)
1.	Government Code Section 12950
G.	Describe methods for responding to sexually offensive or unwanted behavior (42.05.EO7)
1.	Peace officers need to know how to respond to sexually offensive or unwanted behavior in the workplace, and if necessary, how to initiate a sexual harassment complaint.	Presenting introductory material, conducting facilitated discussions, asking questions

Instructor may have students complete the “self assessment” in the workbook prior to instruction as a baseline for the course.	

42.01.EO1

42.01.EO2

42.01.EO4

42.01.EO5

42.02.EO1

42.02.EO2

42.02.EO3

42.02.EO4

42.02.EO7

42.02.EO8

42.02.EO9

42.02.EO6

42.02.EO10

42.02.EO11

42.03.EO2
42.03.EO3
42.03.EO4

42.03.EO5

42.04.EO1

42.04.EO2
42.04.EO3
42.04.EO4
42.04.EO5

42.04.EO6

42.04.EO7

42.04EO8

42.04.EO9

42.05.EO1

42.05.EO2

42.05.EO3

42.05.EO4

42.05.EO5

42.05.EO6

42.05.EO7	Workbook	POST Hours: 
16

Stan S/O
Hours: 
16

Mandatory Learning Activities:

A.	Given a diagnostic instrument, questionnaire, personal inventory or equivalent method, students will participate in a learning activity that requires self-assessment to determine their own level of cultural sensitivity and experience in interrelating with cultural groups 
1.	The learning activity should provide the student with an opportunity to determine their current level of experience in dealing with cultural groups 
2.	The learning activity should also serve as a starting point for an instructor-facilitated classroom discussion and/or small group discussions, which address perceptions, 	experiences, fears, and stereotypes concerning contact with cultural groups.  Discussion may include, but is not limited to cultural stereotypes, ethnophobia, 	homophobia, xenophobia, gender bias, and media impact on cultural perceptions
B.	Given a minimum of three POST-developed video re-enactments depicting law enforcement contacts with cultural groups, or an equivalent number of simulations, scenarios or video representations provided by the presenter, the student will participate in an instructor-led discussion evaluating the appropriateness and professional quality of the contact.  Among the issues which must be addressed are 
1.	Any positive or negative behaviors demonstrated by contacting officers
2.	The apparent perception of the cultural group regarding the contact 
3.	Presence or absence of cultural stereotyping 
4.	The level of cultural understanding demonstrated by the officers 
5.	The legality of the contact and subsequent actions of the contacting officers
6.	The professional, personal, and organizational impact of the contact, either positive or negative 
7.	Cultural group history, customs, religious conventions, core values, or other perceptions material to the contact
C.	Given a minimum of four POST-developed video re-enactments depicting possible sexual harassment, or an equivalent number of simulations, scenarios, or video representations provided by the presenter, the student will participate in a facilitated discussion, which addresses the following
1.		Any behaviors which are illegal, as defined by federal or state sexual harassment laws 
2.		Professional, personal, and organizational impacts of the incident 
3.		Legal and administrative consequences of the behaviors observed 
4.		Whether or not state sexual harassment reporting guidelines apply to the situation
D.	 Given a minimum of two POST-developed video re-enactments or written descriptions of possible hate crimes, or an equivalent material provided by the presenter, the student will participate in a facilitated discussion which addresses the following
1.		Whether or not the incident constituted a hate crime under the law 
2.		impact of the incident on victims, victim's families and the community 
3.		Effectiveness of the law enforcement response 
4.		Legal rights of, and remedies available to the victim(s)
E.	The student will participate in a series of learning activities from the POST-developed Instructor’s Guide to Learning Activities for Leadership, Ethics and Community Policing (December 2005) or other comparable sources. At a minimum, each activity or combination of activities must address the following topics     
1.		The impact racial profiling may have had on them as individuals or their community 
2.		Concerns the students may have as to how racial profiling will affect them in the field 
3.		Clarification of the myths and realities of racial profiling 
4.		The concept of individualized suspicion as it pertains to probable cause 
5.		How the history of the community can affect the way they view law enforcement today
6.		Law enforcement’s obligation to various cultures within the community 
7.		What law enforcement must do to increase trust with the community 
8.		Law enforcement’s obligation to respond to and report incidents of discriminatory or biased practices by fellow officer
9.		The importance of applying leadership during contacts with persons from diverse cultures as it pertains to profiling, ethics and community policing
F.	Given three POST-develop video re-enactments depicting possible racial profiling, students will participate in a facilitated discussion and/or small group discussion which addresses the following
1.	Application of the 4th and 14th Amendments and current case law 
2.	Consensual contacts as it pertains to racial profiling 
3.	Importance of articulable characteristics or behaviors to develop probable cause	
Learning Activity #1

Purpose of Activity: Understanding diversity goes far beyond cultural definitions and includes all of those characteristics that distinguish us from one another. It is not enough to tolerate or merely accept differences; it is important to value the unique and rich contributions that everyone brings to our society, and to competently respond to anyone with whom the officer or deputy will come into contact. Peace officers should understand diversity to develop the skills and competencies necessary to respond professionally in their duties:

Description:  This activity is group research and presentations on the history and issues of many Californians of differing ancestries and cultural backgrounds (select as desired; modify and enhance as appropriate).

1. African Americans (beyond slavery into the economic forces leading to the slave trade, impact on American society and related issues in contemporary society)
2. Immigrants from Mexico and other Central American countries (historical background, the bracero and other guest worker programs, current issues and the moving border pre- and post-Mexican-American War)
3. Chinese immigrants (especially immigration to America to work on the railroads and during the CA Gold Rush, and then to today)
4. Southeast Asian communities (Vietnamese, Laotian, Thai, Filipino and others)
5. European immigration (esp. 19th century immigration and prejudice amongst
various groups)
6. Native Americans (focus on regions or major tribes, historic discrimination and current events with the impact of gaming)
7. Japanese immigrants (esp. WW2 and internment)
8. Persons with disabilities (historic issues, impact of the ADA)
9. Religious groups (Muslim, Jewish, Sikh, Buddhist, Mormon, Christian, etc.)
10. Lifestyle differences

Allow groups time to research what forces induced the movement to America, what advantages and disadvantages particular groups may have experienced, especially those that differed from the majority ethnicity. If study of religious groups, the gay community, Native Americans or persons with disabilities is assigned, groups should specifically assess historic levels of prejudice, current issues and futures trends. This may be a weekend or week-prior assignment for groups, and is best done if they are given time for independent study and research. They should use any available resource to develop a five-ten minute presentation to enrich understanding and the cultural competence of themselves and other students. Emphasize that others should be able to see the issue through the eyes of the ethnic or cultural group as an outcome of the presentation, and that it should not be a “lecture,” rather, it should be active and involve the audience in the learning process.

During the presentations, the instructor will keep time or delegate that responsibility to a class member; after each presentation, facilitate group discussion, questions from others and to conduct activities (charting learning points, etc.) to reinforce learning. 

Resources Needed: There are community groups, local, regional and national organizations and public, private and religious organizations that have shown a willingness to assist peace officers in their work to enhance their understanding and appreciation of those in their communities. There are also ample video and print resources for use to reinforce learning during training and learning activities. Added resources are Training and Testing Specifications for Peace Officer Basic Courses, LD42.

Key learning Points:  Students will be able to contrast, compare and distinguish the values, perspectives and differences amongst persons with whom they come into contact, and adapt their behavior in response to interactions with any individual or group.

Time Required: Research time outside of class, 5-10 minute presentation, 10 minute facilitated discussion

Learning Activity #2

Purpose of Activity: Racially Biased Policing.  There has been ample discourse in public forums regarding police conduct that is prompted by the officer or deputy’s perception of the person’s race, ethnicity or similar appearance or conduct. This dialogue has resulted in court action restricting the police from certain actions with regard to “profile” stops for drug trafficking, racial profiling studies in academia and the media, data collection efforts to validate or refute allegations of such conduct, and a variety of anecdotal evidence that allows persons to view the issue from a broad variety of perspectives. The intent of this activity is not to endorse perspectives in support of, or detracting from, the issue of racially biased policing. It is intended to allow students to learn about the topic and to demonstrate their understanding of facts and ideas underlying the issue from a variety of viewpoints.

Description:  This activity is presented as either small-group work or a class exercise. It may be supported by an appropriate video clip of one or more incidents that have been in the media regarding “racial profiling” by the police.
Choices for the setting of the problem may be: 
1. During evening patrol, officers stop a vehicle driven by a person they recognize as an African-American celebrity (sports, music, etc.). Subsequent to the contact, the contact becomes fodder for local and regional media outlets, and letters to the editor begin appearing that question whether or not the officers stopped the person for no other reason than his appearance.
2. An officer patrols an area known for recurring problems of drug sales. The neighborhood is predominantly Hispanic and African American. One evening, the officer sees what appears to be a college-age white male driving slowly through the neighborhood in a small foreign compact car. The officer suspects the driver is looking to make a drug deal, so he initiates a traffic stop to investigate the reason for his presence in the area.
3. A deputy sees a youthful-looking African-American driving away from a popular nightspot, driving a near-new BMW 7-series car. The deputy is suspicious the youth might have just stolen the car from the parking lot of the nightclub, so she initiates a stop to verify ownership of the car.
4. On a Saturday afternoon, an officer sees a group of Hispanic youths sitting on the hoods and bumpers of 2-3 cars parked in a lot adjacent to a public park. The park has experienced substantial damage from graffiti and the destruction of park benches and planters recently, so the office stops to contact the group to see what
they are doing.

One or more to student groups should be assigned to discuss relevant issues. The process of inquiry should be:
Have students individually work for five minutes to identify:
•	The legal and civil rights implications of the conduct of the peace officer in this situation.
•	The impact on the officer’s agency due to publicity regarding the incident or contact.
•	What choices the officer or deputy had when faced with these facts circumstances.

At the end of five minutes, form students into groups of 4-6 persons to share their individual findings, and then develop a list of:
•	The three most important things to consider when electing to make or refrain from contact with a person not engaged in overt criminal activity
•	Two possible objections to the officer’s conduct by the person/s contacted.
•	The single most important point (MIP) they learned from their discussion and study of the issues.

Subsequent to group work, selected student leaders will facilitate class discussion and reinforce core concepts of lawful action by the police, respect for others, and not engaging in police contact merely based on a person’s appearance, presence or for facts unrelated to their actions.

Resources Needed:  There are community groups, local, regional and national organizations and public, private and religious organizations that have shown a willingness to assist peace officers in their work to enhance their understanding and appreciation of those in their communities. There are also ample video and print resources for use to reinforce learning during training and learning activities. Added resources are Training and Testing Specifications for Peace Officer Basic Courses, LD42.

Key learning Points:  Students will be able to contrast, compare and distinguish the values, perspectives and differences amongst persons with whom they come into contact, and adapt their behavior in response to interactions with any individual or group.

Time Required:  Video or discussion 10 min., 5 minute identification on issues, 5 minute share with small group, 10 minute facilitated discussion

	
Learning Activity #3

Purpose of Activity: Racially Biased Policing.  There has been ample discourse in public forums regarding police conduct that is prompted by the officer or deputy’s perception of the person’s race, ethnicity or similar appearance or conduct. This dialogue has resulted in court action restricting the police from certain actions with regard to “profile” stops for drug trafficking, racial profiling studies in academia and the media, data collection efforts to validate or refute allegations of such conduct, and a variety of anecdotal evidence that allows persons to view the issue from a broad variety of perspectives. The intent of this activity is not to endorse perspectives in support of, or detracting from, the issue of racially biased policing. It is intended to allow students to learn about the topic and to demonstrate their understanding of facts and ideas underlying the issue from a variety of viewpoints.

Description:  Hate Crimes

This activity is perhaps most effective is used as an introduction to the topic of hate crimes. Rather than beginning the block of instruction with lecture or other teacher directed information, the instructor may elect to start the class with the described scenario, with follow-up work by students to reinforce learning.

Read the scenario to students, and then instruct them to work individually on the listed questions for three minutes. At the instructor’s signal, each student will turn to their neighbor and work in pairs to compare thoughts and findings, and to be prepared to respond to questions once the class reconvenes. The scenario is:

“Officers are called to a home that had been vandalized. When they arrive, they see the home’s windows were broken with rocks and the phrase ‘get out’ was spray painted on one side of the house. The residents make contact with the responding officers, and the officers see the couple is a white husband in the company of his African-American wife. They say they moved into the neighborhood only a few weeks prior, and that nothing like this had happened before. The officers complete their interview with the couple and examine the evidence of vandalism; however, they do not take photographs of the damage or make contact with anyone else before clearing the call. They later file a misdemeanor vandalism report at the station.”

Questions for individual and paired work are:
1. What crime or crimes may have occurred based on the description of damage at the scene?
2. What does this illustrate about proper investigation and documentation of this crime?
3. Did the officers fail to complete necessary steps in this investigation?
4. What personal experiences do class members have that would relate to this issue?
5. How could the officers’ handling of the investigation affect this family?
At the conclusion of individual and paired work, the instructor will select students to research laws related to hate crimes, and then lead a class discussion regarding the nature of the crime, how to identify a hate crime as defined in the Penal Code, and how to properly investigate a crime of this nature.

Resources Needed:  There are community groups, local, regional and national organizations and public, private and religious organizations that have shown a willingness to assist peace officers in their work to enhance their understanding and appreciation of those in their communities. There are also ample video and print resources for use to reinforce learning during training and learning activities. Added resources are Training and Testing Specifications for Peace Officer Basic Courses, LD42.

Key learning Points:  Students will be able to contrast, compare and distinguish the values, perspectives and differences amongst persons with whom they come into contact, and adapt their behavior in response to interactions with any individual or group.

Time Required:  The total time for this activity will be two minutes to read the scenario and give directions for the completion of work; three minutes for individual work; three minutes for paired work, then discretionary time from 10-30 minutes to complete student discussion of necessary concepts.	
Learning Activity #4

Purpose of Activity: Understanding diversity goes far beyond cultural definitions and includes all of those characteristics that distinguish us from one another. It is not enough to tolerate or merely accept differences; it is important to value the unique and rich contributions that everyone brings to our society, and to competently respond to anyone with whom the officer or deputy will come into contact. Peace officers should understand diversity to develop the skills and competencies necessary to respond professionally in their duties:

Description:   Assign the students to describe their own cultural heritage. How many generations of their family have been born in the United States, and how many were born in California? What experiences have they or their friends and family members encountered where they felt they were treated differently because of their race, gender, appearance or other similar factor? Have the students’ document what others would need to know about their cultural heritage to work more effectively with them. Have students share their information with other students in a group setting.

This activity may be used either as individual work in-class, followed by class discussion facilitated by the instructor or a take-home assignment for use in the next block of teaching.

Resources Needed:  There are community groups, local, regional and national organizations and public, private and religious organizations that have shown a willingness to assist peace officers in their work to enhance their understanding and appreciation of those in their communities. There are also ample video and print resources for use to reinforce learning during training and learning activities. Added resources are Training and Testing Specifications for Peace Officer Basic Courses, LD42.

Key learning Points:  Students will be able to contrast, compare and distinguish the values, perspectives and differences amongst persons with whom they come into contact, and adapt their behavior in response to interactions with any individual or group.

Time Required:  The time requirements for this exercise may vary from 20 minutes up to a 50-minute block of time. This will depend on the depth of learning desired, the reinforcement of knowledge sought by the instructor and the variety of thoughts, ideas and solutions presented within the student presentations.

Learning Activity #5

Purpose of Activity: Understanding diversity goes far beyond cultural definitions and includes all of those characteristics that distinguish us from one another. It is not enough to tolerate or merely accept differences; it is important to value the unique and rich contributions that everyone brings to our society, and to competently respond to anyone with whom the officer or deputy will come into contact. Peace officers should understand diversity to develop the skills and competencies necessary to respond professionally in their duties:

Description:  Use the following statements to facilitate a class discussion of cultural diversity and discrimination. As an alternate, the instructor may wish to frame these issues as questions (e.g., “Why is it…” or framing an initial declarative sentence followed by a question (e.g., “A powerful motivator is… Why would a person’s race or religious belief be…?”) on a card or half-sheet of paper. Select students randomly, or assign groups to briefly discuss an item, and then have their selected spokesperson provide an answer to the class. In the individual response format, hand a card or half-sheet to the student volunteer, and then give them one minute to consider their response. They will have two minutes to present their thoughts and findings to the class, after which the student will field questions from the class.

The instructor will facilitate the Q&A process. In the small group format, consider giving groups differing scenarios, allow them five minutes to discuss and refine their thoughts, then select one or more members of the group to present their findings to the class. The Q&A process and responsibilities are the same as noted for the individual presentation exercise.
Some topics for this activity may be:
1. Why is it the responsibility of peace officers to recognize, learn about, and appreciate the cultural norms and differences in the communities they serve?
2. How does an understanding of ways to competently interact with persons from differing groups serve to ensure the principles of equality are served?
3. How does cultural competence relate to officer safety?
4. How does it benefit an officer or deputy’s agency when they interact competently with persons from differing backgrounds, beliefs or cultural norms?
5. A powerful motivator for violence and revenge is personal humiliation. How might a member of the community seek ways to “get even” with a peace officer who has demeaned or disrespected them?
6. Beyond initial training, what are some of the best ways to ensure your skills regarding cultural competence remain current?
7. Why do peace officers sometimes conclude with a presumption of the intent of another based on their appearance?
8. Neighborhoods change as populations shift. How do officers ensure they see what is actually present, and not what they expect to see?
9. How might an investigation into a criminal incident be impacted by the investigating officer’s beliefs about culture, gender, or lifestyle of others?
10. Peace officers often say that they deal with the worst of life. How does this perception affect a deputy or officer’s conduct when in contact with persons in groups or areas they see as “the worst”?

As an option, rather than dealing with the items listed above on an individual basis, consider having the class create a holistic response incorporating as many of the considerations as are appropriate.

Resources Needed:  There are community groups, local, regional and national organizations and public, private and religious organizations that have shown a willingness to assist peace officers in their work to enhance their understanding and appreciation of those in their communities. There are also ample video and print resources for use to reinforce learning during training and learning activities. Added resources are Training and Testing Specifications for Peace Officer Basic Courses, LD42.

Key learning Points:  Students will be able to contrast, compare and distinguish the values, perspectives and differences amongst persons with whom they come into contact, and adapt their behavior in response to interactions with any individual or group.

Time Required:  The time requirements for this exercise may vary from 20 minutes up to a 50-minute block of time. This will depend on the depth of learning desired, the reinforcement of knowledge sought by the instructor and the variety of thoughts, ideas and solutions presented within the student presentations.

Required Tests:
NONE	

Learning Domain
	43 Emergency Management	
Learning Need	Peace officers must become familiar with what terrorist threats are: the definitions, tactics, groups and potential targets. :  Peace officers must become familiar with and understand anti-terrorism concepts. Peace officers must understand what threat and vulnerability assessment is and the rationale associated with threat assessment. Peace officers must have a comprehensive understanding of the intelligence resources available to them. Peace officers must develop and understand response strategies and personal safety. Peace officers must understand the Incident Command System (ICS) and its component parts. Peace officers must understand the concepts and components for the State of California Standardized Emergency Management System (SEMS). Peace officers must understand the components parts associated with the National Incident Management System (NIMS).	
Revision
	July 1, 2007	

LD 43 Emergency Management

Content Outline	Instructor Notes	E.O.	Resources	Time	
					
I.	LEARNING NEED:  Peace officers must become familiar with what terrorist threats are: the definitions, tactics, groups and potential targets.
A.	Terrorism defined (43.01.EO1)
1.	 Law enforcement uses three definitions of terrorism, they are found in USC title 22, Section 2656(d), the U.S. Department of Justice and the Federal Bureau of Investigation (FBI).  Law enforcement generally uses the definition provided by the FBI.
B.	Typical terrorist methods, motivations and tactics (43.01.EO2)
1.	All terrorists use methods to accomplish goals, some methods are specific t the terrorist group.  Each terrorist act has some motivation attached to the act and those motivations can vary depending on the terrorist group’s goals.  Tactics can vary and they are generally specific to the terrorist group. International Terrorists have a preference for high profile bombings while some domestic groups use arson or sniper attacks.
C.	Basic overview of domestic terrorist groups (43.01.EO3)
1.	Domestic Terrorists are defined by their political or personal views; they can include religious, hate groups, and separatist movements.
D.	Basic overview of international terrorist groups (43.01.EO5)
1.	International terrorists groups can be state sponsored or formalized groups such as Al Queda or Hezbollah.  International groups almost all have purely political motivations for their acts and they use tactics that create mass destruction and large casualty counts.
E.	Basic overview of special interest terrorist groups (43.01.EO4)
1.	Special Interest Terrorist groups have interest in changing or bringing public attention to their cause through acts of terrorism.  Examples of special interest groups are:  abortion groups, religious, and environmental organizations.

II.	LEARNING NEED:  Peace officers must become familiar with and understand anti-terrorism concepts.
A.	Identify the Department of Homeland Security threat levels (43.02.EO1)
1.	Severe
2.	High
3.	Elevated
4.	Guarded
5.	Low
B.	Identify counter terrorism/indicators: (43.02.EO2)
1.	Group membership
2.	Recruitment
3.	Fundraising
4.	Weapon selection
5.	Target selection
6.	Reconnaissance activities
7.	Terrorist egress
8.	Movement of weapons
C.	Identify law enforcement prevention/deterrence actions (43.02.EO3)
1.	Adopting a new mindset
2.	Changing the patrol mindset
3.	Recognizing suspicious activity
4.	Reporting suspicious activity
D.	Identify public safety information sharing resources (43.02.EO4)
1.	Terrorism Liaison Officer
2.	Terrorism Early Warning
3.	Department of Homeland Security (DHS)-Federal
4.	Federal Bureau of Investigation (FBI)-Federal
5.	Alcohol, Tobacco, and Firearms (ATF)-Federal
6.	California Department of Homeland Security-State
7.	Local Police and Sheriff Homeland Security
E.	Anti-Terrorism Scenarios

III.	LEARNING NEED:  Peace officers must understand what threat and vulnerability assessment is and the rationale associated with threat assessment.
A.	Concept of threat and vulnerability assessment (43.03.EO1)
1.	Threat and vulnerability assessments center on the ability to identify; WHY, WHERE and HOW communities are vulnerable to terrorist attack and the rationale behind target selection.
B.	Identification of local critical infrastructures (43.03.EO2)
1.	Critical infrastructures are defined as “…those systems and assets, whether physical or virtual, so vital to the United States that the incapacity or destruction of such systems and assets would have a debilitating impact on security, national economy security, national public health or safety, or combination of those matters.”
C.	Threat assessment rational (43.03.EO3)
1.	Threat assessment includes potential targets, assessment team composition and tools used to manage threat assessment.

IV.	LEARNING NEED:  Peace officers must have a comprehensive understanding of the intelligence resources available to them.
A.	Overview of the California intelligence system resources (43.04.EO1)
1.	The overview of the California Intelligence System covers the definitions for information, intelligence, open source information and classified information.
B.	Other intelligence resources (43.04.EO2)
1.	Joint Terrorism Task Force (JTTF) are located in Fresno, Riverside, Los Angeles, Sacramento, Orange, Sand Diego, Redding, and San Francisco.
a.	State Terrorism Threat Assessment Center (STTAC)
b.	California State Warning Center (CSWC)

V.	LEARNING NEED:  Peace officers must develop and understand response strategies and personal safety.
A.	Identify the phases of a WMD incident (43.05.EO11)
1.	Prevention and Deterrence Phase
2.	Notification Phase
3.	Response Phase
4.	Restoration Phase
5.	Recovery Phase
B.	Identify the categories of basic on-scene actions (43.05.EO12)
1.	Recognize
2.	Avoid
3.	Isolate
4.	Notify
C.	Incident priorities (Life vs property/evidence/environment) (43.05.EO13)
1.	Life Safety (the public and the First Responder community)
2.	Incident Stabilization (e.g., preventing the situation from getting worse by whatever means possible)
3.	Property and Environmental Protection
D.	Personal Protection Equipment (PPE)-types, decontamination principles, mass casualties (43.05.EO14)
1.	Personal Protective Equipment (PPE) for responding to a WMD incident falls into four basic categories:
a.	Level D
b.	Level C
c.	Level B
d.	Level A
2.	Decontamination is the process of removing gross contaminants from a person, object, or area by either destroying, making harmless, neutralizing, or removing the hazard.
E.	Identify response strategies and decontamination issues (43.05.EO10)
1.	It is essential that the First Responder provide as clear a picture as possible to dispatch and other responding personnel so that appropriate resources can be called upon to assist in a WMD incident
a.	Gross decontamination-Brushing off visible contaminates
b.	Removal of outer garments
c.	Flushing with large quantities of water-Water is the most commonly used decontamination agent.  Large quantities should be used to ensure complete removal of the contaminant.  Individuals should be concerned about decontamination run off.
F.	Identify Weapons of Mass Destruction (WMD) (43.05.EO1)
1.	Bomb
2.	Grenade
3.	Rocket having propellant charge greater than 4oz.
4.	Missile having explosive/incendiary charge of greater than ¾ oz.
5.	Mines
6.	Devices similar to any of the devices described in the preceding clauses.
G.	Identify routes of exposure (43.05.EO2)
1.	Inhalation
2.	Ingestion
3.	Absorption
4.	Injection
H.	Identify the RAIN concept: (43.05.EO3)
1.	Recognize
2.	Avoid
3.	Isolate
4.	Notify
I.	Identify biological WMD agents (43.05.EO4)
1.	Disease-causing organisms
2.	Toxins produced by living organisms
J.	Identify nuclear/radiological WMD agents (43.05.EO5)
1.	Alpha
2.	Beta
3.	Gamma
4.	Neutron Radiation
K.	Identify incendiary devices (43.05.EO6)
1.	Chemical activation
2.	Electronic activation
3.	Mechanical activation
L.	Identify chemical WMD/toxic industrial chemicals (43.05.EO7)
1.	Incapacitating agents
a.	CS
b.	CN
c.	CR
d.	OC
2.	Toxic agents
a.	Nerve agents
b.	Blister agents
c.	Chocking agents
d.	Blood agents
M.	Identify explosive/improvised explosive devices (43.05.EO8)
1.	Vehicle Bombs
2.	Pipe Bombs
3.	Satchel Charge
4.	Suicide Bombers
N.	Recall WMD job aids (e.g., Emergency Response Guide (ERG) and WMD response guides) (43.05.EO9)
1.	The LSU guidebook enumerates the types of indicators that would be associated with a specific type of WMD attack, along with the routes of possible exposure connected with such a weapon.  It further relates what type of immediate on-scene actions should be taken by First Responders (e.g., isolation distances and personal protective clothing)
VI.	LEARNING NEED:  Peace officers must understand the Incident Command System (ICS) and its component parts.
A.	Command Element
1.	Assumes overall responsibility and command for an incident
B.	Operations Section
1.	Has overall functional responsibility for the incident
C.	Planning and intelligence section
1.	Has the overall responsibility for incident planning over operational periods
D.	Logistics Section
1.	Provides equipment needed, etc. for an incident
E.	Finance Section
1.	Monitors overall costs of an incident
F.	Identify agency roles and responsibilities associated with responding to a major incident (43.06.EO1)
1.	Personnel assigned to an emergency event have to understand their roles and responsibilities; this is particularly true with those events that involve multi-jurisdictional agencies.
G.	Recall the history of the Incident Command System (ICS) (43.06.EO2)
1.	ICS was developed in California in the late 1970’s as a result of huge wild land fires in Southern California, which burned out of control for weeks and destroyed thousands of acres of land and property.  FIRESCOPE was created to devise ways to implement command systems, which would accommodate multi-jurisdictional agencies when responding to an emergency event.
H.	Identify the primary features of ICS (43.06.EO3)
1.	ICS has primary features that consist of common terminology, modular organization, integrated communications, unity of a command and consolidated action plans.  ICS allows for a manageable span of control and the ability to comprehensively manage resources.
I.	Identify the components of the State of California Standardized Emergency Management System (SEMS) (43.06.EO5)
1.	Incident Command System (ICS)
2.	Operational area concept
3.	Planning and Intelligence
4.	Logistics
5.	Finance
VII.	Peace officers must understand the concepts and components for the State of California Standardized Emergency Management System.
A.	Incident Command System
1.	Common command structure to all public agencies in California.  Incorporated into SEMS.
B.	Operational Area Concept
1.	Control over a specified area of operation
C.	Mutual Aid
1.	Cooperation and response among public and private agencies.
D.	Multi Agency Coordination
1.	Public and private agencies providing a coordinated response based on operational plans. 
VIII.	Peace officers must understand the component parts of the National Incident Management System
A.	Identify the components of the National Incident Management System (NIMS) (43.06.EO6)
1.	Command and management
2.	Preparedness
3.	Resource management
4.	Communications and information management
5.	Supporting technologies
6.	Ongoing management and maintenance
B.	This is the system used to manage incidents of National significant.  
1.	It was created by Presidential Directives 5 and 8.
	Presenting introductory material, conducting facilitated discussions, asking questions

Instructors may have students complete the “self assessment” in the workbook prior to instruction as a base line for the course.	

43.01.EO1

43.01.EO2

43.01.EO3

43.01.EO5

43.01.EO4

43.02.EO1

43.02.EO2

43.02.EO3

43.02.EO4

43.03.EO1

43.03.EO2

43.03.EO3

43.04.EO1

43.04.EO2

43.05.EO11

43.05.EO12

43.05.EO13

43.05.EO14

43.05.EO10

43.05.EO1

43.05.EO2

43.05.EO3

43.05.EO4

43.05.EO5

43.05.EO6

43.05.EO7

43.05.EO8

43.05.EO9

43.06.EO4

43.06.EO1

43.06.EO2

43.06.EO3

43.06.EO5

	Workbook	POST Hours
16 

Stan S/O
Hours
20	

Mandatory Learning Activity:
None
	
Required Tests:
I.	The POST-Constructed knowledge test on the learning objectives.
II.	The POST-Constructed Comprehensive End-of-Course Proficiency Test will include learning objectives in Domain #43.