For authorized use only. Use of any portion or all of this material without expressed consent from the Missouri Sheriffs’ Association is a copyright violation and is strictly prohibited.

SCOPE: This 4-hour course begins with a discussion of changes made to Missouri Revised Statutes by the various House and Senate Bills and Resolutions that came out of the 101st Legislative General Session 2021 and were signed by the Governor. The course finishes with a discussion on recent court decisions and holdings from the U.S. Supreme Court, Missouri Supreme Court, U.S. 8th Circuit Court of Appeals, and the Missouri Appellant Courts.

TERMINAL LEARNING OBJECTIVE: Successful graduates of this course will be able to properly identify changes in Missouri Revised Statutes, as well as identify binding court decisions relating areas of interest of law enforcement officers and administrators.

There are 66 objectives for this course. Refer to the Source Document/Lesson Plan for details.

4-Hours Legal Studies

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This 2-hour course covers how bias is a product of the predictive processes of the human brain. It defines Explicit and Implicit Bias and how implicit bias can be used to help speed up the decision-making process so there is more time to focus on the specific facts in a giving situation as well as how implicit bias can lead to assumptions that may result in poor decision making. Participants are provided with strategies to identify their own implicit bias as well as the bias in others.

At the end of this course the participant will have a better understanding of bias, how bias is developed, and how it impacts their decisions and actions as well as those of others. Participants will have the ability to become aware of their own bias, as well as the bias in others in order to improve their decision making and interpersonal communications with others.

Upon completion of this presentation, the participant will be able to:
1. Define Explicit, Implicit, and Normalcy Bias;
2. Identify how stress impacts Bias decision making;
3. Identify the type of Bias that can be dangerous to law enforcement/public safety personnel;
4. Explain Bayesian Brain Predictive Processing/Bayes’ Theorem;
5. Identity the process by which the brain seeks to minimize “surprise”;
6. Define Implicit Bias according to the Bayesian model of the brain;
7. List 2 ways Bayesian Brain Predictive Processing can be appropriate and inappropriate;
8. Define “likelihood” as described by the Bayes’ Theorem;
9. List a minimum of 4 things that shape how we respond to social stimuli and how they can lead to the inappropriate use of Bias; and
10. List 3 action steps to help combat the inappropriate use on Bias.

POST CLEE #21917
2-Hours Interpersonal Perspectives/Implicit Bias

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Effective Communication is a communication between two or more persons wherein the intended message is successfully delivered, received, and understood. The course begins with information on characteristics of effective communication and those of effective listeners. From there it goes into words and phrases to avoid as well as good alternative phrases and statements.  It finishes with information on body language, communication blockers, active listening, and conversation courtesies.   

The goal is for the student to learn the key components to learn how to effectively communicate the desired outcome or desired intent.

Upon completion of this 2-hour session, the participant will be able to:

  1. Define “Effective Communication”;
  2. Identify a minimum of 5 key characteristics of effective communication;
  3. Define “ultimatum”;
  4. Explain how ultimatums impact effective communication;
  5. List a minimum of 5 characteristics of effective listeners;
  6. List at least three body language indicators; and
  7. Identify and Demonstrate active listening

2-Hours Interpersonal Perspectives

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This lesson of instruction builds upon the already identified differences the class has noted between leaders and managers.  In this block of instruction the instructor will build upon that and look at competency levels with leaders and different things needed to develop a TEAM under a Leader. The instructor will engage with the students asking about their experiences with different leaders, managers, and supervisors over time. Visual listings will be heavily used as talking points during the discussion.

The students should be able to identify three things needed for TEAM development. The student should also be able to define competency and how that relates back to the law enforcement profession specifically.

At the end of the 2 hours session, the participant will be able to:

  1. List differences between a manager and a supervisor leadership responsibilities
  2. List 3 elements of a successful TEAM
  3. Define competency and explain importance in the law enforcement profession
  4. List 3 characteristics of good Change Managers
  5. Define Ethics
  6. Define Values
  7. Define Interpersonal relationships

2-Hours Interpersonal Perspectives

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This course examines reasons community members are reluctant to share information about crimes and contrasts those reasons with why cops are reluctant to share information about bad cops. It discusses aspects of police culture that leads officers to “close ranks”, the impact that closing ranks, often referred to as the “Code of Silence” or “Blue Wall of Silence” on communities and the legitimacy of the law enforcement profession. It wraps up with a discussion on trust and public corporation and closes with steps to controlling the “Blue Wall of Silence.”

To stimulate thoughts in the participants relating to integrity associated with commitment to the “badge” and what it represents over commitment to the “individual.” To stress the importance of law enforcement officers holding each other accountable just as they hold community members accountable.

Upon completion of this session, the participant will be able to:

  1. Define “Blue Wall of Silence”;
  2. List at least 4 characteristics of the police culture;
  3. Identify a key catalyst to changing police culture;
  4. List 3 reason cops remain silent about bad cops;
  5. List a minimum of 5 of 7 areas where steps can be taken to control the Blue Wall of Silence.

2-Hours Technical Studies

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Under Construction

Under Construction

This course begins with a discussion of how Millennials currently make up approximately 35% of the workforce and the rate at which that number is increasing. It shares information on how this particular group is changing the look of the work environment and what it expects out of employers. It then moves into information about Millennials’ mental health, their stressors and how they can be considered a ticking time bomb.  It finishes with information on both the good and bad work habits of Millennials and a discussion on how public safety agencies can accommodate portions of what Millennials need in the workplace.

To provide public safety employers with information and strategies to better understand, interact with, and provide for the needs of Millennials in the workplace.

Upon completion of this session, the participant will be able to:

  1. Define Millennials;
  2. Explain the four shifts/fundamental changes millennials are forcing in the workplace;
  3. Identify the biggest cause of stress in Millennials;
  4. List 5 Habits That Make Millennials Stressed Out and Less Productive; and
  5. List a minimum of 3 good and 3 bad workplace habits of Millennials.

2-Hours Technical Studies

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This is the class material for the MSA OC Pepper Spray end user / student training.  OC instructor may download and teach this course as it is structured.

This 4 hour course begins with the history of OC Pepper spray use and moves onto health effects including impact on human eyes and the respiratory system. It covers in-custody deaths and the role pepper spray may or may not have played. In addition to covering how to deploy pepper spray, this course goes into under what circumstances pepper spray may be appropriately used as a force option, decontamination procedures, and the need to monitor closely for adverse medical effects after its use. Students are required to pass a written exam with a score of 90% or better. Student exposure is not part of this course and is strictly an agency decision.

Terminal Learning Objective:
Graduates of this course will be able to make good use-of-force decision relating to the use of pepper spray, how to properly deploy the product, and how to properly de-contaminate individuals exposed to pepper spray.

Enabling Objectives:
Upon successful completion of this course, the participant will be able to:
1. List a minimum of 3 common symptoms associated with OC exposure to the eyes;
2. Identify if OC spray inhalation in the sitting position results in clinically significant respiratory compromise based on study results;
3. List the 3 elements courts use when reviewing the facts and circumstances of each particular use of force;
4. Identify the common ruling from various different courts regarding the use of pepper spray on non-violent protestors;
5. List by name, 5 common OC pepper spray containers and their minimum deployment distances;
6. List by name the 5 common spray patterns, considerations for each, the target area, and the deployment technique;
7. List a minimum of 5 deployment technique positions;
8. Define Hydraulic Needling and identify what can cause it;
9. List the 3 levels of contamination;
10. List 3 acceptable decontaminating solutions for OC exposure;
11. List 3 items not acceptable for decontamination for OC exposure;
12. List 5 steps to decontaminate physical areas;
13. List 4 steps to properly document use of OC pepper spray; and
14. Demonstrate the ability to properly deploy OC Pepper Spray.

POST CLEE CREDIT – POST #15519: 4 Hours Total
2-Hours Legal Studies
1-Hour Technical Studies
1-Skill Development

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Unfortunately, law enforcement and corrections have a limited and largely inadequate set of tools to use to safely subdue violet individuals. As a result, the techniques used to control and restrain the subject may interfere with that individual’s ability to breathe. This can result in an in-custody death from asphyxia. (a phenomenon called positional asphyxia.)
This presentation outlines the risk factors association with prone restraint and steps to mitigating the risk. It covers signs and symptoms of abnormal breathing, steps to take if breathing problems are observed, and body position to avoid with restrained individuals. It discusses the three phases of an altercation, the primary objective of each phase, and how to recognize signs that an individua may be at high risk of asphyxiation during restraint.

To bring awareness to the dangers of prone restraint and to provide participants with the knowledge and skill to help avoid in-custody deaths from asphyxiation.

Upon completion of this presentation, the participant will be able to:
1. Explain why prone restraint is so widely used;
2. List the 3 phases of an altercation and the main objective of each phase;
3. State the major risk associated with prone restraint;
4. Define Asphyxia;
5. List 3 types of Mechanical Asphyxia and how each type occurs;
6. List 4 Asphyxiation High Risks Factors;
7. Describe how breathing works and the difference between Ventilation and Respiration;
8. Explain how it is that one can talk and yet not be able to breathe;
9. List a minimum of 8 signs and or symptoms that indicate abnormal breathing;
10. List steps to take if a conscious and an unconscious person is having breathing problem; and
11. Identify, as stated in the presentation, that you must immediately do once a prone subject is restrained.

2-Hours Technical Studies

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This course begins with a discussion on flirting in the workplace and consideration of anti-fraternization policies. It then moves into how flirting can become harassment, defines Sexual Harassment, out outlines two different types of harassment. The presenter offers information on how to tell if a coworker is being harassed, how to help the coworker, and what type of behavior to watch for in harassers. It concludes with information on what to do if you are sexually harassed and steps an organization can take to help prevent sexual harassment.

Promote a professional working environment by providing participants with information that aids in preventing sexually harassment and share resources for assisting those who have been harassed in the workplace.

Upon completion of this 2-hour presentation, the participant will be able to:

  1. Identify 2 benefits of an anti-fraternization policy;
  2. Define Sexual Harassment;
  3. List 3 characteristics of Flirting vs 3 characteristics of Sexual Harassment;
  4. List 2 different types of Sexual Harassment;
  5. List at least 3 signs that may indicate a coworker is being sexually harassed;
  6. Identify 3 action steps to help a coworker that is being sexually harassed;
  7. Identify at least 4 actions that may indicate a coworker is a harasser;
  8. List 5 actions to take if you are being sexually harassed; and
  9. Identify 5 action steps organizations can take to help prevent sexual harassment.

2 Hours Technical Studies

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LENGTH: 2 Hours
POST CLEE CREDIT: 2 Hours Legal Studies/2 Hours Technical Studies

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Every day, men and women face myriad situations on the street, in jails, courtrooms, and offices where they have to make decisions on how to proceed. Subjective terms like “use good judgment” or “common sense” are often used to describe the process of arriving at a successful decision. This presentation aims to provide the tools necessary to achieve successful results. From Tactical & Critical Thinking to Emotional & Social Intelligence and De-Escalation, this presentation has a lot to offer.

This presentation equips participants with the ability to think critically, make good tactical decisions, de-escalate situations when appropriate, and to recognize as well as understand how their emotional state effects their decisions.

Upon completion of this session, the participant will be able to:

  1. Define Critical Thinking;
  2. List a minimum of 6 of 9 Intellectual Standards of Reasoning;
  3. Identify 6 characteristics of Critical Thinkers;
  4. Differentiate Between Strategy and Tactics;
  5. Define Tactical Intelligence;
  6. Define Emotional Intelligence;
  7. List Goleman’s 5 Emotional Intelligence Constructs;
  8. Define Social Intelligence;
  9. List 5 Concepts of Social Intelligence;
  10. Define De-escalate, Discretionary Time, and Non-Discretionary Time;
  11. List 4 conditions that must be present for De-escalation to work;
  12. Identity 6 concepts of De-escalation;
  13. Define Crisis;
  14. List 3 characteristics of a Crisis;
  15. Define Crisis Management; and
  16. Identify 4 Essential Features of Crisis Management.

2-Hours Interpersonal Perspective (1-Hour Credited toward De-Escalation)

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This course begins by looking at how one of the most important aspects of life is ‘decision making’ and how whatever choice we decide on today can impact how our life will play out in the future. It covers aspects of making good decisions and contrasts those aspects with the conditions under which law enforcement and corrections officers are often required to make use-of-force decisions. It shares information on police decision making, decision fatigue, discretionary vs. non-discretionary time, conditions of de-escalation, legal issues surrounding the use-of-force, and concludes with an examination of “Use-of-Force Continuums”.

Provide participants with a better understanding of the decision-making process, things that can hinder the effectiveness of the decision processes, along with providing the knowledge required to may good use-of-force decision.

Upon completion of this presentation, participants will be able to:

  1. List the 3 phases of the decision-making process.
  2. Identify the difference between Analytical and Intuitive decision-making.
  3. Define ‘Decision Fatigue”
  4. Define “Cognitive Bias”
  5. List 4 types of Cognitive Biases & explain steps to overcoming each type
  6. Define “Implicit Bias”
  7. Identify 5 risk factors that may lead to Implicit Bias
  8. List 6 action steps that may reduce Implicit Bias
  9. List 3 factors that influence community confidence in law enforcement
  10. Define Police Legality, Police Legitimacy, and Procedural Justice
  11. Define “Discretionary Time” and list the 2 primary means of creating it
  12. List 4 conditions of effective de-escalation.
  13. List 3 aspects of the Graham and the Kingsley analysis for reviewing use-of-force on a seized free citizen vs. a pre-trial detainee.
  14. Describe under what circumstances the use of deadly force is authorized as dictated by Missouri law and the Supreme Court case of Tennessee v Garner
  15. List and explain 5 components of a model use-of-force continuum.
  16. Define Positional Asphyxia
  17. Identify 4 steps to help minimize the potential for injury or death from Positional Asphyxia
  18. List the circumstances under which an officer can be federally prosecuted for “Failure to Intervene.”

POST #21621 – 4 Hours Total
2 Technical Studies (Includes 1 hour Sub: Implicit Bias)
2 Legal Studies (Includes 1 hours Sub: De-Escalation)

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Possibly. The final change is related to officers that fail to obtain their CLEE training by the end of the reporting period. Officers that fail to show they are compliant with their CLEE training requirements by March 15, may, at the discretion of the Director of the Department of Public Safety, have their peace officer license made inactive, which means they cannot hold a commission until they demonstrate they have completed their CLEE training requirements. Additional extensions and waivers will still be provided to officers who did not complete their CLEE training because of medical or military leave of absence. If you require an extension for medical or military reasons, you or your commissioning agency are required to contact POST. As noted above, POST will use the online CLEE system to determine officer compliance for each annual reporting period, which can be accessed by all officers that have onboarded to the CLEE system. 

The CLEE training requirements are as follows: 

Peace officers must obtain 24 hours of Continuing Law Enforcement Education (CLEE), with at least 8 of the 24 hours coming from an “Approved Provider” of training. Of these 24 hours, officers must obtain a minimum of:

  • 2 hours in Legal Studies;
  • 2 hours in Technical Studies;
  • 2 hours in Interpersonal Perspectives;
  • 2 hours of Skill Development in the area of Firearms;
  • 16 hours of Electives (Any of the above-listed core curricula areas);

1 hour of Racial Profiling training. Racial Profiling training is part of the required 24 hours, not in addition to it. They must also have 1 hour credit in Implicit Bias and 1 hour credit in De-escalation.

Yes. Each peace officer shall be responsible for reporting and demonstrating compliance with the CLEE requirements to the director of the Department of Public Safety. 11 CSR 75-15.010(11)

Each peace officer shall be responsible for reporting and demonstrating compliance with the CLEE requirements to the director of the Department of Public Safety. 11 CSR 75-15.010(11)

MSA Classroom and Online training sessions are uploaded monthly to the POST CLEE system.

Yes. As sub-categories, officers must have 1 hour credit in Implicit Bias and 1 hour credit in De-escalation. These are not “additional hours”.  They simply must be included somewhere in the total 24 hours.