POST CLEE Lesson Plans
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 presentation will discuss fair and impartial policing, implicit bias and racial profiling. It will explore the aspects: perception, data and policy as they relate to racial profiling.
TERMINAL LEARNING OBJECTIVE
Upon the completion of this presentation the participant will have a better understanding of racial profiling, why the term exists and the strategies to manage the issue.
ENABLING LEARNING OBJECTIVES
Upon completion of this presentation, the participant will be able to:
1. Define Police Legality;
2. Define Police Legitimacy;
3. Define Procedural Justice;
4. Define Fair and Impartial Policing;
5. Define Implicit Bias;
6. List 5 Strategies to Reduce the Influence of Implicit Bias;
7. Define Racial Profiling;
8. List 4 areas in which racial profiling prevention must be fostered;
9. List 3 requirements for inclusion in a racial profiling policy; and
10. Identify 2 effective, noncombative methods for carrying out law enforcement duties in a racially and culturally diverse environment.
REFERENCES
– Sampson, R. and Bartusch, D (1998)“Put simply,” retrieved from https://scholar.harvard.edu/files/sampson/files/1998_lsr_bartusch.pdf
– Sunshine, J., & Tyler, T. R. (2003). The Role of Procedural Justice and Legitimacy in Shaping Public Support for Policing. Law & Society Review, 37(3), 513–548. http://www.jstor.org/stable/1555077
– Murphy, K and Cherney, A (2010). Understanding minority group willingness to cooperate with police: Taking another look at legitimacy research. Working paper No. 15
– Community Relations Services Toolkit for Policing • Understanding Bias: A Resource Guide. https://www.justice.gov/crs/file/836431/download
– A Resource Guide on Racial Profiling Data Collection System, Promising Practices and Lessons Learned; Deborah Ramirez, Jack McDevitt, Amy Farrell, Northeastern University
– Racial Profiling, Darin D. Fredrickson; Raymond P. Siljander 2002
POST CREDIT
2 Hours Interpersonal Perspectives: 1 in Racial Profiling, 1 in Implicit Bias
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Scope
On a daily basis, police officers encounter a multitude of individuals in emergency situations. Just as each emergency differs from the next, so does the individual involved, especially in regard to people with autism. This presentation provides a basic understanding of Autism Spectrum Disorder and offers insight on how officers can reduce the risk to everyone when interacting with an Autistic individual.
Terminal Learning Objective
Upon completion of this presentation, the participant will be able to identify when the person they are interacting with may be on the Autism Spectrum and take steps to bridge the communication barrier in an effort to reduce risks to all involved.
Enabling Learning Objectives
Upon completions of this presentation, the participant will be able to:
1. Identify 3 key factors related to a behavioral crisis;
2. Define Autism Spectrum Disorder;
3. List a minimum of 4 examples of social communication and social interaction characteristics related to ASD;
4. List a minimum of 3 examples of restricted or repetitive behaviors and interests related to ASD;
5. Identify 4 Common signs of autism in adults;
6. Identify what one study points to as the major barrier for people with autism and police officers; and
7. List a minimum of 6 things Law Enforcement Officers Can Do to Increase Safety during interaction with people with ASD.
POST CLEE CREDIT:
2 Hours Technical Studies
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SCOPE
This 16-Hour course introduces police officers to the essential skills required to effectively operate a patrol rifle. The class covers the identification of basic rifle components, correct loading and unloading procedures, and general maintenance practices, including malfunction drills. Additionally, students will learn and apply proper sight alignment techniques and practice operating the rifle in various firing positions—standing, kneeling, and prone—essential for field readiness and tactical applications.
TERMINAL LEARNING OBJECTIVE
By the end of this course, students will be able to demonstrate the ability to identify key components of the patrol rifle, safely perform loading, unloading, and maintenance procedures, manage malfunctions, achieve proper sight alignment, and operate the rifle effectively in standing, kneeling, and prone firing positions.
ENABLING LEARNING OBJECTIVES
Upon completion of this presentation, the participant will be able to:
1. Identify basic components of the rifle
2. Properly load the rifle magazine
3. Properly load and unload the rifle
4. Perform the general maintenance and rifle malfunction drills
5. Obtain proper sight alignment
6. Operate the rifle in the standing, kneeling, and prone firing positions
7. Shoot a timed course of fire with a minimum proficiency of 80%.
POST CLEE CREDIT
8 Hours Technical Studies
8 Hours Firearms Skill Development
AMMUNITION REQUIREMENTS
250 Round for Skill Development Exercises
100 Round for Proficiency Testing
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This is the class material for the MSA Basic Patrol Rifle Training Series. Firearms instructors may download and teach this course as it is structured.
Scope:
This course will provide the student with a basic introduction into the Patrol Rifle. The student will be able to properly and safely handle, maintain, and use the rifle. The course includes a 2 hour classroom presentation with practical application involving rifle disassembly and re-assembly, loading and unloading, and rifle carry positions and rifle shooting positions,
Terminal Learning Objective:
Upon completing this course the student will be able to properly and safely handle and maintain the patrol rifle.
Enabling Objectives:
1. Identify basic components of the rifle
2. Properly load the rifle magazine
3. Properly load and unload the rifle
4. Perform the general rifle malfunction drill
5. Obtain proper sight alignment
6. Demonstrate operating the rifle in the standing, kneeling, and prone firing positions
POST CLEE CREDIT – POST #25873: 2 Hours
2 Hours Skill Development-Firearms
Click HERE to download
This is the class material for the MSA Basic Patrol Rifle Training Series. Firearms instructors may download and teach this course as it is structured.
Scope:
This course will provide the student with a basic introduction into the Patrol Rifle. The student will be able to properly and safely handle, maintain, and use the rifle. The course includes a 2 hour session of practical exercises providing the student the opportunity to develop the knowledge and skills they learned as part of the Basic Patrol Rifle classroom presentation or similar program.
Terminal Learning Objective:
Upon completing this course the student will be able to properly and safely demonstrate their ability to handle and put into use the basic patrol rifle.
Enabling Objectives:
1 . Demonstrate knowledge of the basic components of the rifle
2. Demonstrate properly loading the rifle magazine
3. Demonstrate properly loading and unload the rifle
4. Demonstrate how to perform the general rifle malfunction drill
5. Demonstrate proper sight alignment
6. Demonstrate properly operating the rifle in the standing, kneeling, and prone firing positions at various ranges.
POST CLEE CREDIT – POST #25874: 2 Hours
2 Hours Skill Development-Firearms
Click HERE to download
SCOPE
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.
TERMINAL LEARNING OBJECTIVE
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.
ENABLING LEARNING OBJECTIVES
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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SCOPE
It is essential to society that government officials respect and adhere to constitutional law. Doing so is necessary to ensure that individuals feel safe and secure from the state as well as from each other. Policing plays an especially important role in this regard. Police must strive to ensure common police practices do not infringe on the constitutional rights of those they serve. This presentation begins with the history of Constitutional Policing, discusses various principles of Constitutional Policing, and finishes by offering information related to steps toward ensuring Constitutional Policing with the agency.
TERMINAL LEARNING OBJECTIVE
Upon completion of this presentation, participants will have been exposed to the information necessary to police the community in a constitutional manner.
ENABLING LEARNING OBJECTIVES
Upon completion of this presentation, participants will be able to:
1. Identify the importance of Constitutional Literacy.
2. Define Constitutional Policing.
3. List 4 principles of Constitutional Policing.
4. Identify 4 components of the Constitutional Policing Ecosystem.
5. Describe the similarities and differences between Constitutional Policing vs. Community Policing.
6. Describe the role of Procedural Justice and Police Legitimacy in Constitutional Policing.
7. List 10 Steps Toward Ensuring Constitutional Policing Within an Agency.
POST CLEE
2-Hours Technical Studies
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SCOPE
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.”
TERMINAL LEARNING OBJECTIVE
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.
ENABLING LEARNING OBJECTIVES
Upon completion of this session, the participant will be able to:
- Define “Blue Wall of Silence”;
- List at least 4 characteristics of the police culture;
- Identify a key catalyst to changing police culture;
- List 3 reason cops remain silent about bad cops;
- List a minimum of 5 of 7 areas where steps can be taken to control the Blue Wall of Silence.
POST CLEE CREDIT
2-Hours Technical Studies
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SCOPE
Despite the rise in popularity of de-escalation tactics and policies, there is very little research on de-escalation training in policing. In addition, there is no agreed-upon definition of de-escalation, and the exact approach and the tactics associated with it can vary dramatically. Yet, many law enforcement agencies have policies dictating that officers must, “de-escalate” situations. This course begins with a discussion on the central role of force and the foundations of de-escalation. It moves onto various officer perceptions of de-escalation and finishes with how agency leaders must ensure their staff know how they are expected to carry out the de-escalation language in policy.
TERMINAL LEARNING OBJECTIVE
To ensure that law enforcement leaders and supervisors are aware of a possible disconnect between the language of a de-escalation policy and how officers believe the policy language looks like in field applications and ways to correct it with training.
ENABLING LEARNING OBJECTIVES
Upon completion of this presentation, participants will be able to:
1. State how de-escalation is defined in the National Consensus Policy on Use of Force;
2. List 3 important principles that are argued that ground de-escalation in policing;
3. List 2 core values central to de-escalation;
4. List 3 common components of de-escalation training;
5. Identify the 4 principles of law enforcement de-escalation;
6. Define “Discretionary Time” and list the 2 primary means of creating it;
7. List 3 fundamental truths about de-escalation; and
8. List a fundamental reason why agencies should conduct scenario-based de-escalation training.
POST CLEE CREDIT
2-Hours Technical Studies (De-Escalation)
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SCOPE
Use of force, when reasonably necessary, is a tool to help maintain control over inmates. The duty to intervene arises when inappropriate or excessive force is occurring or is about to occur. This lesson begins with a discussion on an officer’s legal duty to intervene to render aid. It covers signs to watch for that may indicate intervention is needed and finishes with information on appropriate intervention steps.
TERMINAL LEARNING OBJECTIVE
Upon completion of this lesson, the participant will be able to recognize when intervention is necessary and take appropriate intervention steps.
ENABLING LEARNING OBJECTIVES
Upon completion of this presentation, participants will be able to:
1. List 2 elements of a failure to intervene lawsuit
2. List 3 reasons why officers and staff do not intervene,
3. List 5 warning signs to what for that may indicate intervention may be needed
4. List 5 appropriate intervention steps.
POST CREDIT:
1 Hour Legal Studies
1 Hour Technical Studies
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SCOPE
Despite numerous studies and medial publications stating the risk of clinically significant exposure is extremely low, the perception remains that emergency responders will overdose and die if they encounter fentanyl. In fact, in a 2020 survey, 80% of first responders said they believed “briefly touching fentanyl could be deadly.” This presentation is designed to dispel myths surrounding emergency responder exposure and provide participants with information necessary to make informed decisions about their safety.
TERMINAL LEARNING OBJECTIVE
Upon successful completion of this presentation the participant will have been exposed to information necessary to understand what fentanyl is, where it comes from, the dangers it poses, how to deal with exposures, the effects fentanyl has on individuals, and how to protect themselves and others from possible exposure.
ENABLING LEARNING OBJECTIVES
Upon completion of this presentation, the participant will be able to:
1. Explain what fentanyl is.
2. Identify where and how legal/illegal fentanyl is manufactured.
3. Describe how opioids affect the brain.
4. Identify two types of fentanyl first responders are likely to encounter.
5. Identify two common forms of fentanyl.
6. List signs and symptoms of an overdose.
7. List steps to reduce possible fentanyl exposure.
8. Identify steps to take if exposure is suspected or has occurred.
9. Explain “nocebo” effect.
POST CREDIT
2 Hours Technical Studies
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SCOPE
This course begins with statistics on the number of emergency vehicle accidents for the past couple of years, including common contributing factors, most prominent day of the week and time of the day. It then moves into a discussion on common distractions, various driving systems, and finishes with information on different modes of emergency vehicle operation and the legal issues involved.
TERMINAL LEARNING OBJECTIVE
To provide participants with information necessary for them to more safely operate an emergency vehicle under normal driving conditions.
ENABLING LEARNING OBJECTIVES
Upon completion of this presentation, the participant will be able to:
1. List 6 causes of vehicle accidents;
2. Identify 3 different modes of emergency vehicle operation;
3. List 3 common driving systems; and
4. Upon viewing a select group of pictures, identify line of sight and path of travel blockages.
POST CREDIT
1.5 Hours Technical Studies
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SCOPE
Most local law enforcement agencies are not adequately prepared to address the magnitude of the human trafficking problem. They often lack the basic training, skills, and resources to identify instances of human trafficking, successfully investigate these crimes, and provide meaningful assistance to victims. This program is designed to provide first line responders with information critical to identifying, responding to, and investigating Human Trafficking.
TERMINAL LEARNING OBJECTIVE
Upon completion of this course the participant will be able to recognize the signs that someone may be a victim of trafficking and take steps to successfully investigate the crime.
ENABLING LEARNING OBJECTIVES
Upon completion of this course, the participant will be able to:
1. Define human trafficking
2. Identify the most common form of human trafficking
3. Identifying who is most vulnerable
4. Identify common methods used to lure victims into trafficking
5. Differentiate between human trafficking and smuggling
6. Describe some common indicators of human trafficking
7. Describe recommended protocols for interviewing human trafficking victims and collecting evidence
POST CREDIT
2 Hours Technical Studies
Click HERE to download.
SCOPE
This presentation begins with a brief of the Brady and Giglio decisions and what they mean in the law enforcement profession. The responsibilities of the law enforcement agency and the prosecutor to seek and turn over specific information to the defense is outlined. Additional information on the following is also included: a Brady/Giglio list, what triggers such a list, who places officer names on a list, the stigma of being on such a list, how there is no appeal to being on a list, and the effect being on the list has on a law enforcement officer’s career.
TERMINAL LEARNING OBJECTIVE
By the end of the session, participants will have a thorough understanding of the Brady and Giglio cases, their impact on law enforcement testimony, the prohibition of such testimony, and the responsibilities of law enforcement agencies when an officer receives a Brady/Giglio letter.
ENABLING LEARNING OBJECTIVES
Upon completion of this presentation, the participant will be able to:
1. Define a Giglio List.
2. Identify a minimum of 5 actions that trigger a Giglio list.
3. List a minimum of 3 consequences of being on a Giglio list.
4. Identify what a Giglio questionnaire is and state its purpose.
5. Identify what a Giglio Letter is and state its purpose.
6. Identify the effect a Giglio letter has on an officer’s career.
7. List a minimum of 4 action steps to avoid getting on a Giglio list.
8. Identify who can place an officer on a Giglio list and whether there is a right to appeal being placed on such a list.
9. Identify an agency’s responsibility relating to information considered to be Brady/Giglio material.
POST CLEE CREDIT
1 Hour Technical Studies
1 Hour Legal Studies
Click HERE to download the training material
SCOPE
First Amendment auditors claim to be testing whether a local government is complying with the First Amendment by allowing them to film freely in what they believe to be open public spaces. This nationwide movement, loosely connected through social media and other online platforms, involves individuals who film their encounters with government officials and employees and subsequently post the videos online. This presentation begins with a look the right for citizens to film government employees, and what if any restrictions can be placed on that right. It finishes with suggestions for responding to 1st Amendment auditors.
TERMINAL LEARNING OBJECTIVE
Upon completion of this presentation, the participant will be able to recognize when a 1st Amendment audit is taking place and deploy practical strategies that respect an individual’s First Amendment right while carrying out legitimate government functions.
ENABLING LEARNING OBJECTIVES
Upon completion of this presentation, the participant will be able to:
1. Identify how the 1st Amendment applies to filming government officials.
2. Identify various Categories of Forums.
3. Describe justifications for enforcing restrictions on activities protected by the first Amendment.
4. Identify practical considerations for responding to first Amendment audits.
POST CREDIT
1 Hour Technical Studies
1 Hour Legal Studies
Click HERE to download.
SCOPE
There are many different state statutes, local court rules and Missouri Supreme Court Rules that directly or indirectly affect jail staff, as well as jail operations. This lesson covers a few common statutes and rules staff are likely to be affected by. It also covers caselaw relating to the duty to attend to the serious medical needs of inmates and the legal duty to intervene to prevent inmates from self-harm and harm at the hands of another, including jail staff.
TERMINAL LEARNING OBJECTIVE
Upon completion of this presentation, the participant will be able to perform duties within the jail in compliance with Missouri law, as well as recognize and act when there is a legal duty to intervene.
ENABLING LEARNING OBJECTIVES
1. Upon completion of this presentation, the participant will be able to:
2. Identify who must receive prisoners into a jail;
3. List under what circumstance a jail may refuse to accept a prisoner;
4. Provide a correct yes or no, true or false answer when presented with scenarios relating to the following statutes;
a. 221.050
b. 221.060
c. 600.048
d. 221.120
e. 221.130
f. 650.055
g. 211.072
h. 532.630
i. 544.170
j. 544.620
5. State the importance of the court’s ruling in Estelle v. Gamble
6. List 4 criteria for when a jail employee may be held liable under a 1983 action for failing to intervene; and
7. List the 4 criteria the courts use when reviewing a jail employee’s use of force.
REFERENCES
The references are identified throughout the lesson plan.
POST CREDIT
3 Hours Legal Studies
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SCOPE
This lesson includes specific information to assist supervisors and leaders manager bullies and other toxic employees in the workplace. It defines workplace toxicity, identifies various types of toxic employees, and describes the characteristics of each type. The material offers information on getting to the root cause of toxic behavior, steps to help managers get to the root cause of toxic behavior, and how to structure and implement a Behavior Management Plan. Scenarios and examples are provided to enhance understanding.
TERMINAL LEARNING OBJECTIVE
Upon completion of this presentation, the participant will be able to identify toxic employee behavior, address the behavior in an appropriate manner, and assist the employee in correcting the behavior.
ENABLING LEARNING OBJECTIVES
Upon completion of this presentation, the participant will be able to:
1. List what constitutes a toxic workplace and types of toxic behaviors.
2. List a minimum of five different types of toxic employees and the behavior exhibited by each type.
3. List a minimum of three effects that each type of toxic employee’s behavior has on co-workers.
4. Identify a minimum of three strategies for managing each type of toxic employee.
5. List five methods managers can use to get to the root cause of the toxic employee’s behavior.
6. List eight steps to implementing a Behavior Improvement Plan.
7. Identify a minimum of eight of 10 steps to create and sustain a positive workplace culture.
8. Identify eight specific actions to model and reinforce positive behavior.
POST CREDIT
4 Hours Technical Studies
Click HERE to download the training material
SCOPE
The “Managing Workplace Conflict for Law Enforcement and Jail Supervisors” program aims to equip supervisors with the tools and techniques needed to manage and resolve workplace conflict effectively. It will provide insights into common sources of conflict in high-stress law enforcement and jail settings, explore conflict management styles, and introduce participants to conflict resolution strategies using the True Colors Personality System. The program will conclude with practical tabletop exercises to apply learned skills.
TERMINAL LEARNING OBJECTIVE
Upon completion of the “Managing Workplace Conflict for Law Enforcement and Jail Supervisors” program, participants will be able to effectively manage and resolve workplace conflict in high-stress environments by identifying common sources of conflict, applying appropriate conflict management styles, and integrating the True Colors Personality System into their conflict resolution strategies. Participants will demonstrate their ability to lead conflict resolution through practical application in tabletop exercises, ensuring the safety, productivity, and cohesion of their teams.
ENABLING LEARNING OBJECTIVES
To achieve the Terminal Learning Objective, the following Enabling Learning Objectives will guide participants through the necessary knowledge and skills:
1. Identify Common Sources of Conflict in Law Enforcement and Jail Settings
2. Demonstrate Knowledge of Conflict Management Styles
3. Explain and Apply Skills for Managing Conflict in High-Stress Environments
4. Integrate the True Colors Personality System in Conflict Resolution
5. Demonstrate Conflict Resolution in Tabletop Exercises
POST CREDIT
2 Hours Interpersonal Perspectives
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SCOPE
The presentation covers mental health in public safety, specifically as it relates to correctional officer mental health. It begins with information on how dangerous correctional work can be and the effect that it has on a person’s mental and physical health. It includes examples of watch for that may indicate a co-worker or employee may be struggling and offers action steps that can set the person on the road to getting the help they need. It offers insight into employee wellness and peer support programs, as well as many legal pitfalls to avoid.
TERMINAL LEARNING OBJECTIVE
To provide correctional staff and supervisors with the knowledge and tools needed to recognize how hazardous working in the correctional environment actually is, how PTSD effects correctional staff, signs and symptoms that a fellow staff member may be suffering from PTSD, and not only what steps can be taken, but the legalities as well.
ENABLING LEARNING OBJECTIVES
Upon completion of this 6 hour training, the participant will be able to:
1. List 4 areas of stressors in Corrections;
2. Define Hypervigilance;
3. List a minimum of 3 of 7 symptoms a person experiencing hypervigilance may exhibit;
4. Define the “Hypervigilance Biological Rollercoaster”;
5. List 4 symptoms a person experiencing PTSD may exhibit;
6. Define what is meant by the, “I’m Good Code of Silence”;
7. List a minimum of 4 of 6 methods for breaking the, “I’m Good Code of Silence”;
8. List 2 federal legislative acts regulating legalities of employee wellness programs;
9. Explain the importance of “voluntariness” in employee wellness programs;
10. List a minimum of 5 Dos and 5 Don’ts of employee wellness incentive programs;
11. List the Four Phases of Starting or Strengthening a Peer Support Program;
12. List a minimum of 3 Peer Support Program PSP Adaptation Guidelines;
13. List 4 of 8 Key Points to Developing a Successful Peer Support Program;
14. List 6 Essential Pillars to a Successful Peer Support Program;
15. State when and under what circumstances Peer Support Counseling and Communications are confidential under Missouri law;
16. List a minimum of 3 exceptions when Peer Support Counseling and Communications are NOT confidential under Missouri law;
17. List 2 answers a “Fitness-for-Duty” evaluation is designed to provide;
18. List the 2 circumstances that must both be present for an employee to be required to submit to a Fitness-for-Duty exam;
19. List the 2 circumstances under which an employer may make a disability-related inquiry of an employee;
20. Define the term, “Millennials”;
21. List 4 shifts in workplace culture driven by millennials;
22. List 3 prominent things millennials want in the workplace;
23. Identify what researches list as the biggest cause of stress for millennials;
24. List the 3 most prominent symptoms of major depression in millennials;
25. List a minimum of 5 of 8 top millennial stressors;
26. List 5 habits that make millennials stressed out and less productive
POST CREDIT
6 Hours Technical Studies
Click HERE to download the training material
SCOPE
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.
TERMINAL LEARNING OBJECTIVE
To provide public safety employers with information and strategies to better understand, interact with, and provide for the needs of Millennials in the workplace.
ENABLING LEARNING OBJECTIVES
Upon completion of this session, the participant will be able to:
- Define Millennials;
- Explain the four shifts/fundamental changes millennials are forcing in the workplace;
- Identify the biggest cause of stress in Millennials;
- List 5 Habits That Make Millennials Stressed Out and Less Productive; and
- List a minimum of 3 good and 3 bad workplace habits of Millennials.
POST CLEE CREDIT
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.
Scope:
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
Click HERE to download.
SCOPE
This course provides Missouri law enforcement officers with an understanding of the laws regarding open and concealed carry of firearms within the state. Officers will learn the legal parameters for both open and concealed carry, including who may lawfully carry a firearm, under what circumstances restrictions may be applied, and how to appropriately respond to incidents involving the open carry of firearms. Additionally, the course covers constitutional carry, clarifying when a permit is required and detailing the limitations and conditions for carrying concealed firearms with or without a permit.
TERMINAL LEARNING OBJECTIVE
By the end of this course, students will be able to demonstrate knowledge of Missouri’s open and concealed carry laws, identify lawful and restricted situations for firearm carry, and apply this knowledge in response to incidents of open carry, ensuring compliance with state regulations and respect for constitutional rights.
ENABLING LEARNING OBJECTIVES
Upon completion of this presentation, the participant will be able to:
1. State whether Missouri allows the open carry of firearms;
2. Identify who & how restrictions may be placed on the open carry of firearms in Missouri;
3. Identify what officers may and may not do when responding to a report of open carry;
4. State whether Missouri allows firearms and other weapons to be carried concealed without a permit; and
5. Identify the restrictions for carrying concealed firearms and other weapons with and without a permit.
POST CLEE CREDIT
2 Hours Legal Studies
Click HERE to download the training material
SCOPE
This presentation begins by addressing the question, “Have the police become over militarized?” It discusses the increased use of military style equipment and the possible consequences of a militarized police force. It finishes with a discussion on an acceptable balance between utilizing adequate safety equipment and protecting officers and the community.
TERMINAL LEARNING OBJECTIVE
Upon completion of this presentation, the participant will be cognizant of the effect that a militarized uniform can have on their mindset, the community mindset, and their willingness to prioritize protecting the constitutional rights of the community they serve by utilizing methods to maintain a “servant guarding” mindset in uniform.
ENABLING LEARNING OBJECTIVES
Upon completion of this presentation, the participant will be able to:
1. Define Constitutional Policing.
2. Define Policing Militarization.
3. Differentiate a Guardian vs. Warrior mindset and list a minimum of three characteristics of each mindset.
4. Explain the impact of militarization on constitutional policing.
5. Explain the psychological impact of police uniforms on officers
6. Describe the mindset and attitude shift in militarized uniforms
7. Explain the effect of militarized uniforms in policing.
8. List six ways to maintain a “servant guarding” mindset in militarized police uniforms.
POST CLEE CREDIT
2 Hours Technical Studies
Click HERE to download the training material
SCOPE
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.
TERMINAL LEARNING OBJECTIVE
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.
ENABLING LEARNING OBJECTIVES
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.
POST CLEE CREDIT
2-Hours Technical Studies
Click HERE to download
SCOPE
This class provides staff with a better understanding of identifying, classifying, and managing the individuals in STG’s. It focuses on developing the participant’s level of knowledge of gangs as well as current activities, trends, and reduction strategies. The class examines gang intelligence, correctional intelligence protocols, security threats, unit development and operational management, street gang evolution, gang crime, gang identification, communications, typology, personal safety, and the psychological and sociological impact gangs have on society as well as officer and public safety.
TERMINAL LEARNING OBJECTIVE
Provide participants with a bettering understanding of Security Threat Groups; develop their ability to recognize signs of STG activity in a facility and create an appreciate for the importance of properly classifying members of security threat groups.
ENABLING LEARNING OBJECTIVES
Upon completion of this 4 hour presentation, the participant will be able to:
1. Define security threat groups;
2. List a minimum of 4 gang recruiting locations;
3. List signs of gang activity in a facility;
4. Identify a STG’s impact on staff, the facility and the population;
5. List 3 ways to track STGs within a facility;
6. Identify at least 2 components of the gang mentality;
7. Identify the importance of properly classifying STGs; and
8. List the 3 status levels of STG participants.
POST CLEE CREDIT
4 Hours Technical Studies
Click HERE to download the training material
SCOPE
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.
TERMINAL LEARNING OBJECTIVE
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.
ENABLING LEARNING OBJECTIVES
Upon completion of this 2-hour presentation, the participant will be able to:
- Identify 2 benefits of an anti-fraternization policy;
- Define Sexual Harassment;
- List 3 characteristics of Flirting vs 3 characteristics of Sexual Harassment;
- List 2 different types of Sexual Harassment;
- List at least 3 signs that may indicate a coworker is being sexually harassed;
- Identify 3 action steps to help a coworker that is being sexually harassed;
- Identify at least 4 actions that may indicate a coworker is a harasser;
- List 5 actions to take if you are being sexually harassed; and
- Identify 5 action steps organizations can take to help prevent sexual harassment.
POST CLEE CREDIT
2 Hours Technical Studies
Click HERE to download
SCOPE
This presentation provides information on the different aspects of being a manager of a Field Training Program. It covers the key elements of successful program management, the manager’s role in overseeing training officers, strategies to mentor training officers, guiding trainers to be effective training officers, scheduling and time management, as well as tips and techniques for ensuring support from upper management within the organization.
TERMINAL LEARNING OBJECTIVE
Upon completion of this presentation, the participant will be able to properly run a Field Training Unit with integrity, professionalism and the agency’s core values, ensuring trainees and training officers are treated with dignity and respect, while providing positive motivation, documentation, and encouragement.
ENABLING LARNING OBJECTIVES
Upon completion of this presentation, the participant will be able to:
1. List 4 key elements of success in Field Training Program Management.
2. List a minimum of 6 types of Knowledge, Skills, & Abilities of Successful Field Training Managers.
3. Field Training Manager’s Role in overseeing the training program.
4. List and explain the Duties of the Field Training Manager.
5. Identify 4 Proactive Problem-Solving Techniques.
6. Identify and explain the philosophy behind the main emphasis of the San Jose Model.
7. Identify and explain the 4 phases of the San Jose Training Model and the trainee activities in each phase.
8. Identify and explain the philosophy behind the main emphasis of the Reno Police Training Officer Model.
9. List and explain the Four Core Areas of the Learning Matrix Reno Police Training Officer Model.
10. List and explain the steps in a Problem-Based Learning structure of the Reno Police Training Officer Model.
11. Identify and explain a minimum of 4 techniques for managing multiple field training officers and trainees at the same time.
12. Identify a minimum of 3 things Field Training Managers need to be successful.
13. Successfully participate in 4 tabletop exercise scored on a pass/fail bases.
POST CLEE 16 Hours
7 Interpersonal Perspectives – 1 Implicit Bias
8 Technical Studies
Click HERE to download the training material
SCOPE
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”.
TERMINAL LEARNING OBJECTIVE
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.
ENABLING LEARNING OBJECTIVES
Upon completion of this presentation, participants will be able to:
- List the 3 phases of the decision-making process.
- Identify the difference between Analytical and Intuitive decision-making.
- Define ‘Decision Fatigue”
- Define “Cognitive Bias”
- List 4 types of Cognitive Biases & explain steps to overcoming each type
- Define “Implicit Bias”
- Identify 5 risk factors that may lead to Implicit Bias
- List 6 action steps that may reduce Implicit Bias
- List 3 factors that influence community confidence in law enforcement
- Define Police Legality, Police Legitimacy, and Procedural Justice
- Define “Discretionary Time” and list the 2 primary means of creating it
- List 4 conditions of effective de-escalation.
- 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.
- 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
- List and explain 5 components of a model use-of-force continuum.
- Define Positional Asphyxia
- Identify 4 steps to help minimize the potential for injury or death from Positional Asphyxia
- List the circumstances under which an officer can be federally prosecuted for “Failure to Intervene.”
POST CLEE CREDIT
POST #21621 – 4 Hours Total
2 Technical Studies (Includes 1 hour Sub: Implicit Bias)
2 Legal Studies (Includes 1 hours Sub: De-Escalation)
Click HERE to download.
CLEE F.A.Q.
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.
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.
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.
MSA CLEE Credit Underwriting
The Missouri Sheriffs’ Association (MSA) is a POST Licensed CLEE Training Provider. Agencies contracted with MSA who would like to create and provide their own in house or in service training may submit their CLEE training course to MSA for underwriting. The MSA will assist the agency in preparing the course for MSA/POST approval. Once a course is approved and MSA issues a POST Control Number, the contract agency may provide the training. After the training course is scheduled but before prior to the training date, the instructor should contact the MSA (donna@mosheriffs.com) and request a class sign-in sheet and individual student MSA CLEE Application forms.
All training course attendees must sign in at the start of class, complete an MSA CLEE Application form, and be present and participate in the entire class to receive POST CLEE Credit. Instructors who wish to receive CLEE credit for presenting the class should also sign, and complete a MSA CLEE Application form. Upon completion of the training, the instructor must sign the class sign-in sheet on the instructor signature line verifying all the students were present and participated in the entire training session. The sign-in sheet along with all students’ MSA CLEE Applications, should be mailed to the MSA Business Office 6605 Bus. 50 West, Jefferson City, MO 65109.The MSA will then issue training certificates to the students, upload the CLEE credit to POST, and maintain all training files required by POST.
The above services are provided free of charge to MSA Contract Agencies and their employees. Attendees who are not employed by a contract agency will be charged a fee to cover the cost of the training and processing of POST CLEE credit. The cost will be based on the specific course being conducted. Advanced, Specialty, and Instructor level courses require more preparation, materials, specialists instructors, and other resources and may require an attendance/supply fee for all attendees. All course fees will be determined and approved in advance of the training being presented.
Agencies interested in having the MSA underwrite their training program must complete an MSA Course Credit Application form (DOWNLOAD), and each instructor presenting the training must complete an Instructor Record (DOWNLOAD). The application and all necessary supporting documents detailed in the application should be submitted to the MSA Training Program Coordinator for approval. Applications submitted electronically are preferred if possible, or they may be mailed to the MSA Business Office (Please include an electronic copy on a USB drive with any printed copies).
USE AUTHORIZATION: A significant roadblock to conducting training for any agency is the time, research, and development of a lesson plan. Agencies who submit their training courses to the MSA for underwriting are strongly encouraged to allow their MSA-approved lesson plans to be shared by other MSA contract agencies. Agencies willing to share their lesson plans are encouraged to check the Use Authorization statement included on the MSA Course Credit Application form. Training lesson plans will only be shared by the MSA to other MSA Contract Agencies.
