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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This is the class material for the MSA Basic Patrol Rifle and Qualification Training. 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, 6 hours of practical exercises, and concludes with a rifle qualification course the student must pass with a 70% or better score.
Terminal Learning Objective:
Upon completing this course the student will be able to properly and safely handle and maintain the patrol rifle. In order to pass this course the student must pass a rifle qualification course with a passing score of 70%.
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. Operate the rifle in the standing, kneeling, and prone firing positions.
POST CLEE CREDIT – POST #25866: 8 Hours
8 Hours Skill Development-Firearms
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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
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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 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 course includes a skills qualification practical exercise that requires the student to meet a minimum competency qualification score of 70% to pass.
Terminal Learning Objective:
The student will demonstrate their proficiency with the basic patrol rifle by passing a minimum competency qualification course with a score of 70% or better.
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 with a qualifying score of 70% or better.
POST CLEE CREDIT – POST #25875: 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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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.
TERMINAL LEARING OBJECTIVE
The goal is for the student to learn the key components to learn how to effectively communicate the desired outcome or desired intent.
ENABLING LEARNING OBJECTIVES
Upon completion of this 2-hour session, the participant will be able to:
- Define “Effective Communication”;
- Identify a minimum of 5 key characteristics of effective communication;
- Define “ultimatum”;
- Explain how ultimatums impact effective communication;
- List a minimum of 5 characteristics of effective listeners;
- List at least three body language indicators; and
- Identify and Demonstrate active listening
POST CLEE CREDIT
2-Hours Interpersonal Perspectives
SCOPE
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.
TERMINAL LEARNING OBJECTIVE
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.
ENABLING LEARNING OBJECTIVES
At the end of the 2 hours session, the participant will be able to:
- List differences between a manager and a supervisor leadership responsibilities
- List 3 elements of a successful TEAM
- Define competency and explain importance in the law enforcement profession
- List 3 characteristics of good Change Managers
- Define Ethics
- Define Values
- Define Interpersonal relationships
POST CLEE CREDIT
2-Hours Interpersonal Perspectives
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
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
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
Click HERE to download.
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
Click HERE to download.
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
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 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
LENGTH: 2 Hours
POST CLEE CREDIT: 2 Hours Legal Studies/2 Hours Technical Studies
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This is the class material for the MSA Shotgun Refresher and Qualification training. Firearms instructors may download and teach this course as it is structured.
Scope:
This 4 hour course provides 2 hours of classroom training that covers basic firearms safety related to shotguns, shotgun operational characteristics, disassembly, cleaning and inspection, assembly, function checks, shotgun ammunition characteristics, loading, unloading, fundamentals of marksmanship, and common shooter induced malfunctions. The course also provides a 2 hour practical application session requiring the student to demonstrate proper shotgun safety and handling skills. The student is required to pass a practical (5 stage) shotgun qualification course with a passing score of 70% in order to receive a training certificate.
Terminal Learning Objective:
At the conclusion of this course students will be able to demonstrate safe handling and use of the pump action shotgun and pass a qualification course with a passing score of 70% or better.
Enabling Objectives:
1. Identify the safety principles concerning the handling of the standard police shotgun.
2. Identify the nomenclature and operational characteristics of shotguns.
3. *Identify and demonstrate the field disassembly procedures for the shotgun.
4. *Identify the proper inspection and cleaning procedures for the shotgun.
5. *Identify and demonstrate teh re-assembly procedure for the shotgun.
6. *Demonstrate the proper function testing procedure after the re-assembly of the shotgun.
7. Identify the types of shotgun ammunition available and the ballistic characteristics of each.
8. Identify the proper inspection and assembly area loading procedure for carrying in the police vehicle.
9. Identify the proper methods of loading the shotgun in a combat situation.
10. Identify the proper method for unloading the shotgun after the assembly area load.
11. Identify the proper method for unloading the shotgun after a combat load.
12. Identify the five fundamentals of marksmanship and their application in the operation of the shotgun.
13. Identify the most common shooter induced malfunctions of the shotgun, and the proper procedure to clear those malfunctions.
14. Demonstrate proficiency in shooting stages of fire designed to test fundamentals of shotgun shooting.
15. Shoot a qualification score of at least 70 on the D.P.S. qualification course.
*These objectives will be based upon the manufacturer recommendations for the disassembly, inspection, cleaning, re-assembly, and proper function testing for the particular shotgun used by the student.
POST CLEE CREDIT – POST #25645: 4 Hours
4 Hours Skill Development-Firearms
Click HERE to download
SCOPE:
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.
TERMINAL LEARNING OBJECTIVE
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.
ENABLINBG LEARNING OBJECTIVES
Upon completion of this session, the participant will be able to:
- Define Critical Thinking;
- List a minimum of 6 of 9 Intellectual Standards of Reasoning;
- Identify 6 characteristics of Critical Thinkers;
- Differentiate Between Strategy and Tactics;
- Define Tactical Intelligence;
- Define Emotional Intelligence;
- List Goleman’s 5 Emotional Intelligence Constructs;
- Define Social Intelligence;
- List 5 Concepts of Social Intelligence;
- Define De-escalate, Discretionary Time, and Non-Discretionary Time;
- List 4 conditions that must be present for De-escalation to work;
- Identity 6 concepts of De-escalation;
- Define Crisis;
- List 3 characteristics of a Crisis;
- Define Crisis Management; and
- Identify 4 Essential Features of Crisis Management.
POST CLEE CREDIT
2-Hours Interpersonal Perspective (1-Hour Credited toward De-Escalation)
Click HERE to download.
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.
