Spreadsheet: 2ac9f2f6-d54d-4213-9058-a1487c085c0c
Sheet: Sheet1

Law, Public Safety, Corrections & Security | Unnamed: 1 | Unnamed: 2 | Unnamed: 3 | Unnamed: 4 | Unnamed: 5
Pathway: Law Enforcement Services
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
LWPD01.01 | Communications | #5: Introduction to Law Enforcement Services | Interpret body language and gestures to demonstrate the use of interpersonal communication. | Observe expressions and gestures to interpret verbal and nonverbal communication. | Interpret eye contact, facial expressions, and body positioning.
 |  |  |  |  | Interpret gestures.
 |  |  |  |  | Provide feedback to the message received.
 |  |  |  |  | Demonstrate active listening skills.
 |  |  |  | Interpret voice quality and delivery to interpret verbal communication. | Receive and provide feedback to verbal communications.
 |  |  |  |  | Analyze messages based on the combination of pitch, tone, and wording.
 |  |  |  |  | Provide correct feedback to sender.
LWPD01.02 | Communications | #5: Introduction to Law Enforcement Services | Use field note-taking and report-writing skills to complete police incident reports. | Use clear, concise and legible entries from police incidents to prepare required data and submit an appropriate report. | List three purposes for use of an officer's field notes.
 |  |  |  |  | List six one-word questions that should be answered when developing field notes.
 |  |  |  |  | Solicit the appropriate information for a police incident.
 |  |  |  |  | Fill out the appropriate forms to report a police incident.
 |  |  |  |  | Explain the four uses of law enforcement reports.
 |  |  |  |  | Differentiate among an initial report, a continuation report, and a supplemental report.
 |  |  |  |  | Write a narrative using passive tense and active tense.
 |  |  |  |  | Write a narrative using the third person and the first person.
 |  |  |  |  | Spell common words used in police reports.
 |  |  |  |  | Explain the need for accurate documentation for field.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
LWPD01.03 | Communications | #5: Introduction to Law Enforcement Services | Use various equipment in a dispatch center to demonstrate the ability to communicate clearly and effectively. | Operate radio systems to demonstrate command of radio communications. | Operate a mobile radio system.
 |  |  |  |  | Operate a hand-held radio system.
 |  |  |  |  | Conduct radio communication traffic.
 |  |  |  |  | Maintain radio contact while operating a motor vehicle.
 |  |  |  | Operate mobile data communication equipment to send and receive data. | Send data information over the mobile data terminal.
 |  |  |  |  | Retrieve data information from the mobile data terminal.
 |  |  |  |  | Disseminate data to multiple mobile units via the mobile data terminal.
 |  |  |  |  | Operate the mobile data terminal while operating a motor vehicle.
 |  |  |  | Use a telephone to demonstrate clear and effective use of telephonic communications. | Operate a telephone to provide information in a clear and concise manner.
 |  |  |  |  | Obtain information from the dispatch center with a telephone.
 |  |  |  |  | Evaluate appropriate time and conditions to use telephonic communications.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
LWPD01.04 | Communications | #5: Introduction to Law Enforcement Services | Apply anger management techniques to resolve conflicts and reduce anger. | Use conflict and anger management procedures to take charge of problems. | Identify techniques to manage conflict between people.
 |  |  |  |  | Identify techniques to reduce anger.
 |  |  |  |  | Identify sources and common responses to conflict.
 |  |  |  |  | Distinguish between passive, aggressive and assertive behavior.
 |  |  |  |  | Describe how body language plays a role in interacting with others.
 |  |  |  |  | Identify ten categories of difficult people.
 |  |  |  |  | Use communication strategies to deal with each category of difficult people.
 |  |  |  |  | Identify factors that can contribute to a person’s hostility.
 |  |  |  |  | Discuss how anger and work go together.
 |  |  |  |  | Discuss predictable factors that signal potential conflict.
 |  |  |  |  | Identify and discuss the sequence of anger.
 |  |  |  |  | Identify and discuss the components of the conflict environment.
 |  |  |  | Role-play to measure ability to deal with conflicts. | Cadets identify personal style of dealing with conflict.
 |  |  |  |  | Demonstrate effective conflict management skills when interacting with classmates.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
LWPD02.01 | Ethics and Legal Responsibilities | #5: Introduction to Law Enforcement Services | Display integrity and demonstrate a commitment to ethical behavior in the performance of the duties of law enforcement personnel. | Abide by character-building actions to perform the duties of law enforcement services in an ethical manner. | Analyze the causes of violations of public trust.
 |  |  |  |  | Identify strategies to enhance public trust.
 |  |  |  |  | Explain the dynamics of integrity as it relates to law enforcement.
 |  |  |  |  | List short and long-term strategies to enhance high performance standards of ethics.
 |  |  |  |  | Explain the mission of law enforcement in defending a democratic society.
 |  |  |  |  | Explain the role of the United States Constitution in relation to the development and implementation of the mission of law enforcement organizations.
LWPD03.01 | Technical Skills | #11: Ethics and Social Issues | Know state and local laws pertaining to alcohol and beverage control laws, and describe the related law enforcement procedures. | Use alcohol and beverage control laws and procedures to control illegal beverage sales and consumption. | Define alcoholic beverage.
 |  |  |  |  | Define non-tax paid alcoholic beverage.
 |  |  |  |  | Define malt beverage.
 |  |  |  |  | Define unfortified wine.
 |  |  |  |  | Define fortified wine.
 |  |  |  |  | Define spirituous liquor.
 |  |  |  |  | Define mixed beverage.
 |  |  |  |  | Differentiate between legal and illegal alcohol and beverage sales.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
 |  |  | (CONTINUED) | Demonstrate knowledge and understanding of alcohol and beverage control laws as applied to specific circumstances. | Identify circumstances under which different types and amounts of alcoholic beverages can be purchased.
 |  |  |  |  | Identify circumstances under which different types and amounts of alcoholic beverages may be possessed.
 |  |  |  |  | Identify circumstances under which alcoholic beverages may be consumed in public.
 |  |  |  |  | Identify circumstances under which alcoholic beverages may be consumed in private.
 |  |  |  |  | Identify circumstances under which different types of alcoholic beverages can be consumed in a motor vehicle.
 |  |  |  | Collaborate with local and state agencies to control alcohol beverage violations. | Distinguish between local and state alcohol beverage permits.
 |  |  |  |  | Identify violations of local and state alcohol beverage permits.
 |  |  |  |  | Differentiate among the appropriate agencies with responsibility for violation of alcohol and beverage control laws.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
LWPD03.02 | Technical Skills | #8: Procedural Criminal Law | Apply civil law enforcement procedures to serve writs, warrants, and summons. | Demonstrate understanding and knowledge of civil law procedures. | Define attachment.
 |  |  |  |  | Define garnishment.
 |  |  |  |  | Define claim.
 |  |  |  |  | Define delivery.
 |  |  |  |  | Explain how to properly serve a summons.
 |  |  |  |  | Complete a valid return of a summons.
 |  |  |  |  | Determine the appropriate response or responsible agency during service of writs of possession on real property ("ejectment") and personal property.
 |  |  |  |  | Identify limits on "use of force" and entry to private property during civil process service.
 |  |  |  |  | Demonstrate the proper use of summons for people to testify in court or to produce required documents.
 |  |  |  |  | Differentiate among Domestic Violence Protective Orders, Order of No Contact, and Orders to Pick Up Children.
 |  |  |  |  | Determine the appropriate guardian and custodial parent during periods prior to court rulings and after a judicial ruling.
LWPD03.03 | Technical Skills | #10: Law Enforcement Field Services | Practice community policing to increase community involvement. | Become familiar with the philosophy and concepts of community policing to achieve success in the activity. | Define community policing.
 |  |  |  |  | List three principles of community policing.
 |  |  |  |  | Identify roles of the community police officer.
 |  |  |  |  | List steps in marketing community policing to the community.
 |  |  |  |  | State the duties of the community police officer.
 |  |  |  |  | Identify the skills needed to be a successful community police officer.
 |  |  |  |  | Explain how law enforcement services have responded to social conditions and demands throughout history by altering method of service.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
LWPD03.04 | Technical Skills | #7: Courts and the Judicial Process | Apply constitutional laws and laws of arrest to assure zero errors in performance. | Apply constitutional laws and the laws of arrest to execute official duties while respecting citizen rights. | Discuss the three sources of law.
 |  |  |  |  | Describe the effects of the First Amendment on law enforcement.
 |  |  |  |  | Identify the criminal and civil consequences an officer may face by violating a citizen’s constitutional right.
 |  |  |  |  | State requirements for making an arrest without a warrant.
 |  |  |  |  | Define citizen detention.
 |  |  |  |  | State the requirements for private citizens to assist law enforcement officials in preventing escape or effecting arrest.
 |  |  |  |  | Prepare an arrest warrant.
 |  |  |  |  | Determine the appropriate level of force when dealing with deadly and non-deadly force situations.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
LWPD03.05 | Technical Skills | #9: Law Enforcement Administration and Management | Research appropriate resources to demonstrate the use of the Constitution’s protection regarding search and seizure. | Demonstrate knowledge and understanding of the individual protection granted by the Constitution. | Explain the scope of a lawful warrant-less search during a consent search of persons.
 |  |  |  |  | Explain the scope of a lawful warrant-less search of a premises.
 |  |  |  |  | Explain the scope of a lawful warrant-less search of a vehicle.
 |  |  |  |  | Explain the scope of a lawful warrant-less search during a search based on exigent circumstances.
 |  |  |  |  | Explain the scope of a lawful warrant-less search during a plain view search.
 |  |  |  |  | Identify the legal requirements governing preparation and execution of the search warrant of a suspect's premises, vehicle, or person.
 |  |  |  |  | Differentiate among the special search warrant concerns in obscenity, crime scenes, riots, and financial crime situations.
 |  |  |  |  | Explain the legal concepts of custody and interrogation as they relate to the requirements of the United States Supreme Court decision, [NAME] vs. Arizona.
 |  |  |  |  | List the four [NAME] requirements.
 |  |  |  |  | List the additional requirements above the Miranda Warnings for juvenile suspects, offenders, and witnesses.
 |  |  |  |  | Advise a person of their constitutional rights.
 |  |  |  |  | Differentiate between a non-custodial interview and a custodial interview.
 |  |  |  |  | Define the requirements to obtain information from a witness to a crime.
 |  |  |  |  | Demonstrate the appropriate use of legal procedures to obtain information from reluctant witnesses.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
LWPD03.06 | Technical Skills | #9: Law Enforcement Administration and Management | Demonstrate knowledge and understanding of the U.S. legal system and the implications for law enforcement services. | Explain how individuals, groups, and society are protected by constitutional laws and decisions of local, state, and federal courts and the Supreme Court. | Describe changes to U.S. Constitution affecting individuals and/or groups.
 |  |  |  |  | Analyze Supreme Court decisions affecting individuals and/or groups.
 |  |  |  |  | Define competing interests.
 |  |  |  |  | Identify competing interests.
 |  |  |  |  | Identify conflicting interpretations of local, state, and federal courts, and the U.S. Supreme Court.
 |  |  |  |  | Evaluate the importance of selected constitutional conflicts for individuals.
 |  |  |  |  | Evaluate the importance of selected constitutional conflicts for groups.
 |  |  |  |  | Evaluate the importance of selected constitutional conflicts for society as a whole.
 |  |  |  | Explain the differences and similarities between state and federal court systems and their interaction. | Differentiate between state and federal court systems.
 |  |  |  |  | Contrast the structural and informal relations between state and federal court systems.
 |  |  |  |  | List the similarities between state and federal court systems.
 |  |  |  |  | Explain how cases move between state and federal jurisdictions.
 |  |  |  |  | Explain under what circumstance cases move between state and federal jurisdictions.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
 |  |  | (CONTINUED) | Explain the differences between civil and criminal justice systems, and compare and contrast their legal perspectives. | Differentiate between civil and criminal justice systems.
 |  |  |  |  | Compare and contrast the operations and processes of the civil and criminal justice systems.
 |  |  |  |  | Summarize issues, concerns, and problems confronting both the civil and criminal justice systems.
 |  |  |  |  | Discuss and evaluate the effectiveness of the civil and criminal justice systems in resolving the issues, concerns, and problems confronting each.
 |  |  |  | Compare the civil and criminal justice systems and explain how changes impact law enforcement. | Analyze changes in civil law.
 |  |  |  |  | Analyze changes in criminal law.
 |  |  |  |  | Explain how these changes impact law enforcement services.
 |  |  |  |  | Elaborate on the dynamic nature of the United States Legal System.
 |  |  |  |  | Elaborate on the dynamic nature of the legal system at the state level.
LWPD03.07 | Technical Skills | #10: Law Enforcement Field Services | Plan, develop, implement, evaluate, and manage a program to enforce crime prevention and loss-prevention activities. | Collaborate with community groups in reducing the effects of crime. | Define the term "crime prevention."
 |  |  |  |  | Explain the role of citizens in crime prevention activities.
 |  |  |  |  | Identify different community-based crime prevention programs.
 |  |  |  |  | Conduct a crime analysis of a given situation or area.
 |  |  |  |  | Plan crime prevention techniques to remove or reduce crime risks.
 |  |  |  |  | Develop a comprehensive crime prevention plan that includes strategies for funding, managing, and marketing of plan.
 |  |  |  |  | Prepare and present a 10-15 minute presentation on a crime prevention topic.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
 |  |  | (CONTINUED) | Work with other agencies and local citizens to develop a program that addresses family violence. | Define family violence.
 |  |  |  |  | Explain guidelines to follow to prevent family violence.
 |  |  |  |  | Identify local agencies that provide assistance in preventing family violence.
 |  |  |  |  | List referral agencies that provide assistance in preventing family violence.
 |  |  |  | Collaborate with local businesses to reduce the effects of crime. | Develop security guidelines to protect businesses against losses due to crime.
 |  |  |  |  | Prepare and present a 10-15 presentation to business owners and managers designed to protect against losses due to crime.
 |  |  |  | Teach the public about crime prevention programs to enhance public awareness of problems and solutions. | Plan, develop and implement a crime prevention program.
 |  |  |  |  | Plan, develop and produce a public information program on crime prevention.
 |  |  |  |  | Discuss the fundamental principles of crime prevention and how they relate to the environment.
 |  |  |  |  | Analyze and discuss natural access and natural surveillance and the importance of both.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
LWPD03.08 | Technical Skills | #10: Law Enforcement Field Services | Analyze and select appropriate techniques, and manage crisis situations to protect individuals and society. | Manage crisis negotiations to promote the safety of individuals and the public. | Explain principles of crisis negotiation.
 |  |  |  |  | Use effective communication techniques in crisis negotiations.
 |  |  |  |  | Demonstrate basic knowledge of abnormal psychology as applied to the crisis negotiator.
 |  |  |  |  | Participate as a crisis negotiation team member.
 |  |  |  |  | Yield to command center authority during crisis negotiations.
 |  |  |  |  | List suicide intervention techniques.
 |  |  |  |  | List various methods of conducting negotiations.
 |  |  |  |  | Utilize appropriate negotiation techniques.
 |  |  |  |  | Describe how to establish perimeters in crisis situations.
 |  |  |  |  | Apply hostage safety considerations during negotiations.
 |  |  |  |  | Demonstrate awareness of psychological impacts on hostages.
 |  |  |  | Complete pre-event planning to respond to crisis situations. | Participate in training sessions for crisis management.
 |  |  |  |  | Plan for pre-event crisis negotiation procedures.
 |  |  |  |  | Establish priorities and goals for crisis negotiation situations.
 |  |  |  |  | Develop procedures for gathering intelligence in a crisis negotiation situation.
 |  |  |  |  | Participate in pre-event training sessions for crisis team leaders.
 |  |  |  |  | Develop active listening skills.
 |  |  |  |  | Establish effective questioning techniques.
 |  |  |  |  | Complete advanced suicide intervention skills.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
 |  |  | (CONTINUED) | Plan for crisis situations to react to the influence of  militia movement. | Identify history of militia movement.
 |  |  |  |  | Differentiate among background, mission, purpose, and organization of various militias.
 |  |  |  |  | Identify violent anti-government groups with descriptions and trends.
 |  |  |  |  | Plan for the threat of militia movement.
 |  |  |  |  | Plan for the influence of WACO: the militia rally cry.
 |  |  |  |  | Identify techniques to protect against the militia underground threat.
 |  |  |  |  | Identify techniques to defend against the militia intelligence networks.
 |  |  |  | Plan for appropriate crisis management to protect individual and societal rights. | Demonstrate sensitivity and understanding to individual and societal rights during role-play.
 |  |  |  |  | Establish demands, deadlines, and terms of surrender for crisis negotiations.
 |  |  |  |  | Differentiate between public safety and individual rights during crisis negotiations.
 |  |  |  |  | Identify appropriate techniques of collecting evidence for criminal prosecution at crisis situations.
 |  |  |  |  | Discuss steps lending to successful prosecution of law-breakers causing crisis situation.
 |  |  |  |  | Identify issues involved in establishing operational security for crisis situations.
 |  |  |  | Identify crisis situations caused by different variables to assist individuals with threatening problems. | Identify victim precipitated homicide situations.
 |  |  |  |  | Negotiate with troubled youth.
 |  |  |  |  | Identify effects of drug use in a crisis situation.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
LWPD03.09 | Technical Skills | #10: Law Enforcement Field Services | Utilize crowd management skills to control large gatherings. | Role play to participate in effective crowd management. | List an example of each of three classes of crowds.
 |  |  |  |  | Differentiate between a casual crowd and a mob.
 |  |  |  |  | Identify the duties of a law enforcement officer when patrolling a potentially violent demonstration or labor dispute.
 |  |  |  |  | Identify the primary duties of a law-enforcement officer at a nonviolent (passive) protest.
 |  |  |  |  | Demonstrate proper crowd control formations using the riot baton to control or restrain crowd movement.
 |  |  |  |  | Demonstrate the various methods for deploying less-than-lethal and chemical crowd control measures.
LWPD03.10 | Technical Skills | #11: Ethics and Social Issues | Interact with victims and the public to promote concern for persons with disabilities and other specific groups of people. | Interact with the public in wide variety of situations, fostering public cooperation and making law-enforcement more effective. | Demonstrate knowledge of the appropriate procedures for advising crime victims how to seek legal recourse and assistance.
 |  |  |  |  | Explain the step-by-step court procedures to suspects, victims, and witnesses.
 |  |  |  |  | List the eligibility requirements to receive assistance from the victims assistance program.
 |  |  |  |  | Explain the procedures to contact the victims assistance office to request help.
 |  |  |  |  | Recognize and provide the appropriate assistance to people with disabilities such as autism, hearing impairment/deafness, visual impairment/blindness, mobility impairment, and Alzheimer's disease.
 |  |  |  |  | Identify a suspected hate crime.
 |  |  |  |  | Identify steps involved in conducting a preliminary investigation of a suspected hate crime.
 |  |  |  |  | Demonstrate the appropriate methods of communicating with suspects, defendants, victims and/or their families to provide and/or obtain necessary information.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
LWPD03.11 | Technical Skills | #10: Law Enforcement Field Services | Perform law enforcement duties to reduce or address domestic violence. | Implement procedures and techniques to enforce domestic violence laws. | Demonstrate how to safely respond to domestic violence situations and interact with those present.
 |  |  |  |  | Demonstrate an understanding of how to initiate a preliminary investigation of a domestic violence situation.
 |  |  |  |  | Apply the law to make arrest decisions in domestic violence cases.
 |  |  |  |  | Recognize and serve protective orders.
 |  |  |  |  | Apply effective communication techniques in volatile situations, for example "verbal judo."
 |  |  |  |  | Aid in prosecuting cases without a "victim.”
 |  |  |  |  | Define circle of abuse.
 |  |  |  |  | Articulate the special concerns regarding non-citizens in domestic abuse.
LWPD03.12 | Technical Skills | #11: Ethics and Social Issues | Apply law enforcement procedures to driving under the influence (DUI) cases. | Know legal aspects and be able to administer tests to enforce laws related to driving under the influence of alcohol. | Define legal aspects of DWI/DUI enforcement.
 |  |  |  |  | Complete review of legal aspects (definitions, statutes, and case law) of DWI/DUI.
 |  |  |  |  | Administer the Standardized Field Sobriety Test (SFST) Battery including horizontal gaze nystagmus.
 |  |  |  |  | Interpret the SFST.
 |  |  |  | Use appropriate techniques to apprehend violators of DWI/DUI laws. | Describe application of laws regarding implied consent and the use of Miranda rules to DWI/DUI cases.
 |  |  |  |  | Demonstrate the use of video technology to collect evidence in DWI/DUI cases.
 |  |  |  |  | Recognize evidence of DWI/DUI violations.
 |  |  |  |  | Interpret evidence of DWI/DUI violations.
 |  |  |  |  | Develop skill in using visual detection in DWI/DUI cases.
 |  |  |  |  | Describe methods to detect and apprehend violators under the influence of alcohol.
 |  |  |  |  | Differentiate types of driver behavior present in possible and probable DWI/DUI cases.
 |  |  |  |  | Describe tactics used in defense of impaired driving cases.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
 |  |  | (CONTINUED) | Prepare evidence and reports required to give testimony in court related to DWI/DUI cases. | Prepare Influence Report Form.
 |  |  |  |  | Report DWI/DUI evidence in a clear and convincing manner.
 |  |  |  |  | Prepare and present competent testimony in impaired driver cases.
 |  |  |  |  | Practice giving direct-testimony and answering questions under cross-examination in DWI/DUI cases.
 |  |  |  |  | Plan and design sobriety checkpoints (roadblocks).
 |  |  |  | Prepare community service presentations to provide the public information related to DWI/DUI laws. | Make presentations about the effects on the human body and how these effects relate to driver behavior.
 |  |  |  |  | Make presentations on the DWI/DUI laws.
 |  |  |  |  | Present two drinking exercises recommended by the National Highway Transportation and Safety Administration (NHTSA).
LWPD03.13 | Technical Skills | #11: Ethics and Social Issues | Possess the physical and mental skills required to operate a motor vehicle. | Follow standard procedures to operate a motor vehicle under routine conditions. | Follow state and federal motor vehicle laws.
 |  |  |  |  | Implement departmental and organizational motor vehicle policies.
 |  |  |  |  | Demonstrate ability to use motor vehicle within its capabilities and limitations.
 |  |  |  | Follow course procedures to operate a motor vehicle under virtual conditions. | Demonstrate ability to follow state and federal motor vehicle laws.
 |  |  |  |  | Demonstrate ability to follow departmental and organizational motor vehicle policies.
 |  |  |  |  | Demonstrate ability to use motor vehicle within its capabilities and limitations.
 |  |  |  | Observe precautions as necessary to operate a motor vehicle under environmental conditions. | Control motor vehicle during winter conditions.
 |  |  |  |  | Control motor vehicle during rainy conditions.
 |  |  |  |  | Control motor vehicle during different traffic situations.
 |  |  |  |  | Control motor vehicle at different rates of speed.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
LWPD03.14 | Technical Skills | #9: Law Enforcement Adminisration and Management | Practice procedures needed to develop the ability to deal with explosive and hazardous material incidents. | [NAME] effectively to handle situations with explosive materials. | Explain procedures used in responding to reports of bomb threats and suspicious objects.
 |  |  |  |  | Demonstrate the ability to search buildings and property to locate explosive devices and materials.
 |  |  |  |  | Identify types of explosive and incendiary devices.
 |  |  |  |  | Explain procedures used in examining and detecting suspicious or potentially dangerous materials or behaviors.
 |  |  |  |  | Identify steps in responding to an incident involving an explosion.
 |  |  |  |  | Use appropriate fire extinguisher on various types of fires.
 |  |  |  | Learn required routines to perform the duties of a law enforcement officer when hazardous materials are present. | Explain the meaning of placards and sign shapes used to indicate hazardous materials.
 |  |  |  |  | Identify and classify hazardous materials.
 |  |  |  |  | Describe how to operate a patrol vehicle while escorting hazardous materials.
 |  |  |  |  | Practice being the first responder on scene of a hazardous material incident.
 |  |  |  |  | Apply OSHA, federal, state and local guidelines to approach and evaluate a hazardous materials incident.
 |  |  |  |  | Describe methods of responding to environmental crime and make an appropriate referral.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
LWPD03.15 | Technical Skills | #8: Procedural Criminal Law | Use fingerprint technology to protect and collect evidence at a crime scene. | Collect latent prints at a crime scene to prepare evidence for the crime lab. | Process crime scenes for latent prints with fingerprint powders.
 |  |  |  |  | [NAME] and preserve developed latent prints from crime scene.
 |  |  |  |  | Photograph developed latent prints on various surfaces.
 |  |  |  |  | Submit latent evidence to the crime lab.
LWPD03.17 | Technical Skills | #8: Procedural Criminal Law | Properly protect and document the investigation. | Respond to a crime scene, and properly protect and document the investigation. | Identify the boundaries of a crime scene.
 |  |  |  |  | Secure and protect the crime scene while considering officer safety.
 |  |  |  |  | Conduct a "Walk Through" and initial documentation.
 |  |  |  |  | Document a crime scene through sketching and photography.
 |  |  |  |  | Document a crime scene by video.
 |  |  |  |  | Collect, package, and transmit various types of physical evidence to the crime laboratory.
 |  |  |  |  | Properly conduct latent-print development.
 |  |  |  |  | Document all trace evidence at the crime scene.
 |  |  |  |  | Correctly process various types of crime scenes for trace evidence and submit it to the crime lab.
 |  |  |  |  | Interpret the results of crime lab analysis on trace evidence and apply this information to the investigation of the case.
 |  |  |  |  | Conduct a casting and molding of tire, shoes, and tool marks.
 |  |  |  |  | State the importance of collecting and the basic principles documenting bloodstain patterns.
 |  |  |  |  | Document wounds and injuries with a basic initial interpretation of wounds and cause of death.
 |  |  |  |  | Maintain a Chain of Custody for evidence collected.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
 |  |  | (CONTINUED) | (CONTINUED) | Conduct an on-scene brief and turn over control of the crime scene to the officer in charge or lead investigator.
 |  |  |  | Respond to a crime scene and conduct basic crime scene techniques to include involving electronic technological devices, and properly protect and document the investigation. | Secure and protect evidence at a crime scene involving electronic devices including computers, control devices, answering machines, digital cameras, scanners, pagers, printers, and PDAs.
 |  |  |  |  | Recognize and properly document the electronic technological evidence at the scene.
 |  |  |  |  | Properly collect evidence regarding the four basic types of devices: non-electric, stand-alone, devices used in complex environments, and other devices and peripherals.
 |  |  |  |  | Quote federal, state, and local case law regarding collection of technological evidence, with particular attention to the Electronic Communication Privacy Act.
 |  |  |  |  | Properly package, transport, and store electronic technological devices guarding against loss of evidence due to material "footprints," material damage, time sensitivity, temperature, humidity, and static electricity.
 |  |  |  |  | Investigate uses of technological devices used during electronic technological crimes.
 |  |  |  |  | State specific information that may be obtained from electronic devices in various crimes: Auction Fraud, Child Exploitation, Computer Intrusion, Death Investigation and Domestic Violence.
 |  |  |  |  | State specific information that may be obtained from electronic devices in various crimes: [NAME], E-Mail Threats, Extortion, Gambling, Identity Theft, Narcotics, Prostitution, Software Piracy, and [NAME].
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
 |  |  | (CONTINUED) | Respond to a crime scene, conducting basic crime scene techniques to include properly protect and document DNA evidence. | State the basic principles of what DNA is.
 |  |  |  |  | State where DNA samples can be found.
 |  |  |  |  | Provide techniques to collect and preserve DNA evidence.
 |  |  |  |  | Provide techniques for storage and transportation of DNA samples.
 |  |  |  |  | Define elimination samples.
 |  |  |  |  | Provide potential contaminates of DNA samples.
LWPD03.18 | Technical Skills | #9: Law Enforcement Adminisration and Management | Use knowledge of the Hate Crime Statistics Act of 1990 to perform duties as law enforcement officer. | Gain knowledge of the Hate Crime Statistics Act of 1990 to provide reporting guidelines. | Identify possible hate crime violations.
 |  |  |  |  | Discuss the rationale for the decisions to identify the hate crime violation.
 |  |  |  |  | Given the information presented in class, identify the officer's potential responses, appropriate and inappropriate, to a victim of a hate crime.
 |  |  |  |  | Provide recommendations as to how and why inappropriate responses could and should be improved.
 |  |  |  |  | Having made a determination that a hate crime violation has occurred, complete the hate crime-reporting portion of the Uniform Crime Report (UCR).
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
LWPD03.19 | Technical Skills | #9: Law Enforcement Adminisration and Management | Safely transport a person in custody. | Transport a person placed into custody without violation of personal rights and not jeopardizing personal safety. | Identify and discuss all safety precautions to be taken by a transportation officer prior to departure, during transport, and upon arrival.
 |  |  |  |  | Conduct a thorough search of the transport vehicle prior to transport and upon conclusion of transport.
 |  |  |  |  | Identify potential safety risks associated with prisoner escort in a variety of environments, i.e., courtrooms, hospitals, and elevators.
 |  |  |  |  | Discuss in detail the correct procedure for conducting a strip search.
 |  |  |  |  | Discuss precautions an officer must consider during a search.
 |  |  |  |  | List precautions an officer should take with contaminated clothing, hypodermic needles, and other potentially contaminated objects.
 |  |  |  |  | Define the term positional asphyxiation in its relationship to current court findings and recent medical discoveries.
 |  |  |  |  | Properly select the type of restraint required.
 |  |  |  |  | Demonstrate the proper procedure in removing handcuffs, leg restraints, flex-cuffs, and waste-chains.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
LWPD03.20 | Technical Skills | #9: Law Enforcement Adminisration and Management | Properly conduct interviews and/or interrogate witnesses and suspected criminals. | The recruit will understand basic interviewing and interrogation techniques. | Conduct an interview of a victim or witness of a crime.
 |  |  |  |  | Define the difference between interrogation and interview.
 |  |  |  |  | Verbalize the legal considerations of the interview and interrogation.
 |  |  |  |  | Develop an interrogation plan.
 |  |  |  |  | List techniques utilized in a Kinesics interview and detecting deception.
 |  |  |  |  | List techniques to enhance witness’s memory.
 |  |  |  |  | Conduct an interrogation of a suspect of a crime.
 |  |  |  |  | List techniques utilized during the interview of rape victims, child witnesses, and child victims.
 |  |  |  |  | Verbalize defining rapport with the witness(es).
 |  |  |  |  | Provide an example of an open-ended question and the reason for the utilization of open-ended questions.
 |  |  |  |  | State the purpose of clarification and corroboration of a statement.
 |  |  |  |  | List considerations for videotaping and recording interviews and interrogations.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
LWPD03.21 | Technical Skills | #10: Law Enforcement Field Services | Effectively and safely respond to crimes in progress. | Respond to a crime in progress. | Receive and properly record initial information.
 |  |  |  |  | List options and techniques available to provide emergency care to all parties on scene.
 |  |  |  |  | List techniques to secure and control people at the scene.
 |  |  |  |  | Identify the perpetrator(s) the perpetrator’s description, and the perpetrator’s location.
 |  |  |  |  | Broadcast an updated description of the incident, perpetrator(s), and/or vehicle(s).
 |  |  |  |  | Decide to detain or arrest perpetrator.
 |  |  |  |  | Identify the witness(es).
 |  |  |  |  | List techniques to ensure the witness(es) are factual, obtained correctly, will not be disclosed to hamper the efforts of law enforcement and investigative personnel, and the witness(es) will update investigators with new information.
 |  |  |  |  | Document information obtained from the witness, including the witness’s identity, in a written report.
 |  |  |  |  | Encourage the witness to contact investigators with any further information.
 |  |  |  |  | Encourage the witness to avoid contact with the media or exposure to media accounts concerning the incident.
 |  |  |  |  | Instruct the witness to avoid discussing details of the incident with other potential witnesses.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
LWPD03.22 | Technical Skills | #11: Ethics and Social Issues | Gain knowledge of mental disorders, physical disabilities, communication disorders, and unusual behaviors to select the appropriate method and procedure to identify, communicate, and assist individuals requiring officer assistance. | Learn the characteristics of persons with mental disorders, physical disabilities, communication disorders, and unusual behaviors and the appropriate procedures to use in performing the duties of a law enforcement officer. | List general characteristics of psychosis or abnormal behavior.
 |  |  |  |  | List behaviors an officer should display when interacting with a person with mental illness to maximize safety.
 |  |  |  |  | Discuss the steps necessary for obtaining an involuntary commitment order by a law enforcement officer.
 |  |  |  |  | Discuss the appropriate methods for intervention with mentally retarded individuals.
 |  |  |  |  | List information that will aid in identification and evaluation of a potential suicidal individual.
 |  |  |  |  | Differentiate between subjects who are dangerous to themselves or others and those who are not dangerous.
 |  |  |  |  | Discuss the legal authority the officer has, and what action the officer should take when working with a person who is dangerous to their self or others.
 |  |  |  |  | Identify resources and provide help for individuals with suicidal compulsions, mental illness, or metal retardation.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
LWPD03.23 | Technical Skills | #8: Procedural Criminal Law | Perform duties of a law enforcement officer while protecting the rights of juvenile victims and offenders. | Investigate crimes that involve juveniles as victims and/or offenders. | Explain the concept of the juvenile court as it relates to an enforcement officer's role in the community.
 |  |  |  |  | Discuss the laws that apply to legally interviewing a juvenile.
 |  |  |  |  | Explain the laws contributing to the delinquency of juveniles.
 |  |  |  |  | Identify and discuss necessary steps to process different categories or status of juveniles.
 |  |  |  |  | Explain the law and procedures for obtaining non-testimonial identification orders for juvenile suspects.
 |  |  |  |  | Discuss the services provided by the intake officer/counselor in coordination with the law enforcement role.
 |  |  |  |  | Discuss the law enforcement officer’s responsibility for processing abused juveniles.
 |  |  |  |  | Discuss the law enforcement officer’s responsibility for processing neglected juveniles.
 |  |  |  |  | Discuss the law enforcement officer’s responsibility for working as a team member with protective-services professionals.
 |  |  |  |  | Discuss the setting and procedures for holding conferences with juveniles and their parents.
 |  |  |  |  | Identify the criteria needed for obtaining secure and non-secure custody orders.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
LWPD03.24 | Technical Skills | #8: Procedural Criminal Law | Properly investigate and document a motor vehicle accident. | Enable participants to interpret and analyze traffic crash evidence. | List the steps to be taken responding and beginning the preliminary investigation of a motor vehicle collision.
 |  |  |  |  | List the additional steps to be taken responding to a “hit and run” accident.
 |  |  |  |  | Distinguish between a required reportable accident and an accident not required to be reported.
 |  |  |  |  | Locate and identify evidence from vehicles and roadway at the crash scene.
 |  |  |  |  | Preserve and process crash-scene evidence using field sketches and photographs.
 |  |  |  |  | Interview drivers and witnesses and obtain the required information to file the accident report form.
 |  |  |  |  | Organize collected evidence for the case file.
 |  |  |  |  | Perform a variety of mathematical formulas including Speed, Velocity, Time, and Distance.
 |  |  |  |  | Interpret evidence from vehicles and roadway at the crash scene, including but not limited to lamp analysis, tire damage, and tire marks.
 |  |  |  |  | Describe vehicle/occupant behavior during a crash.
 |  |  |  |  | Conduct measuring/diagramming using a variety of methods including Photogrammetry and Computer Assisted Diagrams.
 |  |  |  |  | Draw scale diagrams of the collision utilizing templates.
 |  |  |  |  | Perform a variety of mathematical formulas including Speed calculations and Acceleration and drag factor measurements.
 |  |  |  |  | Explain the derivation of formulas used in accident investigation and reconstruction.
 |  |  |  |  | Interpret from falls, flips, vaults, and yaws.
 |  |  |  |  | Using Newton’s three laws of motion, describe vehicular behavior during a crash, to include weight shift in heavy vehicles.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
 |  |  | (CONTINUED) | (CONTINUED) | Correctly answer questions concerning the safe movement, terminology and identification markings associated with trains.
 |  |  |  |  | Correctly answer questions concerning grade crossings and related laws.
 |  |  |  |  | Correctly answer questions concerning the causation and prevention of grade crossing collisions.
 |  |  |  |  | Correctly identify specific areas of the investigation process unique to grade crossing collisions.
 |  |  |  |  | Conduct case preparation and testify in a clear and competent manner regarding information discovered.
LWPD03.25 | Technical Skills | #8: Procedural Criminal Law | Select appropriate times to use deadly force. | Demonstrate an understanding of the proper use of deadly force. | Quote the guidelines and restrictions imposed by the federal and state governments related to use of deadly force.
 |  |  |  |  | State the importance of following departmental policy on deadly force.
 |  |  |  |  | List examples of situations where use of deadly force is authorized.
 |  |  |  |  | List Supreme Court case examples dictating the use of deadly force.
 |  |  |  | Understand the Use of Force Continuum. | State the levels of force from the lowest to the highest.
 |  |  |  |  | List police officer’s equipment considered soft empty hand.
 |  |  |  |  | List police officer’s equipment considered hard empty hand.
 |  |  |  |  | List police officer’s techniques considered soft impact.
 |  |  |  |  | List police officer’s techniques considered hard impact.
 |  |  |  |  | List police officer’s equipment considered lethal force.
 |  |  |  |  | Provide appropriate responses to each level of Use of Force.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
LWPD03.26 | Technical Skills | #8: Procedural Criminal Law | Investigate crimes involving juveniles. | Properly investigate crimes involving juveniles while ensuring the rights of juvenile victims and offenders are protected. | Explain the concept of the juvenile court as it impacts the law enforcement officer’s role in community.
 |  |  |  |  | Describe the laws that apply to legally interviewing a juvenile.
 |  |  |  |  | Explain the laws related to the delinquency of a juvenile.
 |  |  |  |  | Identify and describe necessary steps to process different categories or status of juveniles.
 |  |  |  |  | Explain the law and procedures for obtaining non-testimonial identification orders for juvenile suspects.
 |  |  |  |  | Describe the services provided by the intake officer/counselor in coordination with the law enforcement role.
 |  |  |  |  | Describe the law enforcement officer’s responsibility for processing abused juveniles, for processing neglected juveniles, for working as a team member with protective service professionals.
 |  |  |  |  | Describe the setting and procedures for holding a conference with juveniles and their parents.
 |  |  |  |  | Identify the criteria needed for obtaining secure and non-secure custody orders.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
[NAME] | Technical Skills | #11: Ethics and Social Issues | Gain knowledge of social, medical and psychological perspectives of child abuse and neglect; and the proper techniques used to investigate and handle child abuse and neglect cases. | Compare the treatment of children as it relates to child abuse and neglect. | Identify through accurate and objective observations the following physical and behavioral indicators; Physical Abuse, Sexual Abuse, [NAME], and Emotional Abuse.
 |  |  |  |  | Research the personal and situational characteristics of parents who abuse their children in order to gain insight into the individual and family dynamics that produce abusive behavior.
 |  |  |  |  | Identify and describe defense mechanisms used in addicted/dysfunctional families.
 |  |  |  |  | Identify and describe the survival roles found in addicted/dysfunctional families.
 |  |  |  |  | Compare and contrast the four types of child abductions.
 |  |  |  |  | Refer individuals/families in need of supportive services to the appropriate community resources.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
 |  |  | (CONTINUED) | Perform the duties of a law enforcement officer in cases related to child abuse and/or neglect cases. | Conduct an interview of the victim of a sexual assault with emphasis on the victim's emotional and psychological well being.
 |  |  |  |  | Identify the manifestations of Rape Trauma Syndrome.
 |  |  |  |  | Identify successful investigative strategies to be used with a rape victim.
 |  |  |  |  | Identify the type of offender based on behavior exhibited.
 |  |  |  |  | Employ Behaviorally Oriented Interviewing techniques to aid in the identification of a suspect.
 |  |  |  |  | Utilize profiling techniques to aid in identifying the suspect in child abuse crimes.
 |  |  |  |  | Recognize when a child's injury or illness is caused by abuse.
 |  |  |  |  | Use photo-documentation in the investigation of child abuse cases.
 |  |  |  |  | Identify sexually transmitted diseases that may be related to child abuse cases involving sexual abuse.
 |  |  |  |  | Explain diagnostic imaging of child abuse.
 |  |  |  |  | Explain Battered Child Syndrome used in investigating physical abuse and homicide.
 |  |  |  |  | Interview child witnesses and victims of sexual abuse.
 |  |  |  |  | Identify burn injuries that occur in child abuse cases.
 |  |  |  |  | Explain how to investigate child sexual exploitation cases.
 |  |  |  |  | Collect information about the "acute" injury that led the person or agency to make the report of child neglect and/or abuse.
 |  |  |  |  | Conduct interviews with the medical personnel who treat the child.
 |  |  |  |  | Review medical records from a doctor, clinic, or hospital in child abuse cases.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
 |  |  | (CONTINUED) | (CONTINUED) | Interview all persons who had access to or custody of the child during the time in which the injury or injuries allegedly occurred.
 |  |  |  |  | Interview siblings, other relatives, neighbors, family friends, teachers, church associates, and others who may know about the child's health and history.
 |  |  |  |  | Review EMT records or 911 dispatch tapes.
 |  |  |  |  | Collect additional family history concerning connections between domestic violence and child abuse, and substance abuse and child abuse.
 |  |  |  |  | Conduct a thorough investigation of the scene where the child was allegedly hurt.
 |  |  |  |  | Collect information about the "acute" injury that led the person or agency to make a report of child abuse.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
 |  |  | (CONTINUED) | Perform the duties of a law enforcement officer in cases related to sexual abuse. | Prepare an overview of sexually motivated crimes.
 |  |  |  |  | List human sexuality determinants of human behavior that relate to sexual abuse.
 |  |  |  |  | Explain the criminal mind and abnormal psychology related to sexual abuse.
 |  |  |  |  | Define paraphillas (the symptomatic behavior of erotic-sexual dysfunction).
 |  |  |  |  | Explain the following terms: exploitation of children, child pornography, and sex rings.
 |  |  |  |  | Discuss the personality of a rapist.
 |  |  |  |  | Compare serial murders and lust murders for characteristics that may be common.
 |  |  |  |  | Allow time for the child to become accustomed to a photographer before being photographed.
 |  |  |  |  | Tell the child what parts of the body need to be photographed.
 |  |  |  |  | Photograph the child in the presence of a trusted relative or guardian.
 |  |  |  |  | Photograph sexual organs, including an overall view and close-ups of the injury.
 |  |  |  |  | [NAME] abused child to medical personnel, if possible, who may have appropriate equipment and training to document injuries.
 |  |  |  |  | Inform the child of what will be involved in taking the pictures.
 |  |  |  |  | Report the child's level of development when you spoke to him or her.
 |  |  |  |  | Eliminate quick moves toward the child, when interviewing a child.
 |  |  |  |  | Make eye contact with the child to make him or her feel more comfortable.
 |  |  |  |  | Reward a child with toys or coloring books for being helpful.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
LWPD03.28 | Technical Skills | #11: Ethics and Social Issues | Understand the dangerous effects and perform safe and effective narcotics and dangerous drug investigations. | Understand and investigate “club drugs,” including but not limited to, MDMA ([NAME]), GHB (gamma hydroxybutyrate), [NAME], [NAME], and methamphetamine. | Define the term "club drugs."
 |  |  |  |  | Define Methamphetamine, or "meth."
 |  |  |  |  | Define “Rave.”
 |  |  |  |  | Research certain illicit substances, primarily synthetic, that are usually found at nightclubs, bars, and raves.
 |  |  |  |  | Identify substances that are often used as club drugs to include, but are not limited to, MDMA ([NAME]), GHB (gamma hydroxybutyrate), [NAME], [NAME], and methamphetamine.
 |  |  |  |  | Describe the effects of the five listed “club drugs.”
 |  |  |  |  | Describe methods of trafficking used to distribute “club drugs.”
 |  |  |  |  | Describe possible sources for obtaining “club drugs.”
 |  |  |  |  | Describe manufacturing methods used to produce “club drugs.”
 |  |  |  |  | Describe methods used to consume “club drugs.”
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
 |  |  | (CONTINUED) | Understand and investigate dangerous, sometimes lethal and unpredictable drugs, for example, methamphetamine. | Identify illicit drugs.
 |  |  |  |  | Research the physiological effects of drugs.
 |  |  |  |  | Describe the effects of illicit drug use.
 |  |  |  |  | Describe methods of illicit drug trafficking.
 |  |  |  |  | List possible sources for obtaining illicit drugs.
 |  |  |  |  | Describe methods of manufacturing used to produce illicit drugs.
 |  |  |  |  | Describe various methods used to consume illicit drugs.
 |  |  |  |  | State the purpose of the El Paso Intelligence Center (EPIC).
 |  |  |  |  | List investigative techniques used to comprehend illicit drug users and pushers.
 |  |  |  |  | Define the organization and role of the Drug Investigative Unit.
 |  |  |  |  | List specialized equipment and aids utilized in drug investigations.
 |  |  |  |  | Demonstrate knowledge of the use and control of confidential funds.
 |  |  |  |  | Demonstrate knowledge of undercover operations used to investigate illicit drugs.
 |  |  |  |  | Plan an illicit drug raid.
 |  |  |  |  | List precautions to take regarding illicit drug laboratories and officer safety.
 |  |  |  |  | List smuggling techniques and methods used for illicit drug distribution.
 |  |  |  |  | Describe criminal patrol procedures and practices to reduce illicit drug use.
 |  |  |  |  | State characteristics of illicit drug couriers and criminals involved with narcotics.
 |  |  |  |  | Demonstrate knowledge of evidence collection, handling, and crime scene processing.
 |  |  |  |  | Demonstrate roadside interviewing and interrogation techniques.
 |  |  |  |  | Demonstrate vehicle search techniques.
 |  |  |  |  | Demonstrate knowledge of drug detection by K-9 units.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
LWPD03.29 | Technical Skills | #7: Courts and the Judicial Process | Present testimony in legal proceedings as a law enforcement officer. | Prepare and testify in court providing factual information from reports and eyewitnesses. | List activities an officer should complete to ensure proper preparation for court.
 |  |  |  |  | Explain the procedures used to contact witnesses to appear in court.
 |  |  |  |  | Explain the duties of the court probation officer/[NAME] officer.
 |  |  |  |  | List the proper attire for an officer expected to testify in court.
 |  |  |  |  | State what an officer is allowed to testify to when on the witness stand.
 |  |  |  |  | List the two purposes of cross-examination.
LWPD03.30 | Technical Skills | #10: Law Enforcement Field Services | Develop the skills used to operate [NAME] speed-measuring equipment to control traffic. | Gain knowledge of and develop skills to operate [NAME] speed-measuring equipment. | Identify the manufacture, model, components, features, and functions of each “RADAR” speed-measuring instrument used in traffic control.
 |  |  |  |  | Demonstrate the ability to perform pre-operational accuracy checks of each “RADAR” speed-measuring instrument used in traffic control.
Code | Topic | Course | Knowledge and Skill | Performance Element | Measurement Criteria
LWPD04.01 | Problem Solving and Critical Thinking | #8: Procedural Criminal Law | Use of Force. | Demonstrate an understanding of the proper use of deadly force. | Quote the guidelines and restrictions imposed by the federal and state governments.
 |  |  |  |  | State the importance of following departmental policy.
 |  |  |  |  | Give examples of situation were use of deadly force is authorized.
 |  |  |  |  | Provide Supreme Court cases dictating the use of deadly force.
 |  |  |  |  | Understand the Use of Force Continuum.
 |  |  |  | Understand the Use of Force Continuum. | State the levels of force from the lowest to the highest.
 |  |  |  |  | List police officer's equipment considered soft empty hand.
 |  |  |  |  | List police officer's equipment considered hard empty hand.
 |  |  |  |  | List police officer's techniques considered soft impact.
 |  |  |  |  | List police officer's techniques considered hard impact.
 |  |  |  |  | List police officer's equipment considered lethal force.
 |  |  |  |  | Provide appropriate responses to each level of use of force.
 |  | Additional Recommended CTE/Degree Major Courses:
 |  | #2: Criminal Justice I
 |  | #4: Criminal Justice II                                   #5: Constitutional Law                                #6: Introduction to Legal Services                                      #8: Business Management