FOSTER CITY POLICE DEPARTMENT

FIELD TRAINING PROGRAM

FIELD TRAINING PROGRAM

MANUAL AND GUIDE

Revised December, 2013

A FIELD TRAINING PROGRAM CERTIFIED BY THE CALIFORNIA COMMISSION ON PEACE OFFICER STANDARDS AND TRAINING

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 FOREWORD

The purpose of the Field Training Program Manual and Guide is to provide a standardized
program to guide recruit police officers and lateral experienced officers joining the Foster City
Police Department, and Field Training Officers (FTOs) in the initial orientation and field training
of newly assigned patrol officers. The program is designed to assist these officers in making the
transition from what they learned in the academy and during any prior police experience to
performing general law enforcement patrol duties competently in the field with the Foster City
Police Department.

This Field Training Program Manual and Guide is the textbook of the Field Training Program.
It is a compilation of a comprehensive effort of design and review. This most recent revision is
in part based on the model program authored by the California Commission on Peace Officers
Standards and Training. The mission of the California Commission on Peace Officer Standards
and Training is to continually enhance the professionalism of California law enforcement in
serving its communities.

The Field Training Officer is a critical component of the Field Training Program. It is the
primary responsibility of the FTO to facilitate this transition process by supervising, training, and
evaluating recruit officers in the initial application of their previously acquired knowledge and
skills. This manual serves as an instrument to assist the FTOs in thoroughly and properly
completing their task of training and evaluation.

This standardized program is an accumulation of the best aspects of existing field training
programs and is designed with the following criteria in mind:

Defensible/Fair - The program achieves defensibility and fairness by proper selection of

FTOs, a trainee feedback mechanism, a comprehensive list of training tasks and goals,
and a standardized evaluation process.

Effective/Manageable - The program is performance-based and includes adequate

documentation, minimum time completion requirements, and competency specifications.

Adaptable/Flexible - The program is adaptable to changing policies and procedures.

Flexibility is afforded by incorporating agency-specific policies and procedures along
with POST objectives.

The Field Training and Evaluation Program is designed to achieve the following goals:

• To produce a competent peace officer capable of working a solo patrol

assignment in a safe, skillful, productive, and professional manner.

• To provide standardized training to all newly assigned regular officers in the

practical application of learned information.

• To provide clear standards for rating and evaluation which give all trainees every
reasonable opportunity to succeed.

• To enhance the professionalism, job skills, and ethical standards of the law
enforcement community and the Foster City Police Department.
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 ACKNOWLEDGEMENTS

FIELD TRAINING PROGRAM REVISION COMMITTEE

Field Training Program Coordinator, Lieutenant Frank Derris

Sergeant Dave Barsanti

Corporal Mark Lee Corporal Bill Sandri

Corporal Mike Shaffer Corporal Shawn Chiasson

Corporal Mohammad Aslam

Special thanks to Reserve Officer Roger Fisher for the Program Revisions and PBT Group

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 TABLE OF CONTENTS

PAGE
PART I - PROGRAM ORIENTATION

Field Training Program Description/Overview ............................................................... 7-9

Field Training Program Elements ................................................................................ 10-20
Role/Expectations of Recruit Officers ......................................................................... 21-22
Role/Expectations of Field Training Officers .............................................................. 22-28

PART II - EVALUATION and REMEDIATION

Evaluation .................................................................................................................... 30-37

Performance Evaluations ............................................................................................. 38-40
Remedial Training ....................................................................................................... 41-42
Remedial Training Strategies ....................................................................................... 43-49

PART III - THE FIELD TRAINING PROGRAM GUIDE

Field Training Program Guide Elements ..................................................................... 51-52

Field Training Program Guide Overview .................................................................... 53-56
Training Phase and Topic Overview………………………………………………....56-58

PART IV – RECRUIT TRAINING GUIDE

Introduction………………………………………………………………………………60
Field Training and Evaluation Program………………………………………………….61
Orientation Checklist…………………………………………………………………62-64
Chain of Command……………………………………………………………………....65
Standard Evaluation Guidelines…………...…………………………………………66-71
Sample DOR (Daily Observation Report…….………………………………………….72
Sample DOR (Daily Observation Report) Narrative………….…………………………73

Best Practices Study Guide (Topics Listed Below)…………..………………………74-93

Vehicle Pursuits…………………..……………….………………………….74-80
Code 3 Driving……………………………………………………………….81-82
Control Devices/Techniques………...………………………………………..83-84
Search and Seizure……………………………………………………………85-86
Taser Guidelines………………………………………………………...……87-90
Use of Force………………………………………………………………..…91-93

Routinely Used Penal Code Sections………….…………………………………………94

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 Procedures for Regularly Occurring Incidents………………….……………………95-99
Vehicle Code Test…………………...………………………………..…..……….100-101
Code Reference Test…………………………………………………………….…102-105

Foster City Municipal Codes………………...…………………………………...…….105

Constitutional Amendments……………………………………………………………105
Legal Terms……………………………………………………….……………………106

Radio Code Test………………………………...……………….…………..….…107-108

Phonetic Alphabet……………………………………………………………………....108

End of Phase Questions (Phase 1)……………………………….………….……..109-110

End of Phase Questions (Phase 2)…………………………………………………111-112
End of Phase Questions (Phase 3)…………………………………………………113-114
End of Phase Questions (Phase 4) ……………………….………………………..115-116
End of Phase Questions (Phase 5)…………………………………………………117-118

Field Training Officer Critique Form.....………………………………….……….119-112

Field Training Program Critique Form...…………………………………………..122-124
Completion Record and Competency Attestation Form…………………………...125-126

APPENDIX A – RECRUIT COURSEBOOK

Phase 1………………………………………………………………………….A01-A15
Phase 2………………………….………………………………………………A15-A32
Phase 3………………………………………………………………………….A32-A48
Phase 4………………………………………………………………….............A48-A61
Phase 5…………...……………………………………………………………..A61-A66

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 PART I

PROGRAM ORIENTATION

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 FIELD TRAINING PROGRAM DESCRIPTION/OVERVIEW

The Field Training Program is intended to facilitate a peace officer's transition from the
academic setting to the performance of general law enforcement patrol duties of the Foster City
Police Department. Although an officer graduating from the Regular Basic Course (Academy)
has received a thorough introduction to basic law enforcement subjects, that officer cannot be
expected to immediately assume the full responsibilities of an experienced officer. Newly
assigned officers must receive additional training in the field where they can learn from officers
who have already gained a great deal of practical patrol experience. The Field Training Program
introduces a newly assigned officer to the personnel, procedures, policies, and purposes of the
Foster City Police Department and provides the initial formal and informal training specific to
the department and the day-to-day duties of its officers. In addition, the Field Training Program
facilitates the transition of experienced lateral officers who have a foundation of police
experience and who are joining the Foster City Police Department to continue with their career.

Over the course of the program, new officers are assigned to Field Training Officers (FTOs).
The FTO is an experienced officer specifically selected and trained to conduct this type of
training. It is the responsibility of the FTO to thoroughly review the field training guide
materials with the newly assigned officer (henceforth referred to as the recruit officer) and to
demonstrate proper professional skills. Recruit officers will be required to perform various, law
enforcement and police service duties under the guidance and supervision of their assigned FTO
and Watch Commander. With few exceptions, the recruit officer’s performance will be
evaluated daily by the FTO and monitored by the Watch Commander through daily observation
reports (DORs). This one-on-one style of training, coupled with the fact that the trainers must
guide the training in real law enforcement situations, sets it apart from any prior academic
endeavor.

Field training has a significant impact on the individual recruit officer in terms of imprinting
attitudes, style, values, and ethics in carrying out the duties of policing that will remain
throughout a career. Because of this, it is probably the most effective influence on the future
direction of this agency. The Chief of Police and the Field Training Program Coordinator must,
therefore, be certain that the field training program which introduces officers to the agency not
only develops the necessary technical skills but also reflects the policing philosophy of this
department and the Foster City community.

The field training staff has the monumental responsibility of building the future of the Foster
City Police Department through the people they train. To assure success in this task, the field
training program must have a training philosophy that ensures that every recruit officer is given
the maximum opportunity to show that he or she can do the job. To accomplish this, the
program must create a positive environment in which learning is maximized and in which recruit
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officers are able to perform to the best of their ability. The approach must be fair, firm, friendly,
and, above all, professional. The example set must be beyond reproach. Evaluation must be
sincere and given in a straightforward manner emphasizing the positive as well as the negative
aspects of performance. At no time should recruit officers be demeaned or ridiculed. Even the
least capable recruit officer must be treated with respect and compassion. No recruit officer
should ever be treated in a way that deprives that recruit officer of his or her dignity. Every
effort must be made to ensure that the stress felt by the recruit officer is caused by the job and
not from the words or actions of the FTOs.

The Field Training Program Coordinator and staff have a responsibility to the Foster City
community whom they serve. This responsibility requires that the agency trains and retains only
the most competent proactive officers. Realizing that not everyone has the capability to perform
the complex, demanding tasks of the police officer, if the training staff has done all it can and the
recruit officer does not meet the acceptable standards, agency administrators must have the
strength to take the necessary action. To do otherwise would be an injustice to the department,
the Foster City community, and to the recruit officer.

To accomplish the field training task requires supreme dedication and patience. The feeling of
accomplishment will come in watching the recruit officers succeed. If the field training staff
have fully carried out their responsibilities, they may see their recruit officers exceed even
beyond their own accomplishments.

FIELD TRAINING OFFICER SELECTION PROCESS AND TRAINING:

The Field Training Officer (FTO) is an experienced officer trained in the art of supervising,
training and evaluating entry level and lateral police officers in the application of their
previously acquired knowledge and skills. An officer may serve as an FTO at the discretion of
the Chief of Police.

FTO's will be selected based on the following requirements:

(a) Desire to be an FTO

(b) Minimum of 18 months of patrol experience and be off probation
(c) Demonstrated ability as a positive role model
(d) Participate and pass an internal oral interview selection process
(e) Recommendation by current supervisors and current FTO's
(f) Possess a POST Basic certificate

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TRAINING:

An officer selected as a Field Training Officer shall successfully complete a POST certified
(40-hour) Field Training Officer's Course prior to being assigned as an FTO. All FTOs must
complete a 24-hour Field Training Officer update course every three years while assigned to the
position of FTO.

FIELD TRAINING OFFICER PROGRAM SUPERVISOR

The FTO Program supervisor should be selected from the rank of sergeant or above by the Field
Operations Division Commander or a designee and should possess, or be eligible to receive, a
POST Supervisory Certificate. The responsibilities of the FTO Program supervisor include the
following:

(a) Assignment of trainees to FTOs

(b) Conduct FTO meetings
(c) Maintain and ensure FTO/trainee performance evaluations are completed
(d) Maintain, update and issue the Field Training Manual to each trainee
(e) Monitor individual FTO performance
(f) Monitor overall FTO Program
(g) Maintain liaison with FTO coordinators of other agencies
(h) Maintain liaison with academy staff on recruit performance during the academy
(i) Develop ongoing training for FTOs

The Field Training Supervisor/Administrator/Coordinator (FTP SAC) shall successfully

complete a POST-certified Field Training Supervisor/Administrator/Coordinator (SAC) Course
prior to or within 12 months of the initial promotion, appointment, or transfer to such a position.

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FIELD TRAINING PROGRAM ELEMENTS

The Field Training Program Manual and Guide has been designed based on research and input
from numerous law enforcement agencies throughout the nation and the state. The following
program elements are designed to set minimum standards and requirements for the Field
Training Program.

Scope of the Program

The Field Training Program is designed to be completed by regular peace officers who have
completed the Basic Academy. In addition, the program is designed to be completed by lateral
officers who have general law enforcement patrol experience and who are continuing with their
careers with the Foster City Police Department.

Organizational Structure/Chain of Command

The Field Training Program is administered and supervised by the Field Operations Division.
This includes the selection, training, and daily supervision of the FTOs, as well as the day-to-day
operation of the program. The Field Training Program Coordinator (Training Lieutenant) is
responsible to coordinate tasks such as recruit officer/FTO assignments, remediation, review of
the daily observation reports (DORs), and the end of phase reports. The Patrol team Watch
Commander will observe the recruit officers progress, review daily observation reports and end
of phase reports. The Patrol Watch Commander should also be present when end of phase
reports are presented to the recruit officer. Patrol provides the framework and virtually all of the
opportunity for recruit officers to apply the skills they learned in the academy. Patrol also has a
chain of command that demands effective communication with other interested units and
divisions (i.e., Administrative Services and the Office of the Chief of Police). Figure 1
represents program supervision by the Field Operations Division.

There is a chain of command that is to be adhered to as long as the business being conducted
relates to the field training program and its goals. There may be times when the Training
Lieutenant is not available. In this case, a departure from this procedure is allowable if a matter
of urgency exists and action must be taken immediately. In most cases, however, time is not a
factor and the chain of command should be kept intact.

It is important to stress upon each member of the field training program staff a sense of
organizational loyalty. As information flows up and down the chain of command, decisions are
made and the program runs smoothly. Decisions that are made at an inappropriate level tend to
interfere with the attainment of the unit's goals and create feelings of unrest among the members
as well as with the recruit officers. Field training program personnel operate as a team and,

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consequently, decisions made affect every member of that team. Decisions made at the proper
level with sufficient input benefit all.

Chief of Police

Captain
Patrol Division

Lieutenant
Training Division
Field Training Program Coordinator

Sergeant
Patrol Watch Commander

Field Training Officer

Recruit Officer

Figure 1.

Field Training Program Chain of Command

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Length of the Program

The Field Training Program is presented in such a way as to provide maximum flexibility in the
time required to present its objectives. The program has a total of six phases to provide a recruit
officer time to become proficient in general law enforcement patrol duties to the extent that he or
she can operate independently of an FTO. The program is designed to be completed in 17
weeks, however any of the 6 phases can be extended to ensure the recruit officer is performing at
an acceptable level for that phase. This period also allows some time for the FTO and field
training staff to provide further agency-specific training, guidance, and evaluation to the recruit
officer. It is incumbent upon the field training staff to work, within acceptable limits, to
individualize a training approach for each recruit officer.

Orientation

The Field Training Program shall begin with three-week orientation training (Phase 1), including
a ride-along orientation. The primary purpose of this phase is to allow for a smooth transition
from the academy, or prior agency assignment to the Field Training Program. The recruit
officer’s first few days in the field training program may prove to be the most critical in terms of
learning and development.

This orientation includes firearms and impact weapon qualification as well as recruit officer
demonstrated proficiency in arrest and control techniques. The introduction to the Field Training
Program includes a discussion of the goals of the program, the procedures by which those goals
are met, and what is expected of the recruit officer in order to attain those goals.

This orientation provides a thorough familiarization with the city and the department, agency
personnel and equipment. The orientation represents a training period that is documented and
evaluated, with the understanding that the recruit may not demonstrate performance for all rating
categories. The training climate consists primarily of exposure wherein the recruit officer learns
by seeing, has limited, controlled exposure to doing, and may perform simple or routine tasks.

The goal of this orientation is to give recruit officers a solid foundation from which they can
actively enter into the program. Its design is to answer those questions, at the beginning of the
program, which in the past have caused recruit officers to assume a passive rather than active
role in the training process.

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Evaluation Frequency

Each recruit officer’s progress, as he/she proceeds through the field training program, is recorded
by means of written evaluations. The evaluation process is as important as the training process.
One without the other would make the learning process impossible.

Evaluations have many purposes. The obvious is to record and document a recruit officer’s
progress, but there are other purposes as well. Evaluations are excellent tools for informing
recruit officers of their performance level at a particular point in time. They are also excellent
for identifying training needs and documenting training efforts. Further, they chronicle the skills
and efforts of the FTOs. In essence, evaluation represents feedback.

Evaluation should be immediate, constant, and fair. Evaluations come in several ways from
several levels of involvement in the Field Training Program. FTOs are expected to complete
Daily Observation Reports (DORs) and End of Phase Reports on each recruit officer. The Patrol
Watch Commander is expected to review and initial each DOR. Collectively, over the duration
of the program, these written evaluations relate a chronological story of performance. These
evaluations tell of the recruit officer’s successes, failures, improvements, digressions, and the
attempts to manage each of these occurrences. These documents are critical in the career of each
new officer and should be treated as such. Honest and objective evaluations of recruit officers
must be a prime consideration of all members of the field training staff. Part II, sections 1-2
contain more information on evaluation.

Rotating FTOs/Recruit Officers

The Field Training Program is broken into a set of phases or evaluation periods encompassing a
certain number of weeks and certain blocks of instruction. The recruit officer training schedule
will be developed to ensure assignment to a variety of trainers and shifts, yet will be flexible
enough to modify to best serve the needs of the recruit officer and department. The assignment
of a different FTO will expose the recruit officer to a variation of training styles and personal
approaches to the job. Recruit officers who are having difficulty in the program will sometimes
improve their performance significantly after such a change. The Training Lieutenant should
consider matching training difficulties of the recruit officer with a specific expertise of an FTO
(e.g., a recruit officer having report writing difficulties should be assigned to an FTO who is an
exemplary report writer, or a recruit officer who needs exposure to enforcement activity, should
be assigned to a shift with a higher number of calls for service). Recruit officers should be
rotated to a different shift each phase to provide exposure to the variation of responses that are
appropriate at different times of the day.

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Field Training Staff Meetings

At or near the end of each phase, the current and next FTOs should communicate to review the
progress of the recruit officer and pass on information relative to special training problems and
remediation efforts. A requirement that the End of Phase Report (EPR) be submitted on or
before the final day of the phase will improve the turnaround time for administering the
evaluation to the recruit officer in a timely manner.

Additionally, the field training staff should meet as often as necessary as a group for additional
training, information and ideology exchange, and review of evaluation standards. This will
allow the FTOs the opportunity to enhance the department’s standardization and consistency
within the program.

Special Assignments

As a rule, recruit officers should be under the direction and in the immediate presence of a
qualified field training officer throughout the program. However, field training can be
significantly enhanced by an experience that is not included in the training guide. Assignments
can be made for brief periods to allow the recruit officer to work with another senior officer (non
FTO) or civilian (non law enforcement duties) on special investigations or in specialized training
areas (i.e., field evidence technician, detective, records, communications, etc.). A few hours
spent in the communications center or at the records counter can also be productive. Special
occurrences, such as a mutual aid request for a demonstration or anticipated civil disobedience,
or a request for added manpower at a special event, should be met by assigning the recruit
officers as a group and with as much supervision as practical. These assignments must have the
prior approval of the Field Training Program Coordinator whenever possible.

At no time should another officer who has not attended a POST-certified Field Training Officer
Course evaluate a recruit officer. Documentation of the special assignment as well as significant
training or action that occurred is, however, strongly recommended. This special documentation
may be cited on the DOR activity narrative page.

Standardized/Phase Training

In order to maintain a certain level of uniformity, a concentrated effort is made to standardize

certain aspects of field training that fall within each category (topic) of performance skills. FTOs
must have confidence in the training that has preceded their segment of training. Without
standardized training, the second FTO (or third, or fourth, etc.) is evaluating the recruit officer,
not only on the recruit officer’s shortcomings, but on the training deficiencies of the other FTOs
as well. Training must take place before evaluation and must be uniform if the evaluation is to
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be valid. FTOs should also recognize a recruit officer’s style and understand it may be different
from their own. An FTO should demonstrate, but not demand a recruit use the FTOs method (as
long as the recruit’s tactics are legal, safe, and consistent with the philosophy, rules, and
regulations of the Department)

Following the Field Training Program Manual and Guide will minimize problems that arise
from inconsistent training and will ensure maximum uniformity in the training process. A
fundamental element of the Field Training Program is the phase training. Phase training is
designed to provide the following:

1. A systematic approach to field training;

2. Consistent and standardized training;

3. The means of assuring the recruit officer’s capability to perform the skills
or tasks necessary for competent operation of a solo-officer patrol car;

4. The opportunity to train with various FTOs and to be exposed to their

various techniques while operating within standardized guidelines.

During each phase, the recruit officer will complete a comprehensive list of tasks designed to
assure the FTO of the recruit officer’s ability to master a series of specific police skills. The
Field Training Program is divided into six phases.

Phase I Is the introductory phase. It consists of the orientation period with three weeks of
instruction and training. During this time, the recruit officer will be taught certain basic and
agency-specific skills. These include officer safety and other areas of potential liability to the
organization and the recruit officer. This phase includes reviewing sections of the vehicle code.

Phase II The important elements of this phase are the molding of the recruit officer’s attitude
toward the experienced officers and making it clear that the program is not "just something else
they have to get through." The FTO's function as a role model is particularly important here. A
great deal of the recruit officer’s ultimate success will hinge on his or her attitude toward the
training program and on the image projected by the FTO. The recruit will be tested on Lexipol
Policies at the beginning of phases II, III, IV and V. All FTP tests should be completed by the
end of this phase.

Phase III is somewhat more complex than the previous phase and is sometimes identified as the
phase in which recruit officers begin to shed their unfamiliarity with their new role. It is
expected recruit officers will begin handling calls for service with less input required from their

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FTO. It is now that they begin to master the skills at hand. The FTO must acknowledge the
recruit officer’s growing assertiveness and remain constantly aware of the workload, guarding
against under or over loading.

Phase IV is characterized by advanced training and the polishing of those skills obtained earlier.
Recruit officers will be expected to begin handling patrol details, save those they have not yet
been exposed to, without assistance. They should be initiating patrol activities on their own.

Phase V is the final phase of training and includes the investigation of traffic collisions. Less
instruction is provided in an environment where critical evaluation takes on ever increasing
importance. This is also an opportunity for the FTO to review those tasks previously
accomplished and to be sure the recruit officer is prepared for the final phase.

Administrative Division training is intended to provide the recruit officer with an understanding
of the job functions of those assigned to that division. This will be an unstructured week,
allowing the sergeants in the division to expose the recruit to a variety of activities. This will
permit the recruit officer to see the fruits of his Patrol work as it progresses to investigations and
ultimately the District Attorney and court system. This phase may occur at any point in the Field
Training Program; however, best fits near the end of the program.

Phase VI is the test phase. It is an evaluation only phase. It generally consists of two weeks of
observed patrol activity, referred to as the “shadow period.” The training guide should have
been completed prior to the recruit officer’s entry into this phase. An important aspect of this
phase is the recruit officer’s intended return to his or her primary FTO for evaluation. This is
done so that the FTO who originally observed the recruit officer will be able to evaluate the final
product and compare performance levels. To ensure the recruit officer acts as the lead officer
during this phase, the primary FTO will observe the actions of the recruit officer while wearing
plain clothes, allowing the recruit officer to ride without a uniformed partner. The FTO will not
take any action except in instances where their intervention is necessary. This FTO intervention
should occur under the following circumstances:

1) Officer Safety: If the actions of the recruit officer constitute a hazard or

potentially dangerous situation to officers or citizens, then the FTO must take
whatever action is necessary to reduce the hazard and ensure proper safety
practices are followed.

2) Illegal and Unethical Activity: The FTO must ensure that the recruit officer’s
actions are legal and ethical at all times. Neither of these conditions shall be
sacrificed for training purposes.

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 3) Embarrassment to a Citizen, the Agency, or the FTO: The FTO should not allow
an incident to reach the point where a citizen or the FTO becomes embarrassed by
the recruit officer’s actions. The FTO must not allow the recruit officer to
embarrass or bring discredit to the department at any time.

If, at any time, it is determined the recruit officer has demonstrated a pattern of difficulty or
inability to perform to the established standards of achievement in any phase, he/she should
either receive an extension of training, be given a training assignment or "contract", or be
terminated from the program. A phase training overview is provided in Figure 2.

The consistency and standardization of phase training are essential to the success of the Field
Training Program. Standardized training provides for uniform application of policy, procedure,
and law throughout the agency. Consistency in training ultimately provides for fair and impartial
treatment of all citizens by agency members.

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 FIELD TRAINING PROGRAM
PHASE TRAINING - AN OVERVIEW

PHASE I PHASE II PHASE III PHASE IV PHASE V PHASE VI

PRIMARY FTO "B" FTO "C" FTO "D" FTO “E” PRIMARY
FTO “A” FTO “A”

Daily Daily Daily Daily Daily Daily

Evaluations Evaluations Evaluations Evaluations Evaluations Evaluations

End of Phase End of Phase End of Phase End of Phase End of Phase End of Phase
Report Report Report Report Report Report

Orientation Lexipol Lexipol Lexipol Lexipol Phase oral

period
Attestation
Ride-Along FTP Tests Sign off for
complete Program
Completion

Figure 2.

Remedial Extension(s)

As mentioned before, a program duration limit should be determined. It should be understood,

however, that problems sometimes occur which make it difficult to always adhere to a set time
limit. Sometimes these problems have their source in the recruit officer’s performance; other
times they are administrative in nature. For whatever reason/s they occur, recruit officers must
be given a fair opportunity to prove themselves. The time limits should always be met if not
exceeded.

Recruit officers may have their field training extended to allow them sufficient time to master
complex tasks necessary to complete the program. This is not a guarantee that every recruit
officer has the right to an extension. The decision to extend shall be that of the Field Training
Program Coordinator and is usually, although not always, made before the recruit officer enters
Phase VI. This decision should be based on a review of performance and other information
available as well as the recommendations of the FTOs and the Patrol Watch Commander. The
extension is not to be viewed as punishment but as an opportunity to catch up and to have
problems remediated.
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An extension in the Field Training Program may be handled in several ways. The recruit officer
may continue to work with the same FTO or may be assigned to a different FTO on any of the
available shifts. A decision may even be made to utilize an outside resource. The field training
extension should be tailored to fit the training needs of the recruit officer. This is a difficult time
for the recruit officer and a time when he or she might "give up" or "decide" to fail. It is the
FTO's responsibility to see that the extension is viewed from a positive perspective and as a
strategy that will lead to success. The foundation for a decision to extend is whether or not the
cause is viewed as something that can be remediated or corrected. Field Training Program
extensions should occur infrequently and should not be granted by the Field Training Program
Coordinator unless the probability of success is anticipated. Part II, sections 3-4 contain more
information on the remediation process and remedial strategies.

Termination

While we should never give up on recruit officers who have a chance to succeed in a reasonable
amount of time, we must respond realistically toward those who do not. The Field Training
Program is designed to develop competent, proactive solo patrol officers. This level of
competence, unfortunately, is not always reached. Some recruit officers realize that the
expectations they had when they began the program were unrealistic or unreachable. Others can
perform many, but not all, of the multiple tasks required of solo patrol officers. While, still
others are simply unable to deal with the stress of the job. Whatever the reason/s, the truth is that
some recruit officers just will not make it.

If during the Field Training Program it is concluded by consensus that a recruit officer should be
recommended for termination, it then becomes necessary that all documentation having bearing
on an eventual decision be gathered. This documentation summarizing the recruit officer’s
performance should include conclusions and recommendations concerning retention or
dismissal; reflect the writer's (FTO) point of view and not be influenced by other's opinions; and
reflect positive as well as negative aspects of the recruit officer's work.

The recommendation to the Field Operations Captain to terminate a recruit officer should be
made only after all submitted reports are reviewed by the FTOs involved, and the Field Training
Program Coordinator. The recruit officer should be advised of the pending recommendation
only after all the documentation has been submitted through the chain of command to the Chief
of Police. It shall not be the FTO's role to notify the recruit officer of his/her impending
termination but that of the Training Lieutenant and the Field Operations Captain. The recruit
officer should be given the right to speak to anyone he/she wishes in the chain of command.
Many recruit officers will elect to resign prior to being terminated from the program. Even if the

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recruit officer resigns, all memorandums, reports, and evaluations should be completed and
maintained in his/her file to document the field training performance.

FTO and Program Critique

An important element of running a consistent and successful field training program is the
continuous evaluation of the performance of the FTOs and the relevance of the program itself.
Critiques completed by the recruit officers offer insights into the training ability of particular
FTOs and an overall assessment of the effectiveness of the Field Training Program, from the
perspective of the recruit officer. These critiques offer a means of self-evaluation for the FTOs.

The recruit officer shall critique the FTO at the completion of that FTO's training phase. The
critique will be documented in writing by the recruit officer, who will complete the FTO Critique
Form. The recruit officer will retain the FTO Critique Form until the conclusion of the FTP, at
which time all the forms will be submitted to the Field Training Program Coordinator. The
Critique Form is structured so that the recruit officer is encouraged to offer candid opinions
concerning the training program and the FTO's performance as an instructor. This FTO Critique
Form is intended to establish complete and positive communication between those involved in
the training program. Recruit officers should be informed that confidentiality is the key to the
success of the FTO critique process. FTOs should not be shown a completed Critique Form, nor
should any specific comments made by a recruit officer be directly provided to an FTO. The
Field Training Program Coordinator should provide the information from the critiques to the
Field Training Program staff in the form of general training and improvement material.

The Field Training Program Coordinator may wish to retain these completed FTO Critique
Forms in a file to use in preparing their performance evaluations of the FTOs as training officers.

Documentation

Various forms and reports are necessary to ensure proper documentation. The forms used in the
Field Training Program are found in the TEAMS Electronic Field Training Management
Program and SharePoint on the Department Network. Admittedly, there is a lot of paperwork
involved in field training. This paperwork is necessary, as complete records are essential. As
new innovations occur which are incorporated into the program, these forms will undergo
revision. The basic formats of most of these forms have, however, been in existence for many
years. The structure of each form is designed to facilitate the training function. Retention of
these forms and records is based upon department need.

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ROLE/EXPECTATIONS OF RECRUIT OFFICERS

Role of the Recruit Officer

The role of the Field Training Program recruit officer is to demonstrate the ability to perform at a
solo patrol officer level by the end of the Field Training Program. This is the standard by which
the recruit officer will be measured throughout the training program.

The recruit officer’s primary responsibility while assigned to the Field Training Program is to
devote his/her full attention and efforts toward successfully completing that program. This may
be a very intense and stressful time in the recruit officer’s life. The Field Training Program staff
will make every effort to provide the tools necessary for the recruit officer to succeed in this task.
Recruit officers must simply give their best effort each and every moment they are assigned to
the program.

Expectations of Recruit Officers

Recruit officers are to be respectful to the Field Training Officers and other program staff. The
FTO's direction is to be accepted and followed at all times. If the recruit officer believes that a
specific order is improper, or an evaluation is not fair, he/she should discuss it with the FTO. If
the recruit officer is still unable to resolve the issue, the recruit officer should ask to meet with
the Patrol team Watch Commander. If the recruit officer still has a concern or problem, the
recruit officer may ask the Patrol Watch Commander to set up a meeting with the Field Training
Program Coordinator. The Patrol Watch Commander shall notify the Field Training Program
Coordinator and a meeting shall be scheduled.

Recruit officers will complete all assignments in a prompt, timely manner. They will follow all
policy and procedures, as outlined in the Field Training Program Manual and Guide and the
Lexipol Policies.

Recruit officers should ask questions when they arise. FTOs are an information resource and
recruit officers should not wait for the FTO to cover an area of concern they may have. Recruit
officers are expected to make mistakes. They should not be overly concerned with errors
when they are made. Instead they must channel their efforts into recognizing and correcting the
error/s.

While off duty, recruit officers should not respond to police calls, nor should they conduct police
investigations unless the situation is life threatening. Recruit officers should discuss these types
of situations with their FTO and follow department policy when dealing with off-duty situations.

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Recruit officers will receive Daily Observation Reports and End of Phase Reports. Recruit
officers should use these forms to track their progress and to help identify any areas requiring
additional effort on their part. Recruit officers should be open and honest during these reviews.
Should any problems arise that cause concern, they should be discussed during these times.

Recruit officers shall be receptive to constructive criticism given by FTOs and Field Training
Program staff. They may verbalize an explanation for their action; however, repeated
rationalization, excessive verbal contradictions and hostility are not acceptable and are
counterproductive to the Field Training Program itself.

Recruit officer’s relationships with Field Training Program staff (including other recruit officers
and FTOs) shall be respectful and strictly professional, both on and off duty, while they are
going through the training program. Dating and socializing between the recruit officer and FTOs
is prohibited unless the relationship began before the recruit officer was hired or assigned and the
Chief of Police and the Field Training Program Coordinator are aware of the relationship.

ROLE/EXPECTATIONS OF FIELD TRAINING OFFICERS

Role of the Field Training Officer

Field Training Officers (FTOs) receive significant additional responsibilities over and above
their law enforcement duties when assigned to train a newly assigned officer. In addition to
performing in an exemplary manner, while recruit officers closely watch, FTOs must slow their
pace to review the purpose and detail of every new encounter. FTOs must guide recruit officers
through a comprehensive curriculum that requires the blending of knowledge, skills, and the
good judgment of when, where, and how to apply them.

The essentials of the FTO’s role are that he/she apply the techniques of coaching by providing a
role model to follow and giving encouragement and direction to the recruit officer to apply what
has been taught. This is followed by giving feedback on the recruit officer’s performance. As
the training proceeds, an evaluation of the recruit officer’s suitability to be a law enforcement
officer will take shape in the mind of the FTO, because he/she is closest to the performance or
product that is being evaluated. It is important that this assessment have a positive impact on the
performance of the recruit officer. The FTO’s appraisal of the recruit officer’s abilities should
always be followed with positive reinforcement and encouragement to continue good
performance or an adjustment of training techniques or presentation to meet the needs of the
recruit officer.

The system that effectively identifies and selects qualified personnel to be Field Training
Officers will more often produce technically competent and active officers because patrol
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supervisors and commanders generally focus on these attributes and recommend officers who
have them. It follows that the system will select FTOs that not only set very high standards for
themselves but for the recruit officers as well. In discussing the role of the FTO, although high
standards are desirable, the recruit officer must measure up to the standards of the Field Training
Program, not higher standards set by the FTO.

It would be impossible to list every conceivable aspect of the FTO's role in this guide. They can
change hourly or sometimes by the minute. FTOs must be flexible and able to change as the
challenges change; otherwise, the recruit officer, the program, and the agency will suffer. A
weak FTO can disrupt the entire training process. A great deal of trust and responsibility go with
this assignment and each member of the Field Training Program must be willing to accept it.

Expectations of Field Training Officers

Teaching/Training

Any officer who becomes a Field Training Officer must commit to the philosophy of teaching.
The most obvious function of the FTO is that of a teacher. In most cases this teaching will occur
in the field under actual conditions. Other times teaching may occur during casual conversation.
Teaching may also occur in a formal classroom environment using lesson plans and audiovisual
aids. The fact is FTOs will spend much of their time teaching, even when it does not appear to
be an obvious activity. As teachers, FTOs should be willing to accept the responsibility for the
progress of the recruit officer, or lack of it, until they can identify any other uncontrollable
factors that are the cause of the recruit officer’s performance.

FTOs should recall how they felt when they began training and, consequently, they may
appreciate the recruit officer’s state of mind. The recruit officer’s problems and fears can be
allayed by the simple application of understanding from the FTO. The recruit officer should not
be pampered but, instead, treated in a professional, realistic, objective, friendly, and empathetic
manner.

FTOs should immediately establish a good training relationship with the recruit officer. There
should be a clear understanding of the FTO role and the recruit officer role, and it should be
explained to the recruit officer. The sooner recruit officers know what the training program
expectations are, the less apprehensive and more responsive they will be.

It is incumbent upon the program staff and the FTO to work, within acceptable limits, to
individualize a training approach for each recruit officer. Sufficient flexibility has been built into
this Field Training Program so that the individual needs of the recruit officer and the

23
organization can both be met. It is expected that the new employee has the necessary qualities to
succeed and, with effective training, the majority of them will successfully complete the Field
Training Program.

FTOs training methods should be conducive to producing a successful recruit officer. This point
cannot be overemphasized. Frequently, ineffective or counterproductive stressful training
methods can seriously alter a recruit officer’s self-image. The uses of loud or profane speech or
humiliation tactics are not acceptable conduct. These methods do not contribute to the learning
environment, nor do they place the recruit officer in a proper state of mind.

FTOs should reinforce positive attributes and accomplishments instead of downgrading

weaknesses. Recruit officers respond more quickly to a positive statement than to a negative one.
Above all, within the limits of good judgment, FTOs should use realistic and established training
methods that are conducive to the recruit officer’s temperament, needs, and development as a
patrol officer.

FTOs must conduct themselves in a professional manner at all times. They must teach and
reinforce agency policy and procedures. FTOs should set examples by virtue of their knowledge,
deportment, and appearance. They should remember that recruit officers will be products of
what they are taught and of the behavior that is demonstrated to them. FTOs should attempt to
set the highest standards in all areas of their performance.

Role Modeling/Attitude

FTOs must be positive role models! This is done by maintaining a professional demeanor and
appearance, adhering to rules and regulations, and having a positive attitude toward the agency,
training program, job, and recruit officer.

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During the orientation process, and each time a recruit officer is introduced to a new FTO, the
FTO should establish a friendly, open, and professional rapport with the recruit officer.
Development and learning are enhanced through effective communication. Rapport is extremely
important to communication because people are not likely to share their ideas, questions, or
feelings unless they feel their listener is open or empathetic to them.

FTOs should also convey an open and positive attitude that recruit officers can succeed in the
training program. Recruit officers are not likely to develop when they feel or are told that
success is not possible. Recruit officers need to believe that their FTOs want them to succeed
and that the FTOs will help them achieve success. There is nothing more disconcerting than
facing a "stacked deck". Everyone needs to know that they have an even chance to succeed.
FTOs should expect recruit officers to succeed.

It is particularly important that a FTO maintain a positive and objective attitude when assigned a
recruit officer who has not performed well with another FTO. The subsequent FTO must give
the recruit officer every opportunity to succeed in that: (1) the recruit officer should not be
stereotyped or be discriminated against, and (2) judgments should be based on independent
observations, not on the comments of others. It is entirely possible that the change of FTOs and
the application of a positive attitude by the subsequent FTO may, in and of itself, be sufficient to
elicit an acceptable performance from the recruit officer. The emphasis should be placed on
developing a competent, proactive solo patrol officer, rather than on finding a way to discharge
the recruit officer.

What FTOs expect from their recruit officers and how they (the recruit officers) are treated
largely determines the recruit officer’s career success. Recruit officers, more often than not,
perform at a level they believe is expected of them. The expectation of an event can actually
make it happen in field training. FTOs cannot avoid the cycle of events that stem from low
expectations by merely hiding their feelings toward the recruit officer. It is virtually impossible
to do this in that messages are constantly being conveyed through one's actions, mannerisms,
expressions, tone of voice, and omissions. People will often communicate the most when they
think they are communicating the least. To say nothing, for example, may be viewed as
coldness, anger, or disinterest. What is critical in the communication of expectations is not what
the FTO says but how the FTO behaves.

The goals of the program, the agency, the recruit officer, and the FTO can be simultaneously
achieved through open, honest, professional, and positive attitudes.

25
Evaluating

FTOs are also expected to be evaluators. They must develop and use skills to determine if
learning is occurring and whether or not remedial training is necessary. Evaluation skills are of
primary importance to the Field Training Program. If FTOs cannot evaluate, then they cannot
train. Evaluation is accomplished by the use of Daily Observation Reports, Standardized
Evaluation Guidelines, End of Phase Reports, and through the use of remedial training,
evaluation sessions, and feedback as necessary. The principle element of effective evaluation is
objectivity. The principle goal of evaluation is documentation. Use of Standardized Evaluation
Guidelines (SEGs) when completing the Daily Observation Reports (DORs) and frequent field
training staff meetings are several ways to ensure standardization of evaluations in the training
program.

Field Training Officers should not discuss their recruit officer’s progress with other agency
personnel, other than those who have a need and right to know. Supervisors involved in
evaluations should ensure that positive as well as negative aspects of a recruit officer’s
performance are discussed and documented. They should also ensure that the comments are
based on direct observation and not on speculation.

Researching

FTOs must be able not only to identify remedial training needs but also must be able to provide
that remediation in most instances. They must be able to use or identify the proper resource(s) to
bring about the desired learning. This aspect of the job is sometimes time consuming but is a
primary aspect of the field training process. Resources to consider include professional
literature, reference manuals, area experts, supervisors, other FTOs, other department personnel,
and the Field Training Program Coordinator.

Counseling

FTOs will often be placed into the situation where they become the problem solving resource for
the recruit officer. This may include a recruit officer’s personal problems as well. Normally, the
best way to accomplish this is through counseling. FTOs must develop the skill to help recruit
officers solve their own problems. By allowing them to discuss issues and by gently guiding
them through these issues, many of the recruit officer’s problems can be solved. Empathy is an

26
imperative FTO quality and one that will continue to build rapport and provide the ability to
solve problems.

Staff/Administrative Activities

On occasion, FTOs will be called upon to perform some staff duties. These may include
reorganization of program functions, a teaching assignment, or another necessary duty that
would help improve the agency and/or program.

Inspecting

FTOs are responsible for the inspection of their recruit officer’s uniform and equipment as well
as approval of all paperwork. Discrepancies may also be brought to the FTO's attention by a
supervisor for correction by the FTO or recruit officer.

Disseminating Information

FTOs must make sure their recruit officers are receiving all the necessary information. They are
also responsible for making sure recruit officers record this information and have it available
upon request.

Field Training/Scenarios/Role Playing

Field Training Officers are expected to instruct, demonstrate, or discuss each of the performance
objectives within the field training program curriculum. Due to various reasons, not all of these
objectives will be met by an actual call for service or through a written or verbal test. Hence,
scenarios or role-plays must be used to demonstrate and evaluate recruit officer performance.

FTOs are expected to conduct these exercises under the following conditions:

1) FTOs will not set up training scenarios without the approval of the Field Training
Program Coordinator and/or team Watch Commander and without notification of
other potential involved parties (i.e., dispatch, neighboring agencies, etc.).

2) Recruit officers will always be told when a training exercise is a mock situation.

3) Loaded weapons will never be used in training scenarios.

Additionally, FTOs should never attempt to agitate or anger civilians or prisoners for the purpose
of seeing how a recruit officer deals with conflict.

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Recommending

FTOs are responsible for the initial recommendation of extension, termination, or release to solo
assignment. The decision to terminate will be made at a higher level within the agency but it is
up to the FTO to bring the matter into focus and provide input into that process. If an FTO
believes, for instance, that a recruit officer should be terminated, but fails to document,
remediate, further document, and make that recommendation, the probability is that the recruit
officer will not be terminated. The Field Operations Captain, Field Training Coordinator, nor the
Patrol team Watch Commander will make the FTO's decisions for him or her. This is a
responsibility FTOs must be made aware of upon entering the Field Training Program and it will
remain theirs to carry out.

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 Part II

EVALUATION and
REMEDIATION

29
 EVALUATION

During the field training process, recruit officers must be guided, directed, and made aware of
their progress through written evaluations. In this model, the written evaluations include Daily
Observation Reports (DORs), and End of Phase Reports (EPRs). The DORs are the most crucial
of the written evaluations. These evaluations must be consistent, objective, and administered in
a manner that promotes good performance and progress throughout the program. The learning
goals and performance objectives in the Field Training Guide and Manual, the judgment used by
the recruit officer, and the skills, knowledge, and competency demonstrated in performing the
job-related duties of a patrol officer will serve as the basis for these evaluations.

The Process

Each recruit officer shall be evaluated in a number of categories which, when taken together,
reflect the totality of the job for which the recruit officer was hired (this guide is designed to
reflect general law enforcement patrol duties and community policing).

Using relevant job-related categories, What is to be evaluated are identified. How to rate these
categories now becomes the issue. How is based upon the employee's performance as measured
against Standardized Evaluation Guidelines. The SEGs, as they are called, have been established
to ensure each FTO's rating of a recruit officer will be equal and standard throughout the
program. They are designed to provide a definition, in behavioral terms, of various levels of
performance. The SEGs must be applied equally to all recruit officers, regardless of their
experience, time in the program, or other incidental factors. SEGs are provided for every
category listed on the face sheet of the Daily Observation Report (DOR).

Standardized Evaluation Guidelines

Because law enforcement, like so many other professions, has within it a wide variety of
techniques and procedures, it becomes extremely important that standardization of performance
appraisal occurs. Evaluation without standardization is not possible. In order to promote
standardization of the evaluation process within each agency, there is a need to articulate and
document reference points. These reference points need to be properly articulated to explain the
rationale supporting a numerical score of "1" (Unacceptable), "4" (Acceptable), or "7"
(Superior).

The categories selected for rating, (1) cover the totality of what an employee is required to do
and (2) should be anchored in behaviorally descriptive terms. The language in the SEGs does
not include everything that would represent the various levels of performance. The descriptors
30
are designed to serve as examples to direct the rater's thinking in a certain direction. If every
conceivable aspect of behavior in each category were included, it would be unlikely that the FTO
could become conversant with all the language due to the sheer volume of information. It is of
paramount importance that each rater (FTO) use the Standardized Evaluation Guidelines in the
rating (evaluation) process. The SEGS can be found in the TEAMS Program or in the Recruit
Manual.

Rating Behavior/Performance

As has been presented, each category listed on the Daily Observation Report is accompanied by
a set of SEGs. The FTO's role is to examine the recruit officer's performance and choose the
appropriate description as provided in the relevant SEG. The FTO selects the description that
"fits" the behavior that they are evaluating, i.e., 1, 4, 7 anchor. Experience tells us that
performance does not always "fit" into the nice, neat box as represented by the SEGs. A recruit
officer's performance may be somewhat better or worse than those descriptors. In these cases
where behavior is not "anchored" by the SEGs, the FTO must select the score. Although this
may appear subjective, most FTOs will select one score over another because they are familiar
with the job and have been trained to know "what it is supposed to look like". The most difficult
part of the evaluation process for FTOs is to surrender their own opinion of what the recruit
officer's performance should be. FTOs MUST rate the recruit officer pursuant to the language in
the guidelines if the recruit officer's performance is consistent with the language of that
guideline. FTOs shall have no discretion in this matter. It is the only way that objective
evaluations will be accomplished. If each evaluator (FTO) uses the same measuring device
(SEGs), you should see the same results, the same scores.

Common Performance Evaluation Errors

The evaluation process is a tool and, like any tool, if it is used in a way other than how it was
designed to be used, it will not be effective. There are a number of common performance
evaluation errors which, if present may destroy the goals of the program and the morale of its
participants.

If the objectivity of the evaluation process is called into question, it is most likely because a rater
or raters (FTOs) did not follow the guidelines and one or more of the following "evaluation
errors" crept into the evaluation process.

The ERROR OF LENIENCY occurs when the rater assigns scores beyond those which are
deserved. In an FTO program, this often occurs because the FTO introduces the variable of
"experience" or the amount of time the recruit officer has spent in the program. In other words,
31
the FTO recognizes the performance as less than adequate, but considers it "OK" given the
amount of experience the recruit officer has had. The same performance, seen several weeks
later, may result in the awarding of an unacceptable score. If the performance does not change,
the score should remain the same regardless of how long the employee has been in the program.
Standards don't fluctuate.

The ERROR OF PERSONAL BIAS (also called the Halo or Horns Effect) occurs when the
rater allows personal feelings about the employee to affect the ratings. Particular "likes" or
"dislikes" limit appraisal objectivity. What is rated in the Field Training Program is whether or
not an individual can do the job as described. This is seen most often when FTOs are not
familiar with the guidelines and with the language therein.

The ERROR OF CENTRAL TENDENCY is seen when the rater routinely "bunches" scores
toward the center of the rating scale. Some FTOs, not wishing to take the time to document, will
assign scores of 3, 4, or 5 routinely to avoid the "mandatory" reporting rule. Central tendency
errors also occur when the rater does not give close attention to performance and, to be on the
"safe side," or to avoid any controversy, rates in the middle of the scale.

The ERROR OF RELATED TRAITS happens when the rater gives the same rating to traits
that he/she considers related in some way. The value of rating each trait separately is lost and
the overall rating loses specificity.

EVENT BIAS comes into play when one or two traits (or a particular behavior) dominate the
appraisal. The rater may evaluate all remaining traits based on the dominant trait or
performance. An outstanding bit of work or a severe mistake, not treated as an individual
occurrence, may bring about the Halo/Horns Effect.

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"NO ROOKIE EVER GETS A 7"(or Exceeds Standards, Superior, etc) is a belief too often
expressed. The SEGs should be based on real-life experiences and should not reflect artificial
standards. While it may be difficult for many recruit officers to perform at a Superior level in a
number of categories, that score could be attainable for some. There is no place for unrealistic
expectations/ goals in a job-related performance evaluation system.

"NOT ENOUGH" improvement to get a higher score is a judgment that an FTO may make
when the recruit officer's performance is slightly better than that described as "needs
improvement" performance in the SEGs. This posture is in violation of a rating rule that is part
of the behavioral anchor approach. Any time performance exceeds the guideline definitions; the
improvement must be graphically displayed. In other words, it must be "visible to the eye" via a
greater score.

The "ROOM TO GROW" theory has been around for a long time, too long as a matter a fact.
The evaluator, wanting to "motivate" the recruit officer to work harder, assigns a score less than
what the employee deserves. As human beings we know when we have done well and not so
well. When someone fails to get the recognition that they deserve they experience a loss, rather
than a gain, in terms of motivation.

AVERAGING SCORES has no place in an evaluation system. FTOs who assign a score based
on an average of the recruit officer's performance for the day have selected a score that is not
accurate nor is it indicative of the true nature of performance. A recruit officer, stopping at thirty
or more traffic lights during the day, goes through one without stopping. Some will say that "on
the average" the recruit officer obeys traffic signals and an acceptable rating is given. It is not
acceptable to go through a red light but the score suggests to the recruit officer that it is "OK".
Additionally, no one will know what the recruit officer did unless the FTO includes a written
comment about the fault. Inconsistency results when the rater assigns an acceptable score
but documents unacceptable performance.

FTOs are often uncomfortable about giving an Unacceptable rating when a recruit officer has
performed well in an area throughout the day with one or two exceptions. Objective evaluation
requires that the rater acknowledge the mistake(s) by assigning a score less than acceptable. The
FTO does not want to appear "picky" to the recruit officer, particularly with one who is doing
very well, is in the latter stages of the program, and will likely be retained. The FTO must give
the recruit officer an Unacceptable rating in an area regardless of how minor or infrequent the
mistake when weighed against the recruit officer's otherwise good performance. The FTO will
mediate any hard feelings on the part of the recruit officer by adding documentation that
acknowledges the good performance as well as the mistake.

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Finally, there are other errors that FTOs must guard against. These are biases that have a
tendency to influence us when rating the performance of another. Taking into account a person's
standing in the academy class; his or her relationship to another member of the department; the
presence or absence of educational achievement; his or her age, gender, race or sexual
orientation; physical appearance; etc. are only a few of a person's characteristics that dilute
objectivity. Performance-related evaluations tend to be more objective and to center on what the
individual does rather than who the individual is. Employees want their performances, not their
personalities, discussed during a performance review. In this way, defensiveness on the part of
the person being rating will diminish and the rater will be able to avoid these common appraisal
errors.

The only measure that an FTO should use when evaluating the behavior and performance of a
recruit officer is the Standardized Evaluation Guidelines. The objective rater deliberately avoids
all of the many other subjective influences that are present.

Evaluation Comments/Narratives/Documentation

To make the most effective use of the narrative portions of written evaluations, it is important for
the FTO and Patrol Watch Commander to remember four "goals" of documentation. To meet
these goals, the documentation should be:

(1) CLEAR
(2) CONCISE
(3) COMPLETE
(4) CORRECT

The following suggestions will aid the FTO and Patrol Watch Commander in accomplishing
these goals.

1. Set the stage. Provide a description of the situation or conditions that are present
when the recruit officer performs. This will allow the reader to more fully
understand why the FTO is pleased or unhappy with the behavior.

Example: The recruit officer, using excellent defensive driving techniques,

brought an eighty-mile-an-hour, high-speed chase to a successful halt.

2. Use verbatim quotes. It is sometimes clearer to report what was said rather than
attempt to describe the effect of the words.

Example: The recruit officer, when logging an arrestee's property and finding
$535 in his wallet, remarked, "Where does a low life jerk like you get this much
34
 money?" This angered the arrestee and resulted in an unneeded physical
confrontation.

3. Report the facts, avoid conclusions. Let the facts speak for themselves. Do not
form conclusions unless they are clear from the facts.

Example: The recruit officer lacks motivation or confidence. Despite training in

vehicle violation stops, the recruit officer, although admitting that he saw the
violation, had to be told to make these stops on five separate occasions.

4. Remember your audience. Who is going to read this report? Your boss will.
How familiar with the recruit officer's behavior is your boss? Could it be a
Federal District Judge or a member of the Federal Appeals Bench, an attorney for
a recruit officer, a member of the union, or your immediate supervisor? Write as
though someone other than the recruit officer will read your documentation.

5. Watch your grammar, spelling, and legibility. Avoid slang, jargon and
swearing. Your credibility and professionalism are at stake. Be a good role
model!

6. Speak to performance, not personality. Criticize the act, not the person.
Criticizing the person brings about defensiveness. While more difficult to do in
written vs. verbal form, the "Impersonal" style of documentation relieves some of
the stress.

Example: Rather than write that "You did a poor job of handling call...” try
"Recruit Officer Jones did a poor job of handling, etc..."

7. Use lists, if appropriate. The use of a "List" approach will sometimes save time
and space.

Example: The recruit officer, when asked, failed to accurately identify the
following 10-code definitions: 10-7, 10-8, 10-16, 10-27, 10-28, 10-29, 10-35, and
10-62.

8. Think remedial. What has been tried, how did it work, what will you try next?
Got a plan or idea? Document it and the results thereof.

9. Use quantification whenever possible. Quantification or the documentation of a

standard that is familiar to every reader adds clarity to the documentation.
35
 Example: It took Bill five tries to successfully complete a burglary report. See
attached.

10. Do not predict. Avoid statements such as "I am sure that Officer Jones will, with
a little more effort, be able to master the radio” or "The recruit officer’s skills will
no doubt improve as the weeks go by." Rather than make statements of this
nature, the FTO should write what the behavior should produce, i.e., "When
Officer Jones can complete reports of this nature within 30 minutes or less he will
be performing at an acceptable level." Predictions set up false and inaccurate
expectations and goals.

Writing narratives should be no mystery to any person selected to be an FTO. If an FTO can
write an acceptable report, he/she can write an evaluation narrative! A way to keep
documentation of this type in perspective is to write as though you are telling a story to a close
friend or co-worker who was not present when the behavior was observed. Would you include
all the details or talk in generalities? When in doubt, reread what you have written and then ask
yourself if you would REALLY know what happened from what you have written. Another
excellent approach is to have another FTO or your supervisor read your narrative. Do they have
any questions? If so, your documentation may need some additional work.

Discussing Evaluations

The FTO and recruit officer's discussion of the evaluations is an extremely important aspect of
the Field Training Program. Merely completing the evaluation and having the recruit officer
sign it will not achieve the objectives of a proper evaluation. Failing to hold a discussion serves
to destroy the practical aspect of the evaluation system.

To preserve this practical aspect and put it to use, the performance evaluation must:

1) Be understood and accepted by the recruit officer. This does not mean the recruit
officer has to be in agreement with the entire evaluation.

2) Be the basis for plans to help the recruit officer improve performance as needed.

3) Give the recruit officer recognition for strong points and also call attention to
weak areas.
4) Result in a better understanding between the FTO and the recruit officer.

FTOs should allow ample time to discuss evaluations with recruit officers. Discussions should
be held where privacy can be maintained with little or no interruptions. These discussions
36
should be a "two-way conversation". Recruit officers should be encouraged to express how they
feel.

FTOs should listen to what the recruit officers have to say and not show disapproval when they
do respond to the evaluation. FTOs should get across the idea that performance is being
discussed and not a defense of the evaluation. Recruit officers should be encouraged to analyze
their own deficiencies and motivations.

Once a discussion has been completed, the FTO should ensure that the recruit officer signs the
evaluation and has the opportunity to provide written comments, if desired.

37
 PERFORMANCE EVALUATIONS

Daily Observation Report (DOR)

The Daily Observation Report is to be completed by the FTO at the end of each and every shift
the recruit officer is assigned to work during field training, including days where no evaluation is
given (i.e., the time spent in the Administrative Division, days off sick or injured, etc.). The
DOR is used to record the recruit officer's performance, specific training or instruction presented,
and any other information of importance related to the recruit officer's activities in the training
program that day.

This report is the permanent record of the recruit officer's progress in terms of his/her
performance and knowledge, the improvements that are needed, and the FTO's efforts to bring
about change. It is the principle document used for determining the recruit officer's status in the
program.

The form shall be completed at or near the end of each shift unless unusual circumstances exist.
It is important that this documentation be provided as immediate feedback to the recruit officer.

The DOR is designed to rate observed behavior with reference to a numerical scale (i.e., 1,4, and
7). The form lists specific categories of behavior (i.e., officer safety, driving skill, appearance,
etc.). Each category must be rated or an indication made that the performance was "not
observed" (N.O.) during the shift covered by that DOR. The numeric rating, based on the
Standardized Evaluation Guideline for each category, is recorded by marking the appropriate
number. Ratings such as Unacceptable, Below Standard, Far Exceeds Standards, and/or Superior
should be explained on the narrative portion of the report.

There is a “D.R.” box that signifies the Daily Rating. The recruit officer should write the
number of the corresponding rating scale for each category in each box. This ensures the recruit
officer reviews the rating scale and is familiar with the rating he/she receives. This is only for the
hard copy master template DOR form.

DORs have "N.R.T." boxes on the form. "N.R.T." means Not Responding to Training. In
addition to a numerical rating in the particular category, this box may also be marked or the box
alone may be marked. N.R.T. is assigned after reasonable remedial efforts have failed to result
in improvement. Citing N.R.T. is a serious step and is considered a "red flag" for the recruit
officer and should get the commanding staff's attention. Simply put, if improvement is not
made, termination may result. It is expected that there will be significant documentation about
the problem before this step is taken. The decision to assign N.R.T. is somewhat subjective but
one that can be reasonably justified. The rater must first get a sense of the difficulty of the task.
38
Is it an easy task or one that is rather difficult to learn? Once the difficulty or complexity is
known, the rater then must get an idea of how many tries the recruit officer has had at task
completion. What the FTO should be searching for in this process is the presence or absence of
balance (i.e., Has the recruit officer had enough opportunities to complete the task given the
difficulty?). If the answer is "Yes", N.R.T. is appropriate. If "No", continue with remediation.

Note: The FTO must be sure that any remediation that may have been given is perceived as that
likely to bring about the desired change. The quantity and quality of remediation will be
examined to ensure that the strategies employed would likely lead to improvement.

The "R.T." on the DORs refers to remedial training and the time spent by the FTO in the
correction or review of previously taught information or procedure. When remedial training time
is spent in any one category, the FTO shall record the number of minutes in the appropriate box.
The amount of time the FTO spends is based on an estimate and does not have to be specific. A
"reasonable" estimate, one that is reasonable to the recruit officer as well, is all that is required.
Part II, sections 3-4 contain more information on remedial training and strategies.

The reverse side of the DOR is designed for narrative comments, including an accounting of the
recruit officer’s activity. Both negative and positive performance should be noted by the FTO.
Steps taken to assist recruit officers in improving their performance should also be noted here.

All Daily Observation Reports are to be signed and dated by both the recruit officer, and the
FTO, as well as reviewed and initialed by the Patrol Watch Commander and Training Lieutenant.

End of Phase Report (EPR)

At the end of each phase of training, FTOs will complete an End of Phase Report detailing the
recruit officer's significant strengths and weaknesses, as well as a list of specific training
provided during the phase, with recommendations for training needed by the recruit officer
during the upcoming phase of instruction.

In this report, FTOs will indicate their judgment as the actual level of performance demonstrated
by the recruit officer. The FTO and Patrol Watch Commander should discuss the EPR with the
recruit officer. The EPR should be signed and dated by the recruit officer, the FTO, and the
Patrol Watch Commander. The EPR should be reviewed and initialed by the Training
Lieutenant, and reviewed by the recruit officer's next FTO. Special training problems should be
clarified and addressed with the development of a specific training regimen for the next phase of
instruction.

39
Phase Oral Board

After each phase after assuring that all the materials from the field training manual have been
covered and signed off and after personally observing the recruit officer's acceptable
performance in all of the functional areas or categories, the FTO will conduct an end of Phase
Oral Board. The Phase Oral Board will be comprised of personnel who are FTOs, Supervisors,
or Lieutenants. The purpose of the Phase Oral Board is to determine the recruit officer’s
readiness for the next phase. If the board determines the recruit officer is not yet prepared for the
next phase, they will notify the Training Lieutenant and specify the training areas needing
remediation. The Training Lieutenant will assign the recruit officer to an FTO to address the
specified weaknesses and may extend the current phase to allow time to address the issues. Upon
completion of phase (6) a final phase oral will be conducted. Upon successful completion of the
Phase Oral Board, a Competency attestation must be completed.

Competency Attestation

It will be the responsibility of the Training Lieutenant, upon the recruit officer's successful
completion of the Phase Oral Board, to complete a competency attestation of the recruit officer's
ability to perform the duties of a solo patrol officer. This document will include:
acknowledgement of the recruit officer’s academy completion, a list of the recruit officer’s
FTOs, an attestation of field training by the primary FTO and Training Lieutenant, and a
signature of the recruit officer to acknowledge he/she was provided the training detailed in the
Field Training Manual and his/her responsibility to know the contents of the Lexipol Policy.
This form should be routed through the chain of command and become a permanent part of the
recruit officer's personnel file.

40
 REMEDIAL TRAINING

Every FTO knows of his or her obligation to train and evaluate, but many overlook the follow-up
aspect of that role, i.e., to correct observed deficiencies in the areas of knowledge, skill, and
attitude. It is not sufficient to point out what is wrong and to report it; what is required is that the
FTO then do something to help the recruit officer improve. This is called remedial training.

Remedial training is defined as: A correction or review of previously taught information or

procedures. "Previously taught", for our purposes, does not include any training that the
employee received in the Basic Academy. This training becomes necessary when the recruit
officer's job performance is evaluated as less than acceptable after having been provided with
sufficient training or intervention which should have corrected and improved the job
performance. Another way of expressing this is that we will give the recruit officer "one free
pass" while in the program. The first time that a subject, item, or skill is explained or
demonstrated by the FTO, it shall count as the very first training experience,

What Behavior Requires Remediation?

Simply put, anything recognized as a performance deficiency requires remediation. But,

unfortunately, some performance deficiencies have, as their root cause, something that the FTO
cannot correct. Some examples are immaturity, absence of a positive self-image, lack of
common sense, worldliness, lack of life experience, stress, and fear, self-entitlement. These are
attitudinal based and are occasionally so deeply ingrained in the recruit officer's behavioral
package that they cannot be overcome. It is wrong, however, to automatically assume that a
failure to perform well is linked to one of the above reasons. It is most likely that inexperience
and an absence of sufficient practice has led to the problem. The FTO's role is to help the recruit
officer overcome the difficulty and to give him/her an opportunity to learn and perform.

Who Remediates?

Initially, it is the FTO's responsibility to provide the correction or review that is called for. It is
typical and common that most problems can be resolved by the FTO but occasionally this may
not be the case. The Field Training Program staff must be prepared to invoke creative and
sometimes dauntless efforts to bring about the desired change. The use of outside resources is
one of the more effective methods that should be considered.

When Does Remediation Begin?

Remediation should begin when the problem is observed or as soon after as practical.
Remediation may be in the form of a simple comment, i.e., "this word is spelled..." or "remember
41
to keep your gun hand clear." These types of remedial efforts or remedial comments often take
place simultaneously to the observed mistake. Other remedial efforts may take place at a time
and, perhaps, a location away from the actual event. The important things to remember are that
(1) an error must be corrected and (2) that correction should come as soon as practical following
the behavior without interfering with the agency's service responsibility.

What Are the Steps to Remediation?

1. Being as specific as possible, identify and describe the deficiency. Do not overlook
calling upon the recruit officer to help in this endeavor.

2. Reflect on, and determine, what has been tried and found to be effective with similar
performance problems.

3. Develop a plan which clearly identifies what the new officer is expected to accomplish,
under what conditions, within what time frame, and using what resources.

4. Implement the plan and evaluate its success. If the desired level of performance (goal)
was not achieved, return to step one.

Summary

Most remedial efforts take place in an "ongoing" way as the recruit officer and FTO interact.
Most performance mistakes are relatively simple to fix and are corrected almost immediately.
The problems that do not seem to go away are those which call for a more formal approach as
described above and may actually require an extended stay in the training program. Consider
using a Remedial Training Assignment Worksheet when developing your remedial plan. Be sure
to document the plan and the results.

Above all, the FTO should take credit for remediation efforts. When appropriate, the column on
the DOR which calls for a report of the time spent on remediation should be completed.
Documentation of remediation may turn out to be the critical factor in the event of a
recommendation for termination.

42
 REMEDIAL TRAINING STRATEGIES

For any identified deficiency, the number of remedial training strategies are countless, limited
only by imagination and feasibility. Strategies should not be dangerous, demeaning, harassing,
or expose the department to liability. Factors involving ethics, legality, and morality must be
carefully weighed before undertaking a remedial training plan. No agency policies, procedures,
or safety standards can ever be violated for the sake of training.

These suggestions, some non-traditional, may be applicable for (1) assisting recruit officers in
gaining proficiency with items in the training guide, or (2) designing remedial training plans.
Remember, the first step is always to accurately diagnose the problem!

Common Remedial Training Strategies

Role Plays and Scenarios:

This is a superb tool for a variety of performance tasks. Care should be taken regarding the
following:

1. All participants must be made aware that the situation is a training exercise, not
an actual event.

2. No loaded weapons should ever be used in field training scenarios, unless on the
range and supervised by a Range Master.

3. Choice of location (so as not to involve unknowing, concerned citizens).

4. Selecting role players who understand the win-win philosophy (If the recruit
officer does it right, they win!).

Role Reversals:

Similar to role-plays, here the FTO reverses roles with the recruit officer. The recruit officer
then watches the FTO perform a task in the same incorrect manner that the recruit officer did
earlier. The recruit officer is then required to critique the FTO and offer suggestions for
improvement.

Commentary Driving:

This technique involves the senses of touch, sight, and hearing in the learning process. The
recruit officer is advised to maintain a running commentary on what is observed while operating
43
the vehicle (in the case of Driving Skill) or while acting as either the driver or passenger (in the
case of Self-Initiated Activity).

When Driving Skills are being taught, the recruit officer's recitation should focus on street/traffic
conditions, traffic control devices, and defensive driving information.

When Self-Initiated Activity is being taught, the recruit officer should direct his/her attention to
activity, which would be of police interest. The intent of this training is to move the recruit
officer from "looking" as a civilian to "seeing" as a police officer does.

When Orientation Skills are being taught, the recruit officer provides a commentary of the (1)
direction of travel, (2) location by intersection, and (3) identification of landmarks.

Commentary Thinking:

This technique is especially useful for those recruit officers who routinely know what to do but,
once subjected to stressful situations, become muddled or disjointed in their ability to think.

Commentary thinking is simply thinking out loud. Recruit officers are instructed to talk out their
thoughts. They are not allowed to think silently. If they are en route to a particularly stressful
call, then they must tell the FTO what the call is, how they will get there and, once there, what
their actions will be. In this way, they must order their thoughts and present them to the FTO in a
clear and logical manner.

An important benefit to recruit officers from this exercise is not only the "putting in order" of
their thoughts and actions, but the slowing of their thought processes and prevention of
"overload". We have all been in situations where our minds raced so fast that our actions have
not been able to keep up. An example might be when we try to write down an interesting idea.
Our thoughts flow much faster than we can write. This is what happens to some recruit officers
when confronted with a situation with which they are uncomfortable. By having them "talk out"
their thoughts, their thinking will revert to a slower, more understandable pace. This process will
also have a calming effect and reduce stress.

Flash Cards:

The making of flash cards by the recruit officer enhances the learning process because more than
one "learning sense" comes into play. Flash cards are particularly effective with such subjects as
Radio Codes, Orientation Skills, Vehicle or Criminal Statutes and Elements, and Report Form
Selection and Spelling.

44
Quizzes:

The FTO keeps track of areas, which have frequent problems. The recruit officer is provided a
list of these areas and advised a few days in advance of the quiz. This technique can be helpful
for such problems as spelling and report writing.

Self-Evaluations:

This technique, especially valuable when the recruit officer has difficulty accepting feedback,
entails having the recruit officer keep notes during the shift and complete a DOR at the end. The
DOR should be labeled "Self-Evaluation". As with the FTO's evaluation, both parties review
and compare the DOR at the end of the shift.

This technique should be employed infrequently, no more than once every two to three weeks, or
it will lose its effectiveness.

Non-Traditional Strategies By Subject

Directing Traffic:

1. FTO draws diagrams for recruit officer to place self, flow of traffic, ideal
locations for fire and medical response, etc.
2. Shut down an intersection and let recruit officer practice. Start with quiet
intersections and build to busier.
3. Have recruit officer speak with other FTOs, traffic officer, etc.
4. Have recruit officer speak with fire and medical responders for their perspective.
5. Request special assignments for these types of calls.

Traffic Stops:

1. Role-play, in a parking lot, using other FTOs and vehicles.

2. Videos
a. Professionally made.
b. Film recruit officers in action so they can watch themselves.
3. Have recruit officer speak/ride with a traffic officer, etc.
4. FTO draws diagram for the recruit officer to place self, vehicle positions, ideal
locations for stop, etc.
5. Use miniature cars for placement.
6. Develop a checklist; first written, then mental.
7. Verbal and written quizzing on traffic codes and elements.
45
 8. Have recruit officer practice completing citations on copied blank forms.

Report Writing:

1. Use report writing exercises.

2. Pull some good and bad reports as examples. Be sure to remove the author's
name.
3. Interview detectives, instructors, attorneys, and judges as to what they think make
a good report.
4. Have recruit officer enroll in a writing class.
5. Have recruit officer obtain and read library books on the subject.
6. Develop checklist to include elements of crimes for the more common calls.
7. Suggest recruit officer purchase a speller.
8. Have recruit officer view professionally produced videos.
9. Have recruit officer spend time working with a tutor.

DUI:

1. Role reversal with FTO making actual stops and recruit officer doing the critique.
2. Role-play in a parking lot using other FTOs and vehicles.

3. Videos
a. Professionally made.
b. Film recruit officers in action so they can watch themselves.
c. Previous DUI arrests.
4. Interview DUI officers, instructors and attorneys.
5. Review old DUI reports. Be sure to delete the authors' names.
6. Review actual case law at library.
7. Have recruit officer ride with a traffic officer.
8. Develop a checklist for procedures and forms.

Courtroom Demeanor:

1. Interview detectives, instructors, attorneys and judges as to what they think make
a good witness.
2. Take the recruit officer through various courtrooms.
3. Have recruit officer observe a trial.
46
 4. Conduct a mock trial.
5. Have recruit officer perform a courtroom role-play, using one of his/her citations
or arrests.

Investigative Procedures:

1. Interview detectives, instructors, and attorneys as to what they think makes a good
investigation.
2. Verbal and written quizzing on elements of crimes.
3. Tour a crime laboratory.
4. Follow one of the recruit officer's cases through with the assigned detective.
5. Create a mock crime scene.

Felony Stops:

1. Practice visualization techniques.

2. Role-plays with recruit officer as officer and suspect, in daylight and darkness.
3. FTO draws diagrams for recruit officer to place self, vehicle positions, ideal
locations for stop, etc.
4. Develop a checklist for verbal commands.

Domestic Disputes:

1. Use models (dolls, play house, etc.) for placement.

2. Role-play using other FTOs, etc.
3. Interviews with victim advocate groups, etc.
4. Attend an Order of Protection hearing.
5. Request special assignments for these types of calls.

Orientation Skills:

1. Give recruit officer copies of the map which contains the streets but no names.
Recruit officer fills in the names.
2. Verbal and written quizzes on the hundred blocks, landmarks, and other important
locations.
3. Throughout shift ask recruit officer, "Where are we now?"
4. Give the recruit officer addresses, transparencies, and a marker. Have recruit
officer trace the route to the location.
5. Have recruit officer obtain and study overhead maps from planning department.
47
Radio Procedures and Codes:

1. Role-plays
a. What is going on with other officers?
b. Sample sentences/codes.
c. Describe scenario. Ask recruit officer how to say it on the radio.
2. Obtain a tape recorder, which you and the recruit officer use as a radio in role-
plays.
3. Have recruit officer speak in codes rather than English.
4. Assign recruit officer to a shift in Communications to work with a Dispatcher.
Have recruit officer log the codes and then decipher into English, turning in the
final product.
5. Have recruit officer listen to a scanner.
6. Have recruit officer read all license plates phonetically.
7. Listen to old Communications tapes.

Accident Investigation:

1. Have recruit officer ride with a traffic officer.

2. Develop a checklist for steps in completing an accident report.
3. Review past reports and diagrams. Be sure to delete the authors' names.
4. Create a scenario and have the recruit officer draw a diagram.
5. Request special assignments for these types of calls.
6. Using crayon attached to the corners of a block, show tire skids, etc.

Rapport With Citizens:

1. Increase exposure to public.

a. Business contact card file.
b. Traffic stops.
c. Neighborhood watch and crime prevention meetings.
d. Front desk.
2. Role-plays
3. Videotape recruit officer's contacts. Have recruit officer review and critique
performance.

48
Total Confusion:

1. Have recruit officer complete a self-evaluation.

2. Develop a flow chart of basic tasks.
3. Have recruit officer speak with and/or observe FTOs, sergeants, and/or staff
psychologist.
4. Flash cards.
5. Read past case reports. (Be sure to delete the authors' names)
6. Role-play simple repetitions.
7. Organize the car the way the recruit officer is comfortable.
8. Have recruit officer list his/her perceptions of the job.

Summary

Always remember to:

1. Diagnose the problem.

2. Provide feedback.
3. Use all the resources available.
4. Be creative.
5. Document the recruit officer's performance and your efforts.

49
 PART III

THE FIELD
TRAINING
PROGRAM GUIDE

50
 FIELD TRAINING PROGRAM GUIDE ELEMENTS

A program guidebook is vital to the success of any field training experience. The program guide
of the Field Training Manual and Guide is intended be used to instruct newly assigned patrol
officers in the various duties which they will most likely perform during their careers.
Obviously, all situations and problems cannot be included but the subjects therein should
constitute the basis for a good foundation for future activities on the job. The guide should serve
as the "lesson plan" for the Field Training Officer's instruction.

Elements of a Field Training Program Guide

The first two parts of this manual contain information explaining the Field Training Program and
its operation. The third part of the manual is the guidebook of training. While this guide does
not contain all the information found in the Lexipol Policies or other detailed reference manuals,
reference to these manuals are incorporated in the training guide for the recruit officer’s referral.

The program manual and guide includes the following information:

1) Goals and Objectives of the Field Training Program

2) Chain of Command and Supervision Information
3) Explanation of the Elements of the Field Training Program
4) Role/Expectations of Trainees and Field Training Officers
5) Explanation of the Evaluation and Remediation Process
6) Copies of the Standardized Evaluation Guidelines (SEGs) and other
program forms with brief explanations (TEAMS and Recruit Manual)

Each recruit officer will receive this manual during their in-house orientation. Providing trainees
with this information at the start of the program serves several purposes. It (1) clarifies their role
in the training process, (2) improves understanding of the mechanics of the program, (3)
enhances the credibility of the FTO, and (4) reduces a good deal of the apprehension normally
found in any training program.

The Field Training Guide lists POST and agency objectives that contain comprehensive lists of
the knowledge and skills that the FTO is required to impart to the recruit officer and then
evaluate the recruit officer’s ability to retain the knowledge and demonstrate the skills. These
objectives and lesson plans are designed to ensure that trainees receive specific training in
designated topics or areas.

These training topics are generally broken into training phase segments. Responsibility for
covering the items and listed tasks lies with the FTO to whom the trainee is assigned for that
51
specific phase. Training in and completion of the designated topics or areas will give trainees
the foundation to draw from when handling incidents that have not been actively demonstrated.
It will be impossible to train a newly assigned officer in every area that may be encountered
throughout a career but this program should provide a firm foundation on which to build.

Field Training Officers should, at a minimum, instruct in the areas that are outlined in each
specific topic. To further assure accountability, columns are placed on each page of the guide
wherein the FTO indicates, by placing his/her initials, the date the material or skill was
discussed, instructed, or demonstrated, and the date the trainee displayed adequate competence.
The FTO should also identify the manner in which the skill or knowledge was delivered and
performed (i.e., written test, verbal test, scenario, or field performance). Additionally, there is an
area for the trainee's initials, badge number, and date wherein the trainee acknowledges having
received the instruction.

Finally, there is reference to various resource materials in the guide. Examples include important
policies, people with expert knowledge in the topic area, municipal codes, etc. The purpose for
this is twofold. First, the material remains as a reference for the trainee and, secondly, the FTO
will use these materials as the lesson plan rather than attempting to "ad lib" when it comes time
to instruct on the particular topic. If a policy or procedure is included in the guide or a separate
resource manual, it is much easier for the FTO to teach from the actual policy rather than from
memory of the policy or an out-of-date guidebook. This also allows for better documentation
that the material was covered.

In addition to the instruction the trainee will be receiving from the FTO, it is possible the trainee
will need to do some further studying. The suggested reference material is maintained in the
report writing area of the Police Department. In addition, the POST website has access to the
Regular Basic Course Curriculum, POST training videos, and any other training aids. Trainees
are also advised to maintain their own copies of the Penal Code, Vehicle Code, and Lexipol (or
Quick-codes of same), and know the locations of other reference materials including a list of
community reference services.

It is the responsibility of the Field Training Coordinator to oversee the development and
maintenance of an agency's Field Training Program Manual and Guide. The Field Training
Coordinator should designate Field Training Program staff to review and keep current the
materials presented in this manual. Constant revision based on input from trainees, FTOs, and
other program staff will make the agency's field training program guide a viable resource and
basis for a successful Field Training Program.

52
 THE FIELD TRAINING PROGRAM GUIDE OVERVIEW

The Field Training Program Manual and Guide is designed to be used by the FTO and the
trainee as a basis for instruction and study for the Field Training Program. The guide contains
statements of performance (i.e., objectives) that begin by introducing the newly assigned officer
to the agency and duties, and progresses to performance independent of the FTO. This guide
contains no policies, procedures, or specific methods to follow; it simply directs a training
response to needs or situations that could be encountered by any peace officer who is assigned to
general law enforcement patrol duties. Therefore, the recruit officer is referred to and should
review and learn specific policies, procedures, or methods. The FTO has a duty to assist by
directing the study and diligently testing the trainee's knowledge. The guide also requires the
trainee to apply skills and knowledge that were acquired in the Basic Academy. The FTO must
help the trainee apply these skills and knowledge in a real life environment with actual law
enforcement incidents.

The Field Training Program Manual and Guide is as comprehensive and complete as possible.
The objectives (skills and knowledge) included in the program are based on structured learning
content and have been reviewed and are approved by the Commission on Peace Officer
Standards and Training.

The Field Training Program Manual and Guide is intended to be used in training newly
assigned officers who have recently graduated from the Regular Basic Academy, who have been
employed through lateral entry, or others who are on their initial assignment to general law
enforcement patrol duties. The following areas are intended to clarify the application of the
Field Training Program Manual and Guide:

53
Topics / Instructional Areas

The duties of general law enforcement patrol officers are quite similar within the state and the
nation. Research and experience have demonstrated that new officers should demonstrate
competency in the following areas:

Agency Orientation/Department Policies Tactical Communication

Agency Specific Training Management Resolution
Patrol Vehicle Operations Traffic
Officer Safety Use of Force
Report Writing Search and Seizure
California Codes and Law Radio Communications
Patrol Procedures Self-Initiated Activity
Control of Persons, Prisoners, and Investigations/Evidence
Mentally Ill Community Relations/Professional
Demeanor

Format

The POST approved Field Training Program has these 15 objective areas of instruction
segmented into specific topics. Each contains knowledge- and performance-based objectives
(training goals) for the trainee to accomplish. Each topic may be presented, wholly or in
portions, during field training phases. The objectives in each of the listed topics build from basic
issues to more complex to assist in an incremental learning approach. This is intended to
enhance retention so the trainee is able to relate some element of past instruction to each new
subject. The format allows for flexibility but is designed to hold the trainee responsible for the
performance objectives that are required.

Training and Testing Methods

The Field Training Program is written in performance-based objectives (training goals). There is
no intention to restrict an FTO’s methods of presentation or measuring of the trainee's acceptable
performance of the task(s); however, each topic has an outline with related objectives, references
and resources, related standardized guideline categories, training considerations, and related
P.O.S.T. basic academy learning domains. Measuring performance is based on the standardized
evaluation guidelines.

Because of the very nature of patrol work, not every field incident that the Guide requires a
trainee to perform will occur within the time frame of the program. The FTO should improvise
by volunteering, when possible, for assignments that will assist in meeting the training
54
objectives. In some cases, it may be necessary for the FTO to set up a scenario exercise or rely
on the trainee's verbal or written explanation of handling the situation coupled with his/her
performance in similar incidents.

Initially, the trainee must be provided with, and allowed the opportunity to study written
documents, training bulletins, or Lexipol Policies that the trainee is responsible for knowing.
The FTO should then proceed through the Field Training Guide discussing, instructing, or
demonstrating each performance objective. The FTO should encourage the trainee to take
increasing responsibility for field performance based on the nature of incidents and the amount
of experience the trainee has in the program. This responsibility ultimately includes the
satisfactory completion of each performance objective. It is the intention of the field training
program to have the new officers demonstrate their satisfactory completion of or competency in
these performance objectives through actual, on-duty handling of field situations. This is, for
obvious reasons, the preferred method of demonstrating that the trainee comprehends and can
apply what has been taught.

Based on a variety of reasons (calls for service, type of agency, demographics, location, etc.),
trainees may have to demonstrate successful comprehension and competency through alternative
ways. The methods for "competency demonstration" used in the POST Field Training Program
are:

(1) Agency Constructed Knowledge Tests. Some portions of the field training program
may require agency constructed knowledge tests that measure the skills and knowledge required
to achieve one or more training goals. These tests may be in written or verbal format. When an
agency constructed knowledge written test is used, trainees should earn a score equal to or
greater than the minimum passing score established by the agency. Trainees who fail a written
agency constructed knowledge test on the first attempt should: (a) be provided with an
opportunity to review the test results in a manner that does not compromise test security; (b)
have a reasonable time, established by the agency, to prepare for a retest; and (c) be provided
with an opportunity to be re-tested with an agency constructed, parallel form of the same test. If
the trainee fails the re-test, it will be the agency's responsibility to determine if the trainee should
be given another re-test or terminated from the field training program. Special Note - These
tests should be standardized to ensure accuracy and fairness and may also serve as an
additional evaluation instrument.

(2) Scenario Tests. Some portions of the field training program may require scenario tests
which are job simulation tests that measure the skills and knowledge required to achieve one or
more training goals. When a scenario test is used, trainees should demonstrate their competency
in performing the tasks required by the scenario test. Competency means that the trainee
performed at a level that demonstrates that he or she is able to perform as a solo patrol officer.
55
This determination should be made by a qualified field training officer. Trainees who fail to
clearly demonstrate competency when first tested should be provided with an opportunity to be
re-tested. The re-test should occur after documented remedial training has been provided to the
trainee by a qualified field training officer. The duration of and subject matter covered in the
remedial training shall be determined by the agency. If the trainee fails to demonstrate
competency on the re-test, it will be the agency's responsibility to determine if the trainee should
be given another re-test or terminated from the field training program. Special Note - Officer
Safety must be of the utmost concern during the use of any simulated/scenario exercises.
At no time are loaded weapons to be used in any scenario testing during the field training
program.

(3) Field Performance Tests. Most portions of the field training program will require field
performance tests which are generally in the form of calls for service, traffic enforcement, self-
initiated activity, etc. When field performance tests occur, trainees must demonstrate their
competency in performing the tasks required of a solo patrol officer. This determination should
be made by a qualified field training officer. Trainees who fail to clearly demonstrate
competency during a field performance test should be provided remedial training. The remedial
training should be provided and documented by a qualified field training officer. The duration of
and subject matter covered in the remedial training shall be determined by the agency. If the
trainee does not respond to remedial training and fails to demonstrate competency on subsequent
and/or repeated field performance tests, it will be the agency's responsibility to determine if the
trainee and/or agency will benefit from additional remedial training and testing or should be
terminated from the field training program

The POST Approved Program

This standardized field training program is one of the most important phases of basic training for
law enforcement officers. This program has been certified by the Commission on Peace Officer
Standards and Training to ensure contemporary and professional training.

56
 FIELD TRAINING PROGRAM – TRAINING PHASE AND TOPIC OVERVIEW

PHASE I PHASE II PHASE III PHASE IV PHASE V

Agency Orientation Patrol Vehicle Ped Stops Crimes in Progress Lost, Found and
Inspection Recovered Property
Professional
Search and Seizure Sniper Attack
Demeanor and Patrol Vehicle Animal Control
Communication Operation
Missing Persons Sick, Injured, Subpoenas
Legal and Ethical Emergency Vehicle Deceased Persons
Issues Ops and Pursuits Courtroom
Mental Illness
Testimony and
Cases Unusual
Information Contact and Cover Demeanor
Occurrences
Systems/Telecomm
unications Community DUI Community
Orientation/ Crowd Control Relations and
Report Writing Geographic Handling Disputes Service
Locations Investigations
Control/Searching Traffic
Person Field Notes and Civil Disputes Vehicle Collisions
Notebooks Evidence Collection
Handcuffing and Preservation
Police Patrol and
Low Risk Vehicle Observation Skills
Force Options Stops Fires
Preventing and
Medical Impounding/Storing
Detecting Crime Crime Prevention
Emergencies Vehicles

Support Services High Risk Vehicle Tactical Sources of

Stops Communication Information
Radio Procedures
Officer Survival
Interviewing Self-Initiated
Vehicle Code
Activity
Searching
Veh/Bldg/Areas Law

Legal Line-ups
Responsibilities
with Prisoners

Transport Prisoners

Booking Prisoners

Domestic Violence

Victim of Violent
Crime
57
Warrants
 PHASE VI

Shadow Period

PROBATION

Evaluations by Supervisor throughout Probation (Months 3, 6, 11, 14, and 17)

Revised 2013 Corporal Sandri 58

 Part IV

RECRUIT
TRAINING
MANUAL

Revised 2013 Corporal Sandri 59

Introduction
The Recruit Manual was created to provide the Recruit with a focused study guide an abridged resource for
performance rating criteria. This manual will be carried by the Recruit during the program and will be made
available to the FTO. The study material is provided to help the Recruit focus on areas of importance and to
insure that they have been provided with adequate information to successfully pass the knowledge and skills
tests. This manual is intended as a reference and is in no way intended to take the place of the Field Training
Program Manual or Resource Manual.

Revised 2013 Corporal Sandri 60

 Field Training and Evaluation Program
RECRUIT OFFICER / FIELD TRAINING OFFICER DYNAMICS

Recruit officers are to maintain professional relationships with the Field Training Officers. The FTO’s direction is to
be accepted and followed at all times. If a recruit believes that a specific instruction or order is improper or an
evaluation is not fair, he or she will discuss it with the FTO. If the recruit is still not satisfied, he/she can set up a
meeting with his/her Sergeant. If the Sergeant cannot resolve the problem, the Sergeant will set up a meeting with
the Training Lieutenant.

Recruits will complete all assignments in a prompt, timely manner. They will follow all policy and procedures, as
outlined in Lexipol, existing MOU’s and City Personnel rules.

Recruits will be prepared for all recruit manual assignments and will be responsible for all material. FTOs are to
review the material with the recruit after the recruit has studied the assignment. Recruits will be on time for all
Overlap/Roll-Call Training functions. Close time constraints call for all training to start on time

While off duty, recruits will not respond to police calls, nor will they violate traffic laws while driving.

Recruits will not conduct police investigations while off duty. Recruits will adhere to the Lexipol policy regarding
any use of Police Department resources in any inquiry arising from an off-duty incident/occurrence.

Recruits will be receptive to criticism given by FTOs. Recruits may verbalize an explanation for their action.
However, repeated rationalization, excessive verbal contradictions and/or hostility are not acceptable.

Recruits will submit their overtime forms to his/her FTO for verification prior to submitting it to his/her supervisor.

Recruits are reminded that any participation in extracurricular sports (organized baseball teams, football, etc.) is
highly discouraged. Any permanent off-duty injury a recruit might receive may have an adverse effect on his/her
employment.

Recruits are encouraged to scrutinize their off duty activities while in the FTO program or until they have a working
knowledge of the ramifications of off duty activities and its potential impact upon employment as a police officer.

Revised 2013 Corporal Sandri 61

 Orientation Checklist
The recruit has been provided a copy and has read the Field Training Program Manual and Guide in its entirety and
acknowledges understanding of the contents.
Initials
UNIFORMS

Uniforms Date Required Acknowledged

Long sleeve shirt
Short sleeve shirt
Pants (2 )
Hat
Hat Badge
Ike Jacket
Tie
Tie Bar
Handcuff Key
TDU Set
Patrol Jacket

SAFETY EQUIPMENT

Item Date Issued by Acknowledged

Ballistic Vest
Radio
Belt
Sam Brown
Holster
Gun (Range Master)
Gun belt holster
Back up holster
Taser (Taser instructor)
Taser holster
Magazine holder
Handcuff case
Pepper Spray
Pepper spray holder
Keepers
Stinger
Stinger holster
Glove holder
Baton ring (nylon)
Expandable baton
Baton holder (nylon)
Wooden baton
Leather belt (basket weave)

Revised 2013 Corporal Sandri 62

Leather Sam Brown
Leather handcuff case
Leather radio holder
Leather baton ring
Fingerprint kit
Chemical response bag
Digital recorder
Ticket book moving
Ticket book parking
Riot Helmet
Radio
Temporary Vest
Earpiece (Custom earpiece
molded)

ADMINISTRATIVE RESOURCES
Item Date Issued by Acknowledged
Police ID
Card Key (Park and Rec
Supervisor)
Gas Code (Corp Yard)
Miranda Card
Field Id Admonition
Language Line Card
Blank Business Cards (Judy
Bugarin)
City Map
Out building code
POA form
Patrol forms for duty Bag
Resource Manual
County resource Manual

WEAPON QUALIFICATIONS
Item Date Administered by Acknowledged
Range (4 hours)
Baton (4 hours)
Taser (6 hours)

PERSONNEL / FACILITY / TECHNICAL

Item Date Issued by Acknowledged
Human resources (3 Hours)
Email address (Dolan)
Voice mail set up
Revised 2013 Corporal Sandri 63
Cal Photo (Dolan)
Rims sign on (Dolan)
Locker (Admin Captain)
Mailbox (Front Office)
Desktop / shortcut to:
Penal Code
Muni Code
Lexipol
Lawnet
Use of Force Policy
Vehicle Pursuit Policy
Taser Policy
Workplace Violence Policy
Sexual Harassment Policy
Social Media Policy
Radio Code Study Sheet

GEOGRAPHICAL ORIENTATION
Item Date Performed by Acknowledged
City Tour
Station Tour
County Tour

TESTS
Item Date Administered by Acknowledged
ICS 100 (FEMA online)
ICS 200 (FEMA online)
ICS 700 (FEMA online)
ICS 800 (FEMA online)
CLETS Test (RCM Dolan)
Radio Code
Vehicle Code
Municipal Code
Penal Code
Use of Force
Code 3 Driving
Pursuits
Completion of Map Test

Revised 2013 Corporal Sandri 64

 CHAIN OF COMMAND
The chain of command is a critical component of the Field Training Program and an integral part of the law
enforcement culture. The chain of command should be adhered to at all times to insure effective oversight, accurate
communication and accountability.

Revised 2013 Corporal Sandri 65

 Standard Evaluation Guidelines
The Standard Evaluation Guidelines provides descriptions of behavior with associated numerical scoring to assist
Field Training Officers and Recruits identify levels of effectiveness. Recruits will always be compared to “SOLO
BEAT OFFICER, STATUS” during all phases of the Field Training Program. A numerical rating of (3) or less on a
DOR is considered unacceptable. For the purpose of numerical ratings, scores should not be averaged, for example, a
significant incident of poor officer safety is not “improved” by several examples of good officer safety.
Appearance

1. General Appearance
Evaluates physical appearance, dress, demeanor and equipment.

(1) Unacceptable - Overweight (in (4) Acceptable - Uniform neat, clean. (7) Superior - Uniform is neat, clean and
comparison to hiring standard), dirty shoes Uniform fits and is properly worn. Weapon tailored. Leather gear is shined, shoes are
and wrinkled uniform. Uniform fits poorly or leather, equipment is clean and operative. Hair spit-shined. Displays command bearing.
is improperly worn. Hair not groomed and/or within regulations, shoes and brass are shined.
in violation of Department regulation. Dirty
weapon, equipment. Equipment is missing or
inoperative. Offensive body odor, breath.

Behavior/Performance

2. Acceptance of Feedback
Evaluates the way the trainee accepts criticism and how that feedback is used to further learning and improve performance.

(1) Unacceptable - Rationalizes mistakes, (4) Acceptable - Accepts criticism in a (7) Superior - Actively solicits
denies that errors were made; is positive way and applies it to improve criticism/feedback in order to further learning
argumentative; refuses to, or does not performance and further learning. and improve performance. Does not argue or
attempt to, make corrections. Considers blame other persons/things for errors.
criticism personal.

3. Attitude Towards the Job

Evaluates how the trainee views the new career in terms of personal motivation, goals and his/her acceptance of the job's responsibilities.

(1) Unacceptable - Sees career only as a (4) Acceptable - Demonstrates an active (7) Superior - Utilizes off-duty time to
job, uses job to boost ego; abuses authority; interest in new career and in their further knowledge, actively soliciting
demonstrates little dedication to the responsibilities. assistance from others to increase knowledge
principles of the profession. Is disinterested; and improve skills. Demonstrates concern for
lacks motivation. the fair and equitable enforcement of the
law, maintaining high ideals in terms of
professional responsibilities.

Knowledge of Department Policies/Procedures

4a. Verbal/Written/Simulated Tests

Evaluates trainee's knowledge of department policies/procedures and ability to apply this knowledge under field conditions.

(1) Unacceptable - When tested, verbally (4) Acceptable - When tested, verbally or in (7) Superior - When tested, verbally or in
or in written form, answers with less than written form, answers with 70% accuracy. written form, answers with 100% accuracy.
70% accuracy.

4b. Field Performance

Evaluates trainee's knowledge of department policies/procedures and ability to apply this knowledge under field conditions.

(1) Unacceptable - Fails to display (4) Acceptable - Familiar with most (7) Superior - Has an excellent working
knowledge of Department policies, commonly applied Department policies, knowledge of Department policies,
regulations, and/or procedures or violates regulations, and procedures and complies with regulations, procedures, including those
same. same. lesser known and seldom used.

Knowledge of Criminal Statutes

5a. Verbal/Written/Simulated Tests

Evaluates trainee's knowledge of the criminal statutes and his/her ability to apply them in field situations.

(1) Unacceptable - When tested, verbally (4) Acceptable - When tested, verbally or in (7) Superior - When tested, verbally or in
or in written form, answers with less than written form, answers with 70% accuracy. written form, answers with 100% accuracy.
70% accuracy.

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Appearance

5b. Field Performance

Evaluates trainee's knowledge of the criminal statutes and his/her ability to apply them in field situations.

(1) Unacceptable - Does not know (4) Acceptable - Recognizes commonly (7) Superior - Has outstanding knowledge
elements of basic sections of the codes. Does encountered criminal offenses and applies of the criminal codes and applies that
not recognize criminal offenses when appropriate section of the code. Recognizes knowledge to normal and unusual activity.
encountered or makes mistakes relative to differences between criminal and non-criminal
whether or not crimes have been committed activity.
and, if so, which crimes.

Knowledge of City Codes

6a. Verbal/Written/Simulated Tests

Evaluates trainee's knowledge of local ordinances and ability to apply that knowledge to field situations.

(1) Unacceptable - When tested, verbally (4) Acceptable - When tested, verbally or in (7) Superior - When tested, verbally or in
or in written form, answers with less than written form, answers with 70% accuracy. written form, answers with 100% accuracy.
70% accuracy.

6b. Field Performance

Evaluates trainee's knowledge of local ordinances and ability to apply that knowledge to field situations.

(1) Unacceptable - Does not even know (4) Acceptable - Knows and recognizes (7) Superior - Has outstanding knowledge
the most often used sections of the codes. commonly encountered criminal and non- of city/county codes and applies that
Confuses criminal with non-criminal offenses. criminal violations. Applies appropriate knowledge to criminal and non-criminal
Does not recognize offenses when sections. Assigns to correct court. activity.
committed. Make assignments to wrong
court.

Knowledge of Vehicle Code

7a. Verbal/Written/Simulated Tests

Tests trainee's ability to apply Traffic related codes.

(1) Unacceptable - When tested, verbally (4) Acceptable - When tested, verbally or in (7) Superior - When tested, verbally or in
or in written form, answers with less than written form, answers with 70% accuracy. written form, answers with 100% accuracy.
70% accuracy.

7b. Field Performance

Tests trainee's ability to apply Traffic related codes.

(1) Unacceptable - Does not know even (4) Acceptable - Knows and recognizes (7) Superior - Displays outstanding
the most often used sections of the code. commonly used sections of the code. Applies knowledge of traffic codes including lesser-
Does not recognize violations when appropriate sections. Locates lesser-known known sections. Quickly and effectively
committed and/or incorrectly identifies sections in reference material. applies codes.
violation.

Knowledge of Criminal Procedures

8a. Verbal/Written/Simulated Tests

Evaluates trainee's knowledge of Criminal Procedures including laws of arrest, search & seizure, warrants, juvenile law, etc. Evaluates ability
to apply those procedures in field situations.

(1) Unacceptable - When tested, verbally (4) Acceptable - When tested, verbally or in (7) Superior - When tested, verbally or in
or in written form, answers with less than written form, answers with 70% accuracy. written form, answers with 100% accuracy.
70% accuracy.

8b. Field Performance

Evaluates trainee's knowledge of Criminal Procedures including laws of arrest, search & seizure, warrants, juvenile law, etc. Evaluates ability
to apply those procedures in field situations.

(1) Unacceptable - Violates procedural (4) Acceptable - Follows required procedure (7) Superior - Follows required procedure in
requirements. Attempts to conduct illegal in commonly encountered situations. Conducts all cases, accurately applying law relative to
searches, fails to search when appropriate, proper searches and seizes evidence legally. searching, seizing evidence, release of
attempts to seize evidence illegally and Arrests within guidelines. information and affecting arrests.
arrest unlawfully.

Performance

9. Driving: Normal Conditions

Evaluates trainee's skill in the operation of department vehicles under normal and routine driving conditions.

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Appearance

(1) Unacceptable - Frequently violates (4) Acceptable - Obeys traffic laws when (7) Superior - Sets an example for lawful,
traffic laws. Involved in chargeable accidents. appropriate. Maintains control of the vehicle. courteous driving. Maintains complete control
Fails to maintain control of vehicle or displays Performs vehicle operation while maintaining of the vehicle while operating radio, checking
poor manipulative skills in vehicle operation. alertness to surrounding activity. Drives hot sheet, etc. Is a superior defensive driver.
Drives too fast or too slowly for conditions. Defensively.

10. Driving: Mod/High Stress

Evaluates trainee's skill in vehicle operation in emergency situations and under conditions calling for other than normal driving skill.

(1) Unacceptable - Involved in chargeable (4) Acceptable - Maintains control of vehicle (7) Superior - Displays high degree of
accidents. Uses lights and siren unnecessarily and evaluates driving conditions/situation reflex ability and driving competence.
or improperly. Drives too fast or too slow for properly. Anticipates driving situation in advance and
conditions/situation. Loses control of vehicle. acts accordingly. Practices defensive driving
techniques continually. Responds very well to
the degree of stress present.

11. Orientation/Response Time to Calls

Evaluates trainee's awareness of surroundings, ability to find locations and arrive at destination within an acceptable amount of time.

(1) Unacceptable - Unaware of location on (4) Acceptable - Is aware of location while (7) Superior - Remembers locations from
patrol. Does not properly use beat map. Gets on patrol. Properly uses beat map. Can relate previous visits and seldom needs beat map.
lost. Expends too much time getting to location to destination. Arrives within Is aware of shortcuts and utilizes them to
destination. reasonable amount of time. save time. High level of orientation to the
beat and the community.

12. Routine Forms: Accuracy/Completeness

Evaluates trainee's ability to properly utilize the forms the agency uses to accomplish reporting obligations.

(1) Unacceptable - Is unaware that a form (4) Acceptable - Knows commonly used (7) Superior - Makes accurate selection and
must be completed and/or is unable to forms & understands use. Completes with completes detailed forms without assistance.
complete the form for the given situation. reasonable accuracy and thoroughness. Displays high degree of accuracy in form
Forms are incomplete, inaccurate or completion.
improperly used.

13. Report Writing: Organization/Detail

Evaluates trainee's ability to prepare written/computerized reports accurately reflecting the situation and in a detailed, organized manner.

(1) Unacceptable - Unable to organize (4) Acceptable - Completes reports, (7) Superior - Reports are a complete and
information and reproduce it in the required organizing information in a logical manner. detailed accounting of events from beginning
format. Leaves out pertinent details. Report Reports contain the required and necessary to end, written and organized so that any
is inaccurate and/or incorrect. information and details. reader understands what occurred.

14. Report Writing: Grammar/Spelling/Neatness

Evaluates trainee's ability to use proper grammar/spelling, and to prepare reports that are neat and legible.

(1) Unacceptable - Reports are illegible. (4) Acceptable - Reports are legible and (7) Superior - Reports are very neat and
Reports contain an excessive number of grammar is at an acceptable level. Spelling is legible. Contain no spelling or grammatical
misspelled words. Sentence structure and/or acceptable and errors are rare. Errors, if errors.
word usage is incorrect or incomplete. present, do not distract from understanding
the report.

15. Report Writing: Approp Time Used

Evaluate the trainee's efficiency relative to the amount of time taken to accurately complete a report writing assignment.

(1) Unacceptable - Requires an excessive (4) Acceptable - Completes reports within a (7) Superior - Completes reports very
amount of time to complete a report. Takes reasonable amount of time as compared to the quickly, as quickly as a skilled, veteran
three or more times the amount of time the amount of time the average tenured officer officer does.
average tenured officer would take for a would take for a similar report.
similar report.

16. Field Performance: Non-Stress Conditions

Evaluates the trainee's ability to perform routine, non-stress, police activity.

(1) Unacceptable - Becomes confused and (4) Acceptable - Properly assesses aspects of (7) Superior - Properly assesses aspects of
disoriented when confronted with routine, routine situations, determines appropriate routine situations, including the more
non-stress tasks. Does not or cannot action and takes same. unusual and/or complex ones. Quickly
complete task. Takes wrong course of action determines appropriate course of action and
or avoids taking action. takes same.

17. Field Performance: Stress Conditions

Evaluates the trainee's ability to perform in high and moderately high stress conditions.

(1) Unacceptable - Becomes emotional, (4) Acceptable - Maintains calm and self- (7) Superior - Maintains calm and self-

Revised 2013 Corporal Sandri 68

Appearance

panic stricken, unable to function. Holds control in most situations, determines proper control in even the most extreme situations.
back, loses temper or displays cowardice. course of action and takes it. Does not allow a Quickly restores control of the situation and
Over or under reacts. situation to further deteriorate. Reaction is takes command. Course of action taken is
acceptable. best possible.

18. Investigative Skill

Evaluates trainee's ability to conduct a proper investigation with an emphasis on crime scene investigation procedures.

(1) Unacceptable - Does not conduct a (4) Acceptable - Follows proper procedure in (7) Superior - Always follows proper
basic investigation or investigates routine cases. Is generally accurate in investigatory procedure and always accurate
improperly. Unable to accurately diagnose diagnosis of nature of offense committed. in diagnosis of offense committed. Connects
offense committed. Fails to discern readily Collects, tags, logs, and submits evidence evidence with suspect even when not
available evidence. Makes frequent mistakes properly. Connects evidence with suspect apparent. Has "Evidence Technician" level
when identifying, collecting or submitting when apparent. Collects "readable" skill in the collection and identification of
evidence. Does not connect evidence with fingerprints from most surfaces when evidence. Collects "readable" fingerprints
suspect when apparent. Lacks skill in available. from any possible surface when available.
collection and preservation of fingerprints.
Does not protect scene.

19. Interview/Interrogation Skill

Evaluates trainee's ability to use proper questioning techniques; to vary techniques to fit persons being interviewed/interrogated; to follow
proper and lawful procedure.

(1) Unacceptable - Fails to use proper (4) Acceptable - Generally uses proper (7) Superior - Always uses proper
questioning techniques. Does not elicit questioning techniques. Elicits most available questioning techniques. Establishes rapport
and/or record available information. Does not information and records same. Establishes with victims/witnesses under the most
establish appropriate rapport with subject proper rapport with most victims/witnesses. difficult circumstances. Control the
and/or does not control interrogation of Controls the interrogation of most suspects. interrogation of suspects. Conducts stressful
suspect. Fails to follow department/legal Follows procedure and issues a proper Miranda interrogations.
procedures. admonition.

20. Self-Initiated Activity

Evaluate trainee's interest and ability to initiate police-related activity.

(1) Unacceptable - Does not see or avoids (4) Acceptable - Recognizes and identifies (7) Superior - Seldom misses observable,
activity. Rationalizes away suspicious police-related activities. Has a broad police-related activity. Maintains "Watch
circumstances. Does not have a broad orientation to the job including activity with Bulletins" and information provided at roll
orientation to the job. low priority. Develops cases from observed call. Uses the information as "probable
activity. Displays inquisitiveness. cause" to initiate activity. Makes quality
contacts and/or arrests from observed
activity. "Sees" beyond the obvious.

21. Officer Safety: General

Evaluates trainee's ability to perform police activity without injuring him/herself or others. Assesses their ability to perform without exposing
self or others to potential danger and/or unnecessary risk.

(1) Unacceptable - Fails to follow (4) Acceptable - Follows acceptable safety (7) Superior - Always works safely.
acceptable safety procedures. Fails to procedures. Understands and applies them. Foresees dangerous situations and prepares
exercise officer safety in the following, and for them. Keeps partner informed and
other, situations: A) Exposes weapon to determines best position for self and partner.
suspect (handgun, baton, mace, etc.), B) Is not overconfident. Serves as an "officer
Fails to keep weapon hand free in safety" model for others without conveying a
enforcement situations, C) Stands in front of message of paranoia.
violator's vehicle door, D) Fails to control
suspect's movements, E) Fails to use
illumination when necessary or uses it
improperly, F) Does not keep
violator/suspect in sight, G) Fails to advise
Communications when leaving vehicle, H)
Fails to maintain good physical condition, I)
Fails to properly maintain safety equipment
and weapon, J) Does not anticipate
potentially dangerous situations, K) Stands
too close to passing vehicular traffic, L) Fails
to position vehicle properly on car stops, M)
Stands in front of door when making contact
with occupants, N) Fails to cover other
officers or maintain awareness of their
activity, and O) Fails to search police vehicle
prior to duty and after transporting other

Revised 2013 Corporal Sandri 69

Appearance

than police personnel.

22. Officer Safety: Suspects/Prisoners

Evaluates the trainee's ability to perform police-related tasks safely while dealing with suspicious persons, suspects and prisoners.

(1) Unacceptable - Violates officer safety (4) Acceptable - Follows acceptable safety (7) Superior - Foresees potential danger
practices as outlined in SEG 21. Additionally, procedures with suspicious persons, suspects, and eliminates or controls it. Maintains
fails to "pat search," allows people to and prisoners. position of advantage in even the most
approach while seated in patrol vehicle, fails difficult situations. Is alert to changing
to handcuff when appropriate. Conducts poor situations and prevents opportunities for
searches and fails to maintain a position that danger from developing. Serves as an
would prevent attack or escape. "officer safety" role model without conveying
a message of paranoia.

23. Control of Conflict: Voice Command

Evaluates the trainee's ability to gain and maintain control of situations through verbal command and instruction.

(1) Unacceptable - Speaks too softly or (4) Acceptable - Speaks with authority in a (7) Superior - Completely controls
timidly, speaks too loudly, confuses or calm, clear voice. Proper selection of words. situations with voice tone, word selection,
angers listener by what is said and/or how it Displays knowledge of how and when to inflection and body language, which supports
is said. Fails to use "voice skills" when speak. Commands usually result in what is said. Restores order in even the most
appropriate or speaks when inappropriate. compliance. trying situation through voice and language
usage.

24. Control of Conflict: Physical Control

Evaluates the trainee's ability to use the proper level of force for the given situation.

(1) Unacceptable - Uses too little or too (4) Acceptable - Obtains and maintains (7) Superior - Excellent knowledge and skill
much force for the given situation. Is control with proper degree of force application level in use of restraints. Extremely adept in
physically unable to perform the task. Does in routine situations. Uses restraints the proper use of force for the given
not use proper restraints or is unable to effectively. Unlikely to lose control. situation. Does not lose control regardless of
properly use restraints. conditions present.

25. Problem Solving/Decision Making

Evaluates the trainee's performance in terms of ability to perceive accurately, form valid conclusions, arrive at sound judgments, and make
proper decisions.

(1) Unacceptable - Acts without thought or (4) Acceptable - Able to reason through a (7) Superior - Able to reason through even
good reason. Is indecisive, naïve. Is unable problem and come to an acceptable conclusion the most complex situations. Has excellent
to reason through a problem and come to a in routine situations. Makes reasonable perception. Anticipates problems and
conclusion. Cannot recall previous solutions decisions based on information available. prepares resolutions in advance. Relates past
and apply them in like situations. Perceives situations as they really are. Makes solutions to current problems.
decisions without assistance.

26. Radio/MDC: Approp Use of Codes/Procedures

Evaluates the trainee's use of communications equipment in accordance with Department policy and procedure.

(1) Unacceptable - Violates policy (4) Acceptable - Follows policy and accepted (7) Superior - Always follows proper
concerning use of communications procedures. Has good working knowledge of procedure. Adheres to policy in every
equipment. Does not follow procedures or most-often-used sections of the instance. Has superior working knowledge of
follows wrong procedures. Does not codes/language. all codes/language and applies that
understand or use proper codes/language. knowledge.

27. Radio/MDC: Listens and Comprehends

Evaluates the trainee's ability to pay attention to radio/MDT traffic and to understand the information transmitted.

(1) Unacceptable - Repeatedly misses own (4) Acceptable - Copies own radio (7) Superior - Is aware of own traffic and
call sign and is unaware of traffic in adjoining transmissions and is normally aware of radio what is occurring throughout the service
beats. Requires dispatcher to repeat radio traffic directed to adjoining beats. area. Recalls previous transmissions and
transmissions or does not accurately uses that information to advantage.
comprehend transmission.

28. Radio/MDC: Articulation of Messages

Evaluates the trainee's ability to communicate with others via the telecommunications network.

(1) Unacceptable - Does not preplan (4) Acceptable - Uses proper procedure with (7) Superior - Transmits clearly, calmly,
transmissions. Over or under-modulates. clear, concise and complete transmissions. concisely and completely in even the most
Improperly uses microphone. Speaks too Few complaints from communication center stressful situations. Transmissions are well
rapidly or too slowly. re: articulation skill. thought out and do not have to be repeated.

Relationships

Revised 2013 Corporal Sandri 70

Appearance

29. with Citizens in General

Evaluates the trainee's ability to interact with citizens (including suspects) in an appropriate, efficient manner.

(1) Unacceptable - Abrupt, overbearing, (4) Acceptable - Courteous, friendly and (7) Superior - Is very much at ease with
arrogant, uncommunicative. Overlooks or empathetic. Communicates in a professional, citizen and suspect contacts. Quickly
avoids "service" aspects of the job. unbiased manner. Is service oriented. Good establishes rapport and leaves people with
Introverted, insensitive and uncaring. Poor "non-verbal" skills. the feeling that the officer was interested in
"non-verbal" skills. service to them. Is objective in all contacts.
Excellent "non-verbal" skills.

30. with Ethnic/Cultural/Social Groups

Evaluates the trainee's ability to interact effectively and appropriately with members of ethnic/cultural/social groups other than their own.

(1) Unacceptable - Is hostile or overly (4) Acceptable - Is at ease with members of (7) Superior - Understands the various
sympathetic. Is prejudicial, subjective and other ethnic/cultural/social groups. Serves ethnic/cultural/social differences and uses
biased. Violates policies regarding treatment their needs and requests objectively and with this understanding to competently resolve
of said groups. Creates problems for the concern. Does not feel threatened or problems and issues. Is totally objective and
organization as a result of his/her treatment intimidated when in their presence. communicates in a manner that furthers
of group members. Is ineffective when mutual understanding and respect.
dealing with member(s) of a group. Represents the agency and the agency's
position well.

31. with other Department Members

Evaluates the trainee's ability to effectively interact with other Department members of various ranks and in various capacities.

(1) Unacceptable - Patronizes (4) Acceptable - Adheres to the Chain of (7) Superior - Is at ease in contact with all
FTO/Superiors/Peers or is antagonistic to Command and accepts his/her role in the members of the organization while displaying
them. Gossips. Is insubordinate, organization. Good FTO, Peer, Superior proper consideration for their position.
argumentative, or sarcastic. Resists relationship and is accepted as a member of Understands superiors' responsibilities,
instruction. Considers self superior. Belittles the group. respects and supports their position. Peer
others. Is not a "team player." Fawns on group leader. Actively assists others. Loyal to
others. the agency.

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 SAMPLE DOR

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 SAMPLE DOR NARRATIVE

Revised 2013 Corporal Sandri 73

 Best Practices Study Guide

The following sections outlines general best practices and an organizational philosophy for a common sense
approach to decision making. Our organizational problem solving matrix is identified as; Community-Department-
Individual. In other words, when faced with a decision the recruit should consider the impact on the Community,
Department and Individual, in that order. Although, the Lexipol Policy may allow for more autonomy the following
examples are given to reinforce an organizational philosophy and common sense approach to decision making. The
following examples are only a small sampling of our policies but these are generally considered high risk, low
repetition activities.

VEHICLE PURSUITS BEST PRACTICES

VEHICLE PURSUIT DEFINED

A vehicle pursuit is an event involving one or more law enforcement officers attempting to apprehend a suspect who
is attempting to avoid arrest while operating a motor vehicle by using high speed driving or other evasive tactics such
as driving off a highway, turning suddenly, or driving in a legal manner but willfully failing to yield to an officer’s
signal to stop.

INITIATING A PURSUIT

Officers are authorized to initiate a pursuit when it is reasonable to believe that a suspect is attempting to evade arrest
or detention by fleeing in a vehicle. The following factors individually and collectively shall be considered in
deciding whether to initiate a pursuit:

(a) Seriousness of the known or reasonably suspected crime and its relationship to community safety.
(b) The importance of protecting the public and balancing the known or reasonably suspected offense and the
apparent need for immediate capture against the risks to officers, innocent motorists and others.
(c) Apparent nature of the fleeing suspect(s) (e.g., whether the suspect(s) represent a serious threat to public safety).
(d) The identity of the suspect(s) has been verified and there is comparatively minimal risk in allowing the suspect(s)
to be apprehended at a later time.
(e) Safety of the public in the area of the pursuit, including the type of area, time of day, the amount of vehicular and
pedestrian traffic and the speed of the pursuit relative to these factors.
(f) Pursuing officer(s) familiarity with the area of the pursuit, the quality of radio communications between the
pursuing units and the dispatcher/supervisor and the driving capabilities of the pursuing officers under the conditions
of the pursuit.
(g) Weather, traffic and road conditions that substantially increase the danger of the pursuit beyond the worth of
apprehending the suspect.
(h) Performance capabilities of the vehicles used in the pursuit in relation to the speeds and other conditions of the
pursuit.
(i) Vehicle speeds.
(j) Other persons in or on the pursued vehicle (e.g., passengers, co-offenders and hostages).
(k) Availability of other resources such as helicopter assistance.
(l) The police unit is carrying passengers other than police officers. Pursuits should not be undertaken with a
prisoner(s) in the police vehicle.

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WHEN TO TERMINATE A PURSUIT

Pursuits should be discontinued whenever the totality of objective circumstances known or which reasonably ought
to be known to the officer or supervisor during the pursuit indicates that the present risks of continuing the pursuit
reasonably appear to outweigh the risks resulting from the suspect(s)’escape. Officers and supervisors must
objectively and continuously weigh the seriousness of the offense against the potential danger to innocent motorists
and themselves when electing to continue a pursuit. The following factors should also be considered in deciding
whether to terminate a pursuit:

(a) Distance between the pursuing officers and the fleeing vehicle(s) is so great that further pursuit would be futile or
require the pursuit to continue for an unreasonable time and/or distance
(b) Pursued vehicle’s location is no longer definitely known
(c) Officer’s pursuit vehicle sustains any type of damage that renders it unsafe to drive
(d) Extended pursuits of violators for misdemeanors not involving violence or risk of serious harm (independent of
the pursuit) are discouraged
(e) Hazards to uninvolved bystanders or motorists
(f) If the identity of the offender is known and it does not reasonably appear that the need for immediate capture
outweighs the risks associated with continuing the pursuit, officers should strongly consider discontinuing the pursuit
and apprehending the offender at a later time.
(g) Directed by a supervisor

SPEED LIMITS

The speed of a pursuit is a factor that should be evaluated on a continuing basis by the officer and supervisor.
Evaluation of vehicle speeds shall take into consideration public safety, officer safety and the safety of the occupants
of the fleeing vehicle. Should high vehicle speeds be reached during a pursuit, officers and supervisors shall also
consider these factors when determining the reasonableness of the speed of the pursuit:

(a) Pursuit speeds have become unreasonably unsafe for the surrounding conditions.
(b) Pursuit speeds have exceeded the driving ability of the officer.
(c) Pursuit speeds are beyond the capabilities of the pursuit vehicle thus making its operation unsafe.

PURSUIT UNITS

Pursuit units should be limited to two vehicles; However, the number of units involved will vary with the
circumstances. An officer or supervisor may request additional units to join a pursuit if, after assessing the factors
outlined above, it appears that the number of officers involved would be insufficient to safely arrest the suspect(s).
All other officers should stay out of the pursuit, but should remain alert to its progress and location. Any officer who
drops out of a pursuit may then, if necessary, proceed to the termination point at legal speeds, following the
appropriate rules of the road.

MOTORCYCLE OFFICERS

A distinctively marked patrol vehicle equipped with emergency overhead lighting should replace a police motorcycle
as primary and/or secondary pursuit unit as soon as practical.

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VEHICLES WITHOUT EMERGENCY EQUIPMENT

Vehicles not equipped with red light and sirens are generally prohibited from initiating or joining in any pursuit.
Officer(s) in such vehicles, however, may become involved in emergency activities involving serious crimes or life
threatening situations. Those officers should terminate their involvement in any pursuit immediately upon arrival of a
sufficient number of emergency police vehicles or any police helicopter. The exemptions provided by Vehicle Code
§ 21055 do not apply to officers using vehicles without emergency equipment.

PRIMARY UNIT RESPONSIBILITIES

The initial pursuing unit will be designated as the primary pursuit unit and will be responsible for the conduct of the
pursuit unless it is unable to remain reasonably close enough to the violator’s vehicle. The primary responsibility of
the officer initiating the pursuit is the apprehension of the suspect(s) without unreasonable danger to themselves or
others. Notify the Communications Center that a vehicle pursuit has been initiated and as soon as practical provide
information including, but not limited to:

(a) Reason for the pursuit.

(b) Location and direction of travel.
(c) Speed of the fleeing vehicle.
(d) Description of the fleeing vehicle and license number, if known.
(e) Number of known occupants.
(f) The identity or description of the known occupants.
(g) Information concerning the use of firearms, threat of force, injuries, hostages or other unusual hazards.

Unless relieved by a supervisor or secondary unit, the officer in the primary unit shall be responsible for the
broadcasting of the progress of the pursuit on the Green Channel. Unless practical circumstances indicate otherwise,
in order to concentrate on pursuit driving, the primary officer should relinquish the responsibility of broadcasting the
progress of the pursuit to a secondary unit or aircraft joining the pursuit.

RADIO PROCEDURES

1. Inform Dispatch that they are "in pursuit"

2. In all pursuits, the officer shall switch to the CWMA channel
3. Advise the location, direction of travel, violations or reasons for the pursuit, vehicle/suspect description, and
license plate number.
4. Whenever possible, passenger officers should operate the radio allowing the driver to concentrate on driving
tactics and officer safety.

SECONDARY UNIT(S) RESPONSIBILITIES

The second officer in the pursuit is responsible for the following:

(a) The officer in the secondary unit should immediately notify the dispatcher of entry into the pursuit
(b) Remain a safe distance behind the primary unit unless directed to assume the role of primary officer, or if the
primary unit is unable to continue the pursuit
(c) The secondary officer should be responsible for broadcasting the progress of the pursuit unless the situation
indicates otherwise

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PURSUIT DRIVING TACTICS

The decision to use specific driving tactics requires the same assessment of considerations outlined in the factors to
be considered concerning pursuit initiation and termination. The following are tactics for units involved in the
pursuit:

(a) Officers, considering their driving skills and vehicle performance capabilities, will
space themselves from other involved vehicles such that they are able to see and avoid hazards or react safely to
maneuvers by the fleeing vehicle.
(b) Because intersections can present increased risks, the following tactics should be considered:

1. Available units not directly involved in the pursuit may proceed safely to controlled intersections ahead of
the pursuit in an effort to warn cross traffic.
2. Pursuing units should exercise due caution when proceeding through controlled intersections.

(c) As a general rule, officers should not pursue a vehicle driving left of center (wrong way) on a freeway. In the
event that the pursued vehicle does so, the following tactics should be considered:

1. Requesting assistance from an air unit.

2. Maintaining visual contact with the pursued vehicle by paralleling it on the correct side of the roadway.
3. Requesting other units to observe exits available to the suspect(s).

(d) Notifying the California Highway Patrol and/or other jurisdictional agency if it appears that the pursuit may enter
their jurisdiction.

(e) Officers involved in a pursuit should not attempt to pass other units unless the situation indicates otherwise or
they are requested to do so by the primary unit.

TACTICS/PROCEDURES FOR UNITS NOT INVOLVED IN THE PURSUIT

There should be no paralleling of the pursuit route. Officers are authorized to use emergency equipment at
intersections along the pursuit path to clear intersections of vehicular and pedestrian traffic to protect the public.
Officers should remain in their assigned area and should not become involved with the pursuit unless directed
otherwise by a supervisor. Non pursuing personnel needed at the termination of the pursuit should respond in a Non-
emergency manner, observing the rules of the road. The primary and secondary units should be the only units
operating under emergency conditions (red light and siren) unless other units are assigned to the pursuit.

PURSUIT TRAILING

In the event the initiating unit from this agency either relinquishes control of the pursuit to another unit or
jurisdiction, that initiating unit may, with permission of supervisor, trail the pursuit to the termination point in order
to provide necessary information and assistance for the arrest of the suspect(s). The term trail means to follow the
path of the pursuit at a safe speed while obeying all traffic laws and without activating emergency equipment. If the
pursuit is at a slow rate of speed, the trailing unit will maintain sufficient distance from the pursuit units so as to
clearly indicate an absence of participation in the pursuit.

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OFFICER RESPONSIBILITIES

It shall be the policy of this department that a motor vehicle pursuit shall be conducted only with red light and siren
as required by Vehicle Code § 21055 for exemption from compliance with the rules of the road. The following policy
is established to provide officers with guidelines for driving with due regard and caution for the safety of all persons
using the highway as required by Vehicle Code § 21056.

LOSS OF PURSUED VEHICLE

When the pursued vehicle is lost, the primary unit should broadcast pertinent information to assist other units in
locating suspects. The primary unit will be responsible for coordinating any further search for either the pursued
vehicle or suspects fleeing on foot.

INTER-JURISDICTIONAL CONSIDERATIONS

When a pursuit enters another agency’s jurisdiction, the primary officer or supervisor, taking into consideration
distance traveled, unfamiliarity with the area, and other pertinent facts, should determine whether or not to request
the other agency to assume the pursuit. Unless entry into another jurisdiction is expected to be brief, it is generally
recommended that the primary officer or supervisor ensure that notification is provided to each outside jurisdiction
into which the pursuit is reasonably expected to enter, regardless of whether or not such jurisdiction is expected to
assist.

ASSUMPTION OF PURSUIT BY ANOTHER AGENCY

Units originally involved will discontinue the pursuit when advised that another agency has assumed the pursuit and
assistance of the Foster City Police Department is no longer needed. Upon discontinuing the pursuit, the primary unit
may proceed upon request, with or at the direction of a supervisor, to the termination point to assist in the
investigation. The role and responsibilities of officers at the termination of a pursuit initiated by this department shall
be coordinated with appropriate consideration of the units from the agency assuming the pursuit .Notification of a
pursuit in progress should not be construed as a request to join the pursuit. Requests to or from another agency to
assume a pursuit should be specific. Because of communication limitations between local agencies and CHP units, a
request for CHP assistance will mean that they will assume responsibilities for the pursuit. For the same reasons,
when a pursuit leaves the freeway and a request for assistance is made to this department, the CHP should relinquish
control.

PURSUITS EXTENDING INTO THIS JURISDICTION

The agency that initiates a pursuit shall be responsible for conducting the pursuit. Units from this department should
not join a pursuit unless specifically requested to do so by the agency whose officers are in pursuit. The exception to
this is when a single unit from the initiating agency is in pursuit. Under this circumstance, a unit from this department
may join the pursuit until sufficient units from the initiating agency join the pursuit. When a request is made for this
department to assist or take over a pursuit from another agency that has entered this jurisdiction, the supervisor
should consider these additional following factors:

(a) Ability to maintain the pursuit.

(b) Circumstances serious enough to continue the pursuit.
(c) Adequate staffing to continue the pursuit.
(d) The public’s safety within this jurisdiction.
(e) Safety of the pursuing officers.
Revised 2013 Corporal Sandri 78
The Watch Commander, after consideration of the above factors, may decline to assist in, or assume the other
agency’s pursuit. Assistance to a pursuing allied agency by officers of this department will terminate at the City
limits provided that the pursuing officers have sufficient assistance from other sources. Ongoing participation from
this department may continue only until sufficient assistance is present.

In the event that a pursuit from another agency terminates within this jurisdiction, officers shall provide appropriate
assistance to officers from the allied agency including, but not limited to, scene control, coordination and completion
of supplemental reports and any other assistance requested or needed.

PURSUIT INTERVENTION

Pursuit intervention is an attempt to terminate the ability of a suspect to continue to fleeing a motor vehicle through
tactical application of technology, road spikes, blocking, boxing, PIT (Pursuit Intervention Technique), ramming or
roadblock procedures. In this context, ramming shall be construed to mean maneuvering the police unit into contact
with the pursued vehicle to mechanically disable or forcibly position it such that further flight is not possible or
practical.

WHEN PURSUIT INTERVENTION IS AUTHORIZED

Use of pursuit intervention tactics should be employed only after approval of a supervisor. In deciding whether to use
intervention tactics, officers/supervisors should balance the risks of allowing the pursuit to continue with the
potential hazards arising from the use of each tactic to the public, the officers and persons in or on the pursued
vehicle. With these risks in mind, the decision to use any intervention tactic should be reasonable in light of the
circumstances confronting the officer at the time of the decision. It is imperative that officers act within the bounds of
legality, good judgment and accepted practices.

INTERVENTION STANDARDS

Any pursuit intervention tactic, depending upon the conditions and circumstances under which it is used, may present
dangers to the officers, the public, or anyone in or on the vehicle being pursued. Certain applications of intervention
tactics may be construed to be a use of deadly force and subject to the requirements for such use. Officers who have
not received certified departmental training in the application and use of any intervention tactic or equipment shall
consider these facts and requirements prior to deciding how, when, where, and if an intervention tactic should be
employed.

(a) Blocking or vehicle intercept should only be considered in cases involving felony suspects or impaired drivers
who pose a threat to public safety when officers reasonably believe that attempting a conventional enforcement stop
will likely result in the driver attempting to flee in the vehicle. Because of the potential risks involved this technique
should only be employed by officers who have received training in such tactics after giving consideration to the
following:

1. The need to immediately stop the suspect vehicle or prevent it from leaving substantially outweighs the
risks of injury or death to occupants of the suspect vehicle, officers, or other members of the public.

2. All other reasonable intervention techniques have failed or reasonably appear ineffective.

3. Employing the blocking maneuver does not unreasonably increase the risk to officer safety.

4. The target vehicle is stopped or traveling at a low speed.

Revised 2013 Corporal Sandri 79
 5. At no time should civilian vehicles be used to deploy this technique.

(b) Only those officers trained in the use of the Pursuit Intervention Technique (PIT) will be authorized to use this
procedure and only then with approval of a supervisor upon consideration of the circumstances and conditions
presented at the time, including the potential for risk of injury to officers, the public and occupants of the pursued
vehicle.

(c) Ramming a fleeing vehicle should be done only after other reasonable tactical means at the officer’s disposal have
been exhausted. This tactic should be reserved for situations where there does not appear to be another reasonable
and alternative method. This policy is an administrative guide to direct officers in their decision making process
before the fact of ramming another vehicle. It is not a standard for civil or criminal litigation to judge the propriety of
the act; that is a matter for the courts to determine by established law. When ramming is to be employed as
a means with which to stop a fleeing vehicle, one or more of the following factors should be present:

1. The suspect is an actual or suspected felon who reasonably appears to represent a serious threat to society if not
apprehended.
2. The suspect is driving in willful or wanton disregard for the safety of persons; or, driving in a reckless and life
endangering manner.
3. If there does not reasonably appear to be a present or immediately foreseeable serious threat to the public, the use
of ramming is not authorized.

(d) As with all intervention techniques, pursuing officers should obtain supervisor approval before attempting to box
a suspect vehicle during a pursuit. The use of such a technique must be carefully coordinated with all involved units,
taking into consideration the circumstances and conditions presented at the time as well as the potential risk of injury
to officers, the public and occupants of the pursued vehicle.

(e) The use of spike strips should be approved in advance by a supervisor and deployed only when it is reasonably
certain that only the pursued vehicle will be affected by their use. Officers should carefully consider the limitations of
such devices as well as the potential risks to officers, the public and occupants of the pursued vehicle. If the pursued
vehicle is a motorcycle, a vehicle transporting hazardous materials, or a school bus transporting children officers and
supervisors should weigh the potential consequences against the need to immediately stop the vehicle.

(f) Because roadblocks involve a potential for serious injury or death to occupants of the pursued vehicle if the
suspect does not stop, the intentional placement of roadblocks in the direct path of a pursued vehicle is generally
discouraged and should not be deployed without prior approval of a supervisor and only then under extraordinary
conditions when all other reasonable intervention techniques have failed or reasonably appear ineffective and the
need to immediately stop the pursued vehicle substantially outweighs the risks of injury or death to occupants of the
pursued vehicle, officers or other members of the public.

CODE 3 DRIVING BEST PRACTICES

Officers dispatched "Code 3" shall consider the call an emergency response and proceed immediately. Officers
responding Code 3 shall continuously operate emergency lighting equipment, including at minimum a steady forward
facing red light, and shall sound the siren as reasonably necessary pursuant to Vehicle Code § 21055.

Responding with emergency light(s) and siren does not relieve the officer of the duty to continue to drive with due
regard for the safety of all persons. The use of any other warning equipment without a red light and siren does not

Revised 2013 Corporal Sandri 80

provide any exemption from the Vehicle Code. Officers should only respond Code3 when so dispatched or when
circumstances reasonably indicate an emergency response is required. Officers not authorized to respond Code3
shall observe all traffic laws and proceed without the use of emergency lights and siren.

REQUESTING EMERGENCY ASSISTANCE

Requests for emergency assistance should be limited to those situations where the involved personnel reasonably
believe that there is an immediate threat to the safety of officers, or assistance is needed to prevent imminent serious
harm to a citizen. In any event, where a situation has stabilized and emergency response is not required, the
requesting officer shall immediately notify the Communications Center. If circumstances permit, the requesting
officer should give the following information:

• The unit number

• The location
• The reason for the request and type of emergency
• The number of units required

NUMBER OF UNITS ASSIGNED

Normally, only one unit should respond to an emergency call Code3 unless the Watch Commander or the field
supervisor authorizes an additional unit(s).

INITIATING CODE 3 RESPONSE

If an officer believes a Code3 response to any call is appropriate, the officer shall immediately notify the
Communications Center. Generally, only one unit should respondCode3 to any situation. Should another officer
believe a Code3 response is appropriate, the Communications Center shall be notified and the Watch Commander or
field supervisor will make a determination as to whether one or more officers driving Code3 is appropriate.

RESPONSIBILITIES OF RESPONDING OFFICER(S)

Officers shall exercise sound judgment and care with due regard for life and property when responding to an
emergency call. Officers shall reduce speed at all street intersections to such a degree that they shall have complete
control of the vehicle. The decision to continue a Code3 response is at the discretion of the officer. If, in the officer’s
judgment, the roadway conditions or traffic congestion does not permit such a response without unreasonable risk,
the officer may elect to respond to the call without the use of red lights and siren at the legal speed limit. In such an
event, the officer should immediately notify the Communications Center. An officer shall also discontinue the Code3
response when directed by a supervisor. Upon receiving authorization or determining a Code3 response is
appropriate, an officer shall immediately give the location from which he/she is responding.

FAILURE OF EMERGENCY EQUIPMENT

If the emergency equipment on the vehicle should fail to operate, the officer must terminate the Code3 response and
respond accordingly. In all cases, the officer shall notify the Watch Commander or the Communications Center of the
equipment failure so that another unit may be assigned to the emergency response.

Revised 2013 Corporal Sandri 81

CODE 3 RESPONSE BEST PRACTICES

Officers shall drive on Code 3 responses at a speed that allows safe control of their vehicle, taking into consideration
road, weather, and traffic conditions.

1. Officers may respond Code 3 to, but not from, any fire where evidence exists that human life is in danger.
2. Officers may respond Code 3 to medical aid and rescues if they are in the immediate area of the call and their
immediate response would aid in the preservation of life.
3. Officers may respond Code 3 to reports of felonious assaults or others calls if there is sufficient cause to
believe that an immediate hazard to human life exists.
4. Officers may respond to accidents with major injuries (dispatched 11-80's) Code-3. Officers will respond to
accidents with unknown injuries (dispatched 11-83's) Code 2, unless additional information is given that
would indicate a strong possibility of serious injury exists (i.e. auto vs. pedestrian, auto vs. bicycle, rollover
accident, involved vehicle on fire) at which time the officer may respond Code-3.
5. As many officers as deemed necessary may roll Code 3 to the scene of a Code 30 initiated by a Foster City
Police Officer. The first officer on the scene should try to advise other responding units as to the situation
and amount of units needed. Responses to Code 30 outside the City requested by other jurisdictions shall be
directed to the patrol supervisor or Station Commander who will assign the number of units to respond.
6. If an outside agency requests a Code 30 inside the City, as many units as necessary shall respond Code 3.
7. Transportation of injured persons in the patrol unit is discouraged. Code 3 transportation of injured persons is
permitted only when, in the opinion of the officer, any further delay in treatment would result in the loss of
life and there exists no other means available.
8. Officers may respond Code 3 when summoned to assist other officers who have requested "Code 3 cover".
9. In the immediate pursuit of an actual or suspected violator of the law.

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 CONTROL DEVICES/TECHNIQUES BEST PRACTICES

WHEN DEVICES MAY BE USED

When a decision has been made to restrain or arrest a violent or threatening suspect, an approved control device may
only be used when its use appears reasonable under the circumstances.

TRAINING FOR CONTROL DEVICES

(a) Only officers trained and having shown adequate proficiency in the use of any control device and this agency’s
Use of Force policy are authorized to carry the device. Proficiency training must be monitored and documented by a
certified weapons or tactics instructor.
(b) Training for all control devices should occur every two years at a minimum.
(c) All training and proficiency for control devices will be documented in the officer’s training file.
(d) Officers failing to demonstrate proficiency with the weapon or knowledge of this agency’s Use of Force policy
will be provided remedial training.

BATON GUIDELINES

The baton is authorized for use when, based upon the circumstances perceived by the officer, such force reasonably
appears justified and necessary to result in the safe control of the suspect. The need to immediately incapacitate the
suspect must be weighed against the risk of causing serious injury. The head, neck, throat, spine, heart, kidneys and
groin should not be intentionally targeted except when the officer reasonably believes the suspect may cause serious
bodily injury or death to the officer or others.

CHEMICAL AGENTS SPRAY GUIDELINES

Only authorized personnel may possess and maintain department issued oleoresin capsicum spray. Chemical agents
are weapons used to minimize the potential for injury to officers, offenders, or other persons. They should be used
only in situations where such force reasonably appears justified and necessary.

TREATMENT FOR OC SPRAY EXPOSURE

Persons who have been affected by the use of chemical agents should be promptly provided with the proper solution
to cleanse the affected areas. Those persons who complain of further severe effects shall be afforded a medical
examination by competent medical personnel. All uses of chemical agents shall be documented in the related
arrest/crime report and the Resistance Management Survey should be completed.

KINETIC ENERGY PROJECTILES

This department is committed to reducing the potential for violent confrontations when suspects are encountered.
Kinetic energy projectiles, when used properly, are less likely to result in death or serious physical injury. Kinetic
energy projectiles are approved by the Department and are fired from 12 gauge shotguns or 37/40 mm launchers.
Certain munitions can be used in an attempt to deescalate a potentially deadly situation, with a reduced potential for
death or serious physical injury.

DEPLOYMENT CONSIDERATIONS

Before discharging projectiles, the officer should consider the following factors:
(a) Severity of the crime or incident.
Revised 2013 Corporal Sandri 83
(b) Subject’s capability to pose an imminent threat to the safety of officers or others.
(c) If the subject is actively resisting arrest or attempting to evade arrest by flight.
(d) The credibility of the subject’s threat as evaluated by the officer’s present and physical capacity/capability.
(e) The proximity of weapons available to the subject.
(f) The officer’s versus the subject’s physical factors (e.g., age, size relative strength, skill level, injury/exhaustion,
the number of officer(s) versus subject(s).
(g) The availability of other force options and their possible effectiveness.
(h) Distance and angle to target.
(i) Type of munitions employed.
(j) Type and thickness of subject’s clothing.
(k) The subject’s actions dictate the need for an immediate response and the use of control devices appears
appropriate.

DEPLOYMENT DISTANCES

Officers should keep in mind the manufacturer’s recommendations regarding deployment when using control
devices, but are not solely restricted to use according to these manufacturer recommendations. Each tactical situation
must be evaluated on the totality of circumstances at the time of deployment.

SHOT PLACEMENT

The need to immediately incapacitate the subject must be weighed against the risk of causing serious injury or death.
The head and neck should not be intentionally targeted when deadly force is not reasonably justified.

CAROTID RESTRAINT
The proper application of the carotid restraint hold by a trained officer may be effective in restraining a violent
individual who presents the risk of serious injury or death to an officer or other person(s). The carotid restraint hold
works by applying pressure to the sides of a subject’s neck, which results in a limited amount of oxygenated blood
reaching the brain and causes temporary loss of consciousness. The carotid restraint hold should be used until the
subject is rendered unconscious, complies, or for up to (but no longer than) thirty-seconds. This hold should not be
applied twice against the same subject more than once in a twenty-four hour period, unless it is necessary under the
circumstances. Only officers who have successfully completed department approved training on the use of the
carotid restraint hold and the department Use of Force Policy are authorized to use the technique. After initial
training, officers shall complete training annually on the use of the carotid restraint hold. After any application, or
attempted application, of the carotid restraint hold the officer should take the following steps:
 Secure the suspect (handcuffs, zip-ties, WRAP device, etc.).
 The suspect should be placed on their side or in a sitting position.
 Regardless of whether the suspect was rendered unconscious, they shall be promptly examined by paramedics
or other qualified medical personnel.
 The suspect will be transported to a medical facility and cleared prior to being booked.
 The officer shall inform any person receiving custody, or any person placed in a position of providing care,
that the individual has been subjected to the carotid restraint hold and whether the subject lost consciousness
as a result.

As with any other use of force, the supervisor must be notified as soon as possible and the incident must be
documented in a Police report and Resistance Management Survey.

Revised 2013 Corporal Sandri 84

 SEARCH AND SEIZURE BEST PRACTICES

SEARCH PROTOCOL

As a general rule, members of this department should not physically enter any area where an individual has a
reasonable expectation of privacy in order to conduct a search or seizure without one or more of the following:

• A valid search warrant

• Exigent circumstances
• Valid consent

(a) Members of this department will conduct person searches with dignity and courtesy.
(b) Members of this department will conduct property searches in a manner that returns the condition of the property
to its pre-search status as nearly as reasonably practical.
(c) Members of this department should attempt to gain keys to locked property when a search is anticipated and the
time and effort required to gain the keys makes it a practical option.
(d) When the person to be searched is of the opposite sex of the officer, an officer of the like sex should be
summoned to the scene to conduct the search.
(e) A search may be undertaken of a member of the opposite sex when it is not practical to summon an officer of the
like sex. In these instances the officers will adhere to the following guidelines:

1. A supervisor and/or one other officer should witness the search, if practical.
2. Officers will use the back side of their hands and fingers to search sensitive areas of the opposite sex to
include the breast, crotch and buttocks areas.

(f) The officer will explain to the person being searched the reason for the search and how the officer will conduct the
search.

SPECIFIC SITUATIONS

RESIDENCE

Absent a valid search warrant, exigent circumstances, probation or parole authorization, or valid consent, every
person has a reasonable expectation of privacy inside his/her home. Individuals do not, however, generally have a
reasonable expectation of privacy in areas around their home where the general public (e.g., mail carriers &
solicitors) would reasonably be permitted to go.

PLAIN VIEW

Because an individual does not have an expectation of privacy as to items that are in plain view, no "search" has
taken place in a constitutional sense when an object is viewed from a location where the officer has a right to be. An
item in plain view may generally be seized when all of the following conditions exist:

(a) It was viewed from a lawful location

(b) There is probable cause to believe that the item is linked to criminal activity
(c) The location of the item can be legally accessed

Revised 2013 Corporal Sandri 85

It is important to note that the so called "Nexus Rule" requires that even items in plain view must not be seized unless
there is probable cause to believe that the item will aid in an investigation. Such a nexus should be included in any
related reports.

EXIGENT CIRCUMSTANCES

Exigent circumstances permitting entry into premises without a warrant or valid consent generally include any of the
following:

(a) Imminent danger of injury or death

(b) Serious damage to property
(c) Imminent escape of a suspect
(d) The destruction of evidence

An exigency created by the officer’s own conduct as an excuse for a warrantless entry is not generally permitted.

CONSENT

Entry into a location for the purpose of conducting a search for any item reasonably believed relevant to any
investigation is permitted once valid consent has been obtained. A search by consent is only valid if the following
criteria are met:

• Voluntary (i.e., clear, specific, and unequivocal).

• Obtained from a person with authority to give the consent.
• Does not exceed the scope of the consent given.

Officers are encouraged to use the Department’s Consent to Search form. Officers should have the individual read
the form, ensure he/she understands it, and provide them with a copy after he/she has signed it. While there is no
requirement that an individual be told of their right to refuse consent, such a warning and the use of the Consent to
Search form provide strong support for the validity of any consent. Consent must be obtained as the product of a free
will. It cannot be obtained through submission to authority, expressed or implied. A person with authority to consent
to search should be present or otherwise in a position to communicate a withdrawal of consent should they so desire.
Absent other legal justification, any related search should be discontinued at any point that consent is withdrawn.

YOU CAN ONLY SEARCH SOMEONE OR SOMETHING UNDER ONE OF THE FOLLOWING
CIRCUMSTANCES:

Search Warrant
Probable cause
Incident to arrest
Consent
Exigent circumstances

Revised 2013 Corporal Sandri 86

 TASER GUIDELINES BEST PRACTICES
The TASER™ device is considered a non-deadly control device that is intended to control a violent or potentially
violent individual, while minimizing the risk of serious injury. It is anticipated that the appropriate use of such a
device will result in fewer serious injuries to officers and suspects.

Only personnel who have completed department approved training may be issued a TASER
for use during the current assignment.

Officers shall only use the TASER and cartridges that have been issued by the Department. The device may be
carried either as part of a uniformed officer’s equipment in an approved holster or secured in the driver’s
compartment of the officer’s vehicle so that it is readily accessible at all times.

(a) When the TASER is carried as part of a uniformed officer’s equipment, the TASER shall be carried on the side
opposite the duty weapon.

(b) All TASERs shall be clearly and distinctly marked to differentiate them from the duty weapon and any other
device.

(c) Whenever practical, officers should carry a total of two or more TASER cartridges on their person at all times
when carrying a TASER.

(d) Officers shall be responsible for ensuring that their issued TASER is properly maintained and in good working
order at all times.

(e) Officers should never hold both a firearm and the TASER at the same time unless lethal force is justified.

VERBAL AND VISUAL WARNINGS

A verbal warning of the intended use of the TASER should precede its application, unless it would otherwise
endanger the safety of officers or when it is not practicable due to the circumstances. The purpose of the warning is
for the following:

(a) Provide the individual with a reasonable opportunity to voluntarily comply.

(b) Provide other officers and individuals with a warning that a TASER may be deployed.

If, after a verbal warning, an individual is unwilling to voluntarily comply with an officer’s lawful orders and it
appears both reasonable and practical under the circumstances, the officer may, but is not required to, display the
electrical arc (provided there is not a cartridge loaded into the TASER) or the laser in a further attempt to gain
compliance prior to the application of the TASER. The aiming laser should never be intentionally directed into the
eyes of another as it may permanently impair his/her vision.

The fact that a verbal and/or other warning was given or the reasons it was not given shall be documented by the
officer deploying the TASER in the related report.

Revised 2013 Corporal Sandri 87

FACTORS TO DETERMINE REASONABLENESS OF FORCE

The application of the TASER is likely to cause intense, but momentary, pain. As such, officers should carefully
consider and balance the totality of circumstances available prior to using the TASER including, but not limited to,
the following factors:

(a) The conduct of the individual being confronted (as reasonably perceived by the officer at the time).
(b) Officer/subject factors (i.e., age, size, relative strength, skill level, injury/exhaustion, number of officers vs.
subject(s).
(c) Influence of drugs/alcohol (mental capacity).
(d) Proximity of weapons.
(e) The degree to which the subject has been effectively restrained and his/her ability to resist despite being
restrained.
(f) Time and circumstances permitting, the availability of other options (what resources are reasonably available to
the officer under the circumstances).
(g) Seriousness of the suspected offense or the reason for contact with the individual.
(h) Training and experience of the officer.
(i) Potential for injury to citizens, officers and suspects.
(j) Risk of escape.
(k) Other exigent circumstances.

USE OF THE TASER

Authorized personnel may use the TASER when circumstances known to the officer at the time indicate that such
application is reasonable to control a person in any of the following circumstances:

(a) A violent or physically resisting subject.

(b) A subject who by words or action has demonstrated an intention to be violent or to physically resist and who
reasonably appears to present the potential to harm officers, him/herself or others.

1. When practicable, the officer should give a verbal warning of the intended use of the TASER followed by a
reasonable opportunity to voluntarily comply.

2. The officer should be able to articulate a reasonable belief that other available options appeared ineffective,
impractical or would have presented a greater danger to the officer, the subject or others.

SPECIAL DEPLOYMENT CONSIDERATIONS

The use of the TASER should generally be avoided in the following situations unless the totality of the circumstances
indicate that other available options reasonably appear ineffective, impractical, or would present a greater danger to
the officer, the subject or others, and the officer reasonably believes that the need to control the individual outweighs
the risk of using the TASER:

(a) Pregnant females.

(b) Elderly individuals or obvious juveniles.
(c) Individuals who are handcuffed or otherwise restrained.

Revised 2013 Corporal Sandri 88

(d) Individuals who have been recently sprayed with a flammable chemical agent or who are otherwise in close
proximity to any flammable material.
(e) Individuals whose position or activity may result in collateral injury (e.g., falls from height, operating vehicles).

Because the application of the TASER in the drive stun mode (i.e., direct contact without darts) relies primarily on
pain compliance and requires close proximity to the subject, additional caution should be exercised. The application
in drive stun mode should be limited to brief applications in which pain compliance would reasonably appear
necessary to achieve control.

The TASER shall not be used to torture, psychologically torment, and elicit statements or to punish any individual.

TARGETING CONSIDERATIONS

While manufacturers generally recommend that reasonable efforts should be made to target lower center mass and to
avoid intentionally targeting the head, neck, chest and groin, it is recognized that the dynamics of each situation and
officer safety may not permit the officer to limit the application of the TASER darts to a precise target area. As such,
officers should take prompt and ongoing care to monitor the condition of the subject if one or more darts strikes the
head, neck, chest or groin until he/she is released to the care of paramedics or other medical personnel.

MULTIPLE APPLICATIONS OF THE TASER

If the first application of the TASER appears to be ineffective in gaining control of an individual and if circumstances
allow, the officer should consider the following before additional applications of the TASER:

(a) Whether the probes or darts are making proper contact.

(b) Whether the probes or darts are making proper contact.
(c) Whether verbal commands, other options or tactics may be more effective.

This, however, shall not preclude any officer from deploying multiple, reasonable applications of the TASER on an
individual.

REPORT OF USE

All TASER discharges shall be documented in the related arrest/crime report, the TASER report form and
notification made to a supervisor. Accidental discharges of a TASER cartridge will also be documented on the
TASER report form. Any report documenting the discharge of a TASER cartridge will include the cartridge serial
number and an explanation of the circumstances surrounding the discharge. The onboard TASER memory will be
downloaded through the data port by a supervisor or Rangemaster and saved with the related arrest/crime report.
Photographs of probe sites should be taken, Anti Felon Identification (AFID) tags should be collected and the
expended cartridge along with both probes and wire should be submitted by the officer collecting the cartridge into
evidence for future reference. The cartridge serial number should be noted and documented on the evidence
paperwork. The evidence packaging should be marked "Biohazard" if the probes penetrated the subject’s skin.

MEDICAL TREATMENT

Absent extenuating circumstances or unavailability, only qualified personnel, including certified paramedics, should
carefully remove TASER darts from a person’s body. Used TASER darts shall be considered a sharp biohazard,
similar to a used hypodermic needle. Universal precautions should be taken accordingly. All persons who have been
struck by TASER darts or who have been subjected to the electric discharge of the device shall be medically assessed
Revised 2013 Corporal Sandri 89
prior to booking. Additionally, any such individual who falls under any of the following categories should, as soon as
practicable, be examined by paramedics or other qualified medical personnel:

(a) The person is suspected of being under the influence of controlled substances and/or alcohol.
(b) The person may be pregnant.
(c) The person reasonably appears to be in need of medical attention.
(d) The TASER darts are lodged in a sensitive area (e.g., groin, female breast, near the eyes).
(e) The person requests medical treatment.

Persons who exhibit extreme agitation, violent irrational behavior accompanied by profuse sweating, extraordinary
strength beyond their physical characteristics and imperviousness to pain (sometimes called "excited delirium") or
who require a protracted physical encounter with multiple officers to be brought under control, may be at an
increased risk of sudden death and should be examined by qualified medical personnel as soon as practicable. Any
individual exhibiting signs of distress after such an encounter shall be medically cleared prior to booking.

If any individual refuses medical attention, such a refusal should be witnessed by another officer and/or medical
personnel and shall be fully documented in related reports. If an audio recording is made of the contact or an
interview with the individual, any refusal should be included, if possible.

The transporting officer shall inform any person receiving custody or any person placed in a position of providing
care that the individual has been subjected to the application of the TASER.

Revised 2013 Corporal Sandri 90

 USE OF FORCE BEST PRACTICES

FIVES TYPES OF AUTHORIZED FORCE

1. Verbal Commands
2. Contact Controls – Grasping or pulling a subject to gain compliance
3. Compliance Techniques – Wrist/Twist locks, pain compliance holds, take downs
4. Intermediate Level – Batons, ASPs, Saps, other impact weapons, Taser, Carotid Restraint
5. Deadly Force - Force likely to cause death or serious bodily injury. Includes firearms.

USE OF FORCE TO AFFECT AN ARREST

Any peace officer that has reasonable cause to believe that the person to be arrested has committed a public offense
may use reasonable force to affect the arrest, to prevent escape, or to overcome resistance. A peace officer who
makes or attempts to make an arrest need not retreat or desist from his/her efforts by reason of resistance or
threatened resistance of the person being arrested; nor shall such officer be deemed the aggressor or lose his/her
right to self-defense by the use of reasonable force to effect the arrest or to prevent escape or to overcome resistance
(Penal Code § 835a).

FACTORS USED TO DETERMINE THE REASONABLENESS OF FORCE

When determining whether or not to apply any level of force and evaluating whether an officer has used reasonable
force, a number of factors should be taken into consideration. These factors include, but are not limited to:

(a) The conduct of the individual being confronted (as reasonably perceived by the officer at the time).
(b) Officer/subject factors (age, size, relative strength, skill level, injury/exhaustion and number of officers vs.
subjects).
(c) Influence of drugs/alcohol (mental capacity).
(d) Proximity of weapons.
(e) The degree to which the subject has been effectively restrained and his/her ability to resist despite being
restrained.
(f) Time and circumstances permitting, the availability of other options (what resources are reasonably available to
the officer under the circumstances).
(g) Seriousness of the suspected offense or reason for contact with the individual.
(h) Training and experience of the officer.
(i) Potential for injury to citizens, officers and suspects.
(j) Risk of escape.
(k) Other exigent circumstances.

It is recognized that officers are expected to make split second decisions and that the amount of an officer’s time
available to evaluate and respond to changing circumstances may impact his/her decision.

While various degrees of force exist, each officer is expected to use only that degree of force reasonable under the
circumstances to successfully accomplish the legitimate law enforcement purpose in accordance with this policy.

It is recognized however, that circumstances may arise in which officers reasonably believe that it would be
impractical or ineffective to use any of the standard tools, weapons or methods provided by the Department. Officers
may find it more effective or practical to improvise their response to rapidly unfolding conditions they are
confronting. In such circumstances, the use of any improvised device or method must nonetheless be objectively
reasonable and utilized only to the degree reasonably necessary to accomplish a legitimate law enforcement purpose.
Revised 2013 Corporal Sandri 91
NON DEADLY FORCE APPLICATIONS

Any application of force that is not reasonably anticipated and intended to create a substantial likelihood of death or
very serious injury shall be considered non deadly force.

USE OF FORCE

Each officer is provided with equipment, training and skills to assist in the apprehension and control of suspects as
well as protection of officers and the public. Non deadly force applications may include but are not limited to leg
restraints and control devices.

PAIN COMPLIANCE TECHNIQUES

Pain compliance techniques may be very effective in controlling a passive or actively resisting individual. Officers
may only apply those pain compliance techniques for which the officer has received departmentally approved
training and only when the officer reasonably believes that the use of such a technique appears necessary to further a
legitimate law enforcement purpose. Officers utilizing any pain compliance technique should consider the totality of
the circumstance including, but not limited to:

(a) The potential for injury to the officer(s) or others if the technique is not used
(b) The potential risk of serious injury to the individual being controlled
(c) The degree to which the pain compliance technique may be controlled in application according to the level of
resistance
(d) The nature of the offense involved
(e) The level of resistance of the individual(s) involved
(f) The need for prompt resolution of the situation
(g) If time permits (e.g., passive demonstrators), other reasonable alternatives The application of any pain compliance
technique shall be discontinued once the officer determines that compliance has been achieved.

DEADLY FORCE APPLICATIONS

While the use of a firearm is expressly considered deadly force, other force might also be considered deadly force if
the officer reasonably anticipates and intends that the force applied will create a substantial likelihood of causing
death or very serious injury. Use of deadly force is justified in the following circumstances:

(a) An officer may use deadly force to protect himself/herself or others from what he/she reasonably believes would
be an imminent threat of death or serious bodily injury.
(b) An officer may use deadly force to stop a fleeing suspect when the officer has probable cause to believe that the
suspect has committed, or intends to commit, a felony involving the infliction or threatened infliction of serious
bodily injury or death, and the officer reasonably believes that there is an imminent or future potential risk
of serious bodily injury or death to any other person if the suspect is not immediately apprehended. Under such
circumstances, a verbal warning should precede the use of deadly force, where feasible.

PENAL CODE SECTION 149

Penal Code Section 149 provides that, “Every public officer who, under the color of authority, without lawful
necessity, assaults or beats anyone person,” is guilty of a felony. Malicious assaults and batteries committed by
officers constitute gross and unlawful misconduct.
Revised 2013 Corporal Sandri 92
REPORTING THE USE OF FORCE

Any use of physical force by a member of this department shall be documented promptly, completely, and accurately
in an appropriate report depending on the nature of the incident. Some examples of reportable events include: the use
of any impact weapon, chemical agent, Taser, physical fight, incident in which a person is forcefully taken to the
ground, carotid restraint hold, canine bit, or active group resistance

EXAMPLES OF A NON-REPORTABLE INCIDENT

 Use of verbal commands only

 Non-injury chase (documented on CHP forms)
 Complaints focused upon non-resistant handcuffing
 Display of defensive tools
 Acts of passive resistance

NOTIFICATION TO SUPERVISORS

Supervisory notification shall be made as soon as practical following the application of physical force, under any of
the following circumstances:

(a) The application of force appears to have caused physical injury

(b) The individual has expressed a complaint of pain
(c) Any application of a control device
(d) The individual has been rendered unconscious

MEDICAL ATTENTION FOR INJURIES SUSTAINED USING FORCE

Prior to booking or release, medical assistance shall be obtained for any person who has sustained visible injury,
expressed a complaint of injury or continuing pain, or who has been rendered unconscious. Based upon the officer’s
initial assessment of the nature and extent of the subject’s injuries, medical assistance may consist of examination by
fire personnel, paramedics, hospital staff or medical staff at the jail. If any such individual refuses medical attention,
such a refusal shall be fully documented in related reports and, whenever practical, should be witnessed by another
officer and/or medical personnel. If an audio recording is made of the contact or an interview with the individual, any
refusal should be included, if possible. Persons who exhibit extreme agitation, violent irrational behavior
accompanied by profuse sweating, extraordinary strength beyond physical characteristics, unusually high tolerance to
pain or who require a protracted physical encounter with multiple officers to bring under control may be at an
increased risk of sudden death and should be examined by qualified medical personnel as soon as practicable. Any
individual exhibiting signs of distress after such an encounter shall be medically cleared prior to booking.

Revised 2013 Corporal Sandri 93

 Routinely Used Penal Code Sections
P.C. 211 - Robbery

 The felonious taking of personal property

 in the possession of another,
 from his person or immediate presence,
 and against his will,
 accomplished by means of force or fear

P.C. 240 - Assault – Misdemeanor

 an unlawful attempt,
 coupled with a present ability,
 to commit a violent injury on the person of another.

P.C. 242 - Battery – Misdemeanor

Any willful and unlawful use of force or violence upon the person of another.

P.C. 459 - Burglary – Felony

 Every person who enters

 a dwelling, other building, or locked vehicle,
 with the intent to commit
 grand theft, petty theft or any other felony

P.C. - 487 Grand Theft – Felony

 Every person who shall feloniously steal, take, carry, lead, or

 drive away the personal property of another,
 with the intent to deprive them of,
 property valued at more than $950, or
 the property is taken from the person of another,
 or the property is a firearm
 or the property is a car

P.C. 488 Petty Theft – Misdemeanor

 Theft in other cases

Revised 2013 Corporal Sandri 94

 Procedures for Regularly Occurring Incidents

Steps to be taken when responding to a domestic violence call

1. Get to the scene quickly and safely.

2. Find the suspect and victim and separate them.
3. Determine if there was weapon involved.
4. Assess the need for medical aid.
5. Interview witness, victim, and suspect out of each other’s view.
6. Determine whether a crime occurred (Is there a D.V.P.O.?) and make appropriate arrests, Mirandize suspect.
7. Contact a D.V. counselor and have Victim and Suspect talk to them.
8. Advise victim of E.P.O. procedure.
9. Provide victim with referral information.
10. Photos of victim’s injuries (appointment for follow-up photos)
11. Check D.V. protocol check list.
12. Confiscate any deadly weapons (as per 12028.5 PC).
13. Prepare a D.V. incident report.
14. Request copy of Dispatch tape.

Transporting a prisoner in a vehicle without a cage

 Seat belted in the front passenger seat.

In custody juveniles at the station

 In the squad room or in an interview room but always under supervision

Transporting the opposite sex

 In the same manner except, you must provide dispatch with a starting and ending mileage.

Responsibilities at the scene of a HAZMAT incident

 Maintain order, protect life and property, assist fire & medics,
 Traffic control,
 Set up critical incident command post.

Responsibilities at a fire

Maintain order, protect life and property, and assist fire & medics, and provide traffic control.

5150 Committal

 Determine whether they meet 5150 criteria. Due to a mental disorder (A) danger to self or others (B) Unable to
care for self (C) Gravely disabled, based on a mental condition
 Have medics transport to hospital whenever possible.
 Document on a 5150 form. Non-reportable incident.

Revised 2013 Corporal Sandri 95

Vehicle Impound and Storage

 Impound cars:
 involved in a crime,
 for evidence purposes
 when fees to D.M.V. are due: i.e. parking tickets, 4000(a), 14601, 12500.
* Store when purpose is just to clear the road way.

Search Authority

 Search warrant
 Probable cause
 Incident to arrest
 Consent
 Exigency

Items to search for

 Dangerous weapons
 Fruits of a crime
 Instruments of a crime
 Evidence
 Contraband
 Other people

Crime, definition

 Any act or omission,

 by a person,
 in violation of statutory law,
 for which there is a penalty.

Traffic collisions requiring a full investigation

 When the collision results in injury or death.

 Officer involved
 Collision involves a city vehicle.
 When the collision results in an arrest for 2800.1, 20001, 20002, or 23152 V.C. or any other prosecutable VC
violation.

Use of Chemical Agents:

 Should only be used in situations where such force reasonably appears justified and necessary.
 In order to carry OC, an Officer must 1) Have received chemical agent qualification training and 2) must
receive training in its use at least once every two years.

Revised 2013 Corporal Sandri 96

  After applying OC on a suspect, the Officer should 1) Expose the person to fresh air as soon as practical 2)
Verbally calm the person 3) Cleanse the affected area with water or the proper solution 4) Provide the
appropriate level of medical attention by qualified medical personnel.
 All uses of chemical agents shall be documented in the related arrest/crime report and the Resistance
Management Survey should be completed.

Barking dogs

 Whenever possible resolve this situation by gaining compliance from the involved parties.
 If the animal is barking excessively as determined by the officer, call animal control and have the animal
impounded.
 If the complainant wants to pursue a violation of the city ordinance, provide animal nuisance form and document
as a non-reportable incident.

Leash law violations

Use limited discretion. If the animal is not being controlled by its owner then advise them of the city ordinance. If
the dog owner fails to comply, cite them and submit a case to the city attorney.

Impact Weapons
 When a decision has been made to restrain or arrest a violent or threatening suspect, an approved control
device may only be used when its use appears reasonable under the circumstances.

 As with any other use of force, the incident must be documented in a Police report and the subject must be
provided the appropriate level of medical attention by qualified medical personnel. Some examples of impact
weapons: Baton, ASP, Beanbag ammunition, Police Orcutt Nunchakus, PR24, flashlight or other similar
striking weapons, etc.

Definition of Serious Bodily Injury

 Serious Bodily Injury is defined as serious impairment of physical condition such as a concussion, bone
fracture, protracted loos or impairment of function of any bodily member or organ, or serious disfigurement.

Loud party complaints

 Contact responsible, advise of situation, mediate a solution.

 If violator is not cooperative, advise of possible alternative action in accordance with applicable law and the fact
that they could be billed for a second and subsequent response
 If the party is deemed to be an unruly gathering, they will be notified of the unruly gathering ordinance and given
a written warning of the potential violation and be requested to sign it.

Injured deceased animals

Call the SPCA (Humane Society) and have them take possession of it.

BEAT dividing line?

Start at E. Third and Foster city Blvd., Go South on Foster City Blvd., make right on E.H.B., then make a left on
Shell, then make a left on Beach Park and the line ends between Sand Harbor South and Harbor Side.
Revised 2013 Corporal Sandri 97
Mandatory appearance section of the Vehicle Code

V.C. 40302

211 Bank protocol

1. Respond quickly and safely.

2. Take a position behind cover, but where you can see the main entrance.
3. Advise dispatch of your location.
4. Set up a perimeter.
5. Have dispatch contact a responsible in the bank.
6. Order everyone out one at a time.
7. Clear the building with a thorough building search.

CVC section can you cite for at the scene of a collision you did not witness

PER 40300.6 VC you may cite a person for 23152(a) V.C.

How to obtain an Emergency Protective Order

 The officer shall fill out an E.P.O.

 Supervisor approval is required to contact the on call judicial officer.
 The officer shall contact the on call judicial officer via the County Communications Center (363-4987) and
assert the grounds for belief that an E.P.O. is appropriate.

Upon issuance the officer shall:

 Provide a copy of the E.P.O. to the protected party.

 Advise that it will terminate after the fifth full court day.
 Read page two “Protected Person”, of the E.P.O to them.
 Advise on how to receive a more permanent order.
 Serve the restrained party.
 Read page two “Restrained Person,” to restrained party.
 While on duty carry a copy of the Order.
 Deliver a copy to the records bureau.

Arrestable misdemeanors (Not committed in your presence).

1. Domestic Violence incident P.C. 243(e) (1) or D.V. protective order violation.
2. Warrant
3. When arresting a D.U.I. suspect after an incident, but in reasonably close proximity (both time and space).
4. Juvenile suspected of committing a misdemeanor.
5. When suspect has committed assault & battery on school grounds.
6. When you have probable cause to believe that suspect violated the law against carrying a concealed or loaded
weapon, P.C. 12025/P.C. 12031
7. When you have probable cause to believe that the suspect has committed battery upon a fire fighter, E.M.T.,
M.I.C., or paramedic.

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Cite and release on misdemeanor arrests except:

1. When person is so intoxicated they are a danger to themselves or others.

2. When person is in need of medical care.
3. Anything under V.C. 40302:
 Failure to present D.L. or other acceptable I.D.
 Refusal to sign promise to appear.
 When person demands to be taken before a magistrate.
4. One or more outstanding arrest warrants.
5. If the prosecution of one or more offenses would be jeopardized by their release.
6. There is a reasonable likelihood that the offenses would continue.
7. There is reason to believe that the person would not appear, which must be specifically stated.
8. The safety of persons or property would immediately be endangered by their release.

POWERS OF ARREST
When can you make an arrest?
1. With warrant
2. When the officer has probable cause to believe that the person being arrested has committed a public offense in
the officer’s presence.
3. The person has committed a felony, although not in the officer’s presence.
4. The officer has probable cause to believe that the person to be arrested has committed a felony, whether or not a
felony, in fact, been committed.
5. Exceptions to the rule. (juveniles, domestic violence, battery on school grounds etc.)

What is necessary for a citizen’s arrest?

1. Private persons may arrest for public offense committed in their presence.
2. When the person arrested has committed a felony, although not in his presence.
3. When a felony has in fact been committed, and he has reasonable cause for believing the person arrested to have
committed it.

Ramey arrest warrant (Ramey v. State of Ohio)

A Ramey arrest warrant is a pre-complaint warrant issued based on probable cause. Ramey warrants are useful
when there are specific time constraints and the formal complaint process would take too long. A Ramey arrest
warrant also shifts the burden of proof (regarding the probable cause for the warrant) from the prosecution to the
defense.

Revised 2013 Corporal Sandri 99

 VEHICLE CODE TEST
Identify each of the following sections and whether it is an infraction, misdemeanor, or felony.

Section Description I/M/F

31
2800
2800.1(a)
4000(a)
4462(a)
4463(a)
5200
5204
10851
12500(a)
12500(b)
12951(a)
14601 (a)
14601.1(a)
16028(a)
20001
20002
21200
21200.5
21212(a)
21453(a)
21457(a)
21650
21651(b)
21658(a)
21703
21950(a)
22101(d)
22104
22107
22108
22350
22450
22454
22651
23103(a)
23111
23123(a)
23123.5(a)

Revised 2013 Corporal Sandri 100

23140(a)
23152(a)
23152(b)
23153(b)
23222(a)
23222(b)
24252(a)
24002(a)
24601
27007
27315(d)(1)

Revised 2013 Corporal Sandri 101

 CODE REFERENCE TEST
This is a guide the recruit should complete and study, for use in completing the scenario-based code test.

69 PC

148, 148.1, 148.5 PC

166.5 PC

187 PC

207 PC

211 PC

240 PC

242 PC

243 PC

245 PC

261(a) PC

273a PC

273.5 PC

273.6 PC

286 PC

288(a) PC

288a PC

Revised 2013 Corporal Sandri 102

289 PC

290 PC To what does this section refer?

314 PC

415 PC

417(a)(1)

422 PC

451 PC

460 (a) and (b) PC

466 PC

470(a) PC

476a PC

484d-h PC What do these sections generally cover?

487 PC

488 PC

496 PC

503 PC

537 PC

537e PC

594 PC

594.2 PC

Revised 2013 Corporal Sandri 103

602 PC

647(f), (h), and (i) PC

21510 PC

653m PC

664 PC Define this section:

666 PC

836 PC Define this section (be specific)

837 PC Define this section (be specific)

844 PC

849(b) PC

21310 PC

29900(a)(1) PC

25400(a)(1) PC

25400(a)(2) PC

25850(a) PC

13700 PC (describe to which category of crimes this refers)

300 W&I Describe who this section covers.

601 W&I Describe who this section covers.

602 W&I Describe who this section covers.

5150 W&I

25658 B&P

Revised 2013 Corporal Sandri 104

25661 B&P

25662 B&P

11350 H&S

11351 H&S

11357 H&S

11364 H&S

11377 H&S

11550 H&S

FOSTER CITY MUNICIPAL CODES

5.56.020

6.04.030

9.76.010

10.60.100

10.68.150

12.28.010
AMMENDMENTS
First

Fourth

Fifth

Sixth

Eight

Fourteenth
Revised 2013 Corporal Sandri 105
 LEGAL TERMS

Accessory

Corpus Delecti

Criminal Negligence

Entrapment

General Intent

Specific Intent

Transferred Intent

Principal (31 PC)

Elements of a Crime

Revised 2013 Corporal Sandri 106

 Radio Code Test

Code 1 _____________________________ Code 10 ____________________________

Code 2 _____________________________ Code 13 ____________________________

Code 3 _____________________________ Code 14 ____________________________

Code 4 _____________________________ Code 30 ____________________________

Code 5 _____________________________ Code 33 ____________________________

Code 7 _____________________________ Code 666 ___________________________

10-1 _______________________________
10-29 ______________________________
10-2 _______________________________
10-30 ______________________________
10-3 _______________________________
10-31A _____________________________
10-4 _______________________________
10-33 ______________________________
10-6 _______________________________
10-34 ______________________________
10-7 _______________________________
10-35 ______________________________
10-8 _______________________________
10-37 ______________________________
10-9 _______________________________
10-50 ______________________________
10-10 ______________________________
10-51 ______________________________
10-12 ______________________________
10-55 ______________________________
10-15 ______________________________
10-56 ______________________________
10-16 ______________________________
10-56A _____________________________
10-19 ______________________________
10-62 ______________________________
10-20 ______________________________
10-65 ______________________________
10-21 ______________________________
10-66 ______________________________
10-22 ______________________________
10-70 ______________________________
10-23 ______________________________
10-73 ______________________________
10-28 ______________________________

Revised 2013 Corporal Sandri 107

10-87 ______________________________ 11-54 ______________________________

10-91 ______________________________ 11-80 ______________________________

10-97 ______________________________ 11-81 ______________________________

10-98 ______________________________ 11-82 ______________________________

10-98A _____________________________ 11-83 ______________________________

11-24 ______________________________ 11-86 ______________________________

Define the following suffixes:

“X” _______________________________

“J” ________________________________

Define the following: WPS _______________________________

GOA _______________________________ NCIC ______________________________

UTL _______________________________ SVS _______________________________

QOA _______________________________ ABS _______________________________

QOD _______________________________ APS _______________________________

WMA ______________________________ AFS _______________________________

HFA _______________________________ DMV ______________________________

OFA _______________________________ SOC _______________________________

AWS ______________________________ TN________________________________

PHONETIC ALPHABET
A ______________ B ______________ C _______________ D ______________ E _______________

F _______________ G ______________ H _______________ I ______________ J _______________

K _______________ L ______________ M _______________ N ______________ O _______________

P _______________ Q ______________ R ________________ S ______________ T _______________

U ________________V _______________ W ________________X ______________ Y _______________

Z _______________
Revised 2013 Corporal Sandri 108
 END OF PHASE QUESTIONS

The following lists of questions are similar in nature to the types of questions a recruit can expect to be asked during
an End of Phase Oral Board. During, the Phase oral board the recruit will be asked questions relevant to the material
covered in that phase. The oral board panel may ask questions about material covered in earlier phases but would
generally not ask questions about phases not yet completed.

Phase 1

1. What is your Chain of Command?

2. What must you do before carrying a specific handgun off-duty?

3. How do you call in sick?

4. What is P.C. 4?

5. What are the levels of force authorized?

6. When is a person under arrest?

7. What level of force can be used to make an arrest or detention?

8. What are the minimum elements of a correct police report?

9. What are the primary responsibilities of the back-up officer during the search of a person?

Revised 2013 Corporal Sandri 109

 10. Define a vehicle pursuit

11. When and how can you drive Code-3?

12. Recite the phonetic alphabet.

13. Explain the Department Policy on blood borne pathogens.

14. Explain the Citizen Complaint process.

15. What is your Use of Force Policy?

16. When can you deploy your Taser?

17. Explain the Department Policy on searching members of the opposite sex.

18. What areas should you avoid when using an impact weapon?

19. When can you use Deadly Force?

20. What are the 5 patrol teams and what times do they work
.

Revised 2013 Corporal Sandri 110

 Phase 2

1. What are the objectives of a pre-shift vehicle inspection?

2. What are the tactics that should be used by the driver of an emergency

3. Vehicle while in a pursuit or other emergency response?

4. What are some of the factors to consider in determining whether to continue or Abandon a pursuit?

5. What are the responsibilities/tactics of the contact officer?

6. What are the three types of vehicle stops?

7. Under 13700 PC what do the terms “Abuse” and “Domestic Violence” mean?

8. What is the Penal Code section used when taking a weapon for safekeeping at the scene of a DV?

9. What are the hours of service for the following types of warrants?

10. What is an Emergency Protective Order (EPO)?

11. How long is an EPO good for?

12. What is the purpose of a vehicle inspection prior to going on-duty?

Revised 2013 Corporal Sandri 111

 13. What factors influence the overall stopping distance of a vehicle?

14. What kind of driver attitudes contributes to the traffic accidents?

15. Explain CVC sections 21055 and 21056.

16. What types of information should be entered into his/her notes or field notebook?

17. What are the potential hazards of failing to closely watch the movements of the occupants of a vehicle prior to,
during, and after the stop?

Revised 2013 Corporal Sandri 112

 Phase 3

1. Define Probable Cause.

2. Define Reasonable Suspicion.

3. Discuss positions officers can take to interview suspicious persons and why?

4. Discuss the following in regard to building searches:

- Announcement prior to entry

- Fatal funnels

- Light discipline

- Noise discipline

5. What types of searches can an officer perform?

6. What can an officer search for?

7. Barring unusual circumstances [suspected foul play - juvenile at risk]

8. What is the critical age in regards to the implementation of the C.A.P?

Revised 2013 Corporal Sandri 113
 9. What forms are needed for a missing juvenile?

10. When can you place someone on a 72-hour hold per W & I 5150?

11. What is the definition of a Field Sobriety Test?

12. What are the VC sections commonly used for adult dui offenders?

13. When can you make an arrest?

14. What is necessary for a citizen’s arrest?

15. Name some out of the ordinary things a nighttime patrol officer should look for:

16. The Miranda Admonition is required only when you have what?

17. Explain W&I 602:

Revised 2013 Corporal Sandri 114

 Phase 4

1. What are five factors to be considered when responding to a crime in progress?

2. How do you handle a suicide scene?

3. How do you handle a scene involving a chemical spill or bomb?

4. Describe four formations to handle a crowd or riot control.

5. Explain the factors to be considered when interviewing a person reporting a crime.

6. While investigating a property crime what information is needed?

7. What are the primary considerations when handling a sexual or felonious assault?

8. Describe three methods of conducting searches for evidence at crime scenes.

9. How do you process controlled substances for evidence?

10. How do you process currency confiscated or collected?

11. How do you package explosive devices at the police department?

12. What are your responsibilities at the scene of a structure fire?

Revised 2013 Corporal Sandri 115
 13. Explain the department’s role in crime prevention in regards to servicing the community.

14. Describe several methods of self-initiate activities.

15. List the steps an officer should immediately take when confronted with a sniper situation.

16. What tactics should an officer use when the police vehicle has been hit with a firebomb?

17. Identify the initial responsibilities of the first unit to arrive at a disaster scene.

18. List the investigative steps an officer must take at a scene where a serious injury or death has occurred.

19. Explain the P.A.S.S. method of using a fire extinguisher to extinguish a fire.

20. List the tactics an officer should utilize when responding to a prowler call.

21. What are the California laws and the department procedures concerning death investigation that must be
handled by the medical examiner?

22. Explain the tactical considerations upon arrival at the scene of a suspected or actual explosive device.

23. Describe several methods of self-initiate activities.

24. Explain the department’s role in crime prevention in regards to servicing the community.

Revised 2013 Corporal Sandri 116

 Phase 5

1. When would you issue a property receipt for property that is not evidence?

2. Discuss when you would call the Humane Society for a case involving animals:

3. How do you serve a subpoena to a citizen?

4. Why do you meet with the D.A. prior to testifying in court?

5. When must a collision investigation be done?

6. Define Primary Collision Factor

7. How would determine the Area of Impact at a collision scene?

8. What are the primary duties of an officer at a collision scene?

9. What is a collision?

10. Explain the barking dog report process:

11. What are some examples of our community service responsibilities?

Revised 2013 Corporal Sandri 117

 12. Provide examples of methods to measure distance at a collision:

13. How long do we keep found property?

14. How long do we keep property for safekeeping when there are no extenuating circumstances?

15. What is the maximum amount of time we will keep property for safekeeping?

16. How many days in advance do you need in order to reschedule traffic court?

17. What information do you need to provide if you want to reschedule a criminal court date?

18. What are some safety hazards at the scene of a collision?

19. When are you required to wear a high visibility vest?

Revised 2013 Corporal Sandri 118

Foster City Police Department
Field Training Officer Critique Form

In an effort to ensure that each Field Training Officer (FTO) maintains a high level of skill,
performance, and interest, this critique form is to be completed by the trainee. The purpose of
the form is to provide objective feedback to the FTOs so they can use the information to enhance
their teaching/training skills. It is imperative these questions be answered honestly and directly.
Field training officers will benefit by knowing the impression they have made on you, their
trainee.

Your comment in each category is important. Please take time to provide details about why you
rated the FTO as you did. The more information that you can provide, the better the picture we
will have of each FTO’s level of skill and their continued suitability for the position.

This critique form is confidential and will only be reviewed by field training program
administrative personnel. The general content (not your identity) of the feedback will be relayed
to the FTOs to assist with improving training methods.

This critique is for FTO: Phase:

1. The Field Training Program’s emphasis is on both training and evaluation. Assign
percentages (to total 100%) to the amount of effort your FTO exerted in each area.
(Example: Training 50% - Evaluation 50%; Training 70% - Evaluation 30%; etc.)

Training % Evaluation %

2. Using percentages, indicate how you perceived your FTO related to you.

I am one of a number of recruits % I am an individual %

Circle the response below that best answers the question or comment.

3. What type of role model was the FTO for you?

POOR FAIR AVERAGE GOOD EXCELLENT

4. Was the FTO attentive to your needs, problems, or concerns?

NEVER SELDOM OCCASIONALLY USUALLY ALWAYS

Revised 2013 Corporal Sandri 119

5. Rate the FTO’s knowledge of the training material covered.

POOR FAIR AVERAGE GOOD EXCELLENT

6. How would you describe the FTO’s skill as a trainer and his/her training methods such as
handouts, visual aids, scenarios, role-plays, etc?

POOR FAIR AVERAGE GOOD EXCELLENT

7. Rate the FTO’s ability to communicate with you.

POOR FAIR AVERAGE GOOD EXCELLENT

8. Rate the FTO’s honesty, fairness, and objectivity in rating you.

POOR FAIR AVERAGE GOOD EXCELLENT

9. Describe the FTO’s method of critiquing your performance, whether verbally or in writing.

TOO NEGATIVE TOO CRITICAL UNFAIR GOOD VERY POSITIVE

10. Did the FTO work with you on areas he/she identified as deficient or where improvement was
needed?

NEVER SELDOM OCCASIONALLY USUALLY ALWAYS

11. List the area(s) you consider to be the FTO’s greatest strengths (i.e. training skills, officer
safety tactics, codes and law knowledge, report writing, etc.).
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

12. List the area(s) in which you feel the FTO needs improvement.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Revised 2013 Corporal Sandri 120

13. Were there any conflicts with the FTO’s training and your academy training? YES___ NO___
If there were conflicts/discrepancies, please explain.
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

14. Did you experience any discrepancies between FTOs? YES____ NO____
If yes, in what context did they occur?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

15. Please list any additional comments or suggestions here.

___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Trainee Signature Date

Revised 2013 Corporal Sandri 121

Foster City Police Department
Field Training Program Critique Form
The Field Training Program personnel are determined to provide new employees with an
effective training experience. Below is a list of questions pertaining to the training you received
while involved in the Field Training Program. The purpose of the form is to present objective
feedback to program personnel to be used to improve and enhance the program’s effectiveness.
Please read each question carefully and respond honestly and directly. Your candidness and
comments will be appreciated. Once completed, please return the form to the FTP SAC.

YES NO 1. Did the orientation process help you prepare for the Field Training Program
and did you understand the program’s expectations of you?
Please comment:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

YES NO 2. Was the length of the program adequate?

Please comment:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

YES NO 3. Do you feel that the training you received in the program was meaningful in
relation to the job you are now doing?
Please comment:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

YES NO 4. Were there any areas of training you felt were ignored which should have been
included or extended?
If so, which areas?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

YES NO 5. Was the instruction and training provided by the FTOs generally consistent
with one another?
Please comment:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Revised 2013 Corporal Sandri 122

YES NO 6. Do you feel the evaluations in the Field Training Program (DORs, Supervisor
Weekly Reports, etc.) were necessary for your development as a police officer?
Please comment:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

YES NO 7. Do you feel program personnel were objective in making evaluations,

judgments, and decisions about you?
Please comment:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

YES NO 8. Do you feel there was sufficient time available for special activities such as
COPS projects or other beat activities?
Please comment:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

9. Upon completion of the Field Training Program, do you feel you were
proficient in each of the following areas?

A. Department Policies and Procedures YES NO

B. Patrol Vehicle Operations YES NO
C. Officer Safety YES NO
D. Report Writing YES NO
E. Codes and Law YES NO
F. Patrol Procedures YES NO
G. Handcuffing & Searching Techniques YES NO
H. Use of Force YES NO
I. Traffic (including DUI & Accident Inv.) YES NO
J. Search and Seizure YES NO
K. Radio Procedures YES NO
L. Investigations and Evidence YES NO
M. Conflict Resolution YES NO
N. COPPS/POP YES NO
O. Courtroom Procedures YES NO

10. Are there any changes that need to be made to improve the program?

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Revised 2013 Corporal Sandri 123

 11. Use the space below to add anything that may not have been covered above.

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

Trainee Signature Date

Revised 2013 Corporal Sandri 124

 COMPLETION RECORD AND ATTESTATION FORM

MEMORANDUM

TO: James C. Hardy, City Manager

FROM: Matthew Martell, Chief of Police
DATE:
SUBJECT: Field Training Program Completion – Officer ____________

The purpose of this memorandum is to notify you of Officer _________ successful completion
of the field training program.

POST certified academy

Name of academy attended:
Date of successful completion:

__________________________________________
Signature of Manager monitoring academy progress

Academy was completed prior to employment with the City/District. Yes____ No____

Field Training Officer: ______ #__

Training Phase Training Officer Patrol Team Dates
Orientation
Phase 1 (2 weeks)

Phase 2 (3 weeks)

Phase 3 (3 weeks)
Phase 4 (3 weeks)
Phase 5 (3 weeks)
Phase 6 (2 weeks)

Training Verification

I certify that the officer named above has received the basic instruction as outlined in the Field
Training Manual and that the officer understands and has met the acceptable standards in all of
the functional areas and categories. I also certify that all tests have been completed and meet
acceptable standards. I further certify that the officer is now prepared to work as a solo
probationary police officer.

Revised 2013 Corporal Sandri 125

Primary FTO

Signature:___________________________________ Date:____________

Field Training Supervisor/Administrator/Coordinator (FTP SAC)

Signature:____________________ Date: ____________

Agency Head

Signature:_______________________________ Date:____________

Recruit Acknowledgement

I have been instructed in all items recorded in the Field Training Manual and acknowledge my
responsibility to know the contents of the Department General Orders.

Signature of Recruit Officer:_______________________________ Date:____________

Revised 2013 Corporal Sandri 126

 APPENDIX A

RECRUIT ONLINE
COURSE BOOK

Revised 2013 Corporal Sandri 127

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Revised 2013 Corporal Sandri 128