Course Discipline and



GAVILAN COLLEGE

CURRICULUM DEVELOPMENT

|NEW COURSE PROPOSAL - SECOND READING |

|Date: |04/21/2015 |Prepared & Submitted by: |Sherrean Carr |

|Department: |CTE |Course Discipline and Number: |JLE 205 |

|1. |Anticipated first term of offering: Fall Spring Summer Year: 2015 |

|2. Suggested discipline, number, title, units, lecture and/or lab hours: |

|JLE |205 |2105.50 |Officer Involved Shooting and Death |1.0 |.57 |1.71 |      |

| | | |Investigation | | | | |

|Discipline |Course Number |TOP Code |Course Title |Units |Lecture |Lab hours |Recommended |

| | | | | |hours per |per week |LEH Factor |

| | | | | |week | | |

Course Numbering System:

0-99 Transfer & Degree Appropriate 99, 199, 299 Emergency, One Term, Special Topics Course

100-198 Degree Appropriate & Potential Transfer 300s Non Degree, Non Transfer Occupational

200-298 Associate Degree Appropriate & Non Transfer 400s Developmental courses

500s Special Populations (see College Catalog for complete descriptions) 600s Adult Education

700s Non Credit

3. Course Catalog Description:

This course is designed for students who are assigned to investigate law enforcement involved critical incidents including officer-involved shootings, use of force incidents and in custody deaths. Topics covered throughout this course include understanding stakeholders, lawful and unlawful force, physiological and psychological changes (human factors), administrative and criminal investigations, legal considerations and courtroom testimony, crime scene reconstruction, video forensics, taser incidents, excited delirium related deaths, and contemporary critical incident case studies.

4. Justification of recommendation for new course: (e.g. requirement for major’s sequence, general

education, trends in field or scholarship, etc. List agencies, groups, resources consulted to determine need, i.e.,

State Boards, advisory committees, surveys, other colleges’ offerings, etc.)

It is required by California agencies for investigators to become competent in the multi- faceted area of officer involved shooting and death investigation.

5. Proposed Grading System:

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6. Will course be Repeatable?

Additional skills that will be acquired by repeating this course must be included in the course outline.

a. Credit course - Yes No If yes, how many times? 1 2 3

b. Non credit course - Yes No If yes, how many times? 1 2 3 Unlimited (Non credit only)

7. Is this a stand alone course?

Yes (Course is NOT included in a degree or certificate program)

No (Course is included in a degree or certificate program)

8. Course Requisites:

List all prerequisites separated by AND/OR, as needed. Also fill out and submit the Prerequisite/Advisory form.

Prerequisite: POST Basic Certificate or Equivalent

Co-requisite:      

Advisory:      

9. Does this course focus on basic skills in English, ESL or Math?

No

Yes If yes,

Proposed 6 Digit TOP code      

Prior to College Code (A, B, C, D, E, F, G, H, Y)      

10. Will this course be offered via Distance Education? Yes No

If yes, fill out and submit form D - "Distance Education."

Internet-based:

Course development software, such as Moodle

Other      

Hybrid

Video conference

Telecourse

Other      

11. Does course meet cultural diversity requirement? Yes No

See Area F under General Education Learning Outcomes for criteria meeting cultural diversity requirements.

12. What resources will be needed in order to offer this class at Gavilan?

a. Staffing: NA

b. Facility Usage:      

c. Supplies and equipment (include cost estimates):      

d. Tutoring Center resources, if applicable:      

e. Can existing library resources at Gavilan accommodate student needs for this class?

Yes No Verified by: Doug Achterman (Verbal verification of Librarian is adequate.)

If no, list additional resources necessary & budget estimate.

     

f. Can existing computer software, hardware, and other technological resources at

Gavilan accommodate student’s needs for this class? Yes No N/A

If no, list additional resources necessary & budget estimate.      

13. If degree applicable, is a similar course offered at community colleges or 4 year colleges & universities? Yes No

| | | |Upper or |Units |

| | | |Lower Dir |Sem/Qtr |

|      |      |      | U L |      |

|Discipline & No |Title |College or Univ. | | |

|      |      |      | U L |      |

|Discipline & No |Title |College or Univ. | | |

|      |      |      | U L |      |

|Discipline & No |Title |College or Univ. | | |

14. If degree applicable, please complete the following information on articulation recommendations. See College Articulation Officer for assistance.

14A. Transfer: Would you recommend that this be a course that transfers to:

State Universities and Colleges Yes No

University of California Yes No

Will the course satisfy a major requirement at CSU or UC?

If so, complete the following:

|      |at |      |Required for |      |

|Course Title & No. | | CSUC or UC Campus | |Program or Major |

|      |at |      |Required for |      |

|Course Title & No. | | CSUC or UC Campus | |Program or Major |

|      |at |      |Required for |      |

|Course Title & No. | | CSUC or UC Campus | |Program or Major |

14B. General Education: Would you recommend that this be a course that satisfies the GE requirement in the following:

| |Natural |Social |Humanities/Art |Lifelong |Commun |Math/ |American |Cultural |

| |Science |Science | |Learning | |Quantitative |Institutions |Diversity |

|AA/AS/GE Degree | | | | | | | | |

|CSU G.E. | | | | | | | | |

|UC Transfer/GE | | | | | | | | |

|IGETC | | | | | | | | |

(Note that definitions of areas that can be counted in UC or CSU vary. Be sure to ask for assistance if needed.)

15. Second Reading - Routing/Recommendation for Approval:

| |Signatures | | |

|Dept. Approval (Chair sign) | | | |

| | |Date | |

|Area Dean | | | |

| | |Date | |

|Curriculum Committee Chair | | | |

| | |Date | |

|Head Librarian (if applicable) | | | |

| | |Date | |

|Distance Education Coordinator (if | | | |

|applicable) | |Date | |

16. Approval:

|Vice President of Instruction | | | |

| | |Date | |

|President | | | |

| | |Date | |

|CCC Chancellor’s Office | | | |

|(if applicable) | |Date | |

GAVILAN COLLEGE

CURRICULUM DEVELOPMENT

|COURSE OUTLINE |Course Discipline and #JLE 205 |

|DISCIPLINE: |JLE |DEPARTMENT: |CTE |

| |(Name and Number) | | |

|COURSE TITLE: |Officer Involved Shooting and Death Investigations Course |

(Maximum of 60 spaces)

|ABBREVIATED TITLE: |OFFICER INVOLVED SHOOTING |

(Maximum of 30 spaces)

|SEMESTER UNITS: 1.0 |LEC HOURS PER WEEK: .57 |LAB HOURS PER WEEK: 1.71 |

|Classification: |Non Credit Category: |Occupational Code (SAM): |

|TOP Code: 2105.50 |LEH Factor:       |FTE Load:       |

CATALOG DESCRIPTION:

COURSE REQUISITES:

(List all prerequisites and advisories separated by AND/OR, as needed. Attach Validation Form.)

Prerequisite: POST Basic Certificate or Equivalent

Co-requisite:      

Advisory:      

PROPOSED GRADING SYSTEM:

[pic] [pic]

[pic] [pic]

STAND ALONE: Yes (Course is NOT included in a degree or certificate program)

No (Course is included in a degree or certificate program)

REPEATABLE FOR CREDIT:

(Note: Course Outline must include additional skills that will be acquired by repeating this course.)

Credit Course Yes No If yes, how many times? 1 2 3

Non Credit Course Yes No If yes, how many times? 1 2 3 Unlimited

(Noncredit only)

METHODS OF INSTRUCTION:

Skills Demonstration, Lecture, Scenario Training

RECOMMENDED OR REQUIRED TEXT/S:

(The following information must be provided: Author, Title, Publisher, Year of Publication, Reading level and Reading level verification)

Required: Recommended: n/a

Author:       Title:    Publisher:       Year of Publication:      

or other appropriate college level text.

ISBN:       (if available)

Reading level of text, Grade: 12 Verified by: Doug Achterman

Other textbooks or materials to be purchased by the student:

Instructor Handouts

STUDENT LEARNING OUTCOMES:

1. Complete this section in a manner that demonstrates student’s use of critical thinking and reasoning skills. These include the ability to formulate and analyze problems and to employ rational processes to achieve increased understanding. Reference Bloom's Taxonomy of action verbs.

2. List the Type of Measures that will be used to measure the student learning outcomes, such as written exam, oral exam, oral report, role playing, project, performance, demonstration, etc.

3. Identify which Program Learning Outcomes (PLO) apply to this course. List them by number in order of emphasis.

4. Identify which Institutional Learning Outcomes (ILO) apply to this course. List them, by number in order of emphasis. For example: "2, 1" would indicate Cognition and Communication.

(1) Communication, (2) Cognition, (3) Information Competency, (4) Social Interaction, (5) Aesthetic Responsiveness, (6) Personal Development & Responsibility, (7) Content Specific.

5. For GE courses, enter the GE Learning Outcomes for this course. For example "A1, A2". GE Learning Outcomes are listed below.

6. Indicate when the course was last assessed.

As a reference, copy and paste your existing Program Learning Outcomes and number them.

     

Student Learning Outcomes:

Indicate by number which Program Learning Outcomes, Institutional Learning Outcomes and GE Learning Outcomes are supported by each of the Student Learning Outcomes.

|1. | Demonstrate effective crime scene management by collecting the involved officer's statement, utilizing Peer Officers and performing a scene |

| |walk-through according to agency guidelines during class exercise. |

| |Measure: Skills |PLO:       |ILO: 1, 2, 4 |GE-LO:       |Year Assessed: 2014 |

| |Demonstration, Simunitions | | | | |

| |Scenario | | | | |

|2. |Document physical evidence through photographs, scene sketches, written notes, and other weapon-specific information such as make, model, contents, |

| |and magazine count. |

| |Measure: Skills |PLO:       |ILO: 2, 3 |GE-LO:       |Year Assessed: 2014 |

| |Demonstration, Simunitions | | | | |

| |Scenario | | | | |

|3. |Identify what actions legally constitute the use of deadly force through examination of recent California Case Law. |

| |Measure: Class Discussion |PLO:       |ILO: 2, 3 |GE-LO:       |Year Assessed: 2014 |

|4. |Demonstrate techniques for effectively interviewing witnesses, suspects and officers involved in a shooting both at the crime scene and at the |

| |station. |

| |Measure: Skills |PLO:       |ILO: 1, 2, 3 |GE-LO:       |Year Assessed: 2014 |

| |Demonstration, Simunitions | | | | |

| |Scenario, Class Discussion | | | | |

|5. |      |

| |Measure:       |PLO:       |ILO:       |GE-LO:       |Year Assessed:       |

|6. |      |

| |Measure:       |PLO:       |ILO:       |GE-LO:       |Year Assessed:       |

|7. |      |

| |Measure:       |PLO:       |ILO:       |GE-LO:       |Year Assessed:       |

|8. |      |

| |Measure:       |PLO:       |ILO:       |GE-LO:       |Year Assessed:       |

|9. |      |

| |Measure:       |PLO:       |ILO:       |GE-LO:       |Year Assessed:       |

|10. |      |

| |Measure:       |PLO:       |ILO:       |GE-LO:       |Year Assessed:       |

GENERAL EDUCATION LEARNING OUTCOMES

AREA A Communications in the English Language

After completing courses in Area A, students will be able to do the following:

1. Receive, analyze, and effectively respond to verbal communication.

2. Formulate, organize and logically present verbal information.

3. Write clear and effective prose using forms, methods, modes and conventions of English grammar that best achieve the writing’s purpose.

4. Advocate effectively for a position using persuasive strategies, argumentative support, and logical reasoning.

5. Employ the methods of research to find information, analyze its content, and appropriately incorporate it into written work.

6. Read college course texts and summarize the information presented.

7. Analyze the ideas presented in college course materials and be able to discuss them or present them in writing.

8. Communicate conclusions based on sound inferences drawn from unambiguous statements of knowledge and belief.

9. Explain and apply elementary inductive and deductive processes, describe formal and informal fallacies of language and thought, and compare effectively matters of fact and issues of judgment and opinion.

AREA B Physical Universe and its Life Forms

After completing courses in Area B, students will be able to do the following:

1. Explain concepts and theories related to physical and biological phenomena.

2. Identify structures of selected living organisms and relate structure to biological function.

3. Recognize and utilize appropriate mathematical techniques to solve both abstract and practical problems.

4. Utilize safe and effectives laboratory techniques to investigate scientific problems.

5. Discuss the use and limitations of the scientific process in the solution of problems.

6. Make critical judgments about the validity of scientific evidence and the applicability of scientific theories.

7. Utilize appropriate technology for scientific and mathematical investigations and recognize the advantages and disadvantages of that technology.

8. Work collaboratively with others on labs, projects, and presentations.

9. Describe the influence of scientific knowledge on the development of world’s civilizations as recorded in the past as well as in present times.

AREA C Arts, Foreign Language, Literature and Philosophy

After completing courses in Area C, students will be able to do the following:

1. Demonstrate knowledge of the language and content of one or more artistic forms: visual arts, music, theater, film/television, writing, digital arts.

2. Analyze an artistic work on both its emotional and intellectual levels.

3. Demonstrate awareness of the thinking, practices and unique perspectives offered by a culture or cultures other than one’s own.

4. Recognize the universality of the human experience in its various manifestations across cultures.

5. Express objective and subjective responses to experiences and describe the integrity of emotional and intellectual response.

6. Analyze and explain the interrelationship between self, the creative arts, and the humanities, and be exposed to both non-Western and Western cultures.

7. Contextually describe the contributions and perspectives of women and of ethnic and other minorities.

AREA D Social, Political, and Economic Institutions

After completing courses in Area D, students will be able to do the following:

1. Identify and analyze key concepts and theories about human and/or societal development.

2. Critique generalizations and popular opinion about human behavior and society, distinguishing opinion and values from scientific observation and study.

3. Demonstrate an understanding of the use of research and scientific methodologies in the study of human behavior and societal change.

4. Analyze different cultures and their influence on human development or society, including how issues relate to race, class and gender.

5. Describe and analyze cultural and social organizations, including similarities and differences between various societies.

AREA E Lifelong Understanding and Self-Development

After completing courses in Area E, students will be able to do the following:

1. Demonstrate an awareness of the importance of personal development.

2. Examine the integration of one’s self as a psychological, social, and physiological being.

3. Analyze human behavior, perception, and physiology and their interrelationships including sexuality, nutrition, health, stress, the social and physical environment, and the implications of death and dying.

AREA F Cultural Diversity

After completing courses in Area F, students will be able to do the following:

1. Connect knowledge of self and society to larger cultural contexts.

2. Articulate the differences and similarities between and within cultures.

|HOURS |Content, Student Performance Objectives, and Out-of-Class Assignments |

| |Hours - Total number of hours should be based on an 18 week term, even though we are on a 16 week calendar. For example, a 3 |

| |unit course should have 54 hours, less 2 for the final. |

| |Out of Class Assignments: essays, library research, problems, projects required outside of class on a 2 to 1 basis for Lecture |

| |units granted. |

|1.0 Hours |Content: |

| |I. Understanding Stakeholders |

| |A. People with a stake in the investigations |

| |1. Involved agency |

| |2. Government Officials of the policing agency |

| |3. Media |

| |4. Police oversight groups |

| |5. Public |

| |6. Officer's family |

| |7. Other involved party (suspect) |

| |8. Other involved party's family |

| |9. Influences on stakeholders |

| |10. Political Issues |

| |11. Criminal |

| |12. Liability |

| |B. Effect on investigation |

| |1. Strategies for management |

| |2. Strategies for media |

| |3. Strategies for District Attorney |

| |4. Strategies for agency officers |

| |5. Strategies for outside (victim officer) agency personnel |

| |6. Strategies for crime scene response |

| | |

| |Student Performance Objectives (SPO): Identify techniques for addressing various stakeholders in an investigation while |

| |maintaining the confidentiality of certain aspects of the case. |

| |Out-of-Class Assignments: Review Instructor Handouts |

|2.0 Hours |Content:    |

| |II. Simunitions Scenario |

| |A. Staff Responsibilities |

| |1. Stage and maintain equipment |

| |2. Role-play activity |

| |3. Dispatcher role-play |

| |4. Safety Monitor (Simunitions Safety Officer) |

| |5. Detailed Safety Briefing |

| |6. Role-play as suspect |

| |7. Pre-brief Scenario |

| |B. Set-up |

| |1. Scene set up |

| |2. Murder Scene |

| |3. Investigation Team |

| |4. First responders |

| |5. Witnesses |

| |C. Script |

| |1. Pre-Shooting |

| |2. Shooting |

| |3. Post-Shooting |

| | |

| |Student Performance Objectives (SPO): Demonstrate the ability to follow procedure and act efficiently at a crime scene as |

| |either a first responder or as part of an investigative team in a class scenario activity. |

| |Out-of-Class Assignments: Review Instructor Handouts |

|4.0 Hours |Content: |

| |III. Crime Scene Management |

| |A. Public Safety Statements |

| |1. Right against self-incrimination |

| |2. Shooting officer statement requirements |

| |3. Ward v City of Portland, 857 F 2d 1373 (9th Cir 1988) |

| |B. Peer Officers |

| |1. Selection |

| |2. Remain with shooting officer |

| |3. Chain of custody of human evidence |

| |C. Scene walk-through |

| |1. Personnel on walk through |

| |2. Guidelines |

| |D. Involved officer statements |

| |1. Purpose |

| |2. Voluntary |

| |3. Voluntary but inadequate |

| |4. Refused/ invokes |

| |E. Statement types |

| |1. Written |

| |2. Audio recorded |

| |3. Audio and video recorded |

| |F. Interview Styles |

| |1. Narrative |

| |2. Questionnaire |

| |3. Confrontational |

| |4. Cognitive |

| |G. Interview Timing |

| |1. Immediate |

| |2. Sleep cycle research |

| |3. Policy |

| |4. Flexibility based upon circumstances |

| |5. Chicago Police Union |

| |H. Video Viewing |

| |1. To allow or not to allow |

| |2. Don’t show |

| | |

| |Student Performance Objectives (SPO): Determine the appropriate time to interview involved officers, witnesses, and victims in |

| |order to obtain the most detailed and accurate recollections. |

| |Out-of-Class Assignments: Review Instructor Handouts |

|4.5 Hours |Content: |

| |IV. Physical Evidence |

| |A. Basic Sketch |

| |1. Label evidence |

| |2. Label impacts/defects |

| |3. Measurments |

| |B. Suspect firearm documentation |

| |1. Documentation |

| |2. Semi-automatic documentation |

| |3. Revolver documentation |

| |4. Render Safe |

| |C. Trajectory Analysis (Bullet Path Determination) |

| |1. Definition |

| |2. Limitations |

| |3. Tools & Methods |

| |4. Bullet Impacts/Holes |

| |D. Chemical Testing |

| |1. Dithiooxamide |

| |2. Sodium Rhodizonate |

| |E. Distance Determination |

| |1. Gunshot Residue |

| |2. Shot Pattern |

| |3. Tasers |

| |F. Ejection Pattern Analysis |

| |1. Definition & Methods |

| |2. Limitations |

| |G. Bloodstain Pattern Analysis |

| |1. Blood spatter patterns |

| |2. Experienced bloodstain examiner |

| |3. Void Pattern Analysis |

| |H. Locard's Exchange Principle |

| |1. Definition |

| |2. Application to OIS investigation |

| |I. Discovery |

| |1. Original notes |

| |2. Final report |

| |3. DA/ defense counsel will often want original notes and final report |

| | |

| |Student Performance Objectives (SPO): Demonstrate the ability to properly sketch and label the crime scene through class |

| |activity. |

| |Out-of-Class Assignments: Review Instructor Handouts |

|4.5 Hours |Content: |

| |V. Lawful Force |

| |A. Investigator Background |

| |1. Appropriate force |

| |2. Objective investigations |

| |B. Force Law Terminology |

| |1. Threshold Event |

| |2. Precipitous |

| |3. Perception |

| |C. Seizure of Persons |

| |1. Consensual Contacts |

| |2. Detentions |

| |3. Arrests |

| |D. Use of Force |

| |1. Use of Verbal Commands |

| |2. Use of Physical Force |

| |3. Use of Deadly Force |

| |4. Basis of Deadly Force |

| |E. Legal Standards |

| |1. Constitution |

| |2. Federal Law |

| |3. State Law |

| |F. Legal Standards |

| |1. Graham v. Connor, 490 US 386 (1989) |

| |2. Tennessee vs Garner (Deadly force) |

| |3. Forrett v. Richardson (9th Circuit 1997) |

| |4. Scott v Harris 550 US 2007 |

| |5. Forrester v San Diego (9th Cir. 1994) |

| |6. Bryan vs McPherson (F3d, 2009 WL 5064477 (CA9) Dec 28,2009) |

| |7. Reynolds v County of San Diego (9th Cir 1996) |

| |8. Long Beach POA v City of Long Beach (CA Appeals, 2nd Dis 1976) |

| |9. Peterson v Long Beach (CA Sup 1979) |

| |G. Additional References - Supporting State Case Law Decisions |

| |1. Scott v Henrich (9th Cir 1994) |

| |2. Reed v Hoy (9th Cir 1989) |

| |3. Other Case Law |

| |H. Involved Officer Tactics |

| |1. Officer's State of Mind |

| |2. Investigation regarding tactics (questions) |

| | |

| |Student Performance Objectives (SPO): Define Case Law regarding the use of deadly force. |

| |Out-of-Class Assignments: Review Instructor Handouts |

|4.0 Hours |Content: |

| |VI. Digital Forensics |

| |A. Sources |

| |1. Civillians video recordings |

| |2. Police |

| |3. Private companies |

| |B. Getting access |

| |1. Legality |

| |C. Logistics and procedures |

| |1. Agency digital forensic personnel and contact information |

| |2. Standard operating procedure |

| |3. Priority-initial collection of evidence |

| |4. Aggressive follow up of potential perishable sources |

| |5. Grab whole unit |

| |6. Keep owner from keeping video file |

| |7. If owner is left with a copy of the video file |

| |8. Retain video forensics resource |

| |9. Investigator awareness |

| |D. Limitations |

| |1. Quality |

| |2. Frame Speed |

| |3. Perspective |

| |4. Case study |

| |E. Modifications |

| |1. Alterations |

| |2. Intentional/ Unitentional |

| |3. Re-Enactment |

| |F. Enhancements |

| |1. Avoid "compressed" files |

| |2. Capabilities |

| |3. Resources |

| |G. Examples of Advanced FVA Procedures |

| |1. Reverse Projection |

| |2. Comparative Analysis |

| |3. Image Comparison |

| |4. Headlight Spread Pattern Analysis |

| | |

| |Student Performance Objectives (SPO): Indentify the procedures for obtaining, preserving and anaylizing digital forensic |

| |evidence such as video surveillance, texts, and social media posts. |

| |Out-of-Class Assignments: Review Instructor Handouts |

|2.5 Hours |Content: |

| |VII. Physiological and Psychological changes |

| |A. Background |

| |1. Officers involved in shootings |

| |2. Physiological distortions affect all parties |

| |B. Training |

| |1. Physical fitness |

| |2. Inoculation to stress- force on force training |

| |3. Amount of training |

| |C. Effects of high stress survival events on the human body |

| |1. Increased Heart Rate |

| |2. Auditory Exclusion |

| |3. Visual Problems |

| |4. Increased reaction time |

| |5. Deterioration of motor skills |

| |6. Vasoconstrictions |

| |7. Endurance limitations |

| |8. Additional Effects |

| |D. Psychological effects |

| |1. After Shooting |

| |2. Post-shooting study |

| |3. Investigator issues |

| | |

| |Student Performance Objectives (SPO): Identify the effects high stress survival events can have on the officer and techniques |

| |to relieve and manage that stress. |

| |Out-of-Class Assignments: Review Instructor Handouts |

|5.0 Hours |Content: |

| |VIII. Administrative Investigations (with scenario) |

| |A. Administrative Investigators |

| |1. Bifurcated investigations |

| |2. Protocols (vary by agency-possible suggestions) |

| |B. Compelled Statements |

| |1. Historical Background |

| |2. Garrity v New Jersey (1967) 385 US |

| |3. Gardner v Broderick (1968) 392 |

| |4. Uniform Sanitation Men v New York (1968) 392 US 280 |

| |5. United States v Indorato (1st Cir 1980) 628 F 2d 711 |

| |6. Kastigar v United States (1972) 406 us 441 |

| |7. Murphy v Waterfront Comm's (1964) 378 US 52,79 n 18 |

| |8. United States V Koon (1994) 34 F 3d 1416 |

| |9. Police Officer Bill of Rights |

| |10. Lybarger v City of Los Angeles (1985) 40 cal 3d 822 |

| |C. Beyond Lybarger |

| |1. People v Gwillim (1990) 223 Cal App 3d 1254 |

| |2. Aguilera, et al v Baca (9th Cir 2007) 510 F 3d 1161 |

| |3. Spielbauer v County of Santa Clara (2009) 45 Cal 4th 704 |

| |4. Procedure |

| |5. People v. Singleton, (2010) 182Cal App 4th 1 |

| | |

| |Student Performance Objectives (SPO): Identify the key differences between administrative investigators and criminal |

| |investigators such as purpose and protocols to be followed. |

| |Out-of-Class Assignments: Review Instructor Handouts |

|3.0 Hours |Content: |

| |IX. District Attorney Roll-Out Procedures |

| |A. Rollout team background |

| |1. Erosion of public confidence in law enforcement |

| |2. JSID provides independent legal evaluation |

| |3. Matters involving use of force |

| |4. What a DA Rollout Team does NOT do |

| |B. DA responsibilities |

| |1. Investigative and Prosecute Criminal Conduct |

| |2. Statutory direction |

| |3. Review |

| |4. Detailed Factual & Legal Analysis |

| |5. File and Prosecute Appropriate Cases |

| |6. Recent historical data |

| |C. District Attorney's Office Protocol |

| |1. Agreement defining type of incident and role to be played |

| |2. DA levels of involvement |

| |3. DA Rollout Team logistics |

| |4. Roll Out Requirements- Officer Involved Shooting |

| |5. Roll Out Requirements |

| |6. Quick Response |

| |D. Investigator interaction with DART (District Attorney Roll Out Team) |

| |1. Conducting the investigation |

| |2. Independent Investigation |

| |3. Off duty cases |

| |E. Strategies for successful collaborative investigative effort |

| |1. Know the law that applies |

| |2. Benefits of DA Roll-Out |

| |3. At the Scene |

| |F. Conclusion |

| |1. Key takeaways |

| | |

| |Student Performance Objectives (SPO): Identify the benefits of DA Roll-Out and demonstrate techniques for collaborating with |

| |the DA at the scene of the crime in various situations through class exercise. |

| |Out-of-Class Assignments: Review Instructor Handouts |

|3.5 Hours |Content: |

| |X. Excited Delirium and Tasers |

| |A. Death in Custody Reporting Act |

| |1. States to report to the Attorney General |

| |2. Study and report of information by the BJS (Bureau of Justice Statistics) |

| |B. Excited Delirium defined |

| |1. State of extreme mental and physiological excitement |

| |2. Delirium syndrome if it results in sudden death |

| |3. Excited Delirium vs Agitated Chaotic Event "ACE" |

| |C. Causes of Excited Delirium |

| |1. Metabolic |

| |2. Pharmacologic |

| |3. Infectious |

| |4. Psychological |

| |D. Phases of Excited Delirium |

| |1. Hyperthermia |

| |2. Delirium with agitation |

| |3. Respiratory arrest |

| |4. Cardiac Arrest |

| |E. Who is at risk |

| |1. Males |

| |2. 31-45 years of age |

| |3. Geographic locations |

| |4. Death follows bizarre behavior |

| |F. Recognizing behaviors |

| |1. Sudden Death: Pre-disposing Factors |

| |2. Excited- Agitated Delirium |

| |G. Investigator protocol: Excited Delirium & Sudden, In-Custody Death |

| |1. Pre-Incident Factors |

| |2. Custody Incident Factors |

| |3. Environmental Factors |

| |4. TASER |

| |5. Post- Incident Factors |

| | |

| | |

| |Student Performance Objectives (SPO): Identify the physical characteristics, psychological behaviors, communication behaviors, |

| |and physical behaviors associated with Excited-Agitated Delirium. |

| |Out-of-Class Assignments: Review Instructor Handouts |

|1.5 Hours |Content: |

| |XI. Guest Speaker |

| |A. Investigative errors exploited in court |

| |B. Investigative prowess thwarting an otherwise winnable case |

| |C. General advice |

| |D. Other legal issue |

| |1. Filing |

| |2. Evidence |

| |3. Statements |

| |4. Reporting |

| |E. Case Examples |

| | |

| |Student Performance Objectives (SPO): Identify and examine possible legal issues when investigating a case and specific |

| |examples of these errors exploited in court. |

| |Out-of-Class Assignments: Review Instructor Handouts |

|1.0 Hours |Content: |

| |XII. Creating Factual Presentations |

| |A. Purpose |

| |1. Preliminary management review |

| |2. Use of force review board |

| |3. Miscellaneous |

| |B. PowerPoint Presentations |

| |1. Getting Started |

| |2. Creating a presentation |

| |3. Formatting Text on Slide |

| |4. Adding Graphical Objects to a presentation |

| |5. Modifying objects |

| |6. Adding Tables to a presentation |

| |7. Inserting Charts in a presentation |

| |8. Inserting media files in a presentation |

| |9. Preparing to deliver a presentation |

| | |

| |Student Performance Objectives (SPO): Demonstrate the skill set needed to create an informative, well-organized powerpoint |

| |presentation. |

| |Out-of-Class Assignments: Review Instructor Handouts |

|1.0 Hours |Content: |

| |XIII. Case Studies |

| |A. Actual California Officer Involved Shooting and In Custody Death Cases |

| |B. Elements of regional case studies |

| |1. Multiple officer shooting |

| |2. Multiple officers injured |

| |3. Officers dead |

| |4. Multiple suspects |

| |5. Multiple agency coordination |

| |6. High-profile cases |

| |7. Cutting edge investigative technology |

| |8. Officer use of lethal force other than firearm |

| |9. Suicide by cop |

| | |

| |Student Performance Objectives (SPO): List elements of regional case studies including multiple officers shooting, multiple |

| |suspects, suicide by cop etc. |

| |Out-of-Class Assignments: Review Instructor Handouts |

|2.5 Hours |Content: |

| |XIV. Scenario Factual Presentations |

| |A. Questions common to investigator presentations |

| |B. Questions by over aggressive stakeholders |

| |C. Strategies for investigators |

| |1. Similar court testimony |

| |2. Remain objective |

| |3. Reserve opinions |

| |4. Prepare a comprehensive presentation |

| | |

| |Student Performance Objectives (SPO): Demonstrate the ability to give a sucessful presentation on an officer involved shooting |

| |case such as remaining objective, reserving opinions, and preparing a comprehensive presentation. |

| |Out-of-Class Assignments: Prepare Scenario Factual Presentation |

|      Hours |Content:       |

| |Student Performance Objectives (SPO):       |

| |Out-of-Class Assignments:       |

|      Hours |Content:       |

| |Student Performance Objectives (SPO):       |

| |Out-of-Class Assignments:       |

|      Hours |Final |

| |

|METHODS OF EVALUATION: |

|CATEGORY 1 - The types of writing assignments required: |

|Percent range of total grade:       % to       % |

| Written Homework |

| Reading Reports |

| Lab Reports |

| Essay Exams |

| Term or Other Papers |

| Other:       |

|If this is a degree applicable course, but substantial writing assignments are NOT appropriate, indicate reason: |

| Course is primarily computational |

| Course primarily involves skill demonstration or problem solving |

|CATEGORY 2 - The problem-solving assignments required: |

|Percent range of total grade: 20 % to 30 % |

| Homework Problems |

| Field Work |

| Lab Reports |

| Quizzes |

| Exams |

| Other: Skills Exam |

|CATEGORY 3 - The types of skill demonstrations required: |

|Percent range of total grade: 50 % to 90 % |

| Class Performance/s |

| Field Work |

| Performance Exams |

|CATEGORY 4 - The types of objective examinations used in the course: |

|Percent range of total grade: 30 % to 50 % |

| Multiple Choice |

| True/False |

| Matching Items |

| Completion |

| Other: Skills Demonstration |

|CATEGORY 5 - Any other methods of evaluation:       |

|Percent range of total grade:       % to       % |

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