Specialized Goals and Objectives - Valencia College

CRIMINAL JUSTICE STANDARDS
AND TRAINING COMMISSION
SPECIALIZED GOALS
AND OBJECTIVES
Florida Department of Law Enforcement
© 2007, Florida Department of Law Enforcement

Criminal Justice Standards and Training Commission
Specialized Goals and Objectives
TABLE OF CONTENTS
INTRODUCTION
Page(s)
COURSE DEVELOPMENT
General Information 1
Funding 1
Specialized Menu Training Program Categories 1
Course Credit 1
Course Development Procedures 2
Course Documentation 2
Student Attendance 2
Student Performance 3
Student Re-Examination 3
Manual Updates 3
Commission-Approved Specialized Instructor Training Topics for Instructor
Certification 3
Commission-Approved Specialized Training Courses 4
Commission-Approved Specialized Training Programs Eligible for Advanced
Training Credit 5
Specialized Training Programs 5
DEVELOPING GOALS AND OBJECTIVES
Program Structure 6
Topics 6
Goals 6
Objectives 7
Activity and Associated-Action Verbs 7
Lesson Plan Format 8
Cover Sheets 8
Presentation 8
COMMISSION-APPROVED TOPICS
Category I: Communication Skills 9
Category II: Crime Prevention 9
Category III: Health 9
Category IV: High Liability 9
Category V: Investigations 10
Category VI: Legal Issues 10
Category VII: Management and Supervision 10
Category VIII: Science and Technology 10
Category IX: Inmate Supervision and Control 10
Category X: Specialized Goals COPS 11

CATEGORY I: COMMUNICATION SKILLS
Topic I-A: Interpersonal Skills A.1-7
Topic I-B: Language Skills B.8
Topic I-C: Writing Skills C.9
CATEGORY II: CRIME PREVENTION
Topic II-A: History, Principles, and Theories of Crime Prevention A.1
Topic II-B: The Role of Crime Prevention in Criminal Justice B.2
Topic II-C: Personal Crime Prevention C.3
Topic II-D: Residential Crime Prevention D.4
Topic II-E: Commercial Crime Prevention E.5-6
Topic II-F: Security Lighting F.7
Topic II-G: Locking Devices G.8
Topic II-H: Intrusion Detection Systems H.9
Topic II-I: Prevention of Delinquency I.10
Topic II-J: Prevention of Victimization J.11
Topic II-K: Crime Prevention Program Development K.12
Topic II-L: Institutional Crime Prevention L.13
CATEGORY III: HEALTH
Topic III-A: Physical Fitness A.1-2
Topic III-B: Emergency Medical Procedures B.3-5
Topic III-C: Environmental Health C.6
Topic III-D: Hazardous Materials D.7
Topic III-E: Stress Management E.8-9
Topic III-F: Drugs and Their Effects F.10
Topic III-G: AIDS G.11
Topic III-H: Suicide H.12
Topic III-I: Aging I.13
CATEGORY IV: HIGH-LIABILITY
Topic IV-A: Firearms A.1-3
Topic IV-B: Impact and Other Weapons B.4-5
Topic IV-C: Chemical Agents C.6
Topic IV-D: Defensive Tactics D.7
Topic IV-E: Tactical Situations E.8-13
Topic IV-F: Driving F.14-15
Topic IV-G: K-9 Team Training G.16-17
CATEGORY V: INVESTIGATIONS
Topic V-A: General Investigative Procedures and Techniques A.1-2
Topic V-B: Crime Analysis B.3-4
Topic V-C: Evidence Collection and Handling C.5-6
Topic V-D: Surveillance D.7
Topic V-E: Crimes Against Persons Investigation E.8
Topic V-F: Crimes Against Property Investigation F.9
Topic V-G: Narcotics Investigation G.10-11
Topic V-H: Terrorism and Cult Investigation H.12
Topic V-I: Economic Crimes Investigation I.13
Topic V-J: Accident Investigation J.14

Topic V-K: Standardized Field Sobriety Testing K.15
Topic V-L: Chemical Tests for Intoxication L.16
Topic V-M: Juvenile Sexual Offender and Their Victims M.17-20
Topic V-N Boating Accident Investigations N.21-22
CATEGORY VI: LEGAL
Topic VI-A: Civil Rights (Discrimination and Sexual Harassment) A.1
Topic VI-B: Use of Force B.2
Topic VI-C: Courtroom Demeanor and Testimony C.3
Topic VI-D: Statutes D.4-5
Topic VI-E: Legal Considerations of Vehicle Operation E.6
Topic VI-F: Civil Liability F.7-8
CATEGORY VII: MANAGEMENT AND SUPERVISION
Topic VII-A: Introduction to Management and Supervision A.1-4
Topic VII-B: Organization and Planning B.5-9
Topic VII-C: Personnel C.10-14
Topic VII-D: Leadership D.15-17
Topic VII-E: Employment Background Investigation E.18-20
Topic VII-F: Correctional Management of Operations F.21
CATEGORY VIII: SCIENCE AND TECHNOLOGY
Topic VIII-A: Composite Art and Facial Reconstruction A.1
Topic VIII-B: Crime Scene Procedures B.2
Topic VIII-C: Forensic Science and Technology C.3
Topic VIII-D: Crime Scene Photography and Video Recording D.4
Topic VIII-E: Fingerprint Science E.5-7
Topic VIII-F: Computer Applications to Criminal Justice F.8
CATEGORY IX: INMATE SUPERVISION AND CONTROL
Topic IX-A: Introduction to Inmate Supervision and Control A.1
Topic IX-B: Accountability of Inmates B.2
Topic IX-C: Classification of Inmates C.3
Topic IX-D: Supervision of Inmates D.4
Topic IX-E: Control of Inmates E.5
Topic IX-F: Security Threat Groups F.6
CATEGORY X: SPECIALIZED GOALS COPS
Topic X-A: History, Principles, and Theories of Community
Oriented Policing A.1
Topic X-B: Crime Prevention and Environmental Design (CPTED) B.2-3
Topic X-C: Ethical Issues and Decisions in Law Enforcement C.4-6
Topic X-D: Crisis Intervention With Individuals in Emotional Crisis or
Mental Illness D.7
Topic X-E: Police-Community Partnerships E.8
Topic X-F: Problem Solving for the COP and Citizen F.9
Topic X-G: Reach Your Goals Through Code Compliance G.10
Topic X-H: Survival Skills for the Community Policing Officer H.11-12
Topic X-I: The Managerial Advantage: Strategic Selection,

Management, Team Building, and Retention of
Policing Personnel I.13

Topic X-J: The Managerial Buy In: A Strategic Analysis of
Policing Strategies J.14
Topic X-K: The Tool Kit for Managerial Organization Change K.15-16

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
Introduction
Course Development
GENERAL INFORMATION
A certified criminal justice training school (referred herein as “training school”) or local agency may
deliver the Commission’s Specialized Menu Training Program. The Specialized Menu Training Program is
designed to use Commission-approved categories, topics, and objectives that encompass subject matter
pertinent to training within the criminal justice field. Training courses shall be developed by applying a
"menu" concept to fulfill local training needs and to satisfy identified training needs.
Commission-certified instructor training courses included in the menu shall be delivered in their entirety by a
training school for an individual to qualify as a Commission-certified criminal justice training school
instructor (referred herein as “training school instructor”).
FUNDING
Criminal Justice Standards and Training Trust Funds (referred herein as “Trust Funds”) may be expended
for conducting Commission-Approved Specialized Training Courses. However, if trust funds are expended,
the training school instructor shall be Commission-certified and the training courses shall be administered
through a Commission-certified criminal justice training school. Officers shall attend trust-funded
Specialized Training Courses free-of-charge.
SPECIALIZED MENU TRAINING PROGRAM
The Specialized Menu Training Program includes nine (9) broad categories. Each category has been
subdivided into subject areas entitled TOPICS. Approved training objectives are identified within each
category for selection and use by the training school or local agency. Specialized Menu Training Program
Categories
Category I
Communication Skills
Category II Crime Prevention
Category III Health
Category IV High-Liability
Category V Investigations
Category VI Legal
Category VII Management and Supervision
Category VIII Science and Technology
Category IX Inmate Supervision and Control
Category X Specialized Goals COPS
COURSE CREDIT
Officers who wish to enroll in a course developed from any of the approved Specialized Menu Training
Program categories shall have successfully completed a Commission-approved Basic Recruit Training
Program. Successful completion of such course may be credited toward the 40-hour mandatory retraining
requirement.
COURSE DEVELOPMENT PROCEDURES
Agencies Developing a Specialized Training Course
Shall determine training needs and applicable course content.
Shall review the CATEGORY list to determine the applicable category.
Shall refer to TOPIC lists within the category(ies) chosen to determine the subject area(s) covered. Those
objectives, which contain the phrase “TO INCLUDE,” are NOT intended to be all-inclusive or limiting.
Introduction Course Development October 1998
1

The number of hours of instruction for any course is to be based upon local needs, but must be done in a
MINIMUM of four (4) hours. A maximum of thirty (30) minutes can be allocated for testing and
administrative needs for every 8 hours of instruction planned.
Shall write the student learning goal(s) for the training course.
Shall select the relevant OBJECTIVE(S) from the chosen TOPIC(S) to cover the specific subject matter.
Shall develop the lesson plan.
Shall formulate information required for the Specialized Training Course file.
Any categories, topics, and objectives may be combined to develop a Specialized Training Course. In
addition, objectives may be extracted from the Advanced Training Course series to develop a Specialized
Training Course. If a portion of an Advanced Training Course is used, the course number and objective
number(s) shall be identified. Objectives containing the phrase "to include" are NOT intended to be
inclusive or limiting.
The number of hours of instruction for any Specialized Training Course shall be established according to
local needs, and shall be instructed in a MINIMUM of four (4) hours of course instruction, unless
established for a particular topic. The training school or agency shall determine the number of objectives
needed for each eight (8) hours of course instruction. To provide further flexibility, a MAXIMUM of
four (4) hours of electives may be used for each forty (40) hours of course instruction.
Specialized Training Courses instructed in their entirety, such as the Instructor Techniques Training
Course, may result in certification by other entities. These entities include private companies, state
agencies, training schools, etc.
COURSE DOCUMENTATION
Documentation must be maintained on file at the training school for a minimum of three years after the course
is offered for each course developed. The Specialized Training Documentation form, or if necessary, the
Specialized Training Documentation Supplemental form, may be used for documentation purposes. Required
Course Documentation for Commission-Approved Specialized Training Courses Delivered with Trust Fund
Monies
List of instructors.
Name of course contact person.
Trust fund associated costs.
Course schedules.
Number of hours of course.
Number of hours of electives.
Learning goal(s).
Objectives used and identified by category, Advanced Training Course number, topic letter, and objective
number.
Course outline.
Sign-in attendance list for documentation of compliance with attendance rules
Completion of the Specialized Training Documentation form CJSTC-16, and if required, the Specialized
Training Documentation Supplemental form CJSTC-16A, for documentation purposes
STUDENT ATTENDANCE
A student shall attend all sessions of a course, except for absences approved by the training center
director.
A student shall not be considered to have successfully completed a course there are any unexcused
absences on file.
If a student incurs an excused absence, the training center director shall schedule make-up work, which
shall be comparable in content and quantity to the course instruction missed.
The training center director shall maintain on file any make-up work prepared or performed by a student.
Each training school shall make available to its students a written copy of its attendance policy.
Introduction Course Development October 1998
2

STUDENT PERFORMANCE
A student shall achieve a score of at least 75 percent on the course comprehensive examinations, which
are intended to measure the student’s knowledge, skills, and abilities.
Each training school shall make available to its students a written copy of its performance standards.
STUDENT RE-EXAMINATION
One re-examination may be administered to a student if a training center director determines that a
good and sufficient reason exists for re-examination of an Advanced Training Course.
Each training school shall make available to its students a written copy of its student re-examination
policy.
MANUAL UPDATES
Recommended additions, deletions, and updated information should be submitted to the Bureau of Training
using the Specialized Goals and Objectives Manual Input Form. Approved changes will be forwarded to the
training schools via technical memorandums.
COMMISSION-APPROVED SPECIALIZED INSTRUCTOR TRAINING TOPICS FOR
INSTRUCTOR CERTIFICATION
Certified Instructor
Instructor Courses
Hours
Topics
Driving Vehicle Operations Instructor Course 40
Human Diversity
*Human Diversity Train-the-Trainer Course
*Human Diversity Awareness Course
20
24
Canine Instructor Canine Team Training Instructor Course 40
Firearms Firearms Instructor Course 44
Medical First Responder Medical First Responder Course (CJD-254) 48
Law
See instructor requirements for certification
Defensive Tactics Basic Law Enforcement Defensive Tactics Instructor Course 80
General General Instructor Techniques Course 80
Speed Measurement Radar Speed Measurement Instructors Training Course for Law 40
Enforcement Officers
Speed Measurement Laser Speed Measuring Device (LSMD) Transition Instructors
Course for Radar Instructors
24
*Effective January 1993, to be certified to instruct Human Diversity topics, the applicant shall successfully complete the
following courses: The current 24-hour Human Diversity Awareness Course, which is the course taught in a
Commission-Approved Basic Recruit Training Program, and the current 20-hour Human Diversity Train-the-Trainer
Course through a Commission-certified criminal justice training school, totaling 44 hours.
Introduction Course Development October 1998
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COMMISSION-APPROVED SPECIALIZED TRAINING COURSES
The Following Courses Are Not Eligible for Salary Incentive Credit:
Course Title Hours Salary Incentive
Eligible
Domestic Violence NA** NO
Contraband and Forfeiture 40 NO
Crimes Against Children NA** NO
Criminal Justice Officer Ethics 8 NO
Human Diversity In-Service Training – a series of 5 courses
Professionalism and Ethics
Interdependent Relationships
Reducing Inter-group Conflict
Sexual Harassment in the Workplace
Specialized Topics in Diversity
4
8
4
4
4
NO
NO
NO
NO
NO
K-9 Team Training Course 400 NO
Laser Speed Measuring Device (LSMD) Transition Operators
12 NO
Course for Radar Operators
Parking Enforcement Specialist (for civilians) 40 NO
Selective Traffic Enforcement Program (for civilians) 200 NO
Traffic Control Officer (for civilians) 8 NO
Violent Crimes Investigation NA** NO
**When trust funds are expended for course instruction, the course shall follow the guidelines established in this
manual for the Specialized Menu Training Program. The number of hours of instruction shall be established according
to local agency needs, and shall be instructed in a MINIMUM of four (4) hours of course instruction. The training
school or agency shall determine the number of objectives needed for the course instruction. A maximum of four (4)
hours of electives may be used for each forty (40) hours of course instruction. Additional learning goals or topic areas
are considered electives. A Specialized Training Documentation form CJSTC-16, and if required, completion of a
Specialized Training Documentation Supplemental form CJSTC-16A, shall be completed and maintained on file at the
training school.
Introduction Course Development October 1998
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COMMISSION-APPROVED SPECIALIZED TRAINING PROGRAMS ELIGIBLE FOR
ADVANCED TRAINING CREDIT
Specialized Training Courses are not eligible for trust fund expenditure, are not instructed by training school
instructors, and are eligible for salary incentive credit. The credit hours shall be printed on the certificate of
completion issued by the training school.
SPECIALIZED TRAINING PROGRAMS
Federal or Private Training Institutions
Program
Codes
Hours
Salary
Incentive
Eligible
Federal Bureau of Investigation’s National Academy 700 320 Yes
S.P.I. - Administrative Officers’ Course 701 320 Yes
National Institute of Corrections 702 *** Yes
Police Executive Institute 703 *** Yes
National Sheriff’s Institute 704 *** Yes
Northwestern Traffic Institute 705 *** Yes
Federal Bureau of Prisons 706 *** Yes
IPTM-Principles of Police Management 707 80 Yes
IPTM-Police Traffic Management 708 80 Yes
IPTM-Supervising a Selective Traffic Law Enforcement Program 709 40 Yes
IPTM-Police Executive Development 710 40 Yes
IPTM-Electronic Spreadsheet for the Police Manager 711 40 Yes
Federal Bureau of Investigation’s National Executive Institute 712 80 Yes
Senior Management Institute for Police 713 80 Yes
S.P.I.-Police Executive Development 714 80 Yes
N.I.C.-Planning of New Institutions 715 40 Yes
N.I.C.-ACM: Managing the Organization 716 80 Yes
N.I.C.-Correctional Management 717 80 Yes
N.I.C.-Training for Staff Trainers 718 40 Yes
N.I.C.-Legal Issues for Institutional Personnel 719 40 Yes
FDLE Senior Leadership Program 720 320 Yes
S.P.I.-Command Officer Development 721 400* Yes
***Only 320 hours for salary incentive
Introduction Course Development October 1998
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CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
Introduction
Developing Goals and Objectives
PROGRAM STRUCTURE
TOPICS
Each category has been subdivided into subject areas entitled TOPICS. They are identified on each page
within the category by title
Example:
Topic:
Intrusion Detection systems
GOALS
A learning goal provides the general understanding (knowledge gained) the student should receive from
instruction. It provides the essence of what should be taught.
Example:
Category:
Topic:
Learning Goal:
Crime Prevention
Role of Law Enforcement in Crime Prevention
The student will possess an understanding of the role of law enforcement in
the crime prevention process.
Note that “an understanding of the role of law enforcement in the crime prevention process” does not cover
specific ideas. Specifics are covered through learning objectives.
OBJECTIVES
A learning objective provides the detailed “nuts and bolts” necessary to accomplish the learning goal and
should be written with verbs that point out a specific action the student must perform.
Example:
Learning Goal:
Objective:
The student will possess an understanding of the role of law enforcement in
the crime prevention process.
The student will identify community expectations of law enforcement in
relation to crime prevention.
To create an objective for the student to “have an understanding of” or “know” does not provide any words of
action to describe the learning objective. The following list of verbs is appropriate for use when
developing objectives:
Introduction Developing Goals and Objectives October 1998
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ACTIVITY ASSOCIATED-ACTION VERBS:
ACTIVITY
1. Knowledge define
state
list
name
2. Comprehension identify
justify
select
indicate
3. Application predict
select
explain
find
3. Analysis analyze
identify
conclude
criticize
5. Synthesis Combine
argue
select
compose
6. Evaluation judge
support
identity
attach
7. Skills grasp
operate
bond
act
8. Attitudes accept challenge
judge
praise
ASSOCIATED ACTION VERBS
write
underline
recall
select
recognize reproduce
abet
measure
illustrate
represent
name
formulate
choose
assess
show
perform
select
separate
compare
examine
restate
discuss
relate
manage
evaluate
defend
avoid
rate
handle
reach
turn
shorten
value
select
question
attempt
explain
judge
contrast
translate
construct
find
use
practice
justify
resolve
contrast
distinguish
summarize
organize
generalize
plan
determine
attack
solicit
assess
move
relax
rotate
stretch
listen
favor
dispute
volunteer
relate
repeat
describe
memorize
classify
discuss
compare
express
apply
operate
demonstrate
illustrate
appraise
question
breakdown
differentiate
precise
derive
conclude
design
recognize
criticize
choose
value
position
tighten
start
perform
like
receive
reject
decide
Introduction Developing Goals and Objectives October 1998
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LESSON PLAN FORMAT:
Cover Sheets
• Name of course Keep it simple and use it consistently.
• Identification of topics within the course Should be the same as the approved title(s) within
the specialized or advanced training programs.
• Length of presentation Allows the instructor to know the time frame in
which the presentation was designed to be made.
• Date the lesson plan was developed Allows the instructor to determine when or whether
updating is necessary.
• Who prepared the lesson plan Important when it needs to be revised.
• Instructional aids, equipment or material
required for the course
Allows the materials needed to instruct the course
to be obtained prior to beginning it.
• Learning goal Gives the instructor and student an overview of the
instructional goal(s) of the course.
• Objectives To be extracted from those approved by the
Criminal Justice Standards and Training
Commission that are found within the specialized
or advanced training programs.
• References Allows the instructor and student to obtain further
or more specific information regarding the topic.
Presentation
• Introduction Used to gain the students’ interest.
• Body Typically a simple outline listing in sequential
order the presentation of information or material in
the block of instruction. The goal is to provide
enough material so that an instructor who did not
develop the lesson plan could teach the class with a
minimum of preparation.
• Review Provides a summary of the material that has been
covered, with special emphasis on the item(s)
relating to the objectives, including key points. It
also allows the instructor to conduct a formative
evaluation of the students.
• Instructor notes Used to remind and assist the instructor in the use
of different instructional methods; as a reminder to
use an audiovisual aid; to make a transition in
classroom setting, or any other notes that may aid
in presentation.
Introduction Developing Goals and Objectives October 1998
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CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
Introduction
Commission-Approved Topics
CATEGORY I: COMMUNICATION SKILLS
I-A Interpersonal Skills
I-B Language Skills
I-C Writing Skills
CATEGORY II: CRIME PREVENTION
II-A History, Principles and Theories of Crime Prevention
II-B The Role of Crime Prevention in Criminal Justice
II-C Personal Crime Prevention
II-D Residential Crime Prevention
II-E Commercial Crime Prevention
II-F Security Lighting
II-G Locking Devices
II-H Intrusion Detection Systems
II-I Prevention of Delinquency
II-J Prevention of Victimization
II-K Crime Prevention Program Development
II-L Institutional Crime Prevention
CATEGORY III: HEALTH
III-A Physical Fitness
III-B Emergency Medical Procedures
III-C Environmental Health
III-D Hazardous Materials
III-E Stress Management
III-F Drugs and Their Effects
III-G Suicide
III-H Aging
CATEGORY IV: HIGH LIABILITY
IV-A Firearms
IV-B Impact and Other Weapons
IV-C Chemical Agents
IV-D Defensive Tactics
IV-E Tactical Situations
IV-F Driving
IV-G K-9 Team Training
Introduction Commission-Approved Topics October 1998
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CATEGORY V: INVESTIGATIONS
V-A General Investigative Procedures and Techniques
V-B Crime Analysis
V-C Evidence Collection and Handling
V-D Surveillance
V-E Crimes Against Persons Investigation
V-F Crimes Against Property Investigation
V-G Narcotics Investigation
V-H Terrorism and Cult Investigation
V-I Economic Crimes Investigation
V-J Accident Investigation
V-K Standardized Field Sobriety Testing
V-L Chemical Tests for Intoxication
V-M Juvenile Sex Offenders and Their Victims\
V-N Boating Accident Investigations
CATEGORY VI: LEGAL ISSUES
VI-A Civil Rights (Discrimination and Sexual Harassment)
VI-B Use of Force
VI-C Courtroom Demeanor and Testimony
VI-D Statutes
VI-E Legal Consideration of Vehicle Operation
VI-F Civil Liability
CATEGORY VII: MANAGEMENT AND SUPERVISION
VII-A Introduction to Management and Supervision
VII-B Organization and Planning
VII-C Personnel
VII-D Leadership
VII-E Employment Background Investigation
VII-F Correctional Management of Operations
CATEGORY VIII: SCIENCE AND TECHNOLOGY
VIII-A Composite Art and Facial Reconstruction
VIII-B Crime Scene Procedures
VIII-C Forensic Science and Technology
VIII-D Crime Scene Photography and Video Recording
VIII-E Fingerprint Science
VIII-F Computer Applications to Criminal Justice
CATEGORY IX: INMATE SUPERVISION AND CONTROL
IX-A Introduction to Inmate Supervision and Control
IX-B Accountability of Inmates
IX-C Classification of Inmates
Introduction Commission-Approved Topics October 1998
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IX-D Supervision of Inmates
IX-E Control of Inmates
IX-F Security Threat Groups
CATEGORY X:
X-A History, Principles, and Theories of Community Oriented Policing
X-B Crime Prevention and Environmental Design (CPTED)
X-C Ethical Issues and Decisions in Law Enforcement
X-D Managing Encounters With the Mentally Ill
X-E Police Community Partnerships
X-F Problem Solving for the COP and Citizen
X-G Reach Your Goals Through Code Compliance
X-H Survival Skills for the Community Policing Officer
X-I The Managerial Advantage: Strategic Selection, Management, Team Building,
And Retention of Policing Personnel
X-J The Managerial Buy In: A Strategic Analysis of Policing Strategies
X-K The Took Kit for Managing Organizational Change
Introduction Commission-Approved Topics October 1998
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CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY I: Communication Skills
TOPIC I-A:
Interpersonal Skills
OBJECTIVES
The student will:
1. Define communication.
2. Identify purposes of communication to include:
(a) informing
(b) persuading
(c) entertaining
(d) indicating action
3. Identify essential elements of effective communication, to include:
(a) positive self-concept
(b) good listener
(c) clarity of expression
(d) handling emotions
(e) self-disclosure
4. Discuss theories of human behavior, to include:
(a) Maslow’s hierarchy of needs
(b) developmental influences
(c) learned behavior
(d) rational emotion
(e) physiological causes
(f) Gestalt
5. Demonstrate various interpersonal techniques designed to elicit effective communication, to
6.
7.
include:
(a)
(b)
(c)
(d)
active listening
attending skills
neurolinguistics
kinesis
Discuss the application of interpersonal techniques to specific situations, to include:
(a) counseling
(b) controlling
(c) ordering
(d) hostage situation
(e) crisis intervention
(f) management
(g) offenders
(h) riots
Discuss effective listening skills, to include:
(a) open questions
(b) statements of feeling
(c) paraphrase
(d) summarizing
Category I: Communication skills Interpersonal skills February 2000
I-A.1

8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
Discuss effective attending (non-verbal) behaviors, to include:
(a) mirroring
(b) posturing
(c) eye contact
(d) effective open gestures
Identify elements of the grieving process, to include:
(a) shock
(b) denial
(c) emotion
(d) rationalization
(e) rebuild
Explain the difference between content and process in an interpersonal situation.
Identify various roles within groups, to include:
(a) gatekeeper
(b) clown
(c) formal leader
(d) informal leader
Explain theories of motivation.
Discuss ethical behavior as it relates to a specific group.
Discuss techniques to use when dealing with the handicapped, to include:
(a) hearing impaired
(b) visually impaired
(c) mentally impaired
Discuss the role of psychic and metaphysics in human behavior.
Define counseling.
Identify elements of counseling, to include:
(a) interpersonal relationships
(b) appropriate behavior
Identify the role of a counselor.
Identify opportunities for counseling offenders within the work environment, to include:
(a) supervision
(b) protection
(c) care
(d) custody
(e) control
Recall why open and closed-ended questions are utilized.
Recall elements of open and closed-ended questions, to include:
(a) who
(b) what
(c) when
(d) where
(e) how
Identify crisis intervention techniques.
Recall interview aids for interviewing children, to include:
(a) drawings
(b) anatomically correct dolls
Recall types of abuse, to include:
(a) physical
(b) emotional
Recall signs of various abuses.
Category I: Communication skills Interpersonal skills February 2000
I-A.2

26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
Recall components of the mental health code, to include:
(a)
(b)
(c)
voluntary commitment
involuntary commitment
petitions
Recall common emotional disorders, to include:
(a) transient
(b) stress
(c) situational
(d) neurotic
(e) psychotic
(f) personality and character
(g) organic
Recall types of disturbed persons, to include:
(a) emotional
(b) hostile and aggressive
(c) histrionic
(d) sociopath
(e) psychopath
(f) antisocial
(g) ordinary criminals
(h) serial killers
(i) rapist
Identify verbal factors that contribute to negative responses from others, to include:
(a) profanity
(b) derogatory language
(c) ethnically offensive language
(d) inappropriate use of jargon
Strategies for behavior management.
Define posturing.
Identify elements of positioning, to include:
(a) keeping a safe distance
(b) being able to see and hear groups and individuals
(c) distancing
(d) facing squarely
(e) looking directly
Recall why it is important to be unpredictable in positioning oneself.
Recall situations when direct eye contact with an individual is appropriate.
Identify distracting behavior.
Identify components of observing, to include:
(a)
(b)
(c)
(d)
looking carefully
deciding if a situation is normal or abnormal
deciding if a situation is potentially troublesome
making inferences about feelings, relationships and energy levels
Identify elements of observing, to include:
(a) behavior
(b) appearance
(c) environment
Category I: Communication skills Interpersonal skills February 2000
I-A.3

38.
39.
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41.
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Develop clues to be used in developing inferences, to include:
(a) feeling cues
(b) relationships
(c) energy levels
(d) values
Identify categories of relationships and feelings, to include:
(a) positive
(b) negative
(c) neutral
Identify steps in listening, to include:
(a) suspend judgment
(b) identify key words
(c) identify the intensity of what is said
(d) reflect on mood
Define responding to content.
Identify steps for responding to content, to include:
(a) reflect on what was seen and heard
(b) use a responding format
Define responding to feeling.
Identify steps for responding to feeling.
Identify basic feeling words, to include:
(a) happy
(b) angry
(c) confused
(d) sad
(e) scared
Identify steps in responding to feeling and meaning, to include:
(a)
(b)
reflect on feeling and reason
respond to feeling and meaning
Identify questions to be asked when reflecting, to include:
(a) how does the person look
(b) what is the person saying
(c) what did the person do
(d) what was not said
Identify application skills used in controlling behavior, to include:
(a) handling requests
(b) making requests
(c) reinforcing behavior
Identify steps in handling requests, to include:
(a) using basic skills
(b) knowing rules and regulations
(c) giving response to reason
(d) acting
Identify sizing up skills, to include:
(a) position
(b) observe
(c) posture
(d) listen
Category I: Communication skills Interpersonal skills February 2000
I-A.4

51.
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Identify criteria in observing, to include:
(a) changes in routine
(b) groupings
(c) noise level
(d) changes in individual physical appearance
Discuss the physiological basis of the kinesis communication process.
Identify sources of errors in the communication process.
Discuss the neurophysiological model of the communication process.
Prioritize personal values.
Discuss how personal value systems affect the development of interpersonal trust.
Describe benefits of self-disclosure.
Discuss how trust affects a relationship.
Compare and contrast real self-image with ideal self-image.
Demonstrate relaxation, visualization, and centering skills.
Identify characteristics of a female offender.
Identify skills needed to work with a female offender.
Identify special needs of a female offender, to include:
(a) social
(b) physical
(c) psychological
(d) economic
Identify methods of assisting a female offender in meeting her needs.
Identify the appropriate entity that may be used for assisting with various problems, to
include:
(a)
(b)
(c)
(d)
(e)
child abuse
parental abandonment
spouse abuse
substance abuse
disruptive and uncontrollable juvenile behavior
Recall the advantages of utilizing social service organizations.
Recall the historical background of the Monolithic Code.
Recall components of the Monolithic Code, to include:
(a)
(b)
(c)
(d)
(e)
(f)
marriage is the correct adult mode of life
sexual conduct limited to marriage
marriage should be fruitful
parents are responsible for children
a woman’s place is in the home
division of labor between men and women inside and outside the home
Recall elements of conflict theory, to include:
(a) acquisition of property
(b) socialization
(c) territoriality
(d) amity
(e) animosity
Recall elements of functionalist theory, to include:
(a) need for interactions
(b) tolerance
(c) stimulation
(d) seek information
(e) desire for status
Category I: Communication skills Interpersonal skills February 2000
I-A.5

71.
72.
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Identify factors that contribute to dysfunctional family behavior patterns, to include:
(a) financial
(b) personality disagreements
(c) sexual adjustment
(d) infidelity
(e) children
(f) social background
(g) education
(h) substance abuse
Recall how the dysfunctional family impacts on:
(a) the individual
(b) the family
(c) society
Recall intervention strategies available for a dysfunctional family.
Recall treatment modalities available for a dysfunctional family.
Recall change options available to a family in crisis.
Define interview.
Recall various interviewing techniques in regard to victim-sensitive crimes.
Identify factors that make interviewing sex crime victims difficult.
Discuss the impact of the interviewer’s perception, to include:
(a) subject’s style
(b) cultural factors
(c) subject’s patterns of communication
(d) interviewer’s non-verbal behavior
Define interrogation.
Identify interrogation techniques, to include:
(a) lead the conversation
(b) establish cooperation
(c) ensure veracity
Explain the logic of interrogation.
Identify approaches to interrogation.
Recall the interrogation process.
Identify methods for enhancing the effectiveness of interrogation.
Recall ways to assess rapport and openness during an interrogation.
Evaluate various aspects of interviewing and interrogation models, to include:
(a) physiological
(b) common errors
(c) rational communication
(d) non-verbal behaviors
(e) directing and controlling
(f) establishing rapport
(g) dealing with deception
Recall how to detect deception.
Identify methods for handling resistance objections.
Identify guidelines that are useful when preparing a speech.
Recall how to increase confidence during public speaking.
Identify visual aids that are useful for public presentations.
Recall the effects of body language during public speaking.
Prepare and deliver a speech.
Category I: Communication skills Interpersonal skills February 2000
I-A.6

95.
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Demonstrate dispatching skills and procedures, to include:
(a) use of equipment
(b) critical incident dispatching
(c) radio skills
(d) telephone techniques
Demonstrate professionalism and courtesy when interacting with the media and the general
public.
Identify essential skills associated with responding appropriately during an interview with a
representative of the media.
Demonstrate effective media interview skills during a mock interview.
Demonstrate professionalism and appropriate technique in the use of the following
equipment while adhering to agency guidelines:
(a) radio
(b) telephone equipment
(c) computer based communications applications
Identify barriers to communications based upon differences in personality between the
sender and the receiver.
Identify issues that complicate communications based upon differences in:
(a) gender
(b) race
(c) ethnic origin
(d) culture
(e) age
Identify organizational and community based treatment programs.
Identify treatment and counseling issues associated with the following:
(a) substance abusers
(b) sex offenders
(c) violent offenders
(d) aged offenders
(e) domestic violence
(f) victims of crime
Identify the effect of the inmate social system on the institutional environment and the
inmate’s adjustment to incarceration.
Identify the physical factors that indicate the reliability of information gathered during an
interview.
Formulate the proper wording of questions to gather unbiased responses.
Demonstrate an awareness of the emotional factors that witnesses may exhibit and will be
prepared to adapt the information gathering process to minimize emotional interference.
Identify the proper procedures to be utilized during a death or injury notification.
Describe the procedure for utilizing a victim’s advocate to assist with the notification.
Category I: Communication skills Interpersonal skills February 2000
I-A.7

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY I: Communication Skills
TOPIC I-B:
Language Skills
OBJECTIVES
The student will:
(a) Demonstrate listening comprehension skills through the use of dialogue.
(b) Demonstrate effective communication and grammatical skills in language, to include:
(c) vowel sounds
(d) subject pronouns
(e) conjunction of regular verbs
(f) gender
(g) number
(h) negative sentences
(i) interrogative words and sentences
(j) definite articles
(k) indefinite articles
(l) possessive adjectives
(m) direct pronouns
(n) indirect pronouns
(o) comparison of adjectives and adverbs
(p) changing verbs
(q) irregular comparisons
(r) absolute superlatives
(s) indefinite subjects and impersonal use
(t) future and conditional tenses
(u) past participles as adjectives
(v) adverbs plus infinitive, affirmative, and negative expressions
(w) imperfect tenses
(x) present subjunctives
(y) subjunctives with impersonal expressions
(z) Participate in fast-paced language drills.
(aa) Identify differences in distinct accents.
(bb) Demonstrate proficiency in speaking the target language at a designated rate of speed.
(cc) Identify and correct mistakes made while speaking the language.
(dd) Demonstrate competency in speaking and comprehension of the target language.
(ee) Identify customs and mannerisms relevant to the target language.
(ff) Participate in a dialogue, which includes slang terms of the target language.
(gg) Identify words and phrases that reflect courteous communication in the target language.
(hh) Discuss how cultural body language acts as a communications aid.
Category I: Communication Skills Language Skills October 1998
I-B.8

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY I: Communication Skills
TOPIC I-C:
Writing Skills
OBJECTIVES
The student will:
1. Demonstrate effective grammatical skills in writing, to include:
(a) vowel sounds
(b) subject pronouns
(c) conjunctive of regular verbs
(d) gender
(e) number
(f) negative sentences
(g) interrogative words and sentences
(h) definite articles
(i) indefinite articles
(j) possessive adjectives
(k) direct pronouns
(l) indirect pronouns
(m) comparison of adjectives and adverbs
(n) changing verbs
(o) irregular comparisons
(p) absolute superlatives
(q) indefinite subjects and impersonal use
(r) future and conditional tenses
(s) past participles as adjectives
(t) adverbs plus infinitive, affirmative and negative expressions
(u) imperfect tenses
(v) present subjunctives
(w) subjunctives with impersonal expressions
Category I: Communication Skills Writing Skills October 1998
I-C.9

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY II: Crime Prevention
TOPIC II-A:
History, Principles, and Theories of Crime Prevention
OBJECTIVES
The student will:
1. Define crime prevention.
2. Recall the three elements necessary for the commission of a crime, to include:
(a) ability
(b) opportunity
(c) desire
3. Recall examples of crimes generally regarded as preventable.
4. Recall the historical evolution of crime prevention, to include:
(a) Oliver Cromwell Concept
(b) Thomas de Veil Concept
(c) Henry Fielding Concept
(d) Peelian Reform
(e) Metropolitan Police Act
5. Identify concepts of crime prevention, to include:
(a) proactive vs. reactive
(b) risk management
(c) opportunity
(d) target hardening
(e) deterrence
(f) displacement
6. Explain environmental design as it relates to crime prevention.
Category II: Crime Prevention History, Principles, and October 1998
Theories of Crime Prevention
II-A.1

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY II: Crime Prevention
TOPIC II-B:
The Role of Crime Prevention in Criminal Justice
OBJECTIVES
The student will:
1. Identify community expectations of criminal justice.
2. Recall who should accept the responsibility for crime prevention.
3. Recall how crime prevention enhances the criminal justice image.
4. Recall the impact that an increasing population of older persons may have upon the
criminal justice system.
Category II: Crime Prevention The Role of Crime Prevention October 1998
In Criminal Justice
II-B.2

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY II: Crime Prevention
TOPIC II-C:
Personal Crime Prevention
OBJECTIVES
The student will:
1. Recall specific crimes against persons, to include:
(a) sexual assault and rape
(b) assault and battery
(c) robbery
(d) con games
(e) murder
2. Recall various safety precautions used to prevent personal crimes.
3. Recall various physical strategies used to prevent personal crimes.
4. Recall psychological strategies used to prevent personal crimes.
5. Identify crimes most often committed against the elderly.
6. Discuss the extent to which personal crimes impacts community fear.
7. Identify measures that can be taken to prevent a crime when given examples depicting
preventable personal crimes.
Category II: Crime Prevention Personal Crime PreventionOctober 1998 October 1998
II-C.3

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY II: Crime Prevention
TOPIC II-D:
Residential Crime Prevention
OBJECTIVES
The student will:
1. Recall common crimes against a residence, to include:
(a) burglary
(b) breaking and entering
(c) vandalism
2. Recall basic methods used in residential crime prevention, to include:
(a) design considerations
(b) neighborhood watch
(c) locking devices
(d) lighting
(e) intrusion detection systems
3. Recall design considerations with regard to residential security, to include:
(a) doors (hollow core and solid)
(b) sliding glass doors
(c) various types of windows
(d) lighting
(e) landscaping
(f) layout
4. Recall the criminal’s point of view in regard to:
(a) target selection
(b) neighborhood selection
(c) demographics
(d) socioeconomic levels
5. Recall the criminal’s view of victims in regard to:
(a) time of day crime takes place
(b) the impact of watch versus non-watch areas
6. Recall prohibitions that discourage offenders, to include:
(a) noise
(b) dogs
(c) target hardening devices
7. Recall attitudes of victims toward crime prior to being victimized.
8. Identify and evaluate the attempts of victims to avoid victimization.
9. Identify elements of the following concerning victimization:
(a) details of incidents leading to victimization
(b) the emotional and monetary costs of being victimized
(c) steps to correct home security deficiencies
(d) the value and effectiveness of civil law and liability
10. Identify components to be analyzed in performing a residential security survey.
11. Conduct a residential security survey and make appropriate recommendations to reduce
crime.
Category II: Crime Prevention Residential Crime Prevention October 1998
II-D.4

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY II: Crime Prevention
TOPIC II-E:
Commercial Crime Prevention
OBJECTIVES
The student will:
1. Identify common crimes against a commercial facility, to include:
(a) shoplifting
(b) employee theft
(c) `burglary
(d) robbery
(e)` fraud
2. Identify lines of defense, to include:
(a) perimeter barriers
(b) building exteriors
(c) interior controls
3. Recall the following crime risk management techniques:
(a) dynamic risk
(b) pure risk
(c) risk elimination
(d) risk reduction
(e) risk spreading
(f) risk transfer
(g) risk acceptance
4. Define probable maximum loss.
5. Define possible maximum loss.
6. Identify methods of control and the importance of control in the following areas:
(a) purchase orders
(b) centralization of purchasing
(c) separation of purchasing, receiving and authority to pay bills
(d) internal controls by which shipments are authorized
7. Identify procedures for handling merchandise, to include:
(a) receiving merchandise
(b) receiving in a protected and centralized area
(c) in-store receiving
(d) receiving by railroad car or by trailer
(e) auditing a delivery vehicle
(f) verifying the weight of received products
(g) utilization of copy machines in the receiving process
(h) delivery receipts
8. Identify methods of maintaining and securing merchandise in the warehouse and stockroom,
to include:
(a) warehouse and stockroom controls
(b) audits of merchandise
(c) perpetual inventory system
(d) accurate counting in the warehouse
(e) warehouse pallets
(f) securing warehouse equipment (i.e., forklift, dollies, hand-trucks)
(g) stockroom attendants
Category II: Crime Prevention Commercial Crime Prevention October 1998
II-E.5

(h) temporary employees
9. Identify ways to ensure against such internal theft and illegal operations as:
(a) embezzlement schemes
(b) bill padding kickbacks
(c) filing false claims
10. Identify special policies and procedures concerning the high value room or cage.
11. Recall the procedure for rotating merchandise.
12. Recall how employee relations and product education can be tools to reduce losses.
13. Identify components to be analyzed in performing a commercial security survey.
14. Conduct a commercial security survey and make appropriate recommendations to reduce
crime.
Category II: Crime Prevention Commercial Crime Prevention October 1998
II-E.6

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY II: Crime Prevention
TOPIC II-F:
Security Lighting
OBJECTIVES
The student will:
1. Recall the historical and modern application of lighting as a tool in reducing criminal
opportunity.
2. Recall the use of transitional lighting as a tool in the reduction of criminal opportunity.
3. Identify general types of outside security lighting, to include:
(a) continuous
(b) movable
(c) standby
(d) emergency
(e) incandescent lamp
(f) gaseous discharge lamp (mercury and sodium vapors)
(g) quartz lamp
4. Identify the various types of lighting fixtures, to include:
(a) flood
(b) street
(c) fresnel
(d) search
5. Identify technical terms of security lighting, to include:
(a) foot candle
(b) lumen
(c) watt
(d) coverage factor
(e) quality
(f) reflection
(g) refractor
(h) luminaries
(i) visibility
6. Identify factors necessary in the application of automatic lighting control.
7. Identify various types of parking lot security lighting.
8. Identify factors to consider when making recommendations regarding security lighting, to
include:
(a) nature of the facility
(b) other protective systems in use at the facility
(c) size of the areas to be secured
9. Conduct a security lighting survey.
10. Identify the proper lighting system to use, given various scenarios.
Category II: Crime Prevention Security Lighting October 1998
II-F.7

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY II: Crime Prevention
TOPIC II-G:
Locking Devices
OBJECTIVES
The student will:
1 Define lock.
2. Recall the history of the locking device.
3. Identify various locking devices, to include:
(a) key-in-knob
(b) deadbolt (single and double)
(c) mortise
(d) rim
(e) padlock
4. Identify elements of a complete key control system.
5. Identify the pin tumbler system of lock cylinders.
6. Identify passage and convenience knob catches.
7. Identify the components and types of keys.
8. Recall criteria to use when selecting locks.
9. Identify an outside hinge and the proper installation to prevent door removal.
10. Identify measures to be implemented to secure a sliding glass door.
11. Identify measures to properly secure the following types of windows:
(a) single hung
(b) double hung
(c) sliding
(d) casement
(e) jalousie
(f) awning
(g) decorative light
12. Demonstrate how to re-key a dead bolt lock.
13. Service a dead bolt locking system.
14. Re-key a cylinder lock.
15. Master key a cylinder lock.
16. Service a cylinder lock.
17. Recall how to operate an electric lock.
18. Demonstrate how to operate an electric lock.
19. Re-key a commercial grade removable core lock.
20. Service a commercial grade lock.
21. Develop a master key chart for commercial brand locks.
22. Develop a system that parallels the key chart developed.
Category II: Crime Prevention Locking Devices October 1998
II-G.8

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY II: Crime Prevention
TOPIC II-H:
Intrusion Detection Systems
OBJECTIVES
The student will:
1. Identify effective intrusion detection systems.
2. Identify common components of intrusion detection systems, to include:
(a) sensors or detectors
(b) control units
(c) alarm device or annunciation system
(d) power source
(e) the total system (human factor)
3. Identify components involved in remote alarm transmission circuits, to include:
(a) direct contact
(b) multiplexing
(c) dialers
(d) radio waves
4. Identify elements of intrusion sensing devices, to include:
(a) photoelectric
(b) microwave
(c) infrared
(d) capacitance
5. Recall how the following relate to intrusion detection systems:
(a) point
(b) trap
(c) space
(d) perimeter
6. Identify protective circuitry utilizing the following components:
(a) voltage
(b) current
(c) resistance
(d) Ohm’s Law
(e) basic circuitry
(f) normally open circuit
(g) normally closed circuit
(h) combined circuit
7. Identify factors involved in common problems associated with alarm circuits, to include:
(a) broken foil
(b) batteries
(c) bad contacts
(d) loose wires
(e) building conditions
(f) accessibility
8. Identify problem areas associated with false alarms, to include:
(a) user error or negligence
(b) poor installation
(c) defective equipment
(d) improper use of alarm systems
9. Recall why there is a need for using the committee approach in cooperation with the alarm
industry when designing ordinances that relate to false alarms.
Category II: Crime Prevention Intrusion Detection Systems October 1998
II-H.9

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY II: Crime Prevention
TOPIC II-I:
Prevention of Delinquency
OBJECTIVES
The student will:
1. Recall differences between the approaches for dealing with juvenile delinquents and the
rationale for those approaches from the following historical eras:
(a) Early history (499-1400 AD)
(b) Colonial America, Puritan ethic (1700—1800)
(c) Modern western culture (1830 to present)
2. Identify the link between the arrival of the modern concept of childhood and juvenile
delinquency.
3. Recall differences between western concepts and other cultures’ concepts regarding
adolescence.
4. Identify factors that make adolescence a potentially difficult transitional stages, to include:
(a) biological
(b) social
(c) psychological
(d) legal
5. Recall guidelines to be used in communicating with juveniles.
6. Recall how environmental factors contribute to delinquency.
7. Recall the role of labeling in the cause of delinquency.
8. Recall the significance of being able to predict delinquency and identify problems with such
predictions.
9. Recall differences between the adult and juvenile criminal justice systems.
10. Identify the roles of Health and Rehabilitative Services and the Guardian Ad Litem program
in relation to juveniles.
11. Recall the process involved in moving a delinquent through the juvenile justice system.
12. Identify the requirements of Chapter 39, Florida Statutes, and the enforcement of local
juvenile laws.
13. Identify the procedure for processing juveniles under the following acts:
(a) Myers Act
(b) Baker Act
14. Identify various levels at which prevention of delinquency can be addressed, to include:
(a) societal
(b) community
(c) family
15. Identify approaches for the prevention of delinquency, to include:
(a) environmental design and target hardening
(b) psychological
(c) diversion
16. Recall roles that groups and organizations can play in the prevention of delinquency, to
include:
(a) church
(b) school
(c) law enforcement
17. Recall the cyclical theory of violence and its implications for preventing delinquency.
Category II: Crime Prevention Prevention of Delinquency October 1998
II-I.10

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY II: Crime Prevention
TOPIC II-J:
Prevention of Victimization
OBJECTIVES
The student will:
1. Identify forms of victimization.
2. Identify crises associated with victimization, to include:
(a) economic loss
(b) physical injuries
3. Identify factors involved in understanding victimization, to include:
(a) environmental
(b) situational
(c) physical
(d) psychological
4. Identify characteristics that make some individuals more susceptible to fraud schemes, to
include:
(a) loneliness
(b) grief
(c) depression
5. Identify intervention needs related to victimization.
Category II: Crime Prevention Prevention of Victimization October 1998
II-J.11

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY II: Crime Prevention
TOPIC II-K:
Crime Prevention Program Development
OBJECTIVES
The student will:
1. Identify prevention programs that can reduce personal crime, to include:
(a) neighborhood watch
(b) sexual assault prevention
(c) drug abuse prevention
(d) youth crime watch
(e) elderly awareness
2. Identify the general goal of most crime prevention programs.
3. Identify benefits of crime prevention programs.
4. Recall why a new crime prevention program will initially increase reported crime.
5. Recall the stages of the systems approach to program development, to include:
(a) analyze
(b) design
(c) develop
(d) implement
(e) evaluate
6. Recall factors that may affect the implementation of crime prevention programming, to include:
(a) budgetary factors
(b) administrative process
(c) external factors influencing internal decisions
7. Identify properly stated program goals and objectives.
8. Identify elements necessary for marketing crime prevention programs.
9. Identify basic methods of program evaluation.
10. Identify crime prevention committees’ role in program maintenance.

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY II: Crime Prevention
TOPIC II-L:
Institutional Crime Prevention
OBJECTIVES
The student will:
1. Identify the role of contraband control in preventing institutional crimes.
2. Conduct a security inspection of the facility’s physical plant.
3. Identify the proactive role inmate discipline plays in contributing to a safe
environment.
4. Recall the contributions of the inmate grievance system to institutional order and
regimentation.
5. Identify the components of the inmate grievance procedure.
6. Recall the various types and reasons for administrative and punitive segregation.
7. Identify inmate characteristics and other factors contributing to a need for
placement in protective custody.
8. Identify the key components of an effective inmate classification system.
9. Recall the various custody classifications and their restrictions.
10. Conduct an inmate disciplinary hearing using role play.
11. Conduct a progress review or report.
12. Conduct the initiation of a transfer recommendation.
13. Conduct the initiation of a custody change.
14. Recall the influence of the inmate social system on an offender’s adjustment to
incarceration.
15. Identify the types of possible crime within a facility.
16. Identify the critical components of facility security associated with:
(a) key control
(b) custody
(c) tool and hazardous material control
(d) monitoring movement
(e) record keeping
(f) security checks
(g) inspection of the physical plant
(h) random patrols
(i) observation
(j) intelligence gathering
17. Recall the procedure for offender drug screening.
18. Demonstrate the proper technique associated with obtaining an offender’s urine
sample and processing that sample for a drug screen.
19. Recall the American Correctional Association standards and certification
requirements.
20. Identify common types of inmate criminality within the institution.
Category II: Crime Prevention Institutional Crime Prevention October 1998
II-L.13

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY III: Health
TOPIC III-A:
Physical Fitness
OBJECTIVES
The student will:
(a) Define exercise.
(b) Identify types of exercise, to include:
(c) anaerobic
(d) aerobic
(e) Recall the results of exercise with regard to physical fitness.
(f) Identify various types of exercises and their frequency, duration, and intensity, to include:
(g) weight training
(h) aerobics
(i) warm-up routines
(j) toning
(k) table top exercises
(l) isometrics
(m) Identify reasons for exercising, to include:
(n) health
(o) rehabilitation
(p) weight loss
(q) stamina
(r) recreation
(s) stress reduction
(t) Recall elements of nutrition in regard to:
(u) calories
(v) diet
(w) food value
(x) Identify various aspects of physical training equipment and facilities, to include:
(y) design
(z) cost
(aa) operations
(bb) problems
(cc) locality
(dd) Identify various screening techniques necessary before implementing exercise programs.
(ee) Identify considerations to be made concerning safety measures of exercise programs, to
include:
(ff) procedures
(gg) equipment
(hh) rules
(ii) Identify different methods of evaluating exercise programs, to include:
(jj) time in program
(kk) individual vs. exercise
(ll) steps of exercise
(mm) exercise prescription
(nn) capacity to perform
(oo) recording of progress
Category III: Health Physical Fitness October 1998
III-A.1

(pp) Calculate formulas related to medical screening, to include:
(qq) maximum heart rate
(rr) gale formula
(ss) karvonen target heart rate
(tt)
Demonstrate physical fitness assessments, to include:
(uu) body composition
(vv) flexibility
(ww) absolute strength
(xx) dynamic strength
(yy) vital capacity
(zz) timed vital capacity
(aaa) blood pressure
(bbb) pulse rate
(ccc) cardiovascular endurance
(ddd) Identify types of exercises that require prescriptions.
(eee) Identify precautions to use with exercise prescriptions.
Category III: Health Physical Fitness October 1998
III-A.2

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY III: Health
TOPIC III-B:
Emergency Medical Procedures
OBJECTIVES
The student will:
1. Explain the legal aspects of rendering emergency medical treatment, to include:
(fff) Good Samaritan Act vs. Duty to Act
(ggg) Implied Consent
(hhh) Informed Consent
2. Describe the body’s components and their functions, to include:
(iii) cavities
(jjj) organs
(kkk) topographic anatomy
(lll) Identify vital signs of the body and how to determine normality and abnormality through
victim assessment techniques.
(mmm) Demonstrate primary and secondary surveys.
(nnn) Demonstrate treating an obstructed airway on:
(ooo) an adult
(ppp) a child
(qqq) an infant
(rrr) Recall how the respiratory system operates and how the exchange system works with oxygen
and waste gases.
(sss) Demonstrate different methods of cardiopulmonary resuscitation, to include:
(ttt) mouth-to-mouth
(uuu) mouth-to-nose
(vvv) mouth-to-stoma
(www) Demonstrate two-person cardiopulmonary resuscitation
(xxx) Demonstrate one-person CPR for:
(yyy) an adult
(zzz) a child
(aaaa) an infant
(bbbb) Choose the proper method for applying CPR or treatment of the obstructed airway in
the conscious or unconscious adult, child, and infant.
(cccc) Identify the consequences of performing CPR incorrectly.
(dddd) Describe the heart and its functions.
(eeee) Identify the different types of bleeding, to include:
(ffff) arterial
(gggg) venous
(hhhh) capillary
(iiii) Describe the various aspects of shock, to include:
(jjjj) meaning
(kkkk) signs
(llll) types
(mmmm) treatment
(nnnn) Demonstrate methods of controlling bleeding, to include:
(oooo) direct pressure
(pppp) pressure points
(qqqq) elevation
(rrrr) tourniquet
(ssss) Demonstrate the bandaging of different types of wounds on different locations of the body.
Category III: Health Emergency Medical Procedures October 1998
III-B.3

(tttt) Identify the functions of the skeletal system.
(uuuu) Identify fractures, dislocations, and sprains, with regard to:
(vvvv) types
(wwww) symptoms
(xxxx) signs
(yyyy) differences
(zzzz) reasons
(aaaaa) splitting
(bbbbb) Demonstrate the proper care and first aid for fractures, dislocations, and sprains.
(ccccc) Describe treatment for injury to the skull, spine, and chest, to include:
(ddddd) examination
(eeeee) emergency care
(fffff) symptoms
(ggggg) Identify the symptoms and signs and treatment of:
(hhhhh) heart attacks
(iiiii) angina
(jjjjj) heart failure
(kkkkk) stroke
(lllll) diabetic coma
(mmmmm) insulin shock
(nnnnn) seizures
(ooooo) Identify signs, symptoms, and treatment for:
(ppppp) ingested poisons
(qqqqq) inhaled poisons
(rrrrr) bites and stings
(sssss) alcohol
(ttttt) drugs
(uuuuu) Demonstrate the procedures for normal or abnormal childbirths in relationship to:
(vvvvv) preparation
(wwwww) assistance
(xxxxx) breech birth
(yyyyy) prolapsed cord
(zzzzz) excessive bleeding
(aaaaaa) miscarriage
(bbbbbb) Identify considerations for moving victims, such as:
(cccccc) should victim be moved
(dddddd) how should victim be moved
(eeeeee) to where should victim be moved
(ffffff) what type of move should be made
(gggggg) Identify various types of injuries and the proper treatment of them, to include:
(hhhhhh) burns
(iiiiii) heat exhaustion
(jjjjjj) heat cramps
(kkkkkk) heat stroke
(llllll) hypothermia
(mmmmmm) frost bite
(nnnnnn) Explain victim assessment for triage purposes.
Category III: Health Emergency Medical Procedures October 1998
III-B.4

(oooooo) Identify procedures for extracting victims, to include:
(pppppp) in closed, upright vehicles
(qqqqqq) in closed, overturned vehicles
(rrrrrr) pinned beneath vehicles
(ssssss) pinned inside vehicles
(tttttt) in vehicles with electrical hazards
(uuuuuu) Demonstrate proficiency of emergency medical skills in a mock emergency.
(vvvvvv) Define Sudden Infant Death Syndrome (SIDS).
(wwwwww) Identify characteristics of SIDS.
(xxxxxx) Identify procedures to be used when transferring patients.
(yyyyyy) Define the types of communicable diseases that may be transmitted within a
correctional facility:
(zzzzzz) tuberculosis
(aaaaaaa) sexually transmitted diseases
(bbbbbbb) hepatitis (a,b,c)
(ccccccc) other infectious agents
(ddddddd) Identify methods of protection from diseases.
(eeeeeee) Demonstrate the proper use of protective respiratory or other equipment that reduces
the possibility of exposure to disease producing agents.
Category III: Health Emergency Medical Procedures October 1998
III-B.5

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY III: Health
TOPIC III-C:
Environmental Health
OBJECTIVES
The student will:
1. Identify prison conditions that constitute cruel and unusual punishment and the problems
that arise when changes are made to correct them.
2. Identify environmental rights of prisoners regarding healthy conditions and safety.
(fffffff) Identify food-borne illnesses, their causes, and the differences between them, to
include:
(ggggggg) microorganisms
(hhhhhhh) toxins
(iiiiiii) bacterial intoxication
(jjjjjjj) bacterial infection
(kkkkkkk) Identify established food handling and sanitation techniques, to include:
(lllllll) storage
(mmmmmmm) preparation
(nnnnnnn) service of meals
(ooooooo) cleanup
(ppppppp) Recall rules and regulations established by the State of Florida in reference to food
sanitation.
(qqqqqqq) Identify sources of community and private water supplies.
(rrrrrrr) Identify diseases associated with contaminated water.
(sssssss) Recall symptoms of and control factors for diseases such as:
(ttttttt) gastroenteritis
(uuuuuuu) infectious hepatitis
(vvvvvvv) schistosomiasis
(wwwwwww) typhoid fever
(xxxxxxx) shigellosis
(yyyyyyy) Explain the basic methods of water treatment for safe consumption and prevention of
water-borne diseases
(zzzzzzz) Identify types of and measures for controlling pests, to include:
(aaaaaaaa) common housefly
(bbbbbbbb) cockroaches
(cccccccc) beetles
(dddddddd) moths
(eeeeeeee) weevils
(ffffffff) Explain how insects and rodents transmit diseases.
(gggggggg)
Recall different aspects of the environmental health and safety team, to include:
(hhhhhhhh) primary function
(iiiiiiii) qualifications
(jjjjjjjj) principles of
(kkkkkkkk) areas of evaluation
(llllllll) Describe different aspects of communicable diseases, to include:
(mmmmmmmm) definition
(nnnnnnnn) methods of transmission
(oooooooo) carrier
(pppppppp) control measures
(qqqqqqqq) Identify diseases transmitted by animal to man.
(rrrrrrrr) Recall the need for regular environmental inspections.
Category III: Health Environmental Health October 1998
III-C.6

(ssssssss) Identify the various environmental health agencies and their areas of regulatory
concern.
Category III: Health Environmental Health October 1998
III-C.7

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY III: Health
TOPIC III-D:
Hazardous Materials
OBJECTIVES
The student will:
1. Identify basic chemicals and their uses.
2. Identify various aspects of chemicals and their toxicity, to include:
(a) physical characteristics
(b) chemical characteristics
(c) dose response
(d) effects
(e) reactions
3. Recall procedures regarding the storage of chemicals, to include:
(a) containers
(b) locations
(c) markings
(d) cataloging
(e) controls
4. Identify methods of protection from chemicals.
5. Recall appropriate decontamination guidelines for specific chemicals.
6. Recall planning considerations regarding chemical emergencies, to include:
(a) response procedures
(b) pre-planning
(c) contingency planning
(d) resources available
(e) equipment available
(f) post-incident evaluation
7. Identify hazardous material marking and identification symbols.
8. Identify potential hazardous materials that are present in the workplace.
9. Demonstrate compliance with federal “right to know” standards.
10. Recall the importance of material data safety sheets in identifying the effects of active
chemicals in substances.
11. Identify the potential for terrorist use of nuclear/biological/chemical (NBC) weapons:
(a) Substances considered NBC weapons
(b) Hazards and risks associated with NBC weapons
(c) Likely locations for NBC weapon usage
(d) Potential outcomes of NBC weapon usage by terrorists
(e) Indicators of possible criminal or terrorist activity involving such weapons
(f) Behavior of NBC weapons
12. Identify the indicators, signs and symptoms for exposure to NBC weapons and identify the
NBC weapons from signs and symptoms.
13. Identify questions to ask to elicit critical information regarding a NBC incident.
14. Recognize unusual trends, which may indicate a NBC incident.
15. Understand relevant NBC response plans, Standards Operating Procedures and your role in
them.
16. Recognize and communicate the need for additional resources during a NBC incident.
17. Make proper notification and communicate the NBC hazard.
18. Understand NBC weapon terms and NBC toxicology terms.
Category III: Health Hazardous Materials October 1998
III-D.8 Revised November 2001

19. Explain the importance of individual protection at a NBC incident, to include:
(a) Use of self-protection measures
(b) Properly use assigned NBC protective equipment
(c) Selection and use of proper protective equipment
20. Identify protective measures and how to initiate actions to protect others and safeguard
property in a NBC incident.
21. Identify chemical and biological decontamination procedures for self, victims, site/equipment
and mass casualties.
22. Identify crime scene and evidence preservation at a NBC incident.
23. Identify procedures and safety precautions for collecting legal evidence at a NBC incident.
24. Identify federal and other support infrastructure, including how to access, in a NBC
incident.
25. Understand the risks of operating in protective clothing when used at a NBC incident.
26. Understand emergency and first aid procedures for exposure to NBC weapons and the
principles of triage.
Category III: Health Hazardous Materials October 1998
III-D.9 Revised November 2001

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY III: Health
TOPIC III-E:
Stress Management
OBJECTIVES
The student will:
1. Define stress.
2. Identify types of stress.
3. Discuss stages of the body’s reaction to stress.
4. Recall why stress can be good or bad.
5. Recall causes of stress, to include:
(a) anger and frustration
(b) work schedules
(c) role conflicts
(d) disagreements
(e) fear
(f) family issues
6. Identify manifestations of stress, to include:
(a) shortness of breath
(b) loss of appetite
(c) nausea
(d) dizziness and sweating
(e) increased use of coffee, tobacco, alcohol, and other drugs
(f) post-shooting trauma
(g) accident proneness
(h) excessive perspiration
(i) impulsive behavior
(j) inability to concentrate
(k) forgetfulness
(l) insomnia
(m) trembling
7. Identify stressors in the criminal justice field, to include:
(a) shiftwork
(b) workload
(c) law and the courts
(d) danger and trauma
(e) demeanor
(f) public attitudes
(g) lack of input in decision-making
(h) low staff morale
(i) poor self-image
(j) stigma of occupation
(k) overcrowding of inmates
8. Identify possible results of long-term stress, to include:
(a) suicide
(b) alcoholism and drug abuse
(c) loss of occupation
(d) family instability
(e) loss of short-term memory
Category III: Health Stress Management October 1998
III-E.10

9. Identify stress-related ailments, to include:
(a) ulcers
(b) coronary heart disease
(c) diabetes
(d) low back pain
(e) nausea
(f) diarrhea
(g) essential hypertension
10. Identify techniques used to combat stress, to include:
(a) exercise
(b) diet
(c) activity change
(d) recreation
(e) self-relaxation techniques
11. Describe how stress resolution improves an individual’s effectiveness.
12. Identify the difference between burnout and conflict.
13. Identify symptoms of different phases of burnout.
14. Analyze individual response to stress.
15. Develop action plans for coping with stress when given scenarios depicting stressful situations.
16. Identify personality-related issues that contribute to an individual’s response to stress.
(tttttttt) Complete an inventory that identifies personality types.
Category III: Health Stress Management October 1998
III-E.11

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY III: Health
TOPIC III-F:
Drugs and Their Effects
OBJECTIVES
The student will:
1. Identify signs and symptoms associated with drug abuse, to include:
(a) amphetamines
(b) barbiturates
(c) inhalants
(d) hallucingenics
(e) marijuana
(f) crack
(g) cocaine
2. Identify problems associated with drug abuse, to include:
(a) AIDS
(b) DT’s
(c) organ damage
(d) hepatitis
(e) brain dysfunction’s
(f) death
(g) social depravity
3. Recall how crime is related to drugs, to include:
(a) theft
(b) murder
(c) burglary
(d) sales
Category III: Health Drugs and Their Affects October 1998
III-F.12

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY III: Health
TOPIC III-G:
AIDS
OBJECTIVES
The student will:
1. Recall that presently there is not a known cure for AIDS.
2. Identify causes of AIDS, to include:
(a) unprotected sex
(b) infected needles
(c) being born to a mother infected with AIDS
(d) contact with contaminated blood or other body fluids
(e) blood transfusions
3. Recall that AIDS is not transmitted by:
(a) touching an AIDS carrier
(b) using an AIDS carrier’s toilet
(c) associating with an AIDS carrier
(d) kissing an AIDS carrier
(e) eating food prepared by an AIDS carrier
4. Identify some precautions to use and to avoid AIDS, to include:
(a) sexual abstinence
(b) sex with one uninfected partner
(c) use condoms correctly
(d) avoid blood products or other body fluids
(e) avoid sharing needles
5. Identify general infection control procedures, to include:
(a) thorough washing after contact with body fluids
(b) appropriate use of protective equipment
(c) proper handling of evidence contaminated with body fluids
(d) protection of broken skin
(e) use of safer search techniques
(f) use of safer arrest techniques
6. Define Blood Borne Pathogens.
7. Identify universal precautions that reduce the possibility of exposure to AIDS and other
blood borne pathogens.
Category III: Health AIDS October 1998
III-G.13

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY III: Health
TOPIC III-H:
Suicide
OBJECTIVES
The student will:
1. Identify primary characteristics of a depressed person.
2. Identify a basic difference between major and minor depression.
3. Recall how suicide and depression are related.
4. Identify reasons for suicide.
5. Describe the characteristics of individuals prone to suicide.
6. Identify methods for assessing suicide risk level.
7. Identify effective means of communication with a potential suicide victim.
8. Identify the reasons certain approaches to a despondent and suicidal person produce more
effective results than others do.
9. Recall the responsibilities of officers and medical systems personnel to a potential suicide
victim.
10. Identify those individuals or organizations in the community that are qualified to help a
depressed or suicidal person.
11. Recall precautions to take with a high-risk case before the appropriate professional is
contacted.
Category III: Health Suicide October 1998
III-H.14

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY III: Health
TOPIC III-I:
Aging
OBJECTIVES
The student will:
1. Discuss attitudes and stereotypes regarding aging.
2. Discuss changes related to aging, to include:
(a) biological
(b) psychological
(c) sociological
3. Discuss geriatrics.
4. Discuss gerontology.
5. Discuss the effect of aging on offenders and their:
(a) adjustment to incarceration
(b) medical needs
(c) cost of care
(d) interaction with other offenders
(e) threat to the community
Category III: Health Suicide October 1998
III-I.15

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY IV: High-Liability
TOPIC IV-A:
Firearms
OBJECTIVES
The student will:
1. Define firearm according to Florida Statute 790.001(6).
2. Identify various types of firearms, to include:
(a) revolvers
(b) semi-automatic pistols
(c) rifles
(d) shotguns
(e) carbines and assault rifles
(f) fully automatic weapons
(g) special purpose firearms (flare guns, nailguns, etc.)
(h) homemade firearms
(i) custom made firearms
(j) clandestine firearms
3.
4.
5.
6.
7.
8.
Identify range safety rules applicable to the training site.
Explain proper home storage of a firearm, to include:
(a) separating ammunition from weapon
(b) utilizing handcuffs as a locking device
(c) storing weapon and ammunition inaccessible to children
(d) training and educating family members in firearm safety
Explain safety precautions in relation to proper firearm and ammunition storage in regard to:
(a) vehicles
(b) aircraft
(c) boats
(d) motorcycles
(e) other patrol conveyances
Distinguish between a fully automatic and a semiautomatic weapon.
Demonstrate how to incapacitate or make safe various types of weapons to ensure public
safety, officer safety, or safe evidence handling, to include:
(a) various weapon safeties
(b) various de-cocking devices
(c) slide locks
(d) magazine releases
(e) unloading live rounds from tubular magazines
(f) unloading clips, magazines, or drums
(g) removing live rounds from chambers
Identify the nomenclature of the firearm, to include:
(a)
(b)
(c)
various components
various options (i.e., flash suppressor, noise suppressor, slings, bipod, recoil compensator,
sights, retractable stocks, etc.)
rates of fire
Category IV: High-Liability Firearms October 1998
IV-A.1

9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Explain the function of all parts of a weapon, to include:
(a) weapon safeties
(b) cocking mechanism
(c) de-cocking device
(d) magazine components
(e) magazine release
(f) slide release
(g) disassembly lever
(h) internal or external hammer
(i) trigger pulls - single or double action
(j) multiple barrels
(k) folding stocks
(l) flash suppressors
(m) slings
(n) various types of sights
(o) recoil compensators
(p) adjustable chokes
(q) adapters for firing various types of gases, smoke or signaling devices
Identify types of cylinder rotations.
Explain the difference between single and double action.
Explain the operations of a hammer block safety.
Identify various types and calibers of ammunition.
Explain the ballistics of ammunition.
Demonstrate how to load and unload a revolver, to include:
(a) with a speed loader
(b) without a speed loader
Demonstrate proper draws and holstering techniques.
Demonstrate proficiency in firing a weapon under various conditions, to include:
(a) firing from the holstered, ready, or on target positions
(b) clearing various malfunctions
(c) firing from varying distances
(d) firing from standing, kneeling, sitting, lying, or prone positions
(e) firing from shooting positions, to include: hip, sternum, or point shoulder
(f) firing from all the selector switch positions, i.e., semi-auto, three shot bursts, fully automatic
(g) weapon firing with stock in “opened” or “closed” positions (if applicable)
(h) firing from cover or use of barricades
(i) multiple target shooting
(j) reloading drills
(k) discretionary shoot, don’t shoot, exercises
(l) stress shooting exercises
(m) moving target exercises
(n) firing exercises from vehicles, boats, motorcycles, aircraft, or other patrol conveyances
(o) team shooting drills
(p) low-light shooting drills
(q) firing weapon with available sight options (i.e., laser, infrared, telescopic, etc.)
(r) hostage situational shooting
(s) qualification courses
(t) familiarization courses
Demonstrate “how to field-strip” a weapon and magazine for proper cleaning or minor
repairs.
Category IV: High-Liability Firearms October 1998
IV-A.2

19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
Demonstrate how to clear malfunctions, to include:
(a) failure to eject
(b) failure to extract
(c) failure to feed
(d) failure to fire
Demonstrate how to make necessary repairs or adjustments to a malfunctioning weapon.
Define an automatic weapon according to Florida Statute 790.
Recall the penalties for possession of an automatic weapon without required permits and
licenses.
Explain the difference between an “open bolt” and “closed bolt” operation of a fully
automatic weapon.
Demonstrate how to safely load and unload a weapon and appropriate magazine, clip, or
drum.
Define shotgun according to Florida Statute 790.
Identify various types of shotguns, to include:
(a) breach type of single, double, and over-under barreled
(b) pump operated
(c) semi-automatic
(d) bolt-action
(e) fully automatic
(f) sawed-off
(g) custom made or clandestine style
Demonstrate various methods of safely loading and unloading shotguns, to include:
(a) clips
(b) magazines
(c) drum style of feeding mechanisms
Explain the differences between a rifle and a carbine.
Identify various types of rifles and carbines, to include:
(a) bolt-action
(b) lever-action
(c) pump-action
(d) semi-automatic
(e) single shot
Explain the difference between rimfire and centerfire ammunition.
Explain and demonstrate the procedures in properly sighting in the weapon and proper
compensations for windage and elevation adjustments on applicable sighting mechanisms, to
include:
(a)
(b)
(c)
(d)
telescopic
laser
infrared
adjustable sights
Demonstrate how to disassemble and re-assemble the firearm.
Recall alterations made to the firearm that may cause a safety problem or create a liability
factor.
Explain documentation procedures when repairing, adjusting, or inspecting weapons.
Recall the equipment necessary to inspect, repair, or adjust the firearm.
Demonstrate proficiency in repairing, adjusting, or inspecting the firearm.
Category IV: High-Liability Firearms October 1998
IV-A.3

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY IV: High-Liability
TOPIC IV-B:
Impact and Other Weapons
OBJECTIVES
The student will:
1. Explain the use of electronic stun guns and their relationship to the Use of Force Matrix,
agency policy, and Florida Statutes.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
Identify the different levels of application of the electronic stun gun and the relative ability to
incapacitate.
Explain the nomenclature of the electronic stun gun.
Explain the medical treatment and implications for various subjects in different stages of
health and age that have been exposed to electronic stun guns.
Demonstrate various come-a-longs, takedowns, and follow-up techniques used in conjunction
with the electronic stun gun.
Recall required documentation for using intermediate weapons.
Identify various types of impact weapons, to include:
(a) side handle baton
(b) straight baton
(c) riot baton
(d) nunchuckas
(e) short baton
(f) expandable batons
(g) flashlight
Identify different parts of an impact weapon.
Demonstrate proper wear and placement of the impact weapon holder.
Demonstrate proper positioning and stance with the impact weapon, to include:
(a) interrogation and interview position
(b) defensive stance and loaded position
Identify the relationship of impact weapon strikes and techniques to the Use of Force Matrix.
Identify the areas of the body that when attacked, may constitute deadly force, to include:
(a) entire head and face
(b) neck
(c) spinal cord
(d) sternum
(e) rib cage
(f) groin
(g) kidneys
Identify the target areas of the body, to include:
(a) various nerve pressure points
(b) extremities (arms and legs)
Demonstrate proper grips and holding methods.
Demonstrate various drawing methods, to include:
(a) strong hand draw
(b) weak hand draw
(c) rear draw
(d) offensive draw
Category IV: High-Liability Impact and Other Weapons October 1998
IV-B.4

16. Demonstrate various blocking techniques with the impact weapon, to include:
(a) overhead blocks
(b) strong side blocks
(c) weak side blocks
(d) low blocks
(e) middle blocks
17. Demonstrate offensive strikes to proper target areas, to include:
(a) strikes
(b) jabs
(c) chops
(d) spins
(e) thrusts
18. Apply joint lock or pain compliance techniques with the impact weapon utilized as a comealong
or take down control method, to include:
(a) armlocks
(b) armbars
(c) wrist locks
(d) wrist drags
19. Demonstrate active counter measures to include combinations of various blocks and strikes.
20. Demonstrate various impact weapon retention techniques, to include:
(a) retaining control of impact weapon in the holstered position from front, side, or rear.
(b) retaining control from the drawn position, from front, side, or rear
21. Demonstrate various techniques using the impact weapon for firearm retention.
22. Demonstrate removal of a resisting subject from a vehicle or other structures utilizing an
impact weapon.
23. Recall when to use the impact weapon during riot control or other civil disturbance
situations, to include:
(a) formation drills
(b) moving crowds
(c) extricating protesters
(d) subduing prisoners
24. Demonstrate how to use the impact weapon in defense of various weapon attacks, to include:
(a) edged weapon attacks
(b) attacks with chains
(c) club attacks
25. Demonstrate how to use an impact weapon for rendering aid to the injured, to include:
(a) gaining assess to the injured
(b) splinting tool
(c) extricating the injured
26. Demonstrate various exercises with the impact weapon for physical fitness improvement.
27. Demonstrate proficiency with the impact weapon, to include:
(a) side-handle baton
(b) straight baton
(c) riot baton
(d) nunchuckas
(e) flashlight
Category IV: High-Liability Impact and Other Weapons October 1998
IV-B.5

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY IV: High-Liability
TOPIC IV-C:
Chemical Agents
OBJECTIVES
The student will:
1. Identify various types of chemical agents used as an alternative to deadly force, to include:
(a) CN (tear gas)
(b) CS (irritant agent)
(c) HC (smoke)
2. Explain the use of chemical agents as it relates to the Use of Force Matrix and agency
policy.
3. Recall that various gases are identified by color codes.
4. Explain the care of various gases, to include:
(a) safe storage
(b) expiration dates
5. Identify various delivery systems of chemical agents, to include:
(a) grenades
(b) shotguns
(c) aerosols
(d) fog generators
(e) grenade and projectile launchers
6. Explain the use of various gas masks.
7. Demonstrate the use of various gas masks.
8. Explain the effects of weather conditions when dispersing gas.
9. Explain the various effects different gases have on humans and animals.
10. Explain first aid for various gases.
11. Identify various situations when gases may be used.
12. Identify safety considerations when using and storing chemical agents.
(a) types of problems: heat stroke, snake bite, bloating, trauma, and poisoning
(b) first aid supplies
(c) handler safety during emergency
Category IV: High-Liability Chemical Agents October 1998
IV-C.6

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY IV: High-Liability
TOPIC IV-D:
Defensive Tactics
OBJECTIVES
The student will:
1. Discuss the Use of Force Continuum.
2. Demonstrate proficiency in different methods of unarmed defensive tactics.
3. Identify areas of the body that, when attacked, constitute deadly force, to include:
(a) head
(b) neck
(c) spine
4. Recall medical implications and considerations when using force.
5. Recall different types of restraining techniques and devices.
6. Demonstrate different types of restraining techniques and devices, to include:
(a) handcuffs
(b) come-alongs
(c) joint locks
(d) temporary restraining techniques
(e) pressure points
(f) impact weapons
(g) take-downs
(h) ground fighting
(i) psychiatric restraints
7. Identify parts of the body that can be used as personal weapons and defenses.
8. Demonstrate how the body can be used as a personal weapon and defense, to include:
(a) punches
(b) kicks
(c) blocks
9. Identify various escape techniques that can be used, to include:
(a) punches
(b) kicks
(c) falls and take-downs
(d) ground fighting
(e) pressure points
(f) temporary incapacitating techniques
(g) intermediate weapons
10. Demonstrate defenses against weapons, to include:
(a) firearms
(b) impact weapons
(c) edged weapons
(d) intermediate weapons
(e) homemade weapons
11. Demonstrate retention techniques, to include:
(a) weapons
(b) personal equipment
(c) any agency issued equipment
(d) officer safety
Category IV: High-Liability Defensive Tactics October 1998
IV-D.7

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY IV: High-Liability
TOPIC IV-E:
Tactical Situations
OBJECTIVES
The student will:
1. Demonstrate proficiency with a variety of weapons under tactical conditions, to include:
(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
(i)
(j)
(k)
stress and combat conditions
discretionary, shoot don’t shoot conditions
hostage situation
adverse weather
sniper situations
repelling positions
darkness shooting with night vision aids
riot control (gases and smoke)
terrorist simulations
team shooting
qualification or familiarization course
2. Demonstrate proficiency in firing weapons from conveyances, to include:
(a) vehicles
(b) boats
(c) motorcycles
(d) aircraft (helicopters, planes)
3. Demonstrate proficiency in firing weapons at varying targets, to include:
(a) stationary
(b) moving
(c() multiple targets
4. Identify various entry methods, to include:
(a) forcible removal of obstructions
(b) lock picking
(c) repelling
(d) underwater entry
5. Demonstrate how to gain entrance into the following:
(a) buildings
(b) vessels
(c) aircraft
(d) natural and “man-made” structures
6. Recall reasons for entries and searches, to include:
(a) hostage situations
(b) barricaded subjects
(c) terrorist activities
(d) mentally disturbed subjects
(e) riots and disturbances
(f) arrest and warrants
(g) illegal aliens
(h) pornography
7. Recall reasons for searching different types of structures and conveyances to ensure officer
safety.
8. Recall methods for searching different types of structures and conveyances to ensure officer
safety.
Category IV: High-Liability Tactical Situations October 1998
IV-E.8 Revised November 2001

9. Demonstrate methods of searching different types of structures and conveyances to ensure
officer safety.
10. Demonstrate tactics for stopping, arresting, and securing a dangerous subject in different
situations, to include:
(a) vehicle stops
(b) pedestrians
(c) vessels
(d) aircraft
(e) crowded conditions
(f) terrorist situations
(g) kidnapping and hostage situations
(h) barricaded subjects
(i) violent subjects
(j) mentally disturbed or drugged subjects
(k) escaped prisoner
(l) assault on the facility from the outside
(m) serving a warrant for violation of probation or parole
11. Recall the legal implications, limitations, and agency policies in pursuing a fleeing dangerous
subject.
12. Demonstrate tactics for pursuing a fleeing subject in different types of conveyances, to
include:
(a) vehicles
(b) vessels
13. Demonstrate proficiency in pursuits under adverse weather conditions or restricted visibility
14. Identify various types of civil or natural disasters and disturbances or emergencies, to
include:
(a) riots
(b) unlawful demonstrations
(c) hurricanes
(d) floods
(e) aircraft disasters
(f) nuclear power plant disasters
(g) vessel accidents
(h) terrorists
(i) acts of war
(j) pollutant spills
(k) bomb threats
(l) hostage situations
(m) fire
(n) escapes
(o) evacuations
(p) assaults on the facility from the outside
(q) employee strikes
(r) medical emergencies
(s) epidemics
(t) other natural and man-made disasters
15. Identify the needs and services required of other agencies and civilian personnel in handling
disasters and disturbances, to include:
(a) special response and tactical teams
(b) fire department
Category IV: High-Liability Tactical Situations October 1998
IV-E.9 Revised November 2001

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(c) American Red Cross
(d) dive teams
(e) emergency medical services
(f) aircraft support
(g) marine patrol units
Demonstrate tactics necessary for controlling a disturbance or disaster, to include:
(a) establishing safety perimeters
(b) establishing a command post
(c) traffic control
(d) evacuation procedures
(e) sniper support
(f) crowd and riot control tactics
(g) protection from looters
Identify various types of explosives.
Identify various types of triggering devices.
Identify tactics used in conducting bomb searches.
Demonstrate tactics used in conducting bomb searches.
Demonstrate methods for incapacitating and safely detonating explosive devices.
Recall tactics used in undercover or covert operations, to include:
(a) controlled buys (drugs, weapons, stolen property, etc.)
(b) surveillance operations
(c) motorcycle gang tactics
(d) sting and reverse-sting operations
(e) smuggling operations
(f) terrorist infiltration
Recall methods used to protect a person from threats or possible threats while the person is:
(a) traveling
(b) home
(c) in a public place
(d) socializing
(e) conducting business
Identify methods of security necessary for protection, to include:
(a) home security
(b) family security
(c) bomb searches
(d) use of ballistic apparel
(e) wire surveillance
(f) support personnel
Recall how to establish consistent and effective security.
Identify different types of equipment used in providing security.
Demonstrate how to use different types of security equipment.
Identify various active terrorist organizations that may threaten or affect the community.
Recall how various terrorist organizations operate.
Demonstrate tactics used for controlling various terrorist situations, to include:
(a) abductions and hostages
(b) hijackings
(c) assassination attempts
(d) extortions
(e) bombings
Identify various needs of an underwater dive team, to include:
(a) purposes
Category IV: High-Liability Tactical Situations October 1998
IV-E.10 Revised November 2001

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(a) equipment
Identify methods and tactics used underwater, to include:
(a) underwater arrests
(b) surveillance
(c) searching techniques for evidence or body recovery
(d) boating accident investigations
(e) infiltration and exfiltration techniques
(f) repelling with dive gear
(g) boat casting
(h) pollutant spill investigations
(i) insurance fraud investigations
(j) swift water operations
(k) specialized diving equipment
(l) ship hull investigations
(m) rescue operations
(n) night diving
Demonstrate methods and tactics used underwater, to include:
(a) underwater arrests
(b) surveillance
(c) searching techniques for evidence or body recovery
(d) boating accident investigations
(e) infiltration and exfiltration techniques
(f) repelling with dive gear
(g) boat casting
(h) pollutant spill investigations
(i) insurance fraud investigations
(j) swift water operations
(k) specialized diving equipment
(l) ship hull investigations
(m) rescue operations
(n) night diving
Identify basic principles of diving, to include:
(a) underwater physics
(b) underwater physiology
(c) basic diving principles
(d) diving tables
(e) diving hazards
(f) marine life
(g) scuba equipment
(h) first aid principles
(i) surface applied diving
Demonstrate safe, logical, and legal methods of responding to threat or possible threat
situations according to agency policies and procedures.
Develop a general response plan for threat or possible threat situations, to include:
(a) crisis situations
(b) criminal violations
(c) medical emergencies
Demonstrate appropriate approach, assessment, and resolution skills in threat or possible
threat situations.
Recall legal liability guidelines that apply in various threat or emergency situations.
Category IV: High-Liability Tactical Situations October 1998
IV-E.11 Revised November 2001

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(a)
(b)
(c)
(d)
(e)
(f)
(g)
(h)
(i)
(j)
(k)
(l)
47.
Identify steps for the proper documentation of actions taken in response to threat or possible
threat situations.
Recall procedures for responding in threat and emergency situations, according to all
applicable agency guidelines, policies, procedures, and rules, in regard to:
(a) use of force
(b) vehicle pursuit
(c) fire control
(d) riots
(e) escapes
(f) hostage situations
Demonstrate safe and effective tactics, according to legal and agency guidelines, in various
threat situations, to include:
(a) traffic stops
(b) arrests, including handcuffing techniques
(c) fleeing subjects
(d) crimes in progress
(e) civil disorders
(f) hostage situations
(g) assaults on the officer
(h) searches
Identify stages of potentially violent situations, to include:
(a) unassigned patrol time
(b) approach and preparation contact
(c) resolution
Identify critical officer safety skills, procedures, and actions at each stage of a potentially
violent situation.
Demonstrate how to use any special weapons and tactics approved by the agency for
emergency response teams.
Demonstrate how to safely use all agency-issued equipment, to include:
(a) restraint devices
(b) body armor
(c) vehicles
(d) radio
(e) chemical agents
(f) water rescue devices
Identify various job-related hazards, to include:
communicable diseases
animals
hazardous materials
physical barriers
fires
evidence
vehicles
weather-related hazards
electrical hazards
booby traps and explosive devices
bodies of water
drug houses
Demonstrate safe and effective methods for dealing with hazards according to agency policy
and guidelines.
Category IV: High-Liability Tactical Situations October 1998
IV-E.12 Revised November 2001

48.
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Identify various security threat groups which may threaten or effect the institution or the
community, to include:
(a) street gangs
(b) racial inmate groups
(c) geographical based inmate groups
(d) religious groups
(e) satanist and the occult
(f) white supremacist
(g) prison gangs
Recall how various security threat groups operate.
Recall the legal implications, limitations, and agency policies related to Security Threat
Groups.
Demonstrate the appropriate response to a civil, natural disaster, and disturbance or
emergency.
Recall the legal implications, limitations, and agency policies in responding to a civil, natural
disaster and disturbance or emergency.
53. Differentiate weapons of mass destruction (WMD) incidents from other terrorist and
criminal incidents.
54. Define the following terms: terrorism, domestic terrorism, right-wing terrorism, left-wing
terrorism, special interest terrorism, international terrorism, and state sponsors of terrorism.
55. Differentiate terrorist acts from other forms of criminal activity.
56. Compare and contrast the terms: terrorist incident, suspected terrorist incident, and terrorism
prevention.
57. Describe potential scenarios for terrorist attacks in communities within the U.S. including:
(a) Organizations with the demonstrated and/or potential capability to conduct terrorist attacks
(b) Motivations, objectives, capabilities and likely tactics of such organizations
(c) Potential targets for such organizations
58. Describe the roles and responsibilities of local, state and federal government agencies in
responding to WMD incidents.
59. Differentiate laws, regulations, directives and standards.
60. Describe the structure and functions of an “Incident Command System” (ICS) and how law
enforcement agencies operate within an ICS.
61. List and describe the five types of WMD materials that could be employed by terrorists
(using the “B-NICE” acronym).
62. Differentiate the five types of WMD materials based on destructive potential; ease of
fabrication; manufacture or acquisition; ease of delivery (detonation and/or dispersion); and
likelihood of use by domestic and international terrorists operating in the U.S.
63. Describe routes of entry for common WMD materials.
64. Describe the advantages and disadvantages of each type of WMD material.
65. Describe characteristics of and potential scenarios for the use of each type of WMD material
in terrorist attacks.
66. Define WMD incident priorities relative to protection of persons, environment and property.
67. Describe measures that provide the greatest protection to life during a WMD incident.
68. Describe decontamination techniques and identify situations appropriate for each technique.
69. Describe “levels of protection” and protective clothing and equipment that could be available
to emergency responders in a WMD incident.
70. Describe the role of critical incident stress management in supporting WMD incident
responders.
71. List and describe the five phases associated with law enforcement response to WMD
incidents.
Category IV: High-Liability Tactical Situations October 1998
IV-E.13 Revised November 2001

72. Describe law enforcement roles and responsibilities during the following phases of a WMD
incident:
(a) Prevention and Deterrence
(b) Notification
(c) Response
(d) Recovery
(e) Restoration
73. Describe procedures that law enforcement personnel can employ to meet their
responsibilities during each phase of a WMD incident.
74. Analyze potential WMD incidents to determine appropriate actions for first responding law
enforcement personnel.
Category IV: High-Liability Tactical Situations October 1998
IV-E.14 Revised November 2001

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY IV: High-Liability
TOPIC IV-F:
Driving
OBJECTIVES
The student will:
1. Discuss the psychological and physiological factors that influence driving, to include:
(a) the senses
(b) mental and physical conditions and limitations
2. Identify basic components of defensive driving and emergency vehicle operations for:
(a) vehicles
(b) vessels
(c) motorcycles
(d) aircrafts
3. Recall steps in routine patrol vehicle maintenance and inspection for:
(a) vehicles
(b) vessels
(c) motorcycles
(d) aircrafts
4. Demonstrate proper methods of vehicle maintenance and inspection.
5. Demonstrate the use of specialized equipment on a patrol vehicle, to include:
(a) lights
(b) siren
(c) loran
(d) radar
(e) siren and PA
(f) seat belts
(g) personal equipment
6. Identify environmental conditions that affect driving, to include:
(a) driver
(b) vehicle and vessel
(c) road and waterway conditions
(d) traffic
(e) weather
(f) stressors
7. Demonstrate proper techniques employed to safely operate a patrol vehicle and vessel under
different environmental conditions.
8. Recall legal considerations in operating a patrol vehicle, to include:
(a) liability
(b) applicable statutes, ordinances, and agency policy
(c) use of force
9. Identify elements of driver, skills, actions, and techniques necessary to operate and control a
patrol vehicle and vessel, to include:
(a) acceleration
(b) deceleration
(c) braking and stopping
(d) steering
(e) backing
(f) skid control
Category IV: High-Liability Driving October 1998
IV-F.15

(g) tacking
(h) pitch and yaw
(i) waves, wakes
(j) docking
(k) mooring
(l) broaching
(m) pitchpoling
(n) off road recovery and driving
10. Discuss different types of driving courses used to access skills, to include:
(a) roadways
(b) waterways
11. Demonstrate how to maneuver a vehicle through different types of courses, to include:
(a) driving tracks
(b) off road courses
(c) sand and mud courses
(d) water courses
(e) obstacles
(f) tactical courses
Category IV: High-Liability Driving October 1998
IV-F.16

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY IV: High-Liability
TOPIC IV-G:
K-9 Team Training
OBJECTIVES
The student will:
1. Recall proper procedures for writing an incident report involving the K-9’s use, to
include:
(a) offense report
(b) use of force report
(c) individual agency requirements
2. Recall proper routine care of the K-9, to include:
(a) daily health check inspection
(b) feeding
(c) grooming
(d) housing
3. Recall the use of K-9s in the criminal justice field from a historical perspective, to
4.
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include:
(a)
(b)
(c)
origin of K-9 use
first use in the United States
current use in the United States
Identify proper techniques to use in an emergency care situation involving the K-
9, to include:
(a) types of problems: heat stroke, snake bite, bloating, trauma, poisoning
(b) first aid supplies
(c) handler safety during emergency
Recall legal issues involved in using K-9’s, to include:
(a) criminal liability
(b) civil liability
(c) use of force
Identify the types of situations in which the use of K-9’s are appropriate, to
include:
(a)
(b)
(c)
Searches - felony, misdemeanor, missing persons
criminal apprehension
public demonstrations
Identify the types of records that should be kept regarding the use of K-9s, to
include:
(a)
(b)
(c)
training
incident reports
health
Demonstrate the K-9’s ability to obey the basic commands of sit, down, stand,
heel, and come.
Demonstrate the K-9’s ability to heel, off lead, and remain by the handler’s side
until released by the handler.
Demonstrate the K-9’s ability to be controlled from a distance of not less than 50
feet. (distance control)
Demonstrate the K-9’s ability to take a position and hold it until commanded to
return to the heel position. (stay command)
Category IV: High-Liability K-9 Team Training October 1998
IV-G.17 Revised November 2003

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Demonstrate the K-9’s ability to maintain a command even though persons pass
by at a distance of six (6) inches to two (2) feet. (social exposure)
Demonstrate the K-9’s ability to apprehend a suspect under “normal” conditions.
Demonstrate the K-9’s ability to apprehend a suspect while under gunfire.
Demonstrate the K-9’s proficiency in recall upon command.
Demonstrate the K-9’s ability to respond to an imminent assault upon the
handler.
Demonstrate the K-9’s ability to remain in a guard position during the search of a
suspect.
Recognize the K-9’s alert to the presence of a suspect.
Demonstrate full control over the K-9 when conducting a building search.
Demonstrate proper search techniques, to include:
(a) selection of equipment
(b) deployment
(c) use of a scent cone
Identify the effects that the wind has on a scent cone, to include:
(a) strong wind and narrow arc
(b) light wind and wide arc
(c) dead space
Recognize the K-9’s alert signal and follow him and her to a successful
apprehension.
Demonstrate full control over the K-9 during the area search.
Demonstrate how to search, locate, alert to, and/or apprehend a suspect inside a
building by utilizing the K-9’s olfactory and hearing senses.
Demonstrate how to search, locate, and alert to a suspect inside an approximately
10,000 square foot building within ten minutes.
Demonstrate how to locate, alert to, and/or apprehend a suspect outdoors in an
area of multiple terrain by using the K-9’s olfactory sense within a timeframe of
ten minutes per acre.
Identify situations where a scent trailing dog may be used to include:
(a) tracking criminals
(b) missing or lost persons
(c) escapees
Identify situations where scent trailing dogs are generally not used to include:
(a) building searches for suspects
(b) crowd control
(c) suspect apprehension
Define scent trailing terminology to include:
(a) Find
(b) Fire Trail
(c) Ghost Trailing
(d) Negative Indications
(e) Reading your Dog
(f) Scent Cone
(g) Scent Item
(e) Ground Disturbance
(f) scent discrimination
Identify factors to consider in picking the right dog for scent trailing to include:
(a) Breed
(b) Age
(c) Drive
Category IV: High-Liability K-9 Team Training October 1998
IV-G.18 Revised November 2003

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(d) Sex
(e) Characteristics
Describe how a scent trailing dog is able to follow a scent picture.
Identify the primary and secondary functions of a scent trailing dog.
Describe how to praise and correct a scent trailing dog.
Describe how to train scent trailing dogs for negative indications.
Describe how to train scent trailing dogs for corners.
Identify factors to consider when setting up cross trails and split trails to include:
(a) wind direction
(b) age of secondary trails
(c) starts
Describe how to scent trail through scent pools.
Describe how to scent trail through visual distractions and scent contamination.
Identify visual signs a scent trailing dog may display when it loses a scent trail to
include:
(a) slowing down
(b) stopping on the trail
(c) circling
List common training errors when training scent trailing dogs to include:
(a) Advancing the dog too quickly
(b) running unmarked training trails
(c) allowing the dog to run too far off the trail
(d) Failure to correct distractions
(e) Following the dog too closely
(f) Conditioning the dog to run short trails
Demonstrate how to start a scent trailing dog on a scent item.
Identify factors to consider in scent trailing in urban areas.
Identify the primary and secondary purposes of the second man handler with a
scent trailing canine team.
Identify tactics to consider when scent trailing to include:
(a) perimeter
(b) visual tracking
(c) silent running
(d) day versus night tracking
(e) large scale manhunts
Identify factors to consider for handler survival to include:
(a) physical conditioning
(b) awareness
(c) reading your dog
(d) training and familiarity
(e) proper use of equipment
(f) back-up
(g) subject behavior
Identify factors specific to lost person behavior to include:
(a) persons state of health
(b) persons past experience
(c) physiological effects of the environment
(d) mental impact on lost subject
Identify information that may be relevant to the prediction of lost subject
behavior to include:
(a) circumstance of loss
Category IV: High-Liability K-9 Team Training October 1998
IV-G.19 Revised November 2003

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(b) terrain
(c) personality of subject
(d) weather
(e) physical condition of subject
(f) medical condition of subject
Describe possible uses of a scent trailing dog during an investigation.
Describe the role of the backup officer.
Define visual tracking.
State the importance of visual tracking in assisting the dog.
Identify visual tracking methods:
(a) mark
(b) notify
(c) wait for handler
(c) tracking stick
Identify information to obtain through visual tracking to include:
(a) direction of travel
(b) number of persons
(c) speed of travel
(d) age
(e) indications of the discipline of the person
Demonstrate ability to successfully scent trail in urban setting.
Demonstrate ability to successfully scent trail through rough terrain.
Demonstrate ability to successfully scent trail at night.
Demonstrate ability to successfully scent trail through contaminated areas and
cross trails.
Demonstrate ability to scent trail a 4 hour old trail.
Demonstrate ability to scent trail an 8 hour old trail.
Demonstrate ability to scent trail a 24 hour old trail.
Category IV: High-Liability K-9 Team Training October 1998
IV-G.20 Revised November 2003

CJS&T SPECIALIZED GOALS AND OBJECTIVES
CATEGORY IX: Inmate Supervision and Control
TOPIC IX-A:
Introduction to Inmate Supervision and Control
OBJECTIVES
The student will:
1. Define inmate supervision.
2. Define inmate control.
3. State the importance of inmate supervision and control.
Category IX: Inmate Supervision Introduction to Inmate Supervision and Control October 1998
and Control
IX-A.1

CJS&T SPECIALIZED GOALS AND OBJECTIVES
CATEGORY IX: Inmate Supervision and Control
TOPIC IX-B:
Accountability of Inmates
OBJECTIVES
The student will:
1. Define accountability of inmates.
2. State the importance of accountability of inmates.
3. Identify local policies and procedures for accountability of inmates.
4.
5.
Describe local policies and procedures for accountability of inmates.
Describe the following count procedures:
(a) Informal
(b) Formal
(c) Emergency
Category IX: Inmate Supervision Accountability of Inmates October 1998
and Control
IX-B.2

CJS&T SPECIALIZED GOALS AND OBJECTIVES
CATEGORY IX: Inmate Supervision and Control
TOPIC IX-C:
Classification of Inmates
OBJECTIVES
The student will:
1. Identify custody levels to include:
(a) minimum
(b) medium
(c) close and maximum
2. Identify requirements for minimum, medium and close, and maximum supervision.
Category IX: Inmate Supervision Classification of Inmates October 1998
and Control
IX-C.3

CJS&T SPECIALIZED GOALS AND OBJECTIVES
CATEGORY IX: Inmate Supervision and Control
TOPIC IX-D:
Supervision of Inmates
OBJECTIVES
The student will:
1. State the importance of 24-hour-a-day and 7-day-a-week inmate supervision.
2. Describe the difference between proper inmate supervision and poor inmate supervision.
3.
(a)
(b)
(c)
Describe proper behavior for officer-inmate relations to include the following concepts:
manipulation by inmates
professional ethics and relationships when dealing with inmates
uniformity and consistency when dealing with inmates
Category IX: Inmate Supervision Supervision of Inmates October 1998
and Control
IX-D.4

CJS&T SPECIALIZED GOALS AND OBJECTIVES
CATEGORY IX: Inmate Supervision and Control
TOPIC IX-E:
Control of Inmates
OBJECTIVES
The student will:
1. State the importance of control of inmates.
2. Identify three types of control, to include:
(a) observation
(b) verbal
(c) physical (including restraints)
3. Describe three types of control, to include:
(a) observation
(b)verbal
(d) physical (including restraints)
4. List five types of progressive discipline, to include:
(a) verbal warning
(b) corrective consultation
(c) disciplinary report
(d) disciplinary confinement
(e) close management
5. Describe five types of progressive discipline, to include:
(a) verbal warning
(b) corrective consultation
(c) disciplinary report
(d) disciplinary confinement
(e) close management
Category IX: Inmate Supervision Control of Inmates October 1998
and Control
IX-E.5

CJS&T SPECIALIZED GOALS AND OBJECTIVES
CATEGORY IX: Inmate Supervision and Control
TOPIC IX-F:
Security Threat Groups
OBJECTIVES
The student will:
1. State the importance of gang identification and prevention.
2. Identify gang signs, symbols, and graffiti.
Category IX: Inmate Supervision Security Threat Groups October 1998
and Control
IX-F.6

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY V: Investigations
TOPIC V-A:
General Investigative Procedures and Techniques
OBJECTIVES
The student will:
(a) Identify rules of crime scene investigation, to include:
(b) maintenance of control
(c) conceptualization
(d) caution
(e) inclusiveness
(f) documentation
(g) Discuss existing legal guidelines for investigations with regard to:
(h) search and seizure
(i) privacy law
(j) Freedom of Information law
(k) Florida Public Records law
(l) Explain roles of the different professionals involved in the investigation and prosecution of a
criminal case.
(m) Recall the purpose of a preliminary investigation.
(n) Describe activities in the investigative process, to include
(o) surveying the crime scene
(p) protecting the crime scene
(q) photographing and sketching the crime scene
(r) identifying witnesses
(s) searching the crime scene
(t) locating, collecting, and handling evidence (including latent prints)
(u) developing and analyzing information
(v) identifying suspects
(w) interviewing and interrogating
(x) conducting surveillance
(y) preparing reports
(z) testifying
(aa) Demonstrate activities in the investigative process, to include:
(bb) surveying the crime scene
(cc) protecting the crime scene
(dd) photographing and sketching the crime scene
(ee) identifying witnesses
(ff) searching the crime scene
(gg) locating, collecting, and handling evidence (including latent prints)
(hh) developing and analyzing information
(ii) identifying suspects
(jj) interviewing and interrogating
(kk) conducting surveillance
(ll) preparing reports
(mm) testifying
Category V: Investigations General Investigative Procedures October 1998
And Techniques
V-A.1

(nn) Identify common sources of information used by investigators, to include:
(oo) confidential informants
(pp) victims and witnesses; other individuals
(qq) NCIC and FCIC
(rr) police reports and crime analysis reports; UCR
(ss) public and private agencies
(tt) telephone companies
(uu) financial institutions
(vv) Identify equipment used by investigators.
(ww) Discuss investigative terminology, to include:
(xx) modus operadi
(yy) corpus delecti
(zz)
Explain methods of identifying criminal suspects, to include:
(aaa) confessions
(bbb) witness testimony (photos, line-up, field show-up)
(ccc) physical evidence
(ddd) circumstantial information
(eee) profiling
(fff) Discuss non-traditional methods of investigation, to include:
(ggg) subconscious mind
(hhh) gut feelings and hunches
(iii) psychics
(jjj) Recall the purpose of a follow-up investigation.
(kkk) Recall the legal implications, limitations, and agency policies relating to court ordered
investigations, to include:
(lll) pre and post sentence
(mmm) violation reports
(nnn) sentencing guidelines
(ooo) Demonstrate the appropriate, accurate, and timely completion of court ordered investigation.
Category V: Investigations General Investigative Procedures October 1998
And Techniques
V-A.2

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY V: Investigations
TOPIC V-B:
Crime Analysis
OBJECTIVES
The student will:
1. Recall the basic function of crime analysis: to identify, describe, and disseminate information
concerning crime patterns and problems.
2. Recall the purpose of crime analysis: to assist in meeting the basic objectives of crime
prevention and crime suppression through statistical analysis of crime activity.
3. Describe goals of the crime analysis function, to include:
(a) identify evolving or existing crime patterns
(b) increase the number of cases cleared by arrest
(c) provide investigative leads
(d) establish operational data for patrol planning
(e) furnish support data to crime prevention programs
(f) furnish trend data for overall departmental planning and budgeting
(g) provide a means of measuring the effectiveness of specific crime impact programs
4. Describe steps in establishing the crime analysis function, to include:
(a) identify and collect copies of all source documents
(b) design a method of extracting pertinent data elements
(c) establish a set of operational files for rapid data retrieval
(d) develop techniques for identifying locations of target crime occurrences (i.e., mapping
(techniques)
(e) design methods for timely identification of crime patterns and trends
(f) design methods for timely dissemination of information to user personnel
(g)
(h)
design a series of dissemination products and documents
establish a system of feedback in which the user may communicate regarding the worth,
validity, and accuracy of the information
5. Recall that the patrol unit is both the primary user and supplier of crime analysis
information.
6. Discuss considerations of administering a crime analysis function, to include:
(a) placement of unit within agency
(b) support by administration
(c) selection of personnel (sworn and non-sworn)
7. Identify primary sources of crime analysis data, to include:
(a) offense reports
(b) field interrogation reports
(c) incident dispatch records
(d) criminal intelligence bulletins
(e) probation, parole release reports
(f) internally-provided intelligence
(g) other agencies
(h) crime watch organizations
8. Describe types of crime analysis data files, to include:
(a) crime-by-type file
(b) known offender file
(c) modus operadi file
(d) suspect vehicle file
Category V: Investigations Crime Analysis October 1998
V-B.3

(e) field interrogation and interview file
(f) alias and A.K.A. files
(g) felon release files
9. List crime-specific elements to extract from the offense report, such as:
(a) report number
(b) crime type
(c) date and day of week
(d) time of occurrence
(e) location
(f) type of structure (target)
(g) point of entry
(h) suspect’s action (M.O.)
(i) property taken
10. Describe crime analysis process steps, to include:
(a) collection - identify, receipt, sort all source documents for relevant information
(b) collation - examine and extract crime element information
(c) analysis - identify crime patterns, trends, or perpetrator
(d) dissemination - provide information to users
11. Discuss manual and semi-automated systems for storing and retrieving crime data.
12. Prepare sample crime analysis reports and products, to include:
(a) formatted bulletin
(b) non-formatted bulletin
(c) indicator map
(d) narrative report on patterns and trends
13. Explain how crime analysis products are used by management, to include:
(a) create informed decision-making
(b) eliminate unproductive activities
(c) select most cost-effective, proven deployment strategies
(d) select crime prevention methods
(e) select specialized training
(f) purchase additional and different equipment
(g) add or reassign personnel
(h) select tactical responses
(i) define strategic and long-term responses to crime
Category V: Investigations Crime Analysis October 1998
V-B.4

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY V: Investigations
TOPIC V-C:
Evidence Collection and Handling
OBJECTIVES
The student will:
1. Explain elements essential to proof of crime, to include:
(a) actus reus
(b) mens rea
(c) possession
(d) conditions by statute
(e) “scienter”
2. Identify classes of evidence, to include:
(a) direct
(b) circumstantial
(c) real
3. Explain types of evidence, to include:
(a) corpus delecti
(b) associative
(c) tracing
4. Discuss the Florida Evidence Code.
5. Identify guidelines for admissibility of evidence, to include:
(ppp) relevancy
(qqq) competency
(rrr) materiality
6. Describe procedures of evidence handling, to include:
(a) collecting
(b) preserving
(c) marking
(d) maintaining chain of custody
(e) transporting
(f) securing
(g) storing
(h) destroying and disposal
(i) counting and weighing
(j) scaling
(k) obtaining appropriate receipts
7. Describe methods for proper handling of various evidence, to include:
(a) blood
(b) clothing
(c) hair
(d) fibers
(e) seminal fluid
(f) glass
(g) paint
(h) firearms, ammunition, casings
(i) flammables
(j) narcotics
(k) documents
Category V: Investigations Evidence Collection and Handling October 1998
V-C.5

(l) tool or pry marks
(m) foot and tire impressionsfingerprints
(n) fingerprints
8. Demonstrate proper handling of various evidence, to include:
(a) blood
(b) clothing
(c) hair
(d) fibers
(e) seminal fluid
(f) glass
(g) paint
(h) firearms, ammunition, casings
(i) flammables
(j) narcotics
(k) documents
(l) tool or pry marks
(m) foot and tire impressions
(n) fingerprints
9. Identify rules of crime scene protection, to include:
(a) nothing related to the scene should be moved or touched
(b) no unauthorized persons should be permitted in the crime scene area
(c) record the names of all officers connected with the crime scene search
10. Define chain of custody.
11. Recall information needed to establish chain of custody, to include:
(a) names of person collecting evidence and all others handling evidence
(b) date(s) collected and transferred
(c) agency, case number, type of crime
(d) victim(s) or suspect(s) name
(e) brief description of item
12. Identify safeguards to maintain chain of custody, to include:
(a) limit handling of evidence
(b) mark with identifiers, the names of all persons who handle evidence
(c) obtain signed receipts when transferring evidence
(d) closely check returned evidence for alterations
13. Identify crime scene search patterns, to include:
(a) spiral
(b) strip
(c) grid
(d) zone
(e) pie or wheel
14. Explain the role of crime laboratory services.
15. Identify different procedures used for security for property versus security for evidence.
16. Describe security procedures for property at disaster scenes.
17. Identify the unique concerns of preserving a crime scene within an institutional setting.
18. Describe methods to facilitate cooperation with external agencies and prosecuting
authorities.
Category V: Investigations Evidence Collection and Handling October 1998
V-C.6

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY V: Investigations
TOPIC V-D:
Surveillance
OBJECTIVES
The student will:
1. Define surveillance.
2. Describe the most common types of surveillance, to include:
(b) fixed
(c) moving
(d) electronic
(e) Identify the objectives of surveillance, to include:
(f) detecting and preventing crime
(g) locating wanted fugitives
(h) securing probable cause
(i) determining activities and movements of suspects
(j) locating and recovering stolen property
(k) intercepting crime before its commission
(l) developing intelligence information
(m) identifying people and their affiliates
(n) obtaining information to use in interrogations
(o) Identify special considerations in preparing for surveillance activity, to include:
(p) obtain description of subject
(q) learn habits of subject
(r) prepare for possible confrontation with subject
(s) conform with the environment
(t) be come familiar with the area
(u) identify the subject
(v) implement counter-surveillance techniques
(w) Identify various types of surveillance equipment, to include:
(x) ca meras
(y) optical devices
(z) wiretap devices
(aa) recording devices
(bb) communication devices
(cc) Discuss legal requirements of electronic surveillance, to include:
(dd) co nsent
(ee) Title III
(ff) Florida Statute
(gg) Develop surveillance plans when given various scenarios.
(hh) Demonstrate surveillance techniques (with and without electronic equipment) when given
simulated situations.
Category V: Investigations Surveillance October 1998
V-D.7

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY V: Investigations
TOPIC V-E:
Crimes Against Persons Investigation
OBJECTIVES
The student will:
1. Discuss various crimes against persons, to include:
(a) murder and homicide
(b) manslaughter
(c) excusable homicide
(d) justifiable homicide
(e) assault
(f) assault with deadly weapon
(g) felonious assault
(h) battery
(i) robbery
(j) kidnapping
(k) sexual battery
(l) child abuse
(m) extortion
(n) confidence games
(o) vice crimes
2. Identify elements of various crimes against persons.
(ii) Identify types of physical evidence generally associated with crimes against persons.
(jj) Describe investigative steps to be performed at the scene of crimes against persons.
(kk) Recall information that should be obtained from victims of crimes against persons.
(ll) Demonstrate investigative techniques in scenarios depicting crimes against persons.
(mm) Discuss psychological profiling for various criminal types, such as:
(nn) serial murderer
(oo) psychosexual disorders
(pp) rapist
(qq) pyromaniac
(rr) child molester and pedophile
(ss) Identify physical and behavioral indicators of:
(tt) child abuse
(uu) child neglect
(vv) sexual abuse
(ww) Recall factors influencing the decision to interview a child in a child abuse case.
(xx) Recall considerations of death investigations, to include:
(yy) conditions which determine death
(zz) onset of rigor mortis
(aaa) onset of postmortem lividity
(bbb) onset of decomposition
(ccc) role of medical examiner
(ddd) Sudden Infant Death Syndrome (SIDS)
Category V: Investigations Crimes Against Persons Investigation October 1998
V-E.8

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY V: Investigations
TOPIC V-F:
Crimes Against Property Investigation
OBJECTIVES
The student will:
1. Discuss various crimes against property, to include:
(a) theft
(b) vehicle theft
(c) forgery
(d) arson and explosives violations
(e) embezzlement
(f) burglary
(g) receiving stolen property
(h) malicious mischief
(I) trespass
2. Identify elements of various crimes against property.
3. Identify types of physical evidence generally associated with various crimes against property.
4. Describe investigative steps to be performed at the scene of various crimes against property.
5. Recall information that should be obtained from victims of crimes against property.
6. Recall methods of identifying property, to include:
(a) license number
(b) engine number
(c) vehicle identification number (VIN)
(d) hull identification number (HIN)
(e) hidden number or component part number
7. Identify indications of stolen property, to include:
(a) vehicles
(b) vessels
(c) equipment
8. Recall sources of information available to officers regarding theft cases.
9. Demonstrate investigative techniques in scenarios depicting crimes against property.
10. Identify equipment used for investigations of crimes against property.
Category V: Investigations Crimes Against Property Investigation October 1998
V-F.9

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY V: Investigations
TOPIC V-G:
Narcotics Investigation
OBJECTIVES
The student will:
1. Discuss legal considerations of narcotics investigations, to include:
(a) searches
(b) standards and schedules
(c) prohibited acts and penalties
(d) trafficking
(e) subpoenas
(f) pen registers, trap and trace devices
(g) wire or oral intercepts
(h) conspiracy
(i) money laundering
2. Identify common substances of abuse, to include:
(a) alcohol
(b) marijuana
(c) stimulants
(d) depressants
(e) narcotics
(f) inhalants
(g) hallucinogens
(h) designer drugs
3. Identify different types of drug paraphernalia.
4. Describe common methods of narcotics investigations, to include:
(a) undercover
(b) informant
(c) surveillance
5. Demonstrate how to use field test kits and evaluate test results.
6. Discuss considerations of undercover narcotics operations, to include:
(a) safety
(b) fortifying confidence
(c) flash rolls
(d) reverse stings
(e) entrapment
(f) asset forfeiture
7. Identify sources of illicit drug traffic, to include:
(a) smuggling
(b) diversion
(c) clandestine labs
8. Identify drug concealment techniques, to include:
(a) in vehicles, vessels, conveyances
(b) on body
(c) in structures
Category V: Investigations Narcotics Investigation October 1998
V-G.10

9. Discuss special considerations of investigating clandestine labs, to include:
(a) hazard assessment
(b) equipment
(c) evidence collection
(d) decontamination
10. Identify the unique concerns of narcotics investigation and interdiction within a correctional
facility.
(eee) Recall the types of equipment and investigative aids available to assist with drug interdiction.
(fff) Identify the concerns associated with the use of confidential informants within a correctional
facility.
(ggg) Identify characteristics of staff who may be involved in contraband introduction within the
facility.
(hhh) Demonstrate appropriate drug interdiction techniques within the facility.
(iii) Recall the legal implications, limitations, and agency policies in narcotics investigations
within correctional facilities.
Category V: Investigations Narcotics Investigation October 1998
V-G.11

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY V: Investigations
TOPIC V-H:
Terrorism and Cult Investigation
OBJECTIVES
The student will:
1. Identify common criminal acts of terrorists, to include:
(a) blackmail
(b) kidnap
(c) theft
(d) bank robbery
(e) intimidation
(f) firearms and explosives violations
2. Discuss deviant groups in regard to:
(a) structure
(b) practice
(c) beliefs
(d) markings
(e) symbols
3. Define security threat groups.
4. Identify various types of security threat groups, to include:
(a) street gangs
(b) racial groups
(c) geographically based groups
(d) religious groups
(e) satanist and the occult
(f) white supremacist
(g) prison gangs
5. Recall the legal implications, limitations, agency policies related to security threat groups.
6. Discuss the basic elements of terrorist ideology and a general history of terrorist activity, to
include:
(a) Define terrorism
(b) List types of terrorism – domestic (left wing and right wing), single issue (special interest),
international
(c) Describe historical terrorist activity and significant terrorist events
(d) Describe current trends in terrorist activity
7. Describe the personality traits and behavior patterns common to extremists and terrorists, to
include:
(a) List personality traits unique to terrorists
(b) List levels on which terrorist function – covert political, covert criminal, overt political,
overt criminal
(c) Discuss use of violence and attitudes regarding death of self, comrades, and victims
(d) Describe the influence of groups dynamics on terrorists and violent extremists – distorted
perceptions, reduced accountability, diffusion of responsibility, cohesion caused by
common threat (us vs. them mentality)
(e) Discuss cautions to be employed when dealing with informants
Category V: Investigations Terrorism and Cult Investigation October 1998
V-H.12 Revised November 2001

8. Discuss the history, ideology and activities of Osama Bin Laden, Al-Qaida and related
extremist movements, to include:
(a) Describe the beliefs and agenda of these groups
(b) List associated individuals and movements currently operating in the United States and
Florida
(c) List individuals identified as currently operating in Florida
(d) Describe activities and events associated with these groups
9. List specific techniques to be employed in the investigation of terrorist activity, to include:
(a) Proactive investigation through intelligence – to prevent terrorist events
(b) Reactive – investigation and prosecution of persons involved in illegal acts
(c) List the components of an effective investigative team – multi-agency, prosecutor
(d) Discuss investigative tools – electronic surveillance, subpoena power, informants
(e) Discuss significance and techniques for tracking of financial assets of groups
(f) Discuss concerns about security of investigative information
(g) Describe the role of Immigration and Naturalization Services in supporting the
investigation
10. Describe the intelligence process and analysis of intelligence related to terrorist activity, to
include:
(a) Describe strategic intelligence – information used by decision-makers regarding trends
(b) Describe tactical intelligence – information regarding a specific incident
(c) List sources of information – physical surveillance, citizen information, informants, law
enforcement sources, public information databases, Internet sites, trash analysis
(d) Discuss concerns involving evaluation, collection, analysis and dissemination of
intelligence
11. Describe techniques and strategies to employ in an interview of an extremist or suspected
terrorist, to include:
(a) List considerations for arranging a non-custodial interview – low-key approach, safe
interview location, preparatory knowledge about movement, ask for material used or
disseminated by movement
(b) List motivations of informants and potential concerns – financial, revenge, public service,
reformed member
(c) Discuss the difference between routine interviews and interviewing an extremist
(d) List useful tips for conducting interviews – justify the interview, focus on crime instead of
beliefs, don’t be intimidated by threats, prepare by knowing recent local intelligence, use
plain non-police language
(e) Discuss areas of background of subject that should be known by interviewer – role in
movement, education, employment, associates, criminal record, known activities within
group
12. Discuss methods of assessment of a potential terrorist threat, to include:
(a) Describe the purpose of a threat assessment – used for tactical and strategic purposes by law
enforcement authorities to target and neutralize criminal extremist groups before they
commit acts of violence
(b) Discuss assessment of target premises, including vulnerability of physical plant and other
assets
(c) Discuss the components of a threat assessment – evaluation of characteristics, analysis of
risks, measure of violence
- Does group believe that death and injury are “acceptable sacrifices”
- Do group tactics demonstrate or enable violent acts
- Are there individual members who could commit violent acts on their own behalf
without the consent of the group
- Is there a history of violence or potential for violence with the means to commit violent
acts
Category V: Investigations Terrorism and Cult Investigation October 1998
V-H.12 Revised November 2001

13. Describe intelligence update of current information regarding individuals and movements
operating in Florida
Category V: Investigations Terrorism and Cult Investigation October 1998
V-H.12 Revised November 2001

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY V: Investigations
TOPIC V-I:
Economic Crimes Investigation
OBJECTIVES
The student will:
1. Identify various economic crimes, to include:
(a) forgery
(b) fraud
(c) theft
(d) extortion
(e) official corruption
(f) bribery
(g) computer crime
2. Recall that intent is a requisite for successful prosecution for an economic crime.
3. Discuss the Racketeer Influenced and Corrupt Organization (RICO) Act.
4. Identify characteristics of organized crime operations, to include:
(a) structure
(b) profit continuity
(c) monopoly
(d) relative immunity
5. Identify criminal activities in which organized crime is involved, to include:
(a) gambling
(b) loan sharking
(c) narcotics
(d) prostitution
6. Describe elements inherent in corrupt activity, to include:
(a) payoffs
(b) kickbacks
(c) commercial bribery
7. Describe steps in organizing information regarding economic crimes, to include:
(a) collecting
(b) reporting and recording
(c) analyzing
(d) disseminating
Category V: Investigations Economic Crimes Investigation October 1998
V-I.13

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY V: Investigations
TOPIC V-J:
Accident Investigation
OBJECTIVES
The student will:
1. Recall types of evidence and information that should be collected at an accident scene, to
include:
(a) vehicle(s) and vessel(s) involved
(b) traffic-way
(c) person(s) involved
2. Identify procedures for collecting, marking, and documenting physical evidence obtained
from an accident scene.
3. Identify correct procedures for photographing an accident.
4. Discuss various procedures for diagramming an accident scene.
5. Diagram an accident scene.
6. Reconstruct an accident scene using laws of motion and physics, to include:
(a) computation of minimum speed
(b) coefficient of friction
(c) radius of curve calculation
(d) combined speed calculation
(e) critical speed calculation
7. Prepare an accident report.
8. Describe procedures for investigating accidents.
Category V: Investigations Accident Investigation October 1998
V-J.14

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY V: Investigations
TOPIC V-K:
Standardized Field Sobriety Testing
OBJECTIVES
The student will:
1. Identify phases of detection for impairment.
2. Identify elements within the identification phase.
3. Identify elements within the reinforcement phase.
4. Identify types of investigative clues.
5. Cite examples of elements involved in the traffic accident detection phase.
6. Identify common detection cues used in nighttime impaired driving enforcement.
7. Describe the driving behavior exhibited in each of the common cues used in nighttime
drunken driving enforcement.
8. Identify standardized field sobriety tests.
(a) Horizontal Gaze Nystagmus Test
(b) Walk and Turn Test
(c) One Leg Stand Test
(d) Finger to Nose Test
(e) Romberg and Alphabet Test
9. Perform and administer standardized field sobriety tests, to include:
(a) Horizontal Gaze Nystagmus Test
(b) Walk and Turn Test
(c) One Leg Stand Test
(d) Finger to Nose Test
(e) Romberg and Alphabet Test
10. Identify fixed locations recommended for ideal recording in headquarters.
11. Identify methods of field video recording.
12. Identify recommended site selection criteria for selected site locations.
13. Identify recommended camera positions.
14. Identify video-recording data for use as evidence in court proceedings.
15. Identify behavioral techniques for on-camera recording sessions.
16. Identify enforcement strategies.
17. Identify elements of a Driving Under the Influence (DUI) case.
18. Identify defense tactics in a DUI case.
19. Identify types and classifications of evidence.
20. Demonstrate proper courtroom demeanor.
Category V: Investigations Standardized Field Sobriety Testing October 1998
V-K.15

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY V: Investigations
TOPIC V-L:
Chemical Tests for Intoxication
The Chemical Tests for Intoxication courses must be taught under the auspices of the FDLE Implied Consent
Program, therefore, contact the FDLE Implied Consent Program area for information.
Category V: Investigations Chemical Tests for Intoxication October 1998
V-L.16

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY V: Investigations
TOPIC V-M:
Juvenile Sexual Offenders and Their Victims
OBJECTIVES
The student will:
1. Define “alleged juvenile sexual offender” as
(a) A child 12 years of age or younger who is alleged to have committed a
violation of 794,
(b) A child (includes children 18 and under) who is alleged to have committed any
violation of law or delinquent act involving juvenile sexual abuse.
2. State that child on child sex offenses involve more than experimentation.
Juvenile sexual offender behavior ranges from non-contact sexual behavior such
as making obscene phone calls, exhibitionism, voyeurism, and the showing or
taking of lewd photographs to varying degrees of direct sexual contact, such as
frottage, fondling, digital, and penetration with any other object, rape, fellatio,
sodomy, and various other sexually aggressive acts.
3. Define “juvenile sexual abuse” as any sexual behavior that occurs without
consent, without equality, or as a result of coercion or manipulative seduction.
4. Define “consent” as intelligent, knowing, and voluntary, and does not include
coerced submission. Consent shall not be deemed or construed to mean the
failure by the alleged victim to offer physical resistance to the offender.
5. Define “equality” as two participants operating with the same level of power in a
relationship, neither being controlled nor coerced by the other.
6. Define “coercion” as exploitation of authority, use of bribes, threats of force, or
intimidation to gain cooperation or compliance.
7. Define “sexual battery” as oral, anal, or vaginal penetration by, or union with,
the sexual organ of another or the anal or vaginal penetration of another by any
other object; however, sexual battery does not include an act done for bona fide
medical purpose.
8. State that “rape” is not a legally accepted term for sexual abuse.
9. Define “mentally incapacitated” as temporarily incapable of appraising or
controlling a person’s own conduct due to the influence of narcotic, anesthetic, or
intoxicating substance administered without his or her consent or due to any
other act committed upon that person with his or her consent.
10. Define “physically helpless” as unconscious, asleep, or for any other reason
physically unable to communicate unwillingness to an act.
11. Define “physically incapacitated” as bodily impaired or handicapped and
substantially limited in ability to resist or flee.
12. State that non-consent is not an element in sexual assaults of victims less than
sixteen years of age in Florida.
13. Define “incest” as a person knowingly marrying or having sexual intercourse
with a person to whom he/she is related by lineal consanguinity, or a brother,
sister, uncle, aunt, nephew, or niece.
14. Define Pedophilia as the act or fantasy of engaging in sexual activity with prepubescent
children (usually 13 or younger), as a repeated,preferred or exclusive
method of achieving sexual excitement.
15. Define pedophile as a person who has a sexual preference for children.
Category V: Investigations Juvenile Sexual Offenders October 1998
and Their Victims
V-M.17

(jjj) Define child molester as a person who is sexually attracted to and/or engaged in
any type of sexual activity with individuals legally defined as children.
(kkk) Define the two classes of sex offenders, to include situational and preferential
child molester.
(lll) List common characteristics of the situational molester.
(mmm) List patterns of behavior of situational molesters.
(nnn) List common characteristics of the preferential child molester.
(ooo) List patterns of behavior of preferential child molesters.
(ppp) List common characteristics of juvenile sex offenders.
(qqq) List patterns of behavior of juvenile sex offenders.
(rrr) State that child sex offenders represent every type of sexual orientation.
(sss) State that with the exception of pedophilia, among child sex offenders, sexual
orientation is not predominant or more common than others are.
(ttt) Describe patterns of behavior of a preferential molester to include the seducer,
introvert, and sadistic offender.
(uuu) Describe patterns of behavior of the regressed situational molester.
(vvv) Describe patterns of behavior of the morally indiscriminate situational molester.
(www) Describe patterns of behavior of the sexually indiscriminate situational
molester.
(xxx) Describe patterns of behavior of the inadequate situational molester.
(yyy) Describe characteristics of the opportunist offender.
(zzz) Describe characteristics of the sexual fantasist.
(aaaa) Describe characteristics of the vindictive offender.
(bbbb) Describe characteristics of the angry offender.
(cccc) Describe characteristics of the sexual sadist.
(dddd) Define child erotica.
(eeee) Give examples of child erotica.
(ffff) Identify elements of child pornography.
(gggg) Identify the elements of computer pornography and computer related
offenses.
(hhhh) Define the elements of s. 827.071, F.S., as they relate to child sexual
performance.
(iiii) State four common characteristics of sexual assaults.
(jjjj) State five common effects of sexual abuse on victims.
(kkkk) List physical indicators of a non-consensual sexual assault.
(llll) List five manners of identifying and investigating juvenile sex offense cases.
(mmmm) Identify factors that may influence sex crime evidence, to include:
(nnnn) Delay in reporting
(oooo) Outside contamination
(pppp) The victim bathes or showers
(qqqq) Victim urinates
(rrrr) Victim eats, drinks, or smokes
(ssss) List potential evidence of a recent assault that may be collected at a sex crime scene,
to include:
(tttt) Serological
(uuuu) Microscopic
(vvvv) Corroborative
(wwww) Eliminative
(xxxx) List five types of evidence in a crime that may be collected during an
investigation, to include:
(yyyy) Physical
Category V: Investigations Juvenile Sexual Offenders October 1998
and Their Victims
V-M.18

(zzzz)
(aaaaa)
(bbbbb)
Documentation
Medical
Testimony
Category V: Investigations Juvenile Sexual Offenders October 1998
and Their Victims
V-M.18

(ccccc) Photographs
(ddddd) Identify possible physical evidence from which DNA samples may be
extracted.
(eeeee) List major evidence collection errors occurring at a sex crime scene that can
hinder prosecution.
(fffff) State the importance of conducting an immediate medical exam of the victim
when a complaint is made within 72 hours after the abuse occurs.
(ggggg) List potential evidence that may be collected during a medical examination.
(hhhhh) State the differences between a “traditional” search warrant and an
“expertise” search warrant.
(iiiii) Given s. 90.404, F.S., apply Williams Rule or Similar Fact evidence to sexual
abuse cases.
(jjjjj) Pursuant to chapter 39 (and former 415), F.S., define the duties and requirements
of law enforcement officers assisting or working with members of the Department
of Children and Families and Department of Health, to include situations
involving:
(kkkkk) Joint investigations
(lllll) Taking children into protective custody
(mmmmm) Gathering evidence
(nnnnn) Assisting in the interview process
(ooooo) Providing services to the family
(ppppp) List social service providers and other agencies that may become involved in
the response or investigation of a juvenile sex crime, to include:
(qqqqq) Victim witness
(rrrrr) Child protection teams
(sssss) Florida Department of Law Enforcement Rapid Response Team (RRT)
(ttttt) Local law enforcement
(uuuuu) Florida Abuse Hotline and Registry
(vvvvv) Protective Investigators
(wwwww) State the role of the Child Protection Team in investigating sex crimes.
(xxxxx) State the purpose of the Florida Abuse Hotline.
(yyyyy) Identify the Sexual Abuse Intervention Network (SAIN) as a communitymulti-disciplinary,
inter-agency case and services management systems
based,
network, specifically designed to assist a jurisdiction in addressing the
management of juvenile sexual offenders and their families.
(zzzzz) State that pursuant to s. 914.16, F.S., most jurisdictions are under local
court order to limit or minimize the number of interviews of child victims and/or
utilize local child advocacy centers.
(aaaa aa) State pursuant to s. 914.16, F.S., under what condition exceptions to the
number of child interviews is applicable.
(bbbbbb) Given Florida Statutes and local codes, state the legal requirements for
videotaping and audio taping a child-victim’s statement.
(cccccc) List possible child-victim reactions to sexual abuse that may be experienced
during the interview.
(dddddd) State that it is not uncommon for a sexual assault victim to retract their
initial statement.
(eeeeee) Define the elements of the statute of limitations as stated in s. 775.15, F.S.
(ffffff) List common interview tools that may be used in the child interview process.
(gggggg) State uses of the anatomical dolls or drawings, and the training necessary in
their use.
(hhhhhh) List do’s and don’ts of the child interview process.
Category V: Investigations Juvenile Sexual Offenders October 1998
and Their Victims
V-M.19

(iiiiii) State the exceptions for administration of child-victim statements with regard to
the hearsay rule pursuant to s. 90.803, F.S.
(jjjjjj) State the legal requirements of controlled phone calls in a juvenile sexual
abuse investigation.
(kkkkkk) State the legal requirements of confidentiality in sexual abuse cases
involving juveniles.
(llllll) List special techniques to follow in interviewing the offender.
(mmmmmm) Describe possible defenses of a child molester to include a
description of denial, minimization, justification, fabrication, mental illness,
sympathy, attack, and guilty, but not guilty.
(nnnnnn) List three major reasons for false reporting of sexual abuse.
(For additional assistance, refer to the Commission-Approved Specialized Course “Crimes
Against Children,” the advanced course, “Sex Crimes,” and the Florida Juvenile Handbook.
Category V: Investigations Juvenile Sexual Offenders October 1998
and Their Victims
V-M.20

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY V: Investigations
TOPIC V-N: Boating Accident Investigations
OBJECTIVES
The student will:
1.
2.
3.
Identify the frequency of boating accidents in the immediate jurisdiction.
Identify statistical trends within the immediate jurisdiction.
Describe the information required to be reported to the U.S. Coast Guard
4. Identify the responsibilities of the first officer on scene in response to reported boating
accidents under various situations.
5. Identify who is responsible for completing a boating accident investigation report and the
filing of charges on violators based on the investigative findings.
6. Describe the responsibilities of the accident investigator in response to a reported boating
accident.
7. Explain the authority to investigate boating accidents.
8. State boating laws pertaining to offenses that result in a boating accident.
9. Explain laws relating to accidents involving alcohol or other drugs to include the taking of
blood evidence and acquiring information from hospital records.
10. Determine when to either issue a summons or obtain an arrest warrant.
11. Explain the proper identification, collection, and storage of physical evidence, including
biohazardous evidence.
12. Identify the preferred photograph sequence when documenting a boating accident scene.
13. Identify the recommended specialized equipment necessary to conduct a thorough boating
accident investigation.
14. List the responsibilities of the first officer on the scene, the accident investigator, and
investigation supervisor as they pertain to conducting a boating accident investigation.
15. Identify the three stages of a boating accident.
16. Given point and angles of impact, vessel dynamics, and an evaluation of the vessel damage,
calculate estimated speed at impact.
17. Describe the physical response of a vessel and its occupants during the pre-impact, impact,
and post-impact stages of an accident utilizing photographs and witness statements.
18. Reconstruct a boating accident by identifying the point of entry, path of engagement, and exit
point.
19. Identify potential sources of evidence to be gathered through an analysis of a vessel’s
electronic equipment.
20. Identify the procedure for obtaining electronic evidence from a Global Positioning System
(GPS).
21. Identify the necessary documentation to be included in a boating accident investigation case
file.
22. Demonstrate an ability to properly complete a boating accident investigation report.
23. Given proper sketching and/or diagramming techniques, describe a simple boating accident.
24. Identify the documentation necessary to build a complete boating accident investigation case
file.
25. Explain the importance of a pre-trial conference between the investigator and prosecutor.
26. Secure the scene of a mock boating accident.
27. Process a mock boating accident scene to gather various forms of evidence.
28. Interview witnesses to a boating accident to gather appropriate testimonial evidence.
29. Complete a boating accident investigation report clearly describing the accident.
Category V: Investigations Boating Accident Investigations February 2000
V-N.21

30. Describe agency policy with regard to dealing with the media and the release of information
gathered during an investigation.
31. Identify the protocol for the release of pertinent investigative information to family members
during an investigation.
Category V: Investigations Boating Accident Investigations February 2000
V-N.22

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY VI: Legal
TOPIC VI-A:
Civil Rights (Discrimination and Sexual Harassment)
OBJECTIVES
The student will:
(a) Recall legislation enacted by the federal government to protect the civil rights of citizens, to
include:
(b) 5th Amendment, U.S. Constitution, 1791
(c) 14th Amendment, U.S. Constitution, 1868
(d) Civil Rights Act of 1964, as amended by the Equal Employment Opportunity Act of 1972
(e) Age Discrimination Act of 1967
(f) Rehabilitation Act of 1973
(g) Recall that an employee is entitled to work in an environment that is free from any form of
discrimination per statutes.
(h) Discuss elements of sexual harassment, to include:
(i) acts that constitute it
(j) parties to it
(k) conditions that must be present
(l) Recall the procedures for filing a sexual harassment complaint, to include:
(m) required information
(n) deadlines
(o) channels of communication
(p) Recall that any violation of an individual’s civil rights on the part of an officer will likely
result in civil and/or criminal proceedings depending on severity and intent.
(q) Recall that the Americans with Disabilities Act mandates fair treatment of certain specified
groups who are defined as disabled.
Category VI: Legal Civil Rights (Discrimination and Sexual Harassment) October 1998
VI-A.1

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY VI: Legal
TOPIC VI-B:
Use of Force
OBJECTIVES
The student will:
1. Define:
(a) deadly force (Florida Statute, 776.06)
(b) use of force in defense of person (Florida Statute, 776.012)
(c) use of force in defense of others (Florida Statute, 776.031)
(d) use of force by aggressor (Florida Statute, 776.041)
(e) forcible felony (Florida Statute, 776.08)
2. Explain the use of force in making an arrest according to Florida Statute, 776.05.
3. Explain the limitations of use of force in making an arrest according to Florida Statute,
776.05.
4. Explain the prohibitions in the use of force in resisting or making an arrest according to
Florida Statute, 776.051.
5. Explain the amount of force that may be used to prevent the escape of an arrested person
according to Florida Statute, 776.07.
6. Explain how the Supreme Court ruling Garner vs. Tennessee relates to deadly force.
7. Explain how use of force relates to the Commission-adopted Use of Force Continuum.
8. Explain the Sudden Death Syndrome.
9. Identify elements of Sudden Death Syndrome, to include:
(a) history of drug abuse
(b) history of mental illness
(c) combination of both
10. Select the appropriate level of force to use, according to Florida Statute 776, when given
various scenarios.
11. Explain why accurate documentation is necessary when use of force is involved.
12. Discuss recent court rulings on cases involving use of force and the significance of those
rulings.
Category VI: Legal Use of Force October 1998
VI-B.2

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY VI: Legal
TOPIC VI-C:
Courtroom Demeanor and Testimony
OBJECTIVES
The student will:
1. Discuss differences between depositions and oral courtroom testimony.
2. Discuss differences between acts that constitute refreshing one’s memory and recorded
recollections.
3. Discuss differences between cross-examination and direct examination.
4. Discuss desired attributes of reliable courtroom testimony.
5. Discuss how appearance and behavior in the courtroom affects the credibility of a witness.
6. Define legal terms related to court case testimony, to include:
(a) burden of proof
(b) hearsay
(c) personal knowledge
(d) privilege
(e) relevance
(r) Demonstrate proper courtroom procedures, to include:
(a) moot court
(b deposition
(c) hearings
Category VI: Legal Courtroom Demeanor and Testimony October 1998
VI-C.3

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY VI: Legal
TOPIC VI-D:
Statutes
OBJECTIVES
The student will:
1. Discuss law in regards to:
(a) the difference between civil and criminal lawsuits
(b) the different sources of laws
(c) the role of the courts
(d) the importance of corrections standards
(e) levels of negligence
(f) concept of vicarious liability
(g) court rulings and legal decisions
2. Define terms associated with civil forfeiture, to include:
(a) controlled premises
(b) controlled substance
(c) contraband article
(d) perfected security interest
(e) bona fide lienholder
3. Recall differences in forfeiture concepts, to include:
(a) burden of proof
(b) time of vesting of title to property
(c) derivative contraband
(d) innocent ownership
(e) “in rem” nature of proceedings
4. Compare burden of proof in a civil case to burden of proof in a criminal case.
5. Identify different defenses to a forfeiture action, to include:
(a) innocent ownership
(b) bona fide lienhold’s lack of knowledge
(c) use without consent
(d) perfection of lien prior to seizure
6. Identify and analyze rules of evidence and their correlation with forfeiture proceedings.
7. Identify and compare different possible dispositions of forfeited property, including:
(a) retention
(b) transfer
(c) sale
(d) equitable distribution
(s) Identify and coordinate the priority of distribution of the proceeds of the sale of forfeited
property.
(t) Discuss any of the following that may affect an officer’s ability to perform the job:
(a) United States Code
(b) Florida Statute
(c) Florida Administrative Code
(d)county ordinance
(e) municipal code
(f) administrative rule
(g) policy and procedures
Category VI: Legal Statutes October 1998
VI-D.4 Revised November 2001

10. Discuss existing legal guidelines with regard to:
(a) Freedom of Information law
(b) Florida Public Records law
(c) driving
(d) use of force
(e) employment
(f) arrest
(g) search and seizure
(h) privacy law
(i) sentencing guidelines
(j) copyright law
(k) confidentiality issues
(l) public records
(m) religious practices
(n) victim’s rights
(o) administrative actions against staff
(p) administrative actions against inmates
11. Discuss legal ramifications involved with contraband control, to include:
(a) visitors’ rights
(b) inmates’ rights
(c) Fourth Amendment
12. Identify the process by which a bill becomes law.
13. Recall the effect of the sentencing guidelines on criminal sentences.
14. Calculate a sentencing guideline score sheet.
15. Recall that the rights afforded inmates evolve or are modified via the interpretation of law
by the courts.
16. Discuss legal issues related to the investigation of terrorist activity, to include:
(a) Describe the requirement of identification of the element of criminal activity
(b) Describe First Amendment implications
(c) Discuss related case law issues
(d) Discuss U. S. Attorney General guidelines for investigation of domestic security/terrorism
Category VI: Legal Statutes October 1998
VI-D.5 Revised November 2001

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY VI: Legal
TOPIC VI-E:
Legal Considerations of Vehicle Operation
OBJECTIVES
The student will:
1. Recall basic legal considerations involved in the operation of authorized emergency vehicles.
2. Identify aspects of civil and criminal liability which are applicable to law enforcement or
corrections driving.
(u) Define authorized emergency vehicles per Florida Statutes.
(v) Recall types of regulations that emergency and pursuit driving are governed by, to include:
(w) state law
(x) local ordinances
(z)
(y) department policies
Identify conditions specified in Florida Statutes, which constitute operation of a vehicle in
emergency mode, to include:
(aa) responding to emergency call
(bb) pursuing an actual or suspected violator of the law
(cc) responding to a fire alarm
(dd) Identify privileges granted, per Florida Statutes, to drivers of emergency vehicles operating
in emergency mode, to include:
(ee) may operate irrespective of restrictions of Florida Statutes
(ff) may exceed maximum speed limits so long as life or property is not endangered
(gg) may disregard regulations governing direction or movement or turning in specified directions
(hh) Identify methods by which the operator of an authorized emergency vehicle is required, per
Florida Statutes, to warn other motorists and pedestrians of approach, to include:
(ll)
(ii) audible signal, siren, exhaust whistle
(jj) visible signal (blue or red lights)
(kk) other adequate device
Recall Florida Statutes that require all authorized emergency vehicles be equipped with a
siren, whistle, or bell capable of emitting sound audible under normal conditions from a
distance of not less than 500 feet.
(mm) Define vehicle and vessel pursuit.
(nn) Identify the persons who, per Florida Statutes, may be arrested by a state, county or
municipal officer outside his/her jurisdiction when in fresh pursuit, to include:
(oo) a person who has committed a felony or who is reasonably suspected of having committed a
felony
(pp) a person who has violated a federal, state, county, or municipal law or ordinance
(qq) Recall that an operator of an emergency vehicle has the duty to operate with due regard for
the safety of all persons.
(rr)
(ss)
Recall that statutory provisions do not protect an emergency vehicle operator from the
consequences of reckless disregard for the safety of others.
Recall that an emergency vehicle operator who drives without due regard to the safety of
others may incur both civil and criminal liability and the employing agency may incur civil
liability.
(tt) Recall basic legal consideration involved in the transportation of offenders.
(uu) Recall the legal implications, limitations, and agency policies related to the safe
transportation of offenders.
Category VI: Legal Legal Considerations of Vehicle Operation October 1998
VI-E.6

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY VI: Legal
TOPIC VI-F:
Civil Liability
OBJECTIVES
The student will:
1. Define terms associated with civil liability, to include:
(a) affirmative link
(b) duty to the general public
(c) indemnity
(d) intentional torts
(e) negligence
(f) procedural due process
(g) respondent superior
(h) special relationship
(i) substantive due process
(j) vicarious liability
2. Recall that a tort suit is filed due to:
(a) negligence
(b) gross negligence
(c) intentional action
3. Recall actions that can be taken against a supervisor whose subordinate is
involved in misconduct, to include:
(a) administration
(b) civil
(c) criminal
4. Identify different types of legal action, to include:
(vv) civil rights
(ww) criminal
(xx) administrative
(yy) tort
(zz) Identify procedural requirements after being named a plaintiff in a lawsuit.
(aaa) Identify elements of the laws related to civil liability, to include:
(bbb) 18 United States Code 242
(ccc) 18 United States Code 241
(ddd) 42 United States Code 1983
(eee) 42 United States Code 1985
(fff) Florida Statutes
(ggg) Identify the areas in which courts have held agencies and supervisors liable for
actions of their subordinates, to include:
(hhh) failure to direct
(iii) failure to train
(jjj) negligent assignment
(kkk) negligent employment
(lll) negligent entrustment
(mmm) negligent retention
(nnn) negligent supervision
(ooo) high liability
Category VI: Legal Civil Liability October 1998
VI-E.7

(ppp) Identify ways to prevent personal liability for action of a subordinate, to include:
(qqq) adopting written standards and procedures, approved by the agency’s legal
department
(rrr) monitoring staff to determine that policies are followed
(sss) investigating and documenting all unusual occurrences
(ttt) providing and documenting training
(uuu) providing good supervision
(vvv) Identify the differences in policy defense concepts or civil liability concepts, to
include:
(www) deliberate indifferences
(xxx) discretionary acts
(yyy) gross negligence
(zzz) ministerial acts
(aaaa) reckless disregard
(bbbb) scope of employment
(cccc) single incident rule
(dddd) Identify and compare the different types of relief and damages available to a
plaintiff, to include:
(eeee) money damages - pecuniary; punitive
(ffff) equitable relief - injunction; declaratory judgment
(gggg) compensatory
(hhhh)
Identify and explain different defenses available to a particular defendant,
to include:
(iiii) good faith
(jjjj) contributory negligence
(kkkk) isolated incident
(llll) privilege
(mmmm) Explain vicarious liability in relationship to Florida Statute, agency policy
and training.
(nnnn) Explain concepts of liability and its interrelationship to the policy, custom or
usage of a municipality.
(oooo) Analyze the differences between duty to the general public and duty under
special relationship concept.
(pppp) Analyze the differences between procedural claim and substantive due
process claim.
(qqqq) Explain investigative procedures used in civil liability suits.
Category VI: Legal Civil Liability October 1998
VI-E.8

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY VII: Management and Supervision
TOPIC VII-A: Introduction to Management and Supervision
OBJECTIVES
The student will:
(a) Define management.
(b) Identify skills necessary for carrying out the management process, to include:
(c) conceptual
(d) human
(e) technical
(f) Identify functions within the management process, to include:
(g) planning
(h) controlling
(i) organizing
(j) motivating
(k) Recall developmental stages of management philosophy, to include:
(l) scientific management
(m) human relations management
(n) systems management
(o) Discuss ethical behavior of the management role.
(p) Recall the role of interpersonal communications skills in the day-to-day work setting.
(q) Recall the advantages of a good orientation program, to include:
(r) lower absenteeism
(s) reduction in training time
(t) increased productivity
(u) reduction in staff turnover
(v) Recall the elements of an orientation program, to include:
(w) key information employee needs
(x) impression to be made
(y) essential policies employee needs to know
(z) techniques for getting to know fellow workers
(aa) tasks to be achieved
(bb) positive experience conveying acceptance and value
(cc) Recall that training involves transmittal of the following:
(dd) knowledge
(ee) skill
(ff) attitude
(gg) Recall steps used in training, to include:
(hh) presenting the big picture
(ii) explaining why a procedure is followed
(jj) giving feedback
(kk) stressing accuracy and understanding before speed
(ll) monitoring performance
(mm) Recall approach theories of personnel selection, to include:
(nn) traitist
(oo) situationist
(pp) follower
(qq) integrative
Category VII: Management Introduction to October 1998
and Supervision
Management and Supervision
VII-A.1

(rr) Recall factors that affect the selection of managerial personnel, to include:
(ss) availability of talent
(tt) competition for talent
(uu) monetary considerations
(vv) employee image
(ww) promotional opportunities
(xx) internal and external strife
(yy) job routine
(zz) general economic conditions
(aaa) success of agency
(bbb) formal and informal job specifications
(ccc) Identify characteristics that should be considered when evaluating an individual’s potential
for success in management.
(ddd) Identify technical skills needed in an organization, to include:
(eee) manpower allocation
(fff) property management
(ggg) record-keeping
(hhh) fingerprinting
(iii) Identify psychological attributes of managers, to include:
(jjj) leading
(kkk) communications
(lll) change in organization
(mmm) values and attitudes
(nnn) Identify functional factors, to include:
(ooo) planning
(ppp) organization
(qqq) problem solving
(rrr) decision making
(sss) Identify factors necessary to individual and organizational goals and objectives.
(ttt) Identify elements of the management process, to include:
(uuu) organization
(vvv) planning
(www) leading
(xxx) controlling
(yyy) Recall theories of management styles, to include:
(zzz) Tannebaum and Schmidt
(aaaa) Blake and Mouton
(bbbb) McGregor’s X and Y
(cccc) Recall how management styles are gridded.
(dddd) Develop an organizational management style.
(eeee) Analyze management styles.
(ffff) Explain how and why leadership behavior is dynamic.
(gggg) Develop and discuss feedback regarding one’s perception of his/her managerial style
and dampening through assessment of manager’s practices.
(hhhh) Identify action alternatives available as strategies for change.
(iiii) Recall the history of labor unions.
(jjjj) Recall how an impartial attitude concerning collective bargaining can provide a better
organizational environment.
Category VII: Management Introduction to October 1998
and Supervision
Management and Supervision
VII-A.2

(kkkk) Recall the evolution of the supervisor’s role, to include:
(llll) early military models
(mmmm) the needs of the industrial revolution
(nnnn) the development of modern management and supervisory theory
(oooo) Identify styles of supervisory behavior, to include:
(pppp) telling
(qqqq) persuading
(rrrr) consulting
(ssss) joining
(tttt) delegating
(uuuu) Identify factors which may influence supervisory style, to include:
(vvvv) forces in the leader
(wwww) forces in the group members
(xxxx) forces in the situation
(yyyy) Identify developmental areas required for effective supervision, to include:
(zzzz) new perspective on technical tasks
(aaaaa) mastery of interpersonal skills
(bbbbb) supervisory functions
(ccccc) Identify supervisory functions, to include:
(ddddd) planning
(eeeee) organizing
(fffff) staffing
(ggggg) directing
(hhhhh) controlling
(iiiii) Recall the history of development of Total Quality Management concepts.
(jjjjj) Describe agency efforts related to implementing quality management initiatives.
(kkkkk) Identify work processes in their work unit.
(lllll) Recall the concept of continuous process improvement.
(mmmmm) Describe or develop the following for their organization:
(nnnnn) mission statement
(ooooo) vision statement
(ppppp) values statement
(qqqqq) Identify the importance of effectively performing cross-functional teams in a quality
environment.
(rrrrr) Describe techniques to insure cooperation and effective team member contributions.
(sssss) Describe the following continuous process improvement techniques:
(ttttt) flowchart
(uuuuu) check sheet
(vvvvv) brainstorming
(wwwww) nominal group technique
(xxxxx) pareto chart
(yyyyy) cause & effect diagram
(zzzzz) run chart
(aaaaaa) stratification
(bbbbbb) histogram
(cccccc) scatter diagram
(dddddd) control chart
(eeeeee) process capability
(ffffff) force field analysis
(gggggg) fish bone diagrams
(hhhhhh) Demonstrate the application of continuous process improvement techniques to an
organizational scenario.
Category VII: Management Introduction to October 1998
and Supervision
Management and Supervision
VII-A.3

(iiiiii) Define work processes within work units and the organization.
(jjjjjj) Define customer as it relates to criminal justice agencies.
(kkkkkk) Describe internal and external customers.
(llllll) Define suppliers as they relate to criminal justice agencies.
(mmmmmm) Describe how value is added to a work process.
Category VII: Management Introduction to October 1998
and Supervision
Management and Supervision
VII-A.4

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY VII: Management and Supervision
TOPIC VII-B: Organization and Planning
OBJECTIVES
The student will:
1. Recall the purpose of organizing.
2. Explain the ‘PODSCORB” concept.
(nnnnnn) Recall advantages of an informal organization, to include:
(a) getting work done despite bad rules or policies
(b) serving to fill gaps in a supervisor’s abilities
(c) acting as a release for employee frustrations
(oooooo) Recall disadvantages of an informal organization, to include:
(a) work restriction (people only work so hard)
(b) resistance to change
(c) source of rumors
5. Identify steps in the organization development process, to include:
(a) problems and issues are experienced
(b) use of change agent
(c) interventions planned
(d) training and development sessions offered
(e) evaluate and compare old and new plan
(f) compare final results with desired goals and problems to be solvedRecall the organizational
6. Recall the organizational structure of the employing agency and facility.
7. Recall the purpose of state and local facilities.
8. Identify differences between state and local facilities.
9. Identify methods of coping with bureaucracy, to include:
(a) keeping goals at the forefront
(b) keeping red tape at a minimum
(c) bringing in new blood
(d) promoting and otherwise rewarding on the basis of competency
(e) adopting a comprehensive organization development program
10. Recall steps in delegating work effectively, to include:
(a) deciding what, how, and when it needs to be done
(b) deciding what a good job will look like
(c) deciding on a completion date
(d) explaining the job, criteria for success, completion date, and check points to subordinates
(e) using check points as stated
(f) praising subordinates for good work
(g) discussing what went wrong if expectations were not met
11. Define external environment.
12. Recall aspects of an external environment, to include:
(a)economic
(b) social
(c) political
(d) legal
13. Identify boundary-spanning positions for scanning the external environment, to include:
(a) public relations
(b) legislative liaisons
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14. Recall external sources of information for an agency, to include:
(a) publications
(b) reports
(c) constraints
15. Recall how public relations personnel, legislative liaisons, members of local unions and
fellow class members can work together for the common good of officers in the criminal
justice field.
16. Identify pressures of the intermediate environment on a manager, to include:
(a) pressure groups
(b) service groups
(c) competition among agencies
(d) communication sharing
(e) public relations
(f) technology and hardware
17. Identify pressures of the micro-environment on the manager, to include:
(a) work system - proper division of work, building proper relations among work divisions, need
for coordination and communication
(b) human system - selecting, training, and maintenance (discipline, personnel image, and action)
(c) linking systems - organizational structure, managerial authority system, and communication
system
18. Demonstrate the use of a problem analysis technique in a planned change situation.
19. Recall the concept of process versus content in group and organizational affairs.
20. Recall the importance of the gate-keeping function on the part of managers.
21. Recall the consequences of faulty gate keeping.
22. Recall the dimensions, stability, nature, and purpose of change.
23. Identify basic factors in change situations.
24. Recall the importance of managerial coping ability.
25. Define policy.
26. Recall steps to use when developing a policy, to include:
(a) conducting a needs assessment
(b) developing an informal model
(c) developing a formal model
(d) writing
(e) implementation
27. Recall why there is a need for establishing policies.
28. Identify the difference between good and bad policy.
29. Identify areas from which policy is derived, to include:
(a) inspection
(b) studying organizational procedures
(c) statistics
(d) line operations
30. Identify the relationship between policy and the sociological factors of the agency and the
community.
31. Recall the impact of policy on discretionary action.
32. Evaluate a case study to determine whether or not a policy is needed.
33. Recall steps in the decision-making process, to include:
(a) getting the facts
(b) evaluating and weighing the facts
(c) deciding
34. Identify strategies involved in the decision-making process, to include:
(a) compromise
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(b) direct authority
(c) delay
(d) manipulation
(e) expertise
35. Identify forces that can impact the decision-making process, to include:
(a) economic
(b) political
(c) religious and moral
(d) societal
36. Recall types of planning, to include:
(a) informal
(b) formal
(c) long range
(d) short range
37. Recall aspects of planning, to include:
(a) forecasting
(b) developing objectives
(c) developing policies and procedures
(d) programming and scheduling
(e) budgeting
38. Identify various planning tools, to include:
(a) PERT charts
(b) Gantt charts
(c) Objective charts
39. Identify requirements for effective planning, to include:
(a) ability to see the situation as a whole
(b) ability to break a problem down into elements
(c) constructive imagination, versatility and resourcefulness
40. Identify factors that are detrimental to effective planning, to include:
(a) rigidity
(b) lack of alternatives
(c) planning too far into the future
(d) lack of foresight
(e) too few participants involved
41. Recall the Management by Objective (MBO) System.
42. Recall components of the MBO process, to include:
(a) recognition of community values and department beliefs
(b) statement of department mission
(c) establishment of long-term goals
(d) establishment of short-term goals
(e) development of projects
(f) development and implementation of action plans
(g) evaluation of system
43. Identify guidelines for setting objective within the MBO system, to include:
(a) defining results to be achieved, not activities
(b) relating objectives to the goal
(c) setting objectives at a reasonable level
(d) using language everyone can understand
(e) emphasizing realism
44. Identify activities within the evaluation of an MBO product, to include:
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(a) specifying measurable objectives
(b) formulating a practical evaluation design
(c) specifying data collection procedures
(d) specifying data analysis methods
45. Identify advantages of the MBO System, to include:
(a) increases short-range and long-range planning
(b) increases communication between managers and employees
(c) improves organizational climate
(d) improves commitment to the department
(e) creates a procedure for monitoring work progress and results
46. Identify disadvantages of the MBO System, to include:
(a) the system is not a panacea for all management ills
(b) attempting to involve every member of the agency in the attainment of objectives
(c) the manager allows the system to override his/her responsibilities for the day-to-day activities
within the agency
47. Recall important factors of strategic planning, to include:
(a) it is the most important type of planning an executive may do
(b) it has increasingly become a fact of organizational life
(c) the existence of an organization may depend on its strategic plan
48. Evaluate organizational strategic plans.
49. Define budget.
50. Identify stages in the budgeting process, to include:
(a) preparation
(b) adoption
(c) execution
(d) post-audit
51. Identify common dangers of budget planning, to include:
(a) over-budgeting
(b) allowing budgeting goals to supersede organizational goals
(c) inflexibility
52. Identify methods of assessing cost effectiveness, to include:
(a) cost analyses
(b) cost comparison
(c) cost benefits
53. Identify types of budgets utilized by criminal justice agencies, to include:
(a) line item and object
(b) performance
(c) program
54. Identify purposes of budgeting, to include:
(a) encompasses comprehensive reviews of an agency’s activities
(b) specifies limits as to what the agency can do
(c) serves as a legal document
(d) identifies responsibilities
(e) presents a pattern of centralization or decentralization of authority
(f) serves as a workload plan
55. Identify approaches for establishing a budget, to include:
(a) incremental
(b) zero-based
56. Identify steps of the decision-making process that are necessary for budget preparation and
implementation.
57. Define functional behavior.
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58. Identify attitudes that may affect functional behavior in relationship to fiscal administration.
59. Recall how the budgeting process is affected by the relationship between an agency and a
government entity.
60. Identify approaches available for influencing others in approving and supporting a proposed
budget.
61. Recall the difference between rational and emotional issues that arise during the budgeting
process.
62. Identify purposes of fiscal management.
63. Identify the process that the legislature uses to develop a budget for state agencies.
64. Describe methods to insure that fiscal and other resources are used effectively.
65. Demonstrate the application of effective resource management within an organizational
scenario.
66. Develop a budget based upon hypothetical resources for an organizational scenario.
67. Describe the limitations of encumbrances within specific object codes, to include:
(a) salary rate
(b) expense
(c) operating capital outlay
(d) fixed capital outlay
68. Describe the purchasing process within state agencies.
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CJS&T SPECIALIZED GOALS AND OBJECTIVES
CATEGORY VII: Management and Supervision
TOPIC VII-C: Personnel
OBJECTIVES
The student will:
1. Recall that personnel are the most expensive cost in a public service organization.
2. Define staffing.
3. Identify factors used for projecting staffing requirements, to include:
(a) job analysis
(b) departmental needs
(c) budget
4. Identify staffing requirements for shift work.
5. Recall that the most important staffing responsibility of a supervisor is to place the right
individual in the right job.
6. Identify the key element of Equal Employment Opportunity standards for the supervisor.
7. Recall the importance of scheduling vacations and recording absences from work.
8. Prepare a duty roster.
9. Define objectivity.
10. Recall the proper procedure for completing payroll and attendance documents.
11. Identify types of employment interviews, to include:
(a) selection
(b) exit
(c) progress
(d) disciplinary
12. Recall information that is included in a job description, to include:
(a) specified day-to-day tasks
(b) general responsibilities
(c) supervision received
(d) machines or equipment used
(e) working conditions
13. Recall components of a job specification, to include:
(a) education requirements
(b) experience requirements
(c) mental and physical requirements
14. Prepare a job description.
15. Prepare a job specification.
16. Define performance appraisal.
17. Identify appraisal techniques, to include:
(a) essay
(b) ranking
(c) graphic rating scale
18. Identify uses for performance appraisal data, to include:
(a) determining wage/salary increases
(b) promotion decisions
(c) determining training needs
(d) validating selection procedures
(e) providing feedback on how the agency views employment performance
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19. Identify steps in the compensation development system, to include:
(a) job analysis
(b) job evaluation
(c) establishment of wages and/or salaries
20. Identify factors that influence an employee’s opinion regarding salary, to include:
(a) skill level
(b) amount of experience
(c) educational level
(d) seniority
(e) job responsibilities
(f) job difficulty
(g) hazards on the job
(h) perception of other workers’ inputs and rewards
21. Identify social changes that have affected the work force, to include:
(a) rights movement
(b) women’s movement
(c) increased number of females in work force
(d) increased number of females as heads of household
(e) increased cultural pride
(f) increased unionization
22. Identify points of a good evaluation, to include:
(a) correct (procedurally)
(b) accurate (as to what a person does)
(c) saleable (person accepts what you have said)
(d) effective (tool for performance improvement)
23. Identify rating categories of employee performance evaluation, to include:
(a) quantity of work
(b) quality of work
(c) work habits
(d) interpersonal skills
24. Identify rating categories of management performance evaluation, to include:
(a) achievement of objectives
(b) decision-making and judgment
(c) personnel development
(d) planning and organizing
(e) interpersonal skills
(f) communications
(g) administrative policy and procedure
(h) additional factors
25. Identify basic ratings used in performance evaluations, to include:
(a) unsatisfactory
(b) needs improvement
(c) satisfactory
(d) above satisfactory
(e) outstanding
26. Identify aspects of the ways an employee can or must improve performance, to include:
(a) realistic, achievable objectives
(b) joint responsibility
(c) mutual agreement
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27. Identify criteria for useful feedback, to include:
(a) descriptive rather than evaluative
(b) focuses on feelings of person experiencing the behavior and offering the feedback
(c) specific rather than general
(d) directed toward behavior which the receiver can do something about
(e) most useful at the earliest opportunity after the event
(f) check person’s reaction to ensure clear communication
(g) never given to “dump” or “unload” on another
(h) never asks why
28. Identify elements of an effective performance statement, to include:
(a) job relatedness
(b) written
(c) understandable
(d) challenging
(e) achievable
(f) measurable
29. Identify characteristics of a good work standard, to include:
(a) performance
(b) condition
(c) measurement
30. Identify items which should be reviewed prior to completing a performance evaluation, to
include:
(a) pre-evaluation conference notes
(b) job descriptions
(c) employee’s performance of duties
(d) personnel record file
(e) employee file
(f) supervisor’s personal notebook
31. Identify reasons managers avoid addressing negative performance, to include:
(a) lack of training
(b) fear
(c) “the only one” syndrome
(d) guilt
(e) loss of friendship
(f) time loss
(g) rationalization
(h) lack of role modeling
32. Identify sound coaching techniques, to include:
(a) recognizing an existing problem
(b) developing alternative solutions
(c) closing the sale by committing action to solve problem
(d) follow-up
(e) complementing
33. Identify procedural issues outlined in performance evaluations, to include:
(a) overall rating consistency and consistency between individual ratings and verbiage used
(b) rater and reviewer qualifications
(c) use of appropriate job classification titles
(d) chronological order of signatures required
(e) objective, job-relevant content
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(f) distribution of copies
(g) due dates as they apply to probationary employees
(h) mandatory assignment, in advance, of raters and reviewers
(i) rating of accreditation policies
(j) pre-evaluation conference
(k) use of formal and informal counseling prior to certain ratings
34. Recall differences among superficial causes, basic causes and outside influences that effect
the performance of unsatisfactory and/or marginal employees.
35. Identify realistic goals for employees within an organization.
36. Recall the importance of performance evaluation and monitoring of employee activities.
37. Recall the effectiveness of the critical incident report in documenting the performance of
subordinates.
38. Identify employee needs in order to enhance motivation.
39. Identify factors that should be considered when taking any action involving an employee.
40. Identify techniques useful for retaining an employee.
41. Identify preventative approaches for working with marginal and/or unsatisfactory employees.
42. Recall why a supervisor must enforce organizational rules and regulations through the use of
discipline.
43. Recall the purpose of organizational discipline, to include:
(a) ensuring the attainment of the organization’s goals or mission
(b) protecting the welfare of the organization’s members
44. Recall how to enforce work rules and take disciplinary action against individuals who have
violated the rules.
45. Recall the steps of a misconduct investigation, to include:
(a) reviewing all written documentation
(b) interviewing witnesses
(c) reviewing physical evidence
(d) interviewing the accused
46. Recall that the interview with the accused is the most critical component of a misconduct
investigation.
47. Recall the importance of documenting disciplinary actions.
48. Identify the progressive penalties of corrective discipline, to include:
(a) informal warning
(b) formal warning
(c) disciplinary layoff
(d) discharge
49. The student will identify the guidelines in setting penalties for employees who commit
criminal offenses, to include:
(a) seriousness of offense
(b) employee’s disciplinary and work record
(c) employee’s length of service
(d) organization’s past practice
(e) mitigating/aggravating circumstances
50. Define grievance.
51. Recall ways to prevent grievances.
52. Recall methods of resolving grievances.
53. Identify legitimate sources of employee grievances.
54. Identify ways to negotiate with union representatives.
55. Identify types of grievance procedures.
56. Define progressive discipline.
57. Identify steps of progressive discipline.
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58. Recall procedures for administering discipline.
59. Recall drug-testing procedures.
60. Identify referral sources for employees with personal problems.
61. Define sex discrimination.
62. Define sexual harassment.
63. Identify levels of sexual harassment, to include:
(a) sex role stereotyping
(b) targeted sexual harassment
(c) abuse
(d) criminal behavior
64. Recall the rights victims of sexual harassment, to include:
(a) confront the harasser
(b) confirm with others
(c) report to supervisor
(d) file a formal complaint
65. Identify the supervisor’s role in taking positive steps to correct a sexual harassment
grievance informally, to include:
(a) investigation
(b) counseling the harasser
66. Recall Equal Employment Opportunity (EEO) and management officials’ responsibilities in
response to a formal complaint, to include:
(a) investigating the complaint
(b) protecting the complainant from any retaliation for filing the complaint
(c) punishing the offender or compensating the victim
67. Recall an organization’s responsibility regarding sexual harassment, to include:
(a) prevention
(b) elimination
(c) correction
68. List problems associated with drug and alcohol abuse by employees.
69. Identify the location of the nearest Employee Assistance Program coordinator office.
70. Recall confidentiality regulations that affect employee protection.
71. Select the correct method of observation, documentation, and monitoring associated with
employee re-entry to the work assignment after participating in an employee assistance
program.
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CJS&T SPECIALIZED GOALS AND OBJECTIVES
CATEGORY VII: Management and Supervision
TOPIC VII-D: Leadership
OBJECTIVES
The student will:
1. Define leadership.
2. Recall leadership styles, to include:
(a) autocratic (Authoritarian)
(b) democratic
(c) free-rein
3. Identify variables that should be considered when choosing a leadership style, to include:
(a) personal value system
(b) confidence in employees
(c) leadership inclinations based upon successes achieved by the agency to date
4. Identify leadership skills required for effective management, to include:
(a) technical
(b) human relations
(c) conceptual
5. Recall a supervisor’s areas of responsibility, to include:
(a) directing the activities of others
(b) undertaking the responsibility for achieving certain objective
6. Identify assumptions and beliefs held by Theory X style managers concerning the nature of
human motivation, to include:
(a) the average person hates work and will avoid it
(b) people must be directed, coerced, or threatened to get them to put forth adequate effort to
achieve organizational objectives
(c) people prefer to be directed, avoid responsibility, and have little ambition
7. Identify assumptions and beliefs held by Theory Y style managers concerning the nature of
human motivation, to include:
(a) people do not inherently dislike work
(b) people will use self-direction and self-control to accomplish objectives to which they are
committed
(c) people possess creativity and can solve organizational problems, if encouraged
(d) most organizations only partially tap the potentials of the average individual
8. Identify steps to utilize when motivating others, to include:
(a) know your own managerial style and strength
(b) know your employees
(c) develop an effective game plan
(d) be confident of own motivation
(e) encourage optimism
(f) learn to deal with problem employees
9. Define motivation.
10. Recall that self-concept and psychological needs are important considerations in motivating
employees.
11. Define morale.
12. Identify Abraham Maslow’s hierarchy of need-priority model and the extent to which it
applies to work, to include:
(a) physiological
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(b) safety
(c) social
(d) esteem
(e) self-actualization
13. Recall Frederick Herzberg’s motivation-maintenance model and the extent to which it
applies in practice, to include:
(a) dissatisfiers
(b) motivators
14. Identify factors that are vital motivational concerns for the supervisor, to include:
(a) supervisor’s association and relationship with employees
(b) supervisor’s ability to understand the nature and needs of supervised people
(c) supervisor’s ability to plan, direct, coordinate, and evaluate worker efforts
(d) physical and personal appearance relative to employees
15. Identify factors that are important desires of people, to include:
(a) opportunity
(b) security
(c) belonging
(d) recognition
16. Identify factors involved with worker frustration, to include:
(a) inability to achieve goals, recognition, solutions to problem, etc.
(b) lack of awareness
(c) external, human, situational, and internal barriers
17. Identify ways individuals seek to end frustration, to include:
(a) attack or aggression
(b) resignation
(c) use of defensive behavior
(d) escape
18. Identify ways the supervisor can motivate the work force, to include:
(a) fear
(b) inspiration
(c) recognition
19. Recall how a supervisor’s ability to plan, organize, direct, and coordinate can motivate
employees.
20. Identify aspects of a supervisor’s personality that are effective in motivating employees, to
include:
(a) loyalty
(b) patience
(c) integrity
21. Identify the appropriate supervisory behavior that will affect motivation and contribute to
improved morale, when given role-play/audiovisual presentations.
22. Demonstrate diagnostic skills within the context of a planned scenario.
23. Define delegate.
24. Identify steps within the delegating process, to include:
(a) transferring responsibility from manager to employees
(b) employee accepting responsibility
(c) developing mutual trust between manager and employee
(d) developing a follow-up system
25. Identify advantages of delegating, to include:
(a) allows more time for planning, organizing, leading, and other managerial functions
(b) eases the manager’s job pressure
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(c) allows the manager to be absent without worrying whether or not the agency will continue in
an efficient manner
(d) gives a manager the opportunity to improve operational quality
26. Identify “don’ts” of delegating, to include:
(a) waiting until you’re “snowed under” to delegate
(b) expecting perfect performance immediately
(c) becoming a “backseat driver”
(d) waiting until things explode before stepping in and assisting an employee
27. Identify types of staff meetings, to include:
(a) general
(b) problem identification
(c) brainstorming
28. Recall the importance of time management.
29. Identify steps for better time management, to include:
(a) identifying how time is spent
(b) deciding how time should be spent
(c) developing a daily priority plan
(d) listing the order of activities
(e) thinking about personal biorhythms
(f) getting rid of work
(g) making good use of small amounts of time
(h) using a block approach to time allotment
(i) identifying time wasters
(j) screening out interruptions
(k) using the most appropriate systems/methods
(l) being flexible
(m) taking a break
30. Describe quality management concepts in leadership styles.
31. Describe the concept of empowerment as it relates to leadership.
32. Recall the impact of quality management initiatives upon personnel within an agency.
33. Describe the benefits to the organization of embracing quality initiatives.
34. Recall the effect of William McClelland’s motivational theories of human behavior, to
include:
(a) achievement needs
(b) power needs
(c) affiliation needs
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CJS&T SPECIALIZED GOALS AND OBJECTIVES
CATEGORY VII: Management and Supervision
TOPIC VII-E: Employment Background Investigation
OBJECTIVES
The student will:
1. Identify what constitutes a legally sustainable background investigation, to include:
(a) job-related information
(b) accurate, thorough, objective information from all available sources
2. Recall minimum qualifications for criminal justice certification under the provision of s.
943.13, Florida Statutes, to include:
(a) minimum of 19 years of age
(b) United States citizenship
(c) high school diploma or equivalent
(d) no conviction of a felony
(e) no less than honorable discharge from the military
(f) successful completion of a medical examination
(g) good moral character
3. Identify legal provisions for personnel selection and employment, to include:
(a) Fourteenth Amendment of the United States Constitution
(b) Title VII of the Civil Rights Act of 1964, as amended
(c) Age Discrimination in Employment Act of 1967, as amended
(d) Rehabilitation Act of 1973
4. Identify acceptable pre-employment inquiries, to include:
(a) name
(b) residence
(c) age
(d) national origin
(e) sex
(f) marital status and family
(g) race
(h) financial status
(i) religion
(j) physical condition
5. Discuss the impact of Chapter 119, Florida Statutes, on employment background
investigations.
6. Identify acts or crimes that reflect on moral character, per Rule l1B.27.011, Florida
Administrative Code.
7. Identify conditions under which sealed records can be obtained, per s. 943.058, Florida
Statutes.
8. Identify procedures for conducting employment background investigations, to include:
(a) reviewing personal history statement
(b) contacting prior or current employers
(c) examining military, education, employment, credit, motor vehicle, criminal history records
(d) administering questionnaires
(e) interviewing applicant, references, family, neighbors, etc.
(f) reviewing psychological evaluation, if conducted
(g) reviewing polygraph results, if conducted
(h) preparing report
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9. Identify conditions which should be met prior to inquiries into non-recommended areas, to
include:
(a) existence of relatedness or probability of relatedness to employment
(b) information leading to the need for further inquiry as a result of routine investigation
(c) a reasonable chance of discovering that relevant information exists
10. Identify types of information derived from a psychological examination of an applicant, to
include:
(a) intelligence level
(b) academic level
(c) ability to complete academy training
(d) identification of quickest learning process
(e) personality
(f) social insight
(g) impulsiveness
(h) reliability
(i) mental stability
11. Identify elements necessary to profile an applicant, to include:
(a) names(s)
(b) address(es)
(c) telephone number(s)
(d) birth date
(e) employment(s)
(g) family
(h) transportation
(i) driver’s license
(j) education
(k) physical description
(l) criminal history
12. Discuss methods of obtaining information relating to:
(a) previous employment
(b) credit
(c) driver’s license
(d) education
(e) criminal history
(f) military history
13. Conduct an interview to evaluate the applicant’s:
(a) ability
(b) attitude
(c) motivation
(d) stability
(e) maturity
(f) aptitude
(g) demeanor
14. Identify documents required by Rule 1lB-27, Florida Administrative Code, to be filed at the
employing agency, to include:
(a) age and citizenship verification
(b) high school diploma or equivalent
(c) processed fingerprints
(d) physical examination form
(e) military record
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(f) applicant affidavit
(g) background investigation
15. Recall the recommended format for preparing a background investigation report, to include:
(a) personal information
(b) relationships and references
(c) education
(d) residence
(e) experience and employment
(f) military service
(g) financial information
(h) legal
(i) motor vehicle
(j) general topics
(k) summary
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CJS&T SPECIALIZED GOALS AND OBJECTIVES
CATEGORY VII: Management and Supervision
TOPIC VII-F: Correctional Management of Operations
OBJECTIVES
The student will:
1. Describe the relationship between agency post charts and the effective use of
personnel rosters.
2. Demonstrate the application of effective personnel roster management techniques
to an agency specific scenario.
3. Describe the importance of post orders within the facility.
4. Develop individual post orders from organizational scenarios.
5. Recall the legal implications, limitations, and agency policies related to effective
lease management.
6. Recall legal implications, limitations, and agency policies related to effective
contract management.
7. Recall legal implications, limitations, and agency policies related to effective
contract case management.
8. Describe the inmate intake procedure and process.
9. Recall the importance of appropriate inmate supervision commensurate with
custody level.
10. Recall the specific attributes of various facilities, to include:
(a) Physical plant and level of security
(b) personal information
(c) inmate population
(d) medical services
11. Describe the inmate release process.
12. Recall the legal implications, limitations, and agency policies related to offender
transfers.
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CJS&T SPECIALIZED GOALS AND OBJECTIVES
CATEGORY VII: Management and Supervision
TOPIC VII-G: Incident Command Systems
OBJECTIVES
The student will:
1. List the five major organizational activities within the Incident Command
System (ICS) and explain their primary functions.
2. Give the titles and explain the duties of Command and General Staff members.
3. Match organizational units to appropriate levels within the organization.
4. Describe the terms used to name major incident facilities and state the function
of each.
5. Describe what an Incident Action Plan is and how it is used at an incident.
6. Describe how span of control functions within the incident organization and in
the use of resources.
7. Describe the common responsibilities (general instructions) associated with
incident or event assignments.
8. Describe several applications for the use of ICS.
9. Describe and explain the use of:
(a) Primary management functions
(b) Management by Objectives
(c) Unity and Chain of Command
(d) Establishment and transfer of command
(e) Organizational flexibility
(f) Unified Command
(g) Span of Control
(h) Common terminology
(i) Personnel accountability
(j) Integrated communications
(k) Resources management
(l) The Incident Action Plan
Category VII: Management Incident Command Systems November 2001
and Supervision
VII-G.22

CJS&T SPECIALIZED GOALS AND OBJECTIVES
CATEGORY VIII: Science and Technology
TOPIC VIII-A: Composite Art and Facial Reconstruction
OBJECTIVES
The student will:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Prepare a composite facial drawing from a witness description or from information given by
an anthropologist by applying information gained through interview techniques.
Identify basic principles of drawing that are used in composite facial drawing.
Identify methods of reproducing a composite drawing for distribution to agencies for
investigative purposes.
Prepare disguise overlays for comparison and identification purposes.
Identify potential pitfalls faced by forensic artists during courtroom examinations.
Identify the basic procedures involved in forensic facial reconstruction from a skull.
Identify the basic procedures involved in completing a facial reconstruction drawing from
decomposed remains.
Identify basic medical growth principals related to artistically aging missing children.
Sketch a composite facial drawing.
Demonstrate state-of-the-art methods to produce several design formats and educational
materials packages.
Category VIII: Science and Composite Art and Facial Reconstruction October 1998
Technology
VIII-A.1

CJS&T SPECIALIZED GOALS AND OBJECTIVES
CATEGORY VIII: Science and Technology
TOPIC VIII-B: Crime Scene Procedures
OBJECTIVES
The student will:
1. Recall the importance of identifying physical evidence at the crime scene.
2. Identify the rules for securing a crime scene.
3. Identify methods for surveying the crime scene.
4. Identify procedures for information gathering and even logistics.
5. Identify steps for recording the crime scene.
6. Identify procedures of systematic search of crime scenes to locate evidence.
7. Recall principles and practices of archaeology and anthropology as applied to forensic cases.
8. Identify procedures in forensic archeology for the collection and preservation of the skeletal
material.
9. Identify forensic science requirements for the proper collection of evidence at a crime scene.
10. Recall the requirements for the preservation of crime scene evidence.
11. Identify the proper procedures to preserve and transport evidence found at the crime scene.
12. Identify state-of-the-art specialized techniques and or instrumentation for evidence
collection at the crime scene.
13. Identify techniques that assist in the reconstruction of events and the correlation of data
associated with the presentation of testimony in court.
14. Identify techniques for the location of blood stain patterns at a crime scene.
15. Identify the methods used for investigating the crime scene from securing to clearing the
scene.
16. Recall the services and capabilities of a full service crime laboratory.
17. Recall information needed to investigate hit and run accidents.
18. Discuss case studies of evidence and investigation.
19. Practice collecting evidence at a real or simulated crime scene or investigative site.
20. Identify the procedures for interviewing individuals associated with the crime scene.
21. Identify steps for lifting a latent print.
22. Identify the procedures for developing a latent print.
23. Recall procedures for lifting footwear or tire tracks.
24. Recall precautions to use when a body is found at the crime scene.
25. Identify the requirements for assisting the Medical Examiner at the crime scene.
26. Identify requirements for assisting at an autopsy.
27. Recall procedures for establishing a proper chain of custody of evidence.
28. Identify legal requirements for collecting evidence.
29. Identify legal requirements for testifying about evidence in court.
Category VIII: Science and Crime Scene Procedures October 1998
Technology
VIII-B.2

CJS&T SPECIALIZED GOALS AND OBJECTIVES
CATEGORY VIII: Science and Technology
TOPIC VIII-C: Forensic Science and Technology
OBJECTIVES
The student will:
1. Identify procedures associated with the safe handling of chemicals in the laboratory.
2. Identify safety procedures associated with radiation and hazardous waste.
3. Apply statistics to forensic science problems.
4. Identify procedures used for submission of evidence to the laboratory.
5. Demonstrate proper lighting techniques for photographing evidence.
6. Demonstrate the use of advanced crime scene analysis and use of scientific instrumentation.
7. Discuss the use of specialized instrumentation involved in the interpretation of chemical or
toxicological evidence, and other drug identification procedures.
8. Identify chemicals and drug pharmacology.
9. Demonstrate the procedure for isoelectric focusing.
10. Identify the procedures for Deoxyribonucleic Acid (DNA) testing.
11. Identify concepts in Molecular Biology and DNA.
12. Demonstrate the procedures for semen testing on evidence involved in serological
examinations of body fluids.
13. Demonstrate procedures involved in photographic interpretation.
14. Identify procedures involved in image analysis.
15. Discuss the use of specialized microscopes, instruments, and techniques for the analysis of
evidence involved in the examination of microanalysis and other particle materials.
16. Recall problems encountered in the identification of inks, papers, and other production
materials.
17. Recall the problems encountered in computer crime examinations and business machine
examinations.
18. Identify problems encountered by Qualified Document Examiners in the examination of
genuine and forged documents.
19. Identify problems encountered by the Qualified Firearms Examiner in the analysis of
special weapons.
20. Identify problems encountered by the Qualified Firearms Examiner in the analysis of toolmarks.
21. Identify procedures encountered with the examination of latent and developed prints and
the use of the laser or other chemical development procedures, for manual or automated
print identification.
22. Demonstrate procedures for the examination of footwear and tire tracks.
23. Participate in a moot court involved in the presentation of technical reports for courtroom
demeanor and testimony.
24. Practice analytical or procedural exercises for examinations requiring specialized
techniques.
25. Identify new technology and developments in the field of forensic science.
26. Demonstrate analytical techniques to examine evidence samples.
27. Identify and define the use of instruments to analyze samples.
28. Demonstrate how to properly select and use chemicals to examine evidence samples.
29. Evaluate results of evidence samples.
Category VIII: Science and Forensic Science and Technology October 1998
Technology
VIII-C.3

CJS&T SPECIALIZED GOALS AND OBJECTIVES
CATEGORY VIII: Science and Technology
TOPIC VIII-D: Crime Scene Photography and Video Recording
OBJECTIVES
The student will:
1. Identify the requirements for a good photograph or slide of a crime scene.
2. Identify requirements for using video equipment at a crime scene.
3. Demonstrate procedures for using cameras.
4. Demonstrate procedures for the use of video recording devices.
5. Identify legal requirements for testimony in court regarding the use of photographs.
6. Identify the legal requirements for using video in court.
7. Identify procedures used to process film.
8. Identify procedures used to develop film.
9. Identify film-printing procedures.
10. Identify video-editing procedures.
11.
12.
13.
14.
15.
16.
17.
18.
Apply procedures to print a photograph.
Recall procedures for planning a video production.
Demonstrate video-editing procedures employed when preparing a video production.
Identify various lighting techniques.
Identify the principles of photography.
Describe techniques for photographing evidence.
Apply principles for field-work conditions.
Critique a photographic or video work product.
Category VIII: Science and Crime Scene Photography and Video Recording October 1998
Technology
VIII-D.4

CJS&T SPECIALIZED GOALS AND OBJECTIVES
CATEGORY VIII: Science and Technology
TOPIC VIII-E: Fingerprint Science
OBJECTIVES
The student will:
1. Recall that Sir William James Herschel was the first known individual to officially use
fingerprints on a large scale.
2. Recall that Dr. Henry Faulds is the author of an article describing the practical use of
fingerprints for identification of criminals and the use of printer’s ink as a transfer medium.
3. Recall that Sir Francis Galton was the first to devise a scientific method of classifying
fingerprint patterns and establishing the individuality and permanence of fingerprints.
4. Recall that Edward Richard Henry is responsible for the official introduction of fingerprints
for criminal identification.
5. Recall that the Basic Henry System with extensions and modifications is the system used for
fingerprint classification in the United States.
6. Identify the basic fingerprint pattern groups as being:
(a) arch
(b) loop
(c) whorl
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Identify the specific fingerprint pattern types, to include:
(a) plain arch
(b) tented arch
(c) ulnar loop
(d) radial loop
(e) plain whorl
(f) central pocket loop whorl
(g) double loop whorl
(h) accidental whorl
Identify each basic fingerprint pattern type by the specific characteristics associated with each.
Match various sample fingerprints with their appropriate pattern type.
Define the general fingerprint rules applicable to identification and classification, to include:
(a) sufficient recurve
(b) type lines
(c) delta
(d) core
(e) ridge count
(f) pattern types
Identify the rules applicable to various characteristics of fingerprint patterns.
Recall that whorl tracing is dependent upon establishing two focal points (deltas).
Recall that a characteristic common to the whorl fingerprint pattern is the presence of two or
more deltas.
Recall that the starting point for tracing a whorl is the ridge emanating from the lower side of
the extreme left delta.
Identify the proper designations and characteristics of whorl tracing, to include:
(a) inner
(b) outer
(c) meeting
Recall that in no instance will a tracing begin on a type line.
Demonstrate proper techniques in tracing a whorl.
Identify the qualifications for determining what patterns are amputations.
Category VIII: Science and Fingerprint Science October 1998
Technology
VIII-E.5

19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
Recall procedures for classifying amputations, to include:
(a)
(b)
two or more finger amputations
partial or tip amputations
Recall procedures for classifying scarred patterns, to include:
(a) partial scars
(b) complete scars
Demonstrate proper procedures for handling amputations and scarred fingerprint patterns.
Recall rules applicable to referencing fingerprints, to include:
(a) tented arch with looping ridge
(b) loop pattern with single looping ridge
(c) angular type tented arch
(d) tented arch with two ending ridges with a delta formation
(e) obstruction type central pocket loop whorl
(f) questionable patterns
Identify the Automatic Reference Rules for Ridge Counts, to include:
(a) line counts
(b) general reference rules
(c) primary references
(d) secondary references
Apply the Automatic Reference Rules for Ridge Counts to correctly classify various
fingerprint impressions.
Identify the reasons for blocking out (preliminary classification) fingerprint impressions, to
include: expedite searches
Identify steps used in blocking out fingerprints, to include:
(a) primary
(b) secondary
(c) small letters
(d) primary references
(e) secondary references
Demonstrate how to block out various fingerprint impressions.
Identify divisions in a classification line, to include:
(a) primary
(b) secondary
(c) small-letter group
(d) sub-secondary
(e) major
(f) final
(g) key
Identify proper positions in the classification line for the various divisions.
Assign proper classifications to fingerprint cards bearing various groups and types of
fingerprint impressions.
Identify the groups used to properly sequence classifications, to include:
(a) primary
(b) secondary
(c) sub-secondary
(d) major
(e) second sub-secondary
(f) extensions
(g) special loop extension
(h) final
(i) key
Category VIII: Science and Fingerprint Science October 1998
Technology
VIII-E.6

32.
33.
34.
35.
36.
37.
Demonstrate how to properly sequence various fingerprint classifications.
Identify NCIC codes for various fingerprint patterns, to include:
(a) plain arch
(b) tented arch
(c) ulnar loop
(d) radial loop
(e) plain whorl
(f) central pocket whorl
(g) double loop
(h) accidental
(i) missing fingers
(j) scars
Identify various minute details used for comparison tests, to include:
(a) ending ridges
(b) bifurcations
(c) dots
(d) islands
Identify a set of prints through comparison with those in a similar grouping.
Identify procedures used for blocking/classifying fingerprints.
Identify procedures used in making fingerprint identification.
Category VIII: Science and Fingerprint Science October 1998
Technology
VIII-E.7

CJS&T SPECIALIZED GOALS AND OBJECTIVES
CATEGORY VIII: Science and Technology
TOPIC VIII-F: Computer Applications to Criminal Justice
OBJECTIVES
The student will:
1. Recall agency specific mainframe computer programs and their applications.
2. Recall the importance of maintaining security of the mainframe data base.
3. Recall the legal implications, limitations, and agency policies relating to
mainframe computer applications and data.
4. Demonstrate the effective use of mainframe programs and applications.
5. Identify criminal justice applications of personal computers.
6. Define computer hardware.
7. Define computer software.
8. Define computer word processing programs.
9. Demonstrate the use of word processing programs.
10. Define computer spreadsheet accounting programs.
11. Demonstrate the use of accounting programs.
12. Define computer database management programs.
13. Demonstrate the use of database management programs.
14. Define computer-based presentation program.
15. Demonstrate the use of computer-based presentation programs.
16. Describe potential criminal justice applications of other software.
17. Define the internet.
18. Demonstrate research techniques and other applications of the internet.
19. Define distance learning.
20. Describe applications of distance learning techniques to enhance criminal justice
agency operations.
21. Describe various data reconstructive techniques.
22. Demonstrate the use of the computer as an investigative tool.
Category VIII: Science and Computer Applications to October 1998
Technology
Criminal Justice
VIII-F.8

CJS&T SPECIALIZED GOALS AND OBJECTIVES
CATEGORY VIII: Science and Technology
TOPIC VIII-G: Underwater Crime Scene Investigation
OBJECTIVES:
The student will:
1. Identify the importance of competent strategic and tactical management in an
underwater investigative program.
2. Identify the management functions in both strategic and tactical situations.
3. Discuss the use of the Incident Command System as a part of tactical management
in an incident involving a multi-agency underwater crime scene investigation.
4. Discuss established standards in the diving community to include the
Occupational Safety and Health Administration (OSHA) Commercial Diving
Standards and exemptions.
5. Discuss concepts of risk and risk management.
6. Identify ways to reduce the risk of injury, while increasing the opportunity for
success.
7. Discuss ways to improve technical training in an underwater crime scene
investigation program.
8. Identify ways to improve support technology in an underwater crime scene
investigation program.
9. Identify ways to improve diving supervision in an underwater crime scene
investigation program.
10. Identify ways to dispose of hazardous waste generated during decontamination.
11. Assess the impact of environmental conditions on a dive plan;
12. Determine what equipment is needed to complete an investigation with
intelligence information keeping in mind gas consumption requirements, personal
qualifications of team members, logistical problems, and proper response to
emergency situations that can occur.
13. Describe the five phases of the UCSI process to include:
a) initial response
b) pre-search organization
c) site investigation
d) post search evaluation
e) promulgation.
14. Identify the types of examinations conducted in forensic science.
15. Identify the impact of Daubert and Kumho Tire cases on the UCSI Process.
16. Describe different types of investigative measurements and sample collections.
17. Describe how the underwater environment alters samples and measurements.
18. Identify the options for modifying data collection techniques underwater.
Category VIII: Science and Underwater Crine Scene October 1998
Technology Investigation Revised November 2003
VIII-G.1

19. Discuss the requirements for investigative relevance in data collection.
20. Discuss the requirements for scientific reliability in data collection.
21. Discuss the requirements for authenticity of evidential measurements and
samples.
22. Identify the types of measurement, levels of measure, and measurement error.
23. Define error analysis.
24. Define error rate.
25. Discuss the relationship of error rate within a scientific examination.
26. Calculate error rate for distance and angular measurements.
27. Discuss the theory of NBC (nuclear, biological, chemical) contaminants and
protection against the various agents encountered in underwater operations.
28. Discuss the techniques for detection of NBC contaminants in water.
29. Identify hazardous material precautions for the diver and topside personnel.
30. Identify ways to decontaminate underwater investigators, equipment and
evidence.
31. Discuss equipment engineering and operations of full-face mask under adverse
conditions.
32. Determine gas flow rates for helmet requirements and maximum depth.
33. Conduct basic preventive maintenance on the full-face mask above and under
water.
34. Demonstrate how put on the full-face mask.
35. Demonstrate how put use the full-face mask.
36. Identify emergency procedures to employ when using the full-face mask.
37. Discuss the theory of underwater communications and limitations of various
systems.
38. Identify standard terminology for communicating in underwater crime scene
investigations.
39. Conduct an operation using emergency line pull signals.
40. Discuss the operation of surface supplied and through water communication
systems technology.
41. Using the side-by-side method, evaluate various types of umbilical designed for
surface supplied diving (SSD)
42. Explain how the umbilical can be incorporated for different missions.
43. Operate underwater communication systems in normal and emergency modes.
44. Use the information board technology to provide and receive data.
45. Provide information when needed, visually (written, per image, per chart, per
drawing), or acoustically (voice, sounds) to investigators on land, water, and, to
some extent underwater.
Category VIII: Science and Underwater Crine Scene October 1998
Technology Investigation Revised November 2003
VIII-G.2

46. Discuss the history, equipment development, and theory of operations of surface
supplied air diving operations.
47. Discuss the considerations involved to safely deploy divers in an environmentally
hazardous situation and still accomplish the required investigative tasks.
48. Discuss the operational and emergency procedures for surface supplied air diving
operations.
49. Swim proficiently using surface supplied air with full-face mask and hardhat
equipment.
50. Perform emergency procedures available with surface supplied air equipment.
51. Perform necessary post-dive operations for surface supplied air diving operations.
52. Decontaminate personnel and equipment properly after a dive.
53. Discuss the choices of NBC detection equipment appropriate for various
HAZMAT situations.
54. Conduct basic scene surveying techniques on an underwater crime scene for the
purpose of delineating the extent of the site and locating items of evidence.
55. Deploy the underwater metal detector, to include properly interpreting output
signals during a search/survey of a crime scene.
56. Operate the underwater metal detector, to include properly interpreting output
signals during a search/survey of a crime scene.
57. Deploy the underwater sonar search devices, to include properly interpreting the
device’s output signals during the survey and while mapping the crime scene.
58. Operate the underwater sonar search devices, to include properly interpreting the
device’s output signals during the survey and while mapping the crime scene.
59. Perform operator maintenance on the side scan sonar unit.
60. Deploy remotely operated vehicle (ROV) technology to analyze data gathered and
determine future operations.
61. Use remotely operated vehicle (ROV) technology to analyze data gathered and
determine future operations.
62. Identify possible ROV equipment malfunctions.
63. Discuss basic photographic documentation of the underwater crime scene as a
part of the UCSI Process.
64. Demonstrate the modifications in land crime scene photography required for
underwater crime scene photography.
65. Deploy a variety of underwater cameras and housings in the survey and mapping
phase of the investigation of a crime scene.
66. Operate a variety of underwater cameras and housings in the survey and mapping
phase of the investigation of a crime scene.
67. Perform operator maintenance on underwater cameras and housings.
68. Conduct safe boat operations to include
a) on board briefing
Category VIII: Science and Underwater Crine Scene October 1998
Technology Investigation Revised November 2003
VIII-G.3

) anchoring
c) abandoning the vessel
d) fire safety
e) man overboard
69. Determine position and maintain course using global positioning software (GPS).
70. Determine an appropriate equipment distribution during load out, transport and
underwater operations.
71. Determine appropriate conditions for anchored versus current diving operations.
72. Identify the types and purposes of reports.
73. Evaluate reports as to format and content.
74. Identify the types and purposes of testimony.
75. Identify the types of witnesses.
76. Discuss the criteria for expert and scientific testimony.
77. Identify options for solving common strategic management problems.
78. Identify options for solving common tactical management problems.
79. Given relevant information that could affect the mission or its outcome, prepare a
briefing to disseminate to the team.
80. Given case studies of incidents, explain what type of liability considerations apply.
81. Given a situation and observations, identify the rival theories and critical evidence
that could be produced in each.
82. Given case studies of incidents, explain what type of liability considerations apply.
83. Given case studies of incidents, determine what type of standards were violated or
may need to be improved.
84. Given an item of potential evidential significance, evaluate possible challenges to
its relevance, reliability and authenticity.
85. Given measuring equipment, develop two protocols for baseline survey.
86. Given measuring equipment and two protocols for baseline survey, compare error
rates.
87. Given measuring equipment, develop two protocols for polar coordinate survey.
88. Given measuring equipment and two protocols for polar coordinate survey,
compare error rates.
89. Given a crime scene investigation report, critique it for format and content.
90. Given an item of evidence to introduce into court, role-play the courtroom actors
including the expert witness.
91. Given equipment inspect dry suits.
92. Given equipment, repair dry suits.
93. Operate surface support protection equipment in a simulated case.
94. Given equipment, put on the full-face mask and ancillary equipment.
Category VIII: Science and Underwater Crine Scene October 1998
Technology Investigation Revised November 2003
VIII-G.4

95. Given equipment, perform diving operations using the full-face mask.
96. Given equipment, conduct emergency procedures drill using the full-face mask.
97. Given equipment, conduct basic repairs of the full-face mask;
98. Given equipment, use full facemask diving communication system in dry-land
drills and in-water dives.
99. Given equipment, use full hardhat diving communication system in dry-land drills
and in-water dives.
100. Given equipment, communicate using line pull signals procedure.
101. Given a scenario, determine the technology components required to send and
receive desired information.
102. Given a scenario and equipment, send and receive data using both visual and
audio technology.
103. Given equipment, use full facemask with surface supplied air and diving
communication system in dry-land drills and in-water dives to practice using
proper underwater terminology and procedures.
104. Given equipment, use full hardhat with surface supplied air, and diving
communication system, practice in dry-land drills and in-water dives using proper
underwater terminology and procedures.
105. Given equipment, set up a surface supplied diving console.
106. Given equipment, operate a surface supplied diving console.
107. Given equipment, detect chemicals commonly encountered in scenes of crimes,
hazardous materials accidents, and terrorist assaults.
108. Given a hazardous materials scenario, determine the appropriate dress for divers
and support personnel.
109. Given equipment and a scenario, demonstrate the correct procedures for
collecting, storing, and disposing of Level 2 hazardous waste material encountered
while investigating a crime scene and decontaminating personnel, equipment and
evidence.
110. Given equipment and a hazardous materials scenario, put on appropriate
exposure protection and conduct a specified underwater operation.
111. Given equipment, a hazardous materials scenario, and appropriate exposure
protection, conduct a specified underwater operation.
112. Given equipment, conduct dry-land practice exercises searching/surveying a
crime scene for large and small items in both visible and blackout conditions.
113. Given equipment, conduct dry-land practice exercises searching/surveying a
crime scene for small metal object items in blackout conditions with and without a
metal detector.
114. Given equipment, conduct post-operation cleaning and maintenance of metal
detectors and other search equipment.
115. Given equipment, deploy the side scan sonar unit as an integral part of a survey
and mapping operation in open water.
Category VIII: Science and Underwater Crine Scene October 1998
Technology Investigation Revised November 2003
VIII-G.5

116. Given equipment, operate the side scan sonar unit as an integral part of a survey
and mapping operation in open water.
117. Given equipment, retrieve the side scan sonar unit as an integral part of a survey
and mapping operation in open water.
118. Given a scenario and the equipment, design search patterns in open water.
119. Given a scenario and the equipment, and search pattern design, run search
patterns in open water.
120. Given images and using images obtained in exercises, analyze images.
121. Given equipment, conduct post-operation cleaning and operator maintenance on
the side scan sonar unit.
122. Given equipment, deploy an ROV in both a pool and open water.
123. Given equipment, operate an ROV in both a pool and open water.
124. Given equipment, retrieve an ROV in both a pool and open water.
125. Given equipment, run search patterns using an ROV and assess data obtained.
126. Given equipment and data from ROV search patterns, assess data obtained.
127. Given equipment and completion of all operations, visually inspect ROV and
tether.
128. Given equipment, deploy the individual underwater cameras/housings in a variety
of lighting situations to document objects in a variety of spatial situations.
129. Given equipment, operate the individual underwater cameras/housings in a
variety of lighting situations to document objects in a variety of spatial situations.
130. Given equipment, deploy the individual underwater cameras/housings as an
integral part of the recording of a crime scene.
131. Given equipment, operate the individual underwater cameras/housings as an
integral part of the recording of a crime scene.
132. Given equipment and completion of operation, conduct post-operation cleaning
and maintenance of the underwater cameras and housings.
133. Given the equipment and a scenario, determine the preparations required for a
dive trip onboard a boat.
134. Given the equipment and a scenario, collect the environmental information
required to conduct underwater operations at a specified site.
135. Given the equipment and a scenario, fill the dive tanks and other equipment
required to conduct underwater operations at a specified site.
136. Given the equipment and a scenario, inventory the dive tanks and other
equipment required to conduct underwater operations at a specified site.
137. Given equipment and a scenario, conduct drills for safe boat operations.
138. Given equipment and a scenario, practice determining position and maintaining
course using a GPS.
139. Given a scenario, determine the appropriate method of conducting dive
operations from a boat.
Category VIII: Science and Underwater Crine Scene October 1998
Technology Investigation Revised November 2003
VIII-G.6

140. Given equipment, a mock scene, and a scenario, conduct a crime scene
investigation to include locating, documenting, collecting, interpreting and
reporting on the potential evidence.
141. Given the results from the mock crime scene, role-play the various actors in a
moot court trial including the presentation of the evidential materials as an expert
witness.
Category VIII: Science and Underwater Crine Scene October 1998
Technology Investigation Revised November 2003
VIII-G.7

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY X: Community Oriented Policing
TOPIC X-A: History, Principles, and Theories of Community Oriented Policing
OBJECTIVES
The student will:
1. Explain the development of Community Oriented Policing, to include:
(a) Sir Robert Peel’s Nine Principles for Modern Policing
(b) Ward Concept
(c) Professional Model of Policing
(d) Factors that contributed to the transition from Traditional Policing
2. Recognize and differentiate between various policing strategies, to include:
(a) Reactive – Traditional Policing
(b) Proactive – Problem Oriented Policing
(c) Coactive – Community Oriented Policing
3. Define Community Oriented Policing, to include:
(a) Goldstein, Trojanowicz, and Bucquueroux
(b) Philosophy vs. Program
(c) Core Components – Partnerships and Problem Solving
(d) What Community Oriented Policing “Is not”
4. Identify fundamental principles that support the Community Oriented Policing
philosophy, to include:
(a) Redefining police roles
(b) Empowerment of officers and citizens
(c) Decentralization
(d) Collaboration/resource development
(e) Problem solving
(f) Quality of leadership
Category X: Community Oriented History, Principles, and Theories February 2000
Policing
of Community Oriented Policing
X-A.1

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY X: Community Oriented Policing
TOPIC X-B: Crime Prevention and Environmental Design (CPTED)
OBJECTIVES
The student will:
1. Recognize the crime prevention options available to control the opportunistic
criminal and goal of each, to include:
(a) Organized (labor intensive) methods
(b) Mechanical (locks, lights, alarms, cameras, etc.)
(c) Natural
2. Recognize and differentiate between the various persons who potentially occupy
a “space” and the prime motivators of each group, to include:
(a) Desired “Users”
(b) Opportunistic “Non-Users”
(c) Observers
3. Define Crime Prevention, to include:
(a) National Crime Prevention Council (NCPC) definition
(b) Community Policing definition
4. Define Crime Prevention through Environmental Design
5. Define and recognize the advantages and application of Basic CPTED
principles, to include:
(a) Natural surveillance
(b) Natural access control
(c) Territorial reinforcement
(d) Maintenance
6. Discuss the different types of data assessment available to the professional law
enforcement problem solver and the importance of each, to include:
(a) Police crime analysis data
(b) Demographic data
(c) Land use information
(d) Visual on-sight observations
(e) Resident and user interviews and surveys
7. Recognize the natural classifications of “space” and crime prevention
advantages and disadvantages of each, to include:
(a) Public
(b) Semi-public/semi-private
(c) Private
8. Identify the analytical tools available to the problem solver when conflict has
occurred within a defined space, termed “the 3 D’s,” to include:
(a) Design
(b) Definition
(c) Designation
9. Recognize commonly used CPTED strategy activities, to include:
(a)
(b)
Clear border definition of controlled space
Provide clearly marked “zones of transition” which indicate movement from
public, semi-public, and private space
Category X: Community Oriented Crime Prevention and February 2000
Policing
Environmental Design (CPTED)
X-B.2

(c) Relocate gathering areas to locations which afford the greatest opportunity for
natural surveillance and access control
(d) Place safe activities in unsafe locations to bring along the natural surveillance
of safe activities and the perception of safety for normal users of space
(e) Place unsafe activities in safe locations to overcome the negative potential of
these activities
(f) Redesign space to provide natural barriers to conflicting activities.
10. Identify the types and advantage of each of the basic light sources available in
common outdoor applications, to include:
(a) Incandescent
(b) Fluorescent
(c) Four (4) types of high intensity discharge lamps (HID)
11. Identify the basic types of residential neighborhood design schemes and
advantages of each, to include:
(a) Linear
(b) Grid Pattern
(c) Radial
(d) Curvilinear
12. Define Traffic Management and Traffic Calming and explain the advantage of
each in most residential and small business applications
Category X: Community Oriented Crime Prevention and February 2000
Policing
Environmental Design (CPTED)
X-B.3

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY X: Community Oriented Policing
TOPIC X-C: Ethical Issues and Decisions in Law Enforcement
OBJECTIVES
The student will:
1. Discuss issues relevant to becoming more sensitive to the presence and nature of
ethical issues in community policing and law enforcement, to include
(a) Basic ethical terms and concepts
(1) Ethics
(2) Morality
(3) Ethical Principles
(4) Ethical Values
(5) Ethical Issues
(6) Integrity
(7) Character
(8) Professional Ethics
(9) Code of Ethics
(10) Conflict of Interest
(b) Ethical issues and situations relevant to law enforcement and community
policing
(1) Gifts, favors, and gratuities
(2) Off-duty personal behavior
(3) Conflicts with part-time and second jobs
(4) Discrimination concerns
(5) Officer discretion situations
(6) Other conflicts of interest - perceived and real
(c)
The consequences of ethical and unethical actions by law enforcement officers
(1) Loss of trust by community, supervisors, and fellow officers
(2) Potential loss of job and career
(3) Long-term damage to personal and professional reputation
2. Discuss the importance of personal moral development and individual character
in the professional lives of community police officers and other law enforcement
professionals, to include:
(a)
(b)
Lawrence Kohlberg’s stages of moral development, drawing applications to
situations in community policing
(1) Stage 1 - “Right” means to obey authority and avoid punishment
(2) Stage 2 - “Right” means whatever meets one’s personal needs
(3) Stage 3 - “Right” means whatever elicits social approval
(4) Stage 4 - “Right” means obeying laws and rules to help maintain the
social order
(5) Stage 5 - “Right” is consistent with deepest values and beliefs of one’s
society
(6) Stage 6 - “Right” is following one’s own personal, but universal, ethical
principles
Personal characteristics and traits typical of good people and good law
enforcement officers, including
Category X: Community Oriented Ethical Issues and Decisions February 2000
Policing
in Law Enforcement
X-C.4

(1) Virtue
(2) Values
(3) Courage
(4) Fairness
(5) Integrity
(6) Diligence
(7) Responsibility
(8) Compassion
(c) Levels of personal character, including:
(1) The bad character
(2) The uncontrolled character
(3) The self-disciplined character
(4) The excellent character
(d) Components of moral behavior, including:
(1) Moral sensitivity
(2) Moral judgment
(3) Moral motivation
(4) Moral discipline
3. Apply techniques for making better professional and personal ethical decisions,
utilizing a variety of resources, to include:
(a) Steps in critical thinking to prevent and resolve ethical problems
(1) Recognize the ethical problem
(2) Gather necessary information about the problem
(3) Decide what to do and do it
(4) Be able to defend and justify your actions to yourself and others
(b) The “Bell, Book, and Candle” model of ethical decision-making by asking the
following questions:
(1) Does the action “sound” right? (Bell)
(2) Does the action violate any laws, rules, or policies? (Book)
(3) How will the action look to others when exposed to the light of public
scrutiny? (Candle)
(c) The “Ethics Check” (Blanchard and Peele) model of ethical decision-making
by asking the following questions:
(1) Is the action legal?
(2) Is the action balanced (fair)?
(3) How will the action make me feel about myself?
(d)
Professional codes of ethics relevant to community policing and law
enforcement:
(1) “Ethical Standards for Police Conduct,” by the Criminal Justice
Standards and Training Commission
(2) Law Enforcement Code of Ethics
(3) Cannons of Police Ethics
(4) A variety of department codes of ethics from various law
enforcement agencies
4. Identify, discuss, and resolve ethical dilemmas contained in a variety of
hypothetical case studies
5. Draft policy statements as ethical guidelines for a variety of ethical dilemmas
and case studies presented
Category X: Community Oriented Ethical Issues and Decisions February 2000
Policing
in Law Enforcement
X-C.5

6. Apply the information and skills learned to case studies representative of ethical
dilemmas present in Community Policing by working together in groups to
accomplish the following:
(a) Create a hypothetical case study in which a community police officer is faced
with an ethical decision or dilemma
(b) Suggest answers to this dilemma by using the ethical decision-making tools
learned in the course, including:
(1) Stages in moral development
(2) The steps in critical thinking
(3) “Bell, book, and candle”
(4) The “ethics check”
(5) Codes of professional ethics
(6) Department policies and procedures
Category X: Community Oriented Ethical Issues and Decisions February 2000
Policing
in Law Enforcement
X-C.6

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY X: Community Oriented Policing
TOPIC X-D: Crisis Intervention With Individuals in Emotional Crisis or Mental
Illness
OBJECTIVES
The student will:
1. Define mental illness, to include:
(a) Behavior disorders
(b) Personality disorders
(c) Brain disorder/disease
(d) Impairment of mental or emotional processes
(e) Substance abuse and addictions
2. Identify types of mental illness, to include:
(a) Minor – anxiety depression, situational reactions, and personality disorders
(b) Major – schizophrenia, major depression, bipolar, and psychosis disorders
3. Discuss stigmas of mental illness, to include:
(a) Public stigma – stereotype, prejudice, discrimination
(b) Self stigma – self pity, unable to help self, status quo, rejection by others
4. Identify laws relating to mental health, to include:
(a) Chapter 393, F.S. – Developmental Disabilities
(b) Chapter 394, F.S. – Baker Act
(c) Chapter 395 s 1031, F.S. – Access to Emergency Services and Care
(d) Chapter 397, F.S. – Marchman Act
(e) Chapter 401, F.S– Emergency Exam & Treatment of Incapacitated Persons Act
(f) Chapter 916, F.S. – Forensics
5. Discuss mental health laws, to include:
(a) Intent of the Law
(b) What the law allows
(c) Proper application of the law
(d) Officer discretion
(e) Procedures following a crisis situation
(f) Proper documentation
6. Identify indicators of mental illness, to include:
(a) Verbal indicators
(b) Behavioral indicators
(c) Environmental indicators
7. Discuss suicide and violence potential, to include:
(a) Assessing danger to self
(b) Assessing danger to others
(b) Operational safety issues
(c) Suicide intervention techniques
(d) Suicide by Cop
Category X: Community Oriented Crisis Intervention With May 2007
Policing
Individuals in Emotional
Crisis or Mental Illness
X-D.7
Revised and Approved by the Commission on 5/10/2007

8. The officer should be able to identify relevant medical conditions
(a) Those conditions requiring emergency medical assistance
(b) Co-occurring physical symptoms that may contribute or mimic mental illnesses
(c) The role of medications in treating mental illnesses
(d) Symptoms resulting from effects of psychotropic medications or their side
effects
9. Discuss substance abuse and persons with mental illnesses, to include:
(a) What substance abuse is?
(b) Types of street drugs of abuse
(c) Effects of street drugs of abuse
(d) Addiction as a psychiatric illness
(e) Co-occurring mental illness and substance abuse
10. Discuss special population case: Children and Adolescents with mental illnesses,
to include:
(a) Lifespan development
(b) Types of mental disorders associated with youths
(c) Interrelation between the emotional and developmental characteristics of
juveniles and behavior
(d) Situations requiring mentally ill juveniles’ referral services
(e) Florida juvenile justice system and its interface with youth treatment services
11. Discuss special population case: Elders with mental illness or neurological
impairment, to include:
(a) Special needs of the elderly
(b) Types of mental disorders and neurological impairment associated with elders
(c) Signs and symptoms of mentally ill or neurological impairment elders
(d) Caring for the elderly with mental illness
12. Discuss special population case: Individuals with Disabilities, to include:
(a) What disability is?
(b) Types of disabilities – mental, physical, and disabling diseases
(c) Myths and Facts about disabilities
(d) Responding to individuals with disabilities
(e) Use of community resources in dealing with individuals with disabilities
13. Discuss the Basic Model of Crisis Theory and Intervention, to include:
(a) Understanding crises
(b) Intervention strategies utilized during a crisis event
(c) Compassion fatigue – stress for the crisis worker
(d) Long term effect of crises
14. Identify interventions to manage mental illness, to include:
(a) Use of the four-step process
(b) Specialized officer safety techniques
(c) Use appropriate body language to reduce anxiety, fear, and frustration
(d) The three-minute assessment
(e) Dealing with the person with acute mental illnesses
(f) Specialized verbal communication techniques - employ de-escalation skills
(g) Assessing the probability of violence and constant reading
Category X: Community Oriented Crisis Intervention With May 2007
Policing
Individuals in Emotional
Crisis or Mental Illness
X-D.7
Revised and Approved by the Commission on 5/10/2007

15. Discuss environmental and collateral intervention contacts, to include:
(a) Gaining information and support from the mentally ill person and family
(b) The role of prescribed psychotropic medications in treatment
(c) Understanding special housing, hospitals and treatment programs
(d) Working with case managers and other service provider
16. Identify role of Law Enforcement officer on encountering persons with mental
illnesses, to include:
(a) Assess need for civil commitment
(b) Effect custody, if appropriate
(c) Effect appropriate referral, if custody is inappropriate
17. Discuss community resource partnership models, to include:
(a) Mental health court and Drug Court
(b) Community law enforcement officers’ interventions
(c) Mental health and substance abuse professionals/facilities intervention
strategies
(d) Public, private, and community resource organizations
18. Discuss family perspective in managing crisis of mentally ill person, to include:
(a) What a family is
(b) Expectations of family to mentally ill person
(c) Stress in families of substance abuser and mentally challenged persons
(d) Role of family in treatment settings
(e) Role of family in post-treatment settings
(f) Resources for family members: – Local office of National Alliance on Mental
Illnesses, State chapter of National Alliance on Mental Illnesses, National
Mental Health of America, Public Organizations, and Non-Governmental
Organizations etc.
Category X: Community Oriented Crisis Intervention With May 2007
Policing
Individuals in Emotional
Crisis or Mental Illness
X-D.7
Revised and Approved by the Commission on 5/10/2007

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY X: Community Oriented Policing
TOPIC X-E: Police-Community Partnerships
OBJECTIVES
The student will:
1. Define partnerships
2. Discuss the nature of Police-Community Partnerships, to include:
(a) Reasons for forming partnerships
(b) Benefits of building collaborative partnerships
3. Identify “trigger” events that initiate community involvement, to include:
(a) Natural disasters
(b) Crime waves
(c) Tragic incidents
4. Recall types of partnerships to include:
(a) Police-Community
(b) Intra-Departmental
(c) Inter-Agency
(d) Intra-Government
(e) Police-School
(f) Police-Business
5. List the steps necessary for partnership building, to include:
(a) Information gathering
(b) Community analysis
(c) Relevant group identification
(d) Identification of leaders
(e) Bringing leaders together
(f) Identification of areas of agreement and disagreement
(g) Implementation
(h) Quality control and continuous development and updating
6. Discuss the importance of Community Meetings, to include:
(a) Important to community mobilization
(b) “Good” and “bad” meetings
(c) Not just about public relations
(d) Opportunity to learn about citizen concerns
(e) Identify resources and strategies for problem solving
(f) Facilitating a good meeting is an important skill
7. Identify the Key Elements of Productive Meetings, to include:
(a) Meeting preparation
(b) Conducting/facilitating meetings
(c) Keeping members involved
(d) The art of public speaking
Category X: Community Oriented Police-Community February 2000
Policing
Partnerships
X-E.8

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY X: Community Oriented Policing
TOPIC X-F: Problem Solving for the COP and Citizen
OBJECTIVES
The student will:
1. Explain the role of the public as a partner in the problem solving process, to
include:
(a) The community as an untapped valuable resource
(b) Shared responsibility for crime problem solutions
(c) Community stakeholders identified
(d) New public expectations for police service
2. Define and understand problems, to include:
(a) Police definition of a problem
(b) The Crime Triangle and its relevance to seeking underlying conditions
3. Explain the process of problem solving: SARA, to include:
(a) Problem identification
(b) Problem analysis
(c) Problem response
(d) Problem assessment
(e) All of the sub-steps to the problem solving process
4. Working as part of a team, demonstrate the S.A.R.A. Problem Solving
Process, to include:
(a) Brainstorm a problem list
(b) Prioritize a problem list
(c) Define a problem (relevant to the group’s experience)
(d) Conduct a group analysis of the problem
(e) Develop a response to the problem
(f) Project an assessment of the problem response
(g) Present the process, following an outline, to the class
Category X: Community Oriented Problem Solving for the February 2000
Policing
COP and Citizen
X-F.9

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY X: Community Oriented Policing
TOPIC X-G: Reach Your Goals Through Code Compliance
OBJECTIVES
The student will:
1. Recognize that one's environment is paramount to one's behavior
2. Identify what "a livable city" is, to include:
(a) Identify community standards
(b) Benefits of recognizing demographic and economic changes
(c) Review importance of perception vs. fact
3. Identify the need for recognizing resources to include:
(a) Legal and ethical
(b) Political
(c) Technical
(d) Personnel/Staffing
(e) Environment
(f) Power/Influence
(g) Budgetary considerations
(h) Organizational culture
4. Recognize the need to "hold ground" within the community, to include:
(a) Understanding the multi-faceted role of the police
(b) Innovative thinking
(c) Conflict resolution
(d) Declining property value identifiers
(e) Community partnerships
5. Develop a "feel" for the community/environment
6. State how to enhance the police officer's standing in the community through:
(a) Clarity of purpose
(b) A need for a strategic action plan
(c) Quick wins
(d) Long-term goals and objectives
(e) Effective alternatives
7. Develop skills for monitoring and evaluating objectives, to include:
(a) Shared power
(b) Quality control
(c) Empowerment vs. impalement
(d) Identifying and monitoring risk factors
Category X: Community Oriented Reach Your Goals February 2000
Policing
Through Code Compliance
X-G.10

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY X: Community Oriented Policing
TOPIC X-H: Survival Skills for the Community Policing Officer
OBJECTIVES
The student will:
1. Recognize how difficult it is to implement major organizational change, such as
implementing community oriented policing, to include:
(a) The fundamental challenges of organizational change encountered while
implementing community oriented policing
(1) What is changing within an organization
(2) Causes of resistance
(3) Overcoming resistance
(b) The dynamics of the change process
(1) Denial
(2) Resistance
(3) Exploration
(4) Commitment
(c) Relevant issues in dealing with various layers of management within their
agency
(1) Understanding change
(2) Managing management
(d) Relevant political issues and administrative matters as they affect their agency
(1) Measuring commitment to organizational change
(2) Conflicting values – traditional vs. community policing
(3) Sharing a vision of community oriented policing
2. Discuss the ethical considerations involved with community oriented policing, to
include:
(a) Police Officer’s Code of Ethics.
(b) Basic ethical concepts and terms
(c) Code of Ethics impact on community policing
3. Discuss how police officers must be cognizant of ways to avoid ethical dilemmas,
to include:
(a) How community partners can create ethical dilemmas
(b) Ethical decision-making models
4. Explain how important time management is for community policing officers due
to the diverse demands of their community and policy agency, to include:
(a) Critical time management
(b) Ways to better organize a workday to save time, by:
(1) Organizing the day into blocks of similar tasks
(2) Prioritizing and avoiding time wasters
(3) Using taming equipment
5. Explain how effective communications can enhance community policing efforts,
to include:
(a)
Communication skills and learn how to modify them for more effective
communications
(1) The communication process
Category X: Community Oriented Survival Skills for the February 2000
Policing
Community Policing Officer
X-H.11

(2) Barriers to effective communication
(3) The importance of listening
(4) Developing listening skills
(b) Ways to enhance public speaking and presentation skills
(1) Adding pizzazz to community presentations
(2) Public speaking skills
(c) The importance of good media relations as it relates to communications and
understanding the needs of the media
6. Discuss methods for forming effective teams within the community and promote
long-term teamwork, to include:
(a) Team building and motivating citizen involvement in community partnerships
(1) Starting neighborhood organizations
(2) Basics of effective team building
(3) Stages or phases of team building
(b) Motivating team members and keep them motivated
(1) Recipes for successful teams
(2) Common group problems
(c) Identifying various community representatives that can become team members
(d) Conducting successful team meetings, to include:
(1) Planning effective meetings
(2) Roles in conducting meetings
7. Explain the importance of documenting community policing efforts, and the
reasons such documentation is critical by:
(a) Comparing different systems of documenting community policing efforts
(1) Problem Oriented Policing reports
(2) Activity logs
(3) Newsletters
(b) Assessing the importance of documentation to include:
(1) Grant audits
(2) Learning from previous experiences
(3) Following SARA model of problem solving
Category X: Community Oriented Survival Skills for the February 2000
Policing
Community Policing Officer
X-H.12

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY X: Community Oriented Policing
TOPIC X-I: The Managerial Advantage: Strategic Selection, Management, Team
Building, and Retention of Policing Personnel
OBJECTIVES
The student will:
1. Identify the essential competencies a police officer must possess for a community
policing officer
2. Identify a prescriptive approach for selecting the competent community policing
officer
3. Explain the relationship between personality preferences and their influence on
leadership, communication, problem-solving/task performance, and conflict
management, to include:
(a) How his/her MBTI profile and preferences on the subscales influence the
dimensions of personality
(b) The relationship between personality preferences and their influence of
leadership
(c) The relationship between personality preferences and their influence of
communication
(d) The relationship between personality preferences and their influence of
(e)
problem-solving/task performance
The relationship between personality preferences and their influence of conflict
management.
4. Explain the relationship between the management triad of needs, bosses, peers,
subordinates relation needs, task factor needs, interpersonal modifiers and their
affect on leadership style, to include:
(a) The management triad of needs and its affect on leadership style
(b) The bosses, peers, or subordinates relation needs and its affect on leadership
style
(c) The interpersonal modifiers and their affect on leadership style
5. Identify operational issues that can inhibit the development of a high
performance team, the team excellence dimensions required for effective team
performance, the factors which differentiate low-performance from highperformance
teams, and the strategic recommendations to facilitate high
performance teams, to include:
(a)
(b)
(c)
(d)
Implementation problems and operational issues that negatively impacted the
performance of police teams during the 1960’s and 1970’s
Eight team excellence dimensions that are required for effective team
performance
Factors that differentiated low-performance from high-performance teams
Strategic recommendations for facilitating high performance team
Category X: Community Oriented The Managerial Advantage: February 2000
Policing
Strategic Selection, Management, Team
Building, and Retention of Policing Personnel
X-I.13

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY X: Community Oriented Policing
TOPIC X-J: The Managerial Buy-In: A Strategic Analysis of Policing Strategies
OBJECTIVES
The student will:
1. Identify the social, economical, political, and technological leading forces that
are reshaping the American Society in the twenty-first century, to include:
(a) Social forces responsible for reshaping the American Society
(b) Economic forces responsible for reshaping the American Society
(c) Political forces responsible for reshaping the American Society
(d) Technological forces responsible for reshaping the American Society
2. Describe the historical timeline and the characteristics of the American Policing
Strategies of the twentieth century.
(a) How the London Metropolitan Police Model influenced the organization and
administration of American Policing during the early period of the twentieth
century
(b) The organizational structure, management philosophy, and political framework
of the Professional Police Model
(c) Social influences and the impact of research during the 1970’s that lead to
gradual changes in the operational aspects of the Professional Police Model
(d) Organizational structure, management philosophy, and political framework of
the Community Oriented Policing/Problem Oriented Policing Model
3. Explain the challenges to successful implementation of the Community Oriented
Policing/Problem Oriented Policing Model.
(a) The structural barriers that affect the implementation of Community Oriented
Policing/Problem Oriented Policing Model in police organizations
(b) The human barriers that affect the implementation of the Community Oriented
Policing/Problem Oriented Policing Model in police organizations
(c) The technological barriers that affect the implementation of the Community
Oriented Policing/Problem Oriented Policing Model in police organizations
Category X: Community Oriented The Managerial Buy-In: February 2000
Policing
A Strategic Analysis of Policing
Strategies
X-J.14

CJS&T COMMISSION SPECIALIZED GOALS AND OBJECTIVES
CATEGORY X: Community Oriented Policing
TOPIC X-K: The Tool Kit for Managing Organizational Change
OBJECTIVES
The student will:
1. Describe the elements and methodology of the Process Oriented Approach
utilized to accomplish the goals of the Traditional Policing Model, to include:
(a) The elements of the traditional criteria of the division of work
(b) The benefits and limitations of the Process Oriented Approach of the
Traditional Policing Model
(c) The factors that indicate the need to reinvent and define the goals of the
(d)
Traditional Policing Model
The cultural baggage that has been an obstacle to successful police
administration
2. Discuss the elements and methodology of the Goal Oriented Approach to
planning, managing, and budgeting the Community Oriented Policing Model, to
include:
(a) Terminology and concepts associated with systems theory
(b) The elements, logic, and methodology of the Police System utilized to
crystallize the planning process
(c) The historical development of the budgeting process and its affect on the
planning process
(d) The elements and methodology of the Police Systems Budgeting Model
(e) The affect of social change on the Police Systems Planning Model
3. Explain the importance of surveying the community to gain insight on customer
satisfaction with policing service and determine the nature of community
concerns related to crime, fear of crime, quality of life concerns, and
understanding of community policing, to include:
(a) How survey instruments can be used to diagnose and evaluate citizen
satisfaction with police service
(b) How the Internet can be utilized to conduct citizen surveys
4. Understand how to utilize technology to track the daily activities of a
community policing officer and utilize this information to rate performance, to
include using an automated model of a Community Policing Officer Daily
Activity Report utilizing Microsoft Access
5. Differentiate between traditional and community policing task in measuring
performance
6. State the difficulty in managing the time of a community policing officer
7. Discuss the benefits and limitations of their own agencies’s performance
evaluation instruments.
8. Identify essential tasks of a successful and competent community policing
officer, to include examining the results of their group ratings of the leadership
and task competencies identified for success as a community policy officer
9. Explain how to utilize technology to research, manage, enhance, and evaluate
community policing, to include:
(a)
How a Problem Oriented Policing (POP) Data Based Management System can
be developed to support and evaluate community policing initiatives and
problem solving
Category X: Community Oriented The Tool Kit for February 2000
Policing
Managing Organizational Change
X-K.15

(b) The integration of Geographic Information Systems (GIS) applications as a
tool for generating community area profiles and evaluating community policing
initiatives
(c) How the Internet works and its application as a research tool in community
policing
10. Discuss the role of the media in marketing community policing and how to
develop a media plan that ensures community policing success, to include:
(a) How to develop constructive relations with the media
(b)
(c)
The elements of a successful community policing marketing plan
The importance of marketing strategies and working with the media to ensure
successful community policing initiatives
11. State the importance of information and referral systems and how this key
element can contribute to a satisfied constituency and enhance community
policing success, to include:
(a)
(b)
The importance of information and referral systems as a tool for community
policing
The role of communications/dispatch centers in information and referral
strategies and the role of the individual officer
12. Identify the importance of the political landscape of community policing related
to the politics of community policing, political axioms, community leaders,
complexity of working with other governmental agencies, and the inherent
danger of playing politics, to include:
(a)
(b)
(c)
(d)
(e)
Recognizing the political environment of community policing
Using political axioms to assist in maneuvering through the political terrain
Identifying other community leaders and building coalitions
The political complexity of working with other government agencies
The dangers and pitfall of politics and playing politics
Category X: Community Oriented The Tool Kit for February 2000
Policing
Managing Organization Change
X-K.16

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