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POST pilots Active Shooter learning domain for basic course, sets 16‑hour module
Summary
POST presented learning domain 44 (Active Shooter) for the basic peace‑officer course after a statewide pilot. The proposal embeds scenario‑based training emphasizing decision‑making and solo versus team responses and sets a 16‑hour requirement for the regular basic course.
POST staff reported on the development and pilot of Learning Domain 44 — "Active Shooter" — for the basic peace‑officer curriculum and outlined how the domain would be taught and assessed.
Brandon Kiley, law enforcement consultant, said LD‑44 was piloted at multiple academies and that POST collected instructor and student feedback (approximately 318 student questionnaires). "The content for learning domain 44 active shooter is designed for students to use their critical thinking skills in order to determine when they may need to use rapid response based tactics versus a slow systematic approach based upon the stimulus that is presented to them," Kiley said.
Course structure and timing: POST proposes LD‑44 be added to the regular basic course with 16 hours of instruction, to module 1 with 16 hours, and to module 2 with 6 hours as appropriate. The domain is intended to be presented after complementary subjects (patrol techniques, use of force, crimes in progress) so students have foundational knowledge.
Field questions and considerations: Presenters and advisory members discussed how to ensure multi‑agency compatibility of tactics (for example, simple formations such as diamond or wedge) when multiple responders converge, how to teach solo‑officer tactics versus team movements, and how smaller agencies with fewer resources can meet simulation needs. POST staff said required learning activities focus on landscape assessment and decision‑making and that instructors retained flexibility about specific tactical formations, while the curriculum requires coverage of solo and team responses.
Next steps: POST will publish training and testing specifications and monitor implementation. Advisory members suggested assessing follow‑on in‑service training to maintain perishable skills after academy graduation.
Ending: The advisory committee supported the pilot findings and urged POST to monitor instructor consistency and later consider in‑service programs to maintain skills.
