Standardized Lesson Plan 
Chicago Police Department 
Standardized Lesson Plan Template Instructions 

1.	All training classes must be approved by the Deputy Chief, Training and Support Group.

2.	All lesson plans must follow the department's lesson plan approval process. (CALEA) 

3.	Lesson plans, new or revised, must be forwarded to the Instructional Design Section of the Training and Support Group for review and approval.  The Instructional Design Section will forward lesson plans to the Legal Affairs Division (LAD) for approval as applicable. (CALEA)

4.	All training classes must have a class designation code created by the Training and Support Group in order to be recognized on Department members’ training records.

5.	All training will reflect CPD’s commitment to Procedural Justice, De-Escalation, Impartial Policing, Community Policing, and Constitutional Policing. (Consent Decree)

6.	A Standardized Lesson Plan will be completed for any department-approved course taught by a department instructor(s), including practical exercises and scenario-based training. The following criteria must be included in all lesson plans: (CALEA)

1)	Title
2)	Target Audience
3)	Duration
4)	Materials, Equipment, and Logistics
5)	Required Learner’s Materials
6)	Methodology
7)	Guiding Principles
8)	Instructional Goal of the Lesson;
9)	Student Performance Objectives
i)	Performance and Job-Related Objectives
ii)	Evaluation and Assessment (including grading guidelines/standard of qualification)
iii)	Course and instructor evaluations
10)	Risk Assessment of Safety Issues (for practical exercises/scenario-based training);
11)	Use of Outside Personnel (non-CPD) as Actors (if applicable).
12)	Ethical Supplement
13)	Instructor Requirements
14)	CPD Resources
15)	References
16)	Community Engagement and Outside Expertise
17)	Review of Training Materials
18)	Course Editorial History

7.	To use this template, simply backspace/delete the words to be replaced, such as (Course Title), and type in your information, including the header and footer (double click on them to open). Once changes are made to the template, "save as" the file under the title of the course. This saves the template for future use. 
8.	Type in your personal information into the footer, indicating your rank/job title, name, section, and date. 
9.	By affixing your name to this lesson plan, you affirm the content is consistent with the protocol, policy, procedure, practice, law in place at the time of its completion. 
10.	CPD will ensure all new or revised curricula, lesson plans, and courses related to trainings required by the consent decree agreement (“Agreement”) between the State of Illinois and City of Chicago comply with the requirements of the Agreement. 
Prior to the development of instructional materials, key sections of the Agreement as listed at end of this document should be reviewed to evaluate where topics can be incorporated into the curriculum.
11.	Course Editorial Information will be entered on the final page. Fill in the appropriate type, name, and date utilizing the definition provided. Definitions will remain part of the lesson plan. 
 Note:   Records for each training class conducted must include, at a minimum: (CALEA)
a.	Course content (lesson plans);
b.	Instructor names and dates of instruction;
c.	Names of agency attendees;  
d.	Performance of individual attendees as measured by written and/or performance tests, if administered.

The Lesson Plan will be presented to the Instructional Design Section of the Training and Support Group in the following format:

TITLE:  

•	Name of the Course 

TARGET AUDIENCE:

•	Identify the specific group the lesson plan is intended for, including sub-categories if applicable. (e.g., recruit, recruit-metro, in-service, pre-service).
•	e.g., “In-Service”, “Pre-Service: Field Training Officer”

DURATION: 

•	The total number of instructional hours for the course. 

•	If this lesson plan is part of a larger training program with additional blocks of instruction: 

•	Provide an appropriate title for the section of instruction in this lesson plan. 

•	Use bold font for the Hour/Module this lesson plan covers (e.g. Hour 1 of 4, or Module 2 of 8). 

MATERIALS, EQUIPMENT, AND LOGISTICS: 

List items instructors need to teach the course, such as: 
•	Instructional materials and technology (Computer, Media Slide presentation, etc.) 

•	Radios, vehicles, vests, etc. 

•	Special classroom (Double, Computer lab, etc.) 

REQUIRED LEARNER’S MATERIALS: 

List items learners need to bring to class, such as: 
•	Any special uniform and/or equipment 

•	Any books, notebooks, handouts, etc. needed 

METHODOLOGY (CALEA)

•	A description of the instructional techniques to be utilized by the presenter in the course and the learning style each technique will engage. Learning styles and associated techniques include but are not limited to:

o	Visual: (e.g., media slide presentation, charts, pictures, infographics, handouts, or other visual tool will be used).

•	[Specifically state what technique will be used and when it will be used.]

o	Auditory: (e.g., lecture, discussion, audio clips, reading out loud).

•	[Specifically state what technique will be used and when it will be used.]

o	Kinesthetic: (e.g., writing, acting in scenarios/role plays).

•	[Specifically state what technique will be used and when it will be used.]

GUIDING PRINCIPLES (Consent Decree)

ALL CPD training must reflect the Department’s commitment to procedural justice, de-escalation, impartial policing, community policing, and constitutional policing.
1)	A commitment to procedural justice recognizes that when police officers give community members a voice (listen) and are objective and respectful, police officers gain the trust of the community. Interactions with members of the public must be conducted with the utmost respect and courtesy by employing concepts of giving others a voice, neutrality in decision making, respectful treatment, and trustworthiness. 
Procedural justice is incorporated into this training including, but not limited to, the following ways:
o	[Explain how and where the guiding principle is integrated into instruction.]

2)	A commitment to de-escalation recognizes that a strong partnership with the public is essential for effective law enforcement. Gaining the voluntary compliance of persons, when consistent with personal safety, supports public cooperation and the sanctity of human life. Department members are expected to develop and display skills and abilities that enable them to act in a manner that eliminates the need to use force and resolves situations without resorting to force.  
De-escalation is incorporated into this training including, but not limited to, the following ways: 
o	[Explain how and where the guiding principle is integrated into instruction.]

3)	A commitment to impartial policing recognizes that policing fairly, with courtesy and dignity, and without bias is central to promoting broad community engagement, fostering public confidence in CPD, and building partnerships between law enforcement and members of the Chicago community that support the effective delivery of police services. 
Impartial Policing is incorporated into this training including, but not limited to, the following ways: 
[Explain how and where the guiding principle is integrated into instruction.]

4)	A commitment to community policing recognizes that strong community partnerships and frequent positive interactions between police and members of the public make policing safer and more effective and increase public confidence in law enforcement. Moreover, these partnerships allow police to effectively engage with the public in problem-solving techniques, which include the proactive identification and analysis of issues to develop solutions and evaluate outcomes. 
Community Policing is incorporated into this training including but not limited to the following ways: 
[Explain how and where the guiding principle is integrated into instruction.]
5)	A commitment to constitutional policing recognizes that all Department members will perform their jobs diligently and safely, and have an understanding of, and commitment to, the constitutional rights of the individuals they encounter. All Department members will act in accordance with the Constitution of the United States of America, including the First and Fourth Amendments, and will comply with established law and Department policy while treating persons with the courtesy and dignity inherently due to every person.
Constitutional Policing is incorporated into this training including but not limited to the following ways: 

[Explain how and where the guiding principle is integrated into instruction.]

INSTRUCTIONAL GOAL OF THE LESSON: (CALEA)

•	Explain in a broad statement the result that the instruction ultimately wants to achieve.

•	Explicitly state, [“The purpose of this course is….”]

•	Identify the competencies to be addressed:

•	Knowledge (e.g., specific facts and information to be acquired by the learner)

•	Interpersonal skills (e.g., communication (verbal/nonverbal), active listening, conflict resolution, accountability)

•	Technical skills (e.g., report writing, use of technology, application of law/policy/procedure)

•	Tactical skills (e.g., continual communication, tactical positioning, time as a tactic, weapons discipline, medical aid, high-risk vehicle stops) 

•	Critical thinking skills (e.g., observation, analysis, inference)

•	Problem-solving skills (e.g., scanning, analysis, response, assessment)

STUDENT PERFORMANCE OBJECTIVES: 

Performance and Job-Related Objectives (CALEA) 
•	Explicitly state, [“At the end of this training, the learner will be able to…”]  
o	[State an action verb, what the learner will be able to do or know, and an observable behavior that will demonstrate knowledge or skill(s) for each objective.]
•	Each Student Performance Objective will have a single measurable output or result.
 
•	Student Performance Objectives that appear in this section of the lesson plan should also be displayed in any media slide presentation. 

Evaluation and Assessment (CALEA)
•	Identification of assessment method that will be used.
o	A summative assessment occurs at the conclusion or culmination of training (e.g., an examination, an eLearning post-test, a performance assessment in scenario-based exercises).
•	[Specifically state when the examination/performance assessment will be completed (e.g., at the end of the course, at the end of the hour/module, or as part of a cumulative exam given at a later date).]
•	[Specifically provide the standard for qualification (e.g., 70% or above is passing)] 

•	[Specifically identify the evaluation/assessment test, form, or tool used.]
o	A formative assessment occurs during the training (e.g. pop quizzes, student polls,  student presentations)
•	[Specifically state when the type of assessment will be completed (“In hour/module X…”)]
o	Course and instructor evaluations document the effectiveness of the training and are used to improve the quality of future instruction and curriculum.
•	[Specifically state when the course and instructor evaluations will be completed (e.g., at the end of the course, at the end of the hour/module, or as part of a  given at a later date).]

RISK ASSESSMENT of SAFETY ISSUES (CALEA)
•	The goal of training is to create a learning environment where everyone is kept not only physically safe, but feels emotionally safe and supported as well. 
o	[Identify any physical safety concerns and the mitigation efforts used during practical exercises and/or scenario-based training (e.g., when, how, and where weapons will be stored and returned, three-part safety check, use of safety officer(s) etc.)]
•	A Safety Officer must be used for all practical exercises and scenario-based training.

o	[Identify any areas of training with content, discussions, videos, exercises, scenarios, or sensory stimuli related to topics that could be particularly distressing to participants (e.g., suicide, sexual or domestic violence, the death of children, or violence directed towards police.]

USE OF OUTSIDE PERSONNEL AS ACTORS OR INSTRUCTORS (IF APPLICABLE) (CALEA) 
•	[List any outside personnel (non-CPD) that will be used as role-players (practical exercises or scenario-based training) or instructors.] 

INTRODUCTION: 
1.	Display Media Slide 1:  Course Title Slide
•	Indicate here that the instructor should introduce themselves if they have not already done so. 
•	Write the Student Performance Objectives for the course here. (Edit for length if necessary).  
•	The instructor will read the Student Performance Objectives to the class. 

DEVELOPMENT: 
2.	(List the second action the instructor is to perform.) 
•	Most often, the second action will be to display the next Media Slide. 
•	Fill in content information to be presented at this point. 
o	"Sub" actions to be performed by the instructor while the same slide is displayed will be listed in italics. 
o	Use phrases, bulleted lists, with short phrases or a simple listing. 
o	Describe other instructional methods used (CALEA), such as "Conduct a class discussion for 5 minutes" or "Allow 5 minutes to complete the task in the handout worksheet".  

3.	(List the next action, for example, "Display Media Slide 3: (Slide title)" 

•	(Content information) Continue in chronological order the material to be presented by the instructor.
 
4.	(Display Media Slide: End of Module/Hour)" 

•	(Content information) Continue in chronological order the material to be presented by the instructor. 

CONCLUSION: 

•	 [Provide a brief statement(s) reviewing the key areas of instruction covered.]
ETHICAL SUPPLEMENT:  (CALEA Recommends)
•	The Ethical Supplement presents a simple question or scenario that requires trainees to choose between ethical and unethical behavior, creating an opportunity for a brief discussion as to why a choice is or is not ethical. 

INSTRUCTOR REQUIREMENTS, TIPS, AND CLUES: 
•	List any required or preferred instructor development and/or certifications needed to deliver this course.
•	Identify any information that will support an instructor’s ability to understand and expand upon concepts in the lesson plan, such as definitions, law, etc. 

CPD RESOURCES: 
•	[List any Department Directive, Streaming Video, Training Bulletin, Unit Information Bulletins, etc. relating to and/or used in the design of the instruction.]
o	Directives/other documents will be referred to using the format established in the Directives System or established by the composing unit. For example G01-03. 
o	Streaming Videos will be referred to using the Code Number and Title. For example V358 ERPS Narcotics Related Arrests. 
o	Each CPD Resource must identify the issuance/effective date of the resource (e.g., Chicago Police Department (2020, December 30). S05-14: Crisis Intervention Team (CIT) Program.) 

o	Screen captures of CPD Intranet pages will be recorded by web address in the References section below. 
o	The list of department resources in this section should, but is not required to, be added to any course handout. 
REFERENCES: 
•	[Provide a comprehensive list of all materials used to build the lesson plan and that validate the material being taught as accurate, current, and relevant.] 
o	A separate bullet will be used for each reference. 
o	The TITLE, AUTHOR, YEAR of publishing, and SOURCE (i.e. internet, or name of magazine or book), will be provided. 
o	Hyperlinks to any websites used (URL -uniform resource locator) will be provided along with the date accessed. 
o	Cite sources throughout the document using either parenthetical notation, footnotes, or endnotes. 
COMMUNITY ENGAGEMENT AND OUTSIDE EXPERTISE: 
•	[Identify any community-based organizations that assisted in the review and/or development of curriculum.]
•	[Identify any outside experts that assisted in the review and/or development of curriculum.]
COURSE EDITORIAL HISTORY: 

Origin:  The first design of all materials for the course. 

Review: An examination of the material(s) to determine if any revisions are necessary in relation to specific content, such as a change in law, official terminology or procedure addressed in the materials. 

Revision:  Changes made to correct, update, expand or diminish original materials as the result of a review. 

Rewritten: A complete overhaul of the materials, but maintaining portions of the original and/or revised original.

Type 	Name/Section 	Date 	
			
Origin 			

			

REVIEW OF TRAINING MATERIALS:

•	CPD will ensure all new or revised curricula, lesson plans, and courses related to trainings required by the consent decree agreement (“Agreement”) between the State of Illinois and City of Chicago comply with the requirements of the Agreement.

•	Any content in this lesson plan and related instructional materials that address the following topics will be identified by slide number (if media slide presentation is used) and page number (in lesson plan and any other written instructional material, as appropriate). 
 
•	After identifying topic(s) addressed in the Agreement and covered in instructional materials, the appropriate section of the Agreement will be reviewed by clicking the hyperlink to identify the specific relevant paragraph in the final column, where applicable.

CONSENT DECREE AGREEMENT	Page(s) 
in Agreement
	Paragraph(s)
in Agreement
	Consent Decree
Paragraph(s) Addressed in Curriculum	Location in 
Media Slide Presentation
(Slide #s)	Location in 
Lesson Plan
(Page #s)	Location in Other Training Material
(Title, Page #s)	
COMMUNITY POLICING							
Guiding Principles	pp. 2-3	para. 8-11					
Community Policing Advisory Panel	pp. 3-4	para. 12-13					
Problem-Solving Measures	pp. 4-6	para. 14-20					
Community Partnerships	pp. 6-8	para. 21-31					
Interactions with Youth	pp. 8-10	para. 32-36					
Community Policing Training	pp. 10-11	para. 37					
School-Assigned Officers	pp. 11-13	para. 38-44					
Ongoing Assessment and Improvement	pp.13-15	para. 45-48					
							
IMPARTIAL POLICING							
Guiding Principles	p. 15	para. 49-51					
General Policies and Procedures	pp. 15-17	para. 52-59					
Providing Police Services to Diverse Communities	pp. 17-22	para. 60-71					
Impartial Policing Training	pp. 22-23	para. 72-75					
Hate Crimes	pp. 23-24	para. 76-78					
Ongoing Assessment and Improvement	pp. 24-25	para. 79-82					
							
CRISIS INTERVENTION							
Guiding Principles	pp. 25-26	Para. 83-86					
CIT Program	pp. 26-28	Para. 87-91					
CONSENT DECREE AGREEMENT	Page(s) 
in Agreement
	Paragraph(s)
in Agreement
	Consent Decree
Paragraph(s) Addressed in Curriculum	Location in 
Media Slide Presentation
(Slide #s)	Location in 
Lesson Plan
(Page #s)	Location in Other Training Material
(Title, Page #s)	
Certified CIT Officer Designation	pp. 29-32	para. 92-105					
Certified CIT Officer Implementation Plan and Response to Incidents	pp. 32-34	para. 106-114					
CIT Coordinator	pp. 34-35	para. 115-117					
Crisis Intervention Reporting and Data	pp. 35-37	para. 118-121					
Crisis Intervention Plan	pp. 37-39	para. 122-125					
Non-CIT Crisis Intervention Training	pp. 40-41	para. 126-127					
Advisory Committee	pp. 41-43	para. 128-132					
Crisis Intervention Policies	pp.43-44	para. 133-137					
Crisis Intervention-Related Call Intake & Dispatch	pp.44-46	para. 138-152					
							
USE OF FORCE							
Objectives	pp.47-48	para. 155-157					
Use of Force Policies	p. 49	para. 158-160					
General Policy Requirements	pp. 49-53	para. 161-178					
Policies Regarding Specific Weapons	pp. 53-54	para. 179-180					
Policies Regarding Firearms	pp. 54-57	para. 181-196					
Policies Regarding Electronic Control Weapons (“Tasers)	pp. 57-60	para. 197-206					
Policies Regarding Oleoresin Capsicum (OC) Devices 	pp. 60-61	para. 207-212					
Policies Regarding Impact Weapons	p.61	para. 213-216					
Reporting Uses of Force	p. 61-65	para. 217-227					
CONSENT DECREE AGREEMENT	Page(s) 
in Agreement
	Paragraph(s)
in Agreement
	Consent Decree
Paragraph(s) Addressed in Curriculum	Location in 
Media Slide Presentation
(Slide #s)	Location in 
Lesson Plan
(Page #s)	Location in Other Training Material
(Title, Page #s)	
Supervisory Review of Reportable Uses of Force	pp.65-67	para. 228-235					
Body-Worn Cameras	pp. 67-69	para. 236-242					
Use of Force Training
	pp. 69-72	para. 243-248					
							
RECRUITMENT, HIRING, AND PROMOTION							
Guiding Principles	p. 72	para. 249-252					
Policies and Practices	p. 73	para. 253-257					
Recruitment and Hiring	pp. 73-74	para. 258-260					
Sergeant/Lieutenant Promotions	pp. 74-75	para. 261-262					
Captain and Commander Promotions	pp. 75-76	para. 263-264					
							
TRAINING							
Guiding Principles	p. 76	para. 265-268					
Training Plan	p. 76	para. 269-272					
Training Development and Delivery	pp. 79-81	para. 273-281					
Instructor Selection and Development	pp. 81-82	para. 282-285					
Training Evaluation	p. 82	para. 286-289					
Training Records	pp. 83-84	para. 290-292					
Recruit Training	p. 84	para. 293-297					
Field Training and Evaluation Program	pp. 85-88	para. 298-316					
In-Service Training Program	p. 89-93	para. 317-329					
Supervisory Training	pp. 93-96	para. 330-338					
Training on “Agreement”	p. 96	para. 339-340					
CONSENT DECREE AGREEMENT	Page(s) 
in Agreement
	Paragraph(s)
in Agreement
	Consent Decree
Paragraph(s) Addressed in Curriculum	Location in 
Media Slide Presentation
(Slide #s)	Location in 
Lesson Plan
(Page #s)	Location in Other Training Material
(Title, Page #s)	
SUPERVISION							
Guiding Principles	pp. 96-98	para. 341-346					
Responsibilities and Duties	pp. 98-100	para.347-355					
Staffing, Allocation, and Deployment	pp. 100-101	para.356					
Unity of Command and Span of Control	pp. 101-104	para.357-368					
Performance Evaluation	pp. 104-105	para.369-376					
							
OFFICER WELLNESS							
Guiding Principles	p. 106	para. 377-380					
Expanding and Improving Officer Support Systems	p. 106	para. 381					
Officer Support Systems Plan	pp. 107-110	para.382-389					
Clinical Mental Health Services	pp. 110-112	para.390-397					
Alcohol and Other Addiction Services	pp.112-113	para.398-402					
Peer Support Program	pp. 113-114	para. 403-404					
Chaplains Unit	pp. 114-115	para. 405-406					
Traumatic Incident Response	pp. 115-116	para. 407-411					
Training	pp. 116-117	para. 412-414					
Equipment and Technology	pp. 117-118	para. 415-418					
							
ACCOUNTABILITY AND TRANSPARENCY
							
Guiding Principles	pp. 118-119	para. 419-423					
Receiving and Tracking Misconduct Complaints	p. 119	para. 424					
Receiving Complaints
	pp. 119-123	para. 425-437					
CONSENT DECREE AGREEMENT	Page(s) 
in Agreement
	Paragraph(s)
in Agreement
	Consent Decree
Paragraph(s) Addressed in Curriculum	Location in 
Media Slide Presentation
(Slide #s)	Location in 
Lesson Plan
(Page #s)	Location in Other Training Material
(Title, Page #s)	
Classifying and Tracking Investigations	pp. 123-127	para. 438-445					
Communicating with Complainants and CPD Members	pp. 127-130	para. 446-453					
Disciplinary Investigations	pp. 130-131	para. 454-458					
Investigative Practices/Preliminary Investigations	pp. 131-133	para. 459-463					
Misconduct Investigations	pp. 133-142	para. 464-487					
Officer-Involved Shootings and Deaths	pp. 142-144	para. 488-492					
Accountability Sergeants	pp. 144-146	para. 493-494					
Supervisory Review and Analysis of Investigations	pp. 146-148	para. 495-498					
Investigation Findings and Recommendations	pp. 148-149	para. 499-504					
Case Management System	pp. 149-151	para. 505-509					
Community Mediation of Complaints	pp. 151-152	para. 510-512					
Final Disciplinary Decision	pp. 152-153	para. 513-519					
Staffing Equipment and Needs	pp. 153-154	para. 520-525					
Training	pp. 154-156	para. 526-530					
Police Board	pp. 156-160	para. 531-543					
Transparency and Trend Analysis	p. 160	para. 544					
CPD Transparency and Annual Report
	pp. 160-164	para.545-549					
CONSENT DECREE AGREEMENT	Page(s) 
in Agreement
	Paragraph(s)
in Agreement
	Consent Decree
Paragraph(s) Addressed in Curriculum	Location in 
Media Slide Presentation
(Slide #s)	Location in 
Lesson Plan
(Page #s)	Location in Other Training Material
(Title, Page #s)	
BIA and COPA Transparency and Reporting	pp. 164-166	para. 550-554					
Police Board
	p. 167	para. 555					
Deputy Inspector General for Public Safety
	pp. 167-169	para. 556-564					
CPD Policy Recommendations
	pp. 169-170	para.565					
							
DATA COLLECTION, ANALYSIS, AND MANAGEMENT							
Guiding Principles	p. 170	para. 566-567					
Use of Force Data Collection, Review, and Auditing	pp. 170-176	para. 568-580					
Publication of Data Regarding Reportable Uses of Force	pp. 176-177	para. 581-582					
Early Intervention Systems	pp. 177-184	para. 583-605					
Data Systems Plan	pp. 184-186	para. 606-609