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Corrections Officer

11 courses · 600 clock hours · 3–4 mo full-time. Grading is competency-based: each course requires the written exam, a competent skills demonstration with zero safety faults, a signed log, and a passed safety audit; percentage weights only rank performance above the competency floor.

$5,685 COMPLIMENTARYprogram tuition
11courses
54lessons
600hours
39assessments
Development progressPlanCourses, lessons and assessments written for this tradeLessons54 of 54 lesson pages writtenPractice430 practice questionsResources113 reference entries (study list)Review0 lesson pages reviewed by a licensed professional
Study now: 54 lesson pages are open (lesson titles below are links).
AGR-CORR63-01 Universal core

Universal Core: Safety, Math, Communication & Career for Corrections Officers

148 hr · $1,185 COMPLIMENTARY

This foundational course equips adult learners with the safety knowledge, applied mathematics, technical literacy, digital tools, and career-readiness skills required to succeed in a correctional facility setting. Students earn OSHA 10 certification and CPR/First Aid certification while developing the professional habits and communication skills that underpin every subsequent corrections course. All content is contextualized to correctional environments, inmate documentation, facility counts, and public-safety career pathways.

Outcomes
Course text

This foundational course equips adult learners with the safety knowledge, applied mathematics, technical literacy, digital tools, and career-readiness skills required to succeed in a correctional facility setting. Students earn OSHA 10 certification and CPR/First Aid certification while developing the professional habits and communication skills that underpin every subsequent corrections course. All content is contextualized to correctional environments, inmate documentation, facility counts, and public-safety career pathways.

How the course runs. 7 blocks: Corrections Workplace Safety: OSHA 10, PPE, and Bloodborne Pathogens; CPR, First Aid, and Emergency Response in a Custody Setting; Trade Math: Counts, Measurements, and Incident Timelines; Technical Reading: Policies, Post Orders, Legal Notices, and Inmate Rights Documents; Digital Tools for Corrections Documentation; Career Readiness: Professionalism, Ethics, and the Corrections Career Pathway; Integrated Review and Professional Portfolio Assembly.

What competent looks like. Complete OSHA 10 General Industry training and demonstrate knowledge of bloodborne pathogen precautions, PPE selection, and lockout/tagout procedures as applied to correctional facility maintenance and tool control. Perform CPR and first aid on adult manikins to American Heart Association or American Red Cross standards and earn the corresponding card. Apply arithmetic, ratio, proportion, and basic measurement skills to corrections-specific tasks including inmate count reconciliation, medication quantity cross-checks, and incident timeline calculations. Read and interpret correctional policy manuals, post orders, legal notices, and incident report templates with demonstrated comprehension. Use standard digital tools—word processing, spreadsheet entry, facility database navigation, and secure email—to complete corrections documentation tasks accurately. Articulate a professional career plan that identifies the State Corrections Academy Certificate pathway, ACA Certified Corrections Officer credential requirements, and strategies for advancing within the public-safety sector.

Lessons · 7 blocks
#LessonHrTypeObjectiveActivitiesMaterialsCheck
1Corrections Workplace Safety: OSHA 10, PPE, and Bloodborne Pathogens30theoryStudents will complete all required OSHA 10 General Industry content and correctly select PPE and apply bloodborne pathogen precautions in correctional facility scenarios.
  1. Work through all OSHA 10 General Industry modules—hazard recognition, fall protection, electrical safety, lockout/tagout, hazard communication, and personal protective equipment—using the official OSHA 10 card-eligible curriculum; complete the card application.
  2. Participate in a bloodborne pathogen training session covering OSHA Standard 29 CFR 1910.1030: exposure routes in custody environments (assaults, sharps, bodily fluids), proper glove and face-shield donning and doffing sequence, and post-exposure reporting steps using a sample facility exposure-control plan.
  3. Complete a written PPE selection exercise in which students are given six correctional workplace scenarios (cell extraction, chemical cleaning, evidence handling, tool room work, inmate transport, medical emergency) and must identify the correct PPE for each, citing the applicable OSHA standard category.
OSHA 10 General Industry student packet and completion cards; 29 CFR 1910.1030 fact sheet (OSHA); nitrile gloves, face shields, safety glasses, protective coveralls for demonstration; facility sample exposure-control plan; PPE selection worksheetStudents must score 70% or higher on the OSHA 10 end-of-course assessment to receive the OSHA 10 card; PPE selection exercise scored with a rubric requiring correct identification in at least 5 of 6 scenarios to pass.
2CPR, First Aid, and Emergency Response in a Custody Setting24labStudents will demonstrate adult CPR with AED use and core first aid skills to American Heart Association or American Red Cross certification standards, and describe the steps for activating emergency medical response inside a locked correctional facility.
  1. Complete the full AHA Heartsaver or Red Cross Adult First Aid/CPR/AED course: watch required instructional video segments, practice chest compressions and rescue breaths on adult manikins at the correct rate and depth, practice two-rescuer CPR rotation, and demonstrate AED pad placement and operation on a training AED unit until each student achieves a skill check pass.
  2. Participate in scenario-based practice specific to corrections: respond to an unresponsive inmate on a cell floor (limited space, must call control room for emergency unlock before EMS enters), respond to a laceration from a fight (control bleeding, gloves required, no direct mouth-to-mouth without barrier), and respond to an apparent opioid overdose (describe naloxone policy context without administering; focus on rescue breathing and positioning).
  3. Complete a written first aid triage exercise: students are given a mass-casualty scenario inside a housing unit and must categorize five patients by severity (immediate, delayed, minor, expectant), identify the first aid actions for each, and list the radio communications required under a standard facility emergency protocol.
Adult CPR manikins (one per two students); AED trainer units; barrier masks; nitrile gloves; AHA Heartsaver or Red Cross First Aid/CPR/AED course cards and student workbooks; bleeding-control training supplies (gauze, tourniquets for demonstration only); triage scenario handoutSkills check conducted by a certified AHA or Red Cross instructor; students must pass all required skill stations (CPR rate/depth, AED operation, bleeding control) to receive the certification card; written triage exercise requires correct categorization of at least 4 of 5 patients to pass.
3Trade Math: Counts, Measurements, and Incident Timelines22practiceStudents will accurately solve arithmetic, ratio, proportion, and elapsed-time problems drawn from real correctional tasks including inmate population counts, controlled-substance inventory cross-checks, and incident report timelines.
  1. Complete a set of 20 inmate count reconciliation problems: given a housing unit's official count sheet with additions (new intakes), subtractions (releases, transfers, medical removals), and a discrepancy flag, students must identify the correct census total and calculate the percentage of change from the prior shift count.
  2. Work through 10 ratio and proportion problems in the context of tool-control and chemical-storage: given a facility policy that specifies a dilution ratio for a cleaning chemical, calculate the volume of concentrate needed for a given tank size; given a tool-room log showing 1 missing tool per 200 checked out on average, calculate expected annual discrepancies for a facility processing 3,500 tool transactions per year.
  3. Construct a written incident timeline from a narrative description of an event: students receive a paragraph describing a disturbance with multiple timestamps referenced in relative terms ('15 minutes after count,' 'approximately half an hour later') and must convert all times to 24-hour military clock format, plot them on a timeline grid, and calculate elapsed time between each event for an official report.
Corrections trade math workbook (instructor-prepared); sample facility count sheets; tool-room log templates; chemical dilution labels; timeline grid worksheets; calculators (basic function only, consistent with academy exam policy)Graded problem sets; students must achieve 75% or higher on each problem set; timeline exercise graded for both mathematical accuracy and correct 24-hour clock notation—must have zero clock-conversion errors and correct elapsed times on at least 8 of 10 time pairs.
4Technical Reading: Policies, Post Orders, Legal Notices, and Inmate Rights Documents20theoryStudents will read and correctly interpret correctional policy manuals, post orders, and legal documents by identifying the main directive, the population it governs, and the action required of the officer.
  1. Read three sample post orders (control room, perimeter patrol, housing unit) and answer a structured comprehension checklist for each: What is the officer's primary duty? What is the emergency response sequence? What documentation is required at shift end? Students compare answers in pairs and reconcile discrepancies against the text.
  2. Analyze a sample inmate grievance form and the corresponding policy excerpt describing the grievance process; students write a one-paragraph plain-language summary of what the inmate is requesting, what the officer's procedural obligation is within the described timeframe, and what records must be kept—demonstrating they can translate legal-style text into actionable steps.
  3. Participate in a close-reading exercise with a sample court order or consent decree excerpt (instructor-provided generic example based on publicly available correctional reform documents); students annotate the text to identify: parties bound by the order, specific facility practices that must change, and reporting requirements, then discuss in a facilitated group debrief.
Sample post orders (three roles, instructor-prepared from publicly available facility models); sample inmate grievance policy and form; sample consent decree excerpt (public record or instructor-created composite); annotation worksheet; highlightersComprehension checklist scored for accuracy—students must correctly answer at least 80% of comprehension questions; grievance summary paragraph scored with a four-criterion rubric (accuracy of request, accuracy of officer obligation, accuracy of timeline, accuracy of records); all four criteria must be rated 'meets standard' to pass.
5Digital Tools for Corrections Documentation18labStudents will use word processing, spreadsheet, and simulated facility database software to create, edit, save, and securely transmit corrections documentation without errors that would compromise the record's legal integrity.
  1. Type a complete incident report from a dictated narrative using a word-processing template formatted to the state corrections standard: students must correctly complete all header fields (date, time in 24-hour format, reporting officer, inmate ID fields), write the body in past tense with no first-person pronouns (per common corrections report style), and spell-check before saving with the required file-naming convention.
  2. Enter a shift count summary into a spreadsheet template: input population numbers for six housing units, use a SUM formula to calculate the facility total, use a simple IF formula to flag any unit where the count differs from the prior shift by more than a set threshold, and format the sheet for printing to one page—simulating a supervisor-ready document.
  3. Navigate a simulated facility records database (instructor-configured training instance or screen-demonstration with guided practice): search for an inmate record by ID number, read the current housing assignment and classification level, add a log entry for a hypothetical medical referral, and print a movement slip—practicing the workflow used in most jail and prison management information systems without accessing real data.
Computers or laptops with word-processing and spreadsheet software; instructor-configured simulated database or screen-capture walkthrough with practice interface; incident report template file; count spreadsheet template file; file-naming convention reference card; printerIncident report evaluated with a legal-integrity rubric: zero errors in header fields, zero first-person pronoun use, zero undefined abbreviations, and zero uncorrected spelling errors required to pass; spreadsheet evaluated for correct SUM and IF formula output and correct flagging; database exercise evaluated by instructor observation—student must complete all four steps without assistance on the second attempt.
6Career Readiness: Professionalism, Ethics, and the Corrections Career Pathway20theoryStudents will describe the legal and ethical obligations of a corrections officer, the steps required to obtain and maintain the State Corrections Academy Certificate, the ACA Certified Corrections Officer credential requirements, and at least two advancement pathways in the public-safety sector.
  1. Complete a structured research activity: using the state corrections academy website and ACA website, students fill in a credential pathway worksheet that lists the required steps (application, background check, academy completion, exam) for the State Corrections Academy Certificate and the eligibility requirements and exam domains for the ACA Certified Corrections Officer credential; students present findings to a partner and correct any gaps.
  2. Participate in an ethics case-study discussion using three scenarios common in corrections (a colleague asking you to overlook a minor policy violation, an inmate offering information in exchange for a favor, a supervisor directing you to falsify a count); students identify the ethical principle at stake, the applicable general code-of-conduct standard, and the correct action, supported by reasoning rather than opinion.
  3. Develop a personal career-readiness plan: a one-page document that lists the student's target credential timeline (academy graduation date, ACA exam eligibility date, CPR renewal date), two professional references they plan to cultivate during the program, one professional organization they will join or follow, and one advancement role (sergeant, investigator, classification officer, or similar) with a brief description of its additional requirements.
State corrections academy website printouts or access; ACA website credential page printout or access; ethics scenario handout; career-readiness plan template; sample corrections officer code of ethics (instructor-provided from public professional association)Credential pathway worksheet scored for completeness and accuracy—all required steps for both credentials must be correctly listed; ethics case-study participation evaluated by instructor with a pass/no-pass rubric requiring the student to correctly identify the ethical principle and correct action in at least 2 of 3 scenarios; career-readiness plan scored with a four-item checklist—all four elements must be present and plausible to pass.
7Integrated Review and Professional Portfolio Assembly14practiceStudents will assemble a professional portfolio containing all course deliverables and credential cards, reflect on their competency growth in each domain, and demonstrate readiness for the corrections-specific courses that follow.
  1. Organize a physical or digital portfolio containing: OSHA 10 completion card, CPR/First Aid certification card, corrected and graded copies of the count-reconciliation and timeline math exercises, the annotated post-order comprehension checklists, the incident report and spreadsheet from the digital tools lab, and the career-readiness plan—each item labeled with the credential exam domain it supports (OSHA safety = academy exam; CPR = academy exam; math = academy exam; documentation = ACA exam domains).
  2. Write a one-page reflective summary identifying: one safety skill they can apply immediately, one area of math they need to continue practicing, one documentation habit they will carry into every subsequent course, and one career goal they refined during this course—instructor provides a structured prompt sheet.
  3. Complete a timed 40-question comprehensive review quiz drawn from all lesson content (OSHA, CPR knowledge, trade math, document comprehension, digital tools, career pathway); review answers in a whole-class debrief, with the instructor flagging any content area where more than 30% of students answered incorrectly for targeted re-teaching before the course assessments.
Portfolio folder or digital submission platform; portfolio checklist; reflective writing prompt sheet; 40-question comprehensive review quiz; answer key for class debriefPortfolio evaluated with a completeness checklist—all seven required items must be present and correctly labeled; reflective summary evaluated pass/no-pass—all four required elements must be addressed with at least two sentences each; review quiz is ungraded but used diagnostically—instructor records class-level results for re-teaching decisions.
Assessments
AssessmentTypeWeightPass standardMethod & rubric
OSHA 10 and Bloodborne Pathogen Knowledge ExamWritten exam25%70% or higher on the OSHA 10 end-of-course assessment; 80% or higher on a 25-question bloodborne pathogen and PPE written quizThe OSHA 10 assessment is administered as required by the OSHA Outreach Training Program and results in issuance of the official OSHA 10 card upon passing. The bloodborne pathogen and PPE quiz covers exposure routes, correct PPE for correctional scenarios, doffing sequence, and post-exposure reporting steps, mapped to the safety domain of the State Corrections Academy Certificate exam.
Accuracy · Safety · Communication · Professionalism
Trade Math and Technical Reading Comprehensive ExamWritten exam25%75% or higher overall, with no individual section (math or reading) below 70%A 50-question written exam covering count-reconciliation arithmetic, ratio and proportion problems, elapsed-time and 24-hour clock conversions, and comprehension questions drawn from a previously unseen post order and policy excerpt provided with the exam. Questions are formatted to match the style used on state corrections academy written examinations.
Accuracy · Safety · Communication · Professionalism
Professional Portfolio ProjectProject25%All seven portfolio items present and correctly labeled; reflective summary earns all four 'meets standard' ratings on the rubric; credential timeline in the career-readiness plan contains no factual errors about academy or ACA requirementsStudents submit their assembled portfolio for instructor review, demonstrating that they have achieved every learning objective of the course and can connect each deliverable to a specific credential exam domain or employer competency. The portfolio becomes the foundation of the professional binder students maintain throughout the program and present at externship orientation.
Accuracy · Safety · Communication · Professionalism
Oral Defense: Safety Scenario and Career PathwayOral / panel25%Student must correctly answer at least 3 of 4 scenario questions and accurately state the required steps for both the State Corrections Academy Certificate and the ACA Certified Corrections Officer credential without reference materialsIn a 10-minute one-on-one oral with the instructor, the student is presented with a two-part correctional safety scenario (a bloodborne pathogen exposure followed by a tool-room hazard) and must verbally walk through the correct PPE, response, and reporting actions; the instructor then asks the student to explain their personal credential timeline and what happens if the State Corrections Academy Certificate is not obtained. This oral defense maps to the professional communication and ethics domains of both the academy and ACA exams.
Accuracy · Safety · Communication · Professionalism
AGR-CORR63-02 Trade course

Corrections Law & Inmate Rights

35 hr · $440 COMPLIMENTARY

This course gives corrections officer candidates a working knowledge of the constitutional provisions, federal statutes, and case law that govern the operation of correctional facilities and the rights retained by incarcerated persons. Learners apply that legal framework to everyday facility decisions, inmate grievances, use-of-force situations, and documentation practices. Content maps directly to the legal and ethical knowledge domains tested in the State Corrections Academy Certificate exam and the ACA Certified Corrections Officer credential.

Outcomes
Course text

This course gives corrections officer candidates a working knowledge of the constitutional provisions, federal statutes, and case law that govern the operation of correctional facilities and the rights retained by incarcerated persons. Learners apply that legal framework to everyday facility decisions, inmate grievances, use-of-force situations, and documentation practices. Content maps directly to the legal and ethical knowledge domains tested in the State Corrections Academy Certificate exam and the ACA Certified Corrections Officer credential.

How the course runs. 5 blocks: Constitutional Framework for Corrections; Federal Statutes & Civil Liability in Corrections; Inmate Rights in Daily Facility Operations; Inmate Grievance Process & Use-of-Force Law; Ethics, Professional Conduct & Integrated Application.

What competent looks like. Identify the constitutional amendments most frequently litigated in corrections settings and explain how landmark court decisions shape daily officer conduct. Distinguish between lawful and unlawful uses of force, searches, and disciplinary actions using established legal standards. Explain the rights inmates retain regarding medical care, religious practice, access to courts, and freedom from discrimination. Apply the inmate grievance process correctly, recognizing when officer action is required and how to document responses in compliance with policy. Recognize situations that may expose the facility or individual officer to civil liability under federal civil rights law and describe preventive practices. Demonstrate ethical decision-making by analyzing realistic scenarios involving officer conduct, inmate rights conflicts, and use-of-force options.

Lessons · 5 blocks
#LessonHrTypeObjectiveActivitiesMaterialsCheck
1Constitutional Framework for Corrections7theoryStudents will identify the First, Fourth, Eighth, and Fourteenth Amendment rights that incarcerated persons retain and explain how each applies to routine officer decisions.
  1. Guided reading and annotation of one-page plain-language summaries of key Supreme Court decisions (e.g., Wolff v. McDonnell, Estelle v. Gamble, Turner v. Safley) followed by a whole-class socratic discussion on what each holding requires of a line officer.
  2. Small-group sorting exercise: students receive 20 scenario cards describing officer actions (cell search, mail inspection, isolation placement, denial of religious text) and sort them under the correct amendment, then justify their placement to the class.
  3. Individual written reflection (one page) answering: 'Describe one scenario from today's scenarios where an officer acting on a reasonable instinct could still violate the Constitution, and explain why.'
Plain-language case-law summaries packet (instructor-prepared), U.S. Constitution pocket card, American Correctional Association Standards for Adult Correctional Institutions (current edition), whiteboard and markers, scenario card setExit ticket: five short-answer questions, one per amendment area; students must correctly identify the constitutional issue and the officer's obligation in at least four of five questions to demonstrate readiness to advance.
2Federal Statutes & Civil Liability in Corrections7theoryStudents will explain the general framework of federal civil rights law as it applies to officer conduct and identify categories of officer behavior that commonly result in civil liability.
  1. Lecture and guided notes on the federal civil rights statute that allows inmates to sue state officials for constitutional violations, covering the concepts of personal liability, supervisory liability, and qualified immunity in general terms without citing specific code numbers.
  2. Case study analysis: in pairs, students read three anonymized case summaries (excessive force, deliberate indifference to medical need, retaliatory discipline) and complete a structured form identifying: what the officer did, which right was violated, and what the officer could have done differently.
  3. Class debate simulation: half the class argues the officer's position, half argues the inmate's position in one of the case studies, then both sides collaboratively draft a 'best practice' officer protocol for that situation.
Instructor-prepared case study packet, structured analysis worksheet, ACA Code of Ethics, whiteboardPair-submitted case analysis forms scored on a four-point rubric (right identified, officer action assessed, alternative identified, reasoning clear); passing score is 3 out of 4 points on each of the three cases.
3Inmate Rights in Daily Facility Operations7demoStudents will apply legal standards for inmate access to medical care, religious practice, legal materials, and protection from discrimination to realistic facility scenarios, correctly identifying required officer responses.
  1. Instructor-led walkthrough using a realistic facility policy manual excerpt: instructor reads each policy section aloud, pauses to connect it to the legal standard it reflects, and takes student questions; students annotate their own copy.
  2. Role-play demonstration (instructor and one student volunteer): instructor plays an inmate requesting a religious diet accommodation; student officer works through the correct response steps (acknowledge request, explain process, document, refer) while class observes and takes notes on a provided observation checklist.
  3. Students practice the same role-play scenario in triads (officer, inmate, observer with checklist), rotating roles; the observer provides structured feedback using the checklist after each turn.
Sample facility policy manual excerpt (instructor-prepared, reflecting ACA standards), religious diet request form (sample), observation checklist, ACA Standards for Adult Correctional InstitutionsObserver checklist: student playing officer must correctly complete all five required response steps (acknowledge, explain process, refrain from personal opinion, document, refer to appropriate staff) on at least four of five steps to pass the demonstration round.
4Inmate Grievance Process & Use-of-Force Law7practiceStudents will process a mock inmate grievance from submission to officer response and apply the legal standard for use of force to determine whether a described officer action was lawful.
  1. Step-by-step practice: each student receives a mock grievance form completed by a fictional inmate and must complete the officer's response section following a sample policy (log receipt, investigate, document findings, note disposition, meet response deadline), then compare responses in pairs.
  2. Tabletop use-of-force scenario review: instructor presents six written scenarios ranging from an inmate refusing a direct order to an active physical assault; students individually mark each as 'force authorized,' 'force not authorized,' or 'de-escalation required first,' then the class reviews answers against the legal standard of reasonable and necessary force.
  3. Individual written exercise: students draft a one-paragraph use-of-force justification memo for one instructor-selected scenario as if reporting to a supervisor, applying the correct legal standard in plain language.
Mock grievance forms (set of five), sample grievance policy (instructor-prepared), use-of-force scenario cards (set of six), use-of-force memo template, pen and paperGrievance form scored on completion of all required fields (pass = all five required fields correctly completed); use-of-force memo scored on a three-point rubric (correct legal standard named, officer action assessed accurately, reasoning logically stated); students must earn full marks on the grievance form and at least 2 of 3 on the memo.
5Ethics, Professional Conduct & Integrated Application7labStudents will analyze complex multi-issue scenarios combining constitutional rights, civil liability risk, grievance procedure, and use-of-force considerations, and produce a written decision justification that meets professional standards.
  1. Structured scenario lab: each student independently reads a multi-page scenario packet (inmate with a medical complaint who also files a grievance and then becomes verbally aggressive) and completes a four-part written response form addressing the constitutional issues present, the grievance steps required, whether force is authorized, and what documentation is needed.
  2. Peer review: students exchange completed forms and score each other using an instructor-provided rubric, then meet briefly to discuss one area of disagreement before submitting both the original and the peer review sheet to the instructor.
  3. Group debrief and ethics discussion: instructor selects two or three anonymized student responses (strong and weak examples) and leads a class discussion on how ethical conduct, professional accountability, and legal compliance all intersect in the scenario, connecting each point back to the ACA Code of Ethics and State Academy standards.
Multi-issue scenario packet, four-part written response form, peer review rubric, ACA Code of Ethics, State Corrections Academy standards reference sheetFour-part written response scored on rubric (1 point per section, 4 points total): student must earn at least 3 out of 4 points and must not propose any action in any section that would constitute a clear constitutional violation as defined in course instruction; any clear violation in any section requires remediation before the student advances.
Assessments
AssessmentTypeWeightPass standardMethod & rubric
Corrections Law Knowledge ExamWritten exam25%70% or higher (28 of 40 questions correct)A 40-question multiple-choice and short-answer exam covering constitutional amendments in corrections, civil liability principles, inmate rights in medical care, religious practice and access to courts, the legal standard for use of force, and the grievance process. Questions are written at the application level to mirror the legal and ethical knowledge domains of the State Corrections Academy Certificate exam and the ACA Certified Corrections Officer credential exam.
Standard met · Safety · Time · Quality/finish · Documentation
Grievance Processing & Use-of-Force Justification Skills DemoSkills demonstration45%Student must complete all required grievance form fields correctly and earn at least 4 of 5 points on the use-of-force justification memo rubricThe instructor presents one previously unseen grievance scenario and one previously unseen use-of-force scenario; the student must independently process the grievance form to policy and draft a one-paragraph use-of-force justification memo applying the correct legal standard. Evaluator uses the same rubrics employed in Lesson 4 practice.
Standard met · Safety · Time · Quality/finish · Documentation
Scenario Analysis Lab LogLog15%Average score of 3 out of 4 points across all four lab-log entries, with no entry scoring below 2Students maintain a running lab log of four scenario analysis entries completed across Lessons 2 through 5; each entry uses the four-part written response structure (constitutional issue, required officer action, force analysis, documentation needed). The log is collected at the end of the course and scored holistically to verify consistent application of legal reasoning over time.
Standard met · Safety · Time · Quality/finish · Documentation
Ethics & Conduct Safety CheckSafety audit15%Pass (any fail requires immediate remediation before course credit is awarded)Instructor observes the student during the Lesson 5 role-play and peer review activities using a binary pass/fail checklist with four non-negotiable items: student proposed no action that constitutes a constitutional violation, student did not endorse discriminatory treatment of any inmate, student demonstrated respectful professional conduct during the peer review, and student correctly identified at least one ethical obligation from the ACA Code of Ethics during debrief. A single unchecked item is a fail.
Standard met · Safety · Time · Quality/finish · Documentation
AGR-CORR63-03 Trade course

Facility Security & Procedures

35 hr · $440 COMPLIMENTARY

This course covers the operational security practices corrections officers use every day, including post orders, key control, count procedures, perimeter security, and tool and equipment accountability. Students learn to apply written facility policies, conduct searches, and respond to breaches of security in a correctional setting. Lessons are mapped to the State Corrections Academy Certificate competency areas and ACA Certified Corrections Officer exam content on facility operations and security.

Outcomes
Course text

This course covers the operational security practices corrections officers use every day, including post orders, key control, count procedures, perimeter security, and tool and equipment accountability. Students learn to apply written facility policies, conduct searches, and respond to breaches of security in a correctional setting. Lessons are mapped to the State Corrections Academy Certificate competency areas and ACA Certified Corrections Officer exam content on facility operations and security.

How the course runs. 5 blocks: Post Orders, Standard Operating Procedures & Security Levels; Key Control, Tool Accountability & Access Control Systems; Inmate Count Procedures & Movement Control; Searches: Cell, Pat-Down & Area Procedures; Perimeter Security, Emergency Lockdown & Breach Response.

What competent looks like. Execute inmate count procedures accurately and document count results according to facility policy. Apply key control and tool accountability procedures, including proper sign-out, storage, and inventory reconciliation. Conduct authorized pat-down, cell, and area searches using correct technique and documentation. Identify and report perimeter security breaches, compromised barriers, or equipment failures using proper chain-of-command notification. Interpret and comply with post orders and standard operating procedures for assigned duty stations. Demonstrate correct lockdown and facility emergency-response procedures in simulated drills.

Lessons · 5 blocks
#LessonHrTypeObjectiveActivitiesMaterialsCheck
1Post Orders, Standard Operating Procedures & Security Levels7theoryStudents will correctly interpret post orders and match security-level classifications to the corresponding inmate supervision and movement protocols used in that classification.
  1. Read and annotate a set of sample post orders for three different duty stations (housing unit, control room, perimeter patrol); identify mandatory actions, prohibited actions, and reporting requirements at each post
  2. Complete a classification chart exercise matching minimum, medium, close, and maximum security levels to their typical movement restrictions, supervision ratios, and facility design features using an ACA standards reference
  3. Small-group case study: given a scenario where an officer discovers a post order is outdated and conflicts with a supervisor's verbal instruction, students identify the correct escalation and documentation steps
Sample post orders packet (instructor-prepared, based on publicly available state DOC templates), ACA Standards for Adult Correctional Institutions reference excerpt, whiteboard, student notebooks5-question written quiz on post order interpretation and security level distinctions; students must score 80% or higher to proceed
2Key Control, Tool Accountability & Access Control Systems7demoStudents will demonstrate proper key-sign-out, key-ring inventory, and tool-shadow-board procedures, identifying any discrepancy before the end of a simulated shift.
  1. Instructor demonstrates key control cabinet operation, key-ring accountability log, and prohibited practices (leaving keys unattended, passing keys through bars); students shadow and take notes
  2. Students rotate through a mock key control station: each student signs out an assigned ring, verifies the count against the log, completes simulated duties, and returns and reconciles the ring within a timed exercise
  3. Tool-shadow-board drill: students inventory a tool kit against a shadow board before and after a simulated work-detail, document any discrepancy on the correct form, and practice the verbal report to a supervisor
Practice key rings and labeled key cabinet (training props), key control log forms, tool shadow board with mixed tool set (training environment), chain-of-custody discrepancy report formsSkills checklist: instructor observes each student complete the full sign-out/sign-in cycle and a tool inventory; all eight checklist items (correct log entry, count verification, discrepancy notation, supervisor notification) must be marked satisfactory for a pass
3Inmate Count Procedures & Movement Control7practiceStudents will conduct a standing formal count and a movement-control check on a simulated housing unit, producing accurate count slips within the time standard used in training.
  1. Instructor-led walkthrough of count types (formal standing count, population count, emergency count) and the flow of count slips from housing unit to control room to administration; students complete a count-slip flow diagram
  2. Simulated housing-unit count: students assigned as the counting officer use role-player 'inmates' (fellow students or mannequin cards) and must conduct a standing count, reconcile the number against the roster, and deliver a written count slip to the control room within the allotted window
  3. Movement-control scenario: students practice verifying ID, checking movement passes, and logging inmate movement between housing and programming; one scenario includes a deliberate roster discrepancy that students must detect and report
Simulated housing-unit floor plan (taped-out or classroom mock-up), count roster sheets, inmate ID card props, count slips, movement-pass forms, stopwatchPerformance rubric: count must be numerically accurate, slip completed correctly, and discrepancy identified and reported within the scenario time limit; students scoring below 80 points on the 100-point rubric repeat the exercise once before reassessment
4Searches: Cell, Pat-Down & Area Procedures7labStudents will conduct a systematic cell search and a compliant pat-down search using approved technique, documenting all findings on the correct contraband-discovery form.
  1. Instructor demonstrates a methodical cell search using a consistent top-to-bottom, left-to-right pattern, pointing out common concealment locations (mattress seams, wall vents, book pages, clothing waistbands) and the correct way to handle suspected contraband without contaminating a potential chain of custody
  2. Lab rotation: each student searches a pre-staged practice cell (locker, bed, personal property area) containing planted training props (non-dangerous items representing contraband); student documents each find on a contraband-discovery report form and the instructor evaluates both technique and documentation
  3. Paired pat-down practice on a volunteer partner over training clothing, using the approved systematic method from shoulders to feet; instructor observes and corrects grip, coverage sequence, and officer-safety positioning, then students swap roles
Simulated cell or designated lab space with props (books, clothing, hygiene items, planted training-prop contraband items), contraband-discovery report forms, disposable gloves (PPE), instructor demonstration checklistLab log entry plus instructor observation checklist: student must locate at least 4 of 5 planted training items, complete the contraband form with no missing required fields, and perform pat-down with correct sequence and safe positioning; any missed safety step (ungloved contact with unknown item) is an automatic remediation
5Perimeter Security, Emergency Lockdown & Breach Response7fieldStudents will identify perimeter security vulnerabilities during a simulated inspection tour and execute the correct emergency notification and lockdown sequence when a simulated breach is announced.
  1. Perimeter inspection walk (campus exterior or designated area): using a facility perimeter checklist, students inspect a defined boundary for simulated defects (cut fence prop, malfunctioning gate-prop, blind-spot in camera coverage noted on a diagram); each student completes a written inspection report documenting findings and required notifications
  2. Lockdown drill: instructor announces a simulated breach over a radio prop; students must close and secure assigned doors, confirm inmate accountability in their zone, transmit a radio report using correct format (unit, location, nature of event, action taken), and take cover at the designated position
  3. After-action debrief: students review their own inspection reports and lockdown radio transmissions for completeness, correct any errors on the form, and identify one procedural improvement they would make; debrief is facilitated by instructor using a structured question set
Facility perimeter inspection checklist (instructor-prepared), simulated defect props (cut-fence section, chain, padlock props), two-way training radios or radio-prop simulators, lockdown notification script for instructor, after-action review worksheetField performance checklist: inspection report must include location, description, and required notification for each of the planted deficiencies (minimum 3 of 3 identified for pass); lockdown drill scored on radio transmission accuracy and correct physical actions — 80% of checklist items marked satisfactory required to pass
Assessments
AssessmentTypeWeightPass standardMethod & rubric
Facility Security Knowledge ExamWritten exam25%75% correct (38 of 50 questions)A 50-question multiple-choice and short-answer exam covering post orders, security classifications, key and tool control rules, count procedures, search law and technique, and perimeter security protocols. Items are written at the level of the State Corrections Academy Certificate written exam and the ACA Certified Corrections Officer exam content outline.
Standard met · Safety · Time · Quality/finish · Documentation
Integrated Security Procedures Skills DemonstrationSkills demonstration45%Satisfactory rating on all four mandatory items; no critical safety failuresEach student completes a 20-minute scenario in which they must: conduct a count on a simulated unit, perform a cell search, reconcile a key ring, and respond to a simulated perimeter notification. An instructor scores performance on a standardized rubric; any unsafe act (e.g., ungloved contact with unknown substance, leaving keys unattended) constitutes a critical failure requiring full remediation and retest.
Standard met · Safety · Time · Quality/finish · Documentation
Security Procedures Lab LogLog15%All five lab entries present, legible, and complete; average score of 80% across rubric itemsStudents maintain a running lab log with one documented entry per lesson, recording the procedure performed, findings, any discrepancies identified, and the corrective action taken. The log is reviewed at course end for completeness, accuracy of documentation, and correct use of facility forms; it mirrors the documentation expectations of both the State Academy and ACA credentialing standards.
Standard met · Safety · Time · Quality/finish · Documentation
Safety & PPE Compliance CheckSafety audit15%Pass/Fail — all six observable behaviors must be marked 'observed' with no exceptionsThroughout the lab and field lessons, the instructor completes a running safety observation checklist covering: donning gloves before handling unknown items, never leaving keys unattended or unsecured, maintaining safe positioning during pat-down, using radio communication rather than shouting sensitive information, following count silence protocols, and wearing required PPE during searches. Any uncorrected repeated failure on one item results in course remediation before the student may continue.
Standard met · Safety · Time · Quality/finish · Documentation
AGR-CORR63-04 Trade course

Defensive Tactics & Restraint

35 hr · $440 COMPLIMENTARY

This course trains students in the use-of-force continuum, physical control techniques, and restraint procedures used in correctional facilities. Students practice handcuffing, escort holds, takedowns, and team cell-extraction positions under controlled conditions while adhering to facility policy, constitutional standards, and officer safety protocols. Lesson content maps directly to ACA Certified Corrections Officer exam domains covering use of force, safety, and inmate management.

Outcomes
Course text

This course trains students in the use-of-force continuum, physical control techniques, and restraint procedures used in correctional facilities. Students practice handcuffing, escort holds, takedowns, and team cell-extraction positions under controlled conditions while adhering to facility policy, constitutional standards, and officer safety protocols. Lesson content maps directly to ACA Certified Corrections Officer exam domains covering use of force, safety, and inmate management.

How the course runs. 5 blocks: Use-of-Force Law, Policy, and the Force Continuum; Officer Safety Fundamentals: Stance, Positioning, and PPE; Handcuffing, Leg Restraints, and Escort Holds; Control Techniques: Balance Displacement, Takedowns, and Ground Control; Team Cell Extraction, Use-of-Force Documentation, and Post-Incident Medical Check.

What competent looks like. Explain the use-of-force continuum and identify the level of force legally justified for a given scenario, referencing constitutional standards under the Eighth and Fourteenth Amendments. Apply verbal de-escalation as the first step in the force continuum before physical intervention in role-play scenarios. Demonstrate correct single- and double-officer handcuffing techniques, leg-restraint application, and escort holds to a passing standard on a practical skills checklist. Execute defensive stance, balance displacement, and ground-control positions safely on a padded mat with a partner of comparable size. Describe team cell-extraction roles, protective equipment requirements, and documentation requirements immediately following any use-of-force incident. Perform a post-use-of-force medical check on a subject and initiate an incident report, applying ACA documentation standards.

Lessons · 5 blocks
#LessonHrTypeObjectiveActivitiesMaterialsCheck
1Use-of-Force Law, Policy, and the Force Continuum7theoryStudents will correctly identify the legal basis for each level of force on the continuum and match four scenario descriptions to the appropriate force level with at least 80% accuracy.
  1. Instructor-led lecture and slide presentation covering constitutional limits on force (Eighth and Fourteenth Amendments), Graham v. Connor reasonableness standard, and the facility's written use-of-force policy; students take guided notes using a provided outline.
  2. Small-group case-study analysis: groups receive four written scenarios (passive resistance, active resistance, assaultive behavior, imminent deadly threat) and must identify the justified force level and required documentation for each, then present findings to the class for instructor feedback.
  3. Individual written quiz of 25 multiple-choice questions covering force-continuum levels, legal standards, and reporting obligations; instructor reviews each answer with the class before recording scores.
Facility use-of-force policy sample (state academy model policy), ACA Standards for Adult Correctional Institutions (current edition), Graham v. Connor case summary handout, scenario cards, instructor slide deck, student note outlineWritten quiz score of 80% or higher (20 of 25 correct); students who score below 80% receive targeted review and one retest opportunity before the next lesson.
2Officer Safety Fundamentals: Stance, Positioning, and PPE6demoStudents will demonstrate a correct defensive stance, reactionary gap maintenance, and proper donning and doffing of personal protective equipment (cut-resistant gloves, body armor carrier) using a step-by-step skills checklist with zero critical errors.
  1. Instructor demonstrates defensive stance (bladed body position, weight distribution, guard position), reactionary gap (minimum distance from subject), and wall/door positioning for inmate contacts; students mirror each position in pairs on the mat and receive immediate verbal correction.
  2. Paired PPE donning/doffing drill: each student dons cut-resistant gloves and soft body armor carrier in the correct sequence three times while a partner reads aloud the checklist steps; roles rotate after each round.
  3. Scenario walk-through: students navigate a simulated corridor (marked floor tape) approaching a 'non-compliant inmate' (role-played by a classmate), maintaining correct stance and reactionary gap throughout; instructor observes and marks a 10-point checklist for each student.
Padded training mat, training body armor carriers (non-ballistic, sized for class), cut-resistant gloves (ANSI A4 or higher), floor tape for corridor simulation, 10-point officer safety checklist, instructor demonstration guideInstructor-marked 10-point skills checklist: zero critical errors (stance, gap, PPE sequence) and no more than two minor errors (foot placement, guard height); students with critical errors repeat the drill in the same session.
3Handcuffing, Leg Restraints, and Escort Holds9practiceStudents will perform single-officer and two-officer handcuffing, double-locked leg-restraint application, and a wrist-escort hold on a cooperative partner with correct technique on all critical steps of the practical checklist.
  1. Instructor demonstrates single-officer handcuffing (standing, prone) and two-officer handcuffing step-by-step at full speed then broken into phases; students practice each phase on a wrist-training mannequin before switching to a live partner, with instructor circulating to correct grip, double-lock activation, and spacing.
  2. Leg-restraint station rotation: in groups of three (officer, subject, observer), students practice applying leg irons or disposable leg restraints to a seated and standing partner; the observer uses a printed checklist and provides feedback after each repetition before rotating roles.
  3. Wrist-escort hold drill under stress inoculation: students perform a handcuffing-to-escort sequence while the instructor introduces a low-level distractor (verbal question from a bystander role-player); the goal is to maintain technique and officer safety without breaking the hold sequence.
Training handcuffs (hinged and chain, one pair per student pair), handcuff keys, leg restraints (training set), wrist-training mannequin, padded mat, printed restraint skills checklist (critical steps marked), ACA use-of-force domain reference cardInstructor-evaluated practical checklist for each of three techniques (handcuffing standing, handcuffing prone, leg restraints): all critical steps (double-lock, finger-space check, key control) passed; no more than one minor error per technique; any critical error requires a full technique repeat before moving on.
4Control Techniques: Balance Displacement, Takedowns, and Ground Control8labStudents will execute a wrist-lock escort takedown and a prone stabilization hold on a cooperative partner safely and correctly, earning a passing score on the practical rubric with no unsafe technique citations.
  1. Warm-up and injury-prevention briefing: instructor leads mat warm-up (joint mobility, falling technique — forward breakfall, rear breakfall) and reviews prohibited techniques (strikes to head with training restraint tools, neck compression); students sign a technique-acknowledgment form confirming they understand safety rules for the lab.
  2. Progressive skill build: instructor teaches wrist-lock escort takedown in three phases (wrist position, downward pressure application, transition to prone); student pairs practice phase 1 five times before adding phase 2, then the full sequence; instructor and a trained assistant circulate on the mat and provide hands-on correction.
  3. Ground-control station: students practice prone stabilization (knee placement, weight distribution, arm control) with a partner calling 'stop' if any pressure is felt on the neck or head; a lab log entry is completed after the session documenting techniques practiced, partner name, and any technique corrections received.
Padded training mats (minimum 2-inch foam, ASTM F355 or equivalent), training gloves, mouthguards (recommended, student-supplied), technique-acknowledgment form, progressive drill cue cards, lab log bookletPractical rubric scored by instructor: wrist-lock takedown and prone stabilization each scored on a 5-point scale (technique, control, safety, communication, transition); minimum passing score 4 of 5 on each; any unsafe technique (neck compression, joint hyperextension) is an automatic fail requiring full remediation before retesting.
5Team Cell Extraction, Use-of-Force Documentation, and Post-Incident Medical Check5fieldStudents will fill assigned roles in a five-officer cell-extraction team simulation and complete a use-of-force incident report that meets all required documentation elements within 20 minutes.
  1. Team extraction briefing and role assignment: instructor explains the five standard team positions (shield officer, right-arm officer, left-arm officer, leg-control officer, and documentation officer), required protective equipment for each position, and command-and-control communication; students rotate through each role in a tabletop walk-through before physical practice.
  2. Simulated cell-extraction exercise using a designated training room doorway and mat area: one student role-plays a non-compliant inmate (passive resistance only, per safety rules); the five-person team executes entry, control, restraint application, and removal to a prone position; the exercise is repeated until each student has held at least two positions.
  3. Post-incident sequence: immediately after extraction, the documentation officer initiates a simulated use-of-force incident report (paper form using the facility model format) while a designated officer performs a head-to-toe medical welfare check on the role-play inmate using a printed medical-check protocol; both documents are submitted to the instructor for review.
Training shields (one per class), designated training room or doorway frame, padded mats, protective gear (helmets, forearm guards for shield officer), printed five-officer extraction role cards, model use-of-force incident report form, post-incident medical check protocol sheet, lab log bookletsTwo graded items: (1) role-performance checklist for each student's assigned positions — all command and positioning steps completed with no unsafe actions; (2) use-of-force incident report reviewed against a 10-element rubric (time, location, subject behavior, force applied, medical check notation, officer names, supervisor notification, etc.) — minimum 8 of 10 elements correctly completed; either item below standard requires revision or re-demonstration.
Assessments
AssessmentTypeWeightPass standardMethod & rubric
Use-of-Force & Law Written ExamWritten exam25%70% correct (35 of 50 questions)A 50-question multiple-choice and true/false exam covering the force continuum, constitutional standards, facility policy, restraint regulations, documentation requirements, and team extraction protocols. This assessment maps to the ACA Certified Corrections Officer exam domain covering use of force and inmate management.
Standard met · Safety · Time · Quality/finish · Documentation
Practical Restraint Skills DemonstrationSkills demonstration45%Pass on all four techniques with no critical errors and no more than one minor error per techniqueStudents individually demonstrate single-officer handcuffing (prone), two-officer handcuffing, leg-restraint application, and wrist-escort hold before a two-instructor panel using the course restraint skills checklist; each technique is scored on critical steps, safety, and proper double-locking.
Standard met · Safety · Time · Quality/finish · Documentation
Lab Log ReviewLog15%All five required entries present, legible, and containing technique, partner, date, and self-correction note; minimum rating of 'meets standard' on instructor rubricStudents submit the lab log booklet maintained across the control-techniques and cell-extraction lessons; entries must document techniques practiced, partner name, corrections received, and a brief self-assessment; the instructor rates completeness and reflective quality using a four-level rubric.
Standard met · Safety · Time · Quality/finish · Documentation
Officer Safety Behavior CheckSafety audit15%Zero critical safety violations observed across all practical lessons; any single critical violation results in a required remediation session before the student may continueA running safety observation record maintained by the instructor throughout all mat and simulation lessons, tracking prohibited techniques (strikes to head, neck compression, joint hyperextension beyond range, unsafe falling), PPE compliance, and reactionary-gap maintenance; the final record is signed by the instructor and placed in the student's program file.
Standard met · Safety · Time · Quality/finish · Documentation
AGR-CORR63-05 Trade course

Contraband Detection and Control in Correctional Facilities

35 hr · $440 COMPLIMENTARY

This course trains students to identify, intercept, document, and properly dispose of contraband in jail and prison environments using pat searches, cell searches, mail and property inspections, and detection technology. Students learn the legal boundaries of searches, chain-of-custody requirements, and the safety risks that contraband—including weapons, drugs, and unauthorized electronics—poses to staff, inmates, and facility security. Lessons map directly to the State Corrections Academy Certificate competency areas for facility security and to the ACA Certified Corrections Officer domain covering inmate management and institutional safety.

Outcomes
Course text

This course trains students to identify, intercept, document, and properly dispose of contraband in jail and prison environments using pat searches, cell searches, mail and property inspections, and detection technology. Students learn the legal boundaries of searches, chain-of-custody requirements, and the safety risks that contraband—including weapons, drugs, and unauthorized electronics—poses to staff, inmates, and facility security. Lessons map directly to the State Corrections Academy Certificate competency areas for facility security and to the ACA Certified Corrections Officer domain covering inmate management and institutional safety.

How the course runs. 5 blocks: Contraband Categories, Risk, and Legal Authority to Search; Pat-Down and Strip-Search Procedures; Cell and Area Searches; Mail, Property, and Technology-Assisted Detection; Chain of Custody, Safe Handling of Hazardous Contraband, and Disposition.

What competent looks like. Define categories of contraband and explain the security, safety, and legal risks each poses to a correctional facility. Conduct a thorough, legally compliant pat-down search of an inmate and a systematic cell/area search following facility procedure. Inspect incoming mail, packages, and personal property for contraband using physical examination and available detection technology. Establish and maintain a documented chain of custody for seized contraband from discovery through final disposition. Recognize indicators of drug use and concealment methods used to introduce substances into a facility. Apply proper PPE and safe-handling procedures when encountering suspected hazardous contraband such as unknown powders, sharps, or improvised weapons.

Lessons · 5 blocks
#LessonHrTypeObjectiveActivitiesMaterialsCheck
1Contraband Categories, Risk, and Legal Authority to Search7theoryStudents will classify at least five categories of contraband and explain the constitutional and statutory authority that permits correctional searches without a warrant.
  1. Instructor-led lecture using a visual reference chart covering contraband categories: weapons and improvised weapons, controlled substances, unauthorized currency and electronics, gang-related materials, and nuisance contraband; students annotate a printed chart for their reference binders.
  2. Small-group case-study analysis of three real scenarios (weapons discovery, drug introduction via mail, cell-phone smuggling) in which groups identify what category was involved, what security breach enabled it, and what policy change might have prevented it; groups present findings to the class.
  3. Guided reading of the relevant sections of the facility's sample inmate handbook and a model state department of corrections administrative rule covering search authority, followed by a five-question written comprehension check that instructors review immediately.
Contraband category reference chart, sample state DOC administrative rule on searches, model facility inmate handbook, case-study packets, reference binders, whiteboardStudents score 80% or higher on the five-question written comprehension check covering category identification and legal authority; instructor reviews each paper before the next lesson.
2Pat-Down and Strip-Search Procedures8demoStudents will demonstrate a complete, systematic pat-down search of a volunteer or training mannequin using approved technique without skipping any zone of the body.
  1. Instructor demonstrates the approved head-to-toe pat-down sequence on a volunteer (same-gender or training mannequin) using a zone-by-zone narration, calling out each anatomical region, common concealment points (waistband, collar, crotch, socks, shoes), and proper hand placement; students observe and take notes on a printed zone diagram.
  2. Students pair up and practice the full pat-down sequence on each other (clothed) in a controlled classroom environment, rotating roles; instructor circulates and provides immediate corrective feedback using a printed technique checklist.
  3. Scenario drill: the instructor hides training prop contraband items (rubber knife, folded paper 'note,' foam pill bottle) on a volunteer; each student individually conducts a pat-down and must locate all items within a two-minute window, logging findings on a search record form.
Pat-down zone diagram, technique checklist (instructor copy and student copy), training prop contraband items (rubber knife, foam pill bottle, folded paper), search record forms, disposable gloves (PPE), training mannequin if availableStudent locates all planted training contraband items during the scenario drill and completes the search record form accurately; a missed item or skipped body zone results in a remediation repetition before advancement.
3Cell and Area Searches8labStudents will conduct a systematic search of a simulated cell, documenting every item examined and correctly seizing and tagging any contraband found.
  1. Instructor walks students through the four-quadrant cell-search method using a diagram of a standard single-occupancy cell, explaining the sequence for searching the sleeping area, storage, plumbing fixtures, and structural features such as vents and light fixtures; students label a blank cell diagram with the search sequence.
  2. Lab exercise in the program's simulated cell room: the instructor pre-plants at least five items of training contraband (sharpened toothbrush, hidden tobacco, improvised weapon, unauthorized medication, contraband note) in varied locations; students work in teams of two, conducting the search using the four-quadrant method while one partner documents each item examined on a search log form.
  3. Each team completes a contraband seizure tag for every item found, filling in date, time, location discovered, officer name, and brief description, then transfers seized items to an evidence envelope; teams debrief by comparing their logs to the instructor's master list to identify any missed items.
Simulated cell room or partitioned lab space, four-quadrant cell diagram, training contraband props, search log forms, contraband seizure tags, evidence envelopes, disposable gloves, pensTeam locates at least four of five planted items and produces a complete, legible search log and correctly completed seizure tags for each found item; any team locating fewer than four items or omitting required tag fields repeats the lab with a different plant configuration.
4Mail, Property, and Technology-Assisted Detection6practiceStudents will inspect sample inmate mail and incoming property packages for contraband using physical examination techniques and will correctly describe the function of at least two detection technologies used in correctional settings.
  1. Instructor demonstrates physical mail inspection: opening envelopes using approved technique, flexing paper to detect embedded materials, checking postmarks and return addresses for flagged sources, and examining photographs and greeting cards; students practice on a set of ten sample envelopes (some containing hidden training inserts such as folded paper strips representing drug-soaked material) and record findings on an inspection log.
  2. Instructor presents an overview of detection technologies available in correctional settings, including ion-mobility spectrometry (drug trace detectors), X-ray baggage scanners, hand-held metal detectors, and body-imaging scanners, explaining what each detects and its limitations; students complete a two-column comparison worksheet pairing each technology with its primary use and one known limitation.
  3. Package inspection drill: each student receives a sealed sample package containing a combination of authorized and unauthorized items; students open, inventory, and document the contents on a property inspection form, flagging unauthorized items for seizure and completing the required chain-of-custody notation.
Sample envelopes with hidden training inserts, sample sealed packages with mixed contents, property inspection forms, chain-of-custody notation sheet, technology overview handout with manufacturer-neutral descriptions, two-column comparison worksheet, disposable glovesStudent correctly flags at least eight of ten suspicious mail samples and completes a property inspection form with no missing required fields; incorrect disposition of an unauthorized item (failure to flag or failure to document) is discussed and corrected before the skills demonstration.
5Chain of Custody, Safe Handling of Hazardous Contraband, and Disposition6practiceStudents will correctly complete a full chain-of-custody document for seized contraband and demonstrate safe handling of suspected hazardous material (unknown powder, sharps) using appropriate PPE and facility protocol.
  1. Instructor explains the chain-of-custody concept using a sample multi-part contraband evidence form, tracing an item from initial discovery through officer documentation, supervisor notification, property room intake, and final disposition (destruction, return, or referral for prosecution); students complete a blank chain-of-custody form for a hypothetical seized item, including all signature and time-stamp fields.
  2. Hazardous-contraband safety drill: instructor presents scenarios in which an officer discovers an unknown white powder in a cell and a used syringe; students must select the correct PPE from a supply table (nitrile gloves, eye protection, N95 mask for the powder scenario; puncture-resistant gloves and sharps container for the syringe), demonstrate proper donning sequence, and verbally describe the notification steps (supervisor, medical, facility emergency protocol) without touching the simulated item until cleared to do so.
  3. Tabletop group exercise: each group receives a scenario packet describing a contraband discovery (cell phone with SIM card, quantity of a suspected controlled substance, and an improvised shank); the group must produce a complete chain-of-custody form, select appropriate PPE, write a one-paragraph evidence description suitable for an incident report, and identify the final disposition pathway for each item; groups present their completed paperwork for peer and instructor critique.
Sample multi-part contraband evidence forms, blank chain-of-custody forms, scenario packets, PPE supply table (nitrile gloves, puncture-resistant gloves, safety glasses, N95 masks), training sharps container, simulated 'unknown powder' (cornstarch in a small bag), simulated syringe (capped training prop), whiteboard for debriefStudent's completed chain-of-custody form contains no missing required fields and demonstrates correct PPE selection and donning sequence for both the powder and sharps scenarios with no safety errors; any PPE error or omitted form field requires a corrected resubmission before the final assessments.
Assessments
AssessmentTypeWeightPass standardMethod & rubric
Contraband Knowledge ExaminationWritten exam25%80% correct (40 of 50 questions)A 50-question written exam covering contraband categories, legal search authority, concealment methods, detection technologies, chain-of-custody requirements, and hazardous-material handling procedures; questions are formatted as multiple-choice and short-answer to mirror the State Corrections Academy Certificate written examination style.
Standard met · Safety · Time · Quality/finish · Documentation
Pat-Down and Cell Search Skills DemonstrationSkills demonstration45%Pass requires completion of all required steps on the evaluator's skills checklist with zero critical errors; a critical error is defined as skipping a body zone, failing to seize a planted item, or omitting a required field on the seizure tagEach student individually performs a complete pat-down on a volunteer and conducts a timed cell search in the simulated room while an evaluator scores performance using a standardized checklist; the evaluator records the number of planted items found, the accuracy of documentation, and adherence to approved technique.
Standard met · Safety · Time · Quality/finish · Documentation
Search and Seizure Lab LogLog15%Log entries must be complete (no blank required fields), legible, chronologically ordered, and accurate against the instructor's master plant list; any entry with a missing signature, incorrect item description, or undocumented seized item must be corrected and resubmitted within 24 hoursStudents compile a portfolio of all completed lab documents from Lessons 3, 4, and 5—including the cell-search log, mail-inspection log, property-inspection form, and chain-of-custody forms—submitted as a unified search-and-seizure lab log that demonstrates consistent, professional documentation practice across every exercise.
Standard met · Safety · Time · Quality/finish · Documentation
Hazardous Contraband Safety CheckSafety audit15%Student must select correct PPE, don it in the proper sequence, and verbally state all required notification steps without prompting; any failure to don PPE before approaching the simulated hazard is an automatic failure requiring full remediation before program progressionEvaluator presents one unannounced hazardous-contraband scenario (unknown substance or sharps) and observes the student's complete response: PPE selection from the supply table, donning sequence, hands-off protocol until cleared, and verbal notification procedure; this safety check is graded pass/fail with no partial credit.
Standard met · Safety · Time · Quality/finish · Documentation
AGR-CORR63-06 Trade course

Crisis & De-escalation for Corrections Officers

34 hr · $430 COMPLIMENTARY

This course prepares corrections officers to recognize, manage, and resolve crisis situations inside a correctional facility using verbal and non-verbal de-escalation techniques, crisis communication frameworks, and coordinated emergency response protocols. Students practice scenario-based exercises drawn from real facility incidents, learning to balance inmate rights with institutional safety. Lessons align with State Corrections Academy Certificate competency areas and ACA Certified Corrections Officer exam domains covering crisis intervention, use-of-force continuum, and emergency response.

Outcomes
Course text

This course prepares corrections officers to recognize, manage, and resolve crisis situations inside a correctional facility using verbal and non-verbal de-escalation techniques, crisis communication frameworks, and coordinated emergency response protocols. Students practice scenario-based exercises drawn from real facility incidents, learning to balance inmate rights with institutional safety. Lessons align with State Corrections Academy Certificate competency areas and ACA Certified Corrections Officer exam domains covering crisis intervention, use-of-force continuum, and emergency response.

How the course runs. 5 blocks: Understanding Crisis: Recognition, Risk Factors, and the Corrections Environment; Verbal De-escalation Techniques and Crisis Communication; Use-of-Force Continuum, Policy, and Legal Boundaries; Emergency Protocols: Hostage Situations, Inmate Disturbances, and Suicide Intervention; Officer Wellness, Stress, Secondary Trauma, and Post-Incident Documentation.

What competent looks like. Identify behavioral warning signs of escalating crisis, mental health decompensation, and suicidal ideation in an incarcerated population and document observations accurately. Apply a structured verbal de-escalation model (active listening, empathic response, collaborative problem-solving) to reduce threat level in simulated cell-side and common-area scenarios. Explain the use-of-force continuum and select the lowest effective intervention option consistent with facility policy, inmate rights, and officer safety. Execute facility emergency response procedures—including hostage protocol, inmate disturbance, and suicide intervention—in coordination with a response team. Recognize signs of officer stress, secondary trauma, and burnout that impair judgment, and describe institutional resources and peer-support pathways available in correctional settings. Complete accurate, objective post-incident documentation of a crisis event that meets the evidentiary and compliance standards required by State Corrections Academy and ACA certification.

Lessons · 5 blocks
#LessonHrTypeObjectiveActivitiesMaterialsCheck
1Understanding Crisis: Recognition, Risk Factors, and the Corrections Environment7theoryStudents will identify at least five behavioral, environmental, and psychological indicators that signal an impending crisis in a correctional setting and explain how institutional stressors specific to incarcerated populations contribute to escalation.
  1. Lecture and guided note-taking: instructor-led review of crisis typology (situational, psychiatric, substance-related, gang-related), covering warning sign clusters and common triggers in jail and prison environments, with reference to the ACA standards on inmate mental health.
  2. Case-study analysis in small groups: students read three anonymized facility incident reports describing pre-crisis periods, identify which behavioral indicators were present and which were missed, then present findings to the class.
  3. Whole-class discussion and quiz: students complete a 20-question written quiz on crisis definitions, risk factor categories, and the role of the officer as a first-line observer, followed by instructor-led correction of common misconceptions.
Facility incident report samples (redacted), ACA Standards for Adult Correctional Institutions (mental health sections), SAMHSA Crisis Intervention overview handout, whiteboard, printed case-study packets20-question written quiz; students must score 75% or higher; instructor reviews missed items individually before next lesson
2Verbal De-escalation Techniques and Crisis Communication8demoStudents will demonstrate the core steps of a structured verbal de-escalation model—including active listening, non-threatening body language, empathic acknowledgment, and collaborative problem-solving—in a controlled instructor-led demonstration and guided practice drill.
  1. Instructor live demonstration: using a trained role-player as an agitated inmate, instructor models each phase of the de-escalation model (approach safely, establish communication, actively listen, offer choices, seek resolution) and pauses to narrate decision points for students observing in a semicircle.
  2. Paired practice drills: students take turns as officer and inmate using four scripted scenario cards (housing dispute, medication grievance, phone-time conflict, news of family death), with a structured observer checklist; pairs rotate after each scenario.
  3. Video review and debrief: instructor plays two short training videos showing both effective and ineffective de-escalation; class identifies specific language choices, body positioning errors, and tone issues using the same observer checklist used in paired drills.
Scenario cards (four scenarios), observer/evaluator checklist aligned to ACA crisis intervention competencies, training videos (POST-approved or ACA training library), role-player or student volunteer, open floor space free of obstacles, name-tag identifiers for role assignmentsObserver checklist score from paired drill: student must meet or exceed the competency threshold on at least 8 of 10 checklist items across two consecutive scenario rotations; instructor observes each pair for at least one full scenario
3Use-of-Force Continuum, Policy, and Legal Boundaries7theoryStudents will correctly place at least six use-of-force options in sequence on the facility use-of-force continuum and explain the constitutional and policy limits that govern each level, referencing the Eighth Amendment and relevant Supreme Court precedents in general terms.
  1. Lecture with annotated continuum chart: instructor walks through the use-of-force continuum from officer presence through lethal force, explaining how inmate behavior at each threat level corresponds to permissible responses, with emphasis on the legal principle of proportionality and documentation obligations at each step.
  2. Scenario sorting exercise: students receive a deck of 20 cards, each describing an inmate behavior; working individually, they sort cards into the appropriate continuum level and record justifications in writing; class then compares results and debates disputed placements.
  3. Mock after-action review: instructor presents a fictional use-of-force incident; students write a one-page use-of-force justification memo explaining which level was appropriate, what alternatives were available, and what documentation the officer was required to complete; memos are peer-reviewed using a provided rubric.
Use-of-force continuum poster and printed handout (facility policy template), scenario card deck (20 cards), blank memo forms, peer-review rubric, annotated case summaries referencing Hudson v. McMillian and Whitley v. Albers in general legal terms, whiteboardSorting exercise: 80% correct placement; use-of-force memo scored with rubric—must receive passing marks on all three required elements (appropriate level, alternatives listed, documentation identified) from peer reviewer and instructor before moving forward
4Emergency Protocols: Hostage Situations, Inmate Disturbances, and Suicide Intervention7practiceStudents will execute the correct initial officer actions for three distinct facility emergencies—active hostage situation, large-scale inmate disturbance, and inmate suicide attempt—within a timed tabletop and walkthrough exercise, making decisions consistent with facility emergency operating procedures.
  1. Tabletop exercise (hostage and disturbance): instructor narrates an unfolding emergency scenario in real time; student teams assigned roles (first responder, control room, supervisor) make sequential decisions about communication, lockdown, notification, and containment, recording each action on a decision log; instructor injects complications (injured officer, second disturbance point) to test adaptive response.
  2. Suicide intervention walkthrough: using a staged cell area or marked floor space, students practice the Safe Messaging and immediate intervention sequence for discovering an unresponsive or self-harming inmate—calling for backup, entering safely, applying first aid until medical arrives, and preserving the scene—with instructor feedback after each student rotation.
  3. Debrief and gap analysis: as a class, students compare their tabletop decision logs against a model response timeline provided by instructor; each student writes a short gap analysis identifying two decisions they would change and why, which is submitted for instructor review.
Emergency operating procedure (EOP) reference guide, tabletop decision log forms, gap analysis worksheet, staged cell props (mattress, bedding, simulated ligature for demonstration only), CPR/First Aid pocket reference card (AHA or Red Cross), stopwatch, role assignment badgesTabletop decision log: all critical first-response actions (notification, lockdown, containment) completed in correct sequence within the scenario time limit; suicide intervention walkthrough rated pass/fail by instructor on a six-step checklist—all six steps must be completed correctly; gap analysis submitted and reviewed
5Officer Wellness, Stress, Secondary Trauma, and Post-Incident Documentation5labStudents will produce a complete, factually accurate, and legally defensible post-incident report for a simulated crisis scenario and identify at least three institutional or peer-support resources available to corrections officers experiencing occupational stress or secondary traumatic stress.
  1. Mini-lecture on officer wellness: instructor covers the occupational stressors unique to corrections work (shift work, vicarious trauma, hypervigilance, moral injury), explains secondary traumatic stress versus burnout, and describes employee assistance programs, peer-support models, and critical incident stress debriefing (CISD) as general frameworks used in the field.
  2. Post-incident report writing lab: students receive a detailed written summary of a simulated crisis scenario (a psychiatric episode in a housing unit) and individually draft a complete post-incident report using the facility's standard report format, applying objective language, timeline sequencing, and documentation of force and medical referral; instructor circulates and coaches.
  3. Peer review and revision: students exchange reports with a partner and use a provided quality-control checklist (objective language, factual accuracy, completeness, no jargon or opinion stated as fact) to mark errors; writers then revise their reports; final versions are submitted to instructor for scoring.
Standard facility post-incident report form (template), scenario summary handout, documentation quality-control checklist, pen, lined paper or word-processing device if available, officer wellness resource list (EAP, CISD, peer-support contacts—generic/illustrative), ACA Certified Corrections Officer exam outline (documentation domain)Final post-incident report scored on quality-control checklist: must meet all six required elements (accurate timeline, objective language, use-of-force notation if applicable, medical referral noted, officer identifying information complete, supervisor notification documented); a score of 5 out of 6 is the minimum pass; reports scoring below 5 are revised and resubmitted within one class session
Assessments
AssessmentTypeWeightPass standardMethod & rubric
Crisis Knowledge ExaminationWritten exam25%75% or higher (38 of 50 questions correct)A 50-question multiple-choice and short-answer written examination covering crisis recognition indicators, the verbal de-escalation model, use-of-force continuum levels and legal limits, emergency protocol procedures, and post-incident documentation standards. Items are aligned to the State Corrections Academy Certificate competency areas and the ACA Certified Corrections Officer exam domain on crisis intervention; students who score below 75% complete a targeted review and retake a parallel form within five school days.
Standard met · Safety · Time · Quality/finish · Documentation
Structured De-escalation Skills DemonstrationSkills demonstration45%Pass: student meets or exceeds threshold on 9 of 10 checklist items; any critical safety item marked fail requires immediate remediation and re-demonstrationEach student is assessed individually in a role-played crisis scenario selected by the instructor (unknown to the student in advance) involving an agitated inmate in a correctional setting; a trained role-player portrays the inmate while the instructor scores the student on a 10-item behavioral checklist covering approach safety, verbal communication, empathic response, body language, de-escalation decision-making, and appropriate escalation if the scenario requires it. The demonstration directly maps to the State Corrections Academy Certificate practical skills evaluation and the ACA crisis intervention competency domain.
Standard met · Safety · Time · Quality/finish · Documentation
Crisis Response Lab LogLog15%All six required elements present and accurate; minimum score of 5 out of 6 on quality-control checklist; subjective or fabricated content results in automatic resubmissionStudents submit the completed and peer-reviewed post-incident report produced during Lesson 5, along with their gap analysis from the tabletop exercise in Lesson 4; the instructor evaluates the report for objective language, factual accuracy, proper sequencing, required documentation elements, and compliance with facility report format standards, providing written feedback on any deficiencies before the student may progress to the next course.
Standard met · Safety · Time · Quality/finish · Documentation
Emergency Protocol Safety CheckSafety audit15%Pass requires correct completion of all critical-action steps in proper sequence; any step that would place an officer or inmate in immediate danger if performed incorrectly results in automatic fail and mandatory remediation before course completionThe instructor conducts a direct observation safety check using the six-step suicide intervention checklist and the hostage/disturbance first-responder decision log from Lesson 4; the student must verbally state and physically demonstrate the correct sequence of actions for an assigned emergency type within a set time, with the instructor verifying that personal safety, backup notification, and inmate welfare steps are all addressed before any physical intervention is simulated.
Standard met · Safety · Time · Quality/finish · Documentation
AGR-CORR63-07 Trade course

Report Writing for Corrections Officers

34 hr · $430 COMPLIMENTARY

This course develops the written communication skills corrections officers use every day: incident reports, use-of-force reports, disciplinary write-ups, medical referrals, and shift logs that must withstand legal scrutiny. Students learn to document observations objectively, apply facility grammar and format standards, and construct reports that support investigations, court proceedings, and ACA compliance audits. Accuracy, completeness, and timeliness are treated as officer-safety and liability issues throughout.

Outcomes
Course text

This course develops the written communication skills corrections officers use every day: incident reports, use-of-force reports, disciplinary write-ups, medical referrals, and shift logs that must withstand legal scrutiny. Students learn to document observations objectively, apply facility grammar and format standards, and construct reports that support investigations, court proceedings, and ACA compliance audits. Accuracy, completeness, and timeliness are treated as officer-safety and liability issues throughout.

How the course runs. 5 blocks: Why Reports Matter: Legal Standards, Liability, and the Corrections Officer's Duty to Document; Report Structure and Format: The Elements Every Corrections Report Must Contain; Grammar, Objectivity, and Precision: Writing That Holds Up in Court; Specialized Report Types: Use-of-Force, Disciplinary, Medical Referral, and Shift Log; Digital Documentation and Records Management System (RMS) Entry.

What competent looks like. Write factually accurate, objective, and chronologically organized incident reports using only observed facts and direct quotations, free of opinion and unsupported conclusions. Apply standard corrections report formats—including who, what, when, where, how, and action taken—to incident, use-of-force, disciplinary, and medical-referral scenarios. Demonstrate correct grammar, spelling, punctuation, and sentence structure at a level appropriate for official legal documents that may be introduced in court or administrative hearings. Record and organize field notes in real time during a simulated incident so that a complete report can be reconstructed accurately within a required timeframe. Identify and correct common report-writing errors—including vague language, hearsay, missing elements, and chain-of-custody gaps—by reviewing and revising flawed sample reports. Complete digital report entry in a simulated records management system (RMS) environment, attaching supplemental documentation and maintaining version control.

Lessons · 5 blocks
#LessonHrTypeObjectiveActivitiesMaterialsCheck
1Why Reports Matter: Legal Standards, Liability, and the Corrections Officer's Duty to Document6theoryStudents will explain why accurate, timely, and objective documentation is a legal and professional obligation for corrections officers, and identify the specific ways a flawed report can harm an officer, an inmate, or a facility.
  1. Instructor-led lecture and discussion on how incident reports become evidence: court proceedings, internal affairs investigations, civil litigation, and ACA audit trails; students annotate a provided case summary showing where documentation failures changed an outcome.
  2. Small-group analysis of three sanitized real-world report samples (one strong, one with factual gaps, one with opinion language substituted for fact); groups present findings to the class and identify the specific legal or operational risk each flaw creates.
  3. Individual written reflection (one page): student describes a scenario from a previous course module (e.g., a use-of-force or contraband find) and lists every fact an officer would need to document, distinguishing observed facts from inferences.
Whiteboard, projector, sanitized sample reports (instructor-prepared), corrections officer policy manual excerpts, ACA Standards for Adult Correctional Institutions (relevant documentation sections), student notebooksExit ticket: students correctly classify ten statements as 'observed fact,' 'inference,' or 'opinion' on a written card; 8 of 10 correct required to proceed without remediation.
2Report Structure and Format: The Elements Every Corrections Report Must Contain8demoStudents will construct a properly formatted corrections incident report containing all required elements—identification data, chronological narrative, witness and subject information, officer action, and disposition—using a facility-standard template.
  1. Instructor demonstrates completion of a full incident report on the projector using a scripted scenario read aloud (contraband discovery); students simultaneously complete the same report on paper, then compare their product to the instructor's annotated key element by element.
  2. Paired practice: partners take turns reading a 90-second scenario script aloud while the other officer writes real-time field notes on an index card; pairs then co-author a full report from those notes using the template, timing themselves to reinforce the operational deadline requirement.
  3. Whole-class revision exercise: instructor displays a partially completed report with six embedded format errors (missing time stamp, passive voice obscuring actor, vague quantifier, missing witness name, unsigned, no disposition); students call out and correct errors orally, then rewrite the corrected version independently.
Facility incident report template (instructor-provided, modeled on standard state forms), scenario scripts, index cards for field notes, pens, projector, annotated instructor keyCompleted report from the paired exercise is scored against a 20-point rubric (all required fields present = 5 pts; chronological accuracy = 5 pts; no opinion language = 5 pts; grammar/spelling ≤ 2 errors = 5 pts); 14/20 (70%) is the minimum pass mark.
3Grammar, Objectivity, and Precision: Writing That Holds Up in Court6theoryStudents will rewrite sentences containing vague language, opinion, hearsay, jargon, or grammatical errors into clear, precise, legally defensible report language.
  1. Instructor presents the 'FACT vs. OPINION vs. HEARSAY' framework with corrections-specific examples (e.g., 'the inmate appeared angry' vs. 'the inmate raised his voice, clenched his fists, and moved toward Officer Jones'); students practice classifying 20 sentences on a printed worksheet, then self-score against the answer key.
  2. Grammar mini-lessons targeting the five most common corrections report errors: passive voice hiding the actor, pronoun ambiguity, run-on sentences, incorrect past tense, and non-standard abbreviations; each mini-lesson is followed by a three-sentence correction drill completed individually.
  3. Timed rewrite challenge: students receive a one-page flawed report and have 20 minutes to produce a corrected version; reports are exchanged between students for peer review using a provided checklist, then returned for self-reflection notes.
Printed FACT/OPINION/HEARSAY worksheet, grammar reference card (instructor-produced, one page), flawed sample report, peer-review checklist, pensGrammar worksheet score: 16/20 (80%) correct classifications required; timed rewrite is scored by instructor using the same 20-point rubric as Lesson 2; minimum 14/20 to pass.
4Specialized Report Types: Use-of-Force, Disciplinary, Medical Referral, and Shift Log8practiceStudents will complete four distinct report types—use-of-force, inmate disciplinary, medical referral, and shift log—each appropriate to a given scenario, demonstrating accurate selection of the correct form and correct content for each.
  1. Instructor presents the purpose, required elements, and chain-of-custody or notification requirements that distinguish each report type; students complete a comparison chart and keep it as a reference tool for the remainder of the course.
  2. Station rotation (four stations, 12 minutes each): at each station students receive a scenario card and the corresponding blank form; they write a complete report entry for that scenario type (use-of-force event, inmate rules violation, inmate medical complaint observed by officer, end-of-shift summary); instructor and a peer rotate to give real-time feedback at each station.
  3. Class debrief: one volunteer's use-of-force report is displayed anonymously on the projector; class identifies strengths and gaps using the rubric, then the student revises on the spot and explains each change made.
Use-of-force report form, disciplinary report form, medical referral/observation form, shift log template (all instructor-provided, modeled on standard state forms), scenario cards, comparison chart handout, projectorEach of the four station reports is scored by the instructor using the 20-point rubric; students must score 14/20 on at least three of the four reports; any report scoring below 10/20 requires immediate remediation and a redo before the next lesson.
5Digital Documentation and Records Management System (RMS) Entry6labStudents will enter a complete incident report into a simulated digital records management system, attach a supplemental document, and demonstrate correct data fields, version history, and access-control awareness without instructor prompting.
  1. Instructor demonstrates the RMS simulation interface (instructor-configured spreadsheet or free records-management training platform): logging in, navigating form fields, entering narrative text, attaching a file, saving a draft, submitting for supervisor review, and viewing the version history; students follow along on individual computers or tablets.
  2. Students independently enter the use-of-force report they wrote in Lesson 4 into the RMS simulation, attaching a scanned copy of their handwritten field notes as a supplemental document; instructor circulates and flags data-entry errors in real time without correcting them.
  3. Error-hunt exercise: each student receives a printed screenshot of a completed digital entry with five embedded data errors (wrong inmate ID format, date field in wrong format, narrative field left partially blank, attachment missing, submission status not updated); students identify and list all five errors in writing, then explain what operational or legal problem each error could cause.
Computers or tablets (one per student), RMS simulation environment (instructor-configured), student's own use-of-force report from Lesson 4, scanner or phone camera for attachment, error-hunt screenshot handoutCompleted RMS entry is evaluated against a 10-point digital checklist (all required fields populated = 4 pts; narrative matches paper report with no new factual discrepancies = 3 pts; supplemental document attached and identifiable = 2 pts; submission status set to 'submitted for review' = 1 pt); minimum 7/10 to pass; error-hunt exercise requires identification of all 5 errors for full credit, 4/5 acceptable.
Assessments
AssessmentTypeWeightPass standardMethod & rubric
Report Writing Knowledge ExamWritten exam25%75% (38/50 questions correct)A 50-question multiple-choice and short-answer written exam covering the legal basis for officer documentation, required elements of each report type, FACT/OPINION/HEARSAY distinctions, grammar rules for legal writing, RMS data-entry requirements, and chain-of-custody obligations. Questions are mapped to ACA Certified Corrections Officer exam competency areas related to documentation and professional conduct.
Standard met · Safety · Time · Quality/finish · Documentation
Live Report Writing Skills DemonstrationSkills demonstration45%Minimum 14/20 on rubric; no critical errors (opinion stated as fact, missing use-of-force notification, or incorrect subject identification) permitted regardless of total scoreThe instructor reads a 3-minute scenario script depicting an unplanned use-of-force event; the student takes field notes in real time and then has 25 minutes to produce a complete, properly formatted incident report and a separate use-of-force report using blank standard forms. Both documents are scored together by the instructor using the established 20-point rubric, and the student verbally defends two documentation choices when questioned.
Standard met · Safety · Time · Quality/finish · Documentation
Report Writing Lab LogLog15%Submission of all five lesson work products with an average rubric score of 14/20 or higher across scored reports; all five products submitted on timeStudents maintain a course portfolio containing their completed work from every lesson: the exit-ticket card, both paired-exercise and timed-rewrite reports, the four station reports, and the RMS entry screenshot with confirmation. The portfolio is reviewed by the instructor at the end of the course as evidence of consistent effort and progressive improvement; it also serves as a study reference for the certification exam.
Standard met · Safety · Time · Quality/finish · Documentation
Safety and Compliance Check: Documentation Duty and Information SecuritySafety audit15%Pass/Fail — all five checkpoints must be demonstrated satisfactorily; a single failure requires remediation and a same-day recheckThe instructor conducts a direct observation and verbal questioning check covering five non-negotiable documentation safety behaviors: (1) the student can state the required timeframe for submitting a use-of-force report per facility policy, (2) the student correctly identifies which information in a report is protected and must not be disclosed outside the chain of command, (3) the student demonstrates logging out of the RMS simulation before leaving the workstation, (4) the student correctly identifies when a supervisor notification is legally required before a report is finalized, and (5) the student can describe the consequence of submitting a false official report under general principles of law. This checkpoint is mapped to the ACA Certified Corrections Officer ethics and professionalism domain.
Standard met · Safety · Time · Quality/finish · Documentation
AGR-CORR63-08 Trade course

Physical Fitness for Corrections Officers

34 hr · $430 COMPLIMENTARY

This course prepares corrections officer candidates to meet and maintain the physical fitness standards required by state corrections academies and the demands of daily facility work. Students develop cardiovascular endurance, muscular strength, flexibility, and functional fitness through structured training, self-assessment, and evidence-based programming. Emphasis is placed on injury prevention, officer safety, and sustaining job-related fitness across a career.

Outcomes
Course text

This course prepares corrections officer candidates to meet and maintain the physical fitness standards required by state corrections academies and the demands of daily facility work. Students develop cardiovascular endurance, muscular strength, flexibility, and functional fitness through structured training, self-assessment, and evidence-based programming. Emphasis is placed on injury prevention, officer safety, and sustaining job-related fitness across a career.

How the course runs. 5 blocks: Fitness Standards, Assessment Baseline, and Safety Protocols; Cardiovascular Endurance Training; Muscular Strength, Functional Fitness, and Job-Task Movements; Injury Prevention, Flexibility, Nutrition, and Shift-Work Wellness; Final Fitness Assessment and Personal Training Plan Defense.

What competent looks like. Demonstrate cardiovascular endurance sufficient to meet state corrections academy entry fitness benchmarks, including a timed run and sustained aerobic activity. Perform job-related strength and functional movements—including controlled lifting, pushing, and use-of-force positions—with correct form and safe technique. Design and execute a personal fitness improvement plan using fitness assessment data, SMART goals, and a weekly training schedule. Apply injury-prevention principles including warm-up, cool-down, stretching protocols, proper hydration, and nutrition basics relevant to shift work. Identify signs of heat illness, overexertion, and musculoskeletal injury and follow appropriate first-response and reporting procedures. Complete a physical fitness assessment battery that mirrors state academy entry standards, documenting results and improvements over the course.

Lessons · 5 blocks
#LessonHrTypeObjectiveActivitiesMaterialsCheck
1Fitness Standards, Assessment Baseline, and Safety Protocols6labStudents will complete a baseline physical fitness assessment battery and identify their individual gaps relative to state corrections academy entry standards while applying exercise safety and injury-reporting procedures.
  1. Review published state corrections academy physical fitness standards (timed 1.5-mile run, push-ups, sit-ups, and any facility-specific requirements); discuss why each component is job-relevant using corrections scenario examples such as emergency response, inmate transport, and prolonged standing.
  2. Complete a supervised baseline assessment battery: timed 1.5-mile run or equivalent cardio measure, maximum push-ups in one minute, maximum sit-ups in one minute, and a sit-and-reach flexibility test; record all results on individual fitness tracking sheets.
  3. Participate in a safety orientation covering signs of overexertion, heat and cold illness, proper hydration targets, when to stop exercising, and the facility's injury-reporting procedure; complete a written safety acknowledgment form before any physical activity begins.
Stopwatches, measuring tape, sit-and-reach box, individual fitness tracking log, state academy fitness standard reference sheet, hydration guidelines handout, facility injury-report form, athletic footwear (student-provided), first aid kit on site, AED accessibleStudent completes all baseline test components without safety incident and correctly identifies at least three personal fitness gaps on their tracking log; instructor verifies accuracy of self-recorded data; pass = all components attempted and safety acknowledgment signed.
2Cardiovascular Endurance Training8practiceStudents will apply progressive cardiovascular training methods—including interval training and steady-state aerobic work—across multiple sessions to improve timed-run performance toward academy standards.
  1. Attend instructor-led sessions introducing the principles of aerobic base building, interval training, and pacing strategy; use a perceived exertion scale and practice monitoring pulse rate to regulate workout intensity during runs and brisk walking intervals.
  2. Complete a series of structured cardio workouts across the lesson block—alternating steady-state runs of increasing duration with interval sessions (e.g., repeated 400-meter efforts with measured rest)—logging time, distance, and perceived exertion after each session in the fitness tracking log.
  3. Participate in a mid-block timed 1.5-mile run and compare results to baseline; in small groups, analyze pacing charts and discuss adjustments to individual training plans based on progress data.
Track or measured outdoor/indoor course, stopwatches, fitness tracking logs, perceived exertion scale reference card, hydration stations, athletic footwear (student-provided), first aid kit, AED accessible, weather-monitoring plan for outdoor sessionsStudent completes all scheduled cardio sessions (attendance logged) and shows documented improvement from baseline on mid-block timed run; training log entries are complete and accurate; pass = improvement trend evident or performance at or above academy standard, with no missed sessions without documented medical excuse.
3Muscular Strength, Functional Fitness, and Job-Task Movements8practiceStudents will perform push-ups, sit-ups, bodyweight squats, and job-related functional movements with correct form to build the muscular strength and endurance required for corrections officer duties.
  1. Instructor demonstrates correct form for push-ups, sit-ups, bodyweight squats, lunges, and plank holds, emphasizing joint alignment and common errors; students practice each movement with peer and instructor feedback before any timed or counted sets begin.
  2. Complete structured strength circuit workouts across the lesson block using sets of push-ups, sit-ups, squats, and core exercises at progressive volume; include functional-task simulations such as controlled weighted carries (representing inmate-assist or equipment transport scenarios) using safe loads and proper lifting mechanics consistent with general workplace ergonomic guidelines.
  3. Record sets, repetitions, and perceived difficulty in the fitness tracking log after each workout; at the end of the lesson block, complete a counted push-up and sit-up test and compare to baseline, noting percentage improvement.
Exercise mats, resistance bands (optional), manageable weighted objects for carrying drill (e.g., loaded duffel bags), fitness tracking logs, proper-form reference cards, first aid kit, no external equipment required beyond bodyweight for primary exercisesInstructor observes correct form on at least three consecutive repetitions of each primary movement; student log shows progressive volume increases over the block; end-of-lesson strength test score compared to baseline; pass = demonstrable improvement and form rated acceptable by instructor on skills rubric.
4Injury Prevention, Flexibility, Nutrition, and Shift-Work Wellness6theoryStudents will explain evidence-based strategies for preventing common corrections-officer injuries, describe flexibility and recovery protocols, and create a basic nutrition and sleep plan suited to rotating shift schedules.
  1. Complete assigned reading on musculoskeletal injury risks common to corrections officers (back strain from long standing and restraint activities, knee and shoulder overuse) and participate in instructor-led discussion connecting each risk to daily facility duties; students then perform a guided flexibility routine—dynamic warm-up, static cool-down stretches for hip flexors, hamstrings, shoulders, and lower back—and document the routine for personal use.
  2. Review a nutrition basics handout covering macronutrient balance, hydration targets for active duty, and practical eating strategies for 8- and 12-hour rotating shifts; in small groups, critique sample meal plans for a hypothetical officer on a night shift and recommend realistic improvements.
  3. Discuss the physiology of shift-work sleep disruption and its effect on reaction time, decision-making, and physical performance; students draft a one-page personal wellness plan addressing sleep scheduling, hydration, and one dietary improvement goal, which is reviewed by the instructor for accuracy and realism.
Assigned reading handout on corrections officer injury prevention, nutrition basics reference (based on USDA dietary guidelines general principles), flexibility routine guide, sample shift-meal plans (instructor-prepared), personal wellness plan templateStudent correctly identifies at least four specific injury-prevention strategies in a short written quiz (10 questions, pass = 70%); personal wellness plan reviewed by instructor and marked complete when it includes sleep, hydration, and nutrition components with realistic goals.
5Final Fitness Assessment and Personal Training Plan Defense6labStudents will complete a final physical fitness assessment battery demonstrating measurable improvement from baseline, and present a documented personal training plan that will sustain academy-level fitness beyond the course.
  1. Complete the full final assessment battery—timed 1.5-mile run, maximum push-ups in one minute, maximum sit-ups in one minute, and sit-and-reach flexibility—under standardized, supervised conditions identical to the baseline session; record all results and calculate improvement percentages on the fitness tracking log.
  2. Compile the complete fitness tracking log into a personal progress portfolio, including baseline data, mid-block checkpoints, final scores, and session-by-session notes; annotate the portfolio with a one-page reflection identifying which training methods produced the most improvement and what challenges were encountered.
  3. Present the personal training plan—a structured 12-week post-course program designed to reach or maintain state academy entry standards—to the instructor and two peers in a five-minute verbal defense, explaining exercise selection, progressive overload strategy, and how the plan accounts for a shift-work schedule; respond to at least two instructor questions.
Stopwatches, sit-and-reach box, measuring tape, completed fitness tracking logs, personal progress portfolio (assembled by student), personal training plan document (student-prepared), first aid kit, AED accessibleFinal assessment battery scores recorded accurately; portfolio contains complete session data with no missing entries; training plan defense assessed on a rubric covering specificity, progressive overload, realism for shift work, and ability to answer instructor questions; pass = documented improvement from baseline on at least two of three scored components AND training plan defense rated satisfactory or above on all rubric categories.
Assessments
AssessmentTypeWeightPass standardMethod & rubric
Physical Fitness Knowledge ExamWritten exam25%70% correct (21 of 30 questions)A 30-question written exam covering exercise physiology basics, injury prevention principles, signs and response to heat illness and overexertion, shift-work wellness strategies, and state academy fitness standard requirements. Questions are multiple choice and short answer, drawn from lesson content and assigned readings.
Standard met · Safety · Time · Quality/finish · Documentation
Functional Movement and Job-Task Skills DemonstrationSkills demonstration45%Instructor rates all four primary movements (push-up, sit-up, squat, weighted carry) as 'acceptable form' or above on the standardized rubric; no unsafe technique observedThe instructor evaluates the student performing a set of each primary movement and a functional weighted carry using a standardized form rubric; the student must demonstrate joint alignment, controlled range of motion, and safe lifting technique without coaching during the evaluation.
Standard met · Safety · Time · Quality/finish · Documentation
Fitness Tracking Log and Progress PortfolioLog15%All scheduled sessions documented with complete data entries; documented improvement from baseline on at least two of the three primary scored components (run time, push-ups, sit-ups); personal training plan included and rated completeThe student submits the cumulative fitness tracking log covering the full course, the annotated progress portfolio with reflection, and the 12-week personal training plan; the instructor reviews for completeness, accuracy of data, and the quality and realism of the post-course training plan.
Standard met · Safety · Time · Quality/finish · Documentation
Exercise Safety and Emergency Response CheckSafety audit15%Student correctly demonstrates all four safety checkpoints without prompting; any single critical failure (e.g., failing to call for help during a simulated overexertion scenario) results in an immediate repeat attempt before course completionIn a brief observed scenario, the student must correctly identify signs of heat illness or overexertion in a role-play partner, stop activity, apply the facility's emergency-response procedure, locate the AED and first aid kit, and report the incident on the injury-report form—directly aligning with CPR/First Aid credential readiness.
Standard met · Safety · Time · Quality/finish · Documentation
AGR-CORR63-09 Capstone

Corrections Officer Capstone Project

72 hr · $720 COMPLIMENTARY

Students integrate knowledge and skills from all prior courses to plan, document, and defend a realistic correctional facility scenario response. The capstone requires written policy analysis, a documented incident-response plan, and an oral defense before a panel of corrections professionals. Successful completion demonstrates readiness for the State Corrections Academy and entry-level employment.

Outcomes
Course text

Students integrate knowledge and skills from all prior courses to plan, document, and defend a realistic correctional facility scenario response. The capstone requires written policy analysis, a documented incident-response plan, and an oral defense before a panel of corrections professionals. Successful completion demonstrates readiness for the State Corrections Academy and entry-level employment.

How the course runs. 4 blocks: Scenario Design and Policy Grounding; Incident-Response Planning and Simulated Execution; Documentation Package Production; Portfolio Assembly and Oral Defense.

What competent looks like. Develop a comprehensive written incident-response plan that correctly applies facility security procedures, use-of-force policy, and inmate rights standards. Produce a complete documentation package including an accurate incident report, use-of-force report, and chain-of-custody log that meets correctional agency writing standards. Demonstrate appropriate defensive tactics decision-making and de-escalation strategies within a simulated scenario evaluated by a credentialed instructor. Apply contraband detection procedures and sanction protocols consistent with facility policy and legal requirements. Compile a professional portfolio that maps personal competencies to ACA Certified Corrections Officer exam domains. Defend scenario decisions and documentation orally before a review panel, articulating the legal, safety, and ethical basis for each action taken.

Lessons · 4 blocks
#LessonHrTypeObjectiveActivitiesMaterialsCheck
1Scenario Design and Policy Grounding18theoryStudents will select a realistic correctional incident scenario and produce a written policy-analysis brief that correctly cites applicable law, facility procedures, and inmate rights standards covered in Courses 2–6.
  1. Each student draws one of six pre-written scenario seeds (e.g., discovery of a homemade weapon during a cell search, an inmate medical emergency with a simultaneous disturbance, a suspected gang-related assault) and writes a one-page scenario narrative describing the setting, parties, and precipitating events.
  2. Students complete a policy-mapping worksheet that identifies at least six relevant policy areas—use-of-force continuum, contraband procedures, emergency medical response, inmate grievance rights, mandatory reporting, and documentation requirements—and cites the applicable statute category or facility policy section for each.
  3. In pairs, students peer-review each other's policy briefs using a provided rubric, flag any missing legal or procedural references, and submit a revised final brief with instructor sign-off required before advancing to Lesson 2.
State corrections department policy manual excerpts, ACA Standards for Adult Correctional Institutions reference handout, Courses 2–6 student notes and handouts, scenario seed cards, policy-mapping worksheet, peer-review rubricInstructor reviews policy-analysis brief for accuracy of policy citations, completeness of the six required policy areas, and logical scenario narrative; passing standard is 80% on the rubric (all six policy areas addressed with no materially incorrect citations).
2Incident-Response Planning and Simulated Execution24practiceStudents will construct a step-by-step written incident-response plan and execute it in a role-played scenario, making real-time decisions on communication, restraint, de-escalation, and emergency care that are evaluated against facility policy.
  1. Each student writes a formal Incident Response Plan (IRP) using the provided template: timeline of actions, post assignments, communication tree, de-escalation decision points, restraint authorization thresholds, and medical response triggers; the IRP must include a safety section addressing PPE requirements (e.g., gloves for body fluid exposure) and officer wellness considerations.
  2. Students execute a 30-minute live role-play of their scenario in the classroom simulation area: one student plays the responding officer, classmates and the instructor play inmates and support staff using scripted behavior cards; the student must verbally announce each decision point ('I am directing the inmate to turn and face the wall and place hands behind their back') so evaluators can score decision quality in real time.
  3. Immediately after role-play, the student completes a self-evaluation form identifying two decisions they would change and why, referencing the specific policy section that guides the correction; instructor provides written feedback within 48 hours.
Incident Response Plan template, role-play scenario behavior cards, soft-restraint training props (training handcuffs, blue-gun replica), PPE (nitrile gloves, eye protection), de-escalation decision flowchart, self-evaluation form, stopwatch, video camera for optional self-reviewInstructor scores the IRP and live execution using the Capstone Scenario Rubric (policy compliance, officer safety decisions, communication clarity, de-escalation attempt before force, correct emergency-care initiation); passing standard is 80% overall with no safety-critical errors (e.g., failure to call for medical aid when indicated, improper restraint technique causing simulated injury).
3Documentation Package Production18labStudents will produce a complete, legally defensible documentation package—incident report, use-of-force report, and chain-of-custody log—based on their scenario, meeting correctional agency standards for accuracy, objectivity, and completeness.
  1. Using their scenario notes and IRP, each student drafts a formal Incident Report following the Who-What-When-Where-Why-How framework practiced in Course 7: factual, first-person, past-tense, free of opinion and jargon; instructor models a sample completed report on the projector before students begin drafting.
  2. Students complete a Use-of-Force Report form (provided sample based on common state agency formats) documenting the force level applied, alternatives attempted, injuries sustained, and medical evaluation offered; a chain-of-custody log is completed for any simulated contraband item recovered, tracing each transfer of evidence with signature blocks.
  3. A document audit exercise: students exchange full documentation packages and use a legal-defensibility checklist to identify any gaps (missing times, unsigned blocks, subjective language, inconsistencies between reports); all flagged items are corrected before final submission.
Incident Report form template, Use-of-Force Report form template, Chain-of-Custody Log form, legal-defensibility checklist, Course 7 report-writing reference guide, blue or black ink pens, word-processing software for typed versions, document audit peer checklistInstructor scores the full documentation package against the legal-defensibility checklist (25 items covering accuracy, completeness, objectivity, chronological consistency, and proper form completion); passing standard is 22 of 25 items correct with zero items in the critical-error category (false statements, missing use-of-force documentation when force was applied, unsigned chain-of-custody).
4Portfolio Assembly and Oral Defense12fieldStudents will assemble a professional capstone portfolio mapping their scenario work to ACA Certified Corrections Officer exam domains and will defend their decisions and documentation before a two-person panel in a structured oral examination.
  1. Students organize their portfolio in this required order: (1) title page with scenario summary, (2) policy-analysis brief, (3) Incident Response Plan, (4) full documentation package, (5) self-evaluation reflection, (6) ACA domain-mapping matrix showing which portfolio artifact demonstrates competency in each of the ACA exam content areas (e.g., Legal Issues, Security Threat Groups, Report Writing, Use of Force); a cover memo explains how the artifacts meet each domain.
  2. Students participate in a 15-minute panel oral defense: the panel (instructor plus one corrections professional guest or program director) asks at least five questions drawn from the Oral Defense Question Bank covering legal justification for force used, how inmate rights were protected, what the student would do differently, and how a specific policy supported a documentation decision; students may reference their portfolio during the defense.
  3. After the defense, the panel provides immediate structured feedback using the Oral Defense Scoring Sheet; the student receives a written summary of scores, commendations, and one required area for professional development to carry into the externship.
Portfolio assembly guide, ACA domain-mapping matrix template, Oral Defense Question Bank (20 questions, provided to students 48 hours in advance), Oral Defense Scoring Sheet, presentation folder or binder for portfolio, guest evaluator orientation packetPanel scores the oral defense on five criteria—knowledge accuracy, policy application, professionalism, self-awareness, and communication clarity—each rated 1–4; passing standard is a total score of 14 out of 20 with no criterion rated 1 (unsatisfactory); portfolio completeness is a prerequisite (all six sections present and ACA matrix fully populated) before the defense is permitted to proceed.
Assessments
AssessmentTypeWeightPass standardMethod & rubric
Capstone Scenario ProjectProject60%80% on the combined Capstone Scenario Rubric (IRP + live execution + documentation package), with zero safety-critical errors and zero critical documentation errorsStudents produce and execute a complete incident-response scenario including a written Incident Response Plan, a 30-minute role-played scenario execution, and a full documentation package (incident report, use-of-force report, chain-of-custody log). The project is scored holistically against policy compliance, officer safety, de-escalation effort, and documentation accuracy, and must be passed before the oral defense is scheduled.
Meets specification · Within estimate · Workmanship · Safety · Documentation
Professional Capstone PortfolioPortfolio20%All six required sections present; ACA domain-mapping matrix fully populated with at least one artifact per domain; no critical-error items on the legal-defensibility checklistThe portfolio collects the policy-analysis brief, IRP, documentation package, self-evaluation, and an ACA domain-mapping matrix into a single organized submission that demonstrates integrated competency across the program. Completeness is verified by the instructor before the oral defense date is confirmed; an incomplete portfolio delays the defense by one scheduled session.
Completeness · Organization · Evidence quality
Oral Defense Before PanelOral / panel20%14 out of 20 points on the Oral Defense Scoring Sheet with no criterion rated 1 (unsatisfactory); professional dress and on-time appearance requiredStudents defend their scenario decisions and documentation in a structured 15-minute question-and-answer session before a two-person panel of corrections professionals. The defense tests the student's ability to articulate the legal, policy, safety, and ethical basis for each action taken and to demonstrate readiness for the State Corrections Academy and entry-level corrections employment.
Explains decisions · Answers technical questions · Professional communication
AGR-CORR63-10 Externship / clinical

Externship / Worksite Placement

108 hr · $430 COMPLIMENTARY

Students complete 108 supervised hours inside a jail, prison, or detention facility under the direct oversight of a credentialed field supervisor, applying every competency taught in the program to real inmate populations and live security operations. Daily journal entries, a mid-placement evaluation, and a final employer rating form document professional growth and readiness for academy-level employment. This course satisfies the practical-experience component required by most state corrections academy certification pathways and mirrors the supervised-hours language recognized by ACA credentialing.

Outcomes
Course text

Students complete 108 supervised hours inside a jail, prison, or detention facility under the direct oversight of a credentialed field supervisor, applying every competency taught in the program to real inmate populations and live security operations. Daily journal entries, a mid-placement evaluation, and a final employer rating form document professional growth and readiness for academy-level employment. This course satisfies the practical-experience component required by most state corrections academy certification pathways and mirrors the supervised-hours language recognized by ACA credentialing.

How the course runs. 4 blocks: Placement Orientation and Post Familiarization; Supervised Post Operations and Daily Duties; Emergency Response and Medical Drill Participation; Final Evaluation and Professional Reflection.

What competent looks like. Execute security post procedures—including count, key control, and control-room operations—correctly on at least 90% of observed shifts as rated by the field supervisor. Apply de-escalation techniques and follow use-of-force policy in real inmate interactions without a single unsanctioned physical intervention across all placement hours. Complete shift reports, incident narratives, and logbook entries that meet the facility's written-standards checklist with no critical errors on the final employer evaluation. Demonstrate CPR/First Aid response procedures when an emergency drill or actual medical event occurs, following AHA protocol within the time limits set by facility policy. Identify and document contraband or safety hazards encountered during searches or rounds, routing findings through the correct chain-of-custody steps every time. Receive a passing composite score of 75 or higher on the final employer evaluation form, confirming overall readiness for independent corrections officer employment.

Lessons · 4 blocks
#LessonHrTypeObjectiveActivitiesMaterialsCheck
1Placement Orientation and Post Familiarization12fieldThe student correctly identifies the physical layout, chain of command, emergency alert codes, and post orders of the assigned facility before operating any post independently.
  1. Complete a guided facility walk-through with the field supervisor, sketching the perimeter, housing units, control room, sally ports, and emergency exits on a hand-drawn map that is checked against the official facility blueprint.
  2. Read and sign each post-order binder assigned to the student's rotation, then answer a 20-question written quiz created by the supervisor covering emergency codes, count procedures, and radio protocol.
  3. Shadow a veteran officer through a full shift, recording in the placement journal every task performed, the policy or post order it references, and any questions for debrief.
Facility post-order binders, facility maps, placement journal (paper or approved digital form), radio, facility uniform and issued PPE per facility policySupervisor-verified map accuracy and a score of 80% or higher on the post-order quiz before the student is cleared to participate in any hands-on post duties.
2Supervised Post Operations and Daily Duties60fieldThe student carries out assigned post duties—including inmate count, rounds, searches, control-room operations, and report writing—under direct or proximate supervision across a variety of housing and security assignments.
  1. Conduct formal inmate counts alongside the field supervisor on at least six separate occasions, recording counts on official count sheets and reconciling any discrepancy using facility protocol before the shift ends.
  2. Perform at least three documented pat-down or area searches under supervisor observation, completing a chain-of-custody form for any item flagged as contraband and routing it to the appropriate officer.
  3. Write a shift or incident report after each shift that involves a reportable event, submitting drafts to the supervisor for markup; retain all marked-up copies in the placement portfolio as evidence of writing improvement.
Official count sheets, search and chain-of-custody forms, incident report templates, placement journal, facility radio, issued PPE, ACA Certified Corrections Officer Candidate Handbook (for competency alignment reference)Field supervisor rates each observed task on the facility's standardized competency checklist (scale 1–4) at weeks 4 and 8; student must average 3 or higher on each domain by week 8 to continue placement without a remediation plan.
3Emergency Response and Medical Drill Participation18fieldThe student demonstrates correct emergency response actions—including lockdown procedures, CPR/First Aid, and evacuation roles—whenever a drill or real event occurs during the placement.
  1. Participate in at least one facility emergency drill (fire, medical, or disturbance), documenting in the placement journal the alarm type, the response steps taken, the supervisor's verbal debrief, and any deviations from protocol observed.
  2. Review the facility's medical-emergency response policy and compare each step to the AHA CPR/First Aid protocol learned in the program; present a one-page written comparison to the field supervisor identifying any facility-specific additions.
  3. Practice scenario response with the supervisor using a tabletop walk-through of a simulated medical emergency in a housing unit, verbally stating each action (scene safety, call for help, compressions, AED location) in correct sequence.
Facility emergency-response policy documents, AHA CPR/First Aid reference card, placement journal, AED location map, PPE (gloves, face shield)Supervisor documents the student's emergency participation on the competency checklist; student must receive a rating of 3 or higher on emergency response and must demonstrate correct CPR step sequence (no steps omitted) during the tabletop scenario.
4Final Evaluation and Professional Reflection18fieldThe student completes a formal final employer evaluation, submits a complete placement portfolio, and delivers a structured self-reflection that connects externship experience to program competencies and career goals.
  1. Meet with the field supervisor for a formal end-of-placement conference during which the supervisor completes the program's standardized employer evaluation form (composite score out of 100) and the student receives written feedback on each rated domain.
  2. Compile and organize the placement portfolio, which must include the orientation quiz, all count sheets and chain-of-custody forms, marked-up incident reports, the emergency drill journal entry, and the mid-placement and final competency checklists.
  3. Write a 500-word minimum professional reflection submitted to the program instructor that identifies two specific skills strengthened during placement, one area for continued development, and how the experience prepares the student for state corrections academy certification and ACA credentialing.
Standardized employer evaluation form (program-issued), placement portfolio folder or digital submission platform, written reflection rubric, program instructor contact for submissionPortfolio is complete (all required documents present) and the employer evaluation composite score is 75 or higher; the written reflection meets the 500-word minimum and addresses all three required elements as confirmed by the program instructor using the rubric.
Assessments
AssessmentTypeWeightPass standardMethod & rubric
Employer Competency Evaluation (Skills Demonstration)Skills demonstration70%Composite score of 75 out of 100 on the standardized employer evaluation form, with no individual domain scored below 2 out of 4The field supervisor scores the student on each observed competency domain—post operations, inmate interactions, report writing, emergency response, professional conduct, and teamwork—using the program's standardized four-point rubric at mid-placement and again at the final evaluation conference. The final composite score is the primary credential for this course and is filed with the program for state academy and ACA documentation purposes.
Competency · Safety · Attendance · Conduct · Initiative
Placement Portfolio and Reflective Journal LogLog30%All required documents present and organized; written reflection scores 70% or higher on the program rubric (addresses all three required elements with specific, accurate examples from placement)The student submits a compiled portfolio containing every document generated during the 108 hours—count sheets, chain-of-custody forms, marked-up reports, competency checklists, the emergency drill entry, and the professional reflection—demonstrating a continuous, evidence-based record of skill development. The program instructor reviews the portfolio for completeness and scores the reflection using the published rubric, confirming that the student can articulate connections between worksite experience and the competencies assessed by the State Corrections Academy and ACA Certified Corrections Officer exams.
Complete · Verified
AGR-CORR63-11 Exam prep

Certification Exam Preparation: State Academy, ACA CCO, and CPR/First Aid

30 hr · $300 COMPLIMENTARY

Students systematically review every tested domain for the State Corrections Academy Certificate, the ACA Certified Corrections Officer credential, and the American Heart Association/American Red Cross CPR/First Aid certification, using mapped practice questions, timed drills, and full-length mock exams. Gaps identified through diagnostic scoring are addressed through targeted re-teaching before students sit the credentialing exams. Successful completion prepares students to meet or exceed the passing standard required for legal employment as a corrections officer.

Outcomes
Course text

Students systematically review every tested domain for the State Corrections Academy Certificate, the ACA Certified Corrections Officer credential, and the American Heart Association/American Red Cross CPR/First Aid certification, using mapped practice questions, timed drills, and full-length mock exams. Gaps identified through diagnostic scoring are addressed through targeted re-teaching before students sit the credentialing exams. Successful completion prepares students to meet or exceed the passing standard required for legal employment as a corrections officer.

How the course runs. 4 blocks: Diagnostic Assessment and Exam Blueprint Orientation; Targeted Domain Review: Law, Rights, Security, Use of Force, and Ethics; CPR/First Aid Skills Review and AHA/Red Cross Performance Verification; Full Mock Exam Day: State Academy, ACA CCO, and Final Debrief.

What competent looks like. Score at or above the passing threshold on a full-length State Corrections Academy Certificate mock exam covering law, security procedures, inmate rights, use of force, report writing, and ethics. Score at or above the ACA Certified Corrections Officer passing standard on a mock exam aligned to ACA's published competency domains. Demonstrate CPR and first-aid skills to American Heart Association or American Red Cross performance criteria, including correct compression rate, depth, and rescue breathing for adult, child, and infant victims. Identify and correct personal knowledge gaps by analyzing diagnostic and practice-exam results and completing targeted review activities. Apply correct test-taking strategies — including elimination of distractors, time management, and flagging uncertain items — on timed multiple-choice exams. Recall and accurately apply key legal standards, facility procedures, use-of-force continuum, inmate rights provisions, and emergency response protocols tested across all three credentials.

Lessons · 4 blocks
#LessonHrTypeObjectiveActivitiesMaterialsCheck
1Diagnostic Assessment and Exam Blueprint Orientation4theoryStudents will map their individual knowledge strengths and weaknesses against the published exam domains for the State Academy certificate and the ACA CCO credential by scoring a diagnostic practice exam and comparing results to each credential's blueprint.
  1. Students complete a 100-question timed diagnostic practice exam drawn proportionally from all State Academy and ACA CCO content domains — corrections law and inmate rights, security and facility procedures, use of force and defensive tactics, contraband detection, crisis intervention and de-escalation, and report writing — then score it immediately using an answer key with domain labels.
  2. Instructor walks through each exam blueprint side-by-side on the projector, showing the weight of each domain, the question format used (multiple-choice, scenario-based), and the minimum passing score required by the credentialing body, so students understand exactly what is being measured.
  3. Each student completes a personal gap analysis worksheet, listing the three lowest-scoring domains, the specific topics within those domains they missed most often, and a written study priority plan they will follow in lessons 2 and 3.
100-question diagnostic exam packet (instructor-constructed, referenced to State Academy curriculum and ACA CCO competency framework); answer key with domain coding; ACA Certified Corrections Officer candidate handbook (current edition); state corrections academy candidate information bulletin; gap analysis worksheet; pencils; calculators (if permitted by state exam policy)Each student submits a completed gap analysis worksheet identifying at least three priority study domains and a written study plan; instructor reviews for accuracy against the student's scored diagnostic; pass mark is full completion of the worksheet with realistic priorities — no numeric cut score on the diagnostic itself, but instructor flags any student below 50% overall for mandatory tutoring scheduling.
2Targeted Domain Review: Law, Rights, Security, Use of Force, and Ethics10practiceStudents will correctly answer practice questions on corrections law and constitutional inmate rights, facility security procedures, use-of-force continuum, defensive tactics principles, contraband, and professional ethics at a rate consistent with exam passing standards.
  1. Instructor-led rapid-review stations rotate every 25 minutes through six content areas — (1) constitutional and statutory inmate rights, disciplinary due process, and ADA considerations; (2) security levels, key control, counts, and post orders; (3) use-of-force continuum, report documentation requirements, and legal liability; (4) contraband categories, search procedures, and chain-of-custody documentation; (5) professional ethics, PREA standards, and cultural sensitivity; (6) crisis recognition, de-escalation steps, and mental health referral — with 15 practice questions at each station drawn from State Academy and ACA CCO domains.
  2. After each station rotation, students compare answers in pairs using provided answer-with-rationale sheets, discuss why wrong-answer distractors are wrong (a core test-taking skill), and log any items they still do not understand on a question log for instructor follow-up.
  3. Students complete two 25-question scenario-based quizzes — one simulating State Academy exam style, one simulating ACA CCO style — under timed conditions (approximately 1 minute per question), score them, and receive written feedback from the instructor on the two most common error types observed in the group.
Station question packets (90 questions total across six stations); answer-with-rationale sheets; scenario quiz sets A and B; question log form; course reference binders from Courses 2–7 (Corrections Law, Facility Security, Defensive Tactics, Contraband, Crisis & De-escalation, Report Writing); whiteboard and markers; timerEach of the two scenario quizzes is scored; students must achieve 70% or higher on each quiz to demonstrate readiness to proceed; students below 70% on either quiz complete a targeted 30-minute re-study assignment on their missed domains before Lesson 3 begins, verified by instructor sign-off.
3CPR/First Aid Skills Review and AHA/Red Cross Performance Verification6labStudents will perform adult, child, and infant CPR and the use of an AED, control bleeding, and manage a suspected spinal injury to American Heart Association or American Red Cross performance standards, demonstrating each skill correctly on the first or second attempt.
  1. Instructor demonstrates the full CPR sequence for adult, child, and infant — positioning, compression depth and rate, rescue breathing ratios, and AED use — on manikins, narrating each step against the AHA/Red Cross skill checklist; students then practice in pairs on manikins with the checklist open until each student self-reports confidence, then the partner checks them off.
  2. Students rotate through three first-aid stations: (1) hemorrhage control using direct pressure and tourniquet application on a training arm; (2) recognition and response to suspected spinal injury, including manual stabilization and calling for EMS; (3) recognition and first-aid response to choking in a conscious adult, child, and infant — each station observed by an instructor or qualified peer evaluator using the AHA/Red Cross skills checklist.
  3. Each student completes one full uninterrupted CPR scenario — bystander-down situation, no pulse, begin compressions, attach AED, deliver shock, continue CPR — evaluated by the instructor with the official AHA or Red Cross skills verification form, mirroring the actual certification skills test students will take with the credentialing organization.
Adult, child, and infant CPR manikins with sanitary face shields; AED trainer units; hemorrhage-control training arms; commercial tourniquets (training grade); AHA BLS or Heartsaver skills checklists (current edition) or American Red Cross First Aid/CPR/AED skills verification forms; exam gloves; hand sanitizer; facility first-aid reference cardInstructor uses the official AHA or Red Cross skills verification checklist; each critical skill step (correct hand placement, compression depth meeting published standard, correct ratio, AED shock delivery, tourniquet placement) must be performed correctly; any critical error (e.g., incorrect compression depth maintained through coaching, failure to use AED) requires one remediation attempt before the student may sit the actual certification; students who do not pass the skills verification after one remediation are referred for additional supervised practice before their certification date.
4Full Mock Exam Day: State Academy, ACA CCO, and Final Debrief10practiceStudents will complete full-length mock exams for both the State Corrections Academy Certificate and the ACA Certified Corrections Officer credential under realistic timed testing conditions, then participate in a structured debrief to consolidate final preparation strategies.
  1. Students sit a full-length State Academy mock exam under exam-room conditions — no notes, phones away, timed to match the state's published time limit, with a proctor; after a short break, students sit a full-length ACA CCO mock exam under the same conditions; both exams are scored immediately and domain-level score reports are generated for every student.
  2. Instructor leads a whole-group debrief projecting aggregate results by domain, reviewing the five most commonly missed items on each exam with full rationale, and demonstrating the elimination technique on the three most difficult distractor sets encountered in the mock exams.
  3. Each student writes a final 'last-week study contract' specifying (a) the two domains still below 70%, (b) the specific reference pages or materials they will review before exam day, (c) the date and time of their scheduled credentialing exams, and (d) one test-day logistics item confirmed (photo ID, arrival time, site address) — contract is reviewed and signed off by the instructor.
Full-length State Academy mock exam (instructor-constructed to state blueprint, sealed until exam day); full-length ACA CCO mock exam (constructed to ACA competency framework); answer sheets; domain score report template; pencils; clock or timer visible to all students; proctor script; ACA Certified Corrections Officer candidate handbook; state academy candidate information bulletin; last-week study contract formState Academy mock exam: student must score at or above the state's published minimum passing score (or 70% if the state threshold is not published) to be marked exam-ready; ACA CCO mock exam: student must score at or above 70% to be marked exam-ready; any student below threshold on either mock exam receives a written remediation referral with specific domain targets and is encouraged to schedule an instructor office-hours session before the credentialing exam date; all students regardless of score complete and submit the last-week study contract.
Assessments
AssessmentTypeWeightPass standardMethod & rubric
Full Mock Certification Exam Set (State Academy + ACA CCO)Mock certification exam100%70% or higher on each full-length mock exam, administered separately under timed, proctored conditions; CPR/First Aid skills verification completed with no uncorrected critical errors per AHA or Red Cross checklistStudents sit a full-length mock exam for the State Corrections Academy Certificate and a separate full-length mock exam for the ACA Certified Corrections Officer credential on the same day under realistic proctored conditions, followed by scored CPR and first-aid skills verification using official AHA or American Red Cross checklists. Domain-level score reports are returned to each student with a written remediation plan for any domain below the passing threshold, ensuring every student has a clear, personalized action plan before sitting the actual credentialing exams.
Score · Time management
Program completion

External credential: ACA Certified Corrections Officer; CPR/First Aid; State Corrections Academy Certificate

Students prepare for and sit the State Corrections Academy Certificate examination administered by their state's licensing authority, which is required by law before working as a corrections officer; students may also pursue the ACA Certified Corrections Officer credential through the American Correctional Association and maintain CPR/First Aid certification through the American Heart Association or American Red Cross. Pass standard: Credential issued by the body.

Back to Corrections Officer · How the school gets authority to award these credentials