FLETA Assessment Report

Federal Law Enforcement Training Accreditation

FLETA Assessment Report Writing Guidance/Template

It is critical that FLETA assessment reportsprovide substantive material for the Board to make an informed decision regarding the awarding of accreditation. Assessors must provide, at a minimum, a three sentence paragraph written in third person and past tense specific to each standard. At the end of each comment, add the assessor’s last name in parenthesis.

NOTE: The below language is for assistance only and not intended to restrict assessors, but assist in how one might approach meeting the guidance above.

Folder Review: If the assessor did not conduct an interview or observation they are still required to write a three-sentence narrative regarding what they reviewed in the folder. The assessor shall explain how the process the academy/program follows and the type(s) of evidence provided.

Example: The (Academy’s/Program’s) process requires (explain the process(es)). Evidence included: (explain what they provided). (LAST NAME)

Interviews: The narrative should clearly describe any interviews conducted with agency or contract personnel regarding the training. The name and title of person(s) interviewed should be included in the report. Additional details should further describe how the interview supported the material within the standard folder.

Example: During the assessment, (title and name) was interviewed regarding the process for (briefly explain). (Mr. or Ms. Last name) explained that (briefly summarize the interview). This supported the (academy/agency/program) policy regarding (what) and supplemented the supporting evidence (explain evidence) provided in the folder. (LAST NAME)

Observations: The narrative should clearly describe any observations made and a correlation established with the written directives/policies or supporting evidence for a specific standard. Additional details should further describe how the observation supported the material within the standard.

Example: During the assessment, an observation was conducted of the (briefly explain). The observation of (what) demonstrated how the (agency/academy/program) follows their written (policy/process/procedures). The agency policy mandates (explain process) and the observation supported the (explain types of evidence) provided in the folder. (LAST NAME)

Not Applicable Standards (N/A): The (name of academy/program) requested and received a not applicable from the FLETA Office of Accreditation. The email approval from Executive Director Mitchell was included in the folder. (LAST NAME)

Not In Compliance: Standards that do not meet the FLETA Standards and Procedures should be written in a straightforward and non-punitive way.

Example: The assessment team identified that the (academy/program name) did not meet the FLETA Standard. The discrepancy was in regards to (explain what in the policy did not meet the standard or if the evidence did not follow the agency policy). The accreditation manager and Office of Accreditation were notified of the situation. The discrepancy was unable to be resolved prior to the conclusion of the FLETA assessment. (LAST NAME)

Federal Law Enforcement Training Accreditation

FLETA Assessor Compliance Determination Guidelines

Assessor:

Use the below criteria in making your determination for each file. You will provide your findings in the FLETA assessment report for each standard. You must provide a comment for each standard that meets the FLETA Assessment Report Writing Guidance/Template.

Directive/Policy:

Is the Directive/Policy appropriate?Yes No

Is the Directive/Policy comprehensive in addressing the standard?Yes No

Is the Directive/Policy(s) properly signed, dated or otherwise authenticated?Yes No

Supporting Evidence:

Is the sample proof(s) sufficient in number to verify that the Standard is met as

a routine practice?Yes No

Is the sample proof(s) sufficient in quality to meet the intent of the Standard?Yes No

Is the proof(s) properly signed, dated or otherwise authenticated? Yes No

Remember:

Each folder must stand alone.
Each folder must contain a completed Agency ISCR page listing the appropriate header information, all policies and directives that address the standard, and supporting evidence that demonstrates that the agency follows the processes outlined in the policies and directives.
If it is a reaccreditation, the folder must include the previous assessment ISCR, the current ISCR, all policies and directives for the period under review, and at least one piece of evidence for each of the three-five years under review.

FLETA Assessment Report

Initial Accreditation or Reaccreditation

Agency Name and Acronym

Name of Program

Location of Assessment

Date

Prepared by:

NameTeam Leader

NameTeam Member

This report presents the findings of the FLETA Assessment Team that conducted the assessment of thexxxxxxxxxxTraining Program or Academy.

WARNING: This document is FOR OFFICIAL USE ONLY (FOUO). It contains information that may be exempt from public release under the Freedom of Information Act (5 U.S.C. 552). It is to be controlled, stored, handled, transmitted, distributed, and disposed of in accordance with Department of Homeland Security (DHS) policy relating to FOUO information and is not to be released to the public or other personnel who do not have a valid“need-to-know” without prior approval of an authorized DHS official.

INSTRUCTIONS TO FLETA ASSESSMENT TEAM LEADER

This is a template for your final report. Make sure to use the FLETA Assessment Determination Criteria attached to the beginning of this report as a guide to assist in reviewing the agency’s folders.

Please remember that the FLETA Board of Directors is the “audience” you are writing to. As such, the report should be completed just as you would if you were preparing a report for a senior leader in your agency. Use the FLETA Assessment Report Writing Guidelines/Template attached to the beginning of this report as a guide in writing your comments for each standard.

Please pay attention to each of the highlighted areas in the template. They contain additional instructions or information. Please feel free to contact any of our Program Managers if you need additional guidance.

Good luck and thanks for your assistance!!

OA Program Managers

Table of Contents

EXECUTIVE SUMMARY

STAFF

INTRODUCTION

PROGRAM STANDARDS

Section 1 – Program Administration

Section 2 – Training Staff

Section 3 – Training Development

Section 4 – Training Delivery

ACADEMY STANDARDS

SUMMARY

BEST PRACTICES

EXECUTIVE SUMMARY

Executive Summary if everything was in order and met the Standards

On Date(s), a FLETA assessment team consisting of a team leader, two assessors, and one/two shadow assessor (names and agency), reviewed the Academy/Programfor accreditation/reaccreditation (if Academy, list the program titles used to demonstrate compliance).The FLETA assessment team conducted a thorough review of the accreditation files provided by theAgency,which contained directives/policies/procedures and evidence.During this assessment, the team also observed theAcademy’s (or Program’s)operations, and conducted interviews with various agency staff. At the conclusion of the assessment, the team found the Academy/Programmet the requirements as outlined in the FLETA Standards and Procedures Manual.

Executive Summary for any issues where the agency DID NOT meet the Standards

On Date(s), a FLETA assessment team consisting of a team leader, two assessors, and one/two shadow assessor (names and agency), reviewed the Academy/Programfor accreditation/reaccreditation (if Academy, list the program titles used to demonstrate compliance).The FLETA assessment team conducted a thorough review of the accreditation files provided by theAgency,which contained directives/policies/procedures and evidence.During this assessment, the team also observed theAcademy’s (or Program’s)operations, and conducted interviews with various agency staff. At the conclusion of the assessment, the team found XX standards did not meet the requirements as outlined in the FLETA Standards and Procedures Manual. The standards are: XX; XX; and XX. (list all standards)

STAFF

(BIOS ARE LIMITED TO:

THE CHIEF EXECUTIVE OFFICER/DIRECTOR, INDIVIDUAL RESPONSIBLE FOR THE PROGRAM, AND THE ACCREDITATION MANAGER)

INTRODUCTION

(AGENCY: PLEASE INCLUDE IN THE BEGINNING OF YOUR SUMMARY ONE OF THE BELOW FOR INITIAL OR REACCREDITATION:

Initial Accreditation (Program)

TheProgramconducted a comprehensive review in date. Since the comprehensive review, there have been ##iterationsof the Program (OR the pilot and ## subsequent iterations of the Program).

The purpose/goal of the program is to…

The program: Include basic information about the program, such as length, number of students per iteration, is delivered using (explain the teaching environments, i.e. classroom, firearms, driving, etc.), and students are evaluated through (## written exams/practical exercise)

Initial Accreditation (Academy)

TheAcademyhas oversight for ## training programs. The training programs included to demonstrate compliance with the FLETA Standards were:

List training programs used, date of last comprehensive review, and ## of iterations since last review(make note of any programs used that are already FLETA accredited).

Reaccreditation (Program)

This Programwas last awarded accreditation in date. Since the lastaccreditation, policies and evidence have been collected from the following accreditation years: year 1 (dates); year 2 (dates); year 3 (dates); year 4 (dates); and, year 5 (dates). This Programwas lastcomprehensively reviewed in in date.

The purpose/goal of the program is to…

Reaccreditation (Academy)

This Academywas last awarded accreditation in date. Since the lastaccreditation, policies and evidence have been collected from the following accreditation years: year 1 (dates); year 2 (dates); year 3 (dates); year 4 (dates); and, year 5 (dates). The training programs included to demonstrate compliance with the FLETA Standards were:List training programs used, date of last comprehensive review, and ## of iterations since last review (make note of any programs used that are already FLETA accredited).

PROGRAM STANDARDS

Section 1 – Program Administration

Section 1 standards are intended to ensure the applicant organizes, staffs, and manages the training process.

1.01If the training program is a basic law enforcement program it includes ethics training.

Comment:

1.02If full-time instructional staff or training facilities span multiple organizations, a written agreement/policy is in place specifying the authority and responsibilities of each party.

Comment:

1.03The applicant has implemented security measures specific to the program.

Comment:

1.04The applicant assesses risks and prescribes the use of safety equipment and procedures to mitigate those risks when conducting inherently dangerous training as identified by the agency.

Comment:

1.05Training equipment is properly maintained in accordance with industry standardsor manufacturer’s guidelines.

Comment:

1.06The applicant suspends or discontinues training activities that become hazardous due to exigent circumstances.

Comment:

1.07The applicant complies with applicable licensing and copyright laws.

Comment:

1.08The applicant maintains records for each offering of the training program. At a minimum each record will include:

.01 - Curriculum content (syllabus, lesson plans and other training materials);

.02 - A listing of all instructors and other instructional personnel indicating the actual class in which each presented or participated;

.03 - Inclusive dates the program is conducted and actual dates and times when each segment of training occurs;

.04 - Roster of participants in each iteration; and

.05 - Practical evaluations and/or written examinations and keys.

.06 - If electronic records are maintained, there are procedures for security, including access, storage of files, backup, and equipment.

Comment:

1.09The applicant maintains records for each student attending the program. At a minimum each record will include:

.01- Documentation that verifies the student met all prerequisites for attending the training course;

.02 - A complete record of the students’ training evaluations (grades, scores, final results);

.03 - Documentation of any exceptions or waivers requested or granted to the student; and

.04 - Documentation that verifies the student successfully completes the training course.

.05 - If electronic records are maintained, there are procedures for security, including access, storage of files, backup, and equipment.

Comment:

1.10The applicant follows procedures for the physical security, management, retention, release, and destruction of training-related records.

Comment:

1.11The applicant projects and tracks expenditures for the training program.

Comment:

1.12If physical activity is a part of the curriculum, a health screening process is used to ensure students are capable of participating as determined by the agency.

Comment:

1.13The applicant provides notification, adjudication, and redress for allegations of student misconduct.

Comment:

Section 2 – Training Staff

Section 2 standards are intended to ensure training staff receive the training and management oversight necessary to provide effective training.

2.01The applicant provides written information and an orientation to training staff that include:

.01 - Agency and academy mission and vision

.02 - Program goals and objectives

.03 - Code of conduct

.04 - Violations and consequences of prohibited conduct

.05 - Organizational Structure

.06 - Safety rules/regulations and procedures

Comment:

2.02The applicant monitors and mentors newly assigned instructors.

Comment:

2.03The applicant provides and documents basic instructional skills training.

Comment:

2.04The applicant provides and documents specialized training related to the program.

Comment:

2.05The applicant ensures instructors maintain current expertise in the subject matter through operational participation, field observation, or specialized training.

Comment:

2.06The applicant mandates and documents professional development of its instructor staff, either formal or informal, that provides instruction/training in specialty areas in instruction and advanced instructional competencies.

Comment:

2.07The applicant has specific criteria and documented supervisory quality checks of instructor preparations, class preparations, and performance.

Comment:

2.08The applicant ensures training quality is maintained when instructors have not yet attained the required instructional qualifications or instruct only occasionally.

Comment:

2.09The applicant adheres to instructor qualification guidelines for full-time, part-time, or adjunct instructors.

Comment:

Section 3 – Training Development

Section 3 standards are intended to ensure training programs are developed, implemented, and reviewed using an industry-recognized systematic approach to training.

3.01The applicant uses an industry-recognized, systematic approach to training development. The approach includes at least the following concepts: Analysis, Design, Development, Implementation, and Evaluation.

Comment:

3.02The applicant uses an archiving system to store and retrieve program and curriculum development documents.

Comment:

3.03Practical evaluations and written examination questionbanks are developed, approved, secured, administered, and maintained for the program.

Comment:

Analysis

3.11The applicant reviews program-specific documents such as current agency policies, procedures and manuals, operational reports, and program-related materials.

Comment:

3.12The applicant uses subject matter experts to determine:

.01 - the tasks to be trained

.02 - the organization/grouping of job-related tasks

.03 - the special conditions under which tasks will be performed

Comment:

3.13The applicant defines and validates tasks in sufficient detail to derive training objectives.

Comment:

Design

3.21Learning objectives are derived from job tasks (job requirements).

Comment:

3.22 Learning objectives are sequenced to facilitate student progress from one level of skill and knowledge to another.

Comment:

3.23Students are evaluated on each learning objective. All written examination questions and practical evaluation criteria are referenced to one or more learning objectives.

Comment:

3.24Program design documents identify instructional strategies, methodologies, and resources in sufficient detail to estimate program costs.

Comment:

Development

3.31Lesson plans describe learning activities in sufficient detail to ensure consistent delivery of instruction.

Comment:

3.32The training program is developed with appropriate safeguards (e.g., safety and environmental) as identified by the agency.

Comment:

3.33Lesson plans, training guides, and other training materials are reviewed and approved prior to their use.

Comment:

Implementation

3.41Prior to formal delivery of training, the program is pilot tested using a sample of the target population generating data to support evaluation and potential revision.

Comment:

3.42Pilot testing includes observation of training to ensure that implementation is consistent with approved training materials.

Comment:

3.43Training is delivered by approved instructors.

Comment:

Evaluation

3.51The applicant sets the pass/fail (cut) score consistent with the purpose of the credential and the established standard of competence for the profession, occupation, role, or skill.

Comment:

3.52When written examinations are used, multiple versions must be available and evaluate the same objectives.

Comment:

3.53 When different versions of practical evaluations are used, the evaluated objectives must remain the same.

Comment:

3.54The applicant conducts, compiles, and reviews student reaction surveys (Level 1 of the Kirkpatrick model or an equivalent) to identify opportunities to improve the program, instruction, support and administrative elements of the training received.

Comment:

3.55The applicant reviews the results of the program’s student examinations (Level 2 of the Kirkpatrick model or an equivalent) to identify gaps in instruction, student materials or deficiencies in test item construction.

Comment:

3.56The applicant gathers and reviews feedback (Level 3 of the Kirkpatrick model or an equivalent) from graduates and their supervisors to evaluate the effectiveness of the program.

Comment:

3.57Training programs are comprehensively evaluated within a five-year period to include data gathered from Levels 1-3 of the Kirkpatrick model or an equivalent.