Federal
Law Enforcement Immersive Training Act of 2019
Source: Congress.gov ·
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I
116TH CONGRESS
1ST SESSION H. R. 2329
To develop an immersive, real-life, scenario-based training curriculum for
law enforcement personnel, and for other purposes.
IN THE HOUSE OF REPRESENTATIVES
APRIL 15, 2019
Mr. RYAN introduced the following bill; which was referred to the Committee
on the Judiciary
A BILL
To develop an immersive, real-life, scenario-based training
curriculum for law enforcement personnel, and for other
purposes.
Be it enacted by the Senate and House of Representa-
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tives of the United States of America in Congress assembled,
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SECTION 1. SHORT TITLE.
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This Act may be cited as the ‘‘Law Enforcement
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Immersive Training Act of 2019’’.
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SEC. 2. FINDINGS.
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Congress finds the following:
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(1) Grassroots organizations like the National
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Association for the Advancement of Colored People,
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the American Civil Liberties Union, the National
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Council of La Raza, the National Urban League,
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National Congress of American Indians, and the Na-
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tional Asian Pacific American Legal Consortium
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have monitored the issue of police misconduct.
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(2) Membership associations like the Hispanic
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American Police Command Officers Association, Na-
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tional Asian Pacific Officers Association, National
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Black Police Association, National Latino Peace Of-
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ficers Association, National Organization of Black
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Law Enforcement Executives, Women in Law En-
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forcement, Native American Law Enforcement Asso-
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ciation, International Association of Chiefs of Police,
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National Sheriffs’ Association, Fraternal Order of
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Police, and National Association of School Resource
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Officers have worked for the needs of Federal, State,
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local, and Indian tribal law enforcement groups and
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with the civilian community on matters of common
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interest.
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SEC. 3. LAW ENFORCEMENT IMMERSIVE TRAINING CUR-
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RICULUM.
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(a) IN GENERAL.—Not later than one year after the
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date of the enactment of this Act, the Attorney General,
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acting through the Director of the Office of Community
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Oriented Policing Services, shall develop an immersive,
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real-life, scenario-based training curriculum for use in ac-
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cordance with the grant program under section 4.
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(b) CURRICULUM.—In developing the curriculum
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under subsection (a), the Attorney General shall—
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(1) develop an immersive, real-life, scenario-
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based training curriculum, which addresses—
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(A) improving community-police relations;
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(B) officer safety;
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(C) officer resilience;
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(D) situational awareness;
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(E) physical and emotional responses to
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stress;
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(F) critical decision-making and problem-
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solving;
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(G) de-escalation;
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(H) use of force and deadly force; and
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(I) crisis intervention;
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(2) consult with relevant professional law en-
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forcement associations, community-based organiza-
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tions, and defense and national security agencies in
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the development and dissemination of the cur-
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riculum;
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(3) provide expertise and technical assistance to
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entities seeking to implement the curriculum;
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(4) evaluate best practices of immersive, real-
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life, scenario-based training methods and curriculum
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content to maintain state-of-the-art expertise in
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immersive, real-life, scenario-based learning method-
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ology; and
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(5) develop a certification process for entities
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that have successfully implemented the curriculum.
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SEC. 4. LAW ENFORCEMENT IMMERSIVE TRAINING GRANT
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PROGRAM.
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(a) IN GENERAL.—Beginning on the date that is one
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year after the date of the enactment of this Act, the Attor-
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ney General, acting through the Director of the Office of
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Community Oriented Policing Services, is authorized to
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make grants to States, units of local government, Indian
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tribal governments, other public and private entities, and
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multi-jurisdictional or regional consortia to provide law en-
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forcement personnel with access to an immersive, real-life,
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scenario-based training curriculum that is substantially
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similar to the curriculum developed under section 3.
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(b) APPLICATION.—An applicant seeking a grant
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under this section shall submit to the Attorney General
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an application at such time, in such manner, and con-
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taining such information as the Attorney General may rea-
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sonably require.
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(c) REPORTS.—
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(1) GRANTEE REPORTS.—On the date that is
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one year after receiving a grant under this section,
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each grant recipient shall submit to the Attorney
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General a report on—
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(A) any benefits of, and barriers to, deliv-
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ering the curriculum to law enforcement per-
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sonnel; and
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(B) recommendations for improving the ac-
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cess of law enforcement personnel to immersive,
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real-life, scenario-based training.
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(2) OFFICE OF COMMUNITY ORIENTED POLIC-
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ING SERVICES REPORTS.—Not later than one year
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after initially awarding grants under this section,
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and annually thereafter, the Attorney General, act-
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ing through the Director of the Office of Community
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Oriented Policing Services, shall submit to Congress
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a report on—
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(A) the number of entities that received
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grants under this section;
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(B) the cumulative number and proportion
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of law enforcement personnel in each State that
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received training under the immersive, real-life,
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scenario-based training curriculum described in
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section 3, or a curriculum that is substantially
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similar to such curriculum;
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(C) any benefits of, and barriers to, deliv-
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ering such curriculum to law enforcement per-
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sonnel;
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(D) recommendations for improving the
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curriculum developed under section 3; and
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(E) recommendations for improving the
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grant program under this section.
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(d) FUNDING.—No additional funds are authorized
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to be appropriated to carry out this Act. The Attorney
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General shall carry out this Act using unobligated
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amounts that are otherwise made available to the Depart-
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ment of Justice.
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SEC. 5. DEFINITIONS.
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In this Act:
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(1) COMMUNITY-BASED
ORGANIZATIONS.—The
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term ‘‘community-based organization’’ means a
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grassroots organization that monitors the issue of
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police misconduct and that has a national presence
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and membership.
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(2) IMMERSIVE, REAL-LIFE, SCENARIO-BASED
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TRAINING.—The term ‘‘immersive, real-life, sce-
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nario-based training’’ means the use of simulations
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and role-playing to place law enforcement personnel
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in an interactive learning environment to replicate
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real-life scenarios or teach particular skills or tech-
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niques.
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(3) PROFESSIONAL LAW ENFORCEMENT ASSO-
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CIATION.—The term ‘‘professional law enforcement
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association’’ means a law enforcement membership
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association that works for the needs of Federal,
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State, local, or Indian tribal law enforcement groups
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and with the civilian community on matters of com-
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mon interest.
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(4) STATE.—The term ‘‘State’’ means any
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State of the United States, the District of Columbia,
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the Commonwealth of Puerto Rico, the Virgin Is-
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lands, Guam, American Samoa, the Commonwealth
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of the Northern Mariana Islands, and any possession
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of the United States.
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Æ
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