Lesson
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Understanding Police Stops
Learning preview · Local demonstration progress only · No CLE credit awarded
Simulated player and attendance. No real course progress, CLE credit, certificate or email is created.
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Before you begin: Understanding Police Stops
Course approval, credit value, and attorney eligibility are unverified. This preview uses simulated attendance and issues no real credit, certificate, or email.
Reference wording shown for review. This is a simulation.
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About this program
A police encounter can change character as questions, movement, restraint, and new information accumulate. This discussion brings together David Ourlicht’s criminal-defense practice and experience as a Floyd plaintiff, Germain Thompson’s community-liaison work, Emil Rodriguez’s legal-services perspective, and Eugene Toussaint’s moderation. Their examples invite close attention to what happened, what was known beforehand, and how a later report describes the event.
The written course develops the De Bour framework alongside interviewing, consent, pursuit, frisk, arrest, and suppression practice. Its fictional Rivera file supplies source records, a completed video chronology, and a focused examination. A dated suppression packet includes sworn support, an exhibit schedule, opposing analysis, and completed service and filing records. Each model identifies its factual sources, the remaining disputes, and the limits of what the recordings establish.
Later chapters connect individual litigation with Floyd, housing enforcement, community evidence, and a reproducible stop-data exercise. The downloadable CSV contains wholly fictional training rows. It allows readers to test classifications and weighting without confusing a reporting measure with a finding about constitutional compliance. The written analysis was reviewed October 12, 2026; editorial examples and later developments are identified separately from the recorded faculty discussion.
What you will learn
- Classify each stage of a police encounter using the intrusion and facts known at that time.
- Analyze flight, anonymous information, consent, frisk, and arrest as distinct legal questions.
- Identify racial or cultural assumptions in an encounter account and obtain evidence that tests them.
- Conduct an interview that preserves the client’s account, recognizes trauma, and supports informed participation.
- Prepare a suppression theory, a video chronology, and a focused examination using supported factual allegations.
- Distinguish individual remedies from institutional oversight, and evaluate stop data without confusing reporting, legality, and discriminatory intent.
Who this course is for
Criminal practitioners reviewing street encounters, suppression issues, and police-accountability evidence.
Preparation
Familiarity with basic criminal procedure is useful. Begin with the timeline of one encounter and separate what was known at each stage.
Course information
- Practice focus:
- Reconstruct the encounter before classifying it, then connect each disputed intrusion to supporting evidence, requested relief, and an accurate account of uncertainty.
- Format:
- Recorded discussion with companion written study
- Producer:
- Attorneys with Swag Learning Center
- Learning partnership:
- Latino Lawyers Association of Queens County
- Materials:
- 61-page coursebook · Participant review edition 2 · 2026-10-10 · Quality revision Q1 · 2026-10-12
- Proposed CLE request:
- Proposed: 1.5 CLE credits · 1.0 Areas of Professional Practice plus 0.5 Diversity, Inclusion and Elimination of Bias
Approval not verified · No credit awarded
Before you watch
This conversation combines legal analysis, personal experience, and community oversight. It is not a safety script for a live encounter; the legal significance of flight, a frisk, or a search depends on the facts.
The recording and written materials are educational resources. Use current authority and the facts of a particular matter before applying the discussion in practice. The intended audience is not a determination of CLE eligibility.
Course materials and practice exercise
Materials and study guide
Participant review edition 2 · 2026-10-10 · Quality revision Q1 · 2026-10-12 · 61 pages. Available to read, save, or print.
Open Understanding Police Stops coursebook (PDF) ↗The review edition includes eleven chapters, the Rivera source file, a completed chronology and examination, a suppression packet with sworn support and service and filing records, client advice, and an unseen exercise with a reasoned answer. A separate 100-row fictional CSV supports the reproducible audit in Chapter 10; it contains no actual NYPD encounter data.
Download fictional police-stop audit data (CSV)
Coursebook chapters
These are written chapters. The Segments tab follows the episode timeline.
- The four levels — pp. 8–10
- Questions and consent — pp. 11–13
- Leaving and pursuit — pp. 14–15
- Frisk and arrest — pp. 16–18
- Bias and the client account — pp. 19–22
- Tips and descriptions — pp. 23–25
- Building the evidence record — pp. 26–33
- Suppression practice — pp. 34–43
- Floyd and housing enforcement — pp. 44–46
- Community evidence and stop data — pp. 47–51
- Advising the client — pp. 52–55
Questions for closer study
- For one hypothetical, list what the officer knew before approaching, what was asked, and what happened next. Keep each step in order.
- Identify where the speakers distinguish a request for consent, detention, a frisk, and a search. Which facts do they say matter to those distinctions?
- Compare the specificity and source of the information in the 911-call example. What additional questions does the discussion raise?
- What could body-camera footage confirm or contradict in a police report? What might remain outside the recording?
- Using Thompson’s description, list the details that help make a community account useful for later review, such as date, location, participants, and the words used.
Reconstruct the encounter before classifying it, then connect each disputed intrusion to supporting evidence, requested relief, and an accurate account of uncertainty.
Read the Rivera source records before the solved chronology and suppression papers. Identify which allegations rely on personal knowledge and which rely on other sources. Then calculate the fictional audit results and changed-classification variation before comparing the book’s analysis.
Study prompts support discussion; they do not establish CLE approval.