Minnesota ICE Watch, the organization that Renee Good and her wife were members of, distributed a document known as the “De-Arrest Primer,” which instructs activists on how to physically interfere with law enforcement officers during arrests. The manual provides detailed guidance on pulling detainees from officers’ grips, pushing and pulling officers, breaking holds, and opening law enforcement vehicles to free suspects.
The manual also teaches the use of coordinated chanting to create confusion and overwhelm officers during active arrests, as well as surrounding officers until they release detainees.
The guide openly acknowledges that these actions may constitute criminal offenses but argues that the risk is justified. Each successful interference is described as a “micro-intifada,” framed as a tactic meant to spread, replicate, and inspire wider disruption. The manual claims these methods originated in pro-Palestinian campus protests and presents them as a model for broader resistance activity.
While no single formal publisher is identified, the manual appears to originate from broader activist and radical networks that promote direct physical interference with law enforcement. It has circulated widely through Instagram and other activist communication channels and has been used in training individuals described as “constitutional observers” or “ICE watchers.”
Minnesota ICE Watch reposted the manual in June, prior to the 2026 surge in anti-ICE activity, and linked it to training sessions focused on disrupting arrests.
Mainstream media coverage has frequently described ICE Watch activity as “nonviolent observation,” omitting the physical interference tactics detailed in the manual. The document, however, is clear evidence of organized agitation and deliberate instruction in confronting law enforcement.
Numerous anti-ICE training handbooks and manuals are being produced and circulated in the United States. Some are linked to specific anti-ICE resistance groups that also provide training, organize protests, and conduct patrols. These include organizations such as COPAL MN (Comunidades Organizando El Poder y la Acción Latina), the Immigrant Defense Network (IDN), and related groups.
Much of the training, organizing, and distribution of anti-ICE resistance has taken place at schools receiving public funds, raising questions about whether groups instigating actions against the government should be allowed to receive taxpayer money. Furthermore, mainstream media have attempted to present the anti-ICE resistance training at schools as a reaction to the Renee Good shooting. However, many of these groups were already active at schools prior to the January 7, 2026 shooting.
Because of the deployment of nearly 3,000 ICE agents to the area in late 2025, several parent-teacher groups at the school attended by Renee Good’s son had already formed volunteer “safety committees.”
These committees held meetings, some on school grounds and others at nearby community centers, to discuss how to handle encounters with federal agents. The training included the use of “red cards,” commonly referred to as Know Your Rights materials, as well as coordinating neighborhood watch schedules.
These groups were effectively training parents to stalk and harass federal agents.
There are also reports that Know Your Rights handbooks and anti-ICE materials were distributed through school channels or by volunteers stationed at school gates. Wallet-sized “red cards” and booklets explaining how to refuse consent for searches were widely distributed to parents during drop-off and pick-up.
While the school district maintains that it does not distribute “propaganda,” critics point to the Minneapolis Federation of Teachers, which was vocal in its anti-ICE stance, and to reports that teachers helped distribute these materials to families they deemed “at risk.”
Secretary of Homeland Security Kristi Noem and federal spokespeople later alleged that Good had been stalking and impeding ICE agents throughout the morning and linked her actions directly to the anti-ICE training she reportedly received through community networks centered around her son’s school. They pointed to the use of whistles, walkie-talkies, and blocking maneuvers practiced by these groups in the weeks leading up to January 7 as evidence of organized resistance.
Neighbors said Renee Good regularly attended ICE Watch meetings and received training from the group prior to her death during an ICE-related confrontation. The manual portrays arrest as inherently harmful and asserts that compliance or passivity leads to greater damage than resistance. It encourages escalation to undermine what it describes as an oppressive ruling system.
Renee Nicole Good’s six-year-old son attends a small “social justice” charter school in Minneapolis that explicitly promotes political and social activism. The school teaches students about topics such as George Floyd, racism, sexism, classism, homophobia, and what it describes as “aboriginal issues.” A former teacher said many parents are activists, and that the curriculum emphasizes critical thinking tied to activism and encourages children to engage with social causes.
According to the former staff member, when ICE agents were stationed several blocks from the school during heightened protests, administrators instructed teachers to report any ICE presence on school property.
Good was later killed during an ICE operation after allegedly striking an agent with her SUV, prompting the agent to fire in self-defense. Newly surfaced video showed Good’s wife urging her to accelerate toward the agent moments before the shooting. The school was described as an active participant in organizing resistance, distributing materials, and hosting training before the shooting occurred.
Defending Education launched a searchable national database identifying K–12 school districts that have adopted policies limiting cooperation with ICE and other federal immigration authorities.
The database covers more than 700 districts across 33 states and Washington, D.C., and includes districts that have declared themselves “sanctuary” or “safe haven” schools, passed formal resolutions, or issued written guidance directing staff on how to respond if immigration agents seek access to school campuses. Parents can search by state and district and review the actual policy language rather than relying on summaries or public statements.
Defending Education argues that school districts restricting cooperation with federal law enforcement are placing themselves in direct conflict with federal authority and risking public safety. The group warns that such policies may unintentionally shield individuals who should be subject to deportation and that schools are increasingly acting as political actors in immigration disputes rather than focusing solely on education.
Since the Renee Good shooting, there have been calls from conservative parents to shut down or defund the school because they see the anti-ICE training as contrary to government policy and believe schools receiving any government funding should not be teaching anti-government resistance.
Conservative groups like Defending Education have specifically publicized that Minneapolis schools were facilitating walkout guides and “Day of Action” strategies. They argue that by allowing these materials to be distributed via school channels, the district effectively endorsed a “culture of resistance” against federal law.
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