Mississippi Secondary Curriculum Frameworks in Career and Technical Education,

Title 7: Education K-12 Part 238: Mississippi Secondary Curriculum Frameworks in Career and Technical Education, Law, Public Safety, Corrections, & Security, Law Enforcement 2 022 Law En fo rcemen t Program CIP: 43.9999—Homeland Security, Law Enforcement, Firefighting and Related Protective Services, Other. Direct inquiries to: Instructional Design Specialist Program Supervisor Research and Curriculum Unit Office of Career and Technical Education P.O. Drawer DX and Workforce Development Mississippi State, MS 39762 Mississippi Department of Education 662.325.2510 P.O. Box 771 Jackson, MS 39205 601.359.3974 Published by: Office of Career and Technical Education Research and Curriculum Unit and Workforce Development Mississippi State University Mississippi Department of Education Mississippi State, MS 39762 Jackson, MS 39205 The Research and Curriculum Unit (RCU), located in Starkville, as part of Mississippi State University (MSU), was established to foster educational enhancements and innovations. In keeping with the land-grant mission of MSU, the RCU is dedicated to improving the quality of life for Mississippians. The RCU enhances intellectual and professional development of Mississippi students and educators while applying knowledge and educational research to the lives of the people of the state. The RCU works within the contexts of curriculum development and revision, research, assessment, professional development, and industrial training. Table of Contents Acknowledgments The law enforcement curriculum presented to the Mississippi State Board of Education on April 21, 2022. The following persons were serving on the state board at the time: Dr. Carey M. Wright, state superintendent of education Ms. Rosemary G. Aultman, chair Mr. Glen East, vice-chair Dr. Karen Elam Dr. Angela Bass Dr. Ronnie McGehee Dr. Wendi Barrett Mr. Matt Miller Mrs. Mary Werner Mr. Bill Jacobs Ms. Amy Zhang, student representative Ms. Micah Hill, student representative The following Mississippi Department of Education (MDE) and RCU managers and specialists assisted in the development of the law enforcement curriculum: Wendy Clemons, the executive director of the MDE Office of Secondary Education, supported the RCU and teachers throughout the development of the framework and supporting materials. Dr. Aimee Brown, the state director of the MDE Office of Career and Technical Education (CTE) and Workforce Development, supported the RCU and teachers throughout the development of the framework and supporting materials. Melissa Luckett, a project manager with the RCU, researched and coauthored this framework. helpdesk@rcu.msstate.edu Special thanks are extended to the educators who contributed teaching and assessment materials that are included in the framework and supporting materials: Heather Fair, Starkville Oktibbeha County School District, Starkville Jivaro Jones, Holly Springs School District, Holly Springs Sherrod Reed, Gulfport School District, Gulfport Valerie Wilbert, Cleveland Public School District, Cleveland Joseph Wisnoski, Hinds Community College, Jackson Appreciation is expressed to the following professionals who provided guidance and insight throughout the development process: Dr. Dexter Brookins, the law and public safety program supervisor for the MDE Office of CTE Chief Herman Horton, Hinds County Police Department Captain Henry Stewart, Starkville Police Department Lieutenant Mike Kelly, Clinton Police Department Betsey Smith, the director of the RCU Sam Watts, the curriculum manager for the RCU Standards Standards and alignment crosswalks are referenced in the appendices. Depending on the curriculum, these crosswalks should identify alignment to the standards mentioned below, as well as possible related academic topics as required in the Subject Area Testing Program in Algebra I, Biology I, English II, and U.S. History from 1877, which could be integrated into the content of the units. Mississippi’s CTE law enforcement curriculum is aligned to the following standard: Board on Law Enforcement Officer Standards and Training (BLEOST) The BLEOST manual establishes policies and procedures governing the standards to be used by accredited training academies in determining what constitutes successful completion of the Basic Law Enforcement Training Program. Reprinted with permission, 2019. https://www.dps.ms.gov/public-safety-planning/standards-and-training/BLEOST National Emergency Medical Services (EMS) Educational Standards Reprinted with permission, 2010. U.S. Department of Transportation. (2021). National EMS Educational Standards. Washington, D.C.: Author. https://naemse.org/page/Standards International Society for Technology in Education Standards (ISTE) Reprinted with permission from ISTE Standards for Students (2016). All rights reserved. Permission does not constitute an endorsement by ISTE. iste.org College- and Career-Readiness Standards College- and career-readiness standards emphasize critical thinking, teamwork, and problem- solving skills. Students will learn the skills and abilities demanded by the workforce of today and the future. Mississippi adopted Mississippi College- and Career-Readiness Standards (MCCRS) to provide a consistent, clear understanding of what students are expected to learn and so teachers and parents know what they need to do to help them. mdek12.org/oae/college-and-career-readiness-standards Framework for 21st Century Learning In defining 21st-century learning, the Partnership for 21st Century Skills has embraced key themes and skill areas that represent the essential knowledge for the 21st century: global awareness; financial, economic, business, and entrepreneurial literacy; civic literacy; health literacy; environmental literacy; learning and innovation skills; information, media, and technology skills; and life and career skills 21 Framework Definitions (2019). battelleforkids.org/networks/p21/frameworks-resources Preface Secondary CTE programs in Mississippi face many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing applied learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. This document provides information, tools, and solutions that will aid students, teachers, and schools in creating and implementing applied, interactive, and innovative lessons. Through best practices, alignment with national standards and certifications, community partnerships, and a hands-on, student- centered concept, educators will be able to truly engage students in meaningful and collaborative learning opportunities. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, Ch. 487, §14; Laws, 1991, Ch. 423, §1; Laws, 1992, Ch. 519, §4 eff. from and after July 1, 1992; Strengthening Career and Technical Education for the 21st Century Act, 2019 [Perkins V]; and Every Student Succeeds Act, 2015). Mississippi Teacher Professional Resources The following are resources for Mississippi teachers: Curriculum, Assessment, Professional Learning Program resources can be found at the RCU’s website, rcu.msstate.edu. Learning Management System: An Online Resource Learning management system information can be found at the RCU’s website, under Professional Learning. Should you need additional instructions, call the RCU at 662.325.2510. Executive Summary Pathway Description Law enforcement is a pathway in the law, public safety, corrections, and security career cluster. It is a two-year high school program designed to include classroom and hands-on experiences to prepare students for employment or continuing education in the law enforcement field. Over the course of study, students will gain in-depth knowledge of local, state, and federal law enforcement functions from an historical and organizational point of view. Emphasis is also placed on the U.S. legal system and constitutional and criminal law. Students will also gain an understanding of the ethical and legal responsibilities of law enforcement officers and their roles. Instructional strategies and activities implemented through the course of study align to the BLEOST and the National EMS Education Standards. College, Career, and Certifications Industry standards integrated throughout the law enforcement curriculum are based on guidelines recommended by the BLEOST and the National EMS Education Standards. The BLEOST and the National EMS Education Standards are nationally recognized and embraced by all stakeholders in the law enforcement industry. There are three certifications associated with this curriculum. Students will be adequately prepared to meet the requirements of each. • Federal Emergency Management Agency (FEMA) National Incident Management System (NIMS)—measures incident-management competence • Community Emergency Response Teams (CERT)—educates participants about disaster preparedness • Presidential Youth Fitness Program—measures physical fitness through benchmarks; students must score at or above 85th percentile on all required activities The curriculum prepares students who complete the law enforcement program and graduate from high school to enter the workforce or continue education at a postsecondary institution and then enter the workforce. Students who choose to enter the workforce after graduation from high school have the opportunity to apply to a law enforcement training academy. Students who choose to attend a postsecondary institution may enter a criminal justice program followed by entry into the workforce or a training academy. Grade Level and Class Size Recommendations It is recommended that students enter this program as a 10th grade. Exceptions to this are a district-level decision based on class size, enrollment numbers, and student maturity. This is a hands-on, lab- or shop-based course. Therefore, a maximum of 15 students is recommended per class with only one class with the teacher at a time. Student Prerequisites For students to experience success in the program, the following student prerequisites are suggested: 1. C or higher in English (the previous year) 2. C or higher in high school-level math (last course taken or the instructor can specify the level of math instruction needed) 3. Instructor approval and TABE reading score (eighth grade or higher) or 1. TABE reading and math score (eighth grade or higher) 2. Instructor approval or 1. Instructor approval Assessment The latest assessment blueprint for the curriculum can be found at rcu.msstate.edu/curriculum/curriculumdownload. Applied Academic Credit The latest academic credit information can be found at mdek12.org/ese/approved-course-for-the-secondary-schools. Teacher Licensure The latest teacher licensure information can be found at mdek12.org/oel/apply-for-an-educator-license. Professional Learning If you have specific questions about the content of any of training sessions provided, please contact the RCU at 662.325.2510. Course Outlines Option 1 ‒ Four 1-Carnegie Unit Courses This curriculum consists of four 1-credit courses that should be completed in the following sequence: 1. Fundamentals of Law Enforcement—Course Code: 990135 2. Theory of Law Enforcement—Course Code: 990130 3. Application of Law Enforcement—Course Code: 990125 4. Advanced Law Enforcement—Course Code: 990120 Course Description: Fundamentals of Law Enforcement This course is designed to provide students with the foundational principles of law enforcement, including the physical requirements for careers in the field. Students will examine the roles and responsibilities of police, courts, corrections, and protective agencies of fire and emergency services. In addition, this course will cover the basic concepts of criminal and civil law and the interrelationship between different branches of government and its agencies. Course Description: Theory of Law Enforcement This course emphasizes the legal responsibilities and challenges of patrol operations. The content covered in this course will include the various methods of policing and the basic day-to-day operations such as report writing, routine incident and emergency response, and investigative practices. Course Description: Application of Law Enforcement This course focuses on the statutory rules and regulations related to the development and protection of various branches of law enforcement. A focus on the unique aspects of the juvenile justice system will be covered as well. Additionally, students will learn the appropriate and legal response to crimes according to laws and regulations. Course Description: Advanced Law Enforcement This course emphasizes advanced patrol operations such as arrests, use of force, and firearm safety. Students will learn concepts of law related to citizens’ rights, conflict resolution, ethics, CERT training, and terrorism. Fundamentals of Law Enforcement—Course Code: 990135 Unit Unit Name Hours Program Orientation Health and Physical Fitness Law Enforcement Total Theory of Law Enforcement—Course Code: 990130 Unit Unit Title Hours Criminal Law and Procedures Basic Patrol Operations Vehicle Law and Enforcement Total Application of Law Enforcement—Course Code: 990125 Unit Unit Title Hours Safety and Orientation Investigative Practices Search and Seizure Total Advanced Law Enforcement—Course Code: 990120 Unit Unit Title Hours Arrests, Restraints, and Use of Force Firearm Safety and Operation Drugs and Alcohol Total Option 2—Two 2-Carnegie Unit Courses This curriculum consists of two 2-credit courses that should be completed in the following sequence: 1. Law Enforcement I—Course Code: 990110 2. Law Enforcement II—Course Code: 990115 Course Description: Law Enforcement I This course is designed to provide students with the foundational principles of law enforcement, including the physical requirements for careers in the field. Students will examine the roles and responsibilities of police, courts, corrections, and protective agencies of fire and emergency services. In addition, this course will cover the basic concepts of criminal and civil law and the interrelationship between different branches of government and its agencies. This course emphasizes the legal responsibilities and challenges of patrol operations. The content covered in this course will include the various methods of policing and the basic day-to-day operations such as report writing, routine incident and emergency response, and investigative practices. Course Description: Law Enforcement II This course focuses on the statutory rules and regulations related to the development and protection of various branches of law as well as the unique aspects of the juvenile justice system. Additionally, students will learn the appropriate and legal response to crimes according to laws and regulations. This course emphasizes advanced patrol operations such as arrests, use of force, and firearm safety. Students will learn concepts of law related to citizens’ rights, conflict resolution, ethics, CERT training, and terrorism. Law Enforcement I—Course Code: 990110 Unit Unit Title Hours Program Orientation Health and Physical Fitness Law Enforcement Criminal Law and Procedures Basic Patrol Operations Vehicle Law and Enforcement Total Law Enforcement II—Course Code: 990115 Unit Unit Title Hours Safety and Orientation Investigative Practices Search and Seizure Arrests, Restraints, and Use of Force Firearm Safety and Operations Drugs and Alcohol Total Career Pathway Outlook Overview Law enforcement is included among the protective service occupations that focus on the protection of lives and property. Entry-level law enforcement occupations require at least a high school diploma or equivalent. Careers with the highest earning potential—detectives and federal agents, for example—usually require advanced degrees. Employment in the field most often requires successful completion of a training academy. However, law enforcement occupations typically provide on-the-job training. According to the U.S. Bureau of Labor Statistics, employment in law enforcement occupations is projected to grow 4.5%, which is an increase from 3.4 million to 3.6 million jobs. Of these jobs, 4 out of 5 are expected to include the following positions: security guards, police and sheriff’s patrol officers, and correctional officers and jailers. The employment of police and detectives is expected to grow faster than the average for all occupations at 5% from 2019 to 2029. Needs of the Future Workforce Data for law enforcement opportunities in Mississippi, compiled from the Mississippi Department of Employment Security, is listed below. Table 1.1: Current and Projected Occupation Report Description Jobs, Projected Jobs, 2026 Change (Number) Change (Percent) Average Hourly Earnings, Year Correctional Officers and Jailers 5,480 5,050 (403) (7.9%) $16.56 Police and Sheriff’s Patrol Officers 7,470 7,890 5.6% $17.89 Detectives and Criminal Investigations 3.3% $32.48 Private Detectives and Investigators 13.3% $26.69 Paralegals and Legal Assistants 1,840 1,970 7.1% $23.19 Security Guards 9,650 10,290 6.6% $12.58 Source: Mississippi Department of Employment Security; mdes.ms.gov (2021). Perkins V Requirements and Academic Infusion The law enforcement curriculum meets Perkins V requirements of introducing students to and preparing them for high-skill, high-wage occupations in the field. It also offers students a program of study, including secondary, postsecondary, and institutions of higher learning courses, that will further prepare them for industry careers. Additionally, this curriculum is integrated with academic college- and career-readiness standards. Lastly, it focuses on ongoing and meaningful professional development for teachers as well as relationships with industry. Transition to Postsecondary Education The latest articulation information for secondary to postsecondary can be found at the Mississippi Community College Board website, mccb.edu. Best Practices Innovative Instructional Technologies Classrooms should be equipped with tools that will teach today’s digital learners through applicable and modern practices. The law enforcement educator’s goal should be to include teaching strategies that incorporate current technology. To make use of the latest online communication tools—wikis, blogs, podcasts, and social media platforms, for example—the classroom teacher is encouraged to use a learning management system that introduces students to education in an online environment and places more of the responsibility of learning on the student. Differentiated Instruction Students learn in a variety of ways, and numerous factors—students’ background, emotional health, and circumstances, for example—create unique learners. By providing various teaching and assessment strategies, students with various learning preferences can have more opportunities to succeed. CTE Student Organizations Teachers should investigate opportunities to sponsor a student organization. There are several in Mississippi that will foster the types of learning expected from the curriculum. SkillsUSA is an example of a student organization with many benefits for students. Student organizations provide participants and members with growth opportunities and competitive events. They also open the doors to the world of careers and scholarship opportunities. Cooperative Learning Cooperative learning can help students understand topics when independent learning cannot. Therefore, several opportunities are in the law enforcement curriculum for group work. To function in today’s workforce, students need to be able to work collaboratively with others and solve problems without excessive conflict. The law enforcement curriculum provides opportunities for students to work together and help each other complete complex tasks. There are many field experiences within the law enforcement curriculum that will allow and encourage collaboration with professionals currently in the law enforcement field. Work-Based Learning Work-based learning is an extension of understanding competencies taught in the law enforcement classroom. This curriculum is designed in a way that necessitates active involvement by the students in the community around them and the global environment. These real-world connections and applications link all types of students to knowledge, skills, and professional dispositions. Work-based learning should encompass ongoing and increasingly more complex involvement with local companies and industry professionals. Thus, supervised collaboration and immersion into the law enforcement industry around the students are keys to students’ success, knowledge, and skills development. Professional Organizations Association for Career and Technical Education (ACTE) acteonline.org Mississippi ACTE (MS ACTE) mississippiacte.com National Association of Police Organizations (NAPO) napo.org SkillsUSA skillsusa.org U.S. Army Junior ROTC (Army JROTC) usarmyjrotc.com/ Using This Document Suggested Time on Task This section indicates an estimated number of clock hours of instruction that should be required to teach the competencies and objectives of the unit. A minimum of 280 hours of instruction is required for each Carnegie unit credit. The curriculum framework should account for approximately 75-80% of the time in the course. The remaining percentage of class time will include instruction in nontested material, review for end-of-course testing, and special projects. Competencies and Suggested Objectives A competency represents a general concept or performance that students are expected to master as a requirement for satisfactorily completing a unit. Students will be expected to receive instruction on all competencies. The suggested objectives represent the enabling and supporting knowledge and performances that will indicate mastery of the competency at the course level. Teachers are welcome to teach the competencies in other ways than the listed objectives if it allows for mastery of the competencies. Teachers are also allowed to teach the units and competencies in the order that they prefer, as long as they teach necessary material allotted for that specific course or credit they are teaching at the time. Teacher Resources Teacher resources for this curriculum may be found in multiple places. Many program areas have teacher resource documents that accompany the curriculum and can be downloaded from the same site as the curriculum. The teacher resource document contains references, lesson ideas, websites, teaching and assessment strategies, scenarios, skills to master, and other resources divided by unit. This document could be updated periodically by RCU staff. Please check the entire document, including the entries for each unit, regularly for new information. If you have something you would like to add or have a question about the document, call or email the RCU’s instructional design specialist for your program. The teacher resource document can be downloaded at rcu.msstate.edu/curriculum/curriculumdownload.aspx. All teachers should request to be added to the Canvas Resource Guide for their course. This is where all resources will be housed in the future, if they are not already. To be added to the guide, send a Help Desk ticket to the RCU by emailing helpdesk@rcu.msstate.edu. Perkins V Quality Indicators and Enrichment Material Many of the units include an enrichment section at the end. If the law enforcement program is currently using the Mississippi Career Planning and Assessment System (MS-CPAS) as a measure of accountability, the enrichment section of material will not be tested. If this is the case, it is suggested to use the enrichment material when needed or desired by the teacher and if time allows in the class. This material will greatly enhance the learning experiences for students. If, however, the law enforcement program is using a national certification or other measure of accountability that aligns with Perkins V as a quality indicator, this material could very well be tested. It is the responsibility of the teacher to ensure all competencies for the selected assessment are covered throughout the year. Unit 1: Program Orientation Competencies and Suggested Objectives 1. Discuss the expectations, objectives, and policies related to this course. DOK1 a. Discuss the classroom rules and procedures. b. Review the course standards and curriculum outline. c. Complete a safety test to exhibit 100% mastery of safety practices and procedures. 2. Identify leadership opportunities in student organizations such as Skills USA. DOK1 a. Discuss the various competitions offered through the program area student organization. • Describe each competition and the skills needed to accomplish the tasks. • Demonstrate the tasks required to complete an assigned competition. b. Describe the importance of effective communication skills. • Demonstrate verbal and nonverbal communication skills. • Apply appropriate speaking and listening skills to class- and work-related situations. c. Utilize team-building skills in class- and work-related situations. • Define team building. • Discuss the attributes of a team. • Identify the roles included in a team. 3. Research opportunities, organizations, and programs in the field of law enforcement. DOK3 a. Explain the education and training requirements for the various job opportunities in law enforcement. b. Identify characteristics and responsibilities of individuals working in the field. c. Describe the purpose and authority of the BLEOST. d. Review the procedures and requirements in the Mississippi Law Enforcement Basic Training program. Enrichment 1. Provide each student with a copy of the Law Enforcement Officer Code of Ethics to learn and recite as an oral project. Note: Safety is to be taught as an ongoing part of the program. Students are required to complete a written safety test with 100% accuracy before entering the shop for lab simulations and projects. This test should be documented in each student’s file. Note: This unit will be ongoing throughout the year. Time allotted for this unit will be distributed over the entire year. Unit 2: Health and Physical Fitness Competencies and Suggested Objectives 1. Demonstrate the importance of physical fitness, nutrition, and overall well-being for law enforcement officers’ ability to perform duties. DOK2 a. Complete a baseline physical fitness assessment to determine current fitness level. b. Set fitness goals and develop a personal fitness plan to successfully reach goals or increase fitness level. c. Describe the importance of stress management for law enforcement officers. • Define stress and identify job-related factors that causes stress for officers. • Identify short- and long-term effects of stress. • Describe stress management techniques for on- and off-duty officers. 2. Demonstrate methods to develop good nutrition and exercise habits for physical health. DOK2 a. Describe the impact of diet and exercise on health conditions, such as hypertension and cardiovascular disease. b. Identify dietary guidelines that promote healthy eating. • Basic food groups or MyPlate • Hydration c. Identity types of activity to develop and maintain an optimal level of physical fitness. • Stretching • Aerobic exercises • Strength training 3. Demonstrate the minimum standards of a physical fitness program for law enforcement. DOK2 a. Perform the physical fitness program standards. • Agility run • Trunk flexion • Push ups • 1.5-mile run Enrichment 1. This unit is based on the Law Enforcement Officer Standards and Training program. The following standard sheets should be consulted for individual fitness levels. • Agility Run Standards Sheet • Push-Up Standards Sheet • Trunk Flexion Standards Sheet • 1.5 Mile Run Standards Sheet Note: This unit will be ongoing throughout the year. Time allotted for this unit will be distributed over the entire year. Unit 3: Law Enforcement Competencies and Suggested Objectives 1. Describe the development of the American federal and state law enforcement systems. DOK2 a. Analyze the contributions of major historical figures and their impact on law enforcement over the years. • Sir Robert Peel • August Volmer • O.W. Wilson 2. Explain the basic role of law enforcement officers and police departments. DOK2 a. Describe the general responsibilities and duties police officers have to citizens and society. • Prevent crime • Preserve peace • Enforce laws • Provide services b. Identify the functions of the core operational divisions of police departments. • Preventive patrol • Routine incident response • Emergency response • Criminal investigation • Problem solving c. Examine the mission statement, organizational structure, and chain of command within police departments. 3. Relate the importance of professionalism, ethics, and moral standards to officers’ duties. DOK2 a. Analyze and recite the Law Enforcement Officer Code of Ethics and Oath of Honor. b. Interpret the Mississippi Ethics Law, MS Code of 1972, Section 25-4-105. c. Explain the types of behavior and circumstances that can lead to unethical and illegal actions. • Gratuity • Corruption • Abuse of authority • Abuse of force • Conflict of interest 4. Examine the purpose, benefits, and challenges of various policing strategies. DOK2 a. Explain how policing strategies are used in various situations. • Community • Hot spot • Third party • Broken window • Intelligence-led • Problem-oriented Enrichment 1. Students will conduct a research project identifying the steps to apply for the police academy. 2. Research the organizational charts of local, state, and federal law enforcement agencies and determine the common ranks and their responsibilities within the departments. Students will create organizational charts for each profession and discuss what is needed to qualify for that area. *Refer to your Teacher Resource Document for resources and strategies. Click here to download your pathway. Unit 4: Criminal Law and Procedures Competencies and Suggested Objectives 1. Identify the main components and structure of the criminal justice system. DOK1 a. Explain the purpose and function of the separate areas of the criminal justice system. • Judicial • Law enforcement • Corrections b. Explain the purpose and functions of the criminal justice system. • Due process • Crime prevention • Protection of life and property • Apprehension of the offender • Enforcement of the law • Justice and equality 2. Explain the nature by which all crime must be considered as required by statute. DOK1 a. Define the basic elements that determine why crimes are committed in our system. • Actus reus (i.e., criminal act) • Mens rea (i.e., criminal intent) • Concurrence • Causation b. Describe and provide examples of the major types of crimes. • Violent • Property • Felony • Misdemeanor c. Determine the major differences between civil and criminal offenses. 3. Discuss the U.S. federal legal system and the role of law enforcement on different levels. DOK1 a. Define the enumeration of power. b. Explain the enumeration of power among the three branches of government according to the U.S. Constitution. • Article I • Article II • Article III c. Identify the roles and responsibilities of federal, state, county, and municipal law enforcement agencies. d. Examine the roles, jurisdiction, and enforcement powers of Mississippi municipal, county, and state enforcement and investigative agencies. e. Describe the levels and powers of municipal, state, and federal courts. 4. Identify the legal precedents that provide the foundation for law enforcement procedures. DOK1 a. Examine the Bill of Rights in the U.S. Constitution. b. Explain the significance of constitutional amendments to individual rights. • Fourth through Sixth Amendments • Eighth Amendment • Fourteenth Amendment c. Examine major U.S. Supreme Court decisions and identify their significance to law enforcement. • Mapp v. Ohio • Terry v. Ohio • Tennessee v. Garner • Miranda v. Arizona • Gideon v. Wainwright • Escobedo v. Illinois • Chimel v. California 5. Describe the laws and procedures for juveniles in the American criminal justice system. DOK2 a. Explain the purpose of the juvenile justice system. b. Distinguish the juvenile justice system from the criminal process and the treatment of adults. c. Distinguish the classification of a juvenile under federal and state laws. d. Identify the purpose of key court decisions that protect the rights of juveniles. • In re Gault, 387 U.S. I (1967) • In re Winship, 397 U.S. 358 (1970) • Roper v. Simmons, 543 U.S. 551 (2005) Unit 5: Basic Patrol Operations Competencies and Suggested Objectives 1. Recognize the role of patrol operations as an important function of a police organization. DOK1 a. Describe the main purpose and objectives of patrol functions within an agency and the role of an officer in each function. • Service • Public relations • Ancillary operations • Prevention and detection b. Identify the characteristics and purpose of patrol techniques. • Proactive and reactive • Conspicuous and inconspicuous c. Discuss the purpose of basic preventive patrol methods. • Business premises • Suspicious persons • Variable patrol patterns • Police omnipresence d. Explain the determining factors made by officers for patrol routes. • Demographics • Geographics • Directive patrol • Population distribution • Selective enforcement • Recent crime and disorderly activities 2. Discuss the procedures necessary to properly perform patrol duties in varying conditions and circumstances. DOK2 a. Identify the elements involved in the patrol process of school, residential, and business structures. b. Identify the three types of motor vehicle stops: • Traffic violations • Investigative • Felony • High risk c. Describe the process for performing a vehicle stop and factors to consider when met with various conditions. • Dispatch • Aisle of safety • Clearing vehicle occupants • Determination for backup • Day and nighttime stops d. Identify the purpose of roadblocks and the techniques to employ them properly. Unit 6: Vehicle Law and Enforcement Competencies and Suggested Objectives 1. Describe Mississippi motor vehicle laws and traffic regulations. DOK2 a. Explain laws and traffic regulations in Mississippi. • Driver’s licenses and insurance • Seat belt safety • Traffic signs and signals • Right of way • Speed restrictions • Accidents and reports (duties of involved drivers) 2. Explain the traffic laws outlined in the Mississippi Code of 1972 § 63-11-30. DOK2 a. Examine common traffic laws that involve the rules of the road and traffic violations. • Operator licensing • Vehicle registration • Vehicle equipment • Citations b. Demonstrate proper report writing for Mississippi Code traffic violations. 3. Explain the factors that determine when and how to control or direct traffic. DOK2 4. Describe the regulations and procedures to employ speed enforcement tactics such as a speeding device. DOK2 a. Distinguish between the basic speed law and the absolute speed law. b. Explain the relationship with speeding, vehicle crashes, fatalities, and injuries. c. Discuss the benefits of the various types of speed enforcement techniques. • Roadblocks • Speed entrapments • Radar d. Compare the effectiveness of radar devices based on the functions and risks. • Stationary • Moving • Same direction e. Demonstrate the operation of a radar device to measure the speed of a moving vehicle. f. Outline the process for prosecuting a speed violation. 5. Describe the process for handling incidents of motorists operating a vehicle while impaired. DOK2 a. Define the term “driving while under the influence” (DUI). b. Identify the indicators of impaired driving. c. Examine Mississippi Code of 1972 § 63-11-30 and explain implied consent and refusal. d. Demonstrate when and how to conduct a sobriety test as well as how to interpret the results. • Field sobriety tests • Blood • Urine Unit 7: Safety and Orientation Competencies and Suggested Objectives 1. Identify the expectations, objectives, and policies related to this course. DOK1 a. Discuss the classroom rules and procedures. b. Review the course standards and curriculum outline. c. Complete a safety test exhibiting 100% mastery of safety practices and procedures. 2. Demonstrate the skills and training necessary for first responders to apply basic life support techniques. DOK1 a. Describe the procedure for administering cardiopulmonary resuscitation (CPR) to infants, children, and adults. b. Explain the procedure for administering CPR using an automated external defibrillator (AED) for infants, children, and adults. c. Demonstrate the procedure for the removal of a foreign-body airway obstruction for infants, children, and adults. 3. Demonstrate the skills to provide first aid treatment. DOK 3 a. Describe the basic principles of first aid. b. Explain the procedure for treating external bleeding and applying dressings. c. Define shock and explain the procedure to treat or prevent it. d. Describe the procedure for treating muscle, bone, and joint injuries. e. Demonstrate how to treat injuries from burns as well as exposure to extreme heat and cold. f. Explain the process for treating a poisoning. g. Demonstrate the methods involved in treating sudden illnesses such as a heart attack, stroke, fainting, convulsions, and diabetic reactions. h. Describe the procedure for providing first aid care for injuries to external body parts. • Eyes, ears, and nose • Head and skull • Chest and abdomen Note: Safety is to be taught as an ongoing part of the program. Students are required to complete a written safety test with 100% accuracy before entering the shop for lab simulations and projects. This test should be documented in each student’s file. Note: This unit will be ongoing throughout the year. Time allotted for this unit will be distributed over the entire year. Unit 8: Investigative Practices Competencies and Suggested Objectives 1. Apply writing skills to produce police and investigative reports for the criminal justice process. DOK4 a. Identify the content, format, and purpose of basic reports. • Field notes • Initial reports • Supplemental reports b. Identify the steps to produce a report. • Logical sequence of events • Clear, concise, and accurate narratives • Proper grammar, punctuation, and sentence structure 2. Demonstrate techniques for handling evidence during a crime scene investigation. DOK2 a. Discuss the elements involved in recognizing, processing, and preserving physical evidence. • Types of physical evidence • Steps for collecting evidence • Five rules of evidence • Chain of custody b. Identify the necessary steps to take before entering and securing a crime scene. c. Demonstrate the process for conducting a search for evidence at a crime scene. • Strip line • Grid-quadrant • Zone wheel • Spiral • Baseline 3. Demonstrate techniques to conduct a basic interview and interrogation. DOK2 a. Distinguish the difference between an interview and an interrogation. b. Distinguish the difference between an admission and a confession. c. Identify guidelines for conducting an interview or interrogation. d. Examine legal decisions and identify how they affect individual rights during interviews and interrogations. • Miranda v. Arizona, 1966 • Brown v. Mississippi, 1936 • Mapp v. Ohio, 1961 • Escobedo v. Illinois, 1964 • Fourth Amendment • Fifth Amendment • Sixth Amendment Enrichment 1. Simulate a crime scene investigation that includes handling and processing evidence. 2. Prepare police reports of observations during the simulated crime scene. Unit 9: Search and Seizure Competencies and Suggested Objectives 1. Describe the laws and statutes that guide law enforcement restraints to ensure protection of individuals’ rights. DOK2 a. Examine the Bill of Rights and its impact on states regarding individual rights. b. Examine the Fourth Amendment of U.S. Constitution and describe search and seizure. c. Explain probable cause and its significance for obtaining a search warrant. • Preponderance of evidence • Clear and convincing evidence • Beyond a reasonable doubt d. Demonstrate circumstances that provide exemptions to the requirements for a search warrant. • Plain view • Abandonment • Third-party search • Stop and frisk (Terry Doctrine) e. Examine the Mapp v. Ohio legal ruling to explain the exclusionary rule and the fruit of the poisonous tree effect. f. Identify circumstances that provide exemptions to the exclusionary rule. • Attenuation • Exigent • Plain view • Good faith 2. Identify the ethical issues and legal authority for a valid arrest. DOK1 a. Explain the purpose of a warrant, including the process to obtain and execute it upon a suspect. b. Identify the necessary information required on the paperwork for an arrest warrant. c. Describe circumstances when a warrant is and is not required for an arrest. Unit 10: Arrests, Restraints, and Use of Force Competencies and Suggested Objectives 1. Discuss the foundation and guiding principles for the use of force by officers during law enforcement procedures. DOK2 a. Examine the legal constraints on the use of force by officers as guided by Brown v. Mississippi, 297 (1936) and the Fourth Amendment of the U.S. Constitution. b. Explain the standards and guidelines involved in the use of force continuum. c. Research the civil and criminal liability that officers and police departments face for misuse of force. d. Identify factors that determine the use of counter resistance and de-escalation of force tactics. 2. Determine tactics that promote the appropriate use of restraint by officers during law enforcement procedures.DOK2 a. Demonstrate approaching, positioning, and handcuffing techniques when performing an arrest on individuals in various circumstances. • Standing • Kneeling • Modified wall • Felony prone • Multiple individuals • Removal of handcuffs b. Identify verbal commands and various types of non-weapons to control or stop unwanted behavior in various situations. c. Demonstrate the proper use of a baton for specific areas of the body and for disarming an opponent with various weapons. 3. Utilize tactical decision-making techniques to assess situations and apply the appropriate response to subjects.DOK2 a. Explain counter resistance and identify the factors that support the use of these tactics. • Imminent • Justified • Imminently reasonable b. Describe de-escalation and the type of situations that warrant the use of such techniques. c. Identify circumstances that support the use of deadly and non-deadly use of force. Unit 11: Firearm Safety and Operation Competencies and Suggested Objectives 1. Demonstrate awareness to safely maintain and operate firearms. DOK2 a. Identify types of firearms, including their basic parts, functions, and ammunition. • Handguns • Semi-automatic pistols • Rifles b. Demonstrate techniques to safely handle, maintain, and store firearms. • Load, reload, and unload • Field strip, clean, lubricate, and function check • Duty belt, holster, and magazine pouch c. Identify the types, causes, and solutions of firearm malfunctions. 2. Demonstrate the skills to properly fire a handgun. DOK2 a. Display the proper technique for drawing a handgun and recovering it to the holster. b. Identify the “ready” position of an officer with a drawn handgun. c. Demonstrate proficiency in basic shooting fundamentals. • Grip • Stance • Trigger control • Alignment and sight picture • Breathing and follow-through 3. Apply decision-making skills to properly discharge a weapon in certain circumstances. DOK4 a. Determine appropriate scenarios of when discharging a weapon is necessary. • Shoot/no shoot • Low light • Holding a flashlight • Stressful situations Unit 12: Drugs and Alcohol Competencies and Suggested Objectives 1. Demonstrate an awareness of the effects of various types of drugs and controlled substances. DOK2 a. Describe the controlled substance schedule and identify the common elements within each of the five classes. • Types of drugs • Physical appearance • Street names • Physiological effects b. Identify the most commonly abused types of drugs based on penalties under federal and state drug laws. • Depressants • Morphine • Cannabis • Stimulants • Designer drugs 2. Discuss methods for conducting drug investigations and field tests for various drugs. DOK1 3. Summarize procedures for handling drugs and controlled substances. DOK2 4. Describe the process of detection, apprehension, and arrest of an intoxicated driver. DOK2 a. Define the term DUI. b. Identify indicators of impaired driving. c. Examine Mississippi Code of 1972 § 63-11-30 and explain implied consent and refusal. d. Demonstrate when and how to conduct a sobriety test as well as how to interpret the results. • Field sobriety tests • Blood • Urine Student Competency Profile Student’s Name: ___________________________________________ This record is intended to serve as a method of noting student achievement of the competencies in each unit. It can be duplicated for each student, and it can serve as a cumulative record of competencies achieved in the course. In the blank before each competency, place the date on which the student mastered the competency. Unit 1: Program Orientation 1. Discuss the expectations, objectives, and policies related to this course. 2. Identify leadership opportunities in student organizations such as SkillsUSA. 3. Research opportunities, organizations, and programs in the field of law enforcement. Unit 2: Health and Physical Fitness 1. Demonstrate the importance of physical fitness, nutrition, and overall well-being for law enforcement officers’ ability to perform duties. 2. Demonstrate methods to develop good nutrition and exercise habits for physical health. 3. Demonstrate the minimum standards of a physical fitness program for law enforcement. Unit 3: Law Enforcement 1. Describe the development of the American federal and state law enforcement systems. 2. Explain the basic role of law enforcement officers and police departments. 3. Relate the importance of professionalism, ethics, and moral standards to officers’ duties. 4. Examine the purpose, benefits, and challenges of various policing strategies. Unit 4: Criminal Law and Procedures 1. Identify the main components and structure of the criminal justice system. 2. Explain the nature by which all crime must be considered as required by statute. 3. Discuss the U.S. federal legal system and the role of law enforcement on different levels. 4. Identify the legal precedents that provide the foundation for law enforcement procedures. 5. Describe the laws and procedures for juveniles in the American criminal justice system. Unit 5: Basic Patrol Operations 1. Recognize the role of patrol operations as an important function of a police organization. 2. Discuss the procedures necessary to properly perform patrol duties in varying conditions and circumstances. Unit 6: Vehicle Law and Enforcement 1. Describe Mississippi motor vehicle laws and traffic regulations. 2. Explain the traffic laws outlined in the Mississippi Code of 1972 § 63-11-30. 3. Explain the factors that determine when and how to control or direct traffic. 4. Describe the regulations and procedures to employ speed enforcement tactics such as a speeding device. 5. Describe the process for handling incidents of motorists operating a vehicle while impaired. Unit 7: Safety and Orientation 1. Identify the expectations, objectives, and policies related to this course. 2. Demonstrate the skills and training necessary for first responders to apply basic life support techniques. 3. Demonstrate the skills to provide first aid treatment. Unit 8: Investigative Practices 1. Apply writing skills to produce police and investigative reports for the criminal justice process. 2. Demonstrate techniques for handling evidence during a crime scene investigation. 3. Demonstrate techniques to conduct a basic interview and interrogation. Unit 9: Search and Seizure 1. Describe the laws and statutes that guide law enforcement restraints to ensure protection of individuals’ rights. 2. Identify the ethical issues and legal authority for a valid arrest. Unit 10: Arrests, Restraints, and Use of Force 1. Discuss the foundation and guiding principles for the use of force by officers during law enforcement procedures. 2. Determine tactics that promote the appropriate use of restraint by officers during law enforcement procedures. 3. Utilize tactical decision-making techniques to assess situations and apply the appropriate response to subjects. Unit 11: Firearm Safety and Operation 1. Demonstrate awareness to safely maintain and operate firearms. 2. Demonstrate the skills to properly fire a handgun. 3. Apply decision-making skills to properly discharge a weapon in certain circumstances. Unit 12: Drugs and Alcohol 1. Demonstrate an awareness of the effects of various types of drugs and controlled substances. 2. Discuss methods for conducting drug investigations and field tests for various drugs. 3. Summarize procedures for handling drugs and controlled substances. 4. Describe the process of detection, apprehension, and arrest of an intoxicated driver.