New Local Secondary CTE Program of Study Form

Maryland State Department of Education

Division of Career and College Readiness

200 West Baltimore Street

Baltimore, Maryland 21201-2595

This agreement is between the Division of Career and College Readiness (DCCR), Maryland State Department of Education (MSDE), and the local school system listed below.

LOCAL SCHOOL SYSTEM INFORMATION – Complete the information requested below, including the original signature of the CTE Local Director.

Local School System (LSS) and Code:
Name of CTE Local Director:	Phone:
LSS Career Cluster:
LSS Program Title:	Homeland Security and Emergency Preparedness
Pathway Options:	1.Homeland Security Sciences	2.Criminal Justice/Law Enforcement	3.Information/Communications Technology
Value Added yes no This program provides students the opportunity to earn early college credit. The academic and Options: technical course sequences for both secondary and postsecondary programs are included herein. yes no Enclosed is a copy of the articulation agreement (Copy required for CTE program approval if the program is articulated with a postsecondary education provider). yes no This program provides students with the opportunity to earn an industry-recognized credential. The credential is identified herein.
Program Start Date:
Signature of CTE Local Director:	Date:
Signature of Local Superintendent:	Date:

TO BE COMPLETED BY MSDE/DCCR

Date Program Proposal received by CTE Systems Branch:
CTE Control Number:	Fiscal Year:
CIP Number:	Program:	Pathway Option 1:	Pathway Option 2:	Pathway Option 3:
MSDE Cluster Title:

Approval Starts FY: __________________
Signature, Assistant State Superintendent, Career and College Readiness	Date

CTE Secondary Program Proposal Contents

STEP 1A: PROGRAM ADVISORY COMMITTEE MEMBERS AND THEIR AFFILIATIONS

Complete the list of the Program Advisory Committee (PAC) members. Members should include employers, local workforce development representatives, economic development personnel, business, or labor representatives, and the remainder should include secondary and postsecondary, academic and technical educators and other stakeholders. Place a check in the appropriate box to indicate the role each person plays. Include all of the information requested for each entry. Use this form or a locally developed form – either one is acceptable as long as all information is provided.

Program Advisory Committee List

Membership: First entry should be the industry representative who is leading the PAC.
PAC Leader Name:	Representation:
Title:	Industry Secondary Postsecondary
Affiliation:
Address1:
Address2:
City, State, Zip:	State:	Zip
Phone:	Fax:
Email:
Area of Expertise:
Role:	Work-based Learning Curriculum Development Skills Standards Validation Staff Development
Program Development	Other (specify):

Name:	Representation:
Title:	Industry Secondary Postsecondary
Affiliation:
Address1:
Address2:
City, State, Zip:	State:	Zip
Phone:	Fax:
Email:
Area of Expertise:
Role:	Work-based Learning Curriculum Development Skills Standards Validation Staff Development
Program Development	Other (specify):

Name:	Representation:
Title:	Industry Secondary Postsecondary
Affiliation:
Address1:
Address2:
City, State, Zip:	State:	Zip
Phone:	Fax:
Email:
Area of Expertise:
Role:	Work-based Learning Curriculum Development Skills Standards Validation Staff Development
Program Development	Other (specify):

Name:	Representation:
Title:	Industry Secondary Postsecondary
Affiliation:
Address1:
Address2:
City, State, Zip:	State:	Zip
Phone:	Fax:
Email:
Area of Expertise:
Role:	Work-based Learning Curriculum Development Skills Standards Validation Staff Development
Program Development	Other (specify):

Name:	Representation:
Title:	Industry Secondary Postsecondary
Affiliation:
Address1:
Address2:
City, State, Zip:	State:	Zip
Phone:	Fax:
Email:
Area of Expertise:
Role:	Work-based Learning Curriculum Development Skills Standards Validation Staff Development
Program Development	Other (specify):

Name:	Representation:
Title:	Industry Secondary Postsecondary
Affiliation:
Address1:
Address2:
City, State, Zip:	State:	Zip
Phone:	Fax:
Email:
Area of Expertise:
Role:	Work-based Learning Curriculum Development Skills Standards Validation Staff Development
Program Development	Other (specify):

Name:	Representation:
Title:	Industry Secondary Postsecondary
Affiliation:
Address1:
Address2:
City, State, Zip:	State:	Zip
Phone:	Fax:
Email:
Area of Expertise:
Role:	Work-based Learning Curriculum Development Skills Standards Validation Staff Development
Program Development	Other (specify):

STEP 1B: DOCUMENTED LABOR MARKET DEMAND – Check the appropriate box below.

Demand exists

The PAC will review labor market information on a local, regional and/or state basis. Check this box if demand exists for the identified occupations. The labor market information does not need to be provided with the proposal as long as there is a demand for employees according to data provided by the Department of Labor, Licensing and Regulation (DLLR) or documented by employers in letters or other correspondence.

If evidence for labor market demand is not readily available, attach documentation to the proposal.

Check this box if there is a unique labor market demand for a program and data are not available from the DLLR. If the occupation is new or emerging and no data exist, supporting evidence is submitted with the proposal (i.e., document local, national, or regional trends, local circumstances, or provide letters from employers or local economic/workforce development offices documenting employment demand including the projected number of openings by pathway).

STEP 2A: PROGRAM OVERVIEW – After determining the cluster and pathway options, identify the standards used to develop the CTE program of study. Describe the program to be developed in detail based on what students are expected to know and be able to demonstrate as a result of participating in the program.

Indicate the title and source of the skills standards for this program:
Title and source of the skills standards for this program: National Association of State Directors of Career Technical Education Consortium – Law, Public Safety and Security Cluster Knowledge and Skill Standards Geospatial Technology Competencies - Geospatial Workforce Development Center at the University of Southern Mississippi Geospatial Standards: Open Geospatial Consortium C and ISO Occupational Safety and Health Administration (OSHA) 29CFR1910.120-Standard for Hazardous Waste Operations and Emergency Response National Fire Protection Association (NFPA) 471-Recommended Practice for Responding to Hazardous Materials 472-Standard for Competence of Responders to Hazardous Materials/Weapons of Mass Destruction Incidents 473-Standard for Competencies for Emergency Medical Service Personnel Responding to Hazardous Materials/Weapons of Mass Destruction Incidents 1600-Standard on Disaster/Emergency Management and Business Continuity/Continuity of Operations Programs Department of Homeland Security (DHS) Office of Domestic Preparedness (ODP) Responder Guidelines Office of Domestic Preparedness Security Guidelines for Prevention and Deterrence National Incident Management System (NIMS) National Preparedness Report Maryland Police and Correctional Training Commission Science Core Learning Goals Social Studies Core Learning Goals
Program Overview: The Homeland Security and Emergency Preparedness (HS/EP) Program is a Career and Technology Education instructional program which integrates government, academia, and private sector training/educational initiatives to help students understand how the United States and its interests worldwide are protected against threats to public safety, both natural and manmade, through effective communication, preparedness, detection, prevention, response and recovery. The program offers three career strands: Homeland Security Sciences, Criminal Justice/Law Enforcement, and Information/Communications Technology. These three strands align with the six mission areas of the United States Department of Homeland Security: Intelligence and Warning, Protection of Critical Infrastructure and Key Assets, Border and Transportation Security, Domestic Counterterrorism, Defense against Catastrophic Threats, and Emergency Preparedness and Response. Students are expected to: Identify the nationally recognized concepts of Homeland Security and Emergency Preparedness Outline the essential characteristics of national and international acts of terrorism. Classify the roles, functions of, and interdependency between local, federal and international law enforcement, intelligence and military agencies. Develop effective strategies to generate information necessary for intelligence and Law Enforcement organization agency heads to make timely, effective and efficient decisions on the directions and methods of Homeland Security policies and operations. Examine the global and national issues and policies concerning terrorism and Homeland Security. Employ technology for general and critical legal research, writing and case management. Demonstrate proficiency in communication, critical thinking, problem-solving, and team building skills. Explain and justify the ethical standards needed for careers in the Health and Human Services Cluster. Participate in internship experiences that include exposure to multiple career areas within the chosen program strand, and Explore career opportunities within the Human Resource Services Cluster and Homeland Security Pathway.

STEP 2B: COURSE DESCRIPTIONS AND END OF COURSE ASSESSMENTS – Insert each CTE completer course title. Describe each course based on what students are expected to know and be able to demonstrate as a result of their participation. Check the assessment instrument(s) that will be used to document student attainment of the knowledge and skills included in each course and specify additional information as appropriate.

Course Title: Foundations of Homeland Security and Emergency Preparedness (1 credit) Course Description: This course introduces students to the fields of Homeland Security and Emergency Management by providing a historical background to support an understanding of the growth and development of the fields. Topics covered set the stage for further study in one of three more detailed curriculums (Homeland Security Sciences, Criminal Justice/Law Enforcement, or Information/Communications Technology). After presenting the historical context, the foundations course covers the organization, framework, and roles of the federal, state, and local governments. It also covers the phases of homeland security and some methodologies and systems that are relevant in the field. A unit is included on personal and community responsibilities. Finally, because of the growing importance of the field of cyber security to all three tracks in the HSEP pathway, a unit on cyber security is also included. Students will: Describe the development of emergency management and homeland security in the United States Discuss the awareness to the threat of terrorism within the United States, both prior to and following the September 11 terrorist attacks Identify and discuss several current issues, trends, or developments in the fields of homeland security and emergency management Describe the agencies and functions of the U.S. Department of Homeland Security Explain the major structural changes that have occurred within the Department of Homeland Security since it was established in 2002, and identify the related events Indicate the federal agencies that participate in traditional homeland security activities and the nature of those activities Identify current homeland security related activities that the nation’s state and local organizations participate in, and what types of assistance they provide their constituent members Indicate the role of local and state government and first responder agencies in homeland security Explain the contribution of volunteer organizations to crisis response efforts Discuss the various personal and community responsibilities in homeland security and emergency preparedness Identify what homeland security volunteer programs support personal and community homeland security and emergency preparedness efforts Indicate how individuals can provide support the their communities in emergency management situations Define cybersecurity and discuss the relationship to critical infrastructure Identify the roles of various federal government agencies in maintaining cybersecurity and protecting critical infrastructure Discuss federal programs and guidelines designed to help entities respond to cybersecurity and critical infrastructure issues Explain how cybersecurity issues affect the average U.S. citizen End of Course Assessment Check the assessment instruments that will be used to document student attainment of the course knowledge and skills. Teacher-designed end-of-course assessment School system-designed end-of-course assessment Partner-developed exam: (specify) Table top exercise based on the incident Command System Licensing exam: (specify) Certification or credentialing exam: (specify) Nationally recognized examination: (specify)

Course Title: Homeland Security Sciences I (1 credit) Course Description: This course serves as a broad, current, and multidisciplinary approach to the contemporary challenges homeland security officials face in their attempt securing America. This course builds upon the knowledge gained in the Foundations of Homeland Security and Emergency Preparedness course. The most critical threats confronting Homeland Security will be examined. Students will gain an understanding of intelligence and counterterrorism; identify the science and technology utilized in the homeland security field; recognize homeland security risk communications; identify the common elements in chemical, biological, radiological, nuclear and explosives as well as weapons of mass destruction; and identify the challenges in transportation and border security. Students will: Identify and discuss the role that the intelligence community plays in contemporary national security. Examine critical contemporary threats to national security and compare them to threats the country faced in the past Identify the Federal strategy and innovative steps to enhance national protection and reduce America’s vulnerability to terrorist attacks Explore emerging activities designed to defend against catastrophic threats and priority science and technology initiatives Identify homeland security communications and the main elements in the risk and crisis communications Examine proven messaging strategies for public awareness and alerting Identify common elements in chemical, biological, radiological, nuclear, and explosives, as well as weapons of mass destruction incidents, exposure routes, indicators of potential hazardous materials, bomb threat procedures, suspicious package indicators, responsive procedures, and common materials used to make booby traps Identify contemporary border and transportation security challenges America faces, as well as the different methods employed by our government to address these challenges Explore topics associated with border security and security for transportation infrastructures to include seaports, airports, train stations, highways, bridges, rail lines, pipelines and buses End of Course Assessment Check the assessment instruments that will be used to document student attainment of the course knowledge and skills. Teacher-designed end-of-course assessment School system-designed end-of-course assessment Partner-developed exam: (specify) Licensing exam: (specify) Certification or credentialing exam: (specify) Nationally recognized examination: (specify)
Course Title: Homeland Security Science II (Research Methods) (1 credit) Course Description: This course develops the topic of research in homeland security and emergency preparedness. The course presents the concept of the sociology of disaster as the primary focus of the research agenda for the discipline. The course examines the principles of scientific research; provides opportunities to evaluate existing research; and apply the methods and developed research resources of scientific study to homeland security and emergency management. Students will develop a case study in the sociology of disaster, and complete a research proposal that will demonstrate their ability to analyze and synthesize existing research in homeland security and emergency management. Students will: Evaluate the effects of a disaster event on individuals, groups, communities, and nations Utilize the concepts learned in the evaluation of the disaster to prepare for, respond to, recover from, and mitigate future events Analyze a case study focusing on the sociology of disaster Identify concepts from the analysis that will assist in preparing for all-hazard disaster events and developing community resilience Possess a working knowledge of the scientific method for research Recognize the value of scientific research in homeland security and emergency management Produce a research proposal for a homeland security or emergency management concept or issue in either the sociology of disaster or the technology tools for the discipline End of Course Assessment Check the assessment instruments that will be used to document student attainment of the course knowledge and skills. Teacher-designed end-of-course assessment School system-designed end-of-course assessment Partner-developed exam: (specify) Licensing exam: (specify) Certification or credentialing exam: (specify) Nationally recognized examination: (specify)
Course Title: Administration of Justice I (1 credit) Course Description: This course introduces students to multiple aspects of law enforcement and the criminal justice system. Students explore the criminal process, forces that affect the enforcement of laws and the rights of citizens. Students study the history of the legal system, the development of the court system, the criminal justice process, the various external forces that impact the justice systems, the rights of citizens, and the role of ethics in the justice e system. This course provides students an overview of the United States legal system and the process of criminal justice. Students will: Explain the underlying theory and historical development of laws and the criminal justice system in the United States Identify the key elements and structures of the legal system under the United States and the Maryland Constitution Appraise the role of Constitutional structures in shaping the operation of the criminal justice system through the application of new laws and reinterpretation of law through jurisprudence Trace the process of the court system to include trials, hearings, mediation, indictment and witness examination Compare the various classifications of offenses such as crimes against persons, property, and public order and morality Analyze the various political, social, economic and cultural forces that affect the administration of justice Assess the legal, structural and procedural changes to the criminal justice system in response to the 9/11 attacks and the continuing global war on terrorism Differentiate between the juvenile justice system and the adult justice system Appraise the role of ethical decision making and codes of ethics Analyze the code of ethics involved in the administration of justice Assess the impact of current and emerging issues on criminal justice practice End of Course Assessment Check the assessment instruments that will be used to document student attainment of the course knowledge and skills. Teacher-designed end-of-program assessment and project panel review School system-designed end-of-program assessment Partner-developed exam: (specify) Licensing exam: (specify) Certification or credentialing exam: (specify) Nationally recognized examination: (specify)
Course Title: Administration of Justice II (1 credit) Course Description: This course focuses on law enforcement procedures, organized crime, street gangs, drug abuse, federal law enforcement agencies, the first responder role of law enforcement, corrections, the process of evidence collection and handling, and careers in the justice system. The students will recognize the everyday challenges and operations of law enforcement agencies with special attention to career potential and development. Students will: Delineate the processes used in law enforcement activities such as traffic stops, arrests, search and seizure, and surveillance Analyze the role local, state and federal law enforcement agencies play in the administration of justice Assess the importance of training and standards in policing and corrections Recognize the role of corrections in the criminal justice system Analyze the impact of organized crime and street gangs on today’s law enforcement professionals Assess the impact of non-traditional crime problems such as cybercrime and human trafficking Identify the central illegal and legal drugs subject to abuse Analyze the physical, social and emotional reasons for drug abuse and the societal and personal impact of their abuse Assess strategies targeted at reducing both the supply and demand for abused substances Delineate the process of evidence collection beginning with arrival on the scene Demonstrate proper evidenced collection procedures Identify and evaluate options for forensic analysis Identify the careers available in the American justice system Evaluate the role of law enforcement as first responders Develop and demonstrate ability to administer basic first aid and cardiopulmonary resuscitation End of Course Assessment Check the assessment instruments that will be used to document student attainment of the course knowledge and skills. Teacher-designed end-of-program assessment School system-designed end-of-program assessment Partner-developed exam: (specify) Licensing exam: (specify) Certification or credentialing exam: (specify) CPR Certification by a certified examiner Nationally recognized examination: (specify)
Course Title: Introduction to Geographic Information Systems (1 credit) Course Description: This course introduces students to Geographic Information System (GIS) and geospatial technology. Students will develop an understanding of the fundamental concepts and applications of GIS, spatial data, and GIS software packages, including ESRI’s ArcGIS Desktop Suite. Students will have an introduction to GIS and the Geospatial Industry, become familiar with GIS, use the Desktop Suite GIS Software and ArcGIS, explore spatial data, practice data management and visualization, and perform data queries to compile statistics. Students will: Define key terms (i.e., GIS, geospatial) and identify practical applications as well as disciplines in which this technology is used Recognize career opportunities in the geospatial industry and the licenses and certifications available to professionals in the industry Discover crowdsourced data and volunteered geographic information (VGI) and apply these techniques within the field of emergency management Develop familiarity with spatial data formats and with web-based mapping tools Differentiate between the primary components of the ArcGIS Desktop Suite and the functionality of each Practice previewing, adding and navigating spatial datasets in ArcMap and ArcCatalog Describe unique characteristics of spatial data and compare vector and raster data Identify common formats for spatial data, as well as parameters such as scale, projection, coordinate systems and metadata Manage data within ArcGIS Apply basic techniques for symbolizing and classifying data Analyze data within ArcGIS by identifying, querying and summarizing datasets Differentiate between attribution and spatial queries and practice performing each End of Course Assessment Check the assessment instruments that will be used to document student attainment of the course knowledge and skills. Teacher-designed end-of-course assessment School system-designed end-of-course assessment Partner-developed exam: (specify) ESRI ArcGIS Online exercises; ESRI Virtual Campus Course, FEMA online course Licensing exam: (specify) Certification or credentialing exam: (specify) Nationally recognized examination: (specify)
Course Title: Advanced Geographic Information Systems and Remote Sensing (1 credit) Course Description: This course is designed to provide students with advanced Geospatial Information Systems (GIS) experience and familiarity with geospatial concepts and tools. Students are expected to have completed the Introduction to Geographic Information Systems (GIS) Course prior to taking this course. Students will learn the skills for map development and cartographic design; perform spatial and statistical analyses; identify geodatabase concepts; participate in 3-dimensional data and visualization; develop an understanding of geoprocessing tools and models; and prepare for the ESRIArcGIS Desktop entry exam certification. Students will: Create and format map documents, including all major map elements and perform data classification and cartographic techniques to develop a thematic map product Export maps and share map documents and data Develop an understanding of the analysis of spatial data and spatial statistics and the primary tools and extensions available for a these purposes Define users of a geodatabase to store spatial data and the primary types of geodatabases Summarize creation and configuration of a geodatabase and various types of datasets that can be included Observe the representation of data in 3D, including supported formats and the tools/programs that can be used for 3D visualization and analysis Develop an understanding of ArcGIS Toolboxes, geoprocessing tools, and how ModelBuilder and Python can be used to create customized tools within ArcGIS Review primary concepts that have been covered in the two courses and prepare for the ESRI ArcGIS Desktop Certification Exam End of Course Assessment Check the assessment instruments that will be used to document student attainment of the course knowledge and skills. Teacher-designed end-of-course assessment School system-designed end-of-course assessment Partner-developed exam: (specify) ESRI Virtual Campus courses and GIS project) Licensing exam: (specify) Certification or credentialing exam: (specify) Nationally recognized examination: (specify) ArcGIS Desktop Entry Exam

Course Title: Internship/Capstone Experience (1 credit) Course Description: The Internship/Capstone Experience is the culminating course for the Homeland Security and Emergency Preparedness Program. This course is designed to provide students with the opportunity to extend and apply their classroom learning in one of the career areas of Homeland Security Sciences, Criminal Justice/Law Enforcement, or Information/Communications Technology. Students will have the option of completing an industry-mentored project, internship, or enrolling in a post-secondary course. They will play an integral part in determining which type of experience will be most beneficial and supportive of their individual goals. At the end of the course, students will compile a working portfolio which documents their academic and technical skill attainment and present it for critique. Subject to administrative approval, students will enroll in approved post-secondary courses in lieu of completing a project or internship. Links between secondary and post-secondary institutions will be established to allow students to dual enroll in criminal justice or environmental technology-related courses, receiving both high school and college credit. Students will: Collaborate with a teacher/industry mentor to develop personal career goals related to an area of interest within the Homeland Security and Emergency Preparedness field. Utilize critical thinking and problem solving skills to explore an area of interest through an industry-mentored research project, internship experience, or post-secondary course. Utilize instructional technology to meet student and professional needs. Assemble and present for review a working portfolio which documents their academic and technical skill attainment. End of Course Assessment Check the assessment instruments that will be used to document student attainment of the course knowledge and skills. Teacher-designed end-of-course assessment School system-designed end-of-course assessment Partner-developed exam: (specify) Licensing exam: (specify) Certification or credentialing exam: (specify) Nationally recognized examination: (specify) ArcGIS Desktop Entry Exam

STEP 2C: END-OF-PROGRAM ASSESSMENT - Check the assessment instruments that will be used to document student attainment of the program knowledge and skills. Include and identify assessments leading to industry recognized credentials if available and appropriate.

Teacher-designed end-of-program assessment

School system-designed end-of-program assessment

Partner-developed exam: (specify)

Licensing exam: (specify)

Certification or credentialing exam: (specify)

Nationally recognized examination: (specify) ArcGIS Desktop Entry Exam

STEP 2D: Program Sequence Matrix (Include the program sequences for High School, Associate’s Degree, and Bachelor’s Degree programs) Identify the pathway options. Complete the matrix for the 9-12 CTE program of study, and the articulated program sequence in the matrix for the two- or four-year college program of study. Indicate which courses receive CTE credit by placing the number of credits in parentheses after each CTE course title. Place an asterisk (*) next to the course identified as the concentrator course indicating that the student has completed 50% of the program.

The CTE program matrix defines a planned, sequential program of study that consists of a minimum of four credits in CTE coursework in high school including work-based learning and/or industry-mentored projects. Work-based learning (WBL) experiences or industry-mentored projects must be included in the program to obtain approval. The program matrix includes the recommended academic and CTE courses identified for the pathway and postsecondary linkages (i.e., dual enrollment, transcripted and articulated credit).

CTE programs typically begin after ninth grade and do not include career exploration courses. Courses such as computer applications and keyboarding are not included in the completer sequence because they provide prerequisite skills for both academic courses and CTE programs. Academic courses are counted only if they are tailored to serve mainly CTE students and have been revised to reflect industry skill standards. Technology Education or Advanced Technology Education and Personal Financial Literacy courses are not acceptable for credit in the career and technology education program sequence.

The LSS program title should be the same one that appears on the cover page. If more than one pathway option is offered in the program, complete a matrix for each program option (MSDE will insert the CIP number). Example: An Academy of Information Technology program may include options in web design & programming.
Pathway/Program:	Homeland Security Sciences	CIP Number (For MSDE Use)
Graduation Requirements	Grade 9	Grade 10	Grade 11	Grade 12
English - 4	English 9	English 10	English 11	English 12
Social Studies - 3	American Government	World History	US History	Sociology
Mathematics - 3	Geometry	Algebra II	Trigonometry	Pre-Calculus
Science - 3	Earth Science	Biology	Chemistry	Biochemistry
Physical Education -.5 Health Education - .5	Physical Education/Health	Physical Education
Fine Arts - 1	Fine Art
Technology Education - 1	Foundations of Technology
CTE Completer Program – 4 *concentrator course	Foundations of Homeland Security and Emergency Preparedness (1)	Homeland Security Sciences I (1)	*Homeland Security Sciences II Research Methods (1)
Internship/Capstone Experience (1)
Foreign Language - 2 and/or Advanced Tech Ed - 2	Foreign Language	Foreign Language	Foreign Language or Advanced Tech Ed.	Foreign Language or Advanced Tech Ed.
Electives	Living in a Contemporary World	Environmental Science Microbiology	Physics
Provide a list of examples of careers students are preparing to enter and postsecondary options: Forensic Science Technician, Explosive Ordnance/Bomb Squad Member, Physical Scientist, Research Chemist, Epidemiologist, Counter-Terrorism Operative, Biological/Chemical Weapons Specialist

STEP 2D: Program Sequence matrix (Include High School, Associate’s Degree, and Bachelor’s Degree)

Identify the pathway options. Complete the program matrix for the 9-12 program plus, for Tech Prep programs include the matrix for the two- or four-year college program of study. Indicate which courses receive CTE credit by placing the number of credits in parentheses after each CTE course title. Place an asterisk (*) next to the course identified as the concentrator course.

The program matrix defines a planned, sequential program of study that consists of a minimum of four credits in CTE including work-based learning. Work-based learning experiences must be included in the program to obtain approval. The program matrix includes the recommended academic and CTE courses identified for the pathway and postsecondary linkages (i.e., dual enrollment, Tech Prep and articulated credit).

CTE programs typically begin after ninth grade and do not include career exploration courses. Courses such as computer applications and keyboarding are not included in the completer sequence because they are required of all students. Academic courses are counted only if they are tailored to serve mainly CTE students and have been revised to reflect industry skill standards. Technology Education or Advanced Technology Education courses are not acceptable for credit in career and technology education.

The LSS program title should be the same one that appears on the cover page. If more than one pathway option is offered in the program, complete a matrix for each program option (MSDE will insert the CIP number). Example: An Academy of Information Technology program may include options in web design & programming.
Pathway/Program:	Law Enforcement/Criminal Justice	CIP Number (For MSDE Use)
Graduation Requirements	Grade 9	Grade 10	Grade 11	Grade 12
English - 4	English 9	English 10	English 11	English 12
Social Studies - 3	American Government	World History	US History	Sociology
Mathematics - 3	Geometry	Algebra II	Trigonometry	Pre-Calculus
Science - 3	Earth Science	Biology	Chemistry	Biochemistry
Physical Education -.5 Health Education - .5	Physical Education/Health	Physical Education
Fine Arts - 1	Fine Art
Technology Education - 1	Foundations of Technology
CTE Completer Program – 4 *concentrator course	Foundations of Homeland Security and Emergency Preparedness (1)	Administration of Justice I (1)	Internship/Capstone Experience (1)
*Administration of Justice II (1)
Foreign Language - 2 and/or Advanced Tech Ed - 2	Foreign Language	Foreign Language	Foreign Language or Advanced Tech Ed.	Foreign Language or Advanced Tech Ed.
Electives	Living in a Contemporary World	Forensics Law in America	Physics Psychology
Provide a list of examples of careers students are preparing to enter and postsecondary options: Law Enforcement Officer, Dispatcher, Fingerprint Identification Technician, Import Specialist, Security Inspector, Border Patrol Officer, Translator and Interpreter, Intelligence Analyst, Criminal Investigator, Attorney

STEP 2D: Program Sequence matrix (Include High School, Associate’s Degree, and Bachelor’s Degree)

Identify the pathway options. Complete the program matrix for the 9-12 program plus, for Tech Prep programs include the matrix for the two- or four-year college program of study. Indicate which courses receive CTE credit by placing the number of credits in parentheses after each CTE course title. Place an asterisk (*) next to the course identified as the concentrator course.

The program matrix defines a planned, sequential program of study that consists of a minimum of four credits in CTE including work-based learning. Work-based learning experiences must be included in the program to obtain approval. The program matrix includes the recommended academic and CTE courses identified for the pathway and postsecondary linkages (i.e., dual enrollment, Tech Prep and articulated credit).

CTE programs typically begin after ninth grade and do not include career exploration courses. Courses such as computer applications and keyboarding are not included in the completer sequence because they are required of all students. Academic courses are counted only if they are tailored to serve mainly CTE students and have been revised to reflect industry skill standards. Technology Education or Advanced Technology Education courses are not acceptable for credit in career and technology education.

The LSS program title should be the same one that appears on the cover page. If more than one pathway option is offered in the program, complete a matrix for each program option (MSDE will insert the CIP number). Example: An Academy of Information Technology program may include options in web design & programming.
Pathway/Program:	Information/Communications Technology	CIP Number (For MSDE Use)
Graduation Requirements	Grade 9	Grade 10	Grade 11	Grade 12
English - 4	English 9	English 10	English 11	English 12
Social Studies - 3	American Government	World History	US History	Sociology
Mathematics - 3	Geometry	Algebra II	Trigonometry	Pre-Calculus
Science - 3	Earth Science	Biology	Chemistry	Physics
Physical Education -.5 Health Education - .5	Physical Education/Health	Physical Education
Fine Arts - 1	Fine Art
Technology Education - 1	Foundations of Technology
CTE Completer Program – 4 *concentrator course	Foundations of Homeland Security and Emergency Preparedness (1)	Introduction to Geographic Information Systems (1)	*Advanced Geographic Information Systems and Remote Sensing (1)
Internship and Capstone Experience (1)
Foreign Language - 2 and/or Advanced Tech Ed - 2	Foreign Language	Foreign Language	Foreign Language or Advanced Tech Ed.	Foreign Language or Advanced Tech Ed.
Electives	Living in a Contemporary World	Geography AP Computer Science	AP Statistics
Provide a list of examples of careers students are preparing to enter and postsecondary options: GIS Technician; Market Research Analyst; Surveying & Mapping Technician; Computer Systems Analyst; Computer Support Specialist; Network Systems & Data Communications Analyst; Computer Information Systems Manager; Mechanical Engineer; Database Administrator; Industrial Engineer; Transportation, Storage & Distribution Manager
Two Year College Program Sequence – Program Overview Many local school systems provide postsecondary matrices in their program of study guides to inform students, parents, and counselors of the opportunities available to those enrolled in the program. Section 2E must be completed before an articulated CTE program of study can be approved. A copy of the Articulation Agreement is also required to be submitted with the proposal prior to program approval. Describe the program to be developed in detail based on what students are expected to know and be able to demonstrate as a result of participating in the program. The Homeland Security Management degree will prepare students for positions in the Homeland Security industry. It will prepare students to help protect America. By award of an Associate of Applied Sciences degree in Homeland Security, students have demonstrated the fundamental knowledge of and basic proficiencies necessary for positions with the various agencies associated with Homeland Security. Program outcomes for the degree are based upon the core college competencies: communication; scientific, mathematical, and technological; critical thinking and problem solving; information literacy and research; social and civic responsibility; holistic nature of human knowledge; global perspective; and self-management and wellness. Students will: Gain the ability to outline the essential characteristics of national and international acts of terrorism. Acquire the skill to compare and contrast the principles of jurisdictions in local, federal and international agencies. Gain the ability to appraise the impact, responsibility and operations of the media and terrorist threats. Acquire the ability to construct a historical timeline reflecting significant terrorist threats and events in the United States and globally. Gain the ability to classify the roles, functions of, and interdependency between local, federal and international law enforcement, intelligence and military agencies. Acquire the skill to compose a historical timeline reflecting methods and outcomes used by national and international law enforcement and military agencies to combat terrorism. Gain the ability to differentiate between ethical and unethical attitudes and practices in reference to the creation, implementation and execution of Counterterrorism and Homeland Security law and operations. Acquire the ability to assess extremist ethnic, cultural, naturalistic, religious and political ideologies that foster and support terrorist activity. Gain the necessary skills to examine and interpret forensic evidence to assist in investigating and reconstructing terrorist incident crime scenes. Gain the ability to develop effective strategies to generate information necessary for Intelligence and Law Enforcement organization agency heads to make timely, effective and efficient decisions on the directions and methods of Homeland Security policies and operations. Acquire the necessary knowledge of the history of terrorism to understand it and thus be in a position to counter it. Gain the ability to examine the global and national issues and policies concerning terrorism and Homeland security. Acquire the ability to examine and explain international law, treaties, U.N. resolutions and resolutions of other significant international bodies that impact the security of the United States. Acquire the skill and ability to discern real threats to the national security of the United States. Acquire the ability to understand weapons of mass destructions and other weapons of terrorism. Gain knowledge of how to safely and effectively respond to and initiate a preliminary investigation of a terrorist incident. Acquire the knowledge and skill to properly assess the terrorist threat to the United States of America in general and specifically to the state of Maryland. Acquire the ability to conduct research into the history of global conflicts and the threat posed by such conflicts to the security of the United States. Gain the skill and ability to evaluate critical social, political, religious, psychological and physical influences in terrorism – counter-terrorism, intelligence gathering and Homeland Security. Acquire the ability to properly assess, plan for and prepare for natural disasters. Acquire the skill and ability to properly assess and examine plans to protect and secure critical infrastructure and key assets. Acquire the skills necessary to clearly and coherently communicate in both verbal and written forms. Write clear, concise timely reports, assessments, and briefs on critical areas in Homeland Security. Gain the ability to survey leading research and literature on key legal issues in Homeland Security. Acquire the skills necessary to collect and interpret critical empirical data. Acquire the skills necessary to employ technology for general and critical legal research, writing and case management. Acquire the ability to employ key technology skills to create proper plans for preventing and securing computer technology systems and investigating Cyber crimes.
Program Title: Homeland Security Management College/Institution: Anne Arundel Community College
Recommended Sequence – Complete the program matrix for the postsecondary sequence for the articulated CTE program of study. Indicate which courses receive articulated or transcripted credit by PLACING THE NUMBER OF CREDITS IN PARENTHESES after each course title.
Semester 1	Semester 2
Introduction to Homeland Security (3) Homeland Security Seminar Introduction to American Studies The Nature of Mathematics General Physical Science Composition and Introduction to Literature 1,2	Introduction to Computers World Regional Geography Terrorism/Counterterrorism Introduction to Sociology Protecting Critical Infrastructure and Key Assets Seminar
Semester 3	Semester 4
Cyber Forensics Intelligence Analysis and Security Management National Security Law Survey of Weapons of Mass Destruction Emergency and Disaster Preparedness Seminar First Responder	International Law and Human Rights War in the American Experience: Unconventional Warfare Transportation and Border Security War on Drugs Maryland and Terrorism Developing Catastrophic Incident Response and Emergency Contingency Plans Seminar
Provide a list of career options for students who complete the program: Graduating students are eligible to obtain employment with numerous agencies whose duties are associated with Homeland Security to include Police Officers, Intelligence Analysts, FBI Investigative Assistance, Fire Fighters, Paramedics, Intelligence Officers, Security Officers, Port Security personnel, Transportation Security Administration officers, Correctional Officers, Emergency Response personnel, U.S. Immigration and Customs Enforcement, U.S. Customs and Border protection.

Two Year College Program Sequence – Program Overview Many local school systems provide postsecondary matrices in their program of study guides to inform students, parents, and counselors of the opportunities available to those enrolled in the program. Section 2E must be completed before an articulated CTE program of study can be approved. A copy of the Articulation Agreement is also required to be submitted with the proposal prior to program approval. Describe the program to be developed in detail based on what students are expected to know and be able to demonstrate as a result of participating in the program. The A.A. degree option in Criminal Justice is designed to prepare students for transfer to baccalaureate programs with majors in Criminal Justice. This option provides students an overview of various aspects of the Criminal Justice major and prepares students to complete the last two years at a four-year institution.
Program Title: Criminal Justice College/Institution: Harford Community College
Recommended Sequence – Complete the program matrix for the postsecondary sequence for the articulated CTE program of study. Indicate which courses receive articulated or transcripted credit by PLACING THE NUMBER OF CREDITS IN PARENTHESES after each course title.
Semester 1	Semester 2
Introduction to Criminal Justice (3) Procedural Law and Evidence English Composition American National Government Introduction to Sociology Physical Education Fitness elective	Introduction to Corrections Principles of Criminal Law English Composition: Research Writing Introduction to Law General Psychology Physical Education Elective
Semester 3	Semester 4
Interpersonal Communication Ethics Social Problems Bio./Phys. Lab Science elective Mathematics elective	Introduction to Information Sciences Criminology Art/Humanities electives Bio./Phys. Science elective General Elective
Provide a list of career options for students who complete the program: Students interested in criminal justice are employable in many areas of law enforcement. Some frequently chosen occupations are local, state and federal law enforcement officers, probation and parole officers, customs and immigration inspectors, fish and game wardens, park rangers, and correctional officers.

Four Year College Program Sequence – Program Overview Complete this matrix if the program includes a four year degree option Many local school systems provide postsecondary matrices in their program of study guides to inform students, parents, and counselors of the opportunities available to those enrolled in the program. Section 2E must be completed before an articulated CTE program of study can be approved. A copy of the Articulation Agreement is also required to be submitted with the proposal prior to program approval. Describe the program to be developed in detail based on what students are expected to know and be able to demonstrate as a result of participating in the program. The undergraduate B.S. degree in criminal justice is administered through the Division of Criminology, Criminal Justice and Social Policy. The key objective of the criminal justice program is to meet the educational needs of individuals planning criminal justice careers and individuals already enjoying criminal justice careers. The program is designed to build upon and complement prior academic work and professional experience. The program integrates theory and practice in the study of crime and criminal justice.
Program Title: Criminal Justice, Bachelor of Science College/Institution: University of Baltimore
Recommended Sequence – Complete the program matrix for the postsecondary sequence for the articulated CTE program of study. Indicate which courses receive articulated or transcripted credit by PLACING THE NUMBER OF CREDITS IN PARENTHESES after each course title.
Semester 1	Semester 2
Ideas in Writing Ethical Issues in Business and Society Social Justice in the Urban Community Criminal Justice Elective General Elective	World Cultures Research Methods Criminal Justice Professional Studies Criminal Justice Elective General Elective
Semester 3	Semester 4
Criminological Perspectives Statistics for the Social Sciences Police Administration Criminal Justice Elective General Elective	Correctional Perspectives Juvenile Justice Advanced Criminal Justice Studies Criminal Justice Elective General Elective
Provide a list of career options for students who complete the program: Probation officers and correctional treatment specialists, private detectives and investigators, paralegals and legal assistants, lawyers, state and local government, excluding education and hospitals, police and detectives, administrative law judges, adjudicators and hearing officers, arbitrators, mediators and conciliators, and government service executives

Four Year College Program Sequence – Program Overview Complete this matrix if the program includes a four year degree option Many local school systems provide postsecondary matrices in their program of study guides to inform students, parents, and counselors of the opportunities available to those enrolled in the program. Section 2E must be completed before an articulated CTE program of study can be approved. A copy of the Articulation Agreement is also required to be submitted with the proposal prior to program approval. Describe the program to be developed in detail based on what students are expected to know and be able to demonstrate as a result of participating in the program. The student who graduates with a major in homeland security should be able to: Lead, manage, motivate, and develop others to establish and achieve strategic and operational homeland security goals and interface with internal and external audiences. Manage technology and information for the protection, response, and recovery of critical infrastructure/information in a hostile or emergency environment. Navigate public or private organizations’ financial, personnel, legal, and political information to identify, evaluate, and address the organizational needs, requirements and resources. Thoroughly research, critically analyze, and synthesize complex intelligence information using various methods to formulate risk assessments and responses to emerging threats. Communicate, negotiate, and educate strategically and tactically across cultural boundaries with diverse audiences within homeland security. Write a concise and succinct policy, planning, and procedure documents for a variety of audiences to support homeland security operations.
Program Title: Homeland Security, Bachelor of Science College/Institution: University of Maryland, University College
Recommended Sequence – Complete the program matrix for the postsecondary sequence for the articulated CTE program of study. Indicate which courses receive articulated or transcripted credit by PLACING THE NUMBER OF CREDITS IN PARENTHESES after each course title.
Semester 1	Semester 2
Principles and Strategies of Successful Learning Introduction to Research Introduction to Writing Finite Mathematics Economics in the Information Age Recommended Elective	Introduction to Biology Introduction to Professional Writing Concepts and Applications of Information Technology Introduction to Humanities Introduction to Homeland Security (3) Recommended Elective
Semester 3	Semester 4
Technology in Contemporary Society Introduction to Physical Science Technological Transformations Media and Society Information Systems in Organizations Strategic Planning in Homeland Security Advanced Business Writing	Legal and Political Issues of Homeland Security Infrastructure in Homeland Security Homeland Security and International Relations Homeland Security Response to Critical Incidents Technology in Homeland Security Homeland Security and Intelligence Workplace Learning in Homeland Security Public Safety Policies and Leadership
Provide a list of career options for students who complete the program: Graduating students are eligible to obtain employment with numerous agencies whose duties are associated with Homeland Security to include Police Officers, Intelligence Analysts, FBI Investigative Assistance, Fire Fighters, Paramedics, Intelligence Officers, Security Officers, Port Security personnel, Transportation Security Administration officers, Correctional Officers, Emergency Response personnel, U.S. Immigration and Customs Enforcement, U.S. Customs and Border protection.

Four Year College Program Sequence – Program Overview Complete this matrix if the program includes a four year degree option Many local school systems provide postsecondary matrices in their program of study guides to inform students, parents, and counselors of the opportunities available to those enrolled in the program. Section 2E must be completed before an articulated CTE program of study can be approved. A copy of the Articulation Agreement is also required to be submitted with the proposal prior to program approval. Describe the program to be developed in detail based on what students are expected to know and be able to demonstrate as a result of participating in the program. The student who graduates with a major in homeland security should be able to: Facilitate and support leadership and vision in emergency management to administer successful programs, including intergovernmental, interagency, and interdisciplinary outreach. Utilize informed decision-making, calmness under stress, goal orientation, teamwork, ethical behavior, professional development, the integration of assets and resources, enhanced technology, and communication to ensure effective administration of emergency management related programs. Use clear and effective oral and written communication strategies in concert with strong interpersonal, technology, and social media skills to facilitate building collaborative partnerships in emergency management. Identify risks and design responses, plans, training, and exercises that coordinate public and private resources to effectively encourage disaster prevention, improve emergency response, enhance recovery, and effectively mitigate disasters.
Program Title: Emergency Management, Bachelor of Science College/Institution: University of Maryland, University College
Recommended Sequence – Complete the program matrix for the postsecondary sequence for the articulated CTE program of study. Indicate which courses receive articulated or transcripted credit by PLACING THE NUMBER OF CREDITS IN PARENTHESES after each course title.
Semester 1	Semester 2
Principles and Strategies of Successful Learning Introduction to Research Introduction to Writing Finite Mathematics Economics in the Information Age Recommended Elective	Introduction to Biology Introduction to Professional Writing Concepts and Applications of Information Technology Digital Media and Society Introduction to Humanities Concepts of Emergency Management (3) Recommended Elective
Semester 3	Semester 4
Technology in Contemporary Society Introduction to Physical Science Technological Transformations Media and Society Information Systems in Organizations Emergency Response Preparedness and Planning Advanced Business Writing	Political and Policy Issues in Emergency Management Social Dimensions of Disaster Workplace Learning in Emergency Management Exercise and Evaluation Programs Continuity of Operations Planning and Implementation Planning and Response for Catastrophic Disasters Terrorism Issues in Emergency Management Public Safety Policies and Leadership
Provide a list of career options for students who complete the program: Graduating students are eligible to obtain employment with numerous agencies whose duties are associated with Homeland Security to include Police Officers, Intelligence Analysts, FBI Investigative Assistance, Fire Fighters, Paramedics, Intelligence Officers, Security Officers, Port Security personnel, Transportation Security Administration officers, Correctional Officers, Emergency Response personnel, U.S. Immigration and Customs Enforcement, U.S. Customs and Border protection.

STEP 2E: VALUE-ADDED OPTIONS – Fill in the name of the partnering college or agency. Specify the credential that students will earn. Under value-added, indicate the number of credits or hours granted. This information is required before a program can be designated as a CTE articulated program of study.

Option	Partner	Credential	Value added for CTE completers
Dual Enrollment
Transcripted Credit
Articulated Credit	Harford Community College	AA in Criminal Justice	3 Credits for Intro to Criminal Justice
University of Maryland University College	BS in Homeland Security and Emergency Management	3 Credits for Intro to Homeland Security OR 3 credits for Concepts of Emergency Management
Frederick Community College	Emergency Management Associate in Applied Science	3 Credits for ID 225, Disaster, Crisis and Emergency Management AND 3 Credits in one of the following depending upon the pathway EM120 Homeland Security (Homeland Security Sciences) CJ 101 Introduction to Criminal Justice (Criminal Justice/Law Enforcement) GIS 101 Introduction to Geographic Information Systems with ArcGIS (Information/Communications Pathway)
Credit by Exam
Advanced Placement
Apprenticeship Approved by MATC*
Certification(s)	Esri	ArcGIS Desktop Entry Exam	ESRI Technical Certification – certification is exam-based, offered at both the Associate and Professional levels, and reflects competence using Esri technology
License
Degree
Other (specify)

*MD Apprenticeship and Training Council

STEP 2F: INDUSTRY-MENTORED PROJECT OR WORK-BASED LEARNING OPPORTUNITIES
Check each box that applies.

PAC members and other industry partners provide supervised WBL experiences and/or industry-mentored projects for all students who demonstrate performance of the competencies necessary to enter into this phase of the program. Supervised work-based learning experiences are required for all students demonstrating readiness to participate. For the few who do not participate, alternative capstone experiences should be provided (i.e., in school work experiences, a culminating project, or another experience comparable in rigor). Each type of work-based learning is defined in the glossary. Job shadowing is not acceptable for credit in a CTE program.

1. Integrated WBL	2. Capstone WBL	3. Registered Apprenticeship
4. Internship	5. Industry-Mentored Project	6. In-school clinic or school-based enterprise

STEP 2G:	STUDENT ORGANIZATIONS PROVIDED TO STUDENTS IN THE PROGRAM – Check each box that applies or specify if “Other” is selected.

Students will develop and apply technical and academic skills, as well as Skills for Success, through participation in:

DECA	FFA	SkillsUSA

FBLA	OTHER (specify)

Law Enforcement Exploration Program

Cadet Program

Youth Academy

STEP 3: COMPLETE THE INSTRUCTIONAL PROGRAM DATA SHEET

Local School System (LSS) and Code:
Name of CTE Local Director:	Phone:
LSS Program Title:	Homeland Security and Emergency Preparedness	CIP Code:

Pathway Options

1.	Homeland Security Sciences
2.	Criminal Justice/Law Enforcement
3.	Information/Communications Technology
4.

INSTRUCTIONAL PROGRAM CREDIT BY GRADE(S)

Credits per year per pathway option as reflected by Course Sequences	9	10	11	12	TOTAL
Homeland Security Sciences	1	1	2	4
Criminal Justice/Law Enforcement	1	2	1	4
Information/Communications Technology	1	1	2	4

Total number of credits for program completion: 4

CAREER AND TECHNOLOGY EDUCATION PROGRAM SITES

Pathway Options	School Name(s) Sites	School Number

Homeland Security and Emergency Preparedness

Foundations of Homeland Security and Emergency Preparedness

(1 Credit)

Homeland Security Sciences Pathway	Criminal Justice/Law Enforcement Pathway	Information/ Communications Technology Pathway
Homeland Security Sciences (1 credit)	Administration of Justice I (1 credit)	Introduction to Geographic Information Systems (1 credit)
Homeland Security Sciences II Research Methods (1 credit)	Administration of Justice II (1 credit)	Advanced Geographic Information Systems and Remote Sensing (1 credit)

Internship/Capstone Experience

(1 credit)