Florida Department of Education
Curriculum Framework 

Program Title:	Emergency Planning and Response
Program Type:	Career Preparatory
Career Cluster:	Government and Public Administration

Secondary – Career Preparatory	
Program Number	8602000	
CIP Number	0743030206	
Grade Level	9-12, 30, 31	
Standard Length	4 credits	
Teacher Certification	Refer to the Program Structure section.	
CTSO	FPSA, SkillsUSA	
SOC Codes (all applicable) 	11-9161 -- Emergency Management Directors	
CTE Program Resources 	http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml	

Purpose 

This program offers a sequence of courses that provides coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers in the Government and Public Administration career cluster; provides technical skill proficiency, and includes competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, technical skills, and occupation-specific skills, and knowledge of all aspects of the Government and Public Administration career cluster. 

Additional Information relevant to this Career and Technical Education (CTE) program is provided at the end of this document.

Program Structure

This program is a planned sequence of instruction consisting of four courses.  

To teach the courses listed below, instructors must hold at least one of the teacher certifications indicated for that course.

The following table illustrates the secondary program structure:

Course Number	Course Title	Teacher Certification	Length	SOC Code	Level	Graduation Requirement	
8602010	Emergency Planning and Response 1	PUB SERV  7  G
LAW ENF  7G
PUB ADM 7 G
FIRE FIGHT 7G	1 credit	11-9161	3		
8602020	Emergency Planning and Response 2		1 credit	11-9161	3		
8602030	Emergency Planning and Response 3		1 credit	11-9161	3		
8602040	Emergency Planning and Response 4		1 credit	11-9161	3		
(Graduation Requirement Abbreviations- EQ= Equally Rigorous Science, PA= Practical Arts, EC= Economics)

Common Career Technical Core – Career Ready Practices

Career Ready Practices describe the career-ready skills that educators should seek to develop in their students.  These practices are not exclusive to a Career Pathway, program of study, discipline or level of education.  Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. 

1. Act as a responsible and contributing citizen and employee. 

2. Apply appropriate academic and technical skills. 

3. Attend to personal health and financial well-being. 

4. Communicate clearly, effectively and with reason. 

5. Consider the environmental, social and economic impacts of decisions. 

6. Demonstrate creativity and innovation. 

7. Employ valid and reliable research strategies. 

8. Utilize critical thinking to make sense of problems and persevere in solving them. 

9. Model integrity, ethical leadership and effective management. 

10. Plan education and career path aligned to personal goals. 

11. Use technology to enhance productivity. 

12. Work productively in teams while using cultural/global competence. 

Standards

After successfully completing this program, the student will be able to perform the following:

Emergency Planning and Response 1
01.0	Identify history, goals and career opportunities in all areas related to first responder careers.
02.0	Demonstrate knowledge of basic emergency planning.
03.0	Demonstrate knowledge of the concepts of public safety.
04.0	Demonstrate an understanding of community-based organizations and their role in emergency preparedness and response.
05.0	Describe procedures to prevent the transmission of blood-borne pathogens, including HIV and Hepatitis B and C.

Emergency Planning and Response 2
06.0	Demonstrate knowledge of the National Response Plan (NRP) and the National Incident Management System (NIMS) related to Homeland Security.
07.0	Demonstrate safety precautions, first aid, and cardiopulmonary resuscitation (CPR) and effective Automated External Defibrillator (AED) use.
08.0	Demonstrate knowledge of the critical infrastructure protection (CIP) process to secure the effective protection of people, physical entities, and cyber systems.
09.0	Demonstrate an understanding of the law and ethics as they relate to first responders.
10.0	Demonstrate knowledge of the concepts and principles of all aspects of communication and the media in a crisis or disaster.  
11.0	Demonstrate knowledge of the concepts of hazardous materials identification, decontamination and treatment protocols.
12.0	Demonstrate knowledge of emergency management leadership and administration concepts.

Emergency Planning and Response 3
13.0	Demonstrate knowledge of search and rescue techniques and protocols.
14.0	Demonstrate knowledge of land, air and water contamination and response.
15.0	Demonstrate knowledge of science (weather, oceanography, geo-sciences, etc.) and its role in natural disasters.  
16.0	Demonstrate knowledge of Armed Services Agencies as first responders.  
17.0	Demonstrate a knowledge of terrorism as it relates to first responders.  
18.0	Demonstrate knowledge of basic concepts of firefighting.

Emergency Planning and Response 4
19.0	Prepare written reports.
20.0	Explain the importance of employability skill and entrepreneurship skills.
21.0	Understand policies and procedures related to public policy and regulatory and records issues.
22.0	Demonstrate an understanding of the psychological impacts, both personal and regional, in first responder situations.  
23.0	Demonstrate an understanding of human diversity.
24.0	Demonstrate knowledge of and participate in disaster practice. 
25.0	Successfully work as a member of a team. 
26.0	Manage time according to a plan. 
27.0	Keep acceptable records of progress, problems and solutions. 
28.0	Plan, organize and carry out a project plan. 
29.0	Manage resources. 
30.0	Carry out a research assignment and document the results of research efforts. 
31.0	Use presentation skills and appropriate media to describe the progress, results and outcomes of the experience. 
32.0	Demonstrate competency in the area of expertise that this project is based upon. 

Florida Department of Education
Student Performance Standards

Course Title: 		Emergency Planning and Response 1
Course Number: 	8602010
Course Credit:	1

Course Description:

This course is designed to develop competencies in first responder situations such as basic emergency planning, concepts of public safety, communication skills, computer literacy, and career-related math.

CTE Standards and Benchmarks	
01.0	Identify history, goals and career opportunities in all areas related to first responder careers. The student will be able to: 	
01.01	Define first responder. 	
01.02	Identify the goals and responsibilities of first responders. 	
01.03	Research the history of first responders. 	
01.04	Identify first responder careers and the prerequisites for job entry. 	
01.05	Analyze trends in job demands for careers as first responders. 	
01.06	Identify informational resources about first responders. 	
01.07	Describe and demonstrate behaviors of physical wellness according to an individual’s abilities. 	
01.08	Discuss the need to self-protect, keeping first responder safety as a priority. 	
01.09	Identify the leadership opportunities, benefits, and awards available through participation in CTSO events, including competition and activities. 	
02.0	Demonstrate knowledge of basic emergency planning. The student will be able to: 	
02.01	Identify and describe key steps in the emergency planning process. 	
02.02	Demonstrate an understanding of vocabulary/terminology used in emergency planning. 	
02.03	Discuss the need for emergency prevention and preparedness. 	
02.04	Distinguish between the various types of emergencies and appropriate planning for each. 	
02.05	Define the levels for various emergencies.  	
02.06	Identify and distinguish between various emergency responses (shelter-in-place, evacuation, quarantine, isolation, etc.). 	
02.07	Identify supplies necessary for and create an emergency supply kit. 	
02.08	Create a family or business emergency plan. 	
02.09	Discuss the role of an engaged citizenry in emergency planning and response. 	
02.10	Develop an evacuation plan for a family, business, or community. 	
02.11	Develop and participate in a local emergency simulation. 	
02.12	Identify agencies that should be involved in emergency planning and describe their roles. 	
02.13	Develop an emergency operations plan; describe its components, and how they relate. 	
02.14	Define hazard mitigation and its role in emergency planning. 	
02.15	Describe the need for appropriate resource allocation in planning for emergencies. 	
02.16	Demonstrate an understanding of the need to plan for domestic animals, livestock, and wild animals in an emergency situation. 	
02.17	Develop an emergency plan for domestic animals, livestock, and wildlife. 	
02.18	Analyze risks affecting animals and their owners relating to emergency situations. 	
03.0	Demonstrate knowledge of the concepts of public safety. The student will be able to: 	
03.01	Define the concept of public safety. 	
03.02	Identify and discuss careers in public safety (first responders) and the prerequisites for job entry. 	
03.03	Describe the roles of individual citizens and public agencies in public safety. 	
03.04	Describe and demonstrate the relationship between preparedness and public safety. 	
03.05	Describe the role of volunteer agencies in public safety. 	
03.06	Demonstrate knowledge of educational requirements, training, and skills in public safety. 	
04.0	Demonstrate an understanding of community-based organizations and their role in emergency preparedness and response. The student will be able to: 	
04.01	Describe the history of volunteer agencies in emergency situations.	
04.02	Identify local community-based organizations and their roles in emergency preparedness and response. 	
04.03	Identify the various careers and volunteer opportunities in community-based organizations and the prerequisites for job entry relating to emergency preparedness and response. 	
04.04	Describe Citizen’s Emergency Response Team (CERT) and its role in emergency response. 	
04.05	Participate/volunteer in a community-based organization involved in emergency preparedness and response (CERT, Red Cross, etc.). 	
05.0	Describe procedures to prevent the transmission of blood-borne pathogens, including HIV and Hepatitis B and C. The student will be able to: 	
05.01	Distinguish between fact and fallacy about the transmission and treatment of diseases caused by blood-borne pathogens, including HIV. 	
05.02	Identify community resources and services available to individuals with diseases caused by blood-borne pathogens. 	
05.03	Identify “at-risk” behaviors that promote the spread of HIV and other blood-borne pathogens and the public education necessary to combat the spread of diseases caused by blood-borne pathogens. 	
05.04	Apply infection control techniques designed to prevent the spread of diseases caused by blood-borne pathogens to the care of all patients following Centers for Disease Control (CDC) guidelines. 	
05.05	Demonstrate knowledge of the legal aspects of HIV infection, including testing. 	

Florida Department of Education
Student Performance Standards

Course Title: 		Emergency Planning and Response 2 
Course Number: 	8602020
Course Credit:	1

Course Description:

This course is designed to develop an understanding of the National Response Plan, the National Incident Management System, critical infrastructure protection process, law and ethics for first responders, communications, and first aid.

CTE Standards and Benchmarks	
06.0	Demonstrate knowledge of the National Response Plan (NRP) and the National Incident Management System (NIMS) related to Homeland Security. The student will be able to: 	
06.01	Describe the history of the Civil Defense System. 	
06.02	Demonstrate an understanding of the history and functions of the Department of Homeland Security. 	
06.03	Define NRP and NIMS. 	
06.04	Demonstrate an understanding of the history and purpose of NRP and NIMS. 	
06.05	List and describe the components of the NIMS approach. 	
06.06	Describe the relationship between the NRP and the NIMS. 	
06.07	Describe the role NRP and NIMS in manmade and natural emergencies. 	
06.08	Describe the role of NRS and NIMS in terrorism. 	
06.09	Identify the ways in which NIMS affects preparedness. 	
06.10	Demonstrate knowledge of how NIMS affects how resources are managed. 	
07.0	Demonstrate safety precautions, first aid, and cardiopulmonary resuscitation (CPR) and effective Automated External Defibrillator (AED) use. The student will be able to: 	
07.01	Complete a self-assessment and explain the role of behavior in preventing emergencies that affect self and others. 	
07.02	Recognize electrical hazards, hazardous materials, and life threatening situations and describe role of first responder in keeping self and others safe in emergencies. 	
07.03	Demonstrate the proper use of personal protective devices and hygiene employed when providing emergency care. 	
07.04	Describe when and demonstrate how to move a victim in an emergency situation. 	
07.05	Demonstrate basic first aid techniques and secure certification. 	
07.06	Apply CPR and secure CPR certification. 	
07.07	Demonstrate effective use of AED and secure AED certification. 	
07.08	Describe citizen and first responder protocols in arriving on the scene of a medical emergency. 	
07.09	Describe citizen and first responder role in using 911 to activate emergency medical system (EMS). 	
08.0	Demonstrate knowledge of the critical infrastructure protection (CIP) process to secure the effective protection of people, physical entities, and cyber systems. The student will be able to: 	
08.01	Demonstrate knowledge of the people, physical entities, and cyber systems that make up critical infrastructure. 	
08.02	Demonstrate knowledge of the basic process for protection of those infrastructures upon which survivability and continuity of operations depend. 	
08.03	Demonstrate knowledge of the roles and responsibilities of local, state, and federal agencies in critical infrastructure protection operations. 	
08.04	Demonstrate knowledge of hazard mapping as a risk assessment tool identifying the locations of critical infrastructure and vulnerable populations. 	
08.05	Demonstrate knowledge of CIP risk assessment within the community and describe the process for reducing vulnerability. 	
08.06	Explain Continuity of Government (COG) – how operations and services of governments at federal, state, and local levels critical to the functioning of the nation’s systems, i.e., public health, safety, and welfare would continue operations after a major incident. 	
09.0	Demonstrate an understanding of the law and ethics as they relate to first responders. The student will be able to:  	
09.01	Demonstrate an understanding of the legal issues related to first responders (Good Samaritan Laws, consent to treat, implied consent to treat, duty to rescue, etc.).  	
09.02	Identify the moral and ethical considerations in an emergency response. 	
09.03	Demonstrate knowledge of the rights of victims and proper procedures used when interacting with them. 	
09.04	Demonstrate knowledge of confidentiality laws. 	
09.05	List the actions that a first responder should take to provide for the safety of individuals and assist in the preservation of the scene of an emergency. 	
09.06	Discuss issues concerning the fundamental components of documentation. 	
09.07	Demonstrate an understanding of our federal system of government and jurisdictional issues relating to first responders. 	
09.08	Cite fundamental theories, facts, concepts, principles and the requirements of relevant federal and state environmental and safety legislation on emergency management organizations and private sector businesses. 	
09.09	Discuss issues of national security versus individual rights and liberties. 	
09.10	Demonstrate knowledge of court decisions relating to post-disaster situations. 	
10.0	Demonstrate knowledge of the concepts and principles of all aspects of communication and the media in a crisis or disaster. The student will be able to: 	
10.01	Describe a public information system as required by NIMS. 	
10.02	Understand the duties of public information officers. 	
10.03	Discuss key elements of a joint information system. 	
10.04	Discuss FEMA’s emergency outreach procedures for insuring that information is complete, accurate, and approved for public release. 	
10.05	Identify protocols/guidelines for providing timely and accurate information to the public when dealing with the media. 	
10.06	Describe the Homeland Security Emergency Function 15. 	
10.07	Demonstrate the use of emergency communications, such as amateur (ex: HAM) radio operation. 	
10.08	Demonstrate knowledge of emerging communication technologies. 	
10.09	Demonstrate how to write an effective press release about emergencies. 	
10.10	Discuss the need to maintain secure warning technologies and mediums. 	
10.11	Demonstrate an understanding of special need populations (ex: non-English speakers, hearing-impaired, sight-impaired, etc.).  	
10.12	Develop a communications plan for a given emergency. 	
10.13	Demonstrate an understanding of current warning and locator communications technology. 	
10.14	Demonstrate understanding of the history of emergency notification systems. 	
10.15	Demonstrate understanding of various emergency notification systems, their function, and interrelationships (Emergency Broadcasting System, Emergency Public Information System, Emergency Alert System, Digital Alert Emergency System, reverse 911, etc.).  	
11.0	Demonstrate knowledge of the concepts of hazardous materials identification, decontamination and treatment protocols. The student will be able to: 	
11.01	Define hazardous material. 	
11.02	Identify careers relating to hazardous materials and the prerequisites for job entry. 	
11.03	Identify potential sources of harm to human health from hazardous materials and explain the primary hazard presented by each. 	
11.04	Identify incompatible chemicals. 	
11.05	Explore methods of eliminating or reducing exposure to environmental toxic agents. 	
11.06	Demonstrate knowledge of basic principles of toxicology. 	
11.07	Demonstrate knowledge of exposure limits to specific toxins. 	
11.08	Demonstrate knowledge of the effects of toxic substances on specific body systems. 	
11.09	Identify potential health hazards relating to chemical exposure. 	
11.10	Identify symbols used to label hazardous materials. 	
11.11	Identify decontamination and treatment procedures for people and equipment. 	
11.12	Demonstrate knowledge of basic control, containment, and confinement procedures. 	
11.13	Demonstrate the steps for approaching and managing a hazardous scene while providing for personal, team, and bystander safety. 	
11.14	Identify and demonstrate the use of personal protective equipment as it relates to hazardous materials. 	
11.15	Demonstrate understanding of OSHA policies regarding hazardous substances in emergency-prone areas. 	

Florida Department of Education
Student Performance Standards

Course Title: 		Emergency Planning and Response 3
Course Number: 	8602030
Course Credit:	1

CTE Standards and Benchmarks	
12.0	Demonstrate knowledge of emergency management leadership and administration concepts. The student will be able to:  	
12.01	Define emergency management. 	
12.02	Discuss the history of emergency management. 	
12.03	Demonstrate an understanding of the historical role that politics has played in emergency response. 	
12.04	Identify careers available within emergency management and the prerequisites for job entry. 	
12.05	Describe the basic organizational structure common to/used in emergency management, interagency cooperation and coordination in an emergency. 	
12.06	Define the basic role and command of the incident commander and staff. 	
12.07	Describe how various charitable, private, and government agencies interact in an emergency. 	
12.08	Describe how local, county, state, and federal agencies interact in an emergency. 	
13.0	Demonstrate knowledge of search and rescue techniques and protocols. The student will be able to:  	
13.01	Identify careers relating to search and rescue and the prerequisites for job entry. 	
13.02	Describe the various search and rescue operations (wilderness, urban, combat, air-sea, mass rescue operations, cave, etc.). 	
13.03	Identify the four areas of specialization for the Urban Search and Rescue Task Force (search, rescue, technical, and medical personnel). 	
13.04	Identify various government agencies’ roles in civilian search and rescue. 	
13.05	Describe the role of volunteers and volunteer organizations in search and rescue operations. 	
13.06	Demonstrate knowledge of wilderness tracking skills. 	
13.07	Demonstrate use of global positioning systems (GPS). 	
13.08	Demonstrate knowledge of the various skills, responsibilities, and equipment used in search and rescue. 	
13.09	Describe and discuss various types of alerting devices and systems (911, locator beacons, Morse code, signal flags, flares, etc.). 	
13.10	Describe search methods used in various types of search and rescue operations. 	
13.11	Discuss the role of satellites in search and rescue operations, including NOAA’s Search and Rescue Satellite-Aided Tracking System (SARSAT). 	
13.12	Identify the role and specific uses of animals as first responders. 	
13.13	Identify basic training and certification for search and rescue animals and their trainers. 	
14.0	Demonstrate knowledge of land, air and water contamination and response. The student will be able to: 	
14.01	Demonstrate knowledge of the history of contamination disasters and official responses to them. 	
14.02	Demonstrate knowledge of the impacts of land, air, and water contamination on the environment. 	
14.03	Discuss the origins of land, air, and water contamination. 	
14.04	Identify national, state, and local emergency response agencies and departments and their roles in contamination emergencies. 	
14.05	Discuss the role of the military in contamination emergencies. 	
14.06	Discuss the responsibilities of individuals to prevent contamination of the environment. 	
14.07	Discuss the responsibilities of industry to prevent contamination of the environment. 	
14.08	Discuss the responsibilities of industry and government in clean-ups. 	
14.09	Discuss the role of advocacy groups in response to environmental contamination. 	
14.10	Discuss the role of politics in making response decisions. 	
15.0	Demonstrate knowledge of science (weather, oceanography, geo-sciences, etc.) and its role in natural disasters. The student will be able to: 	
15.01	Identify careers in natural sciences relating to first responders and the prerequisites for job entry. 	
15.02	Define and describe the various types of natural disasters. 	
15.03	Describe the weather and geophysical conditions that lead to various types of weather emergencies (wildfires, tornadoes, etc.).  	
15.04	Demonstrate an understanding of the role meteorology plays in prediction and preparedness for weather emergencies. 	
15.05	Demonstrate an understanding of the various regional and seasonal weather patterns and the role they play in natural disasters. 	
15.06	Demonstrate knowledge of historical natural disasters and the human response to each. 	
16.0	Demonstrate knowledge of Armed Services Agencies as first responders. The student will be able to: 	
16.01	Identify first responder careers in the military and the prerequisites for job entry. 	
16.02	Identify the role of the National Guard in emergency response. 	
16.03	Identify the role of the National Guard in community service. 	
16.04	Demonstrate an understanding of the relationship between the state National Guard and the state government in emergency situations. 	
16.05	Demonstrate knowledge of the role of the military in providing technical support and assistance to first responders in emergency situations, including civil unrest. 	
16.06	Demonstrate knowledge of the role of the military in establishing and maintaining control during emergency situations including civil unrest. 	
16.07	Demonstrate knowledge of the role of the military in abating the consequences of a terrorist attack. 	
17.0	Demonstrate a knowledge of terrorism as it relates to first responders. The student will be able to: 	
17.01	 Define terrorism and related terms. 	
17.02	Identify and discuss the chief characteristics of terrorist activities. 	
17.03	Identify careers in homeland security as they relate to terrorism and the prerequisites for job entry. 	
17.04	Demonstrate knowledge of the history of domestic and international terrorism. 	
17.05	Provide an overview of terrorist groups and activities in the United States. 	
17.06	Demonstrate knowledge of the legal issues related to terrorism. Identify basic terms and definitions associated with Chemical, Biological, Radiological, Nuclear, and Explosive (CBRNE) Hazards. 	
17.07	Discuss the need to self-protect, keeping first responder safety as a priority. 	
17.08	Discuss the role of first responders with regard to terrorism. 	
17.09	Discuss the role of a crisis negotiation team and participate in a simulated emergency situation. 	
17.10	Discuss the role of international agencies in combating terrorism (Interpol). 	
17.11	Discuss the need to recognize the presence of and identify criminal activity or terrorism in an emergency.  	
17.12	Discuss the role of counter-intelligence and technology in deterring terrorism. 	
17.13	Demonstrate knowledge of the psychological impact of a terrorist event. 	
17.14	Demonstrate an understanding of the terrorist profile. 	
17.15	Demonstrate an understanding of attack-vulnerability factors. 	
17.16	Identify chief characteristics of potential terrorist threats. 	
18.0	Demonstrate knowledge of basic concepts of firefighting. The student will be able to: 	
18.01	Identify career opportunities in firefighting and the prerequisites for job entry. 	
18.02	Identify training and skills necessary for firefighting. 	
18.03	Describe the departmental organizational structure of firefighting and specific duties of employees. 	
18.04	Demonstrate an understanding of different fire regulations at local, state, and federal levels. 	
18.05	Classify the four types of fire and the methods of fighting each. 	
18.06	Demonstrate an understanding of volunteer and community participation in firefighting. 	
18.07	Describe the fire triangle: oxygen, fuel, and heat. 	
18.08	Demonstrate knowledge of the concepts of fire hazards. 	
18.09	Demonstrate an understanding of the role of EMT in firefighting. 	
18.10	Describe and demonstrate behaviors of physical wellness according to an individual’s abilities. 	
18.11	Discuss different types of carriers and techniques for removing an unconscious or disabled victim from a dangerous situation. 	
18.12	Develop a personal fire safety plan. 	

Florida Department of Education
Student Performance Standards

Course Title: 		Emergency Planning and Response 4
Course Number: 	8602040
Course Credit:	1

Course Description:

This course is designed to develop competencies in employability skills, understanding public policy and regulatory issues, the psychological impacts of dealing with death and injuries, understanding of human diversity and.  The student will develop and produce a capstone project based on an extensive research activity in emergency planning and response and also plan participate in mock disasters. 

CTE Standards and Benchmarks	
19.0	Prepare written reports. The student will be able to: 	
19.01	Identify the who-what-when-where-why-how elements of a report. 	
19.02	Use vocabulary related to first responders correctly. 	
19.03	Describe the purpose of different types of reports. 	
19.04	Write a report with accuracy, completeness, conciseness, objectivity, and clarity and use proper grammar, spelling, punctuation and legibility. 	
19.05	Identify and locate state statutes.	
20.0	Explain the importance of employability skill and entrepreneurship skills. The student will be able to:	
20.01	Identify and demonstrate positive work behaviors needed to be employable. 	
20.02	Develop personal career plan that includes goals, objectives, and   strategies. 	
20.03	Examine licensing, certification, and industry credentialing requirements. 	
20.04	Maintain a career portfolio to document knowledge, skills, and experience. 	
20.05	Evaluate and compare employment opportunities that match career goals. 	
20.06	Identify and exhibit traits for retaining employment.	
20.07	Identify opportunities and research requirements for career advancement.	
20.08	Research the benefits of ongoing professional development. 	
20.09	Examine and describe entrepreneurship opportunities as a career planning option.	
21.0	Understand policies and procedures related to public policy and regulatory and records issues. The student will be able to: 	
21.01	 Demonstrate understanding of Occupational Safety and Health Administration (OSHA) policies as they pertain to first responders. 	
21.02	Demonstrate an understanding of the regulations regarding record keeping as they relate to first responders. 	
21.03	Demonstrate understanding of regulations regarding the training of first responders. 	
21.04	Demonstrate understanding of the Stafford Disaster Relief and Emergency Assistance Act.  	
21.05	Simulate the process of applying for federal disaster assistance in a given situation. 	
21.06	Identify the elements of next-of-kin notification policies. 	
22.0	Demonstrate an understanding of the psychological impacts, both personal and regional, in first responder situations. The student will be able to: 	
22.01	Summarize possible emotional reactions that a first responder may experience when faced with trauma and death. 	
22.02	Discuss the possible reactions that family members may exhibit when confronted with trauma and death. 	
22.03	Explain the steps in the first responder’s approach to dealing with a family confronted with death and dying. 	
22.04	Discuss the psychological effects on a community that has been struck by a disaster, especially the effects of stress and the factors that cause it. 	
22.05	Discuss methods of reducing/alleviating stress during and after crises and disasters. 	
22.06	Analyze and discuss the communal reaction to public policy responses to disaster. 	
23.0	Demonstrate an understanding of human diversity. The student will be able to: 	
23.01	Identify cultural factors that may affect human relations and perceptions in emergency situations. 	
23.02	Demonstrate an understanding of methods of communication that may enhance cooperation in culturally diverse communities. 	
24.0	Demonstrate knowledge of and participate in disaster practice. The student will be able to: 	
24.01	Perform a disaster scene assessment and plan appropriate response. Participate in “tabletop” simulation activities. 	
24.02	Plan and participate in a mock disaster drill. 	
25.0	Successfully work as a member of a team. The student will be able to:  	
25.01	Accept responsibility for specific tasks in a given situation. 	
25.02	Document progress, and provide feedback on work accomplished in a timely manner. 	
25.03	Complete assigned tasks in a timely and professional manner. 	
25.04	Reassign responsibilities when the need arises. 	
25.05	Complete daily tasks as assigned on one’s own initiative. 	
26.0	Manage time according to a plan. The student will be able to:  	
26.01	Set realistic time frames and schedules. 	
26.02	Keep a written time sheet of work accomplished on a daily basis. 	
26.03	Meet goals and objectives set by the team. 	
26.04	Identify individual priorities. 	
26.05	Complete a weekly evaluation of accomplishments, and reevaluate goals, objectives and priorities as needed.	
27.0	Keep acceptable records of progress, problems and solutions. The student will be able to:  	
27.01	Develop a record keeping system in the form of a log book to record daily progress. 	
27.02	Use a project journal to identify problem statement 	
27.03	Develop a portfolio of work accomplished to include design drawings, research, drawings and plans, models, mock-ups and prototypes. 	
28.0	Plan, organize and carry out a project plan. The student will be able to:  	
28.01	Determine the scope of a project. 	
28.02	Organize the team according to individual strengths. 	
28.03	Assign specific tasks within a team. 	
28.04	Determine project priorities. 	
28.05	Identify required resources. 	
28.06	Plan research, development, design, construction and manufacturing activities as required. 	
28.07	Carry out the project plan to successful completion. 	
29.0	Manage resources. The student will be able to:  	
29.01	Identify required resources for each stage of the project plan. 	
29.02	Determine the methods needed to acquire needed resources. 	
29.03	Demonstrate good judgment in the use of resources. 	
29.04	Recycle and reuse resources where appropriate. 	
29.05	Demonstrate an understanding of proper legal and ethical waste disposal. 	
30.0	Carry out a research assignment and document the results of research efforts. The student will be able to:  	
30.01	Identify the basic research needed to develop the project plan. 	
30.02	Identify available resources for completing background research required in the project plan. 	
30.03	Demonstrate the ability to locate resource materials in a library, data base, internet and other research resources. 	
30.04	Demonstrate the ability to organize information retrieval. 	
30.05	Demonstrate the ability to prepare a topic outline. 	
30.06	Write a draft of the research report. 	
30.07	Edit and proof the research report. Use proper form for a bibliography, footnotes, quotations and references. 	
30.08	Prepare an electronically composed research paper in proper form. 	
30.09	Conduct a research experiment. 	
30.10	Complete a laboratory report on the experiment, documenting results, data and observations. 	
30.11	Prepare a display of the experiment to include a title, problem statement, hypothesis, material list, procedure, results and observations, data tables and or graphs and charts, illustrations of the procedure, models, mock ups, devices or fixtures required conclusion safety statements and an abstract. 	
31.0	Use presentation skills and appropriate media to describe the progress, results and outcomes of the experience. The student will be able to:  	
31.01	Prepare a multi-media presentation on the completed project. 	
31.02	Make an oral presentation, using multi-media materials. 	
31.03	Review the presentation, and make changes in the delivery method(s) to improve presentation skills. 	
32.0	Demonstrate competency in the area of expertise that this project is based upon. The student will be able to:  	
32.01	Demonstrate a mastery of the content of the selected subject area. 	
32.02	Demonstrate the ability to use related technological tools, materials and processes related to the specific program area. 	
32.03	Demonstrate the ability to apply the knowledge, experience and skill developed in the previous program completion to the successful completion of this demonstration. 	
32.04	Demonstrate the acquisition of additional knowledge, skill and experience in one area of the selected field of study beyond the program standards.	

Additional Information

Laboratory Activities

Laboratory investigations that include scientific inquiry, research, measurement, problem solving, emerging technologies, tools and equipment, as well as, experimental, quality, and safety procedures are an integral part of this career and technical program/course. Laboratory investigations benefit all students by developing an understanding of the complexity and ambiguity of empirical work, as well as the skills required to manage, operate, calibrate and troubleshoot equipment/tools used to make observations. Students understand measurement error; and have the skills to aggregate, interpret, and present the resulting data. Equipment and supplies should be provided to enhance hands-on experiences for students.

Florida Standards for English Language Development (ELD)
English language learners communicate for social and instructional purposes within the school setting. ELD.K12.ELL.SI.1

English Language Development (ELD) Standards Special Notes:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting.   For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: http://www.cpalms.org/uploads/docs/standards/eld/SI.pdf.
For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition at sala@fldoe.org .

Career and Technical Student Organization (CTSO)

Florida Public Service Association (FPSA) and SkillsUSA are the inter-curricular career and technical student organizations providing leadership training and reinforcing specific career and technical skills. Career and Technical Student Organizations provide activities for students as an integral part of the instruction offered. 

Cooperative Training – OJT

On-the-job training is appropriate but not required for this program. Whenever offered, the rules, guidelines, and requirements specified in the OJT framework apply. 

Accommodations

Federal and state legislation requires the provision of accommodations for students with disabilities as identified on the secondary student’s Individual Educational Plan (IEP) or 504 plan or postsecondary student’s accommodations’ plan to meet individual needs and ensure equal access. Accommodations change the way the student is instructed. Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology and special communication systems. Documentation of the accommodations requested and provided should be maintained in a confidential file.

In addition to accommodations, some secondary students with disabilities (students with an IEP served in Exceptional Student Education (ESE)) will need modifications to meet their needs. Modifications change the outcomes or what the student is expected to learn, e.g., modifying the curriculum of a secondary career and technical education course. Note: postsecondary curriculum and regulated secondary programs cannot be modified.

Some secondary students with disabilities (ESE) may need additional time (i.e., longer than the regular school year), to master the student performance standards associated with a regular course or a modified course.  If needed, a student may enroll in the same career and technical course more than once.  Documentation should be included in the IEP that clearly indicates that it is anticipated that the student may need an additional year to complete a Career and Technical Education (CTE) course.  The student should work on different competencies and new applications of competencies each year toward completion of the CTE course.  After achieving the competencies identified for the year, the student earns credit for the course.  It is important to ensure that credits earned by students are reported accurately.  The district’s information system must be designed to accept multiple credits for the same course number for eligible students with disabilities.

Additional Resources

For additional information regarding articulation agreements, Bright Futures Scholarships, Fine Arts/Practical Arts Credit and Equivalent Mathematics and Equally Rigorous Science Courses please refer to:
http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml