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:
Pathway
Options:
Value Added
Options:
Homeland Security and Emergency Preparedness
1.Homeland Security Sciences
2.Criminal Justice/Law
Enforcement
3.Information/Communications
Technology
yes
no This program provides students the opportunity to earn early college credit. The academic and
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:
CIP Number:
Program:
Fiscal Year:
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:
Title:
Affiliation:
Address1:
Address2:
City, State, Zip:
State:
Phone:
Fax:
Email:
Area of Expertise:
Work-based Learning
Curriculum Development
Role:
Program Development
Other (specify):
Name:
Title:
Affiliation:
Address1:
Address2:
City, State, Zip:
State:
Phone:
Fax:
Email:
Area of Expertise:
Work-based Learning
Curriculum Development
Role:
Program Development
Other (specify):
Name:
Title:
Affiliation:
Address1:
Address2:
City, State, Zip:
State:
Phone:
Fax:
Email:
Area of Expertise:
Work-based Learning
Curriculum Development
Role:
Program Development
Other (specify):
Industry
Representation:
Secondary
Postsecondary
Zip
Skills Standards Validation
Industry
Staff Development
Representation:
Secondary
Postsecondary
Zip
Skills Standards Validation
Industry
Staff Development
Representation:
Secondary
Postsecondary
Zip
Skills Standards Validation
Staff Development
2
Name:
Title:
Affiliation:
Address1:
Address2:
City, State, Zip:
State:
Phone:
Fax:
Email:
Area of Expertise:
Work-based Learning
Curriculum Development
Role:
Program Development
Other (specify):
Industry
Zip
Skills Standards Validation
Name:
Title:
Affiliation:
Address1:
Address2:
City, State, Zip:
State:
Phone:
Fax:
Email:
Area of Expertise:
Work-based Learning
Curriculum Development
Role:
Program Development
Other (specify):
Name:
Title:
Affiliation:
Address1:
Address2:
City, State, Zip:
State:
Phone:
Fax:
Email:
Area of Expertise:
Work-based Learning
Curriculum Development
Role:
Program Development
Other (specify):
Name:
Title:
Affiliation:
Address1:
Address2:
City, State, Zip:
State:
Phone:
Fax:
Email:
Area of Expertise:
Work-based Learning
Curriculum Development
Role:
Program Development
Other (specify):
Representation:
Secondary
Postsecondary
Staff Development
Representation:
Industry
Secondary
Postsecondary
Zip
Skills Standards Validation
Industry
Staff Development
Representation:
Secondary
Postsecondary
Zip
Skills Standards Validation
Industry
Staff Development
Representation:
Secondary
Postsecondary
Zip
Skills Standards Validation
Staff Development
3
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
 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 Professional Competence of Responders to Hazardous Materials Incidents
473-Standard for Competencies for Emergency Medical Service Personnel Responding to Hazardous Materials
Incidents
 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)
 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:

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, 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.
4
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)
Course Description: This course will introduce students to Homeland Security and Emergency Preparedness guidelines,
concepts, and action plans. Emphasis will be placed on unique aspects of public safety and public health. The course will
explore the various methodologies for intelligence gathering and dissemination and will introduce students to various local, state,
and federal assets. Students will prepare an action plan that includes initial notification, emergency response (on and off
scene), and recovery.
Students will:
 Explain the historical and contemporary perspectives and guidelines of Homeland Security.
 Compare cultural and sociological perspectives and how they impact Homeland Security and Emergency
Preparedness.
 Analyze the various elements of Emergency Response and the interrelationship of the emergency response Agencies
and supporting elements in accordance with the guidelines of the National Response Plan.
 Explain the various methodologies used for Intelligence Gathering and Communication.
 Explain the difference between threats to Public Health and threats to Public Safety.
 Demonstrate their personal and community responsibilities in Homeland Security and Emergency Preparedness.
 Explain why they chose a particular Homeland Security and Emergency Preparedness pathway.
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 (1)
Course Description: This course will introduce students to Homeland Security and Emergency Preparedness threats to public
safety and health, decontamination, protection, detection and identification, and planning concepts. Emphasis will be placed on
the utilization of science to protect the public against chemical and biological threats. The course will explore the various
methodologies and capabilities and limitations for individual and collective protection, handheld and fixed detection, and field
sampling and laboratory identification. Students will prepare a chemical and biological incident response plan as an end of
course assessment.
Students will:
 Identify the differences between threats to Public Safety and Public Health and explain the consequence effects to the
human body.
 Analyze the different types of decontamination concepts and determine when each should be employed.
 Describe the various types of protection methods and why each are needed.
 Compare the various detection and identification methods (field instrumentation and laboratory analysis).
 Explain the steps in planning for a chemical or biological incident and the associated response.
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)
5
Course Title: Homeland Security Science Research Methods and Applications (1)
Course Description: This course will focus on developing the student’s scientific research, problem solving and writing skills.
Emphasis will be placed on research and analysis, technical writing, team dynamics, and laboratory analysis and skills. The
course will actively engage the student in market survey techniques, technical publication layout and design, team building skills
and role play, and proper implementation of laboratory instrumentation and equipment.
Students will:
 Analyze key Homeland Security and Emergency Preparedness practices.
 Document a scientific paper through the utilization of technical writing skills.
 Demonstrate interpersonal communication skills and group dynamics.
 Utilize current chemical and biological laboratory equipment in Homeland Security and Emergency Preparedness.
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 class will introduce students to multiple aspects of criminal justice and law enforcement. Students will
explore the criminal process, various forces that impact law enforcement, and the rights of citizens. Students will understand the
difference between juvenile and adult justice, and classifications of different crimes. This class will give students a general
knowledge needed for students to enter various law enforcement careers at the federal, state, and local levels.
Students will:
 Explain the historical development of law enforcement and the judicial system in the United States.
 Analyze the constitutional basis of the American Justice system.
 Delineate the processes of the American Justice 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 impact law enforcement.
 Delineate the rights of citizens during arrest and the judicial process.
 Differentiate between the juvenile justice system and the adult justice system.
 Analyze the code of ethics involved in the administration of Justice.
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)
6
Course Title: Administration of Justice II
Course Description: This class will continue the student’s knowledge of criminal justice and law enforcement. In this course
students will be introduced to evidence collection, analysis, and forensic examination. The role of law enforcement officials as a
first responder will also be discussed as well as the duties of police officers. Students will also identify various careers in law
enforcement.
Students will:
 Delineate the processes of evidence collection, analysis, forensic examination and chain of custody regulations.
 Analyze the impact of organized crime and street gangs on today’s law enforcement professionals.
 Analyze the physical, social and emotional reasons for drug abuse and the societal and personal impact of their abuse
as well as the types of drugs that are abused.
 Evaluate the role of law enforcement as first responders and the required training in first aid, cardiopulmonary
resuscitation, and emergency preparedness.
 Identify the careers available in the American justice system.
 Analyze the role federal law enforcement agencies play in the administration of justice.
 Delineate the processes used in law enforcement activities such as traffic stops, arrests, search and seizure, and
surveillance.
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: S.T.A.R.S. Course 1 – Introduction to Geographic Information Systems and Remote Sensing (.5)
Course Description: This class will introduce students to Geographic Information System (GIS) and Remote Sensing (RS)
technology through academic study and applied instruction. This course is the foundation of the STARS Entry-Level GIS
Technician Certification. Teachers and students will use a locally customized Geographic Information System (GIS) to learn
about their local community. They will use the same data, imagery and software that NASA uses to study their state, county and
school campus.
Students will:
 Be able to manage a GIS project.
 Describe the history of mapping and the place GIS has in its future.
 Manipulate remote sensing data to identify features and analyze data.
 Explain the operation of the Global Positioning System.
 Create and present a GIS project based on local data.
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) Digital Quest will customize assessments and answer keys based on local data.
Licensing exam: (specify)
Certification or credentialing exam: (specify)
Nationally recognized examination: (specify)
7
Course Title: S.T.A.R.S. Course 2 – Skill-Based Training for Geographic Information Systems and Remote Sensing (,5)
Course Description: This course will help the student learn the skills required to work on and/or build a Geographic Information
Systems/Remote Sensing project. Students and teachers will follow a course of hands-on instruction to learn skills ranging from
introductory digital mapping to image analysis. In this second course on the path to STARS Entry-Level GIS Technician
Certification, students are introduced to each skill with a real world application and led in the problem solving process. Followup applied practice application will direct the student to apply acquired skills to cases in the local community using the supplied
data. This repetition will set the stage for further student driven projects.
Students will:
 Manage a data inventory.
 Manipulate and analyze census data using a GIS.
 Create a building site plan using a local data inventory.
 Collect data from a variety of sources to display in a GIS.
 Apply the concepts of Geocoding and Hyperlinks within a GIS.
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) Digital Quest will customize assessments and answer keys based on local data.
Licensing exam: (specify)
Certification or credentialing exam: (specify)
Nationally recognized examination: (specify)
Course Title: S.T.A.R.S. Course 3 – Advanced Skill-Based Training for Geographic Information Systems and Remote
Sensing (.5)
Course Description: This course will continue to help students learn the skills required to work on and/or build a Geographic
Information Systems/Remote Sensing project. Students and teachers will follow a course of hands-on instruction to learn skills
ranging from introductory digital mapping to image analysis. Through Course 1 and Course 2, students learned some of the
basic skills necessary to GIS. In Course 3, students will learn to apply those skills. Students will learn and apply Spatial Analyst
and 3D Analyst. The ArcGIS Spatial Analyst extension allows students to examine the spatial relationships within a specific
area as well as study site suitability. The ArGIS 3D Analyst extension allows students to gain a different perspective on their
environment by modeling surfaces three dimensionally. Students will also learn methods of integrating external hardware in
order to incorporate real time data from GPS units in order to accurately survey their community. Combined with a troubleshooting unit and general review of skills acquired in Course 2, Course 3 can become an invaluable tool.
Students will:
 Apply geospatial tools in solving GIS problems.
 Conduct spatial analysis to determine the relationships that exist within specified areas.
 Integrate external hardware, such as GPS, to incorporate real time data into a GIS.
 Analyze spatial data in three dimensions.
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) Digital Quest will customize assessments and answer keys based on local data.
Licensing exam: (specify)
Certification or credentialing exam: (specify)
Nationally recognized examination: (specify)
8
Course Title: S.T.A.R.S. Course 4 – Geospatial Application Project (.5)
Course Description: This is the fourth and final course in the STARS Certification series. In the beginning of this course,
students will use the Project Management Model to discuss and build a campus-wide base map. Once finished with the base
map, each student selects one of the campus-based projects to complete. Each of the “final” projects are designed to let the
students put their Geospatial skills to use. Each student will need to complete one project and achieve a 70% or higher on the
written STARS exam to become STARS certified.
Students will:
 Follow detailed project implementation steps to plan and create a GIS for the campus based project.
 Interview the stakeholders, identify and/or collect necessary data to be using the project.
 Use GIS software and any necessary tools to gather and manipulate the project data.
 Organize the findings into map layouts and report documents.
 Communicate project findings via oral presentation to school administrators and other relevant parties.
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) STARS Entry-Level GIS Technician Certification
Certification or credentialing exam: (specify)
Nationally recognized examination: (specify)
Course Title: Internship/Capstone Experience
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) STARS Entry-Level GIS Technician Certification
Certification or credentialing exam: (specify)
Nationally recognized examination: (specify)
9
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)
10
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:
Graduation
Requirements
English - 4
Grade 9
Grade 10
CIP Number
(For MSDE Use)
Grade 11
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
*Homeland Security
Science Research
Methods and
Applications (1)
Internship/Capstone
Experience (1)
Foreign Language or
Advanced Tech Ed.
Homeland Security Sciences
Technology Education
-1
Foundations of
Technology
CTE Completer
Program – 4
*concentrator course
Foundations of
Homeland Security and
Emergency
Preparedness (1)
Homeland Security
Science (1)
Foreign Language
Foreign Language or
Advanced Tech Ed.
Foreign Language - 2
and/or
Advanced Tech Ed - 2
Electives
Foreign Language
Living in a
Contemporary World
Environmental Science
Microbiology
Grade 12
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
11
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.
CIP Number
Pathway/Program: Law Enforcement/Criminal Justice
(For MSDE Use)
Graduation
Grade 9
Grade 10
Grade 11
Grade 12
Requirements
English - 4
English 9
English 10
English 11
English 12
Social Studies - 3
World History
US History
Sociology
Mathematics - 3
American
Government
Geometry
Algebra II
Trigonometry
Pre-Calculus
Science - 3
Earth Science
Biology
Chemistry
Biochemistry
Physical Education -.5
Health Education - .5
Fine Arts - 1
Physical
Education/Health
Fine Art
Physical Education
Administration of
Justice I (1)
Internship/Capstone
Experience (1)
Technology Education
-1
CTE Completer
Program – 4
*concentrator course
Foreign Language - 2
and/or
Advanced Tech Ed - 2
Electives
Foundations of
Technology
Foundations of
Homeland Security
and Emergency
Preparedness (1)
Foreign Language
Foreign Language
*Administration of
Justice II (1)
Foreign Language or
Advanced Tech Ed.
Foreign Language or
Advanced Tech Ed.
Living in a
Forensics
Physics
Contemporary World
Law in America
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
12
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.
CIP Number
Pathway/Program: Information/Communications Technology
(For MSDE Use)
Graduation
Grade 9
Grade 10
Grade 11
Grade 12
Requirements
English - 4
English 9
English 10
English 11
English 12
Social Studies - 3
World History
US History
Sociology
Mathematics - 3
American
Government
Geometry
Algebra II
Trigonometry
Pre-Calculus
Science - 3
Earth Science
Biology
Chemistry
Physics
Physical Education -.5
Health Education - .5
Fine Arts - 1
Physical
Education/Health
Fine Art
Physical Education
Technology Education
-1
Foundations of
Technology
CTE Completer
Program – 4
*concentrator course
Foundations of
Homeland Security
and Emergency
Preparedness (1)
S.T.A.R.S. Courses I
and II (1)
*S.T.A.R.S. Courses
III and IV (1)
Foreign Language
Foreign Language or
Advanced Tech Ed.
Internship and
Capstone Experience
(1)
Foreign Language or
Advanced Tech Ed.
Foreign Language - 2
and/or
Advanced Tech Ed - 2
Electives
Foreign Language
Living in a
Geography
AP Statistics
Contemporary World
AP Computer Science
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
13
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:
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
m.
n.
o.
p.
q.
r.
s.
t.
u.
v.
w.
x.
y.
z.
aa.
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.
14
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)
Introduction to Computers
Homeland Security Seminar
World Regional Geography
Introduction to American Studies
Terrorism/Counterterrorism
The Nature of Mathematics
Introduction to Sociology
General Physical Science
Protecting Critical Infrastructure and Key Assets Seminar
Composition and Introduction to Literature 1,2
Semester 3
Semester 4
Cyber Forensics
International Law and Human Rights
Intelligence Analysis and Security Management
War in the American Experience: Unconventional Warfare
National Security Law
Transportation and Border Security
Survey of Weapons of Mass Destruction
War on Drugs
Emergency and Disaster Preparedness Seminar
Maryland and Terrorism
First Responder
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.
15
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)
Introduction to Corrections
Procedural Law and Evidence
Principles of Criminal Law
English Composition
English Composition: Research Writing
American National Government
Introduction to Law
Introduction to Sociology
General Psychology
Physical Education Fitness elective
Physical Education Elective
Semester 3
Semester 4
Interpersonal Communication
Introduction to Information Sciences
Ethics
Criminology
Social Problems
Art/Humanities electives
Bio./Phys. Lab Science elective
Bio./Phys. Science elective
Mathematics 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.
16
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
World Cultures
Ethical Issues in Business and Society
Research Methods
Social Justice in the Urban Community
Criminal Justice Professional Studies
Criminal Justice Elective
Criminal Justice Elective
General Elective
General Elective
Semester 3
Criminological Perspectives
Statistics for the Social Sciences
Police Administration
Criminal Justice Elective
General Elective
Semester 4
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
17
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 Biology
Introduction to Research
Introduction to Professional Writing
Introduction to Writing
Concepts and Applications of Information Technology
Finite Mathematics
Introduction to Humanities
Economics in the Information Age
Introduction to Homeland Security (3)
Recommended Elective
Recommended Elective
Semester 3
Semester 4
Technology in Contemporary Society
Legal and Political Issues of Homeland Security
Introduction to Physical Science
Infrastructure in Homeland Security
Technological Transformations
Homeland Security and International Relations
Media and Society
Homeland Security Response to Critical Incidents
Information Systems in Organizations
Technology in Homeland Security
Strategic Planning in Homeland Security
Homeland Security and Intelligence
Advanced Business Writing
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.
18
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 Biology
Introduction to Research
Introduction to Professional Writing
Introduction to Writing
Concepts and Applications of Information Technology
Finite Mathematics
Digital Media and Society
Economics in the Information Age
Introduction to Humanities
Recommended Elective
Concepts of Emergency Management (3)
Recommended Elective
Semester 3
Semester 4
Technology in Contemporary Society
Political and Policy Issues in Emergency Management
Introduction to Physical Science
Social Dimensions of Disaster
Technological Transformations
Workplace Learning in Emergency Management
Media and Society
Exercise and Evaluation Programs
Information Systems in Organizations
Continuity of Operations Planning and Implementation
Emergency Response Preparedness and Planning
Planning and Response for Catastrophic Disasters
Advanced Business Writing
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.
19
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
Anne Arundel Community
College
Harford Community College
AAS in Homeland Security
Management
AA in Criminal Justice
University of Maryland
University College
BS in Homeland Security and
Emergency Management
Geospatial Center of
Excellence, NASA Stennis
Space Center
GIS/RS Certification
3 Credits for Intro to
Homeland Security
3 Credits for Intro to
Criminal Justice
3 Credits for Intro to
Homeland Security OR
3 credits for Concepts of
Emergency Management
Credit by Exam
Advanced Placement
Apprenticeship
Approved by MATC*
Certification(s)
Recognized by US
Department of Labor
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.
4.
Integrated WBL
Internship
2.
5.
Capstone WBL
Industry-Mentored Project
3.
6.
Registered Apprenticeship
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
FBLA
FFA
SkillsUSA
OTHER (specify)
 Law Enforcement Exploration Program
 Cadet Program
 Youth Academy
20
STEP 3: COMPLETE THE INSTRUCTIONAL PROGRAM DATA SHEET
Local School System (LSS) and Code:
Name of CTE Local Director:
LSS Program Title:
Phone:
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
1. Homeland Security Sciences
2. Criminal Justice/Law Enforcement
3. Information/Communications
Technology
4.
9
10
11
12
TOTAL
1
1
1
2
2
1
4
4
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
21
Homeland Security and Emergency Preparedness
Foundations of Homeland Security and Emergency Preparedness
(1 Credit)
Homeland Security
Sciences Pathway
Criminal Justice/Law
Enforcement Pathway
Homeland Security
Science
(1 credit)
Administration of Justice I
(1 credit)
Homeland Security
Science Research
Methods and Applications
(1 credit)
Administration of Justice II
(1 credit)
Information/
Communications
Technology Pathway
Introduction to Geographic
Information Systems and
Remote Sensing
(.5 credit)
Skill-Based Training for
Geographic Information
Systems and Remote
Sensing
(.5 credit)
Advanced Skill-Based
Training for Geographic
Information Systems and
Remote Sensing
(.5 credit)
Geospatial Application
Project
(.5 credit)
Internship/Capstone Experience
(1 credit)
22