| (A) demonstrate the use of the force continuum in simulated
situations requiring varied degrees of force;
(B) explain the guidelines and restrictions imposed
by state and federal governments related to the use of deadly force;
(C) identify the legal authority for the use of force;
(D) analyze and evaluate the use of less-than-lethal
use of force; and
(E) analyze and evaluate the use of deadly force.
(14) The student describes procedures designed to safely
transport a person in custody. The student is expected to:
(A) demonstrate a search of an individual incidental
to an arrest;
(B) demonstrate the procedures for transporting a person
without violating personal rights or jeopardizing personal safety;
(C) demonstrate different methods of restraining a
person being transported; and
(D) discuss transporting non-custodial persons and
juveniles.
(15) The student conducts interviews and interrogations
of individuals ensuring protection of rights as outlined in the U.S.
Constitution. The student is expected to:
(A) demonstrate interviewing and interrogation techniques;
and
(B) simulate interviews of rape victims, child witnesses,
and child victims.
(16) The student investigates and documents a motor
vehicle accident. The student is expected to:
(A) record simulated crash scene evidence using standard
report procedures;
(B) analyze simulated crash scene evidence using standard
laws, regulations, and procedures;
(C) perform mathematical calculations using speed,
velocity, time, and distance;
(D) draw scale diagrams of simulated collisions using
templates; and
(E) interpret crash scene evidence.
(17) The student recognizes law enforcement roles in
preparedness and response systems for disaster situations. The student
is expected to:
(A) demonstrate knowledge of the incident command system;
(B) coordinate with response partners from all levels
of government and with the private sector;
(C) evaluate incident command system applications,
organizational principles and elements, positions and responsibilities,
facilities and functions, and planning; and
(D) apply Federal Emergency Management Agency Incident
Command Structure to a simulated scenario.
(18) The student explores procedures for handling and
managing explosives and hazardous material incidents. The student
is expected to:
(A) identify and classify hazardous materials;
(B) respond to a simulated situation involving explosive
materials using protocols and procedures designed to maintain personal
and public safety;
(C) explain procedures for responding to reports of
bomb threats and suspicious objects;
(D) conduct a simulated building and property search
to locate explosive devices and materials; and
(E) explain procedures for responding to hazardous
material incidents.
(19) The student examines law enforcement functions
regarding critical infrastructure protection from potential terrorist
and natural disaster threats. The student is expected to:
(A) analyze critical infrastructure protection techniques;
and
(B) develop a plan for protecting a potential target.
(20) The student explores new and emerging technologies
in law enforcement. The student is expected to:
(A) research new technologies used in law enforcement
such as robots to diffuse potential explosives; and
(B) explain the importance of continuing education
in law enforcement.
(21) The student evaluates patrol procedures and response
to calls for service encountered by first responders. The student
is expected to:
(A) demonstrate the legal justification and the application
of probable cause for first responders' actions during a response
to a suspected offense or an actual offense;
(B) simulate conducting a misdemeanor and a high-risk
traffic stop;
(C) analyze pursuit procedures such as incidents involving
vehicles, motorcycles, and foot pursuits;
(D) simulate responding to a delayed crime and a crime
in progress;
(E) simulate conducting a building search;
(F) simulate conducting an arrest with a warrant or
a warrantless arrest;
(G) differentiate procedures when responding with one-person
units, two-person units, multiple units, other agency units, and specialized
units such as air, K-9, and undercover operations;
(H) compare patrol responses when responding to offenses
on-view, dispatched calls, and public information requests; and
(I) demonstrate the importance of being safety conscious
when in the role of being a first responder.
(22) The student evaluates the importance of first
responders in developing a positive community relationship. The student
is expected to:
(A) explore the development of community policing in
the United States;
(B) evaluate the role of school resource officers;
(C) evaluate the role of neighborhood service officers;
(D) evaluate the role of crime prevention officers
such as McGruff Safe Kids, neighborhood watch programs, store front
officers, and citizens on patrol;
(E) evaluate the responsibilities of the public information
officer; and
(F) conduct a crime prevention analysis.
(23) The student demonstrates procedures in investigating
a crime scene. The student is expected to:
(A) identify the legal requirements for first responders
to enter, remain, release, and return to a crime scene;
(B) demonstrate procedures prior to entering a crime
scene and securing a crime scene;
(C) demonstrate procedures in conducting a proper search
of a crime scene for evidence such as using a strip-line search, grid-quadrant
search, zone-wheel search, spiral search, or base-line search;
(D) demonstrate procedures for marking and collecting
evidence found in a crime scene;
(E) demonstrate procedures for measuring and sketching
evidence and important landmarks in a crime scene;
(F) demonstrate procedures for photographing the crime
scene and evidence during the process of investigating a crime scene,
including wide angle, mid-range, spatial relationship, and close-up
photographs; and
(G) demonstrate chain of custody and proper packaging
of various types of evidence for transportation.
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