1. (a) Implementation.

   1. (1) The provisions of this section may be implemented by school districts beginning with the 2026-2027 school year.
   2. (2) School districts shall implement the employability skills student expectations listed in §127.15(d)(1) of this chapter (relating to Career and Technical Education Employability Skills) as an integral part of this course.
2. (b) General requirements. This course is recommended for students in Grades 9-12. Students shall be awarded one credit for successful completion of this course.

3. (c) Introduction.

   1. (1) Career and technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.
   2. (2) The Law and Public Service Career Cluster focuses on planning, managing, and providing legal services, public safety, protective services, and homeland security, including professional and technical support services.
   3. (3) Foundations of Fire Protection provides students with an overview of opportunities and foundational knowledge and skills needed for careers in fire service. Students explore the history of fire science and structure of fire departments and are introduced to basic chemistry, physics, and classifications of fires; extinguishing methods; and firefighting equipment. Additionally, the course reviews employment requirements and certification processes for careers in fire science.
   4. (4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations that foster leadership and career development in the profession such as student chapters of related professional associations.
   5. (5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

4. (d) Knowledge and skills.

   1. (1) The student examines the importance of developing specific, measurable, achievable, realistic, time-bound (SMART) goals and action plans that are aligned with physical ability, age, education, and certification requirements for fire service employment and career advancement. The student is expected to:

      1. (A) identify and explain the process for developing a SMART goal, including identifying a specific goal, establishing measurable benchmarks for the goal, ensuring the goal is achievable and relevant to desired outcomes, and creating a realistic timeline to achieve the goal;
      2. (B) explain benefits of identifying SMART goals, including process, outcome, and performance goals, for fire science professionals and how SMART goals can contribute to career advancement, performance improvement, and operational effectiveness; and
      3. (C) describe tasks for creating an action plan to achieve a SMART goal, including clarifying the goal, brainstorming action steps, prioritizing tasks, setting timelines, anticipating obstacles, and monitoring progress.

   2. (2) The student examines employment requirements for various fire service careers. The student is expected to:

      1. (A) identify employment requirements and job roles and responsibilities for private sector fire service careers, including insurance investigators, fire alarm technicians, fire sprinkler contractors, wildland firefighters, fire protection engineers, refinery firefighters, and industrial firefighters;
      2. (B) identify employment requirements and job roles and responsibilities for various municipal fire service careers, including firefighter, fire inspector, fire marshal, dispatcher, paramedic, emergency medical technician, and public education specialist;
      3. (C) identify employment requirements and job roles and responsibilities for various State of Texas fire service careers, including state fire marshal, fire inspector, arson investigator, wildland firefighter, and education specialist;
      4. (D) identify employment requirements and job roles and responsibilities for various federal fire service careers, including military firefighter, wildland firefighter, heavy equipment operator, fire and explosion investigator, and education specialist; and
      5. (E) describe common employment processes used in selecting public sector firefighters, including applications, written tests, physical agility tests, psychological evaluations, background investigations, interview boards, and medical examinations.

   3. (3) The student understands the role of the Texas Commission on Fire Protection (TCFP). The student is expected to:

      1. (A) describe the firefighter certification process in Texas as required by the TCFP;
      2. (B) differentiate between education, training, and certification requirements established by the TCFP; and
      3. (C) explain the role of the TCFP in the firefighter certification process, including developing training standards, developing certification tests, administering tests, issuing certifications, auditing firefighter continuing education to maintain certification, auditing fire departments, certifying fire training facilities, and maintaining firefighter certification records.
   4. (4) The student recognizes the different types of communication used within the fire service. The student is expected to explain the five modes of communication used in the fire service, including face-to-face, written, radio, telephone, and electronic communication.

   5. (5) The student understands the use of communication techniques to effectively engage with stakeholders. The student is expected to:

      1. (A) explain and demonstrate key elements of adaptive communication, including active listening, interpersonal intelligence, communication style, and observational skills;
      2. (B) analyze the importance of adaptive communication in the fire service to enhance communication with stakeholders;
      3. (C) describe effective interpersonal skills that support effective teamwork in fire service, including active listening, time management, self-discipline, resilience, and interpersonal intelligence; and
      4. (D) describe conflict resolution strategies, including avoiding, competing, accommodating, compromising, and collaborating, and how they may be applied in fire service team dynamics and operational settings.

   6. (6) The student examines legal obligations and ethical behaviors associated with fire service careers. The student is expected to:

      1. (A) discuss the impact of social media, peer influence, drug use, and criminal history on employability in fire science careers;
      2. (B) identify and analyze the role of each of the four Texas State Fire Service agencies: Texas Commission on Fire Protection (TCFP); Texas State Fire Marshal's Office (SFMO); Texas A & M Forest Service (TFS); and Texas A&M Engineering Extension Service (TEEX);
      3. (C) identify and compare professional codes of ethics relevant to fire service, including the Firefighter Code of Ethics developed by the National Society of Executive Fire Officers (NSEFO) and the Congressional Fire Services Institute (CFSI) and the International Association of Fire Chiefs (IAFC) Fire Service Code of Ethics;
      4. (D) discuss how the legal concept of "Duty to Act" is applied in Texas and impacts fire service professionals; and
      5. (E) describe the Texas Good Samaritan Act as defined in Texas Civil Practice and Remedies Code, §74.151, and explain its relevance to fire service professionals and civil liability protection.

   7. (7) The student examines the evolution of the fire service and explains the impact of fire on the development of fire laws, codes, and standards. The student is expected to:

      1. (A) summarize key milestones and technological advancements and how roles have evolved over time in fire science;
      2. (B) differentiate between local, state, and federal fire laws; model codes; and National Fire Protection Association (NFPA) standards, and explain their roles in regulating fire service operations; and
      3. (C) explain how fire losses have influenced the development of national building and fire codes and NFPA standards.

   8. (8) The student examines firefighting apparatus, personal protective equipment (PPE), appliances, tools, and hoses used by various fire departments. The student is expected to:

      1. (A) identify and describe different types of structural firefighting apparatus used by municipal fire departments, including fire engines, aerial ladder trucks, quint trucks, tiller trucks, and heavy rescue vehicles;
      2. (B) identify and describe different types of wildland firefighting apparatus, including wildland engines, brush trucks, and water tenders;
      3. (C) identify and describe different types of aircraft rescue firefighting apparatus, including rotary blade aircraft and fixed-wing aircraft;
      4. (D) identify and describe structural, wildland, and aircraft firefighting PPE;
      5. (E) identify and explain the purpose of common appliances used by structural firefighters, including wyes, water-thieves, siamese valves, smooth-bore nozzles, different types of fog nozzles, and hydrant valves;
      6. (F) identify and explain the purpose of common tools used by structural firefighters, including Halligan bars, axes, pike poles, ladders, hydrant wrenches, spanner wrenches, saws, and rescue tools;
      7. (G) identify and explain the purpose of common tools used by wildland firefighters, including the McLeod tool, flapper, Pulaski tool, fire rake, and saws; and
      8. (H) differentiate among various hoses used by structural and wildland firefighters.

   9. (9) The student researches the Community Risk Reduction (CRR) process. The student is expected to:

      1. (A) define CRR;
      2. (B) describe how a Community Risk Assessment (CRA) impacts the development of a CRR plan;
      3. (C) identify and explain the role of key CRR stakeholders, including the lead agency, CRR coordinator, planning group, risk manager, fire chief, and community leaders;
      4. (D) describe the United States Fire Administration's 5 E's strategies for CRR, including education, engineering, enforcement, economic incentives, and emergency response; and
      5. (E) explain how community, state, and federal governments use CRAs.

   10. (10) The student researches the National Incident Management System (NIMS) and Incident Command System (ICS). The student is expected to:

       1. (A) describe the purpose of NIMS, including common terminology, management by objectives, span of control, resource management, command structure, modular organization, incident action planning, integrated communications, and accountability; and
       2. (B) identify and explain components of the ICS structure, including the Incident Commander (IC), finance, logistics, operations, planning, command posts, public information, liaison officers, safety officers, and emergency operations centers.

   11. (11) The student examines common hierarchical structure of a fire department. The student is expected to:

       1. (A) explain the concept of authority having jurisdiction (AHJ);
       2. (B) describe the common hierarchical structure of a fire department; and
       3. (C) describe the roles and responsibilities of the fire chief.

   12. (12) The student examines various support functions within a fire department. The student is expected to:

       1. (A) identify and describe support functions provided by the fire prevention division, including code enforcement, public education, cause and origin investigation, arson and explosion investigation, background investigation, internal affairs investigation, and public information;
       2. (B) identify and describe support functions provided by fire service special operations teams, including hazardous materials response, high-angle rescue, swift water rescue, confined-space rescue, and urban search and rescue;
       3. (C) identify and describe support functions provided by the fire training division, including recruiting, hiring, and training recruits for initial TCFP certification and providing continuing education training;
       4. (D) identify and describe support functions provided by the equipment maintenance division, including vehicle repairs, service, and testing;
       5. (E) describe the core responsibilities of 911 communication centers, including receiving emergency and non-emergency calls, dispatching response units, maintaining contact with dispatched units, and coordinating with other agencies; and
       6. (F) describe the core responsibilities of the Office of Emergency Management.

   13. (13) The student examines basic principles of fire science, including the chemistry and physics of combustion, methods of heat transfer, and stages of fire development. The student is expected to:

       1. (A) define fire;
       2. (B) identify and list the components of the fire triangle and fire tetrahedron;
       3. (C) describe the physical characteristics of the three states of matter: solid, liquid, and gas;
       4. (D) differentiate between an oxidizing agent and a fuel;
       5. (E) explain the process of pyrolysis and its role in fire development;
       6. (F) define the terms "fuel rich" and "fuel lean" in relation to the flammable range of a gas;
       7. (G) analyze the difference between temperature and heat;
       8. (H) differentiate between ignition temperature and flash point;
       9. (I) define specific gravity and explain its relevance to fire suppression and hazardous materials;
       10. (J) define vapor density and describe its significance in fire and hazardous materials incidents;
       11. (K) describe the stages of fire development, including incipient, growth, free-burning, and decay;
       12. (L) differentiate between flashover and backdraft; and
       13. (M) explain the three primary methods of heat transfer (conduction, convection, and radiation), and describe the role of direct flame contact in fire spread.

   14. (14) The student examines classifications of fire and extinguishing methods. The student is expected to:

       1. (A) identify the five classifications of fire: Class A, B, C, D, and K; and
       2. (B) describe various extinguishing methods for each classification of fire.

   15. (15) The student researches basic components of a municipal water supply system. The student is expected to:

       1. (A) identify the basic components of a municipal water supply system, including water sources, treatment facilities, elevated and in-ground storage tanks, pumps, distribution networks, and fire hydrants;
       2. (B) identify various types of fire hydrants, including dry barrel hydrants and wet barrel hydrants; and
       3. (C) explain the purpose of fire hydrant color coding.

Source Note:The provisions of this §127.752 adopted to be effective May 11, 2026, 51 TexReg 3114.