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 10-12. Recommended prerequisite: Principles of Law, Public Safety, Corrections, and Security. 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) Disaster Response includes basic training in disaster survival and rescue skills that improve the ability of citizens to survive until responders or other assistance arrives. Students receive education and training to make communities safer, stronger, and better prepared to respond to public health issues and threats of various disasters, terrorism, and crime.
   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 functions of the community emergency response team (CERT) and the CERT's role during disasters. The student is expected to:

      1. (A) analyze and compare roles and functions of CERT members before, during, and after a disaster;
      2. (B) analyze how CERT members respond to various types of hazards commonly present in disasters, including their roles in mitigation, response, and recovery; and
      3. (C) analyze state and local laws that protect first responders, including CERT members, during emergency operations.

   2. (2) The student examines various disaster situations. The student is expected to:

      1. (A) classify types of disasters, including man-made and natural; and
      2. (B) identify common causes of disasters, including accidental causes, weather, and acts of human conflict, including domestic terrorism.

   3. (3) The student researches disasters and associated hazard mitigation. The student is expected to:

      1. (A) identify potential hazards associated with different types of disaster events;
      2. (B) describe strategies used to manage hazards and reduce the impact of disasters; and
      3. (C) summarize measures taken prior to a disaster, during the time of the disaster, and after the disaster occurs to mitigate hazards.

   4. (4) The student develops a disaster and emergency preparedness (DEP) response plan. The student is expected to:

      1. (A) develop a response plan and evacuation route in the case of a fire that includes a meeting location; and
      2. (B) develop a response plan that includes a safe shelter location in the event of severe weather emergencies.

   5. (5) The student examines disaster preparedness recommendations provided by various federal, state, and local agencies. The student is expected to:

      1. (A) identify components of a first aid kit for home and vehicle use as recommended by organizations such as the American Red Cross or American Heart Association;
      2. (B) identify essential tools and supplies for disaster supply kits as recommended by different agencies, including the Federal Emergency Management Agency (FEMA);
      3. (C) identify appropriate food, water, kitchen items, clothing, bedding, documents, and contact numbers for inclusion in disaster kits, as recommended by FEMA and other agencies;
      4. (D) simulate assisting first responders in fire safety, search and rescue, and disaster medical operations in accordance with standard operating procedures outlined in sponsoring agencies' Emergency Operations Plans (EOPs); and
      5. (E) identify fire safety components of disaster preparedness in the Volunteer Protection Act of 1997.

   6. (6) The student demonstrates knowledge and skills related to fire safety to assist in disaster situations. The student is expected to:

      1. (A) explain the role of CERT members in fire safety and conduct an assessment in response to a simulated fire emergency;
      2. (B) explain safety precautions used in a disaster event, including a buddy system, backup teams, safety equipment, and utility controls;
      3. (C) identify and predict locations of hazardous materials in residential and community settings; and
      4. (D) define and explain the limit, isolate, eliminate, separate (LIES) method for reducing exposure to hazardous materials and potential harm.

   7. (7) The student investigates fire chemistry and the application of fire chemistry in disasters. The student is expected to:

      1. (A) explain how fires start and identify factors that perpetuate fires;
      2. (B) identify the elements that are required for a fire;
      3. (C) identify the fire hazards associated with ordinary combustibles, flammable and combustible liquids, energized electrical equipment, and combustible metals; and
      4. (D) describe and differentiate between the classes of fires.

   8. (8) The student recognizes common firefighting resources and fire suppression techniques. The student is expected to:

      1. (A) identify fire containment techniques and methods used to restrict the spread of smoke and heat;
      2. (B) compare types of fire accelerants and fuels;
      3. (C) select appropriate firefighting resources to fight a fire based on fuel type or other contributing factors;
      4. (D) explain the information commonly provided on fire extinguisher labels;
      5. (E) identify types of fire extinguishers and the components of a portable fire extinguisher;
      6. (F) simulate the use of a portable fire extinguisher using the pull, aim, squeeze, sweep (PASS) technique; and
      7. (G) compare best practices for fire suppression based on local standard operating procedures and precautions.

   9. (9) The student demonstrates knowledge of hazardous materials and related safety standards. The student is expected to:

      1. (A) identify and evaluate the associated risks of characteristics of hazardous materials based on the type of material, including solids, pressurized substances, liquids, and gases;
      2. (B) define and classify types of hazardous materials according to the National Fire Protection Association (NFPA) 704 standards;
      3. (C) explain the NFPA 704 diamond placard used for hazardous material identification;
      4. (D) explain the meaning of different hazardous material placard colors and how each color contributes to hazmat assessment during disaster response; and
      5. (E) explain common acronyms and symbols used by the NFPA.

   10. (10) The student explores first aid assessment and basic treatment techniques used in disaster response and emergency situations. The student is expected to:

       1. (A) simulate the head tilt chin lift method to open an airway of a patient;
       2. (B) identify the primary types of bleeding and main methods for controlling bleeding, including tourniquet application and wound packing;
       3. (C) research and explain the physiological effects of shock on the human body;
       4. (D) explain signs of shock, including clammy skin, rapid pulse, and nausea;
       5. (E) simulate procedures for treating victims of shock;
       6. (F) explain techniques for controlling symptoms of shock such as elevating the feet and covering the patient with a blanket;
       7. (G) explain and demonstrate correct procedures for administering cardiopulmonary resuscitation (CPR); and
       8. (H) explain and demonstrate correct procedures for using an automated external defibrillator (AED) during CPR.

   11. (11) The student investigates how to maintain personal hygiene and sanitation in a disaster situation. The student is expected to:

       1. (A) define and analyze steps to maintain proper hygiene during a disaster, including getting enough sleep, practicing dental care, bathing regularly, and washing hands frequently;
       2. (B) explain how to dispose of bacterial sources and waste products during a disaster; and
       3. (C) test or simulate the use of a water purification system.

   12. (12) The student organizes and establishes disaster medical triage areas. The student is expected to:

       1. (A) define and explain the concept of simple triage and rapid treatment (START) used to prioritize casualties in a disaster;
       2. (B) explain major sub-functions of disaster medical operations, including triage, sanitation, and treatment areas;
       3. (C) select and evaluate a designated triage area based on proximity to an incident;
       4. (D) evaluate a designated triage area for accessibility by transportation vehicles and potential expansion;
       5. (E) assign triage areas for immediate care, delayed care, and morgue operations; and
       6. (F) develop a documentation protocol for triage victims that includes available identifying information, physical description, clothing, injuries, treatment provided, and transfer location.

   13. (13) The student simulates a head-to-toe patient evaluation to identify and document injuries. The student is expected to:

       1. (A) define and summarize indicators of injury observed during a head-to-toe assessment;
       2. (B) distinguish between the severity of various injuries and the appropriate level of treatment needed;
       3. (C) document patient injuries, including location and type of injuries; and
       4. (D) describe common closed-head, neck, or spinal injuries.

   14. (14) The student explores treatment techniques for injuries commonly encountered in disaster situations. The student is expected to:

       1. (A) define terms related to the layers of skin;
       2. (B) classify the severity of burns;
       3. (C) define and identify methods for controlling bleeding and preventing secondary infection;
       4. (D) simulate techniques used for cleaning wounds and the application of dressings and bandages while on an incident scene;
       5. (E) identify treatment options and actions for managing a foreign object impaled in a patient's body; and
       6. (F) define and demonstrate methods for immobilization of joints immediately above and below an injury.

   15. (15) The student examines search and rescue operations. The student is expected to:

       1. (A) assess a rescue scene and formulate a plan of action based on available information;
       2. (B) explain safe techniques for debris removal and victim extrication from below ground entrapments;
       3. (C) create a plan for assigning staff to perform tasks for debris removal and victim extrication;
       4. (D) identify necessary materials for stabilizing various hazards on an accident scene;
       5. (E) describe how to stabilize an object prior to lifting to ensure responder and victim safety; and
       6. (F) simulate a lift to gain access to a victim and troubleshoot possible impediments.
   16. (16) The student researches documentation required during a disaster response by CERT members. The student is expected to simulate the collection and recording of documentation on incident status, location, access routes, identified hazards, and support locations.

   17. (17) The student examines rescuer safety during search and rescue operations. The student is expected to:

       1. (A) classify response activities based on team capabilities and training levels and scope and type of incident;
       2. (B) evaluate an accident scene involving a trapped victim to determine whether a rescue can be safely attempted;
       3. (C) define and use common terminology that supports effective communication and shared understanding at a rescue site; and
       4. (D) determine team member roles based on the scope of an incident, strategic planning, review of resources, and evaluation of actions and results.

   18. (18) The student examines the psychological impact of a disaster on rescuers and victims and principles of psychological first aid. The student is expected to:

       1. (A) describe appropriate communication techniques for crises and disaster response situations;
       2. (B) explain and analyze the emotional responses that can follow a disaster;
       3. (C) identify steps rescuers can take to reduce stressors on disaster survivors and rescuers;
       4. (D) analyze psychological and physiological responses observed in rescuers after a disaster;
       5. (E) describe potential emotional responses experienced by survivors and rescuers and explain emotional response mitigation strategies that aid first responders during an emergency; and
       6. (F) explain goals of on-scene psychological intervention.

   19. (19) The student discusses terrorism and its implications on CERT operations and community preparedness. The student is expected to:

       1. (A) define vocabulary related to terrorism and homeland security; and
       2. (B) identify how to interpret environmental indicators and warning signs of a biological or chemical attack.

Source Note:The provisions of this §127.756 adopted to be effective May 11, 2026, 51 TexReg 3114.