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)(2) 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 11 and 12. Prerequisite: Principles of Law, Public Safety, Corrections, and Security or Disaster Response. Recommended prerequisite: Biology, Medical Terminology, Pathophysiology, or Anatomy and Physiology. Students shall be awarded two credits 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) 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) Emergency Medical Technician (EMT)-Basic provides students with the foundational knowledge needed to provide entry-level emergency medical care, life support, and ambulance service. Students are introduced to key concepts, knowledge, and skills needed by EMT-Basics in the areas of communications, assessment, treatment, transportation, and recordkeeping. This introductory course equips students interested in working in public safety, including fire, police, and emergency medical services (EMS), to perform the duties of an EMT-Basic safely and effectively.
   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 explores EMS systems and roles and responsibilities of an EMT-Basic. The student is expected to:

      1. (A) describe and explain the EMS systems available to patients;
      2. (B) differentiate the roles, scope of practice, and responsibilities of an EMT-Basic from other pre-hospital care providers such as firefighters and law enforcement;
      3. (C) describe roles and responsibilities of EMT-Basics related to personal safety and the safety of the crew, patient, and bystanders while responding to, operating at the scene of, and transporting from an emergency incident;
      4. (D) summarize key Texas statutes and regulations governing EMS systems, including provisions from 25 Texas Administrative Code (TAC) Chapter 157 (relating to Emergency Medical Care) and Texas Health and Safety Code, Chapter 773; and
      5. (E) research and analyze various methods of accessing an EMS system within a local community.

   2. (2) The student explores medical, legal, and ethical considerations in emergency medical services operations as an EMT-Basic provider. The student is expected to:

      1. (A) describe out-of-hospital (OOH) and do not resuscitate (DNR) directives as described in 25 TAC §157.25 (relating to Out-of-Hospital Do Not Resuscitate (OOH-DNR) Order), and explain local protocol regarding EMS application of DNR directives, including field termination procedures;
      2. (B) define consent and differentiate between expressed and implied consent in emergency situations;
      3. (C) summarize appropriate methods for obtaining patient consent;
      4. (D) determine the conditions necessary for an EMT-Basic to have a duty to act;
      5. (E) explain the importance, necessity, and legal protections of patient confidentiality;
      6. (F) describe actions an EMT-Basic should take to preserve a crime scene; and
      7. (G) identify conditions that require an EMT-Basic to notify local law enforcement officials.

   3. (3) The student develops foundational knowledge of human anatomy and physiology to support emergency medical care. The student is expected to:

      1. (A) define anatomical terms such as medial, lateral, proximal, distal, superior, inferior, anterior, posterior, midline, right and left, mid-clavicular, bilateral, and mid-axillary; and
      2. (B) describe the basic anatomy and physiology of the respiratory, circulatory, musculoskeletal, nervous, and endocrine systems and explain the function of major organs within each system.

   4. (4) The student demonstrates the importance of basic life support and the priority of artificial ventilation and airway protective skills. The student is expected to:

      1. (A) compare signs of adequate and inadequate breathing;
      2. (B) explain the importance of having a suction unit ready for immediate use when managing a patient's airway;
      3. (C) explain and demonstrate proper suctioning techniques to clear a patient's airway of blood, vomit, and other obstructions to prevent aspiration;
      4. (D) explain and demonstrate proper techniques and devices for securing air flow for patients, including bag-valve-mask, Sellick maneuver, and pocket mask artificial ventilation;
      5. (E) explain and demonstrate the skills of basic airway techniques, including use of oropharyngeal and nasopharyngeal airway adjuncts with a bag-valve-mask;
      6. (F) explain and demonstrate the use of end-tidal capnography (ETCO2) by correctly applying ETCO2 nasal canula and endotracheal tube devices;
      7. (G) interpret ETCO2 waveform and numeric value to assess adequate ventilation of patient's lungs; and
      8. (H) explain and demonstrate proper use of a supraglottic airway device.

   5. (5) The student recognizes that patient assessment serves as the foundation for all treatment decisions for any emergency scene. The student is expected to:

      1. (A) evaluate an emergency scene for potential hazards to responders, patients, and bystanders;
      2. (B) assess an emergency scene by identifying the number of patients, mechanism of injury or nature of illness, and severity of each patient's condition to determine if additional resources are needed;
      3. (C) conduct an initial patient assessment, including forming a general impression, determining responsiveness, and assessing airway, breathing, and circulation;
      4. (D) demonstrate a triage method to determine patient priority at emergency scenes with multiple casualties;
      5. (E) describe and demonstrate methods of assessing patient traumatic injuries, including the rapid trauma assessment;
      6. (F) explain and demonstrate the components of conducting a patient assessment, including documenting medical history of patients with medical complaints or signs and symptoms of medical need;
      7. (G) explain and demonstrate the components of a detailed physical examination of a patient using a systematic head-to-toe approach to identify injuries or conditions not immediately apparent and determine interventions needed and reassess interventions to assure appropriate ongoing continuum of care;
      8. (H) explain the components of common EMS communication systems, including radio procedures, interpersonal communication techniques, and patient care reporting formats;
      9. (I) explain the components of a pre-hospital patient care written report, including documentation of chief complaint, history of present illness, allergies to medications, current medications, treatments provided during transport, and any changes to the patient's condition as a result of those treatments;
      10. (J) describe components of a no transport report, including documentation of chief complaint, history of present illness, and attempts to gain consent from a patient for transport; and
      11. (K) analyze legal considerations related to a patient refusal, including patient decision-making capacity and documentation of associated risks.

   6. (6) The student explores the signs, symptoms, and pathophysiology of medical emergencies. The student is expected to:

      1. (A) describe signs and symptoms of diabetic, cardiac, respiratory, neurological, and integumentary system emergencies and emergencies related to heat and cold exposure, bites, stings, and poisoning;
      2. (B) describe the medical care for patients experiencing diabetic, cardiac, respiratory, neurological, and integumentary system emergencies and emergencies related to heat and cold exposure, bites, stings, and poisoning;
      3. (C) identify common medications administered by an EMT-Basic and identify the steps for assisting a patient with self-administration of prescribed medications;
      4. (D) identify common respiratory emergencies, including asthma, chronic obstructive pulmonary disease (COPD), and anaphylaxis;
      5. (E) describe appropriate emergency medical care for respiratory distress, including the administration of oxygen, prescribed inhalers, and nebulized medications;
      6. (F) identify cardiovascular emergencies, including heart attack, stroke, and cardiac arrest, and describe signs and symptoms of cardiovascular disease;
      7. (G) describe and demonstrate standard placement protocols for applying 4-lead and 12-lead electrocardiogram (ECG) electrodes to a patient for cardiac monitoring;
      8. (H) explain the purpose and procedures for transmitting a 12-lead ECG to a receiving hospital using appropriate communication equipment and procedures;
      9. (I) simulate the administration of prescribed nitroglycerin for chest pain, following proper dosage, indications, and contraindications;
      10. (J) explain the function and demonstrate the proper use of an automated external defibrillator (AED) for a cardiac arrest scenario;
      11. (K) identify signs and symptoms of altered mental status associated with a patient taking diabetic medications;
      12. (L) list steps in emergency medical care for a hypoglycemic patient, including the administration of oral glucose;
      13. (M) identify the signs and symptoms of an allergic reaction, including respiratory distress, hives, and swelling;
      14. (N) describe emergency care procedures for allergic reactions, including airway assessment and administration of a prescribed epinephrine auto-injector;
      15. (O) identify the signs and symptoms of poisoning or overdose and ways poisons enter the body;
      16. (P) explain emergency medical care for suspected poisoning, including indications, contraindications, and procedures for administering activated charcoal;
      17. (Q) identify, assess, and record patient vital signs, including pulse, respiratory rate, blood pressure, and oxygen saturation;
      18. (R) describe and demonstrate proper techniques for lifting and moving patients;
      19. (S) list signs and symptoms of water-related emergencies and describe complications and medical care of near-drowning victims;
      20. (T) define behavioral emergencies and explain their impact on patient care, scene safety, and EMS response;
      21. (U) identify medical and legal considerations in psychological emergencies and describe common causes of psychological crises;
      22. (V) describe emergency medical care for a patient experiencing behavioral distress, including assessment and de-escalation techniques;
      23. (W) describe safe restraint techniques for violent or combative patients;
      24. (X) list common signs and symptoms during pregnancy that can indicate a medical complication requiring immediate attention by a physician; and
      25. (Y) identify procedures to stabilize a pregnant female exhibiting signs and symptoms of medical complications requiring immediate attention by a physician.

   7. (7) The student explores mechanisms of injury and pathophysiology of traumatic injury across body systems. The student is expected to:

      1. (A) describe how shock affects major body systems, including the cardiovascular, respiratory, and renal systems, and demonstrate emergency medical care appropriate for a patient exhibiting signs and symptoms of shock;
      2. (B) describe and demonstrate emergency care for controlling external bleeding, including the use of direct pressure, pressure points, and tourniquets;
      3. (C) identify signs and symptoms of internal bleeding and describe appropriate emergency medical care;
      4. (D) identify signs and symptoms of internal bleeding based on mechanism of injury;
      5. (E) identify types of soft tissue injuries, including open, closed, and burn-related injuries;
      6. (F) describe emergency care for closed soft tissue injuries, including contusions, hematomas, and crush injuries;
      7. (G) describe and demonstrate proper techniques for dressing wounds, bandaging, and applying splints and tourniquets;
      8. (H) identify bones of the musculoskeletal system and describe functions of each bone group;
      9. (I) identify the difference between open fractures and closed fractures and explain how each type of fracture affects the implementation of musculoskeletal care;
      10. (J) demonstrate proper immobilization of a painful, swollen, and deformed extremity using appropriate splinting techniques;
      11. (K) analyze functional relationship between the skeletal and nervous systems;
      12. (L) evaluate specific mechanisms of cervical spine injury; and
      13. (M) describe and apply stabilization techniques for cervical spine injuries to a patient in a simulated setting.

   8. (8) The student analyzes medical emergencies involving ill or injured infants and children. The student is expected to:

      1. (A) differentiate emergency response care for infants, children, and adults based on anatomical and physiological differences;
      2. (B) describe and demonstrate proper techniques of foreign body airway obstruction removal in children and infants;
      3. (C) describe and demonstrate proper medical assessments, bag-valve-mask ventilations, and oxygen delivery for infants and children; and
      4. (D) describe emergency care procedures for managing seizures, respiratory emergencies, hypoperfusion, and cardiac arrest in infants and children.

   9. (9) The student describes the safe operation of an ambulance and related emergency response procedures. The student is expected to:

      1. (A) describe state laws related to the operation of an ambulance;
      2. (B) define cleaning, disinfection, high-level disinfection, and sterilization according to infection control standards;
      3. (C) describe procedures for cleaning and disinfecting patient care equipment and preparing an ambulance for the next emergency response;
      4. (D) identify the types and uses of personal protective equipment (PPE) required for an EMT-Basic in various emergency response scenarios;
      5. (E) explain the purpose and fundamental components of patient extrication in emergency situations;
      6. (F) distinguish between simple and complex access methods used during vehicle entrapment and describe considerations for patient safety;
      7. (G) describe the roles and responsibilities of an EMT-Basic during a hazardous materials incident;
      8. (H) describe the actions and sequential steps an EMT-Basic should take when responding to a hazardous materials call in accordance with safety protocols;
      9. (I) identify the criteria used to identify a multiple-casualty incident;
      10. (J) describe the criteria used to initiate disaster operations in response to large-scale emergencies; and
      11. (K) explain and demonstrate triage principles used during a mass casualty incident and describe the components of an established triage system.

Source Note:The provisions of this §127.757 adopted to be effective May 11, 2026, 51 TexReg 3114.