1. (a) Implementation.

   1. (1) The provisions of this section shall be implemented by school districts beginning with the 2017-2018 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 Government and Public Administration. 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) Planning and Governance provides the opportunity for students to formulate plans and policies to meet social, economic, and physical needs of communities.
   4. (4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other 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 identifies the skills necessary to manage and modify the community planning process. The student is expected to:

      1. (A) relate physical design to functioning of environment;
      2. (B) analyze data relative to a project on present and future needs;
      3. (C) assess legal aspects of regulatory compliance in planning;
      4. (D) evaluate the presentation of class activity in regard to regulations and procedures;
      5. (E) perform mapping and graphic functions skills;
      6. (F) predict the interaction between economy, transportation, health and human services, and land regulation and make recommendations for the future of an activity or project; and
      7. (G) record or document observations about local, state, and federal programs in order to provide future planning recommendations.

   2. (2) The student develops a workplace or activity-based project and plans for land use, housing, parks and recreation, transportation, economic development, and public facilities to manage change. The student is expected to:

      1. (A) identify emerging trends and barrier issues;
      2. (B) practice or perform problem-solving techniques to overcome barriers to plan implementation; and
      3. (C) evaluate the style of strategies available and necessary for achieving goals.

   3. (3) The student creates a coherent plan for project management. The student is expected to:

      1. (A) initiate a project, including securing class or instructor approval of project scope;
      2. (B) plan a project;
      3. (C) execute a project, including responding to requests for information;
      4. (D) monitor and control a project, including demonstrating effective, cogent presentation skills for public meetings and creating a format to monitor plan budgets;
      5. (E) close a project; and
      6. (F) maintain professionalism in challenging group and one-on-one situations.

   4. (4) The student uses advanced research and organizational skills to influence matters of public policy. The student is expected to:

      1. (A) extract and evaluate ideas from research library resources and online materials;
      2. (B) organize, structure, and conduct practice interviews with students; and
      3. (C) compile original data and reliable source information into a student-designed objective database.

   5. (5) The student develops reasoned, persuasive arguments to support public policy options or positions. The student is expected to:

      1. (A) analyze and implement classical and modern patterns of rhetoric;
      2. (B) analyze differing political, social, ideological, and philosophical perspectives;
      3. (C) critique facts and statistical claims for accuracy and relevance; and
      4. (D) ensure materials meet ethical standards.

   6. (6) The student develops political instincts and understanding of political processes to gain consensus. The student is expected to:

      1. (A) compare and contrast interests of various individuals, groups, and their representatives;
      2. (B) explore options for promoting tolerance toward individuals and groups;
      3. (C) employ mediation techniques;
      4. (D) suggest alternative proposals that keep discussions from collapsing; and
      5. (E) discuss methods of openness for decision-making or problem-solving processes.

   7. (7) The student advocates new policies or policy changes to gain support for new or revised laws, regulations, ordinances, programs, or procedures. The student is expected to:

      1. (A) deliver compelling arguments regarding issues or proposals;
      2. (B) create effective media presentations and projects;
      3. (C) employ workplace skills to show the process reactions and responses and adjust appeals accordingly;
      4. (D) evaluate and employ techniques for motivating staff; and
      5. (E) create project steps and activities for avoiding ethical pitfalls.

Source Note:The provisions of this §127.765 adopted to be effective August 1, 2025, 50 TexReg 4421.