Framework, Duties and Tasks / Mathematics Content Standards and the Eight Mathematical

Maine Department of Education Career and Technical Education

Public Safety: 43.0107 Maine Criminal Justice Academy (MCJA) Intersections with Maine College and Career Readiness-Mathematics Standards

Framework, Duties and Tasks Mathematics Content Standards and Demonstration of Proficiency Maine Learning Results- The Eight Mathematical Practices (Possible Evidence, Project, Guiding Principles, (CCSS) Performance Assessment, and Certification etc.) Career and Education Development 1. Police Ethics and Moral Issues a. Define the terms ethics and Statistics and Probability: Understand Students are given sets of Guiding Principles: professionalism. and evaluate random processes scenarios and are told to find the B. A self-directed and b. Identify why the highest underlying statistical experiments actual crime, find the section of lifelong learner who: ethical and moral standards (Math.S-IC.A.1 and Math.S-IC.A.2) the crime, the subsection of the 2. Applies knowledge to set are necessary for law crime, and the page that they goals and make informed enforcement officers. Statistics and Probability: Make fold it on and explain why it is the decisions c. Define the Law inferences and justify conclusions from most appropriate choice 3. Applies knowledge in new Enforcement Code of Ethics sample surveys, experiments, and contexts and identify how it relates in terms of actions and observable studies (Math.S-IC.B.6) 7. Uses interpersonal skills to performances. learn and work with d. Identify how immoral individuals from diverse conduct by an officer Standard- backgrounds adversely affects the officer Model with Mathematics (Math.MP.4), in the performance of his Use appropriate tools strategically D. A responsible and official duties. (Math.MP.5), Construct viable involved citizen who: e. Recognize those situations arguments and critique the reasoning of 3. Demonstrates ethical within his/her jurisdiction others (Math.MP.3), Make sense of behavior and the moral which may lead him/her to problems and persevere in solving them courage to sustain it act in an unethical or (Math. MP.1) immoral manner. Career and Ed: A3 Interpersonal Skills Framework, Duties and Tasks Mathematics Content Standards and Demonstration of Proficiency Maine Learning Results- The Eight Mathematical Practices (Possible Evidence, Project, Guiding Principles, (CCSS) Performance Assessment, and Certification etc.) Career and Education Development Students demonstrate behaviors that reflect positive interpersonal skills and evaluate successful strategies that improve positive interpersonal skills in ways that lead to success in a variety of school, work, and community settings. a. Getting along with others b. Respecting diversity c. Working as a member of a team d. Managing conflict e. Accepting/giving/using constructive feedback f. Accepting responsibility for personal behavior g. Demonstrating ethical behavior h. Following established rules/etiquette for observing/ listening j. Dealing with peer pressure

B2 Skills for Individual/ Personal Success in the 21st Century Students evaluate strategies to improve skills that lead to

2 Framework, Duties and Tasks Mathematics Content Standards and Demonstration of Proficiency Maine Learning Results- The Eight Mathematical Practices (Possible Evidence, Project, Guiding Principles, (CCSS) Performance Assessment, and Certification etc.) Career and Education Development lifelong learning and success in the classroom, and the achievement of schoolwork, work and career, and personal life goals. c. Critical thinking skills e. Interpersonal skills

C2 Decision- Making Students determine and apply effective decision- making strategies for accomplishing short-term and long-term goals related to school-to-school and school-to-work decisions.

C4 Societal Needs and Changes that Influence Workplace Success Students analyze and evaluate strategies for addressing diverse and changing societal and global economic needs that influence personal decision- making for workplace success.

2. Police Power, Authority and Discretion

3 Framework, Duties and Tasks Mathematics Content Standards and Demonstration of Proficiency Maine Learning Results- The Eight Mathematical Practices (Possible Evidence, Project, Guiding Principles, (CCSS) Performance Assessment, and Certification etc.) Career and Education Development a. Define what is meant by Guiding Principles: "police discretion." C. A creative and practical b. Identify factors which problem solver who: prevent 100 percent 1. Observes and evaluates enforcement of all laws. situations to define c. Identify the relationship problems between the authority of the 4. Generates a variety of police officer and the solutions, builds a case for a dictates of the community. d. Identify the factors best response and critically influencing police discretion evaluates the effectiveness and the probable of the response consequences of the use of 6. Uses information and police authority associated technology to solve with various violations. For problems example: The high speed pursuit of a minor traffic D. A responsible and violator; the reasonable involved citizen who: belief that a private act of 3. Demonstrates ethical fornication has occurred; behavior and the moral the reasonable belief that courage to sustain it an act of adultery has 4. Understands and respects occurred; the sidewalk diversity solicitation of a physically handicapped person. E. An integrative and e. Identify the possible alternatives to arrest in informed thinker who: each of the situations listed 2. Evaluates and synthesizes above, which may be information from multiple accepted as proper peace sources officer action. Career and Ed:

4 Framework, Duties and Tasks Mathematics Content Standards and Demonstration of Proficiency Maine Learning Results- The Eight Mathematical Practices (Possible Evidence, Project, Guiding Principles, (CCSS) Performance Assessment, and Certification etc.) Career and Education Development A3a-j, B2c, B2e, C1c, C3, C4 A3 Interpersonal Skills Students demonstrate behaviors that reflect positive interpersonal skills and evaluate successful strategies that improve positive interpersonal skills in ways that lead to success in a variety of school, work, and community settings. a. Getting along with others b. Respecting diversity c. Working as a member of a team d. Managing conflict e. Accepting/giving/using constructive feedback f. Accepting responsibility for personal behavior g. Demonstrating ethical behavior h. Following established rules/etiquette for observing/listening i. Demonstrating safe behavior j. Dealing with peer pressure

5 Framework, Duties and Tasks Mathematics Content Standards and Demonstration of Proficiency Maine Learning Results- The Eight Mathematical Practices (Possible Evidence, Project, Guiding Principles, (CCSS) Performance Assessment, and Certification etc.) Career and Education Development 3. Maine Criminal Law a. Define: Criminal Law, Connects to (b.) – Number and A two days course where Guiding Principles: crime; difference between Quantity: Reason quantitatively and use students have to learn how to C. A creative and practical civil and criminal; proof units to solve problems (Math.N-Q.A.2 accurately, within 5 miles an problem solver who: beyond a reasonable doubt; and Math.N-Q.A.3) hours, gauge the speed of a car 1. Observes and evaluates preponderance of evidence; throughout 20 visual estimate, 10 situations to define affirmative defense; in a moving mode and 10 in a problems elements of the crime. stationary mode (potentially not 3. Identifies patterns, trends b. Recognize circumstances hitting proficiency but at least and relationships that apply which fall within the territorial jurisdiction of the touching on the subject) to solutions state. 4. Generates a variety of c. Define: Act; omission; solutions, builds a case for a possession. Standard- best response and critically d. Define: Intentionally; Reason abstractly and quantitatively evaluates the effectiveness knowingly; recklessly; (Math.MP.2), Attend to precision of the response criminal negligence. (Math.MP.6), Reason abstractly and 6. Uses information and e. Recognize the quantitatively (Math.MP.2) technology to solve circumstances which problems constitute an offense against the person. E. An integrative and f. Recognize the informed thinker who: circumstances which 1. Gains and applies constitute a sex offense. knowledge across disciplines g. Recognize circumstances and learning contexts and to which constitute a theft real-life situations with and offense. h. Recognize circumstances without technology which constitute a kidnapping or restraint Career and Ed: A3g, A3h, offense. B2a, B2c, B2d, B2e, B2f, C1c, i. Recognize circumstances C3, C4

6 Framework, Duties and Tasks Mathematics Content Standards and Demonstration of Proficiency Maine Learning Results- The Eight Mathematical Practices (Possible Evidence, Project, Guiding Principles, (CCSS) Performance Assessment, and Certification etc.) Career and Education Development which constitute a burglary A3 Interpersonal Skills or criminal trespass Students demonstrate offense. behaviors that reflect j. Recognize circumstances positive interpersonal skills which constitute the and evaluate successful following offenses against strategies that improve the public order: Disorderly positive interpersonal skills conduct; failure to disperse; in ways that lead to success riot; unlawful assembly; harassment. in a variety of school, work, k. Recognize the and community settings. circumstances which g. Demonstrating ethical constitute robbery. behavior l. Recognize the h. Following established circumstances which rules/etiquette for constitute the following observing/listening offenses against public administration: Obstructing government administration; assault on an officer; hindering an escape. m. Recognize circumstances which constitute arson or property destruction. n. Recognize circumstances which constitute weapons violations. o. Recognize circumstances which constitute unlawful trafficking, furnishing and possession of drugs. p. Distinguish between the

7 Framework, Duties and Tasks Mathematics Content Standards and Demonstration of Proficiency Maine Learning Results- The Eight Mathematical Practices (Possible Evidence, Project, Guiding Principles, (CCSS) Performance Assessment, and Certification etc.) Career and Education Development Civil Law and Criminal Law. q. Recognize General Sentencing Provisions.

4. Maine Motor Vehicle Law a. Define moving violations in Guiding Principles: the Maine Motor Vehicle C. A creative and practical Laws. problem solver who: b. Define equipment 1. Observes and evaluates requirements of the Maine situations to define Motor Vehicle Laws. problems c. Identify violations 3. Identifies patterns, trends concerning status of driver's and relationships that apply license. d. Define legal requirements to solutions pertaining to disposition of 4. Generates a variety of traffic violation offenses. solutions, builds a case for a e. Demonstrate proper best response and critically method to complete evaluates the effectiveness Violation Summons and of the response Complaint. 6. Uses information and f. Define laws related to child technology to solve safety seats. problems g. Define laws related to mandatory insurance. E. An integrative and informed thinker who: 1. Gains and applies knowledge across disciplines and learning contexts and to real-life situations with and without technology

8 Framework, Duties and Tasks Mathematics Content Standards and Demonstration of Proficiency Maine Learning Results- The Eight Mathematical Practices (Possible Evidence, Project, Guiding Principles, (CCSS) Performance Assessment, and Certification etc.) Career and Education Development

Career and Ed: A3g, A3h, B2a, B2c, B2d, B2e, B2f, C1c, C3, C4

A3 Interpersonal Skills Students demonstrate behaviors that reflect positive interpersonal skills and evaluate successful strategies that improve positive interpersonal skills in ways that lead to success in a variety of school, work, and community settings. g. Demonstrating ethical behavior h. Following established rules/etiquette for observing/listening

5. Maine Juvenile Law a. Define the purpose of the Guiding Principles: "Juvenile Law". C. A creative and practical b. Identify the scope of the problem solver who: authority of the Juvenile 1. Observes and evaluates Court. This will include: situations to define Age requirements; problems circumstances under which 3. Identifies patterns, trends

9 Framework, Duties and Tasks Mathematics Content Standards and Demonstration of Proficiency Maine Learning Results- The Eight Mathematical Practices (Possible Evidence, Project, Guiding Principles, (CCSS) Performance Assessment, and Certification etc.) Career and Education Development a juvenile comes under the and relationships that apply jurisdiction of the Juvenile to solutions Court. 4. Generates a variety of c. Recognize the solutions, builds a case for a circumstances under which best response and critically an officer may take a evaluates the effectiveness juvenile into custody. of the response d. Identify the advisement 6. Uses information and requirements regarding technology to solve constitutional rights of a juvenile taken into custody. problems e. Identify the procedural alternatives open to an E. An integrative and officer before taking a informed thinker who: juvenile into custody. 1. Gains and applies f. Identify each of the knowledge across disciplines juvenile's rights regarding and learning contexts and to parent notifications and real-life situations with and telephone calls, before without technology being placed into detention. g. Identify the requirements pertaining to the Career and Ed: A3g, A3h, segregation of juveniles B2a, B2c, B2d, B2e, B2f, C1c, from other prisoners. C3, C4 h. Recognize the circumstances which warrant placing a child in interim care. i. Identify proper procedures to follow in placing a child in interim care. j. Identify legal restrictions on

10 Framework, Duties and Tasks Mathematics Content Standards and Demonstration of Proficiency Maine Learning Results- The Eight Mathematical Practices (Possible Evidence, Project, Guiding Principles, (CCSS) Performance Assessment, and Certification etc.) Career and Education Development maintenance of arrest information on juveniles.

6. Maine Liquor Law a. Identify the difference Guiding Principles: between the administrative C. A creative and practical court and criminal court as problem solver who: it relates to Maine Liquor 1. Observes and evaluates Enforcement Laws. situations to define b. Recognize liquor law problems violations commonly 3. Identifies patterns, trends encountered by law and relationships that apply enforcement officers. c. Identify methods to confirm to solutions the validity of a Maine 4. Generates a variety of Liquor I.D. card. solutions, builds a case for a d. Identify procedures to best response and critically conduct sale to minor evaluates the effectiveness investigation. of the response 6. Uses information and technology to solve problems

E. An integrative and informed thinker who: 1. Gains and applies knowledge across disciplines and learning contexts and to real-life situations with and

11 Framework, Duties and Tasks Mathematics Content Standards and Demonstration of Proficiency Maine Learning Results- The Eight Mathematical Practices (Possible Evidence, Project, Guiding Principles, (CCSS) Performance Assessment, and Certification etc.) Career and Education Development without technology

Career and Ed: A3g, A3h, B2a, B2c, B2d, B2e, B2f, C1c, C3, C4 7. Laws of Arrest a. Identify the elements giving Guiding Principles: rise to probable cause. B. A self-directed and b. Recognize circumstances lifelong learner who: when arrest without a 1. Recognizes the need for warrant is authorized. information and locates and c. Define arrest warrant. evaluates resources d. Identify procedures to follow 2. Applies knowledge to set up on arrest of suspect. goals and make informed e. Recognize circumstances decisions where a law enforcement officer may release an 3. Applies knowledge in new arrested person. contexts f. Identify requisites of a summons. C. A creative and practical g. Define reasonable problem solver who: suspicion. 1. Observes and evaluates h. Define frisk. situations to define i. Recognize circumstances problems when a stop is authorized. 3. Identifies patterns, trends j. Define probable cause. and relationships that apply k. Recognize circumstances to solutions when a frisk is authorized. 4. Generates a variety of solutions, builds a case for a best response and critically

12 Framework, Duties and Tasks Mathematics Content Standards and Demonstration of Proficiency Maine Learning Results- The Eight Mathematical Practices (Possible Evidence, Project, Guiding Principles, (CCSS) Performance Assessment, and Certification etc.) Career and Education Development evaluates the effectiveness of the response 6. Uses information and technology to solve problems

E. An integrative and informed thinker who: 1. Gains and applies knowledge across disciplines and learning contexts and to real-life situations with and without technology

Career and Ed: A3b, A3d, A3f, A3h, A3i, B2a, B2c, B2d, B2e, C1c, C4

A3 Interpersonal Skills Students demonstrate behaviors that reflect positive interpersonal skills and evaluate successful strategies that improve positive interpersonal skills in ways that lead to success in a variety of school, work, and community settings. b. Respecting diversity d. Managing conflict

13 Framework, Duties and Tasks Mathematics Content Standards and Demonstration of Proficiency Maine Learning Results- The Eight Mathematical Practices (Possible Evidence, Project, Guiding Principles, (CCSS) Performance Assessment, and Certification etc.) Career and Education Development f. Accepting responsibility for personal behavior h. Following established rules/etiquette for observing/listening i. Demonstrating safe behavior

8. Search and Seizure a. Define Exclusionary Rule Guiding Principles: and identify the Rule's effect A. A clear and effective on the law enforcement communicator who: function. 2. Uses evidence and logic b. Define probable cause. appropriately in c. Define contraband. communication d. Recognize circumstances constituting plain view. B. A self-directed and e. Recognize circumstances lifelong learner who: when impoundment and inventory of property is 1. Recognizes the need for authorized. information and locates and f. Recognize circumstances evaluates resources when search of premises in 2. Applies knowledge to set hot pursuit is authorized. goals and make informed g. Identify procedures for decisions conducting search of 3. Applies knowledge in new premises in hot pursuit. contexts h. Recognize circumstances when an exigent search is C. A creative and practical authorized. problem solver who: i. Identify the procedure for 1. Observes and evaluates

14 Framework, Duties and Tasks Mathematics Content Standards and Demonstration of Proficiency Maine Learning Results- The Eight Mathematical Practices (Possible Evidence, Project, Guiding Principles, (CCSS) Performance Assessment, and Certification etc.) Career and Education Development conducting an emergency situations to define search. problems j. Recognize circumstances 3. Identifies patterns, trends when consent search is and relationships that apply authorized. to solutions k. Identify procedures for 4. Generates a variety of conducting consent solutions, builds a case for a searches. best response and critically l. Recognize circumstances evaluates the effectiveness when search incident to arrest is authorized. of the response m. Identify procedures for 6. Uses information and conducting a search technology to solve incident to arrest. problems n. Recognize circumstances when search of a motor E. An integrative and vehicle without a warrant is informed thinker who: authorized. 1. Gains and applies o. Identify procedures for knowledge across disciplines searching motor vehicle and learning contexts and to without a warrant. real-life situations with and p. Define search warrant. without technology q. Recognize circumstances which require a search Career and Ed: A3b, A3d, warrant prior to searching. A3f, A3h, A3i, B2a, B2c, B2d, B2e, C1c, C4

A3 Interpersonal Skills Students demonstrate behaviors that reflect positive interpersonal skills

15 Framework, Duties and Tasks Mathematics Content Standards and Demonstration of Proficiency Maine Learning Results- The Eight Mathematical Practices (Possible Evidence, Project, Guiding Principles, (CCSS) Performance Assessment, and Certification etc.) Career and Education Development and evaluate successful strategies that improve positive interpersonal skills in ways that lead to success in a variety of school, work, and community settings. b. Respecting diversity d. Managing conflict f. Accepting responsibility for personal behavior h. Following established rules/etiquette for observing/listening i. Demonstrating safe behavior

9. Use of Force a. Recognize circumstances Guiding Principles: where use of non-deadly force is authorized by law. C. A creative and practical b. Recognize circumstances problem solver who: where use of deadly force is 1. Observes and evaluates authorized by law. situations to define c. Identify non-legal factors to problems be considered prior to use 4. Generates a variety of of force. solutions, builds a case for a d. Recognize potential civil and criminal liability for best response and critically inappropriate officer evaluates the effectiveness behavior. of the response 5. Sees opportunities, finds

16 Framework, Duties and Tasks Mathematics Content Standards and Demonstration of Proficiency Maine Learning Results- The Eight Mathematical Practices (Possible Evidence, Project, Guiding Principles, (CCSS) Performance Assessment, and Certification etc.) Career and Education Development resources and seeks results 7. Perseveres in challenging situations

D. A responsible and involved citizen who: 2. Accepts responsibility for personal decisions and actions 3. Demonstrates ethical behavior and the moral courage to sustain it

A3 Interpersonal Skills Students demonstrate behaviors that reflect positive interpersonal skills and evaluate successful strategies that improve positive interpersonal skills in ways that lead to success in a variety of school, work, and community settings. b. Respecting diversity d. Managing conflict

17 Framework, Duties and Tasks Mathematics Content Standards and Demonstration of Proficiency Maine Learning Results- The Eight Mathematical Practices (Possible Evidence, Project, Guiding Principles, (CCSS) Performance Assessment, and Certification etc.) Career and Education Development f. Accepting responsibility for personal behavior h. Following established rules/etiquette for observing/listening i. Demonstrating safe behavior

10. Civil Liability a. Explain circumstances and Guiding Principles: legal ramifications of using force to control a prisoner. C. A creative and practical b. Identify consequences of problem solver who: conducting an unlawful 1. Observes and evaluates search. situations to define c. Demonstrate understanding problems of constitutional rights. 4. Generates a variety of d. Identify advantages and solutions, builds a case for a disadvantages of high speed pursuit. best response and critically e. Identify circumstances of a evaluates the effectiveness police officer’s liability and of the response exemption from liability 5. Sees opportunities, finds when operating an resources and seeks results emergency vehicle 7. Perseveres in challenging situations

D. A responsible and involved citizen who: 2. Accepts responsibility for personal decisions and

18 Framework, Duties and Tasks Mathematics Content Standards and Demonstration of Proficiency Maine Learning Results- The Eight Mathematical Practices (Possible Evidence, Project, Guiding Principles, (CCSS) Performance Assessment, and Certification etc.) Career and Education Development actions 3. Demonstrates ethical behavior and the moral courage to sustain it

A3 Interpersonal Skills Students demonstrate behaviors that reflect positive interpersonal skills and evaluate successful strategies that improve positive interpersonal skills in ways that lead to success in a variety of school, work, and community settings. b. Respecting diversity d. Managing conflict f. Accepting responsibility for personal behavior h. Following established rules/etiquette for observing/listening i. Demonstrating safe behavior

11. Firearms

19 Framework, Duties and Tasks Mathematics Content Standards and Demonstration of Proficiency Maine Learning Results- The Eight Mathematical Practices (Possible Evidence, Project, Guiding Principles, (CCSS) Performance Assessment, and Certification etc.) Career and Education Development a. Define nomenclature of Functions: Interpret functions that arise Instructor comes in and talks Guiding Principles: firearms. in applications in terms of the context about bullets shot from different b. Demonstrate proper (Math.F-IF.B.6), Construct and compare guns, the different speeds of the A. A clear and effective firearms safety procedures. linear and exponential models and bullets, decrease of trajectory communicator who: c. Recognize proper and safe solve problems (Math.F-LE.A.1b and over distance, terminal velocity, 3. Adjusts communication procedures for loading and Math.F-LE.A.1c) etc. based on the audience unloading the service 4. Uses a variety of modes of weapon. expression (spoken, written d. Recognize proper Standard- and visual and performing marksmanship fundamentals. Attend to precision (Math.MP.6), Model including the use of e. Identify the proper use of with mathematics (Math.MP.4), Reason technology to create and cover and concealment. abstractly and quantitatively share the expressions) f. Recognize circumstances (Math.MP.2) when it is appropriate to D. A responsible and draw a weapon. involved citizen who: g. Identify the proper use of 2. Accepts responsibility for verbal commands in use of personal decisions and force situations. actions h. Identify low light techniques and considerations. E. An integrative and informed thinker who: 1. Gains and applies knowledge across disciplines and learning contexts and to real-life situations with and without technology 2. Evaluates and synthesizes information from multiple sources

20 Framework, Duties and Tasks Mathematics Content Standards and Demonstration of Proficiency Maine Learning Results- The Eight Mathematical Practices (Possible Evidence, Project, Guiding Principles, (CCSS) Performance Assessment, and Certification etc.) Career and Education Development Career and Ed: A3g, A3h, A3i, B2a, B2b, B2c, B2f, C1c, C2

A3 Interpersonal Skills Students demonstrate behaviors that reflect positive interpersonal skills and evaluate successful strategies that improve positive interpersonal skills in ways that lead to success in a variety of school, work, and community settings. g. Demonstrating ethical behavior h. Following established rules/etiquette for observing/listening i. Demonstrating safe behavior

12. Laws of Evidence a. Define "evidence." Guiding Principles b. Define the following terms which relate to classification B. A self-directed and of evidence: Testimonial; lifelong learner who: Real – Documentary, 2. Applies knowledge to set Demonstrative. goals and make informed c. Define the following terms decisions

21 Framework, Duties and Tasks Mathematics Content Standards and Demonstration of Proficiency Maine Learning Results- The Eight Mathematical Practices (Possible Evidence, Project, Guiding Principles, (CCSS) Performance Assessment, and Certification etc.) Career and Education Development which relate to the effect of 3. Applies knowledge in new evidence. contexts d. Define the following terms which relate to the C. A creative and practical introduction of evidence in problem solver who: court: Opinion evidence; 1. Observes and evaluates original evidence; situations to define presumption; hearsay; problems judicial notice; stipulation 4. Generates a variety of e. Recognize exceptions to the "Hearsay Rule" that solutions, builds a case for a relate to the law best response and critically enforcement function. evaluates the effectiveness f. Recognize circumstances of the response that fall within the scope of 5. Sees opportunities, finds the following evidentiary resources and seeks results privileges: Husband-wife; lawyer-client; physician- patient; religious privilege; Career and Ed: A3g, A3h, intake worker-juvenile; B2a, B2c, B2d, B2e, B2f, C1c, identify of informant C3, C4 g. Identify the rule as to who is a competent witness.

13. Courtroom Testimony and Demeanor a. Identify the need to Guiding Principles: maintain harmonious district attorney/police relations. A. A clear and effective b. Identify the need to confer communicator who: with district attorney prior to 1. Demonstrates organized testimony regarding case to and purposeful note relevant facts.

22 Framework, Duties and Tasks Mathematics Content Standards and Demonstration of Proficiency Maine Learning Results- The Eight Mathematical Practices (Possible Evidence, Project, Guiding Principles, (CCSS) Performance Assessment, and Certification etc.) Career and Education Development c. Identify need to check that communication in English witnesses are ready for and at least one other court testimony. language d. Identify the need to 2. Uses evidence and logic maintain confidentiality. appropriately in e. Identify proper procedure communication for appearing in courtroom, 3. Adjusts communication including attire. based on the audience f. Identify proper procedure to 4. Uses a variety of modes of present evidence in legal proceedings. expression (spoken, written g. Identify proper techniques and visual and performing in providing testimony. including the use of h. Identify the need to discuss technology to create and problems regarding a past share the expressions) case that should be corrected in future cases B. A self-directed and with district attorney. lifelong learner who: i. Identify the relationship 5. Demonstrates flexibility between successful including the ability to learn, prosecution and police unlearn and relearn reports. 6. Demonstrates reliability j. Identify situations and and concern for quality procedures when an officer 7. Uses interpersonal skills to may testify in court. learn and work with k. Identify the pre-trial individuals from diverse responsibilities and backgrounds procedures of an officer. l. Identify non-verbal attributes that affect the D. A responsible and officer's testimony. involved citizen who: m. Identify proper reaction or 1. Participates positively in

23 Framework, Duties and Tasks Mathematics Content Standards and Demonstration of Proficiency Maine Learning Results- The Eight Mathematical Practices (Possible Evidence, Project, Guiding Principles, (CCSS) Performance Assessment, and Certification etc.) Career and Education Development response to common tactics the community and designs used by defense counsel. creative solutions to meet human needs and wants 2. Accepts responsibility for personal decisions and actions 3. Demonstrates ethical behavior and the moral courage to sustain it 4. Understands and respects diversity

E. An integrative and informed thinker who: 4. Applies systems thinking to understand the interaction and influence of related parts on each other and on outcomes

Career and Ed: A3a-i, A4a-c, B2a-f A3 Interpersonal Skills Students demonstrate behaviors that reflect positive interpersonal skills and evaluate successful strategies that improve positive interpersonal skills

24 Framework, Duties and Tasks Mathematics Content Standards and Demonstration of Proficiency Maine Learning Results- The Eight Mathematical Practices (Possible Evidence, Project, Guiding Principles, (CCSS) Performance Assessment, and Certification etc.) Career and Education Development in ways that lead to success in a variety of school, work, and community settings. a. Getting along with others b. Respecting diversity c. Working as a member of a team d. Managing conflict e.

Accepting/giving/using constructive feedback f. Accepting responsibility for personal behavior g. Demonstrating ethical behavior h. Following established rules/etiquette for observing/listening i. Demonstrating safe behavior j. Dealing with peer pressure

14. Crisis Conflict Management/Dealing with Variant Behavior a. Recognize legal Guiding Principles: A1, A2, requirements regarding A3, A4, B1, B2, B3, B7, C1,

25 Framework, Duties and Tasks Mathematics Content Standards and Demonstration of Proficiency Maine Learning Results- The Eight Mathematical Practices (Possible Evidence, Project, Guiding Principles, (CCSS) Performance Assessment, and Certification etc.) Career and Education Development emergency detention of a C2, C3, C4, C5, C6, C7, D3, mentally ill person. D4, D6, E2 b. Identify proper procedures A. A clear and effective to conduct investigation for communicator who: suicide attempt. 1. Demonstrates c. Identify proper procedures organized and purposeful to conduct investigation communication in English regarding a reportedly and at least one other mentally ill person. language d. Identify proper procedures to transport mental patients. 2. Uses evidence and e. Identify proper safety logic appropriately in procedures before entering communication a dispute. 3. Adjusts f. Identify proper safety communication based on procedures once in a the audience dispute situation. 4. Uses a variety of g. Identify proper procedures modes of expression to comfort emotionally upset (spoken, written and visual or distraught persons. and performing including h. Identify techniques to the use of technology to defuse emotionally create and share the distraught situations. expressions) i. Identify basic elements of negotiating with distressed B. A self-directed and persons. lifelong learner who: j. Identify a police officer's 1. Recognizes the need for responsibility at the scene of a dispute; i.e., keep the information and locates and peace, determine if a crime evaluates resources has been committed, 2. Applies knowledge to set provide safety to individuals goals and make informed

26 Framework, Duties and Tasks Mathematics Content Standards and Demonstration of Proficiency Maine Learning Results- The Eight Mathematical Practices (Possible Evidence, Project, Guiding Principles, (CCSS) Performance Assessment, and Certification etc.) Career and Education Development and property. decisions k. Identify inherent dangers to 3. Applies knowledge in new an officer entering the home contexts of a family involved in a 7. Uses interpersonal dispute. skills to learn and work with l. Identify advantages and individuals from diverse disadvantages of separating backgrounds parties in a family dispute C. A creative and practical and gathering information problem solver who: from them individually. m. Identify basic psychological 1. Observes and responses of a crime victim evaluates situations to such as feelings of define problems helplessness, lack of 2. Frames questions, control, self blame of makes predictions and blaming others, anger, fear designs data/information from attack. This will collection and analysis minimally include the strategies following types of crimes: 3. Identifies patterns, Sexual abuse of children; trends and relationships rape of sexual offenses; that apply to solutions racial incidents; crimes 4. Generates a variety against the elderly; of solutions, builds a case burglary; armed robbery; for a best response and domestic violence; missing critically evaluates the persons. effectiveness of the n. Demonstrate in a role play, the resolution of conflicts response including: Family dispute; 5. Sees opportunities, landlord-tenant; store clerk- finds resources and seeks customer; death notification; results mentally ill persons; crime 6. Uses information

27 Framework, Duties and Tasks Mathematics Content Standards and Demonstration of Proficiency Maine Learning Results- The Eight Mathematical Practices (Possible Evidence, Project, Guiding Principles, (CCSS) Performance Assessment, and Certification etc.) Career and Education Development victims. and technology to solve o. Recognize the goals of problems mediation, when to mediate, 7. Perseveres in and how to mediate. challenging situations D. A responsible and involved citizen who: 1. Participates positively in the community and designs creative solutions to meet human needs and wants 2. Accepts responsibility for personal decisions and actions 3. Demonstrates ethical behavior and the moral courage to sustain it 4. Understands and respects diversity 5. Displays global awareness and economic and civic literacy 6. Demonstrates awareness of personal and community health and wellness E. An integrative and informed thinker who: 1. Gains and applies knowledge across

28 Framework, Duties and Tasks Mathematics Content Standards and Demonstration of Proficiency Maine Learning Results- The Eight Mathematical Practices (Possible Evidence, Project, Guiding Principles, (CCSS) Performance Assessment, and Certification etc.) Career and Education Development disciplines and learning contexts and to real-life situations with and without technology 2. Evaluates and synthesizes information from multiple sources

Career and Ed: A3a-i, A4a, A4c, B2a, B2c, B2d, B2e, C1c, C4 15. Child Abuse a. Define the following terms Guiding Principles: B1, C1, in the Child and Family C2, C4, C5, C6, E1, E2, E3, E4 Services and Child Protection Act: Child; abused child; neglected Career and Ed: A3a-i, A4a, child; mandatory reporting. A4c, B2a, B2c, B2d, B2e, C1c, b. Identify the criminal C4 offenses applicable to child abuse. c. Identify proper procedures for conducting investigations for: Physical abuse; physical neglect; emotional abuse; sexual abuse. d. Recognize circumstances which warrant use of the Juvenile Code Title 15 Chapter 5112 3501 (Interim

29 Framework, Duties and Tasks Mathematics Content Standards and Demonstration of Proficiency Maine Learning Results- The Eight Mathematical Practices (Possible Evidence, Project, Guiding Principles, (CCSS) Performance Assessment, and Certification etc.) Career and Education Development Care Provision). e. Identify proper procedures to follow in using the interim care provisions of the Juvenile Code.

16. Police and the Public a. Identify the basic guidelines Guiding Principles: A1, A2, which contribute to strong A3, A4, B1, B2, B3, B4, B5, community relations B6, B7, C1, C2, C3, C4, C5, service. C6, D1, D2, D4, D6 b. Identify the relationship of each of the following police B. A self-directed and roles, and explain how they lifelong learner who: could positively or 1. Recognizes the need for negatively affect community information and locates and relations service: Law enforcement; order evaluates resources maintenance; delivery of 2. Applies knowledge to set service; prevention of crime goals and make informed c. Identify the potential decisions benefits of strong 3. Applies knowledge in new community relations service contexts to each of the following: The officer; his/her department; his/her community Career and Ed: A3a-i, A4a-c, d. Identify the importance of B1, B2a-e, C4 public support and that effective community relations service is essential to gaining that support. e. Identify the relationship

30 Framework, Duties and Tasks Mathematics Content Standards and Demonstration of Proficiency Maine Learning Results- The Eight Mathematical Practices (Possible Evidence, Project, Guiding Principles, (CCSS) Performance Assessment, and Certification etc.) Career and Education Development between crime prevention and police public relations. f. Identify basic crime prevention techniques which should be used by citizens. g. Identify factors which determine if a citizen could benefit from a formal crime prevention program. 17. Mechanics of Arrest, Restraint and Control (MARC) a. Recognize circumstances Guiding Principles: A1, A2, which influence A3, A4, B1, B2, B3, B4, B5, strategy/level of force used B6, B7, C1, C4, C7, D2, D3, in effecting an arrest. D4, E1 b. Demonstrate handcuffing/searching: Compliant subject; non- Career and Ed: A3d, A3g, compliant subject A3h, A3i, B2a, B2c, B3e, C1c c. Demonstrate the proper approach, verbal contact and interview position. d. Identify ground defense/ground control techniques. e. Identify the areas of the body which are vulnerable to physical attack. f. Demonstrate: Wristlock; escort hold; takedown techniques; escape g. Demonstrate: Pry; arm bar;

31 Framework, Duties and Tasks Mathematics Content Standards and Demonstration of Proficiency Maine Learning Results- The Eight Mathematical Practices (Possible Evidence, Project, Guiding Principles, (CCSS) Performance Assessment, and Certification etc.) Career and Education Development escape from suspect mount; escape from suspect guard h. Demonstrate weapon retention techniques of: Holstered weapon; drawn weapon i. Demonstrate proper techniques for disarming an attacker, armed with a handgun. j. Identify whether or not the utilization of the police baton would be appropriate and/or justified in given situations. k. Demonstrate techniques utilizing physical means for removing a subject from a vehicle. l. Identify proper procedures/technique for deploying chemical agents. m. Identify proper procedures to transport prisoners.

18. Note Taking and Report Writing a. Identify factors determining Guiding Principles: A1, A2, when it is necessary to A3, A4, B1, B6, B7, C1, C6, record personal notes E2 based on nature of complaint or situation.

32 Framework, Duties and Tasks Mathematics Content Standards and Demonstration of Proficiency Maine Learning Results- The Eight Mathematical Practices (Possible Evidence, Project, Guiding Principles, (CCSS) Performance Assessment, and Certification etc.) Career and Education Development b. Identify the proper method of recording field notes. Career and Ed: A4a, A4c, c. Identify the need to write B2a, B2c, B2d, B2f, C1c concise and factual summaries of witness and complainant interviews by including all pertinent information. d. Identify proper method to record location of physical evidence at crime scene. e. Identify sources of information for written reports. f. Identify proper content and sequence of information for police report. g. Identify desirable elements of a complete narrative report. h. Identify need to proofread written report and, if necessary, make corrections (includes spelling).

19. Radio and Telecommunications a. Identify proper METRO Connects to (a, j, k, and l) Number and ??? Guiding Principle: A1, A2, code and procedures to Quantity: Reason quantitatively and use A3, A4, C1, C2, C3, C4, C5, check persons and units to solve problems (Math.N-Q.A.1), C6, C7, D2, E1, E2 property. maybe? b. Identify information

33 Framework, Duties and Tasks Mathematics Content Standards and Demonstration of Proficiency Maine Learning Results- The Eight Mathematical Practices (Possible Evidence, Project, Guiding Principles, (CCSS) Performance Assessment, and Certification etc.) Career and Education Development necessary to check for wants/warrants on Career and Ed: A3a-j, A4a-c, person(s) through METRO. Standard- B2a-f, C4 c. Identify information needed Attend to precision (Math.MP.6), Look to check on property for and make use of structure through METRO. (Math.MP.7) d. Identify need to speak by radio clearly, concisely, calmly. e. Identify need to keep radio transmissions to a minimum (keep conversations short and to the point). f. Identify information which should be included in a person’s description. g. Identify information which should be included in a vehicle description. h. Identify proper methods of describing missing/recovered property. i. Demonstrate verbally, the proper vocal characteristics for microphone speaking, including: Pronunciation; rate; volume. j. Define fifteen of the most frequently used APCO ten signals. k. Demonstrate correct vocalization of the ten

34 Framework, Duties and Tasks Mathematics Content Standards and Demonstration of Proficiency Maine Learning Results- The Eight Mathematical Practices (Possible Evidence, Project, Guiding Principles, (CCSS) Performance Assessment, and Certification etc.) Career and Education Development numerals with proper radio pronunciation. l. Define all the letters of the alphabet with their prescribed standard law enforcement phonetic alphabet.

20. Traffic Law Enforcement a. Define selective Functions: Interpret functions that arise Using skid marks and specific Guiding Principles: enforcement. in applications in terms of the context functions to determine the speed C. A creative and practical b. Identify circumstances (Math.F-IF.B.4, Math.F-IF.B.5, and a vehicle was traveling at when problem solver who: when it is appropriate to Math.F-IF.B.6) they crashed/hit the breaks 1. Observes and evaluates issue verbal warnings to situations to define traffic violators. OUI detection – two day class problems c. Recognize circumstances about body chemistry, 3. Identifies patterns, trends when a custody arrest is mathematical determination if and relationships that apply authorized for a traffic someone is drunk via size, to solutions offense. d. Identify circumstances to be weight, blood alcohol content, 4. Generates a variety of recorded regarding traffic breathalyzer usage solutions, builds a case for a citations for purposes of best response and critically court presentation. Radar usage evaluates the effectiveness e. Identify need to explain of the response legal procedures to traffic 6. Uses information and violators. A two days course where technology to solve f. Identify proper positioning Number and Quantity: Reason students have to learn how to problems of patrol vehicle while quantitatively and use units to solve accurately within 5 miles an monitoring for traffic problems (Math.N-Q.A.2 and Math.N- hours throughout 20 visual E. An integrative and violations. Q.A.3) estimate, 10 in a moving mode informed thinker who: g. Identify factors to be and 10 in a stationary mode 1. Gains and applies considered to estimate the

35 Framework, Duties and Tasks Mathematics Content Standards and Demonstration of Proficiency Maine Learning Results- The Eight Mathematical Practices (Possible Evidence, Project, Guiding Principles, (CCSS) Performance Assessment, and Certification etc.) Career and Education Development speed of a vehicle. (potentially not hitting knowledge across disciplines h. Recognize that a traffic proficiency but at least touching and learning contexts and to violation has occurred by on the subject) real-life situations with and comparing observed vehicle without technology operation with the Introduction to the basics of how requirements of the vehicle Geometry: Make geometric to recreate a crime scene (most code, state laws, and constructions (Math.G-CO.D.12) likely will not hit proficiency but Career and Ed: A3g, A3h, ordinances. gets an experience) B2a, B2c, B2d, B2e, B2f, C1c, i. Identify proper procedures C3, C4 to clock speed of vehicles using speedometer. Recreate a crime scene for the j. Define legal requirements students and have the students pertaining to assessment of go and figure it out driver's capability to operate a vehicle. k. Identify procedure to inspect driver's license. l. Identify procedures to Standard- determine status of driver's Make sense of problems and persevere license. in solving them (Math. MP.1), Reason m. Identify procedures to check abstractly and quantitatively vehicles for proper (Math.MP.2), Model with Mathematics registration. (Math.MP.4), Use appropriate tools n. Identify frequency of OUI strategically (Math.MP.5), Attend to violations and crashes. precision (Math.MP.6) o. Define general deterrence. p. Identify relationship between detection and deterrence. q. List the legal elements of OUI offense. r. Define Implied

36 Framework, Duties and Tasks Mathematics Content Standards and Demonstration of Proficiency Maine Learning Results- The Eight Mathematical Practices (Possible Evidence, Project, Guiding Principles, (CCSS) Performance Assessment, and Certification etc.) Career and Education Development Consent/Duty to Submit law. s. Describe relevance of chemical test evidence. t. Identify case law precedents. u. List the three (3) phases of detection. v. Identify the tasks and key decisions of each phase. w. Identify the use of a standard note-taking guide. x. Identify guidelines for effective testimony. y. List typical cues of Phase One. z. Identify Phase One cues. aa. List typical cues of Phase Two. bb. Identify observable Phase Two cues. cc. Demonstrate the ability to successfully administer field sobriety tests.