Studies in Homeland Security and Emergency Preparedness

1
Studies in Homeland Security and Emergency
Preparedness

• Harford County Public Schools
• Harford County, Maryland
• June 12, 2006

2
Building A High School Program in Homeland
Security and Emergency Preparedness
3
Part One

• Comprehensive Secondary School Reform Plan
• Career Education
• Accelerated Learning
• High School Design
• Design Support
• Compliances
• Alignments with USDE, MSDE, HCPS
• Partnerships
• System Resources Commitments
• AHS Prototype

4
Background

• The investigation of secondary education and
  possible methods for its improvement have been
  on-going for more than a decade. HCPS alone has
  been actively studying this since spring of 2002.
  The enacting of No Child Left Behind further
  encouraged these efforts and is now accelerating
  their incorporation into high school educational
  program formats across America.

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A Nation At Risk

• Prompted the dialogue that surrounded
  comprehensive school reform
• Stimulated various reform initiatives
• Encouraged a statistical evaluation of best
  school practices
• Fostered the school improvement movement

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Qualities of Effective Schools

• High Expectations for all students
• Student ownership of their learning
• Purposeful, inter-related programs of study
• Student-centered learning environments
• Strong presence of student advocacy
• Learning connections that go beyond the classroom
• Dedicated and qualified instructional staff

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• The intent of the Harford County Public Schools
  Comprehensive Secondary School Reform Plan has
  always been, and continues to be, to develop a
  forward thinking secondary education that will
  carry our students into the workplace of the
  twenty-first century.
• Harford SchoolsMarch 2005

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Justification

• Serving all students equally well
• Meeting the various assessment standards
• Creating an environment that motivates and
  inspires students to elevate personal achievement
• Creating smaller personal learning communities
  that foster stronger positive adult-student
  relationships
• Preparing students for the twenty-first century
  workplace

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Source of Validation

• The National Association of Secondary School
  Principals and its combined national and
  international research consortium of experts in
  the various fields of secondary education has
  served as the clearing house for all research and
  program components. These combined resources
  represent the most experienced, knowledgeable,
  and proven educators in the world.

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The TheoryBreaking Ranks OneA Major Theme

• Personalization High Schools must break into
  units of no more than 600 students so that
  teachers and students can get to know each other
  better. Then, teachers should use a variety of
  instructional strategies that accommodate
  individual learning styles and engage students.
  This will be helped by every student having a
  personal adult advocate and a personal plan for
  progress.

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The PracticeBreaking Ranks 2

• This second edition serves as a field book for
  both validating and implementing elements of
  secondary school reform. Schools across the
  United States are using the research-based
  recommendations found within this text as their
  guide to accomplishing the intent previously
  expressed by our Board in Harford Schools in
  March 2005.

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Three Primary Related Themes

• 1.Personalized Educational Programs
• Student ownership of their education
• Appropriate remediation strategies
• Purposeful career education
• Intentional character education strategies
• Alternative forms of educational services (AEP)
• Programs that capitalize upon student interests
• and talents

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• 2. Creating Smaller Learning Communities
• Utilization of teams, career clusters, academies
• and magnet programs
• Promoting opportunities for integrated learning
• Connected coursework and learnings
• Expanded alternative education approaches

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• 3. Raising Standards and Expectations
• Increasing credits for graduation
• Creating a more purposeful senior year
• Requiring more related coursework
• Increasing assessment proficiencies

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Educational Intuitions
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Educational Indicators

• Two of the strongest predictors of effective
  high schools remains whether a child can identify
  one adult that knows them well and can advocate
  for him/her and whether the learner has a vested
  interest in daily engagement in their learning.
• Accomplishing this through smaller learning
  communities and interconnected learning
  experiences appears to hold great potential for
  success.

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Educational Measures

• State Assessmentsand SAT, AP, etc.
• Attendance Rate
• Graduation Rate
• Drop-Out Rate
• Safe Secure Learning Environments

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• Harford
• Countys
• Response

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Organize schools into smaller learning
communities

• The depersonalization of education that is
  caused by large organizations with random course
  selection has less of an opportunity of engaging
  students on a personal level and creating
  increased student advocacy. In the absence of
  such relationships, many less-focused students
  are lost in the masses with little connectivity
  to their educational programs. A commitment to
  create smaller intellectual environments within
  high schools has the greatest potential for
  nurturing the adolescent learners quest for
  knowledge and responsibility for their education.

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Develop additional off-campus educational
experiences including internet, college, and
e-learning

• As students learning profiles become
  increasingly more personalized and complex, the
  ability of the system to develop specialized or
  advanced coursework becomes strained.
  Additionally, the traditional process of
  curriculum development, as well as the methods of
  instructional delivery, become less effective.
• (cont.)

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• The use of technology driven coursework not
  only engages students in a different and
  motivating format but also allows for highly
  individualized methods and specific content
  delivery. Additionally, it can provide a
  continuum of learning that transcends the walls
  of the schoolhouse and access to expanded
  educational and research based information.

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Create dynamic and connected programs of study
that engage students and inspire the personal
ownership of the learner

• Student motivation and apathy are continuously
  cited as a major contributing factor to those
  students who feel disenfranchised or
  disinterested in their personal education.
  Students will naturally become more vested in
  their own education when they perceive value and
  purpose to the instruction which they receive.
• (cont)

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• Aligning programs of study with student
  interests and talents is essential to developing
  greater motivation on the part of all students.
  Improved motivation should have a corresponding
  positive effect on attendance, behavior, and
  performance.

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Addressing the themesAt the High School level
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Accelerated Learning
Career Clusters

• For the typical student, the Career Clusters
  allow them to explore areas of personal interest
  that are aligned with the emerging job markets.
  Previously less-focused students that will
  benefit from this increased intentionally.
• For the advanced student, Accelerated Learning
  programs will allow them to explore higher levels
  of academic and intellectual engagement in more
  focused areas.

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Career Clusters

• Career clusters are utilized at each high
  school to encourage greater purposeful engagement
  by the student. The intent is to provide
  collections of coursework that have career
  connectivity and are supported by either the
  universal or local job markets. Students are
  primarily identified within the comprehensive
  school but could be magneted from across the
  district.

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Accelerated Learning Magnets

• Accelerated Learning programs are envisioned
  at each of the high schools to serve the needs of
  our most gifted students. Placement is
  determined by local interest and ability to
  support a particular magnet program. This
  magnet concept can be used to facilitate
  accelerated learning programs.

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High School Program Design
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Design Support

• Alignments with USDE, MSDE, HCPS
• Alliance With Community Business
• External Partnerships
• Dedicated and Original Funding Streams
• Compliances
• System Resource Commitments
• Champions Shepherds

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Prototypical DesignAberdeen HighScience Math
Academy

• The Office of Curriculum Science Supervisor
• The Army Alliance
• Battelle, Lockheed, Northrup, etc.
• Congressional Budget, State Grants
• The Offices of Grant Management CTE
• FTEs, Per Pupil Expenditures, Budget
• The Principal and Site Coordinator

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DesignJoppatowne HighHomeland Security EP

• The Offices of Curriculum and CTE and the
  Systems Coordinator
• The HSEP Advisory Committee
• Local Related HSEP Industries
• Congressional Budget, State Grants
• The Offices of Grant Management CTE
• FTEs, Per Pupil Expenditures, Budget
• The Executive Director, System Coordinator,
  Principal, Site Coordinator

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Questions Answers

• Comprehensive Secondary School Reform Plan
• Career Education
• Accelerated Learning
• High School Design
• Design Support
• Compliances
• Alignments with USDE, MSDE, HCPS
• Partnerships
• System Resources Commitments
• AHS Prototype

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Part Two

• HSEP Background
• Needs Assessment
• BRAC Anti-terrorism
• Governors Biotech
• Occupations

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Homeland Security Industry Snapshot
Growing Industry 40 billion in 2004 to 180
billion in 2015 (Homeland Security Research
Corporation Estimate)
Fastest growing sub-sector of homeland security
Cyber security 15-20 annually through 2010
(Frost Sullivan Analysis of Current and Future
U.S. Homeland Security Market)
Median annual compensation for security
professionals in the United States in 2004
75,200 5.9 increase over 2003 (ASIS U.S.
Security Salaries Survey Results, 2005)
35 of all U.S. companies planning to invest in
and expand security programs in 2005 (ASIS
International Foundation Trends Report, 2005)
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(No Transcript)
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Summary Comprehensive Needs Assessment, Summer
2005
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Program Objectives
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Developing the following career pathways
utilizing County, State, and Federal Stakeholders
Criminal Justice/ Law Enforcement
Information/ Communication/ Technology (ICT)
Junior Reserve Officer Training Corp
Homeland Security Sciences
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PME 1.0
Staff Function
PME 1.1
Guidance Function
PME 1.2
Project Management (1.4.1)
CTE Projects (1.4..2)
Courseware Development (1.4.3)
Class work and Syllabus (1.4.4)
Future PAC
Program Management Elements (PME)
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The Road Ahead
Prioritize County involvement / secure grant
funding
Build a seamless/cost effective program among all
Counties in Maryland Build an information
sharing system that responds to the demand
for information, interoperability, and a
cooperation rich environment
Involve Government, Academia, and Private Sector
in developing the program
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• The protection of our homeland is the
  responsibility of every citizen, government
  agency, business, educational institution, and
  organization, both public and private. We must
  all work in unison to secure peace, prosperity
  and freedom, the hallmarks of our country.

QUESTIONS?
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Questions Answers

• HSEP Background
• Needs Assessment
• BRAC Anti-terrorism
• Governors Biotech
• Occupations

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Part Three

• Advisory PAC
• Seed Grants
• MSDE Compliances
• Foundation Course
• 3-Pathways
• Articulation

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Homeland Security and Emergency Preparedness

• Career Completer Program

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Homeland Security Industry Snapshot

• Growing Industry 40 billion in 2004 to 180
  billion in 2015
• (Homeland Security Research Corporation
  Estimate)

• Fastest growing sub-sector of homeland security
  Cyber security 15-20 annually through 2010
• (Frost Sullivan Analysis of Current and
  Future U.S. Homeland Security Market)

• Median annual compensation for security
  professionals in the United States in 2004
  75,200 5.9 increase over 2003
• (ASIS U.S. Security Salaries Survey Results,
  2005)

• 35 of all U.S. companies planning to invest in
  and expand security programs in 2005
• (ASIS International Foundation Trends Report,
  2005)

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Stakeholders Federal Level

• United States Department of Defense
• United States Department of Education
• United States Department of Homeland Security
• United States Department of Justice
• Federal Emergency Management Agency
• all coordinated through the National Partnership
  for Careers in Law, Public Safety, Corrections,
  and Security (Dr. Joe Coffee, Executive Director)

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Stakeholders State Level

• Maryland State Department of Education
• Maryland Emergency Management Agency
• Department of Public Safety and Correctional
  Services
• Governors Office on Homeland Security
• Consortium of colleges and universities
  University of Maryland College Park, University
  of Maryland Baltimore County, Towson University,
  Anne Arundel Community College, Frederick
  Community College, Cecil Community College, and
  Harford Community College
• Representatives from 24 of the 24 school systems
  in Maryland

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Stakeholders Local Level

• Harford County Government
• Harford County Board of Education
• Harford County Law Enforcement Agencies, all
  jurisdictions represented
• Aberdeen Proving Ground (U.S. Army Edgewood
  Chem/Bio Center)
• Private sector/local businesses (Upper Chesapeake
  Health Goldbelt Raven EAI Corporation)
• Harford County Economic Development Advisory
  Board
• Northeastern Maryland Technology Council

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Seed Grant Money
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Career Cluster Framework
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Homeland Security Program within the MSDE Cluster
Framework
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Process for Developing New CTE Program Proposals

• Steps 1A Establish program advisory
• and 1B committee and conduct labor market
  needs analysis
• Step 2A Review cluster, pathways, and skill
  standards to identify the program to be
• developed. Describe the program based on
  desired student outcomes.
• Step 2B Describe each CTE completer course and
  identify end of course assessments
• Step 2C Determine appropriate curriculum,
  end-of- program assessments, licenses, and
  certifications
• Step 2D Complete the secondary program matrix

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Process for Developing New CTE Program Proposals
(cont.)

• Step 2E Specify the type(s) of value-added
  options available to students (credentials
  or postsecondary credit)
• Step 2F Identify the work-based learning
  experiences provided to students
• Step 2G Identify the CTSO provided to students
  in the program
• Step 3 Identify sites and allocate resources
• Step 4 Submit Proposal to MSDE/DCTAL
• Step 5 Implement and continuously improve
• programs

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Pathway Program Template
Certification Work
Two-Year Degree
Four-Year Degree
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Homeland Security and Emergency Preparedness

• Foundations Course

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Foundations of Homeland Security and Emergency
Preparedness (HSEP)

• Developed by Harford County Program Advisory
  Committee
• One credit course, fall semester
• Required for 10th grade students pursuing HSEP
  Studies
• Includes a general overview of HSEP and an
  introduction to

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Foundations of HSEP (cont.)

• Introduction to Homeland Security and Emergency
  Preparedness
• Historical and contemporary perspectives
• Policies and guidelines of HSEP
• Improvements Since 9-11
• Cultural and sociological perspectives

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Foundations of HSEP (cont.)

• Elements of Emergency Response
• Roles of Emergency Responders
• Roles of Federal Agencies
• Roles of Supporting Federal Agencies
• Inter-relationship of local, state, and federal
  agencies
• Methodologies of Intelligence Gathering and
  Communications
• Who, What, and How and Why
• Geospatial Technology and Remote Sensing

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Foundations of HSEP (cont.)

• Threats to Public Safety and Public Health
• Natural Disasters
• Man-made Disasters
• Deliberate Releases
• Countermeasures

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Foundations of HSEP (cont.)

• Personal and community responsibilities
• Selection of One of Three Strands
• Homeland Security Science
• Criminal Justice/Law Enforcement
• Information and Communications Technology

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Questions Answers

• Advisory PAC
• Seed Grants
• MSDE Compliances
• Foundation Course
• 3-Pathways
• Articulation

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Part Four

• Curriculum Development
• Professional Development
• Program Sustainability

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Curriculum Development

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Homeland Security and Emergency Preparedness

• Homeland Security Science Strand

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Homeland Security Science Strand Course Two
Homeland Security Science

• One credit course, 11th Grade
• Includes an in-depth understanding of
• Threats to Public Safety and Threats to Public
  Health
• Types of Decontamination
• Personal and Collective Protection concepts
• Field instrumentation and laboratory analysis
• Plan for both chemical and biological incidents

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Homeland Security Science Strand Course Three
Research Methods and Applications

• One credit course, 12th Grade- First Semester
• Includes an in-depth understanding of
• Proper methods of research and analysis of key
  Homeland Security and Emergency Preparedness
  concepts
• Technical writing techniques and applications
• Interpersonal communication skills and group
  dynamics
• Current laboratory skills and practices

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Homeland Security Science Strand Course
Four Internship and Capstone Project

• One credit course, 12th Grade- Second Semester
• Internship or capstone project that may include
• Several weeks in a laboratory or field setting
• Development of a professional portfolio
• Research paper
• Series of field experiences

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Proposed Strand Layout
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Homeland Security and Emergency Preparedness

• Law Enforcement and Criminal Justice Strand

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The Criminal Justice System

• Foundation Course (Sophomore Year)
• The Criminal Justice System (Junior Year)
• Law Enforcement and Criminal Justice Capstone
  Project (Senior Year)

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The Criminal Justice System

• Existing Curriculum
• Administration of Justice
• Administration of Justice I
• First Semester, 11th Grade
• Introduction to Criminal Justice and Corrections
• Juvenile Justice System
• Constitution Law

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The Criminal Justice System

• Administration of Justice II
• Second Semester, 11th Grade
• Criminal Investigations
• Forensic Investigations

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Proposed Strand Layout
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Opportunities

• College Credits
• Developing articulation agreement with Harford
  Community College
• Mentoring Program
• Youth Academy
• Law Enforcement Explorer Program
• Volunteer Program
• Job Opportunities
• Cadet Program
• Corrections

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Homeland Security and Emergency Preparedness

• Information and Communications Technology Strand

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Information Communications Technology Strand
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CISCO as a Seamless Transition into Network
Security

• CISCO Certification Program already established
  at Joppatowne High School.
• CISCO courses are a major component of the
  Community Colleges Network Security Program.

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Strand Layout
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SPACESTARS PROGRAM

• Created by industry to address need.
• Based on 39 industry defined competencies
• Only geospatial technologies certification
  program recognized by the Federal Department of
  Labor

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SPACESTARS PROGRAM

• Focus on ArcView 3.3 , 9.2 skills, and Remote
  Sensing
• Partners include Stenis Space Center (NASA),
  ESRI, Berkley Geo-research Group, and Digital
  Quest.
• Education is the link to local government

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Proposed Strand Layout
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Professional Development

• Teacher Training
• Private Sector Assistance
• Governmental Assistance
• Curriculum Writing Teams
• Higher Education Articulation

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Program Sustainability

• Annual HCPS Commensurate Funds
• External Advocacy Support Groups
• (Army Alliance, NEMTC, FEMA, MEMA, UAWG)
• Continued USDL, USDE,, MSDE Endorsements
  Funds
• Corporate Sponsorship Input
• Local Workforce Commitments
• Program Management Integration

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Questions Answers

• Curriculum Development
• Professional Development
• Program Sustainability

85
Contacts

• David A. Volrath Executive Director,
  Harford County Public Schools
• david.volrath_at_hcps.org 410-588-5208
• Frank Mezzanotte Magnet Coordinator, Harford
  County Public Schools
• frank.mezzanotte_at_hcps.org 410-638-3804
• Michael Mazza Eastern Regional Director,
  Goldbelt Raven LLC
• mike.mazza_at_us.army.mil 410-688-7977
• Ruth Hoskins Emergency Operations,
  Harford County, Maryland
• rjhoskins_at_co.ha.md.us