Program of Excellence

IV. CURRICULUM AND INSTRUCTION

STANDARD IV:

Courses should be aligned with state and national standards. Instruction utilizes best practice pedagogy. Lessons prepare students to be excellent entry level employees and capable of success in industry aligned credentials.

Table of Contents for Standard IV:

PATHWAY / PROGRAM INFORMATION

Law Enforcement Syllabus 2025_2026

Law Enforcement Syllabus

Copy of Basic Telecommunications Syllabus 2025_2026

Basic Telecomunications Syllabus

Program Sequence Broken Down Into 3-Year Schedule

Recent Data On Program Completers, Work-Based Learning, etc.

SCHOOL RETESTING POLICIES

—Readdressing Learning at The HILL:—

Students with absences will follow the following procedures for making up missed learning at The HILL.

Assessments and learning tasks due on the day of the absence will be due the next class period that the student is in attendance.
Formative Work: (Quizzes, Learning Checks, Learning Activities, etc.) must be completed within their course unit to avoid penalty to employability score.
Summative Work: (Tests, Labs, Performance Assessments) must be completed within one week of the excused absence to avoid penalty to employability score.
Employability missed due to an excused absence will be unaffected. Employability grades missed due to an unexcused absence will be marked as zero until the absence is excused.
Assessments and learning tasks submitted past the deadlines for submission listed above will follow the procedures for late submission of learning tasks.

— Late Submission of Learning Tasks and Assessments:—

Tasks and assessments should measure a student’s mastery on the assessed standard. When a student submits a learning task or assessment past its due date, their employability score will be negatively affected because the student is not demonstrating the HILL Habits of Success.
- Teachers will determine a class policy for how employability is reasonably affected by late assignments in their syllabus and will follow that policy uniformly across all students.
Formative Assessments: must be submitted within the unit of study, by the summative assessment. Assessments not completed by the end of the unit will be marked as a zero in Infinite Campus gradebook.
Summative Assessments: should be submitted as soon as possible but may be submitted up until the end of the course.
Student Supports:
- For a student missing multiple formative assessments or a summative assessment, the instructor will make contact with the parent or guardian to address the concern.
- Student supports for continued missing assignments and assessments, formative or summative, will be structured through the PBIS structures at The HILL. Students can request support from their instructor, counselor, administrator, or other HILL staff.
- If documented, reasonable efforts to support the student in readdressing the summative learning tasks or assessments are not successful, the student will receive a zero for the summative assessment at the end of the semester.

Students and families should request make-up work in a way that does not disrupt ongoing classroom instruction. We encourage proactive communication and responsibility as part of The HILL’s commitment to student success.

— Academic Dishonesty:—

Academic honesty is essential in emergency communications, where integrity and accountability directly impact public safety. Cheating, copying another student’s work, plagiarism, or the use of artificial intelligence (AI) tools to complete assignments without instructor permission are strictly prohibited. Any violation of these standards will result in a grade of zero for the assignment or assessment. At the instructor’s discretion, the student may be permitted to complete a retest or alternative assignment for a reduced or minimal grade; however, the original grade will not be restored.

CLASS RULES & POLICIES

Students at The HILL will follow the Fayette County Public Schools Code of Conduct and The HILL Student Playbook.

In addition to these expectations, course-specific expectations are listed below:

Students will take part in research, discussion, and skill based evolutions to examine crime and criminality. As these topics are complex, and may contain mature topics, students will be expected to take part in a professional manner.
Students will treat each other with respect and professionalism at all times.
Students will take part in hands-on exercises and will be expected to demonstrate restraint, professional composure, and follow safety guidelines at all times.
Students will be expected to participate in physical fitness activities as outlined in Kentucky Department of Education Standards for this course.
Cell phone use will not be permitted in class except under exceptional circumstances.

Copy of Grading & Assessment Policy

Grading Policy

HILL Student Playbook 2025-26

Student Handbook

LITERACY AND COMMUNICATION SKILLS IN THE PROGRAM

Our Law Enforcement curriculum prioritizes high-level literacy as a foundational professional skill. Students train to interpret complex legal statutes, case law, and technical reports for immediate real-world application, while mastering the ability to draft precise, evidence-based documents - including search warrants and investigative reports - that meet the rigorous standards of the judicial system.

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Below you will also find some ways that our entire school works toward very intentional literacy implementation and skill growth, across all programs. Literacy and communication skills are a mainstay in our building and at the core of the academic and career expectations we set for all our students.

HILL BLUEPRINT - LITERACY FOR THE WORKFORCE

At The HILL, we’re building more than careers. We’re building habits, skills, and mindsets that make us workforce ready and future focused.

We have a unique, career-focused take on student expectations and conduct. Please see our "Blueprint of a HILL Student," outlined to the left. Click on the image for a larger view.

One "L" in HILL stands for "Literacy for the Workforce." This component focuses on reading, writing, and digital communication with our students. They are expected to read, write, and speak like professionals. Whether it’s drafting a résumé, writing a report, or understanding technical information, the objective is for students to communicate in ways that employers value.

SCHOOLWIDE COMMUNICATION, WRITING, & LITERACY PLAN

The HILL knows that being the best technician in the room only gets you halfway to a paycheck. To bridge the gap between student and professional, we have implemented a comprehensive Communication Plan designed to equip every student with the industry standard skills required to succeed in any field.

MISSION STATEMENT FOR THE PLAN:

At The HILL, we define Communication as the essential bridge between technical talent and career success. By mastering skills ranging from technical writing to professional networking, our students graduate ready to document, advocate, and lead in any industry they choose.

Copy of Hubs HILL Professional Communication Plan Goals/Objectives Feedback

Drafted Proposal For New Communication Plan & Instructor Input Work

Original Slideshow Presentation For Communication Plan Announcement To Staff

WHY COMMUNICATION?

We use the term Communication as a broad umbrella because, in the real world, literacy is about more than just reading books. It is about reading technical manuals and blueprints. Writing is about more than essays. It is about documenting work logs and drafting professional emails. From the high stakes of a customer service call to the digital etiquette of an Elevate portfolio, communication is the primary tool our students use to showcase their technical mastery.

FUTURE-PROOFING OUR GRADUATES

Whether our students are heading into a surgical suite, an automotive shop, or a design studio, they need to be able to advocate for themselves and their work. By focusing on universal employability skills like conflict resolution, technical documentation, and professional networking, we ensure that a HILL graduate is more than a worker. They are a leader. Our plan turns the soft skills of the classroom into the professional standards of the workforce, ensuring our students are truly industry ready on day one.

Copy of 1/5/25 Stakeholder Professional Communication Analysis

Instructor-collected feedback on The HILL's Communication Plan; used to drive the outcomes and procedures of our final implementation.

WORK WITH CURRICULUM COACH ERIN MCIVER

Primary Function: Instructional Coaching & Literacy Integration

Collaborates with instructors to embed ELA and literacy strategies across all programs, supporting students in developing essential communication and critical thinking skills.
Leads HILL Innovation Hubs and designs professional development focused on interdisciplinary teaching, academic integration, and instructional best practices.
Analyzes student data to inform instructional decisions, support differentiation, and drive continuous improvement in teaching and learning.

INSTRUCTOR SHOWCASE

Our Law Enforcement program is currently led by a single dedicated instructor who manages the concurrent delivery of two active core courses this semester. For a comprehensive overview of the program’s scope and sequence, including how these courses integrate into the full track, please refer to the "Pathway/Program Information" section provided above.

LESSON PLAN 1:

Law Enforcement Course

Traffic Enforcement Unit

Copy of Law Enforcement_Traffic Enforcement Unit Plan.docx

Official Unit Plan Document For Lesson Plan 1

Spring Semester Level 1 Program Course

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Main Standard 17: Describe traffic enforcement and response.

Main Standard 19: Demonstrate common police skills used in patrol.

Supporting Standard 3: Perform physical tasks aligned with the 503 KAR 1:140 peace officer, telecommunication, and court security officer professional standards (bench press, sit-ups, 300-meter run, push-ups, one and five-tenths (1.5-mile) run).

Selection of Resources From The Unit

Traffic Enforcement.pptx

COGNITIVE DOMAINS IN UNIT PLAN 1

The following collapsible sections categorize the unit's objectives and activities into the required domains of application, analysis, synthesis, and evaluation.

APPLICATION

Students apply learned information through simulations, drills, and standardized procedures.

Skill Demonstration: Students apply proper traffic stop procedures in scenario-based exercises and demonstrate safe patrol vehicle positioning.
Practical Practice: Students engage in multiple "Skills Practice" sessions (Segments 15, 19, 23, and 25) using chairs to simulate vehicle stops.
Technical Communication: Students practice using the phonetic alphabet (LOCAL/CYMBALS) during license plate practice.
Physical Readiness: Students perform the Stronglifts 5x5 program to meet Kentucky state fitness standards.

ANALYSIS

Students examine legal standards and situational variables to determine the correct course of action.

Legal Justification: Students must determine if a stop is legally justified based on reasonable suspicion or probable cause and explain their reasoning.
Risk Prediction: Under Proficiency Score 4.0, students are required to predict potential risks in complex traffic scenarios and explain appropriate responses.
Problem Identification: In Segment 12, students participate in a "Spot the Problem" activity to analyze errors in traffic stop considerations.
Post-Assessment Review: Students conduct a "Test Autopsy Review" (Segment 32) to analyze their own written test results and identify learning gaps.

SYNTHESIS

Students integrate multiple concepts to create new materials or comprehensive documentation.

Scenario Creation: Students at the Proficiency Score 3.0 level must create a realistic traffic stop scenario that includes both a violation and the appropriate officer response.
Professional Documentation: In Segment 31, students synthesize their performance in the skills test into a written report to document the incident.
Instructional Presentation: Table groups synthesize information from legal readings to teach other groups during presentations.

EVALUATION

Students judge the quality of work or the validity of legal standards against set criteria.

Peer Evaluation: Students use a skills rubric to conduct peer reviews and evaluations of their classmates' traffic stop performances (Segments 19, 21, and 25).
Self-Correction: Students assess their own learning gaps in both written and skills testing to identify where they went wrong and how to improve.
Visual Assessment: During physical training, students perform visual checks of their peers to ensure the proper execution of exercises.

LESSON PLAN 2:

Basic Telecommunications Course

Law Enforcement Unit

Spring Semester Level 2 Program Course

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Main Standard 17: Describe traffic enforcement and response.
Main Standard 19: Demonstrate common police skills used in patrol.
Supporting Standard 3: Perform physical tasks aligned with the 503 KAR 1:140 peace officer, telecommunication, and court security officer professional standards (bench press, sit-ups, 300-meter run, push-ups, and 1.5-mile run).

Copy of Unit 4 LAPSEN NECI 911 Dispatch Overview of Law Enforcement Lesson Plan.docx

Official Unit Plan Document For Lesson Plan 2

Chapter 4.pptx

Selection of Resources From The Unit

COGNITIVE DOMAINS IN UNIT PLAN 2

APPLICATION

Skills Practice: Students apply proper traffic stop procedures, including patrol vehicle positioning and officer approach, during scenario-based exercises.
Physical Execution: Students perform the Stronglifts 5x5 program to maintain physical readiness and meet state fitness standards.
Communication: Students use the LOCAL/CYMBALS phonetic alphabet for license plate practice.
Role Play: Dispatch students engage in role-play scenarios to practice their role in law enforcement calls.

ANALYSIS

Legal Justification: At the Proficiency 4.0 level, students must determine if a traffic stop is legally justified and explain the reasoning behind it.
Error Detection: Students participate in a "Spot the Problem" activity to identify specific errors in traffic stop considerations.
Learning Gaps: Through "Test Autopsy Reviews," students analyze their written test results to identify where they went wrong and what needs to be re-learned.
Scenario Review: Students analyze legal standard scenarios to see how terms like "Reasonable Suspicion" and "Probable Cause" work together in real-time.

SYNTHESIS

Scenario Creation: Students are required to create a realistic traffic stop scenario that includes a specific traffic violation and the appropriate officer response.
Professional Documentation: Students synthesize their performance during skills testing into formal written reports to document the incident.
Peer Instruction: Group presentations require students to take information from legal readings and organize it to teach their peers.

EVALUATION

Risk Assessment: Students must evaluate complex traffic stop scenarios to predict potential risks and determine how an officer should respond to maintain safety.
Peer Evaluation: Students use a skills rubric to conduct peer reviews and evaluations of their classmates' traffic stop performances.
Quality Checks: Instructors or peers perform visual assessments of physical training exercises to judge whether they are being executed with proper form.
Discussion Critique: Students view and discuss videos (e.g., "Dangerous Calls") to judge the effectiveness and safety of the response.

KENTUCKY CTE LAW AND PUBLIC SAFETY COURSE OUTLINES

25-26_LPS_Courses.pdf

Official KDE Law & Public Safety Course Information

Our curriculum integrates Kentucky CTE standards and 503 KAR 1:140 requirements with LAPSEN protocols. This strategic alignment provides industry-validated training that bridges classroom theory with the practical demands of the public safety workforce.

ADDITIONAL INFORMATION ON KENTUCKY'S LAW AND PUBLIC SAFETY STANDARDS

Kentucky CTE Law and Public Safety Standards

The Kentucky Department of Education (KDE) maintains the standards for the Law Enforcement Services pathway. You can find the specific course standards, career pathways, and industry certification lists here:

KDE Law and Public Safety Program Page
- Note: Use the "Programs of Study" links on this page to find the specific year-by-year course standards for Law Enforcement (Course #430105).

503 KAR 1:140 (Peace Officer Professional Standards)

This is the specific administrative regulation that establishes the "Peace Officer Professional Standards" (POPS). It outlines the requirements for certification, including the physical, mental, and ethical standards required for officers in Kentucky.