Law Enforcement II
EHS 2026-2027
Instructor: Marc Dotson
Classroom: 213
Primary method of contact is email: mdotson@goddardusd.com
Email is the preferred method of communication with students and families. Additional district-approved communication platforms may be used to share general announcements, reminders, and classroom updates throughout the year.
Law Enforcement / Criminal Justice Overview:
The Law Enforcement courses (LE1 and LE2) emphasize practical application, professional skills, and continuous improvement. Through case studies, investigations, simulations, practical exercises, and community partnerships, students develop the legal knowledge, communication, technical skills, and professional judgment expected of modern public safety professionals. While all Kansas standards and WSU Tech Criminal Justice concurrent-credit outcomes remain fully addressed, students will actively contribute to the continued development of the course as it incorporates evolving law enforcement practices, technology, and industry standards.
Law Enforcement II builds upon the knowledge and skills developed in Law Enforcement I by emphasizing operational policing, criminal investigations, professional communication, report writing, constitutional decision-making, and advanced public safety practices. Students continue developing technical proficiency and professional judgment through increasingly complex scenarios, investigations, simulations, and industry-based activities while preparing for SkillsUSA competitions, advanced coursework, and potential concurrent college credit through WSU Tech.
During the opening weeks of the course, students will review and refine the knowledge, skills, and professional expectations developed throughout the Law Pathway while evaluating previous simulations, classroom procedures, and instructional experiences. Students will help establish goals for the year and contribute ideas that support the continued development of classroom simulations, professional training activities, and the Law Pathway program.
Simulations and Practical Assessments:
Practical and scenario-based learning is a major component of the Law Enforcement courses. Throughout the year, students may participate in investigations, crime scene processing, traffic-stop simulations, investigative interviews, report writing, courtroom testimony, evidence collection, communication exercises, officer-safety activities, and other professional scenarios. Many practical experiences are aligned with SkillsUSA events, Kansas standards, and WSU Tech Criminal Justice learning outcomes. Instruction may be supported by WSU Tech instructors, the School Resource Officer, law enforcement professionals, emergency response instructors, and other approved community partners. Practical activities may be adjusted as needed based on instructor certification, equipment availability, facilities, safety requirements, partner schedules, weather, or other operational considerations.
Students may also have opportunities to participate in certification-based instruction such as First Aid, CPR, AED, Stop the Bleed, or other approved public safety training. Certification opportunities depend on instructor qualifications, partner availability, required instructional hours, student eligibility, and program resources. Specific certification opportunities, dates, and participation requirements will be announced as they become available.
Continuous Program Improvement:
The Eisenhower Law Pathway is designed to grow and improve over time, reflecting changes in law enforcement practices, technology, educational research, and industry expectations. While all Kansas standards and WSU Tech Criminal Justice learning outcomes remain consistent, instructional methods, simulations, equipment, and classroom organization may continue to evolve.
Students are encouraged to provide constructive feedback regarding simulations, classroom procedures, equipment, instructional activities, and professional training experiences. Student input helps identify strengths, improve future learning experiences, and contributes to the continued development of the Law Pathway while maintaining all required state standards and postsecondary expectations. Students are encouraged to think critically not only about legal issues, but also about how professionals continually evaluate and improve the systems in which they work.
WSU Tech Concurrent Credit:
Students may have the opportunity to earn concurrent college credit through WSU Tech. Eligibility requirements, enrollment procedures, associated college course information, deadlines, attendance expectations, and other program details will be explained during the first weeks of class after coordination with WSU Tech representatives.
General Classroom Expectations & Procedures:
1) Be Prepared: Students are expected to bring a charged Chromebook or charging cord to class each day, along with any required classroom materials.
2) Beginning of Class: When students enter the classroom, they should take their assigned seat and begin the daily classroom routine. These may include Breaking News/Case Files, Routine Vocabulary, Tracking Perspective Shift (TPS) Reports, or other bell work (see the Grading section for additional information).
3) Electronic Devices: In accordance with Kansas House Bill 2299 and district policy, cell phones, smart watches, tablets, Bluetooth earbuds or headphones, Meta glasses, and other personal electronic devices are not permitted during instructional time unless specifically authorized by school administration (for example, as part of an IEP, 504 Plan, or other approved accommodation). Devices that are visible or used without authorization will be confiscated and turned into the office in accordance with school policy.
4) Attendance and Tardies: Students who are not present in the classroom when the bell rings will be marked absent. Students arriving within the first ten minutes of class will have the absence changed to a tardy, which will be handled according to the school's attendance policy.
5) Restroom Procedures: Restroom breaks will be permitted on a one student out at a time basis. Visual indicators in the classroom will notify students when another student is already out to minimize classroom disruptions.
6) Classwork and Homework: Time will be provided during class to complete most assignments. Homework will not normally be assigned; however, students who do not finish classwork are expected to complete it during Academic Extension or as homework.
7) Late and Missing Work: Late and missing assignments will be addressed on a case-by-case basis, taking into consideration the circumstances, communication with the teacher, and the student's overall progress.
8) Participation: Students are expected to actively participate in simulations, practical exercises, discussions, group activities, and other classroom learning experiences. Respectful disagreement, thoughtful questions, and evidence-based legal reasoning are encouraged.
9) Academic Integrity: Students are expected to complete and submit their own original work. Plagiarism, cheating, unauthorized collaboration, or other forms of academic dishonesty may result in disciplinary action in accordance with school policy.
10) AI Use Restricted: The use of artificial intelligence (AI) tools in this course is restricted unless your instructor clearly explains when and how they may be used. Students should assume AI is not allowed for coursework unless permission is provided. If AI use is permitted, it must be clearly disclosed and properly cited. Unauthorized or uncited AI use may be treated as a violation of the Academic Integrity Policy.
Supply List:
Some required supplies may vary based on WSU Tech concurrent-credit expectations, SkillsUSA participation, and practical training activities. Additional information will be provided after coordination with WSU Tech and other instructional partners. If required, students may be expected to obtain a program uniform for designated practical assessment days, which may include combat-style boots or other approved attire. Duty belts and classroom simulation equipment (including handcuffs, radios, and other training materials) will be provided for instructional use.
Other Recommended Classroom Supplies
· Blue ink pens – Used for original notes, assignments, and reflections. Writing in ink encourages thoughtful notes while preserving previous work for future reference and reflection.
· Red ink pens – Used for corrections, feedback, annotations, and revisions.
· Highlighters – Recommend a 5-color pack to help with organization and color-coding.
· Notebook(s) – Students will maintain handwritten notes throughout the course. Notes may be organized in a single notebook, multi-section notebook, or multiple notebooks based on personal and organizational preferences.
Course Modules and Major Topics:
The modules below provide the organizational framework for the course. Classroom instruction is reinforced through case studies, investigations, simulations, practical exercises, and professional scenarios that emphasize the real-world application of legal knowledge, communication, technical skills, and professional judgment. Many practical activities are designed to develop the competencies expected in modern public safety professions while aligning with SkillsUSA competitions, WSU Tech Criminal Justice learning outcomes, and all required Kansas learning standards.
Module 1: Crime and Criminology: Students examine how crime is defined, measured, and analyzed within society while exploring major theories of criminal behavior, crime trends, deterrence, and crime reduction strategies. Students evaluate how crime data, research, and criminological perspectives influence public policy, law enforcement, and the criminal justice system.
Module 2: Crime, Society, and Public Safety: Students investigate the social factors that influence crime and public safety, including gangs, juvenile crime, substance abuse, organized crime, white-collar crime, terrorism, and community risk factors. Emphasis is placed on understanding the relationship between crime, communities, and effective public safety strategies.
Module 3: Foundations of Policing and Police Organization: Students examine the organization, responsibilities, and professional expectations of modern law enforcement agencies. Topics include patrol operations, police terminology, organizational structure, communication systems, proactive policing, and the evolving role of law enforcement within the community.
Module 4: Police Authority & Constitutional Limits: Students examine the constitutional principles that define and limit government authority while protecting individual rights. Topics include the Bill of Rights, due process, freedom of speech, religion, assembly, equal protection, privacy, and other constitutional protections that guide modern policing and public safety.
Module 5: Police Operations: Students apply constitutional principles and criminal law to common law enforcement operations. Through realistic scenarios, students examine criminal statutes, charging decisions, searches, warrants, legal standards, and professional decision-making while balancing public safety with constitutional protections.
Module 6: Criminal Investigations: Students develop investigative skills through crime scene management, evidence documentation, field notes, and investigative procedures. Emphasis is placed on observation, documentation, evidence preservation, and the systematic collection of information necessary to support successful criminal investigations.
Module 7: Communication and Information Gathering: Students develop professional communication skills used throughout the criminal justice system. Topics include interviewing, questioning techniques, constitutional protections during interviews, information gathering, interpersonal communication, and ethical interactions with victims, witnesses, and suspects.
Module 8: Professional Practices: Students develop the written communication and documentation skills expected of criminal justice professionals. Through report writing, documentation, and other professional communication activities, students learn to prepare accurate, organized, and legally appropriate records that support investigations and the administration of justice.
Module 9: Career Readiness: Students prepare for careers and post-secondary opportunities in criminal justice and public safety by exploring career pathways, developing employment documents, practicing interview skills, and assembling a professional portfolio. Emphasis is placed on professionalism, leadership, lifelong learning, and preparation for employment, post-secondary education, and SkillsUSA competition.
Assignments and Grading:
Routine Assignments:
Routine assignments develop the habits and organizational skills necessary for success throughout the Law Pathway. These activities emphasize consistent preparation, reflection, note-taking, vocabulary development, and connections between classroom learning and real-world law enforcement or criminal justice topics.
Routine assignments may include current events, case files, vocabulary journals, reflections, bell work, classroom discussions, notebook checks, and other activities designed to reinforce daily learning. Because these assignments support future assessments and practical experiences, students are encouraged to complete them thoughtfully and consistently.
Formative Assignments:
Formative assignments provide opportunities to practice new knowledge and skills before completing major assessments. These activities are designed to strengthen legal reasoning, communication, technical skills, professional judgment, and problem-solving while allowing students to receive feedback and improve their understanding.
Formative assignments may include guided practice, case studies, simulations, written assignments, scenario analysis, collaborative activities, report writing, or preparation for practical assessments. When appropriate, students may revise formative assignments after receiving feedback to demonstrate improved understanding.
Summative Assessments:
Summative assessments evaluate a student's mastery of the learning targets for each instructional module. Because the Law Enforcement courses emphasize both academic understanding and professional application, summative assessments may take several forms.
Summative assessments may include written examinations, case analyses, research projects, scenario-based evaluations, practical demonstrations, simulations, technical skill assessments, performance-based activities, or other authentic measures of student learning. Some assessments may also align with WSU Tech concurrent-credit expectations or SkillsUSA competition standards.
Depending on the assessment, students may be permitted to use handwritten classroom notes as a study resource. Assessments based on WSU Tech requirements, SkillsUSA standards, practical demonstrations, certification testing, or other professional performance evaluations may require students to complete the assessment without notes in order to reflect industry expectations.
Students may be provided opportunities to improve selected summative assessments after demonstrating additional preparation and reflection. Alternate assessment formats may be used to evaluate the same learning targets while maintaining consistent academic expectations.
Practical Performance Assessments:
Some summative assessments require students to demonstrate technical procedures, communication, decision-making, documentation, teamwork, and professional conduct through realistic scenarios. Practical performance assessments may include investigations, traffic stops, crime scene processing, interviews, report writing, courtroom testimony, officer communication, or other public safety simulations.
Many practical performance assessments are evaluated using rubrics developed by WSU Tech and informed by SkillsUSA competition standards and industry best practices. These rubrics emphasize both technical proficiency and the professional skills expected in modern public safety careers, including communication, judgment, safety, documentation, and ethical decision-making.
Students will receive instructions, evaluation criteria, and safety expectations before each assessment. Because some practical performance assessments require specialized equipment, community partners, instructor certification, or specific training environments, make-up opportunities may be limited. When feasible, alternate assessment dates or equivalent assignments will be provided for students with excused absences.
Professional Development (PD):
Students may earn limited additional credit by participating in self-selected activities related to law, criminal justice, courts, public safety, emergency services, government, legal services, or civic engagement outside of school and submitting a reflection report. Each approved Professional Development activity is worth up to 10 points, with a maximum of four activities during the school year (two each semester). Activities require prior instructor approval using a Professional Development Request Form. These opportunities encourage meaningful learning beyond the classroom and are intended to supplement, not replace, regular coursework.
PD Reflection Requirements:
· Describe the experience.
· Explain why you chose the activity.
· Connect the experience to at least two Pathway Focus Lenses.
· Describe how the experience challenged, confirmed, or changed your thinking.
· Identify one skill, habit, or insight you gained that will help you in future coursework, a career, or civic life.
Professional Topics and Student Participation:
As part of preparing students for careers in law, criminal justice, and public safety, the course examines topics that professionals in these fields routinely encounter. These may include crime, victimization, domestic incidents, substance use, emergencies, discrimination, injury, death, constitutional issues, and other topics relevant to the administration of justice. Instruction is presented from an educational and professional perspective using age-appropriate instructional materials and activities.
Students who believe a particular topic or activity may affect them personally are encouraged to speak privately with the instructor before participating whenever possible. When appropriate, reasonable alternative learning activities may be provided that continue to address the same instructional objectives.
To protect privacy and maintain a professional classroom environment, students should avoid using themselves, classmates, family members, or other identifiable personal situations as classroom examples without first consulting the instructor.
Course Information & Policy Updates
This syllabus provides an overview of course expectations, grading practices, classroom procedures, instructional routines, and learning experiences for Law Enforcement II. The accompanying Law Pathway Syllabus provides additional information about the pathway philosophy, program structure, and long-term learning goals. District, building, state, and postsecondary partner policies remain in effect and may require updates during the school year. Course procedures and schedules may also be adjusted as needed to support student learning or comply with policy changes. Students and families will be notified of significant changes as soon as possible.