2015 – 2016
Florida Department of Education
Curriculum Framework 

Program Title:	Guided Workplace-Learning (Internship)
Program Type:	Career Preparatory
Career Cluster:	Diversified Education

Secondary – Career Preparatory	
Program Number	8300430	
CIP Number	10988630CP	
Grade Level	9-12, 30, 31	
Standard Length	multiple credits	
Teacher Certification	ANY VOCATIONAL COVERAGE
ANY FIELD WHEN CERT REFLECTS BACHELOR OR HIGHER	
CTSO	ANY	
SOC Codes (all applicable) 	N/A 	
CTE Program Resources 	http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml	

Purpose 

This program offers a sequence of courses that provides coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers; provides technical skill proficiency, and includes competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, technical skills, and occupation-specific skills, and knowledge of all aspects of career education. This program offers a broad foundation of knowledge and skills to prepare students for employment in the selected occupational area.

The purpose of this course is to provide students with the opportunity to gain practical, first-hand knowledge in broad occupational clusters or industry sectors through a structured internship experience.  This internship is designed to give students an opportunity to integrate occupational and applied academic learning and to apply knowledge and skills learned in a classroom to actual work situations not generally available through paid employment.

To enroll in the internship, a student must be currently enrolled in or has completed a career course/program (including Technology Education).  Students will be allowed a maximum of 450 total hours at the workplace-learning site, regardless of the number of credits earned.

Additional Information relevant to this Career and Technical Education (CTE) program is provided at the end of this document.

Florida Standards for Technical Subjects 

Florida Standards (FS) for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects are the critical reading and writing literacy standards designed for grade 6 and above.  These standards are predicated on teachers of history/social studies, science, and technical subjects using their content area expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields.  It is important to note that the 6-12 literacy standards in history/social studies, science, and technical subjects are not meant to replace content standards in those areas but rather to supplement them.

This curriculum framework incorporates the grades 9-10 reading and writing literacy standards in the first two courses of this CTE program and grade 11-12 reading and writing literacy standards in the third and fourth courses of this CTE program.  The standards for Mathematical Practices describe varieties of expertise that educators at all levels should seek to develop in their students.  These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education.  This curriculum framework incorporates the appropriate mathematical practices in the first four courses of this CTE program.  

Common Career Technical Core – Career Ready Practices

Career Ready Practices describe the career-ready skills that educators should seek to develop in their students.  These practices are not exclusive to a Career Pathway, program of study, discipline or level of education.  Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. 

1. Act as a responsible and contributing citizen and employee. 

2. Apply appropriate academic and technical skills. 

3. Attend to personal health and financial well-being. 

4. Communicate clearly, effectively and with reason. 

5. Consider the environmental, social and economic impacts of decisions. 

6. Demonstrate creativity and innovation. 

7. Employ valid and reliable research strategies. 

8. Utilize critical thinking to make sense of problems and persevere in solving them. 

9. Model integrity, ethical leadership and effective management. 

10. Plan education and career path aligned to personal goals. 

11. Use technology to enhance productivity. 

12. Work productively in teams while using cultural/global competence. 

Standards

After successfully completing this program, the student will be able to perform the following:

01.0	Methods and strategies for using Florida Standards for grades 09-10 reading in Technical Subjects for student success in Guided Workplace-Learning. 
02.0	Methods and strategies for using Florida Standards for grades 09-10 writing in Technical Subjects for student success in Guided Workplace-Learning.
03.0	Methods and strategies for using Florida Standards for grades 09-10 Mathematical Practices in Technical Subjects for student success in Guided Workplace-Learning.
04.0	Demonstrate mathematics knowledge and skills.
05.0	Demonstrate science knowledge and skills.
06.0	Use oral and written communication skills in creating, expressing and interpreting information and ideas. 
07.0	Demonstrate language arts knowledge and skills.
08.0	Solve problems using critical thinking skills, creativity and innovation.
09.0	Demonstrate the importance of health, safety, and environmental management systems in organizations and their importance to organizational performance and regulatory compliance. 
10.0	Use information technology tools.
11.0	Demonstrate leadership and teamwork skills needed to accomplish team goals and objectives.
12.0	Demonstrate personal money-management concepts, procedures, and strategies.
13.0	Describe the roles within teams, work units, departments, organizations, inter-organizational systems, and the larger environment.
14.0	Describe the importance of professional ethics and legal responsibilities.
15.0	Explain the importance of employability and entrepreneurship skills.

2015 – 2016
Florida Department of Education
Student Performance Standards

Course Title: 	Guided Workplace-Learning
Course Number: 	8300430
Course Credit:	Multiple

Course Description:

The purpose of this course is to provide students with the opportunity to gain practical, first-hand knowledge in broad occupational clusters or industry sectors through a structured internship experience.  This internship is designed to give students an opportunity to integrate occupational and applied academic learning and to apply knowledge and skills learned in a classroom to actual work situations not generally available through paid employment.

Florida Standards	Correlation to CTE Program Standard #	
01.0	Methods and strategies for using Florida Standards for grades 09-10 reading in Technical Subjects for student success in Guided Workplace-Learning.		
01.01	Key Ideas and Details		
01.01.1	Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
LAFS.910.RST.1.1		
01.01.2	Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
LAFS.910.RST.1.2		
01.01.3	Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
LAFS.910.RST.1.3		
01.02	Craft and Structure		
01.02.1	Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
LAFS.910.RST.2.4		
01.02.2	Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
LAFS.910.RST.2.5		
01.02.3	Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
LAFS.910.RST.2.6		
01.03	Integration of Knowledge and Ideas		
01.03.1	Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
LAFS.910.RST.3.7		
01.03.2	Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.
LAFS.910.RST.3.8		
01.03.3	Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
LAFS.910.RST.3.9		
01.04	Range of Reading and Level of Text Complexity		
01.04.1	By the end of grade 9, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
01.04.2	By the end of grade 10, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] at the high end of the grades 9–10 text complexity band independently and proficiently.
LAFS.910.RST.4.10		
02.0	Methods and strategies for using Florida Standards for grades 09-10 writing in Technical Subjects for student success in Guided Workplace-Learning.		
02.01	Text Types and Purposes		
02.01.1	Write arguments focused on discipline-specific content.
LAFS.910.WHST.1.1		
02.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LAFS.910.WHST.1.2		
02.02	Production and Distribution of Writing		
02.02.1	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.910.WHST.2.4		
02.02.2	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
LAFS.910.WHST.2.5		
02.02.3	Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
LAFS.910.WHST.2.6		
02.03	Research to Build and Present Knowledge		
02.03.1	Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
LAFS.910.WHST.3.7		
02.03.2	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
LAFS.910.WHST.3.8		
02.03.3	Draw evidence from informational texts to support analysis, reflection, and research.
LAFS.910.WHST.3.9		
02.04	Range of Writing		
02.04.1	Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
LAFS.910.WHST.4.10		
03.0	Methods and strategies for using Florida Standards for grades 09-10 Mathematical Practices in Technical Subjects for student success in Guided Workplace-Learning.		
03.01	Make sense of problems and persevere in solving them.
MAFS.K12.MP.1.1		
03.02	Reason abstractly and quantitatively.
MAFS.K12.MP.2.1		
03.03	Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.3.1		
03.04	Model with mathematics.
MAFS.K12.MP.4.1		
03.05	Use appropriate tools strategically.
MAFS.K12.MP.5.1		
03.06	Attend to precision.
MAFS.K12.MP.6.1		
03.07	Look for and make use of structure.
MAFS.K12.MP.7.1		
03.08	Look for and express regularity in repeated reasoning.
MAFS.K12.MP.8.1		

Abbreviations: 
FS-M/LA = Florida Standards for Math/Language Arts
NGSSS-Sci = Next Generation Sunshine State Standards for Science

Note:  This course is pending alignment in the following categories:  FS-M/LA and NGSSS-Sci.

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
04.0	Demonstrate mathematics knowledge and skills--The students will be able to: 			
04.01	Demonstrate knowledge of arithmetic operations.  			
04.02	Analyze and apply data and measurements to solve problems and interpret documents.  			
04.03	Construct charts/tables/graphs using functions and data.  			
05.0	Demonstrate science knowledge and skills--The students will be able to:  			
05.01	Discuss the role of creativity in constructing scientific questions, methods and explanations.  			
05.02	Formulate scientifically investigable questions, construct investigations, collect and evaluate data, and develop scientific recommendations based on findings.  			
06.0	Use oral and written communication skills in creating, expressing and interpreting information and ideas--The students will be able to:			
06.01	Select and employ appropriate communication concepts and strategies to enhance oral and written communication in the workplace.  			
06.02	Locate, organize and reference written information from various sources.  			
06.03	Design, develop and deliver formal and informal presentations using appropriate media to engage and inform diverse audiences.  			
06.04	Interpret verbal and nonverbal cues/behaviors that enhance communication.  			
06.05	Apply active listening skills to obtain and clarify information.  			
06.06	Develop and interpret tables and charts to support written and oral communications.  			
06.07	Exhibit public relations skills that aid in achieving customer satisfaction.  			
07.0	Demonstrate language arts knowledge and skills--The students will be able to:  			
07.01	Locate, comprehend and evaluate key elements of oral and written information.  			
07.02	Draft, revise, and edit written documents using correct grammar, punctuation and vocabulary.  			
07.03	Present information formally and informally for specific purposes and audiences.  			
08.0	Solve problems using critical thinking skills, creativity and innovation--The students will be able to:			
08.01	Employ critical thinking skills independently and in teams to solve problems and make decisions.  			
08.02	Employ critical thinking and interpersonal skills to resolve conflicts.  			
08.03	Identify and document workplace performance goals and monitor progress toward those goals.  			
08.04	Conduct technical research to gather information necessary for decision-making.  			
09.0	Demonstrate the importance of health, safety, and environmental management systems in organizations and their importance to organizational performance and regulatory compliance--The students will be able to:			
09.01	Describe personal and jobsite safety rules and regulations that maintain safe and healthy work environments.  			
09.02	Explain emergency procedures to follow in response to workplace accidents.			
09.03	Create a disaster and/or emergency response plan.  			
10.0	Use information technology tools--The students will be able to:			
10.01	Use personal information management (PIM) applications to increase workplace efficiency.  			
10.02	Employ technological tools to expedite workflow including word processing, databases, reports, spreadsheets, multimedia presentations, electronic calendar, contacts, email, and internet applications.  			
10.03	Employ computer operations applications to access, create, manage, integrate, and store information.  			
10.04	Employ collaborative/groupware applications to facilitate group work.  			
11.0	Demonstrate leadership and teamwork skills needed to accomplish team goals and objectives--The students will be able to:			
11.01	Employ leadership skills to accomplish organizational goals and objectives.  			
11.02	Establish and maintain effective working relationships with others in order to accomplish objectives and tasks.  			
11.03	Conduct and participate in meetings to accomplish work tasks.  			
11.04	Employ mentoring skills to inspire and teach others.			
12.0	Demonstrate personal money-management concepts, procedures, and strategies--The students will be able to:			
12.01	Identify and describe the services and legal responsibilities of financial institutions.  			
12.02	Describe the effect of money management on personal and career goals.  			
12.03	Develop a personal budget and financial goals.  			
12.04	Complete financial instruments for making deposits and withdrawals.  			
12.05	Maintain financial records.  			
12.06	Read and reconcile financial statements.  			
12.07	Research, compare and contrast investment opportunities.			
13.0	Describe the roles within teams, work units, departments, organizations, inter-organizational systems, and the larger environment--The students will be able to: 			
13.01	Describe the nature and types of business organizations.  			
13.02	Explain the effect of key organizational systems on performance and quality. 			
13.03	List and describe quality control systems and/or practices common to the workplace.  			
13.04	Explain the impact of the global economy on business organizations.			
14.0	Describe the importance of professional ethics and legal responsibilities--The students will be able to:			
14.01	Evaluate and justify decisions based on ethical reasoning. 			
14.02	Evaluate alternative responses to workplace situations based on personal, professional, ethical, legal responsibilities, and employer policies.  			
14.03	Identify and explain personal and long-term consequences of unethical or illegal behaviors in the workplace.  			
14.04	Interpret and explain written organizational policies and procedures.  			
15.0	Explain the importance of employability and entrepreneurship skills--The students will be able to:			
15.01	Identify and demonstrate positive work behaviors needed to be employable.  			
15.02	Develop personal career plan that includes goals, objectives, and strategies.  			
15.03	Examine licensing, certification, and industry credentialing requirements.  			
15.04	Maintain a career portfolio to document knowledge, skills, and experience.  			
15.05	Evaluate and compare employment opportunities that match career goals.  			
15.06	Identify and exhibit traits for retaining employment.  			
15.07	Identify opportunities and research requirements for career advancement.  			
15.08	Research the benefits of ongoing professional development.  			
15.09	Examine and describe entrepreneurship opportunities as a career planning option. 			

Additional Information

Laboratory Activities

Laboratory investigations that include scientific inquiry, research, measurement, problem solving, emerging technologies, tools and equipment, as well as, experimental, quality, and safety procedures are an integral part of this career and technical program/course. Laboratory investigations benefit all students by developing an understanding of the complexity and ambiguity of empirical work, as well as the skills required to manage, operate, calibrate and troubleshoot equipment/tools used to make observations. Students understand measurement error; and have the skills to aggregate, interpret, and present the resulting data. Equipment and supplies should be provided to enhance hands-on experiences for students.

Special Notes

The occupational standards and benchmarks outlined in this secondary program correlate to the standards and benchmarks of the postsecondary program with the same Classification of Instructional Programs (CIP) number.

The internship must include the following components:

Pre-Placement Planning Conference:  The student, teacher, and the workplace-learning site supervisor must participate in a pre-placement conference.  It is also recommended that the parent/guardian of the student be included in the pre-placement planning conference.  Pre-placement planning is essential in designing learning experiences that are appropriate for each individual's learning needs and career interests.  Also, it is critical that all parties involved understand and agree on time schedules, expectations, training/learning activities, and evaluation methods.  The internship agreement should be signed by the student, teacher/coordinator, parent/guardian, and the workplace-learning site supervisor.

Workplace-Learning Site:  The following criteria should be met when choosing the workplace-learning site:

The workplace experience must allow experiences that utilize both skills and knowledge directly related to the student's career goal and the career and technical course/program in which the student is enrolled or has completed.
The workplace experience must provide opportunities for rotation through a wide variety of increasingly responsible experiences beyond routine activities.
The workplace experience must provide skilled workplace-learning site supervisors and/or mentors who are interested and willing to assist the student.
The workplace experience must provide a safe and ethically sound environment with up-to-date facilities and equipment.  The workplace experience must adhere to all state and federal laws and rules regarding the employment of minors.  The workplace experience must not displace a paid employee.
The student does not have to be paid.
Timecards documenting the time spent at the workplace-learning site must be maintained.

Job Experience:  This component shall provide a match between the student's career goal and a work-based situation that will provide exposure to the broad aspects of the selected industry.  The assigned tasks should allow for a progression of and rotation through experiences requiring a variety of skills and knowledge at increasingly higher levels as relates to the student's career major.

Workplace-Learning Plan:  A workplace-learning plan must be developed and implemented for each student.  The student performance standards of the workplace-learning plan should include an outline of learning objectives, methods of learning, activities/responsibilities, time required, provisions for supervision, and method(s) of student evaluation.  The workplace-learning plan must be signed by the student, teacher/coordinator, parent/guardian, and the workplace-learning site supervisor.

Weekly Class Or Seminar:  Students in the Guided Workplace-Learning internship must meet a minimum of once per week for the purpose of related instruction and developmental activity.  These seminars should provide a forum for students to share and learn from each other's experiences through discussion and group activities/projects.  Faculty should also use this time to reinforce the application of subject matter in the workplace-learning setting.  Students should be encouraged to reflect upon and personalize their experiences through individual journals and also through interaction with the teacher/coordinator and the workplace-learning site supervisor.

Supervision/Site Visits:  Teacher/Coordinators of the Guided Workplace- Learning internship must monitor and support learning while students are in the field.  Teacher/coordinators should visit the workplace-learning site as frequently as once every two weeks, but not less than once per month so that students may be observed performing all facets of their workplace-learning experiences.  Students must also be evaluated a minimum of once per grading period the workplace-learning site supervisor.  The evaluation should assess how well the student is progressing towards goals established by the student, teacher/coordinator, and workplace-learning site supervisor.  Portfolio assessment is a recommended method of student assessment.

For every 20 students (or portion thereof) enrolled in Guided Workplace-Learning, the teacher/coordinator should be given one hour of coordination release time per day for the purposes of visiting students on the job and managing the cooperative method of instruction.

Career and Technical Student Organization (CTSO)

Any CTSO is an intercurricular career and technical student organization(s) providing leadership training and reinforcing specific career and technical skills. Career and Technical Student Organizations provide activities for students as an integral part of the instruction offered.  The activities of such organizations are defined as part of the curriculum in accordance with Rule 6A-6.065, F.A.C.

Cooperative Training – OJT

On-the-job training is appropriate but not required for this program.  Whenever offered, the rules, guidelines, and requirements specified in the OJT framework apply. 

Accommodations

Federal and state legislation requires the provision of accommodations for students with disabilities as identified on the secondary student’s Individual Educational Plan (IEP) or 504 plan or postsecondary student’s accommodations’ plan to meet individual needs and ensure equal access. Accommodations change the way the student is instructed. Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology and special communication systems. Documentation of the accommodations requested and provided should be maintained in a confidential file.

In addition to accommodations, some secondary students with disabilities (students with an IEP served in Exceptional Student Education (ESE)) will need modifications to meet their needs.  Modifications change the outcomes or what the student is expected to learn, e.g., modifying the curriculum of a secondary career and technical education course.  Note: postsecondary curriculum and regulated secondary programs cannot be modified.

Some secondary students with disabilities (ESE) may need additional time (i.e., longer than the regular school year), to master the student performance standards associated with a regular Occupational Completion Point (OCP) or a Modified Occupational Completion Point (MOCP).  If needed, a student may enroll in the same career and technical course more than once.  Documentation should be included in the IEP that clearly indicates that it is anticipated that the student may need an additional year to complete an OCP/MOCP.  The student should work on different competencies and new applications of competencies each year toward completion of the OCP/MOCP.  After achieving the competencies identified for the year, the student earns credit for the course.  It is important to ensure that credits earned by students are reported accurately.  The district’s information system must be designed to accept multiple credits for the same course number for eligible students with disabilities.

Additional Resources

For additional information regarding articulation agreements, Bright Futures Scholarships, Fine Arts/Practical Arts Credit and Equivalent Mathematics and Equally Rigorous Science Courses please refer to:
http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml