2015 – 2016
Florida Department of Education
Curriculum Framework 

Program Title:	Web Development
Program Type:	Career Preparatory
Career Cluster:	Information Technology

Note 1:  The BTE Core, which is part of this program, will undergo major changes in the 2016 – 2017 school year.  Please access the BTE Core document for more information.

Secondary – Career Preparatory	
Program Number	9001100	
CIP Number	0511080100	
Grade Level	9-12, 30, 31	
Standard Length	7 credits	
Teacher Certification	BUS ED  1 @2
VOE  @7
TC COOP ED  @7
BUS DP  @7 %G
ELECT DP  @7 %G
CLERICAL  @7 7G
SECRETAR  7G
STENOG  @4
TEC ELEC $7 G
COMP SCI  6
COMM ART  @7 7G
WEB DEV 7 G	
CTSO	FBLA
BPA	
SOC Codes (all applicable) 	15-1151 – Computer User Support Specialists
15-1199 – Computer Occupations, All Other	
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 such as an Assistant Web Designer, a Web Designer, and Senior Web Designer in the Information Technology career cluster; 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 the Information Technology career cluster. 

The content includes but is not limited to operating system commands and web document development, design, promotion and scripting.

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

Program Structure

This program is a planned sequence of instruction consisting of the Business Technology Education Core and three additional occupational completion points.  Secondary or postsecondary students who have previously completed the Business Technology Education Core will not have to repeat the core.  

The following table illustrates the secondary program structure:

OCP	Course Number	Course Title	Length	SOC Code	Level	Graduation Requirements	
A

BTE Core	8200320
8200330	Applied Computer Business Skills I And 
Applied Computer Business Skills II  OR	.5 credit
.5 credit	15-1151	2
2	VO	
	8209020	Computing for College and Careers OR	1 credit		2	PA	
	8207310	Introduction to Information Technology	1 credit		2	PA	
B	9001110
9001120	Foundations of Web Design 
User Interface Design	1 credit
1 credit	15-1199	3
3	VO	
C	9001130
9001140	Web Scripting Fundamentals
Media Integration Essentials	1 credit
1 credit	15-1199	3
3	VO	
D	9001150
9001160	E-commerce & Marketing Essentials
Interactivity Essentials	1 credit
1 credit	15-1199	3
3	VO	
(Graduation Requirement Abbreviations- EQ= Equally Rigorous Science, PA= Practical Arts, EC= Economics, VO= Career and Technical Education)

Note 1:  The BTE Core, which is part of this program, will undergo major changes in the 2016 – 2017 school year.  Please access the BTE Core document for more information.

Academic Alignment Table

Academic alignment is an ongoing, collaborative effort of professional educators specializing in the fields of science, mathematics, English/language arts, and Career and Technical Education (CTE). This initiative supports CTE programs by improving student performance through the integration of academic content within CTE courses. Career and Technical Education courses that have been aligned to the Next Generation Sunshine State Standards for Science and the Florida Standards for Mathematics and English/Language Arts will show the following data: the quantity of academic standards in the CTE course; the total number of standards contained in the academic course; and the percentage of alignment to the CTE course.

Courses	Anatomy/ Physiology 
Honors	Astronomy     Solar/Galactic Honors	Biology 1	Chemistry 1	Earth-Space Science	Genetics
Honors 	Integrated Science 1 	Marine Science 1 Honors	Physical Science	Physics 1	Environmental Science	
8207310	15/87
17%	22/80
28%	14/83
17%	20/69
29%	12/67
18%	15/69
22%	12/82
15%	23/66
35%	16/74
22%	18/72
25%	23/70
33%	
9001110	3/87
3%	2/80
3%	2/83
2%	2/69
3%	1/67
1%	3/69
4%	1/82
1%	3/66
5%	1/74
1%	2/72
3%	3/70
4%	
9001120	21/87
24%	22/80
28%	4/83
5%	21/69
330%	2/67
3%	21/69
30%	3/82
4%	18/66
27%	3/74
4%	20/72
28%	23/70
33%	
9001130	19/87
22%	19/80
24%	0/83
0%	19/69
28%	0/67
0%	19/69
28%	0/82
0%	14/66
21%	0/74
0%	19/72
26%	19/70
27%	
9001140	0/87
0%	0/80
0%	0/83
0%	0/69
0%	0/67
0%	0/69
0%	0/82
0%	0/66
0%	0/74
0%	0/72
0%	0/70
0%	
9001150	2/87
2%	3/80
4%	2/83
2%	1/69
1%	1/67
1%	2/69
3%	2/82
2%	3/66
5%	2/74
3%	1/72
1%	2/70
10%	
9001160	0/87
0%	1/80
1%	1/83
1%	0/69
0%	0/67
0%	0/69
0%	1/82
1%	1/66
2%	1/74
1%	0/72
0%	1/70
1%	
**   Alignment pending review    						#   Alignment attempted, but no correlation to academic course

Courses	Algebra 1	Algebra 2	Geometry	English 1	English 2	English 3	English 4	
8207310	20/67
30%	15/75
20%	4/54
7%	40/46
82%	40/45
83%	40/45
89%	40/45
0%	
9001110	16/67
24%	11/75
15%	15/54
28%	0/46
0%	0/45
0%	0/45
0%	0/45
0%	
9001120	8/67
12%	14/75
19%	9/54
17%	0/46
0%	0/45
0%	0/45
0%	0/45
0%	
9001130	10/67
15%	17/75
23%	8/54
15%	0/46
0%	0/45
0%	0/45
0%	0/45
0%	
9001140	0/67
0%	0/75
0%	0/54
0%	0/46
0%	0/45
0%	0/45
0%	0/45
0%	
9001150	6/67
9%	5/75
7%	2/54
4%	0/46
0%	0/45
0%	0/45
0%	0/45
0%	
9001160	0/67
0%	1/75
0%	0/54
0%	0/46
0%	0/45
0%	0/45
0%	0/45
0%	
**   Alignment pending review    			#   Alignment attempted, but no correlation to academic course

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.  
	
Some or all of the courses in this program have been aligned to the Next Generation Sunshine State Standards (NGSSS) for Science. These standards are listed next to the content standards.

Florida Standards for English Language Development (ELD)
English language learners communicate for social and instructional purposes within the school setting. ELD.K12.SI.1.1 

English Language Development (ELD) Standards Special Notes:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting.   For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: http://www.cpalms.org/uploads/docs/standards/eld/SI.pdf.
For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition at sala@fldoe.org.

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:

For competencies associated with the BTE Core visit the following link: BTE Core
The BTE Core includes the Technical Competencies of the first OCP A of this program.

Technical Competencies following OCP A:

01.0	Methods and strategies for using Florida State Standards for grades 09-10 reading in Technical Subjects for student success in Web Development. 
02.0	Methods and strategies for using Florida State Standards for grades 09-10 writing in Technical Subjects for student success in Web Development.
03.0	Methods and strategies for using Florida State Standards for grades 09-10 Mathematical Practices in Technical Subjects for student success in Web Development.
04.0	Demonstrate proficiency in website planning and the design process.
05.0	Develop markup language structures.
06.0	Create basic web pages.
07.0	Incorporate images and graphical formatting on a webpage.
08.0	Create a basic table structure.
09.0	Incorporate form structures in a webpage.
10.0	Describe frame structures and their usage.
11.0	Use Cascading Style Sheets (CSS).
12.0	Examine web design technologies and techniques.
13.0	Describe the process for publishing a website.
14.0	Describe how website performance is monitored and analyzed.
15.0	Create an informational website.
16.0	Demonstrate language arts knowledge and skills.
17.0	Demonstrate mathematics knowledge and skills.
18.0	Methods and strategies for using Florida State Standards for grades 11-12 reading in Technical Subjects for student success in Web Development.
19.0	Methods and strategies for using Florida State Standards for grades 11-12 writing in Technical Subjects for student success in Web Development.
20.0	Methods and strategies for using Florida State Standards for grades 11-12 Mathematical Practices in Technical Subjects for student success in Web Development.
21.0	Incorporate Human Computer Interface (HCI) principles of design.
22.0	Research and obtain information for use in designing the user interface.
23.0	Create an intuitive interface using Cascading Style Sheets (CSS).
24.0	Demonstrate proficiency creating a logical website file structure.
25.0	Create a CSS formatted informational website.
26.0	Demonstrate proficiency publishing, testing, monitoring, and maintaining a website.
27.0	Use oral and written communication skills in creating, expressing and interpreting information and ideas.
28.0	Solve problems using critical thinking skills, creativity and innovation.
29.0	Use information technology tools.
30.0	Describe the roles within teams, work units, departments, organizations, interorganizational systems, and the larger environment.
31.0	Describe the importance of professional ethics and legal responsibilities.
32.0	Discuss the differences between server-side and client-side scripting.
33.0	Compare and contrast client-side scripting languages (JavaScript, VBScript, and ECMAScript).
34.0	Demonstrate understanding of the Document Object Model (DOM).
35.0	Design, write, debug, and incorporate a JavaScript client-side script into a webpage.
36.0	Incorporate basic JavaScript form validation and form handling (using pre-built validation scripts or online libraries). 
37.0	Use advanced JavaScript techniques. 
38.0	Demonstrate understanding of JavaScript accessibility issues.
39.0	Select and modify appropriate library and pre-built JavaScript to incorporate into webpage.
40.0	Incorporate graphics, animations, and video assets into a webpage design using conventional HTML techniques.
41.0	Demonstrate understanding of XML vocabularies and documents.
42.0	Create and debug an XML Document.
43.0	Create and debug compound documents with Namespaces.
44.0	Demonstrate ability to validate documents with a Data Type Definition (DTD).
45.0	Demonstrate ability to validate documents with XML Schema.
46.0	Demonstrate an understanding of Asynchronous JavaScript and XML (AJAX) and its implications for web developers.
47.0	Plan and implement a multi-page website that features graphics, pictures, and video galleries using AJAX techniques.
48.0	Demonstrate knowledge and skills necessary to setup a secure E-commerce site.
49.0	Identify security issues associated with E-commerce and discuss methods to mitigate risks.
50.0	Apply skills necessary to setup an E-commerce storefront. 
51.0	Employ techniques to enhance the value and profitability of an E-commerce website. 
52.0	Develop an evaluation and performance monitoring framework featuring established metrics and target goals for an E-commerce website.
53.0	Demonstrate an understanding of Content Management Systems (CMS) and their implications for web development.
54.0	Use CMS features, functions, and extensions/modules to create/enhance a website. 
55.0	Evaluate the suitability for and system requirements for a content management system. 
56.0	Demonstrate an understanding of multimedia applications and their implications for web designers.
57.0	Create and incorporate interactive website components. 
58.0	PDF document usage considerations.
59.0	Create, format, and manipulate PDF documents.
60.0	Display, distribution, and print considerations for PDF documents.
61.0	Create and manage PDF forms. 
62.0	Incorporate PDF security in a PDF document.
63.0	Demonstrate proficiency using HTML5 features and functions.

BTE Core:

The first course recommended in this program is a selection from the BTE Core (Applied Computer Business Skills I and II, or Computing for College and Careers, or Introduction to Information Technology). The course selections and their descriptions are located here: BTE Core   Student course enrollment in the BTE Core, as with all other secondary courses, requires the reporting of a program in which the student is enrolled. The BTE Core is not an independent program, but a selection of courses for the initial OCP of a program. Student enrollment in the BTE Core cannot be reported without an accompanying program number. Teacher certification and other information regarding the BTE Core is identified by the program in which the student is enrolled. See the selected program framework for the appropriate information.

2015 – 2016
Florida Department of Education
Student Performance Standards

Course Title: 	Foundations of Web Design 
Course Number: 	9001110 
Course Credit:	1 

Course Description:

This course is designed to provide students with opportunities to acquire and apply foundational skills related to web design.

Florida State Standards	Correlation to CTE Program Standard #	
01.0	Methods and strategies for using Florida State Standards for grades 09-10 reading in Technical Subjects for student success in Web Development.		
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 State Standards for grades 09-10 writing in Technical Subjects for student success in Web Development.		
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 State Standards for grades 09-10 Mathematical Practices in Technical Subjects for student success in Web Development.		
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 State Standards for Math/Language Arts
NGSSS-Sci = Next Generation Sunshine State Standards for Science

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
04.0	Demonstrate proficiency in website planning and the design process.  ̶  The student will be able to: 			
04.01	Define information architecture.			
04.02	Discuss the importance of information architecture to web design and development.			
04.03	Conduct a client interview to determine the business purpose and needs.			
04.04	Conduct a competitive analysis.			
04.05	Identify stages in the web design process and describe the activities comprising each stage.			
04.06	Define the site structure by creating a content map, storyboard, and associated wireframes.	MAFS.912.G-MG.1.3		
04.07	Create a global site map.			
04.08	Discuss the legal and ethical issues related to web design.		SC.912.L.16.10	
04.09	Describe accessibility and its implications on web design.			
04.10	Create a web site mock-up for client approval.			
05.0	Develop markup language structures.  ̶  The student will be able to:			
05.01	Define common markup languages and their usage.			
05.02	Examine emerging and new markup languages.			
05.03	Determine browser support and appropriate usage of markup languages (existing and emerging).			
05.04	Identify common DOCTYPES (e.g., Strict, Transitional and Frameset) and describe their appropriate use.			
06.0	Create basic webpages.  ̶  The student will be able to:			
06.01	Create basic webpage structures using common markup elements and attributes.			
06.02	Incorporate list structures in a webpage (i.e., ordered, unordered, definition, nested).			
06.03	Incorporate link structures in a webpage (i.e., external, internal, email).			
06.04	Research and incorporate web color usage principles in a webpage.			
07.0	Incorporate images and graphical formatting on a webpage.  ̶  The student will be able to:			
07.01	Describe usage guidelines (e.g., format types, size, relevance) for integrating images and graphics onto a webpage.			
07.02	Compare and contrast standard image formats used in webpage design.	MAFS.912.S-CP.1.1		
07.03	Incorporate graphics into a webpage design.			
07.04	Create and incorporate image maps in a webpage.			
07.05	Optimize images and graphics for use in a webpage.			
08.0	Create a basic table structure.  ̶  The student will be able to:			
08.01	Describe how tables are used in web design.		SC.912.N.1.1	
08.02	Discuss the advantages and disadvantages of incorporating tables in a webpage design.		SC.912.N.1.1	
08.03	Define and modify table structures for the presentation of tabular information.	MAFS.912.G-MG.1.3
	SC.912.N.1.1	
08.04	Create accessible tables using standard table elements and attributes.		SC.912.N.1.1	
09.0	Incorporate form structures in a webpage.  ̶  The student will be able to:			
09.01	Create an accessible form using common elements, including form, fieldset, legend, textarea, select, option, button, and input (radio, checkbox, submit, reset, image, password, hidden). 			
09.02	Describe and diagram the relationship between XHTML forms and server-side technologies.			
09.03	Compare and contrast the GET and POST methods for forms handling.			
09.04	Define form validation and describe how it is accomplished.			
09.05	List popular server-side technologies often used to process content sent from XHTML forms.			
09.06	Use labels with form elements.			
09.07	Connect a XHTML form to a server-side script for processing.			
10.0	Describe frame structures and their usage.  ̶  The student will be able to:			
10.01	Explore frame and iframe structures and support issues.			
10.02	Describe appropriate uses of iframes.			
10.03	Incorporate frame structure in a webpage.			
11.0	Use Cascading Style Sheets (CSS).   ̶  The student will be able to:			
11.01	Define CSS and describe its importance in web design.			
11.02	Compare and contrast existing and emerging CSS versions.			
11.03	Determine browser support and appropriate usage of CSS (existing and emerging versions).			
11.04	Explain "document flow" and describe its implications on web design.			
11.05	Recognize and use element selectors, ID selectors, class selectors, pseudo-class selectors, and descendant selectors.			
11.06	Explain how inheritance and specificity affect CSS rule conflicts.			
11.07	Use inline styles, embedded style sheets, and external style sheets.			
11.08	Use the link and import methods to connect to an external style sheet.			
11.09	Use CSS shorthand techniques to create efficient and concise style sheets.			
11.10	Apply basic CSS properties (background, border, clear, color, float, font, height, line-height, list-style, margin, overflow, padding, position, text-align, text-indent, width, z-index, padding). 			
11.11	Use CSS to style tables (e.g., borders, width, spacing, alignment, background).	MAFS.912.G-MG.1.3		
11.12	Use CSS to enhance the appearance and usability of an XHTML form.			
12.0	Examine web design technologies and techniques.  ̶  The student will be able to:			
12.01	Compare and contrast common authoring tools.			
12.02	Compare and contrast client-side and server-side technologies.			
12.03	Define e-commerce types and usage.			
12.04	Describe database connectivity relative to websites.			
12.05	Identify technologies to enhance user experience.			
13.0	Describe the process for publishing a website.  ̶  The student will be able to:			
13.01	Explore domain name selection principles.			
13.02	Identify process to registering a domain name.			
13.03	Compare and contrast hosting providers, features, and selection criteria.	MAFS.912.S-CP.1.1		
13.04	Describe the various means for uploading website files (e.g., FTP, web-based tools).			
14.0	Describe how website performance is monitored and analyzed.  ̶  The student will be able to:			
14.01	Identify issues related to website maintenance.			
14.02	Use webpage validation tools.		SC.912.N.1.1	
14.03	Describe website performance metrics (e.g., visits, time-on-page, time-on-site) and discuss their design implications.			
14.04	Demonstrate knowledge of accessibility problems and solutions.			
14.05	Examine indexing, page ranking, basic Search Engine Optimization techniques.			
14.06	Explore common website analytic tools.			
15.0	Create an informational website.  ̶  The student will be able to:			
15.01	Use GUI (Graphical User Interface) web authoring software to create a multi-page informational website.			
15.02	Use image-editing software to enhance website designs with simple graphics.			
15.03	Use animation software to enhance website designs.			
15.04	Enhance the website using client-side technologies (rollovers, check plug-ins, pop-up windows).			
15.05	Demonstrate efficient, consistent web site development practice (use of templates, snippets).			
16.0	Demonstrate language arts knowledge and skills.  ̶  The student will be able to:			
16.01	Locate, comprehend and evaluate key elements of oral and written information.			
16.02	Draft, revise, and edit written documents using correct grammar, punctuation and vocabulary.			
16.03	Present information formally and informally for specific purposes and audiences.			
17.0	Demonstrate mathematics knowledge and skills.  ̶  The student will be able to:			
17.01	Demonstrate knowledge of arithmetic operations.			
17.02	Analyze and apply data and measurements to solve problems and interpret documents.	MAFS.912.A-REI.1.1
	SC.912.N.1.1	
17.03	Construct charts/tables/graphs using functions and data.	MAFS.912.F-IF.2.4
	SC.912.N.1.1	

2015 – 2016
Florida Department of Education
Student Performance Standards

Course Title: 	User Interface Design
Course Number: 	9001120
Course Credit:	1 

Course Description:

This course provides advanced concepts used in interface design.  The content includes principles of Human Computer Interface (HCI), advanced page design using Cascading Style Sheets (CSS), advanced HTML commands, multimedia applications, Internet/Intranet tools, and website promotion.  

Florida State Standards	Correlation to CTE Program Standard #	
18.0	Methods and strategies for using Florida State Standards for grades 11-12 reading in Technical Subjects for student success in Web Development.		
18.01	Key Ideas and Details		
18.01.1	Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
LAFS.1112.RST.1.1		
18.01.2	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.1112.RST.1.2		
18.01.3	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.1112.RST.1.3		
18.02	Craft and Structure		
18.02.1	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 11–12 texts and topics.
LAFS.1112.RST.2.4		
18.02.2	Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
LAFS.1112.RST.2.5		
18.02.3	Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
LAFS.1112.RST.2.6		
18.03	Integration of Knowledge and Ideas		
18.03.1	Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g. quantitative data, video, multimedia) in order to address a question or solve a problem.
LAFS.1112.RST.3.7		
18.03.2	Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
LAFS.1112.RST.3.8		
18.03.3	Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
LAFS.1112.RST.3.9		
18.04	Range of Reading and Level of Text Complexity		
18.04.1	By the end of grade 11, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
18.04.2	By the end of grade 12, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] at the high end of the grades 11–CCR text complexity band independently and proficiently.
LAFS.1112.RST.4.10		
19.0	Methods and strategies for using Florida State Standards for grades 11-12 writing in Technical Subjects for student success in Web Development.		
19.01	Text Types and Purposes		
19.01.1	Write arguments focused on discipline-specific content.
LAFS.1112.WHST.1.1		
19.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LAFS.1112.WHST.1.2		
19.02	Production and Distribution of Writing		
19.02.1	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.1112.WHST.2.4		
19.02.2	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.1112.WHST.2.5		
19.02.3	Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
LAFS.1112.WHST.2.6		
19.03	Research to Build and Present Knowledge		
19.03.1	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.1112.WHST.3.7		
19.03.2	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
LAFS.1112.WHST.3.8		
19.03.3	Draw evidence from informational texts to support analysis, reflection, and research.
LAFS.1112.WHST.3.9		
19.04	Range of Writing		
19.04.1	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.1112.WHST.4.10		
20.0	Methods and strategies for using Florida State Standards for grades 11-12 Mathematical Practices in Technical Subjects for student success in Web Development.		
20.01	Make sense of problems and persevere in solving them.
MAFS.K12.MP.1.1		
20.02	Reason abstractly and quantitatively.
MAFS.K12.MP.2.1		
20.03	Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.3.1		
20.04	Model with mathematics.
MAFS.K12.MP.4.1		
20.05	Use appropriate tools strategically.
MAFS.K12.MP.5.1		
20.06	Attend to precision.
MAFS.K12.MP.6.1		
20.07	Look for and make use of structure.
MAFS.K12.MP.7.1		
20.08	Look for and express regularity in repeated reasoning.
MAFS.K12.MP.8.1		

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

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
21.0	Incorporate Human Computer Interface (HCI) principles of design.  ̶  The student will be able to: 			
21.01	Describe the fundamental design principles of human computer interface.			
21.02	Differentiate between computer and human factors in screen/page design.			
21.03	Describe what is meant by an “intuitive” interface.			
21.04	Describe how typography, color scheme, and graphic usage are used to set website feel/tone for various types of websites (e.g., educational, entertainment, ecommerce).Identify and use the following design concepts: contrast, repetition, alignment, proximity, writing style.			
21.05	Identify and use the following design concepts: contrast, repetition, alignment, proximity, writing style.			
21.06	Define and establish logo, identity, and branding needed for an effective website.			
21.07	Evaluate the HCI features included on a webpage storyboard.			
21.08	Create a series of webpage storyboards that incorporate HCI design principles.	MAFS.912.G-MG.1.3		
22.0	Research and obtain information for use in designing the user interface.  ̶  The student will be able to:			
22.01	Identify common user information needs, information gathering models, and methods for gathering user research.			
22.02	Define the primary audience and customer expectations and develop a rubric for defining user tasks and corresponding functionality.			
22.03	Describe target audience preferences based on demographics (e.g., gender, age, economic status, culture).			
22.04	Identify and use web analytic tools to shape an information architecture strategy (determine keywords).			
22.05	Apply the results of research and analytics to the design of a user interface.			
23.0	Create an intuitive interface using Cascading Style Sheets (CSS).  ̶  The student will be able to:		SC.912.N.1.3	
23.01	Create CSS styles suitable for use on an intuitive webpage interface.			
23.02	Use element selectors, ID selectors, class selectors, pseudo-class selectors, and descendant selectors to create a table-less webpage design.			
23.03	Create a series of templates formatted exclusively using CSS. 			
23.04	Use CSS syntax to configure and apply style sheets for multiple media displays (e.g., screen display and print).			
23.05	Create webpage templates using advanced CSS methods (e.g., create multi-column layouts, mimic client-side technologies, create faux columns).			
23.06	Differentiate among static, relative, absolute, and fixed positioning schemas.			
23.07	Use schemas to design a website: fixed, liquid, elastic designs. 			
23.08	Recognize browser support for static, relative, absolute, and fixed positioning schemas.			
23.09	Identify and correct display issues in a web page using multiple browsers.			
24.0	Demonstrate proficiency creating a logical website file structure.  ̶  The student will be able to:			
24.01	Create an efficient, maintainable directory structure for a website, including the site root and subfolders for assets (e.g., images, templates, CSS).			
24.02	Demonstrate and use correct file paths for relative, site root relative, and absolute links.			
25.0	Create a CSS formatted informational website.  ̶  The student will be able to:			
25.01	Use GUI (Graphical User Interface) web authoring software to create a multi-page informational website.			
25.02	Create documented CSS style sheets for layout and appearance purposes.			
25.03	Incorporate methods used to drive traffic to the website, then engage and retain visitors.			
25.04	Apply standard optimization practices (e.g., keyword proximity; density; relevance; appropriate page titles, URLs, and headings, alt tags) to enhance search engine performance.			
25.05	Use standard design techniques to correctly display a website using multiple browsers (e.g., box model, hasLayout, Internet Explorer Conditional Comments (IECC)).			
25.06	Integrate common multimedia and plug-ins as appropriate to enhance a website design.			
25.07	Use client-side technologies such as rollovers, check plug-ins, and pop-up windows to enhance the user interface.			
26.0	Demonstrate proficiency publishing, testing, monitoring, and maintaining a website.  ̶  The student will be able to:			
26.01	Recognize the relationship between local and remote site structure.			
26.02	Identify methods of acquiring a domain name, appropriate hosting, and search engine registry.			
26.03	Understand and implement strategies to measure website traffic and improve search engine analytics reports.			
26.04	Describe the use of standard web marketing technologies (e.g., blogging, podcasting).			
26.05	Describe how social media and social networking sites can be used for marketing purposes.			
26.06	Test websites using common resolutions, browsers, accessibility, and validation techniques. 			
26.07	Use popular Internet browsers and tools as defined by W3C Browser Statistics (e.g., Mozilla Firefox (Web Developer Toolbar, ColorZilla, MeasureIt, Firebug), Internet Explorer 7/8) to display and troubleshoot websites.			
26.08	Explore standard practices for feedback and usability testing.			
26.09	Identify and incorporate standard security measures in a website. 			
26.10	Identify and use online validation tools.			
26.11	Successfully change invalid markup to comply with standards. 			
26.12	Build a webpage that successfully passes the W3C validation test at http://validator.w3.org . 			
26.13	Write markup that facilitates accessibility.			
26.14	Use FTP to transfer files to a server. 			
26.15	Set up an FTP connection to a remote site and reproduce the site structure on the server. 			
27.0	Use oral and written communication skills in creating, expressing and interpreting information and ideas.  ̶  The student will be able to:			
27.01	Select and employ appropriate communication concepts and strategies to enhance oral and written communication in the workplace.			
27.02	Locate, organize and reference written information from various sources.			
27.03	Design, develop and deliver formal and informal presentations using appropriate media to engage and inform diverse audiences.		SC.912.N.1.4	
27.04	Interpret verbal and nonverbal cues/behaviors that enhance communication.			
27.05	Apply active listening skills to obtain and clarify information.			
27.06	Develop and interpret tables and charts to support written and oral communications.			
27.07	Exhibit public relations skills that aid in achieving customer satisfaction.		SC.912.N.1.1	
28.0	Solve problems using critical thinking skills, creativity and innovation.  ̶  The student will be able to:			
28.01	Employ critical thinking skills independently and in teams to solve problems and make decisions.			
28.02	Employ critical thinking and interpersonal skills to resolve conflicts.		SC.912.N.1.3	
28.03	Identify and document workplace performance goals and monitor progress toward those goals. 		SC.912.N.1.3	
28.04	Conduct technical research to gather information necessary for decision-making.			
29.0	Use information technology tools.  ̶  The student will be able to:		SC.912.N.1.4	
29.01	Use personal information management (PIM) applications to increase workplace efficiency.			
29.02	Employ technological tools to expedite workflow including word processing, databases, reports, spreadsheets, multimedia presentations, electronic calendar, contacts, email, and internet applications.			
29.03	Employ computer operations applications to access, create, manage, integrate, and store information.			
29.04	Employ collaborative/groupware applications to facilitate group work.			
30.0	Describe the roles within teams, work units, departments, organizations, inter-organizational systems, and the larger environment.  ̶  The student will be able to:			
30.01	Describe the nature and types of business organizations.			
30.02	Explain the effect of key organizational systems on performance and quality. 			
30.03	List and describe quality control systems and/or practices common to the workplace.			
30.04	Explain the impact of the global economy on business organizations.			
31.0	Describe the importance of professional ethics and legal responsibilities.  ̶  The student will be able to:			
31.01	Evaluate and justify decisions based on ethical reasoning.			
31.02	Evaluate alternative responses to workplace situations based on personal, professional, ethical, legal responsibilities, and employer policies.		SC.912.L.16.10	
31.03	Identify and explain personal and long-term consequences of unethical or illegal behaviors in the workplace.		SC.912.L.16.10	
31.04	Interpret and explain written organizational policies and procedures.		SC.912.L.16.10	

2015 – 2016
Florida Department of Education
Student Performance Standards

Course Title: 	Web Scripting Fundamentals
Course Number: 	9001130
Course Credit:	1 

Course Description:

This course provides an introduction to scripting related to web development. The content primarily focuses on client-side scripting using JavaScript. 

Florida State Standards	Correlation to CTE Program Standard #	
18.0	Methods and strategies for using Florida State Standards for grades 11-12 reading in Technical Subjects for student success in Web Development.		
18.01	Key Ideas and Details		
18.01.1	Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
LAFS.1112.RST.1.1		
18.01.2	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.1112.RST.1.2		
18.01.3	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.1112.RST.1.3		
18.02	Craft and Structure		
18.02.1	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 11–12 texts and topics.
LAFS.1112.RST.2.4		
18.02.2	Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
LAFS.1112.RST.2.5		
18.02.3	Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
LAFS.1112.RST.2.6		
18.03	Integration of Knowledge and Ideas		
18.03.1	Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g. quantitative data, video, multimedia) in order to address a question or solve a problem.
LAFS.1112.RST.3.7		
18.03.2	Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
LAFS.1112.RST.3.8		
18.03.3	Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
LAFS.1112.RST.3.9		
18.04	Range of Reading and Level of Text Complexity		
18.04.1	By the end of grade 11, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
18.04.2	By the end of grade 12, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] at the high end of the grades 11–CCR text complexity band independently and proficiently.
LAFS.1112.RST.4.10		
19.0	Methods and strategies for using Florida State Standards for grades 11-12 writing in Technical Subjects for student success in Web Development.		
19.01	Text Types and Purposes		
19.01.1	Write arguments focused on discipline-specific content.
LAFS.1112.WHST.1.1		
19.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LAFS.1112.WHST.1.2		
19.02	Production and Distribution of Writing		
19.02.1	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.1112.WHST.2.4		
19.02.2	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.1112.WHST.2.5		
19.02.3	Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
LAFS.1112.WHST.2.6		
19.03	Research to Build and Present Knowledge		
19.03.1	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.1112.WHST.3.7		
19.03.2	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
LAFS.1112.WHST.3.8		
19.03.3	Draw evidence from informational texts to support analysis, reflection, and research.
LAFS.1112.WHST.3.9		
19.04	Range of Writing		
19.04.1	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.1112.WHST.4.10		
20.0	Methods and strategies for using Florida State Standards for grades 11-12 Mathematical Practices in Technical Subjects for student success in Web Development.		
20.01	Make sense of problems and persevere in solving them.
MAFS.K12.MP.1.1		
20.02	Reason abstractly and quantitatively.
MAFS.K12.MP.2.1		
20.03	Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.3.1		
20.04	Model with mathematics.
MAFS.K12.MP.4.1		
20.05	Use appropriate tools strategically.
MAFS.K12.MP.5.1		
20.06	Attend to precision.
MAFS.K12.MP.6.1		
20.07	Look for and make use of structure.
MAFS.K12.MP.7.1		
20.08	Look for and express regularity in repeated reasoning.
MAFS.K12.MP.8.1		

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

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
32.0	Discuss the differences between server-side and client-side scripting.  ̶  The student will be able to:			
32.01	Describe the role scripting languages play in the creation of websites.			
32.02	Identify and describe the advantages, disadvantages, and primary uses of popular scripting languages (e.g., JavaScript, VBScript, Perl, PHP, JScript). 	MAFS.912.S-CP.1.1		
33.0	Compare and contrast client-side scripting languages (JavaScript, VBScript, and ECMAScript).  ̶  The student will be able to:			
33.01	Describe the primary usage and limitations of JavaScript in a web environment.			
33.02	Describe how JavaScript blends with other web-authoring technologies (i.e., HTML, CSS, Server-side programming, Plug-ins).			
33.03	Describe the primary differences between JavaScript and VBScript.			
33.04	Describe the source, features, and common uses of ECMAScript.			
33.05	Explain why JavaScript use far exceeds VBScript for client-side scripting.			
33.06	Research resources available to advance JavaScript knowledge.			
33.07	Explore emerging trends and upcoming revisions related to JavaScript.			
34.0	Demonstrate understanding of the Document Object Model (DOM).  ̶  The student will be able to:			
34.01	Describe the purpose of the Document Object Model (layout, objects, properties, methods).			
34.02	Describe how JavaScript uses the DOM to detect and manipulate elements on a webpage.			
35.0	Design, write, debug, and incorporate a JavaScript client-side script into a webpage.  ̶  The student will be able to:			
35.01	Write, analyze and explain JavaScript syntax. 			
35.02	Describe usage of various data types.			
35.03	Describe how the use of decision-making logic (AND, OR) is employed in a JavaScript program.			
35.04	Create and use variables, operators, and expressions.	MAFS.912.A-SSE.1.2		
35.05	Use common JavaScript events and event handlers (e.g., click, load, onClick, onLoad) to control program flow, appearance, or functionality.			
35.06	Understand and incorporate JavaScript arrays (e.g., array basics, types, usage, methods, sorting).	MAFS.912.N-VM.3.6		
35.07	Understand and incorporate JavaScript functions (e.g., using the DOM, pass a value, return value, create objects, work with classes, objects).	MAFS.912.F-BF.1.1		
35.08	Understand and incorporate JavaScript loops and conditions (e.g., loop basics, types, usage). 	MAFS.912.F-BF.1.1		
35.09	Recognize, isolate, and correct common JavaScript errors (e.g., syntax, function errors, reserved word usage, unsupported DOM).			
35.10	Identify limitations related to obsolete JavaScript constructs and coding practices (e.g., Document.all, navigator.appName).			
35.11	Apply JavaScript best coding practices (i.e., properly documenting scripts, field naming conventions, writing understandable code).			
35.12	Use different methods to incorporate JavaScript onto a web page (e.g., <script> element, JavaScript statement block, external scripts).			
35.13	Troubleshoot and test incorporated script (i.e., functionality, browser usage, resolve known bugs).			
36.0	Incorporate basic JavaScript form validation and form handling (using pre-built validation scripts or online libraries).  ̶  The student will be able to:			
36.01	Identify and use form elements to solicit user input.			
36.02	Use JavaScript with HTML form controls. 			
36.03	Validate web forms prior to submission. 			
36.04	Use output commands to display processed data in an appropriately formatted form. 			
37.0	Use advanced JavaScript techniques.  ̶  The student will be able to:			
37.01	Write JavaScript suitable for plug-in detection, image manipulation, and the creation of custom JavaScript objects.			
37.02	Use JavaScript to incorporate, create, update, and delete cookies. 			
37.03	Describe the common security issues relevant to JavaScript. 			
38.0	Demonstrate understanding of JavaScript accessibility issues.  ̶  The student will be able to:			
38.01	Describe the purpose of the Browser Object Model (BOM) and how it relates to JavaScript.			
38.02	Describe how obsolete constructs and coding practices affect browser function.			
38.03	Make webpages accessible and functional when JavaScript disabled or unsupported.			
38.04	Demonstrate ability to use XHTML, HTML, and CSS instead of JavaScript where appropriate. 			
38.05	Demonstrate ability to determine which version of JavaScript specific browsers support and code program to meet acceptable standards.			
39.0	Select and modify appropriate library and pre-built JavaScript to incorporate into webpage.  ̶  The student will be able to:			
39.01	Explore common JavaScript libraries and describe the advantages and disadvantages of using libraries.			
39.02	Analyze pre-built library items to determine functionality.			
39.03	Explain how a library item achieves desired processing.			
39.04	Determine if pre-built script provides functionality required in an effective manner.			
39.05	Incorporate pre-built library items into web pages.			
39.06	Identify the restrictions related to using pre-built scripts (i.e.; copyright, processing, and length of script).			
39.07	Modify pre-built scripts to suit functionality requirements.			
39.08	Test and troubleshoot pre-built scripts and widgets incorporated into web pages.			

2015 – 2016
Florida Department of Education
Student Performance Standards

Course Title: 	Media Integration Essentials
Course Number: 	9001140
Course Credit:	1 

Course Description:

This course provides in-depth instruction into techniques for integrating various forms of media onto webpages, with particular focus on XML and AJAX technologies and frameworks.  Students should have a good understanding of JavaScript prior to taking this course. 

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

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
40.0	Incorporate graphics, animations, and video assets into a webpage design using conventional HTML techniques.  ̶  The student will be able to:			
40.01	Use the HREF tag to integrate a video file displayed in a new window.			
40.02	Use the EMBED tag to display a graphic animation or a video file as part of the webpage fabric.			
40.03	Discuss the limitations of conventional media integration techniques.			
41.0	Demonstrate understanding of XML vocabularies and documents.  ̶  The student will be able to:			
41.01	Understand XML vocabularies.			
41.02	Define well-formed and valid XML documents.			
41.03	Describe the basic structure of an XML document.			
42.0	Create and debug an XML Document.  ̶  The student will be able to:			
42.01	Create an XML declaration.			
42.02	Work with XML comments.			
42.03	Create XML elements and attributes.			
42.04	Work with character and entity references.			
42.05	Describe how XML handles character data, parsed character data, and white space.			
42.06	Work with XML parsers.			
42.07	Understand how Web browsers work with XML documents.			
42.08	Apply a style sheet to an XML document.			
42.09	Create an XML processing instruction.			
43.0	Create and debug compound documents with Namespaces.  ̶  The student will be able to:			
43.01	Understand compound documents & the problem of name collision.			
43.02	Declare a namespace for an XML vocabulary. 			
43.03	Apply a namespace to an element.			
43.04	Create a default namespace.			
43.05	Apply a namespace to an attribute.			
43.06	Declare a namespace within a CSS style sheet.			
43.07	Apply a namespace to a style selector.			
43.08	Use the escape character to apply a namespace to a selector.			
43.09	Create a compound document containing XML and XHTML elements and attributes.			
44.0	Demonstrate ability to validate documents with a Data Type Definition (DTD).  ̶  The student will be able to:			
44.01	Understand the principles of data validation.			
44.02	Create a DOCTYPE.			
44.03	Specify the content of an XML element.			
44.04	Define the structure of child elements.			
44.05	Describe how DOCTYPE changed from HTML4.01 to HTML5.			
45.0	Demonstrate ability to validate documents with XML Schema.  ̶  The student will be able to:			
45.01	Compare schemas and DTDs.			
45.02	Explore different schema vocabularies.			
45.03	Declare simple type elements and attributes.			
45.04	Declare complex type elements.			
45.05	Apply a schema to an instance document.			
45.06	Work with XML Schema data types.			
45.07	Derive new data types for text strings, numeric values, and dates.			
45.08	Create data types for patterned data using regular expressions.			
45.09	Explore different schema structures.			
45.10	Attach a schema to a namespace.			
45.11	Validate compound instance documents.			
45.12	Import one schema file into another.			
46.0	Demonstrate an understanding of Asynchronous JavaScript and XML (AJAX) and its implications for web developers.  ̶  The student will be able to:			
46.01	Identify the technologies that comprise AJAX and explain how they interact.			
46.02	Describe the purpose, advantages, disadvantages, and functions of AJAX. 			
46.03	Describe how AJAX works and how it is used in the creation of websites.			
46.04	Identify AJAX requirements. 			
46.05	Install and setup the AJAX Control Toolkit.			
46.06	Define appropriate use of AJAX in a web project.			
46.07	Identify AJAX Usability and Accessibility issues and their workarounds. 			
46.08	Describe AJAX related browser compatibility issues and their workarounds. 			
46.09	Explore popular AJAX applications currently on the Internet (auto-complete (Google), updating user content (Twitter), voting and rating (social bookmarking)).			
46.10	Describe common security issues associated to AJAX.			
46.11	Analyze the server-side implications of AJAX applications.			
46.12	Explore methods for testing and maintaining an AJAX application. 			
46.13	Explore the future of AJAX and its implementation.			
47.0	Plan and implement a multi-page website that features graphics, pictures, and video galleries using AJAX techniques.  ̶  The student will be able to:			
47.01	Research AJAX design principles and patterns (e.g., Observer, Command and MVC).			
47.02	Research and compare popular AJAX frameworks, libraries, and toolkits (e.g., JQuery, DOJO, Prototype).			
47.03	Identify and implement methods of using AJAX when JavaScript not available (e.g. progressive enhancement).			
47.04	Update specific areas of a page with data from the server (e.g., server-login updated) without reloading the webpage.			
47.05	Demonstrate the ability to output results in different formats (e.g., XML, JSON, alternatives to JavaScript).			
47.06	Use AJAX to create form submission and validation (e.g. password strength check, email/URL validation).			
47.07	Integrate a basic slideshow via lightbox using AJAX techniques. 			
47.08	Integrate optional video selections displayed using AJAX techniques. 			

2015 – 2016
Florida Department of Education
Student Performance Standards

Course Title: 	E-commerce & Marketing Essentials 
Course Number: 	9001150
Course Credit:	1

Course Description:

This course provides instruction in the design, creation, marketing, and monitoring of e-commerce websites.  Content also includes the associated security issues and methods.  

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

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
48.0	Demonstrate knowledge and skills necessary to setup a secure E-commerce site–The student will be able to:			
48.01	Compare and contrast popular pre-built shopping cart software (e.g., PrestaShop, Zend Cart).	MAFS.912.S-CP.1.1		
48.02	Compare and contrast hosting options available for use with shopping cart software (i.e., shared hosting or dedicated server).	MAFS.912.S-CP.1.1		
48.03	Discuss shopping cart vulnerabilities and best-practice preventative measures. 			
48.04	Identify hardware and software necessary to install and setup pre-built shopping cart software.			
48.05	Install and configure necessary software (database, server) to run pre-built shopping cart software.			
48.06	Install and configure pre-built shopping cart software.			
48.07	Verify database and server connectivity.			
48.08	Test and troubleshoot setup/configuration issues.			
49.0	Identify security issues associated with E-commerce and discuss methods to mitigate risks.  ̶  The student will be able to:			
49.01	Describe the differences between Transaction Layer Security (TLS) and its predecessor, Secure Sockets Layer (SSL).			
49.02	Explain transaction security.			
49.03	Identify security and payment processing issues involved in developing a site (e.g., SSL, Digital Certificates, SET Protocol, Cyber Cash).			
49.04	Demonstrate understanding of https and htaccess and their usage.			
49.05	Explore methods to obtain an SSL certificate and secure transactions. 			
49.06	Compare and contrast the appropriateness of employing a merchant account or a payment gateway to handle online transactions. 			
49.07	Discuss the process, advantages, disadvantages, and costs associated with opening a merchant account.			
49.08	Describe the process, advantages, disadvantages, and costs associated with using a payment gateway.			
50.0	Apply skills necessary to setup an E-commerce storefront.  ̶  The student will be able to:			
50.01	Setup and use an FTP (File Transfer Protocol) program to transfer files to a web server. 			
50.02	Add business specific information to site storefront (e.g., logos, product images, descriptions).			
50.03	Setup back-end site administration functions and navigation.			
50.04	Setup a schema for incorporating shipping, handling, and processing fees based on carrier, geographical zones, and weight/price range.			
50.05	Experiment with various add-ons, themes, and modules available for customization. 		SC.912.N.1.3	
50.06	Customize shopping cart to suit client needs (e.g., modify fields, add buttons).			
50.07	Customize forms to accommodate client products and/or services.			
50.08	Setup Search preferences and functionality for products and/or services.			
50.09	Setup customer contact preferences and email notification functionality.			
50.10	Apply Search Engine Optimization (SEO) techniques to shopping cart pages.			
50.11	Test operation of shopping cart pages in multiple browsers.		SC.912.N.1.1	
50.12	Troubleshoot issues and errors related to browser display and functionality.		SC.912.N.1.3	
51.0	Employ techniques to enhance the value and profitability of an E-commerce website.  ̶  The student will be able to:			
51.01	Determine business goals for the E-commerce site.			
51.02	Identify the various types of advertising options in E-commerce (e.g., links, banner ads, affiliate programs, pop-up windows, viral marketing, newsgroup postings).			
51.03	Describe affiliate marketing and its implications for E-commerce websites.			
51.04	Analyze popular affiliate programs/networks and available payment schemes.			
51.05	Explain the differences, advantages, and disadvantages of CPM, PPC, and Pay per Sale/Lead.			
51.06	Determine appropriate affiliate program for target audience.			
51.07	Identify the method to join an affiliate program/network.			
51.08	Identify considerations/requirements of selecting an affiliate program.			
51.09	Determine appropriate number of affiliate programs necessary to suit client site.			
51.10	Determine the terms and conditions of sale, including warranties, after-sales service, and privacy assurances.			
51.11	Determine customer service options (e.g., e-mail, phone, fax). 			
51.12	Create a site map.			
51.13	Create a Frequently Asked Questions (FAQ) page.			
51.14	Create a product/version comparison chart, where appropriate.			
51.15	Create feedback, review, survey, and recommendation pages. 			
52.0	Develop evaluation and performance monitoring metrics and target goals for an E-commerce website.  ̶  The student will be able to:			
52.01	Research existing and emerging analytical, usability, SEO tools to improve customer satisfaction and site conversion rates. 			
52.02	Describe web analytics tools and their features/functions.			
52.03	Use web analytics tools to determine optimum site keywords.		SC.912.N.1.1	
52.04	Experiment with using advanced segments to view subsets of data (relating to purchasing habits, website usage, searches).	MAFS.912.S-IC.2.6		
52.05	Customize analytic reports using appropriate metrics (e.g., average per-visit value, bounce rates, time spent on page).		SC.912.N.1.1	
52.06	Create more concise reports using advanced filters in web analytics tools.			
52.07	Use intelligence features of web analytics tools to discover patterns of usage and setup corresponding alerts.			
52.08	Research popular mobile analytics tools (e.g., Motally) and their features. 		SC.912.N.1.1	
52.09	Interpret analytic report data and optimize website accordingly, if appropriate.	MAFS.912.S-IC.2.6
	SC.912.N.1.3	

2015 – 2016
Florida Department of Education
Student Performance Standards

Course Title: 	Interactivity Essentials 
Course Number: 	9001160
Course Credit:	1

Course Description:

This course provides instruction on technologies and techniques for enhancing the interactivity of websites from both site visitor and administration perspectives.  Also covered are methods for PDF forms handling and content management. 

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

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
53.0	Demonstrate an understanding of Content Management Systems (CMS) and their implications for web development.  ̶  The student will be able to:			
53.01	Describe the fundamental operation of a CMS.			
53.02	Describe the typical features of a content management system.			
53.03	Compare and contrast popular CMS applications (e.g., WordPress, Joomla).	MAFS.912.S-CP.1.1		
53.04	Describe how a content management system can be used to enhance website interactivity.			
53.05	Demonstrate proficiency installing and configuring content management systems and extensions/modules.			
54.0	Use CMS features, functions, and extensions/modules to create/enhance a website.  ̶  The student will be able to:			
54.01	Create a basic multipage website using a content management system.			
54.02	Enhance a webpage by using a content management system to incorporate images, animations, or video segments.			
54.03	Incorporate a blog feature into a website using a content management system.			
54.04	Demonstrate proficiency using CMS built-in security for website, password and database backup.			
54.05	Demonstrate proficiency using add-on modules, or plug-ins.			
55.0	Evaluate the suitability for and system requirements for a content management system.  ̶  The student will be able to:			
55.01	Identify business goals and evaluate their suitability for a content management system.			
55.02	Determine web hosting system requirements.			
55.03	Create a schema for creating, deleting, and managing users and their permissions.			
55.04	Discuss the value represented by templates in a content management system development environment.			
56.0	Demonstrate an understanding of multimedia applications and their implications for web designers.  ̶  The student will be able to:			
56.01	Compare and contrast the leading multimedia development applications for website development (e.g., Adobe Flash, Microsoft Silverlight).			
56.02	Describe those circumstances whereby multimedia may be used to add interactivity to a website.			
56.03	Describe the limitations of multimedia development applications relative to website development.			
57.0	Create and incorporate interactive website components.  ̶  The student will be able to:			
57.01	Create buttons, menus, and other components that feature a static, hover, and rollover effect.			
57.02	Convert original artwork into an interactive component with associated script behavior.			
57.03	Adjust the component properties including opacity, filter, rotation, and action.			
57.04	Resize a multi-layer component to ensure uniform resizing of each layer.			
57.05	Create scrolling images, panels, and lists for incorporating into a web design.			
57.06	Create and incorporate animated banners, headers, and website introduction pages (e.g., Adobe Flash, Microsoft Silverlight).			
58.0	PDF document usage considerations.  ̶  The student will be able to:			
58.01	Discuss the advantages and disadvantages of using PDF documents in a web site. 			
58.02	Research and discuss PDF document usage best practices.		SC.912.N.1.3	
58.03	Determine when it is appropriate to use PDF documents (e.g., brochure downloads, large reports, catalogs, interactive forms).			
58.04	Compare and contrast the functionality of software applications used to create and process PDFs.			
58.05	Research and describe search engine optimization considerations related to the use of PDF documents.		SC.912.N.1.3	
58.06	Research and discuss security issues related to PDF document usage in a web site (viruses, auto-open).		SC.912.N.1.3	
58.07	Identify accessibility issues related to using PDF documents in a web site.			
59.0	Create, format, and manipulate PDF documents.  ̶  The student will be able to:			
59.01	List & describe the methods available for creating PDF documents.			
59.02	Create a PDF using a variety of software applications, multiple files, and web pages.			
59.03	Demonstrate ability to format, modify and enhance a PDF document.			
59.04	Describe the differences in PDF standards for document prepress data interchange and long-term archiving.			
59.05	Embed images, text, audio, video, and Flash content into a PDF document. 			
59.06	Create and modify automatically generated and manual bookmarks in a PDF document.			
59.07	Add clickable links to a PDF document.			
59.08	Incorporate Find and Search methods to locate specific text in a PDF document.			
59.09	Describe the method used to search scanned documents (optical character recognition).			
59.10	Understand and correct color separation issues.			
59.11	Create and modify PDF documents using available tools to meet accessibility requirements (e.g., tags, reading order, forms, supplemental content for multimedia, text-to-speech).			
59.12	Export a PDF document in a different format.			
60.0	Display, distribution, and print considerations for PDF documents.  ̶  The student will be able to:			
60.01	Define file specifications use to generate smaller files for electronic distribution and on-screen display.			
60.02	Specify image downsampling and compression settings to generate a PDF file with a smaller file size.			
60.03	Identify and correct potential printing issues in a PDF document.			
60.04	Ensure a PDF document meets appropriate criteria for print or electronic distribution.			
60.05	Demonstrate ability to control flattening of a transparent PDF document and misregistration.			
60.06	Demonstrate color management techniques that affect on-screen display and printing.			
60.07	Discuss methods and tools used to review a PDF document (email, shared, tracking). 			
61.0	Create and manage PDF forms.  ̶  The student will be able to:			
61.01	Create an interactive from using fields, form objects, and distribution methods.			
61.02	Distribute a form electronically and manage distributed forms.			
61.03	Demonstrate ability to redact content in a form to protect sensitive information.			
61.04	Preview, test, and modify an interactive form.		SC.912.N.1.3	
62.0	Incorporate PDF security in a PDF document.  ̶  The student will be able to:			
62.01	Secure a PDF document using passwords, encryption, digital IDs and signatures.			
62.02	Creating Security Policies and Certificates for a PDF document.			
62.03	Enable usage rights for Adobe Readers.			
63.0	Demonstrate proficiency using HTML5 features and functions.  ̶  The student will be able to:			
63.01	Apply HTML5 APIs in web pages for interactivity (e.g., audio/video, drag & drop, drawing canvas).			
63.02	Apply HTML5 interactivity elements into web pages (i.e., <canvas>, <embed>, <audio>, <video>, <details> <input>).			
63.03	Utilize HTML5 fallback strategies to address browser support issues.			
63.04	Utilize HTML5 to define dynamic behaviors using JavaScript.			
63.05	Use HTML5 specification to manipulate text and images.			
63.06	Use HTML5 to create persistent data and single session storage (HTML 5 Local Offline Storage & Session Storage).			
63.07	Use HTML5 for media event handling (audio, video, embed, image).			
63.08	Use HTML5 event handling for window, mouse, and form events.			
63.09	Use CSS3 to style HTML5 (e.g., transitions, typography enhancements).			

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 BTE Core, which is part of this program, will undergo major changes in the 2016 – 2017 school year.  Please access the BTE Core document for more information.

Career and Technical Student Organization (CTSO)

Future Business Leaders of America (FBLA) and Business Professionals of America (BPA) are the intercurricular career and technical student organizations providing leadership training and reinforcing specific career and technical skills for secondary students. 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