2015 – 2016
Florida Department of Education
Curriculum Framework 

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

PSAV	
Program Number	D886300	
CIP Number	10988630CP	
Grade Level	30, 31	
Standard Length	multiple hours	
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	
Basic Skills Level	The basic skills requirements for Guided Workplace-Learning are equivalent to those appropriate for the Career and Technical Program in which the student is enrolled or has completed if the program is 450 hours or more	

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 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.

Program Structure

This program is comprised of courses which have been assigned course numbers in the SCNS (Statewide Course Numbering System) in accordance with Section 1007.24 (1), F.S.  Career and Technical credit shall be awarded to the student on a transcript in accordance with Section 1001.44 (3)(b), F.S.

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

2015 – 2016
Florida Department of Education
Student Performance Standards

Program Title:	Guided Workplace-Learning
PSAV Number:	D886300

Course Number:  D886300
Occupational Completion Point:  N/A 
Guided Workplace-Learning – Multiple Hours – SOC Code N/A	
01.0	Demonstrate mathematics knowledge and skills--The students will be able to:  	
01.01	Demonstrate knowledge of arithmetic operations.  	
01.02	Analyze and apply data and measurements to solve problems and interpret documents.  	
01.03	Construct charts/tables/graphs using functions and data.  	
02.0	Demonstrate science knowledge and skills--The students will be able to:  	
02.01	Discuss the role of creativity in constructing scientific questions, methods and explanations.  	
02.02	Formulate scientifically investigable questions, construct investigations, collect and evaluate data, and develop scientific recommendations based on findings.  	
03.0	Use oral and written communication skills in creating, expressing and interpreting information and ideas--The students will be able to:	
03.01	Select and employ appropriate communication concepts and strategies to enhance oral and written communication in the workplace.  	
03.02	Locate, organize and reference written information from various sources.  	
03.03	Design, develop and deliver formal and informal presentations using appropriate media to engage and inform diverse audiences.  	
03.04	Interpret verbal and nonverbal cues/behaviors that enhance communication.  	
03.05	Apply active listening skills to obtain and clarify information.  	
03.06	Develop and interpret tables and charts to support written and oral communications.  	
03.07	Exhibit public relations skills that aid in achieving customer satisfaction.  	
04.0	Demonstrate language arts knowledge and skills--The students will be able to:  	
04.01	Locate, comprehend and evaluate key elements of oral and written information.  	
04.02	Draft, revise, and edit written documents using correct grammar, punctuation and vocabulary.  	
04.03	Present information formally and informally for specific purposes and audiences.  	
05.0	Solve problems using critical thinking skills, creativity and innovation--The students will be able to:	
05.01	Employ critical thinking skills independently and in teams to solve problems and make decisions.  	
05.02	Employ critical thinking and interpersonal skills to resolve conflicts.  	
05.03	Identify and document workplace performance goals and monitor progress toward those goals.  	
05.04	Conduct technical research to gather information necessary for decision-making.  	
06.0	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:	
06.01	Describe personal and jobsite safety rules and regulations that maintain safe and healthy work environments.  	
06.02	Explain emergency procedures to follow in response to workplace accidents.	
06.03	Create a disaster and/or emergency response plan.  	
07.0	Use information technology tools--The students will be able to:	
07.01	Use personal information management (PIM) applications to increase workplace efficiency.  	
07.02	Employ technological tools to expedite workflow including word processing, databases, reports, spreadsheets, multimedia presentations, electronic calendar, contacts, email, and internet applications.  	
07.03	Employ computer operations applications to access, create, manage, integrate, and store information.  	
07.04	Employ collaborative/groupware applications to facilitate group work.  	
08.0	Demonstrate leadership and teamwork skills needed to accomplish team goals and objectives--The students will be able to:	
08.01	Employ leadership skills to accomplish organizational goals and objectives.  	
08.02	Establish and maintain effective working relationships with others in order to accomplish objectives and tasks.  	
08.03	Conduct and participate in meetings to accomplish work tasks.  	
08.04	Employ mentoring skills to inspire and teach others.  	
09.0	Demonstrate personal money-management concepts, procedures, and strategies--The students will be able to:	
09.01	Identify and describe the services and legal responsibilities of financial institutions.  	
09.02	Describe the effect of money management on personal and career goals.  	
09.03	Develop a personal budget and financial goals.  	
09.04	Complete financial instruments for making deposits and withdrawals.  	
09.05	Maintain financial records.  	
09.06	Read and reconcile financial statements.  	
09.07	Research, compare and contrast investment opportunities.	
10.0	Describe the roles within teams, work units, departments, organizations, inter-organizational systems, and the larger environment--The students will be able to:	
10.01	 Describe the nature and types of business organizations.  	
10.02	Explain the effect of key organizational systems on performance and quality. 	
10.03	List and describe quality control systems and/or practices common to the workplace.  	
10.04	Explain the impact of the global economy on business organizations. 	
11.0	Describe the importance of professional ethics and legal responsibilities--The students will be able to:	
11.01	Evaluate and justify decisions based on ethical reasoning.  	
11.02	Evaluate alternative responses to workplace situations based on personal, professional, ethical, legal responsibilities, and employer policies.  	
11.03	Identify and explain personal and long-term consequences of unethical or illegal behaviors in the workplace.  	
11.04	Interpret and explain written organizational policies and procedures.  	
12.0	Explain the importance of employability and entrepreneurship skills--The students will be able to:	
12.01	Identify and demonstrate positive work behaviors needed to be employable.  	
12.02	Develop personal career plan that includes goals, objectives, and strategies.  	
12.03	Examine licensing, certification, and industry credentialing requirements.  	
12.04	Maintain a career portfolio to document knowledge, skills, and experience.  	
12.05	Evaluate and compare employment opportunities that match career goals.  	
12.06	Identify and exhibit traits for retaining employment.  	
12.07	Identify opportunities and research requirements for career advancement  	
12.08	Research the benefits of ongoing professional development.  	
12.09	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 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 the 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. 

Basic Skills

In PSAV programs offered for 450 hours or more, in accordance with Rule 6A-10.040, F.A.C., the minimum basic skills grade levels required for postsecondary adult career and technical students to complete this program are:  Mathematics N/A, Language N/A, and Reading N/A.  These grade level numbers correspond to a grade equivalent score obtained on a state designated basic skills examination.  

Adult students with disabilities, as defined in Section 1004.02(7), Florida Statutes, may be exempted from meeting the Basic Skills requirements (Rule 6A-10.040).  Students served in exceptional student education (except gifted) as defined in s. 1003.01(3)(a), F.S., may also be exempted from meeting the Basic Skills requirement.  Each school district and Florida College must adopt a policy addressing procedures for exempting eligible students with disabilities from the Basic Skills requirement as permitted in Section 1004.91(3), F.S.

Students who possess a college degree at the Associate of Applied Science level or higher; who have completed or are exempt from the college entry-level examination; or who have passed a state, national, or industry licensure exam are exempt from meeting the Basic Skills requirement (Rule 6A-10.040, F.A.C.) Exemptions from state, national or industry licensure are limited to the certifications listed on the Basic Skills and Licensure Exemption List which may be accessed from the CTE Program Resources page.

Accommodations

Federal and state legislation requires the provision of accommodations for students with disabilities to meet individual needs and ensure equal access. Postsecondary students with disabilities must self-identify, present documentation, request accommodations if needed, and develop a plan with their counselor and/or instructors. Accommodations received in postsecondary education may differ from those received in secondary education. 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.

Note: postsecondary curriculum and regulated secondary programs cannot be modified.

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