2016 – 2017 
Florida Department of Education
Curriculum Framework 

Program Title:	Secondary School Age Certification Training
Program Type:	Career Preparatory
Career Cluster:	Education & Training

Note: This program is approved by the Florida Department of Children and Families (DCF) as meeting the training requirements for school-age child care personnel, 65C-22.008.  ***The regulatory requirements that must be met to offer and teach this program are included in the  School Age Professional Certificate (SAPC) Program Guidelines - Secondary. More information regarding requirements for this program can be found at http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/edu-training.stml .

Secondary – Career Preparatory	
Program Number	8500160	
CIP Number	0420010103	
Grade Level	9-12, 30, 31	
Standard Length	4 credits	
Teacher Certification	FAM CON SC 1
PRESCH ED A
PK PRIMARY H
PRIMARY ED @B
E CHILD ED @0	
Additional Teacher Certifications	The certifications HME EC OCC and HOMEMAKING – issued prior to the 2014-15 school year – are acceptable for this program only if the instructor has a minimum of an Associate’s Degree, meets all current DCF trainer requirements and meets all district requirements (see F.A.C. 65C-22.003, trainer qualifications).	
CTSO	FCCLA	
SOC Codes (all applicable) 	39-9011 – Childcare Workers	
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 in the Education & Training 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 Education & Training career cluster. 

The content includes but is not limited to school age skills and understanding and demonstration of the following elements of the child care industry; professionalism, out of school environments, physical and intellectual competence, family involvement, developmentally appropriate practices for school age children and program management.  

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 four secondary courses.

The following table illustrates the secondary program structure:

OCP	Course Number	Course Title	Length	SOC Code	Level	Graduation Requirement	
A	8500170	Secondary School Age Certification Training 1	1 credit	39-9011	2	VO	
A	8500175	Secondary School Age Certification Training 2	1 credit	39-9011	2	VO	
A	8500180	Secondary School Age Certification Training 3	1 credit	39-9011	2	VO	
B	8500185	Secondary School Age Certification Training 4	1 credit	39-9011	2	VO	
(Graduation Requirement Abbreviations- EQ= Equally Rigorous Science, PA= Practical Arts, EC= Economics, VO= Career and Technical Education)

Note: This program requires students to obtain 480 hours of direct work experience with school-age children while enrolled in the program to be awarded the School Age Professional Certificate (SAPC).  See the School Age Professional Certificate (SAPC) Program Guidelines - Secondary for more information.

Academic Alignment Tables

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	Environmental Science	Genetics
Honors	Integrated Science	Marine Science 1 Honors	Physical Science	Physics 1	
8500170	**	**	19/83
23%	**	19/67
28%	**	**	19/82
23%	**	19/74
26%	**	
8500175	**	**	19/83
23%	**	19/67
28%	**	**	19/82
23%	**	19/74
26%	**	
8500180	19/87
22%	19/80
24%	**	19/69
28%	**	19/70
27%	19/69
28%	**	14/66
21%	**	19/72
26%	
8500185	19/87
22%	19/80
24%	**	19/69
28%	**	19/70
27%	19/69
28%	**	14/66
21%	**	19/72
26%	
**   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	
8500170	14/67
21%	8/75
11%	14/54
26%	**	**	**	**	
8500175	14/67
21%	8/75
11%	14/54
26%	**	**	**	**	
8500180	8/67
12%	14/75
19%	8/54
15%	**	**	**	**	
8500185	8/67
12%	14/75
19%	8/54
15%	**	**	**	**	
**   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.  

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.

Regulated Programs

This program is approved by the Florida Department of Children and Families (DCF) as meeting the training requirements for school-age child care personnel, 65C-22.008.  Students who complete all courses in this program and meet all requirements, including the 480-hour work experience requirement, can be awarded the Florida Department of Education (DOE), School Age Professional Certificate (SAPC) and will be eligible for a DCF Staff Credential.   ***The regulatory requirements that must be met to offer and teach this program are included in the School Age Professional Certificate (SAPC) Program Guidelines - Secondary .  More information regarding the requirements of this program can be found at http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/edu-training.stml.

Common Career Technical Core – Career Ready Practices

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

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

2. Apply appropriate academic and technical skills. 

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

4. Communicate clearly, effectively and with reason. 

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

6. Demonstrate creativity and innovation. 

7. Employ valid and reliable research strategies. 

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

9. Model integrity, ethical leadership and effective management. 

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

11. Use technology to enhance productivity. 

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

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

01.0	Methods and strategies for using Florida Standards for grades 09-10 reading in Technical Subjects for student success in Secondary School Age Certification Training. 
02.0	Methods and strategies for using Florida Standards for grades 09-10 writing in Technical Subjects for student success in Secondary School Age Certification Training.
03.0	Methods and strategies for using Florida Standards for grades 09-10 Mathematical Practices in Technical Subjects for student success in Secondary School Age Certification Training.
04.0	Identify rules and regulations which govern child care.
05.0	Plan, establish and maintain a safe, clean, and healthy learning environment.
06.0	Plan and implement food service and nutrition education.
07.0	Identify and report child abuse and neglect in accordance with state regulations.
08.0	Identify and apply principles of child development typical and atypical (birth through age twelve).
09.0	Exhibit skills in implementing developmentally appropriate practices for programs serving children from birth through age twelve.
10.0	Identify communication skills related to child care.
11.0	Identify various observation and recording methods.
12.0	Recognize appropriate methods of guidance.
13.0	Demonstrate professionalism.
14.0	Provide a safe environment.
15.0	Provide and promotes an environment that contributes to good health, physical fitness, and nutrition.
16.0	Use space, relationships, materials and routines as resources for constructing enriching environments.
17.0	Methods and strategies for using Florida Standards for grades 11-12 reading in Technical Subjects for student success in Secondary School Age Certification Training.
18.0	Methods and strategies for using Florida Standards for grades 11-12 writing in Technical Subjects for student success in Secondary School Age Certification Training.
19.0	Methods and strategies for using Florida Standards for grades 11-12 Mathematical Practices in Technical Subjects for student success in Secondary School Age Certification Training.
20.0	Provide hands-on activities, experiences and opportunities that encourage curiosity, exploration, and problem solving.
21.0	Provide communication opportunities and support for school-age children to understand, acquire, and use verbal and nonverbal means of communicating thoughts and feelings.
22.0	Provide opportunities that stimulate school age children to play with sound, rhythm, languages, materials, space, and ideas to express their creative abilities.
23.0	Provide physical and emotional security for each school-age child.
24.0	Provide opportunities for positive social interaction.
25.0	Provide a supportive environment for children to learn and practice appropriate and acceptable behavior in individual and group settings.
26.0	Establish and maintain family involvement in school-age activities.
27.0	Create a systematic and responsive approach to create a school-age program.
28.0	Create a portfolio.
29.0	Prepare a professional resource file.
30.0	Demonstrate leadership and organizational skills.
2016 – 2017 
Florida Department of Education
Student Performance Standards

Course Title: 	Secondary School Age Certification Training 1 
Course Number: 	8500170
Course Credit:	1 

Course Description:

This course covers the DCF 40-hour Introductory Child Care Training coursework, which includes the following content: child care rules and regulations, safe learning environments, stages of child development, developmentally appropriate practices, communication skills, principles of child nutrition, and methods of guidance.  Additionally, students can begin earning direct work experience hours with school-aged children.

To offer and teach the 40-hour Introductory Child Care Training, schools must be obtain approval from the local DCF Child Care Training Coordinators Agency and the instructor must meet the trainer requirements established by DCF.   More information regarding the requirements for the program are included in the School Age Professional Certificate (SAPC) Program Guidelines - Secondary.

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

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

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

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	Regulatory 
Compliance	
04.0	Identify rules and regulations which govern child care. – The student will be able to:			65C-22.003(2)(a)	
04.01	Identify child care facilities that require licensing.				
04.02	Identify the major areas of child care standards.				
04.03	Identify the local licensing agency and its responsibilities.				
04.04	Identify local fire, safety, sanitation and health regulations.				
04.05	Identify minimum state standards for screening owners, operators, staff, and volunteers of child care centers.				
04.06	Identify current child-care issues and proposed laws and ordinances that govern state and local licensing and inspection of child care facilities.				
04.07	Identify information concerning child discipline in state rule 65C-22.001-008.				
04.08	Demonstrate methods of compliance with rules and regulations governing child caregivers.				
04.09	Discuss professional ethics for the child and youth care field.				
05.0	Plan, establish and maintain a safe, clean, and healthy learning environment. – The student will be able to:			65C-22.003(2)(a)	
05.01	Identify characteristics of, plan and establish a safe, sanitary, healthy child care environment.				
05.02	Describe ways to assist children with personal hygiene routines.				
05.03	Develop a checklist for evaluations, safety, and sanitation features.				
05.04	Recognize potential safety and fire hazard problems and plan ways to prevent accidents.				
05.05	Demonstrate evacuation procedures.				
05.06	Identify characteristics of a healthy child.				
05.07	Recognize symptoms of childhood illness.				
05.08	Identify communicable diseases.				
05.09	Identify procedures for administering and documenting medication.				
05.10	Complete a medication permission form.				
05.11	Describe ways in which the spread of disease in school age settings can be prevented.				
05.12	Demonstrate responsibility for maintaining and organizing a safe and healthy facility.				
05.13	Identify and report maintenance and repair needs for equipment, tools, facilities, and toys.				
05.14	Identify proper procedures for transporting children.				
05.15	Demonstrate use of fire extinguishers.				
05.16	Practice universal precautions.				
05.17	Visualize and plan for emergency/disaster situations.				
05.18	Use appropriate telephone numbers in a simulated emergency situation.				
05.19	Identify the need and responsible use of equipment and supplies.				
05.20	Follow established procedures for reporting and documenting accidents/incidents.				
05.21	Discuss ways for children to develop positive attitudes and skills for daily routines.				
05.22	Practice environmentally sound procedures within the facility.				
05.23	List ways to make a playground safe.				
06.0	Plan and implement food service and nutrition education. – The student will be able to:			65C-22.003(2)(a)
65C-22.005(1)
65C-22.008(3)	
06.01	Identify the nutritional needs of children; infants through school age (birth through age twelve).				
06.02	Identify, plan for, and assist with the preparation of nutritious snacks and meals for infants through school age children, with emphasis on K – 5th grade.				
06.03	Identify and practice safe and sanitary food service habits in assisting with mealtime routines.				
06.04	Demonstrate techniques to encourage positive food choices and good eating habits for toddlers through school age children and youth.				
06.05	Recognize age appropriate nutrition education activities.				
06.06	Recognize special food needs and/or food allergies.				
06.07	Use United States Department of Agriculture (USDA) MyPlate food guide (www.choosemyplate.gov) as a tool for planning nutritious meals.				
07.0	Identify and report child abuse and neglect in accordance with state regulations. – The student will be able to:			65C-22.003(2)(a)	
07.01	Describe physical abuse, physical neglect, sexual abuse, and emotional maltreatment as defined by Florida law.				
07.02	Identify the extent of the incidence of child maltreatment in the state and the nation.				
07.03	Identify the most common physical and behavioral indicators of physical abuse, sexual abuse, emotional maltreatment, and neglect.				
07.04	Identify the factors, multiple forces, and most common causes for child abuse and neglect.				
07.05	Identify the characteristics of abusers.				
07.06	Identify the impacts and effects of child abuse and neglect.				
07.07	Describe the legal requirement and protection of child-care workers in reporting suspected child abuse and neglect according to Florida law.				
07.08	Identify state and local guidelines and procedures for reporting child abuse and neglect.				
07.09	Demonstrate (in a simulation) reporting evidence of suspected child abuse and neglect.				
07.10	Identify local community resources that provide help for the abused and the abuser.				
08.0	Identify and apply principles of child development typical and atypical (birth through age twelve). – The student will be able to:			65C-22.003(2)(a)	
08.01	Describe and exhibit the principles of development:  development is similar for all, development is continuous, development proceeds at different rates, development can be correlated.				
08.02	Describe the physical, social-emotional, cognitive, and language characteristics of children from birth through age twelve, with emphasis on K – 5th grade.				
08.03	Discuss circumstances and factors that put a child at risk for developing disabling conditions.				
09.0	Exhibit skills in implementing developmentally appropriate practices for programs serving children from birth through age twelve, with emphasis on K – 5th grade. – The student will be able to:			65C-22.003(2)(a)	
09.01	Identify and demonstrate various methods of curriculum planning for young children.				
09.02	Define developmentally appropriate practices.				
09.03	Discuss the importance of learning through play.				
09.04	Describe learning centers used in developmentally appropriate environments.				
10.0	Identify communication skills related to school age programs. – The student will be able to:				
10.01	Identify effective communication skills used with children including interacting positively with each child and dialog with children as a group, using active listening, open-ended questioning, activities, and spontaneous experiences.				
10.02	Describe ways to promote positive interaction between the family, child care center and community.				
11.0	Identify various observation and recording methods. – The student will be able to:			65C-22.003(2)(a)	
11.01	Identify observation techniques and methods used in a child care setting.				
11.02	Interpret and evaluate a child observation form.				
11.03	Observe, record, and report the behavior of children of various ages on an observation form.				
11.04	Discuss the importance of, and create a plan for the confidentiality of child/family records.				
11.05	Differentiate between developmental screening, developmental assessment, developmental evaluation, and program evaluation.				
12.0	Recognize developmentally appropriate methods of guidance. – The student will be able to:				
12.01	Describe methods of direct and indirect guidance.				
12.02	Identify preventative measures of direct and indirect guidance.				
12.03	Demonstrate methods of direct and indirect guidance to include routines, transitions, and room arrangements.				
12.04	Identify acceptable and unacceptable methods of guiding behavior.				
12.05	Demonstrate effective, positive guidance techniques for guiding behavior.				
12.06	Demonstrate behavior toward children that is caring, non-abusive, and builds self-esteem and responsibility (ego-building)				

2016 – 2017  
Florida Department of Education
Student Performance Standards

Course Title: 	Secondary School Age Certification Training 2 
Course Number: 	8500175
Course Credit:	1 

Course Description:

This course covers professionalism, healthy and enriching environments for children, and proper use of materials and equipment to develop a variety of activities for school age children.  Students will continue working directly with school-aged children to complete the SAPC work experience requirement.

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

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

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

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	Regulatory Compliance	
13.0	Demonstrate professionalism, ongoing professional growth, leadership and advocacy. – The student will be able to:				
13.01	Identify factors that aid professional growth of a school-age child care worker.				
13.02	Identify and use job-related school-age child care terminology.				
13.03	Identify and demonstrate effective communication skills to use with personnel and parents/guardians of school-age children.				
13.04	Identify opportunities for continuing education in the area of school-age care.				
13.05	Develop a plan for professional development.				
13.06	Assess one’s attitude and performance in school-age care.				
13.07	Identify and demonstrate the exemplary behavior, and social skills needed as a role model for school-age children.				
13.08	Analyze legal issues and liability as they relate to a school-age child care worker.				
13.09	Demonstrate employability skills including a job search.				
13.10	Research professional organizations related to school age children care.				
14.0	Provide a safe environment. – The student will be able to:			65C-22.008(3)	
14.01	Follow Florida safety regulations designed to keep school age children and youth safe.				
14.02	Conduct safety checks, in-door and out.				
14.03	Remove or repair unsafe items.				
14.04	Create a safe environment for school age program including traffic patterns, quiet and active play areas, sign-in areas.				
14.05	Create a daily schedule that provides time for active and quiet play.				
14.06	Conduct safety training with children including their input into rules.				
14.07	Recognize and ensure appropriate staff to child ratios and group sizes.				
14.08	Explain rules and procedures for sports and activities.				
14.09	Create and carry out an emergency plan for accidents, injuries, illness, fire and weather related acts.				
14.10	Create and carry out a plan for children's safety during field trips.				
14.11	Prepare and demonstrate the proper use of a first aid kit.				
14.12	Create an emergency phone list.				
15.0	Provide and promote an environment that contributes to good health, physical fitness, and nutrition. – The student will be able to:			65C-22.008(3)(e)	
15.01	Follow Florida Child Care regulations that address health, sanitation, and food handling practices.				
15.02	Model and teach habits that promote good health, physical fitness, and nutrition.				
15.03	Create a supply list that helps children practice healthy habits.				
15.04	Act to detect and prevent maltreatment of children.				
15.05	Ensure high standard of cleanliness and sanitation of facility.				
15.06	Create plan to deal with medical emergencies or illness.				
15.07	Provide healthful, nutritious and pleasant snack food experiences for school age children.				
15.08	Create a list of resources on health and hygiene, such as magazines, books, and guest health professionals.				
16.0	Use space, relationships, materials and routines as resources for constructing enriching environments. – The student will be able to:			65C-22.008(3)(e)	
16.01	Create a variety of well-equipped, inviting, and responsive interest areas.				
16.02	Separate interest areas so that simultaneous activities can occur.				
16.03	Plan interest areas and resources for quiet and noisy activities.				
16.04	Plan designated spaces for age appropriate activities.				
16.05	Gain children's input and ideas for arranging the environment.				
16.06	Adapt the environment to make appropriate for children with special needs.				
16.07	Plan for materials that reflect diversity, show no bias, meet a wide range of skills, build on interests of children and allow the children to be successful.				
16.08	Create transitions for children to move from one activity to another.				
16.09	Observe and interact with children to determine their interest.				
16.10	Create a systematic storage plan and area for all materials.				
16.11	Establish a plan which coordinates with other programs which share the school age program space.				

2016 – 2017  
Florida Department of Education
Student Performance Standards

Course Title: 	Secondary School Age Certification Training 3 
Course Number: 	8500180
Course Credit:	1 

Course Description:

This course covers how to coordinate activities and experiences that help school age children develop problem solving skills, communication skills, and provide opportunities to be creative.  Also included are components on helping children with social interaction and acceptable behavior.  Students will continue working directly with school-aged children to complete the SAPC work experience requirement.

Florida Standards	Correlation to CTE Program Standard #	
17.0	Methods and strategies for using Florida Standards for grades 11-12 reading in Technical Subjects for student success in Secondary School Age Certification Training.		
17.01	Key Ideas and Details		
17.01.1	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		
17.01.2	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.
17.01.3	LAFS.1112.RST.1.2		
17.01.4	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.
17.01.5	LAFS.1112.RST.1.3		
17.02	Craft and Structure		
17.02.1	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		
17.02.2	Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
LAFS.1112.RST.2.5		
17.02.3	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		
17.02.4	Integration of Knowledge and Ideas		
17.02.5	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		
17.02.6	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		
17.02.7	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		
17.03	Range of Reading and Level of Text Complexity		
17.03.1	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.
17.03.2	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		
18.0	Methods and strategies for using Florida Standards for grades 11-12 writing in Technical Subjects for student success in Secondary School Age Certification Training.		
18.01	Text Types and Purposes		
18.01.1	Write arguments focused on discipline-specific content.
LAFS.1112.WHST.1.1		
18.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LAFS.1112.WHST.1.2		
18.02	Production and Distribution of Writing		
18.02.1	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.1112.WHST.2.4		
18.02.2	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		
18.02.3	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		
18.03	Research to Build and Present Knowledge		
18.03.1	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		
18.03.2	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		
18.03.3	Draw evidence from informational texts to support analysis, reflection, and research.
LAFS.1112.WHST.3.9		
18.04	Range of Writing		
18.04.1	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		
19.0	Methods and strategies for using Florida Standards for grades 11-12 Mathematical Practices in Technical Subjects for student success in Secondary School Age Certification Training.		
19.01	Make sense of problems and persevere in solving them.
MAFS.K12.MP.1.1		
19.02	Reason abstractly and quantitatively.
MAFS.K12.MP.2.1		
19.03	Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.3.1		
19.04	Model with mathematics.
MAFS.K12.MP.4.1		
19.05	Use appropriate tools strategically.
MAFS.K12.MP.5.1		
19.06	Attend to precision.
MAFS.K12.MP.6.1		
19.07	Look for and make use of structure.
MAFS.K12.MP.7.1		
19.08	Look for and express regularity in repeated reasoning.
MAFS.K12.MP.8.1		

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

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

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	Regulatory Compliance	
20.0	Provide hands-on activities, experiences and opportunities that encourage curiosity, exploration, and problem solving. – The student will be able to:			65C-22.008(3)(t)	
20.01	Create an environment where learning means fun.				
20.02	Encourage children to be in charge of their own learning.				
20.03	Encourage children to develop their inter-personal and intrapersonal intelligences.				
20.04	Encourage children to explore adult skills to make and produce items or talents.				
20.05	Incorporate literacy strategies into planned activities.				
20.06	Help students achieve balance between academic needs and other developmental needs.				
20.07	Expose children to experiences involving new information, ideas and concepts appropriate to school age children.				
21.0	Provide communication opportunities and support for school-age children to understand, acquire, and use verbal and nonverbal means of communicating thoughts and feelings. – The student will be able to:				
21.01	Model positive communication skills.				
21.02	Provide materials that encourage language development.				
21.03	Provide opportunities for children to develop and use communication skills into all program activities.				
21.04	Ask open-ended questions.				
21.05	Observe children's nonverbal cues to create communication with children.				
21.06	Introduce complex communication skills such as assertiveness, conflict resolution and refusal skills.				
22.0	Provide opportunities that stimulate school-age children to play with sound, rhythm, languages, materials, space, and ideas to express their creative abilities. – The student will be able to:				
22.01	Model and offer enthusiastic leadership for creative thinking projects.				
22.02	Create an environment that encourages creativity.				
22.03	Provide daily schedule which allows children to make plans and carry them out.				
22.04	Introduce new, creative processes, ideas and activities to children.				
23.0	Provide physical and emotional security for each school-age child. – The student will be able to:				
23.01	Respect the individuality of children.				
23.02	Provide opportunities for children to learn about and appreciate a variety of cultures and ethnic groups.				
23.03	Provide opportunities for children to experience success and acknowledge their own progress.				
23.04	Provide opportunities for children to solve their own problems.				
23.05	Provide children with opportunities that help them learn positive social values.				
24.0	Provide opportunities for positive social interaction and group experiences. – The student will be able to:				
24.01	Model positive ways to interact with other people of all ages.				
24.02	Employ observation skills to understand the social needs of each child.				
24.03	Use strategies to help children develop and practice the skills to get along with others.				
24.04	Use strategies to help children develop conflict management skills.				
24.05	Help children build a sense of community among staff and children.				
24.06	Plan activities that offer opportunities for children to be involved in their communities.				
25.0	Provide a supportive environment for children to learn and practice appropriate and acceptable behavior in individual and group settings. – The student will be able to:				
25.01	Create an environment of mutual respect.				
25.02	Guide children's behavior in a positive manner using a variety of guidance methods.				
25.03	Use problem solving and problem prevention methods.				
25.04	Follow a daily schedule that allows children freedom within the structure.				
25.05	Communicate discipline policies clearly.				

2016 – 2017  
Florida Department of Education
Student Performance Standards

Course Title: 	Secondary School Age Certification Training 4 
Course Number: 	8500185
Course Credit:	1 

Course Description:

This course covers how to maintain family involvement at school and how to develop a quality school age program.  In addition to demonstrating leadership and organizational skills, students will be required to create a portfolio and prepare a resource file.  Students will have completed the SAPC 480-hour work experience requirement by the end of this course.

Florida Standards	Correlation to CTE Program Standard #	
17.0	Methods and strategies for using Florida Standards for grades 11-12 reading in Technical Subjects for student success in Secondary School Age Certification Training.		
17.01	Key Ideas and Details		
17.01.1	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		
17.01.2	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		
17.01.3	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		
17.02	Craft and Structure		
17.02.1	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		
17.02.2	Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
LAFS.1112.RST.2.5		
17.02.3	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		
17.03	Integration of Knowledge and Ideas		
17.03.1	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		
17.03.2	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		
17.03.3	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		
17.04	Range of Reading and Level of Text Complexity		
17.04.1	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.
17.04.2	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		
18.0	Methods and strategies for using Florida Standards for grades 11-12 writing in Technical Subjects for student success in Secondary School Age Certification Training.		
18.01	Text Types and Purposes		
18.01.1	Write arguments focused on discipline-specific content.
LAFS.1112.WHST.1.1		
18.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LAFS.1112.WHST.1.2		
18.02	Production and Distribution of Writing		
18.02.1	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.1112.WHST.2.4		
18.02.2	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		
18.02.3	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		
18.03	Research to Build and Present Knowledge		
18.03.1	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		
18.03.2	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		
18.03.3	Draw evidence from informational texts to support analysis, reflection, and research.
LAFS.1112.WHST.3.9		
18.04	Range of Writing		
18.04.1	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		
19.0	Methods and strategies for using Florida Standards for grades 11-12 Mathematical Practices in Technical Subjects for student success in Secondary School Age Certification Training.		
19.01	Make sense of problems and persevere in solving them.
MAFS.K12.MP.1.1		
19.02	Reason abstractly and quantitatively.
MAFS.K12.MP.2.1		
19.03	Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.3.1		
19.04	Model with mathematics.
MAFS.K12.MP.4.1		
19.05	Use appropriate tools strategically.
MAFS.K12.MP.5.1		
19.06	Attend to precision.
MAFS.K12.MP.6.1		
19.07	Look for and make use of structure.
MAFS.K12.MP.7.1		
19.08	Look for and express regularity in repeated reasoning.
MAFS.K12.MP.8.1		

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

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

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	Regulatory Compliance	
26.0	Establish and maintain family involvement in school – age activities. – The student will be able to:			65C-22.008(3)(t)	
26.01	Demonstrate respect for families and their input.				
26.02	Develop a system of regular communication with parents and families.				
26.03	Provide families with program information and activities.				
26.04	Provide families with developmentally appropriate activities for school-age children.				
26.05	Encourage parent/family involvement in care activities.				
26.06	Work constructively with parents to resolve behavior issues.				
26.07	Serve as a family resource.				
27.0	Create a systematic and responsive approach to create a school-age program. – The student will be able to:				
27.01	Engage parents and families in developing program.				
27.02	Work with staff to ensure program excellence.				
27.03	Develop a responsive high quality program.				
27.04	Explain program policies.				
27.05	Manage business operations.				
27.06	Work cooperatively and appropriately with volunteers and community partners.				
28.0	Create a portfolio. – The student will be able to:				
28.01	Write a 300-word autobiographical statement which describes you as a person (your past, reasons for choosing to work with school age children, interests, hobbies, future plans).				
28.02	Write a 300 word description of the school-age program (goals and philosophy of the program; description of children student is working with; weekly activity schedule).				
28.03	Prepare 3 written entries for each of the functional areas of professionalism, safety, health, out of school environments, physical competence, cognitive competence, communication, creativity, development of self, social development, guidance, productive relationships with families, and operational program management.				
29.0	Prepare a professional resource file. – The student will be able to prepare a resource file which includes the following:			65C-22.008(4)(c)	
29.01	A copy of the Florida regulations appropriate for modality of care.				
29.02	A list of 3 outside agencies involved in improving the quality of care for school-age children.				
29.03	Brochures and membership information for a minimum of two professional associations.				
29.04	Name and contact information of community agencies that provide resources for children with disabling conditions.				
29.05	Description of a workshop you attended in the past year.				
29.06	Reporting procedures for suspected child abuse.				
29.07	Description of appropriate procedures for handling a child who receives a head injury after falling from a playground structure.				
29.08	Sample of a day's menu with nutrient analysis.				
29.09	Four songs - two from other cultures.				
29.10	Three art activities, listing all materials and how children are expected to use them.				
29.11	Two gross motor skill activities appropriate for 5-7, 8-10 and 10-12 year olds.				
29.12	Titles, Authors, publishers, copyright dates and brief synopsis of two books suitable for school-age children that support gender identity, deal with the reproductive process, and separation, divorce, remarriage or blended families.				
29.13	Copy of the facility's rules developed with input from children.				
29.14	List of five ways the school-age program helps children develop friendships and increase social skills.				
29.15	List of five ways parental support is provided within the program.				
29.16	List of five activities in which parents can participate.				
29.17	List of 5 places in the local area for field trips (include purpose of selecting location, contact person/information, transportation arrangements, how the trip enhances an activity plan, sample parental permission form, and 3-5 essential items needed on a field trip).				
29.18	List of and contact information for outreach agencies that support school-age programs.				
29.19	Observation tool for recording children's behavior information.				
29.20	Daily schedule including time blocks, activities and age groupings.				
30.0	Demonstrate leadership and organizational skills. – The student will be able to:				
30.01	Identify professional, labor, and student organizations as related to school and the child care industry.				
30.02	Identify purposes and functions of professional and student organizations.				
30.03	Identify roles and responsibilities of organization members.				
30.04	Identify ways to work cooperatively as a team member to achieve organizational goals.				

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.

Laboratory activities provide instruction in the use of manipulative equipment; language development; creative art, music, science, dramatic play, developmentally appropriate practices, and brain research.  Observation and supervised work experience with children in a school laboratory or a community laboratory setting are an integral part of this program.  

Special Notes

This program is approved by the Florida Department of Children and Families (DCF) as meeting the training requirements for school-age child care personnel, 65C-22.008.  ***The regulatory requirements that must be met to offer and teach this program are included in the School Age Professional Certificate (SAPC) Program Guidelines - Secondary.  More information regarding requirements for this program can be found at http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/edu-training.stml. 

Career and Technical Student Organization (CTSO)

Family, Career and Community Leaders of America (FCCLA) is the intercurricular career and technical student organization 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.  

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.