2014 – 2015
Florida Department of Education
Curriculum Framework 

Program Title:	Technical Systems and Applications
Program Type:	Career Preparatory
Career Cluster:	Workforce Education

Secondary – Career Preparatory	
Program Number	8002000	
CIP Number	1400002000	
Grade Level	9-12, 30, 31	
Standard Length	1 credit	
Teacher Certification	ANY VOCATIONAL FIELD OR COVERAGE	
CTSO	Appropriate to field of study	
SOC Codes (all applicable) 	Appropriate to field of study	
Facility Code	http://www.fldoe.org/edfacil/sref.asp (State Requirements for Educational Facilities)	
Targeted Occupation List	http://www.labormarketinfo.com/wec/TargetOccupationList.htm	
Perkins Technical Skill Attainment Inventory	http://www.fldoe.org/workforce/perkins/perkins_resources.asp 	
Industry Certifications	http://www.fldoe.org/workforce/fcpea/default.asp 	
Statewide Articulation	http://www.fldoe.org/workforce/dwdframe/artic_frame.asp 	

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 a diverse range of career clusters; 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 a diverse range of career clusters. 

The content includes but is not limited to a study of learning skills; problem solving; career assessment and exploration of technical careers; computer applications; technical reading and writing; communications; and work ethics.

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

Program Structure

Substitutions Meeting the Requirements For Technical Systems and Applications (1 Credit Course)

Program	CIP
Number	Number	Title

		Agriscience and Natural Resources Education
8103400	0101020410	Agriscience Foundations 1
8103200	0101020400	Agriscience Foundations 1
8116000	0101050100	Agriscience Foundations 1
8106800	0101039901	Agriscience Foundations 1
8106100	0102020100	Agriscience Foundations 1
8106200	0101030210	Agriscience Foundations 1
8112000	0101030300	Agriscience Foundations 1
8106400	0101030401	Agriscience Foundations 1
8103300	0101020310	Agriscience Foundations 1
8113000	0103010101	Agriscience Foundations 1
8121000	0101060601	Agriscience Foundations 1
8118300	0103049901	Agriscience Foundations 1
8123200	0101020600	Agriscience Foundations 1
8121300	0101060510	Agriscience Foundations 1
8112100	0103010100	Agriscience Foundations 1
8121600	0101060610	Agriscience Foundations 1
8106500	0102040100	Agriscience Foundations 1
8121400	0101060700	Agriscience Foundations 1

			Business Technology Education
8216100	0506090110	Business Systems and Technology 1 and 2
8203300	0507010101	Business Systems and Technology 1 and 2
8212400	0507040101	Business Systems and Technology 1 and 2
8206300	0507039901	Business Systems and Technology 1 and 2
8215100	0506040100	Business Systems and Technology 1 and 2
8218000	0507999900	Business Systems and Technology 1 and 2
8209500	0507080103	Business Systems and Technology 1 and 2
8212100	0507060401	Business Systems and Technology 1 and 2
8212200	0507060501	Business Systems and Technology 1 and 2
8207000	0507030400	Business Systems and Technology 1 and 2
8207200	0507030501	Business Systems and Technology 1 and 2
8207100	0507039900	Business Systems and Technology 1 and 2
8207300	0507030301	Business Systems and Technology 1 and 2
8207400	0510010100	Business Systems and Technology 1 and 2
8206400	0507039904	Business Systems and Technology 1 and 2

		Diversified Education
8301600	10988640CP	Work Experience 1
8303000	10988610CP	Diversified Career Technology Principles
8300310	10988650PA	Workplace Essentials
8300330	10110101PA	Workplace Technology Applications

		Family and Consumer Sciences
8500375	09200119PA	Blueprint for Professional Success

		Health Science Education
8417130	0317029903	Health Science 2
8417140	0317010103	Health Science 2
8417150	0317019902	Health Science 2
8417160	0317020302	Health Science 2
8417170	0317020502	Health Science 2
8417180	0317051301	Health Science 2
8417190	0317040401	Health Science 2
8417200	0317030402	Health Science 2
8417210	0317060201	Health Science 2
8417230	0317070202	Health Science 2

		Industrial Education
8709400	0647060405	Automotive Service Technology 1
8732100	0647010400	Computer Electronics Technology 1
8727200	0646030202	Electricity 1
8730000	0615030300	Electronic Technology 1
8722100	0646020105	Carpentry and Cabinetmaking 1
8720100	0648070302	Carpentry and Cabinetmaking 1
8754000	0648050302	Machining 1
8763000	0620040300	Commercial Foods and Culinary Arts 1
8730200	0647010301	Telecommunication Technology 1
8716000	0647010200	Commercial Business Machine Maintenance 1
8743000	0647030301	Engineering Assisting 1
8723000	0647020303	Intro to Heating, A/C, and Refrigeration Tech 1
8703030	0647019903	Electronic System Assembly 1
8709000	0647060300	Automotive Collision Repair and Refinishing 1
8742000	0647060501	Diesel Engine Service 1
8772000	0648020400	Commercial Photography Technology 1
8725000	0648010102	Drafting 1
8725200	0648010401	Drafting 1
8725100	0648010402	Drafting 1
8725300	0648010501	Drafting 1
8725500	0648010301	Drafting 1
8725400	0648010201	Drafting 1
8751300	0649030601	Boat and Yacht Repair
8754500	0648050802	Welding Technologies 1
8751000	0649030600	Marine Service 1
8700100	0647999901	Industrial Education Directed Study 1
8700300	06469999PA	Practical Technical and Industrial Occupations
8757200	0612040303	Grooming and Salon Services Core 1 WITH
8757200	0612040303	Cosmetology 2
8718000	0648020300	Commercial Art Technology 1
8751200	0649030300	Commercial Fishing 1

		Marketing Education
8839100	0208070300	Marketing Essentials
8830300	0206070100	Marketing Essentials
8836100	0208100100	Marketing Essentials
8827200	0208089901	Marketing Essentials
8827100	02089999SP	Marketing Essentials
8824100	0208090500	Marketing Essentials
8821100	0208060100	Marketing Essentials
8827400	0208090105	Sports, Recreation, and Entertainment Essentials
8845100	0208110400	Introduction to Hospitality and Tourism
8806000	0208010200	Fashion Essentials
8812100	0208030100	Principles of Entrepreneurship
8800310	02080301PA	Practical Entrepreneurship Skills
8815100	0208040110	Financial Computing

		Public Service Education
		None

		Technology Education
8600080	0821011800	Aerospace Technology 1
8607000	0821011700	Engineering Technology 1
8604000	0821011400	Production Technology 1
8601000	0821010600	Communications Technology 1
8600800	0821010300	Drafting/Illustrative Design Technology 1
8601100	0821010700	Material and Processes Technology 1
8600900	0821010400	Electronics Technology 1
8601200	0821010500	Power and Transportation Technology 1
8600700	0821010200	Construction Technology 1
8600100	0821010100	Technology Studies 1

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 Mathematics & Language Arts (FS-M/LA)

Some or all of the courses in this program have been aligned to the Florida Standards for Mathematics and Language Arts used in core academic classes.  Data shown in the framework table (column ‘FS-M/LA’) contains the results of these alignment efforts.

Next Generation Sunshine State Standards (NGSSS) - Science 

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.

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 Technical Systems and Applications. 
02.0	Methods and strategies for using Florida Standards for grades 09-10 writing in Technical Subjects for student success in Technical Systems and Applications.
03.0	Methods and strategies for using Florida Standards for grades 09-10 Mathematical Practices in Technical Subjects for student success in Technical Systems and Applications.
04.0	Identify and apply a variety of learning skills needed for success in a career.
05.0	Demonstrate the understanding and application of technological problem-solving techniques.
06.0	Explore technical careers, identifying the characteristics and aptitudes required for employment and develop a four-year high school course of study focused on post high school graduation plans.
07.0	Demonstrate computer application competencies and skills related to career choices.
08.0	Demonstrate career reading and writing skills.
09.0	Utilize a variety of communication technologies.
10.0	Demonstrate professional work ethics.

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title: 	Technical Systems and Applications
Course Number: 	8002000 
Course Credit:	1

Course Description:

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 Technical Systems and Applications.		
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 Technical Systems and Applications.		
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		
02.01.3	Write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.
LAFS.910.WHST.1.3		
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 Technical Systems and Applications.		
03.01	Make sense of problems and persevere in solving them.
MAFS.K12.MP.1.1		
03.02	Reason abstractly and quantitatively.
MAFS.K12.MP.2.1		
03.03	Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.3.1		
03.04	Model with mathematics.
MAFS.K12.MP.4.1		
03.05	Use appropriate tools strategically.
MAFS.K12.MP.5.1		
03.06	Attend to precision.
MAFS.K12.MP.6.1		
03.07	Look for and make use of structure.
MAFS.K12.MP.7.1		
03.08	Look for and express regularity in repeated reasoning.
MAFS.K12.MP.8.1		

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

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

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
04.0	Identify and apply a variety of learning skills needed for success in a career -- The student will be able to:			
04.01	Identify and use a variety of applications such as graphic outlines and flowcharts			
04.02	Demonstrate note taking/outlining and listening skills in a technical occupation setting.			
04.03	Explain and apply a variety of strategies for knowledge retention of specific data and other information used in technical environments.			
04.04	Demonstrate and apply various reasoning skills (i.e., inductive and deductive).			
04.05	Differentiate between verifiable and non-verifiable information.			
04.06	Apply the strategies used in time management to increase productivity.			
04.07	Describe and apply unique study techniques needed to process complex information found in today’s rapidly changing technical environment.			
05.0	Demonstrate the understanding and application of techniques used in technological problem-solving -- The student will be able to:			
05.01	Demonstrate the need for problem-solving skills in the technical world of work by applying them to a specific career choice.			
05.02	Identify and apply the sequential steps used in the formal problem-solving process. 			
05.03	Demonstrate the ability to use/design technological problem-solving and decision-making strategies.			
05.04	Apply research and development techniques to implement a plan of action for given problems.			
05.05	Apply problem-solving and decision-making strategies that relate to real-world situations while managing time and materials effectively in a variety of settings.			
05.06	Outline and execute a realistic problem solution as it relates to available resources, constraints, feasibility, and ultimate goals.			
05.07	Select and use appropriate mathematical processes to solve problem situations that are typical of technical systems and applications in a specific occupation.			
05.08	Demonstrate and apply the principle that not every problem can be solved, but can lead to solutions in other applications.			
06.0	Explore careers, identifying the characteristics and aptitudes required for employment -- The student will be able to:			
06.01	Complete a personal aptitude assessment test and relate the results to selected occupations. 			
06.02	Match skills, aptitudes, personal values, and interests to occupations requiring specialized technical training that reflect local and global high-growth models.			
06.03	Identify traditional and nontraditional technical career options that match personal interests and abilities.			
06.04	Locate, evaluate, and interpret career information to assist in making career decisions.			
06.05	Develop a career plan/portfolio that includes results from career assessments, short and long term goals, secondary and postsecondary plans of study, job experiences/history, samples of work, resumes, and other activities related to career planning.			
06.06	Create a four-year high school course of study focused on post high school graduation plans (i.e., going to college or directly to work after high school).			
06.07	Describe specific characteristics and aptitudes required for careers in technical fields.			
07.0	Demonstrate computer application competencies and skills related to career choices -- The student will be able to:			
07.01	Use computer applications including but not limited to word-processing, spreadsheets (bar/line/pie charts), graphics, databases, multimedia, and networking technologies.			
07.02	Use electronic communication tools (e.g., fax, e-mail, voice mail, instant messaging, digital images, etc.).			
07.03	Identify and utilize methods of information acquisition available for the research of employment opportunities (e.g., on-line, bulletin boards, WWW, etc.).			
07.04	Discuss and list advantages and disadvantages related to the utilization of computer applications in a selected technical career.			
07.05	Apply the safe, correct, and efficient use of tools, equipment, and procedures found in today’s technical occupations.			
07.06	Perform basic troubleshooting techniques for computer malfunctions.			
07.07	Select specific technologies appropriate to a given task.			
07.08	Work safely using a variety of technologies (hardware and software) found in computer-related technical systems.			
07.09	Describe the characteristics and scope of the application of technology used in a technical area of study.			
08.0	Demonstrate technical reading and writing skills -- The student will be able to:			
08.01	Demonstrate an understanding of the differences between reading and writing in technical, formal, and informal formats.			
08.02	Demonstrate and apply strategies for reading and comprehending technical data.			
08.03	Read and follow a series of written directions in a technical journal in conjunction with a higher level hands-on task.			
08.04	Read and follow a series of technology-based graphic depictions in conjunction with a higher-level hands-on task.			
08.05	Prepare and test a series of audible directions that communicate verbal instructions for completion of a higher level hands-on technical task.			
08.06	Identify the use of the sequential steps required from start to finish in technical writing preparation.			
08.07	Create and test a series of written instructions that clearly communicate directions/instructions for completion of a higher level hands-on technical task.			
08.08	Prepare and evaluate a series of graphic based-documents that clearly communicate (through graphic depiction) directions/instructions for completion of a higher level hands-on technical task.			
08.09	Create and test a workplace technical system based on a chosen technical career.			
08.10	Explore and develop methods used to monitor and correct outcomes of technical writing and reading.			
09.0	Utilize a variety of communication technologies -- The student will be able to:			
09.01	Identify and utilize appropriate communication technologies found in today’s workplace.			
09.02	Demonstrate and present strategies to show how the design of a message is influenced by such factors as the intended audience, medium, purpose, and nature of the message.			
09.03	Explore and develop methods to show that communication systems allow information to be transferred from human to human, human to machine, machine to human, and machine to machine.			
09.04	Prepare a series of projects that show how communication systems can be used to inform, persuade, entertain, control, manage, and educate in a technical field.			
09.05	Apply knowledge of communication technologies including the input, process, and output associated with sending and receiving information. 			
09.06	Develop and present a model that demonstrates the understanding of a communication system composed of a source, encoder, transmitter, receiver, decoder, storage, retrieval, and destination.			
09.07	Discuss and apply technological knowledge and processes including how information is communicated using symbols, measurement, convention, icons, graphic images, and/or languages.			
09.08	Demonstrate and present how active listening strategies improve understanding and performance.			
09.09	Select and use modes of communication appropriate to specific technical workplace situations and environments.			
09.10	Demonstrate and apply listening, speaking, and nonverbal skills utilizing strategies to communicate effectively with supervisors, co-workers, and customers in a technical setting.			
10.0	Demonstrate professional work ethics –- The student will be able to:			
10.01	Develop employability skills to seek, obtain, maintain, and change jobs (i.e., prepare resumes, complete job applications, prepare for an interview, and complete other documents required when applying for employment in a chosen technical career.			
10.02	Describe and apply codes of professional ethical conduct in the school workplace setting (i.e., plagiarism, copyright violations, and sexual harassment).			
10.03	Describe and demonstrate personal qualities related to employability (i.e., promptness, getting along with others, dependability, responsible behavior).			
10.04	Demonstrate and apply an awareness of quality service and the personal and professional standards required to establish an effective service-based culture.			
10.05	Explain and demonstrate the importance of cooperation (accepting criticism, managing conflict, and adjusting behavior appropriate to a situation) in the workplace.			
10.06	Explain and demonstrate the importance of self-management and initiative when minimum direction and supervision are provided; the concept of accepting responsibility for one's actions, while exhibiting a positive attitude.			
10.07	Describe and demonstrate the visible and transparent qualities of an effective leader.			
10.08	Demonstrate the importance of dependability, initiative, courtesy, integrity, respect, empathy, punctuality responsibility, fairness, and trustworthiness in school and describe how to transfer these traits to the workplace.			
10.09	Define and discuss issues involving gender equity, disability, special needs, age, sexual harassment, cultural courtesy, and diversity.			
10.10	Explain and demonstrate the importance of good personal hygiene, stress management, professional demeanor, and individual presentation.			
10.11	Describe and present the concept of using forward thinking and the ability to facilitate a trend setting vision and mission statement for a technology-oriented organization.			
10.12	Demonstrate employability skills such as working as a team member, problem-solving, and organizational skills.			
10.13	Apply academic and employability skills in work-based learning situations (i.e., internships, job shadowing, mentoring, on-the-job training).			

NOTES TO TEACHERS

Note to teachers (01.0):  Leadership skills can have a significant positive impact on students during their lifetime and, thus are essential to career and personal success.  It is important that the teacher instruct the students in learning strategies and their application.  The students who understand how to learn effectively and can apply specific learned techniques to acquire new knowledge and skills will be well prepared for the challenges of the future.  Learning skills need to have a balance of technical application and psychomotor relevance.

CAREER STUDENT ORGANIZATIONS (CSO’s)

Business Professionals of America, Inc. (BPA)
Cooperative Education Clubs of Florida, Inc. (CECF)
DECA, Inc., An Association of Marketing Students, Secondary
DEX, Inc., An Association of Marketing Students, Postsecondary
Florida FFA Association 
Florida Future Homemakers of America/Florida Family, Career and Community Leaders of America
Florida Public Service Association, Inc. (FPSA)
Future Business Leaders of America/Phi Beta Lambda, Inc. (FBLA/PBL)
Health Occupations Students of America (HOSA)
SkillsUSA-VICA
Technology Student Association (TSA)

Note to teachers (02.0):  Setting an activity in context is one of the most important characteristics of technological problem solving.  A problem should be chosen based on its ability to address relevant standards that students need to learn.  The context should not be fanciful or farfetched; rather, it should be based on current technology content.  The idea behind using technological problem-solving as a method of instruction is that students are provided the opportunity to apply, analyze, synthesize, and evaluate what was presented during previous activities.  Managing and assessing student activities based on accepted design/technological problem solving models is recommended.  Utilizing this method enables students the opportunity to discover new knowledge, develop critical-thinking skills, and manage their own learning.  Also, it is a practical method for teaching abstract concepts from such disciplines as science and mathematics.  The teacher is charged with facilitating deep inner-thinking skills to solve complex problems while showing the relevance of academic applications in formulating a solution.

Note to teachers (03.0):  Students need to learn two things at the beginning of their career planning:  (1) who they are and (2) what they want to do with their lives.  It is also important that they understand how their education relates to achieving their future goals.  Career assessment goal identification should include interests and aptitudes, as well as personality and value assessments.  Students can explore careers based on their interests, abilities, and opportunities.  Work-based activities allow students to evaluate their career choices as they relate to actual careers at the worksite.  On-line interest assessments, skill checklists, career and education exploration, financial aid, and other available career planning tools can be found in the Choices program (available in every public school in Florida).

Note to teachers (04.0):  To live, learn, and work successfully in an increasingly complex and information-rich society, students must be competent in computer applications.  Successful learning activities depend on teachers being prepared to empower students with the advantages this type of technology can bring.  Programs must have up-to-date equipment, and must provide real-world connections, primary source materials, and sophisticated data-gathering and analysis tools.  These are just a few of the resources that enable teachers to provide opportunities for conceptual understanding and learning in a high technologically fast advancing area.

Note to teachers (05.0):  We now live in a time when virtually everything is a product, function, or effect of a technological system.  Never before has there been such a need to succeed in technical reading and writing.  The process is completely formal, but the exposition needs to be highly readable, precise, and interweave intuition with formal description.  One method to pursue this outcome is to address a solid technical problem, and then carefully, with great attention, infuse a logical sequence of steps within which to present a solution.  This approach will provide a clear thinking path for the solution.  It will also present a formal structure that makes use of a stepwise refinement that introduces facts for the reader in manageable pieces.  Conflicts and conflict resolution will serve well as a means to understand key concepts and as a way to illustrate which concept might or might not confuse the reader.

Note to teachers (06.0):  People have long used various technologies to communicate over distances.  The invention of movable type provided the means for a transfer of knowledge to people all over the world.  Although writing and printing have become visual means for communication, people did not typically consider them to be communications technologies, viewing them simply as technologies that met a particular need.  A book was viewed as not having much in common with the telephone, or the phonograph with the fax machine. In the past couple of decades, such thinking has changed dramatically.  Technologies that record, store, manipulate, analyze, and transmit data have developed into important communication areas, allowing students to step outside of the box and grasp the power of communications.

Note to teachers (07.0):  There is much information available on the topic of work ethics.  Keep in mind that ethical decision making and work ethics are a process.  There are many instances where simple answers are not available to resolve complex ethical issues.  In addition, it is impossible to prescribe how workers should act in all situations, and each specific application must take into account the context in which it is being considered and the possibility of conflicts among the employees’ values, principles, and standards.  But teachers are charged with providing the tools and skills necessary to allow the students to make positive decisions and choices, and to consider how the issues would be judged in a peer review process where the ethical standards of the occupation would be applied.

Additional Information

Laboratory Activities

Laboratory investigations, including the use of scientific research, measurement, and laboratory technologies are an integral part of this course.  These activities include instruction in the use of safety procedures, tools, equipment, materials, and processes related to these occupations.  Equipment and supplies should be provided to enhance hands-on experiences for students.

Career and Technical Student Organization (CTSO)

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.  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.

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.

Articulation

For details on articulation agreements which correlate to programs and industry certifications refer to http://www.fldoe.org/workforce/dwdframe/artic_frame.asp.

Bright Futures/Gold Seal Scholarship

Course substitutions as defined in the Comprehensive Course Table for this program area may be used to qualify a student for Florida’s Gold Seal Vocational Scholarship, providing all other eligibility requirements are met.  Eligibility requirements are available online at https://www.osfaffelp.org/bfiehs/fnbpcm02_CCTMain.aspx. 

Fine Arts/Practical Arts Credit

Many courses in CTE programs meet the Fine Arts/Practical Arts credit for high school graduation (http://www.fldoe.org/articulation/CCD/files/pacourses1314.pdf).  A listing of approved CTE courses is published each year as a supplemental resource to the Course Code Directory (http://www.fldoe.org/articulation/CCD/default.asp).