2014 – 2015
Florida Department of Education
Curriculum Framework 

Program Title:	Interior Design Services
Program Type:	Career Preparatory
Career Cluster:	Arts, A/V Technology and Communication

Secondary – Career Preparatory	
Program Number	8506500	
CIP Number	0450040803	
Grade Level	9-12, 30, 31	
Standard Length	4 credits	
Teacher Certification	HME EC OCC ¢7
HOMEMAKING @2 ¢7
FAM CON SC 1
TAILORING ¢7
APPRL MFG ¢7 @7 G
INT DES 7G
TEC ED 1@2	
CTSO	FCCLA	
SOC Codes (all applicable) 	27-1025 – Interior Designers
41-2031 – Retail Salespersons	
Facility Code	234 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 

The Interior Design Services program is designed to prepare students for initial employment or continued study in the Interior Design/Decorating industry.  

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 Arts, A/V Technology and Communication 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 Arts, A/V Technology and Communication career cluster. 

This program focuses on broad transferable skills and stresses the understanding and demonstration of the following aspects of the residential design and decoration industry:  planning, management, finance, technical and production skills, underlying principles of technology, labor issues, community issues, and health, safety, and environmental issues.

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 courses.

The following table illustrates the secondary program structure:

OCP	Course Number	Course Title	Length	SOC Code	Level	
A	8506405	Design Services Core	1 credit	41-2031	2	
B	8506540	Principles of Interior Design Services	1 credit	27-1025	2	
C	8506550	Interior Design Techniques	1 credit	27-1025	2	
D	8506560	Interior Design Specialist	1 credit	27-1025	3	

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 Interior Design Services. 
02.0	Methods and strategies for using Florida Standards for grades 09-10 writing in Technical Subjects for student success in Interior Design Services.
03.0	Methods and strategies for using Florida Standards for grades 09-10 Mathematical Practices in Technical Subjects for student success in Interior Design Services.
04.0	Demonstrate leadership and organizational skills.
05.0	Demonstrate appropriate basic skills essential to working in occupations in design services.
06.0	Identify and exhibit employment skills.
07.0	Describe the relationship of human factors to design services.
08.0	Identify textile characteristics and care. 
09.0	Select and use tools and equipment safely.
10.0	Operate and maintain a conventional and commercial/industrial sewing machine.
11.0	Operate specialty machines (minimum of four machines if available).
12.0	Select and prepare materials.
13.0	Construct a machine sewn design project for inclusion in portfolio. 
14.0	Develop a design portfolio.
15.0	Demonstrate appropriate basic skills essential to working in occupations in Interior Design Services.
16.0	Identify employment opportunities in Interior Design Services.
17.0	Identify and exhibit employment skills for occupations related to Interior Design Services.
18.0	Demonstrate an understanding of the elements and principles of design.
19.0	Demonstrate sales techniques in Interior Design Services.
20.0	Demonstrate an understanding of entrepreneurship.
21.0	Methods and strategies for using Florida Standards for grades 11-12 reading in Technical Subjects for student success in Interior Design Services.
22.0	Methods and strategies for using Florida Standards for grades 11-12 writing in Technical Subjects for student success in Interior Design Services.
23.0	Methods and strategies for using Florida Standards for grades 11-12 Mathematical Practices in Technical Subjects for student success in Interior Design Services.
24.0	Identify and describe components of the design process.
25.0	Research how design is affected by history and culture.
26.0	Demonstrate sketching and free hand drawing skills.
27.0	Demonstrate the ability to use Interior Design Services software. 
28.0	Explain how human, environmental, and ergonomic factors impact design solutions.
29.0	Demonstrate knowledge of rendering techniques for presentations.
30.0	Plan and develop a design project.
31.0	Identify and describe the different specialties related to Interior Design Services (kitchen and bath; floor, wall and window treatments; furniture, lighting, and accessories; and audio-visual and security).
32.0	Plan and develop a complete design project in a specialty selected to meet client’s requirements and criteria.
33.0	(Optional) Schedule and participate in Interior Design Services job shadowing.
34.0	Finalize a portfolio per industry standards.

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title: 	Design Services Core
Course Number: 	8506405
Course Credit:	1

Course Description:

This course is the core course of the fashion design services program.  It is designed to develop competencies in the areas of the fashion design industry.  It includes essential basic skills for working in design services, leadership and organizational skills, basic principles of design, textile characteristics and care, employability skills, relationship of human factors to design services, safe use of tools and equipment, and selection of appropriate materials.

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 Interior Design Services.		
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 Interior Design Services.		
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 Interior Design Services.		
03.01	Make sense of problems and persevere in solving them.
MAFS.K12.MP.1.1		
03.02	Reason abstractly and quantitatively.
MAFS.K12.MP.2.1		
03.03	Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.3.1		
03.04	Model with mathematics.
MAFS.K12.MP.4.1		
03.05	Use appropriate tools strategically.
MAFS.K12.MP.5.1		
03.06	Attend to precision.
MAFS.K12.MP.6.1		
03.07	Look for and make use of structure.
MAFS.K12.MP.7.1		
03.08	Look for and express regularity in repeated reasoning.
MAFS.K12.MP.8.1		

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

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

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
04.0	Demonstrate leadership and organizational skills–The student will be able to:			
04.01	Identify professional and youth organizations.			
04.02	Identify purposes and functions of professional and youth organizations.			
04.03	Identify roles and responsibilities of members			
04.04	Demonstrate cooperation as a group member in achieving 			
04.05	Demonstrate confidence in leadership roles and organizational responsibilities.			
05.0	Demonstrate appropriate basic skills essential to working in occupations in design services–The student will be able to:			
05.01	Identify the communication knowledge, skills, and attitudes necessary to perform the occupational tasks.			
05.02	Demonstrate communication competencies necessary to perform the occupational tasks.			
06.0	Identify and exhibit employment skills–The student will be able to: 			
06.01	Conduct a job search using the internet, media center, phone, or a computerized model.			
06.02	Secure information about a job and advanced training opportunities for the job and report in a written or oral format.			
06.03	Demonstrate computer proficiency through creating, revising, retrieving and verifying information.			
06.04	Apply the principles of time management, work simplification, and teamwork when performing assigned tasks.			
06.05	Demonstrate pride in the quality of work performed.			
07.0	Describe the relationship of human factors to design services–The student will be able to:			
07.01	Define the elements of design that are applicable to fashion and/or interior design (space, line, shape, form, texture, color).			
07.02	Define the principles of design that are applicable to fashion and/or interior design (proportion, scale, balance, emphasis, rhythm, harmony).			
07.03	Explain the impact of human factors (psychological, physiological, and social needs) on decisions relating to the design services process.			
07.04	Identify and describe modifications necessary to accommodate individuals with special needs.			
07.05	Identify and describe the impact of human needs and wants on the cost of design services and customized garments.			
07.06	Identify and describe the importance of barrier-free design and accessibility related to design services.			
07.07	Identify and describe characteristics of properly fitted garments/interior spaces and furnishings.			
07.08	Take accurate measurements to determine correct size of garments or home furnishings items.			
08.0	Identify textile characteristics and care–After teacher demonstration, textbook/multi-media research or following sample instruction the student will be able to: 			
08.01	Identify and describe fiber characteristics.			
08.02	Identify and describe types of fabric construction.			
08.03	Identify and describe types of fabric finishes.			
08.04	Identify and describe types of textiles.			
08.05	Identify laws and regulations governing the textile industry including labeling laws.			
09.0	Select and use tools and equipment safely–After teacher demonstration or textbook/multi-media research the student will be able to:			
09.01	Identify the tools and equipment used in design services.			
09.02	Select the appropriate tools and equipment for assigned projects.			
09.03	Demonstrate the proper and safe use of tools and equipment.			
09.04	Identify and demonstrate safety procedures in using conventional sewing machines and home sergers.			
09.05	Identify and demonstrate safety procedures in using pressing equipment.			
09.06	Clean and maintain various types of tools and equipment.			
09.07	Keep an inventory record of tools, equipment, supplies, and materials using computer application software.			
09.08	Explain the importance of observing occupational safety and health administration (OSHA) rules and regulations.			
09.09	Research innovations in materials and technologies that have contributed to safeguards in the tools and equipment used in design services.			
09.10	Identify the development of tools, equipment and technology used in design services as they relate to particular historical periods.			
09.11	Identify and apply drafting tools and techniques to a specific design services project.			
10.0	Operate and maintain a conventional and commercial/industrial sewing machine–After teacher demonstration, textbook/multi-media research or following manufacturer’s instructions, the student will be able to: 			
10.01	Identify the parts of the sewing machine.			
10.02	Identify the process and demonstrate needle insertion, selecting the needle that is appropriate for various fabrics.			
10.03	Identify the steps and demonstrate threading the sewing machine.			
10.04	Diagram and demonstrate bobbin winding, threading the bobbin case, and inserting the bobbin correctly into the sewing machine.			
10.05	Demonstrate straight stitching.			
10.06	Identify and demonstrate stitch length and width selection.			
10.07	Demonstrate utility and decorative stitches.			
10.08	Identify the tension and demonstrate tension adjustment.			
10.09	Demonstrate cleaning and lubricating the machine following manufacturer’s instructions.			
11.0	Operate specialty machines (minimum of four machines if available)–After a teacher demonstration the student will be able to identify and operate at least four of the following machines:			
11.01	Electronic programmable machines.			
11.02	Serger			
11.03	Pleater			
11.04	Blindstitch machine			
11.05	Straight stitch machine			
11.06	Chain stitch machine			
11.07	Cutting machine			
11.08	Bar tack			
11.09	Zigzag machine			
12.0	Select and prepare materials–The student will be able to: 			
12.01	Identify and match pattern pieces.			
12.02	Read and interpret instructions and specifications.			
12.03	Identify fabric content.			
12.04	Prepare fabric.			
12.05	Adjust patterns following pattern directions.			
12.06	Lay out, pin, cut, and mark fabric according to pattern directions.			
12.07	Demonstrate stay stitching and ease stitching.			
12.08	Lay out fabrics according to pattern/teacher instructions.			
12.09	Match grain lines and patterns according to pattern/teacher instructions.			
12.10	Mark fabric for assembly according to pattern/teacher instructions.			
12.11	Mark fabric for trims according to pattern/teacher instructions.			
12.12	Match thread with fabric synthesizing visual arts knowledge.			
12.13	Identify, select, and use content label(s) according to fabric requirements. 			
13.0	Construct a machine sewn design project for inclusion in portfolio–The student will be able to:  			
13.01	Construct a project that includes a seaming, darts, interfacing, seam finishing, hem, closure and pocket. 			
13.02	Line up notches, dots, or clips according to pattern/teacher instructions.			
13.03	Stitch on woven, stretch, or specialty fabrics using appropriate stitch length for fabrics.			
13.04	Demonstrate correct pressing techniques following fabric requirements.			
13.05	Demonstrate machine hemming following machine manual instructions.			
14.0	Develop a design portfolio–The student will be able to:			
14.01	Assemble a portfolio including all samples:			
14.02	Construct basic hand techniques.			
14.03	Stay stitching and ease stitching.			
14.04	Straight seams, clean finish and various seam finishes.			
14.05	Hemming techniques.			

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title: 	Principles of Interior Design Services
Course Number: 	8506540
Course Credit:	1

Course Description:

This course is the second course in the Interior Design Services program.  It is designed to further develop competencies in the area of interior design services.  It includes employment opportunities in interior design services, basic skills essential to working in this industry, employability skills, the elements and principles of design, sales techniques and entrepreneurship.

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 Interior Design Services.		
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 Interior Design Services.		
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 Interior Design Services.		
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	
15.0	Demonstrate appropriate basic skills essential to working in occupations in Interior Design Services–The student will be able to:			
15.01	Identify the mathematics knowledge, skills, and attitudes necessary to perform the occupational tasks.			
15.02	Identify the scientific knowledge, skills, and attitudes necessary to perform the occupational tasks.			
15.03	Demonstrate math competencies necessary to perform the occupational tasks.			
15.04	Demonstrate scientific competencies necessary to perform the occupational tasks.			
15.05	Distinguish between specifics of individual vs. mass production design needs.			
16.0	Identify employment opportunities in Interior Design Services–The student will be able to:			
16.01	Identify occupations in Interior Design Services.			
16.02	Identify personal skills and interests that may lead to a career   exploration related to Interior Design Services.			
16.03	Identify levels of training required for occupations in Interior Design Services.			
16.04	Identify duties and responsibilities for occupations in Interior Design Services.			
16.05	Identify ways to achieve job advancement in Interior Design Services occupations.			
16.06	Identify career options in Interior Design Services such as entrepreneurship.			
16.07	Analyze current trends as they may affect the future of occupations in Interior Design Services.			
16.08	Identify different earning and wage level options for occupations in Interior Design Services.			
17.0	Identify and exhibit employment skills for occupations related to Interior Design Services–The student will be able to:			
17.01	Identify and list documents that may be required when applying for a job.			
17.02	Complete a job application form accurately.			
17.03	Demonstrate competence in job interview techniques using role playing techniques.			
17.04	Identify and demonstrate appropriate responses to criticism from an employer, supervisor, or co-worker.			
17.05	Identify and demonstrate acceptable work habits including a positive attitude.			
17.06	Demonstrate knowledge of how to make job changes appropriately.			
17.07	Identify and describe acceptable employee health and hygiene habits.			
17.08	Demonstrate customer relations skills synthesizing given instructions.			
17.09	Develop and create a resume’ and portfolio following a given format.			
18.0	Demonstrate an understanding of the elements and principles of design–After teacher demonstration, textbook/multimedia research or professional presentation, the student will be able to:			
18.01	Identify and explain the elements of design and how various effects can be achieved in relation to Interior Design Services through written/oral reporting or demonstrations:  texture, pattern, line, form and shape, space, color, and light			
18.02	Identify and explain the principles of design and how they can be used effectively in Interior Design Services using a variety of research and reporting methods:  proportion, scale, balance, rhythm, emphasis, and harmony.			
18.03	Apply the elements and principles of design to Interior Design Services.			
18.04	Develop a plan applying color and color schemes in a design.			
18.05	Evaluate good design by using the laws of design.			
19.0	Demonstrate sales techniques in Interior Design Services–The student will be able to:			
19.01	Identify, ask, and answer questions coherently and concisely.			
19.02	Read and follow written instructions and listen to and follow oral instructions.			
19.03	Give sales presentations orally and in writing.			
19.04	Find information on sales products and services.			
19.05	Research and recommend products used in Interior Design Services that meet the customer’s needs based upon customer specifications.			
19.06	Demonstrate appropriate computer and telecommunication skills.			
19.07	Perform sales transactions using computer skills.			
19.08	Recognize the importance of a sense of responsibility and ethical behavior in the Interior Design Services industry.			
20.0	Demonstrate an understanding of entrepreneurship–The student will be able to:			
20.01	Define entrepreneurship.			
20.02	Debate the advantages and disadvantages of business ownership through a written or oral presentation.			
20.03	Identify and describe, orally or in writing, the characteristics and responsibilities of an entrepreneur.			

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title: 	Interior Design Techniques
Course Number: 	8506550
Course Credit:	1

Course Description:

This course is the third course in the Interior Design Services program.  It is designed to further develop competencies in the area of Interior Design Services.  It includes components of the design process, the effect of history and culture on design, sketching and free hand drawing, the impact of human, environmental and ergonomic factors on design, rendering techniques, and the development of a design project.

Florida Standards	Correlation to CTE Program Standard #	
21.0	Methods and strategies for using Florida Standards for grades 11-12 reading in Technical Subjects for student success in Interior Design Services.		
21.01	Key Ideas and Details		
21.01.1	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		
21.01.2	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		
21.01.3	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		
21.02	Craft and Structure		
21.02.1	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		
21.02.2	Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
LAFS.1112.RST.2.5		
21.02.3	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		
21.03	Integration of Knowledge and Ideas		
21.03.1	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		
21.03.2	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		
21.03.3	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		
21.04	Range of Reading and Level of Text Complexity		
21.04.1	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.
21.04.2	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		
22.0	Methods and strategies for using Florida Standards for grades 11-12 writing in Technical Subjects for student success in Interior Design Services.		
22.01	Text Types and Purposes		
22.01.1	Write arguments focused on discipline-specific content.
LAFS.1112.WHST.1.1		
22.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LAFS.1112.WHST.1.2		
22.01.3	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.1112.WHST.1.3		
22.02	Production and Distribution of Writing		
22.02.1	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.1112.WHST.2.4		
22.02.2	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		
22.02.3	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		
22.03	Research to Build and Present Knowledge		
22.03.1	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		
22.03.2	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		
22.03.3	Draw evidence from informational texts to support analysis, reflection, and research.
LAFS.1112.WHST.3.9		
22.04	Range of Writing		
22.04.1	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		
23.0	Methods and strategies for using Florida Standards for grades 11-12 Mathematical Practices in Technical Subjects for student success in Interior Design Services.		
23.01	Make sense of problems and persevere in solving them.
MAFS.K12.MP.1.1		
23.02	Reason abstractly and quantitatively.
MAFS.K12.MP.2.1		
23.03	Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.3.1		
23.04	Model with mathematics.
MAFS.K12.MP.4.1		
23.05	Use appropriate tools strategically.
MAFS.K12.MP.5.1		
23.06	Attend to precision.
MAFS.K12.MP.6.1		
23.07	Look for and make use of structure.
MAFS.K12.MP.7.1		
23.08	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	
24.0	Identify and describe components of the design process--The student will be able to:			
24.01	Recognize the steps in the design process.			
24.02	Given a simple problem develop a flow chart that illustrates the steps in a design process. (the steps include: determine the need, brainstorm, design the brief, research, plan, fabricate, and evaluate.			
24.03	Conduct a presentation.			
25.0	Research how design is affected by history and culture--The student will be able to:			
25.01	Identify design periods from 1900 to the present day.			
25.02	Explain the influence of earlier design periods on present day design. 			
25.03	Describe the elements and principles of design as they relate to a particular time period/culture. 			
25.04	Create a multi-media presentation detailing the design period selected.			
26.0	Demonstrate sketching and free hand drawing skills--The student will be able to:			
26.01	Demonstrate sketching and shading techniques.			
26.02	Create mats or frames to display the sketches and drawings.			
26.03	Select and develop a design project using sketching and shading techniques to be used in portfolio.			
27.0	Demonstrate the ability to use Interior Design Services software–The student will be able to:			
27.01	Research and list software available in the area of interior design.			
27.02	Identify and discuss the benefits of using software in today’s work place.			
27.03	Read and interpret a blueprint.			
27.04	Evaluate floor plans for the purpose of interior décor and design.			
27.05	Illustrate size and scale in a drawing.			
28.0	Explain how human, environmental, and ergonomic factors impact design solutions--The student will be able to:			
28.01	List human factors that could impact a design.			
28.02	Demonstrate knowledge of how the dimensions of the human body affect the outcome of a specific design project.			
28.03	Plan and implement a design project using a specific human, environmental or ergonomic factor. 			
28.04	Examine the positive and negative impact that a design concept has had on the environment.			
29.0	Demonstrate knowledge of rendering techniques for presentations--The  student will be able to:			
29.01	Given established criteria, apply all learned rendering skills to create a high quality presentation.			
30.0	Plan and develop a design project--The student will be able to:			
30.01	Plan and report on a design project, using established criteria.			
30.02	Calculate the areas, sizes, circumferences, square footage, etc. of a design project. 			
30.03	Develop a design project using drafting techniques. 			

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title: 	Interior Design Specialist
Course Number: 	8506560
Course Credit:	1

Course Description:

This course is the fourth course in the Interior Design Services program.  It is designed to further develop competencies in the area of interior design services.  This course focuses on four specialty areas of Interior Design Services:  kitchen and bath planning; floor, wall, and window treatments; furniture, lighting and accessories; and audio visual and security systems.  Students will select on one of those specialty areas and will be expected to follow the performance standards for that area.  Students will develop a design project and finalize and submit a portfolio.

Florida Standards	Correlation to CTE Program Standard #	
21.0	Methods and strategies for using Florida Standards for grades 11-12 reading in Technical Subjects for student success in Interior Design Services.		
21.01	Key Ideas and Details		
21.01.1	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		
21.01.2	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		
21.01.3	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		
21.02	Craft and Structure		
21.02.1	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		
21.02.2	Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
LAFS.1112.RST.2.5		
21.02.3	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		
21.03	Integration of Knowledge and Ideas		
21.03.1	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		
21.03.2	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		
21.03.3	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		
21.04	Range of Reading and Level of Text Complexity		
21.04.1	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.
21.04.2	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		
22.0	Methods and strategies for using Florida Standards for grades 11-12 writing in Technical Subjects for student success in Interior Design Services.		
22.01	Text Types and Purposes		
22.01.1	Write arguments focused on discipline-specific content.
LAFS.1112.WHST.1.1		
22.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LAFS.1112.WHST.1.2		
22.01.3	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.1112.WHST.1.3		
22.02	Production and Distribution of Writing		
22.02.1	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.1112.WHST.2.4		
22.02.2	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		
22.02.3	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		
22.03	Research to Build and Present Knowledge		
22.03.1	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		
22.03.2	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		
22.03.3	Draw evidence from informational texts to support analysis, reflection, and research.
LAFS.1112.WHST.3.9		
22.04	Range of Writing		
22.04.1	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		
23.0	Methods and strategies for using Florida Standards for grades 11-12 Mathematical Practices in Technical Subjects for student success in Interior Design Services.		
23.01	Make sense of problems and persevere in solving them.
MAFS.K12.MP.1.1		
23.02	Reason abstractly and quantitatively.
MAFS.K12.MP.2.1		
23.03	Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.3.1		
23.04	Model with mathematics.
MAFS.K12.MP.4.1		
23.05	Use appropriate tools strategically.
MAFS.K12.MP.5.1		
23.06	Attend to precision.
MAFS.K12.MP.6.1		
23.07	Look for and make use of structure.
MAFS.K12.MP.7.1		
23.08	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	
31.0	Identify and describe the different specialties related to Interior Design Services (kitchen and bath; floor, wall and window treatments; furniture, lighting, and accessories; and audio-visual and security)–The student will be able to:			
31.01	Identify future trends in interior décor and design.			
31.02	Research, identify and describe the different job responsibilities of a kitchen and bath planner; a floor covering/window and wall treatment consultant; a furniture, lighting and accessory specialist; and an audio visual and security system specialist.			
Select one specialty area (listed below) and complete the student performance standards for that area:			
Kitchen and Bath			
31.03	Identify principles and elements of kitchen and bath design.			
31.04	Identify space planning criteria used in kitchen and bath design.			
31.05	Identify safety guidelines for materials used in kitchen and bath designs.			
31.06	Analyze fixtures, equipment, appliances, carpentry, cabinets, surfaces and finished materials as well as mechanical and electrical systems used in kitchen and bath designs.			
31.07	Research new trends in kitchen and bath.			
31.08	Demonstrate knowledge of kitchen and bath design as they relate to the total residential floor plan.			
Floor, Window, and Wall Treatments			
31.09	Identify and describe the characteristics of different types of floor coverings.			
31.10	List and compare durability and maintenance factors for floor covering materials.			
31.11	Develop criteria for the selection of floor coverings; include considerations of color, texture, type, style, pattern, client’s life style, energy conservation, and environmental safety using multiple resources.			
31.12	Measure and calculate space and materials for a floor covering application based upon client criteria written in a report format.			
31.13	Identify and describe characteristics of different types of wall treatments.			
31.14	Compare durability and maintenance factors for wall treatment materials.			
31.15	Develop criteria for the selection of wall treatments; include considerations of color, texture, type, and style, pattern, client’s life style, energy conservation, and environmental safety.			
31.16	Identify and describe different types and functions of windows and window treatments.			
31.17	Categorize window treatments as drapery or nondrapery.			
31.18	Identify and describe the characteristics of nondrapery treatments.			
31.19	Identify and describe the characteristics of fabrics used for window treatments.			
31.20	Describe the characteristics of draperies and their headings.			
31.21	Recognize the different types and uses of appropriate hardware for window treatments.			
31.22	Identify and describe in writing window treatment styles.			
31.23	Compare durability and maintenance factors for window treatment materials.			
31.24	Develop criteria for the selection of window treatments; include considerations of color, texture, type, style, pattern, client’s life style, energy conservation, and environmental safety.			
31.25	Demonstrate knowledge of floor, window, and wall treatments as they relate to the total residential floor plan.			
Furniture, Lighting and Accessories			
31.26	Identify and describe the historical characteristics of furniture styles.			
31.27	Identify and describe the methods of furniture construction.			
31.28	Compare and contrast types of wood and illustrate comparisons in an informal presentation, written report, or computerized presentation.			
31.29	Describe the types of finishes and the care required for each one.			
31.30	Compare and contrast man-made fibers (i.e. polyester, metal, synthetic plastic) with natural materials (i.e. cotton, wood, leather) used in furniture construction. 			
31.31	Identify and describe different accessories for home/office/ function or appropriate setting for an oral presentation.			
31.32	Demonstrate appropriate groupings and the placement of 			
31.33	Identify and describe different types of lighting fixtures and light bulbs.			
31.34	Select and identify appropriate lighting for specific spaces to include general, task, and ambiance, considering life-styles and energy conservation specifications.			
31.35	Demonstrate knowledge of furniture, lighting, and accessories as they relate to the total residential floor plan.			
Audio Visual and Security Systems			
31.36	Identify and select materials and finishes for environments requiring acoustic specifications.			
31.37	Develop criteria for the selection of audio visual and security systems for specific spaces considering life style and energy conservation or as required by local ordinance or state code. 			
31.38	Demonstrate knowledge of audio visual and security systems as they relate to the total residential floor plan.			
32.0	Plan and develop a complete design project in a specialty selected to meet client’s requirements and criteria–The student will be able to:			
32.01	Read and interpret a blueprint for this specific project.			
32.02	Plan and write a design project for a specific client profile, applying the elements and principles of design.			
32.03	Calculate areas, sizes, circumferences, square footage, etc. of the design project.			
32.04	Select appropriate materials and products for the project.			
32.05	Measure and calculate the materials needed for client specified project.			
32.06	Estimate the number of products needed for the client project.			
32.07	Determine the budgetary limitations of the client.			
32.08	Estimate the cost required to implement the plan and evaluate the estimate in relation to the client’s budget.			
32.09	Create a presentation board and make an oral presentation to the client.			
33.0	(Optional) Schedule and participate in Interior Design Services job shadowing–The student will be able to:			
33.01	Research persons working in the Interior Design Services profession within the local area.			
33.02	Formalize in writing, a job shadowing experience, applying knowledge gained within the program and using the guidelines set by the district, instructor and employer and using knowledge synthesized within the program.			
34.0	Finalize a portfolio per industry standards–The student will be able to:			
34.01	Submit a portfolio including all work from the Interior Design Services program.			

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)

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

Cooperative Training – OJT

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

Accommodations

Federal and state legislation requires the provision of accommodations for students with disabilities as identified on the secondary student’s Individual Educational Plan (IEP) or 504 plan or postsecondary student’s accommodations’ plan to meet individual needs and ensure equal access.  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).
 
Equivalent Mathematics and Equally Rigorous Science Courses

Equally rigorous science courses are based upon levels of cognitive complexity of content specific benchmarks, depth and breadth of content focus, and required laboratory components.