2014 – 2015
Florida Department of Education
Curriculum Framework 

Program Title:	Real Estate Sales Associate Post Licensing
Program Type:	Career Preparatory
Career Cluster:	Marketing, Sales and Service

PSAV	
Program Number	M200100	
CIP Number	0252150101	
Grade Level	30,31	
Standard Length	45 hours	
Teacher Certification	REAL ESTATE  7G
Florida Licensed Real Estate Instructor 	
CTSO	BPA	
SOC Codes (all applicable) 	41-9022 – Real Estate Sales Agents	
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 	
Basic Skills Level	N/A	

Purpose

This program offers a course 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 Marketing, Sales and Service 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 Marketing, Sales and Service career cluster. 

The purpose of this program is to offer required licensed sales associate post licensing education.  It will develop sales agents by laying the foundations for a successful career. Included are legal issues, listing, selling and financing real property and analyzing/managing investment property.

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 one occupational completion points.

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

The following table illustrates the post-secondary program structure:

OCP	Course Number	Course Title	Length	SOC Code	
A	REE0089	Real Estate Sales Associate Post Licensing	45 hours	41-9022	

Common Career Technical Core – Career Ready Practices

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

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

2. Apply appropriate academic and technical skills. 

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

4. Communicate clearly, effectively and with reason. 

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

6. Demonstrate creativity and innovation. 

7. Employ valid and reliable research strategies. 

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

9. Model integrity, ethical leadership and effective management. 

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

11. Use technology to enhance productivity. 

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

Standards

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

01.0	Demonstrate an understanding of legal issues and risk management.
02.0	Demonstrate an understanding of the Fair Housing and the Americans with Disabilities Act.  
03.0	Demonstrate an understanding of business planning and time management.  
04.0	Demonstrate an understanding of prospecting for listings.
05.0	Demonstrate an understanding of pricing the property to sell.
06.0	Demonstrate an understanding of making the listing presentation. 
07.0	Demonstrate an understanding of listing contracts. 
08.0	Demonstrate an understanding of working with buyers. 
09.0	Demonstrate an understanding of sales and option contracts. 
10.0	Demonstrate an understanding of writing and presenting the offer.  
11.0	Demonstrate an understanding of mortgage alternatives. 
12.0	Demonstrate an understanding of acquiring financing for the property.  
13.0	Demonstrate an understanding of closing real estate transactions.
14.0	Demonstrate an understanding of analyzing and managing investment property.  
15.0	

2014 – 2015
Florida Department of Education
Student Performance Standards

Program Title:	Real Estate Sales Associate Post Licensing
PSAV Number:	M200100

Course Number:  REE0089
Occupational Completion Point:  A
Real Estate Sales Associate Post Licensing – 45 Hours – SOC Code 41-9022	
01.0	Demonstrate an understanding of legal issues and risk management–The student will be able to:	
01.01	Describe the required education for the first and subsequent renewals.	
01.02	Differentiate between fraudulent and negligent misrepresentation.	
01.03	List at least six questions that should be asked in a Property Condition Disclosure form.	
01.04	Outline the differences between the duties of Single Agent Brokers, Transaction Brokers and Brokers with no brokerage relationship.	
01.05	Distinguish between the terms Principal and Customer.	
01.06	List the different disclosure forms a licensee must give to buyers and sellers of residential property and understand the uses of each.	
01.07	Describe the legal requirements for including the personal name of a licensee in an advertisement.	
02.0	Demonstrate an understanding of the Fair Housing and the Americans with Disabilities Act–The student will be able to:	
02.01	List the categories of persons protected under the Fair Housing Act.	
02.02	List at least five discriminatory practices prohibited by the Fair Housing Act.	
02.03	Describe the exception to “adult only” designations.	
02.04	State which HUD form must be posted in all real estate offices.	
02.05	Describe at least four requirements of the Florida Americans with Disabilities Act.	
03.0	Demonstrate an understanding of business planning and time management–The student will be able to:	
03.01	Explain why a Real Estate Sales Associate needs additional knowledge and experience to become more professional.	
03.02	Describe three types of communication skills that the professional Real Estate Sales Associate must master.	
03.03	List and distinguish the differences between the three types of knowledge a Real Estate Sales Associate needs.	
03.04	Describe the five requirements for effective goal setting.	
03.05	List at least ten services that an unlicensed personal assistant can perform.	
04.0	Demonstrate an understanding of prospecting for listings–The student will be able to:	
04.01	List the five principal sources of listings.	
04.02	Describe at least three types of properties a licensee should not attempt to list.	
04.03	Explain why a listing commission seems much higher than the stated percentage to the seller.	
04.04	List at least three circumstances under which FSBO might be ready to list right away.	
04.05	Describe the three transactions that can be generated from a call to a For-Rent-By-Owner.	
04.06	State the principal reason that listings expire.	
04.07	List the five categories in a leads database.	
05.0	Demonstrate an understanding of pricing the property to sell–The student will be able to:	
05.01	Explain the types of appraisals a real estate licensee may provide for a fee.	
05.02	Differentiate between an appraisal and an opinion of value.	
05.03	List four conditions that must be met in order to fairly use a comparable sale.	
05.04	Describe the three categories of properties shown in a comparative market analysis.	
05.05	List at least three sources of information used in compiling a comparative market analysis.	
05.06	Explain the adjustment process and direction of adjustment.	
06.0	Demonstrate an understanding of making the listing presentation–The student will be able to:	
06.01	Enumerate at least four requirements for a Proper Listing presentation.	
06.02	List the five major steps in a Listing presentation.	
06.03	Describe the steps in explaining a CMA.	
06.04	List 2 visual aids for a CMA presentation.	
06.05	List the three major sections in a Seller’s Net Proceeds form.	
06.06	List at least eight costs that a seller may be expected to pay at closing.	
06.07	Explain why insurance and escrow amounts usually are not included in the Seller’s Net Proceeds Form.	
06.08	Explain the reasons for rounding all figures used in the Seller’s Net Proceeds form.	
06.09	Prepare a Seller’s Net Proceeds form.	
06.10	Describe the Problems a FSBO may face when selling his or her home.	
07.0	Demonstrate an understanding of listing contracts–The student will be able to:	
07.01	Explain the wording used to protect both seller and broker from commission disputes caused by a buyer who improperly tries to leave the broker out of the transaction in an open listing.	
07.02	State the legally required elements in a listing contract.	
07.03	Explain the distinguishing characteristics of the following types of listings: open, exclusive agency, and exclusive-right-of-sale.	
07.04	Discuss the purpose of an owner’s warranty in a listing contract.	
07.05	Discuss the purpose of the latent defects disclosure in the process of listing real property for sale.	
07.06	Explain the steps required to complete a residential profile sheet.	
07.07	Complete the residential profile sheet.	
07.08	Complete a listing contract.	
07.09	Explain each paragraph of the listing agreement that applies to your market area.	
07.10	Design a listing servicing program for your personal listings.	
08.0	Demonstrate an understanding of working with buyers–The student will be able to:	
08.01	Explain four different ways to enhance their product knowledge;	
08.02	List at least five sources of buyers;	
08.03	Give at least three methods to show a buyer why an appointment with you will benefit him or her;	
08.04	List two important reasons for qualifying a buyer;	
08.05	Explain how prioritizing buyers benefits both the buyers and the sales associate;	
08.06	Qualify a buyer using the Fannie Mae/Freddie Mac housing expense ratio and the total obligations ratio;	
08.07	Calculate the Total Monthly Payment (PITI) on a mortgage loan;	
08.08	Qualify a buyer using the Do-It-Yourself Prequalification form;	
08.09	List two benefits in having a buyer prequalify at a mortgage lender’s office;	
08.10	List the steps between setting up an initial appointment with a buyer and writing a contract for purchase;	
08.11	Explain why you would show a limited number of homes to a potential buyer in one day.	
09.0	Demonstrate an understanding of sales and option contracts–The student will be able to:	
09.01	Explain the exceptions to the statute of frauds that are recognized as valid real estate transactions.	
09.02	List at least three transactions that are not suitable for using the Florida Association of Realtors residential sale and purchase contract.	
09.03	Describe the legal test for the sufficiency of a legal description.	
09.04	Complete a sales contract.	
09.05	List the requirements for completing an open contract.	
10.0	Demonstrate an understanding of writing and presenting the offer–The student will be able to:	
10.01	Prepare and explain a buyer’s cost disclosure;	
10.02	Write a contract for sale and purchase and explain it in easy to understand language;	
10.03	List the steps involved in presenting an offer;	
10.04	List the three possible seller responses to an offer;	
10.05	Prepare a counteroffer using information given in the problem;	
10.06	Describe the process involved when a seller makes a counteroffer.	
11.0	Demonstrate an understanding of mortgage alternatives–The student will be able to:	
11.01	Describe the components of the lender’s required Annual Percentage Rate (APR) disclosures;	
11.02	Calculate the effective interest rate on 30-year, fixed-rate loans and on loans for shorter periods;	
11.03	Calculate the PITI payment for a borrower;	
11.04	Compare the interest savings on a 15-year, fixed-rate mortgage versus a 30-year, fixed-rate mortgage;	
11.05	Discuss the pros and cons of an Adjustable-Rate Mortgage (ARM);	
11.06	Explain the five components of an ARM;	
11.07	Calculate the interest rate adjustments on an ARM loan.	
12.0	Demonstrate an understanding of acquiring financing for the property–The student will be able to:	
12.01	List three Federal Statutes that control the information a lender may obtain and consider when qualifying an applicant;	
12.02	List the four basic loan processing procedures;	
12.03	List two of the latest trends in mortgage lending brought about by computer technology;	
12.04	Differentiate between qualifying the borrower and qualifying the property;	
12.05	Describe how lenders are using credit scoring to assist in the underwriting process;	
12.06	Itemize at least three sources of income that will be counted when qualifying a buyer;	
12.07	List the components of a full title report;	
12.08	Describe the differences between an owner’s title insurance policy and a lender’s title insurance policy.	
13.0	Demonstrate an understanding of closing real estate transactions–The student will be able to:	
13.01	Name the steps that a sales associate must follow after writing a contract to ensure a timely closing;	
13.02	List the things that a sales associate should do after a closing;	
13.03	Describe the reasons why a licensee might not want to personally order repairs on a property and what steps can be taken to protect the sales associate from liability;	
13.04	List at least four objectives of a preclosing inspection;	
13.05	Describe the reasons a real estate sales associate should provide closing documents to the buyer and seller at least one day in advance of a closing;	
13.06	Describe the methods lenders use to set up an escrow account for prepaid taxes, hazard insurance, and private mortgage insurance;	
13.07	Calculate prepaid interest for a new loan;	
13.08	Calculate the expenses on the closing statement;	
13.09	Prepare and review a HUD-1 settlement statement.	
14.0	Demonstrate an understanding of analyzing and managing investment property–The student will be able to:	
14.01	Categorize the three basic changes and trends in the economy;	
14.02	Itemize the four phases of an economic cycle;	
14.03	List the major headings of an income property financial statement;	
14.04	Enumerate the four major property maintenance categories;	
14.05	List at least three different advertising media that help to market rental property;	
14.06	Describe the uses and benefits of a show list;	
14.07	Specify at least five of the essential elements of a valid lease;	
14.08	Identify and explain the purpose of three of the financial reports an apartment building owner needs	
14.09	Describe those property managers who are exempt from the provisions of F.S. 475.	

Additional Information

Laboratory Activities

Laboratory activities are an integral part of this program.  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)

CECF/BPA 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. 

Basic Skills (if applicable)

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

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

Students who possess a college degree at the Associate of Applied Science level or higher; who have completed or are exempt from the college entry-level examination; or who have passed a state, national, or industry licensure exam are exempt from meeting the Basic Skills requirement (Rule 6A-10.040, F.A.C.)  Exemptions from state, national or industry licensure are limited to the certifications listed at http://www.fldoe.org/workforce/dwdframe/rtf/basicskills-License-exempt.rtf.  

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

This program has no statewide articulation agreement approved by the Florida State Board of Education.  However, this does not preclude the awarding of credits by any college through local agreements. 

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