2014 – 2015
Florida Department of Education
Curriculum Framework 

Program Title:	Home Inspector
Program Type:	Career Preparatory
Career Cluster:	Marketing, Sales and Service 
NOTE: This program has been daggered for deletion with 2013-2014 being the last cohort of students permitted to enroll in the program. After 2013-2014, no new students may be enrolled in this program. Students already enrolled in the program may, at the District’s discretion, continue taking courses in the program until completion.

PSAV	
Program Number	M200300	
CIP Number	0246040301	
Grade Level	30,31	
Standard Length	120 hours	
Teacher Certification	Florida Licensed Real Estate Residential or General Appraiser, General Contractor, Real Estate Broker; Three years full time or equivalent part time experience as a home inspector, building inspector, building code inspector or similar background.	
CTSO	SkillsUSA	
SOC Codes (all applicable) 	47-4011 – Construction and Building Inspectors
	
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	Mathematics: N/A	
Language:     N/A	
Reading:       N/A 		

Purpose

The purpose of this program is to offer required Florida Home Inspector pre-licensing education. It will develop home inspectors by laying the foundations for a successful career.  Included is a course of study that covers all of the following components of a home: structure, electrical system, HVAC system, roof covering, plumbing system, interior components, exterior components, and site conditions that affect the structure.
 
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. 

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	REE0015	Principles of Home Inspection	120 hours	47-4011	

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 soils and foundations. 
02.0	Demonstrate an understanding of wood and construction. 
03.0	Demonstrate an understanding of roofing. 
04.0	Demonstrate an understanding of plumbing.  
05.0	Demonstrate an understanding of electricity. 
06.0	Demonstrate an understanding of heating and ventilation.  
07.0	Demonstrate an understanding of air conditioning and heat pumps. 
08.0	Demonstrate an understanding of appliances. 
09.0	Demonstrate an understanding of swimming pools and spas. 
10.0	Demonstrate an understanding of termites and other wood-destroying insects. 
11.0	Demonstrate mathematics knowledge and skills.
12.0	Demonstrate science knowledge and skills.
13.0	Use oral and written communication skills in creating, expressing and interpreting information and ideas. 
14.0	Demonstrate language arts knowledge and skills.
15.0	Solve problems using critical thinking skills, creativity and innovation.
16.0	Demonstrate the importance of health, safety, and environmental management systems in organizations and their importance to organizational performance and regulatory compliance. 
17.0	Use information technology tools.
18.0	Demonstrate leadership and teamwork skills needed to accomplish team goals and objectives.
19.0	Demonstrate personal money-management concepts, procedures, and strategies.
20.0	Describe the roles within teams, work units, departments, organizations, inter-organizational systems, and the larger environment.
21.0	Describe the importance of professional ethics and legal responsibilities.
22.0	Explain the importance of employability and entrepreneurship skills.
23.0	

2014 – 2015
Florida Department of Education
Student Performance Standards

Program Title:	Home Inspector
PSAV Number:	M200300

Course Number:  REE0015
Occupational Completion Point:  A
Principles of Home Inspection – 120 Hours – SOC Code 47-4011	
01.0	Demonstrate an understanding of soils and foundations–The student will be able to:	
01.01	Name the four soil classifications;	
01.02	Name and describe the four basic footing types commonly used in residential construction;	
01.03	Define bearing pressure, bearing capacity and structural loads;	
01.04	Discuss the different types of foundation inspection techniques;	
01.05	Determine when a moisture maintenance program must be implemented;	
01.06	Recognize possible foundation problems;	
01.07	Explain the various repairs needed for foundation problems;	
01.08	Discuss the inspection reporting guidelines for the structural system.	
02.0	Demonstrate an understanding of wood and construction–The student will be able to:	
02.01	Explain the national grading rule as it applies to structural lumber;	
02.02	Recognize registered grade trade markings;	
02.03	Detect visible evidence of wood damage;	
02.04	Explain why wood is susceptible to fungus attack and how to prevent it;	
02.05	Discuss the characteristics of the different types of masonry used in construction;	
02.06	Identify materials used for siding on structures;	
02.07	Evaluate the quality of a finished residential structure;	
02.08	Identify the different types of window and door styles;	
02.09	Recognize a properly built fireplace;	
02.10	Discuss the inspection reporting guidelines for walls, doors, ceilings, floors and fireplaces. 	
03.0	Demonstrate an understanding of roofing–The student will be able to:	
03.01	Describe the various styles and types of roofs and types of materials;	
03.02	Discuss the types of materials and specific roofing practices for their area of practice;	
03.03	Explain the associated equipment, such as flashing, roof jacks, vents and chimneys;	
03.04	Calculate the measurement of a roof;	
03.05	Explain the different types of testing;	
03.06	Describe the signs that indicate possible roof problems;	
03.07	Discuss the inspection reporting guidelines for roofs.	
04.0	Demonstrate an understanding of plumbing–The student will be able to:	
04.01	Name the three categories of a house plumbing system;	
04.02	Describe aseptic systems and how they work;	
04.03	Identify the water supply piping used within residential structures;	
04.04	Recognize adequate and inadequate water distribution systems;	
04.05	Describe septic systems and how they work;	
04.06	Define an On-Site Sewage Facility (OSSF);	
04.07	Recognize improperly working septic systems;	
04.08	Explain the difference between a class I and class II aerobic treatment plant;	
04.09	Describe the various mechanical systems and how they work;	
04.10	Name four tips for the safe operation of a water heater; 	
04.11	Discuss the inspection reporting guidelines for plumbing systems.	
05.0	Demonstrate an understanding of electricity–The student will be able to:	
05.01	Recognize the use of proper wire size and type within the home;	
05.02	Identify the three items that are required for an electrical circuit;	
05.03	Define voltage, amperage and watt;	
05.04	Explain the Ohm’s Law;	
05.05	Explain the difference between Alternating Current and Direct Current;	
05.06	Describe circuits and how they work;	
05.07	Recognize problems in the electrical service panel;	
05.08	Discuss the different types of conduit and their advantages and uses;	
05.09	Discuss the inspection reporting guidelines for electrical systems.	
06.0	Demonstrate an understanding of heating and ventilation–The student will be able to:	
06.01	Describe the six components composing the comfort system;	
06.02	Explain how a heating system operates;	
06.03	Name the three main forms of heat transfer;	
06.04	Discuss the different types of heating systems;	
06.05	Identify improperly working heating systems;	
06.06	Explain the combustion process;	
06.07	Discuss the difference between natural draft and power vents;	
06.08	Name three causes of spillage;	
06.09	Describe the inspection process for gas and oil furnaces;	
06.10	Discuss the different types of vented room and space heaters;	
06.11	Discuss the inspection reporting guidelines for heating systems.	
07.0	Demonstrate an understanding of air conditioning and heat pumps–The student will be able to:	
07.01	Identify the different types of cooling systems;	
07.02	Name the two most common residential cooling applications;	
07.03	Explain how a cooling system operates;	
07.04	Recognize an improperly working cooling system;	
07.05	Describe how a heat pump and its components work;	
07.06	Explain the differences between the groundwater heat pumps and air-to-air heat pumps;	
07.07	Describe the geothermal heat pump and how it works;	
07.08	Discuss the inspection reporting guidelines for cooling systems.	
08.0	Demonstrate an understanding of appliances–The student will be able to:	
08.01	Identify the appliances that must be inspected;	
08.02	Recognize an improperly working appliance;	
08.03	Explain the proper sequence for checking the elements in an electric cook top;	
08.04	Identify the proper refrigerator and freezer temperatures;	
08.05	Name the two determining factors that control the operating time of a dishwasher;	
08.06	Discuss the inspection reporting guidelines for appliances.	
09.0	Demonstrate an understanding of swimming pools and spas–The student will be able to:	
09.01	Name the most common construction materials used in permanent swimming pools;	
09.02	Determine pool capacity;	
09.03	Describe the different types of pool filtration systems;	
09.04	Explain the differences between spas, hot tubs and saunas;	
09.05	Recognize an improperly working pool, spa, hot tub and sauna;	
09.06	Discuss the inspection reporting guidelines for swimming pools and spas.	
10.0	Demonstrate an understanding of termites and other wood-destroying insects–The student will be able to:	
10.01	Identify the most common termites;	
10.02	Recognize the signs of termites and other wood-destroying insects.	

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)

Skills USA 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.