2014 – 2015
Florida Department of Education
Curriculum Framework 

Program Title:	Vocational Employability Skills for Adults
Program Type:	Career Preparatory
Career Cluster:	Instructional Support Services

PSAV	
Program Number	S430123	
CIP Number	11430199SN	
Grade Level	30, 31	
Standard Length	Variable	
Teacher Certification	ANY VOCATIONAL FIELD OR COVERAGE	
CTSO	NA	
SOC Codes (all applicable) 	NA	
Facility Code	Appropriate 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	NA	

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; 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. 

The purpose of this program is to provide adult offenders (including those in work release programs and similar correctional programs) with occupational skills through employment-related instruction and concurrent, on-the-job training, supervised by the employer and teacher/coordinator.  

Employment related instruction is in-school instruction that develops competencies directly related to the occupation in which the student is employed.  
The content includes but is not limited to: punctuality; attendance; obedience; positive attitude; initiative; responsibility; and personal appearance.

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 point.

This program is intended to provide short-term occupational education for adult offenders for a short duration (usually two (2) to six (6) months).  The objective is to provide a foundation of survival skills for transitioning into entry-level employment, acquiring additional on-the-job training and encouraging further educational achievements.

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	SLS0050	Helper	Variable	NA	

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 realistic employment goals.
02.0	Demonstrate the competencies of employability and career development.
03.0	Demonstrate problem solving and critical thinking skills.
04.0	Manage interpersonal relationships.
05.0	Use appropriate equipment and supplies safely and correctly.
06.0	Demonstrate competencies identified for a specific program component.

OPTIONAL

07.0	Demonstrate acquired skills through on-the-job training.
08.0	

2014 – 2015
Florida Department of Education
Student Performance Standards

Program Title:	Vocational Employability Skills for Adults
PSAV Number:	S430123

Course Number:  SLS0050
Occupational Completion Point:  A 
Helper – Variable Hours – SOC Code NA	
01.0	DEMONSTRATE REALISTIC EMPLOYMENT GOALS--The student will be able to:	
01.01	Express personal strengths and weaknesses, including social adjustments and cognitive abilities.	
01.02	Match interests and abilities with potential careers.	
02.0	DEMONSTRATE THE COMPETENCIES OF EMPLOYABILITY AND CAREER DEVELOPMENT –Explain the importance of employability skills and entrepreneurship skills.  The student will be able to:	
02.01	Identify and demonstrate positive work behaviors needed to be employable. 	
02.02	Develop personal career plan that includes goals, objectives, and strategies.  	
02.03	Examine licensing, certification, and industry credentialing requirements.  	
02.04	Maintain a career portfolio to document knowledge, skills, and experience.  	
02.05	Evaluate and compare employment opportunities that match career goals. 	
02.06	Identify and exhibit traits for retaining employment. 	
02.07	Identify opportunities and research requirements for career advancement. 	
02.08	Research the benefits of ongoing professional development. 	
02.09	Examine and describe entrepreneurship opportunities as a career planning option.  	
03.0	DEMONSTRATE PROBLEM-SOLVING AND CRITICAL THINKING: The student will be able to:	
03.01	Employ critical thinking skills independently and in teams to solve problems and make decisions. 	
03.02	Employ critical thinking and interpersonal skills to resolve conflicts. 	
03.03	Identify and document workplace performance goals and monitor progress toward those goals.  	
03.04	Conduct technical research to gather information necessary for decision-making. 	
04.0	MANAGE INTERPERSONAL RELATIONSHIPS--The student will be able to:	
04.01	Demonstrate good work attitudes.	
04.02	Demonstrate characteristics of a good employee.	
04.03	Maintain a positive relationship with a supervisor.	
05.0	USE APPROPRIATE EQUIPMENT AND SUPPLIES SAFELY AND CORRECTLY--The student will be able to:	
05.01	These student performance standards are job specific and correspond to the job preparatory program in which the student is enrolled.	
06.0	DEMONSTRATE COMPETENCIES IDENTIFIED FOR A SPECIFIC PROGRAM COMPONENT--The student will be able to:	
06.01	These student performance standards are job specific and correspond to the job preparatory program in which the student is enrolled.	
OPTIONAL	
07.0	DEMONSTRATE ACQUIRED SKILLS THROUGH ON-THE-JOB TRAINING--The student will be able to:	
07.01	Display a positive attitude toward a job.	
07.02	Demonstrate job performance skills.	
07.03	Display expected level of productivity.	
07.04	Use evaluations to improve own performance.	
07.05	Identify, organize, plan and allocate resources.	
07.06	Work cooperatively with others.	
07.07	Acquire and use information including using computers.	
07.08	Work effectively within the context of complex interrelationships.	
07.09	Work with a variety of technologies.	
07.10	Perform basic computer operations.	

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. 

Special Notes

Primary emphasis will be given to the diagnosis of the individual's interest and aptitude, followed by involvement in appropriate occupational competencies, consistent with the individual's education level.  This program is designed to allow the institution's career and technical education department in cooperation with the Division of Career and Adult Education to develop student performance standards for specific instructional components based upon identified occupational titles in any of the career clusters of Agriculture, Food and Natural Resources; Architecture and Construction; Arts, A/V Technology and Communication; Business, Management and Administration; Education and Training; Finance; Government and Public Administration; Health Science; Hospitality and Tourism; Human Services; Information Technology; Law, Public Safety and Security; Manufacturing; Marketing, Sales and Services; Science, Technology, Engineering and Mathematics (STEM); and Transportation, Distribution and Logistics.    This curriculum framework and the adopted student performance standards will be the basis for program operation and program review.  The specialized student performance standards will be based upon:

1.	Serving the special needs of the institution's clients with an average time of stay of two (2) to six (6) months.
2.	Organized instruction provided by a qualified instructor.
3.	Input from a program advisory committee composed of representatives of business and industry.
4.	Documentation for evaluation and accountability purposes.

The teacher/coordinator will visit each training agency a minimum of twice monthly.

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

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.