2014 – 2015
Florida Department of Education
Curriculum Framework 

Program Title:	Supported Competitive Employment for Adults with Disabilities (Phase I)
Program Type:	Career Preparatory
Career Cluster:	Instructional Support Services

PSAV	
Program Number	S990004	
CIP Number	13990004SN	
Grade Level	30, 31	
Standard Length	Variable based on time needed to stabilize student on the job	
Teacher Certification	Any Field	
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 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; 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 enable adult students with moderate and severe disabilities who are functioning at supported levels to acquire skills necessary for successful individual supported competitive employment.  Supported employment refers to competitive work in an integrated work setting with ongoing support services for individuals with moderate and severe disabilities for whom competitive employment has not traditionally occurred.  Features of supported employment include intensive onsite training, fade-off, ongoing monitoring, and onsite advocacy.  Students will receive one-to-one intensive training by a job coach or employment specialist.  The students will be paid at or above minimum wage.  A weekly work hour goal is to be established for each individual that would maximize employment potential at the time of transition from Phase I (Training) to Phase II (Follow-along).  The weekly work hour goal will be identified in the student’s Adult Individual Educational Plan (AIEP).  The content of this program is expected to be provided as part of employment activities, not as pre-employment.  
 
The content includes but is not limited to positive work attitudes and habits; appropriate hygiene and grooming skills; related safety procedures; appropriate decision-making skills; specific job-related skills; and, self-reliance and initiative.

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 two 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 particular outcomes and student performance standards which the student must master must be specified on an individual basis through the Adult Individual Educational Plan (AIEP) process. Placement in a paid community-based job is required at or above minimum wage. The benchmark for completion of the OCP is based on stabilization of the individual on the job.  Stabilization is defined as when the student demonstrates acceptable job performance and there is reasonable expectation that satisfactory job performance will be maintained with support from the employer and colleagues in the workplace. When the student masters these student performance standards and is stabilized, the student is reported as a completer of OCP A. It is expected that upon completion of OCP A, the student will transition to follow-along services (Phase II).  Supported Competitive Employment Phase II is not funded through the Workforce Development Fund.  At some point in the future, should the individual need to re-enter the education system for training in a different occupational field or for advancement in the same field, the student may enroll in the program again with a new AIEP.  Upon mastering the student performance objectives in the new AIEP, the student may be coded as a completer of OCP B.

The following table illustrates the post-secondary program structure:

OCP	Course Number	Course Title	Length	
A	SLS0051	Training Related Occupations 1		MULTIPLE	
B	SLS0052	Training Related Occupations 2	MULTIPLE	

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 appropriate employability skills.
02.0	Demonstrate workplace-specific social skills.
03.0	Demonstrate self-advocacy and self-determination skills.
04.0	Demonstrate work-related skills.
05.0	Maintain employment duration by performing appropriate job duties with support.
06.0	

2014 – 2015
Florida Department of Education
Student Performance Standards

Program Title:	Supported Competitive Employment for Adults with Disabilities (Phase I)
PSAV Number:	S990004

Course Number:  SLS0051
Occupational Completion Point:  A
Training Related Occupation 1 – Variable Hours – SOC Code NA	
01.0	DEMONSTRATE APPROPRIATE EMPLOYABILITY SKILLS--The student will be able to:	
01.01	Demonstrate basic health and personal safety procedures--with guidance and support.	
01.02	Demonstrate skills for appropriate personal hygiene, dress, and grooming--with guidance and support.	
01.03	Demonstrate how to respond safely and appropriately to unexpected events--with guidance and support.	
01.04	Perform life skills--with guidance and support.	
02.0	DEMONSTRATE WORKPLACE-SPECIFIC SOCIAL SKILLS--The student will be able to:	
02.01	Identify standards of conduct that comply with expectations in specific situations--with guidance and support.	
02.02	Demonstrate standards of conduct that comply with expectations in specified situations--with guidance and support.	
02.03	Respond appropriately to unexpected events and potentially harmful situations--with guidance and support.	
02.04	Participate in group situations--with guidance and support.	
02.05	Function effectively within formal organizations--with guidance and support.	
02.06	Interact appropriately with others--with guidance and support.	
03.0	DEMONSTRATE SELF-ADVOCACY AND SELF-DETERMINATION SKILLS--The student will be able to:	
03.01	Identify and evaluate personal needs, interests, and goals--with assistance.	
03.02	Make plans about personal and career choices--with guidance and support.	
03.03	Carry out plans and adjust to changing circumstances--with guidance and support.	
04.0	DEMONSTRATE WORK-RELATED SKILLS--The student will be able to:	
04.01	Demonstrate the ability to follow directions--with guidance and support.	
04.02	Demonstrate appropriate behaviors related to task completion--with guidance and support.	
04.03	Recognize individual rights and responsibilities in the workplace--with guidance and support.	
04.04	Respond appropriately to constructive criticism--with guidance and support.	
05.0	MAINTAIN EMPLOYMENT BY PERFORMING APPROPRIATE JOB DUTIES WITH SUPPORT--The student will be able to:	
05.01	Plan and implement personal work assignments--with guidance and support.	
05.02	Demonstrate reliability and work ethic according to the standards of the workplace--with guidance and support.	
05.03	Follow procedures to ensure health and safety in the workplace - with guidance and support.	
05.04	Demonstrate safe travel within and beyond the community--with guidance and support.	
Course Number:   SLS0052 
Occupational Completion Point:  B 
Training Related Occupation 2 – Variable Hours – SOC Code NA	
At some point in the future, should the individual need to re-enter the education system for training in a different occupational field or for advancement in the same field, the student may enroll in the program again with a new AIEP.  Upon mastering the student performance objectives in the new AIEP, the student may be coded as a completer of OCP B.	
01.0	DEMONSTRATE APPROPRIATE EMPLOYABILITY SKILLS--The student will be able to:	
01.01	Demonstrate basic health and personal safety procedures--with guidance and support.	
01.02	Demonstrate skills for appropriate personal hygiene, dress, and grooming--with guidance and support.	
01.03	Demonstrate how to respond safely and appropriately to unexpected events--with guidance and support.	
01.04	Perform life skills--with guidance and support.	
02.0	DEMONSTRATE WORKPLACE-SPECIFIC SOCIAL SKILLS--The student will be able to:	
02.01	Identify standards of conduct that comply with expectations in specific situations--with guidance and support.	
02.02	Demonstrate standards of conduct that comply with expectations in specified situations--with guidance and support.	
02.03	Respond appropriately to unexpected events and potentially harmful situations--with guidance and support.	
02.04	Participate in group situations--with guidance and support.	
02.05	Function effectively within formal organizations--with guidance and support.	
02.06	Interact appropriately with others--with guidance and support.	
03.0	DEMONSTRATE SELF-ADVOCACY AND SELF-DETERMINATION SKILLS--The student will be able to:	
03.01	Identify and evaluate personal needs, interests, and goals--with assistance.	
03.02	Make plans about personal and career choices--with guidance and support.	
03.03	Carry out plans and adjust to changing circumstances--with guidance and support.	
04.0	DEMONSTRATE WORK-RELATED SKILLS--The student will be able to:	
04.01	Demonstrate the ability to follow directions--with guidance and support.	
04.02	Demonstrate appropriate behaviors related to task completion--with guidance and support.	
04.03	Recognize individual rights and responsibilities in the workplace--with guidance and support.	
04.04	Respond appropriately to constructive criticism--with guidance and support.	
05.0	MAINTAIN EMPLOYMENT BY PERFORMING APPROPRIATE JOB DUTIES WITH SUPPORT--The student will be able to:	
05.01	Plan and implement personal work assignments--with guidance and support.	
05.02	Demonstrate reliability and work ethic according to the standards of the workplace--with guidance and support.	
05.03	Follow procedures to ensure health and safety in the workplace --with guidance and support.	
05.04	Demonstrate safe travel within and beyond the community--with guidance and support.	

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

Documentation of mastery of student performance standards must be maintained. The AIEP must be maintained for audit purposes.

The following chart lists the components of the Adult Individual Educational Plan required for specific postsecondary programs.

Adult Individual Educational Plan (AIEP) Components:	S990002
	S990004	9900100
	
Expected program outcomes for the student	X	X	X	
Present performance level	X	X	X	
Annual goals, instructional objectives, and/or student performance standards for mastery of OCP/LCP (needed for job)	X	X	X	
Procedures for monitoring student performance	X	X	X	
Specialized educational services, aids, or equipment	X	X	X	
Projected dates for initiation of services	X	X	X	
Schedule for periodic evaluation of progress				
Identification of job for which student is being trained	X	X	*	
Statement of transition services needs including interagency linkage	X	X	X	
*Only required if student's AIEP includes vocational student performance standards.

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.