2014 – 2015
Florida Department of Education
Curriculum Framework 

Program Title:	Floral Design and Marketing
Program Type:	Career Preparatory
Career Cluster:	Agriculture, Food and Natural Resources

NOTE: This program has been daggered for deletion with 2011-2012 being the last cohort of students permitted to enroll in the program. After 2011-2012, 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.

Secondary – Career Preparatory	
Program Number	8818000	
CIP Number	0201060800	
Grade Level	9-12, 30, 31	
Standard Length	6 credits	
Teacher Certification	RETAILING @7 G
MKTG 1 
DIST ED @7
TEACH CDE @7
MKTG MGMT @7G	
CTSO	DECA
FFA	
SOC Codes (all applicable) 	53-3031 - Driver/Sales Workers
41-2031 - Retail Salespersons  
43-5111 - Weighers, Measurers, Checkers, and Samplers, Recordkeeping 
27-1023 - Floral Designers
41-1011 - First-Line Supervisors of Retail Sales Workers	
Facility Code	223 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 

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 Agriculture, Food and Natural Resources 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 floral design sector of the Agriculture, Food and Natural Resources career cluster. 

The content includes but is not limited to planning and preparing floral designs, selling, buying, transporting, storing, advertising, displaying, and managing the floral goods and services industry. 

Program Structure

This program is a planned sequence of instruction consisting of six courses and six occupational completion points.

The following table illustrates the secondary program structure:

OCP	Course Number	Course Title	Length	SOC Code	Level	
A	8818010	Floral Design and Marketing 1	1 credit	53-3031	2	
B	8818020	Floral Design and Marketing 2	1 credit	41-2031	2	
C	8818030	Floral Design and Marketing 3	1 credit	43-5111	2	
D	8818040	Floral Design and Marketing 4	1 credit	27-1023	2	
E	8818050	Floral Design and Marketing 5	1 credit	27-1023	2	
F	8818060	Floral Design and Marketing 6	1 credit	41-1011	2	

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 Floral Design and Marketing. 
02.0	Methods and strategies for using Florida Standards for grades 09-10 writing in Technical Subjects for student success in Floral Design and Marketing.
03.0	Methods and strategies for using Florida Standards for grades 09-10 Mathematical Practices in Technical Subjects for student success in Floral Design and Marketing.
04.0	Discuss the floral design and marketing industry.
05.0	Demonstrate leadership and teamwork skills needed to accomplish team goals and objectives. 
06.0	Demonstrate effective communication skills.
07.0	Demonstrate knowledge and application of product and service technology.
08.0	Demonstrate distribution skills involved in floral marketing.
09.0	Perform merchandising operations unique to floral marketing.
10.0	Apply sales techniques and procedures to the marketing of floral products.
11.0	Identify factors for the promotion of floristry products and services.
12.0	Demonstrate knowledge of merchandising activities.
13.0	Methods and strategies for using Florida Standards for grades 11-12 reading in Technical Subjects for student success in Floral Design and Marketing.
14.0	Methods and strategies for using Florida Standards for grades 11-12 writing in Technical Subjects for student success in Floral Design and Marketing.
15.0	Methods and strategies for using Florida Standards for grades 11-12 Mathematical Practices in Technical Subjects for student success in Floral Design and Marketing.
16.0	Demonstrate knowledge and application of post-harvest physiological technology.
17.0	Identify procedures and create fresh and silk floral designs.
18.0	Create symmetrical and asymmetrical fresh and silk floral design.
19.0	Create fresh and/or permanent sympathy designs.
20.0	Create fresh and/or permanent wedding designs.
21.0	Apply sales promotion techniques and procedures to the marketing of floral products.
22.0	Demonstrate an understanding of the functions of management. 
23.0	Identify factors to consider when opening/managing a floral business.

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title: 	Floral Design and Marketing 1 
Course Number: 	8818010
Course Credit:	1

Course Description:

This course is designed to develop the fundamental competencies necessary for employment in the floral design and marketing industry.  Topics include:  introduction to the floral industry, human relations skills that are vital to employment in the field, communications and employability skills.

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 Floral Design and Marketing.		
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 Floral Design and Marketing.		
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 Floral Design and Marketing.		
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		

CTE Standards and Benchmarks	
04.0	Discuss the floral design and marketing industry – the student will be able to:	
04.01	Identify careers in the floral design and marketing industry.	
04.02	Describe trends in the floral design and marketing industry.	
04.03	Explain floral services.	
05.0	Demonstrate effective communication skills – the student will be able to:	
05.01	Discuss the role of communications in marketing.	
05.02	Demonstrate a proficiency in the effective use of speech and vocabulary.	
05.03	Demonstrate effective written communication skills.	
05.04	Demonstrate effective oral communication skills.	
05.05	Demonstrate effective listening skills.	
06.0	Demonstrate knowledge and application of product and service technology – the student will be able to:	
06.01	Identify varieties of flowers and plants utilized in floral arrangements.	
06.02	Perform specialized care and handling of flowers and plants utilized in floral arrangements.	
06.03	Store plants, flowers, and prepared floral arrangements according to established procedures.	
06.04	Perform “greening,” prepare containers, and maintenance of fresh flowers.	
07.0	Demonstrate distribution skills involved in floral marketing – the student will be able to:	
07.01	Tag floral orders.	
07.02	Package products.	
07.03	Route and organize deliveries according to priority, location, time, and fuel consumption.	
07.04	Make confirmation phone calls.	
07.05	Apply techniques for correct loading of delivery trucks.	
07.06	Solve delivery problems, such as wrong address, damaged merchandise, and inability to deliver.	
07.07	Maintain general floral shop upkeep.	

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title: 	Floral Design and Marketing 2 
Course Number: 	8818020
Course Credit:	1

Course Description:

This course prepares the student in the skills of merchandising math, pricing, and selling.  In addition the course includes skills for ordering fresh and silk flowers, maintaining stock, receiving and processing wholesale and retail sales orders, pricing stock, and utilizing appropriate sales techniques and customer relations.  

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 Floral Design and Marketing.		
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 Floral Design and Marketing.		
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 Floral Design and Marketing.		
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		

CTE Standards and Benchmarks	
08.0	Demonstrate knowledge and application of product and service technology – the student will be able to:	
08.01	Identify types of floral arrangements.	
08.02	Utilize available resources to obtain product knowledge	
09.0	Perform merchandising operations unique to floral marketing – the student will be able to:	
09.01	Demonstrate correct procedures for handling customer sales transactions.	
09.02	Explain pricing policies.	
09.03	Calculate mark-up of floral products.	
09.04	Describe opening and closing procedures for a floral operation.	
10.0	Apply sales techniques and procedures to the marketing of floral products – the student will be able to:	
10.01	Demonstrate steps of a sale utilizing floral products.	
10.02	Perform telephone sales.	
10.03	Process orders using both telephone and computer wire services.	

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title: 	Floral Design and Marketing 3 
Course Number: 	8818030
Course Credit:	1

Course Description:

This course prepares the student to use data entry and appropriate business software to complete weighers, measures, checkers, and samplers, recordkeeping (floral) SOC 43-5111.00 including weighing, measuring and checking materials, supplies, and equipment for the purpose of keeping relevant records.  Content includes basic skills in accounts receivable, accounts payable, payroll, inventory control, wire service orders, collecting and keeping record of samples of products or materials and maintaining other financial records required for small business operations.  

Florida Standards	Correlation to CTE Program Standard #	
11.0	Methods and strategies for using Florida Standards for grades 11-12 reading in Technical Subjects for student success in Floral Design and Marketing.		
11.01	Key Ideas and Details		
11.01.1	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		
11.01.2	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		
11.01.3	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		
11.02	Craft and Structure		
11.02.1	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		
11.02.2	Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
LAFS.1112.RST.2.5		
11.02.3	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		
11.03	Integration of Knowledge and Ideas		
11.03.1	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		
11.03.2	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		
11.03.3	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		
11.04	Range of Reading and Level of Text Complexity		
11.04.1	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.
11.04.2	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		
12.0	Methods and strategies for using Florida Standards for grades 11-12 writing in Technical Subjects for student success in Floral Design and Marketing.		
12.01	Text Types and Purposes		
12.01.1	Write arguments focused on discipline-specific content.
LAFS.1112.WHST.1.1		
12.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LAFS.1112.WHST.1.2		
12.01.3	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		
12.02	Production and Distribution of Writing		
12.02.1	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.1112.WHST.2.4		
12.02.2	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		
12.02.3	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		
12.03	Research to Build and Present Knowledge		
12.03.1	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		
12.03.2	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		
12.03.3	Draw evidence from informational texts to support analysis, reflection, and research.
LAFS.1112.WHST.3.9		
12.04	Range of Writing		
12.04.1	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		
13.0	Methods and strategies for using Florida Standards for grades 11-12 Mathematical Practices in Technical Subjects for student success in Floral Design and Marketing.		
13.01	Make sense of problems and persevere in solving them.
MAFS.K12.MP.1.1		
13.02	Reason abstractly and quantitatively.
MAFS.K12.MP.2.1		
13.03	Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.3.1		
13.04	Model with mathematics.
MAFS.K12.MP.4.1		
13.05	Use appropriate tools strategically.
MAFS.K12.MP.5.1		
13.06	Attend to precision.
MAFS.K12.MP.6.1		
13.07	Look for and make use of structure.
MAFS.K12.MP.7.1		
13.08	Look for and express regularity in repeated reasoning.
MAFS.K12.MP.8.1		

CTE Standards and Benchmarks	
14.0	Identify factors for the promotion of floristry products and services – the student will be able to:	
14.01	Identify the major classifications of retail flower operations.	
14.02	Describe product presentation and importance of window and store display.	
14.03	Identify primary goals of display.	
14.04	Identify types and functions of business records maintained. 	
14.05	Develop a floor plan for a flower shop.	
15.0	Demonstrate knowledge of merchandising activities – the student will be able to:	
15.01	Explain the role of buying and purchasing in a retailing situation.	
15.02	Follow accepted procedures for inventory control.	
15.03	Demonstrate stock-keeping procedures.	

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title: 	Floral Design and Marketing 4
Course Number: 	8818040
Course Credit:	1

Course Description:

This course prepares the student with basic skills in making symmetrical and asymmetrical fresh and silk floral designs under the supervision of a designer.  Students will copy designs, perform skills appropriate for an interior decorator’s assist, a floral manufacturing assembly line worker, and/or a craft shop worker.

Florida Standards	Correlation to CTE Program Standard #	
11.0	Methods and strategies for using Florida Standards for grades 11-12 reading in Technical Subjects for student success in Floral Design and Marketing.		
11.01	Key Ideas and Details		
11.01.1	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		
11.01.2	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		
11.01.3	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		
11.02	Craft and Structure		
11.02.1	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		
11.02.2	Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
LAFS.1112.RST.2.5		
11.02.3	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		
11.03	Integration of Knowledge and Ideas		
11.03.1	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		
11.03.2	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		
11.03.3	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		
11.04	Range of Reading and Level of Text Complexity		
11.04.1	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.
11.04.2	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		
12.0	Methods and strategies for using Florida Standards for grades 11-12 writing in Technical Subjects for student success in Floral Design and Marketing.		
12.01	Text Types and Purposes		
12.01.1	Write arguments focused on discipline-specific content.
LAFS.1112.WHST.1.1		
12.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LAFS.1112.WHST.1.2		
12.01.3	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		
12.02	Production and Distribution of Writing		
12.02.1	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.1112.WHST.2.4		
12.02.2	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		
12.02.3	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		
12.03	Research to Build and Present Knowledge		
12.03.1	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		
12.03.2	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		
12.03.3	Draw evidence from informational texts to support analysis, reflection, and research.
LAFS.1112.WHST.3.9		
12.04	Range of Writing		
12.04.1	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		
13.0	Methods and strategies for using Florida Standards for grades 11-12 Mathematical Practices in Technical Subjects for student success in Floral Design and Marketing.		
13.01	Make sense of problems and persevere in solving them.
MAFS.K12.MP.1.1		
13.02	Reason abstractly and quantitatively.
MAFS.K12.MP.2.1		
13.03	Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.3.1		
13.04	Model with mathematics.
MAFS.K12.MP.4.1		
13.05	Use appropriate tools strategically.
MAFS.K12.MP.5.1		
13.06	Attend to precision.
MAFS.K12.MP.6.1		
13.07	Look for and make use of structure.
MAFS.K12.MP.7.1		
13.08	Look for and express regularity in repeated reasoning.
MAFS.K12.MP.8.1		

CTE Standards and Benchmarks	
14.0	Demonstrate knowledge and application of post-harvest physiological technology – the student will be able to:	
14.01	Demonstrate operation of underwater floral cutting equipment.	
14.02	Demonstrate use of electric floral stem stripper.	
14.03	Apply knowledge in the use of floral preservatives and pre-hydrating solutions.	
14.04	Demonstrate knowledge and application of refrigeration, sanitation, and ethylene control.	
14.05	Identify grower-packaging quantities used for cut flowers and foliage.	
14.06	Apply knowledge of specialized techniques for conditioning post-harvest plant material.	
15.0	Identify procedures and create fresh and silk floral designs – the student will be able to:	
15.01	Identify fundamentals of color and texture.	
15.02	Identify mechanics, principles, and styles of design.	
15.03	Apply fundamentals of creativity.	
15.04	Maintain portfolios.	
15.05	Identify and practice safety procedures.	
15.06	Identify, use, and maintain hand tools and equipment.	
15.07	Select appropriate containers.	
15.08	Create circular designs.	
15.09	Create triangular designs.	
15.10	Apply horizontal and vertical design principles as appropriate.	
15.11	Apply symmetrical and asymmetrical design principles as appropriate.	
15.12	Create body flowers (boutonnieres, corsages, hairpieces, etc.) appropriate to designer’s locale.	
15.13	Construct dish gardens.	
15.14	Decorate blooming plants.	
15.15	Construct balloon bouquets.	
15.16	Apply principles of mass production skills where and when appropriate.	

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title: 	Floral Design and Marketing 5
Course Number: 	8818050
Course Credit:	1

Course Description:

This course provides advanced training for the student to utilize creative skills and previous experience to design appropriate floral arrangements according to customer requirements.  Content includes creating advanced designs for symmetrical and asymmetrical silk and fresh floral arrangements, including seasonal periods, special events, banquet, sympathy, and wedding designs.

CTE Standards and Benchmarks	
16.0	Create symmetrical and asymmetrical fresh and silk floral designs – the student will be able to:	
16.01	Create orchid corsages.	
16.02	Create a nosegay and corsages.	
16.03	Create seasonal/holiday designs.	
16.04	Create pieces for religious events.	
16.05	Create special event pieces: conventions, parties, banquets, showers, and receptions.	
16.06	Create oriental style designs.	
16.07	Create silk arrangements working with the limited use of acrylics/polymers.	
16.08	Create designs for recipients in special care facilities (maternity, pediatrics, mental health, burns, general hospital, extended care, etc.).	
16.09	Create period designs (southwest, colonial, country, European, etc.).	
17.0	Create fresh and/or permanent sympathy designs – the student will be able to:	
17.01	Create family pieces.	
17.02	Create funeral baskets.	
17.03	Create set pieces.	
17.04	Create easel pieces.	
17.05	Create interior lid pieces.	
18.0	Create  fresh and/or permanent wedding designs – the student will be able to:	
18.01	Create designs for church/synagogue weddings.	
18.02	Create designs for special weddings.	

2014 - 2015
Florida Department of Education
Student Performance Standards

Course Title: 	Floral Design and Marketing 6
Course Number: 	8818060
Course Credit:	1

Course Description:

The course prepares students in the basic skills involved with marketing and management of a floral business.  Content includes sales promotion and marketing techniques, entrepreneurship, and management functions.

CTE Standards and Benchmarks	
19.0	Apply sales promotion techniques and procedures to the marketing of floral products – the student will be able to:	
19.01	Discuss the purposes of advertising, display, and public relations.	
19.02	Explain the importance of sales promotion.	
19.03	Identify various forms of advertising media including the Internet.	
19.04	Conduct wedding consultations.	
19.05	Conduct funeral consultations.	
19.06	Conduct life events consultations.	
19.07	Plan and conduct a sales promotion plan for a product.	
20.0	Demonstrate an understanding of the functions of management – the student will be able to:	
20.01	Identify and describe steps in the planning process.	
20.02	Define Management by Objectives (MBO).	
20.03	Develop an organizational chart to illustrate line and staff relationships.	
20.04	Identify how to plan personnel needs and how to find employees for specific positions.	
20.05	Describe the responsibilities for selecting, training, and appraising employees.	
20.06	Identify steps for avoiding difficulties resulting from delegation.	
20.07	Define the principles of “chain of command” and “span of control.”	
20.08	Justify the importance of accountability.	
20.09	Name and define the functions of management (planning, organizing, staffing, directing, controlling).	
20.10	Discuss the importance of a manager’s philosophy of management in creating a work environment.	
20.11	Analyze management techniques used by effective managers.	
20.12	Explain how motivation, leadership, and communication influence people within an organization.	
20.13	Describe methods used in training and development.	
21.0	Identify factors to consider when opening/managing a floral business – the student will be able to:	
21.01	Identify primary functions of a retail flower shop.	
21.02	Explain the characteristics of store location options.	
21.03	Characterize the principle responsibilities of employees.	
21.04	Summarize the key management responsibilities required for a successful and profitable flower shop.	

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.

Special Notes

The occupational standards and benchmarks outlined in this secondary program correlate to the standards and benchmarks of the postsecondary program with the same Classification of Instructional Programs (CIP) number.

Career and Technical Student Organization (CTSO)

FFA and DECA are 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.