2014 – 2015
Florida Department of Education
Curriculum Framework 

Program Title:	Blueprint for Professional Success
Program Type:	Non Career Preparatory
Career Cluster:	Business, Management, and Administration

Secondary – Non Career Preparatory	
Program Number	8500375	
CIP Number	09200119PA	
Grade Level	9-12, 30, 31	
Standard Length	1 credit	
Teacher Certification	BUS ED 1 @2
PRAC NURSE @7 %G
AGRI @2
AGRICULTURE 1 @2
TEC ED 1 @2
MKTG 1 @2
FAM CON SC 1	
CTSO	Any	
Facility Code	231 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 

The purpose of this course is designed to prepare students for the workplace in the twenty-first century.  The course includes developing human resources, work ethics, decision making, balancing work and family, as well as other skills.  These skills are often referred to as "soft skills".  Exploration of a variety of careers is highly recommended through a job shadowing experience.  Development of a portfolio will provide a personal file and organizational tool for the student to transfer knowledge to a real life experience.

Business/health/human and public services/community/technology partnerships are essential to provide current workplace practices.  Planned and supervised job shadowing experiences must be provided through one or more of the following: (1) directed workplace experiences (2) student projects (3) simulations (4) outside of class explorations.

Instruction and learning activities are provided in a laboratory setting using hands-on experiences with the tools, materials and technology appropriate to the course content and in accordance with current practices.  Activities provide instruction in the use of current equipment and technology, such as personal computers, software, and multi-media platforms.

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 1 credit. 

The following table illustrates the secondary program structure:

Course Number	Course Title	Length	Level	
8500375	Blueprint for Professional Success	1 credit 	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 Blueprint for Professional Success. 
02.0	Methods and strategies for using Florida Standards for grades 09-10 writing in Technical Subjects for student success in Blueprint for Professional Success.
03.0	Methods and strategies for using Florida Standards for grades 09-10 Mathematical Practices in Technical Subjects for student success in Blueprint for Professional Success.
04.0	Demonstrate leadership and organizational skills.
05.0	Develop interpersonal skills for individual and job/career success.
06.0	Demonstrate skills for becoming a team player.
07.0	Identify desirable work ethics.
08.0	Demonstrate employability skills.
09.0	Create a personal portfolio of employment forms and letters.
10.0	Identify and integrate decision-making processes applicable to the workplace and work situations.
11.0	Develop effective communication skills for the workplace.
12.0	Plan appropriate wardrobes for different job experiences.
13.0	Develop and maintain positive relationships in the diverse workplace.
14.0	Recognize and demonstrate appropriate workplace behavior.
15.0	Demonstrate the ability to use modern technological equipment in the workplace.
16.0	Demonstrate resource management techniques.
17.0	Analyze the balancing of work, family, and community.
18.0	Evaluate the role of self-management in the health and wellbeing of the individual and the family.
19.0	Evaluate the employee's role in preventing accidents or injuries on the job.
20.0	Explore the integration of academic and career skills in the transition from school to work.

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title: 	Blueprint for Professional Success
Course Number: 	8500375
Course Credit:	1

Course Description:

The purpose of this course is designed to prepare students for the workplace in the twenty-first century.  The course includes developing human resources, work ethics, decision making, balancing work and family, as well as other skills.  These skills are often referred to as "soft skills".  Exploration of a variety of careers is highly recommended through a job shadowing experience.  Development of a portfolio will provide a personal file and organizational tool for the student to transfer knowledge to a real life experience.

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 Blueprint for Professional Success.		
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 Blueprint for Professional Success.		
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 Blueprint for Professional Success.		
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		

Abbreviations: 
FS-M/LA = Florida Standards for Math/Language Arts
NGSSS-Sci = Next Generation Sunshine State Standards for Science

Note:  This course is pending alignment in the following categories:  FS-M/LA and NGSSS-Sci.

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
04.0	Demonstrate leadership and organizational skills – the student will be able to:			
04.01	Define and practice brainstorming.			
04.02	Identify and utilize the planning process.			
04.03	Identify characteristics of a leader and team members.			
04.04	Work cooperatively as a group member.			
04.05	Practice developing confidence in leadership roles.			
04.06	Identify professional and youth organizations.			
04.07	Identify purposes and functions of organizations.			
04.08	Develop a personal growth project.			
05.0	Develop interpersonal skills for individual and job/career success – the student will be able to:			
05.01	Define self-esteem and human resources.			
05.02	Evaluate positive human resources needed for employment.			
05.03	Identify factors that influence personality formation.			
05.04	Determine the relevance of integrating academic learning, social skills, and lifestyle choices to home and career.			
06.0	Demonstrate skills for becoming a team player – the student will be able to:			
06.01	Define teamwork.			
06.02	Weigh the benefits of working cooperatively.			
06.03	Recognize potential conflicts of different personality types working as a team.			
06.04	Demonstrate conflict resolution techniques for effective teamwork.			
07.0	Identify desirable work ethics – the student will be able to:			
07.01	Describe positive and negative work ethics.			
07.02	Analyze the relationship between employee behaviors and potential consequences.			
08.0	Demonstrate employability skills – the student will be able to:			
08.01	Recognize factors that may influence your career choice.			
08.02	Identify sources of career information.			
08.03	Demonstrate the steps of a job search.			
08.04	Evaluate career opportunities.			
09.0	Create a personal portfolio of employment forms and letters – the student will be able to:			
09.01	Identify the components of the portfolio.			
09.02	Discuss the value of the portfolio component as tools in the job search.			
09.03	Prepare a portfolio containing at least the following:  copy of social security card, career and educational goals, autobiography, picture identification, resume, letters of recommendation, completed job application, list of school/community activities, work and volunteer history, sample memos and letters for job related writings.			
09.04	Organize and maintain the portfolio components in an orderly manner.			
10.0	Identify and integrate decision-making processes applicable to the workplace and work situations – the student will be able to:			
10.01	Define the decision-making process.			
10.02	Apply the decision-making process to narrow career choices.			
10.03	Connect the decision-making process with solving problems in the workplace and at home.			
10.04	Consider the consequences of current decisions on the future.			
11.0	Develop effective communication skills for the workplace – the student will be able to:			
11.01	Identify the effectiveness of assertive, aggressive, and passive communication.			
11.02	Dramatize the impact of non-verbal behavior on communication.			
11.03	Develop ways to provide effective feedback and deal with criticism.			
11.04	Apply basic forms of written communication used in the workplace.			
11.05	Demonstrate effective interview and presentation techniques.			
12.0	Plan appropriate wardrobes for different job experiences – the student will be able to:			
12.01	Develop good grooming skills.			
12.02	Research grooming rules in various work environments.			
12.03	Distinguish factors needed to create an economical, coordinated, easy-care wardrobe.			
12.04	Select appropriate clothing for a variety of careers.			
13.0	Develop and maintain positive relationships in the diverse workplace – the student will be able to:			
13.01	Define and describe sexual harassment in the workplace.			
13.02	Identify appropriate conversation for work related settings.			
13.03	List the advantages of a culturally diverse workplace.			
13.04	Discuss the impact of the Americans with Disabilities Act and the job market.			
13.05	Assess the job equity law - Equal Employment Opportunity Act.			
14.0	Recognize and demonstrate appropriate workplace behavior – the student will be able to:			
14.01	Identify academic skills needed in a student's career.			
14.02	Describe the different types of businesses including corporations, partnerships, and cottage industries.			
14.03	Define entrepreneurship.			
14.04	Compare the advantages and risks of entrepreneurship.			
15.0	Demonstrate the ability to use modern technological equipment in the workplace – the student will be able to:			
15.01	Demonstrate computer literacy by producing a computer generated document.			
15.02	Use electronic communication devices.			
15.03	Describe strategies for successful job performance.			
16.0	Demonstrate resource management techniques – the student will be able to:			
16.01	Identify the benefits of managing time.			
16.02	Analyze the importance of time and how it applies to a job by preparing and keeping a daily planner.			
16.03	Describe ways a computer can be used as a time management tool.			
16.04	Discuss why planning and controlling money is necessary to be successful at home and on the job.			
16.05	Identify and prioritize benefits for a company that will include insurance, an employee assistance program, vacation, child care, flex hours, and job sharing.			
17.0	Analyze the balancing of work, family, and community – the student will be able to:			
17.01	Discuss the importance of setting priorities at home and work.			
17.02	Examine and develop an understanding of equitable job division in the home.			
17.03	Discuss differences in financial needs of a one income versus a two-income family.			
17.04	Examine financial need changes throughout the family life cycle.			
17.05	Discuss advantages and disadvantages of taking a vacation.			
17.06	Evaluate the different types of child care available and how adults can be fulfilled as a worker and as a parent.			
17.07	Analyze ways of being involved in a child's educational process.			
17.08	List community resources for the family.			
17.09	Identify activities in which the individual can be involved within the community, i.e. volunteerism, politics or a support system.			
18.0	Evaluate the role of self-management in the health and well-being of the individual and the family – the student will be able to:			
18.01	Define and describe symptoms of stress.			
18.02	Define coping behavior and discuss coping behavior(s).			
18.03	Recognize and evaluate how workplace transitions affect an individual and the family.			
18.04	Discuss implications of job loss on the individual and the family.			
18.05	Define and assess power struggle(s) in the workplace.			
18.06	Analyze the importance of accepting criticism.			
18.07	Define and list the different types of substance abuse.			
18.08	Discuss how pervasive the problems of substance abuse are today.			
18.09	List free help that is available through federal, state, and community resources.			
18.10	Discuss techniques that can be used to develop a family's health and fitness.			
19.0	Evaluate the employee's role in preventing accidents or injury on the job – the student will be able to:			
19.01	Identify the difference between personal liability and corporate liability.			
19.02	Explain the roles of the Occupational Safety and Health Administration (OSHA) and the Environmental Protection Agency (EPA) in ensuring safe working conditions.			
19.03	Recognize the financial and human costs of accidents caused by human error or an unsafe work environment.			
19.04	Identify protective articles required to ensure worker safety.			
20.0	Explore the integration of academic and career skills in the transition from school to work – the student will be able to:			
20.01	Identify academic skills needed in a student's career.			
20.02	Describe the different types of businesses including corporations, partnerships, and cottage industries.			
20.03	Define entrepreneurship.			
20.04	Compare the advantages and risks of entrepreneurships.			
20.05	Define job shadowing and the benefits of that experience.			

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.

Career and Technical Student Organization (CTSO)

Any DOE-approved CTSO 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. 

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).