2014 – 2015
Florida Department of Education
Curriculum Framework 

Program Title:	Tile Setting
Program Type:	Career Preparatory
Career Cluster:	Architecture and Construction

PSAV	
Program Number	I460103	
CIP Number	0646010106	
Grade Level	30,31	
Standard Length	500 Hours	
Teacher Certification	TEC Constr ¶ 7 ¶ G
Bldg Const ¶ 7 ¶ G
Tile Set 7G	
CTSO	SkillsUSA	
SOC Codes (all applicable) 	47-2044 - Tile and Marble Setters	
Facility Code	245 - http://www.fldoe.org/edfacil/sref.asp (State Requirements for Educational Facilities)	
Targeted Occupation List	http://www.labormarketinfo.com/wec/TargetOccupationList.htm	
Perkins Technical Skill Attainment Inventory	http://www.fldoe.org/workforce/perkins/perkins_resources.asp 	
Industry Certifications	http://www.fldoe.org/workforce/fcpea/default.asp 	
Statewide Articulation	http://www.fldoe.org/workforce/dwdframe/artic_frame.asp 	
Basic Skills Level	Mathematics:	9
Language:	9
Reading: 	9	

Purpose

This program prepares students for work as tile setters.

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 Architecture and Construction 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 Architecture and Construction career cluster. 

The content includes but is not limited to communication skills, leadership skills, human relations and employability skills, safe and efficient work practices, proper care and use of hand tools and equipment, tile setting materials, basic blueprint reading, trade math and estimating materials for tile setting. 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 (OCP).

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	BCV0392
BCV0393	Hard Tile Setter 1
Hard Tile Setter 2	250 Hours
250 Hours	
47-2044	

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 the importance of health, safety and environmental management systems in organizations and their importance to organizational performance and regulatory compliance.
02.0	Prepare walls for drywall application of ceramic tile.
03.0	Prepare walls using wire lathe, scratch coat and screed coat for wet wall application of ceramic tile.
04.0	Apply tile and grout utilizing drywall techniques.
05.0	Apply tile and grout utilizing wet wall techniques.
06.0	Layout, cut and install ceramic tile on walls and floors.
07.0	Interpret blueprints and estimate materials for tile work.
08.0	Demonstrate mathematics knowledge and skills.
09.0	Proportion and mix mortar for tile installation.
10.0	Demonstrate appropriate understanding of basic science.
11.0	Explain the importance of employability and entrepreneurship skills.
12.0	

2014 – 2015
Florida Department of Education
Student Performance Standards

Program Title:	Tile Setting
PSAV Number:	I460103

Course Number:  BCV0392 
Occupational Completion Point:  
Hard Tile Setter 1 – 250 Hours – SOC Code 47-2044	
01.0	Demonstrate the importance of health, safety and environmental management systems in organizations and their importance to organizational performance and regulatory compliance--The students will be able to:	
01.01	Describe personal and jobsite safety rules and regulations that maintain safe and healthy work environments.	
01.02	Explain emergency procedures to follow in response to workplace accidents.	
01.03	Create a disaster and/or emergency response plan.	
02.0	Prepare walls for drywall application of ceramic tile--The student will be able to:	
02.01	Determine readiness of subsurface for tile installation.	
02.02	Repair damaged drywall.	
02.03	Sand and finish drywall for application of tile.	
03.0	Prepare walls using wire lath, scratch coat and screed coat for wet wall application of ceramic tile--The student will be able to:	
03.01	Install screed mud over concrete slab to install shower floor.	
03.02	Measure and cut metal lath to size for walls and ceilings with tin snips.	
03.03	Tack lath to wall and ceiling surfaces with staple gun or hammer.	
03.04	Spread plaster base over lath with trowel and level plaster to specified thickness, using screed.	
03.05	Spread concrete on subfloor with trowel and level it with screed.	
03.06	Remove and replace existing backing materials in wet area.	
04.0	Apply tile and grout utilizing drywall techniques--The student will be able to:	
04.01	Set tile on drywall with thinset.	
04.02	Set tile using mastic adhesives.	
04.03	Position tile and tap it with trowel handle to affix tile to plaster or adhesive.	
04.04	Install tile over wire mesh and concrete masonry units.	
04.05	Install tile over wood counter top.	
04.06	Install counter top backsplash designs.	
04.07	Layout countertop and backsplash designs.	
04.08	Grout counter top and backsplash.	
04.09	Grout floor tile.	
05.0	Apply tile and grout utilizing wet wall techniques--The student will be able to:	
05.01	Grout tile on walls and floors.	
05.02	Install tile floor over concrete slab using thinset.	
05.03	Replace grout.	
05.04	Grout wet area installation.	
05.05	Install tile in shower stall.	
05.06	Lay out shower.	
05.07	Build a shower curb.	
05.08	Prepare shower floor for tile installation.	
05.09	Install wire mesh mortar units in a shower.	
05.10	Install wire mesh mortar units in a tub surround.	
	
Course Number:  BCV0393 
Occupational Completion Point:  A
Hard Tile Setter 2 – 250 Hours – SOC Code 47-2044	
06.0	Layout, cut and install ceramic tile on walls and floors--The student will be able to:	
06.01	Select and use tile setting tools.	
06.02	Use tile nippers to nip different types of tile.	
06.03	Cut and shape tile with tile cutters and biters.	
06.04	Cut different types of tile with tile hand cutters.	
06.05	Cut tile with rod saw.	
06.06	Use a level.	
06.07	Use electric drill.	
06.08	Use tile saw.	
06.09	Use tile cutter.	
06.10	Cut tile with electric saw.	
06.11	Clean tools and maintain in working order.	
06.12	Smooth cut tile edges with grinding stone.	
06.13	Select and use measurement tools.	
06.14	Install tile plumb and level using level.	
06.15	Square tile layouts using a steel square.	
06.16	Maintain true and correct tile work with square.	
06.17	Maintain clean, neat and safe work area.	
06.18	Practice personal and general job safety procedures of tile setters.	
06.19	Miter base tile to fit angles.	
06.20	Miter cap tile to fit angles.	
06.21	Draw level starting and field lines, and level curbs and door jambs using a level.	
06.22	Lay down working, finish, plumb and level lines using a chalk line.	
06.23	Butt tile rows using straightedge on starting line.	
06.24	Figure layout.	
06.25	Measure, cut and install metal lath for shower pan.	
06.26	Chisel tile and setting related substances.	
06.27	Lay out tile setting jobs.	
06.28	Lay out floor.	
06.29	Install tile over previously poured interior concrete floor.	
06.30	Install tile over wood floor.	
06.31	Install ceramic tile over existing floor covering.	
06.32	Install tile over existing tile.	
06.33	Install tile floor over wood floor using mastic adhesive.	
06.34	Install floor tile over wire mesh mortar units.	
06.35	Install tile on exterior floor.	
06.36	Install ceramic tile over laminated counter top and backsplash.	
06.37	Install ceramic tile over ceramic tile on tub surround	
06.38	Install marble window sills.	
06.39	Install tile window sills.	
06.40	Install a complete shower floor.	
06.41	Clean aged tile.	
06.42	Replace loose or damaged tile.	
06.43	Measure and cut marble window sills.	
06.44	Remove and replace shower floor and base.	
06.45	Install fixtures.	
07.0	Interpret blueprints and estimate materials for tile work--The student will be able to:	
07.01	Apply basic math skills to tile setting.	
07.02	Measure floors and walls using steel measuring tapes.	
07.03	Measure tile cuts using wood folding rule.	
07.04	Figure total tile amounts needed for job.	
07.05	Estimate how many square feet of tile needed for bathroom walls.	
07.06	Estimate how many square feet of tile needed for floor areas.	
07.07	Calculate costs.	
07.08	Maintain records of materials used.	
07.09	Read blueprints and specification sheets that apply to tile setting.	
07.10	Examine blueprints, measure and mark surfaces to be covered and lay out work.	
07.11	Prepare list of supplies and tools needed to complete a job.	
08.0	Demonstrate mathematics knowledge and skills--The students will be able to:	
08.01	Demonstrate knowledge of arithmetic operations.	
08.02	Analyze and apply data and measurements to solve problems and interpret documents.	
08.03	Construct charts/tables/graphs using functions and data.	
08.04	Solve problems for volume, weight, area, circumference and perimeter measurements for rectangles, squares and cylinders.	
08.05	Measure tolerance(s) on horizontal and vertical surfaces using millimeters, centimeters, feet and inches.	
08.06	Add, subtract, multiply and divide using fractions, decimals and whole numbers.	
08.07	Determine the correct purchase price, to include sales tax for a materials list containing a minimum of six items.	
08.08	Demonstrate an understanding of federal, state and local taxes and their computation.	
09.0	Proportion and mix mortar for tile installation--The student will be able to:	
09.01	Mix setting materials manually with hand tools and equipment.	
09.02	Mix setting materials with a power mixer.	
09.03	Follow safety practices when mixing setting materials.	
09.04	Follow manufacturer directions.	
09.05	Select and mix adhesives to set tile.	
09.06	Determine quantity and type of setting materials needed.	
09.07	Proportion setting materials ingredients for specific uses.	
10.0	Demonstrate appropriate understanding of basic science--The student will be able to:	
10.01	Understand molecular action as a result of temperature extremes, chemical reaction and moisture content.	
10.02	Draw conclusions or make inferences from data.	
10.03	Identify health-related problems, which may result from exposure to work related chemicals and hazardous materials and know the proper precautions required for handling such materials.	
10.04	Understand pressure measurement in terms of PSI, inches of mercury and KPA.	
11.0	Explain the importance of employability and entrepreneurship skills--The students will be able to:	
11.01	Identify and demonstrate positive work behaviors needed to be employable.	
11.02	Develop personal career plan that includes goals, objectives and strategies.	
11.03	Examine licensing, certification and industry credentialing requirements.	
11.04	Maintain a career portfolio to document knowledge, skills and experience.	
11.05	Evaluate and compare employment opportunities that match career goals.	
11.06	Identify and exhibit traits for retaining employment.	
11.07	Identify opportunities and research requirements for career advancement.	
11.08	Research the benefits of ongoing professional development.	
11.09	Examine and describe entrepreneurship opportunities as a career planning option.		

Additional Information

Laboratory Activities

Laboratory activities are an integral part of this program.  These activities include instruction in the use of safety procedures, tools, equipment, materials, and processes related to these occupations.  Equipment and supplies should be provided to enhance hands-on experiences for students. 

Career and Technical Student Organization (CTSO)

SkillsUSA is the appropriate career and technical student organization for providing leadership training and reinforcing specific career and technical skills.  Career and Technical Student Organizations provide activities for students as an integral part of the instruction offered.  The activities of such organizations are defined as part of the curriculum in accordance with Rule 6A-6.065, F.A.C.

Cooperative Training – OJT

On-the-job training is appropriate but not required for this program.  Whenever offered, the rules, guidelines, and requirements specified in the OJT framework apply. 

Basic Skills (if applicable)

In PSAV programs offered for 450 hours or more, in accordance with Rule 6A-10.040, F.A.C., the minimum basic skills grade levels required for postsecondary adult career and technical students to complete this program are:  Mathematics 9, Language 9, and Reading 9.  These grade level numbers correspond to a grade equivalent score obtained on a state designated basic skills examination.  

Adult students with disabilities, as defined in Section 1004.02(7), Florida Statutes, may be exempted from meeting the Basic Skills requirements (Rule 6A-10.040).  Students served in exceptional student education (except gifted) as defined in s. 1003.01(3)(a), F.S., may also be exempted from meeting the Basic Skills requirement.  Each school district and Florida College must adopt a policy addressing procedures for exempting eligible students with disabilities from the Basic Skills requirement as permitted in Section 1004.91(3), F.S.

Students who possess a college degree at the Associate of Applied Science level or higher; who have completed or are exempt from the college entry-level examination; or who have passed a state, national, or industry licensure exam are exempt from meeting the Basic Skills requirement (Rule 6A-10.040, F.A.C.)  Exemptions from state, national or industry licensure are limited to the certifications listed at http://www.fldoe.org/workforce/dwdframe/rtf/basicskills-License-exempt.rtf.  

Accommodations

Federal and state legislation requires the provision of accommodations for students with disabilities as identified on the secondary student’s Individual Educational Plan (IEP) or 504 plan or postsecondary student’s accommodations’ plan to meet individual needs and ensure equal access.  Postsecondary students with disabilities must self-identify, present documentation, request accommodations if needed, and develop a plan with their counselor and/or instructors.  Accommodations received in postsecondary education may differ from those received in secondary education.  Accommodations change the way the student is instructed.  Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology and special communication systems.  Documentation of the accommodations requested and provided should be maintained in a confidential file.

In addition to accommodations, some secondary students with disabilities (students with an IEP served in Exceptional Student Education (ESE)) will need modifications to meet their needs.  Modifications change the outcomes or what the student is expected to learn, e.g., modifying the curriculum of a secondary career and technical education course.  Note: postsecondary curriculum and regulated secondary programs cannot be modified.

Some secondary students with disabilities (ESE) may need additional time (i.e., longer than the regular school year), to master the student performance standards associated with a regular Occupational Completion Point (OCP) or a Modified Occupational Completion Point (MOCP).  If needed, a student may enroll in the same career and technical course more than once.  Documentation should be included in the IEP that clearly indicates that it is anticipated that the student may need an additional year to complete an OCP/MOCP.  The student should work on different competencies and new applications of competencies each year toward completion of the OCP/MOCP.  After achieving the competencies identified for the year, the student earns credit for the course.  It is important to ensure that credits earned by students are reported accurately.  The district’s information system must be designed to accept multiple credits for the same course number for eligible students with disabilities.

Articulation

This program has no statewide articulation agreement approved by the Florida State Board of Education.  However, this does not preclude the awarding of credits by any college through local agreements. 

For details on statewide articulation agreements which correlate to programs and industry certifications, refer to http://www.fldoe.org/workforce/dwdframe/artic_frame.asp.