2014 – 2015
Florida Department of Education
Curriculum Framework 

Program Title:	Digital Media/Multimedia Design 
Program Type:	Career Preparatory
Career Cluster:	Arts, A/V Technology and Communication

Secondary – Career Preparatory	
Program Number	8201200	
CIP Number	0609070208	
Grade Level	9-12, 30, 31	
Standard Length	7 credits	
Teacher Certification	BUS ED  1 @2
VOE @7
SECRETAR 7 G
TEC ELEC @7
COMPU SCI 6
COMM ART @7  7G
TV PRO TEC @7  7G
TEC ED 1 @2
PRINTING @7  7G
DIGI MEDIA 7G	
CTSO	SkillsUSA	
SOC Codes (all applicable) 	27-1014 – Multimedia Artists and Animators	
Facility Code	212 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 program is to prepare students for work as multimedia artists and animators.
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 Arts, A/V Technology and Communication 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 Arts, A/V Technology and Communication career cluster. 

The content includes but is not limited to practical experiences in Web page design, interactive presentation development, testing and production.  Specialized skills in multimedia presentations such as video editing, audio features, and simple animation and authoring software are used to produce a variety of interactive multimedia presentations.

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 four occupational completion points.  

The following table illustrates the secondary program structure:

OCP	Course Number	Course Title	Length	SOC Code	Level	
A	8201210	Digital Media/Multimedia Foundations 1	1 credit	27-1014	2	
B	8201220
8201230	Digital Media/Multimedia Foundations 2
Digital Media/Multimedia Foundations 3	1 credit 
1 credit	27-1014	2
	
C	8201240
8201250	Digital Media/Multimedia Foundations 4
Digital Media/Multimedia Foundations 5	1 credit 
1 credit	27-1014	2
	
D	8201260
8201270	Digital Media/Multimedia Foundations 6
Digital Media/Multimedia Foundations 7	1 credit 
1 credit	27-1014	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 Digital Media/Multimedia Design. 
02.0	Methods and strategies for using Florida Standards for grades 09-10 writing in Technical Subjects for student success in Digital Media/Multimedia Design.
03.0	Methods and strategies for using Florida Standards for grades 09-10 Mathematical Practices in Technical Subjects for student success in Digital Media/Multimedia Design.
04.0	Demonstrate knowledge of presentation production issues. 
05.0	Demonstrate basic computer knowledge.
06.0	Demonstrate proficiency in using illustration software.
07.0	Demonstrate knowledge of digital still photography.
08.0	Demonstrate knowledge of photo editing software.
09.0	Demonstrate proficiency in advanced design. 
10.0	Demonstrate understanding of color modes.
11.0	Demonstrate proficiency in using fonts for advance design. 
12.0	Methods and strategies for using Florida Standards for grades 11-12 reading in Technical Subjects for student success in Digital Media/Multimedia Design.
13.0	Methods and strategies for using Florida Standards for grades 11-12 writing in Technical Subjects for student success in Digital Media/Multimedia Design.
14.0	Methods and strategies for using Florida Standards for grades 11-12 Mathematical Practices in Technical Subjects for student success in Digital Media/Multimedia Design.
15.0	Demonstrate knowledge of design layout software.
16.0	Demonstrate proficiency in Web page design applicable to the WWW. 
17.0	Demonstrate understanding of HTML and CSS. 
18.0	Demonstrate proficiency in authoring software for Web page design. 
19.0	Demonstrate proficiency in animated Web page design applicable to the WWW. 
20.0	Demonstrate understanding of ActionScripts. 
21.0	Demonstrate proficiency in animation design software for Web page design, interactive presentation and banners for WWW. 
22.0	Demonstrate proficiency in using presentation software and equipment to produce a complex presentation. 
23.0	Demonstrate proficiency using video editing software and equipment.
24.0	Develop proficiency in using authoring software. 
25.0	Demonstrate proficiency using all media to create an advertising campaign. 
26.0	Participate in work-based learning experiences.
27.0	Apply job readiness, career planning and job seeking skills to obtain personal and professional goals. 

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title: 	Digital Media/Multimedia Foundations 1
Course Number: 	8201210
Course Credit:	1

Course Description:

This course provides competencies in presentation production issues, basic computer knowledge, illusion software, digital still photography, and photo editing software.

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 Digital Media/Multimedia Design.		
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.
LACC.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.
LACC.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.
LACC.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.
LACC.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).
LACC.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.
LACC.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.
LACC.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.
LACC.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.
LACC.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.
LACC.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 Digital Media/Multimedia Design.		
02.01	Text Types and Purposes		
02.01.1	Write arguments focused on discipline-specific content.
LACC.910.WHST.1.1		
02.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LACC.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.
LACC.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.
LACC.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.
LACC.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.
LACC.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.
LACC.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.
LACC.910.WHST.3.8		
02.03.3	Draw evidence from informational texts to support analysis, reflection, and research.
LACC.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.
LACC.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 Digital Media/Multimedia Design.		
03.01	Make sense of problems and persevere in solving them.
MACC.K12.MP.1.1		
03.02	Reason abstractly and quantitatively.
MACC.K12.MP.2.1		
03.03	Construct viable arguments and critique the reasoning of others.
MACC.K12.MP.3.1		
03.04	Model with mathematics.
MACC.K12.MP.4.1		
03.05	Use appropriate tools strategically.
MACC.K12.MP.5.1		
03.06	Attend to precision.
MACC.K12.MP.6.1		
03.07	Look for and make use of structure.
MACC.K12.MP.7.1		
03.08	Look for and express regularity in repeated reasoning.
MACC.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 knowledge of presentation production issues–The student will be able to:			
04.01	Identify characteristics of design of digital media (print, web, animation video, audio).			
04.02	Identify presentation materials (slides, handouts) and presentation marketing mediums (social media, print media, newspaper, billboards, posters, magazines, Television, movies, computer presentations, interactive CD ROM, kiosks, Web pages).			
04.03	Identify design characteristics (fonts, size, color modes, backgrounds) that are suited for each type of design format and material.			
04.04	Demonstrate knowledge of copyright laws including copyright statue, disclaimers, and filing procedures.			
04.05	Research and identify job titles and skills needed for career positions in multimedia design. 			
04.06	Demonstrate understanding of multimedia file formats (EPS, PDF, TIFF, JPEG, PNG, ASCII, MPEG, MIDI, AVI, WAV) and knowledge of image size when scanning and saving files for use in different design types (print, web, computer, Television).			
04.07	Demonstrate knowledge of presentation vocabulary and terms.			
05.0	Demonstrate basic computer knowledge--The student will be able to:			
05.01	Identify basic computer components (CPU, monitor, keyboard).			
05.02	Demonstrate understanding of computer specifications.			
05.03	Demonstrate best practices of computer safety and ergonomics.			
05.04	Demonstrate use of computer operating systems.			
05.05	Perform software installation, setup and updates.			
05.06	Perform peripheral device installation and setup (printer, scanner).			
05.07	Demonstrate use of internal and external drives/storage and data backup.			
05.08	Identify possible software and hardware malfunctions.			
05.09	Identify characteristics of software for (print, photography, web, animation, video and audio).			
06.0	Demonstrate proficiency in using illustration software–The student will be able to:			
06.01	Evaluate industry standard illustration software packages.			
06.02	Identify characteristics of vector and bitmap images.			
06.03	Demonstrate understanding of the software workspace (menus/palettes).			
06.04	Demonstrate software navigation (views, tabs, zoom).			
06.05	Demonstrate use of drawing tools to create, combine and edit basic shapes.			
06.06	Demonstrate ability to transform content(scale, rotation, position)			
06.07	Demonstrate use of pen and pencil tools to draw/edit straight and curved paths.			
06.08	Demonstrate use of color and painting tools (patterns, gradients, color palettes).			
06.09	Demonstrate ability to work with type (formatting, font palette, paths).			
06.10	Demonstrate use of layers (creating, locking, viewing, pasting, merging).			
06.11	Demonstrate use of blending (gradients, objects).			
06.12	Demonstrate use of brushes.			
06.13	Explore file exporting options and round trips workflows with page layout software.			
06.14	Demonstrate knowledge of bleed for vector and bitmap design software.			
06.15	Demonstrate knowledge of bleed for vector and image editor authoring software.			
06.16	Demonstrate knowledge of digital photography (F-stop, speed, ISO, flash, light control, exposure, etc.)			
06.17	Demonstrate knowledge of digital photography composition.			
06.18	Create a photography portfolio that includes: portraits, landscape, etc., in studio and out.			
07.0	Demonstrate knowledge of digital still photography--The student will be able to:			
07.01	Demonstrate knowledge of digital camera types and uses.			
07.02	Demonstrate knowledge of digital photography composition.			
07.03	Demonstrate knowledge of digital camera support (tripod, grips, holds).			
07.04	Identify parts of a digital camera (lens, sensor, battery).			
07.05	Understand digital camera menus and navigation.			
07.06	Demonstrate knowledge of auto modes and settings (F-stops, speed, ISO).			
07.07	Demonstrate knowledge of manual modes and settings (F-stops, speed, ISO).			
07.08	Demonstrate understanding of white balance and lighting.			
07.09	Demonstrate proper care, use, and storage of digital cameras.			
07.10	Create a photography portfolio that includes: portraits and landscapes for studio and field settings.			
08.0	Demonstrate knowledge of photo editing software--The student will be able to:			
08.01	Demonstrate understanding file formats and storage options.			
08.02	Identify parts of the software interface.  (menus/palettes)			
08.03	Demonstrate ability to use each of the basic tool sets.			
08.04	Demonstrate ability to import, export and save images.			
08.05	Demonstrate understanding of layers and channels.			
08.06	Demonstrate understanding of filters, effects and plug-ins.			
08.07	Demonstrate understanding of file presets.			
08.08	Demonstrate ability to select portions of an image for manipulation.			
08.09	Demonstrate ability to transforms selections and images. (crop, scale)			
08.10	Demonstrate ability to color correct images (brightness, hue, contrast).			
08.11	Demonstrate ability to use brushes for image creation and correction.			
08.12	Understand non-destructive and destructive operations.			
08.13	Demonstrate the ability to import, paint and export 3D objects.			

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title: 	Digital Media/Multimedia Foundations 2
Course Number: 	8201220 
Course Credit:	1

Course Description:

This course covers competencies in advanced design, color modes, and fonts.

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 Digital Media/Multimedia Design.		
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.
LACC.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.
LACC.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.
LACC.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.
LACC.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).
LACC.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.
LACC.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.
LACC.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.
LACC.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.
LACC.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.
LACC.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 Digital Media/Multimedia Design.		
02.01	Text Types and Purposes		
02.01.1	Write arguments focused on discipline-specific content.
LACC.910.WHST.1.1		
02.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LACC.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.
LACC.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.
LACC.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.
LACC.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.
LACC.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.
LACC.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.
LACC.910.WHST.3.8		
02.03.3	Draw evidence from informational texts to support analysis, reflection, and research.
LACC.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.
LACC.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 Digital Media/Multimedia Design.		
03.01	Make sense of problems and persevere in solving them.
MACC.K12.MP.1.1		
03.02	Reason abstractly and quantitatively.
MACC.K12.MP.2.1		
03.03	Construct viable arguments and critique the reasoning of others.
MACC.K12.MP.3.1		
03.04	Model with mathematics.
MACC.K12.MP.4.1		
03.05	Use appropriate tools strategically.
MACC.K12.MP.5.1		
03.06	Attend to precision.
MACC.K12.MP.6.1		
03.07	Look for and make use of structure.
MACC.K12.MP.7.1		
03.08	Look for and express regularity in repeated reasoning.
MACC.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	
09.0	Demonstrate proficiency in advanced design–The student will be able to:			
09.01	Demonstrate knowledge of advanced design.			
09.02	Identify design strategies to reach the audience			
09.03	Use storyboarding to plan a design.			
09.04	Create formal or informal design layouts using (guidelines, colors, fonts, graphics, logos, etc.)			
09.05	Demonstrate use of authoring software (vector, image editor, layout) integration.			
09.06	Identify compatibility formats (extensions) for authoring software integration.			
10.0	Demonstrate understanding color modes–The student will be able to:			
10.01	Demonstrate knowledge of the color process for printing purposes.			
10.02	Demonstrate knowledge of color conversion from display to print.			
10.03	Demonstrate knowledge of spot colors			
10.04	Demonstrate knowledge of Web safe color			
10.05	Explain color modes differences			
10.06	Understand accessing color modes from authoring software.			
11.0	Demonstrate proficiency in using fonts for advanced design–The student will be able to:			
11.01	Identify serif and sans-serif fonts. 			
11.02	Demonstrate knowledge of conversion of fonts to outlines.			
11.03	Understand the proprietary copyrights of fonts.			
11.04	Demonstrate knowledge of standard font formats (TrueType, Postscript, OpenType, etc.)			
11.05	Design and develop a print portfolio that includes: business cards, posters, billboards, magazines, brochures, etc.			

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title: 	Digital Media/Multimedia Foundations 3
Course Number: 	8201230
Course Credit:	1

Course Description:

This course covers competencies in design layout software.

Florida Standards	Correlation to CTE Program Standard #	
12.0	Methods and strategies for using Florida Standards for grades 11-12 reading in Technical Subjects for student success in Digital Media/Multimedia Design.		
12.01	Key Ideas and Details		
12.01.1	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.
LACC.1112.RST.1.1		
12.01.2	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.
LACC.1112.RST.1.2		
12.01.3	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.
LACC.1112.RST.1.3		
12.02	Craft and Structure		
12.02.1	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.
LACC.1112.RST.2.4		
12.02.2	Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
LACC.1112.RST.2.5		
12.02.3	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.
LACC.1112.RST.2.6		
12.03	Integration of Knowledge and Ideas		
12.03.1	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.
LACC.1112.RST.3.7		
12.03.2	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.
LACC.1112.RST.3.8		
12.03.3	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.
LACC.1112.RST.3.9		
12.04	Range of Reading and Level of Text Complexity		
12.04.1	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.
12.04.2	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.
LACC.1112.RST.4.10		
13.0	Methods and strategies for using Florida Standards for grades 11-12 writing in Technical Subjects for student success in Digital Media/Multimedia Design.		
13.01	Text Types and Purposes		
13.01.1	Write arguments focused on discipline-specific content.
LACC.1112.WHST.1.1		
13.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LACC.1112.WHST.1.2		
13.01.3	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.
LACC.1112.WHST.1.3		
13.02	Production and Distribution of Writing		
13.02.1	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LACC.1112.WHST.2.4		
13.02.2	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.
LACC.1112.WHST.2.5		
13.02.3	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.
LACC.1112.WHST.2.6		
13.03	Research to Build and Present Knowledge		
13.03.1	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.
LACC.1112.WHST.3.7		
13.03.2	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.
LACC.1112.WHST.3.8		
13.03.3	Draw evidence from informational texts to support analysis, reflection, and research.
LACC.1112.WHST.3.9		
13.04	Range of Writing		
13.04.1	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.
LACC.1112.WHST.4.10		
14.0	Methods and strategies for using Florida Standards for grades 11-12 Mathematical Practices in Technical Subjects for student success in Digital Media/Multimedia Design.		
14.01	Make sense of problems and persevere in solving them.
MACC.K12.MP.1.1		
14.02	Reason abstractly and quantitatively.
MACC.K12.MP.2.1		
14.03	Construct viable arguments and critique the reasoning of others.
MACC.K12.MP.3.1		
14.04	Model with mathematics.
MACC.K12.MP.4.1		
14.05	Use appropriate tools strategically.
MACC.K12.MP.5.1		
14.06	Attend to precision.
MACC.K12.MP.6.1		
14.07	Look for and make use of structure.
MACC.K12.MP.7.1		
14.08	Look for and express regularity in repeated reasoning.
MACC.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	
15.0	Demonstrate knowledge of design layout software--The student will be able to:			
15.01	Demonstrate understanding file formats and storage options.			
15.02	Identify parts of the software interface.  (menus/panels)			
15.03	Demonstrate ability to customize and navigate the workspace.			
15.04	Demonstrate understanding or pre-flighting.			
15.05	Work with styles, graphics and objects in a design.			
15.06	Setup a document and manage pages within document (add/delete/edit: master pages, sections).			
15.07	Demonstrate use of layers, text frames and graphic frames.			
15.08	Demonstrate ability to align, transform and group objects.			
15.09	Understand typography and text editing.			
15.10	Demonstrate understanding of color (applying, gradients, tint, spot, management).			
15.11	Import and modify graphics (links, vector/bitmap images, quality, alpha channels).			
15.12	Understand output and exporting functions (proofs, separations, prepress).			

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title: 	Digital Media/Multimedia Foundations 4
Course Number: 	8201240
Course Credit:	1

Course Description:

This course covers competencies in web page design, HTML and CSS, and software authoring for webpage design. 

Florida Standards	Correlation to CTE Program Standard #	
12.0	Methods and strategies for using Florida Standards for grades 11-12 reading in Technical Subjects for student success in Digital Media/Multimedia Design.		
12.01	Key Ideas and Details		
12.01.1	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.
LACC.1112.RST.1.1		
12.01.2	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.
LACC.1112.RST.1.2		
12.01.3	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.
LACC.1112.RST.1.3		
12.02	Craft and Structure		
12.02.1	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.
LACC.1112.RST.2.4		
12.02.2	Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
LACC.1112.RST.2.5		
12.02.3	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.
LACC.1112.RST.2.6		
12.03	Integration of Knowledge and Ideas		
12.03.1	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.
LACC.1112.RST.3.7		
12.03.2	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.
LACC.1112.RST.3.8		
12.03.3	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.
LACC.1112.RST.3.9		
12.04	Range of Reading and Level of Text Complexity		
12.04.1	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.
12.04.2	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.
LACC.1112.RST.4.10		
13.0	Methods and strategies for using Florida Standards for grades 11-12 writing in Technical Subjects for student success in Digital Media/Multimedia Design.		
13.01	Text Types and Purposes		
13.01.1	Write arguments focused on discipline-specific content.
LACC.1112.WHST.1.1		
13.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LACC.1112.WHST.1.2		
13.01.3	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.
LACC.1112.WHST.1.3		
13.02	Production and Distribution of Writing		
13.02.1	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LACC.1112.WHST.2.4		
13.02.2	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.
LACC.1112.WHST.2.5		
13.02.3	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.
LACC.1112.WHST.2.6		
13.03	Research to Build and Present Knowledge		
13.03.1	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.
LACC.1112.WHST.3.7		
13.03.2	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.
LACC.1112.WHST.3.8		
13.03.3	Draw evidence from informational texts to support analysis, reflection, and research.
LACC.1112.WHST.3.9		
13.04	Range of Writing		
13.04.1	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.
LACC.1112.WHST.4.10		
14.0	Methods and strategies for using Florida Standards for grades 11-12 Mathematical Practices in Technical Subjects for student success in Digital Media/Multimedia Design.		
14.01	Make sense of problems and persevere in solving them.
MACC.K12.MP.1.1		
14.02	Reason abstractly and quantitatively.
MACC.K12.MP.2.1		
14.03	Construct viable arguments and critique the reasoning of others.
MACC.K12.MP.3.1		
14.04	Model with mathematics.
MACC.K12.MP.4.1		
14.05	Use appropriate tools strategically.
MACC.K12.MP.5.1		
14.06	Attend to precision.
MACC.K12.MP.6.1		
14.07	Look for and make use of structure.
MACC.K12.MP.7.1		
14.08	Look for and express regularity in repeated reasoning.
MACC.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	
16.0	Demonstrate proficiency in Web page design applicable to the WWW–The student will be able to:			
16.01	Determine the objectives and the audience for Web pages.			
16.02	Identify design strategies to reach and keep an audience			
16.03	Use storyboarding to plan a Web site.			
16.04	Create styles and other design elements (e.g. backgrounds, colors, fonts, buttons, etc.)			
17.0	Demonstrate understanding of HTML and CSS–The student will be able to:			
17.01	Interpret HTML coding on an existing Web page.			
17.02	Interpret HTML commands to write a Web page.			
17.03	Understanding of CSS style sheets on an existing Web page.			
18.0	Demonstrate proficiency in authoring software for Web page design–The student will be able to:			
18.01	Demonstrate understanding of photograph compression factors such as transmission speed, color reduction, and browser support.			
18.02	Save and export a photograph to the Web in the format best for image quality and file size.			
18.03	Demonstrate knowledge of image formats related to photos and graphics on the Internet (e.g., Web formats:  JEPG, GIF, PNG, etc.)			
18.04	Demonstrate understanding of pixels for Web design.			
18.05	Create Web pages for publication. 			
18.06	Apply style sheets for consistent Web site design.			
18.07	Format text for Web pages (e.g., font families, sizes).			
18.08	Create and edit images, photographs for Web pages using digital imaging software.			
18.09	Insert created buttons into a Web page and test for accuracy. 			
18.10	Create navigational links. 			
18.11	Insert audio files into a Web page.			
18.12	Create, edit and integrate video files into a Web page.			
18.13	Create, edit and integrate animation files into a Web page.			
18.14	Create Meta commands and key words for search engines.			
18.15	Optimize page size for effective downloading to browsers.			
18.16	Create and incorporate a form in a Web page. 			
18.17	Edit and test links for accuracy and validity.			
18.18	Create several Web pages for portfolio.			

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title: 	Digital Media/Multimedia Foundations 5
Course Number: 	8201250
Course Credit:	1

Course Description:

This course covers competencies in animated webpage design, ActionScripts, and interactive design software.

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	
19.0	Demonstrate proficiency in animated Web page design applicable to the WWW–The student will be able to:			
19.01	Determine the objectives and the audience for interactive animated Web pages.			
19.02	Identify design strategies to reach and keep an audience			
19.03	Use storyboarding to plan an interactive animated web site.			
19.04	Demonstrate understanding of correct use of authoring design software to create Web pages layouts that will be animated for the WWW.			
19.05	Demonstrate understanding of pixel for animated Web pages, interactive presentations, banners, etc.			
19.06	Save and export (photograph, graphics, etc.) to the Web in the format best for image quality and file size.			
20.0	Demonstrate understanding of ActionScripts–The student will be able to:			
20.01	Interpret ActionScripts on an existing Flash Web pages.			
20.02	Understand the use of ActionScripts for Flash Web pages.			
21.0	Demonstrate proficiency in interactive design software for Web page design, interactive presentation and banners for WWW–The student will be able to:			
21.01	Demonstrate knowledge of image formats related to photos and graphics on the Internet (e.g. Web formats (JEPG, GIF, PNG), etc.			
21.02	Optimize page size for effective downloading to browser.			
21.03	Using ActionScript create an interactive Web page, interactive presentation, Web banner for publication. 			
21.04	Demonstrate knowledge of timeline, scenes, etc.			
21.05	Insert audio files into interactive Web pages, interactive presentations and Web banners files.			
21.06	Integrate video files into an interactive Web pages, interactive presentations, Web banners.			

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title: 	Digital Media/Multimedia Foundations 6
Course Number: 	8201260
Course Credit:	1

Course Description:

This course covers competencies in presentation software and video editing software.

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	
22.0	Demonstrate proficiency in using presentation software and equipment to produce a complex presentation–The student will be able to:			
22.01	Using authoring editing software, create a multimedia presentation that incorporates graphics, shot and edited video, animation, music, narration and adheres to good design principles.			
22.02	Demonstrate knowledge of the roles and responsibilities of a multimedia production team (e.g. project manager, creative or design director, content experts, writers, graphic designers, animators, sound designers, videographer, interface designers/programmers, etc.)			
23.0	Demonstrate proficiency using video editing software and equipment–The student will be able to:			
23.01	Demonstrate knowledge of non-linear editing software (NLEs).			
23.02	Identify components of non-linear video editing equipment.			
23.03	Set-up non-linear video editing equipment.			
23.04	Compare offline to “real time” video editing.			
23.05	Use storyboarding to plan a short nonlinear video project that includes existing video footage with a title, transitions, background sound, voice-over, animation, and rolling credits.			
23.06	Create and edit a movie using video editing software that includes video footage with a title, transitions, background sound, voice-over, and rolling credits and output to video. 			
23.07	Collaborate with team members to plan, edit, and shoot video footage utilizing advanced video editing techniques and output to video.			
23.08	Discuss the use of batch processing and project trimming.			
23.09	Plan, create, edit and present a short nonlinear QuickTime movie with title, transitions, sub and virtual clips, sound, background music, voice-over, and credits.			

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title: 		Digital Media/Multimedia Foundations 7
Course Number: 	8201270
Course Credit:	1

Course Description:

This course covers competencies in using authoring software, creating an advertising campaign, work-based learning experiences, and career planning.

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	
24.0	Develop proficiency in using authoring software–The student will be able to:			
24.01	Plan interactive projects for use in a kiosk, CD, DVD, E-merchandizing, computer-based presentation or training or corporate presentation 			
24.02	Use authoring software to create an interactive project for use in a kiosk, CD, DVD, merchandizing application, computer-based training or corporate presentation.			
24.03	Have the created interactive project evaluated and tested by users and make modifications to improve the project.			
24.04	Collaborate with team members to plan, edit, evaluate, and present a multimedia interactive presentation or product.			
25.0	Demonstrate proficiency using all media to create an advertising campaign–The student will be able to:			
25.01	Using authoring software plan and create an advertising campaign that includes: collateral materials, digital photography, Web page, animation, video, audio.			
26.0	Participate in work-based learning experiences–The student will be able to:			
26.01	Participate in work-based learning experiences in a digital media/multimedia environment.			
27.0	Apply job readiness, career planning and job seeking skills to obtain personal and professional goals–The student will be able to:			
27.01	Create a digital resume and print it.			
27.02	Create a digital portfolio and publish it on the WWW.			
27.03	Market digital media/multimedia design skills for employment.			

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)

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. 

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.