2014 – 2015
Florida Department of Education
Curriculum Framework 

Program Title:	Public Safety Telecommunication
Program Type:	Career Preparatory
Career Cluster:	Law, Public Safety & Security

Secondary – Career Preparatory	
Program Number	9101000	
CIP Number	0743039900	
Grade Level	11,12	
Standard Length	1.5 credits	
Teacher Certification	FIRE FIGHT @7   7G
PUB SERV 7 G
LAW ENF @7    7G
CORR OFF 7 G
PUB SAF TE 7G
*Applicable Subject Matter Experts may assist in teaching this course.	
CTSO	FPSA	
SOC Codes (all applicable) 	43-5031 Police, Fire, and Ambulance Dispatchers	
Facility Code	http://www.fldoe.org/edfacil/sref.asp (State Requirements for Educational Facilities)	
Targeted Occupation List	http://www.labormarketinfo.com/wec/TargetOccupationList.htm	
Perkins Technical Skill Attainment Inventory	http://www.fldoe.org/workforce/perkins/perkins_resources.asp 	
Industry Certifications	http://www.fldoe.org/workforce/fcpea/default.asp 	
Statewide Articulation	http://www.fldoe.org/workforce/dwdframe/artic_frame.asp 	

Purpose 

This program offers a sequence of courses that provides coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers in the Law, Public Safety & Security 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 Law, Public Safety & Security career cluster. 

The purpose of this program is to prepare students for employment as a dispatcher:  police, fire, ambulance (SOC 43-5031).  The content includes, but is not limited to, ethics and the role of the telecommunicator; standard telecommunication operating procedures; relationship to field personnel; understanding of command levels; typical layouts of message centers; use of performance aids; overview of emergency agencies; functions and terminology; use of correct words and grammar; communications equipment, functions and terminology; types of telecommunication equipment; malfunctions and maintenance agreements; proper and correct telephone and dispatching procedures and techniques; cooperation and reciprocal agreements with other agencies; federal, state, and local communication rules; emergency situations and operating procedures; emergency medical dispatch procedures; employability skills; leadership and human relations skills; and health.

Program Structure

The following table illustrates the secondary program structure:

OCP	Course Number	Course Title	Length	SOC Code	Level	
A	9101000	Public Safety Telecommunication	1.5 credits	43-5031	2	

Academic Alignment Table

Some or all of the courses in this program have been academically aligned to the Florida Standards for Mathematics and the Next Generation Sunshine State Standards (NGSSS) for Science.  The table below contains the results of the alignment efforts by both academic core and Career and Technical Education (CTE) professional educators.  Data shown in the table includes the number of academic standards in the CTE course and the percentage of alignment to the CTE course.

Courses	Algebra 1	Algebra 2	Geometry	Anatomy/ Physiology Honors	Astronomy     Solar/Galactic Honors	Biology 1	Chemistry 1	Earth-Space Science	Genetics	Marine Science 1 Honors	Physical Science	Physics 1	
9101000	^^	^^	^^	**	**	**	**	**	**	**	**	**	
^^	Alignment pending full implementation of the    				**   Alignment pending review    
	Florida Standards for Mathematics.					#   Alignment attempted, but no correlation to academic course

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 11-12 reading in Technical Subjects for student success in Public Safety Telecommunication.
02.0	Methods and strategies for using Florida Standards for grades 11-12 writing in Technical Subjects for student success in Public Safety Telecommunication.
03.0	Methods and strategies for using Florida Standards for grades 11-12 Mathematical Practices in Technical Subjects for student Public Safety Telecommunication.
04.0	Understand the roles/duties of a public safety telecommunicator.
05.0	Describe and demonstrate professional ethics of public safety telecommunicator.
06.0	Identify and explain the operation of communication equipment and resources.
07.0	Demonstrate communication and interpersonal skills.
08.0	Describe guidelines and operational standards of call classification and prioritization.
09.0	Perform operational skills.
10.0	Understand the basic principal and components of law enforcement and their relationship to the application of correct dispatch processes.
11.0	Understand the basic principles and components of Emergency Medical Services (EMS) and their relationship to the application of correct dispatch processes.
12.0	Understand the basic principles and components of Emergency Fire Services and their relationship to the application of correct dispatch processes.
13.0	Demonstrate an understanding of hazardous materials awareness and fire department responses (FEMA Online Training IS-5a Introduction to Hazardous Materials is acceptable for hazmat awareness).
14.0	Understand the basic principles and components of Emergency Management and Homeland Security and their relationship as it relates to the telecommunicator.
15.0	Comprehend stress management techniques.

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title: 	Public Safety Telecommunication 
Course Number: 	9101000
Course Credit:	1.5 
 
Course Description:

This course is designed to prepare students for certification as a dispatcher as defined s. 365.172(3)(a).

Florida Standards	Correlation to CTE Program Standard #	
01.0	Methods and strategies for using Florida Standards for grades 11-12 reading in Technical Subjects for student success in Public Safety Telecommunication.		
01.01	Key Ideas and Details		
01.01.1	Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.
LAFS.1112.RST.1.1		
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.1112.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.1112.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 11–12 texts and topics.
LAFS.1112.RST.2.4		
01.02.2	Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
LAFS.1112.RST.2.5		
01.02.3	Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain unresolved.
LAFS.1112.RST.2.6		
01.03	Integration of Knowledge and Ideas		
01.03.1	Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g. quantitative data, video, multimedia) in order to address a question or solve a problem.
LAFS.1112.RST.3.7		
01.03.2	Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.
LAFS.1112.RST.3.8		
01.03.3	Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.
LAFS.1112.RST.3.9		
01.04	Range of Reading and Level of Text Complexity		
01.04.1	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.
01.04.2	By the end of grade 12, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] at the high end of the grades 11–CCR text complexity band independently and proficiently.
LAFS.1112.RST.4.10		
02.0	Methods and strategies for using Florida Standards for grades 11-12 writing in Technical Subjects for student success in Public Safety Telecommunication.		
02.01	Text Types and Purposes		
02.01.1	Write arguments focused on discipline-specific content.
LAFS.1112.WHST.1.1		
02.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LAFS.1112.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.1112.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.1112.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.1112.WHST.2.5		
02.02.3	Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.
LAFS.1112.WHST.2.6		
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.1112.WHST.3.7		
02.03.2	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.
LAFS.1112.WHST.3.8		
02.03.3	Draw evidence from informational texts to support analysis, reflection, and research.
LAFS.1112.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.1112.WHST.4.10		
03.0	Methods and strategies for using Florida Standards for grades 11-12 Mathematical Practices in Technical Subjects for student success in Public Safety Telecommunication.		
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	Understand the roles/duties of a public safety telecommunicator.  The student will be able to:			
04.01	Comprehend the historical development of the role of the telecommunication profession.			
04.02	Describe the evolution of telecommunications and 911.			
04.03	Understand the proper conduct of a public safety telecommunicator.			
04.04	Define the difference between a call taker and a dispatcher as it relates to public safety telecommunications.			
04.05	Understand the importance of adhering to dress codes (if applicable) and personal hygiene.			
04.06	Understand the importance of reporting for duty and the impact absences have on a communications center.			
05.0	Describe and demonstrate professional ethics of a public safety telecommunicator--The student will be able to:			
05.01	Define ethics and professionalism.			
05.02	Comprehend acts that are considered professionally unethical.			
05.03	Demonstrate knowledge of the following:  criminal acts, personal gain, negligence of duty, duty to act, agency values, and confidentiality. 			
05.04	Explain how criminal and civil law affects telecommunication operations.			
05.05	Understand and explain the legalities of Health Insurance Portability and Accountability Act (HIPAA) and how it relates to telecommunications.			
05.06	Explain the importance of and procedure for testifying in court.			
06.0	Identify and explain the operation of communication equipment and resources—The student will be able to: 			
06.01	Describe the typical components of communication centers.			
06.02	Identify communication equipment functions and terminology.			
06.03	Explain the operation of various manual and automated equipment that may be utilized within the communication system. 			
06.04	Explain the operation of a telephone system 			
06.05	Explain the operation of 911equipment.			
06.06	Explain the operation of radio equipment.			
06.07	Explain the operation of ADA services including TDD and telephone relay services (711).			
06.08	Explain the Florida Interoperability radio capabilities. 			
06.09	Define the purpose of the Florida Crime Information Center (FCIC) and the National Crime Information Center (NCIC).			
06.10	Describe the purpose of Telematic Call Centers as it relates to the role of the public safety telecommunicator.			
06.11	Identify the referral process for accessing resources outside of public safety.			
07.0	Demonstrate communication and interpersonal skills--The student will be able to:			
07.01	Demonstrate the use of a calm and controlled voice on radio and telephone.			
07.02	Demonstrate interpersonal skills.			
07.03	Demonstrate friendly and accurate customer service skills.			
07.04	Demonstrate specific calming techniques as appropriate 			
07.05	Demonstrate the proper use of pronunciation and enunciation.			
07.06	Demonstrate active listening skills.			
07.07	Explain the difference between a fact and an inference.			
07.08	Demonstrate the ability to recognize when information received is appropriate to the situation or appears suspicious.			
07.09	Demonstrate decision-making skills.			
07.10	Demonstrate the ability to give and follow instructions.			
07.11	Demonstrate internal and external customer service skills.			
07.12	Discuss the impact of Human Diversity as it relates to Public Safety.			
08.0	Describe guidelines and operational standards of call classification and prioritization--The student will be able to:			
08.01	Explain the importance of call classification and prioritization.			
08.02	Describe the call type using the proper classification process. 			
08.03	Describe prioritization based on call type.			
08.04	Demonstrate telephone techniques including call handling guidelines.			
09.0	Perform operational skills--The student will be able to:			
09.01	Obtain and organize pertinent information for dispatch. 			
09.02	Identify various procedures used when dispatching emergency and non-emergency calls.			
09.03	Utilize available resources properly.			
09.04	Correctly complete appropriate forms, logs, and files.			
09.05	Obtain and process requests for service and/or resources from field units in a timely manner.			
09.06	Demonstrate an understanding of federal, state, and local laws for disseminating information.			
09.07	Explain the importance of and how to accurately brief on-coming telecommunicators.			
09.08	Explain the importance of knowing and informing colleagues and supervisors of incidents that may adversely affect operations.			
09.09	Explain geographical jurisdictions, mutual aid agreements, and how it affects day-to-day activities.			
09.10	Demonstrate multi-functional dexterity.			
09.11	Explain FS 119 "Sunshine" Law and how it relates to public record requests.			
09.12	Describe the impact and importance of disseminating public information.			
10.0	Understand the basic principles and components of law enforcement and their relationship to the application of correct dispatch processes--The student will be able to: 			
10.01	Understand the roles and responsibilities of law enforcement officers 			
10.02	Understand the various reasons that citizens request police assistance.			
10.03	Define criminal and civil complaints.			
10.04	Understand why a telecommunicator should not give legal advice.			
10.05	Define in-progress, just occurred, and past event calls.			
10.06	Understand the role of the telecommunicator during crisis call incidents to include active shooter, barricaded subjects, hostage situations, suicide threats, missing or abducted person.			
10.07	Identify the proper interview questions for crisis calls.			
10.08	Identify the officer safety issues for both primary and secondary response units.			
10.09	Describe the telecommunicator’s role in officer safety.			
10.10	Define Amber, Silver, and Blue alert calls.			
10.11	Review the most commonly used terms in Law Enforcement.			
11.0	Understand the basic principles and components of Emergency Medical Services (EMS) and their relationship to the application of correct dispatch processes--The student will be able: 			
11.01	Define what Basic Life Support (BLS) is, who the provider is and how it relates to the care of the patient.			
11.02	Define what Advance Life Support (ALS) is, who the provider is and how it relates to the care of the patient.			
11.03	Understand the roles and responsibilities of the emergency medical technician and paramedic. 			
11.04	Comprehend the various types of emergency response modes to medical calls. 			
11.05	Define multi-casualty incident (MCI).			
11.06	Describe the role and responsibility of Telecommunicator during a MCI. 			
11.07	Define Air Rescue Transport Unit.			
11.08	Define Trauma Center and Trauma Alert criteria.			
11.09	Understand why some EMS calls may require Police/Fire response. 			
11.10	Review the most commonly used terms in EMS.			
12.0	Understand the basic principles and components of Emergency Fire Services and their relationship to the application of correct dispatch processes--The student will be able to:			
12.01	Understand the roles and responsibilities of fire service responders.			
12.02	Define types of fire emergency calls.			
12.03	Define differences between fire emergency/non-emergency calls.			
12.04	Describe the telecommunicator’s role in firefighting safety.			
12.05	Comprehend the various types of emergency response modes to fire calls.			
12.06	Define primary and secondary units.			
12.07	Understand why some fire calls may require Law Enforcement/EMS response.			
12.08	Know the different type of fire service apparatus used.			
12.09	Review the most commonly used terms in the fire service.			
13.0	Demonstrate an understanding of hazardous materials awareness and fire department responses (FEMA Online Training IS-5a Introduction to Hazardous Materials is acceptable for hazmat awareness)--The student will be able: 			
13.01	Describe the roles and responsibilities of fire services responders.			
13.02	Define hazardous materials as substances (solids, liquids, or gases) that when released, are capable of causing harm to people, the environment, and property			
13.03	Identify the differences between hazardous materials emergencies and other emergencies			
13.04	Identify typical locations in the community where hazardous materials are stored, transported, used, or disposed			
13.05	Identify that hazardous materials may be found in various types of containers			
13.06	Describe the use of, and information obtained through, CHEMTREC and the DOT ERG in the identification and mitigation of hazardous materials			
13.07	Identify the basic precautions to be taken to protect oneself and others in a hazardous materials incident			
13.08	Demonstrate the role of a telecommunicator during a hazardous materials incident scenario			
14.0	Understand the basic principles and components  of Emergency Management and Homeland Security and their relationship as it relates to the telecommunicator--The student will be able to:			
14.01	Define the role and responsibilities of the state, and federal emergency management operations.			
14.02	Be familiar with different types of domestic and international terrorism threats.			
14.03	Understand basic terminology regarding terrorism threats as it relates to WMD (Weapons of Mass Destruction).			
14.04	Understand the role and responsibilities of NIMS.			
14.05	Be familiar with Emergency Management Planning.			
14.06	Understand the functions of the Emergency Operations Center.			
14.07	Identify special consideration for natural, manmade, or technological disasters.			
14.08	Explain the function of the TERT (Telecommunicators Emergency Response Taskforce) and its role and responsibilities during a disaster.			
14.09	Explain the functions of state and regional assets as it pertains to disasters.			
14.10	Identify examples of incidents that are reported to the county and state watch office or warning point.			
14.11	Be familiar with the different types of Emergency Notification and Warning Resources utilized by local, state, and federal agencies for natural, manmade, or technological disasters.			
15.0	Comprehend stress management techniques--The student will be able to:			
15.01	Define stress.			
15.02	Describe stressors unique to the telecommunicator and the telecommunication profession.			
15.03	Describe techniques necessary to prevent and manage stress			
15.04	Explain Critical Incident Stress Management (CISM).			
15.05	Describe actions necessary to manage stress during an “in progress” incident.			

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

Any person employed as a 911 public safety telecommunicator at a public safety answering point, as defined s. 365.172(3)(a), must be certified by the Department of Health in accordance with s. 401.465.

http://www.floridahealth.gov/licensing-and-regulation/911-public-safety-telecommunicator-program/index.html 

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)

FPSA, Inc. 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).