2014 – 2015
Florida Department of Education
Curriculum Framework 

Program Title:	Energy Generation Technician
Program Type:	Career Preparatory
Career Cluster:	Energy

Secondary – Career Preparatory	
Program Number	9700200	
CIP Number	0715050302	
Grade Level	9-12, 30,31	
Standard Length	3 Credits	
Teacher Certification	All Courses:
ELECTRICAL @7 7G
IND ENGR 7G
TEC ED 1@2
Introduction to Alter. Energy
AGRICULTUR 1@2
TEC ED 1@2
EARTH SCI @4
SCIENCE 4
PHYSICS 1@4
CHEM 1@4 
EARTH SCI 1@2@4
Energy Foundations (Energy Industry Fundamentals)
AGRICULTUR 1@2	
CTSO	SkillsUSA	
SOC Codes (all applicable) 	49-9099 - Installation, Maintenance, and Repair Workers, All Other	
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 	

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 Energy 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 Energy career cluster. 

The purpose of this program is to present information that will assist Florida in increasing the number and skill level of workers who are available to meet the workforce needs of Florida’s current and emerging alternative energy industries. 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.

The following table illustrates the secondary program structure:

OCP	Course Number	Course Title	Length	SOC Code	Level	

A	8006110
8006120
9700210	Energy Industry Fundamentals
Introduction to Alternative Energy
Energy Generation Technician	1 Credit
1 Credit
1 Credit	
49-9099	3
3
3	

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	
Energy Industry Fundamentals	^^	^^	^^	1/53
2%	8/52
15%
	4/56
7%	9/55
16%	5/58
9%	1/35
3%	9/42
21%	14/56
25%	12/53
23%	
Introduction to Alternative Energy	^^	^^	^^	4/53
8%	28/52
54%	19/56
34%	32/55
58%	18/58
31%	12/35
34%	22/42
52%	38/56
68%	28/53
53%	
Energy Generation Technician	^^	^^	^^	**	**	**	**	**	**	**	**	**	
^^	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 09-10 reading in Technical Subjects for student success in Energy Generation Technician. 
02.0	Methods and strategies for using Florida Standards for grades 09-10 writing in Technical Subjects for student success in Energy Generation Technician.
03.0	Methods and strategies for using Florida Standards for grades 09-10 Mathematical Practices in Technical Subjects for student success in Energy Generation Technician.
04.0	Demonstrate knowledge of the basic and emerging principles and concepts that impact the energy industry.
05.0	Apply compliance with procedures necessary to ensure a safe and healthy work environment.
06.0	Explain electric power generation.
07.0	Explain electric power transmission.
08.0	Explain electric power distribution.
09.0	Identify and describe careers and entry requirements.
10.0	Evaluate and analyze current hot topics in the energy industry.
11.0	Explain the importance of employability and entrepreneurship skills.
12.0	Discuss the value of alternative energy.
13.0	Investigate the viability of biomass and biofuel.
14.0	Investigate the use of nuclear power.
15.0	Investigate the use of solar energy. 
16.0	Investigate the use of wind energy.
17.0	Methods and strategies for using Florida Standards for grades 11-12 reading in Technical Subjects for student success in Energy Generation Technician.
18.0	Methods and strategies for using Florida Standards for grades 11-12 writing in Technical Subjects for student success in Energy Generation Technician.
19.0	Methods and strategies for using Florida Standards for grades 11-12 Mathematical Practices in Technical Subjects for student success in Energy Generation Technician.
20.0	Understand generation system overview.
21.0	Apply equipment operation, maintenance and repair.
22.0	Demonstrates the ability to design, analyze and effectively use systems, components and methods with a framework of quality and continuous improvement. 
23.0	Diagnoses and corrects abnormalities and malfunctions in equipment and production processes.
24.0	Demonstrate the importance of health, safety and environmental management systems in organizations and their importance to organizational performance and regulatory compliance. 
25.0	Demonstrate science knowledge and skills.
26.0	Demonstrate mathematics knowledge and skills.

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title: 	Energy Industry Fundamentals
Course Number: 	8006110
Course Credit:	1

Course Description:

This course is designed to develop competencies in the areas of energy history and the global impact of renewable and non-renewable resources; career opportunities; scientific and research concepts; biological and physical science principles; environmental principles; and solar energy safety.  Laboratory-based activities are an integral part of this course.  These include the safe use and application of appropriate technology, scientific testing and observation equipment.

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 Energy Generation Technician.		
01.01	Key Ideas and Details		
01.01.1	Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
LAFS.910.RST.1.1		
01.01.2	Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
LAFS.910.RST.1.2		
01.01.3	Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
LAFS.910.RST.1.3		
01.02	Craft and Structure		
01.02.1	Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
LAFS.910.RST.2.4		
01.02.2	Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
LAFS.910.RST.2.5		
01.02.3	Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
LAFS.910.RST.2.6		
01.03	Integration of Knowledge and Ideas		
01.03.1	Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
LAFS.910.RST.3.7		
01.03.2	Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.
LAFS.910.RST.3.8		
01.03.3	Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
LAFS.910.RST.3.9		
01.04	Range of Reading and Level of Text Complexity		
01.04.1	By the end of grade 9, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
01.04.2	By the end of grade 10, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] at the high end of the grades 9–10 text complexity band independently and proficiently.
LAFS.910.RST.4.10		
02.0	Methods and strategies for using Florida Standards for grades 09-10 writing in Technical Subjects for student success in Energy Generation Technician.		
02.01	Text Types and Purposes		
02.01.1	Write arguments focused on discipline-specific content.
LAFS.910.WHST.1.1		
02.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LAFS.910.WHST.1.2		
02.01.3	Write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.
LAFS.910.WHST.1.3		
02.02	Production and Distribution of Writing		
02.02.1	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.910.WHST.2.4		
02.02.2	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
LAFS.910.WHST.2.5		
02.02.3	Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
LAFS.910.WHST.2.6		
02.03	Research to Build and Present Knowledge		
02.03.1	Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
LAFS.910.WHST.3.7		
02.03.2	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
LAFS.910.WHST.3.8		
02.03.3	Draw evidence from informational texts to support analysis, reflection, and research.
LAFS.910.WHST.3.9		
02.04	Range of Writing		
02.04.1	Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
LAFS.910.WHST.4.10		
03.0	Methods and strategies for using Florida Standards for grades 09-10 Mathematical Practices in Technical Subjects for student success in Energy Generation Technician.		
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

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
04.0	Demonstrate knowledge of the basic and emerging principles and concepts that impact the energy industry--The student will be able to:		SC.912.E.6.6; SC.912.L.17.13, 15, 16, 17, 19, 20; 
SC.912.N.4.2; SC.912.P.8.2, 8; SC.912.P.10.1, 2, 3, 4, 15; SC.912.12.2, 3	
04.01	Explain the flow of energy from generation through distribution to the customer.	LAFS.1112.SL.2.4, LAFS.910.SL.2.4		
04.02	Discuss the history of the United States energy industry/infrastructure (refer to Energy Information Administration www.eia.doe.gov).	LAFS.1112.SL.1.1, LAFS.910.SL.1.1		
04.03	Identify the role and function of generation, transmission and distribution organizations.  			
04.04	Explains the role of regulatory bodies in the energy industry (Federal Energy Regulatory Commission www.ferc.gov; Public Service Commission of the State of Florida www.psc.state.fl.us) (highlight “obligation to serve”).	LAFS.1112.SL.2.4, LAFS.910.SL.2.4		
04.05	Discuss current and historical environmental laws and regulations that impact the energy industry (local, state and federal) and explain importance of proper documentation to ensure compliance.	LAFS.1112.SL.1.1, LAFS.910.SL.1.1		
04.06	Explain the different structures of energy companies, including investor-owned utilities, municipalities (and associated utility practices such as water/wastewater), electric cooperatives, independent power producers and can explain the different lines of energy business, including electric and gas.  	LAFS.1112.SL.2.4, LAFS.910.SL.2.4		
04.07	Describe the process of electric metering and billing for energy consumption. 	LAFS.1112.SL.2.4, LAFS.1112.W.2.4, LAFS.910.SL.2.4, LAFS.910.W.2.4		
04.08	Explain the differences between energy and power components of residential, commercial, industrial and institutional accounts including time of use rate structures.	LAFS.910.W.1.2, LAFS.1112.W.1.2		
05.0	Apply compliance with procedures necessary to ensure a safe and healthy work environment--The student will be able to:		SC.912.L.17.15, 16	
05.01	Review the role of the U.S. Department of Labor/Occupational Safety and Health Administration in work place safety.  (http://www.osha.gov)	LAFS.910.RI.1.3, LAFS.1112.RI.1.3		
05.02	Identify both potential hazards and accident scenarios in the work environment. 			
05.03	Follow established safety procedures (OSHA regulations and utility company procedures).			
05.04	Evaluate changes in the environment with respect to their impact on safety of self and others.			
05.05	Understand the importance of effective local, state and national security operations for the protection of people, data, property and institutions.			
05.06	Comply with energy industry safety procedures and proper ways to perform work.			
05.07	Name potential threats created by deviation from safety procedures and improper use of tools and equipment.			
05.08	Use safety equipment as specified by user manuals and safety training.			
05.09	Use Personal Protective Equipment (PPE) including safety glasses, hearing protection, gloves, work boots and hard hats.			
05.10	Keep personal safety equipment in good working order.			
05.11	Use tools and equipment in compliance with user manuals and training.			
05.12	Call attention to potential and actual hazardous conditions as they arise.			
05.13	Alert coworkers and supervisory personnel to hazardous conditions and deviations from safety procedures in a timely manner.			
05.14	Maintain appropriate certification and is knowledgeable in first aid or first response procedures.			
05.15	Demonstrate understanding and knowledge of lock out/ tag out practices in the work place.			
05.16	Notify person in charge and/or coworkers of unsafe work conditions.			
05.17	Stop the job if there are unsafe working conditions.			
06.0	Explain electric power generation--The student will be able to:		SC.912.E.7.2; SC.912.L.16.10; SC.912.L.17.10, 11, 13, 15, 18, 19; 
SC.912.P.10.1, 7, 10, 11, 12, 14, 18	
06.01	Explain the conventional electric power generation systems and process (coal, gas, hydroelectric and nuclear).	LAFS.910.W.1.2, LAFS.1112.W.1.2		
06.02	Identify various conventional electric power generation fuel sources (such as oil, coal, natural gas, hydroelectric power, uranium) and the cost, efficiency and environmental issues associated with each.			
06.03	Identify alternative fuel sources (such as solar, wind, ocean wave, tidal, etc.) and alternative and renewable power generation technologies.			
06.04	Discuss pros and cons of various energy producing technologies and fuels in the electrical infrastructure (including fossil, nuclear, alternative and renewable).	LAFS.910.SL.1.1, LAFS.1112.SL.1.1
LAFS.910.SL.2.4, LAFS1112.SL.2.4		
07.0	Explain electric power transmission--The student will be able to:		SC.912.P.10.7, 10, 14	
07.01	Explain the electric power transmission process.	LAFS.910.W.1.2, LAFS.1112.W.1.2
LAFS.910.SL.1.1, LAFS.1112.SL.1.1		
07.02	Discuss the application of different electric power transmission principles (including AC vs. DC).	LAFS.910.SL.1.1, LAFS.1112.SL.1.1
LAFS.910.SL.2.4, LAFS1112.SL.2.4		
07.03	Name electric power transmission equipment and systems.			
07.04	Discuss the emerging technologies in electric power transmission (including Smart Grid).	LAFS.910.SL.1.1, LAFS.1112.SL.1.1
LAFS.910.SL.2.4, LAFS1112.SL.2.4		
07.05	Explain ownership/governance of the electric transmission system.	LAFS.910.W.1.2, LAFS.1112.W.1.2
LAFS.910.SL.1.1, LAFS.1112.SL.1.1		
08.0	Explain electric power distribution--The student will be able to:		SC.912.P.10.7, 10, 14	
08.01	Explain the electric power distribution process.	LAFS.910.W.1.2, LAFS.1112.W.1.2
LAFS.910.SL.1.1, LAFS.1112.SL.1.1		
08.02	Discuss the need for electric distribution systems and how they are designed to operate.	LAFS.910.SL.1.1, LAFS.1112.SL.1.1
LAFS.910.SL.2.4, LAFS1112.SL.2.4		
08.03	Name electric power distribution system equipment and what the various components do.			
08.04	Discuss the emerging technologies in electric power distribution, including distribution automation and SmartGrid systems. 	LAFS.910.SL.1.1, LAFS.1112.SL.1.1
LAFS.910.SL.2.4, LAFS1112.SL.2.4		
09.0	Identify and describe careers and entry requirements--The student will be able to:			
09.01	Compare careers available in the energy industry and the educational pathways required.	LAFS.910.SL.1.1, LAFS.1112.SL1.1
LAFS.910.SL.2.4, LAFS.1112.SL.2.4
LAFS.910.RI.1.3, LAFS.1112.RI.1.3
LAFS.910.W.2.5, LAFS1112.W.2.5		
09.02	Describe general wage/salary, benefits and other advantages of careers in the energy industry.	LAFS.1112.SL.2.4, LAFS.1112.W.2.4, LAFS.910.SL.2.4, LAFS.910.W.2.4		
10.0	Evaluate and analyze current hot topics in the energy industry--The student will be able to:		SC.912.L.16.10; SC.912.L.17.10, 11, 16, 20; 
SC.912.N.1.5; SC.912.P.10.2, 8	
10.01	Discuss the major sources of biomass. 	LAFS.910.SL.1.1, LAFS.1112.SL.1.1
LAFS.910.SL.2.4, LAFS1112.SL.2.4		
10.02	Define biofuels (e. g. ethanol, biodiesel and methanol). 	LAFS.910.R1.2.4, LAFS.1112.2.4		
10.03	Outline the pyramid energy flow including the different trophic levels. 			
10.04	Describe the major sources, scale and impacts of biomass energy. 	LAFS.1112.SL.2.4, LAFS.1112.W.2.4, LAFS.910.SL.2.4, LAFS.910.W.2.4		
10.05	Draw and label a diagram of biomass plantations.			
10.06	List the advantages and disadvantages of using biomass for energy (e.g. CO2 emissions, photosynthetic efficiency, cost, etc.). 	LA910.W.2.4, LA1112.W.24		
10.07	Identify and discuss current topics in the energy industry.	LAFS.910.SL.1.1, LAFS.1112.SL.1.1
LAFS.910.SL.2.4, LAFS1112.SL.2.4		
11.0	Explain the importance of employability and entrepreneurship skills--The student 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.	LAFS.910.W.2.4, LAFS.1112.W.2.4		
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.	LAFS.910.RI.3.7. LAFS.1112.RI.3.7
LAFS.910.W.3.7, LAFS.1112.W.3.7		
11.06	Identify and exhibit traits for retaining employment.			
11.07	Identify opportunities and research requirements for career advancement.	LAFS.910.W.3.7, LAFS.1112.W.3.7		
11.08	Research the benefits of ongoing professional development.	LAFS.910.W.3.7, LAFS.1112.W.3.7		
11.09	Examine and describe entrepreneurship opportunities as a career planning option.	LAFS.910.SL.1.1, LAFS.1112.SL.1.1
LAFS.910.SL.2.4, LAFS1112.SL.2.4
LAFS.910.RI.1.3, LAFS.1112.RI.1.3
LAFS.910.W.3.7, LAFS.1112.W.3.7		

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title: 	Introduction to Alternative Energy 
Course Number: 	8006120
Course Credit:	1 

Course Description:

This course is designed to develop competencies in the areas of energy history and the global impact of renewable and non-renewable resources; career opportunities; scientific and research concepts; biological and physical science principles; environmental principles; and solar energy safety.  Laboratory-based activities are an integral part of this course.  These include the safe use and application of appropriate technology, scientific testing and observation equipment.

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 Energy Generation Technician.		
01.01	Key Ideas and Details		
01.01.1	Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
LAFS.910.RST.1.1		
01.01.2	Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
LAFS.910.RST.1.2		
01.01.3	Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
LAFS.910.RST.1.3		
01.02	Craft and Structure		
01.02.1	Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
LAFS.910.RST.2.4		
01.02.2	Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
LAFS.910.RST.2.5		
01.02.3	Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
LAFS.910.RST.2.6		
01.03	Integration of Knowledge and Ideas		
01.03.1	Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
LAFS.910.RST.3.7		
01.03.2	Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.
LAFS.910.RST.3.8		
01.03.3	Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
LAFS.910.RST.3.9		
01.04	Range of Reading and Level of Text Complexity		
01.04.1	By the end of grade 9, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
01.04.2	By the end of grade 10, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] at the high end of the grades 9–10 text complexity band independently and proficiently.
LAFS.910.RST.4.10		
02.0	Methods and strategies for using Florida Standards for grades 09-10 writing in Technical Subjects for student success in Energy Generation Technician.		
02.01	Text Types and Purposes		
02.01.1	Write arguments focused on discipline-specific content.
LAFS.910.WHST.1.1		
02.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LAFS.910.WHST.1.2		
02.01.3	Write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.
LAFS.910.WHST.1.3		
02.02	Production and Distribution of Writing		
02.02.1	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.910.WHST.2.4		
02.02.2	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
LAFS.910.WHST.2.5		
02.02.3	Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
LAFS.910.WHST.2.6		
02.03	Research to Build and Present Knowledge		
02.03.1	Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
LAFS.910.WHST.3.7		
02.03.2	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
LAFS.910.WHST.3.8		
02.03.3	Draw evidence from informational texts to support analysis, reflection, and research.
LAFS.910.WHST.3.9		
02.04	Range of Writing		
02.04.1	Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
LAFS.910.WHST.4.10		
03.0	Methods and strategies for using Florida Standards for grades 09-10 Mathematical Practices in Technical Subjects for student success in Energy Generation Technician.		
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

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
12.0	Discuss the value of alternative energy--The student will be able to:		SC.912.E.6.6; SC.912.L.14.6; SC.912.L.16.3, 7, 12, 14, 15; SC.912.L.17.3, 11, 12, 15, 17, 19; SC.912.L.18.9, 12; SC.912.N.1.1, 2, 3, 4, 7; SC.912.N.2.5; SC.912.N.3.1, 5; SC.912.N.4.2; SC.912.P.8.1, 2, 6, 11; SC.912.P.10.1, 2, 3, 8, 12, 13, 15, 16, 17, 18, 19, 20
	
12.01	Investigate the reasons for seeking alternatives to fossil fuels. 	LAFS.910.W.3.7, LAFS1112.W.3.7		
12.02	Summarize the contributions to world energy supplies of alternatives to fossil fuels.  	LAFS.910.RI.1.1, LAFS1112.RI.1.1		
12.03	Discuss the alternative energy sources that are currently the most developed and widely used based on geographic location. 	LAFS.910.SL.1.1, LAFS.1112.SL.1.1
LA910.SL.2.4, LA1112.SL.2.4		
13.0	Investigate the viability of biomass and biofuel--The student will be able to:	MAFS.912.S-IC.2	SC.912.E.7.1; SC.912.L.14.1, 3, 6; SC.912.L.16.3, 7, 12, 14, 15; 
SC.912.L.17.10, 11, 16, 17, 19, 20; SC.912.L.18.1, 9, 11; SC.912.N.1.1; SC.912.N.2.5; SC.912.N.3.5; SC.912.N.4.2; SC.912.P.8.1, 2, 6, 10; SC.912.P.10.1, 3, 8, 13; SC.912.P.12.2, 3
	
13.01	Discuss the major sources of biomass. 	LAFS.910.SL.1.1, LAFS.1112.SL.1.1
LA910.SL.2.4, LA1112.SL.2.4		
13.02	Define biofuels (e. g. ethanol, biodiesel and methanol). 	LAFS.910.RI.2.4, LAFS.1112.RI.2.4		
13.03	Outline the pyramid energy flow including the different trophic levels. 			
13.04	Describe the major sources, scale and impacts of biomass energy. 	LAFS.1112.SL.2.4, LAFS.1112.W.2.4, LAFS.910.SL.2.4, LAFS.910.W.2.4		
13.05	Draw and label a diagram of biomass plantations.			
13.06	List the advantages and disadvantages of using biomass for energy (e.g. CO2 emissions, photosynthetic efficiency, cost, etc.).	LA910.W.2.4, LA1112.W.2.4		
14.0	Investigate the use of nuclear power--The student will be able to:	MAFS.912.S-IC.2	SC.912.E.6.6; SC.912.E.7.3; SC.912.L.17.11, 15, 16, 17, 19; 
SC.912.N.1.6; SC.912.N.2.4, 5; SC.912.N.3.2, 5; SC.912.N.4.2; SC.912.P.8.1, 2, 3, 4, 5, 6, 12; 
SC.912.P.10.1, 3, 4, 5, 6, 7, 8, 10, 12, 13, 15, 16, 17, 18, 19; SC.912.P.12.2, 5, 9, 11, 12, 13
	
14.01	Explain the process of nuclear fission.  	LAFS.910.W.1.2, LA1112.W.1.2
LAFS.910.SL.1.1, LA.910.SL.1.1		
14.02	Define radio-isotopes and half-life.	LAFS.910.RI.2.4; LA1112.RI.2.4		
14.03	Evaluate the advantages and disadvantages of nuclear power. 	LAFS.910.RI.3.7, LAFS.1112.RI.3.7,
LAFS.910.W.2.4, LAFS.1112.W.2.4		
14.04	Draw and label a diagram of a Light-Water Reactor (LWR) (e.g. control rods, coolant, containment vessel, dry casks, turbine, etc.).			
14.05	Describe nuclear energy and how it is harnessed.	LAFS.1112.SL.2.4, LAFS.1112.W.2.4, LAFS.910.SL.2.4, LAFS.910.W.2.4		
14.06	Describe the causes of notable failures at nuclear power plants.	LAFS.1112.SL.2.4, LAFS.1112.W.2.4, LAFS.910.SL.2.4, LAFS.910.W.2.4		
14.07	Outline the societal debate over nuclear power. 	LAFS.910.RI.1.3, LAFS.1112.RI.1.3
LAFS.910.W.2.4, LAFS.1112.W.2.4		
15.0	Investigate the use of solar energy--The student will be able to: 	MAFS.912.S-IC.2	SC.912.E.5.4, 7, 8, 10; SC.912.E.6.6; SC.912.L.17.11, 16, 19; SC.912.N.2.5, 5; SC.912.N.3.1, 3, 5; SC.912.N.4.2; SC.912.P.8.1; SC.912.P.10.1, 3, 4, 5, 8, 13, 18; 
SC.912.P.12.9
	
15.01	Describe solar energy and how it is harnessed.	LAFS.1112.SL.2.4, LAFS.1112.W.2.4, LAFS.910.SL.2.4, LAFS.910.W.2.4		
15.02	Explain the significance and historical foundations of solar energy and pioneers in the fields of solar thermal and solar photovoltaics.	LAFS.910.W.1.2, LA1112.W.1.2
LAFS.910.SL.1.1, LA.910.SL.1.1		
15.03	Explain the difference between passive solar and active solar.	LAFS.910.W.1.2, LA1112.W.1.2
LAFS.910.SL.1.1, LA.910.SL.1.1		
15.04	Draw and label a diagram of photovoltaic (PV) cells (e.g. array, panel, module, dopant-enriched silicon).			
15.05	Describe solar thermal and photovoltaic concentrating systems. 	LAFS.1112.SL.2.4, LAFS.1112.W.2.4, LAFS.910.SL.2.4, LAFS.910.W.2.4		
15.06	Draw and label a diagram of a solar thermal plant.			
15.07	Evaluate the advantages and disadvantages of using solar energy. 	LAFS.910.RI.3.7, LAFS.1112.RI.3.7
LAFS.910.W.2.4, LAFS.1112.W.2.4		
16.0	Investigate the use of wind energy--The student will be able to:		SC.912.E.6.6; SC.912.L.17.11, 19; SC.912.N.2.4, 5; SC.912.N.3.1, 3, 5; SC.912.N.4.2; SC.912.P.8.1; SC.912.P.10.1, 3, 13, 18	
16.01	Describe wind energy and the way it is harnessed.	LAFS.1112.SL.2.4, LAFS.1112.W.2.4, LAFS.910.SL.2.4, LAFS.910.W.2.4		
16.02	List the progression of the use of wind energy through history.	LA910.W.2.4, LA1112.W.2.4		
16.03	Explain the significance of wind energy and pioneers in the field of harnessing wind. 	LAFS.910.W.1.2, LA1112.W.1.2
LAFS.910.SL.1.1, LA.910.SL.1.1		
16.04	Define kinetic energy. 	LAFS.910.RI.2.4, LAFS.1112.RI.2.4		
16.05	List and describe the topography and weather patterns of the states that are considered the “Saudi Arabia of wind power.” 	LAFS.1112.SL.2.4, LAFS.1112.W.2.4, LAFS.910.SL.2.4, LAFS.910.W.2.4		
16.06	Explain the acronym NIMBY (Not In My Backyard). 	LAFS.910.W.1.2, LA1112.W.1.2
LAFS.910.SL.1.1, LA.910.SL.1.1		
16.07	Explain why farmers and ranchers are amenable to wind technology. 	LAFS.910.W.1.2, LA1112.W.1.2
LAFS.910.SL.1.1, LA.910.SL.1.1		
16.08	Evaluate the advantages and disadvantages to wind technology. 	LAFS.910.RI.3.7, LAFS.1112.RI.3.7
LAFS.910.W.2.4, LAFS.1112.W.2.4		
16.09	Understand the relationship between rotor diameter, wind velocity and wind machine output.	MAFS.912.F-IF.1.2		

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title: 	Energy Generation Technician
Course Number: 	9700210
Course Credit:	1 

Course Description:

This course is designed to develop competencies in the areas of energy history and the global impact of renewable and non-renewable resources; career opportunities; scientific and research concepts; biological and physical science principles; environmental principles; and solar energy safety.  Laboratory-based activities are an integral part of this course.  These include the safe use and application of appropriate technology, scientific testing and observation equipment.

Florida Standards	Correlation to CTE Program Standard #	
17.0	Methods and strategies for using Florida Standards for grades 11-12 reading in Technical Subjects for student success in Energy Generation Technician.		
17.01	Key Ideas and Details		
17.01.1	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		
17.01.2	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		
17.01.3	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		
17.02	Craft and Structure		
17.02.1	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		
17.02.2	Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
LAFS.1112.RST.2.5		
17.02.3	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		
17.03	Integration of Knowledge and Ideas		
17.03.1	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		
17.03.2	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		
17.03.3	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		
17.04	Range of Reading and Level of Text Complexity		
17.04.1	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.
17.04.2	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		
18.0	Methods and strategies for using Florida Standards for grades 11-12 writing in Technical Subjects for student success in Energy Generation Technician.		
18.01	Text Types and Purposes		
18.01.1	Write arguments focused on discipline-specific content.
LAFS.1112.WHST.1.1		
18.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LAFS.1112.WHST.1.2		
18.01.3	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		
18.02	Production and Distribution of Writing		
18.02.1	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.1112.WHST.2.4		
18.02.2	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		
18.02.3	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		
18.03	Research to Build and Present Knowledge		
18.03.1	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		
18.03.2	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		
18.03.3	Draw evidence from informational texts to support analysis, reflection, and research.
LAFS.1112.WHST.3.9		
18.04	Range of Writing		
18.04.1	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		
19.0	Methods and strategies for using Florida Standards for grades 11-12 Mathematical Practices in Technical Subjects for student success in Energy Generation Technician.		
19.01	Make sense of problems and persevere in solving them.
MAFS.K12.MP.1.1		
19.02	Reason abstractly and quantitatively.
MAFS.K12.MP.2.1		
19.03	Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.3.1		
19.04	Model with mathematics.
MAFS.K12.MP.4.1		
19.05	Use appropriate tools strategically.
MAFS.K12.MP.5.1		
19.06	Attend to precision.
MAFS.K12.MP.6.1		
19.07	Look for and make use of structure.
MAFS.K12.MP.7.1		
19.08	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

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
20.0	Understand generation system overview--The student will be able to:			
01.01	Explain and use the fundamental laws and principles of electricity & magnetism (e.g., electric charge, electric current, etc.)	MAFS.912.A-CED.1.4
LAFS.1112.SL.1.1, including a-d	SC.912.P.10.5	
01.02	Explain the components of electrical generating systems including boilers, generators, alternators, turbines, motors, engines, pumps and switchgear.	LAFS.1112.SL.1.1, including a-d		
01.03	Explain the differences and similarities of power generation, including use of different fuel types, different power plant uses (i.e., base load, peaking, load following and co-generation).	LAFS.1112.SL.1.1, including a-d		
01.04	Explain the basic operating principles of fossil, hydro-electric, internal combustion and nuclear reactor systems, which supply the bulk of the North American power grid.	LAFS.1112.SL.1.1, including a-d
LAFS.1112.SL.2.4		
01.05	Discuss the electric power generation job functions.	LAFS.1112.SL.1.1, including a-d		
21.0	Apply equipment operation, maintenance and repair--The student will be able to:			
21.01	Comply with the procedures necessary to ensure a safe and healthy work environment		SC.912.N.1.1	
21.02	Operate, repair and test machines, devices and equipment based on electrical or mechanical standards.  		SC.912.N.1.1	
21.03	Exhibit an understanding of equipment principles to be able to diagnose and repair machine malfunctions.		SC.912.N.1.1	
21.04	Operate basic hand and small electric tools and  electronic test equipment			
21.05	Perform tests and inspections of products, services or processes to evaluate quality or performance.		SC.912.N.1.1	
21.06	Determine the correct kind of tools and equipment needed to do a job	LAFS.1112.W.1.2 – including a, b, c, and d (not f)	SC.912.N.1.1	
21.07	Read gauges, dials or other indicators to make sure a machine is working properly			
21.08	Read, interpret and create basic prints used in the design, operation and maintenance of electrical and mechanical equipment, including engineering drawings, diagrams and schematics, documentation diagrams and single line diagrams.	LASF.1112.RI.37		
22.0	Demonstrate the ability to design, analyze and effectively use systems, components and methods with a framework of quality and continuous improvement--The student will be able to:	SC.912.N.1.1		
22.01	Conduct tests and inspections of products, services or processes to evaluate quality or performance. 		SC.912.N.1.1	
22.02	Incorporate new information into both current and future problem solving and decision making.	LAFS.1112.RI.1.2
LAFS.1112.RI.1.3
LAFS.1112.W.3.7
LAFS.1112.W.3.9 b.	SC.912.N.2.5
SC.912.N.4.1	
22.03	Monitor/assess performance of self and other individuals or organizations to make improvements or take necessary corrective action.		SC.912.N.1.1	
22.04	Describe how a system should work and how changes in conditions, operations and the environment will affect the performance of that system.	LAFS.1112.W.3.7
LAFS.1112.W.3.9 b	SC.912.N.1.1	
22.05	Use logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions or approaches to problems.			
22.06	Identify the value of preventative/predictive maintenance versus reactive maintenance.			
23.0	Diagnose and correct abnormalities and malfunctions in equipment and production processes--The student will be able to:			
23.01	Demonstrate knowledge of normal equipment operation (how individual pieces of equipment relate to each other) in order to anticipate potential equipment problems before they occur 			
23.02	Determine causes of operating errors, and recommend appropriate course of action. 			
23.03	Describe when and how to notify supervisory personnel in the event of operational errors or equipment malfunctions. 			
24.0	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:			
24.01	Describe personal and jobsite safety rules and regulations that maintain safe and healthy work environments.	LAFS.1112.SL.1.1 – b, c, d		
24.02	Explain emergency procedures to follow in response to workplace accidents.	LAFS.1112.SL.1.1– b, c, d
LAFS.1112.SL.2.4	SC.912.N.1.1	
24.03	Create a disaster and/or emergency response plan.	LAFS.1112.W.1.2 – a, d, e, f		
25.0	Demonstrate science knowledge and skills--The students will be able to:			
25.01	Discuss the role of creativity in constructing scientific questions, methods and explanations.		SC.912.N.1.1
SC.912.N.1.7	
25.02	Formulate scientifically investigable questions, construct investigations, collect and evaluate data and develop scientific recommendations based on findings.		SC.912.N.1.1
SC.912.N.1.7	
26.0	Demonstrate mathematics knowledge and skills--The students will be able to:			
26.01	Demonstrate knowledge of arithmetic operations.			
26.02	Analyze and apply data and measurements to solve problems and interpret documents.	MAFS.912.F-LE.1.3
MAFS.912.S-ID.2.6	SC.912.N.1.1	
26.03	Construct charts/tables/graphs using functions and data.	MAFS.912.F-IF.3.7	SC.912.N.1.1	

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. 

Courses in this program satisfying equally rigorous science content are:

•	Introduction to Alternative Energy (8006120)