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Curriculum Framework Statutory Reference

Section 1003.01, Florida Statutes defines "Career Education" as education that provides instruction for the following purposes:
      
(a) At the elementary, middle, and high school levels, exploratory courses designed to give students initial exposure to a broad range of occupations to assist them in preparing their academic and occupational plans, and practical arts courses that provide generic skills that may apply to many occupations but are not designed to prepare students for entry into a specific occupation. Career education provided before high school completion must be designed to strengthen both occupational awareness and academic skills integrated throughout all academic instruction.
(b) At the secondary school level, job-preparatory instruction in the competencies that prepare students for effective entry into an occupation, including diversified cooperative education, work experience, and job-entry programs that coordinate directed study and on-the-job training.
(c) At the postsecondary education level, courses of study that provide competencies needed for entry into specific occupations or for advancement within an occupation.

Section 1004.02(26) Florida Statutes defines workforce education as adult general education or career education and may consist of a continuing workforce education course or a program of study leading to an occupational completion point, a career certificate, an applied technology diploma, or a career degree.  

Workforce Education includes:

(1) CAREER PROGRAM - a group of identified competencies leading to occupations identified by a Classification of Instructional Programs (CIP) number.

(2) CONTINUING WORKFORCE EDUCATION - means instruction that does not result in a technical certificate, diploma, associate in applied science degree, or associate in science degree. Continuing workforce education is for:

(a) Individuals who are required to have training for licensure renewal or certification renewal by a regulatory agency or credentialing body;
(b) New or expanding businesses as described in chapter 288;
(c) Business, industry, and government agencies whose products or services are changing so that retraining of employees is necessary or whose employees need training in specific skills to increase efficiency and productivity; or
(d) Individuals who are enhancing occupational skills necessary to maintain current employment, to cross train, or to upgrade employment.

(3) OCCUPATIONAL COMPLETION POINT (OCP)

(a) The occupational competencies that qualify a person to enter an occupation that is linked to a career and technical program (s.1004.02(22)).

(b) Appear in curriculum frameworks by alpha designation.

(c) Students exiting a program at an OCP (other than the final OCP) do not have to meet the basic skills requirement (but still must be tested according to Rule 6A-10.040 (Word), FAC and provided with remediation).

(4)  CAREER CERTIFICATE PROGRAM - a course of study that leads to at least one occupational completion point. The program may also confer credit that may articulate with a diploma or career degree education program, if authorized by rules of the State Board of Education. Any credit instruction designed to articulate to a degree program is subject to guidelines and standards adopted by the Department of Education pursuant to chapter 1007. The term is interchangeable with the term "certificate career education program."

(5) ADULT GENERAL EDUCATION – comprehensive instructional programs designed to improve the employability of the state's workforce through adult basic education, adult secondary education, English for Speakers of Other Languages, vocational-preparatory instruction, and instruction for adults with disabilities.

(6) APPLIED TECHNOLOGY DIPLOMA PROGRAM –means a course of study that is part of a technical degree program, is less than 60 credit hours, and leads to employment in a specific occupation. An applied technology diploma program may consist of either technical credit or college credit. A public school district may offer an applied technology diploma program only as technical credit, with college credit awarded to a student upon articulation to a community college. Statewide articulation among public schools and community colleges is guaranteed by s. 1007.23, and is subject to guidelines and standards adopted by the State Board of Education pursuant to ss. 1007.235, 1007.24 and 1007.25.

(7) TECHNICAL DEGREE EDUCATION PROGRAM –a course of study that leads to an associate in applied science degree or an associate in science degree. A technical degree program may contain within it one or more program progression points and may lead to certificates or diplomas within the course of study. The term is interchangeable with the term "degree career education program." For licensure purposes, the term "associate in science degree" is interchangeable with "associate in applied science degree."

(8)  WORKFORCE LITERACY - the basic skills necessary to perform in entry-level occupations or the skills necessary to adapt to technological advances in the workplace.

The curriculum frameworks listed on this website contain student performance standards for the career and technical education programs offered at the secondary or postsecondary level as a part of Florida’s comprehensive workforce education program.  Career and technical education program course standards are established pursuant to Section 1004.92, Florida Statutes, for school districts and community colleges.  State Board of Education Rule 6A-6.0571 (Word), Criteria for Qualification of Special Technical Education Program Courses, provides the basis for the development and dissemination of curriculum frameworks.

Each program’s course standards are composed of two parts: a curriculum framework and the student performance standards.  The curriculum framework includes four major sections: major concepts/content, laboratory activities, special notes, and intended outcomes.  Student performance standards are listed for each intended outcome.

The standards do not prescribe how instruction should be delivered.  Local school districts and community colleges within the context of local conditions must make decisions relative to the delivery of instruction.  The Division of Career and Adult Education and the State Board of Education, support the belief that competency-based career and technical education is the most effective means of providing programs and courses that conform to these established standards.

Program course standards are based upon competencies required for entry, advancement, and upgrading in occupations grouped into the sixteen career clusters identified by the U.S. Department of Education, plus one additional cluster (Energy) unique to the needs of Florida:

  • Agriculture, Food & Natural Resources
  • Architecture & Construction
  • Arts, A/V Technology & Communication
  • Business Management & Administrative
  • Education & Training
  • Energy
  • Engineering & Technology Education
  • Finance
  • Government & Public Administration
  • Health Science
  • Hospitality & Tourism
  • Human Services
  • Information Technology
  • Law, Public Safety & Service
  • Manufacturing
  • Marketing, Sales & Service
  • Transportation, Distribution & Logistics

In addition to the regular technical education courses available to all students, students with special needs also have access to specially designed courses.  Determination of specific course work is determined on an individual basis.  Standards for courses designed for students with disabilities, disadvantaged students, limited English proficient students, and youth and/or adults in correctional facilities are also provided.  The standards are reviewed annually and revised as needed based upon changes in occupations.  The recommended changes are obtained from a variety of sources including professional associations, state technical advisory committees, and other representatives from the private sector.

Rule 6A-10.040 (Word), FAC specifies that students exiting a career and technical program at the terminal OCP achieve the minimum level of basic skills for their program to be awarded a career certificate.  However, adult students with disabilities, as defined in Section 1004.02(7), Florida Statutes, may be exempted from meeting this career basic skills grade level.  State Board Rule 6A-10.040 (Word) was amended in 2007 to require school districts and community colleges to adopt a policy addressing procedures for exempting eligible students with disabilities from the basic skills exit requirements as permitted in Section 1004.91(3), Florida Statutes.

When used in the curriculum frameworks, the term "academy" is used for logical grouping of programs only. It is not to be construed as being the same as a Career and Professional Academy as defined in Section 1003.493, Florida Statutes. Guidelines related to establishing and implementing Career and Professional Academies are contained in Sections 1003.491, 1003.492, and 1003.493 Florida Statutes.

 


For more information about curriculum frameworks, contact , Director ofCareer and Technical Education Programs at (850) 245-9020.

Career and Technical Curriculum Frameworks