2018 - 2019
Florida Department of Education
Curriculum Framework 

Program Title:	Family Dynamics
Program Type:	Non Career Preparatory
Career Cluster:	Human Services

Secondary – Non Career Preparatory	
Program Number	8500345	
CIP Number	09200116PA	
Grade Level	9-12, 30, 31	
Standard Length	.5 credit 	
Teacher Certification	Refer to the Course Structure section.	
CTSO	FCCLA	
CTE Program Resources 	http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml	

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 Human Services 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 Human Services career cluster. 

The content includes but is not limited to: recognizing the role and importance of the family; formulating skills in preparation for successful adult and family life; studying the family life cycle; developing skills to build and maintain healthy family relationships; addressing current issues that create stress and conflict within the family unit; recognizing the importance of balancing work and family; and evaluating the impact of technological and social forces on the family - past, present and future.

Additional Information relevant to this Career and Technical Education (CTE) program is provided at the end of this document.

Course Structure
 
To teach the course listed below, instructors must hold at least one of the teacher certifications indicated for that course.

The following table illustrates the secondary course structure:
Course Number	Course Title	Teacher Certification	Length	Level	Graduation Requirement	
8500345	Family Dynamics	FAM CON SC 1	.5	2	VO	
(Graduation Requirement Abbreviations- EQ= Equally Rigorous Science, PA= Practical Arts, EC= Economics, VO= Career and Technical Education)

Academic Alignment Table

Academic alignment is an ongoing, collaborative effort of professional educators specializing in the fields of science, mathematics, English/language arts, and Career and Technical Education (CTE). This initiative supports CTE programs by improving student performance through the integration of academic content within CTE courses. Career and Technical Education courses that have been aligned to the Next Generation Sunshine State Standards for Science and the Florida Standards for Mathematics and English/Language Arts will show the following data: the quantity of academic standards in the CTE course; the total number of standards contained in the academic course; and the percentage of alignment to the CTE course.

Courses	Anatomy/ Physiology
Honors	Astronomy     Solar/Galactic Honors	Biology 1	Chemistry 1	Earth-Space Science	Environmental Science	Genetics	Integrated Science	Marine Science 1 Honors	Physical Science	Physics 1	
Course #1	0/87
**	0/80
**	0/83
**	0/69
**	0/67
**	0/70
**	0/69
**	0/82
**	0/66
**	0/74
**	0/72
**	
**   Alignment pending review    						                          #   Alignment attempted, but no correlation to academic course
Courses	Algebra 1	Algebra 2	Geometry	English 1	English 2	English 3	English 4	
Course #1	0/67
**	0/75
**	0/54
**	0/49
**	0/48
**	0/45
**	0/45
**	
**   Alignment pending review    			#   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. The FS for Mathematical Practices are designed for grades K-12 and 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.

Instructors must incorporate the Florida Standards for Technical Subjects and Mathematical Practices throughout instruction of this CTE program.  To access these standards, please click on the following link: http://www.fldoe.org/core/fileparse.php/5652/urlt/FloridaStandardsTechSubjects.rtf.

Florida Standards for English Language Development (ELD)
English language learners communicate for social and instructional purposes within the school setting. ELD.K12.SI.1.1 

English Language Development (ELD) Standards Special Notes:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting.   For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: http://www.cpalms.org/uploads/docs/standards/eld/SI.pdf.
For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition at sala@fldoe.org.

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	Identify concerns adolescents' face regarding their changing bodies as a part of human development, behavior and relationships.
02.0	Prepare for adult and family life.
03.0	Specify the role and significance of the family.
04.0	Examine the major phases in the family life cycle.
05.0	Build healthy family relationships.
06.0	Develop strategies for managing stress, conflict and crisis.
07.0	Assess the importance of balancing work and family.
08.0	Evaluate forces that impact the family.
09.0	Demonstrate leadership and organizational skills.
10.0	Identify recent trends/developments in brain research.

2018 - 2019
Florida Department of Education
Student Performance Standards

Course Title: 		Family Dynamics 
Course Number: 	8500345
Course Credit:	.5

Course Description:

The purpose of this course is to prepare students for the roles, responsibilities and relationships essential to functional families and to understand the nature, function, and significance of human relationships within family and individual units.

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	
01.0	Identify concerns adolescents face regarding their changing bodies as a part of human development, behavior and relationships – the student will be able to:			
01.01	Explain why human sexuality is an integral part of development, behavior and relationship.			
01.02	Define terminology associated with human sexuality.			
01.03	Explain the male and female reproductive systems.			
02.0	Prepare for adult and family life – the student will be able to:			
02.01	Identify purposes and responsibilities of dating.			
02.02	Specify marriage laws and customs.			
02.03	Develop interpersonal skills.			
02.04	Recognize and prepare for change.			
02.05	Demonstrate knowledge of personal and professional etiquette.			
02.06	Develop awareness of personal identity.			
02.07	Evaluate the effects of values and goals on family life.			
02.08	Demonstrate respect for self and others.			
03.0	Specify the role and significance of the family – the student will be able to:			
03.01	Generate a definition of family.			
03.02	Research multi-cultural influences on family life.			
03.03	Differentiate the strengths and weakness of diverse family structures.			
03.04	Evaluate the status of the family unit in today's society.			
03.05	Distinguish the historical changes that have occurred within the family.			
03.06	Analyze the functions of family - past, present and future.			
04.0	Examine the major phases in the family life cycle – the student will be able to:			
04.01	Recognize established family identities and boundaries.			
04.02	Examine established stable patterns that support the family.			
04.03	Identify and describe family legacies and rituals.			
05.0	Build healthy family relationships – the student will be able to:			
05.01	Demonstrate effective communication skills.			
05.02	Explain the importance of and cite examples of teamwork.			
05.03	Plan family activities that encourage stability and interaction.			
05.04	Apply the decision making process to problem solving.			
05.05	Recognize the components of positive conflict resolution.			
06.0	Develop strategies for managing stress, conflict and crisis – the student will be able to:			
06.01	Analyze the positive and negative effects of divorce and remarriage on family members.			
06.02	Analyze and develop techniques for coping with aging, illness, death and dying.			
06.03	Plan ways of managing stress, time and finances.			
06.04	Recognize and develop coping and prevention techniques for peer pressure, suicide, date rape, child abuse and neglect, family violence, and spouse abuse.			
06.05	Identify addictive and destructive behaviors and organize a plan for prevention and rehabilitation.			
06.06	Consider and prepare for the possibility of unemployment, natural disasters and war.			
07.0	Assess the importance of balancing work and family – the student will be able to:			
07.01	Analyze the roles and responsibilities of family members as they relate to the dual role family.			
07.02	Describe latchkey children and identify issues and concerns.			
07.03	Identify factors that endanger personal and family safety, and formulate preventive actions.			
07.04	Describe the needs and care requirements of elderly family members.			
07.05	Describe the needs and care requirements of children of working parents.			
07.06	Analyze on site/corporate childcare and its benefits.			
07.07	Research the availability and benefits of shared jobs/flex time.			
08.0	Evaluate forces that impact the family – the student will be able to:			
08.01	Compare, select and use current technology for the home.			
08.02	Assess the positive and negative effects of the media as it relates to family life.			
08.03	Describe the interrelationship between school and family.			
08.04	Research current laws regarding the family and their effects on member's rights, privileges and responsibilities.			
08.05	Evaluate the cause and effect relationship of the economy on economic independence of families.			
08.06	Assess the impact of family mobility in today's society.			
09.0	Demonstrate leadership and organizational skills – the student will be able to:			
09.01	Identify professional and youth organizations.			
09.02	Identify purposes and functions of professional and youth organizations.			
09.03	Identify roles and responsibilities of members of professional and youth organizations.			
09.04	Work cooperatively as a group member to achieve organizational goals.			
09.05	Demonstrate confidence in leadership roles and organizational responsibilities.			
09.06	Demonstrate commitment to achieve organizational goals.			
10.0	Identify recent trends/developments in brain research – the student will be able to:			
10.01	Conduct a study of brain research as it relates to the development of the brain from 0-3 years, using various forms of media, including magazines, books, and the internet.  Summarize findings.			
10.02	Explain why the first three years of life are critical to a child’s development.			
10.03	Describe adult-child interactions during infancy and early childhood that promote healthy emotional and social development.			
10.04	Relate the brain research findings to the care of children ages 0-3 by parents and other caregivers.			
10.05	Give examples of activities that are age appropriate for ages 0-3.			

Additional Information

Laboratory Activities

Laboratory investigations that include scientific inquiry, research, measurement, problem solving, emerging technologies, tools and equipment, as well as, experimental, quality, and safety procedures are an integral part of this career and technical program/course. Laboratory investigations benefit all students by developing an understanding of the complexity and ambiguity of empirical work, as well as the skills required to manage, operate, calibrate and troubleshoot equipment/tools used to make observations. Students understand measurement error; and have the skills to aggregate, interpret, and present the resulting data. Equipment and supplies should be provided to enhance hands-on experiences for students.

Special Notes

MyCareerShines is an interactive resource to assist students in identifying their ideal career and to enhance preparation for employment. Teachers are encouraged to integrate this resource into the program curriculum to meet the employability goals for each student.  Access MyCareerShines by visiting: www.mycareershines.org.

Career and Technical Student Organization (CTSO)

Family, Career and Community Leaders of America (FCCLA) is the inter-curricular career and technical student organization 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.  

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.  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.

Additional Resources

For additional information regarding articulation agreements, Bright Futures Scholarships, Fine Arts/Practical Arts Credit and Equivalent Mathematics and Equally Rigorous Science Courses please refer to:
http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml