2020 – 2021
Florida Department of Education
Curriculum Framework 

Program Title:	Solar Energy Technology
Program Type:	Career Preparatory
Career Cluster:	Energy

Secondary – Career Preparatory	
Program Number	8006100	
CIP Number	0715050500	
Grade Level	9-12	
Standard Length	3 Credits	
Teacher Certification	Refer to the Program Structure section.	
CTSO	SkillsUSA	
SOC Codes (all applicable) 	47-2231 - Solar Photovoltaic Installers	
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 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. 

Program Structure

This program is a planned sequence of instruction totaling 3 credits.

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

The following table illustrates the secondary program structure:

Course Number	Course Title	Teacher Certification	Length	SOC Code	Level	Graduation Requirement	
8006110	Energy Industry Fundamentals	AGRICULTUR 1@2
ELECTRICAL @7 7G
IND ENGR 7G
ENG&TEC ED1@2	1 Credit	47-2231	3		
8006120	Introduction to Alternative Energy	AGRICULTUR 1@2
CHEM 1@4 
EARTH/SPACE SCI 1
ELECTRICAL @7 7G
IND ENGR 7G
PHYSICS 1@4
SCIENCE 4
ENG&TEC ED1@2	1 Credit		3	EQ	
8006130	Solar Energy Technician	ELECTRICAL @7 7G
IND ENGR 7G
ENG&TEC ED1@2	1 Credit		3		
(Graduation Requirement Abbreviations- EQ= Equally Rigorous Science, PA= Practical Arts, EC= Economics)

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

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	Demonstrate knowledge of the basic and emerging principles and concepts that impact the energy industry.
02.0	Apply compliance with procedures necessary to ensure a safe and healthy work environment.
03.0	Explain electric power generation.
04.0	Explain electric power transmission.
05.0	Explain electric power distribution.
06.0	Identify and describe careers and entry requirements.
07.0	Evaluate and analyze emerging technologies in the energy industry.
08.0	Explain the importance of employability and entrepreneurship skills.
09.0	Discuss the value of alternative energy.
10.0	Investigate the viability of biomass and biofuel.
11.0	Investigate the use of nuclear power.
12.0	Investigate the use of solar energy. 
13.0	Investigate the use of wind energy.
14.0	Explain solar as a renewable energy.
15.0	Describe safe work practices.
16.0	Conduct a site assessment.
17.0	Design a solar system.
18.0	Understand the permitting process for municipalities, the county and the state.
19.0	Install subsystems and components at the site.
20.0	Understand monitoring systems for solar including utility grade and residential grade monitoring equipment.
21.0	Inspect and troubleshoot solar systems.
22.0	Maintain solar systems.
23.0	Demonstrate the importance of health, safety, and environmental management systems in organizations and their importance to organizational performance and regulatory compliance.
24.0	Demonstrate science knowledge and skills.	  
25.0	Demonstrate mathematics knowledge and skills.  

2020 – 2021
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.

CTE Standards and Benchmarks	
01.0	Demonstrate knowledge of the basic and emerging principles and concepts that impact the energy industry--The student will be able to:	
01.01	Explain the flow of energy from generation through distribution to the customer.	
01.02	Discuss the history of the United States energy industry/infrastructure (refer to Energy Information Administration www.eia.doe.gov).	
01.03	Identify the role and function of generation, transmission and distribution organizations.  	
01.04	Explain 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”).	
01.05	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.	
01.06	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 explain the different lines of energy business, including electric and gas.  	
01.07	Describe the process of electric metering and billing for energy consumption. 	
01.08	Explain the differences between energy and power components of residential, commercial, industrial and institutional accounts including time of use rate structures.	
02.0	Apply compliance with procedures necessary to ensure a safe and healthy work environment--The student will be able to:	
02.01	Review the role of the U.S. Department of Labor/Occupational Safety and Health Administration (OSHA) in work place safety.  (http://www.osha.gov)	
02.02	Identify both potential hazards and accident scenarios in the work environment. 	
02.03	Follow established safety procedures (OSHA regulations and utility company procedures).	
02.04	Evaluate changes in the environment with respect to their impact on safety of self and others.	
02.05	Understand the importance of effective local, state and national security operations for the protection of people, data, property and institutions.	
02.06	Comply with energy industry safety procedures and proper ways to perform work.	
02.07	Name potential threats created by deviation from safety procedures and improper use of tools and equipment.	
02.08	Use safety equipment as specified by user manuals and safety training.	
02.09	Use Personal Protective Equipment (PPE) including safety glasses, hearing protection, gloves, work boots and hard hats.	
02.10	Keep personal safety equipment in good working order.	
02.11	Use tools and equipment in compliance with user manuals and training.	
02.12	Call attention to potential and actual hazardous conditions as they arise.	
02.13	Alert coworkers and supervisory personnel to hazardous conditions and deviations from safety procedures in a timely manner.	
02.14	Maintain appropriate certification and knowledge in first aid or first response procedures.	
02.15	Demonstrate understanding and knowledge of lock out/ tag out practices in the work place.	
02.16	Notify person in charge and/or coworkers of unsafe work conditions.	
02.17	Stop the job if there are unsafe working conditions.	
03.0	Explain electric power generation--The student will be able to:	
03.01	Explain the conventional electric power generation systems and process (coal, gas, hydroelectric and nuclear).	
03.02	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.	
03.03	Identify alternative fuel sources (such as solar, wind, ocean wave, tidal, etc.) and alternative and renewable power generation technologies.	
03.04	Discuss pros and cons of various energy producing technologies and fuels in the electrical infrastructure (including fossil, nuclear, alternative and renewable).	
04.0	Explain electric power transmission--The student will be able to:	
04.01	Explain the electric power transmission process.	
04.02	Discuss the application of different electric power transmission principles (including AC vs. DC).	
04.03	Name electric power transmission equipment and systems.	
04.04	Discuss the emerging technologies in electric power transmission (including Smart Grid).	
04.05	Explain ownership/governance of the electric transmission system.	
05.0	Explain electric power distribution--The student will be able to:	
05.01	Explain the electric power distribution process.	
05.02	Discuss the need for electric distribution systems and how they are designed to operate.	
05.03	Name electric power distribution system equipment and explain what the various components do.	
05.04	Discuss technologies in electric power distribution, including distribution automation and Smart Grid systems. 	
06.0	Identify and describe careers and entry requirements--The student will be able to:	
06.01	Compare careers available in the energy industry (e.g., technicians, line workers, plant/field operators, customer service representatives, engineers, IT/ cyber-security) and the educational pathways required.	
06.02	Describe general wage/salary, benefits and other advantages of careers in the energy industry.	
07.0	Evaluate and analyze emerging technologies in the energy industry--The student will be able to:	
07.01	Discuss and explore emerging technologies within conventional sources of energy.	
07.02	Discuss and explore wind energy.	
07.03	Discuss and explore solar energy.	
07.04	Discuss and explore biomass energy.	
07.05	Discuss and explore distributed power generation.	
07.06	Identify and discuss current topics in the energy industry such as energy storage and supplemental distribution.	
08.0	Explain the importance of employability and entrepreneurship skills--The student will be able to:	
08.01	Identify and demonstrate positive work behaviors needed to be employable. (Refer to ‘Common Employability Skills for the Energy Industry’.)                  	
08.02	Develop personal career plan that includes goals, objectives and strategies.	
08.03	Examine licensing, certification and industry credentialing requirements.	
08.04	Maintain a career portfolio to document knowledge, skills and experience.	
08.05	Evaluate and compare employment opportunities that match career goals.	
08.06	Identify and exhibit traits for retaining employment.	
08.07	Identify opportunities and research requirements for career advancement.	
08.08	Research the benefits of ongoing professional development, including internships and externships.	
08.09	Examine and describe entrepreneurship opportunities as a career planning option.	

2020 – 2021
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.

CTE Standards and Benchmarks	
09.0	Discuss the value of alternative energy--The student will be able to:	
09.01	Investigate the reasons for seeking alternatives to fossil fuels. 	
09.02	Summarize the contributions to world energy supplies of alternatives to fossil fuels.  	
09.03	Discuss the alternative energy sources that are currently the most developed and widely used based on geographic location. 	
10.0	Investigate the viability of biomass and biofuel--The student will be able to:	
10.01	Discuss the major sources of biomass. 	
10.02	Define biofuels (e. g. ethanol, biodiesel, methanol and algae). 	
10.03	Outline the pyramid energy flow including the different trophic levels. 	
10.04	Describe the major sources, scale and impacts of biomass energy. 	
10.05	Draw and label a diagram of a biomass plant.	
10.06	List the advantages and disadvantages of using biomass for energy (e.g. CO2 emissions, photosynthetic efficiency, cost, etc.).	
11.0	Investigate the use of nuclear power--The student will be able to:	
11.01	Explain the process of nuclear fission.  	
11.02	Define radio-isotopes and half-life.	
11.03	Evaluate the advantages and disadvantages of nuclear power. 	
11.04	Draw and label a diagram of a Light-Water Reactor (LWR) (e.g. control rods, coolant, containment vessel, dry casks, turbine, etc.).	
11.05	Describe nuclear energy and how it is harnessed.	
11.06	Describe the causes of notable failures at nuclear power plants.	
11.07	Outline the societal debate over nuclear power. 	
12.0	Investigate the use of solar energy--The student will be able to: 	
12.01	Describe solar energy and how it is harnessed.	
12.02	Explain the significance and historical foundations of solar energy and pioneers in the fields of solar thermal and solar photovoltaics.	
12.03	Explain the difference between passive solar and active solar.	
12.04	Draw and label a diagram of photovoltaic (PV) cells (e.g. array, panel, module, dopant-enriched silicon).	
12.05	Describe solar thermal and photovoltaic concentrating systems. 	
12.06	Draw and label a diagram of a solar thermal plant.	
12.07	Evaluate the advantages and disadvantages of using solar energy. 	
13.0	Investigate the use of wind energy--The student will be able to:	
13.01	Describe wind energy and the way it is harnessed.	
13.02	List the progression of the use of wind energy through history.	
13.03	Explain the significance of wind energy and pioneers in the field of harnessing wind. 	
13.04	Define kinetic energy. 	
13.05	List and describe the topography and weather patterns of the states that are considered the “Saudi Arabia of wind power.” 	
13.06	Explain the acronym NIMBY (Not in My Backyard). 	
13.07	Explain why farmers and ranchers are amenable to wind technology. 	
13.08	Evaluate the advantages and disadvantages to wind technology. 	
13.09	Understand the relationship between rotor diameter, wind velocity and wind machine output.	

2020 – 2021
Florida Department of Education
Student Performance Standards

Course Title: 	Solar Energy Technician 
Course Number: 	8006130
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.

CTE Standards and Benchmarks	
14.0	Explain solar as a renewable energy--The student will be able to:	
14.01	Define basic solar related terms (e.g. irradiation, Langley, azimuth).	
14.02	Determine true (solar) south from magnetic (compass) south given a declination map; use a magnetic compass and adjust for variation. 	
14.03	Describe basic solar movement and effect of the Earth’s tilt and understand seasonal changes relative to solar movement.	
14.04	Describe angular effects on the irradiance of array.	
14.05	Identify factors that reduce/enhance solar irradiation.	
14.06	Use resources to determine average solar irradiation on a surface at different times of day at different months during a year.	
14.07	Describe how the photovoltaic effect uses diffusion across boundary layers to convert light energy to electrical energy.	
14.08	Draw and label a diagram of PV cells (e.g. array, panel, module, boron-enriched silicon [p-type], phosphorus-enriched silicon [n-type] and the n-p junction).	
14.09	Explain the differences among monocrystalline, polycrystalline and thin-film solar cells.	
14.10	Describe the potential application of nano-technology to solar photovoltaic cells.	
14.11	Utilize applicable formulas to convert solar irradiation into commonly used electrical units such as kWh per square meter and BTU equivalents.	
14.12	Determine the effects of cell temperature versus cell performance/ output.	
14.13	Determine effect of shading on the output power of a photovoltaic solar module.	
14.14	Explain the current-voltage (I-V) curve and how maximum power point tracking (MPPT) is related.	
14.15	Use tools/ diagrams to find solar path.	
14.16	Determine the effect of a partially shaded solar window on collectable radiation over days, months and years.	
15.0	Describe safe work practices--The student will be able to:	
15.01	Demonstrate safe and proper use of required tools and equipment.	
15.02	Identify personal and environmental safety hazards, accepted practices, appropriate personal protective equipment and counter measures.	
15.03	Practice battery safety and identify proper personal protective equipment (PPE).	
15.04	Explain the importance of basic first aid and CPR in the solar energy work setting.	
15.05	Practice battery safety and identify proper personal protective equipment (PPE).	
15.06	Identify and implement Occupational Safety and Health Administration (OSHA) codes and standards related to installation, operation, public safety and maintenance of solar systems and equipment.	
16.0	Conduct a site assessment--The student will be able to:	
16.01	Identify traditional tools and equipment required for conducting site surveys for solar installation and demonstrate proficiency in their use.	
16.02	Diagram possible layouts and locations for array and equipment, including existing building or site features.	
16.03	Establish suitable location with proper orientation, area, access and structural integrity for solar systems.	
16.04	Identify and assess any site-specific safety hazards or other issues associated with the installation of the system, and establish appropriate safety procedures.	
16.05	Obtain and interpret solar radiation and temperature data for site from various resources for purposes of establishing performance expectations.	
16.06	Quantify the customer electrical load and energy use through review of utility bills and meter readings.	
16.07	Conduct a load analysis.	
16.08	Develop an energy assessment.	
16.09	Estimate the peak load and average energy use in order to determine the size and amount of solar equipment needed.	
16.10	Analyze the commercial rate schedule and compare to energy use in order to determine the most practical size and amount and type of solar photovoltaic equipment needed.	
16.11	Determine the requirements for installing a solar system for the proper interface with a utility system.	
16.12	Explain an electric utility bill.	
16.13	Determine the cost for a given amount of electricity based on a utility rate schedule. 	
17.0	Design a solar system--The student will be able to:	
17.01	Identify appropriate system design and configurations based on the customer’s consumption needs with consideration for desired energy, peak power production, autonomy requirements, size, cost and available space for system equipment.	
17.02	Identify the panel’s nameplate specifications, and determine the actual output efficiency based on sited data.	
17.03	Estimate time, materials and equipment required for installation based on one-line or three-line system diagram and estimation of system installation times.	
17.04	Describe the differences and advantages between a string inverter system and a branch wired micro-inverter system.	
17.05	Identify mechanical design that is consistent with environmental, architectural, structural, code requirements and other conditions of the site.	
17.06	Understand and verify Underwriters Laboratories (UL) listed equipment (UL1741, UL1703) as well as Institute of Electrical and Electronics Engineers (IEEE) standard 1547.	
17.07	Determine the electrical design to be compatible with the existing electrical system at a specified location.	
17.08	Identify appropriate conductor types and rating for each electrical circuit in the open or closed system.	
17.09	Understand the derated ampacity of system conductors, and select appropriate sizes based on design currents.	
17.10	Determine appropriate size, ratings and locations for all system over-current and disconnect devices.	
17.11	Determine appropriate size, ratings and locations for grounding, surge suppression and associated equipment.	
17.12	Complete mechanical line drawing depicting the array mount structure.	
17.13	Read and interpret electrical and mechanical construction drawings.	
17.14	Complete an electrical single line diagram.	
17.15	Understand the balance of system (BOS) parts. 	
17.16	Determine voltage drop for any electrical circuit based on size and length of conductors.	
17.17	Select an appropriate utility interconnection point, and determine the size, ratings and locations for over-current and disconnect devices.	
17.18	Understand the operation of various types of energy storage grid connected solar systems.	
17.19	Understand the operation of a grid-tied connected solar system and a grid interactive solar system.	
17.20	Understand the operation of an off-grid stand-alone solar system.	
17.21	Understand battery storage system for a stand-alone or grid-interactive solar PV system. 	
17.22	Understand the charging characteristics and set points of a battery system.	
17.23	Understand module mismatch and the effect on PV modules, arrays, inverters and charge controllers.	
17.24	Understand the module sun exposure including tilt angle, shading and azimuth angle and the effect on PV modules, arrays, inverters and charge controllers. 	
17.25	Understand the issues of voltage in micro inverter branch circuits and how to keep voltage rise less than two percent.	
17.26	Understand the difference between DC, single phase, AC, split phase AC systems and three phase AC systems and the advantages and disadvantages of each.	
18.0	Understand the permitting process for municipalities, the county and the state--The student will be able to:	
18.01	Describe documentation necessary to obtain a permit.	
18.02	Understand the job of the authority having jurisdiction.	
18.03	Understand eligibility for specific trades to apply for permits.	
18.04	Generate documentation for a solar system that would allow for permit submittal.	
19.0	Install subsystems and components at the site--The student will be able to:	
19.01	Utilize, draw and label schematics, instructions and recommended procedures in installing equipment while implementing all applicable personal and personnel safety and environmental protections measures.	
19.02	Understand general electrical installation principles; e.g. DC versus AC rated equipment; line and load; breaker ratings; conduit types and applications (metal electrical metal tubing (EMT) in structure only when dc wiring present).	
19.03	Visually inspect and quick test PV modules.	
19.04	Assemble modules, panels and support structures as specified by the manufacturer.	
19.05	Install module array interconnect wiring; implement measures to disable or short circuit a module or array during installation.	
19.06	Complete final assembly, structural attachment and weather sealing of array to building or other support mechanism(s).	
19.07	Provide and install required labels on inverters, controls, disconnects and over-current devices, surge suppression and grounding equipment, junction boxes, batteries and enclosures, conduit and other electrical hardware.	
19.08	Label, install and terminate electrical wiring; verify proper connections, voltages and phase/polarity relationships.	
19.09	Verify continuity and measure impedance of grounding system.  	
19.10	Program, adjust and or configure inverters and controls for desired set points and operating modes.	
19.11	Understand the programming of an energy storage grid connected (grid interactive) solar system.	
19.12	Understand the programming of a grid connected solar system.	
19.13	Understand the programming of an off-grid stand-alone solar system.	
20.0	Understand monitoring systems for solar including utility grade and residential grade monitoring equipment--The student will be able to:	
20.01	Describe monitoring equipment.	
20.02	Install monitoring equipment.	
20.03	Interpret output of monitoring equipment.	
21.0	Inspect and troubleshoot solar systems--The student will be able to:	
21.01	Visually inspect the entire installation, identifying and resolving any evident deficiencies in materials or workmanship.	
21.02	Check system mechanical installation for structural integrity and weather sealing.	
21.03	Check electrical installation for proper wiring, polarity, grounding and integrity terminations.	
21.04	Activate the system and verify overall system functionality and performance based on initial expectations while noting any deficiencies.	
21.05	Demonstrate procedures for connecting and disconnecting the system and equipment from all sources.	
21.06	Identify and verify all required markings and labels for the system and equipment.	
21.07	Identify, provide documentation and explain all safety issues associated with operations and maintenance of the system.	
22.0	Maintain solar systems--The student will be able to:	
22.01	Identify the tools and equipment required for maintaining and troubleshooting the system.	
22.02	Identify maintenance needs and implement service procedures for modules, arrays, batteries, power conditioning equipment, safety systems, structural and weather sealing systems, and balance of systems equipment.	
22.03	Measure system performance and operating parameters, compare with specifications and expectations, and assess operating condition of system and equipment.	
22.04	Perform diagnostics and interpret results.	
22.05	Identify performance and safety issues, and implement corrective measures.	
22.06	Verify and demonstrate complete functionality and performance of system, including start-up, shut-down, normal operation and emergency bypass operations.	
22.07	Compile and maintain record of system operation, performance and maintenance and explain the system to the client.	
23.0	Demonstrate the importance of health, safety and environmental management systems in organizations and their importance to organizational performance and regulatory compliance--The student will be able to:	
23.01	Describe personal and jobsite safety rules and regulations that maintain safe and healthy work environments.	
23.02	Explain emergency procedures to follow in response to workplace accidents.	
23.03	Create a disaster and/or emergency response plan for specific incidences.	
24.0	Demonstrate science knowledge and skills--The student will be able to:	
24.01	Discuss the role of creativity in constructing scientific questions, methods and explanations.	
24.02	Formulate scientifically investigable questions, construct investigations, collect and evaluate data, and develop scientific recommendations based on findings.	
25.0	Demonstrate mathematics knowledge and skills--The student will be able to:	
25.01	Demonstrate knowledge of arithmetic operations.	
25.02	Analyze and apply data and measurements to solve problems and interpret documents.	
25.03	Construct charts/tables/graphs using functions and data.	

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.

Academic Alignment

Secondary Career and Technical Education courses are pending alignment to the B.E.S.T.  (Benchmarks for Excellent Student Thinking) Standards for English Language Arts (ELA) and Mathematics that were adopted by the State Board of Education in February 2020.  Academic alignment is an ongoing, collaborative effort of professional educators that provide clear expectations for progression year-to-year through course alignment. This initiative supports CTE programs by improving student performance through the integration of academic content within CTE courses.  

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.

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.

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)

SkillsUSA is the intercurricular 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.  

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 course or a modified course.  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 a Career and Technical Education (CTE) course.  The student should work on different competencies and new applications of competencies each year toward completion of the CTE course.  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