2020 – 2021
Florida Department of Education
Curriculum Framework 

Program Title:	Blueprint for Professional Success
Program Type:	Non Career Preparatory
Career Cluster:	Business Management and Administration

Secondary – Non Career Preparatory	
Program Number	8500375	
CIP Number	09200119PA	
Grade Level	9-12	
Standard Length	1 credit	
Teacher Certification	Refer to the Course Structure section.	
CTSO	Any CTSO	
CTE Program Resources 	http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml	

Purpose 

The purpose of this course is designed to prepare students for the workplace in the twenty-first century.  The course includes developing human resources, work ethics, decision making, balancing work and family, as well as other skills.  These skills are often referred to as "business skills".  Exploration of a variety of careers is highly recommended through a job shadowing experience.  Development of a portfolio will provide a personal file and organizational tool for the student to transfer knowledge to a real life experience.

Business/health/human and public services/community/technology partnerships are essential to provide current workplace practices.  Planned and supervised job shadowing experiences must be provided through one or more of the following: (1) directed workplace experiences (2) student projects (3) simulations (4) outside of class explorations.

Instruction and learning activities are provided in a laboratory setting using hands-on experiences with the tools, materials and technology appropriate to the course content and in accordance with current practices.  Activities provide instruction in the use of current equipment and technology, such as personal computers, software, and multi-media platforms.

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	
8500375	Blueprint for Professional Success	AGRICULTURE 1 @2
BUS ED 1 @2
ENG&TEC ED1@2
FAM CON SC 1 
MKTG 1 @2
PRAC NURSE @7 %G
TEC ED 1 @2	1 credit	2		
(Graduation Requirement Abbreviations- EQ= Equally Rigorous Science, PA= Practical Arts, EC= Economics)

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 leadership and organizational skills.
02.0	Develop interpersonal skills for individual and job/career success.
03.0	Demonstrate skills for becoming a team player.
04.0	Identify desirable work ethics.
05.0	Demonstrate employability skills.
06.0	Create a personal portfolio of employment forms and letters.
07.0	Identify and integrate decision-making processes applicable to the workplace and work situations.
08.0	Develop effective communication skills for the workplace.
09.0	Plan appropriate wardrobes for different job experiences.
10.0	Develop and maintain positive relationships in the diverse workplace.
11.0	Recognize and demonstrate appropriate workplace behavior.
12.0	Demonstrate the ability to use modern technological equipment in the workplace.
13.0	Demonstrate resource management techniques.
14.0	Analyze the balancing of work, family, and community.
15.0	Evaluate the role of self-management in the health and wellbeing of the individual and the family.
16.0	Evaluate the employee's role in preventing accidents or injuries on the job.
17.0	Explore the integration of academic and career skills in the transition from school to work.

2020 – 2021
Florida Department of Education
Student Performance Standards

Course Title: 	Blueprint for Professional Success
Course Number: 	8500375
Course Credit:	1

Course Description:

The purpose of this course is designed to prepare students for the workplace in the twenty-first century.  The course includes developing human resources, work ethics, decision making, balancing work and family, as well as other skills.  These skills are often referred to as "soft skills".  Exploration of a variety of careers is highly recommended through a job shadowing experience.  Development of a portfolio will provide a personal file and organizational tool for the student to transfer knowledge to a real life experience.

CTE Standards and Benchmarks	
01.0	Demonstrate leadership and organizational skills.  The student will be able to:	
01.01	Implement effective planning strategies using the planning process.	
01.02	Describe roles and characteristics of an effective leader.	
01.03	Justify decisions you make as a leader.	
01.04	Demonstrate effective organizational skills for work and home.	
02.0	Develop interpersonal skills for individual and job/career success.  The student will be able to:	
02.01	Explain how employees might be considered assets or resources to an organization.	
02.02	Evaluate positive personal characteristics needed for employment.	
02.03	Identify factors that influence personality formation.	
02.04	Determine the relevance of integrating academic learning, social skills, and lifestyle choices to home and career.	
02.05	Develop and present results of a personal growth project.	
03.0	Demonstrate skills for becoming a team player.  The student will be able to:	
03.01	Participate cooperatively and productively in teams to identify and solve problems.	
03.02	Compare and contrast working cooperatively and working individually.	
03.03	Investigate potential conflicts of different personality types working together as a team.	
03.04	Demonstrate conflict resolution techniques for effective teamwork.	
04.0	Identify desirable work ethics.  The student will be able to:	
04.01	Describe positive and negative work ethics.	
04.02	Analyze the relationship between employee behaviors and potential consequences.	
04.03	Using real world scenarios, critique work ethics displayed by employees.	
05.0	Demonstrate employability skills.  The student will be able to:	
05.01	Evaluate the impact and importance of various factors that may influence your career choice.	
05.02	Use various sources of career information to research your potential careers, including information on qualifications, salary ranges, job outlook, and education.	
05.03	Demonstrate the steps of a job search.	
06.0	Create a personal portfolio of employment forms and letters.  The student will be able to:	
06.01	Discuss the value of the portfolio as a job search tool.	
06.02	Prepare, organize, and maintain a portfolio containing at least the following: career and educational goals, autobiography, picture identification, resume, letters of recommendation, completed job application, list of school/community activities, work and volunteer history, sample memos and letters for job related writings.	
07.0	Identify and integrate decision-making processes applicable to the workplace and work situations.  The student will be able to:	
07.01	Apply the decision-making process to narrow career choices.	
07.02	Connect the decision-making process with solving problems in the workplace and at home.	
07.03	Evaluate current decisions to determine future consequences.	
08.0	Develop effective communication skills for the workplace.  The student will be able to:	
08.01	Evaluate the effectiveness of assertive, aggressive, and passive communication.	
08.02	Dramatize the impact of non-verbal behavior on communication.	
08.03	Demonstrate the ability to provide effective feedback and deal with constructive criticism.	
08.04	Communicate effectively in writing in the forms of correspondence, reports, proposals, and instructions.	
08.05	Demonstrate effective presentation skills using current presentation applications.	
08.06	Demonstrate effective interview skills in mock interview scenarios.	
09.0	Plan appropriate wardrobes for different job experiences.  The student will be able to:	
09.01	Demonstrate proper grooming skills.	
09.02	Research proper attire for various work environments.	
10.0	Develop and maintain positive relationships in the diverse workplace.  The student will be able to:	
10.01	Define and describe sexual harassment in the workplace.	
10.02	Demonstrate appropriate conversation for work related settings.	
10.03	Discuss the advantages of a culturally diverse workplace.	
10.04	Discuss the impact of the Americans with Disabilities Act and the job market.	
10.05	Investigate the history of the Equal Employment Opportunity Act and discuss its impact on job equity since its inception.	
11.0	Recognize and demonstrate appropriate workplace behavior.  The student will be able to:	
11.01	Describe strategies for successful job performance.	
12.0	Demonstrate the ability to use modern technological equipment in the workplace.  The student will be able to:	
12.01	Demonstrate digital literacy in the areas of general computing fundamentals, key applications, and online literacy.	
12.02	Use electronic communication devices.	
12.03	Evaluate the best choice of various communication devices for specific purposes.	
13.0	Demonstrate resource management techniques.  The student will be able to:	
13.01	Discuss the benefits of good time management skills.	
13.02	Effectively use technology based time management tools.	
13.03	Practice good money management skills by planning and controlling money using scenarios for both home and business situations.	
13.04	Create and follow a personal budget.	
13.05	Identify and prioritize company benefits that include insurance, employee assistance program, vacation, child care, flex hours, job sharing, and telecommuting.	
13.06	Evaluate competing job offers based on location, cost of living, benefits, salary.	
14.0	Analyze the balancing of work, family, and community.  The student will be able to:	
14.01	Demonstrate ability to set work and home priorities effectively.	
14.02	Determine how to achieve equitable job division in the home (consider traditional and non-traditional family member roles).	
14.03	Analyze the benefits and disadvantages of a one income family versus a two-income family.	
14.04	Examine financial need changes throughout the family life cycle.	
14.05	Evaluate the pros and cons of taking a vacation considering the individual, family, and company.	
14.06	Identify and analyze the types of child care available to determine the best fit for the child and family.	
14.07	Research ways a parent can be involved in a child’s educational process to benefit the child.	
14.08	Research community resources for the family.	
14.09	Identify activities in which the individual can be involved within the community, i.e. volunteerism, politics or a support system.	
15.0	Evaluate the role of self-management in the health and well-being of the individual and the family.  The student will be able to:	
15.01	Define and describe symptoms of stress and their effects on the individual emotionally and physically.	
15.02	Define and discuss appropriate coping behavior(s).	
15.03	Recognize and evaluate how workplace transitions affect an individual and the family.	
15.04	Discuss implications of job loss on the individual and the family.	
15.05	Define and analyze power struggles in the workplace.	
15.06	Evaluate the effects of substance abuse on work and family.	
15.07	Discuss the pervasiveness of with substance abuse in society and its effects on the family and workplace.	
15.08	Research federal, state, and community resources of free help for families and employees.	
15.09	Discuss techniques that can be used to develop a family's health and fitness.	
16.0	Evaluate the employee's role in preventing accidents or injury on the job.  The student will be able to:	
16.01	Identify the difference between personal liability and corporate liability.	
16.02	Explain the roles of the Occupational Safety and Health Administration (OSHA) and the Environmental Protection Agency (EPA) in ensuring safe working conditions.	
16.03	Recognize the financial and human costs of accidents caused by human error or an unsafe work environment.	
16.04	Identify appropriate personal protective equipment (PPE) for worker safety in various fields.	
17.0	Explore the integration of academic and career skills in the transition from school to work.  The student will be able to:	
17.01	Evaluate academic skills necessary to be successful in a chosen career.	
17.02	Describe the different types of businesses including corporations, partnerships, and cottage industries.	
17.03	Define entrepreneurship.	
17.04	Evaluate the advantages and risks of entrepreneurship as compared to working for a company.	
17.05	Compare and contrast job shadowing and internships while explaining the benefits of each.	

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

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)

Any DOE-approved CTSO can be the intercurricular 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 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.