2013-2014
Florida Department of Education
Curriculum Framework 

Program Title:	Vocational Employability Skills for Youth
Program Type:	Non Career Preparatory
Career Cluster:	Instructional Support Services

	Secondary – Non Career Preparatory	
Program Number	9001920	
CIP Number	11990007SN	
Grade Level	7-12, 30, 31	
Standard Length	.5/Multiple Credits	
Teacher Certification	ANY VOCATIONAL FIELD OR COVERAGE
ANY FIELD WHEN CERT REFLECTS BACHELOR OR HIGHER	
CTSO	N/A	
Facility Code	272  http://www.fldoe.org/edfacil/sref.asp (State Requirements for Educational Facilities)	
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 

The purpose of this program is to provide career and technical education competencies for youthful offenders.  Basic practical and job preparatory instruction is provided in the competencies necessary for a better understanding of the world of work and for entry-level job employment.  The specific program content includes measurable components from any of the career and technical program areas with heavy emphasis on work ethics and employability skills.

Program Structure  

This program is intended to provide short-term occupational education for individuals in residence within youthful offenders' institutions, usually for a duration of four (4) to twelve (12) months.  The objective is to provide a foundation of survival skills for a transition into entry-level employment and/or additional on-the-job training.

Laboratory Activities

Laboratory activities are an integral part of this program.  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

Primary emphasis will be given to the diagnosis of the individual's interest and aptitude, followed by involvement in appropriate occupational competencies, consistent with the individual's education level.  This program is designed to allow the institution's career and technical education department in cooperation with the Division of Career and Adult Education to develop student performance standards for specific instructional components based upon identified occupational titles in any of the career clusters of Agriculture, Food and Natural Resources; Architecture and Construction; Arts, A/V Technology and Communication; Business, Management and Administration; Education and Training; Finance; Government and Public Administration; Health Science; Hospitality and Tourism; Human Services; Information Technology; Law, Public Safety and Security; Manufacturing; Marketing, Sales and Services; Science, Technology, Engineering and Mathematics (STEM); and Transportation, Distribution and Logistics.  This curriculum framework and the adopted student performance standards will be the basis for program operation and program review.  The specialized student performance standards will be based upon:
	
1)	Serving the special needs of institution's clients with an average commitment time of 4 to 6 months.
2)	Organized instruction provided by a qualified instructor.
3)	Input from a program advisory committee composed of representatives of business and industry.
4)	Documentation for evaluation and accountability purposes.

Essential Skills

Essential skills identified by the Division of Career and Adult Education have been integrated into the standards and benchmarks of this program.  These skills represent the general knowledge and skills considered by industry to be essential for success in careers across all career clusters.  Students preparing for a career served by this program at any level should be able to demonstrate these skills in the context of this program.  A complete list of Essential Skills and links to instructional resources in support of these Essential Skills are published on the CTE Essential Skills page of the FL-DOE website (http://www.fldoe.org/workforce/dwdframe/essential_skills.asp).

Accommodations

Federal and state legislation requires the provision of accommodations for students with disabilities as identified on the secondary student’s 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 Individual Educational Plan (IEP) served in Exceptional Student Education or 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 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.  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).

Standards

After successfully completing this program, the student will be able to perform the following:

01.0	Demonstrate realistic employment goals.
02.0	Demonstrate the competencies of employability and career development.
03.0	Demonstrate problem solving and critical thinking skills.
04.0	Manage interpersonal relationships.
05.0	Use appropriate equipment and supplies safely and correctly.
06.0	Demonstrate competencies identified for a specific program component.

OPTIONAL

07.0	Demonstrate acquired skills through on-the-job training.

2013-2014
Florida Department of Education
Student Performance Standards

Course Title: 	Vocational Employability Skills for Youth
Course Number: 	9001920
Course Credit:	.5

01.0	DEMONSTRATE REALISTIC EMPLOYMENT GOALS--The student will be able to:
01.01	Express personal strengths and weaknesses, including social adjustments and cognitive abilities.
01.02	Match interests and abilities with potential careers.

02.0	DEMONSTRATE THE COMPETENCIES OF EMPLOYABILITY AND CAREER DEVELOPMENT –Explain the importance of employability skills and entrepreneurship skills.  The student will be able to:

02.01	Identify and demonstrate positive work behaviors needed to be employable. ECD 1.0
02.02	Develop personal career plan that includes goals, objectives, and strategies.  ECD 2.0
02.03	Examine licensing, certification, and industry credentialing requirements.  ECD 3.0
02.04	Maintain a career portfolio to document knowledge, skills, and experience.  ECD 5.0
02.05	Evaluate and compare employment opportunities that match career goals. ECD 6.0
02.06	Identify and exhibit traits for retaining employment.  ECD 7.0
02.07	Identify opportunities and research requirements for career advancement. ECD 8.0
02.08	Research the benefits of ongoing professional development. ECD 9.0
02.09	Examine and describe entrepreneurship opportunities as a career planning option.  ECD 10.0

03.0	DEMONSTRATE PROBLEM-SOLVING AND CRITICAL THINKING: The student will be able to:

03.01	Employ critical thinking skills independently and in teams to solve problems and make decisions. PS1.0
03.02	Employ critical thinking and interpersonal skills to resolve conflicts. PS 2.0
03.03	Identify and document workplace performance goals and monitor progress toward those goals.  PS 3.0
03.04	Conduct technical research to gather information necessary for decision-making. 	PS 4.0

04.0	MANAGE INTERPERSONAL RELATIONSHIPS--The student will be able to:

04.01	Demonstrate good work attitudes.
04.02	Demonstrate characteristics of a good employee.
04.03	Maintain a positive relationship with a supervisor.
05.0	USE APPROPRIATE EQUIPMENT AND SUPPLIES SAFELY AND CORRECTLY--The student will be able to:

05.01	These student performance standards are job specific and correspond to the job preparatory program in which the student is enrolled.

06.0	DEMONSTRATE COMPETENCIES IDENTIFIED FOR A SPECIFIC PROGRAM COMPONENT--The student will be able to:

06.01	These student performance standards are job specific and correspond to the job preparatory program in which the student is enrolled.

OPTIONAL

07.0	DEMONSTRATE ACQUIRED SKILLS THROUGH ON-THE-JOB TRAINING--The student will be able to:

07.01	Display a positive attitude toward a job.
07.02	Demonstrate job performance skills.
07.03	Display expected level of productivity.
07.04	Use evaluations to improve own performance.
07.05	Identify, organize, plan and allocate resources.
07.06	Work cooperatively with others.
07.07	Acquire and use information including using computers.
07.08	Work effectively within the context of complex interrelationships.
07.09	Work with a variety of technologies.
07.10	Perform basic computer operations.