Florida Department of Education
Curriculum Framework 
	
Program Title:	Career and Technical Education Internship
Program Type:	Career Preparatory
Career Cluster:	Additional CTE Programs/Courses 

Secondary – Career Preparatory	
Program Number	8300430	
CIP Number	10988630CP	
Grade Level	9-12	
Program Length	Multiple Credits	
Teacher Certification	Refer to the Program Structure section.	
CTSO	BPA, DECA, FBLA-PBL, FCCLA, FFA, FL-TSA, FPSA, HOSA, SkillsUSA	
SOC Codes (all applicable) 	N/A 	
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; 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 career education. This program offers a broad foundation of knowledge and skills to prepare students for employment in the selected occupational area.

The purpose of this course is to provide students with the opportunity to gain practical, first-hand knowledge in broad occupational clusters or industry sectors through a structured internship experience.  This internship is designed to give students an opportunity to integrate occupational and applied academic learning and to apply knowledge and skills learned in a classroom to actual work situations not generally available through paid employment.

To enroll in the internship, a student must be currently enrolled in or has completed a career course/program (including Technology Education).  Students will be allowed a maximum of 450 total hours at the workplace-learning site, regardless of the number of credits earned.

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

Program 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 program structure:

Course Number	Course Title	Teacher Certification	Length	SOC Code	Level	Graduation Requirement	
8300430	Guided Workplace Learning (Internship)/Career and Technical Education Internship	ANY FIELD WHEN CERT REFLECTS BACHELOR OR HIGHER
ANY VOCATIONAL FIELD OR COVERAGE	Multiple Credits	N/A	2	CT	
(Graduation Requirement Codes: CT= Career & Technical Education, EQ= Equally Rigorous Science, EC= Economics, MA= Mathematics, 
PL= Personal Financial Literacy)

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	Perform designated job skills.
02.0	Demonstrate knowledge and skills related to mathematics.
03.0	Demonstrate knowledge and skills related to science.
04.0	Use oral and written communication skills to create, express, and interpret information and ideas. 
05.0	Demonstrate knowledge and skills related to language arts.
06.0	Solve problems using critical thinking skills, creativity and innovation.
07.0	Demonstrate the importance of health, safety, and environmental management systems in organizations and the relationship of these systems to organizational performance and regulatory compliance. 
08.0	Use information technology tools.
09.0	Demonstrate the leadership and teamwork skills needed to accomplish team goals and objectives.
10.0	Demonstrate money-management concepts, procedures, and strategies.
11.0	Describe the roles within teams, work units, departments, organizations, inter-organizational systems, and the larger environment.
12.0	Describe the importance of professional ethics and legal responsibilities.
13.0	Explain the importance of employability and entrepreneurship skills.
14.0	Demonstrate expertise in a specific occupation within the career cluster.

Florida Department of Education
Student Performance Standards

Course Title: 		Career and Technical Education Internship
Course Number: 	8300430
Course Credit:	Multiple

Course Description:

The purpose of this course is to provide students with the opportunity to gain practical, first-hand knowledge in broad occupational clusters or industry sectors through a structured internship experience.  This internship is designed to give students an opportunity to integrate occupational and applied academic learning and to apply knowledge and skills learned in a classroom to actual work situations not generally available through paid employment.

CTE Standards and Benchmarks	
01.0	Perform designated job skills. The student will be able to:	
01.01	Perform tasks as outlined in the training plan.	
02.0	Demonstrate knowledge and skills related to mathematics. The student will be able to:	
02.01	Demonstrate knowledge of arithmetic operations.  	
02.02	Analyze and apply data and measurements to solve problems and interpret documents.  	
02.03	Construct charts/tables/graphs using functions and data.  	
03.0	Demonstrate knowledge and skills related to science. The student will be able to: 	
03.01	Discuss the role of creativity in constructing scientific questions, methods and explanations.  	
03.02	Formulate scientifically investigable questions, construct investigations, collect and evaluate data, and develop scientific recommendations based on findings.  	
04.0	Use oral and written communication skills to create, express, and interpret information and ideas. The student will be able to:	
04.01	Select and employ appropriate communication concepts and strategies to enhance oral and written communication in the workplace.  	
04.02	Locate, organize and reference written information from various sources. Read and interpret information relative to the chosen occupation.
Locate and evaluate key elements of oral and written information.	
04.03	Design, develop and deliver formal and informal presentations using appropriate media to engage and inform diverse audiences.  	
04.04	Interpret verbal and nonverbal cues/behaviors that enhance communication.  	
04.05	Apply active listening skills to obtain and clarify information.  	
04.06	Develop and interpret tables and charts to support written and oral communications.  	
04.07	Exhibit public relations skills that aid in achieving customer satisfaction.  	
05.0	Demonstrate knowledge and skills related to language arts. The student will be able to: 	
05.01	Locate, comprehend and evaluate key elements of oral and written information.  	
05.02	Draft, revise, and edit written documents using correct grammar, punctuation and vocabulary.  	
05.03	Present information formally and informally for specific purposes and audiences.  	
06.0	Solve problems using critical thinking skills, creativity and innovation. The student will be able to:	
06.01	Demonstrate higher order critical thinking and reasoning skills appropriate for the selected program of study.	
06.02	Employ critical thinking skills independently and in teams to solve problems and make decisions.  	
06.03	Employ critical thinking and interpersonal skills to resolve conflicts.  	
06.04	Identify and document workplace performance goals and monitor progress toward those goals.  	
06.05	Conduct technical research to gather information necessary for decision-making.  	
07.0	Demonstrate the importance of health, safety, and environmental management systems in organizations and the relationship of these systems to organizational performance and regulatory compliance. The student will be able to:	
07.01	Describe personal and jobsite safety rules and regulations that maintain safe and healthy work environments.  	
07.02	Explain emergency procedures to follow in response to workplace accidents.	
07.03	Create a disaster and/or emergency response plan.  	
08.0	Use information technology tools. The student will be able to:	
08.01	Use personal information management (PIM) applications to increase workplace efficiency.  	
08.02	Employ technological tools to expedite workflow including word processing, databases, reports, spreadsheets, multimedia presentations, electronic calendar, contacts, email, and Internet applications.  	
08.03	Employ computer operations applications to access, create, manage, integrate, and store information.  	
08.04	Employ collaborative/groupware applications to facilitate group work.  	
09.0	Demonstrate the leadership and teamwork skills needed to accomplish team goals and objectives. The student will be able to:	
09.01	Employ leadership skills to accomplish organizational goals and objectives.  	
09.02	Establish and maintain effective working relationships with others in order to accomplish objectives and tasks.  	
09.03	Conduct and participate in meetings to accomplish work tasks.  	
09.04	Employ mentoring skills to inspire and teach others.	
09.05	Enhance leadership and career skills through work-based learning including job placement, job shadowing, entrepreneurship, internship, or a virtual experience.	
09.06	Participate in leadership development opportunities available through the appropriate student organization and/or other professional organizations.	
09.07	Enhance written and oral communications through the development of presentations, public speaking, and live and/or virtual interviews.	
10.0	Demonstrate money-management concepts, procedures, and strategies. The student will be able to:	
10.01	Identify and describe the services and legal responsibilities of financial institutions.  	
10.02	Describe the effect of money management on personal and career goals.  	
10.03	Develop a personal budget and financial goals.  	
10.04	Complete financial instruments for making deposits and withdrawals.  	
10.05	Maintain financial records.  	
10.06	Read and reconcile financial statements.  	
10.07	Research, compare and contrast investment opportunities.	
11.0	Describe the roles within teams, work units, departments, organizations, inter-organizational systems, and the larger environment. The student will be able to:	
11.01	Describe the nature and types of business organizations.  	
11.02	Explain the effect of key organizational systems on performance and quality. 	
11.03	List and describe quality control systems and/or practices common to the workplace.  	
11.04	Explain the impact of the global economy on business organizations.	
12.0	Describe the importance of professional ethics and legal responsibilities. The students will be able to:	
12.01	Evaluate and justify decisions based on ethical reasoning. 	
12.02	Evaluate alternative responses to workplace situations based on personal, professional, ethical, legal responsibilities, and employer policies.  	
12.03	Identify and explain personal and long-term consequences of unethical or illegal behaviors in the workplace.  	
12.04	Interpret and explain written organizational policies and procedures.  	
13.0	Explain the importance of employability and entrepreneurship skills. The student will be able to:	
13.01	Identify and demonstrate positive work behaviors needed to be employable.  	
13.02	Develop personal career plan that includes goals, objectives, and strategies.  	
13.03	Examine licensing, certification, and industry credentialing requirements.  	
13.04	Maintain a career portfolio to document knowledge, skills, and experience.  	
13.05	Evaluate and compare employment opportunities that match career goals.  	
13.06	Identify and exhibit traits for retaining employment.  	
13.07	Identify opportunities and research requirements for career advancement.  	
13.08	Research the benefits of ongoing professional development.  	
13.09	Examine and describe entrepreneurship opportunities as a career planning option. 	
14.0	Demonstrate expertise in a specific occupation within the career cluster. The student will be able to:	
14.01	The benchmarks will be selected from the appropriate curriculum frameworks and determined by the instructor based upon the individual student’s assessed needs.	

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.

Florida Standards for English Language Development (ELD)
English language learners communicate for social and instructional purposes within the school setting. ELD.K12.ELL.SI.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. 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 internship must include the following components:

Pre-Placement Planning Conference:  The student, teacher, and the Career and Technical Education Internship site supervisor must participate in a pre-placement conference.  It is also recommended that the parent/guardian of the student be included in the pre-placement planning conference.  Pre-placement planning is essential in designing learning experiences that are appropriate for each individual's learning needs and career interests.  Also, it is critical that all parties involved understand and agree on time schedules, expectations, training/learning activities, and evaluation methods.  The internship agreement should be signed by the student, teacher/coordinator, parent/guardian, and the Career and Technical Education Internship site supervisor.

Career and Technical Education Internship Site:  The following criteria should be met when choosing the Career and Technical Education Internship site:

The internship must allow experiences that utilize both skills and knowledge directly related to the student's career goal and the career and technical course/program in which the student is enrolled or has completed.
The internship must provide opportunities for rotation through a wide variety of increasingly responsible experiences beyond routine activities.
The internship must provide skilled workplace-learning site supervisors and/or mentors who are interested and willing to assist the student.
The internship must provide a safe and ethically sound environment with up-to-date facilities and equipment.  The internship must adhere to all state and federal laws and rules regarding the employment of minors.  The internship must not displace a paid employee.
The student does not have to be paid.
Timecards documenting the time spent at the internship site must be maintained.

Job Experience:  This component shall provide a match between the student's career goal and a work-based situation that will provide exposure to the broad aspects of the selected industry.  The assigned tasks should allow for a progression of and rotation through experiences requiring a variety of skills and knowledge at increasingly higher levels as relates to the student's career major.

Career and Technical Education Internship Plan:  A Career and Technical Education Internship plan must be developed and implemented for each student.  The student performance standards of the Career and Technical Education Internship plan should include an outline of learning objectives, methods of learning, activities/responsibilities, time required, provisions for supervision, and method(s) of student evaluation.  The Career and Technical Education Internship plan must be signed by the student, teacher/coordinator, parent/guardian, and the Career and Technical Education Internship site supervisor.

Weekly Class or Seminar:  Students in the Career and Technical Education Internship must meet a minimum of once per week for the purpose of related instruction and developmental activity.  These seminars should provide a forum for students to share and learn from each other's experiences through discussion and group activities/projects.  Faculty should also use this time to reinforce the application of subject matter in the internship setting.  Students should be encouraged to reflect upon and personalize their experiences through individual journals and also through interaction with the teacher/coordinator and the Career and Technical Education Internship site supervisor.

Supervision/Site Visits:  Teacher/Coordinators of the Career and Technical Education Internship must monitor and support learning while students are in the field.  Teacher/coordinators should visit the internship site as frequently as once every two weeks, but not less than once per month so that students may be observed performing all facets of their internship experiences.  Students must also be evaluated a minimum of once per grading period by the Career and Technical Education Internship site supervisor.  The evaluation should assess how well the student is progressing towards goals established by the student, teacher/coordinator, and Career and Technical Education Internship site supervisor.  Portfolio assessment is a recommended method of student assessment.

For every 20 students (or portion thereof) enrolled in Career and Technical Education Internship, the teacher/coordinator should be given one hour of coordination release time per day for the purposes of visiting students on the job and managing the cooperative method of instruction.

Career and Technical Student Organization (CTSO)

The following list identifies the appropriate career and technical student organizations for providing leadership training and reinforcing specific career and technical skills: Business Professionals of America (BPA); DECA; Family, Career and Community Leaders of America (FCCLA); FFA; Florida Public Service Association (FPSA); Florida Technology Student Association (FL-TSA); Future Business Leaders of America – Phi Beta Lambda (FBLA-PBL); HOSA: Future Health Professionals (HOSA); SkillsUSA. 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.