Florida Department of Education
Adult General Education
Curriculum Framework

APPLIED ACADEMICS FOR ADULT EDUCATION	
Program Title	Applied Academics for Adult Education (AAAE)	
Program Number	S990001	
Course Title	Applied Academics for Adult Education	
Course Number	S990041-Comprehensive (Language Arts, Mathematics, Reading)	
CIP Number	1532010503	
Grade Equivalent	9.0 and above	
Grade Level	30, 31	
Recommended Length	Varies. The State funds up to 1300 hours per reporting year.  Local agencies may provide instruction beyond 1300 hours, but additional hours will not be funded.	

SPECIAL NOTE: Starting with Program Year 2023-2024, the Applied Academics for Adult Education (AAAE) course has been marked for removal from the Florida DOE Course Code Directory. The course will no longer be offered starting with Program Year 2024-2025. It is not allowable to enroll new students in the course in Program Year 2023-2024, however, agencies may continue to serve students who enrolled in Program Year 2022-2023 or in a prior year. 

Agencies have two options for transitioning AAAE students to other courses:

1.	Allow students currently enrolled in the AAAE course to remain enrolled as continuing students. (It is not allowable to enroll new students in the Adult ESOL CCR course in 2023-2024.) Beginning with Program Year 2024-2025, enroll the students as new students in one or both of the Adult Skills Building (ASB) courses: ASB RLA and ASB Math.
2.	Discontinue offering the AAAE course in Program Year 2023-2024 and enroll the students as new students in one or both of the Adult Skills Building (ASB) courses: ASB RLA and ASB Math.

PURPOSE
The purpose of this program is to provide basic skills instruction in Language Arts, Mathematics, and/or Reading to students enrolled in a Career and Technical Education (CTE) program who do not meet the exit requirements of the basic skills for the particular CTE program they are enrolled in. It is important to note that a CTE student who meets any of the exemptions listed in Rule 6A-10.040, F.A.C., is eligible to opt out of the basic skills requirement.

This course is supported with State of Florida funds only. It is not allowable for local agencies to use federal Adult General Education grant funds to support this course. Data on enrollments, test scores and levels are reported to the Florida DOE only and are not reported to the USDOE National Reporting System. 
STUDENTS 
In Program Year 2023-2024, students enrolled in a CTE program and who function at the 9th grade level or above are eligible to continue in the AAAE course. As noted above, it is not allowable to enroll new students in the AAAE course in Program Year 2023-2024. Only continuing students (those who were continuously enrolled in the course in the 2022-2023 Program Year and prior) may be re-enrolled in the course. 

ASSESSMENT
The Florida DOE has approved the following tests for the AAAE course: 

•	CASAS GOALS Math 900 Series 
•	CASAS GOALS Reading 900 Series
•	TABE 11&12 Language
•	TABE 11&12 Math 
•	TABE 11&12 Reading 

References for Assessment and Reporting: For complete information regarding assessment procedures and policies, see the CTE Basic Skills Technical Assistance Paper at https://www.fldoe.org/academics/career-adult-edu/career-adult-edu-technical-assistance-.stml.  For guidelines on the procedures for reporting data related to student test results, see the Florida DOE Division of Career and Adult Education (DCAE) Office of Research and Evaluation. 

Placement: As noted above, it is not allowable to enroll new students in the AAAE course in Program Year 2023-2024. Only continuing students (those who were continuously enrolled in the course in the 2022-2023 Program Year and prior) may be re-enrolled in the course. 

Prior to Program Year 2023-2024, students who enrolled in the AAAE course were pre-tested with one of the approved assessments listed above, which can also be found in Rule 6A-6.014, F.A.C. The pre-test results were used to guide instruction on the standards that students need to focus on.

Progression: Students enrolled in the AAAE course will show progression by being post-tested on the alternate form of the pre-test. The majority of students who pre-tested on a computer-based program will be assigned to take a post-test at the same level and the test administrator would administer an alternate form.  Students who pre-tested on a computer-based program and obtained a scale score near the top of the range may be assigned to take a higher level test. The post-test results will be used to guide instruction on the standards that students need to focus on.

CURRICULUM AND INSTRUCTION
The AAAE course is not leveled by grade level equivalents (GLE) or educational functioning levels (EFL). The curriculum framework is designed to provide individualized instruction to students enrolled in one or more of the Florida DOE CTE programs. 

ACCOMMODATIONS
Federal and state legislation requires the provision of accommodations for students with disabilities to meet individual needs and ensure equal access. Adult students with disabilities must self-identify, provide documentation, and request such services. Students with disabilities may need accommodations in areas such 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.

ADULT EDUCATION INSTRUCTOR CERTIFICATION REQUIREMENTS
As per s. Florida Statute 1012.39 (1)(b), F.S., each school district shall establish the minimal qualifications for part-time and full-time teachers in adult education programs.

STANDARDS
After successfully completing this program, the student will be able to demonstrate skills in mathematics, reading, and language that are needed to meet the requirements of the CTE program and/or future career and education goals. 

MATHEMATICS STANDARDS

M.01.00 Demonstrate Mathematics skills appropriate to the Career and Technical Program
 and/or future career and education goals:	
NUMBER AND QUANTITY:   The Real Number System 
	
M.01.01 Extend the properties of exponents to rational exponents.
•	Rewrite expressions involving radicals and rational exponents using the properties
of exponents.	
NUMBER AND QUANTITY: Quantities
	
M.01.02 Reason quantitatively and use units to solve problems.
•	Use units as a way to understand problems and to guide the solution of multi-step
problems; choose and interpret units consistently in formulas; choose and interpret the
scale and the origin in graphs and data displays.
•	Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.	
ALGEBRA: Seeing Structure in Expressions 
	
M.01.03 Interpret the structure of expressions.
•	Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.	
M.01.04 Write expressions in equivalent forms to solve problems.
•	Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression.
•	Factor a quadratic expression to reveal the zeros of the function it defines.	
ALGEBRA: Arithmetic with Polynomials and Rational Expressions
	
M.01.05 Perform arithmetic operations on polynomials.
•	Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction and multiplication; add, subtract and multiply polynomials.	
M.01.06 Rewrite rational expressions
•	Rewrite simple rational expressions in different forms; write a(x)/b(x) in the form q(x) + r(x)/b(x), where a(x), b(x), q(x) and r(x) are polynomials with the degree of r(x) less than the degree of b(x), using inspection, long division, or, for the more complicated examples, a computer algebra system.
	
ALGEBRA: Creating Equations
	
M.01.07 Create equations that describe numbers or relationships.
•	Create equations and inequalities in one variable and use them to solve problems.  Include equations arising from linear and quadratic functions and simple rational and exponential functions.
•	Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales.
•	Represent constraints by equations or inequalities and by systems of equations and/or inequalities and interpret solutions as viable or non-viable options in a modeling context.  For example, represent inequalities describing nutritional and cost constraints on combinations of different foods.
•	Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.	
ALGEBRA: Reasoning With Equations and Inequalities
	
M.01.08 Understand solving equations as a process of reasoning and explain the reasoning.
•	Explain each step in solving simple equation as following from the equality of numbers asserted at the previous step, starting from the assumption that the original equation has a solution.  Construct a viable argument to justify a solution method.
•	Solve simple rational and radical equations in one variable and give examples showing how extraneous solutions may arise.	
M.01.09 Solve equations and inequalities in one equation.
•	Solve linear equations and inequalities in one variable, including equations with coefficients represented by letters.
•	Solve quadratic equations in one variable.	
M.01.10 Solve systems of equations.
•	Solve systems of linear equations exactly and approximately (e.g., with graphs), focusing on pairs of linear equations in two variables.	
M.01.11 Represent and solve equations and inequalities graphically.
•	Understand the graph of an equation in two variables is the set of all its solutions plotted in the coordinate plane, often forming a curve (which could be a line).	
FUNCTIONS: Interpreting Functions
	
M.01.12 Understand the concept of a function and use function notation.
•	Understand that a function from one set (called the domain) to another set (called the range) assigns to each element of the domain exactly one element of the range.  If f is a function and x is an element of its domain, then f(x) denotes the output of f corresponding to the input x. The graph of f is the graph of the equation y=f(x). 
•	Use function notation, evaluate functions for inputs in their domains and interpret statements that use function notation in terms of a context.	
M.01.13 Interpret functions that arise in applications in terms of the context.
•	For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship.  
•	Relate the domain of a function to its graph and where applicable to the quantitative relationship it describes. 
•	Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval.  Estimate the rate of change from a graph.  
	
M.01.14 Analyze functions using different representations.
•	Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.
•	Use properties of exponents to interpret expressions for exponential functions.
•	Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions).  	
FUNCTIONS: Building Functions
	
M.01.15 Build a function that models a relationship between two quantities.
•	Write a function that describes a relationship between two quantities	
FUNCTIONS: Linear, Quadratic, and Exponential Models
	
M.01.16 Construct and compare linear, quadratic, and exponential models and solve problems.
•	Distinguish between situations that can be modeled with linear functions and with exponential functions.
•	Recognize situations in which one quantity changes at a constant rate per unit interval relative to another.
•	Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.	
M.01.17 Interpret expressions for functions in terms of the situation they model.
•	Interpret the parameters in a linear or exponential function in terms of a context.	
GEOMETRY: Congruence
	
M.01.18 Experiment with transformations in the plane.
•	Know precise definitions of angle, circle, perpendicular line, and line segment, based on the undefined motions of point, line, distance along a line, and distance around a circular arc.	
GEOMETRY: Similarity, Right Triangles, And Trigonometry
	
M.01.19 Prove theorems involving similarity.
•	Use congruence and similarity criteria for triangles to solve problems and to prove relationships in geometric figures.	
GEOMETRY: Geometric Measurement And Dimension
	
M.01.20 Explain volume formulas and use them to solve problems.
•	Use volume formulas for cylinders, pyramids, cones, and spheres to solve problems. 	
GEOMETRY: Modeling With Geometry
	
M.01.21 Apply geometric concepts in modeling situations.
•	Apply concepts of density based on area and volume in modeling situations (e.g., persons per square mile, BTUs per cubic foot).	
STATISTICS AND PROBABILITY: Interpreting Categorical and Quantitative Data
	
M.01.22 Summarize, represent and interpret data on a single count or measurable variable.
•	Represent data with plots on the real number line (dot plots, histograms, and box plots) 
•	Interpret differences in shape, center, and spread in the context of the data sets accounting for possible effects of extreme data points (outliers).	
M.01.23 Summarize, represent and interpret data on two categorical and quantitative variables.
•	Summarize categorical data for two categories in two-way frequency tables.  Interpret relative frequencies in the content of the data (including joint, marginal and conditional relative frequencies).  Explain possible associations and trends in the data.	
M.01.24 Interpret linear models.
•	Interpret the slope (rate of change) and the intercept (constant term) of a linear model in the context of the data.
•	Distinguish between correlation and causation.	

READING STANDARDS
R.02.00 Demonstrate Reading skills appropriate to the Career and Technical Program and/or future career and education goals:
	
R.02.01 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
•	Cite strong and thorough textual evidence to support analysis of what the text says explicitly, as well as inferences drawn from the text.  
•	Application:  Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. 
•	Application:  Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.  	
R.02.02 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
•	Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
•	Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms.	
R.02.03 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
•	Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
•	Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
•	Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas or events interact and develop over the course of the text.  	
R.02.04 Interpret words and phrases as they are used in a text, including determining  technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
•	Determine the meaning of words and phrases as they are used in a text, including figurative, connotative and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone.
•	Application:  Determine the meaning of symbols, key terms and other domain-specific words and phrases as they are used in a specific scientific or technical context.  	
R.02.05 Analyze the structure of texts, including how specific sentences, paragraphs, and 	larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each 	other and the whole.
•	Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text.
•	Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing and engaging.	
R.02.06 Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
•	Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. 
•	Application:  Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
•	Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant. 
•	Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize 	in their respective accounts.	
R.02.07 Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
•	Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text.
•	Translate quantitative or technical information expressed in words in a text into a visual form and translate information expressed visually or mathematically into words.
•	Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.	
R.02.08 Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
•	Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.	
R.02.09 Draw evidence from literary or informational texts to support analysis, reflection and research.
•	Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “letter from Birmingham Jail”), including how they address related themes and concepts.
•	Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
•	Application:  Compare and contrast treatments of the same topic in several primary and secondary sources.
•	Analyze seventeenth, eighteenth and nineteenth century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights and Lincoln’s Second Inaugural Address) for their themes, purposes and rhetorical features.	
R.02.10 Read and comprehend complex literary and informational texts independently and proficiently.	

LANGUAGE STANDARDS

L.03.00 Demonstrate Language skills appropriate to the Career and Technical Program and/or future career and education goals.	
L.03.01 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
•	Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
•	Use parallel structure.
•	Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional and absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
•	Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. 
•	Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. 
•	Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed.	
L.03.02 Demonstrate command of the conventions of standard English capitalization, punctuation and spelling when writing.
•	Demonstrate command of the conventions of Standard English capitalization, punctuation and spelling when writing.
•	Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
•	Use a colon to introduce a list or quotation.
•	Spell correctly.
•	Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.
•	Observe hyphenation conventions.	
L.03.03 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style and to comprehend more fully when reading or listening.
•	Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type.
•	Vary syntax for effect, consulting references (e.g.,Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading.	
L.03.04 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts and consulting general and  specialized reference materials, as appropriate.
•	Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
•	Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
•	Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).
•	Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.
•	Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
•	Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11-12 reading and content, choosing flexibly from a range of strategies.
•	Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
•	Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).
•	Consult general and specialized reference materials (e.g. dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology or its standard usage.
•	Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).  	
L.03.05 Demonstrate understanding of figurative language, word relationships and nuances in word meanings.
•	Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
•	Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
•	Analyze nuances in the meaning of words with similar denotations.
•	Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
•	Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
•	Analyze nuances in the meaning of words with similar denotations.	
L.03.06 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking and listening at the state level; demonstrate independence in gathering vocabulary knowledge when encountering a word or phrase important to comprehension or expression.	

Rule 6A-10.040, Florida Administrative Code (F.A.C.), Basic Skills Requirements for Postsecondary Career Certificate Education.

(1) Students enrolled in a career certificate program as defined in Section 1004.02, F.S., offered for career education credit of 450 hours or more must complete an entry-level basic skills examination within the first six (6) weeks after admission into the program. The assessment instruments and methods listed in paragraphs (1)(a) through (1)(e), of this rule, (English version only) are designated to assess student mastery of basic communication (reading language arts) and computation (mathematics) skills and must be used according to standards established for test administration and interpretation set forth in Standards for Educational and Psychological Testing (American Psychological Association (APA), American Educational Research Association (AERA), National Council on Measurement in Education (NCME), 2014) and with appropriate accommodations for students with disabilities as specified in Rule 6A-1.0943, F.A.C.:
(a) Tests of Adult Basic Education (TABE), Forms 11 and 12, 2017;
(b) Demonstration of basic communication and computation skills pursuant to Rule 6A-10.0315, F.A.C.; 
(c) Comprehensive Adult Student Assessment System (CASAS), GOALS 900 Series, 2019;
(d) 2014 GED® Tests: Reasoning through Language Arts and Mathematical Reasoning where a minimum score as required in Rule 6A-6.0201, F.A.C., has been attained on each test.
(e) A test adopted by the Criminal Justice Standards and Training Commission pursuant to Section 943.17, F.S., and Rule 11B-35.0011 F.A.C., used for admission into law enforcement or corrections training programs. 

(2) Minimum basic skills grade levels in each career education program description adopted under Rule 6A-6.0571, F.A.C., and published annually in the curriculum frameworks and posted on the Department of Education’s website http://.fldoe.org/workforce/dvdframe/, must be used to determine basic skills levels required for completion of career certificate programs.

(3) Students deemed to lack the required minimal level of basic skills as measured by one of the designated examinations must be provided with instruction specifically designed to correct the deficiencies.

(4) After a student completes the remediation prescribed for basic skills deficiencies, the student must be retested using an alternative form (if possible) of the same examination that was used for initial testing. A career certificate of completion shall not be awarded until the minimum, or higher, required level of basic skills, as designated in the program’s curriculum framework, is achieved. An adult with a disability as defined in Section 1004.02(6), F.S., may be exempted from meeting the career basic skills grade levels required for completion of the career certificate program. Each school district and Florida college institution must adopt a policy addressing procedures for exempting eligible adults with disabilities from the basic skills exit requirements as permitted in Section 1004.91(3), F.S.

(5) Procedures for students whose first language is not English:
(a) No student is exempt from this rule because of language deficiencies. If one of the approved basic skills assessment instruments cannot be administered, an alternative assessment from subsection (7) of this rule should be used for initial testing. Adult English Language Learners (ELL), must be given English language instruction and remediation in basic skills as needed to improve proficiency. The math assessment may be measured by one (1) of the designated tests in subsection (1) of this rule.
(b) ELL students must achieve the minimum grade level/scale score or higher on one of the designated tests in subsection (1) of this rule as required by the Department to be awarded a certificate of completion in a career education program.

(6) Minimum basic skills grade levels/scale scores achieved on one of the designated tests in Rule 6A-10.0315, F.A.C., are acceptable for a period of two (2) years. Minimum basic skills grade levels or scale scores for designated tests in paragraphs (1)(a), (c), (d), and (e) are acceptable indefinitely. The program administrators must receive a copy of the test scores from the institution which administered the test or an official copy of the transcript.

(7) Use of alternative assessments. If the tests listed in subsection (1) do not meet the initial assessment needs of the adult with disability or ELL student, one of the following alternative assessment instruments may be used within the first six (6) weeks, for diagnostic and remediation purposes only:
(a) Tests of Adult Basic Education Complete Language Assessment System – English (TABE CLAS-E), 2006;
(b) Brigance Employability Skills, 1995;
(c) Brigance Transition Skills Inventory, 2010;
(d) Comprehensive Test of Adaptive Behaviors (CTAB), 1986;
(e) Comprehensive Adult Student Assessment System (CASAS) – Test for Special Populations, 1996;
(f) Kaufman Functional Academic Skills Test (K-FAST), 1994;
(g) Literacy Volunteers of America (LVA) English as a Second Language Oral Assessment (ESLOA), 1995; or
(h) Comprehensive Adult Student Assessment System (CASAS) – Life and Work, 2001 (reading).

(8) Exemptions. The following students are exempt from the basic skills examination requirement and the designated program administrator must receive an official copy of the degree, transcript, or test score in order to allow any of these exemptions;
(a) One who possesses a college degree at the associate in applied science level or higher.
(b) One who demonstrates readiness for public postsecondary education pursuant to Rule 6A-10.0315, F.A.C.
(c) One who passes a state, national or industry certification or licensure examination related to their career certificate program and identified in the “2022-2023 Basic Skills Licensure Exemption List,” which is incorporated by reference herein http://www.fldoe.org/core/fileparse.php/5652/urlt/2022-23-basicskills-with-License-exempt.rtf (http://www.flrules.org/Gateway/reference.asp?No=Ref-15160). The Basic Skills Licensure Exemption List may be requested from the Department of Education, Division of Career and Adult Education, 325 West Gaines Street, Tallahassee, FL 32399-0400.
(d) An adult student enrolled in an apprenticeship program that is registered with the Department of Education in accordance with Chapter 446, F.S.
(e) A candidate entering a law enforcement officer basic recruit training program, if he or she is a veteran as defined in Section 1.01(14), F.S., or holds an associate degree or higher from an accredited college or university.

(9) Dual enrollment. Pursuant to paragraph (8)(b) of this rule, students enrolled in an eligible career education dual enrollment program under Section 1007.271, F.S., are exempt from the basic skills examination requirement if they have demonstrated readiness for postsecondary education in accordance with Rule 6A-10.0315, F.A.C. prior to admission into the career certificate program. Dual enrollment students who have not met this requirement must complete the basic skills examination, unless otherwise exempt. 

Rulemaking Authority 1001.02(1), (2)(n), 1004.91(1) FS. Law Implemented 1004.91 FS. History–New 10-8-85, Formerly 6A-10.40, Amended 5-2-89, 9-5-93, 11-25-97, 1-24-99, 4-26-06, 7-21-08, 5-18-14, 8-26-15, 6-23-16, 2-20-18, 12-22-19, 2-16-21, 5-3-22, 2-21-23.