Florida Department of Education
Curriculum Framework

Program Title: 	American Sign Language (ASL)
Career Cluster:	Education and Training

College Credit Certificate	
CIP Number	0713100307	
Program Type	College Credit Certificate (CCC)	
Program Length	22 credit hours	
CTSO	N/A	
SOC Codes (all applicable) 	For program SOC codes, please see the Program and Course Tables section of the CTE Program Resources page linked below.	
CTE Program Resources 	http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml	

Purpose

This certificate program is part of the ASL-English Interpreting AS degree program (1713100305).  

A College Credit Certificate consists of a program of instruction of less than sixty (60) credits of college-level courses, which is part of an AS or AAS degree program and prepares students for entry into employment (Rule 6A-14.030, F.A.C.).

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 Education and Training 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 Education and Training career cluster. 

The content includes but is not limited to the foundational knowledge and skills of American Sign Language acquisition to communicate with Deaf and Hard-of-Hearing individuals through the use of expressive, signing, and conversational behaviors, as well as cultural competence.

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

Program Structure

This program is a planned sequence of instruction consisting 22 credit hours.

When developing the course sequence for the local implementation of this program, select courses that:
•	Meet the skill development requirements of the standards and benchmarks of this program.
•	Where reasonable and practicable, align with programs offered by your institution or other postsecondary institutions in Florida, including: 
o	Related AS and AAS degrees.
o	Baccalaureate degrees within the same career pathway and/or Federal CIP code.

Visit FloridaShines’ Discover Programs website to identify other institutions that offer similar programs to review their course sequencing. Where appropriate, course alignment between institutions offering related programs can facilitate interagency student articulation.

Visit FloridaShines’ Common Prerequisites Manual to identify courses that are prerequisites for admission into an upper division program.  When sub-baccalaureate courses are aligned to the course admissions requirements of baccalaureate programs with the same career pathway, students can enter upper division coursework seamlessly.   

Florida’s Career Readiness Skills for CTE Programs

Employability Skills	
01.0	Apply academic skills to workplace scenarios.	
01.01	Use reading skills.	
01.02	Use writing skills.	
01.03	Use mathematical strategies and procedures.	
01.04	Use scientific principles and procedures.	
02.0	Design a solution to an industry problem.	
02.01	Use critical thinking.	
02.02	Use creativity.	
02.03	Make sound decisions.	
02.04	Solve problems.	
02.05	Reason. 	
02.06	Plan and organize.	
03.0	Manage resources within an industry project	
03.01	Manage time.	
03.02	Manage money or resources.	
03.03	Manage materials.	
03.04	Manage personnel.	
04.0	Oversee the subcomponents, operations and output of a technical or organizational system.	
04.01	Manage systems.	
04.02	Monitor systems.	
04.03	Improve systems.	
05.0	Use information for decision making.	
05.01	Locate information.	
05.02	Organize information.	
05.03	Use information.	
05.04	Analyze information.	
05.05	Communicate information.	
06.0	Apply relevant technology to workplace scenarios to aid productivity.	
06.01	Use technology.	
07.0	Interpret and express interpersonal communication.	
07.01	Communicate verbally.	
07.02	Listen actively.	
07.03	Comprehend written material.	
07.04	Convey information in writing.	
07.05	Communicate nonverbally.	
07.06	Interpret nonverbal communication.	
08.0	Interact with others to accomplish workplace goals.	
08.01	Collaborate with others in a team.	
08.02	Respond to customer needs.	
08.03	Exercise leadership.	
08.04	Negotiate to resolve conflict.	
08.05	Respect others.	
09.0	Manage personal behavior to maximize productivity and professional growth.	
09.01	Demonstrate responsibility and self-discipline.	
09.02	Adapt and show flexibility.	
09.03	Work independently.	
09.04	Demonstrate a willingness to learn.	
09.05	Demonstrate integrity.	
09.06	Demonstrate professionalism.	
09.07	Take initiative.	
09.08	Display positive attitude.	
09.09	Take responsibility for professional growth.	
Job Attainment	
10.0	Find, assess and apply to job opportunities.	
10.01	Identify online job posts relevant to his or her career aspirations.	
10.02	Compare and contrast the job posts’ required qualifications, job duties, compensation, benefits and employers. 	
10.03	Define what information, documentation and writing prompts are required for the positions.	
11.0	Communicate personal competence, character and fit for a job opportunity.	
11.01	Develop a resume.	
11.02	Write a cover letter.	
11.03	Curate a professional portfolio that includes work products.	
11.04	Prepare for and experience a mock job interview.	
12.0	Cultivate and leverage relationships to professionally advance.	
12.01	Request a signed reference letter, letter of recommendation and/or an online skill/professionalism endorsement. 	
12.02	Develop a plan to cultivate a professional digital footprint.	
12.03	Develop a networking plan for a specific industry of interest.	

Standards

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

01.0	Demonstrates knowledge and advanced proficiency of American Sign Language and English.
02.0	Demonstrates knowledge of American Deaf Culture.
03.0	Demonstrate knowledge of interpreting history, theories and knowledge.

Florida Department of Education
Student Performance Standards

Program Title: 	American Sign Language
CIP Number: 		0713100307
Program Length: 	22 credit hours	

This certificate program is part of the ASL-English Interpreting AS degree program (1713100305).  At the completion of this program, the student will be able to:	
01.0	Demonstrates knowledge and advanced proficiency of American Sign Language and English. The student will be able to:	
01.01	Engage in conversations and correspondence in ASL to provide and obtain information, express feelings and emotions, and exchange opinions.	
01.02	Engage in conversations and correspondence in English to provide and obtain information, express feelings and emotions, and exchange opinions.	
01.03	Comprehend live and recorded ASL on a variety of topics.	
01.04	Comprehend live, recorded and printed English on a variety of topics.	
01.05	Use ASL for personal enjoyment and enrichment.	
01.06	Ability to recognize and negotiate cultural behaviors, values, norms, and discourse features and styles for effective communication in ASL.	
01.07	Ability to recognize and negotiate cultural behaviors, values, norms, and discourse features and styles for effective communication in English.	
01.08	Present information, concepts, and ideas in ASL to an audience of viewers on a variety of topics.	
01.09	Present information, concepts, and ideas in English to an audience of viewers on a variety of topics.	
01.10	Use ASL to acquire information and recognize distinctive viewpoints available only through ASL and Deaf culture.	
01.11	Adeptness and flexibility in working across a range of registers, genres, and variations of ASL, English, and/or other spoken/signed languages.	
01.12	Demonstrate advanced proficiency and flexibility in ASL and English at advanced levels with accuracy, fluency, clarity, and poise.	
02.0	Demonstrates knowledge of American Deaf Culture. The student will be able to:	
02.01	Examine the cultural value of cooperation used to meet the needs of Deaf community members through local and national organizations established for, and run by, Deaf leaders.	
02.02	Explore perceptions of various Deaf sub-groups related to their cultural and self-identification, stages of acculturation, and their contributions to Deaf culture at large.	
02.03	Analyze changes in the Deaf community and the impact of technology and telecommunication on the practices of Deaf people, and their influences on perceptions and beliefs.	
02.04	Examine major elements of Deaf culture such as concepts of time, personal space, and exchanging personal information, and analyze how people from other cultures perceive them.	
02.05	Analyze contemporary issues in the Deaf World, such as education, employment, audism, linguicism, community traditions, clubs and sports organizations, and technology, and examine their impact on Deaf culture.	
02.06	Demonstrate understanding of the “unwritten rules” of Deaf cultural behaviors.	
02.07	Study and participate appropriately in discussions with native signers about literary, social, economic, and political topics.	
02.08	Analyze themes of oppression and empowerment in products of Deaf culture such as stories, poetry, art, and literature and how they reflect the experiences and perspectives of Deaf people.	
02.09	Analyze patterns of ASL use and linguistic expressions used by Deaf people and analyze the context and historical usage of some of these expressions to identify Deaf people’s thoughts and perspectives.	
02.10	Recognize the social, political, and cultural issues discussed at various Deaf related forums, internet sites, chat rooms, vlogs, and blogs.	
02.11	Identify and discuss the impact of the major historical eras, events and figures in the D/deaf Community and the resulting implications on American Deaf culture.	
03.0	Demonstrate knowledge of interpreting history, theories and knowledge. The student will be able to:	
03.01	Discuss world knowledge of current and historical events in regional, national, and international contexts.	
03.02	Identify the impact of the major historical eras, events and figures in the D/deaf Community on D/deaf and hard of hearing people, and discuss the implications for interpreting.	
03.03	Identify and discuss the historical foundations of the sign language interpreting profession.	
03.04	Demonstrate knowledge of the roles and responsibilities of generalist interpreting vs. interpreting in specialized setting.	
03.05	Discuss professional and ethical decision-making in a manner consistent with theoretical models and standard professional practice.	

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.

Accommodations

Federal and state legislation requires the provision of accommodations for students with disabilities 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.