Florida Department of Education
Curriculum Framework 

Program Title: 	Life Management Skills
Program Type: 	Non-Career Preparatory
Career Cluster: 	Human Services

Secondary – Non-Career Preparatory	
Program Number	8502000	
CIP Number	0920010600	
Grade Level	9-12	
Program Length	.5 credit 	
Teacher Certification	Refer to the Course Structure section.	
CTSO	FCCLA	
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 in the Human Services 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 Human Services career cluster. 

The content includes but is not limited to positive emotional, social, physical, and intellectual development of the individual; marriage and skill based relationship education; family and community; consumer education; nutrition; cardiopulmonary resuscitation (CPR); hazards of smoking; substance education; breast and testicular self-examination and cancer detection; human immunodeficiency virus (HIV), acquired immunodeficiency syndrome (AIDS) and other sexually transmitted diseases; and benefits of sexual abstinence, and consequences of teenage pregnancy.

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/program structure:

Course Number	Course Title	Teacher Certification	Length	Level	Graduation Requirement	
8502000	Life Management Skills	REG NURSE  7G
PRAC NURSE @7 %7%G
FAM CON SC 1
HEALTH 6	.5	2	CT	
(Graduation Requirement Codes: CT=Career & Technical Education, EQ= Equally Rigorous Science, EC= Economics, MA=Mathematics, PL=Personal Financial Literacy)

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.	
Career Exploration & Planning 	
10.0	Explain career opportunities aligned with the regional economy and personal aspirations.	
10.01	Describe regional occupations that are high-demand, high-growth, high-wage and/or high-skill.	
10.02	Describe careers aligned with his or her interests, skills and values based on career assessment, experiential learning, career informational interviews, research and/or reflection.	
11.0	Explain postsecondary pathways aligned with his or her career aspirations.	
11.01	Compare and contrast postsecondary pathways, including education, employment, entrepreneurship and enlistment (the “Four Es”). 	
11.02	Compare and contrast regional postsecondary training provider options, including apprenticeships, technical colleges, state colleges, universities and industry-recognized certification providers. 	
11.03	Define postsecondary credentialing and stacking options, including industry-recognized certifications, apprenticeship certificates of completion, career certificates, licenses and associate or baccalaureate degrees. 	
11.04	Compare postsecondary training data for training programs of interest, such as total costs, average student loan debt, and median earnings and job placement rates after program completion.	
12.0	Develop a personalized career and academic plan.	
12.01	Prioritize an occupation, credential and postsecondary training provider for plan formation.	
12.02	Self-assess progress toward meeting graduation requirements and skill-development goals.	
12.03	Develop and complete a chronological checklist of steps and deadlines prior to postsecondary training or national service application that includes any required documentation to gather, writing prompts and examinations.	
12.04	Identify a variety of financial aid opportunities, including scholarships, grants, savings, work, work-study programs, private loans and federal loans.	
12.05	Develop a postsecondary training budget that is inclusive of living and school expenses.	
Job Attainment	
13.0	Find, assess and apply to job opportunities.	
13.01	Identify online job posts relevant to his or her career aspirations.	
13.02	Compare and contrast the job posts’ required qualifications, job duties, compensation, benefits and employers. 	
13.03	Define what information, documentation and writing prompts are required for the positions.	
14.0	Communicate personal competence, character and fit for a job opportunity.	
14.01	Develop a resume.	
14.02	Write a cover letter.	
14.03	Curate a professional portfolio that includes work products.	
14.04	Prepare for and experience a mock job interview.	
15.0	Cultivate and leverage relationships to professionally advance.	
15.01	Request a signed reference letter, letter of recommendation and/or an online skill/professionalism endorsement. 	
15.02	Develop a plan to cultivate a professional digital footprint.	
15.03	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	Demonstrate skills contributing to positive emotional development and effective personal relationships.
02.0	Integrate responsible consumer decisions and management techniques to enhance the quality of personal and family life.
03.0	Apply principles of nutrition to food choices.
04.0	Discuss first aid for foreign body airway obstruction (FBAO) and cardiopulmonary resuscitation (CPR).
05.0	Determine the physical, mental, emotional, social, economic, and legal consequences of use, misuse and abuse of tobacco, nicotine, alcohol, and drugs on the individual, family, and community.
06.0	Identify the self-examination procedures used for breast and testicular cancer detection.
07.0	Recognize the effects of human immunodeficiency virus (HIV) acquired immunodeficiency syndrome and sexually transmitted infections (STIs) and assess their consequences on the individual, family, and community.
08.0	Identify the benefits of sexual abstinence and consequences of teenage pregnancy.
09.0	Discuss parenting roles and responsibilities.
10.0	Demonstrate leadership and organizational skills.

Florida Department of Education
Student Performance Standards

Course Title: 		Life Management Skills
Course Number: 	8502000
Course Credit: 	.5

Course Description:

The purpose of this course is to prepare students to make healthy choices regarding personal development and interpersonal relationships. 

CTE Standards and Benchmarks	
01.0	Demonstrate skills contributing to positive emotional development and effective personal relationships.  The student will be able to:	
01.01	Examine the effects of self-esteem on personal development.	
01.02	Demonstrate effective communication skills.	
01.03	Identify attitudes and behaviors for establishing and maintaining interpersonal relationships.	
01.04	Develop strategies for conflict resolution.	
01.05	Determine the effect of personal relationship skills on the individual, family, and community.	
01.06	Design a plan to achieve personal goals.	
01.07	Incorporate decision-making skills into personal development.	
01.08	Assess coping techniques for stress management.	
01.09	Analyze the symptoms of suicide and intervention techniques.	
02.0	Integrate responsible consumer decisions and management techniques to enhance the quality of personal and family life.  The student will be able to:	
02.01	Interpret consumer rights and responsibilities.	
02.02	Evaluate advertising techniques.	
02.03	Identify the components of a paycheck and explain payroll deductions in relation to income tax.	
02.04	Prepare a budget using financial literacy and money management strategies. 	
02.05	Explore current technology in the banking industry, such as record keeping, managing resources, and electronic money transactions. 	
02.06	Differentiate the types, sources, and uses of credit and its impact on credit scores. 	
03.0	Apply principles of nutrition to food choices.  The student will be able to:	
03.01	Identify dietary guidelines that promote and maintain good health.	
03.02	Describe the functions and food sources of essential nutrients.	
03.03	Plan nutritious meals and snacks using the USDA dietary guidelines.	
03.04	Interpret food labeling.	
03.05	Analyze signs and symptoms of eating disorders.	
04.0	Discuss first aid for foreign body airway obstruction (FBAO) and cardiopulmonary resuscitation (CPR).  The student will be able to:	
04.01	Explore emergency relief techniques on a person with an obstructed airway.	
04.02	Explore cardiopulmonary resuscitation (CPR).	
04.03	Identify first aid and CPR certification training opportunities in the community. 	
05.0	Determine the physical, mental, emotional, social, economic and legal consequences of use, misuse and abuse of tobacco, nicotine, alcohol and drugs on the individual, family and community.  The student will be able to:	
05.01	Evaluate the effects that legal and illegal substance use, misuse and abuse can have on the individual, family and community.	
05.02	Evaluate the legal ramifications of substance abuse.	
05.03	Identify community agencies where help is available for substance abusers and victims of substance abuse.	
06.0	Identify the self-examination procedures used for breast and testicular cancer detection.  The student will be able to:	
06.01	Identify the signs and symptoms of cancer.	
06.02	Explain self-examination procedures for breast and testicular cancer.	
07.0	Recognize the effects of human immunodeficiency virus (HIV), acquired immunodeficiency syndrome (AIDS) and sexually transmitted infections (STIs) and assess their consequences on the individual, family and community.  The student will be able to:	
07.01	Identify the ways in which HIV, AIDS, and other STIs can be contracted and prevented.	
07.02	Identify the signs and symptoms of HIV, AIDS, and other STIs.	
07.03	Analyze the individual’s responsibility for a healthy lifestyle that reduces the risk of HIV, AIDS, and STIs.	
07.04	Identify community agencies where accurate information about HIV, AIDS and other STIs is available.	
08.0	Examine family planning strategies.  The student will be able to:	
08.01	Identify the benefits of sexual abstinence.	
08.02	Identify the disadvantages of teenage pregnancy.	
08.03	Examine methods of contraception.	
09.0	Discuss parenting roles and responsibilities.  The student will be able to:	
09.01	Define parenting.	
09.02	Describe the expectations of parenthood.	
09.03	Identify real world responsibilities/skills needed by parents.	
09.04	Determine how conflict resolution/communication can be used within a parenting situation.	
10.0	Demonstrate leadership and organizational skills.  The student will be able to:	
10.01	Identify roles and responsibilities of member of professional and community services organizations, including career and technical student organizations.	
10.02	Demonstrate leadership roles and organizational responsibilities.	
10.03	Identify and utilize the FCCLA planning process.	
10.04	Work cooperatively as a group member to achieve organizational goals.	
10.05	Discuss the establishment and history of the FCCLA organization. 	

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

Targeted goals are written in accordance with Florida Statute 1003.43 general requirements for high school graduation/life management skills.  The framework reflects the philosophy of family and consumer sciences.

Activities may provide opportunities to utilize equipment such as CPR mannequins, human anatomy models, computers, a television and VCR/DVD player, and equipment in the food laboratory.

The concept of management is an integral part of the course and should be reflected in the facility, equipment, instructional materials and learning experiences.

Career and Technical Student Organization (CTSO)

CTSOs are co-curricular career and technical student organizations 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. Other CTSOs not listed in this curriculum framework or recognized by the Florida Department of Education are permissible provided they support student mastery over the standards and benchmarks of this curriculum framework.

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.