Florida Department of Education
Curriculum Framework 

The standards and/or benchmarks for this program were updated for the 2026-27 academic year.

Program Title:	Work-Based Experience
Program Type:	Non-Career Preparatory 
Career Cluster:	Engineering & Technology Education

Secondary – Non-Career Preparatory	
Program Number	8601800	
CIP Number	08210199CP	
Grade Level	9-12	
Program Length	1 credit (Maximum of 3 credits)	
Teacher Certification	Refer to the Program Structure section	
CTSO	FL-TSA	
CTE Program Resources 	http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml	

Purpose 

The purpose of this course is to provide Engineering and Technology Education students with the opportunity, as Student Learners, to gain real world practical, first-hand exposure in broad occupational clusters or industry sectors through a structured, compensated or uncompensated, Work-Based experience.  The Engineering and Technology Education/Work-Based Experience is designed to give the Student Learners an opportunity to apply and integrate the knowledge, skills, and abilities acquired during their School-Based Experience to actual work situations. 

This course is not intended to be used as a job preparatory, specific-skill development activity such as found in youth apprenticeship programs.

To enroll in the Engineering and Technology Education Work-Based Experience program, a student must have:

1.	Completed one credit of an Engineering & Technology Education program consisting of 3 credits or more.
2.	Be currently enrolled in or have completed an Engineering & Technology Education program.
3.	Assigned a Work-Based Experience logically related to the Engineering & Technology Education program.

This Work-Based Experience course may be taken by a student for one or more semesters. A student may earn multiple credits in this course.

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

This program of instruction consists of one credit. 

The following table illustrates the secondary program structure:

Course Number	Course Title	Teacher Certification	Length	Level	Graduation Requirement	
8601800	Work-Based Experience	Since this program serves as a capstone experience for the student, the teacher certification must be appropriate to the student’s Engineering & Technology program of study and the teacher certifications specified in the respective curriculum framework.	1 credit*	2	CT	
(Graduation Requirement Codes: CT=Career & Technical Education, EQ= Equally Rigorous Science, EC= Economics, MA=Mathematics, PL=Personal Financial Literacy)

* Note: Students may earn multiple credits (maximum of 3 credits) in this course.

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

Site Criteria: The following criteria shall be met when choosing the Work-Based Experience site:

1.	The work-based learning must allow experiences that utilize both skills and knowledge directly related to the student's career interests and the Technology Education program in which the student is enrolled or has completed.
2.	The work-based experience must provide opportunities for rotation through a wide variety of increasingly responsible experiences beyond routine activities.
3.	The work-based experience sponsors must provide skilled work-based experience site supervisors and/or mentors who are interested and willing to assist the student.
4.	The work-based experience sponsors must provide a safe and ethically sound environment with up-to-date facilities and equipment.  The work-based learning experience must adhere to all state and federal laws and rules regarding the employment of minors.  The work-based experience must not displace a paid employee.
5.	Timecards documenting the time spent at the work-based experience site must be maintained.
6.	When offered for multiple credits, the student should have varied learning experiences in order to provide maximum work-based exposure.

Work Experience:  This component shall provide a match between the student's career interests and a work-based situation that will provide exposure to the broad aspects of the selected industry.  The assigned tasks should allow a progression and rotation through experiences requiring a variety of knowledge, skills and abilities at increasingly higher levels related to the student's Engineering and Technology Education studies and career interests.

Experience Plan:  A work-based experience plan must be developed and implemented for each student based on the curriculum frameworks of the Engineering and Technology Education program.  The work-based experience plan must outline learning objectives, methods of learning, activities/responsibilities, time required, student performance standards, provision for supervision, and method(s) of student evaluation.  The work-based learning experience plan must be signed by the student, teacher, parent and the work-based experience site supervisor.

Supervision/Site Visits:  Teacher-coordinators of the Engineering and Technology Education/Work-Based Experience must monitor and support learning while students are at a work-based site.  Teacher-coordinators must visit the work-based experience site as frequently as once every two weeks, but not less than once per month so that students may be observed in all facets of their work-based learning experiences. Students must also be evaluated a minimum of once per grading period by the teacher-coordinator with input from the work-based experience site supervisor.  The evaluation should assess how well the student is progressing toward goals established by the student teacher-coordinator, and work-based experience site supervisor.  Portfolio assessment, orchestrated by the teacher-coordinator, is a recommended method of student assessment.  It is recommended that for every 20 students (or portion thereof) enrolled in Engineering and Technology Education/Work-Based Experience; the teacher-coordinator should be given one hour of coordination release time per day in order to visit students at the work-based learning sites.

Hazardous Occupations Placements:  In order for a student learner to obtain a waiver for a specific allowable hazardous occupation the following Florida (Section 450.161, Florida Statutes) Child Labor Law must be followed.

1.	The student learner is enrolled in a youth career training program under a recognized state or local educational authority.
2.	Such student learner is employed under a written agreement which provides:
(a)	That the work of the student learner in the occupation declared particularly hazardous shall be incidental to the training.
(b)	That such work shall be intermittent and for short periods of time and under the direct and close supervision of a qualified and experienced person.
(c)	That safety instructions shall be given by the school correlated by the employer with on-the-job training.
(d)	That a schedule of organized and progressive work processes to be performed on the job shall have been prepared.

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	Complete a skills inventory.
02.0	Demonstrate acceptable work values.
03.0	Gain practical exposure in broad occupational clusters.

Florida Department of Education
Student Performance Standards

Course Title: 	Work-Based Experience 
Course Number: 	8601800
Course Credit:	1

Course Description:

This course provides Engineering and Technology Education students with the opportunity, as Student Learners, to gain real world practical, first-hand exposure in broad occupational clusters or industry sectors through a structured, compensated or uncompensated, Work-Based experience. This course is not intended to be used as a job preparatory, specific-skill development activity such as found in youth apprenticeship programs.

CTE Standards and Benchmarks	
01.0	Complete a skills inventory.  The student will be able to:	
01.01	Practice safety procedures at the work-based site as learned in the classroom setting.	
01.02	Demonstrate an understanding of employer safety and general policies and procedures.	
01.03	Maintain a daily log of activities documenting job tasks at the work-based site.	
02.0	Demonstrate acceptable work values.  The student will be able to:	
02.01	Maintain a positive work relationship with peers and mentors.	
02.02	Report on time and consistently each assigned day.	
02.03	Notify instructor and mentor if unable to report to work-based site.	
02.04	Demonstrate adaptive self-management skills.	
03.0	Gain practical exposure in broad occupational clusters.  The student will be able to:	
03.01	Rotate through a wide variety of increasingly responsible experiences.	
03.02	Participate as a team member with a skilled mentor.	
03.03	Demonstrate an understanding and appreciation of related occupational groups.	
03.04	Apply basic skills in communications, mathematics, and science appropriate to technological content and learning activities.	

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.

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.

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.