Florida Department of Education
Curriculum Framework

This program is a replacement for Career Education Services for Students with Disabilities (9603100) (S9900005SN).

Program Title:	Career Education Foundations 
Program Type:	Career Preparatory
Career Cluster:	Additional CTE Programs/Courses

Secondary – Career Preparatory	
Program Number	9603200	
CIP Number	1032011104	
Grade Level	9-12	
Program Length	2 credits	
Teacher Certification	Refer to the Program Structure section.	
CTSO	SkillsUSA	
CTE Program Resources 	http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml	

Purpose 

This program develops foundational career readiness knowledge and skills for students with disabilities. The courses within this program can be used to compliment the workforce credential badges of s. 1003.5171, F.S. The program is individualized for each student through the Individual Educational Plan (IEP) process and includes selected competencies from one or more of the career areas.   This allows the student with disability the opportunity to prepare for an industry certification as stated in the IEP.  This program is only to be used with students with a disability and have an IEP or 504 plan.

Visit the FDOE’s Exceptional Student Education Secondary Transition page for more information on Workforce Credential Program for Students with Disabilities at: https://www.fldoe.org/academics/exceptional-student-edu/secondary-transition.stml. 

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 of multiple courses that are completed as specified on an individual plan for each student. The courses are designed to reflect the wide range of abilities within the population of students with disabilities. The courses integrate selected program standards from one or more Career and Technical Education Programs. The particular outcomes and student performance standards which the secondary student must master to earn credit must be specified on an individual basis. A student earns credit when the student performance standards stated on the IEP are mastered.  The career or careers for which the student is being trained should be reflected in the student’s desired post-school outcome statement on the Transition Individual Educational Plan (Transition IEP).  Documentation of mastery of the student performance standards must be maintained.

The following table illustrates the secondary program structure:

Course Number	Course Title	Teacher Certification	Length	Graduation Requirement	
9603210	Self-Advocacy and Career Planning	ANY CTE FIELD OR COVERAGE	0.5 credits	CT	
9603220	Employability Skills and Resiliency in the Workplace		0.5 credits	CT	
9603230	Workplace Safety		0.5 credits	CT	
9603240	Job Attainment Skills		0.5 credits	CT	
(Graduation Requirement Codes: CT= Career & Technical Education, EQ= Equally Rigorous Science, EC= Economics, MA= Mathematics, PL= Personal Financial Literacy)

Standards

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

01.0	Explain his or her career interests, skills and values.  
02.0	Describe occupations and industries in his or her region. 
03.0	Describe a variety of postsecondary pathways. 
04.0	Create or update a personalized career and academic plan. 
05.0	Explain his or her abilities, disabilities and accommodation needs.
06.0	Define his or her role, responsibilities and rights in requesting classroom or workplace accommodations.
07.0	Communicate effectively.
08.0	Convey professionalism.
09.0	Promote teamwork and collaboration.
10.0	Think critically and solve problems.
11.0	Define workplace safety rights, responsibilities, resources, and incident reporting protocol related to the Occupational Safety and Health Administration (OSHA).
12.0	Define the most common reason for workplace falling injuries and strategies to mitigate the risks.
13.0	Define the most common struck-by and caught-in/between workplace injuries as well as mitigation strategies.
14.0	Define common electrical hazards and mitigation strategies.
15.0	Define common fire hazards, fire avoidance, fire extinguishing and evacuation strategies.
16.0	Define common workplace muscle and skeletal strain injuries and mitigation strategies.
17.0	List common workplace exposure injuries and mitigation strategies.
18.0	Find, assess and apply to job opportunities.
19.0	Communicate personal competence, character and fit for a job opportunity.
20.0	Cultivate and leverage relationships to professionally advance.

Florida Department of Education
Student Performance Standards

Course Title: 	Self-Advocacy and Career Planning
Course Number: 	9603210
Course Credit:	0.5 credits

Course Description:

A career planning course designed to help students map their postsecondary goals while developing the essential self-advocacy skills needed to navigate disability rights and accommodations in higher education and employment.  

CTE Standards and Benchmarks	
01.0	Explain his or her career interests, skills and values.  	
01.01	Describe his or her career interests based on a career interest assessment, personal experience, career informational interviews, research and/or reflection. 	
01.02	Describe what career-related skills are his or her current strengths or could become strengths in the future with practice and training based on a career skill assessment, personal experience and/or reflection. 	
01.03	Describe what Iifestyle and workplace values are most important to them to consider during career decision making, such as salary and benefits, work environment, the nature of the work and work/life balance.   	
01.04	Describe what values that relate to positively impacting others and the world are most important to them to weigh during career decision making. 	
02.0	Describe occupations and industries in his or her region. 	
02.01	Define Career Clusters, industries and occupations. 	
02.02	Define regional poverty, average and family-sustaining wage thresholds. 	
02.03	Analyze local labor market data to identify the top five regional occupations based on employment, growth, and salary. 	
02.04	List three occupations that align with his or her personal career interests, skills and values. 	
02.05	List the regional salary, employment and growth of three occupations they are most interested in learning more about. 	
02.06	Summarize occupational content learned through a career informational interview, career fair, job shadowing, service learning, guest speaker, project-based learning, work-based learning, worksite visit or other firsthand experience. 	
03.0	Describe a variety of postsecondary pathways. 	
03.01	Evaluate the pros and cons of pursuing education, employment, entrepreneurship or enlistment immediately following high school. 	
03.02	Define postsecondary training provider options and their admissions requirements, including apprenticeships, technical colleges, state colleges, universities and industry-recognized certification providers. 	
03.03	Define postsecondary credentialing and stacking options, including industry-recognized certifications, apprenticeship certificates of completion, career certificates, licenses and associate or baccalaureate degrees. 	
03.04	Compare training options aligned with his or her career assessment results and occupational exploration. 	
03.05	Review postsecondary training data and list the total cost, average debt after graduation and median earnings and job placement rates of students who completed the student’s preferred postsecondary training option. 	
03.06	Summarize what they learned about his or her preferred postsecondary training provider through online research; virtual or in-person tours; a college fair; and/or interviewing a current student, alumni or staff member. 	
04.0	Create or update a personalized career and academic plan. 	
04.01	Prioritize one or more occupations for plan formation using a decision making techniques, such as a decision matrix, pros and cons analysis or other means. 	
04.02	Explain the reasoning for choosing to pursue his or her preferred occupation. 	
04.03	Identify which credentials, technical skills, and employability or entrepreneurship skills are relevant to his or her preferred career pathway. 	
04.04	Prioritize one or more recognized postsecondary credential (industry-recognized certifications, apprenticeship certificates of completion, career certificates, licenses and associate or baccalaureate degrees) aligned with his or her chosen occupation using a decision-making technique, such as a decision matrix and/or pros and cons analysis, etc. 	
04.05	Prioritize one or more postsecondary training provider aligned with his or her recognized postsecondary credential goal using a decision-making technique, such as a decision matrix and/or pros and cons analysis, etc. 	
04.06	Describe ways of meeting the requirements of Florida’s graduation pathways and obtaining accelerated credit, work-based learning experience, career and technical education credit and industry-recognized certifications in high school. 	
04.07	Develop a high school course schedule that meets high school graduation requirements and that provides academic and career preparation aligned with the student’s career goals. 	
04.08	Identify extracurricular activities, including Career and Technical Student Organizations (CTSOs), at your school or within your local community aligned with his or her occupational and postsecondary training goals. 	
04.09	Research the specific application requirements for the student’s selected postsecondary training or national service opportunity. 	
04.10	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. 	
04.11	Define means of paying for postsecondary training, including scholarships (must include State scholarships), grants, savings, work, work-study programs, private loans and Federal loans. 	
04.12	Identify a variety of financial aid opportunities for the student’s prioritized postsecondary training option(s), including scholarships, grants, savings, work and work-study programs, private loans, and Federal loans. 	
05.0	Explain his or her abilities, disabilities and accommodation needs.	
05.01	Articulate at least three specific strengths they possess and provide examples of how these strengths have helped them succeed in academic or personal situations.	
05.02	Describe their disability in their own words and explain how it affects their learning, work, or daily activities in specific contexts.	
05.03	Distinguish between accommodations, modifications, and supports.	
05.04	Identify and explain at least three accommodations, modifications or supports that help them perform at their best, including why each accommodation is beneficial.	
05.05	Identify appropriate times and ways to disclose a disability or request accommodations.	
05.06	Request needed accommodations from teachers, employers, or other authority figures using clear, respectful language.	
05.07	Create and practice a 30-60 second introduction that highlights their skills, interests, and goals without focusing solely on their disability.	
05.08	Request needed accommodations from teachers, employers, or other authority figures using clear, respectful language.	
06.0	Define his or her role, responsibilities and rights in requesting classroom or workplace accommodations.	
06.01	Identify key protections under the Americans with Disabilities Act (ADA), Americans with Disabilities Act, and Individuals with Disabilities Education Act (IDEA), and explain how these laws apply to educational and employment settings.	
06.02	Compare and contrast the accommodation process in high school versus college or workplace settings, including who is responsible for initiating requests.	
06.03	Research and compile a list of disability services, support organizations, and resources available at their target colleges, vocational programs, or in their community.	
06.04	Identify key information they may need to share with requesting accommodations, such as from their IEP, 504 Plan, or relevant diagnostic documentation.	
06.05	Identify common accommodations used in educational and workplace settings.	
06.06	Develop a written plan outlining their accommodation needs across different environments (classroom, workplace, independent living) and strategies for communicating these needs.	
06.07	Analyze scenarios where accommodations are denied or inadequate and develop appropriate responses, including when and how to escalate concerns.	

Florida Department of Education
Student Performance Standards

Course Title: 	Employability Skills and Resiliency in the Workplace
Course Number: 	9603220
Course Credit:	0.5 credits

Course Description:

Students develop core employability skills for career success, including effective written and verbal communication, professional conduct (integrity and accountability), collaborative teamwork, and the ability to think critically and solve workplace problems. The standards and benchmarks within this course are from the soft skills training within the Florida Ready to Work program, which is administered by the Florida Department of Commerce. Visit https://www.floridareadytowork.com/ to learn more.  

Employability Skills	
07.0	Communicate effectively.	
07.01	Understand the elements of effective listening, speaking, and writing. 	
07.02	Consider the purpose, audience, and medium of communication, including email etiquette, texting, and social media. 	
07.03	Understand the role of the customer and develop positive customer relationships. 	
07.04	Adopt a growth mindset and become an active learner. 	
07.05	Demonstrate strategies for conflict resolution. 	
08.0	Convey professionalism.	
08.01	Build trust through punctuality, dependability, and accountability.	
08.02	Demonstrate integrity, initiative, and a strong work ethic.	
08.03	Represent the organization in the workplace and beyond with pride and professionalism.	
08.04	Develop organizational skills and effective work habits.	
08.05	Manage time effectively and prioritize tasks.	
08.06	Use common technology and choose tools to fit tasks.	
08.07	Develop basic business acumen.	
09.0	Promote teamwork and collaboration.	
09.01	Recognize the characteristics of an effective team member.	
09.02	Develop leadership skills.	
09.03	Recognize, celebrate, and incorporate individual diversity.	
10.0	Think critically and solve problems.	
10.01	Adapt to new information and circumstances.	
10.02	Make decisions with logic and reason.	
10.03	Demonstrate awareness of systems and design for improvement.	
10.04	Use a cycle of inquiry to investigate a problem.	
10.05	Evaluate and interpret data sources and visual displays.	

Florida Department of Education
Student Performance Standards

Course Title: 	Workplace Safety 
Course Number: 	9603230
Course Credit:	0.5 credits

Course Description:

This course provides comprehensive instruction on workplace safety, covering employee OSHA rights and employer responsibilities, and hazard mitigation for the "Fatal Four" injuries (falls, struck-by, caught-in/between, and electrocution). Students learn proper techniques for fire avoidance, safe lifting, and minimizing exposure to chemical and environmental hazards.

CTE Standards and Benchmarks	
11.0	Define workplace safety rights, responsibilities, resources, and incident reporting protocol related to the Occupational Safety and Health Administration (OSHA).	
11.01	Define workers’ rights under OSHA, including a safe workplace, requesting an inspection, reporting injuries, and to be free from reporting retaliation.	
11.02	Define employer and employee responsibilities under OSHA, including providing personal protective equipment (PPE), training, hazard communication, and record keeping.	
11.03	Describe workplace safety resources, including safety data sheets (SDS), the OSHA website, and the OSHA hotline.	
12.0	Define the most common reason for workplace falling injuries and strategies to mitigate the risks.	
12.01	List common reasons for falling at work, including slipping, tripping, and falling from heights.	
12.02	Describe slip, trip, and fall mitigation strategies, including cleaning up spills, reducing/eliminating trip hazards, safe ladder usage, fall protection plans, active vs. passive fall protection systems, guardrails, handrails, personal fall arrest systems, and training.	
13.0	Define the most common struck-by and caught-in/between workplace injuries as well as mitigation strategies.	
13.01	List common struck-by and caught-in/between workplace injuries, including by vehicles, equipment, machinery, shelving, trenches, elevated heavy objects, power tools, etc.	
13.02	Describe strategies to mitigate struck-by and caught-in/between injuries, including hard hats, high-visibility vests, safety glasses, gloves, proper distancing from machinery and vehicles, properly storing materials on shelving, and lockout/tagout (LOTO) procedures.	
14.0	Define common electrical hazards and mitigation strategies.	
14.01	List common electrical hazards, including operating electrical equipment in dry, damp, and wet environments; using equipment with damaged cords; overloading circuit breakers, fuses, and power strips; and making contact with downed power lines. 	
14.02	Describe common electrical hazard mitigation strategies, including protection from accidental contact, guarding methods, de-energizing, lockout/tagout (LOTO), protecting electrical sources from damage or overloading, extension cord safety, grounding, GFCI protection, avoiding damaged and downed electrical lines, and reporting.	
15.0	Define common fire hazards, fire avoidance, fire extinguishing and evacuation strategies.	
15.01	Define the components of the fire triangle (fuel, heat, and oxygen).	
15.02	List common fire hazards, including overloaded power strips, unattended cooking, improper storage of flammables, and space heaters.
15.03	Demonstrate the proper use of a portable fire extinguisher using the P.A.S.S. technique (Pull, Aim, Squeeze, Sweep). 	
15.04	Identify when to fight a fire versus when to evacuate immediately (e.g., "Only attempt to extinguish a fire if it is small, contained, and you have a clear exit path.").	
15.05	Define the steps of fire evacuation including, activating a fire alarm or recognizing a fire alarm/emergency notification, following evacuation routes, identifying exit signs, avoiding elevators and using stairs instead, and assembling for headcount.	
16.0	Define common workplace muscle and skeletal strain injuries and mitigation strategies.	
16.01	List common workplace injuries to muscles and bones, including lifting heavy objects, repetitive motions, and strained posture.	
16.02	Demonstrate proper lifting techniques, including assessing the load, planning your route, avoiding twisting, using mechanical aids (e.g., hand truck), and lifting with your legs and a straightened back.	
17.0	List common workplace exposure injuries and mitigation strategies.	
17.01	List common exposure injuries, including hazardous chemicals, particulate inhalation, loud noises, and extreme temperatures.	
17.02	Describe exposure injury mitigation techniques, including gloves, safety glasses, respirators, proper ventilation, earplugs/earmuffs, and hydration and rest protocol. 	

Florida Department of Education
Student Performance Standards

Course Title: 	Job Attainment Skills
Course Number: 	9603240
Course Credit:	0.5 credits

Course Description:

This course teaches students how to find, apply for, and secure employment. Key topics include resume/cover letter writing, professional portfolio curation, interview preparation, and building a strategic professional network for career growth.

CTE Standards and Benchmarks	
18.0	Find, assess and apply to job opportunities.	
18.01	Identify online job posts relevant to his or her career aspirations.	
18.02	Compare and contrast the job posts’ required qualifications, job duties, compensation, benefits and employers. 	
18.03	Define what information, documentation and writing prompts are required for the positions.	
19.0	Communicate personal competence, character and fit for a job opportunity.	
19.01	Develop a resume that includes contact information, professional summary, experiences (e.g., extracurriculars, volunteering, courses, trainings, leadership roles, sports), skills, and achievements (e.g., certifications, honors, awards).	
19.02	Write a cover letter.	
19.03	Curate a professional portfolio that includes work products.	
19.04	Prepare for and experience a mock job interview.	
20.0	Cultivate and leverage relationships to professionally advance.	
20.01	Request a signed reference letter, letter of recommendation and/or an online skill/professionalism endorsement. 	
20.02	Develop a plan to cultivate a professional digital footprint.	
20.03	Develop a networking plan for a specific industry of interest.	

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.

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.
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