Florida Department of Education
Curriculum Framework 

Program Title:	Energy Technician
Program Type:	Career Preparatory
Career Cluster:	Energy

Secondary – Career Preparatory	
Program Number	9700300	
CIP Number	0715170102	
Grade Level	9-12	
Program Length	4 Credits	
Teacher Certification	Refer to the Program Structure section.	
CTSO	SkillsUSA	
SOC Codes (all applicable) 	49-9099 -- Installation, Maintenance, and Repair Workers, All Other	
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 Energy 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 Energy career cluster. 

The content includes but is not limited to Energy Technician program which consists of two course offering related to energy and two course offering related to electricity which have been incorporated into one program to present information that will assist Florida in increasing the number and skill level of workers who are available to meet the workforce needs of Florida’s current emerging alternative energy needs. 

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 totaling four credits.

To teach the courses listed below, instructors must hold at least one of the teacher certifications indicated for that course.

The following table illustrates the secondary program structure:

Course Number	Course Title	Teacher Certification	Length	SOC Code	Level	Graduation Requirement	
8006110	Energy Industry Fundamentals	AGRICULTUR 1@2
ELECTRICAL @7 7G
IND ENGR 7G
ENG&TEC ED1@2	1 Credit	49-9099	3	CT	
8727210	Electricity 1	ELECTRICAL @7 7G
IND ENGR 7G
ENG&TEC ED1@2	1 Credit		2	CT	
8006120	Introduction to Alternative Energy	AGRICULTUR 1@2
CHEM 1@4 
EARTH/SPACE SCI 1
ELECTRICAL @7 7G
IND ENGR 7G
PHYSICS 1@4
SCIENCE 4
ENG&TEC ED1@2	1 Credit		3	EQ	
8727220	Electricity 2	ELECTRICAL @7 7G
IND ENGR 7G
ENG&TEC ED1@2	1 Credit		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 knowledge of the basic and emerging principles and concepts that impact the energy industry.
02.0	Apply compliance with procedures necessary to ensure a safe and healthy work environment.
03.0	Explain electric power generation.
04.0	Explain electric power transmission.
05.0	Explain electric power distribution.
06.0	Identify and describe careers and entry requirements.
07.0	Evaluate and analyze emerging technologies in the energy industry.
08.0	Explain the importance of employability and entrepreneurship skills.
09.0	Explain the importance of health, safety, environmental stewardship and related regulatory compliance.
10.0	Identify, use and maintain the tools and accessories used in the electrical industry.
11.0	Demonstrate an understanding of basic Direct-Current (DC) electrical-circuit skills.
12.0	Apply mathematics knowledge and skills to electricity.
13.0	Demonstrate an understanding of basic electricity.
14.0	Read and interpret basic electric codes.
15.0	Discuss the value of alternative energy.
16.0	Investigate the viability of biomass and biofuel.
17.0	Investigate the use of nuclear power.
18.0	Investigate the use of solar energy. 
19.0	Investigate the use of wind energy.
20.0	Apply mathematics knowledge and skills to electricity.
21.0	Demonstrate further understanding of electricity.
22.0	Demonstrate science knowledge and skills related to electrical principles.	

Florida Department of Education
Student Performance Standards

Course Title: 	Energy Industry Fundamentals
Course Number: 	8006110
Course Credit:	1

Course Description:

This course is designed to develop competencies in the areas of energy history and the global impact of renewable and non-renewable resources; career opportunities; scientific and research concepts; biological and physical science principles; environmental principles; and solar energy safety.  Laboratory-based activities are an integral part of this course.  These include the safe use and application of appropriate technology, innovation, emerging technologies, scientific testing and observation equipment.

CTE Standards and Benchmarks	
01.0	Demonstrate knowledge of the basic and emerging principles and concepts that impact the energy industry.  The student will be able to:	
01.01	Explain the flow of energy from generation through distribution to the customer.	
01.02	Discuss the history of the United States energy industry/infrastructure (refer to Energy Information Administration www.eia.doe.gov ).	
01.03	Identify the role and function of generation, transmission and distribution organizations.  	
01.04	Explain the role of regulatory bodies in the energy industry (Federal Energy Regulatory Commission www.ferc.gov; Public Service Commission of the State of Florida www.psc.state.fl.us) (highlight “obligation to serve”).	
01.05	Discuss current and historical environmental laws and regulations that impact the energy industry (local, state, and federal) and explain importance of proper documentation to ensure compliance.	
01.06	Explain the different structures of energy companies, including investor-owned utilities, municipalities (and associated utility practices such as water/wastewater), electric cooperatives, independent power producers and explain the different lines of energy business, including electric and gas.  	
01.07	Describe the process of electric metering and billing for energy consumption. 	
01.08	Explain the differences between energy and power components of residential, commercial, industrial and institutional accounts including time of use rate structures.	
02.0	Apply compliance with procedures necessary to ensure a safe and healthy work environment.  The student will be able to:	
02.01	Review the role of the U.S. Department of Labor/Occupational Safety and Health Administration (OSHA) in work place safety.  (http://www.osha.gov )	
02.02	Identify both potential hazards and accident scenarios in the work environment. 	
02.03	Follow established safety procedures (OSHA regulations and utility company procedures).	
02.04	Evaluate changes in the environment with respect to their impact on safety of self and others.	
02.05	Understand the importance of effective local, state and national security operations for the protection of people, data, property and institutions.	
02.06	Comply with energy industry safety procedures and proper ways to perform work.	
02.07	Name potential threats created by deviation from safety procedures and improper use of tools and equipment.	
02.08	Use safety equipment as specified by user manuals and safety training.	
02.09	Use Personal Protective Equipment (PPE) including safety glasses, hearing protection, gloves, work boots and hard hats.	
02.10	Keep personal safety equipment in good working order.	
02.11	Use tools and equipment in compliance with user manuals and training.	
02.12	Call attention to potential and actual hazardous conditions as they arise.	
02.13	Alert coworkers and supervisory personnel to hazardous conditions and deviations from safety procedures in a timely manner.	
02.14	Maintain appropriate certification and knowledge in first aid or first response procedures.	
02.15	Demonstrate understanding and knowledge of lock out/ tag out practices in the work place.	
02.16	Notify person in charge and/or coworkers of unsafe work conditions.	
02.17	Stop the job if there are unsafe working conditions.	
03.0	Explain electric power generation.  The student will be able to:	
03.01	Explain the conventional electric power generation systems and process (coal, gas, hydroelectric and nuclear).	
03.02	Identify various conventional electric power generation fuel sources (such as oil, coal, natural gas, hydroelectric power, uranium) and the cost, efficiency and environmental issues associated with each.	
03.03	Identify alternative fuel sources (such as solar, wind, ocean wave, tidal, etc.) and alternative and renewable power generation technologies.	
03.04	Discuss pros and cons of various energy producing technologies and fuels in the electrical infrastructure (including fossil, nuclear, alternative and renewable).	
04.0	Explain electric power transmission.  The student will be able to:	
04.01	Explain the electric power transmission process.	
04.02	Discuss the application of different electric power transmission principles (including AC vs. DC).	
04.03	Name electric power transmission equipment and systems.	
04.04	Discuss the emerging technologies in electric power transmission (including Smart Grid and grid modernization).	
04.05	Explain ownership/governance of the electric transmission system.	
05.0	Explain electric power distribution.  The student will be able to:	
05.01	Explain the electric power distribution process.	
05.02	Discuss the need for electric distribution systems and how they are designed to operate.	
05.03	Name electric power distribution system equipment and explain what the various components do.	
05.04	Discuss technologies in electric power distribution, including distribution automation, grid modernization and Smart Grid systems. 	
06.0	Identify and describe careers and entry requirements.  The student will be able to:	
06.01	Compare careers available in the energy industry (e.g., technicians, line workers, plant/field operators, customer service representatives, engineers, IT/ cyber-security) and the educational pathways required.	
06.02	Describe general wage/salary, benefits and other advantages of careers in the energy industry.	
07.0	Evaluate and analyze emerging technologies in the energy industry.  The student will be able to:	
07.01	Discuss and explore emerging technologies within conventional sources of energy.	
07.02	Discuss and explore wind energy.	
07.03	Discuss and explore solar energy.	
07.04	Discuss and explore biomass energy.	
07.05	Discuss and explore distributed power generation.	
07.06	Identify and discuss current topics in the energy industry such as energy storage and supplemental distribution.	
08.0	Explain the importance of employability and entrepreneurship skills.  The student will be able to:	
08.01	Identify and demonstrate positive work behaviors needed to be employable. (Refer to ‘Common Employability Skills for the Energy Industry’ www.nationalnetwork.org)                	
08.02	Develop personal career plan that includes goals, objectives and strategies.	
08.03	Examine licensing, certification and industry credentialing requirements.	
08.04	Maintain a career portfolio to document knowledge, skills and experience.	
08.05	Evaluate and compare employment opportunities that match career goals.	
08.06	Identify and exhibit traits for retaining employment.	
08.07	Identify opportunities and research requirements for career advancement.	
08.08	Research the benefits of ongoing professional development, including internships and externships.	
08.09	Examine and describe entrepreneurship opportunities as a career planning option.	

Florida Department of Education
Student Performance Standards

Course Title: 	Electricity 1 
Course Number: 	8727210
Course Credit:	1

Course Description:

This course enables students to develop the essential competencies for working in the electrical industry.  These competencies include safety practices, direct-current electrical-circuit skills, appropriate communication and math skills, basic electricity and electric codes.

CTE Standards and Benchmarks	
09.0	Explain the importance of health, safety, environmental stewardship and related regulatory compliance.  The student will be able to:	
09.01	Clean the work area and maintain it in a safe condition.	
09.02	Describe personal and jobsite safety rules and regulations that maintain safe and healthy work environments.	
09.03	Identify and operate workplace-safety electrical devices.	
09.04	Identify health-related problems that may result from exposure to work-related chemicals and hazardous materials, and know the proper precautions required for handling such materials.	
09.05	Explain emergency procedures to follow in response to workplace accidents.	
09.06	Create a disaster and/or emergency response plan for specific incidences.	
09.07	Explain the importance of CPR (cardiopulmonary resuscitation) and first aid.	
09.08	Describe "Right-to-Know" Law as recorded in (29 CFR.1910.1200).	
10.0	Identify, use and maintain the tools and accessories used in the electrical industry.  The student will be able to:	
10.01	Identify and select tools, equipment, materials and wires to complete a job.	
10.02	Drill holes in metal, wood and concrete for electrical wiring.	
10.03	Lay out electrical devices, complying with regulations.	
10.04	Install the following, complying with the appropriate local, state, or national electric codes:
•	Conductors and cable
•	Standard outlets and switch boxes
•	Cord connections on equipment
•	Cords switches, receptacles and dimmers, including a single-pole switched lighting circuit, a three-way switched lighting circuit and a four-way combination circuit	
11.0	Demonstrate an understanding of basic Direct-Current (DC) electrical-circuit skills.  The student will be able to:	
11.01	Define the following terms: voltage, current, resistance and power.	
11.02	Measure voltage, amperage and resistance using industry standard electrical measuring devices.	
11.03	Analyze and explain a series, series-parallel and parallel circuit.	
11.04	Draw each type of circuit and calculate the circuit values.	
11.05	Explain and apply Ohm's Law.	
11.06	Compute conductance and resistance of conductors and insulators.	
12.0	Apply mathematics knowledge and skills to electricity.  The student will be able to:	
12.01	Demonstrate knowledge of arithmetic operations.	
12.02	Analyze and apply data and measurements to solve problems and interpret documents.	
12.03	Construct charts/tables/graphs using functions and data.	
13.0	Demonstrate an understanding of basic electricity.  The student will be able to:	
13.01	Explain the principles of electromagnetism.	
13.02	Explain the magnetic properties of circuits and devices.	
13.03	Relate electricity to the nature of matter.	
13.04	Describe various ways that electricity is produced.	
14.0	Read and interpret basic electric codes.  The student will be able to:	
14.01	Describe the importance of following the local, state and national electric codes.	
14.02	Read and interpret basic electric codes, wiring plans and specifications.	
14.03	Identify licensure requirements for electrical occupations.	
14.04	Demonstrate knowledge of National Fire Protection Association (NFPA) 70E and how it relates to job safety.	

Florida Department of Education
Student Performance Standards

Course Title: 	Introduction to Alternative Energy 
Course Number: 	8006120
Course Credit:	1 

Course Description:

This course is designed to develop competencies in the areas of energy history and the global impact of renewable and non-renewable resources; career opportunities; scientific and research concepts; biological and physical science principles; environmental principles; and solar energy safety.  Laboratory-based activities are an integral part of this course.  These include the safe use and application of appropriate technology, innovation, emerging technologies, scientific testing and observation equipment.

Laboratory investigations that include scientific inquiry, research, measurement, problem solving, emerging technologies, tools and equipment, as well as, experimental quality, and safety procedures will be an integral part of this course. Students will interact with materials and primary sources of data or with secondary sources of data to observe and understand the natural world. Students will develop an understanding of measurement error, and develop the skills to aggregate, interpret, and present the data and resulting conclusions. Equipment and supplies will be provided to enhance these hands-on experiences for students. A minimum of 20% of classroom time will be dedicated to laboratory experiences.

CTE Standards and Benchmarks	
15.0	Discuss the value of alternative energy.  The student will be able to:	
15.01	Investigate the reasons for seeking alternatives to fossil fuels. 	
15.02	Summarize the contributions to world energy supplies of alternatives to fossil fuels.  	
15.03	Discuss the alternative energy sources that are currently the most developed and widely used based on geographic location. 	
16.0	Investigate the viability of biomass and biofuel.  The student will be able to:	
16.01	Discuss the major sources of biomass. 	
16.02	Define biofuels (e.g. ethanol, biodiesel, methanol and algae). 	
16.03	Outline the pyramid energy flow including the different trophic levels. 	
16.04	Describe the major sources, scale and impacts of biomass energy. 	
16.05	Draw and label a diagram of a biomass plant.	
16.06	List the advantages and disadvantages of using biomass for energy (e.g., CO2 emissions, photosynthetic efficiency, cost, etc.).	
17.0	Investigate the use of nuclear power.  The student will be able to:	
17.01	Explain the process of nuclear fission.  	
17.02	Define radio-isotopes and half-life.	
17.03	Evaluate the advantages and disadvantages of nuclear power. 	
17.04	Draw and label a diagram of a Light-Water Reactor (LWR) (e.g., control rods, coolant, containment vessel, dry casks, turbine, etc.).	
17.05	Describe nuclear energy and how it is harnessed.	
17.06	Describe the causes of notable failures at nuclear power plants.	
17.07	Outline the societal debate over nuclear power. 	
18.0	Investigate the use of solar energy.  The student will be able to: 	
18.01	Describe solar energy and how it is harnessed.	
18.02	Explain the significance and historical foundations of solar energy and pioneers in the fields of solar thermal and solar photovoltaics.	
18.03	Explain the difference between passive solar and active solar.	
18.04	Draw and label a diagram of photovoltaic (PV) cells (e.g., array, panel, module, dopant-enriched silicon).	
18.05	Describe solar thermal and photovoltaic concentrating systems. 	
18.06	Draw and label a diagram of a solar thermal plant.	
18.07	Evaluate the advantages and disadvantages of using solar energy. 	
19.0	Investigate the use of wind energy.  The student will be able to:	
19.01	Describe wind energy and the way it is harnessed.	
19.02	List the progression of the use of wind energy through history.	
19.03	Explain the significance of wind energy and pioneers in the field of harnessing wind. 	
19.04	Define kinetic energy. 	
19.05	List and describe the topography and weather patterns of the states that are considered the “Saudi Arabia of wind power.” 	
19.06	Explain the acronym NIMBY (Not in My Backyard). 	
19.07	Explain why farmers and ranchers are amenable to wind technology. 	
19.08	Evaluate the advantages and disadvantages to wind technology. 	
19.09	Understand the relationship between rotor diameter, wind velocity and wind machine output.	

Florida Department of Education
Student Performance Standards

Course Title: 	Electricity 2 
Course Number: 	8727220
Course Credit:	1

Course Description:

This course enables students to develop competencies related to math and science applications in electricity.

CTE Standards and Benchmarks	
20.0	Apply mathematics knowledge and skills to electricity.  The student will be able to:	
20.01	Demonstrate and solve basic algebraic formulas related to electricity.	
20.02	Solve basic trigonometric functions related to electrical theory.	
20.03	Explain basic AC theory and solve related mathematical problems using appropriate test equipment.	
20.04	Solve math-related problems from measurements on training aids. (Optional)	
21.0	Demonstrate further understanding of electricity.  The student will be able to:	
21.01	Explain molecular action as a result of temperature extremes, chemical reaction and moisture content.	
21.02	Explain how voltage is produced by chemical, mechanical, thermal, photoelectric and piezo electric means.	
21.03	Identify electrical symbols in construction documents. 	
22.0	Demonstrate science knowledge and skills related to electrical principles.  The student will be able to:	
22.01	Discuss the role of creativity in constructing scientific questions, methods and explanations.	
22.02	Formulate scientifically investigable questions, construct investigations, collect and evaluate data and develop scientific recommendations based on findings.	

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.