Career and Education Planning - The career and education planning course required by Section 1003.4156, Florida Statutes, has been integrated into this course. This course must include career exploration using CHOICES or a comparable cost-effective program and educational planning using the online student advising system known as Florida Academic Counseling and Tracking for Students at the Internet website FACTS.org; and shall result in the completion of a personalized academic and career plan.
Listed below are the competencies that must be met to satisfy the requirements of (Section 1003.4156, Florida Statutes):
Understanding the Workplace
1.0 Describe how work relates to the needs and functions of the economy, society, and personal fulfillment.
2.0 Describe the influences that societal, economic, and technological changes have on employment trends and future training.
3.0 Describe the need for career planning, changing careers, and the concept of lifelong learning and how they relate to personal fulfillment.
4.0 Appraise how legislation such as the Americans with Disabilities Act and Child Labor Laws regulates employee rights.
5.0 Use results of an interest assessment to describe their top interest areas and relate to careers/career clusters.
6.0 Identify five values that they consider important in making a career choice.
7.0 Identify skills needed for career choices and match to personal abilities.
8.0 Demonstrate the ability to apply skills of self-advocacy and self-determination throughout the career planning process.
9.0 Identify strengths and areas in which assistance is needed at school.
10.0 Apply results of all assessments to personal abilities in order to make realistic career choices.
11.0 Demonstrate the ability to locate, understand, and use career information.
12.0 Use the Internet to access career and education planning information.
13.0 Identify skills that are transferable from one occupation to another.
14.0 Demonstrate use of career resources to identify occupational clusters, career opportunities within each cluster, employment outlook, and education/ training requirements.
15.0 Explain the relationship between educational achievement and career success.
Goal Setting and Decision-Making
16.0 Identify and demonstrate use of steps to make career decisions.
17.0 Identify and demonstrate processes for making short and long term goals.
18.0 Demonstrate personal qualities (e.g. dependability, punctuality, responsibility, integrity, getting along with others) that are needed to be successful in the workplace.
19.0 Demonstrate skills to interact positively with others.
20.0 Demonstrate employability skills such as working on a team, problem-solving and organizational skills.
Career and Education Planning
21.0 Identify secondary and postsecondary school courses and electives that meet tentative career plans.
22.0 Identify advantages and disadvantages of entering various secondary and postsecondary programs for the attainment of career goals.
23.0 Demonstrate knowledge of varied types and sources of financial aid to obtain assistance for postsecondary education.
24.0 Identify inappropriate discriminatory behaviors that may limit opportunities in the workplace.
25.0 Develop a career and education plan that includes short and long-term goals, high school program of study, and postsecondary/work goals.
26.0 Describe how extracurricular programs can be incorporated in career and education planning.
27.0 Demonstrate knowledge of high school exit options (e.g., standard diploma, certificate of completion, special diploma, GED, etc.) and impact on post-school opportunities.
28.0 Describe high school credits and explain how GPAs are calculated.
29.0 Demonstrate skills to complete a job application.
30.0 Demonstrate skills essential for a job interview.
A. Major Concepts/Content. The purpose of this course is to develop the knowledge and skills to enable students with disabilities to design and begin to implement personal plans for achieving their desired postschool outcomes. Emphasis should be placed on exploring careers and gaining knowledge about the expectations, skills, and training required by various careers. The personal plans may address all critical transition service areas, including instruction, related services, community experiences, employment, postschool adult living, and, if needed, daily living skills and functional vocational evaluation.
The content should include, but not be limited to, the following:
- personal and career planning
- information about careers
- diploma options and post-secondary education
- community involvement and participation
- personal care
- interpersonal relationships
- use of leisure time
Instructional activities involving practical applications of course requirements may occur in naturalistic settings in home, school, and community for the purposes of practice, generalization, and maintenance of skills. These applications may require that the student acquire the knowledge and skills involved with the use of related technology, tools, and equipment.
English Language Development (ELD) Standards Special Notes Section:
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. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: http://www.cpalms.org/uploads/docs/standards/eld/SI.pdf.
Course Number: 7821030
Abbreviated Title: CAR ED PLAN: 6-8
Course Length: Semester (S)
Course Status: Course Approved