2020 – 2021

Florida Department of Education
Curriculum Framework 

Program Title:	Advanced Technology Applications
Program Type:	Non Career Preparatory 
Career Cluster:	Engineering & Technology Education

Secondary – Non Career Preparatory	
Program Number	8601900	
CIP Number	08210200CP 	
Grade Level	9-12	
Standard Length	1 credit (Maximum of 3 credits)	
Teacher Certification	Refer to the Course Structure section	
CTSO	FL-TSA, SkillsUSA	
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 serve as a capstone course to provide Engineering and Technology Education students with the opportunity, to develop a project from "vision" to "reality". Working in teams to design, engineer, manufacture, construct, test, redesign, test again, and then produce a finished "project". This would involve using ALL of the knowledge previously learned, not only in technology education, but across the curriculum.

To enroll in Advanced Technology Applications, a student must have:

1.	Completed three credits of an Engineering & Technology Education program.

2.	Received permission of the supervising Engineering & Technology Education Instructor and or Faculty Team.

This Advanced Technology Applications course may be taken by a student for one or more semesters. A student may earn multiple credits in this course (maximum of three).   

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

Course 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	
8601900	Advanced Technology Applications	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*	3	PA	

(Graduation Requirement Abbreviations- EQ= Equally Rigorous Science, PA= Practical Arts, EC= Economics)

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

The Advanced Technology Applications program must include the following components:

Pre-Project Planning Conference: The student, teacher, and team members must participate in a pre-project planning conference, which is essential to designing advanced 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, advanced learning applications and evaluation criteria.

Project Criteria: The following criteria shall be met when choosing the Advanced Technology Applications Project:

The project must allow experiences that utilize both skills and knowledge directly related to the student's career interests and the Engineering & Technology Education program in which the student is enrolled or has completed.
The project must provide opportunities for rotation through a wide variety of advanced applications in technology tasks.

The project must provide a safe and ethically sound environment with up-to-date facilities and equipment.

Each student must maintain a journal with daily entries describing:

(a)	Time spent on the project (log in and log out)
(b)	Description of the activity for the period(s)
(c)	Materials/equipment/fixtures used
(d)	Problems identified
(e)	Possible solutions to problems identified
(f)	Work accomplished
(g)	Solutions attempted
(h)	Solutions that failed
(i)	Which led to a new problem statement
(j)	Video or Still Images of the project as it progresses.
(k)	Plans, sketches, drawings, patterns, fixtures or other documentation of components manufactured or constructed

Each student must maintain a portfolio of the project to include:
(a)	Bibliography of all research materials accessed.
(b)	A written research paper describing the background information the project is to be based on.
(c)	A Laboratory Report to include:
1.	A clear statement of the project
2.	A hypothesis or description of the area of investigation.
3.	A written procedure of each activity as it is accomplished.
4.	List of materials used in each activity.
5.	Data recovered in the form of a data table, charts graphs.
6.	Conclusion
7.	Bibliography
(d)	Safety concerns and procedures to be followed.
(e)	An abstract.

A progress report at mid-term will be given by each student to include a written research paper, that describes the area of investigation and an oral presentation to the remainder of the class and instructor or supervising faculty team, on the progress of the project, and all work accomplished. The progress report will be the basis for the mid-term evaluation grade.
A final oral progress report presentation at the end of the course will be given by each student or team that includes:
(a)	a review of the portfolio and the journal,
(b)	a description of the experiment, process or activity
(c)	results
(d)	problems identified and solutions that worked or did not work, and
(e)	a conclusion.

The final progress report will be the basis for the final exam evaluation grade.
When offered for multiple credits, the student should have varied learning experiences in order to provide maximum education exposure.

The course may be supervised by a faculty team consisting of the members of the faculty who will be granting the multiple credit(s) if that is the case.

Project Experience: This component shall provide a match between the student's career interests and a project 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 & Technology Education studies and career interests.

Experience Plan: A project experience plan must be developed and implemented for each student based on the curriculum frameworks of the Engineering & Technology Education program.  The project 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 project learning experience plan must be signed by the student and teacher.

Supervision: Teacher-coordinators of the Advanced Technology Applications project must monitor and support learning. Students must also be evaluated a minimum of once per grading period by the teacher-coordinator. The evaluation should assess how well the student is progressing toward goals established by the student teacher-coordinator. Portfolio assessment, orchestrated by the teacher-coordinator, is a recommended method of student assessment.

Common Career Technical Core – Career Ready Practices

Career Ready Practices describe the career-ready skills that educators should seek to develop in their students.  These practices are not exclusive to a Career Pathway, program of study, discipline or level of education.  Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. 

1. Act as a responsible and contributing citizen and employee. 

2. Apply appropriate academic and technical skills. 

3. Attend to personal health and financial well-being. 

4. Communicate clearly, effectively and with reason. 

5. Consider the environmental, social and economic impacts of decisions. 

6. Demonstrate creativity and innovation. 

7. Employ valid and reliable research strategies. 

8. Utilize critical thinking to make sense of problems and persevere in solving them. 

9. Model integrity, ethical leadership and effective management. 

10. Plan education and career path aligned to personal goals. 

11. Use technology to enhance productivity. 

12. Work productively in teams while using cultural/global competence. 

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	Demonstrate the ability to identify and solve problems.
04.0	Successfully work as a member of a team.
05.0	Manage time according to a plan.
06.0	Keep acceptable records of progress, problems and solutions.
07.0	Plan, organize and carry out a project plan.
08.0	Manage resources.
09.0	Use tools, materials, and process in an appropriate and safe manner.
10.0	Demonstrate an understanding of the scientific process.
11.0	Demonstrate appropriate scientific content related to the project.
12.0	Demonstrate appropriate mathematics content related to the project.
13.0	Carry out a research assignment, and document the results of research efforts.
14.0	Use presentation skills, and appropriate media to describe the progress, results and outcome of the experience.
15.0	Demonstrate competency in the area of expertise related to the education program previously completed, that this project is based upon.

2020 - 2021
Florida Department of Education
Student Performance Standards

Course Title: 	Advanced Technology Applications 
Course Number: 	8601900
Course Credit:	1

Course Description:
This is a project-based capstone course to provide Engineering and Technology Education students with the opportunity to develop a project from "vision" to "reality". Students work in teams to design, engineer, manufacture, construct, test, redesign, test again, and then produce a finished "project".

CTE Standards and Benchmarks	
01.0	Complete a safety skills inventory.--The student will be able to:	
01.01	Practice safety procedures while enrolled in this course.	
01.02	Demonstrate an understanding of safety and general policies and procedures.	
02.0	Demonstrate acceptable project values.--The student will be able to:	
02.01	Maintain a positive relationship with peers and 	
02.02	Demonstrate adaptive self-management skills.	
02.03	Rotate through a wide variety of increasingly responsible experiences.	
02.04	Apply basic skills in communications, mathematics, and science appropriate to technological content and learning activities.	
03.0	Demonstrate the ability to identify and solve problems.--The student will be able to:	
03.01	Prepare a design brief for each step in the project plan.	
03.02	Identify possible solutions for each design brief.	
03.03	Complete research and development activities associated with each design brief.	
03.04	Document problems as they arise.	
03.05	Prepare a problem statement for any activity that is not successful.	
03.06	Identify possible solutions for the new problem statement.	
03.07	Continue the R & D process until workable solutions are found to each problem stated.	
04.0	Successfully work as a member of a team.--The student will be able to:	
04.01	Accept responsibility for specific tasks in a given situation.	
04.02	Document progress, and provide feedback on work accomplished in a timely manner.	
04.03	Complete assigned tasks in a timely and professional manner.	
04.04	Reassign responsibilities when the need arises.	
04.05	Complete daily tasks as assigned on one’s own initiative.	
05.0	Manage time according to a plan.--The student will be able to:	
05.01	Set realistic time frames and schedules.	
05.02	Keep a written time sheet of work accomplished on a daily basis.	
05.03	Meet goals and objectives set by the team.	
05.04	Identify individual priorities.	
05.05	Complete a weekly evaluation of accomplishments, and reevaluate goals, objectives and priorities as needed.	
06.0	Keep acceptable records of progress problems and solutions.--The student will be able to:	
06.01	Develop a record keeping system in the form of a log book to record daily progress.	
06.02	Use a project journal to identify problem statement	
06.03	Develop a portfolio of work accomplished to include design drawings, research, drawings and plans, models, mock-ups and prototypes.	
07.0	Plan, organize, and carry out a project plan.--The student will be able to:	
07.01	Determine the scope of a project.	
07.02	Organize the team according to individual strengths.	
07.03	Assign specific tasks within a team.	
07.04	Determine project priorities.	
07.05	Identify required resources.	
07.06	Plan research, development, design, construction and manufacturing activities as required.	
07.07	Carry out the project plan to successful completion.	
08.0	Manage resources.--The student will be able to:	
08.01	Identify required resources for each stage of the project plan.	
08.02	Determine the methods needed to acquire needed resources.	
08.03	Demonstrate good judgment in the use of resources.	
08.04	Recycle and reuse resources where appropriate.	
08.05	Demonstrate an understanding of proper legal and ethical waste disposal.	
09.0	Use tools, materials, and processes in an appropriate and safe manner.--The student will be able to:	
09.01	Identify the proper tool for a given job.	
09.02	Use tools and machines in a safe manner.	
09.03	Adhere to laboratory or job site safety rules and procedures.	
09.04	Identify the application of processes appropriate to the task at hand.	
09.05	Identify materials appropriate to their application.	
10.0	Demonstrate an understanding of the scientific process.--The student will be able to:	
10.01	State a problem clearly.	
10.02	Identify and write a hypothesis.	
10.03	Develop a materials list.	
10.04	Develop a step by step procedure.	
10.05	Follow a written procedure.	
10.06	Record data.	
10.07	Make a conclusion based on results, observations and data.	
10.08	Document progress using a laboratory report.	
10.09	Write an abstract.	
11.0	Demonstrate appropriate scientific content related to the project.--The student will be able to:	
11.01	Document how all matter has observable, measurable properties. 	
11.02	Apply the basic principles of atomic theory.	
11.03	Determine how energy may be changed in form with varying efficiency.	
11.04	Document the interaction of matter and energy.	
11.05	Document how types of motion may be described, measured, and predicted. 	
11.06	Demonstrate how types of force that act on an object and the effect of that force can be described, measured, and predicted. 	
11.07	Demonstrate how science, technology, and society are interwoven and interdependent. 	
12.0	Demonstrate appropriate mathematics content related to the project.--The student will be able to:	
12.01	Identify different ways numbers are represented and used. 	
12.02	Demonstrate proper use of the number systems. 	
12.03	Develop effective operations on numbers and the relationships among these operations.	
12.04	Use estimation in problem solving and computation. 	
12.05	Apply theories used in the solution to numbers.	
12.06	Use quantities in the real world and uses the measures to solve problems.	
12.07	Compare data within systems of measurement (both standard/nonstandard and metric/customary). 	
12.08	Solve the problem mathematical using length, time, weight/mass, temperature, money, perimeter, area, and volume, and estimates the effects of measurement errors on calculations.	
12.09	Apply appropriate units and instruments for measurement to achieve the degree of precision and accuracy required in real-world situations. 	
12.10	Describe, draw, Identify, and analyzes two-and three-dimensional shapes. 	
12.11	Visualize and illustrate ways in which shapes can be combined, subdivided, and changed. 	
12.12	Coordinate geometry to locate objects in both two and three dimensions and to describe objects algebraically.	
12.13	Describe, analyze, and generalize a wide variety of patterns, relations, and functions. 	
12.14	Uses expressions, equations, inequalities, graphs, and formulas to represent and interpret situations. 	
12.15	Uses the tools of data analysis for managing information. 	
12.16	Identify patterns and makes predictions from an orderly display of data using concepts of probability and statistics. 	
12.17	Uses statistical methods to make inferences and valid arguments about real-world situations.	
13.0	Carry out a research assignment, and document the results of research efforts.--The student will be able to:	
13.01	Identify the basic research needed to develop the project plan.	
13.02	Identify available resources for completing background research required in the project plan.	
13.03	Demonstrate the ability to locate resource materials in a library, data base, internet and other research resources.	
13.04	Demonstrate the ability to organize information retrieval.	
13.05	Demonstrate the ability to prepare a topic outline.	
13.06	Write a draft of the research report.	
13.07	Edit and proof the research report. Use proper form for a bibliography, footnotes, quotations and references.	
13.08	Prepare an electronically composed research paper in proper form.	
13.09	Conduct a research experiment.	
13.10	Complete a laboratory report on the experiment, documenting results, data and observations.	
13.11	Prepare a display of the experiment to include a title, problem statement, hypothesis, material list, procedure, results and observations, data tables and or graphs and charts, illustrations of the procedure, models, mock ups, devices or fixtures required, conclusion safety statements and an abstract.	
14.0	Use presentation skills, and appropriate media to describe the progress, results and outcomes of the experience.--The student will be able to:	
14.01	Prepare a multi-media presentation on the completed project.	
14.02	Make an oral presentation, using multi-media materials.	
14.03	Review the presentation, and make changes in the delivery method(s) to improve presentation skills.	
15.0	Demonstrate competency in the area of expertise related to the education program previously completed that this project is based upon.--The student will be able to:	
15.01	Demonstrate a mastery of the content of the selected subject area.	
15.02	Demonstrate the ability to use related technological tools, materials and processes related to the specific program area.	
15.03	Demonstrate the ability to apply the knowledge, experience and skill developed in the previous program completion to the successful completion of this demonstration.	
15.04	Demonstrate the acquisition of additional knowledge, skill and experience in one area of the selected field of study beyond the performance standards of the initial program standards.	

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.

Academic Alignment

Secondary Career and Technical Education courses are pending alignment to the B.E.S.T.  (Benchmarks for Excellent Student Thinking) Standards for English Language Arts (ELA) and Mathematics that were adopted by the State Board of Education in February 2020.  Academic alignment is an ongoing, collaborative effort of professional educators that provide clear expectations for progression year-to-year through course alignment. This initiative supports CTE programs by improving student performance through the integration of academic content within CTE courses.  

Florida Standards for English Language Development (ELD)
English language learners communicate for social and instructional purposes within the school setting. ELD.K12.SI.1.1 

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. 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.
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

MyCareerShines is an interactive resource to assist students in identifying their ideal career and to enhance preparation for employment. Teachers are encouraged to integrate this resource into the program curriculum to meet the employability goals for each student. Access MyCareerShines by visiting: www.mycareershines.org.

Career and Technical Student Organization (CTSO)

The Florida Technology Student Association (FL-TSA) and SkillsUSA are the intercurricular career and technical student organizations for 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.  

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.

Additional Resources

For additional information regarding articulation agreements, Bright Futures Scholarships, Fine Arts/Practical Arts Credit and Equivalent Mathematics and Equally Rigorous Science Courses please refer to:
http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml