Florida Department of Education Curriculum Framework



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Revised: 1/30/2014


2014 – 2015

Florida Department of Education

Curriculum Framework




Program Title: Information & Communications Technology (ICT) Essentials

Program Type: Orientation/Exploratory

Career Cluster: Information Technology





Secondary – Middle School

Program Number

9009100

CIP Number

149009100M

Grade Level

6-8

Standard Length

Year

Teacher Certification

BUS ED 1 @2

COMPU SCI 6

INFO TECH 7G

WEB DEV 7G



CTSO

FBLA

BPA


Facility Code

212 http://www.fldoe.org/edfacil/sref.asp (State Requirements for Educational Facilities)



Purpose

The purpose of this course is to provide students with the computer, digital, and information technology skills necessary for success in their future academic and occupational goals. In addition to fundamental computer information, the content includes but is not limited to digital technologies associated with web development, multimedia, word processing, spreadsheet, database, Internet communications, cybersecurity, and computer programming.


Instruction and learning activities are provided in a laboratory setting using hands-on experiences with the equipment, materials and technology appropriate to the course content and in accordance with current practices.
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 the courses shown in the table below. For optimal success, it is recommended that students’ progress through the program in the order presented.




Course Number

Course Title

Course Length

9009110

Information & Communications Technology (ICT) Essentials 1

Year

9009120

Information & Communications Technology (ICT) Essentials 2

Year

9009130

Information & Communications Technology (ICT) Essentials 3

Year

Standards

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




  1. Identify computer components and their functions.

  2. Demonstrate knowledge of different operating systems.

  3. Demonstrate proficiency using the Internet to locate information.

  4. Demonstrate an understanding of Internet safety and ethics.

  5. Develop and apply word processing and document manipulation skills.

  6. Develop and apply fundamental spreadsheet skills.

  7. Demonstrate proficiency in using presentation software.

  8. Demonstrate proficiency in using graphics software.

  9. Demonstrate an understanding of webpage construction, operation, and function.

  10. Demonstrate proficiency in using a GUI authoring tool to create a template-based website.

  11. Demonstrate proficiency in fundamental computer programming and logic.

  12. Conduct basic research using resources located on the Internet.

  13. Demonstrate proficiency with common computer peripherals, including connections to standard input and output devices.

  14. Demonstrate an understanding of Internet safety practices, policies, and ethics.

  15. Demonstrate proficiency in producing moderately complex documents involving one or more office technologies.

  16. Demonstrate proficiency in using moderately complex spreadsheet functions.

  17. Demonstrate proficiency in communication using digital and multimedia technologies.

  18. Demonstrate proficiency in using a web authoring tool.

  19. Demonstrate proficiency in fundamental structured programming.

  20. Demonstrate proficiency locating, gathering, and preparing textual, graphical, and image-based web content.

  21. Demonstrate appropriate use of email.

  22. Use Web 2.0 or Internet-based collaborative technology (e.g., Wikis, Wimba, Moodle, Edmodo, Facebook) to facilitate a web development or research project.

  23. Demonstrate an understanding of computer networks.

  24. Develop and apply database skills.

  25. Demonstrate proficiency in embedding objects into documents and using advanced formatting options.

  26. Demonstrate proficiency in using digital photography and digital imaging.

  27. Demonstrate proficiency in basic video production equipment.

  28. Demonstrate skill in using video editing software.

  29. Demonstrate proficiency in using audio editing software (e.g., Audacity).

  30. Demonstrate proficiency using web development tools and techniques to enhance a website’s interactivity, appeal, or performance.

  31. Demonstrate proficiency in basic programming.

  32. Create an interactive program (i.e., a video game or interactive video) based on telling a story.

2014 – 2015

Florida Department of Education

Student Performance Standards




Course Title: Information & Communications Technology (ICT) Essentials

Course Number: 9009110

Course Length: Year


Grade: 6-8

Course Description:

This course introduces students to core concepts associated with computers and their use. The content includes hands-on opportunities to explore various software applications, including the creation of a template-based webpage and a basic computer program. For the programming instruction, the use of Alice from Carnegie Mellon University is encouraged as it is a highly engaging program, includes instructional materials, and is available at no cost.




CTE Standards and Benchmarks

  1. Identify computer components and their functions. – The student will be able to:

    1. Identify the internal components of a computer (e.g., power supply, hard drive, mother board, I/O cards/ports, cabling).

    1. Identify various computer input devices (e.g., mouse, keyboard, phone, camera) and describe their use.

    1. Identify various computer output devices (e.g., monitor, printer, phone) and describe their use.

    1. Identify various storage devices (e.g., flash drive, iPod, phone, external hard drive).

  1. Demonstrate knowledge of different operating systems. – The student will be able to:

    1. Identify the most common computer operating systems (i.e., Windows, Apple, UNIX).

    1. Describe and use conventional file naming conventions.

    1. Demonstrate proficiency with file management tasks (e.g., folder creation, file creation, backup, copy, delete, open, save).

    1. Be able to identify file types by extension (e.g., .doc, .txt, .wav, xls).

    1. Compare and contrast various operating systems used in mobile devices (e.g., iOS, Android).

  1. Demonstrate proficiency using the Internet to locate information. – The student will be able to:

    1. Identify and use web terminology.

    1. Define Universal Resource Locators (URLs) and associated protocols (e.g., http, ftp, telnet, mailto).

    1. Compare and contrast the types of Internet domains (e.g., .com, .org, .edu, .gov, .net, .mil).

    1. Demonstrate proficiency using search engines, including Boolean search techniques.

    1. Demonstrate proficiency using various web tools (e.g., downloading of files, transfer of files, telnet, PDF).

    1. Compare and contrast the roles of web servers and web browsers.

    1. Apply the rules for properly citing works or other information obtained from the Internet.

    1. Identify and apply Copyright Fair Use guidelines.

    1. Evaluate online information for credibility and quality using basic guidelines and indicators (e.g. authority, affiliation, purpose).

  1. Demonstrate an understanding of Internet safety and ethics. – The student will be able to:

    1. Describe cyber-bullying and its impact on perpetrators and victims.

    1. Differentiate between viruses and malware, specifically their sources, ploys, and impact on personal privacy and computer operation, and ways to avoid infection.

    1. Demonstrate proficiency running an antivirus scan to remove viruses and malware.

    1. Describe risks associated with social networking sites (e.g., FaceBook, MySpace, and Twitter) and ways to mitigate these risks.

    1. Adhere to cyber safety practices with regard to conducting Internet searches, email, chat rooms, and other social network websites.

    1. Adhere to Acceptable Use Policies when accessing the Internet.

  1. Develop and apply word processing and document manipulation skills. – The student will be able to:

    1. Apply and adjust margins, tabs, line spacing and paragraph indents.

    1. Insert and manipulate text, graphics/images, and WordArt.

    1. Format text using the font interface and styles interface.

    1. Adjust the size, position, and layout wrapping settings of a graphic/image.

    1. Use the status bar to determine the number of pages, words, and characters in a document.

    1. Insert codes for current date and time.

    1. Copy text between documents using mouse, menu, and keyboard techniques.

    1. Move text in a document using mouse, menu, and keyboard techniques.

    1. Create bulleted and numbered lists.

    1. Create a table – inserting, moving and entering data.

    1. Create a table – format rows, columns and cells.

    1. Insert page breaks.

    1. Adjust magnification of document display single and multiple pages.

    1. Understand printing options including shrink to fit, gutters, and document orientation.

    1. Create a report or essay that contains a title page, text, a graphic/image, and WordArt.

    1. Interpret basic proofreader marks and edit a report or essay accordingly.

  1. Develop and apply fundamental spreadsheet skills. – The student will be able to:

    1. Describe a spreadsheet and the ways in which it may be used.

    1. Identify the parts of the spreadsheet display.

    1. Insert and format text information into cells.

    1. Insert and format numeric information into cells.

    1. Insert and format date and time information into cells.

    1. Select multiple cells using the mouse.

    1. Copy information from one or more cells to another part of the spreadsheet.

    1. Move information from one or more cells to another part of the spreadsheet.

    1. Sum the numeric values of multiple cells.

    1. Use the sort function to alphabetize a table of information.

    1. Create and navigate through a worksheet.

    1. Change column width and row height.

    1. Insert columns and rows.

    1. Merge cells.

    1. Use Undo and Redo features.

    1. Create and print a table that displays and sums the quantities or values of different categories of data.

  1. Demonstrate proficiency in using presentation software. – The student will be able to:

    1. Describe presentation software and the ways in which it may be used.

    1. Create a Slide Master.

    1. Adjust presentation format using the Slide Master.

    1. Add and format titles, subtitles, and talking points to a presentation slide.

    1. Insert date and time codes and slide numbers to slides.

    1. Insert and format images/graphics onto slides.

    1. Insert new or duplicate slides.

    1. Adjust slide transition to include animation.

    1. Insert and adjust sound settings and timing in presentation.

    1. Adjust the sequence of slides in the presentation.

    1. Produce a presentation that includes text, graphics, and digital images and present it using a projection system.

    1. Adjust slide show set-up to loop show continuously.

  1. Demonstrate proficiency in using graphics software. – The student will be able to:

    1. Describe graphics software and the ways in which it may be used.

    1. Compare and contrast vector and bitmap images.

    1. Demonstrate knowledge of image formats related to photos and graphics on the Internet (e.g., Graphic: TIFF, BMP, EPS, Web: JPEG, GIF, PNG).

    1. Create graphic images that demonstrate the digital use of inks, watercolors, acrylics, and oils.

    1. Use terminology appropriate to the creation and display of graphic images.

    1. Create images with effects using different tools and brushes available in the software.

    1. Copy and paste graphic images.

    1. Alter the shapes and colors used in a graphic image.

    1. Save and export a photograph in the format that provides the best image quality and file size for Internet use.

  1. Demonstrate an understanding of webpage construction, operation, and function. – The student will be able to:

    1. Categorize websites according to their purpose and domain.

    1. Identify elements of a webpage.

    1. Define basic HTML terminology.

    1. Critique the aesthetic and functional operation of sample websites.

  1. Demonstrate proficiency in using a GUI authoring tool to create a template-based website. – The student will be able to:

    1. Create a website using an available template.

    1. Build the site navigation schema for a website.

    1. Create hyperlinks to external sites.

    1. Use an image or icon as a hyperlink.

    1. Prepare web pages for publication.

    1. Publish a website using File Transfer Protocol (FTP).

  1. Demonstrate proficiency in fundamental computer programming and logic. – The student will be able to:

    1. Define programming and discuss its role in computing.

    1. Understand the binary representation of data and programs in computers.

    1. Define the term algorithm and its application to problem-solving.

    1. Describe basic Boolean concepts, including Boolean algebra, truth tables, operators, and logic.

    1. Describe the structure of a simple program and why sequencing is important.

    1. Explain the logic used for IF statements.

    1. Create a program using a high level programming language (e.g., Alice, DarkBASIC, GameMaker).


2014 – 2015

Florida Department of Education

Student Performance Standards




Course Title: Information & Communications Technology (ICT) Essentials 2

Course Number: 9009120

Course Length: Year


Grade: 6-8

Course Description:

This course builds on the previous course and provides greater depth and more complex concepts and the skills/knowledge to master these concepts. Students will be provided opportunities to extend their skills with various software applications by creating more complex documents and using more complex functions. Students will also be exposed to structured programming and the creation of a more complex computer program. For the programming instruction, the use of Alice from Carnegie Mellon University is encouraged as it is a highly engaging program, includes instructional materials, and is available at no cost.




CTE Standards and Benchmarks

  1. Conduct basic research using resources located on the Internet. – The student will be able to:

    1. Construct an effective Boolean search statement using appropriate keywords.

    1. Evaluate search results to determine those sites or resources that best meet the research criteria.

    1. Incorporate the results from the Internet search into a research document (e.g., report, synopsis).

    1. Download images as needed in support of the research, complying with notices of copyright.

    1. Properly cite the Internet sources used in the research.

  1. Demonstrate proficiency with common computer peripherals, including connections to standard input and output devices. – The student will be able to:

    1. Identify the types and purposes of common input devices (e.g., mouse, keyboard, camera, microphone, scanner).

    1. Identify the types and purposes of specialized input devices (e.g., digital cameras, mobile devices, GPS devices).

    1. Describe the types and purposes of various computer connection ports (e.g., USB, firewire, parallel, serial, Ethernet).

    1. Connect an input device (e.g., mouse, keyboard, cell phone, camera) and verify proper operation.

    1. Connect an output device (e.g., printer, monitor, projector) and verify proper operation.

  1. Demonstrate an understanding of Internet safety practices, policies and ethics. – The student will be able to:

    1. Describe cyber-bullying and its impact on perpetrators and victims.

    1. Differentiate between viruses and malware, specifically their sources, ploys and impact on personal privacy and computer operation, and ways to avoid infection.

    1. Describe risks associated with sexting, including related legal issues, social engineering aspects, prevention methods and reporting of offenses.

    1. Describe the risks associated with online gaming and ways to mitigate these risks.

    1. Describe the ethics and copyright legalities of downloading music or videos from the Internet.

    1. Describe risks associated with social networking sites (e.g., FaceBook, MySpace, Twitter) and ways to mitigate these risks.

    1. Adhere to cyber safety practices with regard to conducting Internet searches, email, chat rooms and other social network websites.

  1. Demonstrate proficiency in producing moderately complex documents involving one or more office technologies. – The student will be able to:

    1. Create a word processed document (e.g., article, newsletter) that employs a column layout.

    1. Create a word processed document that includes an imbedded image formatted to wrap text tightly around the image.

    1. Create a word processed document that integrates objects from a spreadsheet.

    1. Create a word processed document that includes formatted shapes and WordArt.

    1. Convert a body of text into a multi-column table, sorted by the left-most column.

    1. Format a word processed document using styles and the Document Map.

    1. Use numbered and bulleted lists in a document.

    1. Create a word processed document that uses multi-level outlining.

    1. Adjust the formatting of a multi-level outline document.

  1. Demonstrate proficiency in using moderately complex spreadsheet functions. – The student will be able to:

    1. Insert arithmetic formulas into a spreadsheet.

    1. Differentiate between absolute and relative cell addressing.

    1. Apply and adjust cell formatting to accommodate currency, date and percentage values.

    1. Apply shading and borders to a spreadsheet.

    1. Demonstrate how to use common spreadsheet functions (e.g., SUM, AVERAGE, COUNT).

    1. Use Conditional Formatting to highlight text.

    1. Create a chart based on data sets defined in a spreadsheet.

    1. Adjust chart types to appropriately represent base data.

  1. Demonstrate proficiency in communication using digital and multimedia technologies. – The student will be able to:

    1. Create a progressive slide presentation featuring the use of SmartArt and animated transitions.

    1. Use a portable digital video device (e.g., cell phone, Flip camera) to produce video clips for transfer onto a computer.

    1. Use video editing software to produce a slide show or video movie.

    1. Create a multimedia presentation that incorporates shot and edited video, animation, music, narration and adheres to good design principles, use of transitions and effective message conveyance.

  1. Demonstrate proficiency in using a web authoring tool. – The student will be able to:

    1. Build, optimize, edit, and test web pages for publication.

    1. Demonstrate an understanding of network and web implementation issues (e.g., bandwidth, compression, streaming).

    1. Compare and contrast various methods by which information may be accessed on the Internet/Intranet (e.g., FTP, telnet, browser).

    1. Demonstrate an understanding of file encryption methods (e.g., secure server, unsecured server).

    1. Modify a webpage template to achieve an effective look and feel for a website.

    1. Integrate video and animation files into a webpage.

    1. Prepare web pages for publication.

    1. Publish a website.

  1. Demonstrate proficiency in fundamental structured programming. – The student will be able to:

    1. Describe structured programming and discuss the advantages of this approach.

    1. Describe and give examples of the three structural components (i.e., decisions, sequences, loops) used in structured programming.

    1. Write a program in pseudo code that uses structured programming to solve a problem.

    1. Convert a program from pseudo code into a common high level programming language (e.g., Alice, DarkBASIC).


2014 – 2015

Florida Department of Education

Student Performance Standards




Course Title: Information & Communications Technology (ICT) Essentials 3

Course Number: 9009130

Course Length: Year


Grade: 6-8

Course Description:

This course builds on the previous two courses and provides greater depth and more complex concepts and the skills/knowledge to master these concepts. In addition to working with network concepts, students will be provided opportunities to further extend their skills with various software applications by creating more complex documents and using more complex functions and technologies. Students will continue their exposure to computer programming and the creation of more complex computer programs. For the programming instruction, the use of Alice from Carnegie Mellon University is encouraged as it is a highly engaging program, includes instructional materials, and is available at no cost.




CTE Standards and Benchmarks

  1. Demonstrate proficiency locating, gathering, and preparing textual, graphical, and image-based web content. – The student will be able to:

    1. Characterize effective writing styles and conventions for the web.

    1. Use word processing software to create effective written content for the web.

    1. Use graphics software to create message-driven graphical content for use on a webpage.

    1. Access and digitize graphics through various resources (e.g., scanner, digital cameras, on-line graphics, clipart, CD-ROMs).

    1. Create and edit images using image or graphic design software.

    1. Adhere to cyber safety practices with regard to conducting Internet searches, email, chat rooms, and other social network websites.

  1. Demonstrate appropriate use of email. – The student will be able to:

    1. Describe email capabilities and functions.

    1. Identify components of an email message.

    1. Identify the components of an email address.

    1. Attach a file to an email message.

    1. Forward an email message to one or more addressees.

    1. Use an address book.

    1. Reply to an email message.

    1. Use the Internet to perform email activities (i.e., web-based email).

    1. Identify the appropriate use of email and demonstrate related email etiquette.

  1. Use Web 2.0 or Internet-based collaborative technology (e.g., Wikis, Wimba, Moodle, Edmodo, Facebook) to facilitate a web development or research project. – The student will be able to:

    1. Create and use a wiki or similar collaborative environment for communicating and sharing among project team members.

    1. Create and use a social media page (e.g., Facebook, Wimba, Moodle) to share and publish project components (e.g., content, images, graphics, videos) for gauging visitor reaction and obtaining feedback.

  1. Demonstrate an understanding of computer networks. – The student will be able to:

    1. Define networking and describe the purpose of a network.

    1. Describe the conceptual background of digital networks including terminology and basics.

    1. Describe various types of networks and the advantages and disadvantages of each (e.g. peer to peer, client/server, mainframe/terminal).

    1. Describe the function of various network devices (e.g. hub, switched hub or switch, Router Bridge, gateway, access points).

    1. Describe how network devices are identified (i.e., IP addressing).

    1. Explain the protocols commonly used in a network environment.

    1. Describe the purpose of the OSI model and each of its layers.

    1. Understand how two network nodes communicate through the OSI model.

    1. Differentiate between public and private IP addresses.

    1. Describe the difference between the Internet and intranet.

    1. Compare and contrast the different methods for network connectivity (e.g. broadband, wireless, Bluetooth, cellular).

    1. Discuss the differences between Local Area Network (LAN), Wide Area Network (WAN), Metropolitan Area Network (MAN), and Virtual Private Network (VPN).

  1. Develop and apply database skills. – The student will be able to:

    1. Define database.

    1. Differentiate between fields and records in a database.

    1. Describe the various data types used in a database.

    1. Create a data table that uses multiple data types.

    1. Add, edit, sort, and delete records in datasheet view.

    1. Differentiate between a table and a query.

    1. Describe Structured Query Language (SQL) and discuss its use with databases.

    1. Create a basic SELECT query.

    1. Export data from a database into a spreadsheet form.

    1. Import data from a spreadsheet.

    1. Create meaningful reports from the database.

  1. Demonstrate proficiency in embedding objects into documents and using advanced formatting options. – The student will be able to:

    1. Embed a PDF file (e.g., a map, image) into a word processed document and format to wrap text around the object.

    1. Enhance the appearance of WordArt using the shape, spacing, shadow, and 3D effects formatting features.

    1. Create a word processed document that includes SmartArt.

    1. Convert a document from profile to landscape orientation and adjust margins and headers and footers.

    1. Insert citations and a bibliography into a word processed document.

    1. Create an automatic Table of Contents.

    1. Add comments to a document.

    1. Revise a word processed document with Track Changes enabled, then accept and reject changes as appropriate.

    1. Using the Translate feature, translate a document from English to another language and vice versa.

  1. Demonstrate proficiency in using digital photography and digital imaging. – The student will be able to:

    1. Demonstrate knowledge of ethics related to digital imaging and legal consent issues.

    1. Apply effective design principles in digital photography compositions.

    1. Demonstrate skill in using digital imaging software for image manipulation, color correction, and special effects to creatively convey a message or literary interpretation.

    1. Demonstrate skill in scanning and cropping photographs.

  1. Demonstrate proficiency in basic video production equipment. – The student will be able to:

    1. Operate video camera (e.g., Flip camera, cell phone).

    1. Write storyboards to depict a one minute video segment.

    1. Determine appropriate lighting needs.

    1. Create video shots sufficient to produce a one minute video.

  1. Demonstrate skill in using video editing software. – The student will be able to:

    1. Demonstrate knowledge of the digital video software interface.

    1. Demonstrate ability to edit, cut, erase, and insert video.

    1. Edit video as needed to achieve desired message and length.

    1. Describe a first complete run-through of the video production process.

    1. Characterize the qualities of effective communication in a completed video.

    1. Prepare a one minute video project for final compositing and export.

    1. Upload finished video files to a website.

  1. Demonstrate proficiency in using audio editing software (e.g., Audacity). – The student will be able to:

    1. Demonstrate knowledge of the audio editing software interface.

    1. Demonstrate ability to edit, cut, erase, and insert audio.

    1. Edit audio as needed to achieve desired message and length.

    1. Prepare a one minute audio commercial project.

  1. Demonstrate proficiency using web development tools and techniques to enhance a website’s interactivity, appeal, or performance. – The student will be able to:

    1. Compare and contrast writing HTML using a text editor versus using a Graphical User Interface (GUI) editor.

    1. Design and create an effective web page template.

    1. Demonstrate knowledge of color wheel and proper use of color.

    1. Create attractive, engaging, and efficient web pages using a GUI editor.

    1. Insert audio files into a Web page.

    1. Create, edit and integrate video files into a webpage.

    1. Create, edit and integrate animation files into a webpage.

    1. Use Dynamic HTML (DHTML) to enhance webpage interactivity.

    1. Create webpages using basic HTML tags (e.g., links, lists, character styles, text alignment, tables).

  1. Demonstrate proficiency in basic programming. – The student will be able to:

    1. Describe iterative programming structures (e.g., while, do/while) and how they are used in programming.

    1. Explain the types and uses of variables in programming.

    1. Describe object-oriented concepts.

    1. Compare and contrast programming languages that are compiled (e.g., C++), interpreted (e.g., HTML), and translated (e.g., Java).

    1. Create animated objects using a high level programming language to control their behavior.

    1. Write a program design document showing program flow using pseudo code.

    1. Create a program using animated objects.

    1. Troubleshoot and debug errors in code.

  1. Create an interactive program (i.e., a video game or interactive video) based on telling a story. – The student will be able to:

    1. Apply the design process in solving a problem.

    1. Identify the design criteria and constraints.

    1. Create storyboards to model the program flow and functionality.

    1. Write the appropriate code.

    1. Test and evaluate the program.

    1. Modify the program as needed to solve the problem.


Additional Information




Laboratory Activities

Laboratory activities are an integral part of this program. These activities include instruction in the use of safety procedures, tools, equipment, materials, and processes related to these occupations. Equipment and supplies should be provided to enhance hands-on experiences for students.



Career and Technical Student Organization (CTSO)

Future Business Leaders of America (FBLA) and Business Professionals of America (BPA) are the appropriate 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. The activities of such organizations are defined as part of the curriculum in accordance with Rule 6A-6.065, F.A.C.



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. Postsecondary students with disabilities must self-identify, present documentation, request accommodations if needed, and develop a plan with their counselor and/or instructors. Accommodations received in postsecondary education may differ from those received in secondary education. 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.



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