FLORIDA STATE PLAN FOR
THE IMPROVEMENT OF VOCATIONAL, TECHNICAL,
AND RELATED EDUCATIONAL SERVICES
Division of Vocational, Technical, and Adult Educatio
THE STATE DEPARTMENT OF EDUCATION
Thomas D. Bailey, Superintendent
375.009759 Tallahassee, Florida
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no.70 A -.2
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STATE PLAN FOR THE IMPROVEMENT OF
VOCATIONAL, TECHNICAL, AND
t'J, STATE BOARD FOR VOCATIONAL EDUCATION
Hon. Haydon Burns, Governor, President of the Board
Hon. Tom Adams, Secretary of State
Hon. Earl Faircloth, Attorney General
Hon. Broward Williams, State Treasurer
Hon. Thomas D. Bailey, State Superintendent of Public Instruction
Secretary, and Executive Officer of the Board
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The Statutes of Florida establish the State Board of Education as the State
Board for Vocational Education. They empower it to cooperate with federal
agencies in administering all phases of the vocational-technical education
program and charge it with responsibility for administering all state and
federal laws and funds for promoting the program and for articulating it with
other phases of the State program of education. They also establish the state
superintendent as secretary and executive officer of the State Board for Voca-
tional Education and empower him to designate the assistants needed to carry
on the program.
The Florida State Plan for the Improvement of Vocational, Technical, and Re-
lated Educational Services is a contract between the State of Florida and the
Federal Government defining the structure approved by the Florida State Board
for Vocational Education for carrying on the vocational-technical education
program of the State. According to provisions of the State Plan, the State
t Director of Vocational, Technical, and General Adult Education and specialized
qualified assistants in the respective vocational-technical services are re-
sponsible to the executive officer of the Board and, through him, to the State
Board for Vocational Education for the administration and supervision of all
phases and aspects of the program.
In view of these assigned responsibilities, the Division of Vocational, Techni-
cal, and General Adult Education is responsible for coordinating, administering,
and supervising the total state-wide program of vocational-technical education
conducted by county boards of public instruction.
To coordinate the programs of the respective vocational and technical services
S to the end that a comprehensive, yet consistent, program of vocational-technical
4 education is available to all youth and adults of the State,-and to provide ade-
quate inter- and intra-county articulation in program development, it is necessary
for program representatives to work with a variety of school officials and with
td personnel in a variety of public educational institutions, including junior and
senior high schools, junior colleges, and adult vocational, technical, and general
It is recognized that a program having the scope of vocational-technical education
is intimately related to the administration and supervision of many other phases
of the total educational program. Herein lies an area of potential confusion of
function and overlapping of responsibility unless particular care is exercised to
define clearly the responsibility for program guidance, coordination, and
As an aid in delineating these responsibilities and to discharge its developmental
and coordinate tasks, division personnel should constantly work very closely with
representatives of other divisions and institutional personnel on program problems
of mutual concern. The division also understands that it is responsible, in co-
operation with appropriate school officials, for defining administrative procedures
and resolving administrative issues lodged exclusively within the division, and
that when such issues impinge upon the operation of other divisions and insti-
tutions, they will be resolved by the vocational-technical division in close
consultation and cooperation with representatives of the other divisions,
institutions, and school authorities concerned.
It is recognized that General Adult Education is not included in the operational
structure described in the State Plan. Since, however, it is part of the adminis-
trative structure of the division, representatives of that section have responsi-
bilities and obligations comparable to the above for the general adult education
programs conducted by county boards of public instruction.
It is hoped that the operational guidelines suggested above will help to clarify
procedural matters and result in an even more effective program of vocational,
technical, and general adult education, cooperatively provided, for the youth and
adults of Florida.
Public Instruction and
TABLE OF CONTENTS
Foreword . . . . . . .
Table of Contents . . . . .
I General Provisions . . . . .
1.0 General Provisions . . . . .
1.1 Name and Designation of State Board . .
1.2 Organization for State Plan Administration .
1.3 Allocation of Federal Funds . . .
1.4 Cooperative Arrangements . . . .
1.5 Duties and Minimum Qualifications of Professional
Personnel . . . .
1.6 Reports . . . . . .
II Program of Instruction . . .. . .
2.0 Program of Vocational Instruction . . .
2.1 Persons to be Served . . . .
2.2 Occupations to be Served . . . .
2.3 Standards and Requirements . . .
III Ancillary Services and Activities . . . .
3.0 Ancillary Services and Activities . . .
3.1 Vocational Guidance and Counseling . .
3.2 Vocational Teacher Education . . .
3.3 Studies, Demonstration, and Experimental Programs
3.4 Administration, Supervision, and Evaluation .
3.5 Other Ancillary Services and Activities . .
IV Construction of Area Vocational Education Schools . .
4.0 Area Vocational Education School Construction .
. . 1
. . 1
. . 1
. . 1
. . 1
a . 5
. . 7
. a 9
. . 24
. .. 24
S. . 24
S. . 34
. . 34
. .. 40
. . 48
. . 49
. . 49
4.1 Procedures for Taking Action on Area Vocational Education
School Facility Projects .
. . . . . 0
. . 50
. . 52
4.2 Criteria in Determining Relative Priorities of Projects
4.3 Terms and Conditions of Approved Projects .
4.4 Inspection and Acceptance of Construction .
V Work-Stddy Program . . . . .
5.0 Work-Study Program .. . ..
5.1 Requirements of a Work-Study Program . .
5.2 State Board Approval of Work-Study Program .
VI Federal Financial Participation . .. .
6.0 Federal Financial Participation . .
6.1 Fiscal Records . . .
6.2 Audits . . . . .
6.3 Payment of Funds to Local Educational Agency .
6.4 Determination of Fiscal Year's Allotment to Whi
Expenditures are Chargeable . .
6.5 Proration of Costs . . . .
6.6 Disposition of Facilities and Equipment .
6.7 Expenditures Under the State Plan . .
. . . .
. . . .
. o o o o oe.
. o o e o e e
. o o o e o
. e e .. .o o e
o o e oe e.
. . o o
VII Business and Office Education . . .
7.0 Business and Office Education . .
7.1 Objective of Instruction . .
7.2 Occupations to be Served . .
7.3 Special Standards and Requirements .
. . . 0
VIII Vocational Education Under Smith-Hughes and George-Barden Acts
8.0 Vocational Education Under Smith-Hughes and
George-Barden Acts . . . .
8.1 Agricultural Education . . .
8.2 Distributive Education . ... .
8.3 Home Economics Education . . .
8.4 Trade and Industrial Education . .
8.5 Vocational Education in Fishery Occupations
8.6 Vocational Education in Health Occupations
8.7 Technical Education . . .
Legal Appendix . . . . .
1.0 Authority of State . . . .
1.1 Designation . . . .
1.2 Florida Acceptance Act .. . .
1.3 Power of State Board to Cooperate with the Office
of Education in the Administration of the Smith-
Hughes, George-Barden, and Subsequent Vocational
Education Acts . . . . .
1.4 Other Laws Relating to Cooperation with the Federal
Government . .. . . .
2.0 Certification of State Plan . . . .
2.1 Certificate of State Board . .. ..
2.2 Certificate of Attorney General: State Plan .
2.3 Certification of Attorney General: State Plan
Amendment . . . . .
3.0 Authority of State Board and State Officials . .
3.1 Authority of State Board . . . .
3.2 Authority of State Official Receiving and Holding
Custody to Federal Funds . . .
. . 73
.. . . .
. o o o o e
. o * *e *
0 Q 0 0 0 0 0 0 0 0 0
. . 97
. . 97
. . 99
. . 100
S. . 100
. . 102
. . 102
State Laws and Regulations Regarding Expenditures .
4.1 Types of Allowable Expenditures . ....
4.2 Fiscal Audit and Accounting Procedures . .
4.3 Payment of Funds to Local Educational Agencies .
4.4 Determination of Fiscal Year's Allotment in
Which Expenditure is Made . .. .
4.5 Vocational Instruction Under Contracts or Agreements
4.-6 Agreement With State Employment Service . .
The State of Florida through the State Board for Vocational Education hereby
submits its State Plan under the provisions of the Vocational Education Act
of 1963, the George-Barden Act, the Smith-Hughes Act, and supplementary acts,
as amended, and the rules and regulations with respect thereto.
1.0 General Provisions
1.1 Name and Designation of State Board
The State Board of Education designated as the State Board for
Vocational Education is the sole agency responsible for the admin-
istration of the State Plan and for the supervision of the adminis-
tration thereof by local educational agencies, and has all the nec-
essary power to cooperate with the Office of Education in the admin-
istration of this Plan. Hereinafter, all reference to the State
Board in this Plan refers to this official board. (See 1.0, 2.0,
and 3.1 of the Legal Appendix.)
1.2 Organization for State Plan Administration
1.21 Composition of State Board. The State Board will consist of
The State Board will establish the Florida State Board Advisory
Council for Vocational and Technical Education as its advisory
council to consult with the State Board in carrying out this
Plan. Members shall be appointed by the state superintendent
and executive officer of the Board.
1.21-1 Composition of the Florida State Board Advisory Council
for Vocational and Technical Education. The general
state advisory committee for vocational and technical
education will consist of the chairmen of the state
advisory committees for Agriculture, Business Educa-
tion, Distributive Education, Home Economics, Indus-
trial Education, Health Occupations Education, and
Technical Education. These persons will be expected
to be familiar with the vocational education needs of
management. In addition, there will be an employee
representative who is familiar with the vocational
education needs of employees. The committee will also
include a representative from higher education having
a minimum of five years of teaching, supervisory, and/or
administrative experience in higher education obtained
within the past eight years, a county superintendent
of public instruction, and the State Director of
Vocational and Technical Education who shall serve as
1.21-2 Criteria for Insuring Competence of General State Ad-
visory Committee Members. Advisory committees for the
respective vocational and technical services will be
composed of outstanding persons in their respective
fields who are familiar with the vocational education
needs of employers and employees.
Individuals are appointed to membership on the respec-
tive state advisory committees by the state superinten-
dent and executive officer upon the recommendation of
the state director for vocational and technical educa-
tion who is provided with nominations by the appropri-
ate state supervisors.
1.22 State Administration and Leadership.
The State Board shall have a state staff sufficiently adequate
to enable it to administer, supervise and evaluate vocational
education programs, services and activities under the State
Plan to the extent necessary to assure quality in all voca-
tional education programs which are realistic in terms of
actual or anticipated employment opportunities and suited to
the needs, interests, and abilities of those being trained.
1.22-1 Organization of State Board. The State Board of Edu-
cation shall consist of the Governor, the Secretary of
State, the Attorney General, the State Treasurer, and
the State Superintendent of Public Instruction.
1.22-11 Governor. The Governor is supreme executive
officer of the State and president of the
State Board for Vocational Education.
1.22-12 Secretary of State. The Secretary of State
keeps the records of official acts of the
Legislative and Executive Departments and
presents these and related matters to either
branch of the Legislature.
1.22-13 Attorney General. The Attorney General is
the legal advisor of the Governor and of the
other officers of the Executive Department.
1.22-14 State Treasurer. The State Treasurer receives
and is custodian of all funds, bonds, and
other securities, disbursing funds and issuing
bonds or other securities upon order of the
comptroller, countersigned by the Governor,
and in a manner prescribed by law.
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1.22-15 Superintendent of Public Instruction. The
Superintendent of Public Instruction super-
vises all matters pertaining to public
instruction and is secretary and executive
officer of the State Board.
1.23 Custody of Federal Funds. The State Treasurer shall be
treasurer and custodian of all state funds for vocational
education. (See 3.2 of the Legal Appendix.)
1.24 Expenditure of Federal Funds. Appropriations specifically
for vocational education...shall be expended on the basis of
requisitions approved by the state superintendent in accordance
with regulations of the State Board.
1.3 Allocation of Federal Funds
1.31 Allocation Among the Various Purposes of the 1963 Act. Funds
granted under the 1963 Vocational Education Act will be ap-
propriately apportioned to provide vocational education for
(1) students enrolled in high schools or other public edu-
cational institutions providing vocational training for high
school students, (2) persons who have completed or left high
school and who are available for full-time study in preparation
for entering the labor market, (3) persons (exclusive of those
receiving training allowances under MDTA, ARA, or TEA) who are
employed and who need training or retraining to achieve em-
ployment stability or to upgrade themselves, and (4) persons
with academic, socio-economic, or other handicaps which pre-
vent them from succeeding in the regular vocational education
In addition, at least one-third of the state's allotment for
any fiscal year prior to July 1, 1968, and at least one-fourth
for any subsequent fiscal year shall be used (a) for the con-
struction of area vocational-technical schools or (b) for
training persons identified in (2) above, or both, and at least
3 per cent will be used for paying one-half of the state's
expenditure for ancillary services and activities. However,
lesser proportions may be used for these purposes in any fiscal
year upon request of the State Board and approval of the U. S.
Commissioner of Education.
In apportioning funds among the above purposes, consideration
will be given to the groups to be served; student needs, and
abilities; manpower needs; current and anticipated employment
opportunities; need for and adequacy of facilities and equip-
ment; and the need to initiate, expand, and improve ancillary
services and activities such as teacher training and super-
vision, state and local program evaluation, special demonstra-
tion and experimental programs, development of instructional
materials, and related aspects of state administration and
The state director of vocational and technical education,
in consultation with the assistant directors of vocational-
technical education and other specialized consultants, shall
determine the portion of the sum for each fiscal year which
is to be used for each purpose subject to approval by the
State Superintendent and the State Board. Assistance in
determining appropriate allocations will be provided by
information obtained from local educational agencies, em-
ployment offices, employers, the results of studies and
surveys, and from other sources interested in vocational
The proportional allotments will be reviewed periodically
by the State Board and the General State Advisory Committee
and appropriate adjustments made for cause.
1.32 Allocation to State Board and Local Educational Agencies. An
appropriate proportion of the federal allocation under
section 3 of the Vocational Education Act of 1963 will be re-
tained for direct expenditure by the State Board in providing
needed ancillary services at the state level and for matching
local construction monies. The remainder will be allocated to
local educational agencies for expenditure in providing
vocational education for the persons identified in Section 1.31
of this Plan and for providing local ancillary services and
activities assuring quality programs.
In determining the proportional allocations for direct expendi-
ture by the State Board and for expenditure by local educational
agencies, consideration will be given to
(1) The vocational education needs of all persons
and age groups in all communities of the state
(2) The results of periodic evaluation of state and
local vocational education programs and services
based upon current and projected manpower needs
and job opportunities and the need to maintain,
extend, and improve existing programs and to
develop new programs of vocational education
(3) The approximate proportional allocation of funds
identified in the Act for achieving the respective
purposes of the Act, observing at least the minima
where such have been established except with the
express permission of the U. S. Commissioner.
Funds will be allotted to local educational agencies and to
other public agencies and institutions as divisional grants-
in-aid on the basis of approved developmental program projects.
Projects developed by local educational agencies will be approved
by the County Superintendent and Board and by the State Board
and its executive officer through the State Director aided by
the Assistant Directors and appropriate specialists functioning
as a review panel. Projects developed by other public agencies
and institutions will be approved directly by the State Board
and its executive officer through the above project review panel.
Proposals may include pilot, developmental, experimental, or
other program projects (see part 3.31-24, Section III). These
will be supervised by the assistant directors) to whom assigned
who will assist the local personnel in providing an adequate in-
The State Board will also insure that federal funds will not be
used to supplant state and/or local funds, but that instead, to
the extent practical, such federal funds shall be used to in-
crease the amount of state and local funds that would in the
absence of federal funds be made available to insure local pro-
grams of high quality which are suited to the needs, interests,
and abilities of students.
In making this determination, the State Board will consider the
amount of state and/or local funds budgeted for vocational edu-
cation by a local educational agency in the fiscal year in which
a given federal allocation is made as compared to the amount of
state and/or local funds expended by such agency in the preced-
ing fiscal year or years, taking into consideration unusually
large expenditures for long-term purposes such as the acquisition
of equipment or the construction of area vocational school facili-
1.4 Cooperative Arrangements
1.41 State Employment Service. The State Board has entered into a
cooperative agreement with the Florida State Employment Service.
(See 4.6 of the Legal Appendix.)
1.42 Other Agencies, Institutions, and Organizations. The State
Board for Vocational Education may enter into cooperative
arrangements with the State Department of Public Welfare, the
Florida State Board of Health and similar public welfare and
assistance agencies and with their local offices for purposes
of identifying students with special needs and providing health
services for vocational education trainees. Copies of
such arrangements will be kept on file with the State Board.
The State Board may also enter into cooperative arrangement
with non-public agencies or institutions for purposes of
providing vocational training or related educational services
meeting standards approved by the State Board which are not
available locally in the public school system. Copies of such
agreements containing the provisions identified in Section 1.43
of this Plan will be submitted to the U. S. Commissioner of
Education for approval and, if approved, will be included as
an appendix to this Plan.
1.43 Special Areas. The State Board may enter into special arrange-
ments with areas having special vocational education needs which
are not otherwise being sufficiently satisfied. Such arrange-
ments will contain:
(1) Special administrative arrangements and communi-
cations channels between the State Board and local
educational agency or group of agencies in such
areas as may be required for the effective develop-
ment and administration of vocational education
programs in such areas
(2) Special administrative relationships and communi-
cations between the local education agency or
group of agencies in such areas and the U. S.
Office of Education
(3) Special provisions for such agency or group of
agencies designed to enable the vocational educa-
tion needs of persons in such areas and communi-
ties to be satisfied more adequately without be-
ing inconsistent with the State Board's general
responsibility for the administration and super-
vision of vocational education programs within
Upon entering such special arrangements with a local educa-
tional agency or group of agencies in such special areas, the
State Board shall submit to the Commissioner an appendix to
this Plan indicating
(1) The location and extent of each special area
covered by such an arrangement
(2) The provisions of such special arrangement in-
cluding any special administrative relationships
and communications channels between such agency
or group of agencies and the U. S. Office of
Education which have been organized.
1.44 Other States. The State Board may enter into cooperative
arrangements with one or more other states in conducting or
administering vocational education programs or any aspect
thereof upon recommendation of the State Superintendent of
Public Instruction and executive officer and approval by the
Board. Requests for such interstate cooperative arrangements
on the local level shall originate with the county superin-
tendent and be forwarded to the state superintendent for rec-
ommendation and approval by the Board. Policies and proce-
dures for approval and participation shall be consistent with
state laws and regulations and the provisions of this Plan.
Whenever the state, or a local educational agency within the
state, enters such a cooperative agreement, a copy of the
arrangement, including all administrative, fiscal, and other
provisions, shall be submitted to the Office of Education to
be filed with this Plan.
1.5 Duties and Minimum Qualifications of Professional Personnel
1.51 State Administrative and Supervisory Personnel.
1.51-1 State Superintendent of Public Instruction.
1.51-11 Duties. The state superintendent shall act
as secretary and executive officer of the
State Board in matters pertaining to voca-
tional education, to recommend to the State
Board, and, when approved by the Board, to
execute plans for cooperating with the fed-
eral government for the conduct of the voca-
tional education program in the State; to
designate such assistants as are necessary
to carry out properly the program and plans;
to carry into effect such rules and regula-
tions as the State Board may adopt for the
promotion of vocational education; to keep
all necessary records and make all required
reports, and to provide for the proper artic-
ulation of vocational education with all
phases of education in the State.
(Section 229.17  Florida Statutes)
The state superintendent and executive offi-
cer shall recommend ways and means of cooper-
ating with the federal government in carrying
out any or all phases of the educational pro-
gram in which, in his opinion, cooperation is
desirable. He shall recommend policies for
administering funds which may be appropriated
by Congress and apportioned to the state for
any or all purposes, and shall execute such
plans as are approved.
(Section 229.17  F. S.)
1.51-12 Qualifications. This is an elective position.
1.51-2 State Director.
1.51-21 Duties. The state director of vocational edu-
cation shall be responsible, under the state
superintendent and executive officer, for the
general administration, coordination, super-
vision, and promotion of vocational education
in the state. He shall make recommendations
to the state superintendent and executive
officer and, through him, to the State Board
for Vocational Education for the promotion and
improvement of vocational education in any or
all of its phases and in the administration
thereof. He shall have specific responsibility
to coordinate activities in the field of voca-
tional education with those of all other educa-
tional fields in the state.
1.51-22 Qualifications. The state director shall have
a master's degree with training in vocational,
technical, and professional education, includ-
ing professional courses in vocational and
general education, and experience in an approved
state or local vocational education program.
1.51-3 Assistant Directors (State Supervisors) and Assistant or
Area Supervisors or Consultants and Coordinators of the
Respective Vocational or Technical Education Services.
1.51-31 Duties. The assistant directors, aided by the
area or assistant supervisors, consultants, or
coordinators shall be responsible for supervis-
ing and coordinating the respective state-wide
programs and activities, including all aspects
thereof at all instructional levels offered by
all public educational institutions and agen-
cies, for insuring that these comply with exist-
ing laws, State Board regulations, and policies
of the executive officer and state director,
and for providing leadership in all phases of
the state-wide program of the vocational edu-
cation service for which each is responsible.
1.51-32 Qualifications. The assistant director shall
hold a master's degree with specialization in
the vocational field for which he is responsi-
ble from an approved institution. In addition,
he shall possess at least three years of suc-
cessful experience as an administrator or super-
visor in that vocational field.
The assistant and area supervisors, consultants,
or coordinators shall have the same qualifica-
tions as the assistant director except that pre-
vious supervisory experience may not be required
and completion of a master's degree may be
waived upon approval of the executive officer.
1.51-4 Assistant Director for Program Services.
1.51-41 Duties. The assistant director is responsible
for coordinating and assisting in the design
and interpretation of vocational studies, and
for coordinating divisional activities in the
preparation, duplication, and dissemination of
instructional materials and occupational infor-
1.51-42 Qualifications. The assistant director shall
hold a master's degree with training in voca-
tional education from an approved institution
and possess at least three years of successful
experience in one or more ancillary services
in an approved state or local vocational edu-
1.51-5 Consultant for Special Vocational Programs.
1.51-51 Duties. The consultant works with local per-
sonnel in developing work-study provisions
which comply with existing State Board regula-
tions and policies of the executive officer
and state director. He also cooperates with
other divisions of the State Department of Edu-
cation and with other public agencies in carry-
ing on programs for persons with special needs.
1.51-52 Qualifications. The consultant shall hold a
master's degree with specialization in one
vocational service and possess at least three
years of successful experience as a teacher,
supervisor, or administrator in a state or
approved local vocational education program.
1.51-6 Occupational Information Specialist.
1.51-61 Duties. The specialist works with appropri-
ate state and local personnel in maintaining
close working relationships between state and
local offices of the public employment service
and local programs of vocational and technical
education. He assists counties in making
periodic assessments of local manpower and
training needs to aid in continuing program
evaluation. He also aids in coordinating
local placement and followup services and
assists in maintaining placement and follow-
1.51-62 Qualifications. The specialist shall hold a
master's degree with specialization in per-
sonnel services and/or one vocational field.
1.51-7 Survey Specialist and Assistant.
1.51-71 Duties. The specialist and assistant conduct
studies on various phases of vocational edu-
cation and make findings and recommendations
available for general use or consideration.
They cooperate with other state and local edu-
cational and employment agencies and institu-
tions in planning and organizing surveys and
other studies to determine manpower and train-
1.51-72 Qualifications. The specialist and assistant
hold a master's degree with specialization in
one vocational service or in sociology and/or
social psychology, economics.
1.51-8 Educational Materials Specialist and Assistant.
1.51-81 Duties. The specialist and assistant work
with appropriate state personnel and with
local administrative, supervisory, and in-
structional personnel in planning and orga-
nizing instructional materials and study re-
ports, and coordinate duplication and distri-
1.51-82 Qualifications. The specialist and assistant
shall hold a master's degree with specializa-
tion in one vocational service. The latter
requirement, however, may be waived upon
approval of the executive officer.
1.51-9 Consultant for Post-Secondary Vocational Programs.
1.51-91 Duties. The consultant works with appropri-
ate state and local personnel in identifying
the responsibilities of post-secondary insti-
tutions and agencies for vocational-technical
education and in articulating these courses
and curricula with other state and county
vocational education programs.
1.51-92 Qualifications. The consultant shall hold a
master's degree from an approved institution.
In addition, he shall possess at least three
years of experience as a junior college teacher,
administrator, or supervisor or as a teacher,
administrator, or supervisor in a state or
local vocational education program.
1.51-10 Consultant for Secondary School Vocational Programs.
1.51-101 Duties. The consultant works with appropriate
state and local personnel in articulating high
school vocational and technical courses and
curricula with other state and county vocational
1.51-102 Qualifications. The consultant shall hold a
master's degree with specialization in one
vocational field from an approved institution.
In addition, he shall possess at least three
years of experience as a teacher, administrator,
and/or supervisor in a state or local vocational
1.51-11 Foundation and Grants Specialist.
1.51-111 Duties. The specialist shall be familiar with
grants and funding aids available through public
and private organizations, foundations, agencies,
and institutions for the support of research,
developmental and pilot programs, and curriculum
studies in vocational education, and assists
state and local educational personnel in securing
funding for such projects.
1.51-112 Qualifications. The specialist shall hold a
master's degree from an approved institution.
1.51-12 Program Specialist.
1.51-121 Duties. The program specialist of a vocational
service shall aid the assistant director in co-
ordinating and supervising the program of that
vocational service and shall work on special
problems assigned by the assistant director.
1.51-122 Qualifications. The program specialist shall
hold a master's degree in his specialized voca-
tional field. In addition, he shall possess at
least three years of successful teaching experi-
ence in that field.
1.51-13 Fiscal Specialist.
1.51-131 Duties. The fiscal specialist aids the state
director in preparing budgets, assembling and
organizing materials for state and federal
reports, maintaining ledger controls on re-
ceipts and expenditures of state and federal
funds, auditing invoices, expense accounts and
county requisitions, and in scheduling requisi-
tions for payment to county boards of public
instruction and teacher-training institutions.
This person consults with assistant directors
and supervisors of vocational and technical
education concerning fiscal matters, handles
correspondence regarding routine fiscal matters,
and interprets federal, departmental, and divi-
sional fiscal rules and regulations.
1.51-132 Qualifications. The assistant shall have gradu-
ated from an approved college with a degree in
education, public administration, business ad-
ministration, or a closely related field. Six
years of accounting and/or bookkeeping experi-
ence may be accepted in lieu of a college degree.
1.51-14 Statistical Aide.
1.51-141 Duties. The aide makes statistical calculations,
records, tabulates, and checks data, and assists
in the preparation of technical and non-
1.51-142 Qualifications. The aide shall be a graduate
of a junior college or an approved four-year
college with a certificate or degree in sta-
tistics or mathematics. Three years of experi-
ence as a statistical clerk may be accepted in
lieu of a certificate or degree.
1.52 Local Administrative and Supervisory Personnel.
1.52-1 Local Director for Vocational Education.
1.52-11 Duties. The local director of a county pro-
gram of vocational education is responsible
for establishing, maintaining, and revising
policies and plans for program operation and
development in two or more fields of vocational
education. He assists the county superinten-
dent in developing broad program objectives and
operating policies. He activates such policies
by maintaining program standards, insuring a
qualified professional staff, directing staff
activities, providing for in-service staff
training, maintaining an active public rela-
tions program, and providing for continuing
When a junior college is assigned administra-
tive responsibility for a course or program,
it will be subject to the conditions described
in part 3.42-2 Section III of this Plan.
1.52-12 Qualifications. The local director shall meet
the requirements established in Section 44
[1 (a), (b)] of the Florida Requirements for
1.52-2 County Supervisors of Vocational Education.
1.52-21 Duties. Local supervisors of the respective
vocational services shall be responsible for
supervising and providing local leadership in
the specialized local vocational education
programs at the respective instructional levels.
1.52-22 Qualifications. The local supervisor shall
meet the requirements established in Section 8
(3) of the Florida Requirements for Teacher
1.52-3 County Coordinators of Agriculture, Home Economics, and
1.52-31 Duties. The local coordinator shall be respon-
sible for coordinating a major phase of one of
the above vocational education programs within
a county, working as a liaison person between
the occupational field and the school, and
shall, at the appropriate program level, assist
the appropriate county supervisor to carry out
the duties for which this person is responsible.
1.52-32 Qualifications. Qualifications shall be the
same as those for local supervisors described
in part 1.52-22 of this Section.
Qualifications of local coordinators of adult
distributive and adult business education and
of industrial education are described in part
1.57 of this Section.
1.52-4 Local Survey Specialist.
1,52-41 Duties. The specialist shall have the same
responsibilities in the county program as
those described in part 1.51-71 of this Section.
1.52-42 Qualifications. Qualifications are the same
as those described in part 1.51-72 of this
1.52-5 Local Occupational Information Specialist.
1.52-51 Duties. The specialist shall have the same
responsibilities in the county program as
those described in part 1.51-61 of this Section.
1.52-52 Qualifications. Qualifications are the same
as those described in part 1.51-62 of this
1.52-6 Principal (or Assistant Principal) of Vocational-
1.52-61 Duties. All-day vocational-technical schools
shall employ a full-time vocationally-qualified
principal to administer and supervise the total
school program when the school.reaches adequate
1.52-62 Qualifications. Qualifications are the same
as those for a local director described in
Section 44 [1 (a)] of the Florida Requirements
for Teacher Certification,
1.53 Instructional Personnel.
1,53-1 Duties of Instructional Personnel.
Teachers shall provide instruction suited to student
needs which is designed to fit individuals for employ-
ment in a recognized non-professional occupation. The
instruction shall be for (1) students preparing to enter
a recognized occupation upon completion of the training
or (2) those who are employed but who need additional
occupational knowledge and skill to achieve job sta-
bility or to advance in their jobs, except that instruc-
tion supported by funds allotted under section 3 of the
Morse-Perkins Act shall be designed only to fit persons
for gainful employment.
Instruction shall include classroom instruction and
field, shop, laboratory, cooperative work, or other
occupational experience and shall also include instruc-
tion to correct educational deficiencies or other handi-
caps which prevent a student from benefitting from
instruction leading directly to employment, providing
such instruction and courses are an integral part of
the vocational education program in which the student
1.53-2 Qualifications of Instructional Personnel.
Instructional personnel shall meet the general and
professional requirements established in Section 6 and,
in the case of junior college instructional personnel,
appropriate parts of Section 46 of the Florida Require-
ments for Teacher Certification (where these are pre-
requisites for employment as a teacher) and the special-
ized requirements appropriate to the vocational field,
type of class, and instructional level as prescribed in
the sections indicated.
1.53-21 Vocational Agriculture Sections 9 and 40.
Adult Vocational Agriculture Classes. A
special teacher shall have completed high
school and be appropriately certified. This
person must have had at least three years of
recent full-time practical experience in the
skills and knowledge of the occupational area
in which the instruction is to be given.
1,53-22 Distributive Education Sections 42 and 43,
part (3) (b).
1o53-23 Home Economics Sections 20 and 41.
A teacher providing occupational instruction
for gainful employment shall have had at least
three years of full-time work experience in the
occupation for which instruction is being
given, except that in unusual circumstances the
work experience requirements may be reduced or
1.53-24 Vocational Business and Office Education -
1.53-25 Technical Education Sections 42 and 46,
part (2) (c).
1.53-26 Industrial Education Section 42.
1.53-27 Diversified Occupations Section 43, part (3).
1.53-28 Health Occupations Education Section 42 and
appropriate parts of Section 46.
1,53-29 Adult Basic Education Section 39.
1.54 Vocational Guidance and Counseling.
1,54-1 Duties of State Guidance and Counseling Personnel.
Personnel will assist administrative, supervisory,
guidance, and instructional personnel at all instruc-
tional levels and in all public educational agencies
and institutions to: (1) identify and analyze guidance
problems, (2) improve pupil personnel services, (3)
conduct and interpret pertinent research, studies, and
investigations, (4) adopt demonstrably successful
guidance practices, and (5) achieve close coordination
and cooperation among all pupil personnel services.
1.54-2 Qualifications of State Guidance and Counseling
1.54-21 Assistant Division Director, Pupil Personnel
This person shall hold a doctor's degree in
guidance and/or pupil personnel services.
Persons employed as consultants, except for
the consultant for school social work, will
hold an earned doctorate in the appropriate
field of emphasis such as guidance, testing,
and school psychology. The consultant for
school social work must hold the M.S.W.
Specialists will hold an earned doctorate de-
gree in the appropriate field of emphasis
except that under certain extenuating condi-
tions the doctorate requirement may be waived
temporarily if the applicant has completed all
doctoral course work and is progressing satis-
factorily toward the completion of his doctoral
1.54-24 Assistant(s) in Studies, Investigations, and
Assistants will be expected to hold degrees
which are appropriate to the demands of the
position and to have had career experiences
which fit them for their responsibilities.
1.54-3 Duties of Local Guidance Personnel.
Local guidance personnel shall provide assistance,
appropriate to the educational level of students, by
(1) assessing the abilities, aptitudes, interests,
and educational needs of each student; (2) developing
understandings of educational and career opportunities
and requirements; (3) helping students, directly and
through their parents and teachers, to achieve educa-
tional and career development commensurate with their
abilities, aptitudes, interests, and opportunities;
and (4) interpreting student needs for expanded or
modified educational activities. They shall also
collect and analyze such information as may be needed
to evaluate the school's guidance program as it re-
lates to the educational needs of students and to the
needs of the state and nation.
1.54-4 Qualifications of Local Guidance Personnel.
1.54-41 Guidance Counselor (Grades 1-12).
Guidance counselors will meet the requirements
established in Section 18 of the Florida
Requirements for Teacher Certification.
1.54-42 Teacher-Counselor (Less than half time
Teacher-counselors will hold a valid Florida
Teacher's Certificate, will have acquired or
be acquiring six hours credit in guidance
courses, and show evidence of advancing toward
certification at the rate of six hours credit
1.54-43 Junior College Counselor.
Junior college guidance personnel must meet the
minimum certification standards established in
regulations governing Florida Teacher
1.55 Teacher-Education Personnel.
1.55-1 Duties. Teacher educators will be responsible for pre-
paring persons with the necessary work experience to
become certified as teachers in the appropriate
vocational fields and to assist in upgrading those
who are already employed. They will also supervise
intern teachers, conduct followup studies, engage in
other kinds of studies and research designed to im-
prove the vocational teacher-education program, and
develop instructional materials and aids for use by
vocational education teachers.
1,55-2 Qualifications. A full-time teacher educator shall
hold a master's degree with specialization in the
appropriate vocational field from an approved insti-
tution, have at least three years of educational
experience in that vocational field, and at least two
years of work experience as a wage earner in that
field except for home economics education in which
work experience may not be required.
1.56 Surveys and Studies Personnel.
Duties and qualifications of state and local vocational edu-
cation personnel concerned with surveys and studies are de-
scribed in parts 1.51-7 and 1.52-4 of this Section.
1.57 Duties and Qualifications of Other State and Local Professional
1.57-1 Executive Secretary of Youth Organizations.
lo57-11 Duties. An executive secretary shall aid
the assistant directors and the supervisory
staffs of the respective vocational services
in coordinating and supervising the program
activities of the youth organizations of the
respective services and in relating these to
the appropriate instructional programs.
lo57-12 Qualifications. An executive secretary shall
have the same qualifications as an area super-
visor described in part 1.51-32 of this Section.
lo57-2 Consultant for Health Occupations Education.
1.57-21 Duties. The consultant's duties are described
in part 1,51-31 of this Section.
1.57-22 Qualifications. The consultant shall be a pro-
fessional registered nurse with at least three
years of experience, currently licensed in
Florida. She shall have a baccalaureate degree,
preferably with a major in nursing or voca-
tional education, and at least three years of
teaching experience in a professional or
practical nursing school.
1.57-3 Occupational Consultant for Home EconOmics.
1.57-31 Duties. The consultant shall be directly re-
sponsible to the assistant director on all
matters involving the program to fit persons
for gainful employment in occupations involv-
ing knowledge and skills in home economics
1.57-32 Qualifications. The consultant shall have the
same qualifications as an area supervisor de-
scribed in part 1.51-32 of this Section and
shall have had at least two years of work ex-
perience in an occupation involving knowledge
and skills of home economics subjects. In
unusual circumstances the work experience re-
quirement may be waived.
1.57-4 Local Coordinator of Health Occupations Education.
1.57-41 Duties. Under direction of the local director
or county supervisor of industrial education,
the professional nurse coordinator shall be
responsible for the development, coordination,
and supervision of a county program of health
1.57-42 Qualifications. Qualifications are the same
as those described in part 1.57-22 of this
Section. In addition, a valid vocational
industrial education teaching certificate is
1.57-5 Local Coordinator of Health Occupations Education.
1.57-51 Duties. Under direction of the principal, the
instructor-coordinator shall be responsible for
the administration and supervision of a school
program of health occupations education,
teaching a minimum of 12 hours per week and/or
relieving teachers as necessary.
1.57-52 Qualifications. Qualifications are the same as
those of a teacher of practical nurse education
described in part 1.53-28 of this Plan.
The following personnel shall meet the appropriate require-
ments established in Section 44 of the Florida Requirements
for Teacher Certification.
1.57-6 County Coordinator of Adult Distributive Education -
Duties shall be the same as those described in part
1.52-31 of this Plan for adult distributive education.
1.57-7 County Supervisor of Cooperative Education Part (4)
Duties shall be-the same as those described in part
1.52-21 of this Plan for the cooperative education
1,57-8 County Coordinator of Vocational Business Part (6)
Duties shall be the same as those described in part
1.52-31 of this Plan for vocational business education.
1.57-9 Coordinator of Industrial Education Part (3)
Duties shall be the same as those described in part
1.51-31 of this Plan for industrial education.
1.57-10 Junior College Dean (Director) of Vocational-
1.57-101 Duties. The dean (director) shall be responsi-
ble for administering and supervising the
junior college program of vocational-
technical education. He assists the junior
college president in developing program ob-
jectives and provides leadership in main-
taining program standards, directing staff
activities, and insuring continuing program
1.57-102 Qualifications. The dean (director) shall have
either (a) a director of vocational education
certificate; or (b) a master's degree in some
area of vocational education or a professional
degree in a field related to technical or
occupational education from an approved insti-
tution, and shall have had at least two years
of work experience in a vocational or techni-
The State Board will participate in periodic consultations with
the Commissioner and his staff, and will make such reports to the
Commissioner as he may consider reasonably necessary to carry out
his responsibilities under the acts, keep such records, afford such
access thereto, and comply with such other provisions as the
Commissioner may find necessary to assure himself that such reports
are correct and verifiable. Such reports shall include the annual
estimate of projected program needs and the annual report.
PROGRAM OF INSTRUCTION
PROGRAM OF INSTRUCTION
2.0 Program of Vocational Instruction
2.1 Persons to be Served
Vocational education, including supportive basic and remedial educa-
tion under this Plan, will be so articulated at the secondary, post-
secondary, and adult instructional levels that persons may prepare
for non-professional occupations in which there is reasonable expec-
tation for employment when training is completed and which is in
keeping with their needs, interests, and abilities and may also re-
ceive additional upgrading training or retraining as needed.
Programs may be provided by secondary schools, junior colleges, area
vocational-technical schools, adult vocational-technical centers,
vocational schools, universities, and other public agencies which
meet the needs of special students.
Vocational education will be provided by one or more of the above
institutions for the following categories of persons identified in
part 1-31, Section I of this Plan:
2.11 Secondary Students. Vocational education will be provided for
persons attending high school.
2.12 Post-Secondary Students. Vocational education will be provided
for persons who have completed or left high school and who are
available for full-time study in preparation for entering the
2.13 Adult Students. Vocational education will be provided for per-
sons who have already entered the labor market and who need
training or retraining to achieve stability or advancement in
2.14 Special Students. Vocational education in keeping with their
needs, interests, and abilities will be provided for persons
who have academic, socio-economic, or other handicaps that pre-
vent them from succeeding in the regular vocational education
2.2 Occupations to be Served
Instruction under this Plan will be provided in the occupational
fields or areas which are currently being supported under the Smith-
Hughes and George-Barden Acts, together with vocational business and
office occupations, and any other recognized occupations except those
which are generally considered to be professional or which require a
baccalaureate or higher degree, and except for the non-reimbursable
instruction described in part 2.34 of this Section.
2.3 Standards and Requirements
2.31 Arrangements for Vocational Instruction.
2.31-1 Instruction Under Public Supervision and Control. The
State Board will provide an adequate program of in-
struction in vocational and technical education in
schools or classes which are under public supervision
(a) The county board will be responsible for the ex-
penditure of funds for vocational education con-
ducted by local public educational agencies, while
the State Board will be responsible for funds ex-
pended for vocational education conducted by other
public agencies and institutions.
(b) Teachers will meet certification requirements
established by the State Board.
(c) The county board will be responsible for employ-
ing teachers, establishing enrollment require-
ments, and determining the organization and con-
tent .of courses and curricula of vocational pro-
grams conducted by local public educational agen-
cies, while the State Board, through its autho-
rized representatives, will exercise the same
responsibilities for vocational programs conduc-
ted by other public agencies and institutions.
2.31-2 Instruction Under Contract. County boards, with the
approval of the state superintendent and State Board,
may enter into cooperative projects with other govern-
mental agencies or non-profit corporations to assist
in improving vocational-technical educational opportu-
nities in the public schools as provided in part 4.5 of
the Legal Appendix.
2.32 Objective of Instruction. Vocational instruction will be de-
signed to fit people for employment in a recognized non-
professional occupation. It shall include training or re-
training for those preparing to enter a recognized occupation
upon completion of the training program and also for those who
are already employed but who wish to upgrade or update their
occupational skills and knowledge to achieve employment sta-
bility or advancement, except that programs supported with
funds from the 1963 Act shall be designed only to fit persons
for gainful employment.
Counties shall be responsible for keeping within their respec-
tive school centers a written record of the occupational goals
of all students receiving preparatory vocational or technical
instruction under this Plan. For beginning students this ob-
jective may be a cluster of occupations in an occupational
field. These individual occupational goals will be reviewed
periodically by appropriate local and state personnel and made
more specific, modified, or revised as training progresses.
2.33 Occupational Orientation of Instruction.
2.33-1 Instruction Related to Occupation. Instruction will be
related to the occupation for which the student is being
trained, meaning that it is designed to fit individuals
for employment in a recognized non-professional occupa-
tion and is particularly and especially suited to the
needs of those engaged in or preparing to engage in such
occupation. It shall include classroom instruction and
field, shop, laboratory, cooperative work, or other
2.33-2 Instruction Necessary to Benefit From Training. Funds
allocated under the 1963 Act may be used to provide
basic education or remedial instruction which is neces-
sary for a bona fide vocational or technical education
student to benefit from instruction related to the occu-
pation for which he is being trained, meaning that the
instruction shall be designed to correct educational
deficiencies or handicaps which prevent the student from
benefiting from vocational instruction. Such instruc-
tion must be provided in courses which are an integral
part of the vocational education program in which the
student is enrolled, meaning that the courses or pro-
grams shall be specifically designed for vocational stu-
dents who are training for employment in homogeneous
occupational fields. Costs shall be prorated for stu-
dents enrolled in classes designed to remove educational
deficiencies, but not designed to facilitate training in
homogeneous occupational fields.
2.33-3 General Continuation Classes. Funds allocated under the
Smith-Hughes Act and Title I of the George-Barden Act
may be used for part-time general continuation classes
as described in part 8.43-23, Section VIII of this Plan.
2.34 Non-Reimbursable Instruction.
2.34-1 General. General education and cultural subjects will
supplement the vocational instruction, but shall not be
supported with federal funds or state and/or local
matching funds unless they fit the categories identified
in parts 2.33-1 and 2.33-2 above.
2.34-2 Professional. Funds under the 1963 Act will not be
available for instruction which is designed to fit
individuals for employment in recognized occupations
which are generally considered to be professional or
which require a baccalaureate or higher degree. How-
ever, vocational instruction may be provided in semi-
professional, technical, or other occupations which
relate to the professions, but which do not themselves
require a baccalaureate degree.
2.34-3 Smith-Hughes and George-Barden Programs. Smith-Hughes
and George-Barden funds will not be available for in-
struction offered or designated by the institution
offering it as providing credit leading to a bacca-
laureate or higher degree; or, if offered by an insti-
tution which does not grant a baccalaureate degree, is
applied for credit toward such a degree as indicated
by transfer policies of baccalaureate degree granting
institutions to which students of the offering insti-
tution generally transfer.
2.35 Offering of Vocational Instruction. In determining the need
to establish, continue, or terminate programs of vocational
instruction, consideration will be given to:
(a) The needs, interests, and abilities of all persons in
the community who have need for and can benefit from
the instruction, including persons with special aca-
demic, socio-economic, and other handicaps, and
(b) Employment opportunities in the occupation for which
training is provided as determined by community and
county-wide surveys of specific occupational fields
conducted jointly by county and/or area vocational edu-
cation personnel and local offices of the state employ-
ment service, surveys conducted by other educational
agencies and institutions, and the advice and counsel
of general and occupational advisory committees and of
employer and employee organizations.
Specific requirements which shall be met for the use of funds
under Title III of the George-Barden Act are described in part
8.73, Section VIII of this Plan.
2.36 Access to Vocational Instruction Offered.
2.36-1 Outside Area of Local Educational Agency. In determin-
ing which individuals should have access to programs of
vocational instruction offered within the State, consid-
eration will be given to all individuals residing in the
State who are available and qualified to receive such
instruction in accordance with the standards and require-
ments in the State Plan. If it is not economically or
administratively feasible to provide each type of pro-
gram in all areas and communities of the State served
by local educational agencies, individuals residing in
an area or community served by one local educational
agency may be permitted to enroll, in accordance with
policies and procedures established by the State Board
or the local educational agencies involved, in a pro-
gram of instruction offered by another local educational
agency, so long as
(a) The local educational agency serving the area
or community in which the individual resides
does not offer a reasonably comparable type
(b) The student is otherwise available and quali-
fled to receive such instruction
(c) Facilities are reasonably available for addi-
tional enrollees in the program offered by
the receiving local education agency.
2.36-2 Within Area Served by State Board or Local Educational
Agency. To the extent that facilities are available,
each type of program of vocational instruction offered
under the authority of the State Board will be made
available to all individuals residing in the state,
and each program of instruction offered by a local edu-
cational agency will be made available to all individuals
residing in the district or community served by the local
educational agency offering such instruction, if such
individual is otherwise available and qualified to re-
ceive such instruction in accordance with the standards
and requirements of this Plan. The fact that an indi-
vidual resides in a certain attendance area within such
district or community shall not preclude his access to
a program of instruction available to other individuals
residing in other attendance areas within the district
or community, if access to a reasonably comparable pro-
gram is not otherwise available to him.
2.37 Selection of Students. Students will be admitted for enrollment
in classes providing instruction for each type of occupation or
occupational field on the basis of their expressed occupational
goals and their potential for achieving competence in that
occupation or field, except that students with special handicaps
which would prevent them from succeeding in the regular voca-
tional education program may be enrolled in special classes pro-
viding instruction especially designed to make them occupationally
Students will be accepted for training in specific occupational
fields as well as for enrollment in special classes on the basis
of vocational counseling and consultation with other appropriate
specialists; analysis of the nature, function, and requirements
of the respective occupational fields; employment opportunities;
consultation with area supervisory personnel; and the results of
conferences with employers, other educators, and others directly
concerned with the education of the students.
Specific student qualifications which shall be observed when
Smith-Hughes and George-Barden funds are used are described in
parts 8.11, 8.21, 8.31, 8o33-21, 8.43, 8.63-21, and 8.73-3,
Section VIII of this Plan.
2.38 Soundness and Quality of Instruction.
2.38-1 Organization and Content. Instruction is based upon
the skills and knowledge required in the occupation and
includes a planned logical sequence of essentials in
education or experience or both needed to attain the
student's occupational objective.
Specific standards and requirements for the organization
and content of instruction in programs of the respective
vocational services supported with Smith-Hughes and
George-Barden funds are described in parts 8.13-1, 8.23-1,
8.33-1, 8.43, 8.63, and 8.73-1, Section V1II of this Plan.
2.38-2 Counsel and Advice. The instructional program will be
developed and conducted in consultation with employers,
advisory committees, and others having skills in and
substantive knowledge of the occupation or occupational
2.38-3 Up-to-Date Instruction. The program of instruction
will include the most up-to-date knowledge and skills
required for competence in the occupation or field in
which the training is being given.
2.38-4 Duration and Intensity of Instruction. The program of
instruction will be sufficiently long and intensive
within a scheduled unit of time for the student to de-
velop the competencies he will need to become employed
in the occupation or occupational field,
Specific standards and requirements concerning length
and intensity of instruction in specific programs sup-
ported with Smith-Hughes and George-Barden funds are
found in parts 8.13, 8.33-3, 8.43, and 8.63-2, Section
VIII of this Plan.
2.38-5 Supervised Practical Experience. The instructional
program will combine and coordinate related instruction
with field, shop, laboratory, cooperative work or other
occupational experience which contributes to the stu-
dent's vocational objective, is of sufficient length
for the student to develop the competencies he needs
for employment, and is supervised, directed, or coordi-
nated by a person having the qualifications of a
vocational or technical teacher in the occupation or
occupational field in which the training is being given.
Specific standards and requirements for supervised
practical experience in specific programs of the respec-
tive vocational services supported with Smith-Hughes
and George-Barden funds are described in parts 8.13-2,
8.23, 8.33-4 and 5, 8.43, 8.63-3, Section VIII of this
2.38-51 Apprenticeship Programs. Special evening and
part-time extension classes may be conducted
for apprentices to provide technical and other
related instruction which is supplemental to
their training on the job.
The term "apprentice" means a worker at least
16 years of age who is learning a recognized
apprenticeable trade in accordance with a
written agreement that specifies a given
length of planned work experience through em-
ployment on the job, supplemented by appropri-
ate related instruction, and where the program
or the apprentice or both are registered by
the Florida Department of Apprenticeship under
standards approved by the Florida Apprentice-
Local apprenticeship committees shall work in
an advisory capacity and shall cooperate with
school authorities in regard to the education
2.38-52 Cooperative Work Experience. Cooperative pro-
grams meeting the standards and requirements
established in this Section may be conducted
for persons who are enrolled in a vocational,
technical, comprehensive, or other secondary
school, an area vocational-technical program,
a junior college, or a vocational-technical
center in which they receive part-time voca-
tional instruction in the school and on-the-
job training through part-time employment.
These programs shall meet the following
(a) Cooperative Agreement Between School
and Employer. Student-learners en-
rolled in cooperative training classes
shall be at least 16 years of age and
be legally employed in the occupation
in which they are receiving on-the-job
training under agreement (preferably
written) between the school and em-
ployer. Such employment shall be in
conformity with federal, state, or
local employment regulations.
(b) Non-Exploitation of Student-Learners
for Private Gain. On-the-job train-
ing shall be bona fide vocational or
technical training which is in keeping
with the student's occupational objec-
tive as determined jointly by the stu-
dent's guidance counselor and the
teacher-coordinator and not a device
for utilizing the services of voca-
tional or technical trainees for pri-
(c) Organized Program of Training on the
Job. The training provided shall be
for skilled or semiskilled occupations
offering opportunities for training
and advancement, and the instruction
shall be designed to enlarge the voca-
tional and technological intelligence
(d) Supplemental Vocational or Technical
Instruction in School. In programs
covering two school years, an average
of at least one regular class period
a day must be devoted to related voca-
tional or technical instruction. In
programs under two school years in
length, an average of two class periods
a day must be devoted to related voca-
tional or technical subjects.
2.39 Adequate Facilities, Equipment, and Materials. Classrooms,
libraries, shops, laboratories, and other facilities, including
instructional equipment, supplies, teaching aids, and other
materials, will be adequate in supply and quality to meet the
standards approved by the State Board as established in Accredi-
tation Standards for Florida Schools.
2.39-1 Procedures for Assuring that Minimum Requirements are
met. The county board of public instruction is respon-
sible for providing minimum approved facilities and
instructional materials for each department or program
of vocational and technical education.
2.39-2 Use of Business or Industrial Establishments for Voca-
tional Instruction. Funds may be expended under this
Plan for training programs in business or industrial
establishments only for bona fide vocational or tech-
nical training which does not utilize the services of
trainees for private profit. The use of such funds
shall be justified only when the local school system
cannot otherwise provide adequate equipment and supplies
and such are available in a business or industrial
establishment, provided the requirements for public
school supervision and control and other requirements
of the federal acts and this Plan are met.
2.39-3 Use of Funds for Instructional Equipment, Supplies,
and Teaching Aids and for Construction of Area Voca-
tional Education School Facilities. Policies govern-
ing use of funds for instructional equipment, supplies,
and teaching aids are identified in part 6.74, Section VI
of this Plan and for use in the construction of area
vocational education school facilities in part 1.31,
Section I and 6.51, Section VI of this Plan.
2.40 Qualified Teachers and Supervisors. The program of instruction
shall be conducted and supervised by qualified teachers and
supervisors meeting the requirements established in part 1.5,
Section I of this Plan. To assure an adequate supply of each,
the program of instruction shall be accompanied by a pre-
employment and in-service teacher-education program.
Special requirements for teachers and other professional per-
sonnel in he. th occupations education supported with George-
Barden Act Title II funds are described in parts 1.53, Section I,
and 8.64, Section VIII of this Plan.
2.41 Youth Organizations. When the activities of vocational educa-
tion youth organizations complement the vocational instruction
offered, such activities will be supervised by persons who are
qualified as vocational education teachers or supervisors.
2.41-1 Future Farmers of America. Each department of voca-
tional agriculture shall have a chapter of Future
Farmers of America, the activities of which shall be
supervised by the vocational agriculture teacher of
The state-wide program of activities of the Florida
Association, Future Farmers of America shall be co-
ordinated by the Executive Secretary of FFA in co-
operation with the assistant director for vocational
agriculture, the area supervisors, and the assistant
2.41-2 Future Homemakers of America. Each department of
homemaking education shall have a chapter of Future
Homemakers of America, the activities of which shall
be supervised by a home economics teacher in each
District-wide, the activities of the respective chapters
comprising the district are supervised by a teacher of
vocational home economics in each district.
The state-wide activities of the Florida Association,
Future Homemakers of America shall be coordinated by
the Executive Secretary of FIIA in cooperation with the
assistant director for vocational home economics, the
area supervisors, and the assistant supervisor.
2.41-3 Distributive, Cooperative, and Business Education.
Vocational programs may be complemented with a program
of educational activities developed through youth
organizations. Local supervision of the activities of
these organizations will be assigned to the teacher or
teacher-coordinator responsible for the instructional
phase of the program.
Responsibility for the state-wide program of activities
will be assumed by the assistant director who may dele-
gate it to others on the state supervisory staff.
ANCILLARY SERVICES AND ACTIVITIES
ANCILLARY SERVICES AND ACTIVITIES
3.0 Ancillary Services and Activities
3.1 Vocational Guidance and Counseling
3.11 General Statement of Policy. Vocational education under this
Plan will be supported by vocational guidance and counseling
personnel and services sufficient to enable the program of in-
struction to meet and continue to meet the standards and re-
quirements described in Section II of this Plan.
In Florida, funds other than those received under the federal
vocational education acts are used to support the state-wide
guidance program. However, funds allocated for vocational
guidance under provisions of the George-Barden Act and the
Vocational Education Act of 1963 may be used to supplement
and extend state and local guidance efforts.
3.12 State Program of Vocational Guidance and Counseling. The
State Board will maintain an adequate state staff of survey
and occupational information personnel, whose qualifications
are described in part 1.5, Section I of this Plan, to perform
the following services:
(a) Provide continuing liaison between the Division of
Vocational and Technical Education, State Department
of Education, and the state office of the employment
service in carrying on surveys and studies of current
and projected employment needs and opportunities and
assist in such studies
(b) Provide continuing liaison between the vocational
education division and guidance personnel of the
State Department of Education and provide such per-
sonnel with information on state-wide employment and
current and anticipated employment needs and trends as
identified by the State Employment Service and other
knowledgeable sources, student placement and followup
information, changes in occupational requirements and
training programs, and with other consultative services
related to the vocational aspects of guidance
(c) In cooperation with guidance personnel of the State
Department of Education and local occupational in-
formation specialists, encourage the development of
adequate vocational guidance and counseling services
in individual county, area, and junior college programs
of vocational and technical education.
3.13 Local Program of Vocational Guidance and Counseling. The fol-
lowing needs will be considered in local programs of vocational
guidance and counseling:
(a) Individuals needing vocational education will be identi-
fied and encouraged to enroll in classes
(b) Individual students will receive the information needed
for realistic vocational planning
(c) Individual students will receive the information needed
to modify, revise, or successfully achieve their indi-
vidual occupational goals
(d) Individual students will receive any needed assistance
in securing appropriate vocational placement
(e) Followup data and information of importance in vocational
guidance and counseling programs of the respective
schools and counties may be secured and made readily
available to aid in providing a more effective service.
3.13-1 Local Structure. In counties or area vocational school
service areas having a population of 50,000 persons or
more, comparable liaison will be maintained by the local
occupational information specialist between the local
offices) of the state employment service and vocational
education personnel, county staff personnel having guid-
ance responsibilities, and counselors in individual
schools, toward the end that current occupational infor-
mation needed for student vocational planning is secured,
developed, and distributed; that training programs accu-
rately reflect community and area employment needs; that
assistance is provided in achieving appropriate voca-
tional placements for students; and adequate emphasis is
placed upon vocational guidance and counseling in county,
area, and junior college vocational and technical programs.
For counties of less than 50,000 population, this service
will be provided within the multi-county area vocational
education structure or by a junior college.
3.13-2 Standards and Requirements.
3.13-21 Realistic Vocational Planning for Enrollees.
All vocational and technical enrollees training
for gainful employment or who are planning to
enter the training program shall have a written
vocational goal and a specific education pro-
gram for achieving it which is realistic in
terms of the results of appropriate interest
and aptitude tests and previous school or
employment records. Copies will be filed
with the student's counselor and his instruc-
tor and will become a part of the student's
3.13-22 Assistance for Persons While Pursuing Plan.
Students shall have access to individual
counseling by a qualified counselor at their
own request or that of the vocational or tech-
nical instructor for purposes of reviewing
their vocational goals and the educational
programs leading to them or of modifying or
3.13-23 Aid in Vocational Placement. Information
concerning the occupational qualifications
of persons completing the training will be
provided to the local employment offices)
by the local occupational information spe-
cialist for use in further occupational
counseling or in securing appropriate voca-
3.13-24 Followup Procedures to Determine Effective-
ness of Training and Counseling. Followup
information on each preparatory student com-
pleting a vocational training program pre-
paring for employment will be secured so
long as employment can be maintained. There-
after it will be brought up-to-date each
time he re-enters a training program. The
information so obtained will be used in improv-
ing the effectiveness of both the vocational
guidance and training programs.
3.2 Vocational Teacher Education
3.21 General Statement of Policy. Vocational education under this
Plan will include pre-employment and in-service teacher-
education programs) which are adequate to provide for a suf-
ficient supply of qualified teachers, supervisors, and other
vocational education personnel. The limitations on George-
Barden Title II funds for teacher-education in health occupa-
tions education is described in part 8.65, Section VIII of this Plan.
3.22 Description of Teacher-Education Programs. Pre-service and in-
service teacher-education programs will be maintained in each
of the federally aided fields of vocational education.
3.22-1 Pre-Service Teacher-Education. Approved teacher-
education institutions will provide pre-service
teacher-education, including professional and sub-
ject matter courses, for those having the necessary
occupational experience (in fields for which this
prerequisite is established in this Plan) and who
are preparing for teaching through the same courses
and instruction provided for in-service teachers.
For prospective teachers who have been offered posi-
tions but lack the basic teacher-education required
for initial certification, a teacher apprenticeship
will be provided. This apprenticeship will consist
of observation of instruction, practice teaching,
and directed study under the supervision of an approved
teacher-educator in the field in which the apprentice-
ship is being provided, who is on the staff of the
appropriate approved institution of higher learning.
Pre-service teacher-education for part-time teachers
may be conducted by county boards of public instruc-
tion through qualified supervisors. Such training
will not be for college or certification credit.
3.22-2 In-Service Teacher-Education. In-service teacher-
education for all vocational instructional levels,
including non-credit and credit professional and sub-
ject matter courses, may be provided for teachers,
coordinators, and supervisors by qualified teacher-
educators of approved institutions, and for non-credit
by qualified teacher-educators of the Division of
Vocational, Technical, and Adult Education, State De-
partment of Education, and by county boards of public
In-service teacher-education for part-time teachers
may be conducted by qualified full- or part-time
teacher-educators employed by designated institutions,
the State Department of Education, or by county boards
of public instruction and by the latter through quali-
fied supervisors as well. Such training will not be
for college or certification credit.
3.23 Arrangements for Teacher-Education.
3.23-1 State Board. The State Board is responsible for pro-
viding an adequate program of teacher-education. In-
service teacher-education, for all vocational instruc-
tional levels and including leadership training, may
be provided for teachers, coordinators, and supervisors
by teacher-educators of the State Department of Educa-
tion who are qualified in the vocational field in which
instruction is being given. Such training will not be
for college or certification credit.
3.23-2 Other Agencies or Institutions Providing Teacher-
Education. The State Board is responsible for desig-
nating the public or non-public institutions or agen-
cies which train teachers and for the supervision of
their teacher-education work. When authorized by the
State Board, local boards of education may employ
qualified teacher-educators to conduct in-service
teacher-education for employed instructors of voca-
tional education classes under the same provisions as
the State Board.
When authorized by the state superintendent and execu-
tive officer, the state director shall enter into
written agreements with the proper representatives of
the approved teacher-education institutions to provide
for training of prospective and in-service teachers
through approved courses. Procedures are outlined in
a bulletin entitled "Administrative Policies and Pro-
cedures Covering State Board and Approved Teacher-
Education Institutions" which covers general considera-
tions, budget and contractual situations, and appropri-
ate administrative details.
3.23-21 Program Standards and Procedures.
Supervised Student Teaching. Schools used as
intern-teaching centers will be chosen by the
teacher-education institution in cooperation
with the appropriate vocational-technical edu-
cation section of the State Department of Edu-
cation. Vocational education interns shall
meet the same internship requirements as other
student interns of the college in which enrolled.
Professional Courses. Titles and brief de-
scriptions of professional vocational-
technical education teacher-education courses
for each vocational field for which federal
vocational and state matching funds may be
used for reimbursement are included in a sup-
plement contained in "Administrative Policies
and Procedures Covering State Board and Approved
Vocational Teacher-Education Institutions."
Approved institutions may offer additional
elective vocational-technical courses taught
by approved vocational-technical teacher-
educators which may be reimbursed only upon
prior recommendation of the appropriate assis-
tant director and written approval of the
state director. Short, intensive vocational-
technical courses will be offered for employed
teachers upon prior recommendation of the ap-
propriate assistant directors) and written
approval of the state director.
Subject Matter Courses. The minimum number of
semester hours of subject matter courses appro-
priate to the vocational-technical field re-
quired to be completed by the qualifying teacher,
together with the minimum number of semester
hours in each subfield or related field, will be
determined jointly by the assistant director and
the head teacher-educator(s) of teacher-education
institutions approved for the respective
Qualified Teacher-Education Faculty. The voca-
tional education professional and subject matter
staff of an institution approved for teacher-
education shall be qualified by training and
experience to carry out their teacher-education
and related functions.
Teachers of specialized offerings provided by
other divisions of the institution giving re-
lated subjects will not be expected to be voca-
Review of Teacher-Educator Qualifications. The
state director examines and verifies the quali-
fications of professional personnel to be employed
by approved teacher-education institutions and,
after consultation with the appropriate
vocational-technical assistant director, makes
recommendations to the state superintendent and
executive officer in conformity with the standards
of this Plan.
Facilities, Supplies, and Teaching Aids. The
institution shall provide satisfactory class-
rooms, laboratories, library and other facili-
ties and shall make adequate provision for sup-
plies and teaching aids necessary for the train-
ing of teachers in the vocational-technical
field for which the institution has been approved.
Adequacy of facilities will be determined annually
by the assistant director and head teacher-
educator of the vocational-technical field for
which the institution has been approved.
Financing for Staff, Clerical Assistance, and
Travel. Financial provisions for staff, cleri-
cal assistance, and travel are described in
the bulletin identified in part 3.23-2 of this
Evaluation. The Board, through its authorized
representatives, will determine by periodic
evaluation if standards of instruction and
facilities are being maintained in the pre-
service and in-service teacher-education pro-
grams in accordance with the agreements entered
into by the Board and the teacher-education
institutions or agencies.
The head teacher-educator shall be responsible
for continuing evaluation of the teacher-
education program, assisted periodically by
the appropriate assistant director and area
Upon request of the institution and not less
than every three years, the adequacy of
vocational-technical teacher-education facili-
ties and staff of the approved institution
will be determined by a committee appointed
by the state superintendent of public instruc-
tion and executive officer upon the recommenda-
tion of the state director who will be provided
with nominations by the appropriate assistant
3.24 Eligibility of Enrollees. Vocational teacher-education will be
offered only to persons who are teaching or are preparing to
teach vocational education students or who are undertaking or
are preparing to undertake other professional duties and re-
sponsibilities in connection with vocational education programs
under this Plan to whom such education would be useful
Vocational teacher-education supported with funds under Smith-
Hughes, George-Barden and supplementary acts will be provided
only for persons who have had adequate vocational experience
or contact who are acquiring such experience or contact as a
part of their preparation.
3.3 Studies, Demonstration, and Experimental Programs
3.31 Policies and Procedures. Studies, demonstration, and experi-
mental programs relevant to all phases of vocational-technical
education may be conducted by the State Board through the
State Department of Education, through approved teacher-
education institutions, by county boards of public instruction,
through the local director of vocational education or a dean
(director) of vocational-technical education of a junior college
or high school, and by other public agencies and institutions
concerned with vocational-technical education.
3.31-1 State Advisory Committee for Vocational-Technical Edu-
cation Studies and Experimental Programs.
(a) Composition. A State Advisory Committee For
Vocational-Technical Education Studies and
Experimental Programs consisting of represen-
tatives of vocational-technical teacher-
education institutions, junior colleges,
local vocational-technical education personnel,
the State Employment Service and the State
Department of Education will be appointed by
the state superintendent and executive officer
of the Board.
(b) Duties. The advisory committee will assist
the state director in developing an annual
budget for vocational studies from funds
allotted for ancillary services as identified
in part 1.31- Section I of this Plan. It
will review study and experimental project
proposals to be supported from such funds and
recommend to the state director those which
should be approved. It will also periodically
review the state-wide program of research and
studies in vocational-technical education,
advise the state director and staff of neglected
areas, and recommend to the state director agen-
cies and institutions which might be invited to
submit specific project proposals.
(c) Meetings. The advisory committee will meet at
least semi-annually and more frequently at the
request of the state director.
3.31-2 Procedures for Projects Under Written Contract.
3.31-21 Terms and Conditions of Contracts. Terms and
conditions for accomplishing project proposals
recommended for funding and approved by the
state director which are to be conducted by
institutions or agencies other than the State
Department of Education will be described in
a written contract. Failure to observe such
terms and conditions, as determined by the
state director, will, upon recommendation of
the advisory committee, result in withdrawal
Contracts for projects extending over more
than one fiscal year will be reviewed annually
and modified or terminated with cause upon
recommendation of the State Advisory Committee
and approval of the state director. Contracts
for projects less than one fiscal year in dura-
tion may be terminated at any time with cause
upon recommendation of the State Advisory
Committee and approval of the state director.
Contracts for projects to be funded jointly
with other agencies or institutions will de-
scribe the amount and purposes for which
vocational-technical funds may be used and the
conditions for withdrawal of such support.
(a) Preparation. Research and study pro-
ject proposals will be prepared by the
research personnel responsible for con-
ducting the project.
(b) Content. Proposals will include a
statement of the objectives of the
study, a review of previous research,
proposed plan of the study, qualifi-
cations of personnel, budget, time
schedule, method of proposed implemen-
tation, dissemination of results, and
(c) Submission. Proposals will be sub-
mitted to the state director.
(d) Examination. Proposals will be ex-
amined initially by a committee con-
sisting of State Department of Edu-
cation personnel concerned with sur-
veys and studies in consultation with
other specialized personnel who are
knowledgable in the specific area of
the proposal and recommended to the
In the case of a pilot or demonstra-
tion project, a visit may be made to
the institution or agency proposing
the project to determine its feasibility
and assess the adequacy of available
resources and facilities.
(e) Review. The proposals will be re-
viewed by the State Advisory Com-
mittee and appropriate action recom-
3.31-23 Project Reports.
(a) Progress Reports. Progress reports
on projects, including a report of
funds committed or expended, will be
submitted at least semi-annually to
the state director or, more frequently,
if he deems necessary. The state
director shall be informed and approval
obtained prior to a major revision in
any aspect of the project.
(b) Final Reports. Final reports of the
study, including complete financial
records showing all expenditures from
federal and matching funds, shall be
submitted to the state director's
office upon completion of the project.
3.31-24 Project Supervision. Experimental, pilot, and
developmental projects and programs may be
visited periodically by the vocational-
technical education survey specialist and by
the assistant directors and area supervisors
of the vocational-technical fields in which
projects are being conducted to initially
determine feasibility of the projects, and to
provide needed assistance.
3.31-3 Procedures for Projects not Under Written Contract.
Project proposals initiated by research personnel of
the State Department of Education will be prepared in
the same manner and be subject to the same conditions
and approvals as outlined in part 3.31-2 of this
Section, except that:
(a) Such projects will not be under written con-
(b) Consultative services to state and local
administrative and supervisory personnel
will not be considered as projects unless
they require special budgetary considera-
tion or involve major revisions in admin-
istrative data-gathering procedures
(c) Collection of administrative data needed on
a continuing basis will not be considered a
research function or project except under the
conditions identified in part 3.31-3 (b) of
3.31-4 Evaluating the Studies and Experimental Program. The
effectiveness of the studies and experimental program
will be determined by the State Advisory Committee for
Vocational-Technical Education Studies and Experimen-
tal Programs in consultation with the state director
and other knowledgable consultants as evidenced by the
implementation of findings in improved instructional
and program practices.
3.31-5 Procedures for Approval of Project Proposals to be
Funded Through the U. S. Commissioner of Education.
3.31-51 When Conducted by the State Department of
Education. Projects to be funded in part by
grants from the U. S. Commissioner of Educa-
tion will be conducted under contract and
approved by the State Board through its execu-
tive officer and the state director. The
State Advisory Committee for Vocational-
Technical Education Studies and Experimental
Programs will be kept informed of such studies
by the state director and will be provided
with copies of the final report.
3.31-52 When Conducted by the Colleges and Universities,
Local Educational Agencies, or Other Public
Agencies and Institutions. The procedure shall
be the same as that described in part 3.31-51.
3.31-53 When Conducted by Non-Profit Private Institu-
tions and Agencies. There is presently no
provision for such relationship.
3.31-6 Responsibility of State Department Vocational-Technical
Education Personnel for Projects Funded Through the
Commissioner. State department vocational-technical
education personnel will, upon request, assist public
agencies and institutions in developing proposals for
projects to be funded in part by grants from the U. S.
Commissioner of Education and will, if requested, pro-
vide consultative services while the project is in
3.31-7 Liaison with Vocational-Technical Education Research
Personnel in the U. S. Office of Education. Liaison
will be maintained with vocational-technical research
personnel in the U. S. Office of Education to minimize
undesirable duplication of research effort from state
3.32 Standards and Requirements. All research, developmental, and
pilot projects shall conform to pertinent standards and re-
quirements of this Plan which apply to the activities affected
by such programs, except as provided in part 3.33 of this Section.
3.33 Waiver of Standards and Requirements in Special Cases,
3.33-1 Standards and Requirements in State Plan. In special
cases as a part of program development, the State Board
may with respect to a research, demonstration, or ex-
perimental program waive any standards and requirements
in its State Plan if such standards and requirements
are not specifically prescribed by the acts and the
federal regulations. In such cases, the State Board,
upon approval of such program, will submit to the U. S.
Office of Education information regarding the purpose
and duration of the program and the provision in the
State Plan to be waived. The State Board agrees that
it will use no federal funds to support such a program
until receipt of its proposal is acknowledged by the
U. S. Commissioner of Education.
3.33-2 Standards and Requirements in Federal Regulations. In
special cases as a part of program development, the
State Board will submit to the U. S. Commissioner of
Education a request for approval of a research, demon-
stration, or experimental program which requires a
waiver of standards and requirements prescribed by the
federal regulations. Such request will include infor-
mation regarding the purpose and duration of the program
and the provision in the federal regulations (and corre-
sponding provision in the State Plan, if any) to be
waived. The State Board agrees that it will use no fed-
eral funds to support such a program until it has re-
ceived notice of approval by the U. S. Commissioner of
Education, and then only to the extent of such approval.
3.4 Administration, Supervision, and Evaluation
3.41 State Board Programs.
3.41-1 General Policies. The State Board will provide adequate
supervision of vocational and technical programs within
the Division of Vocational and Technical Education
through the respective vocational and technical sections.
In accordance with provisions of part 1.22, Section I of
this Plan, the Board shall have the authority to employ
such additional supervisors and other assistants as may
be necessary to carry out the provisions of the voca-
tional education acts.
3.41-2 Instruction. The soundness and quality of instruction
is assured through frequent visitations to local centers
by the assistant directors and area supervisors of the
respective vocational and technical education services.
3.41-3 Program Evaluation. The state program will be evaluated
at least annually by the Florida State Board Advisory
Council for Vocational and Technical Education, taking
into consideration changes in employment opportunities re-
vealed by employment service studies and the results of any
local or state-wide placement and followup studies indicating
a need for program adjustment.
Evaluation results will be used in determining and estab-
lishing appropriate types of pre-service and in-service
training for teachers, preparing and revising instructional
materials, recruiting students and teachers, and encouraging
or curtailing training opportunities in specific vocations,
occupational fields, or clusters of occupations.
Program changes resulting from evaluation will be included
in the annual descriptive report, together with supporting
data and information, and in any other reports which the
Commissioner may require.
3.42 Local Programs.
3.42-1 County and/or Program Size. In counties of 50,000 popu-
lation or over, the county board of public instruction
shall, with the approval of the state superintendent and
executive officer, appoint an assistant superintendent or
a local director of vocational education who shall adminis-
ter the county program of vocational and technical education
under the County Superintendent and Board,
When the state allocates the county eight or more instruc-
tional units in a single vocational area and in which the
local director is not qualified, the county board of public
instruction will appoint a supervisor qualified in that area
to aid in the general coordination of the program.
In counties of less than 50,000 population, allocated eight
or more Minimum Foundation Program vocational instructional
units, there will be appointed by the county board of public
instruction, with the approval of the state superintendent
and executive officer, a local director of vocational edu-
cation or a single vocational service supervisor or coordi-
nator who will act as local director.
In counties of less than 50,000 population, allocated
less than eight Minimum Foundation Program special in-
structional units in all vocational areas, the county
board of public instruction may appoint a local director
of vocational education, a supervisor or coordinator of
vocational education, or it may designate one person in
each vocational area as a head teacher to assist the
superintendent in administering each program. When no
person is designated to administer the vocational pro-
gram within a county, the county superintendent of
public instruction shall be responsible for its opera-
tion. No federal funds will be used to reimburse the
salary of county superintendents acting in this capacity.
3.42-2 Special Administrative Relationships with Junior Colleges.
When a county is served by a junior college or colleges
providing vocational and/or technical education, the
vocational and/or technical education programs of such
colleges) will be administered by a junior college dean
(director) of vocational and technical education who is
properly qualified and certified in vocational and/or
In such counties the local director for vocational and
technical education shall be responsible, under the
county superintendent and county board, for coordinating
and administering the county program of vocational and
technical education, including all training for gainful
employment, exclusive of that administered by the junior
Special projects involving both the county and junior
college program will be jointly developed and supervised
by the local director and the junior college dean
(director) for vocational-technical education through
the county superintendent and county board.
Both the local director and the junior college dean
(director) for vocational-technical education are re-
sponsible for keeping all records and making whatever
reports are required by the county board and county
superintendent, the State Board, and the U. S. Office
of Education concerning their respective programs.
Each is expected to submit these reports promptly when
due and make available to proper school authorities all
records for which each is responsible.
3.42-3 Program Evaluation. Continuing evaluation of local and
junior college programs will be conducted by the local
director and junior college dean (director) in coopera-
tion with advisory committees for the respective voca-
tional and technical education services, taking into
consideration changes in employment demand as revealed
by state-wide employment service studies, shifts in
local employment need and demand as identified by local
offices of the state employment service, local place-
ment and followup data, and the results of occupational
and other local studies having implications for voca-
tional and technical education.
Evaluation will be concerned with insuring that pro-
grams are adequately meeting the training needs of the
community, and that instruction reflects the needs,
interests, abilities, and identified occupational goals
of the students and the requirements of the occupation
or occupational field in which the training is being
3.42-4 Substandard Programs. At any time that a program fails
to meet minimum State Board standards, except as pro-
vided in part 3.33 of this Section, financial support
may be withheld until such minimum standards are met.
3.5 Other Ancillary Services and Activities
The State Board and local educational agencies may acquire and pro-
duce curricular and instructional materials and data and other infor-
mation on the labor market, disseminating these to vocational educa-
tion personnel and to other interested persons. Claims for reimburse-
ment for such expenditures are authorized by the state director upon
the recommendation of the appropriate assistant directorss.
CONSTRUCTION OF AREA VOCATIONAL EDUCATION SCHOOLS
CONSTRUCTION OF AREA VOCATIONAL EDUCATION SCHOOLS
4.0 Area Vocational Education School Construction
4.1 Procedures for Taking Action on Area Vocational Education School
4.11 Projects Undertaken by State Board. The State Board may
authorize the establishment of area vocational education
school facilities to serve single counties or to accomno-
date the needs of a service area consisting of two or more
counties. Conditions and regulations governing the con-
struction or expansion of such facilities shall be the same
as those governing the construction and expansion of other
school plants and buildings as described in Chap. 235, F. S.,
Chap. 130-2 of the Rules of the State Board of Education and,
where federal funds are used, pertinent federal regulations.
4.12 Projects Undertaken by Local Educational Agency.
4.12-1 Application by Local Educational Agency. Request for
the establishment of an area vocational education
school facility to be supported by a single county
shall be made to the state superintendent and execu-
tive officer by the county superintendent of that
county. When the needs of two or more counties are
combined to meet the criteria and conditions estab-
lished, the county boards of participating counties
shall indicate in writing their willingness to meet
such conditions and shall designate the county super-
intendent of one participating county to initiate the
4.12-2 Action by State Board.
4.12-21 Approval. The state superintendent shall in-
sure that the county or multi-county service
area satisfies the criteria and conditions
and shall recommend approval or disapproval
of further planning for the project by the
State Board which shall inform the county
superintendent in writing of its decision.
4.12-22 Site Selection. If approved for an area voca-
tional school facility, the county or group of
participating counties shall recommend a pro-
posed site for the facility which shall be approved
by the School Survey Section, State Department of
Education, to insure that the site meets the minimum
standards established by the State Board. No site
shall be acquired for an area vocational school
unless and until it has been recommended as meeting
such minimum standards and approved by the state
superintendent and State Board.
4.12-23 Approval of Plans. Procedures shall be same as
those described in Section 235.25 and 235.27, F. S.
in the Florida School Laws and Section 130-2.27 of
the Rules of the State Board of Education of Florida.
4o13 Clearance with Other State Agencies. Schools having an on-site sewage
disposal system and an on-site potable water supply system must have
such systems reviewed, inspected, and approved by the State Board of
402 Criteria in Determining Relative Priorities of Projects.
The following criteria will be considered by the State Board in establish-
ing project priorities, and projects will be undertaken in the order
determined by the application of such criteria in combination, insofar
as federal, state, and local funds are made available for such projects.
(a) Population concentration of the service area
(b) The number and rate of school dropouts in the county or counties
comprising the service area
(c) The number and rate of unemployment among out-of-school youth and
adults in the service area
(d) The relative lack of vocational-technical training opportunities
in the service area
(e) The employment opportunities for persons trained in the occupations
or occupational fields to be offered in the facility in relation to
the total training needs and employment opportunities in the area
(f) Evidence of adequate and continuing financial support by the county
or counties constituting the service area
(g) Adherence to federal regulations that training shall be provided in
a minimum of five occupational fields and persons who have left
high school as well as those who have completed high school shall
be admitted to such training programs as regular students
(h) Potential for increasing the effectiveness of ongoing
programs in the service area which are currently housed
in substandard, scattered, and obsolete facilities
(i) Written evidence that the county superintendent and board
of the county or counties comprising the service area de-
sire to have the total adult vocational-technical program
administered by the area school.
4.3 Terms and Conditions of Approved Projects
The following terms and conditions must be met before projects will
be approved by the State Board:
(a) The provisions and requirements of state building codes as
prescribed by the State Board of Education and the State
Board of Health must be met unless modifications are author-
ized by the State Board of Education, and the architect, duly
registered in Florida, of the project is responsible for see-
ing that the standards are observed
(b) The facility will be functional and meet the needs of the
persons and communities to be served and will not be un-
economic or elaborate and extravagant in design
(c) Assurance by the State Board that sufficient funds will be
available to meet the state and local share of construction
(d) Sufficient state and local funds will be available after
construction for effective use of the facility for the
purposes for which it is being constructed as determined
by the Minimum Foundation Program fund formula
(e) Title to the land on which the facility is located or con-
structed must be held in fee simple by a participating
(f) Representatives of the U. S. Office of Education and such
other persons as the Commissioner may designate will have
access at all reasonable times to the project wherever it
is in preparation or progress, and the contractor shall
provide proper facilities for such access and inspection
(g) All contractors and subcontractors on all construction pro-
jects assisted under the Vocational Education Act of 1963
will be paid wages at rates not less than those prevailing
an determined by the Secretary of Labor in accordance with
the Davis-Bacon Act (Act of March 3, 1931, P. L. 798, 71st
Congress, 46 Stat. 1494 as amended, 40 U. S. C. 276a-276a-5)
and 29 CFR Part I (See 29 F.R. 95); and shall receive over-
time compensation in accordance with and subject to the pro-
visions of the Contract Work Hours Standards Act (P. L. 87-
581, 76 Stat. 357, 40 U. S. C. 327-332), that such contractors
and subcontractors shall comply with the provisions of 29 CFR
Part 3 (See 29 F. R. 97), and that all construction contracts
and subcontracts shall incorporate the contract clauses re-
quired by 29 CFR 5.5(a) and (c) (See 29 F.R. 100, 101).
4.4 Inspection and Acceptance of Construction
All new construction to be paid from capital outlay funds derived
from state sources shall be inspected by a designated representative
of the state superintendent of public instruction for the purpose of
insuring that the completed building conforms to approved plans and
specifications. The county board of public instruction of any county
in which such work is performed shall withhold ten per cent of the
contract price until a certificate is issued by the office of the
state superintendent stating that all work has been completed in ac-
cordance with the approved plans and specifications.
(1) The certificate of the state superintendent will not be
(a) A certificate is received from the county board
of public instruction certifying that all work
has been completed in accordance with the approved
plans and specifications.
(b) The completed work has been inspected by a repre-
sentative of the state superintendent and found to
be in accordance with the approved plans and
(2) In cases where completed construction fails to conform to
the approved plans and specifications, the representative
of the state superintendent shall call such non-conformance
to the attention of the county superintendent and the archi-
tect for the project and request compliance. Failure to
conform to the minimum requirements of State Statutes and
State Board of Education regulations shall result in an
improper expenditure and constitute sufficient cause for
the withholding of state capital outlay funds until the
county shall have reimbursed the state capital outlay funds
in full for the improper expenditure. (Chapter 130-2,
Section 130-2.31, Rules of the State Board of Education)
The same provisions for inspection and acceptance apply
in the case of any alterations or additions to existing
public school structures to be paid from capital outlay
funds derived from state sources.
All facilities pertinent to school plants shall comply
with provisions of Chapter 130-2, "School Buildings,"
Rules of the State Board of Education.
5.0 Work-Study Program
5.1 Requirements of a Work-Study Program
5.11-1 Local Educational Agency. The work-study program will
be administered by the local educational agency and
made reasonably available (to the extent of available
funds) to all qualified youth, in the area served by
such agency, who are able to meet the requirements for
eligibility described in part 5.12 of this Section.
5.11-2 State Board. Administration of the work-study program
shall be the responsibility of the county board as pro-
vided above. The program shall be conducted under the
supervision of and shall meet all regulations and mini-
mum standards established by the State Board as provided
in part 2.1, Section II of this Plan.
5.11-21 Maximum Annual Expenditure for Developing and
Administering Work-Study Program. No more than
one per cent of the annual federal allocation
under this Section or 10,000 (whichever is
greater) shall be spent in developing and ad-
ministering the work-study program.
5.11-22 Allocation for Student Compensation. All fed-
eral funds allocated annually under this Section
shall be used for compensation of students ex-
cept for the expenditure described in part
5.11-23 Fiscal Control and Fund Accounting. Accounts
and supporting documents verifying expenditures
of federal, state, and local funds shall be
adequate to permit an accurate and expeditious
audit of the program. An audit of state and
local receipts and expenditures shall be made
by the state auditor and his staff to in-
sure that funds are spent in accordance with
state laws and State Board regulations and to
determine the accuracy of accounting as pro-
vided in part 6.22, Section VI of this Plan.
5.11-24 Reports. On or before the dates specified by
the U. S. Commissioner of Education, the state
superintendent and executive officer shall sub-
mit to the Commissioner all reports which may
from time to time be required to carry out the
function of this Section.
5.12 Student Eligibility Requirements.
5.12-1 Employment or School Status. The student shall be out
of school but accepted for enrollment and unemployed,
or be enrolled in school and in need of the compensa-
tion to begin or continue in a regular vocational-
technical education program approved under Sections II,
VII, or VIII of this Plan.
5.12-2 Economic Need. The student shall be a member of a
household, the head of which is certified as being
unemployed by the local office of the state employ-
ment service, or which is receiving aid to dependent
children support, or which is receiving other public
aid or assistance, except that members of farm families
with annual incomes of less than $1200 and of semi-
urban or urban families with annual incomes of less
than $1800 shall automatically be considered in need
of financial assistance.
5.12-3 Age. The student shall be at least 15 and less than
21 years of age at the date employment begins, except
that a student who reaches the age of 21 while enrolled
in the training program will be considered eligible
to continue training until he achieves his occupational
objective providing all other criteria continue to be
5.12-4 Educational Competency. The student shall have and
continue to maintain no less than an average grade in
vocational-technical courses and no less than a pass-
ing grade in other school subjects in which enrolled
except under unusual circumstances.
5.12-5 Occupational Objective. The student shall have a real-
istic occupational objective as determined by the re-
sults of standardized achievement tests and vocational
interest inventories and a record of grades in his pre-
vious school courses.
5.12-6 Job Performance. The student shall maintain a satis-
factory standard of job performance.
5.13 Limitations on Hours and Compensation.
5.13-1 Maximum Weekly Hours of Employment. Hours of employment
will be flexible, but no student shall be employed for
more than fifteen hours in any week during which classes
in which he is enrolled are in session.
5.13-2 Maximum Compensation. Wages shall be paid at regular
intervals, shall be at a rate agreed upon for learners,
and be in keeping with labor and insurance laws, but
shall not exceed $45 per month or $350 per academic
year unless the student is attending a school which is
not within reasonable commuting distance of his home,
in which case his compensation may not exceed $60 per
month or $500 per academic year.
5.14 Place and Conditions of Employment.
5.14-1 Place of Employment. Employment under work-study pro-
grams shall be for the local educational agency or for
some other federal, state, or local public agency or
institution pursuant to a written arrangement between
the local educational agency and such other agency or
institution. To the greatest extent possible, it shall
be such as to utilize the student's interests and abili-
ties and assure a varied educational and occupational
5.14-2 Supervision and Coordination with Work of Current Em-
ployees. Work performed under work-study programs will
be adequately supervised and coordinated and will not
supplant present employees of such agency or institution
who ordinarily perform such work. The work experience
activities should not be "made work", but should supple-
ment or extend ongoing responsibilities and services in
offices, agencies, or institutions which are understaffed.
In those instances where employment is for a federal
agency or institution, the written arrangement between
the local educational agency and the federal agency or
institution shall provide that students so employed are
not federal employees for any purpose.
5.14-3 Work Permit. Each student in the work-study program
must have a work permit, obtained from the county super-
intendent or his designated representative.
5.15 Maintenance of Effort. In each fiscal year during which the
work-study program remains in effect, the local educational
agency shall expend for employment of its students an amount
in state and/or local funds at least equal to the average annual
expenditure for work-study programs of a similar nature during
the three fiscal years preceding approval for reimbursement of
its work-study program.
5.2 State Board Approval of Work-Study Program
5.21 Administrative Procedures.
5.21-1 Application by Local Educational Agency. A written
application for participation in the work-study pro-
gram shall be submitted by the county superintendent,
the president of a junior college, or the administra-
tive head of an area vocational school to the state
director for approval. The application shall indicate
the number of unemployed youth under 21 years of age
in the area served by the local educational agency as
determined jointly by the local educational agency and
the local office of the state employment service in
conjunction with other local agencies having pertinent
data and information. In addition, the application
shall indicate the number of youth who have dropped
out of school prior to high school graduation during
the preceding three years as determined by the local
educational agency from individual student records.
5.21-2 Action by State Board. The state director, acting for
the State Board, shall determine the priority of approval
for applications submitted by local educational agencies.
5.22 Criteria for Determining Relative Priority of Projects. The
following criteria will be considered by the State Board in de-
termining the relative priorities of projects and the order of
their approval insofar as federal, state, and local funds permit
the undertaking of such projects.
5.22-1 Youth Unemployment and School Dropout Rates. The edu-
cational agency must be serving a community having a
substantial number of youth who have dropped out of
school or who are unemployed.
5.22-2 High Ratio of Low Income Families. The educational
agency must be serving a community having a high ratio
of low median income families.
5.22-3 Variety of Vocational Training Opportunities. The local
educational agency or the county or area of location
shall have programs providing training opportunities in
a variety of vocations, occupational fields, or clusters
5.22-4 Guidance, Counseling, and Related Services. The local
educational agency shall have guidance, counseling, and
related services designed to assist needy students to
remain in school.
FEDERAL FINANCIAL PARTICIPATION
FEDERAL FINANCIAL PARTICIPATION
6.0 Federal Financial Participation
6.1 Fiscal Records
The official fiscal accounts and documents of the State Board will
be maintained by the State Board in the office of the Division of
Vocational, Technical, and Adult Education, State Department of
All records of fiscal transactions involving federal funds under
the vocational education acts are maintained in the state office
for a period of five years.
6.21 State Audit of State Accounts. The accounts of the Florida
State Board for Vocational Education are audited by the
Florida State Auditing Department. Annual audits are made
and copies of such audits will be available in the office
of the State Superintendent of Public Instruction.
6.22 The Florida State Auditing Department performs an annual audit
of records and documents of the local educational agencies with
regard to propriety of expenditures under state laws. Copies of
these audits will be available in the office of the Florida State
Auditing Department. Prior to disbursement of funds, the State
Department of Education audits records and documents pertaining
to expenditures claimed for federal financial participation under
an approved program with regard to compliance with federal
regulations and the requirements of this Plan.
6.23 Audit Standards. The audit report shall make special mention
of: (a) any inflation of the laws within the scope of the audit;
and (b) any illegal or improper expenditure, any improper ac-
counting procedures, all failures to properly record financial
transactions, and all other inaccuracies, irregularities, and
shortages. (Section 21.121 , F.S.) The audit report shall
be a public record. At the conclusion of the audit, the state
auditor...shall discuss the audit with the...official whose
office is subject to audit, and submit to him a list of his ad-
verse findings which may be included in the audit report. If
such official so desires, he may submit to the state auditor...
within ten days...his written statement of explanation or rebut-
tal...[for inclusion in the report]. A copy of the report shall
be submitted to the...person in charge of...[department,
agency, board, or institution]...audited...In the case of county
reports...when an audit is made of the records of the board of
public instruction, a copy...shall be filed...with the county
board...and shall become a part of the public records of such
board. (Section 21.121  F. S.)
6,3 Payment of Funds to Local Educational Agency
6.31 General Policies. Payments are made to local educational agen-
cies as reimbursement for past expenditures from Smith-Hughes,
George-Barden Title I, and supplementary act funds.
Funds allotted under the Vocational Education Act of 1963 may be
made available to local educational agencies, teacher-education
institutions, and other agencies and institutions conducting
vocational-technical education programs under this Plan in ad-
vance of or as reimbursement for expenditures.
6.32 Procedures. Applications for reimbursement are submitted by local
boards of public instruction, outlining the conditions of the re-
quest, or commitments are made on the basis 6f prior annual
reimbursement. After careful consideration by the state director
and the assistant directors, a written agreement confirming the
allocation is furnished the local board, stipulating the conditions
under which final reimbursement will be forthcoming.
At agreed intervals, upon completion of the course, or upon delivery
of equipment, the local boards provide the State Board with affi-
davits, purchase orders, and invoices verifying the expenditure of
funds in conformity with the agreement and State Plan and substan-
tiating entitlement to reimbursement. Signed salary and travel
vouchers stating the instructor's name, certification number,
position, and the amount of salary or expense paid shall also be in-
cluded as provided in 4.2 of the Legal Appendix.
Applications for advancement of funds will be submitted by local
boards of public instruction, teacher-education institutions, and
other agencies and institutions conducting vocational-technical
education programs under this Plan, outlining the reasons for the
request and the conditions to be met. After careful consideration
by the state director and the assistant directorss, a written
contract approving the request and the accompanying conditions will
be forwarded to the local board and the funds will be made available.
At agreed intervals or upon completion of the project for which
the funds were advanced, the local board, institution, or other
agency shall provide the State Board with sworn affidavits that
funds have been expended in conformity with the terms of the
contract and provisions of this Plan. This is substantiated by
signed records and reports identifying the vocational or
technical personnel involved in the project, the salary and/or
expenses paid, and verification of other direct and incidental
costs involved in the project for which federal funds have been
6,4 Determination of Fiscal Year's Allotment to Which Expenditures are
6.41 Program Expenditures.
State and local level expenditures are made on a cash accounting
basis for operating accounts (salary, travel, communications,
etc.) in determining and reporting for purposes of federal match-
ing expenditures made during a fiscal year beginning July 1 and
ending the following June 30.
6.42 Equipment and Construction.
6.42-1 Equipment. Expenditures for equipment will be reported
as encumbrance (obligation) in the fiscal year in which
such expenditure is authorized by the project review
panel identified in part 1.32, Section I of this Plan,
provided a purchase order for the equipment validating
the encumbrance has been issued during the same fiscal
6.42-2 Construction. Capital outlay expenditures for construc-
tion will be made on an encumbrance (obligation) basis
and reported in the fiscal year in which the encumbrance
(obligation) is made. (Section 130-1.022 S. B. R.)
Total funding shall be approved initially by the
State Board,and the construction contract shall be
let within one year of the State Board funding
approval date. An encumbrance (obligation) shall be
reported in the fiscal year in which the expenditure
is authorized by the project review panel.
6.5 Proration of Costs
6.51 Programs and Services.
Proration of costs which are only partly attributable to an
eligible purpose or activity or to two or more eligible pur-
poses or activities will be determined as equitably as possible
among the respective vocational services concerned. This will
be indicated in budgets or by written time assignments made by
the state director in consultation with the respective assistant
directors. In the case of equipment and construction costs,
proration will be based upon time schedules reflecting use as
well as the amount of space assigned to the various purposes.
6.52-1 Eligible and Ineligible Facilities.
6.52-11 Eligible Expenditures. The following are
allowable expenditures against which federal
funds allotted under section 3 of the Vocational
Education Act of 1963 may be applied in the
construction of area vocational education school
projects undertaken by local educational agencies
with the approval of the State Board:
(a) Construction of new buildings containing
such school facilities
(b) Expansion, remodeling, and alteration of
existing buildings containing such school
(c) Expenses related to acquisition by the
county board of the fee simple title of
the land on which such school facilities
are to be constructed
(d) Site grading and improvement of land on
which such facilities are located
(e) Architectural, engineering, and inspection
expenses incurred subsequent to the date
of site selection.
6.52-12 Ineligible Expenditures. No federal or matching
funds allotted under provisions of section 3 of
the Vocational Education Act of 1963 shall be used
for the construction, expansion, or alteration of
any facility intended primarily for events for
which admission is to be charged to the general
public, nor shall such funds be used to obtain
interests in land not to defray other expenses
such as site grading or improvement and architect
fees for such facility. When such ineligible
facilities are included in a total project, the
State Board shall not include construction costs'
of such facilities and shall deduct from the total
cost a reasonable proportion, as determined by
anticipated proportional use of facilities and
equipment in terms of floor space, time, or other
measurable factors, as the cost of obtaining an
interest in the land, site improvement, and other
incidental fees and expenses incurred through the
inclusion of such ineligible facilities.
6.52-2 Facilities Eligible Under Other Federal Statutes. If the
same project includes school facilities eligible for federal
financial participation under the 1963 Act and any other
federal statute, the county board, subject to the approval
of the State Board, shall specifically designate the portion
of the total project assigned to the purposes of the 1963
Act as identified in part 6.52-11 of this Section, including
provision for the adjustments identified in part 6.52-12
6.6 Disposition of Facilities and Equipment
Whenever area vocational education school facilities, or items of equip-
ment, each initially costing $100 or more, in which the U. S. Government
has participated are sold or no longer used for purposes permitted under
the Acts, it is agreed that the U. S. Government is to be credited with
its proportionate share of the value of such facilities and equipment at
that time, the value being determined on the basis of the sale price in
the case of a bona fide sale or the fair market value in the case of dis-
continuance of use for a vocational education purpose or other diversion.
The State Board will keep all inventories and records for all items of
equipment of area vocational education school facilities and will have
available in the office of the Division of Vocational, Technical, and
Adult Education, State Department of Education, information sufficient to
determine if such facilities and equipment are being used for a purpose
provided for under the Acts.
6.7 Expenditures Under the State Plan
6.71 Salaries of Vocational Education Personnel. Federal funds allotted
under section 3 of the 1963 Act and under the George-Barden Act may
be used for salaries of professional vocational education personnel
for time spent on activities reasonably related to vocational edu-
cation programs and services under this Plan as provided in part
4.11 of the Legal Appendix. Such salaries shall include educational
and extended professional leave to the extent provided for in part
6.71-1 of this Section and subject to and in conformity with county
board and State Board regulations, and employee contributions to re-
tirement, workmen's compensation, and welfare funds.
6.71-1 Extended Professional and Educational Leave.
6.71-11 Extended Professional Leave. Vocational and tech-
nical education personnel may receive extended
professional leave not to exceed one continuous
calendar year in length after at least seven years
of successful performance in an approved program
of vocational-technical education as provided in
part 4.11-12 of the Legal Appendix.
Local personnel shall obtain approval for such
leave from the county board of public instruction,
and such approval and its duration shall be offi-
cially entered on the Board minutes.
State personnel may be recommended for such leave
by the appropriate assistant director and may be
approved by the state director and the State Super-
intendent of Public Instruction, subject to State
Federal funds may be used in matching the salary
of an employee on such leave as well as in match-
ing the salary of his replacement, providing the
latter's qualifications for the position which he
is temporarily occupying meet the requirements of
Federal financial participation in the salary of
the person on leave will be based upon the pro-
rated portion of the time given by that person
to the various reimbursable vocational education
activities during the period in which the leave
6.71-12 Educational Leave. Vocational and technical edu-
cation personnel may be approved for educa-
tional leave of varying duration for profes-
sional improvement or to obtain occupational
experience of benefit to a vocational education
program approved in this Plan as provided in
part 4.11-11 of the Legal Appendix providing
that such approval shall not be given annually
and shall be consistent with State Board and
county board regulations.
The procedure for obtaining educational leave
and the provisions for matching support of
salary shall be the same as those for extended
professional leave except that federal finan-
cial participation in the salaries of persons
on leave not earned on the basis of length of
service will be based or prorated upon the
relative benefit of such leave to an approved
vocational program or programs.
6.71-2 Employee Benefits, Funds used under this Plan for sal-
aries of approved vocational education personnel engaged
in activities eligible for federal financial participa-
tion may include that part of the salary that is deducted
or withheld as the employee's contribution to the State's
teacher retirement system as provided in part 4.11-2 of
the Legal Appendix. Funds may also be used to support
the employer's contributions to such plan.
6.72 Approved Expenses of Consultants. Upon the recommendation of
the respective assistant directors and authorization by the state
director, federal funds may be used to pay per diem, at a rate
not exceeding that established by county board regulations, and
travel expenses of consultants, advisory committee members, and
other resource persons acting in an advisory capacity to local
educational agencies as provided in part 4.12 of the Legal
Appendix. The State Board may authorize comparable expenditures
for comparable services rendered to the State Board in conformity
with State Board regulations.
6.73 Travel and Transportation. Travel regulations are established
by the state legislature and supplemented by State Department
of Education standardized travel regulations for those persons
whose official travel is reimbursable from federal or matching
6.73-1 Travel. Funds may be used for necessary and appropriate
travel expenses attributable to vocational programs under
this Plan by (a) state and local vocational education per-
sonnel whose salaries are supported by funds under this
Plan, (b) members of the State Board, and (c) members of
state advisory committees, consultants, and other persons
or groups acting in an advisory capacity whose fees and
approved expenses are supported by federal funds under
this Plan when annually approved by the State Board, sub-
ject to the regulations established by the state legis-
lature and county boards and the State Department of
6.73-11 Allowable Travel for Instructional, Supervisory,
and Other Approved Vocational and Technical
6.73-111 Within the School Service Area.
(A service area is defined as the
school area in which the person con-
cerned is employed.) Reimbursement
for authorized official travel nec-
essary for the maintenance or promo-
tion of vocational and technical
education may be approved.
6.73-112 Within the State but Outside the
Service Area and Outside the State.
County boards of public instruction
may be reimbursed for the travel and
per diem expenditures of vocational
and technical education personnel to
approved conferences and group meetings
authorized by the county superintendent
and the state director which are called
by the appropriate assistant director,
and to approved out-of-state conferences
and group meetings after appropriate
6.73-12 Approval Procedures for Instructional, Super-
visory, and Other Approved Vocational-
Technical Education Personnel.
6.73-121 Within the School Service Area. Re-
imbursed travel will be approved by
the appropriate assistant director
and local school officials.
6.73-122 Within the State but Outside the
Service Area, and Outside the State,
Reimbursement for authorized travel
within the state but outside the ser-
vice area shall conform to written
agreements with the county.
Reimbursement conforming to State
Department of Education travel policy
may be covered by an approved section-
al formula or may be recommended by
the assistant director and authorized
by the state director to county boards
of public instruction to cover ex-
penses of individuals or groups whose
services are loaned to the State De-
partment of Education for advisory or
Reimbursement for out-of-state travel
shall conform with state policies and
be authorized only upon request of
the assistant director and prior
approval by the state director and/or
state superintendent and the local
chief school official.
6.73-2 Transportation, Funds may be used for necessary and
appropriate transportation expenses of vocational edu-
cation students (with funds other than those available
under the Smith-Hughes Act and Title I of the George-
Barden Act) and for prospective teachers enrolled in an
approved teacher-education program when they are sent
to serve as interns in approved vocational education
schools or classes in communities so located as to re-
quire transportation expense. Participation is not
allowed for any travel expense other than transportation.
6.73-21 Approved Transportation for Vocational Education
6.73-211 Within the School Attendance Area or
County (An attendance area or county
is defined as the school area or
county in which the student resides.
In the case of an area vocational
school, the attendance area is defined
as the county or counties served by
the school.) Reimbursement for travel
of students approved for work-study
programs may be approved for (1) one
round trip daily between the student's
place of residence and the school, (2)
between schools in one of which the
student is enrolled, (3) between a
school and the place where work experi-
ence is being provided, and (4) to and
from field work, or all of these.
6.73-212 Within the State but Outside the County
and/or Attendance Area, and Outside the
State. Reimbursement for transportation
of students approved for work-study pro-
grams and for other vocational education
students enrolled in vocational educa-
tion programs approved in this Plan may
be approved for one round trip per se-
mester or shorter period, determined by
the duration of the program, from the
student's home to the place where he
will reside while enrolled in the program.
6.73-22 Approved Transportation for Interns. Approved
travel shall be subject to the conditions described
in part 6.73-2 of this Section.
All travel and transportation included in parts 6,73-1 and 6.73-2 of
this Section may be by common carrier, official conveyance, or
private conveyance. Costs may not be paid in excess of costs of
transportation by common carrier, or, in the absence of suitable
transportation by common carrier, in excess of reasonable rates
established by the state or such other rates as are approved by
the State Board. Transportation rates for students (if funds are
available) shall be established by the county superintendent and
board of the county in which the student normally resides and shall
be by written agreement with the State Board. Transportation rates
for interns (if funds are available) shall be included in the written
agreement between the approved teacher-education institution and the
6.74 Instructional Equipment, Supplies, and Teaching Aids.
6.74-1 Use of Funds. Funds under the George-Barden Act and the 1963
Vocational Education Act may be used for the ac-
quisition, maintenance, and repair of instruction-
al equipment, supplies, and teaching aids for voca-
tional-technical education programs (See 4.14 of the
Legal Appendix) provided that:
(a) No more than 10 percent of the funds appro-
priated in each allotment to the State under
Title I of the George-Barden Act may be used
for the acquisition of equipment, and
(b) No George-Barden Title I funds may be used
for the maintenance and repair of equipment.
6.74-2 Definition. "Instructional equipment, supplies, and
teaching aids" means those used by authorized voca-
tional and technical education personnel in instruct-
ing, or by vocational and technical education students
in learning, in an instructional situation in the class-
room, library, laboratory, shop or field and includes
reference materials and textbooks to be retained by
the local educational agency. It does not include
supplies to be made into equipment, or products to be
sold or to be used by pupils, teachers, or other persons.
Supplies made into equipment for vocational instruction,
however, may be considered as instructional equipment
under the same conditions as apply to purchased equip-
6.75 Other Related Expenses. Funds may be used for the administra-
tive overhead, rental, and employee benefit expenses described
in part 6.75-1 below which are related to approved vocational
education programs, services, and activities except that (a)
Smith-Hughes funds may be used only for expenditures related
to teacher-education and (b) George-Barden Titles I and III
funds may be used only for expenditures related to teacher-
education; research, demonstration, and experimental programs;
and administration and supervision. (See part 4.15 of the
6.75-1 Administrative Overhead Expenses. Funds may be used
and/or local claims reimbursed for the following; (1)
expenses of conferences called by the state director
and the respective assistant directors for the pur-
pose of improving the supervisory and instructional
programs and program services, (2) the development
and reproduction of instructional materials, (3)
printing and printed materials, (4) cost of recruit-
ment of teachers and students, (5) cost of research
projects and other studies, (6) salaries of clerical
and custodial personnel, (7) communications, (8)
utilities, (9) office equipment, (10) extended pro-
fessional and educational leave, (11) employee bene-
fits, (12) rental of space (including the cost of
utilities and janitorial services) in privately or
publicly owned buildings providing:
(a) Expenditures for the space are necessary,
reasonable, and properly related to efficient
administration of the program,
(b) The State Board and local educational agency
will receive the benefits of the expenditures
during the period of occupancy beginning with
(c) The amounts paid are not in excess of com-
parable rental in a particular locality,
(d) Expenditures represent an actual cost to the
State Board and local educational agency,
(e) In publicly owned buildings, like charges
are made to other agencies occupying similar
space for similar purposes.
and (13) any other approved expense necessary for the
effective administration of the vocational-technical
6.75-2 Policies for Determining Use of Funds. Expenditures
are authorized by the state director upon the recom-
mendation of the respective assistant directors. All
expenditures are included which are allowable under
the federal vocational education acts and any other
federal regulations pertaining to them.
BUSINESS AND OFFICE EDUCATION
BUSINESS AND OFFICE EDUCATION
7.0 Business and Office Education
In addition to the provisions in Sections I through VI of this Plan, the
following special provisions apply to business and office education under
the 1963 Act.
7.1 Objective of Instruction
Vocational education for business and office occupations is designed
to provide initial preparation and refresher and upgrading training
for employment and advancement in office careers.
7.2 Occupations to be Served
Business and office occupations activities are performed in public
and private enterprises and include, among others, the organizing,
recording, communicating, interpreting, managing, storing, report-
ing, and retrieving of information and the planning, supervising,
and coordinating of such office activities. Vocational course con-
tent consists of the subject matter needed in one or several of the
office occupations identified in the Dictionary of Occupational
Titles or in emerging office occupations.
7.3 Special Standards and Requirements
7.31 Organization and Content of Instruction.
7.31-1 Appropriateness of Content. Course content, including
that in cooperative education, shall be appropriate to
the nature and grade level of enrollees and shall reflect
needs and opportunities in the employment market served.
7.31-2 Nature and Content of Curricula. Curricula shall be
established on the basis of the career objectives of
enrollees and labor market needs and requirements, and
shall include courses in business principles and in the
7.31-3 Types of Classes. Business and office occupations edu-
cation shall be offered in secondary, post-secondary,
and adult preparatory classes for students who are pre-
paring to enter business and office occupations, and in
part-time classes for people employed or preparing for
employment in such occupations.
7.31-31 Secondary, Post-Secondary, and Adult Prepara-
tory Classes. Secondary, post-secondary and
adult preparatory programs may be provided
through supervised cooperative training or
vocational office education.
7.31-311 Cooperative Business Education Classes.
These classes include a school and
employment schedule which combines
vocational instruction with regular
on-the-job training in office occupa-
tions in which the trainee expects to
establish a vocational career and shall
conform to provisions governing the
operation of cooperative programs estab-
lished in part 2.38-52, Section II of
7.31-312 Vocational Office Education Classes.
These classes, consisting of directed
experience and intensive instruction in
business and office education, are de-
signed to prepare for initial employ-
ment or advancement in skilled or semi-
skilled occupations which meet community
7.31-32 Supplemental Classes. Enrollees shall have
legally left the full-time school and be employed
in an office occupation for which the instruction
The curriculum may include courses in business
principles, business skills, and special fields
such as administration, management, and supervision.
7.31-33 Programs for Youth and Adults With Special Needs.
Enrollment shall be limited to disadvantaged in-
school and out-of-school youth and adults having
a stated career objective in office occupations.
In-school youth shall not be enrolled in the same
classes with out-of-school youth and adults.
7.31-4 Organizational Plan of Program Instruction.
7.31-41 Secondary, Post-Secondary, and Full-Time Adult
7.31-411 Cooperative Business Education. Prior
to admission, an enrollee must have
taken a minimum of two business educa-
tion courses related to his vocational
objective, one of which must be type-
writing. The time devoted to related
vocational office education subjects
will be determined by the length of
7.31-412 Vocational Office Education. One of
the following two plans should be used.
(a) Prerequisite Courses. Prior to
admission, an enrollee shall
have earned a minimum of two
units in business education
courses related to his voca-
(b) Secretarial and Stenographic
Trainees. An enrollee will de-
vote three consecutive class
periods daily under one teacher
to related vocational business
(c) Clerical and Bookkeeping Trainees.
An enrollee will devote a minimum
of two consecutive class periods
daily under one teacher to re-
lated vocational business subjects.
(a) Course Selection. A student will
be enrolled in a sequence of
courses which prepare for employ-
ment, selected in consultation
with the business education de-
partment chairman, or his repre-
sentative, in terms of the stu-
dent's career objective. Each
student will enroll for a daily
average of two business education
classes directly related to his
(b) Directing Teacher. The depart-
ment chairman or his representa-
tive, in cooperation with a
school counselor, will serve as
directing teacher to counsel,
schedule, place, and report voca-
tional students. Time shall
be allowed in his school sched-
ule for these activities, based
upon the number of vocational
business education enrollees.
(c) Certification. A directing
teacher will be certified in
vocational office education.
7.31-42 Part-Time Classes. Part-time classes may be
conducted during the non-working or usual work-
ing hours of enrollees and will be of suffi-
cient duration and intensity to develop or im-
prove skills for office employment.
7.32 Supervised Practical Experience.
Provisions are described in part 2.38-52, Section II of this
VOCATIONAL EDUCATION UNDER SMITH-HUGHES AND GEORGE-BARDEN ACTS
VOCATIONAL EDUCATION UNDER SMITH-HUGHES AND GEORGE-BARDEN ACTS
8.0 Vocational Education Under Smith-Hughes and George-Barden Acts
8.1 Agricultural Education
In addition to the provisions in Sections I through VI of this Plan,
the following special provisions apply to agricultural education under
the Smith-Hughes and George-Barden Acts.
8.11 Objective of Instruction. Vocational education in agriculture
shall be designed to meet the needs of persons who will be no
less than 14 years of age by January 1 of the year in which en-
rollment will occur or who are enrolled in the ninth grade and
who have entered upon or are preparing to enter upon the work
of the farm or farm home, or any occupation requiring knowledge
and skills in agricultural subjects, whether or not such occupa-
tion involves work of the farm or farm home.
8.12 Occupations to be Served. An agricultural occupation means an
occupation involving knowledge and skills in agricultural sub-
jects which has the following characteristics:
(a) The occupation is on a farm or in another business,
agency, or organization which performs one or more of
the agricultural functions of producing, processing,
and distributing agricultural products and includes
services related thereto.
(b) The occupation employs workers who need competencies
in one or more of the primary areas of plant science,
soil science, animal science, farm management, agri-
cultural mechanization, and agricultural leadership.
8.13 Special Standards and Requirements.
8.13-1 Organization and Content of Instruction. The nature
and content of the instruction will be based upon the
agricultural occupations for which those enrolled are
being prepared, and will be appropriate to their educa-
tional and occupational needs.
8.13-11 All-Day Classes. All-day classes will be orga-
nized in the public secondary schools for stu-
dents who are interested in an agricultural
career or in advanced study and have an oppor-
tunity to carry out a supervised practice
The course for all-day classes will be a
minimum of three years in length. The class
schedule shall conform to and fit into the
class schedule of the school in which offered.
8.13-12 Post-High School Classes. Instruction may be
offered in junior colleges and other institu-
tions where a need for occupational training
in agriculture exists.
8.13-121 Sources of Content. The course con-
tent will include instruction in the
knowledge and skills needed for suc-
cessful venture in the chosen
8.13-122 Classes. The class schedule shall
conform to and fit into the sched-
uling of classes in the institution.
8.13-123 Related Courses. In addition to the
specialized requirements in agricul-
ture, related courses may be required
by the school.
8.13-13 Classes for Dropouts. Such classes will be
organized and taught wherever a need exists
and facilities are available. The class shall
extend over a period long enough to provide
the knowledge and/or develop the skills needed
for employment in a specific agricultural occu-
pation. Directed and supervised practice on a
farm or in an agricultural business shall be
8.13-14 Program of Instruction for Adults. Provision
shall be made for the use or application of the
knowledge learned or skills developed on a farm,
in an agricultural occupation, or a business re-
quiring such knowledge or skill.
8.13-141 Young Farmer Classes. Class instruc-
tion will correspond with the seasonal
sequence of problems as they arise in
the supervised practice programs of
8.13-142 Adult Farmer Classes. The course of
study will be continuous from year to
year, and will be modified in terms
of knowledge or skills needed by farmers
in the community.
8.13-143 Adult Vocational Agriculture Classes.
Any person needing additional knowledge
or skills in agriculture may enroll in
an adult vocational agriculture class.
The course will be based upon a special-
ized unit or problem in agricultural
production, processing, marketing, ser-
vicing, home and farm improvement, or
8.13-2 Supervised Practical Experience. Provision shall be made
in preparatory programs of instruction for directed or
supervised practice in agriculture on a farm for those
persons engaged in or preparing for farming. Provision
shall also be made for practical field, laboratory, or
cooperative work experience as provided in part 2.38-52,
Section II for those training for other occupations in-
volving knowledge and skills in agricultural subjects.
8.13-21 High School Programs.
8.13-211 Structure and Objectives. The program
of instruction combines and coordinates
related instruction with field, shop,
laboratory, or cooperative work experi-
ence which (a) is appropriate to the
vocational objective of the student,
(b) is of sufficient duration to develop
competencies necessary to fit him for
employment in the occupation or occupa-
tional field for which he is being
trained, and (c) is supervised, directed,
or coordinated by a person qualified as
a teacher in such occupation or occupa-
8.13-212 Work Experience. When work experience
is provided, it shall be done through
cooperative arrangement with agricultural
business concerns engaged in producing,
processing, distributing, and servicing
agricultural products and equipment and
with other individuals or organizations
which are potential employers of personnel
trained for gainful employment in occupa-
tions involving agricultural knowledge
and skills and it shall conform to the
conditions described in part 2.38-52,
Section II of this Plan.
8.13-22 Post-High School Programs. Work experience may
be acquired by working in an agricultural busi-
ness, on a farm, or on the school farm.
8.13-23 Programs for Dropouts. Provisions shall be the
same as those described in part 8.13-212 of
8.14 Supporting Professional Staff. In addition to the professional
personnel identified in Section I of this Plan, the supporting
professional staff may include a research specialist, a materials
specialist, an assistant area supervisor, and any other special-
ists (including graduate assistants) whose services are desirable.
8.14-1 Research Specialist.
8.14-11 Duties. The specialist designs and conducts
studies of problems identified by state staff
members, and assists teachers in carrying on
local studies and interpreting the findings.
8.14-12 Qualifications. The specialist shall have a
graduate degree with a major or minor in agri-
cultural education and shall meet any other
minimum professional education and experience
requirements established by the institution
for personnel in similar staff positions.
8.14-2 Educational Materials Specialist.
8.14-21 Duties. The specialist will review and pre-
pare educational materials and teaching aids
and will also assist teachers in their adapta-
tion and use.
8.14-22 Qualifications. Qualifications shall be the
same as those described in part 8.14-12 of
8.14-3 Assistant Area Supervisor.
8.14-31 Duties. The assistant area supervisor shall
assist the executive secretary of the Future
Farmers of America and shall aid the program
specialist and the area supervisors in improv-
ing the vocational agriculture program.
8.14-32 Qualifications. Qualifications shall be the
same as those for an area supervisor described
in part 1.51-32, Section I of this Plan.
8.14-4 Graduate Assistant.
8.14-41 Duties. The graduate assistant will perform
those duties assigned by the head teacher-
educator for vocational agriculture, or his
representative, of the institution in which
the assistant is enrolled.
8.14-42 Qualifications. The graduate assistant shall
have the same qualifications as a high school
vocational agriculture teacher and shall have
at least two years of teaching experience in
an approved department of vocational agriculture.
8.2 Distributive Education
In addition to the provisions in Sections I through VI of this Plan,
the following special provisions apply to distributive education under
the Smith-Hughes and George-Barden Acts.
8.21 Objectives of Instruction. Vocational education in distributive
occupations shall be designed to meet the needs of persons who
will be no less than 14 years of age by January 1 of the year in
which enrollment will occur and who have entered or are preparing
to enter a distributive occupation, or one in which a distributive
function appears, except where the type of program requires the
higher minimum age of 16 years.
8.22 Occupations to be Served. A distributive occupation means an
occupation that is followed by proprietors, managers, or employees
engaged primarily in the marketing or merchandising of goods or
services. These occupations are commonly found in various busi-
ness establishments such as retailing, wholesaling, manufacturing,
storing, transporting, financing, and risk bearing.
8.23 Special Standards and Requirements.
8.23-1 Organization and Content of Instruction.
8.23-11 Content of Instruction. Content for distribu-
tive subjects shall be derived from the func-
tions of distribution, including selling, sales
promotion, buying, operations, marketing re-
search, and management. Product knowledge, ser-
vice skills, communications, and calculations
associated with attainment of occupational ob-
jectives shall be incorporated into the instruc-
8.23-12 Organization of Instruction. Distributive edu-
cation shall be offered in secondary, post-
secondary and adult preparatory classes for
students who are preparing to enter occupations
having a distribution function, and in part-time
classes for workers employed in or preparing to
enter such occupations.
Preparatory programs may include on-the-job
training through part-time employment as in
cooperative classes, or student participation
8.23-121 Supervised Cooperative Training. Pro-
visions for related instruction will
conform to those described in part 2.38-
52 (d) Section II of this Plan or
approved modifications thereof.
8.23-122 Individual Student Training Plans.
Preparatory classes incorporating
participation activities in individual
training plans shall be organized.
8.23-123 Part-Time Classes. A part-time class
is one organized for persons unavail-
able for full-time study.
8.3 BHont Economics Education
In addition to the provisions in Sections I through VI of this Plan,
the following special provisions apply to home economics education
under the Smith-Hughes and George-Barden Acts.
8.31 Objective of Instruction. Vocational education in home economics
shall be designed for persons who will be no less than 14 years
of age by January 1 of the year in which enrollment will occur or
who are enrolled in the ninth grade, except that students in
Smith-Hughes part-time classes shall be at least 14 years of age
and students in George-Barden part-time classes shall be at least
16 years of age. Enrollees shall have entered upon or be prepar-
ing to enter upon useful employment in the home (hereinafter re-
ferred to as homemaking) or gainful employment in an occupation
involving knowledge and skills in home economics subjects.
8.32 Description of Home Economics Education.
8.32-1 Education in Homemaking. Vocational education in home-
making is designed to help individuals to develop per-
sonnally and socially and to assume responsibilities as
useful family and community members.
8.32-2 Education Directed Toward Gainful Employment. Vocational
education in home economics is designed to train people
for clearly identifiable single- or multiple-skill occupa-
tions involving knowledge and skills in home economics
subject matter areas, i.eo, child development, clothing
and textiles, food and nutrition, home and institutional
management, home furnishings and equipment, etCo Included
are occupations which provide services to families in the
home and similar services to others in group situations,
those which assist professional home economists and other
professionals in fields related to home economics, and
those which aid persons in other occupations directly re-
lated to one or more home economics subject matter areas.
It will be concerned with preparation for entry into such
occupations and with the upgrading of persons who are al-
ready employed, and will be sufficiently inclusive and
intensive to insure preparation for or improvement of
wage earning abilities.
8.33 Special Standards and Requirements.
8.33-1 Organization and Content of Instruction in Homemaking.
The program in homemaking is concerned with fundamental
values and problems in the several aspects of homemaking
and deals with these in such a way as to develop needed
skills, understandings, attitudes, and appreciations.
The nature and content of instruction are derived from
the needs and concerns of individuals and families
served, taking into consideration the maturity and ex-
perience of individuals enrolled,
8.33-2 Selection of Students.
8.33-21 Smith-Hughes Part-Time Classes,, Such classes
shall enroll only persons who have entered
upon gainful employment or work in the home.
8.33-22 Smith-Hughes Day School Classes. This pro-
vision does not apply.
8.33-3 Duration and Intensity of Instruction.
8.33-31 Homemaking Education,
8.33-311 High School Classes. The high school
program will be selected from one of
the two plans outlined in the Scope
and Sequence Guide in Home Economics
Education for Junior-Senior High
Schools. Schools may offer the re-
quired comprehensive course, the
advanced comprehensive course, and
Modern Family Living, as well as a
combination of semester courses in
specialized areas of home economics.
In any one year and in any given
school, class periods shall be equal
in length to those required for a
full unit of credit in other school
subjects. A minimum of two years of
instruction shall be provided, includ-
ing the required year in high school.
All students shall complete the re-
quired comprehensive course. For
those who have successfully completed
it, an advanced program shall be
8.33-312 Post-High School Classes. Instruction
will be offered in post-high school
institutions where a need exists. The
class schedule shall conform and fit
into the class schedules of the insti-
tution in which the program is offered.
8.33-313 Adult Classes. Evening classes shall
be of sufficient duration to insure
specialized homemaking competence.
8.33-32 Smith-Hughes Part-Time Classes. Part-time
classes in homemaking or for gainful employ-
ment shall be conducted for not less than 144
clock hours of classroom instruction per year
consisting of one class, two or more classes,
or a series of short units.
8.33-33 Smith-Hughes Day School Classes. This pro-
vision does not apply.
8.33-4 Supervised Practical Experience.
8.33-41 Homemaking Education.
8.33-411 High School Classes. Teachers shall
follow up classroom experiences by
visiting students in their homes.
8.33-42 Smith-Hughes Day School Classes. This pro-
vision does not apply.
8.33-5 George-Barden Training for Gainful Employment.
8.33-51 High School Classes. Classes of sufficient
duration and intensity may be provided to
develop specialized occupational competence.
Length of class periods is described in part
8.33-311, and class sizes shall conform to
those in Accreditation Standards for Florida
Schools. If the instructional program includes
on-the-job training, adequate supervision shall
be provided by a representative of the public
8.33-52 Post-High School Classes. Instruction will be
offered where a need exists for occupational
training involving the skills and knowledge of
home economics. The curriculum will consist
of a sequence of home economics and related
courses designed to develop the competence and
understandings needed for employment in the
specific occupation or cluster of occupations
for which the training is being given. The
class schedule shall conform and fit into the
class schedules of the institution in which
the program is offered.
8.33-53 Adult Classes. Classes may be offered at times
and places which encourage those needing train-
ing or retraining to take advantage of the
offerings, and shall be of sufficient duration
to develop the occupational competence needed
8.33-6 Supporting Professional Staff.
8.33-61 Assistant Area Supervisor.
8.33-611 Duties. The assistant area supervisor
shall assist the executive secretary
of the Future Homemakers of America,
and shall aid the assistant director
and the area supervisors in improving
the vocational home economics program.
8.33-612 Qualifications. The assistant area
supervisor shall have the same quali-
fications as an area supervisor de-
scribed in part 1.51-32, Section I of
8.4 Trade and Industrial Education
In addition to the provisions in Sections I through VI of this Plan,
funds available under the Smith-Hughes and George-Barden Acts for
trade and industrial education shall be used only for instruction
in pre-employment classes for those preparing for employment and
part-time and evening classes for those who have entered upon
8.41 Objective of Instruction. Vocational education in trades and
industries shall be designed for persons over 14 years of age
who have entered upon or are preparing to enter upon the work
of a trade or industrial occupation.
8.42 Occupations to be Served. Trade and industrial occupations
shall include any craft, skilled trade, or semi-skilled occu-
pation which directly functions in the designing, producing,
processing, fabricating, assembling, testing, modifying, main-
taining, servicing, or repairing of any product or commodity;
or any other occupation, including a service occupation, which
is usually considered to be technical or trade and industrial
8.43 Special Standards and Requirements. Trade and industrial edu-
cation shall include any subject which is necessary to develop
the manipulative skills, technical knowledge, and related infor-
mation such as job attitudes, safety practices and trade judg-
ment necessary for employment in a trade and industrial occupa-
tion. These classes shall meet the requirements set forth in
8.43-1 to 8.43-322.
8.43-1 Evening Classes. An evening class is one conducted
during the non-working hours of enrollees. Only per-
sons 16 years of age and over who are employed in a
trade and industrial occupation may enroll. Instruc-
tion shall be confined to that which is supplemental
to daily employment. To be considered supplemental,
the instruction shall be such as to increase the skill
or knowledge of the worker in the trade or industrial
occupation in which he is employed. Such classes may
include instruction for apprentices.
8.43-2 Part-time Classes. A part-time class is one for per-
sons who have entered upon employment which is conducted
during the usual working hours of enrollees,
8.43-21 Part-time Preparatory Classes. A part-time
preparatory class shall be for persons who
have entered upon employment and are enrolled
for instruction designed to prepare them for
employment in a trade and industrial occupation
other than that in which they are employed.
8.43-22 Part-time Extension Classes. A part-time ex-
tension class shall be for workers employed in