2014 – 2015
Florida Department of Education
Curriculum Framework 

Program Title:	Business Ownership 
Program Type:	Career Preparatory
Career Cluster:	Marketing, Sales & Service

Secondary – Career Preparatory	
Program Number	8812000 	
CIP Number	0252070101	
Grade Level	9-12, 30, 31	
Standard Length	1 credit	
Teacher Certification	RETAILING @7 7G
BUS ED 1 
MKTG 1
WHOLESAL 7G
MKTG MGMT @7 7G	
CTSO	DECA	
SOC Codes (all applicable) 	11-1021 – General and Operations  Managers	
Facility Code	220  http://www.fldoe.org/edfacil/sref.asp (State Requirements for Educational Facilities)	
Targeted Occupation List	http://www.labormarketinfo.com/wec/TargetOccupationList.htm	
Perkins Technical Skill Attainment Inventory	http://www.fldoe.org/workforce/perkins/perkins_resources.asp 	
Industry Certifications	http://www.fldoe.org/workforce/fcpea/default.asp 	
Statewide Articulation	http://www.fldoe.org/workforce/dwdframe/artic_frame.asp 	

Purpose 

This program offers a sequence of courses that provides coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers in the Marketing, Sales and Service career cluster; provides technical skill proficiency, and includes competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, technical skills, and occupation-specific skills, and knowledge of all aspects of the Marketing, Sales and Service career cluster. 

To prepare students as entrepreneurs, present entrepreneurship as a career path worthy of consideration, provide students with the skills needed to realistically evaluate their potential as a business owner, and develop the fundamental knowledge and skills necessary to start and operate a business.

The content includes the essential competencies required to operate a small business.

The planning and operation of a simulated business are an important part of the instruction of this course.

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

Program Structure

This program is a planned sequence of instruction consisting of one occupational completion point.

The following table illustrates the secondary program structure:

OCP	Course Number	Course Title	Length	SOC Code	Level	
A	8812000	Business Ownership	1 credit	11-1021	3	

Florida Standards for Technical Subjects 

Florida Standards (FS) for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects are the critical reading and writing literacy standards designed for grade 6 and above.  These standards are predicated on teachers of history/social studies, science, and technical subjects using their content area expertise to help students meet the particular challenges of reading, writing, speaking, listening, and language in their respective fields.  It is important to note that the 6-12 literacy standards in history/social studies, science, and technical subjects are not meant to replace content standards in those areas but rather to supplement them.

This curriculum framework incorporates the grades 9-10 reading and writing literacy standards in the first two courses of this CTE program and grade 11-12 reading and writing literacy standards in the third and fourth courses of this CTE program.  The standards for Mathematical Practices describe varieties of expertise that educators at all levels should seek to develop in their students.  These practices rest on important “processes and proficiencies” with longstanding importance in mathematics education.  This curriculum framework incorporates the appropriate mathematical practices in the first four courses of this CTE program.  

Florida Standards for Mathematics & Language Arts (FS-M/LA)

Some or all of the courses in this program have been aligned to the Florida Standards for Mathematics and Language Arts used in core academic classes.  Data shown in the framework table (column ‘FS-M/LA’) contains the results of these alignment efforts.

Next Generation Sunshine State Standards (NGSSS) - Science 

Some or all of the courses in this program have been aligned to the Next Generation Sunshine State Standards (NGSSS) for Science. These standards are listed next to the content standards.

Common Career Technical Core – Career Ready Practices

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

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

2. Apply appropriate academic and technical skills. 

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

4. Communicate clearly, effectively and with reason. 

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

6. Demonstrate creativity and innovation. 

7. Employ valid and reliable research strategies. 

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

9. Model integrity, ethical leadership and effective management. 

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

11. Use technology to enhance productivity. 

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

Standards

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

01.0	Methods and strategies for using Florida Standards for grades 09-10 reading in Technical Subjects for student success in Business Ownership. 
02.0	Methods and strategies for using Florida Standards for grades 09-10 writing in Technical Subjects for student success in Business Ownership.
03.0	Methods and strategies for using Florida Standards for grades 09-10 Mathematical Practices in Technical Subjects for student success in Business Ownership.
04.0	Analyze changing role of entrepreneurship in the global marketplace.
05.0	Compare and contrast management theories.
06.0	Explain role of management in operation of an entrepreneurship.
07.0	List components of a business plan and explain how such a plan contributes to small business success.
08.0	Prepare an introduction for a business plan.
09.0	Prepare a self-analysis.
10.0	Prepare an analysis of the trading area.
11.0	Prepare a market segment analysis.
12.0	Prepare an analysis of potential location.
13.0	Prepare a description of proposed organization.
14.0	Prepare a description of proposed product/service.
15.0	Prepare a proposed pricing policy.
16.0	Prepare a marketing strategy.
17.0	Develop a financial plan for a small business.
18.0	Demonstrate uses of marketing related software.
19.0	Apply a career plan to entrepreneurship

2014 – 2015
Florida Department of Education
Student Performance Standards

Course Title: 	Business Ownership 
Course Number:  	8812000
Course Credit:	1

Course Description:

To prepare students as entrepreneurs, present entrepreneurship as a career path worthy of consideration, provide students with the skills needed to realistically evaluate their potential as a business owner, and develop the fundamental knowledge and skills necessary to start and operate a business.

Florida Standards	Correlation to CTE Program Standard #	
01.0	Methods and strategies for using Florida Standards for grades 09-10 reading in Technical Subjects for student success in Business Ownership .		
01.01	Key Ideas and Details		
01.01.1	Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.
LAFS.910.RST.1.1		
01.01.2	Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.
LAFS.910.RST.1.2		
01.01.3	Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.
LAFS.910.RST.1.3		
01.02	Craft and Structure		
01.02.1	Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
LAFS.910.RST.2.4		
01.02.2	Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).
LAFS.910.RST.2.5		
01.02.3	Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address.
LAFS.910.RST.2.6		
01.03	Integration of Knowledge and Ideas		
01.03.1	Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
LAFS.910.RST.3.7		
01.03.2	Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a scientific or technical problem.
LAFS.910.RST.3.8		
01.03.3	Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts.
LAFS.910.RST.3.9		
01.04	Range of Reading and Level of Text Complexity		
01.04.1	By the end of grade 9, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
01.04.2	By the end of grade 10, read and comprehend literature [informational texts, history/social studies texts, science/technical texts] at the high end of the grades 9–10 text complexity band independently and proficiently.
LAFS.910.RST.4.10		
02.0	Methods and strategies for using Florida Standards for grades 09-10 writing in Technical Subjects for student success in Business Ownership .		
02.01	Text Types and Purposes		
02.01.1	Write arguments focused on discipline-specific content.
LAFS.910.WHST.1.1		
02.01.2	Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.
LAFS.910.WHST.1.2		
02.01.3	Write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same results.
LAFS.910.WHST.1.3		
02.02	Production and Distribution of Writing		
02.02.1	Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
LAFS.910.WHST.2.4		
02.02.2	Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.
LAFS.910.WHST.2.5		
02.02.3	Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.
LAFS.910.WHST.2.6		
02.03	Research to Build and Present Knowledge		
02.03.1	Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
LAFS.910.WHST.3.7		
02.03.2	Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
LAFS.910.WHST.3.8		
02.03.3	Draw evidence from informational texts to support analysis, reflection, and research.
LAFS.910.WHST.3.9		
02.04	Range of Writing		
02.04.1	Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
LAFS.910.WHST.4.10		
03.0	Methods and strategies for using Florida Standards for grades 09-10 Mathematical Practices in Technical Subjects for student success in Business Ownership .		
03.01	Make sense of problems and persevere in solving them.
MAFS.K12.MP.1.1		
03.02	Reason abstractly and quantitatively.
MAFS.K12.MP.2.1		
03.03	Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.3.1		
03.04	Model with mathematics.
MAFS.K12.MP.4.1		
03.05	Use appropriate tools strategically.
MAFS.K12.MP.5.1		
03.06	Attend to precision.
MAFS.K12.MP.6.1		
03.07	Look for and make use of structure.
MAFS.K12.MP.7.1		
03.08	Look for and express regularity in repeated reasoning.
MAFS.K12.MP.8.1		

Abbreviations: 
FS-M/LA = Florida Standards for Math/Language Arts
NGSSS-Sci = Next Generation Sunshine State Standards for Science

Note:  This course is pending alignment in the following categories:  FS-M/LA and NGSSS-Sci.

CTE Standards and Benchmarks	FS-M/LA	NGSSS-Sci	
04.0	Analyze changing role of entrepreneurship in the global marketplace--The student will be able to:			
04.01	Evaluate importance of entrepreneurship to the American economy. 			
04.02	Analyze business trends created by changes in technology.			
04.03	Summarize factors that have led to increased interdependence within the global marketplace.  			
04.04	Analyze the impact of international law on sales transactions.  			
05.0	Compare and contrast management theories--The student will be able to:			
05.01	Identify motivational theories that impact management (e.g., Maslow, Herzberg).  			
05.02	Identify an appropriate motivational strategy after determining the wants, needs, and motives of a particular audience.  			
05.03	Discuss reward and punishment theories as they relate to the business setting.  			
05.04	Compare and contrast Theory X, Theory Y, and Theory Z. 			
05.05	Define and discuss the impact of Total Quality Management (TQM) in the global marketplace. 			
06.0	Explain role of management in operation of an enterprise--The student will be able to:			
06.01	Evaluate possibility of and procedure for buying an existing business or franchise.  			
06.02	Analyze and explain the functions of management. 			
06.03	Prepare an organization chart and explain its importance.			
06.04	Discuss various aspects of supervising employees.			
06.05	Interpret the term “control” and explain its importance in operating a business.  			
06.06	Analyze the relationship of government (federal, state, and local) to a small business.  			
06.07	Provide examples of regulations that affect a small business.  			
06.08	Prepare calculations for various types of taxes levied on a small business.  			
06.09	Compare sources of technical assistance for the small business owner.  			
07.0	List components of a business plan and explain how such a plan contributes to small business success--The student will be able to:			
07.01	Describe components of a business plan (e.g., Executive Summary, Introduction, Analysis of Business Situation, Planned Operation, and Planned Financing). 			
07.02	Analyze importance of a business plan in developing a business idea and evaluating success. 			
07.03	Select data/graphics, maps, and diagrams to be included in the business plan.  			
07.04	Utilize current technology for research and communication in developing the business plan (Internet, World Wide Web).  			
08.0	Prepare an introduction for a business plan--The student will be able to:			
08.01	Identify and describe type of business.  			
08.02	Analyze how current or changing economic situation has created an unfulfilled consumer demand for business. 			
08.03	Create a business philosophy stating how business is to be run and attitude toward customers, employees, and competitors			
08.04	Compose a description of product/service and advantages and benefits product/service will provide for customers. 			
08.05	Substantiate why the business will be successful.  			
09.0	Prepare a self-analysis--The student will be able to:			
09.01	Describe personal education, training, strengths, and weaknesses relevant to operation of business.  			
09.02	Outline personal development in field of business including obtaining special licenses and/or skills.  			
09.03	Describe personality traits and work habits relevant to operation of the business.  			
10.0	Prepare an analysis of the trading area--The student will be able to:			
10.01	Analyze trading area with respect to geographic, demographic, and economic data.  			
10.02	Assess competition and affect of seasonal fluctuations.  			
10.03	Analyze projected growth of trading area			
11.0	Prepare a market segment analysis--The student will be able to:			
11.01	Analyze target market by geographic, demographics, lifestyle, and product benefits.  			
11.02	Explain importance of market segmentation.  			
11.03	Describe customer buying behavior related to proposed business.  			
11.04	Profile potential customers.   			
12.0	Prepare an analysis of potential location--The student will be able to:			
12.01	Evaluate availability, cost, traffic patterns, accessibility, and proximity to competition of appropriate business location.  			
12.02	Research cultural, income, vocation, age, and mobility characteristics of inhabitants of potential location.  			
12.03	Describe market trends affecting potential location.  			
12.04	Determine advantages and disadvantages of different types of business locations.  			
12.05	Determine steps involved in selecting a specific business site.  			
13.0	Prepare a description of proposed organization--The student will be able to:			
13.01	Determine type of ownership best suited to business situation.  			
13.02	Identify steps in starting to form business.  			
13.03	Outline steps in hiring of employees.  			
13.04	Prepare an organization chart.  			
13.05	Compose job descriptions of identified positions. 			
14.0	Prepare a description of proposed product/service--The student will be able to:			
14.01	Summarize details of product(s)/service(s) to be offered.			
14.02	Identify potential suppliers/manufacturers.  			
14.03	Develop an inventory policy, if applicable.  			
14.04	Identify supplies necessary for operation of the business. 			
14.05	Compose and develop a customer profile.  			
14.06	Evaluate importance of determining a product policy. 			
15.0	Prepare a proposed pricing policy--The student will be able to:			
15.01	Identify costs and proposed markups.  			
15.02	Explain relationship to competitors.  			
15.03	Evaluate importance of determining a price line			
15.04	Determine how to compute profit margin.   			
15.05	Identify pricing incentive options.  			
15.06	Describe pricing strategy choices.  			
16.0	Prepare a marketing strategy--The student will be able to:			
16.01	Determine and describe appropriate store image.  			
16.02	Select a promotional mix for the business.			
16.03	Establish promotional objectives for the business.			
16.04	Identify methods of promotion to be used by comparing and contrasting costs versus benefits.   			
16.05	Develop an advertising plan identifying types and costs of media to be used.  			
16.06	Develop a promotional plan including sales promotion			
16.07	Develop ideas for obtaining publicity for the business.			
16.08	Write a press release.  			
16.09	Plan a web site for the business.  			
16.10	Identify the role of customer service.			
17.0	Develop a financial plan for a small business--The student will be able to:			
17.01	Estimate dollar amount needed to open a business.  			
17.02	Compare available funding sources, identifying amount of personal financial commitment.  			
17.03	Complete a loan application.  			
17.04	Prepare plan to repay borrowed funds or provide return on investment to equity funds.  			
17.05	Project monthly and annual business income for the first year of operation. 			
17.06	Estimate monthly and annual cash flow for the first year of operation.  			
17.07	Calculate sales volume required for first year of operation to be profitable.  			
17.08	Prepare a statement of opening assets, liabilities, and net worth (balance sheet).			
17.09	Prepare a cash flow projection for simulated business.  			
17.10	Prepare a five-year financial plan.  			
17.11	Develop summary of key points for supporting financial requests. 			
18.0	Demonstrate uses of marketing related software--The student will be able to:			
18.01	Perform data entry procedures.  			
18.02	Perform merchandising math data entry procedures (e.g., stock turnover, markup, markdown, open to buy, pricing, invoicing).  			
18.03	Perform marketing spreadsheet data entry and output procedures.  			
18.04	Analyze a marketing spreadsheet in a decision-making situation. 			
18.05	Design and prepare an advertising brochure.  			
18.06	Discuss the importance of e-mail, fax, and an on-line service to a small business.  			
19.0	Apply a career plan to entrepreneurship--The student will be able to:			
19.01	Develop a plan for pursuing a career as an entrepreneur including training and educational requirements, needed skills and abilities, and steps for reaching career goal.  .			
19.02	Demonstrate specific technology applications related to career plan.  			
19.03	Develop forms of documentation for inclusion in a career portfolio, i.e., Entrepreneurship Written Event (see DECA Guide). 			

Additional Information

Laboratory Activities

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

Special Notes

The occupational standards and benchmarks outlined in this secondary program correlate to the standards and benchmarks of the postsecondary program with the same Classification of Instructional Programs (CIP) number.

Career and Technical Student Organization (CTSO)

DECA- is the appropriate career and technical student organization for providing leadership training and reinforcing specific career and technical skills.  Career and Technical Student Organizations provide activities for students as an integral part of the instruction offered.  The activities of such organizations are defined as part of the curriculum in accordance with Rule 6A-6.065, F.A.C.

Cooperative Training – OJT

On-the-job training is appropriate but not required for this program.  Whenever offered, the rules, guidelines, and requirements specified in the OJT framework apply. 

Accommodations

Federal and state legislation requires the provision of accommodations for students with disabilities as identified on the secondary student’s Individual Educational Plan (IEP) or 504 plan or postsecondary student’s accommodations’ plan to meet individual needs and ensure equal access.  Postsecondary students with disabilities must self-identify, present documentation, request accommodations if needed, and develop a plan with their counselor and/or instructors.  Accommodations received in postsecondary education may differ from those received in secondary education.  Accommodations change the way the student is instructed.  Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology and special communication systems.  Documentation of the accommodations requested and provided should be maintained in a confidential file.

In addition to accommodations, some secondary students with disabilities (students with an IEP served in Exceptional Student Education (ESE)) will need modifications to meet their needs.  Modifications change the outcomes or what the student is expected to learn, e.g., modifying the curriculum of a secondary career and technical education course.  Note: postsecondary curriculum and regulated secondary programs cannot be modified.

Some secondary students with disabilities (ESE) may need additional time (i.e., longer than the regular school year), to master the student performance standards associated with a regular Occupational Completion Point (OCP) or a Modified Occupational Completion Point (MOCP).  If needed, a student may enroll in the same career and technical course more than once.  Documentation should be included in the IEP that clearly indicates that it is anticipated that the student may need an additional year to complete an OCP/MOCP.  The student should work on different competencies and new applications of competencies each year toward completion of the OCP/MOCP.  After achieving the competencies identified for the year, the student earns credit for the course.  It is important to ensure that credits earned by students are reported accurately.  The district’s information system must be designed to accept multiple credits for the same course number for eligible students with disabilities.

Articulation

For details on articulation agreements which correlate to programs and industry certifications refer to http://www.fldoe.org/workforce/dwdframe/artic_frame.asp.

Bright Futures/Gold Seal Scholarship

Course substitutions as defined in the Comprehensive Course Table for this program area may be used to qualify a student for Florida’s Gold Seal Vocational Scholarship, providing all other eligibility requirements are met.  Eligibility requirements are available online at https://www.osfaffelp.org/bfiehs/fnbpcm02_CCTMain.aspx. 

Fine Arts/Practical Arts Credit

Many courses in CTE programs meet the Fine Arts/Practical Arts credit for high school graduation (http://www.fldoe.org/articulation/CCD/files/pacourses1314.pdf).  A listing of approved CTE courses is published each year as a supplemental resource to the Course Code Directory (http://www.fldoe.org/articulation/CCD/default.asp).