2014 – 2015
Florida Department of Education
Curriculum Framework 

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

PSAV	
Program Number	M618020 	
CIP Number	0252070101	
Grade Level	30, 31	
Standard Length	150 hours	
Teacher Certification	RETAILING @7 7G
BUS ED 1 
MKTG 1
WHOLESAL 7 G
MKTG MGMT @7 7G	
CTSO	Collegiate 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 	
Basic Skills Level	Mathematics:	N/A
Language:	N/A
  Reading:	        N/A	

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.

This program is comprised of courses which have been assigned course numbers in the SCNS (Statewide Course Numbering System) in accordance with Section 1007.24 (1), F.S.  Career and Technical credit shall be awarded to the student on a transcript in accordance with Section 1001.44(3)(b), F.S.

The following table illustrates the post-secondary program structure:

OCP	Course Number	Course Title	Length	SOC Code	
A	MKA0092	Business Owner 	150 hours	11-1021	

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	Analyze changing role of entrepreneurship in the global marketplace.
02.0	Compare and contrast management theories.
03.0	Explain role of management in operation of an entrepreneurship.
04.0	List components of a business plan and explain how such a plan contributes to small business success.
05.0	Prepare an introduction for a business plan.
06.0	Prepare a self-analysis.
07.0	Prepare an analysis of the trading area.
08.0	Prepare a market segment analysis.
09.0	Prepare an analysis of potential location.
10.0	Prepare a description of proposed organization.
11.0	Prepare a description of proposed product/service.
12.0	Prepare a proposed pricing policy.
13.0	Prepare a marketing strategy.
14.0	Develop a financial plan for a small business.
15.0	Demonstrate uses of marketing related software.
16.0	Apply a career plan to entrepreneurship

17.0	

2014 – 2015
Florida Department of Education
Student Performance Standards

Program Title:	Business Ownership
PSAV Number:	M618020

Course Number:  MKA0092
Occupational Completion Point:  A 
Business Owner – 150 Hours – SOC Code 11-1021	
01.0	Analyze changing role of entrepreneurship in the global marketplace--The student will be able to:	
01.01	Evaluate importance of entrepreneurship to the American economy. 	
01.02	Analyze business trends created by changes in technology. 	
01.03	Summarize factors that have led to increased interdependence within the global marketplace. 	
01.04	Analyze the impact of international law on sales transactions. 	
02.0	Compare and contrast management theories--The student will be able to:	
02.01	Identify motivational theories that impact management (e.g., Maslow, Herzberg). 	
02.02	Identify an appropriate motivational strategy after determining the wants, needs, and motives of a particular audience. 	
02.03	Discuss reward and punishment theories as they relate to the business setting. 	
02.04	Compare and contrast Theory X, Theory Y, and Theory Z. 	
02.05	Define and discuss the impact of Total Quality Management (TQM) in the global marketplace. 	
03.0	Explain role of management in operation of an enterprise--The student will be able to:	
03.01	Evaluate possibility of and procedure for buying an existing business or franchise. 	
03.02	Analyze and explain the functions of management. 	
03.03	Prepare an organization chart and explain its importance.  	
03.04	Discuss various aspects of supervising employees. 	
03.05	Interpret the term “control” and explain its importance in operating a business. 	
03.06	Analyze the relationship of government (federal, state, and local) to a small business. 	
03.07	Provide examples of regulations that affect a small business. 	
03.08	Prepare calculations for various types of taxes levied on a small business. 	
03.09	Compare sources of technical assistance for the small business owner. 	
04.0	List components of a business plan and explain how such a plan contributes to small business success--The student will be able to:	
04.01	Describe components of a business plan (e.g., Executive Summary, Introduction, Analysis of Business Situation, Planned Operation, and Planned Financing). 	
04.02	Analyze importance of a business plan in developing a business idea and evaluating success. 	
04.03	Select data/graphics, maps, and diagrams to be included in the business plan. 	
04.04	Utilize current technology for research and communication in developing the business plan (Internet, World Wide Web). 	
05.0	Prepare an introduction for a business plan--The student will be able to:	
05.01	Identify and describe type of business. 	
05.02	Analyze how current or changing economic situation has created an unfulfilled consumer demand for business. 	
05.03	Create a business philosophy stating how business is to be run and attitude toward customers, employees, and competitors. 	
05.04	Compose a description of product/service and advantages and benefits product/service will provide for customers. 	
05.05	Substantiate why the business will be successful. 	
06.0	Prepare a self-analysis--The student will be able to:	
06.01	Describe personal education, training, strengths, and weaknesses relevant to operation of business. 	
06.02	Outline personal development in field of business including obtaining special licenses and/or skills. 	
06.03	Describe personality traits and work habits relevant to operation of the business. 	
07.0	Prepare an analysis of the trading area--The student will be able to:	
07.01	Analyze trading area with respect to geographic, demographic, and economic data. 	
07.02	Assess competition and affect of seasonal fluctuations. 	
07.03	Analyze projected growth of trading area. 	
08.0	Prepare a market segment analysis--The student will be able to:	
08.01	Analyze target market by geographic, demographics, lifestyle, and product benefits. 	
08.02	Explain importance of market segmentation. 	
08.03	Describe customer buying behavior related to proposed business. 	
08.04	Profile potential customers. 	
09.0	Prepare an analysis of potential location--The student will be able to:	
09.01	Evaluate availability, cost, traffic patterns, accessibility, and proximity to competition of appropriate business location. 	
09.02	Research cultural, income, vocation, age, and mobility characteristics of inhabitants of potential location. 	
09.03	Describe market trends affecting potential location. 	
09.04	Determine advantages and disadvantages of different types of business locations. 	
09.05	Determine steps involved in selecting a specific business site. 	
10.0	Prepare a description of proposed organization--The student will be able to:	
10.01	Determine type of ownership best suited to business situation. 	
10.02	Identify steps in starting to form business. 	
10.03	Outline steps in hiring of employees. 	
10.04	Prepare an organization chart. 	
10.05	Compose job descriptions of identified positions. 	
11.0	Prepare a description of proposed product/service--The student will be able to:	
11.01	Summarize details of product(s)/service(s) to be offered. 	
11.02	Identify potential suppliers/manufacturers. 	
11.03	Develop an inventory policy, if applicable. 	
11.04	Identify supplies necessary for operation of the business. 	
11.05	Compose and develop a customer profile. 	
11.06	Evaluate importance of determining a product policy. 	
12.0	Prepare a proposed pricing policy--The student will be able to:	
12.01	Identify costs and proposed markups. 	
12.02	Explain relationship to competitors. 	
12.03	Evaluate importance of determining a price line. 	
12.04	Describe profit margin. 	
12.05	Determine how to compute profit margin. 	
12.06	Identify pricing incentive options. 	
12.07	Describe pricing strategy choices. 	
13.0	Prepare a marketing strategy--The student will be able to:	
13.01	Determine and describe appropriate store image. 	
13.02	Select a promotional mix for the business.	
13.03	Establish promotional objectives for the business. 	
13.04	Identify methods of promotion to be used by comparing and contrasting costs versus benefits. 	
13.05	Develop an advertising plan identifying types and costs of media to be used. 	
13.06	Develop a promotional plan including sales promotion. 	
13.07	Develop ideas for obtaining publicity for the business. 	
13.08	Write a press release. 	
13.09	Plan a web site for the business. 	
13.10	Identify the role of customer service. 	
14.0	Develop a financial plan for a small business--The student will be able to:	
14.01	Estimate dollar amount needed to open a business. 	
14.02	Compare available funding sources, identifying amount of personal financial commitment. 	
14.03	Complete a loan application. 	
14.04	Prepare plan to repay borrowed funds or provide return on investment to equity funds. 	
14.05	Project monthly and annual business income for the first year of operation. 	
14.06	Estimate monthly and annual cash flow for the first year of operation. 	
14.07	Calculate sales volume required for first year of operation to be profitable. 	
14.08	Prepare a statement of opening assets, liabilities, and net worth (balance sheet). 	
14.09	Prepare a cash flow projection for simulated business. 	
14.10	Prepare a five-year financial plan. 	
14.11	Develop summary of key points for supporting financial requests. 	
15.0	Demonstrate uses of marketing related software--The student will be able to:	
15.01	Perform data entry procedures. 	
15.02	Perform merchandising math data entry procedures (e.g., stock turnover, markup, markdown, open to buy, pricing, invoicing). 	
15.03	Perform marketing spreadsheet data entry and output procedures. 	
15.04	Analyze a marketing spreadsheet in a decision-making situation. 	
15.05	Design and prepare an advertising brochure. 	
15.06	Discuss the importance of e-mail, fax, and an on-line service to a small business. 	
16.0	Apply a career plan to entrepreneurship--The student will be able to:	
16.01	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. 	
16.02	Demonstrate specific technology applications related to career plan. 	
16.03	Develop forms of documentation for inclusion in a career portfolio, i.e., Entrepreneurship Written Event (see DECA Guide). 	

Additional Information

Laboratory Activities

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

Career and Technical Student Organization (CTSO)

Collegiate 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. 

Basic Skills (if applicable)

In PSAV programs offered for 450 hours or more, in accordance with Rule 6A-10.040, F.A.C., the minimum basic skills grade levels required for postsecondary adult career and technical students to complete this program are:  Mathematics n/a, Language n/a, and Reading n/a.  These grade level numbers correspond to a grade equivalent score obtained on a state designated basic skills examination.  

Adult students with disabilities, as defined in Section 1004.02(7), Florida Statutes, may be exempted from meeting the Basic Skills requirements (Rule 6A-10.040).  Students served in exceptional student education (except gifted) as defined in s. 1003.01(3)(a), F.S., may also be exempted from meeting the Basic Skills requirement.  Each school district and Florida College must adopt a policy addressing procedures for exempting eligible students with disabilities from the Basic Skills requirement as permitted in Section 1004.91(3), F.S.

Students who possess a college degree at the Associate of Applied Science level or higher; who have completed or are exempt from the college entry-level examination; or who have passed a state, national, or industry licensure exam are exempt from meeting the Basic Skills requirement (Rule 6A-10.040, F.A.C.)  Exemptions from state, national or industry licensure are limited to the certifications listed at http://www.fldoe.org/workforce/dwdframe/rtf/basicskills-License-exempt.rtf.  

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

This program has no statewide articulation agreement approved by the Florida State Board of Education.  However, this does not preclude the awarding of credits by any college through local agreements. 

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