2022 – 2023
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	
Standard Length	1 credit	
Teacher Certification	Refer to the Program Structure section.	
CTSO	DECA, FBLA-PBL, BPA	
SOC Codes (all applicable) 	11-1021 – General and Operations Managers	
CTE Program Resources 	http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml	

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. 

The purpose of this program is to prepare students for careers as entrepreneurs, present entrepreneurship as a career path worthy of consideration, provide students with the skills needed to realistically evaluate their potential as business owners and to develop the fundamental knowledge and skills necessary to start and operate a business.

The content includes, but is not limited to, 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 totaling one credit.

To teach the course listed below, instructors must hold at least one of the teacher certifications indicated for that course.

The following table illustrates the secondary program structure:

Course Number	Course Title	Teacher Certification	Length	SOC Code	Level	Graduation Requirement	
8812000	Business Ownership	ADVR PROM 7G
BUS ED 1 
MKTG 1
MKTG MGMT 7G
RETAILING @7 7G
TC COOP ED @7
VOE @7	1 credit	11-1021	3	PA	
(Graduation Requirement Abbreviations- EQ= Equally Rigorous Science, PA= Practical Arts, EC= Economics)

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 the changing role of entrepreneurship in the global marketplace.
02.0	Prepare a self-analysis.
03.0	Analyze how to build a competitive advantage by testing opportunities and evaluating management theories, models and tools.
04.0	Explain the role of management in the operation of an enterprise.
05.0	Determine business plan development steps and procedures.
06.0	Prepare a business and financial plan for a business.
07.0	Prepare a description of a proposed business organization.
08.0	Prepare a market segment analysis.
09.0	Prepare an analysis of a potential location and channels of distribution.
10.0	Prepare a description of proposed products/services.
11.0	Prepare a proposed pricing policy.
12.0	Prepare a marketing strategy.
13.0	Demonstrate the uses of business related software.
14.0	Apply a career plan to entrepreneurship.

2022 – 2023
Florida Department of Education
Student Performance Standards

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

Course Description:

The purpose of this course is to prepare students for careers as entrepreneurs, present entrepreneurship as a career path worthy of consideration, provide students with the skills needed to realistically evaluate their potential as business owners and to develop the fundamental knowledge and skills necessary to start and operate a business.

CTE Standards and Benchmarks	
01.0	Analyze the changing role of entrepreneurship in the global marketplace – the student will be able to:	
01.01	Define entrepreneurship and discuss its characteristics.	
01.02	Examine the innovations and inventions throughout history that created businesses.	
01.03	Analyze business trends created by changes in technology (e.g. on-demand economy shift, e-commerce and social commerce dominance, future of business trends, etc.). 	
01.04	Evaluate the importance of entrepreneurship to the American economy; identify and research famous entrepreneurs.	
01.05	Summarize factors that have led to increased interdependence within the global marketplace. 	
01.06	Research the tools, resources and various methods available to start a new business such as journals, search engines, Small Business Administration, Better Business Bureau, government websites, other websites, etc.	
02.0	Prepare a self-analysis – the student will be able to:	
02.01	Describe personal education, training, strengths and weaknesses relevant to the operation of a business and optionally, incorporate an emotional Intelligence exercise.	
02.02	Develop a timeline for the personal development required for a specific field of business; outline the steps needed to acquire skills and obtain licensure.  	
02.03	Describe personality traits and work habits relevant to the operation of a business; compare to the individual’s traits and habits.	
03.0	Analyze how to build a competitive advantage by testing opportunities and evaluating management theories, models and tools– the student will be able to:	
03.01	Define and discuss the SWOT (Strength, Weakness Opportunities & Threats), TOWS (Threats, Opportunities, Weakness & Strength) and PESTLE (Political, Economic, Sociological, Technological, Legal & Environmental) analytical models.	
03.02	Utilize Porter’s 5 Forces on a mock business. (Optional)	
04.0	Explain the role of management in the operation of an enterprise – the student will be able to:	
04.01	Analyze and explain the functions of management. 	
04.02	Prepare an organizational chart and explain its importance.  	
04.03	Discuss various aspects of supervising employees and the role of employees in the workplace. 	
04.04	Analyze the relationship of government entities (federal, state, local) to small and large businesses; note the differences in certain laws (e.g. Family and Medical Leave Act); expand on the importance of Human Resources. (Optional)	
04.05	Discuss business ethics and regulations impact on small and large businesses.	
04.06	Identify the various types of taxes levied on a small business. 	
04.07	Compare sources of management information systems for the small business owner. 	
04.08	Analyze and determine possible employee work environments (remote, in-person, hybrid, etc.) to maximize employee retention and productivity.	
04.09	Determine how to find the best possible employees using various website, recruiting firms or other means.	
05.0	Determine business plan development steps and procedures– the student will be able to:	
05.01	Define the five common forms of businesses.	
05.02	Describe the components of a business plan (e.g. Executive Summary, Introduction, Analysis of Business Situation, Planned Operation, Planned Financing). 	
05.03	Analyze the importance of a business plan in developing a business idea and evaluating success. 	
05.04	Select data, graphics, maps and diagrams to include in a business plan. 	
05.05	Evaluate the possibility of and procedures for buying an existing business or franchise.	
06.0	Prepare a business and financial plan for a business – the student will be able to:	
06.01	Identify and justify the type of business being proposed.	
06.02	Analyze how current or changing economic situations create an unfulfilled consumer demand for the proposed business. 	
06.03	Evaluate various corporate vision and mission statements and develop individualized vision and mission statements for the selected business. 	
06.04	Compose a description of the product/service and advantages and benefits the product/service will provide customers. 	
06.05	Substantiate why the business will be successful. 	
06.06	Identify three business failures, evaluate the causes of each failure and describe how to avoid those failures in your business.	
06.07	Estimate the start-up costs required to open a business.	
06.08	Compare available funding sources; identify the amount of personal financial commitment necessary to open a business.	
06.09	Use a financial calculator to determine the loan payment and amortization of a business loan.	
06.10	Prepare a plan to repay borrowed funds or provide return on investment to equity funds.	
06.11	Project monthly and annual business income for the first year of operation.	
06.12	Estimate monthly and annual cash flow projections for the first year of operation.	
06.13	Calculate sales volume required for the first year of operation to be profitable.	
06.14	Prepare a statement of opening assets, liabilities and net worth (balance sheet). (Optional)	
06.15	Prepare a five-year financial plan.	
06.16	Develop a summary of key points for supporting financial requests.	
06.17	Develop alternative payment options such as credit, contactless payments, cryptocurrency, etc.	
06.18	Explain the importance of personal finance with regards to financing (e.g. credit score, asset/debt ratio, etc.). (Optional)	
07.0	Prepare a description of a proposed business organization – the student will be able to:	
07.01	Determine the form of ownership best suited to for the proposed business.	
07.02	Identify the steps required to establish various types of businesses (e.g. licenses, special permits, bank accounts, etc.).	
07.03	Outline steps for the hiring of employees.	
07.04	Prepare an organizational chart.	
07.05	Compose job descriptions and determine employee benefits for the identified positions.	
07.06	Perform a risk management analysis and determine employee benefits.	
08.0	Prepare a market segment analysis – the student will be able to:	
08.01	Analyze the target market by geographical area, demographics, lifestyles and product benefits. 	
08.02	Explain the importance of market segmentation. 	
08.03	Describe customer buying behavior related to the proposed business. 	
08.04	Analyze the customer base relative to local market demographics. 	
09.0	Prepare an analysis of a potential location and channels of distribution – the student will be able to:	
09.01	Evaluate the availability, costs, traffic patterns, accessibility and proximity to competition of an appropriate business location. 	
09.02	Research cultural, financial, vocational, age and mobility characteristics of the inhabitants of the potential location. 	
09.03	Determine advantages and disadvantages of different types of business locations. 	
09.04	Understand different types of commercial leases and practice the calculations needed to establish rent.	
09.05	Determine the steps involved in selecting a specific business site. 	
10.0	Prepare a description of proposed products/services – the student will be able to:	
10.01	Summarize the features, benefits and advantages of the products and services to be offered. 	
10.02	Identify potential suppliers and/or manufacturers for the business’s inventory and the operation of the business. 	
10.03	Develop an inventory policy, if applicable. 	
10.04	Develop a plan for virtual services for the business. (Optional)	
11.0	Prepare a proposed pricing policy – the student will be able to:	
11.01	Identify the elements and reasons for developing of a pricing strategy and how it effects the profitability and sustainability of a business.	
11.02	Identify pricing incentive options.	
11.03	Define and compute profit margin. 	
11.04	Determine the economics of one unit and the break-even point.	
12.0	Prepare a marketing strategy – the student will be able to:	
12.01	Determine and describe an appropriate business and product branding image. (Optional). 	
12.02	Select a promotional mix for the business.	
12.03	Establish promotional objectives for the business. 	
12.04	Design and prepare an advertising brochure.	
12.05	Identify methods of promotion to be used by comparing and contrasting costs versus benefits. 	
12.06	Explore various advertising mediums and the costs associated with each type. 	
12.07	Develop a promotional plan that includes digital marketing and sales promotions.	
12.08	Develop ideas for obtaining publicity for the business. 	
12.09	Determine the best publications to use and write a press release. 	
12.10	Analyze advertising trends by looking at all forms of marketing media and determine their effectiveness.	
12.11	Identify the role of customer service (e.g. surveying, feedback, customer retention, etc.). 	
12.12	Introduce personalized omnichannel and multichannel experiences.	
13.0	Demonstrate the uses of business related software – the student will be able to:	
13.01	Perform data entry procedures. 	
13.02	Perform merchandising math data entry procedures (e.g. stock turnover, markup, markdown, open to buy, pricing, invoicing). 	
13.03	Analyze a marketing spreadsheet in a decision-making situation. 	
13.04	Discuss the importance of all forms of online media services to a small business. 	
13.05	Analyze various software options for business operations (e.g. search engines, business software, web services, market searches, etc.).	
14.0	Apply a career plan to entrepreneurship – the student will be able to:	
14.01	Develop a plan for pursuing a career as an entrepreneur; include training and educational requirements, skills and abilities and steps for reaching career goals. 	
14.02	Demonstrate specific technology applications related to a career plan. 	
14.03	Develop forms of documentation for inclusion in a career portfolio, including a resume.	
14.04	Plan for continuous development of skills, keeping licenses current and any other requirements needed to keep business profitable.	
Additional Information

Laboratory Activities

Laboratory investigations that include scientific inquiry, research, measurement, problem solving, emerging technologies, tools and equipment, as well as, experimental, quality and safety procedures are an integral part of this career and technical program/course. Laboratory investigations benefit all students by developing an understanding of the complexity and ambiguity of empirical work, as well as the skills required to manage, operate, calibrate and troubleshoot equipment/tools used to make observations. Students understand measurement error; and have the skills to aggregate, interpret and present the resulting data. Equipment and supplies should be provided to enhance hands-on experiences for students.

Academic Alignment

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

Florida Standards for English Language Development (ELD)

English language learners communicate for social and instructional purposes within the school setting. ELD.K12.SI.1.1 

English Language Development (ELD) Standards Special Notes:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting.   For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: http://www.cpalms.org/uploads/docs/standards/eld/SI.pdf.
For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition at sala@fldoe.org.

Special Notes

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 and FBLA-PBL (Future Business Leaders of America-Phi Beta Lambda) are the intercurricular career and technical student organization(s) 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.  

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. Accommodations change the way the student is instructed. Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology and special communication systems. Documentation of the accommodations requested and provided should be maintained in a confidential file.

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

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

Additional Resources

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