2020 – 2021
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	
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 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.

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)

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

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	Compare and contrast management theories.
03.0	Explain the role of management in the operation of an enterprise.
04.0	List components of a business plan and explain how such a plan contributes to the success of a small business.
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 a potential location.
10.0	Prepare a description of proposed organization.
11.0	Prepare a description of proposed products/services.
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 the uses of marketing-related software.
16.0	Apply a career plan to entrepreneurship.

2020 – 2021
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 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	Evaluate the importance of entrepreneurship to the American economy; identify and research famous entrepreneurs. 	
01.02	Analyze business trends created by changes in technology. 	
01.03	Examine the innovations and inventions throughout history that created businesses.	
01.04	Summarize factors that have led to increased interdependence within the global marketplace. 	
01.05	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	Define and discuss the impact of Total Quality Management (TQM) on the global marketplace. 	
03.0	Explain the role of management in the operation of an enterprise – the student will be able to:	
03.01	Analyze and explain the functions of management. 	
03.02	Prepare an organizational chart and explain its importance.  	
03.03	Interpret the term control and explain its importance in operating a business.	
03.04	Discuss various aspects of supervising employees and the role of employees in the workplace. 	
03.05	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).	
03.06	Provide examples of regulations that affect small and large businesses.	
03.07	Identify the various types of taxes levied on a small business. 	
03.08	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 the success of a small business – the student will be able to:	
04.01	Describe the components of a business plan (e.g., Executive Summary, Introduction, Analysis of Business Situation, Planned Operation, Planned Financing). 	
04.02	Analyze the importance of a business plan in developing a business idea and evaluating success. 	
04.03	Select data, graphics, maps, and diagrams to include in a business plan. 	
04.04	Utilize current technology for research and communication in the development of a business plan. 	
04.05	Evaluate the possibility of and procedures for buying an existing business or franchise.	
05.0	Prepare an introduction for a business plan – the student will be able to:	
05.01	Identify and describe the type of business. 	
05.02	Analyze how current or changing economic situations create an unfulfilled consumer demand for the business. 	
05.03	Evaluate various corporate mission statements and develop an individualized mission statement for the selected business. 	
05.04	Compose a description of the product/service and advantages and benefits the product/service will provide customers. 	
05.05	Substantiate why the business will be successful. 	
05.06	Identify three business failures and evaluate the causes of each failure.	
06.0	Prepare a self-analysis – the student will be able to:	
06.01	Describe personal education, training, strengths, and weaknesses relevant to the operation of a business. 	
06.02	Develop a timeline for the personal development required for a specific field of business; outline the steps needed to acquire skills and obtain licensure.  	
06.03	Describe personality traits and work habits relevant to the operation of a business; compare to the individual’s traits and habits. 	
07.0	Prepare an analysis of the trading area – the student will be able to:	
07.01	Analyze the trading area with respect to geographic, demographic, and economic data by utilizing Internet-based resources (e.g., www.census.gov).  	
07.02	Assess the competition and the effects of seasonal fluctuations. 	
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 – 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 organization – the student will be able to:	
10.01	Determine the type of ownership best suited to the business situation. 	
10.02	Identify the steps required to form a business. 	
10.03	Outline steps for the hiring of employees. 	
10.04	Prepare an organizational chart. 	
10.05	Compose job descriptions for the identified positions. 	
11.0	Prepare a description of proposed products/services – the student will be able to:	
11.01	Summarize the features, benefits, and advantages of the products and services to be offered. 	
11.02	Identify potential suppliers and/or manufacturers for the business’s inventory and the operation of the business. 	
11.03	Develop an inventory policy, if applicable. 	
12.0	Prepare a proposed pricing policy – the student will be able to:	
12.01	Identify the elements of a pricing policy and the reasons for developing a pricing policy. 	
12.02	Explain the relationship to one’s competitors. 	
12.03	Understand all aspects of pricing and the impact of pricing on the bottom line of a business. 	
12.04	Identify pricing incentive options.	
12.05	Describe pricing strategy decisions.	
12.06	Define and describe profit margin. 	
12.07	Determine how to compute profit margin. 	
13.0	Prepare a marketing strategy – the student will be able to:	
13.01	Determine and describe an 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	Explore various advertising mediums and the costs associated with each type. 	
13.06	Develop a promotional plan and include sales promotion. 	
13.07	Develop ideas for obtaining publicity for the business. 	
13.08	Write a press release. 	
13.09	Find three websites within the specific industry and compare/contrast the elements of the site that are effective.	
13.10	Plan a website for the business. 	
13.11	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 the dollar amount required to open a business. 	
14.02	Compare available funding sources; identify the amount of personal financial commitment necessary to open a business.	
14.03	Use a financial calculator to determine the loan payment and amortization of a business loan. 	
14.04	Prepare a 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 the 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 the simulated business. 	
14.10	Prepare a five-year financial plan. 	
14.11	Develop a summary of key points for supporting financial requests. 	
15.0	Demonstrate the 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	Analyze a marketing spreadsheet in a decision-making situation. 	
15.04	Design and prepare an advertising brochure. 	
15.05	Discuss the importance of email, fax, scanning/sending operations, and online services 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; include training and educational requirements, skills and abilities, and steps for reaching career goals. 	
16.02	Demonstrate specific technology applications related to a career plan. 	
16.03	Develop forms of documentation for inclusion in a career portfolio. 	

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.

MyCareerShines is an interactive resource to assist students in identifying their ideal career and to enhance preparation for employment. Teachers are encouraged to integrate this resource into the program curriculum to meet the employability goals for each student.  Access MyCareerShines by visiting: www.mycareershines.org.

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