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Lorain County JVS15181 State Route 58Oberlin, Ohio 44074

440-774-1051May 2012

Career Based Intervention

Course of Study9th-10th Grade

Course of StudyFor

Lorain County Joint Vocational SchoolCareer Based Intervention Programs

Developed by: Mr. Mathias L. Hauck

Career Based Intervention Coordinator

Lorain County Joint Vocational School

Oberlin, OH

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Acknowledgments

Lorain County Joint Vocational SchoolCareer Based Intervention

Sincere appreciation goes to the following school district individuals for their support and cooperation in preparing this course of study:

Mr. John Nolan, Superintendent, Lorain County JVSMrs. Jill Petitti, Principal, Lorain County JVSMr. Charlie Warthling, Program Supervisor, Lorain County JVSMs. Valerie Watring, Curriculum Director, Lorain County JVSBoard Members:

Mr. Rex Engle, AmherstMr. Art Goforth, AvonMrs. P. Ohradzansky, Avon LakeDr. Richard Marcucci, ClearviewMs. Brenda Buchanan, ColumbiaMs. Kathryn Karpus, ElyriaMr. Dwayne Becker, FirelandsMs. Deborah Melda, KeystoneMr. Jim Barnhart, MidviewMs. Kelly McCarthy, N. RidgevilleMr. Barry Richard, OberlinMs. Sandra Jensen, SheffieldMrs. Sally Stewart, WellingtonMr. C. Thompson, Treasurer, LCJVS

Sincere appreciation goes to the following LCJVS CBI Coordinators for their suggestions and support in preparing this course of study:

Ms. Debra DohnerMr. Chris FrankMr. Jeffrey KeckMr. Mark KoviMr. John LengenMr. Charles Morgan

Mr. Greg MorganMr. Jeremy PethMr. Eric RobsonMr. Michael WalshMr. Jack Whaley

For their helpful suggestions and encouragement; Eric Landversicht, CBI Consultant, Ohio Department of Education; and Mrs. Kathy Truster, CBI Coordinator/State Board President, Butler Tech.

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Table of Contents

Career Based Intervention Programs

Approval of Board……………………………………………………...5

District Philosophy……………………………………………………..6

District Goals…………………………………………………………...7

Program Philosophy…………………………………………………….8

Program Goals…………………………………………………………..8

Program Description and Design………………………………………..9

LCJVS CBIP Overview…………………………………………….......12

Curriculum Map…………………………………………..…………….14

Succeeding in the World of Work Correlation………………………….15

Scope and Sequence…………………………………………………….34

Student Assessment Policy……………………………………………..48

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Statement of the Approval of the Board of EducationI have examined the course of study content submitted for the Career Based InterventionProgram and found it to be in satisfactory order, and therefore approve it.

_____________________________________ _______________________Charlie Warthling, Program Supervisor

_____________________________________ _______________________Valerie Watring, Curriculum Director

Resolution

WHEREAS, this Course of Study is based upon the Ohio Department of Education’s Career-Based Intervention Technical Content Standards and

WHEREAS, the Career Based Intervention Advisory Committee has reviewed these state competencies and added competencies to further address local academic and work based learning needs.

NOW, THEREFORE, BE IT RESOLVED, that The Board of Education of the Lorain County JVS District believes that this course of study meets the requirements of the Ohio Department of Education. We have reviewed its contents and approve of its use.

___________________________________Cory Thompson, Treasurer

________________________________Kathryn Karpus, Board President

___________________________________John Nolan, District Superintendent

___________________________________Approval date

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District Philosophy

The Board provides the Lorain County JVS with a skilled and responsible workforce made up of high school students pursuing initial employment, as well as adult students who are in need of training, retraining or advancement.

The Joint Vocational School sees itself as a facilitator and contributor to the overall growth of Lorain County. In serving that vision, we recognize our commitment to building internal communities of students, teachers, administrators and support personnel working together to create opportunities for lifelong learning.

To complement that vision, we are also committed to building external stakeholders consisting of parents, home-schools, businesses, industries and agencies working together to meet their ever-changing educational and economic needs.

To carry out our philosophy, we support a Joint Vocational School educational culture that provides quality job training, balanced with applied skills in communications, math, science, critical thinking and problem solving. In addressing a holistic concept of people, we also promote the development of positive self-worth, responsible actions, team cooperation and pride in workmanship.

By supporting these ideals, the Lorain County JVS encourages the growth of students and staff by providing an atmosphere that recognizes the concerns and needs of the individual, as well as providing the Lorain County economic community with individuals who are both qualified and well rounded.

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District Goals

1. Develop Mastery of Basic Skills - to promote the acquisition of basic comprehension, communication and computation skills to the greatest extent possible for each student. Every effort will be made to offer each student the opportunity to master the basic skills needed to pursue his/her chosen goals.

2. Gain Knowledge and Experience in Field of Study - to provide, on a continuing basis, the opportunity and encouragement for each student to gain knowledge and experience in their field of study to enter the workforce.

3. Develop a Positive Self-Image - to respond to each student's need to develop a positive self-image and cultivate within students the ability to determine, understand and examine their own capabilities, interests and goals

4. Develop Skills of Constructive and Critical Thinking and Problem Solving - to foster skills of constructive and critical thinking, in order to enable each student to deal effectively with situations and problems in an independent, self-fulfilling and responsible manner.

5. Develop Skills Appropriate to a Technological Society - to provide to each student knowledge necessary to function in a rapidly changing workplace.

6. Develop Respect for Others and the Law and Citizenship Responsibilities - to promote the development of students who are mature, responsible citizens with respect for the rights of others, the law and the privileges and responsibilities of citizens.

7. Gain Understanding of Value Systems, Cultures and Heritage - to provide for each student a knowledge and understanding of social skills, so that he/she is prepared to participate responsibly and successfully in an ever-changing society.

8. Gain Understanding of Economic Roles in Society - to help each student gain a critical understanding of his/her role as a producer and consumer of goods and services and of the principles involved in the production of goods and services.

9. Gain Knowledge and Understanding of the Environment - to develop within students respect for and appreciation of the maintenance, protection and improvement of the physical environment.

10. Develop Within the Community a Sense of Pride in Their Schools - to provide communication with the community, highlighting the strengths of the educational program and inviting the community to participate in school functions.

11. Continual Evaluation and Revision of Curriculum - to provide, through constant evaluation, curriculum that is pertinent to student needs and reflects community business and industry.

12. Develop work ethics that reflect the expectations of the Lorain County Community.

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Career Based Intervention Program Philosophy

All students have the ability to learn, to establish a career plan and carry out their career path to gain success in their lives. Career Based Intervention Programs are designed to assist students who possess barriers to career and academic success to establish a career path by using work based learning experiences and gaining competencies to achieve a successful path to career options and postsecondary training. CBI is based on the key principles of higher student expectations, studying the common curriculum of the school, provide authentic learning opportunities, have supportive structures, establishing a sense of belonging, exhibit continuous student academic improvement with proper identification and selection of students. Career Based Intervention instruction and intervention is to be delivered by a caring instructor in an atmosphere where the student gains a sense of belonging in an education environment. Coordinators need to establish support systems using the school administration and staff, the community and student family members to meet the needs of the student.

Career Based Intervention Goals

Career Based Intervention (CBI) programs help students with barriers to career and academic success improve academic competencies, graduate from high school, develop employability skills, implement a career plan, and participate in a career pathway in preparation for postsecondary education and careers.

CBI programs provide combined educational and work-based learning opportunities for students in grades 7 through 12 who demonstrate academic and/or social maturity difficulties in school. The number of years a student spends in a CBI program is determined locally by the program design and individual student needs. The following seven key principals are intended to guide CBI program design and delivery to best meet student needs. The key principals are: Higher Expectations, Common Curriculum, Authentic Learning, Supportive Structures, Sense of Belonging, Continuous Improvement, and Student Identification.

Academics

Career Based Intervention Related instruction must be based on the Core Integrated Technical and Academic Competencies (ITACs) with academic intervention and work- based learning. Academic credit classes must use established academic courses of study.Instruction of Core Integrated Technical and Academic Competencies, work based learning and academic intervention or academic credit instruction must be based on the key principals of Career Based Intervention.

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Career Based Intervention Program Description and Design

A. MissionTo raise expectations, build capacity, and improve results of Career Based Intervention Programs by expanding and integrating academic and work-based learning experiences for students with barriers to career and academic success.

B. DescriptionThe Career-Based Intervention (CBI) program is a Career-Technical Education Program designed for students ages 12-21 in grades 7-12 who are identified as disadvantaged (either academically or economically or both) or students with disabilities and who have barriers to achieving academic and career success. The program is to help students improve academic competence, graduate from high school, develop employability skills, implement a career plan and participate in a career pathway in preparation for postsecondary education and/or careers.

The CBI program provides a combination of educational and work-based learning opportunities for student success. The number of years a student spends in the CBI program is determined by the local program design and individual student needs. CBI programs are recommended to have a minimum of 15 and a maximum of 25 students per class and all CBI students must have scheduled related instruction. CBI program models can be single period which is referred to as Connections (or Career Connections) or programs may be multi period in which students have separately scheduled related instruction and work-based learning periods. Academic instruction (for credits) by the CBI instructor is not a program requirement but is recommended if the instructor is age and subject appropriately certified/licensed. All programs must provide academic intervention to assist the student with study skills, assist with academic progress and success and prepare for appropriate standardized testing.

The following key principals are based on seven of 10 High Schools That Work research-based key practices linked to student achievement and the integration of academic and career- technical skills and are intended to guide CBI program design and delivery to best meet student needs.

The seven key principles used as a guide for program designs are:Higher Expectations - Partnering with administrators, teachers, counselors, parents and community to support a belief system that all learners will achieve academic success, establish a career pathway and become contributing members of society.Common Curriculum - Engaging learners in the common curriculum of the school that provides opportunities for graduation and links with school district and state curriculum and performance expectations.Authentic Learning - Providing appropriate and effective instruction by meeting student needs through active learner engagement and relating subject matter to life and work.Supportive Structures - Achieving optimum conditions for learning through a student-teacher ratio that promotes effective interaction and instruction, physical location to develop psychological and social identity and instructional resources and technology to meet individual learner needs.Sense of Belonging - Providing activities and a classroom/community environment that lead to increased positive social interaction, citizenship practices and leadership development.Continuous Improvement - Monitoring and improving classroom achievement by using student assessment and program data in relation to the district's continuous improvement plan.Student Identification - In partnership with administrators, counselors, teachers and parents, selecting students who have barriers to career and academic success.

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C. StructureOhio Career Based Intervention (CBI) –The Model

CBI Definition: Work-based learning and academic intervention programs for students (ages 12-21) identified as disadvantaged and having barriers to career

and academic success

Historical Overview• Career Based Intervention (CBI) is a program that has served students

at risk of academic failure for more than 45 years. 1 CBI students receive a minimum of 118 hours of annual instruction (can be a multi-year program) and access a wide range of services tailored to their needs.

• Through CBI, students identified as disadvantaged (economic, academic or both) receive assistance in six areas: academic intervention; employability skills; career exploration;

implementation of a career plan; work-based learning (paid, unpaid or a combination of both); and participation in a career pathway with options for both further education and jobs.

• CBI programs adhere to seven key principles: Higher Expectations, Common Curriculum, Authentic Learning, Supportive Structures, Sense of Belonging, Continuous Improvement and Student Identification.The ModelThe Ohio Department of Education (ODE) has data indicating that disproportionately students are retained in Grade 9 and after to earn sufficient credit in one or more of the academic subjects of mathematics, science, English and social studies. CBI is a key strategy to help students progress to Grade 10, demonstrate proficiency on the Ohio Graduation Tests and gain access to the challenging coursework that prepares them for life after high school. The CBI program emphasizes:

1. Reaching students earlier –CBI is available to Grade 7 to 12 students and increasingly supports programs targeting middle-grade students as young as age 12 with the purpose of increasing their success in high school.

2. Teaming to support higher standards – CBI teachers are encouraged to build connections with the entire school community, including academic and technical instructors who have CBI students in their classes. This occurs both at the current grade level and with follow-up in subsequent grades so that students need no intervention. CBI Instructors also provide high-quality instruction aligned to the state’s academic content standards (technical content standards for Ohio’s 16 career fields).CBI keeps students from becoming disengaged and dropping out of school and provides students with opportunities for college and careers.

AccountabilityData related to the two key changes noted in the new CBI model include:

• In FY2008 (the 2007-2008 school year), 28,050 (unduplicated count) CBI students were served. Sixty percent of the CBI class of 2008 graduated.

• In FY2008, 8.8 percent of all CBI students were in Grades 7 and 8 – a 5.3 percent increase over two years.

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For more information, go to www.education.ohio.gov and search keyword CBI or contact:[email protected].

E. Program Design The following program designs are provided to assist in program planning to meet the required CBI components at LCJVS. Each CBI Teacher will follow a six period model that is approved by their satellite school and program supervisor. To maximize the benefit of the CBI program, each class will be structured for 24 students per instructional period.

Below are examples of approved CBI instruction.

Non-Academic Model1. Planning2. CBI Related 93. CBI Related 94. CBI Lab 95. LUNCH6. CBI Lab 97. CBI Related 108. CBI Related 10

Academic Model1. Planning2. CBI Related 93. CBI Academic 94. CBI Lab 95. LUNCH6. CBI Related 107. CBI Academic 108. CBI Lab 10

Elective Model1. Planning2. CBI Related 93. CBI Related 94. CBI Related 95. LUNCH6. CBI Related 107. CBI Related 108. CBI Related 10

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mailto:[email protected]

LCJVS CBI Program Overview

Topics included in class:-Self-Assessment-Exploring Careers-Finding a Job-Joining the Workforce-Professional Development-Life Skills-Lifelong Learning-Service Learning

Population to be ServedAll students that are in the 9th and 10th grades and are categorized as disadvantaged and interested in employment

Housing of the ProgramTaught in the classroom and implemented in the work force

Supervisor of the ProgramCBI Coordinator and Supervisor

Occupations Addressed by the ProgramPrepares students for entry-level positions in the world of workEntry into a LCJVS CTE Program

Basic Program OperationsLab and related experiences taught in and out of schoolDevelops fundamental skills for work knowledge, skills, values, abilities, and world attitudes

Labor LawsAdhere to Ohio Minor Labor Laws regarding restrictions on employmentWill apply for a variance when neededFacilitate meeting if student feels they are being asked to perform an illegal task

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Articulation AgreementsThis program is approved under the Ohio Department of Education

AcademicsAcademic support and credit recovery are core to the CBI Program’s philosophy

TechnologyTechnology is an ever-changing part of the program as it is in the world of workPromotes knowledge and skills needed to be competitive

Student LeadershipEncourages student participation in CBI leadership positionsEncourages student participation in out-of-school leadership, citizenship, cooperation activities, and service learning

Critical Thinking and Decision MakingDevelops the use of critical thinking skills in making wise decisions as an integral part of classroom instruction and work experienceTeaches decision making techniques through the problem-solving approach, which includes identification of options, the selection and testing of an option, and determination of solution or conclusion

Disclaimer StatementThis course of study conforms to all federal, state, and local laws and regulations

including Title IX and nondiscrimination against any student because of race, color, creed, sex, religion, citizenship, economic status, married status, pregnancy, handicap, other physical characteristics, age, or national origin. This policy of nondiscrimination shall also apply to otherwise qualified handicapped individuals.

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Program Curriculum Maps

9TH GradeCareer Choices

10TH GradeSucceeding in the World of Work

1st Nine WeeksRelated 1-3

Who Am I? Envisioning Your Future How Do You Define Success? Your Personal Profile Getting What You Want Knowing Who You Are Lifestyles of the Satisfied and Happy Keeping Balance and Perspective

1st Nine Weeks1-5

Self Assessment You and the World of Work Getting to Know Yourself Exploring Careers Researching Careers Entrepreneurship Developing an Individual Career Plan

2nd Nine WeeksRelated 4-6

What This Lifestyle Costs Lifestyle Math Sacrifice and Rewards Finding the Ideal Career Considering More Than Just the Work Career Research Job Shadowing

2nd Nine Weeks6-12

Finding a Job Applying for a Job Interviewing Beginning a New Job Workplace Ethics Developing a Positive Attitude Workplace Health and Safety

3rd Nine WeeksRelated 7-9

Decision Making Choosing What’s Best Setting Goals and Solving Problems Skills for Successful Living Avoiding Detours and Roadblocks

3rd Nine Weeks13-18

Professional Development Interpersonal Relationships Teamwork and Leadership Professional Communication Skills Thinking Skills on the Job Technology in the Workplace Time and Information Management

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Career-Based InterventionPathway

4th Nine WeeksRelated 10-12

Attitude in the Workplace Learning to Accentuate the Positive Getting Experience Finding a Job Writing a 10 Year Plan Student Presentations of 10 Year Plans

4th Nine Weeks19-25

Economics and the Consumer Managing Your Money Banking and Credit Understanding Insurance Taxes and Social Security Lifelong Learning Adapting to Change Balancing Work and Personal Life

COMPETENCY PAGE REFERENCES

CAREER-BASED INTERVENTIONTECHNICAL CONTENT STANDARDS

Unit 1: Social and Emotional Skills

Ohio

© 2013

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1.1 Manage one’s own emotions and behavior.

Student Edition:118-121, 126-129, 133Ethics Check 180, 215Project Discovery 123, 135Section 9.2 Wrap Up 121 #2Section 10.2 Wrap Up 133 #1-#2Skills Spotlight 127Unit 4 Review 160 #3

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1.2 Recognize character traits and external supports for best performance.

Student Edition:47, 58-59, 114-117, 166-169, 180, 182-184Assessment 174 #3Discovery Project 123, 175, 187Discovery Project Connections 169Figure 4.1 48Figure 5.1 60Figure 14.1 183Section 9.1 Wrap Up 117Section 13.1 Wrap Up 169 #1-2Skills Spotlight 115, 168, 183

1.3 Demonstrate skills related to achieving personal and academic goals.

Student Edition:19-21, 62-64, 116, 179-180, 254Assessment 66 #5-#6Discovery Project 67Discovery Project Connections 65Figure 2.1 20Section 14.1 Wrap Up 181 #2Setting Goals 62Skills Spotlight 13, 58, 183Unit 1 Review 28 #9

1.4 Recognize and respect the feelings and perspective of others.

Student Edition:120, 168, 170, 172, 180Assessment 134 #9Section 13.1 Wrap Up #3Teamwork on the Job 226

1.5 Discuss individual and group similarities and differences.

Student Edition:172-173Assessment 174 #7Diversity 172Discovery Project 175Discovery Project Connections 173Section 13.2 Wrap Up 173 #3


1.6 Resolve interpersonal conflicts in a constructive way.

Student Edition:171-172Assessment 174 #6Discovery Project 175Discovery Project Connections 173Ethics Check 151Real-World Connection 207

1.7 Apply decision-making skills to handle daily academic and social situations.

Student Edition:202-205Assessment 210 #9Discovery Project 211Discovery Project Connections 205Figure 16.1 204Section 16.1 Wrap Up 205Skills Spotlight 204

1.8 Contribute to the well-being of one’s school and community.

Student Edition:130-133, 172-173, 178-180, 182-184Accepting Criticism 132Assessment 134 #5-#6Discovery Project 187Discovery Project Connections 181Professionalism 130Skills Spotlight 153, 183Teamwork 178

1.9 Develop personal traits to foster career advancement.

Student Edition:114-117, 126-129, 166-169, 180, 182-184Asserting Yourself 128Assessment 134 #2-#4, #8; 174 #4Cooperation 114Discovery Project 123, 135, 175, 187Discovery Project Connections 169Figure 14.1 183Reading Check 167Section 10.1 Wrap Up 129 #1Skills Spotlight 115, 168, 312Showing Initiative 116Using Tact 166


1.10 Describe how conflict originates and impacts behavior.

Student Edition:172-172Ethics Check 171

1.11 Describe different responses to conflict as they relate to results.

Student Edition:171-172Achieving Resolution 171Assessment 174 #6, #9, #10Ethics Check 171

1.12 Embrace change as an opportunity. Student Edition:310-313Changing Jobs 306Discovery Project 315Discovery Project Connections 313

1.13 Develop and use networking techniques to create professional relationships.

Student Edition:74-75Building a Network 75Figure 6.1 75Skills Spotlight 20Unit 2 Review 160 #3

1.14 Manage stressful situations. Student Edition:102, 140-141Assessment 146 #5Discovery Project 147Discovery Project Connections 141Ethics Check 141Section 11.1 Wrap Up 141

1.15 Implement teamwork techniques. Student Edition:180-181Assessment 14 #10; 186 #4, #10Discovery Project 187Discovery Project Connections 181Real-World Connection 179


1.16 Employ leadership skills. Student Edition:182-185Assessment 186 #10, 314 #10Discovery Project 187Figure 14.1 183Section 14.2 Wrap Up 185Skills Spotlight 183

1.17 Manage internal and external relationships to foster positive interactions.

Student Edition:167-169, 193Discovery Project 175Discovery Project Connections 169Real-World Connection 167, 191, 207Section 13.1 Wrap Up 169 #3Skills Spotlight 168Teamwork on the Job 226

Unit 2: Postsecondary and Career Preparation

2.1 Explore time management strategies related to personal, educational and workplace goals.

Student Edition:226-229Assessment 210 #9; 234 #3-#4, #8Discovery Project 235Discovery Project Connections 229Figure 18.1 228Real-World Connection 36, 63Section 18.1 Wrap Up 229Skills Spotlight 228Time-Management Tools 228Unit 1 Review 28 #9

2.2 Develop a plan for on-time graduation. Student Edition:Programs of Study xix


2.3 Describe workforce, workplace and personal issues impacting careers.

Student Edition:10-13, 215, 306-307, 310-313Assessment 26 #8-#9Career Cluster 39Challenge Project 161Changing Jobs 306Discovery Project 15, 315Discovery Project Connections 313Ethics Check 308Job Dissatisfaction 310Job Loss 312Global Trade 10Section 1.2 13 #2-#3

2.4 Describe career opportunities in each of the 16 career fields.

Student Edition:34Assessment 14 #10Career Clusters 11, 19, 39, 53, 65, 80, 93, 120, 155, 170, 209, 221, 232Career Clusters Appendix 330-337Challenge Project 69Figure 3.1 35

2.5 Identify career interests, skills and aptitudes for career readiness.

Student Edition:6-7, 23-24, 58-59Assessment 14 #4, #10Career Clusters 53, 65, 93, 120, 155, 170, 209, 221, 232Challenge Project 69Discovery Project 15, 27, 43, 67Discovery Project Connections 25Education/Training 59Figure 2.2 25Section 1.1 Wrap Up 9 #2Section 1.2 Wrap Up 13 #1Section 3.2 Wrap Up 41Skills Spotlight 13Unit 1 28 #5


2.6 Complete additional research on selected career interests.

Student Edition:35-36, 38-40Assessment 14 #10; 42 #5, #9Challenge Project 69College and Career Readiness 12, 21, 35, 77, 157, 169, 185, 205, 217College and Career Readiness Mobile Website 3, 31, 71, 99, 163, 239, 303Discovery Project 43Figure 3.2 41Real-World Connection 7, 23Section 3.1 Wrap Up 37 #1, #2, #3

2.7 Create opportunities to gain additional career-related experiences.

Student Edition:37Assessment 42 #4Programs of Study xix

2.8 Explain apprenticeships. (Individualize if needed)

Student Edition:65

2.9 Explore postsecondary education options related to career interests.

Student Edition:64-65Assessment 66 #7College and Career Readiness 12, 21, 35, 77, 157, 169, 185, 205, 217College and Career Readiness Mobile Website 3, 31, 71, 99, 163, 239, 303Discovery Project 67Programs of Study xixSection 5.2 Wrap Up 65 #3

2.10 Describe the process for enrolling in a postsecondary institution.

Student Edition:The Suggested Program of Study (page xix) can be used as a discussion starter for the postsecondary application process.

2.11 Develop an individual academic and career plan for on-time graduation and career success.

Student Edition:Programs of Study xix


2.12 Implement job search skills. Student Edition:76-77Assessment 82 #9; 94 #8Challenge Project 97Cold Calls 76Discovery Project 83Discovery Project Connections 77Section 6.1 Wrap Up 77 #3

2.13 Develop orientation skills for a new job. Student Edition:104-105Assessment 160 #1Discovery Project 111Discovery Project Connections 105Section 8.1 Wrap Up 105 #2

2.14 Prepare for career advancement. Student Edition:307-309Keeping Pace 308Section 24.1 Wrap Up 309 #2

2.15 Display responsible behaviors at work to retain employment.

Student Edition:114-121Assessment 122 #4Confidentiality 120Discovery Project 123Discovery Project Connections 117Section 9.1 Wrap Up 117Showing Initiative 116Skills Spotlight 115

2.16 Describe ways to balance work and family responsibilities.

Student Edition:322-325Assessment 326 #5-#7, #9Challenge Project 329Discovery Project 327Discovery Project Connections 325Role as a Parent 322Section 25.2 Wrap Up 325

2.17 Describe appropriate processes for resigning from employment.

Student Edition:The section Making the Change (page 311) can be a springboard for discussion on the appropriate processes for resigning a position.


2.18 Develop an ongoing career plan. Student Edition:307-309Keeping Pace 308Programs of Study xixSection 24.1 Wrap Up 309 #1

Unit 3: Financial Literacy

3.1 Describe the fundamental principles of money needed to make financial exchanges.

Student Edition:270-273Assessment 274 #10Discovery Project 275Discovery Project Connections 273Real-World Connection 256Section 21.2 Wrap Up 273

3.2 Analyze personal financial needs and goals.

Student Edition:254Needs and Goals 254Real-World Connection 256

3.3 Describe work-related finances. Student Edition:50, 53Assessment 54 #6, #9Discovery Project 55Discovery Project Connections 53

3.4 Manage personal finances. Student Edition:254-261Assessment 262 #4-6, #8-10Building a Budget 257Discovery Project 263, 275Discovery Project Connections 257, 261, 273Real-World Connection 323Section 20.2 Wrap Up 261 #2Section 21.2 Wrap Up 273 #3


3.5 Explain the use of financial services providers.

Student Edition:260-261Assessment 262 #7Discovery Project 263Discovery Project Connections 261Discovery Project Preview 265Financial Planning 258Section 20.2 Wrap Up 261 #3

3.6 Identify investment strategies to ensure personal financial well-being.

Student Edition:266-269Account Fees 266Discovery Project 275Discovery Project Connections 269Planning Ahead 268Section 21.1 Wrap Up 269

3.7 Describe the concept of wealth building. Student Edition:Wealth building can be introduced with Section 21.1 Savings and Investing (pages 266-269) during teacher/class discussion.

3.8 Describe basic financial concepts of business.

Student Edition:53Assessment 54 #9Discovery Project 55Discovery Project Connections 53

Unit 4: Information, Media and Technological Literacy

4.1 Use computer systems. Student Edition:Assessment 14 #10; 26 #10; 82 #9-#10; 110 #10; 122 #10; 146 #10Digital Tools 3, 31, 71, 99, 163, 239, 303Program Overview xx-xxiiSkills Spotlight 20

4.2 Describe aspects of the Internet. Student Edition:219-222Internet Privacy 220


Competency

4.3 Use computer applications. Student Edition:36, 218-219Assessment 14 #10; 26 #10; 110 #10; 122 #10; 222 #10Connect xx-xxiiDigital Tools 3, 31, 71, 99, 163, 239, 303

4.4 Use advanced computer applications. Student Edition:218-219Assessment 26 #10; 122 #10; 298 #10College and Career Readiness Mobile Website 3, 31, 71, 99, 163, 239, 303Connect xx-xxii

4.5 Demonstrate creative thinking to develop innovative products and processes using technology.

Student Edition:Discovery Project 223

4.6 Use digital media to communicate and work collaboratively, including at a distance.

Student Edition:Assessment 14 #10Digital Tools 3, 31, 71, 99, 163, 239, 303

4.7 Demonstrate knowledge of technology concepts, systems and operations.

Student Edition:Assessment 14 #10Discovery Project 223

4.8 Use information accurately and creatively to solve problems.

Student Edition:Discovery Project 223

4.9 Analyze media messages. Student Edition:246-248Discovery Project 251Discovery Project Connections 249Section 19.2 Wrap Up 249

Unit 5: Health and Wellness Literacy

5.1 Use critical thinking skills related to personal wellness and health.

Student Edition:Assessment 146 #3-#5, #10Discovery Project 147My Plate 138Real-World Connection 139Section 11.1 Wrap Up 141 #1Skills Spotlight 140


5.2 Demonstrate goal setting for personal health and well being.

Student Edition:Personal goals for health and well being can be set using the information in Section 11.1 Becoming a Health Worker (pages 138-144).

5.3 Demonstrate behaviors that foster healthy, active lifestyles.

Student Edition:138Assessment 146 #10Exercise Benefits 139My Plate 138Sleeping Well 140Skills Spotlight 140

5.4 Identify characteristics of physical and psychological abuse and unhealthy relationships. (teacher recommended)

Student Edition:120-121, 153

Unit 6: Business Readiness Skills

6.1 Discuss basic business concepts. Student Edition:181

6.2 Describe business functions. Student Edition:This concept can be introduced through classroom discussion and the information on business ownership (pages 52-53).

6.3 Discuss the environmental impact of business.

Student Edition:This concept can be introduced through classroom discussion and the information on business ownership (pages 52-53).

6.4 Describe systems in organizations. Student Edition:This concept can be introduced through classroom discussion and the information on business ownership (pages 52-53).

6.5 Describe organizational structures. Student Edition:179

6.6 Practice continuous improvement. Student Edition:181

6.7 Discuss the global environment in which businesses operate.

Student Edition:11, 215Section 17.1 Wrap Up 217 #2

6.8 Explain the role of global trade. Student Edition:215Section 17.1 Wrap Up 217 #2


Unit 7: Ethics and Legal Practices

7.1 Make decisions within an ethical framework.

Student Edition:Discovery Project 123Discovery Project Connections 121Ethics Check 24, 37, 49, 75, 92, 104, 119, 121, 141, 151, 171, 203, 227, 247, 255Ethical Behavior 118Real-World Connection 119Section 9.2 Wrap Up 121 #2-#3

7.2 Assess the implications of ethical and unethical behavior.

Student Edition:118-120Assessment 122 #8Section 9.2 Wrap Up 121 #1

7.3 Research mandated standards, policies, legislation and legal practices.

Student Edition:150-157Assessment 158Civil Law 154Discovery Project 159Discovery Project Connections 153, 157Lawyer 156Section 12.1 Wrap Up 153 #1-#2Section 12.2 Wrap Up 157

Unit 8: Safety

8.1 Promote a safe workplace. Student Edition:142-145Assessment 146 #6, #10Discovery Project 147Discovery Project Connections 145Table 143

8.2 Evaluate the ergonomic factors in the workplace.

Student Edition:143Ergonomic Chairs 144Section 11.2 Wrap Up 145

8.3 Explain emergency response plans in a variety of industry settings.

Student Edition:144-145Assessment 146 #7Discovery Project 147Discovery Project Connections 145


8.4 Identify the requirements for First Aid and CPR certifications.

Student Edition:145Section 11.1 Wrap Up 145 #3

8.5 Examine entrance and exit procedures. Student Edition:144Discovery Project 147Discovery Project Connections 145

Unit 9: Communication Skills

9.1 Explain effective communications. Student Edition:190-193Discovery Project 199Discovery Project 193Section 15.1 Wrap Up 193 #1-#2

9.2 Apply active listening skills. Student Edition:192-193Assessment 198 #5, #9, #10Discovery Project 199Discovery Project Connections 193Full Attention 192Section 15.1 Wrap Up 193 #3Skills Spotlight 41

9.3 Apply appropriate verbal skills in business situations.

Student Edition:91-92Assessment 198 #4, #8Cold Calls 76Discovery Project 95, 199Discovery Project Connections 193Real-World Connection 207Skills Spotlight 76, 168

9.4 Use appropriate social skills to interact effectively with others.

Student Edition:Assessment 198 #4, #10Discovery Project 199Real-World Connection 191Skills Spotlight 41, 76, 168

9.5 Make oral presentations. Student Edition:Assessment 14 #10; 42 #10; 94 #10; 174 #10Discovery Project 199


9.6 Engage in active observation. Student Edition:Assessment 198 #10Sending Signals 190

9.7 Utilize effective written communication. Student Edition:80-81, 93, 194-196Ask for Help 194Assessment 198 #6-#7Discovery Project 83, 95, 199Discovery Project Connections 197Real-World Connection 81Section 15.2 Wrap Up 197 #1-#2Skills Spotlight 195

9.8 Use correct grammar and vocabulary. Student Edition:195Assessment 94 #10; 198 #4, #8, #10Discovery Project 95, 199Skills Spotlight 76, 195

9.9 Use communication tools. Student Edition:76-77, 195Assessment 26 #10; 94 #10Discovery Project 199Reading Skills Handbook xxvi-xxvSkills Spotlight 76

9.10 Read to acquire meaning from written material.

Student Edition:197Discovery Project 199Discovery Project Connections 197Reading Skills Handbook xxvi-xxv

9.11 Follow company guidelines in the business environment.

Student Edition:Assessment 198 #7-#8Ethics Check 196, 203Real-World Connection 207


9.12 Use communication skills to inform and influence others.

Student Edition:76-77, 80-81, 91-92Assessment 94 #10Cold Calls 76Discovery Project 83, 95Ethics Check 203Real-World Connection 81, 207Skills Spotlight 76, 88, 168

Unit 10: Customer Service

10.1 Explain the role of customer service. Student Edition:191

10.2 Respond appropriately and in a timely manner to internal and external customers to foster positive relationships.

Student Edition:Chapter 19 (pages 242-248) can be used as a springboard for discussion on customer relations.

10.3 Analyze product and service offerings for a business.

Student Edition:Real-World Connection 309

10.4 Establish a relationship with customer/client.

Student Edition:Chapter 19 Economic Systems (pages 242-248) can be used as a springboard for discussion on customer relations.

10.5 Assess customer needs. Student Edition:Chapter 19 Economic Systems (pages 242-248) can be used as a springboard for discussion on customer relations.

10.6 Educate customer about products and services.

Student Edition:Chapter 19 Economic Systems (pages 242-248) can be used as a springboard for discussion on customer relations.

Unit 11: Economics

11.1 Explain fundamental economic concepts to obtain a foundation for employment in business.

Student Edition:242-245Discovery Project 251Discovery Project Connections 245Section 19.1 Wrap Up 245


11.2 Discuss the interactions of supply, demand and price.

Student Edition:243-244Discovery Project 251Discovery Project Connections 245Free Enterprise 242Section 19.1 Wrap Up 245

11.3 Describe the nature of business to show its contributions to society.

Information about the nature and importance of business can be covered during teacher/class discussion when using Section 19.1 Economic Systems (pages 242-244).

Competency

11.4 Differentiate among economic systems to understand the environments in which business function.

Student Edition:Information about free enterprise (pages 242-245) could be used in conjunction with classroom discussion to analyze economic systems.

11.5 Discuss productivity to understand its impact on business decision-making.

Student Edition:178, 181Assessment 222 #10

11.6 Explain economic indicators to measure economic trends and conditions.

Student Edition:244-245Assessment 250 #5Discovery Project 251Discovery Project Connections 245Section 19.1 Wrap Up 245 #3

Unit 12: Entrepreneurial Concepts.

12.1 Describe the role of entrepreneurship. Student Edition:47Taking Responsibility 48Unit 2 Review 68 #2

12.2 Evaluate personal entrepreneurial potential.

Student Edition:47, 49Discovery Project 55Figure 4.1 48Section 4.1 Wrap Up 49 #3Skills Spotlight 47You’re in Charge 50


12.3 Describe types of ownership. Student Edition:52-53Assessment 54 #5Partnership 52Section 4.2 Wrap Up 53 #3

12.4 Identify and explore entrepreneurial opportunities.

Student Edition:50-52Real-World Connection 51

12.5 Determine viability of the business opportunity.

Student Edition:Real-World Connection 51

12.6 Describe the importance of business planning.

Student Edition:Owning and Operating a Business (pages 52-53) could be used with classroom discussion to meet this competency.

Unit 13: Problem-Solving and Critical Thinking

13.1 Employ problem-solving skills to formulate solutions.

Student Edition:206-209Assessment 210 #10Covering the Bases 208Discovery Project 211Discovery Project Connection 209Group Creativity 206Section 16.2 Wrap Up 209

13.2 Demonstrate critical thinking techniques. Student Edition:206-209Assessment 210 #10Discovery Project 211

13.3 Combine critical thinking and team building skills to solve problems.

Student Edition:206-209Assessment 210 #10Discovery Project 211Discovery Project Connection 209

13.4 Evaluate and adopt plans and schedules to respond to unexpected events and conditions.

Student Edition:Section 16.2 Wrap Up 209 #2


13.5 Use creativity and innovation. Student Edition:207Assessment 210 #10Discovery Project 211Discovery Project Connection 209

13.6 Analyze methods to learn how to learn. Student Edition:24Assessment 26 #7Discovery Project 27Discovery Project Connections 25Figure 2.2 25Reading Skills Handbook xxvSection 2.2 25 #3

13.7 Apply learning skills in new contexts. Student Edition:In addition to using the references from Competency 13.6, learning skills in new contexts can be gained by using the Discovery Projects found in every chapter of the text.

Scope and SequenceCareer field technical content standards define the knowledge and skills students need in order to be successful in a given career field.

Career-Based InterventionPathway

Technical ContentStandards Document

May 2011

Table of Contents

Introduction to Career-Based Intervention.................................................................................................ii

Career-Based Intervention Technical Content Standards..........................................................................iii

Business Review Panel..............................................................................................................................iv

Educator Review Panel...............................................................................................................................v

Purpose and Use of Technical Content Standards.....................................................................................vi

Career-Based Intervention Competency Chart.........................................................................................vii

Unit 1: Social and Emotional Skills .................................................................1

Unit 2: Postsecondary and Career Preparation...........................................................................................7

Unit 3: Financial Literacy.........................................................................................................................13

Unit 4: Information, Media and Technological Literacy..........................................................................16

Unit 5: Health and Wellness Literacy.......................................................................................................19

Unit 6: Business Readiness Skills.............................................................................................................21

Unit 7: Ethics and Legal Practices............................................................................................................24

Unit 8: Safety............................................................................................................................................25

Unit 9: Communication Skills..................................................................................................................27

Unit 10: Customer Service........................................................................................................................32

Unit 11: Economics..................................................................................................................................34

Unit 12: Entrepreneurial Concepts...........................................................................................................36

Unit 13: Problem Solving and Critical Thinking......................................................................................38

i

Introduction to Career-Based Intervention

The Career-Based Intervention (CBI) program is a Career-Technical Education Program designed for students ages 12-21 in grades 7-12 who are identified as disadvantaged (either academically or economically or both) or students with disabilities and who have barriers to achieving academic and career success. The program is to help students improve academic competence, graduate from high school, develop employability skills, implement a career plan and participate in a career pathway in preparation for postsecondary education and/or careers.

The CBI program provides a combination of educational and work-based learning opportunities for student success. The number of years a student spends in the CBI program is determined by the local program design and individual student needs. CBI programs are recommended to have a minimum of 15 and a maximum of 25 students per class and all CBI students must have scheduled related instruction. CBI program models can be single period which is referred to as Connections (or Career Connections) or programs may be multi period in which students have separately scheduled related instruction and work-based learning periods. Academic instruction (for credits) by the CBI instructor is not a program requirement but is recommended if the instructor is age and subject appropriately certified/licensed. All programs must provide academic intervention to assist the student with study skills, assist with academic progress and success and prepare for appropriate standardized testing.

The following key principals are based on seven of 10 High Schools That Work research-based key practices linked to student achievement and the integration of academic and career- technical skills and are intended to guide CBI program design and delivery to best meet student needs.

The seven key principles used as a guide for program designs are:Higher Expectations - Partnering with administrators, teachers, counselors, parents and community to support a belief system that all learners will achieve academic success, establish a career pathway and become contributing members of society.Common Curriculum - Engaging learners in the common curriculum of the school that provides opportunities for graduation and links with school district and state curriculum and performance expectations.Authentic Learning - Providing appropriate and effective instruction by meeting student needs through active learner engagement and relating subject matter to life and work.Supportive Structures - Achieving optimum conditions for learning through a student-teacher ratio that promotes effective interaction and instruction, physical location to develop psychological and social identity and instructional resources and technology to meet individual learner needs.Sense of Belonging - Providing activities and a classroom/community environment that lead to increased positive social interaction, citizenship practices and leadership development.Continuous Improvement - Monitoring and improving classroom achievement by using student assessment and program data in relation to the district's continuous improvement plan.Student Identification - In partnership with administrators, counselors, teachers and parents, selecting students who have barriers to career and academic success.

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CAREER-BASED INTERVENTIONTECHNICAL CONTENT STANDARDS

The development process for the Career-Based Intervention Technical Content Standards began with extensive research of technical content standards from programs both National and International sources. The research also included a review of current standards for programs within Career-Technical Education in Ohio, 21st Century Skills and various articles from employment journals. The research resulted in the development of a guidance document that was submitted to a business review panel for validation and culminated with the work of a panel of educators specializing in Career-Based Intervention. During 2010, businesspersons and educators from across the state of Ohio took part in the formal development process. The following summarizes the various stages of the development process.

Business Review PanelEight Ohio business partners participated on the panel. Drawn from diverse businesses, the panel identified what skills are essential for success in the workplace. Using a draft document based on national standards and recent literature, the panel added, deleted and changed units, competencies and descriptors to reflect current practice in business. The review panel plays a critical role in the creation of technical content standards, ensuring that the standards are current, comprehensive and necessary to ensure student success in the working world.

Educator Review PanelThis panel was composed of educators from secondary and postsecondary institutions across Ohio. The panel reviewed the standards within the conceptual framework of Career-Based Intervention. In addition, the educator panel members recommended additions and editorial changes to the draft document.

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Business Review Panel

Chris AndersonAVP, Talent AcquisitionNationwide InsuranceColumbus, Ohio

Cheryl HardyPresident/OwnerHardy CommunicationsPerrysburg, Ohio

SFC Jamie ClevengerRecruiting and Retention NCOOhio Army National GuardColumbus, Ohio

Jason KeysDistrict ManagerLincoln ElectricColumbus, Ohio

Chuck BonacciRecruiting SpecialistLouis Stokes Cleveland VA Medical CenterBrecksville, Ohio

Peter S. Macrae, AIAPresidentTriad ArchitectsWesterville, Ohio

David GrafmillerPartner/ProgrammerMFCD, LLC.Upper Sandusky, Ohio

Bill TaconSr. Director, Workforce EducationBioOhioColumbus, Ohio

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Educator Review Panel

Brian BachtelCareer Technical Education DirectorKent Theodore Roosevelt High SchoolKent, Ohio

Kathryn TrusterCBI CoordinatorButler TechHamilton, Ohio

E. Jane DonehueCBI CoordinatorBuckeye Career CenterNew Philadelphia, Ohio

Leah Wasburn-MosesAssistant ProfessorMiami UniversityOxford, Ohio

Amy ErvinCBI CoordinatorPickaway – Ross Career and TechnologyCenterChillicothe, Ohio

Dr. Kimberly Wolfe, Ph.D.Career & Technical Education CoordinatorFocus Learning Academies of ColumbusColumbus, Ohio

John FeltmanCBI SupervisorKnox County Career CenterMt. Vernon, Ohio

Clint WoodwardAssistant PrincipalProject Rebuild High SchoolCanton, Ohio

William KlucinecCBI CoordinatorSalem High SchoolSalem, Ohio

Nicki WrightCBI CoordinatorDelaware Area Career CenterDelaware, Ohio

Lesley SnyderCBI CoordinatorJefferson Junior High SchoolToledo, Ohio

Steve ZinkCBI InstructorGreat Oaks Institute of Technology & Career DevelopmentCincinnati, Ohio

Joe StattSupervisor of Alternative ProgramsButler Technology and Career Dev. SchoolsHamilton, Ohio

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Purpose and Use of Technical Content Standards

These technical content standards determine the minimum content that must be taught in a CBI program. Teachers may choose to add additional competencies based on the input of their local advisory committee and/or postsecondary partners. Content Standards should be used to develop the scope and sequence section of a local course of study. Teachers should create a sequenced competency guide that organizes the competencies (not the units) by weeks or grading periods for the entire length of the program.

The units and competencies have not been identified in any sequenced structure in this document. It is the responsibility of the teacher to complete the sequencing. Sequencing by competency, and not unit, creates an interdisciplinary approach that best reflects how the competencies will actually be used in the workplace. It also enables the teacher to develop realistic projects to challenge students to apply the competencies in the same way that they will when they are in the workplace.

Structure and Format

The Career-Based Intervention Technical Content Standards document is composed of a series of units, competencies and descriptors as follows:

Units are a grouping of competencies sharing a common subject or theme;

Competencies are specific knowledge and skill statements that outline the knowledge and skills needed for career success; and

Descriptors follow each competency and serve to define what is meant by the related competency.

Importance of Competencies

All of the competencies in this document represent the minimum requirements for a CBI program as determined by an extensive review of the literature and the input from a panel of Ohio business partners. It is the responsibility of the local consortia to further define and/or expand, as needed, the descriptors for each competency.

Explanation of Codes

Essential (E) Competency Code

A panel of business partners reviewed the draft document and identified the competencies that were needed by a student entering the workforce to be successful. All competencies identified in the document with an E were considered essential for career place success. The business community determined what should be taught in the program.

Recommended (R) Competency Code

All competencies identified in the document with the code R were recommended for career place success but not considered essential.

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Sample Competency

BIL: E

Competency 1.1: Manage one’s own emotions and behavior.Descriptors:1.1.1 Describe factors that create stress or motivate successful performance.1.1.2 Apply strategies to motivate successful performance and to manage stress.1.1.3 Analyze how thoughts and emotions affect decision making and responsible behavior.1.1.4 Evaluate how expressing one’s own emotions in different situations affects others.1.1.5 Develop methods to control impulses.1.1.6 Generate ways to develop positive attitudes.1.1.7 Discuss how expressing positive attitudes influences others.

Competency is essentialBusiness Panel(Business, Industry, Labor)

Descriptors lead to competency proficiency.

Unit Number

Descriptor Number

Competency Number

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Career-Based Intervention Competency Chart

The Business, Industry, and Labor (BIL) partnership validated each competency: BIL: E = Essential.

Competency BILUnit 1: Social and Emotional Skills E1.1 Manage one’s own emotions and behavior. E1.2 Recognize character traits and external supports for best performance. E1.3 Demonstrate skills related to achieving personal and academic goals. E1.4 Recognize and respect the feelings and perspective of others. E1.5 Discuss individual and group similarities and differences. E1.6 Resolve interpersonal conflicts in a constructive way. E1.7 Apply decision-making skills to handle daily academic and social situations. E1.8 Contribute to the well-being of one’s school and community. E1.9 Develop personal traits to foster career advancement. E1.10 Describe how conflict originates and impacts behavior. E1.11 Describe different responses to conflict as they relate to results. E1.12 Embrace change as an opportunity. E1.13 Develop and use networking techniques to create professional relationships. E1.14 Manage stressful situations. E1.15 Implement teamwork techniques. E1.16 Employ leadership skills. E1.17 Manage internal and external relationships to foster positive interactions. EUnit 2: Postsecondary and Career Preparation E2.1 Explore time management strategies related to personal, educational and workplace goals. E2.2 Develop a plan for on-time graduation. E2.3 Describe workforce, workplace and personal issues impacting careers. E2.4 Describe career opportunities in each of the 16 career fields. E2.5 Identify career interests, skills and aptitudes for career readiness. E2.6 Complete additional research on selected career interests. E2.7 Create opportunities to gain additional career-related experiences. E2.8 Explain apprenticeships. (Individualize if needed)2.9 Explore postsecondary education options related to career interests. E2.10 Describe the process for enrolling in a postsecondary institution. E2.11 Develop an individual academic and career plan for on-time graduation and career success. E2.12 Implement job search skills. E2.13 Develop orientation skills for a new job. E2.14 Prepare for career advancement. E2.15 Display responsible behaviors at work to retain employment. E2.16 Describe ways to balance work and family responsibilities. E2.17 Describe appropriate processes for resigning from employment. E2.18 Develop an ongoing career plan. EUnit 3: Financial Literacy E3.1 Describe the fundamental principles of money needed to make financial exchanges. E3.2 Analyze personal financial needs and goals. E3.3 Describe work-related finances. E3.4 Manage personal finances. E3.5 Explain the use of financial services providers. E3.6 Identify investment strategies to ensure personal financial well-being. E3.7 Describe the concept of wealth building. E3.8 Describe basic financial concepts of business. EUnit 4: Information, Media and Technological Literacy E4.1 Use computer systems. E4.2 Describe aspects of the Internet. E4.3 Use computer applications. E4.4 Use advanced computer applications. E

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Competency BIL4.5 Demonstrate creative thinking to develop innovative products and processes using technology. E4.6 Use digital media to communicate and work collaboratively, including at a distance. E4.7 Demonstrate knowledge of technology concepts, systems and operations. E4.8 Use information accurately and creatively to solve problems. E4.9 Analyze media messages. EUnit 5: Health and Wellness Literacy E5.1 Use critical thinking skills related to personal wellness and health. E5.2 Demonstrate goal setting for personal health and well being. E5.3 Demonstrate behaviors that foster healthy, active lifestyles. E5.4 Identify characteristics of physical and psychological abuse and unhealthy relationships. (teacher recommended)

Unit 6: Business Readiness Skills E6.1 Discuss basic business concepts. E6.2 Describe business functions. E6.3 Discuss the environmental impact of business. E6.4 Describe systems in organizations. E6.5 Describe organizational structures. E6.6 Practice continuous improvement. E6.7 Discuss the global environment in which businesses operate. E6.8 Explain the role of global trade. EUnit 7: Ethics and Legal Practices E7.1 Make decisions within an ethical framework. E7.2 Assess the implications of ethical and unethical behavior. E7.3 Research mandated standards, policies, legislation and legal practices. EUnit 8: Safety E8.1 Promote a safe workplace. E8.2 Evaluate the ergonomic factors in the workplace. E8.3 Explain emergency response plans in a variety of industry settings. E8.4 Identify the requirements for First Aid and CPR certifications. E8.5 Examine entrance and exit procedures. EUnit 9: Communication Skills E9.1 Explain effective communications. E9.2 Apply active listening skills. E9.3 Apply appropriate verbal skills in business situations. E9.4 Use appropriate social skills to interact effectively with others. E9.5 Make oral presentations. E9.6 Engage in active observation. E9.7 Utilize effective written communication. E9.8 Use correct grammar and vocabulary. E9.9 Use communication tools. E9.10 Read to acquire meaning from written material. E9.11 Follow company guidelines in the business environment. E9.12 Use communication skills to inform and influence others. EUnit 10: Customer Service E10.1 Explain the role of customer service. E10.2 Respond appropriately and in a timely manner to internal and external customers to foster positive

relationships. E

10.3 Analyze product and service offerings for a business. E10.4 Establish a relationship with customer/client. E10.5 Assess customer needs. E10.6 Educate customer about products and services. EUnit 11: Economics E11.1 Explain fundamental economic concepts to obtain a foundation for employment in business. E11.2 Discuss the interactions of supply, demand and price. E11.3 Describe the nature of business to show its contributions to society. E11.4 Differentiate among economic systems to understand the environments in which business function. E11.5 Discuss productivity to understand its impact on business decision-making. E

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Competency BIL11.6 Explain economic indicators to measure economic trends and conditions. EUnit 12: Entrepreneurial Concepts. E12.1 Describe the role of entrepreneurship. E12.2 Evaluate personal entrepreneurial potential. E12.3 Describe types of ownership. E12.4 Identify and explore entrepreneurial opportunities. E12.5 Determine viability of the business opportunity. E12.6 Describe the importance of business planning. EUnit 13: Problem-Solving and Critical Thinking E13.1 Employ problem-solving skills to formulate solutions. E13.2 Demonstrate critical thinking techniques. E13.3 Combine critical thinking and team building skills to solve problems. E13.4 Evaluate and adopt plans and schedules to respond to unexpected events and conditions. E13.5 Use creativity and innovation. E13.6 Analyze methods to learn how to learn. E13.7 Apply learning skills in new contexts. E

Unit 1: Social and Emotional Skills

BIL: E

Competency 1.1: Manage one’s own emotions and behavior.Descriptors:1.1.1 Describe factors that create stress or motivate successful performance.1.1.2 Apply strategies to motivate successful performance and to manage stress.1.1.3 Analyze how thoughts and emotions affect decision making and responsible behavior.1.1.4 Evaluate how expressing one’s own emotions in different situations affects others.1.1.5 Develop methods and implement strategies to control impulses.1.1.6 Generate ways to develop positive attitudes and develop replacement strategies.1.1.7 Discuss how expressing positive attitudes influences others.1.1.8 Channel emotions into something more positive.1.1.9 Resolve conflicts to maximize positive outcomes.1.1.10 Describe the nature of emotional intelligence.

BIL: E

Competency 1.2: Recognize character traits and external supports for best performance.Descriptors:1.2.1 Describe how character traits influence choices and successes. 1.2.2 Describe how making use of school and community supports and opportunities can

contribute to school and life success.1.2.3 Build personal strengths and identify areas for improvement.1.2.4 Explain, develop and utilize positive adult role models and support systems contribute to

school and life success.1.2.5 Implement a plan to build on strengths, meet a personal need or address a challenge.1.2.6 Evaluate how developing interests and filling useful roles support school and life success.

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BIL: E

Competency 1.3: Demonstrate skills related to achieving personal and academic goals.Descriptors:1.3.1 Set a short-term goal and make a plan for achieving it.1.3.2 Identify strategies to make use of resources and overcome obstacles to achieve goals.1.3.3 Apply strategies to overcome obstacles to achieve goal.1.3.4 Monitor progress toward achieving a goal.1.3.5 Evaluate performance against identified criteria.1.3.6 Analyze why the goal was achieved or not achieved.

BIL: E

Competency 1.4: Recognize and respect the feelings and perspectives of others.Descriptors:1.4.1 Predict others’ feelings and perspectives in a variety of situations.1.4.2 Analyze how one’s behavior may impact others.1.4.3 Analyze similarities and differences between one’s own and others’ perspectives.1.4.4 Use conversation skills to understand others’ feeling and perspectives.1.4.5 Demonstrate how to express understanding of those who hold different opinions.1.4.6 Demonstrate ways to express empathy for others.1.4.7 Respect the privacy of others.1.4.8 Explain how cultural differences can impact people’s perspectives.

BIL: E

Competency 1.5: Discuss individual and group similarities and differences.Descriptors:1.5.1 Explain how individual, social and cultural differences may lead to conflict and discuss

how to address this.1.5.2 Describe how personal choice influences others.1.5.3 Explain the origins and negative effects of stereotyping and prejudice.1.5.4 Demonstrate respect for individuals’ social and cultural groups.1.5.5 Identify strategies for being respectful of others and opposing stereotyping and prejudice.1.5.6 Describe how advocacy for the rights of others contribute to the common good.1.5.7 Value the differences in others.1.5.8 Exhibit cultural sensitivity.

BIL: E

Competency 1.6: Resolve interpersonal conflicts in a constructive way.Descriptors:1.6.1 Use strategies for preventing and resolving interpersonal problems.1.6.2 Define peer pressure and evaluate strategies for dealing with it.1.6.3 Describe how listening and communicating effectively help in resolving conflicts.1.6.4 Discuss how conflict-resolution skills contribute to work within a group.1.6.5 Describe the effects of using negotiation skills to reach solutions.

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1.6.6 Identify current conflict-resolution skills and plan how to improve them.

BIL: E

Competency 1.7: Apply decision-making skills to handle daily academic and social situations.

Descriptors:1.7.1 Describe how decision-making skills improve study habits and academic skills to

establish responsible social and work relationships.1.7.2 Evaluate personal abilities to gather information, generate alternatives, and anticipate the

consequences of decisions.1.7.3 Apply decision-making skills to establish responsible social and work relationships.1.7.4 Describe how present decision-making affects college and career choices.1.7.5 Explain how responsible decision-making affects interpersonal and group relationships.

BIL: E

Competency 1.8: Contribute to the well-being of one’s school and community.Descriptors:1.8.1 Review one’s school and community service participation.1.8.2 Plan, implement and evaluate one’s participation in activities and organizations that

improve school climate and contribute to one’s local community.1.8.3 Work cooperatively with others to plan, implement and evaluate a community or school

service project.

BIL: E

Competency 1.9: Develop personal traits to foster career advancement.Descriptors:1.9.1 Identify desirable personality traits important to business.1.9.2 Exhibit self-confidence without arrogance.1.9.3 Demonstrate interest and enthusiasm.1.9.4 Demonstrate initiative.1.9.5 Explain the concept of self-esteem.1.9.6 Demonstrate responsible behavior.1.9.7 Demonstrate honesty and integrity.1.9.8 Demonstrate ethical work habits.1.9.9 Explain energy and passion for work.1.9.10 Demonstrate a willingness to learn.

BIL: E

Competency 1.10: Describe how conflict originates and impacts behavior.

Descriptors:1.10.1 Identify the basic psychological needs that motivate behavior (e.g. belonging, power,

freedom).

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1.10.2 Discuss the roles that different values play in generating conflict.1.10.3 Identify how the effects of substance abuse, mental health, personality, economics,

education and disabilities can create conflict.

BIL: E

Competency 1.11: Describe different responses to conflict as they relate to results.

Descriptors:1.11.1 Describe the soft response approach (e.g. avoidance, compromise and accommodation)

and the typical reasons for using that approach.1.11.2 Describe the hard response approach (e.g. force, threats, aggression and anger) and the

typical reasons for using that approach.1.11.3 Describe the principled response approach (e.g. good communication skills, problem

solving skills and the ability to see the problem from more than one perspective) and the typical reasons for using that approach.

1.11.4 Describe ways to anticipate conflict before it arises in order to avoid dealing with it.1.11.5 Recognize that conflict can be positive and an opportunity for better decision-making.1.11.6 Resolve conflicts with diplomacy to maximize positive outcomes.

BIL: E

Competency 1.12: Embrace change as an opportunity.Descriptors: 1.12.1 Discuss how change can be an opportunity.1.12.2 Demonstrate optimism in a changing environment.1.12.3 Recognize rapid, constant change as the “new normal.” 1.12.4 Identify ways to take advantages of change.

BIL: E

Competency 1.13: Develop and use networking techniques to create professional relationships.

Descriptors:1.13.1 Explain the importance of professional networking.1.13.2 Identify ways that people network.1.13.3 Utilize a personal pitch or “elevator speech.”1.13.4 Use social media to network. 1.13.5 Demonstrate networking skills.1.13.6 Develop a personal message to communicate your value.1.13.7 Describe negative consequences that can occur from personal data placed on social

networking sites.

BIL: E

Competency 1.14: Manage stressful situations.Descriptors:

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1.14.1 Explain the nature of stress management.1.14.2 Apply stress management techniques to the appropriate situation.1.14.3 Recognize that most negative situations are not meant as personal affronts.1.14.4 Recognize that a person’s perception is her/his reality.1.14.5 Focus on the person’s perspective during stressful situations.1.14.6 Use appropriate assertiveness.1.14.7 Identify the positive components of stress.1.14.8 Use stress effectively.

BIL: E

Competency 1.15: Implement teamwork techniques.Descriptors:1.15.1 Define teamwork as it occurs in various situations.1.15.2 Identify characteristics of a team player.1.15.3 Participate as a team member.1.15.4 Acknowledge other team members’ contributions.1.15.5 Add to other team members’ contributions.1.15.6 Assist team members as needed.1.15.7 Use consensus building skills.1.15.8 Create trust.1.15.9 Negotiate agreements.1.15.10 Evaluate team processes.1.15.11 Encourage team building.1.15.12 Motivate team members.1.15.13 Use facilitation skills in a team environment.1.15.14 Identify a team mission.

BIL: E

Competency 1.16: Employ leadership skills.Descriptors:1.16.1 Explain the concept of leadership.1.16.2 Distinguish between leadership and management.1.16.3 Determine personal vision.1.16.4 Demonstrate adaptability.1.16.5 Demonstrate a goal orientation.1.16.6 Demonstrate skills to lead positive, needed changes.1.16.7 Develop an action plan to accomplish benchmarks.1.16.8 Lead by example.1.16.9 Enlist others in working toward a shared vision.1.16.10 Demonstrate entrepreneurial spirit in personal and professional life (e.g. innovation,

creativity, initiative).1.16.11 Investigate the benefits and risks of having an entrepreneurial spirit.1.16.12 Know when to lead and when to follow.1.16.13 Recognize the contributions of all employees to the greater good.

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BIL: E

Competency 1.17: Manage internal and external relationships to foster positive interactions.

Descriptors:1.17.1 Treat others fairly.1.17.2 Describe ethics in human resources issues.1.17.3 Foster positive relationships.1.17.4 Embrace diversity (e.g. personality, age, gender, religion).1.17.5 Maintain collaborative partnerships with colleagues.1.17.6 Explain the impact of culture within an organization.

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Unit 2: Postsecondary and Career Preparation

BIL: E

Competency 2.1: Explore time management strategies related to personal, educational and workplace goals.

Descriptor:2.1.1 Identify time management techniques that help meet goals (e.g. setting priorities, using

schedules and planners, avoiding procrastination, multi-tasking).2.1.2 Describe barriers and choices that prevent or interfere with time management (e.g.

procrastination).2.1.3 Differentiate discretionary and non-discretionary time use.2.1.4 Describe various time management systems.2.1.5 Utilize time management strategies to meet education and workplace needs.

BIL: E

Competency 2.2 : Develop a plan for on-time graduation.Descriptors:2.2.1 Identify graduation requirements (assessments, courses, etc.).2.2.2 Identify current status related to graduation coursework.2.2.3 Compare current status to graduation requirements.2.2.4 Identify strengths and weaknesses related to academic coursework.2.2.5 Determine academic areas where assistance may be needed.2.2.6 Identify resources for assistance.2.2.7 Seek assistance as needed.2.2.8 Take responsibility for your actions and your goals.2.2.9 Explain why on-time graduation is important (i.e. earnings, quality of life).

BIL: E

Competency 2.3: Describe workforce, workplace and personal issues impacting careers.Descriptors:2.3.1 Identify social, economic and global trends impacting employment opportunities

including: outsourcing; minimum wage; multi-cultural expectations and understandings; and changes in pensions and social security.

2.3.2 Explain implications of life and work changes (e.g. multiple careers in a lifetime, work-from home technologies, emerging careers, barriers and failures).

2.3.3 Describe the impact of factors such as population, climate, employment trends and geographic location on occupational opportunities.

2.3.4 Demonstrate knowledge of consequences of personal actions (family, friends, crime, goal achievement, etc.).

2.3.5 Recognize the need to be personally responsible for retirement.

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BIL: E

Competency 2.4: Describe career opportunities in each of the 16 career fields. Descriptors:2.4.1 Describe career opportunities in agricultural and environmental systems.2.4.2 Describe career opportunities in arts and communications.2.4.3 Describe career opportunities in business and administrative services.2.4.4 Describe career opportunities in construction technologies.2.4.5 Describe career opportunities in education and training.2.4.6 Describe career opportunities in engineering and science technologies.2.4.7 Describe career opportunities in finance.2.4.8 Describe career opportunities in government and public administration.2.4.9 Describe career opportunities in health science.2.4.10 Describe career opportunities in hospitality and tourism.2.4.11 Describe career opportunities in human services.2.4.12 Describe career opportunities in information technology.2.4.13 Describe career opportunities in law and public safety.2.4.14 Describe career opportunities in manufacturing technologies.2.4.15 Describe career opportunities in marketing.2.4.16 Describe career opportunities in transportation systems.2.4.17 Describe trends in career opportunities.2.4.18 Describe emerging career opportunities.2.4.19 Continually research and evaluate career opportunities.2.4.20 Identify career opportunities that cross career fields.

BIL: E

Competency 2.5: Identify career interests, skills, and aptitudes for career readiness.Descriptors:2.5.1 Develop profile of interests, attitudes, goals, skills, aptitudes and expectations related to

career options.2.5.2 Identify career information resources (e.g. Ohio Career Information System [OCIS]).2.5.3 Complete career-related assessments.2.5.4 Use a range of resources to obtain career information.2.5.5 Recognize factors affecting career choices.2.5.6 Match career fields to personal interests, talents, goals and abilities.

BIL: E

Competency 2.6: Complete additional research on selected career interests.Descriptors:2.6.1 Describe labor market projections for career interests.2.6.2 Identify education and training needed.2.6.3 Identify wages and benefits.2.6.4 Describe working conditions.2.6.5 Describe physical, mental and emotional requirements of career.2.6.6 Determine where jobs in various career fields are primarily located.2.6.7 Identify licensure, certifications, and/or credentials needed for career.

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BIL: E

Competency 2.7: Create opportunities to gain additional career-related experiences.Descriptors:2.7.1 Describe opportunities to obtain career-related experience (volunteering, job shadowing,

mentoring, interviews, internships, etc.).2.7.2 Develop a plan to obtain career-related experience in areas of career interests.2.7.3 Maintain a record of career-related experiences.

BIL: E (Individualize If Needed)

Competency 2.8: Explain apprenticeships Descriptors:2.8.1 Define apprentice, apprenticeships, and apprenticeable occupations (e.g. Architectural

Internship Development Program- AIDP, Engineer in Training-EIT).2.8.2 Define journeyperson and indentured.2.8.3 Contrast registered and non-registered apprenticeships.2.8.4 Distinguish related instruction from on-the-job training in an apprenticeship pathway.2.8.5 Identify the advantages and disadvantages of apprenticeships.

BIL: E

Competency 2.9: Explore postsecondary education options related to career interests.Descriptors:2.9.1 Identify academic, communication and interpersonal skills and knowledge associated

with a successful postsecondary experience.2.9.2 Identify postsecondary coursework needed for career interests.2.9.3 List postsecondary institutions offering necessary coursework and credentials. 2.9.4 Describe requirements for enrolling in postsecondary institutions.

BIL: E

Competency 2.10: Describe the process for enrolling in a postsecondary institution.Descriptors:2.10.1 Identify variables associated with making a postsecondary education decision (e.g. tuition

and living costs, location, majors/programs, financial aid, scholarships, institution size and reputation, living arrangements, security, child care).

2.10.2 Acquire and assess pertinent information on postsecondary institutions.2.10.3 Compare and contrast placement services, internships and employment opportunities.2.10.4 Describe admission documents and processes.

BIL: E

Competency 2.11 : Develop an individual academic and career plan for on-time graduation and career success.

Descriptors:2.11.1 Complete an academic plan for on-time graduation and career entry.

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2.11.2 Complete a career plan to enter and advance in career chosen (i.e. Ohio Career Information System ).

2.11.3 Develop options and alternatives as part of the academic and career plan.

BIL: E

Competency 2.12 : Implement job search skills.Descriptors:2.12.1 Develop (i.e. video, written) resumes that meet employer expectations.2.12.2 Recognize possible job search resources (e.g. family, neighbors, friends).2.12.3 Explore career possibilities through volunteer activities, a national data base and one stop

career centers.2.12.4 Cite examples of jobs and the required qualifications or background.2.12.5 Explore employment opportunities locally, nationally, and globally.2.12.6 Utilize job hunting skills (e.g. finding job postings, sending out resumes, scheduling

interviews).2.12.7 Develop effective interview skills and recognize and respond to discriminatory questions

and practices.2.12.8 Use networking skills to assist in job search.2.12.9 Describe the concept of “flexible workplaces.”

BIL: E

Competency 2.13: Develop orientation skills for a new job.Descriptors:2.13.1 Utilize formal and informal sources of information for new employees that explain rules

and procedures.2.13.2 Identify requirements of on-the-job training.2.13.3 Describe the purpose of a probationary period of employment.2.13.4 Describe the importance of the workplace chain of command.2.13.5 Describe the importance of listening and asking questions while orienting to a new job.2.13.6 Describe the importance of human relations in orienting successfully to a new job.2.13.7 Identify appropriate persons and departments to answer various types of questions.2.13.8 Complete entry paperwork.2.13.9 Identify appropriate use of electronic communications (texting, email, etc.).2.13.10 Identify the timeline for enrollment in benefit programs.

BIL: E

Competency 2.14: Prepare for career advancement Descriptors:2.14.1 Identify advancement opportunities (i.e., internally and externally).2.14.2 Demonstrate quality work.2.14.3 Describe the career ladder requirements for various occupations.2.14.4 Explain the employment issues associated with promotions.2.14.5 Discuss the need to enroll and complete training programs.2.14.6 Maintain a résumé, a list of references and a portfolio.

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2.14.7 Advocate for self.2.14.8 Be proactive in advancing in a career.2.14.9 Demonstrate continuous improvement.

BIL: E

Competency 2.15: Display responsible behaviors at work to retain employment.Descriptors:2.15.1 Demonstrate integrity.2.15.2 Demonstrate promptness and willingness to work.2.15.3 Take responsibility for prioritizing and completing work assignments accurately, on time,

efficiently and to a high standard.2.15.4 Show initiative in carrying out assignments.2.15.5 Demonstrate self-management skills.2.15.6 Avoid absenteeism and call in appropriately.2.15.7 Maintain appropriate grooming and hygiene.2.15.8 Follow company policies related to personal business in the job setting.2.15.9 Adapt to varied roles and responsibility and demonstrate flexibility.2.15.10 Work effectively in a climate of ambiguity and changing priorities.2.15.11 Demonstrate appropriate risk-taking and learn from mistakes.2.15.12 Demonstrate dedication, enthusiasm, passion and energy for the job.2.15.13 Demonstrate ways to adapt to change.2.15.14 Demonstrate the ability to work without supervision and to work in flexible environments

(home-based, travel-based, flexible time, flat work place without supervision).

BIL: E

Competency 2.16: Describe ways to balance work and family responsibilities.Descriptors:2.16.1 Describe the types of family issues that can impact work.2.16.2 Describe the types of work issues that can impact family.2.16.3 Identify workplace offerings that assist with family and personal issues.2.16.4 Describe ways to handle conflicts between work and family. 2.16.5 Use technology to help manage work and life.

BIL: E

Competency 2.17: Describe appropriate processes for resigning from employment.Descriptors:2.17.1 Identify employer policies for resigning employment.2.17.2 Describe the components of a resignation letter.2.17.3 Describe the consequences of leaving a job without following appropriate resignation

processes.2.17.4 Describe employer policies regarding compensation of leave, pay, and possible extension

of insurance benefits.2.17.5 Discuss employment contracts versus at-will employment.2.17.6 Exit employment in a positive manner.

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BIL: E

Competency 2.18: Develop an ongoing career plan.Descriptors:2.18.1 Demonstrate ability to analyze past experiences in a constructive manner to improve

future workplace success.2.18.2 Identify ways to evaluate personal and professional skill sets and accomplishments.2.18.3 Explain the importance of workplace skills that cross career areas.2.18.4 Describe the importance of continual reflection on job productivity and effectiveness.2.18.5 Describe the importance of continual learning on the job.2.18.6 Update career plan frequently.2.18.7 Document successes.

Unit 3: Financial Literacy

BIL: E

Competency 3.1: Describe the fundamental principles of money needed to make financial exchanges.

Descriptors:3.1.1 Explain forms of financial exchange (cash, credit, debit, electronic funds transfer).3.1.2 Identify types of currency (paper money, coins, bank notes, government bonds and

treasury notes).3.1.3 Explain essential elements of a negotiable instrument.3.1.4 Describe functions of money (medium of exchange, unit of measure, store of value).3.1.5 Describe sources of income (wages/salaries, interest, rent, dividends, transfer payments).3.1.6 Explain the time value of money.3.1.7 Explain the purposes for and importance of credit.3.1.8 Explain legal responsibilities associated with financial exchanges.

BIL: E

Competency 3.2: Analyze personal financial needs and goals.Descriptors:3.2.1 Describe common financial needs (e.g. college, retirement, rent, utilities, insurance).3.2.2 Explain basic financial vocabulary (credit, debt, profit, loss, bottom line).3.2.3 Identify personal income and expenses.3.2.4 Explain how income affects lifestyle and spending choices.3.2.5 Explain a balanced spending plan and create a personal budget.3.2.6 Evaluate and identify appropriate risk management options (i.e. types of insurance,

savings).3.2.7 Explain importance of legal and written documentation to protect individuals.3.2.8 Set financial goals.3.2.9 Explain the impact of personal finances on employment.

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3.2.10 Explain the consequences of bankruptcy.3.2.11 Interpret a credit report and validate credit history.

BIL: E

Competency 3.3: Describe work-related finances.Descriptors:3.3.1 Identify parts of a paycheck.3.3.2 Identify and explain the reason for payroll deductions.3.3.3 Describe how payroll deductions can be changed.3.3.4 Identify the components of a benefit plan.3.3.5 Describe the worth of benefits.3.3.6 Describe various compensation options to determine which best fits individual needs.3.3.7 Explain and compute interest rates.3.3.8 Locate and use resources if questions arise.3.3.9 Explain electronic deposits.

BIL: E

Competency 3.4: Manage personal finances.Descriptors:3.4.1 Describe tax liabilities.3.4.2 Maintain financial records.3.4.3 Read and reconcile bank statements.3.4.4 Describe the impact of bank account and credit card fees and charges. 3.4.5 Demonstrate the wise use of credit.3.4.6 Validate credit history.3.4.7 Discuss why and how a loan is obtained.3.4.8 Protect against identity theft.3.4.9 Prepare personal income tax forms.

BIL: E

Competency 3.5: Explain the use of financial services providers.Descriptors:3.5.1 Describe types of financial services providers (banks, credit unions, loan services).3.5.2 Discuss considerations in selecting a financial services provider.

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BIL: E

Competency 3.6: Identify investment strategies to ensure personal financial well-being.Descriptors:3.6.1 Explain types of investments.3.6.2 Assess the many factors that influence financial planning.3.6.3 Adjust the financial plan to accommodate changes in funds.3.6.4 Explain how and why investments are important.3.6.5 Describe the power of compounding interest.3.6.6 Establish investment goals and objectives.

BIL: E

Competency 3.7: Describe the concept of wealth building.Descriptors:3.7.1 Identify the level of risk involved with investment options.3.7.2 Identify the potential returns related to investment options.3.7.3 Describe the differences between renting and buying.3.7.4 Describe the reasons to have insurance.3.7.5 Identify ways to maximize contributions to pre-tax retirement plans.

BIL: E

Competency 3.8: Describe basic financial concepts of business.Descriptors:3.8.1 Identify an organization’s revenue sources and expenditures.3.8.2 Compare a personal budget to a business budget.3.8.3 Identify and explain parts of a business budget.3.8.4 Identify and explain parts of a profit-and-loss statement.3.8.5 Explain how quality and customer satisfaction affect profit.3.8.6 Explain the impact of budget constraints.

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Unit 4: Information, Media and Technological Literacy

BIL: E

Competency 4.1: Use computer systems.Descriptors:4.1.1. Discuss the scope of computer systems.4.1.2 Explain the scope of data communications tools.4.1.3 Explain the use of basic operating systems.4.1.4 Develop a system to manage files.4.1.5 Compress or alter files.4.1.6 Use control panel components.4.1.7 Access data through various computer drives.

BIL: E

Competency 4.2: Describe aspects of the Internet. Descriptors:4.2.1 Explain the extension designations of domain names.4.2.2 Discuss the role of organizations in administering Internet activities.4.2.3 Explain the role of internet service providers (ISPs).4.2.4 Describe types of resources that can be accessed through the Internet (e.g. Web pages,

social media, USENET newsgroups, listservs, files and programs, email).4.2.5 Discuss the use of bookmarks.4.2.6 Explain how to organize bookmarks.4.2.7 Describe tools useful for navigating the Internet.4.2.8 Identify the risks involved in using the Internet.4.2.9 Explain the complete lack of privacy for Internet interactions.

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BIL: E

Competency 4.3: Use computer applications.Descriptors: 4.3.1 Demonstrate basic Web search skills to obtain needed information.4.3.2 Demonstrate basic email functions.4.3.3 Demonstrate use of personal information management and productivity applications.4.3.4 Demonstrate word processing skills.4.3.5 Use advanced word processing features.4.3.6 Use design and presentation software.4.3.7 Use writing/publishing software.4.3.8 Create and use databases.4.3.9 Demonstrate basic spreadsheet applications.4.3.10 Use email appropriately.4.2.11 Identify when email is appropriate and when it is not.

BIL: E

Competency 4.4: Use advanced computer applications.Descriptors:4.4.1 Use advanced spreadsheet functions.4.4.2 Use integrated business software application packages (e.g. accounting and payroll).4.4.3 Utilize collaborative/groupware applications (wikis, google docs, shareware).4.4.4 Use digital skills to network and create an appropriate online presence (e.g. web page,

blogs, social media, mobile).4.4.5 Use digital technologies, communication/networking tools and social networks

appropriately to access and manage information.

BIL: E

Competency 4.5: Demonstrate creative thinking to develop innovative products and processes using technology.

Descriptors:4.5.1 Apply existing knowledge to generate new ideas, products or processes.4.5.2 Create original, media-rich products.4.5.3 Identify technology-oriented trends and forecast possibilities.

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BIL: E

Competency 4.6: Use digital media to communicate and work collaboratively, including at a distance.

Descriptors: 4.6.1 Publish work-related digital products.4.6.2 Communicate information and ideas using technology tools and resources.4.6.3 Contribute to team projects to produce original works or solve problems using

technological tools and resources.4.6.4 Analyze data using technological tools to identify trends, solutions and make informed

decisions.4.6.5 Use online resources to collaborate, research, publicize, communicate, and increase

productivity.

BIL: E

Competency 4.7: Demonstrate knowledge of technology concepts, systems and operations.Descriptors:4.7.1 Use technology as a tool to research, organize, evaluate and communicate information.4.7.2 Select and use applications effectively to complete work.4.7.3 Use appropriate resources to troubleshoot systems and applications.4.7.4 Transfer current knowledge to learning of new technologies.

BIL: E

Competency 4.8: Use information accurately and creatively to solve problems.Descriptors:4.8.1 Access information efficiently and effectively.4.8.2 Evaluate information used.4.8.3 Manage the flow of information from a variety of sources.4.8.4 Describe the ethical and legal issues surrounding access and use of information.

BIL: E

Competency 4.9: Analyze media messages.Descriptors:4.9.1 Demonstrate knowledge of how and why media messages are constructed.4.9.2 Identify the purposes of media messages and assess messages for potential bias.4.9.3 Describe how individuals interpret media messages differently.4.9.4 Evaluate how media can influence beliefs and behaviors.4.9.5 Describe the legal and ethical issues surrounding access and use of media.4.9.6 Use the most appropriate media creation tools to create media products and messages.4.9.7 Recognize that media messages are opinions.4.9.8 Validate messages before taking actions.

Unit 5: HEALTH AND WELLNESS LITERACY

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BIL: E

Competency 5.1: Use critical thinking skills related to personal wellness and health.Descriptors: 5.1.1 Evaluate healthy and unhealthy alternatives in decision-making.5.1.2 Evaluate effectiveness of health-related decisions.5.1.3 Use knowledge of relevant terminology (i.e. deductible, co-pay, catastrophic, coverage).5.1.4 Seek multiple perspectives when asking for assistance to make health-related decisions.5.1.5 Consider impact of health- related decisions.5.1.6 Analyze the influence of family, peers, health professionals, culture, media, and

technology. 5.1.7 Determine reliability, accuracy and dependability of health information sources.5.1.8 Access valid information about health products and services.5.1.9 Describe long-term and short-term disability options.5.1.10 Explain employer drug screening and disclose medications appropriately.5.1.11 Explain the consequences of contract labor on health decisions.5.1.12 Describe the impact of poor health decisions (drugs, alcohol, nicotine) on health and

employment, including potential insurance and employment consequences.5.1.13 Ask questions and be assertive when receiving medical advice.5.1.14 Determine the costs of benefits provided by an employer.5.1.15 Explain the health impact of a loss of benefits.

BIL: E

Competency 5.2: Demonstrate goal setting for personal health and well being.Descriptors: 5.2.1 Evaluate health status and develop goals to enhance health.5.2.2 Engage in an ongoing cycle of goal-setting, implementation, evaluation and readjustment

to enhance health and well being.5.2.3 Explain personal finance decisions that need to be made for family planning.

BIL: E

Competency 5.3: Demonstrate behaviors that foster healthy, active lifestyles.Descriptors:5.3.1 Monitor current physical health to meet fitness goals.5.3.2 Engage in activities to maintain appropriate levels of physical activity.5.3.3 Practice preventive health behaviors.5.3.4 Engage in behaviors that promote risk avoidance.5.3.5 Identify factors that influence healthy eating.5.3.6 Establish healthy eating behaviors.5.3.7 Engage in behaviors that promote positive mental and emotional health.

BIL: Did not reviewTeacher Recommended

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Competency 5.4: Identify characteristics of physical and psychological abuse and unhealthy relationships.Descriptors:5.4.1 Define types of abuse and unhealthy relationships.5.4.2 Describe signs of abusive and unhealthy relationships.

Unit 6: Business Readiness Skills

BIL: E

Competency 6.1: Discuss basic business concepts.Descriptors:6.1.1 Explain the role of business in society.6.1.2 Describe types of business activities (e.g. marketing and public relations, operations,

research and development, accounting, finance, community service, etc.).6.1.3 Explain types of businesses.6.1.4 Explain opportunities for creating added value.6.1.5 Describe crucial elements of a quality culture/continuous quality improvement.6.1.6 Describe the role of management in the achievement of quality.6.1.7 Describe the need for and impact of ethical business practices.6.1.8 Explain the importance of focusing on the customer.6.1.9 Identify the goals of business (shareholder value, profit, etc.).6.1.10 Explain the benefit to business of participating in community service.

BIL: E

Competency 6.2: Describe business functions.Descriptors:6.2.1 Explain the concept of marketing.6.2.2 Explain the nature and scope of operations.6.2.3 Explain the concept of management.6.2.4 Explain the concept of financial management.6.2.5 Explain the concept of human resources.6.2.6 Explain the concept of risk management.6.2.7 Explain the concept of strategic management.6.2.8 Explain the concept of research and development.6.2.9 Describe how an entry-level employee fits into the overall business functions.6.2.10 Describe the need for legal counseling.

BIL: E

Competency 6.3: Discuss the environmental impact of business.Descriptors:6.3.1 Discuss the role of sustainable business practices (i.e., going green).6.3.2 Discuss why businesses may choose to implement sustainable business practices.

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6.3.3 Describe types of environmentally sustainable products and services.6.3.4 Explain the concept of environmentally responsible supply chains.6.3.5 Identify ways to reduce a company’s impact on the environment at the local, community,

global and planet levels.

BIL: E

Competency 6.4: Describe systems in organizations.Descriptors6.4.1 Describe how one’s own performance impacts the success of an organization.6.4.2 Explain how one’s work is connected to other work units within an organization.6.4.3 Explain organizational mission.6.4.4 Comply with organizational policies and procedures in a consistent manner.6.4.5 Describe company guidelines regarding personal and professional interaction, appropriate

dress and health and safety.6.4.6 Describe quality and health standards set by external sources, including unions, OSHA

and other national and international organizations.6.4.7 Identify situations when approval from a supervisor, team lead, etc. may be needed.6.4.8 Seek approval from the appropriate source when needed.

BIL: E

Competency 6.5: Describe organizational structures.Descriptors:6.5.1 Identify organized, at-will, contract, and temporary labor’s role within organizations.6.5.2 Lists typical steps to follow for a grievance or dispute in the workplace.6.5.3 Be aware of organizational structure (chain-of-command).

BIL: E

Competency 6.6: Practice continuous improvement.Descriptors:6.6.1 Explain workers’ role in quality control. 6.6.2 Recognize when a work process needs improvement.6.6.3 Recommend improvements to team or supervisor when appropriate.6.6.4 Describe the importance and types of quality initiatives in the work place.6.6.5 Identify ways quality initiatives minimize work costs, rework and production time.6.6.6 Describe types of industry standards related to quality.

BIL: E

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Competency 6.7: Discuss the global environment in which businesses operate.Descriptors: 6.7.1 Discuss the impact of globalization on businesses.6.7.2 Explain factors driving the existence of a global business environment.6.7.3 Describe forces that maintain differences between countries and regions.6.7.4 Describe reasons why businesses go abroad and reasons they stay domestic.6.7.5 Describe the economic regions of the world.

BIL: E

Competency 6.8: Explain the role of global trade.Descriptors:6.8.1 Define the following terms: imports, exports, and international trade.6.8.2 Describe reasons that international trade takes place.6.8.3 List gains from international trade.6.8.4 Identify ways in which the U.S. economy is affected by international trade.6.8.5 Explain the importance of currency exchange rates.6.8.6 Explain reasons why companies may maintain offshore accounts.

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Unit 7: Ethics and Legal Practices

BIL: E

Competency 7.1: Make decisions within an ethical framework.Descriptors:7.1.1. Define “ethics.”7.1.2 Identify codes of ethics within the professions.7.1.3 Develop an individual ethical framework.7.1.4 Demonstrate ethical behavior when interacting with others.7.1.5 Explain the difference between legal and ethical issues.

BIL:

Competency 7.2: Assess the implications of ethical and unethical behavior.Descriptors:7.2.1 Describe the influence of family, peers, health professionals, culture, media, and

technology on behavior.7.2.2 Determine reliability, accuracy and dependability of information sources.7.2.3 Compare and contrast personal, professional and organizational ethics.7.2.4 Demonstrate respect for the property of others.7.2.5 Resolve issues relating to any potential conflicts of interest between personal and

organizational ethics.7.2.6 Identify strategies for responding to the unethical actions of individuals and

organizations.7.2.7 Identify the consequences of unethical actions.

BIL: E

Competency 7.3: Research mandated standards, policies, legislation, and legal practices.

Descriptors:7.3.1 Describe mandated standards for harassment, labor and employment laws and violence in

the workplace (e.g. minor labor laws).7.3.2 Identify the consequences of non-compliance for both employee and employer.7.3.3 Explain the role of the Family and Medical Leave Act, Americans with Disabilities Act

and Health Insurance Portability and Accountability Act of 1996 in the workplace.7.3.4 Define discrimination.7.3.5 Discuss the Equal Opportunity Commission’s role related to the workplace.7.3.6 Describe how civil service law impacts the workplace.7.3.7 Describe issues related to overtime compensation.7.3.8 Define liability and negligence.7.3.9 Discuss protections against liability.7.3.10 Explain the Bureau of Workers’ Compensation’s role in workplace injuries

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Unit 8: Safety

BIL: E

Competency 8.1: Promote a safe workplace.Descriptors:8.1.1 Use materials properly and safely.8.1.2 Store materials properly and safely.8.1.3 Practice appropriate waste disposal or recycling procedures.8.1.4 Recognize common physical, chemical or biological hazards.8.1.5 Implement a job-specific safety plan.8.1.6 Recognize and follow safety signs.8.1.7 Explain the proper use of a Material Safety Data Sheet (MSDS).

BIL: E

Competency 8.2: Evaluate the ergonomic factors in the workplace.Descriptors:8.2.1 Identify work associated with lifting, moving, and placing heavy objects and materials.8.2.2 Demonstrate appropriate body mechanics in lifting and moving heavy objects.8.2.3 Describe the ergonomic importance of properly operating various types of equipment and

using various tools.8.2.4 Describe the ergonomics of the workplace.

BIL: E

Competency 8.3: Explain emergency response plans in a variety of industry settings.Descriptors:8.3.1 Describe different types of emergency response plans.8.3.2 Explain the procedures to be followed in the event of an emergency response.8.3.3 Practice universal precautions to protect self and others against blood-born pathogens.8.3.4 Discuss procedures for violence in the workplace.8.3.5 Explain types of workplace emergencies.

BIL: E

Competency 8.4: Identify the requirements for First Aid and CPR certification.Descriptors:8.4.1 Identify first aid training and certification requirements.8.4.2 Identify cardiopulmonary resuscitation (CPR) training requirements and certification

options.8.4.3 Identify Automated External Defibrillator (AED) training requirements and usage.

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BIL: E

Competency 8.5 : Examine entrance and exit procedures.Descriptors:8.5.1 Examine various activities and tasks and the appropriate entrance and exit devices, fire

safety, and structural safety components.8.5.2 Discuss various accident conditions associated with exit and entrance.8.5.3 Describe various federal, state and local safety regulations associated with entrance and

exit.

Unit 9: Communication Skills

BIL: E

Competency 9.1: Explain effective communications.Descriptors:9.1.1 Explain the importance of effective communication in business.9.1.2 Identify barriers to effective communication.9.1.3 Describe techniques for overcoming barriers to effective communication.9.1.4 Discuss issues involving digital and/or electronic communications (e.g. lack of body

language, lack of verbal cues, potential for forwarding information).9.1.5 Explain reasons for avoiding multitasking (e.g. avoid texting and emailing while engaged

in face-to-face communications).

BIL: E

Competency 9.2: Apply active listening skills.Descriptors:9.2.1 Explain communication techniques that support and encourage a speaker.9.2.2 Use paraphrasing strategies.9.2.3 Summarize another person’s key points.9.2.4 Probe to clarify the speaker’s thinking.9.2.5 Use body language to show interest in what a speaker is saying.9.2.6 Take notes in business meetings.

BIL: E

Competency 9.3: Apply appropriate verbal skills in business situations.Descriptors:9.3.1 Explain characteristics of effective verbal communications.9.3.2 Describe how nonverbal communication affects verbal messages.9.3.3 Interpret others’ nonverbal cues.9.3.4 Explain the importance of voice in communicating with others.9.3.5 Identify situations in which employees need to address others in a businesslike manner.9.3.6 Address people properly.9.3.7 Participate in staff meetings.

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9.3.8 Develop awareness of speech habits.9.3.9 Communicate in an objective, balanced, thoughtful way.

BIL: E

Competency 9.4: Use appropriate social skills to interact effectively with others.Descriptors:9.4.1 Determine ways to establish positive relationships with others.9.4.2 Demonstrate cooperation and teamwork to promote group effectiveness.9.4.3 Describe the effects of requesting support from and providing support to others.9.4.4 Evaluate one’s own contribution in groups as a member and leader.9.4.5 Use communication and social skills in daily interaction with others.9.4.6 Plan, implement and evaluate participation in a group project.9.4.7 Practice the use of informal conversation topics.9.4.8 Respect “personal space.”9.4.9 Use eye contact effectively.9.4.10 Identify appropriate and inappropriate touching.

BIL: E

Competency 9.5: Make oral presentations.Descriptors:9.5.1 Identify occasions when oral presentations are required.9.5.2 Explain the importance of communication skills in oral presentations (e.g. speaking

clearly, using standard grammar, using appropriate gestures with audience).9.5.3 Describe characteristics of effective oral presentations.9.5.4 Discuss the role of visual support in making oral presentations.9.5.5 Demonstrate procedures for making oral presentations.9.5.6 Use technology to enhance oral presentations.9.5.7 Use the appropriate message for the appropriate audience.

BIL: E

Competency 9.6: Engage in active observation. Descriptors:9.6.1 Be aware of people, place and environment.9.6.2 Recognize and control bias when entering a new situation.9.6.3 Maintain situational awareness.

BIL: E

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Competency 9.7: Utilize effective written communication.Descriptors:9.7.1 Explain the importance of effective written communications.9.7.2 Identify types of written communication used in business.9.7.3 Identify characteristics of effective written communication (e.g. brevity, neatness,

accuracy).9.7.4 Select and utilize appropriate formats for professional writing.9.7.5 Plan, edit and revise written work consistent with professional standards.9.7.6 Write business letters.9.7.8 Write informational messages.9.7.9 Write inquiries.9.7.10 Write persuasive messages.9.7.11 Write executive summaries.9.7.12 Prepare simple written reports.9.7.13 Write emails appropriately and with caution.9.7.14 Use appropriate technology in appropriate communication situations (text, email, phone).

BIL: E

Competency 9.8: Use correct grammar and vocabulary.Descriptors:9.8.1 Use correct subject/verb agreement in sentences.9.8.2 Use correct noun/pronoun agreement in sentences.9.8.3 Use correct use of adverbs and adjectives in sentences.9.8.4 Use correct word usage in sentences.9.8.5 Explain the importance of a technical vocabulary.9.8.6 Explain the consequences of excessive use of jargon.9.8.7 Explain the relationship of business success to proper grammar.9.8.8 Use appropriate spelling.

BIL: E

Competency 9.9: Use communication tools.Descriptors:

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9.9.1 Describe proper verbal skills needed for handling telephone calls.9.9.2 Explain standard procedures for handling telephone calls in a businesslike manner (e.g.

professionalism, consider inflection in voice, attitude conveyed).9.9.3 Identify company policies regarding use of web and telecommunications tools (telephone

answering machine, voice mail, email, teleconferencing system).9.9.4 Identify appropriate etiquette for each type of communications tool.9.9.5 Operate communications equipment in accordance with company policy.9.9.6 Communicate via telephone, voice mail, email, smart phone, tablet, facsimile, Web and

teleconferencing system.9.9.7 Keep up to date concerning new and emerging communications technologies.9.9.8 Take complete and accurate telephone messages.9.9.9 Deliver phone messages according to the criticality of the message.9.9.10 Follow established telephone etiquette.

BIL: E

Competency 9.10: Read to acquire meaning from written material.Descriptors:9.10.1 Identify sources that provide relevant, valid written material.9.10.2 Discriminate among types of information (e.g. essential, important, critical, nice to

know).9.10.3 Differentiate among fact, judgment and inference.9.10.4 Interpret written information, including handbooks, job descriptions, graphs, schedules,

maps and job postings.9.10.5 Utilize appropriate reading skills for information needs (e.g. skim, comprehend, analyze).9.10.6 Gather relevant information from written materials.9.10.7 Locate key points, main ideas, relevant, details, facts and specifications in written

materials.9.10.8 Apply written directions to achieve tasks.9.10.9 Read company resources to ascertain policies and procedures.9.10.10 Determine the accuracy of written information.

BIL: E

Competency 9.11: Follow company guidelines in the business environment.Descriptors:9.11.1 Describe guidelines for communicating with other employees (e.g. protocol of

communications, types of information transmitted via different channels, staff communications).

9.11.2 Explain ethical considerations in providing information.9.11.3 Explain use of interdepartmental/company communication.9.11.4 Follow directions.9.11.5 Use appropriate manners in accordance with established protocols and company policies.9.11.6 Describe situations when you should not follow orders.

BIL: E

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Competency 9.12: Use communication skills to inform and influence others.Descriptors:9.12.1 Use communication tools to persuade others.9.12.2 Demonstrate negotiation skills in communicating.9.12.3 Use communication tools to present a point of view.9.12.4 Use communication tools to sell products.

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Unit 10: Customer Service

BIL:

Competency 10.1: Explain the role of customer service.Descriptors:10.1.1 Explain how customer service excellence improves the image of the company.10.1.2 Describe how customer service facilitates sales.10.1.3 Identify the customer for a product or business center (both internal and external

customers).10.1.4 Identify how entry-level employees are involved in customer service.

BIL: E

Competency 10.2: Respond appropriately and in a timely manner to internal and external customers to foster positive relationships.

Descriptors:10.2.1 Explain the nature of positive customer relations.10.2.2 Demonstrate a customer service mindset.10.2.3 Reinforce service orientation through communication.10.2.4 Respond to customer inquiries appropriately and with correct verbiage.10.2.5 Respond appropriately to situations when a customer is at fault.10.2.6 Appropriately interpret business policies to customer.10.2.7 Handle difficult customers and customer/client complaints.10.2.8 Identify ways to recover from difficult customer situations.

BIL: E

Competency 10.3: Analyze product and service offerings for a business.Descriptors:10.3.1 Identify types and sources of product and service offerings.10.3.2 Describe guidelines to follow when acquiring product and service offerings.10.3.3 Analyze product and service offerings to determine when it is appropriate to use each

choice.10.3.4 Explain the features and benefits of products and services.

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BIL: E

Competency 10.4: Establish a relationship with customer/client.Descriptors:10.4.1 Describe the importance of establishing relationships with customers/clients.10.4.2 Explain techniques and procedures for establishing relationships.10.4.3 Demonstrate the process of developing a relationship with a customer.

BIL: E

Competency 10.5: Assess customer needs.Descriptors:10.5.1 Describe reasons for asking questions.10.5.2 Explain the importance of questioning and listening to assess customer needs.10.5.3 Explain the importance of timing in asking questions.10.5.4 Describe types of questions (open-ended, probing, etc.) and when they are best used.10.5.5 Question customers to assess needs.

BIL: E

Competency 10.6: Educate customer about products and services.Descriptors:10.6.1 Match customer needs to appropriate products and services.10.6.2 Relate product and service benefits and features to the customer.10.6.3 Provide product and service information to customer.10.6.4 Follow policies in providing product and service information.10.6.5 Recommend a solution to customer needs.

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Unit 11: Economics

BIL: E

Competency 11.1: Explain fundamental economic concepts to obtain a foundation for employment in business.Descriptors:11.1.1 Distinguish between economic goods and services.11.1.2 Explain the concept of economic resources.11.1.3 Describe the concepts of economic scarcity, choice and economic activities.11.1.4 Determine economic utilities created by business activities.

BIL: E

Competency 11.2: Discuss the interactions of supply, demand and price.Descriptors:11.2.1 Explain how scarce resources are allocated.11.2.2 Discuss the concepts of opportunity cost.11.2.3 Explain how consumers make choices.11.2.4 Explain the principles of supply and demand.11.2.5 Discuss the impact of elasticity on demand.11.2.6 Describe the functions of prices in markets.11.2.7 Explain the concept of equilibrium.

BIL: E

Competency 11.3: Describe the nature of business to show its contributions to society.Descriptors:11.3.1 Explain the role of business in society.11.3.2 Describe types of business activities.11.3.3 Determine the relationship between government and business.11.3.4 Determine the relationship between business and community.

BIL: E

Competency 11.4: Differentiate among economic systems to understand the environments in which businesses function.

Descriptors:11.4.1 Explain the types of economic systems.11.4.2 Explain the concept of private enterprise.11.4.3 Identify factors affecting a business’ profit.11.4.4 Determine factors affecting business risk.11.4.5 Explain the concept of competition.

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BIL: E

Competency 11.5: Discuss productivity to understand its impact on business decision-making.

Descriptors:11.5.1 Explain the concept of productivity.11.5.2 Describe the concept of economies of scale.11.5.3 Describe the individual’s role in improving productivity.

BIL: E

Competency 11.6: Explain economic indicators to measure economic trends and conditions.Descriptors:11.6.1 Explain measures used to analyze economic conditions, including the unemployment rate,

the inflation rate, productivity and the rate of interest.11.6.2 Discuss the measure of consumer spending as an economic indicator.11.6.3 Discuss the impact of a nation’s unemployment rates.11.6.4 Describe the economic impact of inflation on business.11.6.5 Explain the economic impact of interest rate fluctuations.

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Unit 12: Entrepreneurial Concepts

BIL: E

Competency 12.1: Describe the role of entrepreneurship.Descriptors:12.1.1 Define “entrepreneurship” and discuss its scope.12.1.2 Examine the long-term impact of entrepreneurship on the economy.12.1.3 Identify the factors that contribute to the success and failure of entrepreneurial ventures.12.1.4 Assess the roles of social, non-profit and for-profit businesses.12.1.5 Describe the history of entrepreneurship.12.1.6 Discuss the personal stories of entrepreneurs.12.1.7 Describe life cycles of an entrepreneurial business and an entrepreneur.

BIL: E

Competency 12.2: Evaluate personal entrepreneurial potential.Descriptors:12.2.1 Examine abilities and skills needed by entrepreneurs.12.2.2 Identify the advantages and disadvantages of becoming an entrepreneur.12.2.3 Explain ways that people become entrepreneurs.12.2.4 Determine personal interests.12.2.5 Assess personal strengths and weaknesses.12.2.6 Assess skills, abilities, financing and timing.12.2.7 Identify personal goals and objectives.12.2.8 Conduct self-assessment to determine entrepreneurial potential.

BIL: E

Competency 12.3: Describe types of business ownership.Descriptors:12.3.1 Identify types of business ownership.12.3.2 Describe a sole proprietorship form of ownership.12.3.3 Explain the purposes of forming a partnership.12.3.4 Describe types of partnership arrangements (e.g. majority or minority ownership, silent

partnership).12.3.5 Describe the process for forming a corporation.12.3.6 Describe forms of corporations.12.3.7 Explain ways in which corporations grow.12.3.8 Describe the role of franchises in our society.12.3.9 Describe the role of and process for forming limited liability companies (LLCs).12.3.10 Describe the advantages and disadvantages of sole proprietorships.12.3.11 Describe the advantages and disadvantages of partnerships.

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12.3.12 Discuss the advantages and disadvantages of corporations.12.3.13 Describe the advantages and disadvantages of limited liability companies.12.3.14 Explain the advantages and disadvantages of franchises.12.3.15 Describe global business options.

BIL: E

Competency 12.4: Identify and explore entrepreneurial opportunities.Descriptors:12.4.1 Explore local, state, national and global trends and opportunities.12.4.2 Explore environmental and technological changes and trends.12.4.3 Consider innovation in current business products or strategies.12.4.4 Describe idea-generation methods (e.g. brainstorming, creativity activities, research).12.4.5 Identify emerging markets.12.4.6 Generate venture ideas. 12.4.7 Determine feasibility of ideas.12.4.8 Identify and assess opportunities for entrepreneurial ventures.

BIL: E

Competency 12.5: Determine viability of the business opportunity.Descriptors:12.5.1 Determine feasibility of ideas.12.5.2 Identify and assess opportunities for entrepreneurial ventures.12.5.3 Describe entrepreneurial planning considerations (e.g. time commitment, money

available, competition, size of the business, the idea itself).12.5.4 Explain tools and resources used by entrepreneurs for venture planning (e.g. market

research, local organizations, SCORE, chamber of commerce).12.5.5 Assess risks and benefits associated with venture.12.5.6 Assess whether external resources should be used to determine business opportunity’s

viability.12.5.7 Describe the differences involved when considering the viability of an internet business.12.5.8 Embrace failure and learn from it.

BIL:

Competency 12.6: Describe the importance of business planning. Descriptors:12.6.1 Explain why businesses develop short-term and long-term plans.12.6.2 Describe the components of a business plan.12.6.3 Describe why business plans are important to a new business.12.6.4 Explain how a business plan is used by an entrepreneur.12.6.5 Explain how a business plan is used by a bank and investors.

Unit 13: Problem-Solving and Critical Thinking

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BIL: E

Competency 13.1: Employ problem-solving skills to formulate solutions.

Descriptors:13.1.1 Identify steps to effective problem-solving.13.1.2 State the problem completely and precisely.13.1.3 Assemble and examine pertinent information.13.1.4 Brainstorm potential solutions.13.1.5 Interpret consequences to each possible solution.13.1.6 Compare and contrast consequences and discuss underlying assumptions. 13.1.7 Identify the best solution based on risks, costs, ethics, laws and benefits.13.1.8 Apply the best solution to the problem.

BIL: E

Competency 13.2: Demonstrate critical thinking techniques.Descriptors: 13.2.1 Identify critical thinking techniques (e.g. challenging ideas, asking questions, points of

view, contexts).13.2.2 Make connections between things that seem unrelated.13.2.3 Develop tools to recognize false, poorly reasoned or improbable information.13.2.4 Clarify assumptions when thinking critically.13.2.5 Identify the importance of transferring skills to multiple situations.13.2.6 Identify ways to improve logic and reasoning skills.

BIL: E

Competency 13.3: Combine critical thinking and team building skills to solve problems.

Descriptors:13.3.1 Collaborate with others to define problems.13.3.2 Share ideas, facts, information and/or data with others.13.3.3 State personal positions clearly and respect conflicting positions.13.3.4 Accept and support group decisions even when different from a personal solution.13.3.5 Build upon the ideas of others.13.3.6 Capitalize on strengths and weaknesses of each team member.

BIL: E

Competency 13.4: Evaluate and adapt plans and schedules to respond to unexpected events and conditions.

Descriptors:13.4.1 Identify potential events and conditions that disrupt the completion of a job.13.4.2 Incorporate potential job disruptions into planning time lines.13.4.3 Solve situational problems involved with unexpected events and conditions.13.4.4 Identify and assess critical situations and implement appropriate responses.13.4.5 Adjust plans and schedules to reflect an unexpected change.

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13.4.6 Provide a project update to track changes.

BIL: E

Competency 13.5: Use creativity and innovation.Descriptors:13.5.1 Use a wide range of idea creation techniques (brainstorming, etc).13.5.2 Create new and worthwhile ideas.13.5.3 Review ideas to elaborate and refine them as needed.13.5.4 Demonstrate originality and inventiveness in solving problems. 13.5.5 Embrace failure as an opportunity to learn.13.5.6 Respond appropriately to diverse perspectives.13.5.7 Act on creative ideas when appropriate.

BIL: E

Competency 13.6: Analyze methods to learn how to learn.Descriptors:13.6.1 Set clear and realistic goals.13.6.2 Seek opportunities to update skills.13.6.3 Demonstrate persistence when learning is difficult.13.6.4 Identify strengths and weaknesses.13.6.5 Identify learning styles and preferences.13.6.6 Identify and use study strategies.13.6.7 Identify and work to remove personal barriers to learning.13.6.8 Use memory aids (notes, tape recorder).13.6.9 Explain the connection between education and employment.13.6.10 Explain importance of lifelong learning.13.6.11 Learn new, additional skills related to a job.

BIL: E

Competency 13.7: Apply learning skills in new contexts.Descriptors: 13.7.1 Demonstrate willingness to apply new skills and knowledge.13.7.2 Explain the process of applying new skills in different contexts.13.7.3 Work with others to apply new skills and knowledge on an assignment.13.7.4 Analyze how one transfers skills and knowledge to new situations.13.7.5 Use performance evaluation and feedback to create new learning opportunities.13.7.6 Use skills to evaluate your own performance.13.7.7 Analyze generational differences in learning skills.13.7.8 Use new skills in situations with diverse groups.

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Student Assessment Policy

Assessment is a continuing process that provides feedback for the students, the teachers, and the parents. This systematic assessment will include the basic considerations of evaluating both the achievement of the students and the attainment of the goals, objectives and competencies for the program.

The student shall perform competencies and competency builders in a manner acceptable to the business community. The standards set for these competencies are recommended by the advisory committee members and employers in the business community and evaluated by the teacher following these guidelines. Competencies will be identified which must be mastered in order to receive credit for the course.

In order to measure the progress of each student in the program and to measure the effectiveness of the total program, the following evaluation procedures may be used:

Pretests and Post tests Rubrics and checklists Teacher observation and evaluations Authentic Assessments Quizzes Classroom assignments Individual and/or group demonstrations Interviews Teamwork opportunities Graded CTSO: Career Technical Student Organization activities and contests Project development

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Oral tests Work/Field experiences Work based learning Placement Daily behavioral performance Displays Lab appropriate dress

Measurement will be an ongoing activity with emphasis on laboratory activities and competency improvement. Evaluation will be accomplished through frequent formative assessment: oral, visual and written, and summative evaluations to determine mastery of competencies. The number of competencies mastered will be translated into appropriate grades consistent with the school’s grading system and consistent with district and school policy.

School Business

90-100 A Outstanding Promotion, Raise 80-89 B Above average Promotion, Raise 70-79 C Average No promotion 60-69 D Below average Potential Layoff 0-59 F Failing work Fired I Incomplete

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