Career and Technical Education
Model Curriculum Framework
Preparatory
X Exploratory
Course Title: Entrepreneurship
Program: Business Education
CIP Code: 520701 (90 hours)
Standards and competencies used in this curriculum framework are from the National Standards for Business Education and the College Readiness Mathematics Standards.
Performance Task/
Assessments
Students will:
Recognize that
entrepreneurs
possess unique
characteristics and
evaluate the degree
to which one
possesses those
characteristics.
FBLA Competitive
Event:
Entrepreneurship
Standards & Competencies
(Exploratory = pre-industry content standard
Preparatory = industry standard)
Entrepreneurs and Entrepreneurial
opportunities
A. Characteristics of an Entrepreneur
Level 1 Performance Expectations
 Identify the characteristics of a successful
entrepreneur
Level 2 Performance Expectations
 Identify one’s own personal traits that are
typical characteristics of an entrepreneur
 Compare the costs and benefits of choosing to
become an entrepreneur
Level 3 Performance expectations
 Analyze the degree to which one possesses the
characteristics of an entrepreneur
 Analyze the personal advantages and risks of
owning a business
B. Role of the Entrepreneur in Business
Level 1 Performance Expectations
 Describe the differences between an employer
and an employee
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Essential
Academic
Learning
Requirements
Benchmark 3
Washington State
Goals 1 & 2
Reading
3.2 Read to perform a
task
3.2.2 Apply
understanding of complex
information, including
functional documents, to
perform a task
Communication
1.1 Uses listening and
observation skills and
strategies to focus
attention and interpret
information
1.1.1 Applies a variety of
listening strategies to
accommodate the
listening situation
1.2 Understands,
analyzes, synthesizes, or
evaluates information
from a variety of sources
1.2.1 Evaluates
effectiveness of and
creates a personal
response to visual and
Integrating
Analytical,
Logical, &
Creative Thinking
Washington State
Goal 3
Translate
knowledge
Find Evidence
Compare/Contrast
Leadership Skills
and
Corresponding
Activity
FBLA provides
leadership activities
that correlate with
the
Entrepreneurship
curriculum. At a
minimum:
Analyze data
Generalize from
given facts
Make inferences
and draw
conclusions
Individual
1.1 The student
will analyze,
refine, and
apply decisionmaking skills
through
classroom,
family,
community,
and business
and industry
(work-related)
experiences
1.3 The student
will
demonstrate
oral,
interpersonal,
Employability Skills
Resources
 Money – Uses or
prepares budgets,
makes forecasts,
keeps records, and
makes adjustments
to meet objectives
 Time—Selects
goal-relevant
activities, ranks
them, allocates
time, and prepares
and follows
schedules
Interpersonal
 Participates as a
member of a team—
contributes to group
effort
 Teaches Others New
Skills
 Works with Cultural
Diversity—works
well with men and
women from diverse
Local
District
Goals
High
Standard
s and
Expectati
ons for
all
students
Estimat
ed
hours of
student
learning
time
10 hours
Relevance to
Work
Washington
State Goal 4
Research and
analyze business
ownership to
help predict
options in an
entrepreneurship career.
All
students
are
engaged
and
challenge
d in their
education
and
prepared
to meet
or exceed
mandated
standards
.
Educatio
nal
opportuni
ties are
1
auditory information
Level 2 Performance Expectations
 Differentiate between an a manager and an
entrepreneur
Level 3 Performance Expectations
 Analyze the trade-offs between the roles of an
manager and an entrepreneur
C. Opportunity Recognition and Pursuit
Level 1 Performance Expectation
 Recognize opportunities resulting from other
peoples’ wants and perceived needs
Level 2 Performance Expectations
 Describe opportunities that led to the
development of successful entrepreneurial
endeavors
 Identify businesses that could be operated from
an individual’s home or on the Internet
Level 3 Performance Expectations
 Compare and contrast the advantages and
disadvantages of buying an existing business,
starting an entirely new business, or
purchasing a franchise
 Explain the feasibility of starting a home-based
or Internet-based business
 Describe an entrepreneurial opportunity and
formulate the steps in establishing a business
oriented toward that opportunity
D. Problem Identification and Solutions
Level 1 Performance Expectation
 Apply the steps in the problem-solving process
 Generate alternative solutions to a given
problem
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Writing
2.3 Writes in a variety of
forms/genres
2.3.1 Uses a variety of
forms/genres
2.4 Writes for career
applications
2.4.1 Produces
documents used in a
career setting
Mathematics
2.2 Apply strategies to
construct solutions
2.2.1 Apply strategies,
concepts, and procedures
to devise a plan to solve
the problem
3.1 Analyze information
3.1.1 Synthesize
information from
multiple sources in order
to answer questions
4.2 Organize, represent,
and share information
4.2.1 Analyze
mathematical information
to organize, clarify, and
refine an argument
5.3 Relate mathematical
concepts and procedures
to real-world situations
5.3.2 Understand the
mathematical knowledge
and training requirements
for occupational/career
areas of interest
written, and
electronic
communication
and
presentation
skills and
understand how
to apply those
skills

backgrounds
Teaches Others New
Skills
Information
 Acquires and
Evaluates
Information
 Organizes and
Maintains
1.5 The student will
Information
demonstrate
 Interprets and
self-advocacy
Communicates
skills by
Information
achieving
 Uses Computers to
planned,
Process Information
individual goals
1.7 The student will Systems
conduct self in
 Knows how social
a professional
and organizational
manner in
systems work and
practical career
can operate within
applications,
them.
organizational
 Monitors and
forums, and
Corrects
decisionPerformance—
making bodies
distinguishes trends,
predicts impacts on
Group
system operations,
2.1 The student will
diagnoses
communicate,
deviations in
participate, and
systems’
advocate
performance and
effectively in
corrects
pairs, small
malfunction
groups, teams,
and large
Technology
groups in order
 Selects
to reach
Technology—
common goals
chooses procedures,
equitable,
address
diverse
learning
styles,
develop
mental
levels,
interests,
and
prepare
students
to live,
learn and
work in
the
business
world.
2
Level 2 Performance Expectations
 Utilize the problem-solving process to resolve
a business problem
Level 3 Performance Expectations
 Analyze possible solutions to specific business
problems
College Readiness Math Standards
Attributes
Demonstrates intellectual engagement
Takes responsibility for own learning
Perseveres when faced with time-consuming or
complex tasks
Pays attention to detail
Social Studies:
Economics
1.2 Observe major forms
of business and related
careers
1.3 Understand the
monetary system of the
US and how individuals’
economic choices involve
costs and consequences
Community and
Career
3.4 The student will
understand the
organizational
skills necessary
to be a
successful
leader and
citizen and
practices those
skills in reallife

tools or equipment
including computers
and related techno
Applies Technology
to Task—
Understands overall
intent and proper
procedures for setup
and operation of
equipment
Reasoning/Problem-Solving
1.0 The student uses logical reasoning and
mathematical knowledge to define and solve
problems
1.1 Analyze a situation and describe the problem(s)
to be solved
1.2 Formulate a plan for solving the problem
1.3 Use logical reasoning and mathematical knowledge to obtain and justify correct solutions
Communication
2.0 The student can interpret and communicate
mathematical knowledge and relationships in both
mathematical and everyday language
2.1 Summarize and interpret mathematical
information which may be in oral or written
formats
2.2 Use symbols, diagrams, graphs, and words to
clearly communicate mathematical ideas,
reasoning, and their implications
2.3 Produce mathematically valid oral, written,
and/or symbolic arguments to support a position or
conclusion, using both mathematical and everyday
language
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3
Connections
3.0 The student extends mathematical thinking
across mathematical content areas, and to other
disciplines and real life situations
3.1 Use mathematical ideas and strategies to
analyze relationships within mathematics and in
other disciplines and real life situations
3.2 Understand the importance of mathematics as a
language
3.3 Make connections by using multiple
representations, e.g., analytic, numeric, and
geometric
3.4 Abstract mathematical models from word
problems, geometric problems, and applications
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4
Performance Task/
Assessments
Standards & Competencies
(Exploratory = pre-industry content standard
Preparatory = industry standard)
Students will:
Marketing
Analyze customer
groups and develop
a plan to identify,
reach, and keep
customers in a
specific target
market.
A. Identifying the Market
Level 1 Performance Expectation
 Determine the wants of specific consumers
 Determine potential buyers of specific
products at various price levels
Level 2 Performance Expectation
 Define and give examples of market
segmentation
 Define and give examples of target markets for
specific products
 Define and give examples of the concept of
market share
Level 3 Performance Expectations
 Identify target markets for potential new
businesses
 Use primary and secondary data sources to
locate information about potential target
markets
 Formulate a customer profile for a planned
business
A. Reaching the Market
Level 1 Performance Expectations
 Identify elements of marketing (e.g., product
place, price, and promotion)
 Design/select products to meet customer wants
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Essential
Integrating
Academic
Analytical,
Learning
Logical, &
Requirements
Creative Thinking
Benchmark 3
Washington State
Washington State
Goal 3
Goals 1 & 2
Cause and effect
Writing
1.4 Edits text
1.4.1 Edits for
Evaluation
conventions
1.5 Publishes text to share Goal Setting
with audience
1.5.1 Publishes in formats
that are appropriate for
specific audiences and
purposes
Communication
2.2 Uses interpersonal
skills and strategies in a
multicultural context to
work collaboratively,
solve problems, and
perform tasks
2.2.1Uses communication
skills that demonstrate
respect
Mathematics
1.0 The student
understands and applies
the concepts and
procedures of
mathematics
1.1 Understand and apply
concepts and procedures
from number sense—
number and numeration,
Leadership Skills
and
Corresponding
Activity
Employability Skills
FBLA provides
leadership activities
that correlate with
the
Entrepreneurship
curriculum. At a
minimum:
Resources:
 Money – Uses or
prepares budgets,
makes forecasts,
keeps records, and
makes adjustments
to meet objectives
 Time—Selects goalCommunity and
relevant activities,
Career Skills
ranks them,
3.3 The student will
allocates time, and
understand their
prepares and
role, participate in
follows schedules
and evaluate
community service Interpersonal
and service
 Participates as a
learning activities
Member of a team—
contributes to group
effort
 Teaches Others New
Skills
 Works with Cultural
Diversity—works
well with men and
women from diverse
backgrounds
 Teaches Others New
Skills
Information
 Acquires and
Evaluates
Local
District
Goals
High
Standard
s and
Expectati
ons for
all
students
All
students
are
engaged
and
challenge
d in their
education
and
prepared
to meet
or exceed
mandated
standards
.
Educatio
nal
opportuni
ties are
equitable,
address
diverse
learning
styles,
Estimat
ed
hours of
student
learning
time
10 hours
Relevance to
Work
Washington
State Goal 4
Investigate,
research, and
analyze.
Prepare reports
and
presentations
Conduct market
research using
the Web
Use word
processor,
spreadsheets,
data bases and
presentation
software to
organize and
share
information
Use marketing
computer
simulations to
analyze and
predict business
trends.
5



Explain the importance of location for a
business
Price a product in order to yield a profit
Create promotional activities for a given
product
Level 2 Performance Expectation
 Discuss factors that affect pricing
 Select an appropriate locations for a business
 Select/prepare appropriate publicity activities
for a business
 Select/prepare appropriate advertising
activities for a business
 Design a new product to meet unfilled
consumer wants
Level 3 Performance Expectations
 Identify the advantages and disadvantages of
starting a business on the Internet
 Describe how the Internet and other emerging
technologies have impacted the components of
marketing (e.g., product, place, price, and
promotion)
 Describe the layout and facilities needed for a
planned business
 Analyze the components of an effective ecommerce site
 Design a marketing plans for a business
(include the Internet and other emerging
technologies if appropriate)
B. Keeping/Increasing the Market
Level 1 Performance Expectations
 Discuss the importance of responding to
customer concerns
 Identify ways to respond to customer concerns
 Discuss the importance of a business giving
back to the community
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computation, and
estimation
2.2 Apply strategies to
construct solutions
2.2.1 Apply strategies,
concepts, and procedures
to devise a plan to solve
the problem
3.1 Analyze information
3.1.1 Synthesize
information from
multiple sources in order
to answer questions
4.2 Organize, represent,
and share information
4.2.1 Analyze
mathematical information
to organize, clarify, and
refine an argument
5.3 Relate mathematical
concepts and procedures
to real-world situations
5.3.2 Understand the
mathematical knowledge
and training requirements
for occupational/career
areas of interest



Information
Organizes and
Maintains
Information
Interprets and
Communicates
Information
Uses Computers to
Process Information
Systems
 Knows how social
and organizational
systems work and
can operate within
them.
 Monitors and
Corrects
Performance—
distinguishes trends,
predicts impacts on
system operations,
diagnoses
deviations in
systems’
performance and
corrects
malfunction
develop
mental
levels,
interests,
and
prepare
students
to live,
learn and
work in
the
business
world.
Technology
 Selects
Technology—
chooses procedures,
tools or equipment
including computers
and related techno
 Applies Technology
to Task—
Understands overall
intent and proper
6
Level 2 Performance Expectations
 Discuss the impact of competition on
keeping/increasing market share
 Describe techniques for obtaining consumer
feedback
 Identify ways a business can contribute to the
community
 Discuss how networking can help
maintain/increase market share
 Identify networking opportunities
 Discuss how selling on credit can help increase
market share
procedures for setup
and operation of
equipment
Level 3 Performance Expectations
 Select appropriate methods to respond to
customer concerns
 Identify new product/service opportunities
 Identify ways businesses track customers
 Design strategies for maintaining customer
loyalty
 Describe benefits of participating in a
business-sponsored community service activity
 Develop quality control procedures
College Readiness Math Standards
Attributes
Demonstrates intellectual engagement
Takes responsibility for own learning
Perseveres when faced with time-consuming or
complex tasks
Pays attention to detail
Reasoning/Problem-Solving
1.0 The student uses logical reasoning and
mathematical knowledge to define and solve
problems
1.1 Analyze a situation and describe the problem(s)
to be solved
1.2 Formulate a plan for solving the problem
1.3 Use logical reasoning and mathematical know-
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7
ledge to obtain and justify correct solutions
Communication
2.0 The student can interpret and communicate
mathematical knowledge and relationships in both
mathematical and everyday language
2.1 Summarize and interpret mathematical
information which may be in oral or written
formats
2.2 Use symbols, diagrams, graphs, and words to
clearly communicate mathematical ideas,
reasoning, and their implications
2.3 Produce mathematically valid oral, written,
and/or symbolic arguments to support a position or
conclusion, using both mathematical and everyday
language
Connections
3.0 The student extends mathematical thinking
across mathematical content areas, and to other
disciplines and real life situations
3.1 Use mathematical ideas and strategies to
analyze relationships within mathematics and in
other disciplines and real life situations
3.2 Understand the importance of mathematics as a
language
3.3 Make connections by using multiple
representations, e.g., analytic, numeric, and
geometric
3.4 Abstract mathematical models from word
problems, geometric problems, and applications
Number Sense
4.0 The student accurately describes and applies
concepts and procedures related to real and
complex numbers
4.2 Accurately and efficiently compute with real
numbers in all forms, including rational exponents
and scientific notation
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8
Performance Task/
Assessments
Standards & Competencies
(Exploratory = pre-industry content standard
Preparatory = industry standard)
Students will:
Economics
Apply economic
concepts when
making decisions for
an entrepreneurial
venture.
A. Economic Concepts
Level 1 Performance Expectations
 Define opportunity costs and give examples
 Explain the importance of opportunity cost
when making a decision
Level 2 Performance Expectation
 Analyze a decision in terms of marginal cost
and marginal benefits
Level 3 Performance Expectation
 Determine the differences between marginal
costs and sunk costs
B. Market Economy Characteristics
Level 1 Performance Expectations
 Define Scarcity
 Describe the relationship between private
ownership and a market economy
Level 2 Performance Expectations
 Describe how a market economy resolves the
problems of what, how, and for whom to
produce
 Explain the determinants of supply and
demand
 Explain how supply and demand markets
interact to determine price
D:\219546173.doc
Last updated 7/25/2016
Essential
Academic
Learning
Requirements
Benchmark 3
Washington State
Goals 1 & 2
Reading
3.2 Read to perform a
task
3.2.2 Apply
understanding of complex
information, including
functional documents, to
perform a task
Communication
1.1 Uses listening and
observation skills and
strategies to focus
attention and interpret
information
1.1.1 Applies a variety of
listening strategies to
accommodate the
listening situation
1.2 Understands,
analyzes, synthesizes, or
evaluates information
from a variety of sources
1.2.1 Evaluates
effectiveness of and
creates a personal
response to visual and
auditory information
2.2 Uses interpersonal
skills and strategies in a
multicultural context to
work collaboratively,
Integrating
Analytical,
Logical, &
Creative Thinking
Washington State
Goal 3
Cause and effect
Evaluation
Goal Setting
Leadership Skills
and
Corresponding
Activity
Employability Skills
FBLA provides
leadership activities
that correlate with
the
Entrepreneurship
curriculum. At a
minimum:
Resources
 Money – Uses or
prepares budgets,
makes forecasts,
keeps records, and
makes adjustments
to meet objectives
 Time—Selects goalGroup Skills
relevant activities,
2.3 The student will
ranks them,
analyze the
allocates time, and
complex
prepares and
responsibilities of
follows schedules
the leader and
follower and
Interpersonal
demonstrate the
 Participates as a
ability to both lead
Member of a team—
and follow
contributes to group
effort
 Teaches Others New
Skills
 Works with Cultural
Diversity—works
well with men and
women from diverse
backgrounds
 Teaches Others New
Skills
Information
 Acquires and
Evaluates
Local
District
Goals
High
Standard
s and
Expectati
ons for
all
students
All
students
are
engaged
and
challenge
d in their
education
and
prepared
to meet
or exceed
mandated
standards
.
Educatio
nal
opportuni
ties are
equitable,
address
diverse
learning
styles,
Estimat
ed
hours of
student
learning
time
5 hours
Relevance to
Work
Washington
State Goal 4
Apply the
economics and
accounting
procedures
involved in
beginning,
operating and
maintaining a
successful
business
Conduct market
research and
analysis
Identify,
research, and
compare vendor
performance
records
Calculate net
sales
Prepare cash
flow statements
and balance
sheets
Prepare profit
and loss
statements
9
Level 3 Performance Expectations
 Compare and contrast the different types of
market structures (e.g., competition and
monopoly)
 Explain the effect of different market
structures on market price
solve problems, and
perform tasks
2.2.1Uses communication
skills that demonstrate
respect
Writing
2.3 Writes in a variety of
forms/genres
2.3.1 Uses a variety of
Level 1 Performance Expectations
forms/genres
 Define what is meant by the cost of a good or
2.4 Writes for career
service
 Define what is meant by the price of a good or applications
2.4.1 Produces
service
 Describe the interrelationship between cost and documents used in a
career setting
price
C. Function of Price
Level 2 Performance Expectations
 Describe the difference between fixed costs
and variable costs
 Describe the impact of variable costs on
pricing
Social Studies—
Economics
2.1 Recognize that both
Level 3 Performance Expectations
 Assess how market prices ration goods and
services among those who want them
 Assess how market prices provide an incentive
to produce goods and services
 Establish prices for products/services
economic systems
produce, distribute, and
exchange goods and
services
2.3 Understand that prices
D. Role of Profit and Risk
Level 1 Performance Expectations
 Compute the difference between total revenue
and total expenses
 Identify where there is a profit or loss for a
business
 Decide whether to start a new business (or stay
in a specific business) based on opportunity
cost
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buyers and sellers
participate in voluntary trade
because both expect to gain
2.2 Explain how different
in competitive markets
create incentives that
influence the choices of
buyers and
2.4 Understand that
investment in people, tools,
and technology affects
employment levels and
standards of living



Information
Organizes and
Maintains
Information
Interprets and
Communicates
Information
Uses Computers to
Process Information
Systems
 Knows how social
and organizational
systems work and
can operate within
them.
 Monitors and
Corrects
Performance—
distinguishes trends,
predicts impacts on
system operations,
diagnoses
deviations in
systems’
performance and
corrects
malfunction
develop
mental
levels,
interests,
and
prepare
students
to live,
learn and
work in
the
business
world.
Technology
 Selects
Technology—
chooses procedures,
tools or equipment
including computers
and related techno
 Applies Technology
to Task—
Understands overall
intent and proper
10
Level 2 Performance Expectation
 Evaluate short-term alternatives for a business
to reach profitability
procedures for setup
and operation of
equipment
E. Role of Government
Level 1 Performance Expectation
 Define and give examples of public goods and
services
Level 2 Performance Expectation
 Explain why government plays a role in the
market economy
Level 3 Performance Expectations
 Assess how government plays a role in
determining what is and what is not provided
in a market economy
 Assess how government plays a role in
modifying the way in which a market economy
distributes income
D:\219546173.doc
Last updated 7/25/2016
11
Performance Task/
Assessments
Standards & Competencies
(Exploratory = pre-industry content standard
Preparatory = industry standard)
Students will:
Finance
Use the financial
competencies
needed by an
entrepreneur
A. Determining Cash Needs
Level 1 Performance Expectations
 Identify the resources needed to produce a
specific product
 Identify the costs of producing a specific
product
Level 2 Performance Expectations
 Determine the resources needed to start a
planned business (e.g., materials and labor)
 Determine the costs of starting a planned
business
 Identify ongoing operational expenses
Level 3 Performance Expectation
 Project the total cash needed to start a business
(e.g., start-up costs, ongoing operational
expenses, and cash reserves)
B. Identifying Sources and Types of Funding
Level 1 Performance Expectation
 List common sources from which
entrepreneurs can borrow money
Level 2 Performance Expectations
 Explain the advantages and disadvantages of
primary sources of borrowing
 Define the differences between debt and equity
D:\219546173.doc
Last updated 7/25/2016
Essential
Academic
Learning
Requirements
Benchmark 3
Washington State
Goals 1 & 2
Reading
3.2 Read to perform a
task
3.2.2 Apply
understanding of complex
information, including
functional documents, to
perform a task
Writing
2.4 Writes for career
applications
2.4.1 Produces
documents used in a
career setting
Mathematics
1.0 The student
understands and applies
the concepts and
procedures of
mathematics
1.1 Understand and apply
concepts and procedures
from number sense—
number and numeration,
computation, and
estimation
1.5 Understand and apply
concepts and procedures
from algebraic sense
2.2 Apply strategies to
Integrating
Analytical,
Logical, &
Creative Thinking
Washington State
Goal 3
Goal Setting
Precision
Fluency
Originality
Leadership Skills
and
Corresponding
Activity
Employability Skills
FBLA provides
leadership activities
that correlate with
the
Entrepreneurship
curriculum. At a
minimum:
Resources
 Money – Uses or
prepares budgets,
makes forecasts,
keeps records, and
makes adjustments
to meet objectives
 Time—Selects goalGroup Skills
relevant activities,
2.4 The student will
ranks them,
demonstrate skills
allocates time, and
that assist in
prepares and
understanding and
follows schedules
accepting
responsibility to
Interpersonal
family, community,  Participates as a
and business and
Member of a team—
industry
contributes to group
effort
 Teaches Others New
Skills
 Works with Cultural
Diversity—works
well with men and
women from diverse
backgrounds
 Teaches Others New
Skills
Information
 Acquires and
Evaluates
Local
District
Goals
High
Standard
s and
Expectati
ons for
all
students
All
students
are
engaged
and
challenge
d in their
education
and
prepared
to meet
or exceed
mandated
standards
.
Educatio
nal
opportuni
ties are
equitable,
address
diverse
learning
styles,
Estimat
ed
hours of
student
learning
time
20 hours
Relevance to
Work
Washington
State Goal 4
Apply the
economics and
accounting
procedures
involved in
beginning,
operating and
maintaining a
successful
business
Conduct market
research and
analysis
Identify,
research, and
compare vendor
performance
records
Calculate net
sales
Prepare cash
flow statements
and balance
sheets
Prepare profit
and loss
statements
12
construct solutions
2.2.1 Apply strategies,
concepts, and procedures
to devise a plan to solve
the problem
3.1 Analyze information
3.1.1 Synthesize
information from
multiple sources in order
to answer questions
4.2 Organize, represent,
C. Interpreting Financial Statements
and share information
4.2.1 Analyze
Level 1 Performance Expectation
mathematical information
 Examine a profit/loss statement to determine
to organize, clarify, and
whether a business is profitable
refine an argument
5.2 Relate mathematical
Level 2 Performance Expectation
concepts and procedures
 Describe why the analysis of financial
to other disciplines
statements is important for the business
5.2.1 Analyze
mathematical patterns
Level 3 Performance Expectations
and ideas to extend
 Analyze for decision-making purposes the
mathematical thinking
financial health of a business
and modeling in other
 Analyze for decision-making purposes the cash
disciplines
flow of a business
5.3 Relate mathematical
 Analyze for decision-making purposes the
concepts and procedures
worth of a business
to real-world situations
 Describe situations in which financial experts
5.3.1 Understand
should be consulted for the interpretation of
situations in which
financial data
mathematics can be used
 Calculate the number of products to be sold to to solve problems with
make a profit using break-even analysis
local, national, or
international implications
College Readiness Math Standards
Attributes
Communication
Demonstrates intellectual engagement
1.1 Uses listening and
Takes responsibility for own learning
observation skills and
Perseveres when faced with time-consuming or
strategies to focus
complex tasks
attention and interpret
Pays attention to detail
Level 3 Performance Expectations
 Identify the major sources of funding for a
business
 Describe the trade-offs between debt and
equity financing
 Discuss types of funding within each funding
source (e.g., mortgage, short-term loan, longterm loan, and credit line)
 Identify the components of a loan application
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


Information
Organizes and
Maintains
Information
Interprets and
Communicates
Information
Uses Computers to
Process Information
Systems
 Knows how social
and organizational
systems work and
can operate within
them.
 Monitors and
Corrects
Performance—
distinguishes trends,
predicts impacts on
system operations,
diagnoses
deviations in
systems’
performance and
corrects
malfunction
develop
mental
levels,
interests,
and
prepare
students
to live,
learn and
work in
the
business
world.
Interact with
local
community
lending
institution or
agency to seek a
business loan.
Technology
 Selects
Technology—
chooses procedures,
tools or equipment
including computers
and related techno
 Applies Technology
to Task—
Understands overall
intent and proper
13
Reasoning/Problem-Solving
1.0 The student uses logical reasoning and
mathematical knowledge to define and solve
problems
1.1 Analyze a situation and describe the problem(s)
to be solved
1.2 Formulate a plan for solving the problem
1.3 Use logical reasoning and mathematical knowledge to obtain and justify correct solutions
Communication
2.0 The student can interpret and communicate
mathematical knowledge and relationships in both
mathematical and everyday language
2.1 Summarize and interpret mathematical
information which may be in oral or written
formats
2.2 Use symbols, diagrams, graphs, and words to
clearly communicate mathematical ideas,
reasoning, and their implications
2.3 Produce mathematically valid oral, written,
and/or symbolic arguments to support a position or
conclusion, using both mathematical and everyday
language
Connections
3.0 The student extends mathematical thinking
across mathematical content areas, and to other
disciplines and real life situations
3.1 Use mathematical ideas and strategies to
analyze relationships within mathematics and in
other disciplines and real life situations
3.2 Understand the importance of mathematics as a
language
3.3 Make connections by using multiple
representations, e.g., analytic, numeric, and
geometric
3.4 Abstract mathematical models from word
problems, geometric problems, and applications
Number Sense
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information
1.1.1 Applies a variety of
listening strategies to
accommodate the
listening situation
1.2 Understands,
analyzes, synthesizes, or
evaluates information
from a variety of sources
1.2.1 Evaluates
effectiveness of and
creates a personal
response to visual and
auditory information
2.2 Uses interpersonal
skills and strategies in a
multicultural context to
work collaboratively,
solve problems, and
perform tasks
2.2.1 Uses
communication skills that
demonstrate respect
procedures for setup
and operation of
equipment
Social Studies—
Economics
2.2 Explain how different
economic systems
produce, distribute, and
exchange goods and
services
14
4.0 The student accurately describes and applies
concepts and procedures related to real and
complex numbers
4.2 Accurately and efficiently compute with real
numbers in all forms, including rational exponents
and scientific notation
4.3 Apply estimation strategies using real numbers
Probability/Statistics
6.0 The student accurately describes and applies
concepts and procedures from probability and
statistics to analyze data
6.2 Develop informative tables, plots, and graphic
displays to accurately represent and study data
Functions
8.0 The student accurately describes and applies
function concepts and procedures to understand
mathematical relationships
8.1 Recognize functional relationships
presented in words, tables, graphs, and symbols
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15
Performance Task/
Assessments
Standards & Competencies
(Exploratory = pre-industry content standard
Preparatory = industry standard)
Students will:
Accounting
Recognize that
entrepreneurs must
establish, maintain,
and analyze
appropriate records
to make business
decisions.
A. Keeping Business Records
Level 1 Performance Expectations
 Identify the reasons for keeping business
records
 Describe problems that might be caused by
failure to keep business records
Level 2 Performance Expectations
 Describe how keeping poor-quality business
records can affect a business
 Identify how businesses use computers to keep
records
B. Identifying Types of Business Records
Level 1 Performance Expectations
 Identify types of financial records
 Describe the type of data that is kept in each
business record
Level 2 Performance Expectation
 Compare and contrast the various types of
business records
Level 3 Performance Expectations
 Describe the interrelationships of various
business records
 Describe the effect that inaccurate or missing
records have on other business records
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Essential
Academic
Learning
Requirements
Benchmark 3
Washington State
Goals 1 & 2
Reading
3.1 Read to learn new
information
3.1.1Analyze web-based
and other resource
materials (including
primary and secondary
sources) for relevance in
answering research
questions
3.2 Read to perform a
task
3.2.2 Apply
understanding of complex
information, including
functional documents, to
perform a task
Writing
2.4 Writes for career
applications
2.4.1 Produces
documents used in a
career setting
Mathematics
1.0 The student
understands and applies
the concepts and
procedures of
mathematics
1.1 Understand and apply
Integrating
Analytical,
Logical, &
Creative Thinking
Washington State
Goal 3
Goal Setting
Precision
Fluency
Originality
Leadership Skills
and
Corresponding
Activity
Employability Skills
FBLA provides
leadership activities
that correlate with
the
Entrepreneurship
curriculum. At a
minimum:
Resources
 Money – Uses or
prepares budgets,
makes forecasts,
keeps records, and
makes adjustments
to meet objectives
 Time—Selects goalCommunity and
relevant activities,
Career Skills
ranks them,
3.4 The student will
allocates time, and
understand the
prepares and
organizational
follows schedules
skills necessary to
be a successful
Interpersonal
leader and citizen
 Participates as a
and practices those
Member of a team—
skills in real-life
contributes to group
effort
 Teaches Others New
Skills
 Works with Cultural
Diversity—works
well with men and
women from diverse
backgrounds
 Teaches Others New
Skills
Information
 Acquires and
Evaluates
Local
District
Goals
High
Standard
s and
Expectati
ons for
all
students
All
students
are
engaged
and
challenge
d in their
education
and
prepared
to meet
or exceed
mandated
standards
.
Educatio
nal
opportuni
ties are
equitable,
address
diverse
learning
styles,
Estimat
ed
hours of
student
learning
time
20 hours
Relevance to
Work
Washington
State Goal 4
Apply the
economics and
accounting
procedures
involved in
beginning,
operating and
maintaining a
successful
business
Conduct market
research and
analysis
Identify,
research, and
compare vendor
performance
records
Calculate net
sales
Prepare cash
flow statements
and balance
sheets
Prepare profit
and loss
statements
16
C. Establishing and Using Business Records
Level 1 Performance Expectation
 Identify and complete basic records for a
business (e.g., cash sales receipts, credit card
receipts, and checkbook entries)
Level 2 Performance Expectations
 Select and complete appropriate records for a
planned business
 Identify the advantages and disadvantages of
keeping records manually or electronically
Level 3 Performance Expectations
 Describe the importance of comparing
plans/budgets with actual data from business
records
 Identify and use appropriate software to fulfill
record-keeping needs
D. Interpreting Business Records
Level 1 Performance Expectations
 Describe how personnel and purchasing
decisions are made based on current sales data
 Determine if a business is making a profit
based on business records
Level 2 Performance Expectation
 Estimate personnel and purchasing needs
based on sales data
Level 3 Performance Expectations
 Forecast sales in order to plan purchases
 Plan purchases based on sales forecasts
 Compare actual income and expenses to
budgeted amounts for a specific period
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concepts and procedures
from number sense—
number and numeration,
computation, and
estimation
1.5 Understand and apply
concepts and procedures
from algebraic sense
2.2 Apply strategies to
construct solutions
2.2.1 Apply strategies,
concepts, and procedures
to devise a plan to solve
the problem
3.1 Analyze information
3.1.1 Synthesize
information from
multiple sources in order
to answer questions
4.2 Organize, represent,
and share information
4.2.1 Analyze
mathematical information
to organize, clarify, and
refine an argument
5.2 Relate mathematical
concepts and procedures
to other disciplines
5.2.1 Analyze
mathematical patterns
and ideas to extend
mathematical thinking
and modeling in other
disciplines
5.3 Relate mathematical
concepts and procedures
to real-world situations
5.3.2 Understand the
mathematical knowledge
and training requirements



Information
Organizes and
Maintains
Information
Interprets and
Communicates
Information
Uses Computers to
Process Information
Systems
 Knows how social
and organizational
systems work and
can operate within
them.
 Monitors and
Corrects
Performance—
distinguishes trends,
predicts impacts on
system operations,
diagnoses
deviations in
systems’
performance and
corrects
malfunction
develop
mental
levels,
interests,
and
prepare
students
to live,
learn and
work in
the
business
world.
Technology
 Selects
Technology—
chooses procedures,
tools or equipment
including computers
and related techno
 Applies Technology
to Task—
Understands overall
intent and proper
17
College Readiness Math Standards
Attributes
Demonstrates intellectual engagement
Takes responsibility for own learning
Perseveres when faced with time-consuming or
complex tasks
Pays attention to detail
Reasoning/Problem-Solving
1.0 The student uses logical reasoning and
mathematical knowledge to define and solve
problems
1.1 Analyze a situation and describe the problem(s)
to be solved
1.2 Formulate a plan for solving the problem
1.3 Use logical reasoning and mathematical knowledge to obtain and justify correct solutions
Communication
2.0 The student can interpret and communicate
mathematical knowledge and relationships in both
mathematical and everyday language
2.1 Summarize and interpret mathematical
information which may be in oral or written
formats
2.2 Use symbols, diagrams, graphs, and words to
clearly communicate mathematical ideas,
reasoning, and their implications
2.3 Produce mathematically valid oral, written,
and/or symbolic arguments to support a position or
conclusion, using both mathematical and everyday
language
for occupational/career
areas of interest
procedures for setup
and operation of
equipment
Communication
1.1 Uses listening and
observation skills and
strategies to focus
attention and interpret
information
1.1.1 Applies a variety of
listening strategies to
accommodate the
listening situation
1.2 Understands,
analyzes, synthesizes, or
evaluates information
from a variety of sources
1.2.1 Evaluates
effectiveness of and
creates a personal
response to visual and
auditory information
2.2 Uses interpersonal
skills and strategies in a
multicultural context to
work collaboratively,
solve problems, and
perform tasks
2.2.1 Uses
communication skills that
demonstrate respect
Connections
3.0 The student extends mathematical thinking
across mathematical content areas, and to other
disciplines and real life situations
3.1 Use mathematical ideas and strategies to
analyze relationships within mathematics and in
other disciplines and real life situations
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18
3.2 Understand the importance of mathematics as a
language
3.3 Make connections by using multiple
representations, e.g., analytic, numeric, and
geometric
3.4 Abstract mathematical models from word
problems, geometric problems, and applications
Number Sense
4.0 The student accurately describes and applies
concepts and procedures related to real and
complex numbers
4.2 Accurately and efficiently compute with real
numbers in all forms, including rational exponents
and scientific notation
4.3 Apply estimation strategies using real numbers
Probability/Statistics
6.0 The student accurately describes and applies
concepts and procedures from probability and
statistics to analyze data
6.2 Develop informative tables, plots, and graphic
displays to accurately represent and study data
Functions
8.0 The student accurately describes and applies
function concepts and procedures to understand
mathematical relationships
8.1 Recognize functional relationships
presented in words, tables, graphs, and symbols
D:\219546173.doc
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19
Performance Task/
Assessments
Standards & Competencies
(Exploratory = pre-industry content standard
Preparatory = industry standard)
Students will:
Management
Develop a
management plan
for an
entrepreneurial
venture.
A. Establishing a Vision
Level 1 Performance Expectation
 Establish personal short-term goals
Level 2 Performance Expectations
 Create a personal vision statement for the next
five years
 Develop strategies for achieving a personal
vision
Level 3 Performance Expectations
 Develop a vision for a planned business
 Create a mission statement for a planned
business
 Develop the strategies for achieving the vision
for a planned business
B. Hiring Employees
Level 1 Performance Expectations
 Identify characteristics of a good employee
 Explain why friends and family members may
not be an entrepreneur’s best potential
employees
Level 2 Performance Expectation
 Identify skills and qualities needed for specific
jobs and careers
D:\219546173.doc
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Essential
Academic
Learning
Requirements
Benchmark 3
Washington State
Goals 1 & 2
Reading
3.2 Read to perform a
task
3.2.2 Apply
understanding of complex
information, including
functional documents, to
perform a task
Integrating
Analytical,
Logical, &
Creative Thinking
Washington State
Goal 3
Decision Making
Observe
Classify
Cause/Effect
Evaluation
Writing
2.4 Writes for career
applications
2.4.1 Produces
documents used in a
career setting
Communication
3.1 Uses knowledge of
topic/theme, audience,
and purpose to plan
presentations
3.1.1 Applies skills to
plan and organize
effective oral
communication and
presentation
3.3 Uses effective
delivery
3.3.1 Applies skills and
strategies for the delivery
of effective oral
communication and
Reasoning
Leadership Skills
and
Corresponding
Activity
Employability Skills
FBLA provides
leadership activities
that correlate with
the
Entrepreneurship
curriculum. At a
minimum:
Resources
 Money – Uses or
prepares budgets,
makes forecasts,
keeps records, and
makes adjustments
to meet objectives
 Time—Selects goalIndividual
relevant activities,
1.6 The student will
ranks them,
demonstrate selfallocates time, and
advocacy skills by
prepares and
achieving planned,
follows schedules
individual goals
Interpersonal
 Participates as a
Member of a team—
contributes to group
effort
 Teaches Others New
Skills
 Works with Cultural
Diversity—works
well with men and
women from diverse
backgrounds
 Teaches Others New
Skills
Information
 Acquires and
Evaluates
Local
District
Goals
High
Standard
s and
Expectati
ons for
all
students
All
students
are
engaged
and
challenge
d in their
education
and
prepared
to meet
or exceed
mandated
standards
.
Educatio
nal
opportuni
ties are
equitable,
address
diverse
learning
styles,
Estimat
ed
hours of
student
learning
time
8 hours
Relevance to
Work
Washington
State Goal 4
Demonstrate
effective Human
relationship
interaction
through
leadership and
proper conflict
resolution
Follows specific
work place
safety
procedures as
outlined by the
employer and
business.
20
Level 3 Performance Expectations
 Diagram the organizational structure of a
planned business
 Design hiring procedures for a specific job,
ranging from the initial advertisement to the final
interview
 Develop job descriptions for positions in a
planned business
 Identify situations where outsourcing should
be used for hiring needs
C. Building Teams
Level 1 Performance Expectation
 Describe the advantages of working as a team
in a specific activity/sport
Level 2 Performance Expectations
 Describe and give examples of the
characteristics of successful teams
 Explain the importance of motivation,
leadership, and trust to members of a team
 Explain the importance of clear
communication to members of a team
Level 3 Performance Expectations
 Describe ways to motivate others
 Identify practices of an entrepreneurial leader
 Explain the importance of delegation
 Explain the importance of linking the goals of
the individual to the goals of the team
D. Monitoring Achievement
Level 1 Performance Expectation
 Determine whether one’s personal short-term
goals are being met
Level 2 Performance Expectations
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presentations
4.2 Sets goals for
improvement
4.2.1 Applies strategies
for setting grade level
appropriate goals and
evaluates improvement in
communication
Health and Fitness
3.1 Understand how
environmental factors
affect one’s health (air,
water, noise, chemicals)



Information
Organizes and
Maintains
Information
Interprets and
Communicates
Information
Uses Computers to
Process Information
Systems
 Knows how social
and organizational
systems work and
can operate within
them.
 Monitors and
Corrects
Performance—
distinguishes trends,
predicts impacts on
system operations,
diagnoses
deviations in
systems’
performance and
corrects
malfunction
develop
mental
levels,
interests,
and
prepare
students
to live,
learn and
work in
the
business
world.
Technology
 Selects
Technology—
chooses procedures,
tools or equipment
including computers
and related techno
 Applies Technology
to Task—
Understands overall
intent and proper
21


Establish criteria to use for monitoring
achievement of a personal vision
Implement monitoring procedures for
achievement of a personal vision
procedures for setup
and operation of
equipment
Level 3 Performance Expectations
 Establish criteria to monitor achievement of
the vision for a planned business
 Analyze vision statements from various
businesses in terms of future trends
E. Managing Risks
Level 1 Performance Expectation
 Describe risks faced by business owners
Level 2 Performance Expectation
 Explain ways business owners can protect
themselves from risks
Level 3 Performance Expectations
 Identify types of business insurance
 Identify types of insurance needed for a
planned business
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22
Performance Task/
Assessments
Standards & Competencies
(Exploratory = pre-industry content standard
Preparatory = industry standard)
Students will:
Global Markets
Analyze the effect of
cultural differences,
export/import
opportunities, and
trends on an
entrepreneurial
venture in the global
marketplace.
A. Cultural Differences
Level 1 Performance Expectations
 Define culture
 Develop an understanding of cultural
differences
 Describe influences of other cultures on U.S.
business
 Recognize how the Internet is used to expand a
business globally
Level 2 Performance Expectation
 Compare and contrast business practices in
different cultures
Level 3 Performance Expectation
 Analyze necessary modifications to U.S.
business practices to facilitate interaction in
the global marketplace
B. Import/Export Opportunities
Level 1 Performance Expectations
 Describe the concepts of import and export
 Identify products that have been imported into
the United States and identify their country of
origin
 Identify products that have been exported by
the United States and identify their receiving
countries
D:\219546173.doc
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Essential
Academic
Learning
Requirements
Benchmark 3
Washington State
Goals 1 & 2
Reading
3.2 Read to perform a
task
3.2.2 Apply
understanding of complex
information, including
functional documents, to
perform a task
Integrating
Analytical,
Logical, &
Creative Thinking
Washington State
Goal 3
Observe
Patterns
Problem Solving
Sequence
Persistence
Communication
1.1 Uses listening and
Evaluation
observation skills to focus
attention and interpret
information
1.1.1 Applies a variety of
listening strategies to
accommodate the
listening situation
Social Studies—
Economics
2.1 Recognize that both
buyers and sellers
participate in voluntary
trade because both expect
to gain.
2.2 Explain how different
economic systems
produce, distribute, and
exchange goods and
services.
2.3 Understand that
Leadership Skills
and
Corresponding
Activity
Employability Skills
FBLA provides
leadership activities
that correlate with
the
Entrepreneurship
curriculum. At a
minimum:
Resources
 Money – Uses or
prepares budgets,
makes forecasts,
keeps records, and
makes adjustments
to meet objectives
 Time—Selects goalIndividual Skills
relevant activities,
1.2 The student will
ranks them,
identify and
allocates time, and
analyze the
prepares and
characteristics of
follows schedules
family, community,
business, and
Interpersonal
industry leaders
 Participates as a
Member of a team—
contributes to group
effort
 Teaches Others New
Skills
 Works with Cultural
Diversity—works
well with men and
women from diverse
backgrounds
 Teaches Others New
Skills
Information
 Acquires and
Evaluates
Local
District
Goals
High
Standard
s and
Expectati
ons for
all
students
All
students
are
engaged
and
challenge
d in their
education
and
prepared
to meet
or exceed
mandated
standards
.
Educatio
nal
opportuni
ties are
equitable,
address
diverse
learning
styles,
Estimat
ed
hours of
student
learning
time
2 hours
Relevance to
Work
Washington
State Goal 4
Research and
analyze business
ownership to
help predict
options in an
entrepreneurship career
Conduct market
research using
the Web
23
Level 2 Performance Expectations
 Describe the influence of domestic businesses
on foreign markets
 Describe the benefits and risks of international
trade
 Investigate opportunities for international trade
Level 3 Performance Expectations
 Explain the effects of government regulations
on international trade
 Identify the challenges of selling to consumers
in other countries
 Describe ways the Internet has impacted trade
between countries
 Identify forms of financial export assistance
programs that U.S. government agencies and
investment corporations offer
B. Global Trends
Level 1 Performance Expectation
 Discuss how a previous trend led to an
opportunity in the global marketplace
Level 2 Performance Expectation
 Describe current trends in entrepreneurial
opportunities in the global marketplace
Level 3 Performance Expectation
 Analyze current trends in the global
marketplace and their impacts on business
D:\219546173.doc
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prices in competitive
markets create incentives
that influence the choices
of buyers and sellers.
2.4 Understand that
investment in people,
tools, and technology
affects employment
levels and standards of
living.
Health and Fitness
3.1 Understand how
environmental factors
affect one’s health (air,
water, noise, chemicals)



Information
Organizes and
Maintains
Information
Interprets and
Communicates
Information
Uses Computers to
Process Information
Systems
 Knows how social
and organizational
systems work and
can operate within
them.
 Monitors and
Corrects
Performance—
distinguishes trends,
predicts impacts on
system operations,
diagnoses
deviations in
systems’
performance and
corrects
malfunction
develop
mental
levels,
interests,
and
prepare
students
to live,
learn and
work in
the
business
world.
Technology
 Selects
Technology—
chooses procedures,
tools or equipment
including computers
and related techno
 Applies Technology
to Task—
Understands overall
intent and proper
24
procedures for setup
and operation of
equipment
D:\219546173.doc
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25
Performance Task/
Assessments
Standards & Competencies
(Exploratory = pre-industry content standard
Preparatory = industry standard)
Students will:
Legal
Analyze how forms
of business
ownership,
government
regulations, and
business ethics
affect
entrepreneurial
ventures.
A. Forms of Business Ownership
Level 1 Performance Expectation
 Identify the differences between a sole
proprietorship and a partnership
Level 2 Performance Expectation
 Define a corporation and explain how it differs
from a sole proprietorship and a partnership
 Define and give examples of franchising
 Describe special types of business ownership
(e.g., S corporations and cooperatives)
Level 3 Performance Expectations
 Describe the advantages and disadvantages of
owning a franchise
 Describe the relationship between franchising
and other forms of business ownership
 Compare and contrast the advantages and
disadvantages of the various forms of business
ownership
 Select the most appropriate form of business
ownership for a planned business
 Identify legal issues facing entrepreneurs who
establish e-commerce sites
C. Government Regulations
Level 1 Performance Expectation
 Describe how government can affect business
D:\219546173.doc
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Essential
Academic
Learning
Requirements
Benchmark 3
Washington State
Goals 1 & 2
Reading
3.2 Read to perform a
task
3.2.2 Apply
understanding of complex
information, including
functional documents, to
perform a task
Integrating
Analytical,
Logical, &
Creative Thinking
Washington State
Goal 3
Sequence
Persistence
Flexibility
Evaluation
Cause/Effect
Writing
1.4 Edits text
1.4.1 Edits for
conventions
2.1 Adapts writing for a
variety of audiences
2.1.1 Applies
understanding of multiple
and varied audiences to
write effectively
2.4 Writes for career
applications
2.4.1 Produces
documents used in a
career setting
Communication
1.1 Uses listening and
observation skills and
strategies to focus
attention and interpret
information
1.1.1 Applies a variety of
Fluency
Leadership Skills
and
Corresponding
Activity
Employability Skills
FBLA provides
leadership activities
that correlate with
the
Entrepreneurship
curriculum. At a
minimum:
Resources
 Money – Uses or
prepares budgets,
makes forecasts,
keeps records, and
makes adjustments
to meet objectives
 Time—Selects goalGroup Skills
relevant activities,
2.1 The student will
ranks them,
communicate,
allocates time, and
participate, and
prepares and
advocate
follows schedules
effectively in pairs,
small groups,
Interpersonal
teams, and large
 Participates as a
groups in order to
Member of a team—
reach common
contributes to group
goals
effort
 Teaches Others New
Skills
 Works with Cultural
Diversity—works
well with men and
women from diverse
backgrounds
 Teaches Others New
Skills
Information
 Acquires and
Evaluates
Local
District
Goals
High
Standard
s and
Expectati
ons for
all
students
All
students
are
engaged
and
challenge
d in their
education
and
prepared
to meet
or exceed
mandated
standards
.
Educatio
nal
opportuni
ties are
equitable,
address
diverse
learning
styles,
Estimat
ed
hours of
student
learning
time
5 hours
Relevance to
Work
Washington
State Goal 4
Knowledge and
Compliance
with
government
regulations
Knowledge of
environmental
rules and
regulations
26
Level 2 Performance Expectations
 Explain a rationale for government regulation
of businesses
 Give examples of tax policies that affect
business
 Explain how tax policy affects business
 Give examples of licenses that a small business
must obtain
 Explain how licensure affects business
 Give examples of government regulations that
affect a small business
 Explain how government regulations affect a
business
Level 3 Performance Expectations
 Identify and evaluate the various ways in
which government affects specific businesses
 Analyze the effect of government intervention
on entrepreneurial incentives
D. Business Ethics
Level 1 Performance Expectation
 Discuss examples of honest and dishonest
business practices
Level 2 Performance Expectations
 Define ethics and identify common ethical
issues that entrepreneurs encounter
 Describe a personal code of ethical behavior
 Demonstrate ethical behavior in small-group
situations
Level 3 Performance Expectations
 Analyze the effect of unethical behavior on a
business
 Identify strategies that facilitate ethical
behavior in a small business
D:\219546173.doc
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listening strategies to
accommodate the
listening situation
1.2 Understands,
analyzes, synthesizes, or
evaluates information
from a variety of sources
1.2.1 Evaluates
effectiveness of and
creates a personal
response to visual and
auditory information



Information
Organizes and
Maintains
Information
Interprets and
Communicates
Information
Uses Computers to
Process Information
Systems
 Knows how social
and organizational
systems work and
can operate within
them.
 Monitors and
Corrects
Performance—
distinguishes trends,
predicts impacts on
system operations,
diagnoses
deviations in
systems’
performance and
corrects
malfunction
develop
mental
levels,
interests,
and
prepare
students
to live,
learn and
work in
the
business
world.
Technology
 Selects
Technology—
chooses procedures,
tools or equipment
including computers
and related techno
 Applies Technology
to Task—
Understands overall
intent and proper
27
procedures for setup
and operation of
equipment
D:\219546173.doc
Last updated 7/25/2016
28
Performance Task/
Assessments
Standards & Competencies
(Exploratory = pre-industry content standard
Preparatory = industry standard)
Students will:
Business Plans
Develop a business
plan.
Level 1 Performance Expectations
 Describe the importance of planning
 Develop a plan for a specific event
 Describe why businesses must plan
Level 2 Performance Expectations
 Define long-term and short-term planning
 Select a specific event and identify long-term
and short-term planning activities
 Identify the major components of a business
plan
 Describe the use of a business plan
Level 3 Performance Expectations
 Identify the information to be included in each
component of a business plan
 Identify sources of information to be included
in the business plan
 Critique a business plan for a specific business
(include an analysis of the company’s use of
the Internet and other emerging technologies if
appropriate)
 Develop a business plan for a planned business
D:\219546173.doc
Last updated 7/25/2016
Essential
Academic
Learning
Requirements
Benchmark 3
Washington State
Goals 1 & 2
Reading
3.2 Read to perform a
task
3.2.2 Apply
understanding of complex
information, including
functional documents, to
perform a task
3.3 Read for career
applications
3.3.1 Apply appropriate
reading strategies for
interpreting technical and
non-technical documents
used in job-related
settings
Writing
1.4 Edits text
1.4.1 Edits for
conventions
2.1 Adapts writing for a
variety of audiences
2.1.1 Applies
understanding of multiple
and varied audiences to
write effectively
2.3 Writes in a variety of
forms/genres
2.3.1 Uses a variety of
forms/genres
2.4 Writes for career
Integrating
Analytical,
Logical, &
Creative Thinking
Washington State
Goal 3
Sequence
Persistence
Flexibility
Evaluation
Cause/Effect
Fluency
Leadership Skills
and
Corresponding
Activity
Employability Skills
FBLA provides
leadership activities
that correlate with
the
Entrepreneurship
curriculum. At a
minimum:
Resources
 Money – Uses or
prepares budgets,
makes forecasts,
keeps records, and
makes adjustments
to meet objectives
 Time—Selects goalGroup Skills
relevant activities,
2.1 The student will
ranks them,
communicate,
allocates time, and
participate, and
prepares and
advocate
follows schedules
effectively in pairs,
small groups,
Interpersonal
teams, and large
 Participates as a
groups in order to
Member of a team—
reach common
contributes to group
goals
effort
 Teaches Others New
Skills
 Works with Cultural
Diversity—works
well with men and
women from diverse
backgrounds
 Teaches Others New
Skills
Information
 Acquires and
Evaluates
Local
District
Goals
High
Standard
s and
Expectati
ons for
all
students
All
students
are
engaged
and
challenge
d in their
education
and
prepared
to meet
or exceed
mandated
standards
.
Educatio
nal
opportuni
ties are
equitable,
address
diverse
learning
styles,
Estimat
ed
hours of
student
learning
time
10 hours
Relevance to
Work
Washington
State Goal 4
Implement a
business plan
Demonstrate
participating as
a member of a
team
Apply
communication
skills
Use word
processor,
spreadsheets,
data bases and
presentation
software to
organize and
share
information
29
applications
2.4.1 Produces
documents used in a
career setting
3.2 Uses appropriate style
3.2.1 Analyzes audience
and purposes and uses
appropriate voice
Communication
3.1 Uses knowledge of
topic/theme, audience,
and purpose to plan
presentations
3.1.1 Applies skills to
plan and organize
effective oral
communication and
presentation
3.3 Uses effective
delivery
3.3.1 Applies skills and
strategies for the delivery
of effective oral
communication and
presentations
Arts
1.2 Develop arts skills
and techniques
4.5 Demonstrate the
knowledge of arts careers
and the knowledge of arts
skills in the world of
work
D:\219546173.doc
Last updated 7/25/2016



Information
Organizes and
Maintains
Information
Interprets and
Communicates
Information
Uses Computers to
Process Information
Systems
 Knows how social
and organizational
systems work and
can operate within
them.
 Monitors and
Corrects
Performance—
distinguishes trends,
predicts impacts on
system operations,
diagnoses
deviations in
systems’
performance and
corrects
malfunction
develop
mental
levels,
interests,
and
prepare
students
to live,
learn and
work in
the
business
world.
Technology
 Selects
Technology—
chooses procedures,
tools or equipment
including computers
and related techno
 Applies Technology
to Task—
Understands overall
intent and proper
30
procedures for
setup and operation
of equipment
D:\219546173.doc
Last updated 7/25/2016
31