CAPITAL HIGH SCHOOL
BUSINESS EDUCATION
ESPRESSO/SMOOTHIE STORE MANAGEMENT
CIP Code: 521401
Course Title: Espresso/Smoothie Store Management
Course Description: Espresso/Smoothie Store Management is a preparatory course that generally prepares individuals
to undertake and manage the process of developing consumer audiences and moving products from producers to
consumers. Includes instruction in buyer behavior and dynamics, principles of marketing research, demand analysis, costvolume and profit relationships, pricing theory, marketing campaign and strategic planning, market segments, advertising
methods, sales operations and management, consumer relations, retailing, and applications to specific products and
markets.
Purpose of Course: To provide basic financial management skills, knowledge, and attitude as a foundation and
beginning course in a sequence of courses designed to train students for careers in business.
Graduation Requirement: Elective course; fulfills 1 occupational education/CTE credit per semester
Prerequisite:
Espresso/Smoothie Store Operations (1 yr)
Course Level: 10th to 12th grade
Class Fees: None
Course Length: 180 hours (1 year)
SYLLABUS
Espresso/Smoothie Store Management is a 180-hour preparatory course designed to use real world simulations in
introducing students to new ways of maximizing earning potential, developing strategies for managing resources,
exploring skills for the wise use of credit, and gaining insight into the different types of investing. This course will inform
students of their financial responsibilities as citizens, students, family members, consumers, and active participants in the
business world. It is a foundational course for students in the Business and Marketing Pathway and prepares students for
any of the five career clusters (identified by the U.S. Department of Education States Career Clusters) in the Business and
Marketing Pathway. Specific learning standards will be outlined in the framework. All of these tools will continue to be
used throughout the high school exploratory and preparatory sequence.
COURSE OVERVIEW/STANDARDS
The outline below gives an overview of the components of the Espresso/Smoothie Store Management course. This
framework includes the performance task/assessment, standards and competencies, and connection to Washington State
Education Reform Initiatives including EALRs and Goals 1-4. The standards for this framework are taken from the
National Business Education Standards released in October 2001 (www.nbea.org).
COURSE OUTLINE
Integrated
Standards
2 weeks
Business Environment and
Ownership
2 weeks
Management Functions and
Leadership
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Rules, Expectations, Introductions, Ergonomics
Career Development, Ethical Responsibilities, Leadership, Safety and Security,
Teamwork
Business and the Economy: Identify the roles of business and responsibilities of
business ownership in our economy
Forms of Ownership: Understand the forms of business ownership and the
steps in starting a new business
International Business: Recognize the importance of international trade and
how businesses successfully participate in it
Business Responsibility: Identify important areas of business law and the value
of ethical actions in business decisions
The Manager’s Role: Identifies the work of managers and important principles
of management
Leadership: Identifies characteristics of leadership and ways managers can be
effective leaders
Plan and Organize: Describes ways that managers plan and how they organize
people and work
Implement and Control: Discusses implementing and controlling activities
completed by managers
2 weeks
Communication and Information
Systems
2 weeks
Production, Manufacturing, and
Marketing
2 weeks
Financial Management
2 weeks
Careers in Business
3 weeks
Virtual Business—Management 2.0
1 week
Communicating with Customers
1 week
Communication and Ethics
1 week
Communication and Diversity
18 weeks
Store Management
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Business Communication: Describes a simple communication model and
several common types of business communications
Written and Oral Communication: Identifies forms of written and oral
communications used in business and ways to improve communications skills
Information Technology: Describes why technology and information
management systems are important parts of business communications
Manufacturing and Service Businesses: Differentiates between products and
services and describes how products are manufactured
New Products: Discusses how businesses identify new product ideas and
develop new products
Marketing Basics: Describes the marketing concept, marketing strategy, and
marketing decision-making tools
Marketing Mix: Discusses the development of each of the four marketing mix
elements
Finance a Business: Identifies important factors and methods in financing
business operations
Financial Services: Recognizes financial institutions that support businesses
and the services they offer
Financial Records: Describes common financial records and their uses in
business
Credit and Insurance: Discusses how businesses use credit and insurance
HRM Activities: Defines human resources and identify the services HRM
provides in an organization
Recruit and Hire: Identifies how new employees are recruited, interviewed, and
hired
Manage Performance: Shows how employees are motivated and procedures
for conducting effective performance reviews
Train and Develop: Describes the ways companies provide training and career
development programs
Multiplayer, software-based simulation that teaches introduction to business,
entrepreneurship, management and supervision. As entrepreneurs starting their
own business, students will find a location for their business, choose a form of
ownership, hire and supervise employees, find and keep customers, and use
insurance to manage risk.
Read resumes critically and choose the best people for the business.
Make decisions on management challenges such as labor shortages, strikes,
problem employees and industrial accidents.
Customer Care; Knowing Your Company and Your Customer; Relating with
Your Customer; Silent Communication; Company Versus Customer; Serving
Customers by Telephone; Corresponding with Customers; The Diversity of
Customers; Serving International Customers; Serving Customers on the Web
Ethics in the Workplace; making the Right Decisions; Communicating Truthfully;
The Language of Contracts; Conflict of Interest; Communicating with
Accountability; Ethics on the Web; Questioning the Ethics of Others;
Confidential Communication; Everyday Ethics
Diversity at Work; The Changing U.S. Workforce; Diversity as a Resource;
Culture, Language, and Communication; Overcoming Stereotypes; Cultural
Differences and Conflict; Accepting Differences; Diversity and the Law;
Communicating Globally; Understanding Global Diversity
Supervise Espresso/Smoothie Operations students during shift; hold shift
meetings; attend manager meetings; count cash drawers; reconcile cash
register; export data to QuickBooks; create balance sheets; create profit/loss
statements; create inventory and end-of-month reports; order products; stock
shelves
COURSE STRATEGIES
Project-Based Curriculum. Project-based learning is a teaching and learning strategy that engages students in complex
activities. It usually requires a cooperative learning group environment that focuses on a product or performance over
several class periods. A project involves research, problem solving, synthesis and organizational skills. This way of
teaching allows for incorporation of authentic assessments, higher order thinking skills, and experiences related to the
student’s interests. In using authentic assessments, students will not be graded on an activity level, but on a project or
performance level.
Team Building/Peer Assessment. In a problem-based learning environment, team building plays a critical role. Students
learn how to become a part of a successful team as they would in a working environment. The behaviors the students will
learn are: pooling information and resources, sharing responsibility and leadership, building on the ideas of others,
authentic communication skills and a level of trust and collaboration. Peer assessment promotes accountability, active
participation and responsibility for individual learning. This is appropriate for group projects because team members are in
the best position to judge the quality and effectiveness that each member has contributed to the project. Assessments will
encourage reflection on what was learned and initiate great classroom discussions. This allows the teaching of positive
communication skills.
Authentic Assessment. Authentic assessment is an educational tool that guides the purposes of learning as well as
evaluation. This allows clear criteria for students to self assess their work and the work of their peers. It provides the
opportunity for revision and guides them in how to achieve the objectives. When given a clearly defined set of objectives,
also known as a rubric, students themselves can be the source of feedback. Teachers will monitor students through
checkpoints as the project progresses.
Performance-Based Assessment. Performance assessments will be used to monitor student success as the curriculum
builds from simple to more complex project-based curriculum. Students will be involved in the assessment model as the
18 weeks progress and will have the opportunity to excel based on their own decisions, their team decisions and their
assessment decisions.
TEACHER PREPARATION
Teacher as Facilitator. Teachers are invited to empower students to become autonomous and be accountable for their
own learning. A traditional way of teaching is “teacher-centered” where the teacher lectures and assigns readings and/or
tasks. This type of teaching may not take into account individual learning styles.
Project-based learning is “learner-centric”. In this model, teachers may introduce ideas and projects and students use the
tools and resources available to them to find answers and complete projects. From the beginning, the students know the
goals and base their learning by doing tasks that engage their minds. Students are encouraged to use critical thinking
skills, teaming skills and “tools” that will increase reading, writing, and communications skills.
ESSENTIAL ACADEMIC LEARNING REQUIREMENTS (EALRS):

READING
 The student understands and uses different skills and strategies to read [1.0].

Build vocabulary through wide reading [1.3].
 The student understands the meaning of what is read [2.0].

Demonstrate evidence of reading comprehension [2.1].

Understand and apply knowledge of text components to comprehend text [2.2].

Expand comprehension by analyzing, interpreting, and synthesizing information and ideas in literary and informational text
[2.3].
 The student reads different materials for a variety of purposes [3.0].

Read to learn new information [3.1].

Read to perform a task [3.2].

Read for career applications [3.3].
 WRITING
 The student writes in a variety of forms for different audiences and purposes [2.0].

Adapts writing for a variety of audiences [2.1].

Writes for different purposes [2.2].

Writes in a variety of forms/genres [2.3].

Writes for career applications [2.4].
 The student writes clearly and effectively [3.0].

Develops ideas and organizes writing [3.1].
 COMMUNICATION
 The student uses listening and observation skills and strategies to gain understanding [1.0].

Uses listening and observation skills and strategies to focus attention and interpret information [1.1].

Understands, analyzes, synthesizes, or evaluates information from a variety of sources [1.2].
 The student uses communication skills and strategies to interact/work effectively with others [2.0].

Uses language to interact effectively and responsibly in a multicultural context [2.1].
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





Uses interpersonal skills and strategies in a multicultural context to work collaboratively, solve problems, and perform
tasks [2.2].
 The student uses communication skills and strategies to effectively present ideas and one’s self in a variety of situations [3.0].

Uses knowledge of topic/theme, audience, and purpose to plan presentations [3.1].

Uses effective delivery [3.3].
 The student analyzes and evaluates the effectiveness of communication [4.0].

Assesses effectiveness of one’s own and others’ communication [4.1].

Sets goals for improvement [4.2].
MATHEMATICS: Algebra
 Reasoning, problem solving, and communication [A1.8]

Analyze a problem situation and represent it mathematically [A1.8.A]

Select and apply strategies to solve problems [A1.8.B]

Evaluate a solution for reasonableness, verify its accuracy, and interpret the solution in the context of the original problem
[A1.8.C]

Generalize a solution strategy for a single problem to a class of related problems, and apply a strategy for a class of
related problems to solve specific problems [A1.8D]

Read and interpret diagrams, graphs, and text containing the symbols, language, and conventions of mathematics
[A1.8.E]

Summarize mathematical ideas with precision and efficiency for a given audience and purpose [A1.8.F]

Synthesize information to draw conclusions, and evaluate the arguments and conclusions of others [A1.8.G]
SOCIAL STUDIES—ECONOMICS
 The student applies understanding of economic concepts and systems to analyze decision-making and the interactions
between individuals, households, businesses, governments, and societies [2.0].

Understands how economic systems function [2.2].

Understands the economic issues and problems that all societies face [2.4].
THINKING
PROBLEM SOLVING
SCHOOL AND WORK CONNECTION
CONTENT






CAREER DEVELOPMENT FRAMEWORK: The technical core of Career Development will develop concepts related to career
exploration, selection, and preparation integrated throughout the student's educational experiences. Students through this technical
core standard will:
 Understand a variety of career options and how they are influenced by personal strengths, weaknesses, interests, and wants.
 Use a variety of career resources to learn about career opportunities.
 Use career-planning skills.
 Use workplace readiness skills.
ETHICAL RESPONSIBILITIES FRAMEWORK: The technical core of Ethical Responsibilities will develop an understanding of
legal and ethical responsibilities and typically accepted practices, including expectations and the implications of practices on
business systems. Students through this technical core standard will:
 Identify the laws and regulations that affect business.
 Understand ethical concepts as related to the business environment.
LEADERSHIP FRAMEWORK: The mission of teaching Leadership will be to develop skills that empower students to assume and
model responsible roles in family, community, and work.
 Identify appropriate leader characteristics and styles.
 Identify the purpose of various professional organizations.
SAFETY AND SECURITY FRAMEWORK: The technical core of Safety and Security will develop an understanding of existing and
potential hazards to customers and employees. Students will prevent injury or illness through safe work practices and follow
health, safety, and security policies and procedures. Students through this technical core standard will:
 Know appropriate response to an emergency.
 Know basic security procedures and protocols.
 Know appropriate organizational and regulatory guidelines for area of work.
 Know how to reduce risks and hazards in the workplace.
TEAMWORK FRAMEWORK: The technical core of Teamwork will develop active participation in a wide variety of work teams.
Students will understand the various roles of team members and will interact effectively and sensitively with all team members.
Students through this technical core standard will:
 Use a variety of team membership skills in different workplace settings.
 Understand how to work with team members from diverse backgrounds in the workplace.
 Know how to manage conflict within the workplace.
DIVERSITY FRAMEWORK: The technical core of Diversity will develop an appreciation for and respectful interaction with diverse
populations, the elimination of harassment, bias and stereotyping, and non-traditional training and employment opportunities.
Students through this technical core standard will:
 Students demonstrate an appreciation for diversity of culture, ethnicity, physical capacity, age, and gender as societal
strengths.
 Students respectfully interact with diverse populations in schools, communities, and workplaces.
 Students will recognize and support the elimination of harassment, bias, and stereotyping.
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
COMPUTATION FRAMEWORK: The technical core of Computation will develop computation skills to apply to personal and
business problems and operations. Students through this technical standard will:
 Use algebraic and geometric operations to solve problems.
 Use common international standards of measurement in solving problems.
 Analyze and interpret data using common statistical procedures, charts, and graphs.
 Use basic mathematical operations to solve problems.
 Understand basic concepts of banking and financial systems.
GRADING SCALE
GRADE
A
AB+
B
BC+
C
CD+
D
F (Attempted)
F (Not done)
POINTS
4.0
3.7
3.3
3.0
2.7
2.3
2.3
1.7
1.3
1.0
0
0
PERCENT
92.5 - 100.00
90.0 - 92.49
86.5 - 89.99
82.5 - 86.49
80.0 - 82.49
76.5 - 79.99
72.5 - 76.49
70.0 - 72.49
66.5 - 69.99
60.0 - 66.49
0.0 - 59.99
0.0
GRADE SUMMARY
Based on a Total Points system
Leadership; Shift/Store Assignments ; In-class Projects and Assignments; Computer Simulation; Quizzes; Tests
CLASSROOM RULES
 No eating or drinking in the classroom
 Be in class before the bell rings ready to work; CHS attendance policies will be followed
 Cheating/Plagiarism—All students involved - failure on assignment, referral to administration
 If you are absent, it is your responsibility to find out what you missed (check class calendar on Skyward)
 You are allowed the number of days absent (ex.) plus one (+1) to turn in the missed work—work not turned in by
the deadline may receive a 0
 You are responsible for having read and knowing the information in the student handbook. In particular, note:
Tardy Policy (pg. 12)
Misconduct (pg. 13)
Personal Electronic Devices are prohibited during class time (pg. 15)
Computer Misuse (pg. 15)
Cheating/Plagiarism (pg. 15)
Profane Language & Bullying/Harassment (pg. 15)
.
RESOURCES
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Business Management, Business 2000, South-Western Publishing Co.
Website: b2000.swep.com
Virtual Business: Management 2.0 (computer simulation)
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