Florida Department of Education
Curriculum Framework 

Program Title:	Business Intelligence Professional
Career Cluster:	Information Technology

CCC	
CIP Number	0552130101	
Program Type	College Credit Certificate (CCC)	
Program Length	20 credit hours	
CTSO	PBL, BPA 	
SOC Codes (all applicable) 	Please see the CIP to SOC Crosswalk at the link below.	
CTE Program Resources 	http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml	

Purpose

This certificate program is part of the Business Intelligence Specialist AS degree program (1530700101).

A College Credit Certificate consists of a program of instruction of less than sixty (60) credits of college-level courses, which is part of an AS or AAS degree program and prepares students for entry into employment (Rule 6A-14.030, F.A.C.).

This program offers a sequence of courses that provides coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers in the Information Technology career cluster; provides technical skill proficiency, and includes competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, technical skills, and occupation-specific skills, and knowledge of all aspects of the Information Technology career cluster.

The content includes but is not limited to instruction in documenting specifications for business reports; locating, acquiring and modeling data for analysis and output; building and generating reports; and business intelligence techniques. 

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

Standards

After successfully completing this program, the student will be able to perform the following:

01.0	Provide standard report specifications and generate standard or custom reports that summarize business, financial, or economic data for review by stakeholders.
02.0	Define and differentiate among data constraints, filters, exception threshold, and data organization factors important in the creation of a report.
03.0	Locate, acquire, and model the data for analysis and output.
04.0	Compare and contrast the various forms for report presentation.
05.0	Describe the advantages and disadvantages for various report delivery mechanisms.
06.0	Reassess current business intelligence or trend data in support of altered information needs. 

Florida Department of Education
Student Performance Standards

Program Title:	Business Intelligence Professional
CIP Number:		0552130101
Program Length:	20 credit hours
	
This certificate program is part of the Business Intelligence Specialist AS degree program (1530700101).  At the completion of this program, the student will be able to:	
01.0	Provide standard report specifications and generate standard or custom reports that summarize business, financial, or economic data for review by stakeholders.  The student will be able to:	
01.01	Compare attributes and benefits of available data sources:	
•	RDBMS	
•	Data warehouse and OLAP Cubes	
•	Spreadsheet	
•	XML	
•	CSV	
•	Web service	
•	Raw Data and other (KML/Shape)	
01.02	Define report data elements/requirements (metadata):	
•	Dimensions	
•	Type I (As is – current)	
•	Type II (Historical – slowly changing)	
•	Facts	
•	Base	
•	Summaries	
•	Calculated fields	
•	Periodicity	
•	Relationships/JOINs	
01.03	Describe how data is to be used:	
•	Data mining	
•	Filtering	
•	Exception threshold alerts	
•	Aggregating	
•	Snapshot	
•	Dynamic	
•	Historical/archive/disposal	
01.04	Determine the form of analysis:	
•	Comparative analysis	
•	Impact analysis	
•	Correlational (affinity) analysis	
•	Trending/Forecasting	
02.0	Define and differentiate among data constraints, filters, exception threshold, and data organization factors important in the creation of a report.  The student will be able to:	
02.01	Distinguish between data constraints and filters and their appropriate use.	
02.02	Describe how each of the following data constraints relates to the creation and/or delivery of a report:	
•	Size of recordset (scope & performance)	
•	Time/period (end points and span)	
•	Range (e.g., # of records)	
•	Data element (e.g., type, size)	
•	Localization (programming & display language)	
02.03	Describe how each of the following types of filters may be used to refine or enhance a report:	
•	Dimensions (Type I and Type II) 	
•	Facts (e.g., base, summaries, calculated fields)	
02.04	Illustrate how the use of an exception threshold contributes to the operational effectiveness of a report.	
•	Display or action dependent on threshold.	
•	Triggers alert or advance warning of approaching static threshold.	
•	Highlights results exceeding dynamic threshold.	
02.05	Compare and contrast the following forms of data organization in terms of representation and analysis of data results:	
•	GROUP BY	
•	ORDER BY (SORT)	
•	Concatenation/substring	
•	KRAN	
03.0	Locate, acquire, and model the data for analysis and output.  The student will be able to:	
03.01	Identify the types of data that might be used to create business intelligence reports in support of the organization’s business and financial strategic goals:	
•	Inventory repositories	
•	Sales data	
•	Customer data	
•	Employee/staffing data	
•	Financial data	
•	Spatial data	
•	Security and Risk	
03.02	Describe the risks and potential areas of concern related to the use of external data.	
•	Integrity/validity of data.	
•	Legality of data availability.	
•	Privacy issues of data acquired.	
•	Confidentiality of acquisition.	
03.03	Describe potential issues, concerns, and obstacles associated with the use of data sources:	
•	Data form	
•	Data integrity	
•	Normalization	
•	Cleaning	
03.04	Describe the role and implications of standardization relative to internal and external data sources.	
•	Describe the need for data typing and transformation.	
•	Describe the methods by which transformation may be accomplished.	
04.0	Compare and contrast the various forms for report presentation.  The student will be able to:	
04.01	Describe the form of data required for using a report generator.	
04.02	Describe the form of data required for using a spreadsheet.	
04.03	Describe the form of data required for using a database.	
04.04	Describe the form of data required for using an OLAP Cube or hypercube.	
04.05	Describe the attributes of a report suitable for presentation in HTML/Flash.	
04.06	Describe the form of data required for using a graph.	
04.07	Describe the form of data required using a dashboard interface.	
05.0	Describe the advantages and disadvantages for various report delivery mechanisms.  The student will be able to:	
05.01	Email.	
05.02	Web-based.	
05.03	Mobile device.	
05.04	Intranet.	
05.05	Print/PDF.	
05.06	Oral presentation.	
06.0	Reassess current business intelligence or trend data in support of altered information needs.  The student will be able to:	
06.01	Identify and relate report design constraints and their relationship to data.	
06.02	Evaluate current technology in terms of compatibility and capacity for meeting new or evolving information needs.	
06.03	Re-construct report based on alternative parameters.	
06.04	Adapt and validate report based on new requirements.	

Additional Information

Laboratory Activities

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

Career and Technical Student Organization (CTSO)

Phi Beta Lambda (PBL) and Business Professionals of America (BPA) are the co-curricular career and technical student organizations providing leadership training and reinforcing specific career and technical skills.  Career and Technical Student Organizations provide activities for students as an integral part of the instruction offered.  

Accommodations

Federal and state legislation requires the provision of accommodations for students with disabilities to meet individual needs and ensure equal access. Postsecondary students with disabilities must self-identify, present documentation, request accommodations if needed, and develop a plan with their counselor and/or instructors. Accommodations received in postsecondary education may differ from those received in secondary education. Accommodations change the way the student is instructed. Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology and special communication systems. Documentation of the accommodations requested and provided should be maintained in a confidential file.