Florida Department of Education
Curriculum Framework

Course Title:	School-Based Enterprise
Course Type:	Non-Career Preparatory
Career Cluster:	Additional CTE Programs/Courses

Secondary – Non-Career Preparatory	
Course Number	9601300	
CIP Number	1052070100	
Grade Level	9-12	
Course Length	Multiple	
Teacher Certification	Refer to the Course Structure section.	
CTSO	N/A	
CTE Program Resources 	http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml	

Purpose 

The purpose of this course is to provide students with a hands-on, experiential learning opportunity by actively participating in the operation of a campus-based business. The businesses may be in collaboration with an established, external company that sets up operations on campus or can be a home-grown entrepreneurial endeavor led by one or more students, the school, or the district.  Through this immersive approach, students develop essential skills in business fundamentals, marketing, financial literacy, operations and management, and customer service. Additionally, they acquire technical skills relevant to the business and engage in reflective practices to deepen their understanding of the work-based learning experience, fostering both personal and professional growth in a real-world context.

This course is differentiated from other work-based learning courses in that: 
•	The work is required to attempt to financially benefit the students involved, either by providing wages or by raising funds for school activities, such as but not limited to Career and Technical Student Organization (CTSO) participation. It is acknowledged and acceptable that not all business ventures will prove to be profitable in either the short- or long-term.
•	Work is completed on-campus (though related off-campus excursions are encouraged).
•	Does not require co- or pre-requisite enrollment in a career and technical education program, though this course may appropriately be used as a capstone experience for concentrators in a career and technical education program.

Course Requirements

•	Before Work Starts
o	Students may engage in a mix of multiple entrepreneurial pursuits.
o	The entrepreneurial pursuits may be group- or individual-led.
o	If the business is an outside entity seeking to establish an on-campus presence, ensure that the employer is registered with Florida’s Department of State’s Division of Corporations: https://dos.fl.gov/sunbiz/search/. 
o	While a variety of legal and safe employment opportunities are permissible, priority should be given to securing a school-based enterprise opportunity within the Career Cluster, industry or career field aligned with the student’s aspirations.
o	If the business is an outside entity seeking to establish an on-campus presence, develop a training agreement and plan that is signed by the employer supervisor, the student and, for students younger than 18 years of age, a parent or legal guardian. Visit the FDOE’s Work-Based Learning website for voluntary, editable templates: https://www.fldoe.org/academics/career-adult-edu/work-based-learning.stml 
o	To meet the definition of ‘work-based learning opportunity’ under the Strengthening Career and Technical Education for the 21st Century Act (Perkins V) Public Law 115-224 section 7(55), the experience must involve “sustained interactions with industry or community professionals.”  This work-based learning course must involve two or more industry and community professionals that are not the instructor. This helps expand the students’ industry network, guides the project specifications and development of the projects(s) as well as provides real-world feedback on the students’ work products.  Interactions can be virtual or correspondence and should be overseen by the teacher of record.
o	Ensure that students with disabilities are provided all legally required and reasonable work accommodations.
o	Determine how many credits the students work will earn. Notwithstanding Full-Time Equivalency requirements for the Florida Education Finance Program, a minimum of 135 hours of work must be completed for the awarding of one high school credit or 67.5 hours of work for 0.5 high school credit (see s. 1003.436(1)(a), F.S.). A student may earn multiple credits in this course. Seat time for classroom instruction beyond the required 135 hours of work per high school credit is encouraged but not required, including for training agreement/plan development and finalization, assessment results coaching, resume and/or portfolio development and feedback, and reflection review.  
•	After the Work Experience
o	Ensure that the student has reflected on their experience.
o	Engage the employer to receive student performance assessment results and feedback to improve future work-based learning opportunities.

Examples of Student School-Based and Entrepreneurial Work

The guidance below is not to limit the types of entrepreneurial work pursued by students.  Instead, view the below as a list that can be used to brainstorm and investigate opportunities. Examples of school-based and student entrepreneurship include:
•	Service-Based Businesses
•	School IT help desk
•	Creative design (banners, signs and digital art)
•	Financial services (e.g., on-campus credit union)
•	Video and music production
•	Tutoring
•	Social media management
•	Photography and videography
•	Content creation
•	Coding and app development (including through no-code platforms)
•	Web design
•	Tech support for seniors
•	Babysitting
•	Pet sitting and dog walking
•	Lawn care and landscaping
•	Car washing and detailing
•	Freelance writing and editing
•	Repair and maintenance work
•	Event planning
•	Product-Based Businesses
•	Retail operations, such as a school store (e.g., school supplies, spirit wear, snacks and novelty items) or online merchandise store
•	Food and beverages, such as a coffee shop or restaurant (e.g., beverages, light food or meal options)
•	E-commerce store owner
•	Handmade crafts, art, jewelry, woodworking, metal work, soaps
•	Print-on-demand products
•	Reselling items for profit
•	Pet treats
•	Food or drinks (subject to district, state and federal regulations)

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

Course Structure

To teach the course(s) listed below, instructors must hold at least one of the teacher certifications indicated for that course.

The following table illustrates the secondary course structure:

Course Number	Course Title	Teacher Certification	Length	Level	Graduation Requirement	
9601300	School-Based Enterprise	ANY FIELD	Variable	2	CT	
(Graduation Requirement Codes: CT= Career & Technical Education, EQ= Equally Rigorous Science, EC= Economics, MA= Mathematics, PL= Personal Financial Literacy)

Florida’s Career Readiness Skills for CTE Programs

Employability Skills	
01.0	Apply academic skills to workplace scenarios.	
01.01	Use reading skills.	
01.02	Use writing skills.	
01.03	Use mathematical strategies and procedures.	
01.04	Use scientific principles and procedures.	
02.0	Design a solution to an industry problem.	
02.01	Use critical thinking.	
02.02	Use creativity.	
02.03	Make sound decisions.	
02.04	Solve problems.	
02.05	Reason. 	
02.06	Plan and organize.	
03.0	Manage resources within an industry project	
03.01	Manage time.	
03.02	Manage money or resources.	
03.03	Manage materials.	
03.04	Manage personnel.	
04.0	Oversee the subcomponents, operations and output of a technical or organizational system.	
04.01	Manage systems.	
04.02	Monitor systems.	
04.03	Improve systems.	
05.0	Use information for decision making.	
05.01	Locate information.	
05.02	Organize information.	
05.03	Use information.	
05.04	Analyze information.	
05.05	Communicate information.	
06.0	Apply relevant technology to workplace scenarios to aid productivity.	
06.01	Use technology.	
07.0	Interpret and express interpersonal communication.	
07.01	Communicate verbally.	
07.02	Listen actively.	
07.03	Comprehend written material.	
07.04	Convey information in writing.	
07.05	Communicate nonverbally.	
07.06	Interpret nonverbal communication.	
08.0	Interact with others to accomplish workplace goals.	
08.01	Collaborate with others in a team.	
08.02	Respond to customer needs.	
08.03	Exercise leadership.	
08.04	Negotiate to resolve conflict.	
08.05	Respect others.	
09.0	Manage personal behavior to maximize productivity and professional growth.	
09.01	Demonstrate responsibility and self-discipline.	
09.02	Adapt and show flexibility.	
09.03	Work independently.	
09.04	Demonstrate a willingness to learn.	
09.05	Demonstrate integrity.	
09.06	Demonstrate professionalism.	
09.07	Take initiative.	
09.08	Display positive attitude.	
09.09	Take responsibility for professional growth.	
Career Exploration & Planning 	
10.0	Explain career opportunities aligned with the regional economy and personal aspirations.	
10.01	Describe regional occupations that are high-demand, high-growth, high-wage and/or high-skill.	
10.02	Describe careers aligned with his or her interests, skills and values based on career assessment, experiential learning, career informational interviews, research and/or reflection.	
11.0	Explain postsecondary pathways aligned with his or her career aspirations.	
11.01	Compare and contrast postsecondary pathways, including education, employment, entrepreneurship and enlistment (the “Four Es”). 	
11.02	Compare and contrast regional postsecondary training provider options, including apprenticeships, technical colleges, state colleges, universities and industry-recognized certification providers. 	
11.03	Define postsecondary credentialing and stacking options, including industry-recognized certifications, apprenticeship certificates of completion, career certificates, licenses and associate or baccalaureate degrees. 	
11.04	Compare postsecondary training data for training programs of interest, such as total costs, average student loan debt, and median earnings and job placement rates after program completion.	
12.0	Develop a personalized career and academic plan.	
12.01	Prioritize an occupation, credential and postsecondary training provider for plan formation.	
12.02	Self-assess progress toward meeting graduation requirements and skill-development goals.	
12.03	Develop and complete a chronological checklist of steps and deadlines prior to postsecondary training or national service application that includes any required documentation to gather, writing prompts and examinations.	
12.04	Identify a variety of financial aid opportunities, including scholarships, grants, savings, work, work-study programs, private loans and federal loans.	
12.05	Develop a postsecondary training budget that is inclusive of living and school expenses.	
Job Attainment	
13.0	Find, assess and apply to job opportunities.	
13.01	Identify online job posts relevant to his or her career aspirations.	
13.02	Compare and contrast the job posts’ required qualifications, job duties, compensation, benefits and employers. 	
13.03	Define what information, documentation and writing prompts are required for the positions.	
14.0	Communicate personal competence, character and fit for a job opportunity.	
14.01	Develop a resume.	
14.02	Write a cover letter.	
14.03	Curate a professional portfolio that includes work products.	
14.04	Prepare for and experience a mock job interview.	
15.0	Cultivate and leverage relationships to professionally advance.	
15.01	Request a signed reference letter, letter of recommendation and/or an online skill/professionalism endorsement. 	
15.02	Develop a plan to cultivate a professional digital footprint.	
15.03	Develop a networking plan for a specific industry of interest.	

Standards

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

01.0	Design a business proposal and plan.
02.0	Manage the operations of the business.
03.0	Manage business finances to optimize profitability.
04.0	Market the goods or services.
05.0	Reflect on the entrepreneurial experience.

Florida Department of Education
Student Performance Standards

Course Title: 	School-Based Enterprise
Course Number: 	9601300
Course Credit:	Variable

Course Description:

The purpose of this course is to provide students with a hands-on, experiential learning opportunity by actively participating in the operation of a campus-based business. The businesses may be in collaboration with an established, external company that sets up operations on campus or can be a home-grown entrepreneurial endeavor led by one or more students, the school, or the district.  Through this immersive approach, students develop essential skills in business fundamentals, marketing, financial literacy, operations and management, and customer service. Additionally, they acquire technical skills relevant to the business and engage in reflective practices to deepen their understanding of the work-based learning experience, fostering both personal and professional growth in a real-world context.

CTE Standards and Benchmarks	
01.0	Design a business proposal and plan. The student will be able to:	
01.01	Identify and evaluate potential business opportunities based on market needs and trends as well as personal interests and skills.	
01.02	Conduct market research to assess the demand and feasibility of his or her business idea.  	
01.03	Write a proposal outlining a business idea, target market, value proposition and mission statement.	
01.04	Research the resources and requirements needed to start and operate their business.   	
01.05	Describe the key differences between the main types of business ownership, including sole proprietorship, partnership, limited liability corporation, and corporation.  	
01.06	Determine the form of ownership best suited for the proposed business.	
01.07	Identify the steps required to establish various types of businesses (e.g., licenses, special permits, bank accounts, etc.).	
01.08	Present a business proposal pitch to classmates, industry or community professionals, potential investors and/or instructor for feedback.	
01.09	Develop a comprehensive business plan (or lean canvas) outlining their venture's mission, target market, products/services, marketing strategy, operational plan, and projections of income and expenses.	
01.10	Modify the business proposal and plan based on feedback from classmates, industry or community professionals, potential investors and/or instructor feedback.	
02.0	Manage the operations of the business.   The student will be able to:	
02.01	Establish procedures and policies for their business operations, including any relevant job descriptions and roles.   	
02.02	Identify potential suppliers, partners and/or manufacturers for the business’s inventory and the operation of the business.	
02.03	Identify legal requirements and ethical considerations for the business, its income and liability.	
02.04	Identify required and beneficial insurance coverages related to the business, if any.	
02.05	Create a workflow and production schedule for their products or services.   	
02.06	Develop pricing strategies for their products or services.   	
02.07	Manage inventory, supplies, orders and fulfillment effectively.   	
02.08	Implement quality control measures for their products or services.   	
02.09	Maintain a weekly log of activities, challenges, and mentor meetings.	
02.10	Create customer evaluation forms to gather feedback on their product/service.   	
02.11	Improve sales and/or profitability through data analysis and feedback from classmates, industry or community professionals and/or the instructor.	
02.12	Describe how to protect intellectual property rights.	
03.0	Manage business finances to optimize profitability.   The student will be able to:	
03.01	Describe the concepts of revenue, expenses, profit, assets, and liabilities.  	
03.02	Establish a system for handling money and processing transactions.   	
03.03	Maintain records of financial transactions.	
03.04	Identify tax reporting requirements and relevant forms related to the business.	
03.05	Record and report sales tax.	
03.06	Track revenue, expenses, and profit margins using spreadsheet software.	
03.07	Apply basic financial principles to create budgets, forecast revenue and expenses, and determine profitability.	
03.08	Determine the business’s current profitability status and estimate the anticipated timeline for achieving profitability.	
04.0	Market the goods or services.   The student will be able to:	
04.01	Develop a brand name and logo for the business.   	
04.02	Create marketing materials, both written and digital, to promote their business.   	
04.03	Identify and use appropriate marketing channels to reach his or her target market.   	
04.04	Implement promotional strategies to attract customers.   	
04.05	Develop an sales “elevator pitch.”   	
04.06	Analyze data for a promotional campaign’s impact, such as sales/views/clicks and customer rating/feedback.	
04.07	Develop communication and change management strategies to deal with common customer complaints or requests.	
05.0	Reflect on the entrepreneurial experience.   The student will be able to:	
05.01	Present to classmates, industry and community professionals, the instructor and/or invited stakeholders summarizing the business journey, results, and lessons learned, including visuals and financial outcomes.	
05.02	Create or update a resume to list accomplishments achieved during the work-based learning opportunity that may be valued by future employers.	
05.03	Curate content from the work-based learning experience into a professional portfolio of work products.	
05.04	Explain the personal and industry insights gained from the experience.   	
05.05	Explain how the experience has influenced his or her future academic and career plans.	
05.06	Describe how the work-based learning opportunity could be improved for future students.	
05.07	Request a signed reference letter, letter of recommendation and/or an online skill/professionalism endorsement.	

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.

Florida Standards for English Language Development (ELD)
English language learners communicate for social and instructional purposes within the school setting. ELD.K12.ELL.SI.1 

English Language Development (ELD) Standards Special Notes:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition at SALA@fldoe.org. 

Accommodations

Federal and state legislation requires the provision of accommodations for students with disabilities as identified on the secondary student’s Individual Educational Plan (IEP) or 504 plan or postsecondary student’s accommodations’ plan to meet individual needs and ensure equal access. Accommodations change the way the student is instructed. Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology and special communication systems. Documentation of the accommodations requested and provided should be maintained in a confidential file.

In addition to accommodations, some secondary students with disabilities (students with an IEP served in Exceptional Student Education (ESE)) will need modifications to meet their needs. Modifications change the outcomes or what the student is expected to learn, e.g., modifying the curriculum of a secondary career and technical education course. Note: postsecondary curriculum and regulated secondary programs cannot be modified.

Some secondary students with disabilities (ESE) may need additional time (i.e., longer than the regular school year), to master the student performance standards associated with a regular course or a modified course.  If needed, a student may enroll in the same career and technical course more than once.  Documentation should be included in the IEP that clearly indicates that it is anticipated that the student may need an additional year to complete a Career and Technical Education (CTE) course.  The student should work on different competencies and new applications of competencies each year toward completion of the CTE course.  After achieving the competencies identified for the year, the student earns credit for the course.  It is important to ensure that credits earned by students are reported accurately.  The district’s information system must be designed to accept multiple credits for the same course number for eligible students with disabilities.