19 Tex. Admin. Code § 127.276 - Entrepreneurship II (One Credit), Adopted 2023
(a) Implementation. The provisions of this
section shall be implemented by school districts beginning with the 2024-2025
school year.
(b) General
requirements. This course is recommended for students in Grades 10-12.
Prerequisite: Entrepreneurship I. Students shall be awarded one credit for
successful completion of this course.
(c) Introduction.
(1) Career and technical education
instruction provides content aligned with challenging academic standards and
relevant technical knowledge and skills for students to further their education
and succeed in current or emerging professions.
(2) The Business, Marketing, and Finance
Career Cluster focuses on planning, managing, organizing, directing, and
evaluating business functions essential to efficient and productive business
management, finance, operations, and marketing.
(3) In Entrepreneurship II, students gain the
knowledge and skills needed to become successful entrepreneurs within an
innovative marketplace in a free enterprise system. The goal and outcome of the
course are for students to have a business launched by the end of the course or
have the tools necessary to launch and operate a business. In this course,
students learn and initiate the process of taking a business plan from idea to
implementation. Students are encouraged to work in close cooperation with local
industry leaders and community members to develop ideas and objectives,
complete a business planning tool, pitch for funding, and register with
governmental agencies.
(4) Students
are encouraged to participate in extended learning experiences such as career
and technical student organizations, local chamber of commerce meetings, and
meetings with entrepreneurs, mentors, or industry experts.
(5) Statements that contain the word
"including" reference content that must be mastered, while those containing the
phrase "such as" are intended as possible illustrative examples.
(d) Knowledge and skills.
(1) The student demonstrates professional
standards/employability skills as required by business and industry. The
student is expected to:
(A) demonstrate
professional business skills through written and oral communication;
(B) demonstrate a productive work ethic by
using a personal calendar, task list, and project management tools;
(C) conduct meetings in face-to-face and
virtual settings by creating an agenda, confirming the meeting, using an agenda
as a guide for the meeting, and sending meeting follow-up
correspondence;
(D) demonstrate
collaboration skills within a diverse team setting;
(E) identify an ethical course of action in a
business setting;
(F) demonstrate
leadership skills by participating in career and technical student
organizations, leading a team project, or facilitating a group
discussion;
(G) demonstrate
coachability skills by working hard, respecting authority, and using feedback
to inform decision making;
(H) set
short- and long-term goals;
(I)
identify appropriate business attire in various work settings;
(J) demonstrate critical and analytical
thinking skills when comparing business decisions; and
(K) demonstrate virtues, including
trustworthiness, responsibility, and good citizenship.
(2) The student demonstrates an understanding
of the entrepreneurial environment. The student is expected to:
(A) compare the advantages and disadvantages
of corporations, franchises, partnerships, limited-liability companies, and
sole-proprietorships;
(B) evaluate
the factors involved with starting, acquiring, or expanding a
business;
(C) describe franchise
opportunities and ownership requirements;
(D) define scaling as it applies to growing a
business;
(E) self-reflect on and
evaluate personal strengths for becoming a successful entrepreneur;
and
(F) analyze opportunity costs
for a given business example.
(3) The student engages in the ideation
process and determines the feasibility of an entrepreneurial venture. The
student is expected to:
(A) identify and
analyze problems in the marketplace through an ideation process;
(B) analyze market research to identify
possible solutions to a problem;
(C) identify the customer segment affected by
a problem;
(D) research, develop,
and implement focus group questions for a specific customer segment;
(E) evaluate the feasibility of possible
solutions to a problem, including a competitive analysis such as a strength,
weakness, opportunities, and threats (SWOT) analysis; and
(F) select and present the most viable
solution to a problem based on market research, feasibility, and customer
segmentation.
(4) The
student creates a minimum viable product (MVP) for a start-up business. The
student is expected to:
(A) define minimum
viable product and unique value proposition for a good or service;
(B) create a minimum viable product to a
solution generated from an ideation process;
(C) identify unique value proposition(s) of a
minimum viable product;
(D) present
the minimum viable product, including the unique value proposition(s), for
feedback; and
(E) conduct market
testing of the minimum viable product.
(5) The student understands how to select a
funding source for a start-up business. The student is expected to:
(A) compare the advantages and disadvantages
of potential funding sources, including crowdsourcing, private equity firms,
venture capitalists, banks and other lenders, friends and relatives, grants,
state and local development agencies, and angel investors;
(B) identify predatory lending schemes and
practices; and
(C) evaluate risks
and benefits of various funding sources from short- and long-term
perspectives.
(6) The
student determines an ownership structure for a start-up business. The student
is expected to:
(A) compare ownership
structures for a start-up business;
(B) select an ownership structure and explain
why it is appropriate for a start-up business; and
(C) explain the process for legally
registering and obtaining a tax status for a start-up business for a selected
ownership structure.
(7)
The student uses a business planning tool to develop a start-up business
concept. The student is expected to:
(A)
research business plan outlines, resources, and templates such as Business
Model Canvas, lean business model template, or a traditional business plan
template;
(B) select an appropriate
business planning tool for a start-up business;
(C) complete the components of a selected
business planning tool for a start-up business concept; and
(D) present a start-up business concept for
feedback.
(8) The student
demonstrates an understanding of accounting and financial practices. The
student is expected to:
(A) explain the
importance of budgeting and cash flow, including burn rate;
(B) identify revenues and expenses for a
start-up business;
(C) explain the
importance of and interrelationship between financial statements, including a
profit and loss statement, balance sheet, and statement of cash flow;
(D) create an operational budget for a
start-up business;
(E) create a
monthly projected financial statement for a three-year period for a start-up
business;
(F) identify accounting
tools and services such as accounting and bookkeeping software, payroll
services, and tax services; and
(G)
select appropriate accounting tools and services for a start-up
business.
(9) The student
demonstrates an understanding of the legal and regulatory environment for a
business. The student is expected to:
(A)
differentiate ways to protect intellectual property;
(B) distinguish between the advantages and
disadvantages of a patent;
(C)
determine the types of licenses a start-up business might be required to
obtain, including a business license, employer identification number, name
registry, professional license, and occupational license;
(D) examine the role of government agencies
that oversee business regulations and determine the regulatory implications for
a start-up business;
(E) examine
the role of workplace safety and health in the regulatory environment and
determine its implications for a start-up business;
(F) analyze the purpose of legally binding
contracts;
(G) explain the
implications of tax laws on a business;
(H) describe the impact of labor laws when
creating a start-up business;
(I)
create a sample contract for a start-up business such as sales, employment,
purchase, lease, or non-disclosure agreement; and
(J) examine implications of sexual harassment
and workplace violence on a business.
(10) The student demonstrates an
understanding of ethical and moral obligations in entrepreneurship as they
relate to shareholders, employees, customers, and the community. The student is
expected to:
(A) develop ideas to build a
moral and ethical business culture;
(B) evaluate the impact of unethical and
immoral practices on stakeholders;
(C) create the core values for a start-up
business; and
(D) create purpose,
vision, and mission statements for a start-up business.
(11) The student understands the impact of
leadership, human resources, and management on a start-up business. The student
is expected to:
(A) distinguish between
leadership and management;
(B)
explore and identify personal leadership style;
(C) develop recruitment, hiring, and
retention strategies for a start-up business;
(D) examine and describe effective leadership
and management strategies;
(E)
create an organizational chart for a start-up business;
(F) create job descriptions for key roles in
a start-up business; and
(G)
explain how company culture impacts recruitment and retention.
(12) The student determines a
pricing structure for a start-up business. The student is expected to:
(A) create and justify a pricing structure
for a start-up business;
(B)
develop and analyze pricing objectives;
(C) use sample data to calculate prices,
markups, and discounts for a start-up business;
(D) calculate unit economics and a break-even
point for a start-up business; and
(E) explain the role of supply and demand on
pricing.
(13) The student
determines effective marketing and promotional strategies for a start-up
business. The student is expected to:
(A)
develop promotional objectives;
(B)
create a marketing plan for a start-up business that includes the use of
internet, social media, and sales strategies;
(C) analyze customer buying behavior to
inform promotional decision-making;
(D) create promotional materials using
appropriate technology;
(E) conduct
a market test to measure promotional effectiveness;
(F) explain the role of search engine
optimization as a marketing strategy;
(G) select an appropriate point-of-sale or
e-commerce payment method; and
(H)
compare how promotional strategies change during the product life
cycle.
(14) The student
understands the role of distribution and supply chain management for a start-up
business. The student is expected to:
(A)
determine distribution costs associated with transportation, storage, product
handling, and inventory control;
(B) explain how distribution adds value to a
product or service by providing place, possession, and time utility to a
consumer;
(C) select suppliers for
the production of goods and services; and
(D) analyze risks and challenges with supply
chain management and distribution.
(15) The student understands key metrics to
measure the success of a business. The student is expected to:
(A) explain the role and importance of key
metrics as a measure of success;
(B) identify and define common key metrics;
and
(C) select and justify key
metrics for a start-up business.
(16) The student presents a well-organized
business plan. The student is expected to:
(A)
create and present a comprehensive business plan that includes business
description, target market, key metrics, revenue streams, pricing structure,
competitive advantage, unique value proposition, distribution channels, and
financial forecast;
(B) identify
the purpose of and present an elevator pitch;
(C) create and deliver a presentation for
start-up business funding;
(D)
select and implement effective multimedia strategies for a
presentation;
(E) provide and
receive constructive feedback following a presentation;
(F) demonstrate effective presentation
skills; and
(G) create an executive
summary.
(17) The student
understands the process for launching a start-up business. The student is
expected to:
(A) research and identify the
process for launching a start-up business in the local area;
(B) evaluate insurance costs, locations, and
loan terms; and
(C) assess
equipment needs and other resources needed to launch the business.
Notes
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