11/13/12 Sacramento County Board of Education Packet · The Superintendent recommends that the...

SACRAMENTO COUNTY BOARD OF EDUCATION 10474 Mather Boulevard, P.O. Box 269003

Sacramento, CA 95826-9003

Subject: December 201 2 Employees of Agenda Item No.: VI I.A. the Month

Enclosures: 1

Reason: Action From: David W. Gordon

Prepared By: Tim Herrera

Board Meeting Date: 11/13/1 2

BACKGROUND:

CLASSIFIED

Suzanne Shehadeh, Para-educator, has been nominated for her contributions to the Sacramento County Office of Education (SCOE) Special Education Department by Principal Sharon Holstege. Ms. Shehadeh serves students in SCOE's inclusive Preschool Program at Northview Head Start, which is located in the Natomas area. Her supervisor says, "Ms . Shehadeh will go above and beyond to provide support to otherswhether it is to interpret for a family in the Infant Development Program who speaks Arabic, or providing support in helping train a new substitute teacher. She has a gentle approach to working with students and provides gentle encouragement for students to be as independent as possible ." Ms. Shehadeh has undergone specialized MOVE (Mobility Opportunities Via Education) training in Bakersfield and training by the U.C. Davis MIND Institute. Concludes her supervisor, "Ms. Shehadeh is an exemplary employee. She has a positive attitude and always acts in the best interest of her students, their families and our program. She enjoys her job and it shows! Suzanne is conscientious and a hard worker, and it is a pleasure to have her in the Preschool Program." Ms. Shehadeh has been employed by the Sacramento County Office of Education since July 1999.

CERTIFICATED

Maggie Messenger, School Nurse, has been nominated by Principa l Sharon Holstege for her contributions to the Sacramento County Office of Education Special Education Department. Ms. Messenger supports approximately 50 preschoolers in programs ranging in locations from Elk Grove to North Highlands. She works with three different Head Start agencies, each having its own forms, rules, and procedures for enrolling students having complex medical needs. Ms. Messenger has built strong working relationships with local school district nurses and agency staff in order to facilitate smooth transitions for students . Says her supervisor, "It is often difficult to determine how best to support preschool students in their first school experience- some of these students have spent much of their first years of life in hospitals due to their health challenges. Ms. Messenger has a 'can do' attitude and finds a way to support children to enable them to attend school." Ms. Messenger is widely recognized in the community for her exemplary dedication to students, including being named the recipient of the Medical

VII.A.1 .

Service Award by the Sacramento Association for the Retarded. Her supervisor concludes, "In working with Ms. Messenger for over 20 years, I continue to be amazed by her ability to work with and support families, the medical community, and preschool staff so that children have their health care needs successfully met. She is a tremendous asset and resource to the families of our students and to our staff." Ms. Messenger has been employed by the Sacramento County Office of Education since November 1989.

SUPERINTENDENT'S RECOMMENDATION:

The Superintendent recommends that the Sacramento County Board of Education approve commendation of the individuals named as Sacramento County Office of Education Employees of the Month for December 2012, and that the Board present Certificates of Recognition to these employees.

VII.A.2.



Subject: SCOE Teacher of the Year 2013 Agenda Item No.: VII. B.

Enclosures: 1

Reason: From: David W. Gordon

Prepared By: Tim Herrera

Board Meeting Date: 11/13/12

BACKGROUND:

Terri Edinburgh has been selected as Sacramento County Office of Education (SCOE) Teacher of the Year 2013. Ms. Edinburgh teaches a combined K-3 grade Special Day Class for students with moderate to severe disabilities at Prairie West Elementary School, which is located within the Elk Grove Unified School District. Ms. Edinburgh has been a SCOE employee since November 1996. Prior to joining SCOE, she served six years as a Para-educator in a Special Day Class at Valley Oaks Elementary School (Galt Joint Union Elementary School District). Ms. Edinburgh earned her M.A. in Special Education in 2011 , as well as her Clear Level II Education Specialist Instruction Credential in 201 0- both from National University. Her Preliminary Level 1 Teaching Credential was earned in 2004 at California State University, Sacramento, where she also earned a B.S. in Recreation/Rehabilitation Therapy in 1985. She is a Certified M.O.V.E. (Mobility Options Via Education) Tra iner. Ms. Edinburgh was nominated as SCOE Teacher of the Year by Principal Carmen Walker.

"Terri has a wonderful, engag ing relationship with her students that daily demonstrates her care and concern for each of them," says Principal Walker. "Terri quickly gains the trust of families and students as she connects them with MOVE equipment, resources, and community activities. She devotes all of her positive energy to believing the students and families are deserving of the best, and she gives her best."

Ms. Edinburgh has been honored in the past as SCOE's Certificated Employee of the Month , has served on the SCOE Special Education Advisory Committee, and has been recognized for her leadership and achievements within the Special Education community. She is known for supporting integration and inclusion opportunities for her students on the general education campus and in the community. Assistant Superintendent Dr. Robin M. Pierson states, "Ms. Edinburgh has been a mentor for aspiring teachers and newly credentialed teachers as she gives of her time, talent, and expertise to foster the passion for education. She truly inspires others! Ms. Edinburgh has demonstrated consistent passion, dedication, and commitment to the population of students with severe disabilities and their families ."

Ms. Ed inburgh was honored at the Sacramento County Teachers of the Year Banquet

held August 15, 2012, at the Woodlake Conference Center. During the 2012-13 NBA

VII.B.1 .

season, she will be honored with all of the Sacramento County school district Teachers of the Year Friday, March 8, at Sleep Train Arena when the Sacramento Kings play the Phoenix Suns. She will also be recognized in a pre-game ceremony at Raley Field on Friday, April 26, 2013, when the Sacramento River Cats host the Salt Lake Bees.


The Superintendent recommends that the Sacramento County Board of Education approve commendation of Terri Edinburgh as Sacramento County Office of Education Teacher of the Year 2013 and that the Board present her with a plaque commemorating this honor.

VII.B.2.

SACRAMENTO COUNTY OFFICE OF EDUCATION

PERSONNEL TRANSACTIONS Board Meeting- November 13,2012

REGULAR AP POI NTMENTS/REAPPOI NTMENTS

Group Dept./ Effecti ve Salary (Mgmt/Cert/Ciass) Program Name Status Class ification Location ~ Placement

Management OTAN J-1 inkson, Joyce Mgmt. Director I, OTAN OTAN I 0/03/12 MT-40 8 h/d 5 d/w 224 d/y PC # 000025

Management Information Lack, Sherry Mgmt. Coord ., In forma tion & In formation I 0/26/12 MT-36 Services Compensation Services Services

8 h/d 5 cl/w 224 d/y PC # 010 155

Managemelll SPD Powyszynksi. Daniel Mgmt. Asst. Principal , Court & El Cent ro liS 10/19/ 12 MT-35 Community Schools 8 h/d 5 d/w 2 15 cl/y PC# 1300 17

Certificated Spec. Ed. Lampe, .I ames Prob. 0 Teacher, Emotionally Leo Palmiter I 0/01/12 T-11 - 1 Disturbed 8 h/cl 5 d/w 185 d/y PC# 000721

Certificated Sly Park White, Suzanne Prob. I Sly Park Outdoor Science Sly Park I 0/08/12 T-1-1 Teacher 8 h/cl 5 d/w 88 cl/y PC# 130007

Class ified Bus. Srvs. Brindle, Nikki Pro b. Accounting Technician Bus. Srvs. I 0/15/12 CL-26-B 8 h/d 5 d/w 244 cl/y PC# 000 159

Class ified Spec. Ed. Doyel, Laura Prob. Braillist Palmiter 09/24/12 CL-2 1-A 8 h/cl 5 cl/w 185 d/y PC# 000507

Class ified Bus. Srvs. Schwefel , Peter Pro b. Accounting Technician Bus. Srvs. I 0/22/12 CL-26-A 8 h/d 5 d/w 244 d/y PC# 000 158

Classified Bus. Srvs. Smith, Michelle Prob. Financial Analyst Bus. Srvs. 09/26/ 12 CL-32-D 8 h/cl 5 d/w 244 d/y PC# 000 164

RE-EMPLOYMENT

Group Dept./ Effecti ve Salary (Mgmt/Cert/Class) Program Name Status Class ification Location Date Placement

Class ified AV ID/ Thomas. Hilary Perm. Program Analys t AVID/ I 0/ 10/ 12 CL-36-F Cal-SOAP 8 h/d 5 cl/w 244 cl/y Cal-SOAP

PC # 00023 1

VIII.A.1 .1.

PERSONNEL TRANSACTIONS November 13, 20 12

SUBSTITUTES/TEMPORARY APPOINTMENTS

Group Dept./ Effecti ve Salary (Mgmt/Cert/Class) Program Name Status Classification Location Date Placement

Management Sly Park Mitchell , Linda Interim Director I, Sly Park Sly Park 07/05/12- $520.02/day I 0/ 12/12

Certificated Spec. Ed ./ Altom, Joanne Sub Teacher As needed 09/21/12 $125.00/day SPD

Classified Cal-SOAP/ Davis, Malcolm L/Term Cal-SOAP Tutor As needed 09/11/1 2 $14 .00/hour AV ID

Class ified Sly Park Gilbert , Pamela Temp. Cook Sly Park 09/06112 , $19.29/hour Assignment 09/ 12112,

09/ 17-2 1/12& 09/24-27/12

Class ified Sly Park Hanke, Carol Temp. Cook Sly Park 09/09/12 $19.29/hour Assignment

Class ified C-SAPA Kuan, Amber L/Tenn College Student Assistant As needed 09112/12 $1 0. 00/hour

Class ified lnfonnation Mallox, Craig Temp. Sr. General Srvs. Worker Information I 0/0 I /12- $28. 65/hour Systems Assignment Systems 11 /30/12

Classified Sly Park Munson, James L/Term Cafeteria Ass istant As needed 09/21 / 12 $12. 12/hour Maintenance Custodian $15. 1 0/hour

Class ified Sly Park Tumer. Vickie L/Term Cafeteria Assistant As needed 09/27/12 $12. 12/hour

Classified School Wormington, Kalina Ln-enn Orrice Assistant School I 0/08/12- $ 14. 75/hour Readiness Readiness I 0/ 18/12

TRANSFERS

Group Effective (Mgmt/Cert/Class) Name Classification From To Date

Certificated Ahrens. Terry ROP lnstr: Orrice Occupations North Area CS EL Hickey CS 10/29/ 12

Certificated Charbonneau, Chris ROP lnstr: Careers with Children EL Hickey CS North Area CS I 0/29/ 12

Group Effecti ve (Mgmt/Cen/Ciass) Name Classification From To Dale

Cert ificated Millings. Patricia Teacher, AIL Education Gerber Jr./Sr. l-IS El Centro Jr./Sr. liS 09/24/12 PC # 000341 PC # 100006

Certificated Teafati ller, Bryan Teacher, AIL Education Morgan Jr./Sr. l-IS Gerber Jr./Sr. l-IS 09/24/12 PC # 100006 PC # 00034 1

Class ified Bateman, Janice Para-Educator, Sl-1 Dry Creek llillsdale Head Stan I 0/01 / 12 PC # 000594 PC # 03003 1

VII I.A. 1.2.

PERSONNEL TRANSACTIONS November 13, 20 12

EXTRA ASS IG NMENT

Group Dept./ Classification (Mgmt/Cert/Ciass) Program Name Ass ignment Duration

Certi ficatecl Spec. Eel. Shimada, Sheila Speech Therapist 20 12 - 2013 School Year 20 clays

Certi ficatecl Spec. Eel . Sugg, Judith Speech Therap ist 20 12 - 20 13 School Year 25 clays

Class ified Spec. Eel. Abunclis, Ammie Para-Ed ucator, SI-1 09/17/ 12 06/28/ 13 I h/d. 5 d/w

Classified Spec. Ed. Baerresen, Linda Para-Educator, SI-1 09/18/ 12 06/30/13 4 hours per week

Class ified Spec. Eel . Barreclo, Dale Para-Educator 09/ 17/ 12 06/28/13 3 h/cl , 5 cl/w

Class ified Spec. Eel . Carbone, Michael Para-Educator 09/ 18/ 12 06/30/13 4 hours per week

Class ified Spec. Eel . Crandell , Teri Para-Educator, SH 08/14/ 12 06/28/13 I h/cl . 5 d/w

Class ified Spec. Ed. Edwards, Vanessa Para-Educator 09/ 18/ 12 06/30/ 13 4 hours per week

Class ified Spec. Ed. Faulks, Diane Para-Educator, S H 09/18/ 12 06/30/13 4 hours per week

Class ified Spec. Ed. Holmes, Concepcion Para-Educator, SI-1 09/18/ 12 06/30/13 4 hours per week

Classified Spec. Ed. Jarvie, Debbie Para-Educator. SI-1 09/ 18/ 12 06/30/13 4 hours per week

Class ified Spec. Ed. J uge, .lenni fer Para-Educator, SH 09/ 18/ 12 06/30/13 4 hours per week

Class ified Spec. Ed. Larson, Tera Para-Educator, S H 09/ 17/ 12 06/28/13 1.5 h/d, 5 d/w

Class ified Spec. Ed. Molina, Maria Para-Educator, S H 08/14/ 12 06/28/13 I h/d, 5 d/w

Classified Spec. Eel . Norris, Kim Special Education Tech. 09/18/ 12 06130113 4 hours per week

Class ified Spec. Ed. Smith, Rondalyn Para-Educator 09/20/ 12 06/28/1 3 3 h/d. 5 d/w

Class ified Spec. Ed. Turner, Karen Para-Educator, SI-1 09/ 18112 06130113 4 hours per week

VIII.A.1.3.

PERSONNEL TRANSACTIONS

Group (Mgmt/Cert/Ciass)

LEA YES OF ABSENCE

Class ification

Class ified Unpaid Parcheniak-Bennett , Emil ia Perm. Para-Educator, S 1-1

SEPARATIONS

Group Effecti ve (Mmgt/Cert/Ciass) Tvpe Name Classification Location ~

Management Retirement Broyles, Cathy Executive Assistant Admin . 12/30/12

Management Retirement Harris, Wendy Dir.ll , Tech. Assist. to K -12 Currie/ 12/30/12 Low Perform. Schools Intervention

Management Retirement Wright, Joyce Ass t. Superintendent , Admin. 12/28/12 Instructional Support Srvs.

Class ified Retirement Yu, Alice Network Administrator CNTS 12/28/ 12

B~~ A f

Management Certificated Class ified

Regular Appointments/Reappointments 3 2 4

Re-employment 0 0

Substitutes/Temporary Appointments 8

Transfers 0 4

Extra Ass ignments 0 2 15

Leaves of Absence 0 0

Separations 3 0

TOTAL 7 9 31

VIII.A.1.4 .

November 13, 20 12

Sheldon l-IS

Effecti ve Date

I 0/08/ 12-11 / 16/ 12

Reason fo r Leaving

Retirement

Re tirement

Retirement

Retirement

Total

9

10

5

17

4

47

Subject:

Reason:



Award of Diplomas Agenda Item No.: VIII .A.2 .

Enclosures: 0

Approval From: David W. Gordon

Prepared By: Dr. Matt Perry


BACKGROUND:

The following students from El Centro and Elinor L. Hickey Jr/Sr High Schools are scheduled to graduate and have completed all requirements for high school graduation.

El Centro Jr/Sr High School

Richard Carter

Elinor L. Hickey Jr/Sr High School

Dina Shumak

Lawrence Sparks


The Superintendent recommends the Board approve the issuance of a high school diploma to the students listed above.

VIII.A.2.1 .

Subject:

Reason:



Donations Agenda Item No.: VIII.A. 3.

Enclosures: 0

Acceptance From: David W. Gordon

Prepared By: Dr. Robin M. Pierson


BACKGROUND:

The Sacramento County Office of Education has received a donation from Corona Cares Tool Company for the fo llowing tools valued at $1,052.89 to the Palmiter Environmental Horticulture Program of the Special Education Department:

Quantity Description Retail Extended

6 Dual Cut Pruner 35.34 212.04 1 Dual Cut Lopper 58.30 58.30 2 Dual Cut HS 58.30 116.60 8 Long Stra ight Sn ips 11.55 92.40 1 High Performance Orchard Lopper 78.91 78.91 2 Anvil Pruner 9.44 18.88 3 Oscillating Hoe 6-inch 40.43 121.29 2 Cultivator 10.56 21.12 1 Serrated HS 60.67 60.67 5 Scabbard 14.82 74.10 2 Sharpener 10.34 20.68 1 Push Broom 61.25 61.25 2 Bow Head Rake 45.34 90.68 1 Trench ing Shovel 25.97 25.97

TOTAL 1,052.89


The Superintendent recommends acceptance of the above-mentioned donated items on behalf of the Special Education Program.

VIII.A.3.1.

Subject:

Reason:



Surplus Property Agenda Item No.: VIII.A.4.

Enclosures: 1

Declaration of Equipment Listed From: David W. Gordon as Surplus Property and

Prepared By: Tamara Sanchez Authorization to Dispose of Equipment Pursuant to

Board Meeting Date: 11/13/1 2 Education Code

BACKGROUND:

The equipment listed below has been identified to be in a condition considered unnecessary or unsuitable for school use. It would be in the Sacramento County Office of Education's best interest to deem these items obsolete. Education Code §§35160, 35160.2, 17545, 17546 allow for disposal and/or donation of property no longer needed or that is determined not suitable for school use. Items to be considered for disposal will have no salable value. Items considered for surplus will be sold, auctioned, or donated to charitable organizations.

SCOE Tag# ITEM SCOE Tag# ITEM

0185801 Printer-HP Laser Jet 3300dn 0183368 Laptop-Dell Latitude D810

0183517 Computer-Mac G5 0171306 Server-Dell PowerEdge 2650

0180083 Printer-HP Laser Jet 1320tn 0109314 Server-Dell PowerEdge 2550

0176818 Printer-Dell LaserJet 0190322 Computer-Gateway Profile

0181610 Computer-Dell Optiplex GX 280 0189753 Computer-Gateway Profile

0181818 Computer-Dell Optiplex GX 280 0189803 Computer-Gateway Profile

0177964 Printer-HP Color Laser Jet 25501n 0190017 Computer-Gateway Profile

0196485 Computer-Gateway Profile 0109967 Computer-Gateway E Series

0194563 Computer-Dell GX 620 0182980 Computer-Dell Optiplex GX 280

0190173 Computer-Gateway Profile 0183038 Computer-Dell Optiplex GX 280

0126672 Computer-Dell Tower 0182998 Computer-Dell Optiplex GX 280

0183046 Computer-Dell Optiplex GX 280 0094466 Computer-iMac

0191254 Computer-Gateway 0177519 Computer-Del l Optiplex GX280

0121087 Printer-Laser Jet 5550dn 0175422 Computer-Dell Optiplex GX270

0178624 Computer-Dell Latitude D610 0178053 Computer-Dell Optiplex GX280

0072470 Laptop-IBM ThinkPad 0170928 Printer-HP LaserJet 1200

VIII.A.4. 1.

SCOE Tag# ITEM SCOE Tag# ITEM

0203455 Computer-Gateway Profile 6 0182857 Computer-Dell Optiplex GX280

125203 Large Format Poster Printer 0103633 Copier

0105080 Hamada Printing Press 025452 Hamada Printing Press

0184853 Pallet Jack 540981 Desk

0020537 Sma rt White Board


The Superintendent recommends that the Sacramento County Board of Education declares this equipment to be surp lus property and authorizes the Procurement Department to dispose of it as authorized under Education Code §§35160, 35160.2, 17545, 17546.

VIII.A.4.2.

SACRAMENTO COUNTY BOARD OF EDUCATION

CONTRACTS FOR COUNTY BOARD OF EDUCATION APPROVAL

November 13, 2012

Expenditure

INSTRUCTIONAL SUPPORT SERVICES

BMK Group

Provide specialized software application development and modifications to the Foster Focus database system to improve data collections from data systems maintained by other agencies.

New

Dates of Service: 12/03/12 - 06/30/13

Source of Funds: Stuart Foundation Foster Focus Expansion Grant

Community Safety Associates

Community Safety Associates will conduct four tra inings for the Region 3 Student Mental Health Initiative Bullying Prevention Cadre. The trainings will focus on increasing core knowledge of participants as it re lates to the latest research in bullying and cyberbu llying. The series will allow participants to become county/district experts in bullying/cyberbullying , schoo l-based strategies for prevention, and to develop the ability to train a wide range of school personnel , parents , and commun ity members. Each of the trainings will include lecture, research, reporting out, and practice. The train ings wi ll be sequential.

New

Dates of Service: 11/04/12, 01/30/13, 02/26/13, and 05/09/13

Source of Funds: Regional K-12 Student Mental Health Initiative

RECAP

Instructional Support Services

VIII. B. 1.

Expenditure

$16,000.00

TOTAL $16,000.00

$8,000.00

$8,000.00


Sacramento, CA 95826-9003 .-A-g-en_d_a-lte-m-No-.-: --VI-11.-C-.1-.--,

Grant/Contract Proposal Abstract Enc losures:


Title of Grant/Contract: Foster Youth Services/CPS Collaborative Project

Department/Director: Foster Youth Services/Or. Joyce Wright

Funding Source: County Department of Health & Human Services

Amount Requested: $69,352

Funding Period: July 1, 2012 through June 30, 2013

Program Description: The Sacramento County Department of Health and Human Services (DHHS), Chi ld Protective Services (CPS) has offered to renew its contract with the Sacramento County Office of Education's (SCOE) Foster Youth Services (FYS) to support a Project Specia list II position . This staff person will be on-site at family court throughout the year to locate education records, assist with prompt and appropriate enrollment of children entering the foster care system in school , maintain databases for CPS and SCOE, and improve education and support services for these children.

New Positions: None

Subcontracts: None

Evaluation Component: The DHHS requires quarterly reporting of services provided and outcomes ach ieved .

Detailed Budget Attached

VIII.C .1 .1.

SACRAMENTO COUNTY OFFICE OF EDUCATION Budget for Grant*

Funds (check boxes that app ly)

Cash Match Total (if applicab le)

Source of Funds for

Cash Match

0 District/Foundation [8] Local 0 State 0 Federa l 0 New Grant [8] Continuing Grant

Grant Title: Foster Youth Services/CPS Collaborative Proj ect

Contact Person/Dept. /Phone#: Joyce Wright/Trish Kennedy/FYS/2730

Funding Period: July 1, 2012 through June 30,2013

Category

Salaries* - Certificated (FTE) - C lassified (FTE) 0.78 - Temp. Exempt

Benefits Books and Supplies Consultants, Instructional Travel and Conference Renta ls/Leases Print ing/Copying Other Services & Operating Expenses

Equi pment Postage Utili ties and/or Telephones Indirect% Not Allowed Other-List:

Totals

*Positions included : Tit le

Proj ect Speciali st II , Foster Youth Svcs.

. . . · Spec1al cond1t1ons can be elabo1ated on a se parate attached sheet Revi sed: 3/3 1/95

Grant In-Kind I Authorized Cash In-Kind

Budget

$52,456

16,896

$69,352

FTE Range/Step Grant Authori zed Amount

0.78 MT29 $52,456

..

Vlll.C.1.2 .

Total Grant Budget

$52,456

16,896

$69,352

In-Kind/Cash Amount

rv 1 .......,~


~------------------~

Sacramento, CA 95826-9003 Agenda Item No.: VIII.C.2.

Grant/Contract Proposal Abstract Enclosures:


Title of Grant/Contract: FNL (Friday Night Live) "Driving the Change" Project

Department/Director: Instructional Support Services/Or. Joyce Wright

Funding Source: California Friday Night Live Partnersh ip

Amount Requested: $7,500

Funding Period: November 1, 2012 - June 30, 2013

Program Description: Through funding from the Allstate Foundation, the California Friday Night Live Partnersh ip (CFNLP) will contract with SCOE's Prevention & Student Services (PASS) Department to support the implementation of traffic safety activities as part of the Friday Night Live (FNL) and Club Live (CL) programs at selected school sites. Selected sites have demonstrated they have an active FNL or CL chapter, the support of site administrator, advisor and student team, and the capacity to complete the project activities within the required timeline. Through the Driving the Change Project, students plan and participate in activities addressing traffic safety, including distracted driving/texting , seat belt utilization, driving at safe speeds and prevention of drunk driving .

New Positions: None

Subcontracts: None

Evaluation Component: The programs are part of a formal evaluation process implemented by the California Friday Night Live Partnership.


VIII.C.2.1.

SACRAMENTO COUNTY OFFICE OF EDUCATION Budget for Grant*

Funds (check boxes that apply)

Cash Match Total (if applicable)

Source of Funds for

Cash Match

0 District/Foundation ~ Local D State D Federal D New Grant ~ Continu ing Grant

Grant Title: FNL "Driving the Change" Project Contact Person/Dept./Phone#: Cheryl Raney/PASS/2201

Funding Period: November 1, 2012- June 30, 2013

Grant In-Kind I Total Grant Category Authorized Cash In-Kind Budget

Budget

Salaries* - Certificated (FTE)

- Classified (FTE) .04 1,871. 1,871. Benefits 728. 728. Books and Supp lies 2,544. 2,544. Consu ltants, Instructional Travel and Conference 2,000. 2,000. Rentals/Leases Printing/Copying Other Services & Operating Expenses Equipment Postage Utilities and/or Telephones Indirect 5.00% 357. 357. Other -List:

Totals 7,500. 7,500.

*Positions included : Title FTE Range/Step Grant Authorized In-Kind/Cash

Amount Amount

Staff Secretary, PASS . 04 G23-F 1,871 .

1,871. *Special cond itions can be elaborated on Initials of Grants Financial Staff: ?1\U: I h7

, I ,, . a separate attached sheet Date: I Q/3.'{//~ r 1

VIII.C.2 .2.

SACRAMENTO COUNTY BOARD OF EDUCATION 10474 Mather Boulevard, P. 0 . Box 269003

Sacramento, CA 95826-9003 .-------- - ----, Agenda Item No.: VIII. C.3.

Grant/Contract Proposal Abstract Enclosures: 2


Title of Grant/Contract: Title Ill Year 2 and 4 Technical Assistance Grant

Department/Director:

Funding Source:

Amount Requested:

Funding Period:

Program Description:

K-12 Curriculum and Intervention/Sue Stickel

NCLB (No Child Left Beh ind) , Title Ill

$143,750

July 1, 201 2- December 31,2013

The No Ch ild Left Behind (NCLB) Act of 2001 , Title Ill , requires local education agencies (LEAs) to meet Annual Measurable Achievement Objective (AMAO) targets for English learners. Pursuant to Title Ill , LEAs failing to ach ieve AMAOs for two and four consecutive years are required to modify the program for English learners through a system of intervention.

The California Department of Education (CDE) developed a comprehensive plan to provide technical assistance to LEAs that failed to meet the AMAOs for either two or four years . As part of this plan, the CDE awarded grants to one county within each of the state's eleven service regions to provide technical assistance to the designated LEAs. The Sacramento County Office of Education (SCOE) was selected to provide technical assistance to LEAs in Region 3. The final grant award will be sent to the SCOE after the Title Ill data release scheduled for October or early November. The award amount is expected to be similar to 2011-12.

The five LEAs in Region 3 that will potentially receive technical assistance from SCOE in 2012-13 include: Elk Grove Unified School District, Folsom Cordova Unified School District, Maxwell Unified School District, Placerville Union Elementary School District, and Twin Rivers Unified School District.

Additionally, SCOE will continue to provide ass istance to the fifteen LEAs identified for intervention in 2011-12: Auburn Union Elementary School District, Colusa Unified School District, Davis Joint Unified School District, Dry Creek Joint Elementary School District, El Dorado County Office of Education , Galt Joint Union Elementary School District, Galt Joint Union High School District, Robia Elementary School District, Roseville Joint Union High School District, Sacramento City Unified School District, Sutter County Office of Education (consortia) , Yuba City Unified School District, Washington Unified School District, Western Placer Unified School District, and Woodland Joint Unified School District.

The funds from this grant award will be used for the Curriculum Specialist for Eng lish Learners to assist the LEAs in developing the Title Ill action plans, provide technical assistance, and monitor the implementation of the plans.

New Positions: None

Subcontracts: None


VIII.C.3.1.

SACRAMENTO COUNTY OFFICE OF EDUCATION Budget for Grant/Contract fo r Services

Cash Match Total (if app licable)

Source of Funds for

Cash Match Funds (check boxes that apply)

0 District!Foundation 0 Local D State Ill Federal 0 New Grant llJ Continuing Grant

Grant Title: Title Ill Year 2 and 4 Technical Assistance Grant

Con tact Person/Dept. /Phone #: __ s_u_e_s_ti_c_ke_II_K_-_12_C_u_rr_ic_u_lu_m_&_l_nt_e_rv_e_n_ti_on_l_2_28_-_2_6_33 ____ _

Funding Period· July 1, 201 2 - June 30, 2013

Grant A ut hor ized Cash Match/ Tota l Category Budget I n-Kind Grant Bud

Sa lari es - Cert ificated (FTE) 0.425 49,008 49,008

Salaries- C lassified (FTE) 0

Temporary Employees 0

Employee Benefits 13,934 13,934

Books and Supplies 0

Travel and Conference 373 373

Rentals/L eases 0

Communica ti ons (pos tage, phones) 830 830

Printing Serv ices 200 200

Equipment 0

Indirec t % 8.87% 5,707 5,707

Other - List 0

Is 70,052 0 70,052

Positions included: Grant A uthorized Cash M atch/ T itle FTE Range/Step A moun t In-K ind A mount

Curriculum Specialist, EL 0.425 MT 38 49,008

Tota ls 0.425 49,008 0

Revised 07 I I I Tnitials of Grants Financial Staff: ~/rsr Date: J~{t1 {fr -15

VIII.C.3.2.

SACRAMENTO COUNTY OFFICE OF EDUCATION Budget for Grant/Contract for Services

Cash Match Total (if applicable)

Source of Funds for

Cash Match

Funds (check boxes that apply)

0 District/foundation 0 Local 0 State hZJ Federal 0 New Grant hZJ Continuing Grant

Grant Title: Title Ill Year 2 and 4 Technica l Ass istance Grant

Contact Person/Dept. /Phone#: Sue Sticke i/K-12 Curricu lum & lntervention/228-2633

Funding Period. July 1, 2013- December 31, 2013

Grant Authorized Cash Match/ Category Budget In-Kind

Salaries -Certificated (FTE) 0.45 51,891

Salaries - Cl assi tied (FTE)

Temporary Employees

Employee Benefits 14,753

Books and Supp lies

Travel and Confe rence 250

Renta ls/Leases

Communications (postage, phones) 600

Pr inting Serv ices 200

Equi pment

Ind irect% 8.87% 6,004

Other - L ist

Totals 73,698 0

Pos itions included: Grant A uthorized T itle FTE Range/Step Amount

Curricu lum Specia list, EL (6 months) 0.45 MT 38 51,891

Tota ls 0.45 51,891

Revised 07/11 Initials of Grants Financial Staff:

Date: mh 1/12--

VIII.C.3.3.

Total Grant Budget

51,891

0

0

14,753

0

250

0

600

200

0

6,004

0

73,698

Cash Match/ In-Kind Amount

0

Subject:

Reason:



Resolution No. 12-14 Agenda Item No.: VIII. D. Establishing the 201 2/20 13

Enclosures: 3 Appropriations Limit

Adoption From: David W. Gordon

Prepared By: Tamara Sanchez


BACKGROUND:

Proposition 4 of 1979 and Proposition 111 of 1988 limit the growth in appropriations made by the State of Ca lifornia, school agencies, and local governments. Under these amendments, school agency appropriations cannot exceed the prior year appropriations limit as adjusted for inflation and changes in attendance .

The County Board of Education is required to adopt a resolution estab lishing the appropriations limit for each fiscal year and to provide public notice of the action. Notice to the public has been given by making ava ilable the attached resolution and appropriations limit calculation in the reception area of the Sacramento County Office of Education.


The Superintendent recommends that the Board adopt Resolution No. 12-14 establish ing the appropriations limit for 2012/2013.

VIII.D.1.

PLEASE POST

PUBLIC NOTICE

Appropriations Limit calculations for 2012/2013 will be

considered by the Board of Education at its regular

meeting on November 13, 2012. The attached is for the

public's information.

Vlli.D.2.


Resolution No. 12-14

A RESOLUTION FOR THE APPROPRIATIONS LIMIT

WHEREAS, in November 1979, the California electorate did adopt Proposition 4, commonly called the Gann Amendment, which added Article XIII-B to the California Constitution; and,

WHEREAS, the provisions of that Article establish maximum appropriation limitations, commonly called "Gann Limits," for public agencies, including school districts and county offices of education; and ,

WHEREAS, the Sacramento County Office of Education must establish a revised Gann Limit for the 2011/12 fisca l year and a projected Gann Limit for the 2012/1 3 fiscal year in accordance with the provisions of Article XIII-B and applicable statutory law;

NOW, THEREFORE, BE IT RESOLVED that this Board does provide public notice that the attached calculations and documentation of the Gann Limits for the 2011 /1 2 and 2012/13 fiscal years are made in accord with app licab le constitutional and statutory law; and,

BE IT FURTHER RESOLVED that this Board does hereby declare that the appropriations in the budget for the 2011 /1 2 and 2012/13 fiscal years do not exceed the limitations imposed by Proposition 4; and,

BE IT FURTHER RESOLVED that the Superintendent provides copies of this resolution along with appropriate attachments to interested citizens of this county; and,

BE IT FURTHER RESOLVED that documentation estab lish ing the appropriations limit, and the appropriations subject to limitation , be submitted to the State Superintendent of Public Instruction and the State Director of Finance.

PASSED AND ADOPTED by the Sacramento County Board of Education during the regular meeting on this 13th day of November 2012.

Greg Geeting, President Jacquelyn Levy, Vice President

Eleanor L. Brown, Ed.D., Trustee Harold Fang, Trustee

Brian M. Rivas, Trustee Penny Schwinn , Trustee

John C. Scribner, Trustee

VIII.D.3.

I.

II.

Ill.

SACRAMENTO COUNTY BOARD OF EDUCATION COUNTY OFFICE APPROPRIATIONS LIMIT CALCULATIONS

Fiscal Year 2011-12 SUMMARY WORKSHEET

APPROPRIATIONS LIMIT 2011-2012

Calculations

A. Prior Year Data

1. Program Portion $ 23,753,089.53

2. Other Services Portion 11 '152,553.39

3. Total Prior Year Limit $ 34,905,642.92

D. Preliminary Appropriations Limit

1. Program Portion $ 23,753,089.53

2. Inflation Adjustment 1.0251

3. Program Population Adjustment 0.6532 4. Preliminary Program Limit (D1 xD2xD3) $ 15,904,957.58

5. Other Services Portion 11 '152,553.39

6. Inflation Adjustment 1.0251

7. Other Services Population Adjustment 1.0014 8. Preliminary Other Services Limit (D5xD6xD7) 11,448,487.96

9. Preliminary Total Appropriations Limit $ 27,353,445.54

APPROPRIATIONS SUBJECT TO THE LIMIT

10. Local Revenues Excluding Interest $ 14,577,014.65

12a. Interest Counting in Local Limit 52,405.43

13. State Aid From Proceeds of Taxes 13,260,099.26

C20. Excluded Appropriations (536,073.80)

14d. Total Appropriations Subject to the Limit $ 27,353,445.54

15. Adjustments to the Limit 0.00

(01 4d-09; if negative then zero)

Summary 2011-12 Actual

17. Adjusted Appropriations Limit $ 27,353,445.54

VIII.D.4 .

2012-13

Calculations

$ 15,904,957.58

11 ,448 ,487.96

$ 27,353,445.54

$ 15,904,957.58

1.0377

1.0330

$ 17,049,225.44

11 ,448,487.96

1.0377

0.9985

11 ,862,275.81

$ 28,911 ,501.25

$ 15,191 ,144.00

110,734.02

14,189,358.23

(579, 735.00)

$ 28,911,501.25

0.00

2012-13 Budget

$ 28,911,501.25

Subject:

Reason:



Resolution No. 12-15 Agenda Item No.: VIII. E. Urging Congress to Amend

Enclosures: 1 the Budget Control Act of 201 1 and Protect Fund ing for Public Education

Adoption From: David W. Gordon

Prepared By: Greg Geeting


BACKGROUND:

The federal Budget Control Act of 2011 will impose an across-the-board cut (known as sequestration) of 8.2 percent to education and other domestic programs in January 2013, unless Congress intervenes.

The National School Boards Association (NSBA) is coordinating a nationwide effort to call upon Congress to amend the Budget Control Act and protect funding for public education . NSBA has requested that all local boards of education adopt resolutions supporting that goal and to include NSBA in the distribution. NSBA plans to present the first round of resolutions to Congress in November 2012.

If this resolution is adopted by the Board, it will be distributed to Sacramento County's representatives in Congress, local media, and NSBA.


The Superintendent recommends that the Board adopt Resolution No. 12-15 - Urging Congress to reauthorize the ESEA.

VIII. E.1 .


RESOLUTION NO. 12-15

Urging Congress to Amend the Budget Control Act of 2011 and Protect Funding for Public Education

WHEREAS, a world class public education is essential for the future success of our nation and today's schoo lchildren; and

WHEREAS, the Budget Control Act of 2011 includes a provision to impose $1 .2 trillion in across-the-board budget cuts to almost all federal programs, including public education , that would become effective January 2, 2013; and

WHEREAS, these across-the-board budget cuts, known as sequestration , would impact local educational agencies during the 2013-14 school year, with the exception of the Impact Aid program, where the reduction would become effective in the current school year; and

WHEREAS, sequestration would impact public education by a reduction in funds of 8.2 percent or more and will likely result in such unfortunate and undesirable outcomes as larger class sizes, fewer course offerings, cut backs in extracurricular and co-curricu lar activit ies, teacher and staff lay-offs, and the loss of instructional time; and

WHEREAS, sequestration would impact essential ly every public school system in the nation and the millions of students educated through programs such as Title I grants for disadvantaged students, the Individuals With Disabilities Education Act (IDEA) , Eng lish Language Acquisition , Career and Technical Education, 21 51 Century Community Learning Centers, and more; and

WHEREAS, the Sacramento County Office of Education, as well as other local educational agencies in Sacramento County, would be seriously impacted by the estimated $2 .7 billion nationwide loss from just three programs alone - Title I grants, IDEA specia l education state grants and Head Start- that serve a combined 30.7 million children; and

WHEREAS, federal funding for K-12 programs was already reduced by more than $835 mill ion in Fiscal Year 2011 , and state and local funding for public education also continues to be seriously limited; and

WHEREAS, states and local governments have very limited capacity to absorb further budget cuts from sequestration, as SCOE and the other LEAs in Sacramento County have already implemented cuts commensurate to state and local budget conditions;

NOW THEREFORE, BE IT RESOLVED, that the Sacramento County Board of Education urges Congress and the Administration to amend the Budget Control Act of 2011 to mitigate the drastic cuts to public education that would adversely affect our students and communities, and to protect public education as an investment critical to economic stability and American competitiveness.

PASSED AND ADOPTED by the Sacramento County Board of Education on Tuesday, November 13, 2012.

Greg Geeting, Board President David W. Gordon, Board Secretary

VIII.E.2.

Subject:

Reason:

SACRAMENTO COUNTY BOARD OF EDUCATION 10474 Mather Boulevard, P .O . Box 269003


New ROP Courses Agenda Item No.: VIII. F. (see list below)

Enclosures: 42

Approval From: David W. Gordon



BACKGROUND:

All Regiona l Occupational Programs in Sacramento County must be approved by the Board of Trustees, prior to district implementation. The courses listed below were submitted for Curriculum and Programs Committee recommendation for approval on October 16, 2012.

1) Principles of Finance (90 hrs.) Principles of Finance gives students a thorough introduction to the concepts, tools, and institutions of finance and serves as an introductory course for the Entrepreneurship Pathway.

2) Ethics in Business (90 hrs.) The Ethics in Business course provides students with an overview of the importance of ethics in a business environment. Students focus on the significance and importance of eth ics to stakeholders; examine who bears responsibility for ensuring an ethica l code is fo llowed; and explore eth ical situations that common ly arise in organizations.

3) Business in a Global Economy (90 hrs.) Business in a Global Economy provides students with an understanding of how and why businesses choose to expand their operations into other countries. Th is course exposes students to the unique cha llenges facing firms doing business internationally - and to the potential opportunities and markets that are lost to firms that choose not to do business in the global marketplace.

4) Entrepreneursh ip (90 hrs.) Entrepreneursh ip provides students with an understanding of the critical ro le played by entrepreneurs in the national and global economy. Students learn not on ly the skills necessary to become entrepreneurs , but also the attitudes and characteristics displayed by successfu l entrepreneurs, that students will need to succeed .


The Superintendent concurs with the recommendation of the Curriculum and Programs Committee that the following courses be submitted to the Board of Education for consideration and approval at the Board Meeting scheduled for November 13, 2012: 1) Principles of Finance (90 hrs.); 2) Ethics in Business (90 hrs.); 3) Business in a Global Society (90 hrs.); and 4) Entrepreneurship (90 hrs.).

VIII.F .1.

Sacramento County Office of Education- Regional Occupational Program

PRINCIPLES OF FINANCE

CBEDS TITLE: Small Business Ownership and Management

INDUSTRY SECTOR: Marketing, Sales & Service

PATHWAY: Entrepreneurship

CBEDS Code: 4121

HOURS: Tota1..2Q__ Classroom 90 Laboratory/CC!!

DATE: June 2011

JOB TITLE: ONET CODES: JOB TITLE: Accountants 13-2011.01 Business Continuity Planners 13- 1199.04

Sales Agents-Financial Services Credi t Authorizers

CVEQ.

ONET CODES: 41-3031.02 43-404 1.00

COURSE DESCRIPTION: Principles of Finance gives students a thorough introduction to the concepts, tool s, and institutions of finance; and serves as an introductory course for the Entrepreneurship Pathway. Principles of Finance begins with the basics offinancialliteracy and the function offi nance in society. Students then study income and wealth, including budgeting, personal banking, credit and borrowing, and planning for retirement. Next, students examine fi nancial institutions and the role of fi nance in organizations. They learn about common methods by which businesses raise capital - IPOs (Initial Public Offerings), selling stocks and bonds, and short-term finance. Students al so explore specific topics of importance in today's world of finance, risk management, taxes, and ethics. They research how teclmological and international innovations have changed the financial services field.

As an integral part of the course, students al so participate in an in-depth study of a particular finan ce topic. Students use a project-based learning approach to become personal finance experts and lead a school-wide exhibition on issues critical to financial literacy. Working in groups of three or four, students choose a topic to investigate and examine their topic from various perspectives, including its impmiance to an individual's understanding of fi nance as well as its relevance to the fi nance industry and society. Groups synthesize their learning and create a tlu·ee-panel display board , public service brochure, and talking points, all of which they present to an invited audience at a fi nancial li teracy fa ir. Finally, students explore the types of careers that exist in finance today.

PREREQUISITES:

None

METHOD OF STUDENT EVALUATION:

../ Pre and Post test

../ Student Projects

VIII. F.2.

Sacramento County Office of Education -Regional Occupational Program

./ Written work

./ Observation record of student performance

./ Completion of assignments and worksheets

METHOD OF INSTRUCTION: ./ Lecture ./ Group and individual applied projects ./ Demonstration ./ Field Trips ./ Guest Speaker

TEXTS USED:

PRIMARY:

District Adoption

SUPPLEMENTAL:

Junior Achievement Personal Finance

Junior Achievement Banks in Action

Rich Dad Poor Dad for Teens, Robert Kiyosaki

National Academy Foundation Curriculum

MODEL CTE PATHWAY:

Grade Level Fall Semester 1 otn ROP Principals of Finance 11th ROP Ethics in Business 1in ROP Business in a Global Economy

VIII.F.3.

Spring Semester ROP Accounting ROP Marketing & Public Relations ROP Entrepreneurship


c c R= lass room L B/CC L b /S I /C A = a oratory l Op/ Ollllllllllll)' Cl ass room

I. INTRODUCTION CR LAB/ STANDARDS cc

A. Course Goals, Objectives and Expectations Hours integrated

B. Class Policies and Procedures into subjecu

skill content

II. COMMUNICATION CR LAB/ STANDARDS cc

A. Students understand the principles of effective oral, Hours integrated

written, and multimedia communication in a variety of into Foundation: formats and contexts . subjecU 2. 0

ski ll 1. Reading content

a. Prepare a bibliography of reference materials for a report using a variety of consumer, workplace, and public documents.

b. Verify and clarify facts by using a variety of consumer, workplace, and public documents.

c. Synthesize the content from several sources or works by a single author dealing with a single issue.

d. Paraphrase ideas and connect them to other sources and related topics to demonstrate comprehension .

2. Writing a. Use clear research questions and suitable

research methods (e.g., library, electronic media, personal interview) to elicit and present evidence from primary and secondary sources .

b. Differentiate between researched information and original ideas.

c. Use systematic strategies to organize and record information (e.g. , anecdotal scripting , annotated bibliographies)

d. Write cover letter, resume and job applications.

e. Deliver multimedia presentations: i. Combine text, images, and sound

and draw information from many sources (e.g., television broadcasts, videos, films, newspapers, magazines , CD-ROMs, the Internet, electronic media-generated images) .

ii . Select an appropriate medium for each element of the presentation.

iii. Demonstrate use of the selected

VIII. FA.


media, editing appropriately and monitoring for quality.

3. Listening and Speaking: a. Paraphrase a speaker's purpose and

point of view. b. Ask relevant questions concerning the

speaker's content, delivery, and purpose.

c. Prepare an organized speech which includes an introduction ; transitions , previews, and summaries; a logically developed body; and an effective conclusion.

d. Use precise language, action verbs , sensory details, appropriate and colorful modifiers, and the active rather than the passive voice in ways that enliven oral presentations.

e. Use appropriate grammar, word choice, enunciation, and pace during formal presentations.

f. Rearrange words and sentences to clarify the meaning.

Ill. CAREER PLANNING AND MANAGEMENT CR LAB/ STANDARDS cc

A. Students understand how to make effective decisions , use career informat ion, and manage personal career Foundation: plans: Hours 3.0

integrated 1. Identify the personal qualifications, into

interests, aptitudes, knowledge, and ski lls subjecV skill

necessary to succeed in careers. content

2. List opportunities and requirements for education, train ing, and licensure.

3. Develop a career plan that is designed to reflect career interests, pathways , and postsecondary options .

4. Identify the role and function of professiona l organizations, industry, associations, and organized labor in a productive society .

5. Identify past , present, and future career trends.

6. Identify important strategies for self-promotion in the hiring process, such as job search , applications, cover letter, resume writing, interviewing skills , and preparation of a portfolio.

IV. TECHNOLOGY CR LAB/ STANDARDS cc

A. Students know how to use contemporary and Hours integrated

VIII.F .5.


emerging technological resources in diverse and into Foundation: subjecU

changing personal, community, and workplace skill 4.0 environments: content

1. Identify past, present, and future technologica l advances as they relate to a chosen career pathway.

2 . Use technological resources to gain access to, manipulate , and produce information, products, and services.

3. Discuss the influence of current and emerging techno logy on selected segments of the economy.

V. PROBLEM SOLVING AND CRITICAL THINKING CR LAB/ STANDARDS cc

A. Students understand how to create alternative Hours

so lutions by using critica l and creative thinking skill s, integrated

Foundation: into

such as logical reasoning, analytical thinking , and subjecU 5.0 skill

problem-solving techniques: content

1. Apply appropriate problem-solving strategies and crit ica l thinking skills to work-related issues and tasks.

2. Utilize systematic problem-solving models that incorporate input, process, outcome, and feedback components.

3. Use critical th inking ski lls to make informed decisions and solve problems.

4. Apply decision-making ski lls to achieve balance in the multiple roles of personal , home, work and community life.

VI. HEALTH AND SAFETY CR LAB/ STANDARDS cc

A. Students understand health and safety policies, Hours integrated

procedures, regulations, and practices , including the into Foundation: use of equipment and handling of hazardous materials: subjecU 6.0

skill

1. Identify the policies , procedures, and content

regulations regarding health and safety ·in the workplace, including employers' and employees' responsibilities.

2. Identify critica l elements of health and safety practices related to storing, cleaning, and maintaining tools, eq uiQ_ment, and supplies.

VII. RESPONSIBILITY AND FLEXIBILITY CR LAB/ STANDARDS cc

A. Students know the behaviors associated with the Hours

demonstration of responsibility and flexibility in integrated

Foundation: into

personal, workplace, and community settings: subjecU 7.0 skill

1. Demonstrate the qualities and behaviors that content

constitute a positive and professional work demeanor.

2. Demonstrate personal respons ibility.

VIII.F.6.


3. Discuss the need to adapt to varied roles and responsibilities.

4. Discuss how individual actions can affect the larger community.

VIII. ETHICS AND LEGAL RESPONSIBILITIES CR LAB/ STANDARDS cc

A. Students understand professional, ethica l, and lega l Hours integrated

behavior consistent with applicable laws, regu lations, into Foundation: and organizational norms: subjecV 8.0 skill

1. Identify the major local, district, state, and content

federal regulatory agencies and entities that affect the industry and how they enforce laws and regulations.

2. Demonstrate the concept and application of ethical and legal behavior consistent with workplace standards.

3. Discuss the role of personal integrity and ethica l behavior in the workplace.

IX. LEADERSHIP AND TEAMWORK CR LAB/ STANDARDS cc

A. Students understand effective leadership styles, key Hours integrated

concepts of group dynamics , team and individual into Foundation: decision making , the benefits of workforce diversity, subjecV 9.0

skill and conflict reso lution: content

1. Identify the characteristics and benefits of teamwork , leadersh ip, and citizenship in the school, community , and workplace settings .

2. Discuss the ways in which professional associations, such as Skills USA, and competitive career development activit ies enhance academic ski lls, promote career choices, and contribute to employability.

3. Discuss the benefits of teamwork. 4 . Demonstrate multiple approaches to conflict

resolution and the ir appropriateness for a variety of situations in the workplace.

5. Demonstrate respect for individual and cultural differences, and for the attitudes and feelings of others.

6. Communicate ideas to justify positions, persuade and convince others, confirm responsibi lity, and evaluate existing policies and procedures.

X. INTRODUCTION TO FINANCE CR LAB/ STANDARDS cc

A. Understanding general financial terms: 15 Academic: 1. Identify the skills and knowledge of finance Listening/Speaking 2.4

needed to be successful in an authentic (1.1) Grade 9-10 project ;

2. Identify general finance terms with which to Foundation:

VIII. F.7.

Sacramento County Office of Education - Regional Occupational Program

build a taxonomy; Technology 4.0 (4.2) B. Introduction to Finance: Techn ical Knowledge

1. Explain what finance is and why learning about 10.0 it is valuable; Demonstration 11.0

2. Identify how financial knowledge can be applied to real life; CTE:

3. Explain how the time value of money is a Industry Sector: fundamental component of financial literacy; Finance & Business

4. Describe the f inancial services industry and the Pathway: financial system that it serves; Accounting Services

C. Financial Intermediaries: A3.1, A3.2, A3.3 1. Identify the funct ions of different types of

financial intermediaries; 2. Explain how financia l intermediaries benefit

individuals, businesses, and the economy; 3. Define capital and describe its importance to

financial intermediaries. XI. PERSONAL FINANCE CR LAB/ STANDARDS

cc A. Wealth, Income and Cash Flow: 25 Academic:

1. Distinguish among wealth, income, and cash Math 1.1 (1.1) (13.0) flow; (15.0) Grade 8-12

2. Define money and describe its source and Listening/Speaking 2.4 uses; (1.1) Grade 9-10

3. Explain how money functions; B. Personal Budgeting : Foundation:

1. Identify the components of a personal budget Technology 4.0, 4.2 and strategies for staying within your budget; Technical Knowledge

2. Describe the purpose for setting financial goals; 10.0 3. Develop short-, mid-, and long-term financial Demonstration 11.0

goals; 4. Evaluate the importance of financial planning; CTE:

C. Banking: Industry Sector: 1. Evaluate different banking institutions and the Finance & Business

services that they offer; Pathway: 2. Compare and contrast various financial Accounting Services

services products; A1.0, A2.0 3. Explain how compound interest is a key benefit

of saving; Industry Sector: 4. Explain the impact of technology on banking; Marketing, Sales and 5. Identify the components of a bank statement; Service 6. Demonstrate the ability to reconcile a bank Pathway:

statement; Entrepreneurship D. Credit and Debit: B1.3

1. Define debt and differentiate between good debt and bad debt;

2. Define credit and explain its purpose; 3. Describe the positive and negative effects of

credit use and the impact on credit histories and scores ;

4 . Explain how interest rates work ;

VIII.F.8.


E. Good Practices in Personal Finance: 1. Describe general principles for practicing

successful personal finance ; 2. Summarize key concepts on the subject of

financial literacy. XII. FINANCIAL INSTITUTIONS CR LAB/ STANDARDS

cc A. Investment Banking: 15 Academic:

1. List characteristics of an investment bank; Math 1.1 (1 .1 ) Grade 8-2. Explain how an investment bank differs from a 12

commercial bank; Listening/Speaking 2.4 3. Describe the functions performed by (1 .1) Grade 9-1 0

investment banks; 4. List methods for raising capital; Foundation: 5. Describe the evolution of investment banking; Technology 4.0, 4.2

B. Financial Markets Critical Thinking 5.0 1. Describe the key risks and returns associated Technica l Knowledge

with investing; 10.0 2. Identify the major financial markets; Demonstration 11 .0 3. Explain the importance of financial markets to

our economy; CTE: 4. Evaluate the different financial securities and Industry Sector:

their purposes. Finance & Business Pathway: Accounting Services A3 .0, A4.0 Industry Sector: Marketing , Sales and Service Pathway: Entrepreneurship B1.3, B1.4

XIII. KEY INFLUENCERS OF FINANCIAL DECISIONS CR LAB/ STANDARDS cc

A. Forms of Business Ownership: 20 Academic: 1. Describe each form of business ownership; Math 1.1 (1 .1) Grade 9-2. Explain why there are different forms of 12

business ownership; Listening/Speaking 2.4 3. Compare the advantages and disadvantages of (1.1) Grade 9-10

each type of business ownership; B. Ethics in Finance: Foundation:

1. Identify and describe significant social and Technology 4.0, 4.2 ethical business issues; Critical Th inking 5.0

2. Identify the kinds of ethical dilemmas that Ethics 8.0 financial professionals may face , Technical Knowledge

3. Expla in how businesses should respond to 10.0 ethical dilemmas when they occur; Demonstration 11 .0

4. Explain the consequences that can accrue to businesses that engage in unethical practices; CTE:

C. Today's Business Environment: Industry Sector:

VIII.F.9.


1. Display understanding of the need for Finance & Business businesses to constantly be aware of and Pathway: ready to respond to changes in regional, Accounting Services national, and global business environments; A3.0, A4.0

2. Explain how technological innovations have changed the role of finance in organizations; Industry Sector:

3. Explain the various financial factors that affect Marketing, Sales and decision making , including risk management Service and taxes; Pathway:

4. Summarize how government regulations can Entrepreneurship affect business organizations . B1.2, B2.1' B2.2, B2.3,

B2.4, B2.5, B5 .1 ' B5.2, B5.3, B5.4, B5.5, B5.6

XIV. CAREERS IN FINANCE AND COURSE CLOSURE CR LAB/ STANDARDS cc

A. Working in Finance: 15 Academic: 1. Identify the types of jobs that are available in Listening/Speaking 2.4

the finance industry: (2.6a-c) (2.4a-d) Grade 2. Describe entry-level jobs in the finance industry 9-10

and corresponding qualifications; 3. Evaluate which finance jobs are most suitable

based on personal interest and skills; Foundation: 4. Develop effective responses to common job Career Planning 3.0,

interview questions; 3.3 B. Learning from Industry Experts: Technology 4.0, 4.2

1. Evaluate personal experience and Technical Knowledge qualifications for potentia l employment 10.0 opportunities in finance; Demonstration 11 .0

2. Demonstrate understanding of potential employment opportun ities in finance:

3. Develop a personal educational and career CTE: path for careers in the finance industry: Industry Sector:

4. Develop a resume; Finance & Business C. Final Course Project and Class Closure: Pathway:

1. Demonstrate the ability to give a professional Accounting Services presentation ; A3.0

2. Evaluate personal experience and performance in the course;

3. Mon itor personal success in learning the key principles of finance;

4. Summarize key learning across the whole subject of finance.

VIII.F.10.


ETHICS IN BUSINESS

DATE: June 2011

CBEDS TITLE: Small Business Ownership & Management

INDUSTRY SECTOR: Marketing, Sales and Service


CBEDS Code: 4121

HOURS: Total Classroom Laborato CVE 90 90 0 0

JOB TITLE ONET CODES JOB TITLE ONETCODES Business Operations 13- 11 99 .00 Credit Authorizers 43-4041.00

Specialist General and Operations 11 -1021.00 Accountant 13.2011.01

Managers Sales Agents, Financial 4 1-3 031.02 Market Research Analysts 19-3 021.00

Services

COURSE DESCRIPTION: The Ethics in Business course provides students with an overview of the impmtance of ethics in a business envirom11ent. Students focus on the significance and importance of ethics to stakeholders; examine who bears responsibility for ensuring an ethical code is followed; and explore ethical situations common in organizations.

The course examines ethics tlu·ough the lens of various business disciplines, and considers the impact of organizational culture on ethical practices. The course also explores ethics as social responsibility, the evolution of ethics as business becomes more international, and how the free market and organizational ethics can co-exist. Students apply what they have learned over the course to the culminating proj ect by researching a real corporation in relation to ethical business practices. Working in teams, students evaluate whether the corporation's stated and demonstrated ethical behavior aligns with their own values. They present their fi ndings in a formal presentation to a group of interested adults.

PREREQUISITES:

Recommended: ROP Principles of Finance


./ Pre and Post test

./ Student Projects

./ Written work


VIII. F.1 1.


../ Completion of assig1m1ents and worksheets

METHOD OF INSTRUCTION: ../ Lecture ../ Group and individual applied projects ../ Demonstration ../ Field Trips ../ Guest Speaker

TEXTS USED:

PRIMARY:

District Adoption

SUPPLEMENTAL:

Junior Achievement Business Ethics Curriculum


There's No Such Thing As "Business" Ethics: There's Only One Rule For Making Decisions, Jolm C. Maxwell

High Performance with High Integrity (Memo to the CEO), Ben W. Heineman

Ethics resources and case studies-- http://www.vanderbilt.edu/CenterforEthics/cases.html

MODEL CTE PATHWAY:

Grade Level Fall Semester Spring Semester 10tn ROP Principals of Finance ROP Accounting 11th ROP Ethics in Business ROP Marketing & Public Relations 1ih ROP Business in a Global Economy ROP Entrepreneurship

VIII.F.12.


CR =Classroom LAB = La oratory, · 10p ICC b lSI IC Olllllllllllty C l ass room


A Course Goals, Objectives and Expectations Hours integrated

B. Class Policies and Procedures into subjecV

skill content


A Students understand the principles of effective oral, Hours integrated

written , and multimedia communication in a variety of into Foundation: formats and contexts. subjecV 2.0 skill

1. Reading content


b. Verify and clarify facts by using a variety of consumer, workplace , and public documents.

c. Synthesize the content from several sources or works by a sing le author dealing with a single issue.

d. Paraphrase ideas and connect them to other sources and related topics to demonstrate comprehension.


research methods (e.g., library, electronic media, personal interview) to elicit and present evidence from primary and secondary sources.


c. Use systematic strategies to organize and record information (e.g., anecdotal scripting , annotated bibliographies)



and draw information from many sources (e.g., television broadcasts , videos , films , newspapers, magazines , CD-ROMs, the Internet, electronic media-generated images).

ii. Select an appropriate medium for each element of the presentation .

iii. Demonstrate use of the selected media , editing appropriately and

VIII. F.13.


monitoring for quality. 3. Listening and Speaking:

a. Paraphrase a speaker's purpose and point of view.

b. Ask relevant questions concerning the speaker's content, delivery, and purpose.

c. Prepare an organized speech which includes an introduction; transitions, previews, and summaries; a logically developed body; and an effective conclusion.


e. Use appropriate grammar, word choice, enunciation, and pace during formal presentations.



A. Students understand how to make effective decisions, use career information, and manage personal career Foundation: plans: Hours 3.0

integra ted 1. Identify the personal qualifications, into

interests, aptitudes, knowledge, and ski lls subjecV skill


2. List opportunities and requirements for education, training, and licensure.

3. Develop a career plan that is designed to reflect career interests, pathways, and postsecondary options.

4. Identify the role and function of professional organizations, industry, associations, and organized labor in a productive society.

5. Identify past, present, and future career trends.

6. Identify important strateg ies for self-promotion in the hiring process, such as job search, applications, cover letter, resume writing, interviewing ski lls, and preparation of a portfolio.



emerging technological resources in diverse and into Foundation: changing personal , community, and workplace subjecV 4.0 skill

environments: content

VIII. F.14.


1. Identify past , present, and future technological advances as they relate to a chosen career pathway.

2. Use technological resources to gain access to , manipulate, and produce information , products, and services.

3. Discuss the influence of current and emerging technology on selected segments of the economy.



solutions by using critical and creative thinking skills , integrated

Foundation: into

such as logical reasoning , analytical thinking , and subject! 5.0 skill problem-solving techniques: content

1. Apply appropriate problem-solving strategies and critical thinking skills to work-related issues and tasks.

2. Utilize systematic problem-solving models that incorporate input, process, outcome, and feedback components .

3. Use critical thinking skill s to make informed decisions and solve problems.

4. Apply decision-making ski lls to ach ieve balance in the multiple roles of personal , home, work and community life.



procedures, regulations, and practices, including the into Foundation: use of equipment and handling of hazardous materials: subject! 6.0 skill

1. Identify the policies, procedures, and content

regulations regarding health and safety in the workplace, including employers' and employees' responsibilities.

2. Identify critical elements of health and safety practices related to storing, cleaning, and maintaining tools, equipment, and supplies.




Foundation: into

personal, workplace, and community settings: subject! 7 .0 skill 1. Demonstrate the qualities and behaviors that content


2. Demonstrate personal responsibility. 3. Discuss the need to adapt to varied roles and

responsibilities. 4. Discuss how individual actions can affect the

larger community .

VIII. F. 15.


VII I. ETHICS AND LEGAL RESPONSIBILITIES CR LAB/ STANDARDS cc

A. Students understand professional, ethical, and legal Hours integrated

behavior consistent with applicable laws, regu lations, into Foundation: and organizational norms: subjecU 8.0 skill

1. Identify the major local, district, state, and con tent

federa l regulatory agencies and entities that affect the industry and how they enforce laws and regu lations.


3. Discuss the role of personal integ ri ty and ethical behavior in the workplace.


A. Students understand effective leadership styles , key Hours integrated

concepts of group dynamics, team and individual into Foundation: decision making , the benefits of workforce diversity, subjecU 9.0 skill and conflict resolution : content

1. Identify the characteristics and benefits of teamwork, leadership, and citizenship in the school , community , and workplace settings.

2. Discuss the ways in which professional associations, such as Skills USA, and competitive career development activities enhance academic skills, promote career choices , and contribute to employability.

3. Discuss the benefits of teamwork. 4. Demonstrate multiple approaches to conflict

resolution and their appropriateness for a variety of situations in the workplace.

5. Demonstrate respect for individual and cultura l differences, and for the attitudes and feelings of others.

6. Communicate ideas to justify positions, persuade and convince others, confirm responsibility, and evaluate existing policies and procedures.

X. INTRODUCTION TO ETHICS CR LAB/ STANDARDS cc

A. Students are introduced to the meaning of ethics in 15 business. Academic:

1. Identify the ethica l knowledge, skill s, and Listening/Speaking 2.4 abilities that are needed to be successful in an (1.1) (1 .2) Grades 9-10

authentic project. 2. Identify general ethics terms with which to bu ild Foundation:

taxonomy. Technology 4.2

B. Introduction to Ethics . Critical Thinking 5.1, 1. Create a working definition of ethics. 5.3 2. Identify the characteristics of an ethical R_erson . Responsibility 7.1, 7.2,

VIII. F.16.


3. Develop a personal ethics assessment/self- 7.3, 7.4 check. Ethics 8.3

4. Evaluate ethical dilemmas and propose ethical Demonstration 11 .0 solutions.

5. Compare and contrast personal ethics and CTE: social ethics. Industry Sector:

C. The Importance of Ethics in Business. Marketing, Sales & 1. Evaluate and summarize the consequences of Service

actual unethical business practices and Pathway: behavior; Entrepreneurship

2. Identify stakeholders who might be affected as B4.1 ' B4.2 , B4.3, B4.4 a result of unethical business behavior;

3. Display understand ing of the importance of ethical corporate practices;

4. Interpret whether people are more motivated by self-interest or by moral and ethical considerations.

XI. ETHICS AND THE EMPLOYEE CR LAB/ STANDARDS cc

A. Employee common ethical issues. 5 1. Display understanding of the ethical chal lenges Academic:

employees face in a given scenario. Listening/Speaking 2.4 2. Evaluate different types of eth ical challenges (1.1)(1 .2)

employees face in the workplace, from conflicts of interest to unethical uses of corporate Foundation: resources. Technology 4.2

3. Develop vocabulary in relation to the language Critica l Th inking 5.1 , of ethics. 5.3

4. Design a poster that encourages employees to Responsibility 7.1, 7.2, behave eth ically . 7.3, 7.4

B. Employee Responsibility : Ethics 8.1, 8.2, 8.3, 1. Explain the concept of loyalty, and identify 8.4, 8.5

some of the ways in which loyalty might conflict Demonstration 11.0 with a person's eth ics.

2. Discuss the extent in which employees should CTE: make personal sacrifices for their employers. Industry Sector:

3. Explain whistle-blowing , and describe the Marketing , Sales & circumstances under which an employee Service should "blow the whistle" on his employer. Pathway:

4. Compare and contrast different scenarios Entrepreneurship related to employee responsibility in the B4.1' B4.2, B4.3, B4.4 workplace and evaluate whether or not these situations warrant "blowing the whistle ."

XII. ETHICS AND THE MANAGER CR LAB/ STANDARDS cc

A. Ethical considerations for managers. 10 1. Explain the psychological relationship between Academic:

authority and obedience. Listening/Speaking 2.4 2. Compare and contrast the roles authority and (1.1) (1.2) Grades 9-10

obedience might play in regard to the workplace . Foundation:

3. Explain the concept of authority and the Technology 4.2

VIII.F.17.


responsibility that authority figures have to Critical Thinking 5.1 , behave ethically. 5.3

4. Evaluate some of the ethical situations Responsibility 7.1, 7.2, managers face as authority figures in the 7.3, 7.4 workplace and compare these to analogous Ethics 8.1, 8.2, 8.3, situations in the school setting . 8.4, 8.5

B. Manag ing for ethical conduct. Technical Knowledge 1. Describe the qualities he/she admires in 10.1 ,1 0. 2

leaders, and evaluate which of those qualities Demonstration 11.0 contribute to "ethical leadersh ip".

2. Evaluate specific ways managers can inspire CTE: and uphold ethical conduct in the workplace. Industry Sector:

3. Describe specific examples of the ways he/she, Marketing , Sales & as a manager, would promote ethica l conduct Service in the workplace. Pathway:

Entrepreneurship B4.1, B4.2, B4.3, B4.4

XIII. ETHICS AND THE ORGANIZATION CR LAB/ STANDARDS cc

A. Organizations' ethica l issues: 15

1. Identify the different stakeholders in the school Academic: and determine how their competing interests Science 1.2 (1.a)(1 .d) might raise ethical issues in school and in the Grades 9-12 corporate world; Social Science(12 .1)

2. Predict whether ways of reducing unethical (12.1.3) (12.1.5) behavior would be successful based on (12.2.9) Grade 12 organization type; Listening/Speaking 2.4

3. Evaluate the measures in place at the school to (1 .1) (1.2) (1 .3) (2.4a-promote ethics and discourage unethical d) Grades 9-10 behavior.

B. Organizational Culture: Foundation: 1. Describe the culture in which he/she lives and Technology 4.2

how the concept of culture applies to school Critical Thinking 5.1, and work environments; 5.3

2. Synthesize information he/she has learned Responsibility 7.1, 7.2, about organizational ethics to apply to his/her 7.3 , 7.4 own school; Eth ics 8.1 , 8.2, 8.3,

3. Design and plan a survey to gather information 8.4, 8.5 to peers' eth ical standards; Technical Knowledge

4. Evaluate the results of a peer survey on eth ical 10.1 , 10.2 standards and summarize the findings. Demonstration 11 .0

CTE: Industry Sector: Marketing, Sales & Service Pathway: Entrepreneurship B4.1, B4.2, B4.3, B4.4

VIII. F.18.


XIV. ETHICS BY DISCIPLINE CR LAB/ STANDARDS cc

A. Ethics in Accounting and Finance. 15

1. Identify possible motivations for and Academic: consequences of unethical management of Science 1.2 (1 .a)(1 .d) finances . Grades 9-12

2. Compare and contrast types of financial Social Science ( 12. 1) mismanagement and unethical accounting (12.1 .3) (12.1.5) practices. (1 2.2.9) Grad 12

3. Evaluate specific examples of financial Listening/Speaking 2.4 mismanagement. (1 .1) (1 .2) (1 .3) (2.4a-

B. Ethics and Legal Compliance. d) Grades 9-1 0 1. Compare individual crimes and consequences

to corporate crimes and convictions. Foundation: 2. Identify and explain some of the ways the Technology 4.2

United States federal government regulates Critical Thinking 5.1, business for ethics and legal compliance. 5.3

3. Explain how the seven minimum requirements Respons ibility 7.1, 7.2, of the U.S. Federal Sentencing Guidelines 7.3, 7.4 related to common principles in business Ethics 8.1, 8.2, 8.3, eth ics. 8.4, 8.5

C. Eth ics and Human Resources. Technical Knowledge 1. Identify ethical issues involving fairness and 10.1 , 10.2, 10.3, 10.4,

equality that human resources departments 10.5, 10.6, 10.7 face. Demonstration 11 .0

2. Summarize and interpret a news story re lated to a human resources issue. CTE:

3. Evaluate the ethical issues involved in common Industry Sector: human resources-related scenarios. Marketing, Sales &

D. Ethics in Marketing. Service 1. Define marketing and lists its main elements. Pathway: 2. Describe and explain the eth ical issues Entrepreneurship

involved in marketing. B4.1' B4.2, B4.3, B4.4 3. Analyze an example of unethical marketing and

explain why it is unethical. XV. ETHICS AND SOCIETY CR LAB/ STANDARDS

cc A. Ethics and the Free-Market System . 20

1. Identify some of the ethical challenges Academic: associated with the free-market system. Science 1.2 (1 .a)(1.d)

2. Compare and contrast the ethics of Grades 9-12 controversial industries . Social Science (12.1)

3. Evaluate the ethical standards of a company (12 .1.3) (12.1.5) for which he/she would like to work. (12.2.9) Grade 12

B. Social Responsibil ity. Listening/Speaking 2.4 1. Identify ways in which he/she considered the (1 .1) (1.2) (1.3) (2.4a-

greater good in his/her daily life. d) Grades 9-1 0 2. Summarize a company's environmental

sustainability plan or policy. 3. Evaluate the motives that drive corporate social Foundation:

responsibility . Technology 4. 2 4. Evaluate a company's community involvement. Critical Thinking 5.1 ,

VIII. F. 19.


C. International Business and Globalization . 5.3 1. Describe ethics issues related to cross-cultural Responsibility 7.1, 7.2,

values and differences. 7.3, 7.4 2. List and compare some of the ethical issues Ethics 8.1 , 8.2, 8.3 ,

involved in setting up or doing business 8.4, 8.5 abroad. Technical Knowledge

3. Evaluate some of the ethical questions that 10.1, 10.2, 10.3, 10.4, arise in an increasingly global marketplace. 10.5, 10.6, 10.7

4. Evaluate a company's record of conducting Demonstration 11 .0 business, marketing , and manufacturing abroad. CTE:

Industry Sector: Marketing, Sales & Service Pathway: Entrepreneurship B4.1' B4.2, B4.3, B4.4

XVI. CAREER DEVELOPMENT IN ETHICS CR LAB/ STANDARDS cc

A. Learning from Industry Experts. 10 1. Evaluate personal experience and Academic:

qualifications for potential employment Listening/Speaking 2.4 opportunities. (2.4a-d) (2.6a-c)

2. Display understanding of potential employment Grades 9-10 opportunities.

3. Develop a personal educational and career Foundation: path for ethics in business . Career Planning 3.1 ,

4. Describe personal ethical standards in a 3.2, 3.3, 3.4, 3.5, 3.6, professional context. 3.7

B. Projection Presentation. Technology 4.1 , 4.2 , 1. Demonstrate the abi lity to give a professional 4.3, 4.4, 4.5

presentation. Critical Thinking 5.1, 2. Evaluate personal experience and performance 5.2, 5.3, 5.4

in the course. Respons ibility 7.1, 7.2, 3. Monitor personal success in learning the key 7.3, 7.4

principles of ethics in business . Ethics 8.1 , 8.2, 8.3, 4. Summarize key learning across the whole 8.4, 8.5

subject of ethics in business. Leadership 9.1, 9.2, 9.3, 9.4, 9.5 Demonstration 11.0

CTE: Industry Sector: Marketing, Sales & Service Pathway: Entrepreneurship B4.1' B4.2, B4.3, B4.4

VIII. F.20.


BUSINESS IN A GLOBAL ECONOMY

CBEDS TITLE: Small Business Ownership and Management



CBEDS Code: 4121

HOURS: Total 90 Classroom 90

DATE: June 2011

JOB TITLE: Business Continuity Planners Business Operations Specialists General and Operations Managers

ONETCODES: 13- 11 99.04 13- 11 99.00 11 -1021.00

Laboratory/CC Q CVEQ

JOB TITLE: ONET CODES: Accountants 13-2011.01 Sales Managers 11 -2022 Marketing Research Analysts 19-3 021.00

COURSE DESCRIPTION: Business in a Global Economy provides students with an understanding of how and why businesses choose to expand their operations into other countries . This course exposes students to the unique challenges facing firms doing business internationally- and to the potential opportunities and markets that are lost to fi rms that choose not to do business in the global marketplace .

The course begins with an overview of globalization, including global factors compelling companies to expand into other markets in order to remain competitive. Students explore cultural, economic, and political differences that affect business operations and decision making. They then learn the fundamentals of international trade, investment, and finance, including the role of international financial institutions such as the World Trade Organization, the International Monetary Fund, and the World Bank. Students study the business strategies that enable companies to compete effectively in a global economy. Finally, students explore international business as a potential career.

Students apply what they have learned over the course to the culminating project, making a market entry strategy recommendation for an automobile company looking to expand to the global marketplace . Working in strategy teams, students assess a specific country for the potential risks and benefits of doing business there. They then identify an appropriate target potential ethical dilemmas the finn may encounter and recommend ways to address them. They present their market entry strategy recommendations, along with a list of questions that must be answered before the expansion can proceed, in a PowerPoint presentation to a group of interested adults.

PREREQUISITES:

Recommend: Principles of Finance & Ethics is Business

VIII. F.21.



./ Pre and Post test

./ Student Projects

./ Written work


./ Completion of assignments and worksheets

METHOD OF INSTRUCTION: ./ Lecture ./ Group and individual applied projects ./ Demonstration ./ Field Trips ./ Guest Speaker

TEXTS USED:

PRIMARY:

District Adoption

SUPPLEMENTAL:

Junior Achievement Economics Curriculum

National Academy Foundation CmTiculum

The Federal Reserve Bank of San Francisco, International Economic Summit

MODEL CTE PATHWAY:

Grade Level Fall Semester Spring Semester 10tn ROP Principals of Finance ROP Accounting 11 tn ROP Ethics in Business ROP Marketing & Public Relations 12tn ROP Business in a Global Economy ROP Entrepreneurship

VIII. F.22.


= CR Cl ass room LAB/CC I b /SI /C = _a oratory lOP Olll lll lllllly Cl ass room



B. Class Policies and Procedures into subjecV

skill content


A. Students understand the principles of effective ora l, Hours integrated

written, and multimedia communication in a variety of into Foundation: formats and contexts. subjecV 2. 0

skill

1. Reading content


b. Verify and clarify facts by using a variety of consumer, workplace, and public documents.

c. Synthesize the content from several sources or works by a single author dealing with a single issue.


2. Writing a. Use clear research questions and su itable

research methods (e.g., library, electronic media, personal interview) to e li cit and present evidence from primary and secondary sources.


c. Use systematic strategies to organize and record information (e.g ., anecdotal scripting , annotated bibliograph ies)


e. Deliver multimedia presentations: i. Combine text , images, and sound

and draw information from many sources (e.g., television broadcasts, videos, film s, newspapers, magazines, CD-ROMs, the Internet, electronic media-generated images).

ii. Select an appropriate medium for each element of the presentation.

iii. Demonstrate use of the se lected

VIII. F.23.



3. Listening and Speaking: a. Paraphrase a speaker's purpose and



C. Prepare an organized speech which includes an introduction ; transitions , previews, and summaries; a logically developed body; and an effective conclusion.


e. Use appropriate grammar, word choice , enunciation, and pace during formal presentations.



A Students understand how to make effective decisions, use career information, and manage personal career Foundation: plans: Hours 3.0


interests, aptitudes, knowledge, and skill s subjecU skill


2. List opportunities and requirements for education , training, and licensure.

3. Develop a career plan that is designed to reflect career interests, pathways, and postsecondary options.



6. Identify important strategies for self-promotion in the hiring process, such as job search, applications, cover letter, resume writing, interviewing skills, and preparation of a portfolio.


A Students know how to use contemporary and Hours integrated

VIII.F.24.


emerging technological resources in diverse and into Foundation subjecV

changing personal, community, and workplace skill Standards: environments : content 4.0

1. Identify past, present, and future technological advances as they relate to a chosen career pathway.

2. Use technological resources to gain access to , manipulate, and produce information, products, and services.




solutions by using critical and creative thinking skills , integrated

Foundation: into

such as logical reasoning, analytical thinking, and subjecV 5.0 skill problem-solving techniques: content

1. Apply appropriate problem-solving strategies and critical thinking skills to work-related issues and tasks.


3. Use critical thinking skill s to make informed decisions and solve problems.

4. Apply decision-making skills to achieve balance in the multiple roles of personal , home, work and community life.



procedures, regulations, and practices, including the into Foundation: use of equipment and handling of hazardous materials: subjecV 6.0 skill


regu lations regarding health and safety in the workplace, including employers' and employees' responsibilit ies.

2. Identify critical elements of health and safety practices related to storing, cleaning , and maintaining tools, equipment, and supplies.




Foundation: into

personal , workplace, and community settings: subjecV 7.0 skill 1. Demonstrate the qualities and behaviors that content


2. Demonstrate personal responsibility .

VIII.F.25.


3. Discuss the need to adapt to varied roles and responsibilities .

4 . Discuss how individual actions can affect the larger community.


A Students understand professional , ethical, and legal Hours integrated

behavior consistent with applicable laws, regulations, into Foundation: and organizational norms: subjecV 8.0 skill

1. Identify the major local, district, state, and content

federal regulatory agencies and entities that affect the industry and how they enforce laws and regulations .


3. Discuss the role of personal integrity and eth ical behavior in the workplace.


A Students understand effective leadership styles , key Hours integrated

concepts of group dynamics, team and individual into Foundation: decision making , the benefits of workforce diversity, subjecV 9.0

skill and conflict resolution: content

1. Identify the characteristics and benefits of teamwork, leadership, and citizenship in the school , community , and workplace settings.

2. Discuss the ways in which professional associations, such as Skills USA, and competitive career development activities enhance academic skills , promote career choices, and contribute to employability.

3. Discuss the benefits of teamwork. 4. Demonstrate multiple approaches to conflict


5. Demonstrate respect for individual and cultural differences, and for the attitudes and fee lings of others.

6. Communicate ideas to justify positions , persuade and convince others, confirm responsibility, and evaluate existing policies and procedures.

X. GLOBALIZATION OVERVIEW CR LAB/ STANDARDS cc

A Global business skills and knowledge: 5 Academic: 1. Identify the knowledge and skills demonstrated Listening/Speaking

in a completed project artifact; 2. 3 (1 .3) Grade 9-10 2. Identify the global business skills and

knowledge needed to be successful in an

VIII. F.26.


authentic project; Foundation: 3. Evaluate the importance of learning about Communication 2.4

global business terms of re levant professions; (1 . 7) 4. Identify general global business terms with Critica l Thinking 5. 0

which to build a taxonomy; Ethics 8.0 B. Globa lization Overview: Technica l Knowledge

1. Describe how globa lization creates linkages 10.0 between nations and businesses; Demonstration 11.0

2. Evaluate the benefits and drawbacks of globa lization; CTE:

3. Describe how the process of globa lizat ion Industry Sector: creates opportunities and challenges for Marketing , Sales & businesses; Service

4. Summarize the sources of encouragement and Pathway: International suppression of globalization . Trade

C2 .1 , C2.2, C2 .3, C2.4 , C2. 5

XI. NATIONAL DIFFERENCES CR LAB/ STANDARDS cc

A. Cultural Factors: 15 Academic: 1. Define "culture" and explain its elements; Social Science 1.3 2. Exp lain how global business operations are (12.6.3) (12.6.4) Grade

affected by cultura l differences; 12 3. Describe the risks inherent in cross-cultural Listening/Speaking

business transactions; 2. 3 (1 .3) Grade 9-10 4. Explain the importance of cross-cultural literacy

for global bus iness; B. Politica l and Economic Systems: Foundation:

1. Compare and contrast the world 's dominant Communication 2.4 economic systems and how they integrate with (1 . 7) global business; Critical Thinking 5.0

2. Explain economic development and what Ethics 8.0 determines it for nations; Technica l Knowledge

3. Display understand ing of how a nation 's 10.0 economic development level relates to potentia l Demonstration 11.0 bus iness opportunities ;

4. Describe the implications of national political, CTE: econom ic, and legal differences on global Industry Sector: management practices; Marketing , Sales &

5. Explain recent changes in the global economy; Service 6. Demonstrate the ability to conduct a bas ic Pathway: International

country risk analysis. Trade C2. 1, C2.2, C2.3, C2.4, C2 .5

XII. INTERNATIONAL TRADE AND INVESTMENT CR LAB/ STANDARDS cc

VIII. F.27.


A International Trade: 10 Academic: 1. Explain the reasons countries trade with each Listening/Speaking

other; 2.3 (1 .3) Grade 9-10 2. Display understanding of patterns of trade and

relevance of major trading partners to international business; Foundation:

3. Evaluate the impact of international trade on Communication 2.4 individual businesses and communities and (1 . 7) propose solutions for minimizing any adverse Critical Thinking 5. 3 effects ; Ethics 8.1 , 8.4

B. Foreign Direct Investment: Technical Knowledge 1. Define foreign direct investment (FDI) and its 10.1, 10.2

importance in the global economy; Demonstration 11 .0 2. Distinguish between horizontal and vertical FDI

and explain the benefits and risks of each ; CTE: 3. Describe how companies decide to make Industry Sector:

foreign direct investment; Marketing, Sales & 4. Make generalizations about the impact of FDI Service

host- and home-countries. Pathway: International Trade C2.2., C2 .7, C3.1 , C3.3

XIII. INTERNTIONAL FINANCE CR LAB/ STANDARDS cc

A Foreign Exchange and International Financial Markets: 15 Academic: 1. Demonstrate the abi lity to perform currency Math: 1.1 (5.0) (13.0)

conversions; Grade 8-12 2. Describe the functions of the foreign exchange Science 1.2 (1.a)

market; Grade 9-12 3. Explain how currency exchange rates are Social Science 1. 3

determined; (12.1 )(12.6.3)(12.6.4) 4. Propose solutions to minimizing foreign Grade 12

exchange risk ; Listening/Speaking B. The International Monetary System: 2.3 (1.3) Grade 9-10

1. Explain how countries measure international transactions;

2. Describe key milestones in the development of Foundation: the international monetary system; Communication 2.4

3. Compare and contrast the roles played by the (1 .1) (1 .2) World Bank and the International Monetary Critical Thinking 5.1 Fund in the international monetary system ; Ethics 8.1, 8.4

4. Deduce the implications of the global monetary Technical Knowledge system with regards to international business 10.1, 10.2 strategy; Demonstration 11 .0

5. Explain why international financial institutions are controversial. CTE:

Industry Sector: Marketing , Sales & Service Pathway: International

VIII. F.28.


Trade C3.1, C3.2, C3.3, C3.4

XIV. COMPETING IN A GLOBAL MARKETPLACE CR LAB/ STANDARDS cc

A International Business Strategy: 30 Academic: 1. Compare and contrast marketing approaches Social Science: 1.3

in different countries; (12.1) (12.6.3) 2. Explain how firms can profit through global (1 2.6.4)Grade 12

expansion ; Listening/Speaking 3. Explain how pressures for cost reductions and 2.4 (1 .1) (1 .2) Grade 9-

local responsiveness influence business 10 strategy;

4. Describe key strategies for competing globally, including their pros and cons; Foundation:

5. Compare and contrast modes of entry into Communication 2.4 foreign markets; (1. 7)

6. Describe the decision-making process for Critical Thinking 5.1 companies considering expansion into new Ethics 8.1, 8.4 markets; Technica l Knowledge

B. The Export Process: 10.1 ' 10.2 1. Summarize the advantages and common Demonstration 11 .0

challenges of exporting; 2. Deduce the most favorable terms of payment CTE:

for a business transaction; Industry Sector: 3. Describe ways to improve export performance; Marketing, Sales & 4. Identify export assistance sources; Service

C. Global Marketing: Pathway: International 1. List and explain the reasons to vary product Trade

attributes, pricing , distribution strategy, C2.1, C2.2, C2.3, C2.4, advertis ing and promotion to reach a specific C2.5, C2.6, C2.7 target market;

2. Compare and contrast product standardization and localization marketing strategies;

3. Predict the impact of country factors on the 4 Ps of marketing;

D. Ethics of International Business 1. Describe ethical cha llenges unique to

international business; 2. Evaluate ethical dilemma scenarios and

characterize an appropriate course of action ; 3. Describe the actions managers take to

incorporate ethical cons iderations in decision-makinQ.

XV. CAREERS IN INTERNATIONAL BUSINESSES CR LAB/ STANDARDS cc

A Working in International Business: 15 Academic: 1. Display understanding of potential employment Listening/Speaking

opportunities in international business and the 2.3 (1.3) Grade 9-10 qualifications and skills they require ; (2 .4a-d) Grade 11 -12

VIII. F.29.


2. Display understanding of the components of an effective job description;

3. Demonstrate the ability to conduct an effective Foundation: interview with an international business Leadership 9.0, 9.3 professional. Demonstration 11.0

B. Final Course Project and Class Closure: 1. Demonstrate the ability to give a professional CTE:

presentation; Industry Sector: 2. Display understanding of the elements of an Marketing, Sales &

effective PowerPoint presentation ; Service 3. Monitor personal success in learning about Pathway: International

international business; Trade 4. Summarize key learning across the project and C4.1, C4.2 , C4.3, C4.4

the whole subject of international business .

VI II.F.30.


ENTREPRENEURSHIP

CBEDS TITLE: Small Business Ownership & Management



CBEDS Code: 4121

HOURS: Total 90 Classroom 90 Laboratory/CC Q CVE 0

DATE: June 2011

JOB TITLE: Business Operations Specia lists Market Research Analysts General and Operations Manager

ONET CODES: 13-1199.00 19-3021.00 11 -1021.00

JOB TITLE: Credit Authorizers Sales Managers Accountants

ONET CODES: 43-4041.00 11 -2022 .00 13-2011.01

COURSE DESCRIPTION: Entrepreneurship provides students with an understanding of the critical role played by entrepreneurs in the national and global economy. Students learn not only the skills necessary to become entrepreneurs, but also the attitudes and characteristics found in successful entrepreneurs that students will need to succeed.

Students explore the steps necessary to starting a business, including analyzing the market, finding financing, and creating a form of organization that will accommodate future growth. They learn about the operational issues that new businesses face, such as regulations, protecting intellectual property, and the financial risks of starting a business. Students examine ethical issues and develop a framework for managing them. Finally, students identify the risks, returns, and other aspects of entrepreneurship as a potential career.

Integral to the curriculum is a culminating project that builds on students' ability to research the market and develop a business plan. Students work in teams of two or three to conceive of and develop a business idea that fills a need in the market. In the process of completing their project, they create a marketing plan for their business, make financial projections, assess the risks inherent in the new venture , and develop a code of ethics to guide their business actions and relationships. Additionally, students learn about the operational and legal logistics involved in business. Finally, they create a business plan and give an oral presentation in which they "pitch" their business idea to their classmates and an invited audience representing potential investors.

PREREQUISITES:

Recommend: Accounting, Principles of Finance, Marketing and Public Relations, Ethics in Business and Business in a Global Economy

VIII. F.31 .



v' Pre and Post test v' Student Projects v' Written work v' Observation record of student performance v' Completion of assignments and worksheets

METHOD OF INSTRUCTION: v' Lecture v' Group and individual app lied projects v' Demonstration v' Field Trips v' Guest Speaker

TEXTS USED:

PRIMARY:

Steve Mariotti : How to Start & Operate A Small Business; The National Foundation for Teaching Entrepreneurship, Inc.; New York, NY; 2007

SUPPLEMENTAL:

Junior Achievement Curriculum-Be Entrepreneurial


MODEL CTE PATHWAY:

Grade Level Fall Semester Spring Semester 1oth ROP Principals of Finance ROP Accounting 11th ROP Ethics in Business ROP Marketing & Public Relations 1in ROP Business in a Global Economy ROP EntrepreneurshiP,

VIII. F.32.


CR =Classroom LAB/CC = Laboratory/Shop/Community Classroom



B. Class Pol icies and Procedures into subjecU

skill content


A. Students understand the principles of effective oral, Hours integrated

written, and multimedia communication in a variety of into Foundation: formats and contexts. subjecU 2.0 skill

1. Reading content


b. Verify and clarify facts by using a variety of consumer, workplace, and publ ic documents.

C. Synthesize the content from several sources or works by a single author dealing with a single issue.



research methods (e.g., library, electronic media, personal interview) to elicit and present evidence from primary and secondary sources.


c. Use systematic strateg ies to organize and record information (e.g ., anecdotal scripting, annotated bibliographies)



and draw information from many sources (e.g., television broadcasts, videos, films, newspapers, magazines, CD-ROMs, the Internet, electronic media-generated images) .

ii. Select an appropriate medium for each element of the presentation.

iii. Demonstrate use of the selected

VIII.F.33.



3. Listening and Speaking : a. Paraphrase a speaker's purpose and



C. Prepare an organized speech which includes an introduction; transitions, previews, and summaries; a logically developed body; and an effective conclusion .

d. Use precise language, action verbs, sensory details , appropriate and colorful modifiers, and the active rather than the passive voice in ways that enliven oral presentations.

e. Use appropriate grammar, word choice, enunciation , and pace during formal presentations.

f . Rearrange words and sentences to clarify the meaning.


A. Students understand how to make effective decisions, use career information, and manage personal career Foundation: plans: Hours 3.0


interests, aptitudes, knowledge, and skills subjecu skill


2. List opportunities and requirements for education , training, and licensure.

3. Develop a career plan that is designed to reflect career interests, pathways , and postsecondary options.



6. Identify important strategies for self-promotion in the hiring process, such as job search, applications, cover letter, resume writing , interviewing skills , and preparation of a _Qortfolio .

IV. TECHNOLOGY CR LAB/ STAN DARDS cc


VIII. F. 34.


emerging technological resources in diverse and into Foundation: subject/

changing personal , community, and workplace skill 4.0 environments: content

1. Identify past, present, and future technological advances as they re late to a chosen career pathway.

2. Use technological resources to gain access to, manipulate, and produce information, products, and services.



A Students understand how to create alternative Hours

solutions by using critical and creative thinking sk ills, integrated

Foundation: into

such as logical reasoning , analytical thinking , and subject/ 5.0 skill

problem-solving techniques: content

1. Apply appropriate problem-solving strategies and critical thinking ski ll s to work-related issues and tasks.


3. Use critical thinking skills to make informed decisions and solve problems.

4. Apply decision-making skills to achieve balance in the multiple roles of personal , home, work and community life.


A Students understand health and safety policies, Hours integrated

procedures, regulations, and practices, including the into Foundation: use of equipment and handling of hazardous materials: subject/ 6.0 ski ll


regulations regarding health and safety in the workplace, including employers' and employees' responsibilities .

2. Identify critical elements of health and safety practices related to storing , cleaning , and maintaining tools , equipment, and supplies.


A Students know the behaviors associated with the Hours


Foundation: into

personal, workplace, and community settings: subject/ 7.0 skill 1. Demonstrate the qualities and behaviors that content


2. Demonstrate personal respons ibility.

VIII. F.35.


3. Discuss the need to adapt to varied roles and responsibilities.

4. Discuss how individual actions can affect the larger community.


A Students understand professional, ethical, and legal Hours integrated

behavior consistent with applicable laws, regu lations, into Foundation: and organizational norms: subjecu 8. 0

skill

1. Identify the major loca l, district, state, and content

federa l regulatory agencies and entities that affect the industry and how they enforce laws and regulations.


3. Discuss the role of personal integrity and ethical behavior in the workplace.


A Students understand effective leadership styles, key Hours integra ted

concepts of group dynamics, team and individual into Foundation: decision making , the benefits of workforce diversity, subjecU 9.0

skill

and conflict resolut ion: content

1. Identify the characteristics and benefits of teamwork, leadership, and citizenship in the school , community, and workplace settings.

2. Discuss the ways in which professional associations, such as Skills USA, and competitive career development activities enhance academic skills, promote career choices, and contribute to employability.

3. Discuss the benefits of teamwork. 4 . Demonstrate multiple approaches to conflict


5. Demonstrate respect for individual and cultural differences, and for the attitudes and feelings of others.

6. Communicate ideas to justify positions, persuade and convince others, confirm responsibility , and evaluate existing policies and procedures.

X. IDENTIFYING SUCCESSFUL BUSINESS SKILLS CR LAB/ STANDARDS cc

A Students research and identify: 5 Academic: 1. Knowledge, Skills and Abili t ies of successful Listening/Speaking 2.4

entrepreneurs; (1 .1)(1 .2)(1. 3) Grade 9-2. General entrepreneurship terms with which to 10

build a taxonomy.

VIII. F.36.


B. Developing Personal Qualities for Business Success: 1. Define entrepreneurship and describe its Foundation:

impact on a free-market economy; Critical Thinking 5.1, 2. Display understanding of the reasons for 5.3

becoming an entrepreneur; Technical Knowledge 3. Identify key qualities of successfu l business 10.1

leaders; Demonstration 11 .0 4. Evaluate individuals' entrepreneurial qualities,

ski ll s, and interests. CTE: Industry Sector: Marketing, Sales & Service Pathway: Entrepreneurship B1 .1, B1.2

XI. CREATING THE BUSINESS IDEA AND ANALYZING THE CR LAB/ STANDARDS OPPORTUNITY cc

A. Identifying and evaluating your ideas: 20 Academic: 1. Describe where business ideas come from and Listening/Speaking 2.4

how they are evaluated ; (1.1) (1 .2) (1 .3) Grade 2. Identify business opportunities that best match 9-10

entrepreneurs' skil ls and abilities; 3. Compare and contrast alternative business

ideas and identify the ones with possibilities; Foundation: 4. Identify current market trends that provide Career Planning 3.1,

opportunity to entrepreneurs in a given 3.2, 3.3 scenario. Technology 4.1, 4.2

B. Establish ing your market: Critical Thinking 5.1, 1. Describe the various sources of market 5.3

information; Respons ibi lity 7.1, 7.2 2. Identify and evaluate market response to Techn ical Knowledge

business ideas; 10.1 , 10.3 3. Demonstrate the ability to conduct and interpret Demonstration 11.0

market research ; 4. Develop marketing segmentation strategies.

C. Preparing an effective business plan: 1. Demonstrate the ability to perform SWOT and CTE:

cost-benefit analyses; Industry Sector: 2. Evaluate the viability of business opportunities Marketing , Sales &

using a feasibility analysis; Service 3. Deduct the purpose and key components of a Pathway:

business plan; Entrepreneurship 4. Identify the important steps in the preparation B1.1, 1.2, 1.3, 1.4, 1.5,

of a business plan. 1.6, 1.7 B2.1 ' 2.2, 2.3, 2.4, 2.5

XII. BUSINESS OPERATIONS AND ADMINISTRATION CR LAB/ STANDARDS cc

A. The Role of Marketing 45 Academic: 1. Explain the role and importance of marketing Listening/Speaking 2.4

VIII.F.37.


for a new business venture ; (1.1 )(1 .2)(1 .3) Grade 9-2. List the major aspects of marketing and explain 10

the function and importance of each ; 3. Demonstrate the ability to segment markets in Foundation:

specific scenarios; Career Planning 3.1, 4. Explain the role of competitive advantage in 3.2, 3.3

marketing a new business ; Technology 4. 1, 4.2, 5. Explain how to profile an "ideal customer" to 4.3, 4.4, 4.5

create an effective marketing plan. Critical Thinking 5.1 , B. Managing Business Risk: 5.2, 5.3, 5.4

1. Identify common risks that new businesses Responsibility 7. 1, 7.2, face; 7.3, 7.4, 7.5

2. Describe ways to minimize and insure against Ethics 8.1, 8.2 , 8.3, risks ; 8.4, 8.5

3. Compare common types of business Leadership 9.1, 9.2, insurance; 9.3 , 9.4, 9.5

4. Develop a risk assessment plan for a new Technical Knowledge venture . 10.1 ' 1 0.2, 1 0.3, 1 0.4,

C. Funding an entrepreneurial venture: 10.5, 10.6, 10.7 1. List the sources of funding for a new venture; Demonstration 11.0 2. Compare and contrast debt and equity

financing ; 3. Identify start-up and operating costs for a new CTE:

venture; Industry Sector: 4. Create a projected income statement for a new Marketing, Sales &

venture. Service D. Business Accounting Basics: Pathway:

1. Explain the value of keeping complete and Entrepreneurship accurate financial records; 81 .0, 82.0, 83.0, 84.0,

2. Demonstrate the ability to use receipts and 85.0 invoices correctly;

3. Explain the purpose and function of basic accounting statements;

4. Demonstrate the ability to calculate gross and net profit margins.

E. Legal Issues: 1. Explain how government regulations can affect

small businesses; 2. Describe the legal and tax obligations of a

small business owner; 3. Describe the roles of a board of directors and a

board of advisors; 4. Identify the business permits , licenses, and ID

numbers legally required to operate different forms of business ;

5. Explain the importance of protecting intellectual property.

F. Ethics for Entrepreneurs: 1. Compare and contrast illegal and unethical

behavior; 2. Describe the role of social responsibility in

VIII. F. 38.


small business; 3. Evaluate the benefits of ethical business

behavior; 4. Identify solutions to ethical dilemmas

concerning business issues and social responsibility in business;

5. Develop a code of ethics for a business plan. G. Planning for the future:

1. Characterize the pros and cons of the different forms of business ownership;

2. Identify the appropriate organizational structure based on business sca le in a variety of scenarios;

3. Evaluate options for growing a business in a specific scenario;

4. Compare and contrast the va lue of growth, maintaining business at present level and se lling a business;

5. Explain the importance of an ownership succession plan and exit strategy.

XIII. PREPARING FOR A CAREER AS AN ENTREPRENEUR CR LAB/ STANDARDS cc

A. Learning from entrepreneurs: 20 Academic: 1. Evaluate personal experience and Listening/Speaking 2.4

qualifications for entrepreneurial opportunities; (2.4a-d) Grade 11-12 2. Develop a personal educational and career

path as an entrepreneur. Foundation: B. Project presentation and class closure Career Planning 3.3,

1. Demonstrate the ability to give a professional 3.4, 3.5, 3.6, 3.7 presentation; Leadersh ip 9.3

2. Evaluate personal experience and performance Demonstration 11.0 in the course;

3. Monitor personal success in learning about CTE: entrepreneurship; Industry Sector:

4. Summarize key learn ing across the whole Marketing , Sales & subject of entrepreneurship. Service

Pathway: Entrepreneurship 85.1 , 5.2, 5.3, 5.4, 5.5, 5.6

VIII.F.39.

Johnson Corporate Business Academy

Advisory Board Meeting Agenda May 25, 2011

Amended October 26, 2012

Time Agenda Item Resource Notes - Action 3:30 Welcome Debbie

3:35 Review NAF Curriculum Beth Kay

4:10 NAF Curriculum Discussion Debbie

4:20 Vote on curriculum adoption Debbie 4:30 Adjourn Debbie

l\linutes have been amended to correct a typographical errorl

Meeting Minutes -

Members Present: Mike Lee-Golden 1 Credit Union; Vicky Nguyen, Cathay Bank, Ann Briggs-Franchise Tax; Debbie Konvalin -Lead Teacher; John Fleming-Social Science Teacher; Mica Brown-CTE Teacher.

At the invitation of Louise Stymeist, CTE Coordinator, Beth Kay, from NAF presented an overview of the NAF curricu lum and provided samples of the curricu lum .

Members reviewed the curriculum and had some questions about support and ease of access.

After some discussion, Mike Lee made a motion to approve the curriculum. Members present voted

unanimously to implement the NAF program of study as follows:

10th Grade year - Principles of Finance and Financial Services

11th Grade Year - thics in Business (ereviousl t ed as Business EGonomics instead o Business Ethic ) and Business in a Global Economy

1ih Grade Year - Entrepreneurship and Financial Planning

This program of study will be reviewed at the end of the year and will be open for revision at that tim e.

Meeting adjourned at 4 :43.

VIII. F .40.

Labor Market Information Entrepreneurship Pathway Courses

August2012

Courses: Principles of Finance Ethics in Business Business in a Global Economy Entrepreneurship

Overview:

Accord ing to the Californ ia CTE Standards, the Entrepreneurship/Self-Employment Career Pathway is part of the Marketing, Sales and Service Industry Sector. Therefore this Labor Market Report principa lly focuses on Marketing.

In reality, entrepreneurs will start and lead bus inesses in all of the 15 California Industry Sectors, because by design entrepreneurs will find or create a market for their ideas.

Supply/Demand Assessment: Employers generally report that jobs for Market Research Analysts will grow faster than average compared with all occupations in California with a projected increase of over 14%.

Nationally the demand for Marketing Analysts is expected to increase by 29% during the period of 2010-2020. It is predicted that there wil l be 191 ,800 job openings during this time.

The California Employment Development Department estimates the number of Marketing Managers jobs during the period 2010-2020 wi ll increase by about 8%.

Demand for Market Research Analysts and Marketing Managers is expected to increase, particularly in private industry. As more firms contract out for economic research activities , research and consulting services, firms are likely to provide the majority of new jobs. Slow employment growth is expected in public sector agencies.

Employment Trends:

The nexteconomy Capital Region Prosperity Plan groups regional occupational activit ies into six "Viable" Clusters . They are:

Agricu lture and Food Advanced Manufacturing Information & Communications Technology Life Sciences & Health Services Education & Knowledge Creation Knowledge-Intensive Business & Financial Services

Within each of these Clusters there are many opportunities for entrepreneurship. A copy of the complete list is attached to this report.

Source: http://www.labormarketinfo.edd.ca.govv

www.onetonline.org

Center for Strateg ic Economic Research; nexteconomy Capita l Reg ion Prosperity Plan Research Report, March 2012.

VIII. F.41.

SACRAMENTO COUNTY BOARD OF EDUCATION 10474 Mather Boulevard , P.O. Box 269003

Sacramento , CA 95826-9003

SUMMARY MINUTES OF THE CURRICULUM AND PROGRAMS COMMITTEE MEETING

Tuesday, October 16, 2012 - 5:00 PM

I. Call to Order and Roll Call At 5:20p.m. the meeting was called to order by Chair Schwinn followed by a roll call of the members present. Present were: Chair Schwinn, Members Brown and Fang, Matt Perry, Sue Stickel , Louise Stymeist, and Sandy Raney. Members Geeting and Levy observed the meeting .

II. Review of New Regional Occupation Programs CROP) submitted for Approval Matt Perry provided the Curriculum Committee with a general overview of past processes and procedures of the Committee and requested input or suggested options for the Curriculum Committee procedures as we move forward with ROP Curriculum. He noted that we want to bring courses forward as complete pathways and stated that SCOE would be assisting districts with holding regional advisory meetings. The group agreed to look at all courses together as a pathway and not individual courses. He introduced Louise Stymeist, Curriculum Coordinator, and she presented the four courses submitted for the Curriculum Committees' review as follows:

1) Principles of Finance (90 hrs.)

2) Eth ics in Business (90 hrs.)

3) Business in a Global Economy (90 hrs.)

4) Entrepreneurship (90 hrs.)

Member Fang asked about the cost for National Academy Foundation (NAF) membership and it was noted that often times, for districts, it is cost prohibitive. Chair Schwinn asked a Program of Study question and whether the courses listed were a complete list of courses. Louise indicated that it is not a complete list, but that the form we are using is provided by the state for submission of courses. With that understanding, we will continue to use the form but continue to flush out what the Committee would like to also see represented in the form. Discussion ensued with regard to using the UC format for submission of courses. It was generally agreed we will probably be looking at some other format post-January after the State Board meets. The Committee had general concerns that students have a good foundation with prerequisites or something of that nature to foster the student's success. It was also suggested that acronyms be identified.

Ill. Recommendation of the Committee and Directions to Staff Member Fang made a motion, seconded by Member Brown, that the 1) Principles of Finance, 3) Business in a Global Society, and 4) Entrepreneurship course curricula be moved forwarded to the Sacramento County Board of Education at their November 13, 2012, with a recommendation for approval and that 2) Ethics in Business be moved forward with documentation in the Advisory minutes that the Ethics in Business course was approved by the Advisory Committee. Discussion was called for and the motion carried.

VIII.F.42.

IV. Public Comment There were no comments from the public. Member Fong asked if the Curriculum Committee could look at requesting that SCOE look seeking accreditation of our court and community schools. He also requested an update on the cost benefit analysis of WASC accreditation. Member Fong requested consideration of quarterly report or updates on the court and community schools.

V. Adjournment Member Fong made a motion, seconded by Member Brown, to adjourn the meeting. Discussion was called for and the motion carried. The meeting was adjourned at 5:55 p.m.

Submitted by:

Sandy Raney Executive Assistant to Matt Perry

VIII.F.43.



Subject: CARE Program Agenda Item No: VIII. G.

Enclosures: 3

Reason: Follow Up From: David W. Gordon



BACKGROUND:

This is in response to Board Member questions from the October 16, 2012, Board/Superintendent Study Session regarding the CARE Program. We are presenting the following information:

During the summer of 2011, the following data was collected regarding the CARE Program in Placer County.

High School Level

Lincoln High School 23 out of 23 of enrolled 91h grade students completed

75 of 75 credits.

Middle School Level Enro lled 81

h Grade Student meeting promotion requirement:

Cooley Middle School Antelope Crossing EV Cain Eich Intermediate School

29 out of 29 13 out of 14 24 out of 27 12 out of 13

In add ition we are presenting the attached data on Attendance, Academic GPA, and Suspensions.

The following local school districts/entities are interested in implementing the CARE program as soon as possible:

Center Joint Unified School District Folsom-Cordova Unified District Elk Grove Unified School District Galt Joint Union High School District Natomas Unified School District

Sacramento City Unified School District Sacramento County Probation San Juan Unified School District Twin Rivers Unified School District

VIII.G.1.

< G) N

94%

86%

Cooley

95%

89%

Cooley Year 2

CARE Program - Attendance

Before CARE During CARE Program

96% 95%

93%

89%

83%

EV Cain EV Cain Year 2 Antelope

Crossing

96%

93%

Eich

Intermediat e

97%

88%

Lincoln High

_j

3.2

< G.> (;.)

Cooley Cooley (Year 2)

CARE Program -Academic GPA


EV Cain EV Cain (Year 2)

3.2

Antelope Crossing

3.1

2.0

Eich Intermediate

3.0

1.7

/

Lincoln High I I

I , __ j

Suspension (on and off site)

Individual Incidents


97

83 77

65 61

49

32

16 12

7

/

Cooley Cooley (Year 2) EV Cain EV Cain (Year 2) Antelope Crossing Eich Intermediate Lincoln High

Subject:

Reason:



2011 -201 2 Annual Report for Agenda Item No: VIII. H. Sacramento County Williams

Enclosures: 2 and Valenzuela Reviews

Information From: David W. Gordon

Prepared By: Sue Stickel


BACKGROUND:

The Wi ll iams Settlement, Education Code section 1240, requ ires that SCOE staff submit a report to the county board that describes the state of the schools in the county that are ranked in deci les 1 to 3 of the base API.

The attached document is a summary of the required Williams work for the 2011 -2012 school year.

For add itiona l detail please refer to the Annual Williams reports that were provided by the Superintendent this past summer. Electron ic cop ies can be sent to you upon request.

The information concern ing the Williams visits just completed in September 2012 wi ll be shared as part of the Annua l Report for 2012-13.

VIII.H .1.

2011-2012 Annual Report of Sacramento County Williams and Valenzuela Reviews

November 13, 2012

Williams Reviews

As a result of the Williams Settlement, Education code section 1240 requires that county offices of education visit certain schools identified in their county, review information in the areas noted below, and report the results of the visits and reviews. To conduct these reviews, during fiscal year 2011-2012, SCOE staff visited 88 schools in (9) school districts within Sacramento county that ranked in deciles 1 to 3 of the 2009 Base Academic Performance Index (Williams schools) .

In August, September and October 2011, SCOE completed its eighth set of instructional material and facilities reviews. SCOE teams visited 88 schools to determine that:

• each student had standards-aligned instructional materials to use in the classroom and to take home.

• the condition of each school facility posed no emergency or urgent threat to the health and safety of the students or staff.

Williams monitoring funds remained in Tier Ill, in terms of flexibility for the 2011-2012 school year.

Sixty-four SCOE employees spent over 1 ,500 staff hours organ1z1ng and conducting Williams reviews and reports . In the 88 sites that were visited, over 1,406 classrooms were reviewed for instructional materials and over 2,088 areas within school sites were reviewed for the condition of facilities.

The results for these visits were as follows:

• no school sites were found to have insufficient instructional materials • no schools were found to have emergency or urgent threats to health and

safety o 27 schools were found to be in exemplary condition o 50 schools were found to be in good condition o 9 schools were found to be in fair condition o 2 schools were found to be in poor condition

During the third quarter of the 2011 -2012 school year, SCOE staff conducted reviews to consider whether the School Accountability Report Cards (SARCs) were accurate as to sufficiency of instructional materials, and condition of facilities. All report cards were found to be fairly accurate with a few exceptions that are detailed in the third quarter report to the districts.

Throughout the 2011-2012 school year, SCOE monitored uniform complaints filed in each of the districts with "Williams Schools." Nine uniform complaints

VIII.H .2.

were filed in districts. Three textbook complaints, five condition of facilities and one teacher complaint were all resolved.

SCOE human resources staff worked with districts to collect data on teacher vacancies and misassignments. A vacancy is a position to which a singledesignated certificated employee has not been assigned within the first 20 school days of the year or semester. Seven out of nine districts with Williams schools reported no vacancies. One district had one position vacant, one district had five positions vacant. A total of sixty-eight uncorrected teacher misassignments were reported to the California Commission on Teacher Credentialing (CCTC) in 2010-2011 for Williams schools on July 2, 2012 .

Valenzuela Reviews

AB 347 requires school districts, charter schools, and county superintendents that participate in a specified intensive instruction and services program to offer services to students who did not pass the CAHSEE by the end of grade 12. This statute also requires superintendents to monitor this program.

Again, the state budget for the 2011-2012 school year placed both the intensive instruction and services program and the county monitoring program for Valenzuela in the third tier for flexibility.

During the 2011-2012 school year, SCOE required all county school districts to report if they were offering intensive CAHSEE tutoring services to any prior year twelfth graders that failed the CAHSEE in Mathematics or Eng lish/Language Arts. Two districts reported that they were offering these services. The CAHSEE tutoring programs in these districts were visited in December 2011 and verified to be compliance with the CAHSEE requirements.

VIII.H.3.

11/13/12 Sacramento County Board of Education Packet · The Superintendent recommends that the...

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