Course of Study

Business Technology

Warren County Career Center

3525 North State Route 48Lebanon, Ohio 45036

Adopted

This document is for the use of the staff at Warren County Career Center.Credit is given the designer of the template, Upper Valley JVS, Piqua, Ohio.

Table of Contents

Acknowledgements...........................................................................................................3

School Board Approval....................................................................................................4

Statement of Recommendation.......................................................................................5

Warren County Career Center Vision and Mission Statements

and Goals and Conditions................................................................................................6

Course Design...................................................................................................................7

Course Philosophy..................................................................................................7

Course Goals..........................................................................................................8

Course Description.................................................................................................9

Academic and Technical Integration....................................................................10

Job Shadowing/Internships/Career Placement.....................................................10

Articulations and Accreditations..........................................................................12

Technology...........................................................................................................12

Career-Technical Student Organizations (CTSOs)..............................................13

Students Served....................................................................................................14

Careers Addressed................................................................................................14

Scope and Sequence........................................................................................................15

Performance Measures/Student Assessments/Instructional Strategies.....................26

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Acknowledgements

Business Technology ProgramWarren County Career Center

We would like to take this opportunity to express our gratitude to the following people for their guidance and support in the preparation of this course of study:

WCCC Administrative TeamWCCC Educational Services DepartmentMiami Valley Tech Prep ConsortiumGreater Cincinnati Tech Prep ConsortiumBarb WorleyMichele Cole

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Warren County Career CenterResolution Of School Board Approval

WHEREAS, representatives of the Business Technology Advisory Committee of the Warren County Career Center have reviewed the Business Technology Course of Study; and

WHEREAS, this Course of Study is based upon Integrating Technical and Academic Competencies for Career-Focused Education for the Business Technology program; and

WHEREAS, the Business Technology faculty and the Business Technology Advisory Committee have reviewed and added competencies as needed to address local labor market needs and trends in the industry;

NOW, THEREFORE, BE IT RESOLVED, in accordance with the Superintendent’s recommendation, that the Warren County Career Center adopt the Business Technology Course of Study.

District Superintendent Date

President, Board of Education Date

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Statement of RecommendationThe Business Technology Advisory Committee at Warren County Career Center has reviewed this course of study and recommends it for use as the foundation for instruction in the Business Technology class.

The developers of this course of study have considered local labor market needs and the school’s ability to offer specialized programs. The competencies have been reviewed and accepted as being congruent with our school’s vision, mission, and strategic goals. When appropriate, additional competencies related to the program area have been incorporated into this course of study.

Achievement of technical competencies, utilizing proper attitudes, and demonstrating appropriate values are critical for successful employment and for furthering educational opportunities within a student's chosen field. We believe that this course of study adequately and correctly focuses upon student development.

This course of study is recommended on:      

________________________________________ Regina G. Morgan

Name How Affiliated

Name How Affiliated

Name How Affiliated

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__________________________________Name How Affiliated

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Name How Affiliated

Name How Affiliated

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Warren County Career Center Vision Statement

WCCC is the National and Global Model for integrated academic and technical career learning.

We build upon: innovative funding, strategic partnerships, community connections, and integrated board/staff planning

Warren County Career Center Mission Statement

To prepare youths and adults to make informed career choices and to successfully enter, compete, and advance in a changing work world.

Warren County Career Center Goalsof High Schools That Work

To increase the mathematics, science, communication, problem-solving, and technical achievement and the application of learning for career-bound students to the national average of all students.

To blend the essential content of traditional college preparatory studies – mathematics, science, and language arts – with quality vocational and technical studies by creating conditions that support school leaders, teachers, and counselors in carrying out the key practices.

The HSTW initiative is built on 10 Key Practices. Refer to the Southwest Region website: http://www.hstwohioregions.org/~southwest/index.html

Warren County Career Center Key Conditions

An organizational structure and process ensuring continuous involvement of faculty and school administrators in planning strategies to achieve the key practices.

A school principal with strong and effective leadership who supports, encourages, and actively participates with the faculty in planning strategies to achieve the key practices.

A system superintendent and school board who supports the faculty and school administration in carrying out the key practices. This commitment includes financial support for instructional materials, time for teachers to meet and plan, and professional development in using the key practices to improve student learning.

Leadership from the school superintendent to involve employers and post-secondary institutions in the design and implementation of a school-based and work-based program to prepare students for post-secondary education and employment.

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A commitment from the school board to support the school eliminating the general track and replacing it with an upgraded academic core and a major.

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Course DesignCourses are designed to reflect career-focused education, which combines high-level academics with real-life technical skills. The intent is to maximize a student’s present and future academic and career success.

Career-focused education enhances the integration of academic and technical skills, designs programs that prepare students with transferable skills and promotes each student’s career opportunities.

Course Philosophy

We believe that the Warren County Career Center satellite Business Technology Program at Little Miami High School, in partnership with business and higher education, provides early career exploration and a seamless educational path that includes occupational and applied academic instruction in secondary school through an associate degree.

The Business Technology Program prepares young people for a variety of business careers. Each student will engage in technology learning various business applications including: word processing, database, spreadsheet, presentation graphics, and automated accounting programs. Students have the opportunity to explore, shadow, and intern in possible career choices learning from business partners about the business community.

By passing industry standard certification exams, students will posses the skills needed to further their education, obtain a position utilizing their technology skills and live in today’s technology world.

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Course Goals

The course goals for Business Technology are to:

1. Provide quality education to each person in the program and ensure that teaching and learning reflect the needs of all students.

2. Prepare students for college or to go directly into the workforce in their chosen business area.

3. Demonstrate the importance of communication and teamwork.

4. Prepare each student for the MOUS (Microsoft Office User Specialist) exams.

5. Develop well-rounded individuals who will excel in society.

6. Expand the enrollment of the Business Technology Program and better serve Little Miami High School and the labor market.

7. To stay current with the needs of the labor market and technology standards.

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Course Description

The Business Technology Program prepares college prep students for a wide variety of career paths in the business world as well as support services in other career fields. Students thoroughly learn Microsoft products such as Word, Excel, Access, and PowerPoint along with automated accounting. Students will be exposed to management, marketing, and business law concepts. Juniors will participate in job shadowing and all qualified seniors may participate in an internship program. Business Technology is designed to support students post secondary career major. Skills needed to acquire certifications will be an integral part of this program.

Business Technology is a two-year program where students will be enrolled each trimester of their junior and senior year.

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Academic and Technical Integration

Expectations of curriculum must be aligned with what is written, taught, assessed, and reported. Student expectations focus on active, project-centered learning—an approach to learning that emphasizes a connection between ideas in a discipline and the outside world. Educational programming and course content will clearly connect career and post-secondary opportunities.At the Warren County Career Center, the main goal is to design courses and projects that use strategies for authentic instruction. These characteristics of instruction focus on deep understanding, established opportunities for concept connections, provide anticipatory and abstract thinking, and emphasize genuine application.

The academic courses at the WCCC follow the state model curricula. They are designed to meet both associate school and state requirements. These standards respond to the need to improve student achievement, quality of curriculum and instruction, and strengthen school and community relationships.

Job Shadowing/Internships/Career Placement

The Warren County Career Center Internship/Placement/Job Shadowing Program involves placing students in meaningful career-based learning experiences to complement their classroom learning. The experiences relate to student interests within their chosen career-technical program and may include job shadowing, group and individual internships, or career placement. This process is coordinated by the Educational Services/Career Pathways Department and supervised by the career-technical instructor.

Job Shadowing is designed to give the student a short-term overview of the many opportunities within a career field. Career-technical instructors confer with students to determine appropriate experiences.

Internships and Job Placement vary somewhat, but during each experience students should accomplish the following goals:

1. Work with mentors, supervisors, co-workers, and others to accomplish assigned tasks that contribute to the long- and short-term goals of the student. All aspects of the internship/placement (including dates, times, responsibilities, evaluations, etc.) will be outlined in an approved Internship Learning Plan that is coordinated by the career-technical instructor.

2. Apply basic skills and knowledge to “real world” business settings and learn new skills that are relevant to the career path.

3. Demonstrate a solid understanding of the basic skills outlined in the Internship Learning Plan.

4. Reflect upon the internship/placement/job shadowing in terms of post-secondary education/career options.

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The criterion for participation in career-based learning experiences is included in the approved packet for each activity and may be obtained by the instructor from the Career Pathways office.

The specifics of how these opportunities are offered in this career-technical program or statement of academic support is:

The Business Technology Program encourages all students to participate in career exploration activities. Junior students are required to participate in one job shadow, write a report, and give a prepared speech on the explored career. Shadowing opportunities are acquired by the students with the aid of their instructor. Senior students have the opportunity to participate in an eight-week pre-professional internship. The internship is an unpaid experience that is closely monitored to ensure quality. Interns are required to keep a portfolio of their experiences. At the end of the eight weeks, each intern gives a fifteen-minute presentation to his mentor, co-workers, parents, teachers, and other invited guests.

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Articulations and/or Accreditations      The Warren County Career Center encourages post-secondary articulation agreements and

specific industry accreditations for all courses offered.

Sinclair Community College

Technology

The Warren County Career Center board and staff believe that technology skills are essential for all students to achieve in the 21st century. It is the goal of this district to infuse technology into all facets of education:

Instruction Assessment Administration Career planning Course design Professional development

Strategies to incorporate technology into all facets of education are a priority of the district and there is commitment to a continual process to provide updated hardware, software, and professional development for staff members for the purpose of providing a high quality education, with the integration of technology, for all students.

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Career-Technical Student Organizations

Career-Technical Student Organizations are national organizations and are part of the curriculum in each of the Career Center programs. Participation provides students with the opportunity to develop leadership skills, grow personally and professionally, and develop civic responsibilities and career-related competencies. Students have the opportunity to enhance their social awareness and to develop and enhance their understanding of business and industry.

Career-Technical Student Organization activities encourage members to learn:

To conduct and take part in public meetings

To buy and sell cooperatively

To speak in public

To solve their own problems

To assume civic responsibilities.

Each Career Center program is involved in a Career-Technical Student Organization. These organizations provide leadership training for all members through organized activities and also unite to form a Warren County Career Center chapter for each of the Career-Technical Student Organizations. The chapters unify the training of members by offering local, regional, state, and national skill and leadership competitions.

The Little Miami High School Business Technology Program participates in the Region 17 chapter of Business Professionals of America where they are actively involved in leadership rolls and competition.

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Students Served

The population served by this program is all juniors and seniors with a grade point average of at least 2.5, a 90% attendance rate, and a C or better in Algebra. Business Technology is marketed to all qualified sophomores.

Careers Addressed      

Business Technology careers can be wide spread, however, the Business Technology program focuses on the technology end of business careers. Microsoft Office, the Internet, and automated accounting packages are used to enhance the students understanding of management, marketing, and accounting careers.

All students are prepared to take the Microsoft Office User Specialist exams.

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Scope and Sequence

Junior Year

Unit 1: Develop a Career Plan

Identify current interest and aptitudes Identify barriers to employment given common employment

situations Describe strategies to overcome barriers Locate resources for finding employment Research job trends Identify advantages and disadvantages of this employment Identify job requirements Evaluate personal strengths and weaknesses in given employment Using MLA format, create a written report on your career plan

Unit 2: Professionalism

Define professionalism Exhibit professional appearance for given employment situation Exhibit professional manners for given employment situation Project professional attitude for given employment situation Exhibit proper etiquette in professionally-related situations given

hypothetical situations

Unit 3: Teamwork

Demonstrate knowledge of teamwork Demonstrate teamwork Use teamwork to solve problems Conduct team meetings

Unit 4: Project Management

Explain project management Plan projects Implement projects Evaluate projects

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Unit 5: Demonstrate basic knowledge of history of technology

Demonstrate knowledge of the computer system Demonstrate knowledge of significant advances in the

development of computer hardware and software given reference materials

Demonstrate knowledge of differences in software applications and operating systems

Demonstrate knowledge of the Internet, Telecommunications, and Networks

Demonstrate knowledge of how to properly care for a computer

Unit 6: Demonstrate knowledge of shared Office tools

Demonstrate knowledge of desktop Demonstrate knowledge taskbar Demonstrate knowledge of toolbars Demonstrate knowledge of menubars Demonstrate knowledge of scrollbars Demonstrate knowledge of help system Demonstrate knowledge of working with files Demonstrate knowledge of printing an previewing Demonstrate knowledge selecting and editing text Demonstrate knowledge of attributes Demonstrate knowledge of changing text location Demonstrate knowledge of Office clipboard

Unit 7: Understand Microsoft Word

Demonstrate knowledge of navigation techniques Demonstrate knowledge of margins Understand smart tags Demonstrate knowledge of alignments Demonstrate knowledge envelopes and labels Demonstrate knowledge templates Demonstrate knowledge breaks Demonstrate knowledge spacing Demonstrate knowledge headers and footers Demonstrate knowledge tabs and indents Demonstrate knowledge bullets and numbering Demonstrate knowledge of columns Demonstrate knowledge of styles

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Demonstrate knowledge of page numbering Demonstrate knowledge of outlines Demonstrate knowledge of comments Demonstrate knowledge of tables Demonstrate knowledge of font effects Demonstrate knowledge of character spacing Demonstrate knowledge of symbols Demonstrate knowledge of graphics and images Demonstrate knowledge of hyperlinks Demonstrate knowledge of creating web pages through Word Demonstrate knowledge of mail merge Demonstrate knowledge of compare and merge

Unit 7: Marketing using Microsoft Word

Create marketing plan for a business in career research area (unit 1) Demonstrate knowledge of business image Create business logo Create business letterhead Create business letters and merge them with addresses Create advertisements for given products Evaluate advertising campaigns and differentiate marketing strategies

Unit 8: Understand Microsoft Excel

Demonstrate knowledge of navigation techniques Demonstrate knowledge of margins Understand smart tags Demonstrate knowledge of entering data and types of data Demonstrate knowledge of alignments Demonstrate knowledge of formatting cells Demonstrate knowledge of printing and previewing Demonstrate knowledge of templates Demonstrate knowledge of ranges Demonstrate knowledge of formulas and functions Demonstrate knowledge of autofill and series Demonstrate knowledge of page setup Demonstrate knowledge of column and row size Demonstrate knowledge of borders and shading Demonstrate knowledge of absolute vs. relative referencing Demonstrate knowledge of links and hyperlinks

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Demonstrate knowledge of managing large spreadsheets Demonstrate knowledge of charting Demonstrate knowledge of linking and embedding

Unit 9: Problem Analysis using Excel

Appraise situations Create spreadsheet of the appraisal Identify possible solutions Use what-if functions to determine viable solutions Resolve problems Chart viable solutions

Unit 10: Understand Microsoft Access

Demonstrate knowledge databases Demonstrate knowledge database concepts and terms Demonstrate knowledge of data management systems Demonstrate knowledge of database design Demonstrate knowledge of database views Demonstrate knowledge of tables Demonstrate knowledge of data types Demonstrate knowledge of navigation controls Demonstrate knowledge of datasheet view Demonstrate knowledge of input masks Demonstrate knowledge of lookup wizards Demonstrate knowledge of forms Demonstrate knowledge of form properties Demonstrate knowledge of modifying controls Demonstrate knowledge of calculated controls Demonstrate knowledge of finding records Demonstrate knowledge of filtering Demonstrate knowledge of queries Demonstrate knowledge of relationships Demonstrate knowledge of reporting Demonstrate knowledge of charting Demonstrate knowledge of report properties Demonstrate knowledge of report controls Demonstrate knowledge of calculated controls Demonstrate knowledge of integration with Excel Demonstrate knowledge of integration with Word Demonstrate knowledge of integration with the Internet

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Unit 11: HR and employee records using Access

Create a Human Resources database using employee and personal tables Create necessary relationships Create forms and reports needed by a HR Specialist

Unit 12: Using Microsoft PowerPoint

Demonstrate knowledge of presentation concepts Adding text to slides Adding graphics to slides Manipulating text and graphics Applying templates Applying layouts Managing slide shows Manipulating slide shows Adding headers/footers Using autocontent Using hyperlinks

Unit 13: Creating a persuasive presentation using PowerPoint

Using the career report from lesson 1, create a PowerPoint presentation persuading the entire class that this is not only the career for you, but also for them. Use concepts learned in Excel to display statistical data Use concepts learned in Word to display marketing handouts Use concepts learned in Access to display query results from research Use concepts learned in PowerPoint for visual aid

Senior Year

Unit 1: General Accounting Functions

Define accounting terminology Define journals and ledgers Identify basic accounting principles and applications Identify computer accounting applications Identify financial control procedures

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Explain increases and decreases in accounts Explain periodic reporting procedures Prepare income statement Prepare balance sheet columns Prepare cash flow statement Interpret balance sheets Interpret income statements Issue checks keep check record Journalize entries Post entries Reconcile bank statement File checks and deposit slips Maintain petty cash Reconcile petty cash fund Replenish petty cash Journalize petty cash transactions Post petty cash transactions Demonstrate knowledge of business and accounting laws and ethics Complete automated accounting simulation demonstrating knowledge of the accounting cycle for a sole proprietorship

Unit 2: Training and Management

Demonstrate knowledge of leadership roles and the importance Understand the importance of communication (2-way vs. 1way) Establish procedures Communicate performance expectations Determine training and development needs in an organization (community) Demonstrate knowledge of role of training in an organization Write training objectives Demonstrate training techniques Demonstrate knowledge of using different type of training multi-media equipment Use evaluative instruments

Unit 3: Teaching the Community

Establish desired market Create marketing plan Create flyers

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Establish registration committee (phone registration) Establish when, where, and how long training will last Establish training team (all seniors on this team) Create outline (who trains what and when) Develop technical manual for training Create evaluations to be given to customers at end Begin training the community Collect ending evaluations Use Excel to chart evaluation statistics

Unit 4: Advanced Word Features

Advanced table functions Calculations in tables Merging with Access data Creating macros Editing macros Managing orphans and widows Using sections Using the format inspector Advanced styles Using bookmarks Creating document maps Understanding workgroup collaboration Using electronic comments Track document changes Advanced graphics Sorting lists Sorting tables Creating forms Protect and distribute forms Using hyperlinks Creating custom menus

Unit 5: Advanced Excel Features

Create workspaces Consolidate data Link consolidated data Create templates Edit templates Custom formats

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Conditional formats Named ranges HLookup/VLookup Audit formulas Resolving errors Dependencies in formulas Custom menus Create, edit, and run macros Sort lists Use subtotals Define an apply filters Group and outline criteria Use data validation Import data from external sources Export data from Excel Publish worksheets to the web Retrieve external data and create queries Create extensible markup language web queries Create pivot tables and pivot charts Use forecasting and scenarios Use the report manager Modify passwords, protection, and properties Create a shared workbook Merge workbooks

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Unit 6: Advanced Access

Use database objects Create lookup fields Link tables between access databases Use the linked table manager Establish relationships Use form design view Create forms with associated subforms Create a macro Run a macro Edit a macro Change actions in a macro Add a macro button to a form Create database switchboards Create an autoexec macro Create a conditional macro Use the macro builder Specify multiple query criteria Optimize queries using the indexed property Use aggregate functions in queries Group records for calculations Use the expression builder Create advanced filters Use report design view Use report sections Use bound controls Use unbound controls Add subreport controls Sort and group data in reports Add calculated controls Modify report controls Add a chart to a report Add an Excel chart to a report Import and export data Link data from other applications Compact and repair Use analysis tools Use database splitter Replicate a database Set passwords

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Set encryption Set user-level security Create hyperlinks Create a data access page Create visual basic modules

Unit 7: Portfolio Project

Create a portfolio with information from both years including but not limited to:

◘ Title page◘ Table of contents ◘ One page written biography◘ Resume◘ Skills learned◘ Applications proficient in◘ Outside projects completed◘ Certifications acquired◘ Training experiences◘ Job shadow experiences◘ Internship experiences◘ Letters of recommendation (2 teachers, 1 employer, 1 other)◘ Work examples

Source Documents for Scope and Sequence25

Miami Valley Tech Prep Consortium - Business Course of Study Performing with Microsoft Office – Introduction and Advanced Century 21 Accounting – Multi-column Journaling, chapters 1 - 9

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Performance Measures/Student Assessment/Instructional Strategies

Warren County Career Center targets high performance measures and uses a variety of different ways to provide assistance to its students to achieve high level thinking skills, problem solving skills, and decision-making skills so that they can be successful in their chosen field of study. The Career Center strives to achieve high performance as measured by the Department of Education’s High Performance Measures. These are: 1) Ohio Graduation Test (OGT) Rate – 90%, 2) Positive Post-Program Placement – 90%, 3) Work Keys Assessment Results – 90%, 4) Ohio Career-Technical Career Assessment (OCTCA) Results – not available, 5) Career-Technical Student Organization (CTSO) – 95%, 6) Career-Technical Passport Rate – 100%, and 7) Student Attendance – 95%.

Assessments/Evaluations Observations Demonstrations Portfolios Standardized Tests Class Assignment Quizzes/Tests/Exams Industry Standard Certification Exams

Instructional Strategies Teacher-Directed & Student-Centered Activities Case Study Problem Solving Cooperative Learning Project-Based Learning Career-Based Learning (Internships/Shadowing/Placement) Community-Based Learning (CTSOs and Other) Exploratory Learning Independent Research Team Teaching

Content Specific Strategies Team Building Exercises

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