Business & Technology

Students in this class will learn the basic skills necessary to complete all of the transaction journaling and working papers for a service or merchandising business. Students will complete various projects involving the completion of financial transactions, reading financial documentation to make sound management decisions, reinforcement activities as well as real life simulations for a full accounting cycle.

Proficiency Targets

Business Principles

As evidenced based on classroom assessments, the student is able to:

• Prove and rule a journal 01.01.01 to 01.01.04
• Create and modify a payroll register 01.02.01 to 01.02.06
• Calculate component percentages on an Income Statement to recommend changes to increase net income 1.03.01 to 01.03.02 & 01.05.01 to 01.05.03
• Review and analyze source documents for accuracy and select appropriate journal to journalize 01.04.01 to 01.04.05

Workplace-Business Communications

As evidenced based on classroom assessments, the student is able to:

• Take accounting data and prepare an Income Statement, Balance Sheet, and Statement of Owner's Equity 03.01.01
• Use financial statements to prepare a presentation using PowerPoint or similar software to present data in a user-friendly format 03.01.02 to 03.01.04

Problem Solving & Critical Thinking

As evidenced based on classroom assessments, the student is able to:

• Evaluate financial statements and make recommendations to the owner to improve company performance based on industry standards 04.01.01

Information Technology Applications

As evidenced based on classroom assessments, the student is able to:

• Research, compare & utilize the various types of accounting software available to companies 05.01.04

Safety, Health & Environmental

As evidenced based on classroom assessments, the student is able to:

• Use internal cash controls and understand the importance of tracking source documents 07.01.03

Materials Used

• Accounting Textbook
• MindTap Online Accounting Working Papers
• Notebook
• Pencil

This course will provide students with opportunities for interest and career exploration, while also focusing on the development of soft skills. This course will stress skills in academic readiness, personal/social development, career and college readiness, as well as promote financial literacy.

Proficiency Targets

Personal Exploration

As evidenced based on classroom assessments, the student is able to:

• Identify my interests, abilities, and strengths, relating personal characteristics to career and educational SMART goals and the role they play in employability skills, personal qualities, and success in school and employment 06.01.01 to 06.01.02 and 06.02.02
• Identify ways to get involved in school, relate learning and activities in school to work, and begin the development of a personal learning plan 06.01.03 to 06.01.04 and 06.02.04
• Demonstrate skills in locating, evaluating, and interpreting career opportunities and preparation for them such as skills and abilities required for work in different career clusters 06.02.01
• Understand basic financial literacy
• Understand the decision-making process, identify alternative options and potential consequences for a specific decision, and apply decision-making skills to course selection and career planning 06.02.03
• Understand strategies which can be used for social emotional development

Career Exploration

As evidenced based on classroom assessments, the student is able to:

• Explore skills (hard and soft), accomplishments, interests, and personality traits through the completion and reflection of interest inventory results, using this information for research of occupational clusters, high school graduation requirements, and college admission requirements by creating high school and post-secondary course planning 08.01.01 to 08.01.06

Materials Used

No textbook – all supplemental materials

This course is designed to provide students a survey of the multitude of opportunities and challenges in the world of business. Focus will be placed upon the role of management, challenges associated with human resource management, and skills required for successful leadership in a dynamic environment.

Proficiency Targets

Leadership & Teamwork

As evidenced based on classroom assessments, the student is able to:

• Be aware of the various leadership styles and group dynamics 07.01.01 to 07.06.01

Communications

As evidenced based on classroom assessments, the student is able to:

• Understand the importance of effective oral and written communication 02.01.01 to 02.11.01

Organizational Systems

As evidenced based on classroom assessments, the student is able to:

• Understand the fundamental managerial and financial concepts necessary to start a new business 05.01.01 to 05.03.01
• Understand the role and function of human resource management 05.04.01

Ethics & Legal Responsibilities

As evidenced based on classroom assessments, the student is able to:

• Understand the importance of social responsibility and ethics in the current business environment 08.01.01 to 08.01.11
• Identify the origin of the U.S. legal system, sources of law, contracts, business structures, Uniform Commercial Code (UCC), and government agencies 05.01.01

International Business

As evidenced based on classroom assessments, the student is able to:

• Understand the different political systems, describe how different countries make economic decisions, and calculate international exchange rates 01.01.01 to 01.03.01

Management & Entrepreneurship

As evidenced based on classroom assessments, the student is able to:

• Understand the role of a manager and when to use various leadership and motivation strategies to improve employee performance 10.01.01 to 10.09.01
• Understand the different forms of business ownership, how to create a company, and how to design a business plan 10.01.01 to 10.03.02

Materials Used

No textbook – all supplemental materials

This course will provide a foundation for understanding personal financial planning techniques. Students become equipped to confidently discuss money, credit, and investing issues and plan for their own financial futures.

Proficiency Targets

Foundations

As evidenced based on classroom assessments, the student is able to:

• Calculate gross and net pay as well as calculate personal tax liabilities for various types of taxes (including income, sales, FICA, and Medicare) and rate of return 01.01.01 to 01.02.05
• Understand how to read an amortization schedule, a credit report, and stock market charts, as well as what a credit score is 01.02.06
• Create a budget and complete a practical checking account simulation 01.05.01 to 01.05.03
• Understand the purpose for a government to raise money via taxes 02.01.01 to 02.04.02

Problem Solving & Critical Thinking

As evidenced based on classroom assessments, the student is able to:

• Understand the role of insurance for “risk management” in financial planning and can identify the type of insurance associated with different types of risk 04.01.01
• Examine the various purchases I want to make as a consumer and can apply smart, comparison shopping strategies to make the best financial decision based on goals 04.01.01

Safety, Health & Environment

As evidenced based on classroom assessments, the student is able to:

• Understand the difference between identity theft and fraud and know the steps for prevention and resolution if incurred 07.01.03

Ethics & Legal Responsibilities

As evidenced based on classroom assessments, the student is able to:

• Understand how to prevent identity theft 09.01.03 to 09.02.02
• Understand the various forms of credit 09.06.02 to 09.07.02

Employment & Career Development

As evidenced based on classroom assessments, the student is able to:

• Compare and contrast compensation packages that include varying levels of income and benefits 10.02.01 to 10.03.02

Technical Skills

As evidenced based on classroom assessments, the student is able to:

• Explore the options available at a bank to store my money for future use to avoid erosion due to cost-of-living adjustments 11.01.01 to 11.01.05

Materials Used

No textbook – all supplemental materials

This course is an exploration of the foundations of the marketing processes such as developing, promoting, pricing, and distributing goods and services to satisfy customer needs and wants. Emphasis will be placed on the specific venues of sports and entertainment, which are two of the most profitable industries, and advertising for those venues.

Proficiency Targets

Market Research

As evidenced based on classroom assessments, the student is able to:

• Understand basic marketing vocabulary 08.01.01
• Conduct marketing research, develop recommendations and conclusions, and implement market research data to make business decisions 08.01.02, 08.01.05

Channel Management

As evidenced based on classroom assessments, the student is able to:

• Understand the value of company leadership and its direct impact on success 08.03.01
• Identify the key components of channel management 08.04.01

Marketing Plan

As evidenced based on classroom assessments, the student is able to:

• Understand all of the components of a marketing plan and analyze results to develop recommendations and conclusions 08.05.02, 08.06.02

Pricing

As evidenced based on classroom assessments, the student is able to:

• Explain the nature and scope of the pricing function and explain factors affecting pricing decisions 08.07.01

International Business

As evidenced based on classroom assessments, the student is able to:

• Understand the different political systems, describe how different countries make economic decisions, and calculate international exchange rates 01.01.01 to 01.03.01

New Product Development

As evidenced based on classroom assessments, the student is able to:

• Understand how developing new or improved products represents future business success and enhances company image 08.08.02, 08.08.03

Promotion

As evidenced based on classroom assessments, the student is able to:

• Understand the nature of branding and identify what makes an effective brand and company image 08.08.04, 08.08.05
• Understand the role of promotion, describe the elements of the promotional mix, and create a promotional plan to effectively communicate with target markets 08.09.01 to 08.09.07

Materials Used

No textbook – all supplemental materials

This course is designed to teach the fundamental core principles of planning, creating, editing, formatting, and displaying multimedia projects using Adobe Animate software. It will incorporate the use of the scanner and digital camera to implement pictures, sound, video, and other forms of computer multimedia into presentation formats. Projects will include character animation, virtual coloring books and puzzles, interactive web banner ads, and website animations. A digital portfolio will be created as an end-of-the-semester project.

Proficiency Targets

Empowered Learner

As evidenced based on classroom assessments, the student is able to:

• Articulate and set personal learning goals, develop strategies leveraging technology to achieve them, and reflect on the learning process to improve outcomes.
• Build networks and customize their learning environments in ways that support the learning process.
• Use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
• Understand the fundamental concepts of technology operations, choose and troubleshoot technologies, and transfer knowledge to explore emerging technologies.

Digital Citizen

As evidenced based on classroom assessments, the student is able to:

• Recognize the rights, responsibilities, and opportunities of living, learning, and working in an interconnected digital world, and model safe, legal, and ethical behavior.
• Cultivate and manage their digital identity and understand the permanence of their actions online.
• Engage in positive, safe, legal, and ethical behavior in online social interactions and with networked devices.
• Demonstrate understanding and respect for the rights and obligations of using and sharing intellectual property.
• Manage personal data to maintain digital privacy and security, and understand technologies that track online navigation.

Knowledge Constructor

As evidenced based on classroom assessments, the student is able to:

• Critically curate resources using digital tools to construct knowledge, produce creative artifacts, and make meaningful learning experiences.
• Plan and employ effective research strategies to locate resources for intellectual or creative pursuits.
• Evaluate accuracy, perspective, credibility, and relevance of digital content.
• Create curated collections of artifacts that demonstrate meaningful connections or conclusions.
• Explore real-world issues and problems, develop ideas and theories, and pursue solutions.

Innovative Designer

As evidenced based on classroom assessments, the student is able to:

• Use a deliberate design process to generate ideas, test theories, and create innovative artifacts or solutions.
• Select and use digital tools to manage a design process that considers constraints and calculated risks.
• Develop, test, and refine prototypes as part of a cyclical design process.
• Exhibit tolerance for ambiguity, perseverance, and the ability to work with open-ended problems.

Creative Thinker

As evidenced based on classroom assessments, the student is able to:

• Choose appropriate platforms and tools to meet creation or communication goals.
• Create original works or responsibly remix digital content into new creations.
• Communicate complex ideas using digital visualizations, models, or simulations.
• Publish or present customized content for specific audiences and media.

Computational Thinker

• Formulate problem definitions suited for tech-assisted approaches like data analysis or algorithmic thinking.
• Collect or identify relevant data sets, analyze them, and represent data to support decision-making.
• Break down problems, extract key information, and create descriptive models to understand systems or solve problems.

Global Collaborator

As evidenced based on classroom assessments, the student is able to:

• Use digital tools to broaden perspectives and collaborate with others locally and globally.
• Use collaborative technologies to work with peers, experts, or community members to examine problems from multiple viewpoints.
• Contribute constructively to teams, assuming various roles and responsibilities to meet goals.
• Explore local and global issues and use technology to investigate solutions collaboratively.

This course is designed to teach the fundamental core principles of computer graphics. Students will be introduced to the basic elements and skills involved in the creation of computer graphics. The course provides an opportunity to acquire and develop the skills needed to create various types of computer-generated work using software, the internet, and various input/output devices. Students will actively develop and evolve both electronic and print portfolios throughout the course.

This course includes a cross-curricular project with the Fashion Design class utilizing Glowforge printing technology. Materials include wood, plexiglass, metal, and fabric. Example design projects include: software boxes, cartoon characters, cloud art, pictures in text, t-shirts, and CD/DVD labels.

Proficiency Targets

Adobe Illustrator

As evidenced based on classroom assessments, the student is able to:

• Place raster images into an Illustrator file as drawing templates.
• Create and manage simple shapes and lines.
• Use tools and panels to transform color, position, and shape of objects.
• Clone objects to minimize repetitive tasks.
• Use layers to organize complex artwork.
• Draw complex shapes by combining simple ones.
• Draw custom shapes using the Pen tool.
• Edit anchor points and handles for precise vector control.
• Use the Blob Brush tool to draw irregular outlines.
• Create custom color schemes using swatches.
• Add depth with color gradients.
• Adjust color globally or selectively.
• Save file versions for different print applications.

Adobe Photoshop

As evidenced based on classroom assessments, the student is able to:

• Create a composite ad from multiple images.
• Composite photographs by silhouetting focal objects.
• Incorporate vector graphics as rasterized or Smart Object layers.
• Manage layout elements using layers and groups.
• Save files in multiple formats for varied output.
• Use low-resolution images as drawing templates.
• Create scalable vector shape layers.
• Composite using Smart Objects.
• Create and modify selections and layer masks.
• Apply filters and adjustments for artistic effects.
• Develop custom backgrounds.
• Present layout variations using layer comps.

Adobe InDesign

As evidenced based on classroom assessments, the student is able to:

• Create files that meet defined project specs.
• Use basic drawing tools for visual interest.
• Select objects and their contents.
• Create and format text attributes.
• Place and manipulate external graphic files.
• Set up files for four-color commercial printing.
• Use gradients, images, and effects for impact.
• Add and format poster text elements.
• Thread text across multiple frames.
• Format characters and paragraphs effectively.
• Use inline graphics to enhance content.
• Create print-ready PDF files.

Innovative Designer

As evidenced based on classroom assessments, the student is able to:

• Use a deliberate design process to generate ideas and solve authentic problems.
• Plan and manage a design process with tools that factor in constraints and risks.
• Develop, test, and refine prototypes in a cyclical process.
• Demonstrate perseverance and the ability to work with open-ended problems.

Creative Thinker

As evidenced based on classroom assessments, the student is able to:

• Choose appropriate platforms and tools for creative objectives.
• Create original or repurposed digital works.
• Communicate complex ideas through digital visualizations or models.
• Publish content tailored to specific audiences and media formats.

This course is designed to help students become familiar with computer programming concepts and techniques. Students will use Notepad++ and PowerShell, with a focus on JAVA. Programming is a creative process that transforms ideas into reality. Concepts learned in this course can be applied to numerous other programming languages. Due to ever-changing technology, various other technology-related topics will also be covered.

Proficiency Targets

Empowered Learner

As evidenced based on classroom assessments, the student is able to:

• Articulate and set personal learning goals, develop strategies leveraging technology to achieve them, and reflect on the learning process to improve outcomes.
• Build networks and customize their learning environments in support of the learning process.
• Use technology to seek feedback, improve their practice, and demonstrate learning in a variety of ways.
• Understand technology operations, troubleshoot current technologies, and transfer knowledge to explore emerging tools.

Digital Citizen

As evidenced based on classroom assessments, the student is able to:

• Recognize the rights, responsibilities, and opportunities of digital life, and act in safe, legal, and ethical ways.
• Manage digital identity and understand the permanence of online actions.
• Engage in safe and ethical online behavior and interactions.
• Understand and respect intellectual property rights.
• Manage personal data, ensure privacy and security, and understand online tracking technologies.

Knowledge Constructor

As evidenced based on classroom assessments, the student is able to:

• Curate a variety of digital resources to build knowledge and create artifacts.
• Use effective research strategies to locate information and resources.
• Evaluate the credibility, accuracy, and relevance of digital content.
• Organize curated content to demonstrate meaningful conclusions.
• Explore real-world problems and pursue solutions using technology.

Innovative Designer

As evidenced based on classroom assessments, the student is able to:

• Use a design process to generate ideas, test theories, and solve problems.
• Plan and manage design processes with digital tools while considering constraints and risks.
• Develop, test, and refine prototypes in a cyclical process.
• Demonstrate perseverance and problem-solving in open-ended tasks.

Creative Thinker

As evidenced based on classroom assessments, the student is able to:

• Select appropriate platforms and tools for creative communication.
• Create original digital works or responsibly remix existing ones.
• Communicate complex ideas through visualizations, models, or simulations.
• Publish content tailored to specific audiences and mediums.

Computational Thinker

• Formulate problems for tech-assisted analysis and modeling.
• Collect and analyze data using digital tools to inform decision-making.
• Deconstruct complex problems and model solutions effectively.

Global Collaborator

As evidenced based on classroom assessments, the student is able to:

• Use digital tools to collaborate locally and globally and broaden perspectives.
• Engage peers, experts, or communities in collaborative problem-solving.
• Contribute to teams by fulfilling roles and responsibilities effectively.
• Investigate local and global issues and use technology to explore solutions with others.

This course is designed to help students become proficient in technology software application skills and computer literacy. Applications covered include Microsoft Word, PowerPoint, Excel, and Access. Due to ever-changing technology, various other technology-related topics will also be explored.

Proficiency Targets

Empowered Learner

As evidenced based on classroom assessments, the student is able to:

• Articulate and set personal learning goals, develop strategies leveraging technology to achieve them, and reflect on the learning process to improve outcomes.
• Build networks and customize their learning environments to support the learning process.
• Use technology to seek feedback, improve practice, and demonstrate learning in a variety of ways.
• Understand fundamental technology concepts, choose and troubleshoot current technologies, and transfer knowledge to emerging tools.

Digital Citizen

As evidenced based on classroom assessments, the student is able to:

• Recognize the rights, responsibilities, and opportunities of living and learning in a digital world, and act in safe, legal, and ethical ways.
• Manage digital identity and reputation while understanding the permanence of online actions.
• Engage in safe and responsible online behavior and social interactions.
• Understand and respect intellectual property rights.
• Manage personal data, maintain privacy and security, and understand tracking technologies.

Knowledge Constructor

As evidenced based on classroom assessments, the student is able to:

• Curate resources using digital tools to build knowledge, produce creative work, and create meaningful learning experiences.
• Use effective research strategies to locate and evaluate information.
• Assess credibility, accuracy, and relevance of media and data.
• Create curated collections that demonstrate meaningful conclusions.
• Explore real-world problems and pursue solutions using digital tools.

Innovative Designer

As evidenced based on classroom assessments, the student is able to:

• Use a design process to generate ideas, test theories, and create innovative work or solutions.
• Plan and manage design processes with digital tools while addressing constraints and risks.
• Develop, test, and refine prototypes in a cyclical process.
• Demonstrate persistence and adaptability when solving open-ended problems.

Creative Thinker

As evidenced based on classroom assessments, the student is able to:

• Choose platforms and tools suited to the creation or communication goal.
• Create original works or responsibly remix digital content into new creations.
• Communicate complex ideas clearly using visualizations, models, or simulations.
• Publish content tailored for intended audiences and media formats.

Computational Thinker

• Formulate problems for technology-assisted solutions such as data analysis, abstract models, or algorithms.
• Collect or identify relevant data, analyze it, and represent it to support decision-making.
• Break down complex problems and develop descriptive models for better understanding or problem-solving.

Global Collaborator

As evidenced based on classroom assessments, the student is able to:

• Use digital tools to expand perspectives and collaborate with peers and professionals locally and globally.
• Use collaborative technologies to work with others to examine multiple viewpoints.
• Contribute to project teams by taking on various roles and responsibilities.
• Explore local and global issues collaboratively to investigate solutions.

Materials Used

• Introductory Microsoft Office 2010, Pasewark & Pasewark©
• Advanced Microsoft Office 2010, Pasewark & Pasewark©

In today's world, web pages are the most common medium for sharing ideas and information. Learning to design websites is an incredibly useful skill for any career path.

Students will learn the languages HTML and CSS and will create their own live homepages to serve as portfolios of their creations. By the end of this course, students will be able to explain how web pages are developed and viewed on the internet, analyze and fix errors in existing websites, and create their own multi-page websites. Students will learn the foundations of user interface design, rapid prototyping, and user testing, and will work together to create professional, mobile-responsive websites.

Proficiency Targets

HTML Structuring Websites

As evidenced based on classroom assessments, the student is able to:

• Modify existing web pages using formatting tags to make text more readable
• Use links to create a web page linking to your five favorite websites
• Use links and images to create a personal library web page showing your favorite books
• Use lists and images to create a flashy list article
• Use tables to create a personal calendar web page
• Use styling attributes to add style to your web pages

CSS Styling Websites

As evidenced based on classroom assessments, the student is able to:

• Use CSS selectors to style web pages
• Create a music library web page and use CSS to style each song in your table
• Use CSS styling to make several images fit together properly
• Explain the benefits CSS provides over styling with only HTML
• Identify CSS selectors and rules used on example web pages

Advanced HTML & CSS

As evidenced based on classroom assessments, the student is able to:

• Use iframes to embed a video into your web page
• Use divs and spans to style groups of HTML elements
• Add CSS styling to elements that the user hovers over and clicks on
• Use CSS to add a black-and-white filter and blur filter to a group of images
• Use CSS animations to make your site slowly fade in over time

Empowered Learner

As evidenced based on classroom assessments, the student is able to:

• Articulate and set personal learning goals, develop strategies leveraging technology to achieve them, and reflect on the learning process to improve outcomes.
• Build networks and customize learning environments to support the learning process.
• Use technology to seek feedback, improve practice, and demonstrate learning in a variety of ways.
• Understand fundamental technology concepts, troubleshoot tools, and transfer knowledge to explore new technologies.

Global Collaborator

As evidenced based on classroom assessments, the student is able to:

• Use digital tools to broaden perspectives and collaborate effectively with others locally and globally.
• Use collaborative technologies to engage with peers, experts, or community members from multiple viewpoints.
• Contribute constructively to project teams and assume various roles and responsibilities to meet shared goals.
• Explore local and global issues and use collaborative tools to investigate solutions with others.