Course Standards

2025-2026 Academic Year

ME11 Entrepreneurship I

Course Type: Adapted

Standard/Objective Number	Standard/Objective	Course Weight	RBT Designation
1.00	Understand entrepreneurship, entrepreneurship discoveries, the entrepreneurial mindset, and business ethics in entrepreneurship.	10%	B2 Understand Conceptual
1.01	Describe the nature of entrepreneurship.	-	-
1.02	Explain career opportunities in entrepreneurship.	-	-
1.03	Conduct self-assessment to determine entrepreneurial potential.	-	-
1.04	Explain the nature of business ethics.	-	-
1.05	Explain types of business ownership.	-	-
2.00	Understand design thinking, the Lean Canvas Business Model, and feasibility of venture ideas.	25%	B2 Understand Conceptual
2.01	Describe the design thinking process.	-	-
2.02	Determine the relationship between government and business.	-	-
2.03	Conduct an environmental scan to obtain business information.	-	-
2.04	Determine feasibility of venture ideas.	-	-
2.05	Understand Lean Canvas Business Model (LCBM).	-	-
3.00	Understand marketing strategies, unique value proposition, competitive advantage, and customer segments.	25%	B2 Understand Conceptual
3.01	Explain the concept of marketing strategies.	-	-
3.02	Identify company's unique value/selling proposition.	-	-
3.03	Explain the concept of market and market identification.	-	-
4.00	Understand channels of distribution and cost structure.	20%	B2 Understand Conceptual
4.01	Explain the nature of channels of distribution.	-	-
4.02	Explain the nature and scope of purchasing.	-	-
4.03	Explain the concept of supply chain.	-	-
4.04	Explain the nature of overhead/operating costs.	-	-
4.05	Explain the concept of production.	-	-
5.00	Understand pricing, revenue streams, and key metrics.	20%	B2 Understand Conceptual
5.01	Explain the nature and scope of the pricing function.	-	-
5.02	Explain the nature of sales forecasts.	-	-
5.03	Determine revenue streams.	-	-
5.04	Identify key metrics.	-	-

Essential standards (highlighted in gray below) are big, powerful ideas that are necessary and essential for students to know to be successful in a course. Essential standards identify the appropriate verb and cognitive process intended for the student to accomplish. Essential standards provide value throughout a student's career, in other courses, and translate to the next level of education or world of work.

Objectives/Indicators (rows not highlighted in gray below) provide another level of detail for each Essential Standard.

Adapted or Adopted Course includes essential standards and, in many cases, specific objectives/indicators aligned with business and industry standards and/or criteria for credentials or certifications. The course standards are designed using the Revised Bloom's Taxonomy (RBT). If the POL is a CTE State Assessment, the course is written at the level of the ESSENTIAL STANDARD and assesses the intended outcome of the sum of its objectives/indicators.

Career and Technical Education conducts all activities and procedures without regard to race, color, creed, national origin, gender, or disability. The responsibility to adhere to safety standards and best professional practices is the duty of the practitioners, teachers, students, and/or others who apply the contents of this document.

This blueprint has been reviewed by business and industry representatives for technical content and appropriateness for the industry.

Column information

Standard/Objective Number: The essential standard is denoted by the digits before the dot; objectives/indicators are indicated by the final 2 digits.
Standard/Objective: Essential standard and specific objective/indicator statements per essential standard. Each essential standard statement or specific objective/indicator begins with an action verb and makes a complete sentence when combined with The learner will be able to... Outcome behavior in each essential standard or objective/indicator statement is denoted by the verb plus its object.
Course Weight: Shows the relative importance of each essential standard or objective/indicator. Course weight is used to help determine the percentage of total class time that is spent on each objective/indicator.
RBT Designation: Classification of outcome behavior in essential standards and indicator statements in Dimensions according to the Revised Bloom's Taxonomy:
Cognitive Process Dimension: 1 Remember, 2 Understand, 3 Apply, 4 Analyze, 5 Evaluate, 6 Create.
Knowledge Dimension: A Factual Knowledge, B Conceptual Knowledge, C Procedural Knowledge.