reglab/statecodes huggingface dataset:
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXV - Bulletin 106-Agriculture Education Content Standards Curriculum Framework › Chapter 7 - Purpose/Goals of the AgEd/FFA Framework Project › Section LXV-727 - Agricultural Processing

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Standard. AgEd/FFA students will develop an understanding of the processes of
				distributing, grading, inspecting, processing, mixing, packaging, and storing
				of food and non-food products.
B.
				Focus. This strand focuses on the various processing steps and methods involved
				with the different agricultural products using modern technology.
C. AP - Agricultural Processing Cross
				Reference
(from grade 9 - 12 benchmarks, unless noted
				  otherwise)
Local Plan
Benchmarks
Benchmark Component
Math
Science
English Language Arts
A. Agricultural meat processing
1. Understanding and complying to federal and state
							 standards
N1/3/6
A1/2
M1/2/3/4
G6
D1
P1/5
SI-A2/3
PS-A1,F1
LS-G2
1-H1/3/4/5
2-H1/5
3-H1/2/3
4-H1/2/3/4/5/6
5-H1/2/3/4/5/6
7-H1/2/4
2. Explaining and analyzing the process of
							 slaughtering, packaging and distributing
N1/3/6
A1/2/3/4
M1/2/3/4
G6
D1
P1/2/3/4/5
SI-A2/3
PS-A1, D2/7, F1
LS-G2
1-H1/3/4/5
2-H1/2/3/4/5
3-H1/2/3
4-H1/2/3/4/5/6
5-H1/2/3/4/5/6
7-H1/2/4
B. Milk and dairy product processing
1. Explaining the handling, processing, and
							 distributing of fresh milk and milk products
N1/2/3/6
A1/2/3/4
M1/3/4
G6
D1
P1/5
SI-A1/2/3
PS-A1, D2/7, F1
LS-G2
1-H1/3/4/5
2-H1/2/3/4/5
3-H1/2/3
4-H1/2/3/4/5/6
5-H1/2/3/4/5/6
C. Fruits and vegetable processing
1. Explaining the handling, manufacturing, and
							 transporting of fresh, frozen, and canned fruits and vegetables
N1/3/4/5/6
A1/2/3/4
M1/2/3/4
G6
D1
P1/5
SI-A1/2/3
PS-A1, D2/7, F1
LS-G2
1-H1/3/4/5
2-H1/2/3/4/5
3-H1/2/3
4-H1/2/3/4/5/6
5-H1/2/3/4/5/6
D. Grain crop processing
1. Understanding USDA regulatory programs
N1/3/6
A1/2/3/4
M1/2/3/4
G6
D1
P1/5
SI-A1/2/3
PS-A1, F1
LS-G2
1-H1/3/4/5
2-H1/2/3/4/5
3-H1/2/3
4-H1/2/3/4/5/6
5-H1/2/3/4/5/6
2. Explaining the handling, processing, and
							 distributing of grain crop products
N1/3/6
A1/2/3/4
M1/2/3/4
G6
D1
P1/5
SI-A1/2/3
PS-A1, F1
LS-G2
1-H1/3/4/5
2-H1/2/3/4/5
3-H1/2/3
4-H1/2/3/4/5/6
5-H1/2/3/4/5/6
E. Career awareness
1. Describing the various careers associated with
							 agricultural processing and the occupational outlook
N1/3/6
A1/2/3/4
M1/2/3/4
D1
SI-A1/2/3
PS-A1, F1
LS-G2
1-H1/3/4/5
2-H1/2/3/4/5
3-H1/2/3
4-H1/2/3/4/5/6
5-H1/2/3/4/5/6
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.17:6(A)(10)
				  and
				  R.S.
				  17:10.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXV - Bulletin 106-Agriculture Education Content Standards Curriculum Framework › Chapter 7 - Purpose/Goals of the AgEd/FFA Framework Project › Section LXV-731 - Annual Report/Plan for Louisiana Agriscience/Agribusiness/FFA

Current through Register Vol. 50, No. 6, June 20, 2024
A. To be completed
				and submitted to Agriscience/Agribusiness/FFA Program Manager annually by July
				1.
Date:
To:
One copy submitted to AgEd/FFA State Office
One copy submitted to school principal, local
							 education authority supervisor
Optional: copy to local superintendent, school board
							 members, sponsors,
parents, students, other interested individuals
From:
School:
Why:
Provide summary of year's activity, document program
							 performance, highlight
accomplishments, and present goals for next year
B.
				Mission Statement for Agriscience/Agribusiness/FFA Program. The Mission of the
				Agriscience/Agribusiness/FFA Program is to prepare and support individuals for
				careers; build awareness of and develop leadership for the food, fiber and
				natural resource systems; and sustain the viability of earth and people through
				education in agriculture. We value and desire to achieve this mission by:
1. providing instruction in and about
				agriscience, agribusiness, food and natural resource systems;
2. serving all populations;
3. developing the whole person;
4. responding to the needs of the economic
				and educational marketplace;
5.
				advocating free enterprise and entrepreneurship education;
6. functioning as a part of the total
				educational system;
7. connecting
				classroom and laboratory instruction with real-world life and career
				experiences; and
8. utilizing a
				proven educational process that includes
a.
				formal instruction in classrooms and laboratories;
b. site-based, experiential learning in
				supervised agricultural experience programs; and
c. leadership and personal development
				through the FFA.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXV - Bulletin 106-Agriculture Education Content Standards Curriculum Framework › Chapter 7 - Purpose/Goals of the AgEd/FFA Framework Project › Section LXV-735 - Career Development Events

Current through Register Vol. 50, No. 6, June 20, 2024
Indicate (/) your Chapter's HIGHEST level of participation
				  in the following activities.
Event
Local
Sub-district
District
Area
State
National
1
Contests:
2
Dairy Cattle
3
Dairy Products
4
Electricity
5
Farm Business Management
6
Floriculture
7
Forestry
8
Horse Judging
9
Livestock Judging
10
Meats Judging
11
Nursery/Landscape
12
Poultry
13
Small Engines
14
Soils Judging
15
Welding
16
Leadership Events:
17
Extemporaneous Speaking
18
Prepared Public Speaking
19
Gulf Of Mexico Prepared Public
20
Speaking
21
Parliamentary Law
22
FFA Officer Candidate(s)
List Your Five Major Accomplishments for This Year.
1.
2.
3.
4.
5.
AUTHORITY NOTE:
				  Promulgated in accordance with
				  R.S.17:6(A)(10)
				  and
				  R.S.
				  17:10.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXVII - Bulletin 1977-Business Education Content Standards Curriculum Framework for Louisiana › Chapter 1 - General › Section LXVII-101 - Mission and Goals of Education in Louisiana

Current through Register Vol. 50, No. 6, June 20, 2024
A. As a part of the scope of education in
				Louisiana, Business Education embraces the mission and goals of education as
				adopted by the Board of Elementary and Secondary Education which follow.
1. The Board of Elementary and Secondary
				Education pledges its commitment to the proposition that every child is valued
				and every child will learn.
2. In
				order that we may honor this commitment, the board will aggressively pursue new
				and different ideas, develop a strong systemic process for change, and dedicate
				our energies and resources to that mission.
3. The Board recognizes that education is an
				on-going process in which learning is the constant and time is the variable. It
				is for this reason that we propose and adopt the following goals which we
				believe will help chart the course for every child in Louisiana:
a. focus on the early years;
b. prepare students for the
				workplace;
c. increase literacy,
				reduce dropouts;
d. support
				teachers;
e. support children and
				families;
f. provide performance
				based accountability.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXVII - Bulletin 1977-Business Education Content Standards Curriculum Framework for Louisiana › Chapter 1 - General › Section LXVII-103 - Mission Statement of Business Education in Louisiana

Current through Register Vol. 50, No. 6, June 20, 2024
A. The mission of Business Education in
				Louisiana is to provide students with:
1.
				business knowledge and workplace skills in preparation for initial employment
				and advancement in a career;
2.
				background information for further study in the field of business;
3. technology skills for personal and
				work-related environments;
4.
				leadership abilities for fulfilling career, social, and civic responsibilities;
				and
5. career information and
				development of personal qualities necessary for a successful career.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXVII - Bulletin 1977-Business Education Content Standards Curriculum Framework for Louisiana › Chapter 1 - General › Section LXVII-105 - NBEA National Business Education Standards

Current through Register Vol. 50, No. 6, June 20, 2024
A. In 1995, the National Business Education
				Association published the
National Standards for Business Education:
				What America's Students Should Know and Be Able to Do In
				Business
.1 ( 1
				National Standards for Business Education: What America's
				Students Should Know and Be Able to Do In Business; National Business Education
				Association, Reston, Virginia; 1995.) This document provides standards for
				business education programs, defines the parameters of the discipline of
				business education, and provides a guide for curriculum writers to use in
				developing superior programs in business education. The standards are designed
				to develop students' comprehensive knowledge and competence. The NBEA
				recommends that students should be able to:
1. function as economically literate citizens
				through the development of personal consumer economic skills, a knowledge of
				social and government responsibility, and an understanding of business
				operations;
2. demonstrate
				interpersonal, teamwork, and leadership skills necessary to function in
				multicultural business settings;
3.
				develop career awareness and related skills to enable them to make viable
				career choices and become employable in a variety of business
				careers;
4. select and apply the
				tools of technology as they relate to personal and business decision
				making;
5. communicate effectively
				as writers, listeners, and speakers in social and business settings;
6. use accounting procedures to make
				decisions about planning, organizing, and allocating resources;
7. apply the principles of law in personal
				and business settings;
8. prepare
				to become entrepreneurs by drawing from their general understanding of all
				aspects of business;
9. understand
				the interrelationships of different functional areas of business and the impact
				of one component on another;
10.
				develop the ability to participate in business transactions in both the
				domestic and international arenas;
11. develop the ability to market the assets
				each individual has whether they be in the labor market or in the consumer
				goods market;
12. manage data from
				all of the functional areas of business needed to make wise management
				decisions;
13. utilize analytical
				tools needed to understand and make reasoned decisions about economic issues,
				both personal and societal.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXVII - Bulletin 1977-Business Education Content Standards Curriculum Framework for Louisiana › Chapter 1 - General › Section LXVII-107 - Business Education Framework Development and Structure

Current through Register Vol. 50, No. 6, June 20, 2024
A. Realizing the need to incorporate national
				standards into Louisiana's Business Education curriculum, a team of secondary
				and postsecondary business educators was assembled. The team was assigned the
				task of creating a framework of standards and benchmarks that would be used as
				a guide for developing curriculum at the local level. Business and industry
				representatives and middle school educators reviewed the document. This
				curriculum framework document is the result of that process.
B. In addition to standards and benchmarks
				for Business Education, the framework appendix includes elements critical to
				the success of every vocational business curriculum: foundation skills; a model
				for lifelong learning; SCANS workplace skills; school-to-work opportunities;
				vocational student organization information; and a list of resources. Every
				effort was made to provide a curriculum framework document that would be a
				useful tool for developing curriculum in Business Education.
C. As a result of examining the national
				standards and current Business Education course offerings, team members
				established five career majors in the Business career cluster. Developing
				career majors within a career cluster assists students in moving toward career
				goals. This framework provides
standards
-what students should
				know and be able to do when they complete a career major. It allows local
				systems to develop a unique curriculum based on available resources and the
				needs of the local community.
D.
				The five career majors for the business career cluster are:
1. accounting;
2. administrative support;
3. business administration and
				management;
4.
				economics/finance;
5. information
				systems.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXVII - Bulletin 1977-Business Education Content Standards Curriculum Framework for Louisiana › Chapter 1 - General › Section LXVII-109 - Critical Thinking Skills

Current through Register Vol. 50, No. 6, June 20, 2024
A. In
				addition to achieving content standards, students must be information literate
				in order to communicate, make decisions, and solve problems. Critical thinking
				skills are essential to living and working in an environment where information
				is abundant and constantly available.
B. Thinking is a learned process and
				effective teachers make a conscious effort to teach critical thinking skills.
				Questioning and classroom activities are two ways to encourage and develop
				critical thinking in the classroom. The use of questions that require
				comprehension, application, analysis, synthesis, or evaluation of information
				encourage higher-order thinking skills. Cooperative/collaborative learning
				activities or classroom projects that require students to construct, criticize,
				critique, solve problems, or make decisions also enhance critical thinking
				abilities. Areas where critical thinking skills could be developed are
				indicated throughout the framework.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. l7:6.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXVII - Bulletin 1977-Business Education Content Standards Curriculum Framework for Louisiana › Chapter 1 - General › Section LXVII-111 - Integration of Academics and Enhancement of the Curriculum

Current through Register Vol. 50, No. 6, June 20, 2024
A. Emphasis is
				placed on integrating academic and business courses through cross-referencing
				academic content standards and encouraging team teaching and cooperative
				projects. Incorporating the model for lifelong learning, emphasizing foundation
				skills and SCANS workplace skills, implementing school-to-work activities, and
				encouraging an active FBLA organization will enhance the Business Education
				curriculum.
B. Upon completion of a
				career major, students possess fundamental skills for jobs related to that
				career area. School districts wishing to implement a quality business education
				program should consider the following steps.
1. Job Analysis. Each local system should
				begin setting up its business program by performing a "job analysis" survey on
				the related occupations for each business education major. A job analysis is a
				challenging but critical tool in developing a successful vocational program. It
				primarily consists of but is not limited to the following.
a. Determine what and where the "jobs" for
				the career major are located. In some areas, there may not be any local jobs in
				the related career major area. If no jobs are available, then the career major
				may not need to be offered locally. The job analysis process should be repeated
				every two or three years to track changes in the job market and thus, changes
				in the curriculum.
b. If jobs are
				available for the related major, a survey of the skills required should be
				compiled. This list of skills should be developed from the prospective
				employers and established skill reports such as the SCANS.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXVII - Bulletin 1977-Business Education Content Standards Curriculum Framework for Louisiana › Chapter 1 - General › Section LXVII-113 - Intended Audience and Use of the Framework

Current through Register Vol. 50, No. 6, June 20, 2024
A. The Business Education curriculum
				framework document is intended for a broad audience. The framework serves as a
				guide for curriculum and instruction and as a general reference to the concepts
				and skills of Business Education in Louisiana. The intended users of the
				framework include:
1. business education
				teachers to use in planning curriculum, instruction, and assessment;
2. K-12 teachers to use in identifying ways
				they can incorporate Business Education concepts and skills into their
				curricula;
3. parents to use as a
				means of assessing the effectiveness of their children's business
				education;
4. school and district
				administrators and school board members to use as a vision for business
				education and a basis for planning resource allocations, materials purchases,
				local curriculum development, teachers' professional development, and facility
				construction;
5. policy makers and
				state education staff to use as a basis for developing laws, policies,
				professional development activities/materials, assessment strategies, and
				funding priorities to support local program development;
6. university faculty and administrators to
				use as a basis for the content and design of preservice and in-service teacher
				education programs and articulation agreements;
7. technical college faculty and
				administrators to use as a basis for articulation agreements and program
				development; and
8.
				business/industry leaders and government agency staff to use as a basis for
				developing effective partnerships for supporting Business Education programs
				and professional development.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXVII - Bulletin 1977-Business Education Content Standards Curriculum Framework for Louisiana › Chapter 3 - Standards and Benchmarks › Section LXVII-303 - Business Education Content Standards

Current through Register Vol. 50, No. 6, June 20, 2024
A. Business Education Content Standards
1. The student will understand and apply
				basic accounting principles and procedures.
2. The student will use automated accounting
				procedures to apply basic accounting principles and pursue advanced accounting
				methods.
3. The student will
				research careers and apply skills needed for initial and continued
				employment.
4. The student will
				develop attitudes, procedures, and skills necessary to function effectively in
				a variety of electronic offices.
5.
				The student will use appropriate communication skills to communicate in a
				business environment.
6. The
				student will demonstrate the ability to use standard equipment found in a
				variety of modern offices.
7. The
				student will demonstrate successful job competencies as senior cooperative
				education students through classroom instruction and on-the-job training at
				approved business office sites.
8.
				The student will demonstrate the ability to maintain business and personal
				records.
9. The student will apply
				business law principles to personal and business settings.
10. The student will explore the role of an
				entrepreneur and apply the concepts of entrepreneurship.
11. The student will understand the American
				business system in order to function as a productive citizen, consumer, and
				worker.
12. The student will
				identify and explain the importance of business management concepts and the
				role of marketing in the global business environment.
13. The student will use economic concepts to
				understand and make reasoned decisions about economic issues.
14. The student will apply math computational
				and problem-solving skills in personal, business, and consumer
				applications.
15. The student will
				utilize current technology and information processing concepts for personal and
				business applications.
16. The
				student will produce business and personal presentations using multimedia
				technology.
17. The student will
				apply desktop publishing concepts and effective communication techniques to
				produce business and personal documents.
18. The student will apply proper keyboarding
				techniques to input data and produce personal and business documents.
19. The student will explore and use
				telecommunications systems.
20. The
				student will produce various business documents using word processing concepts
				and procedures.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXVII - Bulletin 1977-Business Education Content Standards Curriculum Framework for Louisiana › Chapter 3 - Standards and Benchmarks › Section LXVII-305 - Accounting

Current through Register Vol. 50, No. 6, June 20, 2024
A. Competency
				Courses: Accounting*, Advanced/ Computerized Accounting*
B. Related Electives: Business Computer
				Applications I and II, Business Law, Business Machines, Cooperative Office
				Education, Computer Multimedia Presentations, Education for Careers*,
				Entrepreneurship, Financial Math, Introduction to Business,
				Keyboarding/Keyboarding Applications, Records Management,
				Telecommunications
C. Focus
				Statement
1. Accounting emphasizes a strong
				foundation in basic accounting theory and procedures along with current
				applications of computer technology. This combination ensures that students
				will master basic accounting concepts and procedures as well as a general
				knowledge of how to use the computer to perform accounting
				activities.
2. Accounting
				instruction plays an important role in the secondary business curriculum and
				can make significant contributions to the education of students. Accounting is
				considered the "language of business"; therefore, it is a crucial component of
				academic backgrounds for students who will pursue entrepreneurial adventures,
				professional careers, or small business ownership. All students, regardless of
				the profession they choose, will benefit from accounting instruction in their
				business and personal life since it is an integral part of every business
				institution and organization.
3.
				Some examples of employment options available upon successful completion of the
				Accounting career major are:
a. high school:
i. bookkeeping clerk;
ii. payroll clerk;
iii. data entry clerk;
iv. accounting clerk;
v. inventory clerk;
vi. bank teller;
b. advanced training:
i. purchasing agent;
ii. income tax preparer;
iii. auditing assistant;
iv. inventory controller;
c. 4-year degree:
i. accountant;
ii. tax accountant;
iii. governmental accountant;
iv. cost accountant;
v. business consultant;
vi. financial adviser;
vii. loan officer;
viii. internal/external auditor;
ix. cpa (requires additional certification).
*Content standard is included in this major.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXVII - Bulletin 1977-Business Education Content Standards Curriculum Framework for Louisiana › Chapter 3 - Standards and Benchmarks › Section LXVII-307 - Administrative Support

Current through Register Vol. 50, No. 6, June 20, 2024
A. Competency
				Courses: Administrative Support Occupations*, Business Computer Applications I
				and II, Business English*, Business Machines*, Cooperative Office Education*,
				Desktop Publishing, Keyboarding/Keyboarding Applications, Records Management*,
				Telecommunications, Word Processing
B. Related Electives: Accounting, Computer
				Multimedia Presentations, Education for Careers, Financial Math, Introduction
				to Business, Introduction to Management
C. Focus Statement
1. Millions of people have entered the
				workforce using support-staff skills learned in business education classrooms.
				Innovations in technology cause changes in our work force daily. Therefore,
				administrative support personnel will need to develop competencies in a variety
				of skills that prepare them to become a member of a workforce that is critical
				to maintaining and expanding the continued advancements in business. Support
				staff individuals will be able to make decisions, interact positively, and
				function in an international environment.
2. Administrative Support is the integration
				of business and communication concepts, knowledge, skills, and attitudes
				necessary to develop an awareness of interrelationships of all areas of
				business. Administrative Support is a capstone area that addresses the upper
				level needs of the Business curriculum.
3. Some examples of employment options
				available upon successful completion of the Administrative Support career major
				are:
a. high school:
i. receptionist;
ii. data entry clerk;
iii. hotel clerk;
iv. airline reservationist;
v. travel clerk;
vi. dispatcher;
vii. postal clerk;
viii. billing clerk;
ix. medical transcriptionist;
b. advanced training:
i. general office clerk;
ii. information clerk;
iii. record clerk;
iv. accounts receivable clerk;
v. court reporter;
vi. teacher's aide;
vii. medical clerk;
viii. paralegal;
ix. secretary;
c. 4-year degree:
i. adjuster;
ii. clerical supervisor;
iii. systems analyst;
iv. information specialist;
v. executive secretary;
vi. administrative assistant;
vii. legal/medical secretary;
viii. records manager;
ix. word processor.
*Content standard is included in this major.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXVII - Bulletin 1977-Business Education Content Standards Curriculum Framework for Louisiana › Chapter 3 - Standards and Benchmarks › Section LXVII-309 - Business Administration and Management

Current through Register Vol. 50, No. 6, June 20, 2024
A. Competency Courses: Accounting, Business
				Computer Applications I and II, Business Law*, Entrepreneurship*, Introduction
				to Business*, Introduction to Management*, Telecommunications
B. Related Electives: Advanced/Computerized
				Accounting, Business English, Business Machines, Cooperative Office Education,
				Computer Multimedia Presentations, Desktop Publishing, Economics, Education for
				Careers, Financial Math, Keyboarding/Keyboarding Applications, Word
				Processing
C. Focus Statement
1. The study of business administration and
				management emphasizes analyzing, synthesizing, and evaluating data from the
				other functional areas of business in addition to focusing on the time and
				talents of others. It also includes legal issues involving business
				transactions and the creativeness and ingenuity of the entrepreneur.
2. This career major will typically require
				additional education after high school. Some examples of employment options
				available upon successful completion of the Business Administration and
				Management career major are:
a. high school:
i. sales clerk;
ii. bill collector;
iii. fashion model;
iv. product demonstrator;
v. record clerk;
vi. real estate clerk;
b. advanced training:
i. credit card marketer;
ii. claims adjuster;
iii. manufacturer's representative;
iv. sales manager;
v. travel agent;
vi. department manager;
vii. sales manager;
viii. clerical supervisor;
ix. bank officer;
c. 4-year degree:
i. management consultant;
ii. market development specialist;
iii. buyer;
iv. administrative services;
v. manager;
vi. human resources coordinator;
vii. recruiter.
*Content standard is included in this major.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXVII - Bulletin 1977-Business Education Content Standards Curriculum Framework for Louisiana › Chapter 3 - Standards and Benchmarks › Section LXVII-311 - Economics/Finance

Current through Register Vol. 50, No. 6, June 20, 2024
A. Competency
				Courses: Accounting, Business Computer Applications I and II, Economics*,
				Financial Math*, Telecommunications
B. Related Electives: Business English,
				Business Law, Cooperative Office Education, Computer Multimedia Presentations,
				Education for Careers, Entrepreneurship, Introduction to Business, Introduction
				to Management, Keyboarding/Keyboarding Applications, Records
				Management
C. Focus Statement
1. The American economy is based on a private
				enterprise system in which the sum total of the millions of individual choices
				made by consumers, workers, and citizens affect the decisions made by business
				owners and government officials. The preservation and effectiveness of such a
				system depends on the ability of individuals to make wise economic decisions
				related to their personal financial affairs, the successful operation of
				organizations, and the global economy. In order to make these informed
				decisions, individuals must clearly understand how the system operates while
				comprehending their role in the system.
2. Math computational and problem-solving
				skills are basic to the understanding of economics and finance as well as
				records management skills to document both personal and business financial
				activities.
3. This career major
				will typically require additional education after high school. Some examples of
				employment options available upon successful completion of the
				Economics/Finance career major are:
a. high
				school:
i. bank teller;
ii. cashier;
iii. travel agent;
iv. rental clerk;
v. insurance processing clerk;
vi. adjustment clerk;
vii. account collector;
viii. credit clerk;
ix. brokerage clerk;
x. payroll clerk;
b. advanced training:
i. real estate agent;
ii. credit card marketer;
iii. financial aid officer;
iv. appraiser;
v. adjuster;
vi. credit analyst;
c. 4-year degree:
i. financial consultant;
ii. insurance agent;
iii. retirement counselor;
iv. certified financial planner;
v. budget analyst;
vi. cost estimator;
vii. portfolio manager;
viii. stock broker;
ix. economist.
*Content standard is included in this major.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXVII - Bulletin 1977-Business Education Content Standards Curriculum Framework for Louisiana › Chapter 3 - Standards and Benchmarks › Section LXVII-313 - Information Systems

Current through Register Vol. 50, No. 6, June 20, 2024
A. Competency
				Courses: Business Computer Applications I and II*, Computer Multimedia
				Presentations*, Desktop Publishing*, Keyboarding /Keyboarding Applications*,
				Telecommunications*, Word Processing*
B. Related Electives: Accounting,
				Administrative Support Occupations, Business English, Business Law, Business
				Machines, Cooperative Office Education, Education for Careers, Financial Math,
				Introduction to Business
C. Focus
				Statement
1. Due to the increased dependence
				upon computer technology, it is important that students apply technological
				concepts as well as mastery of hardware and software skills and knowledge. It
				is important that students understand electronic and manual information
				systems. Students must be prepared for a changing work environment which
				emphasizes both technology skills and a human perspective.
2. Ideally, the first semester of Keyboarding
				(1/2 unit) should be taught at the junior high (grades 6-8) level. At any level
				introduction to the keyboard layout and basic touch typing techniques should be
				taught before students are allowed to use computers in the classroom. If
				students have not had keyboarding instruction upon entering high school,
				Keyboarding and Keyboarding Applications should be the first business subjects
				taken as they are basic foundation courses for all career majors.
3. Some examples of employment options
				available upon successful completion of the Information Systems career major
				are:
a. high school:
i. data entry operator;
ii. receptionist/secretary;
iii. clerk;
iv. word processor;
v. typist;
vi. telephone operator;
vii. library technician;
b. advanced training:
i. executive secretary;
ii. stenographer;
iii. paralegal;
iv. medical transcriptionist;
v. computer technician;
vi. web master;
c. 4-year degree:
i. office manager;
ii. clerical supervisor;
iii. business teacher;
iv. manager;
v. computer scientist;
vi. systems analyst;
vii. computer engineer;
viii. network administrator;
ix. web master.
*Content standard is included in this major.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXVII - Bulletin 1977-Business Education Content Standards Curriculum Framework for Louisiana › Chapter 5 - Strands › Section LXVII-501 - Introduction

Current through Register Vol. 50, No. 6, June 20, 2024
A. Although
				Business Education is a curriculum that covers a wide range of topics, there
				are certain concepts that are common to all content areas. These concepts are
				defined as
strands.
Career development, communication,
				computation, international business, interrelationships of business and
				academics, technology, and work ethics and professionalism are the seven
				strands identified in Business Education. All strands should be interwoven
				throughout the curriculum. The seven strands and their correlating benchmarks
				are listed below. In addition to content area benchmarks, benchmarks listed in
				each strand should be incorporated into each career major whenever possible.
				The nature of the courses in the career major will determine the number and
				identity of benchmarks which will be selected. Asterisks (*) identify
				benchmarks that encourage critical thinking. A table of suggestions of
				activities that incorporate the strands into the curriculum is also
				provided.
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. l7:6.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXVII - Bulletin 1977-Business Education Content Standards Curriculum Framework for Louisiana › Chapter 5 - Strands › Section LXVII-503 - Career Development

Current through Register Vol. 50, No. 6, June 20, 2024
A. Career
				Development. Today's students will become tomorrow's workforce and will need to
				explore multiple career paths and continuously deal with the process of
				learning new skills. Career development should be integrated into the entire
				curriculum at all academic levels and continued as a lifelong process. Career
				development includes self-awareness, career research, workplace expectations,
				career strategies, school-to-work transitions, and lifelong learning.
B. Benchmarks
1. *Assess personal strengths and weaknesses
				as they relate to career exploration and development.
2. Utilize career resources to develop an
				information base on content related careers including international
				occupational opportunities.
3.
				*Relate work ethic, workplace relationships, diversity, and communication
				skills to career development.
4.
				Apply knowledge gained from individual assessment to a comprehensive set of
				goals and an individual career plan that develops strategies to make an
				effective transition from school to work and includes the importance of
				lifelong learning to career success.
5. Discuss specific qualifications and
				characteristics necessary for a career in a content-related field.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXVII - Bulletin 1977-Business Education Content Standards Curriculum Framework for Louisiana › Chapter 5 - Strands › Section LXVII-505 - Communication

Current through Register Vol. 50, No. 6, June 20, 2024
A. Communication.
				Communication in all forms is a foundation skill for all business courses.
				Communicating clearly, fluently, strategically, technologically, critically,
				and creatively in society and in a variety of workplaces using reading,
				writing, speaking, and listening skills is an essential career and life
				skill.
B. Benchmarks.
1. Communicate in a clear, courteous,
				concise, and correct manner on personal and professional levels.
2. Apply basic social communication skills in
				personal and professional situations.
3. Use technology to enhance the
				effectiveness of communications.
4.
				*Integrate all forms of communication in the successful pursuit of a
				career.
5. *Incorporate appropriate
				leadership and supervision techniques, customer service strategies, and
				standards of personal ethics to communicate effectively with various business
				constituencies.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXVII - Bulletin 1977-Business Education Content Standards Curriculum Framework for Louisiana › Chapter 5 - Strands › Section LXVII-507 - Computation

Current through Register Vol. 50, No. 6, June 20, 2024
A. Computation.
				Business education courses offer unique opportunities for students to apply
				computational and problem-solving skills in everyday business, personal, and
				consumer problems.
B. Benchmarks
1. Apply mathematical operations using whole
				numbers, decimals, fractions, percents, ratios, and proportions to solve
				problems.
2. Use common
				international standards of measurement in solving problems.
3. *Analyze and interpret data using common
				statistical procedures.
4. *Use
				mathematical procedures to analyze and solve business problems for such areas
				as taxation; savings and investment; payroll records; cash management;
				financial statements; credit management; purchases; sales; inventory records;
				depreciation, cost recovery, and depletion.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXVII - Bulletin 1977-Business Education Content Standards Curriculum Framework for Louisiana › Chapter 5 - Strands › Section LXVII-509 - International Business

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				International Business. Since business is conducted in a local, state,
				national, and international marketplace, students must understand how social,
				cultural, political, legal, and economic factors impact the business
				environment.
B. Benchmarks
1. *Explain the role of international
				business and analyze its impact on careers and doing business at the local,
				state, national, and international levels.
2. Apply communication strategies necessary
				and appropriate for effective and profitable international business
				relations.
3. Describe the social,
				cultural, political, legal, and economic factors that shape and impact the
				international business environment.
4. Describe the environmental factors that
				define what is considered ethical business behavior.
5. Explain the role, importance, and concepts
				of international finance and risk management.
6. *Discuss special challenges in the
				operations and management of human resources in international
				business.
7. Apply marketing
				concepts to international business.
8. *Relate balance of trade concepts to the
				import/export process.
9. Identify
				forms of business ownership and entrepreneurial opportunities available in
				international business.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXVII - Bulletin 1977-Business Education Content Standards Curriculum Framework for Louisiana › Chapter 5 - Strands › Section LXVII-511 - Interrelationships of Business and Academics

Current through Register Vol. 50, No. 6, June 20, 2024
A. Interrelationships of Business and
				Academics. A major component of developing a sound understanding of the modern
				business environment is identifying the interrelationships of business and
				academic skills and knowledge.
B.
				Benchmarks
1. *Analyze the interrelationships
				of a particular course being studied with various business content areas such
				as accounting, administrative support, business administration and management,
				economics and finance, information systems, and marketing.
2. *Participate in activities that
				interrelate the course being studied to other business content areas to enhance
				general business understanding.
3.
				*Apply knowledge and skills gained in academic courses such as English,
				mathematics, science, and social studies to problem solving in business
				education courses.
4. *Participate
				in projects integrating academic and business skills and knowledge.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXVII - Bulletin 1977-Business Education Content Standards Curriculum Framework for Louisiana › Chapter 5 - Strands › Section LXVII-513 - Technology

Current through Register Vol. 50, No. 6, June 20, 2024
A. Technology.
				Technology is advancing at a tremendous rate. It is necessary for students to
				develop an understanding of the current technology available and use that
				knowledge in decision-making and problem-solving processes.
B. Benchmarks
1. *Choose appropriate procedures and
				equipment to complete a task or job.
2. Use the appropriate procedures for setup
				and operation of equipment.
3.
				*Prevent, identify, or solve problems with equipment.
4. Research and analyze factors involved in
				obtaining appropriate technology.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXVII - Bulletin 1977-Business Education Content Standards Curriculum Framework for Louisiana › Chapter 5 - Strands › Section LXVII-515 - Work Ethics and Professionalism

Current through Register Vol. 50, No. 6, June 20, 2024
A.
				Work Ethics and Professionalism.A high-performance workplace requires employees
				who demonstrate proper workplace behavior, personal attributes, and a high
				level of interpersonal skills.
B.
				Benchmarks
1. *Demonstrate dependability and
				punctuality.
2. *Display
				initiative, enthusiasm, and a positive attitude.
3. *Demonstrate good customer relations
				skills.
4. *Operate within the
				scope of authority adhering to established company rules, regulations, and
				policies.
5. Abide by the standard
				dress code of the workplace.
6.
				*Develop and adhere to appropriate interactive relationships for effective
				teamwork.
7. *Learn to accept
				praise and criticism in a positive manner.
8. Accept responsibility for one's own
				decisions and actions.
9. Maintain
				and enhance skills through participation in inservice or continuing
				education.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXVII - Bulletin 1977-Business Education Content Standards Curriculum Framework for Louisiana › Chapter 9 - Appendix › Section LXVII-901 - Suggested Course Titles for Business Education

Current through Register Vol. 50, No. 6, June 20, 2024
A. Suggested course titles for business
				education are:
1. accounting;
2. administrative support
				occupations;
3.
				advanced/computerized accounting;
4. business computer applications I &
				II;
5. business English;
6. business law;
7. business machines;
8. cooperative office education;
9. computer multimedia
				presentations;
10. desktop
				publishing;
11.
				economics;
12. education for
				careers;
13.
				entrepreneurship;
14. financial
				math;
15. introduction to
				business;
16. introduction to
				management;
17.
				keyboarding/keyboarding applications;
18. records management;
19. telecommunications;
20. word processing.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXVII - Bulletin 1977-Business Education Content Standards Curriculum Framework for Louisiana › Chapter 9 - Appendix › Section LXVII-903 - Competency and Elective Courses for Career Majors

Current through Register Vol. 50, No. 6, June 20, 2024
A. Competency and Elective Courses for Career
				Majors COMP, Competency Course ELEC, Related Elective Course
Course Name (Related Standard No.)
Accounting
Administrative Support
Bus. Adm. & Mgt.
Economics /Finance
Information Systems
Accounting (1)
COMP
ELEC
COMP
COMP
ELEC
Administrative Support Occupations (4)
COMP
ELEC
Advanced/Computerized Accounting (2)
COMP
ELEC
Business Computer Applications I & II (15)
ELEC
COMP
COMP
COMP
COMP
Business English (5)
COMP
ELEC
ELEC
ELEC
Business Law (9)
ELEC
COMP
ELEC
ELEC
Business Machines (6)
ELEC
COMP
ELEC
ELEC
Cooperative Office Education (7)
ELEC
COMP
ELEC
ELEC
ELEC
Computer Multimedia Presentations (16)
ELEC
ELEC
ELEC
ELEC
COMP
Desktop Publishing (17)
COMP
ELEC
COMP
Economics (13)
ELEC
COMP
Education for Careers (3)
ELEC
ELEC
ELEC
ELEC
ELEC
Entrepreneurship (10)
ELEC
COMP
ELEC
Financial Math (14)
ELEC
ELEC
ELEC
COMP
ELEC
Introduction to Business (11)
ELEC
ELEC
COMP
ELEC
ELEC
Introduction to Management (12)
ELEC
ELEC
COMP
ELEC
Keyboarding/Keyboarding Applications (18)
ELEC
COMP
ELEC
ELEC
COMP
Records Management (8)
ELEC
COMP
ELEC
Telecommunications (19)
ELEC
COMP
COMP
COMP
COMP
Word Processing (20)
COMP
ELEC
COMP
AUTHORITY NOTE:
				  Promulgated in accordance with R.S. l7:6.
Louisiana Administrative Code › Title 28 - EDUCATION › Part LXVII - Bulletin 1977-Business Education Content Standards Curriculum Framework for Louisiana › Chapter 9 - Appendix › Section LXVII-905 - Louisiana Content Standards Foundation Skills *

Current through Register Vol. 50, No. 6, June 20, 2024
A. Through the collaboration of educators,
				the business community, and other citizens, the following foundation skills
				have been identified as essential competencies needed to meet the demands of
				the classroom and the world beyond. These skills apply to all students in all
				disciplines.
1. Communication. A process by
				which information is exchanged and a concept of "meaning" is being created and
				shared between individuals through a common system of symbols, signs, or
				behavior. Students should be able to communicate clearly, fluently,
				strategically, technologically, critically, and creatively in society and in a
				variety of workplaces. This process can best be accomplished through use of the
				following skills: reading, writing, speaking, listening, viewing, and visually
				representing.
2. Problem Solving.
				The identifying of an obstacle or challenge and the application of knowledge
				and thinking processes which include reasoning, decision making, and inquiry in
				order to reach a solution using multiple pathways, even when no routine path is
				apparent.
3. Resource Access and
				Utilization. The process of identifying, locating, selecting, and using
				resource tools to help in analyzing, synthesizing, and communicating
				information. The identification and employment of appropriate tools,
				techniques, and technologies are essential to all learning processes. These
				resource tools include pen, pencil, and paper; audio/video material; word
				processors; computers; interactive devices; telecommunication; and other
				emerging technologies.
4. Linking
				and Generating Knowledge. The effective use of cognitive processes to generate
				and link knowledge across the disciplines and in a variety of contexts. In
				order to engage in the principles of continual improvement, students must be
				able to transfer and elaborate on these processes. Transfer refers to the
				ability to apply a strategy or content knowledge effectively in a setting or
				context other than that in which it was originally learned. Elaboration refers
				to monitoring, adjusting, and expanding strategies into other
				contexts.
5. Citizenship. The
				application of the understanding of the ideals, rights, and responsibilities of
				active participation in a democratic republic that includes working
				respectfully and productively together for the benefit of the individual and
				the community; being accountable for one's choices and actions and
				understanding their impact on oneself and others; knowing one's civil,
				constitutional, and statutory rights; and mentoring others to be productive
				citizens and lifelong learners.
*Developed by the Louisiana Department of Education,
				  Louisiana Content Standards and Assessment Development Project,
				  1997.