1 School-Based Enterprise Development: Planning, Implementing, and EvaluatingThis training is designed to guide participants through the background and select information pertinent to development of a school-based enterprise. In the latter part of this training, the trainer will guide participants through the SBE manual, including the three phases of SBE Development: Planning, Implementing, and Evaluating.
2 Objectives At the end of this training, participants will be able to:Define school-based enterprise (SBE) Brainstorm possible concepts by type of SBE List skills students learn during an SBE experience and methods for evaluating these skills Discuss levels of student involvement in an SBE Resource the SBE manual to use the three phases of SBE development
3 Introductions Name Current Position Business ExperienceSkills, interests, hobbies that could be marketable Gardening Restoring autos Repairing computers, etc. This is a warm-up activity and information gathered can also be used later during SBE concept brainstorming (slide 11) Trainer can ask each participant the following information and record on a chart Or Trainer can ask for volunteers Approach depends upon the time available and size of group Review results and point out that teachers can use a similar activity with students to identify potential, marketable skills, interests, hobbies
4 What has the Gates Foundation Learned About Education?Bill Gates - National Education Summit on High Schools February 26, 2005 Prepared remarks by Bill Gates, co-chair the “… three R’s, the basic building blocks of better high schools: The first R is Rigor – making sure all students are given a challenging curriculum that prepares them for college or work; The second R is Relevance – making sure kids have courses and projects that clearly relate to their lives and their goals; The third R is Relationships – making sure kids have a number of adults who know them, look out for them, and push them to achieve.
5 Employment as a PredictorWhat is the strongest predictor of post-school employment for youth with disabilities? Ask the question: What is the strongest predictor of post-school employment for youth with disabilities? Solicit responses from participants
6 A paid, community-based job while still in high schoolPredictor A paid, community-based job while still in high school (Carter, Austin, & Trainor, 2011, p. 1) Read answer: A paid, community-based job while still in high school is the strongest predictor of post-school employment for youth with disabilities.
7 What is a School-Based Enterprise?“A school-based enterprise is a set of entrepreneurial activities undertaken by students that provides an economic, social, and educational return to the student, school, and community. Student efforts are designed to enhance personal responsibility, an appreciation of risk versus reward, and confidence in achieving and maintaining independence” (Gamache & Knab, 2014; p. 6) “An entrepreneurial operation in a school that provides goods/services to meet the needs of a market” (DECA, 2014, p. 1) What do we have in school settings for students to learn work skills? What is a school-based enterprise? SBE Gamache and Knab:“A school-based enterprise is a set of entrepreneurial activities undertaken by students that provides an economic, social, and educational return to the student, school, and community. Student efforts are designed to enhance personal responsibility, an appreciation of risk versus reward, and confidence in achieving and maintaining independence” (Gamache & Knab, 2014; p. 6) DECA (2014) SBE webpage: “A school-based enterprise (SBE) is an entrepreneurial operation in a school setting that provides goods/services to meet the needs of the market. SBEs are managed and operated by students as hands-on learning laboratories that integrate National Curriculum Standards in Marketing, Finance, Hospitality or Management. SBEs provide realistic and practical learning experiences that reinforce classroom instruction. SBEs can sell to consumers through a permanent location, a mobile kiosk or through Internet marketing. Products may include spirit wear, food and beverage items, school supplies, signs and banners and more, while other SBEs provide services such as creative design, advertising sales and more.”
8 What Are the Benefits of a School-Based Enterprise?In work-based learning experiences, such as school-based enterprises: Students are more involved in their education Students have better attendance Students have decreased dropout rates Students show an increase in academic performance (NCSET, 2012) According to the National Center on Secondary Education and Training (NCSET, 2012): In work-based learning experiences, such as school-based enterprises: Students are more involved in their education Students have better attendance Students have decreased dropout rates Students show an increase in academic performance
9 What Are the Benefits of a School-Based Enterprise?Effective educational tool for secondary transition (DECA, 2014) Enhanced personal responsibility, appreciation of risk versus reward, and confidence in achieving and maintaining independence (Gamache & Knab, 2014, p. 6) Career and Technology Education (CTE) – work-based learning dropout prevention strategy (NDPC/N, 2014) Supports BEESS Strategic Plan/State Performance Plan Transition indicators revolve around reductions in dropout rate, increase in graduation rate, and positive postsecondary outcomes!! What are the benefits of a SBE? Student efforts are designed to enhance personal responsibility, an appreciation of risk versus reward, and confidence in achieving and maintaining independence” (Gamache & Knab, 2008, 2014; p. 6) According to DECA, SBE page: “School-based enterprises are effective educational tools in helping to prepare students for the transition from school to work or college. For many students, they provide the first work experience; for others, they provide an opportunity to build management, supervision and leadership skills. While some in the education community have only recently discovered the value of school-based enterprises, marketing educators and DECA advisors have used them as a powerful teaching tool for more than four decades.” According to the National Dropout Prevention Center/Network: “Stone (2004) has identified several program techniques that keep students in school: career guidance, work-based learning, career pathways, and tech prep. Career guidance is an important element in keeping students in school. Bauer & Michael (1993) found that a guidance model using career interest inventories and job readiness training can increase at-risk student school engagement 35%. Work-based learning provides the opportunity to connect school with the real world. Examples of work-based learning are: Cooperative education School-based enterprises Internships and apprenticeships Job shadowing Mentoring” (2014, p. 1, SBE is a specific activity in the BEESS Strategic Plan/ SPP and supports improvement of student outcomes (graduation rate, dropout rate, postschool outcomes)
10 Oh No, Now What? Are we in over our heads? Where do start?I feel so overwhelmed! Trainer can explain that it is common to feel a little overwhelmed at the thought of developing a SBE. Reassure participants that the information they learn in this training will provide them with the tools needed to develop an SBE. Project 10 RTRs and DJJ Consultant are available to provide TA along the way.
11 Think – Pair – Share In small groups or with a partner:Brainstorm ideas for a school-based enterprise Begin with a Think – Pair – Share activity to brainstorm ideas that could be incorporated into a SBE. We will have brief activities like these throughout the training. Working in small groups or with a partner, participants can record ideas on large post-it paper and share with whole group Or Trainer can request ideas from groups/partners and record on large post-it paper
12 School-Based EnterprisesAuto wash and detailing Culinary Gardening, pepper sauce manufacturing Woodworking Tool crib Picnic tables, arbors, gazebos Fine wood pen/pencil sets These are some examples of SBEs in Florida Note: Auto washing and detailing is a service and can be a great way to begin, as there is low start-up cost AND it can be used to raise start-up funds for more advanced SBE If Internet connection is available, Trainer can click on hyperlink to Project 10 SBE webpage to explore SBEs in Florida SBEs in Florida
13 Types of School-Based EnterprisesThere are three types of school-based enterprises: Products Services Messages Overview slide: Each type of SBE – Products, Services, and Messages – will explored in greater detail in slides that follow
14 Products Examples ProductsThe selection of products is primarily dependent on per-unit margin (cost of materials and labor versus retail price). Margin determines whether it is worth creating products or sourcing from a wholesaler, for example. An additional consideration is licensing. If an enterprise is to sell concession items, a city or county may require a limited food and beverage permit for pre-packaged foods and beverages that would involve limited regulation (e.g., health department inspections, paperwork) and costs (e.g., sanitation stations, disposable containers). Furniture (e.g., chairs, picnic tables, lawn ornaments) Sewing products (e.g., pillows, dolls/toys) Clothing (e.g., T-shirts) Themed items (e.g., sports team, holiday) Greeting cards Jewelry (e.g., beaded necklaces, bracelets) Bird feeders Food (culinary) and beverage items such as a concession stand Agricultural (horticultural) products (e.g., flowers) Accessories and miscellaneous items (e.g., picture frames, drink coasters) Explain that products are typically cost per unit items; time and cost to develop versus purchase wholesale must be considered. List a few of the examples from chart Trainer can ask participants if they can think of other examples
15 Services Examples ServicesServices are generally labor intensive and require low inventory levels. Reputation and experience, weighed against competition, can increase per-unit margin. The main difference between products and services is tangibility. Time, for example, can be charged for producing a service. Examples include: Computer repair Software training Website design Graphics work Desktop publishing Logo creations Transcription Auto or machine repair and maintenance Carwash/detailing Lawn care and landscaping Animal care Child care Cleaning Clerical staffing Tutoring Gift wrapping Explain that services can be labor intensive and major difference between service and product is that a service can charge by the hour. List a few of the examples from chart Trainer can ask participants if they can think of other examples
16 Messages Examples Explain that messages are intended to change awareness, attention, and actions; message must represent valuable idea; and messages can be among the most difficult to sell. Three types are: awareness, promotions, and independent newspaper or news source; list an example of each Trainer can ask participants if they can think of other examples Point out that this type of SBE is not very common; if the Trainer knows of any examples in FL, please share w/ other RTRs.
17 Think – Pair – Share In small groups or with a partner:Using ideas generated earlier, brainstorm possible concepts for school-based enterprises Identify potential barriers and discuss possible solutions to address these barriers Trainer facilitates the Think-Pair-Share activity Working in small groups or with a partner: Participants can use large post-it pads and markers to identify concepts, barriers, solutions And/or On large post-it, trainer can use a T chart to record barriers and solutions with whole group NOTE: Trainer can remind participants of information gathered at the beginning (slide 3 Intro activity) and they can use it to help brainstorm ideas
18 Think – Pair – Share In small groups or with a partner:Describe the various skills that students could obtain and master by being involved in a school-based enterprise Begin to categorize these skills: e.g., academic, social-emotional, and life skills, etc. Trainer facilitates the Think-Pair-Share activity Participants can use large post-it pads and markers to identify skills, categories in which they fit And/or On large post-it, trainer can use a T chart to record identify skills, categories in which they fit with whole group
19 Business Management SkillsRead select skills of Business Management to participants Compare what is on slide to skills generated by participants to assist them with categorizing the types of skills they listed into the types of skills that will be shared via slides.
20 Social and Communication SkillsRead select skills of Social and Communication to participants Compare what is on slide to skills generated by participants to assist them with categorizing the types of skills they listed into the types of skills that will be shared via slides.
21 Analytical and Personal SkillsRead select skills of Analytical and Personal Skills to participants Compare what is on slide to skills generated by participants to assist them with categorizing the types of skills they listed into the types of skills that will be shared via slides.
22 Think – Pair – Share In small groups or with a partner:Consider the list of skills generated earlier that students could develop and master within a school-based enterprise How would you go about measuring and evaluating these skills? Trainer facilitates the Think-Pair-Share activity Refer participants to list of skills generated earlier Working in small groups or with a partner: Participants can use large post-it pads and markers to identify ways to measure and evaluate skills And/or On large post-it, trainer can record responses
23 Measures Goals for EvaluationRead select goals for evaluation presented on slide Compare participants’ list to help them categorize what they’ve listed with what is presented in this training
24 Measures Goals for EvaluationRead select goals for evaluation presented on slide Compare participants’ list to help them categorize what they’ve listed with what is presented in this training
25 Think – Pair – Share In small groups or with a partner:Discuss what the steps to setting up a school-based enterprise might look like Trainer facilitates the Think-Pair-Share activity Working in small groups or with a partner: Participants can use large post-it pads and markers to identify possible steps to setting up a SBE And/or On large post-it, trainer can record responses
26 Why is this important to us?Tell me and I’ll forget. Show me and I may remember. Involve me and I’ll understand. Chinese Proverb Read proverb to participants Ask them to reflect on this quote and share how this relates to students and a SBE
27 How Involved/Engaged are Youth?Youth Involvement How Involved/Engaged are Youth? Degree of youth involvement should reflect shared decision-making and youth empowerment. Degree of youth involvement should reflect shared decision- making and youth empowerment. 8) Youth-initiated, shared decisions with adults 7) Youth-initiated and directed 6) Adult-initiated, shared decisions with youth 5) Consulted and informed 4) Assigned but informed 3) Tokenism 2) Decoration 1) Manipulation Read each level of student involvement and description, emphasizing that students need to be involved to greatest extent possible – ideally level 8. 8) Youth-initiated, shared decisions with adults is when projects or programs are initiated by youth and decision-making is shared among youth and adults. These projects empower youth while, at the same time, enabling them to access and learn from the life experience and expertise of adults. 7) Youth-initiated and directed is when young people initiate and direct a project or program. Adults are involved only in a supportive role. 6) Adult-initiated, shared decisions with youth is when projects or programs are initiated by adults, but the decision-making is shared with the young people. 5) Consulted and informed is when youth give advice on projects or programs designed and run by adults. The youth are informed about how their input will be used and about the outcomes of the decisions made by adults. 4) Assigned but informed is where youth are assigned a specific role and informed about how and why they are being involved. 3) Tokenism is where young people appear to be given a voice, but in fact have little or no choice about what they do or how they participate. 2) Decoration is where young people are used to help or "bolster" a cause in a relatively indirect way, although adults do not pretend that the cause is inspired by youth. 1) Manipulation is where adults use youth to support causes and pretend that the causes are inspired by youth.
28 Think – Pair – Share In small groups or with a partner:Brainstorm ways that you might obtain funds to support the start-up costs of a school-based enterprise Trainer facilitates the Think-Pair-Share activity Working in small groups or with a partner: Participants can use large post-it pads and markers to identify ways to obtain start-up funds And/or On large post-it, trainer can record responses
29 References Alfeld, C., Charner, I., Johnson, L., Watts, E., FHI 360, & National Institute for Work and Learning. (2013). Work-based learning opportunities for high school students. Retrieved from files/nrccte_work-based_learning.pdf Carter, E.W., Austin, D., & Trainor, A.A. (2011). Predictors of postschool employment outcomes for young adults with severe disabilities. Journal of Disability Policy Studies, 23 (1), Gamache, P., & Knab, J. (2014). School-based enterprise development: Planning, implementing, and evaluating. Tallahassee, FL: FLDOE. Gates, B. (2005). Bill Gates – National education summit on high schools. Retrieved from Gates-2005-National-Education-Summit NCSET. (2012). Work-based learning. Retrieved from NDPC/N. (2014). Career and technology education (CTE). Retrieved from technology-education-cte
30 School-Based Enterprise Development:Planning, Implementing, and Evaluating Disseminate and/or show pdf to introduce the SBE Manual NOTE: the 2008 version is available in pdf on our website. The 2014 version is currently w/ FDOE for review/editing; the primary changes are removal of Sunshine State Standards – replaced with Math/ELA Florida Standards; updates of Resources/References. The information and activities presented thus far in this training took participants through SBE background information found in Chapter 1. The remainder of this training will guide participants through the manual, including the three phases of SBE development. Project 10 technical assistance may be accessed by school district personnel to progress through the three phases identified in the manual for the actual development of a SBE. The steps of each phase will be displayed and discussed in the slides that follow.
31 Three Phases of SBE DevelopmentPlanning Implementing Evaluating There are three phases of SBE development: planning, implementing, and evaluating
32 Phase I Planning Step 1: Name SelectionImplementing Evaluating Step 1: Name Selection Step 2: Mission, Vision, and Values Step 3: Management Team and Oversight Structure Step 4: Resources/Supports & Functions Step 5: Start-up Feasibility and Viability Step 6: Target Market Selection Step 7: Product, Service, or Message Positioning Step 8: Pricing Step 9: Promotion Step 10: Place and Logistics Phase 1: Planning begins in Chapter 2 of manual, page 22 Trainer can guide participants through all or portions of Chapter 2/Phase 1 to orient them to the manual Point out key aspects of this and remaining phases/chapters: Step by step explanations and examples Classroom exercises PDF version of manual available so teachers can display portions of manual via projector
33 Phase II Implementing Step 1: Gaining Support through Social MarketingPlanning Implementing Evaluating Step 1: Gaining Support through Social Marketing Step 2: Recurrent Evaluations Step 3: Daily Operations and Process Refinement Step 4: Communication Structures and Methods Step 5: Sales Forecasting Step 6: Accounting, Cash Management, and Budgeting Step 7: Emerging Market Expansion or Retraction Step 8: Partnering and Vendor Relationships Phase II: Implementing begins in Chapter 3 of manual, page 42 Trainer can guide participants through all or portions of Chapter 3/Phase II to orient them to the manual
34 Phase III Evaluating Step 1: Goal Outcomes and ImpactPlanning Implementing Evaluating Step 1: Goal Outcomes and Impact Step 2: Social Validity Step 3: Sustainability Development Phase III: Evaluating begins in Chapter 4 of manual, page 57 Trainer can guide participants through all or portions of Chapter 4/Phase III to orient them to the manual
35 New Updated Other Helpful Manual Sections ReferencesGeneral Resources on Enterprise Development Relevant Websites and Resources New Updated Trainer can guide participants through remaining sections of manual
36 Extension Activity Choose one of your school-based enterprise concepts and one of the identified steps in the process and begin to construct a lesson plan around this step. This is an extension activity that can be used for participants who are requesting CEUs through their district.
37 Questions and Thank You!Questions, concerns, or recommendations? Thank you for your attendance and input today!
38 Presenter Contact Information (RTR Name) Project 10: Transition Education Network Region ( ) Transition Representative Office: For TA and support in the development of a SBE, including guidance through manual and phases, contact your Regional Project 10 Transition Education Network Representative.