Savvy Entrepreneurship: Lone Star State Edition

Evaluation for 1.1a
Materials include a scope and sequence outlining the TEKS, ELPS, concepts, and technical skills taught in the course.

The course includes an Implementation Guide, with a “Scope and Sequence,” instructional concepts, and technical skills taught throughout the course. The materials organize entrepreneurship instruction across six instructional phases and 13 chapters that support technical skill progression and workforce readiness outcomes. For example, in the “Phase 1 Discovery and Identity” section, the materials outline the coverage of topics in chapter 1, including personal mindset, career profiling (O*NET/ASVAB), and the five pathways to ownership: startups, franchising, acquisitions, mergers, and non-profits.

The instructional materials include a comprehensive instructional framework that organizes entrepreneurship instruction into sequenced phases and chapters aligned to the Texas Essential Knowledge and Skills (TEKS), the English Language Proficiency Standards (ELPS), entrepreneurship concepts, and technical business skills. The Implementation Guide has the “TEKS Alignment by Chapter” resources that connect instructional concepts and technical applications such as accounting, finance, business planning, marketing, leadership, and operational management throughout the course sequence. This section outlines that “Chapter 1: The Savvy Entrepreneur” will cover TEKS (7)(B) by applying a business planning template to a local existing business.

Evaluation for 1.1b
Materials include suggested pacing to support effective implementation for various school models [e.g., traditional secondary schools, Early College High Schools (ECHS), Pathways in Technology Early College High School (P-TECH)], schedules (e.g., block, modified block), and instructional calendars (e.g., varying number of instructional days).

In each unit guide and lesson plan, the “Suggested Pacing and School Models” section provides pacing guidance that supports implementation across multiple school models, schedules, and instructional calendars. These resources include pacing support for traditional secondary schedules, Early College High Schools (ECHS), Pathways in Technology Early College High School (P-TECH), block schedules, modified schedules, and varying instructional calendars. For example, the outline shows unit 1 has ten 45-minute lessons for a traditional secondary model, an eight-day condensed pacing for a P-TECH/Early College model, and a suggested five-day 90-minute alternating schedule for a block schedule.

The instructional materials include differentiated implementation supports and scheduling guidance designed to accommodate diverse instructional contexts and calendar structures. Specifically, the Implementation Guide includes differentiated pacing guidance and scheduling supports that help educators maintain instructional coherence and standards alignment across varying instructional settings and timelines. For example, the “Suggested Pacing and School Models” section suggests combining lessons 1–2 and 3–4 to maintain content coverage for a four-day-a-week instructional calendar.

Evaluation for 1.1c
Materials include an explanation for the rationale of unit order as well as how concepts and technical skills to be learned connect throughout the course.

The “Unit Rationale and Coherence” sections explain how entrepreneurship concepts and technical skills intentionally progress throughout the course sequence. Specifically, the materials describe how instructional units move from foundational entrepreneurship concepts into business planning, marketing, finance, leadership, and venture development before advancing into marketing strategy, financial analysis, branding, business sustainability, leadership, and venture execution. This guide provides the educator with the big picture of concept development at the course level.

The Implementation Guide explains how instructional concepts and technical skills connect throughout each unit, chapter, and lesson. For example, the materials describe how students progress from entrepreneurial ideation and foundational business concepts to advanced applications involving branding, marketing, finance, sustainability, leadership, venture execution, and strategic planning. This guides the educator to understand the skill development at the lesson level as the course progresses through units.

Evaluation for 1.1d
Materials include protocols with corresponding guidance for unit and lesson internalization.

The “Unit Rationale and Coherence” resources in the Implementation Guide provide structured protocols for unit and lesson internalization. These resources guide educators through instructional expectations, pacing, prerequisite skills, lesson sequencing, and summative performance goals prior to instruction. For example, this section includes a protocol for chapter 1 that guides educators to define student interests before introducing the mechanics of business operations. This helps to establish prerequisite technical skills.

The “PLC Agenda: CTE Curriculum Internalization and Fidelity” resource includes support that guides educators through lesson delivery. The“Unit Internalization Protocol” subsection guides educators to discuss the prerequisites, such as basic math for ROI calculations. Additionally, the unit guides and lesson plans provide comprehensive unit overviews, instructional expectations, assessment alignment, and pacing structures that support educator preparation and instructional coherence throughout the course. Each lesson plan includes prompts for educators that directly correspond to student-facing material.

Evaluation for 1.1e
Materials include resources and guidance for instructional leaders to support teachers with implementing the materials as designed.

The instructional materials include leadership support and implementation resources designed to help instructional leaders support educators in implementing standards-aligned curriculum. In the Implementation Guide, the “Leader Resources” section provides implementation guidance, instructional expectations, and support structures intended to help instructional leaders monitor curriculum implementation and support instructional fidelity across classrooms. The materials include guidance related to pacing, instructional coherence, curriculum implementation, and educator support structures throughout the course. For example, the table in the “CTE Instructional Observation & Coaching Protocol” subsection shows observation focus areas, such as direct modeling and progress monitoring. The table also shows corresponding evidence of fidelity, such as prompts and checkpoints for observing and taking rating notes.

Additionally, the curriculum includes implementation support and instructional guidance that assist leaders and educators with lesson delivery, instructional planning, curriculum alignment, and maintaining consistency in entrepreneurship instruction throughout the course. For example, the table in the “CTE Instructional Observation & Coaching Protocol” subsection includes a suggested post-observation coaching prompt. The educator says, “I noticed you modeled the calculation for Break-Even Point using the Pizzeria data,” and prompts follow-up questions aligned to evidence of fidelity such as “How did the student performance on the subsequent Checkpoint inform your plan for tomorrow’s lesson on Net Income?”

Evaluation for 1.2a
Materials include comprehensive unit overviews that provide the background content knowledge and academic, professional, and technical vocabulary necessary to effectively teach the concepts and technical skills in the unit.

The unit guides and lesson plans have structured chapter overviews that provide educators with the background content knowledge and academic, professional, and technical vocabulary necessary to effectively teach entrepreneurship concepts and technical skills. For example, the unit overview in the chapter 1 lesson plan includes an “Academic and Technical Vocabulary” subsection that outlines terms such as sole proprietorship, lifestyle entrepreneur, and franchising with their corresponding definitions. These resources connect prior knowledge to new entrepreneurship concepts while reinforcing business ownership pathways, entrepreneurship terminology, business models, unit economics, and operational planning.

Additional unit-level instructional materials provide comprehensive background content knowledge and discipline-specific vocabulary connected to entrepreneurship instruction and technical skill development. The “Background Content Knowledge” subsection outlines the sequence of business naming, intellectual property, marketing, and customer segmentation. The section uses boldface text to highlight how the terms and concepts build across the unit, helping educators understand the integration of lesson materials so they can teach vocabulary development throughout the course.

Evaluation for 1.2b
Materials contain supports for families in both Spanish and English for each unit with suggestions on supporting the progress of their student.

The materials include English/Spanish translated unit summaries, discussion prompts, conversation starters, at-home learning activities, and academic vocabulary supports aligned with entrepreneurship instruction. Additionally, the online instructional platform provides accessible bilingual family support resources that promote continued engagement, communication, and reinforcement of student learning within authentic entrepreneurship contexts. For example, the “Bilingual Family Supports” section includes the English/Spanish translated prompt “Based on your personality test, do you think your strengths are better suited for a startup or an existing franchise?” Educators can send out family newsletters prompting these conversations at home. These newsletters help to monitor concept understanding and encourage practice of the material in the student’s home language.

Lesson plans include “Bilingual Family Supports” sections with a “Key Vocabulary/Vocabulario Clave” table provided in both English and Spanish to help families support student progress throughout the course. For example, the chapter 1 supports provide a table with the English and Spanish translations of revenue, expense, and pain point. Families can use this table to support their students with vocabulary development.

Evaluation for 1.3a
Materials include comprehensive, structured, detailed lesson plans that include objectives, questions, tasks, materials, and instructional assessments required to meet the content and language standards of the lesson (aligned with the TEKS and the ELPS).

The instructional materials include comprehensive, structured, and detailed lesson plans aligned with the TEKS and ELPS. Specifically, the unit guides and lesson plans provide lesson objectives, essential questions, instructional tasks, instructional materials, TEKS alignment, and module assessments necessary to teach entrepreneurship concepts and technical skills throughout the course. The lesson plan for Chapter 1 instructs educators to have students download and use the “Business Plan Template 2.2.” The lesson plan lists the learning objective and the TEKS (2)(A) and ELPS (c)(4)(d) for this activity, and provides a sequence for implementation that includes the use of the Checkpoint assessments and Savvy Notebook for independent practice.

Additional lesson plan resources focus on customer-centered design, business planning, and leadership development. The lesson plans include instructional questions, lesson applications, and materials aligned with lesson expectations and entrepreneurship skill development. The instructional materials support educators in delivering lessons that integrate communication, collaboration, innovation, and problem-solving skills within authentic Career and Technical Education (CTE) contexts. For example, the lesson plan for chapter 1 has a “Direct Instruction” prompt that guides educators in meeting the learning objective: “Distinguish between the terms entrepreneur and entrepreneurship. The lesson analyzes a mobile car wash and uses direct instruction to identify the role of the person starting the car wash, along with the process of budgeting and day-to-day operations.

Evaluation for 1.3b
Materials include a lesson overview listing the teacher and student materials necessary to effectively deliver the lesson (e.g., equipment, labs, technology, supplies, safety gear), and the suggested timing for each lesson component.

The instructional materials include lesson overviews that identify the educator and student materials needed to deliver instruction effectively. Specifically, the unit guides and lesson plans provide instructional resources, classroom materials, lesson structures, and implementation support necessary for entrepreneurship instruction and technical skill development. For example, the “Risk and Rewards” lesson for chapter 1 prompts educators to use Checkpoint 1.3 for guided practice and have students use Savvy Notebook for independent practice.

Additionally, lesson overviews include suggested timing for instructional activities and structured guidance that supports coherent delivery of entrepreneurship concepts and technical skills instruction. Educators facilitate guided practice and independent practice, each for a 10-minute increment. This listing helps educators understand the utilization of resources and pacing of the delivery to implement high-quality instruction.

Evaluation for 1.3c
Materials include guidance on the effective use of lesson materials for extended practice (e.g., homework, extension, enrichment, work-based learning, Career and Technical Student Organizations, professional skills practice).

Lesson plans include “Enrichment” activities that require students to apply lesson concepts through written reflections, business scenarios, career analysis, risk and reward comparisons, calculations, and business planning tasks. For example, materials prompt educators to assign “Acquisition Funding Sources” activities to extend learning. The activity includes a research project to help students learn the difference between SBA loans and angel investors.

Additional enrichment activities, real-world application tasks, professionalism exercises, persistence reflections, and self-assessment activities connect to workplace readiness and entrepreneurship development. The “Experiential Learning” and “Professional Skills” sections provide structured opportunities for students to apply entrepreneurship concepts through business scenarios, scheduling tasks, and reflective practice aligned to CTE instruction. For example, the materials guide educators to use “Willa’s journey” as a modeling activity. This activity demonstrates ideation for the business creation process.

Evaluation for 2.1a
Materials include a variety of instructional assessments (e.g., skills demonstrations, portfolio evaluations, certification benchmarks) at the unit and lesson level (including diagnostic, formative, and summative) that vary in types of tasks and questions.

The materials embed assessment opportunities throughout the instructional sequence and provide students with multiple ways to demonstrate learning. Within the “Entrepreneurial Fit” chapter, the Checkpoint activities serve as diagnostic and formative assessments through personality inventories, categorization tasks, multiple-choice questions, short written responses, reflection prompts, and case-study analyses. These varied assessment formats allow educators to monitor student understanding during instruction while gathering evidence of conceptual and applied entrepreneurship knowledge. These assessment opportunities vary in both task type and cognitive demand, requiring students to identify, categorize, reflect upon, and analyze entrepreneurship concepts throughout instruction.

The “CoursePower Business Vocabulary Reviews” and Chapter Tests are summative assessment measures. These assessments incorporate multiple question formats, including multiple-choice, matching, true/false, multiple-select, categorization, scenario-based application items, and business calculation questions. For example, students demonstrate foundational understanding through matching and true/false items, while scenario-based application items and business calculation questions require application of entrepreneurship concepts in increasingly complex contexts. The variety of assessment types supports evaluation of both foundational entrepreneurship knowledge and higher-level application of course concepts at the chapter and course levels.

Evaluation for 2.1b
Materials include the definition and intended purpose for the types of instructional assessments included.

The “Progress Monitoring and Data Analysis” section of the Implementation Guide clearly explains assessment types. The course uses diagnostic assessments to establish baseline knowledge and readiness. Formative assessments monitor learning during instruction. Summative assessments are cumulative evaluations of student mastery. For example, Checkpoint activities function as formative measures throughout instruction, while Business Vocabulary Reviews and Chapter Tests serve as summative assessments that evaluate mastery of entrepreneurship concepts and skills. The guide also explains the instructional purpose of each assessment type and how assessment results support instructional planning and differentiation.

Assessment guidance within the unit guides and lesson plans identifies both the purpose and use of instructional assessments embedded throughout each chapter. Lesson-level assessment sections distinguish diagnostic, formative, and summative measures and explain how each assessment monitors progress toward lesson objectives and course outcomes. For example, chapter lessons incorporate Checkpoint activities, reflection prompts, case-study analyses, Business Vocabulary Reviews, and Chapter Tests, each serving a distinct purpose within the instructional and assessment cycle. This guidance helps educators understand when to administer assessments and the instructional role each assessment serves within the learning cycle.

Evaluation for 2.1c
Materials include teacher guidance to ensure consistent and accurate administration of instructional assessments.

The “Progress Monitoring and Data Analysis” section of the Implementation Guide provides educator-facing guidance that supports consistent administration of instructional assessments. The recommendations in this section explain when and how to administer diagnostic, formative, and summative assessments, how to interpret results, and how to use the results to inform instruction. Additional guidance includes intervention suggestions, instructional supports, observation protocols, and PLC discussion prompts that promote fidelity and consistency across classrooms. For example, the guidance explains how to administer, analyze, and discuss assessment results from Checkpoint activities, Business Vocabulary Reviews, and Chapter Tests through PLC protocols and intervention planning processes. These processes and protocols support consistent instructional decision-making.

Embedded assessment guidance within the unit guides and lesson plans provides educators with specific information regarding assessment implementation. Assessment sections identify available assessment opportunities, intended administration points, and instructional expectations for each lesson. For example, lesson plans identify when Checkpoint activities, reflection prompts, case-study analyses, Business Vocabulary Reviews, and Chapter Tests should occur within instruction and provide expectations for how educators use these assessments to monitor student understanding and mastery. These supports help ensure educators deliver assessments consistently and interpret the results accurately across instructional settings while maintaining alignment to lesson objectives and instructional outcomes.

Evaluation for 2.1d
Diagnostic, formative, and summative assessments are aligned to the TEKS and objectives of the course, unit, or lesson.

Formative Checkpoint assessments directly connect to lesson objectives and the entrepreneurship content presented within instruction. For example, Checkpoint activities require students to distinguish between entrepreneurs and entrepreneurship, evaluate entrepreneurial risks and rewards, and reflect on entrepreneurial characteristics. These assessment tasks measure student understanding of concepts taught within the lesson and provide evidence of progress toward lesson objectives and the associated TEKS.

The unit guides and lesson plans establish alignment between assessments, lesson objectives, and the TEKS. Each lesson identifies the targeted TEKS and instructional objectives prior to assessment opportunities. Assessment tasks evaluate mastery of those identified outcomes. For example, lessons identify TEKS-aligned objectives and then assess those objectives through Checkpoint activities, reflection prompts, case-study analyses, Business Vocabulary Reviews, and Chapter Tests that measure student understanding of the entrepreneurship concepts addressed during instruction. The course integrates diagnostic, formative, and summative assessments within the instructional sequence, ensuring measurement of the knowledge and skills addressed within the lesson and chapter content.

Evaluation for 2.1e
Instructional assessments include TEKS-aligned items at varying levels of complexity.

Assessment items within the CoursePower Business vocabulary reviews and Chapter Tests demonstrate varying levels of cognitive complexity. Students progress from recalling and identifying entrepreneurship terminology to applying concepts in authentic business scenarios, analyzing entrepreneurial decisions, and evaluating potential outcomes. For example, students first demonstrate foundational knowledge through vocabulary identification and matching items before applying entrepreneurship concepts through scenario-based reasoning and business decision-making questions. Question formats include matching, categorization, scenario-based reasoning, and applied decision-making tasks that require increasingly sophisticated levels of thinking aligned with entrepreneurship standards.

A range of assessment activities throughout the lesson plans gives students opportunities to demonstrate understanding at multiple levels of rigor. Instructional assessments include checks for understanding, guided practice activities, written reflections, independent practice tasks, and chapter assessments that move from basic comprehension to application and analysis. For example, students may begin by demonstrating comprehension through Checkpoint activities and written reflections, then progress to case-study analyses, independent practice tasks, and Chapter Tests that require application, analysis, and evaluation of entrepreneurship concepts. The progression of assessment demands allows students to demonstrate mastery of TEKS-aligned concepts through increasingly complex cognitive tasks.

Evaluation for 2.2a
Instructional assessments and scoring information provide guidance for interpreting student performance.

The Assessment Analysis and Instructional Response Guide provides scoring information and guidance for interpreting student performance on instructional assessments. The guide identifies performance levels for assessment results, including “Demonstrated Proficiency” for scores of 85–100 percent, “Approaching Proficiency” for scores of 70–84 percent, and “Not Yet Proficient” for scores below 70 percent. Additionally, educators receive guidance for interpreting patterns in assessment results. For example, when 40 percent or more of students miss an item, the guide identifies a possible classwide misconception, while frequent selection of a particular distractor indicates a specific misconception requiring further attention. These performance criteria and interpretation guidelines provide educators with information for evaluating individual and classwide assessment results.

Furthermore, the Assessment Analysis and Instructional Response Guide shows educators how to use specific assessment results to determine whether students understand the course content. For example, if a student has difficulty distinguishing ownership pathways on Checkpoint 1.10, they need additional comparison and categorization practice. Student difficulty with contribution margin and break-even calculations on Checkpoint 1.15 indicates a need for additional procedural support. Subsequent chapters provide similar assessment-analysis guidance for concepts including intellectual property, business naming, target-market segmentation, pricing strategies, and return on investment. These assessment-specific interpretations support educators in determining what student performance indicates about understanding and proficiency.

Evaluation for 2.2b
Materials provide guidance for the use of included tasks and activities to respond to student trends in performance on assessments.

The Assessment Analysis and Instructional Response Guide provides guidance for using included tasks and activities in response to identified trends in student assessment performance. For example, when students have difficulty distinguishing ownership pathways on Checkpoint 1.10, educators can reuse the five-pathways graphic organizer for comparison and categorization practice. When students demonstrate difficulty with contribution margin or break-even calculations on Checkpoint 1.15, educators can use the formula card and partially completed pizzeria calculation for additional procedural support.

Additionally, the TEKS-to-assessment guidance connects assessment evidence to specific remediation and enrichment activities. For example, students needing additional support with the “Business Plan Activity” receive one-on-one conferencing focused on the unique value proposition, while students demonstrating proficiency extend their learning through the Business Pitch Feedback Form. Similar guidance in subsequent chapters connects identified performance trends to activities addressing intellectual property, business naming, target-market segmentation, ROI calculations, and competitive analysis. These instructional responses provide educators with content- and skill-specific tasks for responding to trends identified through course assessments.

Evaluation for 2.2c
Materials include tools for teachers to track student progress and growth and tools for students to track their own progress and growth.

The CoursePower Instructor Gradebook provides educators with tools for monitoring student progress and growth throughout the course. The gradebook organizes assessment scores by assignment type and instructional activity, allowing educators to review performance across Checkpoints, Business Vocabulary Reviews, Self-Assessments, and Chapter Tests. For example, educators can review scores from Checkpoints, Business Vocabulary Reviews, Self-Assessments, and Chapter Tests to compare performance across assessments, identify patterns in student achievement, and monitor growth throughout a chapter or course sequence. The reporting system enables educators to monitor achievement trends, identify areas requiring additional support, and track student performance over time through a centralized grade-reporting platform.

Student-facing gradebook features support ongoing self-monitoring of academic progress. Students can review assignment completion, assessment scores, and overall course performance through the CoursePower reporting system. For example, students can compare assessment results across completed activities and chapter assessments, monitor assignment completion, and review overall course performance to track their progress over time. Access to individual performance information allows students to monitor progress, reflect on achievement, and track growth throughout the instructional cycle. Together, the instructor and student reporting tools provide systems that support progress monitoring for both educators and students.

Evaluation for 3.1a
Materials include teacher guidance for differentiated instruction, activities, and paired (scaffolded) lessons for students who have not yet reached proficiency in content and technical skills in the course TEKS.

The “Supports for All Learners” section of each lesson has differentiated instructional supports designed to assist students who have not yet reached proficiency in content and technical skills. This section provides scaffolding strategies, instructional supports, linguistic accommodations, and guided learning tools that help students access entrepreneurship concepts while staying aligned with lesson objectives. These supports give educators structured approaches to adjust instruction and reduce barriers to learning. For example, the supports in “Chapter 1: The Savvy Entrepreneur” direct educators to provide formula cards to use as a “cheat sheet” for (CM = P - VC). The lesson guidance also includes formula cards and sentence starters that provide additional support for students who require scaffolding during instruction.

The course reinforces scaffolded learning opportunities through lesson-specific supports that address varying levels of student readiness. The “Supports for All Learners” section of the “Chapter 1: The Savvy Entrepreneur” lesson provides educators with graphic organizers, guided comparison activities, vocabulary supports, and structured learning tools that help students build understanding before engaging in more complex applications. These supports help educators provide additional structure and support while maintaining engagement with grade-level content. For example, in lesson 2, educators provide a graphic organizer that includes a comparison chart for the five entrepreneurship pathways, including a startup, franchise, acquisition, merger, and nonprofit development, to help students organize key characteristics and compare ownership options before completing independent analysis activities. Additionally, the “Supports for All Learners” guidance recommends using structured reference tools to reinforce understanding of entrepreneurship concepts during instruction.

Evaluation for 3.1b
Materials include pre-teaching or embedded supports for unfamiliar vocabulary and references in text (e.g., figurative language, idioms, academic, professional, and technical language).

The course embeds support for unfamiliar academic, professional, and technical vocabulary throughout the instructional resources and lesson materials. Within each chapter, the “Academic and Technical Vocabulary” section introduces key terminology and student-friendly definitions prior to instruction, allowing educators to build background knowledge before students engage with lesson content. These supports provide explicit pre-teaching of entrepreneurship terminology and prepare students to access technical concepts. For example, in “Chapter 1:The Savvy Entrepreneur,” the “Academic and Technical Vocabulary” section introduces and defines entrepreneurship-related terms before instruction begins, while “The Entrepreneurial Fit” lesson provides embedded pop-up definitions for terms such as entrepreneur and entrepreneurship at the point of use.

The course reinforces vocabulary development through embedded language supports that provide students with access to definitions at the point of need. The ebook supports unfamiliar academic and technical terms through pop-up definitions and glossary resources that remain accessible throughout instruction. These supports meet the indicator by helping students comprehend and apply course-specific language while engaging with content. For example, in chapter 1, the “The Entrepreneurial Fit” lesson provides embedded pop-up definitions for terms such as entrepreneur and entrepreneurship when students encounter them in the text, allowing educators to reinforce understanding during instruction. Additionally, the glossary defines technical terms such as acquisition, business model, break-even point, franchisee, unit economics, risk appetite, and unique value proposition. These resources strengthen comprehension and support ongoing vocabulary development.

Evaluation for 3.1c
Materials include teacher guidance for differentiated instruction, enrichment, and extension activities for students who have demonstrated proficiency in content and technical skills in the course TEKS.

The lesson resources embed enrichment opportunities to extend learning for students who have demonstrated proficiency in entrepreneurship concepts and technical skills. Within the “Supports for All Learners” section of “Chapter 7: Funding a Venture,” educators can assign enrichment activities that require students to apply content knowledge through research, analysis, evaluation, and entrepreneurial decision-making. These supports extend learning beyond foundational instruction and require students to engage with increasingly complex applications of course concepts. For example, educator guidance in the chapter’s acquisition funding activity directs advanced students to research and compare SBA loans and angel investors and determine the most appropriate funding source for a high-risk technology acquisition. Students then justify their recommendations using evidence and entrepreneurial reasoning. Together, these resources provide explicit educator guidance for enrichment and extension learning.

The course supports advanced learning experiences through educator-directed activities that encourage independent research and authentic application of entrepreneurship concepts. Within the “Supports for All Learners” section of “Chapter 7: Funding a Venture,” educators receive guidance for enrichment tasks that require students to evaluate alternatives, justify recommendations, and communicate findings using evidence. These supports deepen learning for students who have already demonstrated mastery of foundational content. For example, educator guidance directs students to analyze funding options, assess business risk, compare financing strategies, and present evidence-based recommendations related to entrepreneurial funding decisions. These activities require students to apply financial concepts in authentic business scenarios while extending learning beyond the core lesson expectations. Completion of these activities supports continued growth and application of technical entrepreneurship skills.

Evaluation for 3.1d
Materials include teacher guidance for providing specially designed instruction (SDI) for students receiving supports and services through special education.

The “Specially Designed Instruction (SDI) Considerations” section provides educator guidance for adapting instruction for students receiving supports and services through special education. The section guides educators to implement accommodations, modifications, assistive technology, and SDI based on each student’s IEP and documented needs, in collaboration with the student’s special education team. Course-specific adaptations address reading comprehension, written expression, working memory, executive functioning, calculation support, attention, visual processing, and demonstration of knowledge.

The materials connect identified student needs to specific adaptations within course instruction. For example, students with working-memory needs may use Unit Economics formula cards, checklists, and worked examples during calculations, while students with executive-functioning needs may complete the “Business Plan Activity” through structured milestones and interim deadlines. The “Progress-Monitoring Process for SDI Supports” also directs educators to identify the TEKS-aligned skill, document the provided support, review student performance, determine the effectiveness of the support, and continue, adjust, or fade the support in collaboration with the student’s special education team.

Evaluation for 3.2a
Materials include (explicit) direct prompts and guidance to support the teacher in modeling and explaining the concept(s) to be learned.

The lesson plans embed explicit guidance to support educators in modeling and explaining entrepreneurship concepts before students engage in application activities. Each lesson has educator-directed hooks, instructional explanations, discussion prompts, modeling guidance, and lesson-specific examples that support concept development. These supports provide direct prompts and explanatory language that help educators introduce and clarify key ideas prior to guided and independent practice. For example, in chapter 1, lesson 1, “The Entrepreneurial Fit,” educator guidance directs educators to use local business examples to explain the distinction between an entrepreneur and entrepreneurship, while lesson 5, “Innovation and the Disruptive Lens,” provides discussion prompts and explanatory notes that help educators model how innovation and creative destruction influence business success. Together, these resources provide explicit educator support for modeling and explaining course concepts.

The course provides structured lesson-delivery supports with ongoing guidance for introducing, reinforcing, and clarifying content throughout instruction. These supports help educators communicate complex entrepreneurship concepts through guided explanations and real-world examples. For example, in lesson 2, “Pathways to Entrepreneurship,” the guidance directs educators to facilitate discussion and review the trade-offs between income variability and creative freedom across different entrepreneurship pathways. Additionally, lesson 8, “The Business Model Canvas,” provides educator explanations and discussion prompts that help students distinguish between customer segments and customer relationships through concrete business examples before completing application activities. This guidance supports effective modeling and explanation of course content.

Evaluation for 3.2b
Materials include teacher guidance and recommendations for effective lesson delivery and facilitation using a variety of instructional approaches.

The lesson plans intentionally introduce a variety of instructional approaches with educator-facing facilitation guidance. Educators receive a structured instructional sequence that includes hooks, direct instruction, guided practice, collaborative activities, classroom discussions, and independent application opportunities. These supports provide recommendations for implementing multiple instructional approaches that support student engagement and entrepreneurship skill development. For example, in lesson 1, “The Entrepreneurial Fit,” the guidance directs educators to facilitate whole-class discussions and use local business examples to support direct instruction and concept development. Additionally, lesson 5, “Innovation and the Disruptive Lens,” incorporates inquiry-based learning by guiding students to analyze how innovation disrupted existing industries. Lesson 8, “The Business Model Canvas,” uses collaborative learning as educators facilitate student discussions and application activities focused on customer segments and customer relationships. The course achieves effective lesson delivery through multiple instructional approaches.

The course intentionally reinforces facilitation guidance for educators through instructional sequences that follow a gradual-release framework across lessons and units. Within chapter lesson plans, educators receive recommendations for implementing direct instruction, guided practice, independent practice, collaborative learning, and authentic entrepreneurship applications. Educators transition students from educator-supported learning to independent application of concepts and technical skills. For example, the guidance in chapter 2, lesson 2, “Checking Name Availability,” directs educators to model how to use the USPTO, ICANN, and Texas SOSDirect databases to research business-name availability before students conduct their own searches. Lesson 3, “Protecting Intellectual Property,” provides guided instruction and discussion prompts that help educators explain the differences among trademarks, copyrights, and patents before students apply the concepts through independent evaluation activities. Instructional approaches combine direct instruction, guided practice, and independent application to support effective lesson delivery and facilitation.

Evaluation for 3.2c
Materials support multiple types of practice (e.g., guided, independent, collaborative) and include guidance for teachers and recommended structures (e.g., whole group, small group, individual) to support effective implementation.

The course embeds multiple types of practice and includes recommended implementation structures for these practices. Within the lesson plans, students engage in guided practice, collaborative learning, and independent application activities that reinforce entrepreneurship concepts and technical skills. These supports give educators structured opportunities for students to engage with content through varied learning formats and instructional groupings. For example, in chapter 2, lesson 2, “Checking Name Availability,” the guidance directs educators to model business-name searches using the USPTO, ICANN, and Texas SOSDirect databases, then facilitate guided practice as students complete sample searches with educator support. Students subsequently transition to independent practice by evaluating the availability of their own business names. Additionally, lesson 3, “Protecting Intellectual Property,” incorporates collaborative discussion and classification activities in which students distinguish among trademarks, copyrights, and patents before completing independent application tasks. These activities support guided, collaborative, and independent practice through clearly defined instructional structures.

The course integrates recommended instructional structures throughout the lesson resources and ebook activities. This integration supports the effective implementation of multiple practice opportunities. Within the ebook, Checkpoint activities provide opportunities for independent practice, while Practicing Professionalism activities and collaborative tasks engage students in peer discussions, group problem solving, and teamwork experiences. Additionally, lesson plans provide guidance for whole-group instruction, small-group collaboration, partner work, and individual learning tasks. These supports help educators intentionally organize learning experiences using multiple practice formats and instructional structures. For example, Checkpoint 1.14 requires students to independently analyze entrepreneurship scenarios and classify characteristics associated with different business opportunities, providing an example of individual practice. Additionally, Checkpoint 1.15 engages students in categorization, matching, and application activities that students may complete through educator-facilitated discussion or partner collaboration. Beyond the checkpoints, educator guidance within “Chapter 1: The Savvy Entrepreneur” incorporates whole-group brainstorming activities, classroom discussions, and business-plan development tasks that allow students to apply entrepreneurship concepts through both collaborative and independent learning experiences.

Evaluation for 3.3a
Materials include teacher guidance on providing linguistic accommodations for various levels of language proficiency [as defined by the English Language Proficiency Standards (ELPS)], which are designed to engage students in using increasingly more academic, professional, and technical language.

The “Emergent Bilingual Instructional Supports” section provides educator guidance for linguistic accommodations designed to engage students in increasingly sophisticated academic, professional, and technical language. The “Linguistic Accommodations by ELPS Proficiency Level” framework progresses students from words and short phrases to complete sentences, connected sentences using technical vocabulary, and extended academic and professional language. Course-specific applications support students in using entrepreneurship terminology while explaining concepts such as entrepreneurship, unit economics, business naming, intellectual property, target-market segmentation, and return on investment (ROI).

Additionally, the course provides differentiated linguistic accommodations across Beginning, Intermediate, Advanced, and Advanced High ELPS proficiency levels. Beginning students receive visuals, bilingual glossaries, modeled responses, and structured questions. Intermediate students use sentence frames, partner rehearsal, and labeled graphic organizers. Advanced students use academic vocabulary banks, open-ended prompts, and compare-and-contrast frames. Advanced High students independently justify responses and participate in peer discussions. These differentiated supports provide educators with guidance for adjusting linguistic support according to students’ proficiency levels while progressing students toward increasingly independent use of academic, professional, and technical language.

Evaluation for 3.3b
Materials include implementation guidance to support teachers in effectively using the materials in state-approved bilingual/ESL programs.

The “Additional Teacher Guidance for Emergent Bilingual Students” section provides implementation guidance for using the instructional materials in bilingual and ESL instructional settings. In content-based ESL or sheltered instruction settings, educators pair “Direct Instruction” segments with the corresponding ELPS-differentiated support before students transition to “Guided Practice.” In pull-out or co-taught bilingual models, the ESL educator may preteach the provided vocabulary bank before lesson instruction.

Furthermore, educators receive guidance for incorporating existing program resources as linguistic supports within these instructional settings. For example, the “Bilingual Family Supports” may be used during classroom instruction as first-language scaffolds when students require additional linguistic support. The course embeds similar implementation across the revised unit guides, providing educators with directions for integrating course resources and ELPS-aligned supports into bilingual and ESL instructional models.

Evaluation for 3.3c
Materials include embedded guidance for teachers to support emergent bilingual students in developing academic, professional, and technical vocabulary, increasing comprehension, building background knowledge, and making cross-linguistic connections through oral and written discourse.

The “Emergent Bilingual Instructional Supports” section provides embedded educator guidance to develop academic, professional, and technical vocabulary and increase comprehension through oral and written discourse. Educators provide visuals, bilingual glossaries, modeled responses, sentence frames, partner rehearsal, graphic organizers, academic vocabulary banks, compare-and-contrast frames, and peer discussion. The Unit Guides, Section 5.1, “Linguistic Accommodations by ELPS Proficiency Level,” organize these instructional supports for Beginning, Intermediate, Advanced, and Advanced High students and describe expected student language at each proficiency level. For example, students verbally rehearse sentence frames with partners before completing written Savvy Notebook responses and progressively use entrepreneurship terminology in structured and independent explanations of concepts including unit economics, business naming, target-market segmentation, and ROI.

Additionally, the materials guide students in building background knowledge through oral and written discourse. Educators activate students’ prior experiences by discussing familiar local businesses, brands, and customer groups before introducing new entrepreneurship concepts and connecting those contexts to subsequent written responses. The materials also provide bilingual vocabulary pairs and direct educators to identify cognates and false cognates, such as corporation/corporación, patent/patente, and promotion/promoción. The Unit Guides, Section 5.2, “Additional Teacher Guidance for Emergent Bilingual Students,” explicitly recommend using the bilingual vocabulary pairs during classroom instruction to support cross-linguistic connections. Educators are directed to identify cognates and false cognates, use first-language resources as instructional scaffolds, and preview academic and technical vocabulary before students participate in oral and written learning activities. The guidance also directs educators to have students orally rehearse sentence frames with partners before completing written Savvy Notebook tasks and to gradually remove sentence frames and visuals as students demonstrate independent use of academic vocabulary. These instructional directions connect students’ home-language knowledge with English academic vocabulary and provide opportunities to apply language supports during oral rehearsal and written responses.

Evaluation for 3.3d
If designed for dual language immersion (DLI) programs, materials include resources that outline opportunities to address metalinguistic transfer from English to the partner language.

This guidance is not applicable because the program is not designed for dual language immersion (DLI) programs.

Evaluation for 4.1a
Materials include guidance for teachers to provide explicit (direct) instruction on industry-specific knowledge and skills in alignment with the course TEKS.

The materials direct educators to provide explicit instruction on foundational entrepreneurship knowledge and skills through the unit guide and lesson plans for chapter 1, “The Savvy Entrepreneur.” In lesson 1, “The Entrepreneurial Fit,” educators introduce the concepts of entrepreneur and entrepreneurship through modeled explanations, discuss and compare entrepreneurial characteristics, and use authentic business examples before students apply the concepts independently. The lesson also includes instructional objectives, TEKS alignment, required materials, pacing guidance, and educator-directed instructional procedures that support explicit instruction before guided and independent practice. This structured instructional guidance ensures educators intentionally develop industry-specific knowledge and skills aligned with the course TEKS.

The materials direct educators to provide explicit instruction through the unit guide and lesson plans for chapter 5. In this chapter, lessons introduce financial and operational entrepreneurship concepts before students engage in application activities. For example, lesson 2, “Startup Costs and Funding,” directs educators to model fixed, variable, and startup costs using guided examples, facilitate educator-led analysis of authentic business scenarios, and conduct guided practice before students complete independent financial decision-making tasks. The lesson identifies instructional objectives, TEKS alignment, required resources, and educator actions that support direct instruction of technical entrepreneurship knowledge prior to independent application. Together, these educator-facing supports establish consistent, explicit instruction across multiple units throughout the course.

Evaluation for 4.1b
Materials consistently provide opportunities for students to develop, use, and apply industry-specific academic, professional, and technical vocabulary.

The materials develop industry-specific academic, professional, and technical vocabulary through embedded instructional support within chapter 1 of the eBook. As students progress through “The Entrepreneurial Fit,” contextual pop-up definitions introduce key entrepreneurship terminology, including entrepreneur and entrepreneurship, at the point of instruction. These embedded definitions provide student-friendly explanations before students encounter the terms in the lesson content, supporting the development of the academic and technical language needed to comprehend entrepreneurship concepts throughout instruction. These recurring vocabulary supports establish the foundational language necessary for continued learning across the course.

The materials provide structured opportunities for students to use and apply industry-specific vocabulary through Checkpoint 1.1: Entrepreneur or Entrepreneurship? Students distinguish between entrepreneurship concepts by selecting and applying the appropriate terminology within authentic business scenarios rather than simply recalling definitions. Vocabulary application continues through the chapter 1 Business Vocabulary Review, Self-Assessments, and Chapter Tests, where students repeatedly use entrepreneurship terminology in increasingly authentic contexts. These recurring instructional activities reinforce accurate application of academic, professional, and technical vocabulary throughout the course.

Evaluation for 4.1c
Materials provide opportunities for students to develop and refine industry-specific knowledge and skills through activities and tasks that progressively increase in rigor and complexity across lessons and units within the course.

The materials give students opportunities to progressively develop industry-specific knowledge and skills through Checkpoint 1.14: Ask Yourself. Students apply foundational entrepreneurship concepts by classifying startup, fixed, variable, and mixed costs using authentic business scenarios. Rather than recalling definitions, students analyze business expenses, justify cost classifications, and explain how each cost affects entrepreneurial decision-making. This activity builds foundational financial management skills that prepare students for increasingly complex financial analysis in subsequent lessons. As a result, students develop technical business knowledge through application before advancing to more rigorous entrepreneurial decision-making tasks.

The materials continue to increase the rigor of industry-specific learning through Checkpoint 1.15: Roger’s Quilting Business. Building on the financial concepts introduced in earlier instruction, students analyze an authentic business scenario by calculating contribution margin, determining the break-even point, evaluating profitability, and interpreting financial results to support business decisions. The activity requires students to integrate multiple entrepreneurship concepts while applying technical financial skills within a realistic business context. This progression from identifying business costs to evaluating financial performance demonstrates increasing rigor and refinement of industry-specific knowledge and skills across the course.

Evaluation for 4.1d
Materials include activities and tasks that require students to demonstrate understanding of industry-specific knowledge and skills in alignment with the course TEKS.

The materials include activities that require students to demonstrate understanding of industry-specific entrepreneurship knowledge and skills through Checkpoint 1.15: Roger’s Quilting Business. Students analyze an entrepreneurial business scenario by calculating contribution margin, determining the break-even point, evaluating profitability, and interpreting financial information to support business recommendations. Rather than completing isolated calculations, students apply financial management concepts to authentic business decision-making using technical entrepreneurship terminology. This performance-based checkpoint provides evidence that students can demonstrate mastery of industry-specific knowledge and skills aligned with the course TEKS.

The materials further require students to demonstrate industry-specific knowledge and skills through the recurring “Business Plan Activity” embedded throughout the course. Students incrementally develop a comprehensive business plan by applying entrepreneurship concepts learned across multiple chapters, including market analysis, business operations, financial planning, pricing strategies, risk management, and marketing. Each successive component requires students to synthesize previously learned content while refining technical business skills within an authentic entrepreneurial task. This cumulative performance-based activity demonstrates students’ ability to apply industry-specific knowledge in a realistic business context while providing evidence of mastery aligned to the course TEKS.

Evaluation for 4.2a
Materials explicitly connect new knowledge and skills to prior learning across lessons and units within the course and across courses as applicable.

The materials guide educators to connect new entrepreneurship knowledge and skills to students’ prior learning through the “Unit Rationale and Coherence” section in the unit guide and lesson plans for chapter 2, “What’s in a (Business) Name?” The guidance directs educators to build on concepts introduced in chapter 1 by revisiting entrepreneurial identity and the Business Model Canvas before introducing branding, trademarks, intellectual property, and legal business naming requirements. This instructional progression helps educators activate previously learned concepts before presenting new content, allowing students to strengthen and extend their understanding across lessons within the course. As a result, new learning is intentionally connected to prior instruction as students progress through successive units.

The materials reinforce prior learning through the recurring “Business Plan Activity,” which extends across multiple chapters of the course. Students continuously revise and expand the same business plan by incorporating newly learned concepts such as branding, market analysis, financial planning, pricing strategies, and operations planning into an existing entrepreneurial venture. Rather than creating isolated assignments, each chapter requires students to build upon previously completed sections while integrating new knowledge into a cohesive business plan. This cumulative learning experience explicitly connects knowledge and skills developed in earlier lessons to new learning introduced in subsequent units, reinforcing coherence across lessons and units within the course.

Evaluation for 4.2b
Materials are aligned with and provide relevant cross-curricular connections that support transferable academic knowledge and skills in literacy, math, social studies, and science.

The entrepreneurship instruction embeds cross-curricular mathematics connections in Checkpoint 1.15: Roger’s Quilting Business. Students apply mathematical reasoning by calculating contribution margin, determining the break-even point, evaluating profitability, and interpreting financial data to support entrepreneurial decisions within an authentic business scenario. Rather than completing isolated calculations, students use quantitative reasoning to analyze financial performance and justify business recommendations using industry-specific concepts. This activity integrates mathematics within entrepreneurship instruction while demonstrating how transferable quantitative skills support authentic business decision-making.

The “Practicing Professionalism: Business Ethics and Email” activity integrates literacy skills within an authentic entrepreneurship context. Students analyze an ethical business scenario, organize supporting evidence, compose a professional business email using appropriate business communication conventions, and justify recommendations using clear written explanations. Throughout the activity, students strengthen written communication, organization, audience awareness, and professional language while applying entrepreneurship concepts to realistic workplace situations. This literacy-rich learning experience demonstrates how the course intentionally embeds transferable academic communication skills within industry-specific instruction.

Evaluation for 4.2c
Materials integrate academic, technical, and employability knowledge and skills in the context of the course and in alignment to the course TEKS.

The materials integrate academic, technical, and employability knowledge and skills through “Professional Skills for Entrepreneurs: Develop Your Pitch.” Students apply technical entrepreneurship knowledge by presenting their business concept while demonstrating professional communication, verbal and nonverbal presentation skills, organization, and audience awareness. The activity requires students to explain business ideas using industry-specific terminology, tailor presentations for an intended audience, and communicate persuasively using appropriate business practices. By combining entrepreneurship content with professional presentation and communication skills, the activity integrates academic, technical, and employability competencies within an authentic business context aligned to the course TEKS.

The materials continue to integrate academic, technical, and employability knowledge and skills through “Practicing Professionalism.” Students deliver their business pitch, evaluate peer presentations using the “Business Pitch Feedback Form,” provide constructive feedback, practice active listening, and reflect on their own performance to identify strengths and areas for improvement. Throughout the activity, students apply entrepreneurship knowledge while demonstrating collaboration, professionalism, communication, coachability, and reflective practice within an authentic workplace scenario. These integrated learning experiences require students to simultaneously apply academic understanding, technical entrepreneurship knowledge, and employability skills in alignment with the course TEKS.

Evaluation for 5.1a
Materials provide opportunities for students to investigate career clusters and programs of study as applicable to the level of the course and in alignment with the course TEKS.

The materials provide opportunities for students to explore potential careers through the “Career Interest and Aptitude Testing” section in chapter 1, “The Savvy Entrepreneur,” of the eBook. Students complete career interest and aptitude assessments, including the O*NET Interest Profiler and ASVAB Career Exploration Program, and review careers that align with their interests, strengths, and personal characteristics. The Checkpoint 1.6: Take a Career Interest Inventory Test provides students with an opportunity to investigate career clusters and programs of study. Students complete the O*NET Interest Profiler, identify careers associated with their interests, and select a career for further investigation. In the “Digging Deeper: Career Cluster and Labor Market Research” activity, students identify and record the career cluster and related Texas program of study associated with their selected career.

Furthermore, the “Career Interest Profiling and Labor Market Investigation” lesson provides educator modeling and guidance for the student investigation. Educators model a completed career-research example and guide students in determining whether the career cluster and program of study they identify are reasonably related to their selected career. These activities provide students with an opportunity to investigate career clusters and programs of study in connection with entrepreneurship and individual career interests.

Evaluation for 5.1b
Materials provide opportunities for students to analyze relevant regional or statewide Labor Market Information (LMI) or emerging market workforce data to support data-driven investigations of careers.

Checkpoint 1.6: Take a Career Interest Inventory Test gives students an opportunity to analyze labor market Information to support a data-driven career investigation. In the “Digging Deeper: Career Cluster and Labor Market Research” activity, students select a career identified through the O*NET Interest Profiler and research current education or credential requirements, wage information, and projected job growth.

Additionally, students use information from their career and labor-market research to determine whether they would prefer to pursue the selected career as an employee or pursue a related entrepreneurial opportunity and support their decision with evidence from their research. The educator-facing “Career Interest Profiling and Labor Market Investigation” lesson directs students to use current labor-market figures and identifies Texas-specific labor-market resources as appropriate sources. These activities provide students with an opportunity to use relevant workforce data to support an evidence-based career investigation and career decision.

Evaluation for 5.1c
Materials include career investigation activities and tasks designed to support development of individual career goals (e.g., career interest inventories, career goals, post-secondary education requirements, post-secondary career plans).

The materials direct educators to support students’ development of individual career goals through the “Career Interest and Aptitude Testing” section in chapter 1, “The Savvy Entrepreneur.” Educators guide students in completing career interest inventories, including the O*NET Interest Profiler and ASVAB Career Exploration Program, before facilitating reflection on careers that align with students’ interests, strengths, and entrepreneurial characteristics. These structured career investigation activities help students connect self-awareness to future career planning and support the development of individualized career goals.

The materials extend career planning through Checkpoint 1.6: Take a Career Interest Inventory Test in chapter 1, “The Savvy Entrepreneur,” and related career development activities. Students complete the O*NET Interest Profiler, evaluate careers identified through their assessment results, explain which occupations best match their interests, and reflect on how their personal characteristics align with potential career pathways. Additional opportunities, such as Checkpoint 7.8: Explore the FBLA Website in chapter 7, “Professional Skills for Entrepreneurs,” encourage students to investigate professional development organizations that support future education and career goals. Together, these activities provide meaningful opportunities for students to investigate careers and develop individualized career plans aligned with the course TEKS.

Evaluation for 5.2a
Materials include guidance for teachers to provide explicit (direct) instruction on professional standards and employability skills relevant to career clusters and programs of study as applicable to the level of the course and in alignment with the course TEKS and Texas CTE Employability Skills Standards.

The materials direct educators to provide explicit instruction on professional standards and employability skills through the chapter 1 lesson plan. The “Professional Skills and Work Ethic” section provides educator prompts, instructional guidance, and lesson activities that introduce workplace expectations, responsibility, communication, time management, persistence, and professional conduct before students apply these skills through structured classroom experiences. These educator-facing supports intentionally connect employability skills to entrepreneurial success while aligning instruction with the course TEKS and the Texas CTE Employability Skills Standards.

In the chapter 3 lesson plan, educators facilitate lessons focused on professional communication, collaboration, and workplace ethics using guided discussions and authentic entrepreneurial examples. In the chapter 5 lesson plan, educators provide explicit instruction on leadership, workplace relationships, and professional decision-making while modeling employability skills within authentic business contexts. Together, these educator-facing supports provide explicit instruction that develops workplace-ready behaviors throughout the course.

Evaluation for 5.2b
Materials provide opportunities for students to engage in career development activities and tasks (e.g., mock interviews, resume writing, portfolio development) as applicable to the level of the course and in alignment with the course TEKS and Texas CTE Employability Skills Standards.

The materials provide opportunities for students to engage in career development through the “Practicing Professionalism” activity in chapter 1, “The Savvy Entrepreneur.” Students develop workplace readiness by creating professional schedules, establishing deadlines, managing responsibilities, monitoring progress, and completing self-reflections that evaluate time management, responsibility, and professional work habits. These authentic learning experiences strengthen employability skills while preparing students for future education and workplace expectations aligned with the course TEKS.

The materials extend career development through the “Practicing Professionalism” activity in chapter 3, “Communicating Like an Entrepreneur.” Students conduct professional phone surveys, practice workplace communication, facilitate meetings, and resolve workplace conflicts while applying leadership and communication skills in authentic business scenarios. The materials further reinforce career readiness through the “Practicing Professionalism” activity in chapter 7. During this activity, students investigate Career and Technical Student Organizations (CTSOs) such as Future Business Leaders of America (FBLA) while strengthening professional behaviors, leadership, and workplace communication needed for future careers. Together, these activities give students meaningful opportunities to develop career-readiness skills aligned with the Texas CTE Employability Skills Standards.

Evaluation for 5.2c
Materials emphasize the use of academic, professional, and technical vocabulary during career development opportunities.

The materials introduce academic, professional, and technical entrepreneurship vocabulary through the chapter 1 lesson plan and the “Academic and Technical Vocabulary” section in chapter 1, “The Savvy Entrepreneur.” Educators introduce terminology such as entrepreneur, entrepreneurship, unique value proposition, unit economics, break-even point, revenue, expenses, and key performance indicators before students complete instructional activities. Chapter 1, Checkpoint 1.6, “Digging Deeper: Career Cluster and Labor Market Research” connects entrepreneurship terminology to career development. In this activity, students select a career of interest and research its Texas career cluster, related program of study, education or credential requirements, wages, projected job growth, and a potential entrepreneurial opportunity associated with the career.

The materials reinforce entrepreneurship vocabulary through the “Business Vocabulary Review” activity in chapter 1, “The Savvy Entrepreneur.” Students review and apply industry-specific terminology by completing vocabulary activities and chapter reviews that reinforce entrepreneurship concepts introduced throughout instruction. Checkpoint 1.6, “Digging Deeper: Career Cluster and Labor Market Research” extends vocabulary application into a career development activity. Students use their career and labor market research to write an evidence-based comparison explaining whether they would prefer traditional employment or entrepreneurship. The activity explicitly requires students to incorporate at least five terms from a specified vocabulary list, including entrepreneur, entrepreneurship, revenue, expenses, business model, risk appetite, unique value proposition, and key performance indicator. Students are directed to bold or underline the selected terms in their written responses. The Checkpoint 1.6 Take a Career Interest Inventory Test provides students with an opportunity to investigate career clusters and programs of study. The career cluster and labor market research activity builds on this investigation by requiring students to apply entrepreneurship vocabulary when analyzing career pathways and communicating a career decision.

Evaluation for 6.1a
Materials include experiential learning through classroom experiences (e.g., labs, workplace simulations, project-based learning) and/or work-based learning (e.g., job shadowing, internships, practicums) to develop or reinforce the real-world application of technical and employability skills in the context of the course and aligned to the appropriate level on the work-based learning continuum.

The materials provide experiential learning through the “Business Plan Activity – Chapter 1” in the chapter 1 lesson plan. Students identify a market need, select a business idea, and complete the Company and Product Overview using the “Business Plan Template 2.0.” This authentic project requires students to apply entrepreneurial concepts while developing a professional business plan that is expanded throughout the course, reinforcing both technical knowledge and employability skills in a real-world business context.

Additionally, the “Practicing Professionalism” activity in chapter 5 engages students in an authentic business pitch experience. Students deliver their business pitches to a partner, demonstrate professional business norms, complete the “Business Pitch Feedback Form,” provide constructive feedback, and reflect on ways to improve future presentations. This experiential activity reinforces professional communication, presentation, and collaboration skills while applying entrepreneurship knowledge in an authentic workplace simulation.

Evaluation for 6.1b
Materials provide opportunities for students to use relevant industry-specific materials (e.g., technical texts/manuals, equipment, technology, supplies) during experiential learning.

The materials provide opportunities for students to use authentic industry-specific materials through the “Business Plan Activity – Chapter 11” in the chapter 11 lesson plan. Students research the licenses, certifications, and permits required to operate their selected business, locate copies of the required documents, and incorporate those materials into their business plan. Using authentic regulatory documents mirrors the planning process entrepreneurs complete before opening a business and strengthens real-world application of course concepts.

Furthermore, Checkpoint 6.4: Build the Income Statement in chapter 6, “Understanding Financial Statements,” requires students to construct an authentic income statement for a small business using industry-standard financial reporting practices. Students organize financial information into a professional business document while applying accounting concepts used by entrepreneurs to evaluate business performance. This activity provides meaningful opportunities to use industry-specific financial tools during experiential learning.

Evaluation for 6.1c
Materials emphasize the use of academic, professional, and technical vocabulary during experiential learning opportunities.

The materials emphasize academic, professional, and technical vocabulary through the “Business Plan Activity—Chapter 3B” in the chapter 3 lesson plan. Students complete the marketing section of their business plan by defining customer segments, developing a unique value proposition, selecting pricing strategies, conducting market research, and identifying promotional tools using industry-specific entrepreneurship terminology. These authentic planning tasks require students to apply technical vocabulary while developing a professional business plan.

Additionally, the “Practicing Professionalism” activity in chapter 3 requires students to conduct a customer phone survey related to a business idea. Students develop survey questions, communicate professionally with participants, discuss market research findings, and apply entrepreneurship and marketing terminology while demonstrating effective workplace communication. These experiential learning opportunities intentionally reinforce academic, professional, and technical vocabulary within authentic business interactions.

Evaluation for 6.2a
Materials include opportunities for students to apply academic and technical knowledge and skills to authentic, real-world, industry-specific problems and develop and evaluate viable solutions as applicable to the level of the course and in alignment with the course TEKS.

The materials provide opportunities for students to apply academic and technical entrepreneurship knowledge through Checkpoint 5.8: Where to Turn. In this checkpoint, students analyze authentic entrepreneurial scenarios, determine the most appropriate business resource for each situation, justify why the selected resource best addresses the business need, and explain how the resource supports specific business goals and opportunities. This application activity requires students to evaluate real-world business problems and develop evidence-based solutions using entrepreneurial reasoning.

Additionally, Checkpoint 5.12: Develop Your Pitch in chapter 5 requires students to transform their business plan into a professional investor presentation. Students identify the business problem, propose a viable solution, tailor the presentation to a specific audience, incorporate multimedia components, and evaluate how effectively their pitch communicates the value of their entrepreneurial venture. This authentic business application requires students to synthesize academic and technical knowledge while developing and communicating solutions to an industry-specific challenge.

Evaluation for 6.2b
Materials include opportunities for students to conduct industry-related data analysis to evaluate information, identify trends, and justify decisions using quantitative and qualitative reasoning as applicable to the level of the course and in alignment with the course TEKS.

The materials provide opportunities for students to conduct industry-related data analysis through Checkpoint 5.2: Startup Cost Check in chapter 5, “Resources for Funding and Beyond.” Students analyze startup expenses, classify business costs as startup, fixed, or variable expenses, evaluate inventory decisions, identify potential business risks, and justify recommendations using financial evidence. This activity requires students to interpret quantitative business information and support entrepreneurial decisions using both financial analysis and qualitative reasoning.

Furthermore, Checkpoint 6.15: Build a Simple Forecast in chapter 6, “Financial Projections,” engages students in forecasting projected sales revenue, operating costs, and profit for a small business. Students calculate projected financial outcomes, analyze forecasted business performance, identify factors that could influence actual results, and justify conclusions using quantitative and qualitative evidence. This authentic forecasting activity mirrors financial analysis performed by entrepreneurs when planning business operations.

Evaluation for 6.2c
Materials include opportunities for students to engage in inquiry-based learning (e.g., formulating industry-specific questions, conducting research using industry-specific sources) as applicable to the level of the course and in alignment with the course TEKS.

The materials provide opportunities for students to engage in inquiry-based learning through Checkpoint 1.16: Key Performance Indicators in chapter 1. In this activity, students research industry-specific key performance indicators for selected business sectors, determine what each metric measures, explain why the indicators are important, compare performance measures across industries, and justify whether the same indicators are appropriate for different business types. This inquiry process requires students to investigate industry-specific questions using authentic business concepts and evidence-based reasoning.

Additionally, Checkpoint 1.17: Use a Business-Plan Template for a Local Business in chapter 1 requires students to investigate an existing local business by conducting observations, researching business operations through company websites or site visits, gathering operational and market information, and documenting findings within the “Business Plan Template 2.0.” Students analyze the information they collect, evaluate strengths and opportunities for improvement, and apply their research to an authentic business planning document. This inquiry-based activity develops research, analysis, and entrepreneurial problem-solving skills aligned with the course TEKS.