raft Standards: Business and Information Technology

WISCONSIN STANDARDS FOR

Business and Information Technology

Wisconsin Department of Public Instruction

Jill K. Underly, PhD, State Superintendent

This publication is available from:

Wisconsin Department of Public Instruction

125 South Webster Street

Madison, WI 53703

(608) 266-8960

http://dpi.wi.gov/math

February 2024, Wisconsin Department of Public Instruction

The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, color, religion,

creed, age, national origin, ancestry, pregnancy, marital status or parental status, sexual orientation,

or ability and provides equal access to the Boy Scouts of America and other designated youth groups

Table of Contents

Foreword ....................................................................................................................................................................................................................................... v

Acknowledgements .................................................................................................................................................................................................................. vi

Section I: Wisconsin’s Approach to Academic Standards ................................................................................................................................... 1

Purpose of the Document ............................................................................................................................................................................ 2

What Are Academic Standards? ................................................................................................................................................................ 3

Relating the Academic Standards to All Students ............................................................................................................................... 4

Engaging Learners Through Career Readiness .................................................................................................................................... 5

Ensuring a Process for Student Success ................................................................................................................................................. 6

Section II: Wisconsin Standards for Business and Information Technology ................................................................................................ 7

Business and Information Technology is Part of Career and Technical Education ................................................................. 8

Building a Foundation for Career Readiness ........................................................................................................................................ 9

Delivering CTE Through Career Pathways ......................................................................................................................................... 10

Career Pathway Elements ........................................................................................................................................................................... 12

Discipline Standards Structure ................................................................................................................................................................ 16

Section III: Discipline: Business and Information Technology .......................................................................................................................... 20

Accounting and Finance (ACF) ................................................................................................................................................................. 21

Business Communications (BC) ............................................................................................................................................................... 27

Business Law and Ethics (BLE) ................................................................................................................................................................. 40

Digital Communications and Media (DCM) ........................................................................................................................................ 49

Economics (EC) .............................................................................................................................................................................................. 60

Entrepreneurship (EN) ................................................................................................................................................................................ 69

Foundations of Computer Science (CS) ................................................................................................................................................ 75

Global Business (GB) ................................................................................................................................................................................... 88

Hardware and IT Infrastructure (HIT) ................................................................................................................................................... 93

IT Foundations (IT) .................................................................................................................................................................................... 102

Management (MAN) ................................................................................................................................................................................. 112

Marketing (MKT) ....................................................................................................................................................................................... 120

Appendix A: Personal Financial Literacy Standards ............................................................................................................................................. 126

Appendix B: K-5 Elementary Standards .................................................................................................................................................................... 127

Wisconsin Standards for Business and Information Technology v

Foreword

In Spring 2024, I formally adopted the Wisconsin Standards for Business and Information Technology.

This revised set of academic standards provides a foundational framework that identifies what students

should know and be able to do in Business and Information Technology.

The standards are a result of a concerted effort led by Wisconsin educators and partners who shared

their expertise in Business and Information Technology and teaching from kindergarten through higher

education. The public and the Wisconsin legislature provided feedback for the writing committee to

consider throughout Wisconsin’s academic standards review and revision process.

Business and Information Technology is an essential part of a comprehensive PK-12 education for all students and gives

Wisconsin students a way to understand and empower themselves and their worlds. The knowledge, skills, and habits of mind

gained through Business and Information Technology education in Wisconsin schools support the Wisconsin Department of

Public Instruction’s vision of engaged learners creating a better Wisconsin together. Wisconsin’s 2024 standards for Business

and Information Technology also result in the following:

• Wisconsin students develop deep understandings as curious and capable learners, so they may experience joy and

confidence in themselves.

• Wisconsin students develop proven practices and content.

• Wisconsin’s students are flexible and use the standards to understand the world and question and critique the world

productively.

• Wisconsin’s students have expanded professional opportunities in a wide variety of careers.

The Wisconsin Department of Public Instruction will continue to build on this work to support implementation of the standards

with resources for the field. I am excited to share the Wisconsin Standards for Business and Information Technology, which aims

to build skills, knowledge, and engagement opportunities for all Wisconsin students.

Jill K. Underly, Ph.D., State Superintendent

Wisconsin Standards for Business and Information Technology vi

Acknowledgements

The Wisconsin Department of Public Instruction (DPI) wishes to acknowledge the ongoing work, commitment, and various

contributions of individuals to revise our state’s academic standards for Business and Information Technology. Thank you to the

State Superintendent’s Academic Standards Review Council for their work and guidance through the standards process. A

special thanks to the Business and Information Technology writers and reviewers for taking on this important project that will

shape the classrooms of today and tomorrow. We also wish to thank the many subject matter experts who gave their time to

review the draft standards. Your expertise is greatly appreciated. Thanks to the many staff members across the division and

other teams at DPI who have contributed to this project. Finally, a special thanks to Wisconsin educators, businesspeople,

parents, and citizens who provided comment and feedback to drafts of these standards.

Wisconsin Standards for Business and Information Technology

Chairs: Scott Christy, Business and Information Technology Teacher, Green Bay Area Public Schools

Joel Mindham, Director of Career and Technical Education, CESA 5

Todd Williams, Business and Information Technology Teacher, Plymouth School District

DPI Liaisons: Jennifer Jackson, Business and Information Technology Education Consultant, Career and Technical Education

Sharon Wendt, Director, Career and Technical Education

Sara Baird, Assistant Director, Career and Technical Education

Carol Hutchison, Communications Specialist, Career and Technical Education

Angela Halada

Menasha Joint School District

Kate Kaster

Stevens Point Area School District

Joe Kmoch

National Center for Women & Info

Technology – WI

Wendy Lambrecht

Greenwood School District

Brandn Lindsey

Mequon-Thiensville School District

Michelle McGlynn

Waunakee Community School

District

John Odenwald

Northern Ozaukee School District

Lisa Perry

Blair-Taylor School District

Andrea Porter

Green Bay Area Public School

District

Wisconsin Standards for Business and Information Technology vii

Karla Saeger

University of Wisconsin –

Whitewater

Christopher Smith

DeForest Area School District

Kurt Wismer

North Fond du Lac School District

Department of Public Instruction, Academic Standards

Dr. Nicole Horsley, Director, Literacy and Mathematics, and Director for Academic Standards

Meri Annin, Visual Communications Lead Designer, Education Instructional Services

Department of Public Instruction Leaders

Duy Nguyen, Assistant State Superintendent, Division for Academic Excellence

Dr. John Johnson, Deputy State Superintendent, Office of the State Superintendent

Tom McCarthy, Associate Deputy State Superintendent, Office of the State Superintendent

Section I

Wisconsin’s Approach to Academic Standards

Wisconsin Standards for Business and Information Technology 2

Purpose of the Document

The purpose of this document is to improve Business and Information Technology education for students and for communities.

The Wisconsin Department of Public Instruction (DPI) has developed standards to assist Wisconsin educators and community

members in understanding, developing, and implementing course offerings and curriculum in school districts across Wisconsin.

This publication provides a vision for student success and follows The Guiding Principles for Teaching and Learning (2011). In brief,

the principles are:

1. Every student has the right to learn.

2. Instruction must be rigorous and relevant.

3. Purposeful assessment drives instruction and affects learning.

4. Learning is a collaborative responsibility.

5. Students bring strengths and experiences to learning.

6. Responsive environments engage learners.

Program leaders will find the standards valuable for making decisions about:

• Program structure and integration

• Curriculum redesign

• Staffing and staff development

• Scheduling and student grouping

• Facility organization

• Learning spaces and materials development

• Resource allocation and accountability

• Collaborative work with other units of the school, district, and community

Wisconsin Standards for Business and Information Technology 3

What Are Academic Standards?

Wisconsin Academic Standards specify what students should know and be able to do. They serve as goals for teaching and

learning. Setting high standards enables students, parents, educators, and citizens to know what students should have learned at

a given point in time. In Wisconsin, all state standards serve as a model. Locally elected school boards adopt academic standards

in each subject area to best serve their local communities. We must ensure that all children have equal access to high-quality

education programs. Clear statements about what students must know and be able to do are essential in making sure our schools

offer opportunities to get the knowledge and skills necessary for success beyond the classroom.

Adopting these standards is voluntary. Districts may use the academic standards to develop local grade-by-grade-level

curriculum. Implementing standards may require some school districts to upgrade school and district curricula. This may result in

changes in instructional methods and materials, local assessments, and professional development opportunities for the teaching

and administrative staff.

What is the Difference Between Academic Standards and Curriculum?

Standards are statements about what students should know and be able to do, what they might be asked to do to give evidence

of learning, and how well they should be expected to know or do it. Curriculum is the program devised or adopted by local school

districts used to prepare students to meet standards. It consists of activities and lessons at each grade level, instructional

materials, and various instructional techniques. In short, standards define what is to be learned at certain points in time, and

from a broad perspective, what performances will be accepted as evidence that the learning has occurred. Curriculum specifies

the details of the day-to-day schooling at the local level.

Developing the Academic Standards

DPI has a transparent and comprehensive process for reviewing and revising academic standards. The process begins with a

notice of intent to review an academic area with a public comment period. The State Superintendent’s Academic Standards

Review Council examines those comments and may recommend revision or development of standards in that academic area.

The state superintendent authorizes whether or not to pursue a revision or development process. Following this, a state writing

committee is formed to work on those standards for all grade levels. That draft is then made available for open review to get

feedback from the public, key stakeholders, educators, and the legislature with further review by the State Superintendent’s

Academic Standards Review Council. The state superintendent then determines adoption of the standards.

Wisconsin Standards for Business and Information Technology 4

Aligning for Student Success

To build and sustain schools that support every student in achieving success, educators must work together with caregivers,

community members, and business partners to connect the most promising practices in the most meaningful contexts. The

release of the Wisconsin Standards for Business and Information Technology provides a set of important academic standards for

school districts to implement. This is connected to a larger vision of engaged learners creating a better Wisconsin together.

Academic standards work together with other critical principles and efforts to educate every child to be an engaged learner

capable of creating a better Wisconsin together. Here, the vision and Guiding Principles form the foundation for building a

supportive process for teaching and learning rigorous and relevant content. The following sections articulate this integrated

approach to increasing student success in Wisconsin schools and communities.

Relating the Academic Standards to All Students

Academic standards should allow ALL students to engage, access, and be assessed in ways that fit their strengths, needs, and

interests. This applies to students with individualized education plans (IEPs), English learners, and gifted and talented pupils,

consistent with all other students. Academic standards serve as a foundation for individualized programming decisions for all

students.

Academic standards serve as a valuable basis for establishing concrete, meaningful goals for each student’s developmental

progress and demonstration of proficiency. Students with IEPs must be provided specially designed instruction that meets their

individual needs. It is expected that each individual student with an IEP will require unique services and supports matched to

their strengths and needs in order to close achievement gaps in grade-level standards. Alternate standards are only available

and appropriate for students with the most significant cognitive disabilities.

Gifted and talented students may achieve well beyond the academic standards and move into advanced grade levels or into

advanced coursework.

Our Vision: Engaged Learners Creating a Better Wisconsin Together

We are committed to ensuring every child graduates from high school academically prepared and socially and emotionally

competent. A successful Wisconsin student is proficient in academic content and can apply their knowledge through skills such

as critical thinking, communication, collaboration, and creativity. The successful student will also possess critical habits such as

perseverance, responsibility, adaptability, and leadership. This vision for every child as an engaged learner guides our beliefs and

approaches to education and to creating a better Wisconsin together.

Wisconsin Standards for Business and Information Technology 5

Guided by Principles

All educational initiatives are guided and impacted by important and often unstated attitudes or principles for teaching and

learning. The Guiding Principles for Teaching and Learning (2011) were drawn from research and provide the touchstone for

practices that truly affect the vision of “Engaged learners creating a better Wisconsin together.” When made transparent, these

principles inform what happens in the classroom, direct the implementation and evaluation of programs, and most importantly,

remind us of our own beliefs and expectations for students.

Engaging Learners Through Career Readiness

When educators connect their students’ learning to future career opportunities, they begin to engage students in a very

personal and powerful way. In addition to career readiness as a strategy to engage learners, it is also a conduit through which

every student in Wisconsin, including students with an IEP, can graduate from high school with the knowledge, skills, and

abilities needed to be successful in their chosen career pathway. Regardless of the postsecondary path that a graduate pursues

immediately after their K-12 education, we believe in preparing all students to be lifelong learners and acknowledge that one’s

education and career path are inextricably linked.

The Wisconsin Career Readiness Standards (WCRS) provide the framework for educators to integrate career-readiness skills

across all disciplines and at every grade level from K-12. Because people begin to develop interests and biases at an early age, it

is important to start integrating WCRS in the elementary grades. By middle school, students may have already developed beliefs

about their abilities related to careers. In addition, they may have formed stereotypes about which careers are appropriate for a

particular gender, race, or socioeconomic background. Exposing students to careers and helping them develop skills related to

careers when they are young is one way to keep students’ minds open to all possibilities.

Implementing the Wisconsin Career Readiness Standards may look different for every teacher, every program, every course,

and potentially every unit or lesson. These standards were designed to be naturally and intentionally integrated into other

discipline standards. The Wisconsin Career Readiness Standards can be found here.

Wisconsin Standards for Business and Information Technology 6

Ensuring a Process for Student Success

For Wisconsin schools and districts, implementing the Framework for

Equitable Multi-Level Systems of Supports (2017) means providing

equitable services, practices, and resources to every learner based upon

responsiveness to effective instruction and intervention. In this system,

high-quality instruction, strategic use of data, and collaboration interact

within a continuum of supports to facilitate learner success. Schools

provide varying types of supports with differing levels of intensity to

proactively and responsibly adjust to the needs of the whole child. These

include the knowledge, skills, and habits learners need for success

beyond high school, including developmental, academic, behavioral,

social, and emotional skills.

Connecting to Content: Wisconsin Academic Standards

Within this vision for increased student success, rigorous,

internationally benchmarked academic standards provide the content

for high-quality curriculum and instruction and for a strategic assessment system aligned to those standards. With the adoption

of the standards, Wisconsin has the tools to design curriculum, instruction, and assessments to maximize student learning. The

standards articulate what we teach so that educators can focus on how instruction can best meet the needs of each student.

When implemented within an equitable multilevel system of support, the standards can help to ensure that every child will

graduate prepared for college and career.

Section II

Wisconsin Standards for Business and

Information Technology

Wisconsin Standards for Business and Information Technology 8

Business and Information Technology is a Part of Career and Technical Education

The standards outlined in this document provide an important foundation to prepare individuals for a wide range of careers in

Business and Information Technology (BIT). BIT is part of a larger system referred to as career and technical education (CTE).

CTE in Wisconsin is both a collection of educational programs or disciplines as well as a system of preparing students for career,

college, community, and life. CTE programs are delivered primarily through six specific disciplines. These include:

• Agriculture, Food, and Natural Resources

• Business and Information Technology

• Family and Consumer Sciences

• Health Science

• Marketing, Management, and Entrepreneurship

• Technology and Engineering

A National Vision for CTE

The National Association of State Directors of Career and Technical Education has developed a bold vision for CTE titled

“Without Limits: A Shared Vision for the Future of Career Technical Education” (CTE Without Limits). This vision lays out a

cohesive, flexible, and responsive career preparation ecosystem designed to close equity gaps in educational outcomes and

workforce readiness, and leverage CTE as a catalyst for ensuring each learner can reach success in the career of their choice.

Wisconsin supports the five interconnected and equally critical principles:

• Each learner engages in a cohesive, flexible, and responsive career preparation ecosystem.

• Each learner feels welcome in, is supported by, and has the means to succeed in the career preparation ecosystem.

• Each learner skillfully navigates their own career journey.

• Each learner’s skills are counted, valued, and portable.

• Each learner can access CTE without borders. In other words, as learners become increasingly mobile and not place-based,

Wisconsin Standards for Business and Information Technology 9

and as more learning and work happens remotely, geographic barriers that limit access and opportunities for learners,

particularly those in rural communities, need to be removed.

Wisconsin’s Vision for Career and Technical Education

The Wisconsin vision for career and technical education (CTE) is shaped by Wisconsin practitioners, experts, and the business

community, and is informed by work at the national level and in other states. The overarching goal of Wisconsin’s vision for CTE

is for students to see themselves as confident doers and learners in a career pathway, supporting the department’s vision to be

engaged learners fully prepared to create a better Wisconsin together.

Building a Foundation of Career Readiness

As noted in Section I, the Wisconsin Career Readiness Standards (WCRS) capture the knowledge, skills, and abilities that

students need to be successful in their chosen career pathway and will lead to workplace success. Because career and technical

education (CTE) prepares all students for their future career, education, and ultimately life success, the WCRS are a natural fit

for any CTE course. Educators will find many of the WCRS embedded in the BIT standards. Here is an example of what WCRS

looks like in BIT:

Wisconsin Career Readiness Standards

Wisconsin Business and Information Technology Standards

Career Ready (CAR)

WCRS.CAR.2.A: Identify the in-demand career and

entrepreneurship opportunities that align with personal

interests, skills, and work values.

Entrepreneurship (EN)

BIT.EN.1.B.b.1: Identify the characteristics and skills of a

successful entrepreneur.

Learning Ready (LRN)

WCRS.LRN.4.A: Use word processing applications to organize

and effectively communicate information.

IT Foundations (IT)

BIT.IT.1.B: Use word processing applications to organize and

effectively communicate information.

Wisconsin Standards for Business and Information Technology 10

Life Ready (LIF)

WCRS.LIF.2.B: Communicate and collaborate effectively with

others, using various modes of communication, across

languages, cultures, and contexts.

Business Communication (BC)

BIT.BC.2.A.a.5: Establish an understanding and respect for the

customs and communication styles of diverse cultures.

CTE in the Elementary Grades

Another way to build the foundation for career readiness is to expose students to career and technical education in the

elementary grades. We encourage elementary educators to intentionally weave appropriate CTE standards into subject areas

such as math, science, social studies, and English. Educators will be able to learn more about how to implement the Wisconsin

Career Readiness and other CTE standards in elementary grades in a future publication, “Wisconsin’s Guide to K-5 Career

Readiness.”

Business and Information Technology (BIT) has a presence at the elementary grade level, especially related to digital literacy and

keyboarding. Knowledge and skills in these areas are grown throughout the elementary curriculum. BIT teachers in districts are

an excellent resource to assist in the development of curriculum and activities. Teachers can effectively use CTE concepts in

instruction and activities to develop foundational skills and create a connection to the world of work. The leadership of a BIT-

licensed teacher can support learning at all grade levels to create a continuum of learning from the elementary grades to high

school. The collaborative relationship between elementary classroom teachers with BIT-licensed teachers ensures students are

acquiring the fundamental skills to be successful in their future.

Elementary standards for Business and Information Technology can be found in Appendix B.

Delivering CTE Through Career Pathways

Through CTE, learners not only gain awareness of various careers, but also have opportunities to engage in deeper exploration

and preparation through a career pathway. Each pathway—whether health science, agriculture, business, construction, or

engineering, to name a few—includes elements of career and technical education that help students develop the knowledge and

skills to be successful in the career of their choice.

While there is a national career cluster and pathway framework that serves to organize occupations into 16 clusters and 79

pathways, the term “career pathway” used throughout this document refers to an education and workforce development system

Wisconsin Standards for Business and Information Technology 11

approach that enables students to embark on a plan that outlines the education and training opportunities that will help them

move toward a career goal.

Elements of CTE that create a career pathway include:

• A sequence of CTE courses that build from introductory to more advanced levels

• Work-based learning experiences

• Career and technical student organizations (CTSOs)

• Dual enrollment or college credit opportunities

• Industry-recognized credentials

Wisconsin schools use the above elements as a framework to engage with stakeholders to provide rich and authentic

opportunities and experiences that help students gain knowledge and skills that go beyond the classroom experience.

While schools may independently build their own career pathways, Wisconsin’s regional career pathway (RCP) approach makes

the process easier for individual school districts by vetting some of the career pathway components on a regional basis and

tailoring pathways to address regional employment needs. Wisconsin’s regional career pathway network covers seven regions—

each with its own advisory group of local employers, educational organizations, and economic and workforce development

interests.

Wisconsin Standards for Business and Information Technology 12

Partnerships that bring business and educational organizations

together are an effective way to ensure that students are gaining

practical and up-to-date knowledge and skills necessary to get a jump-

start on a career in their regional industries. Leading employers share

direct input on the latest tools, practices, and processes in an industry,

while K-12 schools and other educational organizations offer the

professional expertise to engage and teach young learners using

standards within this document.

Career Pathway Elements

A sequence of CTE courses that build from introductory to more

advanced levels.

Academic standards define what students should know and be able to

do in an area of study. In career and technical education, standards are

integrated with technical skill development based on industry

standards. A coordinated sequence of two or more academic courses

incorporating challenging state standards builds student knowledge,

technical skills, and employability skills. The BIT standards are

designed to allow educators to build these courses from introductory

level content to advanced skills. The BIT standards were developed

with reference to the national standards.

Wisconsin Standards for Business and Information Technology 13

The sequencing of courses in BIT fits several different career clusters, most specifically related to:

Arts, Audio/Video

Technology, and

Communications

Business,

Management, and

Administration

Finance

Information

Technology

Marketing, Sales,

and Service

Science, Technology,

Engineering, and

Math

Work-Based Learning

Work-based learning (WBL) opportunities are employer-connected experiences that allow K-12 students to participate in

career awareness, career exploration, and career development. Academic standards serve as the foundation of WBL and allow

students to apply knowledge and technical skills to real-world projects and problems alongside professionals. Having students

participate in work-based learning is a priority in Wisconsin and is reflected on DPI’s School Report Cards and federal (Perkins V)

accountability reports. Participation in work-based learning is only calculated if the program meets the following criteria:

1. Involves sustained interactions, either paid or unpaid, with industry or community professionals.

2. Sustained = minimum of 90 hours, which can be rotated among employers or positions. The employer is engaged

throughout the experience. It can take place in one semester, an entire year, the summer, or even a six-week period.

3. Interactions must be more than just observing and include direct communication and involvement with industry or

community professionals.

4. Takes place in real workplace settings (as practicable) or simulated environments at an educational institution.

5. Fosters in-depth, firsthand engagement with the tasks required in a given career.

6. Aligns with a course that, generally speaking, should be a minimum of one semester. It is highly encouraged to provide

credit for the work-based learning experience as well as credit for the school-based course.

Wisconsin Standards for Business and Information Technology 14

7. Must include a training agreement between the student, employer/business, and school that defines the roles and

responsibilities of the student, the employer, and the school.

8. Business and education partners work together to evaluate and supervise the experiences, which must be documented

with training or learning plans and evaluation forms.

There are numerous work-based learning programs designed to support student mastery of competencies and also count

towards accountability measures. These programs are all outlined in the Wisconsin Guide to Implementing Career-Based Learning

Experiences.

In BIT, career-based learning can take many forms including:

• School-based enterprise (SBE)

• Student entrepreneurial experience (SEE)

• Internship or local co-op

• State-certified employability skills co-op

• State-certified occupational program co-op

• Youth Apprenticeship – Apprenticeships may be in Business Administration, Finance, Graphic Design, Medical Office,

Hospitality and Tourism, and Information Technology.

Career and Technical Student Organizations

Career and technical student organizations (CTSOs) develop citizenship, technical, leadership, and teamwork skills essential for

students who are preparing for the workforce and further education. They enhance students' civic awareness and provide

opportunities for developing social competencies and a wholesome attitude about living and working.

Wisconsin has six state and nationally recognized CTSOs that are intracurricular. In other words, they connect directly to the

classroom through curriculum, activities, and community resources. All CTSOs include leadership development and competitive

events where students demonstrate technical and leadership skills. CTSOs prepare young people to become productive citizens

and leaders in their communities and their careers. This is done through school activities along with regional, state, and national

leadership conferences and competitions. Students grow and develop through these events and receive recognition for the work

Wisconsin Standards for Business and Information Technology 15

they have done and the skills they have developed. CTSOs provide an exceptional extension of CTE instruction. Wisconsin’s

CTSOs include:

Wisconsin Future Business Leaders of America (FBLA) is affiliated with the national Future Business Leaders of America, the

largest business student organization in the world, serving more than 230,000 members preparing for careers in business. FBLA

follows the mission statement: FBLA inspires and prepares students to become community-minded business leaders in a global

society through relevant career preparation and leadership experiences. The first Wisconsin FBLA chapter was chartered in

1942, and the first state conference was held in 1954. Students build skills through FBLA competitions, conferences, and

leadership opportunities directly aligned to the standards for Business and Information Technology. FBLA offers experiences for

middle school, high school, and collegiate members, allowing for growth and exploration to partner with classroom experiences.

For more information on FBLA, please visit the Wisconsin FBLA website at www.wifbla.org.

Industry-Recognized Credentials

Industry-recognized credentials (IRCs) are certifications, credentials, or licenses that are vetted by employers and recognize skill

attainment needed for recruitment, screening, hiring, retention, advancement, or to mitigate workforce shortages. Earning

industry credentials while in high school helps students prove their competence and improve their employment prospects,

sometimes immediately after graduation. CTE courses are designed to improve career-based learning, and many IRCs fit

perfectly into the curriculum and can be added to the student’s resume following certification.

Dual Enrollment and College Credit Opportunities

Dual enrollment includes a variety of programs through which high school students are enrolled simultaneously in both high

school and college to earn credit through each. A dual enrollment course can take place at the high school, at a college or

university, or through an online or distance course. Local school districts partner with higher education partners to provide

training for instructors to offer these courses, or avenues for students to participate in courses on campus or online. Successful

completion of the coursework by a student will not only gain them a grade toward high school graduation, but also transferable

credits for their postsecondary education.

Wisconsin Standards for Business and Information Technology 16

Discipline Standards Structure

The Wisconsin Standards for Business and Information Technology follow a specific structure:

Standards Formatting

• Discipline: CTE program area

• Strand: Instructional topic within the discipline

• Standard: Broad statement that tells what students are expected to know or be able to do

• Learning Priority: Breaks down the broad statement into manageable learning pieces

• Performance Indicator by Learning Progression: Measurable degree to which a standard has been developed and/or met

Standard Coding

Strands for Business and Information Technology in this code structure include:

• Accounting and Finance (ACF)

• Business Communications (BC)

• Business Law and Ethics (BLE)

• Digital Communications and Media (DCM)

• Economics (EC)

• Entrepreneurship (EN)

• Foundations of Computer Science (CS)

• Global Business (GB)

• Hardware and IT Infrastructure (HIT)

• IT Foundations (IT)

• Management (MAN)

• Marketing (MKT)

Wisconsin Standards for Business and Information Technology 17

Performance Indicator by Learning Progression

The 2024 Wisconsin Standards for Career and Technical Education (CTE) mark a shift in how progress is recognized in a CTE

subject area. The new standards describe three levels of proficiency or mastery of industry expectations: beginning,

intermediate, and advanced. This contrasts with the 2013 CTE standards, which focused on performance indicators by three

grade bands: PK-5, 6-8, and 9-12.

Given the wide range of delivery models used, CTE does not lend itself to grade bands. In other words, CTE programming may be

either nonexistent or robust at the elementary or middle school levels. A beginning course, for example, may be offered in any

grade. The 2024 CTE standards, more appropriately, shift from looking at knowledge and skills acquired by the end of certain

grade levels to the increasing mastery a student acquires as they pursue their desired career pathway, regardless of the grade

the student begins on that path. Here then are the three levels in more detail:

• Beginning: Developing awareness

• Intermediate: Building foundational knowledge and skills

• Advanced: Implementing specific knowledge and skills

Wisconsin Standards for Business and Information Technology 18

The standards were designed to be flexible based on the unique needs of each Business and Information Technology program.

Courses are meant to be aligned to the standards through the scaffolding of student learning and level of mastery desired. Each

learning priority has one or more performance indicators by learning progression, reflecting a sequential flow of learning and a

continuum from beginning to advanced. Course design may consist of the full continuum or may begin and end with any learning

progression level. Furthermore, the performance indicator descriptors may cross over or overlap each other from one level to

the next. For example, the beginning level may include some foundational knowledge and skill-building connected to the

intermediate level versus solely focusing on developing awareness.

BIT performance indicators were written to allow the educator to build content from beginning to advanced levels, based on the

design of the course. In several standards, there is not a set sequence of performance indicators. This allows the educator to pull

a performance indicator from a different standard but lays the foundation for intermediate or advanced learning taking place.

Many beginning performance indicators can be used across different standards, and the need to repeat performance indicators

in all locations where it could be placed would have been overwhelming for educators. The design allows for flexibility to fit the

Wisconsin Standards for Business and Information Technology 19

needs of the educator, course, and district in order for students to demonstrate their knowledge of the content.

More aligned to postsecondary curriculum than past standards, the 2024 CTE standards provide programs an opportunity to

help students build content knowledge, explore careers pathways, and plan for postsecondary options. They also align with

industry requirements, ensuring they meet current needs yet are flexible enough to absorb inevitable changes in industry

processes and the economy as a whole.

In conclusion, these standards provide a foundation for a variety of applications in each of Wisconsin’s districts.

Section III

Discipline: Business and Information Technology

Wisconsin Standards for Business and Information Technology 21

Strand: Accounting and Finance (ACF)

Standard: BIT.ACF.1

Students will understand and apply the various steps of the accounting cycle and comprehend the

purpose of each step.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.ACF.1.A: Apply the various steps

of the accounting cycle for different

types of business formations.

BIT.ACF.1.A.b.1: Define

accounting, the purpose of the

accounting system, and how

current events impact the

accounting profession.

BIT.ACF.1.A.i.1: Describe and

explain the conceptual

framework of accounting and

Generally Accepted

Accounting Principles (GAAP)

and assumptions.

BIT.ACF.1.A.a.1: Distinguish

between the accrual basis of

accounting and the cash basis

of accounting and discuss the

impact each has on financial

statements.

BIT.ACF.1.A.b.2: Explain the

concept of liquidity.

BIT.ACF.1.A.i.2: Discuss the

purpose of the elements of the

financial statements: assets,

liabilities, owner's equity,

revenues, expenses, and net

income/loss.

BIT.ACF.1.A.a.2: Prepare a

trial balance to determine

necessary adjusting entries,

including accruals and

deferrals.

BIT.ACF.1.A.b.3: Compare

and contrast the advantages

and disadvantages of the

forms of business ownership

(sole proprietorships,

partnerships, and the various

types of corporations).

BIT.ACF.1.A.i.3: Analyze and

interpret business transactions

and their effect on the

accounting equation.

Wisconsin Standards for Business and Information Technology 22

Standard: BIT.ACF.1

Students will understand and apply the various steps of the accounting cycle and comprehend the

purpose of each step.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.ACF.1.A: Apply the various steps

of the accounting cycle for different

types of business formations.

BIT.ACF.1.A.i.4: Journalize

and post adjusting and closing

entries.

BIT.ACF.1.A.a.4: Use special

journals and subsidiary

ledgers.

BIT.ACF.1.A.b.5: Use a

numeric ten-key pad.

BIT.ACF.1.A.i.5: Use an

accounting software to record

business transactions.

Standard: BIT.ACF.2

Students will utilize Generally Accepted Accounting Principles (GAAP) to determine the value of assets,

liabilities, owner’s equity, revenues, and expenses.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.ACF.2.A: Analyze the effects of

changes in assets.

BIT.ACF.2.A.b.1: Define

assets and identify various

types.

BIT.ACF.2.A.i.1: Explain the

purpose of notes receivable.

BIT.ACF.2.A.a.1: Journalize

and post accounts receivable

transactions.

BIT.ACF.2.A.b.2: Recognize

items a business owns.

BIT.ACF.2.A.i.2: Differentiate

current and long-term assets,

and analyze their effect on

financial statements.

BIT.ACF.2.A.a.2: Compare

and contrast inventory and

costing procedures (periodic

and perpetual).

Wisconsin Standards for Business and Information Technology 23

Standard: BIT.ACF.2

Students will utilize Generally Accepted Accounting Principles (GAAP) to determine the value of assets,

liabilities, owner’s equity, revenues, and expenses.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.ACF.2.A: Analyze the effects of

changes in assets.

BIT.ACF.2.A.b.3: Reconcile a

bank statement.

BIT.ACF.2.A.i.3: Identify and

apply cash control techniques.

BIT.ACF.2.A.a.3: Calculate

and record depreciation and

depletion.

BIT.ACF.2.A.a.4: Account for

the investment, the use, and

the disposition of noncurrent

operating assets

BIT.ACF.2.B: Analyze the effects of

changes in liabilities.

BIT.ACF.2.B.b.1: Recognize

items a business owns.

BIT.ACF.2.B.i.1: Differentiate

between current liabilities,

long-term liabilities, and their

impact on financial statements.

BIT.ACF.2.B.a.1: Journalize

and post accounts payable

transactions.

BIT.ACF.2.B.b.2: Define

liabilities and identify various

types.

BIT.ACF.2.B.i.2: Explain the

purpose of notes payable.

BIT.ACF.2.B.a.2: Calculate

the cost of borrowed funds.

BIT.ACF.2.C: Analyze the effects of

changes in owner’s equity.

BIT.ACF.2.C.b.1: Define

revenue.

BIT.ACF.2.C.i.1: Discuss the

purpose of various owner’s

equity accounts as they relate

to the business

ownership structure.

BIT.ACF.2.C.a.1: Journalize

and post transactions related

to equity accounts.

BIT.ACF.2.C.b.2:

Define expense.

BIT.ACF.2.C.i.2: Identify the

components of owner’s equity

and their effects on financial

statements.

BIT.ACF.2.C.a.2:

Demonstrate appropriate

accounting techniques used

to account for investments

and withdrawals by owners.

Wisconsin Standards for Business and Information Technology 24

Standard: BIT.ACF.2

Students will utilize Generally Accepted Accounting Principles (GAAP) to determine the value of assets,

liabilities, owner’s equity, revenues, and expenses.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.ACF.2.C: Analyze the effects of

changes in owner’s equity.

BIT.ACF.2.C.a.3: Interpret

financial data to determine

the revenue of a business.

BIT.ACF.2.C.i.4: Account for

long-term investments (bonds).

BIT.ACF.2.C.a.4: Distinguish

between capital

expenditures and revenue

expenditures.

Wisconsin Standards for Business and Information Technology 25

Standard: BIT.ACF.3

Students will analyze, interpret, and construct financial reports to determine financial position.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.ACF.3.A: Prepare and analyze

financial reports for different forms of

business ownership.

BIT.ACF.3.A.b.1: Explore the

budget process for a business.

BIT.ACF.3.A.i.1: Prepare a

budget for a business.

BIT.ACF.3.A.a.1: Track and

make adjustments to budget

performance.

BIT.ACF.3.A.b.2: Discuss the

three basic types of business

activities—operating,

investing, and financing.

BIT.ACF.3.A.i.2: Prepare

financial statements for

various forms of business

ownership.

BIT.ACF.3.A.a.2: Create

financial reports using

spreadsheet and accounting

software.

BIT.ACF.3.A.i.3: Prepare and

analyze cash flow statement.

BIT.ACF.3.A.a.3: Use data to

forecast business

projections.

BIT.ACF.3.B: Assess the financial

condition and operating results of a

company while interpreting financial

statements.

BIT.ACF.3.B.a.1: Describe

the information provided in

each statement and how they

articulate with each other.

BIT.ACF.3.B.a.2: Recognize

the primary areas of analysis

(trend analysis, profitability,

capital structure) and explain

the information that can be

obtained from each type of

analysis.

BIT.ACF.3.B.i.3: Use software

to generate charts and graphs

to analyze the financial

condition of the business.

BIT.ACF.3.B.a.3: Evaluate

financial statements using

horizontal and vertical

analysis and commonly used

financial ratios.

Wisconsin Standards for Business and Information Technology 26

Standard: BIT.ACF.3

Students will analyze, interpret, and construct financial reports to determine financial position.

BIT.ACF.3.B.b.4: Discuss

accounting control

procedures for different types

of business ownership.

BIT.ACF.3.B.i.4: Discuss the

importance of integrity,

confidentiality, and high ethical

standards in the preparation of

financial statements.

BIT.ACF.3.B.a.4: Analyze

financial data to make short-

term and long-term

decisions.

Standard: BIT.ACF.4

Students will apply payroll and tax theories and procedures.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.ACF.4.A: Complete payroll

procedures to calculate, record, and

distribute payroll earnings.

BIT.ACF.4.A.b.1: Process

payroll earnings records to

calculate employee earnings

and withholdings.

BIT.ACF.4.A.i.1: Calculate

employer’s payroll taxes for

Social Security, Medicare,

federal unemployment, and

state unemployment.

BIT.ACF.4.A.a.1: Prepare

federal, state, and local

government payroll reports.

BIT.ACF.4.B: Analyze how employer

taxes impact business operations.

BIT.ACF.4.B.b.1: Analyze the

effects of payroll taxes for

various types of business

ownership.

BIT.ACF.4.B.i.1: Prepare

employer-related tax forms.

BIT.ACF.4.B.a.1: Journalize

and post-tax entries.

BIT.ACF.4.B.i.2: Describe the

composition of taxable income

and calculate tax.

BIT.ACF.4.B.a.2: Identify

and apply strategies for

minimizing taxable business

income.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b) Intermediate (i) Advanced (a)

BIT.ACF.3.B: Assess the financial

condition and operating results of a

company while interpreting financial

statements.

Wisconsin Standards for Business and Information Technology 27

Strand: Business Communications (BC)

Standard: BIT.BC.1

Students will develop foundational communication skills.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.BC.1.A: Students will use active

listening skills.

BIT.BC.1.A.b.1: Describe

traits of an active listener.

BIT.BC.1.A.i.1: Determine if

more information is needed

and ask appropriate questions.

BIT.BC.1.A.a.1: Formulate

judgments about the ideas

under discussion and support

those judgments with

convincing evidence.

BIT.BC.1.A.b.2: Summarize a

classroom discussion.

BIT.BC.1.A.i.2: Take complete

and accurate notes.

BIT.BC.1.A.a.2: Listen

carefully to separate fact

from opinion.

BIT.BC.1.A.b.3: Listen

attentively to guest speakers.

BIT.BC.1.A.i.3: Interview

people to learn about a topic

and write a summary.

BIT.BC.1.A.a.3: Identify and

overcome barriers to

enhance active listening.

BIT.BC.1.A.b.4: Take simple

notes.

BIT.BC.1.A.i.4: Interpret

verbal and nonverbal cues in

spoken messages.

BIT.BC.1.A.a.4: Direct

courteous attention to

multiple speakers within a

group to obtain key facts.

BIT.BC.1.A.b.5: Follow

spoken directions.

BIT.BC.1.A.i.5: Provide and

request appropriate feedback.

BIT.BC.1.A.a.5: Analyze and

evaluate the intent of a

message.

BIT.BC.1.A.a.6: Synthesize

information from multiple

sources to think critically

during decision-making.

Wisconsin Standards for Business and Information Technology 28

Standard: BIT.BC.1

Students will develop foundational communication skills.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.BC.1.B: Students will apply the

basic communication process.

BIT.BC.1.B.b.1: Compose and

speak simple responses to

questions.

BIT.BC.1.B.i.1: Respond to

questions directly and

appropriately.

BIT.BC.1.B.a.1: Compose

and speak complex responses

to questions for both sides of

a question or issue.

BIT.BC.1.B.b.2: Identify word

usage in a spoken or written

sentence.

BIT.BC.1.B.i.2: Demonstrate

awareness to language bias.

BIT.BC.1.B.a.2: Use

standardized English when

speaking and writing,

avoiding the use of expletive,

slang, jargon, and technical

terms.

BIT.BC.1.B.b.3: Demonstrate

contextually appropriate use

of the convention of

standardized English spelling,

grammar, and word usage.

BIT.BC.1.B.i.3: Gather

appropriate information in

order to deliver an accurate

and concise message.

BIT.BC.1.B.a.3: Use effective

techniques when delivering a

formal written or spoken

presentation, including

identifying the intended

audience.

BIT.BC.1.B.b.4: Determine

the purpose and form for a

message.

BIT.BC.1.B.i.4: Determine if

technology will impact the

delivery of the message.

BIT.BC.1.B.a.4: Evaluate

messages from different

perspectives to ensure

transfer of meaning.

BIT.BC.1.C: Students will

appropriately and effectively use

technology in the communication

process.

BIT.BC.1.C.b.1: Explore a

digital resource and

summarize the content.

BIT.BC.1.C.i.1: Evaluate

messages and select the

appropriate technology for

transmitting them.

BIT.BC.1.C.a.1: Compose

and evaluate formal and

informal digital

correspondence.

BIT.BC.1.C.b.2: Discuss rules

of safe and appropriate

conduct while communicating

digitally.

BIT.BC.1.C.i.2: Create

professional email

communication to request or

share information.

BIT.BC.1.C.a.2: Participate

in a digital discussion board

related to a given topic.

Wisconsin Standards for Business and Information Technology 29

Standard: BIT.BC.1

Students will develop foundational communication skills.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.BC.1.C: Students will

appropriately and effectively use

technology in the communication

process.

BIT.BC.1.C.b.3: Recognize the

multiple ways that mobile

technologies are used for both

personal and professional

communication.

BIT.BC.1.C.i.3: Participate in a

virtual conference or meeting.

BIT.BC.1.C.a.3: Use digital

libraries and other resources

to find information to write a

research paper with

contextually appropriate

cited sources.

BIT.BC.1.C.b.4: Role-play

answering and using a phone

to communicate effectively.

BIT.BC.1.C.i.4: Compose,

deliver, and publish documents

digitally.

BIT.BC.1.C.a.4: Compare

and contrast virtual and face-

to-face collaboration.

BIT.BC.1.C.b.5: Identify

appropriate etiquette when

communicating using

technology.

BIT.BC.1.C.i.5: Collaborate

with others through

technology to acquire and

share information.

BIT.BC.1.C.a.5: Collaborate

online with peers to

complete and publish a group

project.

BIT.BC.1.C.b.6: Use basic

applications for word

processing, spreadsheets, or

presentations to communicate

a message.

BIT.BC.1.C.i.6: Evaluate

examples of contextually

appropriate and inappropriate

voicemail greetings and

messages to determine

effectiveness.

BIT.BC.1.C.a.6: Use social

media to communicate

effectively with various

audiences.

BIT.BC.1.C.i.7: Recognize the

importance of response

timeliness and accuracy when

using a digital platform.

BIT.BC.1.C.a.7: Critique

asynchronous and

synchronous collaboration

tools.

BIT.BC.1.C.i.8: Integrate

functions of word processing,

spreadsheets, or presentation

tools to multiple scenarios.

BIT.BC.1.C.a.8: Evaluate

techniques to protect

confidential messages that

are sent digitally.

Wisconsin Standards for Business and Information Technology 30

Standard: BIT.BC.1

Students will develop foundational communication skills.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.BC.1.D: Students will participate

in the reading and research process.

BIT.BC.1.D.b.1: Describe why

it is not right to copy other

people’s work.

BIT.BC.1.D.i.1: Explain

ownership and use of digitally

generated information.

BIT.BC.1.D.a.1: Document

property, both print and

digital sources, to avoid

plagiarism and cite sources in

proper format.

BIT.BC.1.D.b.2: Use digital

resource tools to cite sources

effectively.

BIT.BC.1.D.i.2: Evaluate digital

sources to determine

authorship, validity, and

relevance.

BIT.BC.1.D.a.2: Plan,

research, and write business-

specific reports that

incorporate graphic aids.

BIT.BC.1.D.b.3: Recognize

why sources of text and

images need to be cited.

BIT.BC.1.D.i.3: Present

researched information in a

meaningful format, citing

sources of text and images.

BIT.BC.1.D.a.3: Interpret

information from multiple

primary and secondary

sources.

BIT.BC.1.D.b.4: Read for both

information and for

enjoyment.

BIT.BC.1.D.i.4: Read critically

to take accurate notes.

BIT.BC.1.D.a.4: Apply

various close reading

strategies that are

appropriate for the content.

BIT.BC.1.D.b.5: Read and

follow directions.

BIT.BC.1.D.i.5: Demonstrate

effective research techniques.

BIT.BC.1.D.a.5: Analyze and

evaluate the validity,

reliability, and accuracy of

both primary and secondary

sources.

BIT.BC.1.D.b.6: Demonstrate

reading comprehension

through summarizing

techniques.

BIT.BC.1.D.i.6: Use contextual

clues to recognize word

meaning.

BIT.BC.1.D.a.6: Evaluate the

impact of misleading or false

information.

Wisconsin Standards for Business and Information Technology 31

Standard: BIT.BC.2

Students will develop social communication skills.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.BC.2.A: Students will demonstrate

professionalism and business etiquette

during the communication process.

BIT.BC.2.A.b.1: Recognize

nonverbal messages.

BIT.BC.2.A.i.1: Give examples of

nonverbal messages that have

different meanings.

BIT.BC.2.A.a.1: Research and

participate in a presentation

on the customs and cultures

of a different country.

BIT.BC.2.A.b.2: Discuss the

importance of appropriate

manners and etiquette.

BIT.BC.2.A.i.2: Demonstrate

appropriate manners and

etiquette when interacting with

people from diverse backgrounds.

BIT.BC.2.A.a.2: Compare and

contrast effective

communication methods with

diverse cultural organizations.

BIT.BC.2.A.b.3: Recognize

contextually appropriate

etiquette when using the

phone.

BIT.BC.2.A.i.3: Analyze

situations in which

communication can positively or

negatively impact customer

service.

BIT.BC.2.A.a.3: Participate in

group discussions or role play

customer-service problem

resolutions.

BIT.BC.2.A.b.4: Develop a

respect and awareness of

diversity.

BIT.BC.2.A.i.4: Practice

contextually appropriate

etiquette when using a phone to

communicate.

BIT.BC.2.A.a.4: Integrate

consistent use of contextually

appropriate etiquette when

using the phone to

communicate.

BIT.BC.2.A.b.5:

Demonstrate the ability to

collaborate with peers and

colleagues.

BIT.BC.2.A.i.5: Explain the value

and impact of interpersonal

relationships in a business

environment.

BIT.BC.2.A.a.5: Establish an

understanding and respect for

the customs and

communication styles of

diverse cultures.

BIT.BC.2.A.b.6: Respect

the rights and acknowledge

the opinions of others.

BIT.BC.2.A.i.6: Present the

impact of effective

communication on your

professional image.

BIT.BC.2.A.a.6: Engage in

meaningful conversations in a

professional environment.

Wisconsin Standards for Business and Information Technology 32

Standard: BIT.BC.2

Students will develop social communication skills.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.BC.2.A: Students will demonstrate

professionalism and business etiquette

during the communication process.

BIT.BC.2.A.b.7: Recognize

the value of a responsible

social media presence.

BIT.BC.2.A.i.7: Describe

strategies for communicating

with co-workers.

BIT.BC.2.A.a.7: Create work

products that communicate a

professional image.

BIT.BC.2.B: Students will demonstrate

collaborative communication with

others when in a leadership role.

BIT.BC.2.B.b.1:

Demonstrate the ability to

work effectively as a

member of a small group.

BIT.BC.2.B.i.1: Explain the

importance of creating and

sharing an agenda prior to a

meeting.

BIT.BC.2.B.a.1: Demonstrate

the ability to resolve conflict

in a group.

BIT.BC.2.B.b.2: Identify the

characteristics of an

effective leader.

BIT.BC.2.B.i.2: Demonstrate

leadership skills when working in

a group.

BIT.BC.2.B.a.2: Model

appropriate behavior when

collaborating with others.

BIT.BC.2.B.b.3: Participate

in a meeting.

BIT.BC.2.B.i.3: Describe the

importance of involving all

meeting participants in any

meeting setting.

BIT.BC.2.B.a.3: Facilitate

group decision-making and

goal setting.

BIT.BC.2.B.b.4: Identify

ways to communicate

appropriately with others.

BIT.BC.2.B.i.4: Establish team

goals and objectives.

BIT.BC.2.B.a.4: Establish

meeting norms that lead to

group success.

BIT.BC.2.B.b.5: Explain the

importance of being able to

work with other people.

BIT.BC.2.B.i.5: Explain the

disadvantage of groupthink when

collaborating as a team.

BIT.BC.2.B.a.5: Assess

methods that can be used in a

group to eliminate groupthink.

Wisconsin Standards for Business and Information Technology 33

Standard: BIT.BC.3

Students will develop effective written communication skills.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.BC.3.A: Students will demonstrate

contextually appropriate writing

techniques and mechanics.

BIT.BC.3.A.b.1: Identify the

parts of speech.

BIT.BC.3.A.i.1: Write simple

and compound sentences

effectively.

BIT.BC.3.A.a.1: Proofread,

edit, and revise written work

using vocabulary specific to

various topics.

BIT.BC.3.A.b.2: Expand

vocabulary as needed when

writing at grade level.

BIT.BC.3.A.i.2: Expand

vocabulary as needed to

continue writing at grade level.

BIT.BC.3.A.a.2: Recognize

and write effective and

grammatically appropriate

complex sentences and

paragraphs.

BIT.BC.3.A.b.3: Apply

contextually appropriate

grammar, number usage, and

spelling in written formats.

BIT.BC.3.A.i.3: Recognize

grammar and spelling mistakes

and use proofreader’s marks to

correct the errors.

BIT.BC.3.A.a.3: Analyze

ethical implications of

misleading or inaccurate

written messages.

BIT.BC.3.A.b.4: Identify steps

in the writing process.

BIT.BC.3.A.i.4: Compose an

appropriate message for

specific audiences.

BIT.BC.3.A.a.4: Edit and

revise written work to

improve content and

effectiveness.

BIT.BC.3.A.b.5: Compose a

personal message using

sentences and paragraphs.

BIT.BC.3.A.i.5: Demonstrate

sensitivity to language bias.

BIT.BC.3.A.a.5: Use bias-free

language that reflects

cultural sensitivity.

BIT.BC.3.A.b.6: Develop an

outline to demonstrate

writing logic.

BIT.BC.3.A.i.6: Document

print and digital sources

accurately to avoid plagiarism.

BIT.BC.3.A.a.6: Compare

draft writing to final writing

to ensure accuracy of edits.

BIT.BC.3.B: Students will prepare

concise, professional, and accurate

business messages and documents.

BIT.BC.3.B.b.1: Write a thank

you note.

BIT.BC.3.B.i.1: Define biased

language.

BIT.BC.3.B.a.1: Proofread

and edit business documents

to ensure they are clear,

concise, and consistent.

Wisconsin Standards for Business and Information Technology 34

Standard: BIT.BC.3

Students will develop effective written communication skills.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.BC.3.B: Students will prepare

concise, professional, and accurate

business messages and documents.

BIT.BC.3.B.b.2: Write a

request for information.

BIT.BC.3.B.i.2: Write a thank

you letter or email for a specific

event.

BIT.BC.3.B.a.2: Compose a

variety of business

documents for multiple

situations.

BIT.BC.3.B.b.3: Compose a

simple report.

BIT.BC.3.B.i.3: Determine the

difference between a formal

and informal report.

BIT.BC.3.B.a.3: Develop

formal and informal reports.

BIT.BC.3.B.b.4: Prepare a set

of instructions on how to

complete a task.

BIT.BC.3.B.i.4: Develop a

meeting agenda.

BIT.BC.3.B.a.4: Prepare an

industry-specific technical

report with graphics.

BIT.BC.3.B.b.5: Create a

simple presentation.

BIT.BC.3.B.i.5: Compose a

personal business letter.

BIT.BC.3.B.a.5: Compose a

formal business letter.

BIT.BC.3.B.b.6: Create a

promotional document.

BIT.BC.3.B.i.6: Practice

revising poorly written

business communication.

BIT.BC.3.B.a.6: Evaluate and

revise poorly written

business messages.

BIT.BC.3.B.b.7: Read a chart

or a graph.

BIT.BC.3.B.i.7: Recognize

when a direct, indirect, or

persuasive message is used.

BIT.BC.3.B.a.7: Develop

direct, indirect, and

persuasive messages for

appropriate situations.

BIT.BC.3.B.b.8: Recognize the

difference between a positive

and a negative message.

BIT.BC.3.B.i.8: Prepare

communication that conveys

both positive and negative

messaging.

BIT.BC.3.B.a.8: Compose

specialized messages and

documents for decision-

making and problem-solving.

BIT.BC.3.B.i.9: Create

summaries or reports that use

appropriate documentation

styles.

BIT.BC.3.B.a.9: Analyze and

evaluate complex business

case studies involving

communication.

Wisconsin Standards for Business and Information Technology 35

Standard: BIT.BC.4

Students will develop effective spoken communication skills.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.BC.4.A: Students will demonstrate

basic speaking skills and techniques.

BIT.BC.4.A.b.1: Recognize

various nonverbal signals.

BIT.BC.4.A.i.1: Interpret

nonverbal signals

appropriately.

BIT.BC.4.A.a.1: Respond

appropriately to nonverbal

signals.

BIT.BC.4.A.b.2: Participate

in group discussions and

role-playing.

BIT.BC.4.A.i.2: Model

effective communication

group discussions and role-

playing.

BIT.BC.4.A.a.2: Participate in

effective group discussions and

role-playing, defending both sides

of an issue.

BIT.BC.4.A.b.3: Express

needs and wants verbally.

BIT.BC.4.A.i.3: Organize

thoughts to reflect logical

thinking.

BIT.BC.4.A.a.3: Lead logical and

complex discussions.

BIT.BC.4.A.b.4: Ask

appropriate questions.

BIT.BC.4.A.i.4: Determine

when more information is

needed and ask appropriate

questions.

BIT.BC.4.A.a.4: Ask questions

with confidence to elicit more

information.

BIT.BC.4.A.b.5: Compose

and speak simple responses

to questions.

BIT.BC.4.A.i.5: Respond to

questions directly and

appropriately.

BIT.BC.4.A.a.5: Compose and

speak complex responses to

questions for both sides of a

question or issue.

BIT.BC.4.A.b.6: Identify

word usage in a sentence.

BIT.BC.4.A.i.6: Demonstrate

awareness of language bias.

BIT.BC.4.A.a.6: Demonstrate an

acceptance of regional cultural

differences in spoken

communication.

BIT.BC.4.A.b.7: Explain the

difference between

enunciation and

pronunciation.

BIT.BC.4.A.i.7: Discuss the

importance of appropriate

word selection and usage

when speaking.

BIT.BC.4.A.a.7: Use standardized

English when speaking, avoiding

the use of expletives, slang,

jargon, vocal segregates, and

technical terms.

Wisconsin Standards for Business and Information Technology 36

Standard: BIT.BC.4

Students will develop effective spoken communication skills.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.BC.4.A: Students will demonstrate

basic speaking skills and techniques.

BIT.BC.4.A.i.8: Demonstrate

basic interview skills in a

mock interview.

BIT.BC.4.A.a.8: Demonstrate

appropriate interviewing

techniques in mock employment

interviews.

BIT.BC.4.A.i.9: Explain

appropriate strategies for

communicating in face-to-

face conversations.

BIT.BC.4.A.a.9: Interact

effectively and use culturally

sensitive language when talking

with other individuals, including

people from various backgrounds.

BIT.BC.4.B: Students will demonstrate

the ability to deliver appropriate and

effective presentations.

BIT.BC.4.B.b.1: Prepare

and deliver a short speech.

BIT.BC.4.B.i.1: Prepare and

deliver a speech in front of a

small group.

BIT.BC.4.B.a.1: Prepare and

deliver a presentation in

professional attire to a large

group of people using visual aids

to enhance the presentation.

BIT.BC.4.B.b.2: Create

simple visual aids to use in a

presentation.

BIT.BC.4.B.i.2: Demonstrate

appropriate techniques to

organize a speech or

presentation.

BIT.BC.4.B.a.2: Use effective

techniques to deliver professional

business presentations.

BIT.BC.4.B.i.3: Demonstrate

contextually appropriate

spelling, grammar, word

usage, and legible writing.

BIT.BC.4.B.a.3: Use contextually

appropriate techniques when

delivering a formal presentation,

including analyzing the use of

fillers.

BIT.BC.4.B.b.4: Collaborate

with a small group to create

a team presentation.

BIT.BC.4.B.i.4: Identify

techniques to maintain

audience attention during a

presentation.

BIT.BC.4.B.a.4: Implement the

use of audio, video, or handouts

to enhance a presentation.

Wisconsin Standards for Business and Information Technology 37

Standard: BIT.BC.4

Students will develop effective spoken communication skills.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.BC.4.B: Students will demonstrate

the ability to deliver appropriate and

effective presentations.

BIT.BC.4.B.b.5: Write a

short story as a member of

a group and perform it.

BIT.BC.4.B.i.5: Use digital

collaboration tools to plan

with group members.

BIT.BC.4.B.a.5: Complete a

group project using digital

collaboration and present

findings.

BIT.BC.4.B.b.6: Attend a

virtual conference.

BIT.BC.4.B.i.6: Actively

participate in a digital

conference presentation.

BIT.BC.4.B.a.6: Create and

deliver a digital conference

and/or presentation.

BIT.BC.4.B.b.7: Be an

active member at a group

meeting.

BIT.BC.4.B.i.7: Attend a

school board or community-

based organization meeting.

BIT.BC.4.B.a.7: Preside at

meetings and demonstrate basic

parliamentary procedure.

BIT.BC.4.B.b.8: Describe

what an impromptu speech

is.

BIT.BC.4.B.i.8: Present a

brief informative impromptu

speech.

BIT.BC.4.B.a.8: Deliver a

persuasive impromptu

presentation.

BIT.BC.4.B.b.9: Identify

possible difficulties when

delivering a speech or

presentation with or

without technology.

BIT.BC.4.B.i.9: Practice

effective strategies to

manage anxiety or

nervousness during a

presentation.

BIT.BC.4.B.a.9: React

appropriately and engage

problem-solving skills when

technical difficulties are

experienced during a

presentation.

Wisconsin Standards for Business and Information Technology 38

Standard: BIT.BC.5

Students will develop effective communication skills to support success in the workplace.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.BC.5.A: Students will demonstrate

successful employment

communication skills.

BIT.BC.5.A.b.1: Discuss basic

communication skills used on

various jobs.

BIT.BC.5.A.i.1: Identify

negotiation strategies to

resolve a conflict.

BIT.BC.5.A.a.1:

Demonstrate effective

negotiation skills.

BIT.BC.5.A.b.2: Outline the

parts of a resume.

BIT.BC.5.A.i.2: Write a simple

resume for a simulated job

opportunity.

BIT.BC.5.A.a.2: Create a

digitally accessible and print

version of a resume.

BIT.BC.5.A.b.3: Identify

online and print sources to

locate job opportunities.

BIT.BC.5.A.i.3: Develop a

letter of application or cover

letter.

BIT.BC.5.A.a.3: Write a

formal application letter for

job opportunities.

BIT.BC.5.A.b.4: Identify

online sources to use for

preparing for a future career.

BIT.BC.5.A.i.4: Develop a

portfolio containing career

research materials.

BIT.BC.5.A.a.4: Develop a

digital portfolio containing

career research materials for

at least one career pathway.

BIT.BC.5.A.b.5: Create a list

of potential job interview

questions.

BIT.BC.5.A.i.5: Participate in

an interview or role-play a

simulated interview.

BIT.BC.5.A.a.5: Analyze

characteristics of effective

and ineffective interview

procedures, questions, and

responses.

BIT.BC.5.A.b.6: Identify what

it means to have a positive

recommendation.

BIT.BC.5.A.i.6: Create a list of

people who could be personal

references.

BIT.BC.5.A.a.6: Obtain

permission and create a list

of professional references.

BIT.BC.5.A.i.7: Describe

appropriate questions a

potential employee could ask

an interviewer.

BIT.BC.5.A.a.7: Write a

follow-up (thank you) letter

or email for use after a job

interview.

Wisconsin Standards for Business and Information Technology 39

Standard: BIT.BC.5

Students will develop effective communication skills to support success in the workplace.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.BC.5.A: Students will demonstrate

successful employment

communication skills.

BIT.BC.5.A.i.8: Discuss illegal

and inappropriate interview

questions.

BIT.BC.5.A.a.8: Present and

role-play strategies for

communicating with

managers, co-workers, and

customers or clients.

BIT.BC.5.A.i.9: Identify

appropriate strategies for

accepting or rejecting a job

offer.

BIT.BC.5.A.a.9: Develop a

business proposal or

business plan.

BIT.BC.5.A.i.10: Discuss

appropriate written and

spoken communication when

leaving employment under

various circumstances.

BIT.BC.5.A.a.10: Document

and format minutes from a

business meeting.

Wisconsin Standards for Business and Information Technology 40

Strand: Business Law and Ethics (BLE)

Standard: BIT.BLE.1

Students will assess the legal system in which they live and work.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.BLE.1.A: Analyze the sources of

law.

BIT.BLE.1.A.b.1: Define and

give examples of rules and

laws and why they are

important.

BIT.BLE.1.A.i.1: Describe the

branches of government.

BIT.BLE.1.A.a.1: Summarize

each branch of the federal,

tribal, and state government

and explain the importance

of each.

BIT.BLE.1.A.b.2: Explain the

consequences of not having

rules and laws.

BIT.BLE.1.A.i.2: Explain the

purpose for a constitution and

give examples of a constitution.

BIT.BLE.1.A.a.2: Outline

how a constitution

safeguards and limits an

individual’s rights.

BIT.BLE.1.A.b.3: Give

examples of people who have

the authority to make and

enforce rules and laws in the

school and community.

BIT.BLE.1.A.i.3: Explain why

laws are developed at the

federal and state levels.

BIT.BLE.1.A.a.3: Explain how

laws are developed at the

federal, tribal, and state

levels.

BIT.BLE.1.A.b.4: Explain the

primary sources of laws.

BIT.BLE.1.A.i.4: Describe why

citizens are obligated to follow

rules and laws and the

consequences for not following

rules and laws.

BIT.BLE.1.A.a.4: Interpret

statutory law and identify the

purposes of statutory law.

BIT.BLE.1.B: Summarize the structure

of the court system.

BIT.BLE.1.B.b.1: Identify

courtroom personnel.

BIT.BLE.1.B.i.1: Explain the

function of the court system.

BIT.BLE.1.B.a.1: Argue the

importance of the court

system.

BIT.BLE.1.B.b.2: Identify local

court locations.

BIT.BLE.1.B.i.2: Describe the

roles of courtroom personnel.

BIT.BLE.1.B.a.2: Illustrate

the structure of the federal

and state court systems with

appropriate jurisdiction.

Wisconsin Standards for Business and Information Technology 41

Standard: BIT.BLE.1

Students will assess the legal system in which they live and work.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.BLE.1.B: Summarize the structure

of the court system.

BIT.BLE.1.B.b.3: Describe the

different levels of the court

system.

BIT.BLE.1.A.i.3: Define

administrative agencies and

how administrative agencies

get their power and the ability

to create regulations.

BIT.BLE.1.B.a.3: Identify the

types of cases heard in each

of the federal and state

courts and the difference

between original and

appellate jurisdiction.

BIT.BLE.1.C: Illustrate the legal

process differences in civil and criminal

cases.

BIT.BLE.1.C.b.1: Define crime.

BIT.BLE.1.C.i.1: Differentiate

between civil and criminal law.

BIT.BLE.1.C.a.1: List and

explain the steps in criminal

and civil trials.

BIT.BLE.1.C.i.2: Compare

classification of crimes.

BIT.BLE.1.C.a.2: Explain the

advantages and

disadvantages of alternative

dispute-resolution methods

and litigation.

BIT.BLE.1.C.i.3: Explain

procedural and substantive

law.

BIT.BLE.1.C.a.3: Analyze

different business-related

crimes (for example, tort,

contract, property).

BIT.BLE.1.C.i.4: Explain the

role of precedent in the legal

system.

BIT.BLE.1.C.a.4:

Differentiate between

negligence, strict liability,

and intentional torts.

Wisconsin Standards for Business and Information Technology 42

Standard: BIT.BLE.2

Students will interpret laws associated with business organizations, agency law, and employment law.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.BLE.2.A: Summarize the

characteristics of owning and

operating a business.

BIT.BLE.2.A.b.1: Describe

sole proprietorship.

BIT.BLE.2.A.i.1: Explain why

people start a new business.

BIT.BLE.2.A.a.1: Analyze the

process for starting and

operating a sole

proprietorship.

BIT.BLE.2.A.b.2: Explain

partnership.

BIT.BLE.2.A.i.2: Describe how

partnerships are created.

BIT.BLE.2.A.a.2: Distinguish

among the different types of

partners and describe the

powers and duties of each

type.

BIT.BLE.2.A.b.3: Identify

businesses in your community.

BIT.BLE.2.A.i.3: Analyze the

different forms of business and

explain the legal liability

related to each form.

BIT.BLE.2.A.a.3: Identify

how the partnership may be

dissolved by the partners,

operation of the law, and by

the order of the court.

BIT.BLE.2.A.b.4: Describe

what it means to own a

business.

BIT.BLE.2.A.i.4: Explain

regulations relating to the

operation of a business.

BIT.BLE.2.A.a.4: Summarize

why a corporation is a legal

entity.

BIT.BLE.2.A.i.5: List and

explain the steps in forming a

corporation.

BIT.BLE.2.A.a.5: Describe

the ways a corporation may

be terminated.

BIT.BLE.2.A.a.6: Summarize

the role of franchises in the

business environment.

Wisconsin Standards for Business and Information Technology 43

Standard: BIT.BLE.2

Students will interpret laws associated with business organizations, agency law, and employment law.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.BLE.2.B: Summarize the role and

importance of agency law.

BIT.BLE.2.B.b.1:

Define agency.

BIT.BLE.2.B.i.1: Explain the

different types of agents.

BIT.BLE.2.B.a.1: List the

ways an agency relationship

can be created.

BIT.BLE.2.B.b.2: Explain the

different types of principals.

BIT.BLE.2.B.i.2: Distinguish

among agents, independent

contractors, bailees, brokers,

and trustees.

BIT.BLE.2.B.a.2: Summarize

the duties an agent owes to

the principal and the duties

the principal owes the agent.

BIT.BLE.2.C: Analyze the role of

employment law.

BIT.BLE.2.C.b.1: Describe

employment.

BIT.BLE.2.C.i.1: Explain

employment at will.

BIT.BLE.2.C.a.1: Explain the

wrongful discharge

exceptions to employment at

will.

BIT.BLE.2.C.b.2: Examine the

employer-employee

relationship.

BIT.BLE.2.C.i.2: List and

explain the rights and

responsibilities of employees.

BIT.BLE.2.C.a.2: Summarize

legislation that regulates

employee rights and

employment conditions.

BIT.BLE.2.C.i.3: List and

explain the rights and

responsibilities of employers.

BIT.BLE.2.C.a.3: Examine

justified and unjustified

discrimination practices.

BIT.BLE.2.C.i.4: Define “labor

union” and the rights of

workers.

BIT.BLE.2.C.a.4: Examine the

history of labor unions, the

legislation associated with

labor unions, and how labor

unions operate.

Wisconsin Standards for Business and Information Technology 44

Standard: BIT.BLE.3

Students will evaluate the legal implications of contract law, law of sales, and consumer law.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.BLE.3.A: Demonstrate an

understanding of contract law.

BIT.BLE.3.A.b.1:

Define contract.

BIT.BLE.3.A.i.1: Identify and

explain various types of

contracts.

BIT.BLE.3.A.a.1: Demonstrate

understanding of the

contractual relationship, and

explain the elements required

to create a contract.

BIT.BLE.3.A.b.2: Explain

the importance of a

contract.

BIT.BLE.3.A.i.2: Outline

various parts of a simple

contract.

BIT.BLE.3.A.a.2: Define

“consideration” as it applies to

contract law and list examples

of valid consideration for both

benefit and detriment.

BIT.BLE.3.A.i.3: Evaluate

contractual rights and

responsibilities.

BIT.BLE.3.A.a.3: Explain how

contractual rights and duties

are created through offer and

acceptance.

BIT.BLE.3.A.i.4: Describe the

types of consideration and

justify the exceptions to the

requirements of consideration.

BIT.BLE.3.A.a.4: Compare the

classifications of contracts:

valid, void, voidable,

unenforceable, bilateral,

unilateral, express, implied,

oral, and written contracts.

BIT.BLE.3.A.i.5: Discuss how to

determine contractual

capacity—minors, mentally

impaired, intoxicated—and the

implications of ratification.

BIT.BLE.3.A.a.5: Discuss the

different ways a contract can

be discharged or terminated:

substantial performance,

complete performance, mutual

release, accord and satisfaction,

and discharge by operation of

law.

Wisconsin Standards for Business and Information Technology 45

Standard: BIT.BLE.3

Students will evaluate the legal implications of contract law, law of sales, and consumer law.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.BLE.3.A: Demonstrate an

understanding of contract law.

BIT.BLE.3.A.i.6: Define “breach

of contract” and “legal

remedies”: damages, specific

performance, rescission, and

restitution.

BIT.BLE.3.A.a.6: Identify

contracts that should be in

writing under the statute of

frauds.

BIT.BLE.3.B: Interpret the legal issues

involved with the sale of goods and

consumer protection as they relate to

consumer law.

BIT.BLE.3.B.b.1: Describe a

“consumer.”

BIT.BLE.3.B.i.1: Discuss the

rights, responsibilities, and

protections of consumers.

BIT.BLE.3.B.a.1: Explain the

two types of warranties for sale

of goods: expressed and

implied.

BIT.BLE.3.B.b.2: Identify

goods and services that are

produced in the local

community and state.

BIT.BLE.3.B.i.2: Contrast

goods from services and real

property.

BIT.BLE.3.B.a.2: Summarize

the differences between a sale

of goods and other transactions

relating to goods.

BIT.BLE.3.B.b.3:

Define “sales.”

BIT.BLE.3.B.i.3: Explain the

Uniform Commercial Code

(UCC) and when to apply it.

BIT.BLE.3.B.a.3: List and

explain consumer protection

laws: Truth in Lending Act and

Consumer Product Safety Act.

Wisconsin Standards for Business and Information Technology 46

Standard: BIT.BLE.4

Students will analyze the legal aspects of personal property, real property, and intellectual/artistic

property law.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.BLE.4.A: Evaluate laws and legal

rules associated with personal

property.

BIT.BLE.4.A.i.1: Define

“personal property.”

BIT.BLE.4.A.a.1: Compare the

classifications of property and

assess why property

distinctions are important.

BIT.BLE.4.A.i.2: Identify

types of personal property.

BIT.BLE.4.A.a.2: Analyze the

various methods property is

acquired.

BIT.BLE.4.A.i.3: Analyze the

various ways of holding

ownership to property.

BIT.BLE.4.A.a.3: Evaluate

forms of co-ownership of

personal property.

BIT.BLE.4.A.a.4: Illustrate

common bailments.

BIT.BLE.4.B: Evaluate laws and legal

rules associated with real property.

BIT.BLE.4.B.i.1: Define “real

property.”

BIT.BLE.4.B.a.1: Compare and

contrast liens, licenses, and

easements.

BIT.BLE.4.B.i.2: Explain a

“lease.”

BIT.BLE.4.B.a.2: Categorize

the various types of leases.

BIT.BLE.4.B.b.3: Describe a

“landlord.”

BIT.BLE.4.B.i.3: Outline the

rights and duties of landlords

and tenants.

BIT.BLE.4.B.a.3: Outline the

rights and duties of landlords

and tenants when terminating a

lease.

Wisconsin Standards for Business and Information Technology 47

Standard: BIT.BLE.4

Students will analyze the legal aspects of personal property, real property, and intellectual/artistic

property law.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.BLE.4.C: Evaluate laws and legal

rules associated with intellectual and

artistic property.

BIT.BLE.4.C.b.1: Define

“intellectual property.”

BIT.BLE.4.C.i.1: Summarize

the types of intellectual

property that are protected

by law.

BIT.BLE.4.C.a.1: Examine the

laws that protect intellectual

property rights.

BIT.BLE.4.C.a.2: Analyze

intellectual property ethical

case studies.

BIT.BLE.4.C.a.3: Assess how

intellectual property rights can

be terminated or can be lost.

Wisconsin Standards for Business and Information Technology 48

Standard: BIT.BLE.5

Students will analyze the roles of personal integrity, ethical behavior, and social responsibility in the

workplace.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.BLE.5.A: Differentiate between

ethical and legal issues in business

relationships.

BIT.BLE.5.A.b.1:

Define “ethics.”

BIT.BLE.5.A.i.1: Distinguish

between business and personal

ethics.

BIT.BLE.5.A.a.1: Compare

and contrast ethical theories.

BIT.BLE.5.A.b.2: Identify

ethical character traits:

honesty, integrity, and

fairness.

BIT.BLE.5.A.i.2: Explain how a

person’s values relate to

ethical behavior.

BIT.BLE.5.A.a.2: Analyze

ethical dilemmas.

BIT.BLE.5.A.b.3:

Communicate how to respect

the privacy of others.

BIT.BLE.5.A.i.3: Describe how

ethics and law are related.

BIT.BLE.5.A.a.3: Compare

and contrast the

consequences of unethical

behavior with illegal

behavior.

BIT.BLE.5.A.b.4: Describe

what it means to be

responsible.

BIT.BLE.5.A.i.4: Define

“corporate social

responsibility.”

BIT.BLE.5.A.a.4: Analyze the

role of values in constructing

an ethical code that relates to

the legal system.

BIT.BLE.5.A.b.5: List ways in

which a business’ actions

could have both positive and

negative impacts on a

community.

BIT.BLE.5.A.i.5: Discuss

methods in which a

corporation can demonstrate

social responsibility.

BIT.BLE.5.A.a.5: Describe

ethics-related legislation (for

example, Sarbanes-Oxley

Act, etc.) and their impact on

ethical business transactions.

BIT.BLE.5.A.i.6: Identify ways

in which businesses become

involved with community

projects.

BIT.BLE.5.A.a.6: Explain the

role of corporate citizenship

and its impact on society.

Wisconsin Standards for Business and Information Technology 49

Standard: BIT.BLE.5

Students will analyze the roles of personal integrity, ethical behavior, and social responsibility in the

workplace.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.BLE.5.A: Differentiate between

ethical and legal issues in business

relationships.

BIT.BLE.5.A.i.7: Distinguish

between business ethics and

social responsibility.

BIT.BLE.5.A.a.7: Illustrate

the long-term impact of

corporate social

responsibility to the

environment.

Strand: Digital Communications and Media (DCM)

Standard: BIT.DCM.1

Students will create publish-quality media for intended audiences or purposes through the use of

advanced layout, design, and graphics production software and hardware.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.DCM.1.A: Prepare documents for

publishing to web, print, and other

digital devices.

BIT.DCM.1.A.b.1: Create a

document or digital media

piece with text, page border,

and digital images.

BIT.DCM.1.A.i.1: Create a

document or publication

incorporating text, columns,

graphics, borders, and shading.

BIT.DCM.1.A.a.1: Design and

create complex, multipart,

digital media publications.

BIT.DCM.1.A.b.2: Insert

graphic elements to enhance

digital media, documents, or

publications.

BIT.DCM.1.A.i.2: Create

publications using templates.

BIT.DCM.1.A.a.2: Use

technical skills, for printed

and digital media, to produce

publishable materials.

Wisconsin Standards for Business and Information Technology 50

Standard: BIT.DCM.1

Students will create publish-quality media for intended audiences or purposes through the use of

advanced layout, design, and graphics production software and hardware.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.DCM.1.A: Prepare documents for

publishing to web, print, and other

digital devices.

BIT.DCM.1.A.b.3: Explore

current and emerging digital

media.

BIT.DCM.1.A.i.3: Use styles to

apply layout and design

concepts to create publications

in digital or print format.

BIT.DCM.1.A.a.3: Import and

export text, data, and graphics

between software programs.

BIT.DCM.1.A.b.4: Identify

and select appropriate

delivery methods and tools for

digital media projects.

BIT.DCM.1.A.i.4: Identify and

use common typographic

adjustments to create contrast,

hierarchy, and enhanced

readability.

BIT.DCM.1.A.a.4: Analyze

the impact of digital media on

society.

BIT.DCM.1.B: Design, create, and

deliver digital presentations.

BIT.DCM.1.B.b.1: Create and

deliver a digital presentation.

BIT.DCM.1.B.i.1: Import

digital images, audio files, and

video files into presentations.

BIT.DCM.1.B.a.1: Create

media-rich presentations for a

target audience, incorporating

digital images, audio, and

video files.

BIT.DCM.1.B.b.2: Prepare

presentations for

collaboration and distribution.

BIT.DCM.1.B.a.2: Convert

data between media and file

formats.

BIT.DCM.1.B.b.3: Create an

edited video sequence from

captured digital image files.

BIT.DCM.1.B.a.3: Analyze the

purpose of the media to

determine the appropriate file

format and level of

compression.

Wisconsin Standards for Business and Information Technology 51

Standard: BIT.DCM.1

Students will create publish-quality media for intended audiences or purposes through the use of

advanced layout, design, and graphics production software and hardware.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.DCM.1.C: Design, edit, debug, and

publish dynamic web pages and

websites.

BIT.DCM.1.C.b.1: Identify

needs of client and target

audience.

BIT.DCM.1.C.i.1: Create a

basic web page using

recommended HTML5 section

elements: header, navigation,

main, footer, etc.

BIT.DCM.1.C.a.1: Apply

descendent CSS selectors to

format content.

BIT.DCM.1.C.b.2: Create a

basic website with links,

images, and text using HTML.

BIT.DCM.1.C.i.2: Use the

anchor hyperlink reference

element to create links to other

pages in a site, other websites,

email, and phone links.

BIT.DCM.1.C.a.2: Create

device-responsive layouts

using float, flex, and/or grid

layout methods.

BIT.DCM.1.C.b.3: Code and

format basic body elements,

including headings,

paragraphs, and lists.

BIT.DCM.1.C.i.3: Create and

configure graphic elements of a

page, including banners, page

images, backgrounds, and

animated GIFs.

BIT.DCM.1.C.a.3:

Incorporate cross-browser

functionality in the

development of websites.

BIT.DCM.1.C.b.4: Compile a

list of HTML/CSS resources

and references.

BIT.DCM.1.C.i.4: Use inline,

embedded, and/or external

CSS to format page content.

BIT.DCM.1.C.a.4: Implement

and configure audio and video

elements in a web page.

BIT.DCM.1.C.b.5: Compare

and contrast the features of

web development software.

BIT.DCM.1.C.i.5: Create web

page layouts using CSS.

BIT.DCM.1.C.a.5: Code

advanced page elements such

as mobile navigation menus,

drop-down menus, and

interactive widgets.

Wisconsin Standards for Business and Information Technology 52

Standard: BIT.DCM.1

Students will create publish-quality media for intended audiences or purposes through the use of

advanced layout, design, and graphics production software and hardware.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.DCM.1.C: Design, edit, debug, and

publish dynamic web pages and

websites.

BIT.DCM.1.C.b.6: Identify

elements of user interaction:

navigation, mouse input,

keyboard input, touch input,

menus, controls, form

elements, and feedback such

as tooltips and validation.

BIT.DCM.1.C.i.6: Create,

format, and edit table elements

to organize data on a web page.

BIT.DCM.1.C.a.6: Describe

the purpose of HTML5

Application Programming

Interfaces (APIs):

geolocation, web storage,

manifest, service workers, and

canvas.

BIT.DCM.1.C.i.7: Publish a

website to a server using File

Transfer Protocol (FTP).

BIT.DCM.1.C.a.7: Create

forms on a web page using

HTML/CSS elements and

invoke server-side processing

to handle form data.

BIT.DCM.1.C.i.8: Debug

coding errors using

troubleshooting tools.

BIT.DCM.1.C.a.8: Create

dynamic web pages that use

server-side programming (for

example, PHP and/or ASP.net)

and database integration.

BIT.DCM.1.C.i.9: Incorporate

development of a website.

BIT.DCM.1.C.a.9: Create and

design an e-business site.

BIT.DCM.1.C.i.10: Research

and apply design guidelines and

laws that affect website

accessibility for all.

BIT.DCM.1.C.a.10: Describe

and implement best practices

for search engine

optimization (SEO).

Wisconsin Standards for Business and Information Technology 53

Standard: BIT.DCM.1

Students will create publish-quality media for intended audiences or purposes through the use of

advanced layout, design, and graphics production software and hardware.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.DCM.1.C: Design, edit, debug, and

publish dynamic web pages and

websites.

BIT.DCM.1.C.i.11:

Demonstrate an understanding

of key technologies related to

web design and development.

BIT.DCM.1.C.a.11: Explain

basic network principles and

protocols.

BIT.DCM.1.C.a.12: Research

and analyze options for

hosting platforms and domain

name solutions.

BIT.DCM.1.C.a.13:

Implement JavaScript

functions for additional page

functionality.

BIT.DCM.1.D: Capture, edit, and

enhance an audio sequence using audio

editing software.

BIT.DCM.1.D.b.1:

Demonstrate audio recording

and editing abilities,

integrating layering of

multiple assets.

BIT.DCM.1.D.i.1: Enhance

audio recordings with audio

editing software.

BIT.DCM.1.D.a.1: Export

edited audio for use in a

variety of digital media.

BIT.DCM.1.D.a.2: Export

media in the appropriate file-

size for the chosen

destination.

Wisconsin Standards for Business and Information Technology 54

Standard: BIT.DCM.1

Students will create publish-quality media for intended audiences or purposes through the use of

advanced layout, design, and graphics production software and hardware.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.DCM.1.E: Capture, edit, and

enhance a video sequence using a

video editing application.

BIT.DCM.1.E.b.1: Identify the

purpose, audience, and

audience needs for preparing

video editing projects.

BIT.DCM.1.E.i.1: Transfer

digital video recordings to

another digital device through

cloud-based and wired means.

BIT.DCM.1.E.a.1: Capture

digital video using various

cinematic techniques:

framing, lighting, angles, etc.

BIT.DCM.1.E.b.2: Record

video footage and edit with a

digital device.

BIT.DCM.1.E.i.2: Create an

edited video sequence from

captured video files and

multiple inputs using layering

in editing.

BIT.DCM.1.E.a.2:

Communicate visually using

standard film/video timing

techniques: following the

action; leading in and out of

shots to give editors time to

cut; matching shots; zooms

and pans; wide vs. tight shots;

establishing shots vs. closing

shots; shooting B-roll footage.

BIT.DCM.1.E.b.3: Capture

and produce a demonstration

using screencasting software.

BIT.DCM.1.E.i.3: Apply the

proper frame size for the

targeted export frame.

BIT.DCM.1.E.a.3: Adjust

camera settings based on

lighting, action, distance to

subject, portrait, or landscape.

BIT.DCM.1.E.b.4: Export,

publish, and share media to a

chosen destination.

BIT.DCM.1.E.i.4: Export media

in the appropriate file size for

the chosen destination.

BIT.DCM.1.E.a.4: Create

post-production assets for

video such as thumbnails, end-

screens, cards, and links.

BIT.DCM.1.E.i.5: Import digital

images, audio, and video files.

BIT.DCM.1.E.a.5: Apply

layer-based editing, keying,

and selective cropping

techniques to create dynamic

video content.

Wisconsin Standards for Business and Information Technology 55

Standard: BIT.DCM.1

Students will create publish-quality media for intended audiences or purposes through the use of

advanced layout, design, and graphics production software and hardware.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.DCM.1.E: Capture, edit, and

enhance a video sequence using a

video editing application.

BIT.DCM.1.E.i.6: Demonstrate

knowledge of digital video and

audio terminology: frame rate,

aspect ratio, safe zone, image

and video resolution, file

formats, video codecs, and

rendering.

BIT.DCM.1.E.a.6: Modify

brightness, contrast, color,

resolution, and transparency

of digital images.

BIT.DCM.1.E.i.7: Demonstrate

knowledge of how color is

represented in digital video:

white balance, bit depth, and

working color space (RGB,

CMYK, YUV, HLS).

BIT.DCM.1.E.a.7: Use

keyframes to control video

properties over time.

BIT.DCM.1.E.i.8: Add and

animate titles and modify title

properties.

BIT.DCM.1.F: Capture images, video,

and audio using a digital device.

BIT.DCM.1.F.b.1:

Demonstrate the safe and

proper care of digital cameras

and devices.

BIT.DCM.1.F.i.1: Rename

digital images.

BIT.DCM.1.F.a.1: Explain the

function of camera modes and

basic camera settings:

aperture, shutter speed, and

ISO.

BIT.DCM.1.F.b.2:

Demonstrate proper camera-

handling techniques.

BIT.DCM.1.F.i.2: Transfer

captured digital images to

another digital device.

BIT.DCM.1.F.a.2: Adjust

camera settings based on

lighting, action, distance to

subject, portrait, or landscape.

Wisconsin Standards for Business and Information Technology 56

Standard: BIT.DCM.1

Students will create publish-quality media for intended audiences or purposes through the use of

advanced layout, design, and graphics production software and hardware.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.DCM.1.F: Capture images, video,

and audio using a digital device.

BIT.DCM.1.F.b.3: Capture

digital images using point and

shoot.

BIT.DCM.1.F.i.3: Insert

captured digital images in print

or media projects.

BIT.DCM.1.F.a.3: Compose

digital images using various

techniques: framing, angles,

balance, and lines.

BIT.DCM.1.F.b.4: Place digital

images in a designated folder.

BIT.DCM.1.F.i.4: Organize

digital images in subfolders.

BIT.DCM.1.F.a.4: Use

compression tools to package

folders containing image files.

BIT.DCM.1.F.i.5: Demonstrate

knowledge of common

photographic and cinematic

composition terms and

principles: aspect ratio, rule of

thirds, foreground,

background, color, tone,

contrast, framing, depth of

field, field of view, and white

balance.

BIT.DCM.1.G: Create and edit digital

images for use in publications,

websites, video, and digital

presentations.

BIT.DCM.1.G.b.1: Create a

document with the

appropriate settings for web,

print, and video.

BIT.DCM.1.G.i.1: Compare the

advantages and disadvantages

of bitmap and vector graphic

formats.

BIT.DCM.1.G.a.1: Modify

layer visibility using opacity,

blending modes, and masks.

BIT.DCM.1.G.b.2: Import

assets into a project.

BIT.DCM.1.G.i.2: Add and

manipulate text using

appropriate typographic

settings.

BIT.DCM.1.G.a.2: Use basic

reconstructing and retouching

techniques to manipulate

digital graphics.

Wisconsin Standards for Business and Information Technology 57

Standard: BIT.DCM.1

Students will create publish-quality media for intended audiences or purposes through the use of

advanced layout, design, and graphics production software and hardware.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.DCM.1.G: Create and edit digital

images for use in publications,

websites, video, and digital

presentations.

BIT.DCM.1.G.b.3: Make,

manage, and manipulate

selections.

BIT.DCM.1.G.i.3: Identify

image file formats appropriate

for a given purpose.

BIT.DCM.1.G.a.3: Convert

digital image file format to

meet software requirements.

BIT.DCM.1.G.b.4: Use layers

to manage design elements.

BIT.DCM.1.G.i.4: Identify the

purpose, audience, and

audience needs for preparing

images as it affects the image

frame size, output, and end use

in the creation of the asset.

BIT.DCM.1.G.a.4: Explain the

purpose for multiple image

formats.

BIT.DCM.1.G.b.5: Resize and

crop images.

BIT.DCM.1.G.i.5: Modify

brightness, contrast, color,

resolution, and transparency of

digital images.

BIT.DCM.1.G.a.5: Prepare

images for professional

reproduction and distribution.

BIT.DCM.1.G.b.6: Identify

landscape and portrait images.

BIT.DCM.1.G.i.6: Use image

editing software to correct and

enhance images.

BIT.DCM.1.G.a.6: Compare

and contrast capabilities of

photo-editing software.

BIT.DCM.1.G.b.7: Identify

close-up and distant images.

BIT.DCM.1.G.i.7: Demonstrate

key terminology related to

digital images: image

resolution, image size, file

types, pixel, raster, bitmap,

vector, path, object, type,

rasterizing, rendering,

resampling, and resizing.

BIT.DCM.1.G.a.7:

Differentiate between

destructive and

nondestructive editing and

use them to meet design

requirements.

Wisconsin Standards for Business and Information Technology 58

Standard: BIT.DCM.1

Students will create publish-quality media for intended audiences or purposes through the use of

advanced layout, design, and graphics production software and hardware.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.DCM.1.G: Create and edit digital

images for use in publications,

websites, video, and digital

presentations.

BIT.DCM.1.G.b.8: Export or

save digital assets to various

file formats.

BIT.DCM.1.G.i.8: Organize

digital images in subfolders for

future accessibility.

BIT.DCM.1.G.a.8: Modify the

appearance of design

elements by using filters and

styles.

BIT.DCM.1.H: Demonstrate

knowledge of basic design principles

and best practices employed in the

industry.

BIT.DCM.1.H.b.1: Create a

focal point to emphasize

contrast. Use a color wheel to

identify and employ

contrasting colors as well as

complementary colors.

BIT.DCM.1.H.i.1: Create and

employ custom color schemes

and families.

BIT.DCM.1.H.a.1:

Communicate visually using

the elements and principles of

design and common web

design techniques: symmetry,

proximity, continuity, balance,

contrast, hierarchy, color

theory, and typography.

BIT.DCM.1.H.b.2: Employ the

principle of repetition to

better engage readers

through patterns.

BIT.DCM.1.H.i.2: Enhance

documents by repeating

formatting, such as font style,

colors, and alignment.

BIT.DCM.1.H.a.2:

Differentiate typography for

media in digital and print

formats.

BIT.DCM.1.H.b.3: Employ

proximity to group items and

create flow and harmony

within the graphic.

BIT.DCM.1.H.i.3: Align

elements with the graphic as

well as with other elements

within the document. Repeat

alignments, such as left-aligned

text and horizontally aligned

images.

BIT.DCM.1.H.b.4: Enhance

documents or media with

fonts, font effects, and font

color.

BIT.DCM.1.H.i.4: Enhance

documents using paragraph

and page alignment.

Wisconsin Standards for Business and Information Technology 59

Standard: BIT.DCM.1

Students will create publish-quality media for intended audiences or purposes through the use of

advanced layout, design, and graphics production software and hardware.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.DCM.1.H: Demonstrate

knowledge of basic design principles

and best practices employed in the

industry.

BIT.DCM.1.H.i.5: Apply

typography concepts using a

variety of fonts appropriately

to differentiate text.

BIT.DCM.1.I: Apply digital citizenry

guidelines and legal aspects of

intellectual property as it relates to

digital media.

BIT.DCM.1.I.b.1: Determine

the type of intellectual

property rights, permissions,

and licensing required to use

specific content.

BIT.DCM.1.I.i.1: Follow

contemporary copyright and

fair use guidelines in the design

of created and published

media, including Creative

Commons.

BIT.DCM.1.I.b.2: Follow

contemporary copyright and

fair use guidelines in the

design of created and

published media.

BIT.DCM.1.I.i.2: Protect

personal and private

information, permissions, and

property by means of legal

protections.

Wisconsin Standards for Business and Information Technology 60

Strand: Economics (EC)

Standard: BIT.EC.1

Students will evaluate how resources are allocated in society.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.EC.1.A: Use the economic

decision-making model to determine

how to allocate productive resources

to meet the wants and needs of society.

BIT.EC.1.A.b.1: Describe the

difference between a "want"

and a "need."

BIT.EC.1.A.i.1: Use the

economic decision-making

process to analyze problems.

BIT.EC.1.A.a.1: Develop a

solution to a problem using

the economic decision-

making model, identify the

opportunity cost, and list the

productive resources needed

to solve the problem.

BIT.EC.1.A.b.2: Identify

economic choices students

make.

BIT.EC.1.A.i.2: Compare and

contrast the costs and benefits

of economic choices.

BIT.EC.1.A.a.2: Assess how

marginal utility affects both

consumers and producers

with decision-making.

BIT.EC.1.A.b.3: Define

“productive resources.”

BIT.EC.1.A.i.3: Identify

productive resources for

various products and services.

BIT.EC.1.A.b.4: Define

“opportunity cost.”

BIT.EC.1.A.i.4: Measure

marginal utility with the

consumption of products.

BIT.EC.1.B: Differentiate between the

methods that are used to allocate

resources.

BIT.EC.1.B.b.1: Analyze how

scarcity requires the use of a

distribution method.

BIT.EC.1.B.i.1: Identify how

resources are allocated in

traditional, command, market,

and mixed economies.

BIT.EC.1.B.a.1: Evaluate the

effectiveness in how

resources are allocated in

traditional, command,

market, and mixed

economies.

Wisconsin Standards for Business and Information Technology 61

Standard: BIT.EC.1

Students will evaluate how resources are allocated in society.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.EC.1.B: Differentiate between the

methods that are used to allocate

resources.

BIT.EC.1.B.b.2: Recognize

that goods and services are

distributed using various

methods.

BIT.EC.1.B.i.2: Examine the

following economic questions

that all economies must

address: What goods and

services will be produced? How

will they be produced? Who

will consume them?

BIT.EC.1.B.a.2: Compare and

contrast the costs and

benefits of different

allocation methods.

BIT.EC.1.B.b.3: Discuss how

people must either work

individually or collectively to

determine how resources are

allocated.

BIT.EC.1.B.i.3: Explain why no

individual method of

distributing goods and services

can satisfy all wants and needs.

BIT.EC.1.B.a.3: Analyze what

a business could do if

economic resources are

under-utilized and impact the

distribution of wealth and

income equality or inequality.

Standard: BIT.EC.2

Students will analyze how an economy functions.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.EC.2.A: Analyze the various

macroeconomic measures of

economic activity.

BIT.EC.2.A.b.1: Describe

“inflation” and “deflation.”

BIT.EC.2.A.i.1: Evaluate how

inflation and deflation affect

purchasing power.

BIT.EC.2.A.a.1: Compare and

contrast the advantages and

disadvantages of inflation

and deflation.

BIT.EC.2.A.b.2: Illustrate

how inflation reduces the

value of money.

BIT.EC.2.A.i.2: Measure how the

Consumer Price Index (CPI) affects

purchasing power.

BIT.EC.2.A.a.2: Analyze the

relationship between

purchasing power and

inflation.

Wisconsin Standards for Business and Information Technology 62

Standard: BIT.EC.2

Students will analyze how an economy functions.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.EC.2.A: Analyze the various

macroeconomic measures of

economic activity.

BIT.EC.2.A.b.3: Define the

various stages of the

business cycle.

BIT.EC.2.A.i.3: Calculate the real

interest rate.

BIT.EC.2.A.a.3: Analyze how

changes in disposable income

can affect an economy.

BIT.EC.2.A.i.4: Evaluate the various

stages of the business cycle.

BIT.EC.2.A.a.4: Determine

how the stages of the

business cycle impacts both

producers and consumers.

BIT.EC.2.B: Describe how the

economy can fluctuate based on

spending and production decisions

at the microeconomic and

macroeconomic levels.

BIT.EC.2.B.b.1: Define

“standard of living.”

BIT.EC.2.B.i.1: Analyze the effects of

gross domestic product (GDP).

BIT.EC.2.B.a.1: Examine the

distribution of public goods

and services to the related

funding sources.

BIT.EC.2.B.b.2: Identify the

relationship of production

levels (goods and services)

to the standard of living.

BIT.EC.2.B.i.2: Calculate the per

capita GDP of a given country.

BIT.EC.2.B.a.2: Compare and

contrast potential GDP to

real GDP.

BIT.EC.2.B.i.3: Examine and assess

roles and resources of households,

businesses, and the government in

an economy, and determine how

they are interrelated.

BIT.EC.2.B.a.3: Compare the

GDPs of various nations to

their standards of living.

BIT.EC.2.C: Examine how

unemployment imposes costs on

individuals and the overall

economy.

BIT.EC.2.C.b.1: Compare

and contrast employment

and unemployment.

BIT.EC.2.C.i.1: Evaluate the effects

of unemployment on an economy.

BIT.EC.2.C.a.1: Analyze the

various types of

unemployment, such as

frictional, structural, cyclical,

and seasonal.

BIT.EC.2.C.b.2: List reasons

why a person may not be

currently employed.

BIT.EC.2.C.i.2: Analyze the

demographics of a labor force.

BIT.EC.2.C.a.2: Analyze

unemployment rates based

on age, gender, race, and

education levels.

Wisconsin Standards for Business and Information Technology 63

Standard: BIT.EC.2

Students will analyze how an economy functions.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.EC.2.C: Examine how

unemployment imposes costs on

individuals and the overall

economy.

BIT.EC.2.C.b.3: Explain the

purpose of unemployment.

BIT.EC.2.C.i.3: Describe how

unemployment affects our

purchasing power.

BIT.EC.2.C.a.3: Explain why

the national unemployment

rate differs from other

estimates of actual

unemployment.

BIT.EC.2.D: Analyze the factors

that stimulate economic growth

and adjust the standard of living.

BIT.EC.2.D.b.1: Discuss

how physical capital, such as

tools and machinery, can

help workers improve their

productivity.

BIT.EC.2.D.i.1: Measure

productivity in terms of input and

output.

BIT.EC.2.D.a.1: Appraise

economic growth and

identify the factors that

cause it.

BIT.EC.2.D.i.2: Evaluate how

technological change leads to new

and improved goods and services.

BIT.EC.2.D.a.2: Summarize

how economic growth

impacts poverty and the

standard of living.

BIT.EC.2.E: Analyze the role of

government, especially the United

States, in economic systems.

BIT.EC.2.E.b.1: Describe

how governments provide

various kinds of public

goods and services in a

market economy.

BIT.EC.2.E.i.1: Identify the various

categories of federal, state, and local

government spending.

BIT.EC.2.E.a.1: Compare the

benefit distribution of public

goods and services to the

funding sources.

BIT.EC.2.E.b.2: Explain how

individuals pay for public

goods and services.

BIT.EC.2.E.i.2: Compare local, state,

and federal tax receipts and

expenditures.

BIT.EC.2.E.a.2: Explain how

stabilizers, such as

unemployment

compensation, welfare

benefits, Social Security

subsidies and tax rates, affect

economies in transition.

BIT.EC.2.E.b.3: Define

“federal budget deficit” and

“budget surplus.”

BIT.EC.2.E.i.3: Distinguish how local,

state, and federal government

regulations impact business, society,

and individuals in a society.

BIT.EC.2.E.a.3: Analyze the

effect of national debt or

surplus on the economy.

Wisconsin Standards for Business and Information Technology 64

Standard: BIT.EC.2

Students will analyze how an economy functions.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.EC.2.E: Analyze the role of

government, especially the United

States, in economic systems.

BIT.EC.2.E.i.4: Identify the various

fiscal policies that the federal

government uses to regulate the

economy.

BIT.EC.2.E.i.5: Identify how society

allocates resources through laws,

public policy, and taxation.

BIT.EC.2.F: Evaluate how fiscal and

monetary policies influence the

employment, output, and price

levels in our economy.

BIT.EC.2.F.b.1: Examine the

history of banking in the

United States and identify

the Federal Reserve as the

central banking authority in

the United States.

BIT.EC.2.F.i.1: Describe the purpose

and basic structure of the Federal

Reserve including the role of

monetary policies (e.g., open market

securities, reserve requirements,

discount rate) in regulating the

economy.

BIT.EC.2.F.a.1: Assess how

the Federal Reserve System

uses monetary policies to

impact the economy.

BIT.EC.2.F.b.2: Identify

specific local, state, and

federal government

regulations and their impact

on business, society, and the

individual in an economy.

BIT.EC.2.F.i.2: Differentiate

between monetary and fiscal policies

and identify when it may be

appropriate to use a given policy.

BIT.EC.2.F.a.2: Critique the

ability of fiscal and monetary

policies to influence the level

of economic activity in the

United States and abroad.

Wisconsin Standards for Business and Information Technology 65

Standard: BIT.EC.3

Students will assess the role that money plays in our society.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.EC.3.A: Analyze the role of

institutions and how they help

individuals and groups accomplish

their goals.

BIT.EC.3.A.b.1: Identify how

people contribute to the

productive resources of land,

labor, capital, and

entrepreneurship.

BIT.EC.3.A.i.1: Compare and

contrast the various types of

economic institutions that exist

in an economy, such as banks,

labor unions, nonprofits, and

businesses.

BIT.EC.3.A.a.1: Assess and

analyze the historic events

and laws that influenced the

creation of our current

banking system, including

regulatory systems (e.g.,

Great Depression, Frank

Dodd Act, FDIC)

BIT.EC.3.A.b.2: Differentiate

how saving and spending

affect the economy

differently.

BIT.EC.3.A.i.2: Examine the

role of profit and how it is

related to risk and uncertainty.

BIT.EC.3.A.a.2: Assess the

advantages and

disadvantages that result

when an organization

incorporates and issues

stocks.

BIT.EC.3.A.b.3: Explain the

role of banks in a market

economy.

BIT.EC.3.A.a.3: Distinguish

between and give examples

of the different kinds of

economic institutions in the

US economy (e.g.,

households, businesses,

financial institutions,

government agencies, labor

unions, and nonprofit

organizations).

Wisconsin Standards for Business and Information Technology 66

Standard: BIT.EC.3

Students will assess the role that money plays in our society.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.EC.3.B: Evaluate how money

influences our economy and economic

decision-making.

BIT.EC.3.B.b.1: List the

functions of money.

BIT.EC.3.B.i.1: Evaluate the

functions of money in the

United States, including the

role of interest rates.

BIT.EC.3.B.a.1: Assess how

the money supply is affected

by the banking industry.

BIT.EC.3.B.i.2: Describe the

role of interest rates.

BIT.EC.3.B.a.2: Evaluate

borrowing behaviors in

relation to changes in

interest rates.

BIT.EC.3.C: Identify and analyze forms

of income and the factors that affect

income.

BIT.EC.3.C.b.1: Differentiate

between earned and unearned

income.

BIT.EC.3.C.i.1: Identify the

value of workers to employers

and the benefits generated by

being a productive employee.

BIT.EC.3.C.a.1: Examine how

a worker’s income is

impacted by the demand for

goods and services.

BIT.EC.3.C.a.2: Assess how

the general economy,

economic indicators

discrimination, and

government and

entrepreneurial/corporate

policies can affect personal

income.

Wisconsin Standards for Business and Information Technology 67

Standard: BIT.EC.4

Students will analyze how market structures and prices affect the economy.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.EC.4.A: Differentiate between

buyers and sellers.

BIT.EC.4.A.i.1: Illustrate how

market prices are set.

BIT.EC.4.A.a.1: Interpret

supply and demand curves.

BIT.EC.4.A.b.2: Describe and

give examples of markets for

goods and services in the US

economy.

BIT.EC.4.A.i.2: Demonstrate

the process in which the

equilibrium price of a good or

service equals demand.

BIT.EC.4.A.a.2: Illustrate

shortages and surpluses on

supply and demand curves

and discuss the effects of

each.

BIT.EC.4.A.b.3: Define the

price of a good or service.

BIT.EC.4.A.i.3: Examine how

markets are interrelated and

changes in the price of one

good or service can lead to

changes in the price of other

goods and services.

BIT.EC.4.A.a.3: Identify

substitutes for commonly

used products and when

consumers would choose a

substitute.

BIT.EC.4.A.b.4: Illustrate the

law of demand: when prices

are high, people buy less of a

product.

BIT.EC.4.A.i.4: Identify factors

contributing to the demand for

a product.

BIT.EC.4.B: Evaluate how competition

between buyers and sellers influences

both the quantity produced and the

price of a good or service.

BIT.EC.4.B.b.1: Define

competition in a market

economy.

BIT.EC.4.B.i.1: Differentiate

how competition is influenced.

BIT.EC.4.B.a.1: Evaluate how

competition levels are

determined.

BIT.EC.4.B.b.2: Discuss the

effect of competition on

products and prices.

BIT.EC.4.B.i.2: Examine how

competition for similar

products impacts buyers and

sellers.

BIT.EC.4.B.a.2: Explain why

collusion impacts the

market's equilibrium and

influences the level of

competition.

Wisconsin Standards for Business and Information Technology 68

Standard: BIT.EC.4

Students will analyze how market structures and prices affect the economy.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.EC.4.B: Evaluate how competition

between buyers and sellers influences

both the quantity produced and the

price of a good or service.

BIT.EC.4.B.a.3: Assess the

effect of the introduction of

new products and production

methods on competition.

BIT.EC.4.C: Interpret how

specialization allows goods and

services to be produced, which impacts

both production and consumption.

BIT.EC.4.C.b.1: Identify how

economic specialization

occurs when people

concentrate their productive

efforts on fewer goods and

services than they actually

use.

BIT.EC.4.C.i.1: Describe how

the specialization of labor

influences the

interdependence between

producers and consumers.

BIT.EC.4.C.a.1: Compare

factors that prompt

international trade such as

the availability of productive

resources and differences in

relative prices.

BIT.EC.4.C.b.2: Recognize

when people specialize and

divide labor tasks, how this

impacts productivity, costs,

and money.

BIT.EC.4.C.i.2: Measure labor

productivity as output per

worker.

BIT.EC.4.C.a.2: Assess how

specialization facilitates

international trade and

interdependence between

nations.

BIT.EC.4.C.i.3: Evaluate how

economic conditions and

policies in one country can

affect another country because

of international economic

interdependence.

BIT.EC.4.C.a.3: Measure the

effect that transaction costs

have on international trade.

Wisconsin Standards for Business and Information Technology 69

Strand: Entrepreneurship (EN)

Standard: BIT.EN.1

Students will recognize and evaluate the characteristics of entrepreneurs and the role they play in the

economy.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.EN.1.A: Describe the roles

entrepreneurs play in today's

economy.

BIT.EN.1.A.b.1: Define

“entrepreneur” and

“entrepreneurship”

BIT.EN.1.A.i.1: List the

characteristics of an

entrepreneur.

BIT.EN.1.A.a.1: Analyze the

role of entrepreneurs in the

past and present economy.

BIT.EN.1.A.b.2: Compare and

contrast employer, employee,

business owner, self-

employed worker,

entrepreneur, and free-lance

and gig workers.

BIT.EN.1.A.i.2: Compare the

costs and benefits of becoming

an entrepreneur and an

employee.

BIT.EN.1.A.b.3: Define

“goods,” “service,”

“opportunity costs,” and

“factors of production.”

BIT.EN.1.A.i.3: Investigate

national and global trends that

serve as opportunities in the

area of entrepreneurship.

BIT.EN.1.A.a.3: Formulate

the steps in establishing a

business oriented toward a

recognized opportunity.

BIT.EN.1.A.b.4: Define

business functions and

activities: sales, service,

production, management,

accounting, etc.

BIT.EN.1.A.i.4: Describe a

market economy and how

supply and demand interact to

determine price.

BIT.EN.1.A.a.4: Analyze the

competition level in a market,

the impact on supply, and the

effect on price and

availability.

BIT.EN.1.B: Describe the

characteristics of an entrepreneurial

mindset.

BIT.EN.1.B.b.1: Identify the

characteristics and skills of a

successful entrepreneur

BIT.EN.1.B.i.1: Analyze the

characteristics and skills of

successful entrepreneurs

BIT.EN.1.B.a.1: Develop a

portfolio of personal

accomplishments

demonstrating

entrepreneurial

characteristics and skills.

Wisconsin Standards for Business and Information Technology 70

Standard: BIT.EN.1

Students will recognize and evaluate the characteristics of entrepreneurs and the role they play in the

economy.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.EN.1.B: Describe the

characteristics of an entrepreneurial

mindset.

BIT.EN.1.B.b.2: Identify the

successes and shortcomings of

entrepreneurs in history.

BIT.EN.1.B.i.2: Analyze

personal traits that are

indicative of typical leaders and

entrepreneurship minded

professionals.

BIT.EN.1.A.a.2: Evaluate the

risks and benefits of choosing

to become an entrepreneur.

Standard: BIT.EN.2

Students will analyze the components of successful entrepreneurial ventures.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.EN.2.A: Analyze the components

of successful entrepreneurial ventures.

BIT.EN.2.A.b.1: Discuss the

importance of

entrepreneurship as a choice

in a market economy.

BIT.EN.2.A.i.1: Determine the

feasibility of entrepreneurial

ideas.

BIT.EN.2.A.a.1: Assess the

impact of entrepreneurship

on your local community and

economy.

BIT.EN.2.A.b.2: List the

different forms of business

ownership.

BIT.EN.2.A.i.2: Compare and

contrast the different forms of

business ownership.

BIT.EN.2.A.a.2: Simulate the

process for forming a

business entity.

BIT.EN.2.A.b.3: Explain the

importance of a business plan.

BIT.EN.2.A.i.3: Develop a

business plan for a prospective

entrepreneurial venture.

BIT.EN.2.A.a.3: Evaluate

market viability for a new

business venture: population

demographics, problem

recognition, levels of

employment, competitors,

SWOT analysis, etc.

Wisconsin Standards for Business and Information Technology 71

Standard: BIT.EN.2

Students will analyze the components of successful entrepreneurial ventures.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.EN.2.A: Analyze the components

of successful entrepreneurial ventures.

BIT.EN.2.A.b.4: Generate

alternative solutions to a

given problem.

BIT.EN.2.A.i.4: Identify and

compare tools used by

entrepreneurs for planning.

BIT.EN.2.A.a.4:

Demonstrate proficiency in

tools and technologies

related to accounting,

finance, marketing, law,

human resources,

management, and

operations.

BIT.EN.2.B: Use cost analysis when

planning products and services.

BIT.EN.2.B.b.1: List what

determines the cost of

producing a good or service.

BIT.EN.2.B.i.1: Describe the

interrelationship between cost

and price.

BIT.EN.2.B.a.1: Research the

factors that affect global

pricing: currency rates,

tariffs, price controls, etc.

BIT.EN.2.B.b.2: Describe the

difference between fixed and

variable costs.

BIT.EN.2.B.i.2: Calculate unit

costs for a product and conduct

a break-even analysis.

BIT.EN.2.B.a.2: Analyze how

a fluctuating economy

impacts price competition

and pricing policies.

Standard: BIT.EN.3

Students will recognize trends in society that can lead to entrepreneurial opportunities.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.EN.3.A: Explain the interaction of

business and resources in an

entrepreneurial venture.

BIT.EN.3.A.b.1: Define “social

and environmental

entrepreneurship.”

BIT.EN.3.A.i.1: Identify

potential solutions for social

and environmental concerns.

BIT.EN.3.A.a.1: Identify a

social/environmental

problem and use

entrepreneurial principles to

create a business venture to

achieve change.

Wisconsin Standards for Business and Information Technology 72

Standard: BIT.EN.3

Students will recognize trends in society that can lead to entrepreneurial opportunities.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.EN.3.A: Explain the interaction of

business and resources in an

entrepreneurial venture.

BIT.EN.3.A.b.2: Identify the

various stakeholders impacted

by business.

BIT.EN.3.A.i.2: Discuss the

ethical dilemma between what

is profitable and socially

responsible.

BIT.EN.3.A.a.2: Research

sustainable business product

choices and trends in society.

BIT.EN.3.A.b.3: Research

commonly used products to

determine how they benefit

the earth or conserve

resources.

BIT.EN.3.A.i.3: Investigate

business opportunities related

to social environmental

concerns.

Standard: BIT.EN.4

Students will use lean startup methods to generate, develop, and test ideas.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.EN.4.A: Create a business model

around a problem, need, or want.

BIT.EN.4.A.b.1: List ideas for

a new product or service.

BIT.EN.4.A.i.1: Define “design

thinking principles.”

BIT.EN.4.A.a.1: Perform

customer research to identify

problems and risks.

BIT.EN.4.A.b.2: Develop a

solution to a problem.

BIT.EN.4.A.i.2: Define “lean

startup.”

BIT.EN.4.A.a.2: Conduct

primary and secondary

research to develop solutions

to customer needs and

wants.

Wisconsin Standards for Business and Information Technology 73

Standard: BIT.EN.4

Students will use lean startup methods to generate, develop, and test ideas.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.EN.4.A: Create a business model

around a problem, need, or want.

BIT.EN.4.A.i.3: Describe

opportunities/problems that

led to the development of

successful entrepreneurial

ventures.

BIT.EN.4.A.a.3: Analyze

potential business

opportunities in relation to

preferences, finances, and

risk.

Standard: BIT.EN.5

Students will understand financial concepts and record management of a business.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.EN.5.A: Use financial tools to

make sound business decisions.

BIT.EN.5.A.b.1: Define

“startup capital,” and list

sources of funding for an

entrepreneur.

BIT.EN.5.A.i.1: Describe the

resources needed to start a

business: materials, labor, raw

goods, etc.

BIT.EN.5.A.a.1: Project the

total cash needed to start a

business and ongoing

operational costs.

BIT.EN.5.A.b.2: Identify the

resources needed and costs to

produce and sell a product or

service.

BIT.EN.5.A.i.2: Analyze the

costs of starting a business

venture.

BIT.EN.5.A.a.2: Research

options to obtain funding or

financing to start a business

venture.

BIT.EN.5.B: Recognize the need to

establish, maintain, and analyze

records for business decisions.

BIT.EN.5.B.b.1: Identify

reasons for keeping accurate

business and financial records.

BIT.EN.5.B.i.1: Describe the

impact of incomplete or

inaccurate financial statements

on a business.

BIT.EN.5.B.a.1: Prepare

basic financial statements:

income statement, balance

sheet, cash flow statement.

Wisconsin Standards for Business and Information Technology 74

Standard: BIT.EN.6

Students will develop a management plan for a business venture.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.EN.6.A: Utilize goal setting to

create a plan for a business, and define

the management structure and climate

of a business.

BIT.EN.6.A.b.1: Develop

short- and long-term goals for

a business.

BIT.EN.6.A.i.1: Create a

mission and vision statement.

BIT.EN.6.A.a.1: Create a

strategic growth plan.

BIT.EN.6.A.b.2: List

characteristics of a good

employee and employer.

BIT.EN.6.A.i.2: Identify skills

and traits needed for specific

jobs and careers.

BIT.EN.6.A.a.2: Develop a

plan to meet human resource

needs.

BIT.EN.6.A.b.3: List the skills

and traits of a leader in a

business setting.

BIT.EN.6.A.i.3: Describe the

importance of a diverse

workforce.

BIT.EN.6.A.a.3: Create an

organizational structure for

an entrepreneurial venture.

BIT.EN.6.A.i.4: Describe the

attributes of successful teams

and provide examples.

BIT.EN.6.A.a.4: Develop

strategies to motivate

employees and apply

effective leadership and

motivation techniques.

BIT.EN.6.A.b.5: Describe the

attributes of successful teams

and provide examples.

BIT.EN.6.A.i.5: Demonstrate

how successful teams solve

problems.

BIT.EN.6.A.a.5: Explain the

impact of leadership styles

and management approaches

on employee productivity

and morale.

Wisconsin Standards for Business and Information Technology 75

Strand: Foundations of Computer Science (CS)

Standard: BIT.CS.1

Students will explain how computing innovations are improved through collaboration.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.CS.1.A: Work collaboratively using

an iterative development process.

BIT.CS.1.A.b.1: Define and

give an example of a

computing innovation.

BIT.CS.1.A.i.1: Explain how

computing innovations are

developed and improved by

groups of people working

collaboratively.

BIT.CS.1.A.b.2: Demonstrate

effective interpersonal skills

during collaboration, including

communication, consensus-

building, conflict resolution,

and negotiation.

BIT.CS.1.A.i.2: Explain how

collaboration affects the

development of a solution.

BIT.CS.1.B: Create and innovate using

an interactive design process that is

user-focused, incorporates

implementation and feedback cycles,

and leaves opportunity for

experimentation and risk-taking.

BIT.CS.1.B.b.1: Define a

process used to develop a

solution to a problem using a

computer program, such as

Polya 4-step.

BIT.CS.1.B.i.1: Use the steps in

a development process to solve

a simple problem.

BIT.CS.1.B.a.1: Design a

program and its Graphic User

Interface using an IDE,

framework, and/or library.

BIT.CS.1.B.b.2: Give an

example of a simple business

problem whose solution could

be programmed on a

computer.

BIT.CS.1.B.i.2: Identify inputs

and corresponding expected

outputs or behaviors that can

be used to check the

correctness of an algorithm or

program.

BIT.CS.1.B.a.2: Explain how

a program or code segment

functions.

BIT.CS.1.B.b.3: Define

“algorithm” and create an

algorithm to solve a simple

problem using a computer.

BIT.CS.1.B.i.3: Develop code

to implement the algorithm

that solves a simple problem.

BIT.CS.1.B.a.3: Identify and

document code segments

used from other sources.

Wisconsin Standards for Business and Information Technology 76

Standard: BIT.CS.1

Students will explain how computing innovations are improved through collaboration.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.CS.1.B: Create and innovate using

an interactive design process that is

user-focused, incorporates

implementation and feedback cycles,

and leaves opportunity for

experimentation and risk-taking.

BIT.CS.1.B.b.4: Identify and

correct logic errors in the

algorithm.

BIT.CS.1.B.i.4: Identify and

correct errors in algorithms

and programming statements

including logic, syntax, run-

time, and overflow errors.

BIT.CS.1.B.a.4: Apply the

principles of software

development projects, work

collaboratively in a team, and

deliver high-quality products

that meet the needs of the

user.

BIT.CS.1.B.b.5: Demonstrate

how to hand trace coding

errors using a set of test cases.

BIT.CS.1.B.i.5: Describe the

purpose of a code segment or

program by writing

documentation.

BIT.CS.1.B.a.5: Develop

computer software for

desktop, web, and mobile

platforms.

BIT.CS.1.B.i.6: Utilize a variety

of methods for debugging code,

including the use of test cases,

visualizations, debuggers, and

adding extra output

statements.

Wisconsin Standards for Business and Information Technology 77

Standard: BIT.CS.2

Students will develop an understanding of how computers handle data and will use data to solve

problems.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.CS.2.A: Demonstrate how a

computer represents data internally

and how programs are used to

translate data into a representation

more easily understood by people.

BIT.CS.2.A.b.1: Count in

binary and hexadecimal from

0 through decimal 255.

BIT.CS.2.A.i.1: Calculate and

convert between binary,

decimal, and hexadecimal

values.

BIT.CS.2.A.a.1: Demonstrate

how data values can be

stored in variables, lists of

items, or stand-alone

constants.

BIT.CS.2.A.b.2: List different

types of data that can be

stored in a computer.

BIT.CS.2.A.i.2: Using a

spreadsheet program, use

functions and develop

sequences to clean data.

BIT.CS.2.A.a.2: Demonstrate

how data values can be

passed as input/output to

and from procedures such as

spreadsheet functions.

BIT.CS.2.A.b.3: Define and

give an example of "cleaning"

data, "filtering" data, and

"sorting" data.

BIT.CS.2.A.i.3: Using a

spreadsheet program, use

functions and develop

sequences to filter data.

BIT.CS.2.A.b.4: List and

explain applications of

different number formats.

BIT.CS.2.A.i.4: Using a

spreadsheet program, use data

sorting capabilities to sort a

table by a single column; then

by two columns.

BIT.CS.2.B.a.4: Use

computational tools to

collect, transform, organize,

chart, and present data.

BIT.CS.2.A.i.5: Explain how

data can be represented using

bits and the consequences of

using bits to represent data.

Wisconsin Standards for Business and Information Technology 78

Standard: BIT.CS.2

Students will develop an understanding of how computers handle data and will use data to solve

problems.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.CS.2.B: Demonstrate how

programs can be used to process data,

which allows users to discover

information and create new

knowledge.

BIT.CS.2.B.b.1: Identify

various data types: integers,

floats/decimals, strings, and

Booleans.

BIT.CS.2.B.i.1: Explain how

programs can be used to gain

insight and knowledge from

data.

BIT.CS.2.B.a.1: Extract

information from data using a

program.

BIT.CS.2.B.i.2: Explain the

difference between lossy and

lossless data compression

algorithms.

BIT.CS.2.B.a.2: Compare

data compression algorithms

to determine which is best in

a particular context.

BIT.CS.2.B.i.3: Identify the

challenges associated with

processing data.

BIT.CS.2.B.a.3: Describe

what information can be

extracted from data and

metadata.

BIT.CS.2.C: Demonstrate knowledge

of data science (DS) and data

engineering by understanding and

defining the problem, collecting, and

cleaning data, and analyzing and

presenting data.

BIT.CS.2.C.b.1: Define data

science (data analytics) and

data engineering (defining and

interpreting vs. collecting and

cleaning).

BIT.CS.2.C.i.1: Formulate

questions to clarify the

problem at hand and formulate

additional questions that can

be answered with data

analysis.

BIT.CS.2.C.a.1: Analyze and

present data by selecting

appropriate graphical and

numerical methods.

BIT.CS.2.C.b.2: Demonstrate

the impact of data science on

school, work, and leisure time.

BIT.CS.2.C.i.2: Design and

implement a plan to collect

appropriate data to answer a

research question.

BIT.CS.2.C.a.2: Identify the

general concepts of

databases/data tools and

how to utilize design thinking

to produce solutions that are

clean and thoughtful.

BIT.CS.2.C.b.3: Collect

quantitative data over time

from multiple sources.

BIT.CS.2.C.i.3: Use various

data collection techniques for

different types of

computational problems.

Wisconsin Standards for Business and Information Technology 79

Standard: BIT.CS.3

Students will understand programming structures and commands to form algorithms and abstractions in

a given programming language.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.CS.3.A: Demonstrate how

programmers represent and organize

data in multiple ways to find specific

solutions to generalizable problems.

BIT.CS.3.A.b.1: Represent a

value with a variable.

BIT.CS.3.A.i.1: Determine the

value of a variable as a result of an

assignment.

BIT.CS.3.A.a.1: Identify

abstraction using lists or

other collection types.

BIT.CS.3.A.b.2: Represent a

list or string using a

variable.

BIT.CS.3.A.i.2: Represent a string

using a variable and display a

segment of the string by applying

an algorithmic method.

BIT.CS.3.A.a.2: Explain how

the use of data abstraction

manages complexity in

program code.

BIT.CS.3.A.b.3: Use

indexing to reference an

element in a list or string

using natural numbers.

BIT.CS.3.A.i.3: Represent a list of

numbers and display a particular

number from the list by applying

an algorithmic selection process.

BIT.CS.3.A.b.4: Use

mathematical operations to

change a value stored in a

variable.

BIT.CS.3.B: Explain how programs

incorporate iteration and selection

constructs to represent repetition and

make decisions to handle varied input

values.

BIT.CS.3.B.b.1: Express an

algorithm that uses

sequencing without using a

programming language.

BIT.CS.3.B.i.1: Represent a step-

by-step algorithmic process using

sequential coding statements.

BIT.CS.3.B.a.1: Write

conditional statements and

determine the result of

conditional statements.

BIT.CS.3.B.b.2: Evaluate

expressions that use

arithmetic operators.

BIT.CS.3.B.i.2: Evaluate

expressions using the order of

operations including exponents

and negative signs.

BIT.CS.3.B.a.2: Write nested

conditionals and determine

the result of nested

conditional statements.

Wisconsin Standards for Business and Information Technology 80

Standard: BIT.CS.3

Students will understand programming structures and commands to form algorithms and abstractions in

a given programming language.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.CS.3.B: Explain how programs

incorporate iteration and selection

constructs to represent repetition and

make decisions to handle varied input

values.

BIT.CS.3.B.b.3: Express an

algorithm that uses

selection without using a

programming language.

BIT.CS.3.B.i.3: Evaluate

expressions that manipulate

strings.

BIT.CS.3.B.a.3: Write

iteration statements and

determine the result of

iteration statements.

BIT.CS.3.B.b.4: Express an

algorithm that uses

iteration without using a

programming language.

BIT.CS.3.B.i.4: For relationships

between two variables,

expressions, or values, write and

evaluate expressions using

relational operators.

BIT.CS.3.B.a.4: Write

iteration statements to

traverse a list and determine

the result: iterate through a

list of integers and determine

the sum, average, maximum,

and minimum of those

integers.

BIT.CS.3.B.i.5: For relationships

between Boolean values, write

and evaluate expressions that use

logical operators.

BIT.CS.3.B.a.5: Write and

evaluate expressions that use

list indexing and list

procedures.

BIT.CS.3.B.i.6: Compare multiple

algorithms to determine if they

yield the same side effect or

result.

BIT.CS.3.B.a.6: For a binary

search algorithm, determine

the number of iterations

required to find a value in a

data set.

BIT.CS.3.B.i.7: Combine and

modify existing algorithms.

BIT.CS.3.B.a.7: Develop and

apply a series of test cases to

verify that a program

performs according to its

design specifications.

Wisconsin Standards for Business and Information Technology 81

Standard: BIT.CS.3

Students will understand programming structures and commands to form algorithms and abstractions in

a given programming language.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.CS.3.B: Explain how programs

incorporate iteration and selection

constructs to represent repetition and

make decisions to handle varied input

values.

BIT.CS.3.B.i.8: Explain the

requirements necessary to

complete a binary search.

BIT.CS.3.C: Explain how programmers

break down problems into smaller,

more manageable pieces by creating

procedures and leveraging parameters

that generalize processes and can be

reused for program efficiency.

BIT.CS.3.C.i.1: Explain how the

use of procedural abstraction

manages complexity in a program.

BIT.CS.3.C.a.1: Write

statements to call

procedures and determine

the result or effect of a

procedure call.

BIT.CS.3.C.i.2: Decompose a

larger computational problem

into parts and create solutions for

one or more parts.

BIT.CS.3.C.a.2: Write

functions to implement the

decomposition of a larger

computational problem.

BIT.CS.3.C.i.3: Use an iterative

process to solve computational

problems.

BIT.CS.3.C.a.3: Select

appropriate libraries or

existing code segments to

use in creating a solution to a

larger problem.

BIT.CS.3.C.i.4: Demonstrate code

reuse by creating algorithmic

solutions using libraries and

Application Program Interfaces.

BIT.CS.3.C.a.4: Write and

evaluate expressions to

generate random values.

BIT.CS.3.C.a.5: Use version

control systems, Integrated

Development Environments,

and collaboration tools in a

group software project.

Wisconsin Standards for Business and Information Technology 82

Standard: BIT.CS.3

Students will understand programming structures and commands to form algorithms and abstractions in

a given programming language.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.CS.3.D: Explain the concept of

algorithmic efficiency.

BIT.CS.3.D.i.1: Explain the

difference between algorithms

that run in reasonable time and

those that do not.

BIT.CS.3.D.a.1: Explain the

value of heuristic algorithms

to approximate solutions for

difficult-to-solve

computational problems.

BIT.CS.3.D.i.2: Evaluate

algorithms in terms of their

efficiency, correctness, and

clarity.

BIT.CS.3.D.a.2: Explain the

existence of undecidable

problems in computer

science.

Standard: BIT.CS.4

Students will demonstrate how computer systems and networks work and how dividing tasks across

multiple computing devices can improve the speed and efficiency at which processes occur.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.CS.4.A: Explain how computer

systems and networks facilitate the

transfer of data.

BIT.CS.4.A.b.1: Describe the

differences between the

Internet and the World Wide

Web.

BIT.CS.4.A.i.1: Explain how

computing devices work

together in a network.

BIT.CS.4.A.a.1: Describe the

benefits of fault tolerance

and identify vulnerabilities to

failure in a system.

BIT.CS.4.A.i.2: Explain how the

Internet works.

BIT.CS.4.A.a.2: Write a

program that performs basic

encryption: shift cipher,

substitution cypher.

Wisconsin Standards for Business and Information Technology 83

Standard: BIT.CS.4

Students will demonstrate how computer systems and networks work and how dividing tasks across

multiple computing devices can improve the speed and efficiency at which processes occur.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.CS.4.A: Explain how computer

systems and networks facilitate the

transfer of data.

BIT.CS.4.A.i.3: Explain how

data are sent through the

Internet via packets.

BIT.CS.4.A.a.3: Explain and

demonstrate public key

encryption.

BIT.CS.4.B: Explain how parallel and

distributed computing leverage

multiple computers to solve complex

problems or process large data sets

more quickly.

BIT.CS.4.B.i.1: Compare

problem solutions for

sequential, parallel, and

distributed computing, and

determine the efficiency of

those solutions.

BIT.CS.4.B.a.1: Describe

benefits and challenges of

parallel and distributed

computing.

BIT.CS.4.B.i.2: Describe how

parallel processing can be used

to solve large computational

problems.

Standard: BIT.CS.5

Students will develop an understanding of how the creation of computer programs can have an

extensive impact, sometimes unintended, on society, economies, and cultures.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.CS.5.A: Explain how computing

innovations can have intended and

unintended consequences.

BIT.CS.5.A.b.1: Explain

how an effect of a

computing innovation can

be both beneficial and

harmful.

BIT.CS.5.A.i.1: Describe

issues that contribute to the

digital divide.

BIT.CS.5.A.a.1: Describe a

solution to at least two of the

issues related to the digital

divide.

Wisconsin Standards for Business and Information Technology 84

Standard: BIT.CS.5

Students will develop an understanding of how the creation of computer programs can have an

extensive impact, sometimes unintended, on society, economies, and cultures.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.CS.5.A: Explain how computing

innovations can have intended and

unintended consequences.

BIT.CS.5.A.b.2: Explain

how a computing

innovation can have an

impact beyond its intended

purpose.

BIT.CS.5.A.i.2: Explain how

computers can be used to

represent real-world

phenomena or outcomes and

compare simulations with

real-world contexts.

BIT.CS.5.A.a.2: Research a real-

world phenomenon and describe

how a computer program

models it.

BIT.CS.5.A.i.3: Explain how

bias exists in computing

innovations.

BIT.CS.5.A.a.3: Explore the

notion of bias in data used in

machine learning.

BIT.CS.5.A.i.4: Explain how

people participate in problem-

solving processes at scale.

BIT.CS.5.A.a.4: Debate the

social and economic implications

associated with ethical and

unethical computing practices.

BIT.CS.5.A.i.5: Explain how

the use of computing can raise

legal and ethical concerns.

BIT.CS.5.A.a.5: Compare the

positive and negative impacts of

computing on behavior and

culture.

BIT.CS.5.A.a.6: Explain laws and

regulations that impact an

individual's digital privacy.

BIT.CS.5.B: Explain how the use of

computing innovations may involve

risks to personal safety and identity.

BIT.CS.5.B.i.1: Describe the

risks to privacy from collecting

and storing personal data on a

computer system.

BIT.CS.5.B.a.1: Research ways

that personal data can be stolen

by cybersecurity attacks.

BIT.CS.5.B.b.2: Explain how

computing resources can be

protected and misused.

BIT.CS.5.B.i.2: Explain how

unauthorized access to

computing resources is

gained.

BIT.CS.5.B.a.2: Research ways

that data bases of companies can

be stolen by cybersecurity

attacks.

Wisconsin Standards for Business and Information Technology 85

Standard: BIT.CS.5

Students will develop an understanding of how the creation of computer programs can have an

extensive impact, sometimes unintended, on society, economies, and cultures.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.CS.5.C: Apply digital citizenry

guidelines and legal aspects of

intellectual property.

BIT.CS.5.C.b.1: Determine

the type of intellectual

property rights,

permissions, and licensing

required to use specific

content.

BIT.CS.5.C.i.1: Follow

contemporary copyright and

fair use guidelines (using

Creative Commons) in the

design and creation of

computational artifacts.

BIT.CS.5.C.b.2: Protect

personal and private

information, permissions,

and property by means of

legal protections.

BIT.CS.5.C.i.2: Compare and

contrast various software

licensing options: open

source, commercial.

Standard: BIT.CS.6

Students will develop an understanding that building an inclusive and diverse computing culture is

important to business and society.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.CS.6.A: Explain how being

intentional about diversity and

inclusion can produce better computer

applications and address the varied

needs of customers.

BIT.CS.6.A.b.1: Explore,

research, and present findings

on careers in computer

science.

BIT.CS.6.A.i.1: Research

companies that have adopted

inclusive and diverse teams to

develop software and report

their results.

BIT.CS.6.A.a.1: Demonstrate

including unique

perspectives of others and

reflect on one's own

perspectives when designing

computational products to

mitigate bias.

Wisconsin Standards for Business and Information Technology 86

Standard: BIT.CS.6

Students will develop an understanding that building an inclusive and diverse computing culture is

important to business and society.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.CS.6.A: Explain how being

intentional about diversity and

inclusion can produce better computer

applications and address the varied

needs of customers.

BIT.CS.6.A.i.2: Explain and

provide examples of how

computer applications can be

designed to include individuals

with disabilities.

BIT.CS.6.A.a.2: Address the

needs of diverse end users

during the design process to

produce artifacts with broad

accessibility and usability.

BIT.CS.6.A.i.3: Explain how

collaborative groups can affect

the development of an

application in a business.

BIT.CS.6.A.a.3: Employ self-

and peer-advocacy to

address bias in interactions,

product design, and

development methods.

Standard: BIT.CS.7

Students will learn foundations of artificial intelligence (AI), including machine learning (ML), and how

business, industry, and society are affected.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.CS.7.A: Demonstrate knowledge

of the field of artificial intelligence and

demonstration of its use.

BIT.CS.7.A.b.1: Identify and

describe the history and

evolution of artificial

intelligence.

BIT.CS.7.A.i.1: Demonstrate

the AI Big Idea of perception:

sensors, internet of things.

BIT.CS.7.A.a.1: Using a pre-

programmed application,

collect and prepare data to

successfully use that

application.

Wisconsin Standards for Business and Information Technology 87

Standard: BIT.CS.7

Students will learn foundations of artificial intelligence (AI), including machine learning (ML), and how

business, industry, and society are affected.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.CS.7.A: Demonstrate knowledge

of the field of artificial intelligence and

demonstration of its use.

BIT.CS.7.A.b.2: Identify and

describe the most current

applications of artificial

intelligence personally and in

business and industry.

BIT.CS.7.A.i.2: Demonstrate

the AI Big Idea of

representation and reasoning:

agents maintain

representations of the world

and use them for reasoning.

BIT.CS.7.A.a.2: Use a

creative problem-solving

process to collaboratively

solve problems relevant to

artificial intelligence.

BIT.CS.7.A.b.3: Identify and

describe the five AI Big Ideas:

perception, representation

and reasoning, learning,

natural interaction, and

societal impact.

BIT.CS.7.A.i.3: Demonstrate

the AI Big Idea of learning.

Describe at least two different

types of data that are used to

establish intelligent systems.

BIT.CS.7.A.b.4: Describe

different types of data and

how they are used in artificial

intelligence.

BIT.CS.7.A.i.4: Demonstrate

the AI Big Idea of natural

interaction: how people

interact with "intelligent"

computers.

BIT.CS.7.A.b.5: Explore,

research, and present findings

on AI careers.

BIT.CS.7.A.i.5: Describe and

research the social and ethical

impacts of artificial

intelligence.

Wisconsin Standards for Business and Information Technology 88

Strand: Global Business (GB)

Standard: BIT.GB.1

Students will analyze the impact of the global business environment on business, consumers, and

economies.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.GB.1.A: Analyze the role of

international business and trade.

BIT.GB.1.A.b.1: Identify

international goods and

services.

BIT.GB.1.A.i.1: Identify goods

and services imported to and

exported from a state, region,

and country.

BIT.GB.1.A.a.1: Describe the

product development

process used to create goods

and services in different

countries.

BIT.GB.1.A.b.2: Define

domestic business and global

business.

BIT.GB.1.A.i.2: Examine the

difference between domestic

and global business.

BIT.GB.1.A.a.2: Evaluate the

economic impact of global

businesses on domestic

businesses.

BIT.GB.1.A.b.3: List examples

of international trade in the

community and state.

BIT.GB.1.A.i.3: Explain the

historical origins of global

business.

BIT.GB.1.A.a.3: Describe the

major factors that influence

global trade.

BIT.GB.1.A.i.4: Describe

settings in which global

business affects people.

BIT.GB.1.A.a.4: Examine

international trade

partnerships and describe

the trading patterns

regionally, statewide, and

between countries.

BIT.GB.1.B: Determine how

geography and historical trends play a

role in globalization.

BIT.GB.1.B.b.1: Identify major

geographical features of

various countries.

BIT.GB.1.B.i.1: Identify and

locate major trade regions of

the world.

BIT.GB.1.B.a.1: Describe the

impact of geography on

international business,

including factors such as

climate, time zones, distance,

resources, technology, etc.

Wisconsin Standards for Business and Information Technology 89

Standard: BIT.GB.1

Students will analyze the impact of the global business environment on business, consumers, and

economies.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.GB.1.B: Determine how

geography and historical trends play a

role in globalization.

BIT.GB.1.B.b.2: Differentiate

between various time zones

worldwide.

BIT.GB.1.B.i.2: Explain how

time zones around the world

influence global business.

BIT.GB.1.B.a.2: Explain the

roles that less developed

countries play in global

business.

BIT.GB.1.B.i.3: Discuss the

role the United States,

Wisconsin, and regional

communities have played in

global business.

BIT.GB.1.B.a.3: Examine

how absolute and

comparative advantages help

countries trade.

BIT.GB.1.B.i.4: Discuss the

global standards of living and

their impact on a country.

BIT.GB.1.B.a.4: Identify

which countries are currently

recognized as global leaders

and those that are predicted

to increase their global

presence.

BIT.GB.1.C: Explain the impact of

political and legal organizations on

international trade.

BIT.GB.1.C.i.1: Explain the

different types of governments

in the world.

BIT.GB.1.C.a.1: Analyze the

political environments that

impact global business.

BIT.GB.1.C.i.2: Analyze

different legal systems in

various countries.

BIT.GB.1.C.a.2: Devise a plan

to deal with legal

implications when

conducting business across

national boundaries.

BIT.GB.1.C.i.3: Discuss the

ways in which governments

influence global trade.

BIT.GB.1.C.a.3: Formulate a

plan to settle differences in

global trade relations.

Wisconsin Standards for Business and Information Technology 90

Standard: BIT.GB.1

Students will analyze the impact of the global business environment on business, consumers, and

economies.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.GB.1.D: Assess the processes of

importing and exporting, and how

trade barriers and agreements work.

BIT.GB.1.D.b.1: Define

“import,” “export,” and “trade.”

BIT.GB.1.D.i.1: Identify

reasons why countries trade

with each other.

BIT.GB.1.D.a.1: Explain the

documents used in the

processes of importing and

exporting.

BIT.GB.1.D.i.2: Examine the

steps in the processes of

importing and exporting.

BIT.GB.1.D.a.2: Develop a

plan to minimize risks and

increase security needed to

move products and services

to global markets.

BIT.GB.1.D.i.3: Identify why

companies and countries trade.

BIT.GB.1.D.a.3: Evaluate the

impact of current and

emerging trade issues, direct

and indirect, on global trade.

BIT.GB.1.D.i.4: Analyze the

importance of having a balance

of trade for countries.

BIT.GB.1.D.a.4: Predict

possible solutions to a

negative balance of trade.

BIT.GB.1.D.b.5: Explain why

governments impose trade

barriers.

BIT.GB.1.D.i.5: Describe the

regulations that influence the

import and export of goods and

services.

BIT.GB.1.D.a.5: Describe the

role and impact of

international trade

agreements and

organizations.

BIT.GB.1.E: Explain the concepts, role,

and importance of international

finance and risk management.

BIT.GB.1.E.b.1: Identify

currencies of various

countries.

BIT.GB.1.E.i.1: Explain the use

of currency and bartering in

the global marketplace.

BIT.GB.1.E.a.1: Evaluate the

International Monetary

System.

BIT.GB.1.E.i.2: Describe

methods that nations use to

control currency exchange

issues.

BIT.GB.1.E.a.2: Analyze how

changing currency rates and

interest rates affect

international trade.

Wisconsin Standards for Business and Information Technology 91

Standard: BIT.GB.1

Students will analyze the impact of the global business environment on business, consumers, and

economies.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.GB.1.E: Explain the concepts, role,

and importance of international

finance and risk management.

BIT.GB.1.E.b.3: Identify

challenges associated with

dealing in foreign currencies.

BIT.GB.1.E.i.3: Assess how

multinational banks impact

global business.

BIT.GB.1.E.a.3: Assess

banking regulations involving

theft of currency

transactions.

BIT.GB.1.E.i.4: Analyze risk

versus return in global

transactions.

BIT.GB.1.E.a.4: Construct a

plan to minimize risk in

international finance

transactions.

BIT.GB.1.E.i.5: Examine the

types of commercial risk in

international trade.

BIT.GB.1.E.a.5: Develop

insurance options that will

protect international

transactions.

Standard: BIT.GB.2

Students will analyze the management strategies in a global business environment.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.GB.2.A: Analyze challenges in

operating and management strategies

used in international businesses.

BIT.GB.2.A.i.1: Discuss the pros

and cons of using a global

workforce.

BIT.GB.2.A.a.1: Design

organizational strategies for

multinational businesses.

BIT.GB.2.A.i.2: Illustrate the

structure of a global business in

an organizational chart.

BIT.GB.2.A.a.2: Construct a

system to evaluate customer

satisfaction and product quality.

Wisconsin Standards for Business and Information Technology 92

Standard: BIT.GB.2

Students will analyze the management strategies in a global business environment.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.GB.2.A: Analyze challenges in

operating and management strategies

used in international businesses.

BIT.GB.2.A.a.3: Evaluate how

control procedures benefit

global businesses.

BIT.GB.2.B: Examine how cultural

differences affect human resource

management in global business.

BIT.GB.2.B.b.1: Analyze

the elements of culture

and subcultures.

BIT.GB.2.B.i.1: Describe the

different living and working

conditions around the world.

BIT.GB.2.B.a.1: Evaluate social

and cultural factors that

influence human resource

activities.

BIT.GB.2.B.b.2: Assess

the occupational hazards

that differ between

countries.

BIT.GB.2.B.i.2: Compare the

different employee

compensation packages in

different cultures.

BIT.GB.2.B.a.2: Design a system

to evaluate employee

satisfaction and training in

global businesses.

BIT.GB.2.B.a.3: Create a plan to

use social institutions to help

workers adapt to new cultures.

Wisconsin Standards for Business and Information Technology 93

Strand: Hardware and IT Infrastructure (HIT)

Standard: BIT.HIT.1

Students will select, build, upgrade, configure, and maintain a personal computer and common

peripheral devices.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.HIT.1.A: Select

appropriate computer

components to build, repair,

and upgrade personal

computers.

BIT.HIT.1.A.b.1: Explain how

personal computer

components work together.

BIT.HIT.1.A.i.1: Explain the

features and functions of the

components in a computer

system.

BIT.HIT.1.A.a.1: Identify and

explain the purpose and

characteristics of common system

components: storage devices,

power supply, memory, and CPU.

BIT.HIT.1.A.b.2: Identify the

type, purpose, and

performance characteristics

of common peripheral ports.

BIT.HIT.1.A.i.2: Compare the

various types and sizes of

motherboards.

BIT.HIT.1.A.a.2: Identify basic

compatibility guidelines of the

motherboard, processors, and

memory.

BIT.HIT.1.A.b.3: Demonstrate

proper procedures for

installing and configuring

common peripheral devices.

BIT.HIT.1.A.i.3: Identify the

purpose and characteristics of

common system components:

storage devices, power supply,

removable media, expansion

cards, CPU, memory, cooling

systems, ports, etc.

BIT.HIT.1.A.a.3: Demonstrate basic

procedures for adding and

removing common system

components and for recognizing

associated cable connections.

BIT.HIT.1.A.b.4: Select

components to build a custom

computer to meet the

specifications of the end user.

BIT.HIT.1.A.i.4: Select

components to upgrade a

computer to meet the needs of

the user.

BIT.HIT.1.A.a.4: Identify CPU chip

types, manufacturers, and

associated sockets.

Wisconsin Standards for Business and Information Technology 94

Standard: BIT.HIT.1

Students will select, build, upgrade, configure, and maintain a personal computer and common

peripheral devices.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.HIT.1.A: Select

appropriate computer

components to build, repair,

and upgrade personal

computers.

BIT.HIT.1.A.b.5: Demonstrate

safe working conditions and

best practices when working

on electronic equipment.

BIT.HIT.1.A.i.5: Determine the

cost-benefit of replacement or

repair of hardware and

software.

BIT.HIT.1.A.a.5: Identify

operational characteristics of RAM.

BIT.HIT.1.A.i.6: Disassemble,

reassemble, and configure a

personal computer for proper

hardware and software

operation.

BIT.HIT.1.A.i.7: Explain CPU

operations such as Hyper-

Threading Technology and

HyperTransport.

BIT.HIT.1.A.a.7: Identify the

responsibilities of the various

components of the motherboard:

integrated ports, expansion slots,

chipsets, battery, etc.

BIT.HIT.1.A.b.8: Calculate the

total wattage of components

in a computer system and

recommend an appropriately

sized power supply.

BIT.HIT.1.A.i.8: Calculate the

total wattage of components in a

computer system and

recommend an appropriately

sized power supply.

BIT.HIT.1.A.a.8: Describe power-

on self-test (POST), basic

input/output system (BIOS), unified

extensible firmware interface

(UEFI), and complementary metal

oxide semiconductor (CMOS), and

explain their roles in a computer

system.

BIT.HIT.1.A.b.9: Identify and

describe the purpose of

various tools, diagnostic

equipment, and materials used

in computer maintenance.

BIT.HIT.1.A.i.9: Identify and

describe the purpose of various

tools, diagnostic equipment, and

materials used in computer

maintenance.

BIT.HIT.1.A.a.9: Apply basic

electric theories: Ohm’s Law;

calculation of wattage, voltage,

amperage, resistance, capacitance,

etc.

Wisconsin Standards for Business and Information Technology 95

Standard: BIT.HIT.1

Students will select, build, upgrade, configure, and maintain a personal computer and common

peripheral devices.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.HIT.1.B: Perform

troubleshooting and

preventive maintenance on

personal computers.

BIT.HIT.1.B.b.1: Explain the

importance of consistent

preventative maintenance on

computers.

BIT.HIT.1.B.i.1: Apply software

upgrades, service packs, and

patches.

BIT.HIT.1.B.a.1: Resolve common

PC and/or peripheral device

problems through a systematic

troubleshooting process, and

document solutions.

BIT.HIT.1.B.b.2: Explain how

to upgrade components in a

computer system to meet the

needs of an end user.

BIT.HIT.1.B.i.2: Explain how

environmental factors, including

heat, airborne particulates,

humidity, vibration, and shocks,

can affect equipment.

BIT.HIT.1.B.a.2: Perform

troubleshooting and preventive

maintenance on personal

computers.

BIT.HIT.1.B.b.3: Explain the

importance of proper disposal

and safe handling of

equipment and supplies.

BIT.HIT.1.B.i.3: Follow

procedures for preventive

maintenance of computers and

peripherals: physical cleaning,

data backup, security and

operating system updates, etc.

BIT.HIT.1.B.a.3: Verify BIOS and

UEFI settings when booting the

computer and use system beep

codes to troubleshoot hardware

problems.

BIT.HIT.1.C: Install, configure,

manage, maintain, and

troubleshoot Windows

operating systems.

BIT.HIT.1.C.b.1: Explain

operating system

requirements.

BIT.HIT.1.C.i.1: Install a

Windows operating system.

BIT.HIT.1.C.a.1: Create a partition

using the Disk Management Utility.

BIT.HIT.1.C.b.2: Explain the

purpose of an operating

system.

BIT.HIT.1.C.i.2: Configure the

Windows Desktop and File

Explorer.

BIT.HIT.1.C.a.2: Configure

windows settings using Control

panels.

BIT.HIT.1.C.i.3: Perform routine

preventative maintenance on a

computer running a Windows

operating system.

BIT.HIT.1.C.a.3: Use Windows

tools and utilities to manage

Windows systems.

Wisconsin Standards for Business and Information Technology 96

Standard: BIT.HIT.1

Students will select, build, upgrade, configure, and maintain a personal computer and common

peripheral devices.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.HIT.1.C: Install, configure,

manage, maintain, and

troubleshoot Windows

operating systems.

BIT.HIT.1.C.i.4: Describe

redundant array of independent

disks (RAID) levels and how they

are used to improve reliability

and capacity of storage devices.

BIT.HIT.1.C.a.4: Use the Windows

command line and PowerShell tools.

BIT.HIT.1.C.a.5: Explain how to

perform troubleshooting on a

Windows operating system.

BIT.HIT.1.C.a.6: Configure RAID on

a desktop PC.

BIT.HIT.1.D: Configure,

secure, and troubleshoot

mobile, Mac, and Linux

operating systems.

BIT.HIT.1.D.b.1: Compare the

differences and similarities

between Windows, Mac, and

Linux operating systems.

BIT.HIT.1.D.i.1: Explain the

purpose and characteristics of

mobile operating systems.

BIT.HIT.1.D.a.1: Use the Linux

terminal window tools.

BIT.HIT.1.D.i.2: Explain

methods for securing mobile

devices.

BIT.HIT.1.D.a.2: Explain how to

perform basic troubleshooting on

Mac and Linux operating systems.

BIT.HIT.1.E: Configure and

troubleshoot laptops and

mobile devices.

BIT.HIT.1.E.b.1: Explain the

purpose and characteristics of

various mobile devices.

BIT.HIT.1.E.i.1: Explain the

features and functions of

laptops and mobile devices.

BIT.HIT.1.E.a.1: Configure laptop

power settings and wireless

settings.

BIT.HIT.1.E.b.2: Identify the

purpose and characteristics of

mobile device components:

power supply, removable

media, screens, batteries,

speakers, ports, etc.

BIT.HIT.1.E.i.2: Explain how to

remove and install laptop

components.

BIT.HIT.1.E.a.2: Perform common

preventive maintenance on laptops

and mobile devices.

Wisconsin Standards for Business and Information Technology 97

Standard: BIT.HIT.1

Students will select, build, upgrade, configure, and maintain a personal computer and common

peripheral devices.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.HIT.1.E: Configure and

troubleshoot laptops and

mobile devices.

BIT.HIT.1.E.a.3: Troubleshoot

laptop and mobile device problems

and implement solutions.

BIT.HIT.1.F: Describe

virtualization and cloud

computing services.

BIT.HIT.1.F.b.1: Describe

cloud services and how they

can be used.

BIT.HIT.1.F.i.1: Explain the

purpose of hypervisors in the

implementation of a virtual

machine.

BIT.HIT.1.F.a.1: Set up a client-side

virtual machine (VM) on Windows

and install an operating system on

the VM.

BIT.HIT.1.F.b.2: Explain the

advantages of using

virtualization.

BIT.HIT.1.F.i.2: Explain the

advantages of using

virtualization.

BIT.HIT.1.F.a.2: Compare the

difference between type 1 and type

2 hypervisors.

BIT.HIT.1.F.b.3: Explain

characteristics of public,

private, hybrid, and

community cloud computing.

BIT.HIT.1.F.i.3: Compare

various cloud services: Software

as a Service (SaaS), Platform as a

Service (PaaS), Infrastructure as

a Service (IaaS).

BIT.HIT.1.F.a.3: Explain the

advantages of utilizing cloud

services in an organization.

BIT.HIT.1.G: Install and

maintain printers.

BIT.HIT.1.G.b.1: Compare the

advantages and disadvantages

of various printer

technologies, and select an

appropriate printer based on

the user's needs.

BIT.HIT.1.G.i.1: Explain how

laser, inkjet, thermal, impact,

and 3D printers work.

BIT.HIT.1.G.a.1: Explore

connection options for printers and

peripherals: wired versus wireless,

cable options, etc.

BIT.HIT.1.G.i.2: Install a printer

and configure printer-sharing

over a network.

BIT.HIT.1.G.a.2: Troubleshoot and

fix common printer problems.

Wisconsin Standards for Business and Information Technology 98

Standard: BIT.HIT.1

Students will select, build, upgrade, configure, and maintain a personal computer and common

peripheral devices.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.HIT.1.H: Explain the roles

and responsibilities of an IT

professional.

BIT.HIT.1.H.b.1: Explain why

good communication skills are

a critical part of IT work.

BIT.HIT.1.H.a.1: Explain

appropriate behavior when faced

with the legal and ethical issues that

arise in the IT industry.

BIT.HIT.1.H.i.2: Explain the call

center environment and

technician responsibilities.

BIT.HIT.1.H.a.2: Identify and use

help desk software to document

tech support solutions.

Standard: BIT.HIT.2

Students will select, install, and configure network components to implement and maintain a functional

network.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.HIT.2.A: Explain common

network hardware and how

computers communicate on a

network.

BIT.HIT.2.A.b.1: Identify hardware

components of a network.

BIT.HIT.2.A.i.1: Identify and

explain the purpose of devices

on a network of common

network hardware.

BIT.HIT.2.A.a.1: Identify and

differentiate between various

network topologies.

BIT.HIT.2.A.i.2: Construct a

network diagram to be

deployed in a specified

environment.

BIT.HIT.2.A.a.2: Identify and

configure common hardware

used for establishing network

connectivity such as routers,

Wisconsin Standards for Business and Information Technology 99

Standard: BIT.HIT.2

Students will select, install, and configure network components to implement and maintain a functional

network.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.HIT.2.A: Explain common

network hardware and how

computers communicate on a

network.

wireless access points,

switches, hubs, modems,

repeaters, patch panels, mesh

networks, and other emerging

connection technologies.

BIT.HIT.2.A.i.3: Explain the

purpose of various servers:

dynamic host configuration

protocol (DHCP) and domain

name system (DNS) servers,

print servers, file servers, web

servers, mail servers, proxy

servers, authentication

servers, etc.

BIT.HIT.2.A.a.3: Explain the

purpose and characteristics of

transport layer protocols.

BIT.HIT.2.A.i.4: Explain MAC

and IP addressing for computer

networks.

BIT.HIT.2.A.a.4: Explain the

significance of application port

numbers.

BIT.HIT.2.A.a.5: Configure

Internet of Things (IoT)

devices.

BIT.HIT.2.B: Configure devices to

communicate on a network.

BIT.HIT.2.B.b.1: Identify basic

network protocols: hypertext

transfer protocol (HTTP)/

hypertext transfer protocol secure

(HTTPS), simple mail transfer

protocol (SMTP), internet

messaging access protocol (IMAP),

file transfer protocol (FTP).

BIT.HIT.2.B.i.1: Identify and

explain network protocols,

standards, and services.

BIT.HIT.2.B.a.1: Determine

the gateway, network, and

broadcast addresses of a given

network.

Wisconsin Standards for Business and Information Technology 100

Standard: BIT.HIT.2

Students will select, install, and configure network components to implement and maintain a functional

network.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.HIT.2.B: Configure devices to

communicate on a network.

BIT.HIT.2.B.b.2: Research and

describe the history of the

internet.

BIT.HIT.2.B.i.2: Build a

network cable.

BIT.HIT.2.B.a.2: Identify and

explain the transmission

control protocol

(TCP)/internet protocol (IP)

model layers.

BIT.HIT.2.B.i.3: Configure a

Windows computer to work on

a network.

BIT.HIT.2.B.a.3: Create an IP

addressing system for a class A,

B, and/or C network using

standard subnet masks.

BIT.HIT.2.B.i.4: Explain the

characteristics and purpose of

common types of network

cables and connectors.

BIT.HIT.2.B.a.4: Configure

devices for wired and wireless

networks.

BIT.HIT.2.B.i.5: Convert

binary, decimal, and

hexadecimal numbers.

BIT.HIT.2.B.a.5: Configure

wireless security and

authentication methods on a

home Wi-Fi router.

BIT.HIT.2.B.i.6: Explain

wireless connection

technologies: Wi-Fi, cellular,

Bluetooth, radio frequency

identification (RFID), near field

communication (NFC), and

Zigbee/Z-wave.

BIT.HIT.2.B.a.6: Explain

wireless protocols and network

services.

BIT.HIT.2.B.i.7: Compare IPv4

and IPv6 network addressing.

BIT.HIT.2.B.a.7: Grant and

control access to files,

directories, and shared

network resources.

Wisconsin Standards for Business and Information Technology 101

Standard: BIT.HIT.2

Students will select, install, and configure network components to implement and maintain a functional

network.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.HIT.2.B: Configure devices to

communicate on a network.

BIT.HIT.2.B.a.8: Create,

maintain, and implement

policies for users and groups.

BIT.HIT.2.C: Troubleshoot

problems and solutions related to

networks and perform routine

preventive maintenance.

BIT.HIT.2.C.i.1: Assist peers

with network connection

problems.

BIT.HIT.2.C.a.1: Update

firmware in network devices.

BIT.HIT.2.C.i.2: Explain the

importance of consistent

preventative maintenance on

network components.

BIT.HIT.2.C.a.2: Troubleshoot

network connectivity and

configuration issues and

implement solutions.

BIT.HIT.2.D: Implement basic

device, host, data, and network

security.

BIT.HIT.2.D.b.1: Describe

different types of malware and

how to protect against malicious

software.

BIT.HIT.2.D.i.1: Explain what a

security policy is and how to

employ physical security

measures that protect data.

BIT.HIT.2.D.a.1: Explain

common communication

encryption types.

BIT.HIT.2.D.b.2: Describe

different types of network attacks.

BIT.HIT.2.D.i.2: Explain how

file and folder encryption can

be used to protect data.

BIT.HIT.2.D.a.2: Configure

basic security settings and

policies for end devices.

BIT.HIT.2.D.b.3: Describe

different social engineering

attacks.

BIT.HIT.2.D.i.3: Explain how

virus protection software

works.

BIT.HIT.2.D.a.3: Configure

wireless devices for secure

communication.

BIT.HIT.2.D.b.4: Describe the

purpose of virus protection

software.

BIT.HIT.2.D.i.4: Contrast the

difference between a software

and a hardware firewall.

BIT.HIT.2.D.a.4: Perform

troubleshooting and routine

preventive maintenance to

improve and maintain network

security.

Wisconsin Standards for Business and Information Technology 102

Standard: BIT.HIT.2

Students will select, install, and configure network components to implement and maintain a functional

network.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.HIT.2.D: Implement basic

device, host, data, and network

security.

BIT.HIT.2.D.b.5: Describe the

purpose of a firewall.

BIT.HIT.2.D.i.5: Explain the

importance of consistent

preventive maintenance on

network system software and

firmware.

Strand: IT Foundations (IT)

Standard: BIT.IT.1

Students will apply appropriate computer applications to meet personal and business needs.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.IT.1.A: Use various input

technologies to enter and manipulate

information appropriately.

BIT.IT.1.A.b.1: Demonstrate

correct finger placement and

reaches on an alphanumeric

keyboard. Recommended

minimum proficiency: 5

wpm x grade level.

BIT.IT.1.A.i.1: Prepare

documents in a timely fashion

without errors.

BIT.IT.1.A.a.1: Demonstrate

the touch method of

keyboarding on an

alphanumeric keyboard at

acceptable speed and accuracy

levels. Recommended minimum

proficiency: 5 wpm x grade

level.

Wisconsin Standards for Business and Information Technology 103

Standard: BIT.IT.1

Students will apply appropriate computer applications to meet personal and business needs.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.IT.1.A: Use various input

technologies to enter and manipulate

information appropriately.

BIT.IT.1.A.b.2: Enter data

into various digital devices

BIT.IT.1.A.i.2: Apply a variety

of input technologies to

maximize productivity.

BIT.IT.1.A.a.2: Demonstrate

proper touch method on a

numeric keypad.

BIT.IT.1.A.a.3: Describe proper

ergonomics and repetitive

stress issues related to input

technologies.

BIT.IT.1.B: Use word processing

applications to organize and effectively

communicate information.

BIT.IT.1.B.b.1: Apply

reviewing features of a word

processor: spell check,

grammar check, word count,

and thesaurus.

BIT.IT.1.B.i.1: Utilize

templates, themes, and styles

to improve productivity and

efficiency.

BIT.IT.1.B.a.1: Apply advanced

editing and formatting features:

find/replace, paragraph, column

layout, and pagination options.

BIT.IT.1.B.b.2: Produce

functional and properly

formatted business

documents.

BIT.IT.1.B.i.2: Create and

modify tables.

BIT.IT.1.B.a.2: Perform a mail

merge to produce documents,

emails, labels, envelopes, and

catalogs.

BIT.IT.1.B.b.3: Customize

documents using formatting

elements: alignment,

spacing, borders, and lists.

BIT.IT.1.B.i.3: Modify basic

document properties.

BIT.IT.1.B.a.3: Enhance

usability of documents with

advanced tools: bookmarks,

hyperlinks, page and section

breaks, headers, and footers.

BIT.IT.1.B.i.4: Insert and

modify graphic elements:

pictures, video, audio,

SmartArt, 3D models, and

screenshots.

BIT.IT.1.B.a.4: Create custom

document elements such as

Quickparts, themes, color, and

style sets.

BIT.IT.1.B.a.5: Create and

manage forms, fields, and

controls.

Wisconsin Standards for Business and Information Technology 104

Standard: BIT.IT.1

Students will apply appropriate computer applications to meet personal and business needs.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.IT.1.B: Use word processing

applications to organize and effectively

communicate information.

BIT.IT.1.B.a.6: Create and

manage references in a

document: footnotes,

endnotes, index entries, figure

and table captions, citations,

and sources.

BIT.IT.1.B.a.7: Utilize

document properties to protect

a document, inspect the

document for accessibility and

compatibility issues, and

manage version history.

BIT.IT.1.B.a.8: Create and

modify macros to automate

processes.

BIT.IT.1.B.a.9: Collaborate on

documents using multi-user

features: tracking changes,

merging documents, and online

collaboration.

BIT.IT.1.C: Use spreadsheet

applications to solve problems and

effectively communicate information.

BIT.IT.1.C.b.1: Enter data

into a spreadsheet.

BIT.IT.1.C.i.1: Generate and

apply advanced formulas

utilizing mathematical

operators and functions to

perform calculations.

BIT.IT.1.C.a.1: Perform logical

operations in formulas using

nested, lookup, and date and

time functions.

BIT.IT.1.C.b.2: Illustrate

data using graphs and charts.

BIT.IT.1.C.i.2: Create, modify,

and analyze information in

charts.

BIT.IT.1.C.a.2: Import data into

a spreadsheet from external

sources.

Wisconsin Standards for Business and Information Technology 105

Standard: BIT.IT.1

Students will apply appropriate computer applications to meet personal and business needs.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.IT.1.C: Use spreadsheet

applications to solve problems and

effectively communicate information.

BIT.IT.1.C.b.3: Enhance a

spreadsheet visually using

fonts, colors, and cell

properties.

BIT.IT.1.C.i.3: Set the print

area, headers, and footers for

a workbook.

BIT.IT.1.C.a.3: Perform what-if

analysis using Goal Seek and

Scenario Manager.

BIT.IT.1.C.b.4: Construct

basic formulas and use

common functions to

perform calculations.

BIT.IT.1.C.i.4: Modify,

organize, and analyze data

relevant to a specific business

problem by utilizing sorts and

filters.

BIT.IT.1.C.a.4: Create and

modify pivot tables to analyze

and summarize data.

BIT.IT.1.C.i.5: Create

formulas that use relative,

absolute, and mixed

references.

BIT.IT.1.C.a.5: Create and

modify pivot charts to illustrate

pivot table data.

BIT.IT.1.C.i.6: Summarize

numerical and graphic data

using sparklines, conditional

formatting, and data

validation.

BIT.IT.1.C.a.6: Calculate and

summarize data using subtotals

and totals.

BIT.IT.1.C.i.7: Troubleshoot

formulas using trace

precedence and dependence.

BIT.IT.1.C.a.7: Define and

reference named ranges within

a workbook.

BIT.IT.1.C.i.8: Fill cells using

flash fill and advanced fill

series options.

BIT.IT.1.C.a.8: Utilize Autofill

and generate numeric data

using functions such as

RANDBETWEEN and

SEQUENCE.

Wisconsin Standards for Business and Information Technology 106

Standard: BIT.IT.1

Students will apply appropriate computer applications to meet personal and business needs.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.IT.1.C: Use spreadsheet

applications to solve problems and

effectively communicate information.

BIT.IT.1.C.i.9: Customize

options and views including

freezing worksheet rows and

columns, changing window

views, and displaying

formulas.

BIT.IT.1.C.a.9: Create and

modify advanced charts: box

and whisker, combination,

funnel, histogram, sunburst,

and waterfall charts.

BIT.IT.1.C.i.10: Manage and

use data among multiple

worksheets and workbooks.

BIT.IT.1.C.a.10: Automate

tasks using macros.

BIT.IT.1.D: Use digital presentation

applications to create and deliver a

presentation.

BIT.IT.1.D.b.1: Create and

deliver a digital presentation.

BIT.IT.1.D.i.1: Modify design

templates with custom layout,

text, color, and backgrounds.

BIT.IT.1.D.a.1: Modify slide,

handout, and note masters.

BIT.IT.1.D.b.2: Insert slides,

and apply layouts,

transitions, and animations.

BIT.IT.1.D.i.2: Create non-

linear presentations using

hyperlinks.

BIT.IT.1.D.a.2: Use object

linking and embedding to

incorporate other resources

into a presentation.

BIT.IT.1.D.b.3: Order, align,

and group slide content.

BIT.IT.1.D.i.3: Present slide

shows using presenter view.

BIT.IT.1.D.a.3: Configure and

present slide shows using slide

show timing, narration and

recording options, captions and

subtitles, cameos, and screen

recording.

BIT.IT.1.D.b.4: Insert and

format tables, charts,

pictures, SmartArt, 3D

models, and media into

presentations.

BIT.IT.1.D.i.4: Order and

group slides, create sections,

and hide and unhide slides in a

presentation.

BIT.IT.1.D.a.4: Enhance

usability of a presentation by

using notes pages, comments,

action buttons, and custom

shows.

Wisconsin Standards for Business and Information Technology 107

Standard: BIT.IT.1

Students will apply appropriate computer applications to meet personal and business needs.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.IT.1.D: Use digital presentation

applications to create and deliver a

presentation.

BIT.IT.1.D.i.5: Configure print

settings for presentations:

slides, note pages, and

handouts.

BIT.IT.1.D.a.5: Prepare

presentations for collaboration

and distribution: editing

restrictions, using inspection

tools to prevent issues, and

export presentations to other

formats.

BIT.IT.1.E: Organize, manage, and

maintain information using a database

management system.

BIT.IT.1.E.b.1: Define

terminology related to

databases: data, fields,

records, tables, reports, and

queries.

BIT.IT.1.E.i.1: Create tables

with appropriate data field

types.

BIT.IT.1.E.a.1: Create tables

with appropriate data types

and sizes, validation rules, and

input masks.

BIT.IT.1.E.b.2: Collect data

suitable for a database and

recognize how information is

sorted.

BIT.IT.1.E.i.2: Define and

create a relational database

that utilizes primary keys and

enforces referential integrity.

BIT.IT.1.E.a.2: Import data

from external sources and

other databases.

BIT.IT.1.E.b.3: Create a

single table database.

BIT.IT.1.E.i.3: Create and

execute simple queries and

sorting to find and summarize

information in a database.

BIT.IT.1.E.a.3: Create, modify,

run, and save advanced multi-

table, crosstab, parameter, and

action queries.

BIT.IT.1.E.b.4: Create and

edit record data in a

database.

BIT.IT.1.E.i.4: Create and

modify forms in layout view to

enable users to easily enter

information.

BIT.IT.1.E.a.4: Create and

modify forms: tab order, form

positioning, images, and form

control properties.

BIT.IT.1.E.i.5: Create and

format a database report to

present information.

BIT.IT.1.E.a.5: Create and

format reports that include

grouping and sorting fields,

multi-column layouts, headers,

and footers.

Wisconsin Standards for Business and Information Technology 108

Standard: BIT.IT.1

Students will apply appropriate computer applications to meet personal and business needs.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.IT.1.E: Organize, manage, and

maintain information using a database

management system.

BIT.IT.1.E.i.6: Configure print

options for records, forms, and

reports.

BIT.IT.1.E.a.6: Analyze

information retrieved from a

database to make a

recommendation for a business

situation.

BIT.IT.1.E.a.7: Use structured

query language (SQL)

commands to insert, delete,

update, and query a database.

BIT.IT.1.E.a.8: Explain how

database systems are a

necessary component in the

development of dynamic web

applications: social media, e-

business, etc.

BIT.IT.1.E.a.9: Utilize database

information to complete a mail

merge.

BIT.IT.1.F: Use the Internet and

common productivity applications to

maximize communication,

collaboration, and social interactions in

a professional manner.

BIT.IT.1.F.b.1: Use an email

application to create an

email message, and respond

to emails using reply, reply

all, and forward

appropriately.

BIT.IT.1.F.i.1: Use an email

application to create emails

using to, cc, and bcc

addressing, and include

attachments.

BIT.IT.1.F.a.1: Use productivity

features of an email application:

signatures, labels and folders,

filters, and autoresponders.

BIT.IT.1.F.b.2: Add, manage

and delete email contacts.

BIT.IT.1.F.i.2: Create email

contact groups and add,

manage, and delete contacts

in the group.

BIT.IT.1.F.a.2: Manage

incoming email using a

productivity system: Inbox

Zero, Getting to Done, etc.

Wisconsin Standards for Business and Information Technology 109

Standard: BIT.IT.1

Students will apply appropriate computer applications to meet personal and business needs.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.IT.1.F: Use the Internet and

common productivity applications to

maximize communication,

collaboration, and social interactions in

a professional manner.

BIT.IT.1.F.b.3: Use a

calendar application to

create a calendar and

schedule a calendar events.

BIT.IT.1.F.i.3: Use a calendar

application to schedule and

invite guests to a meeting, set

availability for calendar items,

and share a calendar with

other people.

BIT.IT.1.F.a.3: Schedule and

host a videoconference utilizing

collaboration features:

participant management, chat,

screen sharing, shared

whiteboard, breakout rooms,

and polls.

BIT.IT.1.F.b.4: Manage

speaker, microphone, and

camera settings while

participating in a

videoconference.

BIT.IT.1.F.i.4: Create and

manage tasks and subtasks

with due dates using a task

management application.

BIT.IT.1.F.a.4: Manage

document collaboration

settings and collaborate on

projects using cloud

applications.

BIT.IT.1.F.i.5: Use

videoconferencing software

to schedule, invite

participants, and host a

videoconference.

BIT.IT.1.F.i.6: Demonstrate

professional business

standards when using

electronic communication

methods.

BIT.IT.1.G: Use basic operating system

features to manage applications, files,

folders, and settings.

BIT.IT.1.G.b.1: Create,

move, copy, delete, and

rename files and folders on

desktop and cloud systems.

BIT.IT.1.G.i.1: Identify and

explain the purpose of file

name extensions and file

formats.

BIT.IT.1.G.a.1: Install, uninstall,

update, and repair desktop or

mobile device applications.

Wisconsin Standards for Business and Information Technology 110

Standard: BIT.IT.1

Students will apply appropriate computer applications to meet personal and business needs.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.IT.1.G: Use basic operating system

features to manage applications, files,

folders, and settings.

BIT.IT.1.G.b.2: Manage

printing options: printing

specific pages, multiple

pages per sheet, paper size,

orientation, and print to

PDF.

BIT.IT.1.G.i.2: Configure

screen resolution, desktop

wallpaper, and multiple screen

settings.

BIT.IT.1.G.a.2: Synchronize

files between devices using the

cloud.

BIT.IT.1.G.i.3: Compare

differences between

Windows, Mac, Linux, IOS, and

Android operating systems.

BIT.IT.1.G.a.3: Copy a file to

and from a network share,

cloud storage location, and

portable storage drive.

BIT.IT.1.G.i.4: Explain the

purpose and importance of

antivirus software and a

firewall.

BIT.IT.1.H: Demonstrate respectful,

responsible, inclusive, and ethical

digital citizenship.

BIT.IT.1.H.b.1: Identify and

explore basic privacy issues

associated with technology

and explore the risks and

dangers of sharing personal

information in a digital

world.

BIT.IT.1.H.i.1: Discuss basic

issues related to responsible

use of technology and

describe personal or legal

consequences of

inappropriate use.

BIT.IT.1.H.a.1: Recognize the

importance of one’s digital

footprint and how to manage it

professionally.

BIT.IT.1.H.b.2: Evaluate a

digital source in terms of

accuracy, relevance, bias,

and comprehensiveness of

the retrieved information.

BIT.IT.1.H.i.2: Demonstrate

respectful and responsible use

and creation of media and

technology.

BIT.IT.1.H.a.2: Analyze legal

and ethical dilemmas within the

framework of current laws and

legislation: hacking, threats,

phishing, the use of artificial

intelligence, etc.

Wisconsin Standards for Business and Information Technology 111

Standard: BIT.IT.1

Students will apply appropriate computer applications to meet personal and business needs.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.IT.1.H: Demonstrate respectful,

responsible, inclusive, and ethical

digital citizenship.

BIT.IT.1.H.i.3: Demonstrate

the appropriate and legal use

of intellectual property.

BIT.IT.1.H.a.3: Recognize and

explain responsible use of

digital commerce.

BIT.IT.1.H.i.4: Demonstrate

appropriate behavior and

standards when using

information technologies.

BIT.IT.1.H.a.4: Compare and

contrast various types of

license agreements: open

source, Creative Commons,

multiple license agreements,

single-user installation, site

license.

Wisconsin Standards for Business and Information Technology 112

Strand: Management (MAN)

Standard: BIT.MAN.1

Students will describe business management functions and examine their implementation in business.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.MAN.1.A: Development

management’s role in leadership and

organization of a business.

BIT.MAN.1.A.b.1: Discuss the

different roles that an

organization has.

BIT.MAN.1.A.i.1: Identify

levels of management within

an organization.

BIT.MAN.1.A.a.1: Evaluate

the roles and levels of

authority and their

relationships within an

organization.

BIT.MAN.1.A.b.2: Identify

characteristics of great

leaders.

BIT.MAN.1.A.i.2: Identify

different management styles.

BIT.MAN.1.A.a.2: Explain

traits and skills required of

effective leadership.

BIT.MAN.1.A.b.3: List the

roles and responsibilities of

people you come in contact

with.

BIT.MAN.1.A.i.3: Identify

various management theories

and discuss how they impact

motivation in business.

BIT.MAN.1.A.a.3: Compare

and contrast various

management theories.

BIT.MAN.1.A.b.4: Outline

different ways to organize a

group.

BIT.MAN.1.A.a.4: Describe

management roles including

the relationship between the

management functions of

planning, organizing, leading

or directing, and evaluating.

BIT.MAN.1.A.i.5: Illustrate

how an organization might

change in structure.

BIT.MAN.1.A.a.5:

Summarize the evolution of

organizational structures due

to external and internal

forces.

Wisconsin Standards for Business and Information Technology 113

Standard: BIT.MAN.1

Students will describe business management functions and examine their implementation in business.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.MAN.1.B: Examine the

importance of evaluating to achieve a

desired outcome.

BIT.MAN.1.B.b.1: List

different ways to feel

successful.

BIT.MAN.1.B.i.1: Explain

different methods of

measuring success.

BIT.MAN.1.B.a.1: Describe

the importance of evaluating

success in business.

BIT.MAN.1.B.i.2: Apply a

method of measuring if a goal

has been achieved.

BIT.MAN.1.B.a.2: Construct

and defend a method of

evaluating the attainment of

a goal.

BIT.MAN.1.B.b.3: Rank

businesses based on a

performance measure.

BIT.MAN.1.B.i.3: Calculate a

performance measure for a

business and compare it to

industry benchmarks.

BIT.MAN.1.B.a.3:

Experiment with different

performance measures of a

business compared to

industry benchmarks.

BIT.MAN.1.B.b.4: Distinguish

between opportunities for

revising or re-attempting the

achievement of goals versus

one-time opportunities.

BIT.MAN.1.B.i.4: Describe

action that can be taken when

a goal is not achieved.

BIT.MAN.1.B.a.4:

Summarize the importance of

taking action when

performance results are not

acceptable.

BIT.MAN.1.B.a.5: Identify

and discuss motivational and

management theories:

Maslow, Herzberg,

McClelland, Taylor, Weber,

Follett, McGregor.

BIT.MAN.1.C: Relate planning to the

success of an organization’s goals.

BIT.MAN.1.C.a.1: Discuss

planning tools and

summarize the importance of

organizing activities to

accomplish desired goals.

Wisconsin Standards for Business and Information Technology 114

Standard: BIT.MAN.1

Students will describe business management functions and examine their implementation in business.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.MAN.1.C: Relate planning to the

success of an organization’s goals.

BIT.MAN.1.C.b.2: Produce a

plan to accomplish a goal.

BIT.MAN.1.C.i.2: Produce a

multi-step plan to accomplish a

goal, and rate from different

points of view.

BIT.MAN.1.C.a.2: Examine

the importance of setting a

vision, mission, goals, values,

and objectives within an

organization.

BIT.MAN.1.C.b.3: Identify the

consequences of not planning.

BIT.MAN.1.C.i.3: Model the

use of a plan toward the

achievement of a project.

BIT.MAN.1.C.a.3: Analyze

various business plans to

determine whether they are

aligned with the business

vision, mission, and goals.

BIT.MAN.1.C.i.4: Compare

managerial decision-making

techniques.

BIT.MAN.1.C.a.4: Analyze

outcomes that are a result of

decisions.

BIT.MAN.1.C.b.5: List

measures of success and

discuss how they might apply

to different situations.

BIT.MAN.1.C.i.5: Defend a

decision using data.

BIT.MAN.1.C.a.5: Describe

methods of evaluating an

organization’s performance

and controlling the

organization in various

situations.

Wisconsin Standards for Business and Information Technology 115

Standard: BIT.MAN.2

Students will examine organizational structures for businesses and use operations and production

principles for effective operation of the business.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.MAN.2.A: Compare and contrast

organizational structures within

businesses.

BIT.MAN.2.A.b.1: Describe

the different roles that

individuals play on an

effective team.

BIT.MAN.2.A.i.1: Design a

team to achieve a goal that

includes various roles and

functions.

BIT.MAN.2.A.a.1: Identify

different levels of

management; explain the

purpose of organizational

charts and the

interrelationship of the

various levels.

BIT.MAN.2.A.b.2: Categorize

businesses by the different

products, services, and types

of customers.

BIT.MAN.2.A.i.2: Identify

businesses in commercial,

industrial, and service areas.

BIT.MAN.2.A.a.2:

Distinguish between

commercial, industrial, and

service businesses.

BIT.MAN.2.A.b.3: Label the

different departments within

an organization and discuss

their importance to the

organization as a whole.

BIT.MAN.2.A.a.3: Describe

and diagram the

interrelationships within an

organization’s departments.

BIT.MAN.2.B: Analyze the processes

and systems that operations managers

implement to monitor, plan, and

control business activities required for

continued business functioning.

BIT.MAN.2.B.b.1: Discuss

how products are designed to

meet the customer’s desires.

BIT.MAN.2.B.i.1: Create a

simple design for a product and

list the required tools and

materials.

BIT.MAN.2.B.a.1: Examine

various methods of designing

and redesigning products,

the steps of the process, and

the tools needed.

BIT.MAN.2.B.b.2: Distinguish

among various suppliers that

provide businesses with

needed supplies or services.

BIT.MAN.2.B.i.2: Illustrate the

steps needed to efficiently and

effectively make a product.

BIT.MAN.2.B.a.2: Examine

aspects of scheduling,

including the efficiency and

effectiveness of a production

schedule.

Wisconsin Standards for Business and Information Technology 116

Standard: BIT.MAN.2

Students will examine organizational structures for businesses and use operations and production

principles for effective operation of the business.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.MAN.2.B: Analyze the processes

and systems that operations managers

implement to monitor, plan, and

control business activities required for

continued business functioning.

BIT.MAN.2.B.b.3: List items

that a business might buy and

estimate the quantity of each

item they should have.

BIT.MAN.2.B.i.3: Analyze

supplier choices and select the

best fitting supplier.

BIT.MAN.2.B.a.3: Describe

the role that suppliers play in

providing materials and what

factors are used in selecting a

supplier: price, quality,

availability, reliability.

BIT.MAN.2.B.b.4: Indicate

different quality levels of

products that consumers can

choose.

BIT.MAN.2.B.i.4: Contrast the

cost versus benefit of buying

supply quantities.

BIT.MAN.2.B.a.4: Value the

purpose of inventory control,

and list different methods of

inventory control.

BIT.MAN.2.B.b.5: Discuss

how a business produces a

product.

BIT.MAN.2.B.i.5: Discriminate

between different quality

levels of a given product.

BIT.MAN.2.B.a.5: Examine

the idea of quality

management and relate it to

how businesses compete.

BIT.MAN.2.B.i.6: Summarize a

business’s factors of

production: design, scheduling,

materials procurement,

inventory management, and

quality control measures.

BIT.MAN.2.B.a.6: Explain

the relationship between

factors of production:

design, scheduling,

purchasing, inventory

management and quality

control measures.

Wisconsin Standards for Business and Information Technology 117

Standard: BIT.MAN.3

Students will examine the role of the human resource department and its function as a means to

achieving management’s goals.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.MAN.3.A: Appraise the

importance of the human resources

department in the planning,

recruitment, selection, and orientation

of employees.

BIT.MAN.3.A.i.1: Explain how

human resource staff can help

a business develop its

workforce.

BIT.MAN.3.A.a.1: Identify

legislation affecting the

hiring process: affirmative

action, right to privacy, and

Americans with Disabilities

Act.

BIT.MAN.3.A.i.2: Develop

appropriate hiring criteria for a

specific job.

BIT.MAN.3.A.a.2: Select

appropriate job applicant

screening techniques for a

variety of positions.

BIT.MAN.3.A.i.3: Discuss

employment contracts.

BIT.MAN.3.A.a.3: Describe

the common traits of an

employment contract.

BIT.MAN.3.A.i.4: Design an

effective onboarding

procedure for a new employee.

BIT.MAN.3.A.a.4: Design a

specific training plan to meet

training needs of an

organization.

BIT.MAN.3.B: Assess methods for

evaluating employees’ performance

and determining compensation,

benefits, incentives, and promotion.

BIT.MAN.3.B.i.1: Give

examples of the benefits of

professional development.

BIT.MAN.3.B.a.1: Analyze

the benefits of professional

development to the

employer and the employee.

BIT.MAN.3.B.b.2: Discuss

different methods of

motivating people to perform.

BIT.MAN.3.B.i.2: Illustrate

several stages for an individual

to gradually develop, maintain,

and improve work-based

employment skills.

BIT.MAN.3.B.a.2: Outline

several stages of employee

development within an

organization: professional

development, cross-training,

evaluation, and goal setting.

Wisconsin Standards for Business and Information Technology 118

Standard: BIT.MAN.3

Students will examine the role of the human resource department and its function as a means to

achieving management’s goals.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.MAN.3.B: Assess methods for

evaluating employees’ performance

and determining compensation,

benefits, incentives, and promotion.

BIT.MAN.3.B.i.3: Demonstrate

how goal setting relates to

employee achievement or

accomplishment.

BIT.MAN.3.B.a.3: Explain

how employees'

performance is evaluated,

incentivized, and related to

compensation and benefits.

BIT.MAN.3.B.i.4: Identify jobs

that use varying types of

performance measures to

compensate employees.

BIT.MAN.3.B.a.4: Review

employee compensation

plans that may be used to

calculate compensation:

benefit packages, incentive

programs, and performance

measures.

BIT.MAN.3.B.i.5: Generalize

the difference between

promoting an employee from

within a business versus hiring

from outside.

BIT.MAN.3.B.a.5: Compare

and contrast promoting an

employee from within a

business versus hiring from

outside.

BIT.MAN.3.C: Recognize the human

resource department’s activities

relating to employee safety and equal

treatment among employees, as

required by laws and regulations.

BIT.MAN.3.C.i.1: Explain the

human resources department’s

role in advocating for the

employees.

BIT.MAN.3.C.a.1:

Summarize the value of the

human resource

department’s advocacy for

employees.

BIT.MAN.3.C.i.2: Examine

concerns for safety and health.

BIT.MAN.3.C.a.2: Evaluate

health and safety issues

related to the workplace.

Wisconsin Standards for Business and Information Technology 119

Standard: BIT.MAN.3

Students will examine the role of the human resource department and its function as a means to

achieving management’s goals.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.MAN.3.C: Recognize the human

resource department’s activities

relating to employee safety and equal

treatment among employees, as

required by laws and regulations.

BIT.MAN.3.C.i.3: Infer the

impact of a legal issue on the

classroom environment and a

business environment.

BIT.MAN.3.C.a.3: Review

legal issues—harassment,

employee rights, privacy,

drug testing, labor disputes,

child labor, discrimination,

and substance abuse—and

the potential impact to the

business.

BIT.MAN.3.D: Describe human

resources’ involvement in the

termination and transition of

employees.

BIT.MAN.3.D.i.1: Discuss

reasons why businesses reduce

their workforce.

BIT.MAN.3.D.a.1: Examine

internal and external reasons

for termination.

BIT.MAN.3.D.a.2: Explain

business obligations for

displacing or transitioning

employees.

Wisconsin Standards for Business and Information Technology 120

Strand: Marketing (MKT)

Standard: BIT.MKT.1

Students will review, utilize, and develop the four areas of the marketing mix as they relate to a given

industry.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.MKT.1.A: Product – Generate

product ideas to contribute to ongoing

business success.

BIT.MKT.1.A.b.1: Identify

customer needs and why they

return to the same business.

BIT.MKT.1.A.i.1: Examine

ways businesses use marketing

to build customer demand.

BIT.MKT.1.A.a.1: Recognize

the laws that protect

customers and/or constrain

marketing activities.

BIT.MKT.1.A.b.2: Explain

factors that influence

customer buying behavior.

BIT.MKT.1.A.i.2: Identify the

customer's rational and

emotional buying motives and

decisions.

BIT.MKT.1.A.a.2: Examine

reasons for consumers to

have brand loyalty.

BIT.MKT.1.A.b.3: Identify new

products and services for

consumers focusing on

current consumer trends.

BIT.MKT.1.A.i.3: Describe

ways in which companies

modify and improve existing

products and services.

BIT.MKT.1.A.a.3: Analyze

the difference in consumer

wants and needs and how

this drives product

development and positioning.

BIT.MKT.1.A.b.4: Explain the

functions and elements of

packaging.

BIT.MKT.1.A.i.4: Explain issues

of ethics and social

responsibility in packaging (e.g.,

sustainability, false and

misleading claims, durability).

BIT.MKT.1.A.a.4: Illustrate

package design as a product

feature and analyze the

functionality of packaging

options.

BIT.MKT.1.A.b.5: Define

product life cycle.

BIT.MKT.1.A.i.5: Research the

impact of the product life cycle

on marketing decisions.

BIT.MKT.1.A.a.5: Assess

strategies for managing a

product through its life cycle

and develop methods of

extending the life cycle of

products.

Wisconsin Standards for Business and Information Technology 121

Standard: BIT.MKT.1

Students will review, utilize, and develop the four areas of the marketing mix as they relate to a given

industry.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.MKT.1.B: Price – Describe the role

of pricing in marketing and identify the

factors that influence a product’s price.

BIT.MKT.1.B.b.1: Identify how

price influences consumer

purchase decisions.

BIT.MKT.1.B.i.1: Explain the

factors that contribute to a

product's price (e.g., cost,

quality, competitions, and

brand loyalty).

BIT.MKT.1.B.a.1: Analyze

the influences of supply and

demand on pricing.

BIT.MKT.1.B.b.2: Define

pricing terms for products and

services: cost, price, markup,

expenses, and profit.

BIT.MKT.1.B.i.2: Calculate a

product’s price using different

pricing methods (e.g., cost-plus,

competitive, value-based, price

skimming, and penetration).

BIT.MKT.1.B.a.2: Derive

pricing strategies based on

company objectives (e.g.,

positioning, product line, loss

leader, psychological,

penetration, and skimming).

BIT.MKT.1.B.b.3: Identify

factors affecting pricing

decisions.

BIT.MKT.1.B.i.3: Explain the

relationship between price and

perceived quality (the price-

value relationship).

BIT.MKT.1.B.a.3: Analyze

how evolving technologies

provide greater options for

buyers and increase price

competition.

BIT.MKT.1.C: Place – Determine how

businesses identify and make channel

management/distribution strategy

decisions to transport products to the

final consumer.

BIT.MKT.1.C.b.1: Discuss

different places where

products or services can be

purchased (e.g., on the

Internet, brick and mortar,

shopping center, catalog).

BIT.MKT.1.C.i.1: Describe the

different distribution channels.

BIT.MKT.1.C.a.1: Compare

and contrast direct and

indirect marketing channels

for various industries.

Wisconsin Standards for Business and Information Technology 122

Standard: BIT.MKT.1

Students will review, utilize, and develop the four areas of the marketing mix as they relate to a given

industry.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.MKT.1.C: Place – Determine how

businesses identify and make channel

management/distribution strategy

decisions to transport products to the

final consumer.

BIT.MKT.1.C.b.2: Explain the

different methods of

distribution.

BIT.MKT.1.C.i.2: Explain the

advantages and disadvantages

of the five methods of

distribution (rail, air, truck,

ship, and pipeline) as it relates

to types of products.

BIT.MKT.1.C.a.2: Describe

how technology has

transformed marketing and

distribution channels.

BIT.MKT.1.D: Promotion – Describe

the concepts and strategies needed to

communicate information about

products to achieve a desired outcome.

BIT.MKT.1.D.b.1: Discuss

ways advertising affects

consumer purchases.

BIT.MKT.1.D.i.1: Identify

methods for evaluating the

effectiveness of various

advertising media.

BIT.MKT.1.D.a.1: Develop an

advertising campaign (e.g.,

commercials, Internet and

social media ads, print, radio,

outdoor).

BIT.MKT.1.D.b.2: Discuss

ethical issues in advertising.

BIT.MKT.1.D.i.2: Examine how

culture influences global

advertising.

BIT.MKT.1.D.a.2: Analyze

which advertising goals

(inform, persuade, remind)

are appropriate for the stage

a product has reached in its

life cycle.

BIT.MKT.1.D.b.3: Identify the

elements of the promotional

mix (advertising, sales

promotion, public relations,

and personal selling).

BIT.MKT.1.D.i.3: Explain the

role of promotion as a

marketing function.

BIT.MKT.1.D.a.3:

Demonstrate how the

elements of the promotional

mix (advertising, sales

promotion, public relations,

personal selling) work

together and how to apply it.

BIT.MKT.1.D.i.4: Demonstrate

an understanding of

promotional channels used to

communicate with targeted

audiences.

BIT.MKT.1.D.a.4: Develop a

promotional plan for a

product/service.

Wisconsin Standards for Business and Information Technology 123

Standard: BIT.MKT.2

Students will analyze target marketing concepts and strategies utilized to select and determine an

audience for a product or business.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.MKT.2.A: Employ marketing

information to develop a marketing

plan.

BIT.MKT.2.A.b.1: Describe

the need for marketing data.

BIT.MKT.2.A.i.1: Identify the

components of a marketing

plan.

BIT.MKT.2.A.a.1: Analyze a

company’s marketing plan.

BIT.MKT.2.A.b.2: Identify

what market segmentation is

(demographics,

psychographics, and

geographics).

BIT.MKT.2.A.i.2: Evaluate the

tools of market segmentation

(e.g., demographics,

psychographics, and

geographics).

BIT.MKT.2.A.a.2: Explain

ways that segmentation can

be used to identify target

markets.

BIT.MKT.2.A.i.3: Analyze

variables used to identify

target markets (e.g., usage

level, brand loyalty, and

benefits sought).

BIT.MKT.2.A.a.3: Describe

ways in which the increasing

diversity of consumer

populations impacts market

segmentation, strategies, and

targeting.

BIT.MKT.2.B: Apply marketing

information to determine and meet

customer needs.

BIT.MKT.2.B.b.1: Identify the

reasons for conducting

marketing research.

BIT.MKT.2.B.i.1: Explain why a

marketing plan is essential.

BIT.MKT.2.B.a.1: Develop a

comprehensive marketing

plan for either a domestic or

international

product/service.

BIT.MKT.2.B.i.2: Discuss how

the marketing plan aligns with

the company strategic plan.

BIT.MKT.2.B.a.2: Analyze a

company's marketing plan.

Wisconsin Standards for Business and Information Technology 124

Standard: BIT.MKT.3

Students will describe the concepts, systems, and tools needed to gather, access, synthesize, evaluate,

and disseminate information for use in making business decisions.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.MKT.3.A: Describe the nature and

scope of market research.

BIT.MKT.3.A.b.1: Discuss the

reasons for conducting market

research.

BIT.MKT.3.A.i.1: Practice the

steps in the market research

process.

BIT.MKT.3.A.a.1: Collect and

analyze primary and

secondary data for a new

product/service proposal.

BIT.MKT.3.A.b.2:

Differentiate between

primary and secondary data.

BIT.MKT.3.A.i.2: Identify

methods for collecting primary

data (e.g., surveys,

experiments, focus groups, and

observations).

BIT.MKT.3.A.a.2: Evaluate

the advantages and

disadvantages of different

sampling methods.

BIT.MKT.3.A.i.3: Differentiate

among sampling methods.

BIT.MTK.3.A.a.3: Analyze

the research goals for the

different kinds of research

instruments and when each is

appropriate.

BIT.MKT.3.B: Design and apply a

marketing research study to ensure the

appropriateness of data collection

efforts.

BIT.MKT.3.B.b.1: Create a

research instrument.

BIT.MKT.3.B.i.1: Evaluate the

steps involved in interpreting

survey, focus group, interview,

ethnography, and/or

experiment data, including

collecting, analyzing, and

interpreting key findings.

BIT.MKT.3.B.a.1: Assemble

marketing information to

plan marketing, sales, and

business activities.

Wisconsin Standards for Business and Information Technology 125

Standard: BIT.MKT.4

Students will describe the techniques and strategies used to foster positive, ongoing relationships with

customers.

Learning Priority

Performance Indicators (By Learning Progression)

Beginning (b)

Intermediate (i)

Advanced (a)

BIT.MKT.4.A: Foster positive

relationships with customers to

enhance company image and build

sales.

BIT.MKT.4.A.b.1: Identify

ways businesses show

concern for their customers.

BIT.MKT.4.A.i.1: Examine the

cost of obtaining new

customers versus the cost of

maintaining current customers.

BIT.MKT.4.A.a.1: Recognize

how successful marketing

strategy is built on positive

customer relationships and

understanding the target

market.

BIT.MKT.4.A.b.2: Explain why

customer feedback is

collected.

BIT.MKT.4.A.i.2: Describe

data-collection methods

(observations, mail, diaries,

telephone, Internet, discussion

groups, interviews, scanners,

tracking tools).

BIT.MKT.4.A.a.2:

Demonstrate appropriate

communication when

working with consumers

when responding to inquiries.

Wisconsin Standards for Business and Information Technology 126

Appendix A

Personal Financial Literacy Standards

The Wisconsin Standards for Personal Financial Literacy were approved by the Department of Public Instruction in May 2020.

These standards were based on the 2017 Wisconsin Act 94 which requires school districts to adopt academic standards for

financial literacy and incorporate instruction into the K-12 curriculum. There are six strands that were approved for these

standards:

• Financial Mindset

• Education and Employment

• Money Management

• Saving and Investing

• Credit and Debt

• Risk Management and Insurance

The standards for Personal Financial Literacy are broken into grade bands of K-2 (e), 3-5 (i), 6-8 (m), and 9-12 (h), which is

different from the other strands for Business and Information Technology. There are performance indicator boxes that were

intentionally left blank where a developmentally appropriate topic is not available for that grade band level.

In December 2023, Wisconsin Act 60 was signed into law, requiring all students to take at least one-half of one credit of personal

financial literacy for high school graduation. The act first applies to the 2028 graduating class.

The Personal Financial Literacy Standards are found on the Department of Public Instruction’s Personal Financial Literacy page.

BIT.EL1.a.5: Demonstrate use of pointing device (touchpad or mouse)

to click, scroll, and manipulate shapes and graphics.

Wisconsin Standards for Business and Information Technology 127

Appendix B

K-5 Elementary Standards

This section includes K-5 specific Standards for Business and Information Technology (BIT). The elementary standards for BIT

can be covered by several different individuals within the elementary school setting. The content may be taught to elementary

students by a licensed Business and Information Technology teacher, a licensed elementary teacher, or a team approach

between the BIT and classroom teachers.

The BIT standards for elementary offer flexibility to be taught across disciplines and support the learning of the students in any

classroom setting. Progression of learning is indicated by the B - Beginning, I - Intermediate, and A - Advanced mastery of the

concepts by students as they learn in different disciplines or in specific BIT-related instruction.

These same indicators can be found in the IT Foundations strand of the BIT standards, allowing school districts the flexibility to

meet the beginning, intermediate, and advanced learning needs of their students at any point in grades K-12. The mastery of this

learning is vital for the success of students in academic, business, and personal life. Knowledge on different technology skills and

tools will aid students in their future career search and attainment.

Standard: BIT.EL1

Students will use an appropriate digital tool to meet personal and education needs.

Learning Priority Performance Indicator

Grade Level

K 1 2 3 4 5

BIT.EL1.a: Use various input

technologies to enter and

manipulate information

appropriately.

BIT.EL1.a.1: Turn on a digital device and log in.

B I A A A A

BIT.EL1.a.2: Identify commonly use peripheral devices, such as

monitor, keyboard, mouse, mobile devices, scanners, and cameras.

B I A A A A

BIT.EL1.a.3: Identify commonly used output devices, such

as speakers, printer, and projector.

B I A A A A

BIT.EL1.a.4: Input data into various digital devices (e.g.,

Chromebook, laptop, tablet, and hand-held device.

B I A A A A

Wisconsin Standards for Business and Information Technology 128

Standard: BIT.EL1

Students will use an appropriate digital tool to meet personal and education needs.

Learning Priority

Performance Indicator

Grade Level

K 1 2 3 4 5

BIT.EL1.a.6: Demonstrate use of desktop icons, windows, and

menus to open applications and documents.

B I A A A A

BIT.EL1.a.7: Demonstrate proper use of age-appropriate online tools

and resources (i.e., assessments, web browsers).

B I A A

BIT.EL1.a.8: Demonstrate ability to save documents and

manage files,

B I A A

BIT.EL.1.a.9: Keyboarding:

• Demonstrate the correct finger placement and reaches.

• Demonstrate the touch method of keyboarding on an

alphanumeric keyboard at acceptable speed and accuracy levels

(recommended minimum: 5 wpm x grade level).

• Demonstrate the touch method of keyboarding on a numeric

keypad.

• Demonstrate proper posture and ergonomics.

B B I A A A

BIT.EL1.b: Use word processing

applications to organize and

effectively communication

information.

BIT.EL1.b.1: Demonstrate proper use of word processing application

to write, edit, print, and save assignments.

B I A A A

BIT.EL1.b.2: Apply reviewing features of word processing application

to spell check, grammar check, dictionary, and thesaurus.

B I A A

BIT.EL1.b.3: Demonstrate ability to highlight, copy, and paste text.

B I A A

BIT.EL1.b.4: Customize documents using formatting, including

alignment, spacing, themes, borders, and ordered and unordered lists.

B I A A

BIT.EL1.a: Use various input

technologies to enter and

manipulate information

appropriately.

Wisconsin Standards for Business and Information Technology 129

Standard: BIT.EL1

Students will use an appropriate digital tool to meet personal and education needs.

Learning Priority

Performance Indicator

Grade Level

K 1 2 3 4 5

BIT.EL1.b.5: Demonstrate various methods of inputting and editing

non-text data, such as pictures, videos, and music.

B I A A A

BIT.EL1.b.6: Prepare documents in a timely fashion without errors.

B I A A A

BIT.EL1.b.7: Identify the various proofreader marks and define their

meaning.

B I A

BIT.EL1.c: Use spreadsheet

applications to solve problems

and effectively communicate

information.

BIT.EL1.c.1: Identify and explain terms related to spreadsheets (i.e.,

cell, row, column, value, labels, etc.).

B I A

BIT.EL1.c.2: Input and edit data into a spreadsheet.

B I A

BIT.EL1.c.3: Illustrate data through graphs and charts.

B I A

BIT.EL1.c.4: Calculate formulas to add, subtract, multiply, and divide

data.

B I A

BIT.EL1.d: Use digital

presentation applications to

create and deliver a

presentation.

BIT.EL1.d.1: Create, edit, and format text on a slide.

B I A A A

BIT.EL1.d.2: Create a series of slides and organize them to present on

a topic.

B I A A

BIT.EL1.d.3: Enhance a presentation visually using graphics,

sounds, diagrams, animation, and transitions.

B I A

BIT.EL1.e: Use the Internet and

common productivity

applications to maximize

communication, collaboration,

and social interactions in a

professional manner.

BIT.EL1.e.1: Use an email application to create an email message and

respond to emails using reply, reply all, and forward appropriately.

B I A

BIT.EL1.e.2: Add, manage, and delete email contacts.

B I A

BIT.EL1.e.3: Use a calendar application to create a calendar and

schedule calendar events.

B I

BIT.EL1.e.4: Manage speaker, microphone, and camera settings

and participate in a video conference.

B I A

BIT.EL1.b: Use word processing

applications to organize and

effectively communication

information.

Wisconsin Standards for Business and Information Technology 130

Standard: BIT.EL1

Students will use an appropriate digital tool to meet personal and education needs.

Learning Priority

Performance Indicator

Grade Level

K 1 2 3 4 5

BIT.EL1.f: Use basic operating

system features to manage

applications, files, folders, and

settings.

BIT.EL1.f.1: Create, move, copy, delete, and rename files and folders

on desktop and cloud systems.

B I A A

BIT.EL1.f.2: Manage printing options including printing specific pages,

multiple pages per sheet, paper size and orientation, and print to PDF.

B I A A

BIT.EL1.g: Demonstrate

respectful, responsible,

inclusive, and ethical digital

citizenship.

BIT.EL1.g.1: Identify and explore basic privacy issues associated with

technology and explore the risks and dangers of sharing personal

information in a digital world.

B I A A A A

BIT.EL1.g.2: Evaluate a digital source in terms of accuracy, relevance,

bias, and comprehensiveness of the retrieved information.

B I A A A