National Ag Ed Standards

8/14/2019 National Ag Ed Standards

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National Quality ProgramStandards

For Secondary (Grades 9-12)

Agricultural Education

A Project ByThe National Council for Agricultural Education


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INTRODUCTION

The National Quality Program Standards for Secondary (Grades 9-12) Agricultural Education are aresult of a need to provide a consistent delivery of high quality agricultural education programs acrossthe nation focused on relevant instruction, rigorous clear goals, continuous program improvement andthe development of essential skills for student success. Input from local, state and national leaders was

sought and obtained regarding the qualities of highly successful agricultural education programs.

The National Quality Program Standards for Secondary (Grades 9-12) Agricultural Education aredesigned to be used by the local teacher(s), administration, community partners and/or stakeholders,advisory committees, FFA Alumni and/or an external assessment team to conduct an evaluation of thelocal agricultural education program and develop clear goals and objectives for program improvement.

Each standard or standard statement is followed by a series of quality indicators/questions whichfurther define or assess the standard or standard statement. The sum of the indicators scores serve asa ranking and determine if the standard or standard statement has been met. The sum of the indicator scores must reach the identified criteria score for meeting the standard or standard statement.

Local Program Success materials found in the National FFA Local Program Resource Guide mayprovide additional tools, resources and information to help agricultural education programs meet thestandards and standard statements in this document.

DEFINITIONS:

Standard or Standard Statement - A descriptive statement established and used as a model of quantitative characteristics for the development, management and assessment of secondary (Grades9-12) Agricultural Education programs.

Quality Indicator A measurement used to further define or measure the standard or standardstatement.

DIRECTIONS:

Reviewers should strive to rate the quality indicator based upon the level of criteria met.

The rating scale indicates the following:

Exemplary = 4

Promising = 3

Improving = 2

Struggling = 1

Non-Existent = 0

A Glossary and Definition of Terms is located in the back of this document.


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Supporting Organizations

The following organizations have reviewed the standards and quality indicators in this document andsupport it use for assessment of Secondary (Grades 9-12) Agricultural Education Programs.

Agricultural Education Policy Committee of the Association for Career & Technical Education

American Association for Agricultural Education (AAAE)

National Association of Agricultural Educators (NAAE)

National Association of Supervisors of Agricultural Education (NASAE)

National Council for Agricultural Education

National FFA Alumni Association

National FFA Foundation Sponsors BoardSeminis Seeds Division of Monsanto, Inc. - Glenn Stith, Vice President, NA & SA Operations andNational FFA Foundation Board Chairman

Cargill, Incorporated - Jerry R. Rose, Corporate Vice President,

Deere & Company - Douglas C. DeVries, Senior Vice President, Agricultural Marketing - NorthAmerica, Australia & Asia,

Wayne Farms LLC - Elton H. Maddox, President and Chief Executive Officer

Elanco Animal Health - Jeff Simmons, Executive Director North America Sales & Marketing

National FFA Organization Board of Directors

National Farm and Ranch Business Management Education Association. (NFRBMEA)

National Postsecondary Agricultural Student Organization (PAS)

National Young Farmer Educational Association (NYFEA)


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INDEX

Item Page

National Quality Program Standards for Secondary Agricultural Education ................1

Introduction and Strengths...........................................................................................2

Standard 1: Program Design and Instruction Standard Statement Curriculum & Program Design .................................................3

Standard 1: Program Design and Instruction Standard Statement Instruction ................................................................................8

Standard 1: Program Design and InstructionStandard Statement Facilities and Equipment.........................................................14

Standard 1: Program Design and Instruction Standard Statement Assessment ............................................................................21

Standard 2: Experiential Learning ..............................................................................25

Standard 3: Leadership Development ........................................................................30

Standard 4: School and Community Partnerships ......................................................37

Standard 5: Marketing ................................................................................................42

Standard 6: Certified Agriculture Teachers and Professional Growth.........................47

Standard 7: Program Planning and Evaluation...........................................................54

Summary..60

Recommendations and Suggestions for Improvement ...............................................61

Glossary and Definition of Terms ...............................................................................62


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Page 1

NATIONAL QUALITY PROGRAM STANDARDSFOR SECONDARY (GRADES 9-12)

AGRICULTURAL EDUCATION

Standard 1: Program Design and Instruction

Standard Statement Curriculum & Program Design: A Standards-based curriculum inAgriculture, Food & Natural Resources Systems is delivered through an integrated model thatincorporates classroom and laboratory instruction, experiential learning and student leadership &personal development.

Standard Statement - Instruction: Programs promote academic achievement and skilldevelopment of all students through year-round instruction.

Standard Statement - Facilities & Equipment: The facilities and equipment supportimplementation of the program and curriculum by providing all students opportunities for thedevelopment and application of knowledge and skills.

Standard Statement Assessment: Programs utilize multiple methods to assess studentlearning that illustrates academic achievement and skill development.

Standard 2: Experiential Learning

Standard Statement: Education is enhanced through active participation by all students in a year-round experiential learning program.

Standard 3: Leadership Development

Standard Statement : All students participate in year-round intra-curricular agricultural studentorganization programs and activities.

Standard 4: School and Community Partnerships

Standard Statement : School and community partners are engaged in developing and supporting aquality program.

Standard 5: Marketing

Standard Statement: Key stakeholders are continually asked, involved, recognized and informedabout all components of the integrated program.

Standard 6: Certified Agriculture Teachers and Professional Growth

Standard Statement: Competent and technically certified agriculture teachers provide the core of the program.

Standard 7: Program Planning and Evaluation

Standard Statement: A system of needs assessment and evaluation provides informationnecessary for continual program development and improvement.


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National Quality Program Standards for Secondary (Grades 9-12) 6/1/07 Agricultural Education

Page 2

INTRODUCTION

Include a brief description of the agricultural education program, number of students served,enrollment, number of teachers and any unique information about the program.

STRENGTHS

Summarize below the major strengths of the agricultural education program. Include outstanding

accomplishments of students, teachers and the FFA Chapter.


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Standard Statement Curriculum & Program Design: A Standards-based curriculum inAgriculture, Food & Natural Resources Systems is delivered through an integrated model thatincorporates classroom and laboratory instruction, experiential learning and student leadership &personal development.

DefinitionsMay be found in the glossary of terms located near the back of the document.

Quality Indicators

1. The curriculum includes: 1.) course names & descriptions; 2.) course objectives/competencies; 3.) course sequences, 4.) course prerequisites and 5.) staffing assignments for

all courses.EXEMPLARY

4PROMISING

3IMPROVING

2STRUGGLING

1NON-EXISTENT

0INDICATOR

SCORE

The curriculumincludes all 5quality indicator components.

The curriculumincludes 4 of the5 qualityindicator components.




Evidence, Comment & Suggestions:

2. Program and curriculum design is based upon input from stakeholders.

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

Program andcurriculumdesign is basedupon input fromstakeholders asevidenced

through advisorycommitteeminutes andprogramchanges/modifications.


through advisorycommitteeminutes.


throughdiscussion withstakeholders.


throughdiscussion withteacher.

Program andcurriculumdesign shows noevidence of inputfromstakeholders.



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Standard Statement - Curriculum & Program Design (continued)

3. The curriculum is organized logically and sequentially from introductory to advanced levels.

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

The curriculum ischallenging,organizedlogically andsequentially fromintroductory toadvanced levels.

The curriculum isorganizedlogically andsequentially fromintroductory toadvanced levels.

The curriculum isorganizedlogically andsequentially.

The curriculumorganizedlogically.

The curriculum isoutdated andunorganized.


4. An approved course of study is current and based on business & industry validated technicalcontent standards, and when applicable industry certification and/or licensing agencystandards.

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

A course of studyis current, schoolboard approvedand based onbusiness &industryvalidatedtechnical contentstandards, andwhen applicableindustrycertificationand/or licensing

agencystandards withevidence of certificationprovided.

A course of studyis current, schoolboard approvedand based onbusiness &industryvalidatedtechnical contentstandards, andwhen applicableindustrycertificationand/or licensing

agencystandards.

A course of studyis current andschool boardapproved.

A course of studyexists for theprogram.

No course of study exists.



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5. The technical content is aligned with academic content standards.

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

The technicalcontentobjectives/competenciesare aligned andcross-referenced withstate andacademic

contentstandards.

The technicalcontentobjectives/competenciesare aligned butnot cross-referenced withstate andacademic

contentstandards.

The technicalcontentobjectives/competenciesare partiallyaligned with stateand academiccontentstandards.

The technicalcontentobjectives/competenciesare listed.

No technicalcontent or academiccontentstandards arelisted.


6. The program provides and encourages access for all students.

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

The programenrollment isrepresentative of the total schoolpopulationproviding andencouragingaccess for allstudentsincluding non-traditional andspecialpopulations asevidenced byenrollment, FFAmembership,recruitmentmaterials andfacilities.

The programencouragesaccess for allstudentsincluding non-traditional andspecialpopulations asevidenced byenrollment, FFAmembership,recruitmentmaterials andfacilities.

There is limitedevidenceshowing theprogramencouragesaccess for allstudentsincluding non-traditional andspecialpopulations

The programenrollment is notreflective of thetotal schoolpopulation.

There is noevidenceshowing theprogramencouragesaccess for allstudents.



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7. The curriculum is articulated with post-secondary institutions.

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

The curriculum isarticulated withpostsecondaryinstitutionsincludingcurriculumalignment,instructionalsupport, formal

writtenarticulationagreements, andpost-secondarydual credit.

The curriculum isarticulated withpostsecondaryinstitutionsincludingcurriculumalignment,instructionalsupport, and

formal writtenarticulationagreements.

The curriculum isarticulated withpostsecondaryinstitutionsincludingcurriculumalignment andinstructionalsupport.

The curriculum isarticulated withpostsecondaryinstitutionsincludingcurriculumalignment.

The curriculum isnot articulatedwithpostsecondaryinstitutions.


8. Experiential learning (SAE) and leadership & personal development (FFA) are integratedthroughout the instructional program.

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

All studentsevaluate andanalyze their leadership &personaldevelopment(FFA) andexperientiallearning (SAE)experiences asan integral partof theinstructionalprogram asevidenced bystudent files.

All studentsexperiences inleadership &personaldevelopment(FFA) andexperientiallearning (SAE)are incorporatedin theinstructionalprogram.

Content relatedto leadership &personaldevelopment(FFA) andexperientiallearning (SAE) isincluded in theinstructionalprogram.

Students areinformed of leadership &personaldevelopment(FFA) andexperientiallearning (SAE)opportunities aspart of theinstructionalprogram.

Leadership &personaldevelopment(FFA) andexperientiallearning (SAE)programs are notaddressed in thecurriculum



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SUMMARY

Quality Indicator ScoresExemplary 4; Promising 3; Improving 2; Struggling 1; & Non-Existent - 0

ScoreSummary

1. The curriculum includes course descriptions and sequences, includingprerequisites and staffing assignments.

2. Program and curriculum design is based upon input from stakeholders.

3. The curriculum is organized logically and sequentially from introductory toadvanced levels.

4. The technical content is aligned with academic content standards.

5. The program provides and encourages access for all students.

6. The curriculum is articulated with post-secondary institutions.

7. Experiential learning (SAE) and leadership & personal development (FFA)are integrated throughout the instructional program.

8. An approved course of study is current and based on business & industry

validated technical content standards, and when applicable industrycertification and/or licensing agency standards.

TOTAL

Score

Range 32 25 24 17 16 9 8 1 0

EXEMPLARY PROMISING IMPROVING STRUGGLING NON-EXISTENT

The score for Standard 1: Program Design and Instruction Standard Statement:Curriculum & Program Design must be 22 or above to meet this standard.

MET _______

NOT MET _______


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Standard Statement - Instruction: Programs promote academic achievement and skilldevelopment of all students through year-round instruction.


Quality Indicators:

1. Year-round instruction is balanced between classroom & laboratory instruction, experientiallearning (SAE), and leadership & personal development (FFA).

EXEMPLARY

4

PROMISING

3

IMPROVING

2

STRUGGLING

1

NON-EXISTENT

0

INDICATOR

SCORE

A well-planned,balance existsbetween theclassroom &laboratoryinstruction,experientiallearning (SAE),and leadership &personaldevelopment(FFA). Thebalance isdocumented, andresulted fromcollaboration withstake holdersand staterequirements.

Evidence existsthat an attempthas been madeto balance theclassroom &laboratoryinstruction,experientiallearning (SAE),and leadership &personaldevelopment(FFA), utilizinginput from statestaff, localadministrators,and a localadvisorycommittee. Thecurriculumappears to bedominated by 1or more of the 3components.

While onecomponent of thecurriculum isclearlydominating theinstruction, theinstructor(s) hasa plan for bringing thedeficient areasinto balance.The instructor(s)is relying onassistance fromstate staff, localadministrators,advisorycommittees, andother resourcesand hasdocumented thisin writing.

One componentof the classroom& laboratoryinstruction,experientiallearning (SAE),and leadership &personaldevelopmentareas obviouslydominates thecurriculum, whileothers areminimallyaddressed or ignoredaltogether.

No balance isvisible betweenclassroom &laboratoryinstruction,experientiallearning (SAE)and leadershipand personaldevelopment(FFA).



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Standard Statement - Instruction: (continued)

2. Lesson plans are documented and based upon an approved course of study with clearlyformulated written objectives and/or competencies.EXEMPLARY

4PROMISING

3IMPROVING

2STRUGGLING

1NON-EXISTENT

0INDICATOR

SCORE

A written lessonplan, based uponan approvedcourse of study,with clearlyformulatedwritten objectivesand/or

competencies ison file for eachlesson taught inthe programwhich appearson a teachingcalendar.


competencies ison file for 75% or more of thelessons taughtwhich appearson a teachingcalendar.


competencies ison file for 50% or more of thelessons taughtwhich appearson a teachingcalendar.


competencies ison file for lessthan 50% of thelessons taught inthe program.

Limited writtenlesson plans areavailable and noteachingcalendar exists.


3. Year-round instructional activities provide for the mastery of technical skills and thedevelopment of higher-order thinking.EXEMPLARY

4PROMISING

3IMPROVING

2STRUGGLING

1NON-EXISTENT

0INDICATOR

SCORE

Programplanning andevaluationdocumentationindicates thatyear-roundinstructional/educationalactivities whichprovide for themastery of technical skills &the developmentof higher-order thinking.

Programplanning andevaluationdocumentationindicates thatyear-roundinstructional/educationalactivities whichprovide for themastery of technical skills.

Programplanning andevaluationdocumentationindicates thatless than year-roundinstructional/educationalactivities whichprovide for themastery of technical skills.

Programplanning andevaluationdocumentationindicates thatless than year-roundinstructional/educationalactivities areprovided.

No evidence of year-roundinstructionalactivities toprovide for themastery of technical skillsand thedevelopment of higher-order thinking.



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4. Instruction reinforces the application of relevant and rigorous academic content standards.

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

Plannedinstructionindicates thatrigorous stateand nationalacademiccontentstandards havebeen

incorporated intothe teachingmethodsselected, supportmaterialsselected, andcontent of textsutilized in thecourses of study.

Plannedinstructionindicates thatrigorous stateand nationalacademiccontentstandards wereconsulted when

deciding on theteachingmethodsselected, supportmaterialsselected, andcontent of textsutilized in thecourses of study.

Plannedinstructionindicates thatrigorous stateand nationalacademiccontentstandards havebeen considered

on a limited basiswhen selectingthe teachingmethods, supportmaterials, andcontent of textsutilized in thecourses of study.

Plannedinstruction showssigns of someacademic rigor,but has nodocumentedassociation toany state or national content

standards.

No evidenceexists thatinstructionreinforces theapplication of relevant andrigorousacademiccontent

standards.


5. Instructional methods address the learning styles of all students.

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

Teacher instructionalmethods supporta variety of documented

student learningstyles.

Teacher instructionalmethods supporta variety of student learning

styles.

Teacher uses avariety of instructionalmethods.

Teacher uses alimited variety of instructionalmethods.

No evidenceexists thatinstructionalmethods addressthe variety of

student learningstyles.



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6. Authentic student experiences are integrated into instructional methods.EXEMPLARY

4PROMISING

3IMPROVING

2STRUGGLING

1NON-EXISTENT

0INDICATOR

SCORE

All applicablelessons haveauthentic studentexperiencesintegrated intothe instructionalmethods.

At least 75% or more of applicablelessons haveauthentic studentexperiencesintegrated intothe instructionalmethods.

50% or more of applicablelessons haveauthentic studentexperiencesintegrated intothe instructionalmethods.

Less than 50% of applicablelessons haveauthentic studentexperiencesintegrated intothe instructionalmethods.

No evidenceexists thatauthentic studentexperiences areintegrated intothe instructionalmethods.


7. Classroom management practices maximize time on task and minimize disruptive behaviors.

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

Teacher utilizesa maximum of instructional timewith all studentsengaged inlearning withminimalinterruption of instructionalcontinuity.

Teacher utilizesa maximum of instructional timewith moststudentsengaged inlearning withlimitedinterruption of instructionalcontinuity.

Teacher utilizesa maximum of instructional timewith moststudentsengaged inlearning.

Teacher useslimitedinstructional timeand studentsexhibit disruptivebehaviors.

No evidenceexist thatclassroommanagementpractices areused tomaximize time ontask andminimizedisruptivebehaviors.



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8. Instructional methods and resources are inclusive and non-biased.

(This can be accomplished through a curriculum committee, review by a recognized expert, or other methods approved by the local administration, school board, and advisory committee.)

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

All Instructionalmethods andresources havebeen certified asinclusive andnon-biased.

All Instructionalmethods andresources havebeen reviewedand designatedas inclusive and

non-biased.

A plan has beendeveloped toreplace non-inclusive andbiasedresources.

Instructionalmethods andresources arebeing reviewedfor lack of inclusiveness

and possiblebias.

No evidenceexists that theinstructionalmethods andresources areinclusive and

non-biased.


9. The instructional program uses a variety of current instructional materials, equipment,techniques, technology and community based resources.

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

The instructionalprogram uses avariety of currentinstructionalmaterials,equipment,techniques, up-to-datetechnology andcommunitybased resources.

The instructionalprogram uses avariety of currentinstructionalmaterials,equipment,techniques andup-to-datetechnology.

The instructionalprogram uses avariety of instructionalmaterials,equipment,techniques andtechnology with awritten plan for upgrading.

The instructionalprogram usesmaterials,equipment andtechniques thatare out-of-date.

No evidenceexists that theinstructionalprogram uses avariety of currentinstructionalmaterials,equipment,techniques,technology andcommunitybased resources.



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Standard Statement - Facilities & Equipment: The facilities and equipment supportimplementation of the program and curriculum by providing all students opportunities for thedevelopment and application of knowledge and skills.


Quality Indicators

1. Facility size, layout and labs provide for effective delivery of the program course of study andmeet the needs of the students enrolled.

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

Size exceedsstate standards,serves curricular needs of students anddesignaccommodatesemerginginstructionalneeds.

Size meets statestandards anddesignaccommodatescurrentinstructionalneeds.

Size meets statestandards andinstructor(s)significantlyadjusts design toaccommodatecurrentinstructionalneeds.

Size does notmeet statestandards anddesign is notconducive toinstructionalactivities.

No permanentfacility exists.


2. Facility meets existing local, state, and/or federal safety standards.

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

Exceeds safetystandards.

Meets requiredsafety standards.

Plan for improvements in

place andimprovementsbeing made.

No plan toaddress needed

safety needs butimprovementsunderway.

Does not meetsafety standards



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Standard Statement - Facilities & Equipment: (continued)

3. Facility meets existing local, state, and/or federal health standards including air, temperature,water, acoustics, ventilation, light and particulate control.

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

Environmentalcontrols exceedstandards andmayaccommodatefuture upgrading.

Environmentalcontrols areoperational andmeet presentneeds.

Plan for improvements isin place andimprovementsbeing made.

Environmentalcontrols workpoorly and noplan is in placefor improvement.

Multipleenvironmentalstandards do notmeet healthstandards


4. Facility is clean, organized, and maintained to provide an environment conducive to learning.

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

Facility is cleanand wellmaintained, withinstructionalmaterialslogicallyorganized.

Facility is clean,maintained andorganized.

Facility is cleanand organizedbut needs to bemaintained.

Facility Is cleanbut needsorganization andmaintenance.

Facility isunclean, poorlyorganized withsignificantmaintenancerequired



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5. Facility is free of barriers that would result in the denial of access due to gender or handicap.

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

Is 100%accommodatingto students.

Is accessible andaccommodating,needs minor improvements toachieve 100%access.

Barriers evident,and a boardapproved plan isin place for eliminatingaccessibility

problems.

Barriers areevident,accessibility planis beingdeveloped.

Barriers arepresent with noplan to change.


6. Storage space is functional and sufficient for student and instructional materials, supplies, andequipment.

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

Exceeds statestandards for size and is wellorganized.

Meets statestandards for size andorganized.

Inadequatespace andorganized or adequate spaceand unorganized.

Inadequatespace andunorganized.

No storagespace.



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7. An equipment and technology inventory is completed annually and is developed with a planfor new purchases and replacements.

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

Equipment andtechnologyinventory isrecorded/revisedannually,reviewed byadvisorycommittee and a5 year plan for equipment andtechnologypurchases andreplacement is inplace.

Equipment andtechnologyinventory isrecorded/revisedannually with anorganized planfor annualpurchase andreplacement.

An equipmentand technologyinventory iscompleted withan organizedplan for newpurchases andreplacementunder development.

An inventory isrecorded, butincomplete

No inventory of equipment or technologyexists.


8. Classroom and laboratory equipment is maintained; adequate consumable supplies areprovided annually and are current to industry standards.

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

Classroom andlaboratoryequipment is wellmaintained;current toindustrystandards andadequateconsumablesupplies areprovided.

Classroom andlaboratoryequipment ismaintained; andadequateconsumablesupplies areprovided.

Classroom andlaboratoryequipment needsmaintenance or upgrading andadequateconsumablesupplies areprovided.

Classroom andlaboratoryequipment needsupgrading andsufficientconsumablesupplies are notprovided.

Classroom andlaboratoryequipment isoutdated or inadequate andconsumablesupplies are notprovided.



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9. Safety inspection has been conducted on all tools and equipment with all defective itemsremoved, repaired, or replaced.

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

A documentedsafety inspectionhas beenconducted on alltools andequipment withall defectiveitems removed,repaired, or replaced.

A safetyinspection hasbeen conductedon all tools andequipment withall defectiveitems removed,repaired, or replaced.

Safetyinspections areconductedinfrequently withdefective itemsremoved,repaired, or replaced.

Safetyinspections areinfrequent anddefective itemsare present andaccessible.

No safetyinspection hasbeen conductedand defectiveitems are presentand accessible.Tools andequipmentshould not beused untilcorrectivemeasures arecompleted.


10. The inventory of tools and equipment is based on the largest number of students using the

facility in a given class period.EXEMPLARY

4PROMISING

3IMPROVING

2STRUGGLING

1NON-EXISTENT

0INDICATOR

SCORE

Safe, adequatetools andequipment meetsthe needs of allclasses.

Tools andequipment meetthe needs of allclasses or instructionalstrategiesaccommodate allstudents withpositive results.

Tools andequipment needshave beenbudgeted tomeet the needsof all classes or instructionalstrategiesaccommodate allstudents withpositive results.

Tools andequipment needshave not beenmet for allclasses nor haveinstructionalstrategies beenput in place toaccommodate allstudents.

Tools andequipment areinsufficient tomeet theinstructionalneeds.



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11. Current technology is available to deliver instruction and manage the program.

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

State of the arttechnology isinventoried andpresent in theagriculturalprogram and isincorporated intoagriculturalclassroominstruction.

Technology isinventoried andpresent in theagriculturalprogram and isincorporated intoagriculturalclassroominstruction.

Technology isavailable to theagriculturalprogram and isincorporated intoagriculturalclassroominstruction.

Technology isavailable to theagriculturalprogram and isnot utilized inagriculturalclassroominstruction.

Technology isnot available.



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Standard 1: Program Design and InstructionStandard Statement - Facilities & Equipment: (continued)

SUMMARY


ScoreSummary

1. Facility size, layout and labs provide for effective delivery of the programcourse of study and meet the needs of the students enrolled.

2. Facility meets existing local, state, and/or federal safety standards.

3. Facility meets existing local, state, and/or federal health standards includingair, temperature, water, acoustics, ventilation, light and particulate control.

4. Facility is clean, organized, and maintained to provide an environment

conducive to learning.5. Facility is free of barriers that would result in the denial of access due to

gender or handicap.

6. Storage space is functional and sufficient for student and instructionalmaterials, supplies, and equipment.

7. An equipment and technology inventory is completed annually and isdeveloped with a plan for new purchases and replacements.

8. Classroom and laboratory equipment is maintained; adequate consumablesupplies are provided annually and are current to industry standards.

9. Safety inspection has been conducted on all tools and equipment with alldefective items removed, repaired, or replaced.

10. The inventory of tools and equipment is based on the largest number of students using the facility in a given class period.

11. Current technology is available to deliver instruction and manage theprogram.

TOTAL

Score

Range 44 34 33 23 22 12 11 - 1 0EXEMPLARY PROMISING IMPROVING STRUGGLING NON-EXISTENT

The score for Standard 1: Program Design and Instruction Standard Statement: Facilitiesand Equipment must be 31 or above to meet this standard.

MET _______

NOT MET _______


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Standard Statement Assessment: Programs utilize multiple methods to assess studentlearning that illustrates academic achievement and skill development.

(Assessment involves evaluation of classroom instruction including technical and academic competencies, experiential learning (SAE) and FFA participation.)


Quality Indicators

1. Students demonstrate technical/academic performance through assessments based upon

identified competencies, cross-referenced with state & national standards.EXEMPLARY

4PROMISING

3IMPROVING

2STRUGGLING

1NON-EXISTENT

0INDICATOR

SCORE

Program has onfile, technical/academicassessmentsbased onidentifiedcompetencies,cross-referencedwith state andnationalstandards.

Program hasassessmentsbased ontechnical or academiccompetencieswith statestandards.

Program hasassessmentsthat are basedon statetechnical or academiccompetencies.

Program hasassessmentsthat are notbased onidentifiedcompetencies.

No evidence thatperformancethroughassessmentsexist or thatcompetencieshave beenidentified.



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Standard Statement Assessment: (continued)

2. Students demonstrate their performance of technical competencies through authenticassessments.

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

Studentsdemonstratetheir performance of technicalcompetenciesthroughstatewideauthentic

assessmentswith identifiedmastery levels.

Studentsdemonstratetheir performance of technicalcompetenciesthrough localauthenticassessments

with identifiedmastery levels.

Studentsdemonstratetheir performance of technicalcompetenciesthrough localauthenticassessments.

Studentsdemonstratetheir performancethrough localassessments.

No evidenceexists of authentic studentassessment.


3. Students experiential learning program (SAE) is evaluated to measure knowledge and skilllevel.

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

Studentexperientiallearningprograms areevaluated tomeasureknowledge andskill level for each gradingperiod (including

summer) as apart of the classgrade. Recordkeeping is linkedwith instructionalobjectives.

Studentexperientiallearningprograms areevaluated eachgrading period(includingsummer) as apart of the classgrade.

Studentexperientiallearningprograms arereviewed toassure they areup-to-date andcomplete.

Studentexperientiallearningprograms are notassessed.

Studentexperientiallearning programdoes not exist.



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4. Students develop a file and/or portfolio that document their agricultural education experienceprograms.

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

Students developa file and/or portfolio thatdocument their agriculturaleducationexperienceprograms with all

completerspossessing anemployer-readyportfolio that hasbeen evaluatedby the teacher.

Students developa file and/or portfolio thatdocument their agriculturaleducationexperienceprograms that

have beenevaluated by theteacher.

Students developa file and/or portfolio thatdocument their agriculturaleducationexperienceprograms.

Limiteddocumentationexists related tostudentsagriculturaleducationexperienceprograms.

Nodocumentation of studentagriculturaleducationprogram exists.


5. Program has in place a grading procedure that incorporates all components of theinstructional program (i.e. classroom/lab, experiential learning (SAE) and leadership andpersonal development (FFA).

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

An approvedgrading plan isutilized thatmeets localguidelines andevaluates thethreecomponents of the instructionalprogram and isshared withstudent, parentsand employers.

An approvedgrading plan isutilized thatmeets localguidelines andevaluates thethreecomponents of the instructionalprogram.

An approvedgrading plan isutilized thatmeets localguidelines andevaluatesclassroom/laboratory instructionand one other component of theinstructionalprogram.

An approvedgrading plan isutilized thatmeets localguidelines andevaluatesclassroom/laboratory instruction.

An approvedgrading plan isnot in place.



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SUMMARY


ScoreSummary

1. Students demonstrate technical/academic performance throughassessments based upon identified competencies, cross-referenced withstate & national standards.

2. Students demonstrate their performance of technical competencies throughauthentic assessments.

3. Students experiential learning program (SAE) is evaluated to measureknowledge and skill level.

4. Students develop a file and/or portfolio that document their agriculturaleducation experience programs.

5. Program has in place a grading procedure that incorporates all componentsof the instructional program (i.e. classroom/lab, experiential learning (SAE)and leadership and personal development (FFA).

TOTAL

Score

Range 20 16 15 11 10 6 5 1 0


The score for Standard 1: Program Design and Instruction Standard Statement: Facilitiesand Equipment must be 14 or above to meet this standard.

MET _______

NOT MET _______


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Standard 2: Experiential Learning

Standard Statement: Education is enhanced through active participation by all students in ayear-round experiential learning program.


Quality Indicators 1. All students have experiential learning (SAE) programs based on career pathways/clusters/

interests and agricultural curriculum standards.

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

All studentsenrolled in theprogram have anapprovedexperientiallearning (SAE)program,documented by acontinuousrecord keepingsystem.

75% or greater of the studentsenrolled in theprogram have anapprovedexperientiallearning (SAE)program,documented by acontinuousrecord keepingsystem.

50% or greater of the studentsenrolled in theprogram have anapprovedexperientiallearning (SAE)program,documented by acontinuousrecord keepingsystem.

Less than 50% of the studentsenrolled in theprogram have anapprovedexperientiallearning (SAE)program,documented by acontinuousrecord keepingsystem.

Studentsenrolled in theprogram do nothave anapprovedexperientiallearning (SAE)program.



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Standard 2: Experiential Learning ( continued)

2. Experiential learning (SAE) programs are planned, developed and managed by the studentwith instruction and support by the agriculture teacher, parents and/or employer.

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

Each student hasan experientiallearning (SAE)programdevelopedthrough aconsultationbetween thestudent,agricultureinstructor,parents/guardians, and theemployer whenapplicable.

75% or greater of students have anexperientiallearning (SAE)programdevelopedthrough aconsultationbetween thestudent,agricultureinstructor,parents/guardians, and theemployer whenapplicable.

50% or greater of students have anexperientiallearning (SAE)programdevelopedthrough aconsultationbetween thestudent,agricultureinstructor,parents/guardians, and theemployer whenapplicable.

Less than 50% of students have anexperientiallearning (SAE)programdevelopedthrough aconsultationbetween thestudent,agricultureinstructor,parents/guardians, and theemployer whenapplicable.

25% or less of students have anexperientiallearning (SAE)programdevelopedthrough aconsultationbetween thestudent,agricultureinstructor,parents/guardians, and theemployer whenapplicable.


3. The agriculture teacher maintains accurate records of all experiential learning (SAE)supervision.

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

A documentedrecord of eachexperientiallearning (SAE)supervision visitoutside of regular class time with aminimum of 180supervisory visitsper teacher OR 4per student per year per teacher.

A documentedrecord of eachexperientiallearning (SAE)supervision visitoutside of regular class time withgreater than 150supervisory visitsper teacher OR 3per student per year per teacher.

A documentedrecord of eachexperientiallearning (SAE)supervision visitoutside of regular class time withgreater than 120supervisory visitsper teacher OR 2per student per year per teacher.

A documentedrecord of eachexperientiallearning (SAE)supervision visitper teacher outside of regular class time.

No records of experientiallearning (SAE)supervision areavailable.



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4. Continuous instruction and supervision of student experiential learning (SAE) programs areprovided by the agriculture teacher throughout the calendar year.

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

A 12 monthcalendar of instruction,includingregularlyscheduledsupervisory visitsof studentexperientiallearning (SAE) isfiled monthly withthe schooladministration.

Regularlyscheduledsupervisory visitsof studentexperientiallearning (SAE) isfiled monthly withthe schooladministrationand updated asneededthroughout theyear.

Scheduledsupervisory visitsof studentexperientiallearning (SAE)are filed monthlywith the schooladministration.

Supervisory visitsof studentexperientiallearning (SAE)are notdocumented.

Studentexperientiallearning (SAE) isnot a supportedcomponent of theinstructionalprocess.


5. Each agriculture student maintains up-to-date and accurate experiential learning (SAE)records.

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

Each studentenrolled in theprogrammaintains an up-to-date andaccurateexperientiallearning (SAE)record, examinedand approvedmonthly by theagricultureinstructor.

75% or greater of students enrolledin the programmaintain an up-to-date andaccurateexperientiallearning (SAE)record, examinedand approvedmonthly by theagricultureinstructor.

50% or greater of students enrolledin the programmaintain an up-to-date andaccurateexperientiallearning (SAE)record, examinedand approvedmonthly by theagricultureinstructor.

Less than 50% of students enrolledin the programmaintain an up-to-date andaccurateexperientiallearning (SAE)record, examinedand approvedmonthly by theagricultureinstructor.

25% or less of students enrolledin the programmaintain an up-to-date andaccurateexperientiallearning (SAE)record, examinedand approvedmonthly by theagricultureinstructor.



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6. An annual summary of students experiential learning (SAE) programs is completed andsubmitted to appropriate entities.

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATOR

SCORE

An annualsummary of studentsexperientiallearning (SAE)programs iscompleted andsubmitted toappropriateentities, includingstate department

of agriculturaleducation, localschool board,administration,and is thenmaintained in thedepartmentspermanentrecords.

An annualsummary of studentsexperientiallearning (SAE)programs iscompleted andsubmitted tolocal schoolboard,administration,

and is thenmaintained in thedepartmentspermanentrecords.

An annualsummary of studentsexperientiallearning (SAE)programs iscompleted andsubmitted tolocaladministrator andis then

maintained in thedepartmentspermanentrecords.

An annualsummary of studentsexperientiallearning (SAE)programs iscompleted andmaintained in thedepartmentspermanentrecords.

No summary of studentsexperientiallearning (SAE)programs iscompleted.


7. Students have comprehensive experiential learning (SAE) programs that show evidence of growth in size and/or scope.

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

All studentsenrolled in theprogram havecomprehensiveexperiential

learning (SAE)programs thatshow evidence of growth in sizeand/or scope

75% or greater of students enrolledin the programhavecomprehensive

experientiallearning (SAE)programs thatshow evidence of growth in sizeand/or scope

50% or greater of students enrolledin the programhavecomprehensive


Less than 50% of students enrolledin the programhavecomprehensive


Experientiallearning (SAE's)are nonexistent.



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SUMMARY


ScoreSummary

1. All students have experiential learning (SAE) programs based on career pathways/clusters/interests and agricultural curriculum standards.

2. Experiential learning (SAE) programs are planned, developed andmanaged by the student with instruction and support by the agricultureteacher, parents and/or employer.

3. The agriculture teacher maintains accurate records of all experiential

learning (SAE) supervision.

4. Continuous instruction and supervision of student experiential learning(SAE) programs are provided by the agriculture teacher throughout thecalendar year.

5. Each agriculture student maintains up-to-date and accurate experientiallearning (SAE) records.

6. An annual summary of students experiential learning (SAE) programs iscompleted and submitted to appropriate entities.

7. Students have comprehensive experiential learning (SAE) programs thatshow evidence of growth in size and/or scope.

TOTAL

Score

Range 28 22 21 15 14 8 7 1 0


The score for Standard 2: Experiential Learning must be 20 or above to meet thisstandard.

MET _______

NOT MET _______


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Standard 3: Leadership Development

Standard Statement: All students participate in year-round intra-curricular agricultural studentorganization programs and activities.


Quality Indicators

1. All students enrolled in the agricultural education program are members of the FFA.

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

100% of studentsare FFAmembers.

At least 90% or greater of students are FFAmembers.

At least 85% or greater of thestudents are FFAmembers

Less than 80% of students are FFAmembers.

The agriculturaleducationprogram doesnot have achartered FFAchapter.


2. All students have a progressive plan for leadership and personal development.

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

100% of studentshave aprogressivewritten plan for leadership andpersonaldevelopmentdocumented.

90% or greater of students have aprogressivewritten plan for leadership andpersonaldevelopmentdocumented.

85% or greater of students have aprogressivewritten plan for leadership andpersonaldevelopment inplace.

A format is inplace for students todevelop a planbut less that 85%of students havedocumentedplans in place.

No format is inplace for students todevelop a planfor leadershipand personaldevelopment.



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Standard 3: Leadership Development (continued)

3. All students participate in FFA-related programs and activities.

(Program Areas are defined as Career Development Events, Proficiency Awards, ServiceLearning Activities, Fundraising Activities, Leadership Conferences such as WashingtonLeadership Conference, Made For Excellence or EDGE, National Chapter Award Committees, Leadership Conferences, Camps and Activities above the local level and/or holding a chapter office.)

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

All studentsparticipate in anagriculturaleducation

program averageof at least twoprogram areasand at least four activities eachyear.

All studentsparticipate in anagriculturaleducation

program averageof at least oneprogram and atleast threeactivities per year.

All studentsparticipate in atleast twoprogram areas

and at least twoactivities eachyear.

All studentsparticipate in atleast oneprogram area

and at least oneactivity eachyear.

No evidence of member participation inFFA program

areas or activities.


4. All students participate in FFA leadership and personal development activities/events abovethe local level.

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

All membersparticipation inFFA leadershipand personaldevelopmentactivities/eventsabove the locallevel.

75% or moremembersparticipate inFFA leadershipand personaldevelopmentactivities/eventsabove the local

level.

50% or moremembersparticipate inFFA leadershipand personaldevelopmentactivities/eventsabove the local

level.

Less than 50%membersparticipate inFFA leadershipand personaldevelopmentactivities/eventsabove the local

level.

No evidence of member participation inFFA leadershipand personaldevelopmentactivities/eventsabove the local

level.Evidence, Comment & Suggestions:


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5. The FFA chapter constitution and/or bylaws are up-to-date and reviewed annually.

EXEMPLARY

4

PROMISING

3

IMPROVING

2

STRUGGLING

1

NON-EXISTENT

0

INDICATOR

SCORE

The FFA chapter has an approvedconstitution andbylaws reviewedand updatedannually,consistent withlocal schoolpolicies anddistributed toeach FFAmember, schooladministrator andschool boardmember.

The FFA chapter has an approvedconstitution andbylaws reviewedand updatedannually,consistent withlocal schoolpoliciesaccessible toeach FFAmember, schooladministrator andschool boardmember.

The FFA chapter has an approvedconstitution andbylaws reviewedand updatedwithin the last 3years, consistentwith local schoolpoliciesaccessible toeach FFAmember, schooladministrator andschool boardmember.

The FFA chapter has an approvedconstitution andbylaws that hasbeen reviewedand updatedwithin the pastfive years.

No evidence thatthe FFA chapter has an approvedconstitutionand/or bylaws.


6. FFA members are involved in the planning and implementation of a Program of Activities(POA).

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

The annualprogram of activities isplanned andimplemented bychapter members,committees andcommittee chairsare assigned.Every member has access tothe POA withschool board andschooladministrationhaving a copy.

The annualprogram of activities isplanned andimplementedannually bychapter members,committees andcommittee chairsare assigned andevery member has access.

The annualprogram of activities isplanned andimplemented bychapter members andevery member has access.

The annualprogram of activities is notplanned andimplemented bythe membersand/or is notcomplete.

No evidence thatthe FFA chapter has an annualprogram of activities.



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7. The FFA chapter conducts well-planned regularly scheduled chapter meetings.

EXEMPLARY4 PROMISING3 IMPROVING2 STRUGGLING1 NON-EXISTENT0 INDICATORSCORE

Regularlyscheduledmonthlymeetings areconducted usinga distributedagenda includingreports, proper use of parliamentaryprocedure withminutes andreports kept onfile.

Regularlyscheduledmonthlymeetings areconducted usinga distributedagenda andminutes.

Regularlyscheduledmonthlymeetings areconductedwithout regular use of anagenda, reportsand/or minutes.

Periodicmeetings arebeing heldwithout the useof an agenda or minutes.

No evidencechapter meetingsare being held.


8. The FFA chapter plans and conducts award recognition programs.

EXEMPLARY

4

PROMISING

3

IMPROVING

2

STRUGGLING

1

NON-EXISTENT

0

INDICATORSCORE

Members andsupporters arerecognized usinga studentplanned andconducted awardrecognitionprogram. Thefunction isattended by 95%or more of chapter members withparents, schoolstaff/officials andcommunitymembersattending.

Members andsupporters arerecognized usinga chapter planned andconductedprogram. Thefunction isattended by 75%or more of chapter members withparents, schoolstaff/officials andcommunitymembersattending.

Members andsupporters arerecognized usinga chapter plannedprogram. Thefunction isattended by 50%or more of chapter members withparents, schoolstaff/officials andcommunitymembersattending.

Members arerecognizedduring a schoolorganizedprogram notplanned by theFFA chapter.

Members andsupporters arenot recognizedusing a formalprogram.



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9. The FFA chapter has a current budget which provides the financial resources to support theProgram of Activities (POA) and maintains accurate financial records.

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

Chapter has abudget withresources tosupport the POA.The chapter treasurer maintainsfinancial recordsaudited annuallyproviding regular detailed chapter meeting reports.Chapter hassufficientfinancial funds todevote tosavings.

Chapter has abudget withresources tosupport the POA.The chapter treasurer maintainsfinancial recordsaudited annuallyproviding regular detailed chapter meeting reports.

Chapter has abudget withresources tosupport the POA.The chapter treasurer maintainsfinancial recordswith regular chapter meetingreports.

Relies on theschool tomaintainaccuratefinancial records.Financialresources arenot sufficient tosupport the POA.

No evidence thatthe FFA chapter has financialresources tosupport the POAand maintainsfinancial records.



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10. Capable and trained officers lead the FFA chapter.(A chapter leadership continuum program is designed to develop the leadership skills of members to enhance their growth to assume future leadership positions.)

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

Chapter officersare electedannually bymembers usingan approvedprocess outlinedin the chapter

bylaws. Chapter officers areproperly trainedto fulfill the dutiesof their office andparticipate inleadershipactivities abovethe chapter level.


bylaws. Chapter officers areproperly trainedto fulfill the dutiesof their office andparticipate inleadershipactivities at thechapter level.


bylaws. Chapter officers areproperly trainedto fulfill the dutiesof their office.

No writtenprocess in placeto elect chapter officers.No trainingprocesses inplace to ensure

chapter officersunderstand theduties of their office.

No chapter officers in placeto lead thechapter.



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SUMMARY


ScoreSummary

1. All students enrolled in the agricultural education program are members of the FFA.

2. All students have a progressive plan for leadership and personaldevelopment.

3. All students participate in FFA-related programs and activities.

4. All students participate in FFA leadership and personal developmentactivities/events above the local level.

5. The FFA chapter constitution and/or bylaws are up-to-date and reviewedannually.

6. FFA members are involved in the planning and implementation of aProgram of Activities (POA).

7. The FFA chapter conducts well-planned regularly scheduled chapter meetings.

8. The FFA chapter plans and conducts award recognition programs.

9. The FFA chapter has a current budget which provides the financialresources to support the POA and maintains accurate financial records.

10. Capable and trained officers lead the FFA chapter.

TOTAL

Score

Range 40 31 30 21 20 11 10 1 0EXEMPLARY PROMISING IMPROVING STRUGGLING NON-EXISTENT

The score for Standard 3: Leadership Development must be 28 or above to meet thisstandard.

MET _______

NOT MET _______


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Standard 4: School and Community Partnerships

Standard Statement: School and community partners are engaged in developing and supportinga quality program.


Quality Indicators

1. School, FFA Alumni and community partners are familiar with the goals, objectives,prerequisites, activities, and accomplishments of the agricultural education program.

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

Resources aredeveloped or acquired tocontinuallyenhanceawareness andincrease thepartner base for increasedsupport for theprogram. Specialwell planned

events are heldto enhance theawareness of counselors andkey decisionmakers of theopportunities for students toacquireacademic rigor ina relevantsetting.

Local advisorycommittee is inplace, wellinformed andmeeting on aregular basis.Program updatesare disseminatedto all keypartners to keepthem wellinformed of

goals, objectives,activities,accomplishments, future plans andhow partners canbe involved.

Potential schooland communitypartners in keyareas of supportare identified.Key partners areinvited to annualfunctions wheretheaccomplishmentsand activities of the program are

highlighted.Local media isused to keepschool andcommunitypartners up todate on programgoals and theimportance of agriculturaleducation to theeconomy andeducationalvalue towardscareer opportunities andsuccess.

Communicatingprimarily withschool staff andadministration.Very littleinteraction withkey communityleaders to informthem of programactivities andaccomplishments.

Limitedinteraction withschool or communitymembers on thebenefits and/or accomplishmentsof the program.Information isonly provided if requested.



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Standard 4: School and Community Partnerships (continued)

2. School, FFA Alumni and community partners are recognized for their support of the program.

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

Outstandingschool, FFAAlumni andcommunitypartners arenominated to berecognized at thearea, state andnational levels.

School, FFAAlumni andcommunitypartners arerecognized on anannual basisduring a specialprogram,publicationsand/or specialmedia attention.Program records

of their recognition aremaintained.

School, FFAAlumni andcommunitypartners arerecognized on anannual basisduring a specialprogram. Theyare recognizedthrough local andregionalpublications.

School, FFAAlumni andcommunitypartners arerecognized byuse of thank youor publicationsbut no specialrecognitionfunction is used.

School, FFAAlumni andcommunitypartners are notrecognized in aformal setting.


3. Community volunteers (FFA Alumni) are organized and involved in supporting the agriculturaleducation program.

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

Outstandingvolunteers arerecognized for their leadershipand accomplish-ments. Anorganizedcampaign byexistingvolunteers isconducted toincrease the

capacity andsupport for theprogram byseeking newvolunteers.

Volunteers arewell informed,organized intocommittees andunderstand their role to supportthe program.Regular meetings andevents arescheduled toaccomplish

goals.

Programvolunteer groupis in placeworking with thelocal teacher toidentify needsand plans tosupport theprogram.

Communityvolunteers areidentified andcontacted only inhigh demandsituations.

Communityvolunteers arenot involved inthe support of the localprogram.



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4. School, FFA Alumni and community partners, including parents and/or guardians, areregularly informed about student learning and program success.

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

Resources aredeveloped or acquired toenhanceadditionalawareness andsupport for theprogram. Wellplanned eventsare held to

enhance theawareness of parents and keydecision makersof theopportunities for students toacquireacademic rigor ina relevant settingwhile preparingfor postsecondaryeducation andcareer opportunities.

Program updateis disseminatedon a regular basis to all keypartners andparents to keepthem wellinformed of goals, objectives,activities,

accomplish-ments, futureplans and howthey can beinvolved. Studentcontinuedagriculturaleducation planand goals isdeveloped,documented andshared withcounselors andparents.

Key school andcommunitybased partnersand parents areinvited to annualaward functionswhere theaccomplishmentsand activities of the program are

highlighted.Regular supervisory visitswith studentsand parents tohighlight thesuccesses,opportunities andfuture plans theprogram has tooffer the student.

Communicatingwith school staff andadministrationtakes place whenrequested.Interaction withparents is duringparent/teacher conferences and

in high needsituations.

Regular communicationwith parents,school andcommunitypartners toinform them of the progress of the programsand students are

nonexistent.



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5. Each teacher participates in and provides leadership for community and industry activities.


Each teacher isserving inleadership rolesin the school andcommunity. Theteacher is wellrespectedthroughrecognition for their service andcommitment toeducation andcommunitysupport.

Each teacher has assumed aleadership role inthe school andcommunity andis recognizedleader and rolemodel for students tofollow.

Each teacher has connectedwith leadershipof the school,community andindustry and isattendingactivities on aregular basis.

Each teacher has identifiedhow they couldbe involved andis currentlyattending eventsor activities.

Each teacher isnot involved incommunity andindustryactivities.


6. School, FFA Alumni and community partners advocate for the agricultural education program.

EXEMPLARY

4

PROMISING

3

IMPROVING

2

STRUGGLING

1

NON-EXISTENT

0

INDICATORSCORE

Teacher andpartners areworking withlocal, state andnational TeamAg Edorganizations tosupportadvocacy effortson a regular basis.

Special eventsare held todemonstrate theresources,identify effectiveuse and solicitsupport.Advocacyvolunteer groupis organized,goals are set andaccomplished.

Partners arereminded of their need for support,effectively usethe resourcesand encouragedto make contact.During highreminder timecontact hasincreases.

Partners havebeen madeaware of theresourcesavailable toadvocate for agriculturaleducation.Contact with keyadversaries isminimal.

School andcommunitypartners are notknowledgeableof programaccomplish-ments.


Standard 4: School and Community Partnerships ( continued)

SUMMARY


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ScoreSummary

1. School, FFA Alumni and community partners are familiar with the goals,

objectives, prerequisites, activities, and accomplishments of the agriculturaleducation program.

2. School, FFA Alumni and community partners are recognized for their support of the program.

3. Community volunteers (FFA Alumni) are organized and involved insupporting the agricultural education program.

4. School, FFA Alumni and community partners, including parents and/or guardians, are regularly informed about student learning and programsuccess.

5. Teacher participates in and provides leadership for community and industryactivities.

6. School, FFA Alumni and community partners advocate for the agriculturaleducation program.

TOTAL

Score

Range 24 19 18 13 12 7 6 1 0


The score for Standard 4: School and Community Partnerships must be 17 or above to

meet this standard.

MET _______

NOT MET _______


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Standard 5: Marketing

Standard Statement: Key stakeholders are continually asked, involved, recognized andinformed about all components of the integrated program.


Quality Indicators

1. Stakeholders including, school administrators, board members, FFA Alumni, counselors,parents and staff are familiar with the goals, objectives, prerequisites, activities, andaccomplishments of the agricultural education program.EXEMPLARY

4PROMISING

3IMPROVING

2STRUGGLING

1NON-EXISTENT

0INDICATOR

SCORE

Stakeholdersincluding, schooladministrators,board members,FFA Alumni,counselors,parents and staff are familiar withthe goals,objectives,prerequisites,activities, andaccomplishmentsof the agriculturaleducationprogram.

Communicationrecords showsstakeholdersincluding, schooladministrators,board members,FFA Alumni,counselors,parents and staff are informed of the goals,objectives,prerequisites,activities, andaccomplishmentsof the agriculturaleducationprogram.

Communicationshows thatstakeholders arefamiliar with theaccomplishmentsof the agriculturaleducationprogram.Instructor participates inindustry andcommunityorganizations.

Programactivities arecommunicatedregularly throughthe local media.

Communicationis limited withinthe school andoccasionalcommunitycontacts.



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Standard 5: Marketing (continued)

2. A positive school and community relations program is planned and conducted annually.


A writtenmarketing plan isdeveloped and isfollowed annuallyto increasecommunicationswith the schooland communitywith evidence of success.

A writtenmarketing plan isdeveloped and isfollowed annuallyto increasecommunicationswith the schooland community.

A marketing planis developed toincreasecommunicationswith the schooland community.

Information isprovided to theschool andcommunity uponrequest

No evidence of communicationrelated toprogramaccomplishments.


3. A communication plan for key stakeholders is developed, implemented, reviewed andcompleted annually.

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

A communicationplan for keystakeholders isdeveloped,implemented,reviewed andcompletedannually withevidenceprovided.

A communicationplan for keystakeholders isdeveloped,implemented,reviewed andcompletedannually.

A communicationplan for keystakeholdersexists.

Communicationwith keystakeholderscasual in nature.

Nocommunicationwith keystakeholdersexists.



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4. A recruitment and retention plan is annually developed and implemented for prospective andcurrent students.

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

A recruitmentand retentionplan is annuallydeveloped andimplemented for prospective andcurrent studentswith evidenceprovided.

A recruitmentand retentionplan is annuallydeveloped andimplemented for prospective andcurrent students.

A recruitmentand retentionplan has beendeveloped andimplemented for prospective andcurrent students.

A recruitmentand retentionplan is out datedor notimplemented for prospective andcurrent students.

No recruitmentand retentionplan for prospective andcurrent studentsexists.


5. The teacher collects and reports relevant agricultural education program data/information tokey stakeholders and other entities.

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

The teacher collects andreports relevantagriculturaleducationprogramdata/informationto keystakeholders andother entitieswith evidenceprovided.

The teacher collects andreports relevantagriculturaleducationprogramdata/informationto keystakeholders andother entities.

The teacher sharesagriculturaleducationprogramdata/informationto keystakeholders andother entities.

The agriculturaleducationprogramdata/informationavailable to keystakeholders.

The teacher does not sharerelevantagriculturaleducationprogramdata/informationto keystakeholders.



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6. Relationships are built with local, state and national decision makers, including electedofficials, through education and outreach.

EXEMPLARY4

PROMISING3

IMPROVING2

STRUGGLING1

NON-EXISTENT0

INDICATORSCORE

Relationships arebuilt with local,state andnational decisionmakers,including electedofficials, througheducation andoutreach withevidence

provided.

Relationships arebuilt with local,state andnational decisionmakers,including electedofficials, througheducation andoutreach.

Relationships arebuilt with localdecision makers,including electedofficials, througheducation andoutreach.

Relationshipsexist with localdecision makers.

No evidence of relationships withlocal decisionmakers exists.



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SUMMARY


ScoreSummary

1. Stakeholders including, school administrators, board members, FFAAlumni, counselors, parents and staff are familiar with the goals, objectives,prerequisites, activities, and accomplishments of the agricultural educationprogram.

2. A positive school and community relations program is planned andconducted annually.

3. A communication plan for key stakeholders is developed, implemented,reviewed and completed annually.

4. A recruitment and retention plan is annually developed and implemented for prospective and current students.

5. The teacher collects and reports relevant agricultural education programdata/information to key stakeholders and other entities.

6. Relationships are built with local, state and national decision makers,

including elected officials, through education and outreach.

TOTAL

Score

Range 24 19 18 13 12 7 6 1 0


The score for Standard 5: Marketing must be 17 or above to meet this standard.

MET _______

NOT MET _______


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Standard 6: Certified Agriculture Teachers and Professional Growth

Standard Statement: Competent and technically certified agriculture teachers provide thecore of the program.


Quality Indicators

1. Each teacher is state certified to teach agriculture.

EXEMPLARY

4

PROMISING

3

IMPROVING

2

STRUGGLING

1

NON-EXISTENT

0

INDICATOR

SCORE

Teacher(s) hasan advanceddegree inagriculturaleducation froman accreditedcollege or university and iscertified abovethe basic statelevel.

Teacher(s) has abachelorsdegree and iscertified withinthe state to teachagriculturaleducation.

Teacher(s) holdsa degree anaccreditedcollege or university and isprovisionallystate certified inagriculturaleducation with awrittenprofessionaldevelopmentplan in place for full certification.

Teacher(s) is alateral entryteacher inagriculturaleducation withprovisional or temporary statecertification inagriculturaleducation.

Teacher(s) doesnot hold acertificate for teachingagriculturaleducation.



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Standard 6: Certified Agriculture Teachers and Professional Growth (continued)

2. The agriculture teacher(s) is/are employed year-round to superv

National Ag Ed Standards

Documents

Transcript of National Ag Ed Standards