Student Participation in Hands on Agriculture Experiences

Institute for CTE EducatorsJuly 15, 2013

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Today’s Objectives

Explain CTE key goals and task for the upcoming school year Explain the advantages and different options for Hands on

Experience for AFNR Students Understand the impact of Supervised Agriculture Experience

(SAE) Program Summarize and identify a quality Supervised Agriculture

Experience (SAE) Program Identify online resources Understand current Child Labor Laws in Agriculture Understand impact of data in Curriculum Development

Greetings

Casey Haugner-WrennDirector of Student Success

Tennessee Department of Education

Student Participation in Hands on Agriculture Experiences

Institute for CTE EducatorsJuly 15, 2013

Additional Sessions to Help Improve SAE programs

Agriculture Career Network (AgCN) FFA in 2013 Starting and Award Winning Chapter Agriculture Experience Tracker (AET)

Refer to the Institute program for times and locations

Type of Hands-On Agriculture Experiences

Apprenticeship (Registered) Cooperative Education Internships Job Shadowing Out-Of-School Experience School-Based Learning Service Learning Work-Based Learning (WBL) Supervised Agriculture Experience (SAE)

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Advantages to the Student

Affords the opportunity to develop, refine, and verify occupational interest and competencies in an actual job situation.

Establishes desirable work habits and attitudes while developing a sense of responsibility

Promotes personal success which may motivate interest in other school subjects and activities.

Provides easier transition from school to the world of work Offers specialized learning experiences which could not be provided within the

confines of a classroom. Earns high school credit(s) in addition to receiving training and a salary (amount

of credit determined by the local school district) Enables classroom learning experiences to become more relevant and

meaningful. Frequently leads to permanent employment at the training station upon

graduation.

THE 7 KEYS OF LOCAL PROGRAM SUCCESS

Read this carefully!

Help Wanted: Landscape maintenance worker. Operate a lawn mower, power blower, maintain and repair equipment and work with customers. Need a person who can work without supervision. Experience required. Call 555-7777 today.

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Looking for the right person….

Vet Assistant Needed: Mayflower Animal Hospital needs an

experienced individual to work 20 hours a

week. Duties include bathing, grooming, and feeding

of animals. Apply in person at 316 Walnut Street

Horticulture Opening Dependable person

to handle over the counter sales in a busy garden center.

Pay is $7.50 an hour. Neat appearance important, along with the ability to work

with people. Experience in working

with plants is necessary. Call 555-7777 for an interview.

Are you the ONE they are looking for?

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What was the SAME in all three ads?

Each advertisement wanted the person to be experienced.

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EXPERIENCE...

What can YOU do NOWto ensure your students are qualified for a job in the

future ?

How do you get experience without first having a job?

How do you get a job without first having experience?

Have 100 Percent Participation in Supervised Agriculture Experience Programs

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Note: SAE is part of every Agriculture, Food and Natural Resources Program of Study

Make The Connections

Agricultural Education has thrived by implementing teaching methods that utilize three interconnected educational components.

It is the student’s involvement in all three Agricultural Education components: classroom instruction, FFA and SAE, that challenges the

student and develops the three skill domains.

SAE Defined

Supervised Agricultural Experience (SAE) programs consist of planned practical activities conducted outside of class time, in which students develop and apply agricultural knowledge and

skills.

SAEP – A Key for Experience

To be successful in today's world of work, students need practical skills, many of which can be learned only through hands-on, work-based situations.

The strength of your program rests on your commitment to developing opportunities for students to build these skills through the work-based learning and elements of agricultural education supervised agricultural experience programs (SAEs).

Four categories of SAE programs:

Exploratory - Learn about the big picture of agriculture and its many related careers.

Research/Experimentation and Analysis ‐ Conduct research and analyze information to discover new knowledge.

Ownership/Entrepreneurship Plan and operate an ‐agriculture related business.‐

Placement Work for a business or individual, either for pay ‐or for the experience

Five Distinctive Characteristics of an SAE

Planned: All SAEs should be carefully planned and hold educational value. SAEs should relate to what the student is learning in class. Planning a SAE can help the student’s project meet their objectives by defining what has to be done.

Developed: SAEs should reflect the agricultural and career interests of a student. SAEs should also utilize the resources available to the student.

Managed: Records should be carefully kept on SAEs in order to evaluate the progress and performance of the student, both financially and educationally

Supervised: Agriculture teachers (and/or designated individual) should supervise and provide help during all stages of the student’s SAE. Teachers should observe and assess a student’s SAE throughout the duration of the activity and provide constructive feedback.

Student receives recognition: Recognition can begin with academic recognition for SAE accomplishments and develop into FFA degree recognition

Goal Setting Techniques

SMART Goals Once students have planned their SAE project, turn their attention to developing several goals

that will enable them to be successful.

Goals should be SMART specific, measurable, agreed upon, realistic and time based

To check the progress of their goal settings the student should hold SAE project evaluation meetings with the key members of

their SAE team: teacher, parents, employer, etc.

The acronym SMART has a number of slightly different variations, which can be used to provide a more comprehensive

definition for goal setting: S - specific, significant and stretchingM - measurable, meaningful and motivationalA - agreed upon, attainable, achievable, acceptable and action-orientedR - realistic, relevant, reasonable, rewarding and results-orientedT - time-based, timely, tangible and trackable

S.M.A.R.T. Goals provides a broader definition that will help students to be successful in both their SAE and personal life.

S.M.A.R.T. GOALS

General Guidelines for SAE Must have an individual SAE training agreement• The training agreement provides:

– Safety instructions shall be given by the school and correlated by the employer and verification of safety instruction must be on file.

– The name of the student and shall be signed by the student, employer/supervisor, parent and the AFNR teacher.

• Copies of the agreement shall be kept on file by both the school and the employer.

• SAEP Reports (for non-AET teachers) must be filed annual with the Tennessee Department of Education by the agriculture teacher

What is a quality SAE?

The first step in the process would be to reaffirm a basic definition of a total SAE program. With a standard definition and description in place, determining or helping students create a total SAE program is more attainable.

The focus of SAE is to assist the student in creating a year round program.

It provides students with the opportunity to develop skills or knowledge not included in the local scope and sequence of course curriculum.

Skills learned can be recorded in student’s record book and portfolio as part of their SAE.

What is a quality SAE?

Assist the student in making career choices Provide motivation (to improve, participate in classroom

learning activities and provide recognition opportunities) Proficiency award areas do not define SAE programs Proficiency awards are an outgrowth of SAE enterprises and

learning activities conducted outside of regular class time Includes entrepreneurial enterprises Develop supplemental skills Develop learning activities Include improvement projects that impact the student’s SAE,

home, school or community.

What are some examples of questionable SAEs?

Babysitting or child care Building of stock cars and race cars Working in restaurants and fast food establishments as

servers or dish washers and other jobs related to these establishments

Serving as a king or queen for local communities or commodity groups

Working in retail stores selling non-agricultural items (clothing stores, warehouse retail outlets, etc.)

Working in general manufacturing or construction with little or no connection to agricultural industry

Differences between WBL and SAE

Work Based Learning Needs additional teacher

Training Entrepreneurship not

allowed Must be enrolled in related

course Requires WBL Training

agreements Limited number of students School release time

Supervised Agriculture Experience

Trained as part of the teacher prep program

Entrepreneurship is allowed Enrolled in a AFNR course Requires SAE training

agreement Open to all AFNR students Outside of class time

Differences between WBL and SAE

Work Based Learning At least one visit per grading

period Available to junior and senior

students Can earn up to two credits each

year Work hours limited (Child Labor

laws) Must be a licensed business

Supervised Agriculture Experience Flexible depending on student

need and type of SAE Available to all AFNR students

seventh through 12th grades Can earn one-half credit each

year with maximum of two credits

Work hours flexible (Child Labor Laws)

Family farm exempt

WBL Changes

1) Students may now earn credit for WBL activities, which include internships (must rotate positions every 9 weeks) and school-based enterprises, in addition to cooperative education placements. For course code information, please refer to the 2013-14 Correlation of Course Code Document.

WBL Changes

2) Students are no longer required to participate in both related course and WBL in the same semester. • Instead, students may now participate in WBL activities in

semesters following a related course. This will allow students on block schedules and with summer opportunities to benefit and earn credit for high quality WBL placements, which support their Programs of Study and elective focus areas.

SAE and Industry Certifications

Record Work Protection Standards (WPS) Certification in eTIGER• Only nine certified students in 2012-13

Must submit training verification form to Tennessee Department of Agriculture for student to receive certification

Training verification form will be located on the AFNR home page.

Updating list of Student Certificates (Coming soon)

Maximize Student Achievement with SAE Credit

Requirements for SAE credit: Must be an approved SAE Program Complete a minimum of 180 hours Shows an annual increase in skills, knowledge and scope Must maintain SAE records and keep an annual summary on

file in the agriculture department Can earn one half credit each year Maximum of two credits can be earned

Maximize Student Achievement with SAE Credit

Requirements for SAE credit: One credit counts toward focused elective Counts toward an elective credit for graduation Must be supervised by the agriculture teacher at least once

during the summer months Must comply with all Child Labor Laws Refer to the 2013-14 Correlation of Course Code Document

for additional information

Online Resources

Tennessee Department of Education - WBL

Georgia Agriculture Education

Minnesota FFA Association

National FFA - SAEs

National Quality Program Standards SAE Central

SAE YouTube Video

Texas FFA - SAE Resources (SAE Builder)

Questions

About SAE

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Child Labor Requirements in Agriculture

Sipho DumasaneU.S. Department of Labor and Wage Division

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Curriculum Revision Update

AFNR Teacher Survey – 49 teachers responded or 14 percent

41%

33%20%

16%

4% 4%4%

4% 4%

Changes Recommended by AFNR Teachers

Need more flexibility within the POSReduce the Number of POSCourses/Standards should have more RigorNeed more General POSAlign POS to CASEAlign POS to Post-SecondaryNeed Assessments (EOC/EOPS)Adv. Princ. Of Ag. in all POSLeadership/Comm & Ag. Bus in All POS

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Curriculum Revision Update

14%

14%

12%

6%

4%

4%2% 2%

2% 2%

Recommended New Courses, POS and/or Skills

Technical Skills -Welding/GIS

Technology / Biotechnology/STEM/CASE

Green Technology

Global Agriculture

Agri-Tourism-communications

Sustainable Ag

Dual Credit/Dual Enroll. all POS

Food Safety/Processing and Butchery

Life Skills

Medical Vocabulary (Vet)

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Curriculum Revision Update

Based on data and research findings, we are:• Increasing rigor (meatier standards)• Addressing skill gaps• Adding more flexibility • Working with curriculum writers

– Public input period for reviews More information to come via email

Questions

Contact:Steven Gass

Agriculture, Food and Natural Resources Cluster Consultant

Steven.Gass@tn.gov39