Student Participation in Hands on Agriculture Experiences

1. Student Participation in Hands on Agriculture Experiences Institute for CTE Educators July 15, 2013

2. 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

3. Greetings Casey Haugner-Wrenn Director of Student Success Tennessee Department of Education

4. Student Participation in Hands on Agriculture Experiences Institute for CTE Educators July 15, 2013

5. 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

6. 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)

7. 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.

8. THE 7 KEYS OF LOCAL PROGRAM SUCCESS

9. 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.

10. 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

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12. What was the SAME in all three ads? Each advertisement wanted the person to be experienced. Job Experience

13. EXPERIENCE... • How do you get experience • without first having a job? • How do you get a job • without first having experience? What can YOU do NOWto ensure your students are qualified for a job in the future ?

14. Have 100 Percent Participation in Supervised Agriculture Experience Programs Note: SAE is part of every Agriculture, Food and Natural Resources Program of Study

15. Make The Connections Agricultural Education has thrived by implementing teaching methods that utilize three interconnectededucational 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.

16. 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.

17. 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 commitmentto developing opportunities for students to build these skills through the work-based learning and elements of agricultural education supervised agricultural experience programs (SAEs).

18. 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

19. 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

20. 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.

21. 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 stretching M - measurable, meaningful and motivational A - agreed upon, attainable, achievable, acceptable and action-oriented R - realistic, relevant, reasonable, rewarding and results-oriented T - 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

22. 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

23. 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.

24. 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.

25. 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 washersand 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

26. Differences between WBL and SAE Work Based Learning 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 • Needs additional teacher Training • Entrepreneurship not allowed • Must be enrolled in related course • Requires WBL Training agreements • Limited number of students • School release time

27. Differences between WBL and SAE Work Based Learning 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 • 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

28. 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.

29. 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.

30. 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)

31. 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

32. 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

33. 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)

34. Questions About SAE

35. Child Labor Requirements in Agriculture Sipho Dumasane U.S. Department of Labor and Wage Division

36. Curriculum Revision Update • AFNR Teacher Survey – 49 teachers responded or 14 percent

37. Curriculum Revision Update

38. 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

39. Questions Contact: Steven Gass Agriculture, Food and Natural Resources Cluster Consultant Steven.Gass@tn.gov