Agriculture& Natural

Resource Education

Program Area

QualityCriteria

Grade 9-12

Agriculture Education

Office of Career, Technicaland Adult Ed. 

Nevada Department ofEducation, Carson City

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1.  STANDARDS ANDINSTRUCTION

Quality Criteria

The Agriculture Program has been organized and sequencedaround career paths with clear performance standards leading students toentry-level employment, job advancement, entrepreneurship, advanced educationand training, and personal use. Instruction is performance-based and integrates academic knowledge andskills, which reflect current and emerging technologies and practices inbusiness, industry, and the home environment.

1.1    The content of the Agriculture Program hasbeen assessed against and where necessary, modified to satisfy the Standards.

1.2   The curriculum is in written form andincludes:

        1.2.1  Coursedescription(s), goals, objectives, and outlines

        1.2.2  Courseprogram duration

        1.2.3  Description of major instructional methodologies/strategies

        1.2.4  Performance standards for program completers

        1.2.5  Student evaluation procedures

1.3     Academic courses, technical preparationcourse sequences, and workplace learning sequences are structured in careerpath clusters.

1.4     Curriculum and instruction provide studentswith career path information and planning strategies.  Career performance standards are interwovenand reinforced throughout the curriculum.

         

1.5     Integration across disciplines is evidentin planning curriculum development, instruction, and assessment.

1.6     The curriculum indicates that students inagriculture education courses/programs engage in specific activities designedto enhance academic skills in math, science, communication, and technology.

1.7     Each course of study incorporates higherorder thinking skills and includes the application of group, individualdecision-making, and interpersonal skills.

1.8     Evidence exists that Agriculture coursesare sequenced to support the Agriculture clusters identified in each careerpath.

 

1.9     Courses of study for each program indicatea planned, logical, and articulated sequence of learning experiences requiredto meet the identified instructional objectives.

1.10   Instruction is competency-based, sufficientin duration, current and relevant, and reflects the knowledge, attitudes, andskills currently required in the identified career path.

1.11   Information Technology  instruction is provided throughout theAgriculture program to assist students with career path objectives.

1.12   The Agriculture standards have been designedto serve the needs of all students, especially those with special learningneeds resulting from academic and economic disadvantages, and mental, emotional,and physical disabilities.

1.13   Documentation exists that validatecourse/program articulation and sequencing between and among feeder schools,high schools, adult education, community colleges, and four-year institutions.

1.14   The program uses business and industrysponsored resources and support, such as guest speakers, equipment,demonstrations, field trips, student scholarships, community learning sites,partnerships, and placement opportunities.

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2.  LEADERSHIP AND CITIZENSHIP DEVELOPMENT

 

 

 

Quality Criteria

Students develop leadership, citizenship, interpersonal, andemployment skills by participating in community service projects andcooperative, individualized, and competitive instructional activities throughinvolvement in the FFA.

 

2.1     All Agriculture students have full accessto FFA.

2.2     The FFA Activities are integral toinstruction, are conducted by the appropriate Agriculture instructors, and aresupported by the administration of the local education agency.

2.3     Instruction intended to develop and/orenhance citizenship, leadership, and interpersonal skills, as defined in theAgriculture and Natural Resource Performance Standards, is clearly identifiedin courses and activities throughout the program.

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3.  PRACTICALAPPLICATION OF OCCUPATIONAL SKILLS

 

Quality Criteria

Practical application of occupational skills is accomplishedthrough classroom simulation of work-based experiences.  These experiences are directly related to,and coordinated and evaluated with regular classroom instruction throughinvolvement in a Supervised Agriculture Experience.

 

3.1     The Agriculture program includes classroomsimulations of work-site experiences or paid/unpaid job-site experiences.  These experiences are directly related to,and coordinated and evaluated with regular classroom instruction.

3.2     If a community-based and/or work-basedexperience is included in the operation of a program, student supervision isaccomplished through the cooperation of the credentialed instructor(s) and whenappropriate the on-site supervisor(s).

3.3     If a community-based and/or work-siteexperience is included in the operation of a program, there is a specifictraining plan for each student that is used to guide and evaluate a student'sprogress.

3.4     A variety of instructional strategies suchas work exploration, experiences are available for all students.

3.5     Services and/or resources are available toassist special populations with the practical application of skills.

         

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4. QUALIFIED AND COMPETENT PERSONNEL

 

Quality Criteria

All Agriculture education teachers are competent andqualified with the appropriate occupational proficiency.  In addition, instructors, administrators,guidance/counseling staff, and instructional support staff are involved in anongoing program for professional development designed to enhance the quality ofinstruction.

4.1     Each instructor holds a valid Nevadateaching credential authorizing the teaching of the assigned Agricultureeducation courses.

4.2     Each Agriculture instructor has theappropriate occupational proficiency and work experience and/or professionalpreparation in their area(s) of instruction.

4.3     Each Agriculture instructor uses a varietyof instructional strategies/materials and effective teaching techniques toenhance student learning and meet the individual needs of the learner,including special populations.

4.4     All Agriculture instructors annuallyparticipate in professional development activities that are designed to enhanceor expand their knowledge of AGRICULTURE skills, technology, instructionalstrategies, effective teaching techniques or integration of academic and agriculture  instructionas indicated in their professional development plan.

4.5     Administrators, guidance/counseling staffand instructional support staff are involved in professional developmentdesigned to enhance the quality of Agriculture programs.

4.6     Each Agriculture instructor is activelyinvolved in professional subject matter and agriculture education associations.

4.7     At least one agriculture program instructorparticipates in the annual Leadership/Management conference sponsored by theNevada Department of Education. Information and materials disseminated at the conference are shared withdepartment staff members.

4.8     Where appropriate, Agriculture subjectmatter instructor has been designated chairperson/manager of the program area.

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5.  FACILITIES,EQUIPMENT, AND MATERIALS

 

Quality Criteria

Facilities, equipment, instructional materials and suppliescomply with health and safety standards, reflect and/or simulate current andemerging technologies and applications, and are of sufficient quantity andquality to meet the instructional objectives and individual needs of allstudents.

 

 

5.1     Facilities, equipment, and materials arecomparable to and/or simulate those currently used by business and industry andare of a quantity and quality needed to accomplish stated instructionalobjectives, as verified by a program advisory committee.

5.2     Where appropriate, provisions have beenmade for community or school-based laboratory facilities to enhance practicalinstruction.

5.3     Facilities, equipment, and instructionalmaterials are regularly maintained, replaced, repaired, and updated to meet thelocal, state, and federal health and safety rules and regulations.

5.5     Instructional materials are adapted and/orsupplemented to meet the specific needs of special populations.

5.6     Adequate and secure storage space isprovided for materials, supplies, records, and equipment.

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6.  COMMUNITY,BUSINESS, AND INDUSTRY INVOLVEMENT

 

Quality Criteria

Individualswho represent the community, business, industry, students, parents, districts,staff, post-secondary agencies, and labor, serve on a subject-area advisorycommittee to provide guidance.  Staffuses the advice of the advisory committee in the design, development,operation, evaluation, and support of each program area.

 

6.1     The advisory committee membership includes,but is not limited to representatives form the community, special populations,business, industry, students, parents, community agencies, staff,post-secondary agencies, labor, and other individuals having skills in andknowledge of the occupation(s) for which instruction is provided.

6.2     The advisory committee assists indeveloping and implementing a long-range and short-range plan to ensure thatthe program remains current and relevant.

6.3     The advisory committee provides advice,support, counsel, written recommendations, and verification pertaining, but notlimited to the following: instructional content, budget, program promotion,student recruitment, facilities, safety standards, equipment and materials,articulation, program planning, job placement, class size, supervisedagriculture experience, FFA organizations, proficiency standards, newtechnology, and current industry practices.

6.4     Agriculture staff actively participates inthe advisory committee meetings.

6.5     The advisory committee meets a minimum ofthree times a year.

6.6     The advisory committee provides input onprogram decisions affecting special populations.

6.7     A record of recommendations and/or actionstaken during advisory committee meetings is maintained and is provided toschool/district administrators.

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7.  CAREER GUIDANCE

 

Quality Criteria

Career-vocational education staff, guidance counselors, andother resource personnel provide career guidance services to ensure thatstudents enroll in Agriculture courses/programs that are consistent with theiraptitudes, interests, abilities, and career path goals.

 

7.1     Ongoing individual assessments, counseling,career planning, and support services are initiated no later than the 9^thgrade for all students, including special populations.

7.2     Agriculture staff assists guidancecounselors and other resource personnel to provide career guidance activities,which include:

7.2.1  Recruitment, program information, andpromotional activities for students, parents, and counselors;

7.2.2  Implementation of the national goal ofeliminating discrimination on the basis of gender, race, disability, ordisadvantage;

7.2.3  A systematic process to ensure studentenrollment in programs consistent with their aptitudes, abilities, and careerpath goals.

7.3     Agriculture instruction includes careerplanning, employability skills, articulation options and provides students withinformation relevant to their career path goals.

7.4     Students are made aware of options forpost-secondary education, advanced training, job specific requirements such aslicensure, and employment opportunities consistent with their career pathgoals.

7.5     With theassistance of their Agriculture instructor, Agriculture students annuallyreview their career development plan, refine their occupational choice.

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8.  PROGRAM PROMOTION

 

Quality Criteria

There is a systematic plan of program promotion to informstudents, parents, counselors, other subject-matter teachers, administrators,board members, community members, and business and industry representatives, ofoptions, advantages, quality, accountability, and availability of agricultureeducation programs.

 

8.1     There is a plan for program promotion andrecruitment throughout the school year.

8.2     Program promotion activities are plannedand conducted during the year to inform students, parents, counselors, othersubject matter teachers, site/district administrators, board members, advisorycommittee members, business and industry representatives, and community memberabout the achievements of AGRICULTURE students and merits of Agricultureprograms.

8.3     Promotional materials including, but notlimited to, a descriptive program brochure has been developed to publicize theAgriculture programs' organization, sequence, and benefits.

8.4     Equal access to Agriculture programs andservices is available to all students, including those with special needs.

8.5     Promotional activities are conductedannually to improve articulation with feeder schools and advancedtraining/education agencies.

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9.  PROGRAMACCOUNTABILITY AND PLANNING

 

Quality Criteria

There is an annualprogram assessment using input form instructors, administrators, students,other staff, and advisory committee members which ensures that the programscope, design, content, instruction, and administration is meeting the programobjectives.  The annual assessmentprocess is used to develop a Program Improvement Plan for the short andlong-range administration and operation of agriculture education programs.

 

9.1     A performance-based assessment system isused to measure students' performance in the application of vocational andacademic skills and knowledge of occupational tasks.

9.2     There is an annual program assessment,including review of the Program Improvement Plan, using input from instructors,administrators, students, other staff, and advisory committee members basedupon the Quality Criteria for High Schools Agriculture and Natural Resource Education.

9.3     Records and reports are maintained andsubmitted as required to comply with federal, state, and local regulations andpolicies.

9.4     The Program Improvement Plan is based onthe analysis of data collected for program accountability and is utilized inthe application for the Carl D. Perkins Vocational and Applied Technology ActFunds.  Sources of data are collected,analyzed and interpreted, an utilized as required by local, state, and federalmandates, including, but not limited to: Occupational Research Data Systems (),AGRICULTURE Student Follow-up, Coordinated Compliance Review, Accreditation,Program Quality Review, special populations enrollment, and job market analysisfor each occupational cluster.

9.5     Funding sources for programs/courses areclearly identified and guidelines for use of these funds are provided to theinstructional staff for program budget development and for monitoringexpenditures.

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10.  STUDENT-TEACHERRATIO

 

Quality Criteria

High qualityinstruction in Agriculture is dependent upon maintaining a student-teacherratio that insures effective instruction and safe working conditions.  Agriculture education courses areaction-oriented, applied learning activities. Under these conditions, lower class size must be maintained.

10.1   Minimum Compliance Criteria:

          1. Maximumenrollment per teacher in the classroom is 30 students per class.

2. Maximum enrollmentper teacher in a shop or laboratory class is 20 students per class.

3. Maximum number ofindividual student per full-time equivalent for instruction and supervisedagriculture experience programs and student actively engaged in FFA leadership activities is 60 students. For AgricultureIncentive Grant purposes, freshmen are counted as ½ when determining the60-student limitation.

10.2       Community Awareness and Commitment:

1. Invite your State Supervisor to speak to your site and district administration, and advisory committee on maintaining low class sizes.

2. Develop a studentselection criteria policy that identifies those students who have an interestor should be placed in the Agriculture program.

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11.  FULL YEAREMPLOYMENT

 

Quality Criteria

Provisions areestablished by the school site which provide adequate teacher release time toconduct the necessary year round activities of the program.