Acknowledgments

[return to index]

The Wyoming Vocational Agricultural Teachers Association would like to thank the following individuals for their efforts in developing, reviewing and validating the Wyoming Agricultural Education standards:

Joseph Bridges- Rocky Mountain High School, Byron

Mike McConnell- Lander High School, Lander

Tony Anson- Riverside High School, Basin

Rex Hamner- Lyman High School, Lyman

Toby Terrell- Pinedale High School, Pinedale

Brad Bessey- Natrona County High School, Casper

Ron Pulse- Laramie County Community College, Cheyenne

Ty Berry- East High School, Cheyenne

Tom Cress- East High School, Cheyenne

Justin Bailey- Wind River High School, Pavillion

Randy Epler- Southeast Goshen High School, Yoder

 

INTRODUCTION

[return to index]

In the educational reform in the state of Wyoming, standards are defined as those measurable and observable skills which the community, parents, and potential employers can expect our students to perform once they have successfully completed our programs of study.

The Wyoming Vocational Agricultural Teachers Association undertook the task of developing standards for Agricultural Education students in Wyoming in the areas of Agricultural Education I, Agricultural Education II, Agricultural Mechanics, Agricultural Business, Agricultural Science and Environmental & Natural Resource Science. In this manual you will find these standards along with the tools needed to implement them.

On the following pages you will find the standards listed along with its suggested grade level. For example, AM 11/12 would designate an Agricultural Mechanics standard suggested for the 11th and/or 12th grade level. The next number (i.e. .3) indicates the standard number for that area. So AG I 9.7 would be interpreted as the seventh standard for Agricultural Education I course taught in the ninth grade.

The next section will again list each standard on a separate sheet, below the standard you will find 4 columns, which list rubrics in descending order of advanced -proficient-partially proficient-novice. Rubrics are written narratives, which are used to evaluate an individual student’s attainment of a particular standard. Since students learn at different rates and perform at different skill levels, it is necessary to define those skill levels for the student, parent, potential employer, etc. in a concise manner. It should be understood that rubrics are not necessarily a substitute for grades (although they could be used to calculate grades), rather they are a narrative "rating scale" which defines the student’s level of performance. It should be further understood that in this model only the levels of advanced, proficient, partially proficient are deemed acceptable.

At this point we have defined the standards and the means for rating student performance, but we have not shown how we will, through sound instruction, raise student achievement to the level established by the standards or the actual measures we will use.

The means for raising student performance to the established standard is the enabler or enabling skill. Think of an enabler as a sub skill that a student must possess in order to demonstrate their ability on the standard. An example might be that a student must be able to strike an arc and run a flat bead in order to complete a lap weld. These enablers are listed in descending logical sequence at the bottom of each page. As you peruse these enablers you will find some that you already teach and some which you don’t (or never intend to teach). This is acceptable since the enabling skills which are taught will, and should, vary depending upon local community interests, needs, and interpretation of the standards. You will notice that for some standards the enablers may be broken out by content or unit area (ex: arc and oxyacetylene welding).

The final component of a standards based curriculum is authentic assessment. Authentic assessments are tools used to evaluate whether or not a student has truly attained the skills and abilities defined in the standard. What makes these assessments truly authentic is that the assessment must, as closely as possible, mirror the actual skill defined in the standard. An example may be given for AB 11/12.2; "The student will be able to communicate a knowledge of current agricultural issues." In this example, the enabling skills may be: "write an outline for a speech", "use the DTN or FarmDayta to research a current issue", and "access information by utilizing the internet". These enabling skills are certainly worthy and noble skills, but they don’t show us what the student can actuality do. In order to test what the student knows and can do, it may be necessary to have the student research, outline, and present a 3-5 minute extemporaneous speech on an agricultural topic. In this example, the extemporaneous speech would be the authentic assessment, which proved that the student had attained the skills defined by the standard. This is hardly groundbreaking for Agricultural Education, but it should serve as a reminder of those traditional philosophies and habits, which have made agricultural education what it is today.

For each standard there are listed from one to five sample assessments which may be used as a basis for writing your own assessments. Wherever possible, we have omitted "written test" assessments, as you are no doubt using these already. Written tests by themselves are not a poor assessment and should be included in your assessment of student skills, but now we are trying to go one step further, wherever possible, to develop assessments which take testing of student skills to the application and synthesis levels.

The next section, Content Guide, was developed to help teachers with designing their curriculum so that they will be able to teach to the standards. Each standard is listed with sample units that may be taught to address that standard. Please note that these are only suggestions that may be used in their entirety or by picking and choosing.

The last section, Cross Correlation, diagrams how our standards correlate with the other state standards. The four major disciplines have been broken down by standard and benchmark under each of our suggested content areas. To the left of each benchmark is the number of the standard, from that content area, that addresses or satisfies that benchmark. This information can be used in a variety of ways, from program justification to students receiving dual credit for your classes.

 

Standards in Agriculture Education by Suggested Areas

[return to index]

 

Agriculture Education I

AG I 9.1 The student will comprehend the scope of careers available in agriculture.

AG I 9.2 The student will prepare and implement plans for an SAE program.

AG I 9.3 The student will recognize computer applications in agriculture.

AG I 9.4 The student will develop skills in speech communication.

AG I 9.5 The student will develop ag mechanics skills through small project construction.

AG I 9.6 The student will describe and demonstrate welding practices.

AG I 9.7 The student will understand his/her role in the FFA Organization.

AG I 9.8 The student will demonstrate power tool safety practices.

AG I 9.9 The student will identify the major breeds of livestock.

 

 

Agriculture Education II

AG II 10.1 The student will select an agricultural career of interest for further development and study.

AG II 10.2 The student will implement plans for improvement of the SAE program.

AG II 10.3 The student will demonstrate the use of computers.

AG II 10.4 The student will demonstrate communication skills by selecting, planning, and leading a discussion on an agricultural topic.

AG II 10.5 The student will demonstrate skills in ag mechanics through small group work in project construction.

AG II 10.6 The student will demonstrate proficiency in welding and cutting processes.

AG II 10.7 The student will demonstrate power tool safety practices.

AG II 10.8 The student will demonstrate an understanding of the bases of livestock selection.

AG II 10.9 The student will demonstrate an understanding of soil fertility and its effect on plant production.

AG II 10.10 The student will identify the major crop and weed plants of the local community and of Wyoming.

AG II 10.11 The student will identify safe agricultural chemical use practices.

AG II 10.12 The student will participate in the operation of the FFA Chapter.

 

Agricultural Mechanics

AM 11/12.1 The student will identify a safe work environment and demonstrate safe practices.

AM 11/12.2 The student will be able to develop, interpret, and read plans and/or blueprints as well as read and interpret technical manuals.

AM 11/12.3 The student will develop products which have a practical purpose and reflect craftsmanship.

AM 11/12.4 The student will demonstrate how to be a cooperative contributor who participates effectively to accomplish a group activity in agricultural mechanics.

AM 11/12.5 The student will demonstrate the use of current technology and principles of ag mechanics.

AM 11/12.6 The student will gain skills in agricultural mechanics through practical experience.

 

Agricultural Business

AB 11/12.1 The student will possess a knowledge of business ethics.

AB 11/12.2 The student will be able to communicate a knowledge of current agricultural issues.

AB 11/12.3 The student will be able to formulate and analyze financial records and use information for evaluation and planning.

AB 11/12.4 The student will understand the influences of the agricultural economy and its influence on the overall economy.

AB 11/12.5 The student will gain skills in agricultural business operation through practical experience.

AB 11/12.6 The student will demonstrate teaming skills through problem solving activities in agricultural business management.

 

Agricultural Science

AS 11/12.1 The student will demonstrate/ communicate an understanding of current issues relating to agri-science.

AS 11/12.2 The student will gain practical experience in agriscience through laboratory and field work.

AS 11/12.3 The student will demonstrate an understanding of physiological processes in agriculturally important animals.

AS 11/12.4 The student will demonstrate an understanding of physiological processes in agriculturally important plants.

AS 11/12.5 The student will demonstrate teaming skills through problem solving activities in agriscience.

AS 11/12.6 The student will demonstrate the use of current technology.

Environmental & Natural Resource Science

ES 11/12.1 The student will demonstrate the ability to understand and solve environmental & natural resource science related tasks.

ES 11/12.2 The student will demonstrate the ability to use computer resources.

ES 11/12.3 The student will demonstrate an understanding of and the ability to use current environmental and/or natural resource lab and field technology and instrumentation to study and resolve an environmental and/or natural resource problem.

ES 11/12.4 The student will work effectively in teams in group problem solving activities addressing some specific environmental and/or natural resource problem.

ES 11/12.5 The student will communicate an understanding of work and environmental ethics within industry, community, region, and internationally.

ES 11/12.6 The student will understand the relationships between, and impacts of, industrial and agricultural practices on environmental systems and natural resources.

ES 11/12.7 The student will be able to complete elementary environmental and/or ecological assessment activities.

ES 11/12.8 The student will demonstrate understanding of the principles of natural resource management.

ES 11/12.9 The student will demonstrate knowledge of legal and administrative structures which affect natural resource and environmental planning and management.

 

Rubrics, Enablers and Assessments

[return to index]

Agriculture Education 1

 

Standard: AG I - 9.1 The student will comprehend the scope of careers available in agriculture.

Rubric:	Advanced	Proficient	Partially Proficient	Novice
	I describe the 7 major career areas in agriculture and the careers found in each.	I describe the 7 major career areas in agriculture.	I describe several career areas in agriculture.	I cannot describe the major career areas in agriculture.
	I develop a detailed career plan for myself which includes plans for education, leadership and SAE development.	I develop a detailed career plan for myself which includes plans for education, leadership and SAE development.	I develop a detailed career plan after several attempts and considerable individual instruction.	I do not have a detailed career plan.

Sample Enablers:

cm,rd,oc	Understand the agriculture industry
cm,oc	Identify the 7 major career areas in agriculture
cm,rd	Select an agricultural career which is of interest to me
rd,t,cm	Research an agricultural career which is of interest to me
rd,wr,sp,cm	Report on an agricultural career which is of interest to me
oc,wr	Complete a long time plan for agricultural education

Sample Assessments:

	Present a 3-5 minute report on an agricultural career
	Complete a long-time plan for agricultural educatio

Standard: AG I - 9.2 The student will prepare and implement plans for an SAE program

Rubric:	Advanced	Proficient	Partially Proficient	Novice
	I have prepared and implemented plans for an SAE program which is of adequate size and scope given my own resources.	I have prepared plans for an SAE program which is of adequate size and scope given my own resources.	I have prepared plans for an SAE program which is of adequate size and scope given my own resources.	I have not prepared plans for an SAE program which is of adequate size and scope given my own resources.
	I have started a Wyoming Ag-Ed Recordbook.	I have started a Wyoming Ag-Ed Recordbook.	I have started a Wyoming Ag-Ed Recordbook.	I have not started a Wyoming Ag-Ed Recordbook.
	I have scheduled at least two SAE visits with my instructor.	I have scheduled two SAE visits with my instructor.	I have scheduled only one SAE visit with my instructor.	I have not scheduled any SAE visits with my instructor.

Sample Enablers:

cm	Understand the types of SAE programs
rd,cm	Evaluate resources needed for SAE programs
wr,oc,t	Write a parent/student agreement
m,wr,t,oc	Complete a beginning inventory
m,wr,t,oc	Complete an enterprise budget
m,wr,t,oc	Maintain an expense record
m,wr,t,oc	Maintain an income record
m,t,cm,oc	Maintain a financial summary (income statement)
m,t,cm,oc	Complete a beginning net worth statement
m,cm,oc,t	Set production goals and determine efficiency factors
wr,t,oc	Maintain a diary
wr,t,oc	Maintain a breeding record
wr,t,oc	Write a description of a placement station
wr,t,oc	Complete a placement and training agreement
m,wr,t,oc	Complete a placement budget
wr,t,oc	Maintain a training record
wr,t,oc,m	Maintain a record of work experience
wr,t,oc,m	Maintain a record of wages earned

Sample Assessments:

	Complete an updated SAE recordbook on a monthly basis
	Establish a relevant SAE program which is of adequate size and scope
	Complete an SAE visit upon enrollment in the program for the purpose of SAE planning
	Complete an SAE visit once the program is in place for the purpose of evaluation

Standard: AG I - 9.3 The student will recognize computer applications in agriculture.

Rubric:	Advanced	Proficient	Partially Proficient	Novice
	I completed a project utilizing the word processor, spreadsheet and database without error.	I completed a project utilizing the word processor, spreadsheet and database without error following revision.	I completed a project utilizing the word processor, spreadsheet and database without error following several revisions.	I did not complete a project utilizing the word processor, spreadsheet and database.

Sample Enablers:

t,cm,oc	Identify computer components and their functions
t,cm,oc	Identify keyboard components and their functions
t,cm,oc	Log on to the network
t,oc	Boot up a computer program
t,oc	Save information to a disk or file
t,oc	Print information from a disk or a file
t,oc	Initialize a disk
t,wr,cm,oc	Utilize a word processing program to write a report
t,m,cm,oc	Utilize a spreadsheet program to solve a mathematical problem
t,cm,oc,wr	Utilize a database to organize data
t,cm,oc	Access electronic information systems

Sample Assessments:

	Complete assigned written work on the word processor
	Complete a simple spreadsheet which solves a mathematical problem
	Organize an address list using a database

Standard: AG I - 9.4 The student will develop skills in speech communication.

Rubric:	Advanced	Proficient	Partially Proficient	Novice
	I can recite the FFA Creed from memory without prompting.	I can recite the FFA Creed from memory with minimal prompting.	I can recite the FFA Creed from memory with considerable prompting.	I can not recite the FFA Creed from memory even after considerable prompting is provided.
	I utilize several non-verbal methods of communication in my presentation.	I utilize at least one non-verbal method of communication in my presentation.	I do not utilize non-verbal methods of communication in my presentation.	I do not utilize non-verbal methods of communication in my presentation.
	I can explain the meaning of the FFA Creed.	I can explain the meaning of the FFA Creed.	I can explain the meaning of the FFA Creed.	I can not explain the meaning of the FFA Creed.

Sample Enablers:

rd	Memorize the FFA Creed
rd,cm	Learn the meaning of key words and phrases in the FFA Creed
cm,rd,sp	Recite the FFA Creed
s[,rd	Present a Food For America Program
sp	Present proficiency awards at the Chapter Banquet

Sample Assessments:

	Present the FFA Creed at the Chapter Creed Speaking Contest
	Participate in presenting awards at the Chapter Banquet
	Present a 3-5 minute career speech

Standard: AG I - 9.5 The student will develop ag mechanics skills through small project construction.

Rubric:	Advanced	Proficient	Partially Proficiet	Novice
	I can produce a carpentry project which is of acceptable quality without revision.	I can produce a carpentry project which is of acceptable quality with minor revision.	I can produce a carpentry project which is of acceptable quality with several revisions.	I did not produce a carpentry project which is of acceptable quality even after several revisions.
	I always stay on task and encourage others to do the same.	I always stay on task.	I always stay on task after direction is given.	I do not stay on task after direction is given.
	I always utilize tools and equipment for their intended purpose.	I usually utilize tools and equipment for their intended purpose.	I usually utilize tools and equipment for their intended purpose.	I do not utilize tools and equipment for their intended purpose.

Sample Enablers:

cm,oc	Identify hand tools and their uses
cm,oc	Select, identify and use hardware
cm,oc	Select, identify and use fasteners
cm,oc	Select, identify and use lumber
oc,m	Calculate board feet
cm,oc	Identify power tools and their uses
oc,m,cm	Figure a bill of materials
wr,cm,oc	Develop and order of fabrication
cm,oc	Select a finish
oc,cm	Prepare wood for finishing
oc	Apply a finish to wood
oc	Clean paint brushes

Sample Assessments:

	Complete a carpentry project
	Daily shop grades derived from constant observation
	Prepare a bill of materials
	Prepare a fabrication list

Standard: AG I - 9.6 The student will describe and demonstrate welding practices.

Rubric:	Advanced	Proficient	Partially Proficient	Novice
	I always set up and adjust welding equipment prior to operation.	I set up and adjust welding equipment prior to operation when reminded to do so.	I set up and adjust welding equipment prior to operation when reminded to do so.	I seldom set up and adjust welding equipment prior to operation.
	I always practice prior to completing a coupon weld for evaluation. My coupon welds are always of acceptable quality.	I usually practice prior to completing a coupon weld for evaluation. My coupon welds are always of acceptable quality following several attempts.	I practice prior to completing a coupon weld for evaluation if directed to do so. My coupon welds are always of acceptable quality following several attempts.	I seldom practice prior to completing a coupon weld for evaluation even when directed to do so. My coupon welds are seldom of acceptable quality following several attempts.
	I always utilize proper safety equipment and practices while welding.	I always utilize proper safety equipment and practices while welding.	I utilize proper safety equipment and prac-tices while welding when reminded to do so.	I do not utilize proper safety equipment or practices while welding.

Sample Enablers:

t,sc,oc,cm	Define the arc welding process
t,sc,oc,cm	Define the oxyacetylene welding process
t,s,oc	Select electrodes
t,sc,oc,cm	Identify arc welding equipment and uses
t,sc,oc,cm	Identify oxyacetylene welding equipment and uses
t,s,oc,cm	Select and set amperage
t,s,oc,cm	Set up and adjust the oxyacetylene unit
oc,rd,cm	Understand safety practices for arc welding
oc,rd,cm	Understand safety practices for oxyacetylene welding
t,cm,oc,sc	Strike and arc and run a flat bead
t,cm,oc,sc	Light the torch and adjust flame
t,cm,oc,sc	Shut off the torch and bleed lines
t,cm,oc,sc	Run a bead without rod using oxyacetylene
t,cm,oc,sc	Run an outside corner bead without rod using oxyacetylene
t,cm,oc,sc	Make a built up pad (arc)
t,cm,oc,sc	Make a butt weld with rod (oxyacetylene)

Sample Assessments:

	Complete a built up pad using the arc welding process
	Complete an outside corner bead without rod using the oxyacetylene welding process

Standard: AG I - 9.7 The student will understand his/her role in the FFA organization.

Rubric:	Advanced	Proficient	Partially Proficient	Novice
	I always participate in my POA committee and encourage others to do so.	I usually participate in my POA committee without encouragement.	I participate in my POA committee with encouragement.	I seldom participate in my POA committee.
	I understand the operation of the POA committees.	I understand the operation of the POA committees.	I partially understand the operation of the POA committees.	I do not understand the operation of the POA committees.
	I participate in all chapter meetings and required functions.	I participate in most chapter meetings and required functions	I participate in some chapter meetings and required functions.	I do not participate in chapter meetings and required functions.
	I participate in all community service activities	I participate in all community service activities.	I participate in at least one community service activity.	I do not participate in at least one community service activity.
	I participate in all fundraising/promo-tional activities.	I participate in most fundraising/promo-tional activities.	I participated in at least one fundraising /promotional activity.	I did not participate in any fundraising/ promotional activity.

Sample Enablers:

cm,rd	Understand the history and development of the FFA
cm,rd	Understand the operation of the FFA organization
cm,rd	Understand the degrees and types of membership
cm,rd	Understand the emblem
cm,rd,oc	Understand the Code of Ethics
oc	Participate in district leadership workshop
oc,m,sp,rd,cm	Participate in a fundraising/promotional activity
oc	Participate in a community service activity
sp,wr,oc	Prepare and present a committee report
sp,cm	Understand the use of the gavel
sp,rd	Memorize the member’s part in the meeting
cm,rd,oc	Understand the creed, colors, motto and official dress

Sample Assessments:

	Successfully attain the Greenhand FFA Degree
	Complete an application for the Greenhand FFA Degree

Standard: AG I - 9.8 The student will demonstrate power tool safety practices.

Rubric:	Advanced	Proficient	Partially Proficient	Novice
	I always follow approved safety practices when using the ag mechanics facility and encourage others to do the same.	I always follow approved safety practices when using the ag mechanics facility and usually encourage others to do the same.	I always follow approved safety practices when using the ag mechanics facility.	I seldom follow approved safety practices when using the ag mechanics facility unless I am reminded.
	I always successfully complete safety tests on power equipment with 100% accuracy.	I usually complete safety tests on power equipment with 100% accuracy on the first attempt.	I successfully complete safety tests on power equipment with 100% accuracy after further instruction following the first attempt.	I do not successfully complete safety tests on power equipment with 100% accuracy after further instruction following the first attempt.

Sample Enablers:

oc,rd,cm	Demonstrate proper operation techniques with power tools
cm,oc	Understand safety rules
rd,wr,cm	Complete safety tests
cm,rd,oc	Understand safety procedures for all power tools
oc,rd	Follow a cleanup schedule

Sample Assessments:

	Complete the general shop safety test with 100% accuracy
	Complete the fire safety test with 100% accuracy
	Complete the electrical safety test with 100% accuracy
	Daily laboratory and shop grades derived through constant observation
	Successful completion of a fire evacuation exercise

Standard: AG I - 9.9 The student will identify the major breeds of livestock.

Rubric:	Advanced	Proficient	Partially Proficient	Novice
	I always identify each breed without error.	I identify each breed without error following several attempts to do so.	I identify each breed without error following further study after several attempts.	I cannot identify each breed following further study and several attempts to do so.
	I correctly spell the name of each breed.	I usually spell the names of the breeds correctly.	I spell the names of the breeds correctly after additional practice.	I do not spell the names of the breeds correctly.
	I identify the advantages of each breed.	I usually identify the advantages of each breed.	I identify the advantages of each breed after additional practice.	I do not identify the advantages of each breed after additional practice.

Sample Enablers:

oc,sc	Identifying breeds of beef cattle
oc,sc	Identifying breeds of dairy cattle
oc,sc	Identifying breeds of swine
oc,sc	Identifying breeds of sheep
rd,wr,cm,sc,oc	Defining livestock terms

Sample Assessments:

Visual identification of breeds and crossbreeds common to the local community

Standard: AG II - 10.1 The student will select an agricultural career of interest for further development and study.

Rubric:	Advanced	Proficient	Partially Proficient	Novice
	I selected a career for study, conduct an interview and prepare a report.	I selected a career for study, research the career using department resources and prepare a report.	I selected a career for study and prepare a report.	I have not selected a career for further study.

Sample Enablers:

oc	Select a career of interest
sp	Interview a resource person in this career
wr,cm	Prepare a written report on a career of interest
sp,cm	Present an oral report on a career of interest

Sample Assessments:

	Complete a job shadowing experience
	Present a 3-5 minute oral report on an agricultural career
	Complete a 3-5 page written report on an agricultural career

Standard: AG II - 10.2 The student will implement plans for improvement of the SAE program.

Rubric:	Advanced	Proficient	Partially Proficient	Novice
	I always have a complete, up to date recordbook.	I usually have a complete, up to date recordbook.	I require outside motivation to maintain a complete, up to date recordbook	I do not maintain a complete, up to date recordbook
	I have expanded my SAE program in scope and quality.	I have expanded my SAE program in scope or quality.	The scope of my SAE program is realistic.	The scope of my SAE program is not realistic.

Sample Enablers:

oc,wr	Revise your long time plan
t,m,wr,cm,oc	Complete a proficiency application
wr,rd	Complete the Chapter FFA Degree Application
t,m,wr,cm,oc	Complete a preliminary State FFA Degree application
cm,oc	Understand secondary enterprises

Sample Assessments:

	Complete a long-time plan
	Complete a proficiency application
	Successfully earn the Chapter FFA Degree

Standard: AG II - 10.3 The student will demonstrate the use of computers.

Rubric:	Advanced	Proficient	Partially Proficient	Novice
	I always maintain a current, up to date record of my SAE program using the approved recordbook program.	I require assistance in order to maintain a current, up to date record of my SAE program using the approved recordbook program.	I require assistance and outside motivation in order to maintain a current, up to date record of my SAE program using the approved recordbook program.	I do not maintain a current, up to date record of my SAE program using the approved recordbook program.
	I always use the word processor when completing written assignments.	I usually use the word processor when completing written assignments.	I use the word processor when completing written assignments if required to do so.	I do not use the word processor to complete written assignments even when I am required to do so.

Sample Enablers:

cm,t,oc	Understand word processing
cm,t,m,oc	Understand computer spreadsheets
cm,t,m,oc	Understand computer databases
t,cm,oc	Understand the use of on-line communication

Sample Assessments:

	Complete a written paper utilizing a word processing program
	Develop a spreadsheet with addition, subtraction, multiplication and division capabilities
	Utilize a database to develop a mailing list

Standard: AG II - 10.4 The student will demonstrate communication skills by selecting, planning, and leading a discussion on an agricultural topic.

Rubric:	Advanced	Proficient	Partially Proficient	Novice
	I always state my thesis clearly and check to see that my audience understands it.	I always state my thesis clearly.	I must sometimes restate my thesis in order for the audience to understand it.	I do not clearly state my thesis.
	I show respect for the ideas of others and encourage my classmates to do so.	I show respect for the ideas of others and encourage my classmates to do so.	I show respect for the ideas of others.	I do not show respect for the ideas of others.
	I listen actively and ask questions.	I listen actively and ask questions when called upon.	I listen actively and ask questions when the topic is of direct interest to me.	I do not ask questions even if the topic is of interest to me.

Sample Enablers:

sp,cm	Effectively lead a group discussion
cm,oc	Participate in a POA committee
rd,cm,t	Research a current agricultural topic
oc	Understand group dynamics
sp,rd	Present a Food For America Program
sp,cm,oc	Participate in District/Area FFA Contests

Sample Assessments:

	Effectively lead a 15 minute discussion on an agricultural topic
	Conduct an informative discussion with 4th graders as a part of the Food For America program

Standard: AG II - 10.5 The student will demonstrate skills in ag mechanics through small group work in project construction.

Rubric:	Advanced	Proficient	Partially Proficient	Novice
	I always stay on task and take whatever role is needed to help the group do well.	I always stay on task and take whatever role is needed to help the group do well.	I stay on task but require direction in taking a role in the group.	I seldom stay on task.
	I participate without being asked and encourage others to participate. My product meets all of the expectations of a high quality product.	I participate without being asked. My product meets all of the expectations of a high quality product after minor revision.	I usually participate without being asked. My product meets all of the expectations of a high quality product after several attempts.	I requ