FFA PFFA PROFICIENCIESROFICIENCIES ANDANDRR BBRRECORDECORD BBOOKOOK

OROR ISIS ITIT

FFA RFFA RECORDECORD BBOOKOOK ANDANDPPROFICIENCIESROFICIENCIES?PPROFICIENCIESROFICIENCIES?

Teaching these important skills and finding the time to teach them, easy i h ?right?

HHOWOW TOTO TEACHTEACH THETHE RRECORDECORD BBOOKOOK ININTHETHE CLASSROOMCLASSROOM::

WebsiteWebsiteFour books with the pages arranged.

Hand record book, one page at a timeHand record book, one page at a timePrint out different type of record booksPrint out different type of record books

EntrepreneurPlacementPlacementAgri-scienceExploratory

Overall the book is large and complex, anything Overall the book is large and complex, anything we can do to simplify will help the students not we can do to simplify will help the students not feel overwhelmed feel overwhelmed feel overwhelmed. feel overwhelmed.

HHOWOW DODO YOUYOU TEACHTEACH ITIT??HHOWOW DODO YOUYOU TEACHTEACH ITIT??Group List:Group List:pp

Made an instruction manual using the side Made an instruction manual using the side comments in the record bookcomments in the record bookMade up story problems that a group puts together Made up story problems that a group puts together Made up story problems that a group puts together Made up story problems that a group puts together before they actually start their ownbefore they actually start their ownTaped example record books on the back counter for Taped example record books on the back counter for t d t t f tt d t t f tstudents to refer tostudents to refer to

FFA RECORD BOOKFFA RECORD BOOKFFA RECORD BOOKFFA RECORD BOOKRecord Book must be completed before Record Book must be completed before you attempt any financial information on the proficiencies.

The nice thing about the record book is the financial sheets match the proficiencies financial sheets.

PPROFICIENCIESROFICIENCIESPPROFICIENCIESROFICIENCIESFirst, have the student fill out the essay First, have the student fill out the essay questions on pages two and three.

Some questions are the same in both.Some questions are the same in both.qqThey need to answer every question for each essay question.

Some questions actually have two or three.Some questions actually have two or three.We prefer them to do it in order!We prefer them to do it in order!

We use the internet as a resource so the students can read examples of each essay.

l hiffwww.lehiffa.org

PPROFICIENCIESROFICIENCIESPPROFICIENCIESROFICIENCIESFILL IN THE SPACE!FILL IN THE SPACE!FILL IN THE SPACE!FILL IN THE SPACE!

Arial 10pt Font. Arial 10pt Font. If the essays are done correctly you will feel that you do not have enough room to answer each question!

GrammarGrammarGrammarGrammarUsing correct terms used in the Prof. area.Complete Sentences no run-ons!Complete Sentences, no run ons!Use English teachers, Ag teachers or other adults to proof read.

PPROFICIENCIESROFICIENCIESPPROFICIENCIESROFICIENCIESGrammarGrammarGrammarGrammar

Spell out acronymsDo not use “WeWe”. Should be “II”, it is the ,student’s SAE, not a group’s!Should be written in “First person” and in

past tenseMake sure that the wording is in the same tensetenseCan cut and paste into Word to spell check

Just be sure check font when you paste it back in

PPROFICIENCIESROFICIENCIESPPROFICIENCIESROFICIENCIESEssaysEssays:EssaysEssays:

Having the students fill out the essay, printing it off and sending it to state p g o a se g o s a e will not help them place high.They need to treat it like a English y gproject, first a rough draft, second draft, and final draft. Read, Read and Re-Read.

PPROFICIENCIESROFICIENCIESPPROFICIENCIESROFICIENCIESPerformance ReviewPerformance Review:

Briefly describe your SAE as it is related to this proficiency area. Describe how you started in this proficiency area What started in this proficiency area. What interested and motivated you to begin?

Be SpecificA h i i dAnswer the questions in order.Do not include childhood memories and how you got started. Begin it in the ninth grade. “How did you start the actual SAE project?”Leave out the fluff! Utilize the space.

PPROFICIENCIESROFICIENCIESPPROFICIENCIESROFICIENCIESWhen you were planning your supervised agricultural experience in this proficiency area, what 2 or 3 goals and objectives did you plan to achieve at this point in your development?

Smart GoalsSmart GoalsSpecificMeasurableAttainableRealisticReached in a specific timeReached in a specific timeUse threeUse the verbiage…My first goal, my second goal, goal 1 l 2 l h 1, goal 2, goal three, etc…Space between each goal.

PPROFICIENCIESROFICIENCIESPPROFICIENCIESROFICIENCIESDescribe any special advantages or disadvantages that had a major impact on your achievements in your supervised agricultural experience program.

Must include bothMust include bothAdvantage and Disadvantage

Like to see at least three or more.Like to see at least three or more.B S ifiB S ifiBe SpecificBe Specific

Advantagei.e. My family owns a farm and I can rent the

i t equipment. Disadvantage

i.e. I live 20 miles from my employer.

PPROFICIENCIESROFICIENCIESPPROFICIENCIESROFICIENCIESEntrEntr - Explain how resources such as livestock, land, buildings,

equipment, machinery, supplies and labor are obtained and utilized in this proficiency area.PlacePlace - Briefly describe your placement in this proficiency area. (Include a description of the business/ farm working conditions size (Include a description of the business/ farm, working conditions, size, number of employees, type of facilities, equipment available, etc.)

Specific Specific Describe the number of:Describe the number of:Describe the number of:Describe the number of:

AcresAnimalsEmployeesEmployeesEtc…

Describe EquipmentDescribe EquipmentWhat products are produced?What products are produced?What products are produced?What products are produced?At least answer what is in the questionAt least answer what is in the question

PPROFICIENCIESROFICIENCIESPPROFICIENCIESROFICIENCIESEntr - Describe your marketing and/or merchandising plans for this proficiency award area.

Layout a short summary of a business planCreativityyWell thought out ways of:

MarketingMerchandising g

Place - How has your position description and/or responsibilities changed during the time of your placement?

Show progression in you responsibilitiesBe descriptive

PPROFICIENCIESROFICIENCIESPPROFICIENCIESROFICIENCIES1. Describe your level of achievement and progress y p g

towards your goals (such as skills, scope, etc.) in this award area as related to the goals and objectives described on page 2, question 2.

Must coincide with question A2 on page 2 of application.Must coincide with question A2 on page 2 of application.Should describe what is asked;Should describe what is asked;Should describe what is asked;Should describe what is asked;

Skills, scope, etc..U h bi M fi l d l l 1 Use the verbiage…My first goal, my second goal, goal 1, goal 2, goal 3, etc… (easier to followeasier to follow).Answer in same order as written out in question A2.

PPROFICIENCIESROFICIENCIESPPROFICIENCIESROFICIENCIES2. Describe the personal goals, educational goals, and

career goals you would like to achieve in the next ten years.

Should describe what is asked;Should describe what is asked;Do not include LDS mission for boys.Do not talk about things that are expected;

Marriage, family, kids, etc…Marriage, family, kids, etc…Must include each point; (personal educational personal educational Must include each point; (personal, educational, personal, educational, careercareer).Student must include something about SAE area i h i f lin their future goals.

ENTR ENTR PROFICIENCIESPROFICIENCIESENTR. ENTR. -- PROFICIENCIESPROFICIENCIESD. Skills, Competencies, and Knowledge

(List your BEST 10) 1. List the major skills, competencies and knowledge (e.g.

marketing safety personal skills development) that best marketing, safety, personal skills development) that best describe what you gained technically and personally from this proficiency area. How do you think these skills, competencies, and knowledge contributed to your success in competencies, and knowledge contributed to your success in this award area?

Before they begin, have the student write down a list of skills and competencies they are proficient at. p y pAfter, the list is created, as a teacher help the student select the best 10.Make sure the contribution to success section, describes how each skills helps them succeed at their SAE project.

PLACE PLACE PROFICIENCIESPROFICIENCIESPLACE PLACE -- PROFICIENCIESPROFICIENCIESII. Scope, Income and Expense Summary for :

Placement and Research Experimentation Type Supervised Agricultural Experience Program.

Major Job Title Type of Work and/or Activities CompletedMajor Job Title Type of Work and/or Activities CompletedMajor Job Title. Type of Work and/or Activities Completed.Major Job Title. Type of Work and/or Activities Completed.

Must show progression in number of hours each year and/or in job titles and/or positions.Titl f ibiliti t l t t SAE Titles of responsibilities must relate to SAE area.i.e.

EENTREPRENEURNTREPRENEUREENTREPRENEURNTREPRENEUR

Don’t forget Quantity

Page 25

Page 6a & 6b

of Application

If enterprise is animals or products. The size of the enterprise should include every animal or product that was produced the entire year. It is not an inventory of the time of application.

Page 6a & 6bPage 19

PPLACEMENTLACEMENTPPLACEMENTLACEMENT

Page 5 of Application

Don’t forget Beginning and Ending

Page 26 in Record Book

Page 5 of Placement Prof.

EENTREPRENEURNTREPRENEUREENTREPRENEURNTREPRENEUR

Page 7

Have to add dollar amount Related to Proficiency Area.

Page 7 of Application

Efficiencies Attained:Must be able to measure them.Must have a minimum of three. Good to put years and level of achievements for that year.

i.e. 2005, 45%, 2007, 65%, 2008 60%2005, 45%, 2007, 65%, 2008 60%S f Specific, not ambiguous

Decrease death loss of birds in first 6 weeksDecrease death loss of birds in first 6 weeks.Level of Achievement must be represented by a specific numbernumber,

Percent or decimal pointPercent or decimal pointi.e. 90% or 5.490% or 5.4

Page 24

Page 8 of Application

PPLACEMENTLACEMENTPPLACEMENTLACEMENT

PLACE PLACE PROFICIENCIESPROFICIENCIESPLACE PLACE -- PROFICIENCIESPROFICIENCIESSkills (pp. 6Skills (pp. 6--7):7):(pp(pp ))

List Top Six Skills: Students have more than six skills. Have the student choose the top six, they are very knowledgeable about.

Description of Skills:Make sure they describe how skills our valuable to their SAE project success.Fill the box

Hours:Do not have to add up to total hours on page 4 of application. Hours only add up to the 6 skills, not their whole work schedule. If so, they have only mastered six skills throughout their SAE project.throughout their SAE project.Cannot go over hours on page 4 of application.

PLACE PLACE PROFICIENCIESPROFICIENCIESPLACE PLACE -- PROFICIENCIESPROFICIENCIESActivities (pp.8):Activities (pp.8):(pp )(pp )

List Top 3 Activities:The activities are the umbrella of all the skills.Broad

Description of Activities:Make sure they describe how the activities our valuable to h i SA j their SAE project success.

Fill the box

HHours:Do not have to add up to total hours on page 4 of application. Hours only add up to the 3 activities performed.Hours only add up to the 3 activities performed.Cannot go over hours on page 4 of application.

RRÉSUMÉÉSUMÉRRÉSUMÉÉSUMÉResume is an easy task.We have made a generic resume with all We have made a generic resume with all categories that students can get off our website and use as a template.Make sure all categories are filled in on resume.

LETTER OF RECOMMENDATIONLETTER OF RECOMMENDATIONShould be on letter headShould be on letter head.Instructor’s letters should be well written and should be a page long with important facts about the student and their success in their SAE.

PROFICIENCY PHOTOSPROFICIENCY PHOTOSPROFICIENCY PHOTOSPROFICIENCY PHOTOSPhotographsPhotographs:

Do not describe what is happening in the photo.Pictures should be scanned in and printed on quality photo paper.Pictures must demonstrate students top 6 skills and/or 3 activities.Write-up should explain why, what is happening in the photo i t ib ti t th f th SAEis contributing to the success of the SAE.Pictures should show the student completing the activity. (must see students facemust see students face).Make sure you take pictures all season longMake sure you take pictures all season long.

Personal PagePersonal Page:Must be related to SAE project.Sh ld t h i t f tli t tShould not have pictures of wrestling, soccer, sports, etc..

HELPING POINTERSHELPING POINTERSHELPING POINTERSHELPING POINTERSBefore you submit applications to area contest, y pp ,look over the proficiency with the rubric.Have other students or teachers look over it with th b ithe rubric.Read the checklist thoroughly and actually check in the application, to see if it has been completed.in the application, to see if it has been completed.Utilize other faculty members to read through the essay and grade the application with the

b irubric.

TEACHING THE CONCEPTTEACHING THE CONCEPT