SAE Student Success Story #22 - Indiana

SAE is one of the most unique educational tools at our disposal as agriscience educators. SAEs have long standing impact on the lives of students. SAEs are not optional.

Story #21 – Indiana

A student of mine from a very low-income family started by enjoying houseplants his family was given.  He continued working with plants and began his SAE by mowing lawns and tilling gardens for others in the community as well as starting his own garden for his family.  By his junior year, he was hired by the local garden center and worked there utilizing and expanding on his plant science knowledge. This student averaged Cs in school and despised English class, but was motivated to win his proficiency area.  With his creativity and knowledge (and a little encouragement and about 10 revisions of his award app!) he completed his proficiency award application and placed first at the district and state level.  He was so proud, as was his FFA advisors and school administrators.  While college remained out of his financial capability, he went on to work in the Horticulture Department at the Toledo Zoo.

Submitting Teacher: Ms. Mariah Roberts

Four (13-16) of Sixteen SAE Best Practices (The Council, 2012)

13.  Program is supervised year-round

·         A year-round program requires 12-month employment of the teacher

·         The teacher, parents, administrators, employers, alumni and mentors can be involved in supervising experience programs

14.  Parents are informed and supportive of student involvement

·         Parents must be engaged, involved, informed

15.  Students invest time, energy and/or money

·         Students need to take ownership of experience

·         Students should invest in their learning

16.  Student programs are recognized

·         Recognition system necessary

·         Recognition should match purpose of SAE; currently awards drive program

In the month of November, You have read 22 different student SAE success stories from 10 states over the month of November. It is on a small sliver of the thousands of student lives impacted every year from well supervised programs. You have been reminded of 16 Theorems on SAE by Dr. Moore and reviewed 16 best practices of SAE by the Council.

You can do this. I look forward to sharing your “Student SAE Success Stories” in future years.

SAE Student Success Story #21 - Pennsylvania

SAE is one of the most unique educational tools at our disposal as agriscience educators. SAEs have long standing impact on the lives of students. SAEs are not optional.

Story #21 – Pennsylvania

We had a student who lived on a small farm with horses, but had absolutely no interest in horses being his SAE project.  We directed him towards Agriscience (which is out go-to around here).  The next thing that we knew, he was at Penn State working with a professor in the Meats Lab working on a meat tenderizing experiment.  He went onto to win Best of Show at the Farm Show that year.  He participated in the National Agriscience Fair 3 times, was named the State Star in Agriscience last year and now is at the University of Maine majoring in Wildlife Veterinary Sciences. 

Submitting Teacher: Ms. Krista Pontius

Four (9-12) of Sixteen SAE Best Practices (The Council, 2012)

9.      Programs differ between students studying in agriculture and those studying about agriculture

·         Career exploration for students studying about agriculture

·         Experience and instruction in agriculture for those studying in agriculture

10.  Instructor prepared for and supportive of experience programs

·         Teachers define SAE that is appropriate for school and community

·         Teachers must be adequately prepared to teach the SAE component of the agriscience program

11.  Approved by school administration

·         SAE programs must be ethical/legal/within school policy

·         Administration should be involved in local decisions regarding SAE policies

12.  Supported by program advisory committee

·         Industry board/feedback should help guide standards

·         Local business/industry should be involved in local decisions regarding SAE

You are a developing positive agent of change who will one day help students explore and grow into their unlimited potential through agricultural education!

SAE Student Success Story #20 - Pennsylvania

SAE is one of the most unique educational tools at our disposal as agriscience educators. SAEs have long standing impact on the lives of students. SAEs are not optional.

Story #20 – Pennsylvania

A male freshman student takes on a SAE project dealing with the work involved with an excavation business.  Continues with his SAE throughout his high school career.  Participates in a work release experience during his senior year of high school.  Graduates from high school and becomes part owner of this excavation business and is a member of the Central Columbia Ag Advisory Council. 

Submitting Teacher: Mr. Doug Brown

Four (5-8) of Sixteen SAE Best Practices (The Council, 2012)

5.      Evidence of skill/competency/knowledge/expertise development

·         Should measure student skill learning and development

·         Develop knowledge/skills that relate to content standards, including technical as well as business skills

6.      Related to state-approved agricultural content standards

·         Teachers must determine and maintain standards where no state standards exist

·         Should be connected to agriculture content standards and career clusters

7.      A part of the curriculum, extending beyond classroom and laboratory instruction

·         SAE is application of what’s taught in class – extension of the classroom

·         Should be supported by curriculum/instruction

8.      Required of all students

·         100% student participation in experiential learning program and recordkeeping

·         Experience program part of instructional program and therefore must be graded

You are a developing positive agent of change who will one day help students explore and grow into their unlimited potential through agricultural education!

SAE Success Story #19 - Iowa

SAE is one of the most unique educational tools at our disposal as agriscience educators. SAEs have long standing impact on the lives of students. SAEs are not optional.

Story #19– Iowa

This summer I used my personal equine business at home to allow five young women to ride/show horses for the first time in their lives - in exchange for a few hours a week doing chores and work on the farm, they got to "use" horses and equipment.  Boy, did they have a good time and learned a whole lot, too.  A former student of mine did something similar with a sheep project, so we had 8 "town" kids that showed at the county fair this year who'd never shown an animal before.  Both projects look to expand next summer as there are quite a few more students interested. 

Submitting Teacher: Ms. Melanie Bloom

Four (1-4) of Sixteen SAE Best Practices (The Council, 2012)

1.      Viewed as a program, not a project

·         SAE should be a year-round, continuous program

·         The program should emphasize ongoing and advancing/additional skills

2.      Planned, with learning objectives and agreements among parties involved

·         Must be planned in conjunction with parents, teacher, administration, employers

·         Must be based on student’s career interest in agriculture; goal is student learning not winning FFA awards

3.      Records/ portfolio of experiences are kept by student and teacher and are part of instruction and evaluation

·         Student records are essential and are used to document and record experiences (skills developed and knowledge gained) and include supervision summaries

4.      Shows evidence of growth in size and scope

·         Program should be progressive in size and scope (skills, financial involvement)

·         Evidence should be outcome based, not just financial based

You are a developing positive agent of change who will one day help students explore and grow into their unlimited potential through agricultural education!