PUBLISHER:
SUBJECT:
SPECIFIC GRADE:
COURSE:
TITLE:
COPYRIGHT DATE:
SE ISBN:
TE ISBN:
Yes
R-E-S-P-O-N-S-E
No N/A
20010-2015
Agribusiness Management
Grade 10-12
CRITERIA
I. INTER-ETHNIC
The instructional material meets the requirements of inter-ethnic: concepts, content and illustrations, as set by West
Virginia Board of Education Policy (Adopted
December 1970).
II. EQUAL OPPORTUNITY
The instructional material meets the requirements of equal opportunity: concept, content, illustration, heritage, roles contributions, experiences and achievements of males and females in American and other cultures, as set by West Virginia Board of
Education Policy (Adopted May 1975).
NOTES

INSTRUCTIONAL MATERIALS ADOPTION: 21 st CENTURY LEARNING EVALUATION CRITERIA
20010-2015
Agribusiness Management
Grade 10-12
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
I=In-depth A=Adequate
(IMR Committee) Responses
M=Minimal N=Nonexistent
I A M
In addition to alignment of Content Standards and Objectives (CSOs), materials must also clearly connect to
N
Learning for the 21 st Century which includes opportunities for students to develop
A.
B.
Learning Skills

Thinking and Problem-Solving Skills.

Information and Communication Skills.

Interpersonal and Self-Direction Skills and use these 21 Century Tools
21 st Century Tools

Problem-solving tools (such as spreadsheets, decision support, design tools)

Communication, information processing and research tools (such as word processing, e-mail, groupware, presentation, Web development, Internet search tools)

Personal development and productivity tools (such as e-learning, time management/calendar, collaboration tools)

INSTRUCTIONAL MATERIALS ADOPTION: 21 st Century Learning EVALUATION CRITERIA
The general evaluation criteria apply to each grade level and are to be evaluated for each grade level unless otherwise specified. These criteria consist of information critical to the development of all grade levels. In reading the general evaluation criteria and subsequent specific grade level criteria, e.g. means
“examples of” and i.e. means that “each of” those items must be addressed. Eighty percent of the combined general and specific criteria must be met with I
(In-depth) or A (Adequate) in order to be recommended.
20010-2015
Agribusiness Management
Grade 10-12
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
I=In-depth A=Adequate
(IMR Committee) Responses
M=Minimal N=Nonexistent
I A M
For student mastery of content standards and objectives, the instructional materials will provide students with the opportunity to
N
4. Multimedia
1. offer appropriate multimedia (e.g., software, audio, visual, internet access) materials.
2. provide a website which provides links to relevant sites as well as lesson plans, student activities and parent resources.
3. integrate technology into the curriculum.

B. Scientifically-Based Research Strategies
1. provide explicit instructional strategies to present varied teaching models including but not limited to webbing, mapping, Venn diagrams and inverted pyramids.
2. promote writing skills and study techniques .
3. present varied teaching models with emphasis on differentiated instruction in content, process, and product.
C. Critical Thinking
1. emphasize questioning models to promote higher order thinking skills based on Bloom’s Taxonomy.
2. promote student-generated responses.
D. Life Skills
1. address life skills (e.g., health related concepts, goal setting, application to career oriented goals, reference tools, and researching).
2. address habits of mind activities (e.g., literacy skills, interpersonal communications, problem solving, and self-directional skills).

E. Classroom Management
1. include opportunities for large group, small group, and independent learning.
2. provide classroom management suggestions.
3. provide suggestions for differentiated instruction (e.g., practice activities, learning stations, assessment, lesson plans).
F. Instructional Materials
1. address varied learning styles and multiple intelligences of students by including models.
2. provide extensive and varied opportunities to practice skills.
3. provide intervention, practice, and enrichment materials.
4. continue skill or strategy instruction across several instructional sessions to expand the applicability and utility of the skill or strategy.
5. connect previously taught skills and strategies with new content and text.
6. cumulatively build a repertoire of multiple strategies that are introduced, applied, and integrated throughout the course of study.

G. Assessment
1. provide opportunities for assessment based on performance-based measures, open-ended questioning, portfolio evaluation, rubrics, and multimedia simulations.
2. provide on-going progress monitoring.
3. provide rubric-based differentiated assessment.

INSTRUCTIONAL MATERIALS ADOPTION: CONTENT SPECIFIC EVALUATION CRITERIA
Agribusiness Management
Grade 10-12
Agribusiness management is for students who seek further agriculture, business, advancement, and management techniques that will enable them to become successful in owning and operating a business. Topics covered include business organizational structures, legal and financial aspects of agripreneurship, and marketing. Safety instruction is integrated into all activities. Teachers should provide each student with real world learning opportunities and instruction related to selection, development, and maintenance of individual Supervised Agricultural Experience (SAE) programs.
Students are encouraged to become active members of FFA, the national youth organization for those enrolled in agricultural education. FFA is an integral component of the program and provides curricular opportunities that enhance student achievement. Teachers should utilize relevant FFA activities to support experiential learning.
The West Virginia Standards for 21 st Century Learning include the following components: 21 st Century Content
Standards and 21 st Century Learning Skills and Technology Tools. All West Virginia teachers are responsible for classroom instruction that integrates learning skills, technology tools, and content standards and objectives.
Standard 1: Nature of Agribusiness Management
Students will:

demonstrate an understanding of the scope of the food and fiber industry.

demonstrate the ability to use the inquiry process to solve problems associated with agribusiness management..
Standard 2: Establishing and Managing an Agribusiness
Students will:

demonstrate knowledge, understanding, and applications of facts, concepts, principles, theories, and models as delineated in the objectives.

relate the principles contained in the sciences, economics, mathematics, and language arts to agribusiness management.

Standard 3: Financial and Legal Aspects of Agribusiness Management
Students will:

apply the principles of the sciences, economics, mathematics, and language arts to agribusiness management.

analyze information and situations to select the best means of performing tasks associated with agribusiness management.

demonstrate an ability to utilize technology to perform tasks associated with studies in agriculture and natural resources.

evaluate agricultural commodities and processes and defend decisions related to such.

engage in work-based learning through Supervised Agricultural Experience (SAE) programs. s.
Standard 4: Participation in the student organization
Students will participate in a local student organization.
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
I=In-depth A=Adequate
(IMR Committee) Responses
M=Minimal N=Nonexistent
I A M N
A. Nature of Agribusiness Management
1. explore components, trends, and opportunities in the agriculture industry.
2. identify agribusiness organizational structures.

3. define entrepreneurship and summarize advantages and disadvantages of being self-employed.
4. identify personal characteristics of successful agripreneurs.
5. develop leadership skills related to the agriculture industry.
B. Establishing and Managing an Agribusiness
1. identify and complete the components of a business plan.
2. assess methods of financial planning and management.
3. develop budgets.
4. prepare a cash flow statement for a proposed agribusiness.

5. identify sources of technical assistance in establishing and maintaining a successful business.
6. explain risk management.
7. discuss food customs of major world populations and the impact on global and local demands.
8. identify fees, commissions, taxes, regulations, etc. related to marketing agriculture commodities.
9. examine characteristics of “value added” products and niche markets.
10. analyze the strategies and procedures for marketing agriculture commodities.
11. identify sources of information in using marketing research.
12. choose appropriate methods of advertising.
13. prepare sales literature and advertisements.

14. demonstrate successful marketing techniques.
C. Financial and Legal Aspects of Agribusiness Management
1. identify legal requirements and common laws and legal documentation of a successful business operation.
2. maintain business documents and records.
3. use financial documentation to calculate efficiency.
4. prepare a tax return.
5. review human resource needs affecting an agribusiness.
6. describe liability and negligence laws.
7. describe health and safety regulations.

8. interview someone employed in an agribusiness.
9. list components of applications, resumes, references, letters of applications, and interview structure.
10. prepare a resume and letter of application.
11. compose SAE portfolios.