PUBLISHER:
SUBJECT:
SPECIFIC GRADE:
COURSE:
TITLE:
COPYRIGHT DATE:
SE ISBN:
TE ISBN:
GENERIC EVALUATION CRITERIA
20010-2015
Agricultural Cooperative Education
Grade 9-12
Yes
R-E-S-P-O-N-S-E
No
N/A
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: 21st CENTURY LEARNING EVALUATION CRITERIA
20010-2015
Agricultural Cooperative Education
Grade 9-12
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
(IMR Committee) Responses
I=In-depth
A=Adequate
M=Minimal
N=Nonexistent
I
A
M
In addition to alignment of Content Standards and Objectives (CSOs), materials must also clearly connect to
Learning for the 21st Century which includes opportunities for students to develop
A.
Learning Skills
 Thinking and Problem-Solving Skills.
 Information and Communication Skills.
 Interpersonal and Self-Direction Skills and use these 21 Century Tools
B.
21st 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)
N
INSTRUCTIONAL MATERIALS ADOPTION: 21st 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
Agricultural Cooperative Education
Grade 9-12
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
(IMR Committee) Responses
I=In-depth
A=Adequate
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
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.
N
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
Agricultural Cooperative Education
Grade 9-12
Students enrolled in agricultural education courses have the unique opportunity for experiential and contextual
learning on a grand scale. Students may select and participate in appropriate agricultural enterprises which provide
opportunity to acquire skills, earn money, and develop responsibility while also earning high school credit. This course is
designed for seniors in agricultural education classes who are in their third or fourth year with satisfactory grades. Students
will be placed in an agricultural occupation and will receive wages, credits toward graduation, and school-release time of a
maximum of three hours per day. Students who wish to enroll will need approval from program coordinator. An attendance
contract will be required. The contract will be signed by the student, parent/guardian, administrator, and program
coordinator. Safety instruction is integrated into all activities. This course will give students experience in a potential
agricultural career. 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 21st Century Learning include the following components: 21 st Century Content
Standards and 21st 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: Developing a Supervised Agricultural Experience (SAE) Program
Students will identify and investigate appropriate enterprises for Supervised Agricultural Experience (SAE) programs occurring
in cooperative education arrangements.
Standard 2: Being Safe and Successful in an Agricultural Cooperative Education Placement Experience
Students will develop skills necessary for successful employment experiences.
Standard 3: Relating Agricultural Cooperative Education Experiences to Career Awareness and Employment
Students will summarize and evaluate progress in individual SAEs and prepare documents for employment.
Standard 4: Participation in the student organization
Students will participate in a local student organization.
(Vendor/Publisher)
SPECIFIC LOCATION OF
CONTENT WITHIN PRODUCT
(IMR Committee) Responses
I=In-depth
A=Adequate
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
A. Developing a Supervised Agricultural Experience (SAE) Program
1. define and explain the meaning and purpose of SAE
programs.
2. define and explain the meaning and purpose of SAE
programs.
3. examine the teacher’s role in the student’s SAE program.
N
4. demonstrate an understanding of school and department
policies affecting school-release work experiences.
5. illustrate the relationship between SAE and FFA.
6. complete a personal interest and resource inventory to
identify potential enterprises and placement sites for their
individualized programs.
7. work with the teacher and employers to develop individual
training plans listing competencies to be learned through
the agricultural cooperative education placement.
8. demonstrate an understanding of the evaluation process
to be used by the teacher and employers.
9. explore and become engaged in appropriate agricultural
enterprises.
B. Being Safe and Successful in an Agricultural Cooperative Education Placement
Experience
1. demonstrate job-site ethics.
2. describe appropriate dress, etiquette, and health habits.
3. use time effectively.
4. demonstrate a courteous attitude to customers,
employers, and fellow employees.
5. display willingness to learn new techniques and follow
directions.
6. demonstrate decision-making skills.
7. monitor the safety of the working environment.
8. explain procedures for reporting safety violations.
9. identify the location of first aid kits, emergency phone
numbers, and exits.
10. demonstrate the safe use of equipment.
11. explain the types of records utilized in agricultural
enterprises.
12. describe the importance of a business agreement in SAE
records.
13. complete and demonstrate the use of net worth
statements, inventories, placement hours and skill
records, income and expense logs, and other pertinent
financial records.
14. acquire supporting documentation of their individual
agricultural experience programs.
15. maintain complete and accurate records for individual
SAEs.
C. Relating Agricultural Cooperative Education Experiences to Career Awareness and
Employment
1. summarize financial records to determine net income from
the SAE.
2. calculate efficiency factors related to individual SAEs.
3. explore opportunities for SAE expansion and/or
improvement.
4. develop a portfolio of substantiating completion of the
SAE.
5. complete a job application and create a letter of
application.
6. participate in a job interview.
7. research and examine career opportunities related to
individual SAEs.
8. identify methods of locating employment opportunities.