Progress 01/01/24 to 12/31/24
Outputs
Target Audience:In Year 4 of the project two professional development workshops for agricultural educators in Iowa covering best practices to teach record keeping and other foundational skills to best implement SAEs for All were conducted. TARGET AUDIENCE: 22 teachers were in-serviced as part of COHORT #4. Learning Sessions were during the Iowa Agriculture Educators conference in June and a follow up training was conducted in November during the FFA leadership conference. Both in-service trainings were conducted at the FFA Enrichment Center on the campus of DMACC (Community College) in Ankeny, Iowa. The anticipated project audience is the 319 agricultural education instructors in Iowa and their roughly 21,000 students. The professional development workshops would allow for an initial training in the fall of the year and a follow up training the next summer. Over the four-year project we will train four cohorts (50 each) of educators to impact as many as 200 of the total agricultural education group The professional development workshops gave priority to early career teachers (with one to five years of experience). The project will impact as many of the total teach group as possible throughout the life of the project. All of the resources developed will be available to all agricultural teachers upon conclusion of the training cohorts. EFFORTS: Lessons and curricula to best teach recordkeeping, financial literacy, and agricultural business basic skills were developed. This material is being used to create an immersive learning experience for agricultural education instructors teaching grades 6-12. During the 15 hours of in-service instructors were able to develop strategies to implement the 10 days of curriculum into their current programs. The Iowa Council on Agricultural Education (ICAE) received regular reports and presentations at each of the five meetings throughout the calendar year. The ICAE serves as the Iowa Department of Education agricultural education program management committee and data from this project is used to inform decision making regarding professional development of agricultural education instructions. Project participants received a one-year subscription to The AET - which is the system to help agriculture education students use standard business practices, track the diversity of SAE projects, help teachers supervise SAEs, coordinate teachers and students to collaborate in managing the agricultural program, and collect information teachers can share with their stakeholders to grow the value of agricultural education. This allows them to become comfortable with the computer system. Changes/Problems:No major changes. We are seeking a no cost extension. What opportunities for training and professional development has the project provided?159 agricultural educators have participated in the professional development model thus far with aims of training 200 teachers by the end of 2024. We did end up slightly behind our goal of 200 teachers, but intend to offer an opportunity for teachers to complete the training virtually to provide more accessibility. The purpose of this project is to train secondary agricultural education instructors in how to best teach foundational skills like record keeping, personal finance, and agricultural business to be applied with their supervised agricultural experience (SAE) programs. We have created a 5 unit, 10-day curriculum that has been delivered in 4 cohorts to 159 teachers of agricultural education at the secondary level. This work is imperative to creating students who understand financial literacy, record keeping and have in operation a supervised agricultural experience (SAE) project. We hope to reach the latent part of the agriculture teachers in the state in the upcoming cohort to reach more students. How have the results been disseminated to communities of interest?Four workshops at the National Association of Agricultural Educators (NAAE) were presented with more than 110 guests present. Other states have an interest in the curriculum and National FFA is also interested in distributing the curriculum and it has been made available to them. Once the grant concludes, the curriculum can be offered to all interested parties and promoted from other partnering organizations and teacher education institutions. We have disseminated the v2 curriculum to AAAE list-serve of 2200 members for use with Teacher Preparation programs. What do you plan to do during the next reporting period to accomplish the goals?We will host a state-wide professional development if a no-cost extension is granted which will impact in-service teachers statewide and enhance their knowledge further on SAE for All. This will be the culminating event of the project for the grant project.
Impacts
What was accomplished under these goals?
The purpose of this project is to train secondary agricultural education instructors in how to best teach foundational skills like record keeping, personal finance, and agricultural business to be applied with their supervised agricultural experience (SAE) programs. Over 70% of our current teaching cohort has less than 10 years of experience. This brings challenges and opportunities. This project allows us to address the "SAE For ALL" update from National FFA and the Council for Agricultural Education. Creating the pathway for all students to gain career guidance and experiential learning in the School-Based Agricultural Education (SBAE) model will be key in achieving the ALL IN FOR AG ED 2029 Vision for Iowa Agricultural Educators. We have created a 5 unit, 10-day curriculum that has been delivered in 4 cohorts to 159 teachers of agricultural education at the secondary level. This work is imperative to creating students who understand financial literacy, record keeping and have in operation a supervised agricultural experience (SAE) project. We hope to reach the latent part of the agriculture teachers in the state in the upcoming cohort to reach more students. Major activities completed / experiments conducted; Held two cohort training sessions in 2021, 2022 and 2023 with 137 teachers participating. Beginning and ending exit surveys were conducted to provide feedback and data for each cohort. Curriculum was developed in 2021 and re-worked in 2022 to make minor changes from teacher feedback. Version 2 was disseminated starting in December of 2023 to a wider audience than just Iowa Teachers. National FFA SAE for ALL program leaders, Iowa Teacher Preparation programs, NAAE workshop participants, and 2200 AAAE educators across the country. In 2023, due to updates additional upgrades to the curriculum occurred. Data collected; and 159 teachers in-serviced; 10 days of curriculum created Summary statistics and discussion of results: AET Summary 2022 2023 2024 Cash/Market Sale $ 3,111,588 $ 1,994,801 $1,715,544 Paid Work Income $ 5,647,500 $ 4,253,366 $6,769,397 Total Cash Income $ 4,251,933 $ 2,513,238 $2,153,683 Hours Spent 718,971 730,926 739,645 Wage/Placement Earnings: $ 5,517,841 $ 4,102,135 $6,769,645 Total Assets $ 29,110,613 $ 25,269,116 $30,342,175 Total Number of Journal Entries 98,581 100,685 126,653 Number of Student Logons: 99,764 108,856 111,580 Total Community Economic Impact $ 10,349,465 $ 7,500,040 $12,108,222 Number of Teacher Logons: 16,911 22,758 23,028 We continue to see improvement in student logins, teacher logins and other metrics that suggest that more students are using the AET to document their Supervised Agricultural Experiences electronically.
Publications
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Progress 01/01/23 to 12/31/23
Outputs
Target Audience:In Year 3 of the project two professional development workshops for agricultural educators in Iowa covering best practices to teach record keeping and other foundational skills to best implement SAEs for All were conducted. TARGET AUDIENCE: 43 teachers were in-serviced as part of COHORT #3. Learning Sessions were during the Iowa Agriculture Educators conference in June and a follow up training was conducted in November during the FFA leadership conference. Both in-service trainings were conducted at the FFA Enrichment Center on the campus of DMACC (Community College) in Ankeny, Iowa. The anticipated project audience is the 319 agricultural education instructors in Iowa and their roughly 21,000 students. The professional development workshops would allow for an initial training in the fall of the year and a follow up training the next summer. Over the four-year project we will train four cohorts (50 each) of educators to impact as many as 200 of the total agricultural education group The professional development workshops gave priority to early career teachers (with one to five years of experience). The project will impact as many of the total teach group as possible throughout the life of the project. All of the resources developed will be available to all agricultural teachers upon conclusion of the training cohorts. EFFORTS: Lessons and curricula to best teach recordkeeping, financial literacy, and agricultural business basic skills were developed. This material is being used to create an immersive learning experience for agricultural education instructors teaching grades 6-12. During the 15 hours of in-service instructors were able to develop strategies to implement the 10 days of curriculum into their current programs. The Iowa Council on Agricultural Education (ICAE) received regular reports and presentations at each of the five meetings throughout the calendar year. The ICAE serves as the Iowa Department of Education agricultural education program management committee and data from this project is used to inform decision making regarding professional development of agricultural education instructions. Project participants received a one-year subscription to The AET - which is the system to help agriculture education students use standard business practices, track the diversity of SAE projects, help teachers supervise SAEs, coordinate teachers and students to collaborate in managing the agricultural program, and collect information teachers can share with their stakeholders to grow the value of agricultural education. This allows them to become comfortable with the computer system. ? Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?137 agricultural educators have participated in the professional development model thus far with aims of training 200 teachers by the end of 2024. How have the results been disseminated to communities of interest?Three workshops at the National Association of Agricultural Educators (NAAE) were presented with more than 74 guests present. Other states have an interest in the curriculum and National FFA is also interested in distributing the curriculum and it has been made available to them. Once the grant concludes, the curriculum can be offered to all interested parties and promoted from other partnering organizations and teacher education institutions. We have disseminated the v2 curriculum to AAAE list-serve of 2200 members for use with Teacher Preparation programs. What do you plan to do during the next reporting period to accomplish the goals? We will host professional development workshops for a COHORT of teachers. This will include learning sessions as part of the Iowa Agriculture Educators conference in June and we will host a follow up training in November during the FFA leadership conference. The in-service trainings will be conducted at the FFA Enrichment Center on the campus of DMACC (Community College) in Ankeny, Iowa. We anticipate that 319 Iowa agricultural education instructors and roughly 20,000 students will attend. An initialprofessional development workshops will be held with a follow up training to ensure educators have the resources needed to implement. Over the grant project we aim to train Iowa educators to impact as many as 200 of the total agricultural education group. We are behind pace (137 out of possible 150), and are making plans to yield a more robust set of instructors and make positive connections to reinforce training. The lessons and curricula will continue to focus on teach and develop recordkeeping, financial literacy, and agricultural business basic skills. The curricula will continue to be used to create an immersive learning experience for agricultural education instructors teaching grades 6-12, where during the 15 hours of in-service instructors will develop strategies to implement the 10 days of curriculum into their current programs. Project participants will receive a one-year subscription to The AET, the system to help agriculture education students use standard business practices, track the diversity of SAE projects, help teachers supervise SAEs, coordinate teachers and students to collaborate in managing the agricultural program, and collect information teachers can share with their stakeholders to grow the value of agricultural education.
Impacts
What was accomplished under these goals?
The purpose of this project is to train secondary agricultural education instructors in how to best teach foundational skills like record keeping, personal finance, and agricultural business to be applied with their supervised agricultural experience (SAE) programs. We have created a 5 unit, 10-day curriculum that has been delivered in 3 cohorts to 137 teachers of agricultural education at the secondary level. This work is imperative to creating students who understand financial literacy, record keeping and have in operation a supervised agricultural experience (SAE) project. We hope to reach the latent part of the agriculture teachers in the state in the upcoming cohort to reach more students. Over 65% of our current teaching cohort has less than 10 years of experience. This brings challenges and opportunities. This project allows us to address the "SAE For ALL" update from National FFA and the Council for Agricultural Education. Creating the pathway for all student to gain career guidance and experiential learning in the School-Based Agricultural Education (SBAE) model will be key in achieving the ALL IN FOR AG ED 2029 Vision for Iowa Agricultural Educators. This work is imperative to creating students who understand financial literacy, record keeping and have in operation a supervised agricultural experience (SAE) project. We are reaching agriculture teachers in the state to train as they connect this work with more students. Held two cohort training sessions in 2021 and 2022 with 94 teachers participating. Beginning and ending exit surveys were conducted to provide feedback and data for each cohort. Curriculum was developed in 2021 and re-worked in 2022 to make minor changes from teacher feedback. Version 2 was disseminated starting in December of 2023 to a wider audience than just Iowa Teachers. National FFA SAE for ALL program leaders, Iowa Teacher Preparation programs, NAAE workshop participants, and 2200 AAAE educators across the country. 137 teachers In-serviced 10 days of curriculum created We continue to see improvement in student logins, teacher logins and other metrics that suggest that more students are using the AET to document their Supervised Agricultural Experiences electronically. AET Summary 2022 2023 Cash/Market Sale $ 3,111,588 $ 1,994,801 Paid Work Income $ 5,647,500 $ 4,253,366 Total Cash Income $ 4,251,933 $ 2,513,238 Gross Revenues $ 6,118,364 $ 3,748,172 Hours Spent 718,971 730,926 Number of Journal Entries 59,941 61,864 Wage/Placement Earnings: $ 5,517,841 $ 4,102,135 Total Assets $ 29,110,613 $ 25,269,116 Total Unpaid Hours 711,345 694,491 Total Number of Journal Entries 98,581 100,685 Average Financial Transaction Backdating - Number of Student Logons: 99,764 108,856 Total Community Economic Impact $ 10,349,465 $ 7,500,040 Number of Teacher Logons: 16,911 22,758
Publications
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Progress 01/01/22 to 12/31/22
Outputs
Target Audience:In Year 2 of the project two professional development workshops for agricultural educators in Iowa covering best practices to teach record keeping and other foundational skills to best implement SAEs for All were conducted. TARGET AUDIENCE: 46 teachers were in-serviced as part of COHORT #2. Learning Sessions were during the Iowa Agriculture Educators conference in June and a follow up training was conducted in November during the FFA leadership conference. Both inservice trainings were conducted at the FFA Enrichment Center on the campus of DMACC (Community College) in Ankeny, Iowa. The anticipated project audience is the 252 agricultural education instructors in Iowa and their roughly 21,000 students. The professional development workshops would allow for an initial training in the fall of the year and a follow up training the next summer. Over the four-year project we will train four cohorts (50 each) of educators to impact as many as 200 of the total agricultural education group The professional development workshops gave priority to early career teachers (with one to five years of experience). The project will impact as many of the total teach group as possible throughout the life of the project. All of the resources developed will be available to all agricultural teachers upon conclusion of the training cohorts. EFFORTS: Lessons and curricula to best teach recordkeeping, financial literacy, and agricultural business basic skills were developed. This material is being used to create an immersive learning experience for agricultural education instructors teaching grades 6-12. During the 15 hours of inservice instructors were able to develop strategies to implement the 10 days of curriculum into their current programs. The Iowa Council on Agricultural Education (ICAE) received regular reports and presentations at each of the five meetings throughout the calendar year. The ICAE serves as the Iowa Department of Education agricultural education program management committee and data from this project is used to inform decision making regarding professional development of agricultural education instructions. Project participants received a one-year subscription to The AET - which is the system to help agriculture education students use standard business practices, track the diversity of SAE projects, help teachers supervise SAEs, coordinate teachers and students to collaborate in managing the agricultural program, and collect information teachers can share with their stakeholders to grow the value of agricultural education. This allows them to become comfortable with the computer system. ? Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?94 agricultural educators have participated in the professional development model thus far with aims of training 200 teachers by the end of 2024. How have the results been disseminated to communities of interest?Two workshops at the National Association of Agricultural Educators (NAAE) were presented with more than 50 guests present. Other states have an interest in the curriculum and National FFA is also interested in distributing the curriculum once the grant cohort has finished. Once the grant concludes, the curriculum can be offered to all interested parties and promoted from other partnering organizations and teacher education institutions. What do you plan to do during the next reporting period to accomplish the goals?We plan to continue the cohort training methodology and aim to train 106 agricultural educators in SAE For ALL - 10 day curriculum and assist in the implementation of the Ag Experience Tracker (AET) for their use. The aggregate data is very useful for a local program and state wide as we pursue additional funding for agricultural programs and aim to deliver on students who are financially literate, have good record keeping skills and will deliver in rural communities as productive citizens.
Impacts
What was accomplished under these goals?
The purpose of this project is to train secondary agricultural education instructors in how to best teach foundational skills like record keeping, personal finance, and agricultural business to be applied with their supervised agricultural experience (SAE) programs. We have created a 5 unit, 10 day curriculum that has been delivered in 2 cohorts (with 2 yet to come) to 94 teachers of agricultural education at the secondary level. Teachers are using this curriculum with almost 10,000 students statewide. This work is imperative to creating students who understand financial literacy, record keeping and have in operation a supervised agricultural experience (SAE) project. We hope to reach the latent part of the agriculture teachers in the state in the upcoming cohort to reach more students. 1) Major activities completed / experiments conducted; Held two cohort training sessions in 2021 and 2022 with 94 teachers participating. Beginning and ending exit surveys were conducted to provide feedback and data for each cohort. Curriculum was developed in 2021 and re-worked in 2022 to make minor changes from teacher feedback. 2) Data collected;(So far) 94 teachers 10,100 students impacted 10 days of curriculum created 3) Summary statistics and discussion of results Our cohort training system has been well received and utilized by educators. We have seen an uptick in SAE metrics over the past two years: (Still finalizing AET Summary 2019 2020 2021 Cash/Market Sale $ 2,628,317 $ 5,938,062 $ 8,571,017 Paid Work Income $ 3,710,020 $ 3,197,042 $ 3,206,724 Total Cash Income $ 3,006,626 $ 6,541,446 $ 9,559,662 Gross Revenues $ 4,543,548 $ 8,343,520 $ 10,074,986 Hours Spent 625,781 504,397 490,951 Number of Journal Entries 45,578 43,624 49,161 Wage/Placement Earnings: $ 3,591,838 $ 3,159,462 $ 3,154,036 Total Assets $ 21,475,698 $ 21,660,118 $ 22,565,590 Total Unpaid Hours 556,630 502,282 514,527 Total Number of Journal Entries 75,878 63,063 78,064 Average Financial Transaction Backdating 174 69 34 Number of Student Logons: 66,809 64,309 85,623 Total Community Economic Impact $ 11,924,942 $ 14,898,415 $ 21,045,917 Number of Teacher Logons: 12,968 14,430 16,048
Publications
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Progress 01/01/21 to 12/31/21
Outputs
Target Audience:In Year 1 of the project two professional development workshops for agricultural educators in Iowa covering best practices to teach record keeping and other foundational skills to best implement SAEs for All were conducted. TARGET AUDIENCE: 48 teachers were inserviced as part of COHORT #1. Learning Sessions were during the Iowa Agriculture Educators conference in June and a follow up training was conducted in November during the FFA leadership conference. Both inservice trainings were conducted at the FFA Enrichment Center on the campus of DMACC (Community College) in Ankeny, Iowa. The anticipated project audience is the 252 agricultural education instructors in Iowa and their roughly 21,000 students. The professional development workshops would allow for an initial training in the fall of the year and a follow up training the next summer. Over the four-year project we will train four cohorts (50 each) of educators to impact as many as 200 of the total agricultural education group The professional development workshops gave priority to early career teachers (with one to five years of experience). The project will impact as many of the total teach group as possible throughout the life of the project. All of the resources developed will be available to all agricultural teachers upon conclusion of the training cohorts. EFFORTS: Lessons and curricula to best teach recordkeeping, financial literacy, and agricultural business basic skills were developed. This material is being used to create an immersive learning experience for agricultural education instructors teaching grades 6-12. During the 15 hours of inservice instructors were able to develop strategies to implement the 10 days of curriculum into their current programs. The Iowa Council on Agricultural Education (ICAE) received regular reports and presentations at each of the five meetings throughout the calendar year. The ICAE serves as the Iowa Department of Education agricultural education program management committee and data from this project is used to inform decision making regarding professional development of agricultural education instructions. Project participants received a one-year subscription to The AET - which is the system to help agriculture education students use standard business practices, track the diversity of SAE projects, help teachers supervise SAEs, coordinate teachers and students to collaborate in managing the agricultural program, and collect information teachers can share with their stakeholders to grow the value of agricultural education. This allows them to become comfortable with the computer system. Changes/Problems:Due to COVID related delays in the announcement of grant funding, we were delayed getting cohort participants signed up for COHORT #1. We ended up with 48 teachers (out of a possible 50) for this first go-around. We will likely be able to make up the instructors in Year 3 or 4. We do not plan to deviate from any of the initial research schedule, goals. There have been no unexpected outcomes to date. There have been no changes in approved protocols. What opportunities for training and professional development has the project provided?Training activities Members of the grant cohort were trained on the curriculum from those professionals with advanced professional skills in curriculum development, implementation of AET Software and having over 50 years of agricultural education experience. Professional development Grant leaders attended professional development conference (NAAE / ACTE) as part of presenting the workshop on this project. How have the results been disseminated to communities of interest?We have presented at 1 National Agriculture Educators conference in 2021 and have a proposal again from 2022.? What do you plan to do during the next reporting period to accomplish the goals?Continue to fill cohorts - exceed the capacity to expend allocated funds by Year 4.
Impacts
What was accomplished under these goals?
1) By December 31, 2021 we will develop at least five lesson plans that address gaps in curricula to teach record keeping, financial literacy, and agricultural business basic skills. Nine lessons were developed, complete with interest approaches/bellringers; student documents with introductions, instructions, and summary questions; evaluation rubrics as appropriate; exit ticket activities, and teacher support resources. The curriculum includes National FFA curricular resources around Supervised Agricultural Experiences (SAE), supports and suggestions for getting started with The Ag Experience Tracker (The AET), and beginning financial literacy (classifying and recording income, expenses, assets, liabilities). See below for a complete listing of the Concepts (what students will learn) and Performance Objectives (what students will do). Concepts Performance Objectives Students will know and understand: Students will learn concepts by doing: 1. Personal agricultural career interests should be explored through Supervised Agricultural Experience (SAE) programs. · Evaluate agricultural career interests through an inventory. · Select the skills for success related to personal educational and career interests. · Conduct an interview and job shadow related to a career of interest and create a Day-in-the-Life profile. · Identify SAE program ideas related to personal career interests. · Appraise the demand for a career of interest. 2. Recordkeeping includes tracking and analyzing income, expenses, assets, and liabilities. · Analyze personal spending for seven days. · Set up a student account and profile within The AET. · Track personal income and expenses for four weeks. · Categorize typical income and expenses related to SAE projects. 3. Immersion SAE projects provide opportunities for career exploration and professional growth for middle and high school students. · Explore opportunities in Immersion SAE categories. · Conduct basic planning for an Immersion SAE project. 4. Immersion SAE projects require planning, documentation, and recordkeeping. · Set up an Immersion SAE project in The AET. 5. All students should have a basic personal financial management plan with goals. · Evaluate personal financial goals related to a career of interest. 6. All careers and SAE projects have hazards; therefore, students' SAE plans should include personal safety. · Assess workplace safety related to careers of interest and SAE projects. 2) By the end of the grant period increase the total number of students actively participating in and conducting SAE programs to 15,000. AET Data - relatively good gains in the number of student log-ins, teacher log-ins and back-dating days. The increase in community economic impact can be attributed to increases in the previous three categories. More data input by the students and engagement from the instructors helps us realize the full measure of SAE projects in Iowa School-Based Agricultural Education (SBAE). Year 1 has 7543 students participating in SAE via the AET. We have 3 more cohorts to make gains in this area. AET Summary 2020 2021 Cash/Market Sale $ 5,938,062 $ 8,571,017 Paid Work Income $ 3,197,042 $ 3,206,724 Total Cash Income $ 6,541,446 $ 9,559,662 Gross Revenues $ 8,343,520 $ 10,074,986 Hours Spent 504,397 490,951 Number of Journal Entries 43,624 49,161 Wage/Placement Earnings: $ 3,159,462 $ 3,154,036 Total Assets $ 21,660,118 $ 22,565,590 Total Unpaid Hours 502,282 514,527 Total Number of Journal Entries 63,063 78,064 Average Financial Transaction Backdating 69 34 Number of Student Logons: 64,309 85,623 Total Community Economic Impact $ 14,898,415 $ 21,045,917 Number of Teacher Logons: 14,430 16,048 3) By the end of each program year of the grant, train 50 teachers to implement SAEs, recording keeping and foundational skills curricula with their students. YEAR 1 In Year 1 of the project two professional development workshops for agricultural educators in Iowa covering best practices to teach record keeping and other foundational skills to best implement SAEs for All were conducted. 48 teachers were inserviced as part of COHORT #1. The professional development workshops gave priority to early career teachers (with one to five years of experience). During the 15 hours of inservice instructors were able to develop strategies to implement the 10 days of curriculum into their current programs. Project participants received a one-year subscription to The AET - which is the system to help agriculture education students use standard business practices, track the diversity of SAE projects, help teachers supervise SAEs, coordinate teachers and students to collaborate in managing the agricultural program, and collect information teachers can share with their stakeholders to grow the value of agricultural education.
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