Performance Standard 1.1

Describe the basic economic factors that affect farm and agriculture business management decisions.

EXCEEDS

STANDARD

• Evaluate the impact of government subsidies on production, pricing and international trade.
• Describe three factors that affect price besides supply and demand.
• Analyze the future price of a commodity with defined scenarios.
• Develop strategies to avoid cyclical price fluctuations.

MEETS

STANDARD

• Describe how supply and demand affects price.
• List factors that shift the supply and demand curve.
• Describe the basic beliefs of capitalism.
• Distinguish main characteristics of pure competition.
• Describe the concepts of utility.
• Compare and contrast the economies of scale.
• Describe reasons why price cycles occur.

APPROACHES

STANDARD

• Define supply and demand.
• List three basic economic systems.
• Define capitalism.

Performance Standard 1.2

Distinguish among supplementary, complementary, competitive and independent enterprises.

EXCEEDS

STANDARD

• Develop supplementary and complementary components for their SAE.
• Evaluate and recommend competitive business opportunities for a given enterprise.
• Evaluate the potential opportunities for an independent enterprise.

MEETS

STANDARD

• Compare and contrast complementary and supplementary enterprises.
• Compare and contrast competitive and independent enterprises.
• Predict price changes with a change in supplementary products.
• Explain the advantages and disadvantages of diversification and specialization.

APPROACHES

STANDARD

• Define supplementary enterprises.
• Define complementary enterprises.
• Define competitive enterprises.
• Define independent enterprises.

Performance Standard 1.3

Use economic decision making tools to increase profitability of an agriculture enterprise.

EXCEEDS

STANDARD

• Calculate marginal cost and marginal return for an enterprise.
• Determine the stage of production that maximizes net return for enterprise.
• Develop a model to implement profitability concepts in your SAE.

MEETS

STANDARD

• Distinguish between fixed and variable cost.
• Distinguish between marginal cost and marginal revenue.
• Describe the four factors of production.(land, labor, capital and management)
• Chart and identify the three stages of production.
• Describe the law of diminishing returns and how it relates to costs, production and return on investments.

APPROACHES

STANDARD

• Define fixed and variable cost.
• Define marginal cost and marginal revenue.
• List the four factors of production.
• Define the three stages of production.
• Write the law of diminishing returns.

Performance Standard 2.1

Students will explain how the different types of business ownership structures impact agriculture enterprises.

EXCEEDS

STANDARD

• Evaluate and defend your choice of ownership structure for your SAE.
• Design a partnership agreement.
• Evaluate the tax and liability implications of the different ownership structures.
• Summarize the steps to establish and terminate the various ownership structures.

MEETS

STANDARD

• Compare and contrast the different types of ownership structures.
• Explain the characteristics and value of cooperatives.
• Identify how different business ownerships are taxed.
• List the advantages and disadvantages of establishing a franchise.
• List the components of a partnership agreement.

APPROACHES

STANDARD

• List and define the different types of ownership structures.
• List five agriculture business corporations.

Performance Standard 2.2

Students will explain how the different public/private organizations impact agriculture enterprises.

EXCEEDS

STANDARD

• Establish a model to incorporate the use of state and federal agriculture agencies for an agriculture enterprise.
• Evaluate the benefits of a specific state or federal agriculture program or policy.
• Evaluate agriculture policy development processes used by cooperative and commodity groups.

MEETS

• Explain the importance of agriculture consultants.
• Describe the various agriculture cooperatives and commodity groups that formulate agriculture policy.
• Explain the role of the major departments within the United States Department of Agriculture.
• Explain the role of three primary state and federal agencies involved with Nevada agriculture.
• Construct a chart of agencies in the local area including the services they provide.

APPROACHES

STANDARD

• List the state agencies that develop policy and regulate agriculture enterprises.
• List the federal agencies that develop policy and regulate agriculture enterprises.
• List the cooperatives and commodity groups that influence Nevada agriculture policy.

Performance Standard 2.3

Explain the role of the agriculture business and human resource manager.

EXCEEDS

• Prepare a job description for agriculture occupations.
• Develop an organizational chart for an agriculture business.
• Develop a reward and disciplinary human resource plan.

MEETS

STANDARD

• Describe the functions of organizing, directing, planning, coordinating and controlling an agriculture business.
• Describe the different levels of management hierarchy and explain how they relate to one another.
• Describe the different styles of effective personnel leadership.
• Describe the characteristics of a good manager.
• Explain management's role in agriculture safety.

APPROACHES

STANDARD

• Explain the role of a manager.
• List the characteristics of a good manager.
• List the different styles of personnel leadership.
• List the four functions of management.

Performance Standard 2.4

Students will explain the role of human resources and its importance to successful agriculture businesses.

EXCEEDS

STANDARD

• Evaluate the contribution of employee training to profitability.
• Evaluate the impact of mandated and optional employee benefits on profitability.
• Develop a hiring, training, and performance-evaluation system.

MEETS

STANDARD

• List five basic human needs that affect how people perform a job.
• List and discuss the characteristics of an effective motivation program.
• Describe methods of screening and testing potential employees and identify hiring procedures.
• Describe forms of employee training.
• Explain how employee performance is evaluated.
• Explain how compensation and benefit programs are used as motivational tools.
• Discuss the impact of collective bargaining on agriculture.
• Discuss the economic implications of mandated employee benefits.

APPROACHES

STANDARD

• Describe today's diverse workforce.
• List the mandated employee benefits.
• List optional employee benefits.
• List the benefits of employee training, performance benchmarks, and evaluation.

Performance Standard 3.1

Students will explain and use generally accepted accounting principles to record business transactions.

EXCEEDS

STANDARD

• Design and implement an accounting system for a specific agriculture business.
• Evaluate an existing agriculture business accounting system and make recommendations.

MEETS

• Describe the generally accepted accounting principles (GAAP).
• Compare and contrast cash and accrual basis accounting system.
• Identify and generate the financial reports.
• Apply the accounting equation.
• Determine current versus non-current liabilities and assets.
• Determine how to record transactions based upon the chart of accounts.
• Select and use the most favorable depreciation methods.

APPROACHES

STANDARD

• Differentiate between bookkeeping and accounting.
• Describe the role of accounting in making informed decisions.
• Define debits and credits.
• Define depreciable and non-depreciable items.

Performance Standard 4.1

Students will identify and interpret financial reports and recommend sound financial proposals.

EXCEEDS

STANDARD

• Apply ratio analysis to financial statements in a comprehensive evaluation of a company's financial situation.
• Recommend strategies to improve the financial performance of your SAE.

MEETS

STANDARD

• Identify and apply financial analysis ratios.
• Interpret the data in the financial reports.
• Describe and discuss the objectives of financial analysis.
• Describe and discuss the standards of financial analysis.
• Differentiate between income statements and balance sheets.

APPROACHES

STANDARD

• Define liquidity, solvency, and equity.
• List the financial reports.
• Discuss the objectives of financial analysis.
• Define expenses and income.

Performance Standard 4.2

Students will describe the purposes, benefits and limitations of budgeting and develop a budget for an agriculture business.

EXCEEDS

STANDARD

• Prepare two different types of budgets based on past performance and predicted market trends.
• Develop a plan of financial control to bring actual results in line with a budget.

MEETS

• Contrast the uses of the three major types of budgets.
• Discuss the role of financial management in the budgeting process.
• Evaluate business performance in relation to budget projection.
• Explain the basic principles of budgeting.
• Arrange in order the steps in developing a budget.

APPROACHES

STANDARD

• List the four purposes of budgeting.
• Describe or define budgets.
• List the basic principles of budgeting.

Performance Standard 4.3

Students will describe and explain the role of credit in agriculture business.

EXCEEDS

STANDARD

• Compare the actual cost of different types of credit.
• Evaluate the varied services provided by financial institutions.
• Evaluate the benefits of lease versus purchase.
• Complete a credit application and related documents to obtain credit that will benefit a SAE.

MEETS

STANDARD

• Discuss the role of credit in agriculture.
• Define two specific kinds of credit.
• Explain three fundamentals of credit.
• Complete an amortization schedule for a specified amount and term.
• Discuss factors that affect the cost of credit.
• Define components of credit worthiness.
• Discuss the components of a positive credit profile.
• Compare and contrast the services provided by agriculture lenders.

APPROACHES

STANDARD

• List factors that affect the cost of credit.
• Define interest rate, interest, and principal.
• List sources of agriculture credit.

Performance Standard 4.4

Students will describe types of taxes, the reasons for tax planning and general factors important to understanding tax management.

EXCEEDS

STANDARD

• Complete a Schedule F federal tax form and transfer information to form 1040.
• Select tax preparation software and utilize that product to prepare tax return.
• Develop a tax management plan for a given enterprise that minimizes tax liability.

MEETS

STANDARD

• Describe the purposes and importance of tax planning including business ownership type.
• Distinguish between deductible and non-deductible expenses.
• Describe the influence of depreciation on income taxes.
• Describe the options available for tax accounting periods for various ownership types.
• Compare and contrast accrual versus cash basis accounting relating to tax liabilities.

APPROACHES

STANDARD

• Match the types of taxes to their description.
• List various types of tax credits.
• List deductible business expenses.
• Define depreciation.

Performance Standard 5.1

Students will identify government-mandated reports and establish information collection and retrieval systems to facilitate completion of those reports.

EXCEEDS

STANDARD

• Select software that can be used to establish a database of information to complete reports.
• Complete government reports for an agriculture enterprise.

MEETS

STANDARD

• Examine the importance of a data collection system that aids in the development of government reports.
• Discuss four county, state, or federal mandated reports.
• Explore reporting requirements for agriculture business on the USDA Web page.
• Investigate possible data collection systems that aid in reporting to county, state, and federal agencies.

APPROACHES

STANDARD

• List four county, state, or federal reports required of an agriculture business.
• Describe how the information contained in reports is used by the requesting agencies.

Performance Standard 5.2

Students will complete and explain the importance of production reports used in planning and analyzing performance in agriculture business.

EXCEEDS

STANDARD

MEETS

STANDARD

• Explain the importance of equipment maintenance records.
• Explain the importance of production agriculture records.
• Select, develop, and maintain a data collection system to prepare production reports.
• Compare and contrast industry production data to a similar agriculture enterprise.

APPROACHES

STANDARD

• List production data used for a local agriculture enterprise.
• Describe equipment maintenance records.
• Describe production agriculture records.

Performance Standard 6.1

Students will explain the major principles of law as applied to agriculture businesses.

EXCEEDS

STANDARD

• Assess the impact of a specific agriculture law.
• Design a flow chart illustrating the formulation, adoption, and enforcement of an agriculture law.

MEETS

STANDARD

6.1.1 Identify major farm laws and their purposes.

6.1.2 Discuss the characteristics of liability laws as they relate to agriculture.

6.1.3 Discuss the characteristics of contract laws as they relate to agriculture.

6.1.4 Describe the property and water right laws applicable to agriculture landowners.

6.1.5 Explain how local, state, and federal regulations affect agriculture business operations and planning.

6.1.6 Explain the sources of agriculture law including law-making bodies, courts, customs and administrative rules.

STANDARD

• List agencies that implement agriculture regulation.
• List three agriculture laws that affect a local agriculture enterprise.

Performance Standard 6.2

Students will explain methods of risk management practices for agriculture businesses.

EXCEEDS

STANDARD

• Develop a risk management plan using multiple risk management strategies.
• Evaluate an agriculture enterprise and recommend diversification opportunities.
• Participate in reality-based risk management training.

MEETS

• Define the types of risks involved with production agriculture including production, price, casualty, human, legal, political, economic, and obsolescence risk.
• Identify and describe four basic strategies of risk management.
• Explain how financial risk can be mitigated by maintaining credit reserves.
• Identify and describe the various types of agriculture insurance.
• Explain how diversification can be used to reduce risk in agriculture.
• Discuss how business ownership structure affects personal risk.

APPROACHES

STANDARD

• List four basic strategies of risk management.
• Define insurance.
• List the types of risks associated with production agriculture.

Performance Standard 7.1

Students will describe and simulate marketing strategies involved with agriculture products and services.

EXCEEDS

STANDARD

• Develop a marketing plan for an agriculture product or service.
• Chart the progress of an agriculture product from producer to consumer.
• Evaluate the strengths and weaknesses of a given agriculture product or service and recommend marketing strategies.
• Participate in the Marketing Plan Career Development Event.

MEETS

STANDARD

• Describe types of markets.
• Describe key factors involved in marketing.
• Describe how value added strategies enhance the value of agriculture products.
• Explain the steps to conduct a market analysis.
• Explain how grading standards affect the price of agriculture products.
• Describe how product, price, place, and promotion (4 P's) affect agriculture marketing.

APPROACHES

STANDARD

• List the employment opportunities involved in marketing.
• Define a free enterprise system.
• Define marketing.
• List the 4 P's of marketing.

Performance Standard 7.2

Students will describe and simulate buying and selling strategies involved with agriculture products and services.

EXCEEDS

• Participate in a role-playing sales presentation of an agriculture product or service.
• Demonstrate effective handling of customer objections in a role-playing situation.
• Participate in the Agriculture Sales and Service Career Development Event at any level.

MEETS

STANDARD

• Describe the basic function of selling in agriculture.
• Discuss what motivates people to buy.
• Describe the buying steps of an agriculture product or service.
• Explain the steps in the selling process.
• Explain the influence of cooperatives on the returns to the producer.
• Select appropriate questions and methods for determining a customer's wants or needs.
• Explain how demand for a product influences price.

APPROACHES

STANDARD

• List the steps in the selling process.
• List the steps in the buying process.
• Define agriculture selling.
• List the factors that influence buyer motivation.

Performance Standard 7.3

Students will explain the interrelationships of governmental, economic, and cultural factors affecting local, national, and international trade.

EXCEEDS

• Chart the process of becoming an international trader.
• Prepare a report on a major international trade agreement that influences the marketing of an agriculture product.
• Research and develop a presentation about US agriculture products that have a comparative advantage.

MEETS

STANDARD

• Describe the basic principles underlying the international agriculture market.
• Compare and contrast the trade policies of the US and other important trading partners.
• Discuss the impact of local cultures on agriculture sales in international markets.
• Discuss the influence of world trade organizations and agreements.
• Compare and contrast the marketing systems of the US and other international trade partners.
• Discuss the United States top ten agriculture imports and exports and their contribution to the Gross National Product.
• Discuss the principles of comparative advantage.

APPROACHES

STANDARD

• Discuss importing and exporting agriculture products.
• Define exports and imports.
• Explain the importance of international trade.

Performance Standard 8.1

Students will explain and utilize computer technology to support strategies for agriculture business improvement.

EXCEEDS

• Evaluate the suitability of a software product for a particular use.
• Develop a specific application using off-the-shelf software.
• Research and recommend computer hardware and software application enhancements for a given agriculture business.
• Prepare a multimedia presentation related to an agriculture business.

MEETS

STANDARD

• Explain factors to consider before purchasing a computer for an agriculture business.
• Discuss examples of software available for use in agriculture.
• Demonstrate the skills necessary to use available accounting, budgeting, and record-keeping software.
• Select computer hardware and software applications that meet the needs of an agriculture business.

APPROACHES

STANDARD

• List examples of software available for use in agriculture.
• List five uses of a computer in an agriculture business.
• Explain the difference between software and hardware.

Performance Standard 8.2

Students will explain and utilize technology to support strategies for agriculture business improvement.

EXCEEDS

STANDARD

• Select and use two forms of available technology in their SAE.
• Conduct research and report on emerging technology in a developmental stage.
• Chart the steps required for the adoption of emerging technology.
• Evaluate economic implications of an agriculture product that has been biologically enhanced.

MEETS

• Discuss the importance of available technology in agriculture marketing.
• Discuss the importance of available technology in producing agriculture products.
• Discuss the ethical questions that arise from applying emerging technology.
• Discuss the importance of available technology in analyzing agriculture production levels.
• Describe how agriculture technology has advanced in the last century.
• Describe the role of the government in supporting research and development of the emerging technology in agriculture.

APPROACHES

STANDARD

• List ten examples of available technology used in agriculture.
• List ethical questions that arise from applying emerging technology.
• List agriculture products that have been biologically enhanced.

Performance Standard 9.1

Students will actively engage in and manage an SAE, which enables them to develop work-based skills.

EXCEEDS

STANDARD

• Qualify for the Silver State FFA Degree.
• Develop a career plan for accomplishing occupational objectives.

MEETS

STANDARD

• Identify and describe a career interest in agriculture business or related occupation.
• Actively participate in and manage an individual SAE.
• Keep accurate records as prescribed by the Nevada State FFA policies and procedures.
• Show progress with individual achievement and growth in a SAE.

APPROACHES

STANDARD

• Define SAE.
• Plan an individual SAE.
• Differentiate between the types of SAE.

Performance Standard 10.1

Students will recognize the traits of effective leaders and participate in leadership training through involved participation in the FFA.

EXCEEDS

STANDARD

• Apply for an office.
• Perform a speech for six to eight minutes on an agriculture business-related topic.
• Serve on or chair a standing committee.
• Demonstrate ten procedures of Parliamentary Law.
• Participate in a Career Development Event above the local level.

MEETS

STANDARD

• Recognize opportunities in high wage, high skill agriculture business careers.
• Demonstrate appropriate attitudes and behaviors for effective leadership.
• Describe the types of individuals who emerge as a group's leader.
• Explain the importance of verbal and nonverbal communication skills in leadership.
• Select qualities of an effective leader.
• Describe technical leadership qualities and skills.

APPROACHES

STANDARD

• Identify opportunities in high wage, high skill agriculture business careers.
• Identify technical leadership qualities and skills.
• Explain the qualities of a good leader.
• Differentiate between verbal and nonverbal communication skills in leadership.

Performance Standard 11.1

Students shall demonstrate problem-solving skills.

EXCEEDS

• Solve three problems using the seven steps of problem solving.
• Incorporate problem-solving skills through a Career Development Event in FFA.

MEETS

STANDARD

• List and describe the seven steps to problem solving.
• Identify leadership styles used in problem solving.
• Demonstrate brainstorming techniques.
• Examine and explain the advantages and disadvantages of alternative solutions to one or more problems.
• Create an action plan based upon a solution to a work-related problem.
• Identify the benefits of solving a work-related problem.

APPROACHES

STANDARDS

Performance Standard 11.2

Students shall demonstrate critical-thinking skills.

EXCEEDS

STANDARD

• Demonstrate critical-thinking skills in a Career Development Event.
• Demonstrate the skills necessary to identify, analyze, and offer solutions for agriculture business issues.
• Formulate, implement, and evaluate an action plan.

MEETS

• Demonstrate critical-thinking skill through the planning and implementation of their SAE program.
• List and describe the skills necessary to identify, analyze, and offer solutions for agriculture business issues.
• Use critical-thinking processes to support solving problems and making decisions.
• Demonstrate critical-thinking skills necessary in the workplace.
• Explain how emotional thinking and logical thinking affect decision-making in the workplace.
• Explain the difference between reliable and unreliable observations and statements of facts.
• Recognize patterns or relationships through observation and discovery.

APPROACHES

STANDARD

Performance Standard 11.3

Students shall demonstrate the ability to speak, write, and listen effectively.

EXCEEDS

STANDARD

• Identify ways to adapt their communication style to that of others.
• Describe and use techniques to improve listening, reading, writing, speaking, and nonverbal communication skills.
• Explain assertive communication.

MEETS

11.3.1 Recognize and overcome communication barriers.

11.3.2 Describe characteristics of four communication styles.

11.3.3 Discuss the importance of self-communication and interpersonal communication.

11.3.4 Identify, research, prepare, and present an agriculture business-related speech.

11.3.5 Explain the benefits of effective communication skills in the workplace.

11.3.6 Effectively interpret and respond to verbal and nonverbal messages.

11.3.7 Demonstrate proper telephone etiquette.

11.3.8 Effectively communicate thoughts, ideas, and information in writing.

11.3.9 Organize ideas and communicate orally; is able to effectively demonstrate job skills to others.

11.3.10 Locate, understand, and interpret written information in documents such as manuals, graphs, and schedules.

11.3.11 Select and utilize an appropriate medium for conveying messages with dignity and respect.

11.3.12 Organize information into the appropriate format in accordance with standard practices, which includes prewriting, drafting, proofreading, editing/revising, and preparing a final copy.

11.3.13 Demonstrate sensitivity to cultural diversity in communication.

11.3.14 Identify common communication barriers and methods for improving communication.

APPROACHES

STANDARD

• Define communications.
• Explain the relationship between communication and leadership.
• Explain the purpose of communication.
• Explain the communication process.

Performance Standard 11.4

Students shall demonstrate the ability to select, apply, and maintain appropriate technology.

EXCEEDS

STANDARD

• Complete a computer-based application for an FFA awards program.
• Complete a computer-based record book program.
• Conduct agriculture research using print, multimedia, and Internet resources and use graphs, charts, and/or diagrams to describe trends related to the topic.

MEETS

STANDARD

• Operate a database program as it relates to agriculture business.
• Operate a spreadsheet application related to agriculture business.
• Operate a word-processing program.
• Construct a multimedia presentation.
• Access and demonstrate use of the Internet by accessing and exploring the Nevada State Agriculture Web site and related agriculture business sites.
• Demonstrate ability to utilize basic keyboarding techniques.
• Demonstrate ability to utilize other input devices.
• Demonstrate ability to utilize various electronic research methods.
• Demonstrate knowledge of the basic technology systems currently available and how they apply to your field.
• Investigate and explain the use, benefits, and costs of technological developments in the workplace and school.
• Identify and demonstrate the appropriate use of technology to enhance the efficiency of the workplace and school.
• Demonstrate routine maintenance and repair of technological equipment.

APPROACHES

STANDARD

• Recognize the importance of information technology in agriculture.
• List and describe the types of applications used in information technology.

Performance Standard 11.5

Students shall demonstrate leadership and teamwork skills.

EXCEEDS

STANDARD

• Demonstrate ten procedures of parliamentary law.
• Lead a group discussion.
• Analyze five stages of group development.

MEETS

• Participate in a group-panel discussion.
• Participate in one of the seven FFA leadership development conferences.
• Demonstrate five procedures of parliamentary law.
• Participate in planning and conducting at least three official functions in the FFA Chapter Program of Activities.
• Explain the importance of democratic group leadership.
• Describe the characteristics of functional, task, and informal groups.
• Work cooperatively with others when given a group project.
• Explain traits necessary to effectively lead and influence individuals and groups.
• Demonstrate appropriate attitudes and behaviors for effective leadership.
• Demonstrate respect for team members, team processes, and team goals.
• Participate in the implementation0 of a group's decision and evaluate the results.
• Demonstrate the qualities of an effective leader and team member.
• Describe the importance of a proper dress code.

APPROACHES

STANDARD

• Explain the importance of groups.
• Explain how to organize groups.
• Participate in FFA activities at the local level.

Performance Standard 11.6

Students shall demonstrate sound workplace ethics.

EXCEEDS

STANDARD

MEETS

• Identify and understand the eleven points to the FFA code of Ethics.
• Develop personal work ethics through participation in their SAE.
• Discuss the importance of ethics practiced in the workplace.
• Develop personal work ethics through work experience.
• Describe the importance of ethics practiced in the workplace.
• Demonstrate regular attendance, promptness, and the willingness to follow instructions and complete an assigned task.
• Demonstrate appropriate personal and professional attitudes and behaviors.
• Maintain a safe, clean, and organized work area.
• Demonstrate awareness of legal responsibilities related to individual performance, safety, and customer satisfaction.
• Demonstrate knowledge of various types of harassment.

APPROACHES

STANDARD

Performance Standard 11.7

Students shall demonstrate the ability to effectively manage resources in high-performance workplaces.

EXCEEDS

• Discuss the factors that affect the development of resources in high-performance workplaces.
• Hold an office or position in the agriculture business or FFA program.

MEETS

STANDARD

• Identify the important resources needed in a workplace.
• Develop skills in evaluating themselves and others in a workplace environment.
• Discuss the importance of managing resources in high-performance workplaces.
• Identify and organize the human resources needed to complete a job assignment.
• Identify and organize the material resources and space requirements needed to complete a job assignment.
• Effectively use the highest available technology to complete a job assignment.
• Demonstrate cooperation and leadership in a team at school or in a workplace setting.
• Use the basic components of effective time management.
• Recognize the need for management skills in the workplace with regard to stress, anger management, and substance abuse.
• Estimate costs and prepare a detailed work order for an agriculture business.
• Develop a time schedule and prioritized task list to complete a job assignment.

APPROACHES

STANDARD

• Define "high-performance workplace."
• Discuss the ingredients and resources included in managing resources in high-performance workplaces.

Performance Standard 11.8

Students shall demonstrate career planning and development skills.

EXCEEDS

STANDARD

• Develop a plan to match careers with their personal characteristics.
• Utilize the resources found in the Career Information System to describe careers in an agriculture business.
• Construct a career portfolio.
• Participate in a job interview.

MEETS

STANDARD

• Develop an employment resume.
• Complete a sample job application.
• Undergo a mock employment interview.
• Demonstrate career planning through the development of their SAE.
• Prepare a job application and personal resume.
• Complete a personal aptitude and interest inventory.
• Establish short-term and long-term career goals.
• Use the Nevada Career Information System or a similar computer-based program to research careers in a chosen field.
• Participate in an organized job-shadowing and community service activity.

APPROACHES

• Differentiate between work, job, occupation, and career.
• Explain the diversity of agriculture education job placement.
• List sources used in finding employment.

Performance Standard 11.9

Students shall demonstrate job-retention and lifelong-learning skills.

EXCEEDS

STANDARD

• Discuss how to merit employment promotions.
• Develop a portfolio based on participation in SAE and leadership activities.
• Participate in a school-based enterprise.
• Maintain an employment/career portfolio.

MEETS

• Identify and develop employability skills.
• Discuss and develop employable personal management skills.
• Discuss and develop employable academic and technical skills.
• Identify strategies for balancing work and family roles.
• Demonstrate understanding of the need for lifelong learning in a rapidly changing job market.
• Identify strategies to maintain employment in the face of job reductions.
• Develop long-term career planning strategies.
• Identify various educational options needed for job advancement.
• Demonstrate interpersonal skills needed for job retention.
• Identify and model sound workplace ethics, such as loyalty, punctuality, and initiative.

APPROACHES

STANDARD

• Explain the importance of positive response to authority.
• Explain the proper procedure for leaving employment.

Performance Indicators

Mathematical Academic Standards

1.2.3, 1.3.5, 3.1.2, 3.1.3, 3.1.4, 4.1.1, 4.1.2, 4.2.3, 4.3.4, 5.2.3, 5.2.4, 6.2.3, 6.2.5, 7.1.3, 7.1.5, 7.2.5, 7.1.7, 7.2.7, 7.3.6

1.12.1 Calculate and estimate sums, differences, products, quotients, powers, and roots using mental math, formulas, and algorithms.

1.1.1, 1.2.3, 1.3.5, 3.1.3, 3.1.4, 3.1.7, 4.1.1, 4.1.2, 4.2.3, 6.2.3, 6.2.5, 7.1.3, 7.1.5, 7.2.7, 7.3.6

1.12.3 Apply the properties and theories of the real number system to everyday situations.

1.1.1, 1.1.2, 1.1.5, 1.1.7, 1.2.3, 1.3.5, 3.1.3, 3.1.4, 4.1.1, 6.2.3, 6.2.5, 7.1.3, 7.1.5, 7.2.5, 7.2.7, 7.3.6

2.12.2 Represent and solve problems using discrete structures including graphs and matrices, with and without technology.

3.1.3, 3.1.4, 3.1.7, 4.1.1, 4.2.3

2.12.3 Create and use different forms of a variety of equations, proportions, and/or formulas (e.g., I=PRT or R=I/PT), solving for the needed variable as necessary in given situations.

4.1.1

2.12.4 Add, subtract, multiply, and factor (1^st and 2^nd degree) polynomials, describing each step in the process and the connection between the algebraic process and the arithmetic process; use simple quadratic equations with integer roots to solve practical and mathematical problems.

1.1.1, 1.1.2, 1.2.3, 1.3.5, 3.1.3, 3.1.4, 3.1.7, 4.3.4, 6.2.3, 6.2.5, 7.1.3, 7.1.5, 7.2.5, 7.2.7, 7.3.6

2.12.5 Model practical problems from everyday situations with a variety of models that includes matrices, translating among tabular, symbolic and graphical representations of functions, with and without technology.

3.1.1, 3.1.2, 4.2.3, 5.2.4

3.12.1 Convert between customary and metric systems; convert among monetary systems.

1.1.1, 1.1.7, 1.2.3, 1.3.5, 3.1.1, 3.1.3, 3.1.4, 3.1.7, 4.1.1, 4.2.3, 4.4.5, 5.2.4, 6.2.3, 6.2.5, 7.1.3, 7.1.5, 7.3.6

3.12.2 Select and use measurement tools, techniques, and formulas to calculate and compare rates, cost, distances, interest, temperatures, and weight/mass.

1.1.1, 1.1.7, 1.2.3, 1.3.5, 3.1.1, 3.1.3, 3.1.4, 3.1.7, 4.3.4, 5.2.3

3.12.3 Use and interpret consumer data (e.g., amortization tables, tax tables, and compound interest charts) to make informed financial decisions related to practical applications such as budget.

1.2.3, 3.1.3, 3.1.4, 3.1.7, 4.2.3

4.12.9 Construct, justify and defend mathematical conclusions using logical, sequential, deductive reasoning supported by established mathematical principles.

4.2.3, 4.3.4, 5.2.3

5.12.1 Use calculators and computers to create and manipulate tables, graphs, and matrices to communicate statistical information; use the shape of graphs of normal distributions to compare and analyze information.

1.2.3, 4.1.1, 4.2.3, 4.3.4, 5.2.4

6.1 Select, modify, develop, and apply strategies to solve a variety of mathematical and practical problems and to investigate and understand mathematical concepts.

3.1.3, 3.1.4, 3.1.7, 4.1.1, 4.3.4, 5.2.3

6.2 Apply previous experience and knowledge to new problem-solving situations.

1.2.3, 3.1.4, 3.1.7, 4.1.2

6.5 Verify, interpret, and evaluate results with respect to the original problem situation, determining an efficient strategy for the given situation.

3.1.2, 3.1.7, 5.2.3

6.6 Try more than one strategy when the first strategy proves to be unproductive.

3.1.4, 3.1.7, 4.3.4, 5.2.3

6.7 Apply multi-step, integrated, mathematical problem-solving strategies, persisting until a solution is found or until it is clear that no solution exists.

3.1.4, 3.1.7, 4.1.1

6.9 Generalize solutions and strategies from earlier problems to new problem situations.

4.2.3

6.10 Interpret and solve a variety of mathematical problems by paraphrasing, identifying necessary and extraneous information, selecting and justifying efficient methods and/or strategies, and ensuring the answer is reasonable.

1.1.1, 1.2.3, 4.1.4, 3.1.7

6.11 Apply combinations of proven strategies and previous knowledge to solve non-routine problems.

3.1.4, 3.1.3, 3.1.7, 4.1.1, 4.2.3, 4.3.4, 4.4.5, 5.2.3

6.13 Use technology, including calculators, to solve problems and verify solutions

1.2.3, 1.3.5, 3.1.3, 3.1.4, 3.1.7, 6.2.3, 6.2.5, 7.1.3, 7.1.5, 7.2.5, 7.2.7, 7.3.6

6.14 Use technology, including calculators, to investigate, define, and describe quantitative relationships such as patterns and functions.

5.2.3, 5.2.4

7.2 Use inquiry techniques (e.g., discussion, questioning, research, data gathering) to solve mathematical problems.

1.1.1, 3.1.4

7.6 Interpret and solve word problems without the necessity of key words or phrases.

1.1.1, 1.1.2, 1.1.5, 1.1.7, 1.3.1, 1.3.2, 1.3.5

7.15 Use everyday language to explain thinking about strategies and solutions to mathematical problems.

4.1.2, 4.2.3

7.16 Express mathematical ideas and use them to define, compare, and solve problems orally and in writing.

4.1.2, 5.2.3

7.17 Use mathematical notation to communicate and explain mathematical situations.

4.1.1, 4.2.3

8.4 Use patterns and relationships to analyze mathematical situations; draw logical conclusions about mathematical problems.

4.1.1, 4.3.4

8.11 Determine relevant, irrelevant, and/or sufficient information to solve mathematical problems.

4.1.1, 4.1.2, 4.3.4, 4.4.5, 5.2.3, 5.2.4

9.1 Link new concepts to prior knowledge.

4.2.3, 5.2.4

9.2 Use mathematical ideas from one area of mathematics to explain an idea from another area of mathematics.

4.1.1, 4.3.4, 5.2.3

9.4 Use the connections among mathematical topics to develop multiple approaches to problems.

4.1.1, 4.1.2, 4.2.3

9.6 Use and analyze the connections between Mathematics and other disciplines.

4.3.4, 4.4.5, 5.2.3

9.7 Apply mathematical thinking and modeling to solve problems that arise in other disciplines (e.g., rhythm in music and motion in science).

4.1.1, 4.1.2, 4.2.3, 4.3.4, 4.4.5, 5.2.3, 5.2.4

9.8 Identify, explain, and use mathematics in everyday life.

Performance Indicators

English Language Arts Academic Standards

1.1.1, 1.1.7, 1.2.1, 1.2.4, 1.3.1, 1.3.5, 2.1.1, 2.1.5, 2.1.7, 2.2.1, 2.2.5, 2.3.1, 2.3.5, 2.4.1, 2.4.8, 3.1.1, 4.1.1, 4.1.5, 4.2.1, 4.2.5, 4.3.8, 4.4.1, 4.4.5, 5.1.1, 5.1.4, 5.2.1, 5.2.4, 6.1.1, 6.1.6, 6.2.1, 6.2.6, 7.1.1, 7.1.6, 7.2.1, 7.2.6, 7.3.1, 7.3.7, 8.1.1, 8.1.4, 8.2.1, 8.2.6,11.3.1-11.3.14

2.12.1 Refine pre-reading strategies such as accessing prior knowledge, predicting, previewing, and setting a purpose to ensure comprehension.

1.1.1, 1.1.7, 1.2.1, 1.2.4, 1.3.1, 1.3.5, 2.1.1, 2.1.5, 2.1.7, 2.2.1, 2.2.5, 2.3.1, 2.3.5, 2.4.1, 2.4.8, 3.1.1, 4.1.1, 4.1.5, 4.2.1, 4.2.5, 4.3.8, 4.4.1, 4.4.5, 5.1.1, 5.1.4, 5.2.1, 5.2.4, 6.1.1, 6.1.6, 6.2.1, 6.2.6, 7.1.1, 7.1.6, 7.2.1, 7.2.6, 7.3.1, 7.3.7, 8.1.1, 8.1.4, 8.2.1, 8.2.6, 11.1.3, 11.1.4, 11.1.6, 11.2.1-11.2.7

3.12.4 Use textual evidence to analyze the theme or meaning of a selection.

10.1.4, 11.1.3-11.1.6, 11.3.1-11.3.14

4.12.1-4.12.2 Analyze text features and rhetorical strategies of different types of primary source documents (e.g., policy statements, speeches, debates, diaries, platforms) and identify how authors use the features to achieve their purposes.

1.1.6, 1.2.1, 1.2.2, 2.1.1, 3.1.2, 4.2.1, 4.3.8, 4.4.5, 5.2.4, 7.3.2, 7.3.5, 11.1.3-11.1.6, 11.3.1-11.3.14

4.12.3 Locate, organize, interpret, and synthesize information in multiple primary and secondary sources to support ideas and positions.

10.1.4, 11.1.4, 11.3.1-11.3.4

4.12.4 Critique the power, logic, reasonableness, and audience appeal of arguments advanced in texts.

1.2.4, 3.1.3, 3.1.4, 3.1.5, 3.1.6, 3.1.7, 4.1.1, 4.2.3, 4.3.4, 4.3.5, 4.4.4, 7.1.6, 11.3.1-11.3.4

4.12.6 Read and apply multi-step directions to perform complex procedures and tasks.

11.3.4, 11.3.10, 11.3.12

5.12.1 Write a research paper that develops a thesis, contains information selected from at least ten sources, and conforms to a style manual.

11.3.4, 11.3.10, 11.3.12

5.12.2 Produce subject-specific technical writing, such as instructions for a shop project or field reports for science.

11.1.5, 11.1.4, 11.3.4, 11.3.10, 11.3.12

5.12.3 Write reflective texts that draw comparisons between specific incidents and broader themes.

11.1.5, 11.3.4, 11.3.10, 11.3.12

5.12.5 Write summaries or abstracts that distill large amounts of information into clear, concise prose.

10.1.4, 11.1.5, 11.3.4, 11.3.10, 11.3.12

5.12.6 Write persuasive texts that evaluate, interpret, or speculate using specific rhetorical devices to support assertions,; clarify and defend positions with precise and relevant evidence.

10.1.4, 11.1.3, 11.1.4, 11.1.5, 11.2.1, 11.2.2, 11.2.3, 11.2.4, 11.2.5, 11.2.6, 11.2.7, 11.3.4, 11.3.10, 11.3.12

6.12.1 Generate ideas for writing by selecting appropriate pre-writing strategies with attention to audience, purpose, and personal style.

1.1.6, 1.2.1, 1.2.2, 2.1.1, 3.1.2, 4.2.1, 4.3.8, 4.4.5, 5.2.4, 7.3.2, 7.3.5, 10.1.4, 11.3.4, 11.3.10, 11.3.12

6.12.2 Organize ideas in compositions by selecting and applying structures such as comparison/contrast or cause/effect, which enhance the central idea, theme, or purpose.

11.1.3, 11.1.4, 11.1.5, 11.2.1-11.2.7, 11.3.4, 11.3.10, 11.3.12

6.12.3 Write compositions that present complex ideas in a sustained and compelling manner.

1.1.6, 1.2.1, 1.2.2, 2.1.1, 3.1.2, 4.2.1, 4.3.8, 4.4.5, 5.2.4, 7.3.2, 7.3.5, 11.1.5, 11.3.12

6.12.4 Revise writing to improve word choice, organization, and point of view, using given criteria such as rubrics or feedback from others.

11.1.5, 11.3.12

6.12.5 Edit for use of standard English.

11.1.5, 11.3.12

6.12.7 Share final drafts with a designated audience.

1.1.6, 1.2.1, 1.2.2, 2.1.1, 3.1.2, 4.2.1, 4.3.8, 4.4.5, 5.2.4, 7.3.2, 7.3.5, 10.1.4, 11.1.5, 11.3.12

7.12.1 Apply the rules of usage, grammar, and capitalization with few significant errors; use modifiers, parallel structure, and subordination correctly in writing.

1.1.6, 1.2.1, 1.2.2, 2.1.1, 3.1.2, 4.2.1, 4.3.8, 4.4.5, 5.2.4, 7.3.2, 7.3.5

7.12.2 Use multiple structures such as inversion, parallelism, and sentences of varying lengths for stylistic effect.

1.1.6, 1.2.1, 1.2.2, 2.1.1, 3.1.2, 4.2.1, 4.3.8, 4.4.5, 5.2.4, 7.3.2, 7.3.5, 10.1.4, 11.1.5, 11.3.12

7.12.3 Use rules of punctuation; manipulate conventions for emphasis in writing.

1.1.6, 1.2.1, 1.2.2, 2.1.1, 3.1.2, 4.2.1, 4.3.8, 4.4.5, 5.2.4, 7.3.2, 7.3.5, 10.1.4, 11.1.5, 11.3.12

7.12.4 Use rules of capitalization.

1.1.6, 1.2.1, 1.2.2, 2.1.1, 3.1.2, 4.2.1, 4.3.8, 4.4.5, 5.2.4, 7.3.2, 7.3.5, 11.3.3

7.12.5 Demonstrate conventional spelling.

2.4.1, 2.4.2, 2.4.3, 2.4.5, 2.4.6, 10.1.4, 11.4.1, 11.4.2, 11.4.3, 11.4.4, 11.4.5, 11.4.6, 11.4.7, 11.4.8, 11.4.9

8.12.1 Summarize and evaluate communications that inform, persuade, and entertain.

1.2.2, 1.2.3, 2.1.1, 5.2.4, 6.2.6, 7.1.6, 7.2.2, 7.2.7, 7.3.3, 7.3.4, 7.3.6, 7.3.7, 8.1.1, 8.1.2, 8.1.3, 8.2.1, 8.2.3, 8.2.4, 10.1.4, 11.4.1, 11.4.2, 11.4.3, 11.4.4, 11.4.5, 11.4.6, 11.4.7, 11.4.8, 11.4.9

8.12.2 Create and apply criteria for evaluating content and delivery of oral and multi-media presentations.

10.1.4

8.12.3 Analyze the effects of language and dialect on audience response.

1.1.1, 1.1.7, 1.2.1, 1.2.4, 1.3.1, 1.3.3, 1.3.5, 2.1.1, 2.1.5, 2.2.1, 2.2.4, 2.3.1, 2.3.5, 2.4.3, 2.4.8, 3.1.1, 3.1.2, 4.1.3, 4.1.4, 4.2.1, 4.2.4, 4.3.1. 4.3.3, 4.3.5, 4.3.8, 4.4.1, 4.4.5, 5.1.2, 5.2.1, 5.2.2, 5.2.4, 6.1.2, 6.1.6, 6.2.1, 6.2.6, 7.1.1, 7.1.6, 7.2.1, 7.2.5, 7.2.7, 7.3.1, 7.3.7, 8.1.1, 8.1.2, 8.2.1, 8.2.6, 10.1.4

9.12.1 Use specific and varied vocabulary and apply standard English to communicate ideas.

1.1.1, 1.1.3, 1.1.7, 1.2.1, 1.2.2, 1.2.4, 1.3.3, 1.3.5, 2.1.1, 2.1.2, 2.2.1, 2.2.4, 2.3.1, 2.3.5, 2.4.3, 2.4.8, 3.1.1, 3.1.2, 4.1.3, 4.1.4, 4.2.1, 4.2.2, 4.2.4, 4.3.1, 4.3.3, 4.3.5, 4.3.8, 4.4.1, 4.4.5, 5.1.2, 5.2.1, 5.2.2, 5.2.4, 6.1.2, 6.1.6, 7.2.1, 7.2.5, 7.2.7, 7.3.1, 7.3.7, 8.1.1, 8.1.2, 8.2.1, 8.2.6, 10.1.4, 11.4.1, 11.4.2, 11.4.3, 11.4.4, 11.4.5, 11.4.6, 11.4.7, 11.4.8, 11.4.9

9.12.2 Make formal oral or multi-media presentations, using vocabulary and public speaking techniques appropriate to audience and purpose.

10.1.4, 11.3.2

9.12.3 Organize and deliver planned, extemporaneous, and impromptu presentations that address a topic and engage the audience.

1.1.1, 1.1.3, 1.1.5, 1.1.7, 1.2.4, 1.3.3, 1.3.5, 2.1.2, 2.2.1, 2.2.4, 2.3.1, 2.3.5, 2.4.3, 2.4.8, 3.1.1, 4.1.3, 4.1.4, 4.2.2, 4.2.4, 4.3.1, 4.3.3, 4.3.5, 4.3.7, 4.4.1, 4.4.3, 4.4.4, 5.1.2, 5.2.1, 5.2.2, 6.1.2, 6.1.6, 6.2.3, 6.2.5, 6.2.6, 7.1.1, 7.1.6, 7.2.1, 7.2.5, 7.2.7, 7.3.1, 7.3.3, 7.3.4, 7.3.6, 7.3.7, 8.1.1, 8.1.2, 8.2.1, 8.2.2, 8.2.3, 8.2.4, 8.2.5, 8.2.6, 11.1.1-11.1.6, 11.2.1-11.2.7, 11.4.1, 11.4.2, 11.4.3, 11.4.4, 11.4.5, 11.4.6, 11.4.7, 11.4.8, 11.4.9

10.12.1 Participate in problem-solving conversations or group discussions by identifying, synthesizing, and evaluating data.

11.1.1-11.1.6, 11.2.1-11.2.7, 11.4.1, 11.4.2, 11.4.3, 11.4.4, 11.4.5, 11.4.6, 11.4.7

10.12.2 Negotiate to arrive at consensus by proposing and examining possible options.

10.1.4

10.12.3 Identify and practice techniques such as setting time limits for speakers and deadlines for decision making to improve productivity of group discussions.

10.1.4, 11.1.1-11.1.6, 11.2.1-11.2.7, 11.3.4

10.12.4 Justify a position using logic and refuting opposing viewpoints.

11.3.4, 11.4.1, 11.4.2, 11.4.3, 11.4.4, 11.4.5, 11.4.6, 11.4.7, 11.4.8, 11.4.9

11.12.1 Formulate cross-curricular research questions and use an appropriate research design to gather information.

1.1.1, 1.1.7, 1.2.1, 1.2.4, 1.3.1, 1.3.5, 2.1.1, 2.1.5, 2.1.7, 2.2.1, 2.2.5, 2.3.1, 2.3.5, 2.4.1, 2.4.8, 3.1.1, 4.1.1, 4.1.5, 4.2.1, 4.2.5, 4.3.8, 4.4.1, 4.4.5, 5.1.1, 5.1.4, 5.2.1, 5.2.4, 6.1.1, 6.1.6, 6.2.1, 6.2.6, 7.1.1, 7.1.6, 7.2.1, 7.2.6, 7.3.1, 7.3.7, 8.1.1, 8.1.4, 8.2.1, 8.2.6, 11.3.4, 11.4.1, 11.4.2, 11.4.3, 11.4.4, 11.4.5, 11.4.6, 11.4.7, 11.4.8, 11.4.9

11.12.2 Evaluate possible sources of information for credibility and usefulness.

10.1.4, 11.3.4

11.12.3 Cite sources of information using a standard method of documentation.

1.1.6, 1.2.1, 1.2.2, 2.1.1, 3.1.2, 4.3.8, 4.4.5, 5.2.4, 7.3.2, 7.3.5, 11.3.4, 11.4.1, 11.4.2, 11.4.3, 11.4.4, 11.4.5, 11.4.6, 11.4.7, 11.4.8, 11.4.9

11.12.5 Organize and present research findings using appropriate media.