Table of ContentsIntroduction....................................................................................................... i

Job Market........................................................................................................A

Targeted Occupations......................................................................................B

Total Program Goals and Objectives................................................................C

Program Description of included Courses, SOE and Leadership..........................................................................D

Program and/or Course Subject Matter Content Outline..................................E

Program Completion Standards........................................................................F

Description of Facilities and Major Equipment.................................................G

Five Year Facility and Equipment Acquisition Schedule...................................H

Staff Assignments.............................................................................................. I

FFA Program of Activities.................................................................................. J

School and/or Department Policies..................................................................K

Proficiency Standards for Program Completers................................................L

Teacher Data Sheet for each Teacher.............................................................M

Roster of Agriculture Advisory Committee.......................................................N

Advisory Committee Minutes...........................................................................O

Current Year Budget.........................................................................................P

Signed Articulation Agreement and/or Evidence of Articulation......................Q

Graduate Follow-up System.............................................................................R

List of Active Placement Sites..........................................................................S

Recruitment Activities and Materials................................................................T

Staff In-service Record.....................................................................................U

A. JOB MARKET DESCRIPTION

The California Legislature has called agriculture the “most basic and singularly important” industry in the state. Vocational education in agriculture is needed in order that the trained labor force essential to maintain, expand, and improve the producing, processing, and marketing of food and fiber necessary to the economy of the state and nation, will be continually available. The miracle of food production is possible in large parts to the workers in hundreds of agricultural occupations related to farming which contribute services to the American farmer.

Hanford High School is located in the heart of California’s rich San Joaquin Valley which is considered to be the richest farming area in the world. Included in this area is Fresno which claims to be the agriculture-business capital of the world.

Hanford is the county seat for Kings County which contains the following:

Number of Farms (2008) 1,100Land in Farms (acres) 680,662Total Cropland (acres) 890,784

Included in the county is the Tulare Lake Basin where large companies farm some of the worlds richest and most productive farm land; also, included is a portion of the vast “West Side” farming area, much of it within the Westland Water District. Both areas are farmed by corporate giants using the most advanced techniques and scientific knowledge known in the world.

The neighboring counties of Fresno, Tulare, and Kern rank first, second and third in California and in the nation for agricultural production. Much smaller Kings County ranked eighth in California and ninth in the nation.

2008 Crop and Livestock Report for Kings County by the Kings County Farm Bureau shows a gross value of agricultural products of $1,760,168,000. This is spread out over a variety of production areas and the totals are as follows:

Field Crops $449,448,000Fruit & Nut Crops $261,035,000Livestock & Poultry $147,892,000Livestock & Poultry Products $677,468,000Seed Crops & Vegetable Crops $168,814,000Apiary Products $6,263,000

The above statistics indicate the depth of agriculture production in our area and when combined with the multi-billion dollar agri-business industry, this indicates the unlimited job opportunities available.

The Annual Planning Information Report on Kings County, prepared by the Employment Development Department, stated that agriculture and related industries dominate Kings County’s economy.

The county has consistently ranked among the states top five counties in milk, cotton, barley and alfalfa seed production..

The agriculture industry continues to be the leading job provider in the country supplying over 18% of all wage and salary employment in 2003.

Besides being Kings’ largest industry, agriculture also provides a base for a number of other Kings County industries which process, pack, market and transport the agricultural products as well as those industries which support agricultural production with machinery needed for planning, chemical fertilizing, and harvesting.

Agriculture directly and indirectly generates employment opportunities requiring a variety of different skills.

B. TARGETED OCCUPATIONS

We train our students to meet competencies in an occupation in one or more of the “Four Program Areas of Occupations in Agriculture.” Listed below are various jobs which each of the program areas.

Agriculture Production Jobs

Crop Production Irrigator, Propagator, Farmhand, Foreman, Ranch Laborer, Feed LotHand, Field Crop Grower, General Maintenance

Animal Production Livestock Handler, Milker, Inseminator, Auctioneer, Vet Aide, Pet Care, Ranch Laborer, Brand Inspector, Farm Hand, Pest Control

Agriculture Mechanics Jobs

Mechanics Small Engine Mechanic, Equipment Operator, Parts Person, Farm Mechanic, Shop Foreman, Repairman, General

Maintenance/Mechanics

Welder Welder/Helper, Fabricator, Specialized Repair and Maintenance

Equipment Operator Tractor Driver, Harvest Equipment Operator, Fork Lift Driver,Mechanic Helper

Ornamental Horticulture Jobs

Greenhouse Management Greenhouse Worker, Foreman Maintenance, Propagator, Tissue Culture

Nursery & Turf Operator Nursery Worker, Salesman, Plant Propagator, Gardener, Gold Course Maintenance

Landscape Grounds Worker, Gardening Business, Garden Store Sales FloricultureFloral Design, Floral Sales Floral Delivery

Agribusiness/Computers Jobs

Agribusiness Ag Sales, Banking, Keyboard Operator, Farm Accounting, Ag Secretary/Bookkeeper, Inventory Maintenance

C. TOTAL PROGRAM GOALS AND OBJECTIVES

1. Install in the hearts of each member confidence in the Righetti FFA as well as in themselves at all times.

2. To develop a competitive attitude as well as a sense of fairness at all FFA activities.

3. To improve communication between Chapter Officers, Advisors, and Members as well as with the Community, Parents, and School Leaders.

4. To improve member involvement in fairs, judging teams, meetings and other FFA related activities.

5. To encourage all members to observe FFA week as a week of honor and celebration.

6. To make the public aware of our chapter’s success and activities.

7. To have regular publications in both school and local newspapers.

8. To have a monthly newsletter that is available to all FFA members.

9. To promote the great opportunities of agricultural careers and to instill an interest in members to pursue one.

10. To provide fun and organized recreational activities of interest to FFA members on a regular basis.

A. Agricultural Production (01.01)

This instructional program is designed to prepare persons employment in enterprise involved in the production of plant or animal products associated with food, feed, clothing, etc. Most occupations served by this program are located on the farm or ranch.

The goals of this instructional program are:

1. To supply students with the knowledge and skills required for entry into and successful progress in those agricultural production occupations that do not require education beyond the secondary school level.

2. To prepare students for post-secondary level vocational education in agricultural education.

3. To enable students to acquire an understanding of the economic and social impact of the agriculture production industry upon society and its relationship to agriculture in general.

4. To provide the agricultural production industry with appropriate numbers of persons adequately prepared for successful employment in those occupations that now exists and that are developing in the industry.

B. Agricultural Mechanics (01.03)

This instructional program is designed to prepare persons for employment in enterprises associated with any agricultural industry but requiring primarily mechanical competencies of the worker. Agricultural mechanics maintain and repair farm equipment and machinery, fabricate parts, and perform welding tasks.

The goals of this instructional program are:

1. To supply students with the knowledge and skills required for entry and successful progress in those agricultural mechanics occupations that do not require education beyond the secondary school level.

2. To prepare students for advanced post-secondary vocational education in agricultural mechanics.

3. To enable students to acquire and understanding of the economic and social impact of the agricultural mechanics industry upon society and its relationship to agriculture in general.

4. To provide the agricultural mechanics industry with appropriate numbers of persons adequately prepared for successful employment in those occupations which presently exist and which are developing in the industry.

C. Ornamental Horticulture (01.05)

This instructional program is designed to prepare persons for employment in enterprises associated with floriculture, greenhouse operation, turf production and management, and floristry. The occupations in this industry involve mostly outdoor work growing and managing plants.

The goals of this instructional program are:

1. To supply students with the knowledge and skills required for entry into and successful progress in those ornamental horticulture occupations that do not require education beyond the secondary school level.

2. To prepare students for post-secondary vocational education in agriculture.

3. To enable students to acquire an understanding of the economic and social impact of the ornamental horticulture industry on society and its relationship to agriculture in general.

4. To provide the ornamental horticulture industry with appropriate numbers of persons adequately prepared for successful employment in those occupations that presently exist and that are developing in the industry.

D. Introduction to Agriculture (01.08)

This course, called Ag Science 1, is the introductory vocational agricultural course that is taught as the common entry point for all instructional programs in agricultural education.

The goals of this course are:

1. To supply students with some of the basic agricultural knowledge and skill required for entry and common to most agricultural occupations.

2. To supply students with the knowledge and understanding required to make informed career choices in agriculture and assist them to do so.

3. To assist students to prepare a personal plan of preparation for their chosen agricultural career.

The objectives of this course are:

1. Each student completing Ag Science 1 will possess certain basic agricultural competencies that are commonly required in-entry-level agricultural occupations that form the foundation for advanced, specialized vocational education in one of the four instructional programs in agricultural education.

2. Each student completing Ag Science 1 will have made at least a preliminary tentative personal choice pertaining to an agricultural career.

3. Each student completing Ag Science 1 and selecting a personal career in agriculture will have prepared an educational plan for achieving that career goal. The plan shall consist of learning activities in at least the following: course work in agriculture, selected activities conducted through the FFA organization, and supervised occupational experience.

E. Agriculture Business/Computers

This instructional program is designed to prepare students for entry level positions in agribusiness. The occupations in this industry will be varied depending on the specific industry involved.

The goals of this instructional program are:

1. To introduce students to computer hardware and software applications.

2. To enable students to understand that computers are an ongoing process and that technology is constantly changing.

3. To prepare students for post-secondary Vocational Education in agriculture.

The objectives of this course are:

1. Upon completion of this course each student will be able to demonstrate how computers increase efficiency and influence management decisions.

2. Each student completing this course will be able to distinguish between spreadsheet, word processing and database programs.

A) Understand the term and principles of computer management.B) Identify practical applications of computer management.

D. PROGRAM DESCRIPTION

We offer the three parts of a complete agricultural educational program at Firebaugh High School: Classroom Instruction, Hands On Training, and Leadership Development. Our staff is committed to focusing their teaching procedures in these three areas.

Our Classroom Instruction involves teaching the basic concepts of the units taught within each of our courses offered. Students are required to use their reading, writing, and thinking skills. Assignments, Tests, and Quizzes are given and graded regularly.

Our Hands On Training supplements the education that takes place in the classroom. Students are taught the various procedures and techniques used in Animals, Plants, Mechanics, and Ag Business. They put these methods to use in “real life” situations both in and out of the classroom setting.

Our Leadership Development is taught through the FFA. We teach an FFA Unit in all ag classes so students can build on their own leadership skills whether they are new to the program or continuing on. We focus on leadership, responsibility, and cooperation. Students put these traits to use through the various activities they participate in during their involvement in our program.

E. PROGRAM COURSE/SUBJECT MATTER CONTENT

Introduction to Agriculture (Sample)

I. Course Information A. Course Title: Introduction to California AgricultureB. Length of Course: One YearC. Units or Credits: TenD. Prerequisites: NoneE. Grade Level 9-10F. Special Course Designation:G. Course Code Number: 133

II. Course Description This course presents a survey of the animal and plant industries in California from production to the consumer. In addition, the student studies how animals and plants affect human life. Each student is involved in raising a live project as a “learn by doing” activity. Activities with the Future Farmers of America (FFA) organization are an integral part of this class. Elective entrance requirements are met by this class for the California State University system.

III. Goals, Objectives, and Performance Indicators

1. California Agriculture

The student will develop an understanding of the complexities of California’s agriculture industry and its significance to his/her life and well-being.

1.1 The student shall understand the economic importance of the agricultural sector in California, including leading production areas and commodities.

1.1.1 Identify the major agricultural production areas of California and commodities produced in each. (Knowledge, Comprehension)

1.1.2 List the approximate dollar value of the five leading agricultural commodities produced in Orange County. (Knowledge, Comprehension)

1.1.3 List the approximate dollar value of the five leading agricultural commodities produced in California. (Knowledge, Comprehension)

1.1.4 Describe and discuss the economic impact of the California agricultural sector on the state and national economy. (Analysis, Synthesis, Evaluation)

1.1.5 Describe and discuss the “cost-price squeeze” and understand its effect on California agriculture. (Analysis, Synthesis, Evaluation)

1.2 The student shall understand the interrelationship of agriculture and society in California, including factors which influence agricultural activities.

1.2.1 Identify problems faced by California farmers caused by population shifts and social and technological trends. (Knowledge, Comprehension)

1.2.2 Identify government agencies which influence and affect agricultural production in California. (Knowledge, Comprehension)

1.3 The student shall understand the impact of agricultural production on the environment and natural resources of California.

1.3.1 Define the economic effects of air pollution on agricultural production in California. (Knowledge, Comprehension)

1.3.2 Describe the major watersheds of California. (Knowledge, Comprehension)

1.3.3 Identify the major water quality and pollution problems in California. (Knowledge, Comprehension)

1.3.4 Identify the major forest regions of California. (Knowledge, Comprehension)

1.3.5 List major environmental effects of production agriculture n California. (Knowledge, Comprehension)

1.3.6 Understand the relationship of farmers and ranchers as stewards of natural resources. (Analysis, Synthesis, Evaluation)

2. Animal Science

The student will develop an understanding of the physiology, behavior, nutritional requirements, preventive health procedures, economic trends, live and carcass evaluations for domesticated meat animals.

2.1 The student will understand the importance of domestic animals and their role in modern society.

2.1.1 Describe the importance of animal domestication. (Analysis, Synthesis, Evaluation)

2.1.2 Identify within each domestic species four livestock enterprises that are part of production agriculture

2.1.3 Identify the major sources of animal protein in the world. (Knowledge, Comprehension)

2.1.4 Be aware of the public health issues related to growth hormones and their use in meat production. (Analysis, Synthesis, Evaluation)

2.1.5 Maintain an animal through a full production cycle. (Application)

2.2 The student will develop a basic understanding of animal behavior, morphology, and taxonomy.

2.2.1 Visually identify the external anatomical parts of the pig, cow, horse, chicken, goat and sheep. (Knowledge, Comprehension)

2.2.2 Describe the basic differences between animal and plant cells and identify examples of each. (Analysis, Synthesis, Evaluation)

2.2.3 Define binomial nomenclature (i.e. genus and species). (Knowledge, Comprehension)

2.2.4 Describe the difference between a species and a subspecies (variety) and provide examples from among domestic animals. (Analysis, Synthesis, Evaluation)

2.3 The student will develop a basic understanding of the structure, function and maintenance of the major body systems (e.g., digestive organ system, etc.) and their components.

2.3.1 Describe the basic physiological function of the primary components of the digestive systems. (Knowledge, Comprehension)

2.3.2 Visually identify examples of each and describe the basic differences between the three types of digestive systems found in farm animals. (Analysis, Synthesis, Evaluation)

2.3.3 Describe the shape and function of different animal anatomical structures and compare them to similar human structures. (Stomach, small intestine, large intestine, etc.) (Analysis, Synthesis, Evaluation, Knowledge, Comprehension)

2.3.4 Explain the value of neutering the male in meat animal production and the general metabolic and physiological changes resulting from castration. (Analysis, Synthesis, Evaluation)

2.4 The student will develop an understanding of the factors involved in animal nutrition, animal feeding, and the basic feedstuffs available for that purpose.

2.4.1 Describe the six classes of nutrients and identify examples of feeds containing each. (Knowledge, Comprehension)

2.4.2 Identify common feed additives. (Knowledge, Comprehension)2.4.3 Define symbiosis and describe how microorganisms (protozoa/bacteria)

contribute to the breakdown of complex carbohydrates in ruminants. (Knowledge, Comprehension)

2.4.4 List contributions of microbial digestion (in ruminants) to the host including synthesis of amino acids and B-vitamins. (Knowledge, Comprehension)

2.4.5 Feed an animal through a full production cycle. (Application)2.4.6 Explain the importance of feeding regimes in animal management.

(Analysis, Synthesis, Evaluation)

2.5 The student shall understand the concept of animal health. The student will become familiar with methods of identification of unhealthy animals, treatment, preventative measures and the causal agents of common animal health problems in animal of economic significance.

2.5.1 List predisposing conditions that cause animal health problems. (Knowledge, Comprehension)

2.5.2 Identify samples of parasites, describe how they may harm the host and prescribe methods of control for each. (two internal and two external) (Knowledge, Comprehension)

2.5.3 Demonstrate a method of control for an internal and external parasite. (Application)

2.5.4 Identify ways that infectious agents may gain entrance and do harm to an animal. (Knowledge, Comprehension)

2.5.5 Diagram the life cycle of two internal parasites common to farm animals. (Analysis, Synthesis, Evaluation)

2.5.6 Properly determine the body temperature of an animal. (Application)2.5.7 Identify unhealthy animals by using both visual and nonvisual indicators

of health. (Knowledge, Comprehension)

2.6 The student will develop an appreciation for the factors involved in and the ability to evaluate and select livestock for specific uses.

F. PROGRAM COMPLETION STANDARDS

Agriculture Science

----------------------has completed--------------------Courses of study and practice in Agriculture Science and has attained a competency level of: (n/a) not applicable; (0) does not meet basic standards; (1) basic; (2) good; or (3) excellent as certified by instructor in the following skill areas:

Competency Level

Basic Animal Science Anatomy and Physiology of Farm Animals Livestock Breeding and Genetics Handling Livestock Livestock Nutrition and Feeds Animal Health Beef Cattle Swine Sheep Beef, Swine, and Sheep Husbandry Dairy Cattle and Dairy Cattle Husbandry Livestock Evaluation and Selection Livestock Products Poultry Basic Plant Science Plant Classification Systems Areas of Crop Production Vegetable Crops Tree Crops Forage Crop Production Vine and Small Fruit Crops Land Preparation and Planting

Soils Fertilizers Irrigation and Drainage Harvesting Identification of Crops, Products, and By-Products Agricultural Production Services Agricultural Production Records Marketing Agricultural Products Financing Agricultural Production

Certifying Instructor Course Grade Date

Proficiency Standards

Students are to be graded on their ability to accomplish or perform different tasks.

Rating Scale: 4 – Skilled or can work independently3 – Moderately skilled or can perform with limited help2 – Limited skill, requires instruction and close supervision1 – No exposure, no experience or knowledge in this area

Rating Agriculture I

A. To identify the importance of production agriculture.

B. Identify the seven basic agricultural career areas.

C. Identify and understand the function of the Future Farmers of America as it relates to modern agriculture, the structure, history and purpose of the Future Farmers of America and how it develops leadership skills.

D. Demonstrate an understanding of the Supervised Occupational Experience Projects and their relationship with agriculture and agriculture careers.

E. Demonstrate an understanding of the California Vocational Agriculture Record Book by following actual or sample student projects.

F. Identify the common breeds of beef, sheep, swine, horse, dairy cattle and small animals.

G. Demonstrate an understanding of basic livestock management principles, including feeds and nutrition, care and maintenance, diseases and reproduction.

______ H. Demonstrate an understanding of the terminology associated with eachspecies of livestock.

______ I. Identify the common crops grown and understand their importance to California Agriculture.

J. Identify plant parts and explain their functions for a variety of common agriculture plants.

______ K. Explain the factors involved in plant growth and general production practices.

______ L. Students will understand and perform basic tractor operations and maintenance. Identify basic parts of common agriculture equipment.

M. Identify basic parts of common agriculture equipment.

______ N. Demonstrate proper safety techniques used in the agricultural industries and in the classroom setting.

G. DESCRIPTION OF FACILITIES AND EQUIPMENT

The Hanford Agriculture Department consists of the main Ag Science Building with four classrooms, conference room, staff and secretary offices, and lab room. The Ag Mechanics buildings are designated by student level. The Ag Mechanics 1 & 2 shop that has a section fenced off for Small Engines. The second Ag Mechanics shop is for the advanced students enrolled in Ag Mechanics 3 & 4. There is an OH/ Forestry Unit on the North side of the Campus.

The current Agriculture Department Building was built in 1998 and was built to code to include handicap accessibility.

The Ag Mechanics building were made wheel chair accessible with modifications made during the 2003-2004 school year.

The Forestry building has been condemned and is not for student use. The rest of facility is functional and used by the OH, Plant Science, Ag Earth, and Intro to Agriculture courses

The Hanford Agriculture Department does not have a school farm laboratory. It is a goal of the Hanford Vo-Ag Foundation to raise money in the future to build a facility for our students to house projects.

We do offer students the ability to raise OH projects in the OH Unit. It consists of a green house, shade house and growing areas.

The Students have a unique opportunity to work in the floral lab, making arrangements and selling them during break, lunch, and after school. They can also work on the floral design special events team that does a wide variety of formal and semi-formal events.

There is an indoor lab facility that opens to all Ag students that can be used for Agriscience fair projects.

Ag Mechanics students have access to three shop areas after school for shop projects. The freshman and sophomore students can work on shop projects in the Intro to Ag Mechanics shop. Advanced Mechanics students can work in the Ag Mechanics 3 & 4 facility. There is a small engines shop that allows students to bring in small gas and diesel powered equipment for service and repair as well

The Hanford Agriculture Department is fortunate enough to have six vehicles and several trailers for the seven staff members to use on a daily basis. They must be checked out using the calendar system in the teacher’s office area. Staff must identify the day of the week, date, time span and vehicle they will be using. Each vehicle is labeled T for truck and V for van

Agriculture Department Major EquipmentVehicles Vin number License Funds2006 F-350 crew cab 1FTWW30P06EA53378 1226519 Ag Incentive,

Parents club, milk machine

2004 F-350 Van 1FBNE3IL74HA58331 957628 Ag Incentive, Parents club

2004 F-350 Van 1FBNE3IL54HA58327 957627 Ag Incentive, Parents club

2000 F-350 crew cab dually

1FTWW32F07EE12266 1027703 Ag Incentive, Parents club

1997 Chevy 3500 van 1GAHG39R3V1085265 042833 Ag Incentive, Parents club

1992 F-350 crew cab 2FTHW35G6NCA61816 E367844 Ag Incentive, Parents club

Gooseneck trailer Q1 916519 Ag Incentive, Parents club

Tow behind Livestock trailer Q2

328510 Cotton Project

Cargo Utility Trailer Q3

45C6933 Parents Club

Gooseneck Flat bed trailer Q4

Jtc-81102 none Parents Club

Utility trailer Q5 none Parents ClubUtility trailer Q6 1226446 Parents ClubHorse trailer (to be auctioned this spring)

none Ag Incentive, Parents club

H. FIVE YEAR FACILITY AND EQUIPMENT ACQUSITION

Year 1 2015-20161. Purchase four computers, a printer and a scanner.2. Continue facility/equipment repairs.3. Maintain a functional pasture and breed school ewes.4. Continue to landscape area around the greenhouse and the barn.5. Continue to purchase lab equipment.6. Have planned plant sells throughout the year.7. Organize the shop tools and equipment.8. Continue small animal breeding projects.9. Purchase a cool box that can house fresh flowers and vegetables.10. Market organic vegetables through our own farmers market.11. Add on to existing OH tool room.12. Establish a soil mixing and work table area.

Year 2 2016-20171. Purchase an additional four computers and two desk jet printers.2. Plant a variety of plants to use for identification purposes.3. Begin pumpkin patch project with the FFA for sale in October.4. Add on to hog unit at the barn by building more pens with cement, drain system, and cover.5. Expand on other small animal projects.6. Hire a part time student farm manager.7. Replace existing rabbit hanging cages with an upright type.

Year 3 2017-20181. Build a science laboratory facility.2. Continue to upgrade and replace computers.3. Continue to improve the landscape unit and surrounding areas.4. Add additional trees and shrubs for plant identification.5. Buy a lathe and mill for the shop.

Year 4 2018-20191. Hire a full time farm manager for the school farm.2. Department repairs/replacements.3. Build another greenhouse.4. Plant fruit trees.

5. Purchase a tractor.

Year 5 2029-20201. Trade Ford Dully in for a new one.2. Replace shop equipment as needed.3. Hire a part time Ag secretary.4. Improve science work space and equipment5. Build hay barn.

I. STAFF ASSIGNMENTS

Project Supervision JOHN SUSAN MARYAg Mechanics X

Beef XDairy XGoat X

Ornamental Horticulture/Landscape XPoultry XRabbit X XSheep XSwine X

Work Experience X X XTransportation JOHN SUSAN MARY

Fairs and shows XContests X X XMeetings X

“Fun” Trips X X XBanquets JOHN SUSAN MARY

Greenhand/Chapter Farmer X X X Food and Clean up X

Set up and Decorations XProgram, Awards, Officers X

Judging Teams and Contests JOHN SUSAN MARYAgri Science X

Ag Mechanics XBanking X

Best Informed Greenhand XCreed Speaking X

Co-op Quiz XComputers X

Cotton XExtemporaneous Speaking X

Farm Power XFloriculture X

Job Interview XOpening Closing Novice Team

Opening and Closing Open Team X Opening and Closing Officer Team X

Prepared Speaking XMoney Making Activities JOHN SUSAN MARY

Beef Jerky Sales XBrochure Sales X

Candy Sales XCar Wash X

Newspaper Sales XFFA Dinner X X XPepsi Booth X X X

Reports JOHN SUSAN MARYFacility Reports X

Program of Work X X XRoster X

Incentive Grant and Budget XR-2 X

Program Plan XOther Assignments JOHN SUSAN MARY

Ag Advisory and Booster Meetings X X XFFA Meeting X X XDepartment X X X

FFA Advisors X X XDepartment Chairperson X

Other Activities JOHN SUSAN MARYFFA Week X X X

Eighth Grade Rally XFood Drive XToy Drive X

Local & Sectional Project Competition X X XChapter Officer Leadership Training X

Spring Regional Meeting XState Conference X

State Convention – One Day Participants XTop Twenty Points X

Team Building Boot Camp X X X

J. PROGRAM OF ACTIVITIES

Ask for samples.

K. SCHOOL/DEPARTMENT POLICIES

FFA is accepted as an integral part of the agricultural program by the Righetti High School Board of Trustees. FFA is taught in conjunction with classroom information and supervised occupational experience programs.

Students enrolled in agriculture course work receive credit toward their grade for involvement in the FFA program. Many varied activities, meetings, leadership conferences and contests are available for student involvement. The FFA portion of the agriculture program helps to extend and reinforce the instructional program, give students practice in self-government, building morale and spirit for themselves, the school and community, honoring outstanding achievements and provide social and recreational activities for students to participate in.

To participate in off campus FFA activities students must maintain a minimum of a 2.0 grade point average. This is a board policy for all extra/cocurricular activities, and is endorsed by the agriculture department. Students need to realize participation in trips sponsored by the FA chapter is a honor, and will earn the “right” to represent the chapter and school. A 2.0 GPA is not unreasonable to expect students to maintain, and helps to ensure the integrity of the program.

Guidelines:

1. All participation is under the consent of an Agriculture Instructor.

2. Be proud of the farm. It is a privilege to raise an animal at the farm. When finished using the tools, equipment, be certain to return them to their appropriate location. Keep the farm area neat and organized to ensure safety for all.

3. Attend all classes and be on time knowing tardy excuses will not be given to students due to feeding/cleaning of animals.

4. Must feed animal(s) when the student signs up on the feeding schedule. If unable to feed find another student to feed, students must make their own arrangements. Only sign up on the feeding schedule when you can feed.

5. Each student is responsible for cleaning their own area where animal/project is located.

6. Protect school property and personal property of others. If you have been identified as obtaining material, equipment or feed from others without permission, you will be subject to removal from the program.

7. Any member who wishes to have an animal at the school farm must:a. Obtain the animal under the supervision of a Righetti Agriculture Instructor and/or have

the approval of a Righetti Agriculture teacher prior to making the arrangements to purchase an animal and have the animal delivered to the Righetti High School Farm.

b. In order to prevent potential disease outbreaks, no student may bring swine, sheep or market calves on to the farm. These species may only be brought to the farm by or approved by a Righetti Agriculture Instructor.

8. Periodic parental assistance is welcome. However, daily project responsibilities cannot be completed by the parent. If a student cannot fulfill the projects responsibility to include, but not limited to, feeding, cleaning and any other management practice the Agriculture Instructors, as a group, make a disciplinary decision.

Righetti FFA offers a variety of experiences that the students can get involved with. Besides all the different judging teams such as, Vegetable, Poultry, Horse, Small Animals, Floriculture, Meat and Land; Righetti also offers teams such as Parliamentary Procedure, Public Speaking, and Creed Speaking. All these activities go under the same policy as stated earlier. Other activities such as Secret Santa, apply to the previous policy stated. If the student will be missing school, then the student must have a passing grade, as stated before. All these activities are leadership and responsibilities that are needed in the future.

All activities the students are involved with get classroom credit. When entering the Agriculture Science classes the students are aware of the percentage of their grade that deals with being involved with extra curricular activities dealing with FFA. All meetings and projects are part of the students grade.

L. PROFICIENCY STANDARDS FRO PROGRAM COMPLETERS

AG SCIENCE COMPETENCIES

I. California Agriculture

A. Economic importance of the agricultural sector in California

1. Identify the major agricultural production areas of California and commodities produced in each.

2. List the approximate dollar value of the five leading agricultural commodities produced in Orange County.

3. List the approximate dollar value of the five leading agricultural commodities produced in California.

4. Describe and discuss the economic impact of the California agricultural sector on the state and national economy.

B. Agricultural and Society

1. Identify problems faced by California farmers caused by population shifts and social and technological trends.

2. Identify government agencies which influence and affect agricultural production in California.

C. Agricultural Production on the Environment

1. Define the economic effects of air pollution on agricultural production in California.

2. List major environmental effects of production agriculture in California.

II. Animal Science

A. Importance of Domestic Animals

1. Describe the importance of animal domestication.

2. Identify within each domestic species four livestock enterprises that are part of production agriculture in the United States.

3. Identify the major sources of animal protein in the world.

4. De aware of the public health issues related to growth hormones and their use in meat production.

B. Basic Understanding of Animal Behavior

1. Visually identify the external anatomical parts of a pig, cow, horse, chicken, goat, and sheep.

2. Describe the basic differences between animal and plant cells and identify examples of each.

C. Basic Understanding of the Structure, Function and Maintenance of the Major Body System

1. Describe the basic physiological function of the primary components of the digestive systems.

2. Visually identify examples of each and describe the basic differences between the three types of digestive systems found in farm animals.

3. Describe the shape and function of different animal anatomical structures and compare them to similar human structures.

4. Identify with reduction in both male and female animals.

D. Animal Nutrition

1. Describe the six classes of nutrients and identify examples of feeds containing each.

2. Identify common feed additives.

3. Define symbiosis and describe how microorganisms (protozoa/bacteria) contribute to the breakdown of complex carbohydrates in ruminants.

4. List contributions of microbial digestion (in ruminants) to the host including synthesis of amino acids and B-vitamins.

E. Animal Health

1. List predisposing conditions that cause animal health problems.

2. Identify samples of parasites, describe how they may harm the host and prescribe methods of control for each.

3. Demonstrate a method of control for an internal and external parasite.

4. Identify ways that infectious agents may gain entrance and do harm to an animal.

5. Properly determine the body temperature of an animal.

6. Identify unhealthy animals by using both visual and non-visual indicators of health.

M. TEACHER CREDENTIALS

Place copies of credentials for each teacher in the agriculture department. Credential could be Single Subject, Ag Specialist, or Designated Subjects.

N. ROSTER OF AGRICULTURAL ADVISORY COMMITTEE

NAME ADDRESS JOBWarren Bendixen 515 E. Evergreen Avenue Farm Advisor

Santa Maria, CA

Kevin Cantrelle 1300 E. Stowell Road Gold Coast FarmsSanta Maria, CA

Abel Maidonado 257 Kathleen Court Agro-Jal Farms & CoolingSanta Maria, CA

Jose Guerra 5402 Stillwell Road CA Coastal Lending FirmSanta Maria, CA

Luis Valenzuela 3130 Skyway Drive Valenzeula EngineeringSanta Maria, CA

O. ADVISORY COMMITTEE MINUTES

ADVISORY COMMITTEEE MEETINGAPRIL 16, 2016

4:00 P.M.

PRESENT:

Susanne Snyder Koch California President/NurseryShene Nogues Plantel Manager/Vegetable GrowerWilliam Tomasini A Little Something Owner/FloristLori Stone Stanley’s Floral Sales/FloralAnne Plummer Home Base Sales/Garden

Staff – Non-Members:Ken Main PrincipalKathy Luis Guidance DirectorMarilyn Jacques Agriculture Department ChairJoy Lance O.H. Instructor

The meeting was called to order at 4:00. Introductions were made.

The purpose of the Regional Occupational Program Ornamental Horticulture class advisory committee was explained to the new members by Joy Lance. Future plans for the class were discussed. Advisory committee members were asked for their input regarding establishing a community worksite training component for this class. Committee members were very receptive to having students placed in their businesses for cooperative training. It was noted that there was a good cross-section of businesses from the industry present: florists, vegetable growers, nurserymen, retail sales and flower growers.

The course outline and competencies were reviewed. Many good suggestions for additions were made. It was suggested that proper telephone procedures be covered as this is crucial in all the aspects of the industry. Other ideas that will be looked into for future implementation in the course are: Chemical and

pesticide handling and disposal, Post Harvest care, Merchandising, Relative humidity related to plant growth, Plant pest diagnosis, Computer software applications, Customer relations, and Hydroponics. It was suggested to review current DOT codes listed on the course outline. All members were asked to take their copies of the course outlines and competencies and continue to review at their leisure. They were asked to call Marilyn or Joy with any ideas or comments.

Advisory committee members offered donations to the class. Plantel offered soil for planting. Koch Enterprises offered “seconds” of roses for arrangement practice. Other members noted they would have donations also. Susie Snyder brought a video of the variety of jobs related to the horticulture industry for the use in the class. Committee members were asked if they wanted to be speakers or demonstrators in class. It was noted also that we are still recruiting advisory committee members and if anyone had any ideas or names we would be happy to contact them. Members suggested a “job fair” in the early fall when the class was starting to help the students see what aspects of the industry interested them the most so we could place them effectively when starting the community classroom component. Susie Koch also noted that we could check into teaching a unit on pesticide handling that would enable students to pass the state licensing for Pesticide Applicator. She suggested this would be an excellent way to gain employment in any horticulture business. John Smidt is the County Agriculture Commissioner of San Luis Obispo County and may be able to give us the necessary information on this licensing. Another member suggested having students join professional organizations in the horticulture area if interested in being hired.

The committee was then given a guided tour of the classroom and greenhouse areas.

The meeting was adjourned at 5:30 p.m.

P. CURRENT YEAR BUDGET

Include the a spreadsheet displaying the department budget, including Ag Incentive Grant, Perkins Funds, CTE Funds, Booster Funds, General Funds, etc.

Q. ARTICULATION AGREEMENTS

Attach agreements that are in place with community colleges. This may include course credit options, waiver of courses, etc.

Statement of IntentThis agreement enables students to receive college credit and/or prerequisites waiver for coursework completed at the secondary level. The granting of college credit is based on the achievement of competencies through a course or sequence of courses as defined on Attachment 1 which specifies the conditions of the agreement.

Terms of the AgreementThis agreement shall remain in force for an indefinite period of time but shall be reviewed for consideration of continuation at the completion of each school year. This review will include an examination of up-to-date course outlines and a discussion of current teaching methodologies. Either party may terminate this agreement at the close of any school year by written notice to the President of Modesto Junior College or to the Program Administrator of the secondary educational institution.

Turlock Joint Union High School(School/District and/or ROP)

agrees to certify, via the Course Equivalency Certificate of Completion, those students who have successfully completed Vocational Ag Welding & Ag Welding & Metal Technology Course(s)

Upon receipt of a signed Course Equivalency Certificates of Completion from the secondary institution named below, Modesto Junior College agrees to award college credit for

WELD 200 – Arc and Gas WeldingAnd/or prerequisite waiver as provided in Attachment 1.

Articulation Contract Date: Spring 2016

MODESTO JUNIOR COLLEGE

President

Vice President, Instruction

TURLOCK HIGH SCHOOL

Superintendent

Principal

R. GRADUATE FOLLOW-UP

September 15, 2009

Dear Hanford High School Agriculture Program Graduate:

I need your help. You were enrolled in a vocational agriculture classes when you were a student here and I need information on what each student is doing since graduation. Please complete the survey below and return it to us in the enclosed envelope by October 1 st . I appreciate your assistance in completing the Graduate Follow-Up Report. (Parent if student is gone from home please complete the form and return.)

Agriculture Department Chair

Name: ______________________________ Address: ____________________________City: _______________________________ Phone: ________________________

Please place a √ mark below your current status. Please check one.Two-year college – Ag MajorTwo-year college – Non-Ag MajorFour-year college – Ag MajorFour-year college – Non- Ag MajorEmployed – Part-time – Ag JobEmployed – Part-time – Non-Ag JobEmployed – Full-time – Ag JobEmployed – Full-time – Non-Ag JobMilitary- Enlisted in the U.S. MilitaryOther-Please explain

Completed by:_________________________________

S. ACTIVE PLACEMENT SITESCLUSTER AREA

Work Site Student’s Name AnimalScience

Plant and Soil

Science

Ag Busines

s

OH Ag Mechanics

Forestry and Natural

Resources

T. RECRUITMENT ACTIVITIES

Chapter OfficersBy: Lelia Cavazos

James Ontiveros is the President of the Righetti FFA Chapter. James is a Junior who enjoys steer wrestling, rodeo and country music. He enjoys his ag classes most of all his classes. His favorite pet is his horse Re-ride.

Tara Thompson is the Vice President of our Chapter. She along with Jennifer Rose and Tiffany Thompson won the state Competition in Poultry Judging. Her favorite vacation was when she went to the FFA National Convention for poultry judging.

Tiffany Thompson is Secretary of the Chapter. Her favorite vacation was going to the National Convention for poultry judging. Her favorite class is Agriculture Science.

Jennifer Rose is Sentinel of the FFA Chapter. She is on the Poultry Judging Team, coached by Mr. Rose. Her favorite pets are her steers. She is a Junior and was born in Santa Maria.

Our Treasurer in Tanya Triplett. She’s the only Sophomore officer. She loves rodeo. Her favorite subject in school is agriculture. Tanya feels most relaxed when she’s riding her horse. Tanya is a member of the FFA Floriculture Team.

The Reporter of our Chapter is Stan Otremba. He’s a Junior and was born in Santa Maria. Stan is a member of the Varsity Football Team at RHS and likes 4x4’ing.

Topaz Kosorek is our Chapter Sweetheart. She’s a 16 year old Junior who enjoys horseback riding. One of her favorite dinners is steak and she is a member of the Meats Judging Team.

ContestSuccess for

RHSBy: Stan Otremba

The annual Opening and Closing Ceremonies and Best Informed Greenhand sectional contests were held on Saturday, October 27 at Cal Poly State University. FFA members and chapters from the San Luis Obispo and Santa Barbara sections competed in Advanced and Novice Opening and Closing and Best Informed Greenhand.

The Best Informed Greenhand contest was won by Righetti. Members of the BIG team included John Alvara, Charlean Howell, Chastisy Barnes, Marcus Lynch and Brian Whitefield.

Secret SantaBy: Kelly Thropp

The Secret Santa Community Service Project, sponsored by Santa Maria community businesses and organizations, was helped out by the Righetti and Santa Maria FFA Chapters. It was a great experience for all of us. What we did was help out the needy children in our community. At the Santa Maria Town Center Christmas Trees filled with angels waited to be adopted. Each angel was a child, and listed wishes for Christmas. Righetti FFA’ers manned the booth at the Mall, helped sort gifts and worked during distribution of the gifts.

Thanks to all those that helped!

Righetti FFA Gazette

Washington Union HSAgriculture Department

(559) 485-8805

Academic Excellence

A typical program for college bound students may include the following courses:

Grade 9 Grade 10Agriculture Science I Agriculture Science IIEnglish 9P English 10P21st Century World HistoryPE PEAlgebra GeometryKeyboarding BiologyForeign Language Foreign Language

Grade 11 Grade 12Agriculture Business Ag Mechanics IEnglish 11P and/or OrnamentalAmerican History HorticultureAlgebra II English 12PPE Amer. Gov/EconComputer Science Adv. Bio/PhysicsChemistry Elective

Agriculture EducationYour Pathway to Future Success!

Make an investment In your future!There are over two hundred rewarding careers in Agriculture. Through your high school agriculture program, you can add much to the quality of your education. You will learn important job related skills and develop powerful leadership skills which will expand your opportunities in your future. Our world is being transformed, and exciting opportunities await those who are

prepared. Tomorrow’s careers begin with high school agricultural education today.

Where are the Jobs?

Approximately 21 million people are employed in Agriculture careers. About 400,000 people are needed each year to fill positions in this field. Of those vacancies, only 100,000 are currently being filled by people trained in agriscience. That means there are many opportunities for YOU.

The Agricultural Education Program Includes:

Classroom Instruction

A quality education is the framework for everyone’s successful future.

Through your classroom experiences you will develop a good base of agriculture knowledge and learn to apply your thinking skills to real world situations.

Students have the opportunity to gain experience in various agriculture areas

Agriculture Mechanics ShopAgriculture Computer Science Lab Greenhouses and Nursery Unit10 Acre school farm

The FFA

This student group is part of all high school agriculture programs. Development of speaking, thinking, and leadership skills are cornerstones of the FFA. Plan on meeting new people and learning many new things in this organization. Expect to earn awards,

ClassroomInstruction

SupervisedAgriculturalExperience

FFAActivities

participate in recreational activities, experience local and statewide competition, and have fun!

U. STAFF INSERVICE RECORD

4.B Based on the previous year’s record, every agriculture teacher, teaching at least ½ time agriculture, attends a minimum of four of the following professional development activities:

ACTIVITIESTEACHER’S NAMES

Fall Region MeetingRegion Inservice Day

Spring Region MeetingSection InserviceSection InserviceSection Inservice

Summer ConferenceUniversity Ag Ed Skills Week

Professional Development** Explain the Professional Development:

1. 2. 3.

V. STAFF MINUTES

AGRICULTURE DEPARTMENT WEEKLY MEETING AGENDA

Date:

In Attendance:

Activities for the Week:Monday:

Tuesday:

Wednesday:

Thursday:

Friday:Saturday:

Sunday:

Important Dates During the Month:Vehicle Needs for the Coming Week:Project Visitations Made (prior week):Informational Items for Departmental Consideration:

AGRICULTURE DEPARTMENT MINUTESSeptember 9, 1996

Mr. DiGrazia, Mr. Van Vleck, Mr. Pollard, Mr. Silva, Ms. Tenente were present.

The following items were discussed:1) Class outlines – need to be discussed.2) Fund raiser September 16 – 27 will be selling beef jerky and M&M’s. Products are ordered.

Awards were discussed for top sellers.3) The first FFA meeting was September 6. The theme of the meeting was fall harvest and caramel

apples were made and eaten. The meeting was very successful.4) Poultry and Dairy Festival will be on September 14 & 15. There will be sign-ups to help out

passed around next week.5) First ROP Voc. Ed. Meeting September 11, at 3:00 p.m. in the career center.6) On September 10, sectional CATA meeting will be held at Newman High School at 4:00p.m.7) September 11, will be a FFA Executive meeting at 6:30a.m. – the Lyons Restaurant.8) September 11, at 6:30p.m. California Assoc. of Nurserymen will have a meeting at the Ag Dept.

Dinner will be served.9) Ms. Tenente and Mr. Van Vleck will be taking 16 students to the Western Exposition National

Dairy Show and judging contest September 18-21.10) Field trip for Mr. Silva will be on September 25, to San Luis National Wildlife Refuge. 11) FFA Greenhand conference will be held on October 15, in Manteca. A fifteen dollar deposit for

reserved spots for students is now being accepted. 14 student deposits have been accepted.12) Speaker on Wednesday September 18, from California Parks Department will be speaking in Mr.

Silva first through third period.13) The Turlock Agriculture boosters meeting was held on September 3.14) The parent meeting was held for the western exposition on September 3. Ms. Tenente got the

parents organized.15) Transportation requests need to be handed in early.16) Plant Science Meeting September 12 at 3:00p.m. for students interested in horticulture.17) FFA softball tournament September 13 at Denair High School. We will meet there.

CC: Dr. Gibson Don Wilkins Tom Parker Cheryl HeffnerGary Black Fran Carvalho Dennis Serpa

W. DEPARTMENT INVENTORY

School Site: Year:

EQUIPMENT INVENTORY

PURCHASE

ORDERNUMBER

QUANITY

DESCRIPTION LOCALID

NUMBER

DATEPURCHASE

D

COST STORAGE SITE

DATEDISPOSE

D OF