|
Criteria
|
High Points
|
Mid Points
|
Low Points
|
|
|
Performance Review A-1
The student describes the SAE project(s) included in this application.
|
Clearly and specifically describes what the project is and how member started it. If project involves non-cash exchanges or trades they are specifically explained.
|
Provides a basic explanation of the project but lacks clear and specific detail of what project is and how member started it. If present non-cash or trade arrangements are mentioned but lack specific details.
|
Provides a vague/unclear understanding of what the project is and/or how member started it. If present, non-cash or trade arrangements are mentioned but do not provide enough detail to be clearly understood.
|
x 1
|
|
Performance Review A-2
The student explained their SAE(s) roles, responsibilities and management decisions and how they have changed.
|
Illustrates a clear understanding of their roles, responsibilities and management decisions made.
|
A somewhat clear understanding of their roles, responsibilities and management decisions made, but lacks clarity.
|
A poor understanding of their roles, responsibilities and management decisions made.
|
x 1
|
|
SAE Outcome & Efficiency Factors
Performance Review Efficiency Factors
|
An appropriate and clear list of efficiencies gained and clearly relate to the SAEs listed in this application.
|
A somewhat appropriate and somewhat clear list of efficiencies gained and clearly relate to the SAEs listed in this application, but lacking some details.
|
A poor or missing list of efficiencies gained for the SAEs listed in this application.
|
x 1
|
|
SAE Skills and Planned Activities
Award App Summary & Section F. SAE Plan Skills, Planned Activities and outcomes
|
Illustrates an appropriate and clear list of skills, planned activities and measurable outcomes that clearly related to the project area. Also, the skills chosen connect to student's SAE projects and align to their SAE planned activities.
|
Somewhat appropriate and somewhat clear list of skills, planned activities and outcomes and clearly relate to the SAEs listed in this application, but lacking some details on measurable outcomes and choices of skills and SAEs are not very complete.
|
A poor or missing list of Skills, planned activities and outcomes lack any details or measurable for the SAEs listed in this application.
|
x 1
|
|
SAE Annual Summary
SAE Summary (Yearly) for each SAE listed - See Section F. Scope / Annual Summary for each SAE listed
|
Illustrates a clear summary of annual growth from year to year, responsibilities, important outcomes and engagement across all years listed.
|
A somewhat clear summary of annual growth from year to year, responsibilities, important outcomes and engagement across all years listed.
|
A poor summary of annual growth from year to year, responsibilities, important outcomes and engagement across all years listed.
|
x 1
|
|
SAE Plans
Student SAE(s) plans for each SAE - See Section F. SAE Plan for each SAE listed
|
Illustrates a clear SAE description, planned us of time/financial investments and clear learning objectives that relate to the SAE.
|
A somewhat clear SAE description, planned us of time/financial investments and a somewhat clear learning objectives that relate to the SAE.
|
A poor SAE description, planned us of time/financial investments and a poor listing of learning objectives that relate to the SAE, or missing information.
|
x 1
|
|
Scope & Complexity of Records / Project
See Section F. SAE Expenses, Journals or other entries
|
Illustrates a complex project, a variety of responsibilities and a significant amount of hours and/or earnings.
|
Illustrates a somewhat complex project, a smaller variety of responsibilities and a somewhat significant amount of hours and/or earnings.
|
Illustrates a simple project with few responsibilities and a low amount of hours and earnings.
|
x 1
|
|
SAE Photos and Captions
See Section F. SAE Photos & Captions in EACH SAE
|
SAE Photos and captions are listed for each SAE and illustrate the student engaged in common SAE activities that illustrate a clear demonstration showing them managing SAEs and their gained skills. Captions also clearly support the photo and again share details for management and skills.
|
SAE Photos and captions are listed for each SAE and somewhat illustrate the student engaged in common SAE activities, but lack a clear demonstration showing them managing SAEs and gained skills. Captions also somewhat share details for management and skills.
|
SAE Photos and captions are missing for each SAE and do not illustrate the student engaged in common SAE activities. Captions also incomplete and do not share details for management and skills.
|
x 1
|
|
SAE Journals and or Finances
Complete, appropriate and accurate SAE Journals and/or Finances - See Section F. SAE Expenses, Journals or other entries
|
Illustrates an complete, appropriate, and accurate set of records that represent the timeframe of the project, and appropriate records for the scope of the project.
|
Illustrates a somewhat complete, appropriate, and accurate set of records that represent the timeframe of the project, but lack some aspects. Also, somewhat illustrates records for the scope of the project, but misses certain aspects.
|
A poor set of records that do not represent a logical listing of records and timeframe of the project.
|
x 1
|
|
Spelling, Grammar, and Detail
Spelling and overall appeal of the application. See all sections.
|
Very complete and proper use of grammar and details of records.
|
A somewhat complete use of grammar and details of records.
|
A poor use of grammar or details.
|
x 1
|
|
Student Resume & Additional Information
Development of a career objective and engagement in FFA, SAE and Community Service, and additional information (maybe transcript or letters of support)
|
Student resume includes a well-written career objective and high-level of engagement in all areas. Also, the additional information positively supports the students application.
|
Student resume includes a somewhat well-written career objective and somewhat engaged in all areas.
|
Student lacks a career objective and limited involvement in resume areas.
|
x 1
|