Students have the opportunity to practice the following competencies while
attending the National FFA Convention & Expo:
Premier Leadership:
1. Practice student leadership and citizenship by participating in the National FFA Convention &
Expo.
 Motivate students
 Work as a team member
 Utilize contemporary organization activities to acquaint members with opportunities in
the organization
 Utilize programs and resources of the agricultural industry, educational and
governmental agencies involved in youth development
 Relate role of different activities to overall organizational success
 Evaluate local chapter based on activities observed
2. Demonstrate the leadership and human relation skills necessary to become a productive
member of society by participating in the National FFA Convention & Expo.
 Define qualities of effective leaders
 Display appropriate image and dress
 Cooperate and compromise through teamwork and group participation
 Utilize effective time management and planning
 Utilize effective money management
 Organize and plan a schedule
3. Contribute to society by focusing on community leadership, democratic principles and social
responsibility by participating in the National FFA Convention & Expo.
 Accept responsibility for personal decisions and actions
 Recognize value of teamwork, time management and cooperation in hosting events
 Recognize role of alumni and supporters in success of organization
Personal Growth
1. Practice leadership and citizenship by participating in the National FFA Convention & Expo.
 Set and achieve personal goals
 Develop and maintain positive outlook on life
2. Develop self-worth and self-discipline in the following ways…
 Identify personal qualities
 Compare personal qualities to challenges from “leaders” featured in program activities
 Compare personal qualities to those “leaders” recognized in speaking contest, career
development events, proficiency awards and other recognition activities
 Investigate current ag-ed/FFA issues
 Investigate current agricultural issues
 Relate impact of agricultural issues on FFA and agricultural industry
3. Develop interpersonal skills by valuing diversity, practicing tolerance and acceptance of
others, and working cooperatively toward common goals.
 Interact and feel comfortable with individuals from diverse ethnic, racial, social and
cultural backgrounds
Career Success
1. Explore the diversity of careers related to the agricultural industry by …
 Explore individual interests related to a career choice
 Investigate careers within specific areas of interest
 Identify career choice
 Identify FFA activities and networking mentors to assist in careers
 Investigate interrelationships of agriculture to other industries and organizations
Common Core Language Arts Standards: for quick reference http://www.permabound.com/state-standards.do?state=CCK&subject=language-arts&gradeLevel=11
CC.11-12.SL. Speaking and Listening Standards
11-12.SL.1. Initiate and participate effectively in a range of collaborative discussions (oneon-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and
issues, building on others' ideas and expressing their own clearly and persuasively.
11-12.SL.1.a. Come to discussions prepared having read and researched material under
study; explicitly draw on that preparation by referring to evidence from texts and other
research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
11-12.SL.1.b. Work with peers to promote civil, democratic discussions and decisionmaking, set clear goals and deadlines, and establish individual roles as needed.
11-12.SL.1.c. Propel conversations by posing and responding to questions that probe
reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue;
clarify, verify, or challenge ideas and conclusions; and promote divergent and creative
perspectives.
11-12.SL.1.d. Respond thoughtfully to diverse perspectives; synthesize comments,
claims, and evidence made on all sides of an issue; resolve contradictions when possible;
and determine what additional information or research is required to deepen the
investigation or complete the task.
11-12.SL.2. Integrate multiple sources of information presented in diverse formats and
media (e.g., visually, quantitatively, orally) in order to make informed decisions and
solve problems, evaluating the credibility and accuracy of each source and noting any
discrepancies among the data.
11-12.SL.3. Evaluate a speaker's point of view, reasoning, and use of evidence and
rhetoric, assessing the stance, premises, links among ideas, word choice, points of
emphasis and tone used.
11-12.SL.4. Present information, findings, and supporting evidence, conveying a clear
and distinct perspective, such that listeners can follow the line of reasoning, alternative or
opposing perspectives are addressed, and the organization, development, substance, and
style are appropriate to purpose, audience and a range or formal and informal tasks.
11-12.SL.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual,
and interactive elements) in presentations to enhance understanding of findings,
reasoning, and evidence and to add interest.
11-12.SL.6. Adapt speech to a variety of contexts and tasks, demonstrating a command of
formal English when indicated or appropriate.
CC.CCRA-SL. College and Career Readiness Anchor Standards for Speaking and
Listening
CCRA-SL.1. Prepare for and participate effectively in a range of conversations and
collaborations with diverse partners, building on others' ideas and expressing their own
clearly and persuasively.
CCRA-SL.2. Integrate and evaluate information presented in diverse media and formats,
including visually, quantitatively and orally.
CCRA-SL.3. Evaluate a speaker's point of view, reasoning, and use of evidence and
rhetoric.
CCRA-SL.4. Present information, findings, and supporting evidence such that listeners
can follow the line of reasoning and the organization, development, and style are
appropriate to task, purpose and audience.
CCRA-SL.5. Make strategic use of digital media and visual displays of data to express
information and enhance understanding of presentations.
CCRA-SL.6. Adapt speech to a variety of contexts and communicative tasks,
demonstrating command of formal English when indicated or appropriate.
Agriculture, Food and Natural Resources Standards: for quick reference
https://www.ffa.org/thecouncil/Documents/finalafnrstandardsv324609withisbn_000.pdf
CS.01. Performance Element: Premier Leadership: Acquire the skills necessary to
positively influence others.
CS.01.01. Performance Indicator: Action: Exhibit the skills and competencies needed to
achieve a desired result.
CS.01.01.01.a. Work productively with a group or independently.
CS.01.01.01.b. Demonstrate the ability to complete a task without assistance.
CS.01.01.01.c. Work independently and in group settings to accomplish a task.
CS.01.01.03.a. Exhibit good planning skills for a specific task or situation.
CS.01.01.03.b. Assess individual strengths and weaknesses in planning.
CS.01.01.05.a. Assess the physical, financial and professional risks associated with a
particular task.
CS.01.01.06.a. Identify the strengths/talents of team members needed to achieve a desired
task.
CS.01.01.06.c. Develop strengths and talents of team members so that all can achieve
success.
CS.01.01.07.a. Set personal goals using the SMART goals method (Specific, Measurable,
Approved by you, Realistic, Time-stamped).
CS.01.01.07.b. Use a variety of strategies to evaluate goals (e.g., observe, apply, and
demonstrate).
CS.01.02. Performance Indicator: Relationships: Build a constituency through
listening, coaching, understanding and appreciating others.
CS.01.02.01.c. Demonstrate human relation skills including compassion, empathy,
unselfishness, trustworthiness, reliability and being friendly to co-workers.
CS.01.02.02.a. Engage in a conversation with others to identify their interests and
aspirations.
CS.01.02.02.b. Utilize communication skills to collaborate in a group setting.
CS.01.02.02.c. Engage others in conversations to respond to an obstacle when
completing a task.
CS.01.02.03.b. Perform the steps/strategies to successfully coach/mentor others.
CS.01.02.04.a. Identify characteristics of effective teams.
CS.01.02.04.b. Establish team ground rules for expected individual behaviors on the
team.
CS.01.02.04.c. Evaluate the effectiveness of team members.
CS.01.03. Performance Indicator: Vision: Establish a clear image of what the future should
look like.
CS.01.03.01.c. Develop vision statements and plans for an organization.
CS.01.03.02.c. Create a plan of action to complete a task based on a conceptualized idea.
CS.01.03.03.c. Conduct a self-evaluation for personal reactions to new experiences.
CS.01.04.05.c. Lead a meeting or activity that engages all participants in the process.
CS.01.04. Performance Indicator: Character: Conduct professional and personal activities
based on virtues.
CS.01.04.01.c. Perform tasks with integrity.
CS.01.04.02.c. Assess personal values.
CS.01.04.03.c. Analyze the causes for team members to accept or reject responsibility.
CS.01.04.04.c. Demonstrate respect for others.
CS.01.04.05.c. Analyze one’s level of self-discipline and causes for lack of selfdiscipline.
CS.01.04.06.c. Evaluate professional and personal values and how they are applied in the
service to others.
CS.01.05. Performance Indicator: Awareness: Desire purposeful understanding related to
professional and personal activities.
CS.01.05.01.c. Articulate current issues that are important to the local, state, national and
global communities.
CS.01.05.02.c. Perform leadership tasks associated with citizenship.
CS.01.05.03.c. Plan an activity that promotes appreciation of diversity.
CS.02.02. Performance Indicator: Social Growth: Interact with others in a manner that
respects the differences of a diverse and changing society.
CS.02.02.01.c. Engage in a project that educates others about different cultures from
within the community.
CS.02.02.02.c. Present oneself appropriately in various settings.
CS.02.02.03.c. Maintain effective professional relationships.
CS.02.03. Performance Indicator: Professional Growth: Develop awareness and apply
skills necessary for achieving career success.
CS.02.03.01.a. Explore various career interests/options.
CS.02.03.03.a. Identify the skills required for various careers.
CS.02.05. Performance Indicator: Emotional Growth: Demonstrate healthy responses to
one’s feelings.
CS.02.05.02.b. Determine opportunities to demonstrate selflessness and compassion
towards others.
CS.02.05.03.b. Analyze an individual’s personal level of self-confidence.
CS.02.05.04.b. Practice habits that positively affect emotional well-being.
CS.02.06. Performance Indicator: Spiritual Growth: Reflect inner strength to allow one to
define personal beliefs, values, principles and sense of balance.
CS.02.06.02.c. Demonstrate respect and sensitivity to others’ beliefs.
State specific standards can be found at http://www.perma-bound.com/state-standardsmap.faces As an example, Indiana’s state standards that apply to the National FFA Convention &
Expo are below.
Indiana English Standards
 10.1.1 Understand technical vocabulary in subject area reading.
 10.1.2 Distinguish between what words mean literally and what they imply, and
interpret what words imply.
 9.7.1 Summarize a speaker’s purpose and point of view and ask questions
concerning the speaker’s content, delivery, and attitude toward the subject.
 9.7.11 Evaluate the clarity, quality, effectiveness, and general coherence of a
speaker’s important points, arguments, evidence, organization of ideas, delivery,
choice of words, and use of language.
 9.7.12 Analyze the types of arguments used by the speaker, including argument by
causation, analogy (comparison), authority, emotion, and the use of sweeping
generalizations.
 12.7.12 Critique a speaker’s use of words and language in relation to the purpose of
an oral communication and the impact the words may have on the audience.
 SPC.1.1 Summarize a speaker’s purpose and point of view, discuss, and ask
questions to draw interpretations of the speaker’s content and attitude toward the
subject.
Indiana History Standards
 GHW.1.3 Analyze agricultural hearths* and exchanges of crops among regions.
Evaluate the impact of agriculture on the subsequent development of culture
hearths in various regions of the world. (Spatial Interaction, Physical Systems,
Diffusion, Human Environment Interactions)
 GHW.5.1 Ask and answer geographic and historical questions about the origin and
growth of towns and cities in different regions of the world.
 WG.2.3 Give examples and analyze ways in which people’s changing views of places
and regions reflect cultural changes.
Indiana Agriculture Standards
 G-1. Students shall identify and examine the career opportunities in agribusiness.
 C. Students shall examine the scope of career opportunities in and the importance of
agricultural mechanics.
 F. Students shall explore careers in the animal industry.
 Identify various food science careers and their educational requirements.
 Students shall examine the scope of career opportunities in and the importance of
agriculture to the economy.
 Students shall examine career opportunities in horticultural science.
 E-1. Students shall examine career opportunities in and the importance of the
landscape industry to ornamental horticulture.
 Evaluate career opportunities in the national and state park systems, including basic
duties, requirements, and educational prerequisites.
 Students shall examine career opportunities in and the importance of plant and soil
science.