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Outstanding Teacher Uses Innovative Ways to Improve and Showcase STEM in Agriculture


CASE Innovation Award.jpgNASHVILLE, Tenn., – Brooklyn Bush, agriculture instructor at Tillamook High School, in Oregon, received the Curriculum for Agricultural Science Education (CASE) Innovation Award. The CASE Innovation Award highlights creative classroom and teaching approaches as CASE certified teachers implement and promote CASE curriculum.


As a CASE teacher, Bush uses the Food Science and Safety curriculum to develop industry partnerships with the Tillamook County Creamery Association, Tillamook Smoker, Pacific Seafood, and Werner Meats. These partnerships inform students of employment opportunities in the agriculture industry, and foster a network of support between her students and members of the community. Bush looks forward to expanding community partnerships with Tillamook Bay Community College, for her students to have the opportunity to earn college credits and industry credentials.


Along with receiving the CASE Innovation Award, Bush presented a workshop at the National Association of Agricultural Educators’ annual convention. The workshop showcased how to build industry, community, and post-secondary education partnerships through teaching CASE courses.

Curriculum for Agricultural Science Education (CASE) is an ambitious project, started by the National Council for Agricultural Education in 2007 and is managed by the National Association of Agricultural Educators (NAAE). The primary goal of CASE is to implement a national curriculum for secondary agricultural education programs that provides high-level educational experiences to enhance the rigor and relevance of agriculture, food, and natural resources (AFNR) subject matter for students. In addition to elevating the rigor of AFNR knowledge and skills, CASE provides purposeful enhancement of science, technology, engineering, and mathematics (STEM).

CASE develops curriculum utilizing science inquiry for lesson foundation and concepts are taught using activity-, project-, and problem-base instructional strategies. In addition to the curriculum aspect of CASE, the project ensures quality teaching by providing extensive professional development for teachers that leads to certification. For additional information about CASE, please visit


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This is an article from the November 2017 edition of NAAE’s News & Views Newsletter. To read News & Views in its entirety, please visit this link.


case1.JPGIf you had a chance to stop by the Curriculum for Agricultural Science Education (CASE) booth at National FFA Convention a few weeks ago, you could hear the buzz in the air as agriculture teachers got their first look at the newly-released CASE Institute schedule for 2018. CASE has become a staple in agricultural education professional development and the question has shifted from “Are you going to a CASE Institute this year?” to “Which CASE Institute(s) are you going to this year?”


It is often assumed that the agriculture teachers who use CASE curriculum in their classrooms are young and new to the teaching profession. However, that is not always true. For Paul Anderes, agriculture teacher at La Grande High School, in La Grande, Oregon, over thirty-one years of experience in the classroom did not stop him from shifting gears and creating a whole new agriculture program.


“My career had become stagnant,” said Anderes. “I could see the light at the end of the tunnel, but I knew I had a long way to go to get there.”


Anderes attended his first CASE Institute in 2010 to receive his Principles of Agricultural Science – Plant certification. He was able to use what he learned from his first institute to not only enhance STEM in his curriculum, but to approach teaching and learning from a different angle. He was able to transform all of his classes with new presentation and questioning techniques that allow his students to reach a higher level of learning through inquiry-based instruction. This was the first step in his program’s transformation.


In 2016, Anderes was approached by his assistant principal, Scott Carpenter, who wanted to know what his vision was for growing his agriculture program. Carpenter, along with his fellow administrators, were impressed by Anderes’ focus on STEM and PLC education models through his implementation of CASE curriculum, as well as his drive to develop key partnerships within the district to move his program to the next level.


“When Scott Carpenter came to me about my vision for the agriculture program, I told him I wanted to be able to identify as a CASE school,” said Anderes. “He has been vital in making sure that I have the tools, resources, and opportunities I need to make that happen.”


case2.JPGAnderes is now CASE certified in Introduction to Agriculture, Food, and Natural Resources (AFNR), Principles of Agricultural Science – Animal (ASA), and Principles of Agricultural Science – Plant (ASP). These certifications have allowed him to focus on revitalizing his program and making his classroom more student-focused.


Through multiple CASE certifications, strong administrative support, and the “perfect storm” of funding, Anderes has been able to build his program immensely. He has been able to enhance STEM through CASE curriculum, provide his students with the lab equipment and materials needed to complete their CASE labs and activities, and update the program’s facilities.


“Paul Anderes has been a driving force in innovating our Agriculture/Natural Resources Pathway at La Grande High School,” said Carpenter. “He has worked tirelessly to cultivate positive relationships with community and state agencies and businesses to provide high-quality learning opportunities outside the classroom. Paul's advocacy for adopting CASE curriculum has led to increased engagement, STEM opportunities with new industry-standard technologies, and increased enrollment in his courses. Paul's work to provide quality curriculum both in and out of his classroom has been truly impressive and inspiring to staff and students alike.”


The La Grande agriculture program is one of four programs in the county that receives support from the Fox Foundation, which provides $5,000 each year in funds that Anderes puts towards LabQuest equipment and supplies. A school bond that provided $31 million district-wide for improvements allowed Anderes to remodel the program’s greenhouse and re-tool the agricultural mechanics shop. Carpenter wrote a CTE Revitalization grant worth $500,000, which along with Oregon CTE Pathways Funding provides additional support for facilities, equipment, training, and travel.


Although Anderes has a unique funding situation that has undoubtedly made a profound impact on the La Grande agriculture program, it is his motivation and determination to transform his program into something more than a traditional agriculture program that has truly made the difference.


“As a teacher, sometimes you need to be the catalyst for change for your agriculture students, program, or school,” said Anderes.


La Grande currently has 130 students enrolled in its agriculture program, which offers six classes. The program also has 50 active FFA members.


For more information about CASE and to see the 2018 CASE Institute schedule, click here.

This is an article from the October 2017 edition of NAAE’s News & Views Newsletter. To read News & Views in its entirety, please visit this link.


In a recent announcement, DuPont Pioneer has committed $175,000 in grants to help fund professional development training and classroom resources for agriculture teachers across the nation through Curriculum for Agricultural Science Education (CASE). Grant recipients will be current or new CASE certified teachers implementing the rigorous, multi-year agriscience curriculum in their classrooms.


Teachers selected for the grants are able to use the funds to attend CASE Institutes, purchase equipment and materials, and conduct End-of-Course assessments through CASE Online.


For Sheryl Cleavinger, agriculture teacher at Riverside High School, in Kansas, receiving a DuPont Pioneer grant last year to attend the Food Science and Safety CASE Institute has helped her students grow exponentially.


“CASE provides my students with knowledge and life skills that they will be able to use in their future careers,” said Cleavinger.


Grant funding has allowed Cleavinger to keep her curriculum, materials, and equipment updated, so that her students receive the most relevant education possible.




RayeAnn Stamper, agriculture teacher at Pioneer Jr/Sr High School, in Indiana, shares a similar story, thanks to DuPont Pioneer’s grant funding.


“My students enjoy the hands-on activities that CASE provides,” said Stamper. “By having less lecture and more applied learning experiences, they have been able to learn more and apply their knowledge at home. For instance, I ask them to bring in water from around their house for water quality testing as part of the NRE course.”


Stamper also adds that without grant funding, she would not be able to attend CASE Institutes or purchase the supplies and equipment to properly facilitate the CASE curriculum.


Another story of CASE curriculum success comes from Liz Tinaglia, agriculture teacher at Owatonna High School, in Minnesota. Tinaglia was able to attend the CASE Natural Resource and Ecology Institute thanks to her DuPont Pioneer grant. Her grant also allowed her to purchase the necessary equipment to properly implement CASE and provide her students with rigorous and relevant curriculum, which has resulted in higher test scores and student achievement.


“CASE aligns with national core content standards,” said Tinaglia. “My students are able to take what they know and apply it outside of my classroom and in their core classes.”


Each year, there are more and more stories of student success and achievement thanks to the rigor and relevance of CASE curriculum. Oftentimes it is thanks to the support of agribusinesses through grant or scholarship funding that teachers are able to attend CASE Institutes and implement the curriculum in the classroom. DuPont Pioneer is a strong supporter of agricultural education because they understand the importance of supplying the agriculture industry pipeline with knowledgeable and qualified employees – a significant focus of CASE.  case1.jpg


“Supporting agricultural science teachers through continuing education and classroom equipment is one way we are striving to assure food security for the projected 2050 population of 9 billion people,” said Robin Habeger, Academic Outreach Manager at DuPont Pioneer.


CASE would like to take this opportunity to thank DuPont Pioneer for their continued support of its curriculum and agricultural education.


For more information about the newly available grants and to apply, follow this link. The application deadline is Monday, November 13th.



This is an article from the September 2017 edition of NAAE’s News & Views Newsletter. To read News & Views in its entirety, please visit this link.


case1.jpgSummer is over and the school bells are once again ringing, as students file off of the school buses and you pour your third cup of coffee. Although the daylight hours are getting shorter and staff meetings and lunchroom duties are back, it is a wonderful time of year to show your students and administrators what you learned over the summer!


For many, CASE Institutes were the highlight of your professional development over the break. Whether you traveled across the country, or you attended an institute practically in your own backyard; the knowledge and skills you gained from your time with CASE will surely be reflected in your students’ interest and level of engagement, and in the enhancement of STEM concepts in agriculture this school year.


Elizabeth Pack, agriculture teacher at Asheboro High School in Asheboro, North Carolina, can attest to the profound impact CASE has had on her agriculture program.


“CASE has a brought a true hands-on approach to my classroom,” said Pack. “It has helped change how I teach Natural Resources. CASE creates a platform that gives students a structure to follow. They understand what they are doing and why they are learning what they are learning.”


Pack attended the CASE Environmental Science Issues (ESI) Institute this summer. The knowledge she gained not only helped her revitalize her curriculum, but also allowed her to showcase the science in agriculture to her entire school by using a pyranometer during the recent solar eclipse. Since ESI is primarily research-based, this real-life experience was a very unique learning opportunity for her students.


“I love watching the light bulb go off when they understand what they are learning,” added Pack. “CASE is the best professional development opportunity I have ever had and I really appreciate our CTE department for allowing me to have this opportunity. I love the training I have received and the curriculum I now have access to.”


Rylyn Small, a first-year agriculture teacher at East Prairie High School, in East Prairie, Missouri, also had a unique opportunity with CASE this summer. Small was able to attend the CASE Pre-service Principles of Agricultural Sciences - Animal Institute this summer. As a recent graduate of Southeast Missouri State University, Small decided to attend the institute as a means to kick-start his teaching career. 



“With CASE, you do not have to worry about developing curriculum,” said Small. “As a new teacher, I can focus more on teaching strategies and differentiation, rather than developing content.”


Being from the crop production area of Missouri, Small’s students are not as experienced with production livestock. By attending the ASA Institute, Small is better equipped to teach his students about animal science and help them build knowledge and skills that will allow them to explore areas of agriculture that are less familiar.


“CASE takes a lot of stress off of your first year,” added Small. “Classroom instruction, leadership, and experiential learning are all important to ag education. By using CASE, you can enhance the three-circle model in all areas of your agriculture program.” 


CASE not only provides professional development for teachers, but it also creates a unique and individualized learning environment for students. CASE teachers are able to focus on their students and make sure they are reaching their learning targets. We all want our students to achieve to their fullest potential, and CASE is a great example of how this can be accomplished.


Now that school is back in session, don’t be afraid to show off the awesome professional development opportunities you experienced this summer. Share with your students, fellow teachers, administrators, and anyone else you know about the endless opportunities there are in agricultural education to grow personally and professionally.


And don’t forget to stay up-to-date with the 2018 CASE Institute offerings by checking out the CASE website.

This is an article from the August 2017 edition of NAAE’s News & Views Newsletter. To read News & Views in its entirety, please visit this link.


Initially launched in 2014, CASE Online moved to a new platform in August 2016 and has been a great resource for CASE certified teachers to incorporate in their classrooms. With the use of five major components to implement CASE curriculum in the classroom, students and teachers are able to experience CASE at a whole new level. These components include:


  • an online student version of CASE curriculum
  • flipped classroom videos
  • a student assignment submission portal
  • national End-of-Course assessments
  • an internal test generator


CASE certified teachers are able to purchase accounts for $8-$15 per student, depending on the quantity ordered. Programs in CASE funding states (GA, IN, IA, KY, LA, MD, MN, MO, NJ, PA, and TX) are eligible for special discounted rates as well.


Based on teacher recommendations, CASE Online now offers the following features to help with accessibility:


  • student enrollment bulk importer
  • student log-in credentials print multiple students per page
  • instructors can move student accounts between courses
  • ability to purchase multiple sections of a course
  • teacher question banks now organized by lesson and concept


The new features are all about increasing classroom and program efficiency. The bulk importer now allows teachers to upload their student rosters via a Microsoft Excel template, rather than individually. Teachers are also able to transfer unused CASE Online seats from one course to another, so if they purchase too many accounts for one course, they can move those open seats to CASE courses that have a waitlist for student enrollment. In addition, teachers are now able to purchase multiple sections for the CASE courses they teach, so their CASE Online rosters and information match their actual classroom rosters and information. These new features alone will save teachers valuable time and money that can now be spent providing students with individualized instruction and resources to get the most out of their CASE experience.


CASE-Online-EoC-Option-Graphic.jpgCASE Online has also added two new assessment-only options. The Pre-Assessment and End-of-Course Assessment bundle is $10 per student and provides the teacher with the ability to facilitate a Pre-Assessment once and an End-of-Course Assessment up to three times during the school year. The End-of-Course Assessment option is $8 per student and allows teachers to facilitate just the End-of-Course exam three times during a seven-day span. With both of these options, teachers are able to view test statistics, distractor analysis, discrimination index, and item analysis information per assessment. 


For more information about CASE Online and how you can access these great new features for your own classroom, click here.


Here is a neat resource to partner up students in a self management method!


Partner-Management-Square-Image A-B.jpgPartner-Management-Square-Image-B-A.jpg

This is an article from the July 2017 edition of NAAE’s News & Views Newsletter. To read News & Views in its entirety, please visit this link.




High school students looking to get a jumpstart on their college education have a new opportunity through a unique partnership between Rutgers University and Curriculum for Agricultural Science Education (CASE). The Rutgers School of Environmental and Biological Sciences (Rutgers – SE

BS) now offers transfer credits to students who have successfully completed certain CASE courses, while in high school.


The following courses are available for transfer credits:


  • CASE Principles of Agricultural Science – Animal
  • CASE Principles of Agricultural Science – Plant
  • CASE Natural Resources and Ecology
  • CASE Animal and Plant Biotechnology
  • CASE Food Science and Safety


“We partnered with CASE a number of years ago because we saw the potential of this outstanding national program,” said Dr. Thomas Leustek, Associate Dean for Academic Administration and Assessment at Rutgers School of Environmental and Biological Sciences. “We offer college credits for students who complete certified CASE courses at their secondary school, who then are accepted into and matriculate at the Rutgers School of Environmental and Biological Sciences.”


Students may receive up to 13.5 transfer credits for these specific CASE courses taken in high school, as long as the high school has an active articulation agreement with Rutgers – SEBS. Any secondary school that teaches one or more CASE courses may request an articulation agreement. Students must also have completed high school with a grade point average of at least 3.0 (on a 4.0 GPA scale) and have been accepted to Rutgers–SEBS within four years of their high school graduation.


“We are excited about the new CASE link on the Rutgers University website designed to help students get transfer credits for CASE courses,” said Nancy Trivette, New Jersey Program Leader, Agricultural Education/State CASE Leader. “The site includes a template for an articulation agreement between Rutgers and the secondary institution. Access to the transfer credit and articulation agreements will allow any CASE students from schools with articulation agreement to get credit for CASE courses at Rutgers.”


Agriculture classes are already marketable with their hands-on approaches to learning through inquiry-based instruction and the enhancement of science in the curriculum. What better way to take that marketability to the next level than by providing your students with the opportunity to earn college credits before they set foot on campus?


For more information about this opportunity and to request an articulation agreement, follow this link.


Curriculum for Agricultural Science Education courses are developed using elements from pedagogical approaches that are recognized in educational literature as proven and effective modes of teaching and learning. For more information about CASE and what it can do for your program, click here.

This is an article from the June 2017 edition of NAAE’s News & Views Newsletter. To read News & Views in its entirety, please visit this link.


case.jpgFor the eighth year in a row, the Curriculum for Agricultural Science Education has offered scholarship opportunities for agriculture teachers looking to enhance STEM in their curriculum through CASE training. This year, CASE was able to offer three different scholarships, totaling over $49,000, which will provide 38 agriculture teachers the opportunity to attend a CASE Institute.


CASE Institutes provide exceptional professional development for agriculture teachers, but at times it can be difficult for teachers to find the funds to attend the institutes. It is thanks to these scholarship opportunities that agriculture teachers are able to attend CASE Institutes, and in turn, provide their students with rigorous curriculum that shines light on the science, technology, engineering and mathematics core concepts which are a vital part of agricultural science.


“The CASE model is a tremendous resource for any teacher,” said Jim Kaltenbach, agriculture teacher at Peoria High School, in Peoria, Ariz. “It has freed me from so many monotonous teacher tasks, and now I can focus on being the best advisor, manager, and relationship builder I can be. CASE training and resources help me both inside and outside my classroom. Winning the CHS Foundation Scholarship made it possible for me to participate this year in the Agricultural Research Development (ARD) Institute. Without this scholarship it would not have been possible for our program to acquire this training.” case2.jpg


This year’s scholarships were provided through the CHS Foundation and Impact FFA as a special project of the National FFA Foundation, as well as through Farm Credit East.


“Farm Credit East is committed to supporting the next generation of Northeast agriculture,” said Michael Brooks, Farm Credit East director and chair of the Board’s AgInitiative Committee. “This investment in continued teacher education will have a multiplier impact by helping to further develop and inspire the next generation of agricultural leaders.”


The 2017 CASE scholarship recipients were selected based upon a variety of criteria, including financial need and potential program impact.


case1.jpgClick on the links below to see who received this year’s CASE scholarships.



Since 2009, CASE has certified 1,369 teachers from 41 states. For more information about CASE, including scholarships, institutes, curriculum and more, please follow this link.


Thank you to the CHS Foundation, Impact FFA, and Farm Credit East for providing this year’s CASE Institute scholarship funding.


chsFoundation SQUARE.jpgffa.jpgfce.jpg

CASE is excited to announce the 2017 Farm Credit East CASE Institute Scholarship Recipients! Twenty agricultural educators were selected to receive assistance with their CASE Institute registration. The Farm Credit East scholarships were directed specifically for agricultural educators in Connecticut, Maine, Massachusetts, New Hampshire, New Jersey, New York, and Rhode Island. The following are agriculture teachers who received CASE Institute scholarships from Farm Credit East. CASE is grateful to Farm Credit East for their support.


Teacher’s Name



Todd Hofheins



Deanna Miller

Woodstown Pilesgrove Regional


Jessica Jones



Brooke Head



Jennifer Shields



Jessica DeVries

Unadilla Valley


Anna Leiss



Laura Pinhas

Sussex County Technical


Taylor Clifford



Patricia Thorne

Cumberland Regional


Nichole Hirt

Indian River


Marisa Bedron

Connecticut Region 14


Nicole Smith

Cumberland Regional


Michelle Barber



Kylie Smith



Hannah Milligan



Sarah-Jean Oliver



Aaron Fiordimondo



Jeffrey Parnapy



Cathryn Dymond

Otselic Valley




This is an article from the May 2017 edition of NAAE’s News & Views Newsletter. To read News & Views in its entirety, please visit this link.



After a great three-day professional development training session, this year’s 76 selected CASE Lead Teachers are excited and ready to facilitate their upcoming institutes! Just a couple of weeks ago, every CASE Lead Teacher gathered in Minneapolis, Minn., for CASE Lead Teacher Orientation.


CASE Lead Teachers are CASE certified teachers who facilitate the instruction of a CASE Institute. They have exceptional passion for promoting student success and wish to share the CASE experience with their peers in agricultural education. CASE Lead Teachers are selected through a highly-competitive application process. This year, 10 new CASE Lead Teachers were selected from a pool of 50 applicants.


Once selected, CASE Lead Teachers are required to attend and participate in Lead Teacher Orientation. This specialized training session is a time for learning, energizing and encouraging one another, and strengthening professional connections. The focus of this orientation was to provide CASE Lead Teachers with the knowledge and skills to effectively facilitate their institutes and provide them time to collaboratively plan professional development facilitation for their summer institutes.



This year’s orientation featured special guest, Drew Perkins, of TeachThought, and centered on questioning in the inquiry agriscience classroom. CASE Lead Teachers were given the opportunity to practice the use of Questioning Formulation Techniques (QFT). The Lead Teachers also gained hands-on experiences with new Vernier sensors, as well as some creative inspiration on how to use LabQuests and sensors, thanks to Vernier representative David Carter.


CASE Lead Teachers also learned how to use new technology resources like iMovie to enhance the learning experience at their respective institutes. In addition, they spent time focusing on how to capture great learning moments for professional portfolios and how to create a professional learning community with teachers at their CASE Institute.


case3.jpgCASE Lead Teachers are ready for some fantastic learning experiences this summer! They hope you are excited and ready as well to dig deep into the STEM of agriculture, so that your students have the tools to think critically, problem solve, and be truly engaged in their agricultural education experience.


Still looking for a CASE Institute to attend? There is still time! Follow this link to see which CASE Institutes still have available spots and secure yours today!

This is an article from the April 2017 edition of NAAE’s News & Views Newsletter. To read News & Views in its entirety, please visit this link.



CASE Online Announcment Image.jpgIt may seem hard to believe, but the school year is quickly coming to a close. Although as agriculture teachers, we don’t exactly get our summers “off,” we do get a break from daily classroom instruction. BUT, not before a whirlwind of assessments.


Testing may be a dreaded word, but CASE certified agriculture teachers have a pretty awesome tool at their fingertips to help them showcase their students’ knowledge, progress and success in agriculture classrooms – CASE End-of-Course assessments.


We know that CASE curriculum provides us and our students with the tools necessary to think deeper, apply knowledge and truly engage in learning. With CASE End-of-Course assessments, we now have the opportunity to capture the data needed to prove the benefits of CASE curriculum and agriscience education to our students, colleagues, and administrators.


CASE End-of-Course assessments are written by the CASE curriculum writers and are available through CASE Online. When teachers order CASE Online, they receive access to the learning management system, which includes an online version of the student curriculum, collaborative features such as discussion forums, wikis and chats, digital assignment submission, real-time grading and feedback, flipped classroom videos, and online assessments, which include the End-of-Course assessments.


Each assessment has 40-45 multiple choice questions, which reflect the content standards taught in its respective CASE course. The assessment is designed to be administered in a 45-minute period, which limits loss of class time due to testing. Students are also allowed three attempts at each assessment, which allows room for improvement.


The CASE End-of-Course assessments also align with numerous national content standards, including:

  • National AFNR Career Cluster Content Standards
  • Next Generation Science Standards
  • Common Core State Standards for High School Mathematics
  • Common Core State Standards for English Language Arts


By aligning with multiple sets of standards, most states can crosswalk to local standards. In many states, the End-of-Course assessments are accepted as completion exams for students.


There are also other benefits to CASE End-of-Course assessments. For students, there are opportunities for college credit with articulating institutions. For teachers, the assessments are often (depending on the state) used as completion exams, which eliminates an additional standardized test. For administrators, CASE End-of-Course assessments provide a non-biased, standardized testing option for school districts to determine overall student performance and completion of a CASE pathway.


The end of the school year may be getting closer by the minute, but with CASE you have the opportunity to finish the year strong, showcase student performance, and provide a true snapshot of how CASE has positively impacted your program.


Interested in learning more about CASE and what is has to offer you and your program? Follow this link for access to this year’s CASE Institute registration information, CASE Pathways, and so much more. Click here to learn more about CASE Online.


Make sure to add CASE to your plan for next year!

CASE is excited to announce the 2017 CHS Foundation CASE Institute Scholarship Recipients! Fourteen agricultural educators were selected to receive assistance with their CASE Institute registration. These scholarship receipts were selected from forty-six applications from teachers across the nation. The following are teachers who received CASE distributed scholarships from the CHS Foundation.


First Name:Last Name:School:State:
MelanieBerndtsonWellsboro Area High SchoolPA
JessicaBochniakFarmington Central CUSD 265IL
JuliaCarrellWarsaw Community High SchoolIN
CameronEarlywineNicholas County High SchoolKY
AllisonHooverRipon Christian SchoolsCA
JamesKaltenbachPeoria High SchoolAZ
ChanceKanodeBriggsdale Undivided High SchoolCO
KasieKiefferBluestem Junior Senior High SchoolKS
PaigeLevandowskiScott County High SchoolKY
ElizabethRiderNorth Kitsap High SchoolWA
JenniferRussellShullsburg High SchoolWI
GinnieStraitHighland High SchoolAZ
TaberCambridge Jr./Sr. High SchoolIL
KaylaTaylorYuba City High SchoolCA


As a special project of the National FFA Foundation, the CHS Foundation has sponsored these scholarships for 2017 CASE Institutes for beginning and experienced agricultural educators. CASE is grateful to the CHS Foundation for their support!



CASE is excited to announce the 2017 Impact FFA CASE Institute scholarship recipients! Four agricultural educators were selected to receive assistance with their CASE Institute registration. The Impact FFA scholarships were directed specifically for female agricultural educators. The following are female teachers who received CASE distributed scholarships from Impact FFA.


First Name:Last Name:School:State:
TamraHerschbachYerington High SchoolNV
MaKaylaLaRueKansas State University (Pre-service Teacher)KS
EmmaMillerOregon State University (Pre-service Teacher)OR
TeagueTeeceOregon State University (Pre-service Teacher)OR


As a special project of the National FFA Foundation, Impact FFA has sponsored these scholarships for 2017 CASE Institutes for female agricultural educators. CASE is grateful to the Impact FFA for their support!



This is an article from the March 2017 edition of NAAE’s News & Views Newsletter. To read News & Views in its entirety, please visit this link.


It’s almost that time of year again – time to pack your bags and head to your CASE Institute! For some, it may be the first time you have traveled out of state for professional development. For others, it may be your fifth certification or you are preparing as a Lead Teacher. Either way, Curriculum for Agricultural Science Education (CASE) has something to offer every agriculture teacher.



We are in a new age of education, where inquiry is king and student learning is about application rather than lectures with notes. Whether you are a veteran ag teacher with more years under your belt than you can count, or just getting started in your teaching career, CASE pathways are a great way to provide your students with rigorous coursework that promotes critical thinking, hands-on application, and student inquiry -- all while enhancing mathematics and science in agricultural curriculum.



For Brianne McCauley, agriculture teacher at Liberty High School in Clarksburg, W. Va., the structured sequence of courses provided through CASE has allowed her to focus on individualized student learning and classroom management. A CASE certified teacher in Introduction to Agriculture, Food, and Natural Resources, Principles of Agricultural Science – Animal, Principles of Agricultural Science - Plant, Natural Resources and Ecology, Animal and Plant Biotechnology, Environmental Science Issues, and Agricultural Research and Development, McCauley is able to experience the lightbulb moment when her students make connections in their learning to real-life scenarios.


CASE provides curriculum and lesson plans so my focus can be on my teaching techniques and meeting student needs. I love being able to focus on my students and the way they learn,” said McCauley.


Currently, there are five CASE Program of Study pathways: Animal Science, Plant Science, Agricultural Engineering, Natural Resources and Agribusiness. Each pathway includes four courses that scaffold and build student understanding as rigor and comprehension levels develop.


The scaffolding aspect of the CASE pathway design has been a tremendous help for Jamie Christiansen. Christiansen has taught agriculture for 12 years, currently at Midland Community School District, in Wyoming, Iowa.



“CASE is organized and builds on itself,” said Christiansen. “You’re always coming back to information to reinforce learning.”


Christiansen adds that watching her students question research and each other’s experiments validates the effectiveness of CASE curriculum. As a CASE certified teacher in Introduction to Agriculture, Food, and Natural Resources, Principles of Agricultural Science - Animal, Principles of Agricultural Science - Plant, Food Science and Safety, and Agricultural Research and Development, she knows that she will walk away from a CASE Institute fully prepared to teach the material.


Josh Day, agriculture teacher at Tipton High School, in Tipton, Iowa also attests to the benefits of CASE curriculum.


“CASE ties what we have been doing in our agriculture programs directly to national standards in core content areas,” said Day. “It proves that what we teach is the application of core content.”



Day is also certified in multiple CASE courses – Introduction to Agriculture, Food, and Natural Resources, Principles of Agricultural Science - Animal, Principles of Agricultural Science - Plant, Agricultural Power and Technology, Natural Resources and Ecology, Animal and Plant Biotechnology, and Agricultural Research and Development. Like Christiansen and McCauley, he values the scaffolding aspect of CASE curriculum as well as being able to reach all of his students, no matter their agricultural background.


Regardless of which CASE pathway is offered, the structured sequence of courses increases the rigor of students’ coursework while spiraling and scaffolding content knowledge and technical skills


For more information about CASE pathways, follow this link. Interested in learning more about CASE and what it has to offer you and your program? Click here.

This is an article from the February 2017 edition of NAAE’s News & Views Newsletter. To read News & Views in its entirety, please visit this link.


You’re making plans to attend a CASE Institute this summer. Whether you’ve attended an institute before, or this is your maiden voyage into CASE curriculum, finding the appropriate funding for this professional development opportunity can be difficult. Thanks to generous contributions from two sponsors, you may be closer to securing those funds than you think.



This year the CHS Foundation, through the National FFA Foundation, is providing partial CASE Institute scholarships for award winners. This program is for current agriculture teachers who are employed to teach at least one CASE course in 2017 or individuals who are actively seeking employment as an agriculture teacher in the summer or fall of 2017 in a school where CASE courses are taught. You can find more information about this scholarship opportunity here. The deadline to apply for the CHS Foundation CASE Institute Scholarship is February 28th.


If you are an agriculture teacher in Connecticut, Maine, Massachusetts, New Hampshire, New Jersey, New York, or Rhode Island, check out the Farm Credit East partial CASE Institute scholarships. These scholarships will cover up to 50 percent of the cost of a CASE Institute, not exceeding $1,000. You can find more information about this scholarship here, along with the application. The deadline to apply for the Farm Credit East CASE Institute Scholarship is April 28th and applications will be accepted on a rolling basis.


case2.jpgThese scholarships can truly make a difference in your CASE Institute experience. Buddy Crass, agriculture teacher at Seymour High School, in Seymour, Tenn., can attest to the benefits of receiving a scholarship and how that directly impacts an agriculture program.


"I have received two scholarships the past three years. These scholarships are huge because the school system has not been able to secure funding to pay the entire institute amount. The first scholarship afforded me the opportunity to attend the Principles of Agricultural Science - Plant. Last year, I attended Natural Resources and Ecology," said Crass. 


Crass is not the only beneficiary of the CASE Institutes. His students also reap huge rewards for his attendance and certification.


"CASE allows the student to learn and grow and also develop skills that can be utilized in other high school courses, said Crass. "They benefit from the APP format, spiraling; and scaffolding and the variance of rigor from low to high."


You can take advantage of these scholarships too! For more information about CASE Scholarship and Grant opportunities, follow this link.


Still looking for more information on attending a CASE Institute this summer? Check out the full listing of institutes here.


Thanks again to the CHS Foundation and Farm Credit East for providing our agriculture teachers with financial support to enhance both their classrooms and professional skills.







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