Agricultural Communications Handbook

AGRICULTURAL COMMUNICATIONS 2017–2021 2
NATIONAL FFA CAREER AND LEADERSHIP DEVELOPMENT EVENTS HANDBOOK

(Version Feb. 2020)
Purpose
The purpose of the agricultural communications career development
event is to excite and inspire students to develop basic skills relevant
to the agricultural communications industry. Students will be
equipped with strong communication skills and will have developed
the ability to work collaboratively to effectively communicate and
advocate for the industry of agriculture.
Event Rules
The complete rules, policies and procedures relevant to all National FFA Career and Leadership Development
Events may be found in the Introduction to the Career and Leadership Development Events Handbook.
 Teams will consist of four members.
 It is highly recommended that participants wear FFA Official Dress for this event.
 Team members will work together to prepare a written media plan prior to the National FFA Convention
& Expo. The team will also be responsible for presenting the plan at the national event and completing
individual practicums and tests.
 During the practicum portion of the event, one team member will be responsible for completing a web
design activity, one team member will be responsible for completing a video production activity, one
team member will be responsible for completing a journalistic writing activity and one team member will
be responsible for completing an opinion writing activity
 Any participant in possession of an electronic device during the quizzes is subject to disqualification.
Recording devices are not allowed during the press conference.

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Event Format
Each November following the National FFA Convention & Expo, the agricultural communications CDE
committee will release event specifications for the next year. The specifications will outline the scenario to
be used for the media plan and presentation as well as the specific practicum activities and software. This
information can be found on FFA.org.
EQUIPMENT
Needed: Students must provide pens and pencils. For practicums, writers and designers are encouraged to
bring a laptop or other device for word processing or design.
Provided:
 Easel
 Projector screen
 Table
Note: Teams may bring additional equipment for the media plan presentation as long as they are able to set
up and tear down equipment in the time allowed for the presentation.
For practicums, members may be provided these items:

 PC computer.
 Printer.
 Blank paper.
 Digital photographs.
 Dummy text.
 Logos.
 Any other necessary materials.


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Team Activities
AGRICULTURE-RELATED MEDIA PLAN (200 POINTS/TEAM)
Teams will play the role of communications consultants and will develop a media plan for an assigned
scenario. The scenario will identify a client with a communications need and a budget. Please reference the
current event specifications on the CDE webpage. At the national event, the team will make a pitch (oral
presentation) of the media plan.
Scenarios are based around agricultural advocacy. Teams will develop a media plan from the following
rotating topics.
Tell a local FFA Story

 The focus could include one of the following subjects:
 FFA member (2017)
 FFA chapter (2019)
 FFA advisor (2021)
 State FFA association
 FFA alumni/supporter
Advocate the industry of agriculture to consumers

 The focus could include one of the following subjects:
 Farmer/rancher (2018)
 Commodity (2020)
 Farmers market
 Community garden
 Farm to table
 A local opportunity for public relations not tied to FFA
A media plan is a written document that describes the following items:
 Objectives: What the group wants to accomplish with the media plan.
 Target Audience: A description of who the client is trying to reach, including demographic data.
 Strategic plan and tactics: The ways in which the objectives can be accomplished, including a social
media plan.
 Timeline: When the objectives will be accomplished.
 Evaluation: How the results will be measured.
 Budget: Teams may not go over a maximum of $5,000.

 References.
Guidelines for media plan
 Eight to 10 typed pages not including cover page, table of contents, references or appendices.
 Double-spaced with 1-inch margins.
 Paginated (numbered pages not including cover page).
 12-point Times New Roman font (not including display text or headings).

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 Submitted electronically in PDF format to the National FFA Organization by the designated deadline at
FFA.org on the CDE certification page.
 Formatted and edited according to the Publication Manual of the American Psychological Association
(APA) when citing sources.
THE MEDIA PLAN MUST INCLUDE THE FOLLOWING SECTIONS (POINTS WILL BE DEDUCTED
FOR MISSING OR INCOMPLETE SECTIONS):
Cover page
 Must include the title of the media plan, CDE name, state, chapter name, team member names and year
 May include a creative design

Table of contents
Introduction and overview
 Two pages maximum
 Introduction
 A brief background of the issue/topic and a statement of the problem establishing the need for this
media plan.
 Overview
 A brief preview of what is contained in the plan and how it will benefit the client.
 Objectives of the media plan
Audience
 One page maximum
 Who the client is trying to reach (target audience) with the media plan
 The demographic characteristics of the intended audience.
 Note: teams may have a primary and a secondary audience

Strategic plan
 Three to four pages maximum
 Key messages or themes to communicate to the audience
 Explanation of how the objectives will be met
 Plan to attract media attention using social media
 Description of how the plan will be executed

Social media tactic of the strategic plan
A social media plan is required that addresses the following items:
 Social media platforms to be used
 Plan to gain followers
 Plan to engage followers


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 General idea for the messages to be posted
 One-page example post must be provided as an appendix (can include Facebook posts, tweets,
Instagram photos and others)
 Content of the “About” section of pages
Timeline
 Explanation of the duration of the plan and the timing of the media tactics

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Evaluation
 Description of proposed methods to determine if the media plan objectives were met
 What are the key performances? (How will you measure that you are successful?)
 Examples may include number of participants, impressions, likes, shares, retweets, circulation of
publications and number of video views.
Budget and justification
 Table of all costs associated with implementing the media plan
 Explain why you have allocated this amount for each activity.
Conclusion
 A final summary of key points related to the strategic plan and a statement persuading the client that
the plan is a good solution to the communication problem.
 Not a restatement of the introduction and overview
References
 Formatted and edited according to the Publication Manual of the American Psychological Association
(APA).
 Appendices/Examples
 One page of social media posts
 Three to five other communication examples
 Suggestions include mock up or example of website, links to student-created video, press releases,
blogs and op-eds
Appendices
 Include three to five examples in the appendices.
 Examples of tactics include but are not limited to

 Broadcast advertising.
 Print advertising.
 Press releases.
 Fliers.
 Brochure.
 website.
 Blogging.
 Displays.
Submission
An electronic copy of the media plan in PDF format (no larger than 20 megabytes) must be uploaded by

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Sept. 1, 8 p.m. Eastern. Upload instructions are on FFA.org. A penalty of 10 percent of available media plan
points will be assessed for any late submissions. If the document is not received seven days after the
deadline, the team may be subject to disqualification. Additionally, no chapter certification changes will be
accepted after Sept. 1 for agricultural communications. States qualifying after the Sept. 1 deadline will have
10 days from the state qualifying event date to submit their media plan.

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MEDIA PLAN PITCH — PRESENTATION (175 POINTS/TEAM)
 The team should present the media plan as if pitching it to the client identified in the scenario.
 The presentation should follow the structure of the written media plan.
 Teams should bring examples of materials that would be used in the execution of the plan (e.g., social
media, broadcast advertising, print advertising, press releases, fliers, brochures, website, blogging and
displays).
 Each team member must participate in the presentation.
 Each team will be allowed 15 minutes to present its media plan to a panel of judges, who will play the
role of the client. Five points will be deducted for each major fraction of a minute over the 15 minutes
allowed for the presentation. Following the presentation, judges will be allowed five minutes to ask
questions.
 Teams will have a total of 10 minutes for setting-up and tearing-down equipment (e.g., five minutes to
set up and five minutes to tear down).
 Provided equipment includes an easel, projector screen and table.
 In the case of equipment failure, the team may be asked to move forward with the presentation. A
backup plan is recommended.
 The team presentation will be conducted in two rounds: preliminary (three to five flights) and finals (one
flight). The top team from each preliminary flight will advance to the final round.
 Preliminary presentation flights will be seeded by media plan scores. Flights are announced during the
team orientation meeting at the start of the event.
Note: Teams may bring additional equipment for the presentation as long as they are able to set up and
tear down equipment in the time allowed.

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Individual Activities
TESTS
Editing exercise (25 points/individual; 100 points/team)
Because editing is a critical skill for all communicators, each team member will complete an editing exercise.
They will be given a printed document that contains 25 mistakes. In correcting the mistakes, team members
will be required to use correct proofreading marks (see Associated Press Stylebook). Style, grammar,
punctuation and spelling mistakes will be included. Team members will NOT be able to use the style manual
or a dictionary during this exercise.
Communications quiz (25 points/individual; 100 points/team)
Each team member will complete a quiz that covers general knowledge of the agricultural communications
industry. Questions may come from any section of the listed references excluding sports guidelines. Team
members will NOT be able to use the style manual or a dictionary during this exercise.
Practicums (100 points/individual; 400 points/team)
The practicums will consist of four individual events. Each team must assign a member to one of the
following areas prior to arriving at the national event:
 Web design.
 Video production.
 Journalistic writing.
 Opinion writing.
All teams will meet in a central location for an orientation and press conference. Teams will be seated by
practicum group. All team members will be given an orientation at the beginning of the practicums to last no
more than 10 minutes.
The press conference will be held immediately before the scheduled practicums. Each team member will
receive a press packet with background information on the agricultural topic and expert to use during the
event. An expert will speak on a current agricultural topic for 20 minutes. Students will be provided with
paper to take notes if they wish. After the 20-minute presentation, the non-writers will be dismissed to a
different area to complete their assigned practicums.
The writers will then be involved in a 10-minute question and answer period with the expert (speaker). Each
writer will stand to be recognized before asking a question. Writers may ask more than one question;
however, the expert will attempt to address questions from as many different participants as possible. No
electronic devices of any kind, including tape recorders and cell phones, will be allowed during this portion of
the event. Upon completion of the 10-minute question and answer session, remaining participants will be
dismissed to complete their assigned practicums.
WEB DESIGN
Each designer will use the press packet and information that was gathered in the press conference to
develop a WordPress site. The objective is to communicate the press conference speaker’s organization
through appropriate design, navigation and use of provided photos and graphics. The designer may use the
provided WordPress templates or customize the template. Each participant will have 90 minutes to complete
the practicum.
VIDEO PRODUCER
Students will be given a selection of video clips, photos, and music and will create a 60 to 90 second video
that promotes the client’s product or service. Students will not be recording a voice track. Participants will
have 90 minutes to complete the practicum. Students may be provided a laptop. Students will need to
provide their own headphones.

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JOURNALISTIC WRITERS
Writers will write a journalistic piece based on the press packet and information that was gathered in the
press conference. It should be written for an appropriate audience, have a strong focus and lead (opening
paragraph) and include a headline. The story will then be word processed by the student on a computer and
turned in to be scored. Participants will have 90 minutes to complete the practicum.
The activity will rotate annually through the following journalistic pieces:
 Press release (2017, 2020).
 News story (2018, 2021).
 Feature story (2019).
OPINION WRITERS
Writers are to write a piece that takes a position and support it with evidence based on the press packet and
information that was gathered in the press conference. It should be written for an appropriate audience,
have a strong focus and lead (opening paragraph) and include a headline. The story will then be word
processed by the student on a computer and turned in to be scored. Participants will have 90 minutes to
complete the practicum.
The activity will rotate annually through the following opinion pieces:
 A blog post (250–300 words) (2017, 2020).
 An op-ed (500–750 words) (2018, 2021).
 A letter to the editor (300–500 words) (2019).

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Scoring
Participants will be ranked in numerical order based on the final score to be determined by each judge
without consultation. The judge’s ranking of each participant shall then be added, and the winner will be the
participant whose total ranking is the lowest. Other placings will be determined in the same manner (use the
low-point method of selection). Weighted rank scoring will be implemented to maintain point value emphasis
between individual and team events. The criteria and points can be found on the scorecards.
Event Points
Media plan — proposal 200
Media plan pitch — presentation 175
Tests — 200 points possible
Communications quiz 100 (25 pts/member)
Editing exercise 100 (25 pts/member)
Practicums — 400 points possible
Web design practicum 100
Video producer practicum 100
Journalistic writing practicum 100
Opinion writing practicum 100
Total individual score possible 150
TOTAL TEAM SCORE POSSIBLE 975
TIEBREAKERS
Team tiebreakers will be settled in the following order:

1. Combined individual practicum rank score.
2. Proposal rank.
3. Presentation rank.
4. Media plan.
Individuals tiebreakers will be settled in the following order:

1. Practicum score.
2. Communications quiz score.
3. Editing exercise score.

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Awards
Awards will be presented at the awards ceremony to individuals and/or teams based upon their rankings.
Specialty awards will be given to the high individual in each practicum area. Awards are sponsored by
cooperating industry sponsors as a special project and/ or by the general fund of the National FFA
Foundation.
References
This list of references is not intended to be all-inclusive.
Other sources may be utilized, and teachers are encouraged to make use of the very best instructional
materials available. The following list contains references that may prove helpful during event preparation.
 National FFA CDE Page — Past CDE Material (FFA.org/Ag Communications/Event Resources/Past Test &
Practicums)
 Associated Press Stylebook and Libel Manual
 Microsoft® Office computer program
 Adobe® Creative Suite (most current edition)
 Bivins, T. Public Relations Writings: The Essentials of Style and Format, 4th edition. McGraw- Hill Higher
Education, ISBN 0-844-20351-3
 Harrower, T. Newspaper Designer’s Handbook, 5th edition. McGraw-Hill Higher Education

ISBN 0-07-249291-0
 Kalbfeld, B. Associated Press Broadcast News Handbook. McGraw-Hill Higher Education, ISBN 0-07-
136388-2
 Telg, R. and T. Irani. Agricultural Communication in Action: A Hands-On Approach, 1st edition
Cengage/Delmar Publishing, ISBN 1111317143 (Online versions available)

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Media Plan — Proposal Scorecard

200 points
Chapter State Team Number
Very strong evidence of Moderate evidence of Weak evidence of

Points Total
INDICATOR skill skill skill Weight
Earned Points
5–4 points 3–2 points 1–0 points
Overview • Adequately explains • Explains the • Incomplete overview
(Executive the proposal/ plan in proposal/plan fairly provided; does not
Summary) enough detail that it well, but does not provide enough
can be understood provide enough detail to detail to understand
without having to read fully understand it the proposal/ plan
the entire document without reading entire without reading the
• Adequately details document document
what is contained in • Details only some of • Lacks detail on
the plan and how it what is contained in much of what is
will benefit the client the plan and how it contained in the X2
• Clearly details the will benefit the client plan and how it will
objectives of the plan but is lacking in some benefit the client
detail • Does not provide
• Does not clearly or any detail on
fully detail objectives objectives of the
of the plan plan
• Does not exceed 2 • Exceeds 2 page limit • Introduction
Introduction
pages (combined with (combined with section is missing
overview) overview) or incomplete
• Provides adequate, • Provides only partial, • Background of the
but brief background incomplete issue/topic is not
of the issue/topic background of the well defined or is X3
• Clearly states the issue/topic missing
problem and • Problem and • Problem statement
objectives to be objectives to be is unclear or
addressed by the plan addressed by the plan missing
• Clearly establishes a are not clear to reader • Objectives are
strong need for plan • Need for the plan is unclear or missing
• Describes how the not clearly stated or is • Need for the plan is
plan will benefit the not well established not established or
client • Plan’s benefit to the addressed
client is not well • No mention is
supported made of plan’s
benefit to the client
• Does not exceed 1 • Exceeds 1 page limit • Description of
Description
page limit • Who the client is audiences is
of Audience
• Clearly describes who targeting with the missing or
the client is targeting media plan is not well incomplete
with the media plan defined • Who the client is
• Detailed • Only partial targeting with the X3
demographics of demographics of media plan is not
target audience(s) are target audience(s) are stated
included included • Little or no
• demographics of
target audience(s)
are included
• Does not exceed 2-3 • Exceeds 2-3 page • Key messages or
Detailed
page limit limit themes are not
Strategic Plan
• Key messages or • Key messages or presented
themes proposed to themes are not clearly • Objectives are not
communicate with presented restated and no
target audience(s) are • Objectives not explanation of how
clearly presented restated clearly and they will be met is
• Clearly restates explanation of how provided
objectives and they will be met lacks • Chosen mediums

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Points Total
Earned Points
adequately explains clarity are not appropriate
Detailed
how they will be met • Chosen mediums are for plan and no
Strategic Plan
• Chosen mediums are not well suited for justification of their
(cont.) suitable and plan and/or use is provided
appropriate to meet justification of their • How plan will be X6
objectives and their use is not well executed is not
use is clearly justified explained provided
• Clearly describes how • How plan will be • Social media plan
plan will be executed executed is unclear and tactics used to
• Clearly states and • Social media plan and attract media
explains social media tactics used to attract attention using
plan and tactics used media attention using social media are
to attract media social media are incomplete and
attention using social somewhat unclear. lack many of the
media, including: • Some key information key details needed.
platforms to be used, is missing from social •
plan to gain followers, media tactics
plan to engage
followers, and general
ides for messages to
be posted
• Does not exceed 1 • Exceeds1 page limit • Timeline is missing
Timeline
page limit • Unclear or missing • Mostly incomplete
• Clearly and some items of plan and does not
adequately explains and media tactics contain the
duration of plan and • Unrealistic timeframe majority of items in X2
timing of media for plan execution plan or media
tactics • Confusing to view tactics
• Easy to view and and/or understand or •
understand; well not well organized •
organized
• Does not exceed 1 • Exceeds 1 page limit • Evaluation plan is
Evaluation
page limit • Methods to determine missing
• Cleary describes if plan objectives were • No clear methods
adequate methods to met are not clear or to determine if plan
determine if plan are not appropriate objectives were X3
objectives were met for the plan met are presented
• Clearly details key • Key performance • No key
performance indicators and performance
indicators and measures of success indicators or
measures of success are unclear measures of
success are
provided
• Does not exceed 1 • Exceeds 1 page limit • Budget and
Budget
page limit • All costs associated justification are
• Clearly details and with implementing the missing
explains all costs media plan are not • Few costs
associated with well explained or associated with
implementing the some are missing implementing the
media plan • Explanation of media plan are X4
• Cleary explains how/why amount explained
how/why amount allocated to each • No explanation of
allocated to each activity was how/why amount
activity was determined is allocated to each
determined incomplete or unclear activity was
determined is
provided

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Points Total
Earned Points
• Does not exceed 1 • Exceeds 1 page limit • Conclusion is
Conclusion
page limit • Final summary of key missing
• Clear and well- points related to • Final summary
articulated final strategic plan is simply restates
summary of key incomplete or not well introduction and/or
points related to stated overview X2
strategic plan is • Final statement lacks • No final statement
provided persuasiveness to to persuade client
• Well-reasoned final client and is not well is provided
statement is supported by the plan
presented to persuade
client the plan is a
good solution to their
communication
problem
• 3 – 5 examples/items • Less than 3 • No examples
Appendices
provided examples/items provided
• At least 1 example provided • No example social
social media post is • No example social media post is
provided media post is provided
• Thoughtful, well- provided • Poor quality of X6
designed, and well- • Quality of communications
written, and relevant communications documents
communications documents provided provided ; poorly
documents provided could be stronger designed or contain
• Examples provided many errors
are only somewhat • Examples provided
relevant to plan are not relevant to
objectives plan objectives
• Entire proposal • Proposal mostly • Proposal lacks a
Proposal is
narrative focuses on focuses on addressing focus on
Relevant to
addressing client’s client’s specific public addressing client’s
Scenario
specific public communication needs specific public
communication needs but sometimes loses communication
• Focuses specifically on focus or stray from needs and often
current scenario client needs loses sight of client X2
provided to teams • Lacks specific focus on needs
• Plan and all items current scenario • Strays from current
within it are extremely provided to teams scenario provided
relevant to provided • Is only somewhat to teams
scenario and client relevant to scenario • Plan and items
• Creatively interprets • Some items within contained within it
scenario plan are not directly are not at all
related to scenario or relevant to current
client scenario or client
• Lacks creativity in
interpretation of
scenario
• Plan includes a • Cover page is missing • Cover page is
Plan Includes
creatively designed 1-3 required pieces of missing more than
All
cover page with a title information 3 required pieces of
Requirements
for the plan, CDE • Cover page is not information
and Follows
name, chapter name, creatively designed • Cover pages is
Formatting
participant names, • Table of contents is disorganized and
Guidelines
and year incomplete not well designed X2
• Table of contents is • Table of contents • Table of contents is
complete and does exceeds one page mostly incomplete
not exceed one page • Plan formatting or missing
• Plan formatting guidelines are mostly altogether
guidelines are followed, but 1-3 • Plan formatting

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Points Total
Earned Points
followed: double formatting errors are guidelines are not
spaced, one-inch present well followed with
margins, page • more than 3 errors
numbers included,12 present
pt. Times New Roam
font, PDF format,
required section
headings used
• Very well-written plan • Mostly well-written • Poorly well-written
Quality of
• Excellent use of plan plan
Writing
grammar, spelling, • Adequate use of • Poor use of
punctuation, grammar, spelling, grammar, spelling,
capitalization, and punctuation, punctuation, X5
sentence structure capitalization, and capitalization, and
• Correct use of APA sentence structure sentence structure
citations with some errors with many errors
present present
• Some APA citation • Many APA citation
errors present errors present or
no use of APA at all
TOTAL POINTS EARNED OUT OF 200 POSSIBLE


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Media Plan Pitch — Presentation Scorecard

175 POINTS
Very strong evidence Moderate evidence of

Weak evidence of skill Points Total
INDICATOR of skill skill Weight
1–0 points Earned Score
5–4 points 3–2 points
Examples  Examples are vivid,  Examples are usually  Examples are

precise and clearly concrete, sometimes abstract or not
explained need clarification clearly defined
 Examples are  Examples are  Examples are
X5
original, logical and effective, but need sometimes
relevant more originality or confusing, leaving
thought the listeners with
questions
Confidence in  Speaks very  Sometimes speaks  Rarely articulate

speaking articulately articulately  Frequently
 Never has the need  Occasionally has the hesitates or has
for unnecessary need for a long pause long, awkward
pauses or hesitation or moderate pauses while
when speaking hesitation when speaking
 Speaks at the right speaking  Pace is too fast;
pace to be clear  Speaks at the right nervous X3
 Pronunciation of pace most of the  Pronunciation of
words is very clear time, but shows words is difficult to
and intent is some nervousness understand; unclear
apparent  Pronunciation of
words is usually
clear, sometimes
vague
Being detail-  Is able to stay fully  Is mostly good at  Has difficulty being
oriented; detail-oriented being detail-oriented detail-oriented
provide details  Always provides  Usually provides  Sometimes
details that support details that are overlooks details
the issue to supportive of the that could be very X3
communicate the issue to communicate beneficial to the
key concepts of the the plan; displays issue; not enough
plan; is well good organizational detail provided;
organized skills lacks organization
Speaking  Speaks  Speaks unrehearsed  Shows nervousness

unrehearsed unrehearsed with mostly with comfort or seems
and naturally comfort and ease and ease, but unprepared when
 Speaks effectively sometimes seems speaking
without losing focus nervous or unsure unrehearsed X3
and with organized  Speaks effectively,  Seems to ramble or
thoughts and but has to stop and speaks before
concise answers think and sometimes thinking
gets off focus

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Very strong evidence Moderate evidence of

INDICATOR of skill skill Weight
1–0 points Earned Score
All team  All team members  Two to three team  One team member
members took an active role members took an took an active role
X3
participated in the presentation. active role in the in the presentation.
presentation.
Use of visual  Visual aids add  Visual aids add some  Visual aids add little
aids clarity and support clarity and support to to no clarity and
what is being said what is being said support to what is X3
during the during the being said during
presentation. presentation. the presentation.
Media plan  Key elements of the  Key elements of the  Key elements of the
media plan are media plan are media plan are not
clearly vaguely communicated
communicated communicated  Little to no
X3
 Strong  Vague understanding understanding of
understanding of of chosen media is chosen media is
chosen media is present present
present
Questions and  Correctly responds  Is somewhat able to  Is unable to

answers to judges’ questions correctly respond to correctly respond to
 Answers show judges’ questions judges’ questions
familiarity with  Answers show vague  Answers do not X 12
subject matter familiarity with reflect any
subject matter familiarity with
subject matter


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Journalistic Writing Practicum Scorecard

100 POINTS
Very strong evidence of Moderate evidence of

skill skill Weight
INDICATOR 1–0 points Earned Score
Lead is accurate, draws in Lead has 1 or 2 strong Misses point of story,
Lead/focus x3
audience, engaging, elements but fails in buries lead, neither
catchy, original others, shows some signs original or catchy, too
of originality long, inaccurate
Adequately uses multiple Minor inaccuracies or Missing information, holes,
Accuracy of x3
sources, ideas, and facts, sources improperly used, no or weak quotes,
information
tells complete story, info or opinion given unfounded opinions,
and quotes
information is properly without attribution, inaccuracies
attributed missing key sources,
quotes used with weak
connection
Focus of story is clear, Clear writing with some No clear angle, story
Clarity and X2
makes use of effective poor word choice, passive rambles, is awkward, poor
conciseness
words, descriptive, voice, slightly wordy or word choice, unclear
nothing detracts from confusing, lacks sense of statements, dull writing
focus of story, everything unity, some areas detract
contributes to angle of from angle
story
0-2 errors in AP style, 3-5 errors in AP style, 1 6 or more errors in AP
Correct style X2
attributions done correctly attribution error style, 2 or more
(AP)
attribution errors
Strong evidence of good Quotes are interesting and Quotes are short, absent,
Depth of X2
research, adequately storytelling, presents sides or weak, ineffective use of
coverage
presents all sides, all in mostly equal, quotes lead quotes, displays
story are identified, info is to question of bias, minor unjustifiable bias, relies on
accurate and thorough, insertions of opinions stereotype, involves
overall fairness to subjects unwarranted opinion
and sources, bias free
Headline is catchy, is Headline is slightly Headline is mechanical,
Header/ X2
positive and specific, mechanical, slightly longer too long or too short, has
headline
contains strong, active or slightly shorter than no connection to the story
verbs and short, simple needed, headline is at all, left out or forgotten
words slightly vague
Largely error-free, well Minor errors but still Errors interfere with X2
Grammar,
edited, no spelling errors, readable, story is spell comprehension, names
spelling,
includes proper spelling of checked but contains are misspelled, spelling
punctuation
all names several grammatical errors errors, contains many
and word
grammatical errors
choice
Information flows Information generally well Structure does not move
Organization X2
seamlessly from one point ordered with a few logically from one point to
and format
to next, effective confusing jumps, weaker another, no or poor
transitions, appropriate transitions, readable with transitions, choppy or
length of story, inverted inconsistent flow, confusing, not in inverted
pyramid order with somewhat abrupt or not pyramid
information descending in using inverted pyramid
order of importance fully
Story conveys the full Story has a few confusing Creates confusion among
Accomplish- X2
intended message to parts but mostly leaves readers, has information
ment of
audience, no doubt about readers with a feeling of missing and is overall
purpose
any information full information and unclear
understanding

(Version Feb. 2020)

skill skill Weight
TOTAL POINTS OUT OF 100 POSSIBLE


(Version Feb. 2020)
Opinion Writing Practicum Scorecard

100 POINTS

skill skill Weight
– Strong lead that draws – Lead has 1 or 2 strong – Lead is buried in the
Lead/focus x3
in audience elements but loses writing
– Lead is engaging, some focus to topic – Lead lacks clear focus
catchy, and original – Shows some signs of of topic
– Leads shows strong originality, but lacks – Lead is neither original
focus to topic hook to audience or catchy, too long, etc.
– Opinion pieces – Minor inaccuracies or – Opinion piece is
Accuracy of x3
adequately uses sources improperly missing information or
information
multiple sources, ideas, used in opinion piece has major holes
and quotes
and facts – One or two pieces of – Weak or no
– Sources/quotes used information or opinion sources/quotes used
are appropriate and given without – Sources/quotes used
have good connection attribution have no connection to
to topic – Missing one or two key topic
– Piece tells a complete sources – Piece contains multiple
story – Sources/quotes used unfounded opinions or
– Information is properly have a weak inaccuracies
attributed connection to topic
– Focus of opinion piece – Focus of opinion piece – No clear angle/opinion
Clarity and X2
is clear is only somewhat clear of the piece and its
conciseness
– Piece makes use of – Some poor word topic
effective words and is choice found in piece, – Piece rambles, portrays
descriptive passive voice used, awkward wording or
– Nothing detracts from slightly wordy or poor word choice
focus of the piece confusing – Piece contains multiple
– Everything contributes – Piece lacks sense of unclear statements
to angle/opinion of the unity throughout – Writing is dull and
piece and its topic – Some areas detract unfocused
from angle/opinion of
the piece and its topic
– 0-2 errors in AP style – 3-5 errors in AP style – 6 or more errors in AP
Correct style X2
– All attributions/ – 1-2 attributions/ style
(AP)
citations use correct AP citations errors in AP – 3 or more attributions/
style style citations errors in AP
style
– Opinion piece takes a – Opinion piece takes a – Opinion piece has no
Takes a X2
strong, clear position mild, sometimes clear position on the
position that
on the topic unclear position on the topic and position is
is supported
– Position is well topic weakly argued
with evidence
supported with – Position is only – Position is not
facts/statistics from partially supported supported with any
press materials to back with facts/statistics facts/statistics from
it up from press materials press materials
– Opinion of writer is well – Opinion of writer is – Opinion of writer is does
supported by accurate, only sometimes not support position
thorough information supported by accurate with accurate
connected to the topic information or information or
information is only information used is not
somewhat connected connected to the topic
to the topic
– Headline is catchy, – Headline is slightly – Headline is dull and not
Header/ X2
original, and unique mechanical and does original
headline
– Headline shows clear not show much – Headline makes no
connection/tie to originality connection to position

(Version Feb. 2020)

skill skill Weight
position and topic – Headline is weakly tied and topic discussed in
discussed in opinion to position and topic opinion piece
piece discussed in opinion – Headline is missing
– Headline is specific, piece
contains strong, active – Headline is not specific
verbs and uses short, enough, is slightly
simple words longer or shorter than
needed, or does not
contain strong active
verbs
– Opinion piece is largely – Opinion piece contains – Opinion piece contains
Grammar,
error-free and is well minor errors but is still major errors that X2
spelling,
edited readable interfere with
punctuation
– Piece contains no – Piece contains several comprehension,
and word
spelling/grammatical (3-5) spelling/ – Piece contains several
choice
errors grammatical errors (6 or more) spelling/
– Piece includes proper – Piece contains 1-2 grammatical errors
spelling of all names misspelled names – Piece contains 3 or
more misspelled names
– Opinion piece is well – Opinion piece is – Opinion piece is not
Organization X2
organized mostly organized organized
and format
– Information flows – Information flows – Information does not
seamlessly from one somewhat well with a move logically from one
point to the next and few confusing or weak point to the next and
makes use of effective transitions, has no or poor
transitions – Piece is somewhat transitions
– Makes use of inverted abrupt or does not use – Piece is choppy or
pyramid with inverted pyramid fully confusing and does not
information descending – Piece is slightly use inverted pyramid
in order of importance shorter/longer than – Piece is much
– Piece is an appropriate designated length shorter/longer than
length (within word designated length
count limit)
– Opinion piece is – Opinion piece is – Opinion piece is not
Accomplishm X2
effective and conveys a somewhat effective effective but may leave
ent of
well-supported but may leave readers create confusion among
purpose/
message to readers with some questions readers
Impact/Effecti – Reader is left with a – Piece has a weak call – Piece has no call to
veness strong call to action to action or ending action or not clear
and has no doubt about ending
any information
TOTAL POINTS OUT OF 100 POSSIBLE


(Version Feb. 2020)
Web Page Design Practicum Scorecard

100 POINTS

skill skill Weight
• Site is very • Site look is average, • Site does not draw
Overall
Attractiveness aesthetically pleasing, but does not capture viewer attention and
of Site nice to look at, and viewer attention is not pleasing to look
captures attention • Most colors, images, at X4
• Appropriate and and fonts are • Inappropriate use of
attractive use of appropriate color, images, and
color, images, and • Some content on fonts – makes the
fonts throughout sight is not easy to sight difficult to view
• All content on sight is read or consume • Content on sight is
easy to read and • Some consistency not easy to read and
consume throughout site consume
• Consistent feel pages, color or • No consistency
throughout all site fonts, but not as throughout site
pages with consistent cohesive as it could pages, color or fonts
use of color, fonts, be • Pages have little or
and font size • Site pages have no flow and no
• All pages have good some flow, but one pages are easy to
flow and are easy to or more elements skim
skim are out place
• Not all pages are
easily skimmable
• Site contains 3 unique • Site contains only 2 • Site contains only 1
Technical
pages unique pages unique page
skills specific
• Site has an • Site has a title, but it • Site does not have a
to activity
appropriate and lacks title
relevant title appropriateness or • Site does not fit with X4
• Site is appropriate and relevancy to site speaker’s
relevant for speaker’s content organization/ topic
organization/topic • Site is only loosely
tied to speaker’s
organization/topic
• All elements on site • One or more • Many elements on
Use of design
have good contrast elements on site site have poor
principles
which make them have poor contrast, contrast which make X3
easy to view and read making them difficult them difficult to view
to view or read and read
Contrast • All elements on site • One or more • Site has poor

Repetition display good use of elements or pages on repetition/consistency
Alignment repetition/consistency site does not fit amongst sections and
Proximity • All elements on sight repetition/ pages
are aligned well to aid consistency • Many elements on
in viewing and reading established sight have poor
• All elements on sight throughout alignment which
have good proximity • One or more make it difficult to
with appropriate elements or pages on view or read
spacing between items site has poor • Spacing between
alignment making elements on sight
them difficult to view shows poor proximity
or read
• One or more
elements or pages on

(Version Feb. 2020)

skill skill Weight
site has poor
proximity with
inappropriate spacing
between items
• Site is well-organized • Site is somewhat • Site is disorganized

Neatness and
• Site displays creative organized but could and needs to be
creativity
or unique design and be improved to aid in restructured X3
layout viewing • Site design or layout
• Site creatively • Site design or layout is poor
portrays elements of is average (lacking • Major GSP errors
speaker’s creativity) found in site text
organization/topic • Minor GSP errors
• No GSP errors found found in site text
in site text
• Appropriate and • One or more images, • No images, graphics,
Choice and
relevant images, graphics, and photos and photos used are
placement of
graphics, and photos used are not relevant relevant or X3
photo(s) and
were used or appropriate appropriate
graphic(s)
• Placement of images • Placement of one or • Placement of images
enhances look of site more images is poor and distracts
• Images help to distracts from look of from look of site
promote the speaker’s site • Images do not
organization/topic and • One or more images promote the
help tell an do not help to speaker’s
appropriate story promote the organization/topic or
speaker’s distract from story
organization/ topic or being told
do not relate to story
being told
• Site navigation is easy • Site navigation is • Site navigation
Usability and
to find, use, and somewhat easy to cannot be found or is
navigation of
understand find, use, and confusing to use and
site
• Site navigation flows understand understand X3
well between pages • Site navigation has • Site navigation does
and is consistent some errors or is not not flow between
• All links on site work consistent between pages
correctly and can be pages • No links present on
easily seen • One or more links on site or all links on site
• All files are name site do not work are broken
properly correctly • No files are name
• Site is effective and • Links cannot be properly
easy to use easily seen • Site is difficult to use
• Some files are name
properly
• Site is somewhat
effective, but
usability could be
improved
TOTAL POINTS EARNED OUT OF A 100 POSSIBLE


(Version Feb. 2020)
Electronic Media Practicum Promotional Video

Scorecard
100 POINTS

skill skill Weight
• Photos & video add • Visual aids add • Visual aids add little
Use of
provided clarity and support some clarity and to no clarity and
materials overall video support to overall support to overall
message. video message. X3
video message.
• Incorporated • Incorporated • Failed to incorporate
numerous adequate number of clips/visuals.
clips/visuals. clips/visuals. • Repeated use of
• Content was not • Content was not content.
repetitive, no repetitive, no
recognized use of recognized use of
repeated shots. repeated shots.
• Editing enhances final • Basic usage of editing • Seemed to have
Video
editing/ product, clear grasp tools is evident. difficulty with editing
continuity of techniques and Techniques are clear tools.
quality tools. and simple. • Video clips are
• Video moves • A variety of transitions varied; unsteady
smoothly from shot to are used. Most fit pace.
shot (no erratic video sequence well. • No transitions or
movements/ • Most video clips move inappropriate
transitions). at a steady pace, feels transitions.
• Excellent placing and smooth. • Timing is clumsy and X3
timing. • Screen time for choppy.
• Appropriate screen readability was • Readability was not
time for readability. rushed. considered in
• No spelling or • One (1) spelling editing.
grammatical errors. and/or grammatical • Multiple spelling
• Digital effects are error. and/or grammatical
used appropriately for • Digital effects are used errors.
emphasis. appropriately for • Digital
emphasis, some minor effects/graphics are
errors in timing or not used
application. appropriately.
• Excessive use of
transitions
• Audio is clear and • Audio is clear; • Audio is
Audio editing/
continuity effectively assists in partially assists in inconsistent/cutof;
quality communicating the communicating confuses
main idea. main idea. audience. X3
• No jumpy audio edits One to two jumpy •
• Audio is balanced. edits • Audio is
• Audio generally overpowering,
balanced. unbalanced.

(Version Feb. 2020)

skill skill Weight
Length • Final video play time • Final video play • Final video play
was at or within the time was 10-15 time was 15+
length requirement. seconds above seconds above or X1
or below the below the length
length requirement.
requirement.
Promotional • Video articulates a • Video struggles to • Video lacks a
value clear message and present a clear central message.
theme. message. X4
• Video doesn’t
• Video actively • Video passively clearly promote the
promotes the client’s promotes the client’s client’s product or
product or service. product or service. service.
Clear, • Clear and logical story • Mostly clear and • Unclear or

Creative is told by video. logical story is told by disorganized story
Storytelling video. told by video.
• Creative and
compelling narrative. • Some creative • Lacks creativity and
Evokes interest in the elements were used. a compelling
topic. Dull narrative. narrative.
X6
• Supporting • Video theme is • Lacks a clear theme
information/elements vague, and some and logical
contribute to the supporting elements sequence of
narrative and overall seem disconnected. information.
appeal.
• Doesn’t evoke • Creates lack of
• Content was used in interest in topic. interest in topic or
appropriate places negative perception.
and presented in a
logical order.
TOTAL POINTS EARNED OUT OF A 100 POSSIBLE


(Version Feb. 2020)
Team Scorecard
975 POINTS
Possible Score Member Score
Practicum scores 400
Media plan proposal 200
Media plan presentation 175
Test scores
Communications quiz – 100 points (25 points/member) 200
Editing exercise – 100 points (25 points/member)


(Version Feb. 2020)
Agriculture, Food and Natural Resources Content

Standards
Measurements Assessed Event Activities Addressing Related Academic Standards
Measurements
ABS.02.02. Performance Indicator: Assemble, interpret and analyze financial information and reports to monitor
AFNR business performance and support decision-making (e.g., income statements, balance sheets, cash-flow
analysis, inventory reports, break-even analysis, return on investment, taxes, etc.).
ABS.02.02.01.b. Prepare and Media plan proposal CCSS.ELA-LITERACY.W.9-10.9

interpret financial reports to Media plan presentation CCSS.ELA-LITERACY.W.11-12.9
describe the performance of AFNR CCSS.ELA-LITERACY.RH.9-10.7
Communications quiz
businesses (e.g., efficiency, CCSS.ELA-LITERACY.RH.11-12.7
Editing exercise
profitability, net worth, financial CCSS.MATH.CONTENT.HSS.ID.C.7
ratios, etc.). Web design practicum
CCSS.MATH.CONTENT.HSS.IC.B.6
Video producer practicum
CCSS.MATH.CONTENT.HSN.Q.A.1
Journalistic writing practicum Savings: Benchmarks: Grade 12, Statements 3
Opinion writing practicum Savings: Benchmarks: Grade 12, Statements 4
Savings: Benchmarks: Grade 12, Statements 6
Financial Investing: Benchmarks: Grade 12,
Statement 2
ABS.02.02.01.c. Recommend Media plan proposal CCSS.ELA-LITERACY.W.9-10.9

financial reports to assemble to Media plan presentation CCSS.ELA-LITERACY.W.11-12.9
support specific AFNR business CCSS.ELA-LITERACY.RH.9-10.7
decisions (e.g., evaluating CCSS.ELA-LITERACY.RH.11-12.7
efficiency, profitability, net worth, CCSS.MATH.CONTENT.HSS.ID.C.7
financial ratios, etc.). CCSS.MATH.CONTENT.HSS.IC.B.6
Statement 2
ABS.02.02.02.b. Use accounting Media plan proposal CCSS.ELA-LITERACY.W.9-10.9

information to prepare financial Media plan presentation CCSS.ELA-LITERACY.W.11-12.9
reports associated with inventory CCSS.ELA-LITERACY.RH.9-10.7
in AFNR businesses (e.g., cost of CCSS.ELA-LITERACY.RH.11-12.7
goods sold, margins on goods, CCSS.MATH.CONTENT.HSS.ID.C.7
etc.). CCSS.MATH.CONTENT.HSS.IC.B.6
Statement 2
©National FFA Agricultural Communications Career Development Event Handbook, revised June 2016

(Version Feb. 2020)
ABS.02.02.02.c. Create Media plan proposal CCSS.ELA-LITERACY.W.9-10.9

recommendations to improve Media plan presentation CCSS.ELA-LITERACY.W.11-12.9
management of inventory in AFNR CCSS.ELA-LITERACY.RH.9-10.7
businesses (e.g., maintaining CCSS.ELA-LITERACY.RH.11-12.7
optimal levels, calculating costs of CCSS.MATH.CONTENT.HSS.ID.C.7
carrying input and output CCSS.MATH.CONTENT.HSS.IC.B.6
inventory, supply chain
management, etc.).
Statement 2
ABS.03.01. Performance Indicator: Develop, assess and manage cash budgets to achieve AFNR business goals.
ABS.03.01.01.b. Examine and Media plan proposal CCSS.ELA-LITERACY.RH.9-10.7

interpret cash budgets for AFNR Media plan presentation CCSS.ELA-LITERACY.RH.11-12.7
businesses. CCSS.ELA- LITERACY.L.9-10.6
CCSS.ELA-LITERACY. L.11-12.6
CCSS.ELA-LITERACY.RST.9-10.4
ABS.03.01.01.c. Develop cash Media plan proposal CCSS.ELA-LITERACY.RH.9-10.7

budgets for AFNR businesses. Media plan presentation CCSS.ELA-LITERACY.RH.11-12.7
CCSS.ELA- LITERACY.L.9-10.6
CCSS.ELA-LITERACY. L.11-12.6
ABS.03.01.02.b. Examine and Media plan proposal CCSS.ELA-LITERACY.RH.9-10.7

identify strategies to manage Media plan presentation CCSS.ELA-LITERACY.RH.11-12.7
components of cash budgets to CCSS.ELA- LITERACY.L.9-10.6
minimize liabilities and maximize CCSS.ELA-LITERACY. L.11-12.6
profit in AFNR businesses (e.g., CCSS.ELA-LITERACY.RST.9-10.4
delayed payment of expenses, CCSS.ELA-LITERACY.RST.11-12.4
prepayment of expenses, etc.).
ABS.03.01.02.c. Predict the Media plan proposal CCSS.ELA-LITERACY.RH.9-10.7

impact of management decisions Media plan presentation CCSS.ELA-LITERACY.RH.11-12.7
on cash budgets in AFNR CCSS.ELA- LITERACY.L.9-10.6
businesses. CCSS.ELA-LITERACY. L.11-12.6

(Version Feb. 2020)
ABS.05.01. Performance Indicator: Analyze the role of markets, trade, competition and price in relation to an
AFNR business sales and marketing plans.
ABS.05.01.01.b. Analyze the role Media plan proposal AFNR Career Cluster, Statement 7
of trade and price in the market Media plan presentation AFNR Career Cluster – Agribusiness Systems
structure as it relates to AFNR Pathway, Statement 1
Communications quiz
businesses. Financial Investing: Benchmarks: Grade 12,
Statement 13
ABS.05.01.01.c. Evaluate and Media plan proposal AFNR Career Cluster, Statement 7
predict future trends for a specific Media plan presentation AFNR Career Cluster – Agribusiness Systems
AFNR product as related to Pathway, Statement 1
Communications quiz
markets, trade and price (e.g., Financial Investing: Benchmarks: Grade 12,
corn, oil, wheat, etc.). Statement 13
ABS.05.01.02.b. Compare and Media plan proposal AFNR Career Cluster, Statement 7
contrast different forms of market Media plan presentation AFNR Career Cluster – Agribusiness Systems
competition and how they can be Pathway, Statement 1
Communications quiz
applied to different AFNR Financial Investing: Benchmarks: Grade 12,
businesses. Statement 13
ABS.05.01.02.c. Design and Media plan proposal AFNR Career Cluster, Statement 7
conduct experiments to determine Media plan presentation AFNR Career Cluster – Agribusiness Systems
market competition effectiveness Pathway, Statement 1
Communications quiz
of different AFNR businesses. Financial Investing: Benchmarks: Grade 12,
Statement 13
ABS.05.03. Performance Indicator: Assess marketing principles and develop marketing plans to accomplish
AFNR business objectives.
ABS.05.03.03.b. Perform a Media plan proposal AFNR Career Cluster – Agribusiness Systems
market analysis to gather Pathway, Statement 4
Media plan presentation
information for marketing plans CCSS.ELA-LITERACY.L.9-10.6
Communications quiz
for AFNR businesses (e.g., CCSS.ELA-LITERACY.L.11-12.6
evaluation of competitors, CCSS.ELA-LITERACY.RST.9-10.4
customers, domestic and CCSS.ELA-LITERACY.RST.11-12.4
international policy, regulations CCSS.ELA-LITERACY.W.9-10.2
and rules, standards, etc.). CCSS.ELA-LITERACY.W.11-12.2
CCSS.ELA-LITERACY.RH.9-10.7
CCSS.ELA-LITERACY.SL.9-10.6
Buying Goods & Services: Benchmarks: Grade 12,
Statements 1
Statements 3
Statements 4
Statements 7
ABS.05.03.03.c. Construct Media plan proposal AFNR Career Cluster – Agribusiness Systems
comprehensive marketing plans Pathway, Statement 4
Media plan presentation
for AFNR businesses. CCSS.ELA-LITERACY.L.9-10.6
CCSS.ELA-LITERACY.L.11-12.6

(Version Feb. 2020)
CCSS.ELA-LITERACY.W.9-10.2
CCSS.ELA-LITERACY.W.11-12.2
Statements 1
Statements 3
Statements 4
Statements 7
CS.01.01. Performance Indicator: Examine issues and trends that impact AFNR systems on local, state, national
and global levels.
CS.01.01.01.b. Analyze and Entire event

document AFNR issues and their
impact on local, state, national
and global levels.
CS.01.01.01.c. Evaluate and Entire event

explain AFNR issues and their
impacts to audiences with limited
AFNR knowledge.
CS.01.01.02.b. Analyze current Entire event

trends in AFNR systems and
predict their impact on local,
state, national and global levels.
CS.01.01.02.c. Evaluate emerging Entire event

trends and the opportunities they
may create within the AFNR
systems.
CS.02.01. Performance Indicator: Research geographic and economic data related to AFNR systems.
CS.02.01.02.b. Analyze a set of Entire event

economic data and analyze how it
impacts an AFNR system.
CS.02.01.02.c. Devise a strategy Entire event

to solve a problem in an AFNR
system using a set of economic
data.

(Version Feb. 2020)
CS.02.02. Performance Indicator: Examine the components of the AFNR systems and their impact on the local,
state, national and global society and economy.
CS.02.02.02.b. Assess how people Entire event

within societies on local, state,
national and global levels interact
with AFNR systems on a daily,
monthly or yearly basis.
CS.02.02.03.b. Assess the Entire Event

economic impact of an AFNR
system on a local, state, national
and global level.
CS.04.02. Performance Indicator: Assess the natural resource related trends, technologies and policies that
impact AFNR systems.
CS.04.02.01.b. Analyze natural Entire event AFNR Career Cluster, Statement 7

resources trends and technologies
and document how they impact
AFNR systems (e.g., climate
change, green technologies, water
resources, etc.).
CS.04.02.01.c. Defend or Entire event AFNR Career Cluster, Statement 7

challenge natural resources trends
and technologies based upon an
assessment of their impact on
AFNR systems.
CS.04.02.02.b. Create and Entire event AFNR Career Cluster, Statement 7

propose a hypothetical natural
resources policy that will impact
current AFNR systems (e.g., for
water resources, land use, air
quality, etc.).
CS.04.02.02.c. Design strategies Media plan proposal AFNR Career Cluster, Statement 7
for implementing a new natural Media plan presentation
resources policy that will positively
impact AFNR systems.
CRP.01.02 Performance Indicator: Evaluate and consider the near-term and long-term impacts of personal and
professional decisions on employers and community before taking action.
CRP.01.02.02.b. Analyze the pros Media plan proposal

and cons of professional decisions Media plan presentation
based upon impact on employers
and community.
CRP.01.02.02.c. Make and defend Media plan proposal

professional decisions after Media plan presentation
evaluating their near- and long-
Web design practicum
term impacts on employers and
community.
Journalistic writing practicum

(Version Feb. 2020)
Opinion writing practicum
CRP.02.01. Performance Indicator: Use strategic thinking to connect and apply academic learning, knowledge and
skills to solve problems in the workplace and community.
CRP.02.01.01.b. Assess workplace Media plan proposal

problems and identify the most Media plan presentation
appropriate academic knowledge
and skills to apply.
CRP.02.01.02.b. Assess Media plan proposal

community problems and identify Media plan presentation
the most appropriate academic
knowledge and skills to apply.
CRP.02.02. Performance Indicator: Use strategic thinking to connect and apply technical concepts to solve
problems in the workplace and community.
CRP.02.02.01.b. Assess workplace Media plan proposal

problems and distinguish the most Media plan presentation
appropriate technical concepts to
apply.
CRP.02.02.02.b. Assess
community problems and identify
the most appropriate technical
concepts to apply.
CRP.04.01. Performance Indicator: Speak using strategies that ensure clarity, logic, purpose and professionalism
in formal and informal settings.
CRP.04.01.01.b. Analyze use of Media plan proposal

verbal and non-verbal Media plan presentation
communication strategies in
workplace situations.
CRP.04.01.02.b. Apply strategies Media plan presentation

for speaking with clarity, logic,
purpose and professionalism in a
variety of situations in formal and
informal settings.
CRP.04.01.02.c. Evaluate personal Media plan presentation

strengths and areas for growth
with regard to speaking formally
and informally with clarity, logic,
purpose and professionalism, and
identify ways to improve.

(Version Feb. 2020)
CRP.04.02. Performance Indicator: Produce clear, reasoned and coherent written communication in formal and
informal settings.
CRP.04.02.01.b. Compare and Media plan proposal

contrast the structure of different Media plan presentation
forms of written communication.
CRP.04.02.01.c. Evaluate the Media plan proposal

effectiveness of different forms of Media plan presentation
written communication for
achieving their intended purpose.
CRP.04.02.02.b. Apply techniques Media plan proposal

for ensuring clarity, logic and Media plan presentation
coherence to edit written
communications (e.g., emails,
reports, presentations, technical
documents, etc.). Journalistic writing practicum
CRP.04.02.02.c. Compose clear Media plan proposal

and coherent written documents Media plan presentation
(e.g., agendas, audio-visuals,
drafts, forms, etc.) for formal and
informal settings.
CRP.04.03. Performance Indicator: Model active listening strategies when interacting with others in formal and
informal settings.
CRP.04.03.01.b. Apply active Media plan presentation

listening strategies (e.g., be
attentive, observe non-verbal
cues, ask clarifying questions,
etc.).
CRP.04.03.01.c. Evaluate personal Media plan presentation

effectiveness and devise a plan to
improve active listening skills.
CRP.04.03.02.b. Assess active Media plan presentation

listening strategies by observing
others in formal and informal
settings.
CRP.04.03.02.c. Model active Media plan presentation

listening strategies in formal and
informal settings.

(Version Feb. 2020)
CRP.05.01. Performance Indicator: Assess, identify and synthesize the information and resources needed to make
decisions that positively impact the workplace and community.
CRP.05.01.01.b. Analyze how the Media plan proposal

process of decision making is used Media plan presentation
in workplace and community
situations.
CRP.05.01.01.c. Evaluate Media plan proposal

workplace and community Media plan presentation
decision-making processes and
devise strategies for
improvement.
CRP.05.01.02.b. Analyze past Media plan proposal

situations to determine if
appropriate information and
resources were used to make an
effective decision.

situations and recommend the
information and resources needed
to support good decisions.
CRP.05.01.03.b. Analyze Media plan proposal

decisions and assess the
information and resources used to
make those decisions.
CRP.05.01.03.c. Synthesize Media plan proposal

information and resources and Media plan presentation
apply to workplace and
community situations to make
positive decisions.
CRP.05.02. Performance Indicator: Make, defend and evaluate decisions at work and in the community using
information about the potential environmental, social and economic impacts.
CRP.05.02.01.b. Apply a Media plan proposal

structured decision-making Media plan presentation
process to improve workplace and
community situations.
CRP.05.02.02.b. Assess past Media plan proposal

decisions made in workplace and Media plan presentation
community and analyze their
effects on environmental, social
and economic situations.

(Version Feb. 2020)
CRP.06.01. Performance Indicator: Synthesize information, knowledge and experience to generate original ideas
and challenge assumptions in the workplace and community.
CRP.06.01.01.b. Synthesize Media plan proposal

information, knowledge and Media plan presentation
experiences to generate ideas for
workplace and community
situations.

situations and devise strategies to
apply original ideas.
CRP.06.01.02.b. Analyze how Media plan proposal

assumptions can impact outcomes Media plan presentation
in a variety of workplace and
community situations.
CRP.06.01.02.c. Devise strategies Media plan proposal

(e.g., ask questions, brainstorm Media plan presentation
ideas, present facts and
information, etc.) to challenge
common assumptions in
situations.
CRP.06.02. Performance Indicator: Assess a variety of workplace and community situations to identify ways to
add value and improve the efficiency of processes and procedures.
CRP.06.02.02.b. Predict and Media plan proposal

communicate potential gains in Media plan presentation
efficiency and value-added from
implementing an improved
process or procedure.
CRP.06.03.01.b. Assess and Media plan proposal

communicate the risks and Media plan presentation
benefits of applying new ideas and
innovations to the workplace and
community.
CRP.06.03.01.c. Design a plan of Media plan proposal

action to introduce a new idea or Media plan presentation
innovation into the workplace and
community.
CRP.06.03.02.c. Evaluate and Media plan proposal

execute strategies for using Media plan presentation
stakeholder input and feedback to
improve a plan of action for
introducing a new idea or
innovation into the workplace or
community.

(Version Feb. 2020)
CRP.07.01. Performance Indicator: Select and implement reliable research processes and methods to generate
data for decision-making in the workplace and community.
CRP.07.01.01.b. Analyze how Media plan proposal

different research methods are Media plan presentation
used to generate data in a variety
of situations.

businesses’ and organizations’ use Media plan presentation
of research methods and
processes and propose
recommendations for
improvement.
CRP.07.01.02.b. Assess the Media plan proposal

positives and negatives of using Media plan presentation
different research strategies and
methods to generate data for
decisions.
CRP.07.01.02.c. Design plans for Media plan proposal

use and implementation of reliable Media plan presentation
research methods to generate
data for decision making in
situations.
CRP.07.02. Performance Indicator: Evaluate the validity of sources and data used when considering the adoption
of new technologies, practices and ideas in the workplace and community.
CRP.07.02.01.b. Assess data Media plan proposal

sources for reliability and validity. Media plan presentation
CRP.07.02.01.c. Propose valid and Media plan proposal

reliable data sources to use when Media plan presentation
considering the adoption of new
technologies, practices and ideas.
CRP.07.02.02.b. Assimilate data Media plan proposal

to assist in making a decision Media plan presentation
about the adoption of a new
technology, practice or idea by
workplaces and community
organizations.
CRP.07.02.02.c. Create and Media plan proposal

defend proposals for new Media plan presentation
technologies, practices and ideas
using valid and reliable data
sources.

(Version Feb. 2020)
CRP.08.01. Performance Indicator: Apply reason and logic to evaluate workplace and community situations from
multiple perspectives.
CRP.08.01.01.b. Apply steps for Media plan proposal

critical thinking to a variety of Media plan presentation
situations.
CRP.08.01.01.c. Evaluate how Media plan proposal

applying critical thinking skills can Media plan presentation
impact workplace and community
situations.
CRP.08.01.02.b. Assess solutions Media plan proposal

to workplace and community Media plan presentation
problems for evidence of reason,
logic and consideration of multiple
perspectives.
CRP.08.01.02.c. Devise strategies Media plan proposal

to apply reason, logic and input Media plan presentation
from multiple perspectives to
solve workplace and community
problems.
CRP.08.03. Performance Indicator: Establish plans to solve workplace and community problems and execute
them with resiliency.
CRP.08.03.01.b. Analyze and Media plan proposal

determine the best problem- Media plan presentation
solving model to apply to
problems.
CRP.08.03.02.b. Create plans to Media plan proposal

solve workplace and community Media plan presentation
problems.
CRP.11.01. Performance Indicator: Research, select and use new technologies, tools and applications to
maximize productivity in the workplace and community.
CRP.11.01.01.b. Analyze Media plan proposal

advantages and disadvantages of Media plan presentation
new technologies, tools and
applications to maximize
productivity in the workplace and
community. Journalistic writing practicum
CRP.11.01.01.c. Construct Media plan proposal

effective communications to Media plan presentation
explain the features, benefits and
risks of new technologies, tools
and applications in the workplace
and community. Journalistic writing practicum

(Version Feb. 2020)
CRP.11.01.02.b. Select, apply and Media plan proposal

use new technologies, tools and Media plan presentation
applications in workplace and
community situations to maximize
productivity.

effectiveness and make Media plan presentation
recommendations for using new
technologies, tools and
applications in the workplace and
community. Journalistic writing practicum
CRP.12.01. Performance Indicator: Contribute to team-oriented projects and build consensus to accomplish
results using cultural global competence in the workplace and community.
CRP.12.01.01.b. Formulate action Media plan proposal

plans to complete team-oriented Media plan presentation
projects in the workplace and
community, including plans for
personal contributions.
CRP.12.01.02.b. Apply consensus Media plan proposal

building techniques to accomplish Media plan presentation
results in team-oriented
situations.
CRP.12.01.03.b. Assess the need Media plan proposal

and benefit for cultural and global Media plan presentation
competency in team settings at
work and in the community.
CRP.12.02. Performance Indicator: Create and implement strategies to engage team members to work toward
team and organizational goals in a variety of workplace and community situations (e.g., meetings,
presentations, etc.).
CRP.12.02.01.b. Assess team Media plan proposal

dynamics and match strategies to Media plan presentation
increase team member
engagement.
CRP.12.02.02.b. Select strategies Media plan proposal

to engage team members and Media plan presentation
apply in a variety of situations.

(Version Feb. 2020)


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AGRICULTURAL COMMUNICATIONS 2017–2021 2

NATIONAL FFA CAREER AND LEADERSHIP DEVELOPMENT EVENTS HANDBOOK

NATIONAL FFA CAREER AND LEADERSHIP DEVELOPMENT EVENTS HANDBOOK

For practicums, members may be provided these items:

 Any other necessary materials.

NATIONAL FFA CAREER AND LEADERSHIP DEVELOPMENT EVENTS HANDBOOK

Tell a local FFA Story

Advocate the industry of agriculture to consumers

A media plan is a written document that describes the following items:

 Budget: Teams may not go over a maximum of $5,000.

Guidelines for media plan

 Double-spaced with 1-inch margins.

 Paginated (numbered pages not including cover page).

NATIONAL FFA CAREER AND LEADERSHIP DEVELOPMENT EVENTS HANDBOOK

 May include a creative design

 Two pages maximum

 One page maximum

 The demographic characteristics of the intended audience.

 Note: teams may have a primary and a secondary audience

 Three to four pages maximum

 Key messages or themes to communicate to the audience

 Explanation of how the objectives will be met

 Plan to attract media attention using social media

 Description of how the plan will be executed

 Social media platforms to be used

 Plan to gain followers

 Plan to engage followers

NATIONAL FFA CAREER AND LEADERSHIP DEVELOPMENT EVENTS HANDBOOK

 General idea for the messages to be posted

NATIONAL FFA CAREER AND LEADERSHIP DEVELOPMENT EVENTS HANDBOOK

Budget and justification

 One page maximum

 Table of all costs associated with implementing the media plan

 One page maximum

 One page of social media posts

 Three to five other communication examples

 Include three to five examples in the appendices.

 Examples of tactics include but are not limited to

NATIONAL FFA CAREER AND LEADERSHIP DEVELOPMENT EVENTS HANDBOOK

NATIONAL FFA CAREER AND LEADERSHIP DEVELOPMENT EVENTS HANDBOOK

MEDIA PLAN PITCH — PRESENTATION (175 POINTS/TEAM)

 Each team member must participate in the presentation.

 Provided equipment includes an easel, projector screen and table.

NATIONAL FFA CAREER AND LEADERSHIP DEVELOPMENT EVENTS HANDBOOK

NATIONAL FFA CAREER AND LEADERSHIP DEVELOPMENT EVENTS HANDBOOK

NATIONAL FFA CAREER AND LEADERSHIP DEVELOPMENT EVENTS HANDBOOK

Media plan — proposal 200

Media plan pitch — presentation 175

Tests — 200 points possible

Communications quiz 100 (25 pts/member)

Editing exercise 100 (25 pts/member)

Practicums — 400 points possible

Web design practicum 100

Video producer practicum 100

Journalistic writing practicum 100

Opinion writing practicum 100

Total individual score possible 150

TOTAL TEAM SCORE POSSIBLE 975

Team tiebreakers will be settled in the following order:

Individuals tiebreakers will be settled in the following order:

NATIONAL FFA CAREER AND LEADERSHIP DEVELOPMENT EVENTS HANDBOOK

 Associated Press Stylebook and Libel Manual

 Microsoft® Office computer program