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Supervised Agricultural Experience

Supervised agricultural experience (SAE) programs are teacher-supervised, individualized, hands-on, student-developed activities that give students real-world work-based experiential learning experience directly applicable to careers in the broad field of agriculture. An SAE may involve student ownership of an agriculture-related enterprise, a placement or internship in an agriculture-related job, research, a school-based enterprise, or service learning. SAEs will be unique and vital components of your agricultural education program, and your role in guiding and supporting students is an important one.

In This section

Steps to success.

• Use written materials, training sessions and insights from experienced agricultural educators to gain an overview of supervised agricultural experience programs.
• Examine what is already in place in the school. Become familiar with students’ ongoing SAEs by interviewing students and examining record books and other documentation.
• Work with students, parents/guardians and employers to establish successful SAE partnerships.
• Set goals for strengthening local SAE programs. Follow step-by-step SAE program development tips. Focus on quality indicators for SAE success.
• Keep careful records of student–parent(s)/guardian(s)–instructor conferences and your individualized instruction and supervision related to SAE programs.

WHAT IS AN SAE?

America’s agriculture industry and education system has changed dramatically since Rufus Stimson launched the first official SAE, called a “Home Project” around 1910. It is unlikely that he could have imagined agricultural education programs with 25-30 students per class for seven periods a day, where most students do not live on a farm or ranch. The diversity of students served by today’s programs requires a new definition and approach to SAE, one that aligns SAE with 21st Century learners. Changes include new types of SAEs, a new approach to supervision, and a focus on measurable learning outcomes rather than only dollars earned or hours documented. However, the fundamentals remain the same, an SAE must be supervised, related to agriculture and provide a rich and meaningful work-based or experiential learning experience.

Visit saeforall.org for the most current resources for students and teachers related to Supervised Agricultural Education programs.

a new definition

Supervised Agricultural Experience (SAE) is a student-led, instructor supervised, work-based learning experience that results in measurable outcomes within a predefined, agreed upon set of Agriculture, Food and Natural Resources (AFNR) Technical Standards and Career Ready Practices aligned to a career plan of study.

The Council. (2017). SAE for All Student Guide. Retrieved August 29, 2022, from https://aese.psu.edu/teachag/instructional-classroom-resources/school-based-support/supervised-agricultural-experience

Teachers provide SUPERVISION of and guidance for the student’s program while engaging other necessary partners such as parents and/or employers. The teacher should also provide on-site instruction when and where appropriate but be able to use other methods — social media, computer technology, written documentation and group meetings — to provide supervision and guidance.

While it is not necessary that an SAE take place on a farm, ranch or other private AGRICULTURAL enterprise, the experience should correlate with classroom instruction and a student’s career exploration, interest and planning within one of the recognized AFNR career pathways.

Agricultural educators already provide EXPERIENTIAL learning on a daily basis. What makes the SAE component different is that the activity relates to some level of career planning, is student- rather than teacher-managed, and takes place in a real-world environment or simulated workplace environment (i.e., virtual program or school lab/greenhouse/farm). SAEs may even occur on the school campus or during the school day.

Now more than ever, SAEs position agricultural education programs to be leaders in their school district in the STEM and College and Career Ready movement. While an administrator will not immediately recognize the name, “Supervised Agricultural Experience,” they will recognize the terms “work-based” and “experiential learning.” They will also value measurable outcomes and career plans. These are the components of the SAE program that will ring in the ears of school administrators at the middle and high school levels. When you share the SAE Roadmap with your administrators make sure to highlight the language below:

An SAE is a…

• career exploration and planning system for all students.
• student-led, teacher-supervised path to college and career readiness.
• tool for measuring student progress toward college and career readiness.
• method for authentically enhancing the high school experience.
• small business incubator for young entrepreneurs.
• path to connect students to STEM careers and mentors.
• critical component of a comprehensive Career and Technical Education (CTE) program.

FFA Member Records

Supervised Agricultural Experiences is the work based learning component of agriculture education. Keeping accurate records of these experiences will help students gain professional skills that will transfer to their future professions. The AET is an online record keeping platform that allows students to record what they have done in their experiential learning experience via computer or from their mobile device. Information about AET. In addition to AET many states have other methods for students to keep their records. Please contact your state agricultural education specialist.

WHAT ARE THE SAE OPTIONS? FOUNDATIONAL SAE

The Foundational SAE is conducted by all students in the agricultural education program including students that are on a four-year sequence and those who enroll for a semester. It consists of the following five components:

1) Career Exploration and Planning

In this component, students will research and explore career opportunities within the AFNR industry. They will complete interest inventories and identify a career goal. Ultimately, students will be able to describe AFNR career opportunities and the path to achieving those opportunities.

2) Employability Skills for College and Career Readiness

Through the Employability Skills component, students will develop the skills needed to succeed in both college and career. These skills include responsibility, communication, innovation, critical thinking, and collaboration.

3) Personal Financial Management and Planning

Crafting a personal financial management plan is the focus of the Personal Financial Management and Planning component. Students need to understand how personal financial practices like budgeting, saving, and appropriate use of credit lead to financial independence.

4) Workplace Safety

Where many of the AFNR career pathways contain hazardous occupations, it is critical that all students have a strong base of instruction and experience with workplace safety. In this component, students will examine and summarize the importance of health, safety and environmental management systems in the AFNR workplace.

5) Agricultural Literacy

All students also need a basic understanding of the width and breadth of the agricultural industry. This component will require students to research and analyze how issues, trends, technologies and public policies impact AFNR systems. They will also evaluate the nature and role of agriculture in society and the economy.

These components lead to the selection and implementation of one or more of the Immersion SAE categories discussed later in the document. The Foundational SAE is ongoing throughout the student’s enrollment in agricultural education and will continue alongside Immersion SAEs implemented by a student.

It is envisioned that the Foundational SAE be project-based with the student selecting or proposing their own activities that lead to a learning outcomes for each component. A list of selected learning outcomes from the AFNR Technical Standards and suggested student activities is available in the SAE for All Teacher Edition under Foundational SAE Learning Outcomes and Activities. In addition, the Sample Instructional Plan includes an example of how to grade Foundational SAE activity completion as a part of the broader instructional program.

IMPORTANT NOTE: While the Foundational SAE is essential for every student’s SAE program, hours spent on this element outside the context of an immersion SAE may not contribute to the attainment of FFA awards or degrees.

WHAT ARE THE SAE OPTIONS? IMMERSION SAE

Even though Immersion SAEs are an extension of the Agricultural Literacy component of the Foundational SAE, they will contribute to a student’s growth in all of the Foundational components in an authentic, contextualized manner.

1) CAREER EXPLORATION AND PLANNING

The selection of Immersion SAEs is aligned to and supports a student’s career interest as defined in their individual career plan from the Foundational SAE. Immersion SAEs are designed to help students transition from career exploration to career preparation

2) EMPLOYABILITY SKILLS FOR COLLEGE AND CAREER READINESS

Immersion SAEs take students into authentic work environments and settings, which is the best place to learn and receive coaching and feedback on critical employability skills. All Immersion SAE plans should include an identified list of employability skills to be developed and a method of evaluation by employer, peer, mentor or instructor.

3) PERSONAL FINANCIAL MANAGEMENT AND PLANNING

Due to the potential for earnings, Immersion SAEs may offer the opportunity for students to apply personal financial management and planning skills acquired through the Foundational SAE. Additional specific financial management and planning skills should be applied based on the Immersion SAE selected by the student.

4) WORKPLACE SAFETY

It is imperative for all participants of Immersion SAEs to foster and implement a culture of safety. This can be accomplished by:

• Performing an environmental safety review on themselves and their work site.
• Pursuing and completing the necessary safety training needed for employment.
• Taking measures to address any safety concerns identified.

  5) AGRICULTURAL LITERACY

Students move beyond agricultural literacy to developing knowledge, skills and expertise within a specific AFNR pathway based on the specific Immersion SAE selected.

Supervision of Immersion SAEs is a critical component that is overseen by the local agriculture instructor. The local teacher may delegate supervision responsibilities to other trusted adults. Supervision may be conducted in a variety of methods in addition to on-site visitations.

Immersion SAEs can happen in the school facilities and occasionally during the school day if the program is student-managed, outside formal instructional time, simulates a real-world work environment, is tied to a career plan and is otherwise not connected to directed laboratory instruction by the teacher.

THERE ARE FIVE TYPES OF IMMERSION SAES:

• Placement/Internship SAE
• Ownership/Entrepreneurship SAE
• Research: Experimental, Analysis or Invention SAE
• School-Based Enterprise SAE
• Service Learning SAE 

WHAT ARE THE SAE OPTIONS? PLACEMENT/INTERNSHIP SAE

Placement sae.

In a Placement SAE, the student is in an employment setting (either paid or volunteer). The student performs the tasks determined by the employer which are necessary for the operation of the business. Students are evaluated by the employer under the guidance of the agriculture instructor. The placement experience must provide opportunity for the development and advancement of skills and abilities aligned to the AFNR Technical Standards and Career Ready Practices.

PLACEMENT SAE QUALITY INDICATORS:

The student:

• Maintains SAE documentation which contains:
• SAE Agreement
• Hours worked
• Income received
• List of tasks performed in the placement
• Knowledge and skills attained
• Receives regular employer/supervisor evaluation

INTERNSHIP SAE

The Internship SAE is an advanced level of the placement. It entails greater involvement of the student, instructor and the employer in determining the activities the student performs in the job setting. The internship experience is directed not as much by the business operation but by a Supervised Agricultural Experience (SAE) Training Plan created for the maximum benefit of developing the student’s knowledge and skills. The plan also contains a list of AFNR Technical Standards and Career Ready Practices which the student will master as a part of their internship experience. Student evaluation is performed by the employer and measures student performance based upon the measures identified in the training plan.

INTERNSHIP SAE QUALITY INDICATORS:

• Completes elements from the Placement SAE
• Develops and implements a Training Plan centered on the educational development of the student NOTE: The Supervised Agricultural Experience (SAE) Training Plan meets all expectations of U.S. Department of Labor (DOL) guidelines for student learner exemptions from HO Ag Occupations, Child Labor Bulletin 101 and 102 (Hazardous Occupations).
• Documents regular reflection on the experience
• Presents a summary of the experience to a local committee organized by the agricultural education instructor

WHAT ARE THE SAE OPTIONS? OWNERSHIP/ENTREPRENEURSHIP SAE

Ownership sae.

Students conducting an Ownership SAE operate an individual business which provides goods and/ or services to the marketplace. The operational and risk management decisions on how goods and/or services are provided are made by the student owner. Some facilities, input resources and equipment necessary for the SAE operation can be provided from outside individuals without expectations of compensation coming from the student or SAE. The operation must be of sufficient scope to enable development of student skills and abilities aligned to the AFNR Technical Standards and Career Ready Practices.

OWNERSHIP SAE QUALITY INDICATORS:

• Completes the basic Supervised Agricultural Experience (SAE) Agreement
• Provides the labor resources for operation of the SAE
• Maintains financial records which reflect all inputs and outputs of the production functions performed by the business
• Performs an analysis on the productivity and profitability of the enterprise at the completion of each production/business cycle
• Documents knowledge and skills gained through the experience

ENTREPRENEURSHIP SAE

A student transitions to an Entrepreneurship SAE at the point the Ownership SAE is enhanced to contain or meet additional criteria. It incorporates all aspects of an Ownership SAE and requires the student to identify and account for, either financially or non-financially, all resources used in the business. The Entrepreneurship SAE includes a Supervised Agricultural Experience (SAE) Business Plan which provides for the continued growth and expansion of the operation.

ENTREPRENEURSHIP SAE QUALITY INDICATORS:

• Completes all elements from the Ownership SAE
• Performs analysis on both production functions and profitability of business using standard acceptable business statements
• Identifies those features of the business which are not realistic to the real world (e.g., buying an animal for show at greater than market value, feeding a ration different than a normal market animal would receive, selling in an artificial market or premium sale, etc.) and analyzes the business using real world scenarios
• Identifies and accounts for, either financially or non-financially, all resources utilized in the business in the accounting system
• Creates and updates a Supervised Agricultural Experience (SAE) Business Plan annually.

WHAT ARE THE SAE OPTIONS? RESEARCH: EXPERIMENTAL, ANALYSIS, OR INVENTION SAE

A student conducting a Research SAE is involved in an investigation of materials, processes and information to establish new knowledge or the validation of previous research. Research conducted must have applications within AFNR Technical Standards.

There are three variations of research SAE available that students may conduct:

EXPERIMENTAL:

An Experimental Research SAE involves the application to the scientific method to control certain variables while manipulating others to observe the outcome. The student defines the hypothesis the experiment will test, determines the experimental design, conducts the research, collects the data, draws conclusions from the data and recommends further research that can be done.

ANALYTICAL:

An Analytical Research SAE often begins with a question that asks why or how something occurs, followed by a period of data collection using qualitative and/or quantitative methodologies. The student then con-ducts analysis of data, facts and other information to determine the answer to the posed question.

An Invention Research SAE applies the engineering design process to create a new product or service. This type of research often begins with the identification of a need and the development of a product followed by an iterative process of prototyping and testing that results in a product that meets the identified need.

RESEARCH SAE QUALITY INDICATORS:

• Engages in identifying an ongoing program of research following an approved Supervised Agricultural Experience (SAE) Research Plan
• Follows scientific process and/or accepted best practices for conducting research to ensure reliability, validity and replicability of research
• Conducts peer reviews with supervising agriculture instructor and other professionals during multiple stages of the research cycle (e.g., proposal, report of findings, publications, etc.)
• Delivers a summary presentation to a local committee organized by the agricultural education instructor

WHAT ARE THE SAE OPTIONS? SCHOOL-BASED ENTERPRISE SAE

A School-Based Enterprise SAE is an Entrepreneurship SAE with a twist. The difference is that the operation is based at the school and involves a group of students working cooperatively.

School-Based Enterprise SAEs are student-led business enterprises that provide goods or services. They are operated from the school campus utilizing facilities, equipment, and other resources provided by the agricultural education program or the school in general. For a School-Based Enterprise, the student will be working with one or more of their peers on the operation of the enterprise. The business itself may be “owned” by the school or FFA chapter, meaning that the organization holds the risk of the business that is managed by students. Alternatively, the business may be structured as a partnership or cooperative between students. Partnership or cooperative agreements will be used to define how the responsibilities and profits are distributed.

NOTE: If an enterprise operated from the school setting is managed by an individual student, then it is considered an individual SAE and is treated as either an Ownership/Entrepreneurship SAE or a Placement/Internship SAE that happens to occur on the school grounds.

SCHOOL-BASED ENTERPRISE SAE QUALITY INDICATORS:

• Creates and updates a Supervised Agricultural Experience (SAE) Business Plan annually
• Operates the business under the overview of a board of directors to which the student management team provides reports throughout the business operation cycle
• Structures the business to provide for varying levels of student responsibility to allow for skill development and student advancement
• Operates the business in a realistic workplace environment providing real world workplace expectations for the students involved

Leadership: Activities that help the individual develop technical, human relations and decision-making skills to enhance personal success.

Healthy Lifestyle: activities that promote the well-being of students mentally or physically, in achieving the positive evolution of the whole person.

Scholarship: Activities that develop a positive attitude toward lifelong learning experiences.

Personal Growth: Activities conducted that improve the identity and self-awareness of members.

Career Success: Activities that promote student involvement and growth through agriculture related experiences and/or entrepreneurship and promote career readiness.

WHAT ARE THE SAE OPTIONS? SERVICE LEARNING SAE

A Service Learning SAE is conducted by one or more students in which they plan, conduct and evaluate a project designed to pro-vide a service to the school, public entities or the community. It must provide benefit to an organization, group or individuals other than the FFA chapter.

The project must be preapproved by a review committee that includes local stakeholders in addition to the agriculture teacher. It will be of sufficient scope to enable development of student skills and abilities aligned to the AFNR Technical Standards and Career Ready Practices.

SERVICE LEARNING SAE QUALITY INDICATORS:

• The Student/Service Learning team:
• Develops a Supervised Agricultural Experience (SAE) Service Learning Plan
• Operates under the overview of a local committee to which the student management team provides reports throughout the service learning experience
• Provides for varying levels of student responsibility to allow for skill development and student advancement
• Operates in the local school, community or beyond and provides real world service learning experiences for the students involved
• Provides a summary report of the impact of the project to the local school and community
• Writes a reflection paper which describes their growth from the experience

NOTE: A Service Learning SAE should not appear within the FFA chapter’s Program of Activities in a prior year unless it has been significantly expanded or changed.

WHAT IS THE DIFFERENCE BETWEEN COMMUNITY SERVICE AND SERVICE LEARNING?

The main difference is the level of commitment and difference of intention. Community service projects are usually short, one hour to a day, investments of time to an organization or cause that will benefit the community.

Service learning involves being a part of the planning, preparation and implementation that results in benefit to the community. Service learning requires a higher level of commitment and a sustained investment of time. It also starts with an intention of learning and an expectation of reflection and evaluation

Managing and executing a community service project is service learning, volunteering the day of the event is community service.

SAE IMPLEMENTATION

Teachers should:.

• Embed foundational SAEs into instruction.
• Use the SAE For All Student Guide to introduce students to the concepts of SAEs.
• Grade foundational SAE projects.
• Require students to maintain accurate records of their immersion SAEs.

sae supervision & Record Keeping

The role of the teacher in an sae program is to:.

• Supervise project development
• Provide feedback.
• Assist the student in keeping accurate records.
• Grade the student based on their involvement.
• Visit any SAE program that takes place outside of the agriculture facility.
• Use extended contract days as needed to supervise SAE programs.

ORGANIZE AN SAE VISIT SCHEDULE:

• Select dates for SAE visits to take place.
• Give students the opportunity to sign up for visits on the dates and times they are available.
• Provide enough dates to visit all students.
• Allow students to conduct their SAE visit electronically if necessary.
• Require students to take pictures and give presentations.
• If a student is unable to participate in an SAE visit, have them give a presentation about their SAE. Include demonstrations with various pieces of equipment or methods used to accomplish a task.

WHILE ON THE VISIT:

• Confirm dates and times with each student before driving to the site.
• Take notes and pictures.
• Ask questions and give feedback.
• Grade students based upon a presentation rubric or according to an SAE grading scale.
• Take other students on the visits to learn about what they could do for their own SAE.

RECORD KEEPING

Students must keep accurate records of their SAEs. Each state has specific SAE record keeping expectations for students. Many states now use online record keeping systems. Students should document their foundational SAE experiences in some form of journal. As the SAE advances from foundational to immersion, student income, expenses, assets and time invested need to be recorded. Incorporate the teaching of financial record keeping in your classroom and give students time in class to update their records. Encourage students to take time on their own to maintain accurate records. Contact your state staff to learn more about the acceptable record keeping systems in your state.

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Tips for Organizing Student Work

By Mary Montero

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Whether you’re a new teacher or have many years of experience, odds are you still find yourself trying to find your desk under all.that.paper from time to time. Then you add in students who forget to turn in assignments and it can be really overwhelming to sort through who needs what. However, the good news is, with a little bit of planning and organization, you can minimize these challenges and develop a system for organizing student work.

Whether it’s helping absent students catch up, tracking missing assignments, or just finding the best way to sort papers that need to be graded… organizational systems are always a popular topic of conversation in our Inspired In Upper Elementary Facebook group . Here are some of my own tips and tricks, as well as contributions from our group members, to help you stay on top of the paper trail so you can spend more time teaching and less time stressing.

Students Who Receive Pull-Out Services

First of all, I always recommend having different makeup policies for students who miss classroom work due to pull-out services. If possible, I am careful to arrange my schedule around IEP and gifted services so that my students don’t always miss the same type of classroom instruction. This makes it easier to excuse occasional missed assignments.  As a gifted and talented teacher , I always encourage teachers to consider their pull-out services their work for that time period. I believe in giving different work instead of more work, though this may not always be possible.

Sometimes it’s also possible to coordinate schedules seamlessly. For example, one of my IEP clusters received daily phonics pull-out services at the same time we were working on phonics in our general education classroom. This year, all of our pull-out services (reading, math, and gifted and talented) happened at the same time. Because of this, those students never had to make up any classroom work from that same time.

Laura B. shared this great advice in our group, “As soon as students leave for services I have them hand me their papers and I make a note on them, drawing a line where I feel they should have stopped, which is dependent on the individual student. I give them the percentage they received adjusted for work completed.”

Procedures For Collecting Assignments

It sounds really simple: complete an assignment, turn it in, and receive a grade. However, we all know that feeling when we go to grade a set of papers and realize several are missing. These systems can help with that!

First, set up a specific area in your classroom where students can turn in their work. This will help you ensure that all the work is in one place, and it will make it easier for you to collect it when you need it. 

After trying many systems, I’ve found that subject-specific trays or color-coded folders (Amazon affiliate links) work the best. When I had a free minute during the day, I’d pull that tray and quickly sort the papers alphabetically. We used a numbering system where each student added their classroom number beside their name, which made this process even faster. Then I added a sticky note to the top of the pile with the names or numbers that were missing. As students turned work in late, they crossed their name off the list. By doing this, you can quickly track which students have turned in their work and who needs a reminder. I found that collecting papers the same day greatly reduced the number of missing assignments. As more time passed, papers were accidentally taken home, got lost in the blackhole of student desks, were accidentally thrown away, etc. Oftentimes the assignment was finished and just never made it to the turn in location, so this method helps tremendously. 

Teachers in our Facebook group had similar suggestions. Here are a few:

“I have done this with clothespins on the side of a tub. The kids who haven’t turned them in will still have their clothespin on the tub.” Nancy K

“I use dividers with pockets and hot glue them onto a wall. Each kid has one so I can see at a glance who didn’t turn it in. Then when they get collected they are in the order of the gradebook so that’s a bonus!” Taylor B.

“Make it a daily job. My students put their # on papers. The student who has that job goes through to make sure all numbers are there. They report to me if a number is missing.” Colleen M.

Missing and Incomplete Assignments

As a classroom teacher, you already know how tricky it can be to keep track of missing assignments and provide opportunities for students to complete the work. I’ve found that it’s much easier to stay on top of assignments throughout the grading period instead of waiting until the last minute. I personally track missing assignments daily and provide frequent opportunities for students to catch up..

How I Keep Track of Missing Assignments

• I keep the sticky notes with the name of the assignment and missing names/numbers on my desk. This is an efficient way to see at-a-glance who has missing work each day.
• A spreadsheet is a great way to track missing assignments over time. I keep a main sheet with all students’ names that I can print (or use digitally) as-needed for various tasks during the year (permission slips, assignments, etc). I use one for a running list of missing assignments.
• I enter grades into our digital gradebook weekly. Any assignments marked as missing can be printed or emailed to parents. 
• Consider using digital tools such as Google Classroom, Seesaw, or Edmodo to cut down on paper assignments. You can collect work, grade assignments, and provide feedback all in one place.

How Students Manage Missing Assignments

• Each student has a color-coded folder for incomplete assignments. If they finish other tasks early, they can work through items in their folder next. This specific folder reduces lost papers!
• We have weekly choice time where students can select a center, play brain games, work on projects, etc. All missing assignments must be completed first before choosing a different activity. 
• In years where I’ve been lucky enough to have a teaching assistant or parent volunteers, I’ve used some of their time to help students with these assignments.

More Tips From Teachers

“Post everything, even paper assignments, in Google classroom and have students mark it as submitted when they finish it.” Kristine A.

“Google Classroom keeps track of what has been turned in and what hasn’t. You can set up due dates and if students miss a due date it gets marked as missing. It allows you to return work that you have graded or return work before you grade it if the student turned it in unfinished or incomplete. When I grade my student’s work it gives me a list of those who have not turned in the assignment. I click one button and it puts them all into a BCC email. I add their parents to the mass email too and then send a message saying this work hadn’t been turned in. You need to train your students to check their email regularly. The parents usually see the email first. Google Classroom also gives the kids a To Do list that shows current assignments, as well as all late or missing work that needs to be done. Parents can also sign on as a guardian to get a weekly report of their child’s work history.” Kerri C.

“I make students keep a contract/agenda/must do-may do sheet. It has all required assignments for the week and any extra items they can do if finished early. When students turn it in, they get a piece of candy (you could do tickets, points, etc). I’ve had the best success with it the past few years. I keep a checklist on top of the stack and mark off their name when they turn it in. This helps me see quickly who hasn’t finished.” Angie C.

“I do a weekly 30-minute block for catch up, rework, or complete. We clean out desks and organize as a class before the 30 minute block. Students who are done have a choice of quiet activities to do—games, Legos, art. It’s a chance for me to check in with kids and catch missing/late work. It’s also a time for kids to rework something that didn’t meet expectations. I also have a missing work board that is updated throughout the week. Students can work on missing/unfinished work if they finish something early. To get their name off the missing work board, they complete a very brief work habit reflection slip that is signed by me upon reviewing work with them. There are more names and the need for explicit teaching in work habits at the beginning of the year. Kids learn how to monitor time and work completion. Kids need explicit teaching and practice with work habits.” Tracy S.

Work for Students Who Were Absent

We do a lot of learning every single day, and not all of it can easily be made up when absent students return. I recommend thoughtfully considering which missing assignments need to be completed and which ones can be skipped. I also evaluate which assignments need to be completed together at school and which ones can be sent home. I sometimes have a teacher center during weekly choice time where I can help students with missing or makeup assignments. 

To manage the paper for missing assignments that will be sent home, I write the absent student’s name on each paper as it’s handed out and leave it on their desk. At the end of the day, I staple all assignments together.

If a student will be out for multiple days and a parent has requested makeup work, I collect the daily papers, textbooks if needed, and put everything in a rubber banded stack with a cover sheet. I always write a little note letting the student know how missed they are.

Here’s how other teachers handle paperwork for absent students:

“If a student is absent, I put their names on the papers they will need and put it in a specific tray at the front of the room. BONUS TIP: As soon as I pass it out, one copy goes into a drawer in my cart for masters, and then the rest go into the next drawer for extras (for the inevitable “I can’t find mine” kids). If I’m out in the extras drawer, I can easily find the master to make more copies, without worrying about using my last.” Beth W.

“Our team does an absent packet every day. On the left is what we did during class and the right is any work that needs to be turned in. I only require kids to make up graded work.” Michelle J.

Managing the paper trail of missing assignments can be overwhelming, but with a little bit of effort and organization, you can make it more manageable. By following these tips, you will streamline your workflow, save valuable time, and provide a more efficient learning environment for your students.

Have your own organizational ideas to share? Join our FREE Inspired in Upper Elementary Facebook group to be part of the discussion!

Mary Montero

I’m so glad you are here. I’m a current gifted and talented teacher in a small town in Colorado, and I’ve been in education since 2009. My passion (other than my family and cookies) is for making teachers’ lives easier and classrooms more engaging.

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Sat / act prep online guides and tips, the 5 best homework help websites (free and paid).

Other High School , General Education

Listen: we know homework isn’t fun, but it is a good way to reinforce the ideas and concepts you’ve learned in class. But what if you’re really struggling with your homework assignments?

If you’ve looked online for a little extra help with your take-home assignments, you’ve probably stumbled across websites claiming to provide the homework help and answers students need to succeed . But can homework help sites really make a difference? And if so, which are the best homework help websites you can use? 

Below, we answer these questions and more about homework help websites–free and paid. We’ll go over: 

• The basics of homework help websites
• The cost of homework help websites 
• The five best homework websites out there 
• The pros and cons of using these websites for homework help 
• The line between “learning” and “cheating” when using online homework help 
• Tips for getting the most out of a homework help website

So let’s get started! 

The Basics About Homework Help Websites–Free and Paid

Homework help websites are designed to help you complete your homework assignments, plain and simple. 

What Makes a Homework Help Site Worth Using

Most of the best sites allow users to ask questions and then provide an answer (or multiple possible answers) and explanation in seconds. In some instances, you can even send a photo of a particular assignment or problem instead of typing the whole thing out! 

Homework help sites also offer more than just help answering homework questions. Common services provided are Q&A with experts, educational videos, lectures, practice tests and quizzes, learning modules, math solving tools, and proofreading help. Homework help sites can also provide textbook solutions (i.e. answers to problems in tons of different textbooks your school might be using), one-on-one tutoring, and peer-to-peer platforms that allow you to discuss subjects you’re learning about with your fellow students. 

And best of all, nearly all of them offer their services 24/7, including tutoring! 

What You Should Should Look Out For

When it comes to homework help, there are lots–and we mean lots –of scam sites out there willing to prey on desperate students. Before you sign up for any service, make sure you read reviews to ensure you’re working with a legitimate company. 

A word to the wise: the more a company advertises help that veers into the territory of cheating, the more likely it is to be a scam. The best homework help websites are going to help you learn the concepts you’ll need to successfully complete your homework on your own. (We’ll go over the difference between “homework help” and “cheating” a little later!) 

You don't need a golden piggy bank to use homework help websites. Some provide low or no cost help for students like you!

How Expensive Are the Best Homework Help Websites?

First of all, just because a homework help site costs money doesn’t mean it’s a good service. Likewise, just because a homework help website is free doesn’t mean the help isn’t high quality. To find the best websites, you have to take a close look at the quality and types of information they provide! 

When it comes to paid homework help services, the prices vary pretty widely depending on the amount of services you want to subscribe to. Subscriptions can cost anywhere from $2 to $150 dollars per month, with the most expensive services offering several hours of one-on-one tutoring with a subject expert per month.

The 5 Best Homework Help Websites 

So, what is the best homework help website you can use? The answer is that it depends on what you need help with. 

The best homework help websites are the ones that are reliable and help you learn the material. They don’t just provide answers to homework questions–they actually help you learn the material. 

That’s why we’ve broken down our favorite websites into categories based on who they’re best for . For instance, the best website for people struggling with math might not work for someone who needs a little extra help with science, and vice versa. 

Keep reading to find the best homework help website for you! 

Best Free Homework Help Site: Khan Academy

• Price: Free!
• Best for: Practicing tough material 

Not only is Khan Academy free, but it’s full of information and can be personalized to suit your needs. When you set up your account , you choose which courses you need to study, and Khan Academy sets up a personal dashboard of instructional videos, practice exercises, and quizzes –with both correct and incorrect answer explanations–so you can learn at your own pace. 

As an added bonus, it covers more course topics than many other homework help sites, including several AP classes.

Runner Up: Brainly.com offers a free service that allows you to type in questions and get answers and explanations from experts. The downside is that you’re limited to two answers per question and have to watch ads. 

Best Paid Homework Help Site: Chegg

• Price: $14.95 to $19.95 per month
• Best for: 24/7 homework assistance  

This service has three main parts . The first is Chegg Study, which includes textbook solutions, Q&A with subject experts, flashcards, video explanations, a math solver, and writing help. The resources are thorough, and reviewers state that Chegg answers homework questions quickly and accurately no matter when you submit them.  

Chegg also offers textbook rentals for students who need access to textbooks outside of their classroom. Finally, Chegg offers Internship and Career Advice for students who are preparing to graduate and may need a little extra help with the transition out of high school. 

Another great feature Chegg provides is a selection of free articles geared towards helping with general life skills, like coping with stress and saving money. Chegg’s learning modules are comprehensive, and they feature solutions to the problems in tons of different textbooks in a wide variety of subjects. 

Runner Up: Bartleby offers basically the same services as Chegg for $14.99 per month. The reason it didn’t rank as the best is based on customer reviews that say user questions aren’t answered quite as quickly on this site as on Chegg. Otherwise, this is also a solid choice!

Best Site for Math Homework Help: Photomath

• Price: Free (or $59.99 per year for premium services) 
• Best for: Explaining solutions to math problems

This site allows you to t ake a picture of a math problem, and instantly pulls up a step-by-step solution, as well as a detailed explanation of the concept. Photomath also includes animated videos that break down mathematical concepts to help you better understand and remember them. 

The basic service is free, but for an additional fee you can get extra study tools and learn additional strategies for solving common math problems.

Runner Up: KhanAcademy offers in-depth tutorials that cover complex math topics for free, but you won’t get the same tailored help (and answers!) that Photomath offers. 

Best Site for English Homework Help: Princeton Review Academic Tutoring

• Price: $40 to $153 per month, depending on how many hours of tutoring you want 
• Best for: Comprehensive and personalized reading and writing help 

While sites like Grammarly and Sparknotes help you by either proofreading what you write via an algorithm or providing book summaries, Princeton Review’s tutors provide in-depth help with vocabulary, literature, essay writing and development, proofreading, and reading comprehension. And unlike other services, you’ll have the chance to work with a real person to get help. 

The best part is that you can get on-demand English (and ESL) tutoring from experts 24/7. That means you can get help whenever you need it, even if you’re pulling an all-nighter! 

This is by far the most expensive homework site on this list, so you’ll need to really think about what you need out of a homework help website before you commit. One added benefit is that the subscription covers over 80 other subjects, including AP classes, which can make it a good value if you need lots of help!  

Best Site for STEM Homework Help: Studypool

• Best for: Science homework help
• Price: Varies; you’ll pay for each question you submit

When it comes to science homework help, there aren’t a ton of great resources out there. The best of the bunch is Studypool, and while it has great reviews, there are some downsides as well. 

Let’s start with the good stuff. Studypool offers an interesting twist on the homework help formula. After you create a free account, you can submit your homework help questions, and tutors will submit bids to answer your questions. You’ll be able to select the tutor–and price point–that works for you, then you’ll pay to have your homework question answered. You can also pay a small fee to access notes, lectures, and other documents that top tutors have uploaded. 

The downside to Studypool is that the pricing is not transparent . There’s no way to plan for how much your homework help will cost, especially if you have lots of questions! Additionally, it’s not clear how tutors are selected, so you’ll need to be cautious when you choose who you’d like to answer your homework questions.  

What Are the Pros and Cons of Using Homework Help Sites?

Homework help websites can be a great resource if you’re struggling in a subject, or even if you just want to make sure that you’re really learning and understanding topics and ideas that you’re interested in. But, there are some possible drawbacks if you don’t use these sites responsibly. 

We’ll go over the good–and the not-so-good–aspects of getting online homework help below. 

3 Pros of Using Homework Help Websites 

First, let’s take a look at the benefits. 

#1: Better Grades Beyond Homework

This is a big one! Getting outside help with your studies can improve your understanding of concepts that you’re learning, which translates into better grades when you take tests or write essays. 

Remember: homework is designed to help reinforce the concepts you learned in class. If you just get easy answers without learning the material behind the problems, you may not have the tools you need to be successful on your class exams…or even standardized tests you’ll need to take for college. 

#2: Convenience

One of the main reasons that online homework help is appealing is because it’s flexible and convenient. You don’t have to go to a specific tutoring center while they’re open or stay after school to speak with your teacher. Instead, you can access helpful resources wherever you can access the internet, whenever you need them.

This is especially true if you tend to study at off hours because of your extracurriculars, work schedule, or family obligations. Sites that offer 24/7 tutoring can give you the extra help you need if you can’t access the free resources that are available at your school. 

#3: Variety

Not everyone learns the same way. Maybe you’re more of a visual learner, but your teacher mostly does lectures. Or maybe you learn best by listening and taking notes, but you’re expected to learn something just from reading the textbook . 

One of the best things about online homework help is that it comes in a variety of forms. The best homework help sites offer resources for all types of learners, including videos, practice activities, and even one-on-one discussions with real-life experts. 

This variety can also be a good thing if you just don’t really resonate with the way a concept is being explained (looking at you, math textbooks!).

Not so fast. There are cons to homework help websites, too. Get to know them below!

3 Cons of Using Homework Help Websites 

Now, let’s take a look at the drawbacks of online homework help. 

#1: Unreliable Info

This can be a real problem. In addition to all the really good homework help sites, there are a whole lot of disreputable or unreliable sites out there. The fact of the matter is that some homework help sites don’t necessarily hire people who are experts in the subjects they’re talking about. In those cases, you may not be getting the accurate, up-to-date, and thorough information you need.

Additionally, even the great sites may not be able to answer all of your homework questions. This is especially true if the site uses an algorithm or chatbot to help students…or if you’re enrolled in an advanced or college-level course. In these cases, working with your teacher or school-provided tutors are probably your best option. 

#2: No Clarification

This depends on the service you use, of course. But the majority of them provide free or low-cost help through pre-recorded videos. Watching videos or reading info online can definitely help you with your homework… but you can’t ask questions or get immediate feedback if you need it .

#3: Potential For Scamming 

Like we mentioned earlier, there are a lot of homework help websites out there, and lots of them are scams. The review comments we read covered everything from outdated or wrong information, to misleading claims about the help provided, to not allowing people to cancel their service after signing up. 

No matter which site you choose to use, make sure you research and read reviews before you sign up–especially if it’s a paid service! 

When Does “Help” Become “Cheating”?

Admittedly, whether using homework help websites constitutes cheating is a bit of a grey area. For instance, is it “help” when a friend reads your essay for history class and corrects your grammar, or is it “cheating”? The truth is, not everyone agrees on when “help” crosses the line into “cheating .” When in doubt, it can be a good idea to check with your teacher to see what they think about a particular type of help you want to get. 

That said, a general rule of thumb to keep in mind is to make sure that the assignment you turn in for credit is authentically yours . It needs to demonstrate your own thoughts and your own current abilities. Remember: the point of every homework assignment is to 1) help you learn something, and 2) show what you’ve learned. 

So if a service answers questions or writes essays for you, there’s a good chance using it constitutes cheating. 

Here’s an example that might help clarify the difference for you. Brainstorming essay ideas with others or looking online for inspiration is “help” as long as you write the essay yourself. Having someone read it and give you feedback about what you need to change is also help, provided you’re the one that makes the changes later. 

But copying all or part of an essay you find online or having someone write (or rewrite) the whole thing for you would be “cheating.” The same is true for other subjects. Ultimately, if you’re not generating your own work or your own answers, it’s probably cheating.

5 Tips for Finding the Best Homework Help Websites for You

Now that you know some of our favorite homework help websites, free and paid, you can start doing some additional research on your own to decide which services might work best for you! Here are some top tips for choosing a homework help website. 

Tip 1: Decide How You Learn Best 

Before you decide which site or sites you’re going to use for homework help, y ou should figure out what kind of learning style works for you the most. Are you a visual learner? Then choose a site that uses lots of videos to help explain concepts. If you know you learn best by actually doing tasks, choose a site that provides lots of practice exercises.

Tip 2: Determine Which Subjects You Need Help With

Just because a homework help site is good overall doesn’t mean that it’s equally good for every subject. If you only need help in math, choose a site that specializes in that area. But if history is where you’re struggling, a site that specializes in math won’t be much help. So make sure to choose a site that you know provides high-quality help in the areas you need it most. 

Tip 3: Decide How Much One-On-One Help You Need 

This is really about cost-effectiveness. If you learn well on your own by reading and watching videos, a free site like Khan Academy is a good choice. But if you need actual tutoring, or to be able to ask questions and get personalized answers from experts, a paid site that provides that kind of service may be a better option.

Tip 4: Set a Budget

If you decide you want to go with a paid homework help website, set a budget first . The prices for sites vary wildly, and the cost to use them can add up quick. 

Tip 5: Read the Reviews

Finally, it’s always a good idea to read actual reviews written by the people using these homework sites. You’ll learn the good, the bad, and the ugly of what the users’ experiences have been. This is especially true if you intend to subscribe to a paid service. You’ll want to make sure that users think it’s worth the price overall!

What’s Next?

If you want to get good grades on your homework, it’s a good idea to learn how to tackle it strategically. Our expert tips will help you get the most out of each assignment…and boost your grades in the process.

Doing well on homework assignments is just one part of getting good grades. We’ll teach you everything you need to know about getting great grades in high school in this article.

Of course, test grades can make or break your GPA, too. Here are 17 expert tips that’ll help you get the most out of your study prep before you take an exam.

Ashley Sufflé Robinson has a Ph.D. in 19th Century English Literature. As a content writer for PrepScholar, Ashley is passionate about giving college-bound students the in-depth information they need to get into the school of their dreams.

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6 Homework Apps to Help Keep You Organized

Managing everything you have to do as a student can seem like a full-time job. With so many classes, activities, club meetings, and homework assignments thrown at you every day, it can be very overwhelming to keep track of it all.

Luckily, there are some great homework apps you can install on your phone or tablet that can help you know what classes you have coming up each day and stay on top of all of your assignments.

Here are six of our favorites. We hope these help you stay organized all year long!

Although the myHomework app supports traditional school schedules as well as block schedules, it does not support alternating block schedules, so if you have an A/B schedule, this is probably not the app for you.

• My Study Life This app is a full-fledged homework management app with its own web application, which is awesome because you can check your assignments from your computer or your phone. Plus, the calendar view shows all of your classes and assignments at the same time, and it shows you incomplete tasks that are due soon so you know what to work on first. The design is unique, too, with circles showing what percentage of a task is completed and how much more you have to go. Available for: iPhone, Android, Windows 8, Windows Phone and the web. Requires iOS 8.0 or later. Cost: Free

Another cool feature is that you can organize all of your assignments by date, course or priority, and you can sort them by pending and completed as well. Other bonus features include the ability to add contact info for all of your teachers and the ability to enter your grades so you can track how your GPA is doing.

Unfortunately, none of the apps listed above will actually do your homework for you — that part’s still up to you — but at least they’ll make it more likely that you’ll get it finished on-time and stress-free.

The organization was established over 50 years ago and works “to change the trajectory of high-potential Black youth by providing unique programming in the classroom and beyond.” Their scholars complete a four-year fellowship that includes academic enrichment, leadership development, career exposure, mentoring and college access.

Students must maintain a grade point average near 3.0 to remain in good standing with the organization — a bar the organization sets knowing full well that access to scholarships and grants for college will be the only way that most of its students can afford to go. Not all students meet this threshold despite mentoring from caring adults and strong support from administrative staff. Thus additional academic supports are needed.

Over many years, EE provided programs to help get students back on track if they started to flounder and to establish academic habits that put them on a trajectory for success. We started by offering weekly group tutoring events at the organization’s facility that not only helped students with homework completion and exam prep but also provided lessons on learning strategies, goal setting, and self-advocacy. However, traveling to the facility after school was a burden for some scholars, so EE tutors also met students at libraries and other public locations to provide support in specific subject areas where students requested help. Year after year we met with administrators and added additional resources: a summer school study skills workshop for freshmen and final exam prep workshops for all grade levels. Our unique array of programs allowed the organization to support their scholars at every stage of their academic journey.

The mission of the organization is to fight for economic mobility among highly motivated, first-generation college students by providing mentoring and intensive career development. The agency was founded on the belief that socioeconomic status should not be a barrier to college persistence and career success. 

Their staff found that many of their participants were struggling with writing assignments of all sorts in college. From essays in English class to writing cover letters for potential summer internships, many students were not effective writers. The organization provided various career development workshops throughout the academic year, but they lacked a writer’s workshop to specifically address this area of weakness. 

We met with program managers and the executive director to discuss their students’ needs and what type of program would be beneficial. The Writer’s Practice Workshop was an ideal fit for them. The course allowed students to understand that everyone is a writer even if they don’t think of themselves as such. Over the course of four sessions students assessed their own writing process; discussed the tools of a good writer’s practice; considered the audience, purpose, and the needs of any piece; and produced writing on topics that were important to them. Students left the workshop with a greater understanding of how to start assignments and follow steps to revise, edit, and polish for best results, giving them confidence in their writing. 

The organization’s mission is to provide opportunities for underserved youth to achieve academic and personal success via financial, educational and personal support during their high school years. They provide tuition assistance to attend a high-quality school along with the guidance and commitment of caring, adult mentors. They aim to serve an often overlooked segment: academically “average” students from the city’s most challenging and underserved neighborhoods.

Program staff wanted to help their students prepare for final exams and train mentors to more effectively support students in their exam prep efforts. Volunteer mentors were available to give support, but the organization lacked a consistent approach on how best to help students and make them better learners.

EE met with program administrators and board members to plan and implement a Final Exams Workshop in the lead-up to final exams. The 3-hour workshop was attended by students and their mentors on a Saturday morning. The curriculum helped students create DIY study guides for any class, plan a study schedule, prioritize final exams by difficulty and need, assess and discuss their strengths and weaknesses in regards to learning strategies, and share with peers their successes or concerns. We also facilitated a conversation between mentors and mentees as to how they could best support their students in the coming weeks. Students and mentors left the workshop with a blueprint for attacking finals week in the most efficient way — a plan they could use for high school and college.

The organization supported immigrants and their families by connecting women from over 60 countries who share a dedication to the pursuit of global understanding and universal human rights. As part of their philanthropic arm, the organization supported a local elementary school they had identified as highly diverse with a large number of immigrant students. Before engaging EE, the organization relied mostly on volunteers to provide reading support to students during school hours. 

After discussions with the organization and the school principal, teachers, families, and other stakeholders, we developed a school year calendar of after school programs that would help students develop the skills needed to succeed in elementary school and beyond. We provided courses for grades 5-8 in the spring and fall, greatly expanding the enrichment opportunities the NFP was able to provide. In doing so, we developed a close relationship with the school administration and their teaching staff, who saw the positive impact the program was having on their students. Additionally, the NFP was able to expand their mission to areas where they saw a great need: improving study skills, raising test scores, and increasing access to high school opportunities for immigrant youth. 

A scholarship foundation funded by a suburban country club was disappointed with the caliber of student who typically applied for their college scholarship offerings. Knowing that the skills needed for success in college must be cultivated from an early age, they wanted to establish a summer enrichment program for students entering 9th and 10th grade that would serve as an early intervention and better position the pool of applicants when the time came a few years later to apply for the college scholarships.

We collaborated with the foundation to identify areas of strength and weakness in their applicant pool and listened to their personal beliefs about what it takes to succeed in college. With that understanding, we customized a version of the Summer Learners’ Workshop that lays the foundation for college-level skills and caters to the learning styles and academic backgrounds of the particular students at this organization.

The resulting program has gained a reputation as one of the top summer enrichment experiences in that community with parents routinely reporting that the results exceeded their expectations. The program is now attended by an even wider array of students than those who were first targeted by the foundation.

A charter school network was seeking to implement a test prep program across eight campuses to prepare their 8th grade students for the Chicago Public Schools selective enrollment entrance exam. The high school admissions process is highly competitive, and it was the middle of the Covid-19 pandemic when students were learning from home. The schools did not have expert knowledge about the contents of the test, and finding staff at their schools to cover a program outside of school hours would be challenging. Administrators knew how competitive the admissions process was and that even their strongest students were not guaranteed a spot. For equity, they wanted to offer the course to all of their students – even those who were very unlikely to be admitted to a selective enrollment school. 

Given the wide array of students, the EE team worked with individual school counselors to create ability groupings, determine a process for reporting attendance, progress, and behavior issues, and create a curriculum that would be effective in a remote learning model. We knew that remote engagement for an after school program would be a challenge, so we incorporated competitive team games, a leaderboard of accomplishments, and other incentives to encourage maximum participation. EE provided all management and instructional staffing to deliver the test prep course successfully while freeing up teachers and counselors at the charter school to focus on their daily workload. Students received a robust course focused on strategies, practice tests, and concept review that put them in the best position to maximize their potential on test day. 

A leading scholarship fund that provides financial assistance for highly qualified, low-income students knew that financial aid alone would be insufficient to ensure their students’ success at rigorous private and parochial high schools. Therefore, they sought an intensive summer program to prepare scholars for what lay ahead. 

EE worked with the organization to determine the biggest challenges scholars would face. We landed on a wide array of non-cognitive skills that are not necessarily taught in middle school: time management, organization, self-advocacy, focus, growth mindset, etc. Inspired by this challenge, we developed our Ideal Student Workshop, which would later become the basis for our Learners’ Workshop.

Over a decade later we are still delivering the program to students at this scholarship fund and others. The program works to develop the three dimensions of successful students: character, learning strategies and habits. We update the program yearly to keep up with changes in student needs and the educational landscape. Our fun and research-based curriculum continues to be a popular summer bridge for various organizations. 

A prominent sports-based youth development organization wanted to improve one of the core elements of their program: providing educational enrichment programs to their participants.

Their goal was to offer a continuum of services for 9th-12th graders that would support students in their schoolwork, provide a pathway to college, and create a culture of learning amongst players. EE was uniquely positioned to offer a variety of services to meet this need: private tutoring, study skills classes, writing courses, high school admissions test prep, SAT/ACT prep, and college readiness seminars. We listened to the players, parents, and other stakeholders to determine which programs were most effective, established expectations for participants, and decided on the best timing and format to deliver the courses.

Since 2017 we have successfully delivered these services allowing their administrative team to focus on their primary coaching responsibilities. Ultimately, the best praise we have received is that we have provided a wide circle of caring adults to support students academically and emotionally and that we have listened to their needs and adapted our offerings to suit their participants.