At the 2025 Idaho National FFA Organization Convention, Idaho Superintendent Debbie Critchfield announced that the legislature passed a measure allowing FFA projects to count as "future readiness" projects, replacing the traditional senior project requirement. This change will take effect for this year’s sophomore class. Ag Proud – Idaho’s Cassidy Woolsey caught up with Critchfield to learn more about this change.
Can you explain how this new measure will change the senior project requirements for FFA students?
CRITCHFIELD: This will allow districts and charters to give senior project credits to students involved in out-of-school events and activities, like FFA.
What led to the decision to allow FFA projects to count toward the senior project requirement?
CRITCHFIELD: FFA provides some of the most clear and instructive lessons on leadership, communication, presentation, knowledge, responsibility and demonstration learning that I have seen. The whole point of the project was to show that the student could take knowledge and do something with it. It sure seems that’s the whole premise of FFA! If the goal of the senior project is truly project-based, that’s FFA all the way around.
What is the goal behind renaming the 'senior project' to something like 'future readiness'? How does that better reflect the objectives of the project?
CRITCHFIELD: The name change felt appropriate as we are seeking to change the way students think about what they are doing. This isn’t about checking a box to say they met a requirement before they walk out the doors of the schools. It’s about doing something or participating in something that has meaning for them, their interests and their future.
How do you think this change will impact students involved in FFA and other career-focused programs?
CRITCHFIELD: I hope it encourages students who are thinking about FFA to give it a try, and for those who are involved in it to know that FFA is recognized for its quality and contributions to student outcomes.
Can you provide insight into the process the legislature went through to pass this measure, and what kind of support you received from various stakeholders?
CRITCHFIELD: The pathway for making these changes starts in the rule-making process. The State Board of Education promulgates rules that go to the full legislature for approval. For this particular change, there really wasn’t much controversy. I think the legislature understood the why behind it and was supportive. We had broad stakeholder support, which we appreciated!
This change will affect this year’s sophomore class – what other steps are being taken to ensure that schools, students and advisors are prepared for the transition?
CRITCHFIELD: We are in the process of communicating these changes to our school leaders. We will have FAQs available and will support whatever is needed to be sure districts and charters are ready for these exciting changes.
What are your hopes for how this will benefit the students, especially in terms of preparing them for future careers?
CRITCHFIELD: This change is going to better align our students to their interests for learning, and I hope they will make that connection. Learning is and should be fun. It’s not just sitting in classrooms. I want our students to see that we “count” their learning everywhere. We need to recognize and honor that kids will participate in great learning activities, and many of those take place outside of the traditional classroom. This Future Readiness Project should make our students excited because it highlights what they are already doing and the interests they have for the future, and is not simply something they are forced to do or something that fits into a box that someone else chose for them. If we expect our students to be ready for their futures, then we need to give them the tools and room for decision-making.
Is there anything else you would like to add? Why are you personally excited for this change?
CRITCHFIELD: I am excited about this change because we will acknowledge the variety of interests and skills our students have and help them see the opportunities around them, particularly in less traditional ways. It’s one more way that we prepare our kids for life beyond the classroom. That’s what we are trying to do, after all: create contributing citizens, great neighbors and future leaders.
