The National FFA Organization should take the lead role in developing and continually improving relevant FFA career development events and awards. National FFA career development events and awards should be developed with significant input from FFA members, teachers, partners, respective industry sponsors, and others involved in agricultural education. National career development events and awards should reflect instruction currently occurring throughout the agricultural education program, including classroom instruction, laboratory instruction, individualized instruction, and/or supervised agricultural experience.

However, it is appropriate for the national organization to develop career development events and awards that stimulate learning in emerging fields that reflect current and future community, national and global workforce needs. Chapter and team career development events and awards should be based on cooperation and teamwork while recognizing the value of competition and individual achievement. The role of career development events and awards is to motivate students and encourage leadership, personal growth, citizenship and career development.

The National FFA Organization will promote accessibility and provide opportunities for achievement and recognition to students of diverse backgrounds. High expectations should be consistently communicated to those involved in career development and rewards events.

ORGANIZING FOR

HOW CAN A CHAPTER ORGANIZE FOR SUCCESS?

WHAT ARE THE TYPES OF COMMITTEES?

WHAT SHOULD BE THE SIZE OF OUR COMMITTEES?

HOW MANY STANDING COMMITTEES DO WE NEED?

By Divisions

By the Standards for Each Division (one committee per standard) DIVISION STANDARDS POSSIBLE COMMITTEES

By Using Traditional Committees to Address the Standards

HOW ARE STANDING COMMITTEE CHAIRPERSONS SELECTED?

HOW ARE MEMBERS ASSIGNED TO STANDING COMMITTEES?

HOW CAN SUPPORT GROUPS HELP?

WHY LOOK AT LAST YEAR’S POA?

WHEN SHOULD THE POA BE WORKED ON?

HOW DO WE WRITE A PROGRAM OF ACTIVITIES?

HOW DO WE FILL OUT FORM POA-1?

When approved by the chapter, this tells the committee how much it can spend on the activity.

Public Relations

Chapter Newsletter

10th of each month

Publish and distribute a monthly newsletter

Members wear official dress on designated day

FFA Calendar

Dec. 22

Provide home calendars for members 2. Provide calendars to all local

Banquet

Chuck Barstow, Betty Zetlow and Mary Carlson

To promote a positive image and inform students, parents, school officials and the community of chapter and member accomplishments

HOW DO WE GET THE CHAPTER’S APPROVAL FOR OUR COMMITTEE?

WHAT SHOULD WE DO AFTER THE APPROVAL?

The difference between an "average" and an "excellent" POA is little more than an orderly putting together.

WHAT SHOULD WE INCLUDE IN OUR POA?

WHAT’S THE DIFFERENCE BETWEEN A POA AND A CHAPTER HANDBOOK?

CHAPTER

HOW DO WE PUT OUR POA INTO ACTION?

HOW DO WE FILL OUT FORM POA-2?

Steps Ask yourself: "What is needed to achieve this goal?" Identify and write the necessary steps. The total cost of all steps cannot exceed the amount approved by the chapter on the POA-1 form.

HOW CAN A TIMELINE KEEP OUR COMMITTEES UP TO DATE?

HOW DO WE PUT OUR POA TO WORK?

WHY SHOULD WE EVALUATE OUR POA?

HOW DO WE EVALUATE OUR POA?

HOW DO WE FILL OUT FORM POA-3?

Public Relations

Chuck Barstow (chair), Betty Zetlow and Mary Carlson None

Will meet first Monday of each month Chuck

Chuck Barstow (committee chair)

HOW DO WE FILL OUT FORM POA-4?

Chapter had a five-minute program on KRNT radio on Monday of National FFA Week (Feb. 21)
Sixty percent of FFA members wore their jackets on February 21
Three FFA members presented information about agriculture to Mr. Brown’s fourth grade class (Feb 22)
Start working on the script as soon as the materials furnished by the national FFA are received
Supplement to paper will cost the chapter at least $30 for pictures—$50 is proba- bly more realistic
Pictures need to be taken for the supplement throughout the year
Set class goals for wearing FFA jackets

Chapter had a five-minute program on KRNT radio on Monday of National FFA Week (February 21). A six-page supplement to the Daily Tribune with chapter activities and members was published (Feb. 15). Begin working on the script as soon as the materials are received from the national FFA.

The paper supplement will cost the chapter at least $30 for the pictures - $50 is probably more realistic.

Public Relations FFA Week

WHAT IS THE NATIONAL CHAPTER AWARD PROGRAM?

WHY SHOULD OUR CHAPTER APPLY?

WHAT AWARDS ARE AVAILABLE THROUGH THIS PROGRAM?

IS OUR CHAPTER ELIGIBLE?

WHEN DO WE APPLY?

HOW ARE THE APPLICATIONS SCORED?

The purpose of Form II is to describe three major chapter activities carried out in each of the three divisions. The Form II rubric below has been developed for use in evaluating national chapter applications. Although state associations will be scored for each application submitted, they are not required to rank those applications sent for national judging.

At least 3 measurable, realistic goals that are specific in nature and related to a quality standard (not repeated). A quality image supporting the activity by showing an event of the activity with a caption describing the event in the image in 50 words or less was included. The number of FFA members attending was appropriate and sufficient for the activity, and other non-FFA members, groups and organizations participated.

A photo showing an event of the activity was included, with a caption describing the event of the activity and a caption describing the event in the photo in 50 words or less. The goals were partially achieved, but little benefit was provided to the students, the chapter, and the community. Objectives were not met and no measurable benefit to the students, chapter or community was realized.

The goals were achieved and there were definite benefits for the students, chapter or community.

WHAT ARE JUDGES LOOKING FOR WHEN SCORING FORM II?

NATIONAL CHAPTER AWARD APPLICATION

The chapter gave at least two clear examples of the plan and process it has in place to support its inclusiveness. The chapter provided vague or no examples of how it plans to maintain or improve its involvement. In addition, the chapter provided at least two clear examples of how members become aware.

In addition, the chapter gave less than three examples of how members are made aware of opportunities through FFA. The chapter provided at least three clear examples of non-officer members actively participating in leadership roles or opportunities (ie, participating in leadership workshops). The chapter provided vague or no examples of non-officer members actively participating in leadership roles or opportunities (ie, attending leadership workshops).

5 The chapter gave at least three clear examples of how its constitution and bylaws provide firm structure and support, as well as sufficient flexibility for progress. The chapter has given at least one clear example of how all chapter decisions are based on its constitution and bylaws. The chapter gave vague or no examples of how the constitution and by-laws provide firm structure and support, as well as sufficient flexibility for progress.

The chapter gave at least three clear examples of how its meetings created more unity and learning. The chapter gave at least three clear examples of the procedures it has in place for maintaining current records. The chapter gave one or two vague examples of the procedures it has in place for maintaining current records.

The chapter did not provide examples of the procedures it has for keeping current records. 5 The chapter provided at least three clear examples of how it met community needs by working with FFA alumni and/or other community entities. The chapter provided one or two clear examples of how it met community needs by working with FFA alumni and/or other community entities.

A P P LYING

WHAT GENERAL GUIDELINES SHOULD BE FOLLOWED WHEN COMPLETING FORMS I, II AND III?

HOW DO WE FILL OUT FORM I?

Although some chapters conduct multiple activities related to a single standard, members must select a single activity to list under each standard. When you are ready to apply, collect the information from the committees and complete the application. Committee chairs can share activities appropriate for each standard and the vice president can complete the application.

Before you know it, the chapter will have completed Form I and will be well on its way to becoming a State Grand Chapter. Use Table 8 to help fill in the information page of the application and Table 9 to help fill in Form I. Certification Have the chapter president, advisor, and secretary, along with the principal or superintendent, sign the application.

Table 8: HOW TO FILL OUT THE INFORMATION PAGE

HOW DO WE FILL OUT FORM II?

Example: Eight members (90%) of the leadership committee trained all 64 non-FFA participants in effective communication skills.

HOW SHOULD WE SELECT PHOTOS?

HOW DO WE FILL OUT FORM III?

At least one example should be used to describe how SAEs are selected by chapter members. FFA Knowledge Describe how the chapter informs its members about FFA history and FFA opportunities. At least three examples must be used to describe how chapter members are taught FFA history, including chapter, state, and national policies and procedures.

At least two examples should be used to describe how chapter members are aware of FFA opportunities. At least three examples should be used to describe how the chapter reflects inclusion through its structure, activities, and membership. At least two examples should be given to describe how the chapter plans to increase its involvement.

The chapter should state how many committees it has and describe how each chapter member has a specific role. At least three examples should be used to describe how non-officers participate in leadership. At least two examples should also be used to show how chapter officers are role models inside and outside the chapter.

At least three examples should be used to describe how the chapter's constitution and bylaws support and structure the chapter. At least three examples should be used to show the procedures the chapter has decided on. Describe how often the chapter meets, schedule meetings, and indicate the average percentage of members who attend.

At least three examples should be used to show how chapter meetings fostered unity and learning among members of the chapter. At least three examples must be used to show how the chapter raised funds and used those funds to increase chapter activities and/or participation. Describe how the chapter uses volunteers to benefit the community and meet community needs.