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National Chapter Award Processes

National Chapter Award Processes. Presented by Mike Honeycutt Education Specialist National FFA Organization. Goals for Today!. Outline the process used to judge National Chapter Applications on the national level Discuss common misconceptions and problems judges find in applications

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National Chapter Award Processes

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  1. National Chapter Award Processes Presented by Mike Honeycutt Education Specialist National FFA Organization

  2. Goals for Today! • Outline the process used to judge National Chapter Applications on the national level • Discuss common misconceptions and problems judges find in applications • Give you information to better able your chapter to be more successful at the state and national level

  3. Common Misconceptions • I do a lot more than most chapters, how can we not be a 3-star chapter • The judges must not understand how we do things here. • Only a certain percentage can be 3-star anyway • You have to write the applications certain way to be successful • The application has to cover the school year.

  4. How are the applications judged at the national level? • 12 judges are used (3 Eastern, 3 Western, 3 Southern, 3 Central) • Judges put into four groups of three; split up by region • In each group each member is designated to judge one area (student, community, chapter)

  5. How are the applications judged at the national level? • A judges orientation takes place using “live” applications to build consistency • We cannot override state ranking order • Each state is judged together • Applications scored using official rubric from the Chapter Planning and Recognition Handbook

  6. How are the applications judged at the national level? • Scoring breaks are as follows: • 180 and below = 1 star • 181- 359 = 2 star • 360-450 = 3 star

  7. How are the applications judged at the national level? • 3 star applications are kept and 2 and 1 stars are filed to be returned to state • Once all states are judged and all 3 star applications determined they are judged for Models of Innovation • Judges look through all 3 stars and pick 10 most innovative in each of the three areas; state ranking has no bearing

  8. Keys to Success • Use activities, not programs (there is a difference) • Use the correct quality standard for your activities • Use SMART Goals • Be clear in plan of action (who,what,when,where,how) • Really highlight positive results • Basically, follow the rubric

  9. What is addressed by the rubric? • Correct Quality Standard • Goals and Objectives (10 points) • Plan of Action (15 points) • Results and Evaluation (25 points)

  10. Quality Standards • Student Development: • Leadership • Healthy Lifestyles • SAE • Scholarship • Career Skills

  11. Quality Standards • Chapter Development • Recruitment • Financial • Public Relations • Leadership • Support Group

  12. Quality Standards • Community Development • Economic • Environmental • Human Resources • Citizenship • Agricultural Awareness

  13. Goals and Objectives • Should be specific • Should be measurable • Should be attainable (realistic) • Should be timely • Should have at least 3 for each activity but no more than 5

  14. Evolution of a Goal • Hold a bicycle safety training (Smart Goal?) • Chapter FFA members attend a bicycle safety training conducted by local law enforcement (More Specific) • Seventy-Five percent of Chapter FFA members attend a bicycle safety training conducted by local law enforcement (Measurable and Attainable)

  15. Evolution of a Goal • Seventy-five percent of Chapter FFA members attend a bicycle safety training conducted by local law enforcement during the first semester (Timely) • Is this goal a true SMART goal at this point?

  16. Plan of Action • Plan of action for each objective • Clearly identify groups/individuals responsible for action • Clear time line for action • Clear action steps outlined • Should indicate that learning is taking place make sure to highlight steps that are innovative and unique

  17. Evolution of a Plan of Action • We will find a presenter to conduct the training and we will invite FFA members to attend on the date set. • Does this Plan of Action meet the criteria?

  18. Evolution of a Plan of Action • Let’s clearly identify who is responsible

  19. Evolution of a Plan of Action • Student Development committee will contact the police department to determine when an officer will be available to do the training and find a place for the training and will report findings to Chapter Officers. Chapter Reporter will create flyers and announcements to advertise the event. The Reporter will also contact local media to cover the event.

  20. Evolution of a Plan of Action • Let’s set a clear time line for action

  21. Evolution of a Plan of Action • Student Development committee will contact the police department during the first week of school to determine when an officer will be available to do the training and find a place for the training. Committee will report findings to Chapter Officers at the Aug. 10th meeting. Chapter reporter will create flyers and announcements to advertise the event starting one month prior. The reporter will also contact local media to cover the event one month prior to the event and send reminders to them weekly.

  22. Evolution of a Plan of Action • How can we show clear action steps and make sure judges have no doubt that this action plan is tied to our objective?

  23. Evolution of a Plan of Action • Goal 1: 1.1 Student Development committee will contact the police department during the first week of school to determine when an officer will be available to do the training and find a place for the training. 1.2 Committee will report findings to Chapter Officers on Aug. 10th1.3 Chapter reporter will create flyers and announcements to advertise the event starting one month prior. 1.4 The reporter will also contact local media to cover the event one month prior to the event and send reminders to them weekly.

  24. Results/Evaluation • Were the goals achieved? • Were there benefits to the member, chapter, community, etc.? • Did this activity make an impact? • Is there specific involvement? • Was this activity educational? • Is the photo and caption appropriate?

  25. Evolution of Results/Evaluation • The chapter planned and conducted the bicycle safety training. Sixty people attended the training. • Would this meet the criteria?

  26. Evolution of Results/Evaluation • We need to clearly express the objective was reached or at least partially reached.

  27. Evolution of Results/Evaluations • The chapter held a bicycle safety training conducted by local law enforcement on Sept. 27th and 60 out of 75 Chapter FFA members (80%) attended the training. • Not only have we shown we accomplished the goal but also have proven that there was impact!

  28. Evolution of Results/Evaluations • How can we further show impact and also show specific involvement as well as definite benefits? • If I address my plan of action I should be able to show these components.

  29. Evolution of Results/Evaluations • The student development committee arranged for Officer Ken Rollins to conduct the training on Sept. 27th at the county fairgrounds and reported to the Chapter officers on Aug. 10th. The Chapter Reporter posted flyers and made announcements at school starting Aug. 26 and sent letters home to parents. 60 out of 75 FFA members (80%) attended the training. The Reporter also arranged for the event to be covered by The Daily Record and WPIX-1080AM and both ran reports on the event.

  30. Evolution of Results/Evaluations • How can I make sure I have fully stated the educational impact of this objective?

  31. Evolution of Results/Evaluation • The student development committee arranged for Officer Ken Rollins to conduct the training on Sept. 27th at the county fairgrounds and reported to the Chapter officers on Aug. 10th. The Chapter Reporter posted flyers and made announcements at school starting Aug. 26 and sent letters home to parents. 60 out of 75 FFA members (80%) attended the training. The Reporter also arranged for the event to be covered by The Daily Record and WPIX-1080AM and both ran reports on the event. 100% of those who attended passed a bicycle safety examination.

  32. Brief Comments on Photos and Captions • Photos should show action • Caption should aptly describe action in the photo • Do not use old and dated pictures • Save all digital pictures at 200dpi or > • Avoid using pictures from the same event more than once in the application

  33. That’s all folks • Primary Contact: Damon Spight, dspight@ffa.org, (317) 802-4402 • Questions or comments • Skills practice

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