Completing the Illinois State FFA Degree Application

1. Completing the Illinois State FFA Degree Application Using the Illinois SAE Record Books

2. Why are Candidate’s Accepted? • They currently hold the Chapter FFA Degree • They are in (at least) their third year of FFA membership • They have completed at least 2 years (4 semester or 360 hours) of Ag Ed Classes – which includes an SAE • They have earned at least $1,500 or worked at least 750 hours (outside of regular class time) in an SAE. • They have productively invested at least $1,000 • They have helped plan and complete the chapter’s POA

3. Why are Candidate’s Accepted? (cont’d) • They have demonstrated leadership by: • Performing 10 procedures of parliamentary law • Giving a 6-minute speech on a topic related to Agriculture or FFA • Serving as an officer, committee chair or chapter committee member • Participated in 5 activities above the chapter level • They have demonstrated scholarship by: • Being in the upper 40% of their class • Having at 3.5 on a 5.0 grade scale (or 2.5 on a 4.0 scale)

4. Why are candidates rejected? • Application and records do not match (27.1%) • Lack of Agricultural relationship (22.9%) • Did not have SAE records for each year (10.4%) • Did not meet minimum requirements (10.4%) • Incomplete application (10.4%) • Failed to show all operating expenses (8.3%) • Assets increase without an offsetting gift or purchase (4.2%) • Interview did not justify (.5%) • Other (16.2%)

5. How can rejections be avoided? • Check with the Guidance Counselor to see which students meet the scholarship requirements. • Provide the application to the student by Christmas break so they start inputting their information. • Set a date for the applications to be turned in at the chapter level. • Review the application for accuracy (use the check sheet) • Don’t submit “good kids”, submit “qualified applicants”

6. Building a Better Application Common Errors on the Cover • Missing the Chapter ID # • Missing the Member ID # • Missing Signatures • Failure to hold 12 chapter meetings in the year

7. Building a Better Application Common Errors on Page 2 • Using proficiency categories instead of Job Titles • Failure to list ALL student SAE’s • No details on size and scope of enterprises

8. Building a Better Application Which helps you understand the SAE?

9. Building a Better Application Common Errors on Page 3 & 4 • Including Entrepreneurial SAE income information • Including Entrepreneurial SAE hours • No description with the type of work • Using Column D to show the FICA & taxes withheld

10. Building a Better Application Which helps you understand the SAE?

11. Building a Better Application Common Errors on Page 5 • Including inventory items that are not owned by the applicant • Showing non-current inventory items • Part III-A – numbers are found on page 13C of the record book of the most recent year • Part III-B – numbers are found on page 13C of the record book of the most recent year • Part III-C – numbers are found on pages 13A, 13B and 13C of the most recent year

12. Building a Better Application Common Errors on Page 6 • Including inventory items that are not owned by the applicant • Showing non-current inventory items in Part IIID • Showing Current inventory items in Part IIIE & F • Part III-D – numbers are found on page 13A of the record book of the most recent year • Part III-E – numbers are found on page 13A or page 1 of the record book of the most recent year • Part III-F – numbers are found on page 3 of the most recent year

13. Building a Better Application Common Errors on Page 7 • Including inventory items that are not owned by the applicant • Showing Current inventory items • Part III-G – numbers are found on page 3 of the record book of the most recent year • Part III-H – numbers are found on page 3 of the record book of the most recent year • Part III-I – numbers are found on page 3 of the most recent year

14. Building a Better Application Common Errors on Page 8 • Forgetting to put an “X” at the top of the column for the last year • Failure to show all expenses • Failure to show the value of items bartered or traded for labor • Confusing Current/Operating Inventory and Non-Current/Capital Transactions • Reporting wages a second time – they go on page 3 & 4 of the application

15. Building a Better Application Where do the income numbers come from? • Line 1a & b – this is the value of the items the student has on record book page 6, lines 10 thru 18 for the respective years • Line 1d - this is the value the student has on record book page 10A, 10B & 10C, columns 3 thru 6 for the respective years • Line 1e, f & g - this is the value the student has on record book pages 10A, 10B & 10C, column 7 for the respective years

16. Building a Better Application Where do the expense numbers come from? • Line 2a – this is the value the student has on record book pages 12A, 12B & 12C, columns 3 thru 8, (except feed) for the respective years • Line 1b - this is the value the student has on record book page 12A, for feed in the respective years • Line 1b - this is the value the student has on record book page 12A, column 9, for feed in the respective years • Line 1d - this is the value the student has on record book pages 12A, 12B & 12C, column 9, (except feed) for the respective years

17. Building a Better Application Where are the non-current transactions? • Line 4a & c – this is the value the student has on record book page 6, lines 30 plus 34, (except feed) for the respective years • Line 4b - this is the value the student has on record book page 1, column 1 in Capital Inventory • Line 4b - this is the value the student has on record book page 1, column 2 in Capital Inventory Note: If livestock are considered Capital Inventory in the record book the must be treated as Capital Inventory on the State Degree application

18. Building a Better Application Common Errors on Page 9 & 10 • Showing personal assets and liabilities as business assets and liabilities • Changing how an asset is considered (switching from a current to non-current asset) • Adding gifted/bartered assets without showing them as a gift or bartered item on page 10A • Showing the face value of life insurance instead of the cash/surrender value

19. Building a Better Application The financial statement numbers • Should be direct transfers from the students first and last SAE record books, page 6 • The numbers posted here are cross checked by the computer and must match - this is where applicants run into problems with the “Current” vs. “Non-Current” labels. • The record book does not separate the Personal Assets into “Current” and “Non-Current” categories

20. Building a Better Application Page IL10A - where do the numbers come from? • Part 1 – The record book does not provide a place for personal expenses, it is recommended the student use a part of their narrative page for this. • Part 2, 3 & 4 – Page 1 (Miscellaneous Income) • Part 5 – The record book does not provide a place for personal expenses, it is recommended the student use a part of their narrative page for this.

21. Building a Better Application Page IL11 - where do the numbers come from? • Every cell on this page will fill in automatically, except line 24b. This line is the total hours the student worked on all their entrepreneurialSAE’s for all the years covered by the application • Check to make certain there are four “MET” showing at the bottom of the page

22. Building a Better Application Common Errors on Page 12 • Failure to show involvement in 5 different activities above the chapter level in Part VI • Failure to show any leadership responsibilities (officer, committee chair or chapter committee member) • Failure to show involvement in 3 different activities in the school and/or community Note: All items on this page come from record book pages 10, 11 & 12

23. Building a Better Application Showing the Agricultural Relationship • The skills, competencies & knowledge should be specific and relate to agriculture. Broad skills and skills that are units of instruction should be avoided. (Eg. Recordkeeping, Public Speaking, etc.) Note: All items on this page come from the respective “Records of Experiences” record book page 8

24. Don’t forget the Volunteerism • 25 hours in at (least 2 different activities) Community Service is required for the State FFA Degree • Community service hours are cumulative. • An activity must meet all of the following criteria in order to be approved as community service: • The activity has tangible community involvement. • Students have an opportunity to gain skills & competencies or apply skills and competencies learned in the classroom setting. • The activity has a demonstrated positive impact on the community or individuals who live and work in the community.

25. Building a Better Application

26. Don’t forget the Volunteerism • 25 hours in at (least 2 different activities) Community Service is required for the State FFA Degree • Community service hours are cumulative. • An activity must meet all of the following criteria in order to be approved as community service: • The activity has tangible community involvement. • Students have an opportunity to gain skills & competencies or apply skills and competencies learned in the classroom setting. • The activity has a demonstrated positive impact on the community or individuals who live and work in the community.

27. Don’t forget the Volunteerism • The student gives of his/her time, energy or knowledge through activities focused on helping others, improving community resources or improving community infrastructure. • The community service activity can be organized by the FFA chapter; however, it must be performed outside of classroom time. Consider this: Participating on a school athletic team is a school related activity, but it is not community service. Volunteering as a Little League, Pop Warner Football or soccer team coach would be acceptable.

28. Showing Volunteerism

29. Building a Better Application • See pages 15A, 15B & 4C of the student’s record book

30. Building a Better Application Showing the Agricultural Relationship