FCCLA 101

FCCLA 101
© FCCLA 2016 • 1910 Association Drive • Reston, VA 20191
Page 1
What is FCCLA?
Family, Career and Community Leaders of America is a nonprofit national Career and Technical Student Organization for young men and women in Family
and Consumer Sciences education in public and private school through grade 12. Everyone is part of a family, and FCCLA is the only national Career and
Technical Student Organization with the family as its central focus. Since 1945, more than ten million FCCLA members have been making a difference in
their families, careers, and communities by addressing important personal, work, and societal issues through Family and Consumer Sciences education.
Today more than 150,000 members in more than 5,300 chapters are active in a network of associations in 50 states, including the Virgin Islands and Puerto
Rico. Chapter projects focus on a variety of youth concerns, including teen pregnancy, parenting, family relationships, substance abuse, peer pressure,
the environment, nutrition and fitness, teen violence, and career exploration. Involvement in FCCLA offers members the opportunity to expand their
leadership potential and develop skills for life – planning, goal setting, problem solving, decision-making, and interpersonal communication – necessary
in the home and workplace.
FCCLA is…Career and Technical Education
As a federally recognized Career and Technical Student Organization (CTSO), FCCLA plays a role in developing youth through classroom integration of FCCLA
national programs, Competitive Events, and service-learning projects. FCCLA partners with Career and Technical Education (CTE) instructors in middle
schools and high schools to maintain high standards of education and demonstrate student leadership related to the mission and purposes that guide the
organization.
FCCLA is…Family and Consumer Sciences Education
FCCLA is directly linked to Family and Consumer Sciences (FACS) education through classroom instruction and chapter adviser involvement. FCCLA chapter
advisers are licensed in FACS education or a related field. National programs are chosen to align with and instruct students in FACS education standards.
Through classroom activities, Competitive Events, and service-learning projects, chapter advisers and student member demonstrate the importance
of FACS education, with FCCLA integrated seamlessly into the curriculum and life of the FACS classroom. By becoming in engaged in student-directed
projects, FCCLA members address real situations that affect real people: their peers, families, and communities.
FCCLA is…Student Leadership
Personal growth and leadership development are at the forefront of the FCCLA mission. By completing service-learning projects and participating in
Competitive Events, students gain important leadership skills they take with them for life. Students have opportunities to demonstrate leadership at
every level of the organization. FCCLA chapters and state associations are led by officers who have demonstrated leadership skills in and out of the
classroom. Ten student members are chosen to help lead the national organization. This team makes up the National Executive Council (NEC). All of these
opportunities develop students as they prepare to move on to the next stage of life. FCCLA truly is The Ultimate Leadership Experience.
FCCLA is…Service-Learning
Service-learning brings community service and classroom learning together. FCCLA facilitates efforts through chapter, state, and national activities.
National programs highlight opportunities for chapters to build unique service-learning projects for their own communities. These can include projects
in nutrition, bullying, family relations, and endless other possibilities. The National Outreach Program is developed by national staff and the NEC to foster
service-learning opportunities related to the FCCLA mission by bringing together local projects focused on one area of need.
FCCLA is…Competitive Events
FCCLA provides an opportunity to learn and lead while competing for chapter, state, and national recognition. Competitions range from individual to team
opportunities and are focused on culinary arts, fashion and interior design, education careers, communication skills, financial planning, and other career and life
skills. Competitions can include presentations, test-taking, and skill demonstrations that take place at national conferences and most state conferences.
© FCCLA 2016 • 1910 Association Drive • Reston, VA 20191
Page 2
FCCLA Purposes
1.
2.
3.
4.
5.
6.
7.
8.
to provide opportunities for personal development and preparation for adult life
to strengthen the function of the family as a basic unit of society
to encourage democracy through cooperative action in the home and community
to encourage individual and group involvement in helping achieve global cooperation and harmony
to promote greater understanding between youth and adults
to provide opportunities for making decisions and for assuming responsibilities
to prepare for the multiple roles of men and women in today’s society
to promote Family and Consumer Sciences and related occupations
FCCLA Information Sheet
Want to learn more about FCCLA? Check out the linked information sheet, which can also be used as a handy handout when introducing
FCCLA to your FACS classes.
FCCLA Mission
To promote personal growth and leadership development through Family and Consumer Sciences education. Focusing on the multiple roles
of family member, wage earner, and community leader, members develop skills for life through character development, creative and critical
thinking, interpersonal communication, practical knowledge, and career preparation.
The FCCLA Advantage
Why become involved in FCCLA? Youth who get involved:
• Make a positive difference for themselves, their families, and their community;
• Learn skills like communication, leadership, cooperation, facing challenges, and taking responsibility;
• Identify concerns, set goals, plan, act, and then follow up;
• Use their enthusiasm, explore new ideas, and show they care;
• Have fun while learning!
FCCLA is also helpful for advisers and the entire school. How? Check out the information sheet to learn more.
Integrated FCCLA
Integrated FCCLA is the practice of incorporating chapter activities and student-directed FCCLA learning experiences into the FACS classroom by:
• providing activities that put students in charge
of their own learning in all areas of FACS education; • getting students involved with and excited about learning; • sharpening creative and critical thinking skills; • demonstrating how FACS education guides students to apply academic, leadership, and character-related concepts; • giving students experience with skills needed for a successful transition from school to career; • creating products and skills demonstrations that can be used to assess students’ mastery of FACS skills and competencies; • building interest that can lead to increased
enrollment in your FACS program and FCCLA chapter.
Integrated FCCLA activities:
•
•
•
•
•
•
•
are initiated during class time;
complement classroom learning;
use FCCLA resources in class;
are initiated, developed, and evaluated by students;
relate to the FCCLA purposes;
provide incentives and recognition that are not part of class requirements;
enhance Family and Consumer Sciences education.
© FCCLA 2016 • 1910 Association Drive • Reston, VA 20191
Page 3
Involving FCCLA Members
It usually takes way more than one person to create and carry out a successful FCCLA project. To make a project the best it can be, involve other FCCLA
members. And don’t just ask them to help out—make them an important part of the whole process. Here are ten ways to involve FCCLA members:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Base the project on members’ ideas and concerns by using the FCCLA Planning Process.
Complete project-related activities during Family and Consumer Sciences classes.
Complete project-related activities during FCCLA chapter meetings.
Set up a committee for each national FCCLA program. Train committee members to work as a team in leading related projects.
Delegate! Give others real responsibility and freedom to plan and carry out related activities.
Relate projects to other national FCCLA programs, like STAR Events. This is called “dovetailing.”
Report on project plans during chapter meetings and through a chapter newsletter.
Set up a chapter website with a section about the project.
Provide recognition for members who complete program-related projects and activities.
Make it meaningful and fun. Young people like to be part of important efforts that are also enjoyable.
The FCCLA Planning Process
What is the FCCLA Planning Process?
The five-step FCCLA Planning Process is a process tool, a step-by-step procedure to select and carry out projects, to turn interests and concerns
into action. It’s a way students can organize their thoughts and make plans for action when becoming involved in a National Program. It’s also
a way for them to participate in self-assessment and making future plans.
The FCCLA Planning Process may be applied to individual, team, or total-chapter projects. It allows for variety in members’ ability levels and
learning styles. Once learned and internalized, it becomes a powerful tool members will use in personal, family, career, and community
settings throughout their lifetimes.
Members should become familiar with the five steps of the FCCLA Planning Process:
1. Identify Concerns
2. Set a Goal
3. Form a Plan
4. Act
5. Follow Up
Using the FCCLA Planning Process
The FCCLA Planning Process, Step by Step
The Planning Process is a decision-making tool that supports the organization’s overall philosophy about youth-centered leadership and
personal growth. It can be used to determine group action in a chapter or class or to plan individual projects.
Identify Concerns
Symbol: The circle represents a continuous flow of ideas and has no beginning or end. As a target, it symbolizes zeroing in on one
idea around which your chapter would like to build a project.
Chapter members either already know what concerns they want to tackle, or they are still thinking about what they want to do. One way to
identify chapter interests and concerns is through brainstorming.
Effective brainstormers follow…
Rules for Brainstorming —
1. list every idea,
2. don’t discuss them,
3. don’t judge them,
4. allow repetition, and
5. enjoy silences.
© FCCLA 2016 • 1910 Association Drive • Reston, VA 20191
Page 4
Other ways to identify concerns might include member surveys, questionnaires, discussions, topic investigations, or open-ended sentences,
such as “What I need to know about family challenges is...”.
Record everyone’s ideas. Then look over the list to consider:
• which ideas would work best as longer, in-depth projects and which fit shorter plans
• which ideas interest the most members (there could be several projects going on at one time)
• which ideas need immediate attention, and which could be saved for later
Once concerns are identified, select those that are most workable and can be related to at least one of FCCLA’s purposes.
Set a Goal
Symbol: The arrow stands for deciding which direction your project will take. It points toward the goal or end result.
Establish a clear mental picture of what needs to be accomplished, and make sure it is something that can be achieved and evaluated. A
chapter may want to take on one in-depth project or several mini- activities or use the Planning Process to conduct chapter business.
Form a Plan
Symbol: The square represents the coming together of ideas—the who, what, where, when, and how of your plan.
Decide what needs to be done, and figure out the details.
• WHAT—activity/event will take place?
• WHY—is this an important step toward reaching the goal?
• WHO—will do what, and how will they be recognized?
• WHEN—will it happen, and is the timetable realistic?
• WHERE—will it take place (in class, out of class, other location)?
• HOW—will it happen? possible barriers and alternatives?
• COST—how much will it cost? what is the budget?
• RESOURCES—what people, products, places, and time are required?
• EVALUATION—how will the project be evaluated?
To keep members well informed, distribute copies of the completed project plan and suggest members share it with their families. Also keep
faculty, school administrators, local media, and interested people in the community aware of the chapter’s activities as the plan progresses.
Act
Symbol: The different squares in this symbol represent the activities to be carried out to meet your project goal. It represents acting
on the plan.
Carry out the plan. Use available resources (including family and community members), and don’t be afraid to try something new. Evaluate
along the way. If the plan isn’t working, try something else. Mistakes are part of tackling the unknown. All chapters, no matter how well
planned their activities or how involved their members, will experience both successes and failures.
Follow Up
Symbol: The broken squares suggest examining the project piece by piece. This symbol also represents a “window” through which to
view and evaluate the plan.
Through continuous evaluation, chapter members will know if their plan is on target or if new plans are needed. What worked? What didn’t
work? Learn from failures as well as successes.
Look back at what was done:
• What happened because of chapter involvement? If possible, record results in numbers.
• What was learned?
© FCCLA 2016 • 1910 Association Drive • Reston, VA 20191
Page 5
•
•
•
•
What would members do differently next time?
What would they do again?
How could resources be used more effectively?
What was accomplished?
If the project doesn’t succeed, discussing the problems can help relieve frustrations and pave the way for future successes. Follow up also
includes recognition. Make sure to thank those who helped you, and include the media, if appropriate. You’ll also want to apply for applicable
National Program Awards.
The most effective FCCLA projects and activities:
• are planned, implemented, and evaluated by student members; • build strong leaders in families, careers, and communities; • work toward students’ and the school’s educational goals; • meet national standards;
• fit the FCCLA mission and purposes; and
• communicate a positive image for FCCLA and Family and Consumer Sciences education.
Practicing the FCCLA Planning Process
1. Use the “Plan the Work, Work the Plan” worksheet activity.
2. Use “The FCCLA Planning Process Cheat Sheet” worksheet activity.
3. Introduce the FCCLA Planning Process by having each student pick up a Planning Process symbol as they come in the classroom. See a
copy master for the symbols here. Then group students according to the five symbols. Provide information about the Planning Process
steps to each group. Click here to open information you can share with each group, information related to each step of the planning
process. Give students a few minutes to create a short presentation about their Planning Process step. Their presentation should include
a poster, the name of the FCCLA Planning Process step, what the symbol means, and what to do in that step. Hang the steps in the
classroom or on a bulletin board.
4. Use the activity below to help students remember and understand the steps of the FCCLA Planning Process.
Split the group into five smaller groups. Assign each group a step from the FCCLA Planning Process. Each time the group hears a word from their
step in the story below, they must yell the step’s full name. Here are the steps: Identify Concerns, Form a Plan, Set a Goal, Act, Follow Up. After the
story, have the groups come up with their own version. The leader can then read the stories to the rest of the group and do the activity again.
The Goal Family and the Plan Family
There once lived two families, the Goal family and the Plan family. They lived happily
on Follow Up drive in the small town of Identify, New York. Happily, that is, except
for one week out of the year: the week of the Identify County Fair. Each year, the two
families competed in the boat race at the fair. The week before the race was very tense
on Follow Up Drive. The families acted distant and unfriendly to each other. And every
year, a different family took home the gold. Throughout the week, each family formed
a plan to prepare for the event. They spent days practicing and preparing. Finally, the
day came for the big race at the Identify County Fair. The Goal family and the Plan family
left their houses on Follow Up Drive and headed for the fairgrounds. However, the Plan
Family and the Goal family had a few concerns about competing in the race. First, had they planned and practiced enough for the race? Second,
were they going to form a good enough team? And third, how would the other family act if they were to win? The time came to start the race.
The timer yelled, “Ready…set…ACT!” And they were off and had their act together! The Goal family set off to a great start, with the Plan family
following close behind. Then the two teams formed a straight line, neck and neck. The race continued just like that, and the two teams ended in
a tie. Each was given the trophy and sportsmanship award, for winning the race and for acting so honorably. Everyone returned to Identify, New
York, both the Plan family and the Goal family. They had done their best and acted well. And everyone lived happily ever after on Follow Up Drive.
5. Start a class discussion about community issues. Where does our community need help? Form students into groups, and then give
each group a copy of the local newspaper. Have each group find a newspaper article about a community issue they are interested in.
Have students read the article and then complete a Planning Process worksheet for a possible project to address the issue.
© FCCLA 2016 • 1910 Association Drive • Reston, VA 20191
Page 6
Click here for the Planning Process worksheet.
Sample Completed Planning Process
Peer Education - Why?
When it comes to personal choices and important topics, teens naturally turn to other teens for ideas, information, and examples. The trouble
is that peers often don’t know much about the issues either! Having positive peer education available can be so helpful for teens during an
often stressful and uncertain stage of life. FCCLA members can become peer educators to help teens make positive choices.
What Peer Educators Do
Peer education is the process of providing information to, teaching, or instructing a person or group equal in ability, age, rank, and/or
qualifications—in this case, youth teaching youth.
The FCCLA peer educator’s role is to learn and share ideas, information, and examples.
Peer educators:
• Gather and analyze information about concerns and issues;
• Teach peers about issues;
• Learn where young people can find out more and get help with problems; and
• Model positive choices.
Your Peer Education Potential
Peer Education STEPS
Peer educators need some coaching in order to be successful in their role. To remember what peer educators do and to get ideas for coaching
and encouraging their work, check out the STEPS below.
S
•
•
•
T
E
P
Study–explore–investigate–learn about the topic or issue that concerns them. Use information from reliable, unbiased sources.
Click below for tools that can help.
Information Sources Learning Activity
Tips for Analyzing Information
Evaluating Information Worksheet
Take a look at how the information applies to their life. Make positive choices and changes so they can tell others what a difference it
makes!
Encourage others to get involved. Find activities that help others learn information and experience the rewards of positive choices.
Present information to peers, making it fun an interesting using a variety of approaches, including the ideas listed below.
Speaking and Presentations:
speeches
skits
workshops
assemblies
debates
conversations
discussions
panels
radio
interviews
television
seminars
phone calls
songs
podcasts
Tips for Speeches and Presentations
• Workshops That Work
• Leading Questions
© FCCLA 2016 • 1910 Association Drive • Reston, VA 20191
Page 7
Written and Visual Materials:
brochures
fact sheets
flyers
stories
newsletters
puzzles
press releases
handouts
newspaper articles
advertisements
YouTube videos
social media
websites
displays
texts
photographs
bulletin boards
banners
posters
banquets
webinars
business appointments
interviews
Click below for tools that can help with written and visual materials.
• The Written Word
• Visual Variables
• On Display
Personal Presentations:
conversations
chapter events
speeches
meeting new people
meetings
traveling
Click below for tools that can help with personal presentation.
• First—and Lasting—Impressions
• Confidence Coach
Remember that the sky is the limit when it comes to communicating! Stop every so often to think about what has been achieved as a peer
educator. Is your goal being reached? Do you help your peers make positive choices? Keep doing what works, but also try something new
once in a while.
Peer Education Strategies
Information Sources Learning Activity
Purpose: To illustrate the benefits of being “in touch” with information sources and providing “hands-on” experiences for young people.
Preparation:
1. Practice twisting your arms as described a few times, so you can demonstrate it clearly when leading the activity.
Instructions:
1. Have participants stand and find a partner. Give them one minute to decide who will be
the leader for this activity. (Something simple, such as who has the smallest shoe size, is
a fun way to decide.)
2. Instruct the leaders’ partners to twist their arms as you instruct and demonstrate. Tell
them—
• “Put your arms straight out in front of you, with the palms facing each other.”
• “Now, cross your arms one over the other, still stretched out straight.”
• “Next, turn your palms down and around until they face each other again, and
interlock your fingers.”
• “Pull your hands in toward your body by going in a downward motion, then bring
them up under your chin.”
3. Instruct each leader to ask the partner to move different fingers by quickly pointing to one finger and saying, “Move this one.” They
should not touch the finger they want moved! Have leaders quickly point to and ask their partner to move several different fingers. Allow
one–two minutes for this activity.
4. Have participants try it a different way. Rather than having the leaders just point to the finger they want their partner to move, they
should actually touch it. Have the pairs try this a few times. Allow one–two minutes for this activity.
5. If time allows, have leaders and partners switch roles and repeat the activity.
6. Have the partners untwist their arms. Lead a discussion based on the following questions.
• Who found that the first part of the activity was easier, when the leader only pointed to the fingers?
© FCCLA 2016 • 1910 Association Drive • Reston, VA 20191
Page 8
•
•
•
Who found the second part easier?
Can anyone explain why?
(If needed, point out that the first part of the activity was difficult because partners’ brains were a little confused by all that twisting
and turning. The second half was easier because of the direct contact showing exactly what the leader wanted done.)
7. Explain that this activity illustrates something about sources of information about youth concerns. Ask if anyone can guess what was just learned about
information sources. Take class responses. Emphasize the following points when brought up by the audience, or point out as needed:
• peer educators need to “get in touch” with information sources to know what they are really about
• the most useful kinds of information sources are ones that provide “hands- on” experiences
Rate Yourself
Peer Educator Boot Camp
You’ve got an FCCLA chapter full of peer educators. So how do you help them reach
their full potential? Put them through the peer education boot camp!
1. Have students complete the Why Be An FCCLA Peer Educator worksheet.
2. Have students complete the What do FCCLA Peer Educators Do worksheet with a
partner, providing time to discuss results as a class as well.
3. In class or as homework, students can complete the Peer Educator Potential activity.
4. Now it’s time to put peer education skills into practice. Arrange students into pairs
or small groups, and share with them that they will need to work together to come
up with a project that they can complete using their peer education skills.
5. Provide students with a copy of the Peer Education STEPS worksheet so that each has one to take notes.
6. Provide time for pairs/groups to do some brainstorming about an issue area that concerns them. Use the following discussion prompts:
• In our school, we see…
• We think it’s important that…
• Our friends have a hard time with…
• Lots of people struggle with…
• The biggest problem in our school is…
7. After brainstorming time in groups, have them create a list of possible issue areas. They should then decide their top issue area, the area
that they would like to use for their project.
8. Pairs/groups should write the issue area on the top of their Peer Education STEPS worksheet.
9. Now it’s time to work through the different steps based on the issue area.
10. Go over the first step. Provide time for students to complete the Information Sources Learning Activity, the Tips for Analyzing Information
sheet, the Evaluating Information Worksheet, and the Research Roundup. After completing the activities, have pairs/groups write what
they learned on the Peer Education STEPS worksheet.
11. Go over the second step. As a pair/group, have students draw a circle in the middle of a piece of paper. In the middle of the circle, have
them write “my life.” In spokes coming out of the circle, have them list ways that the information applies to their life. Then have pairs/
groups discuss what they’ve written. How can they apply this to their project? Have pairs/groups write what they think is important
from their spokes on the Peer Education STEPS worksheet.
12. Go over the third step. Have pairs/groups brainstorm how they can involve others. They can write their ideas on the back of their “my life”
papers. After brainstorming for five minutes, have them circle at least three ways that they can involve others. Have pairs/groups write
their three ways on the Peer Education STEPS worksheet under the third step.
13. Start sharing about the fourth step. Share the various ways that members can present information to peers. Have pairs/groups go
through the following activities: Tips for Speeches and Presentations, Workshops That Work, Leading Questions, The Written Word, Visual
Variables, On Display, First—and Lasting—Impressions, and Confidence Coach. If students choose to use a survey, have them read
through the Checklist for Surveys and use the Build a Survey worksheet. Also, share the Share It, Share It, Share It handout with pairs/
groups. As pairs/groups work through the activities, they should highlight what they feel are the most important parts. After completing
the activities and reading the worksheets, have pairs/groups write their ideas on the fourth spot on the Peer Education STEPS worksheet.
They should select at least two ways to present information to others.
© FCCLA 2016 • 1910 Association Drive • Reston, VA 20191
Page 9
14. Review the last step of the Peer Education STEPS worksheet. Have students write what they think it means to think about what they have
achieved as a peer educator. How can they make sure their goal is being reached?
15. Now it’s time to put together a project. Have students work through the FCCLA Planning Process to come up with a project idea and to
make a plan for completing the project. Decide your requirements for completing the project.
16. Provide time for pairs/groups to complete their project plans. Then require pairs/groups to actually implement the project (the Act phase
of the Planning Process).
17. After pairs/groups have had time to implement the project, have them complete the Follow Up phase of the Planning Process.
18. Once all pairs/groups have completed a full Planning Process cycle, have a sharing time where all can explain the project they did.
Provide time for everyone to talk through the Peer Education STEPS and the Planning Process that they completed. Have them ask for
feedback from the rest of the class.
19. After all presentations, students can participate in a journal reflection idea, writing to the prompts below.
• What I learned through this process…
• What I thought went well…
• What I would change next time…
• What I can do in the future…
• I became a better peer education because…
20. Then have members complete the Rate Yourself as a Peer Educator activity. Provide time for students to share their results with their
pairs/groups.
21. Members can then read through the Helpful Hints for Peer Educators sheet and add their own tips. Use this as a self-reflection activity.
How well did they follow these hints during their project? What would they do differently next time?
Working with Others
Many people and organizations in your school and community are also concerned
about family issues and youth concerns. Make sure students know they can work
with them to achieve their goals! Working together gives students more ideas and
more people to carry out the project. They can expand their reach, their learning, and
their project’s results.
The Collaboration Process
Tips for Collaborating with Others
Potential Partners and Choice Collaborators
Working with community leaders and organizations often builds relationships that last beyond a single project. People who get to know
FCCLA might even volunteer as event chaperones, STAR Events coaches, guest speakers, sponsors, and more. They also may want to help
the chapter succeed by donating money or resources. And, you may be able to partner with them again on future projects. That’s a winning
strategy all around!
Here are some ideas for individuals and groups that may be interested in working with FCCLA leaders, depending on the specific issues that
projects address.
Alcohol & Drug Abuse
Alcoholics Anonymous
American Automobile Association
American Red Cross
Crisis hotline
Halfway house
Children
Boys Club/Girls Club
Child care centers
Elementary schools
Family and Consumer Sciences teachers
Narcotics Anonymous
Police
School nurse
Substance abuse agencies (city, county, state, federal)
Head Start
Health care providers
Homeless programs/shelters
Preschools
© FCCLA 2016 • 1910 Association Drive • Reston, VA 20191
Public library
Social services agencies (city, county)
Page 10
Domestic Violence
Child abuse & neglect agency (city, county)
Child development teachers
Domestic violence shelters/programs
Family court
Health care providers
Hospital emergency ward
Family
Civic organizations (Kiwanis, Lions, Rotary Club, Salvation Army, etc.)
Cooperative Extension Service
Faith communities (churches, synagogues, mosques)
Family and Consumer Sciences professionals in business
Finances/Consumerism
Accounting/bookkeeping teachers
Better Business Bureau
Chamber of commerce
Cooperative Extension Service
Family and Consumer Sciences teachers
Health care providers
Social services agencies (city, county)
Consumer affairs agency (city, county)
Family and Consumer Sciences professionals
in business
Family and Consumer Sciences teachers
Fitness/Nutrition
Cooperative Extension Service Food company Nutrition or food science teachers
Family and Consumer Sciences professionals Registered dieticians
Health agency (city, county)
School lunch program coordinators
Health
American Cancer Society
American Red Cross
Health care providers
Health teachers
Police
Home health services agency/business
Hospitals
Public health nurses
Public health agency (city, county)
Family financial counselors
Financial institutions
Financial specialists
Stock brokerage firm
YMCA/YWCA
Foundations (ex: Cystic Fibrosis, March of
Dimes, Multiple Sclerosis, Easter Seals, etc.)
School nurses
Public Relations & Communication Techniques
Career and technical schools/programs
Public relations professional
School media center
Media professional (radio, TV, newspaper)
School departments (drama, speech, English, School newspaper staff
Photography club
journalism, art)
Safety/Crime Prevention
American Red Cross
Fire department
Hospital
Neighborhood watch
National Crime Prevention Council
Police
Teen Parenting & Related Issues
Alternative schools
Child development/family relations teacher
Church counselor
Community clinic or crisis center
March of Dimes (local chapter)
Planned Parenthood center
Public health agency (city, county)
School and public health nurse
Social services agency (city, county)
Traffic Safety, Impaired Driving
American Automobile Association
Motor vehicles agency (county, state, federal) Police
Working with Administrators
Involving Parents and Families
Tips for Projects with Children
Tips and Tools for Building Financial Support
© FCCLA 2016 • 1910 Association Drive • Reston, VA 20191
Page 11
Collaborations Web Learning Activity
Use this activity to show the interconnections that can be created through collaboration.
1.) Make a slide that lists Potential Partners & Choice Collaborators related to the national FCCLA program or issue with which you are
working. Get a ball of string for each group. Wad up newspapers to make one “ball” for each group.
2.) Divide students into groups of eight-ten. Explain that working with others is sometimes called collaboration. Collaboration is the
teaming of teams...groups working together to achieve a common goal. When people work together, they form a strong web that covers
many different individuals and many different approaches to problem solving. In this activity, groups will create their own collaborative
web.
3.) Give a ball of string to each group. Explain that when you give the signal, one person will take the ball, hold on to the end, and toss
it to someone else in the group. Show the slide that explains possible partners and collaborators for your project. Explain that before
throwing the ball, each person has to choose one type of partner or collaborator and explain how that person or group might be involved
in a project related to the chosen topic and/or program.
4.)The person who catches the ball must then choose a collaborator and talk about how to involve them. Then, they pull the string tight
with who threw it, hold on at that spot, and throw the rest of the ball to another person. This process continues until everyone in the
group is part of the web.
5.) Explain that the group’s goal is to build the tightest possible web. Webs must include everyone in the group and cover as many
different kinds of the listed collaborators as possible. Emphasize that this is not a race. Students should take time to talk about how to
build a web of partners and collaborators as they proceed.
6.) Provide time for students to complete the activity.
7.) Once groups form fairly solid webs, bring a newspaper “ball” to each group and challenge the group to support it with their collaborations web.
8.) Comment that it appears everyone is “carrying the ball”—keeping collaborations together and involving a variety of people in the project.
Congratulate students, and remind them to use this concept in real-life projects, too.
Project Concerns and Planning Sessions
An FCCLA project is a specific activity or series of related activities, ranging from simple to in-depth, that students plan and carry out.
FCCLA programs are frameworks that encompass lessons, learning activities, projects, resources, and recognition for carrying out projects
related to a specific topic.
Use the session outlines below to help members brainstorm and then carry out projects related to FCCLA programs.
Project Concerns Brainstorming Session
NOTE: Before this session, students should have completed the “What Do We See?” worksheet, completing it
while thinking about the National Program you are addressing.
Materials Needed:
• materials for chosen Idea-Generating Activity
• poster paper and markers (or another way to keep track of ideas)
Session Objectives
• Students will identify their concerns related to the project topic.
• Students will narrow those concerns to the top one or two around which they might create a project.
Time Frame: 30-45 minutes
Activities:
• Activity-Generating Exercise
• Review of Previously Gathered Information
• Brainstorming
• Top Concerns
• Session Summary/Next Steps
© FCCLA 2016 • 1910 Association Drive • Reston, VA 20191
Page 12
Idea-Generating Activity [10-15 minutes]
Choose one of the following activities – or another activity of your choice – to focus students’ thoughts on concerns related to the topic area
you’ve chosen for the class.
•
Sample Questions: Have students discuss answers to the “sample questions” shared with each National Program guide, or write your own
questions and discussion prompts.
•
Let it Fly: Use paper plates or paper airplanes to encourage creativity and participation. Students write ideas on the plate or plane. Then
send it off to be retrieved by someone else, who adds a related or opposite idea. Repeat for several rounds. Afterwards, members read
the ideas on the last plate they have retrieved while one leader writes a comprehensive list.
•
Count Off: Have students pass around a roll of bathroom tissue or a bag of small candies, encouraging them to “take as many as you
would like, as long as there is some for everyone.” Next, members have to share an idea for each piece they took.
•
Your Turn: Have students randomly toss a balloon or beanbag among the group. Each student who catches it must share an idea. Make
sure it’s tossed to everyone.
•
Ideas Avalanche: Ask individual students to write two or three ideas and then pair with another student to compare ideas and add one
or two more. Have pairs join into quads, compare ideas, and add more. Continue this doubling process until the entire group is working
together.
•
Graffiti Sheets: Put poster paper with leading questions and prompts around the room. Have students write their related ideas on the sheets.
•
Roam the Room: Assign groups of students to different spots in the room. Set a timer for two minutes. Share with students that they are
to write down as many ideas – on a piece of poster paper – as they can related to the topic. They should keep writing until the timer goes
off. Start the timer. Once time is up, have groups rotate to another piece of poster paper. Set the timer again for two minutes. Teams
should read their new poster and then add their ideas. Continue the process until teams get back to their original poster. Then hold a
class discussion about the ideas.
Review of Previously Gathered Information [5-10 minutes]
Ask students to review the key concerns reflected in:
• related activity sheets and exercises they completed during your classes related to this topic;
• responses to the “What Do We See?” sheet completed for this program;
• responses to the survey or other tool members used to investigate this program area.
Brainstorming [5-10 minutes]
Explain that brainstorming is a way to “dream up” as many ideas, concerns, or solutions as possible. Review rules for brainstorming:
• List every idea.
• Don’t discuss.
• Don’t judge.
• Allow repetition.
• Enjoy the silences.
Ask students to list the ideas and concerns that most interest them. Have a student leader write a master list so everyone can see it.
Top Concerns [3-5 minutes]
Ask students to review the master list and consider:
• Which concerns would work best as the basis for a project?
• Which concerns could we most effectively address given our time frame?
• Which concerns are the most important to our peers and our community?
• Which concerns are the most timely and may need immediate attention?
Have students vote for the top one or two concerns on which they may want to base a project. Narrow down project choices based on the
vote results. Then have students vote for the top one or two concerns out of the projects that made it through the first round. Keep voting in
rounds until you have one concern left.
© FCCLA 2016 • 1910 Association Drive • Reston, VA 20191
Page 13
Session Summary/Next Steps [5 minutes]
Explain plans for creating a project based on the top concern(s) in subsequent sessions. Present (or review) the FCCLA Planning Process so
students know how project development will proceed.
Ask students to consider project goals and activities between now and the Project Planning Session.
NOTE: If time allows, move into the “Set a Goal” portion of the Project Planning Session.

Project Planning Session
Materials Needed:
• top concerns identified during Project Concerns Brainstorming Session
• FCCLA Planning Process Overview materials
• FCCLA Planning Process Worksheet, one per student or team
Session Objectives
Students will set a goal and form a plan for a project that addresses their top concern in the program area.
Time Frame: 40-60 minutes
Activities:
• Review of Top Concerns
• Review of FCCLA Planning Process
• Set a Goal
• Project Idea Search
• Form a Plan
• Session Summary/Next Steps
Review of Top Concerns [3-5 minutes]
• Review the one top concern identified during the Project Concerns Brainstorming Session.
• Invite students to discuss whether they have had any additional thoughts about these concerns and how these might become the basis
for a project.
• Share with students that they will design a project based on the concern.
Review of FCCLA Planning Process [5-10 minutes]
• Teach the FCCLA Planning Process using the activities of your choice from the FCCLA Planning Process section.
• Refer to information from Using the FCCLA Planning Process to explain how the Planning Process is used to create, carry out, and evaluate
projects.
Set a Goal [5-10 minutes]
• Work with students to create a goal statement that expresses the results they want to see from their project.
• Suggest that they follow these steps—
»» Form a clear mental picture of what you want to accomplish.
»» Write it down.
»» Adapt this formula:
»» By _____________________________________________________
(time/when),
»» I/we will address __________________________________________
(concern/interest)
»» by ______________________________________________________.
(information to learn / activities to complete / numbers to involve).
© FCCLA 2016 • 1910 Association Drive • Reston, VA 20191
Page 14
•
•
Make sure the goal is—
»» realistic (you can reach it if you try);
»» specific (you can tell what should happen);
»» measurable (you can tell when it’s done).
Revise and write down your final goal.
Project Idea Search [10-15 minutes]
• Divide students into three- or four-person teams. Distribute the FCCLA Planning Process Worksheet to each team (or each individual).
Have students write in the concern and the project’s goal.
•
Provide resources from which students might discover project ideas that they could adapt to fit their project goal.
•
Possible Resources
»» specific program-related project ideas from FCCLA National Program guides
»» devices like laptops or tablets
»» idea books
»» past issues of Teen Times magazine
»» the local FCCLA chapter’s reports, manuals, videos, etc. showing past projects
»» FCCLA Project Idea Starters
•
•
Have student teams write down as many ideas they can find or think of for projects that would address the established goal and the concern.
After ten minutes, have teams share their ideas with the rest of the group. Have one student write a master list of project ideas so
everyone can see it.
Form a Plan [10-15 minutes]
• Guide members through a vote or consensus process to choose the project idea that they wish to develop. (Students may wish to work in
smaller groups to pursue two or more different project ideas.)
• Have students work as a group to fill in the “Form a Plan” section of the FCCLA Planning Process Worksheet. Help them think through the
steps they need to take to reach their goal.
• Build in plans to Evaluate BEFORE the Project, Evaluate DURING the Project, and Evaluate AFTER the Project.
Session Summary/Next Steps [5 minutes]
• Review the project goal and plan identified during the session.
• Guide students to list what needs to be done next to advance the project. Help them identify who will do what to prepare for the
next project work session.
• If appropriate, have students select peer leaders to coordinate future phases of the project. Then get started with implementing the project!
Project Idea Starters
Evaluating the Project
Most people think about evaluating when the project is over, but it’s really something that begins at the start of a project and carries through
to the end. It’s important to plan for evaluation and reporting right from the start of a project.
Evaluate DURING the Project
Sharing
It’s Nice to Share
FCCLA leaders share their projects by informing and involving members and others. Other people need to know about the project so they can
help and support it, right?
Communication Keys and Blocks
Communication is the process of transferring information, ideas, and feelings to others. When members speak, write, or act, they are
communicating something about themselves and the FCCLA chapter to members and nonmembers. Communication efforts are an essential
part of each project or event.
© FCCLA 2016 • 1910 Association Drive • Reston, VA 20191
Page 15
As individuals and as a chapter, members can constantly seek opportunities to tell school and community audiences about the chapter’s
exciting programs, projects, and dedicated youth.
Techniques for effectively communicating the chapter’s message to others are endless. Choosing the best technique is a matter of keeping in
mind the chapter’s audience and goal and working within the chapter’s limitations. Use Communication Techniques...The Sky’s the Limit to
start members thinking about how to communicate the project’s messages.
No matter which techniques you chose, always be aware of the keys and blocks to effective communication. You may even want to share these
with your FCCLA members.
Communication Keys
Communication Blocks
accuracy
closed-mindedness
clarity
disorganization
conciseness incorrect information
flexibility
know-it-all attitude
openness
poor visuals
positive attitude preaching
sincerity
stereotyping
Publicizing
Project Public Relations
Publicity brings a project to the public. You want to make sure that what your chapter is doing is making a difference, and you want others to
know about it.
Actions speak louder than words! FCCLA projects and activities say more about the organization than
any public relations campaign could ever accomplish.
Here are some ideas for building public interest and support.
• Use the FCCLA Planning Process to develop chapter and individual projects that address
important, real-life concerns.
• Research factual information about the concerns addressed by the project(s). Include this
information in press releases, interviews, announcements, etc.
• Be able to explain what members are learning through the project and why those lessons are
important to success in families, careers, and communities.
• Concentrate public relations efforts on the projects that will seem most important to outside audiences. Parents, school administrators,
counselors, and other adults will be most impressed by projects that lead to career preparation, community service, family strength, the
environment, and leadership development.
• Actively guard against stereotypes. To people outside FCCLA, perception is everything. Make sure that information and visuals present
a positive, up-to-date image of FCCLA and Family and Consumer Sciences education. Choose projects and activities that reinforce the
perception that the chapter is an important, meaningful part of the school and community.
Family and youth concerns are no secret, and your project should be public knowledge, too. Try these methods to spread the word.
• Send out press releases and news advisories about project activities and results as they develop.
• Create a short project newsletter (or articles in an existing chapter newsletter) to update administrators, teachers, school board members,
parents, student leaders, and others.
• Write a letter to the editor related to your project’s topic, and submit it to school, local, and regional papers.
• Request time for project reports during school and public affairs programming on local cable stations.
• Create and send out radio and TV public service announcements (PSAs).
• Speak to the school board, town council, neighborhood groups, and community organizations.
Press Releases and News Advisories
One of the best ways to publicize project goals, activities, and results is by sending press releases and news advisories to media outlets like
newspapers, newsletters, radio stations, and TV outlets.
© FCCLA 2016 • 1910 Association Drive • Reston, VA 20191
Page 16
A press release is a concise, factual announcement covering a single topic. It can be sent before or after a chapter activity, project, or event. A
news advisory is a one-page fact outline containing information found in the lead paragraph of a news release. Use it to alert the media to an
upcoming activity, project, or event that they may wish to cover.
There are universally recognized formats for press releases and news advisories, so the media always knows how the information will be
presented. This saves time and helps them decide coverage on the merits of the facts.
How to Use the Samples
• Download the samples you’d like to use. Then replace the information in brackets [ ] with information about your project. If the brackets
include two or more words or phrases divided by a slash “/”, choose the one word or phrase that best fits your message.
• When the sample says [insert program key message], choose one of the key messages related to the National FCCLA Program with which
you are working.
• When the sample says [insert program summary paragraph], copy and paste in the program summary paragraph for the program with
which you are working.
Sample Kick-Off Press Release
Sample Project Event News Advisory
Sample Project Results Press Release
Public Service Announcements
A public service announcement (PSA) is like a commercial on TV or the radio—but it doesn’t sell a
product. Its message is designed to promote and publicize an activity, event, or service of qualified,
nonprofit organizations. Stations are obligated by law to serve the public interest. They do this, in part, by airing PSAs without charge.
To create a PSA, know the message your chapter wants to get across to the community. It should be a “hot topic” such as drug or alcohol
abuse, healthy living, drunk driving, seatbelt use, nutrition and fitness, parenting, teen pregnancy prevention, family communication, or the
environment. Connect the issue with what your chapter is doing about it.
Radio PSAs are the most likely to be aired. Here are basic rules to follow when preparing a radio PSA.
•
Remember that the PSA cannot be a commercial. Its purpose is to inform the community, not to “sell” anything or recruit members. If the
PSA has a self-serving tone to it, it will not be aired.
•
Timing is crucial. PSAs come in specific lengths. Therefore, every word counts. You can make only one point in a PSA, so count your words
for the four PSA lengths:
10 seconds—25 words 30 seconds—75 words
20 seconds—50 words 60 seconds—150 words
The 30-second PSA probably will be used the most.
• Make sure your message is clear to the audience. Ask them to do something—join in a cause, call for information, take a stand on an issue.
Mention Family, Career and Community Leaders of America by name, and be sure your chapter is the contact at the end. For example: “For
more information, contact the Family, Career and Community Leaders of America chapter at [name of school] at [phone number].”
Evaluation and Reflection Session
Evaluate AFTER the Project
Collect information that shows what things are like AFTER the project.
People’s choices and actions are influenced by many things, so it can be difficult to prove that the project definitely brought about a specific
positive result (like fewer family arguments or lives saved in an automobile crash). That’s why it’s important that your project’s goal be specific,
achievable, and measurable.
If you started by thinking how to evaluate BEFORE the project, the final evaluation stage is pretty easy. Carry out your plans to see how
attitudes, knowledge, and skills may have changed among those who participated in the project.
After completing a project, collect information that shows whether your project made a difference. You might use a variety of evaluation
methods, such as additional surveys, interviews, written records, statistics, and observations.
© FCCLA 2016 • 1910 Association Drive • Reston, VA 20191
Page 17
Collect information, and then compare:
• changes in participants’ attitudes, knowledge, and skills between the BEFORE and AFTER data collection;
• differences in attitudes, knowledge, and skills between people who were involved in the project and those who were not involved in the project;
• related school or local statistics during a period after the project and the same statistics in a past, similar time period.
Use the session outline to help members understand the importance of evaluating and how to do it successfully. In today’s fast-paced world,
it’s even more important to take the time to step back, reflect, and evaluate the level of success of a project. This leads to true learning for
FCCLA members and FACS students. Then they can take that learning and put it into action for the next project.
Evaluation and Reflection Session
Materials Needed:
• data collected through evaluations BEFORE, DURING, and AFTER the project
• handouts of:
• Project Evaluation Grid
• Evaluation and Reflection Questions
• Recognition Certificates
• other celebration items
Session Objectives:
Students will evaluate and reflect on their project’s results and learning.
Time Frame: 40-60 minutes
Activities:
• Review of Collected Data
• Project Evaluation Grid Completion
• Evaluation and Reflection Questions
• Recognition and Celebration
Review of Collected Data [5-10 minutes]
•
•
Have students present evaluation-related information collected BEFORE, DURING, and AFTER the project.
Have students discuss the significance of the information and what it suggests about progress toward the project’s goal.
Project Evaluation Grid [3-5 minutes]
• Display a Project Evaluation Grid and hand one out to each student or to student teams. Have students work as a total group, in teams, or
individually to complete the grid.
• Once students have completed the grid, discuss the project’s overall evaluation. What do they think? What evidence do they have to back
up their statements? Was the project successful? Why or why not?
Evaluation and Reflection Questions [10-20 minutes]
• Provide each student with a copy of the Evaluation and Reflection Questions.
• Lead students through a discussion of the evaluation questions. (Many of them may have already been addressed through the session’s
first two activities.)
• Then, lead students through a discussion of the reflection questions.
Optional: Adapt the Idea-Generating Activities from the introductory sessions or other strategies to solicit students’ responses to the
reflection questions.
Have students select leaders to follow up to report & recognize project efforts.
Recognition and Celebration [10-25 minutes]
Pass out recognition certificates or another special item that will have significance to your chapter members. Have students lead teambuilding or relaxation activities to celebrate the project’s completion.
Evaluation involves collecting and analyzing information about what happened and the project’s concrete results. Reflection involves thinking
about how things happened and what leaders and participants learned. Both are important for FCCLA projects.
© FCCLA 2016 • 1910 Association Drive • Reston, VA 20191
Page 18
Sample Recognition Certificate for Members
Sample Recognition Certificate for Project Participants
Recognition Opportunities (STAR Events, State, National)
Everyone likes to know their efforts are appreciated. From a simple “thanks” to applying for state and national awards, use lots of different
methods to give and receive recognition.
Recognition Ideas
Different people will be involved in an FCCLA project in a variety of ways, and each should be recognized in some way. Make sure to fit the
recognition to each person’s level of involvement and his or her personal style. Some achievements are appropriately recognized with a smile
and friendly note, while others deserve the spotlight at a chapter or school awards presentation.
Recognize FCCLA project involvement with a variety of techniques, like these:
•
•
•
•
•
•
compliments, praise, congratulations
thank-you notes
name in newspaper
announcement in school bulletin, over PA, or at assembly
photo on bulletin board or chapter website or social media page
project display at parent open house, district/region meeting,
state or national conference
•
•
•
•
•
•
letters of appreciation, awards, certificates
trophies, medals, plaques, pins
application for state or national award or scholarship
selection as representative to state or national meeting
parties, special events
awards assembly or banquet
National FCCLA Programs offer a variety of recognition opportunities. Make sure you check out the national website to discover each program’s
recognition opportunities. Head to www.fcclainc.org to learn more.
In addition, many other organizations offer awards and scholarships that recognize young people for accomplishments that could be achieved
through National FCCLA Program activities. Do a quick web search to find these opportunities, and don’t forget to do some searching in your
local community, too. You just might have a service group, business, religious organization, etc. that offers scholarships or awards that fit
perfectly with the project your chapter completed.
STAR Events
Involvement in FCCLA National Programs might lead to experiences that fit with a STAR (Students
Taking Action with Recognition) Event. It’s a great idea to use what you learned through the
project to design a STAR Event based on that project. Why not use the work you’ve already done?
Members will love competing through this activity, and they’ll also be able to share with others the
great things your FCCLA chapter is going. Follow guidelines in the current STAR Events Manual to
determine how activities might be included. Check it out at www.fcclainc.org.
State FCCLA Recognition
Many state FCCLA associations recognize chapters for outstanding National Program projects. Contact your state adviser for information.
State advisers’ contact information is found in the Membership Map section of the FCCLA website, www.fcclainc.org.
National FCCLA Recognition
National FCCLA recognizes outstanding projects annually with National Awards. To apply, chapter leaders report on their National Program
efforts. Applications must be submitted to FCCLA National Headquarters by March 1. The National Award recipients receive great cash prizes,
and winners present their projects and are recognized at the FCCLA National Leadership Conference, online, and in Teen Times!
More information about applying for National Awards is available at www.fcclainc.org.
Learn Even More!
To learn even more about FCCLA, check out the FCCLA publication The Handbook to Ultimate Leadership. The handbook features several handy
resources, printable materials, PowerPoint presentations, lesson plans, tips and tricks, and more. It’s a must-have resource for every chapter adviser!
© FCCLA 2016 • 1910 Association Drive • Reston, VA 20191
Page 19