DOCUMENT RESUME ED 136 058 CB 010 311 lITLE Illinois Vocatinnal Youth Organizations. Local Advisor,L; Handbook. INSTITUTION Illinois State Coordinating Council for Vocational Youth Organizations, Springfield. SPONS AGNCY Illinois State Office of Education, Springfield. Div. of Adult Vocational and Technical Education. NOTE 66p. EDRS PRICE 1F-$0.83 HC-$3.50 Plus Postage. DESCRIPTORS Cocurricular Activities; Curriculum Development; *Group Activities; Group Membership; Guidelines; *Planning; Public Relations; Resource Guides; School Community Relationship; Secondary Education; Student Development; *Student Organizations; *Teacher Role; *Vocational Education; Youth Clubs; Youth. Leaders; Youth Programs IDENTIFIERS *Illinois ABSTRACT Intended for vocational educators--new teachers, teachers returning to the profession, experienced classroom teachers, and cooperative work experience coordinators--this handbook is designed to show what the student can gain from the experience of membership in vocational youth organizations and give guidance to the teacher/advisor in chapter development and management. Six aajor sections are included: (1) Planning Chapter Activities to Be an Integral Part of the Curriculum (covers various information on organizing a student chapter, including the names and purposes of six national vocational student organizations and cnntacts for additional information about specific vocational youth organizations), (2) Being an Effective Advisor (includes information/guidelines on chapter classroom activities)., (3) Promoting Membership, (4) Raising Funds for Chapter Activities, (5) Working with Public Relations, and (6), Using Community Resources Effectively. Fourteen charts are also included. (HD) *********************************************************************** * Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items of marginal * * reproducibility are often encountered and this affects the quality * * of the microfiche and hardcopy reproductions ERIC makes available * * via the ERIC Document Reproduction Service (EDRSJ. EDRS is not * responsible for the quality of the original document. Reproductions * * supplied by EDRS are the best that can be made from the original. *****************************************************************A*****
ABSTRACTIntended for vocational educators--new teachers,
teachers returning to the profession, experienced classroom teachers,and cooperative work experience coordinators--this handbook isdesigned to show what the student can gain from the experience ofmembership in vocational youth organizations and give guidance to theteacher/advisor in chapter development and management. Six aajorsections are included: (1) Planning Chapter Activities to Be anIntegral Part of the Curriculum (covers various information onorganizing a student chapter, including the names and purposes of sixnational vocational student organizations and cnntacts for additionalinformation about specific vocational youth organizations), (2) Beingan Effective Advisor (includes information/guidelines on chapterclassroom activities)., (3) Promoting Membership, (4) Raising Fundsfor Chapter Activities, (5) Working with Public Relations, and (6),
Using Community Resources Effectively. Fourteen charts are alsoincluded. (HD)
************************************************************************ Documents acquired by ERIC include many informal unpublished* materials not available from other sources. ERIC makes every effort ** to obtain the best copy available. Nevertheless, items of marginal ** reproducibility are often encountered and this affects the quality ** of the microfiche and hardcopy reproductions ERIC makes available ** via the ERIC Document Reproduction Service (EDRSJ. EDRS is not* responsible for the quality of the original document. Reproductions ** supplied by EDRS are the best that can be made from the original.*****************************************************************A*****
I I ILLINOIS VOCATIONAL
I
YOUTH ORGANIZATIONS
LOCAL ADVISOR'S HANDBOOK
1,
U.S. DEPARTMENT OF HEALTH,EDUCATION &WELFARENATIONAL INSTITUTE OF
EDUCATIONTHIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATI NG IT POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRESENT OFFICIAL NATIONAL. INSTITUTEOFEDUCATION POSITION OR POLICY
1 - PLANNING CHAPTER ACTIVITIES TO BE AN INTEGRAL PART OF THE CURRICULUM 1Why Consider a Vocational Youth Organization? 1Available Vocational Youth Organization 3Contacts for Additional Information About Specific Vocational Youth Organizations 5How a Teacher/Advisor Organizes a Chapter 8How a Chapter is Formed Through Student Participation 9How Chapters Can Be Organized 10Guide for Getting Started 14
2 BEING AN EFFECTIVE ADVISOR 15Necessary Groundwork - Selling Chapterwork 16Chapter Activities = Classroom Activities 17Planned Beginning = More Involved and Aware Students 21A Well Managed Student Chapter = Student Growth 24
3 - PROMOTING MEMBERSHIP 28There Is Always Something Going On 28Promoting Membership 28Awards Program = Increased Interest 30Promote Through Vocational Youth Organization Week 31
324 - RAISING FUNDS FOR CHAPTER ACTIVITIESMaking Money is Educational 32Transfer Responsibility to Students 32So Your School Says You Can't Raise Funds! 32Select Fund Raising Activities That Have Meaning 32What If Students Refuse to Pay Dues? 36
. Keep Useful Records***
36
5 - WORKING WITH PUBLIC RELATIONS 39Public Relations Cannot Be Neglected 39But There Is Not Time for PR! 39Transfer Responsibility to Students 41Helpful Hints to Students on "How-To-Do-It" 41How Are News Services Used? 45I Don't Know Where to Start: A Formula for a Beginning 46
6 USING COMMUNITY RESOURCES UTE(' fIVELY 48The Community Is Part of the School 48How Are Community Resources Used? 49What Resources Do I Consider? 50Serve and Recognize the Community If Their Support Is Wanted 51Where to Go for Additional Help 51
REFERENCES 3 55
CHARTS
Number Page
1 - Relationship of Classroom, Youth Organization, and Supervised Occupational Experience 1
2 - Chapter Activities Provide Experiences That Lead To Employable Skills and Attitudes . 2
3 - National Vocational Student Organizations 3-4
4 - Multi-Chapter Organization Benefits 10
5 - Steps in Organizing a Chapter 11
6 - Multi-Chapter Example #1 11
*Ai7 - Multi-Chapter Example #2 12
8 - Selecting the Vocational Youth Organization 12-13
9 - Chapter/Classroom Suggestions for the Advisor 15
10- Selling the Concept of Chapter Activities 16
11-Basic Parliamentary Procedures 23
12- Awards Program Guidelines for the Advisor 31.
13- Criteria for Fund Raising 34
14- Public Relations Resources 42
The Illinois Coordinating Council for VocationalYouth Organizations (ICCVYO) was organized inApril, 1975, for the purposes of promoting andexpanding vocational youth organizations as anintegral part of the total educational curriculum. InAugust, 1975, the Council was officially recognizedby the Illinois Office of Education, Department ofAdult, Vocational and Technical Education(DAVTE).
Council activities have included providing supportfor youth organizations on the state level anddeveloping practical materials for use at the locallevel. A contract with the Department of Adult,Vocational, and Technical Education was writtenand approved to 1) develop this handbook of
Council Chairperson and Project DirectorRick ZimmermanAssociate Executive SecretaryIllinois Association FFA309/923-7413
Secretary and Assistant Project DirectorHarriett LindstromState SponsorIllinois FHA-HERO312/852-0600
Wilma BrickerState ChairpersonIllinois FBLA-PBL618/463-2116 or 466-2059
Gene KarasRepresentativeIllinois Association VICA312/469-VICA
Robert PaulsenRepresentativeIllinois Association DECA312/354-4220
Robert J. Richards, Jr.Executive Direcf orIllinois Office Education Association312/852-0600
PREFACE
iv
leadership materials for the continuing arbeginning advisors of all Illinois vocational youlorganizations and 2) organize a leadership trainixworkshop on "Using Vocational Youth Organiztions As An Instructional Aid" for selecterepresentatives of all vocational youth organiztions.
The Council membership consists of adult reprsentatives from each of the six vocational you-organizations in Illinois (DECA, FBLA-PBL, FFiFHA-HERO, IOEA, and VICA). In addition, the astate youth organization advisors from the DAVIare ex officio nonvoting members. Council merbers include:
DAVTE Consultants
Louise DaileyDirector, Occupational Consultant Unit
Catherine A. CarterState FHA-HERO Advisor
G. Donavon CoilState FFA Advisor
Gerry GaedtkaState FBLA-PBL Advisor
Lauren B. HouselState DECA Advisor
Linda LaffertyState I0EA Advisor
Ron MillerState VICA Advisor
Illinois Office of Education100 North First StreetSpringfield, Illinois 62777217/782-4877
his handbook was developed by the Council under director. The following teacher/advisors providedle direction of Harriett Lindstrom, assistant project additional input at a leadership training workshop.
Jerry CherichettiLeona DigbyEdward FrenchRobert KraussVince McGirr
Tom DavenportWillie Freeman, Jr.Pauline LangerRon LamerWm. E. MerzlickerVirginia McAfeeDarlene ShannonClete Whitacre
Phil BrownKeith ClementAl DietzMichael W. DonnanMike DuffyRichard DunnLarry L. FischerJoe B. HallTom HammerLarry KraftGerald MayberryAllen MerrimanTed MottazDon PratherWm. Allen RitterWalt SwearingenMike WachterMiles Young
Distributive Education Clubs of America
Rockford WestHarlan High SchoolCrystal Lake High SchoolAlton High SchoolJoliet West
Future Business Leaders of America
Illini Bluffs High SchoolRichards High SchoolCarrollton High SchoolLiberty High SchoolWaukegan East High SchoolDecatur Vocational CenterSteeleville High SchoolMarion High School
Future Farmers of America
Harvard High SchoolAlwood High SchoolMalta High SchoolAshland High SchoolStreator Twp. High SchoolNewark High SchoolEast Pike High SchoolPutnam Co. High SchoolErie High SchoolColumbia High SchoolCarlinville High SchoolGalena High SchoolRova High SchoolClinton High SchoolNorth Clay High SchoolGibson City High SchoolEaston High SchooIColchester High School
Future Homemakers of America Home Economics Related Occupations
Judi Breen Proviso East High School MaywoodCarol Carter Sycamore High school SycamoreBeth Fleshman Athens High School AthensMargaret Fosse Waueonda High School WaucondaWilma Gehrke Mazon High School MazonNorma Gill FHA-HERO Executive Secretary BloomingtonMarilyn Jenkins Stagg High School Palos HillsGeraldine Marrs Homer High School HomerFaye Mize Dongoia High School DongolaAmy Paschedag Civic Memorial High School BethaltoJune Patchett Shiloh High School HumeMary Pearson Southern High School StronghurstRuth Quisenberry HeYworth High School HayworthJean Sachs Chicago Board of Education ChicagoBonnie Wachter Mt. Pulaski High School Mt. PulaskiJanis Walter Rushville High School RushvilleJudy Wilkinson Waterloo High School Waterloo
Illinois Office Education Association
Jack L. Adams Chicago Board of Education ChicagoMary Jane Burke Bogan High School ChicagoRonald W. Ciastko Thornton Fractional High School Calumet CityMary Dziekan Curie High School ChicagoKathy Gary Libertyville High School LibertyvilleEdward Mitchell Moline High School MolineDan Moats Dixon High School DixonRonald Ring Chicago Vocational High School ChicagoAbraham Smith Hirsch High School ChicagoDavid L. Thompson Northern Illinois University De Kalb
Eldridge FreemanPatricia JonesJames E. MooreConnie SmudrickDr. Ronald Vaughn
Phi Beta Lambda
Chicago State University ChicagoKennedy-King College ChicagoKennedy-King College ChicagoKaskaskia College CentraliaWestern Illinois University Macomb
7vl
A. Dale AdamsDick BallanceDon BaucMario CapecciLou DeRangoJohn GriffithWayne P. JohnsonBarb MoffatJohn A. MoffatDean OehlerThomas L. OestriecherTed PriceLynn P. ShumacherRalph B. ThompsonDonald Wolf
Vocational Industrial Clubs of America
Glenbard West High SchoolBeardstown High SchoolThornridge High SchoolGlenbard East High SchoolAuburn High SchoolWheeling High SchoolPekin Area Vocational Center
Bloom Twp. High SchoolE. Alton-Wood River High SchoolSycamore High SchoolEisenhower High SchoolRich South High SchoolJohn Marshall High SchoolPaxton High School
This handbook is for vocational educators newteachers, teachers returning to the profession,experienced classroom teachers, and cooperativework experience coordinators. Assuming thatchapter activities are to be an'integral part of thetotal curriculum, the purposes of this handbook areto: I) show what the student can gain from theexperience of membership and 2) give guidance to theteacher/advisor in chapter development and manage-ment. With the use of this handbook a teacher/advisor should expect to be able to:
1. use more effectively the chapter as a signifi-cant teaching tool in the classroom.
2. supervise a process of chapter orientedplanning and integration into the total pro-gram.
3. recognize the benefits and educational value ofa class/chapter.
4. find guidance and support in establishing achapter.
8. coordinate chapter-oriented units with existingcurriculum.
vii
6. identify the common elements and differencesof a class and chapter and use this informationwhen planning programs.
7. obtain guidance in managing a chapter alongwith other teaching responsibilities.
8. reach potential members through a writtenorganized approach.
9. plan for $effective student / teacher use ofcommunity resources in chapter activities.
10. plan classroom techniques to increase theamount of chapter participation in class.
v
i
e ;^ ,... j: w
\
Send the following card to the appropriate stateadvisor, page iv, or state executive director,secretary, or chairperson, page 5, for additionalaffiliation information.
I am interested in being a/an advisor.
Please send informational materials as well as the name of an advisor in myarea that I could contact for additional information.
Name
School Address
Phone Number
14
Return Address
15,
7
Stamp
king An Effective AdvisorMe effective advisor believes in student directedearning, is organized, and is flexible in planning.rhe effective advisor works to become a respected,erson in the community, thereby building supportOr youth organization activities. The effectivezdvisor blends the classroom world with the'working" world, and associates and involvesrtudents with business, professional, and com-
munity leaders. The effective advisor promotesenthusiasm. For these efforts, the effective advisorreceives a lifetime of psychic income.
Chart 9 suggests some chapter/classroom activitiesfrom the teacher/advisor viewpoint that would makebeing an advisor easier.
CHART 9:
CHAPTER/CLASSROOM SUGGESTIONS FOR THE ADVISOR
1. Advise and guide, do not dictate.
2. Positively assume that chapter activities are going to suc-ceed. Know that chapter activities are strong teaching tools.Show enthusiasm.
3. Establish basic groundrules that help students to lead them-selves. Hold meetings regularly and conduct meetings in abusinesslike manner.
4. Organize activities. Set up chapter files and a library ofchapter related materials.
5. Remember that chapter activities are individual and groupstudent activities and NOT teacher activities.
6. Use students as class leaders.
7. Develop professional slide presentations about chapterworkin classes.
8. Develop an informational packet to use with the communityand other school personnel. Include such things as curricu-lum outlines, training plans, national headquarter promo-tions, calendars of work, etc.
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15
NECESSARY GROUNDWORK SELLING CHAPTERWOR:Z
Selling chapter activities to the departmentchairman, school administrators and the communityis an important first step in the organization of achapter. You may be told that there can be noCLUBS in the classroom and that few students joinCLUBS anymore. Keep in mind that vocational youthorganizations are not clubs in the traditional sense.
With ingenuity a chapter can work in any situation inspite of rigid rules. Stress that they are integral tothe total program and should be considered a veryimportant teaching tool in and out of the classroom.Some suggestions on how to sell chapterwork areincluded in Chart 10.
CHART 10:
1. Discuss ideas. Don't spring the idea of an integratedchapter on people whose support will be needed.
SELLING THE CONCEPT OF CHAPTER ACTIVITIES
2. Inform people about the state and national organization byhanding out and discussing promotional materials.
3. Make starting a vocational youth organization part of theagenda of the vocational advisory council's meeting. Presentyour proposals to this group. Let the council work withstudents to plan a program of activities.
4. Survey students on their interests in chapter actMties. Com-pile and distribute results.
5. Check course outlines to see how chapter activities can fit in.Add these activities to lesson plans.
6. Relate the school philosophy to the national youth organi-zation's goals, purposes, and program of actMties.
7. Project the number of resource persons that students wouldcontact from the community who would be up-to-date ex-perts in certain areas.
8. Identify the chapter as an important public relations tool.
9. Show how chapter activities are important motivational de-vices that promote student-directed learning.
10. If necessary, relate the benefits of chapter activities to therelatively low cost per student.
11. Confer regularly with those in charge, i.e., departmentchairman, officers and school administrators.
12.
13.
14.
16
2 4
CHAPTER ACTIVITIES = CLASSROOM ACTIVITIES
ming activities can be chapter activities in angated situation if the chapter program isprehensive enough to include all activities. Thetive teacher can ultimately relate all activities forstudents to the chapter program of activities.ill students think of the class as the chapter,fever the class title is, then chapter activitiest become integrated.
the teacher/advisor new to the idea of chapterities being integral to the class, first plan in
of the following four general areas of chapterties: 1) professional, 2) civic/service, 3) social,4) financial. In planning course activities,
yze the units of instruction and, studentctives. Then determine meaningful chapterties that would facilitate reaching the objsc-;.
II aid in planning, thn following are suggestionsactivities that could relate to class/studentctives. The activities are categorized accordinghe four areas of activity planning mentionedriously.
ROFESSIONAL
Irganizationalduct membership drives
formal induction ceremoniesA officersanize committees1 goals, budget, and program of activitiesm parliamentary procedure and use wheniducting meetingsiplete accurate reportsduct productive chapter meetings
ccupational Classroom ExperiencesLicipate in:Bs production experiencesipter loan programmall businessnpetitive activities that promote skill develop-ant
17
25
educational exhibitsfield trips - training stations, labor union halls,other chapters
study to increase knowledge in occupational areas
3) Leadership and Followershipappoint all members to committeesplan retreats and/or camp-outs for recreational andself-improvement purposesorganize seminars on leadership training, officerresponsibilities, and parliamentary procedures
learn to write and present speeches
4) Career Informationplan a career dayplan assembliesconduct follow-up of former membersorganize chapter resource area in libraryestablish occupational libraryvisit post-secondary institutionsconduct seminars on public speaking, genting a job,grooming, and personal hygiene
5) Scholarshiprecognize outstanding student by sending letters,awarding privileges, and sponsoring specialevents
recognize student who has shown most progress inattitude, improvement, and participationconduct a tutoring program
6) Recognitionplan an appreciation banquet for those who havehelped the chapter.
present honorary memberships to recognizeoutstanding community leaders
present certificates or cards to each studentcompleting course or one year of chapter activities
recognize outstanding students
7) Public RelationsSee pages 39-47
1061.
2. CIVIC/SERVICE(These activities relate to sharing through money,gifts, and labor and cooperating with and serving theschool and community.)
collect food for needyadopt a grandparentgive gifts for needy childrenvisit elderly shut-inscollect toys for "Toys for Tots" programtutor special needs childrengive swimming lessons to underprivilegedparticipate in meals on wheels projectset up a children's barnyardrepair and paint furniture for day care centerassist othiz school groups in activitiesvisit another school or another organization inschool to exchange ideasplant flowers, trees, and shrubsplan a community farm safety weekbuild recreational eqvipment and donate to schoolsor parksorganize a drug use seminarplan a "get out the vote" campaignsolicit for such causes al March of Dimesdemonstrate skills leamed in clan to interestedcommunity groupsdevelop a morning breakfast programtake part in a community Clean-upbe guest speakers at service clubs and communityorganization meetings
help sponsor community festivalsprepare lunch for community groupsmend uniforns for band or athletic departmentsdevelop a home electrical safety campaignorganize an anti-litter campaignprovide a work force of members to groups who areinvolved with community projects
organize dog clinic for vaccinationsorganize immunization campaign for pre-schoolerssponsor safety course for community
3. SOCIAL
organize employer-employee-parent banquetbuild float for Homecomingsponsor a get acquainted partysponsor an intramural team at schoolplan weekend retreats and campoutshold a costume partysponsor a roller skating pariysponsor a swimming partyhold a hay rideorganize dinner partiesorganize theater partiessponsor a Christmas Danceconduct a fishing derbyhold a return to nature dinnerparticipate in end of semester daocesponsor picnicsorganize and hold a carnivalplan potluck dinnerssponsor a pizza smorgasbordattend professional sports event as a groupconduct a golf, cheu, checker, etc. tournament
4. FINANCIAL
establish goalsdevelop budgetplan fund raising projects see pageset up a model business for the chapter/class tooperateoperate a chapter cooperativepurchase materials for chapter/class activitiespurchase equipment, loan to members
To illustrate more clearly how to plan chapteractivities that relate to student objectives, considerthe following example.
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2 6
Unit f Instruction: Mass Production
Objectives
1. Identify in writing the basic worksimplification techniques which canbe observed.
2. Use job titles to describe orally theactivities which are participated inon the mast) production line.
3. Write job descriptions for each taskwhich is accomplished on the line.
4. Assemble for useat
Suggested Activities
Student/Teacher - Discussion questions1. What is mass production?2. Why is it used?3. When do we see it being used?
Take a work situation and make a jobanalysis. Refer to the Dictionary ofOccupational Titles to complete thelist. Define personal characteristicsnecessary.
Students - Complete a mass producedproduct with student manager.
Coordinator/Teacher - Observe worksimplification being used on-the-job.
,
Possible Ways to Achieve ObjectivesThrough Chapter Activities
PROFESSIONAL
1. Make covers for the Employer Banquet program.2. Allow each chapter member to gain experience as
a manager/leader.
CIVIC/SERVICE
1. Give a work simplification demonstration to a civicgroup or adult education class.
2. Apply work simplification techniques to com-munity service anti-litter project.
3. Make gifts such as trays favors, stuffed toys orflower arrangements for senior citizens orchildren in a day care center.
2. Make items to be sold by chapter members or in aschool store or boutique.
3. Expand such concepts as time manager ,. nt,profit margin, cost control.
-2 7
19
Now, create a personal example based on your curriculum.
Unit of Instruction:Possible Ways to Achieve Objectives
Objectives Through Chapter Activities
Suggested Activities
PROFESSIONAL
CIVIC/SERVICE
SOCIAL
FINANCIAL
20
28
The example above is closely associated with thl eider the following examples of planning fromcooperative work experience related classes. Con- regular sequential vocational courses.
Student Objective Possible Ways to AchieveObjective Through Chapter Activities
Area of theActivity
1. Given a set of plastic teeth, thestudent will demonstrate cleaningtechniques which meet specificationsestablished by the textbook.
2. Given a dented fender and theproper body and fender tools, thelearner will pound out; fill, and sandthe dented area so that no ripple canbe viewed at an oblique angle undergood light conditions.
3. After reviewing land and equipmentrequirements, the student will beable to list the minimum spacereqvirements Per child for indoorand ciutdoor activity areas as speci-fied in state standards.
4. Given three average length letters indictation at speeds of 70-100 WPM,the student will be able to producethree mailable letters in 30 minutes.
Give demonstrations as teams oncleaning teeth to nursery school class orchildren in a day care center.
Repair a dented fender for communitymembers and charge a minimal fee.Money would be added to chaptertreasury.
Write an article for the newspaper andprepare a speech on "Guides to Lookfor When Selecting Child Care Cen-ters." Give speech to a young mother'sgroup.
Complete the correspondence for thesecretaries of selected civic groups.
Professional
Chric/Serrice
Financial
Professional
Civic/Service
Civic/Service
PLANNED BEGINNING = MORE INVOLVED AND AWARE STUDENTSStudents are not automatically active chaptermembers. Teacher/advisors must keep in mind thatstudents in vocational youth organizations may nothave had organizational experiences previously.
If the chapter situation is to benefit students, thereare basic facts, actions, and attitudes that allmembers need to know and understand forsuccessful group unity and operation. Depending onthe background of the students, these introductorysessions could vary in length from a brief discussion
to several days of lessons. Also depending on thesituation, the setting or environment could bevaried. Special seisions with titles such as In-DepthConference, Lab Session, Seminar, Action Lab,Clinic, Retreat or Forum have appeal `to manystudents. In addition, experienced teacher/advisorshave found teaching these introductory sessions outof the formal classroom setting to be desirable.
A guideline for the student introduction sessions tochapter activities is 641 follows.
Activities Goals Ways and Means1. Make chapter activities part of
the class.1. Learn symbols, objectives, re-
quirements, and publications.2. Discuss purposes, relationship of
chapter to class, responsibilitiesof members, relationship ofchapter to a job, opportunitiesfor leaders, and possible acti-
___sities,
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1. Show interest slides of chapter/class activities from previousyears.
2. Require reading and studying aninformational handout.
3. Conduct a question-answer gamewhere students find answers
frompublicationsand_othermaterials from the organization.
4
Activities Goals Ways and Means
2. Communicate to get to knowchapter members.
3. Plan imd conduct a chaptermeeting.
4. Participate in class/chapter as aleader and follower.
5. Participate in parliamentary pro-cedure activities.
1. Talk informally with other chap-ter members.
1. Work toward becoming a part ofa team.
2. Plan a meeting agenda.3. Conduct a meeting.4. Set up a situation for a meeting.
1. Work with others toward groupgoals.
2. Learn to motivate and activateother students toward groupgoals.
3. Recognize officer duties andresponsibilities.
1. Conduct a meeting as a pre-siding officer.
2. Take part in a meeting.3. Learn to protect the rights of
members of the groups so thatall are treated fairly.
1. Learn members' names and twopersonal experiences about eachmember.
2. Practice introducing chaptermembers to each other.
3.
1. Research offices and list dutiesand responsibilities.
2. Simulate a situation where lead-ers lead small groups to carry outgoals by first brainstorming con-cerns, narrowing concerns andplanning for action.
3. Have small groups work onproblem situations related tochapterwork: paying dues, elect-ing officers, plamiing a meetingtime, developing activities, etc.
4.
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1. Play games that lead to adiscussion of why groups func-tion as they do.
2. Read about conducting a meet-ing. Discuss why a meetingshould be planned in advance.
3._ Divide the class into groups to
plan a meeting with a specificplirpose and then simulate carry-ing out the meeting.
4.
1. Read to understand the basics ofparliamentary procedure. .
2. In groups, students practiceparliamentary procedures.
3. In groups, practice problemsituations about parliamentaryprocedure.
4. See Chart 11 for basic parlia-mentary procedWir1tifititi
5.
4
CHART 11 :
BALSCPOIRLIAMENTARY PROCEDURES
Order of Business for Meetingscall to orderroll callreading and approval of minutestreasurer's reportreports of other officers, committees, and special committeesunfinished businessnew businessannouncementsprogramadjournment
Members' Plan for Actionaddress the president or chairperson, await recognition, and
make motion by saying : "I move thatanother person seconds the motion with "I second," or
second the motion."chairperson or president states the motion, calls for discussion
if motion is debatable, takes the vote, and states the results.
Jai
Content of Minuteskind of meeting (regular, special, called, etc.)name or organizationdate, time, and place of meetingwho called meeting to order, who read minutes, whether
number present allows business to be conductedminutes read and statement of amendment and/or approvalall main motions, people making motions, and disposition of
motionstime of adjournmentsignature of secretary
The special session idea could be expanded tobecome a learning experience on a monthly basis.Other topics for consideration could includeCommunications, Inter-Personal Relationships, Per-sonal Development and Career Planning.
Meeting with individuals other thaer-ziass/chaptermembers can be successfet if time, 37esimits. Forexample, plan a conferences with wane wocationalyouth groups in the school, schedule a specialmeeting though the section, anise, or regionalstructure of the respective -youth -organization, orplan an event with a neighboring:echo& Planningfor larger groups can become timer consuming andcare for detail must be exercised, but the resultsusually are positive in terms of student interest,
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motivation, and growth. This is particularly true ifthere has been student involvement in planning andcarrying out ideas for the sessions.
In. planning special sessions consider:I. The Environment or Setting2. Planning - Use students in planning but give
strong direction as an advisor. Do not expectstudents to know how at first.
3. Objectives - State specifically.4. Activities - Plan activities that require students
to be actively involved.5. Agenda - Use to p_rom_ote efficiency of tinigulna
to give adequate direction to the session.6. Recognitions - Give class credit or special
certificates.
A WELL-MANAGED STUDENT CHAPTER = STUDENT GROWTH
Being involved as a chapter advisor is hard work,time consuming, and requires organization. Withinvolved members there are seemingly unlimiteddemands on the time and energy of the advisor. Thetotal situation must be realistically viewed anddecisions made as to what it takes to get maximumstudent educational benefits and growth at all levels.There will be extra work. Yet many activities can becompleted as part of the regular class periods in timeallocated in course outlines for leadership develop-ment, communication skills, social skills andmanagement of financial resources. Every activity is,or should be, a natitral outgrowth of what is beingtaught.
To assist advisors in managing student and personalresources better, assume the concept of "classroommanagement through student personal growth" isimportant. Most purposes of the national organiza-tions are student growth oriented. In studying thepurposes, these are several that are specificallyrelated to classroom/chapter management.
1. provide opportunities for decision making andfor assuming responsibility (FHA-HERO).
2. provide opportunities for self-development andpreparation for family and community living andfor employment. (FHA-HERO).
3. develop the ability of students to plan together,organize and carry out worthy activities andprojects through use of the democratic process.(VICA,
4. develop leadership abilities through participa-tion in educational, vocational, civic, recreationaland social activities. (VICA, IOEA).
5. promote understanding-and appreciation for theresponsibilities of citizenship in our free,competitive enterprisrzystem. (DECA).
6. strengthen the confidence of members in theirindividual worth (FFA)...
7. maize wise use of human and natural resourcesand iinancial resources. (FFA).
8. participate in cooperative effort (FBLA).
Not all vocational classes devote time to theseareas. In this- case, the suggesifons for chaitermanagement apply morelspecifically to the capstonecoursee the cooperative -work experience classes.
Yet, earlier sequential vocational courses such asprinting, child development lab, data processing orlivestock management can be organized as chaptersand promote student growth and management skills.Suggested activities can be adapted to strengthenthe existing curriculum.
When considering the concept of classroommanagement through student personal growth,there are three areas in which students could bemore professionally involved in chapter activities.These are communication skills, parliamentaryprocedures, and management of financial resources.As a teacher/advisor, a topical outline of helpfullearning activities might include:
A. Communication with the Public1. letter writing2. telephone use3. report writing4. giving a speech to a group5. giving instructions6. making a request/contacting community for
assistance7. discussing a topic8. making introductions9. writing news re:teases
B. Parliamentary Procedures1. selecting leaders2. making an agenda3. recording discussion4. leadirg a meeting5. making a motion6. dividing responsibilities7. evaluating actions
C. Management of Fina.nciallliemerces1. preparing a personal budiar2. preparing a chapter budget3. developing fund raising ..actthes
The following is .a guide for-planning- ,classroomactivities that relate to the conceptcof classroom
rcEilug iiifirdent personaLgrowth, andwas adapted primarily from THE NEW FFA:STUDENT PERFORMANCE OBJECTIVES.
ACTIVITIES GOALS WAYS AND MEANS
I. Participate in deliberation of abusiness meeting of the organi-zation.
2. Communicate with others per-sonally.
3. Present information to a group.
1. Learn to apply the principles ofparliamentary procedure.
2. lExpress ideas in written and;verbal form as required in abusiness meeting.
1. Communicate verbally in a oneto one situation.
2. Communicate verbally in agroup discussion on a givensubject.
3. Conduct a telephone conversa-tion.
1. Gather, organize and presentinformation and ideas.
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1. Study and practice parliamen-tary procedure.
2. Prepare for and participate inparliamentary procedure de-monstrations.
3. Participate in chapter meetings.4. Observe or participate in organ-
izational meeting in addition tochapter meetings, (School,church, and community organ-izations.)
5.
1. Start a conversation with peersand adults.
2. Listen to and respond toconversation.
3. Give instructions.4. Make a request.s.
1. Organize facts and thoughts forpresentation to a group.
2. Listen and respond during adiscussion.
3. Demonstrate desirable methodof presentation of awards.
4.
1. Leant to initiate a telephone
2. Leanrio answer the telephonein a businesslike manner.
3. Learn_ to listen to a telephone,conversation acid zformulatetsresponse.
4. Learn to terminate a telephone:.conversation azourteously.
5. Learn to take a telephone.:messaces and deliver itintended receiver.
1. Makeecpresentation to a clans.2. Participate in chapter purnao.'
speaking contest.3. Participate in a ractio or ct.
mediaresentation.
ACTIVITIES GOALS 'WAYS AND MEANS
4. Communicate clearly in writtenform.
5. Mak*. ite=leilitCtiAllS.
2. Present ideas in a question andanswer situation.
1. Organize thoughts in logicalsequence.
2. Present thoughts in a writtenform.
3. Learn to handle correspond-ence.
1. burocinsce yourself to anotherperscar__
2.1ramodace an older person to aymunger person.
3.1reroduce .a person of higherlassiitten to another person.
4..ixtunsince a lady to a gentle-=am_
5.:inareduce a person or speakertma tgroup.
6.-Intrambice one person to an-other of equal status.
7. Introduce a group to a group.
-------6-.-Prepare-e-personal-budget -Identify...expenxes and receipts.2. Analyze business trends.3. Establish priorities.
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4. Speak on the program for acommunity service organiza-tion.
5.
1. Initiate questions or state-ments.
2. Listen to and formulate res-ponses to a question or state-ment.
3.
1. Write invitations.2. Write a business letter to sellla
chapter product.3. Write a thank you note.4. Write accurate minutes for a
chapter meeting.5. Present a committee reportin
written form.6. Write a news article on a
chapter activity.7. Prepare a radio script on a
chapter activity.8. Participate in writing the chap-
ter program of activities.9. Write a letter of application.
10.
1. Tikas -mole playing.2. Develop and practice in a
simulated situation.3. Introduce people at meetings,
banquets, and other situations.4.
1. Prepare cash flow chart (expen-ses end receipts.)
7. Prepare a chapter budget.
8. Appraise fund raising possibil-ities.
1. Identify chapter expenses andreceipts.
2. Establish priorities for expendi-tures.
3. Analyze fund raising possibil-ities.
4. Earn sufficient money to fin-ance activities.
1. Identify margins of profit.2. Analyze activities as to type.3. Analyze activities in terms of
profit obtained for effort ex-pended.
3 5
1.2.
3.4.
1.2.
3.
4..
27
Discuss and collect dues.Look at past records .for ex-pected income and expendi-tures.Prepare budget.
Look at past records...Categorize 'activities accordingto:a. commissions selling projectsb. production selling projectsc. cooperative selling projectsd. selling a service to othersComplete a mock fund-raisingevent to have as basis foranalysis.
Raising Funds For Chapter Activities 4NINNANG MONEY IS EDUCATIONAL
Setting chapter goals, establishing a budget,determining fund raising possilas and fundraising-,--itself am considered .by efinctive chapteradvisors:educational experienices tiharare realisticand meaningful for students. i. ; d membersare oftennew to chapter antivitraes aniiineed guidanceat the beginning of the year toziknowarow to establishprograms of work and budgets. Whemworking withstudents, use scrapbooks, secretary and treasurerrecords,..slide presentations, and last-year's officersto help explain "how to do it." A new advisor may
have to borrow these items from a neighboringschool.
Idealistically maximum growth conies when: 1) pro-gram goals are first planned, 2) the budget isestablished,, and 3) fund raising activities aredetermined. For efficiency and teacher planning, thisis done at the beginning of the year. But often formaximum student growth, especially when chapteraarivities are new to the students involved, this must.be an on-going process during the entire year.
TRANSFER RESPONSIBILITY TO STUDENTSEach4rhapter needs to Lave formally or informally a1) treasurer, 2) finance or budgeting coMmittee,3) fund raising -chairman (oneinreverg activity) and4) auditingccommittee. The siallent growth benefitsfrom lundnaising activities i "nriant' e gaining skills in:
management of resourcespublic relationsdecision makingcarrying out a long range activityworking with people - eers and adultsresponsibility in term of setting goals, handlingmoney, carrying through, etc.
Use the above list in any discussion for fund raisingactivities with parents, administrators, other teach-ers, and students.
SO YOUR SCHOOL SAYS YOU CAN'T RAISE FUNDS
1. Present your case to theadrainistration repeatedlyenigeirasizing the relationships between chapterobjectives and over-alLeducational objectives. Beproiessional in approach and go throughchannels. This pays oil br the long run.
2. Collectdues to affiliatewithtlire state and nationalorganizations and therr4gamprojects that requireno money such as community -speakers and "nocost" seraice projects.
3. WithsChnol administrativeagpmval, call on localbusinesn,sservice, industrialiassaL labor groups to
support member participation at area, district,section, regional, state, and national meetings. Inreturn for their support, perform a serviceoriented project with or for them. For example,serve as ushers at one of their important events,sell tickets for a major fund-raising serviceproject, or be in a parade supported by the localbusinessmen.
4. Show the administration examples of fund raisingactivities that grow out of the classroom learningexperiences such as corn plots, typing services,catering companies, and alteration services.
SELECT FUNNINAISING ACTIVITIES THAT HAVE MEANING
As a teacher/advisor, identify -the desirableconstant activities that are held. ear& year and need
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4 0.
funding; however, it is necessary to involve studentsin fhe decision making process.
The following is an example of syggested activities for a pioposed budget.
PROPOSED BUDGET
Activities
1. service projects - materials
2. field trips - transportation
3. banquets - awards, decorations, tickets, programcovers, entertainment
5. state and national conferences - registration,meals, room, transportation
6. area-state contests - materials, fees
7. state-national affiliation - # members x amount ofdues
8
Also identify constant sources of income such as:
Approximate Costs
Income Amount
1. Dues
2. Banquet Tickets
3. Fees for meetings other than local ones4.
5
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33
Chart 13 includes criteria to be used in selecting fund raising activities:
CHART 13 :
CRITERIA FOR FUND RAISING
1. Is the activity educational? Will career orientedskills be developed? Needed income can resultfrom projects that are part of the chapter's plan ofactivities or that are an outgrowth of theinstructional program (corn plot, planning a salescampaign, catering company).
2. Is the activity related to the type of chapterbusiness, industrial, agriculatural, or home econ-omics)?
3. Is the activity one that will be approved by theschool and community? Will it have positivepublic relations value?
4. Is the activity a service-oriented one and willsome value be received by participants? (No fundraising activity should ask for a handout or favor.)
5. Is the activity going to provide a fair financialreturn to the chapter?
8. Will the activity involve every member? Will itprovide for self-development?
7. Will the project be concise or will it drag out?
8. Has approval been obtained from the schooladministration?
9. Does the activity conflict with fund raisingactivities of any other group in the school?
10.
11.
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A
Suggestions are always needed. Consider thefollowing when planning for fund raising:
1. Consider fund raising planning like going intobusiness.
2. Ask - What is the money being raised for? Howmuch money is needed?
3. How much money will be raised in routine ways(dues and the like) from membership?
4. How much money will be raised in- other ways?
5. How many workers can be counted on to give theirtime and talent if a large event is staged? Orwould a number of small projects carried throughthe year be better?
6. Look for projects the "public" will enjoy. Let thetastes and spending habits of the people in thearea guide fund raising selection.
7. Keep in mind all of the costs involved. Will thepeople in the community support the project atthe price charged in order to make a reasonableprofit? Does the chapter have the manpowerto do the job well?
8. Before presenting ideas to the officers ormembership, have a reasonably accurate cost andprofit estimate for the project. Check out possibledates in advance so the timing of the event can bepart of the presentation. A conflict with anotherbig event or a duplication of the project itself canspell failure for both.
9. Select a general chairman who decides whatcommittees are needed and appoint a chairmanfor each.
10. Look at the total community fund raising projectsand fit chapter activities into the total picture toivoid duplication.
11. Make projects that involve the total youth groupin the sales effort.
12. Make sure students pay for the products sold.
13.
14.
15.
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Some actual fund raising suggestions include:
Operating Servicesselling nutritional snackscar wash and waxannual inventory for local businessmenpackage wrapping at Christmasalterations shopcatering servicecountry store selling handmade itemsboutiquesecond time around boutiquecafe for a dayodd jobs - a "Work Day"hair-a-thons or mani-cure-a-thonbabysitting for shoppersads for yearly calendars
111*HaVing Social Events
dancetalent showbooth at carnivalfashion showice cream partymoviesqueen contestfaculty-student sports eventmusical show or playbox supper
Selling Items
greeting cardsschool supplieslight bulbsmagazinesballoonspennants and badgesT-shirts and sweatshirtsschool and peraznal stationeryyearbook coversschool pins with guardscookbooks
State and national affiliation may mean the chapterwill receive certain fund raising company mailingsSome of the natkaal organizations have attempted toidentify reputable companies who offer an acceptablemargin of profit as well as items that will havemaximum acceptance by the buying public. Whenthis is done, the fund-raising company is allowed toinclude an insignia of approval in their advertising.Small royalties are received by the organizations as aresult of the approval given. The approval by any oneorganization may guide other chapters in theselection of fund-raising projects.
WHAT IF STUDENTS REFUSE TO PAY DUES?
The requirements for dues vary with the organiza-tions. In no case can a student be required to join achapter and to pay dues because this would be aninfringement on the rights af the individual student.But the attitude of the advisor toward membershipdoes make an impact on whether a student joins ornot. To not promote total membership or to allowstudents to do their own thing while others are inchapter meetings communicates to all students thatchapter membership is a nice thing to do but is notnecessary.
Rarely does one method of dues payment work.
Alternatives to strictly paying the dues outrightinclude:
1. Use the installment plan.2. Have a money making activity for raising dues for
all who participate in the activity.3. Have a special occasion such as a social event for
only dues paying members.4. Discount the dues for all paying before a specific
date.S. Let the students establish the rules for collecting
the dues. Peer pressure works where money isinvolved.
KEEP USEFUL RECORDS
A good treasurer contributes much toward theefficiency of the chapter. He/she keeps varioustemporary and permanent financial records andreceives and pays out chapter funds. The treasurerwill be working with the school's financial office inreceiving and paying out money. A treasurer shouldbe good with figures, interested in finances, accurate,prompt and resourceful. Keep in mind that alladvisors are ultimately responsible for the funds of
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36
the youth organizations.
The following pages are designed for keeping acomplete record of ail monies which belong with thechapter as a whole. It can serve as a model if nofinancial record forms are available. The forms lendthemselves to securing a balance at any time forreporting purposes and provides for auditing of therecords at the end of the year.
Chapter Receipts: Member Dues & FeesChapter ProjectsOther Fund Raising ActivitiesContributionsOther Income:
TOTAL
Disbursements:
TOTAL
Total Receipts
Total Digimrsements $
Balance a=:Hand $
Approved.Treasuxer
CHAPTER ACCOUNTSAdvisor
For Period to
Treasurer AddressAssistantTreasurer Address
FINANCE COMMITTEE
Chairman
AUDITING COMMITTEE
Chairman:
REPORT OF AUDITING COMMITTEE
We the members of the Auditing Cornmiteee certify that we have this day of19 , audited the accounts of the Chapter andfind them complete, well kept and accurate.
Chairman
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4
:
Using Community
Resources EffectivelyTHE COMMUNITY IS PART OF THE SCHOOL
Every teacher should be part of the community byjoining and getting involvod in community activities.An active, outstanding chapter effictively usescommunity resources in all phases of its work. Ateacher/advisor must believe the community wantsto be involved and then must actively promotestudent use of the community resources. In doingthis, students have greater exposure to realisticexperiences and chapter activities are promotedmore widely. Awareness of a strong chapter' sprogram through use of community resources canpromote greater understanding of how chapteractivities are an integral part of the instructionalprogram.
When the community becomes the school, studentsbenefit. In working with community resources,students:
1. Obtain experiences in professional phone con-tacts, letter writing, introductions, and main-taining files.
2. Have the opportunity to carry out ideas throughutilization of resources.
3. Have contact with positive decisionmakers.4. Develop future contacts for jobs.5. Develop occupational pride.
6. Get parents involved so they can see first-handpositive actions and growth.
7. Establish desirable relationships between stu-dents and adults.
8. Have increased opportunity for practicing whatis learned in the classroom.
9. Benefit through the confact with the "world ofwork."
1.0.
48
11.
12.
As a teacher/advisor of a strong chapter, keep inmind these hints when working with the community:
1. Be professional, work through channels, do yourhomework, and be persistent.
2. Confirm and re-confirm all dates and times.
3. Supply informative brochures explaining chapterwork. Explain how, chapter activities are part ofthe curriculum.
4. Assist in obtaining release time
5. Send appreciation notes.
6 Think of the little things such as being on timewhen meeting with them, plan where they are topark, and give them useful information about thestudents.
7 . Prepare the students for their contacts with theresources. Alio, prepare the resource prople forcontacts with students.
8.
9.
10.
HOW ARE COMMUNITY RESOURCES USED?
'hen planning chapter/class activities, considereas when the use of community resources would.ovide for educational experiences that would befective, efficient, informative, and recognized.iggestions follow as to how to use resources)ople.
Classroomspeak to members at the beginning of the
year (informational, discuss expectations in thejob world, discuss what the chapter ororganizational work has meant)* give up-to-date factual information throughtalks, demonstrations and panel discussions* be interviewed about jobs and careerplanning* obtain pamphlets, visuals and safety mater-ials
!. Chapter* take part in clinics or workshopsleadership, current events, -social problems* help with career days and other events,especially in getting involvement of industry,labor, and business leaders* assist in suggesting and arranging field tripplaces, tours, and special programs
3. Program* serve on program advisory committees* evaluate chapter, instructional, and workexperience program* provide facilities and jobs for occupationalexperiences
* assist in selecting award winnerso provide financial support
assist in collecting materials and equipment
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5 9
* give advice on improving and conductingevents* provide facilities for the events* help coach members in event participation
5. Public Relations* help introduce chapter work to schoolswithout chapters and to businesses unfamiliarwith the program* assist in public relations efforts* hand out leaflets and brochures aboutprogram to others in the community
6. Sponsorship* provide recognitions* help establish scholarship and award funds
provide financial help to leadership conferen-ces and to other state and national meetings
7. Additional Involvement* be chaperenes and drivers* be clients for fund raising efforts* provide places for displays, fund raisingactivities, social events, conferences, extendedlaboratory instruction, etc.
for additional ideas, see Chapter 5
8. Projects* be idea people for service projects* be recipients of service project activities
WHAT RESOURCES 'DO I CONSIDER?Three concrete ways to mobilize communityresources and to get support would be throughorganizing an alumni group, an advisory committee,and a parent booster club. Keep in mind that oneresource person may wear many resource hats; forexample be a parent, be an organization member,and be associated with a career area important to thechapter. When contacting organizations, ask if theyhave an educational committee. If so, find out whothe chairman is.
The following are some examples of resourcesconsider:
1. former students and members2. school personnel
School Boardadministratorsguidance counselorsteachersfood service workerssecretariescustodians
to
3. parents
4. advisory committee members5. local businessmen, businesswomen and organ-
izationsChamber of CommerceYMCA and YWCASalvation ArmyUnited FundMarch of DimesHeart FoundationKi *anisRotaryLions' ClubJayceesLabor UnionsReal Estate BoardProfessional RoundtablesBusiness & Professional WomenAmerican Association of University WomenLeague of Women VotersJunior Women's ClubJunior LeagueGarden ClubToastmasters and Toastmistresses
Better Business BureauConsumer Organizations
6. state and federal government agenciesoffice of educationemployment officecivil service commissionsocial security officechildren and family services departmentConservation departmentenvironmental protection agencymental health boardlegal assistance agenciespark district
7. community resourceshospitalsnursing homescommunity librarycollegeschurches
8. professional organizationsAmerican Vocational AssociationIllinois Vocational Association
9. vocational advisors from other schools
10.
11.
12.
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SERVE AND RECOGNIZE THE COMMUNITY IF THEIR SUPPORT IS WANTED
1, Involve students in civic activitiesneedy family project"get out the vote" projectushers at civic eventscommunity fund drive solicitorsprovide donations
IMMMmM.I.NN.M..MI.w=e.ffiIw.w...NM...O.Iw.,.,.M
2. Promote organizational activities within the com-munityappreciation dayclean-up and/or paint-up projectsdemonstrations and speeches on topics developedin class
baby sitting servicessafety campaigns
school/community shoplifting precention pro-gram
beautification programexhibits, posters
3.,Recognize community participationpublicize activities with picturesgive certificates of appreciationhave an honorary member programselect outstanding contributorssupport them in their projectsexpress appreciation through phone calls, notes orpersonal contact
WHERE TO GO FOR ADDITIONAL HELP
Chapter/advisors benefit by "pooling resources"with advisors from other schools and members ofemployer organizations. Also, the Illinois Office ofEducation, Department of Adult, Vocational, andTechnical Education has four publications dealingwith the effective use of resources. The titles are:1) Utilization of Resource People in the Classroom,
2) A Guide for Planning, Organizing, and UtilizingAdvisory Councils, 3) Advisory Council Membem,and 4) CRU System: A Manual for CommunityResources Utilization. Included in the last bulletinare many forms for better utilization of communityresources. Following are three of the forms that areappropriate for chapter use.
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51
SAMPLE CARD FOR FILING RESOURCE DATA
USE: Data from the community resource questionnaires can be recorded oncards for quick retrieval.
(front)
Resource Persons
Subject A e/Grade Level
Name er title of person to contact
Address (home) Phone
Address (business) Phone
Best time to contact
How far ahead
Days available Hrs. available
Occupation
Educational Background
Previous eistperience presenting subject to:
Youth Adults
(back)
Evaluation by other teachers:
Date Comments
SAMPLE CARD FOR RECORDING FIELD TRIP DATA
USE: Data from the community resource questionnaires can be recorded oncards for quick retrieval.
file headingIndustry
(front)
Name of agency
Address
Date of contact
Telephone
Name of contact person
Trip_suitakde f or a e group
Number of persons
Instructional materials available
Timeday/yearTime required for tour
'al instructions
Is first-aid service available
(back)
Evaluatioa by Other Teachers
Name ofTeacher School Date Age Unit
GuideService
SatisfactoryYes No
Remarks
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6 3
SAMPLE FIELD TRIP INFORMATION SURVEY FORM
USE: To collect necessary information for planning a field trip.
1. Name of institution Address
2. Person to contact Position
3. Maximum number of students allowed
4. Best time to come Time needed for tour
5. Cost of tour (if any) Meal facilities
6. Best route of travel to institution
7. Guide service available
8. List of facilities, equipment, production processes, finished products, services to observe:
9. Exhibits, films, slides, printed materials
10. List of people (salesmen, tradesmen, managers, workers) in the business who may aid in demonstratingor instructing:
11. Objectives of the trip:
12, Safety precautions
13. Detailed plan of trip
6 454
REFERENCES
DISTRIBUTIVE EDUCATIONAL CLUBS OF AMERICA (DECA)National Publications1.. Chapter Management Aids Handbook, 19752. The DECA Handbook, 1975 Revised Edition.3. High School Competitive Events.State Publications4. Handbook of Distributive Education Clubs of Illinois, 1971.
FUTURE BUSINESS LEADERS OF AMERICA - PHI BETA LAMBDA (FBLA-PBL)National Publications1. FBLA-PBL Handbook6. Information Packet - FELAState Publications7. Illinois PBL State Handbook8. Illinois FBLA Contest Handbook
FUTURE FARMERS OF AMERICA (FFA)National Publications9. Advisors Teaching Guide of FFA.10. FFA Advisor's Handbook, 1975.11. The New FFA: Chapter Champions, Ideas for Chapter Action.12. The New FFA: Student Performance Objectives.State Publications13. Chapter Officer Handbook.
FUTURE HOMEMAKERS OF AMERICA: FHA Chapters & HERO Chapters (FHA-HERO)National Publications14. Chapter Guides, Bylaws.15. Encounter: Personal Growth Through FHA.16. FHA Chapter: Basics of Organizing.17. HERO Chapters: Basics of Organizing.18. HERO PAK Impact: Helps for Job-Oriented Youth Using Program Action Impact.19. Making the HERO Chapter a Part of Horne Econcomics Education.20. Report of the National Commktee Members' Program Action Impact Projects, 1973-74.21. Up Membership Workbook, 1975.
OFFICE EDUCATION ASSOCIATIONNational Publications22. Official Guide.23. Local Chapter Handbook.22. 0E4 Secondary Competitive Events Guidelines.25. Club Officers Handbook.State Publications16. MBA Officers Handbook.
VOCATIONAL INDUSTRIAL CLUBS OF AMERICA (VICA)National Publications27. Achievement Program Guide.28. Directions: A Guide for VICA Club Advisors.29. Leadership Handbook.30. Your VICA Year: Month-by-Month Suggestions for VICA Club Activities.31. Skill Olympics Handbook.State Publications32. Illinois VICA: Officer's Handbook.
ILLINOIS OFFICE OF EDUCATION: DEPARTMENT OF ADULT, VOCATIONAL & TECHNICAL EDUCATIOk33. Advisory Council Members.34. CRU System: A Manual for Community Resource Utilization.35. A Guide for Planning, Organizing and Utilizing Advisory Councils.36. P.O.P. Kit 7.3: Integrating Youth Organization Activities Into the Instructional Program.37. Utilization of Resource People in the Classroom.38. Vocational Youth Organizations.
