“Remember: if it’s red,
it’s a link”
A
t the heart of FCCLA is student
An FCCLA project is a specific activity or
involvement in projects, activities
series of related activities, ranging from
and events they plan, carry out and
simple to in-depth, that students plan and
evaluate themselves. Through FCCLA
carry out. Projects may be part of a larger
projects—simple or complex, short-term or
program or may be custom-designed to
long-term—members sort out thoughts,
analyze situations, set goals, interact with
meet members’ needs, interests and
become leaders in families, careers and
communities today and tomorrow.
In the FCCLA chapter, planning, carrying
out and evaluating chapter action is the
FCCLA programs are frameworks that
encompass lessons, learning activities,
projects, resources and recognition for
carrying out projects related to a specific
topic. The national organization and many
Cooperative projects are generally
•
group endeavors, although sometimes individuals need to carry out
specific tasks in a cooperative venture.
Individual activities are most often
completed alone, although they
could involve some group work
such as meetings or sharing sessions.
Competitive activities may be either
concerns.
Members’ Role in Chapter Programs
and Projects
others, apply classroom knowledge and
•
shared responsibility of all members.
Ways of Working
People learn in different ways. Some like to
form groups to work on certain activities.
Others are more efficient working by
•
group or individual. When
competing against oneself, a person
measures performance against a set
of criteria. Groups also may compete
against a set of standards to see how
well they perform as a team.
FCCLA Project Effectiveness
state associations offer programs for
themselves. There are three ways chapter
Members may want to gauge success by
chapter action.
members work together to achieve goals.
comparing their projects to these
The FCCLA planning process can be used
guidelines.
with any of the three.
1
F CC L A
CH A P T E R
H A N D B O O K
FCCLA Planning Process
MEMBERS’ ROLE IN
CHAPTER PROGRAMS
AND PROJECTS
By assuming a wide variety of chapter
In the FCCLA chapter, planning, carrying
for personal growth. Personal fulfillment
out and evaluating chapter action is the
and enhanced personal relationships are
FCCLA Project Ideas
shared responsibility of all members.
important rewards of youth-centered
These examples may help members
Leadership is more effective when it is
leadership, too. They result when all
develop their own ideas for chapter
shared. When all members feel their
members work together toward commonly
programs and projects. The ideas are
opinions count, they are more committed to
established goals.
organized within the National Standards
a successful outcome. Advisers guide,
for Family and Consumer Sciences
suggest, encourage and give students the
Education. There is also a separate list of
opportunity to explore and experiment.
FCCLA members use a five-step planning
process to identify concerns, set a goal,
form a plan, act and follow up. This section
includes information and tools for using the
FCCLA planning process.
Project Ideas for Middle-Level Members.
To share in the action, members can—
responsibilities, members gain the
confidence to tackle new and more difficult
responsibilities and uncover opportunities
Shared leadership and teamwork are
increasingly the norm in work settings, as
workers at all levels are given increased
responsibility and opportunities to set and
National FCCLA Programs
•
contribute ideas at chapter meetings;
meet goals. Planning, implementing and
The national organization provides a menu
•
plan chapter projects;
evaluating FCCLA projects provides vital
of programs that offer ready-to-use
•
join committees;
preparation for students’ future careers.
•
run for leadership positions;
•
participate in and support chapter
materials, ideas and recognition
components. This section includes a
National FCCLA Programs List, Steps for
Using a State or National FCCLA Program,
activities;
•
volunteer to lead projects;
Program and information on National
•
pay dues on time;
FCCLA Program Support Resources and
•
publicize chapter activities;
National FCCLA Program Recognition and
•
encourage others to join;
Promotional Items.
•
support chapter decisions.
Tips for Choosing a National FCCLA
2
F CC L A
CH A P T E R
H A N D B O O K
FCCLA PROJECT
EFFECTIVENESS
FCCLA PLANNING
PROCESS
Using the FCCLA Planning Process
The most effective FCCLA projects and
The five-step FCCLA planning process is
These tips explain each step of the process
activities—
the chapter management tool that helps
and detail related actions.
•
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;
•
•
fit the FCCLA mission and
Follow Up
members select and carry out projects to fit
their needs and concerns. FCCLA members
use the planning process to sort out
Using the FCCLA Planning Process for
Individual Projects
thoughts, analyze situations and plan for
Individuals can use the planning process to
specific goals.
set and reach personal goals.
The FCCLA planning process may be
FCCLA Planning Process Overview
applied to individual, team or total-chapter
This reproducible sheet illustrates the
projects and allows for variety in members’
planning process.
purposes;
ability levels and learning styles. Once
communicate a positive image for
learned and internalized, it becomes a
FCCLA Planning Process Worksheet
FCCLA and the family and
powerful tool members will use in
Members can use this reproducible sheet to
consumer sciences program.
personal, family, career and community
work through project planning.
settings throughout their lifetimes.
FCCLA Project Evaluation Grid
Members may want to use this
Planning Process Steps
reproducible sheet to gauge project success.
The FCCLA planning process consists of
five steps—
“Remember: if it’s red,
it’s a link”
Sample Completed FCCLA Planning
Process Worksheets
These illustrations help members
understand how to use the worksheet.
Identify Concerns
Outline for Lesson to Teach the FCCLA
Planning Process
Set a Goal
This session introduces members to the
planning process and includes reproducible
Form a Plan
Act
3
F CC L A
CH A P T E R
H A N D B O O K
support materials and additional Planning
Process Learning Activities.
FCCLA PROJECT EVALUATION GRID
Project Name____________________________________________________________
Project Goal_____________________________________________________________
Rate how true each statement is for your project.
Not at A little Some- Quite Very
all
what a bit
true
Youth thought up the project and decided to do it.
Youth planned the project.
Youth carried out the project.
Youth are evaluating the project.
The project related to members’ needs, concerns or interests
for peers, families, careers and communities.
The project promoted good character among members and
the people with whom they worked.
The project helped members understand themselves better.
We used the FCCLA planning process.
We collected information about the need, concern or interest
and used it to create our project.
We set a specific, realistic, measurable goal.
We researched information about related issues and made
sure it was accurate and unbiased.
We worked with one or more partner organizations.
We involved other young people in the project.
We used skills and knowledge from family and consumer
sciences and FCCLA.
We collected information about the results of our project.
We learned new skills and information.
We thanked and recognized everyone who helped.
We publicized the project in the school and community.
We shared the project with other FCCLA chapters through
the state association and by submitting a report to Teen
Times magazine.
We applied for recognition from national FCCLA.
Reproducible © Family, Career and Community Leaders of America, Inc.
USING THE FCCLA
PLANNING PROCESS
Identify Concerns
Symbol: The circle represents a
ended sentences, such as “What I need to
know about job hunting is....”
Symbol: The arrow stands for
Record everyone’s ideas, then look over the
deciding which direction your
list and consider—
project will take. It points toward
•
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.
•
Either chapter members already know what
concerns they want to tackle or they are still
Set a Goal
•
which ideas would work best as
the goal or end result.
longer in-depth projects and which
Establish a clear mental picture of what
lend themselves to shorter activity
needs to be accomplished and make sure it
plans;
is something that can be achieved and
which ideas interest the most
evaluated. A chapter may want to take on
members (there could be several
one in-depth project or several mini-
projects going on at one time);
activities or use the planning process to
which ideas need immediate
conduct chapter business.
thinking about what they want to do. One
attention and which could be saved
way to identify interests and concerns is
for later.
Form a Plan
through brainstorming.
Symbol: The square represents the
Once concerns are identified, select those
Effective brainstormers follow these
that are most workable and can be related
suggestions—
to at least one of the organization’s
(1) list every idea, (2) don’t discuss them,
(3) don’t judge them, (4) allow repetition
purposes.
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.
and (5) enjoy silences.
•
Other ways to get at concerns might
include member surveys, questionnaires,
discussions, topic investigations or open-
5
F CC L A
CH A P T E R
H A N D B O O K
WHAT—activity/event will take
place?
•
WHY—is this an important step
toward reaching the goal?
•
WHO—will do what, and how will
Act
Symbol: The different squares in this
they be recognized?
•
•
•
•
•
•
WHERE—will it take place—in
•
symbol represent the activities to be
WHEN—will it happen, and is the
timetable realistic?
Look back at what was done—
involvement? If possible, record
carried out to meet your project goal.
It represents acting on the plan.
What happened because of chapter
results in numbers.
•
What was learned?
•
What would members do differently
class, out of class, other location?
Carry out the plan. Use available resources,
HOW—will it happen? possible
and don’t be afraid to try something new.
barriers and alternatives?
Evaluate along the way. If the plan isn’t
•
What would they do again?
COST—how much will it cost? what
working, try something else. Mistakes are
•
How could resources be used more
is the budget?
part of tackling the unknown. All chapters,
RESOURCES—what people,
no matter how well planned their activities
products, places and time are
or how involved their members, will
If the project doesn’t succeed, discussing
required?
experience both successes and failures.
the problems can help relieve frustrations
effectively?
•
What was accomplished?
and pave the way for future successes.
EVALUATION—how will the
project be evaluated?
next time?
Follow Up
Symbol: The broken squares suggest
Follow up also includes recognition. For
To keep members well informed, distribute
examining the project piece by piece.
ideas on how to recognize both individual
copies of the completed project plan and
This symbol also represents a
and chapter accomplishments, consult the
suggest members share it with their
“window” through which to view and evaluate
families. Also keep faculty, school
the plan.
administrators, local media and interested
people in the community aware of the
chapter’s activities as the plan progresses.
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.
6
F CC L A
CH A P T E R
H A N D B O O K
Recognition section of this Handbook.
USING THE PLANNING
PROCESS FOR
INDIVIDUAL PROJECTS
An individual project is usually separate
Young people need opportunities for self-
it may delve deeper into an established
evaluation. The same planning process a
project. Using the planning process,
chapter uses for group projects and
members can make their own decisions
chapter decisions can guide individuals
about starting projects, setting personal
in setting and reaching personal goals.
goals, determining realistic time
Using the FCCLA planning process to
work through meaningful individual
projects can help members—
•
be worked on in or out of class. It may be
totally different from chapter projects, or
commitments, planning work strategies,
measuring accomplishments and
expressing results.
discover more about themselves
The national FCCLA program, Power of
and what is important to them;
One, provides a framework and
•
accomplish a specific task;
recognition opportunities for students
•
become more involved in family,
who complete individual projects in the
school and community life;
areas of self-improvement, family
broaden their understanding of
relations, job skills and career
their relationships with others,
exploration, communication and
give added support to chapter
leadership. The Power of One workbook
activities;
guides students through this process and
•
discover new opportunities;
is available from national FCCLA.
•
prepare for adulthood.
•
•
7
from regular chapter activities and may
F CC L A
CH A P T E R
H A N D B O O K
“Remember: if it’s red,
it’s a link”
FCCLA PLANNING PROCESS OVERVIEW
Identify Concerns
•
brainstorm concerns
•
evaluate listed concerns
•
narrow to one workable idea or concern
•
get a clear mental picture of what you want to accomplish
•
write it down
•
evaluate it
•
plan how to achieve goal
•
decide what, why, who, where, when and how
Set Your Goal
Form a Plan
Act
•
carry out project
Follow Up
•
evaluate project
•
thank people involved
•
recognize participants
Reproducible © Family, Career and Community Leaders of America, Inc.
FCCLA PLANNING PROCESS WORKSHEET
Identify Concerns
Set a Goal
Form a Plan
•
who
•
what
•
where
•
when
•
why
•
how
Act
Follow Up
Reproducible © Family, Career and Community Leaders of America, Inc.
SAMPLE COMPLETED
FCCLA PLANNING PROCESS WORKSHEET
TEAM PROJECT
—”Fitness Rules” Student Body Project provided by Leona Wedgeworth, Anacoco High, La.
Identify Concerns
As a whole, today’s teenagers do not have good nutrition and exercise habits. Lack of a
healthy lifestyle can have a negative effect on overall health, appearance and self-esteem.
Through this project, we want to bring about some positive changes in nutrition and
exercise habits and lifestyle in general in young people in our community.
Set a Goal
Our goal is to present information and activities that will instill in as many young people
in our school as possible a positive attitude and desire to practice healthful habits,
specifically in the areas of nutrition and exercise. We hope that a positive change in
attitude and lifestyle will result in enhanced self-esteem as well.
Form a Plan
•
who—The three project leaders, who will present information and conduct sessions
with three targeted age groups.
•
what—Classroom sessions with instructional materials such as videos and informative
handouts on nutrition and exercise, along with exercise sessions.
•
where—Anacoco High School and Anacoco Elementary School classrooms and gymnasiums.
•
when—Over a period of several weeks during the school term.
•
why—Reach students with age-appropriate lessons.
•
how—Three project leaders scheduling class time with three targeted groups.
Act
1. Plan lessons; secure resources such as “Fit to Be” curriculum with video and healthy
snacks; prepare lessons and hand-out materials.
2. Schedule classroom presentations with principals and teachers involved.
3. Schedule exercise sessions with appropriate teachers.
4. Present lessons and conduct exercise sessions.
5. Distribute healthy snacks.
6. Design and implement Web page.
Follow Up
Examine and evaluate project. Incorporate observation of responses and behaviors during
nutrition and exercise programs. Note number and relevance of questions during
question-and-answer periods.
10 F C C L A C
H A P T E R
H A N D B O O K
SAMPLE COMPLETED
FCCLA PLANNING PROCESS WORKSHEET
CHAPTER PROJECT
—Based on a community service project by the Umatilla High, Ore., chapter
Identify Concerns
The annual distinguished citizens awards celebration will be canceled because the Chamber
of Commerce cannot find enough adult volunteers. We want to add award categories to
highlight the contributions of local youth, senior citizens and families.
Set a Goal
To serve the community and spotlight our chapter by coordinating the annual
distinguished citizens awards banquet. Our objectives are to attract at least as many
participants as last year, host a successful event and improve the awards program.
Form a Plan
•
Awasrds committee: review past awards; develop three new categories; create and
distribute applications; recruit a selection committee; inform honorees; write information to
be used during the award presentations.
•
Program committee: choose chapter leaders to emcee and present awards; write script; identify
special guests; create name tags; arrange for entertainment.
•
Banquet committee: choose facility; plan menu; develop budget and ticket price; adapt recipes
for quantity cooking; work with foods classes to prepare and serve meal; set tables; decorate;
clean dining area and kitchen.
•
Publicity committee: update media contacts list; submit press releases about project, awards and
banquet; publicize banquet.
Act
•
Committee members carry out their plans. The chapter vice-president keeps track of
all groups’ progress. Major decisions are approved by members during chapter business
meetings.
•
The awards program attracts strong applicants in all categories, including the new ones for
outstanding youth, senior citizen and family.
•
Attendance at the celebration more than triples.
11 F C C L A C
H A P T E R
H A N D B O O K
•
A half-hour radio program and a regular column by a local writer spotlight the chapter’s effort
and members’ outstanding work.
•
The Chamber of Commerce compliments the chapter’s work and invites chapter leaders to
serve on a citizen advisory committee.
Follow Up
•
Members clean up the facility, return borrowed items and write thank-you notes to
people who helped.
•
Committee leaders meet with the FCCLA adviser and Chamber of Commerce staff to
review what went well and what they might have done differently. The vice-president collects
plans and evaluation results to pass on to future members.
•
Several members develop STAR Events based on their experiences.
•
Two chapter leaders write up the project and submit it for the national FCCLA Community
Service Award.
12 F C C L A C
H A P T E R
H A N D B O O K
SAMPLE COMPLETED
FCCLA PLANNING PROCESS WORKSHEET
INDIVIDUAL PROJECT
—sample Power of One “Working on Working” project
Identify Concerns
General work habits, being punctual, using time wisely at work
Set a Goal
To become more punctual in arriving at work, ready to work.
Form a Plan
•
who—me
•
what—1.
finish other activities (homework, socializing, etc.) at least half an hour
before work starts and spend that time preparing to focus on work;
2. make it a habit to leave for work five minutes earlier than required;
3. establish a system and regular location for work-related items (uniform, name tag, hair net,
etc.) so they are always ready and available without a search.
•
where—home
•
when—next two weeks
•
why—improve work record
•
how—change habits; set up location for work-related items; make chart to remind me of
steps to take each work day
Act
Carry out plans. Keep a chart of which steps I accomplish each work day. Keep track of
punctuality.
Follow Up
Complete the “Follow Up” portion of the Power of One project sheet to report what I
learned, the most successful parts of the project and what I would change if I repeated the
project.
13 F C C L A C
H A P T E R
H A N D B O O K
OUTLINE FOR LESSON TO TEACH THE FCCLA PLANNING
PROCESS
Lesson Overview
Goal
To familiarize students with a five-step process for identifying concerns, setting goals, planning,
acting and following up.
Participants will...
Learning Activity
Time Frame
...interpret the planning process symbols.
Symbol Significance
10 minutes
....learn the planning process
Overview of FCCLA
5 minutes
Planning Process
....work through the planning process for a
Guided Practice
25 minutes
Wrap-Up and Challenge
5 minutes
sample project.
...review lesson concepts.
Preparation
•
Prepare small planning process symbols to distribute, as explained in “Support Materials.”
•
Prepare transparencies of Planning Process Overview, Planning Process Worksheet and Go for
the Goal.
•
Copy the session handout, “Step by Step with FCCLA,” one per student.
Session Outline
10 min.
Symbol Significance
As students enter, give each a small planning process symbol. Students are to gather and work with
others who have the same symbol.
Challenge each team to think creatively to interpret its symbol—how does the shape relate to the
included word? What kinds of activities do the symbol and word relate to? After two or three minutes
of group work, have one person from each team share the team’s interpretation. These team
representatives should remain at the front of room, where they have shared their reports.
Once all the teams have shared, ask the team representatives to line up in an order they think makes
sense for their symbols and words. If possible, provide page-size planning process symbols for team
representatives to hold during this activity. They might line the symbols up along the board or on a
wall and return to their seats.
14 F C C L A C
H A P T E R
H A N D B O O K
5 min.
Overview of the FCCLA Planning Process
Explain that the symbols and words represent the five steps of the FCCLA planning process. This is a
system for setting goals, planning and carrying out projects. It is used by individuals, small teams and
large groups for making decisions and taking action. Use the Planning Process Overview to explain
the planning process steps.
Cover the Planning Process Overview, then ask for a student volunteer to rearrange the symbols from
the “Significant Symbols” activity. Ask other students to explain—
•
Why is each of the five steps necessary?
•
What is the benefit of planning a project before you begin?
•
What happens if one of the steps is missed? What if the order is changed?
•
In what ways could this process be used to address personal goals? family goals? goals at
work? community goals?
25 min.
Guided Practice
Guide students, as a class/chapter, through planning a sample project related to a family and
consumer sciences topic. The notes below and Using the FCCLA Planning Process provide
background information for you. As the group proceeds, fill in a transparency of the Planning Process
Worksheet based on student input.
Identify Concerns
Ask students to brainstorm concerns and interests related to a family and
consumer sciences topic. (Have a few in mind yourself, and ask leading
questions to draw out students’ ideas.) Have students vote on the top concern
about which they might like to develop a project.
Set a Goal
Guide students to write a goal related to this concern. Use Go for the Goal to
explain how to create goals that are realistic, specific and measurable.
Form a Plan
Review the “5 Ws” that are part of the “Plan” step. Challenge students to
identify what needs to be done and why, who will be involved, when, where
and how.
Act
Explain that this is an important step. All the planning in the world doesn’t
mean anything until action is taken! Have students review what actions
would be taken to carry out their plan.
Follow Up
Review the activities that are part of the “Follow Up” step. Ask students to
explain why each is important.
15 F C C L A C
H A P T E R
H A N D B O O K
5 min.
Wrap-Up and Challenge
Distribute the handout, “Step by Step with FCCLA.” Review the session’s key points—it is easier to
turn concerns into action when we first think through a plan; the FCCLA planning process is a system
for making decisions and taking action; the five steps are identify concerns, set a goal, form a plan, act
and follow up.
Assign students to complete the handout by filling in the steps for “any” daily activity they wish,
such as getting ready for school, preparing for a test, organizing their after-school schedule, planning
a party, etc. (Encourage creativity and humor ... but consider whether to set limits regarding
tastefulness!)
Follow-Up
•
At the next class, review students’ “Step by Step” assignments.
•
Challenge students to fill in the Planning Process Worksheet for mock individual, small group
and chapter projects.
•
Require use of the FCCLA planning process and related forms for project development.
Variations
Adapt the session outline by adding or substituting this suggestion, or use your own ideas.
•
Consider substituting other Planning Process Learning Activities that match your students’
interests and previous involvement with the FCCLA planning process.
Support Materials
Symbol Significance
•
Copy or print the Small Symbols Master—enough so each student will receive one small
symbol, with roughly an even number of each symbol.
•
Cut into individual symbols. (Have students help!)
•
Shuffle into random order and distribute to students as they enter room. (Have students help!)
•
Download the Planning Process Symbols Art. Create pages to print each symbol on one sheet
of paper, to be used by team representatives as they identify an order for the steps.
Click for a master of Planning Process Overview.
Click for tips on Using the FCCLA Planning Process.
Click for a master of the Planning Process Worksheet.
Click for a master of Go for the Goal.
Click for a master of the “Step by Step with FCCLA” handout.
Credit
“Symbol Significance” and overview questions suggested by Gayla Rand, Frankfort High, Kans.
16 F C C L A C
H A P T E R
H A N D B O O K
PLANNING PROCESS SYMBOLS MASTER
Identify
Concerns
Set a Goal
Form a Plan
Act
Follow Up
Identify
Concerns
Set a Goal
Form a Plan
Act
Follow Up
Identify
Concerns
Set a Goal
Form a Plan
Act
Follow Up
Identify
Concerns
Set a Goal
Form a Plan
Act
Follow Up
Identify
Concerns
Set a Goal
Form a Plan
Act
Follow Up
Identify
Concerns
Set a Goal
Form a Plan
Act
Follow Up
Identify
Concerns
Set a Goal
Form a Plan
Act
Follow Up
17 F C C L A C
H A P T E R
H A N D B O O K
PLANNING PROCESS SYMBOLS ART
Use the TouchUp Object tool to select and copy each symbol, then paste it into your document.
Identify Concerns
Set a Goal
Form a Plan
Act
Follow Up
18 F C C L A C
H A P T E R
H A N D B O O K
GO FOR THE GOAL
1.
Form a clear mental picture of what you want to accomplish.
2.
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
3.
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).
4.
Revise and write down your final goal.
Reproducible © Family, Career and Community Leaders of America, Inc.
STEP BY STEP WITH FCCLA
The FCCLA planning process is a system for making decisions and taking action in your personal,
family, career and community life. You can use it to be more effective and achieve your goals now
and throughout your life.
Try it! Choose a simple activity you do in everyday life—getting ready for school, preparing for a test,
organizing your weekend schedule, exercising, etc. Use the blanks to describe your actions step by
step with the planning process.
Identify Concerns
My Concerns:
•
brainstorm concerns
____________________________________
•
evaluate listed concerns
____________________________________
•
narrow to one workable idea or
____________________________________
concern
Set Your Goal
•
My Goal:
get a clear mental picture of what
By _________________________________,
you want to accomplish
I will address________________________
•
write it down
by _________________________________.
•
evaluate it
Form a Plan
My Plan:
•
plan how to achieve goal
What:_______________________________
•
decide what, why, who, when,
Why:_______________________________
where and how
Who:_______________________________
When:______________________________
Where:______________________________
How:_______________________________
Act
•
My Actions:
carry out project
____________________________________
____________________________________
____________________________________
Follow Up
How I Follow Up:
•
evaluate project
____________________________________
•
thank people involved
____________________________________
•
recognize participants
____________________________________
Reproducible © Family, Career and Community Leaders of America, Inc.
FCCLA PLANNING
PROCESS LEARNING
ACTIVITIES
Before experiencing the benefits of the
•
individual or group project, realistic
or ridiculous...as long as it’s fun!
•
steps, but don’t label or explain the
process. After completing the steps,
this for?” It helps if the facilitator explains
give students an overview of the
the benefits of the planning process and
planning process. Ask them to
uses creative techniques to introduce it to
identify which steps they were
students. Here are some suggestions.
•
Explain that completing a Planning
Process Worksheet parallels
what each symbol might represent.
paperwork or computer forms that
Give students the name and symbol
must be completed by managers in
for each planning process step. Ask
career and community settings. By
them to interpret why the symbol
learning how to write out a project
stands for that step. (See Using the
start on having future projects
explanation.)
approved and funded.
Talk generally about the need to
plan in everyday life. Have students
Brainstorming Techniques
identify the advantages of thinking
Brainstorming is one of the earliest phases
in advance about what they want
of project planning, as individuals or the
and how they will achieve it.
group try to “dream up” as many ideas,
Introduce the planning process as a
concerns or solutions as possible.
tool to access those advantages.
•
Review the Rules for Brainstorming
before each brainstorming session.
21 F C C L A C
H A P T E R
H A N D B O O K
•
plan now, they are getting a head
FCCLA Planning Process for one
•
•
completing when.
process symbols. Have them guess
•
Guide students to develop a simple
activity using the planning process
people will question, “What do I have to do
Show students only the planning
•
for a simple project. It might be an
FCCLA planning process, many young
•
Simulate using the planning process
•
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 circulate a
roll of bathroom tissue or a bag of
small candies, encouraging them to
“take as many as you need, 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 bean bag 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,
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.
RULES FOR BRAINSTORMING
List every idea.
Don’t discuss.
Don’t judge.
Allow repetition.
Enjoy the silences.
Reproducible © Family, Career and Community Leaders of America, Inc.
FCCLA PROJECT IDEAS
1.0
CONNECTIONS
The examples in this section may help
members develop their own ideas for
2.0
CONSUMER AND FAMILY RESOURCES
chapter programs and projects. The ideas
3.0
CONSUMER SERVICES
4.0
EARLY CHILDHOOD, EDUCATION, AND
are organized within the National
Standards for Family and Consumer
SERVICES
Sciences Education.* Names of related
national FCCLA programs appear in
5.0
for Middle-Level Members.
FACILITIES MANAGEMENT AND
MAINTENANCE
parentheses at the end of each idea.
There is also a separate list of Project Ideas
“Remember: if it’s red,
it’s a link”
CAREER, COMMUNITY, AND FAMILY
6.0
FAMILY
7.0
FAMILY AND COMMUNITY SERVICES
8.0
FOOD PRODUCTION AND SERVICES
9.0
FOOD SCIENCE, DIETETICS, AND
NUTRITION
10.0
HOSPITALITY, TOURISM, AND
RECREATION
11.0
HOUSING, INTERIORS, AND
FURNISHINGS
12.0
HUMAN DEVELOPMENT
13.0
INTERPERSONAL RELATIONSHIPS
14.0
NUTRITION AND WELLNESS
15.0
PARENTING
16.0
TEXTILES AND APPAREL
* As listed in National Standards for Family and Consumer
Sciences Education (Decatur, Ga.: National Association of
State Administrators of Family and Consumer Sciences,
23 F C C L A C
H A P T E R
H A N D B O O K
1998).
STANDARD 1.0
CAREER, COMMUNITY,
AND FAMILY
CONNECTIONS
consumer sciences class. Lead peers
future, you need to make school a top
through role-playing exercises. (Dynamic
priority.) Create and use a three-week
Leadership)
schedule that puts hour-by-hour activities
Integrate multiple life roles and
responsibilities in family, work, and
community settings.
drill. Involve other students so they learn
Assist local emergency response teams
during a simulated traffic accident response
the realities of traffic safety and become
more in line with personal priorities.
Report on the results to a family member or
the family and consumer sciences teacher.
(Power of One, “A Better You”)
familiar with community roles and
Develop a presentation that explains how a
responsibilities. (FACTS—Families Acting
national FCCLA program helps young
Members might…
for Community Traffic Safety)
people develop the planning, goal-setting,
Create a flyer that invites young people to
Sponsor a “family volunteers” day.
“Learn to Juggle.” Explain the need to
Encourage local families to spend the day
integrate various roles in life. Research and
working together on a community project
list some skills people use to “juggle” roles.
of their choice. Hold a get-together at the
Invite peers to learn these skills by taking
end of the day to celebrate the variety of
family and consumer sciences classes and
projects families undertake. (Families First)
joining the FCCLA chapter. (Career
Demonstrate transferable and
Connection)
employability skills by completing a
Provide child care while parents participate
Leaders at Work project.
in school activities, volunteer efforts, social
problem-solving, decision-making and
interpersonal communication skills they
need to target to prepare for career,
community and family roles. (STAR Events
Skills for Life*)
Sponsor a community forum for youth
violence prevention. Include everyone
concerned about youth violence—students,
parents, law enforcement officers, school
personnel, community leaders, etc. (STOP
services appointments or parenting
Prepare to balance work and life tomorrow
the Violence—Students Taking On
seminars. (Community Service)
by practicing balance today. Analyze
Prevention)
whether the amount of time and energy
Teach peers to use problem-solving skills to
devoted to classes, homework, paid work,
balance individual, family, career and
FCCLA, other organizations, volunteering,
* Project ideas may not completely fulfill national STAR
school roles and responsibilities. Research
friends and family truly reflects personal
Events guidelines. They are provided as “thought
the problem-solving process. Present
priorities. (Remember: If you want to be
provokers” to start members thinking about their own
related information in a family and
able to have choices and do well in the
24 F C C L A C
H A P T E R
H A N D B O O K
projects.
STANDARD 2.0
CONSUMER AND FAMILY
RESOURCES
Evaluate management practices
related to the human, economic, and
environmental resources.
Identify an area in the school or community
most of the time they “create” through
that needs to be fixed up or cleaned up.
better management. Ask students to take
Explore what kinds of challenges can arise
newsletters home to their families, and also
when areas are allowed to deteriorate.
distribute them at local businesses and
Organize youth and adult partners to raise
agencies. (Families First)
funds, make repairs, clear debris and
rededicate the space to positive uses.
(Community Service)
Members might…
Educate peers about consumer rights and
Research what employer-paid benefits are
typically offered in their targeted career.
Make a list of additional support services
that may be needed for a desired lifestyle.
This might include additional medical
coverage for self or a family, child care,
elder care, affordable transportation,
housecleaning help and more. Research
sources that provide these additional
services and how much they cost. Draw a
“budget lifeline” that predicts at which
stages of life and what career points they
might need and be able to afford the
responsibilities. (Dynamic Leadership)
Sponsor a “fishing day” to encourage
young people to fish out and clean up all
the safety belts in their cars. Offer a small
Demonstrate management of resources
through a Leaders at Work project.
Create and track a personal budget. (Power
of One, “A Better You”)
Develop a presentation that explores how
advertising influences consumers’
decisions. (STAR Events Illustrated Talk*)
reward (perhaps a small bag of goldfish-
Raise money to provide scholarships so
shaped crackers) to everyone who has
students whose families cannot pay are
“fished out” all the safety belts in their car.
able to participate in recreation, tutoring,
Remind youth that maintaining their car
music and art programs. Violence
makes it last longer, uses their resources
prevention includes connecting young
wisely and improves safety.
people with safe places to go and positive
(FACTS—Families Acting for Community
things to do after school. (STOP the
Traffic Safety)
Violence—Students Taking On Prevention)
services. Analyze what this project tells
Publish a resource management newsletter
them about how to “schedule” lifestyle and
for families. Include ideas for managing
career decisions. (Career Connection)
time, finances, housing, food, clothing and
Events guidelines. They are provided as “thought
other possessions. Also provide fun
provokers” to start members thinking about their own
suggestions for how families can make the
projects.
25 F C C L A C
H A P T E R
H A N D B O O K
* Project ideas may not completely fulfill national STAR
STANDARD 3.0
CONSUMER SERVICES
Integrate knowledge, skills, and
practices required for careers in
consumer services.
Learn and practice team-building skills to
one of the targeted careers. (Leaders at
use in consumer services careers. (Dynamic
Work)
Leadership)
Research traffic safety practices and
computer-based financial management
products. Educate consumers to make
program. (Power of One, “Family Ties”)
safety-conscious decisions and advocate for
improved products and laws.
Members might…
(FACTS—Families Acting for Community
Set up an “Affording College” seminar.
Install—and train their parents to use—a
Traffic Safety)
Develop a presentation that addresses the
need for financial management education.
(STAR Events Illustrated Talk*)
Invite speakers from the school guidance
department, bank loan departments and
Focus on managing family finances with a
college and job training institutes’ financial
fun activity during a chapter event
aid offices. Publicize to students and
attended by both students and parents.
families. To boost attendance, ask
Give each participant a handout that
businesses to contribute door prizes.
resembles a $1,000 bill. Ask participants to
Emphasize that most workers will need
use sections representing $100 to “pay” for
some advanced training, so most families
family necessities and options. Compare
need to know about funding possibilities.
the choices made by students and parents.
(Career Connection)
Discuss how consumer services
professionals help families with long-term
Set up and manage a recycling system for
financial management. (Families First)
the school. Collect, sort and recycle paper,
cardboard, cans, bottles and plastic.
Learn about product development, testing
Encourage fellow students to take the lead
and presentation by conducting market
Events guidelines. They are provided as “thought
in recycling at home. (Community Service)
research. Explore available local services
provokers” to start members thinking about their own
and perceived consumer needs related to
26 F C C L A C
H A P T E R
H A N D B O O K
* Project ideas may not completely fulfill national STAR
projects.
STANDARD 4.0
EARLY CHILDHOOD,
EDUCATION, AND
SERVICES
fun learning and community service
Publish and distribute suggested ways
activities. (Community Service)
other parents can become involved in their
Practice problem solving. Decide what
children’s education. (Families First)
items to buy if given $100 to spend on a
Learn positive ways to resolve conflicts
baby shower for a needy family or
with children. Observe and list examples of
nonprofit child care center. List
when children and child care workers
possibilities. Identify advantages and
disagree. Research problem-solving
disadvantages of each purchase. Choose the
strategies used with children. Try different
best options. Explain choices to fellow
strategies on the job. Evaluate what works
Members might…
FCCLA members, then lead a project to
best. Report what was learned to the
Develop a presentation to help children
raise funds and hold the actual baby
supervisor. Teach strategies to co-workers.
shower. (Dynamic Leadership)
(Leaders at Work)
variety of tools people in the community
Invite local in-home child care providers to
Explore options for further education and
use in their occupations. (Members might
a “play day.” Demonstrate proper use of
preparation for careers in early childhood,
ask medical professionals, teachers,
child passenger restraints and emphasize
education and services. (Power of One,
business owners, scientists, construction
the need to use them every time children
“Working on Working”)
workers, florists and others to provide tools
are in a vehicle. (FACTS—Families Acting
they use on the job. Be creative!!) Have
for Community Traffic Safety)
Integrate knowledge, skills, and
practices required for careers in early
childhood education and services.
become more aware of careers. Collect a
children guess the career for each tool. Ask
them to name other careers and the tools
If the school has a child care center, explore
and equipment used in them. (Career
making its services available to parents
Connection)
when they volunteer in elementary
classrooms. (More parents might be able to
Present lessons in nutrition, safety, self-
volunteer if they had a place for their
esteem and other family and consumer
preschool children.) Present awards to
sciences topics at an after-school care
parents who volunteer in the schools.
program. Involve the program’s students in
27 F C C L A C
H A P T E R
H A N D B O O K
Participate in the Occupational Child Care
STAR Event.
Address violence prevention issues with
children in age-appropriate ways. Research
and develop presentations, posters,
questions, stories, puppet shows,
worksheets and puzzles. (STOP the
Violence—Students Taking On Prevention)
STANDARD 5.0
FACILITIES
MANAGEMENT AND
MAINTENANCE
Integrate knowledge, skills, and
practices required for careers in
facilities management and
maintenance.
with young children or elderly residents in
place. First, make a checklist of everything
the home. Help families learn to properly
to be inspected. Look for all kinds of
use, store and dispose of household
hazards. Check if equipment works
chemicals, including cleaning products.
correctly. Learn to do simple repairs. See if
(Community Service)
a different floor plan might be safer. Report
Demonstrate good character in the
workplace. First, look in CHARACTER
COUNTS! materials to learn what it takes
to show respect and caring. Then, observe
findings to the supervisor. Make the
checklist as complete as possible. Leave it
to be used by others in the future. (Leaders
at Work)
on-the-job interactions. Identify which
Explore options for further education and
aspects of respect and caring are most often
preparation for careers in facilities
Find out the “typical” job sequence for
lacking. Encourage co-workers to improve
management and maintenance. (Power of
workers in facilities management and
these aspects of character. Use posters,
One, “Working on Working”)
maintenance. What is a common entry-level
stories, newsletter articles and reminders
position? What job(s) do employees often
during meetings. Share results with the
move to from there? What comes after that?
FCCLA chapter. (Dynamic Leadership)
Members might…
Visit a workplace and videotape people in
entry-level, technical, professional,
management and executive positions. Have
each describe and demonstrate his or her
job. Show the video in family and
consumer sciences classes, at a chapter
meeting or during a career fair. (Career
housekeeping operations to help families
organize their household cleaning, giving
them a nurturing home environment while
freeing time to spend in other activities.
(Families First)
Apply facilities management and
Connection)
Conduct home safety checks for family,
friends and neighbors—especially those
28 F C C L A C
Use knowledge of professional
H A P T E R
H A N D B O O K
maintenance safety skills to a targeted
career. Conduct a safety review of the work
Participate in the Job Interview STAR
Event.
STANDARD 6.0
FAMILY
Explore how character is influenced by
relationships in other cultures. Think of
families. Research family influence on
ways to use this information at work.
personality development at different ages.
Respect cultural traditions when interacting
Evaluate the significance of family and
its impact on the well being of
individuals and society.
Create a presentation that reminds young
with parents and children. Share what is
parents of their role in helping children
learned with co-workers. (Leaders at Work)
develop good character. (Dynamic
Leadership)
Members might…
Create a “career family tree.” Add each
relative’s occupation to a diagram that
shows several generations of the family.
Evaluate how career choices have changed
or stayed the same over time. Talk to
relatives about why they chose particular
booklet and distribute it to family
family members of traffic accident victims
members. (Power of One, “Family Ties”)
share how irresponsible driving affected
their lives. Follow up with traffic safety
videos, speakers, surveys and computer
driving simulations. (FACTS—Families
Acting for Community Traffic Safety)
Ask the mayor or city council to proclaim
and promote diversity in the community.
Invite organizations, families and
individuals to set up booths and lead
games or crafts related to their traditional
culture. Arrange for a panel of speakers to
childhoods. Collect the stories into a
Sponsor an all-school assembly at which
careers or jobs. (Career Connection)
Hold a “Family Cultures Fair” to celebrate
Interview older family members about their
“Celebrate Families Day” in your
community. Tie the celebration to National
Family Week (the week of Thanksgiving) or
Mother’s Day and Father’s Day in the
spring. Publicize and hold a special event
for families. (Families First)
discuss ways to respect others’ cultures and
come together as a community. Ask the
Learn about the cultures of children who
local cable station to televise the event.
are cared for at the early childhood
(Community Service)
workplace. Look in books and on the
Internet. Find out about adult-child
Research family relations and conflict
resolution techniques. Demonstrate an
understanding of the information by
developing various case studies and
offering solutions for each. (STAR Events
Interpersonal Communications*)
Present a display during parent-teacher
conferences. Set up a booth and hand out
information about youth violence and the
warning signs of violent behavior.
Encourage families to get students involved
in violence prevention. (STOP the
Violence—Students Taking On Prevention)
* Project ideas may not completely fulfill national STAR
Events guidelines. They are provided as “thought
provokers” to start members thinking about their own
projects.
29 F C C L A C
H A P T E R
H A N D B O O K
STANDARD 7.0
FAMILY AND
COMMUNITY SERVICES
budget. Distribute the menus, along with
needs and interests of special needs
related recipes, throughout the community.
customers. Find ways to make the
Invite all families to follow the menus for a
employer’s services more enjoyable and
week and to donate any money they save
accessible. Propose the new program or
on food costs to a charity of their choice.
service to the supervisor. Suggest ways it
(Community Service)
could be put into action. (Leaders at Work)
Work on a project that involves both youth
Explore options for further education and
and adults. Observe how people of
preparation for careers in family and
different ages get along. What builds
community services. (Power of One,
Build the transferable career skills of
relationships between age groups? Make a
“Working on Working”)
knowing how to learn new things and
chart that shows the interpersonal skills
being able to teach others. Read some
that are used and how often they are used
articles or books about different ways that
by youth and adults. Explain how the skills
people learn. Then, create a lesson to teach
and relationships illustrated on the chart
a family and community services-related
relate to family and community services
skill in a FACS class. Include learning
careers. (Dynamic Leadership)
Integrate knowledge, skills, and
practices required for careers in
family and community services.
Members might…
activities that will “work” for different
types of learners. Discuss the results with
the FCCLA adviser. Write a paragraph that
tells an employer about what was learned
and what skills were demonstrated through
this project. (Career Connection)
Investigate how much money local lowincome families have available to spend on
food each week. Create menus for a week
of nutritious meals that stay within that
30 F C C L A C
H A P T E R
H A N D B O O K
Investigate which local agencies and
organizations help families deal with
challenges and crises. Publish a family
services directory. Sponsor a youth tour of
several of the related facilities. (Families
First)
Work with people with different abilities.
Study the market and develop a business
plan for a company that provides respite
care for families with ill or handicapped
members. (STAR Events
Entrepreneurship*)
Volunteer to help with after-school
programs at school and in the community.
Such programs are important resources
during times when youth violence is most
likely to occur. (STOP the Violence—
Students Taking On Prevention)
* Project ideas may not completely fulfill national STAR
Create a program for customers with
Events guidelines. They are provided as “thought
physical or mental disabilities. Research the
provokers” to start members thinking about their own
projects.
STANDARD 8.0
FOOD PRODUCTION
AND SERVICES
there is a system for distributing this food
that family members will share together,
to hungry people, volunteer to help. If there
without any interruptions from television,
is no system, look for partners to help the
phone calls, etc. Food production and
chapter set one up. (Community Service)
services students can “host” the meal by
Integrate knowledge, skills, and
practices required for careers in food
production and services.
Learn and practice effective delegation.
Take the lead in a class or FCCLA project.
Follow delegation guidelines to involve
planning a simple menu, coordinating its
preparation and suggesting topics to talk
about. (Families First)
and support members in carrying out
Increase contacts in the food production
project responsibilities. At the end, ask for
and services industry. Volunteer unpaid
Work with one or two others to learn a food
feedback about delegation style. Share tips
time to participate in professional meetings
production and services skill they could use
for delegation with other student leaders.
and events. Ask to accompany the
to start a simple business, like decorating
(Dynamic Leadership)
supervisor to a meeting of local
Members might…
cakes, setting dinner party tables, baking
bread, etc. Create, promote and manage the
business. At the end of a month, make a list
of all the skills used to create the business
and keep it going. Write a job description
for each team member’s role. Include the
job-specific, transferable and selfmanagement skills needed to be a
successful entrepreneur. Share the job
descriptions with other students. (Career
Connection)
Explore what is done with unused but
edible food at local cafeterias, restaurants,
grocery stores and farmers’ markets. If
31 F C C L A C
H A P T E R
H A N D B O O K
Investigate how caterers safely transport
food and equipment. Collect company
policies that address employees’ use of
vehicles for business. If policies do not
include seat belt use, write letters to the
employers urging them to add this
requirement to their policies. Back up the
professionals. Volunteer for projects run by
professional associations. Ask to observe
professionals at other work sites. Organize
professional contacts in a computer
program or card file. Plan ways to keep in
touch with them. Discuss what was learned
with the adviser. (Leaders at Work)
request with statistics about the
Explore options for further education and
effectiveness of passenger restraints.
preparation for careers in food production
(FACTS—Families Acting for Community
and services. (Power of One, “Working on
Traffic Safety)
Working”)
Promote family table time. Encourage
Participate in the Food Service STAR Event.
families to plan at least one meal each week
STANDARD 9.0
FOOD SCIENCE,
DIETETICS, AND
NUTRITION
Analyze special nutritional needs of
Explore options for further education and
homeless people caused by exposure,
preparation for careers in food science,
fatigue, illness, etc. Develop suggested
dietetics and nutrition. (Power of One,
nutritional guidelines for groups that
“Working on Working”)
prepare meals for local shelters.
(Community Service)
Integrate knowledge, skills, and
practices required for careers in food
science, dietetics, and nutrition.
Conduct computer diet analyses for high
school students. Analyze the accuracy and
Practice problem solving. Analyze food
helpfulness of the diet analysis software.
safety practices among students in the
(STAR Events Applied Technology*)
school’s foods labs. Identify and implement
Members might…
solutions to observed food safety problems.
Organize a tour of different types of work
(Dynamic Leadership)
places that employ food science, dietetics
Create menu guidelines for meals that will
and nutrition professionals. Work with the
appeal to and meet the nutritional needs of
family and consumer sciences teacher and
a multigenerational household, with
other students to set up and participate in
children, parents and elderly persons living
the tour. Take along a video camera, and
together. Submit the guidelines and related
tape the tour. Afterwards, create a
information to the local paper. Ask them to
videotape version and report on what was
publish it as a service to local families.
learned. Share the tape with other students
(Families First)
in family and consumer sciences classes or
in a display set up during lunch breaks.
Train co-workers in sanitation and food
(Career Connection)
safety rules and procedures. (Leaders at
Work)
* Project ideas may not completely fulfill national STAR
Events guidelines. They are provided as “thought
provokers” to start members thinking about their own
projects.
32 F C C L A C
H A P T E R
H A N D B O O K
STANDARD 10.0
HOSPITALITY, TOURISM,
AND RECREATION
supervisors, co-workers, employees and
Explore options for further education and
customers. Create a video to illustrate this
preparation for careers in hospitality,
information and teach peers conflict
tourism and recreation. (Power of One,
management skills. (Dynamic Leadership)
“Working on Working”)
Integrate knowledge, skills, and
practices required for careers in
hospitality, tourism, and recreation.
Make arrangements for a state-of-the-art
Develop a Web page that promotes the
traffic safety exhibit to visit the school.
community’s hospitality, tourism and
Manage and promote this special event.
recreation services. (STAR Events Applied
(FACTS—Families Acting for Community
Technology*)
Members might…
Traffic Safety)
Conduct a campaign to educate other
students about careers in hospitality,
tourism and recreation. Create posters,
announcements, handouts and other
materials urging peers to “SIGN ON for
Hospitality Careers.” Include details of
how personal qualities and lifestyle options
relate to the career area. Highlight career
Sponsor family nights that feature fun
activities, entertainment and stressreducing information for family members
to enjoy together. Conduct a public
awareness campaign to encourage
members to use recreational activities as
stress-busters. (Families First)
research materials in which students can
Experience being in charge of a special
find more information. (Career Connection)
event. Volunteer to assist the organizer of a
Mobilize local youth to raise money and
develop plans for a new community
playground or park. (Community Service)
fundraiser for a charitable organization.
Take on real responsibilities. Try to work in
a variety of areas, like planning, promotion,
budgeting, sponsor contacts, etc. Share
Speak with hospitality, tourism and
what was learned with fellow students.
recreation managers about how they use
(Leaders at Work)
conflict management skills with
33 F C C L A C
H A P T E R
H A N D B O O K
* Project ideas may not completely fulfill national STAR
Events guidelines. They are provided as “thought
provokers” to start members thinking about their own
projects.
STANDARD 11.0
HOUSING, INTERIORS,
AND FURNISHINGS
Integrate knowledge, skills, and
practices required for careers in
housing, interiors, and furnishings.
Explore professional ethics. Write sample
Explore options for further education and
scenarios that involve ethical challenges
preparation for careers in housing, interiors
and are set in the housing, interiors and
and furnishings. (Power of One, “Working
furnishings industry. Use the sample
on Working”)
challenges to lead a session with fellow
FCCLA members. Have members role play
responses to the challenges. Lead a
discussion about the consequences of
Members might…
ethical and unethical choices. Challenge
Talk to people who work in housing,
interiors and furnishings about their careers
members to commit to positive ethics.
Invite an interior designer or other
entrepreneur to discuss the ups and downs
of owning a housing-related business.
Incorporate this information into a business
plan. (STAR Events Entrepreneurship*)
(Dynamic Leadership)
and how work affects lifestyle choice. Then,
Sponsor a workshop at which families
publish a pamphlet that describes the
construct bulletin boards for displaying
career. Include quotes from interviewees
family members’ accomplishments,
about work hours, flexibility, fringe
“thoughts for the day” and notes. Provide
benefits and what employers expect from
prepared lettering for the board with titles
people who want to succeed in this career.
like “Big Events” and “Applause!”
(Career Connection)
(Families First)
Arrange to decorate and furnish a child’s
Improve speaking skills by volunteering as
room for an organization that rehabilitates
a host or “docent” at an historic house. This
or builds affordable housing for low-
might be a museum. Or, it might be a
income families. If possible, work with the
private home open only for a special event.
child who will live in the room and
Speak to small groups of people about the
decorate with his or her favorite colors,
house. Tell about its architecture and
* Project ideas may not completely fulfill national STAR
characters, etc. (Community Service)
furnishings. Explain how these relate to its
Events guidelines. They are provided as “thought
history. (Leaders at Work)
34 F C C L A C
H A P T E R
H A N D B O O K
provokers” to start members thinking about their own
projects.
STANDARD 12.0
HUMAN DEVELOPMENT
Promote teamwork while leading a chapter
Identify a negative personal habit or
activity or project. Learn about team
characteristic. Create and follow a plan to
building and how it benefits individuals
improve. (Power of One, “A Better You”)
Analyze factors that impact human
growth and development.
and the team. Use teamwork strategies.
After the activity or project, lead a
discussion about the how the team worked
Members might…
together and how participants felt about
Organize a career fair for grades K-5.
the process. (Dynamic Leadership)
Include professionals from the US Postal
Hold a traffic safety camp for grades K-3.
Service, local police and ambulance, a nurse
Cover street crossing, being a good auto
and/or doctor—the sky is the limit.
passenger, school bus safety, road signs
Chapter members recruit these individuals
and traffic lights. (FACTS—Families Acting
and act as guides for the K-5 students.
for Community Traffic Safety)
Make sure the guides have a list of
Develop a PowerPoint_ presentation about
the effects drinking and drugs have on an
unborn child. (STAR Events Applied
Technology*)
Publicize the “early warning signs” of
potential violence and help students get
help for troubled peers. Include a fact about
youth violence and several warning signs
of violent behavior as part of the school’s
daily announcements each day for a week.
questions ready to ask each professional so
Work with health care providers to
(STOP the Violence—Students Taking On
the youngsters get the most out of the
distribute information about child health
Prevention)
experience. (Career Connection)
and safety. Help parents, grandparents and
care providers realize that accidents are a
Undertake a joint project with residents of a
major cause of childhood illness. Provide
local nursing home. Create a mural or quilt
tips to avoid accidents. (Families First)
together. Wrap packages for a charity gift
distribution. Raise funds for a good cause
Write a series of newsletters about child
with a rock-a-thon, puzzle-a-thon, checker-
development topics that interest parents.
a-thon, storytelling marathon or other fun
Distribute them to the parents of child care
event that brings together youth and senior
center students. (Leaders at Work)
citizens. (Community Service)
35 F C C L A C
H A P T E R
H A N D B O O K
* Project ideas may not completely fulfill national STAR
Events guidelines. They are provided as “thought
provokers” to start members thinking about their own
projects.
STANDARD 13.0
INTERPERSONAL
RELATIONSHIPS
Demonstrate respectful and caring
relationships in the family, workplace,
and community.
List things peers need to do to get along
Create and follow a plan to personally
with one another. The list might include
invite at least five friends to join the FCCLA
listening, respecting others, controlling
chapter. (Power of One, “Speak Out for
emotions, etc. Research additional tips in
FCCLA”)
books, and ask teachers and other adults
what they think. Give a five-minute speech
that tells young people ways to get along
with one another. (Dynamic Leadership)
Members might…
Survey concerns and communication needs
of teens and parents. Report results in
school and local newspapers. Offer
communication improvement tips with the
Promote the message that “friends don’t let
daily school announcements. (STAR Events
Conduct an informational interview or job
friends drive drunk.” Encourage peers to
Interpersonal Communications*)
shadowing experience with someone who
make safe driving a priority in their
works in a career that interests them. In
relationships. (FACTS—Families Acting for
advance, research how to get the most from
Community Traffic Safety)
informational interviews and job
Create ways for students from diverse
backgrounds, cultures, genders and cliques
to get to know one another. Involve a
Family stories often involve a lot of fun and
variety of students in a service project, or
humor. Ask peers to collect funny family
sponsor a cultural fair. When young people
stories, then write a story or draw a cartoon
build positive relationships with one
depicting one. Publish the creations in a
another, they are more likely to be tolerant
Help youth with special needs fit into the
booklet. Introduce it at a “Family Laugh-
of differences and avoid violence. (STOP
school and community. Pair up FCCLA
In” event with skits, entertainment and
the Violence—Students Taking On
members with special needs students.
games. Emphasize that humor and fun
Prevention)
Attend school and community activities
times can strengthen family relationships.
together. Host special events like parties,
(Families First)
shadowing. Afterwards, report to the
family and consumer sciences teacher.
(Career Connection)
dances and games that allow special needs
youth to shine. Involve special needs youth
in community service activities.
(Community Service)
36 F C C L A C
H A P T E R
Explore the positive and negative effects of
Events guidelines. They are provided as “thought
peer pressure on the job. Present related
provokers” to start members thinking about their own
information to fellow student workers.
projects.
(Leaders at Work)
H A N D B O O K
* Project ideas may not completely fulfill national STAR
STANDARD 14.0
NUTRITION AND
WELLNESS
Demonstrate nutrition and wellness
practices that enhance individual
and family well being.
Hold a fun Olympics-style event for
elementary classes with fitness activities
and nutrition awareness games. At the
end, serve nutritious snacks and send
instructions and recipes home with the
children. (Families First)
Create a business that, once a week,
caters dinner for students who attend late
Members might…
afternoon/evening classes. Offer
Identify careers that involve protecting
nutritious alternatives to the junk food
food safety, from production through
usually available to these students.
consumption. (Career Connection)
(Leaders at Work)
Hold a “hunger banquet” to demonstrate
Prepare several nutritious meals for the
what it’s like to go with little food when
family. (Power of One, “Family Ties”)
others have plenty. Ask peers to donate
the cost of a day’s lunch or snacks to help
Analyze how home computers influence
feed hungry people. Work with a local
family nutrition and wellness. (STAR
food pantry or shelter to purchase and
Events Applied Technology*)
distribute food with these donations.
(Community Service)
Lead fellow chapter members in
promoting the Great American Smoke-
* Project ideas may not completely fulfill national STAR
out or another health-related event.
Events guidelines. They are provided as “thought
provokers” to start members thinking about their own
(Dynamic Leadership)
37 F C C L A C
H A P T E R
projects.
H A N D B O O K
STANDARD 15.0
PARENTING
Evaluate the impact of parenting roles
and responsibilities on strengthening
the well being of individuals and
families.
prevention teaching resources.
related lessons to elementary students.
(Community Service)
(Leaders at Work)
Choose a parenting-related issue of
Present a talk that discusses positive
personal concern. Research the topic.
parenting practices. (Power of One, “Take
Create a five-minute talk to persuade other
the Lead”)
youth to choose positive actions to address
the issue. Give the talk in a family and
Members might…
consumer sciences class. (Dynamic
Set up a panel of parents with children of
Leadership)
various ages to talk about how they
Encourage parents to use wise passenger
integrate work and life. Include adults who
safety procedures with their school-age
represent a variety of career and lifestyle
children, such as using booster seats and
options—two-income couples, single
keeping children in the back seat. Suggest
parents, entrepreneurs, stay-at-home
ways parents can communicate and stand
parents, etc. Work together to extend
by related family rules. (FACTS—Families
invitations, confirm arrangements, prepare
Acting for Community Traffic Safety)
Sponsor a family fun night and health fair
for parents and young children. (STAR
Events Focus on Children*)
Prepare an exhibit about the effects of
media violence on young children. Set it up
at the local library. Suggest ways parents
can monitor and respond to children’s TV
and media viewing. (STOP the Violence—
Students Taking On Prevention)
questions, publicize, emcee the panel and
send thank-you letters to the panelists. Ask
the local newspaper to cover the
presentation. (Career Connection)
Research child abuse in the neighborhood
or community. Produce and distribute
“instant reminder cards” with helpful tips
for how parents and other adults can keep
Sponsor a panel of teen parents discussing
from hurting children. List places parents
the challenges of parenting and how their
can call if they need help. (Families First)
lives and their children’s lives would be
different if they had postponed
parenthood. Raise funds to purchase Baby
Think It Over® dolls and other pregnancy
38 F C C L A C
H A P T E R
H A N D B O O K
Develop a program that encourages parents
to read with children. Provide learning
activities the parents can use, and teach
* Project ideas may not completely fulfill national STAR
Events guidelines. They are provided as “thought
provokers” to start members thinking about their own
projects.
STANDARD 16.0
TEXTILES AND APPAREL
assertiveness techniques in that situation.
Explore options for further education and
Keep a journal about what happens.
preparation for careers in textiles and
Continue to practice assertiveness, address
apparel. (Power of One, “Working on
Integrate knowledge, skills, and
practices required for careers in
textiles and apparel.
conflicts and write a journal for several
Working”)
Members might…
was learned. Train other family and
weeks. Then, prepare a summary of what
was done, how actions changed and what
consumer sciences students to practice
Organize an “Interview Image” clothing
assertiveness and conflict management at
demonstration. Invite local stores, as well
work. (Dynamic Leadership)
Develop a fashion photo essay about fall
fashion trends. Using technology, shoot
and develop photos and produce a
portfolio with captions. (STAR Events
Applied Technology*)
as the school’s fashion design and clothing
production students, to present clothing
Set up a display that recommends easy-
that is appropriate for young people to
care, easy-clean options for clothing and
wear to job interviews. Coordinate,
decorating textiles for families with young
publicize, script and emcee the event.
children. (Families First)
(Career Connection)
Propose a sale at the place of employment.
Create a “tactile quilt” to teach young
Identify items to be put on sale. Evaluate
children about colors, textures, how to use
how much sales need to increase to make
buttons and zippers, etc. Donate the quilt to
up for lower profits. Plan how to promote
a nonprofit child care center. (Community
the sale and reach sales goals. Present a
Service)
proposal to the supervisor. Ask the
supervisor to evaluate and improve the
Practice assertiveness and conflict
plan. Share what was learned with fellow
* Project ideas may not completely fulfill national STAR
management skills at work. First, research
students. (Leaders at Work)
Events guidelines. They are provided as “thought
assertiveness. Identify situations in which
provokers” to start members thinking about their own
projects.
to be more assertive at work. Use
39 F C C L A C
H A P T E R
H A N D B O O K
FCCLA PROJECT IDEAS FOR MIDDLE LEVEL MEMBERS
The examples that follow may help members develop their own ideas for chapter programs and projects.
Resource Management
Career Exploration
Teach upper-elementary science students about recycling.
Create a resume that identifies qualities you now possess that
Set up can and cardboard recycling in the school cafeteria and
would make you a good job candidate.
kitchens. List qualities to look for when buying clothing. Create a
Organize a two-week business to design, create and sell t-shirts.
display comparing cost and quality of popular clothing items.
Use proceeds to send chapter members to Cluster Meeting.
Collect household items that would otherwise be thrown away, like
Identify jobs that require family and consumer sciences knowledge.
empty plastic bottles, shoe boxes, margarine containers, etc. Use the
Set up a day when students “shadow” an adult working in a job
items to create safe, age-appropriate toys for preschool children.
that interests them. Have them share the experience through
Donate them to a nonprofit child care center.
photographs and brief reports.
Investigate and publicize ways to save energy around the house.
Create a flyer or bulletin board that lists creative ways middle level
Invite a speaker to demonstrate how to set up and use checking and
students can make money.
savings accounts.
Interview a student with a job on his or her likes and dislikes about
Create handouts that show consumers’ rights and responsibilities.
Distribute them at a local shopping mall.
Sponsor an antishoplifting campaign. Educate students with
posters, speakers and skits.
Take responsibility for organizing and maintaining personal living
space. Turn the effort into a “Family Ties” Power of One project
and evaluate how it influences family living.
working while attending school.
Sponsor a “dress for success” day when students come to school
dressed and carrying props for the jobs they may want someday.
List 10 things you are interested in that might lead to a career.
Investigate careers related to one of your interests, and share your
findings with classmates.
Ask family members and other adults what they think are the three
most important habits for success on the job. Compile a list from all
members. Create skits showing good and bad job habits and
present them to other students.
40 F C C L A C
H A P T E R
H A N D B O O K
Developing Self-Identity
Healthy Lifestyle
Improve a personal habit, like anger control, nail biting or neatness,
Organize and promote a family fun night featuring family-oriented
through a Power of One “A Better You” project.
recreation and nutritious snacks.
Create family crests showing special activities, beliefs and traditions
Modify a snack recipe to better fit the nutritional needs of elderly
of students’ families. Post them for a school open house.
people.
Visit an elementary classroom and lead a lesson about why families
Evaluate which school lunch choices best fit the nutritional needs of
are important. Give children a list of fun family activities to take
middle level students. During lunch period, check students’ lunch
home.
choices and give a prize to students who select nutritious foods.
Create “Unique U” collages showing chapter members’ positive
Watch a presentation or video about eating disorders. Create and
personality traits. Hang them on members’ lockers.
distribute bookmarks that list the warning signs and where to turn
for help.
Identify reasons middle level students should abstain from sexual
activity. Create posters to persuade students to pay attention to
Investigate whether your weight is appropriate for your age, height
and build. Create eating and exercise plans to reach or maintain a
these reasons.
desirable weight.
Sponsor a CHARACTER COUNTS! campaign for students.
Promote positive character traits with flyers, skits, posters and
Create a video, musical presentation, skit or puppet show to help
younger children avoid substance abuse.
rallies.
Make a list of 10 ways to say no to negative peer pressure. Publish it
in the school newsletter.
Analyze personal strengths and weaknesses revealed through
FCCLA leadership roles. Identify ways to strengthen weaker areas.
Invite a consultant to share skin-care tips for middle level students.
Separate sessions might also cover make-up for girls and shaving
for guys.
Offer a service to conduct home safety checks.
Team up with crime prevention mascot McGruff and local police to
promote safety awareness and crime prevention.
Promote awareness of nutrition and fitness with a week-long
educational campaign in the school. Use announcements, posters,
events and contests to involve other students.
41 F C C L A C
H A P T E R
H A N D B O O K
Relationships
Working in Groups
Form two-person teams to make decisions typically faced by a
Brainstorm, develop and vote on rules and activities for the
married couple. Afterwards, discuss marital roles and assumptions.
class/chapter.
Prepare holiday and seasonal greetings and decorations to be
Learn a game, dance or leisure activity from another culture and
delivered to elderly people with Meals on Wheels once a month.
teach it to other students. Discuss ways that various cultures’
Interview or write letters to your grandparent(s), asking how a
family tradition started. Report findings to classmates.
Identify communication challenges in your family. Explore ways to
improve family communication and try them at home. Report what
happens.
contributions improve the school and community.
Learn cooperative games, in which everyone is challenged,
participates and “wins.” Organize one such game during lunch
period once a month.
Identify different types of teams, like families, work teams, clubs,
As a chapter, create a definition of “family” that covers all different
etc. Publish and distribute a flyer with teamwork tips.
kinds of families. Create a poster illustrating the definition and
Research the traits of effective leaders. Publish a flyer of tips for
display it at school and community events.
student leaders.
Survey several people of different ages about what they feel makes
Use the FCCLA planning process to develop, carry out and
and keeps a good friend. Write up the responses for the school
evaluate a group project.
paper or newsletter.
Work with other chapter members to develop a product or service
Develop a “code of conduct” members agree to use in their
and market it to others. Use the profits to support a chapter project,
relationships with others in the chapter.
event or meeting.
Set up intergenerational activities that bring together children,
Lead a discussion among chapter members about a current issue.
middle level students and senior citizens.
Afterwards, evaluate how members interacted and what you
Learn how to prevent arguments and fights with conflict
management techniques. Teach other students how to use them.
42 F C C L A C
H A P T E R
H A N D B O O K
learned.
MANAGING FCCLA
PROGRAMS AND
PROJECTS
An FCCLA chapter will probably be
picture,” chapter leaders can identify
opportunities for members to combine
efforts and can avoid overloading members
NATIONAL FCCLA
PROGRAMS
with too many programs and projects at
National FCCLA provides a menu of
one time.
programs that offer ready-to-use materials
to guide students through creating and
involved in numerous programs and have
FCCLA Project Contract
carrying out projects. National programs
several projects, in various stages,
This form is a tool to help summarize and
encourage members to enhance their
occurring at the same time. Individual
track projects and related activities.
personal growth and build leadership
committees may be planning, carrying out
FCCLA Activity Planning Sheet
skills. As students plan projects and
and evaluating projects while other
This form can help members think through
elements of the chapter’s program of work
how and when they will complete activities
satisfaction of making a difference in their
are also underway.
related to planned programs and projects.
own lives, their families, their schools and
members, project teams and chapter
execute their ideas, they experience the
their communities. National programs are
It is important for members to complete
offered as tools to accomplish these results.
their own responsibilities while also
keeping others informed and involved. The
Many state associations offer programs in
Student Leadership section of this
addition to the national FCCLA programs.
handbook provides tips to help members
Contact your state FCCLA adviser to
accept and follow through with chapterrelated responsibilities.
“Remember: if it’s red,
it’s a link”
inquire about these opportunities.
National FCCLA Programs List
The chapter’s student leaders or officers
This list briefly describes national FCCLA
should keep track of and help coordinate
programs at the time this handbook was
all programs and projects. Often, the
created. Since programs are constantly
chapter vice-president has this
evolving, check the FCCLA Web site,
responsibility. By looking at the “big
www.fcclainc.org, for the most up-to-date
information.
43 F C C L A C
H A P T E R
H A N D B O O K
Steps for Using a State or National
FCCLA Program
These suggestions guide members and
advisers through learning about and
implementing existing programs.
Choosing a National Program
This list suggests priority factors for
national FCCLA programs that may help
advisers and members choose which
programs to use and in what settings.
“Remember: if it’s red,
it’s a link”
44 F C C L A C
H A P T E R
H A N D B O OK
FCCLA PROJECT CONTRACT
Complete and submit to the FCCLA adviser.
Student(s) coordinating project:_____________________________________________________________
Title of project:___________________________________________________________________________
Type of project:
Community service
peer education
individual growth
career development
fundraising
STAR Events
Briefly describe the project:
Briefly describe your plan to complete the project:
Attach a copy of your completed FCCLA Planning Process Worksheet.
What activities or events need to take place to complete this project?
Activity_____________________________________ Proposed date_________________
Activity_____________________________________ Proposed date_________________
Activity_____________________________________ Proposed date_________________
What resources are needed to complete this project?
•
People resources, including___________________________________________________________
•
Materials, including__________________________________________________________________
•
Financial resources in the amount of $____________________
What will you, as project leader(s), do to make sure this project is a success?
What do you think is the biggest challenge related to this project?
Please write additional comments or considerations on back of this sheet.
Reproducible © Family, Career and Community Leaders of America, Inc.
FCCLA ACTIVITY PLANNING SHEET
Type of Activity_________________________________
Location_________________________________
Purpose________________________________________
Total Time______________
Date___________
Participants/Attendees_____________________________________________________________________
Timing
Activity
Methods
Who
Responsible
Reproducible © Family, Career and Community Leaders of America, Inc.
Resources
National FCCLA Program Support
Resources
NATIONAL FCCLA
PROGRAMS
(communication, interpersonal,
prepare for a family and consumer sciences
National FCCLA offers materials to
Career Connection: Members develop
career.
support all of its national programs, as well
projects that guide them to discover
strengths, target career goals and create a
plan for achieving the lifestyle they desire.
management, entrepreneurship) and
Power of One: Members develop
individual self-improvement projects
as handbooks, guides, activity sheets,
audiovisuals, brochures, The Adviser
related to personal growth, family, careers,
newsletter, Teen Times magazine and more.
Community Service: Members develop a
leadership and communication about
A complete list of resources created to
project that uses family and consumer
FCCLA.
support students and teachers in their
sciences skills to address a community
need.
STAR Events (Students Taking Action
with Recognition): Members participate in
FCCLA involvement is available in the
annual FCCLA Publications Catalog. A free
catalog is available on request from
Dynamic Leadership: Members develop
competitive events that build proficiency
projects and learn skills to be strong leaders
and achievement in leadership and job-
national FCCLA via its Web site
in families, careers and communities.
related skills.
(www.fcclainc.org), e-mail, fax-on-demand
FACTS (Families Acting for Community
STOP the Violence–Students Taking On
Traffic Safety): Members develop projects
Prevention: Members develop projects to
to reduce impaired driving and increase
educate their peers to recognize, report and
seatbelt usage.
reduce the potential for youth violence.
Families First: Members develop projects
Student Body: Members develop projects
that help them gain a better understanding
to educate their peers about nutrition,
of how families work and learn skills to
fitness and self-esteem.
NOTE: FCCLA national programs are
projects to educate their peers to earn,
constantly evolving. Check the FCCLA
spend and save money wisely.
Web site, www.fcclainc.org, for the most
47 F C C L A C
H A P T E R
H A N D B O OK
lapel pins, certificates, t-shirts and a variety
of other recognition and promotional items
for national FCCLA programs. See the
National FCCLA Contact Information in
Financial Fitness: Members develop
the-job projects to polish leadership skills
National FCCLA Program Recognition
and Promotional Items
The FCCLA emblematic supplier provides
become strong family members.
Leaders at Work: Members develop on-
or telephone.
up-to-date information.
this handbook for the supplier’s name,
address and phone.
STEPS FOR USING A
STATE OR NATIONAL
FCCLA PROGRAM
5. Help members learn about the
Follow these steps to involve students in
6. Start small, with a short-term
programs offered by national FCCLA or
project or single activity.
your state association.
program. Program handbooks
contain plans and reproducible
materials for doing so.
7. Guide members as they follow the
1. Learn about available programs.
FCCLA planning process. Allow
Read descriptions in this
them to be truly responsible for the
handbook’s National FCCLA
project.
Programs List, on the FCCLA Web
8. Seek recognition in the school and
site (www.fcclainc.org) and in
community and from state and
FCCLA publications.
national FCCLA.
CHOOSING A NATIONAL
FCCLA PROGRAM
Although all FCCLA national programs can
be adapted for use with students of various
abilities and experience, advisers and
chapter leaders find that certain programs
serve specific members’ needs better than
others. The table, Priority Factors of
National FCCLA Programs, suggests
elements of national FCCLA programs that
may help advisers and members choose
which programs to use and in what
settings.
2. Select a program that fits the family
and consumer sciences curriculum
Definitions
and members’ interests.
Four “priority factors,” based on advisers’
3. If the chapter does not yet have a
general feedback, are described for each
copy, order the specific program
program.
handbook from national FCCLA
Approach: most often used or most
headquarters.
4. Learn about the program. Read the
program handbook and related
articles in FCCLA publications. If
possible, attend workshops about
the program. Talk with other
advisers.
48 F C C L A C
H A P T E R
“Remember: if it’s red,
it’s a link”
appropriate as a cooperative, individual or
competitive program.
Time Commitment: most often used as a
short-term (a few class periods), mediumterm (several weeks, part-time), or longterm (full-semester or full-year) effort.
H A N D B O O K
Overarching Value: program’s basic,
issues-related premise.
Forte:
Strongly integrated: easily plugs into
lessons typically covered in family and
consumer sciences programs.
PR value: results in projects that draw
positive public attention to the FCCLA
chapter and family and consumer
sciences program.
Timeliness: ties into topics that are
“hot” right now.
Recognition: results in concrete student
recognition.
49 F C C L A C
H A P T E R
H A N D B O O K
PRIORITY FACTORS OF NATIONAL FCCLA PROGRAMS
Program
Approach
Career
Cooperative
Time
Commitment
Overarching Value
Forte
Short- or
Medium-term
By building a solid base of career
know-how now, young people
can make sure they have plenty
of options later on the job, at
home and in the community.
Strongly
integrated;
Timeliness
Cooperative
Medium- or
Long-term
Young people have a
responsibility to make life better
for people in their community.
PR value
Leadership
Cooperative &
Individualized
Short- or
Medium-term
Young people can learn the
information, skills, attitudes and
strategies that prepare them for
leadership in families, careers
and communities.
Strongly
integrated
Families
Cooperative
Medium- or
Long-term
Young people can learn and
apply skills to strengthen their
families and the families around
them.
Strongly
integrated
FACTS
Cooperative
Medium-term
Improved traffic safety
awareness and behavior among
young people can save lives.
Timeliness
Leaders at
Individualized
Medium-term
Young people need to develop
on-the-job leadership skills that
lead to career success.
Strongly
integrated
Individualized
Short- or
Medium-term
By analyzing themselves and
taking action, young people
develop the power to reach their
personal goals
Strongly
integrated
Competitive
Medium-term
Young people should be
recognized for their efforts to
learn and grow.
Recognition
Cooperative
Medium- or
Long-term
Young people can take action to
recognize, report and reduce the
potential for school violence.
Timeliness
Connection
Community
Service
Dynamic
First
Work
Power of
One
STAR
Events
STOP the
Violence