Go Co-Curricular! Professional Day July 31, 2006 Sickles High School

Goals for Go Co-Curricular! Why FCCLA in the Classroom FCCLA Chapter Structure FCCLA as a Teaching Tool Accountability and Assessment Co-curricular National Program Ideas

FCCLA Helps Teachers……… Incorporate school-to-career elements and applied academics into the Family and Consumer Sciences program Serve special populations Enrich classroom teaching and motivate students to learn Fulfill student performance standards and competencies Reduce preparation time as students take responsibility for learning Guide students toward meaningful projects that enhance the image of Family and Consumer Sciences Education Model how to help others publicize the Family and Consumer Sciences program to parents, administrators, and community Attract more students Establish rapport with students Develop leaders who can assist in the classroom Become aware of additional resources Expand professional experience and fulfillment Tap into a professional support system

Co-Curricular FCCLA Activities Are initiated during class time Complement classroom learning Use FCCLA resources in class Are initiated, developed, and evaluated by students Relate to the FCCLA purposes Provide incentives and recognition that are not part of class requirements Encourage community involvement Enhance and promote Family and Consumer Sciences Education

Chapter Structure One Chapter Per Class One Mini-Chapter Per Class One Chapter Per Adviser Each class functions as a chapter within the classroom, selecting leaders and conducting projects. Each class affiliates as a separate chapter. Each class functions as a chapter with the classroom, selecting leaders and conducting projects. The mini- chapters affiliate as a single chapter for the school In a multiple-teacher school, each adviser’s classroom mini- chapters affiliate as a separate chapter.

FCCLA as A Teaching Tool Visibility: FCCLA is an integral part of the total Family and Consumer Sciences program, so keep it visible. Display the emblem, creed, and purposes. They can arouse interest, promote enrollment, and spark classes into action Planning Process: Use the FCCLA Planning Process to brainstorm students ideas on any classroom topic. Identify it as a part of what young people learn in FCCLA. If possible, use the planning process to determine topics and priorities of the entire course. Resources: Use Teen Times, the state FCCLA newsletter, Advisor excerpts, etc. when discussing young people’s needs and concerns. Identify the resources as among the benefits of belonging to FCCLA/

FCCLA as A Teaching Tool Student Leadership: Turn the planning, management, and implementation of learning activities like films, speakers, and enrichment activities over to students. Show how the topic relates to an FCCLA national program. Students develop leadership as they create the activity. Because it is “their” activity, they must put more into it and, as a result, get much more out of it. This is an easy, effective way to integrate FCCLA into the curriculum and is easier on you. Flexibility: When a class discussion lends itself to developing an FCCLA project, hand the president the gavel and have an “instant” FCCLA meeting. FCCLA programs and projects are outgrowths of the curriculum…encourage them to grow when the “teachable moment” arrives. Subtle influence: You can be the “gardener” who plants the seed of an idea, then lets students take over to grow it. Toss out an idea, then sit back and watch it grow into a super student-created project idea. You can “cultivate” some direction during discussion while giving students ownership of their ideas and plans.

Educational Outcomes and the National FCCLA Programs Many schools’ educational standards and curriculum competencies can be ideally achieved through projects related to the FCCLA national programs. Here are sample competencies especially suited to FCCLA fulfillment. Demonstrate decision-making skills Demonstrate creative and critical-thinking skills Identify and use available resources and support systems Learn in the community Identify and solve practical problems Improve communication skills Develop leadership skills Learn cooperation and team work Develop skills and ethical behavior needed for successful employment Learn to balance school, home, and work responsibilities

Examples of Co-Curricular in Action Welcome bags for New Students….Middle School Level FACS topics: nutrition and healthy eating, relationships in families, peer groups, school, community, and the work place. National FCCLA Program: Student Body Students work with school guidance counselors to identify and collect information needed by students who are new to the school. Students construct cloth bags in clothing/textile curriculum Students research and provide healthy snacks and nutrition information to distribute with the bags FCCLA chapter hosts a welcome breakfast for new students. Students submit a report about their project to state and national FCCLA

Examples of Co-Curricular in Action Illustrated Talk – Middle or High School Level FACS Topic: Demonstrate skills and behaviors of positive relationships in families, peer groups, community and the work place. National FCCLA Program: Illustrated Talk STAR Event Teacher provides a list of teen concerns from which students may select a topic to research and present an oral presentation to class. Each student’s project, following guidelines in STAR Events Manual includes a file folder, oral presentation, and visuals. Students assess each other’s presentation in class using the STAR Events rating sheet. Well-rated students who are interested continue to develop and practice their presentations, then participate in district level STAR Events.

Examples of Co-Curricular in Action Intergenerational Wisdom – Middle or High School FACS Topic: Intergenerational relationships; human development National FCCLA Program: Power of One (“Family Ties” Unit)  Class develops a list of questions to use for interviewing grandparents to gain intergenerational wisdom  During a foods lab, students prepare cookies to take on the interview  After the interview, each student creates finished, decorated notebook with all of the questions and answerw and information about the person interviewed.  During class, each student completes and submits the Power of One “Family Ties” Project Sheet.

Go Co-Curricular! Interested in learning more? Use The Essential Guide to FCCLA in the Classroom to Help you get started!