National FFADelegate Process

Needs of the Committee for Exploring Methods of IncreasingDiversity & Inclusion in National FFA Programs

The delegate committee for “Exploring Methods of Increasing Diversity & Inclusion inNational FFA Programs” is charged with defining diversity and inclusion in regardsto the National FFA Organization. They are to evaluate the “We Are FFA” programand discuss ways we can be all inclusive in all programs, curriculum, and ceremonies.They are also to explore ways to quantify data in regards to diversity.

What is the National FFA Organization’s statement or policyon diversity? How is it defined?We do not have a blanketed statement or policy on diversity. Below is our description of the platform as indicated on the We AreFFA strategic plan:

“We Are FFA is the National FFA Organization’s platform to promote the appreciation of diversity through inclusiveness. Weencourage members to celebrate diversity while becoming multiculturally aware through inclusive activities. We Are FFA willengage our students by providing opportunities to participate in inclusive activities at various levels within the organization andopportunities to interact and learn about the diversity that make up our membership. This diversity will span from culture, tothought, to agriculture and much more as our membership is vastly diverse.”

The model below is used as a foundation for the resources and activities offered:

A complete copy of the “We Are FFA” strategic plan is included in this research.

Response provided by Ashli Weinrich, Sr. Educational Consultant, Educational Development and Assessment Team

National FFADelegate Process

How is the National FFA Organization currently trying tocreate an inclusive environment (i.e. programs, curriculum,trainer onboarding, We Are FFA, etc.)?The national FFA organization has continued to engage in the We Are FFA opportunities at convention which help celebratediversity through inclusion. Additionally, we are starting to work on creating supplemental items to help support items to helpdrive this conversation into action at the local level. As programs and curriculum are revised we will look to understand barriers andlook to become more inclusive.

Response provided by Christine White, Director, LEAD Division

What data are we collecting (general membership and We AreFFA), and what methods are being used to college that data?From the general membership we have been collecting demographics such as race, ethnicity, gender, and location (rural, urban,suburban). This data is being collected on the annual report done by each year by state staff. We have been collecting student’sthoughts around the topics of diversity and inclusion, contact information, and future career aspirations within the We Are FFAbooth at National Convention and Expo since 2013. All data within the We Are FFA booth has been collected through studentpictures.

Response provided by Ambra Tennery, Team Leader, Educational Development and Assessment Team and Ashli Weinrich, Sr.Educational Consultant, Educational Development and Assessment Team

What are other CTSO’s doing in terms of diversityprogramming?The National FFA Organization is not intimately familiar with specific diversity programming efforts by other Career and TechnicalStudent Organizations. Below are the other CTSO organizations websites that you can peruse to view programs and initiatives.

Organization WebsiteBusiness Professional ofAmerica

http://www.bpa.org/

DECA http://www.deca.org/

Family, Career andCommunity Leaders ofAmerica

http://www.fcclainc.org/

Future Business Leadersof America

http://www.fbla-pbl.org/

HOSA http://www.hosa.org/

Skills USA http://www.skillsusa.org/

Technology StudentsAssociation

http://www.tsaweb.org/

National FFADelegate Process

What accommodations are made for special needs students?The National FFA Organization has a very detailed and specific process to provide accommodations for members who areparticipating in competitive and non-competitive events, See attached Special Needs Policy and Procedure Document.

In each situation the request for accommodations is reviewed based on the individual’s needs and the type of activity that theindividual is participating in. The ultimate goal here is to provide the accommodations without drawing undue attention to theindividual or providing the individual with an unfair advantage over other participants

For competitive events, the main goal is to provide accommodations that allow the participant to participate to the best of theirabilities with the accommodations provided while not providing an undue advantage or to put the other participants at an unfairdisadvantage.

For the National FFA to grant an accommodation(s) for individuals it must be supported as outlined in the American withDisabilities Act (ADA). For a situation to qualify for accommodations it must be caused by a diagnosed medical condition. Astudent’s IEP does not meet the requirement of the law unless it contains a medical diagnosis with the medical professionalsignature attached. As an example, a member can have an IEP for low reading abilities because they are a slow reader, no otherreasons, just a slow or low reading ability. In this situation no accommodations would be provided, however if the slow or lowreading ability was the result of a diagnosed medical condition than accommodations appropriate for activity would be provided.

Because the accommodations and all information gathered is protected by privacy laws and the privacy policies of the NationalFFA Organization, I cannot provide specific details. The information below is a general summary of accommodations provided.

1. Provided readers and scribes.2. Provided American Sign Language interpreters to accompany individuals and assist with communications.3. Allows adult companions to shadow a participant to monitor an individual’s health during an event.4. Allowing a personal assistant to be engaged in the activity, including the adjustment of rooming assignments to allow a

personal assistant to be in a hotel room with a participant.5. Provided alternative transportation needs for mobility issues. Including scheduling specially equipment vehicles to allow

access to farm or plot locations or general transportation to a specific event site.6. Translated information into large font print. Published and reproduced student activity guides increased to 250 – 300%

original size.7. Provided key documents in a general word format that would allow the participants teacher to translate information into

Braille. (FFA Handbook, FFA Manual, National Convention Schedule and Guidebook)8. In some non- competitive conferences, a modified participation schedule was developed.9. Allowed the use of personal electronic equipment, magnifiers, CCTV and computer systems to enlarge print items or to

allow a participant to complete an event assignment.10. Changed the overall event process for all involved IE: Allowing everyone in an event access to a computer to complete

event activities thus allowing a visually impaired participant the ability to utilize their own personal electronic equipmentto complete the assignment.

General accommodations provided during national FFA conventions

1. Access to special seating for convention attendees with mobility issues, this includes all convention sessions, concert, bullride and workshops.

2. For individuals with hearing impairments during sessions, concert and bull ride we identify a section where ASLinterpreters are present to translate activities happening on stage into American Sign Language.

3. Arranged and provided hotel shuttles equipped with an ADA improved lift or ramp to accommodate a conventiongeneral attendee with access to the shuttle..

4. Provided quite locations or resting rooms to allow individuals a location to address any specific issues or to rest andrecover their composure.

National FFADelegate Process

Other Situations:

Although the following situations are not considered under the ADA act the National FFA Organization does provide additionalservices that impact our members from Puerto Rico. Because their primary language is Spanish, the National FFA will providetranslators for teams or individuals participating in national events provided the team or individual qualified in Puerto Rico usingtheir native language. It has been the operational process to allow any member qualifying and participating at the national level tospeak the same language that they used when qualifying. State leadership must document this and communicate with programspecialists to provide bilingual judges, officials and interpreters in these situations.

Response provided by Jim Armbruster, Local Program Success (LPS) Specialist, LPS Team

Is diversity taken into account when selecting speakers,performers, vendors, expo booths, etc.? If so, how?Yes, diversity is taken into consideration when selecting speakers and entertainers for convention. The National FFA ConventionCollaboration Team is made up of several national FFA staff members from across the organization. Collectively this team works toselect speakers that align with the message of the convention as well as their ability to energize and motivate all attendees atconvention that have the opportunity to hear them speak. A speaker listing is kept with the Convention & Events ManagementTeam and continuously grows as more and more speakers come to the table that may be a great fit for the convention.The entertainers for the concert are also selected in the same manner as the speakers. The collaborative team looks for artists thatwill bring a great show to the convention attendees. While the organization has continued to select artists from the country genrewe always strive to select artist(s) that we know will provide a great evening of entertainment. In addition the collaborative teamuses the feedback provided through the post-convention survey as a guide in the selection process.

The expo that is held during convention is divided into the eight AFNR career pathways. Within each of those pathways theNational FFA Organization seek to have a diverse group of businesses and organizations represented so that convention attendeescan learn about the broad scope of opportunities and careers within each individual pathway.

Response provided by Mandy Hazlett, Senior Event Manager, Convention & Events Management Team

How is the National FFA Organization promoting diversitythrough marketing and branding?The Marketing, Communications, Brand and Sales Management (MARCOMBS) Division coordinates, produces and publishes thecreation of the National FFA Organization’s print and digital publications, marketing materials, collateral pieces, digitalcommunications and more. We strive to ensure that the diversity of agriculture and our membership are represented in everythingwe produce by selecting a diverse set of photographs for all projects. In order to ensure we have a diverse selection ofphotographs, the MARCOMBS division held a photo shoot at an FFA chapter with diverse agricultural education classes anddiverse membership in 2015 and in 2016.

In order to reflect membership diversity in our merchandise catalogs, pages have been added to show more members from acrossthe country in official jackets and in casual apparel.

The National FFA Organization has also created a diversity and inclusion cross team that meets to discuss issues related to diversityand inclusion and how we as an organization can promote diversity and inclusion in FFA and agricultural education. To learn moreabout our efforts, visit our diversity and inclusion webpage on FFA.org.

Response provided by Julie Woodard, Manager, Communication Services and Lisa Etter, Sr. Manager, Marketing Services

National FFADelegate Process

What languages is the Official FFA Manual provided in(including Braille)?The Official FFA Manual is translated using Latin American Spanish, which according to our translator, LTC Language Solutions,usually applies to all Latin American countries. They also work with a Puerto Rican translator. To translate the Official FFA Manualinto Spanish costs the organization $7,000 each year. LTC not only translates the book but also must layout the book using thetranslation. The 2016-17 Official FFA Manual was not translated due to costs and low usage online. We are currently working on aflyer that lists all of the big changes that occurred from the 2015-16 manual to the 2016-17 manual; this flyer will be translated intoSpanish and posted online with the 2015-16 Spanish Official FFA Manual.

The analytics for the Spanish version of the manual (both PDF and Issuu versions) are included in this research.

Response provided by Julie Woodard, Manager, Communication Services and Lisa Etter, Sr. Manager, Marketing Services

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We Are FFA Strategic PlanCreated: 05/2016

ORGANIZATIONAL BACKGROUNDThe National FFA Organization is an integral part of school-based agricultural education preparing students in public schoolsfor careers in the science, business and technology of agriculture. The National FFA Organization (FFA) is one of three vitalcomponents of a total agricultural science education system that helps develop students’ potential for leadership, personalgrowth and career success in the food, fiber and natural resources systems of agriculture. Approximately 630,000 FFAstudent members study in over 7,700 middle and high school-based chapters in 50 states, Puerto Rico and the VirginIslands. FFA operates as 501(c) (3) nonprofit organization with a charter received from the U.S. Congress in 1950. FFAmembers embrace concepts taught in agricultural science classrooms nationwide, build valuable skills through hands-onexperiential learning and each year demonstrate their proficiency based on real-world agricultural skills.

VisionStudents whose lives are impacted by FFA and agricultural education will achieve academic and personal growth, strengthenAmerican agriculture, and provide leadership to build healthy local communities, a strong nation, and a sustainable world.

MissionFFA makes a positive difference in the lives of students by developing their potential for premier leadership, personal growth,and career success through agricultural education.

WE ARE FFA DESCRIPTIONWe Are FFA is the National FFA Organization’s platform to promote the appreciation of diversity through inclusiveness. Weencourage members to celebrate diversity while becoming multiculturally aware through inclusive activities. This platformstrives to align with the strategic priorities of the organization including: Engaging Our Students, Supporting Advisors, andTelling Our Story. The We Are FFA platform will engage our students by providing opportunities to participate in inclusiveactivities at various levels within the organization and opportunities to interact and learn about the diversity that make upour membership. This diversity will span from culture, to thought, to agriculture and much more as our membership isvastly diverse. The platform will support our advisors by providing resources and activities to assist in creating an inclusiveenvironment for all students. It will also provide opportunities for further development and learning through workshops andconferences. The platform will help us in Telling Our Story by highlighting and showcasing the diverse, inclusive populationsand activities of our stakeholders.

We BelieveAs different as we are, we all desire the same. No matter who we choose to love, how big our bank account, how light ordark our skin, who we vote for, how old or young, where we grew up, how strong our accent or what language we speak, wehave a need for the same thing. We all want a sense of belonging. We all want a place where we are respected, connectedand affirmed.

Our VisionTo build an empowered community and more inclusive organization where every person is respected, connected andaffirmed.

Our OpportunityDeliver national programs and provide resources that serve as a model in removing barriers and creating opportunities forsuccess for every student, every day, in every classroom.

LOGIC MODEL

FRAMEWORK/MODEL

PRIMARY STAFFAshli Weinrich Ambra Tennery Christine WhiteEducational Consultant Team Leader, Educational Development DirectorLEAD LEAD LEAD

VALUE PROPOSITIONStudent/FFA Member/National and State OfficersWe Are FFA will provide opportunities for students to engage and let their voices be heard around the topics of diversity andinclusion. They will have the opportunity to participate in inclusive activities at various level of FFA (National, State, Local).This platform will assist in providing students with the opportunity and ability to learn about diversity, multiculturalism andhow to work collaboratively with others. Students will take pride in knowing they are a part of an organization that celebratesinclusiveness while highlighting the diverse populations and activities within the organization.

Agriculture Instructor/FFA AdvisorsWe Are FFA will provide resources and activities to assist in creating an inclusive environment for all students. Advisors willhave an opportunity to attend workshops and learn more about the resources in addition to the subject of diversity andmulticulturalism.

FFA Alumni/Volunteer/Community Members/Parent/GuardianWe Are FFA will provide resources, activities, and a connection to local chapters with the ability to engage with students inthe realm of diversity and inclusion. The platform will provide an opportunity to learn and experience diversity andmulticulturalism.

Business and Industry ProfessionalWe Are FFA will provide individuals entering the work force who are more inclusive and knowledgeable about differentcultures as a result of being involved in a school-based agricultural education program.

State FFA StaffWe Are FFA will provide resources and activities for teachers to utilize in the classroom and resources for various workshopsthroughout the year. It will provide resources and activities to train and prepare state officers to engage students in inclusiveactivities while also providing an opportunity to learn about diversity and multiculturalism.

National FFA StaffWe Are FFA will provide resources and activities to infuse diversity, inclusion and multiculturalism into National FFA programsand resources. This will help foster the mindset and development of our stakeholders.

SWOT ANALYSIS OF D & I PLATFORM (INTERNAL AND EXTERNAL)Strengths

Internal ExternalSupport from management team to move platformforward

Requests from students/teachers for resources ontopics related to D & I

Powerful conversation and message to share Positive feedback from stakeholders around We Are FFAevent at convention

WeaknessesInternal External

No clear definition of diversity No clear definition of diversityInability to take a stance on certain D & I issues Inability to take a stance on certain D & I issues

OpportunitiesInternal External

Potential to provide turn-key resources for all of ourstakeholders

Collaboration with other youth organizations (MANRRS,4-H, other CTSOs) to ensure a united message

Buy-in and support from National Staff Buy-in and support

ThreatsInternal External

The term “We Are FFA” has been adopted by theorganization and is used widely throughout resulting in

The term “We Are FFA” has been adopted by theorganization and is used widely throughout resulting in

a potential for confusion. a potential for confusion.D&I is a hot button topic with a number of complexitiesassociated with it. It is essential to be neutral, but itcan be difficult with multiple perspectives.

D&I is a hot button topic with a number of complexitiesassociated with it. It is essential to be neutral, but itcan be hard with multiple perspectives.

SWOT ANALYSIS OF RESOURCES AND ACTIVITIES (INTERNAL AND EXTERNAL)Strengths

Internal ExternalEstablished and proven delivery network and makingresources available

Agricultural industry and partners support our efforts

Expertise and experience in working with diversepopulations

WeaknessesInternal External

Topics not addressed in all programming Inability to take a stance on certain D & I issuesCurrent strategy to produce “one-size-fits-all” resourceswhen we know everyone is unique

Lack of ag instructor awareness and competency inteaching/practicing inclusionSlow adoption and distribution of resources

OpportunitiesInternal External

Ability to better understand our members in order toprovide them with relevant and usable tools related toD & I

Develop career-ready students who have acomprehensive understanding of agricultural challenges

Infusion of inclusive and diversity aspects in allprograms

Strengthen relationships with sponsors and utilize theirresources

Expand the efforts of D & I by developing innovativeand relevant resources

Partnerships with non-ag entities

Leverage social media to share highlights of D & I Develop collaborative relationships with otheragriculture and non-ag entities that invest in D & ITurn-key resources usable in the classroom and FFAprogramming

ThreatsInternal External

Lack of buy-in from various stakeholders Differing definitions of diversity (Sponsor-student)(teacher-student)

Delivery of initiatives and mechanisms to reach thecommon student

Inability to take a stance on certain D & I issues

Continuous funding for objectives Limited capacity for student interaction and ideasharing via technology

Slow adoption and distribution of resources Inability to get proper feedback on resources

ACTION STEPS

Implementation

Project/Initiative Objective(s) Task Owner Timeline CostWe Are FFA Booth atNational FFA Convention

Create an experiencefor students to “lettheir voice be heard”and participate inengaging activitiesaround diversity andinclusion.

1. Develop plan to make the booth more ofan experience for students and advisors byJune 15, 2016

Ashli 2016, 2017 andbeyond

2016:$20,0002017:$20,000

Total:$40,000

2. Determine the financial resourcesnecessary and budget accordingly by June15, 2016, 173. Identify and properly train studentvolunteers to facilitate activities in the boothby September 1, 2016, 174. Develop a survey for participants to givefeedback on experience October 1, 2016, 17

Student and TeacherWorkshops at National FFAConvention

Design and deliverworkshops to studentsand teachers aroundinclusion.

1. Develop workshop outlines suited forrespective parties by August 1, 2016, 17

Ashli 2016, 2017 andbeyond

2016: $2502017: $250(workshopmaterials)Total: $500

2. Submit a workshop proposal byrespective due dates.3. Design and deliver final workshop(Facilitators for students) October 1, 2016,17

We Are FFA Curriculum Workshops Individual activities

Design and developinnovative, relevant,and differentiatedlessons and activitiesto be utilized by allstakeholders

1. Determine the wants and needs ofstudents and teachers with diversity andinclusion. (Survey) by August 1, 2016

Ashli/Evaluation andAssessment

2016-2017 N/A

2. Identify key areas for contentdevelopment from needs assessment bySeptember 15, 20163. Create a prioritized list and timeline forcontent development October 1, 20164. Utilize analytics to track usage ofcontent.

We Are FFA ResourceGuides

Update currentresources available forstakeholders to makethem relevant

1. Determine plan for updating currentresources by July 1

Ashli 2016 N/A

2. Revise resources to be more user-friendlyand visual by August 1

We Are FFA Stories(highlights)

Capture and sharestories highlighting thediverse populations andinclusion efforts ofthose involved in FFAfor educationalpurposes

1. Develop a plan for how stories will becaptured and shared

Ashli/MARCOMB/Evaluationand Assessment

2016-2017 2016: $30002017: $60002018: $6000

Total:$15,000

2. Work with LPS and other National Staff toidentify individuals or groups to be featured.3. Work with MARCOMBS to develop thestories/highlights (Erik-videos)

FFA Week Challenge Create a challenge to 1. Discuss challenge process with LTS team Ashli/LTS/Social Media 2017 2017: $ 3500

be conducted duringNational FFA Weekaround the topics ofdiversity and inclusion

(Hunger Heroes) and Social Media team(FFA Week Challenge) to gain insight onhow they organized their challenges byAugust 15, 20162. Design a challenge/rubric to beconducted during National FFA WeekSeptember 15, 20163. Determine reward for winningparticipant/deliver on that reward by March15, 2017

My Journey Content Create one lessonplan/activity templaterelated to We Are FFA

1. Utilizing the prioritized list from contentdevelopment: develop a calendar ofactivities that complements the My Journeyeditorial calendar by October 1, 2016

Ashli 2016, 2017

2. Provide innovative and relevant resourcesfor our teachers and students starting inNov of 163. Utilize analytics to track the usage ofcontent and evaluate the effectiveness.

We Are FFA (D & I)Workshops at ProfessionalConferences (NAAE, ACTE,AAAE)

Develop and deliver aworkshop forprofessionalconferences related todiversity and inclusionand how to implementinto vast classrooms.

1. Develop a workshop outlines suited forrespective parties

Ashli 2017 All $3000

2. Submit a workshop proposal.3. Design and deliver final workshop

Cultural Stage in the Hall ofStates (We Are FFA Stage)

Provide an opportunityfor students to sharetheir culture withothers throughperformance.

LPS 2016, 2017, andbeyond

Engagement and Marketing

Project/Initiative Objective(s) Task Owner TimelineWebpage –FFA.org Increase accessibility and

ease of use of the webpageby maintaining it as thelocation for all theresources and materialsand pushing all traffic to it

1. Develop and maintain awebpage that givesexplanation for allcomponents and resources

Ashli/Websubmit 2016

FFA Communication (Print) Strategically marketresources,accomplishments, andevents in all FFA printcommunication

1. Determineaccomplishments andresources that areappropriate for printcommunication

Ashli/MARCOMBS 2016, 2017, andbeyond

2. Plan and synchronize allpotential content with theFFA Ed Development Team3. Plan, propose, publish,and schedule all content incooperation with the FFACommunications team

FFA Communication(Online)

Strategically market onlineresources andaccomplishments in all FFAonline communication

1. Determineaccomplishments andinitiatives that areappropriate for onlinecommunication

Ashli/MARCOMBS 2016, 2017, andbeyond

2. Plan and synchronize allpotential content with theFFA Ed Development Team3. Plan, propose, publish,and schedule all content incooperation with the FFACommunications team

Communities of Practice Effectively utilize theexisting Communities ofPractice platform topromote resources, andaddress potential questionsfrom instructors.

1. Determine strategy forCOP contributions andidentify COP key words

Ashli 2106, 2017, andbeyond

2. Align review andsubmission frequency withFFA Ed Development Teamgoals3. Promptly address anyfollow-up correspondence

EVALUATION AND ASSESSMENT

Implementation

Objective Evaluation Question InformationRequired

Information Source Method ForCollecting

Information

Sampling

We Are FFA Booth atNational FFAConvention

Students, teachers,facilitators

Student and TeacherWorkshops at NationalFFA Convention

Students, teacher,facilitators

We Are FFA Curriculum Workshops Individual

activities

What types ofresources are neededand desired fromteachers and students?

Needs of ourstakeholders in therealm of diversity andinclusion

Student, teachers,State Staff

Online surveys, studentand teacher focusgroups,

We Are FFA ResourceGuidesWe Are FFA Stories(highlights)FFA Week ChallengeMy Journey Content Students and teachers,

Google AnalyticsWe Are FFA (D & I)Workshops atProfessionalConferences (NAAE,ACTE, AAAE)

Students, teachers (agand non-ag)

Cultural Stage in theHall of States (We AreFFA Stage)

Engagement and Marketing

Objective Evaluation Question InformationRequired

Information Source Method ForCollecting

Information

Sampling

Perception(We Are FFA (D&I))

What is the currentperception of We AreFFA (D & I) and itspurpose?

Perceptions of thepurpose of We Are FFA(D & I)

National FFA staff,State FFA staff,students and teachers

Online surveys,dialogue with namesstakeholders

Sample of National FFAstaff, state FFA staff,students, and teachers

CommunicationDevelopment(COP)

What types of postsand/or response wouldbe most beneficial tousers from NationalFFA?

Types of contributionsdesired on COP

LPS, teachers Online survey, COPsurvey, dialogue withteachers

LPS staff, sample ofteachers

CommunicationDevelopment(Nat. FFA Conv.)

What is the mosteffective way to engageteachers and studentsat National FFAConvention?

Engagement tactics forNational FFAConvention

Teachers, students,previous surveys

Online surveys,dialogue withstakeholders,assessment of pastdata

Teacher Focus groups,Student Focus groups

Information Regarding the National FFA Organization’s Policy and Procedure for Requesting Special Needs

Accommodations for Competitive Programs

Based on recommendations from the National FFA Board of Directors the National FFA Organization has implemented the following policy and procedure for processing requests from FFA members who have qualified for national level competition for special needs accommodations for medically documented disabilities and special needs. The National FFA Organization will provide all the necessary forms in the process. The form used for a participant to make a special needs request is available the National FFA Organization website (www.ffa.org) in the specific event or program area. The details of the policy and procedure are outlined within the following steps.

FIRST STEP:

If any advisor has a member that has qualified to compete at the national level that has a disability, for which they believe will need to be provided an accommodation, need to complete the form entitled Application for Requests for Special Needs Accommodation. This application form is available on the National FFA Organization website in the

specific programs area. The advisor along with the participant and parent need to complete and sign this form. The form will need to be sent to the member of their state staff that is responsible for participation in national programs. The state staff member in charge of handling the certification of state winning teams or individuals for the National FFA Competition needs to review the application form, sign the document, and send it forward to the National FFA Organization by the posted deadline of August 15 annually. If this request is not received by the deadline the National FFA Organization can make no guarantee that materials will be reviewed and any accommodation given. This means that we can make no guarantees for advisors who submit applications, registration forms, certification forms or add-delete requests after the August 15 deadline. The National FFA Organization will make every attempt to process requests received after the deadline; however there may not be time to review and evaluate as described in the policy and procedure statement.

This is only an application for accommodation. After the application is reviewed by National FFA Special Needs Specialist further documentation will be required.

SECOND STEP:

Once the National FFA Organization receives the participants’ application request for a special needs accommodation the application will be reviewed and if valid evidence is shown National FFA will make contact with the advisor. The advisor and participant will be sent information on the documentation that will be needed to determine what, if any accommodations can be provided in the specific program area. The request for documentation will be in a checklist form with instructions so that the advisor and participant know exactly what documentation the National FFA Organization will need to make a decision. The advisor and participant will have two weeks from this notification to assemble the needed documentation and send it to the National FFA Organization. Once again, no guarantee can be made that there will be time to process the information if it is not received by the deadline set. The documentation that will be required will be information regarding the diagnosis and limiting nature of the participant’s disability. Much of this information will probably be in a student’s file with the physician, psychologist, or psychiatrist that has diagnosed and treated the disability. Once all the documentation is compiled it will need to be sent to the National FFA Organization’s specialist in charge of Special Needs Assistance in National FFA Programs. If there is any further

information that is needed the advisor and or the parents will be contacted.

THIRD STEP:

Once all the documentation has been compiled and sent to the National FFA Organization the documentation for each

request will be reviewed by the special needs specialist from National FFA and a team of independent reviewers who are accredited in special needs assistance. At that time it will be determined what accommodations are needed for

the participant in their specific event. In some cases it may be recommended by the reviewers that no accommodation is needed. Once the status of the member has been determined the advisor and the member and the member’s parents will be notified of what accommodations are going to be provided for the participant. The advisor, the member and the member’s parents will receive a list of responsibilities that they will need to sign and return to understand what obligations they have in the process.

THE FINAL STEP:

National staff and program staff will be given the names and a list of accommodations for every member in their program area that has been approved to receive special needs assistance. FFA Staff and or program staff will not view any of the medical or personal documentation but will only be made aware of the accommodations that need to be provided. National FFA Staff and program staff will recruit a core of volunteers to help facilitate the accommodations. At the start of the program the members who have been approved for special needs assistance need to check in with program staff and check in any special equipment or services they are providing as a part of their accommodation.

Go to this reporthttps://www.ffa.org  https://www.ffa.org2010 FFA

Sep 12, 2015 Sep 12, 2016Top EventsALL » EVENT CATEGORY: PDFFilesORG » EVENT ACTION: click

This report is based on 7.70% of sessions. Learn more

The table has been filtered to include only data for "Event Category". The graph still includes all data.The table has been filtered to include only data for "Event Label". The graph still includes all data.

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Event

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Total Events Unique Events Event Value Avg. Value

390% of Total:

0.01%(6,220,353)

364% of Total:

0.01%(3,236,838)

0% of Total:

0.00%(0)

0.00Avg for View:

0.00(0.00%)

1. /SiteCollectionDocuments/ffa_official_manual_spanish.pdf 390(100.00%)

364(100.00%)

0(0.00%)

0.00

 Total Events

October 2015 January 2016 April 2016 July 2016

303030

606060

© 2016 Google

All Users8.29% Unique Events

Go to this reporthttps://www.ffa.org  https://www.ffa.org2010 FFA

Sep 12, 2015 Sep 12, 2016Top EventsALL » EVENT CATEGORY: TrackExternalClicks » EVENT ACTION: click

This report is based on 7.70% of sessions. Learn more

The table has been filtered to include only data for "Event Category". The graph still includes all data.The table has been filtered to include only data for "Event Label". The graph still includes all data.

Event Label

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Event

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Total Events Unique Events Event Value Avg. Value

195% of Total:

0.00%(6,220,353)

182% of Total:

0.01%(3,236,838)

0% of Total:

0.00%(0)

0.00Avg for View:

0.00(0.00%)

1. http://issuu.com/nationalffaorganization/docs/2015_official_ffa_manual_in_spanish 195(100.00%)

182(100.00%)

0(0.00%)

0.00

 Total Events

October 2015 January 2016 April 2016 July 2016

252525

505050

© 2016 Google

All Users12.00% Unique Events