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DevelopmentEvents

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Posted: 09/22/2014

Career Development Event Rules and Policies


Contact: Technical Writer: Career Development Events Jessica Scholer Education Specialist Indianapolis, Indiana National FFA Center 6060 FFA Drive PO Box 68960 Indianapolis, Indiana 46268-0960 (317) 802-4288 These are the official rules and regulations for National FFA Career Development Events for 2012-2016. Refer to the CDE webpage on ffa.org for the most up-to-date edition of the career development event handbook. Prepared and published by the National FFA Organization. The National FFA Organization is a resource and support organization that does not select, control or supervise state association, local chapter or individual member activities except as expressly provided for in the National FFA Organization Constitution and Bylaws. The National FFA Organization affirms its belief in the value of all human beings and seeks diversity in its membership, leadership and staff. FFA makes a positive difference in the lives of students by developing their potential for premier leadership, personal growth and career success through agricultural education. National FFA Online, www.ffa.org, FFA’s Internet web site, can provide information about the National FFA Organization.

NationalFFACareerDevelopmentEventsGeneral Information

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Philosophy of National FFA Career Development Events The National FFA Organization is dedicated to organizing experiences that will meet the future needs of students while accomplishing the current purposes of agricultural education. The primary goal of career development events is to develop individual responsibilities, foster teamwork and promote communication while recognizing the value of ethical competition and individual achievement. The activities in each career development event:

• include problem solving, critical thinking and teamwork skills, where appropriate. • encourage appreciation for diversity by reducing barriers to participation among

members. • develop general leadership and recognize individual and team achievement. • promote concentrated focus on future needs of members and society.

The National FFA Organization assumes the leadership role in developing and continuously improving relevant FFA career development events. National career development events should reflect instruction that currently takes place in the entire agricultural education program, includ-ing classroom instruction, laboratory instruction, individualized instruction and/or supervised agricultural experience. Career development events and awards are intended to be an outgrowth of instruction. Also, it is appropriate for the national organization to develop career develop-ment events and awards that stimulate instruction in emerging areas that reflect both current and future community, national and global work force needs. National FFA Career Development Events should be developed with significant input from FFA members, teachers, partners, respective industry sponsors and others involved in agricultural education. The National FFA Organization continues to encourage accessibility and provide opportunities for achievement and recognition for students with diverse backgrounds. Career development events that include team activities should be based on cooperation and teamwork while recognizing the value of competition and individual achievement. Where appropriate, team activities will be included that require two or more members from one chapter working cooperatively. Agriculture, Food and Natural Resources (AFNR) Career Cluster Content Standards Agriculture is a highly technical and ever-changing industry upon which everyone is dependent. In order to maintain agriculture as the nation’s number one industry, it is crucial to understand the importance of agrisciences, marketing strategies, safe food production and continuous research. Strong, relevant agriscience programs are one way to can maintain the nation’s agricultural edge. The National AFNR Career Cluster Content Standards were developed as part of the National FFA 10 x 15 project to provide state agricultural education leaders and teachers with a forward-thinking guide for what students should know and be able to do through the study of agriculture. The National AFNR Career Cluster Content Standards should be used as a guide to develop well-planned curriculum in agriscience education to be delivered to students through-out the country. For a complete copy of the AFNR Career Cluster Content Standards please visit www.agedlearning.org.

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National FFA Organization has adopted the AFNR Career Cluster Content Standards and integrated them into all national award and recognition programs for the benefit of the members, school administration and agriculture as a whole. Details outlining the incorporation of the standards in career development events can be found at the end of each event chapter in the CDE handbook.

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Official CDE Rules and Policies – 2012-2016

General Rules Violations of any of the following rules may be grounds for the event superintendent to disqual-ify the participants. National FFA staff and event superintendents will use the published rules and procedures to organize and implement the National FFA Career Development Events. Event activities may not be conducted due to lack of necessary materials, expertise or extreme impact to event budgets. Teams that are certified to compete will receive the current event format in a team orientation packet prior to the convention. Official Dress Recommendations, Number of Participants and Number of Scores for Team Total

Event Official Dress Appropriate

Number of Participants Allowed

(per team) Number of Scores Counted

for Team Score

Agricultural Communications Yes 3 3

Agricultural Issues Forum Optional 3-7 Team Score Event

Agricultural Technology and Mechanical Systems No 4 Top 3 Scores

Agricultural Sales Yes 4 4

Agronomy Yes 4 4

Creed Speaking Yes 1 N/A

Dairy Cattle Management and Evaluation Yes 4 4

Dairy Cattle Handlers Yes 1 N/A

Environmental and Natural Resources No 4 4

Extemporaneous Public Speaking Yes 1 N/A

Farm Business Management Yes 4 Top 3 Scores

Floriculture Yes 4 4

Food Science and Technology Yes 4 4

Forestry No 4 4

Horse Evaluation Yes 4 Top 3 Scores

Job Interview Yes 1 N/A

Livestock Evaluation Yes 4 4

Marketing Plan Yes 3 Team Score Event

Meats Evaluation and Technology No 4 Top 3 Scores

Milk Quality and Products Yes 4 4

Nursery/Landscape Yes 4 Top 3 Scores

Parliamentary Procedure Yes 6 Team Score Event

Poultry Evaluation Yes 4 Top 3 Scores

Prepared Public Speaking Yes 1 N/A

Veterinary Science No 4 4

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Eligibility of Participants A. Each participant must be a current, bona fide, dues paying FFA member in good standing

with the local chapter, state FFA association and the National FFA Organization during the school year which the participant qualified to participate at the national level. 1. In the event a participant's name is not on the chapter's official roster for the years in

which the dues were payable to the National FFA Organization, a past due membership processing fee, in addition to the dues, must be paid prior to the national event.

2. National FFA membership staff will set the processing fee amount annually. B. The participant, at the national event, must:

1. Be a high school FFA member; high school refers to grades 9-12. (A graduating senior is considered eligible to compete in state and national career development events up to and including his/her first national convention following graduation.)

2. Have qualified as a 7th, 8th or 9th grade member to participate in the Creed speaking event.

3. While in high school, be enrolled in at least one agricultural education course during the school year and/or follow a planned course of study; either course must include a supervised agricultural experience program, the objective of which is preparation for an agricultural career.

4. If a student moves to a different chapter or a different state once a he/she has qualified as a state representative in a career development event, that student may be allowed to compete in the national event with the school he/she qualified with during the qualifying year.

C. A student may not participate more than once in the same official National FFA Career Development Event.

D. No student may participate in more than one National FFA Career Development Event each year.

E. Each member participating in a National FFA Career Development Event must submit the proper Waiver, Release of Liability and Consent to Medical Treatment Form prior to start of event.

Selection and Certification of State Teams A. Each state will submit a team declaration form by June 1 prior to the national FFA

convention. An entry processing fee will be charged for participation in each declared event with the exception of the dairy cattle handlers activity.

B. Each team will be composed of the number of members determined by the specific event rules and formats. The members of a state team must be from the same chapter. Members must qualify in the career development event in which they are to participate at the national level. Teams must be selected at a state or interstate career development event held between the immediate previous national FFA convention and prior to the national FFA convention in which they are participating. States that qualify more than one year out must request and submit a written waiver for approval by the certification deadline. 1. Online certification deadline: September 15. 2. Online add/delete deadline: Tuesday before convention at noon (Eastern).

C. With extenuating circumstances a teacher may substitute another student from the chapter who may not have participated at a state qualifying event, with the exception of Creed speaking, dairy handlers activity, extemporaneous public speaking, job interview and pre-pared public speaking, which must be submitted and approved by state staff.

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D. The state supervisor of agricultural education or the executive secretary must certify that participants are eligible. If an ineligible student participates in any career development event, the member will be disqualified and may result in the disqualification of the team as well.

E. All students must be certified online by the designated deadline. Once original certification has been completed, no member may be added without first deleting a member.

F. The national organization will certify National FFA Career Development Event winners for international competition when states request, with the understanding that the state team will provide their own travel expenses.

Emergency Conditions Under emergency conditions a state team participating in a National FFA Career Development Event may be made up of less than the required members. States must still certify teams prior to the national FFA convention, but fewer than the required members could compete if an emergency condition such as illness, death in the family or an act of God would occur. Those individuals competing would still be eligible to qualify for individual awards, if applicable. Disqualification A. Any communication, verbal or non-verbal, between participants during a career develop-

ment event will be sufficient cause to eliminate the team member involved from the career development event. The only exception to this would be communications between team members during the team activity portion of a given career development event.

B. Teams or participants arriving after the career development event has begun may be disqualified or penalized.

C. Any assistance given to a team member from any source other than the career development event officials or assistants will be sufficient cause to eliminate the team from the career development event.

D. Event superintendents may stop any participant if they deem their manner to be hazardous either to themselves or others. Such action shall deem the individuals disqualified for that section of the career development event.

E. Participants who start an event and do not complete the event without notifying event officials at the time of departure will be disqualified. This can affect the overall team rank and position. In some events this will also disqualify the entire team.

F. Participants will not be allowed to utilize personal electronic communication devices, other than those approved by the event officials, during the entire course of the event. Participants who access personal electronic communication devices without prior approval of the event officials will be disqualified.

G. No participant shall gain access to real materials that will be utilized by the event committee during competition. Any team, participant, advisor or coach reported and proven to do so will be disqualified from the national event.

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Additions/Deletions of National Events A. National FFA staff is expected to be proactive in developing new or initiating changes with-

in existing career development events to ensure that they meet the needs of FFA mem-bers.

B. If fifteen (15) state supervisors/executive secretaries develop a proposal for a new career development event, the national FFA staff will conduct a study for the validity of the career development event and make a recommendation to the chief executive officer. Representa-tives of these states must be from each of the FFA regions. The same process may be used to eliminate a national career development event.

C. Three years following the initiation of a new career development event, at least fifteen (15) states should be participating. After the next three-year period, at least twenty-six (26) states should be participating in order to retain the event at the national level.

Rules Committee/Scoring Appeals Process A. If a written appeal is filed within the seven (7) calendar days after results announcement,

national CDE staff will review the appeal. Upon receiving input from team leader and division director, national CDE staff will accept or deny the appeal. The national CDE staff’s recommendation will be shared with appeals committee and National FFA Chief Executive Officer for further input, if necessary. 1. The written appeal must be filed with the Education Division staff responsible for scor-

ing career development events within seven (7) calendar days of the results announce-ment and accompanied by a $50 filing fee. The fee will be returned if the appeal is justi-fied.

B. The appeals committee will be chaired by the National FFA Awards, Recognition and Career Development Events Advisory Committee chairperson who will in turn appoint a representative of the each of the following organizations: National Association of Supervisors of Agricultural Education (NASAE), National Association of Agricultural Ed-ucators (NAAE) and the American Association for Agricultural Education (AAAE). The National FFA staff responsible for career development events will also serve on the committee.

Waiver of FFA Rules Any local chapter seeking a waiver of a National FFA policy or procedure must submit in writing to the chapter’s state FFA association office. If the request is approved at the state level, it must be forwarded, under the signature of the state advisor or executive secretary, to the career development events education specialist. After study by the appropriate FFA staff, a recommendation to grant or deny the appeal will be forward to the chief executive officer for his/her approval. The request must be submitted to the national FFA staff at least 30 days prior to the scheduled event or due date for which the waiver is requested. This policy does not supersede any current FFA policy for appeals already established for a particular FFA program.

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Selection of CDE Superintendents and CDE Committee Members A. Nominations for CDE superintendents may come to National FFA staff from the following

sources: 1. standing CDE superintendent 2. current CDE committee members 3. state leadership 4. Team Ag Ed partners

B. CDE superintendents will be selected by national CDE staff and approved by the National FFA Chief Executive Officer.

C. Each CDE superintendent will serve a three to five year term. At the end of the superintendent’s term, a qualified replacement will assume the duties of superintendent.

D. National FFA staff and CDE superintendents will select qualified individuals to serve on CDE committees. Selection of committee members will be based on: 1. individual qualifications. 2. recommendations from state leaders, current CDE committee members, CDE

superintendents or National FFA staff. 3. recommendations from Team Ag Ed partners. 4. current rotational procedures developed by each CDE committee. 5. provide diversity for the committee. 6. commitment to serve a minimum of three years on the committee.

E. Final approval of new committee members is the responsibility of the National FFA CDE staff with input and recommendations from CDE event superintendent and committee.

Sanctioning Events Sanctioning of non-national FFA competitive events (those competitive events conducted by organizations other than the National FFA Organization) as National FFA Career Development Events should occur when:

1. The highest quality event possible is conducted. 2. Organization conducting event and National FFA Organization agree that event can and

should be sanctioned. 3. Event is recommended by the National FFA Staff responsible for CDEs with input and

agreement from the Award and Recognition Advisory Committee and approved by the National FFA Chief Executive Officer.

4. National FFA is represented by staff responsible for career development events on the planning and implementation committee for each event.

5. Winners of the national sanctioned event will be recognized in the same manner as national career development events winners are currently recognized.

Official Dress Participants are expected to observe the National FFA Code of Ethics and the proper use of the FFA jacket during career development events. (Please reference the latest edition of the Official FFA Manual.) Official FFA dress is highly recommended for all participants where appropriate and is required for the awards presentation and recognition. Accessibility for All Students All special needs requests and appropriate documentation as outlined in the special needs request policy must be submitted at time of certification.

1. Special needs policy is posted on the CDE program page at www.ffa.org/cde 2. Special needs request due: August 15

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Written Document Penalties A penalty of 10% of the total points allotted will be assessed for the written documents received after the postmarked deadline. If the document is still not received seven days after the postmarked deadline, the team/individual may be subject to disqualification.

1. National staff will mark late entries as such. 2. Event officials will be notified of late entries at the time written documents are provided

for judging. 3. Event superintendent will ensure that penalty is applied.

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Parliamentary Procedure Career Development Event 2012-2016

Parliamentary Procedure Career Development Event 1

I. Purpose The purpose of the Parliamentary Procedure Career Development Event is to encourage students to learn to effectively participate in a business meeting and to assist in the development of their leadership, research and problem solving skills. II. Objectives Students will be able to: A. Use parliamentary procedure to conduct an orderly and efficient meeting. B. Demonstrate knowledge of parliamentary law. C. Present a logical, realistic and convincing debate on motions. D. Record complete and accurate minutes. E. Utilize parliamentary resources to solve problems of organizational management and

operations. III. Agriculture, Food and Natural Resources (AFNR) Career Cluster Content Standards With the recommendation of the National FFA Board of Directors, all national FFA programs have incorporated these standards to guide the direction and content of program materials and activities. Refer to Appendix A in this chapter of the handbook for a complete list of the meas-urable activities that participants will carry out in this event. For details about the incorporation of AFNR standards, refer to the Introduction chapter of the CDE handbook. IV. Event Rules A. Team make-up: A team representing a state will consist of six members from the same

chapter. B. It is highly recommended that participants wear FFA Official Dress for each event. C. The event will have four phases: written examinations, a ten minute team presentation of

parliamentary procedure, oral questions following the presentation and minutes and/or a problem solving activity. Minutes will be prepared by the team secretary in consultation with the team chair. The problem solving activity will involve all six team members.

D. The advisor will not consult with the team after beginning the event. E. Any participant in possession of an electronic device in the event area is subject to

disqualification. V. Event Format A. Equipment

1. Materials the student needs to provide: Each participant must bring a minimum of two sharpened No. 2 pencils and a copy of the current edition of Robert’s Rules of Order Newly Revised.

National FFA Parliamentary Procedure Career Development Event A Special Project of the National FFA Foundation

Important Note Please thoroughly read the Introduction Section at the beginning of this handbook for complete rules and procedures that are relevant to all National FFA Career Development Events.

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2. Materials provided by the event committee: A gavel will be supplied for the Chair. Teams may choose to use their own gavel if they so desire. Paper and pencils will be provided to Chair and Secretary. A dictionary will be provided in the minutes room.

B. Written Test - 200 points 1. Part I: Five (5) open book parliamentary procedure research questions using the current

edition of Robert’s Rules of Order Newly Revised. Participants will be allowed 30 minutes to complete Part I of the exam. All team members are required to provide their own copy of the most current edition of Robert’s Rules of Order Newly Revised. An example of one research question is outlined below: List the page and beginning line number for the following statement. “The term rules of order refers to written rules of parliamentary procedure formally adopted by an assembly or an organization.” ANSWER: Page 15 Beginning Line Number 3

2. Part II: Forty five (45) multiple choice questions taken from Dunbar’s Manual of Parliamentary Procedure Test Questions and Robert’s Rules of Order Newly Revised. References cannot be used for this part. Participants will have one hour to complete Part II of the exam. Participants receiving a cumulative score of 80% or greater on the exam will be recog-nized as an Accredited Parliamentarian (AP) by the Society of Agricultural Education Parliamentarians (SAEP).

3. The average score of the six team members will be used to compute the total team score in each round.

C. Presentation - 620 points 1. Rounds The national event will have three rounds: a preliminary round, a semifinal round and a

final round. The preliminary round will have six sections. A section shall be made up of six to nine teams. Two teams from each of the sections, for a total of twelve teams, will advance to the semifinal round. The semifinal round is composed of two sections with six teams in each section. Two teams in each semifinal section will advance to the final round of four teams.

Team Progression Chart

Preliminary Rounds (6 sections of 6-9 teams each)

A

B

C

D

E

F

Semifinal Rounds

(2 rounds of 6 teams each)

Section A

Section B

Finals

(1 round of 4 teams)

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2. Seeding Process Teams will be placed into preliminary and semifinal rounds based on the teams’ exam

scores. 3. Item of Business Each team will address a local chapter item of business, which would normally be a part

of a chapter’s Program of Activities (e.g., Food for America, Project PALS, WEA, fund-raisers, recreation, etc.). Consult the Official FFA Manual and Student Handbook for specific activities. The motion will be specific and must be moved as an original main motion as it is written on the card.

4. Event Card The event officials will select two subsidiary, two incidental and one privileged or a

motion that brings a question again before the assembly from the list of permissible motions. These motions will be on an index card and one will be randomly assigned to each team member. All teams in each section will be assigned the same motions. Team members will have one minute to review the main motion, the motions to be demonstrat-ed and to identify his/her motion (which may be noted by bolding, underlining or high-lighting). Members may not confer during the one-minute time period or during the demonstration.

Sample Card

5. Opening the Demonstration The team demonstrating shall assume that a regular chapter meeting is in progress and

new business is being handled on the agenda. The Chair shall tap the gavel once to signify the end of the previous item of business then start the presentation by saying, “Is there any new business that should be presented at this time?”

6. Original Main Motion The event official will assign the main motion on an index card. This is to be the first

item of business presented. All teams in each section will use the same main motion. This original main motion must be the first motion presented unless orders of the day, take from the table, reconsider or rescind are required.

7. Individual Member Recognition A member may speak in debate on the main motion and conclude by offering a second-

ary motion. While it is discouraged, judges will award points accordingly for both the debate and the secondary motion.

8. Take from the Table If the officials in charge designate Take from the Table as a motion to be demonstrated,

you will be provided the motion to take from the table. Example: “I move to take from the table the motion that our chapter sells Christmas trees.” The original main motion, assigned on the card, cannot be taken from the table. The motion shall not be used un-less it is a required motion.

Main Motion: I move that our chapter send two delegates to WLC.

Required Motions:

Lay on the Table Amend Suspend the Rules Appeal Reconsider * * I move that our chapter sells Christmas trees.

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9. Reconsider If the officials in charge designate Reconsider as a motion to be demonstrated, you will

be provided the motion to reconsider. Example: “I move to reconsider the motion passed earlier to sell Christmas trees.” This motion shall not be used unless it is a required motion. Unrealistic or “canned” debate on the motion to reconsider may be penalized at the judge’s discretion.

10. Rescind If the officials in charge designate Rescind as a motion to be demonstrated, you will be

provided the motion to rescind. Example: “I move to rescind the motion that was adopt-ed at our last meeting to sell Christmas trees.” This motion shall not be used unless it is a required motion. Unrealistic or “canned” debate on rescind may be penalized at the judge’s discretion.

11. Call for the Orders of the Day If the event officials designate Call for the Orders of the Day as a motion to be demon-

strated, you are to assume that a motion was postponed at the last meeting and made a special order for a time during the current demonstration.

12. Number of Motions There shall be no limitation to the number of subsidiary, incidental, privileged motions

or a motion that brings a question again before the assembly demonstrated by the team. However, the team must demonstrate two subsidiary, two incidental and one privileged or a motion which brings a question again before the assembly designated by the officials in charge. The team may use more than one original main motion as long as it pertains to the assigned main motion. While acceptable, this practice is strongly discouraged.

13. Using a Motion Twice A member’s required motion will not be counted as an additional motion for another

member. The person who makes the assigned main motion will be given credit for an additional motion (10 points). If an alternate main motion is used, the member will NOT be given credit for an additional motion. No motion may count for an additional motion for more than one member.

14. Debate The top four debates per member will be tabulated in the presentation score. No more

than two debates per member per motion will be tabulated, even if the subsidiary motion to Extend the Limits of Debate has been passed.

15. Time Limit and Deductions A team shall be allowed ten minutes and thirty seconds in which to demonstrate

knowledge of parliamentary law. A deduction of two points/second for every second over 10:30 will be assessed. Example: 10:35 =10 point deduction. A timekeeper will furnish the time used by each team at the close of the event.

D. Oral Questions - 135 points 1. Individual Questions—90 points—(6 x 15 points)

The team members (not including the Chair) will be asked a planned question, which may include 1-3 parts, relating to their assigned motion. No one may step forward to help another member answer their individual question. The Chair will be asked a ques-tion relating to presiding, debate, assigning the floor or other general parliamentary procedures.

2. General Questions—45 points The judges will have four minutes to ask questions related to the team’s demonstration. Questions may be directed to the team or an individual member. Team members may volunteer to answer the question for the team or to help another member.

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E. Presentation of Minutes - 45 points Each team in the preliminary round will have a Secretary take minutes of the presentation. A possible score of 50 points will be allowed for the minutes. Pencil and paper will be supplied to take notes during the presentation. If paper and pencil are not present, it is the Secretary’s re-sponsibility to request these items from the judges or event officials. Following the presentation the Secretary, in consultation with the Chair, will have 20 minutes to prepare the official minutes. Notes taken by the Secretary during the presentation must be turned in with the official copy of the minutes on Form 1. (The lowest possible score for the section is zero (0).) Event officials shall use Form 3 to score the official minutes of the presentation. Instructions on Minutes

1. Use the example of proper minutes as illustrated in Robert’s Rules of Order Newly Re-vised.

2. A dictionary will be provided for writing the official minutes of the presentation. 3. The minutes will begin by recording the first item of business presented. Example: “It

was moved by John Smith to conduct a Food for America program during the month of April.”

4. The Chair and the Secretary may consult in preparing the official minutes of the presen-tation. A total of 20 minutes will be allowed to prepare the minutes.

5. A judge will read, review and grade the official minutes of the presentation after comple-tion of the preliminary round of the event. The scores will be provided to the presenta-tion judges for use in computing final scores.

F. Team Problem Solving Activity - 45 points Teams advancing to the semifinal and final rounds will complete a team problem solving activi-ty in lieu of the minutes. Teams will be provided a short parliamentary procedure scenario out-lining a practical problem. The team will have 30 minutes to research the problem and write a short solution with reference to specific page and line numbers in Robert’s Rules of Order New-ly Revised. All team members are required to provide their own copy of the most current edi-tion of Robert’s Rules of Order Newly Revised. See example problem solving activity and an-swers at the end of this chapter. VI. Scoring A. Guidelines for Scoring Discussion

1. It is essential that each judge observes and maintains consistent criteria in scoring debate for the duration of the event.

2. Judges must overlook personal opinions and beliefs and score debate in an unbiased manner. All debate should be scored at the time it is delivered.

3. Characteristics of effective debate include a) completeness of thought, b) logical reason-ing, c) clear statement of speaker’s position, d) conviction of delivery, e) concise and effective statement of debate.

4. A suggested grading scale is as follows: Excellent 13-15 points Good 9-12 points Average 6-8 points Poor 0-5 points

5. An excellent debate would be characterized by a truly stirring delivery and brilliant in terms of information provided and/or suggestions for action offered. Poor debate would be characterized by a lack of effective delivery, poor grammar, reasoning and substance. An example might be: “I think this is a good idea.”

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6. Most debate would fall in the range of 6-12 points. An example of a debate might be: “I think this is a very significant motion which should be adopted for the following reasons (new, informative and logically related).” Each debate should have a logical conclusion. Good debate would be characterized by effective delivery, substance, creative and vi-sionary thought delivered in a convincing and compelling manner.

7. Each time a participant in the presentation discusses any motion, they may earn a score. However, an individual may never earn more than 50 points in a given presentation. The top four debates per member will be tabulated in the presentation score. No more than two debates per member per motion will be tabulated.

B. Guidelines for Scoring the Chair 1. Ability to preside: state motions correctly, follow rules of debate, keep members in-

formed, put motions to a vote, announce results of vote, use of gavel, awareness of busi-ness on the floor. (80 points) A suggested grading scale is as follows:

Excellent 71-80 points Good 61-70 points Average 51-60 points Poor 0-50 points

2. Leadership – stage presence, poise, self-confidence, politeness and voice. (20 points) A suggested grading scale is as follows:

Excellent 16–20 points Good 11–15 points Average 6–10 points Poor 0–5 points

C. Guidelines for Scoring Team Effect 1. Conclusions reached by the team – Main motion was well analyzed which may include:

Who, What, When, Where, How. (40 points) 2. Team Use of Debate – degree to which debate was convincing, logical, realistic, orderly

and efficient, germane and free from repetition. (40 points) 3. Team Presence – voice, poise, expression, grammar, gestures and professionalism. (40

points)

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SCORING 1. Written Exam (15%) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 150

a. Society for Agricultural Education Parliamentarians Accreditation Exam b. 45 multiple-choice questions x 3 pts. each = 135 c. 5 research questions x 3 pts. each = 15 pts.

2. Presentation (67%) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 670 a. Required motion = 20 pts. x 5 members = 100 pts. (10%) b. Additional motion = 10 pts. x 5 members = 50 pts. (5%) c. Debates = 300 pts. (30%)

i. 15 pts max per debate ii. 4 debates/member included iii. 5 members

d. Chair = 100 pts.(10%) i. Ability to Preside = 80 pts. ii. Leadership = 20 pts.

e. Team Effect = 120 pts (12%). i. Conclusions Reached by Team = 40 pts. ii. Team Use of Debate = 40 pts. iii. Team Presence = 40 pts.

3. Oral Questions (13.5%) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135 a. Individual Questions = 90 pts.

i. 6 team members (including Chair) ii. 15 pts. max per question

b. General Questions = 45 pts. i. 4 minutes allotted ii. 15 pts allotted per judge (15 x 3 = 45 pts.)

4. Minutes or Team Problem Solving (4.5%) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 a. Meeting Minutes (Preliminary Round) = 45 pts. b. Team Problem Solving (Semi-Final & Final Round) = 45 pts.

5. TOTAL POINTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1000 VII. Tiebreakers Tiebreakers for teams will be: 1. Total presentation score. 2. Team average score on the written test. 3. Total score for questions. VIII. Awards Awards will be presented to teams based upon their rankings at the awards ceremony. Awards are sponsored by a cooperating industry sponsor(s) as a special project, and/or by the general fund of the National FFA Foundation. The first place national team will be presented a trophy plaque. Each member of the first place team will be presented an individual team member plaque. A national gold plaque and individu-al medals will be presented to the top 12 teams competing in the event; silver plaques and indi-vidual medals to the middle 18; and remaining teams and individuals competing will receive bronze. The top four teams will each receive a designated gold plaque. Specialty awards will be given for Outstanding Chair, Outstanding Secretary, High Average Team Exam Score and Perfect Exam Score.

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IX. References This list of references is not intended to be all-inclusive. Other sources may be utilized and teachers are encouraged to make use of the very best instructional materials available. The fol-lowing list contains references that may prove helpful during event preparation. National FFA Core Catalog

CDE Q&A’s: http://shop.ffa.org/cde-qas-c1413.aspx Additional parliamentary procedure resources, including those formally offered in the

National FFA Education Resources Catalog can now be found on-line at http://shop.ffa.org/parliamentary-procedure-c1412.aspx

The official text will be the most current of Robert’s Rules of Order Newly Revised. Additional references may include FFA New Horizons magazine, the Official FFA Manual

and the FFA Student Handbook.

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Parliamentary Procedure CDE Chart of Permissible Motions

(1) If applied to a debatable motion (2) Rules of Order 2/3 vote, standing rules – majority vote (3) Refer to Robert’s Rules of Order Newly Revised (11th edition) for rule(s) (4) Refer to CDE rules #8-10 before using these motions in the demonstration

Motion Second

Required Debatable Amendable Vote

Required Reconsider Privileged Motions Fix the Time to Which to Adjourn Yes No Yes Majority Yes Adjourn Yes No No Majority No Recess Yes No Yes Majority No Raise a Question of Privilege No No No Chair Grants No Call for the Orders of the Day No No No No vote,

Demand No

Subsidiary Motions Lay on the Table Yes No No Majority Neg only (3) Previous Question Yes No No 2/3 Yes Limit or Extend Limits of Debate Yes No Yes 2/3 Yes Postpone to a Certain Time (or Definitely)

Yes Yes Yes Majority Yes

Commit or Refer Yes Yes Yes Majority Yes Amend Yes Yes (1) Yes Majority Yes Postpone Indefinitely Yes Yes No Majority Affirm. On-

ly Main Motion Yes Yes Yes Majority Yes Incidental Motions Appeal Yes Yes (1) No Majority Yes Division of the Assembly No No No No vote,

demand No

Division of a Question Yes No Yes Majority No Objection to the Consideration of a Question

No No No 2/3 Neg. Only

Parliamentary Inquiry No No No Chair answers

No

Point Of Order No No No Normally no vote Chair

rules

No

Suspend the Rules Yes No No (2) No Withdraw a Motion No (3) No No Majority (3) Neg. Only Motions That Bring A Question Again Before The Assembly Reconsider (4) Yes Yes (1) No Majority No Rescind (4) Yes Yes Yes Maj. with

notice, 2/3 or maj. of

membership (3)

Neg. Only

Take From The Table (4) Yes No No Majority No

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Parliamentary Procedure CDE – Form 1

Chapter: __________________________________ Date: ______________________

State: _____________________________________ Place: ______________________

NATIONAL PARLIAMENTARY PROCEDURE EVENT Official Minutes

Chair’s Signature: ___________________ Secretary’s Signature: _____________________

Add additional pages, if needed.

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National FFA Parliamentary Procedure CDE Form 3

Tabulation Sheet for Scoring Minutes

(Preliminary Round)

STATE: _____________________________________________________________________

Comments:

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Scoring Criteria Possible Points Points Earned

Completeness and Accuracy Minutes accurately reflect all business transacted during

demonstration. Kind of meeting (regular) Name of chapter Date and time of meeting President and Secretary were present? Minutes of the previous meeting read?

15

Format of Minutes Separate paragraph for all items All main motions (including those withdrawn) All secondary motions (including those lost) All points of order and appeals Name of person making motion Name of seconder NOT included Vote count for motions requiring a 2/3 vote Signed by the President and Secretary

15

Grammar, Style and Legibility Complete sentences Correct spelling (deduction of 1 pt./error) Correct punctuation (deduction of 1 pt./error) Legibility and clarity

15

TOTAL POINTS 45

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National FFA Parliamentary Procedure CDE Form 4

Team Problem Solving Activity Rubric

(Semi-Final & Final Rounds)

STATE: _____________________________________________________________________

Comments:

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Scoring Criteria Possible Points Points Earned

Reference Team identified the correct page(s) and line number(s) in Robert’s Rules of Order Newly Revised (11th ed.) Team accurately wrote the complete quote(s) from Robert’s Rules of Order Newly Revised (11th ed.)

10

Solution to the Problem Team accurately solved the parliamentary procedure problem/issue.

20

Grammar, Style and Legibility Complete sentences Correct spelling (deduction of 1 pt./error) Correct punctuation (deduction of 1 pt./error) Legibility and clarity

15

TOTAL POINTS 45

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SAMPLE TEAM PROBLEM SOLVING ACTIVITY

The following is a sample team problem similar to what a team might be asked to solve during the team portion of the National FFA Parliamentary Procedure CDE. The Lakeville FFA Chapter is facing a parliamentary problem and needs advice. At its last meeting of the school year, the chapter planned to hold officer elections. The chapter president, Jason, was presiding at the elections meeting. The chapter vice president, Elizabeth, chose not to run for office again and served as chair of the nominating committee. Elizabeth will be a senior next year and decided to devote more of her time to career development events than to serving as a chapter officer. Elizabeth gave the nominating committee’s report at the meeting. The nominating committee nominated Lisa for chapter president. No other nominees were offered and Lisa was elected by a voice vote. The nominating committee nominated David for vice president. Another member nominated Claire for vice president from the floor. Jason, the president, asked both David and Claire if they objected to taking the vote by voice. Neither objected and Jason took the vote by voice. Claire was the clear winner of the election and Jason declared Claire elected vice president. All other nominees suggested by the nominating committee were unopposed and were each elected by voice vote. At the conclusion of the elec-tion, Jason passed the gavel to Lisa, who declared the meeting adjourned. The next chapter meeting will take place when school resumes in the fall. One week after the election, Lisa held the first meeting of the new officer team. She arrived at the meeting noticeably upset, and as soon as the meeting began Lisa announced that her father had taken a new job in a neighboring state, and she and her family would be moving away from Lakeville immediately. Lisa handed each officer a copy of her resignation as president and then handed a copy to the chapter advisor. To make matters worse, each officer had been instructed to bring copies of their last two report cards to the meeting so that the chapter advisor could verify the grade point average for each officer. All the officers had grade point averages above 3.0 except Claire, whose last two grade cards indicated a grade point average of 2.35. The new officer team was clearly disappointed that Lisa would be leaving, and the remainder of the meeting became more of a farewell party for Lisa than an actual meeting. When the group left the meeting later that afternoon, the chapter advisor wished all the officers well and indicat-ed that she would call another meeting for later in the summer. Several questions were lin-gering on her mind, however, and she has called your team for help.

1. Who is president of the Lakeville FFA Chapter? 2. What must be done now to complete the Lakeville FFA chapter officer team? 3. Was the election for vice president conducted properly?

The chapter bylaws only discuss chapter officers in Article IV. That article from the chapter bylaws appears below. The chapter’s parliamentary authority is Robert’s Rules of Order Newly Revised (11th Edition). Please provide the Lakeville FFA chapter advisor with an answer to her questions, including appropriate citations, based on the chapter bylaws and the chapter’s parlia-mentary authority.

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ARTICLE IV – Officers Section 1 – The officers of the chapter shall be a president, vice president, secretary, treasurer, reporter and sergeant-at-arms. All officers shall serve for a term of one year or until their successors are elected. Section 2 – The president shall be a senior and must have been a chapter member for at least two full years prior to election. All other officers must have been a chapter member for at least one full year prior to election. Section 3 – Any vacancy in any office other than that of president shall be filled by the other officers for the remainder of the unexpired term. Section 4 – All elections shall be held by ballot, except in cases where only one nominee has been made, in which case a voice vote may be taken. Section 5 – All officers shall have a minimum grade point average of 2.5 at the time of their election and shall maintain at least a 2.5 grade point average throughout their term of office.

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SAMPLE TEAM PROBLEM SOLVING ANSWER

1. Who is president of the Lakeville FFA Chapter? Elizabeth is president of the chapter. When Lisa was elected chapter president, Jason’s term as president ended and Lisa became the duly elected president. Lisa’s resignation means that the office of president would immediately be filled by the vice president. (Article IV, Section 3. RONR p. 442, ln. 2-7.) Claire was apparently elected vice presi-dent, but review of her grade point average after the election revealed that she was ineli-gible to be elected. (Article IV, Section 5.) The election for vice president actually nev-er happened since Claire was ineligible at the time of the vote, so the election for vice president remains incomplete. (RONR p. 430, ln. 11-13 and p. 543, ln. 19-22.) Because Elizabeth was serving as vice president at the time of the election, and because her term of office does not expire until her successor is elected (Article IV, Section 1.), Elizabeth remained the actual vice president at the conclusion of the elections meeting. Elizabeth was also the actual sitting vice president at the time of Lisa’s resignation from the office of president, meaning that Elizabeth became president of the Lakeville FFA Chapter upon Lisa’s resignation.

2. What must be done now to complete the Lakeville FFA chapter officer team?

The chapter officers must select a new vice president to serve until the chapter meets again in the fall. (Article IV, Section 3.) When Elizabeth became president of the chap-ter following Lisa’s resignation, a vacancy was created in the office of vice president. The chapter bylaws require the remaining officers to fill the vacancy for the remainder of the unexpired term. The person appointed by the chapter officers will fill the position of vice president until the chapter can meet to hold another election for vice president. (RONR p. 429-30.) The new election is necessary because the new vice president chosen by the officers will only be completing Elizabeth’s term of office as vice presi-dent, which should have ended at the elections meeting, but because no election was completed, the newly chosen vice president will continue in office until his or her successor is elected by the chapter. Since there are no prohibitions against reelection, the person chosen by the officers can be elected to the office of vice president by the chapter for a complete term.

3. Was the election for vice president conducted properly? No. The election for vice president should have been conducted by ballot. (Article IV, Section 4.) A requirement that a vote be taken by ballot cannot be suspended, even by unanimous consent. (RONR p. 398, ln. 28 – p. 399, ln. 1.) Claire should also not have been a candidate since she was ineligible for election to the office. (RONR, p. 543, ln. 19-22.)

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Appendix A: AFNR Career Cluster Content Standards

Performance Measurement Levels Event Activities Addressing Measurements

Related Academic Standards

CS.01.01. Performance Indicator: Action: Exhibit the skills and competencies needed to achieve a desired result.

Social Studies: 4d and 4h

CS.01.01.01.c. Work independently and in group settings to accomplish a task.

presentation

CS.01.01.03.c Implement an effective project plan. presentation CS.01.01.04.b. Use appropriate and reliable

resources to complete an action or project. exam, problem solving

CS.01.01.05.a. Assess the physical, financial and professional risks associated with a particular task.

presentation

CS.01.01.06.b. Assign project parts equitably amongst team members to achieve a given task.

presentation, problem solving

CS.01.02. Performance Indicator: Relationships: Build a constituency through listening, coaching, understanding and appreciating others.

Language Arts: 12 Social Studies: 4h

CS.01.02.01.c. Demonstrate human relation skills including compassion, empathy, unselfishness, trustworthiness, reliability and being friendly to co-workers.

presentation

CS.01.02.02.c. Engage others in conversations to respond to an obstacle when completing a task.

presentation

CS.01.02.04.b. Establish team ground rules for expected individual behaviors on the team.

presentation

CS.01.03. Performance Indicator: Vision: Establish a clear image of what the Social Studies:

CS.01.03.02.c. Create a plan of action to complete a task based on a conceptualized idea.

presentation

CS.01.03.05.c. Lead a meeting or activity that engages all participants in the process.

presentation

CS.01.04. Performance Indicator: Character: Conduct professional and personal activities based on virtues.

Social Studies: 4c and 4f

CS.01.04.03.b. Assess the alternative outcome of specific actions.

presentation

CS.01.04.04.c. Demonstrate respect for others. presentation CS.01.04.05.a. Practice self-discipline. presentation CS.01.04.06.a. Describe the benefits of serving

others. presentation

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CS.01.05. Performance Indicator: Awareness: Desire purposeful understand-ing related to professional and personal activities.

Language Arts: 1 Social Studies: 1e, 4e, 10b and 10j

CS.01.05.01.c. Articulate current issues that are important to the local, state, national and global communities.

presentation

CS.01.05.02.c. Perform leadership tasks associated with citizenship.

presentation

CS.01.06. Performance Indicator: Continuous Improvement: Pursue learning and growth opportunities related to professional and personal aspirations.

Science: A4 Language Arts: 8 Social Studies: 4h

CS.01.06.03.c. Use problem solving strategies to solve a professional or personal issue.


CS.02.02. Performance Indicator: Social Growth: Interact with others in a manner that respects the differences of a diverse and changing society.

Language Arts: 12 Social Studies: 1e

CS.02.02.02.a. Demonstrate proper conduct and appearances for various settings.

presentation

CS.02.02.03.b. Exhibit the behaviors needed for developing and maintaining a professional relationship.

presentation

CS.02.03. Performance Indicator: Professional Growth: Develop awareness and apply skills necessary for achieving career success.

Language Arts: 12 Social Studies: 4a

CS.02.03.03.c. Demonstrate employability skills for a specific career.

presentation, exam

CS.02.04. Performance Indicator: Mental Growth: Demonstrate the effective application of reasoning, thinking and coping skills.

Math: 6C Science: A4 Language Arts: 4 and 8

CS.02.04.01.c. Demonstrate critical and creative thinking skills while completing a task.


CS.02.04.02.c. Implement effective problem solving strategies.

problem solving

CS.02.04.03.c. Demonstrate the skills needed to negotiate with others.

presentation

CS.02.05. Performance Indicator: Emotional Growth: Demonstrate healthy responses to one’s feelings.

Social Studies: 4a

CS.02.05.03.c. Exhibit self confidence while in the workplace.

presentation, questions

CS.02.06. Performance Indicator: Spiritual Growth: Reflect inner strength to allow one to define personal beliefs, values, principles and sense of balance.

Social Studies: 4c and 4f

CS.02.06.02.c. Demonstrate respect and sensitivity to others’ beliefs.

presentation

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CS.03.01. Performance Indicator: Communication: Demonstrate oral, written and verbal skills.

Language Arts: 4, 5 and 12

CS.03.01.01.c. Demonstrate technical and business writing skills to communicate effectively with co-workers and supervisors.

minutes, problem solving

CS.03.02. Performance Indicator: Decision Making –Analyze situations and execute an appropriate course of action.

Science: A1 and A5 Social Studies: 1c and 4h

CS.03.02.01.c. Make decisions for a given situation by applying the decision-making process.


CS.03.02.02.c. Use problem-solving skills. problem solving CS.03.02.03.b. Practice ethical behaviors. presentation CS.03.03. Performance Indicator: Flexibility / Adaptability: Describe traits that enable one to be capable and willing to accept change.

Science: A2, A6 and E2 Language Arts: 7 Social Studies: 8a

CS.03.03.02.a. Select the appropriate process to initiate effective change for a given situation.


CS.03.03.03.c. Respond to feedback to improve a situation, skill or performance.

questions

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Appendix B: Related Academic Standards National academic standards for mathematics, science, English language arts and social studies related to this event are reported below. The statements are based on information in reports of the respective associations/organizations in the academic areas. Some adjustment of numbering was done to facilitate the process of alignment with the standards that have been developed in the pathways of the Agriculture, Food and Natural Resources (AFNR) Career Cluster. The approach was to determine the presence of alignment between the content standards, ex-pectations or thematic strands of the four academic areas and the performance indicators of the AFNR Standards. Supporting statements have been included to clarify content of the respective content standards, expectations or thematic strands. The statements were initially developed in-dependently by the respective organizations and, therefore, are not parallel in wording and presentation. Occasionally minor editing was done to adjust the background or stem of a state-ment but not the statement itself. Mathematics 6. Standard and Expectations: Problem Solving

6C. Apply and adapt a variety of appropriate strategies to solve problems. Science A. Content Standard: Science as an Inquiry

A1. Identify questions and concepts that guide scientific investigation. A2. Design and conduct scientific investigations. A4. Formulate and revise scientific explanations and models using logic and evidence. A5. Recognize and analyze alternative explanations and models. A6. Communicate and defend a scientific argument.

E. Content Standard: Science and Technology E2. Understanding about science and technology.

English Language Arts 1. Students read a wide range of print and non-print texts to build an understanding of texts, of themselves and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works. 4. Students adjust their use of spoken, written and visual language (e.g., conventions, style, vo-cabulary) to communicate effectively with a variety of audiences and for different purposes. 5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate and synthesize data from a variety of sources (e.g., print and non-print texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience. 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

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12. Students use spoken, written and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion and the exchange of information). Social Studies 1. Thematic Strand: Culture

1c. apply an understanding of culture and an integrated whole that explains the functions and interactions of language, literature, the arts, traditions, beliefs and values and behav-ior patterns; 1e. demonstrate the value of cultural diversity, as well as cohesion, within and across groups;

4. Thematic Strand: Individual Development and Identity 4a. articulate personal connections to time, place and social/cultural systems; 4c. describe the ways family, religion, gender, ethnicity, nationality, socioeconomic sta-tus and other group and cultural influences contribute to the development of a sense of self; 4d. apply concepts, methods and theories about the study of human growth and develop-ment, such as physical endowment, learning, motivation, behavior, perception and per-sonality; 4e. examine the interactions of ethnic, national or cultural influences in specific situa-tions or events; 4f. analyze the role of perceptions, attitudes, values and beliefs in the development of personal identity; 4h. work independently and cooperatively within groups and institutions to accomplish goals;

8. Thematic Strand: Science, Technology and Society 8a. identify and describe both current and historical examples of the interaction and in-terdependence of science, technology and society in a variety of cultural settings;

10. Thematic Strand: Civic Ideals and Practices 10b. identify, analyze, interpret and evaluate sources and examples of citizens’ rights and responsibilities; 10j. participate in activities to strengthen the “common good,” based upon careful evalu-ation of possible options for citizen action.

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CDE Intro

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