Room Consultant Information Folder

Please go over the following information thoroughly so you will be familiar with the process prior to attending the NC FCCLA State Conference.

Things to remember:

You will be given Rubrics for each set of participants. Please make sure you have enough copies of the rubrics, if you do not, please note this on the paper provided and return to the table at the end of the Room Consultant Meeting.
Please make sure you have all the supplies you need before leaving tabulation registration desk.
Please do not discuss any results of competition with anyone at any time (except the evaluators and this is during the competitionONLY. Remember you don’t want others discussing your students so please do not discuss their students).
No one is allowed in the competition rooms. “Spectators are not allowed to observe any portion of any STAR Event. Videotaping and/ or audio recording of events is not allowed. *Exception: Media and Business & Industry partners may be escorted into events with prior approval and arrangements made through national headquartersand the Competitive Events Advisory Team. States may set policies for exceptions on the state level. North Carolina Makes NO exceptions to this ruling. Consult with Janet Johnson, NC FCCLA State Adviserif there is a question. Janet Johnson will notify you if ANYONE is allowed in the event rooms for any reason.

The FCCLA Planning Process for Individual and Team Action

IDENTIFY CONCERNS

The circle represents a continuous flow of ideas and has no beginning or end. As a target, it symbolizes zeroing in on the one idea around which you would like to build a project.

■ Brainstorm to generate ideas, or state the activity or problem you want to address if already determined.

■ Evaluate your list and narrow it down to a workable idea or project that interests and concerns the majority or all of your members.

SET A GOAL

The arrow stands for deciding which direction you will take. It points toward the goal or end result.

■ Get a clear mental picture of what you want to accomplish, and write your ideas down as your goal.

■ Make sure your goal is one that can be achieved and evaluated.

■ Consider resources available to you.

FORM A PLAN

The square represents the coming together of ideas—the who, what, where, when, and how of your plan.

■ Decide what needs to be done to reach your goal.

■ Figure out the who, what, where, when, and how.

■ List the abilities, skills, and knowledge required on your part.

■ List other available resources, such as people, places, publications, and funds.

■ Make a workable timetable to keep track of your progress.

■ List possible barriers you might face, and develop plans if necessary.

■ Decide ways to recognize your accomplishments along the way.

ACT

The different squares in this symbol represent the activities to be carried out to meet your goal. It represents acting on the plan.

■ Carry out your group or individual plan.

■ Use family and community members, advisers, committees, task forces, and advisory groups when needed.

FOLLOW UP

The broken squares suggest examining the project piece by piece. This symbol also represents a “window" through which to review and evaluate the plan.

■ Determine if your goal was met.

■ List ways you would improve your project or plan for future reference.

■ Share and publicize your efforts with others, including the media if appropriate.

■ Recognize members and thank people involved with your project.

2014–2015 COMPETITIVE EVENTS GUIDE ■ © Family, Career and Community Leaders of America, Inc. ■

Competitive Events Glossary

The Competitive Events glossary was developed to help clarify questions about terms. Be sure you understand the rules for your event. Make certain you are following the national rules if they are different from your state rules.

2014–2015 COMPETITIVE EVENTS GUIDE ■ © Family, Career and Community Leaders of America, Inc. ■

Audience—A group of listeners, or readers of a work, program, or performance.

Audio equipment—Equipment used for the broadcasting of sound.

Audiovisual equipment—Equipment that uses both sight and sound to present information.

Best Practices Educator—An educator who models professional qualities, continued professional development and the use of current instructional approaches and strategies for teaching and learning. A best practices educator is committed to incorporating various teaching methods and seeks to utilize relevant content to create a classroom that is student focused. The educator should be recognized by peers for excellence and be fully certified in his/her field.

Bibliography—An alphabetical list of sources of information in an organized, consistent format (i.e. APA, MLA) on a given subject, period, etc.; a list of books, articles, software, etc., used or referred to by an author.

Campaign—Activities to achieve a specific objective.

Career-Related Education—Knowledge obtained through school curriculum and community service projects/activities that enhances a student’s ability to work in a specific occupation.

Classroom Situation—a situation in which there are multiple ages, learning styles, education levels, and/or special needs represented in students who are gathered in one space for an individual lesson.

Community—A group of people living in the same locality and under the same governance; the region in which one lives (i.e., family, school, peers, town, city, employment, etc.).

Comprehensive Student—Students enrolled in general courses in a Family and Consumer Sciences program.

Content—The subject or ideas contained in something written, said, or represented.

Content divider pages—Pages of a portfolio that separate content sections and do not contain content but may include graphic elements, titles, logos, theme decorations, page numbers, and/or a table of contentsfor a content section.

Content pages—Pages of a portfolio, business plan, or portfolio that contain information about the project; one side of page only.

Costume—Clothing worn by someone who is trying to look like or portray a different person or thing, often related to a specific presentation or project theme.

Creative thinking—The ability to generate new ideas.

Critical thinking—The ability to use communication and problem-solving skills effectively to direct, monitor, and evaluate.

Current—Current information may vary by content field. Current research should be up-to-date based on research and study in the field.

Digital Story—A mixture of computer-based images, text, recorded audio narration, video clips, and/or music that focuses on a specific topic, and contains a personal or particular point of view.

Dimensions—The stated or required size of a display, portfolio, or container (i.e., measurements, number of pages, etc.). The measured dimensions include all items that are a part of the display, portfolio, or container (tablecloths, audiovisuals, props, equipment, moving parts, etc.). Examples include but are not limited to: tablecloths placed under a display, a display with one or more panels when the panel(s) are extended, and storage of items under or around the display table.

Display—An arrangement of material that includes but is not limited to: photos, project samples, etc., and is contained within a specified area that includes all materials, visuals, and audiovisual equipment to be used for the presentation.

Easel—A stand or frame that may range in size used to hold materials upright, usually during a presentation or display.

Educational Enhancement Opportunity—Knowledge obtained through job shadowing, informational interviews, or career research projects that enhances a specific occupational area.

Electronic Portfolio—An electronic portfolio, also known as an e-portfolio or digital portfolio, is a collection of electronic evidence assembled and managed by a user, usually on the Web (also called Web folio). Such electronic evidence may include inputted text, electronic files such as Microsoft Word and Adobe® PDF files, images, multimedia, blog entries, and hyperlinks. E-portfolios are both demonstrations of the user's abilities and platforms for self-expression, and, if they are online, they can be maintained dynamically over time. Some e-portfolio applications permit varying degrees of audience access, so the same portfolio might be used for multiple purposes.

Employment—The work in which one is engaged; an activity to which one devotes time; may or may not include wages.

Fabric Care—Method(s) of cleaning and making suitable for wear.

Fabric Characteristics—Information about a fabric including, ease of use, special requirements of constructing garments with this fabric, limitations/advantages of using the fabric, and typical uses.

Family—Two or more persons, sometimes living under one roof, who nurture and support one another physically and emotionally, share resources, share responsibility for decisions, share values and goals, and have commitment to one another; environment created by caring people—regardless of blood, legal ties, adoption, or marriage—where individuals learn to be productive members of society; a context for discovery where one can comfortably accept challenges, make mistakes, have successes, be self-expressive, and grow as an individual.

Fiber Content—The types and amounts of different fibers in a fabric or garment.

File folder—A letter-size folder 8 ½" x 11" with one fold on lower horizontal edge and open on the other 3 sides; may have a tab at the top or may be straight cut. Within the file folder, each set of materials should be stapled separately.

File folder may be any color. Required labeling for STAR Events competition does not have to be printed on an adhesive label.

Flip chart—A chart consisting of sheets hinged on one side that can be flipped over to present information sequentially.

Focus Group—A small group of individuals, not participating in the event, who test and/or evaluate an idea, event, or product with the intent of suggesting revisions for improvement.

Graphic—A picture, border, map, graphic font, or graph used for illustration or demonstration.

Hardcopy—Readable printed copy of the output of a machine, such as a computer.

In-depth service project—A detailed project that addresses one specific interest, concern, or need.

Individual event—An event completed by one person.

Lesson plan—A set of plans for teaching a concept that includes objective(s), plan of action, time schedule, resources, supplies, equipment, and evaluation process.

Mannequin—A full or partial human form that is or is close to actual body size which is used to display a garment or ensemble.

Model—A 3-D object which represents, in detail, the intent of a final version of a product.

National programs—Frameworks for FCCLA action that encourage members to enhance their personal growth and build leadership skills.

Occupational student—An occupational student is one who has completed or is currently taking a concentrated program that prepares individuals for paid employment.

Peer—A person who is equal to another in a particular category such as ability, age, rank, and/or qualifications.

Peer education—To provide with information, teach, or instruct a person or group equal in ability, age, rank, and/or qualifications (e.g., teens teaching teens).

Photo Album—A collection of photographs, either presented in a digital or printed format.

Plain paper—8 ½" x 11" paper with no graphics or design. Paper may be any solid color. Watermark is not allowed.

Planning Process—A five-step method (identify concerns, set a goal, form a plan, act, and follow up) to help FCCLA chapter members and advisers plan individual, group, or chapter activities.

Pointer—See prop. Laser pointers are not allowed.

Portfolio—A record/collection of a person’s work organized in a format that best suits the project and meets the requirements of the event. Portfolios may be either hardcopy or electronic. See event specifications for allowable format.

Postconsumer Item—Any item which has been discarded by an end consumer. Examples include, but are not limited to, textiles, housewares, paper goods, sporting goods, etc.

Presentation equipment – Equipment using sight and/or sound to present information. See also audiovisual equipment.

Problem solving—The ability to recognize problems and devise and implement plans of action to solve the problems.

Professional—Worthy of the high standards of a profession.

Project identification page—A page at the front of a document or display containing headings specifically called for by event rules.

Prop—An object used to enhance a theme or presentation (e.g., book, puppet, pointer, etc.) that does not include visuals, audiovisuals, or costumes/uniforms. Live objects are not allowed. Props do not include content.

Prototype Formula—The ingredients, their quantities, and the process directions used to produce a food item.

Public Policy – The governing policy within a community as embodied in its legislative and judicial enactments which serve as a basis for determining what acts are to be regarded as contrary to the public good.

Reliable—Sources should be respected in the field and information found in the source should be able to be backed up by other sources or legitimate research.

Resources—Any source of information or assistance in carrying out a project. May be any medium (e.g. book, internet, chapter member, speaker, etc.) but must be cited appropriately when used.

School relationships—Relationships within an educational institution (e.g., student to student, student to educator, student to organization, etc.).

Seating and Traffic Standards—Standards for the amount of space needed for and around seating areas with various levels of traffic produced by the National Kitchen and Bath Association (Kitchen Planning Guidelines 8 & 9). NKBA Planning Guidelines can be found online at:

Skit—A short, rehearsed, theatrical sketch that could include interaction with others (also called role play).

Sound business practices—Practices that are comprehensive, ethical, realistic, and profitable.

Team—A team may be composed of one, two, or three participants from the same chapter and/or school with the following exception: the Parliamentary Procedure team may have four to eight participants from the same chapter and/ or school.

Team event—An event that can be completed by an entire chapter but may be presented by a team of one,two, or three members.

Technology—A method, system, or process for handling a specific, technical problem.

Presentation equipment—Equipment used for visual projection without sound (e.g., projector, laptop, electronic tablet).

Visuals—Posters, charts, slides, presentation software, etc., which include content.

It is extremely important for you to read over this, understand it and to go over it with the evaluators prior to beginning competition. Remember: if you have questions prior to Conference, ask Janet Johnson, NCFCCLA State Adviser or ask at Tabulation desk. On the day of competition, please call tabulations immediately.

Information to go over with prior to beginning competition with evaluators

Become familiar with the rules, point summary forms, and the rubric criteria for your assigned event. Question any criteria not understood. Remember that individual state event rules often differ from national event rules, and that national rules must be followed for the national competition.

Before each participant begins, you will receive a rubric and other pertinent information about the participant. Take a few minutes to preview the information, as it is a part of their presentation and evaluation.

Time is allowed at the completion of each presentation for you to work (quickly) on your ratings and comments.

When completing the rubric, circle the chosen score. Write the appropriate rating in the points column and write comments on the bottom or back of the rubric. Written comments serve as a valuable source of feedback for the individuals and teams. Record Total Points. Verify point total and initial by the total point box.

If unsure about anything concerning the presentation, ask the participants to explain or clarify.

Do not request that participants hand you items—instead, please stand up for a closer look.

Remember that students are to follow the rubric and guidelines – please evaluate them according to this criterion and not to what you think they “should” have done (if not required/addressed in the event guidelines).

Score the participant entry and discuss the presentation in private with the other evaluators on your team. Spend a few minutes reviewing the strengths and areas for improvement of the presentation. Do NOT inform participants of their score and/or rating.

Compare ratings with other evaluators and discuss the scores given to each student. The adult room consultant will then total scores and determine the average rating. Together, the evaluators will review the score and come to a consensus on the rating. Although evaluator scores will vary, we recommend that all three evaluator ratings be within a 10-point range. If the scores are outside a 10point range, discuss the criteria and make sure there is a consensus between evaluators to standardize the participants score. All scores should be whole numbers (i.e. do not give individual rating categories 2.5 out of 5 points.) Total scores should NOT be rounded.

Each room consultant will complete a point summary form for each individual or team. Evaluators should verify the point total and initial.

Rubrics and point summary forms are to be turned in to the room consultant at the end of the presentation, NOT held by evaluators until the end of the day to be adjusted.

The decisions of the evaluators are final.

Do not discuss the final ratings with anyone at any time.

Evaluators play a key role in determining whether the experience is a positive or negative one for the student participants. It is the goal of STAR Events to make participation a positive experience for all participants, regardless of the ratings they receive. A considerate, sensitive, and fair evaluation process can accomplish this. The evaluation procedures attempt to accomplish the following: