Progress 09/01/11 to 02/29/16
Outputs
Target Audience:It is the mission of the National FFA Organization (FFA) to make a positive difference in the lives of students by developing their potential for premier leadership, personal growth and career success through agricultural education. Today, there are 629,327 FFA members, aged 12?21, in 7,757 chapters in all 50 states, Puerto Rico and the U.S. Virgin Islands. It is a priority of the National FFA Organization's Living to Serve-Rural Youth Development Program (LTS-RYD) to continue funding and engaging FFA chapters that reside in rural communities, under 10,000 residents, with many actually having less than 5,000 residents. The FY13 LTS-RYD portfolio closed out with nine (9) State FFA Associations that included 41 local FFA Chapters. It also included five (5) Individual Local FFA Chapters in three (3) additional states. In an effort to close-out funding National FFA also funded 19 Local FFA Chapters, in 11 new states, as part of a Hunger Cohort. While the FFA chapters in the Hunger Cohort were new to the RYD portfolio, they had been engaged in the National FFA hunger initiative; Feeding Our World-Starting at Home previously. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?The National FFA Organization offered the following resources to support the design, implementation and evaluation of the Rural Youth Development service-learning programs: Web-based grantee training and technical assistance meetings were used to ensure ongoing support for grantees. All recipients were required to enhance their understanding of service-learning, grantee responsibilities and anticipated program outcomes as well as to provide a network for building quality programs. One-on-one educational outreach to all funded programs to educate on the need for thoughtful, intentional programs that tie directly to agricultural education standards and support the Youth Development principles, the Community Capitals framework, The national agriculture standards (National Agriculture, Food and Natural Resources /AFNR Career Cluster Content Standards) and RYD program standards. The RYD standards create the framework through which the agriculture standards can be implemented to successfully improve the lives of rural youth and have an impact on the local community. Online Living to Serve (LTS) service-learning and civic engagement lesson plans for teachers located on the FFA website. Student-based learning module that complements the LTS lessons plans for teachers. Students could access the free on-line module from the Living to Serve Grants page (https://www.ffa.org/participate/grants-and-scholarships/living-to-serve-grants) and be guided through an interactive learning experience that looks at 1) definition of service-learning; 2) developing a service-learning project, 3) strong service-learning examples and 4) funding for service-learning projects. An evaluation toolkit was developed in partnership with 4-H and Girl Scouts. Youth Leading Community Change: An Evaluation Toolkit offered tools and activities to help measure the impact of their projects. How have the results been disseminated to communities of interest?Strategies for communicating project results to stakeholders and the public included: LTS-RYD staff partnered with the Marketing, Communications and Brand services team (MARCOMB) to provide updates on the FFA Facebook page. Periodically, an outstanding RYD project was highlighted on Facebook. The current number of FFA Facebook Fans is over 341,000; Twitter is another social media outlet utilized. Tweets were sent out periodically about the RYD program to inform the audiences about great projects and outcomes. National FFA currently has 62,000 Twitter followers; The RYD program was featured on the National FFA blog; Using project examples and evaluation findings, a presentation was given at the National Service-Learning Conference and National Association of Agriculture Educators Conference; A Living to Serve website was created and contained a Community Walks map that notes each project across the country with a brief description of the service-learning projects. (https://www.ffa.org/participate/grants-and-scholarships/living-to-serve-grants) An online interactive map of currently funded communities and their project abstracts was created and linked to the LTS-RYD webpage; and Periodic press releases related to Rural Youth Development programs. The following communication venues provided maximum outreach to FFA members and advisors as well as state and local stakeholders. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
The goal of National FFA Organization's Living to Serve-Rural Youth Development Program (LTS-RYD) was to engage rural youth in the development, implementation and evaluation of high-quality service-learning programs as a way to enhance the community capitals. Through increased civic engagement, leadership skill development and youth-adult partnerships the FFA members shift in roles from students being passive recipients to active providers of service and change within their communities. While no two service-learning projects were exactly alike, the framework for the projects were. In partnerships with local organizations and adult volunteers the students investigated an authentic community need, developed a plan to address the need and its roots causes, engaged in service activities, demonstrated educational and leadership skills and evaluated projects. Program Outcomes Outputs and outcomes were assessed using a variety of evaluation and reporting tools for a triangulation of data points. Data was collected and analyzed throughout the course of the grant program via the following tools: RYD Post-then-Pre Survey for participating youth and adults; RYD Focus Groups in October 2014 for program participants; USDA Rural Youth Development Grantee Year-End Accomplishment Report for each community and USDA Rural Youth Development Output Report for each chapter. Below is a summary of the findings that align with the RYD Logic model. 1) Outcome 1 (Knowledge/Skill Development) Utilizing the RYD Post-then-Pre Survey, youth who intensively participated at the local level reported their leadership skills from prior to and after participating in the service-learning project. On each of the 16 questions, participants consistently reported an increase in skill levels. Students learned about being key project organizers, facilitating group work and helping others to be successful. The overall results were consistent across the states. The leadership skills gained by participants allowed students to play an active role in solving their communities' problems. Adults, likewise, gained an appreciation for the input and actual work done by the students. The results were substantiated through the RYD Focus Groups. During the focus groups, students discussed how they had grown in a variety of ways, but most members discussed the power of the LTS-RYD program in advancing communication skills, self-confidence, and the ability to educate others and advocate for community needs. In addition to leadership skills, agricultural education content spanned all of the LTS-RYD projects. From agribusiness to leadership development, student members paired content with community needs and developed authentic service-learning experiences. While a variety of content areas were covered, the key to the work performed was that students could apply content in authentic environments to see the power of the information and skills learned. 2) Outcome 2 (Civically Engaged Youth - Youth Development Opportunities) The chance for rural youth to impact the community is powerful. Multiple evaluation tools showed FFA members felt that they made a difference, and could see the implications of their work. Many members reported feeling like the hard work of service has changed them, and they are more likely now to serve their communities than before this work. One member shared: "I feel good about myself and I feel like a better person knowing how many families are affected by the work and effort that I put in for a semester. This project has helped me to realize where I have come from. As a citizen in the making, I hope to use this project to understand the families I am working with ... I learned about where my beliefs and values have come from and also the struggles that my family faced." The ability to serve others and make a difference was tantamount to the students. The LTS- RYD projects provided a chance to transform their communities and watch change occur. FFA members have seen the hard work of community partners, and have learned from that modeling. They recognize the diligence that comes with community work and the need to dedicate oneself to working for others. Failure with many of the projects was not an option. Students learned, "if they didn't do this work, no one would." This is a powerful outcome for young students to learn, that the work they are doing is not just meaningful, but also something that few others could accomplish. 3) Outcome 3 (Positive Youth - Adult Partnerships) Asking the question, "Has the community seen an increase in opportunities for youth to be involved in positive youth development activities as a result of the project?" had 88% of respondents answering, yes! The high percentage of positive responses gave a strong indication that the projects are providing a basic component in positive youth development: interaction with a caring adult. Members connected with community partners in different ways. They served as advocates and worked as educators, sharing information about issues and agricultural knowledge and skills. They learned patience in serving as stewards of service, helping elders who couldn't physically perform work. They worked as researchers, clarifying how their work could be improved through more effective strategies and interventions. Members have provided resources, allowing others to benefit from the knowledge that they have. One FFA member shared, "It was amazing that people in the community wanted to hear from us, not just from our teachers. We needed to be up on what we were doing because we were there to discuss the importance of our work." Communication with partners was vital to ensure consensus was built, in an effort to meet the communities' needs. 4) Outcome 4 (Concepts of Inclusion and Diversity) Through the service-learning projects, FFA members learned the importance of being involved collaboratively and working as a team player. Members also had to value other's contributions, even if their beliefs were different. Differences in culture and community were revealed through reporting. The power of these experiences was found in seeing the similarities across different peoples. Race and ethnic differences were transcended in digging in the dirt, "we all have our different views, but when you're talking with someone, pulling weeds, and you realize you're speaking to a Buddhist, you learn to respect others. There is something about digging in the dirt that evens people out," shared one FFA member. Partnering with others who think differently means listening as much as talking. It also means appreciating another person's perspective as you work toward a shared goal. Ultimately, the FFA members increased their self-awareness. They felt that they were more aware of others and the need to focus on people other than themselves. They were more adept at appreciating differences, and recognized that they don't know everything. They understood that being a leader doesn't mean being in control, but being a part of something bigger than themselves. Summary of Outcomes The projects and experiences performed through the LTS-RYD program impacted thousands of students, community members, and partners across the country. FFA members, adults and community stakeholders demonstrated the profound ability for youth to make a difference in their communities and in other people's lives by improving their communities' capitals. Students recognize that in order to change the world, they cannot shy away from others. No one benefits from them being meek: the work these students performed is life-changing. FFA members have grown, and have impacted their communities in being better, stronger, more productive communities. The LTS-RYD program has benefited citizens in improving their lives, and it has helped young people to see themselves as change agents and powerful and responsible members of society.
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Progress 09/01/11 to 08/31/12
Outputs
Target Audience: It is the mission of the National FFA Organization (FFA) to make a positive difference in the lives of students by developing their potential for premier leadership, personal growth and career success through agricultural education. Today, there are 557,318 FFA members, aged 12?21, in 7,498 chapters in all 50 states, Puerto Rico and the U.S. Virgin Islands. It is a priority of the National FFA Organization’s Living to Serve-Rural Youth Development Program (LTS-RYD) to continue funding and engaging FFA chapters that reside in rural communities, under 10,000 residents, with many actually having less than 5,000 residents. The FY12 LTS-RYD portfolio included 10 State FFA Associations that included 46 local FFA Chapters. It also included 10 Individual Local FFA Chapters in 5 additional states. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided? The National FFA continues to offer resources in the following categories to support the design and implementation of the Rural Youth Development programs: Web-based grantee training and technical assistance meetings continue to be used to ensure ongoing support for grantees. All recipients are required to enhance their understanding of service-learning, grantee responsibilities and anticipated program outcomes as well as to provide a network for building quality programs. One-on-one educational outreach to all funded programs to educate on the need for thoughtful, intentional programs that tie directly to agricultural education standards and support the Youth Development principles, the Community Capitals framework, The national agriculture standards (National Agriculture, Food and Natural Resources /AFNR Career Cluster Content Standards) and RYD program standards. The RYD standards create the framework through which the agriculture standards can be implemented to successfully improve the lives of rural youth and have an impact on the local community. Online Living to Serve (LTS) service-learning and civic engagement lesson plans for teachers located on our FFA website. National FFA is in the process of updating seventeen lessons hosted on this site that address topics related to identifying community needs; creating, implementing and evaluating a service-learning project; reflection and celebration of service-learning projects. Student-based learning module that complements the LTS lessons plans for teachers. Students can access the free on-line module from the Rural Youth Development page (www.ffa.org/ryd) and be guided through an interactive learning experience that looks at 1) definition of service-learning; 2) developing a service-learning project, 3) strong service-learning examples and 4) funding for service-learning projects. How have the results been disseminated to communities of interest? Strategies for communicating project results to stakeholders and the public include: LTS-RYD staff partner with our Marketing, Communications and Brand services team (MARCOMB) to provide updates on the FFA Facebook page. Periodically, an outstanding RYD project will be highlighted on Facebook. The current number of FFA Facebook Fans is over 211,000; Twitter is a new social networking mechanism in place. Tweets are sent out periodically about the RYD program to inform the audiences about great projects and outcomes. National FFA currently has 28,000 Twitter followers; The RYD program has been featured on the National FFA blog; Using project examples and evaluation findings, a presentation was given at the National Service-Learning Conference; A Living to Serve and Rural Youth Development website has been created and contains a Community Walks map that notes each project across the country with a brief description from across our grantees (www.ffa.org/ltsgrants and www.ffa.org/ryd); An online interactive map of currently funded communities and their project abstracts has been created and linked to the LTS-RYD webpage (http://www.communitywalk.com/FFA_Living2Serve) ; and Periodic press releases related to Rural Youth Development programs. The following communication venues provide maximum outreach to FFA members and Advisors as well as state and local stakeholders. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
The National FFA LTS-RYD Program has seen success since its inception. To view an interactive map of currently funded communities you may visit the FFA Community Walks webpage at http://www.communitywalk.com/FFA_Living2Serve. While the individual projects themselves have dealt with specific community needs identified by the FFA members, the overarching goal of civic engagement and youth leadership has been met through the grants. FFA members worked with community partners - local businesses or adult volunteers - to address the identified needs. Projects include needs being met in the form of community gardens, fitness trails, health and wellness education, environmental and science education, civic and political responsibility, cultural outreach, mentoring, and community safety. While no two projects are exactly alike, the opportunity for youth to engage in service that supports classroom curriculum leads to a higher level of learning than pure classroom instruction alone. Program Outcomes Outputs and outcomes are assessed using a variety of evaluation and reporting tools for a triangulation of data points. FFA chapters are provided with a calendar at the beginning of the year with all measurable detailed, to enable sites to better meet deliverables. As a result, calendar reporting was completed last month. Data is collected and analyzed at the end of the project year via the following tools: RYD Post-then-Pre Survey for participating youth and adults. RYD Focus Groups in October for selected youth, adults, and public stakeholders within each community. USDA Rural Youth Development Grantee Year-End Accomplishment Report for each community; collects observed and anecdotal evidence of expanding community capitals and leveraged resources. USDA Rural Youth Development Grants Output Report for each chapter;summarizes demographics, community issues, collaborations, leveraged funds, and related outputs. Below is a summary of the findings that align with the RYD Logic model. 1) Short-term Outcome 1 (Knowledge/Skill Development) Utilizing the RYD Post-then-Pre Survey, youth and adults who intensively participated at the local level reported their leadership skills from prior to and after participating in the L2S project. On each of the 16 questions, participants consistently reported an increase in skill levels. The overall results were consistent across the states. The leadership skills gained by participants have allowed students to play an active role in solving their communities’ problems. Members also indicated that their ability to set goals was improved, largely due to the need for exploring project goals and reflecting about whether projects were effective. Adults, likewise, have gained an appreciation for the input and actual work done by the students. This shows enhancement of Human Capital. 2) Short-term Outcome 2 (Understanding of Youth in Governance) Successful participation in these activities was a strong indicator of understanding of the youth in governance principles the project was designed to instill. A high percentage of youths and adults reported participating in the major activities of the project and developing personally as a result. Therefore, it can be concluded that the activities determined by the youth/adult partnerships to solve community problems helped to develop strong leadership skills during the project. Because this data involves relationships with others, this shows building of Social Capital. The leadership skill acquisition shows development of Human Capital. 3) Short-term Outcome 3 (Concepts of Inclusivity, Pluralism, and Diversity) During RYD Focus groups, participants reported an increased commitment to exploring real diversity in project participants. Members overwhelmingly believe by the end of programming that they have the capability to impact problems faced by citizens. However, approximately one in six participants noted that they do not believe their community cares about them. Many members found increased strength in being able to effectively communicate with community members. Most shared that this was a skill they had not performed previously and that being involved in service-learning required that they put in the effort to strengthen this skill. Having the self-confidence and strength of self to perform such skills also showed improvement over the course of the program. 4) Short-term Outcome 4 (Positive Youth Development Opportunities) Asking the question, “Has the community seen an increase in opportunities for youth to be involved in positive youth development activities as a result of the project?” had 88% of respondents answering, yes! The high percentage of positive responses gave a strong indication that the projects are providing a basic component in positive youth development: interaction with a caring adult. A number of individual comments from members demonstrated the powerful experiences they had during the year. One member shared: “I feel good about myself and I feel like a better person knowing how many families are affected by the work and effort that I put in for a semester. This project has helped me to realize where I have come from. As a citizen in the making, I hope to use this project to understand the families I am working with … I learned about where my beliefs and values have come from and also the struggles that my family faced.” Summary of Outcome Evaluation The project was very successful in all three areas evaluated: 1) youth and adults on the leadership teams improved their leadership skills; 2) youth and adults on the leadership teams participated at a high level in leadership activities; and 3) project sites reporting a very high level of accomplishing the community outcomes of the project. The data provides both quantitative and qualitative data to support the conclusion that the local sites demonstrated a high level of achievement based on the expected outcomes of the project.
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