GROWING OUR FUTURE A TEXAS AGRICULTURAL SCIENCE EDUCATION MAGAZINE
WINTER 2021
THERE CAN’T BE A GAME WON WITHOUT A GAME PLAN See what Texas FFA students have to say at mytexasffa.org
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SUMMARY 4
Leatherwork in the Classroom
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Expanding Community Engagement
12
Embracing Non-Traditional Activities to Build Your Program
17
American Star in Agriscience Finalists
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FFA Defines Leadership as Influence
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What are Texas FFA’s Excellence Conferences
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How to Start a Chapter Week of Service
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Your Community: Finding Ways to Connect
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Community Stakeholders: Who Might Be Important and How to Involve Them
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The Communities That Built Me
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When You’re Green You Grow When You Ripe You Rot
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Texas FFA Alumni and Supporters Updates
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Texas Young Farmers Updates
Gowing Our Furture: A Texas Agricultural Education Magazine 614 East 12th Street Austin, Texas 78701 512-472-3128 Editor/Layout Designer/ Content Director Ashley Dunkerley Assistant Editor Tori Rosser Cover Photo My Texas FFA Project
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FROM THE EDITOR
A
community is a group of individuals connected to each other by one or more common threads. Have you ever noticed that the root and suffix of the word is ‘common-unity?’ Interesting, right?
Ashley Dunkerley
The element that links them together is the core and essence of the group. The goal is for each agricultural science program to have a solid community surrounding and supporting its members, in which student success is essentially serving as that linking element. With that being said, the support is important, but the lessons our members learn reciprocating that support is invaluable. As students live out the “living to serve” aspect of our motto, we are able to see one of the key aspects behind the purpose of our organization and programs in action. This issue is community-focused. Within that, you will find content that seamlessly highlights the various ways we can incorporate those, in our community, into our programs as well as how we can give back to those who support us. We hope you enjoy the Winter 2021 issue of Growing Our Future!
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AGRICULTURAL SCIENCE
Over 50 New Lessons Added this Year!
We’ve added more than 50 new lessons to the iCEV Agricultural Science site this year, comprising three new subject-area playlists and individual lessons.
Featured Subject-Area Playlists Cows & Climate
In this nine-part series, Dr. Frank Mitloehner from the Department of Animal Science at UC Davis provides his perspective on the impact of livestock on the environment.
Carcass Fabrication: How To
Dr. Dale Woerner, Texas Tech University, demonstrates the fabrication of beef, pork and sheep carcasses into retail cuts used in the culinary industry.
Meat Evaluation: How To
www.icevonline.com
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This 12-part video series features four collegiate national championship winning coaches with more than 50 years of combined coaching experience.
LEATHERWORK IN THE CLASSROOM HOW AN “OUT OF THE BOX” IDEA CAN ADVANCE YOUR PROGRAM AND REIGNITE YOUR PASSION FOR TEACHING B Y: M O N I C A PAT R I C K F R O S T H I G H S C H O O L A G R I C U LT U R E S C I E N C E T E A C H E R
Many of us love what we do and regard our position as an agricultural sciences teacher as a true calling. For some of us rooted in tradition, the job description has changed drastically over the past few years, and I am not just thinking about the pandemic changes. When I first started my career, I vividly remember thinking that training successful teams, hauling winning livestock SAE projects, and helping students attain scholarships were a top priority. After a couple of years of experence, I grew up a little and realized that everything was about the impact on students, communication with school and families, and not the ability to give opportunities to win. Since then, I have tried to understand my personal limitations and communicate a clear vision for my ag department/FFA chapter with the administration, board of trustees, and community. This evolution doesn't often happen overnight, sometimes it takes life experience to place you in the needed frame of mind. Seven years ago, I had an opportunity to move schools within the county that I had taught in for fifteen years. My new school was smaller, more rural, and with a more diverse student demographic, including more affluent transfer students, rural farming families, and migrant workers. Frost ISD is a wonderful community where the motto is “cotton is king and friendliness is queen,” but the resources are more limited, and at that time the student experience was very different from what I was accustomed to. Many of the students are completely immersed in 4
production agriculture at home and do not want to participate in a traditional SAE project. Frost is the smallest and most rural school in Navarro County and the Blackland FFA District. Challenges we face daily are mostly related to budget constraints, our location, and student interest. As I began settling into the position and getting to know my students, I was unfortunately diagnosed with cancer in my right eyelid and faced multiple surgeries and vision in only one eye
for eight weeks. For me, challenge brings about reflection, so during this time, I spent hours frustrated that the kids, families, and community were great, but my students were not hooked on some of my traditional offerings for SAE projects. How could I get them involved? Around the same time, I began a new leatherwork hobby as an outlet for the stress that I was feeling. I took the chance, not knowing what the interest level would be, and slowly introduce a few projects into my classroom. That first year we made simple bracelets in floral design during our color unit, and ear tag keychains in principles during the livestock identification unit. I did not know that the leather projects would become the answer to so many prayers, including how to involve more students in daily lessons and SAEs. Since then, I have incorporated leatherwork in floral design, agribusiness, principles, and the practicum classes. With time, I have learned that an ag teacher has to have flexibility to adapt and adjust while building partnerships for resources and guidance. No one can offer everything or know it all! At
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their best dress attire, for many it includes prom dresses or suits, which makes a huge impact on the community members that stroll through the event looking at projects. Our little community loves supporting good kids doing good things, and at the gala they all shake hands, make eye contact, ask questions, and show off their creations. Our leatherwork does not stop with agricultural pieces like reins or decorative accessories like purses. We have used leatherwork in our 2021 San Antonio marketplace ag mechanics entry; one of our students constructed a saddle for his county show entry as his SAE and won our creative arts division; a student also used his leatherwork SAE as part of his ag mechanics proficiency that qualified as a national finalist; we also used a leather skill for our skills demonstration LDE that qualified for the area level contest.
the encouragement of my teaching partner, I attended a workshop with Don Gonzalesthat that Aaron Heizer hosted at Maker’s Leather Supply. This was the beginning of a valued working relationship with the local business, and a dear friendship with Aaron and his wife Janie. Mr. Gonzales has also contributed to our program when he offered an online class covering drawing for leatherwork.
Thinking positively and accepting that an “out of the box” idea may actually work can advance your program and reignite your passion for teaching. This leather hobby brought me personal peace during a difficult time and lit a new fire for the level of enthusiasm my kids have. My best advice is to practice consistency and reliability when offering a new experience, lean on others for support, and build your resources. A couple of years ago, my class developed the motto that leather is like life you learn how to own the mistakes you make, and then how to fix them so that nothing is wasted.
Resources are one of our most valuable assets, and Maker’s Leather Supply has made a connection with students and built a network for my kids to have professional advice, along with serving as a resource for materials and supplies. Students are so proud to design and construct products for themselves, faculty, staff, and family members, for many this is the only way they can give a gift due to financial circumstances.
“AFTER A COUPLE OF YEARS OF EXPERENCE, I GREW UP A LITTLE AND REALIZED THAT EVERYTHING WAS ABOUT THE IMPACT ON STUDENTS, COMMUNICATION WITH SCHOOL AND FAMILIES, AND NOT THE ABILITY TO GIVE OPPORTUNITIES TO WIN.”
Every May we assign a six-week project that allows each student to construct a project to be featured in our leather art gala and sell it in a silent auction. We have been very blessed to have two galas and give all of the money raised back to the students. This event helps build employability or “soft skills'' in each student, not just your strong extroverts that love public speaking or your officers that travel and represent your chapter. The students wear 6
TO ALL OF OUR MEMBERS AND THEIR FAMILIES FROM THE AGRICULTURE TEACHERS ASSOCIATION OF TEXAS 7
BY: P E T E H E X T E R FOUNDER & CEO, BLOOM
EXPANDING COMMUNITY
ENGAGEMENT "Community engagement is a great way to extend the leadership development of your members, increase support of your chapter and brand presence in the community, leading to the expanded positive impact of FFA."
F
ew events in my life have made a more lasting impression on me than attending my first National FFA convention a few years ago. Our company had just committed to a national partnership with the National FFA Foundation, and I wanted to see firsthand what the return on investment (ROI) might be. The experience was one of the most inspiring opportunities I have been part of in my 50 years of business. It changed my perception of today’s youth, gave me renewed hope about future leadership in this country, and doubled Bloom’s commitment to providing resources to ag teachers and chapters at the local, state, and national levels.
and the scope of its contributions. I believe it is essential for everyone involved with FFA to understand increased support begins with chapters putting forth an effort to expand FFA brand awareness and elevate their community involvement. All these elements can become an extension of FFA leadership education. Certainly, FFA is not alone; organizations at every level face the same challenges, finding a voice, separating their brand and mission from other nonprofits vying for community’s recognition and support. The issue remains: communicating meaningful points of difference, especially when it involves cause marketing, is not easy in our media-saturated society. We live in a world where anyone can instantly create a “Go Fund Me” page asking for financial commitments. The positive news, FFA has assets many other nonprofits lack, and these assets
That is the good news. I continue to be amazed at how many people know very little about this incredible organization as I travel around the country. The rich history, the young lives it impacts every day, the thousands of communities it is part of, 8
focus on one of FFA’s core values - leadership. Most people are looking for and want to support youth groups that will assume future leadership roles.
“FFA HAS IT ALL, GREAT HISTORY AND TRADITION THAT CONTINUES TO SUPPORT AGRICULTURE AND THE ONGOING DEVELOPMENT OF LEADERSHIP SKILLS OF ITS MEMBERS.”
SEVEN - The more personalized you make
your communication, the stronger the appeal, so include chapter and individual members’ accomplishments.
EIGHT - Volunteer to work with other leading community organizations on projects.
resonate with most Americans. Most are looking for and supporting associations that can help mold our youth into productive, patriotic, caring leaders.
NINE - Whenever possible, wear FFA branded apparel during these activities.
FFA has it all, great history and tradition that continues to support agriculture and the ongoing development of leadership skills of its members. Today, there is a perfect window of opportunity for FFA chapters to be heard, strengthen their brand in the community, and take positive action to enhance public awareness.
TEN - Communicate chapter events and accomplishments to news outlets and social media.
In summary, community engagement is a great way to extend the leadership development of your members, increase support of your chapter and brand presence in the community, leading to the expanded positive impact of FFA. Thanks to ag teachers and their ongoing dedication, I feel confident thousands of great young FFA-associated leaders are emerging every year.
Here are some suggestions for extending your chapter’s reach into the community:
ONE - Start with educating your members
on their community, its history, and the current challenges it faces.
TWO - Identify service organizations that
currently serve, their community initiatives (i.e., Habitat for Humanity, Kiwanis Club, Rotary), and help your members understand these organizations’ community roles.
THREE - Challenge your officers (or other
members) to reach out to different community organizations and meet with them.
PETE HEXTER
FOUNDER & CEO - BLOOM
FOUR - Many organizations have monthly
HEXTER BEGAN HIS CAREER AS A COLLEGE FOOTBALL COACH, BUT AFTER GOING TO WORK FOR HIS FAMILY'S MANUFACTURING BUSINESS HE SAW AN OPPORTUNITY TO EXTEND THEIR REACH INTO LICENSING. HE BEGAN WORKING WITH ANHEUSERBUSCH AND THE MILLER BREWING COMPANY, AND THESE SUCCESSES LED TO DIVERSIFYING TO INCLUDE 32 SPORTS AND ENTERTAINMENT LICENSES. AFTER SELLING THE BUSINESS IN 1997, PETE FOUNDED BRAX, WHICH LED THE NFL, MLB, AND OVER 100 COLLEGES INTO THE FUNDRAISING CHANNEL.
luncheons and welcome the opportunity to learn about community youth-based missions. FFA’s strong history of making a difference in our kids’ lives is a story everyone wants to hear.
FIVE - Be sure to include the expanded
AS BRAX'S CEO, HEXTER AND RYAN HEDSPETH WORKED TOGETHER CLOSELY. IN 2016, THE TWO LAUNCHED BLOOM TO CHANGE THE OFFERINGS IN THE FUNDRAISING SPACE TO MEET THE NEEDS OF BOTH FUNDRAISERS AND THEIR SUPPORTERS.
role of FFA beyond just agriculture.
SIX - When presenting to organizations, 9
0 - 2021 194
y e a rs
of the
Agriculture Teachers Association of Texas and
a new active
membership record of
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AGRICULTURE TEACHERS ASSOCIATION OF TEXAS
2021-2022
MENTORS KENN CARR JOE DICKSON GLEN DOSSETT MISTY EPPLER STEVE FORSYTHE LACHO GARZA MIKE JACKSON RODNEY MARTINE
BARNEY MCCLURE JIM MISSILDINE JOHN OSBORNE CHARLES PRAUSE KAY RICHARDS MIKE SAMMON KEVEN SMITH MARTY SPRADLIN
LIZ TREPTOW JAMES VACULIN ROBERT WASHINGTON RON WHITSON MARY WILSON JACK WINTERROWD GERALD YOUNG
MENTEES EMMALEE ALATORRE GUADALUPE BETANCOURT KELSIE COOPER SHAYNA DAVIS PATRICK DELANEY MICHAEL DUBOIS MADDISYN FARMER CLAY FUNDERBURG HUNTER GALLUZZO ISELLE GARCIA
KELSEY GORBET MICHAEL HANSON BEAU HARRIS KYLEIGH KASPER JACOB KESSLER KASSI KLAKAMP AUTUMN LIPPY BROOKE LOWERY MIKAYLA LOZANO CHRISTOPHER MORTENSEN
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KAYLEE MUSGROVE MADELEINE MUSICK LAURA NEWTON SHELBY PARTIN ROBYN PINARD KAITLYN PLATT KYLEY RIEDT HUNTER ROACH CAITLIN SCHMEDTHORST EMILEIGH SINGLETON-WILLEY
MORGAN SMART STEPHANIE STOKES CHEYENNE SWOR GAGE TAYLOR DANIEL TOLER CHANCE WALTHER MORGAN WEBEL HANNAH WELLS
EMBRACING
NON-TRADITIONAL
ACTIVITIES TO BUILD YOUR PROGRAM "IF YOU BUILD IT, HE WILL COME.” – FIELD OF DREAMS B Y: DA V I D L A I R D J A M E S E . TA Y L O R H I G H S C H O O L A G R I C U LT U R E S C I E N C E T E A C H E R
E
very agriculture science teacher shares a deep passion for the traditional activities within the FFA program. However, as more of our programs have changed from rural to suburban, there seems to be a disconnect between our students and traditional agriculture. Setting up a booth in the junior high cafeteria isn’t enough for students to sign up for our principals of ag class anymore. Students are looking for something entertaining, and a picture of a kid in a blue jacket holding a chicken is not always going to do the trick. Our FFA chapter has begun using non-traditional programs to recruit students for our traditional FFA teams. Using programs like welding competitions, BBQ cook-offs, and shooting teams have allowed us to increase enrollment and bring our LDE and CDE teams success.
TEXAS HIGH SCHOOL WELDING SERIES This competition is a hidden gem for agriculture mechanics teachers and is the perfect connection to hook those ag mechanics kids into FFA. While the Texas High School Welding Series does not require students to be FFA members, our school participates in the competitions as an FFA chapter. This means that students must join to participate. On the surface, most teachers will assume that adding this competition to their already busy schedule will create too much work, but I have found that false. This contest was designed by ag mechanics teachers to line up perfectly with the curriculum that should be taught in our classes. Not only that, but when students compete, they earn certifications that make the administration at home happy! Each event has a host of different activities for the students to participate in, starting with a safety test com12
“USING PROGRAMS LIKE WELDING COMPETITIONS, BBQ COOK-OFFS, AND SHOOTING TEAMS HAVE ALLOWED US TO INCREASE ENROLLMENT AND BRING OUR LDE AND CDE TEAMS SUCCESS.” HIGH SCHOOL BBQ INC.
petition, tool identification, oxy-fuel cutting contest, and the main event, which is the multi-leveled welding contest. You can take your first-year welders, and they have the same opportunity to bring home a bucket of prizes as your fourth-year student that is basically a pro welder. If you are an ag mech teacher and not participating in the Texas High School Welding Series, you are missing out on an amazing teaching tool. It only took one competition for my kids to be hooked! The first contest of the year, we had 21 students participate, for 19 of these students it was their first FFA trip. These events are engaging students that we would not otherwise be engaging.
I have yet to meet a student that doesn’t love to eat! At Taylor-Katy High School, we have used this love of food to establish our High School BBQ Team. High School BBQ Inc. is an organization that allows students enrolled in CTE programs to compete with their CTSO (i.e., FFA) in organized BBQ cook-offs. They have approximately ten regional events that serve as state qualifiers. Students compete in brisket, ribs, chicken, beans, and dessert. It is an amazingly fun event that will have students begging you to sign them up. The top 10 teams at each regional qualify for the state cook-off held the last weekend of April each year. When
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“ONCE YOU HAVE ESTABLISHED THE PROGRAMS, THEY WILL BEGIN FILLING THE SEATS OF YOUR CLASSES, AND ONCE YOU HAVE THE STUDENTS IN THE DOOR, YOU CAN TEACH THEM ALL ABOUT THE MORE TRADITIONAL PARTS OF OUR FFA PROGRAM.” we established the cook-off team at Taylor, it completely changed our enrollment numbers. Since I started coaching the BBQ team and required students to sign up for an ag class and join FFA, our ag mechanics numbers went from about 75% capacity to 100% capacity. This event takes some time and effort to train, but if you love BBQ, it is well worth the time and effort.
All of these activities have one thing in common, they are not what we think of when we think of traditional FFA programs. But as students have changed, it is important to adapt our programs to meet the needs of our students. Simply put, if the kids don’t want to sign up for our classes, then we lose an opportunity to teach them. These programs are exciting and will increase the awareness of your FFA program within your school and community. Once you have established the programs, they will begin filling the seats of your classes, and once you have the students in the door, you can teach them all about the more traditional parts of our FFA program. Without shooting, BBQ, or the welding series, I would not have had much of my chapter conducting, poultry, and SAE success because the reason those students joined FFA was for the extra programs, not the extra the traditional programs.
HIGH SCHOOL SHOOTING SPORTS If you are a teacher passionate about wildlife and want to grow your wildlife classes, consider adding a shooting sports program to your chapter. There are multiple organizations that your chapter can participate in. Texas Parks and Wildlife, San Antonio Livestock Show, and Houston Livestock Show host youth shoots each year, but they are just some options. There is also a great community of teachers that will help you pitch the program to your administrators. In 2014, we established the shooting program with Ridge Point FFA. At the time, we had about 15 students enrolled in wildlife on campus. By the end of year three we had about 90-course requests for wildlife annually. While this program can be highly in-depth, it can also be a great money maker. At Ridge Point, through our shooting team, we hosted our fundraiser shoot that ended up being our primary fundraiser for the booster club.
“AS STUDENTS HAVE CHANGED, IT IS IMPORTANT TO ADAPT OUR PROGRAMS TO MEET THE NEEDS OF OUR STUDENTS. ” 14
association Awards OUTSTANDING SCHOOL ADMINISTRATOR Area I - Coby Johnson, Slaton Area III - Renea Dillon, Goose Creek Area IV - Brent Mills, Woodson Area V - Chad Long, Whitewright Area VI - Rhonda Turner, Quitman Area VIII - Kevin Freels, Red Oak Area IX - Anthony Roberts, Onalaska Area X - Deirdre Medina, IDEA Palmview College Prep Area XI - Greg Quinn, Magnolia Area XII - Chris Southard, College Station
OUTSTANDING AUDIO BROADCAST Area VI - Jerry Hansen, KGAS
OUTSTANDING PUBLICATION Area I - Brenda Valentine, Crosby County News Area II - Kathy & Randy Mankin, The Eldorado Success Area V - Amy Ruggini, Aubrey ISD
OUTSTANDING CHAPTER PUBLICITY Area VI - Bulldog Backers Area XI - Christy Capps
OUTSTANDING CHAPTER ADVOCATE Area V - Stacy McEntee Area XII - Pat Sultenfuss
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From
the
Texas FF A
holidays
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STEPHENVILLE FFA MEMBER HONORED AS ONE OF THE TOP AGRISCIENCE-BASED SAEs IN THE NATION
BY: D E N É D R Y D E N N AT I O N A L F FA N E W S R O O M
AMERICAN STAR IN AGRISCIENCE FINALISTS
Stephenville FFA member, Reese Wilson, was named a top-four finalist for the 2021 American Star in Agriscience. Wilson got his start in agriscience when he was a freshman in high school, generating his research ideas from his experience with livestock and getting support from mentors along the way. Wilson, from Stephenville FFA, dove into his first agriscience project with a partner, studying ruminal pH levels in sheep. “For sheep, ruminal pH level is very important in comparison to overall health and weight gain in ruminants,” he said. “We conducted our very first project over that and had a blast doing it. We got to measure ruminal pH levels over a 60-day period and compare them to weight gain in a large sample size."
I’ve been able to do, and I couldn’t have done it without anybody that I’ve encountered along the way,” he said. Wilson’s later projects included measuring rumen nitrate levels to see if that impacted weight gain and surveying livestock breeders for their opinions on reproductive technologies and if those opinions varied between different demographics. “Overall, the whole process has been a phenomenal, in-depth learning experience from beginning to end,” he said. Now, Wilson is a student at Texas Tech University, and he works as a research assistant in the university’s meat science department. Along the way, one big insight he had was the role of chemistry in animal science.
Through that research, Wilson and his project partner found that lower protein feeds resulted in lower stomach fluid pH. His ag teacher and a local veterinarian helped make that research possible.
“The average person really doesn’t think that there’s as much chemistry that goes into feeding our animals and feeding the world as there really is, and it really took me back and made me think again,” he said. “Now that I’m in college, and I’m getting to take these upper-level classes, I’m seeing it more and more.”
“It really takes a village to accomplish everything that
Wilson wants to further his education to become a professor and continue to work on agricultural research.
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FFA DEFINES LEADERSHIP AS
INFLUENCE EMPOWERING STUDENTS TO ORGANIZE COMMUNITY SERVICE INITIATIVES BY: L I Z T R E P TOW W E I M A R H I G H S C H O O L A G R I C U LT U R E S C I E N C E T E A C H E R
believe that three of the most powerful words Ichers, in the universe are “living to serve.” As teawe do it every day. Recently, I was asked what advice I would give to a couple of new parents, and the one thing that stood foremost in my mind was, “model the behavior you want your children to emulate.” I truly believe that applies to anyone that finds themselves surrounded by children or students every day. All of us can mold the minds we spend the most time with, the ones that spend the most time with us. It can be a scary responsibility. However, a very fulfilling one. This is just one of the many reasons I believe community service is an essential aspect of any chapter program of activities. It does not matter what size your community is; there is always a need to be met. With Weimar FFA, over the years, our members have carried out countless service acts locally, and we make a point to embrace projects in other communities that we visit. Some examples include refurbishing a dilapidated mobile home for a single mother in Houston, making peanut butter sandwiches for the homeless in Dallas, handing out care kits in Fort Worth, cleaning community gardens in Lubbock, cleaning beaches in Corpus Christi, and the list goes on. There are so many ways to make a difference through community service. Here are a few tips to help your chapter get started. 18
“THE IMPORTANT THING IS THAT YOUR MEMBERS SHOULD BE RESPONSIBLE FOR DOING THE WORK. EMPOWER THEM TO MAKE THE CALLS, SET UP THE PROJECT, ADVERTISE TO THEIR PEERS.” LET YOUR KIDS COME UP WITH THE SERVICE PROJECT IDEAS
filled it out, and surprise, we got one! That first grant was used to buy food, an old portable classroom was offered as a location, we received another local grant to refurbish it, and so it went. Twenty-one years later, here we are, still providing a much-needed service to our local students.
If your students feel like they own the ideas, they are more likely to engage and embrace the projects fully. That’s how the “Weimar FFA We Care and Assist those in Need Community Food Pantry” came about. One summer at our officer camp, we planned ideas for the year and talked about community service projects. The talk of food drives morphed into free lunches during school, and then the question was asked, “how do children eat when we are not in school?”
KEEP YOUR EARS OPEN FOR IDEAS There are countless opportunities to make a difference in your local school district; you just must think outside of the box. For example, frequently, schools hold college signings for athletes, but why are we not celebrating those who are selflessly signing up to serve our country in the military? Our chapter members felt this was very
Fast forward to October of that year, and our local region service center was offering grants for innovative projects. The officers
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“ALL OF US CAN MOLD THE MINDS WE SPEND THE MOST TIME WITH, THE ONES THAT SPEND THE MOST TIME WITH US. IT CAN BE A SCARY RESPONSIBILITY. HOWEVER, A VERY FULFILLING ONE.” EMBRACE THE SERVICE MENTALITY
skewed, so the Service Signing Celebration came into being. Share this idea with your students and see what happens! It is a great way to lift those individuals and thank them for their willingness to serve.
You will be surprised how your community will embrace your efforts. People will come to you with ideas, and others will volunteer their time and offer financial help; some will even want to partner! Embrace the opportunities and create a legacy that will stand the test of time.
DON’T PASS UP ON THE LITTLE THINGS Supply drives are always a needed service project. Your chapter can collect anything from school supplies, coats, hygiene items, children’s books, etc. There are also a lot of opportunities to partner with established charities, such as the Salvation Army Angel Tree program or Toys for Tots. You don’t have to reinvent the wheel! The important thing is that your members should be responsible for doing the work. Empower them to make the calls, set up the project, advertise to their peers, then deliver the items.
MODEL BEHAVIOR Be the person that does not ask someone to do something you are not willing to do yourself. One year our members participated in the “Kids Against Hunger” event at a neighboring school district. One of our FFA alumni went along with our members since our advisors were all at in-service. When they arrived, the FFA members received instructions about how to pack and box the meals. As she and the kids got busy, the other advisors went to sit and watch. What’s wrong with this picture? 20
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WHAT ARE TEXAS FFA’S
EXCELLENCE CONFERENCES
AND WHY DO WE HAVE THEM?
A
lmost ten years ago, Texas FFA adopted an overall plan titled the “Leadership Development Continuum,” a long range plan with specific leadership development outcomes for members at different stages of development. To achieve this goal, Texas FFA developed leadership conference programs for each year of a member’s FFA journey. Most greenhand-level conferences are conducted by district and area associations, however, the state association provides these growth opportunities for sophomore, junior and senior level students through three different Excellence Conferences.
MADE FOR EXCELLENCE
BUILDING EXCELLENCE
EXECUTING WITH EXCELLENCE
FOR SOPHOMORES
FOR JUNIORS
FOR SENIORS
Leadership starts with the individual. This program focuses on personal growth and capitalizes on the wisdom, courage, and strength students need to be successful as individual leaders.
This conference is facilitated by Ziglar Youth Certified Speakers and focuses on selfimage, relationship building, and goal-setting.
This leadership development experience for seniors will help graduating FFA members learn how to apply what they have learned in the FFA jacket to their post-secondary education or the workforce.
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“THE EXPERIENCE PROVIDED MANY VALUABLE TOOLS THAT I’LL CARRY WITH ME PAST HIGH SCHOOL AND FFA THAT WILL CONTRIBUTE TO MY CAREER SUCCESS. BEING ABLE TO LISTEN TO MY PEER’S FUTURE PLANS REALLY PROVED HOW DIVERSE FFA IS AND HOW MUCH WE ALL BRING TO THE TABLE.” - AUSTIN BLAGG, FRISCO MEMORIAL FFA
HOW DO WE HOPE THIS PROGRAM GROWS AND EXPANDS OVER THE NEXT FEW YEARS? Our goal is always to provide valuable experiences for our members that facilitates growth and contributes to the development of the whole student. By listening to the feedback from our stakeholders, we can continue to improve the current programs and develop additional opportunities that challenge our students to strive to learn and grow and know how to use the talents they possess to make meaningful contributions in all aspects of their lives.
HOW DO WE HOPE THESE BUILD ON THE GREENHAND LEADERSHIP CONFERENCE EXPERIENCE? So much of what students learn as Greenhands is geared toward understanding the appreciation of agriculture and the Texas FFA history. The goal of these conferences is to build upon this knowledge in order to understand the role of a leader and how to utilize talents that students possess to make a contribution in their various leadership positions.
WHAT DO WE HOPE STUDENTS GAIN FROM ATTENDING? Our hope is that we are better able to substantiate the “premier leadership” piece of the mission statement. We already know that we have some talented leaders in our students but these conferences demonstrate how to harness that leadership into relatable activities that can be utilized at the chapter level or in any aspect of the student’s leadership development.
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R
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549 US Highway 287 S. Henrietta, Texas 76365 www.piercearrowinc.com 940-538-5643
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TO THE TEXAS AGRICULTURAL SCIENCE EDUCATION FAMILY FALL 2021 STUDENT TEACHERS
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set up to provide a one-hour time block after school each day for students to participate in a project. Over the years, the week of service has evolved to include events during the school day, bringing in donation items to help various community entities, and challenging other FFA chapters in a local food drive.
THE RUSK FFA WEEK OF SERVICE:
BY: B R I A N M A R T I N R U S K H I G H S C H O O L A G R I C U LT U R E S C I E N C E T E A C H E R
WEEK OF SERVICE
HOW TO START A CHAPTER
Monday: Members worked with the service-based organization Sole Hope to provide cut-out shoe patterns from donated blue jeans for children in Uganda.
The idea of starting a local service program originated after Rusk FFA members attended the National FFA Convention Day of Service back in 2013. Students who participated agreed that our chapter should try and do something similar at the local level. As with most new activities in a Program of Activities, getting started is often complicated and requires a lot of trial and error. The initial rollout of the Rusk FFA Week of Service was rocky and didn't even happen the first year due to conflict with too many other activities. The initial idea was to hold the event in the late spring. However, the fall proved to be more effective and successful. Flexibility and adaptability were vital. The concept of a week of service is to provide multiple community service opportunities to FFA members throughout an entire week. Our event was originally 26
Tuesday: Students volunteered with the Texas Forestry Service at the ID Fairchild State Forest to clear debris and preserve the Red-Cockaded Woodpecker's nesting trees from upcoming control burns. Wednesday: Members constructed wood boxes that will be distributed throughout the local area to improve the habitat of wood ducks.
“IN 2021, RUSK FFA HAD 49 MEMBERS PARTICIPATE IN MULTIPLE COMMUNITY SERVICE EVENTS, AND 75 STUDENTS PARTICIPATED IN AT LEAST ONE. STUDENTS WORKED COOPERATIVELY TO GENERATE 389 COMMUNITY SERVICE HOURS THROUGHOUT THE WEEK!.” Thursday: Participants put together and delivered care packages for the local nursing home and hosted a campus cleanup effort at the primary campus' agriculture facility. Friday: Members gathered non-perishable food items from every Rusk ISD campus as part of the "Stock the Stock Trailer" program. This initiative is a food collection program in which Rusk FFA challenges another local chapter, who happens to be the football team's opponent that week, to see who can collect the more non-perishable food items. Rusk FFA challenged Bullard FFA this year, and the chapters gathered over 12,000 items for their local food banks. In 2021, Rusk FFA had 49 members participate in multiple community service events, and 75 students participated in at least one. Students worked cooperatively to generate 389 community service hours throughout the week! The focus of Rusk FFA is to continue to have a great week of service locally and inspire other chapters to incorporate one into their Program of Activities. Resources are available, and if you have any questions concerning starting a week of service, feel free to contact one of the Rusk FFA ag teachers.
“THE FOCUS OF RUSK FFA IS TO CONTINUE TO HAVE A GREAT WEEK OF SERVICE LOCALLY AND INSPIRE OTHER CHAPTERS TO INCORPORATE ONE INTO THEIR PROGRAM OF ACTIVITIES.”
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A G R I C U LT U R E T E A C H E R S A S S O C I AT I O N O F T E X A S
YOUR COMMUNITY FINDING WAYS TO CONNECT
BY: T R AY LO R L E N Z P R E S I D E N T O F T H E A G R I C U LT U R E T E A C H E R S A S S O C I AT I O N O F T E X A S A N D A N G L E T O N H I G H S C H O O L A G R I C U LT U R E S C I E N C E T E A C H E R
A
handling situations. There were a lot more players and perspectives.
I hope that each of you has had a great fall semester. Many have struggled with COVID, hurricanes, county fairs, and other things that come up this year. Finding ways to get through these events can be very challenging. Also, keeping track of the results to keep these situations from happening again can be a positive learning experience. Yes, we can only worry about and fix the things we can control. Try not to get too distracted from those uncontrollable things.
If you are new to a community, find out who the people who make the most impact are and get them to be a part of your program. In some cases, the teacher before you has already established those relationships. Try to be involved in the community and be seen doing the right things at local events. That can open a lot of doors. It is incredible what some community leaders will do if they are simply asked. I have seen individuals contribute a lot when asked to be a part of the FFA program. Sometimes these individuals can open more doors and could reduce your fundraising activities.
Sometimes people in our community seem to cause us problems. But, sometimes, your best allies are people in our community. Webster says in one term that a community is a group of people living together as a smaller social unit within a larger one and having interests, work, etc., in common. When we get the right people, in the right boat, rowing in the right direction, we can get great results.
In school districts where the community is small, this is probably a somewhat easy task. In the bigger districts getting community involvement may be a challenge. Some of this may take a couple of years to make it all work out. I have seen how great things can happen in large school districts when the right people are connected. In the Houston area, there are many school district livestock shows, and I have witnessed steers sell for over $20,000 at some. These shows have even grown to involve culinary, floral design, and artwork. In addition, there are small
As ag teachers, we should have a lot of connections with influential people in our community. Some really good things can happen when we get those people to be a part of our programs. I have heard the stories of bad situations with booster clubs. However, I have no experience working with booster clubs. I have been very fortunate to have a school district that has funded most of what we needed to succeed.
“WHEN WE GET THE RIGHT PEOPLE, IN THE RIGHT BOAT, ROWING IN THE RIGHT DIRECTION, WE CAN GET GREAT RESULTS.”
I grew up in a small 3A program where we all knew each other, and bad news could beat you home. My first and only teaching experience is in a large 5A program. It was a challenge to adapt to a different way of 28
“IF YOU ARE NEW TO A COMMUNITY, FIND OUT WHO THE PEOPLE WHO MAKE THE MOST IMPACT ARE AND GET THEM TO BE A PART OF YOUR PROGRAM.” districts in the Houston area getting the same results. When I look around at some school trucks and trailers, I can see a lot of schools that have a tremendous amount of support. These trucks and trailers look NASCAR level.
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I hope you have a wonderful holiday season. Spend quality time with family and friends to reflect and recharge. Go out and enjoy some community holiday activities. The spring semester, for some, is wilder and crazier than the fall. You will need to be ready to tackle all the activities and plan for the summer. Best of luck to each of you!
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A G R I C U LT U R E T E A C H E R S A S S O C I AT I O N O F T E X A S
COMMUNITY STAKEHOLDERS
WHO MIGHT BE IMPORTANT AND HOW TO INVOLVE THEM
BY: R AY P I E N I A Z E K A G R I C U LT U R E T E A C H E R S A S S O C I AT I O N O F T E X A S E X E C U T I V E D I R E C T O R
E
Identifying who these stakeholders/individuals/groups may take some work. Who might be those high-powered/high-interest groups in your community? Who are groups that you might work closely with within your community? Is it another group on campus that you can forge a relationship with? Could it be a group like your county show board or your local civic club who has powerful influences in the community from a Lions Club? Is it a community group that always shows up at the school board and can influence decisions? Do you have a support group like an alumni or booster club?
ach and everyone one of our communities that we teach in is different. Each community’s expectations of you will be different. I taught in three completely different communities during my career, and each one truly had its own desires and wants from the agriculture department. As I arrived in each new community, I knew that there were people who wanted and expected certain things from the department. Others wanted to see all the students succeed, and some wanted only their students to succeed. It is essential to figure out who the key players are in the community. Who are the movers and shakers, and who are those who want to support from behind the scenes.
I would wager to say, one of the most influential groups to connect with is your CTE advisory council. Your district is required to have one, and hopefully, you can offer names to serve on this. They should be people in the community that benefit from your students entering the workforce in the community. These are individuals or groups who could speak to administration and school boards on your behalf or even to local city councils when you are dealing with issues such as SAE projects in subdivisions or in the city limits. These may also be individuals who donate equipment to your program.
In searching for thoughts on community for this article, I came across a learning module from Open Learn. They pointed out various levels of stakeholders who might be involved in your community and their level of power and interest. They included the following levels of involvement: • High-power/high-interest people must be fully engaged. This group is the one that organizations will work with closely. • High-power/low-interest people need to be involved in determining any decisions arising from what is being communicated.
“NEVER FORGET THAT YOUR STUDENTS ARE THE FUTURE OF YOUR COMMUNITY. HAVING THEM INVOLVED AND YOU BEING INVOLVED MAKES THEM BETTER CITIZENS FOR THE FUTURE.”
• Low-power/high-interest people need to be kept well informed and consulted. • Low-power/low-interest people should be monitored, but they may not want to become heavily involved in the organization’s work.
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Communicating with all of these individuals and groups is essential to keep them involved regularly. High-power/low-interest groups or individuals may be the ones in the community who are involved in other events in the community but not necessarily an advocate of yours. They may only read about you in the local paper or through a secondary connection from social media. These might be some community leaders, but don't have a real connection with you.
A N E XC E R P T F R O M A PA S T A G R I C U LT U R E T E A C H E R S A S S O C I AT I O N OF TEXAS NEWSLETTER
THINKING OF THE
PAST
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Low-power/high-interest groups or individuals may be the ones that are doing the work in the community to support your endeavors but are not people of influence. Keeping them involved by informing the community representatives with meetings and other social media forms of communication may ensure that their interests are being noted, and they may be involved one day.
YEARS
Low-power/low-interest groups or individuals may be groups that are in your community that are doing other service activities not connected to your school but to the community. You can do partner activities with these like the local law enforcement or fire departments. You could even make presentations at their events with your teams of ag advocacy and agricultural issues forum.
THE DOINGS AND HAPPENINGS IN YOUR ASSOCIATION From 2004 "The longer I teach, the more I realize that it is not about the “sacred” banner. It is all about teaching basic life lessons. It is the teaching of morals, sportsmanship, responsibility, respect, proper attitudes, and maturity. These are the teachings that we can instill in our students that will carry them the rest of their lives. Very few in the community will remember what placing a particular student or team achieved. What they will remember is the appropriate character each student displayed. Remember, it’s more than a banner.”
Your community, more than likely, has a wide variety of events and groups that you can be involved with. Some have power, and some don't. Some are interested in what you are doing and some may not even know you exist. Your department should always look for ways to be involved in the community, or find ways to involve the community in your activities. The only time they see your students should not be when you have a fundraiser or need buckles for a local event. Never forget that your students are the future of your community. Having them involved and you being involved makes them better citizens for the future. Have a great holiday break, and keep doing great things in your community.
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- George Krejci, 2004 VATAT President
T E X A S F FA A S S O C I AT I O N
THE COMMUNITIES THAT BUILT ME BY: J E N N I F E R JACK S O N T E X A S F FA A S S O C I AT I O N E X E C U T I V E D I R E C T O R
It’s often said that community is the foundation of success. By surrounding yourself with like-minded people who focus on the positive aspects of every situation, you can often make a greater difference. In the world of agricultural education where our jobs are increasingly demanding, require a great deal of time, and tug at the parity of the work/life balance, it has become increasingly important to cling to those individuals who lift us up and make us better. The notion of your “tribe determines your vibe” is reflected in the work we do and the contributions we make to the communities we are part of.
more rewarding. I’m incredibly thankful for the wise owls that I was fortunate to have as mentors who quickly grew into friends that I lean on for wisdom and guidance to this day. The love and respect that I have for these dear friends is immeasurable. Throughout my career, I’ve been fortunate to work in three very different communities. In each one, I was lucky to be surrounded by individuals who further grew my community to include incredible parents, co-workers, and former students who continue to be a blessing in my life. As much as I hope I made a small difference while I was there, I hope that they all know how grateful I am to know them and what a great impact they made on me.
Firstly, I would be remiss if I didn’t acknowledge the communities I am part of that have built me up, supported me, and made me the person I am today. I’ve been blessed with a strong foundation in my family and lifelong friends that I have counted on all my life. Growing up in FFA, my community grew to include fellow FFA members, community members, and leaders in the livestock industry who have now become trusted partners, confidants, and individuals I still call to this day when I need a fresh perspective.
As I entered into this new journey in January of 2021 I entered a new community of coworkers and stakeholders who again made my life better because they work each day to make certain that students in Texas have meaningful opportunities and understand and appreciate the agricultural industry. To be part of this community is a blessing and I hope you all feel that in your careers.
When my career began, I was fortunate enough to establish a community of other individuals who were new to the profession who I often relied on for advice and guidance. Whether that be working over the summer to brainstorm course plans, purchase SAE projects, or just fellowship, we spent a lot of time together. Oftentimes, one of the best things about this job is just that-the networking and collaboration that takes place at FFA events between teachers. Those friends have remained a steadfast influence in my career and have made this journey a lot
Consequently, these communities have challenged me with great ideas and an even
“BY SURROUNDING YOURSELF WITH LIKE-MINDED PEOPLE WHO FOCUS ON THE POSITIVE ASPECTS OF EVERY SITUATION, YOU CAN OFTEN MAKE A GREATER DIFFERENCE.” 32
greater motivation to serve the FFA community and all those who remain focused on those goals of providing premier leadership, personal growth, and career success opportunities for our students. I am a benefactor of those around me who have taught me, mentored me, challenged me, and supported me.
served by the communities around us. Just as we hope to influence our students to be grateful we must also possess that gratitude and focus on that during difficult or defeating times. I leave you with the challenge to see the good in every situation. When a student isn't first, be grateful that the student still walked away with those positive experiences that will continue to live on through all of their endeavors, when a lesson doesn’t go as planned, focus on the ability to step back, review and make it better the next time. When there’s a student who presents a challenge, make it your mission to provide a safe environment that they enjoy coming into each day, when the work gets to be too much (we know this all too well) redirect your focus on delegating or leaning on those community members who can help you to lighten the load or team up with you to make these overwhelming days a little more enjoyable.
Despite the negativity that occasionally exists, I feel like we are all in this profession because we are called to serve. Serve the industry that provides us all with our basic needs, serve the students who will no doubt one day lead our world, and serve each other to the best of our abilities. Without a sense of caring, there can be no sense of community - we must serve those around us even when we feel as if there’s no more of us to give. Serving doesn’t have to be grand gestures. George Bernard Shaw told us “I am of the opinion that my life belongs to the whole community and as long as I live, it is my privilege to do whatever I can.” All things considered, we are all blessed to serve and to be
Our community is strong, and I know we are making a difference, one student at a time.
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T E X A S F FA F O U N DAT I O N
WHEN YOU’RE
GREEN YOU GROW WHEN YOU RIPE YOU ROT BY: A A RO N A L E JA N D RO T E X A S F FA F O U N DAT I O N E X E C U T I V E D I R E C T O R
A
coverings. We appear to be on the other side, but we have work to do, and much of that starts with sharing a strong dose of empathy with our educators.
s we continue to come out of the global pandemic, we constantly evaluate the world around us. It has affected everything; families, businesses, organizations, travel, economics, medicine, and education.
Teachers are on the front lines of regenerating, reinspiring, regrowing, and bringing us out of the dormancy presented by COVID protocols. For those of us in agriculture, we know what all this is; it is not foreign to us. We know that regenerative agriculture is real. We know that forests go through times of dissemination and regrowth. We know that plants can be dormant and then come back stronger than ever. Our classrooms and students are like these agricultural examples; it is time to regrow students' attentions, aspirations, motivations, imaginations, expectations, responsibilities, and accountabilities. Our teachers are in "regrowth" mode, and they need our empathy, support, and encouragement.
Over recent months, I have written several articles reflecting on "innovation" and "empathy" as two of the big takeaways we have learned through the COVID-19 chaos. Just like the lingering virus and its effects, we too still have "empathy" and the need for its timely – and abundant application. We all see the world through the perspective we know. Our families, communities, and jobs can create the most immediate impression of "what is going on." But what if you don't walk in someone's shoes? What if we don't really realize the perspective they see or the responsibilities they bear.
REGROW: to grow (something, such as a missing part) anew to continue growth after interruption or injury
It doesn't take long to be in a conversation with an educator/teacher, and you will quickly recognize their need for a strong dose of empathy. Many teachers have started this year back in physical classrooms with socially and emotionally disconnected students but are technically "plugged in." They have worked through a year and a half of education, conducted through a computer screen with little or no supervision, accountability, or sense of responsibility and consequences.
“FOR OUR TEACHER FRIENDS READING THIS, WE KNOW YOU ARE DOING YOUR BEST TO REGROW THE CONNECTIONS WE WILL NEED TO GET STUDENTS TO THE NEXT LEVEL OF ACADEMIC AND CAREER SUCCESS.”
Accommodations were made to help students "hang on" in hope we could re-engage and re-connect on the other side of lockdowns, social distancing, and face 34
and mindset.
“JUST KNOW WE RECOGNIZE YOUR CONTRIBUTION TO GROWING THE FUTURE OF OUR COUNTRY THROUGH YOUNG PEOPLE WITH STRONG ACADEMIC, VOCATIONAL, AND LIFE SKILLS FOR SUCCESS. WE APPRECIATE YOU.”
Just like weeding a garden and getting it ready to bear harvest, we too need to recognize that right now, we can be encouraging to our teachers. They have their hands full trying to regrow, encourage, and engage students. Here are a few things I know teachers would love to hear from colleagues, friends, family, parents, stakeholders, or sponsors: Thank you. We appreciate you. Your sacrifices don't go unnoticed. You truly care about your students. You're making a huge impact. You deserve a break. I admire what you do. How can I help?
Many students have returned to their classrooms with a "grade level" recognition. Still, the almost two-year disruption in social interaction, in-person responsibility, and accountability is not seen on paper. Educators had to figure out how to engage students in a virtual environment, and many did not want to, nor did they. As one teacher put it to me, "think of any high school freshman today; they are actually starting back to in-person learning with a seventh-grader mindset and emotional perspective. A senior may be coming in ranked as a fourth-year student but actually may see the world as a sophomore.
For our teacher friends reading this, we know you are doing your best to regrow the connections we will need to get students to the next level of academic and career success. We appreciate you and know you will never be paid enough, thanked enough, or have enough gratitude expressed for the responsibility you bear. Just know we recognize your contribution to growing the future of our country through young people with strong academic, vocational, and life skills for success. We appreciate you.
Many students began forming a world view through their own exploration without an in-person navigator, guide, or coach to help them learn, set expectations, and be accountable for assignments. Our teachers are now regrowing this important skillset
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He was ordained with a special charge to serve children and families through television.
pondered long about this issue and its focus on “community.” What famous person knew a great deal about creating community and could inspire this article? None other than Fred Rogers of Mr. Roger’s Neighborhood. You may not believe that one can find motivation for adults in a man who created, wrote, and starred on a children’s television program, but the following quote from the man gives you an insight into his life.
After a stint in Canada beginning in 1963, he returned to Pittsburgh and launched the present-day version of Mister Rogers’ Neighborhood in 1966. The program aired for the first time nationally in 1968. With graduate studies in child development and his divinity degree, Fred was well-prepared to speak directly to his pre-school audience.
“While a college senior studying music composition at Rollins College, Fred arrived home to see this wonderful new technology in his family’s living room. He instinctively understood the power of the new medium and especially how it could be used to serve children, rather than the slapstick and nonsense that was on the air. From that moment, he knew what he was called to do.”
“I’ll never forget the sense of wholeness I felt when I finally realized, after a lot of help from a lot of people, what, in fact, I really wasn’t. I was not just a songwriter or a language buff or a student of human development or a telecommunicator, but someone who could use every talent that had ever been given to me in the service of children and their families,” said Rogers.
Rather than pursue studies in theology as he had planned, he began a television career as an assistant and floor manager of the music programs for NBC in New York City. He soon discovered commercial television was not for him.
Please note I do not expect anyone to bust into their classroom singing, “It’s a beautiful day in the neighborhood.” I shared Fred’s story because each of us has the talent to change the lives of those that we teach and reach every day.
Fred didn’t set out to be a star of a TV show. He moved back to Pittsburgh to help found the first community-supported, educational television station in the country, WQED. A private person, Fred was comfortable in the background as co-producer, puppeteer, and organist on The Children’s Corner. While serving as program manager for the station and working on The Children’s Corner, he returned to his interest in theology and attended Seminary during his lunch hours.
To conclude, during a Senate hearing regarding PBS funding, Fred Rogers once said, “This is what I give. I give an expression of care every day to each child, to help him realize that he is unique…I feel that if we in public television can only make it clear that feelings are mentionable and manageable, we will have done a great service for mental health.” 36
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The Texas Young Farmer State Convention is an excellent opportunity to network with other like-minded individuals who work to promote agricultural education to Young Farmer members and Texas youth.
Stanzel Model Aircraft Museum. An educational session with the use of DWI simulators will teach the dangers of misuse of alcohol and other drugs. Attendees will also learn the simple steps taught in the “Stop the Bleed” campaign, a nationwide program to empower individuals to act quickly and save lives.
Reservations may be made at the Best Western Inn and Suites, 101 Huser Blvd, Schulenburg, Texas by phone at 979-7432030. The rates are Double Queen $109; Standard King $99; and King Suite $119.
On Thursday, attendees will be treated to a mixer with bingo and prizes. Friday night is family fun and games, and on Saturday evening there is special entertainment following the awards banquet.
The registration fee is $125 per person for Thursday evening through Saturday evening with activities and meals included (breakfast provided by the host hotel for registered guests). The registration form is on the TYF website under “convention.”
Scholarship funds will be raised through an online auction beginning one week prior to the convention and ending Saturday, January 15th. Bidder registration can be found on the website.
Tours will include a Painted Church Tour (additional charge and pre-registration required), Prime Industries Tour, and the
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