Utah Parks - TrainingTrail to Eagle FAQs

Trail to Eagle FAQs

Contents

Board of Review:

Eagle Scout:

Merit Badges/Awards:

Leaders:

Service:


Boards of Review: How to Hold Effective Reviews

Who: Scout leaders, Committee Members, Parents
When:

Scout leaders: When invited to become a Scoutmaster or other adult leader of a Scouting unit (pack/troop.

Committee Members: When asked to participate in the conduct of a Board of Review.

Parents: When their son joins Boy Scouts. This will help them understand how their son will advance through the Scout ranks and receive recognition.

Why: A periodic review of the progress of a Scout is vital in the evaluation of the effectiveness of the Scouting program in the unit. The unit committee can judge how well the Scout being reviewed is benefiting from the program. The unit leader can measure the effectiveness of his/her leadership. 

The Scout can sense that he is, or is not, advancing properly and can be encouraged to make the most of his Scouting experience.

The Board also provides an opportunity for the Scout to develop and practice skills needed in an interview situation, and is an opportunity for the Scout to review his accomplishments.

Boards of Review are the third step or stage in a Scout’s advancement (the first two being a Scout Learns and a Scout is Tested).  Its purpose is to determine the quality of his experience and decide whether he has fulfilled the requirements for the rank. If so, the board not only approves his advancement or Palm but also encourages him to continue the quest for the next rank or Palm.

The Board of Review is a chance for adults to talk with the Scout about what he’s done, what he’s learned, how it has helped him in his advancement (or personal growth) and how he’s enjoying the program.

A Board of Review should consist of three to six adults who are at least 21 years of age. Typically these are unit committee members, or other adults familiar with the Aims and Methods of Scouting. Eagle Scout Boards of Review are conducted by members of the District Advancement Committee.

Unit leaders and assistants shall not serve on a board of review for a Scout in their own unit. Parents, guardians, or relatives shall not serve on a board for their son. The candidate or his parent(s) or guardian(s) shall have no part in selecting any board of review members.

How to Implement:

  • STEP 1: When a Scout believes he has completed all the requirements for a rank, including a Scoutmaster conference, a board of review must be granted. Scoutmasters—or councils or districts in the case of the Eagle Scout rank—for example, do not have authority to expect a boy to request or organize one, or to “defer” him, or to ask him to perform beyond the requirements in order to be granted one. In a case where there is concern the Scout has not fulfilled the requirements for a rank as written, it is appropriate to advise the young man that he might not pass the board and to make suggestions about what he might do to improve his chances for success. It is, however, the Scout’s decision to go ahead with a board of review or not.
  • STEP 2: The Committee Chair, or the Committee Advancement Chair, works with the Scout to arrange a time and place for the Board of Review to be held.  The Board Chair will then contact individuals to serve as Board members. (see composition guidelines in the previous section)
  • STEP 3: The Board of Review is held as scheduled.  Conduct of the Board should proceed as follows:
    • It is preferred a Scout be in full field uniform for any board of review. He should wear as much of it as he owns, and it should be as correct as possible, with the badges worn properly. It may be the uniform as the members of his troop, team, crew, or ship wear it. If wearing all or part of the uniform is impractical for whatever reason, the candidate should be clean and neat in his appearance and dressed appropriately, according to his means, for the milestone marked by the occasion.
    • The chair conducts review meetings according to BSA procedures and reports results to the unit advancement coordinator.
    • Greet the Scout and anyone accompanying him.  Introduce the members of the Board.  Allow the unit leader, or other adult, to introduce the Scout.  Spend a few minutes getting acquainted with the Scout, this will help him relax and gain some self-composure before the questioning begins.
    • Invite the Scout to repeat from memory the Scout Oath and Scout Law.  He should be standing with his arm to the square and giving the proper Scout Sign.  Where there is a physical limitation preventing standing or other limitation the Scout should do his best to present a positive attitude toward the Scout Oath and Scout Law.  Once he has completed this portion of the board of Review he may be seated. 
    • At this time it is appropriate to excuse anyone accompanying the Scout. 
      • 1)The unit leader may remain in the room, but only to observe, not to participate unless called upon. The number of “observers” at a board of review should otherwise be minimized. The members of the board of review, however, have the authority to exclude the unit leader or any other observers if they believe their presence will inhibit open and forthright discussion. Youth observers are not permitted in boards of review for Boy Scouting advancement.
      • 2)The Scout’s parents, relatives, or guardians should not be in attendance in any capacity—not as members of the board, as observers, or even as the unit leader. Their presence can change the discussion dynamics. In cases where parents or guardians insist on attending a board of review, they should be counseled that their presence can change how their son addresses questions, and that the opportunity to further self-reliance and courage may be lessened. However, if parents or guardians still insist on being present, they must be permitted to attend as observers.
    • Board procedures:
      • 1)This is NOT a retest or “Examination” - One reason for a board of review is to help ensure the Scout did what he was supposed to do to meet the requirements, it shall become neither a retest or “examination,” nor a challenge of his knowledge. In most cases it should, instead, be a celebration of accomplishment. Remember, it is more about the journey.
      • 2)What should be discussed – During the review, board members may refer to the Boy Scout HandbookBoy Scout Requirements book, Troop Leader Guidebook, and other such references. The Troop Committee Guidebook, No. 34505, has examples of appropriate questions. A Scout may be asked where he learned his skills and who taught him, and what he gained from fulfilling selected requirements. The answers will reveal what he did for his rank. It can be determined, then, if this was what he was supposed to do. Discussion of how he has lived the Scout Oath and Scout Law in his home, unit, school, and community should be included. We must remember, however, that though we have high expectations for our Scouts, as well as for ourselves, we do not insist on perfection. A positive attitude is most important, and that a young man accepts Scouting’s ideals and sets and meets good standards in his life.
    • The review should take approximately 15 minutes, but not longer than 30 minutesEagle Boards of Review generally last 30 minutes or somewhat longer. This is the highest rank a Scout may achieve; there should be a discussion of his successes, experiences, and future plans, but rarely should one last longer than 45 minutes.
    • If a Scout is to be reviewed for more than one rank (Tenderfoot, Second Class, or First Class), each rank should have a separate board of review. While these boards may be conducted on the same date, it is preferred—if feasible—that different members be involved on the boards to give the young man an enhanced experience and an opportunity to interact with a variety of adults.
    • Board decision – At the end of questioning, the Scout is asked to wait outside the room or out of hearing range while the board deliberates. To approve awarding a rank or Palm, the board must agree unanimously. Every effort should be made to deliberate with careful consideration of each member’s perspective, and in sufficient detail as to avoid factual misunderstanding. It is appropriate to call the candidate back if additional questions may provide clarification. Still, if any member dissents, the decision cannot be for approval.
  • STEP 4: After the review –
    • If the members agree a Scout is ready to advance, he is called in and congratulated. The board of review date— not that of a subsequent court of honor—becomes the rank’s effective date.
    • If a board does not approve, the candidate must be so informed and told what he can do to improve. Most Scouts accept responsibility for their behavior or for not completing requirements properly.
  • Resources/Links:

Boards of Review: How to Prepare

Who: Scout, Patrol Leader, Senior Patrol Leader, Scoutmaster, Committee Chair, Advancement Chair, Parent
When:

When the Scout joins Boy Scouts and begins working on Scout ranks.

Why: Boards of Review are the third step or stage in a Scout’s advancement.  Its purpose is to determine the quality of his experience and decide whether he has fulfilled the requirements for the rank. If so, the board not only approves his advancement but also encourages him to continue the quest for the next rank. Preparing for a Board of Review prevents a Scout from being embarrassed and helps build confidence in his ability to communicate effectively with adults.

The Board of Review is a chance for adults to talk with the Scout about what he’s done, what he’s learned, how it has helped him in his advancement (or personal growth) and how he’s enjoying the program.

A Board of Review should consist of three to six adults who are at least 21 years of age.  Typically these are unit committee members, with the exception of Eagle Scout Boards of Review where Scouts are reviewed by members of the District Advancement Committee.

Unit leaders and assistants shall not serve on a board of review for a Scout in their own unit. Parents, guardians, or relatives shall not serve on a board for their son. The candidate or his parent(s) or guardian(s) shall have no part in selecting any board of review members.

How to Implement:

  • Once a Scout has joined a Boy Scout unit (or registered as a Lone Scout) he begins a journey of learning new knowledge, skills and abilities that will last a lifetime.  A Board of Review is an opportunity for the Scout to have assistance in gauging how he’s doing.
  • There are several steps that must take place before a Board of Review is held:
    • He learns by doing, and as he learns, he grows in his ability to do his part as a member of the patrol and troop. As he develops knowledge and skill, he is asked to teach others; and in this way he learns and develops leadership.
    • The unit leader authorizes those who may test and pass the Scout on rank requirements. They might include his patrol leader, senior patrol leader, an assistant unit leader, another Scout, or the unit leader himself. Merit badge counselors teach and test him on requirements for merit badges.
    • The unit leader (Scoutmaster) conference, regardless of the rank or program, is conducted according to the guidelines in the Troop Leader Guidebook, No. 33009 (volume 1).
      • Note that a Scout must participate or take part in one; it is not a “test.” Requirements do not say he must “pass” a conference.
      • This is an opportunity for the Scout and his adult leader to determine if all of the requirements for a particular rank have been fully completed.  If there are any requirements not fulfilled then the Scout has an opportunity complete missing requirements, before a Board of Review determines that not all of the requirements have been met.
      • The conference is not a retest of the requirements upon which a Scout has been signed off. It is a forum for discussing topics such as ambitions, life purpose, and goals for future achievement, for counseling, and also for obtaining feedback on the unit’s program. In some cases, work left to be completed—and perhaps why it has not been completed—may be discussed just as easily as that which is finished.  Scoutmaster conferences are meant to be face-to-face, personal experiences. They relate not only to the Scouting method of advancement, but also to that of “association with adults” (see “The Methods of Scouting”). Scoutmaster conferences should be held with a level of privacy acceptable under the BSA’s rules regarding Youth Protection. Parents and other Scouts within hearing range of the conversation may influence the Scout’s participation. For this reason, the conferences should not be held in an online setting.
    • This is time for a Scout to shine, not only in his knowledge but also in his appearance.
      • It is preferred a Scout be in full field uniform for any board of review. He should wear as much of it as he owns, and it should be as correct as possible, with the badges worn properly. It may be the uniform as the members of his troop, team, crew, or ship wear it. If wearing all or part of the uniform is impractical for whatever reason, the candidate should be clean and neat in his appearance and dressed appropriately, according to his means, for the milestone marked by the occasion.
      • 1.Bring your Boy Scout Handbook so the Board can check that all requirements have been fulfilled and also they can sign the book upon completion of the Board of Review.
      • 2.A Scout should present himself with confidence in his having achieved the level of knowledge and skill appropriate to the rank being reviewed.
      • A certain level of formality and meaningful questioning should exist, but it is important that the atmosphere be relaxed and that the review is conducted with the Scout Law in mind. It may help if the unit leader introduces the candidate, and if a few minutes are spent getting acquainted. 
        • This is not a retest of what has already been tested, but to determine where the Scout is at in his adoption of the Aims and Methods of Scouting. 
        • Scouts may be asked to repeat the Scout Oath, Scout Law, motto or slogan.  These should be from memory and done with the proper Scout sign.
        • Questions may be asked about what may have been learned while earning a specific merit badge that could be applied in his daily life or how the Scout thinks he may apply a rank requirement in his unit, family or community.  Most questions should be open-ended to allow for an expression of thoughts.
        • Questions regarding plans for the next rank and anticipated date of completing that rank’s requirements may be asked.
        • Eagle Boards of Review will review leadership opportunities, including questions about what was learned from the Eagle Project.
  • After the Review
    • If the members agree a Scout is ready to advance, he is called in and congratulated. The board of review date— not that of a subsequent court of honor—becomes the rank’s effective date.  The Board Chair will sign in the approval block in the Boy Scout Handbook indicating the date of the Board of Review.
    • If a board does not approve, the candidate must be so informed and told what he can do to improve. Most Scouts accept responsibility for their behavior or for not completing requirements properly.
  • References:

Be Active

Who: Scoutmaster, Assistant Scoutmaster, Committee Chair, Advancement Chair, Parent
When:

Scoutmaster/Assistant Scoutmaster: Before a Scoutmaster conference is scheduled.

Committee/Advancement Chair: Before a Board of Reveiw is scheduled.

Parents: Before working towards a rank advancement begins.

Why: Active membership in Scouting is a fundamental requirement to advancing in the program. A young man does not have to be a Scout to serve, lead, or seek adventure. However, if those experiences are meant to count towards rank advancement, membership in the program is essential. 

For purposes of rank advancement, the Boy Scouts of America defines “being active” using three criteria:

1 .The Scout is registered. The youth is registered in his unit for at least the time period indicated in the requirement, and he has indicated in some way, through word or action, that he considers himself a member. If a boy was supposed to have been registered, but for whatever reason was not, discuss with the local council registrar the possibility of back-registering him.

2. The Scout is in good standing. A Scout is considered in “good standing” with his unit as long as he has not been dismissed for disciplinary reasons. He must also be in good standing with the local council and the Boy Scouts of America. (In the rare case he is not, communications will have been delivered.)

3 .The Scout meets the unit’s reasonable expectations; or, if not, a lesser level of activity is explained. If, for the time period required, a Scout meets those aspects of his unit’s pre-established expectations that refer to a level of activity, then he is considered active and the requirement is met. Time counted as “active” need not be consecutive. A boy may piece together any times he has been active and still qualify. If he does not meet his unit’s reasonable expectations, then he must be offered the alternative that follows:

Units are free to establish additional expectations on uniforming, supplies for outings, payment of dues, parental involvement, etc., but these and any other standards extraneous to a level of activity shall not be considered in evaluating this requirement.

How to Implement:

  • There may be young men registered in the troop who appear to have little or no Scouting activity. They may have been out of the country on an exchange program, or away at school. Maybe we just haven’t seen them and wonder if they’ve quit. To pass the first test above, a Scout must be registered. But he should also have made it clear through participation or by communicating in some way that he still considers himself a member, even though—for now—he may not fulfill the unit’s participation expectations. A conscientious leader might make a call and discover the boy’s intentions.
  • If, however, a Scout has been asked to leave his unit due to behavioral issues or the like, or if the council or the Boy Scouts of America has directed—for whatever reason—that he must not participate, then according to the second test he is not considered “active.”
  • In considering the third test, it is appropriate for units to set reasonable expectations for attendance and participation. Then it is simple: Those who meet them are “active.” But those who do not must be given the opportunity to qualify under the third-test alternative above. To do so, they must first offer an acceptable explanation. Certainly, there are medical, educational, family, and other issues that for practical purposes prevent higher levels of participation. These must be considered. Would the Scout have been more active if he could have been? If so, for purposes of advancement, he is deemed “active.”
  • We must also recognize the many worthwhile opportunities beyond Scouting. Taking advantage of these opportunities and participating in them may be used to explain why unit participation falls short. Examples might include involvement in religious activities, school, sports, or clubs that also develop character, citizenship, or personal fitness. The additional learning and growth experiences these provide can reinforce the lessons of Scouting and also give young men the opportunity to put them into practice in a different setting.
  • It is reasonable to accept that competition for a Scout’s time will become intense, especially as he grows older and wants to take advantage of positive “outside” opportunities. This can make full-time dedication to his unit difficult to balance. A fair leader therefore, will seek ways to empower a young man to plan his growth opportunities both inside and outside Scouting, and consider them part of the overall positive life experience for which the Boy Scouts of America is a driving force.
  • A board of review can accept an explanation if it can be reasonably sure there have been sufficient influences in the Scout’s life that he is meeting our aims and can be awarded the rank regardless of his current or most recent level of activity in Scouting. The board members must satisfy themselves that he presents himself, and behaves, according to the expectations of the rank for which he is a candidate. Simply put: Is he the sort of person who, based on present behavior, will contribute to the Boy Scouts of America’s mission? Note that it may be more difficult, though not impossible, for a younger member to pass through the third-test alternative than for one more experienced in our lessons.

Eagle Project

Who: Scoutmaster, Committee Chair, Eagle Coach
When:

The volunteer needs to understand this process anytime a Scout is earned the Life rank.

Why: It is important for leaders to understand the basics of advancement. The Eagle Project is a major part of helping the Scout to grow. Having an informed guide will greatly facilitate this growth.
Scouts need to truly understand leadership from a first-hand perspective.  
 
The Eagle Project is a refiner’s fire that helps a Scout to practice all of the skills he has learned in Scouting.
 
The Eagle Project provides the Scout with an opportunity to learn how to Plan, Develop, and Lead a project that will cause him to be outside of his comfort zone, think on his feet, and establishes a template for him to follow in his college and professional career.

How to Implement:

  • Scout has a desire to pursue Eagle Scout.
  • Scout discusses his plans and aspirations with his Scoutmaster.
  • Scoutmaster works with District Advancement Committee to educate Scout on how to get an Eagle Mentor/Coach.
  • Working with his Scout leaders, and Mentor/Coach, the Scout discusses ideas and formulates an idea that could be a viable project.  http://blog.utahscouts.org/eagle-scout-trail/choosing-an-eagle-project/
  • The Scout should use the Eagle Scout Service Project Workbook. http://www.scouting.org/scoutsource/BoyScouts/AdvancementandAwards/EagleWorkbookProcedures.aspx
  • Scout selects a beneficiary and discusses his ideas with the beneficiary.
  • Negotiating with the beneficiary, the Scout completes his plan.
  • Scout, maintaining communication with the Scoutmaster, seeks signatures of approval from his Scoutmaster, Committee Chair, and beneficiary.
  • Once the Scout has read and signed the agreement and the other three signatures are similarly obtained, the Scout will seek the approval of the District.
  • Once District approval is granted, the Scout may begin work on his project.  
  • Throughout the execution of the project the Scout should maintain communication with the beneficiary and his Scout leaders to ensure that the project is staying on track.
  • When the project is completed, all required should read and sign the proper paperwork.
  • The Scout then coordinates with the trained District representative to ensure that paperwork is filled in completely and submitted appropriately.
  • Additional resources can be found here: http://www.utahscouts.org/information/eagle-rank/21781.

Demonstrating Scout Spirit

Coming soon!


Merit Badge Process

Who: Scoutmaster, Assistant Scoutmaster, Committee Chair, Parent, Scouts
When: Before any Scout begins working with a Merit Badge counselor.
Why: The merit badge program is a great way for Scouts to learn about hobbies, vocations, and life skills.  Like the rest of scouting, if the merit badge program is used and administered properly, it teaches much more than just the skills of the merit badge. Most importantly, the policies and procedures of the merit badge program ensure the safety of both youth and adults.
The merit badge program is a component of the Scouting advancement program. There are both required and elective merit badges. The required badges typically represent “life skills” that BSA believes help round out a Scouts experience and education. The elective badges provide motivation to investigate areas that may become vocations or lifetime hobbies.
 
The program provides an opportunity for a Scout to work closely with a counselor in a mentor type relationship. The counselor is a subject matter expert and can share both their knowledge and enthusiasm for the subject. This provides the Scout with a unique opportunity to experience the subject in the best possible light.
 
Because the Scout needs to bring a ‘buddy’, the program also provides an opportunity for the Scout to develop a relationship with one or more peers with shared interests. This helps the Scout continue with the subject since they now have a buddy to share the experience going forward.

How to Implement:

  • There are 12 steps to the merit badge program.
    • The Scout develops an interest in a merit badge and may begin working on the requirements.
    • The Scout discusses his interest in the merit badge with his unit leader.
    • The unit leader signs a blue card and provides the Scout with at least one counselor contact.
    • The Scout contacts the counselor.
    • The counselor considers any work toward requirements completed prior to the initial discussion with the unit leader.
    • The Scout, his buddy, and the counselor meet (often several times).
    • The Scout finishes the requirements.
    • The counselor approves completion.
    • The Scout returns the signed blue card to his unit leader, who signs the applicant record section of the blue card.
    • The unit leader gives the Scout the applicant record.
    • The unit reports the merit badge to the council.
    • The Scout receives his merit badge.
  • More details and information can be found at the following links:

Merit Badge Process for Scouts with Special Needs

Who: Chartered Organization Representative (COR), Scoutmasters, Assistant Scoutmasters, Parents of Scouts with Special Needs, Committee Chairs, District Eagle Coaches, District Advancement Committee members
When: Before the Scout begins his work on any Merit Badge.
Why:
A recipient of  the Eagle Scout Award is a Boy Scout who applies the principles of the Scout Oath and Law in his daily life. He has achieved the qualities of an Eagle Scout with determination and persistence.
Capacity for leadership and a concern for others.
Ability to help others through skills he has learned.
Ability to live and work cooperatively with others by meeting his responsibility to his unit.
Concern for self by improving his physical fitness to the limits of his resources.
The Eagle Scout rank may be achieved by a Boy Scout who has a physical or mental disability by qualifying for alternate merit badges. This does not apply to individual requirements for merit badges. Merit Badges are awarded only when all requirements are met as stated, (Guide to Advancement 10.2.2.3)
 
The physical or mental disability must be of a permanent rater than a temporary nature (for a disability expected to last more than two years or beyond the 18th birthday). This request must include a written statement from a qualified health-care professional related to the nature  of the disability.

How to Implement:

  • Before applying, the scout must earn as many of the Eagle-required merit badges as possible. ANY? ALTERNATIVES MUST PRESENT THE SAME CHALLENGE AND LEARNING LEVEL AS THOSE THEY REPLACE. Unless the Scout has been approved for registration beyond the age of eligibility all merit badges must be completed by the 18th birthday (GTA 10.1.0.1 - 10.1.0.2)
    • Obtain a  clear and concise statement related to the nature of the disability from a qualified health-care professional.
    • The unit leader meets with the candidate and his parents/guardian to determine  the  alternative merit badges to replace those impeding his progression.
    • The unit leader, parent and the Scout (if possible) prepare supporting letters to accompany the application.
    • The district and council advancement committees, in turn, review the proposed alternative merit badges. If the council advancement committee approves, THEN  the candidate MAY START WORK ON THE MERIT BADGES  note: In approving the application, the district and council advancement committees must utilize the expertise of a health-care professional involved with youth who have disabilities.
    • Upon completion of the Eagle Scout rank requirements, using the alternative merit badges, the candidate appears before a board of review. This approved application must be attached to the Eagle Scout Rank Application.
    • Following a successful board of review, the council processes both applications and forwards them to the national Advancement Team,. Local council action on alternative merit badges does not require national approval.
    •  

Camping Merit Badge: What Counts?

Coming soon!


William T. Hornaday Award Process

Who: Scoutmaster, Assistant Scoutmaster, Committee Chair, Parents, Conservation Advisor, and William T Hornaday Project Advisor 
When: Prior a youth beginning the William T Hornaday Project and to know when to nominate an adult for one of Adult Awards. 
Why:
These awards are designed to recognized youth and adults who have rendered distinguished and unusual service to natural resource conservation. Youth complete one or more projects that identify and address conservation issues or problem.  Adults awards are by nomination only to recognize their distinguished and unusual service to natural resource conservation.
Applicants are encouraged to involve their unit members in project work and demonstrate Scout leadership, thereby making their unit eligible for the unit award. 
The goal of this awards program is to encourage and recognize truly outstanding efforts undertaken by Scouting units, Scouts and Venturers, adult Scouters, and other individuals, corporations, and institutions that have contributed significantly to natural resource conservation and environmental protection. The bulk of these awards require the Scout to conduct several significant conservation projects, each in a different field of conservation. The specific fields of conservation allowed are listed on the application. The Scout is required to plan, lead, and carry out these projects. The project must contribute to sound conservation and environmental improvement in the local community, the region, or the nation.
 
There are several different Hornaday awards. (The gold badge and gold medal are for adults.) 
 
The award is given in one of seven forms.
  • The local council may present the William T. Hornaday unit certificate for a conservation project by a pack, troop, team, or crew.
  • The council may award the Hornaday badge to individual Boy Scouts, Varsity Scouts, and Venturers for outstanding service in conservation.
  • The council may award the Hornaday gold badge to adult Scouters who have given significant leadership to conservation at a council or district level.
All other Hornaday Awards are conferred by the National Council:
  • Scouts and Venturers may apply for the bronze and silver medals.
  • Adult Scouters may be nominated for the gold medal.
Organizations unaffiliated with Scouting may be nominated for the gold certificate.

How to Implement:

  • For Youth Nominations:
    1. Have a desire to complete a one or more conservation project tshat will make a lasting impact to the environment.
    2. Go to http://www.scouting.org/scoutsource/Awards/HornadayAwards.aspx and learn about the William T Hornaday Awards. Review the William T Hornaday Workbook and Application for the awards for requirements prior to beginning the project.
    3. Find a William T Hornaday Advisor by contacting the Council Advancement or Outdoor Ethics Committee.
    4. Find a Conservation Advisor (does not need to be member of the BSA) to provide guidance on conservation project.
    5. Complete the William T Hornaday Workbook Proposal and obtain signatures. 
    6. Complete the Project work which may take a few months to a few years to measure impact.
    7. Complete the William T Hornaday Workbook and appropriate application based on which award is being pursued. For links to the workbook and applications go to http://www.scouting.org/scoutsource/Awards/HornadayAwards/Forms.aspx
    8. Obtain final signatures and turn in to the Advancement or Outdoor Ethics Committee to obtain the award. 
    9. Council will submit Application to the National Committee for award consideration. (process can take a few months depending on when the National committee meets)
  • For Adult Nominations:
    1. Complete application for the Gold Badge or Gold Certificate as found on http://www.scouting.org/scoutsource/Awards/HornadayAwards/Forms.aspx
    2. Submit the Council Advancement or Outdoor Ethic Committee.
    3. Council will submit Application to the National Committee for award consideration. 

Eagle Coach

Who:
Scoutmaster, Assistant Scoutmaster, Committee Chair, Committee Advancement Person, Parent
When:
Anytime a Scout completes his Life Scout Board of Review and wants to start working on his Eagle Project.
Why:
Having an Eagle Coach can make the process much easier, and not so overwhelming.  The Scout will receive immediate direction and guidance as he begins the process to select and complete his Eagle project.  Many Parents have not been through this process before, and an Eagle Coach can help them understand the process.
An Eagle Coach meets with the Scout and helps him develop an approvable Eagle Project.
 
An Eagle Coach uses the BSA method of positive adult association, logic, and common sense to help the candidate make wise decisions.
 
An Eagle Coach emphasizes those elements of a plan that, if ignored, could stop work or create health and safety issues.
 

How to Implement:

  • Implementation may be slightly different for each District, due to the physical size and demographics of the area.
  • Go to the Council web site:  utahscouts.org, click on Districts > Click on your District > Go to Boy Scouts.  Most district pages will have a link for Eagle advancement, a descriptive eagle process, or at least a contact for the District Advancement Chair.  If you cannot find it, contact your local scout office, ask for the person who supports your district, and they can provide the contact information.
  • The District Advancement Committee will then assign the Boy a trained Eagle Coach.  The Coach will help the Scout in the many ways.
  • The following are important examples of ways in which the coach can influence a Scout’s project:
    1. Meet with a Scout after his proposal has been approved but before work begins on the project plan.
    2. Ask the Scout to describe how he will plan the project, then offer him advice accordingly.
    3. Emphasize those elements of a plan that, if ignored, could stop work or create health and safety issues.
    4. Remind the Scout to share his plan with the project beneficiary; the beneficiary should be fully aware of what will be done. Note that plans for an Eagle Scout service project are between the Scout and the beneficiary. Coaches do not approve project plans.
    5. Be available to the Scout as a consultant should he have questions about the planning process.
    6. Meet with the Scout to review his project plan; discuss its strengths, weaknesses, and risks; and suggest critical improvements.
    7. Discuss the project report with the Scout and offer advice on how to make a strong presentation at his board of review.
  • (Guide To Advancement 2017 Topic 9.0.2.9)
  • Using a trained Eagle Coach gives the Scout the best possible opportunity to succeed with his project.

How to Register a Scout Beyond the Age of Accountability

Who: Chartered Organization Representative (COR), Scoutmasters, Assistant Scoutmasters, Parents of Scouts with Special Needs, Committee Chairs, District Eagle Coaches, District Advancement Committee members
When: Application may be made at any time, preferably before the youth reaches the normal age limitation. However, a youth or adult may apply before or after reaching the normal program age limit.
Why: Youth and adults who are developmentally disabled, or youth with severe physical challenges, may be considered for registration beyond the age of  eligibility for their respective program. It is the intent of the Boy Scouts of  America in so far as possible to provide a positive "scouting" experience for all youth and adults that meet the criteria.

The physical or mental disability must be of a permanent rater than a temporary nature (for a disability expected to last more than two years or beyond the 18th birthday) and be so sever that it precludes advancement even at a rate significantly slower than considered normal, if rank can be achieved under accommodations provided in GTAS 10.2.0.0).

  1. This request must include a written statement from a parent describing the disability and its severity and permanence and petitioning for approval of registration beyond the age of eligibility.
  2. A completed youth membership application or proof of current membership.
  3. A completed and signed BSA  Annual Health and Medical Record form
  4. A signed statement from a qualified health professional attesting to the nature of the disability.
  5. A letter from the unit leader advocating and supporting the registration.
  6. Other supporting  documentation.

How to Implement:

  • The information described above along  with the application (GTA 2017, 11.4.0.0) is gathered together and submitted to the council Disabilities Awareness Committee for evaluation. Upon approval the packed is refereed to the Council Advance Committee Chair for signature and distribution. A copy is keep with the record and  the youth or adult may continue to seek advancement as long as he is so registered.

Recording Advancements (Ranks/Merit Badges)

Who: Boy Scout, Parent/Guardian, Scout Leader, Advancement Chair
When: First month and yearly follow-up
Why: So the boy can progress in a timely manner in his rank advancements, board of reviews/court of honors can be held on schedule, when boys move from unit to unit the district and/or council can follow, information is not lost

Recording advancements is vital! Missing information and reports can cause serious frustration and problems, (What are those problems? Link to blog article?). Dates are vital: birthday, advancement in ranks Frist Class, Star, Life, boards of reviews. In the boys journey through his Scouting career he earns merit badges. These merit badges, leadership positions, and certain time elements advance the boy to a new and higher rank. 

How to Implement:

  • Ideally the Scout troops should report advancement monthly to the advancement chair to make sure that the records are updated and complete. This can be done by the boy with his merit badge "blue card" or Scout leader.
    • What is a blue card? (Graphic)
    • Where can they get the blue card?
  • The advancement chiar within a day or two would record the dates, merit badges earned using an internet system that would allow the chair person to follow the boy's progress and see where and when a board of review is needed and a court of honor to be scheduled.
    • Who/what is the advancement chair?
  • "Getting the Most from Internet Advancement"

Scoutmaster Conference

Who: Unit leaders such as Scoutmaster, Varsity Coach, etc.
When: Before any Scout advances in rank.
Why: The Unit Leader Conference is an opportunity for the youth and leader to reflect on his progress in scouting, goals in life, share feedback on how the unit is functioning and getting to know each other better. This in turn helps the Unit Leader understand the boy and his needs and allows the boy to have personal adult association, which is a method of Scouting.

The Unit Leader conference is not a pass/fail requirement, nor is it a re-test of skills required for rank advancement. Instead, the Unit Leader Conference is an opportunity for an adult leader and a scout to discuss topics relevant to the boy’s scouting and help set future goals. The adult leader should take this time to get to know the boy better to help the boy progress and discuss any concerns. Often times it is helpful for a boy to have more than one Unit Leader Conference as he progresses in rank to help the boy set goals towards achieving advancement and have the opportunity for more adult interaction.

How to Implement:

  • The Unit Leader and the Scout should meet face to face in a manner where Youth Protection policies are followed. Online or text conversations should not occur and are not Unit Leader Conferences. The adult leader and the boy should have a personal conversation about how things are going for the boy both in scouting and in his life in general, set goals and have an open discussion about how the unit is functioning. Unit leaders cannot deny a boy the opportunity for a conference that is necessary for rank advancement nor should the Unit Leader re-test the boy on skills previously passed off. 
  • Unit Leader conferences do not have to be the final requirement before the boy has his Board of Review, however this is an excellent time for one to occur. Often times it is helpful for the Scout and his Leader to have many discussions as the boy works on advancement to help him set goals to accomplish the advancement. Any of these conferences would count as a Unit Leader Conference. 
  • The Unit Leader may delegate this to an assistant scoutmaster when mitigating situations exist such as the Unit Leader being unavailable for an extended period of time creating an unnecessary delay for a boy’s advancement, or when a Scout is on a tight schedule to meet his Eagle requirements before this 18th birthday and the Unit Leader is unavailable. 

Service Hours

Who: Scoutmaster, Assistant Scoutmaster, Unit Advancement Committee Member
When: Each rank (except Scout rank) requires a service hour requirement for completion. Scout leaders need to be aware of the specific requirement for each rank prior to the Board of Review.
Why: Participation in a servie project approved by the Scoutmaster is requied for advancement at each rank. Planning, development, and leadership is not required for ranks Tenderfoot-Lfe, but required for the Eagle Scout Service Project.

The service requirement for Tenderfoot is one hour, for Second Class - two hours, for First Class - three hours, for Star - five hours. Service hours may be done individually or as part of a larger partrol or troop project. Assisting in Eagle Scout Service Projects also qualifies for service hours. At least three hours at the Life level must be conservation-related.

How to Implement:

  • 2017 Boy Scout Requirements:
    • Tenderfoot Rank Requirements: 7b
    • Second Class Rank Requirements: 8e
    • First Class Rank Requirements: 9d
    • Star Rank Requirements: 4
    • Life Rank Requirements: 4
  • Guide to Advancement 2017: 4.2.3.3

Serve Actively

Who:
Scoutmaster, Assistant Scoutmaster, Committee Chair, Advancement Chair, Parent
When:
Scoutmaster & Assistant Scoutmaster: before a Scoutmaster Conference is scheduled.
Committee Chair & Advancement Chair: before a Board of Review is scheduled.
Parent: before work towards a rank advancement begins.
Why:
In order to advance in rank, each young man must take on a position of responsibility within the troop and demonstrate the expected level of performance. Leadership experience outside of the troop, while valuable, does not fill the expectations of the requirement. Likewise, neither does assuming apposition of responsibility for a period of time without demonstrating performance in that office.
Upon review for a rank advancement, every Scout should be able to identify their position of responsibility, the expectations for those holding that office, and point to example of something they accomplished while holding that office.
“Serve actively in your unit for a period of … months in one or more positions of responsibility” is an accomplishment every candidate for Star, Life, or Eagle must achieve. The following will help to determine whether a Scout has fulfilled the requirement.
 
The position must be listed in the position of responsibility requirement shown in the most current edition of Boy Scout Requirements. More than one member may hold some positions (e.g., troop guide or instructor). Even very large units are able and expected to provide sufficient opportunities within the list. The only exception involves Lone Scouts, who may use positions in school, in their religious organization, in a club, or elsewhere in the community.
 
Units do not have authority to require specific positions of responsibility for a rank. For example, they must not require a Scout to be senior patrol leader to obtain the Eagle rank.
 
Service in positions of responsibility in provisional units, such as a jamboree troop or Philmont trek crew, do not count toward this requirement.
 
A unit leader may assign, as a substitute for the position of responsibility, a leadership project that helps the unit for Star or Life ranks (not Eagle). If this is done, the unit leader should consult the unit committee and unit advancement coordinator to arrive at suitable standards. The experience should provide lessons similar to those of the listed positions, but it must not be confused with, or compared to, the scope of an Eagle Scout service project. It may be productive in many cases for the Scout to propose a leadership project that is discussed with the unit leader and then “assigned.”
 
Meeting the time test may involve any number of positions. The requirement calls for a period of months. Any number of positions may be held as long as total service time equals at least the number of months required. Holding simultaneous positions does not shorten the required number of months. Positions need not flow from one to the other; there may be gaps between them. This applies to all qualified members including Lone Scouts.
 
If a unit has established expectations for positions of responsibility, and if, within reason, based on his personal skill set, the Scout meets them, he fulfills the requirement. When a Scout assumes a position of responsibility, something related to the desired results must happen. It is a disservice to the Scout and to the unit to reward work that has not been done. Holding a position and doing nothing, producing no results, is unacceptable. Some degree of responsibility must be practiced, taken, or accepted.
 
It is best when a Scout’s leaders provide him position descriptions, and then direction, coaching, and support. Where this occurs, and is done well, the young man will likely succeed. When this support, for whatever reason, is unavailable or otherwise not provided—or when there are no clearly established expectations—then an adult leader or the Scout, or both, should work out the responsibilities to fulfill. In doing so, neither the position’s purpose nor degree of difficulty may be altered significantly or diminished. Consult the current BSA literature published for leaders in Boy Scouting, Venturing, or Sea Scouts for guidelines on the responsibilities that might be fulfilled in the various positions of responsibility.
 
Under the above scenario, if it is left to the Scout to determine what should be done, and he makes a reasonable effort to perform accordingly for the time specified, then he fulfills this requirement. Even if his results are not necessarily what the unit leader, members of a board of review, or others involved may want to see, he must not be held to unestablished expectations.
 

How to Implement:

  • If a unit has clearly established expectations for position(s) held, then—within reason—a Scout must meet them through the prescribed time. If he is not meeting expectations, then this must be communicated early. Unit leadership may work toward a constructive result by asking him what he thinks he should be accomplishing. What is his concept of the position? What does he think his troop leaders—youth and adult—expect? What has he done well? What needs improvement? Often this questioning approach can lead a young man to the decision to measure up. He will tell the leaders how much of the service time should be recorded. If it becomes clear nothing will improve his performance, then it is acceptable to remove the Scout from his position. It is the unit leader’s responsibility to address these situations promptly. Every effort should have been made while he was in the position to ensure he understood expectations and was regularly supported toward reasonably acceptable performance. It is unfair and inappropriate—after six months, for example—to surprise a boy who thinks he has been doing fine, with news that his performance is now considered unsatisfactory. In this case, he must be given credit for the time.
  • If a Scout believes he has performed his duties satisfactorily, but his leaders disagree, then the possibility that expectations are unreasonable or were not clearly conveyed to the youth should be considered. If after discussions between the Scout and his leaders—and perhaps including his parents or guardians—he believes he is being held to unreasonable expectations, then upon completing the remaining requirements, he must be granted a board of review. If he is an Eagle candidate, then he may request a board of review under disputed circumstances.
  • Many suggest this requirement should call for a position of “leadership” rather than simply of “responsibility.” Taking and accepting responsibility, however, is a key foundation for leadership. One cannot lead effectively without it. The requirement as written recognizes the different personalities, talents, and skill sets in all of us. Some seem destined to be “the leader of the group.” Others provide quality support and strong examples behind the scenes. Without the latter, the leaders in charge have little chance for success. Thus, the work of the supporters becomes part of the overall leadership effort.