Encouraging youth to become skillful, productive, contributing members of our community.Plan of Work

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Livingston County CES

Title:
Encouraging youth to become skillful, productive, contributing members of our community.
MAP:
Empowering Community Leaders
Agents Involved:
4-H, ANR
MAJOR PROGRAM 1:
4-H Youth Development Programming
MAJOR PROGRAM 2:
4-H Volunteer Programming
MAJOR PROGRAM 3:
4-H Communications and Expressive Arts Core Curriculum
MAJOR PROGRAM 4:
4-H Family and Consumer Science Core Curriculum
Situation:

Communication Programs are one of the seven core content areas in the Kentucky 4-H Program. Providing youth with the ability to enhance and develop communication skills is of great importance in Kentucky. The development of communications skills is one of the preeminent skills necessary to grow as an individual, a community member and a leader. Using age appropriate activities selected from the approved Kentucky 4-H Communications Curriculum, educators can maximize the ability of youth to develop their writing, reading and personal communication capacities. This in turn creates a solid foundation for positive youth development (Jones, K. R. 2006)


Strong writing, reading and presentation skills present youth with the dexterity of being good communicators as well as allowing them to form receptive relationships with peers and adults. When young people are confident and capable in presenting their thoughts and feelings they are more likely to accept roles of responsibility in their communities and enhance their contribution to society. This development of internal and external assets, as researched by the Search Institutes “The 40 Developmental Assets” helps to develop youth into competent, caring and contributing adults. (Jones, K.R. 2006)


Bullying is an issue of concern for 4-H leaders and community members at listening sessions that can be addressed through 4-H Curriculum. The 4-H Summer Camp experience is one way to give children a means to learn team work, conflict management and other interpersonal skills. Our advisory committees suggest that we work towards providing youth with skills that will allow them to be skillful and productive community members in the future.


Youth gain confidence in setting goals and completion of projects. By providing special interest clubs and special interest activities allow youth to socialize, establish a goal and work to achieve that goal. Club and project work is judged by the Danish system and allows youth to measure the quality of their work and reset their new goals.

Long-Term Outcomes:

Young adults are prepared to enter the workforce with confidence and skills necessary to be a productive member of society. Youth display a new found empathy for those around them. Youth will have developed a better self-esteem and sense of accomplishment through 4-H programs.

Intermediate Outcomes:

Youth will:

-use strong team skills to accomplish tasks

-take responsibility for tasks from beginning to completion.

-learn respect,tolerance,and empathy while working with others.

-demonstrate skills and work habits that lead to success in future schooling and work

-demonstrate positive growth in self-concept through appropriate tasks or projects

-students demonstrate the ability to become self-sufficient individuals.

Initial Outcomes:

Number of youth who participate in and

-research, write and present a speech or demonstration as a part of classwork

-become more comfortable with speaking in public

-attend anti bullying classes

-become a member in the area teen council

-become a member in community leadership organizations such as county chamber

-become a member in the 4-H Advisory council

-become a part of step-up to leadership classes

-become a member of extension advisory board

-become a member of teen leadership board

-establish personal goals, identify steps to achieve those goals, achieve their goals

Evaluation:

Long-Term Outcome: Students are able to use basic communication for purposes and situations they will encounter throughout their lives.

Indicator: students who report back to Extension or serve as a member on an extension advisory board

Method: Written data, pre & post test, focus groups

Timeline: After Graduation


Intermediate Outcome: Students demonstrate skills and work habits that lead to success in future schooling and work.

Indicator: School Success

Method: 4-H Club and student assessment scores

Timeline: yearly


Initial Outcome: Students will demonstrate the ability to be adaptable and flexible through appropriate tasks or projects.

Indicator: Participation in individual and group projects

Method: Project completion

Timeline: End of project


Learning Opportunities:

Audience: 4-H Members (9 -19 years old)

Project or Activity: Club meetings, special interest clubs, 4-H activities

Content or Curriculum: Youth Development, Leadership, Team Building, Communications

Inputs: 4-H Leaders and agent

Date: Monthly club meetings



Audience: 4-H Members (High School)

Project or Activity: Teen Conference, Teen Retreat, Area Teen Council

Content or Curriculum: Basic communication skills, Parliamentary Procedures

Inputs: Older 4-H members, 4-H agents, Leaders

Date: Summer, Spring, Bi-monthly


Audience: 4-H Members (9-19 years old)

Project or Activity: Speech & Demonstration

Content or Curriculum: 4-H Curriculum plus supporting materials & score sheets

Inputs: Leaders, Teachers, School Administrator, Parents, and 4-H agent.

Date: February, March & April Annually

MEASURE: Grades given in schools/4-H scores


Audience: 9-14 years old

Project or Activity: 4-H Camping Experience

Content or Curriculum: 4-H Camp Curriculum

Inputs: 4-H agents & volunteers

Date: Summer 


Audience: 15-19 years old & Adult Volunteers/Parents

Project or Activity: Truth and Consequences

Inputs: 4-H, ANR

Dates:  Annually


Audience: 12-14 years old

Project or Activity: 4-H Teen Summit

Inputs: 4-H agents & volunteers

Dates: Spring 


Audience: 14-19 years old

Project or Activity: Teen Retreat

Inputs: 4-H agents & volunteers

Dates: Spring


Project or Activity: Babysitter Day Camp

Content or Curriculum: 4-H Babysitting Curriculum, FCS Human Development resources

Inputs: 4-H

Dates: Summer


Project or Activity: Girls Day Out

Content or Curriculum: UK extension resources (4-H and FCS curriculums)

Inputs: 4-H

Dates: Summer


Project or Activity: MyPI

Content or Curriculum: FEMA Teen CERT/ MyPI

Inputs: 4-H

Dates: SUmmer/Fall




Success Stories

Youth finds Success in a County SPIN Club

Author: Dominique Wood

Major Program: 4-H Family and Consumer Science Core Curriculum

Not all youth learn the same way, but all youth learn.  Youth with special learning needs are able to utilize the 4-H experiential curriculum either in-group work or in independent projects.  Youth are able to seek and their passions in the 4-H curriculum because in Kentucky 4-H the only limitation to special interest clubs is a qualified caring adult leader.  KY 4-H works hard to make any necessary accommodations for youth in order to facilitate equal programming.  In the Fa

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