Extension
It Starts With Us
Communications and Expressive Arts
Arts and Language
M. Chadwick, K, Mackey
4-H Agriculture Core Curriculum AND Natural Resources
Community Design/Creative Placemaking
Financial & Marketing Literacy for Artisans
Arts Engagement
All youth in Calloway County need to enhance their economic opportunities and quality of life by learning how to further obtain and use the resources at their disposal, including money, time, human capital, material resources and community services. Many Calloway County youth are victims of broken families. Simply put, whether or not a child's parents are married and stay married has a massive affect on his or her future prosperity and that of the next generation. Unfortunately, the growth in the number of children born into broken families in America--from 12 for every 100 born in 1950 to 58 for every 100 born in 1992 --has become a seemingly unbreakable cycle. (The Heritage Foundation, 1999)
The Calloway County 4-H program currently focuses on the four basic needs of youth in every family situation encompassed in the research validated “Circle of Courage.” These four basic needs include: the spirit of belonging, the spirit of mastery, the spirit of independence, and the spirit of generosity. Furthermore, youth must develop life skills throughout their stages in development that include: personal development; communicating; working and relating with others; problem solving and decision making; acquiring, analyzing and using information; and managing resources. The Calloway County 4-H program plans to develop these life skills in youth to fulfill the 4 basic needs of youth identified in the Circle of Courage. A special focus to help youth who are victims of broken families will be applied to every possible programming situation.
Research states that children in broken families are typically in a lower-income bracket. These at risk youth may have fewer opportunities to engage in enrichment activities and other positive experiences (Miller, O’Connor, Sirignano and J Joshi, 1996: Posner & Vandell, 1994). They are more likely to experience problems associated with high-risk environments. Furthermore, a national study released by National 4-H Council in 2007 establishes the fact that the more time youth spend participating in youth development program such as 4-H, the more likely they are to experience positive youth development and contribute to their communities. Therefore participation in after school or community 4-H programs is particularly important for low-income children. The Calloway County 4-H program will build protective factors in a young person’s environment to promote resiliency and thriving behavior. The Extension Service can provide programming in areas that will enable youth to develop practical living skills that will help them make informed and effective decisions to improve their quality of life. In addition, the youth will have opportunities to develop these skills that will aid them in continuing education and gainful employment.
4-H Youth and other youth involved in 4-H programming will:
--Improve their academic standing and job readiness skills that will lead to gainful employment.
--Increase practical living skills and make more effective decisions.
--Become a contributing member of society.
--Combat the poverty cycle related to at risk youth from broken families.
4-H Youth and other youth involved in 4-H programming will:
--Improve their academic standing and job readiness skills that will lead to gainful employment.
--Increase practical living skills and make more effective decisions.
--Become a contributing member of society.
--Combat the poverty cycle related to at risk youth from broken families.
4-H Youth and other youth involved in 4-H programming will:
--Practice communication and team work skills among peers.
--Develop thoughts and present them orally and effectively to a group in the communications contest.
--Build strong decision making and oral communication skills in judging clinics and contests.
--Raise and maintain responsibility for a 4-H project animal.
--Safely operate and maintain a camera, bicycle, or firearm.
--Practice goals and objectives through the 4-H record book program.
--Perform in front of a group at the 4-H Variety Show.
--Study more effectively.
--Gain confidence in front of a group.
--Balance a check book.
--Save money and decrease debt.
--Interview for a position.
--Prepare a 4-H project such as foods, photography dog, clothing, wood, etc.
--Communicate positively with their parent(s)/family more frequently.
--Serve tables in a simulated restaurant atmosphere-(cooking club)
--Use proper etiquette at a banquet.
--Watch children properly in a babysitting experience.
--Participate in cultural experiences.
4-H Youth and other youth involved in 4-H programming will:
--Learn what educational opportunities away from home are available and how to attend.
--Acquire study skills and memorization techniques.
--Learn how to communicate effectively, make informed and effective decisions.
--Gain knowledge in clothing selection, design, and construction.
--Learn how to be responsible for oneself away from home (managing money and resources).
--Learn how to exhibit self-confidence in front of a crowd.
--Learn how to research a topic and present it to a group of peers, family, etc.
--Learn life skills (cooking, sewing, budgeting, managing, and working, etc.).
--Learn proper job skills (interviewing, writing, communicating, thinking, problem solving.
--Gain proper serving skills in the restaurant industry.
--Learn proper etiquette when serving food to others.
--Gain knowledge in infant and child care.
--Learn how to market oneself as a babysitter.
--Learn about the fine arts and experience diverse culture.
4-H Youth and other youth involved in 4-H programming will:
--Learn what educational opportunities away from home are available and how to attend.
--Acquire study skills and memorization techniques.
--Learn how to communicate effectively, make informed and effective decisions.
--Gain knowledge in clothing selection, design, and construction.
--Learn how to be responsible for oneself away from home (managing money and resources).
--Learn how to exhibit self-confidence in front of a crowd.
--Learn how to research a topic and present it to a group of peers, family, etc.
--Learn life skills (cooking, sewing, budgeting, managing, and working, etc.).
--Learn proper job skills (interviewing, writing, communicating, thinking, problem solving.
--Gain proper serving skills in the restaurant industry.
--Learn proper etiquette when serving food to others.
--Gain knowledge in infant and child care.
--Learn how to market oneself as a babysitter.
--Learn about the fine arts and experience diverse culture.
Outcome: Initial outcomes will be determined such as: the acquisition of responsibility, independence, conflict resolution and the acquisition of other skills in campers while at camp.
Indicator: The impact of at summer 4-H camp on the campers will be determined by an end of camp clicker survey combined with a four-six month follow-up focus group after camp.
Method: End of camp survey and four-six month follow-up survey after camp.
Timeline: July - end of camp survey. Follow up - by December/February.
Outcome: Leadership and communication skills of speech and demonstration contest participants gained through the program.
Indicator: The impact of the 4-H speech and demonstration contest will be determined by an end of program survey and a featured program, follow up classroom survey in the spring. Plus the number of middle school youth presenting speeches will reflect the growth in the program.
Method: Contact survey and follow up survey.
Timeline: Contest - March/April - follow up - late spring.
Outcome: Initial outcomes will be determined such as: through survey and evaluation of club members at end of the year in the areas of belonging, mastery of skills, generosity and independence. Club leaders and youth will evaluate.
Method: Survey and Focus group conversations
Timeline: May 2020
Outcome: Initial outcomes will show Results of assessments completed before and after 6 hours of instruction will show a change of knowledge, opinion, and attitude towards their experiences during the public speaking program
Personal testimonials gathered as open-ended responses on pre/post assessments
Method: Survey and personal testimonial
Timeline: March 2020
Outcome: Initial outcomes will be determined such as: proper interviewing and communicating skills; proper workforce skills.
Indicator: The impact of the Senior Interview will be determined by an end of program survey and the success of serving at a real banquet.
Method: End of program survey and real-life application.
Timeline: November 2019 and March 2020
4-H Youth Development Agent and volunteer leaders will:
--Train all 4th and 5th grade students and community club members on proper public speaking during the January school club meetings. Provide lesson materials to middle school teachers on public speaking.
--Train leaders to work with youth in livestock and horse judging, speeches, and demonstrations and other projects during monthly club meetings.
--Coordinate 4-H project club meetings and activities including horse, shooting sports, clothing, cooking, crafts, dog, etc., throughout the year.
--Provide a leader training opportunity for project club leaders in the fall.
--Provide opportunities for teens to attend teen retreats, council meetings, and other teen activities throughout the 4-H year.
--Coordinate the Reality Store for 7th and or 8th and 10th grade students in Spring.
--Provide a week long summer 4-H camp for 9-15 year old 4-H members in July.
--Coordinate the 4-H Talk Meet program in the school clubs and county 4-H Clubs from January through April.
--Coordinate the 4-H Variety Show program in March or April.
--Provide opportunities for youth to get involved in community service through the Calloway County Mentoring program and other services.
--Coordinate a 4-H Babysitting Clinic in the spring for middle school students.
--Provide a hands on opportunity for youth to serve in a banquet setting to prepare them for the job market in the restaurant industry.
--Short courses in Photography, Leather and Woodworking will enable youth to gain skills and increase their mastery of projects. Education: Activity: *Master Clothing Volunteers, Clothing Leaders, FCS agents will teach classes in clothing construction and serger techniques to youth and adults.
*Special interest workshops will be conducted by volunteers and Master Clothing Volunteers.
* The 4-H Geology Project Group/Club will meet monthly or quarterly to continue to learn and study rocks. Field trips and lab sessions will be determined by volunteer leader.
* During the winter months, clothing construction classes will be offered to 4-H youth and non-4-H youth of community. Classes will be taught by trained volunteers and Master Clothing Volunteers.
*In the summer, the Bicycle Rodeo is an opportunity for all youth of community and adults to practice good safety skills and appropriate riding practices as they maneuver a course of six paths.
*A community-wide Reality Store committee will provide leadership for the workforce training opportunity for Murray Middle and Calloway Middle eighth grade students. Students will receive financial training before playing the Reality Store game. Volunteers will man the twenty plus booths, as well as create a fun and educational environment for the youth to think about their future. Murray State University, Murray-Calloway County Chamber of Commerce and Leadership Murray will be key collaborators to accomplish this goal. Reality Store for high school youth will occur at tenth grade level. A curriculum base will be set forth by teachers so that the students will develop true understanding of needs and skills necessary to accomplish their dream.
*Employ-ability skills: interviewing, resumes and job finding will be available to youth and adults upon request to 4-H agent.
*Home horticultural sessions and information will be distributed by the media to community groups upon request.
Inputs: Collaboration with schools and community agencies to make such events and efforts occur. There will be numerous efforts from schools and community agencies.
Inputs:
The following resources will be utilized to implement the Youth Life Skills Program plan:
County Extension Agent and Volunteer Time
Technology
Involvement of other community organizations
