Kenton County CES

County Emphasis:

Empowering Community Leaders

Concentration 1:

Health and Wellbeing

Concentration 2:

Connected & Resilient Communities

Concentration 3:

Building Leadership Capacity

Situation:

1. Health and Wellbeing The opportunities and resources available to support the health and well-being of adults and families in Kentucky vary widely. Disparities in health-promoting knowledge, resources, and infrastructure contribute to higher rates of chronic health conditions and lower quality of life. Prevention, early detection, and care are essential to maintain and/or improve quality of life. Yet, this burden is often placed on individuals to navigate the healthcare system and traditional public health entities. Additionally, for decades, little attention has been given to the external factors that undoubtedly affect health such as access to care, education, nutritious foods, and safe physical spaces. These same issues and concerns were echoed throughout the 2023 UK Cooperative Extension Community Assessment. Within the top 15 priority issues identified by Kentuckians, “ensuring individuals and families have access to affordable nutritious foods” was #4 and “reducing youth obesity through nutrition education and/or exercise” was #8. Guided by the Cooperative Extension’s National Framework for Health Equity and Well-being, UK Extension aims to become a critical public health partner for addressing disparities in health-promoting knowledge, resources, and infrastructure through comprehensive health, nutrition, and wellness programming that supports adult physical health and well-being. Youth Focus Thriving youth are healthy, productive, and engaged (Arnold, 2024). According to Kentucky Kids Count Database (AECF, 2023) 41% of Kentucky teenagers are obese or overweight. Youth are also experiencing alarming levels of negativity about themselves, their confidence in the future, and their ability to find contentment in life (McKinsey & Company, 2022). 30% of youth are chronically absent (United States Department of Education, 2024). The University of Kentucky Cooperative Extension Service Needs Assessment (2024) identified key priorities issues related to health and wellbeing as need for improved access to mental health and wellbeing resources, reducing youth obesity through nutrition education and/or exercise, minimizing bullying and/or school violence. To address these issues, Kentucky 4-H creates opportunities for youth in the five domains of physical, emotional, social, spiritual, and intellectual health and well-being.   2. Connected and Resilient Communities  Kentucky’s communities face unique challenges that require enhancing connectivity and resilience through digital access, social cohesion, and well-designed public spaces. Broadband access remains critical, particularly in rural areas where digital connectivity gaps hinder economic and educational opportunities. The 2023 Community Needs Assessment identified improved broadband and digital literacy as top priorities for enhancing community resilience. Extension’s connectivity and resilience efforts focus on supporting local economies and helping communities recover from economic shifts and natural disasters (CEDIK, 2024). By promoting digital literacy, educating on safe and vibrant outdoor spaces, and implementing place-based disaster preparedness programs, Extension strengthens community connections and economic sustainability. These initiatives benefit residents, businesses, and local governments, fostering stronger, more resilient communities equipped to face future challenges. Youth Focus In today’s rapidly evolving world, youth are and can play a pivotal role in shaping the future of connected and resilient communities. Young people are leveraging technology and social networks to foster strong, supportive relationships that transcend geographical boundaries. They are actively engaged in community-building activities, promoting access to opportunity, and driving change. By participating in local and global initiatives, they are not only enhancing their own resilience but also contributing to the overall strength and adaptability of their communities. Their innovative approaches to problem-solving and their commitment to sustainability are essential in addressing the complex challenges of the 21st century. As they continue to collaborate and share knowledge, youth are laying the foundation for a more connected and resilient world. 4-H is committed to providing the resources necessary to promote youth connection in their communities. Thriving youth are healthy, productive, and engaged (Arnold, 2024). Communities that promote the indicators of youth thriving will have more connected, capable, and committed citizens that can critically think through addressing the needs and priorities of their community.   3. Building Leadership Capacity Leadership is critical at several levels, from elected officials and internal management structure of organizations to project managers, team leaders, and those who inspire throughout a community. Thriving communities may require many leaders willing to take on leadership roles. And yet, it can be a challenge to identify new leaders or to encourage leaders to step up to the role without first building leadership capacity (CEDIK 2024). Respondents participating in the University of Kentucky Cooperative Extension Community Needs Assessment identified the need to build leadership capacity to enhance individual and family development and community and economic development. Kentucky has a statewide need to “prepare community members for formal/informal leadership and/or volunteer roles” and to build “capacity of local nonprofits and community leaders,” according to the survey. UK Extension aims to work on strengthening critical leadership skills and confidence for new and emerging leaders so that the pool of willing and capable leaders can rise to match local needs. Volunteer training can have motivational benefits ranging from inspiring volunteers to get more involved to keeping them in the program (Fox, Hebert, Martin & Bairnsfather, 2009). Youth Focus 4-H opportunities profoundly impact individuals and communities in Kentucky by equipping youth with essential skills like communication, teamwork, and problem-solving, fostering personal leadership, and community engagement. Skills like analytical thinking, creative thinking, resilience, flexibility, and adaptability are key to future employment (World Economic Forum, 2023). 77% of employers say that there should be less focus on traditional school subjects and more focus on real-world skills (Kauffman Foundation, 2021). In the 2023 University of Kentucky Cooperative Extension Service Needs Assessment youth life skill training opportunities (such as leadership and communication skill opportunities), strengthening youth workforce readiness, and strengthening youth-adult or mentorship relationships were top priorities across Kentucky. According to the National 4-H Annual Index Survey (2024), 95% of youth identified their strengths through 4-H, 80% explored career options, and 50% received guidance for college decisions. Additionally, 75% enjoyed helping their community, and 93% felt inspired by 4-H, with 42% being inspired “a lot” to volunteer. These experiences build leadership capacity, promote civic engagement, and create connected, resilient communities by encouraging critical thinking and empathy. Furthermore, 4-H offers life skill training, strengthens youth workforce readiness, fosters mentorship, maximizes youth voice in important issues, and enhances peer-peer relationships.   4. Work and Life Skill Development Kentucky household income statistics are concerning, with the median household income in Kentucky on a downward trend (i.e., approximately $55,100, which is 74% of the U.S. median income). Most alarming, it is estimated that nearly 62% of Kentucky households do not generate sufficient income to meet living wage standards given the state’s average cost of living. The Kentucky Center for Business and Economic Research (2024) projects that, “a key for Kentucky’s future economic growth is to identify and successfully implement programs that increase the employment-population ratio, particularly for working-age adults.” The University of Kentucky Cooperative Extension Service (CES) is committed to improving the work and life skill development of adults across the Commonwealth by offering programming designed to increase the human capital of constituents. This includes providing education and training on topics such as workforce preparation, job readiness, financial literacy, soft skills, and professionalism, among others. In a 2023 University of Kentucky Cooperative Extension Community Needs Assessment, with nearly 28,000 responses from across the state, Building Employee Soft Skills (e.g., communication, productivity, and teamwork skills) and Building Life Skills of Community Members were among the top ten Individual and Family Development Needs reported by Kentuckians. Youth Focus America’s future hinges on a prepared workforce and engaged communities collaborating to tackle society’s most pressing challenges. As of 2024, there are 2,465,949 job openings in Kentucky and nationwide there are 10 million unfilled jobs. Fasted growing jobs are in the fields of vocational education and higher education teachers, agriculture professionals, and digitally enabled roles: ecommerce specialists, digital transformation specialists, and digital marketing professionals (World Economic Forum, 2023). 85% of the jobs that will exist in 2030 haven’t been invented yet (Dell Technologies, 2019). 77% of employers say focus less on traditional school subjects, more on real-world skills (Kauffman Foundation, 2021). Skills like analytical thinking, creative thinking, resilience, flexibility, adaptability are key (World Economic Forum, 2023). According to the National 4-H Index Study 2024, 80% explored career options, 50% received guidance for college decisions, and 95% reported 4-H helped them identify things they were good at. To ensure a sustainable society, it is crucial that our youth are equipped to fill these positions. The University of Kentucky Cooperative Extension System Community Needs Assessment (2023) has identified key priority issues related to life skill development for young people. These priorities include youth life skill training opportunities, youth workforce readiness, and maximizing youth voice in matters that directly impact them. Empowering our youth to actively participate in addressing societal issues is essential for a thriving future.

County Situation:

County Emphasis: Empowering Community Leaders

Kenton County, Kentucky, is a dynamic blend of suburban, urban, and rural communities, serving approximately 171,321 residents (U.S. Census Bureau, 2023). The University of Kentucky College of Agriculture, Food and Environment’s 2022 Needs Assessment identified several community priorities in the county: youth workforce readiness, mental health and bullying prevention, senior care, and substance use recovery and prevention. In alignment with these findings, the Kenton County Cooperative Extension Service is dedicated to empowering community leaders by fostering resilience, civic involvement, and personal development across all generations. This Plan of Work focuses on health and wellbeing, resilient communities, leadership development, and work/life skills, all tailored to meet the most urgent local needs.

1. Health and Wellbeing

Public health continues to be a challenge in Kenton County. From 2017 to 2020, Kentucky’s severe obesity rate nearly doubled from 4.7% to 9.2%, contributing to rising rates of diabetes, heart disease, and stroke (Kenton County Planning Commission, 2024). In addition, food deserts exist in neighborhoods like Bromley, Ludlow, and Latonia, limiting access to fresh, healthy food.

The Needs Assessment also emphasized the importance of mental health and emotional resilience, especially among youth. There is growing concern about school bullying, stress, and the lack of coping mechanisms, particularly post-pandemic. Extension education can help families address these issues and improve overall wellness.

Encouragingly, 95% of working adults in Kenton County are covered by health insurance (WelfareInfo.org, 2023).

Extension Programming Opportunities:

• Youth programs focusing on emotional health and anti-bullying strategies
• Food access initiatives, including gardening and cooking education
• Mental health awareness campaigns and recovery support resources
• Partnerships with local health providers and schools

2. Connected and Resilient Communities

With 91.4% of households connected to broadband internet and 37.6% of adults holding a bachelor’s degree or higher, Kenton County is well-positioned for continued growth and innovation (U.S. Census Bureau, 2023). Yet, the Needs Assessment revealed gaps in senior services, emergency preparedness, and social connectedness, particularly in underserved communities.

Extension programs are uniquely positioned to strengthen both digital and social infrastructure through community-building and technology education.

Extension Programming Opportunities:

• Digital literacy workshops for seniors and rural families
• Senior outreach programs promoting engagement and healthy aging
• Community forums, town halls, and listening sessions
• Disaster resilience education and volunteer preparedness training

3. Building Leadership Capacity

There is a strong foundation for leadership in Kenton County: over 7,800 veterans reside here, and Gateway Community & Technical College offers over 200 degree and certification programs (Gateway CTC, 2025). However, the Needs Assessment shows a desire for more youth leadership opportunities and better access to board/coalition training for community members of all ages.

Extension builds civic capacity through programs that engage youth, adults, and underrepresented populations in leadership development.

Extension Programming Opportunities:

• 4-H Teen Leadership and State Teen Council programs
• Volunteer and advisory board leadership training
• Intergenerational mentorship and youth-adult partnership models
• Military veteran and adult leadership development workshops

4. Work and Life Skills Development

With a civilian labor force participation rate of 69% and median household income of $79,421, Kenton County is economically strong—but continued workforce and life skills education is needed to ensure long-term equity and opportunity (U.S. Census Bureau, 2023). The Needs Assessment identified youth career preparation as a top community concern, along with life skills development, financial literacy, and job-readiness education.

Extension plays a key role in preparing individuals of all ages for the workforce, whether through entrepreneurial education, job search skills, or financial management.

Extension Programming Opportunities:

• Job-readiness training and resume/interview coaching for youth and adults
• Entrepreneurship workshops and small business planning
• Financial literacy programs: budgeting, saving, credit management
• Workforce education partnerships with schools and local employers

References

• U.S. Census Bureau. (2023). QuickFacts: Kenton County, Kentucky. Retrieved from https://www.census.gov/quickfacts/kentoncountykentucky
• Kenton County Planning Commission. (2024). Health Report: 2024 Comprehensive Plan. Retrieved from https://kcpcky.org/maps-plans-studies/2024-comprehensive-plan/comprehensive-plan-updates/health-report/
• WelfareInfo.org. (2023). Health Insurance Coverage in Kenton County, KY. Retrieved from https://www.welfareinfo.org/health-insurance-coverage/kentucky/kenton-county/stat-people-who-are-in-the-labor-force/
• Gateway Community & Technical College. (2025). Gateway CTC Overview. Retrieved from https://en.wikipedia.org/wiki/Gateway_Community_and_Technical_College
• University of Kentucky College of Agriculture, Food and Environment. (2022). Statewide Extension Needs Assessment Report.

Long-Term Outcomes:

1. Health and Wellbeing Adult Routinely meeting guidelines and recommendations for health behaviors that promote wellness and quality of life Community environments that equitably support health-promoting behaviors where people live, learn, work, and play Increased availability and accessibility to community-based health resources Reduced rate and burden of non-communicable chronic diseases and injury Decreased health disparity prevalence in Kentucky counties Improved quality of life Youth Kentucky 4-H members report decreased obesity.     Increased number of 4-Hers who pursue employment in the health and wellbeing field.  Youth will increase contributions to their communities through applying critical thinking, problem-solving, and effective communication learning in the 4-H Health and Well-Being Core Content Area.   2. Connected and Resilient Communities Increased digital access improves economic and educational opportunities. Communities recover faster from disasters/economic disruptions Sustained investment in public spaces strengthens local economies Cultural heritage is preserved and integrated into communities Expanded partnerships enhance problem-solving and resource-sharing Improved quality of life through connection and civic engagement   3. Building Leadership Capacity  Adult Strong leadership pool for community boards and organizations Strong boards and organizations accomplish more in the community Increased community pride or investment Improved local economy Improved quality of life for citizens Youth Youth will demonstrate necessary leadership, teamwork, and communication skills needed to be successful in the workplace.  Youth participation in community involvement increases.   Youth will serve in leadership roles in their community.   Youth will more effectively communicate, work with others, and contribute to driving change and shaping the future.    4. Work and Life Skill Development  Adult Increased human capital among Kentuckians Decrease in state unemployment rates Improved quality of workforce Youth Youth will demonstrate necessary leadership, teamwork, and communication skills needed to be successful in the workplace.  Youth participation in community involvement increases. Youth will serve in leadership roles in their community. Youth will more effectively communicate, work with others, and contribute to driving change and shaping the future.  Youth will become engaged, healthy, and productive members of their communities.

Intermediate Outcomes:

1. Health and Wellbeing

Adult

1. Increased health-promoting behaviors that support family, community, and occupational health and safety
2. Increased and/or strengthened partnerships to address community health or safety issues
3. Increased organizational/site/community support for health-promoting behaviors that equitably address community health or safety issues

Youth 

1. 4-H members will practice general wellness habits.   
2. Increased self-reflection and exploration of personal values and beliefs related to health and well-being among 4-Hers.  
3. 4-H members will increase physical activity. 

 

2. Connected and Resilient Communities

1. More citizens adopt digital tools for work and daily life.
2. Communities implement disaster preparedness and recovery strategies.
3. More public spaces are revitalized for community engagement.
4. Increased participation in cultural and arts-based programs.
5. More individuals engage in local governance and civic groups.
6. New partnerships and networks address community challenges

 

3. Building Leadership Capacity

Adult

1. Participants gain confidence to lead
2. Leaders are inspired to get more involved
3. Leaders address community issues and needs
4. Leaders recruit and engage others to participate in community projects
5. Leaders mentor others
6. Increased knowledge transfer through volunteer-led positions

Youth

1. Youth will practice teamwork, responsibility, communication, conflict resolution techniques, and problem-solving skills.  
2. Youth will plan and implement a service project. 

 

4. Work and Life Skill Development

Adult

1. Increased implementation of employability strategies/skills
2. Increased salary/income
3. Increased employment

Youth

1. Youth will practice teamwork, responsibility, communication, conflict resolution techniques, and problem-solving skills.
2. Youth will plan and implement a service project.
3. Youth will choose to take on leadership roles in their community.

Initial Outcomes:

1. Health and Wellbeing Adult Health promoting behaviors include but are not to, regular physical activity, safe preparation and consumption of nutritious foods, vaccinations, moderate or no consumption of alcohol, avoiding/reducing/eliminating tobacco use, health screenings, sleep, stress management, health literacy, pest prevention/reduction/management, and occupational safety. Increased knowledge about health-promoting behaviors. Increased awareness of community resources to support health-promoting behaviors. Increased confidence in making decisions related to health-promoting behaviors. Improved skills related to health-promoting behaviors Youth Increased knowledge of positive mental health practices   Increased knowledge and awareness of healthy habits and practices among 4-Hers.   Improved attitudes and beliefs towards healthy habits and practices among 4-Hers.   Increased knowledge of general wellness practices   2. Connected and Resilient Communities  Increased knowledge of digital tools and online resources. Improved understanding of disaster preparedness and recovery strategies. Greater awareness of the benefits of public spaces. Increased understanding of cultural development and community identity. Improved awareness of civic engagement opportunities. Greater knowledge of community partnerships and collaboration strategies   3. Building Leadership Capacity Adult Improved leadership skills Enhanced knowledge of concepts and practices Knowledge gained through training programs Taking on leadership roles for the first time Assuming new leadership roles Participants give their time to serve in volunteer roles Youth Youth will explore their spark in leadership.  Youth identify personal strengths that contribute to leadership skill development (communication, teamwork, civic engagement).   Youth successfully worked in a team environment to accomplish a task.   Youth realize how their actions impact others   4. Work and Life Skill Development Adult Strengthening work and life skills, including but not limited to, developing workforce development skills, employability and interpersonal skills, and work-life management strategies.  Developed skills related to workforce development Improved employability and interpersonal skills Increased confidence to implement employability strategies Developed strategies for maintaining a health work-life balance Youth Youth identify personal strengths that contribute to life and work skill development. Increased knowledge of career pathways. Increased knowledge of educational, training, and certification opportunities. Youth will practice civic engagement, leadership and communication skills.

Evaluation:

Horticulture

Outcome: Increased awareness of wildlife, forestry, and natural resources issues

Indicator:  Number of participants who reported that they gained knowledge of wildlife. Number of participants who reported they gained their awareness of forestry. Number of participants who reported that they gained their awareness of natural resources

Method: Survey (Self assessment of learning gains)

Timeline: At program

Family and Consumer Sciences

Outcome: Improved leadership skills. (initial)

Indicator: Number of people reporting improved leadership skills (e.g., facilitation, conflict management, communication).

Method: Post participation survey (self-assessment of learning gains)

Timeline: Survey will be collected immediately after program participation

Outcome: Giving time to serve in volunteer roles (e.g., KEHA or KALP members, Master programs, etc.). (initial)

Indicator: Number of people volunteering time to assist Extension or community activities and events (ex: KEHA or KALP members, Master programs, etc.)

Method: Post participation survey (self-assessment of learning gains)

Timeline: Survey will be collected immediately after program participation; also monthly, quarterly, or annual volunteer hour reports.

Outcome: Increased participation in leadership roles by first-time leaders. (initial)

Indicator: Number of people taking on a leadership role for the first time as a result of Extension leadership programs.

Method: Post-participation survey (self-reported leadership involvement); follow-up evaluation with community partners.

Timeline: Survey collected immediately after program completion and follow up evaluation conducted at six months.

Outcome: increased participation in cultural and arts-based programs

Indicator: Number of participants in Extension arts or design-based community programs (e.g., story circles, murals, design charettes, creative placemaking) who reported increased connection or belonging.

Method: pre- and post- surveys from program participation,

Timeline: after program participation

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Outcome: More individuals adopt digital tools for work and daily life (intermediate)

Indicator: Number of communities that reported implementing at least one new strategy to strengthen digital inclusion (e.g., improved public Wi-Fi, device access programs, digital literacy workshops) as a result of Extension-supported initiatives.

Method: Follow-up survey at 3 and 6 months.

Timeline: Collected at program completion and 6 months post-program.

4-H

Outcome: Short Term

Indicator: 

• Number of youth who reported that they have identified an interest in health or wellbeing initiatives in their community. 
• Number of youth who reported that they understand the importance of habits or choices that promote health and wellbeing.  
• Number of youth who reported that they learned ways to be physically active  
• Number of youth who reported that they learned how physical activity contributes to overall health 
• Number of youth who reported that they learned how food impacts their overall health. 
• Number of youth who reported that they have identified at least one job/career in health and wellbeing that fits their interest.  

Method: Standard Evaluation for 4-H Health and Wellbeing: Survey

Timeline: Immediately after program/event 

Outcome: Medium Term

Indicator: 

• Number of youth who reported that they have used knowledge and/or skills learned in health and wellbeing programs to complete a project.   
• Number of youth who reported that they have used nutrition as a way to improve their overall health.  
• Number of youth who reported that they have taken steps to pursue gaining more knowledge for a job in health and wellbeing based on their interests. 

Method: Standard Evaluation for 4-H Health and Wellbeing: Survey 

Timeline: End of Club/Program Year 

Outcome: Long Term

Indicator: Long-term evaluation will be conducted using the National 4-H Index Study

Method: Standard Evaluation for 4-H Health and Wellbeing: Survey

Timeline: 1 or more years

 

Empower Community Leaders - Youth Connected Community

Outcome: Short Term (Civic Education/Global Education)

Indicator: 

• Number of youth who expressed interest in expanding their knowledge of other cultures.  
• Number of youth who reported that they can identify aspects of their own culture.  
• Number of youth who reported that they can name one responsibility they have as a citizen.  
• Number of youth who report increased confidence interacting with others as a result of their participation in Extension arts activities.

Method: Survey 

Timeline: Immediately post program

Outcome: Medium Term (Civic Education/Global Education) 

Indicator: 

• Number of youth who reported that they used the skills learned  to plan and facilitate a service project. 
• Number of youth who reported that they can communicate to others an aspect of their own culture.  
• Number of youth who reported that they can explain one responsibility they have as a citizen.

Method: Survey 

Timeline: End of Program Year

Outcome: Long Term (Civic Education/Global Education)

Indicator: Long-term evaluation will be conducted using the National 4-H Index Study. 

Method: Survey 

Timeline: 1+ year

Outcome: Short Term (4-H Expressive Arts)

Indicator: 

• Number of youth who reported that they understand that expressive arts include art, dance, music, and drama.  
• Number of youth who reported that they have interest in expressive arts.

Method: Survey 

Timeline: Immediately post program

Outcome: Medium Term (4-H Expressive Arts) 

Indicator: 

• Number of youth who reported that they practiced or applied creative, artistic, or performance skills learned in 4-H in other areas of life. 
• Number of youth who reported that they have used knowledge and/or skills gained to complete a project or activity in expressive arts.

Method: Survey  

Timeline: End of Program Year 

Outcome: Long Term (4-H Expressive Arts)

Indicator: Long-term evaluation will be conducted using the National 4-H Index Study.

Method: Survey  

Timeline: 1+ years 

Outcome: Short Term (SET Programs) 

Indicator: Number of youth who reported that they learned critical thinking skills in SET programs/projects.

Method: Survey 

Timeline: Immediately post program 

Outcome: Medium Term (SET Programs)

Indicator: 

• Number of youth who reported that they can apply critical thinking skills that they learned in SET programs/projects in other areas of their life.   
• Number of youth who reported that they have used knowledge and/or skills gained to complete a SET project.  

Method: Survey 

Timeline: End of Program Year

Outcome: Long Term (SET Programs)

Indicator: Long-term evaluation will be conducted using the National 4-H Index Study. 

Method: Survey 

Timeline: 1+ years 

Outcome: Short Term 4-H Camp

Indicator: 

• Number of youth who reported that they take responsibility for their actions.   
• Number of youth who reported 4-H Camp improved their ability to manage their emotions. 

Method: Survey 

Timeline: End of Camp

 

Building Leadership capacity

Outcome: Short Term  

Indicator: 

• Number of youth who reported that they have identified personal strengths in leadership (including teamwork, responsibilities, communication, conflict resolution, problem solving, parliamentary procedure).  
• Number of youth who reported that they have set goals to serve in leadership roles.  
• Number of youth who reported that they are interested in serving as a leader. 

Method: Survey  

Timeline: After Program/ Activity Completion  

Outcome: Medium Term

Indicator: 

• Number of youth who reported that they applied leadership skills learned in 4-H (e.g., teamwork, responsibilities, communication, conflict resolution, problem solving, parliamentary procedure) to other areas of their life, such as at home, school, etc.  
• Number of youth who reported that they have served in leadership roles beyond the 4-H club or county level. 
• Number of youth who reported that they have used the skills learned in to plan and implement a workshop or activity.  

Method: Survey 

Timeline: At end of Club/Program Year  

Outcome: Long Term

Indicator: Long-term evaluation will be conducted using the National 4-H Index Study

Method: Survey  

Timeline: At least a year from participation

Work and Life Skill Development - Youth

Outcome: Short term

Indicator: 

• Number of youth who reported learning new skills to prepare or improve themselves for the workforce as a result of participating in an Extension workforce development program/outreach.
• Number of youth who reported that they improved their job interview skills as a result of participating in an Extension workforce development program/outreach.
• Number of youth who reported an improvement in their personal skills (e.g., communication, networking, time management) as a result of participating in an Extension workforce development program/outreach. 
• Number of youth who reported improvement in their confidence to implement employment strategies as a result of participating in an Extension workforce development program/outreach.
• Number of youth who reported expressing their thoughts or opinions. 
• Number of youth who reported using information to communicate with others. 
• Number of youth who reported demonstrating a skill they have learned. 
• Number of youth who reported serving in a leadership role. 
• Number of youth who reported working in a team / group to accomplish a common task or goal. 
• Number of youth who reported realizing how my actions impact others. 
• Number of youth who reported participating in a service activity (community service, service learning, personal service to others). 
• Number of youth who reported recognizing leaders in their community or area of interest. 
• Number of volunteers who taught youth to express their thoughts or opinions. 
• Number of volunteers who taught youth how to use information to communicate with others. 
• Number of volunteers who provided opportunities for youth to demonstrate a skill they learned. 
• Number of volunteers who provided opportunities for youth to serve in a leadership role. 
• Number of volunteers who facilitated experiences for youth to work in a team/group to accomplish a common task or goal.  
• Number of volunteers who helped youth understand how their actions impact others. 
• Number of volunteers who facilitated the identification of the needs of others in their community. 
• Number of volunteers who coordinated service activities (community service, service learning, personal service to others). 
• Number of volunteers who taught youth to recognize leaders in their community or area of interest.

Method: Standard Evaluation 

Timeline: Immediately post program (6+ hours)  

Outcome: Medium Term

Indicator: 

• Number of youth who developed a resume as a result of participating in an Extension workforce development program/outreach.  
• Number of youth who gained new employment as a result of participating in an Extension workforce development program/outreach.

Method: Survey

Timeline: End of program year

Outcome: Long Term

Indicator: Long-term evaluation will be conducted using the National 4-H Index Study.

Method: Survey or Interview

Timeline: 1+ years

Learning Opportunities:

Agriculture & Natural Resources

Audience: Individuals

Project or Activity: Kentucky Agricultural Leadership Program (KALP)

Content or Curriculum: KALP curriculum, Publications, other materials and expertise

Inputs: Programmatic materials, paid staff, external evaluators, community partners, volunteers, etc. 

Dates: Ongoing

Audience: Individuals

Project or Activity: Digital Literacy Initiatives

Content or Curriculum: Digital Literacy curriculum, Kentucky by the Numbers, CEDIK data profiles, publications, training, continuing education

Inputs: Programmatic materials, training, mentoring, paid staff, volunteers, community partners, non-profits, etc.

Date: Ongoing

Horticulture

Audience: County residents

Project or Activity: Plant identification tree walks

Content or Curriculum: Agent designed

Inputs: Horticulture agent, Covington city arborist

Date: September 2025, May 2026

Family & Consumer Sciences

Audience: Community Agency leaders, Extension Homemakers, teachers and administrators

Project or Activity: Family and Consumer Science Advisory council

Content or Curriculum: Surveys/ Dealing with conflict/publications

Inputs: Programmatic materials, mentoring, community partners

Date: Ongoing

Audience: Adults

Project or Activity: Master clothing volunteers

Content or Curriculum: Master clothing

Inputs: FCS Agent, Master Clothing volunteers, state specialist

Date: year round

Audience: Adults

Project or Activity: Homemaker Council

Content or Curriculum: State Homemaker

Inputs: FCS agent, volunteers, state specialist

Date: year round

Audience: Agent

Project or Activity: Homemaker Master Farmer Guild

Content or Curriculum: Homemaker

Inputs: FCS agent volunteers 

Date: year round

4-H

Audience: 4-H Youth, Professional Staff, & Extension clientele

Project or Activity: 4-H Civic Education, Engagement, & Service

Content or Curriculum: Curriculum is sourced from Shop 4-H and the Land Grant System, focuses on leadership, communication, and civic engagement. In addition to these sources are the vetted sources of iCivics.org, CommonSense.org, and PBS Learning Media, and Kentucky History Society

Inputs: These programs are supported by the research base of the Cooperative Extension Land-grant system, funding from the Kentucky 4-H Foundation, Inc., local, state, and federal sources, grants, and the engagement of volunteers, youth, communities, and external stakeholders such as civic groups.

Date: 4-H Program Year (September 1 – August 31)

Audience: 4-H members, Extension Professionals, Extension clientele 

Project or Activity: Expressive Arts (Club/Group/Individual)

Content or Curriculum: 4-H Create Art Now, 4-H Get Started in Art, 4-H My Favorite Things, Elements of Design, 4-H Fiber Arts, 4-H Leathercraft, 4-H Photography (1,2,3) 

Inputs: These programs are supported by the research base of the Cooperative Extension Land-grant system, funding from the Kentucky 4-H Foundation, Inc., local, state, and federal sources, grants, and the engagement of volunteers, youth, communities, and external stakeholders such as civic groups. Focus is on Grades 4-12.

Date: 4-H Program Year (September 1 – August 31)

Audience: 4-H members, Extension Professionals, Extension clientele

Project or Activity: Kentucky 4-H Science, Engineering and Technology Programs: Tractor, Energy and Climate Project, Small Engine, Robotics, Computer Science, Rocketry

Content or Curriculum: Purdue 4-H Tractor Series Curriculum. National 4-H The Power of Wind Curriculum, National 4-H Weather and Climate Curriculum National Energy Education Development (N.E.E.D.) Curriculum. National 4-H Small Engine Curriculum. National 4-H Junk Drawer Robotics Curriculum, Sphero.edu Web Based Curriculum, Ozobot and Ozoblockly Web Based Curriculum. National 4-H Discovering Computer Science Curriculum, National 4-H WearTec Curriculum, Hour of Code Web Based Curriculum, University of Illinois 4-H Esports Curriculum, Apple Community Education Initiative. National 4-H Aerospace Adventures Curriculum, NASA Educators Curriculum, National Association of Rocketry (NAR).

Inputs: 4-H programs in energy usage and sources in which youth experience a sense of belonging, developmental relationships, explore their spark, and are actively engaged in opportunities that are meaningful. Educated 4-H Agents, Program assistants and volunteers in 4-H Petroleum Power Curriculum. Accredited volunteers in SET. Research base of the Cooperative Extension Land-grant system. Funding opportunities from the Kentucky 4-H Foundation, Inc. Funding from local, state, and federal sources, and grants. Engagement of volunteers and youth in delivering the programs and leading clubs. Engagement of communities in identifying and implementing programming based on meeting local needs. External stakeholder engagement and support such as Tractor and Farm Equipment dealers and industries in Kentucky.

Date: 4-H Program Year (September 1 – August 31)

Audience: 4-H members, Professional Staff, Extension clientele 

Project or Activity: 4-H Issues Conference 

Content or Curriculum: Content or Curriculum: Curriculum is sourced from Shop 4-H and the Land Grant System, focuses on leadership, communication, and civic engagement. In addition to these sources are the vetted sources of iCivics.org, CommonSense.org, and PBS Learning Media. 

Inputs: These programs are supported by the research base of the Cooperative Extension Land-grant system, funding from the Kentucky 4-H Foundation, Inc., local, state, and federal sources, grants, and the engagement of volunteers, youth, communities, and external stakeholders such as civic groups. 

Date: Fall

Audience: Youth

Project or Activity: 4-H Camp

Content or Curriculum: Curriculum is sourced from Shop 4-H, the Land Grant System and American Camp Association.

Inputs: These programs are supported by the research base of the Cooperative Extension Land-grant system, funding from the Kentucky 4-H Foundation, Inc., local, state, and federal sources, grants, and the engagement of volunteers, youth, communities, and external stakeholders.

Date: Summer

Audience: Youth

Project or Activity: 4-H Camp Counselor Training (Teens)

Content or Curriculum: Content in the Camp Volunteer Training Guide is sourced from the American Camp Association best practices and focuses on developmental needs of campers, safety considerations, operating procedures, age-appropriate behavior management, and camper supervision techniques.

Inputs: These trainings are supported by the research base of the American Camp Association with materials provided by the 4-H State Office, funding from the Kentucky 4-H Foundation, Inc., local, state, and federal sources, grants, and led by County Extension Staff responsible for 4-H Camp. 

Date: Late spring and summer

Audience: Youth and Adult Extension audiences; Extension leadership groups

Project or Activity: 4-H Leadership Program 

Content or Curriculum: Curriculum such as Leadership Skills you never outgrow is sourced from Shop 4-H and Ricochet: An Extreme 4-H Leadership Adventure is sourced from other Land Grant Systems. All curriculum pieces focus on leadership, communication, and civic engagement.

Inputs: In school clubs for middle and high school, after school clubs for teens, area ten councils, Middle school leadership clubs, and civic engagement opportunities. These programs are supported by the research base of the Cooperative Extension Land-grant system, funding from the Kentucky 4-H Foundation, Inc., local, state, and federal sources, grants, and the engagement of volunteers, youth, communities, and external stakeholders such as civic groups.

Date: 4-H Program Year (September 1 – August 31)

Audience: Youth

Project or Activity: Teen Conference

Content or Curriculum: Curriculum is sourced from Shop 4-H and the Land Grant System, focuses on leadership, communication, and civic engagement.

Inputs: These programs are supported by the research base of the Cooperative Extension Land-grant system, funding from the Kentucky 4-H Foundation, Inc., local, state, and federal sources, grants, and the engagement of volunteers, youth, communities, and external stakeholders such as civic groups.

Date: Summer

Audience: Youth

Project or Activity: 4-H Summit

Content or Curriculum: Curriculum is sourced from Shop 4-H and the Land Grant System, focuses on leadership, communication, and civic engagement.

Inputs: These programs are supported by the research base of the Cooperative Extension Land-grant system, funding from the Kentucky 4-H Foundation, Inc., local, state, and federal sources, grants, and the engagement of volunteers, youth, communities, and external stakeholders such as civic groups.

Date: 4-H Program Year (September 1 - August 31)

Audience: Youth

Project or Activity: Achievement Program

Content or Curriculum: Curriculum is sourced from Shop 4-H and the Land Grant System, focuses on leadership, communication, and civic engagement. 

Inputs: These programs are supported by the research base of the Cooperative Extension Land-grant system, funding from the Kentucky 4-H Foundation, Inc., local, state, and federal sources, grants, and the engagement of volunteers, youth, communities, and external stakeholders such as civic groups.

Date: 4-H Program Year (September 1 – August 31)

Evaluation:

Horticulture

Outcome: Increased awareness of wildlife, forestry, and natural resources issues

Indicator:  Number of participants who reported that they gained knowledge of wildlife. Number of participants who reported they gained their awareness of forestry. Number of participants who reported that they gained their awareness of natural resources

Method: Survey (Self assessment of learning gains)

Timeline: At program

Family and Consumer Sciences

Outcome: Improved leadership skills. (initial)

Indicator: Number of people reporting improved leadership skills (e.g., facilitation, conflict management, communication).

Method: Post participation survey (self-assessment of learning gains)

Timeline: Survey will be collected immediately after program participation

Outcome: Giving time to serve in volunteer roles (e.g., KEHA or KALP members, Master programs, etc.). (initial)

Indicator: Number of people volunteering time to assist Extension or community activities and events (ex: KEHA or KALP members, Master programs, etc.)

Method: Post participation survey (self-assessment of learning gains)

Timeline: Survey will be collected immediately after program participation; also monthly, quarterly, or annual volunteer hour reports.

Outcome: Increased participation in leadership roles by first-time leaders. (initial)

Indicator: Number of people taking on a leadership role for the first time as a result of Extension leadership programs.

Method: Post-participation survey (self-reported leadership involvement); follow-up evaluation with community partners.

Timeline: Survey collected immediately after program completion and follow up evaluation conducted at six months.

Outcome: increased participation in cultural and arts-based programs

Indicator: Number of participants in Extension arts or design-based community programs (e.g., story circles, murals, design charettes, creative placemaking) who reported increased connection or belonging.

Method: pre- and post- surveys from program participation,

Timeline: after program participation

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Outcome: More individuals adopt digital tools for work and daily life (intermediate)

Indicator: Number of communities that reported implementing at least one new strategy to strengthen digital inclusion (e.g., improved public Wi-Fi, device access programs, digital literacy workshops) as a result of Extension-supported initiatives.

Method: Follow-up survey at 3 and 6 months.

Timeline: Collected at program completion and 6 months post-program.

4-H

Outcome: Short Term

Indicator: 

• Number of youth who reported that they have identified an interest in health or wellbeing initiatives in their community. 
• Number of youth who reported that they understand the importance of habits or choices that promote health and wellbeing.  
• Number of youth who reported that they learned ways to be physically active  
• Number of youth who reported that they learned how physical activity contributes to overall health 
• Number of youth who reported that they learned how food impacts their overall health. 
• Number of youth who reported that they have identified at least one job/career in health and wellbeing that fits their interest.  

Method: Standard Evaluation for 4-H Health and Wellbeing: Survey

Timeline: Immediately after program/event 

Outcome: Medium Term

Indicator: 

• Number of youth who reported that they have used knowledge and/or skills learned in health and wellbeing programs to complete a project.   
• Number of youth who reported that they have used nutrition as a way to improve their overall health.  
• Number of youth who reported that they have taken steps to pursue gaining more knowledge for a job in health and wellbeing based on their interests. 

Method: Standard Evaluation for 4-H Health and Wellbeing: Survey 

Timeline: End of Club/Program Year 

Outcome: Long Term

Indicator: Long-term evaluation will be conducted using the National 4-H Index Study

Method: Standard Evaluation for 4-H Health and Wellbeing: Survey

Timeline: 1 or more years

 

Empower Community Leaders - Youth Connected Community

Outcome: Short Term (Civic Education/Global Education)

Indicator: 

• Number of youth who expressed interest in expanding their knowledge of other cultures.  
• Number of youth who reported that they can identify aspects of their own culture.  
• Number of youth who reported that they can name one responsibility they have as a citizen.  
• Number of youth who report increased confidence interacting with others as a result of their participation in Extension arts activities.

Method: Survey 

Timeline: Immediately post program

Outcome: Medium Term (Civic Education/Global Education) 

Indicator: 

• Number of youth who reported that they used the skills learned  to plan and facilitate a service project. 
• Number of youth who reported that they can communicate to others an aspect of their own culture.  
• Number of youth who reported that they can explain one responsibility they have as a citizen.

Method: Survey 

Timeline: End of Program Year

Outcome: Long Term (Civic Education/Global Education)

Indicator: Long-term evaluation will be conducted using the National 4-H Index Study. 

Method: Survey 

Timeline: 1+ year

Outcome: Short Term (4-H Expressive Arts)

Indicator: 

• Number of youth who reported that they understand that expressive arts include art, dance, music, and drama.  
• Number of youth who reported that they have interest in expressive arts.

Method: Survey 

Timeline: Immediately post program

Outcome: Medium Term (4-H Expressive Arts) 

Indicator: 

• Number of youth who reported that they practiced or applied creative, artistic, or performance skills learned in 4-H in other areas of life. 
• Number of youth who reported that they have used knowledge and/or skills gained to complete a project or activity in expressive arts.

Method: Survey  

Timeline: End of Program Year 

Outcome: Long Term (4-H Expressive Arts)

Indicator: Long-term evaluation will be conducted using the National 4-H Index Study.

Method: Survey  

Timeline: 1+ years 

Outcome: Short Term (SET Programs) 

Indicator: Number of youth who reported that they learned critical thinking skills in SET programs/projects.

Method: Survey 

Timeline: Immediately post program 

Outcome: Medium Term (SET Programs)

Indicator: 

• Number of youth who reported that they can apply critical thinking skills that they learned in SET programs/projects in other areas of their life.   
• Number of youth who reported that they have used knowledge and/or skills gained to complete a SET project.  

Method: Survey 

Timeline: End of Program Year

Outcome: Long Term (SET Programs)

Indicator: Long-term evaluation will be conducted using the National 4-H Index Study. 

Method: Survey 

Timeline: 1+ years 

Outcome: Short Term 4-H Camp

Indicator: 

• Number of youth who reported that they take responsibility for their actions.   
• Number of youth who reported 4-H Camp improved their ability to manage their emotions. 

Method: Survey 

Timeline: End of Camp

 

Building Leadership capacity

Outcome: Short Term  

Indicator: 

• Number of youth who reported that they have identified personal strengths in leadership (including teamwork, responsibilities, communication, conflict resolution, problem solving, parliamentary procedure).  
• Number of youth who reported that they have set goals to serve in leadership roles.  
• Number of youth who reported that they are interested in serving as a leader. 

Method: Survey  

Timeline: After Program/ Activity Completion  

Outcome: Medium Term

Indicator: 

• Number of youth who reported that they applied leadership skills learned in 4-H (e.g., teamwork, responsibilities, communication, conflict resolution, problem solving, parliamentary procedure) to other areas of their life, such as at home, school, etc.  
• Number of youth who reported that they have served in leadership roles beyond the 4-H club or county level. 
• Number of youth who reported that they have used the skills learned in to plan and implement a workshop or activity.  

Method: Survey 

Timeline: At end of Club/Program Year  

Outcome: Long Term

Indicator: Long-term evaluation will be conducted using the National 4-H Index Study

Method: Survey  

Timeline: At least a year from participation

Work and Life Skill Development - Youth

Outcome: Short term

Indicator: 

• Number of youth who reported learning new skills to prepare or improve themselves for the workforce as a result of participating in an Extension workforce development program/outreach.
• Number of youth who reported that they improved their job interview skills as a result of participating in an Extension workforce development program/outreach.
• Number of youth who reported an improvement in their personal skills (e.g., communication, networking, time management) as a result of participating in an Extension workforce development program/outreach. 
• Number of youth who reported improvement in their confidence to implement employment strategies as a result of participating in an Extension workforce development program/outreach.
• Number of youth who reported expressing their thoughts or opinions. 
• Number of youth who reported using information to communicate with others. 
• Number of youth who reported demonstrating a skill they have learned. 
• Number of youth who reported serving in a leadership role. 
• Number of youth who reported working in a team / group to accomplish a common task or goal. 
• Number of youth who reported realizing how my actions impact others. 
• Number of youth who reported participating in a service activity (community service, service learning, personal service to others). 
• Number of youth who reported recognizing leaders in their community or area of interest. 
• Number of volunteers who taught youth to express their thoughts or opinions. 
• Number of volunteers who taught youth how to use information to communicate with others. 
• Number of volunteers who provided opportunities for youth to demonstrate a skill they learned. 
• Number of volunteers who provided opportunities for youth to serve in a leadership role. 
• Number of volunteers who facilitated experiences for youth to work in a team/group to accomplish a common task or goal.  
• Number of volunteers who helped youth understand how their actions impact others. 
• Number of volunteers who facilitated the identification of the needs of others in their community. 
• Number of volunteers who coordinated service activities (community service, service learning, personal service to others). 
• Number of volunteers who taught youth to recognize leaders in their community or area of interest.

Method: Standard Evaluation 

Timeline: Immediately post program (6+ hours)  

Outcome: Medium Term

Indicator: 

• Number of youth who developed a resume as a result of participating in an Extension workforce development program/outreach.  
• Number of youth who gained new employment as a result of participating in an Extension workforce development program/outreach.

Method: Survey

Timeline: End of program year

Outcome: Long Term

Indicator: Long-term evaluation will be conducted using the National 4-H Index Study.

Method: Survey or Interview

Timeline: 1+ years