Clark County CES

County Emphasis:

Fostering generational connections throughout the Clark County Community.

Concentration 1:

Connected & Resilient Communities

Concentration 2:

Family and Youth Development

Concentration 3:

Mental Health and Well-Being

Concentration 4:

Sustainability, Natural Resources and Wildlife Management, and Environment

Situation:

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.

Family and Youth Development programming is essential for fostering healthy, supportive environments where both children and adults can thrive. By offering structured activities and educational workshops, UK Extension aims to build strong family bonds equipping young people and older adults with critical life skills. Guided by the Cooperative Extension’s National Framework for Health Equity and Well-being, our programming also addresses social and emotional needs throughout the lifespan, promoting resilience and positive relationships which are two of the key concerns identified in the top 15 needs of Kentucky’s statewide needs assessment. Investing in such programs can prevent future challenges by supporting early intervention and personal growth. Ultimately, these initiatives contribute to the well-being of individuals and the stability of communities, making them a vital component of social development. 

More than ever before, people are feeling the burden of stress on their wellbeing. More than 1 in 5 adults in the United States lives with a mental illness; in Kentucky, 43% of adults report signs or symptoms of anxiety or depression across their lifespan. At the same time, suicide is a leading cause of preventable death in Kentucky for individuals aged 10-34, and those over the age of 59.

Concern over the state of mental health and access to care was echoed in the Cooperative Extension Community Needs Assessment, where respondents listed “improved access to mental health and wellbeing resources” as one of the top 6 priority issues. Kentuckians are aware of their need for knowledge and skills to recognize and respond to a mental health challenge, whether it be their own or to help someone else, and the ability to advocate for more mental health resources in all areas of the state.

Cooperative Extension is poised with the research and evidence-based resources needed to serve as a beacon of hope in times of distress through our ability to help overcome stigma, connect people to care, and amplify the voices of many to advocate for better quality of life for all.

Youth Focus

Kentucky’s youth population deserves safe and nurturing environments that foster their growth and wellbeing. Unfortunately, mental health challenges affect a significant portion of our youth, with 17% of those aged 6-17 experiencing mental health disorders, according to the National Alliance on Mental Illness (2023), and only 50% receiving treatment. The impact is profound, with one person in the U.S. dying by suicide every 11 minutes, and in Kentucky alone, 800 lives were lost to suicide in 2022. Recognizing the urgency, the Kentucky Cooperative Extension Service’s 2019 and 2023 statewide programming issue surveys highlighted mental health and wellbeing as priority areas. Nationally, 45% of 4-H participants reported high stress in a 2023 survey by 4-H.org. The University of Kentucky Community Needs Assessment (2023) indicates priorities of improve access to mental

health and wellbeing resources, minimizing bullying and/or school violence, stronger parenting and relationship-building skills, and social, emotional, and/or behavioral education for adults working with youth. To address these concerns, the 4-H Program provides evidence-based educational programs focused on positive mental health and self-care, aiming to empower youth with decision-making and critical thinking skills, fostering resilience and overall wellbeing. By emphasizing mental health and offering targeted educational initiatives, we can create a brighter future for Kentucky’s youth.

Ensuring the sustainability of Kentucky woodlands and natural resources, without compromising the ability of future generations to meet their own needs, faces many challenges. Many landowners struggle to implement sustainable practices due to economic pressures, lack of access to technology, and workforce. The situation is

exacerbated by development and the increasing demand for food, which often leads to the overuse of land and water resources, contributing to soil degradation, deforestation, and water scarcity.

Kentucky is blessed with a rich array of natural resources, including vast forests, abundant waterways, and wildlife. With woodlands in each of the 120 counties and forest industries in 110 counties, Kentuckians in both rural and urban areas all derive benefits from woodlands. Hardwood forests cover 50% of Kentucky and 473,000 individuals own 88% of the 12.4 million forested acres in the state. Forests stimulate the Kentucky economy through employment and production to the tune of $13 billion annually and there are over 28,000 jobs in Kentucky’s forest sector. Forests provide recreational opportunities and are a powerful tool in efforts to promote sustainability and support native diversity. Wildlife management programs assist landowners through both urban and rural wildlife management and damage control initiatives.

However, Kentucky’s forests and natural areas face growing risks. Threats from climate change are increasing as evidenced by some of the warmest and wettest years on record during the past decade and Kentucky is ranked as the ninth most vulnerable state in the country by long-term climate change impacts. Extreme weather events, such as the December 2021 tornado in Western Kentucky and the 2022 flooding in Eastern Kentucky are becoming more frequent and severe. In addition, a wide range of invasive species (including insects, pathogens, animals, and plants) can cause problems in woodlands, forests and other natural areas, threatening management and long-term sustainability.

Kentucky’s Extension remains committed to developing adaptive management strategies for the critical issues facing the sustainability of farms, natural areas, and forests for today and in the future. Implementing soil and water conservation practices in both urban and rural watersheds is critical to the long-term sustainability of Kentucky’s natural resources.

Youth Focus

Educating youth about natural resources and environmental sciences is crucial for our future, as it empowers them to become proactive stewards of our planet. The Kentucky 4-H Youth Development Program aims to boost environmental literacy among youth, addressing a significant gap in environmental knowledge revealed by surveys from the Kentucky Environmental Education Council. America’s prosperity is inseparably linked to the health of our environment. A healthy environment is an essential component of the quality of life of humans and all living organisms (USDA, 2024). Optimistically, the National 4-H Council’s 2024 Index Survey found that 83% of youth enjoy science, 66% see it as a problem-solving tool, and 62% are interested in science-related careers. The University of Kentucky Cooperative Extension System’s 2023 assessment identified key priorities such as youth life skill training, workforce readiness, and promoting natural resource literacy. Through 4-H projects in natural resources and environmental sciences, young people develop life skills, learn responsibility, and gain knowledge about sustaining our natural resources through various projects and programs.

County Situation:

Connected & Resilient Communities 

Through local research, Extension Council input, and community feedback, it’s clear that building more connected and resilient communities is a top priority in Clark County. The Clark County Extension Council is especially focused on reconnecting citizens to their community—ensuring they feel valued, engaged, and inspired to return and contribute to Clark County’s future. 

As citizens identify their personal strengths through extension programming, they develop critical leadership skills such as communication, teamwork, and civic engagement—skills that prepare them to be active contributors to the success of their community. By fostering expanded partnerships, promoting civic engagement, and investing in digital literacy, Extension supports local problem-solving and resource-sharing. These efforts strengthen community bonds and improve overall quality of life for residents—now and for generations to come. 

Family & Youth Development 

In Clark County, families face challenges related to social isolation, parenting stress, and school readiness—barriers that prevent many from thriving. There is a pressing need for programs that foster meaningful social connections, provide caregiver support, and increase awareness of community resources. 

Families need education on building healthy behaviors such as positive communication, quality time, and self-care—practices that are essential for resilience and overall well-being. Additionally, many families lack the knowledge or confidence to address parenting challenges or take full advantage of available local services. 

Youth, too, face the need for positive role models and supportive environments where they can develop leadership and life skills. Programs are needed to engage youth in community-building activities and help them understand the importance of health, wellness, and family responsibility. 

By offering targeted family and youth development programs, Extension can help families build resilience, enhance relationships, and create a stronger, more connected community in Clark County. 

Mental Health & Wellbeing 

Clark County residents face growing challenges related to mental health, stress management, and social isolation. Many individuals lack access to care, confidence in recognizing mental health concerns, or awareness of available support resources. There is a clear need for programming that reduces stigma, promotes self-care strategies, and builds skills to navigate mental well-being. 

Youth in Clark County are also navigating rising mental health concerns and would benefit from structured, supportive environments where they can learn positive habits, explore personal values, and practice coping skills. Programs that promote social connection, self-reflection, and resilience are essential to support youth development and long-term well-being. 

By equipping individuals with tools to manage stress, recognize signs of mental health challenges, and advocate for wellness, Extension can play a vital role in creating a healthier and more connected community. 

Sustainability, Natural Resources and Wildlife Management, and Environment 

Between the 2017 and 2022 U.S. Ag Censuses, Clark County, Kentucky experienced a decline in total agricultural land in farms, along with a decrease in the number of farming operations—pointing to growing consolidation, shifting markets, and increased economic pressures on local agriculture. At the same time, the county faces mounting challenges related to forest health, water quality, and wildlife habitat. These trends highlight the urgent need for education and support around sustainable land and resource management. 

To meet these challenges, landowners, producers, and community members need tools to adopt sustainable practices that preserve natural resources and promote long-term economic stability. Equally important is the need to engage youth in natural resource conservation and environmental sciences, helping them build knowledge, life skills, and a deeper understanding of their impact on the environment. 

Extension programming that promotes sustainable practices and environmental awareness for both youth and adults is essential to strengthen Clark County’s agricultural foundation, safeguard its natural resources, and prepare future generations to lead in a changing world. 

Long-Term Outcomes:

Adult

• Economic, social, physical, or environmental situations that will change because individuals or communities adopted new (or improved existing) actions, practices, and behaviors (these also take time to mature)).
• Forests ecosystem and economic values are enhanced, resulting in healthier forests, improved water quality, and increased revenue
• Wildlife habitat is increased and improved. 
• The sustainability of agricultural and forestry operations is increased and opportunities for further growth are improved. 
• Increased access to mental health care and resources for all
• Increased meaningful social connections
• Improved quality of family life
• Communities recover faster from disasters/economic disruptions
• Improved quality of life through connection and civic engagement

Youth

• Youth will advocate for natural resources in their communities.
• Youth will increase contributions to their communities through applying critical thinking, problem-solving, and effective communication learning in 4-H Health and Well Being.
• 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.

Intermediate Outcomes:

Adult

• New or improved practices, behaviors, or choices that will occur in participants or communities because of the knowledge or awareness they gained from their contact with Extension (these are behavior change outcomes that are typically measured in follow-up evaluations because they require time to mature.) 
• Increase the number of Woodland owners that participate in economic incentives programs adopting sustainable forestry, water conservation, and soil management practices.  
• Implement climate resilience strategies to withstand the increasing frequency of extreme weather events, sustainable water management, and adapting wildlife management to preserve biodiversity under changing climate conditions. 
• Increased use of self-care and other coping strategies
• Increased advocacy for mental health and wellbeing resources
• Increased partnerships (number or strength) to address mental health and wellbeing issues within the community
• Enhanced community partnership that equitably support family health (e.g., FRISC, Health Depart., DAIL, AAA,)
• Communities implement disaster preparedness and recovery strategies.
• Increased participation in cultural and arts-based programs.
• New partnerships and networks address community challenges

Youth

• Youth will take responsible action in natural resources conservation.
• Youth will aspire to explore careers in natural resources and environmental sciences.
• Youth will practice skills gained from 4-H natural resources projects and clubs.
• Youth will communicate natural resources ideas and concepts more effectively.
• Increased self-reflection and exploration of personal values and beliefs related to mental health and wellbeing among 4-Hers.
• Youth will practice teamwork, responsibility, communication, conflict resolution techniques, and problem-solving skills.
• Youth will plan and implement a service project.

Initial Outcomes:

Adult

• Increase the awareness of sustainable forest management practices, economic pressures and technological barriers facing woodland owners and other interested individuals.  
• Increase knowledge and skills of individuals in both urban and rural settings to address immediate wildlife-related challenges and enhance biodiversity.  
• Develop the skills and ability of Woodland owners and Ag producers to actively manage wildlife-related damage and nuisance.
• Increased ability to recognize and respond to a mental health concern
• Increased knowledge of self-care and other coping strategies
• Increased knowledge of mental health and well-being resources (interpersonal and community-based)
• Increased knowledge about nurturing parenting and caregiving across the life span.
• Increased awareness of community resources to support healthy families.
• Increased confidence and motivation to reduce loneliness and social isolation.
• Improved skills related to nurturing parenting and caregiver support
• Increased intentions to employ health-promoting behaviors (e.g., reading to your child, spending time together, self-care, caregiver preparation, active living).
• Improved understanding of disaster preparedness and recovery strategies.
• Greater awareness of the benefits of public spaces.
• Increased understanding of cultural development and community identity.
• Greater knowledge of community partnerships and collaboration strategies

Youth

• Youth will explore their spark in natural resources.
• Youth will gain knowledge and develop skills in natural resources and environmental sciences.
• Youth will understand how their actions and choices impact natural resources and the environment.
• Youth will set goals to become good stewards of natural resources.
• Youth will expand life and work readiness skills, gaining awareness of the diverse opportunities within the field of natural resources.
• 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 
• 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.

Evaluation:

Adult

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 they gained their awareness of natural resources.   

Method: Survey (Self-Assessment of Learning Gains) 

Timeline: At program 

Outcome: Increased management to address resources concerns 

Indicator: 

• Number of participants who reported that they developed new management plans. 
• Number of participants who reported an increase in the acres managed. 
• Number of participants (or state agencies) who reported that they implemented wildlife damage management practices  

Method: Follow-up Survey (Survey previous participants) and tracking number of management plans implemented by state agencies 

Timeline: Annually 

Outcome: Increased understanding of invasive arthropod identification 

Indicator: 

• Number of learners that report knowledge gain in identification skills 
• Number of attendees that report knowledge gain in differentiating native and non-native arthropods (and close relatives) 

Method: In person survey  

Timeline: Immediately following Extension event 

 

Outcome: Increased awareness of and use of safe/effective pesticide application methods 

Indicator: 

• Number of certified applicators attending continuing education credit Extension events (both private and commercial) 
• Number of people self-reporting knowledge gain on integrated pest management techniques  
• Number of people self-reporting behavioral changes regarding risk mitigation strategies for pesticide application 

Method: Surveys at CEU events 

Timeline:

 

Outcome: Increased partnerships (number or strength) to address mental health and well-being issues within the community

Indicator: Number of partnerships with community organizations, institutions, agencies, or individuals to address mental health and well-being in the community.

Method: Agent record of community partnerships utilized in programming

Timeline: Ongoing; Each partnership should be reported once per reporting interval

Outcome: Increased ability to recognize and respond to a mental health concern

Indicator: Number of participants who reported an increased knowledge of how to respond to mental health concerns.

Method: Post-participation survey/evaluation results

Timeline: On-going; Surveys should be administered immediately after a program

Outcome: Increased knowledge of self-care and other coping strategies

Indicator: Number of participants who intend to adopt self-care strategies to improve their own mental health and well-being.

Method: Post-participation survey/evaluation results

Timeline: On-going; Surveys should be administered immediately after a program

Outcome: Increased knowledge of mental health and well-being resources (interpersonal and community-based)

Indicator: Number of participants who intend to adopt strategies to support or promote mental health and well-being in their community

Method: Post-participation survey/evaluation results

Timeline: On-going; Surveys should be administered immediately after a program

Outcome: Increased use of self-care and other coping strategies

Indicator: Number of participants who adopted self-care strategies to improve their own mental health and well-being.

Method: Follow-up survey/evaluation results

Timeline: On-going; Surveys should be administered at least 3-6 months after a program

Outcome: Increased advocacy for mental health and wellbeing resources

Indicator: Number of participants who adopted strategies to support or promote mental health and well-being in their community.

Method: Follow-up survey/evaluation results

Timeline: On-going; Surveys should be administered at least 3-6 months after a program

 

Outcome: Increased knowledge about nurturing parenting and caregiver support across the lifespan (e.g., how often you read to your child, benefits of spending time together, identifying selfcare behaviors, enhance communication) (initial)

Indicator: Number of participants who reported increased knowledge of nurturing parenting and/or caregiver support practices.

Method: Self-reported surveys

Timeline: Post-program/curricula survey administration

Outcome: Increased confidence and motivation to engage in nurturing parenting and caregiver support (e.g., how often you read to your child, benefits of spending time together, identifying selfcare behaviors, enhance communication) (initial)

Indicator: Number of participants who reported they have used nurturing parenting and/or caregiving strategies to improve their skills

Method: Self-reported surveys

Timeline: Post-program/curricula survey administration or follow up evaluation

Outcome: Increased intentions to engage in nurturing parenting and caregiver support (e.g., spending more quality time together, engaging in meaningful talk) (initial)

Indicator: Number of participants who reported they intend/plan to increase time spent nurturing and/or caregiving.

Method: Self-reported surveys

Timeline: Post-program/curricula survey administration

Outcome: Enhanced community partnerships that equitably support family health (e.g., FRISC, Health Depart., DAIL, AAA,)(intermediate)

Indicator: Number of participants who reported seeking support from local community organizations and/or its individual member.

Method: Self-reported surveys

Timeline: Repeated self-reported surveys and/or follow-up evaluations to capture behavior change over time

Outcome: Increased healthy relationships across generations that support healthy communication, nurturing behaviors, and quality time together. (intermediate)

Indicator: 

• Number of participants who reported they enhanced healthy relationships.
• Number of participants who reported that they extended any type of support to another parent, grandparent, older adult, or relative raising a child.

Method: Self-reported surveys

Timeline: Ongoing/as changes are made and projects progress.

 

Outcome: Improved understanding of disaster preparedness and recovery strategies (short term)

Indicator: Number of participants who reported that they intend to develop an emergency plan or preparedness kit after completing an Extension disaster training.

Method: Pre- and post-training survey.

Timeline: Collected before and after each session.

 

Outcome: Communities implement disaster preparedness and recovery strategies (int)

Indicator: Number of businesses, farms, or households reporting faster post-disaster recovery due to preparedness actions learned through Extension.

Method: Post-disaster community case studies and resilience tracking.

Timeline: Assessed following disaster events.

 

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

Youth

Outcome: Short

Indicator: 

• Number of youth who reported that they have identified their interest in natural resources.
• Number of youth who reported that they understand how their actions and choices impact natural resources and the environment.
• Number of youth who reported that they understand natural resources concepts and ideas. 

Method: Survey 

Timeline: Administered immediately following program/activity 

Outcome: Medium

Indicator: 

• Number of youth who reported that have applied the skills they learned in natural resources to other areas of their life, including at home, school and other programs.  
• Number of youth who reported that they have taken steps to conserve natural resources.   

Method: Survey 

Timeline: Administered at end of program year/club year

 

Outcome: Short Term 

Indicator: 

• Number of partnerships with community organizations, institutions, agencies, or individuals to address mental health and wellbeing for youth in the community.
• Number of youth who intend to adopt strategies to support or promote mental health and wellbeing in their community.
• Number of youth who reported intended behavior change as a result of participation in mental health and wellbeing programming.

Method: Survey 

Timeline: Immediately post-program

Outcome: Medium Term 

Indicator: 

• Number of youth who adopted strategies to support or promote mental health and wellbeing in their community.
• Number of youth who reported behavior change as a result of participation in mental health and wellbeing programming.

Method: Survey 

Timeline: 3-6 Months post-program 

 

Outcome: Short Term (Civic Education/Global Education)

Indicator: 

• Number of youth who reported that they identified community needs.  
• 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 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.  

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

Learning Opportunities:

Adult

Audience: Landowners 

Project or Activity: Woodland Owners Short Course 

Content or Curriculum: Range of speakers representing different topics and important agencies, webinar and field components 

Inputs: Developed in partnership with Billy Thomas, meeting local community needs and partners. 

Dates:

 

Audience: Adults 

Project or Activity: IPM and Pesticide Programs 

Content or Curriculum: Educational materials and program delivery 

Inputs: UK and subject matter Specialists 

Dates:

Audience: General public 

Project or Activity: Pest and disease identification 

Content or Curriculum: Clinical diagnoses and trainings  

Inputs: Diagnostic labs and services 

Dates:

 

Audience: Families and Individuals

Project or Activity: Mental Health Education Programming

Content or Curriculum: Adult Mental Health First Aid, QPR (Question, Persuade, Refer), CODE RED, ACT (Awareness, Communication, and Triage and Treat) for Farm Families, Understanding and Coping with Trauma after Natural Disasters, After the Storm, Blue to You  

Inputs: Programmatic materials, state specialist support, staff training, facilities, community partners (health coalitions, schools, local non-profits, etc.) UK Healthcare mental health resources, 988 community resources.

Date: Ongoing; 2025-2029

Audience: Families and Individuals

Project or Activity: Promoting Well-being

Content or Curriculum: MARK (Mind, Art, Recovery, Kentucky), Take a Beat: Healing Hearts and Minds, Handling Farm Stress: A Workshop for New and Beginning Farmers, Mindfulness Trails, Yoga-ta Try This (KEHA lesson), Self-care programming, Mindfulness programming, Recovery Gardens, Mental Health and Wellbeing Series, The Mind-Body Connection

Inputs: Programmatic materials, state specialist support, staff training, facilities, community partners (health coalitions, schools, local non-profits, etc.) UK Healthcare mental health resources, 988 community resources.

Date: Ongoing; 2025-2029

Audience: Communities

Project or Activity: Mental Health Access and Advocacy  

Content or Curriculum: BARN (Bringing Awareness Right Now) Farm Dinner Theater, Pathways to Wellness, Building and Maintaining Health Coalitions

Inputs: Programmatic materials, state specialist support, staff training, facilities, community partners (health coalitions, schools, local non-profits, etc.), UK Healthcare mental health resources, 988 community resources.

Date: Ongoing; 2025-2029

 

Audience: Families and Individuals

Project or Activity: Parenting Education

Content or Curriculum: Active Parenting 4^th ed., Parenting A Second Time Around, Parent Express Newsletter, Laughter in Marriage is a Must, Information releases and Publications, Am I Lying to My Child When I Say the Tooth Fairy is Real?; Navigating Trauma After a Natural Disaster; Understanding Suicide; Living with Loss: Self-Care and Managing Grief; Entertaining Little Ones; Pathways to Wellness: Navigating the people, places, and spaces that influence health; Inspiring Grandchildren to become Grand Cooks; Emergency Health Information Cards; Time Well Spent: Organizing Tips for Increased Productivity; In the Face of Natural Disaster Toolkit; Athletic Performance (Nutrition); Cook Together, Eat Together; Eating for Health; Faithful Families; Food Safety; Family Mealtime; Increasing Powerhouse Vegetables; Making Health Lifestyle Choices; Making the Most of Meals while Traveling; Maternal and Child Health; Vegetables for Wellness; Home is Where the Health Is; Piecing it Together: Essential Skills for Single Parent Families; How to Help Military Families; Feed Hungry Young Minds through Storybook Adventures; Life Story/Memory Banking; Understanding Risky Adolescent Behavior and Health Brain Development; Building Your Preschooler’s Financial Capacity; Traveling Light; Grandparent and Grandchildren Together; Parent Express; Keys to Great Parenting 

Inputs: Programmatic materials, paid staff, volunteers, community partners, Family Resource Youth Support Coordinators; Department of Community Based Services, health departments, non-profits, faith-based organizations, schools, company health & wellness, community centers, etc. 

Date: Ongoing

 

Audience: Families and Individuals

Project or Activity: Caregiver Support

Content or Curriculum: Publications, Family Caregiver Health Bulletins, Faithful Families, Story Walks, Health and Wellness Ambassadors, Share Space Agreements, Health Coalitions, Be More, WIN, Health Partners, Bingocize, Walk Your Way, Families on the Move, County Walking Challenges; Nutrition for Older Adults, AARP Prepare to Care, In the Face of Disaster Toolkit; Living with Loss; Indoor Air Quality; Strong Bones for Life: Prevent Osteoporosis and Nourish Your Bones and Joints; Understanding and Coping with Farm Stress; Understanding Suicide; Savvy Online Grocery Shopping; Pathways to Wellness; Inspiring Grandchildren to Become Grand Cooks; Health Literacy for the Win; Tips for Managing Stress Eating; Estate Planning; Transferring Cherished Possessions; Emergency Health Information Cards; Time Well Spent; Consumer Protection; Scams; Masting Mindfulness; Eating for Health; Food as Health; Food Safety; Making Health Lifestyle Choices (Nutrition); Healthy Bladder Habits; Kick Kentucky Caner; Mental Health and Well-Being Series; Stand Up to Falling; The Mind/Body Connection; General Housing—Accessibility and Lighting; Keys to Embracing Aging; Mental Health Matters; How to Help Military Families; 10 Warning Signs of Alzheimer’s; Understanding Alzheimer’s Disease; WITS Workout

Inputs: Programmatic materials, paid staff, volunteers, community partners; facilities, health coalitions, healthcare providers, health department, non-profits, schools, company health & wellness, faith-based organizations, Homemakers, community centers, etc.

Date: Ongoing/seasonal

 

Audience: Families and Individuals

Project or Activity: Kindergarten Readiness

Content or Curriculum: Laugh and Learn Playdates, Understanding Disability, Information Releases, and Publications

Inputs: Programmatic materials, paid staff, community partners, volunteers, faith-based organizations, HeadStart/daycare organizations, healthcare providers and local clinics, health department, non-profits, schools, Homemakers, community centers, etc.

Date: Ongoing

 

Audience: Families and Individuals

Project or Activity: Communication/Relationships Across the Lifespan

Content or Curriculum: Pathways to Wellness, Faithful Families, Story Walks, Shared Space Agreements, Trail development, Active Community Toolkit, Be More Guide, resources for early care and education settings, food system work (e.g., farmers’ markets, backpack programs, community gardens), SNAP-Ed toolkit; Memory Banking/Life Story; Keys to Embracing Aging; AARP Prepare to Care; Kick Kentucky Cancer; Living with Loss; Mental Health Matters; In the Face of Disaster Toolkit; How to Help Military Families; Understanding Risky Adolescent Behavior and Healthy Brain Development; WITS Workout; Grandparents and Grandchildren Together.

Inputs: Programmatic materials, paid staff, community partners, volunteers, grant funds, local organizations and community partners, health coalitions, Nutrition Education Program, local farms/growers/producers, key stakeholders, elected officials, Department of Transportation, employee health and wellness, schools, etc.

Date: Ongoing

 

Audience: Individuals

Project or Activity: Emergency Preparedness, Response, and Recovery

Content or Curriculum: EDEN materials, KHERN publications, trainings, continuing education

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

Date: Ongoing

 

Youth

Audience: 4-H Members 

Project or Activity: Kentucky 4-H Natural Resources and Environmental Sciences Academy and Teen Ambassador Program

Content or Curriculum: Water, Entomology, Forestry, Wildlife; Curriculum - National and State-Level Research-Based, Vetted Publications, Curricula, and Educational Resources (e.g., Project WET, Project WILD, Project Learning Tree, Project Underground, Leopold Education Project)

Inputs: 

• 4-H programs in natural resources in which youth experience a sense of belonging, developmental relationships, explore their spark, and are actively engaged in opportunities that are meaningful to them.
• Accredited volunteers in natural resources.
• 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 staff, volunteers, and youth in delivering the program.

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

 

Audience: 4-H Members 

Project or Activity: 4-H Natural Resources Programs (e.g., 4-H Forestry Field Days, 4-H Senior 4-H Forestry Judging Contest, 4-H Wildlife Challenge) 

Content or Curriculum: Forestry, Wildlife, Entomology, Water; Curriculum - National and State-Level Research-Based, Vetted Publications, Curricula, and Educational Resources

Inputs: 

• 4-H programs in natural resources in which youth experience a sense of belonging, developmental relationships, explore their spark, and are actively engaged in opportunities that are meaningful to them.
• Accredited volunteers in natural resources.
• 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 staff, volunteers and youth in delivering the program.

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

Audience: 4-H Members 

Project or Activity: 4-H Shooting Sports Program 

Content or Curriculum: National 4-H Shooting Sports Training Curriculum

Inputs: 

• 4-H programs in natural resources in which youth experience a sense of belonging, developmental relationships, explore their spark, and are actively engaged in opportunities that are meaningful to them.
• Accredited volunteers in 4-H Shooting Sports.
• 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 staff, volunteers and youth in delivering the program.

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

 

Audience: 4-Hers, Extension Professionals, Clientele 

Project or Activity: Community, Access & Engagement Programs

Content or Curriculum: 4-H LIFE utilizes the curriculum Essential Elements which is sourced from Shop 4-H. Additional curriculum and content is sourced from Shop 4-H and other Land Grant Systems. Content for Adelante 4-H has been developed by the Land Grant System and sourced from other Land Grant systems. Content for Jr. MANRRS is sourced from the MANRRS society. All curriculum and content focuses on building community, as well as increasing access and engagement of youth. 

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: Program Year

 

Audience: 4-Hers, Professional Staff, Clientele 

Project or Activity: 4-H Global Education 

Content or Curriculum: Curriculum is sourced from Shop 4-H and the Land Grant System, focuses on leadership, communication, and civic engagement, including Passport to the World. WeConnect, 4-H Civic Engagement (Levels 1-3), Citizenship Adventures, & Agents of Change 

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: Program Year (International Exchange occurs during the Summer)  

 

Audience: 4-Hers, Professional Staff, & 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, civic engagement, and service. In addition to these sources are the vetted sources of iCivics.org, CommonSense.org, and PBS Learning Media, US Citizenship & Immigration Services

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: Program Year 

Audience: 4-Hers, Extension Professionals, 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), and 4-H Theatre Arts (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: Program Year 

Audience: 4-Hers, Professional Staff, & Clientele

Project or Activity: 4-H Capitol Experience

Content or Curriculum: Curriculum is sourced from Shop 4-H and the Land Grant System, focuses on leadership, communication, civic engagement, and service. In addition to these sources are the vetted sources of 4-H Capitol Experience Handbook and Facilitator Guide, 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: Winter 

Audience: 4-Hers, Extension Professionals, 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: Program Year

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: 4-H Program Year

Evaluation:

Adult

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 they gained their awareness of natural resources.   

Method: Survey (Self-Assessment of Learning Gains) 

Timeline: At program 

Outcome: Increased management to address resources concerns 

Indicator: 

• Number of participants who reported that they developed new management plans. 
• Number of participants who reported an increase in the acres managed. 
• Number of participants (or state agencies) who reported that they implemented wildlife damage management practices  

Method: Follow-up Survey (Survey previous participants) and tracking number of management plans implemented by state agencies 

Timeline: Annually 

Outcome: Increased understanding of invasive arthropod identification 

Indicator: 

• Number of learners that report knowledge gain in identification skills 
• Number of attendees that report knowledge gain in differentiating native and non-native arthropods (and close relatives) 

Method: In person survey  

Timeline: Immediately following Extension event 

 

Outcome: Increased awareness of and use of safe/effective pesticide application methods 

Indicator: 

• Number of certified applicators attending continuing education credit Extension events (both private and commercial) 
• Number of people self-reporting knowledge gain on integrated pest management techniques  
• Number of people self-reporting behavioral changes regarding risk mitigation strategies for pesticide application 

Method: Surveys at CEU events 

Timeline:

 

Outcome: Increased partnerships (number or strength) to address mental health and well-being issues within the community

Indicator: Number of partnerships with community organizations, institutions, agencies, or individuals to address mental health and well-being in the community.

Method: Agent record of community partnerships utilized in programming

Timeline: Ongoing; Each partnership should be reported once per reporting interval

Outcome: Increased ability to recognize and respond to a mental health concern

Indicator: Number of participants who reported an increased knowledge of how to respond to mental health concerns.

Method: Post-participation survey/evaluation results

Timeline: On-going; Surveys should be administered immediately after a program

Outcome: Increased knowledge of self-care and other coping strategies

Indicator: Number of participants who intend to adopt self-care strategies to improve their own mental health and well-being.

Method: Post-participation survey/evaluation results

Timeline: On-going; Surveys should be administered immediately after a program

Outcome: Increased knowledge of mental health and well-being resources (interpersonal and community-based)

Indicator: Number of participants who intend to adopt strategies to support or promote mental health and well-being in their community

Method: Post-participation survey/evaluation results

Timeline: On-going; Surveys should be administered immediately after a program

Outcome: Increased use of self-care and other coping strategies

Indicator: Number of participants who adopted self-care strategies to improve their own mental health and well-being.

Method: Follow-up survey/evaluation results

Timeline: On-going; Surveys should be administered at least 3-6 months after a program

Outcome: Increased advocacy for mental health and wellbeing resources

Indicator: Number of participants who adopted strategies to support or promote mental health and well-being in their community.

Method: Follow-up survey/evaluation results

Timeline: On-going; Surveys should be administered at least 3-6 months after a program

 

Outcome: Increased knowledge about nurturing parenting and caregiver support across the lifespan (e.g., how often you read to your child, benefits of spending time together, identifying selfcare behaviors, enhance communication) (initial)

Indicator: Number of participants who reported increased knowledge of nurturing parenting and/or caregiver support practices.

Method: Self-reported surveys

Timeline: Post-program/curricula survey administration

Outcome: Increased confidence and motivation to engage in nurturing parenting and caregiver support (e.g., how often you read to your child, benefits of spending time together, identifying selfcare behaviors, enhance communication) (initial)

Indicator: Number of participants who reported they have used nurturing parenting and/or caregiving strategies to improve their skills

Method: Self-reported surveys

Timeline: Post-program/curricula survey administration or follow up evaluation

Outcome: Increased intentions to engage in nurturing parenting and caregiver support (e.g., spending more quality time together, engaging in meaningful talk) (initial)

Indicator: Number of participants who reported they intend/plan to increase time spent nurturing and/or caregiving.

Method: Self-reported surveys

Timeline: Post-program/curricula survey administration

Outcome: Enhanced community partnerships that equitably support family health (e.g., FRISC, Health Depart., DAIL, AAA,)(intermediate)

Indicator: Number of participants who reported seeking support from local community organizations and/or its individual member.

Method: Self-reported surveys

Timeline: Repeated self-reported surveys and/or follow-up evaluations to capture behavior change over time

Outcome: Increased healthy relationships across generations that support healthy communication, nurturing behaviors, and quality time together. (intermediate)

Indicator: 

• Number of participants who reported they enhanced healthy relationships.
• Number of participants who reported that they extended any type of support to another parent, grandparent, older adult, or relative raising a child.

Method: Self-reported surveys

Timeline: Ongoing/as changes are made and projects progress.

 

Outcome: Improved understanding of disaster preparedness and recovery strategies (short term)

Indicator: Number of participants who reported that they intend to develop an emergency plan or preparedness kit after completing an Extension disaster training.

Method: Pre- and post-training survey.

Timeline: Collected before and after each session.

 

Outcome: Communities implement disaster preparedness and recovery strategies (int)

Indicator: Number of businesses, farms, or households reporting faster post-disaster recovery due to preparedness actions learned through Extension.

Method: Post-disaster community case studies and resilience tracking.

Timeline: Assessed following disaster events.

 

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

Youth

Outcome: Short

Indicator: 

• Number of youth who reported that they have identified their interest in natural resources.
• Number of youth who reported that they understand how their actions and choices impact natural resources and the environment.
• Number of youth who reported that they understand natural resources concepts and ideas. 

Method: Survey 

Timeline: Administered immediately following program/activity 

Outcome: Medium

Indicator: 

• Number of youth who reported that have applied the skills they learned in natural resources to other areas of their life, including at home, school and other programs.  
• Number of youth who reported that they have taken steps to conserve natural resources.   

Method: Survey 

Timeline: Administered at end of program year/club year

 

Outcome: Short Term 

Indicator: 

• Number of partnerships with community organizations, institutions, agencies, or individuals to address mental health and wellbeing for youth in the community.
• Number of youth who intend to adopt strategies to support or promote mental health and wellbeing in their community.
• Number of youth who reported intended behavior change as a result of participation in mental health and wellbeing programming.

Method: Survey 

Timeline: Immediately post-program

Outcome: Medium Term 

Indicator: 

• Number of youth who adopted strategies to support or promote mental health and wellbeing in their community.
• Number of youth who reported behavior change as a result of participation in mental health and wellbeing programming.

Method: Survey 

Timeline: 3-6 Months post-program 

 

Outcome: Short Term (Civic Education/Global Education)

Indicator: 

• Number of youth who reported that they identified community needs.  
• 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 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.  

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