Grant County CES

County Emphasis:

Embracing Change, Empowering Growth

Concentration 1:

Connected & Resilient Communities

Concentration 2:

Building Leadership Capacity

Concentration 3:

Work and Life Skill Development

Concentration 4:

Financial Security and Economic Well-Being

Situation:

Kentucky’s communities face evolving challenges that demand a renewed focus on building resilience, adaptability, and opportunity. Persistent gaps in broadband access and digital literacy, particularly in rural areas, limit educational, economic, and civic engagement opportunities, and were identified as top priorities in the 2023 University of Kentucky Cooperative Extension Community Needs Assessment. These challenges are compounded by economic shifts and natural disasters that strain community resources. To address this, UK Extension supports connectivity and resilience through initiatives like digital education, community design for safe public spaces, and disaster preparedness programs that enhance quality of life and economic sustainability. Youth play a vital role in this transformation. Through 4-H and similar programs, young people are being empowered to use technology, social networks, and local engagement to drive innovation and build strong, supportive communities. Equipping youth with life skills and leadership development ensures they are healthy, productive, and engaged citizens capable of shaping Kentucky’s future. At the same time, building adult leadership capacity remains essential, as many communities struggle to identify and sustain leaders without intentional training and support. Respondents to the statewide needs assessment emphasized the need to prepare community members for leadership and volunteer roles, and to strengthen nonprofit and civic capacity. Additionally, economic data shows Kentucky lags behind national income standards, with nearly 62% of households lacking a living wage. UK Extension’s workforce readiness, financial literacy, and soft skills programming aims to increase human capital and prepare residents for economic participation. Together, these efforts cultivate resilient individuals and communities, ready to embrace change and empower growth across the Commonwealth.

County Situation:

Grant County's socioeconomic conditions and vulnerabilities underscore the importance of extension programming. With 13% of the population living below the poverty line (Small Area Income and Poverty Estimates, U.S. Census Bureau) and nearly 27.2% of renters spending over 35% of their income on housing (American Community Survey 5-year Estimates U.S. Census Bureau), financial strain is a clear barrier to stability and upward mobility. Educational attainment further reflects the need for growth-focused programming: only 1.4% of residents ages 18–24 hold a bachelor's degree or higher, and just 15.7% of adults over 25 have a bachelor’s or advanced degree (American Community Survey 5-year Estimates U.S. Census Bureau). Workforce readiness is also a concern as only 44.5% of high school graduates go on to college, and less than 36% earn an industry certificate (High School Feedback Report, August 2023. Kentucky Center for Statistics). These figures highlight a need for expanded access to job readiness, soft skills training, and adult education to help residents compete in an evolving economy.

At the same time, leadership development is critical to ensuring that local communities have the capacity to address these challenges from within. With limited civic infrastructure or civic organizations and just 5 arts and recreation establishments, there are few formal outlets for community engagement and leadership cultivation. Building local leadership capacity not only empowers individuals to take on volunteer and leadership roles but also strengthens the broader social fabric needed for economic and community development. Additionally, Grant County has experienced four federally declared emergencies or major disasters in the past decade( FEMA Disaster Declarations for States and Counties), with over $3.5 million in expected annual losses from natural hazards, primarily floods (FEMA National Risk Index). These risks make it essential to build community resilience through disaster preparedness and local leadership that can respond effectively in times of crisis. By investing in digital literacy, workforce development, youth engagement, and leadership training, Extension can help Grant County residents adapt, thrive, and build a stronger, more connected future.

Long-Term Outcomes:

• Increased digital access improves economic and educational opportunities.
• Cultural heritage is preserved and integrated into communities
• Improved quality of life through connection and civic engagement
• Strong leadership pool for community boards and organizations
• Strong boards and organizations accomplish more in the community
• Improved quality of life for citizens
• Improved quality of workforce
• Increased human capital among Kentuckians
• Increased financial literacy skills
• Improved financial and economic 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.
• Youth will become engaged, healthy, and productive members of their communities.
• Youth will have increased economic security.  
• Youth will make sound financial decisions. 
• Youth will have an increased rate of savings. 

Intermediate Outcomes:

• More public spaces are revitalized for community engagement.
• Increased participation in cultural and arts-based programs.
• New partnerships and networks address community challenges
• Participants gain confidence to lead
• Leaders are inspired to get more involved
• Leaders mentor others
• Increased employment
• Increased implementation of employability strategies/skills
• Implementation of financial literacy and resource management strategies/skill
• Increased savings (e.g., as a result of budgeting, saving, reducing debt, spending wisely, stretching resources)
• Youth will practice teamwork, responsibility, communication, conflict resolution techniques, and problem-solving skills. 
• Youth will plan and implement a service project.
• Youth will choose to take on leadership roles in their community.
• Youth will practice responsible consumer and financial management decision-making such as budgeting, actions on needs verses wants.   
• Youth will practice habits and skills that contribute toward sound economic and financial well-being.

Initial Outcomes:

• Increased knowledge of digital tools and online resources.
• Improved understanding of disaster preparedness and recovery strategies.
• Greater awareness of the benefits of public spaces.
• Greater knowledge of community partnerships and collaboration strategies
• Improved leadership skills
• Taking on leadership roles for the first time
• Participants give their time to serve in volunteer roles
• Developed skills related to workforce development
• Improved employability and interpersonal skills
• Increased confidence to implement employability strategies
• Improved financial literacy knowledge
• Improved employability and interpersonal skills
• 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. 
• Increased knowledge of career pathways.
• Increased knowledge of educational, training, and certification opportunities.
• Youth will practice civic engagement, leadership and communication skills.
• Youth will increase knowledge in understanding personal financial management. 
• Youth will aspire to make SMART (specific, measurable, attainable, relevant, and time-bound) economic and financial well-being decisions. 

Evaluation:

Outcome: Increased knowledge of digital tools and online resources (short term)

Indicator: Number of participants demonstrating increased confidence or skills in using digital tools (e.g., online banking, telehealth, online applications, or virtual platforms) after completing Extension training programs

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

Timeline: Collected immediately after program participation.

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: Increased understanding of cultural development and community identity (short term)

Indicator: Number of participants who reported  increased understanding of the value of building local cultural assets such as foodways, arts, and heritage traditions.

Method: Reflection surveys and community feedback.

Timeline: Collected within 30 days of participation.

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.

Outcome: More public spaces are revitalized for community engagement (int)

Indicator: Number of individuals who reported that they contributed to efforts to improve public spaces through design, revitalization, or development (e.g., parks, community gathering areas, public art, creative placemaking projects) as a direct result of Extension-supported initiatives.

Method: Site visits, surveys, photo documentation, and community feedback.

Timeline: Tracked annually

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

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 engagement via knowledge transfer through volunteer-led Extension programs. (initial)

Indicator: Number of participants who actively engaged in learning opportunities facilitated by trained Extension volunteers (e.g., KEHA or KALP members, Master programs).

Method: Post-event/program surveys measuring participant engagement and knowledge gained; volunteer reports tracking education interactions.

Timeline: Data collected immediately after each program/event.

Outcome: Increased confidence to lead. (intermediate)

Indicator: Number of people reporting increased confidence in their leadership abilities. 

Method: Post participation survey (self-assessment of learning gains); monitoring changes in local and state leadership positions.

Timeline: Survey will be collected immediately after program participation or via follow-up evaluation after six months

Outcome: Developed skills related to workforce development (initial)

Indicator: Number of individuals who reported learning new skills to prepare or improved themselves for the workforce as a result of participating in an Extension workforce development program/outreach

Method: Self-reported surveys

Timeline: Post-program/curricula survey administration

Outcome: Increased confidence to implement employability strategies (initial)

Indicator: Number of participants who reported improvement in their confidence to implement employment strategies as a result of participation.

Method: Self-reported surveys

Timeline: Post-program/curricula survey administration

Outcome: Implementation of employability strategies/skills (intermediate)

Indicator: Number of participants who developed a resume as a result of participating in an Extension workforce development program/outreach.

Method: Self-reported surveys

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

Outcome: Increased confidence to implement family finance and resource management skills (e.g., budgeting, spending wisely, saving, using credit responsibly, reducing debt, estate planning, reducing fraud, etc.) (initial)

Indicator: Number of individuals who reported improved confidence to implement family finance and/or resource management skills.

Method: Self-reported surveys

Timeline: Post-program/curricula survey administration

Outcome: Improved financial and/or resource management skills (e.g., creating a budget, checking credit report, developing an estate plan, etc.) (initial)

Indicator: Number of individuals who reported developing skills related to family finance and/or resource management

Method: Self-reported surveys

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

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 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 (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

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

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 that they learned strategies for managing their work-life responsibilities 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 reporting identifying the needs of others in their community. 
• 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 an increase in salary/income 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

Outcome: Short term  

Indicator: 

• Number of youth who reported learning  the differences between purchases made for “needs” vs “wants” 
• Number of youth who reported that they learned about budgeting. 
• Number of youth who reported that they learned about savings.

Method: Standard Evaluation Tool for 4-H Family Consumer Sciences: Survey

Timeline: Immediate Post Program

Outcome: Medium Term 

Indicator: 

• Number of youth who reported that they have identified  one or more jobs that might be a good fit for them in Family Consumer Sciences.  
• Number of youth who reported that have taken steps to pursue gaining knowledge for a job in Family Consumer Sciences.  
• Number of youth who reported that they have practiced budgeting skills.  
• Number of youth who reported that they have practiced needs versus wants knowledge when making purchases on a budget. . 
• Number of youth who reported that they have included savings in their budget.  

Method: Standard Evaluation Tool for 4-H Family Consumer Sciences: Survey

Timeline: End of program year

Outcome: Long Term 

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

Method: Standard Evaluation Tool for 4-H Family Consumer Sciences: Survey 

Timeline: 1 or more years

Learning Opportunities:

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

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

Audience: Individuals

Project or Activity: Kentucky Extension Homemakers Association (KEHA)

Content or Curriculum: KEHA Leadership Academy, Homemakers Leader Lessons, Publications, Newsletters/News & Notes, Officer/Chairman training materials, KEHA State Meeting, various other resources and materials

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

Dates: Ongoing

Audience: Individuals

Project or Activity: Master Clothing Volunteers (MCV)

Content or Curriculum: Publications, MCV training, continuing education/content experts

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

Dates: Ongoing

Audience: Individuals

Project or Activity: Kentucky Extension Leadership Development (KELD)

Content or Curriculum: KELD curriculum (e.g., Learning styles, communication essentials, teamwork, dealing with conflict, generational differences, SWOT analysis, etc.), Publications, other materials and expertise

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

Dates: Ongoing

Audience: Individuals, Families, Employees

Project or Activity: Development of Time Management Skills

Content or Curriculum: Time Well Spent: Productivity Skills for Success curriculum; publications, newsletters; Leader Lessons; podcasts; etc.

Inputs: Programmatic materials, paid staff, volunteers, community partners, non-profit organizations, schools, Chamber of Commerce, businesses, etc.

Date: Ongoing

Audience: Individuals, Families, Employees

Project or Activity: Development of Employability Skills

Content or Curriculum: Positive Employability; Preparing for Financial Success curriculum; publications, newsletters (e.g., MONEYWI$E); Job Club; podcasts; PROFIT; Recovering Your Finances curriculum; OneOp; Enhancing Essential Skills Through the Arts curriculum and lessons, Artist Studio Guide lessons, publications

Inputs: Programmatic materials, paid staff, volunteers, community partners, non-profit organizations, schools, Court system, community centers, etc.

Date: Ongoing

Audience: Individuals, Families, Employees

Project or Activity: Development of Financial Literacy Skills

Content or Curriculum: Use Less. Spend Less. Stress Less. curriculum; publications; MONEYWI$E newsletter and podcasts; PROFIT; Recovering Your Finances curriculum; OneOp; Big Blue Book Club; In the Face of Disaster; Leader Lessons; Money Habitudes; etc. 

Inputs: Programmatic materials, paid staff, volunteers, community partners, non-profit organizations, schools, financial entities and organizations, businesses, etc. 

Date: Ongoing

Audience: Individuals, Families, Employees

Project or Activity: Estate Planning

Content or Curriculum: Estate Planning publication series; Transferring Cherished Possessions curriculum; MONEYWI$E newsletter and podcasts;OneOp; Leader Lessons; farm succession and legacy building programs; etc.

Inputs: Programmatic materials, paid staff, volunteers, community partners, non-profit organizations, schools, farms, community centers, etc.

Date: Ongoing

Audience: 4-Hers, Professional Staff, 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: 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, 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

Audience: Youth  

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. 

Dates: Summer  

 

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.

Dates: 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.

Dates: Fall 

 

Audience: Youth 

Project or Activity: 4-H State Teen Council, Leadership Boards and Task Forces 

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. 

Dates: Throughout the Program year

 

Audience: Youth  

Project or Activity: State 4-H Officer 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. 

Dates: Throughout the program year 

 

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. 

Dates: Pre-Summer  

 

Audience: Youth  

Project or Activity: 4-H State Leadership Boards / Task Forces / Area Councils 

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.

Dates: Throughout the Program Year

 

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. 

Dates: Throughout the year

Audience: 4-Hers, Extension Professionals, Clientele 

Project or Activity: 4-H Core Program Areas (Leadership, Agriculture, Natural Resources, Communication and Expressive Arts, Science, Engineering and Technology, Health and Wellbeing, and Family Consumer Sciences), 4-H Camp, Cloverbud, Volunteerism

Content or Curriculum: Approved Kentucky 4-H Curriculum by Core Program Area or Area of Interest

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.

Dates: Program Year 

Audience: 4-Hers, Extension Professionals, Clientele

Project or Activity: 4-H Resume, Cover Letter, and Interview Skills Program (Club/Group/Individual)

Content or Curriculum: Kentucky 4-H Work & Life Readiness Lessons, 4-H Build Your Future, Work Ready Life Skills, and Leap into Careers.

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 8-12.

Dates: Program Year

Audience: 4-Hers, Extension Professionals, Clientele 

Project or Activity: 4-H Life and Work Readiness (Club/Group/Individual) 

Content or Curriculum: Kentucky 4-H Work & Life Readiness Lessons, 4-H Build Your Future, Work Ready Life Skills, and Leap into Careers

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.

Dates: Program Year

Audience: Youth  

Project or Activity: Kentucky 4-H Teen Conference

Content or Curriculum: 

4-H Major Study of Emphasis  

Money Habitudes  

Building a Healthy Wealthy Future  

Jump$tart: Reality Check  

Money Smart  

Building Your Financial Future 

Inputs: 

4-H Family and Consumer Sciences programs in which youth experience a sense of belonging, and developmental relationships, explore their spark, and actively engage in meaningful opportunities.  

Accredited and certified volunteers in 4-H FCS projects. 

Kentucky Extension Homemakers Association 

Clothing Volunteers 

Four residential camping facilities.  

Cooperative Extension Educational facilities.  

Utilization of approved research-based curriculum. 

Outreach of the Cooperative Extension Land-Grant System.  

Funding from the Kentucky 4-H Foundation, Inc.  

Funding from local, state, and federal sources.  

Engagement of youth and volunteers in program delivery.  

Engaging communities in identifying and implementing programming based on local needs.

Date: September 1 – August 30

Audience: Youth  

Project or Activity: Entrepreneurship  

Content or Curriculum: 

Be the E: Entrepreneurship, Level 1: Love It 

Be the E: Entrepreneurship, Level 2: Plan It 

Be the E: Entrepreneurship, Level 3: Do It

Inputs: 

4-H Family and Consumer Sciences programs in which youth experience a sense of belonging, and developmental relationships, explore their spark, and actively engage in meaningful opportunities.  

Accredited and certified volunteers in 4-H FCS projects. 

Kentucky Extension Homemakers Association 

Clothing Volunteers 

Four residential camping facilities.  

Cooperative Extension Educational facilities.  

Utilization of approved research-based curriculum. 

Outreach of the Cooperative Extension Land-Grant System.  

Funding from the Kentucky 4-H Foundation, Inc.  

Funding from local, state, and federal sources.  

Engagement of youth and volunteers in program delivery.  

Engaging communities in identifying and implementing programming based on local needs.

Date: September 1 – August 30

Audience: Youth  

Project or Activity: Building a Healthy, Wealthy Future 

Content or Curriculum: Building a Healthy, Wealthy Future

Inputs: 

4-H Family and Consumer Sciences programs in which youth experience a sense of belonging, and developmental relationships, explore their spark, and actively engage in meaningful opportunities.  

Accredited and certified volunteers in 4-H FCS projects. 

Kentucky Extension Homemakers Association 

Clothing Volunteers 

Four residential camping facilities.  

Cooperative Extension Educational facilities.  

Utilization of approved research-based curriculum. 

Outreach of the Cooperative Extension Land-Grant System.  

Funding from the Kentucky 4-H Foundation, Inc.  

Funding from local, state, and federal sources.  

Engagement of youth and volunteers in program delivery.  

Engaging communities in identifying and implementing programming based on local needs.

Date: September 1 – August 30

Audience: Youth  

Project or Activity: Consumer and Financial Education 

Content or Curriculum: Consumer Savvy

Inputs: 

4-H Family and Consumer Sciences programs in which youth experience a sense of belonging, and developmental relationships, explore their spark, and actively engage in meaningful opportunities.  

Accredited and certified volunteers in 4-H FCS projects. 

Kentucky Extension Homemakers Association 

Clothing Volunteers 

Four residential camping facilities.  

Cooperative Extension Educational facilities.  

Utilization of approved research-based curriculum. 

Outreach of the Cooperative Extension Land-Grant System.  

Funding from the Kentucky 4-H Foundation, Inc.  

Funding from local, state, and federal sources.  

Engagement of youth and volunteers in program delivery.  

Engaging communities in identifying and implementing programming based on local needs.

Date: September 1 – August 30

Evaluation:

Outcome: Increased knowledge of digital tools and online resources (short term)

Indicator: Number of participants demonstrating increased confidence or skills in using digital tools (e.g., online banking, telehealth, online applications, or virtual platforms) after completing Extension training programs

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

Timeline: Collected immediately after program participation.

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: Increased understanding of cultural development and community identity (short term)

Indicator: Number of participants who reported  increased understanding of the value of building local cultural assets such as foodways, arts, and heritage traditions.

Method: Reflection surveys and community feedback.

Timeline: Collected within 30 days of participation.

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.

Outcome: More public spaces are revitalized for community engagement (int)

Indicator: Number of individuals who reported that they contributed to efforts to improve public spaces through design, revitalization, or development (e.g., parks, community gathering areas, public art, creative placemaking projects) as a direct result of Extension-supported initiatives.

Method: Site visits, surveys, photo documentation, and community feedback.

Timeline: Tracked annually

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

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 engagement via knowledge transfer through volunteer-led Extension programs. (initial)

Indicator: Number of participants who actively engaged in learning opportunities facilitated by trained Extension volunteers (e.g., KEHA or KALP members, Master programs).

Method: Post-event/program surveys measuring participant engagement and knowledge gained; volunteer reports tracking education interactions.

Timeline: Data collected immediately after each program/event.

Outcome: Increased confidence to lead. (intermediate)

Indicator: Number of people reporting increased confidence in their leadership abilities. 

Method: Post participation survey (self-assessment of learning gains); monitoring changes in local and state leadership positions.

Timeline: Survey will be collected immediately after program participation or via follow-up evaluation after six months

Outcome: Developed skills related to workforce development (initial)

Indicator: Number of individuals who reported learning new skills to prepare or improved themselves for the workforce as a result of participating in an Extension workforce development program/outreach

Method: Self-reported surveys

Timeline: Post-program/curricula survey administration

Outcome: Increased confidence to implement employability strategies (initial)

Indicator: Number of participants who reported improvement in their confidence to implement employment strategies as a result of participation.

Method: Self-reported surveys

Timeline: Post-program/curricula survey administration

Outcome: Implementation of employability strategies/skills (intermediate)

Indicator: Number of participants who developed a resume as a result of participating in an Extension workforce development program/outreach.

Method: Self-reported surveys

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

Outcome: Increased confidence to implement family finance and resource management skills (e.g., budgeting, spending wisely, saving, using credit responsibly, reducing debt, estate planning, reducing fraud, etc.) (initial)

Indicator: Number of individuals who reported improved confidence to implement family finance and/or resource management skills.

Method: Self-reported surveys

Timeline: Post-program/curricula survey administration

Outcome: Improved financial and/or resource management skills (e.g., creating a budget, checking credit report, developing an estate plan, etc.) (initial)

Indicator: Number of individuals who reported developing skills related to family finance and/or resource management

Method: Self-reported surveys

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

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 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 (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

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

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 that they learned strategies for managing their work-life responsibilities 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 reporting identifying the needs of others in their community. 
• 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 an increase in salary/income 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

Outcome: Short term  

Indicator: 

• Number of youth who reported learning  the differences between purchases made for “needs” vs “wants” 
• Number of youth who reported that they learned about budgeting. 
• Number of youth who reported that they learned about savings.

Method: Standard Evaluation Tool for 4-H Family Consumer Sciences: Survey

Timeline: Immediate Post Program

Outcome: Medium Term 

Indicator: 

• Number of youth who reported that they have identified  one or more jobs that might be a good fit for them in Family Consumer Sciences.  
• Number of youth who reported that have taken steps to pursue gaining knowledge for a job in Family Consumer Sciences.  
• Number of youth who reported that they have practiced budgeting skills.  
• Number of youth who reported that they have practiced needs versus wants knowledge when making purchases on a budget. . 
• Number of youth who reported that they have included savings in their budget.  

Method: Standard Evaluation Tool for 4-H Family Consumer Sciences: Survey

Timeline: End of program year

Outcome: Long Term 

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

Method: Standard Evaluation Tool for 4-H Family Consumer Sciences: Survey 

Timeline: 1 or more years