Campbell County CES

County Emphasis:

Empowering and Developing Community Leaders

Concentration 1:

Building Leadership Capacity

Concentration 2:

Work and Life Skill Development

Concentration 3:

Connected & Resilient Communities

Situation:

Youth play a vital role in shaping connected and resilient communities. Using technology, they build supportive networks, engage in both local and global initiatives, and drive meaningful change. Their innovation and commitment to sustainability are crucial in addressing today’s complex challenges. Programs like 4-H equip young people with the tools they need for effective community engagement, fostering individuals who are healthy, productive, and civically involved (Arnold, 2024). In Kentucky, empowering youth to enhance and develop their communication skills is especially important. Communication is one of the foundational skills necessary for personal growth, community involvement, and effective leadership.

Kentucky’s median household income ($55,100) falls below the national average, and 62% of households earn less than the living wage. The Kentucky Center for Business and Economic Research (2024) emphasizes the need to increase workforce participation. Extension responds by offering workforce development programs—covering job readiness, financial literacy, soft skills, and professionalism.

The 2023 Extension Needs Assessment identified “Building Employee Soft Skills” and “Building Life Skills” as top individual development priorities. Preparing youth for future careers is essential, especially with over 2.4 million job openings in Kentucky and fast-growing roles in digital and vocational sectors (World Economic Forum, 2023). Skills such as analytical thinking, resilience, and adaptability are increasingly valued, with 77% of employers prioritizing real-world skills over traditional academics (Kauffman Foundation, 2021).

According to the 2024 National 4-H Index Study, 95% of youth discovered their strengths through 4-H, 80% explored career paths, and 50% received college guidance. Additionally, 75% enjoyed giving back to their communities, and 93% felt inspired to help others. These experiences enhance leadership, civic engagement, and community connection.

Kentucky also faces a need for leadership development. The Needs Assessment highlighted a statewide demand for preparing community members for leadership and volunteer roles. Extension addresses this by building leadership capacity to match community needs and inspiring volunteers to stay involved (Fox et al., 2009)

The primary mechanism for securing input in the support and direction of local Cooperative Extension programs is the County Extension Council.  County Extension Councils are critically important to the Cooperative Extension Service’s ability to provide locally relevant educational programs as a grassroots organization.  Strong County Extension Councils are the essential link between citizens and the educational programs and priorities of Cooperative Extension.  The Council System is also vital as the Cooperative Extension Service strives toward its vision, mission and strategic goals, determined with participation of council members, program participants and community leaders throughout the state.

County Situation:

The Campbell County's labor force participation rate stands at 65.9% for individuals aged 16 and over. With a total population of around 93,193, this suggests that approximately 61,500 residents are either employed or actively seeking employment. America’s future depends on a skilled workforce and engaged communities addressing critical challenges. In 2024, Kentucky has over 2.4 million job openings, with 10 million nationwide. Fast-growing roles include vocational and higher education teachers, agriculture professionals, and digital specialists. By 2030, 85% of jobs may be ones that don't yet exist. Employers are prioritizing real-world skills—like analytical thinking, creativity, and adaptability—over traditional academics. The 2024 National 4-H Index shows strong youth engagement: 80% explored careers, 50% received college guidance, and 95% discovered their strengths. To meet future needs, youth must be prepared. The University of Kentucky’s 2023 Needs Assessment highlights key areas: life skills training, workforce readiness, and youth voice. Empowering young people is vital for a thriving, sustainable society. Due to its proximity to the Ohio and Licking Rivers, Campbell County is particularly susceptible to riverine flooding during heavy rainfall events. The county has a moderate natural disaster risk score of 19.06%, indicating an average exposure compared to other U.S. counties.  In April 2025, heavy rainfall led to significant flooding and mudslides across Northern Kentucky.  Campbell County declared a state of emergency to mobilize resources for recovery efforts. Campbell County's Office of Emergency Management has been proactive in disaster preparedness. The county has been certified as Storm Ready by the National Weather Service since 2005, with the certification renewed in December 2020. The Campbell County Extension Homemakers Association in Kentucky is a volunteer-driven organization dedicated to enhancing community well-being through education, service, and leadership development. Operating under the Kentucky Extension Homemakers Association (KEHA) and in collaboration with the University of Kentucky Cooperative Extension Service, the association comprises several local clubs, including the Valley Homemakers Club and the Crazy Quilters.     These clubs enhance our community by various projects such as: creating fidget boards for dementia patients and assembling care packages for military personnel. They also award scholarships to local high school seniors and adult learners pursuing further education.  In addition, they teach cultural arts classes such as embroidery, sewing, quilting, and painting to the community. 27.5% of Kentuckians seek volunteer opportunities through organizations according to data collected with the partnership of AmeriCorps and U.S. Census Bureau. Campbell County Extension offers volunteer opportunities in various capacities for youth and adults. Master Gardeners and Horticulture volunteers are instrumental in Campbell County communities to implement programs and projects related to horticulture and gardening throughout the county. The County Extension Council and specific program councils are organized bodies of volunteers who council with agents to identify issues and community needs.     They also help develop, carry out and evaluate educational programs that contribute to individual well-being, quality of life and the county’s social and economic development.     Council members work with the county Extension staff to set goals and perform specific activities and functions to reach those goals.  Council members may develop or enhance their own leadership skills by serving on these councils.

Long-Term Outcomes:

• •    Strong leadership pool for community boards and organizations

  •    Strong boards and organizations accomplish more in the community

  •    Increased community pride or investment

  •    Improved local economy

  •    Improved quality of life for citizens

  •    Increased digital access improves economic and educational opportunities.

  •    Communities recover faster from disasters/economic disruptions

  •    Sustained investment in public spaces strengthens local economies

  •    Cultural heritage is preserved and integrated into communities

  •    Expanded partnerships enhance problem-solving and resource-sharing

  •    Improved quality of life through connection and civic engagement

  •    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.

  •    Increased human capital among Kentuckians

  •    Decrease in state unemployment rates

  •    Improved quality of workforce

  
  

Intermediate Outcomes:

•    Participants gain confidence to lead

•    Leaders are inspired to get more involved

•    Leaders address community issues and needs

•    Leaders recruit and engage others to participate in community projects

•    Leaders mentor others

•    Increased knowledge transfer through volunteer-led positions

•    More citizens adopt digital tools for work and daily life.

•    Communities implement disaster preparedness and recovery strategies.

•    More public spaces are revitalized for community engagement.

•    Increased participation in cultural and arts-based programs.

•    More individuals engage in local governance and civic groups.

•    New partnerships and networks address community challenges

•    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.

•    Increased implementation of employability strategies/skills

•    Increased salary/income

•    Increased employment

Initial Outcomes:

•    Improved leadership skills

•    Enhanced knowledge of concepts and practices

•    Knowledge gained through training programs

•    Taking on leadership roles for the first time

•    Assuming new leadership roles

•    Participants give their time to serve in volunteer roles

•    Increased knowledge of digital tools and online resources.

•    Improved understanding of disaster preparedness and recovery strategies.

•    Greater awareness of the benefits of public spaces.

•    Increased understanding of cultural development and community identity.

•    Improved awareness of civic engagement opportunities.

•    Greater knowledge of community partnerships and collaboration strategies

•    Youth will explore their spark in leadership. 

•    Youth identify personal strengths that contribute to leadership skill development (communication, teamwork, civic engagement).  

•    Youth successfully worked in a team environment to accomplish a task.  

•    Youth realize how their actions impact others

•    Youth identify personal strengths that contribute to life and work skill development.

•    Increased knowledge of career pathways.

•    Increased knowledge of educational, training, and certification opportunities.

•    Youth will practice civic engagement, leadership and communication skills.

•    Developed skills related to workforce development

•    Improved employability and interpersonal skills

•    Increased confidence to implement employability strategies

•    Developed strategies for maintaining a health work-life balance

Evaluation:

Outcome: Improved employability and/or interpersonal skills (e.g., job interview skills, communication, networking, time management) (initial)

Indicator: (1) Number of participants who reported improvement in job interview skills; (2) Number of participants who reported improvement in personal skills.

Method: Self-reported survey

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

Outcome: Developed strategies for work-life management (initial)

Indicator: Number of participants who reported that they learned strategies for managing their work-life responsibilities as a result of participating in an Extension workforce development program/outreach

Method: Self-reported survey

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

Outcome: Developed skills related to workforce development (initial)

Indicator: Number of individuals 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

Method: Self-reported survey

Timeline: Post-program/curricula survey administration or follow-up 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: 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 mentorship opportunities within leadership programs. (intermediate)

Indicator: Number of people serving as mentors to emerging leaders..

Method: Post-program survey (self-reported mentorship engagement); follow-up with mentees and community partners.

Timeline: Survey collected immediately after program completion; follow-up conducted at six months.

Outcome: Increased community pride (long-term)

Indicator: Number of participants reporting a stronger sense of pride, identity, or community investment after engaging in Extension initiatives.

Method: Photos, documentation, post-program survey; follow up.

Timeline: Survey collected immediately after program completion; follow-up conducted at 3 and 6 months.

Outcome:  Youth Short Term Building Leadership Capacity Outcomes

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: Youth Short-Term Work and Life Skill Development Outcomes

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: Youth Short Term Civic Education/Global Education Outcomes

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: Youth Short Term 4-H Expressive Arts Outcomes

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: Youth Short Term SET Programs Outcomes

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

Method: Survey

Timeline: Immediately Post Program

Outcome: Youth Short Term Camp Outcomes

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: Post Camp

Outcome: Youth Medium Term Building Leadership Capacity Outcomes

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 to plan and implement a workshop or activity.  

Method: Survey

Timeline: End of Club/Program Year 

Outcome: Youth Medium Term Work and Life Skill Development Outcomes

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: Youth Medium Term Civic Education/Global Education Outcomes

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: Youth Medium Term 4-H Expressive Arts Outcomes

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:  Youth Medium Term SET Programs Outcomes

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: Youth Long Term Outcomes

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

Method: Survey

Timeline: At least a year from participation

Learning Opportunities:

Audience: Individuals and Families

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.

Date: 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

Date: 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, Youth, 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, 4-H Reality Store Curriculum, 

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

Date: Ongoing  

Audience: Individuals

Project or Activity: Master Gardener Volunteer Program

Content or Curriculum: State curriculum

Inputs: Programmatic materials, volunteers, community partners, agents, extension specialists

Date: Ongoing

Audience: Individuals

Project or Activity: Horticulture Volunteer Program

Content or Curriculum: Provide hands on learning opportunities in the educational gardens, promote horticulture classes, mentorship program 

Inputs: Extension horticulture staff

Date: Ongoing

Audience: Advisory Council members, Community Leaders & Volunteers 

Project or Activity: Extension Advisory Council Meetings (CEC, Program Councils)

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. Newsletters to describe and advertise extension programs. 

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

Date: Ongoing

Audience: Individuals

Project or Activity: Digital Literacy Initiatives

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

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

Date     Ongoing

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 Agricultural Leadership Program (KALP)

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

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

Dates: Ongoing

Audience: Communities

Project or Activity: Supporting Citizen Engagement

Content or Curriculum: Creating Welcoming Communities, Becoming an Informed Citizen, Robert’s Rules Refresh, Youth & Adult Listening Sessions, KY Voter Education Resources, Engaging City Councils, Civic Engagement Through Voting, How To: Community Forums

Inputs: Programmatic materials, paid staff, community partners, volunteers, grant funds, local organizations and community partners, etc. 

Dates: Ongoing

Audience:  Youth

Project or Activity:  4-H Speech and Demonstration Competition

Content or Curriculum:  Building Bridges Reaching People through Communication curriculum, State 4-H Speech and Demonstration Rubrics

Inputs:  Programmatic materials, training, paid staff, volunteers, community partners, schools

Date     School 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.

Date: Program Year

Audience: Youth

Project or Activity: Teen Conference

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

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

Date: Summer

Audience: Youth

Project or Activity: 4-H Summit

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

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

Date: Spring

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.

Date: 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. 

Date: Pre-Summer

Audience: Youth

Project or Activity: Achievement Program

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

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

Date: Program 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.

Date: 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.

Date: 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.

Date: Program Year 

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, 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: Audience: 4-Hers, Extension Professionals, Clientele

Project or Activity: Kentucky 4-H Science, Engineering and Technology Programs

Content or Curriculum: Curriculum is sourced from Shop 4-H and the Land Grant System, 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, 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: 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: Youth

Project or Activity: 4-H Camp

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

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

Date: Summer

Audience: Teen and adult Volunteers

Project or Activity: Kentucky Volunteer Forum

Content or Curriculum: Kentucky 4-H Hall of Fame Volunteer Recognition, workshops that highlight state and county program idea sharing

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: February 2026, (held every other year)

Evaluation:

Outcome: Improved employability and/or interpersonal skills (e.g., job interview skills, communication, networking, time management) (initial)

Indicator: (1) Number of participants who reported improvement in job interview skills; (2) Number of participants who reported improvement in personal skills.

Method: Self-reported survey

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

Outcome: Developed strategies for work-life management (initial)

Indicator: Number of participants who reported that they learned strategies for managing their work-life responsibilities as a result of participating in an Extension workforce development program/outreach

Method: Self-reported survey

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

Outcome: Developed skills related to workforce development (initial)

Indicator: Number of individuals 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

Method: Self-reported survey

Timeline: Post-program/curricula survey administration or follow-up 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: 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 mentorship opportunities within leadership programs. (intermediate)

Indicator: Number of people serving as mentors to emerging leaders..

Method: Post-program survey (self-reported mentorship engagement); follow-up with mentees and community partners.

Timeline: Survey collected immediately after program completion; follow-up conducted at six months.

Outcome: Increased community pride (long-term)

Indicator: Number of participants reporting a stronger sense of pride, identity, or community investment after engaging in Extension initiatives.

Method: Photos, documentation, post-program survey; follow up.

Timeline: Survey collected immediately after program completion; follow-up conducted at 3 and 6 months.

Outcome:  Youth Short Term Building Leadership Capacity Outcomes

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: Youth Short-Term Work and Life Skill Development Outcomes

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: Youth Short Term Civic Education/Global Education Outcomes

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: Youth Short Term 4-H Expressive Arts Outcomes

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: Youth Short Term SET Programs Outcomes

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

Method: Survey

Timeline: Immediately Post Program

Outcome: Youth Short Term Camp Outcomes

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: Post Camp

Outcome: Youth Medium Term Building Leadership Capacity Outcomes

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 to plan and implement a workshop or activity.  

Method: Survey

Timeline: End of Club/Program Year 

Outcome: Youth Medium Term Work and Life Skill Development Outcomes

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: Youth Medium Term Civic Education/Global Education Outcomes

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: Youth Medium Term 4-H Expressive Arts Outcomes

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:  Youth Medium Term SET Programs Outcomes

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: Youth Long Term Outcomes

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

Method: Survey

Timeline: At least a year from participation