Warren County CES

County Emphasis:

Building & Enhancing Lifeskills

Concentration 1:

Building Leadership Capacity

Concentration 2:

Family and Youth Development

Concentration 3:

Financial Security and Economic Well-Being

Situation:

Building Leadership Capacity 

Leadership is critical at several levels, from elected officials and internal management structure of organizations to project managers, team leaders, and those who inspire throughout a community. Thriving communities may require many leaders willing to take on leadership roles. And yet, it can be a challenge to identify new leaders or to encourage leaders to step up to the role without first building leadership capacity (CEDIK 2024). Respondents participating in the University of Kentucky Cooperative Extension Community Needs Assessment identified the need to build leadership capacity to enhance individual and family development and community and economic development. Kentucky has a statewide need to “prepare community members for formal/informal leadership and/or volunteer roles” and to build “capacity of local nonprofits and community leaders,” according to the survey. UK Extension aims to work on strengthening critical leadership skills and confidence for new and emerging leaders so that the pool of willing and capable leaders can rise to match local needs. Volunteer training can have motivational benefits ranging from inspiring volunteers to get more involved to keeping them in the program (Fox, Hebert, Martin & Bairnsfather, 2009). 

Youth Focus 

4-H opportunities profoundly impact individuals and communities in Kentucky by equipping youth with essential skills like communication, teamwork, and problem-solving, fostering personal leadership, and community engagement. Skills like analytical thinking, creative thinking, resilience, flexibility, and adaptability are key to future employment (World Economic Forum, 2023). 77% of employers say that there should be less focus on traditional school subjects and more focus on real-world skills (Kauffman Foundation, 2021). In the 2023 University of Kentucky Cooperative Extension Service Needs Assessment youth life skill training opportunities (such as leadership and communication skill opportunities), strengthening youth workforce readiness, and strengthening youth-adult or mentorship relationships were top priorities across Kentucky. According to the National 4-H Annual Index Survey (2024), 95% of youth identified their strengths through 4-H, 80% explored career options, and 50% received guidance for college decisions. Additionally, 75% enjoyed helping their community, and 93% felt inspired by 4-H, with 42% being inspired “a lot” to volunteer. These experiences build leadership capacity, promote civic engagement, and create connected, resilient communities by encouraging critical thinking and empathy. Furthermore, 4-H offers life skill training, strengthens youth workforce readiness, fosters mentorship, maximizes youth voice in important issues, and enhances peer-peer relationships. 

Family and Youth Development 

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

 

Financial Security & Economic Well-Being 

A disproportionate number of Kentuckians live in economically distressed communities (39% of Kentuckians, compared to 15% nationally). Further, most Kentucky households are concerned with financially sustaining a quality of life that allows them to survive and thrive in an economically challenged society. From housing to grocery expenses, the cost of living continues to rise, and households are ill-equipped to adjust. Securing financial stability is vital for the well-being of state constituents. The University of Kentucky Cooperative Extension Service (CES) is committed to improving the financial security and economic well-being of families across the Commonwealth. Related CES programming is designed to help Kentuckians become more economically resilient by promoting financial literacy education, comprehensive family resource management skills, and small business engagement and support. 

In a 2023 University of Kentucky Cooperative Extension Community Needs Assessment, with nearly 28,000 responses from across the state, Building Financial Literacy and/or Resource Management Skills was among the top 10 state-identified priority issues reported by Kentuckians, and Efforts that Support Local & Small businesses was among the top 10 Community & Economic Development needs in the state. 

Youth Focus 

In Kentucky, economic uncertainty due to job market fluctuations and agricultural shifts impacts youth through unstable family environments and limited resources. Hospitality, retail, and tourism generated over $10 billion in 2023, with job growth in culinary arts, tourism, and hobby industries. The unemployment rate increased by 4.7% from July 2023 to July 2024. According to the Kentucky Cooperative Extension System Community Needs Assessment (2023), priorities include building financial literacy and resource management skills, youth life skill training (e.g., leadership and  communication), strengthening youth workforce readiness (e.g., entrepreneurship, business development), and engaging diverse and non-traditional youth audiences. America’s future relies on a ready workforce and engaged communities to tackle major challenges. Kentucky 4-H develops youth potential for lifelong success through essential skills in communication, leadership, and civic engagement. 80% of 4-Hers reported that 4-H helped them explore career options and 95% reported 4-H helped them identify things they were good at, and 50% reported 4-H helped them with college decision-making. 4-H programs equip individuals with the knowledge, skills, and resources needed to thrive in their personal lives, family lives, and communities.

County Situation:

 

Leadership is a needed and important programming emphasis for the Cooperative Extension Service. The Cooperative extension service provides opportunities to youth, adults and families to help improve their leadership ability and create more positive futures. Leadership opportunities for youth create a setting that reduces the access of youth to risk factors that can negatively impact their success. 

Basic leadership knowledge & skills are essential for success in almost any field. The skills associated with leadership are necessary when working in a group or communicating with others. Employers look for leadership skills in the persons they hire. Developing leadership in youth and adults who are involved in extension programs is a priority. By assisting the development of leadership skills in our youth and adults we improve their ability to face the challenges of tomorrow. 

 

 

Long-Term Outcomes:

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 have increased economic security.  
• Youth will make sound financial decisions.  
• Youth will have an increased rate of savings.  
• Strong leadership pool for community boards and organizations 
• Strong boards and organizations accomplish more in the community 
• Improved local economy 
• Improved quality of life for citizens 
• Increased financial literacy skills 

Intermediate Outcomes:

• 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. 
• 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. 
• 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 
• Increased sound financial decision making 
• Implementation of financial literacy and resource management strategies/skills 

Initial Outcomes:

• 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 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. 
• Improved leadership skills 
• Knowledge gained through training programs 
• Taking on leadership roles for the first time 
• Assuming new leadership roles 
• Improved financial literacy knowledge 
• Improved employability and interpersonal skills 
• Increased confidence to implement employability strategies 

Evaluation:

Initial 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 the program

Intermediate 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 the end of the Club Year

Long-term Outcome:  Long Term  

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

Method:  Survey  

Timeline:  Post 1 year  

Initial 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 

Intermediate 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  
• Number of youth who reported that have taken steps to pursue gaining knowledge for a job. 
• Number of youth who reported that they have practiced budging 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 the Program Year 

Long-term 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  

Initial Outcome:  Improved leadership skills. 

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

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

Timeline:  Survey will be collected immediately after program participation 

Initial Outcome:   Knowledge gained through completing training programs. 

Indicator:  Number of people reporting enhanced knowledge of leadership concepts and practices (e.g. leadership styles, conflict resolution, team dynamics).  

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

Timeline:  Survey will be collected immediately after program participation 

Initial Outcome:  Increased applied leadership knowledge for individuals serving in formal leadership roles. 

Indicator:  Number of people reporting improved applied leadership knowledge (e.g., governance, financial oversight, strategic planning) from participation in board, officer, or leadership training programs.  

Method:  Post-training surveys measuring knowledge gained in governance-related skills  

Timeline:  Survey collected immediately after training; follow-up conducted at three and six months to assess knowledge application 

Initial Outcome:   Increased participation in leadership roles by first-time leaders. 

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

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

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

Initial Outcome: Expanded leadership engagement among program participants. 

Indicator:  Number of people assuming new leadership roles (formal or informal) as a result of Extension leadership programs.  

Method: Post-participation survey (self-reported leadership role adoption); annual follow-up tracking leadership retention.  

Timeline:  Initial survey collected at program completion; follow-up evaluation annually 

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

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.  

Initial Outcome:  Increased engagement via knowledge transfer through volunteer-led Extension programs.  

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. 

Intermediate Outcome:   Increased confidence to lead.  

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.  

Long-term Outcome:  Survey will be collected immediately after program participation or via follow-up evaluation after six months.  

Indicator:  Number of volunteers addressing community issues by assessing needs, developing programs and/or implementing solutions 

Method:  Post-program survey (self-reported participation in community issue resolution); documentation of volunteer-led initiatives.  

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

Intermediate Outcome:   Leaders recruit and engage others to participate in projects.  

Indicator:  Number of people actively recruiting and engaging others to participate in community projects.  

Method:   Post-program survey (self-reported recruitment efforts); tracking participation in community-led projects. 

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

Long-term Outcome:  Engage leaders in local coalitions and organizations.   

Indicator:  Number of individuals actively engaged in coalitions or organizations to address significant community issues.  

Method:   Post-program survey (self-reported recruitment efforts); tracking participation in coalitions and organizations.  

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

Long-term Outcome:  Implementation of strategies that improve community conditions. 

Indicator:  Number of strategies reported as adopted and implemented to improve community conditions 

Method:  Program reports, community partner documentation, and case studies tracking the implementation of strategies.  

Timeline:  Data collected through quarterly or annual reporting from program participants and community stakeholders.  

Long-term Outcome:  Increased community pride 

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 

Initial Outcome:   Improved knowledge related to financial literacy concepts   

Indicator:  Number of individuals who reported increased knowledge of family finance and/or resource management concepts.  

Method:  Self-reported surveys  

Timeline:  Post-program/curricula survey administration  

Intermediate Outcome:   Increased sound financial decision making   

Indicator:  Number of individuals who made a sound financial decision (e.g., regarding credit, budgeting, savings, debt, estate planning, fraud reduction, etc.).  

Method:  Self-reported surveys, documentation, or interviews  

Timeline:  Follow-up evaluations to capture action/behavior change over time.  

Long-term Outcome:  Improved business development and operation skills (e.g. marketing, branding, customer outreach)  

Indicator:  Number of small businesses who report developing skills related to business marketing, expansion, or retention through participating in Extension programming.  

Method:  Self-reported surveys, documentation, direct report 

Timeline:  Post-program survey administration; follow-up evaluation 

Learning Opportunities:

Audience:  High School Students  

Project or Activity:  Professional Communication Skills  

Content or Curriculum:  High School Job Seekers Workforce Project Book, Work Ready LIfeskills Curriculum, Life and Work Readiness  

Inputs:  High School Teachers, Business Professionals, Videos Examples, Handout/Project Books, Curriculum, Mock Interview, Job Applications, Resume, Cover Letter, Etiquette  

Date:  Spring, 2026  

Audience:  5th-12th grade Students 

Project or Activity:  Career Shadowing  

Content or Curriculum:  Workforce Development Curriculum 

Inputs:  Business Professionals as Host, Project Books,   

Date:  December, 2025-March, 2026  

Audience:   5-18 year olds; Teen and Adult Volunteers  

Project or Activity:  Leadership Development  

Content or Curriculum:  Club Officer Notebook, Club Leader Notebook, 4-H Council Notebook, Beyond Ready Curriculum, Nearpod Videos  

Inputs:  Club Officer Training, Club Leader Training, KVF, 4-H Teen & Adult Councils, Kick-off Night, 4-H Summit, Teen Conference. State Leadership Boards    

Date:  July 1, 2025-June 30, 2026  

Audience:   5-18 Year Old  

Project or Activity:   4-H Clubs  

Content or Curriculum:  Project Books, Communication Curriculum, Shooting Sports Certification  

Inputs:   Club Volunteer Leaders, Evaluations, Cooking Supplies, Sewing Supplies, Civic Engagement, Capitol Experience, Communication Contest, County and State Fair, Shooting Sport Supplies

Date:   July 1, 2025-June 30, 2026  

Audience:  4th-12th grade students  

Project or Activity:   4-H Dollars and Sense/Reality Stores  

Content or Curriculum:  It’s Your Reality  

Inputs:   Volunteers, Evaluations, Display Boards/Signs 

Date:   September 1, 2025-May 30, 2026  

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.  

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:  Extension Leadership  

Project or Activity:  Identifying needs and program planning 

Content or Curriculum:  SWOT, Needs assessments, leadership 

Inputs:  Agent time, curriculum, staff time  

Date:  6-8 times a year 

Audience:   Ag Awareness  

Project or Activity:  Ag Awareness activities  

Content or Curriculum:  Why ag is important in our community  

Inputs:  Speakers, sponsors  

Date:  March and ongoing  

Audience:   Farm Women  

Project or Activity:  Annie’s Project  

Content or Curriculum:  Risk Management 

Inputs:  Specialist, Sponsors, Industry Professionals 

Date:  Winter  

Audience:  Garden Enthusiasts 

Project or Activity:  Kentucky Extension Master Gardener Volunteers (EMG)  

Content or Curriculum:  Master Gardener manual, gardening publications, continuing education hours, State Master Gardener Conference, community volunteer service hours, and various other resources and materials  

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

Date:  Ongoing 

Evaluation:

Initial 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 the program

Intermediate 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 the end of the Club Year

Long-term Outcome:  Long Term  

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

Method:  Survey  

Timeline:  Post 1 year  

Initial 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 

Intermediate 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  
• Number of youth who reported that have taken steps to pursue gaining knowledge for a job. 
• Number of youth who reported that they have practiced budging 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 the Program Year 

Long-term 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  

Initial Outcome:  Improved leadership skills. 

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

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

Timeline:  Survey will be collected immediately after program participation 

Initial Outcome:   Knowledge gained through completing training programs. 

Indicator:  Number of people reporting enhanced knowledge of leadership concepts and practices (e.g. leadership styles, conflict resolution, team dynamics).  

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

Timeline:  Survey will be collected immediately after program participation 

Initial Outcome:  Increased applied leadership knowledge for individuals serving in formal leadership roles. 

Indicator:  Number of people reporting improved applied leadership knowledge (e.g., governance, financial oversight, strategic planning) from participation in board, officer, or leadership training programs.  

Method:  Post-training surveys measuring knowledge gained in governance-related skills  

Timeline:  Survey collected immediately after training; follow-up conducted at three and six months to assess knowledge application 

Initial Outcome:   Increased participation in leadership roles by first-time leaders. 

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

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

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

Initial Outcome: Expanded leadership engagement among program participants. 

Indicator:  Number of people assuming new leadership roles (formal or informal) as a result of Extension leadership programs.  

Method: Post-participation survey (self-reported leadership role adoption); annual follow-up tracking leadership retention.  

Timeline:  Initial survey collected at program completion; follow-up evaluation annually 

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

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.  

Initial Outcome:  Increased engagement via knowledge transfer through volunteer-led Extension programs.  

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. 

Intermediate Outcome:   Increased confidence to lead.  

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.  

Long-term Outcome:  Survey will be collected immediately after program participation or via follow-up evaluation after six months.  

Indicator:  Number of volunteers addressing community issues by assessing needs, developing programs and/or implementing solutions 

Method:  Post-program survey (self-reported participation in community issue resolution); documentation of volunteer-led initiatives.  

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

Intermediate Outcome:   Leaders recruit and engage others to participate in projects.  

Indicator:  Number of people actively recruiting and engaging others to participate in community projects.  

Method:   Post-program survey (self-reported recruitment efforts); tracking participation in community-led projects. 

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

Long-term Outcome:  Engage leaders in local coalitions and organizations.   

Indicator:  Number of individuals actively engaged in coalitions or organizations to address significant community issues.  

Method:   Post-program survey (self-reported recruitment efforts); tracking participation in coalitions and organizations.  

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

Long-term Outcome:  Implementation of strategies that improve community conditions. 

Indicator:  Number of strategies reported as adopted and implemented to improve community conditions 

Method:  Program reports, community partner documentation, and case studies tracking the implementation of strategies.  

Timeline:  Data collected through quarterly or annual reporting from program participants and community stakeholders.  

Long-term Outcome:  Increased community pride 

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 

Initial Outcome:   Improved knowledge related to financial literacy concepts   

Indicator:  Number of individuals who reported increased knowledge of family finance and/or resource management concepts.  

Method:  Self-reported surveys  

Timeline:  Post-program/curricula survey administration  

Intermediate Outcome:   Increased sound financial decision making   

Indicator:  Number of individuals who made a sound financial decision (e.g., regarding credit, budgeting, savings, debt, estate planning, fraud reduction, etc.).  

Method:  Self-reported surveys, documentation, or interviews  

Timeline:  Follow-up evaluations to capture action/behavior change over time.  

Long-term Outcome:  Improved business development and operation skills (e.g. marketing, branding, customer outreach)  

Indicator:  Number of small businesses who report developing skills related to business marketing, expansion, or retention through participating in Extension programming.  

Method:  Self-reported surveys, documentation, direct report 

Timeline:  Post-program survey administration; follow-up evaluation