Laurel County CES

County Emphasis:

Building a Resilient County

Concentration 1:

Work and Life Skill Development

Concentration 2:

Food Safety, Quality, and Access

Concentration 3:

Small Farm Development

Concentration 4:

Mental Health and Well-Being

Situation:

Kentucky's median household income is approximately $55,100, which is 74% of the U.S. median, and nearly 62% of households do not meet living wage standards. The University of Kentucky Cooperative Extension Service aims to enhance adult skills through education and training, addressing key development needs identified by Kentuckians. With 2,465,949 job openings in Kentucky and a focus on real-world skills, it is essential to prepare youth for future workforce demands.

Access to fresh fruits and vegetables is linked to lower rates of chronic conditions and improved quality of life, yet knowledge and skills for preparation present additional barriers. The Kentucky Cooperative Extension Service aims to enhance access and education regarding fresh food, collaborating with various agencies to support food access policies and community changes. Addressing youth health challenges, Kentucky 4-H equips young people with skills in nutrition and culinary arts, fostering healthier habits and engaged citizens.

Small farm development is crucial for Kentucky's agricultural sector, supporting rural economies and ensuring food security. These family-owned farms, representing over 90 percent of U.S. farms, face challenges like urbanization and climate change, yet play a vital role in sustainability and innovation. Kentucky Cooperative Extension aids small farm owners by providing educational resources and promoting practices that enhance economic viability and environmental stewardship.

More than 1 in 5 adults in the United States lives with a mental illness, with 43% of adults in Kentucky reporting signs of anxiety or depression. The Kentucky Cooperative Extension Service aims to improve access to mental health resources and address the mental health challenges faced by youth, where 17% experience mental health disorders. By providing evidence-based educational programs, the 4-H Program empowers youth with skills to foster resilience and overall wellbeing.

County Situation:

Laurel County is experiencing a significant shift in the agricultural landscape, as highlighted by the 2022 Census of Agriculture. The number of farms has decreased by 5% since 2012; the amount of government payments to farmers has reduced by 73%; yet net cash income has increased by 107%, indicating that farmers are developing skills to produce more income in smaller spaces.   The data reveals a pressing need for targeted support and programming to enhance the sustainability of small family farms in the region.  Nobably, the increase in female producers from 439 to 502 indicates a growing interest among women in agriculture, suggesting an opportunity for the county extension to develop specialized support programs aimed at empowering female farmers.  County extension plays a critical role in addressing community needs by developing comprehensive agricultural programs that support female and young farmers, tackle financial challenges, and promote sustainable farming practices.  

 Health concerns are significant, with 41.1% of adults classified as obese and 34% reporting no physical activity based upon the UK NEP Report, 2023. . The UK Family & Me Profile, 2023 states that Residents report an average of 6 mentally unhealthy days per month, and over 22% rate their health as fair or poor.  A recent Community Health Needs Assessment identified mental health, substance use, and chronic disease prevention as top concerns according to CHI Saint Joseph London CHNA, 2022.  

Youth-focused:

Laurel County youth face real challenges. Nearly one in four live in poverty, and more than 6,000 students are economically disadvantaged. Many struggle with access to resources, support systems, and safe, healthy environments. Fewer than half of our high school seniors continue their education after graduation. These barriers can limit opportunities, but they don’t have to define our youth.

Resilience isn’t just about bouncing back. It’s about growing strong—mentally, emotionally, and socially. It’s about having the skills to solve problems, express yourself, lead others, and stay connected to your community. Laurel County 4-H helps build that kind of strength. Through clubs, camps, school programs, and hands-on experiences, youth learn how to communicate effectively, make informed decisions, manage stress, and lead with confidence. They express themselves through the arts. They practice teamwork and community service. They learn to manage their finances, speak in public, and care for themselves and others. They discover what matters to them and how to make a difference.

Laurel County 4-H empowers youth to grow into thoughtful, healthy, and active members of their communities. It gives them space to lead, to connect, and to belong. When we invest in youth through 4-H, we build more than individual success; we build a stronger, more resilient Laurel County.

Long-Term Outcomes:

Copy and paste from the provided logic models that correspond to the concentrations

• Improved quality of workforce
• Youth will demonstrate necessary leadership, teamwork, and communication skills needed to be successful in the workplace. 
• Youth participation in community involvement increases.
• 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 report reduced risk for poor health, developmental delays, obesity, and malnutrition.    
• Youth decrease poor overall health.
• Youth will increase contributions to their communities through applying critical thinking, problem-solving, and effective communication learning in 4-H Health and Well Being.
• Youth report reduced risk for poor health, developmental delays, obesity, and malnutrition.    ??
• Youth will have increased economic security.  
• Youth will have an increased rate of savings.
• Individuals and families of all incomes levels have access to affordable and nutritious foods
• Family farms become economically viable
• Kentucky’s local food and agriculture industry are thriving.
• Decrease in the number of Kentuckians with chronic health conditions such as diabetes, obesity and cardiovascular disease.
• More Kentuckians routinely met the guidelines for the consumption of (locally-grown) fresh fruits and vegetables.
• Achieve a stable economic environment where small farms are consistently profitable and competitive within both local and broader markets. 
• Increased access to mental health care and resources for all

Intermediate Outcomes:

Copy and paste from the provided logic models that correspond to the concentrations

• Increased implementation of employability strategies/skills
• Youth will practice teamwork, responsibility, communication, conflict resolution techniques, and problem-solving skills.
• Youth will choose to take on leadership roles in their community.
• Youth will practice responsible consumer and financial management decision-making, such as budgeting, and actions on needs versus wants.   
• Youth will practice habits and skills that contribute toward sound economic and financial well-being.
• Youth will practice making wise nutrition choices.  
• Youth will practice food safety.  
• Youth will access nutritious foods.  
• Youth will prepare nutritious foods. 
• Improved dietary habits through: consumption of more fruits and vegetables, a variety of proteins and the number of meals prepared at home.
• Assist small farm owners in developing and implementing comprehensive whole farm plans that address financial, production, and environmental aspects
• Increased use of self-care and other coping strategies
• Increased advocacy for mental health and wellbeing resources
• Increased partnerships (number or strength) to address mental health and wellbeing issues within the community  

Initial Outcomes:

Copy and paste from the provided logic models that correspond to the concentrations

• Youth identify personal strengths that contribute to life and work skill development.
• Increased knowledge of career pathways among 4-Hers/
• Youth will increase knowledge of educational, training, and certification opportunities.
• Youth will practice civic engagement, leadership and communication 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.
• Youth will learn how to make wise nutrition choices.  
• Youth will learn the importance of food safety.  
• Youth learn how to access nutritious foods.  
• Youth will learn how to prepare nutritious foods.  
• Youth will aspire to eat a variety of healthy foods daily.
• Increased knowledge and awareness of healthy habits and practices among 4-Hers.  
• Increased knowledge of positive mental health practices among 4-Hers
• Increased knowledge and awareness of healthy habits and practices among 4-Hers.  
• Youth will increase knowledge in understanding personal financial management.
• 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
• Improved skills related to safe food preparation and food preservation.
• Increased participation in Homebased Microprocessing workshops.
• Increased awareness and accessibility of community resources available to access fresh foods.
• Increase the number of partnerships and/or coalitions involved in promoting awareness of local food systems, healthy eating, and active living (e.g. Program councils, Health Advisory Boards, etc.).
• Develop and launch targeted educational programs that focus on sustainable practices, risk management, and cost reduction specifically tailored for small farm owners.
• Increased ability to recognize and respond to a mental health concern
• Increased ability to use de-stigmatized language
• Increased knowledge of self-care and other coping strategies

Evaluation:

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: 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 surveys

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

Outcome: Increased practical skills in trades and craft-based industries (initial)

Indicator: Number of participants reporting gaining a new skill through hands-on instruction or workshops in trades or craft-based skills (e.g. woodworking, painting, metalworking, hand-building).

Method: Self-reported surveys collected immediately after workshop participation.

Timeline: Post-program survey administration with optional 6 months follow up to assess skill application

Outcome: Improved commercial production practices for specialty crops 

Indicators: 

• Number of producers who reported increased yield.  
• Number of new or beginning specialty crop growers. 
• Number of producers who reported improved produce quality. 
• Number of trained volunteers.
• Number of commercial growers who reported improved produce quality.
• Number of commercial growers who reported increased yield in specialty crops (fruit, vegetables, herbs, etc.).
• Number of commercial growers who reported that they expanded or developed new markets for specialty crops. 
• Number of commercial specialty crop growers who reported adoption of new technologies (acquisition of greenhouse, high tunnel, lighting, etc.)
• Number of commercial specialty crop growers who reported improved management practices (soil sampling, foliar sampling, integrated pest management, cover cropping, etc.)
• Number of commercial specialty crop growers who reported reduced production inputs/costs.

Method: Grower survey, direct observation and feedback 

Timeline: ongoing 

Youth Focused:

Outcome	Youth Short Term (Work and Life Skill Development)
Indicator	Number of youth who reported learning new skills to prepare or improve themselves for the workforce as a result of participating in an Extension workforce development program/outreach. Number of youth who reported that they improved their job interview skills as a result of participating in an Extension workforce development program/outreach. Number of youth who reported an improvement in their personal skills (e.g., communication, networking, time management) as a result of participating in an Extension workforce development program/outreach.  Number of youth who reported improvement in their confidence to implement employment strategies as a result of participating in an Extension workforce development program/outreach. Number of youth who reported expressing their thoughts or opinions.  Number of youth who reported using information to communicate with others.  Number of youth who reported demonstrating a skill they have learned.  Number of youth who reported serving in a leadership role.  Number of youth who reported working in a team / group to accomplish a common task or goal.  Number of youth who reported realizing how my actions impact others.  Number of youth 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	4-H Standard Evaluation
Timeline	Immediately after the program/event (6+ hours)

Outcome	Youth Medium Term (Work and Life Skill Development)
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	4-H Stand Evaluation
Timeline	End of Club/Program Year

Outcome	Youth Long Term (Work and Life Skill Development)
Indicator	Long-term evaluation will be conducted using the National 4-H Index Study.
Method	4-H Standard Evaluation
Timeline	1+ Years

Outcome	Youth Short Term (Food Safety, Quality, & Access)
Indicator	Number of youth who reported that they learned the difference between healthy and unhealthy snacks.  Number of youth who reported that they learned about safe food handling and preparation.   Number of youth who reported that they learned about kitchen safety.   Number of youth who reported that they have identified an interest in Family Consumer Sciences.  Number of youth who reported an increased knowledge of egg and/or poultry food safety practices. Number of youth who demonstrated/reported improved egg and/or poultry cooking skills.
Method	4-H Standard Evaluation
Timeline	Immediately after program/event (6+ hours)

  

Outcome	Youth Medium Term (Food Safety, Quality, & Access)
Indicator	Number of youth who reported that they applied skills and/or knowledge to prepare healthy snacks for self or family.   Number of youth who reported that they practiced safe food handling and preparation.   Number of youth who reported that they practiced kitchen safety.  Number of youth who reported that they have used the skills   and/or knowledge gained to complete a Family Consumer Sciences Project.
Method	4-H Standard Evaluation
Timeline	End of Club/Program Year

Outcome	Youth Long Term (Food Safety, Quality, & Access)
Indicator	Long-term evaluation will be conducted using the National 4-H Index Study.
Method	4-H Standard Evaluation
Timeline	1+ Years

Outcome: Youth Short-term  (Financial Security)

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

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Outcome: Youth Medium Term (Financial Security)

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

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Outcome: Youth Long Term (Financial Security)

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, 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 & Farmers

Project or Activity: Cook Wild

Content or Curriculum: Publications, trainings, recipes

Inputs: Programmatic materials, paid staff, volunteers, community partners, facilities, non-profits, 4-H, faith-based organizations, Homemakers, community centers, etc.

Date: Ongoing

Dates: 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 & Farmers

Project or Activity: Nutrition Education

Content or Curriculum: Nutrition Education Program, SNAP-Ed toolkit, Publications, Faithful Families, Cook Together Eat Together, Savor the Flavor, Dining with Diabetes, Plate it up! Kentucky Proud, Food as Health Toolkit, Family Mealtime, maternal and child health program materials, www.planeatmove.com, Super Star Chef, Farm to School, Hunger in Kentucky

Inputs: Programmatic materials, paid staff, community partners, volunteers, faith-based organizations, health coalitions, healthcare Providers and local clinics, health department, non-profits, schools, company health & wellness, 4-H, Homemakers, farmers’ markets, local farmers/growers/producers, commodity groups, community centers, etc. 

Dates: Ongoing

 

Audience: Individuals & Farmers

Project or Activity: Home Based Micro Processing

Content or Curriculum: HBMP Training materials

Inputs: Programmatic materials, paid staff, volunteers, community partners, facilities, health department, State of Kentucky, KDA, non-profits, schools, faith-based organizations, Homemakers, community centers, farmers, farmers’ markets, etc. 

Dates: Ongoing

 

Audience: Specialty Crop Growers 

Project or Activity: Programming for commercial or pre-commercial (training to be commercial growers) specialty crop production and management 

Content or Curriculum: Publications, Fact Sheets, Workshops, Field Days, County Meetings, Regional Meetings, Field Visits, emails and phone calls 

Inputs: Extension Specialists, Kentucky Horticulture Council, USDA funding, Dept of Labor funding, county agents, KDA, professional member organizations, governmental agencies (NRCS, FSA, etc.) 

Dates: Ongoing

 

Audience: Families and Individuals

Project or Activity: Mental Health Education Programming

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

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

Date: Ongoing; 2025-2029

 

Audience	Youth
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 which are delivered through 4-H Clubs, school enrichment, workshops, camps, trips and experiences.
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(s)	Program Year

 

Audience	Youth
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(s)	Program Year

Audience	Youth
Project or Activity	Consumer and Financial Education
Content or Curriculum	Dollars and Sense; It’s Your Reality, Consumer Savvy, Building a Healthy, Wealthy Future, and approved FCS 4-H Curriculum.
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, Cooperative Extension Educational facilities, Utilization of approved research-based curriculum, Funding from local, state, and federal sources, Engagement of youth and volunteers in program delivery, and Engaging communities in identifying and implementing programming based on local needs.
Date(s)	Program Year

 

Audience	Youth
Project or Activity	4-H Leadership Program and Achievement 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, project clubs, community club, county teen 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(s)	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(s)	Summer

 

Evaluation:

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: 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 surveys

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

Outcome: Increased practical skills in trades and craft-based industries (initial)

Indicator: Number of participants reporting gaining a new skill through hands-on instruction or workshops in trades or craft-based skills (e.g. woodworking, painting, metalworking, hand-building).

Method: Self-reported surveys collected immediately after workshop participation.

Timeline: Post-program survey administration with optional 6 months follow up to assess skill application

Outcome: Improved commercial production practices for specialty crops 

Indicators: 

• Number of producers who reported increased yield.  
• Number of new or beginning specialty crop growers. 
• Number of producers who reported improved produce quality. 
• Number of trained volunteers.
• Number of commercial growers who reported improved produce quality.
• Number of commercial growers who reported increased yield in specialty crops (fruit, vegetables, herbs, etc.).
• Number of commercial growers who reported that they expanded or developed new markets for specialty crops. 
• Number of commercial specialty crop growers who reported adoption of new technologies (acquisition of greenhouse, high tunnel, lighting, etc.)
• Number of commercial specialty crop growers who reported improved management practices (soil sampling, foliar sampling, integrated pest management, cover cropping, etc.)
• Number of commercial specialty crop growers who reported reduced production inputs/costs.

Method: Grower survey, direct observation and feedback 

Timeline: ongoing 

Youth Focused:

Outcome	Youth Short Term (Work and Life Skill Development)
Indicator	Number of youth who reported learning new skills to prepare or improve themselves for the workforce as a result of participating in an Extension workforce development program/outreach. Number of youth who reported that they improved their job interview skills as a result of participating in an Extension workforce development program/outreach. Number of youth who reported an improvement in their personal skills (e.g., communication, networking, time management) as a result of participating in an Extension workforce development program/outreach.  Number of youth who reported improvement in their confidence to implement employment strategies as a result of participating in an Extension workforce development program/outreach. Number of youth who reported expressing their thoughts or opinions.  Number of youth who reported using information to communicate with others.  Number of youth who reported demonstrating a skill they have learned.  Number of youth who reported serving in a leadership role.  Number of youth who reported working in a team / group to accomplish a common task or goal.  Number of youth who reported realizing how my actions impact others.  Number of youth 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	4-H Standard Evaluation
Timeline	Immediately after the program/event (6+ hours)

Outcome	Youth Medium Term (Work and Life Skill Development)
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	4-H Stand Evaluation
Timeline	End of Club/Program Year

Outcome	Youth Long Term (Work and Life Skill Development)
Indicator	Long-term evaluation will be conducted using the National 4-H Index Study.
Method	4-H Standard Evaluation
Timeline	1+ Years

Outcome	Youth Short Term (Food Safety, Quality, & Access)
Indicator	Number of youth who reported that they learned the difference between healthy and unhealthy snacks.  Number of youth who reported that they learned about safe food handling and preparation.   Number of youth who reported that they learned about kitchen safety.   Number of youth who reported that they have identified an interest in Family Consumer Sciences.  Number of youth who reported an increased knowledge of egg and/or poultry food safety practices. Number of youth who demonstrated/reported improved egg and/or poultry cooking skills.
Method	4-H Standard Evaluation
Timeline	Immediately after program/event (6+ hours)

  

Outcome	Youth Medium Term (Food Safety, Quality, & Access)
Indicator	Number of youth who reported that they applied skills and/or knowledge to prepare healthy snacks for self or family.   Number of youth who reported that they practiced safe food handling and preparation.   Number of youth who reported that they practiced kitchen safety.  Number of youth who reported that they have used the skills   and/or knowledge gained to complete a Family Consumer Sciences Project.
Method	4-H Standard Evaluation
Timeline	End of Club/Program Year

Outcome	Youth Long Term (Food Safety, Quality, & Access)
Indicator	Long-term evaluation will be conducted using the National 4-H Index Study.
Method	4-H Standard Evaluation
Timeline	1+ Years

Outcome: Youth Short-term  (Financial Security)

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

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Outcome: Youth Medium Term (Financial Security)

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

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Outcome: Youth Long Term (Financial Security)

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 

Success Stories

4-H Art Kit: Creativity, Healing, and Hope After the Storm

Author: Elizabeth Easley

Major Program: Connected & Resilient Communities

On May 16, 2025, an EF4 tornado devastated Laurel County, including a direct hit to the southern side of London. More than 800 homes were damaged, 280 destroyed, and 17 lives lost. This disaster left countless families and children facing significant emotional distress, displacement, and uncertainty about their futures.In a crisis like this, emotional healing is just as important as food and shelter. A 2024 study from the National Institutes of Health reviewed 85 research studies and found that

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