Pendleton County CES

County Emphasis:

Supporting Life Skills

Concentration 1:

Financial Security and Economic Well-Being

Concentration 2:

Work and Life Skill Development

Concentration 3:

Family and Youth Development

Situation:

Financial and Security and Economic Well Being Situation:

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.’

Work and Life Skill Development 

Kentucky household income statistics are concerning, with the median household income in Kentucky on a downward trend (i.e., approximately $55,100, which is 74% of the U.S. median income). Most alarming, it is estimated that nearly 62% of Kentucky households do not generate sufficient income to meet living wage standards given the state’s average cost of living. The Kentucky Center for Business and Economic Research (2024) projects that, “a key for Kentucky’s future economic growth is to identify and successfully implement programs that increase the employment-population ratio, particularly for working-age adults.” The University of Kentucky Cooperative Extension Service (CES) is committed to improving the work and life skill development of adults across the Commonwealth by offering programming designed to increase the human capital of constituents. This includes providing education and training on topics such as workforce preparation, job readiness, financial literacy, soft skills, and professionalism, among others.

In a 2023 University of Kentucky Cooperative Extension Community Needs Assessment, with nearly 28,000 responses from across the state, Building Employee Soft Skills (e.g., communication, productivity, and teamwork skills) and Building Life Skills of Community Members were among the top ten Individual and Family Development Needs reported by Kentuckians.

Youth Focus

America’s future hinges on a prepared workforce and engaged communities collaborating to tackle society’s most pressing challenges. As of 2024, there are 2,465,949 job openings in Kentucky and nationwide there are 10 million unfilled jobs. Fasted growing jobs are in the fields of vocational education and higher education teachers, agriculture professionals, and digitally enabled roles: ecommerce specialists, digital transformation specialists, and digital marketing professionals (World Economic Forum, 2023). 85% of the jobs that will exist in 2030 haven’t been invented yet (Dell Technologies, 2019). 77% of employers say focus less on traditional school subjects, more on real-world skills (Kauffman Foundation, 2021). Skills like analytical thinking, creative thinking, resilience, flexibility, adaptability are key (World Economic Forum, 2023). According to the National 4-H Index Study 2024, 80% explored career options, 50% received guidance for college decisions, and 95% reported 4-H helped them identify things they were good at. To ensure a sustainable society, it is crucial that our youth are equipped to fill these positions. The University of Kentucky Cooperative Extension System Community Needs Assessment (2023) has identified key priority issues related to life skill development for young people. These priorities include youth life skill training opportunities, youth workforce readiness, and maximizing youth voice in matters that directly impact them. Empowering our youth to actively participate in addressing societal issues is essential for a thriving future.

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.

County Situation:

Pendleton County residents face diverse challenges affecting personal growth, economic stability, and family well-being. Low educational attainment among young adults, limited career readiness, financial hardship, housing cost burdens, youth substance abuse, and inadequate mental health services all underscore the need for targeted programs. Additionally, the high prevalence of disabilities points to the importance of inclusive training and employment opportunities. By leveraging multiple Extension concentrations, Pendleton County can foster stronger life skills, improve economic well-being, and support healthier families.  Data:  Work and Life Skill Development  Educational Attainment (Ages 18-24): 12.7% without a high school diploma; only 3.9% hold a bachelor’s degree or higher (Kentucky By The Numbers).  High School Graduates: Only 13.6% earn industry certifications; 56.2% earn college credit prior to graduation; 39.1% pursue higher education immediately (Kentucky By The Numbers).  Financial Security and Economic Well-Being  Poverty Rate: 14.4% of residents live below the poverty line (Kentucky By The Numbers).  Housing Costs: 43.8% of renters and ~17.7% of homeowners spend over 35% of income on housing (Kentucky By The Numbers).  Employment and Income: Median household income is about $62,475; gender income disparity persists (males $57,073 vs. females $43,927).  Family and Youth Development  Youth Substance Abuse: 589 emergency department visits related to substance abuse between 2020-2022 (Kentucky By The Numbers – Pendleton County Profile).  Mental Health Services: Only 9 mental health providers in the county (Kentucky By The Numbers – Pendleton County Profile).  Youth with Disabilities: Approximately 231 youth (ages 5-17) have disabilities, indicating a need for inclusive programs (Kentucky By The Numbers).  By addressing these issues through collaborative Extension efforts, Pendleton County can enhance educational outcomes, improve financial stability, promote healthier family environments, and ultimately foster long-term resilience and success.

Long-Term Outcomes:

Adult Increased financial literacy skills Improved financial security and stability Improved financial and economic well-being Increased human capital among Kentuckians Decrease in state unemployment rates Improved quality of workforce Increased meaningful social connections Increased support network Increased kindergarten readiness rates in the county and state Increased caregiver preparation Improved quality of family life   Youth Youth will have increased economic security.   Youth will make sound financial decisions.  Youth will have an increased rate of savings.  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.

Intermediate Outcomes:

Adult Increased sound financial decision making Implementation of financial literacy and resource management strategies/skills Increased savings (e.g., as a result of budgeting, saving, reducing debt, spending wisely, stretching resources) Increased access to community financial resources  Youth 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 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.

Initial Outcomes:

Adult

Strengthening financial literacy and well-being, including but not limited to, budgeting, spending wisely, saving, using credit responsibly, reducing debt, estate planning, fraud reduction, etc.

• Improved financial literacy knowledge
• Improved employability and interpersonal skills
• Increased confidence to implement employability strategies
• Developed strategies for maintaining a health work-life balance

Strengthening work and life skills, including but not limited to, developing workforce development skills, employability and interpersonal skills, and work-life management strategies. 

• 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

Strengthening family behaviors include, but are not limited to, spending time together, creating safe environments, engaging in positive communication, building supportive networks, showing appreciation, healthy stress management, engaging in regular selfcare, and adopting a positive outlook.

• Increased knowledge about nurturing parenting and caregiving across the life span.
• Increased awareness of community resources to support healthy families.
• Increased confidence making decisions related to parenting and caregiving.
• Increased confidence and motivation to reduce loneliness and social isolation.
• Improved skills related to nurturing parenting and caregiver support
• Increased intentions to employ health-promoting behaviors (e.g., reading to your child, spending time together, self-care, caregiver preparation, active living).

 

Youth

• 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. 
• 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.

Evaluation:

Outcome	Improved knowledge related to financial literacy concepts (initial)
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

 

Outcome	Improved financial and/or resource management skills (e.g., creating a budget, checking credit report, developing an estate plan, etc.) (initial)
Indicator	Number of individuals who reported developing skills related to family finance and/or resource management
Method	Self-reported surveys
Timeline	Post-program/curricula survey administration or follow-up evaluation

 

Outcome	Increased confidence to implement family finance and resource management skills (e.g., budgeting, spending wisely, saving, using credit responsibly, reducing debt, estate planning, reducing fraud, etc.) (initial)
Indicator	Number of individuals who reported improved confidence to implement family finance and/or resource management skills.
Method	Self-reported surveys
Timeline	Post-program/curricula survey administration or follow-up evaluation

 

Outcome	Increased sound financial decision making (intermediate)
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.

 

Outcome	Implementation of financial literacy and resource management strategies/skills (intermediate)
Indicator	Number of individuals who implemented at least one strategy to better manage their family finances and resources (e.g., considered wants/needs, avoided bank fees, reviewed tax forms, set savings goals, started estate plan, developed budget, increased fraud protection, etc.).
Method	Self-reported surveys, documentation, or interviews
Timeline	Follow-up evaluations to capture action/behavior change over time.

 

Outcome	Increased savings (intermediate)
Indicator	Dollars reported saved as a result of participating in a financial education or family resource management program.
Method	Documentation (direct report, repeated survey) or interviews
Timeline	Ongoing/as changes are made and projects progress

 

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

 

Outcome	Increased access to community financial resources through Extension support (intermediate)
Indicator	Number of grants or tangible financial resources accessed by communities, nonprofits, or small businesses as a result of Extension-supported initiatives
Method	Tracked through self-reported surveys from community partners, nonprofits and small businesses, documentation from grant reports where Extension provided support
Timeline	Ongoing

 

Outcome	Short term
Indicator	Number of youth who reported learning  the differences between purchases made for “needs” vs “wants”  Number of youth who reported that they learned about budgeting.  Number of youth who reported that they learned about savings.
Method	Standard Evaluation Tool for 4-H Family Consumer Sciences: Survey
Timeline	Immediate Post Program

 

Outcome	Youth - Medium Term
Indicator	Number of youth who reported that they have identified  one or more jobs that might be a good fit for them in Family Consumer Sciences.   Number of youth who reported that have taken steps to pursue gaining knowledge for a job in Family Consumer Sciences.   Number of youth who reported that they have practiced budgeting skills.   Number of youth who reported that they have practiced needs versus wants knowledge when making purchases on a budget. .  Number of youth who reported that they have included savings in their budget.
Method	Standard Evaluation Tool for 4-H Family Consumer Sciences: Survey
Timeline	End of program year

 

Outcome	Youth - 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

 

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

 

Outcome	Increased confidence to implement employability strategies (initial)
Indicator	Number of participants who reported improvement in their confidence to implement employment strategies as a result of participation.
Method	Self-reported surveys
Timeline	Post-program/curricula survey administration

 

Outcome	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 surveys
Timeline	Post-program/curricula survey administration

 

Outcome	Increased salary/income/employment (intermediate)
Indicator	(1) Number of participants who gained an increase in salary/income as a result of participating in an Extension workforce development program/outreach; (2) Number of participants who gained new employment as a result of participating in an Extension workforce development program/outreach
Method	Documentation (direct report, repeated survey) or interviews
Timeline	Ongoing/as changes are made and project progress

 

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	Youth – Short Term
Indicator	Number of youth who reported learning new skills to prepare or improve themselves for the workforce as a result of participating in an Extension workforce development program/outreach. Number of youth who reported that they improved their job interview skills as a result of participating in an Extension workforce development program/outreach. Number of youth who reported an improvement in their personal skills (e.g., communication, networking, time management) as a result of participating in an Extension workforce development program/outreach.  Number of youth who reported improvement in their confidence to implement employment strategies as a result of participating in an Extension workforce development program/outreach. Number of youth who reported that they learned strategies for managing their work-life responsibilities as a result of participating in an Extension workforce development program/outreach.  Number of youth who reported expressing their thoughts or opinions.  Number of youth who reported using information to communicate with others.  Number of youth who reported demonstrating a skill they have learned.  Number of youth who reported serving in a leadership role.  Number of youth who reported working in a team / group to accomplish a common task or goal.  Number of youth who reported realizing how my actions impact others.  Number of youth reporting identifying the needs of others in their community.  Number of youth who reported participating in a service activity (community service, service learning, personal service to others).  Number of youth who reported recognizing leaders in their community or area of interest.  Number of volunteers who taught youth to express their thoughts or opinions.  Number of volunteers who taught youth how to use information to communicate with others.  Number of volunteers who provided opportunities for youth to demonstrate a skill they learned.  Number of volunteers who provided opportunities for youth to serve in a leadership role.  Number of volunteers who facilitated experiences for youth to work in a team/group to accomplish a common task or goal.   Number of volunteers who helped youth understand how their actions impact others.  Number of volunteers who facilitated the identification of the needs of others in their community.  Number of volunteers who coordinated service activities (community service, service learning, personal service to others).  Number of volunteers who taught youth to recognize leaders in their community or area of interest.
Method	Standard Evaluation
Timeline	Immediately post program (6+ hours)

 

Outcome	Youth – Medium Term
Indicator	Number of youth who developed a resume as a result of participating in an Extension workforce development program/outreach.   Number of youth who gained an increase in salary/income as a result of participating in an Extension workforce development program/outreach.  Number of youth who gained new employment as a result of participating in an Extension workforce development program/outreach.
Method	Survey
Timeline	End of Year

 

Outcome	Youth - Long term
Indicator	Long-term evaluation will be conducted using the National 4-H Index Study.
Method	Survey or Interview
Timeline	1+ years

 

Outcome	Increased knowledge about nurturing parenting and caregiver support across the lifespan (e.g., how often you read to your child, benefits of spending time together, identifying selfcare behaviors, enhance communication) (initial)
Indicator	Number of participants who reported increased knowledge of nurturing parenting and/or caregiver support practices.
Method	Self-reported surveys
Timeline	Post-program/curricula survey administration

 

Outcome	Increased confidence and motivation to engage in nurturing parenting and caregiver support (e.g., how often you read to your child, benefits of spending time together, identifying selfcare behaviors, enhance communication) (initial)
Indicator	Number of participants who reported they have used nurturing parenting and/or caregiving strategies to improve their skills
Method	Self-reported surveys
Timeline	Post-program/curricula survey administration or follow up evaluation

 

Outcome	Increased intentions to engage in nurturing parenting and caregiver support (e.g., spending more quality time together, engaging in meaningful talk) (initial)
Indicator	Number of participants who reported they intend/plan to increase time spent nurturing and/or caregiving.
Method	Self-reported surveys
Timeline	Post-program/curricula survey administration or follow up evaluation

 

 

Outcome	Enhanced community partnerships that equitably support family health (e.g., FRISC, Health Depart., DAIL, AAA,)(intermediate)
Indicator	Number of participants who reported seeking support from local community organizations and/or its individual member.
Method	Self-reported surveys
Timeline	Repeated self-reported surveys and/or follow-up evaluations to capture behavior change over time

 

Outcome	Increased healthy relationships across generations that support healthy communication, nurturing behaviors, and quality time together. (intermediate)
Indicator	Number of participants who reported they enhanced healthy relationships. Number of participants who reported that they extended any type of support to another parent, grandparent, older adult, or relative raising a child.
Method	Self-reported surveys
Timeline	Ongoing/as changes are made and projects progress

Learning Opportunities:

Family and Youth Development 

 

Audience: Families and Individuals

Project or Activity: Parenting Education

Content or Curriculum: Active Parenting 4^th ed., Parenting A Second Time Around, Parent Express Newsletter, Laughter in Marriage is a Must, Information releases and Publications, Am I Lying to My Child When I Say the Tooth Fairy is Real?; Navigating Trauma After a Natural Disaster; Understanding Suicide[CH1] ; Living with Loss: Self-Care and Managing Grief; Entertaining Little Ones; Pathways to Wellness: Navigating the people, places, and spaces that influence health; Inspiring Grandchildren to become Grand Cooks; Emergency Health Information Cards; Time Well Spent: Organizing Tips for Increased Productivity; In the Face of Natural Disaster Toolkit; Athletic Performance (Nutrition); Cook Together, Eat Together; Eating for Health; Faithful Families; Food Safety; Family Mealtime; Increasing Powerhouse Vegetables; Making Health Lifestyle Choices; Making the Most of Meals while Traveling; Maternal and Child Health; Vegetables for Wellness; Home is Where the Health Is; Piecing it Together: Essential Skills for Single Parent Families; How to Help Military Families; Feed Hungry Young Minds through Storybook Adventures; Life Story/Memory Banking; Understanding Risky Adolescent Behavior and Health Brain Development; Building Your Preschooler’s Financial Capacity; Traveling Light; Grandparent and Grandchildren Together; Parent Express; Keys to Great Parenting 

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

Date: Ongoing

 

Audience: Families and Individuals

Project or Activity: Caregiver Support

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

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

Date: Ongoing/seasonal

 

Audience: Families and Individuals

Project or Activity: Kindergarten Readiness

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

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

Date: Ongoing

 

Audience: Families and Individuals

Project or Activity: Communication/Relationships Across the Lifespan

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

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

Date: Ongoing

Evaluation:

Outcome	Improved knowledge related to financial literacy concepts (initial)
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

 

Outcome	Improved financial and/or resource management skills (e.g., creating a budget, checking credit report, developing an estate plan, etc.) (initial)
Indicator	Number of individuals who reported developing skills related to family finance and/or resource management
Method	Self-reported surveys
Timeline	Post-program/curricula survey administration or follow-up evaluation

 

Outcome	Increased confidence to implement family finance and resource management skills (e.g., budgeting, spending wisely, saving, using credit responsibly, reducing debt, estate planning, reducing fraud, etc.) (initial)
Indicator	Number of individuals who reported improved confidence to implement family finance and/or resource management skills.
Method	Self-reported surveys
Timeline	Post-program/curricula survey administration or follow-up evaluation

 

Outcome	Increased sound financial decision making (intermediate)
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.

 

Outcome	Implementation of financial literacy and resource management strategies/skills (intermediate)
Indicator	Number of individuals who implemented at least one strategy to better manage their family finances and resources (e.g., considered wants/needs, avoided bank fees, reviewed tax forms, set savings goals, started estate plan, developed budget, increased fraud protection, etc.).
Method	Self-reported surveys, documentation, or interviews
Timeline	Follow-up evaluations to capture action/behavior change over time.

 

Outcome	Increased savings (intermediate)
Indicator	Dollars reported saved as a result of participating in a financial education or family resource management program.
Method	Documentation (direct report, repeated survey) or interviews
Timeline	Ongoing/as changes are made and projects progress

 

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

 

Outcome	Increased access to community financial resources through Extension support (intermediate)
Indicator	Number of grants or tangible financial resources accessed by communities, nonprofits, or small businesses as a result of Extension-supported initiatives
Method	Tracked through self-reported surveys from community partners, nonprofits and small businesses, documentation from grant reports where Extension provided support
Timeline	Ongoing

 

Outcome	Short term
Indicator	Number of youth who reported learning  the differences between purchases made for “needs” vs “wants”  Number of youth who reported that they learned about budgeting.  Number of youth who reported that they learned about savings.
Method	Standard Evaluation Tool for 4-H Family Consumer Sciences: Survey
Timeline	Immediate Post Program

 

Outcome	Youth - Medium Term
Indicator	Number of youth who reported that they have identified  one or more jobs that might be a good fit for them in Family Consumer Sciences.   Number of youth who reported that have taken steps to pursue gaining knowledge for a job in Family Consumer Sciences.   Number of youth who reported that they have practiced budgeting skills.   Number of youth who reported that they have practiced needs versus wants knowledge when making purchases on a budget. .  Number of youth who reported that they have included savings in their budget.
Method	Standard Evaluation Tool for 4-H Family Consumer Sciences: Survey
Timeline	End of program year

 

Outcome	Youth - 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

 

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

 

Outcome	Increased confidence to implement employability strategies (initial)
Indicator	Number of participants who reported improvement in their confidence to implement employment strategies as a result of participation.
Method	Self-reported surveys
Timeline	Post-program/curricula survey administration

 

Outcome	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 surveys
Timeline	Post-program/curricula survey administration

 

Outcome	Increased salary/income/employment (intermediate)
Indicator	(1) Number of participants who gained an increase in salary/income as a result of participating in an Extension workforce development program/outreach; (2) Number of participants who gained new employment as a result of participating in an Extension workforce development program/outreach
Method	Documentation (direct report, repeated survey) or interviews
Timeline	Ongoing/as changes are made and project progress

 

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	Youth – Short Term
Indicator	Number of youth who reported learning new skills to prepare or improve themselves for the workforce as a result of participating in an Extension workforce development program/outreach. Number of youth who reported that they improved their job interview skills as a result of participating in an Extension workforce development program/outreach. Number of youth who reported an improvement in their personal skills (e.g., communication, networking, time management) as a result of participating in an Extension workforce development program/outreach.  Number of youth who reported improvement in their confidence to implement employment strategies as a result of participating in an Extension workforce development program/outreach. Number of youth who reported that they learned strategies for managing their work-life responsibilities as a result of participating in an Extension workforce development program/outreach.  Number of youth who reported expressing their thoughts or opinions.  Number of youth who reported using information to communicate with others.  Number of youth who reported demonstrating a skill they have learned.  Number of youth who reported serving in a leadership role.  Number of youth who reported working in a team / group to accomplish a common task or goal.  Number of youth who reported realizing how my actions impact others.  Number of youth reporting identifying the needs of others in their community.  Number of youth who reported participating in a service activity (community service, service learning, personal service to others).  Number of youth who reported recognizing leaders in their community or area of interest.  Number of volunteers who taught youth to express their thoughts or opinions.  Number of volunteers who taught youth how to use information to communicate with others.  Number of volunteers who provided opportunities for youth to demonstrate a skill they learned.  Number of volunteers who provided opportunities for youth to serve in a leadership role.  Number of volunteers who facilitated experiences for youth to work in a team/group to accomplish a common task or goal.   Number of volunteers who helped youth understand how their actions impact others.  Number of volunteers who facilitated the identification of the needs of others in their community.  Number of volunteers who coordinated service activities (community service, service learning, personal service to others).  Number of volunteers who taught youth to recognize leaders in their community or area of interest.
Method	Standard Evaluation
Timeline	Immediately post program (6+ hours)

 

Outcome	Youth – Medium Term
Indicator	Number of youth who developed a resume as a result of participating in an Extension workforce development program/outreach.   Number of youth who gained an increase in salary/income as a result of participating in an Extension workforce development program/outreach.  Number of youth who gained new employment as a result of participating in an Extension workforce development program/outreach.
Method	Survey
Timeline	End of Year

 

Outcome	Youth - Long term
Indicator	Long-term evaluation will be conducted using the National 4-H Index Study.
Method	Survey or Interview
Timeline	1+ years

 

Outcome	Increased knowledge about nurturing parenting and caregiver support across the lifespan (e.g., how often you read to your child, benefits of spending time together, identifying selfcare behaviors, enhance communication) (initial)
Indicator	Number of participants who reported increased knowledge of nurturing parenting and/or caregiver support practices.
Method	Self-reported surveys
Timeline	Post-program/curricula survey administration

 

Outcome	Increased confidence and motivation to engage in nurturing parenting and caregiver support (e.g., how often you read to your child, benefits of spending time together, identifying selfcare behaviors, enhance communication) (initial)
Indicator	Number of participants who reported they have used nurturing parenting and/or caregiving strategies to improve their skills
Method	Self-reported surveys
Timeline	Post-program/curricula survey administration or follow up evaluation

 

Outcome	Increased intentions to engage in nurturing parenting and caregiver support (e.g., spending more quality time together, engaging in meaningful talk) (initial)
Indicator	Number of participants who reported they intend/plan to increase time spent nurturing and/or caregiving.
Method	Self-reported surveys
Timeline	Post-program/curricula survey administration or follow up evaluation

 

 

Outcome	Enhanced community partnerships that equitably support family health (e.g., FRISC, Health Depart., DAIL, AAA,)(intermediate)
Indicator	Number of participants who reported seeking support from local community organizations and/or its individual member.
Method	Self-reported surveys
Timeline	Repeated self-reported surveys and/or follow-up evaluations to capture behavior change over time

 

Outcome	Increased healthy relationships across generations that support healthy communication, nurturing behaviors, and quality time together. (intermediate)
Indicator	Number of participants who reported they enhanced healthy relationships. Number of participants who reported that they extended any type of support to another parent, grandparent, older adult, or relative raising a child.
Method	Self-reported surveys
Timeline	Ongoing/as changes are made and projects progress