Woodford County CES

County Emphasis:

Community and Economic Development

Concentration 1:

Financial Security and Economic Well-Being

Concentration 2:

Building Leadership Capacity

Concentration 3:

Connected & Resilient Communities

Situation:

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. 4-H programs equip individuals with the knowledge, skills, and resources needed to thrive in their personal lives, family lives, and communities.

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. 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. 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.

Kentucky’s communities face unique challenges that require enhancing connectivity and resilience through digital access, social cohesion, and well-designed public spaces. Extension’s connectivity and resilience efforts focus on supporting local economies and helping communities recover from economic shifts and natural disasters (CEDIK, 2024). Extension strengthens community connections and economic sustainability. These initiatives benefit residents, businesses, and local governments, fostering stronger, more resilient communities equipped to face future challenges. 4-H is committed to providing the resources necessary to promote youth connection in their communities. Thriving youth are healthy, productive, and engaged (Arnold, 2024). Communities that promote the indicators of youth thriving will have more connected, capable, and committed citizens that can critically think through addressing the needs and priorities of their community.

County Situation:

According to the UK Extension Community Needs Assessment (2023), 34% of respondents in Woodford County wanted more practical education targeting community cohesion, engagement, and involvement, as well as more knowledge about governance and responsible use of public funds and taxes. Civics and election education, election processes, and protection of constitutional rights were also ranked by respondents as high need. There was also a need for more education surrounding diversity, inclusion, and cultural understanding in the community. Over 15% of respondents also stated the need for more education on workforce preparation and job readiness, as well as basic skills training and job training including vocational and trade schools. Business recruitment, economic development, support for the working class (e.g., transportation to work and childcare) and the need for a living wage were also rated as high priority needs for Woodford County.

Long-Term Outcomes:

• Increased financial literacy skills

• Youth will have increased economic security.  
• Youth will make sound financial decisions.
• Strong leadership pool for community boards and organizations
• Strong boards and organizations accomplish more in the community
• Increased community pride or investment
• Improved local economy
• Improved quality of life for citizens
• Youth will demonstrate necessary leadership, teamwork, and communication skills needed to be successful in the workplace. 
• 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. 
• Sustained investment in public spaces strengthens local economies
• Cultural heritage is preserved and integrated into communities

Intermediate Outcomes:

Increased sound financial decision making

• 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
• Youth will practice teamwork, responsibility, communication, conflict resolution techniques, and problem-solving skills.  
• Youth will plan and implement a service project.
• Increased participation in cultural and arts-based programs.

Initial Outcomes:

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

• 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
• Enhanced knowledge of concepts and practices
• Knowledge gained through training programs
• Taking on leadership roles for the first time
• Assuming new leadership roles
• Participants give their time to serve in volunteer roles
• 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
• Greater awareness of the benefits of public spaces.
• Increased understanding of cultural development and community identity.

Greater knowledge of community partnerships and collaboration strategies

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

 

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	Short Term Youth
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.
Method	Standard Evaluation Tool for 4-H Family Consumer Sciences: Survey
Timeline	Immediate Post Program

 

Outcome	Medium Term Youth
Indicator	Number of youth who reported that they have practiced budgeting skills.   Number of youth who reported that they have practiced needs versus wants knowledge when making purchases on a budget. .  Number of youth who reported that they have included savings in their budget.
Method	Standard Evaluation Tool for 4-H Family Consumer Sciences: Survey
Timeline	End of program year

 

Outcome	Long Term Youth
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	Improved leadership skills. (initial)
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
Outcome	Knowledge gained through completing training programs. (initial)
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

 

Outcome	Increased participation in leadership roles by first-time leaders. (initial)
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.

 

Outcome	Expanded leadership engagement among program participants. (initial)
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

 

Outcome	Increased engagement via knowledge transfer through volunteer-led Extension programs. (initial)
Indicator	Number of participants who actively engaged in learning opportunities facilitated by trained Extension volunteers (e.g., KEHA or KALP members, Master programs).
Method	Post-event/program surveys measuring participant engagement and knowledge gained; volunteer reports tracking education interactions.
Timeline	Data collected immediately after each program/event.

 

Outcome	Increased volunteer engagement in community problem-solving. (intermediate)
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.

Learning Opportunities:

Audience	Individuals, Families, Employees
Project or Activity	Development of Financial Literacy Skills
Content or Curriculum	publications; MONEYWI$E newsletter and podcasts; Big Blue Book Club; Leader Lessons; Money Habitudes; etc.
Inputs	Programmatic materials, paid staff, volunteers, community partners, non-profit organizations, schools, financial entities and organizations, businesses, etc.
Date(s)	Ongoing

 

Audience	Individuals, Families, Employees
Project or Activity	Development of Family Resource Management Skills
Content or Curriculum	publications; MONEYWI$E newsletter and podcasts; Leader Lessons; etc.
Inputs	Programmatic materials, paid staff, volunteers, community partners, non-profit organizations, schools
Date(s)	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; Leader Lessons
Inputs	Programmatic materials, paid staff, community partners, non-profit organizations, schools, community centers, etc.
Date(s)	Ongoing

 

Audience	Youth
Project or Activity	Consumer and Financial Education
Content or Curriculum	Consumer Savvy
Inputs	Accredited and certified volunteers in 4-H FCS projects.  Kentucky Extension Homemakers Association  Cooperative Extension Educational facilities.  Funding from the Kentucky 4-H Foundation, Inc.   Engaging communities in identifying and implementing programming based on local needs.
Date(s)	September 1-August 30

 

 

Audience	Youth
Project or Activity	Piggy Bank Contest
Content or Curriculum	Money Habitudes   Building a Healthy Wealthy Future   Jump$tart: Reality Check   Money Smart   Building Your Financial Future   Kentucky Saves Week
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.   Funding from the Kentucky 4-H Foundation, Inc.   Funding from local, state, and federal sources.   Engagement of youth and volunteers in program delivery.   Engaging communities in identifying and implementing programming based on local needs.
Date(s)	September 1-August 30

 

Audience	Youth
Project or Activity	Kentucky 4-H Teen Conference
Content or Curriculum	4-H Major Study of Emphasis   Money Habitudes
Inputs	4-H Family and Consumer Sciences programs in which youth experience a sense of belonging, and developmental relationships, explore their spark, and actively engage in meaningful opportunities.   Accredited and certified volunteers in 4-H FCS projects.  Kentucky Extension Homemakers Association  Clothing Volunteers  Four residential camping facilities.   Cooperative Extension Educational facilities.   Utilization of approved research-based curriculum.  Outreach of the Cooperative Extension Land-Grant System.   Funding from the Kentucky 4-H Foundation, Inc.   Funding from local, state, and federal sources.   Engagement of youth and volunteers in program delivery.   Engaging communities in identifying and implementing programming based on local needs.
Date(s)	September 1-August 30

 

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(s)	Ongoing

 

Audience	Individuals
Project or Activity	Master Clothing Volunteers (MCV)
Content or Curriculum	Publications, MCV training, continuing education/content experts
Inputs	Programmatic materials, paid staff, volunteers, community partners, agents, Homemakers, etc.
Date(s)	Ongoing

 

Audience	Youth
Project or Activity	4-H Leadership Program
Content or Curriculum	Curriculum such as Leadership Skills you never outgrow is sourced from Shop 4-H and Ricochet: An Extreme 4-H Leadership Adventure is sourced from other Land Grant Systems. All curriculum pieces focus on leadership, communication, and civic engagement.
Inputs	In school clubs for middle and high school, after school clubs for teens, area ten councils, Middle school leadership clubs, and civic engagement opportunities. These programs are supported by the research base of the Cooperative Extension Land-grant system, funding from the Kentucky 4-H Foundation, Inc., local, state, and federal sources, grants, and the engagement of volunteers, youth, communities, and external stakeholders such as civic groups.
Date(s)	Summer

 

Audience	Youth
Project or Activity	Teen Conference
Content or Curriculum	Curriculum is sourced from Shop 4-H and the Land Grant System, focuses on leadership, communication, and civic engagement.
Inputs	These programs are supported by the research base of the Cooperative Extension Land-grant system, funding from the Kentucky 4-H Foundation, Inc., local, state, and federal sources, grants, and the engagement of volunteers, youth, communities, and external stakeholders such as civic groups.
Date(s)	Summer

 

Audience	Youth
Project or Activity	4-H Summit
Content or Curriculum	Curriculum is sourced from Shop 4-H and the Land Grant System, focuses on leadership, communication, and civic engagement.
Inputs	These programs are supported by the research base of the Cooperative Extension Land-grant system, funding from the Kentucky 4-H Foundation, Inc., local, state, and federal sources, grants, and the engagement of volunteers, youth, communities, and external stakeholders such as civic groups.
Date(s)	Fall

 

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)	Pre-Summer

 

Audience	Youth
Project or Activity	4-H State Leadership Boards / Task Forces / Area Councils
Content or Curriculum	Curriculum is sourced from Shop 4-H and the Land Grant System, focuses on leadership, communication, and civic engagement.
Inputs	These programs are supported by the research base of the Cooperative Extension Land-grant system, funding from the Kentucky 4-H Foundation, Inc., local, state, and federal sources, grants, and the engagement of volunteers, youth, communities, and external stakeholders such as civic groups.
Date(s)	Throughout the Program Year

 

Audience	Youth
Project or Activity	Achievement Program
Content or Curriculum	Curriculum is sourced from Shop 4-H and the Land Grant System, focuses on leadership, communication, and civic engagement.
Inputs	These programs are supported by the research base of the Cooperative Extension Land-grant system, funding from the Kentucky 4-H Foundation, Inc., local, state, and federal sources, grants, and the engagement of volunteers, youth, communities, and external stakeholders such as civic groups.
Date(s)	Throughout the year

 

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

 

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	Short Term Youth
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.
Method	Standard Evaluation Tool for 4-H Family Consumer Sciences: Survey
Timeline	Immediate Post Program

 

Outcome	Medium Term Youth
Indicator	Number of youth who reported that they have practiced budgeting skills.   Number of youth who reported that they have practiced needs versus wants knowledge when making purchases on a budget. .  Number of youth who reported that they have included savings in their budget.
Method	Standard Evaluation Tool for 4-H Family Consumer Sciences: Survey
Timeline	End of program year

 

Outcome	Long Term Youth
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	Improved leadership skills. (initial)
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
Outcome	Knowledge gained through completing training programs. (initial)
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

 

Outcome	Increased participation in leadership roles by first-time leaders. (initial)
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.

 

Outcome	Expanded leadership engagement among program participants. (initial)
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

 

Outcome	Increased engagement via knowledge transfer through volunteer-led Extension programs. (initial)
Indicator	Number of participants who actively engaged in learning opportunities facilitated by trained Extension volunteers (e.g., KEHA or KALP members, Master programs).
Method	Post-event/program surveys measuring participant engagement and knowledge gained; volunteer reports tracking education interactions.
Timeline	Data collected immediately after each program/event.

 

Outcome	Increased volunteer engagement in community problem-solving. (intermediate)
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.