Jessamine County CES

County Emphasis:

Collaborating among community organizations and local government to promote a sense of community, resiliency and success.

Concentration 1:

Connected & Resilient Communities

Concentration 2:

Building Leadership Capacity

Concentration 3:

Work and Life Skill Development

Situation:

Kentucky’s communities face unique challenges that require enhancing connectivity and resilience through digital access, social cohesion, and well-designed public spaces. Broadband access remains critical, particularly in rural areas where digital connectivity gaps hinder economic and educational opportunities. The 2023 Community Needs Assessment identified improved broadband and digital literacy as top priorities for enhancing community resilience.

Extension’s connectivity and resilience efforts focus on supporting local economies and helping communities recover from economic shifts and natural disasters (CEDIK, 2024). By promoting digital literacy, educating on safe and vibrant outdoor spaces, and implementing place-based disaster preparedness programs, 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.

Youth Focus

In today’s rapidly evolving world, youth are and can play a pivotal role in shaping the future of connected and resilient communities. Young people are leveraging technology and social networks to foster strong, supportive relationships that transcend geographical boundaries. They are actively engaged in community-building activities, promoting access to opportunity, and driving change. By participating in local and global initiatives, they are not only enhancing their own resilience but also contributing to the overall strength and adaptability of their communities. Their innovative approaches to problem-solving and their commitment to sustainability are essential in addressing the complex challenges of the 21st century. As they continue to collaborate and share knowledge, youth are laying the foundation for a more connected and resilient world. 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:

Jessamine County is a community just outside of Lexington which creates both opportunities and issues. Lexington provides an outlet for Jessamine residents to work and to enrich their lives through parks and entertainment. Its proximity to Lexington also creates a desire for Jessamine County to maintain its own identity, offer its own leadership experiences and community events and activities, vs having residents always go to Lexington for these things. 

The back and forth to Lexington  creates a number of issues such as congestion on highways, a lack of commitment to this community, a struggling business climate as we compete with Lexington and lower tax revenues to this community. Jessamine County also struggles to compete with Lexington and surrounding communities for good jobs and new employers due primarily to land prices. Jessamine County has been a high population growth county since 1965. We are located in an area that does not provide quick and easy access to an intestate. Restaurants are beginning to locate in our community and entertainment facilities are also beginning to locate here which should improve residents' overall opinion of Jessamine County. 

Opportunities that promote a sense of local community (e.g., community events, creative expression, and community gardens) were identified through our UK Community needs assessment survey as being of a high priority to respondents. Building the capacity of local nonprofits and community leaders has also been identified as being critical for the vitality of our community. Survey participants stated the need for more community wide events, increased tourism and restaurant opportunities and a united and cohesive community.  

By supporting and engaging young leaders, adults, organizations and communities experience direct benefits, through stronger connections to other young people in the community (Zeldin, McDaniel, Topitzes, & Lorens, 2001). Additionally, young people help to re-energize adults and counteract negative stereotypes of youth when they are successfully engaged in leadership within their communities (Zeldin, & Camino, 1999; Fiscus, 2003).Jessamine County is no exception to this and has found that leadership directly links to community involvement. It has also found that leadership at all ages is beneficial to the community, and can spark community pride and a desire to see and do well in the place they live. 

Joseph Rost (1993)1 defines leadership as an influential relationship between leaders and collaborators based on shared or mutual purposes intended to achieve real change. Community, Economic and Leadership development go hand in hand to create a strong, viable community .

Long-Term Outcomes:

Expanded partnerships enhance problem-solving and resource-sharing- SH Communities recover faster from disasters/economic disruptions- SH Improved quality of life through connection and civic engagement- SH Strong leadership pool for community boards and organizations- SH Strong boards and organizations accomplish more in the community- SH Improved quality of workforce-SH Youth will demonstrate necessary leadership, teamwork, and communication skills needed to be successful in the workplace.? CW Youth participation in community involvement increases.??? CW Youth will serve in leadership roles in their community.??CW  Youth will more effectively communicate, work with others, and contribute to driving change and shaping the future. CW Youth will become engaged, healthy, and productive members of their communities.CW

Intermediate Outcomes:

• Communities implement disaster preparedness and recovery strategies.- SH

• New partnerships and networks address community challenges- SH

• Participants gain confidence to lead- SH

• Leaders are inspired to get more involved-SH

• Leaders address community issues and needs-SH

• Leaders recruit and engage others to participate in community projects-SH

• Leaders mentor others-SH

• Increased knowledge transfer through volunteer-led positions-SH

• Increased implementation of employability strategies/skills- SH

• Youth will practice teamwork, responsibility, communication, conflict resolution techniques, and problem-solving skills.?? CW

• Youth will plan and implement a service project.??CW

Initial Outcomes:

• Improved understanding of disaster preparedness and recovery strategies.- SH

• Increased understanding of cultural development and community identity.- SH

• Greater knowledge of community partnerships and collaboration strategies- SH

• Improved leadership skills- SH

• Enhanced knowledge of concepts and practices- SH

• Knowledge gained through training programs- SH

• Assuming new leadership roles- SH

• Participants give their time to serve in volunteer roles-SH

• Developed skills related to workforce development- SH

• Developed strategies for maintaining a health work-life balance-SH

Evaluation:

Outcome	Improved understanding of disaster preparedness and recovery strategies (short term)- SH
Indicator	Number of participants who reported that they intend to develop an emergency plan or preparedness kit after completing an Extension disaster training.
Method	Pre- and post-training survey.
Timeline	Collected before and after each session.

Outcome	Communities implement disaster preparedness and recovery strategies (int)- SH
Indicator	Number of businesses, farms, or households reporting faster post-disaster recovery due to preparedness actions learned through Extension.
Method	Post-disaster community case studies and resilience tracking.
Timeline	Assessed following disaster events.

Outcome	Expanded partnerships enhance problem-solving and resource-sharing- SH
Indicator	Indicator 1: Number of communities or organizations securing external funding (grants, sponsorships, or resource investments) as a result of Extension support. Indicator 2: Number of new collaborative networks, partnerships, or cross-sector initiatives developed to address local challenges as a result of Extension-supported programs.
Method	grant tracking, partners surveys, local reports
Timeline	annually

Outcome	Improved leadership skills. -SH
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	Increased applied leadership knowledge for individuals serving in formal leadership roles.- SH
Indicator	Number of people reporting improved applied leadership knowledge (e.g., governance, financial oversight, strategic planning) from participation in board, officer, or leadership training programs.
Method	Post-training surveys measuring knowledge gained in governance-related skills
Timeline	Survey collected immediately after training; follow-up conducted at three and six months to assess knowledge application

Outcome	Expanded leadership engagement among program participants.- SH
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	Giving time to serve in volunteer roles (e.g., KEHA or KALP members, Master programs, etc.). - SH
Indicator	Number of people volunteering time to assist Extension or community activities and events
Method	Post participation survey (self-assessment of learning gains)
Timeline	Survey will be collected immediately after program participation; also monthly, quarterly, or annual volunteer hour reports.

Outcome	Increased engagement via knowledge transfer through volunteer-led Extension programs- SH
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	Leaders recruit and engage others to participate in projects.- SH
Indicator	Number of people actively recruiting and engaging others to participate in community projects.
Method	Post-program survey (self-reported recruitment efforts); tracking participation in community-led projects.
Timeline	Survey collected immediately after program completion; follow-up conducted at three and six months.

Outcome	Developed skills related to workforce development-SH
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	Developed strategies for work-life management -SH
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	Short Term(Civic Education/Global Education)
Indicator	Number of youth who reported that they identified community needs.   Number of youth who expressed interest in expanding their knowledge of other cultures.   Number of youth who reported that they can identify aspects of their own culture.   Number of youth who reported that they can name one responsibility they have as a citizen.   Number of youth who report increased confidence interacting with others as a result of their participation in Extension arts activities.
Method	Survey
Timeline	Immediately post program

Outcome	Medium Term(Civic Education/Global Education)
Indicator	Number of youth who reported that they used the skills learned  to plan and facilitate a service project.  Number of youth who reported that they can communicate to others an aspect of their own culture.   Number of youth who reported that they can explain one responsibility they have as a citizen.
Method	Survey
Timeline	End of Program Year

Outcome: Long Term (Civic Education/Global Education)

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

Method: Survey 

Timeline: 1+ year

Outcome: Short Term (SET Programs) 

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

Method: Survey 

Outcome: Medium Term (SET Programs)

Indicator: 

• Number of youth who reported that they can apply critical thinking skills that they learned in SET programs/projects in other areas of their life.   

• Number of youth who reported that they have used knowledge and/or skills gained to complete a SET project.  

Method: Survey 

Timeline: End of Program Year

Timeline: Immediately post program 

Outcome: Long Term (SET Programs)

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

Method: Survey 

Timeline: 1+ years

Outcome: Short Term 4-H Camp

Indicator: 

• Number of youth who reported that they take responsibility for their actions.   

• Number of youth who reported 4-H Camp improved their ability to manage their emotions. 

Method: Survey 

Timeline: End of Camp

Outcome: Short Term  

Indicator: 

• Number of youth who reported that they have identified personal strengths in leadership (including teamwork, responsibilities, communication, conflict resolution, problem solving, parliamentary procedure).  

• Number of youth who reported that they have set goals to serve in leadership roles.  

• Number of youth who reported that they are interested in serving as a leader. 

Method: Survey  

Timeline: After Program/ Activity Completion  

Outcome: Medium Term

Indicator: 

• Number of youth who reported that they applied leadership skills learned in 4-H (e.g., teamwork, responsibilities, communication, conflict resolution, problem solving, parliamentary procedure) to other areas of their life, such as at home, school, etc.  

• Number of youth who reported that they have served in leadership roles beyond the 4-H club or county level. 

• Number of youth who reported that they have used the skills learned in to plan and implement a workshop or activity.  

Method: Survey 

Timeline: At end of Club/Program Year

Outcome: Long Term

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

Method: Survey  

Timeline: At least a year from participation

Outcome: 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: 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 program year

Outcome: Long Term

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

Method: Survey or Interview

Timeline: 1+ years

Learning Opportunities:

Audience	Individuals- SH
Project or Activity	Building Connection in Communities
Content or Curriculum	SPARK! toolkit, Placemaking Toolkit, Community Design publications, Community Arts publications, CLD publications, Building Community Pop-Up Toolkit, Creative Community Projects toolkit, Community Mural toolkit, Story Circles, curriculum, trainings, continuing education, Civic Engagement publications, Coalition and Network building publications
Inputs	Programmatic materials, paid staff, community partners, volunteers, etc.
Date(s)	Ongoing

Audience	Individuals- SH
Project or Activity	Emergency Preparedness, Response, and Recovery
Content or Curriculum	EDEN materials, KHERN publications, trainings, continuing education
Inputs	Programmatic materials, paid staff, volunteers, community partners, etc.
Date(s)	Ongoing

Audience	Individuals- SH
Project or Activity	Kentucky Extension Homemakers Association (KEHA)- SH
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- SH
Inputs	Programmatic materials, training, mentoring, paid staff, volunteers, community partners, non-profits, etc.-SH
Date(s)	Ongoing

Audience	Individuals, Families, Employees- SH
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(s)	Ongoing

Audience	Individuals, Families, Employees- SH
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(s)	Ongoing

Audience	4-Hers, Professional Staff, Clientele
Project or Activity	4-H Issues Conference
Content or Curriculum	Content or Curriculum: Curriculum is sourced from Shop 4-H and the Land Grant System, focuses on leadership, communication, and civic engagement. In addition to these sources are the vetted sources of iCivics.org, CommonSense.org, and PBS Learning Media.
Inputs	These programs are supported by the research base of the Cooperative Extension Land-grant system, funding from the Kentucky 4-H Foundation, Inc., local, state, and federal sources, grants, and the engagement of volunteers, youth, communities, and external stakeholders such as civic groups.
Date(s)	Fall

Audience	4-Hers, Professional Staff, & Clientele
Project or Activity	4-H Civic Education
Content or Curriculum	Curriculum is sourced from Shop 4-H and the Land Grant System, focuses on leadership, communication, and civic engagement. In addition to these sources are the vetted sources of iCivics.org, CommonSense.org, and PBS Learning Media, and Kentucky History Society
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)	ProgramYear

Audience	4-Hers, Professional Staff, & Clientele
Project or Activity	Kentucky 4-H Science, Engineering and Technology Programs: Tractor, Energy and Climate Project, Small Engine, Robotics, Computer Science, Rocketry
Content or Curriculum	Purdue 4-H Tractor Series Curriculum  National 4-H The Power of Wind Curriculum, National 4-H Weather and Climate Curriculum National Energy Education Development (N.E.E.D.) Curriculum  National 4-H Small Engine Curriculum   National 4-H Junk Drawer Robotics Curriculum, Sphero.edu Web Based Curriculum, Ozobot and Ozoblockly Web Based Curriculum  National 4-H Discovering Computer Science Curriculum, National 4-H WearTec Curriculum, Hour of Code Web Based Curriculum, University of Illinois 4-H Esports Curriculum, Apple Community Education Initiative  National 4-H Aerospace Adventures Curriculum, NASA Educators Curriculum, National Association of Rocketry (NAR)
Inputs	4-H programs in energy usage and sources in which youth experience a sense of belonging, developmental relationships, explore their spark, and are actively engaged in opportunities that are meaningful.    Educated 4-H Agents, Program assistants and volunteers in 4-H Petroleum Power Curriculum.   Accredited volunteers in SET.   Research base of the Cooperative Extension Land-grant system.   Funding opportunities from the Kentucky 4-H Foundation, Inc.   Funding from local, state, and federal sources, and grants.   Engagement of volunteers and youth in delivering the programs and leading clubs.   Engagement of communities in identifying and implementing programming based on meeting local needs.    External stakeholder engagement and support such as Tractor and Farm Equipment dealers and industries in Kentucky.
Date(s)	ProgramYear

Audience	4-Hers, Professional Staff, & Clientele
Project or Activity	4-H Capitol Experience
Content or Curriculum	Curriculum is sourced from Shop 4-H and the Land Grant System, focuses on leadership, communication, civic engagement, and service. In addition to these sources are the vetted sources of 4-H Capitol Experience Handbook and Facilitator Guide, iCivics.org, CommonSense.org, and PBS Learning Media
Inputs	These programs are supported by the research base of the Cooperative Extension Land-grant system, funding from the Kentucky 4-H Foundation, Inc., local, state, and federal sources, grants, and the engagement of volunteers, youth, communities, and external stakeholders such as civic groups.
Date(s)	Winter

Audience	4-Hers, Professional Staff, & Clientele
Project or Activity	4-H Camp
Content or Curriculum	Curriculum is sourced from Shop 4-H, the Land Grant System and American Camp Association.
Inputs	These programs are supported by the research base of the Cooperative Extension Land-grant system, funding from the Kentucky 4-H Foundation, Inc., local, state, and federal sources, grants, and the engagement of volunteers, youth, communities, and external stakeholders.
Date(s)	4-H Program Year

Audience: Youth  

Project or Activity: 4-H Leadership Program

Content or Curriculum: Curriculum such as Leadership Skills you never outgrow is sourced from Shop 4-H and Ricochet: An Extreme 4-H Leadership Adventure is sourced from other Land Grant Systems. All curriculum pieces focus on leadership, communication, and civic engagement.

Inputs: In school clubs for middle and high school, after school clubs for teens, area ten councils, Middle school leadership clubs, and civic engagement opportunities. These programs are supported by the research base of the Cooperative Extension Land-grant system, funding from the Kentucky 4-H Foundation, Inc., local, state, and federal sources, grants, and the engagement of volunteers, youth, communities, and external stakeholders such as civic groups. 

Dates: 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.

Dates: 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.

Dates: Fall 

Audience: Youth 

Project or Activity: 4-H State Teen Council, Leadership Boards and Task Forces 

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

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

Dates: Throughout the Program year

Audience: Youth 

Project or Activity: 4-H State Teen Council, Leadership Boards and Task Forces 

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

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

Dates: Throughout the Program year

 

Audience: Youth  

Project or Activity: State 4-H Officer 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. 

Dates: Throughout the 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. 

Dates: 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.

Dates: 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. 

Dates: Throughout the year

Audience: 4-Hers, Extension Professionals, Clientele 

Project or Activity: 4-H Core Program Areas (Leadership, Agriculture, Natural Resources, Communcation and Expressive Arts, Science, Engineering and Technology, Health and Wellbeing, and Family Consumer Sciences), 4-H Camp, Cloverbud, Volunteerism

Content or Curriculum: Approved Kentucky 4-H Curriculum by Core Program Area or Area of Interest

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

Dates: Program Year

Evaluation:

Outcome	Improved understanding of disaster preparedness and recovery strategies (short term)- SH
Indicator	Number of participants who reported that they intend to develop an emergency plan or preparedness kit after completing an Extension disaster training.
Method	Pre- and post-training survey.
Timeline	Collected before and after each session.

Outcome	Communities implement disaster preparedness and recovery strategies (int)- SH
Indicator	Number of businesses, farms, or households reporting faster post-disaster recovery due to preparedness actions learned through Extension.
Method	Post-disaster community case studies and resilience tracking.
Timeline	Assessed following disaster events.

Outcome	Expanded partnerships enhance problem-solving and resource-sharing- SH
Indicator	Indicator 1: Number of communities or organizations securing external funding (grants, sponsorships, or resource investments) as a result of Extension support. Indicator 2: Number of new collaborative networks, partnerships, or cross-sector initiatives developed to address local challenges as a result of Extension-supported programs.
Method	grant tracking, partners surveys, local reports
Timeline	annually

Outcome	Improved leadership skills. -SH
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	Increased applied leadership knowledge for individuals serving in formal leadership roles.- SH
Indicator	Number of people reporting improved applied leadership knowledge (e.g., governance, financial oversight, strategic planning) from participation in board, officer, or leadership training programs.
Method	Post-training surveys measuring knowledge gained in governance-related skills
Timeline	Survey collected immediately after training; follow-up conducted at three and six months to assess knowledge application

Outcome	Expanded leadership engagement among program participants.- SH
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	Giving time to serve in volunteer roles (e.g., KEHA or KALP members, Master programs, etc.). - SH
Indicator	Number of people volunteering time to assist Extension or community activities and events
Method	Post participation survey (self-assessment of learning gains)
Timeline	Survey will be collected immediately after program participation; also monthly, quarterly, or annual volunteer hour reports.

Outcome	Increased engagement via knowledge transfer through volunteer-led Extension programs- SH
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	Leaders recruit and engage others to participate in projects.- SH
Indicator	Number of people actively recruiting and engaging others to participate in community projects.
Method	Post-program survey (self-reported recruitment efforts); tracking participation in community-led projects.
Timeline	Survey collected immediately after program completion; follow-up conducted at three and six months.

Outcome	Developed skills related to workforce development-SH
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	Developed strategies for work-life management -SH
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	Short Term(Civic Education/Global Education)
Indicator	Number of youth who reported that they identified community needs.   Number of youth who expressed interest in expanding their knowledge of other cultures.   Number of youth who reported that they can identify aspects of their own culture.   Number of youth who reported that they can name one responsibility they have as a citizen.   Number of youth who report increased confidence interacting with others as a result of their participation in Extension arts activities.
Method	Survey
Timeline	Immediately post program

Outcome	Medium Term(Civic Education/Global Education)
Indicator	Number of youth who reported that they used the skills learned  to plan and facilitate a service project.  Number of youth who reported that they can communicate to others an aspect of their own culture.   Number of youth who reported that they can explain one responsibility they have as a citizen.
Method	Survey
Timeline	End of Program Year

Outcome: Long Term (Civic Education/Global Education)

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

Method: Survey 

Timeline: 1+ year

Outcome: Short Term (SET Programs) 

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

Method: Survey 

Outcome: Medium Term (SET Programs)

Indicator: 

• Number of youth who reported that they can apply critical thinking skills that they learned in SET programs/projects in other areas of their life.   

• Number of youth who reported that they have used knowledge and/or skills gained to complete a SET project.  

Method: Survey 

Timeline: End of Program Year

Timeline: Immediately post program 

Outcome: Long Term (SET Programs)

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

Method: Survey 

Timeline: 1+ years

Outcome: Short Term 4-H Camp

Indicator: 

• Number of youth who reported that they take responsibility for their actions.   

• Number of youth who reported 4-H Camp improved their ability to manage their emotions. 

Method: Survey 

Timeline: End of Camp

Outcome: Short Term  

Indicator: 

• Number of youth who reported that they have identified personal strengths in leadership (including teamwork, responsibilities, communication, conflict resolution, problem solving, parliamentary procedure).  

• Number of youth who reported that they have set goals to serve in leadership roles.  

• Number of youth who reported that they are interested in serving as a leader. 

Method: Survey  

Timeline: After Program/ Activity Completion  

Outcome: Medium Term

Indicator: 

• Number of youth who reported that they applied leadership skills learned in 4-H (e.g., teamwork, responsibilities, communication, conflict resolution, problem solving, parliamentary procedure) to other areas of their life, such as at home, school, etc.  

• Number of youth who reported that they have served in leadership roles beyond the 4-H club or county level. 

• Number of youth who reported that they have used the skills learned in to plan and implement a workshop or activity.  

Method: Survey 

Timeline: At end of Club/Program Year

Outcome: Long Term

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

Method: Survey  

Timeline: At least a year from participation

Outcome: 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: 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 program year

Outcome: Long Term

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

Method: Survey or Interview

Timeline: 1+ years