Carter County CES

County Emphasis:

Life Skills and Leadership

Concentration 1:

Building Leadership Capacity

Concentration 2:

Family and Youth Development

Concentration 3:

Work and Life Skill Development

Concentration 4:

Financial Security and Economic Well-Being

Situation:

Building Leadership Capacity

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

Youth Focus

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

 

Family and Youth Development

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

 

Work and Life Skill Development

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

Financial Security and Economic Wellbeing

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

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

Youth Focus

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

County Situation:

Carter County has a current poverty rate of 19.5% and a 7.6% unemployment rate.

The FCS Advisory Council and the County Extension Council took the data provided, their own experiences, and identified the county emphasis based on the greatest needs in Carter County.  Building Leadership Capacity, Family and Youth Development, and Financial Security were identified as top priorities

Long-Term Outcomes:

Leadership

Adult

• 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

• 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. 

Family and Youth Development

• Increased meaningful social connections
• Increased support network
• Increased kindergarten readiness rates in the county and state
• Increased caregiver preparation
• Improved quality of family life

 

Work and Life Skills

Adult

• 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.

Youth

• 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.

Financial and Economic

Adult

• Increased financial literacy skills
• Improved financial security and stability
• Improved financial and economic well-being

Youth

• Youth will have increased economic security.  
• Youth will make sound financial decisions. 
• Youth will have an increased rate of savings.

Intermediate Outcomes:

Leadership

Adult

• 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

• Youth will practice teamwork, responsibility, communication, conflict resolution techniques, and problem-solving skills.  
• Youth will plan and implement a service project. 

Family and Youth Development

• Increased healthy relationships across generations that support healthy community, nurturing behaviors, and quality time together.
• Enhanced community partnership that equitably support family health (e.g., FRISC, Health Depart, schools)

 

Work and Life Skills

Ault

• 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.

Youth

• 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.

Financial and Economic

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.

Initial Outcomes:

Leadership

Adult

• 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

• 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

Family and Youth Development

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).

Work and Life Skills

Adult

• 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

Youth

• 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.

Financial and Economic

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 in implementing employability strategies
• Developed strategies for maintaining a healthy work-life balance

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.

Evaluation:

Adult

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

Indicator: Number of people volunteering time to assist Extension or community activities and events (ex: KEHA or KALP members, Master programs, etc.)

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

Timeline: Survey will be collected immediately after program participation; also monthly, quarterly, or annual volunteer hour reports.

 

Outcome: Increased confidence to lead. (intermediate)

Indicator: Number of people reporting increased confidence in their leadership abilities. 

Method: Post participation survey (self-assessment of learning gains); monitoring changes in local and state leadership positions.

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

 

Outcome: Leaders recruit and engage others to participate in projects. (intermediate)

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: Engage leaders in local coalitions and organizations. (long-term)

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

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

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

 

Outcome: Increased community pride (long-term)

Indicator: Number of participants reporting a stronger sense of pride, identity, or community investment after engaging in Extension initiatives.

Method: Photos, documentation, post-program survey; follow up.

Timeline: Survey collected immediately after program completion; follow-up conduced at 3 and 6 months.

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 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

Outcome: Enhanced community partnerships that equitably support family health (e.g., FRISC, Health Depart., )(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.

 

Adult

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: 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.

Youth

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

 

Youth

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: 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: 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 

Learning Opportunities:

Audience: Individuals

Project or Activity: Kentucky Extension Homemakers Association (KEHA)

Content or Curriculum: 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.

Dates: Ongoing

 

Audience: Councils

Project or Activity: Kentucky Extension Leadership Development (KELD)

Content or Curriculum: KELD curriculum (e.g., Learning styles, communication essentials, teamwork, dealing with conflict, generational differences, SWOT analysis, etc.), Publications, other materials and expertise

Inputs: Programmatic materials, paid staff, community partners, volunteers, etc.

Dates: Ongoing

 

 Audience: Communities, Interagency Coalition, Homemaker Members

Project or Activity: Supporting Citizen Engagement

Content or Curriculum: Creating Welcoming Communities, Becoming an Informed Citizen, Robert’s Rules Refresh, Youth & Adult Listening Sessions, KY Voter Education Resources, Engaging City Councils, Civic Engagement Through Voting, How To: Community Forums

Inputs: Programmatic materials, paid staff, community partners, volunteers, grant funds, local organizations and community partners, etc. 

Dates: Ongoing

 

Audience: Families and Individuals, Preschoolers, Parents

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, Seniors

Project or Activity: 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

 

Adult

Audience: Individuals, Families, Employees

Project or Activity: Development of Financial Literacy Skills

Content or Curriculum: Use Less. Spend Less. Stress Less. curriculum; publications; MONEYWI$E newsletter and podcasts; PROFIT; Recovering Your Finances curriculum; Big Blue Book Club; In the Face of Disaster; Leader Lessons; Money Habitudes; etc. 

Inputs: Programmatic materials, paid staff, volunteers, community partners, non-profit organizations, schools, financial entities and organizations, businesses, etc. 

Date: Ongoing

Audience: Individuals, Families, Employees

Project or Activity: Estate Planning

Content or Curriculum: Estate Planning publication series; Transferring Cherished Possessions curriculum; MONEYWI$E newsletter and podcasts;OneOp; Leader Lessons; farm succession and legacy building programs; etc.

Inputs: Programmatic materials, paid staff, volunteers, community partners, non-profit organizations, schools, farms, community centers, etc.

Date: Ongoing

 

Youth

Audience: 4-Hers, Extension Professionals, Clientele 

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

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: September - August

 

Audience: 4-Hers, Extension Professionals, Clientele

Project or Activity: 4-H Resume, Cover Letter, and Interview Skills Program (Club/Group/Individual)

Content or Curriculum: Kentucky 4-H Work & Life Readiness Lessons, 4-H Build Your Future, Work Ready Life Skills, and Leap into Careers.

Inputs: These programs are supported by the research base of the Cooperative Extension Land-grant system, funding from the Kentucky 4-H Foundation, Inc., local, state, and federal sources, grants, and the engagement of volunteers, youth, communities, and external stakeholders such as civic groups. Focus is on Grades 8-12.

Dates: September - August

Audience: 4-Hers, Extension Professionals, Clientele 

Project or Activity: 4-H Life and Work Readiness (Club/Group/Individual) 

Content or Curriculum: Kentucky 4-H Work & Life Readiness Lessons, 4-H Build Your Future, Work Ready Life Skills, and Leap into Careers

Inputs: These programs are supported by the research base of the Cooperative Extension Land-grant system, funding from the Kentucky 4-H Foundation, Inc., local, state, and federal sources, grants, and the engagement of volunteers, youth, communities, and external stakeholders such as civic groups. Focus is on Grades 4-12.

Dates: September - August 

 

Audience: Youth  

Project or Activity: Reality Store

Content or Curriculum: It’s Your Reality 

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: September 1 – August 30

Audience: Youth  

Project or Activity: Piggy Bank Contest

Content or Curriculum: 

1. Money Habitudes  
2. Building a Healthy Wealthy Future  
3. Jump$tart: Reality Check  
4. Money Smart  
5. Building Your Financial Future  
6. 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 
• 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: September 1 – August 30 

Audience: Youth  

Project or Activity: Kentucky 4-H Teen Conference

Content or Curriculum: 

1. 4-H Major Study of Emphasis  
2. Money Habitudes  
3. Building a Healthy Wealthy Future  
4. Jump$tart: Reality Check  
5. Money Smart  
6. Building Your Financial Future 

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: September 1 – August 30

Evaluation:

Adult

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

Indicator: Number of people volunteering time to assist Extension or community activities and events (ex: KEHA or KALP members, Master programs, etc.)

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

Timeline: Survey will be collected immediately after program participation; also monthly, quarterly, or annual volunteer hour reports.

 

Outcome: Increased confidence to lead. (intermediate)

Indicator: Number of people reporting increased confidence in their leadership abilities. 

Method: Post participation survey (self-assessment of learning gains); monitoring changes in local and state leadership positions.

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

 

Outcome: Leaders recruit and engage others to participate in projects. (intermediate)

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: Engage leaders in local coalitions and organizations. (long-term)

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

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

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

 

Outcome: Increased community pride (long-term)

Indicator: Number of participants reporting a stronger sense of pride, identity, or community investment after engaging in Extension initiatives.

Method: Photos, documentation, post-program survey; follow up.

Timeline: Survey collected immediately after program completion; follow-up conduced at 3 and 6 months.

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 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

Outcome: Enhanced community partnerships that equitably support family health (e.g., FRISC, Health Depart., )(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.

 

Adult

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: 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.

Youth

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

 

Youth

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: 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: 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