Individual Extension Plan 2006 September 27, 2006

Program Logic Model n Assists in organization and program planning n Charts program direction n Provides a framework for evaluation

Extension’s Educational Approach n Focus-Competencies build on subject matter n Audience-Individual learners n Goal-Bring about a change through knowledge, skills, and application n Support-Based n Life skills-Youth development

4-H Youth Development Approach n Focus- Needs of youth n Target-Opportunities for youth n Goal-Development of potential, maturity n Opportunity-Competent, caring, and responsible individual n Outcome-Impacts life skills focus

What is Youth Development-USDA n To engage young people in the work of the Land-Grant University and USDA n To teach knowledge and life skills which enhance quality of life n To create learning opportunities which promote positive development

Compare with MD Strategic Plan n How to do the program? 1. Caring Relationships Community Spirit 2. Cooperative Venture 3. Take University to Youth in Communities 4. Constructive Learning Experiences 5. Create learning opportunities for youth to with caring Adults n MD Strategic Plan 1. Increase of under-served and under- represented 2. Integrate adult/youth partnerships 3. Apply technology and communication 4. Improve quality educational experiences 5. Expand resource development

Approaches to 4-H Youth Development PREVENTION YOUTH DEVELOPMENT EDUCATION Focus: Risks Target: Social Norms Goal: Fewer Problems Focus: Skills & Knowledge Target: Individual Learners Goal: Competency in knowledge or skill Focus: Developmental Needs Target: Opportunities for Youth Goal: Maturity

–Independence –Belonging –Generosity –Mastery There are eight elements that define a 4-H Youth Development Program What are the four basic ideals in a 4-H experience resulting in positive outcomes in youth, adults and communities?

I pledge my head to clearer thinking… INDEPENDENCE Youth need to know that they are able to influence people and events through decision-making and action. Youth need to know that they are able to influence people and events through decision-making and action.

I pledge my heart to greater loyalty… BELONGING Current research emphasizes the Current research emphasizes the importance for youth to have importance for youth to have opportunities for long-term consistent relationships with adults opportunities for long-term consistent relationships with adults other than parents. other than parents. This research suggests that belonging may be This research suggests that belonging may be the single most powerful positive ingredient we the single most powerful positive ingredient we can add into the lives of youth. can add into the lives of youth.

I pledge my hands to larger service… GENEROSITY Youth need to feel their lives have meaning and purpose. By participating in 4-H community service and citizenship activities, youth can connect to communities and learn to give back to others. By participating in 4-H community service and citizenship activities, youth can connect to communities and learn to give back to others.

I pledge my health to better living… MASTERY In order to develop self-confidence youth need to feel and believe they are capable and they must experience success at solving problems and meeting challenges.

8 Essential Elements of 4-H Belonging 1. Positive Relationship with a caring adult 2. An inclusive environment 3. A safe environment Mastery 4. Engagement in Learning 5. Opportunity for Mastery Independence 6. Opportunity to see oneself as an active participant in the future 7. Opportunity for self- determination Generosity 8. Opportunity to value and practice service for others

Maryland 4-H Three Core Program Components n Developing Volunteers n Strengthening and Expanding the 4-H Club Program n Outreach to Under-served and Under- represented Youth

IEP Components: n Situation Statement – Need Need –Research based –Local unit and Stakeholder focused

Summary Statement: A Generalized Goal Examples: Who, What and/or How n The Maryland 4-H Youth Development program will be a recognized leader for community-based programs in youth development. n The Maryland 4-H program through community- focused, research- based experiential programs will create competent, caring and responsible individuals. n Maryland 4-H will provide a supportive setting for all youth to reach their fullest potential

Learning – Knowledge, Attitudes, Skills, Aspirations Cognitive Domain Verbs to Measure By n I. Knowledge - Recalling, remembering and recognizing Cite, define, identify, label, list, name, recite, reproduce, state n II. Comprehension – Understanding and explaining Convert, describe, explain, give examples, illustrate, interpret, paraphrase, summarize n III. Application – Using ideas Apply, compute, construct, demonstrate, estimate, prepare, relate, show, use n IV. Analysis – Reasoning Analyze, associate, determine, differentiate, discriminate, distinguish, outline, point out n V. Synthesis – Creating Combine, compile, compose, organize, plan, propose, create, design, develop, rearrange, reorganize, devise, integrate, modify, rewrite, write n VI. Evaluation – Making a judgment Appraise, assess, compare, conclude, contrast, evaluate, judge, weigh

Key Verbs to State Goals, Activity Actions and Outcomes AchievedActivatedAdaptedAnalyzedAppraisedAssembledAssistedBargainedBudgetedBuiltCalculatedChartedClassifiedCoached Eliminated Enlarged Entertained Established Estimated Evaluated Examined Exhibited Expanded Expedited Explained Explored Facilitated Founded Improved Increased Indexed Initiated Inspected Installed Instituted Instructed Interpreted Intervened Interviewed Invented Investigated Instituted Recruited Reduced Reinforced Reorganized Researched Reviewed Revised Simplified Solved Supervised Strengthened Taught

External Factors – n External factors are the environment in which the inputs, output and outcomes are occurring. n External factors may influence the success of the program. n External factors are “windows of opportunity” and or “barriers to success.”

External Factors - Examples n Family structure, jobs, and perception of time interfere with the willingness to volunteer. n Volunteers have increased access to technology. n 30% of the volunteers in project clubs do not see youth as resources. n As the educator I am not trained on instructional strategies to use with adults.

Inputs: Investments from MCE – n People, time, money, materials, equipment, technology –Examples: n PA. - 1 FTE n Staff -.25 FTE n Facility and equipment – duplication of materials at $.05 per copy = $4000 annually. n $5000 raised in volunteer, youth and staff partnerships annually for scholarships, awards, grants n Co. 4-H webpage and list serve for youth and volunteers, chat room for animal science advisory board n Volunteers - Time - # hours / week n Value of volunteer time

Plan of Action and Participation Inputs are converted into outputs 1. Activities – How and what we do? n What workshops, meetings, activities, marketing, after-school programs, projects, etc. do we need to conduct to ensure the youth development goals are met? n How do we use the Maryland Strategic Plan, Maryland Core Program Components and the USDA Eight Essential Elements to plan and implement these program?

Outputs – Key 2. Participation - Who needs to participate, to be involved or to be reached? Outputs as activities and participation are intended to achieve outcomes you define in the logic model (changes).

Output Examples n Too General – Where is the commitment? 1. Increase use of website, Poly-com, and to teach, inform and inspire volunteers. 2. Train adult/youth volunteers and staff. 3. Access and apply current research for best practice in recruitment and retention of youth. n Getting Better 1. Identify 3 communities of underserved and under- represented Hispanic youth in Murray County.

Output Examples – Activities and Audience Plan of Action – Making the Commitment n 20% faculty time spent on transferring the responsibility of 3 educational activities and events to 4-H volunteers. 1. The educator will: a.) recruit, train, evaluate and recognize MCE volunteers and teens to develop and manage the activities and programs for fashion revue, county achievement day and ear-tagging. b.) attend in-service meetings to transfer information to volunteers. c.) participate in the Non-profit Risk Management training to identify adult learning strategies to incorporate into teaching strategies for adult leaders.

Outputs Continued d.) prepare instructional curriculum on event planning and risk management. e.) conduct training to key event leaders. f.) evaluate effectiveness of new event managers and skills/knowledge gained by youth attending. g.) Prepare seminar request for peer review at the NAE4HA Annual Meeting on Event Management - Keys to Safe and Quality Experiential Youth Activities.

Assumptions – n Beliefs about the program. n How do we expect the program will work? n Principals guiding the program based on research and evaluation data.

Assumptions - examples n The 4-H Animal Science program is a family- oriented program that provides for a caring, safe, and healthy environment. n The New York 4-H Club studies concluded 4-H Clubs influence and contribute to positive youth development. n The study showed members who participate in 4-H do better in school and are motivated to help others.

What is Outcome Evaluation? n Looks at impact. Does the program really make a difference in the lives of participants, family or community? n Provides the means for educators to track percentage of participants that achieve the targeted outcomes. n Cannot measure impact from a single workshop or behavior change from a program with limited contact hours.

Outcome data n Improves programs and services. n Provides accountability to retain or increase funding. n Gathers information for decision making and program planning. n Directs focus to programs that really make a difference. n Determines cost-effectiveness.

Outcome data n Is a tool to gain support. n Is a tool to gain public and professional recognition. n Attracts new audiences. n Recruits and retains staff, volunteers and members. n Is a means to take pride in accomplishments.

Building and Strengthening 4-H Clubs Need: To build and strengthen 4-H clubs in MD. Increase Knowledge and Skills Impact (indicators?) Develop Competent, Caring, and Responsible Individuals Impact (indicators?) Increased participation in state and national activities by 4-H members and youth.

Developing 4-H Volunteers Need: To increase the number of adults and youth engaged in leadership and citizenship development opportunities thus, increasing their ability to be community leaders. Identify, select, orient, train, utilize, recognize and evaluate I.S.O.T.U.R.E. Build volunteers who expand the outreach of the 4-H program. Increase, maintain, and retain trained volunteers who have the ability to provide educational programming, in a safe environment, for youth and adults.

Outreach to Underserved Audiences Need: To develop diversity in MD’s 4-H programs Collaborative relationships among underserved audiences, service providers, and the broader community will be established and maintained. Adults from underserved audiences will develop the skills needed to work successfully as 4-H volunteers. 4-H Program’s youth and adult membership will reflect the diversity MD families.

Evaluation Tools n Surveys n Pre-test n Post-test n Telephone interviews n Focus Groups n Observation n Volunteer reports n 4-H Enrollment Data Base n Record books, portfolios and project completions n Cyfer-net evaluation models 4-H Essays Score sheets for public speaking, demonstrations and other communications Service hour reports Case studies Journals Teacher responses Parental reports Testimonials Fair data

The Basic Keys n Situation n Summary statement –Maryland 3 Core Components –MCE Strategic Plan n Inputs n Outputs (activities and participants- plan of action) –use MD strategic plan and 8 essential elements

The IEP Mystery n Assumptions affect inputs and outputs –use MD strategic plan, 8 essential elements and research n Impacts (short, medium and long) n Indicators and evaluation tools n External factors affect outcomes

References Byrne, R. & Bowman, D. (2006), Unlocking the IEP Mystery Kress, C. (2006), Director, Youth Development, Cooperative State Research, Education, and Extension Service (CSREES) United States Department of Agriculture (USDA)