Individual Extension Individual Extension PlanPlan20062006

September 27, 2006September 27, 2006

Program Logic Program Logic ModelModel

Assists in organization and Assists in organization and program planningprogram planning

Charts program directionCharts program direction

Provides a framework for Provides a framework for evaluationevaluation

Extension’s Educational Extension’s Educational ApproachApproach

FocusFocus-Competencies build on subject -Competencies build on subject mattermatter

AudienceAudience-Individual learners-Individual learners

GoalGoal-Bring about a change through -Bring about a change through knowledge, skills, and applicationknowledge, skills, and application

SupportSupport-Based-Based

Life skillsLife skills-Youth development-Youth development

4-H Youth 4-H Youth Development Development

ApproachApproach Focus- Needs of youthFocus- Needs of youth

Target-Opportunities for youthTarget-Opportunities for youth

Goal-Development of potential, maturityGoal-Development of potential, maturity

Opportunity-Competent, caring, and Opportunity-Competent, caring, and responsible individualresponsible individual

Outcome-Impacts life skills focusOutcome-Impacts life skills focus

What is Youth What is Youth Development-USDADevelopment-USDA

To engage young people in the work To engage young people in the work of the Land-Grant University and of the Land-Grant University and USDAUSDA

To teach knowledge and life skills To teach knowledge and life skills which enhance quality of lifewhich enhance quality of life

To create learning opportunities To create learning opportunities which promote positive developmentwhich promote positive development

Compare with MD Compare with MD Strategic PlanStrategic Plan

How to do the program?How to do the program?

1. Caring Relationships 1. Caring Relationships Community SpiritCommunity Spirit

2. Cooperative Venture2. Cooperative Venture

3. Take University to Youth in 3. Take University to Youth in CommunitiesCommunities

4. Constructive Learning 4. Constructive Learning ExperiencesExperiences

5. Create learning 5. Create learning opportunities for youth to opportunities for youth to with caring Adultswith caring Adults

MD Strategic Plan MD Strategic Plan

1. Increase of under-served and 1. Increase of under-served and under- representedunder- represented

2. Integrate adult/youth 2. Integrate adult/youth partnershipspartnerships

3. Apply technology and 3. Apply technology and communicationcommunication

4. Improve quality educational 4. Improve quality educational experiencesexperiences

5. Expand resource 5. Expand resource developmentdevelopment

Approaches to 4-H Approaches to 4-H Youth DevelopmentYouth Development

PREVENTIONPREVENTION

YOUTH DEVELOPMENTYOUTH DEVELOPMENTEDUCATIONEDUCATION

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 Independence – BelongingBelonging– Generosity Generosity – Mastery Mastery

There are eight elements that define a 4-There are eight elements that define a 4-H Youth Development Program H Youth Development Program

What are the four basic ideals What are the four basic ideals in a 4-H experience resulting in a 4-H experience resulting in positive outcomes in in positive outcomes in youth, adults and youth, adults and communities?communities?

I pledge my head to I pledge my head to clearer thinking…clearer thinking…

INDEPENDENCE

Youth need to know that they are Youth need to know that they are able to influence people and able to influence people and events through decision-making events through decision-making and action. and action.

I pledge my heart to I pledge my heart to greater loyalty…greater loyalty…BELONGINGBELONGING

Current research emphasizes theCurrent research emphasizes the importance for youth to have importance for youth to have opportunities for opportunities for long-term long-term

consistent relationshipsconsistent relationships with adults with adults other than parents. other than parents.

This research suggests that belonging may beThis research suggests that belonging may be the single most powerful positive ingredient the single most powerful positive ingredient

wewe can add into the lives of youth.can add into the lives of youth.

I pledge my hands to I pledge my hands to larger service…larger service…

GENEROSITYGENEROSITY

Youth need to feel their Youth need to feel their

lives have meaning and lives have meaning and

purpose. purpose.

By participating in 4-H community By participating in 4-H community service and citizenship activities, youth service and citizenship activities, youth can connect to communities and learn can connect to communities and learn to give back to others.to give back to others.

I pledge my health to I pledge my health to better living…better living…

MASTERYMASTERY

In order to develop self-confidence youthIn order to develop self-confidence youth

need to feel and believe they are capableneed to feel and believe they are capable

and they must experience success atand they must experience success at

solving problems and meeting challenges.solving problems and meeting challenges.

8 Essential Elements 8 Essential Elements of 4-Hof 4-H

BelongingBelonging1. Positive Relationship with a 1. Positive Relationship with a caring adultcaring adult

2. An inclusive environment2. An inclusive environment

3. A safe environment3. A safe environment

MasteryMastery4. Engagement in Learning4. Engagement in Learning

5. Opportunity for Mastery5. Opportunity for Mastery

IndependenceIndependence6. Opportunity to see oneself 6. Opportunity to see oneself as an active participant in the as an active participant in the futurefuture

7. Opportunity for self-7. Opportunity for self-determinationdetermination

GenerosityGenerosity8. Opportunity to value and 8. Opportunity to value and practice service for otherspractice service for others

Maryland 4-H Three Core Maryland 4-H Three Core Program ComponentsProgram Components

Developing VolunteersDeveloping Volunteers

Strengthening and Expanding the 4-H Strengthening and Expanding the 4-H Club ProgramClub Program

Outreach to Under-served and Under-Outreach to Under-served and Under-represented Youthrepresented Youth

IEP Components: IEP Components:

Situation Statement – Situation Statement –

Need Need – Research basedResearch based

– Local unit and Local unit and Stakeholder Stakeholder focusedfocused

Summary Statement:Summary Statement: A Generalized Goal A Generalized Goal

Examples: Who, What and/or HowExamples: Who, What and/or How

The Maryland 4-H Youth Development program The Maryland 4-H Youth Development program will be a will be a recognized leaderrecognized leader for community- for community-based programs in youth development. based programs in youth development.

The Maryland 4-H program through The Maryland 4-H program through community- focused, research- based community- focused, research- based experiential programs will experiential programs will createcreate competent, competent, caring and responsible individualscaring and responsible individuals..

Maryland 4-H will Maryland 4-H will provide a supportive settingprovide a supportive setting for all youth to reach their fullest potentialfor all youth to reach their fullest potential

Learning – Knowledge, Attitudes, Skills, Learning – Knowledge, Attitudes, Skills, Aspirations Aspirations Cognitive DomainCognitive DomainVerbs to Measure ByVerbs to Measure By

I. Knowledge - Recalling, remembering and recognizingI. Knowledge - Recalling, remembering and recognizingCite, define, identify, label, list, name, recite, reproduce, stateCite, define, identify, label, list, name, recite, reproduce, state

II. Comprehension – Understanding and explainingII. Comprehension – Understanding and explainingConvert, describe, explain, give examples, illustrate, interpret, Convert, describe, explain, give examples, illustrate, interpret, paraphrase, summarizeparaphrase, summarize

III. Application – Using ideasIII. Application – Using ideasApply, compute, construct, demonstrate, estimate, prepare, Apply, compute, construct, demonstrate, estimate, prepare, relate, show, userelate, show, use

IV. Analysis – ReasoningIV. Analysis – ReasoningAnalyze, associate, determine, differentiate, discriminate, Analyze, associate, determine, differentiate, discriminate, distinguish, outline, point outdistinguish, outline, point out

V. Synthesis – CreatingV. Synthesis – CreatingCombine, compile, compose, organize, plan, propose, create, Combine, compile, compose, organize, plan, propose, create, design, develop, rearrange, reorganize, devise, integrate, design, develop, rearrange, reorganize, devise, integrate, modify, rewrite, writemodify, rewrite, write

VI. Evaluation – Making a judgmentVI. Evaluation – Making a judgmentAppraise, assess, compare, conclude, contrast, evaluate, Appraise, assess, compare, conclude, contrast, evaluate, judge, weighjudge, weigh

Key Verbs to State Goals, Key Verbs to State Goals, Activity Actions and OutcomesActivity Actions and Outcomes

AchievedAchievedActivatedActivatedAdaptedAdaptedAnalyzedAnalyzedAppraisedAppraisedAssembledAssembledAssistedAssistedBargainedBargainedBudgetedBudgetedBuiltBuiltCalculatedCalculatedChartedChartedClassifiedClassifiedCoachedCoached

EliminatedEnlargedEntertainedEstablishedEstimatedEvaluatedExaminedExhibitedExpandedExpeditedExplainedExploredFacilitatedFounded

ImprovedIncreasedIndexedInitiatedInspectedInstalledInstitutedInstructedInterpretedIntervenedInterviewedInventedInvestigatedInstituted

RecruitedReducedReinforcedReorganizedResearchedReviewedRevisedSimplifiedSolvedSupervisedStrengthenedTaught

External Factors –External Factors –

External factors are the environment in External factors are the environment in which the inputs, output and outcomes which the inputs, output and outcomes are occurring.are occurring.

External factors may influence the External factors may influence the success of the program.success of the program.

External factors are “windows of External factors are “windows of opportunity” and or “barriers to opportunity” and or “barriers to success.”success.”

External Factors - External Factors - ExamplesExamples

Family structure, jobs, and perception of Family structure, jobs, and perception of time interfere with the willingness to time interfere with the willingness to volunteer. volunteer.

Volunteers have increased access to Volunteers have increased access to technology.technology.

30% of the volunteers in project clubs do 30% of the volunteers in project clubs do not see youth as resources.not see youth as resources.

As the educator I am not trained on As the educator I am not trained on instructional strategies to use with adults.instructional strategies to use with adults.

Inputs: Investments Inputs: Investments from MCE –from MCE –

People, time, money, materials, equipment, technologyPeople, time, money, materials, equipment, technology– Examples:Examples:

PA. - 1 FTEPA. - 1 FTE Staff - .25 FTEStaff - .25 FTE Facility and equipment – duplication of Facility and equipment – duplication of

materials at $.05 per copy = $4000 annually.materials at $.05 per copy = $4000 annually. $5000 raised in volunteer, youth and staff $5000 raised in volunteer, youth and staff

partnerships annually for scholarships, partnerships annually for scholarships, awards, grantsawards, grants

Co. 4-H webpage and email list serve for Co. 4-H webpage and email list serve for youth and volunteers, chat room for animal youth and volunteers, chat room for animal science advisory boardscience advisory board

Volunteers -Volunteers - Time - # hours / weekTime - # hours / week Value of volunteer timeValue of volunteer time

Plan of Action and Plan of Action and ParticipationParticipation

Inputs are converted into outputsInputs are converted into outputs1.1. Activities – How and what we do?Activities – How and what we do?

What workshops, meetings, activities, What workshops, meetings, activities, marketing, after-school programs, marketing, after-school programs, projects, etc. do we need to conduct to projects, etc. do we need to conduct to ensure the youth development goals are ensure the youth development goals are met? met?

How do we use the Maryland Strategic How do we use the Maryland Strategic Plan, Maryland Core Program Components Plan, Maryland Core Program Components and the USDA Eight Essential Elements and the USDA Eight Essential Elements to plan and implement these program?to plan and implement these program?

Outputs – KeyOutputs – Key

2.2. Participation - Participation - Who needs to Who needs to participate, to be involved or to participate, to be involved or to be reached?be reached?

Outputs as activities and Outputs as activities and participation are intended to participation are intended to achieve outcomes you define in achieve outcomes you define in the logic model (changes).the logic model (changes).

Output ExamplesOutput Examples

Too General – Where is the commitment?Too General – Where is the commitment?1.1. Increase use of website, Poly-com, and email Increase use of website, Poly-com, and email

to teach, inform and inspire volunteers.to teach, inform and inspire volunteers.2.2. Train adult/youth volunteers and staff.Train adult/youth volunteers and staff.3.3. Access and apply current research for best Access and apply current research for best

practice in recruitment and retention of youth.practice in recruitment and retention of youth.

Getting BetterGetting Better1.1. Identify 3 communities of underserved and Identify 3 communities of underserved and

under-represented Hispanic youth in Murray under-represented Hispanic youth in Murray County.County.

Output Examples – Activities and Output Examples – Activities and AudienceAudiencePlan of Action – Making the Plan of Action – Making the CommitmentCommitment

20% faculty time spent on transferring the responsibility 20% faculty time spent on transferring the responsibility of 3 educational activities and events to 4-H volunteers.of 3 educational activities and events to 4-H volunteers.

1.1. The educator will:The educator will:

a.) recruit, train, evaluate and recognize MCE volunteers a.) recruit, train, evaluate and recognize MCE volunteers and teens to develop and manage the activities and and teens to develop and manage the activities and programs for fashion revue, county achievement day programs for fashion revue, county achievement day and ear-tagging.and ear-tagging.

b.) attend in-service meetings to transfer information to b.) attend in-service meetings to transfer information to volunteers.volunteers.

c.) participate in the Non-profit Risk Management training c.) participate in the Non-profit Risk Management training to identify adult learning strategies to incorporate into to identify adult learning strategies to incorporate into teaching strategies for adult leaders.teaching strategies for adult leaders.

Outputs ContinuedOutputs Continued

dd.) prepare instructional curriculum on event .) prepare instructional curriculum on event planning and risk management. planning and risk management.

e.) conduct training to key event leaders.e.) conduct training to key event leaders.

f.) evaluate effectiveness of new event managers f.) evaluate effectiveness of new event managers and skills/knowledge gained by youth attending.and skills/knowledge gained by youth attending.

g.) Prepare seminar request for peer review at the g.) Prepare seminar request for peer review at the NAE4HA Annual Meeting on Event Management NAE4HA Annual Meeting on Event Management - Keys to Safe and Quality Experiential Youth - Keys to Safe and Quality Experiential Youth Activities.Activities.

Assumptions –Assumptions –

Beliefs about the program.Beliefs about the program.

How do we expect the program will How do we expect the program will work?work?

Principals guiding the program Principals guiding the program based on research and evaluation based on research and evaluation data.data.

Assumptions - Assumptions - examplesexamples

The 4-H Animal Science program is a The 4-H Animal Science program is a family-oriented program that provides for family-oriented program that provides for a caring, safe, and healthy environment.a caring, safe, and healthy environment.

The New York 4-H Club studies concluded The New York 4-H Club studies concluded 4-H Clubs influence and contribute to 4-H Clubs influence and contribute to positive youth development.positive youth development.

The study showed members who The study showed members who participate in 4-H do better in school and participate in 4-H do better in school and are motivated to help others.are motivated to help others.

What is Outcome What is Outcome Evaluation?Evaluation?

Looks at impact. Does the program Looks at impact. Does the program really make a difference in the lives of really make a difference in the lives of participants, family or community?participants, family or community?

Provides the means for educators to Provides the means for educators to track percentage of participants that track percentage of participants that achieve the targeted outcomes.achieve the targeted outcomes.

Cannot measure impact from a single Cannot measure impact from a single workshop or behavior change from a workshop or behavior change from a program with limited contact hours.program with limited contact hours.

Outcome dataOutcome data

Improves programs and services.Improves programs and services. Provides accountability to retain or Provides accountability to retain or

increase funding.increase funding. Gathers information for decision Gathers information for decision

making and program planning.making and program planning. Directs focus to programs that Directs focus to programs that

really make a difference.really make a difference. Determines cost-effectiveness.Determines cost-effectiveness.

Outcome dataOutcome data

Is a tool to gain support.Is a tool to gain support. Is a tool to gain public and Is a tool to gain public and

professional recognition.professional recognition. Attracts new audiences.Attracts new audiences. Recruits and retains staff, Recruits and retains staff,

volunteers and members.volunteers and members. Is a means to take pride in Is a means to take pride in

accomplishments.accomplishments.

Building and Building and Strengthening 4-H Strengthening 4-H

ClubsClubs

Need: To build and strengthen 4-H clubs in MD.

Increase Knowledge and SkillsImpact

(indicators?)Develop Competent, Caring , and

Responsible IndividualsImpact (indicators?)

Increased participation in state and nationalactivities by 4-H members and youth.

Developing 4-H Developing 4-H VolunteersVolunteers

Need: To increase the number of adults and youth engaged inleadership and citizenship development opportunities thus,

increasing their ability to be community leaders.

Identify, select, orient, train, utilize, recognize and evaluateI.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 Outreach to Underserved Underserved

AudiencesAudiences

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 ToolsEvaluation Tools SurveysSurveys Pre-testPre-test Post-testPost-test Telephone interviewsTelephone interviews Focus GroupsFocus Groups ObservationObservation Volunteer reportsVolunteer reports 4-H Enrollment Data 4-H Enrollment Data

BaseBase Record books, Record books,

portfolios and project portfolios and project completionscompletions

Cyfer-net evaluation Cyfer-net evaluation modelsmodels

•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 KeysThe Basic Keys

SituationSituation Summary statementSummary statement

– Maryland 3 Core ComponentsMaryland 3 Core Components– MCE Strategic PlanMCE Strategic Plan

InputsInputs Outputs (activities and Outputs (activities and

participants- plan of action) participants- plan of action) – use MD strategic plan and 8 essential use MD strategic plan and 8 essential

elementselements

The IEP MysteryThe IEP Mystery

Assumptions affect inputs and Assumptions affect inputs and outputsoutputs– use MD strategic plan, 8 essential use MD strategic plan, 8 essential

elements and researchelements and research Impacts (short, medium and long)Impacts (short, medium and long) Indicators and evaluation toolsIndicators and evaluation tools External factors affect outcomesExternal factors affect outcomes

ReferencesReferences

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)