Plan of Work - Lynn Garland (2008) (APPROVED)
For reporting years: (2008,2009,2010,2011,2012), Created by Lynn Garland (New Hampshire)
Info
(Show details)Situation:
From 4H Youth Development:
The 4-H Youth Development program strives to foster the positive successful development of all youth. New Hampshire’s program is well supported by constituent groups, the 4-H Foundation of New Hampshire and others. Total enrollment in traditional 4-H groups, camp, school enrichment and other special interest programs was 12,601 in 2004 with a strong cadre of adult volunteers totaling 1,964 in the same year.
Creating supportive environments for 4-H Youth Development programs, where youth have a sense of belonging and a desire to grow in knowledge and skill has become increasingly complex. Each year, NH loses 12,500 acres of open space and farmland due to development. (FAIR-New Hampshire Immigration Impact Statement.) The resulting growth brings excess traffic, overcrowded schools, neighborhoods of strangers, community battles over growth, and an influx of immigrants. The changing demographics and character of the state challenge us to adapt programs to meet the needs of youth and families. Significant changes include:
· More people, new cultures: NH population increased 11% (+127,000 people) from 1990 to 2000 – the fastest growth rate in New England. In that period, the state’s foreign-born population increased 32% (+ 13,000 immigrants). About 174,000 NH people (14% of NH population) are immigrants or children of immigrants. Assimilation of the new with the old requires cooperation, acceptance and change.
· Overcrowded schools – From 1990 to 2000, the K-12 public school enrollment increased 25%. Students can become disengaged from learning when pupil/teacher ratio is high, there are too few textbooks, or classes are crowded into libraries, cafeterias, stages, and portable units.
· Drop-out rate – In the first four years of the 21st Century, over 10,600 NH teens left school only partially prepared for adulthood based on the cumulative dropout rate. They enter an adult world without the experience and preparation to succeed in the workforce.
· Poverty – Lack of resources affects a family’s capacity to participate in work and community life. At minimum wage ($5.15), a NH worker must work 122 hours/week to afford a two-bedroom unit at fair market rent. The state’s housing wage (able to pay rent on the wages for 40 hours/week) is $15.77. Homelessness, transience and living with relatives in crowded conditions can diminish a child’s capacity to develop into a successful adult.
· Language barriers: An increasing number of New Hampshire public school students have limited English proficiency. There is a greater need for cultural understanding and bilingual program resources.
Positive youth development is increasingly guided by scientific research. National 4-H Headquarters, USDA adopted a positive youth development model based on theory, research and practice (L.Brendtro, M.Brokenleg, and S.Van Bockern). In this model, those who work in youth development programs strive to create effective programs and safe environments that meet the four basic needs of youth: mastery, belonging, independence, and generosity. These four areas parallel the traditional four Hs – head, heart, hands, and health.
Head -(Independence) - Youth need to gain confidence and skills necessary to make thoughtful decisions, accept responsibility, exercise self-discipline, and move toward independence. They need to know they are able to influence people and events through decision-making and actions. Young people aren’t just leaders of tomorrow. They have great untapped potential for responsible leadership today. 4-H Youth Development volunteers create opportunities where youth learn to better understand themselves and become independent thinkers. By exercising independence through 4-H leadership opportunities, youth mature in self-discipline and responsibility. Through 4-H experiences, youth learn to think independently and make decisions that prepare them for the important choices made in later life. 4-H leadership roles allow youth to take responsibility for many decisions and/or actions that once fell solely on adults. Organizational skills, patience and group dynamics are assets learned as youth become contributing adults.
Heart (Belonging) - Youth need to know they are cared about, feel connected and physically and emotionally safe, learn and practice social skills, have opportunities to interact with others similar and different from them, learn the value of cooperation, and have opportunities for long-term consistent relationships with adults other than parents. Research suggests a sense of belonging may be the most powerful positive ingredient we can provide to youth. (National 4-H Headquarters.) 4-H Youth Development provides safe environments and opportunities for 4-H youth to get to know and interact with each other through projects and activities. Through involvement in their community and 4-H groups, 4-H youth gain the important social skills that allow them to thrive with others in society. Learning communication, cooperation and social skills provides a foundation for life-long participation in family, community and work environments.
Hands (Generosity) - Youth need to feel their lives have meaning and purpose, and their effort to help others is important and valuable. They need to feel they are connected and contributing members of their peer group, family, school and community. They need to realize they do not live in a secluded world, but instead in a global community which requires awareness and compassion for others. (National 4-H Headquarters) Families, schools, communities, youth programs, and volunteers influence the positive development of young people. Youth are capable, motivated, enthusiastic and risk-takers. Involving youth in civic activities and youth-adult partnerships helps them develop new knowledge and skills, builds a more engaged citizenry, and enriches our programs. There is strength in bringing together individuals of different ages, from diverse backgrounds and community groups to address youth, family, school and/or community issues. Participation in 4-H community service and citizenship activities allows youth to give back to others, and provides a foundation to better understand the "big picture" and find purpose and meaning in life.
Health (Mastery) – Successful youth believe they are capable and competent, and have acquired experience making decisions, solving problems and meeting challenges. The subject matter taught in 4-H projects is the foundation enabling 4-H youth to master skills and explore possible careers leading to healthy and productive adulthood. The breadth and depth of 4-H youth development projects and activities enable youth to pursue their own interests. Learning about the environment, science and technology, how to be good consumers, as well as caring for animals provides 4-H subject matter skills that can be of economic, social and/or personal value to youth in their future. The 4-H volunteers utilize quality research-based content in providing opportunities for youth to learn by doing. (National 4-H Headquarters)
From Healthy Lifestyles:
Nutrition and physical activity play vital roles in overall health. Research links diets with many preventable causes of death, heart disease, diabetes, obesity and several types of cancer. Lifestyles with risk behaviors that include poor diet, high stress, smoking, drinking and physical inactivity increases the chances of hypertension, high cholesterol, obesity and diabetes. Obesity continues to increase and is of concern in both youth and adult populations.
More meals are eaten away from home and people have less knowledge of and less connection to foods and agriculture. Adults tend to under consume foods from the fruit, vegetable and dairy groups while diets exceed recommendations for fat, sugar and sodium. Research further documents links between food insufficiency and poor health outcomes. Sedentary lifestyles, computerization and mechanization changes in employment, increased television and computer times, lack of regular physical education in schools, availability of snack food and beverages, hectic schedules filled with eating on the go, increased time in commutes are barriers to healthy lifestyles. Media influence on consumer nutrition information is also increasing.
From Administrative Time:
Staff need a place to plan for and document administrative time.
Stakeholder Input
From 4H Youth Development:
Data was collected from stakeholders via county visits, advisory committees and reviewed by youth staff. (This needs to be developed further)
From Healthy Lifestyles:
From Administrative Time:
Assumptions
From 4H Youth Development:
4-H YD is a well respected and effective youth development program in NH.
A successful 4-H YD program is dependent on adequate number of competent volunteers.
NH 4-H YD staff will collaborate with other UNHCE program area staff and community partners to accomplish desired impacts.
The NH 4-H YD program provides youth a unique and inclus1ive setting for individual life skill development and mastery of subject matter competencies through the interactions with caring adults (paid and volunteer)
4-H YD staff have the ability to recognize and understand the needs of individuals in communities, and to facilitate educational opportunities in respond to those needs.
4-H alumni who had positive experiences in 4-H YD programs often make long term commitments to the program by providing time, money or other resources.
National Extension 4-H YD initiatives are integrated into the NH state/county 4-H youth development efforts, including CYFAR (Children Youth and Families at Risk), after school programs, youth adult partnerships and others as they evolve.
Partnerships between University System of New Hampshire (USNH) and UNHCE 4-H YD can provide two-way communications for youth, faculty and community partners to foster lifelong learning.
From Healthy Lifestyles:
From Administrative Time:
External Factors
From 4H Youth Development:
The demographics of New Hampshire (NH) are rapidly changing.
More diverse family structures. Increase in number of NH families living in poverty.
NH communities lack resources for youth opportunities, particularly in rural areas.
Increasing need for out-of-school time activities promoting positive youth development for NH youth, especially teens.
From Healthy Lifestyles:
From Administrative Time:
Outcomes
Condition Outcome: 4-H Youth Development volunteers and staff of other youth serving organizations positively influence the development of youth and continually develop their competencies as adult volunteers who work with youth.
Action Outcome:
Volunteers apply positive youth development skills and knowledge when working with youth.
(Show details)- Indicator : 4H5 - # of NH 4-H YD 1st & 2nd year volunteers that understand positive youth development concepts when working with youth; (statewide target is 80%) and 60% report post-test use of positive youth development concepts.
- Location: Sullivan, Strafford, Rockingham, Merrimack, Hillsborough, Grafton, Coos, Cheshire, Carroll, Belknap
- Evaluation plan: Evaluation Plan: A pre/post test will be designed and used with all new volunteers. Methodology includes administering the pre-test during initial screening and orientation; and administering a post test during the annual volunteer training session at the end of the 1st and 2nd years of service.
- Year 2 (BROCK) - Develop and pilot a pre-test (Report results to State)
- Year 3 (??) - Pre-test is on-going. Develop and pilot post-test to include retrospective surveys to measure knowledge gained at various volunteer training programs, reflective questions and a check list of commonly used positive youth development concepts. (Report results to State).
- Year 4 -5 (??) - Fully implement the pre-test and post-test instruments. (Report findings to Federal).
- Indicator details for this plan:
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2008 2009 2010 2011 2012 # / possible 0 / 0 0 / 0 0 / 0 0 / 0 0 / 0 - Location: Rockingham
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- Indicator : 4H6 - # of of 4-H YD volunteers and program staff surveyed that understand and adopt practices within their programs/groups/clubs which foster a sense of belonging, mastery, generosity and independence (Circle of Courage) for all participating youth. (statewide target is 60%)
- Location: Sullivan, Strafford, Rockingham, Merrimack, Hillsborough, Grafton, Coos, Cheshire, Carroll, Belknap
- Evaluation plan: Evaluation Plan: Initially, a pre-camp and post-camp survey instrument will assess understanding and use of related practices by staff within the UNH 4-H Camps setting. Further work will be done to identify and/or develop instruments and methodology to assess a broader group of 4-H YD volunteers and staff.
- Year 1 (GREGORY) - Provide UNH 4-H Camps staff training on the Circle of Courage to enhance incorporation of the essential elements of 4-H YD. Survey Camp staff following training and prior to the camp season, and again at the end of camp season. A comparison of data will be reported to State.
- Year 2-3 (??) - Identify / develop /use instruments and methodology to assess knowledge gain by staff and volunteers trained on the Circle of Courage and essential elements of positive YD (Year 2 pilot, Year 3 use with staff and targeted 4-H volunteers). Report to State.
- Year 3-4 (??) - Identify / develop /use instruments and methodology to assess skills and adoption of practices related to Circle of Courage and positive youth development by staff and targeted 4-H volunteers. (Year 3 pilot, Year 4 use with staff and targeted 4-H volunteers). Report to State.
- Year 5 (??) - Ongoing assessment using both instruments and methodology to assess knowledge gain, skills and adoption of practices. Report findings to State.
- Year 1 (GREGORY) - Provide UNH 4-H Camps staff training on the Circle of Courage to enhance incorporation of the essential elements of 4-H YD. Survey Camp staff following training and prior to the camp season, and again at the end of camp season. A comparison of data will be reported to State.
- Indicator details for this plan:
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2008 2009 2010 2011 2012 # / possible 0 / 0 0 / 0 0 / 0 0 / 0 0 / 0 - Location: Rockingham
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Action Outcome:
Volunteers assume additional leadership roles supporting the NH 4-H YD program.
(Show details)- Indicator :
4H8- # of NH 4-H YD middle management volunteers surveyed that report gaining knowledge and practicing the skills leading to mastery of specific leadership roles within the context of positive youth development. (statewide target is 60%). (Relates to CPL6 & SNHC1)
- Location: Belknap, Carroll, Cheshire, Coos, Grafton, Hillsborough, Merrimack, Rockingham, Strafford, Sullivan
- Evaluation plan:
A retrospective survey of all NH 4-H YD middle management volunteers will be used following all orientation and ongoing training to assess knowledge and skills gained, and to cite examples of how the skills are being used in their leadership roles.
· Year 1-2 (BROCK) – Survey UNHCE 4-H YD staff to assess 1) knowledge and use of newly revised Middle Management Volunteer system materials to train middle management volunteers in their counties, and 2) impacts in their counties from establishing or enhancing/improving a volunteer management system.
· Year 1 (BROCK)– Pre-test volunteers who take on middle management roles for the 2008 NE Regional Leader Forum to identify skill and knowledge development needs.
· Year 3 (??)– Post-test volunteers who took on middle management roles for the 2008 NE Regional Leader Forum.
· Year 5 (??) – Survey all those who are middle management volunteers.
- Indicator details for this plan:
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2008 2009 2010 2011 2012 # / possible 0 / 0 0 / 0 0 / 0 0 / 0 0 / 0 - Location: Rockingham
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Learning Outcome:
Volunteers enhance their subject matter skills and their ability to teach and support subject matter/projects.
(Show details)- Indicator: 4H2- # of youth/adults surveyed who demonstrate an increase in knowledge and/or skills related to specific projects and/or subject matter. (statewide target is 60%).
- Location: Belknap, Carroll, Cheshire, Coos, Grafton, Hillsborough, Merrimack, Rockingham, Strafford, Sullivan
- Evaluation plan:
Evaluation Plan: The attainment of knowledge and the mastery of skills gained by youth and adult volunteers through 4-H participation in distinct and targeted projects and/or subject matter areas will be measured by various methods.
· Year 1-2 (BARKER, CONLON) – Targeted programs in Natural Resources / Outdoor Recreation. Youth, their parents and volunteers participating in the 4-H Shooting Sports and/or attend Barry Conservation Camp will be surveyed end-of-training to assess knowledge gain, and six-months post-training to assess application and skill development.
· Year 1-3 (GREGORY, KNIGHT) – Targeted programs in Family & Consumer Resources, including 4-H Afterschool Curriculum Kit / Fit and Healthy, and High School Financial Planning. Afterschool providers and 4-H volunteers will be surveyed to assess knowledge gain and application / use of new 4-H Afterschool Fit & Healthy kits (Year 2-3). Youth and teachers participating in High School Financial Planning will complete the program Evaluation (Years 1-3)
· Year 2-4 (SCHRIEFER, WILEY, BRADT) – Targeted programs in Science, Engineering, and Technology. Afterschool providers and 4-H volunteers will be surveyed to assess knowledge gain and application / use of new 4-H Afterschool Aerospace kits (Year 2-3). Youth participating in GPS, Aerospace (outside of afterschool programs), and the Science and Technology Team will be surveyed on their involvement in project activities to assess knowledge gained, demonstration of skills, and application or sharing of subject matter (Year 3-4).
· Year 4 (SCHRIEFER) – Targeted programs in Animal Science. Staff will replicate the UWEX-developed retrospective survey of animal science members, using both a paper survey (mailed) and form builder (web-based) survey. A comparison of the data with the 2006 baseline data will be reported.
· Year 5 (TBA) – Other project areas to be determined.
- Indicator details for this plan:
- Location: Rockingham
Condition Outcome: Administrative work is done efficiently and effectively
Action Outcome: COA work is done.
Action Outcome: Staff Meetings are held and attended
Condition Outcome: Staff Development occurs
Action Outcome: Staff development occurs
Condition Outcome:
UNHCE staff members adopt healthy behaviors and lifestyles that reduce obesity, stress, and risky behaviors.
Action Outcome: Extension programs and activities in all program areas promote healthy physical activity, healthy nutrition, and a healthy life balance.
Learning Outcome: UNHCE staff from all program areas gain knowledge in the importance of modeling healthy food choices, physical activity, and life stress balance during educational programs and workshops.
Condition Outcome: Youth and adults collaborate and contribute to influence the quality of life in their communities.
Action Outcome: Community members and collaborators actively seek and engage youth in leadership roles today, as well as in the future. (Show details)
- Indicator : 4H9- # of volunteers (youth and adult) surveyed from UNHCE targeted boards, committees and collaborations that report increased recognition of the contributions of youth on their boards. (statewide target is 60%). (Relates to CPL3)
- Location: Belknap, Carroll, Cheshire, Coos, Grafton, Hillsborough, Merrimack, Rockingham, Strafford, Sullivan
- Evaluation plan:
Evaluation tools from the national Youth as Partners (YAP) curriculum will be used annually with youth and adult volunteers on UNHCE targeted boards, committees and collaborations including, but not limited to, State 4-H Advisory Committee, State Horse Advisory Committee, State Horse Show Committee, 4-H Foundation Board.
· Years 1 & 3 & 5 (Brock) – Administer the evaluation tools from the YAP curriculum and supplement the findings with a review of board minutes reflecting youth contributions. Report findings to Federal.
- Indicator details for this plan:
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2008 2009 2010 2011 2012 # / possible 0 / 0 0 / 0 0 / 0 0 / 0 0 / 0 - Location: Rockingham
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Condition Outcome: Youth become caring and contributing members of society through positive experiences in a diverse 4-H Youth Development program.
Action Outcome:
Youth experience opportunities in community youth development programs which promote: appreciation of individuals different from themselves, communication skills, group and community involvement, leadership and job skills.
(Show details)- Indicator : 4H1- # of NH youth surveyed involved in 4-H YD programs demonstrate an increase in specific life skills. (statewide target is 60%)
- Location: Belknap, Carroll, Cheshire, Coos, Grafton, Hillsborough, Merrimack, Rockingham, Strafford, Sullivan
- Evaluation plan:
Evaluation Plan: The development of selected life skills in 4-H youth participating in targeted programs will be measured via youth, parent, and/or volunteer surveys to document observed changes in life skill development. Evaluation will include use of life skill development instruments from CYFAR (Children, Youth and Families At-Risk) and Community Youth Mapping (CYM). CYM will be administered in appropriate ways. A UNH 4-H Camps study on social skills development is incorporated as part of a 3-year study with UNH Outdoor Education Dept.
· Year 1-3 – (CROSS) – Selected life skill is Teamwork. Surveys will be administered to youth participants (Years 1-3) and coaches who reflect on these youth participants (Years 2-3) from 4-H Youth Development program teams including: county and state Animal Science Teams(Years 1-3); Science Technology Team (Year 3); and state Teen Council, county planning teams and teen groups (Years 1-3); 4-H Club Officers (Years 1-3); Life Smarts (Years 1-3); and county-based events where youth and adults work as a team (Years 2-3).
· Year 1-3 (CROSS) –CYM Program – A variety of life skills will be assessed using survey, focus groups, and/or interviews conducted with both youth and adult mentors.
· Years 1-3 (GREGORY) –CYFAR program sites in Hillsboro and Rockingham County – A variety of life skills will be assessed using instruments developed by external evaluators Scott Meyer and Stephanie Halter. Methodology includes parent focus groups, surveys and focus groups with collaterals, and youth interviews or focus groups.
· Year 1-2 (GASS, CONLON) – Campers, ages 10-12, attending UNH 4-H Camps will be surveyed with parental consent using a Social Skills Development instrument as part of a national study being conducted by Michael Gass, UNH Dept. of Outdoor Education for the American Camping Association.
· Year 4-5 (collaboration with other program areas) – Youth participating in to-be-determined interdisciplinary programs designed to develop healthy lifestyle choices and positive decision making skills will be assessed using methodology appropriate to the programs and audiences.
- Indicator details for this plan:
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2008 2009 2010 2011 2012 # / possible 0 / 0 0 / 0 0 / 0 0 / 0 0 / 0 - Location: Rockingham
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Learning Outcome: Youth continually gain and master knowledge and skills in project subject matter. (Show details)
- Indicator: 4H2- # of youth/adults surveyed who demonstrate an increase in knowledge and/or skills related to specific projects and/or subject matter. (statewide target is 60%).
- Location: Belknap, Carroll, Cheshire, Coos, Grafton, Hillsborough, Merrimack, Rockingham, Strafford, Sullivan
- Evaluation plan:
Evaluation Plan: The attainment of knowledge and the mastery of skills gained by youth and adult volunteers through 4-H participation in distinct and targeted projects and/or subject matter areas will be measured by various methods.
· Year 1-2 (BARKER, CONLON) – Targeted programs in Natural Resources / Outdoor Recreation. Youth, their parents and volunteers participating in the 4-H Shooting Sports and/or attend Barry Conservation Camp will be surveyed end-of-training to assess knowledge gain, and six-months post-training to assess application and skill development.
· Year 1-3 (GREGORY, KNIGHT) – Targeted programs in Family & Consumer Resources, including 4-H Afterschool Curriculum Kit / Fit and Healthy, and High School Financial Planning. Afterschool providers and 4-H volunteers will be surveyed to assess knowledge gain and application / use of new 4-H Afterschool Fit & Healthy kits (Year 2-3). Youth and teachers participating in High School Financial Planning will complete the program Evaluation (Years 1-3)
· Year 2-4 (SCHRIEFER, WILEY, BRADT) – Targeted programs in Science, Engineering, and Technology. Afterschool providers and 4-H volunteers will be surveyed to assess knowledge gain and application / use of new 4-H Afterschool Aerospace kits (Year 2-3). Youth participating in GPS, Aerospace (outside of afterschool programs), and the Science and Technology Team will be surveyed on their involvement in project activities to assess knowledge gained, demonstration of skills, and application or sharing of subject matter (Year 3-4).
· Year 4 (SCHRIEFER) – Targeted programs in Animal Science. Staff will replicate the UWEX-developed retrospective survey of animal science members, using both a paper survey (mailed) and form builder (web-based) survey. A comparison of the data with the 2006 baseline data will be reported.
· Year 5 (TBA) – Other project areas to be determined.
- Indicator details for this plan:
- Location: Rockingham
Action Outcome: Youth share their subject matter knowledge and skill with others. (Show details)
- Indicator : 4H2- # of youth/adults surveyed who demonstrate an increase in knowledge and/or skills related to specific projects and/or subject matter. (statewide target is 60%).
- Location: Belknap, Carroll, Cheshire, Coos, Grafton, Hillsborough, Merrimack, Rockingham, Strafford, Sullivan
- Evaluation plan:
Evaluation Plan: The attainment of knowledge and the mastery of skills gained by youth and adult volunteers through 4-H participation in distinct and targeted projects and/or subject matter areas will be measured by various methods.
· Year 1-2 (BARKER, CONLON) – Targeted programs in Natural Resources / Outdoor Recreation. Youth, their parents and volunteers participating in the 4-H Shooting Sports and/or attend Barry Conservation Camp will be surveyed end-of-training to assess knowledge gain, and six-months post-training to assess application and skill development.
· Year 1-3 (GREGORY, KNIGHT) – Targeted programs in Family & Consumer Resources, including 4-H Afterschool Curriculum Kit / Fit and Healthy, and High School Financial Planning. Afterschool providers and 4-H volunteers will be surveyed to assess knowledge gain and application / use of new 4-H Afterschool Fit & Healthy kits (Year 2-3). Youth and teachers participating in High School Financial Planning will complete the program Evaluation (Years 1-3)
· Year 2-4 (SCHRIEFER, WILEY, BRADT) – Targeted programs in Science, Engineering, and Technology. Afterschool providers and 4-H volunteers will be surveyed to assess knowledge gain and application / use of new 4-H Afterschool Aerospace kits (Year 2-3). Youth participating in GPS, Aerospace (outside of afterschool programs), and the Science and Technology Team will be surveyed on their involvement in project activities to assess knowledge gained, demonstration of skills, and application or sharing of subject matter (Year 3-4).
· Year 4 (SCHRIEFER) – Targeted programs in Animal Science. Staff will replicate the UWEX-developed retrospective survey of animal science members, using both a paper survey (mailed) and form builder (web-based) survey. A comparison of the data with the 2006 baseline data will be reported.
· Year 5 (TBA) – Other project areas to be determined.
- Indicator details for this plan:
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2008 2009 2010 2011 2012 # / possible 0 / 0 0 / 0 0 / 0 0 / 0 0 / 0 - Location: Rockingham
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Learning Outcome: Youth continually gain and master knowledge and skills in project subject matter. (Show details)
- Indicator: 4H2- # of youth/adults surveyed who demonstrate an increase in knowledge and/or skills related to specific projects and/or subject matter. (statewide target is 60%).
- Location: Belknap, Carroll, Cheshire, Coos, Grafton, Hillsborough, Merrimack, Rockingham, Strafford, Sullivan
- Evaluation plan:
Evaluation Plan: The attainment of knowledge and the mastery of skills gained by youth and adult volunteers through 4-H participation in distinct and targeted projects and/or subject matter areas will be measured by various methods.
· Year 1-2 (BARKER, CONLON) – Targeted programs in Natural Resources / Outdoor Recreation. Youth, their parents and volunteers participating in the 4-H Shooting Sports and/or attend Barry Conservation Camp will be surveyed end-of-training to assess knowledge gain, and six-months post-training to assess application and skill development.
· Year 1-3 (GREGORY, KNIGHT) – Targeted programs in Family & Consumer Resources, including 4-H Afterschool Curriculum Kit / Fit and Healthy, and High School Financial Planning. Afterschool providers and 4-H volunteers will be surveyed to assess knowledge gain and application / use of new 4-H Afterschool Fit & Healthy kits (Year 2-3). Youth and teachers participating in High School Financial Planning will complete the program Evaluation (Years 1-3)
· Year 2-4 (SCHRIEFER, WILEY, BRADT) – Targeted programs in Science, Engineering, and Technology. Afterschool providers and 4-H volunteers will be surveyed to assess knowledge gain and application / use of new 4-H Afterschool Aerospace kits (Year 2-3). Youth participating in GPS, Aerospace (outside of afterschool programs), and the Science and Technology Team will be surveyed on their involvement in project activities to assess knowledge gained, demonstration of skills, and application or sharing of subject matter (Year 3-4).
· Year 4 (SCHRIEFER) – Targeted programs in Animal Science. Staff will replicate the UWEX-developed retrospective survey of animal science members, using both a paper survey (mailed) and form builder (web-based) survey. A comparison of the data with the 2006 baseline data will be reported.
· Year 5 (TBA) – Other project areas to be determined.
- Indicator details for this plan:
- Location: Rockingham
Inputs and Outputs
Program: 4H Youth Development (Show details)Outputs
Recruit, screen, orient new volunteers(Show details)
| Delivery method: | One-on-One Consultation |
Support and recognize volunteers (Show details)
| Delivery method: | other- direct |
Volunteer/staff training-multiple delivery methods (Show details)
| Delivery method: | Workshop (s) |
Club/group organization, management, and reporting (Show details)
| Delivery method: | other- direct |
Event and activity development and management (Show details)
| Delivery method: | other- direct |
County Fair (Show details)
| Delivery method: | other- direct |
Inputs:
(Show details)Effort:
| Reporting Year | Days | Seasonal Staff Days |
|---|---|---|
| 2008 | 170 | 0 |
| 2009 | 175 | 0 |
| 2010 | 185 | 0 |
| 2011 | 185 | 0 |
| 2012 | 185 | 0 |
Grant Time:
| Reporting Year | Days | Grant | M or D |
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Integrated Research:
| Reporting Year | Days | Project |
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MultiState:
| Reporting Year | Days | States | Documentation |
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Program: Administrative Time (Show details)
Outputs
Attend Staff Meetings (Show details)| Delivery method: | Group Discussion | ||||||||||||
Audiences: |
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| Participant type: | Adults | ||||||||||||
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| Locales: | Rockingham | | ||||||||||||
| Description: | Council members, Extension subcommittee, staff, department heads, county commissioners of county government |
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| Secondary audience: |
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| Participant type: | Volunteers | ||||||||||||
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| Locales: | Rockingham | | ||||||||||||
| Description: | council members | ||||||||||||
Planning and Reporting (Show details)
| Delivery method: | other- direct | ||||||||||||
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| Participant type: | Staff | ||||||||||||
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| Locales: | Rockingham | | ||||||||||||
COA work (Show details)
| Delivery method: | other- direct | ||||||||||||
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| Participant type: | Adults | ||||||||||||
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| Locales: | Rockingham | | ||||||||||||
Miscellaneous administrative work (Show details)
| Delivery method: | other- direct | ||||||||||||
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| Participant type: | Adults | ||||||||||||
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| Locales: | Rockingham | | ||||||||||||
| Primary audience: |
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| Participant type: | Adults | ||||||||||||
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| Locales: | Rockingham | | ||||||||||||
Inputs:
(Show details)Effort:
| Reporting Year | Days | Seasonal Staff Days |
|---|---|---|
| 2008 | 55 | 0 |
| 2009 | 55 | 0 |
| 2010 | 0 | 0 |
| 2011 | 0 | 0 |
| 2012 | 0 | 0 |
Program: Healthy Lifestyles (Show details)
Outputs
Healthy Lifestyles Team In-service - open to all UNHCE staff, held in Spring 08. (Show details)| Delivery method: | Workshop (s) | ||||||||||||
Audiences inherited from parent output: |
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| Participant type: | Staff | ||||||||||||
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| Original numbers: |
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| This plan's numbers: |
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| Original locales: | Sullivan | Strafford | Rockingham | Merrimack | Hillsborough | Grafton | Coos | Cheshire | Carroll | Belknap | | ||||||||||||
| This plans locales: | Rockingham | | ||||||||||||
Inputs:
(Show details)Effort:
| Reporting Year | Days | Seasonal Staff Days |
|---|---|---|
| 2008 | 4 | 0 |
| 2009 | 0 | 0 |
| 2010 | 0 | 0 |
| 2011 | 0 | 0 |
| 2012 | 0 | 0 |
Program: Individual Staff Professional Development Plans (Show details)
Outputs
Professional development (Show details)| Delivery method: | Education Class |
Inputs:
(Show details)Effort:
| Reporting Year | Days | Seasonal Staff Days |
|---|---|---|
| 2008 | 10 | 0 |
| 2009 | 10 | 0 |
| 2010 | 10 | 0 |
| 2011 | 10 | 0 |
| 2012 | 10 | 0 |
Total numbers for plan:
| 2008 | 2009 | 2010 | 2011 | 2012 | |
|---|---|---|---|---|---|
| Days | 239 | 240 | 195 | 195 | 195 |
| Grant Days | 0 | 0 | 0 | 0 | 0 |
| Integrated Research | 0 | 0 | 0 | 0 | 0 |
| Multistate | 0 | 0 | 0 | 0 | 0 |
| Seasonal Staff Days | 0 | 0 | 0 | 0 | 0 |
Plan History
| Date | Person |
|---|---|
| 09/11/2007 | Rolled over from previous year by Lynn Garland |
| 10/01/2007 | Review requested by Lynn Garland |
| 10/04/2007 | Approved by Wendy Brock |
| 03/06/2008 | Reverted to draft by Wendy Brock |
| 08/05/2008 | Review requested by Lynn Garland |
| 08/05/2008 | Approved by Wendy Brock |
| 10/30/2008 | Archived by Lisa Townson |
