Plan of Work - 4H Youth Development (2008) (APPROVED)
For reporting years: (2008,2009,2010,2011,2012), Created by Karyn Blass (New Hampshire)
Info
(Show details)Logic Model Overview:
4H Youth Development
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)
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.
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.
Evaluation Overview
From 4H Youth Development:
Evaluation studies planned:
Data collection methods:
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.
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: Strafford, Rockingham
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Learning Outcome: Youth continually gain and master life skills, including communication, decision-making, goal setting, leadership, teamwork, citizenship and the ability to accept differences. (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:
- Location: Rockingham
Inputs and Outputs
Program: 4H Youth Development (Show details)Outputs
Life Skill Development - County and State Activity Days; Youth Recognition-marketing you, scholarships, achievement awards, etc. CYFAR, 4-H After school; Project related events/activities demonstrating life skills competencies. (Show details)| Delivery method: | Group Discussion |
Community Action to Improve Community -Youth Community Involvement - CYM, Youth Action groups, teen centers, YAP, service learning; Youth Voice-committees, groups communities; Family Involvement; Youth Coalition development/participation/grant; development, technical support (Show details)
| Delivery method: | Workshop (s) |
Inputs:
(Show details)Effort:
| Reporting Year | Days | Seasonal Staff Days |
|---|---|---|
| 2008 | 13 | 0 |
| 2009 | 13 | 0 |
| 2010 | 13 | 0 |
| 2011 | 13 | 0 |
| 2012 | 13 | 0 |
Total numbers for plan:
| 2008 | 2009 | 2010 | 2011 | 2012 | |
|---|---|---|---|---|---|
| Days | 13 | 13 | 13 | 13 | 13 |
| 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 |
|---|---|
| 10/09/2007 | Rolled over from previous year by Karyn Blass |
| 01/03/2008 | Approved by Charlene Baxter |
| 10/30/2008 | Rolled over by Karyn Blass |
