v(a). planned program (summary) file2010 university of vermont combined research and extension...

2010 University of Vermont Combined Research and Extension Annual Report of Accomplishments and Results - CommunityDevelopment and the Personal and Intellectual Development of Youth

V(A). Planned Program (Summary)

1. Name of the Planned ProgramProgram # 1

Community Development and the Personal and Intellectual Development of Youth

V(B). Program Knowledge Area(s)

1. Program Knowledge Areas and Percentage

KACode

Knowledge Area %1862Extension

%1890Extension

%1862Research

%1890Research

0%124 Urban Forestry 2%

0%608 Community Resource Planning andDevelopment 17%

0%723 Hazards to Human Health and Safety 7%

0%802 Human Development and Family Well-Being 11%

0%805 Community Institutions, Health, and SocialServices 21%

0%806 Youth Development 41%

0%903 Communication, Education, andInformation Delivery 1%

Total 0%100%

V(C). Planned Program (Inputs)1. Actual amount of professional FTE/SYs expended this Program

1862 1862

Extension

1890

Research

1890

Plan 26.3 0.01.60.0

Year: 2010

0.0 0.0 0.026.0Actual

2. Actual dollars expended in this Program (includes Carryover Funds from previous years)

11/02/2011 27Report Date of1Page


ResearchExtension

Smith-Lever 3b & 3c 1890 Extension Hatch Evans-Allen

1890 Matching

1890 All Other

1862 Matching

1862 All Other

1890 Matching

1890 All Other

1862 Matching

1862 All Other

542872

1598649

908689 0

0

0 0 0

0 0

0 0

V(D). Planned Program (Activity)1. Brief description of the Activity

•4-H Lifeskills Development Program: Help youth acquire Life Skills in the following areas: DecisionMaking; Critical Thinking; Problem-Solving; Communication; Goal-Setting; and Skills for Everyday Living tosucceed as adults. Delivery Methods: 6-8 sequential learning hours using experiential learning techniquesfor in- school, afterschool, or out-of-school settings.

Operation Military Kids (OMK): Exists to educate Vermont communities on the unique experiences andchallenges of military life and its impact on families, while providing positive opportunities for youth. Ready, Set, Go! Operation: Military Kids Vermont OMK-VT aims to establish community partnerships thatwill connect and educate people by: creating community support, delivering opportunities to youth andfamilies, supporting military kids, collaborating with community partners, educating the public, including theeducation community, and incorporating military families into existing community resources.

•S.E.T. Activities: 4-H SET will begin to show how science and engineering issues affect youths' lives andprepare a future generation of scientists and engineers. The 4-H SET program will present 4-H with a newopportunity to connect to the LGU's SET research community and integrate with current youth workforcedevelopment initiatives. •Downtown Business District Analysis: This program provides the community with analytical techniquesthat can be put to work immediately in economic revitalization efforts. The process requires input fromlocal residents so that recommendations reflect both market conditions as well as the preferences of thecommunity. •Community Leadership: Assessing, addressing and expanding community capacity through leadershipand public policy education efforts including building--and education members and clientele of--coalitionsand collaboratives. •Coping with Separation and Divorce (COPE): Parent education for parents of minor children who havefiled for separation, divorce, dissolving of a civil union, parentage, changes in rights and responsibilitiesconcerning their children. This is a court mandated program. •Migrant Education Recruitment Program (MEP): To ensure that children of migrant farm workers, andqualifying youth under age 22, are aware of the educational support services available to them.



•Vermont AgrAbility Project: To make recommendations that can be used by farmers with disabilities tomaintain employment, through development of accommodations. •Rural and Agricultural VocRehab Program: To assist individuals with disabilities living in rural areas andthose in agricultural professions or self-employmed by providing them with a variety of services tailored totheir needs in order to maintain or obtain their selected employment outcome. •Take Charge (TC/RC): Helping community adult members to gain the skills necesary to be confidentenough to take part in town government by ultimately competing for town government leadershippositions..

•Vermont Urban and Community Forestry program :A joint initiative between the University of VermontExtension and the Department of Forests, Parks and Recreation. The mission of the program is to promotethe stewardship of the urban and rural landscapes to enhance the quality of life in Vermont communities.The program provides educational, technical and financial assistance in the management of trees andforests, in and around the built landscape.

2. Brief description of the target audience

• 4-H: Adult Volunteers• 4-H: Camp Counselors• 4-H: Youth• 4-H: Youth Volunteers• Adults• Age 1 - 5 Pre-School• Age 13 - 18 Youth• Age 19 - 24 Young Adult• Age 25 - 45 Adult• Age 25 - 60 Adult• Age 46 - 65 Adult• Age 6 - 12 School Age• Age 8 - 18 Youth• Agriculture/Natural Resources: Watershed Based Organizations• Agriculture: Beef Producers• Agriculture: Crop Producers• Agriculture: Dairy Processors• Agriculture: Dairy Producers• Agriculture: Farm Employees• Agriculture: Farm Families• Agriculture: Farm Managers• Agriculture: Farmers• Agriculture: Farmers w/disabilities• Agriculture: Goat & Sheep Producers• Agriculture: Industry Professionals• Agriculture: Maple Sugar Producers• Agriculture: Non-Dairy Producers• Agriculture: Nursery operators• Agriculture: Produce Growers• Agriculture: Service Providers



• Agriculture: Small Fruit & Vegetable Growers• Agriculture:Government Agency Personnel• Communities: Cities and Towns• Communities: Community Action Agencies• Communities: Educators• Communities: Local Officials/Leaders• Communities: Non-Governmental Organizations• Communities: Schools• Communities: Town Health Officers• Community leaders and citizens• Environmental Professionals: Environmental Managers• Extension: Advisors• Extension: Faculty/Staff• Family Court personnel• Food Industry: Food Service Workers• Food Industry: Producers• Forestry: Landscape Industry• Forestry: Loggers• Forestry: Wood Processors• Funders• Migrant In School Youth• Migrant Out of School Youth• Policy Makers: Legislators• Public: Age 13-18 (Youth)• Public: Age 3-21• Public: Age 55+• Public: Age 6-12 (Children)• Public: Age 65+ (Seniors)• Public: Childcare Workers• Public: College Students• Public: Daycare Providers• Public: Families• Public: Families with Limited Resources• Public: General• Public: Homeowners• Public: Master Gardeners• Public: Master Trainers• Public: Media Outlets• Public: Nonprofit Organizations• Public: Parents• Public: People with Limited Resources• Public: Small Business Owners/Entreprenuers• Public: Volunteers• Public: VT SOUL Tree Stewards• Public: Women and Minorities• School Grade: 1• School Grade: 4• School Grade: 5• School Grade: 6• School Grade: 7• School Grade: 8• Train-the-Trainer recipients:adults



• USDA personnel• YouthV(E). Planned Program (Outputs)

1. Standard output measures

Direct ContactsYouth

Direct ContactsAdults

Indirect ContactsAdults

Indirect ContactsYouth

Plan

2010

10104 127300 5808 11800

2700 0 2500 0

Actual

32010

0

2. Number of Patent Applications Submitted (Standard Research Output)Patent Applications Submitted

Plan:Actual:

Year:

Patents listed

1 5Plan

3. Publications (Standard General Output Measure)

Number of Peer Reviewed Publications

Extension Research Total2010

0 0 0Actual

V(F). State Defined Outputs

Output Target

Output #1

● 4-H Afterschool

Output Measure

Year Target Actual2010 1 17

Output #2

● 4-H Club

Output Measure




Output #3

● 4-H Day Camp

Output Measure

Not reporting on this Output for this Annual ReportOutput #4

● 4-H Overnight camp

Output Measure


Output #5

● 4-H School enrichment

Output Measure


Output #6

● 4-H Short-term/special interest

Output Measure


Output #7

● Class/course

Output Measure


Output #8

● Conference

Output Measure

Year Target Actual



2010 3 7Output #9

● Consultations

Output Measure


Output #10

● Discussion group

Output Measure


Output #11

● Field site visit

Output Measure


Output #12

● Funding request

Output Measure


Output #13

● Presentations

Output Measure


Output #14

● Publication - fact sheet

Output Measure




Output #15

● Publication - newsletter

Output Measure


Output #16

● Publication - newsprint article

Output Measure


Output #17

● Radio Spots/program (educational

Output Measure


Output #18

● TV segment/ATF

Output Measure


Output #19

● Train the Trainer sessions

Output Measure


Output #20

● Web Page

Output Measure




● Workshop - series

Output Measure


● Workshop - single session

Output Measure


Output #23

● Trainee delivered programming

Output Measure


Output #24

● Web page/Internet site updating

Output Measure

Year Target Actual2010 {No Data Entered} 56

Output #25

● Display or exhibit

Output Measure

Year Target Actual2010 {No Data Entered} 190



V(G). State Defined Outcomes

V. State Defined Outcomes Table of Content

O. No. OUTCOME NAME

85% of Certificate of Eligibility reviewed by the Dept. of Education will be 100% accurate andreflect eligible migrant students1

Increase number of programs led or supported by trained volunteer Staff2

Increase number of youth serving as Foundation trustees who indicate a positive experience3

increase number of Take Charge/ReCharge participants are satisfied with the process usedas a means meeting community planning needs4

Increase number of communities establishing or expanding community tree program5

increase in number of farm and rural residents with disabilities successfully served (ie case isclosed) which is defined as having increased satisfaction with actual or potential employmentand maintained or increased income

6

Increase number of 4-H club members who participate as pages in state level government,as a result of their 4-H experiences.7

Increase in number of TOEC participants who report increased skills in leadership anddecision making.8

Increase number of 4-H staff self-reporting an increase in their ability to work with youth andadults to implement 4-H lifeskill development opportunities9

Number of Migrant Education eligible students enrolled10

Increase the number of committee members implementing or enhancing broad-baseddecision-making skills11

Increase the number of program participants serving as leaders on Committees12

Increase the number of schools that offer financial literacy education13

Increase the number of volunteers self reporting an increase in their ability to implement a 4-H lifeskill development for youth14

Increase the number of youth who set and reach goals identified at the beginning of the 4-Hyear15

Increase the number of clubs doing at least 6 hours of community service16

Youth have greater opportunities to access and learn financial planning skills17



increase in number of youth reached with positive youth development programming selfreporting an increase in mastery for targeted life skills, including: Decision making; wise useof resources; communication; accepting differences; leadership; useful/marketable skills;healthy lifestyle choices; and/or self-responsibility

18

Increase in number of youths involved in Urban Community Forestry19

Increase number of clubs with SET related projects20

Number of individuals (youth and volunteers) increasing knowledge and/or skills in contentand careers (across subject areas ranging from animal science to environmental science totechnology)

21

Increase the number of apprentices who achieve preset professional development goalswithin 3 years22

Increase the number of apprentices who plan and implement a program evaluation.23

Increase the number of apprentices who report the results of their program evaluation.24

Number of individuals applying science process skills, including incorporation of sciencelearning in community service, enrollment in SET-related post-secondary education, and/orentrepreneurship/career success

25

Number of individuals demonstrating improved behavior in science learning, such as effectiveparticipation in school classes, independent study, career exploration, or volunteerexperiences

26

increase the number of participants who self report increase of skills in leadership anddecision making.27

increasing number of elected/appointed village, town or city officials that use informationgained at TOEC in leadership and decision making28

Increase the number of parents understanding family transition through parentage, divorce orseparation who understand the impact of these changes on their children.29

Number of dollars of in-kind and cash contributions in support of programming30

Number of participants report using skills learned in community setting31

1. Outcome Measures

85% of Certificate of Eligibility reviewed by the Dept. of Education will be 100% accurate and reflecteligible migrant students

Outcome #1

Not Reporting on this Outcome Measure



1. Outcome Measures

Increase number of programs led or supported by trained volunteer Staff

Outcome #2


1. Outcome Measures

Increase number of youth serving as Foundation trustees who indicate a positive experience

Outcome #3


1. Outcome Measures

increase number of Take Charge/ReCharge participants are satisfied with the process used as ameans meeting community planning needs

Outcome #4


1. Outcome Measures

Increase number of communities establishing or expanding community tree program

Outcome #5


1. Outcome Measures

increase in number of farm and rural residents with disabilities successfully served (ie case isclosed) which is defined as having increased satisfaction with actual or potential employment andmaintained or increased income

Outcome #6

2. Associated Institution Types

● 1862 Extension



3a. Outcome Type:

Change in Action Outcome Measure

3b. Quantitative Outcome

Year Quantitative Target Actual

2010 55 66

3c. Qualitative Outcome or Impact Statement

Issue (Who cares and Why)Farm and rural residents who experience health issues or disabilities that interfere withemployment benefit from services to make it possible for them to maintain or obtain employmentand/or self-employment.

What has been doneThe Rural Agriculture Voc ReHab (RAVR) program working closely with VT AgrAbility field staffand partners statewide worked in a variety of high quality outreach projects to provide a creativeand helpful array of counseling and guidance, work and home site modifications, healthrestoration, and support services to Vermonters living and working with disabilities on farms.

ResultsA case that has been closed means an individual is satisfied with how their employment situationis sustaining themselves and their families. Each year RAVR closes about 75 cases. Thisprogram has been delivering services in Vermont since 1968.

4. Associated Knowledge Areas

KA Code Knowledge Area723 Hazards to Human Health and Safety802 Human Development and Family Well-Being805 Community Institutions, Health, and Social Services

1. Outcome Measures

Increase number of 4-H club members who participate as pages in state level government, as aresult of their 4-H experiences.

Outcome #7




1. Outcome Measures

Increase in number of TOEC participants who report increased skills in leadership and decisionmaking.

Outcome #8


1. Outcome Measures

Increase number of 4-H staff self-reporting an increase in their ability to work with youth and adultsto implement 4-H lifeskill development opportunities

Outcome #9


● 1862 Extension

3a. Outcome Type:




2010 11 11


Issue (Who cares and Why)

What has been done

Results


KA Code Knowledge Area806 Youth Development



1. Outcome Measures

Number of Migrant Education eligible students enrolled

Outcome #10


● 1862 Extension

3a. Outcome Type:




2010 150 125



What has been done

Results


KA Code Knowledge Area805 Community Institutions, Health, and Social Services

1. Outcome Measures

Increase the number of committee members implementing or enhancing broad-based decision-making skills

Outcome #11




1. Outcome Measures

Increase the number of program participants serving as leaders on Committees

Outcome #12


● 1862 Extension

3a. Outcome Type:




2010 2 10



What has been done

Results


KA Code Knowledge Area608 Community Resource Planning and Development903 Communication, Education, and Information Delivery

1. Outcome Measures

Increase the number of schools that offer financial literacy education

Outcome #13




1. Outcome Measures

Increase the number of volunteers self reporting an increase in their ability to implement a 4-Hlifeskill development for youth

Outcome #14


● 1862 Extension

3a. Outcome Type:




2010 540 266



What has been done

Results



1. Outcome Measures

Increase the number of youth who set and reach goals identified at the beginning of the 4-H year

Outcome #15


● 1862 Extension



3a. Outcome Type:




2010 900 640


Issue (Who cares and Why)Setting and reaching goals is an important life skill. Volunteers who have the skills and tools towork with youth are an important component to successfully supporting youth in developing thoseskills.

What has been done4-H leaders have been given the training and tools to help their members prepare their recordbooks. Members are encouraged to set goals at the start of the 4-H year. Check-ins throughoutthe year help the members see if they are on track to meet their goals. Life skills are identifiedand incorporated at the club level.

Results640 members set goals at the start of the 4-H year and documented in their record books whenthey achieved those goals. Members demonstrated a better understanding of goal setting and lifeskills gained.



1. Outcome Measures

Increase the number of clubs doing at least 6 hours of community service

Outcome #16


● 1862 Extension

3a. Outcome Type:






2010 125 76



What has been done

Results



1. Outcome Measures

Youth have greater opportunities to access and learn financial planning skills

Outcome #17


1. Outcome Measures

increase in number of youth reached with positive youth development programming self reportingan increase in mastery for targeted life skills, including: Decision making; wise use of resources;communication; accepting differences; leadership; useful/marketable skills; healthy lifestylechoices; and/or self-responsibility

Outcome #18


● 1862 Extension

3a. Outcome Type:




2010 3800 1789




Issue (Who cares and Why)Personal mastery of Life Skills (Targeting Life Skills Model, 1998) is important for both PositiveYouth and Family Development. The goal is to provide developmentally appropriate opportunitiesfor youth and adults to experience life skills, to practice them until they are learned, and be able touse them as necessary throughout a lifetime.

What has been doneRecord books are submitted by 4-H members. Leaders are trained by 4-H educators on how towork with their members on the importance and completion of the record books in part to helpmembers set goals and track their progress. This is one methodology for leaders to evaluate thelearning and skill building of 4-H members.

ResultsReading 4-H record books is a moving experience as one learns from the members 4-H stories abit about how 4-H has impacted them. The qoutes below capture some of what is repeated manytimes in the various 4-H stories. "4-H is about friendship and teamwork..." " My favorite part of 4-His having a fun group of people to hang out with while learning new things..." " 4-H allows me tobe who I am... hleping to make me a kinder tolerant more well rounded citizen." " 4-H meanslearning new and helpful skills, improving skills, and facing challenges." " Since I've been in 4-H Ican talk without being afraid." " 4-H has helped me with keeping records and being organized.""To me this is what 4-H is about; learing, growing, changing, going through times and experiencesthat will change who we are inside..."



1. Outcome Measures

Increase in number of youths involved in Urban Community Forestry

Outcome #19


1. Outcome Measures

Increase number of clubs with SET related projects

Outcome #20




1. Outcome Measures

Number of individuals (youth and volunteers) increasing knowledge and/or skills in content andcareers (across subject areas ranging from animal science to environmental science to technology)

Outcome #21


● 1862 Extension

3a. Outcome Type:

Change in Knowledge Outcome Measure



2010 2400 3837



What has been done

Results



1. Outcome Measures

Increase the number of apprentices who achieve preset professional development goals within 3years

Outcome #22




1. Outcome Measures

Increase the number of apprentices who plan and implement a program evaluation.

Outcome #23


1. Outcome Measures

Increase the number of apprentices who report the results of their program evaluation.

Outcome #24


● 1862 Extension

3a. Outcome Type:




2010 2 0


Issue (Who cares and Why){No Data Entered}

What has been done{No Data Entered}

Results{No Data Entered}


KA Code Knowledge Area806 Youth Development903 Communication, Education, and Information Delivery



1. Outcome Measures

Number of individuals applying science process skills, including incorporation of science learning incommunity service, enrollment in SET-related post-secondary education, and/orentrepreneurship/career success

Outcome #25


1. Outcome Measures

Number of individuals demonstrating improved behavior in science learning, such as effectiveparticipation in school classes, independent study, career exploration, or volunteer experiences

Outcome #26


● 1862 Extension

3a. Outcome Type:




2010 2880 132



What has been done

Results





1. Outcome Measures

increase the number of participants who self report increase of skills in leadership and decisionmaking.

Outcome #27


1. Outcome Measures

increasing number of elected/appointed village, town or city officials that use information gained atTOEC in leadership and decision making

Outcome #28


1. Outcome Measures

Increase the number of parents understanding family transition through parentage, divorce orseparation who understand the impact of these changes on their children.

Outcome #29


1. Outcome Measures

Number of dollars of in-kind and cash contributions in support of programming

Outcome #30


● 1862 Extension

3a. Outcome Type:




2010 1000 29624




Issue (Who cares and Why)Vermont is a state with no permanent base or military installation; yet, we are experiencing thelargest single deployment of service members since World War II. When they deploy, it is theirhome communities that must step up to support their children and families, becoming thehomefront unit for building resilient children. To do this, local communities and schools must gofrom limited awareness of military life, values, and challenges to full involvement, awareness, andempathy.

What has been doneAs a team of statewide partners OMK has hosted Ready, Set, Go! trainings throughout the stateand on Across the Fence, appeared as a selected program in the UVM Extension annual report,spoken to school groups and volunteer groups, and worked with colleagues and communitymembers to gather donations and make local deliveries of Hero Packs to children. We have opendiscussions about the impacts of deployment on children and families, making this issue moremainstream and Main Street.

ResultsTo date, we have 225 families registered to receive updates from OMK about kids' events andactivities. We have trained 35 organizations and over 1000 participants on the impacts ofdeployment. We now share information with our military partners and participate in their trainingand support programs. Survey data shows that increased awareness by community members hasled 72% of respondents to speak to others about the need to support kids during deployment andhas led to direct involvement by soliciting donations, hosting events, volunteering, etc. This willhelp OMK work with families, schools, and communities to build resilient kids who can growthrough the experience of deployment and strengthen their connections to their localcommunities.


KA Code Knowledge Area608 Community Resource Planning and Development802 Human Development and Family Well-Being806 Youth Development903 Communication, Education, and Information Delivery

1. Outcome Measures

Number of participants report using skills learned in community setting

Outcome #31


● 1862 Extension



3a. Outcome Type:




2010 750 246


Issue (Who cares and Why)Studies indicate a number of problems ranging from declining levels of voter participation andpublic apathy toward elections to decreasing interest in volunteer activities and communitygroups. They also document the younger generation's apparent disinterest in public affairs.

What has been doneCommunity program efforts range broadly building individuals skills, community collaboration andinvolvement to address community issues and build community assets. Activities demonstratingresults in FY10: 2nd Annual Energy and Climate Action Conference (ECA)with 250 localofficials/leaders attending, three Take Charge community development programs, Stewardship ofthe Urban Landscape (SOUL) an eight week tree steward training program; and Speak Out forMilitary Kids (SOMK) involving 132 youth met, trained and worked together.

ResultsAddressing specific Vermont and community needs individuals in three communities engaged inTake Charge efforts resulting in exceeding participation goals, revitalizing a downtown, and takinganother committees recommendations to work; 79% of the respondents to a 6 month post surveyfrom the ECA conference indicated their community had started at least one new project relatedto energy efficiency; 52 SOUL graduates completed over 1,040 hours managing Vermont's urbanand community forests; SOMK has 132 youth speakers in the community leading to 72% of thecommunity respondents stating they were moved to speak to others about supporting kids duringdeployment. The number of communities affected by these individuals is not known but manyhave benefited through the awareness and skills of the community members.


KA Code Knowledge Area124 Urban Forestry608 Community Resource Planning and Development806 Youth Development903 Communication, Education, and Information Delivery



V(H). Planned Program (External Factors)

External factors which affected outcomes● Economy

● Appropriations changes

● Public Policy changes

● Competing Public priorities

● Competing Programmatic Challenges

Brief Explanation

V(I). Planned Program (Evaluation Studies and Data Collection)

1. Evaluation Studies Planned

● After Only (post program)

● Retrospective (post program)

● Before-After (before and after program)

● During (during program)

● Time series (multiple points before and after program)

● Case Study

Evaluation Results

Key Items of Evaluation


v(a). planned program (summary) file2010 university of vermont combined research and extension...

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