Plan of Work—Unit 21
Clay/Effingham/Fayette/Jasper Counties
2013-14
Developing a Healthy Lifestyle
General Information
Contacts
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Elliott, Connie L.
Hollinshead, Rachelle A.
Welch, Tabitha
Delivery - Extension Staff
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Burcham, Cheri
Dirks, Sarah
Elliott, Connie L.
Maxwell, Erin
Stine, Jo
Weaver, Elizabeth
Welch, Tabitha
Wright, Mary Liz
Delivery - Groups/Others
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Health Departments
Home and Community Education groups
Hospitals
Schools
Situation or Issue
Situation Description
Physical, psychological, emotional and financial well-being are all important in the development
of a healthy lifestyle for adults, youth and families in Illinois. In 2006, the World Health
organization defined the optimum state of health as having two focal points: the realization of the
fullest potential of an individual physically, psychologically, socially, spiritually and
economically and having the fulfillment of one’s role expectations in the family, community,
place of worship, workplace and other settings.1
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Poor nutrition, low cost processed foods, the lack of physical activity, overweight/obesity
increases, and the burden of chronic diseases such as diabetes, and heart disease continue to
negatively impact the physical health of both individuals and families. In 2011, Illinois was
ranked as the 23rd most obese state in America.2 According to Illinois Behavioral Risk Factor
Surveillance System (BRFSS) 2011, the overweight population was at 36.8% (an increase of
2.9% from the previous year-2010) and the obese population at 27.2%.3 The most recent data of
2007 states that 34.9% of children and teens (ages 10-17 years) were considered over-weight or
obese.4 Conditions such as heart disease, type 2 diabetes, stroke and certain types of cancer
(some of the leading causes of preventable death) are associated with obesity.5 Heart disease
continues to be the leading cause of death in the state, followed by cancer. Diabetes ranks as the
seventh leading cause of death in Illinois6. In fact, more than 800,000 adults (8.5%) in the state
have been diagnosed with diabetes. Diabetes, a disease that was once considered an adult illness,
is increasingly being diagnosed in children.
Poor nutrition and lack of physical activity play a role in the development of obesity and chronic
diseases. Citizens of our state are not meeting dietary and physical activity goals. According to
2009 BRFSS, only 23% of adults report eating more than five fruits and vegetables every
day. In addition, 62% report that they are not getting the recommended amounts of daily
physical activity, if any physical activity at all. Young people are not eating enough whole fruit,
whole grains, legumes, and dark green and orange vegetables.7
Moderate physical activity can reduce the risk of developing heart disease, diabetes, colon
cancer, high blood pressure and helps to lessen the effects of stress8. The 2008 Physical Activity
Guidelines recognized the value of physical activity as an important component of an overall
healthy lifestyle. On average, physically active people live longer and have better quality lives
than inactive people9. National trends indicate that activity levels decrease across the lifespan.
Regular physical activity and physical fitness across the lifespan are important to an individual’s
health, sense of well-being, management of stress, and maintenance of a healthy body weight.
For children and youth to meet recommended guidelines, they should engage in 60 minutes of
moderate to vigorous physical activity most days of the week10.
Healthy lifestyles for adults, youth and families require a variety of factors to be in balance.
Currently, the long-term economic crisis has Illinois consumers and families struggling
financially and as a result their health and wellbeing are threatened. The complex economic
situation means that many people in Illinois are facing extreme challenges to their financial
security. The current unemployment rate in Illinois is 9.2% as of July 2013, compared to 7.4%
nationwide.12
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The current unemployment rate in Illinois is 9.2% as of July 2013, compared to 7.4%
nationwide.12
According to a report by the Federal Housing Finance Agency: more Illinois home
mortgages backed by Fannie Mae and Freddie Mac, were seriously delinquent or already
in foreclosure at the end of 2011, than any state other than Florida and California.13
Approximately 14% of the state population depends on food stamps to battle hunger.
There has been a 34% increase in food stamp program participation from FY 20062010.14
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While everyone has not been equally impacted by the economic crisis, this is a widespread
problem. If someone is not unemployed themselves, they likely have a brother, daughter, or
other close person who is, and these people may be asking their relatives for help. Financial
insecurity means that families have trouble providing for basic needs such as food and
housing. In addition, financial insecurity can lead to increased anxiety and stress. Chronic
psychological stress contributes to a variety of health problems, such as heart disease, depression
and obesity15.
These data and others support the need for Extension programming addressing the important area
of developing a healthy lifestyle.
Stakeholder Input
Results from the Together We Can...Tell Us How survey conducted from March 1-April 17,
2009 by University of Illinois Extension show a strong interest by Illinois citizens for
information that supports the development and maintenance of a healthy lifestyle. Of those
people surveyed in Illinois, 89% are interested in information about maintaining healthy
relationships, 93% in information about managing your money, and 95% have interest in
maintaining physical health and well-being.
Outcomes/Impacts
Condition Changes
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Decreased risk factors for chronic disease.
Reduction in the proportion of adults, youth and children who are overweight or obese.
Decreased emotional strain in handling the challenges of family transitions.
Increased resources for positive role modeling and support.
Increased number of children and youth demonstrating positive contributions to their
families, schools and communities and engaging in long-term meaningful relationships.
Increase financial stability in families that spend less on food or have enough money to
buy food for the whole month.
Increase the savings rate of individuals and families.
Decrease outstanding consumer debt.
Increase family financial security in later life.
Action Changes
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Increased consumption of healthy food, including the following: increased intake of fruit
and vegetables, increased intake of whole grains and fiber, decreased fat intake, healthier
beverage choices, use of appropriate serving sizes, breakfast eaten daily.
Prepare healthy, nutritious food according to skill level and budgetary constraints.
Increased amount of time spent in physical activity.
Set financial goals (such as reduce debt, increase savings, and prepare for financial
security in later life).
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Practice positive financial behaviors such as paying down credit card balances, changing
spending behaviors, and saving money in retirement plans.
Increased ability to identify, manage and appropriately express one’s emotions and
behaviors
Increased ability to make positive decisions and to access external supports.
Increased ability to prevent, manage and resolve interpersonal conflicts in constructive
ways.
Learning Changes
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Gain awareness, knowledge, and skills related to planning menus/choosing
foods/preparing foods using the Food Guidance System (MyPlate).
Gain awareness, knowledge, and skills necessary to improve and increase physical
activity.
Increase consumer ability to recognize research based health messages.
Recognize health benefits associated with improved diet and increased physical activity.
Increased understanding of family interaction at family mealtime.
Gain awareness, knowledge, and skills related to how to save money on food.
Gain knowledge and skills related to increasing savings, decreasing debt, and planning
for future financial security.
Increase confidence in ability to effectively manage finances.
Increased knowledge of family relationship changes through family transitions.
Increased awareness of one’s emotions and behaviors.
Increased awareness about personal qualities and external supports that influence choices
and success.
Increased awareness of how individual choices can impact others.
Increased awareness of goal-setting skills.
Increased awareness of the feelings and perspectives of others.
Increased knowledge of interpersonal conflict resolution skills.
Increased knowledge of how social norms and media messages can affect one’s feelings,
decision making and behaviors.
Increased awareness of different kinds of stressors and skills for coping with stress.
Outputs/Learning Opportunities
Learning Activities
Alert, Aware, Alive: Ag Defensive Driving
Due to concerns about collisions and near collisions between farm equipment and motor
vehicles, the National Education Center for Agriculture Safety launched a year-long focus on the
theme "Rural Roadway Safety: Alert, Aware and Alive" during a past National Farm Safety
Week.
According to the Great Plains Center for Agricultural Health, based in the University Of Iowa
College of Public Health, there are on average more than 1,100 crashes between farm equipment
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and motor vehicles annually in the center's nine-state region of Illinois, Iowa, Kansas,
Minnesota, Missouri, Nebraska, North Dakota, South Dakota and Wisconsin. In 2008, Illinois
accounted for 249 of the 1085 crashes documented by the region's traffic safety officials which
were more than each of the other 8 states in the region.
Of the 1,100-plus crashes that occur annually in the Great Plains Center's region, more than 30
percent involve nonfatal injuries, and about two percent result in fatalities, according to 20052008 regional data compiled by the Great Plains Center.
The Ag Defensive Driving program is presented to high school students to provide them the
opportunity to view the perspective of the farmer/truck driver and to explain to them the hazards
farmers and drivers face as they meet each other on public roads. The goal is to educate them in
the need for caution, especially during farming season, as equipment moves up and down the
public roadways.
Plan Well, Retire Well
A comprehensive electronic education program which includes a blog, e-news, Facebook, and
news articles. Individuals can subscribe to the e-news and the blog. The focus of Plan Well,
Retire Well is to help adults plan and invest for retirement while managing their daily financial
needs.
Healthy Living throughout the Lifespan Series
Educational programs for adult audiences, including HCE, relevant to issues experienced
throughout the lifespan including general nutrition and physical activity, money management,
stress management, and maintaining healthy family relationships. Programs may be offered via
teleconference, e-technology, or face-to-face as an individual program or as a series of programs
ranging in length from 60-90 minutes per session. List of topics available from County Director
and Family and Consumer Science educators.
Supplemental Nutrition Assistance Program Education (SNAP-Ed)
Persons eligible for SNAP are entitled to nutrition education through SNAP-Ed. The goal is to
improve the likelihood SNAP-Ed participants will make healthy food choices and choose
physically active lifestyles. In Illinois, more than 88% of the counties offer learner-centered
education aimed at helping limited resource families and individuals learn how to prepare safe
and healthful meals and increase their physical activity to maintain appropriate calorie balance as
part of a healthy lifestyle.
Long-term Care: Talking, Deciding, Taking Action
An educational series that helps individuals and families plan effectively for their needs as aging
adults. Regional one-day workshops introduce this topic to local clientele as well as to
professionals who assist families with long-term care needs. The new website at
www.longtermcare.illinois.edu (featuring multi-media presentations and hands-on activities)
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supports this program. Content topics include housing options, family dynamics and
communication, caregiving issues, and financing long-term care.
Websites available to help people increase financial knowledge and confidence
Getting through Tough Financial Times (www.toughtimes.illinois.edu), Choosing a Financial
Professional (http://web.extension.illinois.edu/financialpro/), More for Your Money
(http://web.extension.illinois.edu/money/), and Credit Card Smarts
(http://web.extension.illinois.edu/creditcardsmarts/)
I on Diabetes
A series of four 2½ - 3 hour face-to-face sessions designed for anyone interested in preventing or
managing diabetes. The program provides information on treatment goals and self-monitoring,
managing carbohydrates, sodium, cholesterol and fat portions, planning meals, reading food
labels, and using artificial sweeteners, low-fat products and herbs and spices. Food
demonstrations, taste testing, and recipes are provided at each session.
Financial Wellness for College Students
College students at UIUC, with an interest in financial planning, connect with other students
through Facebook, e-newsletter, website information, g-chat, as well as in-person with timely
financial education information. While the Peer Educators for this program are at UIUC, the
program aims to connect with students statewide through electronic communication.
Live Well, Be Well
A chronic disease self-management workshop offered as a 6-week series for anyone suffering
from a chronic illness. Topics covered include: dealing with difficult emotions; nutrition and
diet; physical activity and exercise; relaxation exercises; medications; communication with
medical personnel and family; medical documentation; creating action plans.
4-H Cooking Clubs
Childhood obesity ranks as one of the highest risks facing today's children with one in three at
risk for being overweight. Youth lack the skills to prepare a healthy meal at home and choose
high calorie, fast food options instead of eating meals at home. 4-H cooking clubs will reach 50
new youth as 4-H club members. Youth will demonstrate good food preparation skills, will learn
to balance menu selections, and will learn the importance of safety while preparing foods.
Children will learn to prepare healthy recipes through a series of cooking clubs and workshops in
the unit. Each county will hold at least one 6-session cooking club or workshop during the
coming year which focuses on basics of food preparation and nutrition. Youth will learn to
prepare a healthy menu for their family. Youth will learn safe practices in the kitchen. Youth
will problem solve ways to improve procedures when products fail to meet a standard.
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In the past two years, more than 100 youth have benefited from the trainings at cooking clubs
and workshops. Some of the stated benefits include mastery of basic food preparation, greater
cooperation among peers, and fostered relationships with caring adults.
Wisercise
A simple, innovative, classroom-based program designed to get youth moving while remaining
on task with academics. Volunteers train 5th grade students to teach the Wisercise lessons and
then those students lead the daily 10-minute activities in 3rd and 4th grade classrooms. The four
to five week program can be continued by schools if desired.
Meals for a Healthy Heart
A two-part face-to-face series that focuses on increasing participant awareness of the major risk
factors of coronary heart disease. The series highlights heart healthy foods, menu planning,
healthy eating away from home, physical activity and weight management. Food demonstrations,
taste testing, and recipes are provided at each session.
Fit Wits: Fostering Improved Thinking While Incorporating Training Strategies
Keeping a brain healthy requires more than just doing crossword puzzles or word searches.
There is increasing evidence that brain health is directly related to body health. However, most
people think more about keeping their bodies fit or their hearts healthy than working at
maintaining a healthy brain. This program discusses the aging brain and what can be done to
keep the brain healthy and engaged. Unit staff will received training in this area on August 29
and be prepared to share portions of the program with youth and adult audiences.
Decluttering
Is all the STUFF in your life driving you crazy? Do you spend too much time piling, sorting and
moving stacks from one place to another? Are you tired of searching from one place to another?
Learn how to reduce paper and clutter in your home and at work, easily locate those important
notes and phone numbers, prevent interruptions, and save yourself hours of time and stress every
week.
Target Audiences
Define the Audience
High school youth, especially those with driver's licenses
Adults preparing for retirement
Home and Community Education groups
Low-income school children and low-income adults
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People living with Diabetes
Adults with a chronic disease
3rd and 4th graders interested in cooking
Inputs
Resources
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Program fees will be assessed to cover the travel and material costs of Extension staff
who deliver face-to-face workshops for participants.
Facilities for workshops will include local Extension offices or other community sites.
Human resource investment will include time devoted to program development ,
curriculum preparation and delivery, and evaluation of programs by Extension
Educators/Specialists and Extension Staff time in promoting and recruiting participation,
volunteer delivery system locating and setting up facilities, and the state Extension web
development or unit websites.
Equipment provided by Unit including audio conferencing systems.
Volunteer contributions.
Program grants and gifts.
Collaboration with other community organizations.
Use of Foundation-sponsored SPIN club equipment to facilitate cooking clubs.
Outcome/Impact Indicators
Identify Outcomes
Healthy Living throughout the Lifespan Series--Number of participants who set goals to
implement a strategy to improve family relationships, financial health and healthy nutrition
practices
I on Diabetes--Number of participants who report:
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using a meal plan to help manage diabetes
reducing fat intake
reducing sodium intake
increasing use of food labels to plan meals
increasing physical activity
Meals for a Healthy Heart--Number of participants who report:
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confidence in planning and preparing heart healthy meals
making more healthy food choices when eating away from home
knowledge gained about the relationship between diet and chronic diseases
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eating a variety of foods based on the Food Guide System (MyPlate)
Wisercise--Number of participants who:
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participate in 10 minutes of daily activity to improve focus and productivity in the
classroom
understand the importance of being more physically active
report improved planning and teaching skills (peer-teachers)
Plan Well, Retire Well--Number of participants who adopt one or more positive financial
practices to:
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adopt one or more positive financial practices to increase savings
adopt one or more positive financial practices to reduce debt
take steps towards long-term financial security
take steps to increase their financial knowledge by subscribing to an educational social
media site such as @morethancoupons, Plan Well, Retire Well blog or e-newsletter, or a
finance-related Facebook page such as Champaign County Saves or Money Smart Week.
Identifying the Evaluation Methods to be Used
Impact Evaluations
Learning Activity
Audience(s)
Evaluation Method
(Title, etc.)
I on Diabetes
Adults interested in the prevention Pre- and post-test
and/or management of diabetes
Meals for a Healthy Adults interested in the prevention Retrospective and
Heart*
and/or management of coronary
follow-up survey
heart disease
Healthy Living
Series
Wisercise
Adults interested in increasing
overall healthy wellbeing.
Elementary age youth
Retrospective survey
Track daily PA
Assess life skill
development of peerteachers
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Date To Be
Conducted
Before and after
the series
End of program
One month later
3 months later
End of
program
2012-13
Positive Youth Development
General Information
Contacts
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Elliott, Connie L.
Hollinshead, Rachelle A.
Logan, Patti
Welch, Tabitha
Delivery - Extension Staff
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Elliott, ConnieL.
Logan, Patti
Welch, Tabitha
Delivery - Groups/Others
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4-H Foundations
Other Youth Organizations
Schools
Situation or Issue
Situation Description
Positive Youth Development
The current framework known as Positive Youth Development (PYD) views young people as
resources to be developed rather than as problems to be managed. The PYD approach builds
upon what have become known as the “Five Cs”: Competence, Confidence, Connection,
Character, and Caring. Features of an effective PYD program are: 1) Positive and sustained
relationships between youth and adults, 2) Activities that build important life skills, and 3)
Opportunities for children to use these life skills as both participants and as leaders in valued
community activities. Principles of PYD are incorporated into the Illinois 4-H program and
other Extension programs in which there is a sustained experience with youth. Extension is also
committed to strengthening program quality in other youth serving organizations teaching
elements of positive youth development.
Search Institute reports that less than 30% of youth are experiencing developmental assets such
as positive family communication, a community that values youth and views them as a resource,
adult role models, creative activities, and the opportunity to plan and make decisions.
http://www.search-institute.org/research/assets
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The Illinois state fiscal crisis threatens to further erode important investments in early childhood
education and care, heath insurance coverage, children’s mental health services, family supports,
and other essentials programs and
services. http://www.aecf.org/MajorInitiatives/KIDSCOUNT.aspx . The need for University of
Illinois PYD programs grows.
Illinois 4-H Program
Illinois 4-H must expand its 4-H Club program to engage more youth in a PYD experience.
About 50 counties reached the goal of having 7.5% of the local youth population enrolled in
sustained 4-H experiences. Nearly every county has the staff capacity to increase 4-H club and
group enrollment. If the 53 counties that do not currently have any SPIN clubs matched the
success of other counties, we would reach an additional 1,000 youth.
Illinois 4-H must strategically create retention plans that enable a youth to remain in our PYD
experience for at least 3 years. Currently, 32% of 1st year 4-H club members do not re-enroll and
23% of 2nd year members do not re-enroll.
Ensuring that young people who participate in 4-H youth development program have experiences
of the highest quality is important. When youth people join 4-H, inherent in their membership is
the promise of opportunity to gain a sense of belonging within their group; independence through
decision-making and responsibility; a spirit of generosity toward others; and mastery through
project completion, presentations and exhibitions. (BIG-M)
http://web.extension.illinois.edu/state4h/volunteers/pyd.cfm. The North Central Extension
Region is pursuing program quality http://www1.extension.umn.edu/youth/docs/Minnesota-4-HQuality-Improvement-Study.pdf as is the Illinois 4-H program.
Provided Illinois 4-H continues to infuse our program with PYD: BIG-M, we can claim the
results of the 6th Wave of Tufts University Study on Positive Youth Development which reports
that nationally, 4-H’ers:
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Are 56% more likely to spend more hours exercising or being physically active,
Have significantly lower drug, alcohol and cigarette use than their peers
Report better grades and higher levels of academic competence and engagement in school
Are nearly two times more likely to plan to go to college
Are three times more likely to contribute to their communities
http://ase.tufts.edu/iaryd/researchPositive4H.htm
Illinois 4-H Impact Statements
Stakeholder Input
Consistent local feedback in the units is that 4H is important not only to the youth that it serves
but also to the overall wellbeing of the community. Much was learned in 2012 with a series of
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trainings for adults (4-H For Grown-Ups) and the Volunteer Certification training for all adult
volunteers.
Together We Can— 48% of respondents want more information on the quality of K-12
education, 47% Expanding youth interest in science,math, & technology education, 41% job
search skills, 38% planning for a college education, 34% workplace ethics, 31% youth peer
relationships, and 29% value of school extracurriculuar activities.
Young adults who have served on statewide planning committees report that they learn skills that
help them participate in college and their communities and learn skills that have helped them
with career planning. In addition, they report that the skills they learned helped them in other
aspects of their life as well.
Outcomes/Impacts
Condition Change
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Youth will gain knowledge, skills, and behaviors for fulfilling lives, improved social,
environmental and economic conditions in communities.
Adults will sustain positive youth development environments where youth can thrive.
In communities, positive youth development has improved quality of life for people.
Growth in 4-H club and 4-H group membership will result in more PYD experiences for
youth, adults, and communities.
All counties will reach their membership minimum of 15%.
Action Changes
Youth
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Increased number of youth will enroll in community clubs, reaching the 7.5% rate for all
four counties.
Increased number of youth in short term programs through Extension, reaching an
additional 7.5% or 15% total outreach in all four counties.
Members of 4-H youth groups will be successful in establishing youth-adult partnerships.
Youth and adults will successfully set and obtain club/group goals.
Members of 4-H youth groups will contribute to a safe & welcoming environment for
their peers (code of conduct).
Members of 4-H clubs will contribute hours in service to others.
Members of 4-H clubs will improve the health of their neighborhoods.
Members will go onto higher education.
Adults
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95% of all adult volunteers in the unit completed a volunteer certification in the 20122013 program year. Work toward enhancing the BIG-M understanding with all adult
volunteers in the program.
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Volunteers will incorporate Belonging, Independence, Generosity, and Mastery (BIG-M)
into their clubs.
Volunteers and Extension staff will allow youth to make decisions and join in partnership
with them. Youth grow in skills from that involvement and interaction with adults as
partners – becoming more involved in the 4-H program, their schools and communities,
college, and their careers.
Community Partners/Policy Makers
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Community Partners/Policy Makers will integrate policies and practices in support of
positive youth development.
PYD Program
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New clubs formed
Sustained participation in the 4-H program
Increased diversity in the 4-H program
Learning Changes
Youth will:
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gain knowledge and skills in focus areas determined by individuals, or individual
clubs/groups (community clubs/after school groups/special interest groups)
demonstrate the ability to set and achieve personal goals
exhibit skills necessary to develop attainable plans for their future
recognize the value of giving back to their communities by assessing community needs
and planning and carrying out events that address those needs
Adults will:
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be able to identify the three essential elements of the key concept called belonging.
be able to describe belonging and help 4-H club members develop a sense of belonging in
their club.
be able to describe the key concept of independence and the essential element of youth
being an active participant in the future and an opportunity for self determination.
use strategies to help 4-H leaders and volunteers foster self-determination in youth.
recognize how they play an active role in helping youth have a positive orientation
toward the future.
be able to describe the key concept of generosity and the essential element of the
opportunity to value and practice service to others.
be able to describe the key concept of mastery and the essential elements of mastery and
engagement in learning.
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Community Partners/Policy Makers will:
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increase their knowledge and awareness of problems and solutions supporting positive
youth development.
Outputs/Learning Opportunities
Learning Activities
Leadership Training for Jr/Sr Youth
Teen clubs are weak/nonexistent in Clay and Fayette counties. High school youth haven’t shown
great interest in having clubs, but attracting these youth as pre-teens will build strong high school
leadership in the future. Jr. High Leadership Clubs will be formed in Clay, Fayette and
Effingham County reaching 30 youth. Training will focus on building strong leadership skills
such as cooperation, decision making and organizational skills the first two years. Youth will
have assignments each meeting. Youth will enroll in Leadership Skills II project and complete a
project. Ambassador training for Jasper County and Effingham County youth will continue to
focus on leadership training and program implementation. Youth will evaluate the level of their
skills before and after their experience. EPCs and the Youth Educator will focus attention in
2013-14 on these young leaders and try to conduct trainings across county lines to reach desired
goals. Funds from the Brummer family will cover costs of a unit-wide high school team building
day at 4-H camp.
BIG-M Training for 4-H Volunteers
Training received in 2012-2013 will be supplemented in 2013-2014 through individual contact as
the need arises with specific adults. Given the length of the national curriculum, the PYD Work
Group has condensed the curriculum into two formats: (1) IL 4-H PYD: BIG-M Training for 4-H
Staff, and (2) IL 4-H PYD: BIG-M Training for 4-H Volunteers. The time requirement for the
staff training is 120 minutes and the volunteer training is 60 minutes. Ideally, both curricula are
designed to be delivered in a single training session.
Community Club Adult/Youth Partnerships
Teens can serve as teachers in many situations with their peers and younger members. A
concentrated effort will be made to develop Youth/Adult Partnerships in the unit. Trainings will
be done with jr. high and high school youth which will allow them to take stronger leadership in
the club. Youth will be used as teachers in the following unit events: Expansion & Review, Jr.
Ambassador Training, New to 4-H meetings, and club meetings.
BIG-M: Independence – Planning the Illinois 4-H Club Program Using 4-H PYD
Any opportunity for youth to see themselves as an active participant in the future; an opportunity
for self-determination. (Conduct officers' training. Give youth opportunities to plan and make
decisions in Federation, Youth Leadership Teams, and Planning Committees. Teach youth
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leadership at conferences and through participation on trips. State opportunities include
Speaking for Illinois 4-H, Illinois State 4-H Youth Leadership Team, Illinois 4-H Junior
Leadership Conference, Legislative Connection, National 4-H Conference, and Citizenship
Washington Focus.)
BIG-M: Mastery – Planning the Illinois 4-H Club Program Using 4-H PYD
Any opportunity to engage in learning and become good at something. (Encourage the use of
project manuals and assistance from project leaders. Presentations and talks at club meetings.
Offer opportunities to exhibit at 4-H shows. Demonstrate knowledge at contest. Offer events
that promote experiential learning, such as The Great Debate. Offer awards and recognition.)
4-H Expansion
Illinois 4-H must expand its 4-H Club program to engage more youth in a PYD experience
including growing the engagement of youth living in metropolitan areas. Articulate specific
expansion goals and describe outreach plans to achieve these goals for a given Extension unit.
Target Audiences
Define the Audience
Junior high youth currently enrolled in 4-H
High school youth currently enrolled in 4-H
Youth never enrolled in 4-H
Adult 4-H volunteers/leaders
Inputs
Resources
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


23,000 adult and youth volunteer time and effort
State Specialists and Unit Staff
Local extension offices, fairgrounds, camps, community buildings, schools, etc.
4-H Program fees charged to youth enrolled in 4H clubs and 4-H groups
4-H and Extension Foundations (Illinois 4-H Foundation www.4hfoundation.illinois.edu)
Partner organizations and community collaborative groups
Extension & 4-H advisory groups such as Expansion and Review, Planning Committees,
Superintendents, etc.
Websites (State www.illinois4-H.org; National Headquarters www.national4hheadquarters.gov; National Council www.4-H.org
4-H Project Manuals
Illinois 4-H Program Unit Management Handbook – Policies and Guidelines
15

Staff Development (PRKC)
Outcome/Impact Indicators
Identify Outcomes
PYD Program Quality Assessment Tool




# of clubs and groups that complete assessment
# of clubs and groups who report making changes based on assessment
# of counties conducting assessment
# of 4-H programs/events that align with PYD
Alumni Survey



% of graduating youth going onto higher education
% of graduating youth that discussed post-secondary options with their 4-H leader or 4-H
staff
% of graduating youth that feel their 4-H project impacted their college decision
Youth Planning Committee/Leadership Team Survey


Leadership skills gained
Increase in leadership responsibilities
4-H ES-237 Reports




Number of youth enrolled in 4-H clubs and 4-H groups
4-H Club and Group youth by ethnicity and race
4-H Club and Group youth by residence
Percent of non re-enrolled 4-H club youth according to tenure
Other Surveys and/or Reports
Identifying the Evaluation Methods to be Used
Impact Evaluations
Learning Activity (Title, etc.)
Audience(s)
Evaluation Method
Date To Be
Conducted
Spring
4-H Clubs
Youth & adults
Graduates going on to Higher
Education
Illini Summer Academy
Alumni
Program Quality
Assessment Tool
Secondary data & survey Spring
Youth
Focus group, surveys
16
2014 ISA
YLT Skills – Youth/Adult
Partnerships
Speaking for Illinois 4-H
Former YLT
members
Youth
Surveys
Now
Surveys
4-H Club and 4-H Group
participation
Youth
Data Management
System (DMS) reports
Every 6 months
after training
August
Protecting and Appreciating Our Environment
General Information
Contacts




Elliott, Connie L.
Hollinshead, Rachelle A.
Logan, Patti
Welch, Tabitha
Delivery - Extension Staff








Bellm, Robert
Bissonnette, Suzanne
Bowman, N. Dennis
David, Monica
Elliott, Connie L.
Logan, Patti
Porter, Stephanie
Welch, Tabitha
Delivery - Groups/Others




Brownstown Agronomy Research Center staff
College of ACES faculty and AP staff
Illinois Department of Agriculture
State 4-H office staff
17
Situation or Issue
Situation Description
Degradation of the Illinois environment has been documented in various reports and other
publications. Rather than address the total environment, the following focuses more succinctly
into areas where Extension is poised to address.
Pesticides have the potential to degrade the air, soil, and water, particularly if they are applied
incorrectly. In addition, they can harm non-target plant and animal species causing ecosystem
degradation. In Illinois, about 35,000 pesticide applicators (commercial and private) and
operators are licensed to apply pesticides. It has been estimated that pesticides are applied by
55% of residents with lawns and/or gardens. Pesticide misuse complaints to the Illinois
Department of Agriculture averaged 106.5 per year for the period 2007-2010.
Kals, Schumacher, and Montada (1999) suggested that affinity toward nature can be best
described as an emotion that develops through experiences with nature during childhood. An
affinity towards nature could motivate people to protect it.
Nearly 90% of all forestland in Illinois is owned, maintained, and controlled by private
landowners. Interacting with these landowners is critical to maintaining the ecosystem services
these forests provide all Illinoisans.
Illinois forests provide the major habitat for more than 420 vertebrate species, and losses in the
quality and quantity of that habitat severely affect wildlife populations (Illinois Wildlife Habitat
Commission, 1985). Of the more than 420 vertebrates listed as occurring in Illinois by the
Illinois Fish and Wildlife Information System, approximately 82.5% of the mammals. 62.8% of
the birds and 79.7% of the amphibians and reptiles require forested habitat for a portion of their
life cycle (IFWIS/INHS).
Ecotourism and natural area recreation are major sources of revenue within the state. The quality
and maintenance of natural areas greatly influences the continued health of these activities.
Landscaping and outdoor plants were perceived by households to increase their home market
value by an average of 17%. There is a demand for education concerning proper plant selection,
pest management, invasive species avoidance, and the long-term maintenance of these areas.
Carbon sequestration, air quality, erosion, and water quality relate to a healthy environment that
helps ameliorate global warming and the consequences associated with it.
Invasive species, including plants and animals, can have a devastating influence on ecosystems,
including prairies, woodlands, and wetlands, and on urban landscapes. The short term and long
term effects from invasive species include a significant reduction in the diversity of species in
natural areas, loss of tourism, crop damage and high cost to municipalities and land management
agencies for invasive species control, and removal and replacement of urban landscapes.
Government agencies, local park districts, and landscape managers charged with enhancing and
18
preserving natural habitats and maintaining other private and public lands face rising costs in
their efforts to remove invasives, in particular invasive plants. In addition, Ricciardi, et al.
reported in the April 2011 issue of BioScience that invasive organisms could globally cost an
estimated $1.4 trillion per year in damages. Invasives are predicted to be more economically
damaging than natural disasters and therefore should command the same diligence in preparation
and aid as with natural disasters. In the same article, for example, the emerald ash borer beetle
from Asia is projected to cost the U.S. $10 billion over the next ten years.
References:
2004 Illinois Green Industry Survey- Gene Campbell and William Kruidenier
2008 Environmental Lawn and Garden Survey-National Gardening Association
www.gardeningresearch.com
Stakeholder Input
Together We Can – Tell Us How results indicate that 94.5% of Extension users and 90.3% of
non-users are interested in and/or want to keep current on issues related to protecting the
environment; specifically information on water quality, pesticide use, air pollution, global
warming, and solid waste management.
Eight of the ten most visited University of Illinois Extension websites (August, 2012) are on
environmental topics.
4-H youth enroll in environmental topics: biological sciences, 1,918; earth sciences 36,874; plant
sciences 27,847. Topics for the Thinking Green 4-H youth initiative were selected by an advisory
committee with representation from field staff and Master Gardener volunteers. Learning
objectives are aligned to K-12 Illinois standards. 4-H Memorial Summer Camp fills to capacity
annually, providing excellent environmental experiences for youth.
A majority (57%) of all U.S. households said that it’s extremely important or very important that
residential, commercial, and municipal lawns and landscapes be maintained in an
environmentally friendly way.
Outcomes/Impacts
Condition Change Outcomes



Establishment and continuance of sustainable environmental education programs.
Increased numbers of trained volunteers and participation in programs associated with the
Master Gardener, Master Naturalist, 4-H, and other environmental programs.
Formal pesticide misuse complaints filed with the Illinois Department of Agriculture will
continue to remain low, around 100 or fewer per year.
19
Action Change Outcomes



80% or more of the participants in environmental education programs will report at least
one practice change related to reduced environmental impact or increased activity in
enhancing environmental situations as determined through post program survey.
Youth will learn to evaluate water quality and submit their findings to the state survey.
Youth will see themselves as part of the solution.
Learning Change Outcomes

Increased environmental knowledge and/or motivation to protect the environment
measured by post program survey.
Outputs/Learning Opportunities
Learning Activities
Four Seasons Gardening
A series of 12 different sessions by distance education each year with one or more topics
addressing food production and environmental protection.
Youth Education Initiatives
a) I think Green: It Takes Small Things to Care for a World. A new program that engages youth
in investigating how living things interact with each other and with their environment. This
program includes three tracks: 1) worms, 2) butterflies, and 3) insects. All three tracks are
aligned to Illinois State Goals and follow a sequence of four 40-60 minute investigations in
which youth practice observation skills, conduct hands-on investigations with living things,
explore different life cycles, identify how living things function/adapt/change, and compare how
living things interact with each other and with their environment.
b) Camping--details vary by camp
http://web.extension.illinois.edu/state4h/members/camping.cfm
c) Conservation and Stewardship Days provide introductions to a broad range of environmental
topics. Currently held in Clay and Jasper counties. Extension staff will work to reconnect with
these events that are held in Effingham and Fayette counties.
d) Citizen Scientists Stream/River Quality study. Work with Bill Million for participation in
Citizen Scientist program in Unit. Youth and adult teams will receive training and complete the
required river study.
e) 4-H Feeding and Growing Our Communities. Effingham County youth have received grant
money to hold a SPIN club where youth grow produce and then contribute to needy families in
the community.
20
Home, Yard, and Garden Pest Newsletter
This newsletter is issued weekly during the growing season (biweekly in the early spring and late
summer) with two fall issues. It provides timely information on insect pests, plant diseases, and
weeds for landscapers, arborists, lawn care professionals, golf course personnel, garden center
operators, and other professional horticulturists. Current control procedures, safe pesticide use,
educational opportunities, and other topics of interest are discussed.
The Pesticide Safety Education Program (PSEP)
A training program designed to educate pesticide applicators and operators on the safe and
proper application of pesticides. This training stresses proper procedures to reduce pesticide
contamination of the person applying the pesticides, other people, and the environment. Pollution
by pesticides in the air by drift and other means, and in both surface water and ground water is
prevented through this education. More than 50 three-to-six-hour pesticide training days will be
held annually throughout the state. Additional applicators and operators will be educated through
30 pesticide training manuals and workbooks available for the various categories of licensure.
On-line training is available for Private Applicators as well as several category
exams. Education will also be provided through the Illinois Pesticide Review newsletter, social
media accounts, commercial and industry assistance, online fact sheets, mass media, and other
statewide and regional programs.
4-H Youth Development Clubs (Environment)
a. 4-H members enrolled in Floriculture, Forestry, Geology, Natural Resources, Wildlife,
Wind Energy, etc. Project guides found in the Clover and
http://web.extension.illinois.edu/state4h/members/.
b. Special Interest Clubs (SPIN Clubs) in relevant topics.
c. 4-H project workshops and events in relevant topics.
Distance Diagnostics
The Distance Diagnostics system provides Illinois residents with quick answers to their pest and
plant problems. This system connects local University of Illinois Extension field offices with
over 50 University campus and field-based experts. The system utilizes a unique combination of
hand-held digital cameras, and microscopes that allow the cameras to take pictures through the
microscope. This system is also part of the state bio-terrorism detection network.
The Illinois Master Gardener Program
Involves people in improving the quality of life by helping them use sound management
practices for home and urban natural resources, create and maintain an aesthetically pleasing
environment, promote well-being through people-plant interactions and therapy gardening, and
contributes to a safe food supply through home fruit and vegetable production. Master Gardeners
receive 60 hours of face-to-face or web-based training. Volunteers participate in community
efforts including gardening information hotlines, plant clinics, therapeutic gardening, community
21
gardening, Junior Master Gardener programs, speakers’ bureaus, community workshops, and
media efforts.
Forestry Conference
This woodland owner conference, celebrating its 20th year, is jointly sponsored by the two
extension forestry specialists at Iowa State University and the University of Illinois. Annual paid
attendance commonly exceeds 500 registered participants from Illinois, Iowa, Missouri,
Minnesota, and Indiana. Attendees receive expert instruction on a wide diversity of forestry and
natural resource topics. This highly successful conference is a wonderful example of university,
state, federal, and grass-root collaboration.
4-H Citizen Scientists
The 4-H Citizen Scientist program will merge community service and science as teams of 4-H
Citizen Scientists’ provide the manpower to collect data on scientific issues related to water
quality and environmental science. Partnering with groups such as The National Great Rivers
Research and Education Center and Illinois RiverWatch, 4-H Citizen Scientists’ will play an
integral role in supplying accurate scientific data pertaining to the quality of Illinois streams
(wade-able water) feeding into Illinois rivers and the Mississippi watershed.
Pest Management and Crop Development Bulletin
Extension specialists in the Department of Crop Sciences and Extension Educators contribute
articles concerning crop production, nutrient management, and pest management in 25 issues of
this electronic newsletter on an annual basis. During the growing season, articles are published
weekly. By reading these articles, producers are better informed of potential pest problems and
agronomic challenges and offered management advice.
The Plant Clinic
Plant Clinic diagnostic services are provided within the Department of Crop Sciences in
cooperation with University of Illinois Extension. A majority of the plant samples received for
diagnosis are field crops and may include plant injury related to improper herbicide use, diseases,
insect injury, or may be environmental (drought, heat, too much moisture) in nature. Proper
diagnosis of these problems and sharing the findings with producers is crucial in preventing
future problems and potential yield losses. Many of the plant samples submitted are ornamental
in nature and submitted by homeowners. In addition to sending in plant samples, a walk-in
service is available.
Ask Extension-Hort Corner (http://web.extension.uiuc.edu/askextension/)
Ask Extension-Hort Corner website delivers factual, horticultural information. The format allows
the consumer to pose questions to specialists in a variety of horticulture areas (production and
pest management). Questions are answered back directly to the consumer and posted to a board
that acts as a reference library to those who have similar questions.
22
Target Audiences
Define the Audience
Homeowners
Gardening enthusiasts
Farmers
4-H youth with interest in the environment
Pesticide applicators
Inputs
Resources
1. All programs utilize facilities, Extension personnel, web site content development,
Extension’s information providers, and local, state, and interstate expertise and resources.
Fees are assessed to cover mileage, materials, and facility expenses.
2. The Master Gardener program utilizes 41 specialists and other extension educators in
instruction, provides manuals, pest guides, and other literature, furniture, phones,
computers, and secretarial assistance at units, distance education through Collaborate,
workshop facilities and materials, and approximately 200,000 hours of volunteer service.
3. The Master Naturalist (MN) training includes classes and field trips taught by
environmental educators from forest preserves and nature centers as well as UI Extension
educators and researchers from Prairie Research Institute of the University of Illinois.
Each Master Naturalist must complete 40-60 hours of training depending on the local
program requirements. Once training is completed, each Master Naturalist must complete
60 hours of volunteer service to become certified. Once certified, each MN must
complete 30 hours of volunteer service and 10 hours of continued education each year to
remain certified. The Master Naturalist program is a partnership between UI Extension
Units and local natural area agencies to provide educational materials (statewide manual),
office and workshop space, phones, computers and office personnel assistance, as well as
instructors and volunteer project coordinators.
4. The Pesticide Safety Education Program provides 6.5 FTE’s of professional input.
Additional professional educator input is provided throughout the state. Fees will be
assessed to cover the costs of training clinics, manuals, workbooks, and on-line tutorials.
5. 4-H project manuals can be ordered through DMS.
6. SPIN Club Equipment grants are available from the Illinois 4-H Foundation
http://4hfounction.illinois.edu/ (support purchase of non-consumable supplies such as
hand lenses, water testers, soil testers, nets, etc.)
7. I Think Green Initiative supplies are provided by funds available through the State 4-H
Office. Master Gardener and/or 4-H volunteer hours are utilized statewide.
23
8. Citizen Scientist in cooperation with the Illinois State 4-H office
http://web.extension.illinois.edu/state/calendar_event.cfm?ID=60864.
Outcome/Impact Indicators
Identify Outcomes



Formal pesticide misuse complaints filed with the Illinois Department of Agriculture.
Master Naturalist Project reports from Extension Units will illustrate changes in their
communities such as number of new volunteers trained, new recycling collection efforts,
wildlife habitats established, natural areas managed or restored, forest lot production,
improved pesticide practices, and policies changed.
Master Gardener participants will self-report action and attitude changes.
Identifying the Evaluation Methods to be Used
Impact Evaluations
Learning Activity (Title, etc.)
Audience(s)
CommercialPesticide Training and Pesticide
Testing Clinics
Applicators
Master Gardener Training
Master
Gardeners
Master Gardener Training
4-H Camping
I Think Green
4-H Citizen Scientist (CS)
Post Season Survey
Date To Be
Conducted
March 11, 2014
Final Exams, Pre- and
Post- Tests
January-March
2014
Master
Impact Survey
Gardeners
Youth Campers Amer. Camp Assoc.
methods (pre and post)
Youth
Pre- and post-survey
CS Youth
Group Survey
Teams
Workforce Preparation
General Information
Contacts



Evaluation Method
Elliott, Connie L.
Hollinshead, Rachelle A.
Larimore, Ken
24
1 year posttraining
After camp
After trng.
End of 4-H Year

Welch, Tabitha
Delivery - Extension Staff




Elliott, Connie L.
Larimore, Ken
Logan, Patti
Welch, Tabitha
Delivery - Groups/Others




Chambers of Commerce
JEDI
Local businesses
Schools
Situation or Issue
Situation Description
An overview of economic activity in the State of Illinois, demonstrates the increasing importance
of small business and entrepreneurship as drivers of Illinois’ economy. As outlined by
YourEconomy.org, businesses are separated into three distinct categories: Noncommercial
which includes educational institutions, post offices, government agencies and other nonprofit
organizations; Nonresident which includes businesses that are located in the area but
headquartered in a different state; and Resident which includes either stand alone businesses in
the area or businesses with headquarters in the same state.
From 1992 to 2008, the total number of establishments grew by approximately 338,000 and total
jobs grew just over 357,000, with growth in both categories coming primarily from
establishments with 99 or fewer employees. Establishments with 100 or more employees
reported losses in both numbers of businesses and jobs. Given that in Illinois more than 88.6%
of businesses have 99 or fewer employees and support 45.9% of total jobs (as of 2008), it is fair
to state that small business is driving Illinois’ economy. Source:
http://www.youreconomy.org/pages/states/state.ye?region=Comp&state=IL&year1=1992&year2
=2008
According to the 2007 Every Promise, Every Child: Turning Failure into Action report, a large
percentage of young people preparing to enter the workforce over the next two decades are
significantly lacking "soft" or applied skills, such as teamwork, decision-making, and
communication, that will help them become effective employees and managers. In addition, in a
Job Outlook 2008 survey conducted by the National Association of Colleges and Employers
(NAE), the top characteristics looked for in new hires by 276 employer respondents were all soft
skills: communication ability, a strong work ethic, initiative, interpersonal skills, and
teamwork. Lastly, the Indiana Business Research Center (IBRC) found that while credentials
(degrees and certificates) are important, it is the development of soft skills (those that are more
25
social than technical) that is critical to developing a strong, vibrant workforce. According to a
poll released in June 2008 by the Society for Human Resource Management (SHRM), many
workpace soft skills have become more important for the experienced professional. These skills
include critical thinking/problem solving, leadership, professionalism/work ethic,
teamwork/collaboration, and adaptability/flexibility.
The Partnership 21st Century Skills (2006) survey of 400 companies revealed that America is
competing in an ever-increasing global market-place, requiring workers to transition from an
industrial to a knowledge-based economy. To be successful in this environment, young people
need a range of skills, both basic academic skills as well as emerging skills such as critical
thinking, problem solving, and creativity/innovation. Employers are seeking emerging workers
equipped with professionalism, teamwork, and oral communication skills (applied skills). In light
of rising health care costs for employers, over 75% of the respondents reported making
appropriate choices concerning health and wellness issues as an additional emerging skill.
Two and four-year college graduates will be hired in increasingly larger numbers than high
school graduates, making it imperative for young people to seek higher education. Among the
400 employers surveyed, 27.3% project a reduction in high school graduate hires, 58.8% project
an increase in four-year college hires and 49.5% project an increase in two-year college hires.
Reference: http://www.p21.org/documents/FINAL_REPORT_PDF09-29-06.pdf
Americans’ working in the fields of science, technology, engineering and mathematics fields
have provided great advancements in our society from medicine to mechanics. STEM (Science,
Technology, Engineering, and Mathematics) employees play an important role in the
competitiveness and economic growth of our nation’s economy. STEM occupations are
projected to grow by 17.0% by the year 2018, compared to 9.8% growth for non-STEM
occupations. For college graduates, there is a payoff in choosing to pursue a STEM degree, and
for U.S. workers an even greater payoff in choosing a STEM career. Reference: STEM: Good
Jobs Now and for the Future
http://www.esa.doc.gov/sites/default/files/reports/documents/stemfinalyjuly14_1.pdf
BIG-M identifies essential elements that 4-H youth audiences need to develop skills for living.
Exposure to a belonging environment under the guidance of a caring adult helps young people
develop independence, a sense of generosity and mastery of skills that help prepare them for the
emerging skills of the workplace. Over 700 youth are enrolled in one or more of the following
projects related to workforce preparation--4-H Entrepreneurship project designed to increase
knowledge of skills needed in starting a business, Consumer Savvy, Finanacial Champion, or
WOW! Wild Over Work projects.
Certified Crop Advisers (CCAs) need continuing education units to maintain their
certification. Since attending face to face workshops require travel and time away from work,
many CCAs find it difficult to find opportunities that will fit their schedule. There are
approximately 1,000 CCAs in Illinois and more than 13,000 nationwide. References: Certified
Crop Adviser program. Available at: https://www.certifiedcropadviser.org/sitemap
26
Trainings conducted showed the following input from students receiving Welcome to the Real
World training at Vandalia in 2013:





68% said they learned at least one of the following skills because of the program
(write a check-14%; balance a checkbook-38%; open a savings account-45%; track
savings-40%; or balance income and expenses-58%. This is an excellent response. The
balance indicated they were already aware of how to do these tasks.
59% said they now know "A LOT" about the relationship of education to a job
(compared to only 28% who said they already knew A LOT prior to the program).
70% said they now know "A LOT" about the relationship between a job and money
(compared to 41% who said they already knew A LOT prior to the program).
74% said they now know "A LOT" about the importance of getting more education after
high school (compared to 55% who said they already knew A LOT prior to the program).
It was interesting that nearly all of those who said they already knew the first five skills
prior to the program, still indicated they learned something about the relationship
between education/jobs/money. Only 3 indicated they gained no new knowledge at all.
Stakeholder Input
Findings from the 2008, Together We Can…Tell Us How survey revealed that in the areas of
education and workforce preparation, 7,181 respondents identified the following areas about
which they wanted more information: expanding youth interest in science, math, and technology
education [math and technology] (47%); job search skills [matching realistic abilities with real
life work skills and adult or continuing education] (41.1%); workplace ethics (34.8%); and
customer service skills (27.2%) as areas they were interested in gaining more information about.
The North Central Region's Agricultural Extension Services and Experiment Stations are a
foundation on which the $125 billion, 2.4 million jobs in agriculture, forestry and value-added
products system was created. Estimations of up to two-thirds of petro-based chemicals could be
replaced with agricultural-based materials, representing 50,000 different products--a $1 trillion
global market. There are similar opportunities with novel health, food safety, biofuels, and
environmental technologies, each of which has the potential to create thousands of new jobs and
knowledge-based companies across the North Central region and the United States. (Jarrrell,
K.A. "Synthetic Biology and Sustainable Chemistry Revolution." Industrial Biotechnology.
Winter 2009, c.f. Battelle Report, "Power & Promise: Agbioscience in the North Central United
States" 2011 http://www. nccea.org/north-central-batelle-study/)
Members of the Illinois Certified Crop Adviser Board, along with individual Certified Crop
Advisers, have expressed interest in having online materials available for Continuing Education
Units.
Staff at Louisville's North Clay High School and the Fayette County Alternative School
requested participation in Welcome to the Real World.
27
Outcomes/Impacts
Condition Change




Youth participating in 4-H science programming will increase their employability by
developing skills which are increasingly required in the workplace (including soft skills).
Youth will pursue a career related to science, engineering, or technology as the result of
their involvement in 4-H science programming.
Small businesses will continue to drive the economy and provide jobs.
Youth participating in 4-H workforce preparation programming will increase their
employability due to the development of soft skills such as communication, enthusiasm
and attitude, teamwork, networking, problem-solving and critical thinking, and
professionalism as well as career decision-making skills.
Action Changes
Action Change




Certified Crop Advisers will employ and/or encourage use of Best Management Practices
in Soil and Water Management, IPM, Nutrient Management and Crop Sciences areas.
Youth will increase their mastery of social skills and SET abilities related to careers in
science, engineering and technology.
Youth will demonstrate entrepreneurial skills gained through completion of the 4-H
entrepreneurial/workforce preparation projects.
Youth will demonstrate enchanced soft skills (interpersonal) and career decision-making
skills as identified in the SCANS Report. (What Work Requires of Schools: A SCANS
Report for America 2000, Secretary's Commmision on Achieving Necessary Skills, U.S.
Dept. of Labor, June 1991)
Learning Changes
Learning Change







Certified Crop Advisers will become more knowledgeable in Best Management Practices
in Soil and Water Management while maintaining their certification.
Youth participating in 4-H science programs will become knowledgeable about SET
abilities.
Youth will recognize and understand how science and technology are interwoven in their
4-H experiences.
Youth will increase their knowledge of SET careers.
Youth will recognize that science can be fun.
Youth will be aware of how sciencee and technology are relevant to solving real world
problems.
Youth will express interest in engaging in more science and technology activities.
28
Outputs/Learning Opportunities
Learning Activities
On the Front Line
This program is designed for groups, organizations, and businesses working directly with the
public to develop employee skills in customer service. Participants gain a more complete
understanding of the importance of customer service in any environment.
Skills to Pay the Bills
This curriculum developed by the U.S. Department of Labor’s Office of Disability Employment
Policy (ODEP) is focused on teaching workforce readiness skills to youth, ages 14-24 in both inschool and out-of-school environments. The tools consist of modular, hands-on engaging
activities that focus on six key skill areas: communication, enthusiasm and attitude, teamwork,
networking, problem solving and critical thinking, and professionalism. Access the materials at
www.dol.gov/topics/youth/softskills.
Robotics Clubs
Twenty youth will work cooperatively with the professionals at Hella Corporation in Flora in a
Robotics 4-H SPIN club. Youth will see the practical application of robotics in use through a
tour of the Hella facility. Youth will successfully create and program robots through a 12-month
program, culminating in competition in the 2014 Robotics Challenge in Champaign. Local youth
will increase their interest in working in a science field with local companies to build a greater
workforce base in rural Clay County.
Online Certified Crop Adviser (CCA) Continuing Education Units (CEUs)
Extension Educators and Specialists in the Ag/Natural Resources area will develop additional
online modules that can be approved for Certified Crop Adviser Continuing Education Units.
While most online modules are currently focused in the area of Soil and Water Management (one
of the areas hardest to find CEUs), modules in IPM, Nutrient Management, and Crop Sciences
will be developed as well. Modules will be available for any CCA nationwide.
https://www.certifiedcropadviser.org
Workforce Development/Educational Roundtables
The Workforce Development Roundtable program was developed after needs were
communicated to Extension by various sources including a school Superintendent and local
employers. The high unemployment rate and workforce development needs were
considered. The supposition (based on data) was that there are jobs available, but that applicants
are not qualified to fill the jobs. The local leaders saw an opportunity to address the curriculum
of high schools, community colleges and universities. The impact will be the improvement of
the workforce through a focus on the needed skills. The results will be an improved workforce
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for immediate reduction in unemployment and improved income for individuals throughout their
lifetime thus improving quality of life as well as the local economy.
Illini Summer Academies
This multi-day conference, open to high school students, focuses on an intense exploration of a
variety of career areas. The academies are held on the University of Illinois campus in June and
are provided by University of Illinois faculty and staff.
Science Excited
This program is focused on youth in 4th – 8th grades and works from a common framework to
increase literacy and improved abilities in science. The 4-H Science Excited programs includes a
wide range of science experiments for use in classrooms, after-school programs and 4-H clubs
across the state. These experiments include adapted activities for 4-H curriculum as well as the
annual National Youth Science Day Experiment. The materials will be posted on the portal for
staff use and on the Illinois State 4-H website for use by the general public. Teachers, 4-H
leaders and other youth educators are invited to use these materials to engage youth in hands-on
science experiments designed to spark interest into a wide range of topics and real world
problems. Opportunities will be provided for youth to share and discuss their findings online.
Career Exploration Tours
Forty youth will learn about potential careers through tours of successful businesses, factories
and research centers. Youth will receive instruction prior to the trips about career exploration,
educational needs of career choices, resume preparation, and using 4-H experiences to build
work experiences. Youth will successfully demonstrate a greater understanding of skills needed
for their chosen career.
Welcome to the Real World
This program consists of four parts: career exploration, expenditure decision making, money
management, and choice evaluation. The interactive, hands-on, real-life simulation gives junior
and senior high youth the opportunity to explore career opportunities and make lifestyle and
budget choices similar to those adults face on a daily basis. The train-the-trainer concept of
introducing the curriculum to teachers and agency staff personnel who would lead the program in
their respective locations is highly recommended. The use of additional community volunteers to
conduct this program, especially the simulation, is highly encouraged. Volunteer and
promotional materials are included in the curriculum. The accompanying fact sheets help youth
prepare financially for the future.
Currently, Jasper County reaches 100 high school youth annually, and 120 youth were reached in
Vandalia High School in 2013. Programs will be expanded to include Clay County (North Clay
High School) working cooperatively with the Louisville Rotary Club. Data for approximately
250 youth will be transmitted to the state 4H office for inclusion in this youth initiative.
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Workforce Development 4-H Projects
Be the “E” Entrepreneurship 4-H Project engages youth in learning about entrepreneurship and
what entrepreneurs do. Youth learn about their personal strengths, talents, and resources; learn
about business and marketing; evaluate business opportunities, design a marketing plan, create a
business plan and start a business. Other projects include Consumer Savvy, Financial
Champions, and WOW! Wild Over Work projects.
Newton High School will be participating in a CEO class that will teach the students about local
businesses. Participants will learn about creating a business plan, developing a product, etc. The
Unit Community and Economic Development educator has assisted with bringing the program to
the school and will assist in the implementation of it.
Target Audiences
Define the Audience
Junior High, High School and College students
Certified Crop Advisors needing continuing ed
Businesses
School administrators and teachers
Community and Economic Development professionals including Chambers of Commerce
Inputs
Resources

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
Human resource investments will include time devoted toward program development,
curriculum preparation, delivery, and evaluation by Extension Educators and/or 4-H
program support staff according to role expectations. Certain programs are designed to be
delivered by volunteers or a combination of staff and volunteers thus a volunteer
recruitment, training, and support plan will need to be implemented.
Financial resources will be required to cover staff travel associated with program delivery
and evaluation, and volunteer management systems. Units will have expenses related to
duplication of program materials and delivery to the end user/audience. Participant fees
can be assessed to help offset expenses.
Facilities for workshops will include local extension offices, school classrooms, and
community sites.
Equipment needs include use of Collaborate online resources for delivery of webinars
and other educational programs. Educational supplies (consumable/non-consumable)
maybe required depending on programs offered.
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Outcome/Impact Indicators
Identify Outcomes
Certified Crop Advisers will demonstrate increased knowledge of Best Management Practices in
Soil and Water Management as measured by the number of CCA’s that successfully complete
the online modules and pass accompanying exams.
Youth will increase their interest and self-efficacy in science/engineering/technology activities.


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I do science-related activities that are not for schoolwork.
I like science.
I am good at science.
Youth will be aware of how science/engineering/technology contributes to society.

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I think science, engineering, or technology will be important in my future job.
I can explain to others how I use science, engineering, or technology in my 4-H
program/project.
Science is useful for solving everyday problems.
Youth will actively engage in science/engineering/technology activities.


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I often get to do hands-on activities in my 4-H program/project.
I am encouraged to ask questions about science, engineering, or technology.
I can explain to others how I use science, engineering, or technology in my 4-H
program/project.
Youth will be aware of future careers in science/engineering/technology and express interest in
continuing education toward these fields.


When I graduate from high school, I would like to have a job related to science.
I think science, engineering, or technology will be important in my future job.
Youth will increase their knowledge of the costs of independent living.


I know living on my own will require knowledge in financial management and good
decision-making skills.
I know having a good career will require additional education after high school.
Youth complete and exhibit 4-H Entrepreneurship. Consumer Savvy, Financial Champions, and
WOW! Wild Over Work projects.
Youth will increase their awareness of soft skills related to employability (six key skills
mentioned in the Skills to Pay the Bills program description section C above).
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Identifying the Evaluation Methods to be Used
Impact Evaluations

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

CCA module exams will measure participants’ knowledge gained in Soil and Water
Management, IPM, Nutrient Management, and Crop Sciences.
Welcome To The Real World will measure knowledge gained related to future career
possibilities, financial skills (writing a check, balancing a checkbook, knowledge of
financial accounts (checking and savings) and monthly account balancing). Classroom
instructors will evaluate the program related to its ability to enhance the teaching
financial management skills and career exploration. Community volunteers are asked to
provide an assessment of the overall program.
Science Excited will measure participants’ attitudes/aspirations about science as the
result of their participation in the experiments.
Illini Summer Academies will access knowledge about selected careers, required skills,
and the associated educational requirements.
Learning Activity
Audience(s)
Title, etc.)
Certified Crop
Certified Crop
Adviser CEU’s
Advisers
On the Front Line
Welcome To The
Real World
Skills to Pay the
Bills
Science Excited
Evaluation Method
Date To Be Conducted
Online Module Exams At the completion of the on
line learning module.
Employees working
with the public
Youth participants
Completion of
End-of-program
distributed evaluations
Post/pre program
At the completion of the
evaluation
simulation
Youth participants
TBD
At the end of program
Youth participants
4-H Science survey
At the completion of each
experiment
At the end of the Academy
Illini Summer
Academy participants Academy Evaluation
Academies
4-H Science (Metro Youth participants
4-H Science Survey
& non-Metro)
Community volunteers
Collaborating agencies
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At the completion of the
program