1. Connecting University and County Resources to Answer: What difference are we making? How can we continuously improve?

2. Evaluation is part of our work Counties have access to campus- based evaluation resources reflection, learning, accountability sample of projects/initiatives Evaluation has value to educators, county boards, volunteers, youth, residents of WI Our focus today is the Arts and Communication Program and its evaluation

3. What did we do? Worked as a team: state specialists, county educators, youth participants Reviewed the research Planned the evaluation Collected data: survey of 724 youth around the state; focus groups and interviews with 41 youth, 19 alumni, 22 parents Analyzed, interpreted, reported results

4. Club-based Project Activities County Events: Fairs and Festivals District and State Educational Events State Teams Sense of belonging Connectedness Mastery Communication skills Problem solving skills Decision making skills Ability to work in teams Creativity Technical skills Independence Self-esteem Self-confidence Self-determination Career exploration Generosity  Civic engagement Youth attain mature social roles and fulfill individual potential Activity/Participation Short and Medium Term Outcomes Long-Term Outcomes Theory of action – Logic Model

5. What did we find?? Highest gains in Mastery and Independence

6. Mastery  Technical skills related to arts and communications  Creativity  Communication skills  Ability to relate to others/work in team Problem solving skills Decision making skills

7. Independence  Self-determination  Self-esteem  Self-confidence Career exploration

8. Sense of Belonging  Connectedness Increased connections to adults and peers Building networks in the community

9.  Civic engagement  Helping younger members  Build self-esteem, reinforce skills, and gain confidence. Gift giving Generosity

10. Individual Youth Perspective on Impact  Elements of Youth Development  Skills

11. UNIQUENESS OF THE 4-H ARTS AND COMMUNICATION PROGRAM  Youth interact with new and different people.  4-H provides more choice and freedom in creativity and expression as compared to school programs.  4-H is a comfortable environment for exploring and developing creativity, self-confidence and leadership.  Mastery focus encourages youth to pursue interests and skills in depth.

12. CRITICAL PROGRAM CHARACTERISTICS VARIETY OF ACTIVITIES AND OPPORTUNITIES: Choices facilitated exploration, finding activities that fit, and expression. VOLUNTEER LEADERS: Relationships and support encouraged youth to stay engaged and improve their work year after year. ACCESSIBILITY: Common entry point to 4-H, often with support and materials not available elsewhere. SUPPORTIVE CLIMATE: Atmosphere provided by peers and leaders encourages risk-taking and learning.

13. CRITICAL PROGRAM CHARACTERISTICS PUBLIC EVENTS: COUNTY FAIRS AND FESTIVALS: Opportunities for feedback and public performance are motivating. MIXED AGES - SCAFFOLDING OF OPPORTUNITIES: Youth can see how to move up to project leadership, county and state events and teams. SELF DETERMINATION AND VOICE: Making decisions about their work builds confidence and motivation and a sense of ownership. STATE TEAMS: Intensive experience in teamwork and creativity motivates older youth to stay involved.

14. Youth Involvement in Evaluation Value of youth participation in evaluation Program Improvement—giving and getting feedback on our work (as staff, adult and youth volunteers) Youth involvement—decision-making about programs Building skills—critical thinking and reflective practice

15. What is the value of all this? Youth leadership Connection of university with counties Accountability Program improvement Stimulate reflection Understand best practice Share practices across system Marketing and access to youth across Wisconsin