- Within 12 months of execution of the program, 25 of participants documented to have applied knowledge or skills gained to strengthen existing business operations.
- Within 24 months of execution of the program, 15 of participants reporting improved agricultural/ horticultural business profitability.
- By the conclusion of the cohort training timeline, 10 aspiring and beginning veteran farmers write a business plan.
- By the conclusion of the cohort training timeline, 10 farmer veterans write a comprehensive marketing plan.

My program is in conjunction with our NYSERDA Energy Navigator to educate producers on the personal and business opportunities available through NYSERDA’s programs to reduce their energy consumption and costs. The Plan and Work Outcomes I have chosen are all from the energy section of Statewide Work Plan, which are not my normal Outcomes.

- # agriculture/horticulture/natural resource businesses documented to have adopted appropriate alternative energy sources and/or energy conservation.

- # agriculture/horticulture/natural resource managers documented to have improved economic returns to agricultural/horticulture business profitability and vitality resulting from adopting alternative energy sources and/or energy conservation.

- # of participants reporting improved agricultural/horticultural business profitability attributed at least in part to program participation.

My goal for the Upstate/Downstate program as stated in our contract is to educate at least 20 Mohawk Valley farmers on how they can diversify into NYC markets by the end of 2025. Additionally, we aim to increase annual sales from farmers in the network by $300,000.

These performance measures fall under CCE Statewide Plans of Work related to Business Management and Producer Alternatives/New Ventures. The five CCE statewide outcomes for my work are:
# of participants documented to have applied knowledge or skills gained to strengthen existing business operations
# of participants reporting improved agricultural/ horticultural business profitability
attributed at least in part to program participation
# participants documented to have adopted innovations in food enterprises including production, allied services, processing, and distribution
# participants or producer groups who adopt practices of value-added production
through retaining control of their product further in the processing chain, starting their own
value added business, or forming alliances
# new food, horticultural, and agricultural businesses and/or new enterprises within
existing businesses reported by program participants and attributed at least in part to program participation

1 - Childhood Obesity Prevention
Wellness Policy Education Healthy Eating and Active Living
Youth Development/ Youth and Families
Community and Economic Vitality

2- Short term outcomes - have 2-3 main sites committed to implement walkable trails open for workplace wellness obesity prevention, working with staff to advertise project and provide helpful input on wants/needs of specific location.
mid term - walkable trail near or location on/in workplace wellness facilities (healthcare centers). Metal lasting signs with calls to actions and distance ( 2.5 miles, do 25 burpees).

3- Workplaces having updated wellness policies for staff.
Family-focused programs promote a positive parent/caregiver-child feeding relationship and an understanding of age appropriate
nutrition and physical activity. Extension staff also collaborate with community leaders to improve the
local policies, systems, and environments for healthy eating and active living. Activities include
sequential learning events, community workshops, and engagement with community and civic leaders to improve the environment for nutrition and wellness and support of the local food system.

My program - Cornell Climate Stewards (CCS) - falls under the Climate Change and Sustainable Energy CCE Statewide Plan of Work. Two of the outcome indicators that I identified within the Plan of Work relevant to CCS include:

(2.1a) # consumers, residents, agricultural/natural resources producers, organization and business representatives, and/or local government and community leaders who demonstrate knowledge gains about the causes and implications of climate change and adaptive or mitigating strategies. SHORT-TERM.

(2.1c) # agencies/organizations/communities documented to have adopted recommended climate mitigation practices and policies. MID-TERM.

I also brainstormed additional outcome indicators that are relevant to other program partners (e.g. New York Sea Grant and DEC). Those include the following: # of CCE program educators trained; # of CCE program educators active; # of program volunteers trained; # of program volunteers active; # of program volunteer hours; # of Climate Smart Community actions addressed by program volunteers.

Re. # of program volunteers trained, I used Bloom's Taxonomy verbs to convert it to ": # program volunteers trained, who by definition are able to outline and explain the science and solutions to the impacts of a changing climate, and who have applied their knowledge and comprehension of these topics with a volunteer climate project in their community".

From the statewide Climate Change and Sustainable Energy Plan of Work, the two main objectives that my Understanding Your Utility Bill workshop will aim to achieve are:
3.3c: # consumers reporting to have adopted appropriate energy cost control and/or conservation practices
3.3a: # consumers documented to have adopted appropriate alternative energy sources

In practice, the short-term outcomes I'm aiming for are for workshop participants to be able to:

-understand the elements of an electricity charge, including supply and delivery charges

-identify their supply and delivery costs of electricity

-analyze their utility bill and identify major shifts or trends in their energy usage in the past year
-observe whether they are receiving HEAP, EAP, or subscription solar credits on their bill
-discern whether their savings opportunities are related to energy cost control needs, or energy conservation needs
-identify 2-3 actions they can take to improve their Energy Cost Control or Energy Conservation

Mid-term actions I am hoping energy workshop attendees will take include:
1. Energy Cost Control actions:
-apply for Home Energy Assistance Program (HEAP) if eligible
-ensure receiving NYSEG's Energy Assistance Program if eligible
-switch energy supply to lowest cost supplier (unless customer prefers to prioritize renewable energy usage in their electricity supply)
-sign up for subscription solar for a 5-20% discount on electricity bill,
2. Energy Conservation (and therefore, cost control) Actions:
-get a home energy assessment
-add insulation/air sealing measures to home
-in cases where cost effective, switch heating system to heat pumps

After reviewing the CCE Statewide Plans of Work, the main statewide outcome that relates to my project is having documented modified existing practices that assists with natural resources management. Using logic model thinking, short-term outcomes that meet the needs might include gaining a new skill (e.g., learning how to plant a tree), a change in attitude (e.g., exploring planting a tree on their own property), or a new aspiration (e.g., becoming involved in a tree planting effort). This can be evaluated by a survey after an event (e.g., tree planting workshop) or after providing a new educational document or toolkit. Mid-term outcomes that meet the needs might include a behavior change, such as becoming a CCE volunteer or volunteering with a group of similar interest, continued efforts to incorporate green infrastructure at home or in the community, or providing another survey a month or two after an event to inquire how participants of a past event might have put knowledge gained into practice.

Using the logic model as a guide has been helpful in thinking about how to organize programming to reach intended short-, mid-, and long-term outcomes, and clarify what the program is trying to achieve and a plan to get there. The short- and mid-term outcomes listed ultimately relate back to the outcome in the Statewide Plan of Work, which is documented changes that assist with natural resource management.

For this assignment, I reviewed the Statewide Plan of Work for the 4-H program, which the summer camp program falls under. This document assisted me in refining some of the goals for my project, which is to create evaluation tools to assess the 4-H experience for camp participants. The document not only included directed questions, but it also identified evaluation tools which will be useful in creating my project.

Both near-term and mid-term questions under the Outcome of “5.1 4-H Youth Development: Thriving Young People” appear to be achievable through program participation data and survey. These include:
Near-term:
(5.1a) Number of young people who discover and explore their Sparks through 4-H experiences
(5.1b) Number of young people who experience Developmental Relationships in 4-H
(5.1c) Number of young people who experience Belonging in 4-H
Mid-term:
(5.1d) Number of youth who enjoy a challenge and like to explore new things (Openness to Challenge & Discovery)
(5.1e) Number of youth who embrace new experiences as a growth opportunity and welcome challenges (Growth Mindset)
(5.1f) Number of youth who have a sense of purpose in life, and optimism for future (Hopeful Purpose)
(5.1g) Number of youth who are respectful, honest, responsible, caring, and value helping others (Pro-social Orientation)
(5.1h) Number of youth who strive to connect with something bigger than themselves (Transcendent Awareness)
(5.1i) Number of youth who are generally positive and optimistic, and can manage their emotions (Positive Emotionality)
(5.1j) Number of youth who set goals, create effective strategies to achieve them, and persevere, making adjustments when necessary to achieve those goals (Intentional Self-regulation, Goal Setting and Management)

The next step is to identify how each of these will be measured during the 4-H participant’s experience, as well as indicators that will be feasible for staff collect and measure. For example, what is the best way to measure “Hopeful Purpose’ for ages 5-17? What type of question addresses this that is applicable for multiple ages, or are different indicators needed for different ages?

My project includes assessing our community needs when it comes to youth development, and what that means for 4-H PYD programming in our county. After looking through the statewide plan of work, I identified the following outcomes that relate to my project:

short:
(5.1a) Number of young people who discover and explore their Sparks through 4-H experiences
(5.1b) Number of young people who experience Developmental Relationships in 4-H
(5.1c) Number of young people who experience Belonging in 4-H

Mid:
(5.1e) Number of youth who embrace new experiences as a growth opportunity and welcome challenges (Growth Mindset)
(5.1h) Number of youth who strive to connect with something bigger than themselves (Transcendent Awareness)
(5.1j) Number of youth who set goals, create effective strategies to achieve them, and persevere, making adjustments when necessary to achieve those goals (Intentional Self-regulation, Goal Setting and Management)

Long:
Number of youth who are more connected to their world.
Number of youth who contribute to others such as their family, friends, community, club, country, and world

I am working on developing a program that will educate on and encourage enrollment in the SNAP and WIC nutrition benefit programs. This falls under the Statewide Plan of Work: Health and Wellbeing/Social Determinants of Health. Some outcomes include:

-# participants in direct educational activities designed to address health disparities who indicate improved knowledge or skills (in this case, education on food insecurity and the 'SNAP Gap')

-# health-related coalition, working group, and partnership members who demonstrate knowledge and skill gains related to adapting evidence-based programs and policies to address community health needs/disparities (as a member of various community coalitions, there remain a lot of community leaders who could benefit from education on SNAP/WIC enrollment, qualifications, how best to reach individuals in need etc.)

# of community members enrolled in SNAP/WIC after 12 months

# of community organizations prepared to share resources with community members/clients/participants on SNAP/WIC enrollment

My project is to create a packet/list of supplemental programming opportunities we can offer schools/teachers in an effort to reinforce and introduce new topics. Teachers within the NYS public school system have a preset list of standards for each topic area.
1. The statewide outcomes that could be used to frame my project are-
Long-Term:
- Number of youth who grow in competence with their skills
- Number of youth who are more connected to their world

2. Short/Mid-Term Outcomes:
Short: 51b: Number of young people who experience Developmental Relationships in 4-H
51c: Number of young people who experience Belonging in 4-H

Mid: Number of youth who enjoy a challenge and like to explore new things (Openness to Challenge & Discovery)
- Number of youth who are respectful, honest, responsible, caring, and value helping others (Pro-Social Orientation)

3.
- Youth will remember a specific learning standard from completing a Primitive Pursuit's specific activity or project.
- Youth will apply what they have learned within the classroom to the activity or project Primitive Pursuit's provides.

Workday Learning Staff Development Project Objectives

Framing Outcomes (While staff development doesn't align with CCE Statewide Plan of Work - it is necessary to get to do our work)

-Increase staff knowledge and awareness of professional development resources available through Workday Learning.
Short-term outcome: Staff will be able to identify and access Workday Learning for training in compliance, leadership, and
topic-specific areas. (Bloom’s verbs: identify, describe, locate)


- Improve staff ability to select and engage in relevant professional development opportunities that enhance job performance.
Mid-term outcome: Staff will apply skills and concepts learned through Workday Learning in their program or administrative roles.
(Bloom’s verbs: apply, demonstrate, implement)

- Support a culture of continuous learning across CCE that aligns with local and statewide priorities.
Mid-term outcome: Staff will integrate learning goals into their annual work plans and reflect on learning as part of performance review and planning conversations.
(Bloom’s verbs: develop, integrate, evaluate)

Project-Specific Outcomes
- Gather staff input to improve the relevance and accessibility of Workday Learning offerings.
Short-term outcome: Staff will provide feedback through surveys and focus groups about learning needs, interests, and barriers to engagement.
(Bloom’s verbs: articulate, explain, recommend)

- Strengthen staff confidence in using Workday Learning as a tool for professional growth.
Short-term outcome: Staff will report increased comfort navigating the platform and registering for learning opportunities.
(Bloom’s verbs: use, navigate, express)

- Build capacity among supervisors and team leaders to support professional development planning.
Mid-term outcome: Supervisors will incorporate Workday Learning into performance conversations and support individualized staff development goals.
(Bloom’s verbs: plan, support, facilitate)

1. As I'm not a part of CCE directly, I looked at the 2023 Strategic Plan that the K-12 Education developed.

Two of our long term goals can be used to frame the work of my program:

*2. Develop and enhance resources that inspire educators to engage youth from a wide variety of backgrounds in nature, citizen science, and inquiry investigations.
*2.C Design, pilot, and revise innovative after school curriculum through Smith-Lever program and out-of-school time partners
(This was met by the creation of the Guide I will be developing the workshop for)

*3. Offer a robust training program that supports educators in engaging youth in nature-based learning, citizen science, and inquiry investigations.
*3.C Offer local/regional workshops in priority locations

2. The short term outcomes I expect for the workshop that I'm developing are:

Educators will be able to:
- Distinguish what participatory science is and point out that it can make a positive difference in the community.
- Teach bird identification.
- Build their birding confidence through hands-on experience with Merlin and eBird apps.
- Guide their students to develop a bird-focused conservation action plan.
- Reflect on and implement planning strategies to incorporate in their classroom.

The long-term outcomes I expect are:

Educators will:
- Incorporate participatory science into their curriculum
- Use Merlin and eBird apps with their students
- Implement with their students the conservation action plans they design

My Program: Organic Management of Controlling Colorado Potato Beetle
1. Statewide Outcomes
Sustainable Agriculture and Food Systems
• Short-term: Farmers increase knowledge of sustainable pest management strategies.
• Mid-term: Farmers adopt IPM/organic pest management practices to reduce pesticide usage and environmental impact.
Agricultural Profitability
• Short-term: Farmers recognize economic benefits of transitioning to organic practices.
• Mid-term: Farmers integrate cost-effective beetle control methods that improve yields and reduce inputs.
2. Statewide Plans of Work Outcomes
• Inputs: Organic pest control methods, research data, CCE educators
• Activities: Field trials, farmer workshops, factsheets, demonstrations Field trials, farmer workshops, factsheets, demonstrations
• Outputs: # of farmers trained, # of trials conducted, new pest control guides # of farmers trained, # of trials conducted, new pest control guides
• Short-Term Outcomes: Farmers describe lifecycle of CPB and identify organic control options Farmers describe lifecycle of CPB and identify organic control options
• Mid-Term Outcomes: Farmers implement cultural and biological control measures to reduce CPB damage Farmers implement cultural and biological control measures to reduce CPB damage
3. Additional Outcomes:
• Participants will identify the life stages of the Colorado potato beetle and explain how these stages impact control timing.
• Farmers will describe at least three organic pest control strategies for managing
• Farmers will apply integrated, organic pest management practices in their operations.

•Strengthen partnerships and outreach (NYSH Alliance, NYCO, NY Soil Health Field Day Series, Cornell Organic Field Crops and Livestock Conference, Cornell Ag Inservice)
-In the next 2 years, increase engagement among CCE professionals by 15 (from 30 --> 45)
-In the next 2 years, increase engagement among Ag & Mkts and SWCD professionals by 15 (15 -> 30)

•Urban Agriculture and Soils: heavy metals
-In the next 2 years, provide support for heavy metal screening and testing for 10 CCE Urban Ag Professionals

•Advance Soil Health Assessment: Soil Health Benchmarks, Soil Health Assessment Frontiers (XRF, MIR, and Microbiome)
-In the next 3 years, boost adoption of use of soil health testing and benchmarking among NY agricultural professionals