Making a Powerful IMPACT:

1. Making aPowerful IMPACT: How to write impact statements that count. Whitney Cherry, Calhoun County Yolanda Goode, Gadsden County

2. Step 1: Write outcomes using program evaluation data

3. Resources • Program Development & Evaluation, Basics of Good Evaluation Reporting, Quick Tips # 14, University of Wisconsin-Extension, Madison, WI. 2002 • Program Development & Evaluation, Ten Steps to Make Sense of Answers to Open-Ended Questions, Quick Tips # 20, University of Wisconsin-Extension, Madison, WI., 2002 • Poling Richard L., Writing Extension Impact Statements, Agricultural and Extension Education, University of Tennessee • Kiernan, Nancy Ellen (2002). How to Use Evaluation Data to Write Different Types of Impact Statements: Tip sheet #66, University Park, PA: Penn State Cooperative Extension.

4. Step 2: Determine for whom You Are writing the impact statements

5. Possible Audiences Include: • Extension Professionals • other agents, state specialists, district or county directors, etc • Clientele • parents, volunteers, youth, etc • Government Officials • federal, state, county, city • Funding Sources • state, county, grant, donors, etc • Other Supporters • local businesses, schools, churches, grassroots organizations, etc

6. Step 3: Identify what it is your audience wants to know

7. Social Impacts • KASA • Knowledge, Attitude, Skills, Aspiration • Increased quality of life • Improved health • Improved education • Economic Impacts • Monetary Accountability • Rate of return • Savings • Value added • Increased productivity • Environmental Impacts

8. Step 4: Write statement

9. Three Parts to Impact Statements: • Part A: Relevance • Local, state, or national need • ie – research shows… • Part B: Response • What did you do? • ie – (Programs conducted to address need) In response to this documented need for ____ we offered a series of classes focused on….. • Part C: Results • Interpret quantitative data to show qualitative results • ie – (written statement or graphic organizer) Data shows…

10. Tips: • Writing skills – keep it readable – adjust lingo based on audience, be brief, etc. • Additional Impact Statement Resources • Writing Effective Impact Statements: Who Cares? So What?, Colleges of Agriculture and Life Sciences, Virginia Polytechnic Institute and State University • Richardson, John G. and Corbin, Marilyn A. Writing Program Success Stories • Jordan, Joy C. (2006) Evaluating Life Skills Development with 4-H Project Book or Portfolio Report Narratives.  Florida Cooperative Extension Service, institute of Food and Agricultural Sciences, University of Florida.

11. Example 1 • Step 1:Write outcomes using program evaluation data • We used the data from a Florida residential camp evaluation study done in 2008 to complete this example. Link is listed below, and you will find the outcomes there. • http://florida4h.org/camps/campeval.shtml

12. Example 1 (Cont.) • Step 2: Determine for whom you are writing the impact statements • Other extension professionals

13. Example 1 (Cont.) • Step 3: Identify what it is your audience wants to know • What benefits do older 4-H youth gain regarding leadership and group facilitation skills as camp counselors? (Social Impacts)

14. Example 1 (Cont.) • Step 4: Write Statement • Part A (Relevance) – Research has shown that residential camping is more than a location and program. It’s what happens to youth as a result of their experience (Garst & Johnson, 2005). The experience of participating in the camping program allows youth the opportunity to enhance their intra and interpersonal relationship skills while enhancement of other life skills such as self-responsibility and decision-making and risk management, healthy lifestyle choices, and self responsibility (Hendricks, 1996)

15. Example 1 (Cont.) • Step 4: Write Statement • Part B (Response) – During the summer of 2008, 508 youth counselors, ages 14-18, attended one of Florida’s 4-H Camps. These youth and adults, representing 66 of Florida’s 67 counties, attended one of seven weeks of 4-H camp. Florida 4-H camping, like other residential camping programs, targets the development of life skills in the youth that attended. These specific life skills include: respect for diversity, social skills, self-confidence, decision-making and risk management, healthy lifestyle choices, and self-responsibility (Hendricks, 1996)

16. Example 1 (Cont.) • Step 4: Write Statement • Part C (Results) – Camp counselors …did report positive gains in all 17 leadership and group facilitation skills as a result of their camping experiences. Faculty need to take a close look at the level of opportunities they provide counselors to become engaged in taking leadership roles during camp and the training they provide them in facilitating group development and camper success. • Also see pg 29 of the eval sum. for how they self rated their camp experience.

17. Example 2 • Step 1:Write outcomes using program evaluation data • We used the data from a Florida residential camp evaluation study done in 2008 to complete this example. Link is listed below, and you will find the outcomes there. • http://florida4h.org/camps/campeval.shtml

18. Example 2 (Cont.) • Step 2: Determine for whom you are writing the impact statements • (Advisory Committee)

19. Example 2 (Cont.) • Step 3: Identify what it is your audience wants to know • Is our counselor scholarship money at good use or should we use this money for younger campers? (Economic Impacts)

20. Example 2 (Cont.) • Step 4: Write Statement • Part A (Relevance) – The Calhoun County 4-H Advisory Committee currently approves approximately $1,000 annually in residential camp scholarships for camp counselors, while providing little to no funding for regular campers attending residential camps.

21. Example 2 (Cont.) • Step 4: Write Statement • Part B (Response) - Camp counselors were … evaluated as a part of a separate companion study as a masters’ thesis research project (Duda, 2008)

22. Example 2 (Cont.) • Step 4: Write Statement • Part C (Results) – Camp counselors …did report positive gains in all 17 leadership and group facilitation skills as a result of their camping experiences. Faculty need to take a close look at the level of opportunities they provide counselors to become engaged in taking leadership roles during camp and the training they provide them in facilitating group development and camper success. • The calculated economic value of the trained youth volunteers’ contribution to the Calhoun County Extension program was $4258.00. • Also see pg 29 of the evaluation summary for how youth self rated their camp experience.