Bill Heltemes Florida 4-H Volunteer Recruitment Coordinator

4-H Club Program Planning

Before We Begin

Mission: what is our club all about?

Vision: what do we want our club to be?

System: what must our club do to get us there?

Values: what principles will guide our club?

Motivation: how do I help our club get there?

“What Will Our 4-H Club Be All About”

The Club Program Planning Group

Club MembersAdult LeadersNon Leader ParentsCommunity MembersVariety of AgesDiversity of Racial Backgrounds

Mission Statement

Vision Statement

Club Goals

Program Planning Basics Steps in Developing

a Club Program Plan

Gathering Input

Input from Members

Input from Parents and Other Leaders

Input from the Community

Summarize (or have member do so) the ideas from the club meeting and the parent meeting into these categories: Club programs & activities County programs & activities Project education Fun things to doOn a large sheet of paper make a yearly calendar. Designate the lists from the above to appropriate months.

The Program Planning Meeting

Does the plan offer: A balance of social and educational activities?

Is each age group covered? Is there a balance throughout the year?

What activities relate to club mission and goals?

Do the activities chosen relate to the building of assets? Which ones?

Evaluating the Information

Refining the PlanMake a list of all of the activities, programs, and projects decided upon.

Indicate which activities must have adult leaders involved.Include with each activity or event how you will evaluate it.

List the leadership jobs needed to carry out the plan next to each program, event or project.

List any additional leadership jobs for the year.

Presenting the Plan

Present the club program plan to the club for approval.

Determine what to do about activities and jobs for which there are no leaders. Should these be eliminated?

Find out if there is anything missing – are there additional things the club members want added to the plan – or deleted.

Have an officer meeting. Decide which activities need committees. Appoint committee chairs and members (or take volunteers at the next club meeting).Review the list of activities and jobs with the officers for which there are no leaders. Determine if there are others who can be asked, or other ways of accomplishing the activities.

After the Club Plan Has Been Approved

The Club Program Book

Include Club Roll Call and special programs that will occur at club meetings. Be sure each meeting is balanced with fun, business and education.

Have copies of the program book made for each club family.

Try to provide every member with at least one role at each club meeting.

What To IncludeClub Mission Statement

Club Vision Statement

Club Goals

Meeting Information: day of month, time, and location

Names and telephone numbers of club leader and club officers

Names and ages of each club member and the projects they are enrolled in.

Name of each club committee, committee members, and committee chair

Names, addresses and telephone numbers of club families

Names of all club leaders and their responsibilities

Include a section that lists county and state 4-H events and their dates: county and state fair, State Congress, etc.

The Monthly Calendar

Meeting Date, Time and Location

Committees to report

Club Roll Call - response

Demonstrations to be given by:_________

Special Program or Speaker

Refreshments by:_____________________

Recreation lead by:___________________

Other:__________________________

Carrying Out the PlanCheck with those responsible on a routine basis to see if they are working on their activity or event.

About three months prior to a scheduled event or activity, begin putting the responsible committee or leader on the meeting agenda.

Make sure those responsible have the resources needed to carry out the plan.

EvaluationEvaluate individual events and activities right after they have occurred.

Evaluate the total program at the end of the program year.

Compare the club goals to accomplishments.

Has every 4-H member achieved during the year (not to be confused with winning an award)? Have you helped build assets?

Participated in religious activities during the past week.

#19 Religious community

Has made a major life choice because of a sense of purpose.

#39 Sense of purpose Free

Has intervened when someone does something wrong in the neighborhood. #13 –Neighborhood Boundaries

Has risen to a challenge because of encouragement from friends.

#15 positive peer influence

Has/had teachers who encouraged to always do her or his best.

#16 High Expectations

Has rules about

telling other family members where you are.

#11 Family Boundaries

Spent yesterday evening at home with family.

#20 Time at home

Free

Doesn’t believe “IF it feels good do it”.

#16 High Expectations

Has rarely felt bored in school.

#22 School Engagement Free

Remembers people’s birthdays

#33 Interpersonal Competence

Often volunteers to serve others.

#9 Service to others

Is in the middle of a good book (what is it?)

#25 Reading for Pleasure

Has role models who spend time helping others.

#14 Adult role models

Considers him or herself an optimist (why?).

#40 Positive view of the world

Eats dinner with family most evenings.

#1 Family Support

Has been laughed at for taking an unpopular stand on an issue.

#28 Integrity

Has a regular family meeting at home.

#2 Positive family communication

Free

Can’t think of anyone else he/she would rather be.

#38 Self-esteem

Works hard to do best at school or work.

#21 Achievement motivation

Free

Has returned money when got incorrect change at a store.

#29 – Honesty

Is good at finding solutions when problems arise.

#37 – Personal Power

Has stood up to pressure to do something unhealthy. #35 – Resistance Skills

Thanks young people when they take leadership.

#7 Community values youth

Free

Has worked hard to meet a commitment that wasn’t enjoyable.

#30 Responsibility

Remembers an adult who really influenced his or her life.

#3 Other adult relationships

Free

Volunteers (or his or her parent) volunteers in a school.

#6 Parent involvement in school

Knows the school’s cheer or fight song.

# 24 Bonding to school

Knows names of at least 10 neighbors

#4 Caring neighborhood

Participates or volunteers in a community youth program.

#18 Youth programs

Knows the school policy on violence and bullying

#12 School boundaries

Does or has done homework every school night

#23 Homework

Does something unique to keep safe.

#10 Safety

Is fluent in two or more languages.

#34 Cultural Competence

Free

Enjoys planning big projects

#32 Planning and decision making

Did or does something to make school more friendly

#5 Caring school climate

Has training in conflict resolution

#36 peaceful resolution Free

Has been in a protest march to address a school issue or concern.

#27 Equality and social justice

Has helped find leadership opportunities

38 Youth as resources

Plays a musical instrument (which one?)

#17 creative activities

Raises or gives money to help with famine or disaster relief.

#26 Caring

External Assets

1. Family Support: family life provides high levels of love and support. 2. Positive family

communication: youth and parent(s) communicate positively. Youth is willing to seek advice from parent(s). 3. Other adult relationships: youth receives support from 3 or more non parent adults. 4. Caring neighborhood: youth experiences caring neighbors. 5. Caring school climate: school provides a caring encouraging environment. 6. Parent involvement in schooling: parent(s) actively help youth succeed in school.

Support

Empowerment

7. Community values youth: youth perceives that adults in the community value youth. 8. Youth as resources: youth are given useful roles in the community. 9. Service to others: youth serves in the community one or more hour per week. 10. Safety: youth feels safe at home, at school and in the neighborhood.

Boundaries and Expectations

11. Family boundaries: family has clear rules and consequences and monitors the youth’s whereabouts. 12. School boundaries: school provides clear rules and consequences. 13. Neighborhood boundaries: neighbors take responsibility for monitoring youth’s behavior. 14. Adult role models: parent(s) and other adults model responsible behavior. 15. Positive peer influence: youth’s best friends model responsible behavior. 16. High expectations: both parent(s) and teachers encourage the youth to do well.

Constructive Use of Time

17. Creative activities: youth spends three or more hours per week in lessons or practice in music, theater or other arts. 18. Youth programs: youth spends three or more hours per week in sports, clubs, or organizations at school and/or in the community. 19. Religious community: youth spends one or more hours per week in activities in a religious institution. 20. Time at home: youth is out with friends “with nothing special to do” two or fewer nights per week.

Internal Assets

Commitment to Learning

21. Achievement motivation: youth is motivated to do well in school. 22. School engagement: youth is actively engaged in learning. 23. Homework: youth reports doing at least one hour of homework every school day 24. Bonding to school: youth cares about her or his school. 25. Reading for pleasure: youth reads for pleasure three or more hours per week.

Positive Values

26. Caring: youth places high value on helping other people. 27. Equality and social justice: youth places high value on promoting equality and reducing hunger and poverty. 28. Integrity: youth acts on convictions and stands up for his.her beliefs. 29. Honesty: youth “tells the truth even when it is not easy”. 30.: Responsibility: youth accepts and takes personal responsibility. .31: Restraint: youth believes it is important not to be

sexually active or to use alcohol or other drugs.

Social Competencies

32. Planning and decision making: youth knows how to plan ahead and make choices. 33. Interpersonal competence: youth has empathy, sensitivity and friendship skills. 34. Cultural competence: youth has knowledge of and comfort with people of different cultural, racial, or ethnic backgrounds. 35. Resistance Skills: youth can resist negative peer pressure and dangerous situation. 36. Peaceful conflict resolution: youth seeks to resolve conflict nonviolently.

Positive Identity

37. Personal Power: youth feels he or she has control over “things that happen to me”. 38. Self-esteem: youth reports having a high self-esteem. 39. Sense of purpose: youth reports that “my life has a purpose”. 40. Positive view of personal future: youth is optimistic about her or his personal future.