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Community Information

Name

Lenore PreK-8

Location

Mingo

Outcome

Teen

Geographical Type

Rural/small town

Organizations

1

Market Statement

A program of opportunity for teens to gain knowledge, skills, attitudes and behavior necessary for fulfilling, contributing lives

Program Implementation

Each site continues to expand its impact through various initiatives that foster community engagement and learning. Weekly check-ins and structured lessons in STEM and entrepreneurship provide students with hands-on experiences and essential skills for future success. Community projects further reinforce these lessons, allowing participants to apply their knowledge in real-world scenarios while developing a sense of responsibility and teamwork.

Community Integration

We have successfully engaged our local community through inclusive activities such as a community fishing day. This event was open to all, providing access to fishing rods, bait, and comfortable seating, along with refreshments, sunscreen, and shaded areas. Additionally, we collaborated with local business owners who shared their experiences of running a small-town business. These discussions highlighted both the rewards and challenges of entrepreneurship in a limited market. Students gained valuable insights into the necessity of creativity, problem-solving, and adaptability, particularly in sustaining a business with a small local customer base. They also learned how to extend their reach beyond the community to enhance business success.

Technology Integration

Technology plays a key role in enhancing learning and creativity within our program. Students utilized digital tools to build picture collages for storytelling, enabling them to visually communicate their experiences and ideas. Additionally, they worked collaboratively on a digital whiteboard to brainstorm and design a welcome sign for the community. These activities reinforced their technical skills while fostering teamwork and innovation.

Sustaining

The program is currently dependent on funding from the CYFAR grant. Without this financial support, sustaining the club in its current form would be challenging. However, the knowledge and skills imparted to students will have a lasting impact. Faculty members have expressed interest in adopting some of the program’s activities, ensuring that elements of our initiatives will continue beyond the grant period. The transformational experiences and lessons learned will serve as a foundation for students, guiding them toward higher education and future career aspirations. Success Story Our program has touched many lives, each transformation being uniquely valuable. One particularly inspiring story is that of a student who attended the Roots to Success Summit at West Virginia University (WVU). For many participants, this trip was their first time leaving the county, their first overnight trip, and their first opportunity to visit the state capital. One young woman, who had long dreamed of becoming a lawyer, experienced a profound moment of clarity and determination during the visit. Touring the law school at WVU, she saw herself in that space, envisioning a future where her dreams were no longer just aspirations but attainable goals. This experience solidified her commitment to the hard work and dedication required to achieve her dream, reinforcing the program’s impact in shaping students' futures. Success Story: I wanted to share about a student in the CYFAR Logan County program who has no support at home, low/failing grades, no support in school and stays in trouble. It seems the school has given up hope for her and ruled her as a “troubled child”. The teachers have ruled her as uncontrollable. The student has not been respectful to her teachers, she barely did her schoolwork, attendance has been awful, and her attitude has been poor. She has been suspended multiple times due to fighting other students. Since joining the CYFAR program the student has been challenged by the Program Assistant to rethink her actions. This young lady was suspended for fighting another student. After the fight she was sobbing in the principal's office begging them not to tell the Program Assistant in worry that she would disappoint her. Being a part of this program, the student has brought her grades up, attendance has been great due to her not wanting to miss a Young Innovators Club meeting and has taken it upon herself to apologize to all her teachers and ask for makeup and extra credit work to bring up her grades. Because of this program, this student now has a promise of her future in her eyes. This student now has determination to learn and grow as much as she can. She is even recruiting friends to the CYFAR program to participate also. She has found a safe place in her school that she once felt uneasy in. She has learned the skills to overcome the troubles that she has had and build herself up. She now has the skills and the mindset to prepare herself for her future.

Form A - Age Group by Ethnicity and Race

	Pre-K	K-6	Youth (Grades 7-12)	Parents
Total Participants	0	0	52	18
Ethnicity
Hispanic or Latino	0	0	0	0
Not Hispanic or Latino	0	0	52	18
Race
White	0	0	52	18
Black or African-American	0	0	0	0
American Indian or Alaska Native	0	0	0	0
Asian	0	0	0	0
Native Hawaiian or Other Pacific Islander	0	0	0	0
Persons indicating more than one race	0	0	0	0

Form B - Poverty Risk Factor

Total Number of Children Pre K: 0

Percent in Poverty: 100.00%

Total Number of Children K - 6: 0

Percent in Poverty: 0.00%

Total Number Youth Grade 7 - 12: 52

Percent in Poverty: 100.00%

Form C - Staff and Volunteers by Ethnicity/Race

	Extension Staff (FTE's)	Other Paid CYFAR Project Staff (FTE's)	Youth Volunteers	Adult Volunteers
Total Participants	0.75	0.00	10.00	4.00
Ethnicity
Hispanic or Latino	0.00	0.00	0.00	0.00
Not Hispanic or Latino	0.75	0.00	10.00	4.00
Race
White	0.75	0.00	10.00	4.00
Black or African-American	0.00	0.00	0.00	0.00
American Indian or Alaska Native	0.00	0.00	0.00	0.00
Asian	0.00	0.00	0.00	0.00
Native Hawaiian or Other Pacific Islander	0.00	0.00	0.00	0.00
Persons indicating more than one race	0.00	0.00	0.00	0.00

Approximate hours contributed by Adult Volunteers: 39.00

Approximate hours contributed by Youth Volunteers:35.00

Form D - Computers and Technology

Computers at all sites funded through sources other than CYFAR: 6

Form E - Youth Delivery Methods and Program Contents

Form F - Adult Delivery Methods and Program Contents

Form G - 4-H Clubs

Total Number of Clubs: 2

Total Number of Children K - 6: 0

Total Number of Youth Grades 7 - 12: 52

Total Number of Youth Volunteers 4

Total Number of Adult Volunteers 10