CYFAR Suite

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Market Statement

Purdue University Sustainable Community Project - Indiana 4-H JUNTOS focuses on helping young Latino teens (four cohorts from 8th-12th grade) understand the importance of sense of belonging in school and community organizations (Juntos 4-H Club) in addition to the importance of school attendance and grades. We create opportunities for increased knowledge, attitudes, life skills and aspirations toward academic success ultimately leading to increased self-advocacy. We work with parents to assist with developing their knowledge of the importance of monitoring teens’ academic progress and the importance of parental advocacy, ultimately helping them to recognize the skills teens need to successfully transition to high school. We increase the effective transition and engagement of middle school aged Latino teens and Latino parents’ involvement in schools, ultimately resulting in teens’ academic success and a reduction in Latino teen high school dropout rates in JUNTOS-affiliated schools.

Program Implementation

Clinton, St. Joseph, and Tipton counties have built relationships with community partners to launch Juntos 4-H in their respective counties. Regional extension educator Heather VonDielingen worked with North Carolina State University to plan a national Juntos 4-H Training held in Indiana on March 19-21. Staff members and volunteers from all three counties attended the training. Read more about the training here: https://news.dasa.ncsu.edu/nc-state-juntos-directors-lead-national-training-in-indiana/. On March 22, Dr. Casey Mull, Heather VonDielingen, Lindley McDavid (evaluator), and Tyrone Atkinson (CYFAR Coach) met with several Purdue staff members to discuss Juntos 4-H and the efforts to expand the program and institutionalize it within Purdue University. They met with Vice President of Engagement Dr. Roberto Gallardo, Senior Director of Government Relations and Public Affairs Anne Haslett, Office of Undergraduate Admissions Jay Downing, and Glenn W. Sample Dean of Agriculture Dr. Bernie Engel. These meetings have proven to be fruitful in moving Juntos 4-H forward. Dr. Gallardo and Haslett have agreed to serve on the Statewide 4-H Advisory Committee. As a result of the meeting with the Office of Admissions, a memorandum of understanding is being finalized between Indiana 4-H and the Office of Admissions, where the office will provide education at Juntos 4-H Family Nights and individual coaching sessions for students. In the past six months, the Indiana 4-H team has worked to plan for future expansion efforts. In June, the team hired a Juntos 4-H Extension Educator to help with program expansion efforts. Edwin Flores will assist with program delivery for Juntos 4-H in Spanish, assisting with technology needs, and networking. Flores’s primary role will be providing direct education to youth and families in a few counties in addition to supporting staff in all counties implementing Juntos 4-H. Our evaluator (Dr. McDavid) and PI (Heather VonDielingen) for the project provided training for our Juntos 4-H team at the beginning of the school year. We created a program dosage tool for Juntos 4-H Coordinators to record the following data: event dates, meeting type, length of meeting, session leaders, 4-H values addressed, meeting topics, and academic skills addressed. In addition, we have provided a space for coordinators to communicate any challenges or feedback. A weekly report is sent to regional educator Heather VonDielingen and we have been able to address challenges in a timely manner. We are ramping up our evaluation protocol and program dosage measuring tool to enhance the rigor of our findings and data collection. Other noteworthy activities include regular monthly meetings for educators and community members from these three counties counties, Juntos 4-H Purdue Agribusiness Science Academy at Purdue, the release of a Needs Assessment to current staff and volunteers, the establishment of Indiana Juntos 4-H One Drive, templated resources being created by the State 4-H Office, one-on-one support for staff and educators from regional 4-H educators, and the creation of a Juntos 4-H Club Leader Manual.

Community Integration

Each of the three communities have identified Juntos 4-H Sustainability/Advisory Committee groups and have been actively meeting with community members as they get ready for project implementation. There have been a few setbacks with staff turnover, however, the community partners are dedicated to the Juntos 4-H Program and we have been able to move forward with solid plans for implementation in Clinton County and St. Joseph County. Tipton County has experienced a setback in implementation with their school partner. In addition, Indiana 4-H has established a Statewide 4-H Advisory Committee that is providing guidance, expertise, and advice for several established programs, with a major focus on new programs like Juntos 4-H. Individuals on the advisory committee have a vested interest in youth programming for undeserved and underrepresented audiences.

Technology Integration

We host our monthly team meetings via Zoom for Purdue Extension Educators, Juntos 4-H Coordinators, Juntos 4-H Success Coaches, and Juntos 4-H Volunteers. We created a program dosage tool for Juntos 4-H Coordinators to record the following data on Google sheets: event dates, meeting type, length of meeting, session leaders, 4-H values addressed, meeting topics, and academic skills addressed. In addition, we have provided a space for coordinators to communicate any challenges or feedback. A weekly electronic report is sent to regional educator Heather VonDielingen and we have been able to address challenges in a timely manner. It was imperative that we created this tool to better assess program dosage, monitor progress in each community, and provide a platform for leadership to quickly access information about each county's implementation, progress, community partners, challenges, etc. By implementing the program dosage tool, we are able to better track attendance, 4-H values addressed, and individual program participation. This will allow us to enhance the quality of our program reports, communication with stakeholders, and future research endeavors. We also released a promotional video for Juntos 4-H! You can view the video here: https://purdue.ag/Juntos4HVideo.

Sustaining

We have learned that the exciting growth of Juntos 4-H means there was a need for more strategic statewide support than was previously being provided. Indiana 4-H received a grant from Lilly Endowment to hire a Regional 4-H Educator to provide statewide support for Juntos 4-H. This is an exciting time for Indiana 4-H as we move forward with someone working with Juntos 4-H full time to support the program. This need has been made apparent as we have grown from three to nine counties, thanks to an initial CYFAR Grant in 2019. In addition to the regional educator being hired in February 2024, we added an additional Juntos 4-H educator to provide direct programming in new counties and assist with strategic state-wide initiatives and support. In addition, Indiana 4-H is actively forming partner¬ships with the Purdue Office of Admissions, Purdue’s Nutrition Education Program, and the Indiana Latino Institute. These partnerships will help strengthen the research-based education provided to families and will help sustain the program for years to come. We are working with educators in all three counties to ensure sustainability of the program beyond the five years of CYFAR Funding. Educators have been training on sustainability committees and the importance of identifying sustainability efforts from the beginning of implementation. In addition, we are actively building statewide strategic partnerships to ensure the sustainability of Juntos 4-H across the state of Indiana. We are actively building partnerships with: Indiana Commission on Higher Education, Indiana Latino Institute, Migrant Education Program, Purdue College of Agriculture Office of Multi-Cultural Programs, Indiana 4-H Foundation, and the Office of Admissions at Purdue University. With the hiring of VonDielingen and Flores, Indiana 4-H has been able to provide more direct support for educators and Juntos 4-H staff, thus providing addi¬tional support to all counties and a more streamlined approach to implementing Juntos 4-H across the state.

Short-Term Results

• Understanding of youth's education and career goals

  1. How many participated in the evaluation? 5

  2. Evaluation Type used: CYFAR Survey Measures Educational plans after high school Perceptions of importance to attend college Plans to enlist in the military Perceptions of preparedness to attend college Perceptions of confidence and preparedness to graduate high school Open text response for career interests

  3. When was it given or conducted? Youth completed the survey at the beginning of program activities (late October and early November).

  4. Analysis A descriptive analysis at the item level was used to understand youth’s perceptions at the beginning of the program. Findings represent the relative frequency of their responses.

  5. Findings Most Juntos students felt confident and prepared to graduate high school but some did have lower perceptions of confidence and preparedness. All students thought that attending college was important to them but have various ideas for what they will pursue. Students are considering some college, two-year college degrees, PhDs, and enlisting in the military after high school. Students’ perceptions of preparedness for college were wide-ranging where some felt completely ready while others felt that they were not at all ready. Last, students were most interested in pursuing careers in business, engineering, medicine, cosmetology or that they did not know just yet.

  5. Implications Although every student in Juntos thinks that college is important to them, there were wide-ranging feelings about their ability to be successful in high school and college. Most students had had not decided on what degree they want to pursue or what they want to study – this was the reality for students who even felt more ready and able to be successful in college. No matter where they start on their education and career goals, the Juntos program can come alongside all youth and their families, to help increase their knowledge, awareness and confidence to successfully graduate high school and then pursue the degree in a field they are most interested. 

• Increase youth's knowledge, attitudes, life skills, and aspirations toward academic success

  1. How many participated in the evaluation? 5

  2. Evaluation Type used: CYFAR Survey Measures Perceptions of preparedness to complete tasks essential to successful college applications and funding Perceptions of communication skills with teachers/school staff, parents and peers

  3. When was it given or conducted? Youth completed the survey at the beginning of program activities (late October and early November).

  4. Analysis A descriptive analysis at the item level was used to understand youth’s perceptions at the beginning of the program. Findings represent the relative frequency of their responses.

  5. Findings Overall, students felt confident that they can communicate well with their peer group and parents. However, student perceptions of communication skills with their teachers and school staff were divided, where some indicated positive and high perceptions of confidence and others indicated less desirable and low perceptions of confidence. Student perceptions of confidence and preparedness across a variety of college readiness skills were also divided. Where some students felt unprepared to do well on the SAT/ACT, and to apply, and to search for scholarships, and pay for college, others indicated that they felt prepared across each task. Nearly all students felt like they were not prepared to submit a FASFA application.

  5. Implications The Juntos Program is designed to educate students and their families about the different financial pathways to support college attendance while also building important life skills needed to be successful now and in the future. In their first year of Juntos, students and families will have opportunities to learn communication best practices, develop important connections with school personnel, and build positive social relationships with other Juntos families and peers. In this first survey and small sample, it seems that all students can use these opportunities to maintain or build their confidence to successfully complete college readiness tasks and enhance their communication skills at school to both advocate and support their high school educational success.

• Increase youth in workforce exploration and improve workforce preparation skills

  1. How many participated in the evaluation? 5

  2. Evaluation Type used: CYFAR Survey Measures Perceptions of the value of a college education Perceptions of and confidence in their ability have positive social interactions Perceptions of positive social relationships with and support from peers Perceptions of opportunities to develop job skills and other life skills needed to lead a successful life Opened text response for what they hope to learn during Juntos Program Delivery Records

  3. When was it given or conducted? Youth completed the survey at the beginning of program activities (late October and early November). Program records are kept throughout the delivery of the program

  4. Analysis A descriptive analysis at the item level was used to understand youth’s perceptions at the beginning of the program. Findings represent the relative frequency of their responses.

  5. Findings All Juntos students indicated that getting an education was valuable to them. Overall, students felt confident that they can communicate well with their peer group and parents. However, student perceptions of communication skills with their teachers and school staff were divided where some indicated positive and high perceptions of confidence while others indicated less desirable and low perceptions of confidence. Students responded that they had lots of opportunities to develop and demonstrate the skills and practices of successful adults (e.g., job skills, caring for others, general responsibility). However, students communicated a need for new and more opportunities to learn how to be ready for their future careers beyond pursuing an education. Students mentioned that they want opportunities to feel better about and develop themselves as a person, and to learn things that are meaningful and interesting to them. Last fall, Juntos students attended over 10 hours of programming that focused on developing skills, completing tasks and enhancing mindsets that will help them graduate high school, achieve their educational goals and prepare financially for college.

  5. Implications Although all students value an education and attending college, students shared that they need more opportunities to develop the skills to successfully prepare for and then enter the workforce. The Juntos Program focuses on building self-confidence and interpersonal skills through engaging family-based programming that is designed to help them prepare to graduate high school, pursue post-secondary educational opportunities, and develop the whole-person where they have both the educational training and interpersonal skills to successfully enter the workforce.

Long-Term Results

• Increase Latino parental engagement in their youth's academic success

  1. How many participated in the evaluation? 8

  2. Evaluation Type used: Program Delivery Records

  3. When was it given or conducted? Records are kept throughout the program year of all program happenings.

  4. Analysis Program delivery records were reviewed and time spent toward different goals were totaled.

  5. Findings Families received over 10 hours of educational programming focused on building communication skills with their student, graduating high school, educational goals, and financial planning for college.

  5. Implications Juntos provided unique, tailored information for both students and families focused on student success now, in high school, and in the future. Together, families are discovering how they can work together to achieve their shared goals of further education after high school in an environment designed to build positive and trusting familial relationships.

• Increase Latino youth's school attendance and grades

  1. How many participated in the evaluation? 5

  2. Evaluation Type used: CYFAR Survey Measures Perceptions of the value of a college education Perceptions of and confidence in their ability have positive social interactions Perceptions of positive social relationships with and support from peers

  3. When was it given or conducted? Youth completed the survey at the beginning of program activities (late October and early November).

  4. Analysis A descriptive analysis at the item level was used to understand youth’s perceptions at the beginning of the program. Findings represent the relative frequency of their responses.

  5. Findings All students indicated that they value education and attending college, many indicated that they feel connected and supported by their peers, and some indicated that they can communicate well with their teachers and staff at school.

  5. Implications The Juntos program creates a safe space for young people to build the skills and confidence they need to graduate high school and then pursue the next step in their education or careers. The program can come alongside youth to help them build positive social connections and support systems that young people need to successfully navigate later adolescence. With support from Juntos, more youth will be able to develop the social connections required to feel safe and supported at school, develop the skills needed to set and work toward academic goals, and build academic skills tailored to their academic strengths and challenges to stay actively engaged in their academic journey and invested in their own academic success. Through these mechanisms (e.g., social support, academic skills, and perceptions of safety), Juntos creates pathways to improve both students’ attendance and academic performance at school.

• Increased attitudes of institutionalization of Juntos 4-H into Purdue Extension 

  1. How many participated in the evaluation? 1

  2. Evaluation Type used:

  3. When was it given or conducted? We are still analyzing attitudes of institutionalization of Juntos 4-H into Purdue Extension. This is ongoing throughout the duration of the project.

  4. Analysis We are working to build formal partnerships within Purdue University both inside and outside of the College of Agriculture. We celebrate the signing of an MOU between Purdue Office of Admissions and the Indiana State 4-H Office. In addition, we are continuing our partnership with the Office of Multi Cultural Programs in the College of Agriculture.

  5. Findings

  5. Implications Office of Multi-Cultural Programs, Purdue University College of Agriculture: Provides the resources for Purdue Agribusiness Business Science Academy, specifically geared toward Juntos 4-H. This department on campus plans, implements, and evaluates the annual Purdue Agribusiness Business Academy at no cost to the Juntos 4-H Program. Juntos is solely responsible for transportation costs to the event, however, the Office of Multi-Cultural Programs has been able to support our transportation needs in the past. Office of Admissions at Purdue University: Working with Purdue University Office of Undergraduate Admissions Early Outreach Program. Office of Admissions provides education at Juntos 4-H Family Nights, and we just signed an MOU for their staff to provide coaching to Juntos 4-H Youth in grades 8-10.