Preparing an Effective In-Depth Summary

This page is intended to help you prepare an effective In-Depth Summary by defining the necessary elements and offering real-world examples that will help create your own In-Depth Summary. Whether this is the first time or the hundredth time you are tasked with creating this report, the template and the information provided should be helpful.

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CHECKLIST

NOTE: The use of these Canva and Word Document templates are optional. They are here to assist you and provide guidance, however if you choose to develop your own In-Depth Summary Report, please remember to adhere to this list of best practices. For more context, you can refer to the training documentation included here:

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In-Depth Program Overview

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Outreach Program Overview

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RELEVANCE:

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Relevance sets the stage for effective programming. This is a succinct paragraph that should include a few statements that justifies and explains the “why” of program implementation. Why is this an important issue for the county? Here you are providing context that established a need for an educational response. It is good practice to include specific information (data and stats) related to the county.

A good source of information is the In-depth plan description or issue statement in TexasData.

Importance to the County Statement Examples

Ex. 1) The Montague I.S.D. SHAC Committee identified the need for an obesity prevention program to target 2nd, 3rd and 4th grade Physical Education Classes. The County State of Health report indicated 24% of youth are physically inactive compared to the state at 21%.

Ex. 2) Beef cattle production has a significant impact on the economy, with cattle/calf sales valued at $2.4 million in Galveston County and $33.3 million in Brazoria County according to the 2007 and 2012 NASS Agriculture Censuses, respectively.

Ex. 3) in ABC County, 33.4% of men and 30.8% of women were obese. Furthermore, an estimated 26.9% of the county population engages in no leisure-time physical activity.

Using numbers to tell the story

Numbers can be used to validate the relevance and show the importance to the county. Examples include:

• Incidence of diabetes
• # of BLT eligible households
• Acres in agriculture production
• Response to a youth related issue
• Ag Income
• Healthcare cost savings

Relevance Statement Examples

Ex. 1) The annual cost of diabetes in Texas is estimated at $18.5 billion. An estimated 10.6% or 2.8 million Texans 18 years old or older are diagnosed with diabetes; another 440,468 have diabetes but do not know it. Almost one in four adult Texans aged 65 and older have been diagnosed with diabetes. Furthermore, Texas is projected to have a greater incidence rate and increased costs in the future due to the growing population of people over 65 years of age and Hispanics/Latinos, who are at a greater risk for the disease. In Hale County, 11.8% of the population, or 330 people, have been diagnosed with diabetes. This is higher than the state average and is at the top of the indicator scale of the Centers for Disease Control’s percentages by county.

Ex 2) Hatching in the Classroom is a curriculum that is introduced to students in order to demonstrate the basic scientific principles through hands-on learning experiences. The curriculum allows students to hatch chicken eggs,  examine embryos, observe a beating heart and experience the excitement of the hatching process.

The experiments will enable the students to learn about the complex systems such as nutrition and the circulatory system, as well as learn basic scientific skills such as data measurement, collection and analysis. By observing the chicks during the 21 day process, the students will gain knowledge and awareness of agriculture, and more specifically the poultry industry.

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RESPONSE

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Creating an Effective Program: This paragraph should describe how the Program Area Committee members were engaged in the program development process.

• Identify the target audience
• Include a brief description of the overall educational strategy used to address the issue or program need
• Use brief, bulleted statements to indicate the  programs and activities that made up the educational response
• Include dates, attendance, etc. 
• May include newsletters & media efforts related to the program
• May identify partners and collaborators

Issue Identification Examples

Ex. 1) The FCH Program Area Committee has identified Step Up and Scale Down as an educational approach to address the overweight and obesity issue in the county.

Ex. 2) The Eastland County Ag & Natural Resources Program Area Committee and subject matter specialist suggested that educating agricultural producers in Eastland County would help increase profitability in livestock and forage production.

Ex. 3) Young County citizens involved in the Leadership Advisory Board Issue Forum identified the need to promote tourism to increase the local economy.

Target Audience Examples

Ex. 1) This program was targeted towards approximately 500 purebred and commercial beef cattle producers.

Ex. 2) This program targeted senior citizens with Type 2 diabetes that congregate at senior meal sites in Wheeler County.

Ex. 3) The program was targeted to at risk and economically disadvantaged youth at the Vernon Boys and Girls Club

Partnerships & Collaborator Examples

Ex.) The Non-Profit Management Center of Wichita Falls spearheads the Teens Make A Difference Day which contributed greatly to the success of this youth outcome.

Response Example 1)

Step Up and Scale Down (SUSD) is a 12-week weight management program that was designed to address two factors behind the obesity issue: physical activity and diet. Targeted towards adults, the program was offered in a group setting which allows participants to support and encourage each other. A Winter/Spring and a Summer/Fall program was held at the County Annex in Hillsboro. A winter program was held in January at the City of Hillsboro Administration building.

•   Winter/Spring evening session held at County Annex—21 participants
•   Summer/Fall evening session held at County Annex—15 participants
•   City of Hillsboro session—15 participants
•   Planning meetings with FCS-PAC—March 24, Aug 4
•   Collaboration with City of Hillsboro Wellness Committee—Dec 17, 2014, Feb. 24
•   City employee recognition event at Old City Park—May 8

Participants were offered weekly weigh-ins, agent-led group programming sessions and a tasting of Dinner Tonight! recipes. Weekly lessons covered the following topics:

Week  1	Scale Down by Setting Goals
Week  2	Step up to a Healthy Plate & Fad Diets
Week  3	Step Up to Label Reading
Week  4	Step Up to Breakfast and Menu Planning
Week  5	Scale Down with Moves to Lose
Week  6	Step up your Hydration
Week  7	Scale down by Finding your Motivational Mojo
Week  8	Step up to Healthy Snacking
Week  9	Scale Down with a Colorful Plate
Week 10	Step up to Successful Socializing
Week 11	Scale Down by Knowing Your Numbers
Week 12	Step Up and Celebrate

Response Example 2)

The Take A Stand curriculum focuses on five topics: conflict resolution and bullying, communication, etiquette, teamwork and cultural awareness. There are three levels of the curriculum which target the following grade levels: 3-5th grade, 6-8th grade, and 9-12th grade.

The Meridian ISD contacted the Bosque County Extension Office  to implement Take A Stand! with students in the 6^th through 8^th grades to address the issue of bullying in the school.

Extension staff implemented the Take A Stand! Curriculum with  three different classes, which were: ¤

• 6^th grade boys and girls,
• 7^th and 8^th grade girls, and
• 8^th grade boys

Each class met for five weeks during the student activity period.  Instructors used games, hands-on activities and discussion to convey the messages contained in the curriculum.

Response Example 3)

Texas A&M AgriLife Extension Service in Mason County developed the following educational programs to educate property owners on specific aspects of wildlife and range management. •Multi-County/Multi District Wildlife Management Day, May 7 (71 participants) •Range Health Workshop, June 2 (52 participants)

• Heart of Texas Range Tour, September 15 (63 participants)
• Range and Wildlife Management Workshop, October 5 (54 participants)
• Range and Wildlife Management Workshop Evaluation, October 5 (51 completed the evaluation)
• 5 News Articles and 4 quarterly Newsletters highlighting Range and Wildlife Management
• Result Demo on Mesquite and Yucca (3 Cooperators)

Programs were marketed through all available means of mass communications with area and local outlets. Partnerships between Texas Parks and Wildlife, NRCS, Farm Service Agency, and Texas A&M AgriLife Extension Specialist were utilized to aid in planning and implementing all educational efforts.

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RESULTS

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This section should include a brief description of the evaluation strategy used to quantify results. Make sure to include a statement identifying the response rate and validate percentages with participant response (Ex. 62 of 108 (57%)). Results can be illustrated in a variety of ways, so choose the best way to report the data that tells the best story including graphs, charts, and bulleted statements. Things to focus on include:

• Behavior change
• Adoption of best practices
• Economic data (where applicable)

Note: Customer satisfaction results should not be the focus of an in-depth summary.

Things to note about working with data from Office of Data and Accountability:

• You will get LOTS of data back!
• Don’t try to include too much – there is such a thing a data information overload.
• DO NOT copy and paste the tables from OD into your report. 

For more information on what information is pertinent and how to read your reports, go the FCH Strategy Session:  Family & Community Health Evaluation, Aug. 7, 2020.  (FCH Agent-Only website.)

Evaluation Strategy Examples

Ex. 1) A retrospective post was utilized to measure knowledge gained and adoptions of best practices. A total of 17 of 25 (68%) participants completed the retrospective post survey instrument.

Ex. 2) 82% (18 of 34) will “probably” or “definitely” use game camera to monitor wildlife species at supplemental feeding sites.

Results Examples

Ex. 1) SUSD was implemented three times—twice in Hillsboro and once with City of Hillsboro employees. A total of 51 participated in the three sessions. A pre-post evaluation was administered at the conclusion of each 12-week session. A total of 32 of 51 participants returned the evaluation instrument for a response rate of 62.7%. Ten participants were returnees from a 2014 class who desired to either maintain their prior weight loss or continue weight loss.

Collectively, average weight loss for participants was 6.12 pounds, which is in alignment with the Centers for

Disease Control recommended weight loss of 1 to 2 pounds per week. Note table below:

Session	# of Participants	Total Pounds Lost	Avg. Loss/Participant (lbs.)	Highest Individual Loss (lbs.)
Winter/Spring Evening Session	21	147.8	7.04	31.6
Summer/Fall Evening Session	15	74.4	4.96	34.4
City of Hillsboro Session	15	90	6	16.4
Overall Totals	51	312.2	6.12

Of the 32 participants who returned post surveys: ¤100% (32 of 32) of the participants said they were satisfied with the SUSD program. ¤·87.5% (28 of 32) of participants say they now fill their plate at least half full with vegetables and fruits after completing the program. ¤71.8% (23 or 32) of participants “always” or at least “sometimes” plan out meals and snacks after completing the program. ¤68.7% (22 of 32)of participants say they watch 2 hours or less of TV daily after completing the program

Ex. 2) The 2015 Pizza Ranch hosted 15 elementary schools from Brazos and Burleson counties with 1225 4th grade youth accompanied by 100 teachers and chaperones. Results show significant knowledge gained from participation in this unique event.

In order to determine programmatic results of the Brazos County Pizza Ranch Program, a pre/post evaluation was administered to participants. A random sample of 300 of the 2015 participants was taken from the 1225 respondents that returned surveys. Out of 23 questions, all had an increase in knowledge gained from pre to posttest evaluation. Students answered multiple choice questions pertaining to the different subject areas.

Session	# of Participants	Total Pounds Lost	Avg. Loss/Participant (lbs.)	Highest Individual Loss (lbs.)
Winter/Spring Evening Session	21	147.8	7.04	31.6
Summer/Fall Evening Session	15	74.4	4.96	34.4
City of Hillsboro Session	15	90	6	16.4
Overall Totals	51	312.2	6.12

Of the 32 participants who returned post surveys:

• 100% (32 of 32) of the participants said they were satisfied with the SUSD program.
• 87.5% (28 of 32) of participants say they now fill their plate at least half full with vegetables and fruits after completing the program.
• 71.8% (23 or 32) of participants “always” or at least “sometimes” plan out meals and snacks after completing the program.
• 68.7% (22 of 32)of participants say they watch 2 hours or less of TV daily after completing the program

Other Graphical Examples:

Ex. 1)

TOPICS	Mean Value BEFORE	Mean Value AFTER	Mean Change		Percent Increase
Understanding of assisting difficult calving situations.	2.24	3.67	1.43		47.70%
Understanding of laws and regulations concerning feral hogs.	2.33	3.76	1.43		47.70%
Understanding of new herbicide technology and products.	2.00	3.37	1.37		45.70%
Understanding of grasshopper and fly control options.	2.16	3.51	1.35		45.00%
Understanding of replacement cow and heifer options.	2.25	3.45	1.20		40.00%

Ex. 2)

5th Grade: “Portion Distortion”	PRE-TEST	% ANSWERED CORRECTLY	POST TEST	% ANSWERED CORRECTLY	% INCREASE
Students knowing the difference between a portion and a serving	161/233	69%	229/233	98%	29%
Students realizing portion sizes now are not < than20 yrs. ago	132/233	57%	192/233	82%	25%
Students correctly identifying the serving size from the nutrition facts label	194/233	83%	223/233	96%	13%

Ex. 3)

OPTIONAL COMPONENTS

Summary Statement

OPTIONAL Ex)  The value of service provided through the Urban Soil Testing campaign and the Rain Barrel Adoption campaign was $31,222.  Willingness to adopt rain water collection was seen by the overwhelming response of 430 households to purchase and install 741 rain barrels. Additionally, 47% of respondents indicated that they would likely purchase a larger rainwater collection system as a result of their rain barrel adoption experience

Future Programming

OPTIONAL Ex) LGEG will continue implementation in Willis Schools and Conroe afterschool and summer programming as part of the Better Living for Texans project.  Expansion will include schools in Conroe and Splendora ISDs at Reaves and Greenleaf Elementary schools (respectively).  Collection and analysis of customized retrospective post surveys will continue to gather information on the efficacy of the program in context of its unique implementation in Montgomery County.  Additional programming in non-Title I (non-BLT) schools may also occur through involvement by Master Gardeners, future Master Wellness Volunteers, and an additional FCS program assistant staff position.

Clientele Comments

OPTIONAL Ex 1) “I learned the importance of planning your meals, saving time and eating healthy”.

OPTIONAL Ex 2) “At the Coastal Bend Grace House a participant told me that our program had changed her life.  She and her husband are now eating more fresh fruits and vegetables….and freezing what they cannot eat for use later”.

Value Statement Bank

What is the value of a program? We’ve collected and curated a list of statements that should align with your programming and speak to their high level contributions to the state. Scroll and select from the carousel of approved value statements. With your mouse, select the text, copy (control+C) and paste (control P) into your template on the right hand side of the page.