Logical Framework Revision April 21, 1998 (Corrected on August 21, 1998)

Revision Notes: Part 3 of the Curriculum Plan has been revised to provide more room for writing and the paper size has been changed from landscape to portrait. While the amount of information required for this section has not changed, the Logical Framework has become longer physically. Please note that each of the six sections in Part 3 has its own table with four rows to accommodate as many as four specific Performance Indicators. If necessary, you may add additional rows using the Tables function of your word processing software. These should be the primary indicators of impact or success (e.g. percent increase in farm family income, percent of workshops participants who plan to adopt the concepts taught, number of new jobs created, percent reduction in herd disease, etc.).

Curriculum Time Period: From October 1, 1998 through September 20, 2001.

Faculty Name:

Curriculum/Program Team:

1. Program Objective: Identify the major program or activity from the Curriculum Plan that you will address.

Performance Goal: What is target level of activity or accomplishment against which achievement can be measured.

Evaluation Strategy: Describe how you will document results using objective and systematic measures.

Performance Indicators: Using the table below, describe your major indicators of program success or impact. Provide target estimates.

What to Measure

Target

(Estimates)

Actual

(Results)

1999

2000

2001

1998

2. Economic Impact: Identify the major program or activity from the Curriculum Plan that you will address.

Performance Goal: Identify the anticipated economic impacts (if any) of major programs/activities. Are these impacts anticipated at the state, community, business, family, or individual level.

Evaluation Strategy: Describe how you will document results using objective and systematic measures.

Performance Indicators: Using the table below, describe your major indicators of program success or impact. Provide target estimates.

What to Measure

Target

(Estimates)

Actual

(Results)

1999

2000

2001

1998

3. Social Impact: Identify the major program or activity from the Curriculum Plan that you will address.

Performance Goal:

Evaluation Strategy: Describe how you will document results using objective and systematic measures.

Performance Indicators: Describe your major indicators of program success or impact. Provide target estimates.

What to Measure

Target

(Estimates)

Actual

(Results)

1999

2000

2001

1998

4. Environmental Impact: Identify the major program or activity from the Curriculum Plan that you will address.

Performance Goal:

Evaluation Strategy: Describe how you will document results using objective and systematic measures.

Performance Indicators: Describe your major indicators of program success or impact. Provide target estimates.

What to Measure

Target

(Estimates)

Actual

(Results)

1999

2000

2001

1998

Program Output: Identify the major program or activity from the Curriculum Plan that you will address.

Performance Goal:

Evaluation Strategy: How will you document your results using objective and systematic measures?

Performance Indicators: Using the table below, identify the indicators that describe the products or results of these

major program/activity (e.g. number of workshops held, number of participants, number of newsletters, number of

farm visits, etc.). Provide target estimates.

What to Measure

Target

(Estimates)

Actual

(Results)

1999

2000

2001

1998

Program Inputs: Identify the major program or activity from the Curriculum Plan that you will address.

Performance Goal:

Evaluation Strategy: Describe how you will document results using objective and systematic measures.

Performance Indicators:Using the table below, describe the resources being utilized for this major program/activity

(e.g. number of workshops planned, number of volunteers utilized, number of faculty days committed, etc.). Provide

target estimates.

What to Measure

Target

(Estimates)

Actual

(Results)

1999

2000

2001

1998

Success Stories

(To be Included in Quarterly Statistical Reports)

Incorporating the data from the logical framework above, write a brief program success story that answers the following questions about these major programs/activities

Who cares and why?

Briefly describe why these programs and activities are important to Vermonters and how they are linked to the curriculum/program team's goals and objectives and/or the National GPRA goal areas.

What has been done?

Briefly describe the programs/activities.

Impact?

Focus stories on economic, social, and environmental impacts resulting from major programs/activities. Remember to use "real people" language.