Framework-08-25-14_web

144 APPENDICES• Development of value chains for the school foodmarketEducation• School (or school district) employs garden- or agspecificemployee to work with classrooms (like amusic or arts teacher)• Safe places available for students and adults inschools — before, during and after school• Developmentally appropriate learning and playopportunities• Diversity of environments in which students playand learn• Opportunities for visual reinforcement of learning,consuming vegetables, nurturing living things• Improved quality of the school and schoolcommunity environment, including:• Visual and sensory aesthetics• Promotional messages in classroom• Visual reinforcement of learning in messaging/posters in cafeteria• Student willingness to stay on task• Student adaptability to various learning styles• Students improve processing and inquiry skills,such as:• Observing• Communicating• Comparing• Relating• Ordering• Inferring• Student development in social competence, suchas:• Citizenship skills• Cooperation• Gentleness• Patience• Respect• Responsibility• Democracy• Student development in problem solving skills,such as:• Behavioral capacity• Decision making• Focus• Mastery of skills and knowledge• Multicultural cooperation• Teamwork• Work Ethic• Student development in autonomy, such as:• Happiness• Self-awareness• Self-efficacy• Student development in sense of purpose, such as:• Cultural identity• Ownership• Pride• Sense of accomplishmentEnvironmental QualityProducer conversion of acres of land to innovativeproduction methods that maintain soil and waterquality, i.e., integrated pest management, no-tillagriculture and drip irrigation• Producer involvement in USDA conservationprograms• Amount of shade contributed by school gardens• Change in urban heat island effect as a result ofschool yards/school gardens• Number of community gardens in use by schoolsEVALUATION FOR TRANSFORMATION