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32 CHAPTER 04: PRIORITY OUTCOMES, INDICATORS AND MEASURESStudents in Riverside, CA show their approval for local salad greens. (Credit: Emily Hart Roth)In addition to describing the core and supporting farmto school elements, it is useful to track how activitieswere implemented over the course of a school year.Table 4 provides a sample table shell that can be usedfor this purpose. This tool can be used for planningat the beginning of each year for those sites withmultiple teachers and nutrition service staff workingin a team. It provides a quick snapshot description ofhow and when the different core and supplementalelements are being implemented at a site.Logic ModelsA logic model can strengthen consistent programarticulation, help practitioners easily describe themultiple components of farm to school, and supportprogram planning and evaluation. It can assistprogram coordinators in identifying strategies andactivities that most align with their goals, identifypotential outputs and consider how those outputs canlead to outcomes 6 . It can help practitioners examineprogram strengths and weaknesses, identify whichelements of a program are working, and identifyareas that need improvement. See Table 5 for atemplate and Appendix 4 for an example of a programlogic model.Theory of Change ModelsEspecially for sites that seek to support family andcommunity level changes, the articulation of atheory of change may serve as a useful tool to guideefforts. This version of a logic model has communitymembers and program designers identify thecommunity problem, assess a community’s needs,note assumptions and take stock of other influentialfactors that may contribute to how the programcould work 7 .EVALUATION FOR TRANSFORMATION
CHAPTER 04: PRIORITY OUTCOMES, INDICATORS AND MEASURES33Table 4: Table Shell for Tracking Farm to School Activities Over a School YearProcurementGardenEducationSpecific SupportingElementAug Sept Oct Nov Dec Jan Feb Mar. April May June Julystrawberriestraining forkitchen staffTable 5: Table Shell for a Program Logic ModelInputs or ResourcesActivitiesOutputsOutcomes: short termOutcomes:Things we buy or havedonated:What we do:Because of ouractivities, we hadthese results:And because of ourresults, these changesoccurred:intermediate andlong termFigure 7: Theory of Change Template 7NATIONAL FARM TO SCHOOL NETWORK
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Page 5 and 6: VForewordDespite the investments ma
Page 7 and 8: VIILyn Kathlene®°Megan Kemple®°
Page 9 and 10: 101IntroductionImage created by att
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82 CHAPTER 04: PRIORITY OUTCOMES, I
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CHAPTER 05: CONCLUSION AND NEXT STE
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105ReferencesChapter 11. Joshi, A.,
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10746. Langellotto, G.A., Gupta, A.
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10918. Schneider, L., Chriqui, J.,
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11112. Mary, P.D.S., Karen, M., Kap
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11360. Zarling, P. When farm-to-sch
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115103. Story, M., Neumark-Sztainer
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11736. Eisner, R., Foster, S., Hans
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11910. Fusco, D. Creating relevant
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12158. Vermont Law School, Center f
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12352. Physicians for Social Respon
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12506Appendices
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APPENDICES127Appendix 1Evaluation R
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APPENDICES129• Evaluation Plannin
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APPENDICES131Appendix 2Farm to Scho
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APPENDICES133procurement and a guid
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APPENDICES135Farm to School Core El
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APPENDICES137Appendix 3 References1
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APPENDICES139Appendix 5Sample Evalu
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APPENDICES141• Healthy Eating, Ac
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APPENDICES143Appendix 6Ideas for Fu
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APPENDICES145• Amount of acres se
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