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1. This document is FCS6011, one of a series of the Department of Family Youth and Community Sciences, Florida Cooperative Exte nsion Service, IFAS, University of Florida. Publication: March 2001. Revised November 2005. Visit the EDIS Web Site at http://edis.ifas.ufl.edu 2. Lisa A. Guion, Ed.D., associate professor, Department of Fa mily, Youth and Community Sciences and Nick Place, Ph.D., Departm ent of Agricultural Education and Communication, C ooperative Extension Service, IFAS, Universi ty of Florida, Gainesville, FL. 32611. The Institute of Food and Agricultural Sciences (IFAS) is an Equal Opportunity Institution authorized to provide research, educ ational information and other services only to FCS6011 University of Florida/IFAS Extension Plan of Work Checklist 1 Lisa Guion and Nick Place2 A. Rationale 1. Current situation: (What is) Did you describe local behaviorrelated issues that Extension can address? Did you use and cite local data? Did you identify a specific audience? 2. Preferred situation: (What should be) Did you describe the level of changes in behavior that are needed to produce the preferred situation? (This establishes the educational GAP.) 3. Significance: (So what?) Did you describe the SEEC (Social, Economic, Environmental Condition) changes that will result from your educational programs? B. Educational Objectives 1. Major objectives: (long-term educational objectives 4 years) Do your major objectives focus on reducing the GAP addressed in your situation statement? Are your objectives educationally based? Are your objectives focused on SEEC, or at least be havior change? 2. Annual objectives: (short-term educational objectives 1 year) Did you remember your ABCDs (Audience, Behavior, Condition, Degree)? Do your annual objectives lead to fulfilling your major objectives? Did you focus on clientele behavior changes and not what you intend to do as the agent? C. Target Audience Did you identify a specific audience? Is the audience the same as what you referred to in the rationale and objectives sections? Does your Plan of Work (POW) include steps for including diverse audiences? Have you utilized innovative and nontraditional methods to outreach to your target audience? Have you invited select members of your target audience to collaborate with you in program planning and/or implementation? individuals and institutions that function with non-discriminatio n with respect to race, creed, co lor, religion, age, disabilit y, sex, sexual orientation, marital status, national origin, political opinions or affiliations. U.S. Department of Ag riculture, Cooperative Extension Service, University of Florid a, IFAS, Florida A. & M. University Cooperative Extension Program, and Boards of County Co mmissioners Cooperating. Larry Arrington, Dean

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University of Florida/IFAS Extensi on Plan of Work Checklist Page 2 D. Activities/ Methods Are your activities educationally based? Are your activities clientele focused? Will your activities help you achieve your objectives? Are your activities appropriate for your audience (learning styles, interests, reading level, etc.)? Are you planning to provide an appropriate learning environment (safe, available, accessible, appropriate time, etc.)? E. Evaluation Plan Is your Plan for Evaluation/accountability consistent with the Objectives and Activities? Do your Annual Objectives include at least one indicator? Have you addressed various categories of Bennetts Hierarchy and different types of evaluations? Do you have records of participations (i.e., registrations, enrollment, sign-in sheets, number of part icipants/sample of census)? Have you determined how you will measure KASA (Knowledge, Attitude, Skill, and Aspirations) change (i.e., post only, post then pre-, preand post test, skills test, etc.)? Have you determined how you will measure practice change (i.e., preand post, direct observation)? Have you determined how you will measure SEEC change (i.e., secondary data, preand post surveys or observation)?