Needs assessments serve a pivotal role in identifying the diverse competency needs of adult learners, particularly in the Cooperative Extension System (CES). While previous studies have found that an evaluation competency gap exists among Extension professionals (EPs), little is known about how to prioritize and sequence evaluation competency needs when designing curricula in program evaluation. This study aimed to assess the competency needs of a sample of EPs from the University of Connecticut and to identify and prioritize gaps in their program evaluation competencies. Data was collected through an online survey on self-perceived (a) abilities and (b) the importance of those abilities. The Ranked Discrepancy model (RDM) was employed to identify and prioritize competencies. Findings confirmed an evaluation competency gap across all assessed areas among EPs, consistent with those of earlier research. This study extended previous research by employing the RDM to prioritize and sequence competencies, representing one of the first applications of this approach to assessing evaluation competency needs within the context of CES. To support curriculum design, competencies were organized based on their Ranked Discrepancy scores, then structured into six groups, and sequenced in an order that aligned with specific phases and tasks of the evaluation process. This strategy offers practical guidance for instructional designers of curricula, particularly in selecting and organizing content, for in-service professional development initiatives. This study further provides a strategy for designing a program evaluation curriculum tailored to the CES context.