appendix a. template 1. section a: snap-ed narrative...
TRANSCRIPT
Public reporting burden for this collection of information is estimated to average 4 hours per response, including the time for reviewing
instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of
information. An agency may not conduct or sponsor, and a person is not required to respond to, a collection of information unless it
displays a currently valid OMB control number. Send comments regarding this burden estimate or any other aspect of this collection of
information, including suggestions for reducing this burden, to: U.S. Department of Agriculture, Food and Nutrition Services, Office of Research,
Nutrition and Analysis, Alexandria, VA 22302 OMB No (0584-0083*). Do not return the completed form to this address.
1
Appendix A. Template 1. Section A: SNAP-Ed Narrative Annual Report
(7 CFR 272.2 (i)) OMB No. 0584-0083
Template Directions: Consolidate all Implementing Agency information into one State annual
report using the template below. Refer to the current SNAP-Ed Plan Guidance for definitions of
terms used in this template. See pages 7- 9 for additional information and instructions.
1. SNAP-Ed Program Overview:
Directions- Provide a one page (not more than 500 words) executive summary of SNAP-Ed activities
during the reporting Fiscal Year (FY). Please include the following as applicable:
Progress in Achieving Overarching Goal(s):
Virginia has only one implementing agency. We have been successful for five previous years in securing
multi-year grants. The FY2012 grant was the second year of a three year grant. SNAP-Ed activities
included nutrition education, food security initiative, a faith-based & community volunteer initiative, a
social marketing intervention, and a partnership/collaboration initiative.
Our major thrust is to work with SNAP target populations and other low-income individuals eligible to
receive SNAP benefits or other means-tested federal assistance programs and teach them sound nutrition
practices. The nutrition education initiative is multi-dimensional and targets adults and youth throughout
the lifespan. There were more people educated through Virginia SNAP-Ed nutrition programs than last
year. The adult participants are assessed on food safety, food resource management, food security, and
nutrition practices. There was an increase from last year in the behavior changes the adult participants
made. Behavior change of more youth participants (18,000) were assessed using pre and post
instruments.
Number of New Projects implemented during the reporting year by primary approach (Direct,
Indirect, and Social Marketing):
The only new project implemented during FY2012 was the Food Security initiative. The project focus
was to combat food insecurity through eliminating “food deserts” and increasing home gardening;
increase fruit and vegetable consumption; provide educational programs on the benefits of purchasing
produce at farmers markets; and, supporting farmers market’s outreach and marketing to SNAP
populations to help create a welcoming environment. The initiative included direct and indirect
approaches.
Public reporting burden for this collection of information is estimated to average 4 hours per response, including the time for reviewing
instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of
information. An agency may not conduct or sponsor, and a person is not required to respond to, a collection of information unless it
displays a currently valid OMB control number. Send comments regarding this burden estimate or any other aspect of this collection of
information, including suggestions for reducing this burden, to: U.S. Department of Agriculture, Food and Nutrition Services, Office of Research,
Nutrition and Analysis, Alexandria, VA 22302 OMB No (0584-0083*). Do not return the completed form to this address.
2
Number of ongoing Projects that were operational during the reporting year by primary
approach (Direct, Indirect and Social Marketing):
FY2012 Goals FY2012 Outcomes
Adult Direct 7,123 7,563
Youth Direct 25,305 24,486
Other Direct Contacts 83,250 105,782
Faith Based Initiative Contacts 8,000 12,885
Short Term Interventions 36,745 254,179
We continued to promote the Eat Smart, Move More campaign throughout the state showcasing six core
messages.
Project Number of people who viewed campaign
Eat Smart, Move More (Social Marketing) 22,483,440
Major Achievements (not already addressed):
Adult Comprehensive (Direct) Behavior Indicators Food Resource
Management Nutrition
Food
Safety
% of clients who showed improvement in at least 1 related
practice 80 86 62
Youth Impact Indicators
Indicator Outcome
Eating a Variety of Foods (Sample = 16,966) 79%
Knowledge of essentials of human nutrition (Sample = 18,103) 85%
Increased ability to select low cost, nutritious foods (Sample = 9,150) 75%
Improved practices in food prep and safety (Sample = 10,649) 79%
Public reporting burden for this collection of information is estimated to average 4 hours per response, including the time for reviewing
instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of
information. An agency may not conduct or sponsor, and a person is not required to respond to, a collection of information unless it
displays a currently valid OMB control number. Send comments regarding this burden estimate or any other aspect of this collection of
information, including suggestions for reducing this burden, to: U.S. Department of Agriculture, Food and Nutrition Services, Office of Research,
Nutrition and Analysis, Alexandria, VA 22302 OMB No (0584-0083*). Do not return the completed form to this address.
3
Mass Communications
Mass Communication (No cost) People Reached
Radio 67,250
Television 12,511,979
Print Media 292,012
In FY2012 we continued our summer intern program. We reached more eligible participants through
hiring nutrition undergraduate students to work in summer feeding sites specifically because so many
young children participate in the summer feeding programs.
In the summer of 2012, twelve Human Nutrition, Foods, and Exercise student interns were hired to work
part-time in the following localities: Alexandria, Arlington, Fairfax, Hampton, Henrico, Lynchburg,
Montgomery, Newport News, Norfolk, Portsmouth, and Roanoke. The interns provided either a short
term or comprehensive lesson series to 3,100 children ages 3– 18 over the course of the summer. This
particular project was a joint project with the Supplemental Nutrition Women, Infants and
Children Program. WIC paid for the interns to conduct audits at the Summer Food Service
Program sites as well as teach nutrition education to the impoverished youth.
Major Setbacks, if any:
One major setback during FY2012 was employment challenges. The Virginia SNAP-Ed program works
within the constraints of the College of Agriculture and Life Sciences and their Human Resources
Department. Training our Family Nutrition Program Assistants is essential to the success of the program.
The entire first month of employment is comprised of two different methodologies: individual training
and distance learning. To be effective, the individual training is conducted in the classroom with other
new hires. This limits our ability to train constantly. In FY2012 we trained new hires one time. We were
challenged to fill all of our positions throughout the year. Our program assistants typically gain many
new skills while working with SNAP-Ed and are then able to secure higher paying jobs.
Due to Virginia being a Commonwealth, partnerships with WIC must be cultivated within each county or
city. Partnership opportunities are frequently limited due to various reasons such as lack of interest by the
WIC and a lack of understanding as to how SNAP-Ed complements WIC.
Overall Assessment:
Adults and youth within the target, low-income population are especially vulnerable to poor nutrition and
related health risks through a combination of individual characteristics and limited personal and
community resources. It is believed that all of our challenges to reaching this specific population and
fulfilling all of our goals were attained during FY2012.
Public reporting burden for this collection of information is estimated to average 4 hours per response, including the time for reviewing
instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of
information. An agency may not conduct or sponsor, and a person is not required to respond to, a collection of information unless it
displays a currently valid OMB control number. Send comments regarding this burden estimate or any other aspect of this collection of
information, including suggestions for reducing this burden, to: U.S. Department of Agriculture, Food and Nutrition Services, Office of Research,
Nutrition and Analysis, Alexandria, VA 22302 OMB No (0584-0083*). Do not return the completed form to this address.
4
Appendix A. Template 1. Section A Continued:
2. SNAP-Ed Administrative Expenditures
Directions- To help FNS better understand your State SNAP-Ed administrative expenditure costs;
provide the percent and dollar value of administrative expenses used for each Implementing Agency
(I.A.) in your State for each of the following categories. To estimate the % of total administrative
expenditures, use the data you compiled for question 10 on the EARS report. In the example below,
administrative expenditures for X State University = $550,000.
Type of Administrative
Expense:
% of Total Administrative Expenditures for each
Implementing Agency by Type of Expense
Name of IA:
Virginia Tech
Name of IA:
Name of IA:
% values $ values % values $ values % values $ values
Administrative Salary 52% $436,919
Administrative Training
Functions 2% $13,028
Reporting Costs ( identify %
related to EARS, if possible)
Equipment/Office Supplies 13% $112,507
Operating Costs 1% $3,498
Indirect Costs 17% $144,625
Overhead Charges (space, HR
services, etc.) 15% $124,183
Public reporting burden for this collection of information is estimated to average 4 hours per response, including the time for reviewing
instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of
information. An agency may not conduct or sponsor, and a person is not required to respond to, a collection of information unless it
displays a currently valid OMB control number. Send comments regarding this burden estimate or any other aspect of this collection of
information, including suggestions for reducing this burden, to: U.S. Department of Agriculture, Food and Nutrition Services, Office of Research,
Nutrition and Analysis, Alexandria, VA 22302 OMB No (0584-0083*). Do not return the completed form to this address.
5
3. SNAP-Ed Evaluation Reports Completed for this Reporting Year
Using the chart below, identify the type(s) of SNAP-Ed evaluations (by project) that resulted in a written evaluation
report of methods, findings and conclusions. Use the definitions of each type of evaluation that are provided in Box 1
(on the following page). Include a copy of each evaluation report that was produced in the appendix to this report.
Impact evaluation reports should include the components described in Box 2 (on the following page). Each
evaluation report should identify clearly the associated project name(s) on the cover or first page.
Project Name Key Project
Objective(s)
Target
Audience
Check all Evaluation
Types for which Reports
Are Included*
FE PE OE IE
Adult
Comprehensive
To improve diet quality,
increase physical activity,
fruits and vegetables,
whole grains, low-fat dairy
products
SNAP participants,
SNAP eligible, WIC
participants
X
Youth
Comprehensive
To increase vegetables,
whole grains, physical
activity, eat nutrient-dense
snacks, and drink less
soda.
> 50% Free and Reduced
Lunch, Public Housing
Sites
X
Eat Smart, Move
More Campaign;
Poster Evaluation
To create a direct
emotional link between
consumers and images of
health within low-income
communities.
Specific Low-income
Media Markets
X
* FE = Formative Evaluation PE = Process Evaluation OE = Outcomes Evaluation IE = Impact Evaluation
Public reporting burden for this collection of information is estimated to average 4 hours per response, including the time for reviewing
instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of
information. An agency may not conduct or sponsor, and a person is not required to respond to, a collection of information unless it
displays a currently valid OMB control number. Send comments regarding this burden estimate or any other aspect of this collection of
information, including suggestions for reducing this burden, to: U.S. Department of Agriculture, Food and Nutrition Services, Office of Research,
Nutrition and Analysis, Alexandria, VA 22302 OMB No (0584-0083*). Do not return the completed form to this address.
6
Box 1-Evaluation Definitions:
Formative Evaluation (FE) usually occurs up front and provides information that is used during the development of an intervention. It may be used to determine if a target audience understands the nutrition messages or to test the feasibility of implementing a previously developed intervention in a new setting. Formative research results are used to shape the features of the intervention itself prior to implementation.
Process Evaluation (PE) systematically describes how an intervention looks in operation or actual practice. It includes a description of the context in which the program was initiated such as its participants, setting, materials, activities, duration, etc. Process assessments are used to determine if an intervention was implemented as intended. The findings answer the question of what worked or didn’t work.
Outcome Evaluation (OE) addresses the question of whether or not anticipated group changes or differences occur in conjunction with an intervention. Measuring shifts in a target group’s nutrition knowledge before and after an intervention is an example of outcome evaluation. Such research indicates the degree to which the intended outcomes occur among the target population. It does not provide definitive evidence, however, that the observed outcomes are due to the intervention.
Impact Evaluation (IE) allows one to conclude authoritatively, whether or not the observed outcomes are a result of the intervention. In order to draw cause and effect conclusions, impact evaluations incorporate research methods that eliminate alternative explanations. This requires comparing those (e.g., persons, classrooms, communities) who receive the intervention to those who either receive no treatment or an alternative intervention. The strongest impact evaluation randomly assigns the unit of study to treatment and control conditions, but other quasi-experimental research designs are sometimes the only alternative available.
Box 2-Impact Evaluation:
Include the following items in each impact evaluation report:
Name of the Project
Project Goals (specifically those evaluated)
Evaluation Design: Describe the unit of assignment to intervention and control or comparison groups. Describe how assignment to these groups was carried out. Be explicit about whether or not this assignment was random. Describe how many units (and individuals if they were not the unit of assignment) were in the intervention and control or comparison groups at the start and end of the study.
Impact Measures: Describe the measure(s) associated with each intervention goal. Describe the points at which data were collected and how. If there were any differences in measures for intervention and control or comparison groups, describe them.
Findings: Describe the measurement results for intervention and control or comparison groups at each point data were collected.
Description of how evaluation results will be used:
Point of Contact:
Relevant Journal References:
Appendix A. Template 1. Section A Continued:
Public reporting burden for this collection of information is estimated to average 4 hours per response, including the time for reviewing
instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of
information. An agency may not conduct or sponsor, and a person is not required to respond to, a collection of information unless it
displays a currently valid OMB control number. Send comments regarding this burden estimate or any other aspect of this collection of
information, including suggestions for reducing this burden, to: U.S. Department of Agriculture, Food and Nutrition Services, Office of Research,
Nutrition and Analysis, Alexandria, VA 22302 OMB No (0584-0083*). Do not return the completed form to this address.
7
Appendix A. Template 1. Section A Continued:
4. SNAP-Ed Planned Improvements:
Directions: Describe any modifications you plan to make in the next fiscal year to improve the
effectiveness of specific SNAP-Ed projects and/or to address problems experienced during the past
year. Please identify the specific project (s).
The Virginia SNAP-Ed program requested in the FY2013 SNAP-Ed Plan a social media position. The
plan was approved and the social media position has hired a MS, RD at this time. Our target
population has increased access to using technology with email, text messaging, Facebook, and online
applications in their daily lives. In an effort to reach young mothers, this program will address issues
related to their needs. This initiative will further reach into the target population with sound nutrition
information.
The Social Media project's goal is to increase the online visibility of the Family Nutrition Program to
low-income Virginians and community partners through social media. Social media will be used to
reinforce nutrition education messages of healthy eating, active living, safe food handling and thrifty
food shopping, as well as provide an avenue for on-going support for FNP graduates. Social media
provides an additional avenue to reach our vulnerable population who face many obstacles to
attending face-to-face education sessions.
5. EARS Feedback:
Directions: For this reporting year, provide FNS feedback on your State’s implementation of EARS.
Include the following as applicable:
Comments regarding any challenges you encountered in gathering and reporting data for EARS
and actions taken to resolve or address these challenges: Directions- Identify the section and item
number when making comments. (EXAMPLE: Comment: Question 10. It was challenging to
get this information. We addressed this by providing all partners with spreadsheets and
training to help them track these costs.)
None
Does FNS need to provide additional EARS training or resources?
No
If yes, specify training topics and/or type of resources needed.
Presently, we have developed a reporting data base system which allows us to report the required
information at the end of the year to FNS.
If there are major changes within the reporting system we would possibly benefit from further training.
At this point, we feel quite confident we are able to report more outcomes than are required of us.
Public reporting burden for this collection of information is estimated to average 4 hours per response, including the time for reviewing
instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of
information. An agency may not conduct or sponsor, and a person is not required to respond to, a collection of information unless it
displays a currently valid OMB control number. Send comments regarding this burden estimate or any other aspect of this collection of
information, including suggestions for reducing this burden, to: U.S. Department of Agriculture, Food and Nutrition Services, Office of Research,
Nutrition and Analysis, Alexandria, VA 22302 OMB No (0584-0083*). Do not return the completed form to this address.
8
What, if any, changes did you make in your IT system or manual data collection procedures for
EARS in the prior fiscal year? If available, attach a description of updated IT systems and/or
manual data collection procedures.
No changes
Do you plan to make any changes in your IT system or manual data collection procedures for
EARS in the next FY? If yes, provide a short summary of changes planned.
No
Will all IAs report actual unduplicated data for EARS in the upcoming fiscal year?
Virginia is the only implementing agency and our data is unduplicated.
Share suggestions for modifications to the EARS form, if any. Indicate how the modification
would improve EARS, i.e. the reporting process for State, data quality, etc. Directions- Identify
the section and item number when making suggestions please. (EXAMPLE: Direct Ed Section,
question 3, Race and Ethnicity- Consider adding a narrative field to allow IAs to make
notations about the data or the collection procedures. This could help FNS understand and
interpret the data more accurately.)
No suggestions.
Other comments.
.
9
Appendix A. Template 1. Section A Continued:
6. Appendixes:
Directions- Attach evaluation reports included under item # 3. Optional- States may also provide a
brief description or information that highlights other SNAP-Ed projects that are not reported under
the sections above. For example, share information about:
Staff/Partner Trainings
New Hire Training:
This training is conducted in two portions. The first training happens at initial hire and covers basic
human resource topics and major components of the position. The second training is delayed to give program
assistants an opportunity to work in their individual units and understand their role. The second portion of
training is more specific to actual programming.
Title Description Date
Part One: New Hire Training Trained .5 FTEs for the youth program and 1.5 FTEs for the
adult program
Topics covered:
The History of Va. Cooperative Extension
Nutrition Education for Limited Income Families
Logging Onto the VT System (PID and password)
Overview of Performance Plan
A Day in the Life of a PA…
The GREEN System: The User’s Perspective
Adult Program Assistants: Record Keeping
Youth Program Assistants: Record Keeping
March, 2012
Part Two: New Hire Training Trained the same .5 FTEs for the youth program and 1.5
FTEs for the adult program
Topics covered:
Review of Curriculum and FNP Resources
Understanding Monthly Reports
Case Studies
Overview of Chronic Disease and Physical Activity
from an Expert
Grocery store tour
PA Lead Presentations
April, 2012
10
Title Description Date
On-line Modules These modules compliment the book work assigned in
Controversies and Concepts of Nutrition.
Post-assessments for each section are completed through
Scholar.
Feedback is given based on performance in each section.
These topics give newly hired paraprofessionals a good
foundation of basic nutrition knowledge. The topics are:
1. MyPyramid/MyPlate
2. Food Safety
3. Carbohydrates
4. Nutrition and the Life Cycle, Child Nutrition, and
Feeding Young Children
5. Aging and the Brain, Characteristics of Senior,
Water, and Promoting Physical Activity
6. Prevent Cardiovascular Disease, Cancer,
Diabetes, Limiting Saturated Fat in the Diet
7. Fat
8. Fiber
9. Fruit, Vegetables, and Whole Grains
10. Phytochemicals from Fruits, Vegetables, and
Whole Grains
11. Major Nutrients: Protein, Vitamins, and
Minerals
12. The Importance of Calcium in Your Diet and
Physical Activity
13. Stretching Your Food Dollars and Smart
Grocery Shopping
Modules are to be
completed in between
the time between part
one and part two of
new hire training
11
Continuing Education:
These training opportunities are meant to equip program assistants with the knowledge they need to effectively
execute their job responsibilities. These trainings are in through online modules, conferences, and district trainings.
Title Objective Training
Type Participants Date
Learner-
Centered
Programming -
Using Visuals
To become familiar with the
different tools to use to meet
the needs of all learners.
workshop
Jamestown
Program
Assistants
November
2011
Dynamic
Teaching
Techniques:
Learning Styles
To understand the different
learning styles of our clients
and how to effectively reach
them through interactive
programs.
Statewide
site
trainings
All SNAP-Ed
program
assistants &
Nutrition
Outreach
Instructors
January
2012
Eating Smart ,
Moving More
To become familiar with the
curriculum and the Dietary
Guideline recommendations as
it applies to the Eating Smart,
Moving More curriculum.
Statewide
site
trainings
All SNAP-Ed
program
assistants &
Nutrition
Outreach
Instructors
working with
adults.
January
2012
Adult SNAP-Ed
PAs
Comprehensive,
Fast Track, and
Core
Curriculum
To align curriculum with
multiple methodologies of
reaching the target population.
Statewide
site
trainings
All SNAP-Ed
program
assistants &
Nutrition
Outreach
Instructors
February
2012
Food Safety
and Food
Preparation
To understand best practices of
food safety and food
preparation.
District
Training
Northern
District SNAP-
Ed PAs
March
2012
Community
Partnership
Training
To access community partners
in promoting the program and
sealing the deal with clients.
District
Training
Southeast
District youth
and adult PAs
March,
2012
12
Title Objective Training
Type Participants Date
Sealing the
Deal:
Marketing
Your Program
and You
To increase awareness within
communities through
partnerships and enrolling
clients into your program.
Statewide
training
All SNAP-Ed
adult and youth
PAs
April, 2012
Food Allergens
and ServSafe
Food Safety
Training
To increase knowledge on food
allergies and food safety
practices.
Statewide
training
All SNAP-Ed
adult and youth
PAs
June, 2012
Civil Rights
Training To assure equal rights to all.
Statewide
online
training
All SNAP-Ed
adult and youth
PAs
August,
2012
Youth
Curriculum
Update and
Food
Preparation
Skills
To reinforce core curricula
concepts and delivery
methodologies
Statewide
training
All SNAP-Ed
youth PAs
August,
2012
Journal publications
Estabrooks, P., Almeida, F., Deater-Deckard, K., & McFerren, M. Fostering healthy lifestyles: Assessing
the need and potential intervention strategies for foster children. Journal of Child: Care, Health,
and Development (under review).
Robert, C., Yaroch, A., Serrano, E., Hart, E., McFerren, M., & Estabrooks, P. The validity and reliability
of a measure of the Comprehensive Home Environment Survey (CHES). Health Promotion
Practice. (under review).
Conference presentations
Midkiff, J. October, 2011. Brown bag seminar series: Hunger in Virginia. University of Richmond,
Richmond, VA.
McFerren, M. October, 2011. Virginia Weight of the State Conference, Virginia Foundation for Healthy
Youth, Richmond, VA.
Stevens, J. November, 2011. SNAP-Ed reaching military families through WIC, Blacksburg, VA.
Ledlie, M. July, 2012. Planning for health and fitness: SNAP-Ed and the Family Nutrition Program.
American Planning Association Virginia Annual Conference, Wintergreen, VA.
Stevens, J., July, 2012. Virginia Association of Teachers of Family and Consumer Sciences Annual
Meeting, Roanoke, VA.
13
McFerren, M. July, 2012. Commissioner of Health Interagency Task Force on Obesity and Nutrition
Partnerships and Evaluation of Virginia SNAP-Ed, Blacksburg, VA.
Diehl, S., July, 2012. Families, food, and fun: A whole family approach. International Conference on
Food Studies, University of Illinois, Champaign, Illinois.
Poster sessions
Carrington, A. Emotion-based learning. Mid-Winter Conference, Virginia Cooperative Extension, VA
Tech. March, 2012.
Saunders, R., McFerren, M. & Cox, H. Using video podcasts to reach low income Virginians for
enrollment in the Family Nutrition Program. Mid-Winter Conference, Virginia Cooperative Extension,
VA Tech. March, 2012.
Curriculum development
Teen Cuisine, 2012. Virginia Cooperative Extension, VA Tech.
Partnership activities
o Blue Ridge Market Coalition, New River Valley, Virginia. A food demonstration program in
Southwest Virginia connecting with market managers from the region. SNAP-Ed has been
able to provide free programming to the target population at markets in the form of cooking
demonstrations, as well as advisement on EBT program management and marketing. This
partnership has led to events targeting SNAP participants in the following markets:
Blacksburg, Vinton, Roanoke City Center, Floyd, and West End.
o SustainFloyd, a nonprofit dedicated to helping Floyd County grow in sustainably with food
security. This partnership assists SustainFloyd with planning and marketing of the mobile
farmers market program. SustainFloyd’s mobile market targets SNAP-Ed populations of
Floyd County to gain access to healthy local produce through bringing the mobile market to
the food desert areas of Floyd County. The mobile market accepts SNAP and participates in a
double value incentive program.
o Partnership with Virginia Grown and VDSS to develop a marketing kit that farmers market
managers can use to provide SNAP benefits at markets.
o Commissioner of Health Interagency Task Force on Obesity and Nutrition: A collaborative
group of state agencies tasked with the adaptation or creation of a statewide nutrition
message.
o Memorandum of Understanding with 559 agencies (WIC, Head Start, Schools . . .)
o Partnership to house SNAP-Ed staff at Blue Ridge Area Food Bank, Feeding America-
Southwest Virginia, Martinsville/Henry County Health and Wellness Coalition, God’s
Storehouse, Brunswick County Department of Social Services, Halifax County Public
Schools, Mecklenburg County Public Schools, Carillon Hospital-Roanoke, Capital Area Food
Bank, and Central Virginia Food Bank
o Share Our Strength, Cooking Matters – partnering to prevent food insecurity within the youth
population through nutrition education for the parent, the child and/or the family.
14
o Housing Urban Development Roundtable Partnership – a partnership with non-profits and
faith-based systems to target limited income populations
o Virginia Department of Education, Fruit and Vegetable Grant Schools –SNAP-Ed provides
nutrition education in the eligible schools.
o Supplemental Nutrition Women, Infants, and Children Program (WIC) – SNAP-Ed partners
with WIC to deliver nutrition education programs at the SFSP sites. SNAP-Ed summer
interns also provide audits for the WIC program.
o Multi-state Conference planning committee for May, 2013 Family Nutrition Program
Conference with West Virginia University, West Virginia State University, North Carolina State University, North Carolina A&T University, Virginia State University, Virginia Tech,
and the Virgin Islands with other universities joining the group.
o Members of the Virginia Federation of Virginia Food Banks- supporting nutrition education
through providing food for cooking experiences
o Virginia Early Childhood Advisory Council –Family Support & Wellness Task Force
designated to work on commonly defined topics and integrated projects to inform the Council
and support its broad mission and vision to expand SNAP & SNAP-Ed and other Federal
government programs
o Virginia Department of Health, Office of Family Health Services – Initiated a partnership
with Virginia Department of Health, Healthy Eating and Active Living Program, Division of
Prevention and Health Promotion (Obesity Prevention)
o Virginia No Kid Hungry Collaborating Table – to prevent childhood food insecurity through
educational programs
o Virginia Tech Athletic Department
o Food City, Farm Fresh, and Super Valu grocery stores that allow us Point of Purchase
programs in the grocery store
o FEMA funding community garden in Lee County
o Community gardens in Washington County, land donated by landowners
Case studies – none
Awards
o Virginia Cooperative Extension Annual Conference Poster Competition, 1st place in Family
and Consumer Sciences, Using Video Podcasts to Reach Low Income Virginians for
Enrollment in the Family Nutrition Program.
15
Appendix 1, 2, and 3 - Addressing outcome evaluations. Appendix 4 - Success Stories
Appendix 1: Adult Comprehensive Evaluation Report
Adults who graduate from the comprehensive series complete a pre and post test to assess knowledge and
behavior change. In FY2012, 4,851 adults completed the assessment tool at pre and post. The tables
below include the evaluation summary. Several key findings were as follows:
80% of participants showed improvement in one or more food resource management practices
(i.e. plans meals, compares prices, does not run out of food or uses grocery lists.)
86% of participants showed improvement in one or more nutrition practices (i.e. makes healthy
food choices, prepares foods without adding salt, reads nutrition labels, and has children eat
breakfast).
81% of participants demonstrated acceptable food safety practices at the completion of the
program.
Adult Comprehensive (Direct) Behavior Indicators Food Resource
Management Nutrition
Food
Safety
% of clients who showed improvement in at least 1 related
practice 80 86 62
Adult Comprehensive
Behavior Indicators
% of clients demonstrating
improvement
Consume lower fat milk 34
Consume greater variety of foods 46
Decrease sodium consumption 41
Enhance food security 40
Increase healthy food choices 42
Increase family meal time 34
Increase meal planning 50
Increase comparing prices 41
Increase using grocery lists 45
Increase in reading labels 55
Increase in breakfast consumption 37
Increase in thawing food properly 56
16
Appendix 2: Youth Comprehensive Evaluation Report
Youth who are Kindergarten and older and graduate from the comprehensive series complete a post test to
assess knowledge change and demonstrating acceptable behavior practices. In FY2012, 18,103 youth
completed the assessment tool. The table below includes the evaluation summary.
Indicator Outcome
Eating a Variety of Foods 79%
Knowledge of essentials of human nutrition 85%
Increased ability to select low cost, nutritious foods 79%
Improved practices in food preparation and safety 79%
Appendix 3: Eat Smart, Move More Poster Evaluation Survey
A random sample of participants who viewed the Eat Smart, Move More posters was assessed to
determine their attitudes and their intent to change dietary behavior. The sample included 10,491 youth.
Overwhelmingly, the youth demonstrated very positive attitudes and intent to change dietary behavior.
Several key findings were as follows:
76% of youth were likely to follow the suggestions for eating smart and moving more.
85% of youth believed that they could be an athlete by eating smart and moving more.
Specific findings of the poster survey were as follows:
Youth Summary
Question Yes No Maybe
How likely will you follow their suggestions for eating smart and moving more? 76% 6.5% 17.2%
How likely are you going to discuss with your parents about eating healthy foods? 69% 11.4% 18.6%
Do you think you can be an athlete by eating smart and moving more? 85% 5.5% 9.2%
17
Appendix 4: Success Stories
Success Story #1:
I saw one of my shelter Moms last night that was a previous participant in a class I taught last fall. She
has lost 70 pounds! I asked her how she did it and she said after the SNAP-Ed class she started eating
healthier and exercising regularly. She looks amazing!
Success Story #2:
David attended a Virginia Family Nutrition Program SNAP-Ed super pantry class in 2009 at a public
housing site for elderly and disabled individuals. He weighed about 500 pounds at that point and had
many serious health complications due to his obesity. He was confined to a wheelchair and scooter. After
attending the eight lesson series, he decided that he could cook and eat the way he was taught in the
SNAP-Ed program. He went to his doctor and started to make healthier choices. He returned to a SNAP-
Ed program in 2012 that was being taught at the same site. He has now lost 175 pounds since the original
program. His goal is to lose enough weight to be able to walk into his doctor’s office and get on the
scales unassisted. He is doing wonderfully!
Success Story #3:
I first met Maury a year or so ago while teaching my ongoing class at my local homeless shelter. Maury
had taken my SNAP Ed Program there and had quite an interest in being a chef. When I went back
recently I learned that Maury had moved from the shelter to transitional housing to his own place. Maury
learned many things in the series of classes such as proper food safety, knife skills, and healthy food
choices. He participated in a lesson in the grocery store where he learned about unit pricing, comparing
brands, meal planning on a budget, and choosing fresh fruits and vegetables.
Maury shared that he now has a job and he is a chef for a local Baptist church so he is now self-sufficient.
He is doing what he loves. He shared that on Wednesdays he cooks dinner for 200 people in the
community that are low income. He told me that the church was very happy with his ability to cook
healthier meals for their clients. He is very appreciative of learning the skills through the Family
Nutrition Program, and now he is making a difference passing it on to others.
Success Story #4
I met Ms. Slade, a livings skills teacher, last year while working with the Project Discovery students at
Crittenden Middle School in Newport News Virginia. Ms. Slade works in two middle schools in the city
and is the lead livings skills teacher for all city middle schools. Once she heard that I was a SNAP-Ed
program assistant and worked for Virginia Cooperative Extension she insisted I come back this year to
work with her classes. I learned Ms. Slade’s father is a retired ANR agent and specialist. It is such a small
world.
18
Beginning the second week in September I have taught Teen Cuisine weekly to more than 247 students in
grades 6-8. Due to my successful series at Crittenden Middle School I have also picked-up two more
middle schools and an additional 300 children. My Teen Cuisine workshop series have been incorporated
into the lesson plans of all schools I work in. Students are graded on the information I teach and the
cooking activities.
The middle school crowd is a new audience for me. Student ages range from 11-15 years old. I have
found that they are willing to try new foods and new challenges. Being able to actually use a chef’s knife
and prepare recipes is new and exciting for many. Several students have recognized me from my
workshops in the elementary schools.
Student’s knife skills have improved. Some had never touched a knife before the series began. They’ve
helped parents prepare dinner and parents have asked to sit in to observe because they couldn’t believe
their student was so excited about cooking. One 6th grader told me she was going to make the colorful
coleslaw for Thanksgiving dinner.
The Teen Cuisine books are a great student resource. Students really love the recipes. The opportunity to
teach Teen Cuisine in the middle school living skills classes has been a great experience for me. The
students are willing to learn, behavior change is happening before my eyes.
Success Story #5:
Ms. Perry is a homemaker with the William Hughes Nutrition Group. Ms. Perry has been very faithful in
attending the group meetings. She is a dialysis patient who has hypertension and diabetes. After teaching
the plate lesson, Ms. Perry realized that she needed to change the way she was eating. She is now eating
less meat, eating smaller portions of food and has increased her fruits and vegetables. Her blood sugar
levels are lower and her blood pressure readings are good.
Ms. Perry has completed 12 lessons and would like for me to continue to teach lessons. However,
graduation is soon. Our program is not only a great program for the physical well-being of a person, but
also for the emotional well-being. Ms. Perry has been depressed and my visits to share nutritional
information have been an encouragement.
Success Story #6
T. Brady is a 46 year old homemaker who attends meetings at the Achiever’s Club. When I first began
my meetings with the group, she shared that because she was confined to the wheel chair. She had gained
a lot of weight. Her doctor had encouraged her to lose weight.
Ms. Brady stated that the nutrition meetings were very helpful. She used the stretch band to exercise her
arms. She stopped drinking sods and increased her fruit and vegetables. Ms. Brady also cut her portion
sizes in half. To date, she has lost 36 pounds and is extremely happy. She is very thankful for the
program and has enjoyed using some of the recipes. She and other club members are hopeful that the
nutrition program will continue.
The Achievers Club is a part of the Community Board Organization. The club members prepare meals at
the club house. Club members planted a garden last summer and prepared some of the vegetables.
19
Section B: SNAP-Ed Annual Report Summary for Impact
Evaluations.
Provide the information requested below for any significant evaluation efforts (generally
considered as costing greater than $400,000) that were completed during the previous year.
See pages 7-9 for instructions.
Appendix A. Template 1. Section B: SNAP-Ed Annual Report Summary
For Impact Evaluations FY2011
(7 CFR 272.2 (i)) OMB No. 0584-0083
1. Name of Project or Social Marketing Campaign
If multiple projects or campaigns were part of a single impact evaluation, please list them all.
Virginia SNAP-Ed spent approximately $55,000 on a social marketing campaign and it was evaluated
in the previous section above.
2. Key Evaluation Impact(s)
Identify each impact being assessed by the evaluations. For example are SNAP-Ed participants more
likely than non-participants to report they intend to increase their fruit and vegetable intake? Or do a
greater proportion of SNAP-Ed participants choose low-fat (1% or fat-free) milk in the school
cafeteria compared to non-participants?
3. Evaluation participants.
Describe the population being evaluated and its size. For example, all (1200) kindergarten students
at public schools in one school district.
20
Appendix A. Template 1. Section B Continued:
4. Assignment to intervention and control or comparison conditions
a. Describe the unit of assignment to intervention and control groups.
For example, an intervention focused on kindergarten students may assign school districts,
individual schools, classrooms, or individual student to intervention and control groups.
b. Describe how assignment to intervention and control groups was carried out.
Be explicit about whether or not assignment was random. For example, ten kindergarten
classrooms were randomly assigned to intervention and control groups.
c. Describe how many units and individuals were in the intervention and control groups at the
start of the intervention.
21
Appendix A. Template 1. Section B Continued:
5. Impact Measure(s)
For each evaluation impact, describe the measure(s) used. Descriptions should indicate if the focus is on
knowledge, skills, attitudes, intention to act, behavior or something else. Each measure should also be
characterized in terms of its nutritional focus, e.g. low fat food preparation, number of whole grain servings
consumed, ability to accurately read food labels. Finally indicate if impact data were collected through
observation, self-report, or another method, you may:
Describe the points at which data were collected from intervention and control group
participants.
For example, these points may include pre-test or baseline, midway through the intervention, post-test
as intervention ends or follow-up some weeks or months after the intervention ends.
6. Results
Compare intervention and control groups at each measurement point, by individual measure. Report
the number of intervention and the number of control group participants measured at each point.
Describe any tests of statistical significance and the results.
7. Reference
Provide a contact for additional details and a reference to any other report of the evaluation