# Presentation: 495379

## Evaluation: Exploring aReporting Framework –The Community Nutrition Education Logic Model

**Helen Chipman**
**Program Coordinator, FSNEP, CSREES/USDA**
**Prepared for ASNNA Post-Conference, Washington DC**
** ****28 February 2003**

## Getting to the Same Page

**Purposes – To answer questions**
**What are we getting for our nearly 400 million dollar investment (199 million food stamp administrative dollars)?**
**Are we making a difference with our target population?**
**Why Developed**
**Needed for CES/Land Grant System – a national report that reflects impact without loosing the richness of program diversity**

- Presentation by Helen Chipman, February 2003

## Getting to the Same Page

**Framework – to report what happens in the short, medium and long term, with respect to individuals/households, institutions/communities, social structures/policies**
**Outcomes – core areas identified by FNS commissioned white papers**
**Theoretical basis, use of well known model**

- Presentation by Helen Chipman, February 2003

## Getting to the Same Page

**Developed within Extension/Land Grant System; others had opportunity to provide input, recommendations incorporated into the model (all networks, youth evaluation workgroup, FNS/Food Stamp Program - nationally)**
**FNS has accepted use of the CNE Logic Model, with disclaimer – not exclusively Food Stamp Nutrition Education Logic Model**

- Pesentation by Helen Chipman, February 2003

## Getting to the Same Page

**Does not replace reports/information requested by FNS**
**Information requested should be readily available for transfer to other reports, whoever the stakeholder is**
**Pilot effort – learn what states have; refine based on what is already in place**
**Identify gaps (in states and nationally) -  strengthen planning/implementation**

- Presentation by Helen Chipman, February 2003

## Getting to the Same Page

**Is something where we had nothing!**
**Is live – the **_[www.csrees-fsnep.org](http://www.csrees-fsnep.org/)__ website contains:_
**Two training modules: 1) logic models in general; 2) CNE Logic Model specifically**
**The CNE Logic Model (module 2, section 3)**
**Worksheet for states to use in preparing state reports (module 2, section 3)**

- Presentation by Helen Chipman, February 2003

## The State Report

**For Extension/Land Grant System; others can use if desired**
**Will be used to communicate regionally and nationally about Food Stamp Nutrition Education – to tell the story**
**Information from FY 2002 – make it strong and complete, but brief**
**States can send 1 or 2 reports (may or may not send separate network report)**

- Presentation by Helen Chipman, February 2003

## The State Report

**State coordinators/directors or their designees to complete**
**Email attachment to secretary of Helen Chipman**
**Contractor will aggregate into regional and national reports; also provide feedback to states**

- Presentation by Helen Chipman, February 2003

## The State Report

**Projected timeline*******
**April 15, 2003 – report due to Helen’s secretary**
**June 30, 2003 – feedback to states**
**August 15, 2003 – regional and national reports available on the national website **
**Actual times depend on what we receive and contractual arrangements we are able to make to develop the reports**

- Presentation by Helen Chipman, February 2003

## State Reports – Network Considerations

**Are considerable number contracted through the Extension/Land Grant System – important to report**
**Socio-ecological model partially collapsed to reduce complexity (institutions/communities)**
**Endpoints – model doesn’t resolve the ongoing discussion; determined from FNS guidance/research**

- Presentation by Helen Chipman, February 2003

## Steps Taken to Explain “How to Complete the Worksheet”

**Asked Joyce Counihan to review the worksheet; comments incorporated into web-based document**
**Reviewed “Food Stamp Nutrition Education Networks – Partners for Better Health” Publication**
**Completed the worksheet based on information state Networks provided, national statistics, and some extrapolation**

- Presentation by Helen Chipman, February 2003

## Situation Statement:  Description of State’s Food Stamp Population

**State population – 6 million people**
**State poverty rate – 15%**
**State food stamp participation 60% of 1,000,000 eligible; average of $185 food stamp benefits/household/month**
**Children & seniors disproportionately represented ____ % children; ____ % seniors; ____ single parent homes...**
**Gender, race, household composition...**

- Sample ideas shared by Helen Chipman, February 2003

## Situation Statement:  Description of State’s Food Stamp Population, cont.

**Dietary Quality: Substantial percentages of households falling short of RDAs –  69% of iron, 79% of folate**
**Food Security – In 2001, 50% of food stamp participants experienced some level of food insecurity, which they attributed to lack of financial resources (ref); 30 thousand experienced outright hunger (ref)**

- Sample ideas shared by Helen Chipman, February 2003

## Situation Statement:  Description of State’s Food Stamp Population, cont.

**Rising demands at food banks – emergency food providers around the state attribute the increase in demand to working families; the faltering economy, and...**

- Sample ideas shared by Helen Chipman, February 2003

## Situation Statement:  Description of Issues of Concern

**Dietary Quality**
**Poor iron absorption despite high iron intakes – question link to enriched and fortified foods**
**Increased obesity rates**
**Decreased meals together as families**
**Low intake fruits and vegetables**
**General poor nutrition among seniors**

- Sample ideas shared by Helen Chipman, February 2003

## Situation Statement:  Description of Issues of Concern, cont.

**Food Security**
**Lack of food access**
**Transportation issues**
**Other barriers (list)**
**Food Safety**
**Identify**
**Shopping Behavior/Food Resource Management**
**Identify**

- Sample ideas shared by Helen Chipman, February 2003

## Situation Statement: State’s Objectives for FY 2002

**Encourage increased fruits and vegetable consumption by limited resource individuals**
**Increase consumption of low-fat, calcium-rich foods**
**Increase physical activity of limited resource individuals by 3%**
**Connect state objectives to Healthy People 2010**

- Sample ideas shared by Helen Chipman, February 2003

## Situation Statement: State’s Objectives for FY 2002

**Increase participation in Food Stamp Nutrition Education **
**Increase participation in the Food Stamp Program by eligible persons**
**Strengthen the abilities of community nutrition coalitions to increase healthful nutrition and physical activity practices among low-income audiences**

- Sample ideas shared by Helen Chipman, February 2003

## Inputs:  Financial Resources – Budgeted Dollars

**FNS Funds: $499,000**
**Matching Funds, state: $260,000**
**Matching Funds, local/other: $241,000 **
**Total: $1,000,000**

- Sample ideas shared by Helen Chipman, February 2003

## Inputs:  Financial Resources – Budgeted Dollars, comments

**State funds – State government and university, state grants**
**Local funds – County government, local network partner funds, local grants**
**Does not include private in-kind contributions, other federal funds**
**Additional state/local contribution of $50,000 not included in cost share**

- Sample ideas shared by Helen Chipman, February 2003

## Inputs: Planning Process

**Conduct needs assessment/analyze the situation**
**Segment and select the target audience**
**Conduct formative research**
**Set goals and objectives**
**Develop marketing and communication strategies**
**Conduct concept and content pre-testing**

- Sample ideas shared by Helen Chipman, February 2003

## Inputs: Planning Process, cont.

**Develop promotion plan and communication materials**
**Pre-test, refine, and produce materials**
**Implement program/conduct social marketing campaign**
**Conduct process and outcome/impact evaluation at all stages**
**Revise as needed**

- Sample ideas shared by Helen Chipman, February 2003

## Inputs:  Materials – Curriculum

| Name of Curriculum
 | Check if new  | Check if in NAL  |
| --- | --- | --- |
| Nutrition, Good For You |  |  |
| Jump Start your Bones |  | X |
| “Five a Day” through Theatre and Role Play | X |  |

- Sample ideas shared by Helen Chipman, February 2003

## Inputs:  Materials – Educational Media

**Include content that is not as extensive as a specific curriculum and not part of social marketing campaign**

- Sample ideas shared by Helen Chipman, February 2003

## Inputs:  Materials – Social Marketing Campaign

**Jump ‘N Jive... Come Alive with Fruit -- includes tip sheets, interactive displays, posters, newsletter articles, school lunch menu backs, food demonstrations and food sampling, stickers and balloons... Contact (name, institution/agency, state, email address, phone)**

- Sample ideas shared by Helen Chipman, February 2003

## Inputs:  Materials – Social Marketing Campaign

**Pick a Better SnackTM -- promotes fruits and vegetables as snacks; includes public service announcements recipes, newspaper/newsletter articles, videos... Contact (name, institution/agency, state, email address, phone)**

- Sample ideas shared by Helen Chipman, February 2003

## Inputs: People – Expertise

**Steering committee – professionals with expertise in nutrition, management, marketing, finances, education....**
**Network composition – number of persons, description of expertise, etc.**

- Sample ideas shared by Helen Chipman, February 2003

## Inputs: People – Accountability

**Routine fiscal, personnel, affirmative action audits within university/ institutional system; quarterly reports to grants and contracts office; time and effort reporting (plan confirmation/ other)**
**Periodic reporting to/from partner agencies (describe)**

- Sample ideas shared by Helen Chipman, February 2003

## Inputs: People – Accountability, cont.

**Accountability procedures within partner infrastructures (describe)**
**Annual face-to-face meeting with state food stamp fiscal office representative**

- Sample ideas shared by Helen Chipman, February 2003

## Inputs: People – Intra-Institutional Relationships (STATE Level)

**Collaboration between your state Food Stamp agency and other **_**state**_** agencies that administer FNS and other USDA programs**
**Team Nutrition/Food Stamp Program Partnership – Why needed, how compliment, but do not duplicate**
**WIC – FSNEP Partnership – Why needed, how compliment, but not duplicate**
**EFNEP – Same**
**Others**

- Sample ideas shared by Helen Chipman, February 2003

## Inputs: People – Intra-Institutional Relationships (STATE Level), cont.

**Head Start Consortium – access to low-income parents of young children**
**Fruit & Vegetable Growers Association – provide foods for social marketing campaign to low income families**
**5 African American Organizations, 3 Tribal Organizations, 2 Faith-Based Organizations – access to limited resource population**

- Sample ideas shared by Helen Chipman, February 2003

## Outputs: Individual/Household Activities

| Direct Methods |  | Indirect Methods |  |
| --- | --- | --- | --- |
| X | Education class | X | Public service announcements |
|  | Workshop | X | Billboards |
|  | Group discussion | X | Newsletters |
|  | One-on-One intervention | X | Other (describe)
Educational Fairs |
|  | Other (describe) |  |  |

- Sample ideas shared by Helen Chipman, February 2003

## Outputs: Individual/Household Participation

| Method | Teaching Contacts | If possible, provide further breakdown of direct contacts |  |  |
| --- | --- | --- | --- | --- |
|  |  | Gender Counts | Ethnicity Counts | Adult/
Youth Counts |
| Direct | 37,650 |  |  |  |
| Indirect | 900,000 | Distributed to low-income neighborhoods; based on average clientele served at respective sights |  |  |

- Sample ideas shared by Helen Chipman, February 2003

## Outputs: Individual/Household Participation – Comments

**Direct methods – 12 lessons per child – 3-5 years old – in head start classes**
**Indirect methods – posters, bookmarks, signage, billboards newsletters, calendars, radio, and newspapers**

- Sample ideas shared by Helen Chipman, February 2003

## Outputs: Institution/Community Activities

|  | Community Assessment | X | Integration of Services |
| --- | --- | --- | --- |
| X | Community Awareness Campaigns |  | Other – please list |

- Sample ideas shared by Helen Chipman, February 2003

## Outputs: Institution/Community Participation

|  | Sector |  |  |  |  |
| --- | --- | --- | --- | --- | --- |
|  | Public | Private Non-Profit | Schools | Private | Other |
| Number of Partnerships |  |  | 10 | 2,000 |  |

- Sample ideas shared by Helen Chipman, February 2003

## Outputs: Institution/Community – Comments

**School districts – primarily middle school and high schools**
**Private – supermarkets, neighborhood markets, and warehouse stores**

- Sample ideas shared by Helen Chipman, February 2003

## Outputs: Social Structures, Policies, Practices – Activities

|  | Impact Seminars | X | Expert review/comment on federal, state, and/or local public policies  |
| --- | --- | --- | --- |
|  | Public Forums | X | Other – please list:
Bus tour with policy makers |

- Sample ideas shared by Helen Chipman, February 2003

## Outputs: Social Structures, Policies, Practices – Participation

**Many Faces of Food and Agriculture – bus tour with continuing dialogue: included network stakeholders, industry leaders, and public officials to provide first-hand look at food production, delivery, and consumption issues in low-income area of state, with special attention to examining impact of issues and the system on low income citizens **

- Sample ideas shared by Helen Chipman, February 2003

## Impact Statement -- # 1

**Objective – 3-5 year old children try new foods**
**Indicator ID – DQ 1**
**Core Element – Dietary ****Quality**
**Level of Intervention – Individual/Household**
**and/or Community/Institutions**
**Time Frame – Short Term**

- Sample ideas shared by Helen Chipman, February 2003

## Impact Statement #1, cont.

**In 2002, preschool children who attended head start or preschool participated in a 12-week “new-foods” intervention class.  Of the 432 children that participated in a “tasting party” evaluation at the conclusion of the class, 86% tried all four of the novel foods; 96% tried two of the novel foods.**

- Sample ideas shared by Helen Chipman, February 2003

## Impact Statement #1, cont.

**What is the significance of this impact, e.g. why is it important that children try new foods?**
**How representative is this number of preschool age children in the state – geographic area, pilot project, convenience sample?**
**Does the number represent all children who participated in 12-week intervention?**

- Sample ideas shared by Helen Chipman, February 2003

## Impact Statement #1, cont.

**How many children shared the information with their parents later?**
**What was the impact for parents – did they request additional information, did they offer the new foods at home?**
**Did the new foods become part of the institutions’ menu options?**
**Any evidence that the foods are being eaten repeatedly after exposure?**

- Sample ideas shared by Helen Chipman, February 2003

## Impact Statement #1, cont.  Data Collection Method

**Teachers tracked children’s responses  at conclusion of 12-week intervention**
**likes it**
**doesn’t like it**
**didn’t try it**
**At end of class or after class had been completed?**

- Sample ideas shared by Helen Chipman, February 2003

## Impact Statement #1, cont.  Tools

**Survey**
**Developed through formative research?**
**How validated?**

- Sample ideas shared by Helen Chipman, February 2003

## Impact Statement -- # 2

**Objective – Individuals eat more healthy by eating breakfast**
**Indicator ID – DQ 1**
**Could also be DQ 18 or 19**
**Core Element – Dietary Quality**
**Intervention – Individual/Household**
**Could also be Community/Institution**
**Time Frame – Medium Term**

- Sample ideas shared by Helen Chipman, February 2003

## Impact Statement #2, cont.

**Between 2000 and 2002, 74% of participants became aware of the campaign and 12% reported increasing their frequency of eating breakfast as a result of the campaign.**

- Sample ideas shared by Helen Chipman, February 2003

## Impact Statement #2, cont.

**Why is eating breakfast important?  Tie back to dietary quality. **
**Who was targeted – general public, low income public, others?  Clarify.**
**How do you know you reached your target audience?**
**How frequently were they eating breakfast?  Any baseline comparisons of how much change this represented?**

- Sample ideas shared by Helen Chipman, February 2003

## Impact Statement #2, cont.

**What about community organizing impact – numbers and types of partners who joined to promote eating breakfast – those who were part of the social marketing campaign?**
**What did the 300+ public and private partners do differently because of Food Stamp Nutrition Education?**
**Any lasting commitment or further action?**

- Sample ideas shared by Helen Chipman, February 2003

## Impact Statement #2, cont.  Data Collection Method

**Secondary data**
**Telephone contacts**
**In-depth interviews**
**How wide scale was the campaign – the whole state; a targeted area, etc.?**
**Describe more specifically how you arrived at the % -- random sampling, convenience, etc.**

- Sample ideas shared by Helen Chipman, February 2003

## Impact Statement #2, cont.  Tools

**Local Behavior Risk Factor Surveillance System (BRFSS) (behavior change)**
**Telephone Surveys (awareness and behavior change)**
**In-Depth Interviews (process evaluation)**
**Which were developed for project?  **
**Validation?**

- Sample ideas shared by Helen Chipman, February 2003

## Program of Excellence

**Project Title: Senior Nutrition Education at Congregate Food Sites**
**Core Element Addressed**
**Dietary Quality**
**Food Security**
**Objective:**
**Strengthen the abilities of community nutrition coalitions to increase healthful nutrition practices among targeted low–income seniors.**

- Sample ideas shared by Helen Chipman, February 2003

## Program of Excellence, cont.

**Timeline:**
**Start – October 2001**
**End – September 2002**
**Location**
**50 congregate meal sites**
**Where?**

- Sample ideas shared by Helen Chipman, February 2003

## Program of Excellence, Project Description

**Issue of Concern**
**Poor nutrition among seniors due to lack of knowledge, changing environment (living alone), change tastes, etc.**
**Description of Strategy**
**Train nutrition managers at meal sites.  Cost shared with Area Agencies on Aging, who paid staff to attend training and covered expenses related to nutrition education on site.  Food Stamp Nutrition Education funds were used to cover training material costs. **

- Sample ideas shared by Helen Chipman, February 2003

## Program of Excellence, Project Description, cont.

**Description of Audience and Participation**
**Primary audience – nutrition managers at congregate meal sites**
**Secondary audience – low–income seniors who eat at congregate meal sites **

- Sample ideas shared by Helen Chipman, February 2003

## Program of Excellence, Project Description, cont.

**Materials**
***Take Charge of Your Health: The Active Older Adult Speaker’s Kit, *****developed by Wellness Inc. with support from the Georgia Nutrition Network**
**The Kit included easy–to–follow speaker notes, master transparencies and handouts, which facilitated presentations **_**that would not have occurred otherwise**_** due to the lack of time, resources, and knowledge among nutrition managers.  Materials are creative and engaging.**

- Sample ideas shared by Helen Chipman, February 2003

## Program of Excellence, Project Impact

**Project Impact**
**Community Organizing – New Partnership:  A local network project used *****Take Charge of Your Health *****at congregate meal sites and low–income senior housing sites in partnership with a local food bank.  The food bank provided food items, generally fresh produce, to program participants.  Nutrition information and recipes about the donated food items were provided as part of the nutrition education session.  **

- Sample ideas shared by Helen Chipman, February 2003

## Program of Excellence, Project Impact, cont.

**Project Impact**
**Having food available increased program participation and facilitated increased knowledge of local nutrition resources and reduced food insecurity.**
**Nutrition education was provided to over 23,000 low–income seniors at meal sites using the new materials.  Area Agencies on Aging included information from the curriculum into their newsletters that reached 122,500 low–income seniors.**

- Sample ideas shared by Helen Chipman, February 2003

## Program of Excellence, Project Impact, cont.

**Project Impact**
**Follow–up questions would be about sustainability of the community organizing and changes the seniors were making in their own lives.  If you had that additional information, should be a nice Program of Excellence example.  Give enough information that someone else would be able to replicate, if desired.**

- Sample ideas shared by Helen Chipman, February 2003

## Program Improvement

**Reach the target audience with relevant nutrition messages.**
**Expand and enhance partnership base.**
**Keep partners engaged in the process.**
**Conduct meaningful, results based evaluation to achieve effective impact with participants and assure continued state and local support.**

- Sample ideas shared by Helen Chipman, February 2003

## Topics for Future Research

**Calcium intake and ???**
**Fortification and iron deficiency**
**Obesity and food insecurity**
**Other ???**

- Sample ideas shared by Helen Chipman, February 2003