Appendix A. Template 1. Section A: SNAP-Ed Narrative ...articles.extension.org/.../default/files/Virginia2012AnnualReport.pdf · In the summer of 2012, twelve Human Nutrition,

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.

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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.







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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%







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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.







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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







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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







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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:








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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.







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.

.

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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

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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

Documents

Appendix A. Template 1. Section A: SNAP-Ed Narrative ...articles.extension.org/.../default/files/Virginia2012AnnualReport.pdf · In the summer of 2012, twelve Human Nutrition,